1. • A. LEGAL BASIS
• 1. Pursuant to DepEd Order No. 44 s. 2015 re-enforced the
Division Office the implementation of new CI Project in all schools
in the division focusing on any of the areas in Access, Governance
and Quality & Relevance.
• DM. No. 328 S. 2019
Title: Continuous improvement (CI) Program Implementation
RATIONALE
2. 2
ACCESS – extent of participation of
learners in ECE, Basic Educ., ALS,
SPEd, Madrasah, and Special
Curricular Programs
• Gross Enrolment Rate
• Net Enrolment Rate
• Apparent Intake Rate
• Net Intake Rate
• Transition Rate
3. 3
QUALITY– the effectiveness of
basic education provision in terms
of learning achievement through
examination.
NAT Results/GSA/Desired
Learning Outcomes
EGMA /EGRA/PHIL-IRI
A & E Passers
4. 4
GOVERNANCE – educational policies,
standards, and educational research/
studies.
Equitable distribution of teachers, classrooms,
and school seats.
Releasing/Utilizing/liquidating process of
MOOE
Accomplishments of DepED Regional Office VII
based Regional Mandate
5. DATE/MONTH TOPICS/ACTIVITIES FACILITATORS VENUE
SEPTEMBER 23,
2019
Review on CI steps 1-4
and its contents
Estrella T. Celetaria Buennavista CES
Conference Hall
OCTOBER 28, 2019 Coaching steps 1-
4;
Review on steps 5-
7
NOEL T DUAVIS
Estrella T. Celetaria
Buennavista CES
Conference Hall
November 25, 2019 Coaching steps 5-
7;
Review on steps 8-
10
Estrella T. Celetaria
Chery T. Sabijon
Noel T. Duavis
Buennavista CES
Conference Hall
January 27, 2020 Coaching steps 8-10 A.M.Estrella T. Celetaria
P.M.Cheryl Sabijon
Buennavista CES
Conference Hall
February 24, 2020 Final coaching session
with CI coach
Division designate CI
coach
Buennavista CES
Conference Hall
DISTRICT CI LAC SCHEDULE
6. Review: CI Methodology
Assess Analyze Act
Step 1: Get Organized
Step 2: Talk with Your
Customers
Step 3: Walk the Process
Step 4: Identify priority
improvement areas
Step 5: Do root cause
analysis
Step 6: Develop
Solutions
Step 7: Finalize
Improvement
Plan
Step 8: Pilot Your
Solution
Step 9: Roll Out your
Solution
Step 10: Check Your
Progress
8. STEP 1: GET ORGANIZED
Establishing the Continuous Improvement (CI) Teams
9. • Ideal team size: 3-8
• Smaller Team Size: 3 to 4 - work faster
• Teams greater than 8 require additional
facilitation and often require sub-teams
Team Selection Criteria
10. • Create your CI Team Structure
• School Head
• Team Leader
• Team Members (Scribe, Communications
Officer, Documentation Officer, Process
Observer, Process Owner)
CI STRUCTURE COMPOSITION
11. SCHOOL HEAD-RESPONSIBILITIES
• Plans the CI Program (CIP)
• Forms the CI Teams and provides the needed
direction
• Ensures that the CIP has the needed resources
and support
• Monitors and reviews the status of the CIP
12. TEAM LEADER
• Plan and manage improvement projects
• Ensure the quality of project outputs
• Review the project status, outputs, and outcomes;
adjust the plans as needed
13. ROLES OF CI TEAM MEMBERS
• Scribe – Takes minutes of the CI Team meetings
• Communications Officer– Routes project reports to
concerned stakeholders; keeps stakeholders
informed on the project developments
• Documentation Officer– Updates the Project
Template (A3); maintains project records
• Process Observer – Observes CI Team meetings
and other activities, identifies how the CI Team can
work better together
14. CI TEAM
• Undertake improvement projects
• Report on project status, outputs, and outcomes
• Prepare and maintain project documentation and
records
16. • At this point, a process has already been
identified by the team and so should the process
owner be identified as well.
• Process owner worries about the overall process
health.
• Process owner has the responsibility and
authority to manage and improve a process
Process Owner
17.
18.
19.
20.
21.
22. CI Project Background
Two components of a Project Background:
1. Brief definition/description of the
problem or issue
2. Statement of the broad organization
problem
23. Broad Problem Statement
Formulation
A problem statement is a statement that
specifies the gap between the current actual
performance level and the targeted standard
performance level. It highlights the deviation of
the current performance from the specified
performance standard.
