Process Mapping - Session One Northwest Vista College
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Transcript of Process Mapping - Session One Northwest Vista College
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Process Mapping - Session OneNorthwest Vista College
Marlene Masten, instructor
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Welcome!
A valuable tool An investment by your employer 4 hours with break(s) – get back on time! Instructor-led discussion, audience participation,
activities, exercises Participant’s Guide – left margin for notes Glossary and Appendices – back of Guide
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Your Instructor
Marlene Masten Former teacher, past and current
professional education and training Industrial engineer, project and personnel
manager, consultant – more than 21 industries and 14 countries
Current local business consultant and animal rescue volunteer
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Getting to Know You
Name? What department are you with? How long have you been with NVC / ACCD? What do you want out of this class?
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Course Objectives
After this portion of the class, you will be able to:
Understand the benefits of process mapping. Identify different levels of processes (detailed
versus high-level). Understand how to collect the data necessary
for basic mapping – no small task!
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Course Objectives Achieved Through:
Your instructor’s skill and experienceHands-on experienceGroup and independent exercisesGuide for referenceQuestions and answers
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Course Agenda
First Session Introduction and overview Defining what is a process and what is process
mapping Mapping benefits Getting started Collecting data
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Course Agenda
Your Guide continues with: Opening the process mapping toolbox Choosing the right tool for the task at hand Analyzing the process Documenting findings
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Why Do All This?
Get a better understanding of your department’s processes.
Focus on core processes and identify ways to improve. Enable all departments to use one tool and one
consistent, continuous process when looking at how they provide services to meet their clients’ expectations.
Focus your attention on wasted time and energy.
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Overview of the “Process Approach”
Enables client satisfaction and consistency Formal and disciplined – to identify,
understand, manage the activities and elements required by clients
Meet requirements 100% of the time
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Process Management
Teams who use this method: Understand “who” and “what” and “why” Document Measure Implement and improve
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Today’s Focus
Documenting how work is done Allowing focus on core processes, enabling
identification of opportunities for improvement
Your Guide continues with more exercises & guidelines on two other mapping techniques.
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Define “process” (p. 5)
“A series of actions or operations which lead to an end” (Webster’s Dictionary)
Example: What process is used to drive a car?
Open door, sit, close door, foot to brake, seatbelt on, insert key, disengage parking brake …
Are there any alternative steps or methods?
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Define “process map” (p. 6)
“A graphic representation of a process, showing the sequence of tasks, using standard
flowcharting symbols”
Standard, so anyone who picks it up can understand it.
Document:– What is really done– What takes time– What uses resources
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“Typical” Map
How can people get to work? Alternate paths possible?
Government Bldgs
LEGEND
Railroad
Schools
Broadway
Franklin St.
Utopia Rd.
Winding Way
Firs
t S
t.
Post Office
City Hall
Police Station
Elementary School
Middle School
Johnson’s Creek
Thr
id S
t.
Library
High School
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Benefits of Process Maps (p. 6)
Objectively describe how activities are done Document control points (like intersections)
Show where variation exists (how many routes are possible)
Investigate where problems may occur Highlight “handoffs” (go from one city to another)
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More Benefits of Process Maps
Train others on processes Develop process thinking Logically identify areas that need to be
improved (and with proof!) Identify best practices Monitor and update the process when
conditions change
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Review – Process Maps
“A graphic representation of a process, showing the sequence of tasks, using
standard flowcharting symbols”
process map = “flowchart”
a “visual picture” of a process
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Example: Doing the Laundry
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Flowcharts show:
Process as a whole Sequence of steps Relationship between steps Beginning and ending steps – the boundaries
of the process
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Please answer the questions in your Guide, p.8-9
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Common Types of Flowcharts (p. 10-11)
Basic / Detailed (“Value Stream”) Swim Lane (“Deployment”) Spaghetti (“Transportation / Work Flow”)
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Flowcharting Highlights
The basic steps are the same no matter what type of map you use.
Strive for a level of detail that is useful to your project – no more, no less.
Example: “sort clothes” isn’t helpful to someone new. You’d get pink laundry.
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What to Map?
Series of activities or steps contributing to the final result or output
Start and end of a process (boundaries) Interfaces / transition points / handoffs Inputs & outputs “Ownership”
Applies to every organization.
Note that boundaries lead to interfaces.
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Process Ownership
Department? Individual?
Who is responsible and accountable for the results?
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Core, Sub, and Activity Level Processes
Possible to have one owner at each level Full definitions in Glossary
CORE PROCESS
SUB-PROCESS
TASK
ACTIVITY
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Please answer the questions in your Guide, p. 12-13
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The SIPOC Form
A process snapshot that captures information that will help you determine where that process
begins and ends.
Supplier
INPUT
Process
OUTPUT
Client
Suppliers (internal or external, vendors or another dept), inputs, process, outputs, clients (internal or external)
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Creating a SIPOC Form
Identify process boundaries and key activities at a high level
Identify key outputs and clients for each output
Identify inputs and suppliers for each input
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SIPOC Diagram Format
Supplier(s)
Input(s)
Core process
Output(s)
Client(s)
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Please answer the questions in your Guide, p.15-16.
