TOC Tools for Mentors
Day 3
A Workshop for MEC/QCC
Faculty and FYP Advisors
July 12-14, 2011
Janice F. Cerveny, Ph.D.
(CervenyJ@MEC/QCC.edu) 561-297-0052
Florida Atlantic University – College of Business
Boca Raton, FL 33431
Plan of Attack
Day 3
• Conflict Clouds and/or Cause-Effect
– Trouble-shooting problems
– Expanding/formalizing range of uses
• Improving “planning” and creating action
plans
– Ambitious Target Trees
– Transition Trees
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 2
Trouble-Shooting Time
• Let’s look at the lists of what was difficult
to do from the previous 2 days
• “Fixes”/Tips/Work-arounds…
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 3
Expanding/Formalizing the range of
Applications: the Reference Bank
• Cause-Effect
• Clouds
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 4
Plan of Attack
Day 3
• Conflict Clouds and/or Cause-Effect
– Trouble-shooting problems
– Expanding/formalizing range of uses
• Improving “planning” and creating action
plans
– Ambitious Target Trees
– Transition Trees
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 5
“Projects”
Are part of nearly every organization –
and educational initiative
And are often characterized as extended battles
of wills, bad multi-tasking and heroic efforts
Let’s play a game
“Confetti game” from Rob Newbold
http://billiondollarsolution.com/multitasking.html
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 6
The problem the skill should address
80
70
Team spends time monitoring and
worrying about each others progress
60
Many times people have doubts
about their and (team mates’) ability
to achieve an ambitious target.
50
Mismatches of team
members’ effort is common.
40
Teams rarely operate
under a coherent strategy
and synchronized tactics
30
Any mismatch between
team members is a
source of concern
10
Team success depends
upon the level of ‘match’ of
the members’ efforts.
© Avraham Y. Goldratt Institute 1995
TOC Tools for Mentors Workshop,
July 12-14, 2011
20
People generally
regard failure as bad
Day 3 Slide 7
The problem the skill should address
110
Team spirit and
progress erodes.
100
For each team member there is
less (and less) difficulty finding
reasons to hang blame on
(an)other member(s) of the team.
WHERE does the ‘tree’
get negative?
90
Team members start to look
(more and more) for
someone/something to blame.
80
Many times team members wonder if they
are going to associated with failure.
50
Mismatches of team
members’ effort is
common.
© Avraham Y. Goldratt Institute 1995
70
Team spends time monitoring
and worrying about each
others’ progress
TOC Tools for Mentors Workshop,
July 12-14, 2011
20
People generally
regard failure as
bad
Day 3 Slide 8
WHY does the problem persist?
Because we assume the likelihood of success is too low
(and we can’t depend on most of the team)…
CURRENT Behavior?
To do a good
job on the
project
Injection?
Avoid taking
risks
(failing)
Appear committed
to achieve the
target
Do what is
expected of
me
TOC Tools for Mentors Workshop,
July 12-14, 2011
Don’t appear
committed to
achieve the target
The “internal”
conflict
Day 3 Slide 9
WHY does the problem persist?
Because we assume the likelihood of success is too low
(and we can’t depend on most of the team)…
CURRENT Behavior?
A happy
Life
Injection?
Security (steady
income for me
and my family)
Work on (for
the) “now”
Self-fulfillment
(Achieve my
dreams/the
maximum I can)
Work on the
‘future’
TOC Tools for Mentors Workshop,
July 12-14, 2011
The
“internal”
conflict
Day 3 Slide 10
The Six Phases of “Projects”
1.
2.
3.
4.
5.
6.
Enthusiasm
Disillusionment
Panic
Search for the Guilty
Punishment of the Innocent
Praise and Honor for the nonparticipants
From a German magazine "Der Spiegel"
12/17/1973.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 11
IDENTIFICATION: Indicators that the
Tool is Required
What have you experienced in projects… or when
personally facing a large, important undertaking
(ambitious target)?
