1994 INTERNATIONAL SYSTEM DYNAMICS CONFERENCE 3
System Dynamics Analysis of Experiences Gained During Personal Quality
Improvement Projects
Anil B Jambekar
Operations and Engineering Management
School of Business and Engineering Administration
Michigan Technological University
Houghton, Michigan 49931, USA
Abstract
This paper shows the connection between the softer tools of system dynamics and the foundation of
personal quality. This is ished by p ing the probl and issues students experienced
while engaged in individual personal quality improvement projects using system archetypes or causal
loop diagramming. A major objective of the improvement project was to provide a critical and fuller
glimpse of organizational quality by building on personal experience. Because the feedback from
own actions is rapid and unambiguous while working within the framework of personal quality
improvement project, it becomes Possible to learn about the important systemic issues in a relatively
short duration. Furthermore the visual Tepresentation of the issues using system dynamic tools
preserved the learned lessons.
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1994 INTERNATIONAL SYSTEM DYNAMICS CONFERENCE
System Dynamics Analysis of Experiences Gained During Personal Quality
Improvement Projects
A system perspective shows that for every situation there are three levels of explanations -- events,
patterns of events, and process or system structure, but their usefulness is quite different. Events are the
occurrences we experience every day: an alarm does not go off, we did not study, a friend stopped by, or
we did not complete the homework. Patterns of events focus on the longer-term behavior- they can
uncover an orderly and recurring behavior. Process or system structure then can be used to explain why
and how various events occur over time. Shifting focus from the level of events to the level of system
our ability to i the future. As we move from the level of events toward the
level of system structure, the focus also shifts from being short-term orientation to being longer-term
orientation. Personal quality management framework can give us a head start in understanding thts
system perspective. After identifying a quality it area, the ‘k requires indivi
to generate explicit data points (events) over several weeks for analysis using the quality management
tools. However, the associated run charts provide dynamic patterns of the data points (pattern of
events). The framework also encourages one to keep a daily journal, which can be a useful source for
identifying system structures at play: Thus the framework has capability of generating all of the
necessary for ition of system pes, which can provide explanation at the
process or system structure level.
The system thinkers recognize dynamically complex and subtle structures and see the patterns when
others see only events and forces to react to and the "system archetypes" represent the key to learning
to see the structures in personal as well as organizational lives (Senge, 1990). The purpose is to
recondition our perceptions, so as to be able to see structures at play, and to see the leverage in those
structures. Mastering the system archetypes begins the izati on the right path, but requires
putting system perspective into practice. The relatively few are to many
management situations. They also recur in personal lives, biology, psychology, economics and many
other fields. One of the ways to begin to recognize an archetype is to examine own behavior. The
Personal Quality Project offers a systemic way to collect necessary information.
The next section provides some background on the personal quality management and the associated
framework. The section following this will cover archetypes representations of typical issues and
problems faced by the students. None of the students had any background in system dynamics. Little
less than half of the students were undergraduate students. The archetypes or causal loops were
developed using the descriptive part of their reflections about the experience as appeared in their end of
the term reports.
Personal Quality Management
According to Roberts and Sergesketter (1993):
"Quality as practiced by the dividuals 1s the foundation on which Total Quality Management (TQM)
is built. Quality is based ¢ on the actions of people. Total Quality Management cannot exist without all
the people in an organi: i ding and icing the principles of quality at a personal level."
The above statements imply that one best way to comprehend the concepts of organizational quality
(TQM) is by first engaging in improving some aspects of personal quality and then by making
ion to a larger or by reflecting upon one's experience. Similar inference can be made
about system thinking.
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1994 INTERNATIONAL SYSTEM DYNAMICS CONFERENCE
How to get started?
First, identify some area of improvement that has potential to improve one's productivity, health
improve time management, reduce waste, etc. Next step is a draw up a checklist of defects that are
relevant to the area of quality improvement selected. The defects should reflect personal habits that are
preventing from achievement of the targeted personal quality goals. This may be most difficult part
Once a checklist has been drawn up, the data collection is relatively effortless. You just tally the defect:
by stroke-marks on a pre-prepared form as they are observed. After few weeks of data collectior
efforts, it would be possible to apply many of simpler quality management tools (Pareto, run charts
fishbone, etc.) See appendix A for a step by step process one can follow to get started.
It is important to make sure that the goals are attainable but h t An objective is t:
force oneself to think about achieving these goals by behaving differently. If goals set are modest, they
can be met without making any changes in the behavior. One objective is to minimize the defects.
However, learning from the pattern of defects to make structural changes in one's behavior is probabl:
more important.
What TQM concepts does one learn by engaging in this experience?
The potential of learning from the experience depends upon the seriousness with which one engages it
this experiment. An objective is to make connection between the lessons one learns and the issues an:
problems arising when an organization tries to adopt the principles of TQM. The students identifie
many lessons. The following TQM concepts were ranked high among the lessons identified.
