Proposal for Consultancy Support

WORKBOOK

FISHER ROSEMOUNT – SAE

PROCESS OWNER WORKSHOP MANUAL

Workshop 1 25-26 July 1997 Process Owner Workshop Manual

1 INTRODUCTION

The introduction of QFD and Process Ownership within SAE provides a real opportunity for developing the performance of SAE to new and sustainable highs. The clarity and focus, the systematic nature of the management approach provides for managers to address their work in new and fulfilling ways that will bring increased job satisfaction and results. However, these changes are not delivered by some external body. The Management Team at SAE also carry the burden of effectively implementing this new way of working. By agreeing to be a Process Owner in SAE’s QFD programme you have accepted full responsibility for the performance development of your process. Further you have accepted the responsibility for delivering this performance in a systematic and objective manner. You cannot do this alone. You cannot implement the approach and performance improvement despite your team, and so you are faced with the first challenge of how you work with your team to build in them the understanding, skills and attitudes that you need to ensure their full support of your efforts. Building this understanding is your responsibility. Nobody else will do it for you. However we can help by providing planned events to cover certain aspects, and within which you can take opportunities to build and reinforce the messages and conclusions you need. The workshops of the 25-26 July and the 29-30 August are two such events. This workbook has been developed as a means to help you to ensure your teams get the best out of these workshops. However we cannot stress enough that using the opportunity of the workshop to develop in your team what you need is your responsibility. This workbook is structured as indicated below. The workshops have been developed as a learning experience, and so we would make the following requests:  Read sections 1-4 before the workshop, in order to fully prepare yourself for it.  Follow section 5 during the workshop, but do not read ahead as to do so will inevitably spoil the learning that is available in some of the more structured sessions.  Read section 6 after the workshop and use it to move forward with your team We hope you find this workbook useful, and we wish you the very best in your efforts to build SAE to meet its full potential.

Dietmar 16.7.97

1 INTRODUCTION 2

2 PREPARING FOR PROCESS OWNERSHIP 4 2.1 Objectives for the Workshop 4 2.2 The structure of the Workshop 4 2.3 Your Role in the Workshop 6 2.4 What Happens Next 7 2.5 The Second Workshop 7

Tesseract Management Systems Limited Page 2 06 June 2018 0c5315dd130db463879bf2208c482ce5.doc Process Owner Workshop Manual

3 FACILITATION 8 3.1 The Role of the Facilitator 8 3.2 Planning and Preparing for the Syndicate Sessions 8 3.3 Developing Participation 10 3.4 Difficult Situations 11 3.5 Interventions 14

4 PREPARING FOR THE KEY SESSIONS 17 4.1 Paper Chain Activity 17 4.2 QFD Exercise 17 4.3 QFD as a Process Team Tool 17 4.4 Establishing Relationships between Processes 17 4.5 Defining Priorities for Improvement 20 4.6 Defining Local Process Objectives 22 4.7 The X-Y Game 24 4.8 Process Mapping 24 4.9 Process Measurement 24

5 FOLLOWING-UP ON WORKSHOP OPPORTUNITIES (DO NOT READ AHEAD) 25 5.1 Introduction 25 5.2 The Paper Chain 25 5.3 QFD 26 5.4 SAE Top Level House 27 5.5 Quadrant Charts 27 5.6 QFD as a Process Team Tool 28 5.7 Top Level Process Mapping 29 5.8 Establishing Relationships 29 5.9 Defining Priorities for Improvement 30 5.10 Local Process Objectives 31 5.11 Teambuilding 31 5.12 Process Mapping 32 5.13 Process Measurement 33 5.14 Actions for Next Workshop 33

6 MOVING-ON 34 6.1 Progressing Actions 34 6.2 Action Planning 34

2 PREPARING FOR PROCESS OWNERSHIP

These two workshops are all about providing you with a structured opportunity to prepare your team for process ownership. Our goal (your goal) is to ensure your team is equipped with all of the knowledge, skills and attitude necessary for them to become a fully functioning process team. Our role in that is to provide the structured sessions and deliver relevant material. Your role in that is to ensure your team, and each member within it, use the structure and the materials to best advantage. We recommend that you use this manual as a working document to record your ideas and actions, to plan your preparation and to ensure you have a full understanding of how to use each session in the workshops to full advantage in developing your team and their approach. This section is intended to provide you with enough background understanding to the workshop to enable you to effectively plan your role.

2.1 Objectives for the Workshop The objectives of the workshop programme (both workshops) were defined by the subsection of the management team allocated to developing the first workshop in their first meeting. They are reproduced below from the original flipchart:  Everybody have an overview of top level QFD - ownership / commitment and top level measures  To build a culture of enthusiasm and ownership for the responsibility in this (include a list of opportunities)  Everybody knows specifically where they fit in and how to put this to direct practical use  To have achieved a top level definition of each process-draft process “QFD’s” with objectives and measures / define boundaries interface  Provide people with the tools they will need to act as process teams / understanding the top box  Maintain performance and define process priorities to sustain performance improvement  To establish an ongoing process for monitoring/managing/moving it forward  To prove QFD works / build confidence  Understanding the difference between process and department - what

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2.2 The structure of the Workshop You will be able to see from the outline below that the structure is fairly tight on time. We plan to cover a lot of ground over the two days. All of the planned activities are listed below, together with what we plan to achieve by them, when they are likely to occur, and how long we have allowed for each. Please bear in mind that we can only deliver the material. Delivering the objective as a result of the structure and materials is in large part down to you. In delivering the objective your awareness of it, and preparation for it, will be all important.

Time Session Expected Duration Session Objective 9.00 Introduction 30 mins To ensure people understand and agree the objectives and agenda for the workshop. 9.30 Paper Chain Activity 45 mins To have a light-hearted start to the workshop (a bit of fun). 10.15 COFFEE Introduction to QFD 10.30 How QFD Works 45 mins To ensure that everyone understands how QFD works. To demonstrate that QFD is a logical process, and to build confidence in its intended application within SAE. To illustrate the need to consider SAE as a network of processes if we are to systematically improve its performance. 11.15 QFD Exercise 45 mins To ensure that everyone understands how QFD works through practical experience of using it and thereby to demonstrate that QFD is a logical process, and to build confidence in its intended application within SAE. To demonstrate how QFD can help process teams to clarify their own work. 12.00 SAE Top Level House 45 mins To ensure that everyone understands the SAE QFD. To illustrate the need to consider SAE as a network of processes if we are to systematically improve its performance. To demonstrate how QFD can help process teams to clarify their own work. To clarify the top-level definition of each process. 12.45 LUNCH 13.45 Sir Marcus Browning To provide a light introduction into the afternoon and to MP overcome the graveyard syndrome. 14.00 Quadrant Charts 15 mins To demonstrate the intended reporting approach for SAE in line with the QFD. To further illustrate the need to consider SAE as a network of processes if we are to systematically improve its performance. 14.15 Last 6 Months Results 30 mins To build confidence in the intended application of QFD within SAE. And to set expectations by example of what we are expecting out of the local application of QFD 14.45 QFD as a process 45 mins To demonstrate how QFD can help process teams to team tool clarify their own work. To build confidence in people’s own application of QFD. To clarify our expectations of each process, in how we think they should take QFD further into the management of their area.

