In Their Own Words

The Deming Institute
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In Their Own Words

Interviews with members of The Deming Institute community, including industry leaders, practitioners, educators, Deming family members and others who share their stories of transformation and success through the innovative management and quality theories of Dr. W. Edwards Deming.

  1. 1月6日

    Moving Productivity Forward: Boosting Lean with Deming (Part 7)

    In the final episode of the series, Jacob Stoller and Andrew Stotz discuss the difference between typical companies using traditional management and more successful Deming-style companies. If productivity and performance are so much better, why do companies stick with traditional management? TRANSCRIPT 0:00:02.3 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today, I continue my discussion and conversation with Jacob Stoller, Shingo Prize winning author of The Lean CEO. And ladies and gentlemen, I just received my copy finally. Productivity Reimagined, it just arrived from Amazon. You can get it there. And that's the latest book that he's come out with. And this is exploring applying Lean and Deming Management Principles at the enterprise level. The topic for today is moving forward with productivity. Jacob, take it away.   0:00:41.7 Jacob Stoller: Oh, thank you, Andrew. Great to be here once again. Yeah. Moving forward. That's really Chapter 13. Whether you consider that, hopefully you consider 13 lucky as I think they do in Italy.   0:00:57.4 AS: We do in Thailand.   0:01:00.4 JS: Oh, really? Wonderful. Okay. Perfect. Anyway, so I wrote in the book, I sort of defined where we're trying to go by describing two companies; a typical company, and then the company that we would aspire to for maximum productivity. So I'm gonna read those, just to illustrate. "Company A follows traditional top-down management practices. Leaders determine how the work is to be done, and give orders to their staff accordingly. Individuals, functional groups and departments are treated as independent entities under centralized control. Pay and promotion are determined by individual performance according to a set of predetermined criteria. Employees are ranked and encouraged to compete with each other." So that's company A, your typical company, which probably comprises what percentage would you say? 90%? 95%?   0:02:03.8 AS: 97.9%   0:02:04.4 JS: Okay. Okay. Let's look at where we'd like to go from there. "Company B is managed as an interactive system where people and functional teams depend on each other. Supervisors aren't expected to have all the answers, and they rely on frontline workers to share their workplace knowledge and take an active role in improving their work processes. All employees know they are part of a team culture pursuing common goals and solving problems together to move the company forward." Okay, so that's really, that's where we wanna be. And the reason you would want to go there is because if you take those two companies and they have similar resources, similar markets, perhaps operating in similar region, company B will outproduce company A 10 times out of 10. It's a more productive model, and it's proven to work. So why don't people do it?   0:03:16.3 JS: Well, there's some thinking that gets in the way, some sort of systemic kinds of barriers that are out there. So even people who aspire to making a company better, and I think there are a lot of people out there that think that, but they run into these barriers, and I'm just gonna review them again because we've gone through them in some detail. But the myth of segmented success, that's the really kind of the exact opposite of a company as a system. It's this idea that all the parts are interchangeable. You can take a department, you can give each department separate goals, and they'll all make their goals and it'll all add up. That's the myth, of course. So the myth of segmented success. We have really stemming out of that the myth of the bottom line.   0:04:11.9 JS: And because of that segmented structure, we believe that we can use finance as a proxy for all the quantitative, all the accomplishments of all these different segments. It all adds up. It's arithmetic. We figure, so why not? We just take, everyone makes their numbers, and then they all make their numbers and they all celebrate together. That's the myth, of course. The bottom line doesn't tell you what's really going on in the company. The top-down knowledge myth they run into, and that's this whole idea that managers are supposed to know all the answers, and their job is to tell people what to do. And it's not just people with MBAs. It's people with degrees in psychology and maybe working in HR. It's engineers, it's any person with professional training, figures that they have not only the privilege, but a duty to actually tell people what to do. And if I'm not telling people what to do, I'm probably not doing my job and somebody's going to be looking over my shoulder. So a big fear around that.   0:05:31.6 JS: Myth number four is the myth of sticks and carrots. And this is this idea of Homo Economicus, the idea that people act in their own financial interest and it's perfectly predictable. Performance is down? Well, let's just pay them more or maybe we need some threats here. Maybe we need to threaten them, or maybe we need to get some competition. So somebody is gonna be a little bit worried looking over their shoulder that they might get fired. Fear is a big factor here, obviously. Finally, there's the myth of tech omnipotence. And this stems right from the myth of segmented success. This idea we can take a process and we can swap out technology, we can put in technology and swap out people. We can reduce head count by 5, 10, 15 people and put in a machine in its place. That's been the business case for technology for decades. And we still have a very strong belief in that. So that's kind of what we're stuck with, those myths. And we really have to crush those myths as we go along.   0:06:42.5 AS: You know, Jacob, I was just at a meeting yesterday with a very senior executive at a very large company in Thailand. And I was just talking to him, it's off the record, so we were just chatting, but he was talking about the challenges that they're facing, and I said, so how are your KPIs? And he said, KPIs are just killing us. They're causing us to be siloed. It's setting up competition in the company. People can't work together. And I asked him this question, like, what can you do about it? He says, not much. What am I gonna do? Remove the KPI system? No. We know...   0:07:31.1 JS: Isn't that interesting?   0:07:34.8 AS: That ultimately that's probably one of the best things that they could do and get people to work together. But it just, you know, he said something to me that just made me think about, for the listeners and the viewers out there who are running small and medium-sized businesses who feel disadvantaged so many times when they're fighting against the big giants...   0:07:53.6 JS: Yeah.   0:07:53.6 AS: Take comfort that you can change your business. But many of these big companies, they just can't. And they won't.   0:08:01.2 JS: Yeah.   0:08:03.5 AS: And they never will. So that's what's so great about these types of principles, both Lean, what you're talking about, Deming, is that if you're a business owner, it's a family business, it's your private business or a group of people that you have real control over the business, you can implement these things. And you can build your business to be great.   0:08:23.7 JS: That's interesting, Andrew. I've talked in my book, I've talked with some smaller manufacturers, and at least a couple of them have said they're getting refugees from large corporations. And he'll interview these people and say, well, I can't give you, you know, you won't have 500 people reporting to you or anything. And they say, I don't care. I said, I really, you know, I've had it with this corporate stuff, and they want to be part of a culture that makes a difference. And so that's maybe catching on. I mean, interesting that the gentleman you're talking with also recognized that.   0:09:00.3 AS: Yeah. And he's just as, his hands are tied in some ways. And, so, but that to me is hopeful for the rest of the businesses that can change. And the other thing I was, you know, I always end with my favorite quote from Dr. Deming, which is that people are entitled to joy in work. Yesterday I was speaking to about 75 students in my Ethics in Finance class, and it's the kickoff day. And so it's a real fun, and I talk about a bunch of things, but the one thing I said is that ever since I graduated from university, all I really wanted was a job that I enjoyed, at a place that I enjoyed doing it, with the people I enjoyed doing it with. That's all I wanted. I wanted joy in work and I got it because I walked away from the places and the people where it wasn't happening, and I walked towards the places where I had the opportunity to enjoy it. Of course it helps that I found my love, which is being a financial analyst. It's just, I understand that so well, but this is where I think I want us to think about hope and potential for happiness in work and all of that. And so I know you've got some more steps that you've got to help people. So maybe we move into that.   0:10:27.7 JS: Sure. Sure. Well, and it would be interesting, this gentleman you talked with, I wonder if he's visited any companies that we would admire that are using Deming principles, or maybe...   0:10:39.1 AS: Well, it may give it away, but this company in the past has fully implemented the teachings of Dr. Deming.   0:10:49.2 JS: Oh, really?   0:10:51.5 AS: But they had a changeover in management, and they completely walked away from this and implemented the KPI system.   0:11:00.9 JS: Yeah. Oh my. Isn't that something? Yeah, that happens. That happens for sure. And we've had, you know, in my last book, The Lean CEO, I found some people, number of companies had fallen off the ladder. And gosh, the Shingo Institute had a real problem with that. People were winning Shingo prizes and then they were falling off the ladder, and they changed their emphasis on criteria now, an

