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Unit 3: Classes 10-12 (Quiz 2)
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1Kaizen Steps:
1. [blank_start]Improve[blank_end]
2. [blank_start]Standardize[blank_end]3. [blank_start]Stabilize[blank_end]4. [blank_start]Repeat[blank_end]- AImprove
- BStandardize
- CStabilize
- DRepeat
2Kaizen Management Philosophy:
[blank_start]Everything can be improved[blank_end].
[blank_start]Problems are opportunities[blank_end].
[blank_start]"Status Quo" is a problem[blank_end].
[blank_start]Employee's idea[blank_end]s are the [blank_start]source of improvement[blank_end].- AEverything can be improved
- BProblems are opportunities
- C"Status Quo" is a problem
- DEmployee's idea
- Esource of improvement
3Kaizen Management Definition:
[blank_start]Processing[blank_end] just [blank_start]what is needed[blank_end], [blank_start]when it is needed[blank_end], in the [blank_start]amount needed[blank_end] with the [blank_start]minimum people[blank_end], [blank_start]equipment[blank_end], [blank_start]steps[blank_end], and [blank_start]space[blank_end].- AProcessing
- Bwhat is needed
- Cwhen it is needed
- Damount needed
- Eminimum people
- Fequipment
- Gsteps
- Hspace
4Kaizen Definition:
[blank_start]Slow steady pace[blank_end]- ASlow steady pace
5Stages of Group Formation (Team Development)
[blank_start]Forming[blank_end], [blank_start]Storming[blank_end], [blank_start]Norming[blank_end], [blank_start]Performing[blank_end], [blank_start]Transforming[blank_end]- AForming
- BStorming
- CNorming
- DPerforming
- ETransforming
6Parts of the Toyota Way Model:
Left Pillar: [blank_start]Continuous Improvement[blank_end]
Right Pillar: [blank_start]Respect for People[blank_end]
Foundation: [blank_start]Challenge[blank_end], [blank_start]Kaizen[blank_end], [blank_start]Respect[blank_end], [blank_start]Teamwork[blank_end], [blank_start]Genchi Genbutsu[blank_end]- AContinuous Improvement
- BRespect for People
- CChallenge
- DKaizen
- ERespect
- FTeamwork
- GGenchi Genbutsu
7Parts of the Toyota Pyramid: The "4P" Model
Top Tier: [blank_start]Problem Solving[blank_end] ([blank_start]continuous improvement[blank_end])
Second Tier: [blank_start]People and Partners[blank_end] ([blank_start]respect, challenge, and grow[blank_end])
Third Tier: [blank_start]Process[blank_end] ([blank_start]eliminates waste[blank_end])
Bottom Tier: [blank_start]Philosophy[blank_end] ([blank_start]long-term thinking[blank_end])- AProblem Solving
- Bcontinuous improvement
- CPeople and Partners
- Drespect, challenge, and grow
- EProcess
- Feliminates waste
- GPhilosophy
- Hlong-term thinking
8Toyota Way Problem Solving:
[blank_start]Continual organizational learning[blank_end] with Kaizen
[blank_start]Go see for yourself[blank_end] to [blank_start]thoroughly understand the situation[blank_end]
[blank_start]Respect and challenge your suppliers[blank_end]- AContinual organizational learning
- BGo see for yourself
- Cthoroughly understand the situation
- DRespect and challenge your suppliers
9Toyota Way Leaders:
You can [blank_start]only testify to[blank_end] and [blank_start]verify[blank_end] what [blank_start]you have observed and seen yourself[blank_end].- Aonly testify to
- Bverify
- Cyou have observed and seen yourself
10TQM:
