Podcasts about TQM

 En este episodio, charlamos con Sr. González, integrante de la banda mexicana Combo Mobox, sobre su más reciente sencillo "TQM", la evolución de su sonido y su próximo EP Tú Eres, que promete explorar el amor en todas sus facetas.https://youtu.be/Syp3WtNj35A?si=VeddyE75NO5ZjNN_https://open.spotify.com/intl-es/track/7HgIl3MgMfO2DgqoDZFbS4https://instagram.com/combomovoxhttps://www.facebook.com/combomovoxhttps://x.com/combomovoxhttps://tiktok.com/@combomovox

On this episode of the Quality Hub: Chatting with ISO Experts, host Xavier Francis continues the discussion with Suzanne Weber-Smatko and Murphy Shaw on quality management methodologies beyond ISO 9001. They explore Total Quality Management (TQM) as a culture-driven framework for continuous improvement, Lean as a waste-reduction methodology focused on efficiency, and the importance of management and employee engagement in sustaining quality initiatives. The episode highlights how integrating methods like Six Sigma, TQM, or Lean can enhance ISO 9001 systems, fostering a culture of continuous improvement. The conversation emphasizes leadership's role in driving these improvements and how businesses can strategically adopt different approaches for better efficiency and quality. Helpful Resources: What is a Mature QMS?:  https://www.thecoresolution.com/quality-management-system-maturity Compliance vs. Certification:  https://www.thecoresolution.com/iso-compliance-vs-certification For All Things ISO 9001:2015: https://www.thecoresolution.com/iso-9001-2015 Contact us at 866.354.0300 or email us at info@thecoresolution.com A Plethora of Articles: https://www.thecoresolution.com/free-learning-resources ISO 9001 Consulting: https://www.thecoresolution.com/iso-consulting

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This month we explore a renowned multiple-case study commonly assigned as foundational readings in organization studies programs. Mark Zbaracki's “The rhetoric and reality of Total Quality Management” chronicled the development and introduction of Total Quality Management (TQM) into the corporate environment, only to find that in many cases its implementation did not align with the promises made by leaders about process improvements nor did firms fully exercise all the practices and activities that TQM required. The question that Zbaracki posed was more than to what extent did this rhetoric-reality unfold, but why?

20 años después, "Arde en mí" sigue siendo un referente en el rock mexicano. Thermo nos cuenta cómo ha sido traerlo de vuelta con una nueva versión y cómo se preparan para recorrer México con una gira que promete ser inolvidable. Suscríbete, comenta, deja tu like, TQM! --- Support this podcast: https://podcasters.spotify.com/pod/show/audifono/support

Nigel Thurlow discusses how to use Lean, Agile, and Flow methodologies to improve organizational performance, process improvement and innovation. Nigel was Toyota's first Chief of Agile and is the co-creator of The Flow System. Listen for three action items you can use today. Host, Kevin Craine Do you want to be a guest? https://Everyday-MBA.com/guest

En este episodio se puso bien pesado el ambiente .....acompáñenos a escuchar estas historias paranormales llenas de sustos y un poquillo de risa..bueno mas o menos, fexx ya está aprendiendo a no interrumpir a cada rato y así. GRACIAS a todos por vernos y comentar cosas aunque sean como "interrumpen mucho" los TQM #historiaparanormal #podcast #humor #historiascortasdehorror #relatos #historiasreales #experienciasparanormales #historiadeterrorcorta

This week we have the return of Jon M Quigley, The Risky Guy. About Jon Jon M. Quigley PMP (204278) CTFL is a principal and founding member of Value Transformation, a product development (from idea to product retirement) and cost improvement organization established in 2009. Jon has an Engineering Degree from the University of North Carolina at Charlotte, two master's Degrees from the City University of Seattle, and two globally recognized certifications. In addition, Jon has more than thirty years of product development and manufacturing experience, ranging from embedded hardware and software to verification and process and project management and managing systems and verification groups at a multinational organization.Jon won the Volvo-3P Technical Award in 2005, going on to win the 2006 Volvo Technology Award. Jon has secured seven US patents and several international patents. These patents range from multiplexing systems and human-machine interfaces to telemetry systems and driver's aides.Jon has been on the Western Carolina University Master of Project Management Advisory Board and Forsyth Technical Community College Advisory Board. He has also been a guest lecturer at Wake Forest University's Charlotte, NC campus and Eindhoven Technical University (Holland). He has taught at Technical Schools and Universities and at SimpliLearn and B2B. He is an experienced direct and distance learning teacher with Moodle and Blackboard. These classes include Agile, TQM, APQP, Risk management and PMP and CTFL certification classes. He has more than 26K contacts on LinkedIn.Jon has authored more than 15 product development and project management books. The books he writes are used in bachelor and master-level classes at universities across the globe, including the Eindhoven Technical University, Manchester Metropolitan University, San Beda College Manila in the Philippines, and Tecnológico de Monterrey.In addition to more than 70 different magazines, e-zines, and other outlets. He writes three recurring columns:1. PMTips Quigley and Lauck's Expert Column2. Assembly Magazine, P's and Q's on project management and quality,3. Automotive Industries, Quigley's Corner on automotive product development4. Microsoft Project User GroupJon has given numerous presentations at technical conferences on a variety of domains of product development, including product testing, learning, agile, and project management. He has also frequently been interviewed by numerous business and project magazines, podcasts, and webinars.Jon is the co-author or contributed to over 20 books on project management. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

La ingeniería de procesos de venta tiene como objetivo diseñar mejores formas de vender y hacer que los esfuerzos de los vendedores sean más productivos.Más información y links a los libros y contenidos.¿Quieres dejar un comentario, consulta o sugerencia? Entra en este enlace y háznosla llegar.

This week we have the return of Jon M Quigley, The Risky Guy part two. About Jon Jon M. Quigley PMP (204278) CTFL is a principal and founding member of Value Transformation, a product development (from idea to product retirement) and cost improvement organization established in 2009. Jon has an Engineering Degree from the University of North Carolina at Charlotte, two master's Degrees from the City University of Seattle, and two globally recognized certifications. In addition, Jon has more than thirty years of product development and manufacturing experience, ranging from embedded hardware and software to verification and process and project management and managing systems and verification groups at a multinational organization.Jon won the Volvo-3P Technical Award in 2005, going on to win the 2006 Volvo Technology Award. Jon has secured seven US patents and several international patents. These patents range from multiplexing systems and human-machine interfaces to telemetry systems and driver's aides.Jon has been on the Western Carolina University Master of Project Management Advisory Board and Forsyth Technical Community College Advisory Board. He has also been a guest lecturer at Wake Forest University's Charlotte, NC campus and Eindhoven Technical University (Holland). He has taught at Technical Schools and Universities and at SimpliLearn and B2B. He is an experienced direct and distance learning teacher with Moodle and Blackboard. These classes include Agile, TQM, APQP, Risk management and PMP and CTFL certification classes. He has more than 26K contacts on LinkedIn.Jon has authored more than 15 product development and project management books. The books he writes are used in bachelor and master-level classes at universities across the globe, including the Eindhoven Technical University, Manchester Metropolitan University, San Beda College Manila in the Philippines, and Tecnológico de Monterrey.In addition to more than 70 different magazines, e-zines, and other outlets. He writes three recurring columns:1. PMTips Quigley and Lauck's Expert Column2. Assembly Magazine, P's and Q's on project management and quality,3. Automotive Industries, Quigley's Corner on automotive product development4. Microsoft Project User GroupJon has given numerous presentations at technical conferences on a variety of domains of product development, including product testing, learning, agile, and project management. He has also frequently been interviewed by numerous business and project magazines, podcasts, and webinars.Jon is the co-author or contributed to over 20 books on project management. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

This week we have the return of Jon M Quigley, The Risky Guy. About Jon Jon M. Quigley PMP (204278) CTFL is a principal and founding member of Value Transformation, a product development (from idea to product retirement) and cost improvement organization established in 2009. Jon has an Engineering Degree from the University of North Carolina at Charlotte, two master's Degrees from the City University of Seattle, and two globally recognized certifications. In addition, Jon has more than thirty years of product development and manufacturing experience, ranging from embedded hardware and software to verification and process and project management and managing systems and verification groups at a multinational organization.Jon won the Volvo-3P Technical Award in 2005, going on to win the 2006 Volvo Technology Award. Jon has secured seven US patents and several international patents. These patents range from multiplexing systems and human-machine interfaces to telemetry systems and driver's aides.Jon has been on the Western Carolina University Master of Project Management Advisory Board and Forsyth Technical Community College Advisory Board. He has also been a guest lecturer at Wake Forest University's Charlotte, NC campus and Eindhoven Technical University (Holland). He has taught at Technical Schools and Universities and at SimpliLearn and B2B. He is an experienced direct and distance learning teacher with Moodle and Blackboard. These classes include Agile, TQM, APQP, Risk management and PMP and CTFL certification classes. He has more than 26K contacts on LinkedIn.Jon has authored more than 15 product development and project management books. The books he writes are used in bachelor and master-level classes at universities across the globe, including the Eindhoven Technical University, Manchester Metropolitan University, San Beda College Manila in the Philippines, and Tecnológico de Monterrey.In addition to more than 70 different magazines, e-zines, and other outlets. He writes three recurring columns:1. PMTips Quigley and Lauck's Expert Column2. Assembly Magazine, P's and Q's on project management and quality,3. Automotive Industries, Quigley's Corner on automotive product development4. Microsoft Project User GroupJon has given numerous presentations at technical conferences on a variety of domains of product development, including product testing, learning, agile, and project management. He has also frequently been interviewed by numerous business and project magazines, podcasts, and webinars.Jon is the co-author or contributed to over 20 books on project management. --- Send in a voice message: https://podcasters.spotify.com/pod/show/sundaylunchpm/message

Find the blog post and the infographic Written by Danielle Yoon, read by Mark Graban. The post starts: Manufacturers of all kinds seek to achieve continuous quality improvement because it ensures the consistency of products delivered to customers and protects against the competition. It also paves the path to compliance with industry-specific standards. This is crucial in the automotive sector because defective vehicle parts may lead to expensive recalls—or worse, accidents that cost lives. Fortunately, continuous improvement has a long history in automotive manufacturing. Many of the tools and techniques widely used by organizations worldwide were explicitly developed to ensure the quality and efficiency of automotive manufacturing. Toyota was a pioneer of many of the CQI approaches used today. Whether you are using language like CQI, TQM, Lean, TPS, or Lean Six Sigma, these approaches described below still apply. As you might imagine, the benefits of a successful continuous improvement program are significant, including: 6 Steps to Continuous Improvement in the Automotive Industry

What You'll Learn: In this episode, hosts Patrick Adams and Shayne Daughenbaugh discuss lean methodology and its promise of efficiency and productivity improvement.  The sentiment towards Lean isn't always positive, especially when implementation goes awry. While Lean has proven to be a transformative approach for many organizations, it requires meticulous execution and a deep understanding of its principles.  About the Guest:   Maria Makrygianni is a seasoned Process Improvement Expert with 22 years of experience as an Airforce Officer (Captain) in aviation maintenance. She specializes in enhancing operational performance and profitability across various EU industries. Her expertise includes designing and leading training programs in Lean Six Sigma and Lean Management. Her extensive background spans Line & Heavy Maintenance, Quality Inspection, Aircraft Maintenance Resources Management, and Quality Audits. As a Chief Aircraft Engineer, she has improved and supervised aircraft maintenance processes, contributing to published scientific journals. Additionally, she holds a BA in Aeronautical Engineering and an MSc in Advanced Industrial & Manufacturing Systems, focusing on Reliability Analysis and TQM for Jet Fighter Maintenance Operations. She is also a Certified Systemic Analyst. Links: ⁠Click Here For Shayne Daughenbaugh's LinkedIn⁠ ⁠⁠⁠Click Here For Patrick Adam's LinkedIn⁠ ⁠Click Here for Maria Makrygianni's LinkedIn⁠ --- Support this podcast: https://podcasters.spotify.com/pod/show/leansolutions/support

„HAPPY birthday, Klartext HR - Die ersten 100 Folgen Inspiration für HR sind geschafft!“ Im Teil 1 der Jubiläums Podcast-Folge #100 von Klartext HR wird ausnahmsweise mal Stefan Scheller selbst von Ute Neher, Indeed, interviewt und plaudert aus dem Nähkästchen zu seinem Podcast. Über Hintergründe, Erfolge und Misserfolge sowie die Zukunft von Klartext HR. In Teil 2 geht es in gewohnter Weise um 15 Minuten fachlichen Inhalts. Diesmal zum Thema „Einfache Sprache - alles andere als einfach. Wir lieben es uns kompliziert und umständlich auszudrücken. Oftmals verstecken sich HR-Verantwortliche nahezu hinter Fachbegriffen und Anglizismen. Elaborierte Sprache und Fachsprache sind toll. Aber sie grenzen auch aus. Anders die sogenannte „Einfache Sprache“. Mit Ute Neher diskutiere ich unter anderem darüber, - was genau man unter „Einfache Sprache“ versteht - wie sie sich von „Leichter Sprache“ unterscheidet - warum es so wichtig ist, sich über die Wirkung der eigenen Sprache auf andere im Klaren zu sein - welche Tipps Ute für HR-Verantwortliche hat, um sich „Einfache Sprache“ anzugewöhnen - und was es in diesem Zusammenhang mit der kommenden DIN 8581-1 auf sich hat. Außerdem: Als besonders Special zur 100. Podcast-Folge noch eine kleine Bewusstmachung in Form eines Gedichts, das in Anlehnung an das bekannte Lied „MfG“ von den Fanta 4 von Ute und Stefan kreiert und von Stefan zum Abschluss der Folge „vorgetragen“ wird. Spoiler: Ein Tiktok-Profi oder Rapper wird aus ihm nie werden… + + + + + CHRO, HRM, und FTE, AGG, BGM und DEI, BEM, AÜG und EVP, L&D, PE, im Kreis mich dreh! ROI, OKR und KPI, RTW, C&B und WFH, DSGVO, SLA und XML, TQM, CSR, mir geht das zu schnell!. HRS, HCM und HRBP, ESS, RPO und GAC, SaaS, HRIS und ATS, PMS, ERG - ich nix versteh! SHRM, GDPR und KPM, HRD, R&R und TAM, EOR, EX und P&C, TBD, ERG - ojemine. MfG – mit freundlichen Grüßen, HR liegt uns zu Füßen, denn wir stehen drauf, mit Akronymen zu jonglieren. Wir gehen drauf, durch Bürokratie zu navigieren. Es macht uns Spaß, was zu bewegen, neue Ideen, in die wir mutig uns begeben. Mit jeden Wort und jedem Schreiben, wollen wir die HR-Welt vorantreiben. Doch bei all dem Fachjargon da fragen wir: Geht´s nicht auch einfach? Ganz ehrlich: Es liegt an DIR! + + + + + Ute Neher ist eine anerkannte Expertin im HR und aktuell Principal Talent Intelligence bei Indeed. Mit einem starken Fokus auf Innovation und Beratung verbindet sie globale und lokale Programme von Indeed. Ihre frühere Rolle als Head of Global Idea Center Program und ihre Erfahrungen bei der Telekom AG, in verschiedenen Fach & Führungsrollen zuletzt als Head of Global Talent Acquisition, unterstreichen ihre Expertise im HR-Bereich. Zudem engagiert sie sich als Beirätin im Queb Bundesverband für Employer Branding, Recruiting und Personalmarketing. Ein informativer und unterhaltsamer Jubiläumstalk - diesmal als 28-Minuten-Impuls. Klartext HR - Informieren. Inspirieren. Lernen. Viel Spaß damit!   >> LinkedIn-Profil von Ute Neher: https://www.linkedin.com/in/uteneher >> weitere Folgen Klartext HR: https://persoblogger.de/klartext-hr

Kapitalizm ne zaman sıkışsa bir çıkış yolu bulur kendine. Köleci toplum düzeninden beri böyledir… Köleci toplum sıkışınca köylüleri ‘mülklendirip' serfler hâline getirildi, feodal düzene geçildi. Böylece toplumun en alt sınıfları, özgürlüğe kavuştuklarına inandırıldılar. Feodalitede serfler prenslere, krallara karşı ayaklanmaya başlayınca, bu sefer örneğin İngiltere'de serfler/köylüler mülksüzleştirilip manifaktür dönemi atölyelerinde çalıştırılmaya başlandı, böylece işçi sınıfının oluşumuna dair ilk adımlar atılmıştı. Manifaktür dönemi, buharın ve elektriğin bulunmasıyla sıkışmaya başlamıştı ki fabrikalar devreye girdi ve bu kez işçi sınıfı; kölelerden, serflerden, manifaktür elemanlarından çok daha özgür olduklarına inandırıldılar. İşçi sınıfı için özünde pek bir şey değişmemişti. Değişen sadece biçimdi. Haklar kapitalizm tarafından afiyetle yenilirken işçileri sakinleştirmek için sendikalar gündeme getirildi ki bunların hemen hemen hepsi sistemin kontrolü altındaydı. Kapitalist sistemin yaratıcı çalışmaları peş peşe devreye alınıyordu… ‘Oyun Kuramı' tam da bu sırada ortaya çıktı. Teorinin en önemli cümlesi şuydu: “Oyunu kaybedeceğinizi hisseder ya da anlarsanız kuralı değiştirin.” Yukarıda sıraladığımız ‘sistem' adımları işte bu cümleyi doğrulamaktadır. Sendikalizmin rahatsızlık yaratması sonucu sistem hemen; önce İSO'yu, kısa bir süre sonra da TQM'i (Toplam Kalite Yönetimi) sürdü piyasaya… Peşinden yine pek çok kavram atıldı ortaya, art arda… Çalışan memnuniyeti, çalışan markası, işveren markası, müşteri deneyimi, inovasyon, disruption, algılama yönetimi, insan kaynakları, sürdürülebilirlik… Son dönemde de bunlara “Sosyal medya”, “Haftada 4 gün çalışma”, “Hibrit ya da uzaktan çalışma”, “Yapay zekâ” eklendi ve sınırsız sorumsuz özgürlükler… Oyun Kuramı politikada da karşılığını buldu: Geçmişteki oluşumlar bir yana şu içinde bulunduğumuz seçim ekosisteminde de ‘Oyun Kuramı'nın uygulamalarını tespit etmek mümkün… Yeter ki sadece bakmayalım, biraz da okumaya çalışalım…

In this episode, Val and Dale interview Ali Maffey about project management and the importance of lean thinking. They discuss the challenges of project planning, the role of technology in project management, and the complexity of project management tools. They also delve into the difference between identifying threats and shortening programs, the flaws of long-term planning, and the benefits of small projects. The conversation concludes with final thoughts and anecdotes from Ali.Takeaways Lean thinking is crucial in project management as it focuses on eliminating waste and improving efficiency. Project planning can be challenging, especially when it comes to long-term planning and forecasting risks in novel projects. Technology plays a significant role in project management, but it can also add complexity and hinder progress if not used effectively. Identifying bottlenecks and addressing them is essential for successful project execution. Improving project management requires a collective effort from all project professionals, and a focus on collaboration and breaking down silos. Ali started on-site as an engineer in Terminal 4 in 1980. I worked my way up to the project management role and, after two projects, decided how projects worked wasn't for me. Nothing seemed to work and I felt that it wasn't intellectually engaging. It was all chasing sub-contractors and engaging in energy-sapping toxic behaviours such as blaming and defensive reasoning. Ali left construction to do an MBA and then worked at a large automotive company looking at life cycle cost and productivity. It was during this period that I discovered an environment where things worked. The right colour door arrived at the right colour car every time. Ali came back to construction and joined Balfour Beatty Civils and Rail major projects. Early on, I was asked, based on my automotive experience and MBA, to join the Business Improvement Team (BIT) which was probably the first of its kind in construction. The BIT was made up of 5 of the smartest people I have met in construction. We then spent 6 years testing out everything and anything we read or heard about. Ali started with implementing TQM before Lean Thinking. We helped Eli Goldratt with his first trial of Critical Chain. We met Gelen Ballard soon after his Last Planner paper was published. We tested out ideas from Semco and Riccardo Semler, setting up self-managing front-line teams on major projects. In 1999, Ali was seconded to Egan's M4I (backed by the cabinet office) as an innovation advisor. I helped develop the Construction National KPIs, promote offsite manufacturing, and encourage the use of partnering PPC2000 forms of contract. Ali also set up and ran the first Lean Thinking training workshops in construction. Ali was also responsible for validating the innovations claimed by the 68 Egan complaint demonstration projects and producing the ministerial report for the parliament. In 2004 he helped set up Lean Thinking Ltd and became a member of Buildoffsite. At a later date, he supported the first BIM trial project. Ali has been involved with more than 200 projects and have experimented with more ideas, tools, techniques, initiatives, etc, on more live projects for a longer period than probably anyone else in the industry globally. Proudly Supported by Deltek - ⁠www.deltek.com⁠ --- Send in a voice message: https://podcasters.spotify.com/pod/show/project-chatter-podcast/message

