TOC Tools for Mentors Day 1

1. TOC Tools for MentorsDay 1 A Workshop for MEC/QCC Faculty and FYP Advisors July 12-14, 2011 Janice F. Cerveny, Ph.D. (CervenyJ@fau.edu) 561-297-0052 Florida Atlantic University – College of Business Boca Raton, FL 33431 TOC Tools for Mentors Workshop, July 12-14, 2011

2. Plan of Attack Day 1 • Introductions and Warm-Up Exercise • COR 100… (the many) Issues and Concerns of Faculty/Advisors vs. Students • Tool: Affinity Charts • Other Uses • Cause & Effect: a powerful tool to critical thinking • “How To”: Negative branches/assumptions and “facts of life” TOC Tools for Mentors Workshop, July 12-14, 2011

3. 30 Minutes Warm-Up • Common Denominators • Pair Up • Find something you both have in common that no other pair is likely to have (can’t be the “absence” of something) • Introduce selves and your “common denominator” discovery TOC Tools for Mentors Workshop, July 12-14, 2011

4. Introductions and Warm-Up • Debrief: • Other Uses? TOC Tools for Mentors Workshop, July 12-14, 2011

5. Plan of Attack Day 1 • Introductions and Warm-Up Exercise • COR 100… (the many) Issues and Concerns of Faculty/Advisors vs. Students • Tool: Affinity Charts • Other Uses • Cause & Effect: a powerful tool to critical thinking • “How To”: Negative branches/assumptions and “facts of life” TOC Tools for Mentors Workshop, July 12-14, 2011

6. COR 100 • Review and recap • Objectives • Learning Competencies • Topics/Content Areas • Learning and Activities Any concerns? TOC Tools for Mentors Workshop, July 12-14, 2011

7. Activity 1: Affinity Charts Objective:to create a clear, concise set of obstacles that must be overcome to ensure COR 100 is delivered, supported and completed successfully. Process: • Display the focusing question • Brainstorm responses • Organize the ideas • Create “Headers” TOC Tools for Mentors Workshop, July 12-14, 2011

8. Step 1: the Focusing Question Having reviewed the objectives, expected learning competencies, topics/content areas and learning activities – what are the likely concerns, challenges or obstacles do YOU see for • Advisors/Mentors (Group 1) • Faculty Deliverers (Group 2) • Students (Group 3) TOC Tools for Mentors Workshop, July 12-14, 2011

9. Step 2: Brainstorm Responses Some “rules” re: responses • Try to ensure responses are 4-7 word phrases or sentences [verb and a deliverable (noun)] • NO compound sentences (i.e. do not use the words “AND” nor “OR”) • Write EACH response clearly on a separate Post-It TOC Tools for Mentors Workshop, July 12-14, 2011

10. Step 3: Organize the ideas Some “rules” for Organizing • Move tickets into clusters that for some reason seem to have something in common • Organizing should be done silently • Anyone may move any tickets but • No “ticket hogs” • No “wall hogs” • No blocking of access TOC Tools for Mentors Workshop, July 12-14, 2011

11. Step 4: Create Headers Some “rules” for Headers • Start with the smallest cluster. Read all of the ideas out loud. If there’s ONE Post-Itthat conveys the theme of the grouping well, designate it as the “header”, if not modify/create one that does so • Work up to the larger clusters • With large clusters, create sub-groups w/ headers then create “mega header” for the sub-groups TOC Tools for Mentors Workshop, July 12-14, 2011

12. Step 4: Create Headers • Some “rules” for Headers • Starting with the smallest cluster – review all ideas to see if there’s ONE ticket that conveys the theme correctly (VERB + DELIVERABLE) – or modify/create one that does so • Work your way up to the larger clusters • With the larger clusters, create a “mega header” then create sub-headers. • Sub-headers must follow same rules as above. TOC Tools for Mentors Workshop, July 12-14, 2011

13. 60 Minutes Activity 1: Affinity Charts Work Time TOC Tools for Mentors Workshop, July 12-14, 2011

14. Affinity Charts • Results • Group 1 • Group 2 • Group 3 • Tool Debrief • Other uses? TOC Tools for Mentors Workshop, July 12-14, 2011

15. Plan of Attack Day 1 • Introductions and Warm-Up Exercise • COR 100… (the many) Issues and Concerns of Faculty/Advisors vs. Students • Tool: Affinity Charts • Other Uses • Cause & Effect: a powerful tool to critical thinking • “How To”: Negative branches/assumptions and “facts of life” TOC Tools for Mentors Workshop, July 12-14, 2011

16. Intro to “Cause & Effect” THEN (effect) The idea What’s required to get this Desired Effect (DE)? IF (cause) THEN… (COB produces) Effective Managers AND Is this sufficient? IF One knows what to change One knows what to change TO One knows how to CAUSE the change TOC Tools for Mentors Workshop, July 12-14, 2011

17. The Power of Cause-Effect What’ if we have an Undesirable Effect (UDE) like this one? The power of the “logical AND” • With undesirable effects, the cause-effect shows that in order to address the problem, you need only to remove any ONE entry point. • With desired effects, the cause-effect shows what is sufficient to ensure these occur. FIRE AND O2 Fuel Spark TOC Tools for Mentors Workshop, July 12-14, 2011