• Disorganization
• Continually revisiting issues thought to
have been resolved [INERTIA]
• Lots of activity but little to show for it [More effort on
process/Less on actual work]
• Conflicts over priorities and responsibilities…
•
These signs are indicators that you need
•
the tool for achieving ambitious targets
PreRequisite Trees (PRTs)
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 12
Projects and Ambitious Targets
List some examples of PROJECTS:
•
•
•
List examples of ambitious, personal goals:
•
•
•
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 13
An Ambitious Target
IF you have a PROJECT AT WORK for which you
are responsible w/ a team of others (and is just
starting), describe it below. Otherwise, select a
PERSONAL STRETCH GOAL you would like to
achieve.
_____________________________________
_____________________________________
______________________________________________
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 14
Construction of the PRT
1. State the project’s goal or the ambitious target and
position it at the top of a sheet or paper.
TIPS and HINTS:
• If it’s a personal goal, make sure it is
stated in ‘superlatives’ [i.e. REALLY
ambitious and not vague/”wishy-washy”]
• Write the target or goal in terms of it being
ALREADY ACHIEVED.
i.e. “We have a revised process to shorten delivery
time.”, “I am employed by _____”, etc.
I have facilitated a VERY successful TOC
Tools mentoring workshop.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 15
Construction of the PRT
2. Generate or solicit the significant obstacles to the
goal or target
TIPS and HINTS:
• Clear, concise (SIMPLE not compound - no “and” or “or”),
complete statements.
• They exist, or may possibly exist, in reality today
(“obstacle-ness”!)
• They are written as obstacles – i.e. they block the specific
goal you’re working on. To check if this is the case, read
“If (obstacle) exists, we are/I am blocked from (ambitious
goal).”
Common problem: Listing negative EFFECTS
FROM the goal vs. generating obstacles that
BLOCK achieving the goal
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 16
Negative Branches (NBRs) vs. Ambitious
Target or PreRequisite Trees (PRTs)
Unintended
Consequence
• Lead to (cause) DESIRED
outcomes without causing
UNINTENDED CONSEQUENCES
and
• Addresses the major
Obstacle
concerns or obstacles to
achieving it
Negative Branch
Negative
Effect
Negative
Effect
Your Idea
Obstacle
Significant
Concern
Obstacle
PreRequisite Tree (PRT)
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 17
Goal: I have facilitated a VERY successful
TOC Tools mentoring workshop.
Obstacles
1. Boring
2. Participants don’t have
time
3. I’ve no idea who the
participants are
4. I have to do my fall prep!
.
.
.
n. _____________________
There are four things you are
factoring into your thinking
with obstacles
1. Anything that will BLOCK
your achieving the goal.
2. Others whose approval is
needed
3. Those whose active
collaboration is needed
4. Any significant obstacles that
might come up in others’
areas of responsibility.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 18
Trouble-shooting your writing obstacles
GOAL: I have facilitated a VERY successful TOC
Tools mentoring workshop.
Initial Obstacle
“Boring”
The problem w/ it
Incomplete
Better verbalization
The workshop is boring.
“We don’t have time. Doesn’t exist as an
obstacle.
Participants have workrelated distractions.
Who are the
participants?
Not written as an
obstacle.
I don’t know who the
program participants
are.
I haven’t completed
my fall prep.
Doesn’t block the
goal we’re working
on.
TOC Tools for Mentors Workshop,
July 12-14, 2011
~~~~~~~~~
Day 3 Slide 19
Ambitious Target:
______________________________________
______________________________________
List the Obstacles
Cleaned/Revised Obstacles
1.________________________
1.________________________
2.________________________
2.________________________
3.________________________
3.________________________
4.________________________
4.________________________
5.________________________
5.________________________
6.________________________
6.________________________
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 20
Construction of the PRT
Step 3: Identify an Intermediate Objective (IO) that, if it
existed, would clearly remove or overcome the
obstacle.
Obstacles
Intermediate Objectives (IOs)
1.
1.
2.
2.
3.
3a.
3b.
4.
4.
5.
5.
6.
6.
7.
7.
.
.
.
n.
(see 4)
What must. exist for you
to be sure .the obstacle
.
is
overcome?
n.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 21
Helpful Hints & Tips for IOs
• IOs are not actions! They are objectives, states or
conditions. [Hint: express the IO as something already in
place or done.]