Many businesses equate "manager" with "leader," excluding potential leaders from across the organization. In this episode, Bill Bellows and host Andrew Stotz talk about leadership in Deming organizations - with a great story about senior "leaders" making a huge error in judgment at a conference of auditors. TRANSCRIPT 0:00:02.0 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we continue our journey into the teachings of Dr. W Edwards Deming. Today, I'm continuing my discussion with Bill Bellows, who has spent 30 years helping people apply Dr. Deming's ideas to become aware of how their thinking is holding them back from their biggest opportunities. The topic for today, episode number 14, is Beyond Management by Extremes. Bill, take it away.   0:00:29.7 Bill: Number 14 already, Andrew.   0:00:32.0 AS: Incredible.   0:00:32.6 Bill: It's a good thing we skipped number 13. That's an unlucky number. [laughter]   0:00:37.0 AS: Not in Thailand. It's a lucky number.   [laughter]   0:00:40.6 Bill: No, we didn't skip number 13. This is 14.   0:00:42.1 AS: Yes, we didn't.   0:00:43.5 Bill: Alright, so I just enjoy going back and listening to all of our podcasts, once, twice, three times. And then I talk with friends who are listening to them. And so I'd like to start off with some opening comments and then we'll get into tonight's feature, today's feature.   0:01:00.9 AS: So let's just, to refresh people's memory, episode 13, which we just previously did, was Integration Excellence, part two.   0:01:09.2 Bill: Yes. And that's what we called it. [laughter] So... [laughter] So last week I...   When we thought about getting together, but I had the wrong time, and it worked out well in my schedule. Last week, Andrew, I did three presentations. A two-hour lecture for Cal State Northridge, which is part of a master's degree program, where I do a class in quality management. That was Tuesday night. Wednesday morning I did a one-hour presentation with one hour of conversation afterwards with the Chartered Quality Institute, which is kind of like the American Society for Quality in the UK, and this... So this was several hundred people from the UK and also the Caribbean chapter from Trinidad Tobago, Jamaica. And so there's a bunch there. And then on Thursday morning I did a three hour session for a group in Rotterdam, which was really early for me and late afternoon for them.   0:02:25.4 Bill: And in all three, I covered similar material for all three groups, which included the trip report that we've done on the ME Versus WE, how did you do on the exam? How did we do? And so it was really neat to present that to the three. And in each case, when I threw out the question, "how did you do on the exam?" And then explained as I did one of our earlier podcasts that if you've got a long list of inputs, which includes - the woman I was talking to and, 'cause I said to her, the question is how did you draw on the exam? What are the inputs? And she said, the inputs are, my energy, my enthusiasm, my commitment that she got stuck. And I said, have other students helped you? And she said, yes, other students have helped you. I said, that's another input.   0:03:17.3 Bill: I said, given that input, how many can you see? And she said, oh my gosh. She said, my professor, my parents, my brother. And then all of a sudden there was this long list of inputs that she couldn't see. And so I explained that to the people and then say, "if you've got that long list of inputs and the original question is, how did you do on the exam? Does that long list of inputs change the question or are you okay with that question?" And what I look for is, and what we've talked about is, does the whole idea, how did we do on the exam jump out at you? No, it doesn't jump out. So, in each case, I said, here's the situation, might you reframe the question? And in all three situations, most of them that I asked said, there's essentially nothing wrong with the question. And if they did restate the question, they kept the "you," "do you think you could have done better?" Do you think... And that's what's so cool is that they just hold onto the you. Well, and for one of the groups it came a... It was kind of like what I was saying was semantics.   0:04:32.6 Bill: And I said this is not semantics. I said, there's a big difference between somebody, you know referring to our kids as my son and my daughter and our son and our daughter. And this, "my," is singular ownership, "our" is joint ownership. And so what I was trying to explain is that, saying “How did you do versus how did we do?” is the difference between being an observer of your learning if you were the student, Andrew and a participant. Those are not... Those are enormous differences. It's not, just, it's not just a simple change in pronouns. And so when I... And when I got to next, I was at a meeting years ago, I was at the annual, you ready Andrew? I was at Boeing's Annual Auditor's Conference.   0:05:40.5 AS: Sounds exciting.   0:05:41.4 Bill: 1999. So I got invited to be a speaker, Andrew at Boeing's Annual All Auditors Conference. Right? So I'm thinking going into this, that these are a bunch of people that don't feel valued. Because it's not like I get a phone call and I say, hold on, hold on. Hey Andrew, I got good news. And you say, you're a coworker, what's the good news? Annual... Andrew, we're gonna be audited next week!   [laughter]   0:06:10.2 Bill: You're like, "Holy cow. Hold on, lemme go tell everybody." So I thought going into this meeting is, these are a bunch of people that don't feel valued. I'm an auditor at least that was, so that was my theory going into this, so it's a Monday afternoon gathering with a dinner and then all day the next, all day for a couple days. So the opening speaker, speaker on Monday night was the senior executive of a big Boeing division, it might have been Boeing defense let's say. And my theory was first of all, you got a bunch of people that don't feel valued and I came away from the three days thinking there's a whole lot going on in audit whether it's financial audit, data integrity audit, quality audit, these are necessary roles. And so I came out of it with great respect for that whole organization otherwise would think right, but I'm thinking this executive is going to come in, going to do the Friday, Monday night presentation and I'm thinking it's like they drew straws and they say well okay I'll go, I'll go up there and talk with them.   0:07:22.8 Bill: Within minutes of him speaking I'm thinking this guy's excited to be here. So I'm thinking he's going to kind of phone it in, now I'm watching this I'm thinking he is, he is really engaged with the audience. He's talking about, the future role of the audit organization being partners and all this and he's talking, I mean he's giving them an enormous bear hug and I'm thinking this is not what I thought and again and so... I'm still thinking he's either a really good actor or he really wants to be here. Then my theory was and I thought, holy cow, now I get it. How many people in the room Andrew would it take to leave the room with their nose out of joint and shut down the F18 program by noon tomorrow? How many people would it take?   0:08:21.3 AS: Not many, one.   0:08:22.9 Bill: Right, so then I'm thinking these, he needs these people to love him, because if he disrespects them, it's a bad day. So I went from thinking why would you want to be here if you were here, then I'm thinking, oh no. Now I'm thinking this is brilliant so then I look at the program and I'm thinking which other executives have figured out how valuable this is and I see the next day at lunch is Boeing Commercials I'm thinking they figured it out but the organization I was within was Boeing Space and they weren't on the program so I contacted a friend that was connected high up in Boeing Space, I said we've got to be in this program, right? So the program ending, it ended nice and I'm thinking wow, wow. So then just prior to lunch the next day is the number two guy for Boeing Commercial. Not the number one. The Monday night guy was the number one. The number one guy for Boeing Commercial at the time was Alan Mulally, it wasn't Alan Mulally, it was his number two person.   0:09:33.7 Bill: So he's up on stage, he's up on stage, he's up on stage. And he's talking to the audience and in parallel Jim Albaugh who at the time was CEO of Boeing Commercial, no Boeing Space and none of Jim's people were there, Jim wasn't there. Jim a couple weeks prior he had asked me to get with his speech writer at a presentation he was doing and he wanted some words in there about investment thinking and all the things we've been talking about in this. He said get with him and put some of that stuff in there put there some of that stuff in there. I said okay. So as I'm listening to the number two guy speak there's a lot of "we" and "you" but who's the we? And who's the you? So I'm making notes to myself to tell Jim don't say "you." Say "we" and make the "we" inclusive, 'cause the guy on stage is, the you and the we and the you and the we, and I said no no stay away from "you" focus on we but make sure they understand that "we" is all of us, right?   0:10:35.1 Bill: So this is what's going through my head and I'm writing it all down, writing it all down and then this guy says and I'll paraphrase. I wish I had the exact words and the paraphrase is pretty close to what he said as judged by what the audience heard, right? So when I heard the comment and I'm thinking to myself, you said what? Then I look around the room and I thought he did. Here's what he said again the paraphrase is: he made reference to those within Boeing that do the real work, and he said it in a way that was present company excluded right? Right, so I hear him say 'cause I'm getting, I'm making literally I'm making notes to myself and then I hear that comment and I'm like, did you just say what I thought you said? And I look around the room with 300 people and I'm thinking, Oh my gosh, you did and I'm seeing I am seeing people irate, you see the body language, right?   0:11:44.3 Bill: And I thought wow, how could you say that? So then the lunch speaker was Harry Stonecipher, the chief operating officer. And he was up, walking around the stage. I don't think he knew anything about what happened prior so he's up there talking, okay. After Harry we're getting back to the program and the guy running the entire event is now up on stage and he's very deliberately he's got a, he's got a piece of paper rolled up, he's walking around on stage, "yeah Scott misspoke no doubt about it. He misspoke, I hear you." I hear you, you are ready Andrew? You are ready, you are ready?   0:12:36.8 AS: Give it to me.   0:12:37.4 Bill: And then he says then he says "But let's be honest we don't make the airplanes." And I thought, really? And as soon as he said that, I had this vision of 250,000 employees, which was about the employment at the time. And so as soon as he said that, I just imagined being at the Everett facility, which is huge, where all the twin-aisle plants are made. And I had this vision of 250,000 people in the building. And the CEO Phil Condit says on the microphone, "Okay, I'd like all of you who make the airplanes to move to the west end of the building."   0:13:26.4 AS: And everybody else.   0:13:27.4 Bill: And it's what you get, is all the flight line mechanics move all the way over there. And then you show up and somebody looks at you and they don't see any grease on your hand, and they say, "ahhh you don't make the airplanes." And you say, "you see that tool in your hand? Who do you think ordered it?" And so this "we" and the "you" stuff, how did "you" do? How did "we" do? It was just, it was...   0:14:00.3 AS: He wasn't deliberately setting up the auditors to be pissed and then to be really, really tough on the rest of the organization. I'm teasing with that.   0:14:12.7 Bill: It was, it is just, I shared that with you and our audience as how uniting language can be and how divisive language can be. And so how did we do, how did you do, and what, with just, this is what I find fascinating is - these words bring people together. What I love, I love watching politicians or State Department people speak and 'cause what dawned on me is they are very deliberate on, I mean they to great lengths to not be divisive.   0:14:57.1 Bill: That's their job. And so they introduce people in alphabetical order, countries in alphabetical order. But they, and I thought, what a neat way of not inferring that the first one I list is the most important one and I just thought there's a just an art of diplomacy. And that's what, to me, that's what diplomacy is, is that the art of uniting, not dividing.   0:15:25.7 Bill: Alright. So now I wanna get into, in the three different groups last week we were doing the trip report and we got down to the hallway conversations and the ME Organization versus a WE Organization. And then a question I asked him was, who are the managers in a ME Organization and what do they do? And you got, those are the ones that set the KPIs. Mark the KPIs, beat you up, sit in their office. Okay. Who are the managers in the ME Organization? What do they do? Who are the managers in a WE Organization? And what do they do?   0:16:01.8 Bill: They are mentors. They're out there on the shop floor, they're working with people. People work for managers in a ME Organization. They work with managers in a WE Organization. So I get that and I think "Okay, pretty good. Pretty good. Pretty good." And then I follow with "Who are the leaders in a ME Organization and what do they do?"   0:16:26.4 Bill: And what's really cool is you get the same answers as the managers. And that's when I started noticing in a ME Organization, we'll refer to the senior leadership team, the senior management team, and we're talking about the same group of people. And I said, what we've just said is that manager and leader are the same. And then I say to people, so what is that message in a ME Organization? The message is, if you're not a manager, Andrew, then you're not a leader. Which means what? Which means you have permission to wait for direction.   0:17:12.5 Bill: Boeing had a leadership center in St. Louis. It was called the Boeing BLC, the Boeing Leadership Center. Yeah, Boeing Leadership Center. And in order to go there, you had to be a manager. You either had to be a first level manager, you would take frontline leadership, a middle manager, which I was, which is leading from the middle or an executive. But the model... So then I think part of the confusion is in a ME Organization, on the one hand we say, our managers are our leaders. If you're not a manager, wait for the direction, wait to be told.   0:17:49.7 Bill: But then we said, we want our managers to be leaders. But that's the ME Organization. In a WE Organization, in a Deming organization, I think of leadership is the ability to bring forth a new order of things, a new order of designing hardware, a new order of designing software, a new order of marketing, we're talking earlier and the ability to create a new order of things and the ability to create a path for others to follow.   0:18:20.6 Bill: And so then in a WE Organization, it's like show and tell. When we were in elementary school, you go in and say, I have discovered this. And I thought, in a WE Organization, everyone has the ability to be a leader on something within their realm. And why would you, why would you make leadership incl...exclusive, which is the ME Organization. And when I tell companies that I consult for I said, when you make leadership exclusive in a ME Organization, to me, that's a kiss of death 'cause you're telling a few people, you're in charge and you're telling everyone else, you're inferring that everyone else, you wait for direction, again.   0:19:09.0 Bill: And I'm not proposing, everyone's all over the place doing it. No. There's got, this is not chaos. And if I have an idea on something and it's not my assigned responsibility, then I know to reach out to you because you're the marketing guy and I just throw the marketing idea to you and then you do with it what you want. But I look at leadership in a WE Organization as being inclusive. And then we get into this idea of, driving...driving change.   0:19:38.0 AS: Let me just ask you about that. Would this really be down to the core principle of Appreciation of a System? That somebody who appreciates a system knows that there's all kinds of components to that system?   0:19:55.5 Bill: Yes, yes.   0:19:55.6 AS: And that you can't say, oh, well this system really is only the people that are working on the production line, when in fact we know that there's all kinds of people working in that system. If I think about my coffee business as an example, we have a hundred employees and not all of them are working on production. And some are moving paperwork and making phone calls and others are out in the field. So an appreciation of a system brings you to the "we" rather than....   0:20:23.0 Bill: Yes.   0:20:23.5 AS: And a person who gets up and says about me, or, tries to identify that there's a certain number of people that are really driving the performance of this company are, they just have no appreciation for a system.   0:20:39.1 Bill: They have a narrow, a narrow view, a narrow view. So what you just said triggered another thought. But, um, the thing I wanted to add to this, in a ME Organization, it's about driving change. And we've talked about this in prior podcast. I go to, you put a gun to your head and I say, I want this KPI by Friday, Andrew. And you're like, yes, sir. And then I said to people in the past is, if driving change is the mantra of a ME Organization, like you're driving cattle driving, driving, and which is not an endearing concept. It is, it is, this is the where we're going. And I say to people, so what would you call it if driving is the ME construct, what is, what's the language of a WE Organization? And people will be wondering "ah," I say "lead, lead, lead." And if we like where you're going, we will follow. That's you creating the path that we will follow.   0:20:40.0 Bill: So I just wanna throw that out. But the other thing you mentioned about the metrics and the design of the organization and the thinking that, these are the critical people. At lunch with an old friend today, and I was sharing with her I taught a course at Northwestern's Business School, Kellogg Business School in the late '90s. And Kellogg then, and today is the number one or number two business school in the country. And I had a friend who was a student there in..., they liked what I was saying. So they hired me to teach a five week course for four years. And I presented, these ideas to them and it was pretty cool. I was, what was exciting is one of them told me that, what I was sharing with them about Deming, you are ready Andrew? contradicted what they were learning in their other classes.   0:22:46.2 AS: Huh. Funny that.   0:22:48.7 Bill: Yep. And so I did that for four years. There were three classes in quality. One was the use of control of charts, mine was called Quality Management, or TQM or something like that. And so there were roughly 80 students in the program, and they had to take two of the three, five week courses. So I got two out three students in the program. Then after four years, they waived the requirement. And so nobody signed up. And so I, um, after, right after 9/11 was when this happened, they invited me back because the person I was working with really liked what the course was about. But they wanted to, make it optional for people to attend. And he said, why don't you come out and talk with them and, that'll inspire them to sign up for the following year. I said, okay, fine. So I went out and he says there'll be 80 people there. I said, why are you so confident? He said, well, we've made it mandatory for everyone to show up. I thought, well that's, I said, that's one way to get people in the room. I said, do me a favor. I said, let them know I'm coming out and I'll have breakfast, I'll have lunch with whoever would like to meet with me beforehand.   0:22:50.7 Bill: So a dozen of them show up. And one of them says to me he says, you're gonna have a, he says something like, it's only fair to say we had a presenter like you last week. And to be honest, it's gonna be a really hard act for you to follow. So I'm thinking, "well, tell me more." "Well, we had a presenter last week who works for a company that makes pacemakers," I'm thinking, okay, "he had a video and showing people before and after their pacemaker one of the fellow students fainted. It was emotional." And I'm thinking, I'm talking about rocket engines. I don't even have a video. It's not gonna be emotional. I let the guy talk. And at one point he says "they keep track." He said "they keep track of who makes each pacemaker." I said "what do you mean?" He says, "they have a list of the people."   0:23:42.9 Bill: Every pacemaker is associated with a team of people who made the pacemaker. And part of what they saw on the video is people who have received a pacemaker now and then go to that company and they meet the people on their team, Andrew, who made their pacemaker. How do you like that concept? Right? Does that, when you graduate from this MBA program, Andrew, isn't that a neat idea that you can take away and use with you? Right? Right? Isn't that a takeaway? Right? So I'm hearing this [laughter] so I said, "let me see if I got this straight. So you're saying they keep track of who makes each pacemaker?" "Yeah, they do." And that's because, when people come well, people come to visit and they keep track. So let's say I said to the student, "let's say I'm the guy who orders the plastic that goes into the pacemaker. Would I be on the list?" you know what he says, Andrew?   0:26:01.9 Bill: No, you didn't make it.   0:26:04.0 Bill: He says, "no," let me try this. I'm the one who wrote the check, Andrew, that paid for the plastic. Would I be on the list? What he says Andrew? "No, you wouldn't be on the list."   0:26:20.2 Bill: So, I said, "well, why not?" And he says, "you have to draw the line someplace." So, I had with me, post 9/11, ready? I had with me a United We Stand two-foot by three-foot poster, which were all over Los Angeles and likely all over the rest of the world, at least the States. So, I held up the poster, and I said, "Have you seen this before?" He said, "Oh, yeah, United We Stand. I'm all about that." I said, "No, you're not." [laughter] I said, "You think you can draw the line and know who contributes and who doesn't, right?"   0:27:02.8 Bill: And you can suddenly see him kind of back up. I said, "Well, let's be honest." I said, "If teamwork doesn't matter, then draw the line any way you want. It doesn't really matter. But if teamwork does matter, be very careful where you draw that line." And to me, in a WE Organization, "we" is, who is the "we"? It's a big list of people. It's the employees, it's the suppliers, it's the customers. And so anyway, it's just that, so what's neat is, go ahead, Andrew.   0:27:41.6 AS: While you were speaking, I was able to go online and find the website of North, what was it? North?   0:27:49.5 Bill: Northwestern.   0:27:50.3 AS: Western, yes. And I was able to actually find the course that you're talking about that was the one that the students said that what you're teaching is contradicting.  The name of that course, I just found it, here it is, "How to apply KPIs to drive in fear and division in your company." No, no, I just made that up. [laughter] "How to apply KPIs to drive in fear and division in your company?"   0:28:16.7 Bill: All right. And so, and we're gonna get to that. So, so as, so I look at management, there's management as a position, but I look at management as an activity of how we allocate resources. And so, are the resources mine or are they ours? And are we proactive or reactive? And then we talked in the past about purposeful resource management, reflective resource, reflexive resource, resource management, which is being highly reactive. Another thing that came to mind. Well, actually, let me jump to the loss function. We looked at last time because I was going through and listening to it. And I thought, let me, let me clarify.   0:29:00.7 Bill: And so when Dr. Taguchi would draw his, his parabolic loss function, a parabola is a curve that goes higher and higher as you get farther and further away from the center. It's like a bell and it just gets steeper and steeper and steeper. And his loss function would be an upward facing bell. And, and then, and he would draw it sitting on the, on the horizontal axis. The idea of being, when you're at the ideal, the loss is zero. And that's, if you're getting exposure to this for the first time, that's okay. But in fact, let me even throw in here a quote from Dr. Deming. Do I have it right here?   0:30:00.4 Bill: Oh, gosh. Anyway, Dr. Deming made reference to, he said, the Taguchi loss function is a better description of the world. And he talks about how loss continuously gets higher and higher and higher. The point I wanted to make is, what I tell people is, once you get used to that concept that loss gets higher and higher, and what matters is how steep that curve is. And so if that curve is very flat, then no matter where you are within the requirements, nobody really notices. And in that situation, you could have a lot of variation 'cause it doesn't show up. It's not reflected in terms of how...   0:30:40.2 AS: And maybe just to help the listener to visualize this, imagine a V.   0:30:44.6 Bill: Yes.   0:30:45.1 AS: And imagine a U. And a V has a very tiny point that is at zero loss. And it very quickly rises to both sides where loss is getting higher and higher. Whereas a very, kinda, let's say, a deep U could have a tiny little loss that's happening for a distance away from the minimum loss point, and then eventually turn up.   0:31:14.4 Bill: Well, but even, even Andrew, and I like the idea of the V. We could also be talking about a V where the sides, instead of being steep, are very flat. So it's a very wide V, and it never goes high because there's situations where, where the impact on integration is very minimal no matter what. All right. So anyway, um, the point I wanted to make is, I would say to our listeners and viewers, loss, the consequences of being off target, are the difference between what happens downstream at integration. And what I love, I went back and listened to the podcast, the one, you talked about your partner in the coffee business.   0:32:12.2 Bill: The point of integration is when they drink the cup of coffee. And that's integration. I mean, the point when they're, when we're eating a food, that's integration. So the piece of coffee is out there, whatever it is. But when the customer's using it, drinking it, that's integration, Andrew. And a...   0:32:32.2 Bill: And so... What I look at is what the loss, loss is the difference between what you see happening at integration and what you think is possible. So if we're at the Ford factory banging things together with rubber mallets day after day after day and you're the new hire and I show you how to do this, as soon as you begin to believe this is how we do things, then loss is zero. Because that's what we think is the norm. But if you have the ability to rise above that and say, I don't think it needs to be that difference, when you look at it and say, I don't think it needs to be the difference between what you think is possible and what it could... Difference between what is and what you think could be that's loss. And what I also say to people is it takes a special eye that you have to see that. It's like your coffee business, somebody's tasting that coffee and you're thinking this is pretty good. Then they say, "well, try this", whoa.   0:33:40.1 Bill: So it takes a special eye to see loss. But then it takes a whole lot of other people to make that happen. So whether that's people in engineering, manufacturing. So a WE Organization is where someone has the ability to see that opportunity, but it's dependent upon all the others to make it happen. So now let's talk about Beyond Management by Extremes. And these are... Has a lot to do with KPIs and also say in one of our last, wasn't the last one, it was a couple before that you had made clear your firm belief that KPIs need to be thrown away in the morning trash. And I remember on the call listening to you and I'm hearing you, we ought to get rid of them, we ought to get rid of them, we ought to get rid of them.   0:34:38.5 Bill: And I'm thinking they aren't bad, it's how they're used. And so I wasn't sure I was in agreement with you on that call. But when I went back and listened to it and that's what what I, what I told the friend is, I said, if you listen to what Andrew says, I don't say anything at the end. And the reason I didn't say anything is I wasn't sure I agreed. But when I went back and listened to it most recently, I said, yes! yes! yes! 'Cause what you said is: if they can be used without an incentive system. And I thought, yes, yes, yes, yes. And so we are in agreement on KPIs, [laughter] they are... But what we have...   0:35:25.2 AS: Which, which my, which my point is, number one, that as long as you don't attach some kind of incentive or compensation system, then, you're not that, you've eliminated a lot of risk that they're causing damage. The second part is a lot of times what I'm looking at is individual KPIs. And what I'm trying to say is that even if you don't add in compensation, it's, it's, it's a fool's errand to try to set up, three KPIs for a thousand people, three thousand KPIs individually and think that now we've got that set. Our organization is going to really rock now.   0:36:06.0 Bill: Well, then what you get is the KPIs are always round numbers. We want to decrease by 5%, increase by... And you're thinking, so how much science getting to these numbers anyway? And you're thinking, but early on in your career, you look at this, you think, well, somebody's thought about this and you realize, no. And so what management by extremes is about is KPIs that are extreme. And so I my PhD advisor in graduate school, I was studying heat transfer and fluid mechanics and and before each of us graduated, went to work in corporations, he'd pull us aside and he'd say, he'd say, "Bill, he said you're gonna be in a situation one day where your boss is gonna come by and is gonna give you.... He's going to give you an assignment, that gives you, he's gone give, that gives you five minutes to figure it out."   0:37:05.7 Bill: And he says, "so, if he or she comes he comes to you, she comes to you and they give you five minutes to figure out, he said there's only three possible answers and I'll tell you what they are and you got to figure out which of them it is and so it'll take you a minute to figure out which one it is. And then the rest of the time you're going to explain it." I remember saying to him, I says, so, "Okay, so what are the three possible answers?" And he says "zero, one and infinity", 'cause it turns out in the world of heat transfer and fluid mechanics, those three numbers show up pretty often as ideal solutions for different cases. And so what he's saying is when your boss comes to you and says, boom, then you have to say, which case is that? 'Cause if that's this case, it's zero.   0:37:51.0 Bill: This case, it's one. This case is infinity. So I thought, okay. Well, in Dr. Taguchi's work, he talks about quality characteristics. So we're running experiments to improve something and a quality characteristic could be as large as possible, infinity being the ideal, the strength of the material. We want to make it stronger and stronger and stronger. But it's referred to as larger is best, meaning infinity is the ideal, smaller is best I'm trying to reduce leakage. I'm trying to make something smoother and smoother.   0:38:25.9 Bill: That's smaller is best. Zero is the goal. And the other one is to get your first who is nominal as best, where a finite number is the answer. And so what I had in mind with this management by extremes, inspired by my Ph.D. advisor, inspired by Deming, Dr. Taguchi, is that, if the KPI is driving to zero or driving to infinity, we want the inventory Andrew to go to zero. We want sales to go to infinity. I said, if you're thinking about things systemically, I don't think zero or infinity is what we're going to do. And so I throw that out as not all the time, but I think quite often if the KPI, if you're working on something where you're heading to zero, heading to infinity, to me, that's a clue that you're looking at something in isolation. And I would say to people.   0:39:25.2 Bill: Let's say you're, you call me in Andrew and you say, "Bill, we need your help getting the cost down of this project." And I say, "well, what'd you have in mind?" You say, "Bill, we'd we'd love to get 10% out of this cost. Boy, 10%." I said, "Andrew, I can double that." "No way. No way" And I say, "Andrew, on a good day, I could do more than that." And then what I say is that the more you get excited by how much we could lower that cost, eventually I'm going to say, "Andrew, gotcha." And you say, "what do you mean?" "Gotcha. Andrew, you're looking at cost in isolation." What's the clue? You'd love it to go to zero. Or... And that's what we end up doing is we want to drive variation to zero. That's the Six Sigma people. Well, first of all, cloning does not produce identical.   0:40:30.6 Bill: Photocopies don't create identical. Dr. Deming would say that of course there's variation. There'll always be variation. And then there are people, and and I cringe. But Dr. Deming was once asked. He was interviewed by somebody I believe with the BBC back in the '80s. And the interview ends with "So Dr. Deming, if we can condense your philosophy down to two, down to two words, what would it be? Or down to a few words, what would it be?" And he said, "reduce variation" or something like that. And I said, "no, it should be manage variation. We should have what the situation needs." And so I'm going to absolute agreement with you. On how can we have KPIs without goals which make make things even more isolated. And then we talk about by what method are we going to achieve those goals? But I think if we're talking about driving variation to zero, then you're looking at things in isolation. If you are driving waste to zero.   0:41:20.8 Bill: then you're looking at things in isolation. If you're talking about, the non value added efforts driving to zero. I'd say value shows up elsewhere. I had somebody within Boeing once say to me "Bill, you know, being on target, you know being on that ideal value, I've had people tell me that once you achieve the minimum size of a hole, going further doesn't add value." And I'd say "If all you're doing is looking at the hole, I can understand that. But if you're focusing on what goes in the hole, that's different." And the other thing I throw out is I was doing some training years ago. There was a guy in the room that I, I mentioned the term "value engineering" 'cause I remember when I got excited by Taguchi's work and Deming's work, somebody said, "The last big training, big thing was value engineering." "What do you mean?" And they pulled out their "That was the wave of the sixties was value engineering." So I asked this guy in class. I said, so, he mentioned he worked at GE back in the '60s and value engineering was really big. So I said, well, "So tell me about that. What was behind that?" He says, “We were taught to look at a contract and all the deliverables. And our job in the value engineering department was to figure out how to, how to meet each deliverable minimally because anything more than that doesn't add value." And I thought, you can't make that up!   0:42:53.0 Bill: Let's look at all the requirements and how do we go to? What's the absolute minimum we have to deliver on the term paper, on the project.   0:43:06.5 AS: How could we kill this through a thousand cuts?   0:43:10.8 Bill: So that's KPIs. Driving to zero driving to infinity. But, but we're in agreement that if you, in a Deming organization where we're not driven by incentives then KPIs are measures of how we are doing. And why isn't that enough to be able to say, how are things? How are things? We can talk about how might we improve this? But then we're going to look at: Is that a local improvement that makes it worse elsewhere? Are we driving costs to zero and screwing this up? So that's what, that's what I wanted to throw out on this management by extremes zero and infinity, and getting beyond that.   0:43:47.6 AS: Well, I think that's a great point to end it went through so many different things, but I think one of the biggest takeaways that I get from this is the idea of appreciation of a system. When you have a true appreciation of a system and understand that there's many parts and, you know, adding value in that system basically comes from more than just being on a production line, for sure and creating value in an organization comes from not only working on improving a particular area but the integration of the many different functions. And if you don't understand that, then you end up in not a Deming organization, not a WE Organization, but more of a ME Organization. That's kind of what I would take away. Is there anything you would add to that?   0:44:51.9 Bill: Well, what, what reminds me of what you're just saying is I was doing a class years ago for a second shift group in facilities people, painters, electricians, managers, and one of them says, he says "so Bill, everyone's important in an organization." I said, "absolutely. Absolutely everyone's important."   0:45:13.2 Bill: Then he says, "everyone's equally important" right? And as soon as he said that, I thought to myself, "I remember you from a year ago." So he says, "So so everyone's important." "Yeah, everyone's important!" "Everyone's equally important." So as soon as he said that, within a fraction of a second, my response was, "No, if you wanna get paid what a quarterback gets paid, you better, you better train to be a quarterback." So what Dr. Deming is not, he's not saying everyone's paid the same. We're paid based on market rates for quarterbacks, for linemen, for software people. And the, and the better we work together, ideally the better we manage resources, the better the profit, we get in the profit sharing, but we're not equal. Our contributions are not equal. The contributions cannot be compared. They are, they're all part of the sauce, but we don't get into who contributed more." Right, and I think that'... We're all contributors.   0:46:28.3 AS: The more you learn about Dr. Deming's teaching, you just realize that there's an appreciation of a system, but there's also an appreciation of people.   0:46:40.1 Bill: There we go.   0:46:43.2 AS: That's really where, as I have said before, when my friend was working with me on my book, Transforming Your Business with Dr. Deming's 14 Points, after many many weeks of working together, he's like, "I figured it out. Dr. Deming is a humanist. He cares about people." It's pretty true. So appreciate the people around you, appreciate the contribution that everybody makes. Nobody makes equal contributions. And even great people who are making amazing contributions could have down months or years where there's things going on in their family or other issues. They're not contributing what they did in the past.   0:47:17.1 AS: That's a variable that we just can't control. But ultimately, appreciation of the system is what I said in my summary. And now I'm gonna add in appreciation of the people.   0:47:30.6 AS: Bill, on behalf of everyone at The Deming Institute, I wanna thank you again for this discussion. Again, entertaining, exciting, interesting. For listeners, remember to go to deming.org to continue your journey. And if you wanna keep in touch with Bill, just find him on LinkedIn. This is your host, Andrew Stotz. And I'll leave you with one of my favorite quotes from Dr. Deming. "People are entitled to joy in work".  