15.30 TEA Top Level Process Mapping 15.45 Explaining the 30 mins To establish an understanding of how SAE works together ‘Rudimentary’ top to achieve its Top-Level Objectives. level process map. To begin to see how SAE will be managed as processes rather than departments. To begin to establish the definition and interfaces of each process. 16.15 Establishing the 90 mins To further develop our understanding of how SAE works relationships between together to achieve its Top-Level Objectives. processes. To provide a basis for exploring the priorities in each process for sustaining overall performance improvement. To further establish the definition and interfaces of each process. 17.45 Break 18.00 Managing SAE as 15 mins To begin to see how SAE will be managed as processes Processes rather than departments. 18.15 Defining Priorities for 30 mins To establish the priorities in each process for sustaining Improvement. overall performance improvement. To further establish the definition and interfaces of each process. Local Process Objectives 18.45 Local Process 90 mins To begin to establish clear objectives (Measures & Objectives Targets) for each process. To begin to establish local and individual ownership of the top-level and process objectives. Day 2 08.30 Teambuilding – The 90 mins To establish the need for teamwork in achieving your XY Game goals. 10.00 COFFEE Process Mapping 10.15 Introduction to 30 mins To equip the process teams with the Knowledge of how to Process Mapping map their local process. To build an enthusiasm for doing so by making the benefits clear. 10.45 Process mapping 60 mins To equip the process teams with the Skills and Attitude to Exercise map their local process. To develop practical experience of process mapping in a simple exercise, and to pick up and correct some of the most common mistakes. 11.45 Process Measurement 30 mins To train people in how to establish measurement in their local processes. To link into the objectives already defined by the process teams as a basis for establishing relevant measurement. 12.15 LUNCH

13.15 Local Process 120 To begin to develop a definitive process map for each of Mapping mins the local processes. To establish the interface points and appropriate control measures. To establish individual ownership for the processes. 15.15 TEA 15.30 Actions for Next To ensure that everybody is clear on their responsibility Workshop for the actions that need to be completed for next WS. 15.45 Conclusions To provide a formal and motivating finish to the workshop, and to provide the opportunity to learn for next time. 16.00 FINISH

2.3 Your Role in the Workshop Your role in the workshop is to develop in your team all of the skills and understanding that they will need to fully support you in your role of process ownership. More specifically it is to deliver the objectives listed above through the structure and materials that will be provided. Essentially therefore your role will be one of facilitating the development of your team through the planned workshop sessions. This role is further outlined in section 3.

2.4 What Happens Next At the end of the first workshop we would hope that your team has:  Understood what SAE as a whole is trying to achieve and their part in that  Established clearly who their customers are, what they want and the priority improvements that need to be made in current process performance  Defined appropriate measures of that performance in terms of the process role in both serving SAE as a whole and its internal customers  Identified worthwhile targets for improving process performance against those measures  Established the boundaries of their process  Begun to map how the process operates to deliver that performance. And that it has avoided getting drawn down into planning detail improvements, or trying to solve issues that are not as yet fully understood in process terms. It is important that at the end of the first workshop that we have avoided getting drawn down into detail solutions because there will be a number of uncertainties concerning:  Exactly how the process works and what the current performance is.  The factors that most directly influence this performance  Whether the reported issues are straightforward, or symptomatic of a bigger issue.  What the boundaries of the process should be to best support SAE  Whether the targets and measures are both practical, and fully supportive of what SAE needs.

The next stage then is to resolve those uncertainties. We see this being achieved through:  Further work to clarify the measures and current performance  Reconciliation of any boundary disputes  Completion of the process map as it currently is  Fully agreeing performance commitments (targets) with the team, and the implications of those  Gaining a full understanding of the systematic influences that lead to the priority issues identified in the first workshop

2.5 The Second Workshop The second workshop will then build on what was achieved in the first workshop, and consolidate the work undertaken in the interim (see section above). Although the workshop has not yet be designed, we envisage that it will address all the remaining objectives identified in section 2.1. As such it will provide you with the structure, materials and exercises to ensure your team have the skills and the tools they need to fulfil the commitments they began in the first workshop. In preparing for the second workshop, your role will be much as defined in this document, but in addition you will have the responsibility to ensure that your team is fully prepared in delivering the actions they agreed out of the first workshop.

3 FACILITATION

As indicated above your primary role in the workshop sessions will be one of ‘facilitating’ the development of your team. This section is intended to provide you with guidance as to how you might best prepare for undertaking that role.

3.1 The Role of the Facilitator It is important that you understand your role as a Facilitator. The following are key responsibilities which you need to meet as a Facilitator. You are the owner of the introduction of the Management Framework into your process. As such you are responsible for the success of the sessions and this includes: • this preparation and planning how you will facilitate the relevant sessions • the selection of any appropriate examples which will be relevant to the group in their thinking • ensuring the administration and logistics of each of your process team’s syndicate sessions happen correctly (e.g. keeping to time, keeping to process, appointing a presenter, noting actions) • ensuring that the syndicate sessions build understanding and commitment within your team, and that participants develop as a result of investing effort • keeping the group focused on the Management Framework issues and seeking opportunities for improving their own work • keeping the group interested and all participants involved in the session • encouraging feedback from the participants on how you could facilitate the session better • showing your commitment to the Management Framework by being a role model of the behaviour that you are requiring of participants • being responsible for your own preparation.

3.2 Planning and Preparing for the Syndicate Sessions The purpose of the syndicate work is to allow the participants to try out what they have learnt so that they will find application a little easier. It is important to give clear directions when running syndicates as they are time-consuming and time can be wasted if there is any confusion on what is expected. Some guidelines are:

Preparing your Team for the Workshops The Facilitator is responsible for communicating the message of the importance of these workshops. Explaining that the Management Framework is not a concept "developed by experts" but practical ways in which an organisation should work differently for better results. As a pre-requisite to creating proper conditions for the course, you will need to help participants free up time to both attend the events and also be able to undertake any actions between events. To do this, might include: • giving advance notice of the sessions and when they will take place

• providing time for the participants pre-reading and preparation • considering others to substitute for the participant while he/she is away on the session • give the session the appropriate status. Finally, your personal investment in the session, not only your time attending it but the clear preparation effort that you have put into it, will be a very important signal to participants of the standards expected.

