Transcript Document

COMMUNITY TEAM +
Basic Principles of Systems Thinking
Sessions Will Cover
AM
- Double Loop Learning
- Back ground to systems thinking
- Difference between systems and
services
- Value and Failure Demand
- Taguchi Curve
- System Perspective
- System Purpose and Capability
- System Conditions
- Basic System theory and intervention
theory
- Basics about this next stage of the
intervention
PM
-
Waste
Normative Learning
Mapping Demand
Mapping flow
Set you a task
Can you give examples of typical performance problems?
Can you give me typical examples of how organisations resolve these
performance problems?
What are the logics that sit behind these actions?
Most of our management actions and system changes assume the system
is basically OK, we just need to motivate the people.
But what if it isn’t the people?
What I said to you at least some of it is caused by
the way the system is designed and managed?
What if I said to you at least 50% of it is caused by
the way the system is designed and managed?
What if I said to you at least 90% of it is caused by
the way the system is designed and managed?
So Why Don’t We See This?
‘Out of the Crisis’
Toyota Production System
What’s the Difference Between a Service and a System?
Chief Housing
Officer
Works
Manager
Supervisor
Supervisor
Tradesmen
Inspector
Receptionist
Service Level, AvHT
Diagnosis & SoR
Parts/material
Priority
Activity, Time, Cost
Prop. o/heads
Repairs as a System
Bonus
“Something’s broken…”
Target
Times,
Budget
“What’s going on!”
“It’s not fixed!” 65%
Repair
Call
Centre
Works
order
Supervisor
Cancel WO’s
favouritism
95% WO’s Reworked
Diagnosis,B
onus, Fix
Re-allocate
Argue
Access
40% fail
No. Jobs
Type of job
Tradesman
Materials
Delay
Distrust
Systems Thinking
All work waiting to be done, is work to do
Capacity = work + waste
'failure demand' - demand caused by a failure
to do something or do something right for the
customer and 'value demand' - what the call
centre exists to provide
Demands are requests for service by, or on behalf of,
the service user, including situational demands?
Why Does This Matter?
Taguchi Curve
£
Nominal Value
Nominal Values Reflect What Matters to Service Users
W
H
A
T
M
A
T
T
E
R
S
“I know you are busy,
but I matter”
“They rescheduled my
operation, they simply
don’t understand what
this means to me”
“The doctor kept getting
interrupted and asked
me the same question
three times. It’s a safety
concern”
“I am 85 and reading is
my life now”
“I’m waiting for an
appointment, but I’d like
to speak to someone
because I’m worried”
“I don’t mind when it is,
but because I work I
need to know”
“Until I get my
appointment date my
life is on hold”
“I don’t know what is
likely to happen”
“He is very sweet and
patient. He has saved
my sight and I’m very
happy. Halellulah!”
W
H
A
T
M
A
T
T
E
R
S
Outside In
• Break into groups of three or four and
examine the case study examples
• Try to get into the shoes of the service user
identify what matters to them
• Discuss the pros and cons
• Summarise in the words of the service user
what matters
• Suspend any thoughts about what usually
happens, or any judgement of what matters to
them
So What Are We Here For?
- Break into groups and spend 3 mins identifying what
the purpose of our system is. (This is one of those no right answer things, but think about
management preoccupations)
- Break into groups again and identify from your private life (you or someone
close to you) a memorable interaction with a public sector
organisation?
- What matters/mattered to you?
- What do you think the purpose of that system is?
So What Are We Here For?
What is the purpose of the system?
The purpose
of the system
is…..
When we study value
the existing
work we we
demand
seesee
thethe
de facto
real
purpose
Capability
When we consider performance against the
de-facto purpose, it tells one story
De Facto
Purpose.
When we consider performance against the
outside-in purpose, it can tell another story
Purpose from
outside-in.
Examples?
System Conditions
Why is doing better things difficult?
Break into groups again and identify examples of change projects,
or major changes that haven’t worked as well as intended.
“you cannot solve a problem with the same
thinking that caused it”
System conditions are things
that cause the system to
behave the way it does.
“Same
Things
Better”
Thinking
System
Performance
“Better
Things”
Traditional
Thinking
Top Down, hierarchy
Separated from work
Control
Reactive, projects, by plan
Extrinsic
Functional specialism
Outputs, targets, standards:
Relate to budget
Contractual
Contractual
Make #’s & manage people
Systems Thinking
Perspective
Decision making
Ethos
Change
Motivation
Design
Measurement
Outside In, system
Integrated with work
Learning
Adaptive, integral, emergent
Intrinsic
Demand, Value, Flow
Capability and variation:
Relate to purpose
Attitude to customers
What matters?
