Helping Leaders Lead:

Transformation by

Facilitating Self-Discovery

Larry R. Smith

LRSmith2@peoplepc.com

Some Quality Methods that Facilitate Self-Discovery

Method Description Results

Affinity Diagram (one of the seven

management and planning tools)

Anonymously collects and organizes cross-functional

team ideas and thoughts.

Everyone’s thoughts and ideas, integrated into the whole,

without fear.

Relations Diagram (one of the

seven management and planning

tools)

Uses arrows to map cause-effect relationships among a

group of elements. Elements can then be prioritized by

either: cause (number of arrows out), result (number of

arrows in), or interactivity (total number of arrows in and

out).

A priority emerges that may not have been initially obvious to

the team, causing the team to become more aware of how their

system functions.

Tree Diagram (one of the seven

management and planning tools)

Provides an operational description of a broad, high

level, term or activity by mapping, layer by layer, from

the general to the specific.

Standardized language, everyone understands what is meant by

a particular high level/broad, activity or term or buzz word.

Matrix (one of the seven

management and planning tools)

Maps relationships from one set of elements to another

(usually “whats” and “hows”).

Reveals a prioritization based upon how one set of elements

impacts another. Finds redundancies (two sets of strategic

elements that provide similar results) and weaknesses (where

nothing in the set delivers a particular need).

Matrix Data Analysis (one of the

seven management and planning

tools)

Graphical display of how individual elements compare to

each other based upon metrics associated with two

different characteristics.

Reveals insightful patterns and trends in data. Can be used for

systems design. Can also be used to prioritize a set of strategic

elements based upon perceptions of how important and how

well implemented each element is in the organization.

Process Decision Program Chart

(one of the seven management and

planning tools)

Prior to implementation, mistake-proof a plan by

analyzing what can go wrong, and identifying what can

be done to prevent that from happening.

Anticipate and prevent problems before implementation.

Arrow Diagram / Project

Management (one of the seven

management and planning tools)

Identifies which actions must be done in series, and what

must be done in parallel. Defines the timing for program

implementation and highlights the critical path.

Manage and coordinate project implementation

TRIZ (Theory of Inventive

Problem Solving)

Identifies system conflicts and guides / optimizes

solution discovery.

More relevant and better ideas.

Seven “Management and Planning Tools”

Affinity Diagram – Used to collect and organize ideas or data

Relations Diagram – Maps relationships and establishes relative priority within a set of system elements

Tree Diagram – Breaks down general categories into specific elements

Matrix – Maps and prioritizes relationships between one set of elements and at least one other set of elements (e.g. QFD)

Matrix Data Analysis – Used to examine categorical patterns as a function of two system parameters

Process Decision Program Chart – Used to Error-Proof a plan before implementation by mapping what can go wrong and how it can be prevented

Arrow Diagram – Manages project implementation by studying which actions can be done in parallel and which must be done in series, identifying the critical path

7 Weapons of the Management Samurai

RELATIONS

DIAGRAM

ARROW

DIAGRAM

AFFINITY

DIAGRAM

PROCESS DECISION

PROGRAM CHART

MATRIX

DIAGRAM

TREE/SYSTEM

DIAGRAM

MATRIX

DATA

ANALYSIS

• Altshuller recognized that the same fundamental problems had been addressed by a number of inventions in different areas of technology

• He also observed that the same fundamental solutions were used over and over again, often separated by many years

• He reasoned that if the latter inventor had had knowledge of the earlier solution, their task would have been straightforward

• He sought to extract, compile, and organize such information

TRIZ Genrich S. Altshuller (1926 - 1998)

WEAKNESS IN PRODUCT DEVELOPMENT

IMPLEMENTATION/SYSTEMS FOCUS • Process has too many tasks in series

• Cannot effectively address/resolve system issues

• Lack of design latitudes

RISK AVOIDANCE • Unwilling to take risks to make major changes

• Management by objectives stifles breakthroughs

• Product planning is stifled by time needed for return on

investment

INADEQUATE UP-FRONT PRODUCT

DEVELOPMENT • Basic designs have major technical flaws/compromises

• We do not put program resources in place early enough

• Inadequate understanding of the customer’s definition of

quality LACK OF QUALITY LEADERSHIP STRATEGY • No consensus or vision that this is what we want to do

• No consistent direction, high level of confusion on priorities

LACK OF MANAGEMENT TEAM PROCESS

OWNERSHIP • Senior management meetings are “report-outs,” not “problem

solving.”

• Senior management does not ask hard questions or demand

actions

STANDARDS ARE NOT HIGH ENOUGH • “Good enough” is an acceptable outcome

• Many minor risks are really major for a zero defects goal

INADEQUATE SUPPLIER COMITMENT /

PARTICIPATION • Supplier base relationship doesn’t compare to competitions

• Suppliers not involved early enough in programs

PRODUCTIVITY AND INVESTMENT

INEFFICIENCY • High investment in programs prevents new products

• Inflexible, huge investment in plants and equipment

PAROCHIAL OPTIMIZATION • Organization chimneys still dominate

• “Chimneys” limit cooperation (too much you versus me)

SUBOPTIMAL INVOLVEMENT OF HOURLY

PERSONNEL • We haven’t overcome poor past management-union relations

• Issues of workforce churning, temporary layoffs, etc.