    36 分钟

  2. 2024/12/23

    Worse Than a Thief: Misunderstanding Quality (Part 9)

    Join Bill Bellows and Andrew Stotz as they discuss what actions (or inactions) make us worse than thieves and how that relates to expiration dates, and acceptability vs desirability. Plus, stories about job swapping, Achieving Competitive Excellence, and birthdays. TRANSCRIPT 0:00:02.3 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with Bill Bellows, who has spent 31 years helping people apply Dr. Deming's ideas to become aware of how their thinking is holding them back from their biggest opportunities. Today is Episode 9, and it's entitled "Worse Than a Thief." Bill, take it away.   0:00:27.2 Bill Bellows: Welcome, Andrew. I haven't seen you in a while, and great to be back.   0:00:29.1 AS: It's been a while.   0:00:32.0 BB: Here we are. Episode 9 already. Gosh, [chuckle] time flies when we're having fun. First, let me say a shout out to people who are reaching out to me on LinkedIn. I spoke with another one of them this afternoon. It's always exciting to connect with them. And then I ideally connect in a regular basis and help them as best I can, and learn from them as best I can.   0:01:03.0 AS: Yep.   0:01:03.2 BB: So, for those who are thinking about it, they keep hearing you say, "Hey, you know how to reach Bill? Find him on LinkedIn." So, a reminder for those who are waiting for a nudge, here's a nudge. So, "Worse than a thief" is an expression that Dr. Taguchi used when he say, Andrew, "Don't be worse than a thief." And we'll get to that, but let me just give our audience some context on that.   0:01:37.8 AS: Yep.   0:01:39.0 BB: Dr. Taguchi would say... And actually, I don't know if Dr. Taguchi explained it. Someone explained it to me this way. He said a thief could be someone who steals your wallet, finds $20; which means they're up 20, you're down 20; which people refer to as "zero sum gain." Right? So, the thief's gain is my loss, zero sum. What could be worse than that? Well, "worse than a thief" would be a situation where what someone gains is nothing compared to what I lose. A simple example is, [chuckle] I'm not the only one who does this, but if I'm going to the supermarket and I get out of the car and I see a nail in the parking lot or a piece of glass in the parking lot on my way in. So, I'm not talking about walking all around the parking lot. I'm talking about if on my way into the store I see a nail, something that could puncture a foot, a tire, and I spend a few seconds to pick it up, throw it in the trash can right by the door, then my theory is the reason I do that, the reason others do that, is the belief that that little bit of time that I am spending doing that could potentially save someone far more than the few seconds it took me.   0:03:20.9 BB: Well, "worse than a thief" would be, I see that broken bottle, let's say a bunch of shards of glass. And having worked at my father's gas station, I've seen... A nail on a tire is one thing. Nail creates a puncture. A piece of glass in a tire creates a fracture. A piece of glass can destroy a tire 'cause you get a crack and it spreads, and that's hard to repair. A puncture with a nail, yeah, it's inconvenient, but that doesn't destroy the tire. So, I'm overly sensitive when I see pieces of glass in a parking lot, that that could ruin a tire.   0:04:04.8 AS: And ruin a day.   0:04:06.2 BB: Ruin a day, oh yeah. And so the idea is that for someone to not take the time, and the time they save cost you more than they saved, that's worse than a thief.   0:04:19.8 AS: Right.   0:04:20.0 BB: So, if I meet a set of requirements, leave the bowling ball in the doorway, deliver minimally, but in the world of acceptability, what do we call that, Andrew? It's good.   0:04:35.3 AS: It's good.   0:04:36.0 BB: Right? It's good. It's just within requirements, but good.   0:04:41.8 AS: It's not beyond looking good.   0:04:43.9 BB: And forget about beyond looking good; this is looking good. So, I leave the bowling ball in the doorway. I deliver to you the absolute minimum, which is still good. So, your response to that, Andrew, is, "Thank you, Bill." [chuckle]   0:05:00.0 AS: Yeah.   0:05:00.1 BB: And I'm not saying you know what I did, but let's say the situation where I am unaware of the loss function. I'm unaware that what I'm doing is make making your life worse.   0:05:12.2 AS: Right.   0:05:13.3 BB: But the idea is that my shortcut to deliver the D minus; D minus, minus, minus, minus, minus. 