Contents:
PURPOSE: This activity is intended to help people understand the need for operational definitions.
MATERIALS NEEDED: A book, a set of instructions, two envelopes (one with slips of paper inside and labeled 'PAPER'; the other labeled 'ANSWERS'), a pencil/pen if participants would not already have them.
TIME approximately 5 to l0 minutes to discuss. This needs to be at least 20 minutes into a session. (See instructor notes and/or activity description)
GROUP SIZE: at least l0
ARRANGEMENTS: any
CONTRIBUTED BY: Kim Melton, Virginia Commonwealth University School of Business, P.O. Box 844000, Richmond, VA 23284-4000 phone: (804) 828-1479 fax: (804) 828-8884 email: kmelton@busnet.bus.vcu.edu
SOURCE: Original
PERMISSION TO SHARE: This activity and guide may be shared with others provided the source is acknowledged.
DESCRIPTION OF ACTIVITY: Give the book and instructions to one person, and tell the group that an exercise will be working its way around the room.
Collect the responses after about 20 minutes and discuss.
INSTRUCTOR NOTES: This activity needs to be started at least l5 minutes before you want to discuss it. The activity can go on 'in the background' while something else is taking place. All you need to do
is to tell the group, "I am starting an exercise around the room. When someone gives you the book, please read the instructions provided and follow them to the best of your ability. This is not intended to
be tricky. When you finish, pass everything on to the next person."
The instruction sheet should read: This exercise is to be done without consultation with anyone else.
Please work independently.
PURPOSE: To help people understand how the same words communicate different things to different people.
MATERIALS NEEDED: Nothing necessary, but a flip chart or overhead transparency helps people see the results.
TIME: 5 minutes
GROUP SIZE: The larger the better
ARRANGEMENTS: any
CONTRIBUTED BY: Kim Melton, Virginia Commonwealth University School of Business, P.O. Box 844000, Richmond, VA 23284-4000 phone: (804) 828-1479 fax: (804) 828-8884 email: kmelton@busnet.bus.vcu.edu
SOURCE: Original
PERMISSION TO SHARE: This activity and guide may be shared with others provided the source is acknowledged.
DESCRIPTION OF ACTIVITY:
INSTRUCTOR NOTES: This exercise can be done 'on the spur of the moment' to respond to a question from a group or as a planned activity.
The point to be made is that what people say and what people hear may not be the same-the words may match, but the meaning may be different.
The White Bead Development Process is an adult learning experience, which should follow the showing of a video of Dr. Deming conducting his red bead experiment.
PURPOSE: The purpose of the White Bead Process Development Game is to help adults see that if workers are empowered to change the system within certain guidelines and if the creative power of groups thinking about improving a process is encouraged by management, then the application of the continual improvement cycle, PDSA, also known as the Shewhart Cycle, results in improved quality and productivity.
MATERIALS NEEDED: Two plastic rectangular containers, a mixture of red and white beads in about the same proportion as used by Dr. Deming in his experiment, a paddle with 50 depressions for sampling the bead mixture, and a watch for timing the game.
TIME: Depending on the number of groups, 60 to 90 minutes total time is sufficient. If every group is permitted to demonstrate their process, two hours may be required.
GROUP SIZE: 4 to 6 people in a group is best in order for everyone to participate in the experiment.
ARRANGEMENTS: Groups are assigned to work tables or areas where, as a team, they can practice the PDSA cycle. The team may appoint team leaders if necessary as well as scribes.
CONTRIBUTED BY: Harold S. Haller, Harold S. Haller & Company, 24803 Detroit Rd., Bldg. E., Cleveland, OH 44l45-25l2, (2l6) 871-6597, FAX (2l6) 871-1182
PERMISSION TO SHARE: The developers of this exercise are committed to the spread of knowledge and ideas. As such, this activity and guide may be shared with others provided the source is acknowledged.
DESCRIPTION OF ACTIVITY:
l. Teams meet and brainstorm how to manufacture "white beads" using the following manufacturing ground rules:
2. Teams RUN TRIALS to determine the feasibility of their plans.
3. Teams STUDY the data to determine if there are gaps between the outcomes and expectations.
4. Teams TAKE ACTION to follow their plans, revise their plans, abandon their plans.
5. All the teams share in their learning experience about group thinking and PDSA.
6. Trainer answers questions relative to the applicability of this experience to the workplace.
INSTRUCTOR NOTES: The goal of the game is to produce 300 white beads for the customer in 5 minutes or less with no environmental citations, or OSHA recordable incidents. All the equipment needed by the teams other than the red bead experimental set-up must be improvised from whatever the groups find in the meeting room area.
Remember, people should play the game "To learn and have fun" as Dr. Deming always said!
PURPOSE: Explore and stimulate the thinking about interactions between the components of the SPK
MATERIALS NEEDED: Flip charts and colored pens for each table of participants and facilitator; a paper tetrahedron for each participant. (Note: Paper tetrahedrons may be purchased from the contributors)
TIME: 4-l2 hours, depending on the level of familiarity with the SPK
GROUP SIZE: Up to 24 persons - four round tables with six persons each (based on current experience with this method)
ARRANGEMENTS: Room with round tables for participants and a table for the facilitator
CONTRIBUTED BY: Al V. Viswanathan: l2436 SE 26th Place, Bellevue, WA 98005 Phone: (206) 747-7l84; FAX: (206)5626673, Prasad L. Kaipa, The Mithya Institute for Learning: 4832 Pinemont Drive, Campell, CA
95008-57l4 Phone: (408) 866-8511; FAX: (408)866-8926, e-mail: PKaipa@IGC.Org. Note: Use of the tetrahedron to learn about interactions in the SPK was developed by the above contributors. The
tetrahedron has other applications. The concept of such uses of the tetrahedron was initially developed by Prasad Kaipa and Chris Newham. Tetrahedrons have been used in companies such as Boeing, Pacific Bell,
and Xerox to develop and deploy vision, strategies, etc.
PERMISSION TO SHARE: The overview of the activity as described here may be shared with others provided the source is acknowledged.
DESCRIPTION OF ACTIVITIES: This description is written for the specific purpose of 45 minutes overview as presented at The Fifth WEDI Conference, (Trainers' Exchange) on May 4, l996. More written
material is currently under development. Phone conversations are encouraged for further clarifications.
