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Flashcards by rblackman2, updated more than 1 year ago
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Created by rblackman2
over 8 years ago
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| Question | Answer |
| Kaizen Steps | 1. Improve 2. Standardize 3. Stabilize 4. Repeat |
| Kaizen Managment | Everything can be improved. Problems are opportunities. "Status Quo" is a problem. Employee's ideas are the source of improvement. |
| Kaizen Managment | Processing just what is needed, when it is needed, in the amount needed with the minimum people, equipment, steps and space. |
| Kaizen | slow steady Pace |
| Stages of Group Formation (Team Development) | *Forming *Storming * Norming *Performing *Transforming |
| Parts of the Toyota Way Model | Continuous Improvement (L/Pillar) Respect for People (R/Pillar) [Foundation] Challenge Kaizen Respect Teamwork Genchi genbutsu |
| Parts of the Toyota Pyramid | |
| Parts of the Toyota Pyramid | Top Tier ------------------------------------------ {Genchi genbutsu} Problem Solving (continuous improvement) |
| Parts of the Toyota Pyramid | Second Tier ------------------------------------------- [Kaizen] {Respect & Teamwork} People and partners (respect, challenge, and grow) |
| Parts of the Toyota Pyramid | Third Tier -------------------------------------------------- [Kaizen] {Respect & Teamwork} Process (eliminate waste) |
| Parts of the Toyota Pyramid | Bottom Tier --------------------------------------------------- {Challenge} Philosophy (long-term thinking) |
| Toyota Way Problem Solving | Continual organizational learning w/Kaizen Go see for yourself to thoroughly understand the situation- (Genchi Cenbutsu) Respect and challenge your suppliers |
| Toyota Way Leaders | You can only testify to and verify what you have observed and seen yourself. |
| TQM | Total Quality Management is a management philosophy that increases business, reduces losses due to wasteful practices, and improves customer service. |
| TQM History | *Developed by Edwards Deming after World War II *Japanese adopted it in 1950s *Gained popularity in the U.S. in 1980s *Today Ford, Toyota, and Motorola use this approach. |
| W. Edwards Deming | William Edwards Deming (October 14, 1900 – December 20, 1993) was an American engineer, statistician, professor, author, lecturer, and management consultant. |
| TQM Objective | Do the right things, right the first time, every time! |
| TQM Principles | *Management Commitment *Employee Empowerment *Fact Based Decision Making *Continuous Improvement *Customer Focus |
| TQM Four Pillars (First) | The First Pillar ---------------------------------------------------------- *An organization must focus primarily on its suppliers and customers. - i.e. teachers and students *Teamwork and collaboration are essential. |
| TQM Four Pillars (Second) | The Second Pillar ---------------------------------------------------------- *Total dedication to continuous improvement both personally & collectively -Teachers & administrators must work collaboratively *No human should ever evaluate another - Emphasizes self-evaluation |
| TQM Four Pillars (Third) | The Third Pillar ---------------------------------------------------------- *Recognition that the organization is a system & its work is an ongoing process. - If something isn't working it is a system problem (not a teacher problem) -To improve the system, improve the processes. |
| TQM Four Pillars (Fourth) | The Fourth Pillar ----------------------------------------------------------- *The success of the system is the responsibility of the administration *To be successful, teachers must: -Redefine the role & purpose of schools -Plan leadership training -Address the attitudes and beliefs of staff -Make data driven decisions |
| Deming's 14 Points | 1. Create a constancy of purpose 2. Adopt the new philosophy 3. Eliminate the need for inspection 4. Minimize total cost 5. Improve the system of production and service 6. Have "on the job" training 7. Institute leadership 8. Drive out fear |
| Deming's 14 Points | 9. Break down barriers between departments 10. Eliminate slogans asking for zero defects 11. Eliminate quotas 12. Remove barriers that prevent workers from enjoying their work 13. Institute a program of self-improvement 14. Get everyone on the same page |
| W. Edwards Deming | "Total Quality Management is a philosophy of management which institutionalizes planned and continuous improvement, assumes that quality is the outcome of all activities that occur in the organization, that all employees have to participate in the improvement process, and that organizations need both quality systems and a quality culture." -Deming |