En este episodio te llevo de la mano por todas las enseñanzas que me a dejado grabar 50 episodios y todo el aporte valioso a tenido para la vida de todos quien lo han escuchado. Gratitud infinita para quien lo a escuchado y me ha acompañado en estos años. Se viene cambios dentro del mismo y me emociona seguir contribuyendo en la vida de alguien más. Cuéntame qué te pareció este episodio y qué has aprendido a lo largo de estos años escuchándolo, con un mensaje en mi Instagram aquí ➡️ https://www.instagram.com/dianavalverde?igsh=eXg3ZGc4ZWk0M2Rq. Se viene

Welcome baaaaaaack babes!!! ❤️ link a el episodio de como snapchat me empezó a pagar: https://open.spotify.com/episode/1vDGZQ3qcHcJ7G0PHNEGhv?si=bm06L71BSHqCndi9Loewqw Sigueme en Instagram: @beautybella_llc Follow me on Tiktok: @bellabeauty262 Unete a mi canal de WhatsApp aqui: https://whatsapp.com/channel/0029Va5ZAFo0LKZFmvKYVS23 Visita mi tienda aqui: https://www.etsy.com/shop/BeautyBellaCo L@s TQM muchoooooo hasta la próxima ❤️❤️❤️❤️. Ah mi snapchat es: @puro_guzman --- Send in a voice message: https://podcasters.spotify.com/pod/show/maribella-rangel/message Support this podcast: https://podcasters.spotify.com/pod/show/maribella-rangel/support

Whether it's Kaizen, TQM, 5S, or the Toyota method, Brian has used them.  Taking some of the most complex challenges, breaking them down into bite sized chunks, reimagining them and eliminating waste, Brian has helped Fortune 100 companies and small Iowa manufacturers become more lean, competitive and successful.  His seemingly simple strategies on their face seem simple.  Trust me, they are not.  Brian's uncanny ability to build consensus and increase throughput are nothing short of amazing.   Full show details are at https://iowapodcast.com/brian-shadle-manufacturing                            *** You just got a free box of teeth whitening strips from Brady Dental Care! Sign up as a new patient to get your free kit. https://bradydentalcare.com/hello     

Hot Topics เช้านี้ 1.GDP 3Q66 เพิ่มขึ้น +1.5% YoY ต่ำกว่าคาดที่ +2.0% YoY เราประเมินอย่างไร? หุ้นกลุ่มใดได้ประโยชน์? 2.ติดตามรายงานการประชุมเฟดในคืนนี้ 3.Theme Strategy จะเกิดอะไรขึ้น ถ้า BoJ เลิกผ่อนคลายนโยบายการเงิน 4.บทวิเคราะห์ ได้แก่ AOT, TQM, SAPPE, Fund Pick, Theme Strategy, Econ, ELN Pick --- Send in a voice message: https://podcasters.spotify.com/pod/show/yuantathai/message

Agrandar tu zona de confort es serle leal a tus versiones futuras y lo que ellas piden. Es el respeto y la confianza de crear cada vez más en tu vida. Te comparto cómo salí utilizando estos trucos y regulé ami sistema nervioso y redireccioné toda esa energía en creación. Únete al reto

En este episodio te cuento mi experiencia haciendo Journaling casi por 3 años y cómo me ha ayudado en mi salud mental tanto más, también te enseño herramientas básicas y súper fáciles para implementarlo en tu vida. Te invito a que te inscribas al reto de journaling GRATUITO NUEVOS COMIENZOS de 7 días AQUÍ ➡️ https://chat.whatsapp.com/LNS850VgnR9C3ezgFxaPFv. Cuéntame que te pareció este episodio con un mensaje en Instagram AQUÍ ➡️ https://instagram.com/dianavalverde?igshid=OGQ5ZDc2ODk2ZA== Te mando un fuerte abrazo y muchas gracias por escuchar este episodio. TQM

Descubriremos cómo la TQM puede transformar una organización, desde su cultura hasta la satisfacción del cliente. --- Deja tu reseña para este programa en: ⁠⁠⁠⁠⁠⁠Apple Podcast⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠Spotify⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠Radio Public⁠⁠⁠⁠⁠⁠ --- Descarga GRATIS el app de PROEL CONNECT ⁠⁠⁠⁠⁠⁠Apple⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠Google Play⁠⁠⁠⁠⁠⁠ Sígueme en: ⁠⁠⁠⁠⁠⁠Instagram.com/proelconnect⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠Instagram.com/juega.tu.juego⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠YouTube/proelconnecttv⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠Facebook⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠Página Web⁠⁠⁠⁠⁠⁠ ⁠⁠⁠Academmia de Cursos --- Send in a voice message: https://podcasters.spotify.com/pod/show/rafael-rodriguez33/message Support this podcast: https://podcasters.spotify.com/pod/show/rafael-rodriguez33/support

Ya es hora de dormir, y mañana jugaremos... pero antes un fuertecito. En este episodio hablamos sobre todos esos comerciales que después de tantos años no pueden salir de nuestra cabeza. Una disculpita si después de ver este podcast no pueden dejar de cantar la canciòn de Clight. No te pierdas el contenido exclusivo en: patreon.com/ameritaunfuertecito ¡Suscríbete y tómate un fuertecito con nosotros todos los jueves! Síguenos en nuestras redes: FB: facebook.com/ameritaunfuertecito IG: instagram.com/ameritaunfuertecito TikTok: tiktok.com/@ameritaunfuertecito Sí leíste todo esto, TQM. --- Send in a voice message: https://podcasters.spotify.com/pod/show/ameritaunfuertecito/message

Looking at the consequences of food offered by fairies, Bigfoot and aliens we explore the reasons for these foodie encounters and examine some interesting theories. We then explore what must be the best ever flameless-grill UFO story in existence. Bring plenty of syrup to this gastronomic episode of TQM!   Please help us grow the show by supporting us at www.patreon.com/TQMpod

As all of you are well aware, this show is all about reliability, specifically reliability of circuit assemblies. One challenge that seems to be persistent within our space is design for manufacturability or DFM. If you're a contract manufacturer, I have no doubt that you've had the experience of being asked to build a product that seems unbuildable. One example that rings true in my world was the introduction of bottom terminated components or BTC's. BTC's are marvelous components.Because all the lead terminations are below the part, they allow for highly dense component placement and highly miniaturized assemblies. They also presented a number of unique challenges in reflow, in many cases voiding, cleaning, and inspection. Like many other industries, we are not immune to the introduction of new technologies that may lack implementation knowledge. We then spend the next several years at technical conferences and symposiums learning us how to implement these new technologies. There are many acronyms in our industry that begin with DF… Design for testability, mechanical assembly, serviceability, reliability, and so many more. So many in fact, that there is a placeholder acronym for all of the various design fours refer to as DFx. Perhaps the holy grail of DFx is DFM, Design for Manufacturability as it encompasses so many aspects of assembly.To help us understand what exactly is DFM, I invited Andrew Williams to be my guest on this episode. Andrew Williams is the Engineering Manager for Electronics Manufacturing at PRIDE Industries. He has more than 30 years of experience in manufacturing and design and holds an SMT Process Engineer certification from SMTA and an IPC Certified Electronics Program Manager. Andrew is a guest lecturer at UC Davis and Cal State University Sacramento for Supply Chain Management, Operations, and TQM courses, and speaks frequently on DFM, DFS, and other DFX topics and today, he's my guest on the Reliability Matters Podcast.Andrew's Contact Information: Pride Industrieshttps://www.prideindustries.comandrew.williams@prideindustries.com

As all of you are well aware, Reliability Matters is all about reliability, specifically reliability of circuit assemblies. One challenge that seems to be persistent within our space is design for manufacturability, or DfM. If you're a contract manufacturer, no doubt you've had the experience of being asked to build a product that seems unbuildable. One example that rings true was the introduction of bottom terminated components or BTCs. BTC's are marvelous components. Because all the lead terminations are below the part, they permit highly dense component placement and highly miniaturized assemblies. They also presented a number of unique challenges in reflow, in many cases voiding, cleaning, and inspection. Like many other industries, we are not immune to the introduction of new technologies that may lack implementation knowledge. We then spend the next several years at technical conferences and symposiums learning us how to implement these new technologies. There are many acronyms in our industry that begin with Df…  Design for testability, mechanical assembly, serviceability, reliability, and so many more. So many in fact, that there is a placeholder acronym for all of the various design fours refer to as DFx. Perhaps the holy grail of DFx is DfM (design for manufacturability) as it encompasses so many aspects of assembly. Today Andrew Williams helps us understand what exactly DFM is. He is engineering manager for electronics manufacturing at PRIDE Industries. He has more than 30 years of experience in manufacturing and design and holds an SMT Process Engineer certification from SMTA and an IPC Certified Electronics Program Manager. He is a guest lecturer at UC Davis and Cal State University Sacramento for Supply Chain Management, Operations, and TQM courses, and speaks frequently on DfM, DfS, and other DfX topics.

En este episodio te doy 5 trucos que me han ayudado mucho a transformar mi vida, y a disfrutar de ella, te hablo de la importancia de sanar a tu niña interior, de soltar tu pasado, de aprender de las experiencias de tu vida y cómo servir al mundo con lo que te gusta. También te dejo aquí el link a la lista de espera de Sanando con

Una llamada de otro continente lleva a dos de los mejores agentes de la Orden a enfrentarse a un peligro tan grande que no solo amenaza al continente de Sahmshara, sino al mundo entero.Le enviamos un agradecimiento especial a nuestros invitadosMau Rincón (https://www.tiktok.com/@mau_dnd) y Javier Ibarreche (https://www.tiktok.com/@ibarrechejavier) por unirse a esta aventura con nosotros, de verdad los TQM a los dos Muchas gracias a Eksplodo por recibirnos y convertirse en nuestra casa para esta grabación, les dejamos sus redes sociales:https://www.facebook.com/Eksplodo/https://www.instagram.com/eksplodo/Edición: Pablo SuárezMúsica Original: Daniel Suárez (@maese_dani)Patreon: https://www.patreon.com/TirandoRolLink bonito para hacer sus minis: https://eldritch-foundry.com/?via=TirandoRolSigue nuestra campaña de DnD en todas las redes socialesFacebook: https://www.facebook.com/TirandoRol1Twitter: https://twitter.com/Tirando_RolInstagram: https://www.instagram.com/tirandorolpodcastTiktok: https://www.tiktok.com/@tirandorolpodcast Get bonus content on Patreon Hosted on Acast. See acast.com/privacy for more information.

En este episodio te comparto 2 condicionamientos que yo ya no quiero tener!! Y te hago algunas propuestas para replantearlos y poder construir vidas más libres!!! Tqm. Ligas mencionadas: Membresía de Manifestación, obtén acceso a todos mis cursos, clases y guías de manifestación. Workshop de Manifestación, descubre por qué no has manifestado lo que quieres Guía de Manifestación, aprende a manifestar lo que quieras en 5 pasos. Mi instagram — Podcast sobre Manifestación Consciente, Ley de Atracción, Ley de Asunción, Afirmaciones positivas, meditaciones para manifestar y más.

Ayer conversé con mi Ser Superior acerca de la necesidad natural de tener y crear espacios. Para mí eso se ve como fortalecer mis sistemas y crear estructuras que me apoyen, esté yo o no. Este episodio formará parte de una serie llamada “Junto al árbol”. Espero que te guste lo que platicamos. Tqm. — Podcast sobre Manifestación Consciente, Ley de Atracción, Ley de Asunción, Afirmaciones positivas, meditaciones para manifestar y más.