Note: At the start "ice-breakers" or some form of introductions at each table is encouraged.
l. Explain the purpose and overview of the activity.
2. Give an introduction of the SPK -its purpose and overview
3. Starting with one component of the SPK, each table has a dialog to establish their understanding of that component, followed by a report-out. The facilitator may add comments as needed. This is repeated for other components of the SPK.
4. Provide each participant with the sheet to form the tetrahedron and explain how to form it. Each vertex represents one component of the SPK. The name of the same component is written on each of the
three tetrahedron faces meeting at the vertex. Each connecting edge between two vertices implies an interaction between the two components of the SPK represented by the vertices. Each table has a dialog to
establish word/words describing their understanding of the interactions. These words are written along the corresponding edges of the tetrahedron. (Suggest using a pencil to write on the tetrahedron, so that it can be easily erased and new words written as the understanding is enhanced in the future. Correction tape can also be used). Each table reports out their findings.
5. Each of the four tetrahedron faces represent interactions between the three components of the SPK on the three vertices of that face. Each table has a dialog to establish their understanding of this
interaction. In other words, what does "the world" look like through three components of the SPK only, with one component missing. (The missing component is represented by the vertex opposite to the face
under consideration). Word/words describing the understanding of "the world" represented by each tetrahedron face is written in the middle of each face. Each table continues the dialog on what each of "the
four worlds" described above ("the words" on each face) changes to when the missing component of the SPK is added to that face. Again word/words describing each "changed world" is written on each face,
this time in a different color. Combining the four "changed worlds" results in the full interaction of the SPK components - the union of the four changed worlds. Each table reports out their findings.
6. Encourage the participants to have continual dialog about the interactions. As new meaning to the interactions are discovered, either new words may be added or previous ones replaced. The changes
represent the continual journey in the understanding of the interactions in the SPK.
7. The tetrahedron may be used to view the situations/issues through the SPK.
REQUEST FOR FEEDBACK: The contributors request feedback from you and from those you share this with, including suggestions for improvements. These will be highly appreciated.
PURPOSE:
1. Understand difference between special causes and common causes of variation
MATERIAL NEEDED: Slides illustrating common and special causes of variation. Slides illustrating the funnel rules or a program for funnel rules. A complex shape to cut out and scissors.
TIME: 30 minutes for discussion. Students cut out the shape before and during the instructor's talk.
GROUP SIZE: Any number can participate. In fact, the larger the group, the better. Groups of less than ten may not get full effect of Rule 4 exercise.
ARRANGEMENTS: Any type of room format suitable for lecture works. Individual tables, U-shape, classroom style, theater style, etc., is OK
CONTRIBUTED BY: William J. Latzko, Latzko Associates, 2l5 - 79th St.,North Bergen,NJ 07047, Voice and Fax: 20l-868-5338. E-mail: latzko@worldnet.att.net.
SOURCE: W. Edwards Deming, The New Economics Chapters 8 and 9
PERMISSION TO SHARE: Anyone who understands the basic principles involved may use this method of teaching.
DESCRIPTION OF ACTIVITY: Before the session begins, select one member of the group and ask him or her to help in a project. Give them the following:
"Please cut out a replica of the object given to you. Number your copy with the next sequential number. (The first person numbers their copy "l") Return the object you received to the person who gave it to you. Pass on YOUR copy to the next person with these instructions and ask them to following the instructions.
"For example, the first person receives the original object. He or she cuts out a replica marking it "1". This person returns the original to its source and passes the replica to person number 1.
Person number 2 cuts out a replica marking it "2". Person 2 returns replica "1" to person 1 and passes replica "2" on to person 3. And so on."
The more people that can participate in this process, the better. If other activities take place before the exercise, we can start the operation before this session begins.
The session is in the form of a lecture. The notion of special causes and common causes of variations presented. The discussion brings out the different approaches to working on a process that has special versus common causes. We introduce the idea of Scherkenbach's process elements. (See W.W. Sherkenbach, The Deming Route to Quality and Productivity Chapters 3 and 4.)
To confuse the type of cause of variation is tampering. We explain and illustrated the Nelson Funnel Rules with slide or program method. For each rule we ask that the audience give illustrations of where these occur in real life. When rule four is under discussion, the instructor asked for the last person to cut out a replica (the person with the scissors) to bring the replica to the podium. Placing the last cutout on the overhead one can easily compare it with the original.
The final step is to ask for the best way to move the funnel. The instructor then shows how the various funnel rules represent tampering while the final method does not.
OVERVIEW: An awareness/consensus-seeking activity.
OBJECTIVES: Demonstrate how decision-making is enhanced by consensus seeking. Explore the impact of assumptions in decision-making.
GROUP SIZE: Five to seven participants (per group or sub-group).
TIME: About 30 minutes.
MATERIALS: Cash Register Worksheet, pencils, paper, flipchart, etc.
CONTIBUTED BY: Dan Hedberg
PROCESS:
1. Distribute a copy of the Cash Register Worksheet to each participant. Instruct participants they have five minutes to read the story, then answer the questions True, False, or Unsure. -- based only on the story.
2. After individual work, remind participants of the principle of consensus and the behaviors that enhance it.
3. In teams of four to six, participants discuss the story, completing a new team Cash Register Worksheet. About ten minutes.
4. Announce the correct. All statements are Unsure, except for Statement 3 (False), and Statement 6 (True).
5. Ask participants individually to complete the Reflections Worksheet.
6. Lead a brief discussion about how assumptions affect decision making, and how seeking consensus seeking enhances the quality of decision-making, based on the recent activity. Also discuss what
interactive skills were used and which might have been employed more effectively.
7. (optional) Discuss how participants can apply their new learnings back on the job.
8. Variations: Another ambiguous story can be used. An observer may comment on interactive skills used. Or, the discussion could be videotaped.
STORY:
1. T-F..A man appeared after the owner had turned off his store lights.
2. T-F..The robber was a man.
3. T-F..The man demanded money.
4. T-F..The man who opened the cash register was
the owner.