Planning the Syndicate Sessions You are advised not to underestimate the work of planning and preparation for the sessions. The better the planning and preparation, the better the outcome. It is also important that at the end of the sessions, participants are committed to trying something. It is better to have participants committed to trying a few things and achieve success than "knowledgeable inactivity". To plan and prepare for a training session requires the following:  considering how the objectives and learning points of the session are to be achieved  considering which of your team members might be able to provide relevant examples or inputs to each of the sessions, and how to encourage them in this. If a person could provide good examples or inputs, you might choose to forewarn them  carefully considering if there are any characteristics of your team which might give problems in particular syndicate exercises.  clarifying in your own mind the objectives for each session.  obtaining an in-depth knowledge of the overall objectives of these workshops and how each session contributes to them  considering pitfalls and difficult situations  preparing extra material if required  following-up the invitations to participants to attend the sessions and giving the instructions for pre-work/pre-reading if needed  ensuring the role and expectations you have are shared with your team, and clarified, prior to the start of the workshop

Before starting on the syndicate exercises:  ensure the objectives of the exercise are fully understood  identify who is to be presenter, and any other necessary support roles  describe the output you expect to see  tell them how long they have to complete each part of the task

During the syndicate exercises:  keep monitoring the group to ensure they understand the task and are able to do it  observe behaviour. Is everyone participating? Is anyone dominating the group?  anticipate if any additional time is required to complete the task. If other groups are running short of time, and the overall plan is ahead of time plan permits, it may be wise to ask for some extra time

At the end of the syndicate exercises:  ensure your group is ready to present their findings  give recognition to the presenter (that is thank them)  ensure your team actively listen to each of the other teams as they give their findings  when the feedbacks are complete, the Facilitator should record any relevant notes and follow-up actions in this workbook, and persuade other team members to also record appropriate points. Through effective use of syndicate exercises you will greatly enhance the probability that the participants will be more committed to the outcomes.

3.3 Developing Participation The Facilitator is responsible for developing even participation from the group. He/she can do this by wide use of:  listening  questioning  building on the ideas of others  constructive argument  clarifying  summarising  involving  recognising. The Facilitator should be aware of the level of contribution of each team member, be looking for comments, experiences and contribution for everyone during:  the discussions  the results from any pre-work  the syndicates. As an overall guide, the Facilitator should be looking for a minimum contribution level from each participant of comments, experiences etc. at least once or twice an hour. Also as a guide, the Facilitator leaves his own experiences/opinions to the end commenting if he believes these opinions are helpful to the group or if asked for his views by the participants. Participation can be developed by the Facilitator by use of any or all of the following:  asking open questions  counting to 10 (silently!)  asking people to elaborate  recognising good examples and suggestions  referring to the teams experiences and skills  clarifying.

You will also need to reduce the participation of any participants who are hogging the session as well as encouraging the quiet members. You should also consider the use of non-verbal behaviour to promote an even contribution from participants. First of all observe their non-verbal behaviour to assess the current levels of interest. Look for frowning, glancing out of the windows, reading other documents, side conversations etc. Give enthusiastic participants less eye contact and glance at everybody else to stimulate their contribution. Ignoring a signal "that I want to enter the discussion" from a dominant participant is also appropriate at times. Essentials to developing participation are the basic skills of:  eye contact without staring  clear pronunciation  varied intonation and tempo of your voice  non-distractive gesturing  appropriate language. When direct eye contact lasts longer than 20 seconds people feel stared at. So when listening to a participant longer than for 20 seconds, look around the table and observe the reactions of the rest of the team. Pronouncing clearly and not talking at the same time that you are writing down on flipcharts is also important. Varied intonation of the voice is important to keep the audiences attention : monotone speaking makes people grow restless and worse, may make them fall asleep. The risk is bigger during "graveyard sessions", namely after lunchtime and in the late afternoon. Explain clearly and periodically check understanding with the group, rather than talking too slowly. Ask:  am we moving too fast/slow?  are you comfortable with this?  can we move on to the next subject? Appropriate language means using the wording and describing the concepts in a way that is understandable to the specific team. One team might understand "allocating resources" where another team prefers "put the right people together".

3.4 Difficult Situations The team will be made up of individuals, each one different from the other, but primarily they will act and respond as a group. However, by encouraging participation, the personalities of the individuals will show you what must be dealt with. For example, one member may try to do all the talking, while another will not contribute anything. You will have to handle these different types tactfully, so as not to create a "mental dropout" - or a physical one! To do this it will be necessary to know something about the causes of different reactions from members of the team and something about what can be done to prevent or modify the reaction. Some of the difficulties that you will face are:

Silent members Some of the causes for silence on the part of an individual are:  disinterest  uncertainty or confusion  a view that he doesn't have sufficient knowledge to make a contribution  fear of feeling foolish  lack of belonging  simply a preference to listen There are some preventative measures to be considered. For one thing, be certain that everyone is informed as to the subject and the objectives. Relate the subject of the group's needs, making it as personal as possible. Create a friendly atmosphere. During the session help the individual contribute. Try to learn to sense when someone wants to contribute. His expression will give an indication. You can then comment, "Jane, you look as if you want to say something". (If Jane shakes her head negatively, don't press the issue.) Ask a relay-type question - one that each person in the team answers in turn. By including a timid member in this series of comments he is helped in "breaking the ice". Although "yes" or "no" questions are not desirable, one might occasionally be directed to the silent person to help him say something. To ensure understanding and to aid the slow thinker, frequent summarisation is good.

The Monopoliser The monopoliser is the opposite to the silent person. He talks so much no one else has a chance. He tries to monopolise the session because he:  has knowledge that others do not have  desires to be helpful and share ideas and experience with the group  is enthusiastic  is impatient with slow progress groups  is a "know-it-all"  wants to assert himself as the leader of the group  needs recognition from the group and the instructor. If at the beginning of the session it is clear that everyone is going to have an opportunity to participate, the individual who might otherwise become the monopoliser may not have the opportunity to become one. Others will contribute, and will also often let the monopoliser know that he is talking too much. If you know something about the individuals in the group before the session, you can plan on how to utilise each one's experience or ability. During the session, ask the monopoliser to summarise. A comment such as "I wonder if you would summarise all this for us Stephen?" should result in his bringing his comments to a conclusion. Then ask if there are any reactions from the others. It can be suggested that others express their opinion by saying "You've been giving us a lot of ideas Stephen, I'd like to hear from some of the others". Then direct a question to another individual in the group.

