Process Improvement: Practice Makes Better

Facilitated for TAHIMA by:

Carrie Cordero, MHA, RHIA

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Agenda & Learning Objectives

• Process Improvement (PI) intro and overview• Tools for PI• PI practice exercise in teams• PI practice debrief as whole group• Plus/delta and adjourn

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Process Improvement – What Is It?Lean and the 8 Wastes

Process Improvement is a systematic approach to help an organization optimize its underlying processes to achieve more efficient results.

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Role Cards

• Leader• Process checker• Scribe• Time keeper

Additional Roles (as needed):

Presenter: Leads presentation of group’s work to other groups. Recorder or Minute Taker: Takes meeting minutes and distributes.

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Ground RulesDetermine appropriate ground rules for your team and meeting purpose.

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BrainstormingBrainstorming- When you need to explore many ideas

Process:The facilitator presents the topic for which ideas are sought. The wording should encourage specific, tangible ideas, not abstract ideas or opinions. The facilitator makes sure the group members understand the topic, the objective of the brainstorming session and the process to be followed.

– Clearly state the topic and brainstorming guidelines– Begin the brainstorming session, recording all ideas on flip chart paper or Post-Its®– End the session when the ideas stop coming or when time allotted expires

Applications:• FREEWHEELING: Where group members call out their ideas spontaneously – the Scribe records ideas

as they are suggested• ROUND ROBIN: Where the Leader or Scribe asks each member, in turn, for an idea – members may

pass on any round, and the session continues until all members have passed during the round• Each participant writes down his/her ideas on Post-Its® and passes them on to the facilitator

Rules:• No evaluation of ideas• Encourage wild ideas• Build on the ideas of others• Looking for quantity of ideas vs. quality• No discussion of ideas during brainstorming• Record all ideas• Everyone is equal

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Building Concensus

• Encourage even participationInvite quieter people to contribute

• Check assumptions– Ask Questions

• Check for understanding by all Fist to Five ~ Thumbs up, thumbs down

• Don’t get stuck by analysis paralysis

• “With enough reflection, even the most straightforward problem can be turned into an unsolvable conundrum”

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4 Step Problem-Solving Method

Visual A3-When you need to solve a problem

Problem Statement:

Target:

Actual:

Gap Between Target and Actual:

Step 1

Step 2

Step 4

Step 3

Determine Root Causes Before Moving to Step 3!

Gap Between Target and Actual:

Rank Root Causes in Order of Importance

What Who When

Action Plan

Method Machine Measurement

Materials HuMan “Mother Nature”

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Example of Problem Solving (Burnt Toast)Problem Statement:

Target:

Toast Golden Brown 100% of the time

Actual:Toast Golden Brown 50% of the time

Gap Between Target and Actual:

50% Burnt Toast

Step 1

Step 2

Step 4

Step 3

Determine Root Causes Before Moving to Step 3!

50% Burnt Toast

Gap Between Target and Actual:

Rank Root Causes in Order of Importance

What Who When

Action Plan

During the morning shift at our restaurant, the toast is burnt 50% of the time.

Inattentive Cook

Toasters not calibrated

Settings differ

Different processes for timing

Pop up mechanism broken

Some chefs like it “black”

White vs wheat have different times

Different processes for timing Pop up

mechanism broken White vs

wheat have different times

Create visual aid for timing

Train staff on visual aid

Get toaster fixed

Sue

Sue

Fred

Dedicate one toaster for white/one for wheat

Pam 1/25

1/24

1/26-1/27

1/26

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Process Improvement Practice Round #1Baseline Round

• Directions (23-24 minutes TOTAL)• Introductions: name, where you work or go to school, position and/or

year of education, and one “bucket list” activity done or still to do (8 min)• Designate 1 Timer and 1+ Observer(s) for each group (1 min) depending

on size - get directions from Carrie or Corinne. You will need these roles each round

• Each group stand in a circle with space (6-12”) between each person. A facilitator must be called to watch this round.

• Someone in the circle to toss ball to another team member of choice. Begin timer. REMEMBER THIS PATTERN

• Once each team member has caught the ball, the timer can be stopped• Place your hands in the air when you have completed this round • This round determines your baseline moving forward. Use what you have

observed/learned during this round to reduce your target in half.• You will have 15 minutes to plan for round#2. • You must follow identical pattern as round #1.

Expectations1. Everyone participates2. Practice P.I., use

meeting roles and tools, scribe what worked/what didn’t

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Process Improvement Practice Round #2Check & Adjust Round

• Directions• When given the signal to go, you will begin round #2. You must follow

same pattern as determined in round #1. Each team member must touch the ball.

• Timer starts when first person begins and stops when last person from the team has had the ball.

• Observer to document on observations sheet.• Place your hands in the air when you have completed this round

• Use what you have observed/learned during this round to reduce your target time in half

• You will have 5 minutes to plan for round #3 Expectations1. Everyone

participates2. Practice P.I., use

meeting roles and tools, scribe what worked/what didn’t

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Process Improvement Practice Round #3Final Check & Adjust Round

• Directions• When given the signal to go, you will begin round #3. You must follow

same pattern as determined in rounds #1 & #2. Each team member must touch the ball.

• Timer starts when first person begins and stops when last person from the team has had the ball.

• Observer to document on observations sheet.• Place your hands in the air when you have completed this round

• You will have 5 minutes to discuss and scribe observations as a team and prepare for debrief/report out

Expectations1. Everyone

participates2. Practice P.I., use

meeting roles and tools, scribe what worked/what didn’t

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DebriefPlus/Delta

• How do you feel?

• What went well?

• Did you meet or exceed your target? Why or why not?

• What could have gone better or what would you have done differently?

• What did you learn & how will you use it?

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ClosingYou EARNED your CEU’s!!!

CONTACT INFO: Carrie CorderoEmail: ccordero@tacomacc.edu, cell: 253-820-4931