5. T-F..The storeowner scooped up the contents of the cash register and ran away.
6. T-F..Someone opened a cash register.
7. T-F..After the man who demanded the money scooped up the contents of the cash register, he ran away.
8. T-F..While the cash register contained money the story does not say how much.
9. T-F..The robber demanded money
10. T-F..The story concerns series of events in which only three persons are referred to: the owner of the store, a man who demanded money, and a police officer.
11. T-F..The following events in the story are true: Someone demanded money, a cash register was opened, and a man dashed out of the store.
NAME OF ACTIVITY: Trust Building Exercise
TIME REQUIRED: 45 minutes
PURPOSE: Illustrate the process of developing trust among members of a team. Develop a plan to improve the trusting relationship between individual team members.
MATERIALS NEEDED: Overhead projector or flip chart; pens; prepared handouts (optional)
CONTRIBUTOR: Liane Dolezar, Waukesha County Technical College, 800 Main Street, Pewaukee, WI 53072, PHONE: (414)691-5509, FAX: (414)691-5093, E-MAIL: ldolezar@waukesha.tec.wi.us
ORIGINAL SOURCE: Peter Scholtes, Liz Freeman, Roly Coates
DESCRIPTION OF ACTIVITY:
1. Conduct a discussion about two key aspects of the psychology of trust.
l.l The process of developing trust within a team:
l.2 The elements of the trusted state:
2. Ask participants to develop a plan to improve the trust among members of a real working team.
2.3 Conduct a summary discussion that demonstrates proactive planning to improve trust among the participant and team members
TRUST CYCLE
[diagram showing Neutral State evolving in concentric loops to a Trusted State - diagram pending...]
TRUST MATRIX
Trust consists of two basic dynamics. I trust you if I believe in your competence and your benevolence. If I know you are good at what you do but that you don't care for my welfare, I won't trust you. If I know you care for my welfare but are incompetent, I still won't trust you. The Trust Matrix illustrates these dynamics.
[[[trust matrix image missing]]]
"BUILDING TRUST" EXERCISE
L. Dolezar: based on work of Peter Scholtes' Trust Matrix
Identify one experience, which caused you to believe in the COMPETENCE and BENEVOLENCE of other team members.
l. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Discuss the key details (using no names) of these trust-building experiences with the other members of a small discussion team. List the common themes below. Share your team's ideas with the entire group.
Check Out Question:
What will you do in the next month to help build trust with one or two members of your team?
NOTE: This exercise was presented using PowerPoint slides and handouts. The text below is therefore noted on a slide by slide basis.
Slide #1:
Slide #2:
Use metaphorical thinking to reflect on how personal, cultural, and organizational socialization informs how we make meaning. Metaphorical thinking allows us to reflect and critique assumptions
that influence our decisions, feelings, thoughts and actions (Deshler in Mezirow and Associates, l990, Page 296).
Slide #3:
Select an experience from your personal, cultural or organizational domain. In this exercise you may select your experience with The Deming Institute or some other aspect of your practice with continuous improvement.
Slide #4:
STEP TWO
Create a metaphor that reflects your experience.
In writing, we explore the world of the metaphor. What values are reflected in the world of the metaphor, what do authorities say about this world, what does it mean? What does our culture say? What does
our society say about the world of the metaphor? What beliefs do we hold about this world? What assumptions are embedded in the world of the metaphor?
Slide #5:
STEP THREE
Compare this to your experience, values, and beliefs about your experience.
Share your exploration with your partner.
Slide #6:
STEP FOUR
Now, create a different metaphor that better expresses your meanings about your experience. In writing, as before, explore the world of this metaphor.
Slide #7:
CONCLUSION
What has changed in the way you make meaning of your experience as a result of metaphorical exploration?
What assumptions got challenged?
How does this change any action you might make in the future?
Slide #8:
CONCLUSION
Share your thoughts with your partner.
Slide #9:
This exercise was adapted from David Deshler's article, "Metaphor Analysis: Exorcizing Social Ghosts" in Jack Mezirow Jossey-Bass, San Francisco, 1990.
NAME OF EXERCISES: Learning Curve Activity
PURPOSE: Demonstrate that a new method, even if it is an improvement, may product initial results that appear worse than the original method.
ADDITIONAL PURPOSE: View the results through the lens of Profound Knowledge.
MATERIALS:
GROUP SIZE: 2 or 4 people per group. Multiple groups can participate at the same time.
ARRANGEMENTS: Round tables are preferred.
FORMAT: Activity, with people in pairs (when there is an odd number of participants, one set of three can be formed with two people sharing the date collecting role)
EXERCISE STEPS: See overheads and speakers notes
TEACHING POINTS: See overhead and speaker notes. Can be adapted to almost any situation in which a change/new skill will be occurring/learned
SOURCE: "ON TABLETOP IMPROVEMENT EXPERIMENTS OF JAPAN", by Alan G. Robinson and Margaret M. Robinson
CONTRIBUTORS: Eric Budd and Margaret Mustafa
ORIGINATORS: Eric Budd and Lori Yokich adapted this exercise based on the paper, On Tabletop Improvement Experiments of Japan, by Alan G.Robinson and Margaret M. Robinson.
PERMISSION TO SHARE: The developers of this exercise are committed to anticipating and providing knowledge and resources that enable the methodical implementation of improvement processes. This exercise may be shared with others provided the source is acknowledged.
NOTE: This exercise was presented using PowerPoint slides and handouts. The text below is therefore noted on a slide by slide basis.
Slide #1: TABLETOP EXPERIMENTS: LEARNING CURVE ACTIVITY
Notes:
Adapted by Eric Budd and Lori Yokich. Presented at the May 1996 W. Edwards Deming Institute Trainer's Exchange by Margaret Mustafa and Eric Budd
"The Tabletop Improvement Experiments of Japan" were originally conceived by Frank and Lillian Gilbreth. The experiments have been used in Japan since 1925 to teach important principles of continuous improvement. This exercise makes use of the first two experiments described in the 1992 paper by Alan G. Robinson and Margaret M. Robinson: "On the Tabletop Improvement Experiments of Japan."
Handout #1: Construct a data collection form with 2 rows, 1 for Day one and 1 for Day 2. Each row has 15 columns for recording time in minutes and seconds.
