A Strategic Look
at Deming’s
System of
Profound
Knowledge
ASQ Orange Empire
November 1, 2013
Dr. Phillip R Rosenkrantz
Professor Emeritus, Cal Poly Pomona
Quality Contributions to
Strategic Planning
Leadership aspects (Deming SPK & Baldrige Award)
Systems thinking (Not ingrained in strategic planning)
Tools for analyzing SWOT and including VOC
Outline
Objective – Show how systems and stakeholder
driven quality tools can be used in strategic planning
1 - Overview of Dr. Deming’s Teachings and
Impact
 Part
 Part
2 – Primer on Traditional Strategic Planning
3 – Integration of Quality Tools with Examples
 Ex. 1 - Affinity Process – SWOT Analysis
 Ex. 2 - Affinity Process – Plan Implementation
 Ex. 3 - Affinity Process – Trend Analysis
 Ex. 4 - Kaizen for Management – Marketing Campaign
 Ex. 5 - QFD – Stakeholder Review of Strategic Plan
 Part
Part 1 - History of Quality and Overview of Dr. Deming’s Teachings
and Impact - Dr. W. Edwards Deming Is known as the Father of the
Japanese Post-war Industrial revival and was regarded by many as the
leading quality guru in the United States.
Dr. W. Edwards Deming
 In
addition to his other education, Dr. Deming studied
under Walter Shewhart who introduced SPC.
 Dr.
Deming worked with census data for the U.S.
Government.
 During
WWII he was asked to implement SPC and
Acceptance Sampling for the defense industry.
 After
WWII American management went back to their
former inspection-based methods.
Reviving Japan
Deming was invited to Japan around 1950 by
Japanese industrial leaders and engineers.
He guided them on how to implement quality control.
Awarded Second Order of the Sacred Treasure
Japanese scientists and engineers named the famed
Deming Prize after him.
Out of the Crisis
 Due
to popular demand Deming conducted an
intensive four-day seminar for managers and
educators across the country
 Deming
published an explanation of his philosophies
and concepts for managers in 1986 in his book: Out
of the Crisis
 Deming’s
first book expounded on some of these
concepts as well titled: The New Economics (1984,
2000)
Deming’s 14 points for Management
 The
14 points are the basis for transformation
of American industry.
 Not
simply a matter of solving problems
 Management
is responsible for creating the
culture and improving the systems they
operate with.
 The
14 points apply to all organizations.
Deming’s 14 Points for
Management
1. Create constancy of
purpose
8. Eliminate fear among
employees
2. Adopt philosophy of
prevention
9. Eliminate barriers between
departments
3. Cease mass inspection
10. Eliminate slogans
4. Select a few suppliers
based on quality
11. Remove numerical quotas
12. Enhance worker pride
5. Constantly improve system
and workers
13. Institute vigorous training
6. Institute worker training
14. Take action
7. Instill leadership among
supervisors
Deming’s Seven Deadly Diseases
of Management

Lack of constancy of purpose

Emphasis on short-term profits

Evaluation by performance, merit rating, or annual review
of performance

Mobility of management

Running a company on visible figures alone

Excessive medical costs

Excessive costs of warranty, fueled by lawyers who work
for contingency fees
Deming’s System of Profound
Knowledge

Deming advocated that all managers need to have what he
called a System of Profound Knowledge, consisting of four
parts:
 Appreciation of a system: understanding the overall
processes involving suppliers, producers, and customers
(or recipients) of goods and services.
 Knowledge of variation: the range and causes of variation
in quality, and use of statistical sampling in measurements.
 Theory of knowledge: the concepts explaining knowledge
and the limits of what can be known.
 Knowledge of psychology: concepts of human nature.

Management is responsible for the
system and for managing
processes with continuous
improvement. Manage change, not
results.

Management needs to understand
the difference between common
cause variation and assignable
cause variation and manage
accordingly

Best efforts are not good enough.
Need continuous improvement
based on theory and knowledge.

