Institute For Quality and Innovation
Developing the next generation of transformational leaders

Welcome

IQI Blog

Do you understand the lessons of these two curves?

Effective change managers do.

The two curves, The Learning Curve and the Kubler-Ross curve are in effect during every change effort.

The Learning Curve (named after the exercise that creates it) demonstrates that when you ask people to learn a new process, even if all the new process steps are known and familiar, performance will get worse before it gets better. Managers who fail to appreciate the Learning Curve will be tempted to abandon a change effort too soon. The old saying, “Things get worse before they get better,” is demonstrated in this curve.

IQI1.jpg

When should a change manager evaluate the effects of a change? The Learning Curve suggests that the time to make that evaluation is when all the special cause variation has been eliminated and only common cause variation is present in the new process.

The second curve, the Kubler-Ross curve, is useful because of its descriptions of how we cope with change or significant loss. The model was originally designed to postulate a progression of emotional states experienced by terminally ill patients after diagnosis. The five stages are chronologically: denial, anger, bargaining, depression and acceptance. 

IQI2.jpg

Nearly all change, in initial stages, is viewed from the perspective of, “What am I going to lose?” When that happens, resistance to change should be responded to as natural and expected. What effective change managers do is allow people to have their reactions to the changes they are experiencing. While there may be a few who get “stuck” in the early stages of processing their losses, most people are able to work through all the stages. They stop resisting and even become advocates for new approaches.

The two curves help us see that quickly abandoning new changes or eliminating resistant employees are probably ill-informed and ineffective strategies. 

 

Tina M
"Capital Quality and Innovation (CQI) is now the Institute for Quality and Innovation (IQI)"
IQI letterhead graphic 02.png

We have some big things in store for 2019! Starting with the introduction to the new and improved Institute for Quality and Innovation!

Committed to the purpose of “Developing the next generation of transformational leaders,” the Institute for Quality & Innovation (IQI) is the next step in the CQI’s 27‐year journey of transformation.

The  renamed  organization remains a leader in teaching The System of Profound Knowledge for quality and innovation. Individuals and organizations will continue to benefit from the  learning and networking opportunities provided in the popular Academy and Lunch & Learn programs.

First and foremost, we want to thank you for your investment in learning how to become a transformational leader. We hope that you have been able to put to good use what you have learned through the academy both professionally and personally.

Whether you participated in the first CQI Academy many years ago or graduated from the last IQI Academy, you are an important part of transformational leadership and we invite you to our next stage of growth.

Included in this invitation is a 1st year complimentary membership to IQI,

which includes:

• Discounts to Lunch and Learn

• Discounts to the Annual Conference

• Discounts to the "new" Improvement Lab - Participants in the Improvement Lab meet quarterly in a safe, open discussion setting to review and plan approaches to their current improvement projects. Using the lens of the System of Profound Knowledge and free from some of the organizational constraints that may exist when exploring challenging issues, the Improvement Lab is where we experiment with the work of getting better. Graduates of the IQI/CQI Academy are welcome.

Sincerely,

The IQI Board

Forums for innovation and quality leadership will expand in the next coming months through improved Lunch & Learn offerings, Improvement Lab sessions, Annual Conferences, research projects, advisory council sessions and expanded social media activity. 

Visit qualityandinnovation.org for event schedules and more!

Tina M
TWO TYPES OF FEAR: WHICH EXIST IN YOUR ORGANIZATION?
Two types of fear.png

Authored by Eric Budd

Choice and autonomy are distinguishing conditions. Fear can produce two different brain hormones. One creates invigorating action. Another creates potentially debilitating stress

A sense of control and autonomy distinguishes the two types of fear. If, as a leader, you must always be in command, make the decisions or overrule the decisions of those working for you, chances are good, you experience the performance inspiring hormone Noradrenaline while the people in your organization experience the stress inducing hormone, Cortisol.

John Medina’s definition of stress is helpful (author, Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School). If all three parts happen simultaneously, a person is experiencing stress. 

  • There must be an aroused physiological response to the stress, and it must be measurable by an outside party.

  • The stressor must be perceived as aversive. This can be assessed by a simple question: "If you had the ability to turn down the severity of this experience, or avoid it altogether, would you?“

  • The person must not feel in control of the stressor.

Friederike Fabritius, (“"Fun, Fear, and Focus: The Neurochemical Recipe for [...]" | Talks at Google”) tells us that noradrenaline, is a positive stress hormone. Tasks that are challenging—not in one’s comfort zone, slightly beyond our capabilities—are a common source of the useful type of stress. This enables the body to perform well in short-term stressful situations. 

Fabritius says that cortisol, the negative stress hormone, is released under chronic stress and the number-one protection against cortisol is autonomy. Long-term production of cortisol leads to amygdala growth (producing reflexive responses such as flight, fight or freeze) and shrinkage of the pre-frontal cortex (the part of the brain we use to think) and hippocampus (learning).

People who experience choice and autonomy in their work are less likely to feel the debilitating lasting effects of stress and more likely to be invigorated by challenges of the task at hand. 