Dr. Deming encouraged lifelong learning for everyone, but particularly for managers and leaders. In this episode, David and Andrew talk about Deming's fourth point in his list for The Role of the Manager of People After the Transformation: "He is an unceasing learner. He encourages his people to study. He provides when possible and feasible seminars and courses for advancement of learning. He encourages continued education in college or university for people that are so inclined." TRANSCRIPT 0:00:02.4 Andrew Stotz: My name is Andrew Stotz and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with David P. Langford, who has devoted his life to applying Dr. Deming's philosophy to education, and he offers us his practical advice for implementation. The topic for today is Learning to Learn. And just as a reminder, we're going through the section of The New Economics third edition, it starts on page 86 for those who want to follow on, and for those who have the second edition, it starts on page 125, and the title of the list that we're going through is called Role of a Manager of People. This is the new role of a manager of people after transformation. And we are now talking about the fourth point on this list, which reads as follows: He is an unceasing learner. He encourages his people to study. He provides when possible and feasible seminars and courses for advancement of learning. He encourages continued education in college or university for people that are so inclined. David, take it away. 0:01:16.8 David Langford: Yes, good to be back, Andrew. So I always have to caution people, Dr. Deming wasn't into all the pronouns and everything that we use today, so he just means everyone. So if you're a manager... Yeah. So all of these points I, over the years, have taken to heart, and even as a classroom teacher I started figuring out, "Where do I start? What do I do?" Once I have been to a Deming seminar everybody wants to know, "What do you do Monday morning?" And these are really good places to begin, and you certainly can't do them all at once. It's sort of an inter-related system, and so when you start concentrating, you're always wondering, "Well, what do I do next as a manager?" Go back to one of these points to say, "Okay, have I done anything about that?" And so when you think about your role as a manager and if you think about yourself as a teacher, you're a manager, you're administrator, you're a manager, he's talking about... Anyway, if you're a parent, you're a manager of a family, right. And so you wanna think about it in those terms all the time. 0:02:31.2 DL: I never forgot even the very first seminar or the very first time I ever got to talk to Deming, and he was really interested in talking to me because there weren't very many educators at the time talking with him, and he was an educator. He was taught at New York University for 40 years, so I was really interested in talking to him about education and we were just chatting about the application of his thinking and theories to education. And while we're talking, he says, "Just a moment," and he pulls out this little notebook and he starts writing down what we were talking about. And I was just like, "Dr. Deming's writing down something I said, or we said, or we were talking about or whatever." And then come to find out his whole life he kept these little notebooks and sometimes if you were around them at the end of the day and people would be talking, he'd pull out his notebook and he'd say to people, "Look what I learned today." And that was just - flabbergasted about that, and not only is this guy 90, 91, 92 years old, but he was actually living this point every single day of his life. He was consulting... 0:03:48.8 AS: Yeah. And you can realize that when you read his work too, because he's always highlighting, someone said in a seminar or so and so said this, and that you now picture, he's taking a note and then later he's put in into his book. 0:04:03.2 DL: Yeah. When you're at the seminars, you hear him say, I'm eternally grateful to so and so for this point, or the Taguchi loss function, or all these amazing economical ways of thinking and management and all those kinds of things. He's really great at giving credit like that, but he was also very great at explaining that, hey, he'd learn something new. Even at his age, 90 years old, he was still learning things that were new to him. 0:04:35.3 DL: I was living in Alaska, at the time we were remodeling a house built in 1898. I happened to find a box of photographic plates in the attic, and when I was cleaning out stuff and everything, and these were late 1800s, and they were photographic plates on glass. The wedding that had taken place at the house that we then owned and we were remodeling, so that was pretty cool. As I was looking at the box, it said if you find any defect, anything... I can't remember exactly the wording on it but, "If you find anything wrong with these photographic plates, please contact us at this address, and also please add the box number of photographic plates, so we may find the person guilty of making the error and remove them." [laughter] 0:05:41.6 AS: What? [laughter] 0:05:41.6 AS: They're terminated. 0:05:44.4 DL: "Thereby improving the quality of our product." And this is... I'm not gonna say the name of the company, but it was a major company at the time, and I was so blown away by this so I took the box, took the plates out. I took the box to Dr. Deming at one of the seminars and brought it up to him and said, "I have a gift for you," and he said, "You do?" And I said, "Yes," and I told him where I found it, and I said, "I think you will really enjoy this label." And he read it and his mouth dropped open. He said, "Oh my god." I said, "I'm gonna give it to you as a gift." And he said, "Oh no, this is too valuable for you to give it to me." And then... So he made somebody go down and make a copy of it and turn it into an overhead thing, and he started using this at seminars because it was exactly everything that he was reversing in management thinking at the time, for the next 100 years he was reversing that thinking. 0:06:50.0 AS: It was just to put some context... 0:06:52.8 DL: And I was always so proud of that that I was one of those people that said... 0:06:57.3 AS: Look at this. 0:06:57.8 DL: Thanks to David Langford for this. That was my big contribution. 0:07:01.7 AS: There you go. And for the listeners out there who... To put this in a frame of reference, back in those days, the way that we presented, and I didn't so much 'cause I was pretty young when I went to my first Deming seminar, is that we had acetates or meaning transparent pieces of A4 or letterhead paper, letter paper, the size of that, it was just a clear plastic thing and then you would write on it, and then you would put it onto a screen which would then project up on to a wall. And so it was either that or we had rollers where you could roll the acetate across, so you'd write a little bit and then you'd roll it, and so that was the way that he did his presentations in those days. 0:07:46.5 DL: Yes. He was constantly rolling forward, rolling backwards and drawing right on the screen and working through, so... He was well-known for being very, I'm going to say, curt, but very direct, very short with people. When they asked a question, like people would line up at different points in time and get ready to ask him a question, somebody would come up and ask a question, and he'd say something like, "We already covered that this morning. Where were you, in the parking lot? Next question." 0:08:23.2 AS: Yeah, which is kinda scary for people in the audience. 0:08:25.4 DL: Yeah. Well, a lot of people viewed that as, "Oh well, he's not really interested in people learning about things." But no, it's just the opposite. If you are trying to ask a question simply to discredit him or to take him down in front of, or make yourself look better in front of other people, or things like that, he had no time for you and he would openly say, "I don't have time for this. I'm 90 years old or 92 years old. I don't... " 0:08:57.0 AS: I'm on a mission. 0:08:58.7 DL: "I don't have much time left and I don't have time to waste on you." And he wouldn't ever say that... 0:09:00.7 AS: But he would... 0:09:01.7 DL: But he would cut people off, for sure. 0:09:04.8 AS: And I remember that I felt pretty safe as a young guy with pretty innocent questions coming to him. I felt like he was very welcoming to the majority of people. But there was a certain thing that either someone that completely missed what was going on and he could get a little bit annoyed with that, or if it was someone at a senior level that should know this and they don't know it and, "I'm gonna make sure you never forget this interaction." And I remember the one that I remember from being in the seminar was when someone got up and said, "Since you're the father of TQM, I wanted to ask you a question about X, Y, Z." And Dr. Deming looked at him and he says, "What is TQM?" 0:09:48.7 DL: Yeah. He knew full well. 0:09:50.9 AS: And he goes, "Wait, wait, what? Wait, what? I don't understand 'cause I didn't know what he meant." 0:09:56.4 DL: Yeah. Well, not only was he an avid learner like that himself, he wanted everybody else to be like that too. You wanna do continually questioning, continually trying to understand, continually learning, apply, thinking on a level that most people were never taught to think on that level. 0:10:19.3 AS: I wanted to ask you a question about this from a bigger picture perspective, and that is to say that you're a learning company or you're an unceasing learner or we're into learning and all that. It's such an easy thing to say. 0:10:36.9 DL: Cliche. 0:10:39.4 AS: Yeah, it's cliche, yes. But it feels good to be able to say, we're a learning organization. We're trying to learn. But the fact is, is that he's... The reason why he's raising this is maybe most people really are learning or they're not a learning organization. Can you put it in that framework before we get into a little bit more detail on it? 0:10:58.8 DL: Yeah, absolutely. I thought the first time I went to see Deming, I was a year out from getting my Master's degree, right. And so I'm thinking, well, yeah, I'm a learner, right? I got my Master's degree and like you have a whole bookshelf behind you, yet people just listening can't see it, but you have a ton of books behind you, and I might have an entire library here myself, etcetera. And so I'm a learner, but at that time, I suddenly had this realization in probably the very first four-day seminar, I had never read anything that wasn't assigned to me. I've been going through school my whole life or being a teacher myself and teaching a curriculum or dictating what other people should read based on that curriculum, but I'd been... I don't know, probably since I was a little kid that I just went to a library and looked around and just picked out a book I wanted to read. And that started really my journey of thinking, "Okay, I have to be just learning all the time, I have to be reading all the time and thinking all the time," and have never forgotten that. And so that also causes you to have a very open mind about things. 0:12:23.7 DL: In the politically charged realm that we are now, there are so many people that you can't even talk about the opposite point of view. It's just a complete shut down of, "No, I'm not gonna talk... I'm not even gonna talk about that." I think Deming would just be shocked and dismayed about that, that if you can't argue with your boss he's not worth working for. 0:12:53.8 AS: Yeah. And also as a person that's lived outside of the US for many years and look back at the US, I realize that the collision of ideas and opinions is actually the whole process of learning. 0:13:09.0 DL: That's the whole point. Yes. 0:13:10.5 AS: That is how... That is kind of the history of how we've acquired new knowledge. 0:13:18.9 DL: Quickly and move a society for it or a business forward or whatever it might be. And so what he's talking about here in a company or a school, etcetera, if you're not constantly encouraging people to think and to learn and to understand, you're gonna become stagnant or not only stagnant, you're gonna go backwards, and I think about things. 0:13:44.1 AS: Can you explain this again? Going back to the big picture. I bet you that if you and I did a survey of top US companies that are successful, or the companies they're gonna all say... They're gonna all say, we're a learning organization. 0:13:58.5 DL: Right. 0:13:58.6 AS: And I just want to understand... 0:14:00.5 DL: When I started this journey, yeah, I studied Toyota because Deming had done a lot of work with Toyota and everything at the time. And one of the things I learned from one of the managers there, I said, "Well, how much time do you spend in training and development of employees?" And he said, "20% of the time." He said, "We're hoping to get to 40% of the time." "What? You mean 20% to 40% of the time you're actually training, developing people, giving them information, etcetera, instead of actually producing their products?" That didn't make any sense. So I went back to my school, I did an analysis, how much time did we actually spend with our staff and faculty in training, and it came up to be like 5% of the school year was actually spent in us training them in new concepts or ways to think, etcetera. 0:15:00.5 AS: And it's a great point... 0:15:03.8 DL: And I thought how much time do we spend training the students in thinking? 0:15:09.6 AS: Yeah. 0:15:10.4 DL: Well, zero. 0:15:10.6 AS: Yeah. It's a great point to stop for a moment for the listeners and the viewers to ask yourself, how many hours, what percent of the time, of the week, of the month, of the year do you spend or does your school or your firm spend in learning and training, in both training and education? I bet you it's not 20%. 0:15:39.5 DL: Well, the students that I was working with, these were just high school kids, and so we were going through these points and we're having this discussion, and I showed them the data, and they said, "Well, when do we get to learn?" And... "So what are you talking about? You're going to school." And they said, "No. You're learning all this stuff about Deming and discussing it and watching videos and everything. When do we get to do that?" And I realized I wasn't doing that with students, and so I put them to work because the teachers all said, "Oh, we don't have time for that. We're already crammed. We can't get through the curriculum. We don't have time for anything like that," and so I put the students to work to come up with a new master schedule and then come back and present it to the staff, and they came up with two... I think it was 60 or 90-minute sessions per week that they wanted to come together and just and learn, and it was just an amazing way to think about it. 0:16:42.7 DL: So one of those sessions I had each week with the entire student body, and basically I'd show them a Deming film or I'd show them something new or something that's happening in education, and I'd put them into groups and have them discuss about it, and what do you think about that and how could that be applied here, and what should we do differently? And then the other session was a session where they wanted to go anywhere that they needed to go in the building to get help and catch up on anything they needed to catch up on. And this is totally a foreign concept because we were constantly following every kid down, "Where are you going? You're going to the bathroom. Here's a bathroom pass and you're gonna go here and... " What? We're going to actually trust these kids to do stuff? So it took us probably a whole year to convince the staff, the administration and everybody that, "Okay, well, let's at least try this." Right. 0:17:41.0 DL: So the first time we ran a session like that where the students could go any... They could go to the science room, they could go to the computer lab, any place they needed to go to learn and catch up and get help or work or however they wanted to do, but they just had to be learning during that hour session. Well, the principal went around and actually counted kids in all these rooms and everything else, and lo and behold found out there were like 10 kids that took off and went to town. Right. So he calls an emergency meeting after that day and says to the whole staff, "We can't keep doing this. We got 10 kids that took off and just blew the whole thing off, and so we gotta change the whole master schedule and redo it and everything, and we gotta start over again." And I'll never forget 'cause we're just sitting there, sort of stunned. Trying to think, "Well, okay, now what are we gonna do? And then we're gonna have to redo everything." 0:18:46.0 DL: And all of a sudden, the science teacher said, "You know, in my room, I must have had 60 kids doing science, and he said, I'd say a majority of them weren't even doing stuff that was assigned to Science class. They were exploring all kinds of new concepts, asking me questions about all kinds of things in Science." And English teacher said, "We were having the greatest discussion about applied Romeo and Juliet to modern issues." She said, "I never had time for that in my classroom, but a whole bunch of us just ended up sitting around and we just started talking about the application of these things in a modern society." And almost every single teacher said the same thing. And then finally somebody said, "Well, how many students we have?" And I think at the time we had about 300 students, so 10 of them left. That means 290 students were actually engaged in learning and doing exactly what we want them to do, and we wanna throw this out because of special causes. And that's when I realized, oh, special and common cause - people are getting it. Our training is actually seeping into the terminology and the way of thinking about people. So we didn't throw it out and we kept it, and within a few weeks there wasn't anybody gone, because the kids that had took off came back. 0:20:19.3 AS: They got it out of their system. 0:20:21.5 DL: While the other kids said, we're talking about the great time they had, and not only that they were catching up on work that they didn't have time to normally, and all kinds of other things that went on. It even happenened in sports, a whole bunch of them went to the gym and just worked on basketball techniques, and even the PE teacher was amazed that I just had all these kids in their learning and wanting to know about, "How do you do a shot and how do you do this and how do you make this happen?" And teachers were just sort of dumbfounded about this, that students would actually learn on their own without being given a grade or forced to do something. 0:21:01.9 AS: And what I wanted to also think about is the idea that if we read the 14 points and trying to understand what Dr. Deming is telling us, there's this, number one, constancy of purpose, there's this real focus on improvement, there's a focus on the customer, not the competitor, to try to improve what you're delivering to the customer, and then you combine this focus on learning and training. You bring these things together and in some way, it's almost like you've created kind of a tunnel vision that's between your company and the customer and your company and the suppliers, and it's this obsession on these things. And at first, it's hard to understand, but as you start to see this obsession you realize this type of focus can... And because you're learning, everything you're gaining it's taking you to another level and another level, and then you're applying it for your customer, for your student, for your school, and next thing you know, you do that over and over again, and you will be at a very different place, and you'll also be at a place where people really feel great about it. That's not what's happening in learning organizations, companies that say we're a learning organization. Tell me more about that? 0:22:25.4 DL: Well, if you're continually learning like that as an organization and constantly expanding the ways of thinking, etcetera, when you get to major hurdles like Covid, etcetera, you have a whole staff, learned staff that's used to learning and used to figuring things out and used to thinking and coping with disasters or anything that goes on, and so the system doesn't fall apart, that's what I saw happening over and over in companies and schools and universities that I worked with for a long time, that those organizations could just overcome obstacles that would just be a huge thing to other systems, because they weren't used to learning or coping or understanding. They're usually used to just being told what to do. The same thing in education, the curriculum is coming down from the state or the national edict on X and... Oh, well, we just got... So they just learned to constantly be in a response mode, so they're not in a mode of constantly innovating, thinking, what can we do next. 0:23:41.7 DL: So I know in my school, I started... Not only did we have this one time a week where we could work with all the faculty and...or all the students, we just started having a faculty come in and learn with the students, which was a novel idea. Right? 'Cause normally we segregate them out and the faculty goes off and learns this stuff and comes back and does it to people. Right? But we just set up this learning session with students, faculty, everybody and faculty were learners and lo and behold, that's probably the best model that you could be in a school, is to show students that you're constantly learning, that you're constantly reading, you're constantly figuring something. "Hey, I read this thing last night. This book, it's really great. Da da da da da." 0:24:38.9 DL: I didn't fully realize the impact of what we had done until after the first year that we'd really tried to implement this and get stuff going. And during the summer time, teachers are usually... The school year ends and all the kids leave and you never hear from them until start the next school year up, right. So I'm out mowing the lawn in the summer time and my wife comes out with the phone and she says, "Hey, one of your students is on the phone." Well, I'm thinking that there must be some kind of accident that happened or something that goes on. And I'll never forget because when I'm talking to this student, I actually stopped. I was looking at the phone like, "Who are you?" Because he said, "Hey, I read this book and I just wanted to know if you read and there's some really interesting concepts that I picked up on it and wanna know if you'd heard about it." And I was so stunned 'cause 15 years, no student had ever done that. It never ever come up to me like that? Well, that summer, I had 12 students do that. Twelve of those kids called me over the summer, and I started to learn... When they'd call up, "Hey, what have you been learning?" And they, boom, they just tell you, because we had taught them to be learners, learning to learn. 0:26:00.9 AS: And what about people that are listening that are in, let's say, public schools or other places, and they feel constrained, they've got the mandates from on high, as you mentioned, and I think what I guess what I'm hearing is the idea that you may be less constrained than you think in that there may be more room to do and still be able to follow what you got to follow. What would you advise to them? 0:26:27.6 DL: Yeah. Well, if you have management of your organization, etcetera, that wants nothing to do with this and they're not really interested in making big changes or doing anything differently, etcetera, that doesn't preclude you from doing something as a teacher and I did the same thing. I'll give you an example, one of the classes I was... I can't remember the title of it now, but it's media management or something like that. I can't remember what we called it. But I just set up the first 10 minutes of class, I said the first 10 minutes of class we would get all the newspapers from the library that were used up the previous two or three days. And you got 10 minutes to go through the paper and pick out the most relevant things happening, and then share that with the rest of the group, and then we're gonna talk about Deming Management as applied to those issues. And it was such an amazing, amazing thing because the kids would talk about how stupid some of the things were happening politically, or this was happening, and it was totally contrary to what Deming talked about, and then they talk about what should happen, etcetera. 0:27:37.6 DL: So after about three or four years, I started taking students out on a tour, and we'd take any students who wanted to go and we'd raise money throughout the year and everything else, but we wouldn't go just on a field trip just to go to Disneyland or something. We went to universities, we went to major corporations, we went to places where we could learn stuff. And I'll never forget, the kids were at Motorola, Motorola, I think, it was in Phoenix, Arizona. And they had heard all about us and everything, and they set up all this thing, and our students would come in and give this whole presentation about Deming management applied to education. Well, when we got there, we walked into this room that they had set up for us, and there was literally a red carpet laid out, and in the back of the room was this whole banquet of seafood and just huge tables of food and everything else. Kids all walked in. And the CEO from Motorola is there and everything. And the kid says, "Who's this for?" And he says, "It's for you, we think you're the most important people in the country right now." 0:28:49.6 DL: These kids, a lot of them Native American kids, a lot of them from very rural background, you could literally see them grow 14 feet in that instance. I'll never forget because after we finished our presentation the CEO got up and he said, "I wanna know two things." He said, "Number one, how do I get my son in your school because he's not learning this in his school? And number two, I'm gonna set up a room across the hall, and I just wanna start interviewing people so you can come to work for us when you get out of high school." And some of those kids did actually get hired and go there. 0:29:32.3 DL: I'll tell you another story. The same thing, we took a group of kids to Texas and we went to one of the, I think, it was one of the oil companies, I think it was. And so the whole thing was, we said, "Hey, we'd like to come in and give you a presentation about what we're doing, how we're applying quality methods and thinking to education. We'd also like your managers to give us a presentation about what goes on here, what do you do, how do you apply these things and work things through." I'll never forget, we've finished our presentation at 45 minutes, kids were very efficient, they were all... That was part of it. Everybody was helping everybody do the presentations and work through that. And so their manager, I can't remember his title, but it had something to do with quality, the quality manager for the corporation or something, he gets up and start... He's got his presentation stuff and he starts giving a normal business presentation after these kids giving multimedia presentations for 45 minutes. And he talks for about 30 seconds about some of the things they're doing, and he said... He said, "Forget it," he said, "You guys already know more about this than we could ever hope to know about it." So he said, "What we wanna do is we've got all of our executives in the room, we just wanna pair up with these kids, high school kids, 15, 16, 17 years old, and have conversations about this and why it's applied. 0:31:00.3 DL: And I'll never forget, I walked by this girl that was talking to this high level manager at this petroleum corporation and they're arguing about intrinsic motivation and how employees have to be extrinsically motivated and everything else, and this girl, 16 years old is not backing down and she's just taking this guy to task. And finally they end their conversation and she leaves, and I walked over to him and I said, "Do you realize she's only 16 years old?" And he just looked at me, he said, "I forgot all about that." 0:31:34.1 AS: Yeah. 0:31:39.2 DL: See. And... 0:31:39.4 AS: Potential. The potential. 0:31:40.2 DL: Yeah. Deming often said that profound knowledge is not limited to age, and I didn't know what that meant for a long time until I started seeing young kids adapt these... Or absorb these concepts and take them to heart and be able to do it much better than us as adults, learned a different management thinking and we had to sort of transform ourselves. These kids they didn't know anything different. I think somebody asked one of the students one time how did you learn to do this or how did this happen or whatever? And they just looked at him and said, "Well, doesn't everybody do this?" 0:32:20.9 AS: Yeah. We stamped that out. 0:32:24.6 DL: They couldn't understand. 0:32:26.3 AS: We stamped that out at an early age. 0:32:26.3 DL: I'll give you one more quick story. We took the kids to visit a huge high school in California at the time, and that was probably about around 1991 or something like that. So computer technology was really starting to get into the schools, but our schools are already one-to-one technology and we had advanced technologies for all kinds of stuff and STEM and things like that. And so the principal is... Big high school in California, a pretty brand new high school, that's why we went there to cut and I wanted them to see what a big high school looked like, and we were going around, and he goes and he says, "We're really proud of this room," and he goes and unlocks the door. And this was in the spring probably around about March, unlocks the door and turns on the light and there's like 60 computers in there, all set up, all ready to go and everything. And one of the kids says, "Well, where is everybody? Why aren't people using them?" He said, "Oh well, you know, we haven't got the teachers trained and we're not ready to start using this, but we got it all purchased, we got it all set up and we're gonna start using it for... We're starting, using it next fall in September." And I'll never forget one of our students said, "Can we just take all those back with us and we'll ship them back to you in September." [laughter] 0:33:48.9 AS: Yeah, exactly. 0:33:50.8 DL: Said, "We know what to do with those." 0:33:52.3 AS: And if you unleash group of kids in there, before you know that they would be training the teachers on that. 0:33:57.7 DL: Yeah, absolutely, they'd be training the staff about how to do the stuff so. 0:34:01.2 AS: Yeah. I wanted to wrap up with a little bit of kind of discussion about the idea of... I'm gonna talk briefly just about business, just 'cause that's something I understand pretty well, and that is a lot of times when managers in businesses see the same mistakes happening, they're like, "We've got to stop. Who is responsible for this?" Or as you started the whole discussion, "We got to get rid of the person who's the problem." Or, "Why is everybody making these same mistakes or whatever?" And that's really the problem actually at leadership level, really it's the idea of how can we study this situation, how can we get together, pool our resources and our knowledge and make some scientific style analysis, like a PDSA, a Plan-Do-Study-Act, and try to understand and learn here what the problem is and how can we solve this problem. And that is the process of acquiring knowledge through the scientific method, but acquiring knowledge is meaningless if it's not continually applied, so then we take that knowledge and we build it into our training of the new workers or new employees that are gonna be in that area, so we never go back and make the same mistake. We've fixed it permanently, and we've trained people to another level. But of course we're gonna come up with another common problem that's showing up all the time, and we do the same thing, and then we improve that and we gain knowledge on that, and then we train so that everybody's operating at that next level. 0:35:33.4 AS: Now, when you do this over a period of years with this constancy of purpose of continually focus on learning, what ends up happening is that you have actually acquired a large amount of knowledge in your organization that does not exist in your competitor. 0:35:52.2 DL: That's right. 0:35:52.4 AS: In addition, you've codified it, you've quantified this to be in the behavior of your employees. So let's say you do that for one, two, three years, all of a sudden you have created a deep level of knowledge on a particular topic that your competitor does not have that deep of a level of knowledge on that particular topic. Now they may be... If they're a good competitor then they may be learning in another area, but let's just say that most new companies aren't learning. And the end of, end result is that you start to build a competitive advantage and that... 0:36:26.3 DL: Even though. 0:36:27.2 AS: Competitive advantage just shows that... That competitive advantage just could last for decades. 0:36:34.7 DL: Yeah. Even though defeating your competitor was not your aim. Your aim was learning and getting better all the time, but by doing that you became a very fierce competitor, you became very good at solving problems, moving forward, understanding new concepts, applying things quickly, adapting to new technology, whatever it might be. You become a very good competitor even though you're not actively trying to compete. People sometimes blame Deming saying, "Oh, you don't want... You're against competition," 'cause he talked about cooperation a lot. And he said, "No," he said, "The best thing you could have is a good competitor. Right? Somebody else that's innovating, somebody else that's thinking something. Getting you to think differently about things." So the great irony is the greater you cooperate and learn together, the greater you compete, even though you're not necessarily trying to compete. You see the same thing in sports. We have March Madness going on now. If you listen to coaches at the end of games or coaches getting ready to play really big games coming up, they'll say things like, "Well, this will be a good learning experience for us, or this will be a really good test for us." Those are the really good coaches because they're looking at every single game about, "What can we learn, how can we apply that to the next one, and how can we move forward?" 0:38:03.0 DL: One of those trips I took with students, I took them to an electronics corporation in Phoenix, I can't remember the name of it, I don't really remember what they were making, but it was very sophisticated electronics with chips and all of that kind of stuff in a dust-free environment and it's a huge room in which these panels... I think it was very sophisticated art tablets that they were making, but they had all these lights up around the room and everything red, yellow and different things, and so most... Every one of the stations had green lights and everything, and then all of a sudden a yellow light came on at one of the stations. And I said to the guy giving me the tour, I says, "Well, what happens now?" And he says, "Well, immediately, any managers that are available, we rush to that center to find out what's going on. There's an error or a problem or somebody has observed something that is going on there, and we try to actively fix it and try to understand it and fix it for tomorrow too and make sure it's not gonna happen again. 0:39:13.3 DL: And I said, "What's the red light for?" And he says, "Well, anybody in the entire corporation has the ability to stop the entire line and turn on the red light. And when the red light comes on the whole place shuts down." And this was like 300 employees that they had. The whole place shuts down and everybody has the authority to do that. And I said, "What happens then?" He said... Then he said, "All management empties out, comes down in a learning environment and tries to study what's going on, what has happened, how do we fix this, how do we make this." Well, that's totally different than if you make an error or you screw up, you might get fired. And if that's the case, you're not gonna share an error or a problem that's happening, right? You're gonna keep that and hide that or cover it up or do something else, because you have managers that don't understand this thinking so. 0:40:08.7 AS: Yeah. I saw just the opposite of that when I was working in Pepsi, that in the production and process, basically, you constantly running around trying to patch things up and not raise them to a higher level, and so you're constantly making the same mistake. I wanna wrap up this discussion by just going back to point number four now that we've been through so much about it. So this is, again, we've been reviewing the role of a manager of people. And the fourth point that he talks about here is, he is an unceasing learner, he encourages people to study, he provides when possible and feasible seminars and courses for advancement of learning, and he encourages continued education in college or university for people that are so inclined. David, is there anything you would add as we wrap up this discussion? 0:41:03.6 DL: Yeah. He does mention college or university classes, things like that, but he also was a very strong proponent that they just need to be learning. Learning a new language, learning new concepts, new things that are happening because you have active minds then and you have people making new connections and thinking, and it does something to your personality and the way you think about things, etcetera. And so he just said it could be anything, they can be learning basket weaving, but they just need to be learning all the time. 0:41:38.2 AS: Fantastic. Well, David, on behalf of everyone at the Deming Institute, I wanna thank you again for the discussion. For listeners, remember to go to deming.org to continue your journey. And listeners can also learn more about David at langfordlearning.com. This is your host, Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming, "People are entitled to joy in work."