POOR COMMUNICATION • Poor communication horizontally and vertically

• Poor need to know communication

INEFFICIENT PROBLEM SOLVING • Band-aid approach to problems

• The “prevention” step is only casually addressed

EXCESSIVE INTERNAL MARKETING /

BOSS SATISFACTION • Boss satisfaction is more important than customer’s

• Management rewards based upon short term performance

RESTRAINED

EMPOWERMENT/COMMITMENT/OWNERSHIP

• We haven’t empowered people via training/responsibility

• Program managers have little power to manage

COST PRIORITY VERSUS QUALITY • Management belief that quality is not affordable

• We sacrifice customer satisfaction for short term cash

• Plant productivity is a higher priority than quality

• Accounting that uses variable over fully accounted costs

INSUFFICIENT

SKILLS/TRAINING/DEVELOPMENT • Engineers not trained in latest quality methods

• Managers have not upgraded their knowledge, skills, methods

LOW RISK DESIGN PHILOSOPHY • Fear of failure drives conservatism

• Breakthrough actions and risk taking are not encouraged

Affinity Diagram of Perceived Inhibitors to Customer

Satisfaction

Affinity Diagram

• Used by Jiro Kawakita, a Japanese anthropologist who organized data on 3x5” cards, grouping similar ideas together and letting the most important concept “float to the top.”

• Sometimes known as the KJ method. • Used to:

• Sort and organize existing facts and information

• Clarify understanding of data and ideas • Gather and organize ideas from a cross-

functional team

Affinity Diagram Process

• Entire process takes place in silence: • Left brain is our language center, also responsible for

logic and numbers. • Right brain tends to be the more creative part of us.

Processes relationships, colors, and shapes. • By operating in silence, we shut down the left brain

and encourage the more creative right brain to operate.

• Today we use post-it notes instead of 3x5” cards. • Start with a cross-functional team • Each team member is given a stack of post-it notes (to

shorten the process, you can give each team member only three notes and restrict each person to three ideas)

• A question is selected to be answered (it is helpful to write this down and keep it in the front of the room)

Affinity Diagram Process

• Each team member writes one idea per post-it note. • The notes are collected and pasted to a wall or

window. • When the ideas stop (or a pre-set limit per person has

been reached), the team goes to the wall or window and begins to organize the thoughts by grouping similar ideas together.

• As the team members review the groups, new ideas may emerge … have them write these down and add them to the wall.

• If there is a disagreement as to whether an idea is in one group or another (one team member places an idea in one group, another team member removes it, the first team member puts it back …) then copy the note and put the idea in both places.

Affinity Diagram Process

• After the ideas are organized, the team facilitator reviews the ideas in each group, then asks, “What are we really trying to express with this group of thoughts?”

• After some discussion, the grouping is titled. • This continues until all the ideas have been

organized. • The ideas with titles are then collected and

typed for later reference. • A PowerPoint summary of the affinity

diagram, showing titles and some key thoughts, may also be helpful.

Build Inventory

in Cooler Months

Communication

Hourly

Involvement

Inventory QC

Limit Inventory

Maintain

Hammer Crews

Change Division

Strategy

State of Art

Facilities

Primary Rod

Source

Safe Workplace

Quality Way of

Life

Minimal

Changeover

No Re-Inspection

1st Run

Capability

Customer

Satisfaction

Statistical

Control

Improved Quality

Sufficient

Tooling

Plant

Performance

Buil

d I

nven

tory

in C

oole

r M

onth

s

Com

munic

atio

n

Hourl

y

Involv

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t

Inven

tory

QC

Lim

it I

nven

tory

Mai

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in

Ham

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Cre

ws

Ch

ange

Div

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n

Str

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Sta

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Fac

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Pri

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Sourc

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Saf

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Cap

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Cust

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Sat

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Contr

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Suff

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Pla

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Arr

ow

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ut

Ran

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X

X

X

X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Unanimous

(one arrow)

Majority

(one arrow)

Minority

(half arrow)

1 vote (1/4 arrow)

7

2

3

5

8

1

4

6

8

8

6

9.5

9

4

1

6.5

5

10

0

3

7.25

2

2

2

3

6.25

5

3.5

5

Relations or Interrelationship Diagram

• Can be used with affinity diagram titles or with any list.

• The listed items are placed on a chart (or on both sides of a matrix).

• The team is asked if: • If item “a” directly causes item “b” or • If item “b” is a direct result of item “a”

• On a chart, it the team agrees there is a relationship, an arrow is mapped from item “a” to item “b”

• In a matrix, if a majority feels there is a relationship, a solid arrow is mapped (sometimes teams designate a unanimous opinion with a double-arrow). If a minority feels there is a relationship, a dashed arrow is mapped. If one person on the team, after discussion, feels there is a relationship, a dot is placed in the matrix.

Relations or Interrelationship Diagram

• When the mapping is complete, each item is examined and arrows into the item, out of the item and total arrows in and out are counted.

• Prioritizing items by arrows in is useful for creating a vision statement, as categories with the most arrows in are more closely related to a higher purpose or goal.

• Prioritizing items by arrows out is useful for strategic planning – if we can take action on this system item we will improve results in all categories it influences.