Attitude to suppliers
Co-operation, mutuality
Role of management
Act on the system
New Ethos
You need to help solve a problem called ‘learning how to build the new
model at scale’.
We’ve got to land that learning so it will require us to be creative
but also industrious.
Systems Thinking Intervention Approach
Unlearn
Dissonance
Learn
Resonance
This is a complex, system and we will need to
keep many plates spinning, so we need your help
to;
-
Work as a team
Bring your skills, but not your roles
Take responsibility for learning
Think outside the box (if there is a box in the
first place)
- Keep the pace up
Specific Redesign Roles
• Operational Lead – understand, capture and synthesise what is and isn’t
working, learn method and unblock problems, ‘sweeper’.
• Crystallisers – Land learning and turn into products
• Strategy – understand strategic implications and implications for roles,
work design and measures
• Team – to learn how to meet purpose at scale and develop value work
• Fort Holders – Keep business running as usual, promote smooth transition
to new model, assist in developing new model
Mapping Demand and Flow
‘Get Knowledge’
‘In god we trust others must bring data’
William Deming
Principle: Base decisions on knowledge.
Control V’s Learning Ethos
‘Processes should be
followed’
Chief Housing
Officer
‘What can we learn’’
Works
Manager
Supervisor
Supervisor
Tradesmen
Inhibits learning, problems hidden,
Knowledge diluted through hierarchy.
Inspector
Receptionist
Normative Learning
Mapping Flow
Capacity = Work + Waste
1. Work (Often called value added)
‘The activity changes the product or service
towards something that the customer wants’
2. Waste (often called non value added)
- Enabling activity (work)
- Mandatory (usually legal requirement)
- Pure waste
This is Not Just About Reducing Waste
What are the two consequences of not
just meeting her nominal value
(what matters to her)?
Unmet need
Overproduction
‘I need a small car
that’s easy to
drive’
Consequences of Not Meeting What Matters in this System
Low to high
Triangle of complexity / need
Another Consequence of Waste Activity?
Capacity = Work + Waste
Enabling
Work
Manadatory
Waste
Waste
Waste uses up
desperately needed resource
Potential Tensions In This System
Mandatory
Best
practice and
guidance
Risk Management
Risk elimination
You need to work out how much of writing things on screens and on files
is ‘work’ or mandatory?
Demand Mapping
1.
2.
Introduce yourself and explain what you are doing.
Stress you are here to listen to service user demands, not how they are
dealt with.
3. Listen to the conversation directly with earphones (rather than just the
response).
4. Write notes of what the service user says.
5. If you can see the service user, observe them and make notes about any
non-verbal or situational signals that may be indicating what matters to
them.
6. As soon as practicable, summarise in one or two sentences what matters to
the service user (in their words, phased outside in).
7. Write down whether it was a value or failure demand (See earlier
definition)
8. Write down whether it was successfully dealt with first time (according to
the service user).
(If calls go quiet then use the same techniques with any written requests for
service such as letters or referrals)
Demand
Value or
Failure
1st time
Mapping Flow
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduce yourself and explain what you are doing. We want knowledge of what
actually happens so go out of your way to put them at ease and reassure
Pick up a typical case mid process and follow the flow backwards and forwards.
Record what actually typically happens (not what procedures manuals or managers
say should happen).
Write down the main steps and events on post it notes.
Write down any issues you come across or hear about and write them on a post it
note together with what you believe the cause was.
Divide into smaller groups if the process is too long to map in a day.
Note down if the case was known to us previously and how many cycles it may have
been through.
When you come back together organise the post-it notes into a continuous flow from
start to finish.
Write down the issues and causes at the relevant points in the flow.
Too Much Detail
Not Enough
71 Days
70%
13%
Receive
Letter
17%
Write to
GP
27 Days
Referral form
other to other
40 Days
Clinic Appointment
Specific
Assor soon
as pos 68%
Practising Mapping Flow
• Break into three groups
• Identify a non social care flow that
someone knows well
• By asking questions, map the key events
and steps within that process from end to
end.
The Task
• By Thursday Lunchtime,
- Identified typical demands in the system (Expressed in
the service user terms)
- Got some data on how many are value and failure
- Identified a purpose for the system (based on demand
and expressed in the service user terms)
- Mapped the typical flow end to end
- Identified on the flow the main issues and causes
- Fed back to each other (a good cross section to do the
feeding back)
(Don’t worry about how robust it is)