Tqm

Total quality management (TQM) has a history that dates back to the 1920s, took root in Japan, and has been a driving framework for what we do today. It has led to the expansion of quality concepts and standards which have evolved to encompass virtually every industry. For today's episode, we explore some of the principles and implications of the TQM philosophy, how some might need some reemphasis, and how they can be applied. Follow us on Facebook- @cancelledformaintenance, Instagram- @canxformaintenancepodcast.Twitter- @cxmxpodcastDid you know we have a comic series? Check it out on the Tapas app or visit us at: https://tapas.io/series/CXMXcomicsVisit our website and check out our merch at www.cancelledformaintenance.com. Have ideas or stories for show? Send us a line at our contact us section of our website!Looking for the best lightweight, comfortable, and noise-cancelling headset? Visit: dalcommtech.com and use code "canxrules" to save 15% off their products or special orders!Check out Rockwell Time for awesome outdoor merch and apparel. Use code-CX4MX and save 10%!Tell us how we are doing, leave us a review if you listen to us on Apple, Stitcher, Podchaser, or IHeart Radio!Follow us on Goodpods and Podchaser!https://goodpods.app.link/1Ss1v4ODHlbThanks to our monthly supporters, with special shout outs to: Dylan K. Mike S. Eric S. Kiel K. Chris H. Dan S. Ryan F. Jennie D. Erica L. ★ Support this podcast on Patreon ★

Nadie nos enseño a poner limites y si los poníamos nos llamaban de egoístas y mala onda, en este video te enseño la importancia de ponerlo y lo mucho que te van a servir en tu vida, al principio cuesta pero con la practica y el tiempo se vuelve más fácil. TQM si querés una llamada conmigo haz tu cita por whatsapp

In this, the first in a series of episodes on Awakening Your Inner Deming, Andrew talks with Dr. Bill Bellows about his journey. He started with Taguchi, read his way through other quality "gurus", and finally found Deming in unexpected places - solving big problems in space shuttles along the way! 0:00:02.1 Andrew Stotz: My name is Andrew Stotz. I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today, I'm here with featured guest Bill Bellows. Bill, are you ready to share your Deming journey? 0:00:15.7 Bill Bellows: I am ready. I've got my seatbelt on, crash protection devices. I'm ready to go, Andrew. [chuckle] 0:00:23.3 AS: And I am ready indeed. So let me introduce you to the audience. Bill's a 35+ year specialist in the field of quality and engineering management. In addition to adjunct professor roles, he is president of InThinking Services, partnering with clients to facilitate the understanding and application of the Deming philosophy. So, Bill, can you tell us a bit about how you first came to even learn about the teachings of Dr. W. Edwards Deming and what hooked you? 0:00:57.8 BB: Well, I was minding my own business. No. Actually, I finished my graduate studies in 1983 and went to work in the aerospace industry with a sense that I wasn't gonna... [chuckle] I wasn't quite sure I was gonna like it. I greatly enjoyed what I was doing in the field in graduate school, and the work I was to be doing in industry was very similar. So I felt okay, but it didn't take long before I just didn't like it. And I found myself teaching some college classes and then wondering what I wanted to do. And it took about... Two years after I was working at this company, I took a class in problem solving and decision making. A one-week class. And I loved it. I started looking at everything through this lens of a model for decision making, a model for problem solving. 0:02:13.4 BB: And shortly thereafter, I was approached by the training director of the company. We were growing leaps and bounds in terms of business and employment. And this guy came in and was really cool in terms of bringing us what he thought was some really professional development training. And he knew I was excited by this one-week course. And he said, "Bill, how'd you like to be the person in engineering trained in that and to teach this course?" And I was like, "Yeah. Yeah. Sign me up." So I went away for a two-week train the trainer, very intensive training. And what was interesting is I was the only one in the room, two dozen people that wasn't an HR and wasn't a trainer. I didn't know how to train... I was gung ho on the material, but I did not know what it was like to get in front of an audience. And in fact, the instructors used to kid me that I was almost afraid to move beyond the podium. I just wanted to hide behind it. 0:03:17.0 BB: And so I came out of that having been... I have to we prepare for the next day, five minutes, 10 minutes, 20 minutes. Next thing you know, we're preparing these one hour long teachers. And I love... I liked it. And then back at work, the plan was that, given this role as the auxiliary instructor for this material, when people in engineering, my organization, have a need for this training to be used, I'd be called upon. And that was really cool. It got me associated with people I wasn't working with, and it was a much more exciting than what I was doing. And Lo and behold, the guy in training, the director says, "Hey, you know this... " He mentioned Deming's name, and I was a sponge. And I really respected what he was doing. And he gave me... He introduced me to Deming's work. And I remember, I think it was Quality, Productivity and Competitive Position. And I looked at that and I thought, "Okay." 0:04:30.4 BB: But then going back to the problem, we'll come back to that. That was my exposure to Dr. Deming's name. But in parallel, I was working on a very big problem on the... On our number one product, which were gas turbine engines, you could think of as jet engines, for applications in the US Army's battle tank. And we were making 120 of these a month. And I mean, it was a big, big... It was the biggest business of the company. And once or so a year, there'd be a major crisis. We can't ship hardware and the Army would come in and say, "Stop production until you solve this." And I had been dragged into some of those before. And that kind of got me in the realm of, "Hey, why don't you go off and take this training?" So now I'm not sitting in the back of the room. Now I'm in the front of the room but leading the facilitation of these techniques for problem... Mostly problem solving. What is a problem? The car won't start. It used to work. 0:05:38.5 BB: And so we're working on one big problem. And it was... It had incredible relevance relative... This is the height of the Cold War, Andrew. This is '87, '88 timeframe. And there was reason to believe by the Army that the majority of the battle tanks had a problem. And those tanks were the front line of defense of the allied forces in Europe. And so, we were running tests 24/7 trying to solve this, solve this, solve this, solve this, solve this, and we weren't going anywhere. And at one of the meetings, once a month, somebody had to go explain to the army, essentially our lack of progress. At one of those meetings, somebody said General Motors makes the transmissions for the tanks, and whenever they have an issue like this, they use this thing called Taguchi methods. So we're gonna contact General Motors and ask for their help and you're gonna send somebody then in Indianapolis to find out what it is and is it relevant. 0:06:49.8 BB: And so I go to this meeting and I learn about these goings-on, and I turn to the manager of the tank engine program. And I said, "So who's gonna go to Indianapolis?" And he said, "You are." And I looked at him dumbfounded and I said, "Why me?" He says, "You're the problem-solving guy." He says, "I want you to go." And Andrew, I had no interest in going. I was looking for reasons why it made no sense. And in the back of my mind anytime I get into a situation where I'm not happy with whatever it is, I look for something positive to make it appeasing. And believe it or not, I didn't wanna go to Indianapolis, but I thought, but I can go to the Indy 500 Museum, which a neighbor did years ago, and if nothing else, I can go to the Indy museum. And that's really what I was looking forward to, is going to the Indy museum 'cause I thought this meeting was just gonna be a waste of time. 0:07:49.7 BB: And I go into the meeting and I'm... And this is what hooked me on Taguchi then we'll come back to Deming. I go into the meeting and there were these transmission division's top people in Taguchi methods. Well, their senior people, their top most person had recently left the transmission division to go work for a new part of GM called the Saturn Corporation. And I'm thinking, holy cow, your top Taguchi guy is at Saturn, which I knew about. So now I'm thinking, 'cause prior to going out, I did a literature search. We didn't have the internet and I pulled up a bunch of stuff and it was just a mishmash. But when he said, "Our top guy who wrote this book... " and he showed me the book, "went to the Saturn Corporation," I'm thinking, now my ears are perking up. 0:08:56.4 BB: And then he says the other thing that's funny here. They brought in their chief transmission designer and he looked at the drawings of the parts that were failing in the engine. And he says, "This looks like a German design." I don't know anything about design, but he looks at the drawings and he says, "This looks like a German design." And I said, "It is a German design." In fact, I said, "The people who designed this engine designed the very first German jet engine in the late '30s for Hitler." I said, "It's the same team of people." And so anyway, he looked at it and he had some ideas, but that wasn't why I was there. But then the other two guys were there, and the first question they asked me is, "How do you come up with ideas for what's wrong with this tank engine?" I said, "Everyone's got an idea." And I said, "And what if that doesn't work?" He says, "Here's what we do. Somebody comes up with an idea and every idea we come up with, we write it down and we go run a 10-hour test at a thousand bucks an hour, which I thought was expensive. 0:10:01.5 BB: And then at the end of the test, we decide to go forward or not. Are we onto something or not? And he said, "What if it's not?" And I said, "Well, then somebody's always got an idea, somebody's always got an idea. We're running test, we're running test. Well, why are we here?" Because we're running through ideas, running through ideas, and we ain't finding anything. So then he says, "What do you measure?" And it's so funny. I don't know anything about gears other than the gears have teeth. I'm a heat transfer guy. [chuckle] So I said, "After each test, somebody goes to the manager in the gear group and shows them the gears that contact each other," and he holds 'em up and he says, they look good or they look bad. He says, "How does he do that?' I says, "He just looks at 'em." He says, "He doesn't measure anything?" I said, "No, he just holds them up to the light and he says, that looks worn, or that doesn't look worn." 0:11:01.3 BB: And I said, "Based on that decision, we run the next test." Well, he says, "Here's our first piece of advice." He said, "Stop thinking of it as being it's worn or it's not." He said, "It's really shades of grey." And he says, "What I want you to do is measure each tooth on each gear before and after." He said, "You're throwing away a lot of information based on this measurement." And I thought, okay, okay. And I said, how do you do it? Blah, blah, blah. And I went back about a week later based on what he shared with me and we put together a test plan that solved that problem in about two weeks later. And so now I'm all over Taguchi's work, I am all over Taguchi's work, all over Taguchi's work, and it became my next look. 0:11:49.0 AS: What does Taguchi have to do with just measuring versus eyeballing something? 0:11:54.9 BB: Well, that's a good question. I'd say Taguchi's work in that situation was the use of fractional factorial testing, but the issue was that we were treating the data as black and white, which is, in terms of statistics, it is a poor way of doing things, but that's... It wasn't... 0:12:19.0 AS: So either you accept or reject as opposed to measuring? 0:12:22.1 BB: Yeah. And I was... I took an undergraduate class in statistics and I just... It wasn't a field I didn't know that much about. So I just bought into it and he just brought it to my attention, and I said, okay, and it kind of makes sense where he's coming from, but the... So really, the biggest thing that came out of the meeting was not so much... It was driven by you gotta look at this Taguchi guy and it was a combination of running tests using Taguchi's ideas, which would've included using variable data and not... What was it called? Category data. And so that, it was just incredible. This was a problem that was going on with incredible high visibility at the Pentagon, and it got us out of a big jam. And we just couldn't, the answer was right in front of us, but we couldn't see it based on not so much the testing method, the evaluation method. So then that got me in love with Dr. Taguchi's work, so... 0:13:40.4 AS: Let's stop there for a second and think about the listeners for a second, and the viewers. How would you describe the lesson that you learned from that experience? 0:13:56.2 BB: I say a really big lesson is that a simple shift in our thinking, kind of like putting on glasses allowed us to see what we couldn't see that was right in front of us. 0:14:11.7 AS: And it happened by you going outside of the organization also, it sounds like. 0:14:15.7 BB: Oh inside... Oh, the organization. See, I had no reason to challenge the organization. These were the gear people. I'm a heat transfer person, so I don't challenge the gear people. What is that all about? That's why I'm just going along with the guy says, "What do you measure?" I said, again, I was out of my element relative to how organizations operate, out of my element relative to... Now I just looked at that and say, they're the experts. Why would I... I mean, [chuckle] I was just gullible. And I don't think that's uncommon. Where I worked, I found that there were fields in which everyone was an expert. And then there were fields in which... Meaning that if you... Where I worked in Connecticut, if you had some skill with statistics, people would get outta your way and they would just treat you like you walked on water, even though you were full of it. They just bowed to Andrew because you... 0:15:33.2 BB: And so I think it was something like that. I just didn't... And again, I don't think that's uncommon in organizations. But to your point, in fact, back to your point, when I walked away from that very first meeting, and here's what was cool is, it was the two of them, the designer left the room and were in a small conference room. And here I am with two instructors and me, two instructors and one student. I had a ball. And I'm taking notes and I'm writing everything down. And I'm asking this one, asking this one, asking this one, asking this one. And the plan was I would come back in a week, take the ideas, go back, talk to the experts. Well, one of the things we did when we went back is we threw out everything we thought we knew about those experiments because every decision we had made was based on this premise of look and hold a part up to the light. 0:16:27.6 BB: So I said, all this testing is meaningless. So now we've gotta go back to the original list and go forward 'cause typically you'd think, like with Edison, you try this, try this, try this. You don't go backwards. We went backwards based on what you're talking about is that I lost trust in everything we thought we knew. So we went back to the original list, which was... And the original list was what a bunch of recent design changes. So we went back to that list that had been tested, and using a shifting from black and white data to continuum data, we discovered what no one else could see. And it just jumped right out. It was just so damn obvious what was going on, but we couldn't see it. And so that got me intrigued in Taguchi's work. I was then on a mission to learn everything I could. And I then began to see my role in the organization as the facilitator of training that I was doing, and then training in this and helping the organization on applications. 0:17:41.9 BB: And it didn't take long. We were solving some pretty big problems after that. And the VP of engineering liked what was going on. And I went to one day and I said, "I'd like a job," I said, "There's incredible opportunities for us to use this, and I'd like to be the person leading that effort." And he smiled, and... "Andrew, this is the height of TQM, this is 1988. TQM is huge." And he's kinda nodding to me. And sometime thereafter I told him, I said, well what is I brought the Taguchi people in from Detroit to do a big seminar, $30,000. And I'm in charge of bringing them in. I'm in charge of who's coming to this. I remember I went to the HR training guy and I said, "Who do I invite to this training? This is out of my league." And he gave me incredible advice, and I'm sure you've heard before, he said, "It's easier to ask... " He said, "It's easier to apologize than ask permission." 0:18:48.5 BB: He said, "You are in charge of the whole damn thing." He said, "You invite who you think needs to be there." And I was like, whoa, [laughter] And I said, when did he had to tell me that. And I had so many from engineering, so many from operations, so many from procurement, invited the people in, took the course, we were able to as part of the course show what we had done and we were on a roll. And eventually I went to the VP of engineering and I said, "This is what I wanna do." And I even... In a nice way, he and I got along really well and I said, "The job I want, I've shared with you," and I said, "And I really hope it comes to be." I said, "But if it doesn't come to be, it will be because I found that job elsewhere." [laughter] 0:19:44.0 BB: "So if I come to you and say I'm leaving, this is why." 0:19:50.0 AS: It's for that job. 0:19:50.6 BB: This is why. And then in the very same time frame that I'm out looking, looking, looking, looking, looking 'cause it would... Did not appear to be coming. And then I heard about Deming again and I heard that he was speaking about an hour away from where I worked. And at that point, I had taken an introduction to Taguchi's course, an advanced course where I drove to Detroit and self-funded a week's vacation. I was intense. And I hear about Deming speaking in the area and I thought, "Being a student of quality, I need to go find out what this is all about." So I... 0:20:28.0 AS: And what year is that and what city was it that that was happening in? 0:20:34.8 BB: Dr. Deming was speaking in February of 1990 in Danbury, Connecticut at Western Connecticut State University, and he spoke three times that day. I was there for all three and I have videotapes from the inviter, the professor. He shared with me two of the three videotapes, and one of them, the evening lecture about an hour and a half long I believe is on YouTube. I can get you that information to the link and... But Dr. Deming spoke for about an hour to the faculty, an hour to the students, and what was so cool is I attended with two colleagues from a graduate school who were in transition and I said, "Hey, there's this Deming guy appearing." He was about... He was appearing about midway between where these classmates were. So they drove and got there and I got there and we're driving around campus trying to find where this is. And what's so cool was we found the building, and found this auditorium which was empty, and as soon as we find the room, we turn, and there's Dr. Deming getting out of a limo. [chuckle] 0:21:49.9 BB: And it's about noon time, and he's with his host and all in there, and I guess they went off for lunch. So we're in the room before any... So when we found the room, we see this guy that looks like Dr. Deming. So, okay, this is the right place. So we just kind of made ourselves at home there, kind of sat. Found the place where we wouldn't be sitting kind of in the back, and he came in and started speaking, and he was entertaining. But so much of what he was saying, he was using a language that was nowhere near anything I had learned from Dr. Taguchi, who in my opinion, I was just in love with Taguchi's work. So I'm looking at Deming by comparison, I'm thinking that doesn't fit what I know from Taguchi. That doesn't fit, that doesn't fit, that doesn't fit. [laughter] So he gave pretty much the same presentation to the students and the faculty and then a little bit longer in the evening. And so much of what he said was interesting. 0:23:02.6 BB: And some of it is entertaining, I mean, entertaining in the sense that I could tell it was a joke. I mean, some of his jokes are in the context of his work and I wouldn't laugh at that 'cause I don't understand the context, but others were, so it was interesting. And then a few days later, the two guys who went with me, who lived in my hometown, I went to see them and a third classmate who got his MBA when we were getting Masters in Engineering, he showed up and he knew of Deming and he said, "So what'd you learn?" And the thing that stood out more than anything else, I said, "I don't quite... " [chuckle] I said, "I don't understand the majority of what he said." I said, "But what did stand out... " I told this classmate, I said, "I've never heard anyone speak ill of competition," 'cause Dr. Deming referenced Alfie Kohn's book, the case against competition. I can't remember the... "No Contest", right? 0:24:12.8 BB: And the guy says, "Well, what's wrong with competition?" And I said, "I don't know." I said, "All I know is he distinctly did not like it." And I'd never heard anyone... When I say people, until Deming, I've never heard anyone speak ill of competition. People always say, it brings out the best in people, blah, blah, blah, blah, blah, but here's Deming railing against it, and that was what stuck in my mind from Tuesday through Saturday was, he doesn't like competition. 0:24:45.1 AS: And when he was talking about competition, was he talking about competition, setting up competition within your company? Or he doesn't like companies competing with each other? 0:24:54.0 BB: No, and that's a very good point. And he's... And I believe that in Deming community there's some confusion. It was hard for me to distinguish competition within the company from competition between Ford and GM. All I knew is he didn't like it. 0:25:14.4 AS: Yep. 0:25:15.0 BB: And yeah. I mean, fast-forward he's very... 0:25:17.6 AS: In America, that's just a bizarre concept. 0:25:19.9 BB: He's talking about competition... Well, he's talking about competition within the team and he would say, "Naturally, Ford and GM are gonna compete in the marketplace, so they may find opportunities to collaborate." But at that point, what just blew me away was this guy doesn't like competition. That's the only... I mean, he'd mentioned special causes and common causes. That didn't mean anything to me. I never heard those words before. So, I mean, nowadays when I go back and watch it, I can see how... What an incredible set of material he was presenting, but I didn't have anything to hold onto to be able to... I'm looking at what he's doing through a Taguchi lens, looking for the black and white and the shades of gray and some other things. But there's so much of what he was saying didn't come close. 0:26:11.9 BB: But going back to the comment of the colleague... The classmate, he said, what's wrong with the competition? I distinctly remember saying to him, I said, "I don't know." I said, "But maybe because we did okay. And graduating getting master's degree," I said, "Maybe we like competition because we won - that we did okay." And what I was also thinking about when I said that was I had a summer job in college and a factory in my hometown, and in the factory people I went to grade school with, and I was thinking of them. And so when he said,"What's wrong?" I'm thinking, I've got a PhD in mechanical engineering. I didn't drop outta high school and go work on a factory. And that's what I was doing. I'm self-reflecting on, maybe it worked for me, but maybe it didn't work for the others. And that's pretty much... And I believe in that timeframe. I mean, Dr. Deming hands out an article at that time on Profound Knowledge, two or three pages and yeah, okay. There's four elements, but I pretty much put it in the back burner. 0:27:24.0 AS: So what happened next and how did you move on in your Deming journey? 0:27:29.6 BB: Well, that was February of 1989. Later that summer, I took an advanced class in Taguchi methods, and I'm interviewing with Dr. Taguchi's company. I didn't have gray hair. I didn't have any training experience. I didn't quite fit the mold they were looking for. And so I'm trying this, and I'm just trying every opportunity, I want a job in Taguchi methods. And towards the end of the year, I met some people and they gave my resume to RocketDyne where I eventually was hired and now I'm working full-time as a Taguchi expert. You know who is an expert. If I know more than you, that makes me an expert Andrew. [laughter] 0:28:18.5 AS: One step ahead. 0:28:20.6 BB: But where Deming came back to me was 1993, The New Economics comes out, and occasionally, I go to the bookstore, that's just before Amazon. So I go to the bookstore and I was subscribing to the American Society for Quality. So I was in that community of quality practitioners learning about it. And I literally went to the bookstore... A brick and mortar bookstore, got a copy of The New Economics, and what do I do when I look at it? First thing I do, I go to the index and say, what does this guy think of Dr. Taguchi? [chuckle] And I go to the end and it's Genichi Taguchi. So I go to the page's reference, and what floored me was chapter 10, the very last chapter, the last six pages is all about Dr. Taguchi's work. And I'm thinking, I like this guy, I like this guy. 0:29:27.5 BB: So the vote of confidence in what he is talking, I'm thinking. So I think Taguchi stuff is everything and Deming's liking it too. And when I read The New Economics... So meanwhile, in Connecticut, when I was brought in to solve, help, support issues, once or twice a year, I pretty much stopped my day job, went full-time into this problem solving practitioner facilitator mode, which could take a month or two months. And then I go back to my job. Now in Connecticut, I'm the full-time problem solving guy. This is not a part-time thing. It's a full-time thing. And the exciting thing is I'm working on some very big issues, some of which were a couple months old. One in the spatial domain engine was a year and a half old. And this is exciting, but then I'm starting to realize that there's something wrong with the business model at the organization. 0:30:28.7 BB: And when I looked at Dr. Demings, when The New Economics came out, again, I had spent three years working on major problems in the special domain engine, major problems on space station hardware that RocketDyne was developing, the electric power for. I'm briefing very senior NASA people on problem solved, problem solved, problem solved. But I'm starting to hyperventilate thinking we are kept in business by being able to solve problems. The problems we don't solve, what NASA does is they call you up and they say, "Andrew, we've given you the contract to develop the engine." You're like, "Yep, yep, yep." "And we've given you the contract to produce the engine." "Yep, yep, yep, yep." "But we understand you've got a problem on this component. We're looking to have somebody else make that." 0:31:19.7 BB: And what I saw in front of me was I'm working on a problem that's a year and a half old. There's other problems on the engine. NASA's getting frustrated saying, we're gonna outsource this work to a competitor. And I'm thinking we're gonna lose the engine one component at a time. So I'm working on a big component. And before that problem was solved, a bigger dollar value component was given to a competitor. And I'm thinking one after another. So when I read The New Economics, the first thing that jumped out is, what I'm experiencing is not unique to where I work. What I read into Dr. Deming's work, my interpretation of Deming's work was kind of reinforcing that problem solving is the result of how we see the world, that we're stuck in a rut, because I'm looking and thinking... 0:32:16.7 BB: Again, the good news is I'm kept in. I'm being kept incredibly busy working on some very high visibility problems, going to very senior people at NASA headquarters to present solutions with the president of the company. I'm feeling really good. I mean, relative to having fun, but I'm thinking, but fundamentally how the company is running is not sustainable. And so, I'm looking and thinking, "I'm enjoying this. I'm keeping busy." But we shouldn't have these problems. If we understood what Deming's talking about, my interpretation was we could be preventing these problems, not solving these problems. And I'm not saying all problems, but I'm just thinking that we're behind the eight ball, and I looked at Deming's work as how to get out in front of it, not behind it. And the big part of it was we didn't understand variation. 0:33:15.9 BB: And so what I looked at it was, if you're ignoring variation, then you're... And we'll get into more detail in another session, but what I found was we didn't see the warning signs, the way it was... This goes back to the black and white, and I liken it to things are going well, which is like, your car has gas. Okay, the car has gas. Should I go get gas? No. How do I know we shouldn't get gas, Andrew? Because the car is running. 0:33:48.2 AS: The car has gas. Yeah.   0:33:50.0 BB: And so I'm thinking, "So why are people coming to me with a problem?" Because when the car is running, they don't think they need gas. [chuckle] And now I'm thinking, "If we just had gas gauges, simple devices to monitor and get away from the car has gas or it doesn't, which is the black and white thinking that I grew to, not despise, but just become aware of its limits. And now I'm realizing it, if we looked at things along a continuum, we could be preventing these problems in the first place. And then I'm thinking, "I mean, we've got an incredibly sophisticated engineers and hardware, but we're falling victim to a mindset that says the car has gas, but nobody's asking how much." But so I, from that moment on, reading Deming's book one, it was holy cow, because the riddle I was trying to solve was, why do you come to me when the car runs outta gas? 0:34:54.2 BB: And what it didn't dawn to me was why should they come see me when the car has gas? [laughter] And Deming was... Again, and I'm not saying everybody looks at Deming's ideas the same way. And we both know that's not the case, but what excited me about him at that point was that what I was dealing with was not... The solution wasn't technical. The solution was a shift in mindset. And I then very distinctly began moving from all about Taguchi to all about Deming. And what was interesting is when I started to share that influence with people, really good friends in the Taguchi community, they looked at me, some of them down their nose. Then I've...   0:35:53.3 AS: A traitor to the cause.   0:35:56.5 BB: I'm just like I had discovered a new religion, but they looked at me like, "Deming? Deming?" And I'm thinking to myself, "Well, first of all, I was, I had great... " These were really sharp people in the Taguchi community that I had greatest respect for. And I thought they'd be excited by that. And what I was sensing was kind of a weakness. And I then, from that point on, I went from the solution was Taguchi training and advanced training and blah, blah blah. And then began to think that the reason I can't get in to do these things that I wanted to do with Dr. Taguchi's work, which is focusing on things that are good and making them better. Why am I focus... I'm applying Taguchi's ideas to go from bad to good. And all the training I had is that his ideas go the other way from good to better and better and better. And I'm thinking, "I'm stuck in this rut. And Dr. Deming's giving me great insights as to how to get out of the rut." And you can tell from my excitement it was a game changer for me and a game changer for how what we did in terms of how we were deploying Taguchi's ideas and Deming's ideas where I worked.   0:37:25.0 AS: So if we go back, I mean, let's... Now that's a good breakdown of kind of your history with it. And I'm just curious, if we think about a young person right now who doesn't know much about Deming, how would you describe what they can gain from starting their Deming journey? What would you describe now? I mean, in the beginning you've described kind of simple solutions to simple problems, but there's so much more that you started discovering.   AS: Let's just talk about when I think about young people these days and I look at the management that they're learning in universities, their MBAs and all the things, and I'm looking at the KPIs and things like that, that are going on in this world, I see some strong reasons why people should pay attention to the teachings of Dr. Deming. And I'm just curious, the question I like to ask is, why Deming? Why now? BB: Yeah. I'd say my approach is to use examples with people of all ages that are new to Deming, right? So you don't have to be right out of college. But I like to look at it as how can I help you understand through questions and examples the degree to which you have the ability to see with new eyes right now, meaning that when I talked earlier about the limits of black and white thinking, versus shades of gray thinking. Shades of gray thinking is looking at a gas gauge and see the gas gauge is going from full to less to less to less. It's time to get gas while I still have gas. Black and white thinking just says I have gas. What about now? I have gas.   AS: Accept, reject. [chuckle] BB: And it's not to say that black and white thinking is bad, but it's simple versus shades of gray thinking. So what I point out to people is in our personal lives, we use both modes. Throughout the day we're in one cat... We're in one mode or the other not paying attention. And it may well be that the mode we're using is the proper mode to use in that situation. But if we became more aware of those modes, if we had the ability to flip the switch deliberately, 'cause right now what I found is I can ask you a question and get you to go into the black and white mode. You don't know that, and I'll give you another question. And to me, you're jumping between modes, you don't know it. So my strategy, is how people become aware. Why? Because what Dr. Deming's... I'll give you an incredible, a great quote that Russ Ackoff shared in a conversation with Dr. Deming, and Russ says, the... BB: And for those who don't know, Russ was a professor at the University of Pennsylvania's Wharton School of Business and he passed away about 10 years ago, or so. And he and Dr. Deming were colleagues, very deeply, deep admirers of one another, but 19 years different. Dr. Deming was 19 years older than Russ. And Russ says, "The characteristic way of management we have taught in the western world is to take a complex system, break it in the parts, and manage each part as well as possible." And then he goes on to say, "And if that's done, the system performs well." And I ask people to complete the sentence and they'll say... And actually the sentence I pose it as, "And if that's done," so the character's way of management is to take a complex and then breaking into parts manage the parts as well as possible. And if that's done, okay, how would you answer it? And they'll say, "things go well, things go well."  BB: Well, what Russ says is, "And the system will behave badly and perform well." And then that's absolutely false. And so what I then try to show to people is that what Russ is describing is what we do at work. And then, I gradually point out to them that what he is describing we should be doing is what we do at home. [chuckle] And I try to get 'em to realize that at work they're responsible for machining a whole... Delivering, converting some data from one form to another and passing it on to the next person. But they don't know what the next person does, and I point out at home, whether they're planning a vacation, planning a wedding, buying a home, they're handing off to the next person. And they are the next person, and then they are the next person. And so I try to point out to them the differences between how you would behave if you were the next person. And by comparison, what do we do at work. BB: And I try to use examples that show the incredible shortcoming of how we treat the next person at work versus how we treat the next person at home, who is me. And so I just give them the same scenario and just say, "So why at home, do we do this and at work we do this?" And then they'll wrap their heads around it. "Because at home I'm dealing with wood and at work, I use metal." And I've had that happen, people will say, "In the garage, I have... I'm working, making a project at wood, and that's why I do that at home. And at work, it's all metal." And I try to point out, "Who designs it at home?" "I do." "Who buys the materials at home?" "I do." Or the elements of whatever it is I'm making and I try to point out, "At home, you are the ones who conceive it, bring together the elements, buying them and putting 'em all together. Then you are the user, but that's not the case at work." BB: And so what I try to do back to your point is show them how much more advanced our thinking at home is in terms of how we treat the next person, me, versus what we're allowed to do, the next person. Try to point out to them is that, "At home, you, the receiver and you are receiving from you the provider, and at home, the person upstream may not be as generous. Nor will you at work be as generous for the next person downstream. So I try to use examples like that of how... And get into the realm of what does it mean to look at things as a system versus looking at things in isolation. And I find examples like that can grab their attention. But it's not uncommon with these people. I'd be learning about what they do and try to use examples from what they do and point out. BB: And again, like we were talking earlier, the difference between a shades of gray approach and a black and white approach versus, am I looking at the thing in isolation? So I try to point out those types of things. Now, I mean depending on who it is, I may look at other aspects of Dr. Deming's System of Profound Knowledge, if I think that will get me a toe into the door. AS: Yep. So let me ask you, in wrapping up, what would you say is the most influential part of Dr. Deming's teaching for your life? BB: The concept of the System of Profound Knowledge is... That has been a... That has changed my life. That there isn't a day that goes by that I don't look at things through the lens he's describing. The other thing I'll say for people that are new, to the Deming philosophy, and you come across this thing called the System of Profound Knowledge. And Dr. Deming would say, "If you have a better name, please help me." You have to call it something. And then you go to a Deming seminar and you learn there's four elements, and then you learn the psychology piece and this piece. And it's not uncommon, we go to school and we learn things a chunk at a time, a chunk at a time, a chunk at a time. And the challenge is that for people that are new to this, study the pieces in terms of Ackoff, in terms of the system of profound knowledge, if you're looking at variation. Dr. Deming's vast experience in education is all about variation and Shewhart's work. BB: But if you wanna study psychology, you have to do what Dr. Deming did, was read books on psychology that are not written by Dr. Deming. Read books on systems such as from Russ Ackoff. And so what I find is my strategy was, I mean, the simplicity of the Deming philosophy relative to the System of Profound Knowledge, no one else put together those elements like that. But what I also point out to people is you're gonna have to go beyond Deming's writings to study systems and bring it back to that focus, study psychology and bring it back to there. Now again, depending on who you're reading in, may not fit the psychology Deming's talking about. But I think a big thing is you gotta be able to go beyond The New Economics to go into depth in those areas. And what you'll find is in the beginning, we think of psychology as separate than variation. BB: And what you'll find is over time, you can't separate, and so that's what I would say is that, I know as you're coming across it and you see it for the first time and you think, "Okay, that's over there, that's over there." But don't be surprised as you continue on your Deming journey that these things come together, and then you realize that that separation is just a teaching device. And that teaching device is in every course we take, we break it in to parts and then at the end of the semester it's a whole. And that's what I would say is, what I find just breathtakingly remarkable is how that system has enabled me to think about things in a way that I would never be able to think about before. And I'm not saying I see everything, but it has enabled me to be in situations where I can turn to colleagues and say, so where do you think we're gonna go based on this decision?   BB: And we can use Dr. Deming's work to get a sense of how that might go off the rails or whatnot. And so if you think of... Dr. Deming would describe his work as a theory of management. And what is a theory? It's a prediction, so I find it's a fascinating crystal ball to look at a situation or a decision being made and start to anticipate what could happen. And I'm thinking, how can that not be invaluable to people? Yep. Well, Bill, on behalf of everyone at The Deming Institute, I wanna thank you again for coming on the show. And I ask, do you have any parting words for the audience? BB: I'd say, if you're new to the Deming community, welcome. [laughter] It's never too late to join. And if you're part of the community, I would say don't stop learning. AS: Fantastic. That concludes another great story from the worldwide Deming community. Remember to go to deming.org to continue your journey. This is your host, Andrew Stotz. And I'll leave you with one of my favorite quotes from Dr. Deming, and that is, "People are entitled to joy in work."