• Prioritizing items by total arrows in and out (most interactive) is useful for communication planning and also work with TRIZ.

• Team dialogue, after creating such maps, often enables team self-discovery.

• There is a shared belief that ASQ

could create a much more responsive

system to provide the quality

community with education and

training.

• A centerpiece of that system could be

sections as training and education

deliverers and divisions as forums

and knowledge generators.

• Start with a clean slate and develop a vision and long

view for our training and education efforts.

• Develop something modern, something responsive to

the needs of customers and members, and something

that makes the best use of ASQ’s tremendous talents

and capabilities.

• This planning will merge nicely into our business

planning cycle to assure we allocate the right

resources for our plan and implementation in the

next fiscal year.

• Establish and maintain two cross-functional team layers: a steering team

consisting of members who are organization stakeholders in the team’s mission

and whose buy-in is critical for implementation; and working teams consisting

of members who have more detailed knowledge and time to perform the

needed tasks. These teams will communicate via conference call on a bi-weekly

basis.

• Kick-off the effort with a two-day concentrated focus workshop utilizing

generous cross-functional representation. Tap the knowledge of this team to

establish a draft vision for education and training, identify and prioritize

inhibitors, formulate system relationship map, and identify and prioritize

solution options. The final membership for the steering and working teams

will be outcomes of this initial effort.

• The use of team time and knowledge will be efficiently and effectively

organized through a blend of Seven Management and Planning, and TRIZ

tools. ASQ staff will be trained in appropriate software ahead of time.

• The working team will develop the detailed actions and strategy to support

business plan implementation.

8

9

10

11

12

1

2

3

4

Tuesday, February 21, 2006

Welcome and introduction to the training/education effort (Paul)

Visioning Exercise/Brainstorm

Inhibitor Brainstorm

Vision Subteam with

Lunch

• Affinity

• Relations Diagram

Inhibitor Subteam with

Lunch

• Affinity

• Relations Diagram

System / Functional

Analysis Map with

Lunch

Vision Subteam Report – Establish Vision Statement

Inhibitor Subteam Report – Prioritize Inhibitors

Formulate System and Select Sub-System Areas for Further Work

8

9

10

11

12

1

2

3

4

Wednesday, February 22, 2006

Sub-System 3

Brainstorming with TRIZ

System of Operators

Affinity Diagram of Solution Ideas

Lunch

Matrix of Solution Ideas Versus Inhibitors and Vision Elements

Sub-System 2

Brainstorming with TRIZ

System of Operators

Sub-System 1

Brainstorming with TRIZ

System of Operators

Select Solution Areas for Further Work

Solution Area Planning, Finalize Teams, Establish Next Steps

ASQ D EVE LO PS AN D

LI C EN SES M ATER I ALS,

OTH ER S D ELI VER

D EVE LO P AN D MAR KET

IN TEG R ATED

SY STEMS/ SOLU TI ON S

F OR C OR POR ATI ON S

ASQ as an

organ iza tion wil l

f ranc his e ou t it s

lea rn ing m at e ria ls

ASQ c ou ld prov ide one

se t o f tra in ing

m ate r ia ls o f a ll t o us e

ASQ does no t need t o

be the p rov ider of

tra in ing -prov ide the m ap

of the BoK

By pas s t he c ons tan t

re -dev e lopm ent o f

m a te r ia ls

C rea te "m ast e r doc um ents "

(as in I SO) - one se t o f

m a te r ia l is the s tandard and

thos e m ate r ia ls c an be

cus t om ized

D on 't ho ld c las s es

du r ing norm a l

bus ines s hours

E lim inat e t he dup lic a tion

by c rea t ing "bas e"

m odu le cou rs e m at e ria ls

F arm ou t t he

dev e lopm ent (a

la H o lm es )

On ly hav e H Q dev e lop t he t ra in ing

wit h inpu t f rom d iv is ions , and hav e

sec t ions de l iv e r t he tra in ing .

D iv is ions pa id f or t he ir inpu t . H Q

pa id f o r dev e lopm ent . Sec t ions pa id

f o r de li v e ry .

Team s m igh t dev e lop

m ate r ia ls, y ou m igh t pay

som eone t o dev e lop t he

m ate r ia ls

The c on t en t needs t o be

dev e loped by t he bes t SME ,

and then the cours es a re

dev e loped by t he p ro f es s iona l

dev e lopers

There a re huge im pl ic a t ions f o r

ASQ ex i ting t he de liv e ry of

tra in ing - Sa les , Marke t ing

et c .. .

W e need t o dev e lop

a p roc es s f o r

sha r ing m ate r ia ls

W e p rov ide t ra in ing

m ate r ia ls bu t we don 't

prov ide the tra in ing

Y ou c an buy

and / o r li cens e

the m ate r ia l

D on 't dea l wi th

ind iv idua ls , dea l wi th

the o rgan iza tions tha t

em p loy them

Lev erage h igher lev e l

m em bers as sa les

f o rc e (d irec t o r lev e l &

VP)

Look f o r c us tom ers in

non-qua lit y ro les and

pro f ess ionals wi th in the ta rge t

m ark e t s (m a t rix c us tom er

segm enta t ion ).