'Cause that's still not an F. What Taguchi is talking about is that the amount of resources I save, may be a fraction of what it cost you in terms of extra effort to use it. So, my savings of an hour, a minute, a second causing you far more than I saved, is worse than a thief. But in the world of acceptability, there is no such thing. In the world of acceptability, a little bit within requirements on the low side, a little bit within requirements on the high side, it's all the same. Again, there may be a situation where if you're putting a shelf on a piece of wood on a wall as a shelf and it's a little bit longer, a little bit long on either side, that may not have an impact; may not be touching anything on either side. It doesn't have to fit in.   0:06:25.9 BB: Now, this past weekend, our son and I were installing a new floor at our daughter's condo, and we wanted the pieces to fit in-between other pieces and this laminate floor which is a [chuckle] lot of work. Our son is turning into quite the artist when it comes to woodworking and things. But it's very precise getting things just right, just right, just right. And that attention to detail, that attention to making sure the gaps are just right, minding the gap and not the part. And there were pieces of this floor that he was trying to install. And it was driving him nuts, and finally... He's trying to figure it out and he finally figured it out what was going on. 'Cause he wanted that floor and the spacing between not just to meet requirements [chuckle] not that our daughter gave him and set the requirement, but he wanted the floor in those gaps to be invisible. He wanted things to... Right? He had a higher level, a higher standard.   0:07:25.3 BB: Now, this is the same kid who when he was 13 left the bowling ball in the doorway. But I would've done that. You would've done that. So, anyway, that's the difference between... Another reminder of, one, the difference between acceptability and desirability. But to add to this idea of "worse than a thief," embedded in the concept of desirability is not to be worse than a thief, is to understand the consequences of your action on others, and the amount of time and your decision on how you deliver it and how you meet the requirements. The idea is that, the less time you take in order to save at your end might be causing the person downstream in your organization more than you're saving.   0:08:22.8 AS: In other words, something small, you could adjust something small that would have a huge impact down the line, and you just didn't... You don't know about it.   0:08:32.2 BB: Again, that's why I go back to the nail in the parking lot. To not pick up the nail could cause someone so much more than the few seconds you didn't spend. But again, that could be...   [overlapping conversation]   0:08:44.0 AS: And one of the things that makes it easier or better for a working environment is you know your downstream.   0:08:51.8 BB: Yes.   0:08:51.8 AS: When you're walking in the parking lot, you don't know your downstream; it's just anybody generally, and hopefully I've stopped something from happening here, but you're never gonna know and all that. But with a business, you know your downstream, you know your upstream, and that communication can produce a really, really exciting result because you can see it and feel it.   0:09:11.8 BB: Well, and thank you for bringing that up, because I've got notes from... Since the last time we met, I keep a file for the next sessions we're gonna do. And so as things, ideas come up from people that I'm meeting on LinkedIn or elsewhere, then I, "Oh, let me throw that in." And so I throw it into a Word file for the next time. And so somewhere, I can't remember who, but since the last time we spoke, someone shared with me... Hold on, let me find it here. Okay. In their organization, they do staff rotation. They move people around in their organization. And the question had to do with, "Isn't that what Dr. Deming would promote? Is having people move around the organization?" And I said... Hold on, I gotta sneeze. I said, "Well, if I am the person that makes the parts that you have to assemble, and I make them just within requirements unaware of the downstream impact... " I don't know where they are within the requirements, let's say.   0:10:30.0 BB: All I know is that they're acceptable. I machine it, I measure it, the inspection says it's good, I don't know where within it's good. I don't know. So, I'm unaware. All I know is that it met the requirements. And I hand off to you on a regular basis, and then the boss comes along and says, "Bill, I wanna have you go do Andrew's job." So, now, I'm on the receiving end. And maybe you are upstream doing what I used to do. And you are likewise unaware that... You don't know that you're delivering acceptability. All you know is all the parts you deliver are good. You're trained the same way I'm trained, I'm doing your job. Does that change anything? [chuckle] If I take on your job and let's say, banging it together, whereas the week before you were banging it together, does that rotation create the conversation?   0:11:27.2 AS: So, you're saying rotation for the sake of rotation is not necessarily valuable if in fact, what could be more value is just the two of us sitting down and saying, "So what i

    44 分钟

  3. 2024/12/18

    Define the Problem: Path for Improvement (Part 5)

