Utah Association of Local Health Departments

Train-the-Trainer

Workshop

October 19 and 20, 2011

Workshop Overview

Welcome Remarks

Introductions

Why are we here?

Expectations

…PHF Mission:

We improve the public’s health by strengthening the quality and performance of public health practice

Innovative Solutions. Measurable Results.

http://www.phf.org

Brainstorming

5 minutes individually, write down:What issues have arisen around implementing or setting up a QI training session?

Volunteer ideas as scribe writes

Build on listed ideas

Add new thoughts as they occur

Debrief to whole group

Coaching QI Teams

Teams don’t use tools in a vacuum

Soft skills as well as hard skills

© PHF 2009

Coaching QI Teams

The purpose of coaching QI Teams is to:

Build a partnership between the coach, team leader, and team members

Help the team move to a higher level of achievement

Help the team overcome obstacles

Help the team navigate a politically sensitive situation

Provide training or problem solving assistance

Coaching QI Teams

Building a partnership between the coach, team leader, and team members is effective when there are:

Agreed upon ground rules

Clear expectations

Specific time frames

Established goals and measures of success

Some Issues That Could Arise:

Coach groups into teamsClarify objectives and goals Dissolve hidden agendas Move to commitment & accountability Move from hoping to acting Generate efficiency Model success of other high performing teamsShare values & vision of the organizationOvercome frustration & failure Keep them going Give recognition

The Five Dysfunctions of a TeamThe Five Dysfunctions of a Team

Fear of… Conflict

Absence of… Trust

Lack of… Commitment

Avoidance of… Accountability

Inattention to… ResultsThe Role of the Coach

Be Vulnerable

Demand Debate

Force Clarity and Closure

Confront Difficult Issues

Focus on Collective Outcomes

© PHF 2009

P. Lencioni 2005

Coaching QI Teams

The goal is to build a culture of commitment and accountability

What is Coaching?

Establish trust

Build rapport and open communication

Clarify key roles and responsibilities

Establish goals and an effective personal development plan

Create and implement a mentoring agreement

Coaching Exercise, #1

Break into teams of five each

List out the elements you would want in a coach

Identify the top three elements you would consider most important for a successful coaching intervention.

Debrief

First Rule of Coaching

Start where your client “is” and not where you think he should be or where you are.

Second Rule of Coaching

Confirm readiness:

Is the client receptive to coaching?

Do they want to be coached?

Have they requested coaching or been told to get it?

What do they expect to get from coaching?

Third Rule of Coaching

Set Expectations:

Establish goals

Intent is to help, not run the team

Build trust – who do you have to report your results to – make it clear

Establish when and where coaching will take place

Fourth Rule of Coaching

Observe The Team:

Identify destructive behaviors

Document specific incidences

Document their strengths and weaknesses

Understand what they think is blocking or hindering their progress

Fifth Rule of CoachingDevelop an Improvement Plan:

Describe observed team behaviors and the impacts; both good and bad

Review causes that lead to bad outcomes for the team

Set realistic change expectations

Build the plan around their strengths

Describe specific corrective actions to overcome weaknesses

Indicate any training that may be required and how they can obtain it.

Sixth Rule of Coaching

Confidentiality:

What you observe, recommend, or help the team with stays in “Vegas”

If you must report your finding to some one higher in the organization let the team know at the outset

Seventh Rule of Coaching

Follow-Up:

Set a time to follow-up with the team to see if progress has been made

Ask them to send you brief updates on a regular basis – what is and is not working

Coaching Exercise #2

Choose a partner for this exercise. You will practice coaching techniques.

Look at the three most important elements for a successful coaching intervention each of you chose during exercise 1.

Choose one element to practice with your partner. You can each choose a different element.

Continued…

Coaching Exercise #2The first “coachee” sets up the situation in which the “coach” will provide support. The coach LISTENS to the “coachee” to understand their coaching need.

