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Team Effectiveness

Team Effectiveness. Building a High-Performing Team Project Planning Working as a Team Communication Managing Conflict. RD113001. Building a High-Performing Team. RD113001. Cross-Functional Teams. Why Cross Functional Teams? Common Goal Multiple Stakeholders

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Team Effectiveness

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  1. Team Effectiveness Building a High-Performing Team Project Planning Working as a Team Communication Managing Conflict RD113001

  2. Building a High-Performing Team RD113001

  3. Cross-Functional Teams • Why Cross Functional Teams? • Common Goal • Multiple Stakeholders • Different Perspectives = Different Needs and Objectives • Functional Expertise • Authority Levels • Organizational and Personal Experiences • Greater Scope of Information • Greater Depth of Information • Greater Range of Users / Interested Parties (e.g., Upstream vs. Downstream) • Greater Adoption and Sustainability Teams Achieve More Robust Solutions through Collaboration, Participation and Common Understanding Module 2&3

  4. Forming and Leading High Performing Teams • In order to get team members to work towards a common goal, the team leader must: • Clarify the purpose and goals • Build commitment and self-confidence • Strengthen the team’s collective skills and approach • Remove externally imposed obstacles • Create opportunities for others • Maintain momentum in attaining progress Module 2&3

  5. Forming and Leading High Performing Teams (con’t) • Teams that Obtain High Performance: • Are Charged to Improve a Well-Defined ‘Area of Pain’ • Obtain and Maintain Authority to Change the Process • Incorporate Cross-Functional, Upstream and Downstream Representation • Use a Team Facilitator / Discussion Moderator • Are Usually Comprised of 4-9 Core Team Members • Fewer than 4: Creativity, availability and experience may be limited • More than 9: Meetings and decision-making get unwieldy • Include Members with Varied Experience and Responsibility Levels • Some ‘Indians’, some ‘Chiefs’ • Some ‘Newbies’, some ‘Old Hands’ • Some ‘Doers’, some ‘Thinkers’ • Some Upstream Providers, Some Downstream Users • Focus on Information-Based Decision-Making (and Not Their Gut Instincts) • Challenge Assumptions and the Current Ways of Doing Things • Focus on Having Fun in the Process to Expand and Exploit Their Creativity Module 2&3

  6. Project Planning RD113001

  7. Plan, Plan, Plan and then Plan If you fail to plan… …You plan to fail! Plan the work, Work the Plan! Module 2&3

  8. Effective Project Charters (or ‘PDF’) • An effective Project Charter (a.k.a., Project Definition Form, or ‘PDF’) conveys the purpose and requirements of the project to the team: • Summarizes the problem area and the frequency and magnitude of “pain” • Defines where the project starts and ends (“scope”) • Identifies likely measures of success and desired levels (“metrics”) • Establishes what factors are critical to satisfying the project • Identifies who must be on the team for the project to succeed • Sets limits on resources, staffing, timing and spending (“resources”) • Describes any constraints, assumptions and priorities • Lists the objectives, deliverables, expected benefits and stakeholders The Project Charter is typically co-written by the project’s sponsor and other business leadership, and provided to the team already complete. Module 2&3

  9. Sample Project Missions / Goals • ‘Reduce scrap levels in the production of XYZ from 15% per run to below 5% per run by January 2007, without increasing unit costs or batch sizes.’ • ‘By June 2006, increase the profit contribution of product ABC from 15% to 20% of sales by reducing manufacturing costs while maintaining maximum cycle times of less than 60 minutes per unit.’ • ‘Within 3 months, increase the production flexibility of machine 12345 to allow the fabrication of 4 more types of product-family EFG, without spending more than $25,000 in equipment expenditures.’ • ‘Within the next 6 months, create a robust design review-and-costing process that enables HBD to provide completed sales quotes within 4 hours of a customer’s inquiry.’ • ‘By June 2005, reduce the ratio of setup and change-over time per build-up by 25% through process improvements and increase belts production by 62,000 cores/year by converting indirect labor to direct labor.’ Module 2&3

  10. Working as a Team RD113001

  11. How to Work Together as a Team • Clarify the commitments that each team member is making to the project (“Personal Commitment”) • Define the rules for the team process (“Ground Rules”) • Decide how meetings will be managed, conducted and structured (“Meeting Guidelines”) • Record issues and action items that need to be resolved (“Meeting Minutes; Action Logs”) • Record ideas for future discussion (“Parking Lot” list) Module 2&3

  12. Commit to the Project • Only commit to do work that we are qualified and capable of doing • Be honest and realistic in reporting the progress of the project • Be proactive • Notify the project sponsor (and GM) of any change to the project plan • Follow through on our individual commitments and accept personal responsibility for our actions • Keep other members informed of any potential problems that may affect the team’s performance • Focus on what is best for the project as a whole • See the project through to successful completion Module 2&3