Another approach is to repeat what you think his idea is, ask him if that is what he meant, and then ask for reactions from the others: "I'd like to be certain I understand the point. Is that what you mean?" Then state the idea in other words. If he agrees, then ask the other members of the team for their opinions.

The Wanderer An individual may attempt to steer the discussion in a direction away from the subject. This can happen because the person:  doesn't understand the objectives of the session  wants to avoid the topic  has emotional problems which prevent him from concentrating on the subject  wants information not related to the topic. Make the objectives as clear as possible. Let the team know at the very beginning the directions the syndicate will take and, in general, what will be covered. They will then know whether or not their questions will be answered during the session. They will also be in a position to weigh in advance whether or not their comments are pertinent. Perhaps something can be done to help the individual eliminate the emotional problem. If possible, find out why the person wants to avoid the subject and act accordingly. During the session, try to relate what is said to the topic - particularly if there is a misunderstanding of the objectives. In some instances, it may have to be stated directly that an idea of comment is not relevant, and bring the group back to the original topic. Do this as tactfully as possible. Offer to discuss it later, or suggest that this be a topic for a future session.

Awkward Silences Occasionally, everyone in the group may be silenced by:  boredom  fatigue from too long a session  the fact that the group is thinking  one individual who has impressed the group with his "expertise", making everyone else reluctant to speak  improper handling of group contributions by the Facilitator. He may have been too critical or too indifferent, or have ignored contribution  the fact that the group doesn't want to be there. How the session is started and your attitude throughout can do much to avoid awkward periods of silence. The better the job of developing interest and establishing a friendly atmosphere, the better participation will be. If the group is hostile toward the session or toward you, the task of motivation will that much more difficult. You will have to work harder, be patient with the group. The more surely it is shown that the session will benefit the group, the quicker negative attitudes will be overcome. If the team is asked to think about something, give sufficient time to do so. Remember, this may be the first time the group has been confronted with it. It may seem a long time for the team to comment, but usually this is not the case.

Side Conversation Side conversations between members occur because:

 the individuals have no interest in the subject  the presentation is uninteresting  the team is tired  the announced schedule is not being adhered to  an individual may not be certain he is right on some point, so he checks with the person next to him Again, the atmosphere which has been established will help to eliminate side conversations. If individuals think they can express their opinion without censure, they are more likely to do so. Adhering to the schedule will also help. This need not be strict adherence - a minute or two difference won't matter - but don't go too far over time. If more time is needed, check with the group about what they want to do. If a side conversation lasts only a minute or so it can be ignored, unless it is bothering the group. If the conversation continues, stop the session and wait for conversation to stop. Quite often the others in the group will handle this situation, they will silence the individuals.

Cynical Person A cynic continuously challenges the Facilitator by asking negative questions or giving negative examples. The negative statements need to be balanced with positive examples. This may be done by:  the Facilitator bringing positive examples from their own experiences into the discussion  asking the other participants if they have similar or different experiences  recognising the negative point made and inviting the participant to suggest how it might have been done differently.

3.5 Interventions In working to achieve all the above you may find the interventions listed over the page useful:

QUESTIONS AND ANSWERS Questions and Statements Appropriate Use Inappropriate Use Gathering Information: Eliciting the Information Open Questions For introducing topics and For obtaining specific detail encouraging people to talk at and when dealing with eg "Tell me about ...." length so avoiding simple "yes" talkative people. "What do you think ....?" and "no" answers. "Could you describe ....?" Probes Generally follow open For exploring emotionally questions to elicit more charged areas when you have eg "Could you tell me more information about a particular no remit nor the skills to about ....?" topic or event. handle such situations. "What do you mean by ....?" Closed Questions Establishing precise For gaining broad information, information (dates, number etc) opinions, feelings, etc. eg "How long did it take?" and receiving simple "yes" and "Did you receive my report?" "no" responses. Useful when dealing with talkative unfocused people. Comparisons Getting people to explore and Where the comparisons are reveal their own needs values unrealistic or irrelevant. eg "How does the new system and opinions. compare to the old one?" "What are the relative merits of ....?" Hypotheticals Getting people to think about a When the people lack new topic or area or getting knowledge or experience of eg "What would you do if ...? clarification of what an the situation described. Do not "If X happened how would your job interviewee is saying. use this for setting traps. be different?" Multiples None. People usually answer Always inappropriate. the last question or the one A stream of questions or most convenient to answer. statements strung together covering several points, not always connected. Gathering Information: Managing the flow of Information Lubricators Indicating to people that you When used too much becomes are listening and want them to intrusive and inhibiting and can eg "Ye-es", "Go on", "mmm", continue. seem false. "Uhuh", "Ah ha" Inhibitors Signalling that enough has With reticent people. If you been said; tone of voice may want frank, and open eg "Oh, I see", "Yes but ..." indicate surprise or non- discussion. Where frustration acceptance of views and emotion is being expressed. Of use with expressed. talkative people. Bridges Providing a smooth link When the previous topic has between one topic and another not been adequately dealt with eg "I think I understand now, can and indicating clearly what the from the audience's point of we move on to ...?" next one is. view. "That's interesting, how does this relate to what you said earlier?"

QUESTIONS AND ANSWERS Questions and Statements Appropriate Use Inappropriate Use Gathering Information : Checking agreement concerning actions, events and feelings Reflecting To show that you understand When it is obvious that the and empathise. To get audience was and is still very eg "You must have been angry interviewee to acknowledge the angry, depressed or tired and when ...." emotional content. emotional. "That must have been quite frustrating." Restatements To confirm or crystallise ideas When used disparagingly or and to check that you heard reproachfully, sarcastically or eg ":What you seem to be telling correctly. cynically. me is ...." Summaries Drawing together the main If done prematurely. points of a discussion and eg "What we seem to have avoiding the discrepancies. It discussed so far is ..." can also help in gaining commitment to action. This can also be a good precursor to bridging. Giving Information Factual Statements When the facts help the people When the facts are irrelevant solve a problem, focus on the to the problem or decision. eg "Your staff turnover is currently real issue, make a decision, This is often the result of an running at 35%." etc. inaccurate evaluation of the "I will give you a report by audience's situation. Also, Tuesday." avoid making factual promises you can't keep. Self Disclosure Establishing increased rapport, When disclosure deflects decreasing people's self discussion away from their eg "Yes, I always find that difficult." consciousness or feelings that problems, particularly if leading "I have some concerns about ..." they have a unique problem. to premature advice, or dumps additional problems onto people. Evaluative Statements Where it would be helpful for This is a high risk. You risk the people to know your antagonising or alienating your eg "Well engineers are like that." feelings on a subject. Building audience. This can lead, at "Only management can see the rapport, empathy. best, to lip-service if they have corporate picture." different values. "You can't get the staff these days." Feedback When the feedback provides When the feedback is punitive the people with important (seen as blunt criticism), smug eg "What you have just said goes information about their or unnecessary (negative against corporate policy." performance. When there are information already known), "I understand why you said .. but some important learning points. when feedback is not used to the union perception is different." It is important to make any improve performance feedback constructive. constructively. "The accounts department feel you did a good job."