Total Quality Management is a [blank_start]management philosophy[blank_end] that [blank_start]increases business[blank_end], [blank_start]reduces losses[blank_end] due to [blank_start]wasteful practices[blank_end], and [blank_start]improves customer service[blank_end].- Amanagement philosophy
- Bincreases business
- Creduces losses
- Dwasteful practices
- Eimproves customer service
11TQM History:
- Developed by [blank_start]Edwards Deming after World War ll[blank_end]
- [blank_start]Japanese adopted it in 1950s[blank_end]
- [blank_start]Gained popularity in the U.S. in 1980s[blank_end]
- Today [blank_start]Ford[blank_end], [blank_start]Toyota[blank_end], and [blank_start]Motorola[blank_end] uses this approach- AEdwards Deming after World War ll
- BJapanese adopted it in 1950s
- CGained popularity in the U.S. in 1980s
- DFord
- EToyota
- FMotorola
12W. Edwards Deming:
[blank_start]William Edwards Deming[blank_end] 10/14/[blank_start]1900[blank_end] - 12/20/[blank_start]1993[blank_end] was an American [blank_start]engineer[blank_end], [blank_start]statistician[blank_end], [blank_start]professor[blank_end], [blank_start]author[blank_end], [blank_start]lecturer[blank_end], and [blank_start]management consultant[blank_end].- AWilliam Edwards Deming
- B1900
- C1993
- Dengineer
- Estatistician
- Fprofessor
- Gauthor
- Hlecturer
- Imanagement consultant
13TQM Objective:
Do the [blank_start]right things[blank_end], [blank_start]right the first time[blank_end], [blank_start]every time[blank_end]!- Aright things
- Bright the first time
- Cevery time
14TQM Principles: [blank_start]Management Commitment[blank_end]
- AManagement Commitment
15TQM Principles: [blank_start]Employee Empowerment[blank_end]
- AEmployee Empowerment
16TQM Principles: [blank_start]Fact Based Decision Making[blank_end]
- AFact Based Decision Making
17TQM Principles: [blank_start]Continous Improvement[blank_end]
- AContinous Improvement
18TQM Principles: [blank_start]Customer Focus[blank_end]
- ACustomer Focus
19TQM Four Pillars: The [blank_start]first[blank_end] pillar shows that an organization must [blank_start]focus primarily[blank_end] on its [blank_start]suppliers and customers[blank_end] (teachers and students). [blank_start]Teamwork[blank_end] and [blank_start]collaboration[blank_end] are [blank_start]essential[blank_end].
- Afirst
- Bfocus primarily
- Csuppliers and customers
- DTeamwork
- Ecollaboration
- Fessential
20TQM Four Pillars: The [blank_start]Second[blank_end] Pillar illustrates [blank_start]Total dedication[blank_end] to [blank_start]continuous improvement[blank_end] both [blank_start]personally[blank_end] & [blank_start]collectively[blank_end]. [blank_start]Teachers and administrators[blank_end] must [blank_start]work collaboratively[blank_end]. [blank_start]No human should ever evaluate another[blank_end]. Emphasis is on [blank_start]self-evaluation[blank_end].
- ASecond
- BTotal dedication
- Ccontinuous improvement
- Dpersonally
- Ecollectively
- FTeachers and administrators
- Gwork collaboratively
- HNo human should ever evaluate another
- Iself-evaluation
21TQM Four Pillars: The [blank_start]Third[blank_end] Pillar is [blank_start]Recpgnition that the organization[blank_end] is a system and its work is an [blank_start]ongoing process[blank_end]. If something isn't working it is a [blank_start]system problem (not a teacher problem)[blank_end]. To improve the system, [blank_start]improve the processes[blank_end].