Organ iza tions rec ogn izing ASQ

BOK as a res ourc e f o r pe rs onne l

dev e lopm ent Perf o rm anc e

dev e lopm ent. Mark et di rec t ly to

organ iza tions .

P rov id ing bus iness leaders a

way o f underst and ing how to

in teg ra te per f o rm anc e

ex c e l lenc e m et hodo logy I E

Lean , S ix S igm a

I MPR OV E

C OMM U N I C ATI ON S

AR OU N D LE AR N I N G

EVEN TS

LEVER A GE

C ER TI F IC ATION

PR OGR AMS

D es ign the p roc es s ( lean t he

proc es s ) s o t ha t

com m un ic a t ion oc c urs , and a ll

the r igh t peop le a re inv o lv ed .

D ev e lop a m as te r s c hedu le o f s peak ers , tra ine rs ,

cours es , c on f e renc es s o t ha t o f f e rings do no t

com pete wit h one ano t her . C rea te a c u lt u re tha t

he lps t o s epara t e in t im e and s pac e f rom

"c om pet ing" g roups - s ect ion , d iv is ions , H Q . EX:

H Q c ours es a re a lway s taugh t in t he f ir st week ,

sec t ion cours es oc

U s e a c en tra li zed lis t o f

sc hedu led and planned

ev en t s f rom al l s ect ions

div is ions and H Q .

W ork ou t a s y s tem where

speak ers le t us k now where t hey

are go ing t o be , s o t ha t s ect ions

hav e the oppor t un i ty to inv i te

them to the i r s ess ions.

C rea te a f res hm an, s ophom ore , jun io r ,

sen io r s et s o f tra in ing tha t leads to

ce r ti f ic a tion, wit h lev e ls o f c e r ti f i c at ion

(researc her, t eacher , k nowledge

con t ribu to r - au t hor ). Encourage t he

dev e lopm ent o f c om pet encies wh i le

prov id ing rec ogn it ion a long t he way .

C rea te d if f e ren t lev e ls o f

ce r ti f ic a tion. 1. Pass tes t .

2. Pass tes t and c er t if ied

to tra in c ours es .

F ind a way to m ak e

cer ti f ic a tion as a

requ irem ent

Lev e ls o f c e rt if ic a t ion f o r

y ears o f rec ert if ic a t ion

(d is t ingu is h beg inners f rom

m ore m at u re p ro f es s iona ls ).

L ic ens ing Qua lit y

P ro f es s iona ls ( li k e

PE).

Mak e the c as e to ind iv idua ls why be ing

cer ti f ied wi ll be bene f ic ia l . EX: pay

inc reas e a f t e r c er t if ic a tion , c areer pa th

oppor tun it ies post ce r ti f ic a tions .

C ert if ic a t ion is a d is c rim ina t o r be tween

two c and idat es .

Mak e the rec ert if ic a t ion

requ irem ents m ore

rigo rous ( inv o lv ing ASQ

tra in ing or educ a t ion ).

P rov ide C MEs f o r

ind iv idua ls in

hea l thc are

Targe t c om m un ic a t ions

towards thos e who

need to rec er tif y .

The t rad i tiona l in t e res t in ASQ

tra in ing was t o p repare f o r

ce r t, bas ic qua li ty too ls , and

st andards

Tie to

rec ert if ic a t ion

un i ts

W hat is t he purpos e o f t he

soc ie ty ? D o we ev en need t o

prov ide tra in ing? ASQ prov ides 2

th ings - c e rt if ic a tion and

prom ot es i ts m em bers

#1 QUALITY TRAINING SOURCE

• ASQ is “the” source for quality learning

• ASQ image in training is everything!

• … a structured training curriculum that is

“world class go to” education in quality

INCREASE BoK IN INNOVATION

ASQ known for its leadership in

Innovation and Sustainability

STAKEHOLDER HEALTH • ASQ is financially healthy …

• High stakeholder satisfaction

LOYALTY

• Confidence due to ASQ “Seal of Approval”

• Students return and recommend

• Members brag about consistent quality …

CONSISTENT, HIGH QUALITY

• Trainers are exceptional,

• Provide uniform material, society-wide

• Education is fun, effective and interesting

COLLABORATION • Section training delivery = financial health

• Section, Divisions, and HQ work together

• Collaboration replaces competition

VALUE PERCEPTION •Quality professionals become management

•Individuals are able to improve performance

•Employers can see the ROI

QUALITY = BUSINESS SYSTEM • Quality tools integrated and embedded

• Quality culture is pervasive

• The Quality system is the business system GLOBALLY AVAILABLE

• All ASQ training is available globally

• Worldwide understanding of Quality BoK

• Huge enrollments across many languages VARIETY OF TOPICS •Breadth & depth of courses

•Product for sections, divisions, universities …

•Variety of training topics and deliveries

MARKETING

• Easy (cheap) for local non-ASQ members

• ASQ is an approved government provider

• I can use ASQ’s web site for learning options

UNDERSTANDING VOC

Needs assessment leads to defining and

implementing solutions that are immediately

sought because of their value VARIETY OF MODALITIES

• Readily available in an individualized manner

• Customers have access when/how they want it

• Known for effective training all mediums

IMPROVED ACCESS More individuals have access locally to more

training for less money/time expended

COST FREE

Members have free access to training products.