The coach then explores different approaches (DO NOT TELL) to that scenario with the “coachee.”

Take no longer than 5 minutes for the exchange.

Take two minutes for the “coachee” to express observations of the helpfulness of the coaching.

Swap roles and repeat with the second partner.

Summary

Coaching Fundamentals:

LISTEN

EMPATHIZE (not sympathize)

ASK

DON’T TELL

Team # 1 QI Tool

Team Analysis and Decision Making

Problem Solving vs. Decision Making

Whenever teams encounter a problem, we are involved in decision making.

We are involved in decision making even when there is NOT a problem.

Quality Improvement is about process, not only the outcome of our processes (W. Edwards Deming)

Improvement versus Redesign for QI

26

The Basic Feedback Loop

Align Quality Improvement Measures

Three steps for generating data for analysis and decision making:

Assessing: Identifying, defining, prioritizing – Plan

Analyzing: Examining and investigating – Do and Check

Answering: Finding solutions - Act

Act

DoCheck/Study

Plan

In Reality; There Are Two Qualities

1. A product or service – Attribute QualityWhat you deliver to the client

2. A management tool – Method Quality

What do you do internally to deliver the product or service to the client?

How does the service you provide support the critical goals of your Department?

We all work in Quality. We all work to improve the department. Quality isn’t about titles or departments, It’s about methods and their impact on individuals,

our communities and how well we use our resources.

Break

Analyzing Goals and Measures of Success

Activity preparation:

What organizational goals do you have in common with others in this session?

Focus on the most operational goals possible for this activity

Group in teams of 4 or 5 who have at least 3 common goals.

What and HowHow You Do It

Wrong Right

What Y

ou Do

Right

Things

Wrong

Things

RTRRTW

WTW WTR

%%

% %

RTR Analysis and Decision Making

15 Minutes: Using the RTR matrix handout, identify:

Which of the identified goals are the right or wrong priorities based on your most critical stakeholder needs?

Which actions taken to meet the identified goals are either the right or wrong ones to successfully meet those goals?

Share your RTR observations

Team # 2 QI Tool

Listening and Communicating

A good coach is an outstanding listener and effective communicator

Listening and Communications

Communications is a two-way process

Speaker has to accurately convey their thoughts to the listener

The listener must make sure they understand the message

This seems simple enough

Listening and CommunicationsWhen the message understood by the listener matches the message intended by the speaker we have successful communications

Whenever we communicate there are two basic factors at work:

Ideas

Feelings

Listening and Communications

Ideas – thought process which contains the concept we are attempting to communicate

Feelings – emotions associated with the concepts we are communicating

Listening and Communications

An Idea-feeling relationship is in balance most of the time

During stressful situations the feel factor will take over and distort the message

Stressful situations require an emphasis on effective listening

Listening and Communications

Ideas Feelings

Normal

Ideas

Feelings

Stressful

Class Exercise

Break into teams of two each and sit back to back

One person faces the screen; the other makes sure you cannot see the screen

The person facing the screen must instruct the person sitting behind them to draw the figure to be shown

You have 3 minutes

Quick debrief – what happened and why

Class Exercise

Class ExerciseNow turn and face each other

One person faces the screen; the other makes sure you cannot see the screen

The person facing the screen must instruct the person sitting in front of them to draw the figure to be shown

You have 3 minutes

Quick debrief – what happened and why

Class Exercise

What Happened and Why?