- AThird
- BRecpgnition that the organization
- Congoing process
- Dsystem problem (not a teacher problem)
- Eimprove the processes
22TQM Four Pillars: The Fourth Pillar says the [blank_start]success of the system[blank_end] is the [blank_start]responsibility of the administration[blank_end]. To be successful, teachers must; [blank_start]Redefine the role & purpose of schools[blank_end], [blank_start]Plan leadership training[blank_end], Address the [blank_start]attitudes and beliefs of staff[blank_end], and [blank_start]Make data driven decisions[blank_end]
- Asuccess of the system
- Bresponsibility of the administration
- CRedefine the role & purpose of schools
- DPlan leadership training
- Eattitudes and beliefs of staff
- FMake data driven decisions
23Deming's 14 Points:
1.[blank_start]Create a constancy of purpose[blank_end]
2. [blank_start]Adopt the new philosophy[blank_end]
3. [blank_start]Eliminate the need for inspection[blank_end]
4. [blank_start]Minimize total cost[blank_end]
5. Improve the system of [blank_start]production and service[blank_end]
6. [blank_start]Have on the job training[blank_end]
7. [blank_start]Institute Leadership[blank_end]
8. [blank_start]Drive out fear[blank_end]
9. [blank_start]break down barriers between departments[blank_end]
10. Eliminate [blank_start]slogans asking for zero defects[blank_end]
11. Eliminate [blank_start]Quotas[blank_end]
12. Remove barriers that [blank_start]prevent workers from enjoying their work[blank_end]
13. [blank_start]Institute a program of self-improvement[blank_end]
14. Get everyone [blank_start]on the same page.[blank_end]- ACreate a constancy of purpose
- BAdopt the new philosophy
- CEliminate the need for inspection
- DMinimize total cost
- Eproduction and service
- FHave on the job training
- GInstitute Leadership
- HDrive out fear
- Ibreak down barriers between departments
- Jslogans asking for zero defects
- KQuotas
- Lprevent workers from enjoying their work
- MInstitute a program of self-improvement
- Non the same page.
24Change is [blank_start]altering the behavior[blank_end], [blank_start]structures[blank_end], [blank_start]procedures[blank_end], [blank_start]purposes[blank_end], or [blank_start]outputs of some units[blank_end] within an [blank_start]organization[blank_end].
- Aaltering the behavior
- Bstructures
- Cprocedures
- Dpurposes
- Eoutputs of some units
- Forganization
25General Processes of any change model:
1. [blank_start]Diagnosing the present condition[blank_end], including [blank_start]the need for change[blank_end]
2. [blank_start]Setting Goals[blank_end] and [blank_start]defining what will be the conditions[blank_end] after [blank_start]the change[blank_end].
3. [blank_start]Describing the transition[blank_end] between the [blank_start]present and future states[blank_end].
4. [blank_start]Strategies and action plans[blank_end] for [blank_start]managing the transition[blank_end].
5. [blank_start]Evaluating the change effort[blank_end]
6. [blank_start]Stabilizing the new conditions[blank_end]- ADiagnosing the present condition
- Bthe need for change
- CSetting Goals
- Ddefining what will be the conditions
- Ethe change
- FDescribing the transition
- Gpresent and future states
- HStrategies and action plans
- Imanaging the transition
- JEvaluating the change effort
- KStabilizing the new conditions
26Things to Remember about Change:
[blank_start]Change is a process[blank_end] not [blank_start]a single event[blank_end].
An [blank_start]organization must be fluid[blank_end] and in [blank_start]constant motion[blank_end].
Managing change means [blank_start]grabbing hold and steering[blank_end] it in [blank_start]the direction you need it to go[blank_end].- AChange is a process
- Ba single event
- Corganization must be fluid
- Dconstant motion
- Egrabbing hold and steering
- Fthe direction you need it to go
27Three Basic Change Strategies:
[blank_start]Empirical[blank_end] - the [blank_start]view of an expert or authority[blank_end] as to what needs to be done
[blank_start]Normative[blank_end] - the [blank_start]system's own ideas on what changes[blank_end] [blank_start]need to happen[blank_end]
[blank_start]Power[blank_end] - [blank_start]political or economic pressure to change[blank_end]- AEmpirical
- Bview of an expert or authority
- CNormative
- Dsystem's own ideas on what changes
- Eneed to happen
- Fpolitical or economic pressure to change
- GPower
28Change Agent or System:
A [blank_start]person or group of people[blank_end] seeking to [blank_start]change a system or organization[blank_end].
May be [blank_start]internal or external[blank_end]
May [blank_start]institute the change[blank_end] or [blank_start]simply be the manager of the change[blank_end]- Achange a system or organization
- Bperson or group of people
- Cinternal or external
- Dinstitute the change
- Esimply be the manager of the change
29Why People Resist Change:
People will [blank_start]resist change if they fear it[blank_end] will [blank_start]reduce their power and influence[blank_end].