Then discuss answers with the person next to you.
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GROUP ACTIVITY
Please close Guides.
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Group Activity Wrap-up
Answer the questions on p. 17 in your Guide. How did it feel to wear a blindfold? Thoughts and feelings as moved around: navigator
versus seeing impaired person? What did you wish your partner could have said to help
you: navigator versus seeing impaired person? What did the observers notice about the interaction
between the navigators and the seeing impaired persons?
What could have been done to alleviate the navigator’s thoughts and fears?
What could have been done to minimize the seeing impaired person’s degree of frustration?
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Group Activity Wrap-up
Navigators had information – their partners did not.
What does this exercise suggest about gathering information? Or even how to
interview people about their work?
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Interviewing
Before mapping, you need to: Interview and/or watch the people actually doing the
work Interview their supervisors and/or managers
Leaders clarify scope, involved areas, types of measurement, rationale, and related information.
But remember - NO JUDGMENT ALLOWED!
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Data Collection:Performing Interviews
Ride-along – observe an individual and probe for more details
versus Panel – get information from a group of
people all at once
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Data Collection Matrix
Required in interviewing “Process Activity” = work being done “Input(s)” = materials, equipment, info, environmental
conditions required “Output(s)” = product(s)/service(s) created or handed
off “System(s)” = digital information accessed or reviewed
to perform an activity “Reference(s)” = manuals, cheat sheets, etc., used to
understand how to complete steps
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Data Collection:Ride-along Interviews
DO: Observe Take notes Ask for clarification, more
detail Use Data Collection Matrix Watch for hidden steps (job
aids, cheat sheets, etc.) Check often for
understanding
DO NOT: Make assumptions Add detail when it is not
there “Correct” the process
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Data Collection:Panel Interviews
DO: Use checklist on p. 19 Facilitate by asking leading
questions Give everyone a chance to
participate Ask for clarification, more
detail Check often for
understanding Seek consensus Use Data Collection Matrix
DO NOT: Make assumptions Add detail when it is not
there “Correct” the process Get too caught up in the
format – most people haven’t been trained to use this technique
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Panel Interviews
Use post-it notes for each person to put on blank flipchart, whiteboard, or table.
Clean up – eliminate duplicates, combine similar ideas, agree on wording.
Use consistent level of detail.
Remember: You are only collecting information. NOT an audit, check for compliance - NO judgment
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Data Collection:Checklist
Planning ensures your time and your interviewees’ time is best spent.
Use the checklists (p. 18, 19, & Appendix D) to make sure all of your bases are covered.
Practice inquiry techniques (Appendix C)
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Review:Apply What We’ve Learned
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Review Role Play:Apply What We’ve Learned
Part One Get into pairs and turn to p.20 Choose an interviewee versus interviewers Introduce yourself and the project’s scope Use verbal walk-through to get information Complete SIPOC Form Collect data using Ride-along interview method
and the Data Collection Matrix Check for understanding
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Review Role Play:Apply What We’ve Learned
Part Two Record your group’s sub-process steps
on sticky notes and put on classroom wall.
Present your results to the class.
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1. Get box
MAKING MACARONI AND CHEESE
2. Readdirections on box
5. Get pan3. Have all
ingredients?
4. Stop
yes
no
6. Get cup7. Measure
water8. Put water in
pan9. Put pan on
stove10. Turn burneron to boil water
11. Wait
12. Checkpan
15. Addnoodles
13. Boiling? 16. Wait17. Check
pan18. Boiling?
yes
14.. Goto #11
no no
19. Getspoon
20. Stir every 3mins
22. Checknoodles
21. 8 mins?yes yes
no
23. Tenderbut firm?
24. Boil 1 moremin
no
yes
25. Getcolander
26. Drain waterfrom pan
27. Returnnoodles to pan
28. Get butter &milk
29. Measurebutter
30. Add butterto pan
31. Measuremilk
32. Add milk topan
33. Get cheesepowder
envelope
34. Add cheesepowder to pan
35. Get spoon36. Stir pan
contents37. Lumpy?
no
yes38. Taste
39. NeedsS&P?
40. Get S&P41. Add S&P
43. Serveno
yes
start/stop
decision
action
connection
Version 2.1, MM
42. Turn stoveoff
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Exercise Check
Inputs:• Pot• Stove• Water• Mac box• Butter• Milk• Spoon• Strainer• Plate/bowl• Measuring cup• Sink
Outputs:• Mac ready to eat• Empty box• Dirty pan• Dirty spoon• Dirty pot• Dirty strainer• Dirty measuring cup• Dirty water
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When Studying Any Process:
Define core process using SIPOC Form Interview / observe Complete Data Collection Matrix Map Analyze for accuracy
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Process Mapping Toolbox
CONSISTENCY All maps use the same basic steps. Flowcharts use symbols to represent
different kinds of process steps.
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Common Flowcharting Symbols
Direction of flow
Starting, stopping, or control point
Decision point
Processing
Input or output (optional)
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*As a class, review flowchart in your Guide.