24. Sample CI Project Background
• Numerates are pupils who can add, subtract, multiply
and divide whole numbers and can solve problems
involving the four (4) fundamental operations.
• Only 3 out of 178 or 1.7% of Grade IV pupils are
Numerates in terms of scores in Project AN (All
Numerates). The school wanted to attain 100% of
these pupils to achieve the Level of Numerates.
25. Sample CI Project Background
• Frustration reading level means that the student
scores 89% & below in word recognition based
on the Philippine Informal Reading Inventory
(PHILIRI).
• The result of the diagnostic reading test that was
administered to the Grade 6 learners last June
2013 shows that 83% of 633 students was
diagnosed to have frustration reading level in
word recognition.
2-25
26. • Use the Prescribed Template
• Slide – 7x7
• Font – Calibri
• Font Size – 28
• Font Color should be readable
• No animations
• Uniform color of graphs
REMINDERS: Step 1 – Get Organized
27. • Project Title First
• Name of School
• Name of District
REMINDERS: COVER PAGE
28. • Name of CI Team
• School Head as Project
Consultant
• CI Team
• Team Leader
• Documenter
• Scribe
• Communication Officer
• Process Observer
• Process Owner
REMINDERS: CI TEAM STRUCTURE
29. • Pictures must be
uniform in size and
wearing the
teacher’s uniform
• Line of authority
from SH to
members
REMINDERS: CI TEAM STRUCTURE
30. • Name of School
• Type of School
• Enrolment: M/F
• No. of Teachers
• Location
• School ID
• Special Features
• Year Established
REMINDERS: SCHOOL PROFILE
31. • Indicate Name of
School
• Panoramic View of
the School
REMINDERS: SCHOOL PICTURE
Fermin Tayabas National High School
32. • In one slide:
• 1st Paragraph –
Introduction
• 2nd Paragraph
– Broad
problem
statement/
description of
the project
REMINDERS: PROJECT BACKGROUND
33. • Graph showing
the baseline
data of the
problem
REMINDERS: PROJECT BACKGROUND
37. STEP 2: TALK WITH YOUR
CUSTOMERS
Getting the Voice of the Customers (VOC)
38. • Simulation:
• Choose one question “NGANO…” about
your project background.
• Ask group mates to answer the question.
• List all the responses and the frequency
ACTIVITY (5 mins)
39.
40.
41.
42. Theme 1
Need 1 Need 2
Theme 2
Need 3 Need 4
Need 5
Theme 3
Need 6
Need 7
Statements written on
individual cards or notes Notes are clustered
based on intuition, not
logic
Title notes identify
themes
OK to have
clusters of
one note
Can be several
layers of
clustering
1. Gather ideas from interview
transcripts, questionnaires,
etc.
2. Transfer verbatim quotes
onto index cards or self-
stick notes
3. Group the cards to find the
“affinity”
4. Label the groups of cards
5. Optional: group the clusters
Affinity Diagram Features & How to Create
43.
44. VOCs may also be obtained and used in:
• Step 1 – Knowing the organization’s performance
• Step 3 – Finding the issue(s) within the identified
process, validating the process measures
• Step 5 – Finding and validating the root cause(s)
• Step 6 – Value/Non-Value Analysis, Process
Streamlining, Development of New Methods, etc.
Further Applications of VOC
45. VOCs may also be obtained and used in:
• Step 8 – Where and when to do the pilot
testing, feedback on results of pilot test, how
to further improve the solution design, inputs
for change management
• Step 9 – Feedback on initial results of roll-out,
necessary adjustments to make
implementation of new design successful
Further Applications of VOC
46. • Ask the “WHY”
question based
on the project
background?
• Include picture
during VOC
REMINDERS: STEP 2 - VOC
48. • One affinity diagram
for all VOCs
• Themes must be
based on the
grouped responses
(commonalities)
• Themes not copied
from other projects
• Include the “WHY”
question
REMINDERS: AFFINITY DIAGRAM
Ngano maglisod man ka kung maghands-on na sa computer?
56. Walk the process is the key in
identifying where the issue is located
in the process.
Walk the process helps identify what
data to collect to further understand
the issue.
Key Message
57. 58
What is a Flowchart?