  13. Develop Team Ground Rules • Consider meeting discussions confidential unless indicated otherwise • Listen openly to other people’s points of view and feedback • Encourage a diversity of opinions on all topics • Allow everyone an opportunity for equal participation • Help keep discussions on track • Avoid placing blame on someone when things go wrong. Instead, review the process and discuss how it could be improved • Give constructive feedback. Don’t judge or label the other person; describe a specific behavior or incident • Always use data or information-based decision-making Module 2&3

  14. Communication RD113001

  15. Communication / Effective Listening “If you wish to be thought of as a brilliant conversationalist, be a good listener.” -Author Unknown It is difficult to be a very good listener. In Team Players and Teamwork, Glenn Parker says that the principal listening skill is to “sit back, be attentive, and take what is said while reserving judgment.” Module 2&3

  16. Communication / Effective Listening (Cont.) • He also explains one of the reasons that this is difficult to do: “We can absorb and process words spoken by other people much faster than they can verbalize the information. This leaves us lots of time to analyze, evaluate, and even anticipate their thoughts. But this extra time can be a disadvantage since we tend to concentrate minimally on what is being said and often discount comments before they are completed.” We tend to think about what we are going to say next while the other person is still talking. Module 2&3

  17. Communication / Effective Listening (Cont.) From Human Behavior at Work: Organizational Behavior, Keith Davis: • Stop talking! You cannot listen while you are talking. • Put the talker at ease. Help a person feel free to talk. • Show a talker that you want to listen. Look and act interested. Don’t read or hold a side conversation while someone else is talking. • Remove distractions. Don’t doodle, tap, or shuffle papers. • Empathize with talkers. Try to help yourself see the other’s point of view. • Be patient. Allow plenty of time. Do not interrupt a talker. Don’t start for the door or walk away. • Hold your temper. An angry person takes the wrong meaning from words. • Go easy on argument and criticism. Do not argue: Even if you win, you lose. • Ask questions. This encourages a talker and shows that you are listening. • Stop talking! It is first and last. You cannot do an effective listening job while you are talking. Module 2&3

  18. Managing Conflict RD113001

  19. Managing Conflict • Taken from Team Players and Teamwork, Glenn M. Parker: “…disagreements are to be encouraged and accepted as a natural consequence of a dynamic, active organization. Effective teams create a climate in which people feel free to express their opinions even when those opinions are at odds with those of the other members.” • Disagreements are not always bad! • Our goal is not to fully eliminate all conflict. • Rather, it is to learn how we can effectively manage and harness those constructive ideas and energy. • From different viewpoints and perspectives come creative solutions that work for all. Module 2&3

  20. Managing Conflict (Cont.) • Conflict is usually caused by one of four things: • Facts – People have different viewpoints regarding the same set of facts • Methods – People disagree on how to do something • Goals – People work towards different goals • Values – People differ in their basic values Module 2&3

  21. Managing Conflict (Cont.) • According to Parker, some negative outcomes of NOT managing conflict are: • People close down (“shut down”) • Distrust is high • People make negative assumptions about others • New conflicts tend to get out of hand • Much blaming of others • People hear what they want to hear – listening is poor • People avoid each other – even feel dread of contact Module 2&3

  22. Managing Conflict (Cont.) • Conversely, some positive outcomes of resolving conflict are: • Increased understanding of others • More motivation and creativity • Healthier interactions with others • People clarify their ideas Module 2&3

  23. Takeaways • Cross-functional teams provide the greatest opportunity to develop robust solutions to problems • Meetings need to be actively managed in order to ensure maximum effectiveness • Conflict among team members should be expected, but must be managed to retain team effectiveness • There are many team management and communications tools available for use. Black Belts and Green Belts are trained to use these tools to help their teams. Module 2&3

  24. Voice of the Customer (VOC) Voice of the Customer Defined Listening to the VOC Translating the VOC Kano Analysis Model RD112801

  25. VOC Competition Environment Vision Technology Market Business Strategy Market Strategy Voice of the Customer Discover Growth Opportunities Gain Competitive Advantage Build Loyalty Identify Potential Customers Acquire New Customers Obtain Customer Referrals Profitable Business Growth Why Should We Listen to Our Customers? • Critical to our vision • Marketing Excellence • Critical to our organizational alignment • Upstream and downstream priorities • Critical to our existence • Who ultimately pays? Module 2&3

  26. Who are Our Customers? • One of the key steps in any improvement project is to determine who the customers are for the process • Are the customers of your product or service: • External? (We have different levels of external customers!) • Regulatory? (e.g., EPA, OSHA, etc.) • Internal? (e.g., downstream fabrication, machining or assembly, or customer-support departments) Module 2&3