Augmented reveals the stories behind the new era of industrial operations, where technology will restore the agility of frontline workers. In this episode of the podcast, the topic is "Lean Operations." Our guest is John Carrier, Senior Lecturer of Systems Dynamics at MIT. In this conversation, we talk about the people dynamics that block efficiency in industrial organizations. If you like this show, subscribe at augmentedpodcast.co (https://www.augmentedpodcast.co/). Augmented is a podcast for industry leaders, process engineers, and shop floor operators, hosted by futurist Trond Arne Undheim (https://trondundheim.com/) and presented by Tulip (https://tulip.co/). Follow the podcast on Twitter (https://twitter.com/AugmentedPod) or LinkedIn (https://www.linkedin.com/company/75424477/). Trond's Takeaway: The core innovative potential in most organizations remains its people. The people dynamics that block efficiency can be addressed once you know what they are. But there is a hidden factory underneath the factory, which you cannot observe unless you spend time on the floor. And only with this understanding will tech investment and implementation really work. Stabilizing a factory is about simplifying things. That's not always what technology does, although it has the potential if implemented the right way. Transcript: TROND: Welcome to another episode of the Augmented Podcast. Augmented brings industrial conversations that matter, serving up the most relevant conversations on industrial tech. And our vision is a world where technology will restore the agility of frontline workers. In this episode of the podcast, the topic is Lean Operations. Our guest is John Carrier, Senior Lecturer of Systems Dynamics at MIT. In this conversation, we talk about the people dynamics that block efficiency in industrial organizations. Augmented is a podcast for industrial leaders, process engineers, and shop floor operators, hosted by futurist Trond Arne Undheim and presented by Tulip. John, welcome to the show. How are you? JOHN: Trond, I'm great. And thank you for having me today. TROND: So we're going to talk about lean operations, which is very different from a lot of things that people imagine around factories. John, you're an engineer, right? JOHN: I am an engineer, a control engineer by training. TROND: I saw Michigan in there, your way to MIT and chemical engineering, especially focused on systems dynamics and control. And you also got yourself an MBA. So you have a dual, if not a three-part, perspective on this problem. But tell me a little bit about your background. I've encountered several people here on this podcast, and they talk about growing up in Michigan. I don't think that's a coincidence. JOHN: Okay, it's not. So I was born and raised in the city of Detroit. We moved out of the city, the deal of oil embargo in 1973. I've had a lot of relatives who grow up and work in the auto industry. So if you grew up in that area, you're just immersed in that culture. And you're also aware of the massive quote, unquote, "business cycles" that companies go through. What I learned after coming to MIT and having the chance to meet the great Jay Forrester a lot of those business cycles are self-inflicted. What I do is I see a lot of the things that went right and went wrong for the auto industry, and I can help bring that perspective to other companies. [laughs] TROND: And people have a bunch of assumptions about, I guess, assembly lines in factories. One thing is if you grew up in Michigan, it would seem to me, from previous guests, that you actually have a pretty clear idea of what did go on when you grew up in assembly lines because a lot of people, their parents, were working in manufacturing. They had this conception. Could we start just there? What's going on at assembly lines? JOHN: I'm going to actually go back to 1975 to a Carrier family picnic. My cousin, who's ten years older than I, his summer job he worked at basically Ford Wayne, one of the assembly plants. He was making $12 an hour in 1975, so he paid his whole college tuition in like a month. But the interesting point was he was talking about his job when all the adults were around, and he goes, "Do you know that when they scratch the paint on the car, they let it go all the way to the end, and they don't fix it till it gets to the parking lot?" And I'll never forget this. All the adults jumped on him. They're like, "Are you an idiot? Do you know how much it costs to shut the line down?" And if you use finance, that's actually the right answer. You don't stop the line because of a scratch; you fix it later. Keep the line running. It's $10,000 a minute. But actually, in the short term, that's the right decision. In the long term, if you keep doing that, you're building a system that simply makes defects at the same rate it makes product. And it's that type of logic and culture that actually was deeply ingrained in the thinking. And it's something that the Japanese car companies got away from. It's funny how deeply ingrained that concept of don't stop the line is. And if you do that, you'll make defects at the same rate that you make product. And then, if you look at the Detroit newspapers even today, you'll see billion-dollar recalls every three months. And that's a cycle you've got to get yourself out of. TROND: You know, it's interesting that we went straight there because it's, I guess, such a truism that the manufacturing assembly line kind of began in Detroit, or at least that's where the lore is. And then you're saying there was something kind of wrong with it from the beginning. What is it that caused this particular fix on keeping everything humming as opposed to, I guess, what we're going to talk about, which is fixing the system around it? JOHN: There's a lot of work on this. There's my own perspective. There's what I've read. I've talked to people. The best I can come up with is it's the metrics that you pick for your company. So if you think about...the American auto industry basically grew up in a boom time, so every car you made, you made profit on. And their competitive metric was for General Motors to be the number one car company in the world. And so what that means is you never miss a sale, so we don't have time to stop to fix the problem. We're just going to keep cranking out cars, and we'll fix it later. If you look at the Japanese auto industry, when it arose after World War II, they were under extreme parts shortages. So if one thing were broken or missing, they had to stop. So part of what was built into their culture is make it right the first time. Make a profit on every vehicle versus dominant market share. TROND: Got it. So this, I guess, obsession with system that you have and that you got, I guess, through your education at MIT and other places, what is it that that does to your perspective on the assembly line? But there were obviously reasons why the Ford or the Detroit assembly lines, like you said, looked like they did, and they prioritized perhaps sales over other things. When you study systems like this, manufacturing systems, to be very specific, how did you even get to your first grasp of that topic? Because a system, you know, by its very nature, you're talking about complexity. How do you even study a system in the abstract? Because that's very different, I guess, from going into an assembly and trying to fix a system. JOHN: So it's a great question. And just one thing I want to note for the audience is although we talk about assembly lines, most manufacturing work is actually problem-solving and not simply repetitive. So we need to start changing that mindset about what operations really is in the U.S. We can come to that in the end. TROND: Yeah. JOHN: I'll tell you, I'm a chemical engineer. Three pieces of advice from a chemical engineer, the first one is never let things stop flowing. And the reason why that's the case in a chemical plant is because if something stops flowing for a minute or two, you'll start to drop things out of solution, and it will gum everything up. You'll reduce the capacity of that system till your next turnaround at least. And what happens you start getting sludge and gunk. And for every class I was ever in, in chemical engineering, you take classes in heat transfer, thermodynamics, kinetics. I never took a class in sludge, [laughs] or sticky solids, or leftover inventory and blending. And then, when I first went to a real factory after doing my graduate work, I spent four to six years studying Laplace transforms and dynamics. All I saw were people running around. I'm like, that's not in the Laplace table. And, again, to understand a chemical plant or a refinery, it takes you three to five years. So the question is, how can you actually start making improvement in a week when these systems are so complex? And it's watch the people running around. So that's why I focus a lot on maintenance teams. And I also work with operations when these things called workarounds that grow into hidden factories. So the magic of what I've learned through system dynamics is 80% to 90% of the time, the system's working okay, 10% or 20% it's in this abnormal condition, which is unplanned, unscheduled. I can help with that right away. TROND: So you mentioned the term hidden factories. Can you enlighten me on how that term came about, what it really means? And in your practical work and consulting work helping people at factories, and operations teams, and maintenance teams, as you said, why is that term relevant, and what does it really do? JOHN: Great. So I'm going to bring up the origin. So many people on this call recognize the name Armand Feigenbaum because when he was a graduate student at the Sloan School back in the '50s, he was working on a book which has now become like the bible, Total Quality Management or TQM. He's well known for that. He's not as well known for the second concept, which he should be better known for. Right after he graduated, he took a job in Pittsfield, Massachusetts, for one of the GE plastic plants. Here he comes out of MIT. I'm going to apply linear equations. I'm going to do solving, all these mathematics, operation constraints, all these things. When he gets into that system, he realizes 30% of everything going on is unplanned, unscheduled, chaotic, not repeated. He's like, my mathematical tools just break down here. So he did something...as important as marketing was as an operational objective, he named these things called hidden factories. And he said, 30% of all that work is in these hidden factories. And it's just dealing with small, little defects that we never ever solve. But over time, they actually erode our productivity of systems that can eat up 10% to 20% of productivity. And then, finally, it's work that I'm doing. It's the precursor to a major accident or disaster. And the good side is if you leave the way the system works alone, the 80%, and just focus on understanding and reducing these hidden factories, you can see a dramatic improvement quickly and only focus on what you need to fix. TROND: So, for you, you focus on when the system falls apart. So you have the risk angle to this problem. JOHN: Exactly. And so just two things, I'm like a doctor, and I do diagnosis. So when you go to the doctor, I'm not there to look at your whole system and fix everything. I'm like, here are first three things we got to work at, and, by the way, I use data to do that. And what I realized is if everyone just steps back after this call and thinks about today, right? When you get to the end of the day, what percent of everything in that factory or system happened that was in your schedule? And you'll start to realize that 30% of the people are chasing symptoms. So you need data to get to that root cause, and that will tell you what data to collect. And second, look for time because what you're doing is these hidden factories are trying to keep the system running because you have a customer. You have your takt time, and so people are scrambling. And if you put that time back into the system, that's going to turn into product. TROND: John, I'm just curious; when you say data, I mean, there's so much talk of data and big data and all kinds of data. But in manufacturing, apart from the parts that you're producing, I mean, some of this data is hard to come by. When you say data, what data will you even get access to? JOHN: I come from the Albert Einstein School is. I need a ruler, and I need a stopwatch. Go into any system that you work in, whether it be your factory or your house, and ask the last time someone measured how long something took, and you will find a dearth of that data. And the reason why I love time data is it never lies. Most data I see in databases was collected under some context; I can't use it. So I go right in the floor and start watching 5 or 10 observations and looking at all the variation. The second point I ask is, what's a minute worth in your system or a second? So if we're in an auto assembly plant, in a chemical plant, if we're in a hospital, in an operating room, those minutes and seconds are hundreds of thousands of dollars. So within about 20 minutes, not only have I measured where there's opportunity, we're already on the way to solving it. TROND: So, so far, you haven't talked much about the technology aspects. So you work at a business school, but that business school is at MIT. There's a lot of technology there. It strikes me that a lot of times when we talk about improvements, certainly when we talk about efficiencies in factories, people bring up automation machines as the solution to that tool. And I'm sure you're not against machines, but you seem to focus a lot more on time, on organizational factors. How should people think about the technology factor inside of their operations? JOHN: So, first, you brought up...my nickname is Dr. Don't. And the reason they call me Dr. Don't [laughs] is because they'll go, "Should we invest in this? Can we buy these robots?" I say, "No, you can't do that." And I'm going to tell you why. First is, I was quote, unquote, "fortunate enough" to work in a lot of small and mid-sized machine shops during the 2009 downturn. And I was brought in by the banks because they were in financial trouble. And the one thing I noticed there was always a million-dollar automation or robot wrapped in plastic. And large companies can get away with overspending on technology, small and mid-sized companies can't. And so what you really want to do is go and watch and see what the problem is, buy just as much technology as you need, and then scale that. First is, like I just said, I was just in a plant a few weeks ago, and they just implemented several hundred sensors to basically listen to their system. That's all good. It's data we need. Two problems, why'd you put in several hundred and not put in 20? And second, when we inspected it, about 15% were either not plugged in or weren't reading. So what happened was if we would have started with 20 and put the resource in analyzing that data, then when we scaled to the several hundred, we'd have had our systems in place. Instead, we overwhelmed everyone with data, so it really didn't change the way they work. Now we fixed that. But your question was, why am I skeptical or slow to invest in technology? Technology costs money, and it takes time. If you don't look at the system first and apply the technology to solve the system problem, you're going to end up with a million-dollar piece of equipment wrapped in plastic. If you go the other direction, you will scale successfully. And no one's better at this than Toyota. They only invest in the technology they need. Yet you can argue they're at least as technologically sophisticated as all the rest. And they've never lost money except in 2009 so that is a proof point. TROND: What are some examples of places you've been in lately, I don't know, individual names of companies? But you said you're working kind of mid-sized companies. Those are...[laughs] the manufacturing sector is mid-sized companies, so that sounds very relevant. But what are some examples in some industries where you have gone in and done this kind of work? JOHN: I work for large companies and small and mid-sized. And I'm a chemical engineer, but I love machine shops. So I sit on the board of a $25 million machine shop. They make parts for a diesel truck and some military applications. They make flywheels. So one of their big challenges is in the United States and in the world, we're suffering with a problem with castings. We received our castings. Interesting thing is there are void fractions. One of the things I do want to share is as a systems guy, I'm not an expert in mechanical engineering or any of that, but I can add value by helping look for defects. Let me tell you what their challenge is. So, first of all, more of their castings are bad. Then this surprised me...I learned from asking questions. If you've ever been in a machine shop, one thing I learned about when you're making casting is that there are always bubbles in it. You can't avoid it. The art of it is can you put the bubbles in the places where they don't hurt? You minimize the bubbles, and you move them to the center. So one is we're getting bad castings, but the second part was when we made some of these castings, and they had a void problem in the center. So that doesn't cause a problem with your flywheel. The customer sent them back because they're becoming oversensitive to the defects that don't count. And it's because they switched out staff. So I guess what I'm trying to say here is our supply chain is undergoing this new type of stress because we're losing the type of expert system expertise that we've had from people that have worked in this industry 20 to 30 years. That's a really important aspect. The second is we're in their line balancing all the time. I think a lot of the things you learn in class, you spend one class on load balancing or line balancing, operation and manufacturing, and then you go into a factory, and no one's doing it. So I just wanted to share two points. My one factor is doing that they cut 30% of their time. Another system I'm working in they have one experienced supervisor managing four new people on four different setups. What I realized is there's not enough of that supervisor to go around. We're like, why don't we shoot videos like the NFL does [laughs] and watch those films of how people do their work? Because when you're an expert, Trond, and you go to do a task, you say, "That has five steps." But if I sent you or me new, we'd look and go, "There are really about 80 steps in there." And you explained it to me in 15 minutes. How am I going to remember that? So shooting film so people can go back and watch instead of bothering your supervisor all the time, which they won't do. So what I do think, to wrap up on this point, is when you talk about technology, the camera, the video that you have in your pocket, or you can buy for $200, is the best technology you can probably apply in the next three to six months. And I would greatly encourage everyone to do something like that. MID-ROLL AD: In the new book from Wiley, Augmented Lean: A Human-Centric Framework for Managing Frontline Operations, serial startup founder Dr. Natan Linder and futurist podcaster Dr. Trond Arne Undheim deliver an urgent and incisive exploration of when, how, and why to augment your workforce with technology, and how to do it in a way that scales, maintains innovation, and allows the organization to thrive. The key thing is to prioritize humans over machines. Here's what Klaus Schwab, Executive Chairman of the World Economic Forum, says about the book: "Augmented Lean is an important puzzle piece in the fourth industrial revolution." Find out more on www.augmentedlean.com, and pick up the book in a bookstore near you. TROND: I wanted to ask you then, derived from this, to what extent can some of these things be taught as skills on a systemic level in a university or in some sort of course, and to what extent? Do you really just have to be working in manufacturing and observing and learning with data on your own? By extension, to what extent can a manager or someone, anyone in the organization, just develop these practices on their own? And to what extent do you need mentorship from the outside to make it happen or see something in the system that is very difficult to see from the inside? JOHN: So it's interesting you ask that because that's very much the problem I'm dealing with because as good as our universities are, the best place to learn operations in manufacturing is on the factory floor. So how do you simulate that approach? I teach lean operations at MIT Sloan. And what I do with my students is I ask them to pick a routine task, video two minutes of it, and reduce that by 30%. And I've done this two years in a row. When you look at these projects, the quality of the value streams and the aha moments they had of time that they were losing is stunning. You know what the challenge is? They don't yet always appreciate how valuable that is. And what I want them to realize is if you're washing dishes or running a dishwasher, why is that any different from running a sterilization process for hospital equipment? Why is that any different from when you're actually doing setup so that maintenance can get their work done 30% faster? I've given them the tools, and hopefully, that will click when they get out into the workspace. But I do have one success point. I had the students...for some classes, they have to run computers and simulations during class. So that means everyone has to have the program set up. They have to have the documentation. So you can imagine 5 to 10 minutes a class, people getting everything working right. One of my teams basically said we're going to read...it took about five minutes, and they said, we're going to do this in 30 seconds just by writing some automated scripts. They did that for our statistics class, and then they shared it with their other classmates, beautiful value stream, video-d the screens, did it in about four or five hours. The next class they took later I found out they did that for a class project, and they sold the rights to a startup. So first is getting them that example in their own space, and then two, helping them make analogies that improving things in your own house isn't all that much different than the systemic things in a factory. TROND: Learning by analogy, I love it. I wanted to profit from your experience here on a broader question. It takes a little bit more into the futuristic perspective. But in our pre-conversation, you talked about your notion on industry 4.0, which, to me, it's a very sort of technology, deterministic, certainly tech-heavy perspective anyway. But you talked about how that for you is related to..., and you used another metaphor and analogy of a global nervous system. What do you think, well, either industry 4.0 or the changes that we're seeing in the industry having to do with new approaches, some of them technology, what is it that we're actually doing with that? And why did you call it a global nervous system? JOHN: When I graduated from school, and I'm a control systems skilled in the arts, so to speak. And the first thing I did...this is back in the '90s, so we're industry 3.0. When you're in a plant, no one told me I was going to spend most of my time with the I&C or the instrumentation and control techs and engineers. That's because getting a sensor was unbelievably expensive. Two, actually, even harder than getting the budget for it was actually getting the I&C tech's time to actually wire it up. It would take six weeks to get a sensor. And then three, if it weren't constantly calibrated and taken care of, it would fall apart. And four, you get all those three workings, if no one's collecting or knows how to analyze the data, you're just wasting [laughs] all your money. So what was exciting to me about industry 4.0 was, one, the cost of sensors has dropped precipitously, two, they're wireless with magnets. [laughs] So the time to set it up is literally minutes or hours rather than months and years. Three, now you can run online algorithms and stuff, so, basically, always check the health of these sensors and also collect the data in the form. So I can go in, and in minutes, I can analyze what happened versus, oh, I got to get to the end of the week. I never looked at that sensor. And four, what excited me most, and this gets to this nervous system, is if you look at the way industries evolved, what always amazes me is we got gigantic boilers and train engines and just massive equipment, physical goods. Yet moving electrons actually turns out to be much more costly in the measurement than actually building the physical device. So we're just catching up on our nervous system for the factory. If I want to draw an analogy, if you think about leprosy; a lot of people think leprosy is a physical disease; what it is is it's your nerves are damaged, so because your nerves are damaged, you overuse that equipment, and then you wear off your fingers. And if you look at most maintenance problems in factories, it's because they didn't have a good nervous system to realize we're hurting our equipment. And maintenance people can't go back and say, "Hey, in three months, you're going to ruin this." And the reason I know it is because I have this nervous system because I'm measuring how much you're damaging it rather than just waving it. And now it becomes global because, let's say you and I have three pumps in our plant, and we need to take care of those. They are on the production line, very common. What if we looked at the name of that pump, called the manufacturer who's made tens of thousands of those? There's the global part. So they can help us interpret that data and help us take care of it. So there's no defect or failure that someone on this planet hasn't seen. It's just we never had the ability to connect with them and send them the data on a platform like we can with a $5,000 pump today. So that's why I look at it, and it's really becoming a global diagnosis. TROND: It's interesting; I mean, you oscillate between these machine shops, and you had a medical example, but you're in medical settings as well and applying your knowledge there. What is the commonality, I guess, in this activity between machine shops, you know, improving machine shops and improving medical teams' ability to treat disease and operate faster? What is it that is the commonality? So you've talked about the importance, obviously, of communication and gathering data quicker, so these sensors, obviously, are helping out here. But there's a physical aspect. And, in my head, a machine shop is quite different from an operating room, for example. But I guess the third factor would be human beings, right? JOHN: I'm going to put an analogy in between the machine shops at the hospital, and that's an F1 pit crew. And the reason I love F1 is it's the only sport where the maintenance people are front and center. So let's now jump to hospitals, so the first thing is if I work in a hospital, I'm talking to doctors or nurses in the medical community. And I start talking about saving time and all that. Hey, we don't make Model Ts. Every scenario we do is different, and we need to put the right amount of time into that surgery, which I completely agree to. Where we can fix is, did we prepare properly? Are all our toolkits here? Is our staff trained and ready? And you'd think that all those things are worked out. I want to give two examples, one is from the literature, and one is from my own experience. I'd recommend everyone look up California infant mortality rates and crash carts. The state of California basically, by building crash carts for pregnancies and births, cut their infant mortality rate by half just by having that kit ready, complete F1 analogy. I don't want my surgeon walking out to grab a knife [laughs] during surgery. And then second is, I ran a course with my colleagues at MIT for the local hospitals here in Boston. You know what one of the doctor teams did over the weekend? They built one of these based on our class. They actually built...this is the kit we want. And I was unbelievably surprised how when we used the F1 analogy, the doctors and surgeons loved it, not because we're trying to actually cut their time off. We're trying to put the time into the surgery room by doing better preparations and things like that. So grabbing the right analogy is key, and if you grab the right analogy, these systems lessons work across basically anywhere where time gets extremely valuable. TROND: As we're rounding off, I wanted to just ask you and come back to the topic of lean. And you, you use the term, and you teach a class on lean operations. Some people, well, I mean, lean means many things. It means something to, you know, in one avenue, I hear this, and then I hear that. But to what extent would you say that the fundamental aspects of lean that were practiced by Toyota and perhaps still are practiced by Toyota and the focus on waste and efficiency aspects to what extent are those completely still relevant? And what other sort of new complements would you say are perhaps needed to take the factory to the future, to take operational teams in any sector into their most optimal state? JOHN: As a control engineer, I learned about the Toyota Production System after I was trained as a control system engineer. And I was amazed by the genius of these people because they have fundamentally deep control concepts in what they do. So you hear concepts like, you know, synchronization, observability, continuous improvement. If you have an appreciation for the deep control concepts, you'll realize that those are principles that will never die. And then you can see, oh, short, fast, negative feedback loops. I want accurate measurements. I always want to be improving my system. With my control background, you can see that this applies to basically any system. So, in fact, I want to make this argument is a lot of people want to go to technology and AI. I think the dominant paradigm for any system is adaptive control. That's a set of timeless principles. Now, in order to do adaptive control, you need certain technologies that provide you precision analysis, precision measurement, real-time feedback loops. And also, let us include people into the equation, which is how do I train people to do tasks that are highly variable that aren't applying automation is really important. So I think if people understand, start using this paradigm of an adaptive control loop, they'll see that these concepts of lean and the Toyota Production System are not only timeless, but it's easier to explain it to people outside of those industries. TROND: Are there any lessons finally to learn the way that, I guess, manufacturing and the automotive sector has been called the industry of industries, and people were very inspired by it in other sectors and have been. And then there has been a period where people were saying or have been saying, "Oh, maybe the IT industry is more fascinating," or "The results, you know, certainly the innovations are more exciting there." Are we now at a point where we're coming full circle where there are things to learn again from manufacturing, for example, for knowledge workers? JOHN: What's driving the whole, whether it be knowledge work or working in a factory...which working in a factory is 50% knowledge work. Just keep that in mind because you're problem-solving. And you know what's driving all this? It is the customer keeps changing their demands. So for a typical shoe, it'll have a few thousand skews for that year. So the reason why manufacturing operations and knowledge work never get stale is the customer needs always keep changing, so that's one. And I'd like to just end this with a comment from my colleague, Art Byrne. He wrote The Lean Turnaround Action Guide as well as has a history back to the early '80s. And I have him come teach in my course. At his time at Danaher, which was really one of the first U.S. companies to successfully bring in lean and Japanese techniques, they bring in the new students, and the first thing they put them on was six months of operations, then they move to strategy and finance, and all those things. The first thing that students want to do is let's get through these operations because we want to do strategy and finance and all the marketing, all the important stuff. Then he's basically found that when they come to the end of the six months, those same students are like, "Can we stay another couple of months? We just want to finish this off." I'm just saying I work in the floor because it's the most fun place to work. And if you have some of these lean skills and know how to use them, you can start contributing to that team quickly. That's what makes it fun. But ultimately, that's why I do it. And I encourage, before people think about it, actually go see what goes on in a factory or system before you start listening to judgments of people who, well, quite frankly, haven't ever done it. So let me just leave it at that. [laughs] TROND: I got it. I got it. Thank you, John. Spend some time on the floor; that's good advice. Thank you so much. It's been very instructive. I love it. Thank you. JOHN: My pleasure, Trond, and thanks to everybody. TROND: You have just listened to another episode of the Augmented Podcast with host Trond Arne Undheim. The topic was Lean operations, and our guest was John Carrier, Senior Lecturer of Systems Dynamics at MIT. In this conversation, we talked about the people dynamics that block efficiency in industrial organizations. My takeaway is that the core innovative potential in most organizations remains its people. The people dynamics that block efficiency can be addressed once you know what they are. But there is a hidden factory underneath the factory, which you cannot observe unless you spend time on the floor. And only with this understanding will tech investment and implementation really work. Stabilizing a factory is about simplifying things. That's not always what technology does, although it has the potential if implemented the right way. Thanks for listening. If you liked the show, subscribe at augmentedpodcast.co or in your preferred podcast player, and rate us with five stars. If you liked this episode, you might also like other episodes on the lean topic. Hopefully, you'll find something awesome in these or in other episodes, and if so, do let us know by messaging us. We would love to share your thoughts with other listeners. The Augmented Podcast is created in association with Tulip, the frontline operation platform that connects people, machines, and devices, and systems. Tulip is democratizing technology and empowering those closest to operations to solve problems. Tulip is also hiring, and you can find Tulip at tulip.co. Please share this show with colleagues who care about where industrial tech is heading. And to find us on social media is easy; we are Augmented Pod on LinkedIn and Twitter and Augmented Podcast on Facebook and YouTube. Augmented — industrial conversations that matter. See you next time. Special Guest: John Carrier.