• The IO should be the minimum necessary to overcome
the obstacle. If you’ve previously identified an IO that
would also overcome the one on which you’re working, use
it!
• There are many ways to achieve an objective – it is not
necessary to commit to any one just yet.
• Sometimes, an obstacle may require a couple or
several IOs to ensure it is overcome. Write as many as
needed.
• Don’t take short cuts when verbalizing the IOs! It will
make it much more difficult and time consuming to
sequence the IOs correctly. In other words, short cuts can
often make things take longer.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 22
Ambitious Target:
______________________________________
______________________________________
Cleaned List of Obstacles
Intermediate Objectives
1.________________________
1.________________________
2.________________________
2.________________________
3.________________________
3.________________________
4.________________________
4.________________________
5.________________________
5.________________________
6.________________________
6.________________________
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 23
Construction of the PRT
Step 4: Sequence the Intermediate Objectives
Ambitious Target
IO 5
future
IO 3b
IO 6
IO 4
TIME
IO 1
IO 3a
IO 2
Entry or
‘starter’ IOs
TOC Tools for Mentors Workshop,
July 12-14, 2011
now
Day 3 Slide 24
Helpful Hints for Sequencing the
Intermediate Objectives
Some “verbal” cues
IO 1
“In order to have (IO 1),
I must first have (IO 2)”
“I/we must have (IO 2)
before I can have (IO 1)
because (Obstacle 2) exists”
IO 2
Tips for trouble-shooting:
• “Can I possibly get to or have IO 1 without first getting IO 2?”
If the answer is no, then IO 1 is positioned above IO 2.
• “Which IO is most likely to occur before the other?”
• Don’t forget to look across branches for possible
connections.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 25
A Useful Process to Sequence the
Intermediate Objectives
• Write each IO on a separate post-it and lay them out in an
initial ‘pass’ at their sequence. [Use the verbal cues on the
previous page. You will end up with a couple 2-3 entity
“strings” and clusters.]
• Identify starters (e.g. “entry” IOs) by asking “Is there any
other IO I need to achieve before I accomplish this IO? [A
‘no’ response = “entry” IO]
• Try to find “across cluster” linkages [e.g. points at which an
IO has more than one ‘entering’ or preceding IO] by asking
“Are any of the remaining IOs critical to achieving this IO?]
Hands-On Practice Time
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 26
Practice Area for Sequencing your IOs
• “Can I possibly get to or have
IO 1 without first getting IO2?
(If the answer is no, then
position IO 1 above IO 2.)
• “Which IO is most likely to
occur before the other?”
• Don’t forget to look across
branches for possible
connections.
Use post-its!
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 27
Breakout Practice Time
• Individually or in small groups, ensure you have a clearly
stated objective and initial set of obstacles [use slides 1520 and the template on slide 21].
• Generate your Intermediate Objectives [refer back to
slides 22-23. Use template on slide 24].
• Using pointers on slides 25-27, create your skeleton/
initial road map sequence of intermediate objectives.
• Read your PRT from the top-down using the “In order to
(have upper IO or goal)”… “I must FIRST (have lower IO
or goal) BECAUSE (obstacle for the lower IO) exists”.
Have at least one other person critique your work.
• Be prepared to share your results!
30 minutes
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 28
GOAL: I have facilitated a VERY successful
TOC Tools mentoring workshop.
Initial List the Obstacles
1. Boring
2. Participants are too busy
3. They’re behind on their work.
4. BOHICA might be an issue.
5. I haven’t completed my fall
prep and I have to develop a
workshop for this unfamiliar
program.
Cleaned List of Obstacles
1. Workshop is viewed as a
necessary evil.
2. Participants have lots of
work-related distractions.
3. Participants have lots of
WIP.
4. Skills from workshops like
these are often not
transferable.
5. I don’t know the purpose
of the employee mentors
program.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 29
GOAL: I have facilitated a VERY successful
TOC Tools mentoring workshop.
Cleaned List of Obstacles
1. Workshop is viewed as a
necessary evil.
2. Participants have lots of
work-related distractions.
3. Participants have lots of
WIP.
4. Skills from workshops like
these are often not
transferable.
5. I don’t know the purpose
of the employee mentors
program.