Cooperation—not competition.
Management needs to understand
people and how to lead them.
Essential
Deming
It’s About Leadership &
Transformation
What Does Strategic Planning Mean
to You?
 Articulated
Plan: Mission, Vision, SWOT (Strengths,
Weaknesses, Opportunities, Threats), Goals, Plans
 Strategic
Differentiation - Market data, Customer
feedback, Environmental Scan (Internal & External)
 Three
levels: Strategic, Tactical, Operational
 Organizational
Engagement - Goals cascaded to
operator level
 Organizational
Transformation - Quarterly reviews and
appropriate training
Environmental Scan
 Complete
prior to vision and mission objectives
 External
Scan
 Threats and Opportunities
 Internal
Scan
 Strengths and Weaknesses
Modifications and Improvements to
SP Using Quality Tools
 Baldrige
Criteria
 Leadership, planning, process control, and
customer satisfaction and feedback are evaluated
and rated.
 The
Learning Organization (Senge)
 Shared vision is crucial for long run success
 Affinity
Diagram/Interrelationship Diagraph
 Use for problems, trends, SWOT analysis for root
cause analysis, driving trends, strategic goals
Modifications and Improvements
(cont’d)
 Quality
Function Deployment
 Ultimate approach for identifying the “voice of the
customer” and designing an efficient system
around their requirements. Many variations.
 Lean/Six
Sigma/Total Quality Management
 a.k.a. Continuous Quality Improvement.- Useful
tools if leadership is supportive and understands
what is going on.
CEO Attitudes and Motivations: Are they Different for
High-Performing Organizations?
ASQ Journal of Quality Management, 2012
Milan D. Larson, John R. Latham, Charles A. Appleby, Carl L. Harshman
Introduction
 Findings
of an exploratory study that compared the
motivations and attitudes of CEOs from MBNQA winning
companies to:
 Successful CEO’s of non-MBNQA winners
 Average employees
 Is
there a difference between Baldrige recipient leaders
and non-Baldrige recipient leaders?
 What
are the most effective method to institutionalize
leadership development?
Introduction (cont’d)
 Other
than anecdotal stories, not much is known about
leading through a transformational process
 Employees
become cynical and lose motivation because
of inconsistencies with the top leaders’ behavior
 To
sustain positive direction leaders must demonstrate
consistent behaviors that will lead a successful
transformation
 Study
was aimed at understanding the attitudes and
behaviors of successful transformation leaders
Research Questions
 Do
top leaders that achieve Baldrige Award
Recognition somehow differ in motivation and attitudes
than non-Baldrige transition leaders? (Early research
on leadership was focused on traits and personality
characteristics)
 Which
factors are different compared to other effective
leaders?
 How
do these motivational and attitude factors effect
leading the journey to performance excellence?
Findings and Results
 Identified
35 key variables from over 200 variables
studied
 The
35 key variables were organized into five
categories
 Leader behavior
 Leader approaches
 Forces of change
 Culture
 The individual leader
Findings and Results
Six areas where there was significant difference
between Baldrige CEOs and non-Baldridge CEOs
– more likely to drive continuous improvement
 Focus on Systems – strongly motivated to work on
systems and processes
 Sole Responsibility – Less likely to think sole
responsibility is important
 Focus on the Past – Studied the past to make better
decisions in the future
 Focus on Information – strongly motivated to work with
facts and knowledge
 Tolerance – More intolerant of people who are not on
board with the transformation
 Evolution
 Strategic
thinking permeates
all the major differences
 Strong
Conclusions and
Potential
Applications
alignment and
confirmation of Deming and
the System of Profound
Knowledge as well as other
systems thinkers like Peter
Senge
 Quality
tools can be used to
enhance the strategic planning
process
Affinity Diagram and Interrelationship
Diagraph (Cross Impact Matrix)
 Very
useful quality tool for root cause analysis during
problem solving.
