TOC Tools for Mentors Day 1 A Workshop for MEC/QCC Faculty and FYP Advisors July 12-14, 2011 Janice...

TOC Tools for Mentors Workshop, July 12-14, 2011

1

TOC Tools for MentorsDay 1

A Workshop for MEC/QCC Faculty and FYP Advisors

July 12-14, 2011Janice F. Cerveny, Ph.D.

([email protected]) 561-297-0052Florida Atlantic University – College of Business

Boca Raton, FL 33431

mailto:[email protected]


Plan of AttackDay 1• Introductions and Warm-Up Exercise• COR 100… (the many) Issues and

Concerns of Faculty/Advisors vs. Students– Tool: Affinity Charts– Other Uses

• Cause & Effect: a powerful tool to critical thinking– “How To”: Negative branches/assumptions and

“facts of life”Day 1 Slide 2


Warm-Up

• Common Denominators– Pair Up – Find something you both have in common

that no other pair is likely to have (can’t be the “absence” of something)

– Introduce selves and your “common denominator” discovery

30 MinutesDay 1 Slide 3


4

Introductions and Warm-Up

• Debrief: – Other Uses?


COR 100

• Review and recap – Objectives– Learning Competencies– Topics/Content Areas– Learning and Activities

Any concerns?

Day 1 Slide 6


Activity 1: Affinity ChartsObjective: to create a clear, concise set of obstacles that must be overcome to ensure COR 100 is delivered, supported and completed successfully.

Process:

1. Display the focusing question

2. Brainstorm responses

3. Organize the ideas

4. Create “Headers”Day 1 Slide 7


Step 1: the Focusing Question

Having reviewed the objectives, expected learning competencies, topics/content areas and learning activities – what are the likely concerns, challenges or obstacles do YOU see for

– Advisors/Mentors (Group 1)– Faculty Deliverers (Group 2)– Students (Group 3)

Day 1 Slide 8


Step 2: Brainstorm Responses

Some “rules” re: responses• Try to ensure responses are 4-7 word

phrases or sentences [verb and a deliverable (noun)]

• NO compound sentences (i.e. do not use the words “AND” nor “OR”)

• Write EACH response clearly on a separate Post-It

Day 1 Slide 9


Step 3: Organize the ideas

Some “rules” for Organizing• Move tickets into clusters that for some

reason seem to have something in common• Organizing should be done silently• Anyone may move any tickets but

– No “ticket hogs”– No “wall hogs”– No blocking of access

Day 1 Slide 10


Step 4: Create HeadersSome “rules” for Headers• Start with the smallest cluster. Read all of

the ideas out loud. If there’s ONE Post-It that conveys the theme of the grouping well, designate it as the “header”, if not modify/create one that does so

• Work up to the larger clusters• With large clusters, create sub-groups w/

headers then create “mega header” for the sub-groups

Day 1 Slide 11


Step 4: Create HeadersSome “rules” for Headers• Starting with the smallest cluster – review all

ideas to see if there’s ONE ticket that conveys the theme correctly (VERB + DELIVERABLE) – or modify/create one that does so

• Work your way up to the larger clusters• With the larger clusters, create a “mega

header” then create sub-headers.• Sub-headers must follow same rules as above.

Day 1 Slide 12


Activity 1: Affinity Charts

Work Time

60 Minutes

Day 1 Slide 13


Affinity Charts

• Results– Group 1– Group 2– Group 3

• Tool Debrief – Other uses?

Day 1 Slide 14


Intro to “Cause & Effect”The idea

IF (cause)

THEN (effect)

One knows what to change

IF

THEN… (COB produces) Effective Managers

What’s required to get this Desired Effect (DE)?

One knows what to

change TO

One knows how to CAUSE

the change

AND

Is this sufficient?

Day 1 Slide 16


The Power of Cause-Effect

The power of the “logical AND”• With undesirable effects, the cause-effect shows

that in order to address the problem, you need only to remove any ONE entry point.

• With desired effects, the cause-effect shows what is sufficient to ensure these occur.

O2

FIRE

Fuel Spark

AND

What’ if we have an Undesirable Effect (UDE) like this one?

Day 1 Slide 17


Some terminology• Undesirable Effects (UDEs)• Desired Effects (DEs)• Categories of Legitimate Reservation (CLRs)

– http://cecs.uttyler.edu/tcrippen/ENGR5331/CLR.pdf– http://www.goldratt-toc.eu/thinkingprocesses/tpdp/Appen

dix/CLR1to5.htm

• “Facts of Life” and Assumptions

Day 1 Slide 18

http://www.goldratt-toc.eu/thinkingprocesses/tpdp/Appendix/CLR1to5.htm



General “how to” for cause and effect…

UDE

UDE

UDE

Position UDEs that you feel CAUSE others in the lowest part of the diagram.