Slide #2: PURPOSE
Demonstrate that a new method, even if it is an improvement, may produce initial results that appear worse than the original method.
Slide #3: ADDITIONAL PURPOSE FOR TODAY'S SESSION
Use the lens of Profound Knowledge to discover other lessons that may be learned with these experiments,
Slide #4: MATERIALS
Needed for each set of participants:
Also needed will be two overheads:
1. Overhead with the phrase "STATISTICAL CONTROL" (for use in inspecting the output of Day l).
2. Overhead with the phrase "SAITCL OTO" (for use in inspecting the output of Day 2).
Slide #5 Day l - Groups of 4
Form into groups of four:
NOTES:
A method for selecting the Printer: the person in each pair who traveled the longest distance to get here today. Then in sequence down the list, the Timer, next shortest, Data recorder, next and Data plotter/inspector the shortest.
Slide 6: Day l - Pairs
Form into pairs
NOTES:
A method for selecting the Printer: the person in each pair who traveled the longest distance to get here today.
Slide 7: Day l - Groups of 4 - Production Cycle Sequence
1. Printer places blank 3x5 card in position to print
NOTES:
Have the Data collectors practice starting, stopping and resetting the stopwatches.
Have the Printers begin each cycle with the card upon which they are going to print, on the table, rather than on top of the stack of blank cards. This will result in less variation (in cycle times) when they try to pick up and turn over the completed card.
Slide #8 - Day l - Pairs - Production Cycle Sequence
NOTES:
Have the Data collectors practice starting, stopping and resetting the stopwatches.
Have the Printers begin each cycle with the card upon which they are going to print, on the table, rather than on top of the stack of blank cards. This will result in less variation (in cycle times) when they try to pick up and turn over the completed card.
Slide #9 - Day l - Groups of 4 - Production Cycle Sequence
Data plotter/inspector reviews output for errors. Errors are:
Add 1 second to the recorded time for the card(s) with an error
Using the Red pen, the Data plotter plots the Day 1's production data on the graph
NOTES:
When the 15 cycles for Day 1 are completed, the Data Collector will inspect the output and adjust the recorded cycle times for any cards that contain an error.
The data can then be plotted on the graph transparency with the Red pen.
Slide # 10 - Day 1 - Pairs - Production Cycle Sequence
Data collector reviews output for errors. Errors are:
Add 1 second to the recorded time for the card(s) with an error
Using the Red pen, plot the Day 1's production data on the graph
NOTES:
When the 15 cycles for Day 1 are completed, the Data Collector will inspect the output and adjust the recorded cycle times for any cards that contain an error.
The data can then be plotted on the graph transparency with the Red pen.
Slide # 11: STATISTICAL CONTROL
NOTES:
The aim is to produce 15 cards with the phrase "STATISTICAL CONTROL" printed on them and collect data on how long writing each phrase takes.
"STATISTICAL CONTROL" is to be:
Day 1 output should like this (show slide)
Slide # 12 - Day 2 - Production Cycle Sequence
The process you are going to follow in Day 2 is the same as in Day 1...except for one change.
The same rules for data collection and inspection apply.
Using the Green pen, plot Day 2's production data on the graph
The process change is to, beginning with the letter "S", only print every other letter.
NOTES:
Ask the Printers to turn over or removed all Day 1 output. Do not create cheat cheats from which to work during Day 2.
READ: "A cross-functional team made up of workers and managers has come up with a process that will reduce your workload by half."
"This change should be an improvement and should result in shorter cycle times."
"The process you are going to follow in Day 2 is the same as in Day 1...except for one change. The change that we want you to make to the process is to only print every other letter in the phrase "STATISTICAL CONTROL". The same rules for data collection and inspection apply.
"So you will begin by printing the letter "S" and then complete the production cycle by printing every other letter after the letter "S".
"The same inspection rules will apply, except the spelling will be judged using the change to the process. Data for Day 2 will be plotted on the graph with the Green pen.
"Keep the same job that you had in Day 1. You have been given sufficient instructions. Your objective is clear. Begin Day 2 production."
Day 1 process is repeated
Using the Green pen, plot the Day 2's production data on the graph
Slide # 13 - SAITCL OTO
The aim is to produce 15 cards with the phrase "STATISTICAL CONTROL" printed on them and collect data on how long writing each phrase takes. "STATISTICAL CONTROL" is to be:
Day 2 output should look like this (show slide)
NOTES:
Some of the observations that may be made are:
Our theory was that 1/2 the letters = 1/2 the time. We gathered data to test the theory. The data supported the theory in most cases. A person with dyslexia may never achieve statistical control.
Slide #14 - Observations, Continued
Slide #15 - Through the Lens of Profound Knowledge
Form into groups of 6 - 8 people
Select three items to share with the group (time permitting, all will be used)
NOTES:
This is an optional approach to de-briefing the exercise with the group you are working with if it has an understanding of the system of profound knowledge.
Slide # 16 - How do these Experiments apply?
* The actions, concepts, and thought processes that are followed in learning any new task, process, or system are unfamiliar to us (in the sequence and patterns followed)
Slide # 17 - Some Lessons
1. Habit
NOTES:
Habits are patterns of behavior Change the pattern and even though the individual components of the pattern are known/familiar to you, when the flow of actions is changed, the work becomes more difficult to perform.
Part of the knowledge you possess concerning the act of writing words is in how the letters are connected. Change the connections and you lose the ability to apply/and use that knowledge.
Learning has meaning beyond the individual letters. It is the meaning contained in the word and all the grammatical rules you have learned which allow you to write the word quickly, not simply your knowledge of the individual letters.
The theory used predicts a 1/2 reduction in cycle time. The predictions are not borne out in the results. Why? The overall work involved (the system of work) did not change by 1/2. Only a small portion of the work in the system was eliminated.
Slide # 18 - Applying the P-D-S-A Cycle
Current Knowledge gathered
NOTES:
Current knowledge gathered:
Theory Developed
Plan
Slide # 19 - Applying the P-D-S-A Cycle
Current Knowledge gathered
Theory developed
DO:
STUDY
ACT
GROUP SIZE: 10-25 people divided into teams of 5
ARRANGEMENTS: You will need sufficient space for the groups to meet and complete the exercise on the floor.