    Before you start solving a problem, you need to know what, precisely, you're trying to solve. In this episode, John Dues and Andrew Stotz talk about how to figure out the problem on which you will focus your team's efforts. TRANSCRIPT 0:00:02.2 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. The topic for today is, Define The Problem. John, take it away.   0:00:22.9 John Dues: Hey, Andrew. It's good to be back. Yeah. So, we've been going through this improvement model just as a refresher. Two episodes ago we looked at the three phases of performance measurement, research, accountability, and improvement. That was an important frame at the start of this process. And then in the last episode we discussed how we made sure in that first step of the model, we step back and see our system, see the full system in which we work. And I showed you some improvement tools that we use to visualize the improvement team or the group's thinking for each of a set of guiding questions. So, we looked at a system flow chart and that sort of said to us, within our system, kind of saw how things flow into the system, the things that we do, and then the outputs, and the questions there were, what's the largest system to improve on and what's the aim of that system? And then we took a look at an affinity diagram, and we used that just to answer the question, what are the opportunities for improvement within the target system? And then we used this tool called an interrelationship digraph, where we prioritize basically the various opportunities for improvement. And then it's been through this model that everybody can see these four steps that we're talking...   0:01:57.7 AS: Well, for the listeners, they may not be able to see, but for the viewers, yeah.   0:02:01.7 JD: For the listeners, they can't see it. But the model that we've been talking through, for sure, we've been working through this four-step improvement model, and we've spent most of our time on step one, which is set the challenge and direction. And we'll remain here at this point in the process today as well. And then later on in the series, we'll go on to the subsequent steps. So step two, grasp the current condition. Step three, establish your next target condition. Step four, experiment to overcome obstacles. And some of the first episodes in the series, we talked through just a high level overview of each of those things. And then we've also said that we wanna do all of these steps with a team that's made up of somebody that has Profound Knowledge, some number of people that have the authority to work or change or redesign the system, and in some number of people that are working in the system.   0:02:57.3 JD: So that's just kind of a refresher for those that have been following along. And again, in step one of this model, this is where we're at right now, we ask, where do we wanna be in the long run? And so we're really thinking about a longer range goal that will differentiate us from other organizations. So in our case, schools. And it seems nearly impossible at the outset. We've said that. And we've also talked about what's the right time period for this challenge or direction to be set for, in terms of out in the horizon? Then what I said was, somewhere in the neighborhood of six months to three years, sort of anything less than six months, it's just too fast to put the team together and really dive in and do the work that you need to do. Anything beyond three years, it just seems so far that, you now, things can kind of get away from you if you set the vision out that far.   0:03:48.8 JD: Not that it's impossible, but six months to three years seems to be a sweet spot in my perspective. And then I gave this example, we're working on this chronic absenteeism problem. Chronic absenteeism is when a student in a K-12 school is absent for more than 10% of the school year, and coming out of the pandemic, we've talked about a very high number of kids across the country in the United States are chronically absent. And in our particular system, like a lot of high poverty systems, those numbers are particularly stark. So over the last few years since the pandemic, the chronic absenteeism rate in our school system has been hovering right around 50%.   0:04:34.3 AS: It's just so incredible, every time I hear you say that, I just can't believe that.   0:04:38.3 JD: It is incredible, incredible. And we're trying to get that down, that number down to 5%. So it'd be a huge...   0:04:44.0 AS: Which is also an incredible stretch goal.   0:04:47.3 JD: Incredible stretch goal. Seems almost impossible. That's sort of how we've framed things in our school system.   0:04:54.4 AS: So let's stop there just for a second, because I think for the listeners and the viewers, what's your long range? Let's take three years. What is your three-year goal that is nearly impossible? Where do you wanna be? Yeah, I liked it the way, you know, the diagram that you're showing is kind of a mountain, and so why not think, what mountain do you wanna plant your flag on three years from now? And that really is what you're describing, what you guys are focused on is a very challenging goal, but for the listener and the viewer, what's yours?   0:05:31.4 JD: Yeah. Yeah, that's a great point. Yeah, I mean, I think encouraging people to think through how they would step through this process, how they would frame goals within the system that they're working in, I think that's a really important sort of thought process to be going through as you're listening to, at least to our approach.   0:05:49.8 AS: Yep.   0:05:51.1 JD: So at this stage in the process, like I said, we've stepped back. We have this sort of long term goal. We've mapped out our system, we've talked about some opportunities for improvement and prioritize those. So at this stage in the process, the next thing we're gonna do is we're gonna define the problem. We know we have an issue with chronic absenteeism, but we don't necessarily know what the specific problem is that we're going to work on. So they're, like, with See the System, and we had a set of guiding questions, similarly, we have a set of guiding questions that we're asking at this step in the process to find the problem.   0:06:32.1 JD: So the one that we're gonna focus on today is how is the project being funneled from a general to a more specific problem? So again, we've got this general problem area, chronic absenteeism. Some other guiding questions that we'll tackle later, what's the precise problem statement? What are key operational definitions, concepts that we're gonna measure? Who will benefit the most from the improvement effort? What are their needs? And then what's the vision for excellence? So those are all the things that we're tackling in this stage that we're calling Define the Problem. But we're gonna focus just on this one question today, how is the project being funneled from a general to a more specific problem?   0:07:19.1 JD: So, in our case, and we talked about this last time, by this point we've formed an improvement team. So we have an actual group of about 10 people cross-disciplinary, meaning different roles that are, and they're coming from different parts of our system, different departments, all four of our campuses are represented. So this is the improvement team that we've formed to work on this particular problem. And really what we're trying to do in this step is show the importance of this particular attempted improvement. And we're trying to paint a picture for everybody else that's not on the team why energy should be spent here instead of elsewhere. Because there's gonna have to be resources both obviously in people, money, whatever, deployed as a part of this effort. And we have any number of problems like most school systems...   [laughter]   0:08:19.7 JD: That we could focus on. And so we have to really paint the case for why we're gonna focus on chronic absenteeism.   0:08:27.3 AS: I have to tell you a story, John. When I was, I don't know, 10 years ago I went to visit my first boss who was so successful that he bought a piece of land in New Zealand, and it was a farm. And it was 250 square kilometers. So I went to visit him and he had a little house on this big farm, and it had all these mountains. And he looked at me and said, what mountain do you want to climb today? And I said, "That one." And so we climbed up that one, and I was there for five days and we had to take a break in between, 'cause it's pretty exhausting climbing up one of these mountains, but there was endless mountains, and you can't climb 'em all.   0:09:03.2 JD: Yeah.   0:09:03.7 AS: And you only have limited time, and you only have limited energy. So what mountain are you gonna climb? And I think part of what you're talking about, showing the importance of spending the energy here is that, you know, hey, this is a very hard challenge that we want to get to, and we have to explain that we cannot climb two of these mountains at the same time, and we cannot climb all of these mountains over a period of time. We have to really be able to focus and make the argument of why we're planting our flag on that particular mountain.   0:09:35.5 JD: Yeah, absolutely. Absolutely. And in terms of the team, one of the things we talked about last week was that, or last episode is that, one of the ways that we use this set of guiding questions for each step in the process is, we're tagging that guiding question to a tool that we use to visualize the group's thinking. So again, we're funneling from this sort of general problem, this mountain to climb to a more specific mounta

