TOC Tools for Mentors Day 1 A Workshop for MEC/QCC Faculty and FYP Advisors July 12-14, 2011 Janice F. Cerveny, Ph.D. ([email protected]) 561-297-0052 Florida Atlantic University – College of Business Boca Raton, FL 33431 TOC Tools for Mentors Workshop, July 12-14, 2011 1
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TOC Tools for Mentors Day 1 A Workshop for MEC/QCC Faculty and FYP Advisors July 12-14, 2011 Janice F. Cerveny, Ph.D. ([email protected]) [email protected].
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TOC Tools for Mentors Workshop, July 12-14, 2011
1
TOC Tools for MentorsDay 1
A Workshop for MEC/QCC Faculty and FYP Advisors
July 12-14, 2011Janice F. Cerveny, Ph.D.
([email protected]) 561-297-0052Florida Atlantic University – College of Business
Plan of AttackDay 1• Introductions and Warm-Up Exercise• COR 100… (the many) Issues and
Concerns of Faculty/Advisors vs. Students– Tool: Affinity Charts– Other Uses
• Cause & Effect: a powerful tool to critical thinking– “How To”: Negative branches/assumptions and
“facts of life”Day 1 Slide 2
TOC Tools for Mentors Workshop, July 12-14, 2011
Warm-Up
• Common Denominators– Pair Up – Find something you both have in common
that no other pair is likely to have (can’t be the “absence” of something)
– Introduce selves and your “common denominator” discovery
30 MinutesDay 1 Slide 3
TOC Tools for Mentors Workshop, July 12-14, 2011
4
Introductions and Warm-Up
• Debrief: – Other Uses?
TOC Tools for Mentors Workshop, July 12-14, 2011
Plan of AttackDay 1• Introductions and Warm-Up Exercise• COR 100… (the many) Issues and
Concerns of Faculty/Advisors vs. Students– Tool: Affinity Charts– Other Uses
• Cause & Effect: a powerful tool to critical thinking– “How To”: Negative branches/assumptions and
“facts of life”Day 1 Slide 5
TOC Tools for Mentors Workshop, July 12-14, 2011
COR 100
• Review and recap – Objectives– Learning Competencies– Topics/Content Areas– Learning and Activities
Any concerns?
Day 1 Slide 6
TOC Tools for Mentors Workshop, July 12-14, 2011
Activity 1: Affinity ChartsObjective: to create a clear, concise set of obstacles that must be overcome to ensure COR 100 is delivered, supported and completed successfully.
Process:
1. Display the focusing question
2. Brainstorm responses
3. Organize the ideas
4. Create “Headers”Day 1 Slide 7
TOC Tools for Mentors Workshop, July 12-14, 2011
Step 1: the Focusing Question
Having reviewed the objectives, expected learning competencies, topics/content areas and learning activities – what are the likely concerns, challenges or obstacles do YOU see for
Some “rules” re: responses• Try to ensure responses are 4-7 word
phrases or sentences [verb and a deliverable (noun)]
• NO compound sentences (i.e. do not use the words “AND” nor “OR”)
• Write EACH response clearly on a separate Post-It
Day 1 Slide 9
TOC Tools for Mentors Workshop, July 12-14, 2011
Step 3: Organize the ideas
Some “rules” for Organizing• Move tickets into clusters that for some
reason seem to have something in common• Organizing should be done silently• Anyone may move any tickets but
– No “ticket hogs”– No “wall hogs”– No blocking of access
Day 1 Slide 10
TOC Tools for Mentors Workshop, July 12-14, 2011
Step 4: Create HeadersSome “rules” for Headers• Start with the smallest cluster. Read all of
the ideas out loud. If there’s ONE Post-It that conveys the theme of the grouping well, designate it as the “header”, if not modify/create one that does so
• Work up to the larger clusters• With large clusters, create sub-groups w/
headers then create “mega header” for the sub-groups
Day 1 Slide 11
TOC Tools for Mentors Workshop, July 12-14, 2011
Step 4: Create HeadersSome “rules” for Headers• Starting with the smallest cluster – review all
ideas to see if there’s ONE ticket that conveys the theme correctly (VERB + DELIVERABLE) – or modify/create one that does so
• Work your way up to the larger clusters• With the larger clusters, create a “mega
header” then create sub-headers.• Sub-headers must follow same rules as above.