Listening and Communications

Cues of Communications:

Verbal

Vocal

Visual

Cues of Communications:

Verbal:

What we say and our choice of wordsBig versus little words

no slang

Speak from our experience which may not be your listener’s experience - disconnect

Cues of Communications:

Vocal – how we say it – tone, pitch, volume, inflection

Volume – too soft suggests uncertainty

Pitch – high pitch suggests excitement or nervousness

Tone – may suggest skepticism or disagreement

Inflection – upward pitch at the end of a sentence may make a statement sound like a question

Listening and Communication

Research indicates that:

50% of our communications comes from body language

43% from tone of voice

7% from the actual words we speak

Every Body’s Talking

A way to read emotions not put into words

Nonverbal speak loudly – sometimes louder than words

Watch your intended message recipient or audience for these clues

Washington Post, Section F 1, June 24, 2008

Listening and Communications

Three types of listening:

Passive listening

Acknowledgement response

Active listening

Three types of listening

1. Passive listening:

Listener may or may not be paying attention

No response to spoken words – silence

Limited or no body movement

Voice can whine

Three types of listening

2. Acknowledgement response:

Listener hears and understands

Response acknowledges message

Direct eye contact

Body movement – gestures of acknowledgement

Three types of listening

3. Active Listening:

Listener uses feedback

Listener tries to gain additional information

Eye contact

Positive body gestures

Active Listening

Know the purpose

Pay attention

Interpret

Evaluate

Respond

Remember

The busy employee spends

50% of their time listening to people and still does not remember half of what is said

We forget 1/3 to 1/2 of what we hear within one to eight hours

We forget an additional 25% in the next 48 hours

We forget more in the first eight hours than in the next six months

Remember

We ignore, forget, distort, and/or misunderstand 75% of what we hear

Listening Is A SkillFind areas of interest – worth of the message – match your experiences

Judge the content not the delivery

Hold your fire – listen to the content, not the hot button words – do not jump in right away – over stimulated

Listen for ideas or facts that are interesting

Be flexible and open minded

Listening Is A Skill

Work at listening – be prepared physically

Resist distractions

Exercise your mind

Keep your mind open – do not go to the deaf spot

Capitalize on thought speed

Communications Model

M

C

R

S N

Message

Channel

Receiver

Source Noise

Feedback

Summary

We need to make sure we keep our listener(s) fully engaged or they will drift off

Use visuals, exercises, handouts, etc. to fill in the voids that words cannot possible do

Summary

Research indicates that we can:

Speak at 100 words per minute

Hear at 200 words per minute

Think at 600 words per minute

Lunch

Team # 3 QI Tool

Being an Effective Team

QI Team Building

The following material is from the text “Growing Teams” by G. Fetteroll, G. Hoffherr, and J. Moran, Goal/QPC, 1993

16 Guidelines For Teams To Work Effectively

1. Establish goals and objectives all team members accept

2. Let each team define its own standards of performance

3. Allow members to disagree in a constructive way to resolve problems

4. Review past actions when making plans for the future

5. Make decisions by consensus

6. Remain cohesive and maintain a sense of unity

7. Strive for synergy

8. Develop a comfortable working atmosphere

9. Use physical space that is conducive to the team process

16 Guidelines For Teams To Work Effectively

10. Listen to each other and provide useful feedback

11. Use constructive criticism to facilitate group interaction

12. Allow members to express their ideas fully and frankly

13. Recognize individuals for the contribution they make within the team

14. Assist members when it ensures successful completion of team goals

15. Highly value creative approaches to problems

16. Incorporate flexibility in the team’s thoughts and action

Roles and Responsibilities

Sponsor:Set improvement project goalSelect the team leaderParticipate with the team leader to select team membersRemove barriersEmpowerMonitorReview progressHelp implement final improvement

Roles and Responsibilities

Facilitator:

Keep the team on track

Train if needed

Assist the team leader

Help overcome negative behaviors

Impartial observer – give the team constructive feedback

Roles and Responsibilities

Team Leader:

Conducts the meetings

Prepares agendas

Participates actively in the team meetings

Represents the team to management

Follows up on action items between meetings

Secures needed resources for the team

Roles and Responsibilities

Team Members:

Give your undivided attention

Take responsibility for comprehending

Listen to understand rather than to refute

Control your emotions

Listen for the main ideas, not the details

Put your mind to work

Teaming

“I not only use all the brains that I have, but all that I can borrow.”