    29 分钟

  4. 2024/12/09

    Beyond Looking Good: Misunderstanding Quality (Part 8)

    In this episode, Bill Bellows and Andrew Stotz dive further into acceptability versus desirability in the quality world. Is it enough that something is "good" - meets requirements - or do you need to focus on degrees of "good"? How can you tell the difference? TRANSCRIPT 0:00:02.5 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we dive deeper into the teachings of Dr. W Edwards Deming. Today, I'm continuing my discussion with Bill Bellows, who has spent 31 years helping people apply Dr. Deming's ideas to become aware of how their thinking is holding them back from their biggest opportunities. Episode, today is episode eight, Beyond Looking Good. Bill, take it away.   0:00:25.4 Bill Bellows: Hi, Andrew. How are you doing?   0:00:29.1 AS: Beyond looking good. So beyond my good looks, that's what you're saying. Okay.   0:00:33.6 BB: No, but it's funny, this beyond looking good and so I could say, Andrew, how you feeling? Oh, I'm feeling good. Right? I'm feeling good. So we have this, and that's part of why I think is funny is how are things? Things are good, things are good.   0:00:49.3 AS: Looking good.   0:00:51.0 BB: And that's what I find is, I mean, and it's not that people are necessarily honest, but when somebody says how was your day? Good. Or it could be the extreme other, and we won't use any foul language, but it's like, but I find it's just a very common, how are you feeling? Oh, I'm feeling good. Or I could say, great, which is better than good. So anyway, so I'm gonna pick up on, well first say that a heavy focus of this series, Misunderstanding Quality, is for you, quality professionals out there around the world that are excited by Deming's work, learning about Deming's work, trying to bring Dr. Deming's ideas to your organization in your quality function.   0:01:41.6 BB: Or it could be, you're elsewhere in the organization and you believe that...you're inspired to realize that there's something about how quality is managed in your organization, whether you're in design or manufacturing, which is inhibiting what you might want otherwise to do. And what I'm hoping is that the examples and concepts presented here can help you, one, absorb the ideas yourself, begin to absorb them, eventually explain them to people at work. At least once a month I'm contacted by someone listening to the podcast who says, hey, they wanna connect with me on LinkedIn, and then quite often I reach out to them and ideally end up in a conversation with them to find out more about what they're trying to do.   0:02:38.7 BB: But what I'm hoping is that this fundamental information, knowledge, wisdom is useful to you and personally learning, but then depending on what you wanna do with it, you have to engage others. And that's why I've been encouraging, and this is what I do with people I mentor, is you have to develop the ability to explain it to others. 'Cause you can't be the only one talking about these differences. You're gonna drive your coworkers nuts. You might get in a jam where somebody's confused by what you're trying to do, and you need help, or you need help in implementation, help in explaining.   0:03:17.6 BB: So I'm gonna go back to acceptability and desirability. And I was in the Finland, the Netherlands and the Sweden about a month ago with friends in each of those countries. And what came up was, again, this acceptability/desirability and that contrast. So acceptability again, as a reminder is, there's no need to know where we are within the requirements. It is absolutely good. All we know is that it meets requirements for whatever the requirements are. It is you're comfortable with good versus bad. I was talking with somebody, some clients today and we were talking about, pass versus fail. And I said, 'cause it's really a pass. Acceptability is a pass-fail system. And what does passing mean?   0:04:17.5 BB: Passing means not failing. It's like, years ago when I was a summer student working for this jet engine company in Connecticut and got together for beers one Friday night with a couple of the executives, and there were a couple of us summer interns there with these directors. Yeah. Senior directors. And one of the senior directors says to us, says, so what's the difference between business and crime? And we're like, this and this and this and this. And I don't know what our answers were, but we. And finally one of them said, no, no, no, no, no, no. He said, the basic difference is crime's illegal.   0:05:03.0 BB: So you end up with what is bad, what is bad is what's not good. And what is good, good is what's not bad. And so what is passing? Passing is not failing. And so when I was explaining to somebody today I was asking him, what's the letter grade? What letter grade? In fact, I asked a very senior NASA executive this question once. What letter grade do they expect for everything they buy that put into their missions? And he said, A plus. And I said, A plus is not the requirement. He said, what's the requirement? I said, D minus. And he is like, nah, it's not D minus. I said, your procurement system is based on things being good or things being bad. He said, yep.   0:05:45.7 BB: I said, well, what is good but passing? Right. Good is not... Good is... To be good is to not be bad, to pass is to not fail. What is crime? What is crime is what's illegal versus legal. It's one or the other. We talked once on the previous podcast about Kepner-Tregoe problem solving, decision making. And part of decision making I mentioned is you come up with a bunch of characteristics of a decision. You're buying a house and you want it to be one story, three bedrooms, two bathrooms, whatever it is. And you put down all the requirements and then you ask for each of those requirements. Is it a must or a want? And a must is yes or no. It has it or it doesn't. So it must have three bedrooms, must be one story. The must could be must be under a million dollars or whatever the number is.   0:06:53.5 BB: And then you get into, well, is that really a must or is that a high weighted want? For our daughter, Allison, I remember taking her out to buy a bike for her birthday one year and she said, well, how much can we spend? And I said, $200. So, what did she say, Andrew? "What if it's 201?" Well, then you get into, well, is that a must or a high weighted want? You know what I say? Depends on how much money's in your wallet. If you don't have $201, it is a must if you're...   0:07:34.7 AS: I thought she was gonna say, if I can get it for 150, can I keep the 50 bucks?   