CONTRIBUTED BY: Robert Crow, The Crow Group, 250 Thornton Drive, Fayetteville, Georgia 30214, (770)41-1177, FAX: (770) 461-1177, E-Mail jr1crow@mindspring.com.
SOURCE: Unknown, have been using this for 25 years.
PERMISSION TO SHARE: The developers of this exercise are committed to the spread of knowledge and ideas. As such, this activity and guide may be shared with others provided the source is acknowledged.
DESCRIPTION OF ACTIVITY: See attached.
THE GREEN M & M'S PRODUCTION COMPANY
Position the exercise as you would the Red Beads exercise.
I usually use this after a discussion of Systems. The participants already know what a system is, the flow of information, materials, etc. through the system. The importance of having and aim for the system, and that everyone in the system know what the aim is and how they contribute to that aim.
Divide the group into production teams of 5. Each team will consist of one production worker, two inspectors, one chief inspector and a recorder. Give the groups a couple of minutes to decide what role each member will play.
Give each group a small bag ($.59) of M & M's. Explain that they are not to open the bag until instructed to do so. There is a special method of doing this that was developed by your management team. It is a good idea to explain this before giving each group the M & M's as I have had groups immediately open the bag.
Explain that the company has a new customer. Management has worked to gain this business, and if we are successful this can be the salvation of the company. If we are not successful in meeting the customers'needs then our future is doubtful.
This new customer wants Green M & M's. There is the possibility of producing other products such as Red, or Brown M & M's in the future, but first they want to determine our ability to produce Green products.
Accordingly your management team has worked hard at developing a method for meeting the customers demands. It is very critical that you listen carefully and follow the procedures exactly so that we can satisfy the customers needs. There is an almost unlimited demand for this product, so the more you can produce the better.
PRODUCTION PROCESS:
The Production Worker will take the bag in his/her left hand, and with the right hand tear a small opening in the top of the bag so that one M & M can be ejected from the bag at a time. A production run will consist of 10 M & M's.
Once the Production Worker has ejected 10 M & M's from the bag the two Inspectors will check the work and jointly agree on the number of Green M & M's produced. They will report their findings to the Chief Inspector who will check the work, and finding it accurate, will report the numbers to the Recorder who will call out the number of Green M & M's when production reports are asked for.
PRODUCTION BONUSES
Explain that this work is so important to the future of the company that we are taking the unprecedented step of paying production bonuses to the team producing the most Green M & M's at the end of each production run. We are doing this to emphasis the importance of this work to the company's future.
DO ROUND ONE OF PRODUCTION
Pay production bonuses to the most productive team. I usually make a brief talk in appreciation of their dedication to the process, and give each member a penny.
If you have a team or teams that produced no Green M & M's question their ability to follow directions. After all this process was developed by management, and we know that it works. The fact that one team produced X number of Green M & M's demonstrates that the process works well.
PROJECTION
If your team produced 3 Green M & M's in the first production run and there are a total of 50 M&M's in the bag then what would you project the total number of Green M&M's in the bag to be? The production run of 10 represents 1/5 of the total in the bag so 5 x 3 = 15. Get the projected number of Green M&M's from each group and write them on the flip chart.
CONSTRUCT CONTROL CHART
Next do a control chart using the projected numbers. Note: By using the projected numbers you will be able to demonstrate that as your production runs increase the system becomes more stable.
Example of Round one:
Production
In our first round of production the system is unstable having lots of variation. As you complete each round of production remove the control chart and tape it to the wall. This will allow you to compare each round of
production, and will demonstrate that as the sample size goes up the variation is reduced. Dr. Deming states that the job of management is prediction. If we have a system that is unstable (lots of special cause variation) it is very difficult for management to predict the future. This makes it difficult to predict production, quality, cost, etc..
However if you have a stable system, with very little variation, and with lots of data to support our predictions, then management can say with some assurance to the customer, we can hit our delivery dates, meet your cost requirements, and assure you of a quality product. This is another reason to collect data and use control charts.
ROUND TWO OF PRODUCTION
Do round two after an inspiring speech regarding your confidence in the work force, and the importance of their work.
Once again give out production bonuses, and question those producing no Green M & M's.
Do your projection once again. We have now had a production run of 20 so that 2/5 of the bag has been ejected. Add these totals to the first round and determine the projected number of Green M&M's in the
bag.
Round 1 production 3 0 2 1
Round 2 production 1 2 3 0
Totals = 4 2 5 1 Projected numbers are 10 5 12.5 2.5
Do a second control chart
Example of Round two:
Production
[continue the control chart diagram]
ROUND THREE OF PRODUCTION
Example of Round three:
Production
[Construct another control chart.]
Note that as the sample size goes up the variation goes down. You can then do a fourth and possibly even a 5th round of production. With each round the variation between the groups should come down, but you
may have a bag of M&M's that contains more or less than the average number of Green M&M's.
This exercise will demonstrate the power of the system to control what a group can produce. It will also demonstrate that production bonuses or punishment are of little value. The system controls what people
can produce.
You will also note that the groups will begin to compete even though you have not said anything about competition. The fact that they are working independently, and you are paying production bonuses will cause the competition. This may even drive some groups to cheat. Last year while questioning a production team on their ability to follow the procedures (In the first round they had produced no Green M&M's. The lady, who was the production worker, said, "That group cheated." "What do you mean?" I asked. "They manipulated their M&M's until they found a Green one." Ah ha, caught in the act. The group next to her was so committed to producing green M&M's that this had in fact let them to cheat, and they were caught. They were making the numbers look good.
You can question the group on why the production bonuses, on quota's did not work. The group will see that to improve the production you must improve the process.
You can then do some brainstorming on how the process could be improved to enable the company to produce more product.
SOME IDEAS ARE:
CREATING A MOTIVATING WORK ENVIRONMENT - JOY IN WORK
This will be a discussion of various motivational theories, but first let's look at fear. What are some things people are afraid of?
Write the participants responses on the flip chart. Probe the group until you have 10 to 12 responses on the chart.