 While
not often taught, this process is very effective
to use during strategic planning
 SWOT Analysis
 Underlying problems for implementing SP
 Underlying trends (from external scan?) that affect
SP
Affinity/Interrelationship Process
 Through
stakeholders or research, identify problems and
put on post-it notes.
 Organize
notes into major categories and sub categories.
Try to get the under 20 sub-categories. Under 15 is
better.
 With
participation from stake holders, evaluate each pair
of problems in the sub category to see how much one
problem impacts or contributes to the other. Score impact
using a rubric.
Affinity/Interrelationship Process
(cont’d)
 Row
totals indicate degree to which a problem drives
other problems
 Column
totals indicate the degree to which a problem is
influenced by other problems
 Row
minus Column Totals are ranked from highest to
lowest. Highest ranks suggest that the problem is a root
cause problem. Lower rank indicates a resulting problem.
 Root
cause problems are probably what should be
addressed with the highest priority.
Sample Problem related to Team Projects:
Major Category - External Factors
Physical Issues
Other pressing issues
Other class needs
Restricted access to
resources
Inadequate/Non-working
software
No way for multiple
people to input
Meeting place
Instructor
Too picky
Not enough instructions
Guidelines unclear
Impractical expectations
Problems with Team Projects:
Major Category - People
Personal issues
Lack of knowledge/ understanding
Absenteeism
Surface learning
Not working on weaknesses
Mental problems
Physical problems/illness
Lifestyle issues
Procrastination
Motivation
Lack of respect for each other
Members failing to perform
Blame game
Unequal motivation/dedication
People not “on-board”
Apathy/lack of interest
Compatibility
Differing opinions
Personality conflicts
Closed-minded members
Personal relationships interfering with
professionalism
Misunderstanding of team roles
Knowledge not uniform
Too many team members
Communications
Failure to communicate
Team doesn’t prioritize
Not rehearsing as a whole team
Work not checked
What did professor want?
Final product that is legitimate
Time not used constructively
Schedule conflicts for meeting together
Lack of concentration during meetings
Forgetting meeting info
People who don’t speak up
Problems with Team Projects:
Major Category - Organizing
Leadership
Lack of a good team leader
No leader to control the quality of work
People just following one person
Someone takes over and does too
much
Missing/bad leadership
Final Project
Inadequate research
Not enough data
Working too fast and making errors
Not enough collaboration
Last minute work going unchecked
Slides have too much information
Not enough information/examples
Material does not relate to project
Too many details in presentation
Spelling errors
Not practicing
Not reviewing work prior to
submission
Completing Work
Disorganized
Wrong objective
Equal distribution of work
Record keeping is minimal/missing
Not enough time
Not scheduling
Not following the schedule
Poor time management
Bad training
Individuals not prepared
Distractions/downtime
Being stuck on one part
Bad data collection
Tampering with data
Underutilizing strengths
Not following procedures
Example of problems inhibiting success of student projects
Spring 10
1. Physical
Issues
2. Instructor
3. Personal
Issues
4. Motivation
5. Compatibility
6.
Communications
7. Leadership
8. Completing
Work
9. Final Project
Col Tot
1.
Phys
2.
3.
Instr Pers
4.
5.
6.
7.
8.
9.
Motiv- Compati- Comm Leader- Compl Final
ation
bility
ship
Work Prod
R
o
w
R- Ra
C nk
To
t
x
0
2
1
1
2
1
2
2
11 8
1
1
1
x
0
2
x
2
2*
0
2*
1
2
0
2
1
2
0
2
7 4
13 0
2
5
0
0
0
0
1
1
2
2
2
x
1
1
2
x
2
2
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x
2
2
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2
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12 -1
12 2
12 0
6
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5
1
0
0
0
1
1
2
2
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1
2
1
x
1
2
x
2 12 1
2* 8 -7
4
7
0
3
1
3
1
13
2
13
0
10
0
12
1
11
2
15
x
14
7
7
-7