Sales to non-member units supports activity.

CAREER VALUE • Training as a complete process vs. an event

• Learning curriculum encourages certification

• Develop and deploy many services/products

COST OF DELIVERY • Affordable on-demand training courses

• Corporate economies of scale (reduced $)

• Get breakeven class size down to 3

INCREASED CUSTOMER BASE

• Key offerings engage and grow members

• 2016 – There are 10 times more participants

• 80% of ASQ members are touched

KNOWLEDGE TRANSFER

We have successfully transferred knowledge of

the quality masters to the next generation.

Availability of FREE education and training

In Out

3 14

15.0 84.0 Understanding

VOC

In Out

0 15

0.0 103.0

ASQ achieves sustainable financial

results

In Out

15 2

113.0 12.0

Enhanced Career Value to Individuals

In Out

11 4

93.0 36.0

Improved Access

In Out

6 8

34.0 58.0

Increased Variety of Modalities

In Out

3 11

11.0 67.0

Increased Variety of

Topics

In Out

3 7

19.0 49.0

Increase BoK in Innovation

In Out

2 10

12.0 66.0

ASQ is the Source (brand)

In Out

12 4

90.0 36.0

Reduced Cost

of Delivery

In Out

0 4

0.0 22.0

Effective Marketing

In Out

7 9

25.0 69.0

Increased Global

Availability

In Out

3 10

21.0 68.0

Improved Perception of Value by businesses

In Out

10 6

82.0 54.0

Quality is the Operating System

In Out

5 4

9.0 36.0

Improved Collaboration of

ASQ Communities

In Out

3 7

13.0 15.0

Improved Stakeholder

Value

In Out

17 1

145.0 9.0

Increased customer base

In Out

15 2

129.0 18.0

Consistent, high quality customer

experience

In Out

4 7

6.0 55.0

Increased Customer

Loyalty

In Out

10 4

64.0 24.0

ASQ’s education system enables

anyone, anywhere, anytime to improve

themselves, their organizations and

their world through quality concepts,

technologies, and tools.

ASQ’s educational system is the

seamless integration of HQ, member

communities, education professionals,

and members.

• Levels of Invention

• Contradictions and

Principles to Resolve

• Ideality

• Use of Resources

• Evolution of Systems

• ARIZ

Boris

Zlotin

Alla

Zusman

Formulate Problem Statements

• Resolve Contradictions and Conflicts

• Make Useful Functions More Useful

• Make Harmful Functions Less Harmful

Physical Contradiction

Useful Function

Harmful Function

System Conflict (functional

contradiction)

ASQ CERTIFIED INSTRUCTORS AND COURSES • Establish standards for training and certify trainers by course

• Don’t put ASQ brand on courses that aren’t certifies by ASQ

ASQ DEVELOPS AND LICENSES MATERIALS,

OTHERS DELIVER • ASQ as an organization will franchise out its learning materials

• ASQ could provide one set of training materials of all to use

DEVELOP MATERIALS THAT DON'T NEED SMES • Develop the cadre of local facilitators that don't need to be a

SME

• Trained facilitators that can lead a discussion

LEVERAGE CERTIFICATION PROGRAMS • Create a freshman, sophomore, junior, senior sets of training

that leads to certification,

• Make the recertification requirements more rigorous (involving

ASQ training or education).

OPTIMIZE ELECTRONIC LEARNING • Move to more virtual/electronic communication

• Broadcast training opportunities from larger areas to the less

served areas

• Package the e-learning to optimize learning.

IP POLICY DEVELOPMENT • Determine and define ownership

• How can ASQ acquire the IP and have at least co-ownership

rights?

CREATE PARTNERSHIPS TO EXPAND BASE AND

EASE BURDEN OF LOGISTICS, MARKETING • ASQ should think more like a university or establish

relationships with colleges/universities

• Write articles for other publications to build intrigue

LEARNING EVENT COMMUNICATIONS • Design the process so that communication occurs, and all the

right people are involved.

• Develop a master schedule of speakers, trainers, courses,

conferences

MEGA-EVENTS, PIGGY BACK OFF SIMILAR

LOGISTICS COORDINATION Integrate the Division conferences into the World Conference

SALES/ MARKETING STRATEGIES • Enhance the perception of quality, quality ideas, and quality

tools

• More bundled courses for certificates

LEVERAGE STORIES FROM CUSTOMER

ORGANIZATIONS • Develop corporate entities as the recipients and then

disseminators of the training

• Involve, partner with companies and use their success stories in

conferences and courses

OPTIMIZE MODULAR MATERIAL DESIGN • Create re-useable modules

• Develop huge library of modules and examples developed for

different target customers

• Materials online so we wouldn't have to print materials

DEVELOP AND MARKET INTEGRATED

SYSTEMS/SOLUTIONS FOR CORPORATIONS • Don't deal with individuals, deal with the organizations that

employ them

• Look for customers in non-quality roles and professionals

within the target markets

MEASUREMENT TOOL FOR INDIVIDUAL/

CORPORATE QUALITY MATURITY • Develop a diagnostic tool that assesses quality growth

• Ask participants to Beta-test diagnostic tool.