A diagram that uses graphic symbols
to depict the nature and flow of the
steps in a process
61. PRELIMINARY ACTIVITY
PRAYER
Let learners
stand
Lead the
opening
prayer
GREETINGS
Greet the
learners
Let learners sit
down
ATTENDANCE
CHECK
Check
attendance
Record
absences
REVIEW
Ask learners
about previous
lesson
Give
recapitulation
of previous
lesson
(5-10 minutes)
(1-2 mins) (1-2 mins) (1-2 mins) (2-4 mins)
62. 63
LESSON PROPER
INTRODUCTORY
ACTIVITY
Present the topic
Present the
lesson objectives
Motivation
ACTIVITY
Give instructions
Activity Proper
ANALYSIS
Check outputs
Give feedback
ABSTRACTION
Discuss the
lesson
Ask questions
APPLICATION
Give instructions
Present rubrics
Facilitate activity
Let learners
present their
outputs
Check outputs
Give feedback
(30-45 minutes)
(2-3 mins)
(3-5 mins) (1-2 mins) (10-15 mins)
(15-20 mins)
63. ASSESSMENT
FORMATIVE TEST
Give instructions
Conducts the test
CHECK FORMATIVE TEST
Ask learners to
rotate papers
Give the correct
answer
Let the learners
check the papers
IDENTIFY NSMC
Ask students who
got passing score
Count number of
students meeting
criterion
Collect the answer
sheets
(5-10 minutes)
(2-5 mins)
(2-3 mins) (1-2 mins)
66. • Storm Clouds represent issues that reside in the
current process. These issues must be relevant to
the background of the project.
Characteristics of a Storm Cloud:
• Specific
• Observable / Real
• Measurable
Characteristics of a storm cloud
WAITING
67. Sample CI Project Background
• Numerates are pupils who can add, subtract, multiply
and divide whole numbers and can solve problems
involving the four (4) fundamental operations.
• Only 3 out of 178 or 1.7% of Grade IV pupils are
Numerates in terms of scores in Project AN (All
Numerates). The school wanted to attain 100% of
these pupils to achieve the Level of Numerates.
68. 69
Situating the Storm Cloud Example for Problem
Solving Teaching Process
OPENING
PRAYER
20sec
DRILL
1.54 min.
REVIEW
2.33 min.
CHECKING
OF ASSIGN.
1.18 min.
PRESENTATION
OF THE
PROBLEM
15 min.
UNLOCKING OF
DIFFICULTIES
3min.
ANALYZING THE
PROBLEM
15 min.
Can’t perform
basic
operation
Unfamiliar
words
Unfamiliar
words
CHECKING
5 min.
Can't
complete
AGONA
69. TIME MANAGEMENT IN TEACHING PROCESS
Formative
Test
Check
formative
test
Identify
NSMC
Assignment
Closing
Prayer
Dismissal
Late in
entering
the class
Take 15-20
minutes during
group activity
Doing
other
activities
Noisy and
misbehaving
students
Reprimand
students
Call the
roll
Give
reminders
Not
participative
Not
participative
Forget to
present the
objectives
Unable to
follow
instructions
Delay in
accomplishing
tasks
Long video
clips
Ask ballpen and
paper from
classmates
Copying from
seatmates
Delay in
checking the
paper
Extend 5-10
minutes beyond
the allotted
time
(5-10 minutes) (30-45 minutes) (5-10 minutes) (3-5 minutes)
Discussion
takes 10-15
mins
Give
assignments
verbally
Noisy
during
dismissal
Hesitant to
lead the
prayer
Dictated the
test
3-5 did not
identify NSMC
Failed to check
answer sheets
70. PRELIMINARY ACTIVITY
PRAYER
Let learners
stand
Lead the
opening
prayer
GREETINGS
Greet the
learners
Let learners sit
down
ATTENDANCE
CHECK
Check
attendance
Record
absences
REVIEW
Ask learners
about previous
lesson
Give
recapitulation
of previous
lesson
(5-10 minutes)
(1-2 mins) (1-2 mins) (1-2 mins) (2-4 mins)
Late in
entering
the class
Reprimand
students
Call the
roll
Give
reminders
Not
participative
Used long
videos for
prayers
Not
listening
Call students who
are still outside the
classroom
Hesitant to
answer
Transfer seats
7 out of 14
teachers give
recap
71. LESSON PROPER
INTRODUCTORY
ACTIVITY
Present the topic
Present the
lesson objectives
Motivation
ACTIVITY
Give instructions
Activity Proper
ANALYSIS
Check outputs
Give feedback
ABSTRACTION
Discuss the
lesson
Ask questions
APPLICATION
Give instructions
Present rubrics
Facilitate activity
Let learners
present their
outputs
Check outputs
Give feedback
(30-45 minutes)
(2-3 mins)
(3-5 mins) (1-2 mins) (10-15 mins)
(15-20 mins)
Take 15-25 minutes