Intermediate Objectives
1. I have surpassed participants’
expectations.
2. (a) I have a list of participants
and their expectations, and (b) I
have generated a list of their
key concerns.
3. (a) I have established relevance
to work env’t and (b) I design
workshop using PrT process
4. Participants see how tool can
help them now and in future
5. I know the purpose of the
program.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 30
GOAL: I have facilitated a VERY successful TOC Tools
mentoring workshop.
IO 1
I have surpassed
participants’ expectations.
IO 4
Participants able to see how the tool & info
in workshop can help them on current
workload and for future efforts.
Obs. 3
IO 3b
I’ve successfully built a hands-on
workshop w/ a logically-designed
handout
IO 2b
I have generated a list
of participants’ likely
(key) concerns .
IO 5
I understand the
program’s purpose.
IO 3a
I’ve established relevance
to individual participants’
environments.
IO 2a
I have obtained a list of
participants & their roles in
MEC/QCC.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 31
Hands-On Practice Time
• Finalize your ambitious target or project
objective.
• Generate your initial list of obstacles – and
the ‘final’ ones.
• Develop your draft and ‘final’ intermediate
objectives.
• Develop the draft PrT.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 32
Plan of Attack
Day 3
• Conflict Clouds and/or Cause-Effect
– Trouble-shooting problems
– Expanding/formalizing range of uses
• Improving “planning” and creating action
plans
– Ambitious Target Trees
– Transition Trees
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 33
Transition Trees
Are actually a tool to
–  Empowerment and
– Ensure the giving of clear instructions
“As long as we don’t know how
to verbalize our intuition, the
only think we can delegate is
our own confusion.”
Eli Goldratt
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 34
IDENTIFICATION: Indicators that
this Tool is Required
• You have good processes, solutions, etc.
BUT
• People (students) responsible for executing,
or implementing don’t seem able to
do so properly…
• You see errors, variation, avoidance
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 35
Giving Clear Instructions
Examples of student-related situations that
APPEAR to be clear and logical but often not
executed correctly.
• Registering for classes
• Completing homework on newly-learned
material
• Preparing for a test
• Following the communication process for a
newly-learned tool…
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 36
Select an Appropriate Procedure for
which Clear Instructions are Needed
______________________________________
______________________________________
Write a brief explanation (story) describing it:
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 37
Tool = Transition Tree (TrT)
… into the
desired future.
The end point is the
objective – the changed
reality from following all
actions in sequence.
A cause-effect “how to”
tree that presents the
detailed logic of how to
move from the present…
The start point is the present
state of mind/where people
are “now”.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 38
What knowledge do you need to have to
complete a task that is assigned to you?
• Objective
• How would I know when I’m done
• Required specifications
• Why is this important
• The sequence or order in which steps need to
be taken
• The required action or step
¹
• Expected or desired result(s)
²
• …
³
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 39
Format of the TrT
Desired
outcome
.
.
.
Repeating Structure
(Template)
Starting situation
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 40
Construction of the TrT
.
.
.
The (explicit or
implicit) need for
the next action.
Repeating
Structure
(Template)
An Action
Resulting
required change
in reality
The (explicit or
implicit) need
for an action.
.
.
TOC Tools for Mentors Workshop,
. 12-14, 2011
July
Why the next
Logic of the
need exists or
sequence
will emerge
Why you claim the
Rationale
for theto
action
is sufficient
CAUSE action
the resulting
and desired effect.
Day 3 Slide 41
Transition Tree for
Communicating
NBRs
Student must be
Thecareful
(explicit
very
re:or
how
implicit)
needthe
for
they START
meeting
the next
action.
Resulting
A meeting takes
required
change
place.
in reality
ACTION
I initiate a
An Action
meeting w/ the
proposer
Student is ready
The (explicit or
to discuss HBI w/
implicit)
need
the Emotional
forInventor
an action.
An EI is usually very
Logictoofcriticism
the
sensitive
sequence
about
their idea
Emotional
Rationale for
Inventors (EIs)
action
arethe
eager
to meet
NBR Construction
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 42
Transition Tree for Communicating NBRs
IThe
must(explicit
present or
my
concerns
but w/
implicit)–need
care…
for an
action.