PAID REGIONAL FIELD SERVICE

REPRESENTATIVES Professional staff around the country to sustain consistency of

products and understand customer needs.

BENCHMARK PEERS TO IMPROVE PROCESS • APQC - Benchmark clearing house - diagnostic tool - share

branding

• Benchmark other organizations to evaluate their structures.

Learn from others.

OPTIMIZE PRODUCT DEVELOPMENT

• Develop a learning management system

• Develop materials in a modular way

OPTIMIZE MU - HQ COLLABORATION • All registration comes through headquarters

• Encourage sections and division to collaborate with HQ

training

REVENUE • Don't have independent discrete revenue generators

• Revenue issues need to be dealt with - all of the parties need to

participate

RESEARCH • Corporate research collaboratives.

• Do more thorough research with identified target markets

SOME OFFERINGS FOR FREE If program offerings for free it may offer value to the membership

- market training as a membership benefit

UNDERSTAND BUSINESS TRENDS AND GOALS • Develop processes where materials are translated and updated

• Inputs from the organizations that employ quality professionals

• Work with the organizational members to identify needs and

issues to understand how ASQ can help to achieve results UTILIZE CONFERENCES/ METHODS FOR

MATERIAL AWARENESS/ MARKETING • Instructors also act as agents to sell ASQ offerings.

• The conference becomes a forum where you could learn how to

use the materials

VOC RESEARCH • Create a mechanism to push good ideas, request for help.

• Get on the phone or go to Sections and ask what the customers

need and want.

WIN-WIN INCENTIVES FOR ALL PARTICIPANTS • Create incentives for SMEs to give co-ownership for the IP

• Incentivise sections and divisions to put on certified training

CREATE A FOR-PROFIT SUBSIDIARY Create a for-profit subsidiary for training and education.

Tree Diagram

• Used to make a topic operational by breaking it down from general to specific.

• Can diagram the tasks to be executed and the sub-goals to be achieved.

• Can clarify problem-solving strategies. • Can clarify connections between tasks • Can clarify structural elements and their

relationships • The use of tree diagrams in a matrix became

Quality Function Deployment.

LEVEL I LEVEL II LEVEL III LEVEL IV

Comfortable Steering Steering

Effort Gear Torque T-Bar Diameter

Quality Table Example

House Of Quality’s Rooms

• What are the rooms and what do they do for you?

• What is the relationship of the rooms in the house?

7

3

1

4 2

6

5

Correlation

TARGET GOALS

Characteristics/ Measures (HOW)

Customer Needs

(WHAT) Relationships

(What vs. How)

Competitive Comparison

Targets and Limits

Competitive Benchmarks

HOW IMPORTANT

I M P O R T A N C E

Resolve the Contradiction

Separate in Space Separate in Time Separate in Structure Separate on Condition Mobilize Resources

Extract the impeding part Remove the required part Shift to another dimension Nesting Passing through

Preliminary action Hide Use pauses Dynamicity Rushing through Use post-process time Integration

Between subsystems Asymmetry Mediator Use the culprit Use a model or copy

Environmental conditions Transform condition Create condition

Functions Phenomena Information Objects Space Time

System of Operators Example

Matrix Diagram

• Displays relationships between one set of items and another.

• Can indicate the relative importance of these relationships traditionally indicated by either: no relationship (blank), weak relationship (“ ” or a “1”), medium relationship (“ “” or a “3”), or a strong relationship (“ ” or a “9”)

• In Quality Function Deployment, maps “whats” to “hows”

• The “whats” can be weighted per customer preference.

• A second method of prioritizing, based upon the impact of one list upon another.

WEIGHTED TOTALS 2451 3483 2709 2451 2451 2451 2709 1581 2709 3483 2709 1805 1581 1805 1839 548 774 903 1419 903 1161 0 1709 43634

TOTALS WEIGHT 2341 2349 2343 2341 2341 2341 2343 1465 2343 2349 2343 1431 1465 1431 1467 552 780 781 269 781 783 0 561 35200

Stakeholder Value 113 9 9 9 9 9 9 9 9 9 9 9 1 9 1 9 1 3 3 1 3 3 0 1 134

1017 1017 1017 1017 1017 1017 1017 1017 1017 1017 1017 113 1017 113 1017 113 339 339 113 339 339 0 113 15142

Sustainable Financial Results 145 9 9 9 9 9 9 9 3 9 9 9 9 3 9 3 3 3 3 1 3 3 0 3 136

1305 1305 1305 1305 1305 1305 1305 435 1305 1305 1305 1305 435 1305 435 435 435 435 145 435 435 0 435 19720

Increase Customer Base 129 1 9 3 1 1 1 3 1 3 9 3 3 1 3 3 0 0 1 9 1 3 0 9 68

129 1161 387 129 129 129 387 129 387 1161 387 387 129 387 387 0 0 129 1161 129 387 0 1161 8772

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Lack of HQ/MU cooperation 60 9 3 3 3 1 9 3 9 3 0 0 3 3 3 0 1 3 3 3 1 3 9 1 76

540 180 180 180 60 540 180 540 180 0 0 180 180 180 0 60 180 180 180 60 180 540 60 4560