Developed lists of:
 Strengths
 Weaknesses
 Opportunities
 Threats

Took top 5 or so of each and
developed cross-impact matrix
for affinity process

Assessed impact of each SWOT
item on all others

Ranked Row-Column Totals to
illuminate critical Threats and
Weaknesses or Highest Potential
Strengths & Opportunities
Example 1
Private School Strategic
Planning
Example 1 – Cross Impact Matric
used for SWOT Analysis
no
Item
1
2
3
4
5
6
7
8
9
10
11
18 New facilites
2
2
2
1
2
1
2
1
2
2
1
13 Leased facilities
2
2
1
2
2
1
2
1
1
20 Staff Devel.
2
1
2
2
1
7 Facilities
1
1
1
9 Cash
2
2
17 Fin Aid
1
22 World View
1
6 Technology
1
4 Safe Environ.
1
21 Build Board
2
8 Academics
1
2
2
2
1
1
1
1
2
2
2
2
1
1
2
2
19 Advancement
1
1
2 Atmosphere
2
2
11 Tuition Cost
1
1
1
1
1
2
2
1
2
1
1
1
2
1
2
2
2
1
1
1
1
1
1
1
2
12
17
10
2
1
17
2
19
7
25
9
2
2
2
2
1
1
1
1
1
1
1
1
2
2
2
2
28
20
14
7
9
27
3
14
7
4
5
6
7
12
15
8
4
8
9
21
6
3
9
11
19
8
3
10
18
9
16
2
11
15
10
14
1
12
7
22
6
1
13
1
19
5
19
0
14
2
11
17
11
0
15
1
22
2 23
-1
16
19
7
21
-2
17
2
1
2
1
1
2
1
1
14
11
17
-3
18
1
13
14
21
-8
19
1
14
12
25 -11
20
14
13
27 -13
21
11
16
29 -18
22
2
2
13
3
20
1
5
2
11
1
5
9
6
2
1
9 12
5
2
1
1
10
6
1
2
8
7
2
1
4
19
5
2
2
21
12
2
2
1
6
1
2
13 17
18
2
2
1
11
1
1
30
19
2
1
Rk
2
2
2
R-C
2
1
1
Rk C
21
1
2
R
2
1
2
2
1
1
22
2
1
2
21
1
2
2
1
2
2
1
20
1
1
1
2
2
1
1
1
1
2
2
2
2
2
1
2
1
19
2
1
2
18
1
1
2
17
2
1
1
1
16
1
1
2
2
2
2
1
1
1
1
14 Competiton
21
1
1
1
10 9-12 Enroll
1
2
16 Comm Outreach
15 PR & Comm
2
1
2
5 Accred/Reputation
1
1
1
2
1
1
1
2
2
2
1
15
2
1
2
1 Staff
2
2
14
2
1
1
1
2
2
13
2
1
12 Transition
3 Teachers
1
12
20
12
8
6
Use Results to Develop Strategic
Goals
 Top
four driving SWOT items
 New facilities (Opportunity)
 Leased facilities (Threat of loss)
 Staff development (Opportunity)
 Facilities (Weakness)
Strategic Goal #1 - Facilities
 Short-term
goals: Plan for separate sites for K-6 and
7-12 grades. Develop system for maintenance and
repair of the facilities
 Long-term
goals: Provide grass fields for the
students. Create an on-site gymnasium for both K-6
and 7-12 sites
 Recommendations:
Develop a Facilities committee.
This committee will address maintenance, repairs,
and expansion issues under the direction of the
Superintendent.
Strategic Goal #5 – Faculty & Staff
Development

Short-term goals: Develop strong relationships with local
college teacher programs. Continue to nurture the supportive
relationship between the Administration and the staff.