Day 1 Slide 12
TOC Tools for Mentors Workshop, July 12-14, 2011
Activity 1: Affinity Charts
Work Time
60 Minutes
Day 1 Slide 13
TOC Tools for Mentors Workshop, July 12-14, 2011
Affinity Charts
• Results– Group 1– Group 2– Group 3
• Tool Debrief – Other uses?
Day 1 Slide 14
TOC Tools for Mentors Workshop, July 12-14, 2011
Plan of AttackDay 1• Introductions and Warm-Up Exercise• COR 100… (the many) Issues and
Concerns of Faculty/Advisors vs. Students– Tool: Affinity Charts– Other Uses
• Cause & Effect: a powerful tool to critical thinking– “How To”: Negative branches/assumptions and
“facts of life”Day 1 Slide 15
TOC Tools for Mentors Workshop, July 12-14, 2011
Intro to “Cause & Effect”The idea
IF (cause)
THEN (effect)
One knows what to change
IF
THEN… (COB produces) Effective Managers
What’s required to get this Desired Effect (DE)?
One knows what to
change TO
One knows how to CAUSE
the change
AND
Is this sufficient?
Day 1 Slide 16
TOC Tools for Mentors Workshop, July 12-14, 2011
The Power of Cause-Effect
The power of the “logical AND”• With undesirable effects, the cause-effect shows
that in order to address the problem, you need only to remove any ONE entry point.
• With desired effects, the cause-effect shows what is sufficient to ensure these occur.
O2
FIRE
Fuel Spark
AND
What’ if we have an Undesirable Effect (UDE) like this one?
Day 1 Slide 17
TOC Tools for Mentors Workshop, July 12-14, 2011
Some terminology• Undesirable Effects (UDEs)• Desired Effects (DEs)• Categories of Legitimate Reservation (CLRs)
Position UDEs that you feel CAUSE others in the lowest part of the diagram.
UDE
Use the verbalization of “IF (lower entity) THEN (upper entity) BECAUSE… (to add entities for “sufficiency”
Check the logic…
Company has Poor Due Date Performance
High Empl. Turnover
Company Loses Sales
Poor Cash Flow
Managers (who’re responsible for getting results from the workers)
often exhort workers to “improve”!
Customers often don’t buy from companies w/ poor due date performance.
Try (eventually) to find entering links (causes) to the bottom UDE
TOC Tools for Mentors Workshop, July 12-14, 2011
Day 1 Slide 19
TOC Tools for Mentors Workshop, July 12-14, 2011
20
Baby Steps and/or a Review
• One of the easiest ways to learn how to do “cause–effect” is by constructing what are known as “negative branches” (twigs).
• A “negative branch” enables you to evaluate the possible negative outcomes from an action, a proposal, a policy, or a procedural deviation and to determine ways to prevent and reduce the risks associated with them.
Tool 1: Negative Branches (NBRs)
NBRs are used to evaluate and address the deficiencies of “half-baked ideas” that you or others are proposing
NBRs can also be behaviors that you or others are exhibiting – or actions that you are contemplating
Your Idea
Negative Effect
Unintended Consequence
Negative Effect
Indicators that you need to use the toolProcess to construct itCommunication process
TOC Tools for Mentors Workshop, July 12-14, 2011
Day 1 Slide 21
Indicators that an NBR is required• You’re thinking
“No WAY”; Is this ‘guy nuts’, ‘for real?’, etc.• The others in the room remain silent – until the
‘presenter’ of the idea leaves• You say
“Let me think about it”, “go talk to___”, call my assistant and set up an appointment”, write it up and send it to me”… [Discounting]
Whenever you see these signs, you have been presented with (or have proposed) a “Half-Baked Idea”.