1. Concepts of constancy of purpose and commitment
2. Recognizing that our habits are part of the common causes and thus part of the system
3. Appreciating why people resist change
4, Understanding the concept of quality of data and data collection process: just in time vs. bate:
processing
5. Learning to apply quality tools
6. Treating symptoms vs treating the root causes
The list reflects not only the salient ideas of TQM but also some concepts of system thinking
Visualization of an org: as a system of interd has been a of th
entire field of system dynamics. but also emphasized as one of the TQM fundamentals. Howeve
systems thinking tools offered by system dynamics field are more powerful than what are generall
found in TQM tool-kit for this purpose. One way to capture the individual experiences of working 0
the personal quality projects would be to use causal loop diagramming or archetypes.
System Archetypes and Personal Quality Projects
The source’ material used for developing system archetypes were more than forty personal qualit
improvement reports. They are classified by the improvement area selected by the students and ai
tabulated in the Appendix B. Most of the reports dealt with time management, study habits, and healt
improvement.
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1994 INTERNATIONAL SYSTEM DYNAMICS CONFERENCE
Limit to Success
In majority of cases "limits to success" structure come into play. Figure 1 shows this structure. If the
reinforcing process of quality i and p operated
unimpeded, the only limit (not shown) ‘would be zero defects.
Quality improvement
(Reduced Defects)
Proactive Involvement R
(Defect Monitoring & Enth Viewing the
Behavior Modification) Project as a
Hurdle
B Confusion ->
Emotional Tension Confiicti Abilty to
Needs Balance
Needs
Figure 1: Limits to Success
It was critical that the students did not view this project as just one hurdle. In order to convince them,
they were assured that it is not the result, but the participation in the process was more important. To
convince the students further, the students were allowed to grade themselves on their performance and
written presentation. The weight given to their self evaluation was 67% of the total allocated for this
project. The instructor's evaluation received the remaining 33% of the weight. However, many reported
that they were uncomfortable, until midways through the term they began to see their own quality
improvement.
After few weeks of involvement, several students reported stress and felt tensed, which lead to
conflicting needs and thus felt confused and di d. Their enthusi: toward the project declined
Couple of students gave up and basically worked through mechanics without active involvement.
Drifting Goals
Several students midway through modified the operating definitions of the defects they chose initially.
For an example, one student, who chose fitness as the quality improvement area, had one of the defects
defined as "eating anything between meals." She decided to change the definition of this defect to allow
herself to eat once between meals. Many students modified definition of defect related to number of
hours of television viewing. Figure 2 shows this "Drifting Goals" archetype.
Redefinition of
Defects
Defects
Defects Desked
to be recorded C80 —— (Belief that
depends on
it)
Figure 2: Drifting Goals
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1994 INTERNATIONAL SYSTEM DYNAMICS CONFERENCE
Success to the Successful
Many who chose time management or study habit's improvement as their area reported conflict in time
allocation. The "Success to the Successful" archetype represented this process as shown in the Figure
Lk raiaw wean
Success in Studies instead of. the Social
‘the Courses Social Activities A fies
Figure 3: Success To The Successful
Addiction or Shifting the Burden
Figure 4 shows a typical archetype reflecting many reports. It was quite clear from their narrative that
they refused to accept the responsibility for their lack of defect reduction performance. They always
had somebody or something to blame to. They always had way to rationalize their own lack of
commitment. It could be the girlfriend, a favorite TV show, a friend visiting, another professor, or just
happened to be a weekend.
About four students reported why they selected improving study habits and time management as their
quality improvement projects. Their descriptions basically fit the "Shifting the Burden" archetype as
shown in the Figure 5. It can be hypothesized that this archetype is probably very common on the
campuses.
Biame Ever a
( : ~Sy\
Performance Problert R Reduction in
Defects Reduction) Emotional
B Tension
Develop Ability’
to Manage
Figure 4: Addiction 1
Finding Short Cuts Sm.
Rewards
L . »)
Performance R
provement in Study _—
Habits and Time Management
Figure 5: Addiction I!
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1994 INTERNATIONAL SYSTEM DYNAMICS CONFERENCE
Conclusion
The results of engaging students in personal quality improvement projects were gratifying. Besides
providing students with some learning experience in the area of TQM, the process also showed a way of
introducing the concepts of system thinking with the help of system archetypes by making connection
to personal experiences. According to Forrester (1987) system dynamics have little impact unless the
tools and the concepts change the way people perceive a situation. One major lesson the students took
away with them was that implementation of any new program or technology requires skills (know how,
what and why), will, and self-discipline.
References
Forrester, Jay W. 1987. Lessons from system dynamics modeling. System Dynamics Review Volume 3
Number 2 Summer.