It tends to [blank_start]focus on human relationships[blank_end] because [blank_start]it upsets people's established routines[blank_end] or [blank_start]threatens their security[blank_end].- Areduce their power and influence
- Bresist change if they fear it
- Cfocus on human relationships
- Dit upsets people's established routines
- Ethreatens their security
30Two Types of Change:
PLANNED CHANGE: a [blank_start]deliberate attempt to direct change[blank_end] within a [blank_start]set of predetermined goals and values[blank_end]
UNPLANNED CHANGE: [blank_start]enforced unanticipated change[blank_end] usually enforced on a [blank_start]school or school system[blank_end] by [blank_start]an external agent[blank_end].- Adeliberate attempt to direct change
- Bset of predetermined goals and values
- Cenforced unanticipated change
- Dschool or school system
- Ean external agent
31Change and Climate (kids): The [blank_start]overall climate of an educational system[blank_end] will play a role in the [blank_start]ability to make lasting change[blank_end]; based on [blank_start]perceptions of expected work behavior[blank_end] (i.e.curricula or schedules)
- Aoverall climate of an educational system
- Bability to make lasting change
- Cperceptions of expected work behavior
32Change and Culture (Adults): Culture is the [blank_start]knowledge of how things are[blank_end] and [blank_start]how they ought to be[blank_end] which includes [blank_start]basic assumptions and beliefs shared[blank_end] by [blank_start]members of the organization[blank_end]. The beliefs and assumptions [blank_start]evolve over time in response[blank_end] to [blank_start]external demands and internal needs[blank_end].
- Aknowledge of how things are
- Bhow they ought to be
- Cbasic assumptions and beliefs shared
- Dmembers of the organization
- Eevolve over time in response
- Fexternal demands and internal needs
33Culture and Climate (Key Point): During [blank_start]a period of organizational change[blank_end], any [blank_start]attempts at change[blank_end] that [blank_start]doesn't address both culture and climate[blank_end] sill [blank_start]be at great risk to fail[blank_end].
- Aa period of organizational change
- Battempts at change
- Cdoesn't address both culture and climate
- Dbe at great risk to fail
34Change: NORMS and VALUES :
NORMS are [blank_start]the product of the culture[blank_end] within [blank_start]an organization[blank_end] (the [blank_start]habits that allow people[blank_end] to [blank_start]work together for the common good[blank_end].
VALUES are [blank_start]the things that have worked in the past[blank_end] and that [blank_start]we rely on in our daily efforts[blank_end].- Athe product of the culture
- Ban organization
- Cthe things that have worked in the past
- Dwe rely on in our daily efforts
- Ehabits that allow people
- Fwork together for the common good
35Enhancements to Change:
Planning can [blank_start]significantly reduce resistance[blank_end].
1. [blank_start]Necessity[blank_end] - [blank_start]the need for change[blank_end]
2. [blank_start]Clarity of Purpose[blank_end] - clear [blank_start]consistent procedures and objectives[blank_end]
3. [blank_start]Complexity[blank_end] - [blank_start]whether change is worth[blank_end] the [blank_start]expanded effort[blank_end]
4. [blank_start]Practicality[blank_end] - the [blank_start]capability of putting[blank_end] the [blank_start]change into practice[blank_end]- Asignificantly reduce resistance
- BNecessity
- Cthe need for change
- DClarity of Purpose
- Econsistent procedures and objectives
- FComplexity
- Gexpanded effort
- Hwhether change is worth
- IPracticality
- Jcapability of putting
- Kchange into practice
36Change Diagram (Plot Lines)
(Planned)
[blank_start]Organization[blank_end] > [blank_start]Inform[blank_end] > [blank_start]PD[blank_end] > [blank_start]Meetings[blank_end] > [blank_start]Goal[blank_end]
(Unplanned)
[blank_start]Organization[blank_end] > [blank_start]Not going to do it[blank_end] > [blank_start]He must be crazy[blank_end] . [blank_start]What a nightmare[blank_end] > [blank_start]Might Work[blank_end] > [blank_start]We'll try it[blank_end] > [blank_start]Goal[blank_end]- AInform
- BPD
- CMeetings
- DOrganization
- EGoal
- FOrganization
- GNot going to do it
- HHe must be crazy
- IWhat a nightmare
- JMight Work
- KWe'll try it
- LGoal
37Change Success : Success is [blank_start]most often achieved[blank_end] when [blank_start]problem solving is a regular part[blank_end] of the [blank_start]system[blank_end] and there is [blank_start]effective leadership[blank_end] to [blank_start]sustain the model[blank_end].