discussion
Doing other
activities
Noisy and misbehaving
students
Not
participative
Forget to
present the
objectives
Unable to
follow
instructions
Difficult
task/activity is given
Long video
clips
Long video
clips Instructions
not clear
Delay in presentation
of outputs
Lack of
materials
Small font
on ppt
Ppt is not clear
Lack of
materials
Failed to give
points
72. ASSESSMENT
FORMATIVE TEST
Give instructions
Conducts the test
CHECK FORMATIVE TEST
Ask learners to
rotate papers
Give the correct
answer
Let the learners
check the papers
IDENTIFY NSMC
Ask students who
got passing score
Count number of
students meeting
criterion
Collect the answer
sheets
(5-10 minutes)
(2-5 mins)
(2-3 mins) (1-2 mins)
Ask ballpen and paper
from classmates Copying from
seatmates
Delay in
checking the
paper
Delay in
retrieving
papers
Dictates the
test
Failed to
identify the
NSMC
Failed to check
the answer
sheets
73. CONCLUDING ACTIVITY
ASSIGNMENT
Give assignment
CLOSING PRAYER
Ask learners to
stand
Lead the closing
prayer
Dismiss the class
(3-5 minutes)
(2-3 mins)
(1-2 mins)
Give
reminders
Class ended 5-10
minutes beyond
allotted time
Extend class
time
Reprimand
students
Not listening
Doing other activities
76. • In one slide,
process map
and storm
clouds
• Level 1 –
Process
steps
• Level 2 –
Activities in
each step
REMINDERS: PROCESS MAP
77. • Situate storm
clouds on the
specific step or
activity
• Quantify data
on storm
clouds
• Level 3 –
Flowchart
(detailed)
REMINDERS: DEPLOYMENT FLOWCHART
78. • Situate
storm clouds
on the
specific step
or activity
• Level 3 –
Flowchart
(detailed)
REMINDERS: DEPLOYMENT FLOWCHART
84. The Focused Problem makes it
easier to identify causes and
take corrective action by
identifying the critical storm
clouds/pain points
Key Message
85. The Focused Problem Definition
The Focused Problem Statement is a narrowed down
version of the broad problem statement formulated by the
team in Step 1.
The Focused Problem Statement specifies the 4 Ws:
• What? (What is the specific issue?)
• When? (When is the specific issue frequently
happening?)
• Where? (Where is the specific issue happening?)
• What Extent? (What is the magnitude of the
specific issue?)
86. Based on the gathered data, 34 out of 56 pupils or
60.71% in Grade III-Peacock are syllabic readers
during the ORV conducted last August 2018.
Objective Statement:
To decrease the syllabic readers from 34 out of 56
pupils to 17 out of 56 pupils syllabic readers by the
end of February, 2020.
Focused Problem Statement Example
87. • Focused Problem
Statement should be
anchored from the
result of the current
process
• Focused problem
statement and
Objective statement
in one slide
REMINDERS: FOCUSED PROBLEM
STATEMENT
88. •Focused Problem Statement
should be negatively stated
•Objective Statement should be
positively stated
REMINDERS: FOCUSED PROBLEM
STATEMENT
89.
90. REMINDERS: FOCUSED PROBLEM
STATEMENT
The Focused Problem Statement specifies the 4 Ws:
• What? (What is the specific issue?)
• When? (When is the specific issue frequently
happening?)
• Where? (Where is the specific issue happening?)
• What Extent? (What is the magnitude of the
specific issue?)
93. • The analyze stage is focused on investigating
and validating the reasons for a well specified
division problem or opportunity.
• It also seeks to generate appropriate solutions
that address the requirements of the various
customers and stakeholders of the organization.
What is the Analyze Stage?
96. To effectively address the focused problem
statement, we need to identify the ROOT
CAUSE of the problem.
Key Message
97. • It is the deepest
underlying cause, or
causes, of problematic
symptoms within any
process.
• If resolved, it would
result in elimination or
substantial reduction
of the symptom.
What is a Root Cause?
98. • Reality - fix symptoms without regard to actual
causes
o Jumping to solutions
• Root Cause Analysis - structured and thorough
review of problem designed to identify and verify
what is causing the symptoms.