UDE

Use the verbalization of “IF (lower entity) THEN (upper entity) BECAUSE… (to add entities for “sufficiency”

Check the logic…

Company has Poor Due Date Performance

High Empl. Turnover

Company Loses Sales

Poor Cash Flow

Managers (who’re responsible for getting results from the workers)

often exhort workers to “improve”!

Customers often don’t buy from companies w/ poor due date performance.

Try (eventually) to find entering links (causes) to the bottom UDE


Day 1 Slide 19


20

Baby Steps and/or a Review

• One of the easiest ways to learn how to do “cause–effect” is by constructing what are known as “negative branches” (twigs).

• A “negative branch” enables you to evaluate the possible negative outcomes from an action, a proposal, a policy, or a procedural deviation and to determine ways to prevent and reduce the risks associated with them.

Tool 1: Negative Branches (NBRs)

NBRs are used to evaluate and address the deficiencies of “half-baked ideas” that you or others are proposing

NBRs can also be behaviors that you or others are exhibiting – or actions that you are contemplating

Your Idea

Negative Effect

Unintended Consequence

Negative Effect

Indicators that you need to use the toolProcess to construct itCommunication process


Day 1 Slide 21

Indicators that an NBR is required• You’re thinking

“No WAY”; Is this ‘guy nuts’, ‘for real?’, etc.• The others in the room remain silent – until the

‘presenter’ of the idea leaves• You say

“Let me think about it”, “go talk to___”, call my assistant and set up an appointment”, write it up and send it to me”… [Discounting]

Whenever you see these signs, you have been presented with (or have proposed) a “Half-Baked Idea”.

Examples?TOC Tools for Mentors Workshop, July 12-14, 2011

Day 1 Slide 22

How to write an NBR

1. Write the entity that is leading to the reservation at the bottom of the page

2. Write the PUDE at the top of the page

3. Read “If [entity], then [PUDE] because …” and write all statements that come after the word because

4. Insert the statements in the NBR using cause-and-effect logic

5. Check the logic by reading the NBR aloud


Day 1 Slide 23

The Negative Branch Reservation (NBR)

Entity

Potential/Predicted UnDesirable Effect

(PUDE)

Backbone Elements: Only occur in the future

as effects resulting from the entity

Assumptions or facts of life that are currently true

(needed for logical SUFFICIENCY or

clarity.

The NBR presents the cause-and-effect logic of why the

Potential (or Predicted) Undesirable Effect (UDE) will

result


Day 1 Slide 24


25

Let’s Practice

• Half-Baked Idea? “Students must take COR 100”

• PUDEs?

Some Practice Scenarios

Break out into pairs.

Discuss a couple examples of “half-baked ideas” about delivering or preparing to teach a COR 100 course or of common, counter-productive COR 100 student behaviors.

Select one and briefly write-up/explain the scenario to the group.

Prepare the “negative branch” (cause-effect diagram) using guidelines from slides 19 and 23. TOC Tools for Mentors Workshop,

July 12-14, 2011Day 1 Slide 26

Using NBRs with your own ideas

The negative branch does more than simply identify potential “land-mines”. The logic will help you identify ways to improve and prevent the negatives:• Look at entities BELOW where the branch

turns negative. • Think of ways (i.e. additional things you can do

or require) that will address or prevent one of those negatives from occurring.– These are often referred to as “injections” or

solutionsTOC Tools for Mentors Workshop,


Using NBRs in mentoring/advising

Which is easier?

To get others bought into a solution YOU provide (even if it is explained nicely)?

OR

Get others bought into a solution the OTHER PERSON develop (especially on his/her own)?

Use the communication process after you’ve been presented with a half-baked idea (and

have created the NBR)TOC Tools for Mentors Workshop,


Communicating for Buy-In Using the Negative Branch

1. Before meeting with the other person, make a list of the positives from the idea or proposed change and create the negative branch.

2. Start by stating the idea AND the positives. Check for interest.

3. Present the negative branch SLOWLY from the bottom up using the IF-AND-THEN verbalization. Use any explanations/examples for entities that seem confusing.

4. WAIT for the other side to offer solutions. – IF this is done and the solutions are sufficient to “trim” the

negative branch - great! Get confirmation of details and ‘close’.– IF they trim only part but not all of the negative branches - point

out any remaining untrimmed segments and wait again.


Day 1 Slide 29

Day 1 Close-Out

• Compare/finalize your duo’s negative branches with one other duo.

• Check how/whether all the negatives are addressed by the solution or Role Play the communication process.


Day 1 Slide 30

TOC Tools for Mentors Day 1 A Workshop for MEC/QCC Faculty and FYP Advisors July 12-14, 2011 Janice...

Documents

Transcript of TOC Tools for Mentors Day 1 A Workshop for MEC/QCC Faculty and FYP Advisors July 12-14, 2011 Janice...