0:07:41.3 BB: But that's it. So acceptability is like treating it as a must. It is absolute. It has to be three bedrooms. And then what is desirability? Desirability is the lower the cost, the better, the higher the performance, the better. And so acceptability is absolute, it is good versus bad. Desirability there's relativeness. And the next thing I wanna say is why should we be interested in desirability? Which also based on what we've talked about before, is to be appreciative of desirability in regard to the Dr. Deming's Red Bead Experiment. Deming Red Bead Experiment, we had red beads and white beads the customer wanted white beads. And then one of the things we looked at was, if all the red beads are gone, can we still improve?   0:08:46.1 BB: And then people would say, well, we can make the white beads faster, we can make them cheaper, but can we make the white beads better? And the huge blind spot and asking that question to audiences on a regular basis is, they get stuck. Well, then we got into, well, what if there's variation in the white beads? So part of desirability is that there's variation in good. And that allows us to go beyond just being good to better. But what is better than? Well, better than is, I mean, what would be better for the organization would be a better appreciation of the white bead variation. One, could prevent red beads from happening in the first place. And so why do we have a gas gauge that goes anywhere from E to full? It allows us to watch the gauge go down and go down and go down.   0:09:39.7 BB: What does that? It's watching variation in good and then getting gas before it runs out. So if we use a run chart and monitor vacuum level in a braze oven if we're monitoring something on a variable way, not just saying it's good or it's bad, that allows us to see trouble coming before it happens. We could use that information to create a control chart and go one step further. And so relative to a given characteristic, what we're doing is trying to prevent non-conformances, trying to prevent bad from happening by monitoring what is good. What we can also do and what I shared is with appreciation of Dr. Taguchi's insights, the idea that the closer we are to that ideal value so when we're at home cutting the piece of wood really close to that line, why do we do that?   0:10:33.7 BB: Because at home we have to get those pieces of wood together and they're not quite square or straight, then that's extra work over there. So those are two aspects of the value proposition for desirability. And then I wanted to mention is, our son is a handyman and a pet sitter. And he is self-employed in both. And the handyman stuff involves and sometimes it involves woodworking. And recently he's doing some work in our house and some really cool stuff. So he experiments in our house, which is great for us. He also experiments in our daughter's condo. So there's great opportunities for him to practice doing something. So he was cutting some long pieces of wood and they weren't, he was very frustrated. They weren't coming out straight. So we called a friend who's a master craftsman over, and he gave us both a lesson on how to, how desirability, how to get a really straight cut, not just anywhere within spec, but you need a really straight cut so they fit together well.   0:11:38.6 BB: Well,

    30 分钟

  5. 2024/12/04

    See the System: Path for Improvement (Part 4)

    Before you jump into tools and solutions, you need to take a step back. In this episode, John Dues and Andrew Stotz discuss the four questions you need to ask in order to make the system you want to work on visible, and decide on a direction. TRANSCRIPT 0:00:02.5 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today I am continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. And the topic for today is, what is the topic for today, John?   0:00:25.4 John Dues: See the System.   0:00:27.3 AS: All right. Well, why don't you take it away?   0:00:30.3 JD: All right. Great. Yeah, it's good to be back. Yeah, just as a quick refresher for people following along in the series, so two episodes ago we briefly talked about the importance of framing the challenge as an improvement goal. And then last episode, if you remember, we went deeper into those three sort of faces of performance measurement. There was research, there was accountability, and then there was improvement. And if you remember, you took the avocado quiz and you got 100% on that quiz. But the whole purpose of sort of taking that time to dive into those three different types of measurement or three different types of goals was this idea that problems arise when measures aren't used for their intended purpose. And what we talked about was, if you're gonna do a research goal, then, you know, the basic goal for research is to contribute to the knowledge base.   0:01:32.4 JD: And for accountability, the purpose of the goal is to determine the application of rewards and sanctions. And then for improvement, the goal is to learn our way to a system that produces a higher level of performance. And basically, at the end of that sort of episode, we established that the challenge or direction should be framed as an improvement goal, in my opinion, and not as an accountability goal, not as a research goal. And then we have this model that we've been working through which is up on the screen for those that are also watching the podcast, and it's this four-step improvement model. So we've outlined these steps. So step one is to set the direction or challenge. That's what's gonna be your improvement goal, not your accountability goal.   0:02:28.7 JD: Step two is to grasp the current condition or conditions on the ground where you are in your organization. Step three is to establish the next target condition. Step four is to experiment, overcome obstacles in the way of meeting that next target condition on the way to that ultimate goal or that direction or challenge that you've set for your organization. And then we've said multiple times that all of the steps are done with this team that's including those working in the system, those with the authority to work on the system, and then someone that has this System of Profound Knowledge lens. That's sort of a quick recap. And so what I thought we could do today is to sort of go back to, actually to step one.   0:03:16.8 JD: So we've gotten an overview of it, and talk about some other things to think about when you're on this particular step. And if you remember in step one of the model, what we're asking is, where do we want to be in the long run? Or what do we as a team or as an organization, what do we wanna accomplish? And we've talked about that this is this longer range goal, and it's a big goal. It may seem even impossible or nearly impossible at the outset, but if we achieve it, what we're saying is this thing, whatever it is, is really gonna differentiate us from other organizations, from other schools in our case, or you know, it could be differentiating you from other businesses or other hospitals or whatever the thing is that you're working in.   0:04:07.9 JD: We said this challenge or direction typically has this sort of lon