Woodrow Wilson

How to Build a Strong Performing

© PHF 2009

Starting Teams

Develop:

1. Team charter

2. Ground rules

3. Measures of team progress

Selecting Team Members

“Hire for attitude, train for skills

Skunk works

Softball at recess

Conscripted

Volunteer

….

Maintaining Teams

Agree on the improvement model to use.

Use proven methods based on data and knowledge.

Manage team dynamics.

Essential Team Characteristics

Team Roles & Responsibilities

The Public Health Quality Improvement Handbook

Table 21.1 (Handout)

15 minutes: Review the Team Roles and Responsibilities

Discuss:

• Why so many different “positions?”

• Which are hard? Which are easy?

• Why?

Be prepared to share your observations with the group

© PHF 2009

4 Stages of Team Development

Forming Storming

Achieving long-lasting success using teams.

© PHF 2009

The Team Leader as Coach

Reinforce

Request Information

Resources

Responsibility

Role

Repeat

• Reserve judgment• Concentrate on the act not the

person • Get their perspective • Maintain your own self worth• React only to the current

situation

Dealing with “Difficult” People

© PHF 2009

What if the difficult person

is me?

© PHF 2009

• Be direct • Ban blaming• Stay focused• Negotiate • Realign priorities• Say less• Let it go

Don’t Nag

© PHF 2009

88

• Put your shields up

• Act like a coffee filter

• Pretend you’re Sherlock Holmes

• Say “you’re right”

Receiving Criticism

© PHF 2009

89

Hearing is not listening

•Acknowledging is not agreeing

•Acknowledging is not yielding

When You Disagree

© PHF 2009

Leading Effective Meetings

Preparation.

Use an agenda, distribute early.

Fill key meeting roles.Facilitator

Timekeeper

Scribe

Involve participants actively.

Take and distribute minutes.

• Hear• Clarify• Dialogue• Gain agreement• Summarize• Act/follow-up• Hand off

Build a Loyalty Action Plan

© PHF 2009

RACI Charting

Establish an Effective Team

Topics We Will Cover

What is Responsibility Charting

When do you use Responsibility Charting

Key Definitions

The Four-Step Process for Responsibility Charting

Tips for Analyzing a Responsibility Chart

Objectives

Describe the need for and benefits of having clearly defined roles and responsibilities within teams

Analyze and develop an effective RACI chart

So What is RACI Charting?

A systematic and participative technique to:

Identify all functions (activities, tasks, and decisions) that have to be accomplished for effective operation

Clarify roles and individual levels of participation in relation to each function

Develop best methods for individuals to fill these roles

Therefore, with clear roles and responsibilities we should expect to see...

Increased productivity through well defined accountability

Increased capacity by eliminating overlaps and redundancies

Less confusion/misunderstandings by encouraging teamwork

Streamlined work process by eliminating unnecessary interfaces and assigning ‘accountability’ where it belongs

Improved team effectiveness by allowing disciplines to cooperate and share responsibility

Unclear roles and responsibilities result in comments like these…

“My team leader always overrules my recommendations whenever he/she wants”

“The approval process for even the simplest item takes so long today”

“It seems every department has someone putting together a spreadsheet on the same data”

“Things are always slipping through the cracks”

“I have the responsibility, but not the authority, to get the job done”

Clear roles and responsibilities can be identified

through RACI charting

R: Responsible

A: Accountable

C: Consult

I: Inform

RESPONSIBLE: Do The Job. Execute.

These are the individuals who actually complete the task or activity and are responsible for action and/or implementation.

Responsibility is often shared, with each individual’s degree of responsibility determined by the individual with the “A”.

R: Responsible

A: Accountable

C: Consult

I: Inform

ACCOUNTABLE: Make the decision. Take ultimate ownership.

This is the individual who carries the “yes” or “no” authority and has full veto power for an activity.

It is important to clarify the levels of accountability and to distinguish between management accountability and operational accountability.