Why do Root Cause Analysis?
99.
100. A Why-Why Diagram is a Tree Diagram where
each child statement is determined simply by
asking 'why' the parent occurs.
Why-Why Diagram
101. “The Five Whys” and Mile-Deep Thinking
Problem
A
“Ask the question
‘Why’ five times”
Local focus
on causes
Problem
B
Problem
C
Problem
D
Problem
E
Problem
F
Problem
G
Problem
H
Problem
I
Problem
J
Problem
K
Problem
L
Problem
M
Etc.
Why?
Wider focus
on causes
Why?
Wider focus
on causes
Why?
Wider focus
on causes
Why?
Wider focus
on causes
Why?
Wider focus
on causes
1. Why did X happen?
Because of W.
2. Why did W happen?
Because of V.
3. Why did V happen?
Because of U.
4. Why did U happen?
Because of T.
5. Why did T happen?
Because of S.
105. Common Mistake #1
• Missing link between causes.
Test instructions are
long.
Students are unable
to correctly follow
test instructions.
Problem Root Cause
Why?
6-107
106. Common Mistake #2
• Focusing on the who, not on the why.
• What we want to know: Not who did it, but why did it happen?
Teachers are
incompetent in
giving instructions
to students.
Students do not
understand the
instructions.
Students are unable
to correctly follow
test instructions.
Students are
unskilled in writing.
Students are slow in
writing.
Copying of
assignments take
more than 10
minutes.
Why? Why?
Problem Root Cause
Problem
Why? Why?
Root Cause
107. Common Mistake #3
• Causes identified are non-standard occurrence.
Brownout
Preparation of
projector in class
take more than 10
minutes.
Why?
Problem Root Cause
6-109
108. Giving of instructions
for group activities take
more than 10 minutes.
Common Mistake #4
• Causes that are disguised solutions.
Lack of training
for teachers in
giving instructions
Solution: Give Training for Teachers?
Instructions of
teachers are
unclear for
students.
Root Cause
Why? Why?
Problem
6-110
109. Common Mistake #5
• Bias in identification of the causes.
Students are unable
to correctly follow
test instructions.
Students do not
understand the
instructions.
Test Instructions are
long.
Having an assumed root cause before conducting the analysis.
Root Cause Problem
6-111
110. Common Mistake #6
• Causes that begin with “no”, “none”, “lack of”.
No Visual Aids
Teachers write the
instructions on the
board.
Giving of instructions
for group activities
take more than 10
minutes.
Problem
Why? Why?
Root Cause
6-112
113. Root Cause Validation
Name of CI Team: Class Observers’ Team Date Revision No.
Problem Statement: Only 1 out of 14 subject teachers finished his class within the 1-hour allotted time during the class
observations conducted within the months of October and November 2018
Probable Causes Validation Controllability Conclusion
(Valid or Not
Valid)
Class Description of Cause True Not True Within
Control
Beyond
Control
Man Buy outside the school Valid
Man Not listening Valid
Man Chatting with classmates Valid
Man Transferring seats Valid
Man Ask pen and paper from classmates Valid
Material Difficult terms Valid
Man Afraid to make mistakes Valid
Man Instructions given are not clear Valid
Minutes No interval time in between classes Valid
Man Inform important matters Valid
Man Clean the classroom and assigned area Valid
Man Forget to bring chalk, tape, etc. Valid
Man Discuss important matters Valid
Man Take afternoon snacks Valid
Man Doing classroom tasks Valid
Minutes Time is not synchronized Valid
114. Root Cause Validation
Name of CI Team: Class Observers’ Team Date Revision No.
Problem Statement: Only 1 out of 14 subject teachers finished his class within the 1-hour allotted time during the class
observations conducted within the months of October and November 2018
Probable Causes Validation Controllability Conclusion
(Valid or Not
Valid)
Class Description of Cause True Not True Within
Control
Beyond
Control
Man Forget something (cords, speaker, etc.) Valid
Material Lack of materials Valid
Man Give additional reminders and advices Valid
Man Difficulty in managing student’s misbehavior Valid
Method Do not understand the instruction Valid
Method Difficult task is given Valid
Method Topic is long Valid
Method Competency is difficult to teach Not Valid
Minutes No time allotment in iPlan Valid
Material Old laptop and speaker Valid
Man Lack knowledge in troubleshooting Valid
Material Videos are too long Valid
Man Manually operates laptop during presentation Valid
115. Priority Valid Causes
No interval time in-between classes
No time allotment in iPlan
Difficult terms
Difficult task/activity is given
Manually operates laptop during
presentation
Videos are too long
Lack of materials
Do not understand the instruction
Lack of knowledge in troubleshooting
Difficulty in managing student’s
misbehavior
Step 5
Not listening
Chatting with classmates
Transferring seats
Ask paper and pen from
classmates
Inform important matters
Doing classroom tasks
Time is not synchronized
Take afternoon snacks
Old laptop and speaker
117. • Why-Why Diagram –
English
• Head – Copy the
Focused Problem
Statement
• Quantify the data
• Avoid using LACK,
NONE, NO, etc.