    34 分钟

  6. 2024/11/11

    Frame the Challenge: Path for Improvement (Part 3)

    John Dues and Andrew Stotz are diving deeper into the improvement model that John is building with his team. In this episode, learn the three ways to think about an improvement frame for your big challenge.  TRANSCRIPT 0:00:02.6 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. And the topic for today is Frame the Challenge. John, take it away.   0:00:23.6 John Dues: Hey Andrew, it's good to be back. Yeah, we're gonna talk about Framing the Challenge today. We kicked off a new series a couple of episodes ago. I introduced this improvement model that we can use to set ambitious goals backed with this sound methodology. Make this disclaimer again, we're sort of building the plane while we are flying it. So this improvement model is new at United Schools where I work. And so again, we're actually letting listeners sort of see it as it's being built and first put to use. And so I think just starting out with a quick recap of the model is a good place to start. So what is this improvement model that we've been looking at? I'll pull up my screen so we can share a visual of the model for those that are watching. Right. Can you see that all right?   0:01:21.2 AS: Yep.   0:01:21.3 JD: Great. Give me one second. All right. So we have this improvement model. Basically the core idea of the model is it gives us the scientific way of thinking. And remember, we talked about we're working to close this gap between current conditions in our organizations and future aspirations. In order to close this gap, we're walking through the four steps on the model. So first, we set the challenge of direction. That's really where we focused our time last episode. The second step is to grasp the current condition. The third step is to establish the next target condition. And then the fourth step is to experiment to overcome obstacles. And that's where we spend most of our time in this four-step process. And then the other thing we've talked about is we do it with this team. The people working in the system, that's one part of the system, one part of the team.   0:02:19.8 JD: And we've talked about this in our case. This can be students, it can be teachers, whoever the frontline people are in your organization. Then there's those with the authority to work on the system, to make changes to the design or the architecture of the system. That could be a teacher in a classroom, or we've said the principal of a school, or maybe the superintendent of a system of schools. And then one of the innovations that we've made to this improvement model is that that third group or that third person on the team is someone that has Profound Knowledge, someone that's using Deming's principles to guide the work. So that's the basic model that we looked at in the first episode and...   0:03:11.8 AS: And I would just highlight... By the way, can you put it on slideshow?   0:03:15.3 JD: Sure.   0:03:15.4 AS: And I've been reading Mike Rother's book, rereading his book on Toyota Kata and stuff. And so this has really got me back to it. But what you're doing is applying this and helping us understand it as you're putting it into action at your school, right?   0:03:35.0 JD: Yeah, we've had an improvement model. And I think... Yeah, so like it says down in the right hand corner, that this model, it's based on Mike Rother's work, the Toyota Kata work. I think one thing that was missing from our model previously was like, how do you set this challenge or direction? How do you do that in an ambitious but reasonable way? And I think Mike Rother's sort of model speaks to this. So that's why I like his four-step model. I also like the four steps because it's pretty simple. It's not 15 steps. It's not 20 steps. It's f

    34 分钟

  7. 2024/11/04

    Paradigms of Variation: Misunderstanding Quality (Part 7)