- Amost often achieved
- Bproblem solving is a regular part
- Csystem
- Deffective leadership
- Esustain the model
38The 5 Change Models:
1. [blank_start]ENFORCES CHANGE[blank_end] - the [blank_start]results of needs identified[blank_end] from [blank_start]external forces[blank_end]. It would not have taken place if some [blank_start]external influences[blank_end] hadn't been present.
2. [blank_start]EXPEDIENT CHANGE[blank_end] - involves [blank_start]meeting immediate concerns[blank_end] of [blank_start]external sources[blank_end] and is [blank_start]generally short term or reactionary[blank_end]. While it can be [blank_start]internally driven[blank_end], [blank_start]it is usually due to external demands[blank_end].
3. [blank_start]ESSENTIAL CHANGE[blank_end] - generally [blank_start]comes from internal not external forces[blank_end]. It is [blank_start]driven by the ability of the system[blank_end] to [blank_start]monitor itself[blank_end] and [blank_start]work toward improved performance[blank_end].
4. [blank_start]PLANNED CHANGE[blank_end] - a [blank_start]deliberate attempt to direct change[blank_end] within a [blank_start]set of predetermined goals and values[blank_end].
5. [blank_start]UNPLANNED CHANGE[blank_end] - is often [blank_start]enforced change which is unanticipated[blank_end] and often [blank_start]forced on a school or school system[blank_end]. This is generally [blank_start]derived from an external agent[blank_end].- AENFORCES CHANGE
- Bresults of needs identified
- Cexternal forces
- Dexternal influences
- EEXPEDIENT CHANGE
- Fmeeting immediate concerns
- Gexternal sources
- Hgenerally short term or reactionary
- Iinternally driven
- Jit is usually due to external demands
- KESSENTIAL CHANGE
- Lcomes from internal not external forces
- Mdriven by the ability of the system
- Nmonitor itself
- Owork toward improved performance
- PPLANNED CHANGE
- Qdeliberate attempt to direct change
- Rset of predetermined goals and values
- SUNPLANNED CHANGE
- Tenforced change which is unanticipated
- Uforced on a school or school system
- Vderived from an external agent
39Barriers to Change:
-[blank_start]not fully understanding what is proposed[blank_end].
- those [blank_start]affected will not accept the change[blank_end]
- [blank_start]factors inhibiting implementation[blank_end] (acting)- Anot fully understanding what is proposed
- Baffected will not accept the change
- Cfactors inhibiting implementation
40Leaders and Change:
[blank_start]LEADERSHIP[blank_end] is the [blank_start]process where leaders and followers[blank_end] cause a [blank_start]mutually agreed upon change[blank_end].
[blank_start]MANAGEMENT[blank_end] involves an [blank_start]authority relationship between[blank_end] a [blank_start]manager and one or more subordinates[blank_end] to [blank_start]meet a specific goal[blank_end].- ALEADERSHIP
- Bprocess where leaders and followers
- Cmutually agreed upon change
- DMANAGEMENT
- Eauthority relationship between
- Fmanager and one or more subordinates
- Gmeet a specific goal
41State Superintendent Tom Burnham Change Quote:
"[blank_start]Nobody likes change except a wet baby[blank_end]."- ANobody likes change except a wet baby
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- Mid-term Leadership Quiz on Unit 3: Classes 10-12 (Quiz 2), created by rblackman2 on 29/11/2015.
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- rblackman2
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