Only one “A” can be assigned to a task or activity and authority must accompany accountability.

R: Responsible

A: Accountable

C: Consult

I: Inform

CONSULT: Communication before. In the loop.

These are the individuals who must be consulted prior to a final decision or action.

“Consult” implies two-way communication.

R: Responsible A: Accountable

C: Consult

I: Inform

INFORM: Need to know. Do not change the decision.

These are the individuals who need to be informed after a decision or action is taken because they, in turn, may take action or make a decision based on the output.

“Inform” is FYI and implies only one-way communication.

The output RACI Matrix can initially look quite complex

RACI’s provide lots of information in a very simple format

R CA I

R CA

I

C

CI

R A

IR CA

R CA I

RCA I

I

R

C

A

Roles of Participants

Decisions or

Activities

Validating Open

Position Activities Line

Mgm

t

Dep

artm

ent M

gr

(Dir/

VP)

HR

Rep

rese

ntat

ive

Dep

artm

ent M

gr

HR

Hea

d of

C&B

*

HR

A

dmin

istra

tion

1 Review Position AR C2 Creat draft job description AR C3 Complete Staff requisition form AR C4 Approve Staff requisition form AR5 Inform HR Representative AR I I6 Organise Open Position Review meeting A R I IA Decide unchanged/ changed/new I I R A7 Update final Documentation C C R A8 Elevate Final Documentation for approval I I R A9 Approve Request for Staff form I R A

10a Accept Request formt: Inform Line Mgr. I R A

10b Adjust Request form: Send back in process I R A I

10c Reject Request form: Inform Line Mgr. I I R A

R = Responsible (execute)A = Accountable (Yes or No)C = Consulted beforeI = Informed After

RACI Chart for Validating Open Position

See for the Grading sub process next page

Regrading Activities1 Prepare/ revise job description AR C2 Validate request and decide to continue I AR

Grading3 Check for similar roles I A R4 Evaluate new / changed role I A R5 Schedule review for gtading Committee I A R6 Decision by Grading Committee R A I R7 Add decision and description to matrix an database I I A R8 Inform stakeholders I I A R

Grading 7 Aproved grade by BoM I I C A R8 Add decision and description to matrix an database I I A R9 Inform stakeholders I I A R

28-and above

R = Responsible (execute)A = Accountable (Yes or No)C = Consulted beforeI = Informed After

RACI Chart for the grading/regrading

The 4–Step Process

1. Determine the activities

2. Prepare a list of functional roles

3. Develop the RACI chart

4. Get feedback and buy-in (validate)

Guidelines for developing a RACI Chart (to-be)

Remember new ‘culture’ philosophy when defining roles and responsibilities:

Eliminate “checkers checking checkers” Encourage teamwork 100% accuracy is not always required

Place ‘accountability’ (A) and ‘responsibility’ (R) at the lowest feasible level

There can be only one accountability per activity

Authority must accompany accountability

Minimize the number of ‘consults’ (C) and ‘informs’ (I)

All roles and responsibilities must be documented and communicated (use team charter)

Obtain Feedback and “Buy–In”

The RACI chart is shown to people that represent the functional roles on the chart

These individuals are asked for their input, and the RACI chart is revised as appropriate

The RACI chart may be validated in conjunction with the other products generated by the QI teams

Common Errors

‘RACI’ everything (instead of thinking about what is value-added)

Do not take into account that people are trying to justify their jobs

Do not eliminate the "coordinators & consolidators"

Do not use enough ‘action’ verbs in constructing the “Activities” list

Do not understand it will change

Do not consider "interface" issues

Learn about it in training and think they can do it without practice

1. If you have an "R“ (to someone else's "A") it becomes your "A“ in most cases.

2. If you have the "A" that means you have no constraints or limits in your decisions…for that task.

3. To ensure good communication in an organization, we should encourage many "consults" and "informs" on a task.

4. It is quite common to see the VP in an area have the "Accountability" for a task, and an Operator to have the "R," so we should be okay with that.