    In this episode, Bill Bellows and Andrew Stotz explore the intersection of variation and quality through awareness of the "Paradigms of Variation.” In a progression from acceptability to desirability, Bill created this 4-part model to offer economic insights for differentiating “Zero Defect” quality from “Loss Function" quality," with the aim of avoiding confusion between precision and accuracy when desirability is the choice.   Learn how to decide which paradigm your quality management system fits into! TRANSCRIPT 0:00:02.5 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today I'm continuing my discussion with Bill Bellows, who has spent 31 years helping people apply Dr. Deming's ideas to become aware of how their thinking is holding them back from their biggest opportunities. This is episode 7, The Paradigms of Variation. Bill, take it away.   0:00:30.3 Bill Bellows: Thank you, Andrew, and welcome to our listeners, as well as viewers, if you have access to the viewing version. Yeah, so I went back and listened to Episode 6. I'm going out bike riding 2-3 hours a day, so I listened to the podcast, listened to other things, stop and write down. Let me go write that down. And, so, we're going to pick up today on some major themes. And, what I keep coming back to is, is I think the difference between acceptability and desirability is the difference between how most companies operate and how a company inspired by Dr. Deming would operate.   0:01:29.3 BB: And, I just think of, if there was no difference between the two, then... Well, lemme even back up. I mentioned last time we were talking about why my wife and I buy Toyotas. And, yes, we've had one terrible buy, which I continue to talk about. [laughter] And, it's fun because it's just a reminder that even a company like Toyota can deliver a really lousy product, which we were unfortunate to have purchased. And, we're not the only ones that, and they've rebounded and they've apologized, they've had issues. There's no doubt about that. They have issues, but they have notably been inspired by Dr. Deming.   0:02:30.6 BB: The one thing I brought up last time was relative on this thinking of acceptability, desirability, where acceptability is looking at things and saying it's a quality system of good and bad. It's acceptable, which is good and unacceptable is not good. And, that's how most organizations view quality. Again, the focus of this series is Misunderstanding Quality. Our previous series was broadly looking at implications for Dr. Deming's ideas. And, here our focus is quality. And, so what I'm trying to get across here is quality management, traditional quality management.   0:03:17.4 BB: In most organizations, in all organizations I've ever interacted with is acceptability basis, good parts and bad parts. It's a measurement system of it meets requirements, we ship it, if it meets requirements, we buy it. And, I'm not saying there's anything wrong with that, but I don't think a system focused on acceptability can explain... To me, it does not explain the incredible reliability I have personally experienced in Toyota products.   0:03:46.9 BB: Now, I'm working with a graduate student and I wanna pursue that as a research topic in the spring, 'cause for all I know, the reliability of components in all cars has improved. I don't know if it's, I only by Toyota, 'cause so this woman I've met recently and I'm mentoring her and we're working on a research project. And, I thought recently, I'd like... And, I'm not sure how to do this, but I just know, I think I've mentioned I worked at my father's gas station back in the '70s and I remember replacing water pumps and alternators and all this stuff. This was before Japanese cars were everywhere. There were Japanese cars, but not like you see today.   0:04:33.3 BB: And, so I'm just used to all those components being routinely replaced

    37 分钟

  8. 2024/10/28

    Myth of Tech Omnipotence: Boosting Lean with Deming (Part 6)

    Many companies strive to automate by using more technology and fewer humans. But does their productivity really improve? Does it keep them agile? In this episode, Jacob Stoller and Andrew Stotz share stories of companies that improve productivity because they focus on processes instead of tech alone. TRANSCRIPT 0:00:02.3 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we dive deeper into the teachings of Dr. W. Edwards Deming. Today, I continue my conversation with Jacob Stoller, Shingo Prize-winning author of The Lean CEO and Productivity Reimagined, which explores applying Lean and Deming management principles at the enterprise level. The topic for today is myth number five, the Myth of Tech Omnipotence. Jacob, take it away.   0:00:29.8 Jacob Stoller: Great, Andrew. Thanks. Great to be here again. Yeah. Tech omnipotence. Well, it's quite a myth. We sort of worship technology. We have for a long time, and we tend to think it can solve all our problems, and sometimes we get a little too optimistic about it. What I wanna talk about is in the context of companies adopting technology and go through some of the stories about that and how that relates to productivity. Really, the myth of tech omnipotence is kind of like a corollary to the the myth of segmented success. In other words, people have believed that you can take a chunk of a company. Now we'll take Dr. Deming's pyramid, and we take a chunk out of that and say, oh, well, that fits so and so in the org chart, let's automate that.   0:01:28.1 JS: And they don't consider what happens to the rest of the organization. It's just this idea that you can superimpose automation. So this has a long checkered history. And the way technology gets justified in organizations is generally what it's been, is reducing headcount. And I used to work in a tech firm, and we used to do this. We would do these studies, not really a study, but you do a questionnaire and you figure out if we adopt this, if we automate this workflow, let's just say, I don't know, it's accounts payable. So you automate accounts payable and you say, well, you got so many people involved, we think we could cut this by three people or something like that. So that becomes your business case. Now, they had categories in these little questionnaires where you would try to get other benefits from the technology, but they tended to be what they call soft benefits.   0:02:35.4 JS: And you know what that word means. Soft benefits means, well, okay, nice to have, but it's not going to get budget money or it's not gonna get approved. So anyway that's really been the kind of standard way of getting tech projects justified. And that goes through pretty much any industry. So what would happen is people adopt these technologies without looking at the whole system. And guess what? You put the software in, you start to implement it, and you run into problems. Doesn't quite work. Doesn't work the way it was supposed to. And so the tech people tended and still do tend to blame the company. They say, well, they had user problems. Users weren't really adjusting to it. These people are sort of way behind. We're a tech company. We've automated the same process for 50 different companies, we know what's good for them. We have to educate them, but they don't seem to want to be educated. So that was kind of the way it was. And I'll give you an extreme example. I did some freelance work for research firm, and one of the studies I worked on, I'm not making this up, it was called Aligning the Business with IT. So it was trying to get people to smarten up with their business and align it to what the smart people are doing with IT. So that's how extreme that kind of feeling was.   0:04:17.3 AS: As opposed to maybe aligning with the customer or something like that.   0:04:21.1 JS: Well, yeah, wouldn't that be crazy? Or how about aligning IT with the business? Finding out what the business wants. So anyway, that whole

    31 分钟
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Interviews with members of The Deming Institute community, including industry leaders, practitioners, educators, Deming family members and others who share their stories of transformation and success through the innovative management and quality theories of Dr. W. Edwards Deming.

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  • 创作者
    The Deming Institute
  • 活跃年份
    2014年 - 2025年
  • 单集
    167
  • 分级
    儿童适宜
  • 版权
    © The W. Edwards Deming Institute
  • 节目网站
    In Their Own Words

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