Measures How will we know that this process continues to be an improvement? Possible changes Are there identified needs for change or new information or a
Schulze, H., 114, 123 Schwartz, L. M., 153, 164
Scott, W. R., 46, 50, 84, 94, 104 Senge, P. M., 13, 33, 67, 68, 95,
103, 104 Sergesketter, B. F., 121, 123
Shelton, R., 131, 147 Shewhart, W. A., 275, 283,
354, 361 Shook, J., 191, 196
Siemanski, B. A., 229 Simon, H., 52
Skultans, V., 211, 229 Soll, R. F., 40, 49
Spear, S., 119, 123 Spears, L. C., 82, 83, 103
Spell, N., 176 Speroff, T., 191, 196
Splaine, M. E., 33, 54, 67, 95, 102,
104, 128, 135, 191, 196, 351–352 Stephens, D. C., 67, 68
Stogdill, R. M., 65, 68 Stoltz, P., 134, 146
Sutcliffe, K. M., xxv, xxvi, 82, 86, 93, 99, 104, 172, 177
Swett, B., 41, 49
436 Name Index
T
Tantau, C., 329, 330 Tenhaken, J., 382
Teret, S. P., 176 Thomas, K., 41, 50
Toyoda, E., 87, 95, 104 Tucker, A., 119, 123
Tversky, A., 93, 103
V
Vaill, P. B., 67, 68
W
Wagner, E., 149, 150, 163, 164 Walsh, T., 180, 196
Ware, J. E., Jr., 431 Wasson, J. H., 3, 32, 44, 50, 107,
123, 124, 148, 153, 157, 164, 178, 191, 196
Weick, K. E., xxv, xxvi, 38, 46, 50, 53, 68, 78, 82, 84, 85, 86, 93,
94, 99, 104, 172, 177, 216, 229
Weinberg, J. A., 171, 176 Weinstein, J., 179,
180, 196 Welch, H. G., 153, 164
Wenger, E., 41, 50 Wennberg, J., 131, 147
Westrum, R., 173, 177 Whaley, F., 164
Wheatley, M. J., 13, 33,
235, 242 Wheeler, D. J., 349, 350–351,
355, 361 White, K., 286
Wickens, C., 171, 173, 177 Wimpelberg, R. K., 93, 104
Wolfe, D. M., 48, 50 Woloshin, S., 153, 164
Womack, J. P., 87, 88, 90, 91,
95, 105 Woods, D., 166, 176
Z
Zahorik, A., 229 Zimmerman, B., 12, 33, 86, 94,
105, 218, 229, 260, 270
SUBJECT INDEX
437
A
Accelerating Improvement in CF CareCollaborative program, 5
Acceptance, importance of, 83 Access to care: brainstorming and
multi-voting to address, 329; change ideas to improve, 422;
fishbone diagram of, 320, 337; as the improvement global aim,
295; measured improvement in, reaching, 382; measuring and
monitoring, 361; as a metric that matters, 418; patterns of,
assessing, case study involving, 268, 269; run chart displaying,
343, 344; specific aim statement addressing, 312; as a theme
for improvement, 287, 288, 289
Access to information, 173, 185 Accountability: fostering, 54, 98;
for generating results, method for establishing, 194
Act step: in the PDSA cycle, 275, 277, 425; in the SDSA cycle,
280, 428 Action guide. See M3 Matrix
Action learning, idea of, 216 Action planning, to improve the
workplace and its staff, importance of, 119, 121–122
Action plans: case studies involving, 366, 368; clarification of, 277;
defining, 364; developing, guide for, 205; distinguishing, from
Gantt charts, 362; for educa- tion and training, developing,
403; good time to make, 362; how to write, 365; in the
improvement ramp, 240, 363; organizational, alignment of
staff development with, 107; reason for using, 364;
reporting on, 417
Action steps, in leading macrosystems, 96–99
Action strategies: formulating more effective, 95; to improve patient
safety, 175 Action taking: being prepared for,
53; and empowerment, 84; flexible approach to, impor-
tance of, 80; as a fundamental process of leading, 54, 58,
59–62; intelligent, 360; recommended, to address
common oversights and wastes, 142–143; time frame
for, 205, 206–207
Action-learning activity: creating conditions for, 98; embarking
on, example of, 36 Action-learning program: model
providing, 47; sponsoring an, 35; topics covered in,
xxxv–xxxvi; using toolkits to guide, 227
Actions taken, to know the 5 P’s, 140–141
Activating, 159 Active involvement, as requisite, 388
Activities, assessing: reason for, 406; worksheets for, 406–407
Activity occurrence example, 407 Adaptive responses, to cost-cutting
imperatives, example of, 38–39 Admission process, high-level
flowchart of, 305 Advanced information systems,
myth about, 152, 153, 154, 158