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Decision Diamonds
Always pose a question – inspection or choice
Lead to two or more paths Are best if you can put into yes/no format Use objective criteria, not subjective
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Basic Flowcharts with Detailed Steps Show:
Sequence and relationship of steps Different types of actions with different
shaped boxes Decision points Steps taken when things go wrong
Most common type of flowchart
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Use Basic Flowcharts When You Need To:
Understand, improve, and standardize a process.
Show sequence and relationships in detail. Identify where people are doing things
differently Highlight decision points.
Use when a SINGLE organization or person is responsible for most steps in a process.
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Critical Components of Basic Flowcharts
Process name Date of creation or update (version)
Name of person or group creating it (contact)
Clear start and end points (boundaries)
Clear direction flow Consistent level of detail Numbered steps Key of symbol definitions
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Basic Flowcharts - Steps
Clarify purpose Decide level of detail Write down all steps Decide start and end steps Arrange steps’ sequence Check for completeness Identify decision points (diamonds) Develop alternate paths for decision points Add flow lines and arrows Number each step
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*Tips for Basic/Detailed Flowcharts
Walk the process. Draw first drafts manually. Use numbered reference sheets. Always date or provide version #. Maintain version control. Create a “parking lot” folder. Concentrate on process, not symbols. Ask lots of questions.
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More Tips for Basic Flowcharts
Avoid confusion Identify contact(s) and boundaries Follow the flow and spot problems Note reference points Be sure it is easy to interpret
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1. Check time &weather
Deciding the Best Way Home
2. Is weatherclear?
3. Is it before5 pm?
8. Take alternateroute A
4. Much trafficon primary
route?
9. Leave office5. Leave office
10. Take alternateroute B
7. Leave office
6. Take primaryroute
no
no
no
yes
yes
yes
11. Arrive home
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1. Tire needs air
Bicycle Tire Changing Process
2. Havepump?
3. Walk home
4. Inflate tire torecommended
pressure
5. Tiremaintainspressure?
6. Have sparetube?
7. Take wheel offbike
8. Take tire offwheel
9. Examine inside& outside of tire
for punctures
10. Find anypunctures?
11. Removecause of
punctures
12. Put tube &tire on wheel
13. Inflate tire torecommended
pressure
14. Put wheelback on bike
15. Have funbiking
yes
yes yes
no
no no
no
yes
Start/stop
Decision
Activity
Version 2.4 MM
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*Let’s Practice Once More
Using the steps in your Guide and examples given in class, create a detailed flowchart for how to pay your credit card bill with a check
(p. 29).
Follow along in your Guide, using the instructions and all forms provided.
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1. Receivestatemt
PAY CREDIT CARD BILL
2. Review statemt &"tickler" file
3. Review checkingbalance
10. Write currentdate in "date" field
4. Enoughto PIF?
5. Enoughto pay
minimum?
6. Enoughby duedate?
7. Make otherarrangements & file
in "tickler" file
8. Go to #1
no
no
no
9. Save money
yes
yes
yes
11. Write name ofcredit company on
"To" line
12. Write numberamt (to be paid) next
to "$" sign
13. Write text amt (tobe paid) on line undercredit company name
14. Sign name onlower right-hand
corner line
15. Write commenton lower left-hand
line, if needed
16. Write date, ck #,"To" name, amt in
check register
17. Subtract checkamt from avail
balance
18. Put check & statemtin return envelope,ensuring address isdisplayed on front
20. Purchase stamp 19. Havestamp?
21. Put stamp onenvelope
22. Label envelopewith return address
23. Put inmailbox
Start/stop
Step/task
Decision
Version 3.2 - MMasten
Flow
Can you find any errors?Hint - no dead ends allowed.
yes
no
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Detailed Flowchart Activity Debrief
It’s not easy to maintain a consistent level of detail.
It’s not always easy to show different paths. Steps often need to be moved as you get
clearer about the sequence. Numbering the steps is usually arbitrary.
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To Remember:
Selecting the start and end points provides boundaries for the flowchart.
It’s easier to follow when it has a consistent level of detail.
Be sure you make it clear where decisions are made in the process.
Sequence is shown by flow lines and arrows.
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How Much Detail?
The more detail you have, the more information you have about how a process actually works.
Lots of detail is necessary when it is absolutely critical the process be done exactly the same way each time.
Weigh costs and benefits – detail takes time. Don’t get bogged down … or your users!
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Analyzing the Process
Review the categories of:Who, what, when, where, whyPeople, material, machine, environment, methods
Map to see where can improve Have redundant steps? Do things in parallel? Reduce customer wait time or cycle time? Map to document how things are done here Get right level of detail? Is it accurate?
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All Good Flowcharts Should Have:
Process name Date of creation or update (“version”) Name of person or group creating it Clear start and end points Clear direction flow Consistent level of detail Numbered steps Key of symbol definitions “Parking lot” folder
See appendix checklist for reference.
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Remember the Steps
Review the process and its boundaries Identify chart type to use Have participants identify steps Use note/card per step, with chosen symbol Arrange steps in order Eliminate duplicates Determine and maintain consistent level of detail Number each step Transfer flowchart to paper or computer Check for completeness
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Wrap-Up
Final thoughts or questions?
Thanks for coming!