Intermediate goal: Mentoring/coaching for newly hired
teachers

Long-term goal: Endowment finance faculty/staff development

Recommendations: Institute on-site, biannual, faculty
development training and annual, staff training. Invite faculty to
apply for additional off-site training opportunities through
applying for Faculty Development Grant funds.
Example 2 – Strategic Plan
Implementation
 Small
produce company had just completed a weeklong off-site retreat with executive team to update their
strategic plan
I
was asked to help them determine what problems they
might have in implementing their plan
 Used
the affinity process and identified 14 problem
areas (sub-categories)
 Used
a matrix to determine the top-two problems that
could prevent them from implementing their SP
Example 2 – Strategic Plan
Implementation Affinity Results
Item #1 – Language barrier between workers
and management (would inhibit the ability of
management and workers to communicate, work on
problem solving teams, etc.)
 Ranked
Item #2 – Lack of mathematical skills of
workforce (inhibit use of SPC and other tools for process
improvement)
 Ranked
 Executive
team agreed the results were valid and
confirmed what many had suspected all along.
Example 2 – Strategic Plan
Implementation Action Plans
barrier –
 Immediately started Berlitz classes two mornings per
week for management.
 Planned to offer English classes for operators.
 Language
skills –
 Tested workers who believed they had good math
skills. Promoted three to in-process-monitors in the
quality department to develop them.
 Planned to hire a community college instructor to teach
math to employees.
 Math
Example 3 – Trend Analysis for
Strategic Planning in Higher Ed
 Trend Analysis
 Top
 Cross
20 Trends in Higher Education
Impact Matrix
 Driving Trends
 Resulting Trends
 Root Cause Trends
Cross Impact Matrix Development
 Research
produced trends common to higher
education.
 Cross
impact matrix would produce information that
could be used by each institution depending on
vision, mission, and institutional external and internal
scan data.
Cross Impact Matrix of Trends
 A cross
impact matrix was constructed using the top
twenty trends from six major areas.
 Some
trends are positive and some trends are negative
 Each
trend was paired with every other trend to assess
whether or not that trend had positive or negative
impact, as viewed by the participaing group.
 A 20x20
matrix was created.
Matrix Scoring
 Scoring
was based on the following (row trend
impact on column trend):
+2
Major Positive impact
+1
Positive impact
0
Negligible impact
-1
Negative impact
-2
Major Negative impact
Matrix Summary
 Row
totals and column totals were computed from
the matrix and rankings determined.
 The
interpretations are very helpful in assessing the
impact of trends for SWOT analysis, needs analysis,
and other aspects of strategic planning.
Top 20 Trends in Higher
Education
 Increasingly
unprepared students
 Increase adult learners / professional programs
 Expanded learning environment / partnerships
 Increase in computer technology
 Increase distance learning
 Increase demand for computer literacy
 Outcomes assessment
 Decreasing funding
 Affirmative action
 Increase competition from private sector
Top 20 Trends in Higher
Education (cont’d)
 Increase
in immigration/demand
 Increase of language diversity
 Increase of ethnic diversity
 Increasing demand for higher education
 Increase in class disparity
 Increasing demands on curriculum
 Increasing criticism of tenure
 Increase in attack on shared governance
 Aging faculty/ increasing retirement age
 Decrease in liberal studies
Row Totals – Trend drivers
 Strong
Positive - Trend has a strong positive multiplying
effect on other trends. Consideration should be given to
proactive strategies and support:
 Outcomes Assessment (18)
 Expanded Learning Environment / Partnerships (17)
 Increased use of Distance Learning (8)
Row Totals – Trend drivers
 Strong
Negative: Strong negative multiplying effect.
Consider strategies to protect against or eliminate
effects.
 Decrease in funding (-23)
 Increase in unprepared students (-20)
 Increased immigration/demand (-13)
 Increase in ethnic diversity (-12)
 Aging faculty/Incr. retirement age (-10)
Summary of Trend Driver
Analysis
 Decreased
funding and more students with
special needs will tax higher education.
 An
aging faculty will continue to tie up funds that
could be used for younger faculty.
 Outcomes
assessment will help streamline
delivery of education, improve quality, and
address the needs of a more diverse clientele.
 Small
gains will be made with strategic partners.
Row minus Column Totals – Root
Cause Trends
 A measure
of the root cause or underlying effect of
the trend.
 Be
proactive in planning for negative trends.
 Taking
advantage of positive trends to the extent
possible.
Root Cause Trends
(Row – Column)
 High
Negative
 Increasing immigration/demand (-13)
 Increase in unprepared students (-11)
 Increasing ethnic diversity (-10)
 Aging Faculty/Increasing retirement age (-9)
Root Cause Trends
(Row – Column)
 High
Positive
 Outcomes assessment (15)
