Helping Leaders Lead:
Transformation by
Facilitating Self-Discovery
Larry R. Smith
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
emen
t
Inven
tory
QC
Lim
it I
nven
tory
Mai
nta
in
Ham
mer
Cre
ws
Ch
ange
Div
isio
n
Str
ateg
y
Sta
te o
f A
rt
Fac
ilit
ies
Pri
mar
y R
od
Sourc
e
Saf
e W
ork
pla
ce
Qu
alit
y W
ay o
f
Lif
e
Min
imal
Chan
geo
ver
No R
e-In
spec
tion
1st R
un
Cap
abil
ity
Cust
om
er
Sat
isfa
ctio
n
Sta
tist
ical
Contr
ol
Impro
ved
Qual
ity
Suff
icie
nt
Tooli
ng
Pla
nt
Per
form
ance
Arr
ow
s O
ut
Ran
k
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
op
tim
ize
Mo
du
lar
ma
teri
al
de
sig
n
VO
C R
es
ea
rch
Pa
id r
eg
ion
al
fie
ld
se
rvic
e r
ep
res
en
tati
ve
s
Op
tim
ize
Pro
du
ct
Dev
elo
pm
en
t
Op
tim
ize
ele
ctr
on
ic
de
liv
ery
Imp
rov
e
Co
mm
un
ica
tio
ns
aro
un
d l
ea
rnin
g e
ve
nts
Win
-win
in
ce
nti
ve
s
Op
tim
ize
Me
mb
er
Un
it/H
Q c
oll
ab
ora
tio
n
Le
ve
rag
e C
ert
ific
ati
on
pro
gra
m
Dev
elo
p a
nd
ma
rke
t
inte
gra
ted
sy
ste
m f
or
co
rpo
rati
on
s
Le
ve
rag
e s
tori
es
fro
m
cu
sto
me
r o
rga
niz
ati
on
s
Sa
les
ma
rke
tin
g
str
ate
gie
s
AS
Q C
ert
ifie
s
ins
tru
cto
rs a
nd
co
urs
es
Cre
ate
a s
ub
sid
iary
Me
as
ure
me
nt
too
l fo
r
ind
ivid
ua
l/c
orp
ora
te
qu
ali
ty m
atu
rity
Dev
elo
p m
ate
ria
ls t
ha
t
do
no
t n
ee
d S
ME
s
HQ
de
ve
lop
s a
nd
lic
en
se
s m
ate
ria
ls
Me
ga
ev
en
ts
Cre
ate
Pa
rtn
ers
hip
s t
o
ex
pa
nd
ba
se
an
d e
as
e
log
isti
cs
bu
rde
n
Ben
ch
ma
rk p
ee
rs t
o
imp
rov
e t
he
pro
ce
ss
Un
de
rsta
nd
bu
sin
es
s
tre
nd
s a
nd
go
als
Dev
elo
p I
P P
oli
cy
So
me
off
eri
ng
s f
or
FR
EE
TO
TA
LS
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
Out
In
Out
In
Out
In
Out
In
Out
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
4500
5000
optim
ize M
od
ula
r m
ate
rial d
esig
n
VO
C R
ese
arc
h
Paid
regio
nal f
ield
serv
ice r
epre
senta
tive
s
Optim
ize P
roduct
De
velo
pm
ent
Optim
ize e
lectro
nic
deliv
ery
Impro
ve C
om
mun
icatio
ns a
round learn
ing
eve
nts
Win
-win
ince
ntiv
es
Optim
ize M
em
ber
Unit/H
Q c
olla
bora
tion
Levera
ge C
ert
ifica
tion p
rogra
m
Develo
p a
nd m
ark
et in
teg
rate
d s
yst
em
for
corp
ora
tions
Levera
ge s
tories
from
custo
mer
org
aniz
ations
Sale
s m
ark
eting s
trate
gie
s
AS
Q C
ert
ifie
s in
str
uct
ors
and c
ours
es
Cre
ate
a s
ubsid
iary
Measure
ment to
ol f
or
indiv
idu
al/c
orp
ora
te q
ualit
y m
atu
rity
Develo
p m
ate
rials
tha
t do n
ot ne
ed S
ME
s
HQ
deve
lops a
nd lic
ense
s m
ate
rials
Mega
eve
nts
Cre
ate
Pa
rtne
rship
s to e
xpand b
ase
and e
ase lo
gis
tics
burd
en
Ben
chm
ark
peers
to
impro
ve the p
rocess
Unders
tand b
usin
ess
tren
ds
and
goals
Develo
p I
P P
olic
y
Som
e o
ffering
s fo
r F
RE
E
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
Effe
ct o
n V
isio
n E
lem
en
ts a
nd
In
hib
ito
rs (w
eig
hte
d)
Effe
ct o
n O
the
r So
luti
on
s
Imp
ort
ance
ve
rsu
s Le
vel o
f Im
ple
me
nta
tio
n
Effe
ct o
n V
isio
n E
lem
en
ts/
Inh
ibit
ors
(no
t w
eig
hte
d)
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?