18. Some terminology • Undesirable Effects (UDEs) • Desired Effects (DEs) • Categories of Legitimate Reservation (CLRs) • http://cecs.uttyler.edu/tcrippen/ENGR5331/CLR.pdf • http://www.goldratt-toc.eu/thinkingprocesses/tpdp/Appendix/CLR1to5.htm • “Facts of Life” and Assumptions TOC Tools for Mentors Workshop, July 12-14, 2011

19. General “how to” for cause and effect… Poor Cash Flow  Position UDEs that you feel CAUSE others in the lowest part of the diagram. UDE High Empl. Turnover UDE Company Loses Sales UDE Managers (who’re responsible for getting results from the workers) often exhort workers to “improve”!  Use the verbalization of “IF (lower entity) THEN (upper entity) BECAUSE… (to add entities for “sufficiency” Company has Poor Due Date Performance UDE Customers often don’t buy from companies w/ poor due date performance.  Check the logic…  Try (eventually) to find entering links (causes) to the bottom UDE TOC Tools for Mentors Workshop, July 12-14, 2011

20. Baby Steps and/or a Review • One of the easiest ways to learn how to do “cause–effect” is by constructing what are known as “negative branches” (twigs). • A “negative branch” enables you to evaluate the possible negative outcomes from an action, a proposal, a policy, or a procedural deviation and to determine ways to prevent and reduce the risks associated with them. TOC Tools for Mentors Workshop, July 12-14, 2011

21. Tool 1: Negative Branches (NBRs) Unintended Consequence Negative Effect Negative Effect Your Idea Indicators that you need to use the tool Process to construct it Communication process NBRs are used to evaluate and address the deficiencies of “half-baked ideas” that you or others are proposing NBRs can also be behaviors that you or others are exhibiting – or actions that you are contemplating TOC Tools for Mentors Workshop, July 12-14, 2011

22. Indicators that an NBR is required • You’re thinking • “No WAY”; Is this ‘guy nuts’, ‘for real?’, etc. • The others in the room remain silent– until the ‘presenter’ of the idea leaves • You say • “Let me think about it”, “go talk to___”, call my assistant and set up an appointment”, write it up and send it to me”… [Discounting] Whenever you see these signs, you have been presented with (or have proposed) a “Half-Baked Idea”. Examples? TOC Tools for Mentors Workshop, July 12-14, 2011

23. How to write an NBR Write the entity that is leading to the reservation at the bottom of the page Write the PUDE at the top of the page Read “If [entity], then [PUDE] because …” and write all statements that come after the word because Insert the statements in the NBR using cause-and-effect logic Check the logic by reading the NBR aloud TOC Tools for Mentors Workshop, July 12-14, 2011

24. The Negative Branch Reservation (NBR) Potential/Predicted UnDesirable Effect (PUDE) The NBR presents the cause-and-effect logic of why the Potential (or Predicted) Undesirable Effect (UDE) will result Backbone Elements: Only occur in the future as effects resulting from the entity Assumptions or facts of life that are currently true (needed for logical SUFFICIENCY or clarity. Entity TOC Tools for Mentors Workshop, July 12-14, 2011

25. Let’s Practice • Half-Baked Idea? “Students must take COR 100” • PUDEs? TOC Tools for Mentors Workshop, July 12-14, 2011

26. Some Practice Scenarios Break out into pairs. Discuss a couple examples of “half-baked ideas” about delivering or preparing to teach a COR 100 course or of common, counter-productive COR 100 student behaviors. Select one and briefly write-up/explain the scenario to the group. Prepare the “negative branch” (cause-effect diagram) using guidelines from slides 19 and 23. TOC Tools for Mentors Workshop, July 12-14, 2011

27. Using NBRs with your own ideas The negative branch does more than simply identify potential “land-mines”. The logic will help you identify ways to improve and prevent the negatives: • Look at entities BELOW where the branch turns negative. • Think of ways (i.e. additional things you can do or require) that will address or prevent one of those negatives from occurring. • These are often referred to as “injections” or solutions TOC Tools for Mentors Workshop, July 12-14, 2011

28. Using NBRs in mentoring/advising Use the communication process after you’ve been presented with a half-baked idea (and have created the NBR) Which is easier? To get others bought into a solution YOU provide (even if it is explained nicely)? OR Get others bought into a solution the OTHER PERSON develop (especially on his/her own)? TOC Tools for Mentors Workshop, July 12-14, 2011

29. Communicating for Buy-In Using the Negative Branch • Beforemeeting with the other person, make a list of the positives from the idea or proposed change and create the negative branch. • Startby stating the idea AND the positives. Check for interest. • Present the negative branch SLOWLY from the bottom up using the IF-AND-THEN verbalization. Use any explanations/examples for entities that seem confusing. • WAIT for the other side to offer solutions. • IF this is done and the solutions are sufficient to “trim” the negative branch - great! Get confirmation of details and ‘close’. • IF they trim only part but not all of the negative branches - point out any remaining untrimmed segments and wait again. TOC Tools for Mentors Workshop, July 12-14, 2011

30. Day 1 Close-Out Compare/finalize your duo’s negative branches with one other duo. Check how/whether all the negatives are addressed by the solution or Role Play the communication process. TOC Tools for Mentors Workshop, July 12-14, 2011

31. Plan of Attack Day 1 • Introductions and Warm-Up Exercise • COR 100… (the many) Issues and Concerns of Faculty/Advisors vs. Students • Tool: Affinity Charts • Other Uses • Cause & Effect: a powerful tool to critical thinking • “How To”: Negative branches/assumptions and “facts of life” TOC Tools for Mentors Workshop, July 12-14, 2011