Examples?TOC Tools for Mentors Workshop, July 12-14, 2011
Day 1 Slide 22
How to write an NBR
1. Write the entity that is leading to the reservation at the bottom of the page
2. Write the PUDE at the top of the page
3. Read “If [entity], then [PUDE] because …” and write all statements that come after the word because
4. Insert the statements in the NBR using cause-and-effect logic
5. Check the logic by reading the NBR aloud
TOC Tools for Mentors Workshop, July 12-14, 2011
Day 1 Slide 23
The Negative Branch Reservation (NBR)
Entity
Potential/Predicted UnDesirable Effect
(PUDE)
Backbone Elements: Only occur in the future
as effects resulting from the entity
Assumptions or facts of life that are currently true
(needed for logical SUFFICIENCY or
clarity.
The NBR presents the cause-and-effect logic of why the
Potential (or Predicted) Undesirable Effect (UDE) will
result
TOC Tools for Mentors Workshop, July 12-14, 2011
Day 1 Slide 24
TOC Tools for Mentors Workshop, July 12-14, 2011
25
Let’s Practice
• Half-Baked Idea? “Students must take COR 100”
• PUDEs?
Some Practice Scenarios
Break out into pairs.
Discuss a couple examples of “half-baked ideas” about delivering or preparing to teach a COR 100 course or of common, counter-productive COR 100 student behaviors.
Select one and briefly write-up/explain the scenario to the group.
Prepare the “negative branch” (cause-effect diagram) using guidelines from slides 19 and 23. TOC Tools for Mentors Workshop,
July 12-14, 2011Day 1 Slide 26
Using NBRs with your own ideas
The negative branch does more than simply identify potential “land-mines”. The logic will help you identify ways to improve and prevent the negatives:• Look at entities BELOW where the branch
turns negative. • Think of ways (i.e. additional things you can do
or require) that will address or prevent one of those negatives from occurring.– These are often referred to as “injections” or
solutionsTOC Tools for Mentors Workshop,
July 12-14, 2011Day 1 Slide 27
Using NBRs in mentoring/advising
Which is easier?
To get others bought into a solution YOU provide (even if it is explained nicely)?
OR
Get others bought into a solution the OTHER PERSON develop (especially on his/her own)?
Use the communication process after you’ve been presented with a half-baked idea (and
have created the NBR)TOC Tools for Mentors Workshop,
July 12-14, 2011Day 1 Slide 28
Communicating for Buy-In Using the Negative Branch
1. Before meeting with the other person, make a list of the positives from the idea or proposed change and create the negative branch.
2. Start by stating the idea AND the positives. Check for interest.
3. Present the negative branch SLOWLY from the bottom up using the IF-AND-THEN verbalization. Use any explanations/examples for entities that seem confusing.
4. WAIT for the other side to offer solutions. – IF this is done and the solutions are sufficient to “trim” the
negative branch - great! Get confirmation of details and ‘close’.– IF they trim only part but not all of the negative branches - point
out any remaining untrimmed segments and wait again.
TOC Tools for Mentors Workshop, July 12-14, 2011
Day 1 Slide 29
Day 1 Close-Out
• Compare/finalize your duo’s negative branches with one other duo.
• Check how/whether all the negatives are addressed by the solution or Role Play the communication process.
TOC Tools for Mentors Workshop, July 12-14, 2011
Day 1 Slide 30
TOC Tools for Mentors Workshop, July 12-14, 2011
Plan of AttackDay 1• Introductions and Warm-Up Exercise• COR 100… (the many) Issues and
Concerns of Faculty/Advisors vs. Students– Tool: Affinity Charts– Other Uses
• Cause & Effect: a powerful tool to critical thinking– “How To”: Negative branches/assumptions and