I’ve previously written about KPIs and making sure they relate to what is meaningful and are not just set because they’re expected – do that and they can have the opposite effect to what is needed.
The various schemes can only provide a structure – they won’t actually solve any problems (other than the all too common one of not having any structure to the process)! Continue reading
This is closely allied to what I’ve previously written about in presenting some of the key ideas of Deming, Juran, Crosby, et. al. under “Improvement” in that it addresses ways to make changes, and especially Juran with his six-step Breakthrough. However, solving problems is such an important topic that I want to spend a little more time on it. Continue reading
That seems to be a simple question: it’s something that’s not right! Almost – but not quite. Continue reading
The quality world is entranced by ISO9001 and certification, almost essential in western business, and it employs many in compliance auditing. Even first and second party audits focus on compliance. Inspection is frequently reduced to pass or fail judgements. But is that the only way to think, or even the best way? Continue reading
The 8D or Eight Discipline approach (confusingly, with nine steps) is commonly attributed to the Ford Motor Company; the confusing ninth step came from a later alignment with PDCA (Plan, Do, Check, Act). Continue reading
I’ll probably upset a lot of teachers and education experts by using these terms in the way I’m about to – but I’m writing this for the rest of us. I’m going to use them to focus on differences in approach in an attempt to show how we often undersell professional development. Continue reading