4 PREPARING FOR THE KEY SESSIONS

As you will be aware from all the foregoing, the success or otherwise of the relevant sessions will owe a lot to your performance as a facilitator. This section of the manual has been designed to help you to prepare for that role by looking in more detail at some of the main sections in the workshop. Not all of the sections have been fully detailed because in one or two sessions the main opportunity to develop the point arises from a surprise element. I am sure you will appreciate that we keep such surprises reasonably secret in order to get the most effect from them – and we also feel that you yourselves will get more out of them this way. The following sections however will benefit significantly from your understanding and your efforts to keep focus in your team.

4.1 Paper Chain Activity This is a light-hearted activity to start the workshop with a bit of fun and enthusiasm. The main focus is on working together as a team to achieve a difficult task in a very limited amount of time. Each team will be provided with materials to make a paperchain. The pressure is maintained through a very tight timescale (6 minutes) and a prize for the team that produces the best chain. Allow them to organise themselves, and play the part of a normal team member, but ensure they focus on delivering within the 6 minutes.

4.2 QFD Exercise [Jelle to insert guidance]

4.3 QFD as a Process Team Tool [Henk to insert guidance]

4.4 Establishing Relationships between Processes Prior to embarking on this work, Dietmar will have given an overview of the overall SAE process map (reproduced below) and teams will have been given an opportunity to think of new links. The next step will be for each process team to clarify their relationships in more detail. We have allowed 90 minutes for this, which may seem like a long time but we have packed a lot into it and it will be very important that you keep a focus on time and keep the group moving on. The objectives of this session (as defined in section 2.2) are:  To further develop our understanding of how SAE works together to achieve its Top- Level Objectives.  To provide a basis for exploring the priorities in each process for sustaining overall performance improvement.  To further establish the definition and interfaces of each process.

Develop and Plan and Control Enable People Finances Resources

Shipping Documents Plancom Information Project Plancom Information Parts Management Plancom Receipt Info Receiving and Info Order Info WO Release System Book Distribution Shipping /Completion (Receiving) Completion

New Goods Product System Book Info

Assemble and Test Picking List System Book Receiving and Purchase Order Buy Technical Distribution Out Support (Distribution) Info Shipments Product Leadtime Planning and Inventory Management Ordering Technical Specs Forecast Work Instructions Product Training Manufacturing New Product Info Support

Quality management Purchasing System Process

Supplier Info

Ensure your group have a clear and full understanding of what they are doing and why. Agree with the group the steps they will need to work through and agree the time to be allocated to each. You should act as time keeper and endeavour to move the group on when it gets bogged down in any area. The actual steps of the exercise are as follows:

Reflect on the role of your process as defined in the overall map, and fill in the ‘Process Context’ sheet, by discussion, and as completely as you are able.

The process context sheet is shown on the FISHERFISHER-ROSEMOUNT-ROSEMOUNT Process Name Cascade PROCESS CONTEXT right and each group will be provided with one Workshop 1 A copy as an example. In order to keep your Introduction Inputs Source Controls / Stds Outputs Destination QFD team focussed however, we request that your SAE Process Objectives C D E B D first step is to reproduce this sheet onto a Team Building Process Map flipchart. This will mean everyone can see Actions what is going on and will help them getting Conclusions Main Resource back into things if they drift off occasionally (don’t we all?). E Please make sure that all discussions and Tesseract Management Systems / fh_ws_21.ppt / 25 Jul 97 - 36 points are recorded on the flipchart as they happen - this will increase the likelihood that the group remains involved, and that you can control the process and keep it moving. For ease of documenting things afterwards we ask that each team puts their process name in the top right hand corner (A). The next step is for the team to list the main outputs of the process under ‘Outputs’ (B) and the inputs it needs to function under ‘Inputs’ (C). In each case the associated source or destination process should be identified (D). If there is sufficient time the team might also consider the external controls (standards, targets etc) that are applied to the process, and the resources and facilities it requires to process the inputs into outputs.

On completion the diagram should reflect all of the process’s interfaces with the outside world and the rest of SAE. Asking the team whether this is the case provides a good quality check that the map is largely complete. As a guide you should allow no more than 30 minutes to complete the syndicate to this point.

For the most important 5-7 Inputs you have defined for your process, complete an ‘Input Definition’ sheet (excl. the Supplier Quality Control Measures) The next step in this process is to check that the relationships you have defined are recognised by your suppliers and customers. If we have a lot of inputs and outputs defined this could get very confusing, and take a long time, so for the purposes of this particular session we want to limit the check to 5-7 inputs per process. To define which 5-7 we ask that you have a brief discussion as to which the group feels are the most important inputs to your process, and circle them. If the discussion becomes bogged down in disagreement make it clear to your team that this is not the end of this exercise, merely a first pass, and that we will continue it as a team when we return to Rijswijk. Each process team should have eight sheets FISHERFISHER-ROSEMOUNT-ROSEMOUNT Input (Name) like the one indicated on the right and we ask Cascade INPUT DEFINITION Workshop 1 A you to fill in one sheet for each of your most Supplier Process Customer Process Introduction Required Input important ‘inputs’. The name of the input QFD C Consistency, B Format, SAE Process Accuracy, Used for: Timing, should be written in box ‘A’, the name of your Objectives D Supplier Quality …? Current Issues & process in box ‘B’ and the name of the source Team Building Control Measures Required Standards Customer Implications Process Map process for that ‘input’ in box ‘C’. Actions Conclusions G E F Also you should indicate exactly what the input is used for in box ‘D’ Then the team should consider the standards it requires of that ‘input’ for it to be truly Tesseract Management Systems / fh_ws_21.ppt / 25 Jul 97 - 37 effective and efficient in helping them to meet their performance objectives. These they should list in box ‘E’. The standards may relate to accuracy, or timeliness, or the way it is presented, or anything else that affects your performance and efficiency. Finally, where the team is aware of current issues in the supply of that ‘input’ with regard to meeting that standard of performance, they should list these along side of the compromised standard (Box ‘F’) and write down the implications of the problem on them. Do not write anything in box ‘G’ at this stage. If you have a large process team (4 or more people) and a lot of issues, you might divide your team into 2 to complete these forms. Allow yourself up to 30 minutes for this section of the exercise.