5. The structure of RACI allows even the most recent of Core / Process team members to successfully complete it.

6. RACI is interesting as an exercise, but it doesn't help to eliminate the "non value-added" work/functions.

7. When in doubt, give the "A" to the highest ranking individual in the room.

True False

True False

True False

True False

True False

True False

True False

Let’s see what we know

Team # 4 QI Tool

Break

Getting Teams Started and Keeping Them Going

Before the first team meeting, the Team Leader should:

Review the team charter and direction with the Team Sponsor*

Clarify roles

Draft a plan

Identify pertinent existing data

Set meeting logistics

Draft an agenda

* Some organizations and Sponsors develop the team charter before the team comes together. Others see value in having team members define their own charter for greater empowerment.

Process Improvement Case Study Worksheet 3 1. TEAM CHARTER 2. Team Name: 3. Version: 4. Subject:

5. Problem / Opportunity Statement:

6. Team Sponsor: 7. Team Leader: 8. Team Members: Area of Expertise:

1. 2. 3. 4. 5. 9. Process Improvement aim (Mission): 10. Scope (Boundaries): 11. Customers (primary and other): Customer Needs Addressed:

12. Objectives: 13. Success Metrics (Measures):. 14. Considerations (Assumptions / Constraints / Obstacles / Risks): . 15. Available Resources: 16. Additional Resources Required:

17. Key Milestones: Date: 18. Communication Plan (Who, How, and When): 19. Key Stakeholders: Area of Concern (as it relates to the Charter):

A Team Charter provides the initial focus for a quality improvement project.

This is an example of a simple team charter. This document should be drafted as one of the first activities when a team is created.

The Team Charter is a living document and should be reviewed and modified to reflect the progress of the team through the different phases of the project.

Create and Maintain a Team

Charter

114

Goals for the first few meetings:

Build relationships:Get to know each other

Learn to work as a team

Work out decision making issues

Set ground rules

Understand the project:Review the charter

Develop a work plan

Identify stakeholders

Learn new tools and skills:The scientific approach (PDCA)

Team behavioral skills

Basic quality tools

The Team Meeting CycleDesign

the Meeting

Develop the agenda

Design the format

Conduct the

MeetingAgenda review

Discuss items

ID follow-up actions

Evaluate the meeting

Carry out between meeting assignm

ents

Collect informati

on needed

to design the next meeting

Team # 5 & 6 QI Tools

Q&A On Using Individual QI Tools

Outstanding Issues

Wrap-up Day 1

Review of Day 1

Comments

Questions

Suggestions

Scan agenda for Day 2

Communicating Team Progress

Follow the Communication Plan in your Team Charter

Internal team communications according to ground rules (informal)

Tollgate reviews with Sponsor, process owner and Senior Management (formal)

Involvement of key stakeholders (formal and informal)

Effective project management tools: (formal)Project deadlines, action items and tracker

Gantt chart

Meeting minutes

What is a Tollgate ReviewA Tollgate Review, as the name indicates, is like a checkpoint in an improvement project where the various team members meet with the Team Sponsor to determine whether the work has been performed as indicated in the project plan and whether the objectives planned have been achieved.

Tollgate Review Tools

• Tollgate Review

Plan

• Tollgate Review

Do • Tollgate Review

Standardize

The diagram below indicates how a tollgate review is carried out at the end of each stage. When the goals have not been met, activities within the stage need to be re-visited. For example, Check Sheets, Project Deliverables Document and List of Milestones.

Read more: http://www.brighthub.com/office/project-management/articles/52721.aspx#ixzz1YyDJ0hK5

Tollgate Preparation

To ensure successful tollgate review outcome, it is important to conduct pre-review groundwork. This may involve the following:

Ensuring all required attendees are informed of the review.

Blocking time in everyone’s work-day for the duration of the review.