• Do not use: The teacher,
the student…
REMINDERS: STEP 5 - RCA
118. • One color for all
boxes except for
root causes
• One cause = one
root cause
REMINDERS: WHY-WHY DIAGRAM
119. • Use the
validation table
• Validate all the
root causes
from the why-
why diagram
REMINDERS: VALIDATING THE ROOT CAUSES
120. • List and
Prioritize all the
VALID root
causes (based
on the validation
table)
REMINDERS: PRIORITY VALID ROOT CAUSES
124. •Conduct VOC thru interviews, FGD
•Affinity Diagram
•Conclusion from the Affinity Diagram as
basis for selection of KEY PROCESS
Talk with the Customers
131. • Based on the validated root causes, WHAT does
the team need to do in order to achieve their
goals/KPIs?
• HOW does the team achieve the WHAT based on
a PROCESS perspective?
The What-How Approach
133. • An activity that involves breaking down the
process into smaller tasks
• Classifying each task whether it is value
(necessary) or non-value (redundant or wasteful)
from the perspective of the customers.
What is Process Simplification?
134. Objectives of Simplification
• Eliminate wasteful or non-value adding
actions
• Reduce process time
• Remove defects or disconnections between
process tasks
• Increase employee involvement
• Reduce process cost
135. • Value adding activities should meet three
criteria:
o The customer must be willing to pay for it.
o The activity must transform the product or service in
some way.
o The activity must be done correctly the first time.
• Non Value adding activities are not essential to
produce an output or render the service.
Value and Non Value Adding Activities
136. Components of an Activity
Value Adding (5%)
Necessary but non
Value Adding (35%)
Non Value Adding (60%)
Activity
141. 14
5
What Is 5S?
Step 1 SEIRI (SORT) Segregate and Eliminate
• Segregate necessary items from unnecessary items
and eliminate what is not needed.
• Dispose all unnecessary items.
Step 2 SEITON (SET IN ORDER) Arrange and Identify
• Arrange remaining items so that they can be found
quickly by anybody.
• Standardize the locations so that items can easily be
located and accessed by anybody.
142. 14
6
What Is 5S?
Step 3 SEISO (SHINE) Daily Cleanup Process
• Create a spotless workplace…swept and clean.
• Keep equipment and work are clean
Step 4 SEIKETSU (STANDARDIZE)
Constant Adherence to the First Three Steps & Safety
• Standardize cleanup activities so that these actions are
specific and easy to perform.
• Create a system to maintain order and a safe work
environment.
• Ensure compliance to procedures by conducting regular
daily exercise.
• This is the condition we support when we maintain the first
three steps.
143. 14
7
What Is 5S?
Step 5 SHITSUKI (SUSTAIN)
Motivate to Achieve Habitual Compliance
• Promote adherence to maintaining a high performance, high
quality and safe work environment.
• Use visual performance measurement tools.
• Make a habit of maintaining established procedures and
ensuring they are followed.
• Create discipline to maintain cleanliness and find ways to
enhance/improve the process.
144. 14
8
5S or Good Housekeeping
Provides ways to:
• Remove all unnecessary and unimportant
materials.
• Prevent accumulation of unnecessary and
unimportant materials.
• Organize needed and important materials.
• Minimize search and wasted time.
145. 14
9
4 Principles of a Visual System
• Know what is Happening
• Know what to do next
• Know how to do the work
• Know how well work was done
146. KNOW WHAT IS HAPPENING
How do you have line of sight?
147. How to see what is happening
• Close proximity with no walls or enclosures separating the
linked operations
• Implementation of cells
• Reconfiguration of capital equipment
• Removal of shelves, cabinets, etc…which obstruct view
• Physically marking the product path
• Signals
• Kanban
• Andon
149. 15
3
Elementary School CI Project Solution
153
The PUPIL’S ABSENCE NOTICE (PAN) is a
notice slip given to the parents of the pupil-
absentee.