Maslow said that fear could prompt a person to take action. Could motivate people. Where did early man spend most of his time? He was a hunter gather in a very dangerous environment. Survival, or basic
physical needs were of paramount importance.
On the bottom of the flip chart write SURVIVAL.
If you were in this kind of environment what are some things you might want to do? If you look at what we know about early man what are some things he did to give himself a better chance at survival?
Get responses. In doing these things what was he trying to accomplish? He was seeking more security. On the flip chart just above survival write SECURITY.
As mankind developed agriculture it was possible to settle down in one place. To build more permanent structures, to develop additional skills. The population began to grow rapidly. As populations increased what became more important? An ability to fit in. Above security write SOCIAL ACCEPTANCE.
As man became more aware of himself, and his accomplishments how did he begin to feel about himself? He gained self-esteem. Above social acceptance write SELF-ESTEEM.
As man continued to advance he developed writing, law, mathematics, architecture, and various other skills which we consider a part of modern man. Man is constantly reaching out, trying to be more, trying to learn more, constantly learning. Maslow called this SELF-ACTUALIZATION.
Now draw a triangle around the words written on the flip chart and briefly discuss Maslow's hierarchy of human needs.
LET'S LOOK AT HOW THIS WOULD APPLY TO A MODERN COMPANY
When a person comes to work for y you what basic needs are met? Survival and Security. The job will product income which will enable him/her to provide food, clothing, shelter. Many jobs also include benefits such as health care, sick leave, retirement, accident leave. There are laws in place which protect the employee from arbitrary firing.
Will Social Acceptance automatically be covered as a result of having a job? No. While our society values work, and a person's status in the community may be enhanced by virtue of having a job this does not
automatically mean that they will be accepted by their fellow workers. As a supervisor when you get a new person what do you do? Generally you spend some time taking them around introducing them to the other people they will be working with? Why do you do this? You want to help them fit in. Why do you want them to fit in? If they don't fit you could have problems down the road.
Social Acceptance is a two way street. Both parties, the new workers, and the existing work force will work toward making this happen.
As this person begins to learn and develop skills, what can you do as the supervisor to help them develop a sense of self-esteem? Provide them with feedback on a regular basis on how they are doing. This person will also get feedback from his/her fellow workers, and as they gain knowledge of what is important about their work will get feedback from the work itself.
Why would you want to help a person work toward Self-Actualization? Being the best he or she can be. Certainly this person will require very little management on your part, and will help the group move forward. Pull this information from the group.
AS A PERSON'S LIFE SITUATION CHANGES WILL THEIR NEEDS CHANGE? YES
16 year old living at home, has food, clothing, shelter, the use of the family car on Saturday night. What would prompt him to get a part time job working 20 hours a week? Wants his own car. Why, what needs are he trying to satisfy? Social Acceptance will go way up with his own car. Independence, doesn't need to come to you for the family car. His girl friend will be impressed. Self-Esteem, pride of ownership. Enhanced Social Acceptance will influence this also. Self-Actualization. Want to be a good drive, customize car, special paint, twin exhausts, etc.
Age him two years. Finished high school, now in the army, and participating in a little exercise called Desert Store. What are his needs now? Survival, wants to come back alive to pick up his life again. Security, Social Acceptance. How about Self-Esteem, how important will this be at this point in time?
Now let's age him a couple of more years, he's back home, has his part time job back, his car off of the blocks, he's dating a girl down the street. What might cause him to enroll in a Jr. College? What needs is he trying to satisfy? Why would his girl friend want him to get some more education? Maybe thinking about her future. Maybe where his friends are? He may be thinking about the future. More education translates into a better paying job.
He's now 23 years of age and he gets married. Why did he do this? Why do people get married? Is it love? Think back to when you were 23, when you saw one of your uncles or aunts, what did they say? When are you getting married? When you saw all of your friends getting married what did you think? Social pressures are very strong. The need to conform to what society wants is powerful.
Age 24, completes his studies and is ready to seek that first real job. What kind of job will he be looking for? He will want something with a future, not just a job.
Age 25, first child. What is a very important need that will rise up at this time? Who did you get lots of correspondence from when your first child arrived? Insurance companies. Security now becomes a big issue. Why? Its no longer just you. You have responsibilities that will last for the rest of your life.
Age 26, first promotion. How will he feel about this? He will hit the ground above every 10 feet. His self-esteem will overflow. He may also begin looking beyond this promotion to what comes next. After he has had an opportunity to settle down some other things will begin to creep in. He had good security as a worker. Will he be as secure in his new position? He had good acceptance as a worker? Will he be able to gain the same acceptance as a supervisor. He was good at what he did. Will those skills carry over into his new position or will others skills need to be developed? It is ironic that just when
a person has achieved a promotion and is riding high other things begin to creep in and you realize that it's a whole new ball game.
IS IT POSSIBLE TO MOTIVATE PEOPLE?
The group will generally agree that it is. What are some characteristics of a motivated person? You have seen people who are motivated, what are they like? You have been motivated at times, what were some things you experienced at that time? Prod the group until you get 7 to 9 characteristics on the flip chart, then flip it over and ask your next question.
You said earlier that it is possible to motivate people, how do you do this? Write their responses on the flip chart. The group will start off very positive. Positive reinforcement, feedback, having goals, etc. Continue to probe until someone says fear, threats, when all else fails, threaten them. Can you motivate with fear? You will see nods of agreement and some will disagree.
EXAMPLE OF THE USE OF FEAR TO MOTIVATE:
I want my dog to come to me, so I call him. He doesn't move. I go over, giving him a good swift kick, and tell him that when I call he had better come to me. I then call the dog again and he comes to me. Have I motivated that dog? The group will now be somewhat confused. While I got the dog to come, they don't like my method. So I ask, "did I get the dog to come to me?" They will reluctantly agree that I have done that.
ANOTHER EXAMPLE:
I have an 8-year-old son that I want to clean up his room. So I say, "Son I want you to clean up your room." His reply, "No, I don't want to do that!" What will be my response? Chances are that my parental blood will rise to the occasion, and I will say something like, "Let me tell you something boy, if you don't get back there right now and clean that room your hide won't hold chucks." He goes back and cleans the room. Did I motivate him? Once again the group will be somewhat confused. You got the room cleaned, but they don't like your technique. Now flip the chart back over that had the characteristics of a motivated person. Ask, "When my son was back there cleaning that room, how many of these characteristics did he have? None! So, did I motivate? I got the job done. You can get the job done with fear, but its not motivation. Who was motivated? I was motivated. I wanted the dog to come and the room cleaned. The dog came and the son cleaned.