Tqm!!!!! Sígueme en Instagram: @kitziasalgado Toma mi workshop: Workshop de Manifestación Únete a mi membresía: Membresía de Manifestación

TQM's purpose: To help people make financial decisions that are connected to their values so they can cultivate prosperity and live their legacies by seeing how the decisions they make today will impact their current life and in their future.TQM's mission: To empower people to have rich, fulfilling lives by providing customized investment guidance based on their unique and dynamic comprehensive financial plan, which we design with great care to help them protect and grow their wealth in the most efficient and cost-effective ways.www.tqmwealthpartners.com #wealthmanagement #advancedplanning #wealthprotection #businessprotection #retirement #tax#wealthbuilding #wealthcreator #disabilityprotection #financialplanning #planningforsuccess #planning #prosperity #womanownedbusiness #goals #Marblehead #Boston #Massachusetts #Hispanic #Latina #insurance #community #martinique #determined #standout #strategy #entrepreneurs #smallbusiness #businessstrategy #pandemic #innovators #MYBJT #podcast #thankyou  Episode 196 - https://youtu.be/SBWM4gtXcHQ Listen here: https://www.mindingyourbusinesspod.com/ Watch here: https://www.youtube.com/c/mindingyourbusinesswithjoditatianaFollow TQM Wealth Partners LLC https://www.instagram.com/tqmwealthpartners/ https://www.facebook.com/tqmwealthpartners.com/ https://www.linkedin.com/company/tqm-wealth-partners/   Learn about TQM Wealth Partners LLChttps://www.forbes.com/sites/brucebrumberg/2022/06/02/financial-planning-strategies-to-manage-risk-in-concentrated-stock-positions https://www.bostonherald.com/2007/09/01/womens-strength-comes-in-numbers/ https://www.bizjournals.com/boston/news/2017/02/24/then-now-connecting-with-her-clients-powers-marcel.html https://www.bizjournals.com/boston/stories/2009/10/26/focus20.html https://marbleheadhomestyle-cnhi.newsmemory.com/ September 2021 edition pages 32-35 https://www.wickedlocal.com/story/marblehead-reporter/2011/07/18/governor-appoints-marblehead-resident-to/40678760007/ https://www.wickedlocal.com/story/marblehead-reporter/2009/11/18/best-both-worlds-quiroga-s/40704074007/ https://legacydialogues.com/ https://authenticleadershipforeverydaypeople.com/2021/05/24/009-marcel-quiroga-wealth-management-for-the-whole-person-and-servant-leadership/ Support the show

The field of TQM software has become crowded as more vendors attempt to enter the space, experts say. Listen to Genevieve Diesing's article on TQM software.

En el episodio de hoy #miercolesapostata platicamos sobre la pérdida de la identidad y cómo encontrarte después de salir de una secta. Como un gran amigo siempre dice: "No me deconstruyo, me estoy construyendo de 0", así que te contamos cómo vivimos ese proceso, las cosas que ojalá hubiéramos sabido y cómo tú puedes empezar tu proceso de reencontrarte. TQM. Únete al club apóstata: Síguenos en instagram: https://www.instagram.com/salideunasecta Síguenos en facebook: https://www.facebook.com/salideunasecta Síguenos en twitter: https://twitter.com/salideunasecta Suscríbete a nuestro canal: https://www.youtube.com/salideunasecta Contáctanos: salideunasecta@gmail.com Síguenos en tiktok: https://www.tiktok.com/@salideunasecta?lang=en

We got Pedro Bello (@Pedro.TQM) talking about art, his time at Borscht, his NFT project AdWorld, and his music. Even if you don't know who he is and you're just tuning in for us three, yo should listen to it, because Pedro is really funny and good in it.

In this episode, Jennifer discusses:-       Her experience leaving one company and joining another in the middle of the pandemic;-       Using donuts and tacos to humanize employee experience;-       How to bring together leaders and employees as communication equals;-       Why “One and Done” is never enough;-       How video games can inform hybrid work;-       Why flexibility is the name of the game;-       And much more! Jennifer Yi Boyer is Chief People Officer and SVP of DEIB at FiscalNote. She leads the FiscalNote People Team and their Diversity, Equity, Inclusion, Belonging and Accessibility initiatives. Building creative workforce solutions that are responsive and relevant to both individuals' career growth and enabling strategic business capabilities while operationalizing equity, creating community, and enhancing inclusive global leadership capabilities are cornerstones of her team's work. Prior to joining FiscalNote, Jen served as the Chief Talent Officer at ACT where she led the transformation of the HR function to a contemporary, agile-based center of excellence. Throughout her career she has fulfilled various senior-level leadership roles in human resources, customer service, and TQM/quality management for global organizations across financial services, hospitality, manufacturing, and non-profit education. Jen focuses on creating agile, pragmatic practices within organizations to drive complex enterprise-wide change, talent integration, and strategic workforce solutions at FiscalNote. Her goal is that these practices will nurture belonging, inclusive teams, a coaching culture and leadership practices that invite all our team members to contribute in ways that fulfill their passions and purpose while providing measurable results that differentiate FiscalNote from the competition. Jen holds a BS from Cornell University's Hotel School, a Masters in Leadership and Strategic Communication from Seton Hall University, and a Certificate in Executive Leadership from Harvard's JFK School of Government. 

sent $$$ this week to Trans Lifeline.translifeline.org“Trans Lifeline is a grassroots hotline and microgrants 501©(3) non-profit organization offering direct emotional and financial support to trans people in crisis - for the trans community, by the trans community. Trans Lifeline connects trans people to the community support and resources we need to survive and thrive. We envision a world where trans people have the connection, economic security, and care everyone needs and deserves - free of prisons and police.”DOWNLOAD RECORDINGsubscribe to the podcast here: http://feeds.feedburner.com/5432fun(intro by omar)Pealds “Melted” MeltedBOY HARSHER “Tears” CarefulThe Staches “Great Depression” This Lake Is PointlessDiatom Deli “Down” TQMFreckle Face “Graveyard Games” Chaos Has It’s PatternsAnswering Machine “Save The Date” Color TVMr. Husband “1991 Bible Study” Ocean PinesWendyeisenberg “The Designated Mourner” Its Shape Is Your TouchSpirit World “Your Soul Glows in the Dark” EP1Topaz Rags “Wear You Thin” Capricorn Born AgainClub Night “Mute” Mute // TranceKevin Hairs “LIFE STORY” FREAK IN THE STREETSHurry Up “Wasted” Hurry UpCash Pony “Shibboleth” RoughhousingThe Berries “Need You By My Side” Start All Over AgainParsnip “Feeling Small” Feeling Small 7"Rabbit trap “ULALA” GUTZCold Beaches “Rabidawg” Stay HereDoubting Thomas Cruise Control “Sidebar Blues” Incredible MileageSister Species “Lost in the Finding” Heavy Things Do Move

Kenny Daugherty joined Myers McRae in 2008 as Executive Vice President and Chief Operating Officer and was named President in 2016. Identifying and attracting highly qualified, undeclared candidates to searches is one of his specialty.  His ability to relate to search committees and candidates stems from his 28 years of managerial experience in public and independent institutions. Throughout his career in higher education, he had responsibilities that involved interdepartmental cooperation and personnel management at multiple levels. He became known for his ability to assess candidates, which resulted in his placement on numerous search committees for professional staff and administrators across the university community. His career in higher education administration began at the University of Alabama, where Mr. Daugherty served in the areas of facilities, planning, and services for Housing and Residential Life. During his 11-year tenure at the state flagship institution, he designed and managed the facility planning process that included a seven-year plan for building renovations, projects, and new construction, as well as developed, implemented, and maintained a building audit system for housing facilities. As a University Total Quality Management Facilitator, he led TQM teams in the Housing and Recreation departments. With student services, he also served as a judicial officer for the university. In 1996, he joined Mercer University as Assistant Vice President for Development, steadily progressing in leadership roles to Vice President for Advancement Administration by 2003. He provided strategic management and planning for 10 operational areas including development, capital campaign, alumni services, public relations, government relations, records and research, admissions, and financial aid. Additionally, he had a major role in recruiting volunteer leadership and major contributors for Mercer University. During his career at Mercer, the university had a 35 percent growth in donors. In the area of admissions, he assisted with the restructuring of the Admissions Office, including the development and implementation of recruiting and scholarship strategies for incoming undergraduates. In the first year of the restructuring and redesign, freshman enrollment increased by over 50 students making it the largest freshman class in Mercer history while SAT averages rose by 67 points. Mr. Daugherty earned his bachelor's and master's degrees from Mercer University. While in graduate school, he served as the Assistant Men's Basketball Coach, recruiting high school and junior college basketball players in the Southeast and Midwest and hiring and supervising the managerial staff.

Nos quitamos el chongo y nos pusimos los calzones viejos, esos calzones aguados que , aunque deberían estar jubilados, sabes que no hay otros que te hagan sentir tan cómode. Un día de agradecer los ingresos… Escúchalo si hoy no puedes con todo. Tqm

Matt is our guest this episode to explain about how you really just don't appreciate that tasty French fry and the to-go box that facilitated your order of said potato product. With Covid-world still a thing, we discuss ribeye's, lumber, nearly empty trucks, to-go boxes, FIFO, LIFO, plastic resins for foam, whiney chefs, hurricanes, Interstate 80, braille on drive-thru ATMs, burying stuff in fields, trucking, Just-In-Time, Lean Six Sigma, Ransom Olds, Henry Ford, Ohno Taiichi, William Deming, Malcolm Baldrige, an Argentine philosopher and sociologist, supply chain management, waste versus quality, speedometer cables, warehouses, lateral integration, vertical integration, refrigeration and food storage, 1970s oil crisis, the fascinating subject of postharvest physiology, the overabundance of food, global shipping, widgets and bim-bobs, coconut milk, redundancy, critical systems, bland white bread and potato products, the Americas, quality goods and cheap Chinese labor, geopolitical dynamics, cat litter home delivery, self-sufficiency, growing and preserving your own food, and passing down your knowledge and expertise. (Mike is a bit jealous he was out of town for the discussion.)Support the show (https://www.patreon.com/ThreeEqualsFive)

Name: Dr Vipul SaxenaCurrent title: Executive Vice President-Group HRCurrent organisation: Sutlej Textiles and Industries Ltd (KK Birla Group)A seasoned HR professional with sharp Techno- commercial skills and fair business acumen. PhD in Organisation Behaviour, Aeronautical Engineering, ex Pilot. LLB, Black Belt in Lean Six Sigma, TPM, TQM, Dr Saxena has hands-on experience in Business Excellence and Organisation Culture, Change Management and Employee Engagement as Global CHRO & SBU Head dealing with multinational, multicultural Blue and White coloured workforce.