PAN has four colors – yellow, pink, blue and
red. Each color determines the number of
absences a pupil incurred and the content of
the notice/letter.
1 absence - yellow PAN
2 absences – pink PAN
3 absences – blue PAN
4 and above – red PAN
156. KNOW HOW TO DO WORK
How do you do it the same way every time?
157. Makes use of job aids (or others) in
communicating to operators the required activity
sequence, quality requirements, or processes
Visual Standard Work
159. Visual Tools for Standard Work
• Border – Sets boundaries, areas
• Home Address – Defines what item
belongs inside the border
• Label – Defines what the item is and
where it belongs
160. Border
• A line around an item to identify its boundaries.
• Traffic lanes
• Stationary items
• Mobile items
• Walkways
• Tool Outlines
• Hazardous Areas
163. Scissors
Bin A
Shadow Board: Home Address
• A sign at the item’s home. It should include:
• Item name
• Location
• Picture/silhouette of item (opt.)
166. KNOW HOW WELL WORK
WAS DONE
How do you communicate performance
measures?
167. • The most common visual aid is the posting of performance
measures at different levels of the school environment.
Communicate Performance Measures
169. • Information is readily available to everyone
• Individuals can see the effect of their
contribution to the team's performance. Within
their team they can work on improvements
• Healthy competition is encouraged
• Clear, unambiguous displays aid
communication
Visual Advantages
170. Visual Controls
To be effective, visuals must be:
• Open, Honest and Relevant
• Clear and Simple
• Displayed Close to the Area
Concerned
172. • Poka Yoke = error proofing
• It is something in a product, process, or
procedure that physically or procedurally
prevents a person from committing an error.
Mistake Proofing (Poka-Yoke)
173. Different Kinds of Errors
• Forgetfulness
• Misunderstanding
• Misidentification
• Inexperience
• Willful
• Inadvertent
• Judgment
• No standards
• Unexpected
situations
• Intentional
182. • Simple
oDoes not require continuous attention from the
operator (ideally, it should work even if the
operator is not aware of it)
• Inexpensive
• Immediate feedback
• Corrective action
Review: Summary
191. • Plan the work.
• Plan the tasks and the subtasks.
• Plan the time.
• Plan the people and resources.
What Is Implementation Planning?
192. • Tasks and their timelines
• Budget and other resources required
per task
• Persons or groups responsible per
task
• Potential problem identification and
management
Elements of the Implementation Plan
194. • Identify potential problems that may arise
during the implementation of your solutions.
• Take steps to avoid or deal with these likely
problems in order to have a higher chance of
implementation success
Potential Problem (Risk) Management
195. Step 1: Risk Identification
Step 1: Risk Identification
Description of Risk Event
Potential Impact if Risk Event
Occurs
Describe how the design or
process functions (or items)
can fail. The question being
asked here is “How could it
fail” not “If it will fail”. Provide
reasons why the failure mode
or risk can or will occur.
Describe the consequences of
each failure mode or risk. It is
extremely important to capture
the experiences of the
customer. Thus, we must put
ourselves in the shoes of the
customer and know these
effects through their
perspective.
196. Step 2: Response Strategy
Step 2 : Response Strategy
Preventive Action Corrective Action
Provide actions to eliminate the trigger
of the risk. The strategy should lower
the impact of the risk by reducing the
likelihood of occurrence, reducing the
consequence, or both
Provide actions to be done if the
risk happened during
implementation
197. Division System and Operational Risks
• School Risk Questions:
Major increase in costs/budget needs?
Changing internal and external customer
requirements?
Too long a time table for implementing school
changes?
Readiness and commitment of the division?
198. Project Planning Risks
Critical implementation date?
Unrealistic implementation target dates?
Low commitment by team and stakeholders?
Resources not available during implementation?
199. School and Stakeholder Risks
Unrealistic expectations by students, parents,
teachers, administrators, etc.
Resistance to change by the school and its
stakeholders?
Extensive training and education of school
stakeholders?
200. External Risks
Poor supplier support?
Project critically dependent on entities or
activities outside of school control?
Other projects can impact the school
initiative?
Overlapping with other school projects?
209. • The Act stage focuses on testing the agreed
ideas/solutions through a pilot.
• The results of the test are compared to the
previous results.