Pass your ‘Inputs’ to the relevant supplier process and receive ‘Inputs’ from your customer processes Literally, get members of your team to act as postmen, taking the input sheets you have written to the relevant supplier process. Ensure you leave someone on your table though to receive sheets from your customers. Beware of members of your team taking this period of activity as an opportunity to wander off and do something else – be firm on getting people to come back quickly – you still have a lot to do in the remaining 25 minutes.

Review the ‘Inputs’ requested by your customers and clarify any issues. Update the ‘Process Context’ if necessary or challenge surprise items. When you have received the ‘input’ sheets from your customers (your ‘outputs’) you should review these with your team. Where your customers have identified new ‘outputs’ for your process, make sure you capture these on your ‘Process Context’ sheet – if you are in agreement with them. Where you are not in agreement, then talk to the other process to clarify what they meant. Where your ‘outputs’ have not been reflected in an ‘input sheet’ from the defined customer, this probably means that it isn’t one of their top 5-7 inputs – but it does not mean that the output is trivial or can be forgotten. If you are convinced that it has been forgotten as an oversight then check briefly with the other process. Take no more than ten minutes over this.

Consider the Quality Control Measure you use. The final part of this exercise is to look at the customer standards for their inputs, and consider the means you use as a process to control the quality of your output to meet these standards. These you should list in box ‘F’ adjacent to the relevant customer standard.

At the end of this work you will not have defined any priorities to work on or have decided any quick fixes. Discourage your teams from attempting this at this stage, and also discourage any tendency by the team to rationalise things. You have, however, got a wealth of data on your process performance and its current relationship to other processes. This information is valuable in its own right and should be the basis for an objective, systematic and measured campaign of improvement. Ensure all points of clarification are captured and that the data will be developed and looked after. Allowing quick fixes at this stage is often counter-productive because the base data gets forgotten in the rush, and people then rationalise that they have solved the problem when often they have just created new ones. Make personal notes on everything that is important to your process as this syndicate develops.

4.5 Defining Priorities for Improvement Another reason for discouraging quick fixes is that we have a very limited resource in SAE, and we need to ensure that it is fully focussed on our strategic priorities. Defining these strategic priorities is the objective of this syndicate work:  To establish the priorities in each process for sustaining overall performance improvement.  To further establish the definition and interfaces of each process. The main focus for this syndicate is to ensure that our early work is focussed on continuing to avoid the overall performance issues that have plagued SAE in the past. Ensure your group have a clear and full understanding of what they are doing and why. Agree with the group the steps they will need to work through and agree the time to be allocated to each. You should act as time keeper and endeavour to move the group on when it gets bogged down in any area. The steps for undertaking this syndicate are outlined below. You only have 30 minutes:

Reflect on your performance in producing your ‘key’ outputs, based on your customers perceptions. Get the team to reflect back on the ‘process’ context diagram and to consider the main issues that they have in the quality of their outputs and the implications that has on their main customers. Use the input sheets given to you by your customers to help this process. Put an asterisk beside the outputs that the team agrees, by discussion, are the biggest output issues to address in sustaining and building on SAE’s overall performance. As a guide, take no more than 5 minutes over this discussion.

Reflect on the inputs you most need to have right if you are to improve your performance in these areas. Move quickly on to discuss the inputs to your process which are your priorities for getting right. Ignore for the moment any focus for improvement internal to your process – that will be easy enough to pick up once the team is back in ‘isolation’. Our main focus in this activity is that each process team will get informed of it’s customer’s improvement priorities. This means focussing in this exercise on what your supplier can do to best help you. As a guide, take no more than 10 minutes over this discussion.

Identify the 3 most critical performance improve’ts you need from your suppliers, and pass on these ‘Priorities’ to the relevant supplier process. Receive similar ‘Priorities’ from your customer processes. Focus on a maximum of 2-3 inputs (that are FISHERFISHER-ROSEMOUNT-ROSEMOUNT PRIORITY Input (Name) your priorities for having right) and complete Cascade Workshop 1 IMPROVEMENT A a sheet like that indicated on the right for Supplier Process Customer Process Introduction Required Input each of them. QFD C Consistency, B Format, SAE Process Accuracy, Used for: Timing, Objectives D …? Necessary Each process team should have three of such Team Building Biggest Performance Issue Improvement Process Map sheets and we ask you to fill in one sheet for Actions each of your priority ‘inputs’. The name of the Conclusions E F input should be written in box ‘A’, the name of your process in box ‘B’ and the name of the source process for that ‘input’ in box ‘C’. Tesseract Management Systems / fh_ws_21.ppt / 25 Jul 97 - 41 As before, you should indicate exactly what the input is used for in box ‘D’ To this point you have filled in the form as you had the ‘input’ forms from the previous exercise. The next step is to get your team to concisely define the biggest performance issue you have with that ‘input’ to your process, and to write this in box ‘E’. Alongside this in box ‘F’ state clearly and unambiguously the standard of improvement you need from your supplier process. It is conceivable that this input may not be one of your major inputs identified in the previous syndicate, although this is very unlikely, but do not be put off by this – complete the form anyway. Get members of your team to pass these forms to the relevant supplier processes and receive similar ones, if appropriate, from your customers. Due to the nature of real systems it is entirely possible that you might end up with no forms from your customers, or even be inundated with them. Do not be alarmed – it is all under control (we hope!) As a guide, take no more than 10 minutes over this.

Review the ‘Priorities’ requested by your customers and clarify any issues. Reconsider your supply ‘Priorities’ if necessary or challenge surprise items. Having received(?) your forms from your customer processes, get your team to review these and see whether this knowledge changes your perspective on your own teams

priorities. Also take the opportunity to briefly discuss issues with other processes to clarify any surprises that might have arisen. If your priorities have changed as a result of your customer’s demands, don’t be alarmed that there is not the opportunity to correct this in the workshop. There will be opportunities for you to address it outside of the workshop. As a guide, take no more than 5 minutes over this.

We will reflect on the outcome of this syndicate exercise as a group, and where there is an obvious concentration of priorities we will use this as an opportunity to consider redirecting resource to address it.

4.6 Defining Local Process Objectives At the point where we start on this syndicate, each of the process teams should have a very good idea of what is required of them, why, and the issues therein, as a result of all the previous syndicate sessions. They are also likely to be very tired, and maybe a little depressed by some of the feedback, and it is at this point where they will most need your support. You, unfortunately, cannot afford to be tired or despondent. You will need to have a very clear eye as to what needs to happen and to take your team through it effortlessly and seamlessly. You will need to inspire and motivate them, and throw in all your last reserves of enthusiasm to jolly and cajole them along. You will find this easier and more successful if you are the one to use the flipchart for this session.