Flip back to Maslow's needs. With the first three levels you are working with compliance. Basic needs of the job. People are doing the basic requirements of the job. To get above that you must move to the top two. Can you motivate people? No, motivation comes from within the person. It is possible to create a motivating work environment, and that is done with Tinker Toys.
PURPOSE:
MATERIALS NEEDED:
GROUP SIZE: 10-25 people divided into two groups
ARRANGEMENTS: You will need sufficient space for the groups to meet and complete the exercise on the floor.
CONTRIBUTED BY: Robert Crow, The Crow Group, 250 Thornton Drive, Fayetteville, Georgia 30214, (770)41-1177, FAX: (770) 461-1177, E-Mail jr1crow@mindspring.com.
SOURCE: Unknown, have been using this for 25 years.
PERMISSION TO SHARE: The developers of this exercise are committed to the spread of knowledge and ideas. As such, this activity and guide may be shared with others provided the source is acknowledged.
DESCRIPTION OF ACTIVITY: See attached.
Divide the group into two groups and give each group a box of tinker toys.
They will have 20 minutes to plan and organize the group then 1 minute to build the highest freestanding structure possible. Explain that during the 20 minutes for planning there are no restrictions. They can take the tinker toys out of the box, count them, draw diagrams anything they want except they can't put the parts together. You want one group to work at the front of the room, the other at the back, and you want the structure to be built on the floor.
Let the planning begin. Monitor the groups to see that they don't begin building structures. You can't put the parts together! Answer any questions they have, tell them they have 10 minutes, 5, minutes, 1 minute of planning time left.
Planning time is up. Are both groups ready? Verify that both groups are ready to begin. Explain that you will give them a Ready, Set, Go, and then when one minute has passed you will say Time is Up. At that time everyone must step back from the structure. The structure must be free standing.
Oh, I forgot something, everything must go back in the box. That way we have an even start. Many groans will be heard, but they will put the parts back in the box. Have both groups put all parts of the tinker toys back into the box. Tell the groups that they do not have to put the top back on the box. We would not want to handicap you.
Once again verify that the groups are ready. Oh, something else, during the construction process there can be no talking. Again groans. Give them a ready set go, then when a minute has passed say time is up.
See which group has the highest structure, ask the groups to put everything back in the box and have a seat.
DISSATISFIERS:
On the flip chart write, Dissatisfiers. Ask, "What about this exercise was dissatisfying?"
Examples they will give are:
Ask, where have you heard these before? You hear these at work. You may at times say some of them yourself. The dissatisfiers are naturally occurring phenomena that are potentially present in any work environment. They are caused by management neglect and ignorance of the needs of the work force. Can you eliminate the dissatisfiers? No, but some people make a career out of trying. It's called fire fighting. They are good at it. If a fire isn't burning they will start one so they can go dashing to the rescue. We must be aware of the dissatisfiers and keep them to a minimum.
MOTIVATORS:
On the flip chart next to dissatisfiers write Motivators. Ask, "What about this exercise was motivating?"
You will usually get four things. At times a group will add we won, or it was a change of pace. If the groups says it write it down.
What was the goal? The highest free standing structure possible in one minute.
The challenge was to see how high you could build it.
All groups seem to enjoy getting down on the floor together and sharing ideas and working together to build the structure.
Did we have competition? The group will say yes. Challenge this. What was our goal? Highest freestanding structure possible in one minute, not who can build the highest. The group will now protest that by virtue of dividing the group into two groups you get competition, and this is true, but I did not say thing about competition. This reinforces Deming's concept that the system must be managed otherwise it deteriorates into competing factions. The lesson here is that the two groups could have worked together, could have combined their resources, but for their interpretation of the competition. Management must be aware of this natural tendency in our culture, and try to design out things which cause internal competition, to create a more focused internal working environment.
Now ask, "How do you feel about this exercise, was it more motivating or more dissatisfying? While the group will have listed two to three times more dissatisfiers than motivators they will agree that the exercise was more motivating.
WHY?
There was a clearly defined goal. You can relate this back to the system and the importance of having an aim for the system. What is our purpose? The aim shapes the system. In this case it was a shared aim. Deming says that the aim must permeate the system. Everyone must know the aim of the system.
Team work. There was no formal leader. What I have observed is that during the 20 minutes the group has for planning the leadership may change several times at different stages of the planning process. In this exercise the people are equal. There is no rank. Each person is free to share his or her ideas with the group, and the group can accept or reject the input.
Feedback - While this won't generally come out as one of the motivators, when you say time is up both groups will immediately look to see where the other group is. This reinforces the idea that feedback must be immediate and frequent. Feedback can also be provided in the form of charts and graphs that show a group how well a process or system is working. These feedback loops also help people feel part of the process, and are a way of stimulating involvement.
INTRINSIC VS. EXTRINSIC MOTIVATION
Lead the group in a discussion of the difference between intrinsic and extrinsic motivation. What parts of the exercise were extrinsic and what parts were intrinsic. How could you tie this to the organization as a system, and use it to create a motivating work environment or create an environment in which people take joy in work.
MCGREGOR'S THEORY X/Y
Lead the group in a discussion on the difference between these two theories of human behavior. What was McGreggor talking about? How would management's concept of people influence management style? If you are a Theory X manager how will you manage? If you are a Theory Y manager how would you manage? How will the management style of your boss influence your behavior? How will the system of the culture of the organization you are a part of influence your behavior? How does this tie into Deming's concept of the transformation beginning with the individual?
FREDERICK HERZBERG HYGIENE VS. MOTIVATORS
How do Herzberg's Motivators (Achievement, Recognition, Work itself, Responsibility, Advancement, and Growth) compare with the motivating forces? Are we talking about the same thing? Compare Herzberg's hygiene factors (Company policy and administration, Supervision, Relationship with supervisor, Work conditions, Salary, Relationship with peers, Personal life, Relationship with subordinates, Status, Security) compare with the dissatisfiers? What is the difference between creating a motivating work environment and motivating people?