 Increasing demand for computer literacy (14)
 Expanded learning environment / partnerships
(11)
Summary of Root Cause Analysis
 Demographic
 Major
trends will tax resources.
expense - high seniority faculty.
 Outcomes
assessment - positive impact.
 Increasing
computer literacy and expanding the
learning environment will be favored strategies.
 Sizable
gains would result from more prepared
incoming students.
Overall Summary #1
 Demographic
changes and an aging faculty will have
major impacts on the cost of higher education and tax
resources — resources that could otherwise be spent
on technology and improved curriculum to meet the
needs increasing numbers of students, adult learners,
and those seeking professional education.
 New
ways of efficiently and effectively dealing with
unprepared and non-English proficient students must
be devised.
Overall Summary #2
 Consideration
should be given to offering faculty
golden-handshake packages and other incentives to
retire.
 Surprisingly,
faculty related trends (other than aging)
did not measure up in impact to the demographic
trends. Not that faculty issues are not relevant, just not
as significant in the total scheme.
most trends are on the “negative” side of
the slate. Higher education is in for a rough ride.
 Unfortunately,
Overall Summary #3
 Institutions
that plan carefully for these trends may
survive as the rest struggle to maintain some
measure of quality.
 Opportunities
will emerge for alternate providers who
take advantage.
California Assessment
 Community
Colleges - Having difficulty redefining their
mission. Faculty are on record stating trends will not
affect them.
– Some system-wide initiatives are addressing
these trends with faculty participation
 CSU
 UC
- Growth plans insufficient to meet states demands
for grad programs and research. (UC Merced - 2005).
Budget low.
 Privates
- Inroads in graduate degree programs.
Example 4 – Kaizen for Management –
Marketing Campaign
 We
know what a Kaizen event is at the operational
level. Is there something that can be used to
develop a strategic action plan at the system level?
 “Kaizen
for Management” uses Deming and Juran
concepts to produce a system level action plan in
one or two days
 Learned
from consultant from the Professional
Coaches and Mentors Association
 Example
is for a strategic problem
Kaizen for Management
 For
middle and executive level managers familiar
with the day-to-day operations of the organization
 CEO
not involved
 Focus
is on identifying systems that are broken and
coming up with an action plan
 Can
be completed in two days
1. Gather people in one room
Example – Private school enrollment was not growing.
 Private
school needed to increase enrollment to stay
above breakeven and increase resources
 Economy
 Attrition
 Efforts
was affecting recruitment
was higher than historical rate
in this are were not working
 Gathered
all management personnel together plus a
few stakeholders
 For
industrial setting the CEO should be excluded
2. Brainstorm goals
Brainstorm goals of the process. Purpose is to get
juices flowing and have something to compare to
3. Identify major tasks by function
Using chart pad, make a list of responsibilities by
functional area. These are usually cross functional.
 Management
areas:
 Advertising
 Marketing
 Publicity
 Recruiting
 Retention
 Advancement
team identified the following functional
4. Identify
functional tasks
and evaluate
Participants identified up to
22 tasks per functional
group. Then evaluate each
task using colored dots
Green – task is important
and working well
Yellow – Task is important
but not working well
Red – Task is not working
and/or not important
Advertising
Advertising appears to be
one of the least effective
functions
Marketing
Can clearly see how
stakeholders view the
success and importance of
functions. Website and
business relations are
broken.
Publicity
Color and quantity of dots
give some indication of the
value and status of the
function
Recruiting –
Page 1
Lots of yellow dots indicate
a broken system that
needs fixing
Recruiting –
Page 2
Lots of green dots indicate
highly successful functions
Retention 1
Notice attitudinal item #8.
Willingness for staff to
improve is questioned.
Retention 2
Retention 3
Process identified a lot of
weaknesses in the
retention area
5. Use visual
data to identify
system-wide
problem themes
Seven potential underlying
system-wide problem
themes were identified.
Each participant was given
3 dots and asked to
prioritize. The Top four
were selected for action:
1. Communications with
parents/community
2. Facilities
3. Marketing Strategy
4. Support Staff
6. Form Self
Selected Teams
to Develop
Action Plans for
Each Systemwide theme
Self-selected teams
enthusiastically formed
and presented action
plans. One team started
implementing their plan
before reporting back.
Kaizan for Management Summary
 Can
be applied to the entire organization.
1 – Steps 1, 2, 3 & 4. Facilitator forms the systemwide themes from the first day results
 Day
2 – Finalize and select themes for action items.
Teams prepare action plans and present to CEO for
final approval
 Day