  27. How Do Our Customers Communicate with Us? Types of Voices • Complaints • Compliments • Product returns • Product / service sales preferences • Contract cancellations • Market share / sales changes • Customer defections / acquisitions • Customer referrals • Closure rates of sales calls • What other customer voices do you or could you use? Sources of Customer Voices Buyer Behavior Outbound Communications Research Market Intelligence Customers Informal / Formal Transactions Inbound Communications Casual Contact Module 2&3

  28. What Do Customers Want? (con’t) Our challenge is to understand how customers – both internal and external – define and prioritize their various needs and expectations of the solutions (various products, services, ideas and information) that we can deliver. (Note: But not all customers have the same needs and priorities!) Product or Service Features, Attributes, Dimensions, Function, Reliability, Availability, Effectiveness; Also, Freedom from Defects, Difficulty of Use (Customer Rework) or Scrap Quality Purchase Price, Shipping & Handling Fees, Installation, Financing Terms, Depreciation, Residual Value, Maintenance & Repair, Total Cost of Ownership (Initial Purchase Plus Total Life Cycle Costs) Cost Delivery Quotation Times, Lead Times, Delivery Times, Turnaround Times, Setup Times, Cycle Times, Delays, Service Time In-Use Service Requirements, After-Purchase Reliability, Parts and Service Availability, Warranties, Maintainability, Customer-Required Maintenance, Product Liability, Product / Service Safety Service& Safety Corporate Responsibility Ethical Business Conduct, Environmental Impact, Business Risk Management, Regulatory and Legal Compliance Module 2&3

  29. What Does This Have to do with LSS? We canTranslate VOC into Customer Critical Requirements (CCRs) • Defining CTQ, or Critical-to-Quality: What a customer must see or experience before stating that delivery of the product or service was of “high quality” and met or exceeded expectations • Dimensions (e.g., 115 mm + 0.10 mm; 700 ft + 1.50 ft) • Appearance (e.g., bright red; smoothness; no streaks; shiny) • Quantity (e.g., exactly 100 pieces; not less than 500 ft) • Delivery (e.g., on-time every time; within 2 days from ordering) • Cost (e.g., $90 maximum; 2.5% increase from prior cost) • What is important in your process? Module 2&3

  30. Kano Analysis – A Conceptual Framework to Classifying and Prioritizing Customer Needs Must-Be (Dissatisfies): Requirement will dissatisfy if absent, but will not increase satisfaction. Primary (Satisfies): The more of these requirements that are met, the more one is satisfied. Delighters (Attractive Qualities): Nice-to-haves; If the requirement is absent, it does not cause dissatisfaction, but it will delight clients if present. Satisfaction PrimarySatisfiers Delighters Service Fully Functional Service Dysfunctional Must-Be Dissatisfaction Module 2&3

  31. Kano Analysis – A Sample Exercise (Cont.) Think of yourself as a customer at a nice sit-down restaurant. How do you rate the restaurant? Which factors do you consider? Where do they fit on this chart? Which factors are most important? How does past or promised performance affect your choice of where to eat? Satisfaction PrimarySatisfiers Delighters Service Fully Functional Service Dysfunctional Must-Be ANNIVERSARY DINNER Dissatisfaction Module 2&3

  32. Kano Analysis – A Sample Exercise (Cont.) Think of yourself as a customer at a nice sit-down restaurant. How do you rate the restaurant? Which factors do you consider? Where do they fit on this chart? Which factors are most important? How does past or promised performance affect your choice of where to eat? • Greeting by name • Tasty meal • Attentive wait staff • Short wait on seating Satisfaction • Complimentary dessert • Complimentary flowers • Visit from chef / owner PrimarySatisfiers Delighters Service Fully Functional Service Dysfunctional Must-Be ANNIVERSARY DINNER • Less than 30 minutes away • Food delivered at right temp. • Correct food • Correct bill Dissatisfaction Module 2&3

  33. Example of Translating Voice of the Customer After Clarifying...The KeyIssue(s) Is... Voice Of The Customer Customer(s) Requirements I hate filling out these forms. Repetitive information on several forms. Giving the information once. Module 2&3

  34. What Does This Have to do With LSS Step 4: Developing Measures and Indicators Market Critical Customer Requirements Suppliers Process Inputs Business Processes Process Outputs Input Measures Process Measures Output Performance Measures Important decisions based on linking customer expectations to process performance Customer Value “What gets measured gets done!” Module 2&3

  35. Takeaways • Only by understanding and addressing the Voice of the Customer will we survive and thrive as a business. • We have many opportunities to capture the Voice of the Customer – but only if we pay attention! • The Voice of the Customer (VOC) must be translated into Critical Customer Requirements (CCRs), in order to serve as process indicators. • The team process works to identify the Critical Customer Requirements. • The internal customer (business, regulators, employees) drives Critical to Process determination, which also provides key process output indicators. • What gets measured gets done (and what is not measured is not done)! Module 2&3

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