Preparing a suitable presentation consisting of check sheets, milestone lists, etc. for review.

Creating a structured agenda for the presentation.

Read more: http://www.brighthub.com/office/project-management/articles/52721.aspx#ixzz1YyE4QSSs

Build individual task lists

Milestones

Assignments

Measures

Accountability

Final outcomes

127

Set project deadlines

A Gantt chart is a matrix diagram

The vertical axis lists all the tasks to be performed for a project

Each row contains a single task identification

The horizontal axis is headed by columns indicating estimated task duration in hours, days, weeks, months, etc.

Gantt Charts

Henry L. Gantt – WWI

Franklin Arsenal 1910

Progress Chart

Work planned and accomplished are shown in the same space

Emphasizes work movement through time

Deals with plans and progress

Helps identify and eliminate obstacles

Gantt Chart

Establish order of tasks:Sequential and Parallel

Identify resources requirements

Timing of resource needs

Identify the critical path

Monitor the project “On-Time” Schedule

Alerts where remedial action is required

Use Of Gantt Charts

Task: City of XYZ HD 29-Feb 7-Mar 14-Mar 21-Mar 28-Mar

Finalize assessment analysis X

Gain consensus on priorities X

Identify comm. with elected off. X

Plan PHF consultant visit X

Set agenda and travel schedule X

City HD/PHF PI meeting X

On Schedule  

Watch

Late or at Risk

Traffic Light Gantt Chart

Communication Activity

Time allotted: 20 minutes

In your QI teams, identify:Team Sponsor

Process Owner

Key Stakeholders

Core team members

Draft a timeline for communicating team progress with each of the above individuals.

Identify the communication subject and choose either formal or informal format.

Be prepared to share your thoughts with others.

TEAM # 7 QI TOOL

ANALYZING YOUR TRAINING AUDIENCE

Audience Analysis

Definition: Study that describes the nature of the worker or students.

Who are they?

What do they already know?

Are they confident?

Have they volunteered to participate?

How many are in the target population?

Are they local or remote?

What kinds of technology support are available to them?

Are their managers interested in this topic?

Are their managers supportive of their career growth?

Analyzing the training needs

Definition: Study to design and develop instructional and informational programs and materials.

After the performance analysis has determined that training or informational materials are indeed appropriate

Needs assessments involve:Subject matter study

Audience analysis

Determination of prerequisite skills and attitudes

Error and work product examination

Resolution of disagreements among experts

Definition of the details that drive training approaches

Activity: Describe your audience

Time allotted: 15 minutes

Assume that you have been asked to facilitate an improvement project in your own local HD

Answer as best you can the questions on the audience analysis slide using your HD colleagues as the “target population.”

How would you estimate the skill and attitude level of your LHD colleagues in QI tools and techniques? Entry, Working Knowledge, Advanced?

Be prepared to share your assumptions with the class.

BREAK

TEAM # 8 QI TOOL

Building the agenda and materials exercise

• Time allotted: 40 minutes

• Using all the materials and activity output from the last session and this session:• Draft an agenda for training your Health Department on QI tools

and techniques.• List the materials you will use to introduce and reinforce the

lessons you share with the students.• Be prepared to share your agenda items and material

suggestions with your class mates.

LUNCH

Project Presentations 1-81. AIM statement

2. SIPOC + CM

3. Flowchart

4. Cause & Effect

5. Measures of Current State

6. Areas for Improvement

7. Timeline

8. Next steps: Current Activities

9. If done: Outcomes

10.Lessons Learned

BREAK

WHAT HAPPENS NEXT & ADJOURN

Contact Information

Jack Moranjmoran@phf.org

T: 207- 439 – 0560

Grace Duffygrace683@embarqmail.com

T: 352-406-8262 cell

Organizational Wisdom on Improvement and Change

Understand the history behind the current culture.

Don’t tamper with systems, improve them.

Be prepared to listen and observe.

Involve everyone affected by the change in making it.