| "> | | | | meeting and show them the respect due someone |
| Fact gathering is an integral part of understanding | | | | who has something that you would like to learn. Make |
| reality and preparing a good process map. Yet, it is | | | | sure that employees understand what you are doing |
| often dismissed or given cursory attention as | | | | and why they are involved. They are the experts. It |
| superficial process maps are created by an individual | | | | has to be sincere. |
| or group of people some distance away from the | | | | Use mapping shorthand. The mapping symbols and |
| work...and thereby some distance away from reality. If | | | | conventions provide excellent shorthand for recording |
| you want your process maps to reflect reality, you | | | | the data. Jot down a symbol and a few words to |
| must go to the work and see it happen. | | | | explain the activity and go on to the next step. If the |
| Who do we interview? Interview experienced | | | | task is repetitive, watch several iterations to validate |
| employees. If you want to find out how a job is done, | | | | your work and possibly capture variations and |
| ask someone who knows how to do it. Pretty simple | | | | exceptions. Most importantly, get the facts from |
| advice, right? Yet it is amazing how often process | | | | observation whenever possible - people can usually |
| maps, procedures, even custom software applications | | | | demonstrate the work faster than they can describe it |
| are developed some distance from reality - away | | | | and demonstration is much closer to reality than words. |
| from the people who actually do the work. | | | | Remember the Questioning Method - What, Who, |
| If you want to know how a job is done, look for the | | | | Where & When. Stick to identifying WHAT |
| person or people who really know how to do it. You | | | | happens at each step and avoid detail of HOW steps |
| don't want someone who has to guess their way | | | | are performed. This saves an enormous amount of |
| through the process. New hires, people who did the job | | | | time. |
| years ago, people in adjacent departments, these are | | | | Identify the person (WHO) you are interviewing and |
| wrong people and this is not a criticism of their | | | | the work area location (WHERE). These won't change |
| personal experience. They simply are not the best | | | | until you move on to the next work area. Be |
| source of the experience that we are seeking. You | | | | methodical - follow and list the steps in order (WHEN |
| want someone who knows the work! Find the person | | | | each occurs relative to the others). Identify the start |
| that the other employees go to when they are | | | | point and end point for this piece of the process. (i.e. |
| stumped. This is the person that can show you the | | | | the process starts with an in basket full of orders after |
| ropes. This is the person that can walk you through | | | | the first mail delivery around 8:30 each morning; Each |
| their part of the process and answer any questions | | | | order is entered into the System then set aside for |
| you might have. This is the same person you will want | | | | filing.) Start with the activity that triggers the work |
| to have on your analysis team. | | | | (orders placed in the 'in' basket) then watch the |
| In some cases, you may hear that no two people do | | | | employee process the work. |
| the job the same way. There is nothing wrong with | | | | Ask the employee to SHOW you what they do...fill out |
| charting a few alternative methods. Just stick with the | | | | the form, review the order, update the database, send |
| experienced people. You don't have to identify every | | | | the email, make the copy, print the report... whatever |
| alternative method for doing the same work. If you | | | | they do. Note WHAT is done at each step and get an |
| capture the methods of the "best" workers, you will | | | | estimate of the amount of time associated with each |
| have a good baseline to work with. | | | | delay and any time-consuming steps (Identifying how |
| What are we looking for? Capture the Facts. The | | | | long a step takes tells us WHEN we get to the next |
| information that is used in our business processes and | | | | step). |
| what is done with it is what we are trying to capture. | | | | Avoid getting into detail of HOW each step is |
| That is the substance of a process. It doesn't float | | | | performed -- answers to the other questions provide |
| around in the air. It is either in people's heads or it is | | | | us with enough detail to provide proper focus on the |
| recorded on things - documents, forms, reports, email, | | | | step for analysis of the process. |
| files, records, etc. .... When information processes are | | | | Finally, don't ask WHY. WHY is evaluative and causes |
| mapped, it is those things (the media that are | | | | people to become defensive. It isn't necessary to |
| conveying the information) that are mapped. The | | | | know why at this point. Save WHY for analysis when |
| interviewer focuses on the things that drive the | | | | it becomes the most important question. |
| process. The interviewer moves through the process | | | | A note on the level of detail to look for. A few |
| from one workstation to the next, collecting copies of | | | | guidelines can help you get a feel for how much detail |
| completed forms, source documents, screen prints, | | | | to capture. When the symbol changes, capture it. |
| etc., that will help the team relate the process map to | | | | When the source changes, capture it. The handling |
| the actual items that flow through the process and will | | | | symbol occurs most often on most charts. There are |
| provide entry/field-level detail of the information that is | | | | usually handling operations before and after transports, |
| recorded. | | | | before and after delays, and before and after sets of |
| How do we do it? Be genuine. Successful fact | | | | value-added symbols and inspections. Digging into the |
| gathering requires a blend of social and technical skills. | | | | level of detail addresses the question HOW? If you |
| From a social standpoint, an interviewer wants to | | | | focus on WHAT is happening and not on the details of |
| show sincere respect for the knowledge of the people | | | | HOW it is done, the data collection will be easier and |
| who do the work and does not want to appear | | | | quicker, and your chart will be easier to work with. |
| threatening. Assume the role of fact finder - the | | | | With the facts in hand, we can prepare a process |
| people are the experts. Do what you can to help | | | | map. Before we get to that, ponder this. If our goal is |
| employees relax and be as comfortable as they can | | | | to create a new, better process, is it really important |
| be with someone looking over their shoulder. Collect | | | | that we to talk to the employees to find out what we |
| you notes with a pencil and paper (a recorder or | | | | are doing now? This will be the focus of the next |
| computer device will be more threatening) and show | | | | paper. |
| the person your notes, explain what you are doing, | | | | Copyright 2007, The Ben Graham Corporation. All |
| reinforce what the executive said at the kickoff | | | | rights reserved. |