Limited Resources 66 9 9 9 9 9 1 3 9 1 1 1 9 3 3 3 9 3 3 9 3 1 3 1 111

594 594 594 594 594 66 198 594 66 66 66 594 198 198 198 594 198 198 594 198 66 198 66 7326

No Master Plan 83 1 1 3 1 1 1 1 1 1 1 1 1 1 3 1 1 3 1 1 1 1 3 1 31

83 83 249 83 83 83 83 83 83 83 83 83 83 249 83 83 249 83 83 83 83 249 83 2573

TOTALS 1153 787 789 787 665 617 385 1153 251 68 68 787 385 387 202 665 387 385 787 263 251 753 129 12104

weighted totals 1217 857 1023 857 737 689 461 1217 329 149 149 857 461 627 281 737 627 461 857 341 329 987 209 14459OVERALL TOTAL 3494 3136 3132 3128 3006 2958 2728 2618 2594 2417 2411 2218 1850 1818 1669 1217 1167 1166 1056 1044 1034 753 690 47304

OVERALL TOTAL (WEIGHTED) 3668 4340 3732 3308 3188 3140 3170 2798 3038 3632 2858 2662 2042 2432 2120 1285 1401 1364 2276 1244 1490 987 1918 58093

OVERALL PERCENTAGE 7% 7% 7% 7% 6% 6% 6% 6% 5% 5% 5% 5% 4% 4% 4% 3% 2% 2% 2% 2% 2% 2% 1%

Importance 4 5 4 5 4 3 5 5 4 4 4 5 4 2 4 2 5 2 3 5 5 4 2 3.91304

Implementation 1 2 2 3 3 2 2 2 3 2 3 3 1 1 2 1 3 1 2 3 3 2 3 2.17391

Ease of Implementation

Resources Required

Greater than average Import X X X X X X X X X X X X X X X X X

Greater than average Implem X X X X X X X X X X X X X X

Solution Effect on Key Vision and Inhibitor Elements

(weighted and not weighted)

Ineffective Marketing and Sales • Not enough involvement from business

community.

• Poor marketing / Inconsistent marketing and

sales activities

• There is no unified system to promote

training

Intellectual Property Conflicts • Ineffective supply chain (course provider)

management

• Local developer of course leaves and takes

course with them

Not Understanding Customer Needs • We don’t understand the needs of many

types of customers – focus too narrow

• Not designed to meet customer needs • Lack of focus on the customer

• Needs assessment is too often based on ‘wants’

rather than true needs

No Master Plan • No overall master plan for training products

• Lack of understanding how the Education

and Training system works (efficient or

effective) society-wide

• Training effort is a list of stuff and is not

part of a roadmap or model

• The infrastructure is not in place to deliver

training to the remote regions of the US and

the world where training is needed

Lack of HQ and Member Unit

Cooperation and Coordination • Lack of role delineation between HQ,

Sections, Divisions

• Lack of cooperation, coordination, and

communication.

• The training is torn between varying

interests: Sections, Divisions, HQ, and

Consultants

• Lack of consistent communication between

HQ/Sections

Internal Competition • A structure that encourages competition

among stakeholders

• Competition with and between sections,

members, HQ, etc….

• The desire of everyone in the system to

benefit economically

Variation in Program Design • Inconsistent quality of product from multiple

deliveries (ASQ Brand)

• Standards for course design are not systemic

Inconsistent Learning Experience • Quality of instructor

• One bad experience can deflect customer

away from all offerings

• Quality of training is inconsistent

Lack of Perceived Value

• Companies don’t see a pay-off for high priced

quality training

• Are the customers getting what they want? Are

they applying what they learn? Are they getting

results?

High Price of Programs • Cost is said to limit participation

• They remain out of reach for many quality

professionals in terms of cost/affordability

Lack of Assessment of External

Competition ASQ is competing with self-taught, non-experts, in-

house facilitators that provide a look-alike

alternative

Limited Scope of Offerings • Lack of well developed distribution methods

(face to face, E-learning, etc…)

• New technology is not yet mature or understood

(E-Learning, Podcasts etc..)

• Thinking of training as a “course” constrains

better innovations in training

Limited Resources • Limitations of member leader time and

effort

• Training offerings are all piecemeal, no

cohesive framework to integrate or

differentiate offerings

In

Out

In

Out

In

Out

In

Out

In

Out

In

Out

In

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In

Out

In

Out

In

Out

In

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Variation in Program Design

Process

48.0

39.0

Lack of HQ/MU cooperation

18.0

60.0

Intellectual property conflicts

29.0

22.0

Internal HQ Div Sec Competition

39.0

28.0

Inconsistent Learning Experience

51.0

10.0

Lack of understanding

Customer Needs

19.0

44.0

Ineffective Marketing /Sales

66.0

9.0

Too High of a price for programs

26.0

23.0

Limited Resources

10.0

66.0

No Perceived Value

46.0

1.0

Limited Scope of Offerings

49.0

1.0

Lack of assessment of External

Competition

In

Out 22.0 37.0

In

Out

No Master Plan

0.0

83.0

0

500

1000

1500

2000

2500

3000

3500

4000

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Raw Total

Weighted Total

Solution Pareto

X Mega Events

X Benchmarking

X X X X VOC Research

X X X X Regional Service Reps

X X Sales & Marketing – Business Trends

X X X Modular Material Design

X X Integrated systems

X Win/win incentives

X HQ/MU Collaboration

X X X Product Development

X Measurement Tools of maturity

X X Certify Instructors/Courses

X Subsidiary

X IP Policy

X Leveraging Certification

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by:

• Importance vs.