If approved, action plans can be implemented without a
lot of consensus building
Example 5 - QFD – Stakeholder
Review of Strategic Plan
 QFD
emphasizes stakeholder involvement in
development of user requirements for product or
service development
 Use
stakeholders to help assess a strategic plan.
Get stakeholder feedback on whether or not the
strategic plan will provide the products and/or
services they desire.
1. BS and MS degree programs
that meet societal and workforce
needs
2. Successful students
College of
Engineering
Strategic Plan
Six major areas. Several
dozen objectives in each
area
3. Outstanding faculty and staff
dedicated to student success
4. State-of-the-art facilities
5. Sustainable financial resources
6. Strong ties with external
constituencies and the
community
Invited 20+ CEOs a retreat
CEOs were asked to help critique the strategic plan
Green, Yellow, and Red dots were used on charts around the room
Dot patterns were used to generate discussion
2. Successful
Students –
Graduate
Programs
Strong bias among
stakeholders against MS
programs. Want to put
resources toward our great
BS programs.
They consider other
schools for MS programs.
2. Successful
Students –
Diversity
Strong aversion to using
“programs” to teach
diversity (too passive).
Participants felt very
strongly they learned by
working on engineering
projects with diverse teams
and my visiting, working,
and living in other
countries/cultures.
3. Faculty &
Staff
Not as supportive of
tenured faculty as
expected.
Strong support for use of
lecturers who were
professionals with current
work experience.
4. State-of-theart Facilities
Probably the most
surprising findings: Lackluster support of this goal
Strong belief that you don’t
need state-of-the-art for
most teaching.
Emphasis should be on
getting good faculty who
will know what facilities are
needed for the program.
81
Six Levels of Quality System Implementation
(Hayes, ASTD Handbook)
1
No quality system
2
Realization of the need to change
In the process of developing a top down
3 policy/strategy
Quality system in place to react to
4 customer needs
Proactive quality system in place to
5 prevent quality problems
Fully integrated customer-focused quality
6 system
(c) 2008, Dr. Phillip R. Rosenkrantz
82
Transactional vs. Transformational
Leadership
1
None
2
Realization
3
Strategy
4
Customer
5
Proactive
6
Integrated
(c) 2008, Dr. Phillip R. Rosenkrantz
Transactional Leadership (Frederick
Taylor) – Hierarchical management with focus
on individual performance, how work is done,
and problem solving. Incremental
improvements in work methods and
productivity. Non-threatening.
Transformational Leadership (Deming,
Senge, and others)– Emphasis on
empowerment and how people think about
work. System thinking, team learning, and
major culture change. Policy Deployment.
83
Leadership Roadmap
1 None
Realization Phase – Leadership
2 Realization
transformation. Training on values,
communications. Basic tools. “Low hanging
fruit”. Build Trust. Shift emphasis away from
targets.
3 Strategy
Transition Phase – Strategic planning &
4 Customer
systems thinking. Department level teams.
Quality tools. Int/Ext customer focus.
5 Proactive
Performance Phase – Alignment.
6 Integrated
Empowerment. Process improvement. High
performance teams. Variation reduction tools.
Redesign.