Tina M
Developing a Workforce with Profound Knowledge
Screen Shot 2018-12-18 at 8.36.49 PM.png

Co-authored by Paige Thompson and Eric Budd

Our goal at Emergent Biosolutions: Create a sustainable culture of organizational excellence. 

Our leadership recognized that the foundation of our development strategy required a focus on thinking in systems within a culture of a continuous improvement learning lifecycle (PDSA2) culture. W. Edwards Deming's System of Profound Knowledge3 meets this foundational need, allows us to bring systems thinking to all levels of the company, and respects our people and core values. The Capital Quality and Innovation (IQI) Academy for Quality Management Fundamentals4 provides a venue for this to take place. 

Our initial obstacle to overcome was that employees mistakenly perceived the curriculum as best suited for our “quality” teams. This is far from the truth. The emphasis in the title is better placed on Management rather than Quality.  The IQI Academy applies to all levels of organizational experience and applies to every business function. Our investments in IQI Academy participation also pays dividends by:

  • Increasing individuals’ joy in work

  • Developing leadership skills for the good of the organization

  • Teaching a deeper understanding of variation in operations and business support systems

When defining our strategy for employee participation we did not believe that mass enrollment would be successful from a cultural change perspective. Nor did we expect that everyone in the organization would be available to make the commitment of six sessions spaced across 12 weeks. We made a key decision to enroll employees from all areas in manageable cohorts of 7-10 people. 

Strategically selecting participants (high performers willing to learn from each major functional area) has helped to obtain the "thinking in systems" buy-in and support in each area for which we had hoped. These individuals have become champions “in-place” for the principles learned in the IQI Academy. It has also been vital for us to obtain sponsors in each functional area.  

Read more

Tina M
What can you learn about curiosity from a 5th grader?
Screen Shot 2018-11-26 at 9.38.26 PM.png

Authored by Eric Budd

Dr. Deming wrote, “The most important figures needed for management of any organization are unknown and unknowable.” Deming, W. Edwards. Out of the Crisis (p. 20). The MIT Press. Kindle Edition.

He also wrote, “One can not be successful on visible figures alone. Now of course, visible figures are important. There is payroll to meet, vendors to pay, taxes to pay; amortization, pension funds, and contingency funds to meet. But he that would run his company on visible figures alone will in time have neither company nor figures. Actually, the most important figures that one needs for management are unknown or unknowable (Lloyd S. Nelson, p. 20), but successful management must nevertheless take account of them.” Deming, W. Edwards. Out of the Crisis (p. 121). The MIT Press. Kindle Edition.

You will probably never see curiosity listed on a balance sheet or displayed on a Daily Management Board, yet without curiosity, there is a good chance that your innovation and improvement efforts would evaporate.

Screen Shot 2018-11-26 at 9.48.30 PM.png

Nurturing the existence and expression of curiosity in the workplace is a vital function for managers.

What sort of price tag can be placed on the value of questions such as, “What would happen if we ran it this way? How could we test that? Why do we do it that way? What if we tried it with those customers?”

The fifth graders in Mrs. Julia Sievwright’s Pinewood Community School, Eagan MN, classroom were asked two questions about curiosity. Here are some of their answers.

Q: What is curiosity?

  • Curiosity means being interested in new things, and also trying to find out for yourself and discovering. It is a question that you may not know but you are excited to go for it with on adventure that goes for it

  • Curiosity is wondering or thinking about something.

  • Curiosity can also mean focusing on one thing until you think you figured it out.

  • Curiosity is having a question about something and wanting to figure it out.

  • Curiosity is being interested on many different levels. One big one is life.

  • Curiosity can also mean being very interested in a lot of things.

  • Thinking about something and testing it.

Q: What does curiosity do for you?

  • It can make you learn. Like if you’re curious about a subject at school then do it. Then you will be proud of yourself. Curiosity is everything. If Albert Einstein did not invent the math problem e=mc2

  • What would the world be like? Every day curiosity is born. That’s why we have inventors. That’s why we have engineers, because of curiosity.

  • Well, I was curious about snails and that led me to write a report about them for my teacher. It makes me do stuff that I normally would not do because I have a lot of curiosity.

  • Curiosity can kill the cat or save your life.

  • It can make you happy and to go out of your way to hear or see something. And maybe if you smell something really good you will want to look for what you are smelling.

Mrs. Sievwright’s fifth graders’ insights into curiosity are profound. According to them, curiosity helps us wonder about something, want to learn about it and then share what we’ve learned with others.

Curiosity drives invention and exploration.

Nurturing the existence and expression of curiosity in the workplace is a vital function for managers. Yet because is it one of those unknown and unknowable figures, it gets little attention from those who insist that everything worth managing must be quantifiable.

Screen Shot 2018-11-26 at 9.45.53 PM.png

Curiosity is a keystone for learning.

Learning drives increased knowledge. Increased knowledge is required to produce improvement and innovation in product, service, process, and system. Without improvement, organizations stagnate and their interactions with the ever‐changing world around them calcify.

As Adna, age 10, wrote, “curiosity can make me change the world...” Only those managers who appreciate the value of the unquantifiable will have a chance to change their world.

Tina M