| Change | ...altering the behavior, structures, procedures, purposes, or outputs of some units within an organization. |
| General Processes of any Change Model | 1. Diagnosing the present condition, including the NEED FOR CHANGE 2. Setting goals and defining what will be the conditions AFTER the change 3. Describing the transition between the present and future states 4. Strategies and action plans for managing the transition 5. Evaluating the change effort 6. Stabilizing the new conditions |
| Things to Remember About CHANGE | * Change is a process-not a single event * An organization must be fluid and in constant motion * Managing change means grabbing hold and steering it in the direction you need it to go. |
| Three Basic CHANGE Strategies | 1. Empirical - the view of an expert or authority as to what needs to be done 2. Normative - the system's own ideas on what changes need to happen 3. Power - political or economic pressure to change |
| Change Agent or System | * A person or group of people seeking to change a system or organization * May be internal or external * May initiate the change or simply be the manager of the change |
| Why People Resist Change | People will resist change if they fear it will reduce their power and influence. It tends to focus on human relationships because it upsets people's established routines or threatens their security. |
| Types of Change | PLANNED CHANGE - a deliberate attempt to direct change within a set of predetermined goals and values UNPLANNED CHANGE - enforced, unanticipated change usually enforced on a school or school system by an external agent. |
| Change and Climate (Kids) | The overall climate of an educational system will play a role in the ability to make lasting change; based on perceptions of expected work behavior (i.e. curricula or schedules) |
| Change and Culture (Adults) | Culture is the knowledge of how things are and how they ought to be which includes basic assumptions and beliefs shared by members of the organization. The beliefs and assumptions evolve over time in response to external demands and internal needs. |
| Culture and Climate (Key Point) | During a period of organizational change, any attempts at change that doesn't address both culture and climate will be at great risk to fail. |
| Change Norms and Values | Change will be resisted and fail if it does not satisfy the pre-established norms and values. NORMS are the product of the culture within an organization (the habits that allow people to work together for the common good) VALUES are the things that have worked in the past and that we rely on in our daily efforts |
| Change Norms and Values (Definition Layman's Terms) | NORMS are the linchpin that holds things together. VALUES are why we trust the norms, because they always worked. |
| Enhancements to Change | Planning can significantly reduce resistance. 1. Necessity - the need for change 2. Clarity of Purpose - clear and consistent procedures and objectives 3. Complexity - whether change is worth the expanded effort 4. Practicality - the capability of putting the change into practice. |
| Enhancements to Change Diagram | . |
| Change Success | Success is most often achieved when problem solving is a regular part of the system and there is effective leadership to sustain the model. |
| The 5 Change Models | 1. ENFORCES CHANGE -the results of needs identified from external forces. It would not have taken place if some external influences hadn't been present. |
| The 5 Change Models | 2. EXPEDIENT CHANGE -involves meeting immediate concerns of external sources and generally short term or reactionary. While it can be internally driven, it is usually due to external demands. |
| The 5 Change Models | 3. ESSENTIAL CHANGE -generally comes from internal not external forces. It is driven by the ability of the system to monitor itself and work toward improved performance. |
| The 5 Change Models | 4. PLANNED CHANGE - a deliberate attempt to direct change within a set of predetermined goals and values. |
| The 5 Change Models | 5. UNPLANNED CHANGE -is often enforced change change which is unanticipated, and often forced on a school or school system. This is generally derived from an external agent. |
| Barriers to Change | 1. not fully UNDERSTANDING what is proposed 2. those affected will not ACCEPT the change 3. factors inhibiting implementation (ACTING) |
| Leaders and Change | LEADERSHIP is the process where leaders and followers cause a mutually agreed upon change. MANAGEMENT involves an authority relationship between a manager and one or more subordinates to meet a specific goal. |
| State Superintendent Tom Burnham Change Quote | "Nobody likes change except a wet baby." |
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