EI is reassured
Resultingthat I
understand their
required change
idea and is willing to
in reality
listen
further.
ACTION
You present
the
An Action
positive effects
Student must be
The (explicit or
very careful re:
implicit) need
how you START
for
action.
thean
meeting
I have legitimate
concerns
AND
Logic of
thea way to
express
them ‘pretty’
sequence
safely (w/ the NBR)
EI is used to his/her
Rationale
ideas notfor
being
the actionclearly
understood
From previous slide
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 43
Transition Tree for Communicating NBRs
(cont.)
The
(explicit
or
There
must be
implicit)
need
some time
for
“absorption”
for
an action.
Resulting
EI follows
the logic
that reveals
my
required
change
concerns
in
reality
ACTION
You present the
An Action
NBR slowly and w/
relevant examples
Themust
(explicit
or
You
present
implicit)
need
your concerns
but
care
for
anw/action.
EI is AWARE of concerns
Logic of the
but often don’t give up on
sequence
their ‘babies’ easily
NBRs enable people to
Rationale
for
present concerns
the action
logically
and clearly
From previous slide
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 44
ACTION
Finalize details
and ‘close’ 
Transition Tree for
Communicating
NBRs
EI offers plausible
solutions that trim
remaining
negatives.
ACTION
Point out
omissions and
wait some more.
ACTION
An remain
Action
You
SILENT
EI offers plausible
solutions to trim
some of the
negatives.
The
(explicit
or
There
must be
some time
for
implicit)
need
“absorption”
for
an action.
 EI saves face,
respects me,
relationship stays
healthy
Sometimes the
EI doesn’t see
there’s an
acceptable
solution
ACTION
I am gracious
and push no
further.
People tend to resist ideas
Rationale for
that are not their own but
the action
want to fix the problem.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 45
Construction of the Transition Tree (TrT)
1. For the process that needs clarification,
list the starting status or situation.
TIPS and HINTS:
“Completing homework on
newly-learned material”
• Characterize the beginning state of MOST people
− Have attended the lectures covering the material
− Have seen/have access to sample “solved
problems”
• And where their “head” probably is AFTER that
− A bit overwhelmed? Uncertain but don’t want to
appear so?, Over-confident that they “get it”?...
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 46
Construction of the TrT
2. Clearly state the desired outcome of the
process.
TIPS and HINTS:
“Completing homework on
newly-learned material”
Think in terms of what the ideal is:
• Student understands what s/he does
understand and what s/he doesn’t
• Student completes all the problems
• …
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 47
Construction of the TrT
3. Make a preliminary sequence
of the steps that seem required.
1
2
3
TIPS and HINTS:
• Use existing task lists, flowcharts, etc.
• Supplement it with additions you and others
who are knowledgeable in following the
process generally have had to make but may
NOT have ‘written’
Avoid the temptation to create too fine a
set of details – capture the essentials.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 48
Construction of the TrT
4. Complete the repeating structure ‘template’
for each step
The (explicit or
implicit) need
for an action.
Why the next
Logicexists
of theor
need
sequence
will
emerge
Resulting
required change
in reality
An Action
The (explicit or
implicit) need
for an action.
Rationale
forclaim
the action
Why you
the
action is sufficient to
CAUSE the resulting
and desired effect.
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 49
TrT Template
Next need
Why the NEXT need
The 
Action
Rationale for the action
The need
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 50
Construction of the TrT
5. Link the segments together with some
verbalization for the starting situation at the
bottom and the end point(s) at the top.
TIPS and HINTS:
• You probably don’t need a lot of cause-effect
at the bottom entity. Info can probably be
bulleted below starting need.
• There MAY be multiple end points [as per
slide 45].
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 51
Plan of Attack
Day 3
• Conflict Clouds and/or Cause-Effect
– Trouble-shooting problems
– Expanding/formalizing range of uses
• Improving “planning” and creating action
plans
– Ambitious Target Trees
– Transition Trees
TOC Tools for Mentors Workshop,
July 12-14, 2011
Day 3 Slide 52
Any Questions?
Thank You
TOC Tools for Mentors Workshop,
July 12-14, 2011
53