¿Sabías que "No te preocupes" puede escribirse como NTP y "Te quiero mucho" como TQM o TKM? En este episodio hablamos sobre las principales abreviaciones en español que puedes usar al momento de escribir mensajes. También compartimos algunos de nuestros emojis favoritos. :) Obtén la transcripción Esta semana hemos liberado la transcripción interactiva del episodio (https://play.easyspanish.fm/episodes/o08zg9r60xdurbw) para que la pruebes. También puedes descargar la transcripción en HTML (https://www.dropbox.com/s/o08zg9r60xdurbw/easyspanishpodcast31_transcript.html?dl=1) y PDF (https://www.dropbox.com/s/vu23wr0n9oc3b3j/easyspanishpodcast31_transcript.pdf?dl=1). Si quieres acceder a las transcripciones de todos nuestros episodios, puedes hacerte miembro de la comunidad de Easy Spanish. Además, podrás escuchar material exclusivo con cada episodio. Registrate aquí: patreon.com/easyspanish Abreviaciones mencionadas en este episodio NTP - No te preocupes TKM / TKM - Te quiero mucho XFA - Por favor XQ - Porque / por qué Show notes italki: Obtén $10 en créditos de italki después de tu primera lección al registrarte aquí: http://go.italki.com/easyspanishpodcast Easy Spanish Podcast 27: SMS, chats y audios de Whatsapp (https://www.easyspanish.fm/27) Transcripción Paulina: [0:06] Hola, hola, Iván. Iván: [0:07] Hola, hola, Paulina, ¿cómo estás? Paulina: [0:10] Muy bien. ¿Y tú? Iván: [0:11] Bien, bien, bien. Paulina: [0:13] Cuéntanos, ¿qué pasa hoy? Iván: [0:15] Hoy tenemos... la verdad, que es algo que me da mucho, mucho gusto poder anunciar. Justamente con este episodio que estamos grabando hoy vamos a abrir la transcripción para todo el mundo, para que todas aquellas personas que todavía, pues, no tenéis una membresía del podcast de Easy Spanish podáis ver en primera persona cuan beneficioso puede ser tener la transcripción del podcast, ¿no? Esta oportunidad de poder leer y escuchar todo lo que decimos, ¿no? Que a veces, bueno, no sé hasta qué... hasta qué punto os puede gustar, pero estoy muy seguro de que os puede ayudar en vuestro aprendizaje del español. Paulina: [0:58] A mí es de lo que más me ayudó cuando estaba aprendiendo alemán. Yo me acuerdo que cuando escuchaba las conversaciones en la vida cotidiana... Pensaba "Ay, para mí sería ideal poder ver subtítulos de todo lo que estoy escuchando. Me ayudaría mucho" y es una buena práctica, y es algo que sucede en tu cerebro, que va adquiriendo más naturalidad con el idioma, cuando lees y escuchas al mismo tiempo... Así que pues pruébenlo. Bueno, pues vamos a platicar un poquito hoy, siguiendo el tema de hace... me parece que hace dos semanas. Bueno, hace algunas semanas Iván y yo hablamos acerca de la comunicación por mensajes, por mensajes de voz, de los teléfonos, de... como ha cambiado la forma de comunicarse y nos dimos cuenta que había mucho de qué hablar, así que hoy vamos a completar un poco con las abreviaciones en los mensajes y también vamos a platicar un poco acerca de los emojis. Iván: [2:09] Sí, el tema de hoy es va a ser divertido, va a ser divertido. Y nada, como tú has dicho, ¿no? Empezaremos con las abreviaciones más importantes o más conocidas en español. Seguramente intentaremos dejar como en la descripción del del episodio, pues como una especie de leyenda o de glosario para que podáis ver también estas abreviaturas cuando las estamos mencionando. Pero nada. Empezamos, ¿no? Paulina: [2:43] Vale, que hemos pensado en algunas y seguramente hay alguna variación de México y España. Pero también hay muchas en común por el español. Entonces a ver, pues vayamos con la primera. Iván. Iván: [2:57] Sí, yo... me gustaría empezar con una que sería NTP. Si te soy sincero, no me acuerdo lo que significa. Paulina: [3:10] Esa la utiliza mucho mi novio. De hecho, por eso la tengo super presente. Que dice No Te Preocupes. Y si la usa muchísimo. Iván: [3:17] Ah. No te preocupes. Claro tiene sentido. Paulina: [3:24] La he visto en algunas otras ocasiones, pero a mí siempre este tipo de abreviaciones me recuerda a cuando era pequeña y hacías cartas a tus amigas. Iván: [3:37] Guau, te iba a decir eso. Sí, sí, sí, sí. Total siempre como tres letritas, ¿no? Y un punto. Sí. Paulina: [3:39] Sí y era como de Eres Super - como super de superhéroe - Buena Onda, ¿no? Era como "buena" una palomita y la "onda" eran unas ondas dibujadas. Iván: [3:57] Ese es nivel avanzado ya de de abreviaturas. Paulina: [4:02] A ver entonces pues ve... velas diciendo, igual y la que no sepas, yo te recuerdo. Iván: [4:10] Claro. Exacto esta sí, esta sí. Y justo te iba a decir lo mismo que acabas tú de decir, ¿no? TKM esta. Creo que la conocemos. Pues tanto en México como en España es Te Quiero Mucho. La K de "kiero" y no sé muy bien por qué, se ponía la K, porque, quiero decir, ¿qué problema habría con la Q? Pero siempre recuerdo que de pequeño era muy común escribir todo con la K, no. Por ejemplo, "¿qué kieres?" y poner que con k de kilo. Y "kieres" con K también. Que ahora mismo lo pienso y queda horrible. Paulina: [4:52] Y además de que sólo te estás ahorrando una letra. Iván: [4:55] Sí, sí que no es que te estés ahorrando una frase entera. Pero sí, TKM justo te iba a decir esto. Cuando te escribías cartas con amigos, con amigas y escribías eso "TKM" y yo incluso escribí a veces como con tres puntos, ¿no? Es decir, T.K.M. Paulina: [5:16] Claro. Pero nosotros también utilizamos la Q. TQM. Entonces... Entonces existen esas dos variaciones. Iván: [5:22] Claro. Eso tendría más sentido, ¿no? Exacto. Y también existe TQ para "Te quiero". Si no me equivoco o TK. Paulina: [5:31] Claro. Sí, Te Quiero o Te Quiero Mucho. Según que tanto quieras. Iván: [5:35] Exacto. Esto ya depende de cada uno. Paulina: [5:39] Sí, a ver cuál sería la siguiente. Iván: [5:42] Pues mira, la siguiente es una que me he dedicado esta mucha risa que sería "Sip" o "Sipi". Y aquí hacemos mención a Francisco, no, con "Sipi", pero básicamente el tema de "Sip" o "Sipi". Es decir, "Sí", o sea, la afirmación, ¿no? "Sí", y la verdad que el tema de "Sip" te tengo que decir Paulina, que es algo que yo no me había dado cuenta, ¿no? Y me acuerdo que hace unos años vi que alguien me escribió "Sip" y dije "Pero bueno, ¿qué le pasa? ¿Por qué me escribe "Sip"? O sea, no. Y me dio por buscar en mis chats, en mis conversaciones de Whatsapp y vi que yo había escrito "Sip", como setenta veces antes, pero no era consciente de ello. Paulina: [6:28] Yo creo que viene de si tal vez ponemos "Sí" no tiene ninguna expresión en particular y siento que lo hacemos para expresar como suavidad en el "sí". No poner como "Sí" / "No". No sé si tú percibes que cuando hay personas que mandan mensajes de esta forma... Hay algo en mí que siente algo muy seco. Cuando ponen "sí"/"no", ok. Y siento que estas expresiones como decir "Sipi", dan un poco de ternura al mensaje. Iván: [7:11] Sí, para no hacerlo sonar tan, tan breve. Sí y punto. Si te envian sí y punto ya plantéate si has hecho algo malo, pero si el tema de "Sip" / "Sipi". "Sipi" no lo he escuchado tanto, como ya, como ya he comentado alguna vez. "Sip" sí que lo he oído. Oído no, pero sí lo he leído más más veces. ¿Cuál es tu caso en México? También se gusta. Paulina: [7:40] Sí, lo he visto bastante. Y te diré que yo sí lo escucho a veces, que alguien te contesta "Sip". No sólo por mensajes, sino también ha hablado que hay personas que llegan a decir "Sip". "Sipi" no sé si lo he escuchado, creo. Iván: [7:47] Ah, de oír de oír. Vale eso, eso, eso me sólo primeros al tema de de pronunciarlo y todo, ¿no? Qué gracioso. Creo que nunca lo he oído. Paulina: [8:10] Bueno, a ver, vamos a la siguiente antes de pasar a otros a sonrisas y otras cosas. Iván: [8:19] Sí. La última abreviación que me gustaría mencionar sería en realidad tres, pero se basan siempre la misma, que es la X y normalmente está X significa "por" y viene pues de cuando hacemos cuentas no hacemos problemas matemáticos. Pues escribe la X y en español decimos pues cinco por dos, ¿no? Y escribimos, pues esta X y tenemos varias temas. Por ejemplo "xq" que significa "porque", "xfa" que significa "porfa" y una X que significa "por", a mí esta creo que me gusta mucho. Es muy es muy útil, pero ya no la utilizo. Ahora ya la verdad escribo "por" con sus tres letras, no, al final, tampoco me ahorro tanto. Paulina: [9:15] Bueno, yo quería mencionar una cosa más que nosotros nos reímos "jajaja" con J. No me acuerdo si ya lo habíamos mencionado en algún otro momento, pero también me parece importante, no, como el "jajaja" con J. Iván: [9:24] Exacto. Sí, sí, porque, bueno, en todos los idiomas donde "ja" significa "sí" no os penséis que estamos diciendo "Sí, sí, sí, sí, sí". En realidad nos estamos riendo, ¿no? Paulina: [9:48] Sí, porque en muchos países utilizan la H, ¿no? Iván: [9:53] Claro, exacto. En muchos países se utiliza la H, ¿no?, para... para reírse. Incluso mucha gente en español. Yo he visto a gente escribiendo en español y riéndose con la H. Paulina: [10:05] ¿Ah, sí? Iván: [10:06] Sí, sí. No sé si por influencia del inglés o lo que sea. Paulina: [10:10] Pues, aquí no sucede mucho, pero yo siento que yo lo hago a veces con personas que sé que no... no hablan español como primera lengua, que trato de hacer eso porque alguna vez me mencionaron que estaba raro eso de "jajaja"... como que no entendían. Iván: [10:30] Justamente, te comento, en... en Portugal... en Brasil, por ejemplo, se ríen con la K, simplemente una K. Es gracioso también. Es curioso. Paulina: [10:41] Y bueno, con esto... con la expresión de la risa, podríamos entrar a las diferentes expresiones de los emojis. Iván: [10:53] Sí, y creo que este tema influye muchísimo. O los emojis creo que son diferentes según el país o el idioma que hablemos, ¿no?, porque ya me he dado cuenta que en muchos países, pues, un emoji se puede utilizar diferentes maneras o incluso según el idioma que hablamos, pues, tenemos significados diferentes, ¿no? Y creo que esto es algo muy difícil de saber cuando estamos aprendiendo un idioma nuevo porque, bueno, esto no suele salir en los libros. Paulina: [11:29] Es otro idioma, ¿no?, además. Iván: [11:31] Claro. Y estas cosas como que no suelen salir tanto en los libros de de aprender, ¿no? Entonces, yo, por ejemplo, así como... como una pequeña anécdota que te quiero contar: cuando empecé a aprender ruso, yo no sabía que los rusos no utilizan el emoji de reírse, digamos, con dos puntitos y el paréntesis cerrando, ¿no?, sino ellos utilizan sólo un paréntesis. Y yo cuando empecé así a escribir en ruso con personas, pues, de Rusia o de otros países, ¿no?, y escribíamos en ruso, yo decía "Pero bueno, esta gente, ¿por qué sólo me pone paréntesis, no?". Y cuando hice, pues, clases con una profesora de ruso, me explicó que es la forma que tienen ellos de, pues, de sonreír. Y, cuantos más paréntesis, pues, más agradable es tu mensaje ¿no? Paulina: [12:22] O sea, muchos paréntesis ya significa risa. Iván: [12:25] Exacto. Eso allá es que estás sonriendo y dije "mira, qué útil". Paulina: [12:31] Pues, sí, son de este tipo de cosas que no se aprenden en clases, o es muy difícil que... que puedas acercarte a ellas si no vives en el país. Y con esto quiero platicarles un poco acerca de... del patrocinador de este episodio, que es italki, que justamente italki te permite esto: tener conversaciones de la vida cotidiana, pero con hablantes nativos y teniendo intercambios culturales. Así que, si te gusta acercarte a un idioma de esta forma, de manera cotidiana, pues, italki seguro te va a gustar porque encuentras hablantes nativos de todo el mundo. En el caso del español, puedes encontrar hablantes de España y de Latinoamérica. Y se adapta a tus horarios, se adapta a tus intereses de conversación. Tal vez, si quieres aprender acerca de estas conversaciones cotidianas y más de la cultura del día a día, se puede practicar sobre eso con el maestro que tú elijas. Así que, pues, se los recomiendo mucho y, si quieren probarlo, se pueden registrar a través de nuestro link y obtener diez dólares de crédito, que es: go.italki.com/easyspanishpodcast. Iván: [13:52] Volviendo al tema de los... de los emojis que hablábamos, pues, creo que es algo muy grande, ¿no? Y no nos damos cuenta y, de hecho, transmitimos muchas, muchas emociones, ¿no? Pero antes de hablar de este tema, Pau, quiero... ¿tienes tu móvil cerca? Paulina: [14:10] Ya siempre lo tenemos cerca. Tristemente. Yo sólo tengo mis días en los que digo este día es día de apagar el celular y cada vez son menos. Iván: [14:12] Sí. Ah, pero oye, muy buena idea hacer eso. ¡Hay que empezar a implementarla. Venga, genial! Paulina: [14:23] Sí, sí. A ver, lo tengo a la mano. Iván: [14:28] Pues, voy a abrir tu chat, y voy a abrir la ventana de emojis y quiero que me digas o que nos digamos cuáles son los cinco o la primera... Me estoy riendo ya porque tengo unos emojis súper raros. ¿Cuál es...? ¿Cómo es la primera línea de tus emojis? ¿Cuáles son? Paulina: [14:51] Okey, la primera línea son el que tiene una sonrisa enseñando los dientes, mostrando todos los dientes. Un beso. No el que tiene corazón. el que tiene como los ojos cerraditos y tiene chapas, una mariposa la cursi), una estrella, unos corazones. El que es un corazón grande y uno chiquito y una sonrisa igual... el que tiene los ojos cerrados y las chapitas y la sonrisa. Esa es mi primera línea. A ver, dime la tuya. Iván: [15:29] Muy bien. Te veo... Te veo con... con mucho amor, ¿no?, en tu primera línea. Paulina: [15:33] Siempre, Iván, siempre. Iván: [15:39] Pues, mira, mi primera línea, la verdad que no es tan... tan amorosa. Mira, tengo primero la carita esta riéndose con lágrimas. Paulina: [15:48] Ah, sí. Iván: [15:49] Luego, tengo esta carita que está con un matasuegras y un gorrito de fiesta, como celebrando. Paulina: [15:57] Guau, ese ya... ¡Ah, vale, vale! ¿Se llama "matasuegras" ese? Ay, yo no... no... no sabía ese nombre. Iván: [15:59] Así como de felicidades. Sí, ¿no? Así. Lo llamó el pip, esa cosa sí. Y es que ayer fue el cumpleaños de mi hermana. Creo que por eso sale ahí de los primeros. Luego, este... no lo entiendo muy bien. Tengo a La Sirenita. Paulina: [16:19] Ah, no sabes para que lo ocupan este. Iván: [16:21] No sé, ¿no?, siempre, no sé por qué aparece allí, pero, bueno, la, dejaremos pobre. Paulina: [16:28] Y Iván: [16:28] Luego tengo uno de "shh", de cómo de de callan o de mandar a callar a alguien. Paulina: [16:35] Ah. Iván: [16:36] Luego tengo una caja de mudanzas. Está ya me cuadra más. Paulina: [16:40] Bueno, bueno, decidió, sabes, por el momento. Iván: [16:42] Luego, tengo la carita con los corazones en vez de ojos, ¿no? Así como "ohh". Y, por último, tengo un gato y una paloma. Paulina: [16:57] Una paloma... ¿la paloma blanca? Iván: [16:59] No, la paloma, que sólo se le ve como la cara, se ve como el pico, ¿no? Y los... y los ojos. Paulina: [17:05] Ahora, yo te quiero preguntar de todos los hemos visto que has usado, ¿Cuál es el más extraño que encuentras ahí? Iván: [17:13] Pues, La Sirenita. No sé qué hace ahí. Paulina: [17:14] No sé. ¿No recuerdas en cuando usaste La Sirenita? Iván: [17:20] No, y encima está como la tercera o sea que la... la tuve que utilizar mucho, ¿no? Entiendo. No sé. Paulina: [17:26] Y yo tengo una papa. No sé por qué. No sé por qué hay una papa ahí. Iván: [17:30] ¿Qué hace una patata en tu... en tu Whatsapp? Paulina: [17:35] No sé. Seguro quería que me trajeran algo para cocinar o algo así? No sé, pero ahí está, ¿eh? Bueno, ahora que veo eso, me doy cuenta que también sucede que utilizan los mismos emojis porque están ahí a la vista, pero, ahora que mencionas tú otros, me doy cuenta de que debería de observar algunos otros porque seguramente los podría utilizar más. Nada más que, pues, uso los que están más a la mano. Iván: [18:09] Claro. Además, hay emojis muy, muy, muy buenos para cada situación. Muy adecuados, ¿no? A mí me gusta mucho este que está como con los ojos como mirando así para arriba, ¿no?, girando los... los ojos, ¿no?, Rolling-eyes. Y me encanta porque tengo una amiga que lo usa muy diferente. Ella no lo usa... Y yo al principio, cuando estaba hablando con ella decía. Pero bueno, ¿qué le pasa? Esta como siempre, como ofendida, ¿no?, porque yo lo uso como cuando alguien está un poco ofendido como, bueno, ya veremos cómo sale. Paulina: [18:45] Como de "ups", ¿no? Iván: [18:45] Sí, como de "ya veremos como sale algo", ¿no? Y ella lo usaba de otra forma muy diferente y, no lo sé, quizás era yo que lo mal interpretaba, ¿no?, pero... pero sí, al principio pensaba "Bueno, no sé. Está... no está muy contenta, ¿no? Paulina: [19:03] Sí, ahorita que estoy viendo, todos tienen... es un gran diseño. Esto de los emojis hay algunos que jamás había observado. Por ejemplo, hay uno que tiene la nariz larga, así como de Pinocho. Yo creo que es de cuando alguien está diciendo mentiras o algo así. Sí, pero hay unos muy particulares y también me parece interesante, como cada quien adopta unos y se vuelven característicos de cierta personalidad mientras mandas mensajes. Hay uno que usa mi novio, que es como una carita que tiene cara de loca y como con una lengua salida y un ojo más chico que el otro y como volteado. Iván: [19:47] Ah. Sí, sí, sí, sí. Paulina: [19:49] Y siempre que la veo pienso "pues, sí, sólo él haría eso". Iván: [19:53] Claro. Además, es como una forma de, como tú dices, ¿no?, cada uno usa, pues, emojis diferentes, ¿no? Y también es una forma de... de identidad, ¿no? Quizás hay algo en nosotros. Pues, tú tendrás una... un porcentaje de de papá y yo de sirenita. No sé, no lo sé, pero creo que de alguna forma es como cualquier cosa, ¿no? Cuando tienes opciones... como varias opciones, ves que la gente, pues, va escogiendo, pues, las opciones que más se asemejan a... a ellos, ¿no? Y... y es muy curioso. Paulina: [20:30] Está muy interesante lo que ocasionan los emojis en una personalidad y que siento que es cambiante también. Y esta interacción de expresiones con las que nos sentimos familiarizados. También con, ahora... No sé cómo se llaman... Ah, stickers, ¿no? Así se llaman. Iván: [20:46] Como este que me has enviado. Paulina: [20:48] Que también son muy particulares, ¿no? Sí, como este que te acabo de enviar, que estaba revisando que igual podríamos también revisar algunos stickers porque también hablan mucho de la personalidad, creo. Iván: [21:02] Sí, son siempre graciosos. Y a mí de verdad que los stickers y los gifs me han cambiado la vida en el sentido de que, a veces, cuando estoy hablando con alguien, pienso ya en gifs o en stickers, ¿no? Alguien dice algo y ya tengo un sticker o un gif en la cabeza y me resulta muy curioso la influencia y la capacidad que tienen. Pues, estos... estos... estos cosos para..... Pues, para... para... pues, sí para expresar y para... porque a veces es como "guau, es que necesito este gif, quiero este gif. Paulina: [21:31] Expresar, ¿no.? Iván: [21:38] Y busco y busco y busco hasta que lo encuentre. uno de mis favoritos, por ejemplo, es el de esta señora rubia que aparece y que tiene muchas multiplicaciones en la cara, ¿no? Así como muchas operaciones. Y me encanta utilizarlo cuando... cuando no entiendo algo, ¿no? cuando... Paulina: [21:53] Sí, es muy interesante esto de reflejar situaciones tan específicas con imágenes que no pensarías de animales, de... y la creatividad que tiene la gente que las crea también me impresiona. Entonces, pues, bueno, a mí me encantaría, y se lo voy a decir otra vez, que nos dejaran comentarios. A mí me encantaría saber, por ejemplo, esto de los de emojis. No sé si en los comentarios también se pueden poner ciertas cosas o nos podrían describir cuáles usan, si sienten que hay una diferencia cultural entre ellos o si más bien... Iván: [22:38] Si hay alguno típico, pues, de sus idiomas, ¿no?, que... que no se use, que se use otro... No sé, es un tema super interesante. Paulina: [22:47] O estas abreviaciones, ¿no? También me gustaría saber si hay algunas en común, de alguna forma, o completamente distintas, ¿no? A mí me interesa mucho porque, pues, a mí jamás se me ocurrirían y, seguro, cuando estamos aprendiendo un idioma, escribimos todo muy bien, ¿no? No hacemos este tipo de cosas hasta que alguien nos lo comparte en la vida cotidiana, hasta que vivimos en el país o estamos teniendo amigos que hablan ese idioma, así que los invito a que nos compartan y que también nos puedan decir si hay algún tema del que quieren que hablemos y que podamos tener una interacción de conversación acerca de los podcast también, de la misma manera que lo tenemos en los vídeos. Iván: [23:35] Sí, sería super, super divertido. Y la verdad que nos ayudaría un montón para, pues, para saber más de... de vosotros, ¿no?, de todos los que oís el podcast. Y tanto a Paulina como a mí, pues, nos ayudáis a mejorar, ¿no? Y a saber qué... qué os gusta, qué nos gusta y, en definitiva, hacer esto, pues, para... para vosotros. Paulina: [23:59] Y, pues, muchas gracias, Iván. Iván: [24:00] A ti, Pau, nos vemos la semana que viene con otro tema aún más divertido. Paulina: [24:10] Nos escuchamos a la próxima, Iván. Hasta luego.