Roberts,Harry V. and Sergesketter, Bernard F. 1993. Quality is Personal: A Foundation for Total
Quality Management. The Free Press.
Senge, Peter M. 1990. The Fifth Discipline. Doubleday Currency.
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1994 INTERNATIONAL SYSTEM DYNAMICS CONFERENCE
Appendix A
Personal Quality Project
An objective of this project is to ic some of the fund: Li issues_of
total quality man: by. lying it to i your own. I quality.
Please follow the following steps:
Step 1: Identify an area of personal quality such that its imp will lead to enh of your
productivity, reduction in waste, increase in time available, improving your health, etc.
Step 2: Make a list at least five habits that influence the area of the personal quality selected. For an
example: For the area "Reduction in Weight" I may choose eating between meals, eating deserts, not
excising, not drinking eight glasses of water and eating even after my stomach tells me it is full as
potential habits, which I will call them defects.
Step 3: For each of the habits selected, provide an operational definition. For an example, eating
between meals means putting edibles in the mouth each time between meals will be called a defect. An
operational definition must be related to the root cause. For an example, if I select a habit of keeping
my desk clean at the end of the day, I could simply shift all of the material in a box and call it a non-
defect. It is wrong, because it does not address the root cause of reducing the backlog of work.
Step 4: Prepare a worksheet like shown below to record your defects:
A Personal Quality Checklist
Theme: Reduce weight by 10 pounds and hold on to the gains. Quality Characteristic is weight.
Week of
Defect Category M | T |W | Th] F | S. | Su | Total
Eating Between Meals
Eating Desserts
Not exercising
Not drinking eight glasses of
water
Eating even after my stomach
tells me it is full
Drinking alcoholic beverages
TOTAL
Operational Definitions of Defect Categories:
Eating between meals: A defect occurs anytime | put an edible in my mouth between meals.
Eating desserts: Any sweets at the end of the meal if eaten will be a defect.
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Not exercising: Less than 20 minutes of exercise or an exercise routine that does not raise my heartbeat
to 25 per 10 seconds is a defect.
Not drinking eight glasses of water: Less than eight glasses of liquid per day is a defect
Eating even after my stomach tells me it is full: If I eat after my stomach tells me it is full is a defect.
Drinking alcoholic beverages: Number of defects on Sunday through Thursday equal to number of
drinks consumed and number of defects on Friday and Saturday equal to number of drinks consumed
minus two.
NOTE: YOU ARE REQUIRED TO COMPLETE STEPS 1 THROUGH 3 BY THE END OF
THE FIRST WEEK OF THE CLASS AND TURN IN YOUR COPY BY THE FIRST SESSION
OF THE SECOND WEEK. YOUR INSTRUCTOR WILL GET BACK TO YOU BY THE END
OF THE SECOND WEEK, IF THERE ARE QUESTIONS. IF HE DOES NOT HAVE ANY
QUESTIONS TO YOU SPECIFICALLY, ASSUME THAT IT IS OKAY TO PROCEED.
Step 4: Prepare the worksheet like shown in the step 3 for each week and religiously make entries into
them. You have to be honest to yourself. From time to time analyze the data using many of the quality
tools you will be learning. Maintain a journal for recording the issues and problems as you encounter.
You are welcome to share your work with your friends. More than one person can have identical
* project, except each one is expected to enter data from own respective experience.
Step 5: Develop a report at the end of ninth week and turn it in by the end of tenth week. Report should
contain narrative describing your own observations and the use of quality tools. You can use your daily
journal to write your report.
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Another Example
A Student's Personal Quality Checklist:
Quality Goal: Improve Grade
Week of
Defect Category M{|T |W {Th |F |S _ | Su | Total
Late for class or an
appointment
Come to a class unprepared
Delayed submission of
assigned work
Blaming others for poor
performance
Neglect to review the
material covered in class
within 36 hrs. or before the
next session of the same
course
Not attending a class
TOTAL
Operational Definitions:
Late for a class or an appointment: Entering a class after the lecture has started.
Come to a class unprepared: Not reviewing the material ahead of its coverage in the class.
Delayed submission of assigned work: Not submitting the assigned work on it's announced due time.
Blaming others for poor performance: Finding an excuse for own poor performance.
Neglect to review the material covered in a class within 36 hours or before the next session of the
same course: Self-explanatory.
Not ding a class: Self- ry.
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Appendix B
Personal Quality Imp:
Project
Project Area
Number of Projects
Time Management
12
Study Habits or Grade
Health Improvement
Losing weight
iP English C
Improve Standing with the Family Members
Keep Living Space Clean
Gain Weight (Football Player)
Reduce Electric Bill
Reduce Coffee Intake
Improve Speech (stuttering)
Improve Guitar Proficiency
TOTAL
46
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