Implementation

• Effect on other

Solutions

• Effect on Vision and

Inhibitor Elements

(weighted and not

weighted)

Quality Initiative Questionnaire

Please rate the following based upon how important you feel the item is, and how well you feel we have implemented this item (use a

1-5 scale with 5 being most important):

Degree of Degree of

Importance Implementation

1 2 3 4 5 Senior Executive Involvement 1 2 3 4 5

1 2 3 4 5 Management Reinforcement of Quality Values 1 2 3 4 5

1 2 3 4 5 System for Designing Quality into New Products 1 2 3 4 5

1 2 3 4 5 Robust Production Process/Designs 1 2 3 4 5

1 2 3 4 5 Decreased Manufacturing Variances 1 2 3 4 5

1 2 3 4 5 System for Health/Safety Improvement 1 2 3 4 5

Matrix Data Analysis

• Maps the relative relationships of a set of items based upon two parameters.

• Can be used with a questionnaire that assesses “degree of importance” and “degree of implementation” to prioritize the elements based upon those which are most important but not well implemented.

• Often used in marketing and in engineering analysis.

• Can result in team self-discovery.

Parametric Analysis

0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

80

60

40

20

C

C

C

C C

A A

A A

A

A

B B

B B B

Cost Data Var. Cost A Var. Cost B Var. Cost C

Start-up Energy

Mechanical Efficiency

EDUCATION AND TRAINING QUESTIONNAIRE Please rate the importance and ease of implementation of the following ideas to improve Education and Training: Please assign a rating on a scale from 1 to 5, where 1 represents "Low" or “Hard” and 5 represents "High" or “Easy”.

Importance Ease of Implementation

1 2 3 4 5 1 2 3 4 5

ASQ establishes standards to cover all aspects of a training experience, including certification of trainers

Measure and share ASQ-wide outcomes associated with each learning experience

Develop a training and qualification program for section instructors

Reward sections or divisions that create or improve the content of learning offerings

Write articles in other publications to build intrigue in ASQ and offerings

Registration for all courses comes through ASQ HQ, who provide lists, processes and outcomes that meet section/division needs.

Share Materials. Create a list and library of all available learning content for section/division use

Incentivise sections and divisions to sponsor certification training

Establish a valued customer program - the more you participate the more you benefit. Learners earn points/rewards toward other offerings at various levels of participation (silver, gold, platinum).

Reward sections who initiate on-site training opportunities because it benefits ASQ as a whole

Create a catalogue of trainers with past/current performance indicators

Create a learning event preparation checklist for HQ, section and division use, communicate and use it

Please provide any additional comments in the space below:

2 . 9 3 . 0 3 . 1 3 . 2 3 . 3 3 . 4 3 . 5

2 . 5

2 . 7

2 . 9

3 . 1

3 . 3

3 . 5

3 . 7

3 . 9

4 . 1

4 . 3

E a s e o f I m p l e m e n t a t i o n

I m p

o r t

a n

c e

Average

Aver

age

Training Standards and

Trainer Certification

Training/Qualification of

Section Instructors

Registration via ASQ HQ

Share Materials – Library

for Section/Division Use

Measure/Share Learning

Experience Outcomes

Valued Customer Program

Catalogue of

Trainers &

Performance Reward

Contributors

Incentivise

Certification

Training

Write

Articles

Reward Sections

for On-Site

Training

Learning

Event

Checklist

Education and Training Questionnaire Results

(76 Respondents, April 2006)

Customer Satisfaction Plus

Delighters

Satisfiers Dissatisfiers

Actual Performance

Minus

0 100 %

Shift quality is a “Delighter” if the customer enjoys a seamless shift, but expects or can live with a solid “thunk”

Shift quality is a “Satisfier” if the customer enjoys a seamless shift, and dislikes a solid “thunk”

Shift quality is a “Dissatisfier” if the customer feels a seamless shift is expected and dislikes a solid “thunk”

“Attractive”

“One-dimensional”

“Must-be”

Process Decision Program Chart

• Prior to implementation, mistake-proof a plan by analyzing what can go wrong, and identifying what can be done to prevent that from happening.

• Anticipate and prevent problems before implementation.

Project Management (Arrow Diagram)

• Identifies which actions must be done in series, and what must be done in parallel. Defines the timing for program implementation and highlights the critical path.

• Manage and coordinate project implementation.

What Tool Could I Use When:

• Have many ideas, but disorder and chaos are everywhere? • Project timing is important but complex? • The categories are too broad, they need to be broken down into greater

detail? • Need to prepare for what should be done first. Where can I get the biggest

“bang for the buck?” • Need to rank the tasks that have to be done and need to be able to explain

why? • Old solutions to new problems are keeping us in a rut? • These objectives are too general. Don’t know where to start. • What can be done if some of the things on this list go wrong? • Who is responsible for what and when? • What is the root cause? How many are there?