To assist you in leading the group through this Process Name FISHERFISHER-ROSEMOUNT-ROSEMOUNT DETERMINING PROCESS Cascade exercise we would encourage you to reproduce Workshop 1 OBJECTIVES A

Customer Related QFD Priority Measures the table shown on the right, on your flipchart, Introduction Targets Needs Objectives Improv’t and Means QFD and use it to guide the attention of the group SAE Process Objectives logically through the3 steps of the exercise. Team Building B C D E F Process Map Once again, ensure your group have a clear and Actions Conclusions full understanding of what they are doing and why. Agree with the group the steps they will need to work through and agree the time to be allocated to each. You should act as time Tesseract Management Systems / fh_ws_21.ppt / 25 Jul 97 - 44 keeper and endeavour to move the group on when it gets bogged down in any area, this is especially important on this last syndicate of the day, at the end of a long week. The objectives for this session as outlined in section 2.2 are:  To begin to establish clear objectives (Measures & Targets) for each process.  To begin to establish local and individual ownership of the top-level and process objectives. The steps for undertaking this syndicate are outlined below. You have 90 minutes overall for this session, but there will be plenty of scope to complete it back at Rijswijk in the period between the two workshops.

Reflect back on the ‘Inputs’ and ‘Priorities’ defined by your customers, and look also at the relationships your process has to the Top-Level Objectives. Initiate the discussion by getting the group to look back at the ‘Process Context’ diagram and the ‘Input’ demands of your customers. Ask the team what they see as being the 5- 7 most important customer needs of your process. Where the group tends toward too

Tesseract Management Systems Limited Page 23 06 June 2018 0c5315dd130db463879bf2208c482ce5.doc Process Owner Workshop Manual many detailed requirements, ask them if they can logically combine some of those requirements in order to shorten the list to seven or less. Encourage/challenge them to define the whole of what the process does for the business in less than seven clear and distinct ‘customer needs’ which it serves. Once the group has arrived at a reasonable set, write them up under column ‘B’ of your flipchart. Then get your team to compare their conclusions against the column for your process in the SAE top-level QFD. Discuss where these ‘needs’ are reflected in the defined relationships, and write up your conclusions in column ‘C’ on your flipchart. Where the customer ‘needs’ and the top-level QFD cannot be reconciled, discuss what needs to change, and take an action to ensure that the change is progressed. Where these customer ‘needs’ have been requested as SAE priorities for early improvement, indicate this under column ‘D’. As a guide you should aim to complete this first stage in about 30 minutes.

Use these to define how you might measure your process’s performance (focus on c. 3-7 measures to reflect overall performance in key areas)

Determine how you might practically gather data to support regular measurement in these areas. Having developed the overall picture of what SAE requires from your process, draw the discussion onto how the process performance in each of these areas might be practically measured – what exactly would you measure to assess the process performance, and how. Work through each need one at a time, and discuss first the measure, and secondly how it could be achieved. Write your conclusions in column ‘E’ of your flipchart. As a guide you should allow yourself 30 minutes for this.

Establish what targets you should pursue in each of these measures, paying particular attention to the ‘Priority’ improvements your customers have set. Introduce the need to define clear targets so that the process team can establish a contract with SAE as a whole, and also have a clearly agreed common goal to pursue as a team. Explain that much of what SAE requires of you in terms of targets should be reflected in the paperwork you received earlier in the day. Use the ‘inputs’ and ‘priorities’ sheets to guide you in setting appropriate process targets. Where such guidance is unclear you might ask the team to define the performance level at which they might just about become proud of their achievements in making improvements, and use their response as a basis for discussing what an appropriate target should be. Write your conclusions in column ‘F’. As a guide you should allow yourself 20 minutes for this.

Discuss practical next steps to take this forward. In the final 10 minutes you might agree with the group exactly how you plan to take this forward. What are the steps necessary to finally decide and implement the measures and targets for your process.

At the end of this retire to the bar for a well earned drink.

4.7 The X-Y Game The X-Y game needs little preparation from you. It is an exercise about teams and competition, but because it can only accommodate 4 separate groups your process is likely to be combined with another for the purposes of this exercise. The rules will be explained clearly at the start of the exercise, but please endeavour to ensure that the group you are in follow them correctly. If anyone has played the X-Y game before, they will be asked to take on a role as an observer. If you become aware, once the game starts, that anyone in your group has played it before – please let Mike Clargo know at the time.

4.8 Process Mapping [Jelle to provide Guide]

4.9 Process Measurement [Jelle to provide Guide]

5 FOLLOWING-UP ON WORKSHOP OPPORTUNITIES (DO NOT READ AHEAD)

This section has been written purely to stimulate your thinking during the workshop, and to provide the opportunity for you to record your thoughts and conclusions as the workshop progresses. Please do not read it in advance of the workshop but follow it section by section as the workshop progresses. Each section is structure to encourage you to note your observations and conclusions against a number of predefined questions, and to establish actions for yourself in taking those observations/conclusions forward. We hope that the notes that you take in this section and the answers that you provide will be invaluable to you as you continue to develop your team outside of the workshop.

5.1 Introduction Objectives of Session: To ensure people understand and agree the objectives and agenda for the workshop.

Question Observations Action? Has the objective of the session been met?

Is there anybody in your team that you ought to focus special attention on as the workshop progresses?

Are you fully prepared to use this opportunity to the best advantage of your team?

Is there any help you need to organise during the workshop?

5.2 The Paper Chain Please do not turn over until the Paper Chain Exercise has been completed.

Objectives of Session: To have a light-hearted start to the workshop (a bit of fun). And to introduce the concept of the need for defining very clear requirements.

Question Observations Action? How well did your team accept the learning points from this?

Are there any areas in which pressure of routine has blinded you to new requirements?

Is the above question worth exploring periodically with the team?

Were there any ‘teamwork’ issues manifest during the exercise?

5.3 QFD Objectives of Session: To ensure that everyone understands how QFD works through practical experience of using it and thereby to demonstrate that QFD is a logical process, and to build confidence in its intended application within SAE. To illustrate the need to consider SAE as a network of processes if we are to systematically improve its performance. To demonstrate how QFD can help process teams to clarify their own work.

Question Observations Action? Does your team understand QFD and how it is used?

