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News From TOC |
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Weber State honors TOC
Founder-
Bob Fox's 25 years on the leading edge of
Theory of Constraints was recently honored with the creation of the
"Robert Fox Race to Excel" award to be presented annually at Weber's
CPI Symposium in Utah. |
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Stryker
Instruments
uses Theory of Constraints (TOC) to expose 32%
more capacity, in three months. Overtime drops 80%, and 20%
additional labor is freed as the company increased its throughput
without adding capital. |
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Novartis Animal
Health applies Theory of
Constraints (TOC) to create 73% more production output without
adding expense or capital avoiding a $30 million construction
project. |
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RSG
delivers more
projects, faster, while increasing on-time delivery from under 50%
to 90% with Theory of Constraints (TOC) for projects. |
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Click here to see
more TOC results...
Accelerate! newsletter
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Our free semi-monthly newsletter, Accelerate!
features stories of companies applying Theory of Constraints (TOC)
in new ways to expose hidden capacity, and articles with the latest
insights on accelerating your operations with TOC.
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VISITORS
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Education
As with any change education is necessary to bring people to operate in a
new way. Unfortunately some implementations suffer from trying to teach
everything to everyone. Like TOC itself, not every concept, tool or
capability is important to every manager or team member. We feel that the
most effective implementation, not to mention the fastest and most
cost-effective, is one that gives people what they need to be successful
without a lot of extraneous implementation. Moreover it is important to
recognize that people can only absorb so many new things at a time.
Our approach begins by defining very precisely
what changes are required from which people and groups. We then devise
highly focused, short, role-specific training modules to deliver the
required knowledge and motivation. These are often spaced out over time with
more advanced concepts and applications coming when spaced out over time
with more advanced concepts and applications coming when people are ready to
use and absorb them. The application of the education people receive is
always very close in time to the workshops, and as much as possible people
learn how to perform their functions in the new way using real data, and
when they face actual decisions. This insures that nothing is abstract or
removed from the reality of being successful in their jobs. It also reduces
the amount of time "away from the job" as the education itself helps them to
immediately fulfill their responsibilities. To make CCPM work there are
several educational components:
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Conceptual
education in CCPM- When people understand the logic and rationale behind a
new idea two good things happen. First, they grasp the underlying
principles, not just the specific actions they need to take, so they can
operate according to the spirit of the solution, not just the letter of
it. Second, this understanding promotes a desire for the solution,
reducing greatly the level of resistance that will be encountered. Through
Socratic workshops and exercises, we help managers and team members to
discover for themselves the root causes of their current problems and how
CCPM addresses them. Conducting these short programs early in the
implementation insures that people feel a part of the decision to proceed,
and not as if it is being "done to them."
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Business Process
Education- The fundamental changes that are required to leverage CCPM can
be distilled into new business processes―how
decisions get made, and what people "do" each day. By precisely
articulating these early in the implementation we are able to define
exactly what needs to change and to what it should change. Education
modules are based on these processes, which means that people's time is
spent on getting what they need, not a lot of extraneous information. Of
course implementation will only be successful when people are capable and
confident enough to operate independently. Classroom-style education is
augmented with individual and team coaching until people can operate
independently. For instance we may participate in project review meetings
for several weeks guiding people in the decisions and helping them to
interpret information and take actions until the team, is self-sufficient.
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Expert
Education- A sustainable implementation requires a certain level of
expertise in advanced functionality to reside within the organization.
Working with you we define who these experts will be and what they need to
know for you to be successful in the long-term. This may include a number
of skills including: creating project plans, quoting delivery dates,
running what if scenarios, and maintaining software. By identifying these
individuals in upfront we are able to combine conventional education with
practical on-the-job experience to transfer these critical skills to the
small number of individuals you will need to function independent of us.
As with the business process education we coach and guide until these
people are capable and confident in their new roles.
 back to
implementation
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