The following format is used to document Trainer's Exchange exercises. If you would like to have one or more of your exercises posted here, send the file to Jim Clauson using the following outline (MS Word is preferred, but other formats can be transferred).
TITLE OF EXERCISE
PURPOSE:
MATERIALS NEEDED:
TIME
GROUP SIZE:
ARRANGEMENTS:
CONTRIBUTED BY:
SOURCE:
PERMISSION TO SHARE:
DESCRIPTION OF ACTIVITY:
INSTRUCTOR NOTES:
This page was created by Jim Clauson on 05OCT97 and last updated 03DEC97.
Contents, images, and structure Copyrighted by the Deming Electronic Network, 1995-97 (unless otherwise noted). All rights reserved.
What is the Trainer's Exchange?
The Trainer's Exchange originated at the MAY96 W. Edwards Institute Conference and was designed as a vehicle to share tools and techniques used to teach the Deming Philosophy. The current list of activities represent the first 11 presented at that conference. Other submitted activities are currently being coded for inclusion in this listing. If you are interested in submitting such an activity, there is a format at the end of this page.
T/E-1 - COUNT THE PAGES
When the book is collected. Read the responses. Often they will vary by more than l00! Talk about the need for operational definitions. Sometimes people will ask, "What is the RIGHT answer?" Point out that
an operational definition will take into account how the 'measurement' will be used (to order paper, to set margins, to obtain enough change to copy the material, etc.) You might also point out that different
parts of the organization may use the same word (page) to mean different things!
T/E-2 - COMMUNICATIONS EXERCISE
T/E-3 - WHITE BEAD PROCESS DEVELOPMENT
BACKGROUND: Did you ever see Dr. Deming, acting as foreman, manage the production of "White Beads" in his famous Experiment with the Red Beads? If you did, you would no doubt remember that when willing
workers are constrained by rigid procedures that are known not to work and are required to produce no more than three red beads in a workload of 50, they become frustrated and even mad.
T/E-4 - LEARNING ABOUT INTERACTIONS IN "THE SYSTEM OF PROFOUND KNOWLEDGE (SPK)
T/E-5 - TAMPERING AND THE NELSON FUNNEL
ACTIVITY: Tampering and the Nelson Funnel Exercise
2. Learn different management approach to working on each cause.
3. Show the funnel Rules
T/E-6 - THE CASH REGISTER - A CONSENSUS-SEEKING ACTIVITY
A businessman had just turned off the lights in the store when a man appeared and demanded money. The owner opened a cash register. The contents of the cash register were scooped up, and the man sped away.
A police officer was notified immediately.
T/E-7 - TRUST BUILDING EXERCISE
2.l Select a real team from their work setting or personal life:
2.2 Create a summary list of the key details of these trust-building experiences by listing elements described by all participants on flip charts or overhead
(from Peter Scholtes' "Teamwork in the Quality Era" - based on the work of Liz Freeman and Roly Coates.)
Prepared by Peter Scholtes
T/E-8 - EXPANDING KNOWLEDGE BY METAPHORICAL THINKING
EXPANDING KNOWLEDGE BY METAPHORICAL THINKING
AIM
STEP ONE
T/E-9 - TABLETOP EXPERIMENTS: LEARNING CURVE ACTIVITY
Overheads (attached)
Speaker notes (attached)
For each group (2 or 4) of participants:
TIME: Apx.: 50 minutes
NOTES:
One person, Printer, will print on cards
Other person, Data collector will:
1. time how long it takes to print
2. record times on data collection form
3. plot data on graph
2. Timer says, "Begin" and presses START button on stopwatch
3. Printer prints the phrase "STATISTICAL CONTROL' on one 3x5 card
4. Printer turns the 3x5 card over (Data plotter will take card, ensuring that printing remains out of Printer's view)
5. Timer presses STOP button on stopwatch.
6. Data recorder records time on data collection form
7. Timer presses RESET button on stopwatch
8. Repeat until 15 times have been recorded.
1. Letter(s) not printed or missing
2. Letter(s) not capitalized
3. Word(s) misspelled
1. Letter(s) not printed or missing
2. Letter(s) not capitalized
3. Word(s) misspelled
1. printed
2. all caps
3. a capital "I" must have cross bars top and bottom
4. The letters "L" and "T" are to look like the one
in the sample, as should all the other letters.
1. printed
2. all caps
3. a capital "I" must have cross bars top and bottom
4. The letters "L" and "T" are to look like the one in the sample, as should all the other letters.
Select a scribe to record ideas on flipchart
Discuss the Learning Curve Activity from the viewpoint of the assigned part of Profound Knowledge
1. - Appreciation for a system
2. - Knowledge about variation
3. - Theory of knowledge
4. - Psychology
* The first several attempts at applying a new approach may feel awkward
* This new knowledge may seem to take more time and effort than your current methods of work and learning
* Gaining the benefits of a new process requires working through the learning curve by following many cycles.
a. Reduced mental effort comes from familiarity with performing a process
b. Changes in a process result in the need to learn new habits, and increase mental effort
2. Forming new habits requires effort
3. Focus on short-term results will encourage abandoning efforts that lead to the formation of new habits
Theory/Aim developed
[PDSA Cycle Graphic]
Plan
Do
Study
Act
[PDSA Cycle graphic]
Plan
Do
Study
Act
T/E-10 - THE GREEN M & M'S PRODUCTION COMPANY
PURPOSE:
MATERIALS NEEDED:
Each group will need a small bag ($.59) of M & M's
Flip Chart, with markers
Projections (1st run times 5)
Projections (1st & 2nd run times 2.5)
The system is becoming more stable.
Projections (1st, 2nd run & 3rd times 1.66)
T/E-11 - Motivation Theory using Tinker Toys
ACTIVITY: Motivation Theory using Tinker Toys
Two boxes of Tinker Toys, preferably well worn
Flip Chart, with markers
Trainer's Exchange Format:
Acknowledgements:
The URL for this page is http://deming.ces.clemson.edu/pub/den/deming_trainers.htm