5.4 SAE Top Level House Objectives of Session: To ensure that everyone understands the SAE QFD. To illustrate the need to consider SAE as a network of processes if we are to systematically improve its performance. To demonstrate how QFD can help process teams to clarify their own work. To clarify the top-level definition of each process.

Question Observations Action? Does your team understand the Top-Level QFD for SAE?

Does the team understand the importance of thinking of SAE in terms of processes?

5.5 Quadrant Charts Objectives of Session: To demonstrate the intended reporting approach for SAE in line with the QFD. To further illustrate the need to consider SAE as a network of processes if we are to systematically improve its performance.

Question Observations Action? Does your team understand the Quadrant Chart system?

Does the team understand the need for a more disciplined approach to management?

Does the team have confidence that following such an approach will produce results?

How can the thinking on the Management approach be taken forward within the team?

5.6 QFD as a Process Team Tool Objectives of Session: To demonstrate how QFD can help process teams to clarify their own work. To build confidence in people’s own application of QFD. To clarify our expectations of each process, in how we think they should take QFD further into the management of their area.

Question Observations Action? How enthusiastic is your team for the application of QFD to your process?

Can your team see tangible practical benefits for themselves and their work?

Are you confident in your team’s ability to develop a QFD for your process (with your help)?

5.7 Top Level Process Mapping Objectives of Session: To establish an understanding of how SAE works together to achieve its Top-Level Objectives. To begin to see how SAE will be managed as processes rather than departments. To begin to establish the definition and interfaces of each process.

Question Observations Action? Does your team see SAE as a series of interdependent processes?

Can your team see the extent to which SAE’s performance is dependent on how well they serve internal customers?

5.8 Establishing Relationships Objectives of Session: To further develop our understanding of how SAE works together to achieve its Top-Level Objectives. To provide a basis for exploring the priorities in each process for sustaining overall performance improvement. To further establish the definition and interfaces of each process.

Question Observations Action? Have the objectives for this session been met?

Has the teams understanding of its customer needed to change?

Have any new issues been identified?

In what ways could your Quality Control Measures be improved?

Is any further follow-up required with customer or supplier processes?

5.9 Defining Priorities for Improvement Objectives of Session: To establish the priorities in each process for sustaining overall performance improvement.

Question Observations Action? Does the team agree with the priorities that have been set?

Can the team cope with effecting these improvements?

Can members of your team help a team that may be struggling?

5.10 Local Process Objectives Objectives of Session: To begin to establish clear objectives (Measures & Targets) for each process. To begin to establish local and individual ownership of the top-level and process objectives.

Question Observations Action? Do the measures and targets accurately reflect SAE’s need for your process?

Can the measures and targets be practically implemented?

Has your team taken ownership of the Top-Level QFD and the local measures and targets?

Does the team agree on what needs to happen to take this forward? And will they do it?

5.11 Teambuilding Please do not turn over until the X-Y Game has been completed.

Objectives of Session: To establish the need for teamwork in achieving your goals. To establish the need for each of the process teams to consider themselves as part of a much bigger team. To demonstrate the need for teams to support each other.

Question Observations Action? How well did your team accept the learning points from this?

Are there any areas in which a focus on local goals has led to other processes suffering?

Is the above question worth exploring periodically with the team?

Were there any ‘teamwork’ issues manifest during the exercise?

5.12 Process Mapping Objectives of Session: To equip the process teams with the Knowledge, Skills and Attitude of how to map their local process. To build an enthusiasm for doing so by making the benefits clear. To develop practical experience of process mapping in a simple exercise, and to pick up and correct some of the most common mistakes.

Question Observations Action? Do your team have the Skills, Knowledge and Attitude to map the local process?

5.13 Process Measurement Objectives of Session: To train people in how to establish measurement in their local processes. To link into the objectives already defined by the process teams as a basis for establishing relevant measurement.

Question Observations Action? Do your team have the Skills, Knowledge and Attitude to measure the local process?

What can be done to relate process measurement to the Quality Control Issues of 5.8?

5.14 Actions for Next Workshop Objectives of Session: To ensure that everybody is clear on their responsibility for the actions that need to be completed for next WS.

Question Observations Action? Is everybody clear on the actions that need to be completed by the next WS?

Is the team committed to progressing them?

How will you monitor and drive progress on these actions ?

6 MOVING-ON

This section has been written to guide each Process Owner in the interim period between workshop 1 and workshop 2.

6.1 Progressing Actions As a result of the workshop, and the notes you have made under section 5, it is likely that there is a fair amount of work for your team to progress before you enter the second workshop. The Process Owner has responsibility for ensuring that the outputs from the session are progressed ie. he/she needs to make things happen. This is achieved by:  being enthusiastic and leading by example  being available to discuss difficulties and barriers when members of your team ask for help  giving your support to actions that are taking place as a result of the workshops  doing "Management by wandering around" to show your interest and commitment and providing help where required.

6.2 Action Planning Probably the best tool for progressing actions is the Gantt chart, or project plan. We would recommend that each Process Owner develops such a plan for the actions arising from the first workshop. This will ensure progress takes place evenly and the Process Team is not overloaded. It will also provide a practical means for the Process Owner to monitor progress and address any issues therein. The main activities that will need to be progressed before the second workshop are:

Progressing the Process Map The process map should be largely completed. This will have helped the team to clarify what is and is not included in the process. Such understanding is crucial to the adoption of appropriate measures and targets.

Resolving Process Boundaries As a result of work being undertaken on the process map, there may well arise some confusion regarding process boundaries. To avoid the risk of some activities dropping through the cracks, or other activities being controlled under two or more processes, it is important that such boundary issues are resolved quickly. This will best be done individually with other process owners, or through Dietmar if there is an unresolved issue.

Establishing Process Measures The work begun at the first workshop on process measures will need to be progressed. This is key because in many cases a team will not be fully happy in committing to a goal until it knows exactly how far it is removed from current performance. The plan of action between the workshops should alow for practical measures being not only defined and implemented, but for initial data on current performance to be gathered. In some cases this data will need to be historical.

Defining Process Targets Understanding the current performance will give the team the opportunity to reconsider the targets they proposed at the first workshop. This should however only be encouraged when current data indicates that there was a definite misunderstanding about the feasibility of the target. Any proposed changes in the targets should be reviewed against the implications for the Top-Level QFD, and customer issues. Ideally targets should be discussed with the process customers before the second workshop.

Preparing your Team for the Second Workshop As yet the second workshop has not been designed. However it is likely that there will be some requirement to further prepare the teams for their part in it. The specifics of this preparation may only be define one week in advance, but it does need to be planned for. In a general sense however, a lot can be done to build anticipation and enthusiasm for the second workshop through normal day-to-day discussions. Your team needs to know how important the second workshop is to you.

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