• Change management plans are created in
preparation for the deployment of the verified
solution to the entire division/school.
What is the Act Stage?
210. Pilot your
solution
Roll out
your
solution
Check your
progress
Act
• Testing the developed
solutions
• Change
Management
• Communication
Plan
• Standardization
and Documentation
• Training
• Tracking,
Monitoring,
Reviews, and
Follow-ups
• Project Closure
211. STEP 8: PILOT YOUR
SOLUTION
Test your solution and assess results
221. • Include all the learnings, best
practices, realizations during the pilot
implementation
REMINDERS: PILOT LEARNINGS
222. Pilot your
solution
Roll out
your
solution
Check your
progress
Act
• Testing the developed
solutions
• Change
Management
• Communication
Plan
• Standardization
and Documentation
• Training
• Tracking,
Monitoring,
Reviews, and
Follow-ups
• Project Closure
223. STEP 9: ROLL OUT YOUR
SOLUTION
Plan and implement Change Management
224. There are three elements of people side
planning:
• Communication: the exchange of information
both from you to others and from others to you.
Increased understanding decreased confusion
The People Side
225. • Participation: involving the affected personnel
in the planning & execution of a change so they
develop shared ownership and commitment.
Increased commitment decreased resistance
• Education: providing affected personnel with
what they will need to know before they
successfully implement the desired changes.
Increased capability decreased fear of failure
The People Side
226. Commitment Planning
Goal/Purpose
• To identify and secure the support of and remove
the resistance of people and systems vital to the
accomplishment of the work
227. Commitment Signing
• Photograph and place in Facebook,
commitment wall inside the school.
• Pictures of signed commitments of the other
employees in the school must be placed in
the commitment wall.
228. Commitment Scale Definition
Enthusiastic support
Will work hard to make it happen
Help it work
Will lend appropriate support
Hesitant
Holds some reservations; won’t
volunteer
Indifferent
Won’t help; won’t hurt
Uncooperative
Will have to be prodded
Opposed
Will openly act on and state
opposition
Hostile
Will block at all costs
People or Groups
Sales Mgmt. Cust.
Level of Commitment Teacher Principal Parents
230. • Nothing happens on a reliable, sustained basis
unless we build a system to cause it to happen
on a reliable, sustained basis.
• Standardization is what allows high quality to
happen on a reliable, sustained basis.
Core Principle
231. • Making sure that important elements of a process
are performed consistently in the best possible
way
• Changes are made only when data shows that a
new alternative is better
• Documentation is key
o Making sure documentation is up to date and used
encourages ongoing use of standardized methods
Standardization
232. Standardization = “Standard
Practices and Procedures”
• A standard practice is…
• “A definition of a work method wherein all
variables of the method have been specified
in detail.”
• It is a written agreement between the worker
and the company regarding how the job will
be done.
234. Pilot your
solution
Roll out
your
solution
Check your
progress
Act
• Testing the developed
solutions
• Change
Management
• Communication
Plan
• Standardization
and Documentation
• Training
• Tracking,
Monitoring,
Reviews, and
Follow-ups
• Project Closure
235. STEP 10: CHECK YOUR
PROGRESS
Monitor and perform improvements on the
implemented solution
236. • Results
o Gather data on the same measures identified in
Assess Stage
o Use the same data collection procedures
• Methods
o Document what steps are actually followed during
implementation
What You Need to Check
237. Active Follow-up, Correction, and Support
• “The undervalued, mystery force in achieving a
successful change or transformation.”
Inputs Daily meeting* Output
– Results (units,
quality, safety)
– Process measures
– Problems (delays,
waste, downtime,
scrap)
– Action items
Follow-up
238. Levels of Fix System
Process
Inputs
Measurements Machines
Methods People Environment
Produce it
Policies
Fix
Product
Store
Product
Customer
Output
LEVEL 1: FIX THE OUTPUT
LEVEL 2: FIX THE PROCESS
LEVEL 3: FIX THE SYSTEM
What to
Produce
239. • Recognize the considerable time and effort that
went into the initiative.
• Improvement must be continuous, but individual
initiatives and project teams come to an end.
Importance of Closure
240. • Capture the learning from the initiative:
o About the problem or process being studied
o About the improvement process itself and hand over
responsibilities for standardization and monitoring to
the appropriate people.
• Develop managerial systems to capture
learning and enable the organization to
address system issues.
• Documentation and recognition are two
critical aspects of project team closure.
• Celebrate!
Importance of Closure
