by Frank C.

Johnston
and Duane P. Beck
The Power
of Positive
Fabruury 2012 QP 19
IN HIS 2006 book, The World is Flat,
1
Thomas Freidman cites the many
challenges globalization puts on corporate life: changing political realities, so-
cial entrepreneurship and the effects of the internet.
Because workers no longer need to be connected in the same physical of-
ce, competitive pressures on employees have dramatically increased. To keep
their jobs, workers from the industrialized world must demonstrate their abil-
ity to be as productive as those from developing nations. Given the emphasis
on lower cost structures in the developing world, employee productivity must
continually improve for workers to retain employment.
Lean Six Sigma is a rigorous, statistically driven, results and
outcome-oriented method geared to improving productivity. The
goal is faster learning cycles with fewer errors. An analysis of busi-
ness processes through the lens of lean Six Sigma and the dene,
measure, analyze, improve and control (DMAIC) approach offers
the opportunity to create a different and more productive business
environment.
Although lean Six Sigma has arguably transformed todays busi-
ness environment, introducing previously unheard of levels of
productivity, the worker in a culturally diverse environment still
needs relief. The human dimension is one area that remains to be
addressed and is in need of major progress.
LEAN SIX SIGMA

In 50 Words
Or Less
Pusltlva sychuluy
suasts u quulltutlva
hunun dlnanslun wlthln
laun Slx Slnu.
A curnarstuna uI usl-
tlva sychuluy ls tha
Iustarln uI axcallanca
ln wurk thruuh crautlv-
lty und utlnul ruduc-
tlvlty.
Thls sychuluy nudal
ruvldas tha Irunawurk
laudars cun usa tu
utlnla tha ruductlv-
lty uI u culturully dlvarsa
wurkIurca.
QP www.quulltyrurass.cun 20
In Advanced Safety Management,
2
Fred A. Manuele
contends the American approach to management is to
blame or punish, rather than to look for improvements.
He argues that 85% of inefciency is in the manufactur-
ing process, and the other 15% is caused by workers.
Similarly, the four authors of a book about Six Sigma
state that current lean Six Sigma practices often address
practical problem-solving attempts instead of contribut-
ing to new technologies, cultural trends or the need for
customization.
3

These authors argue that improvements in the areas
of technical delivery, error avoidance, teamwork and cus-
tomer satisfaction are doomed because of the organiza-
tions larger perspective. These authors also write that
lean Six Sigma must embrace a commitment to self-learn-
ing, qualitative aspects, creative work and self-renewal to
fulll its promise.
Positive psychology can help add a human element
to lean Six Sigma and can make the business processes
more successful by addressing individual worker anxiety
and stress.
Looking at the positives
Positive psychology is a psychological theory that looks
at the positive side of human behavior. Viewed as an al-
ternative to psychopathology, this categorization of be-
havior and personality is aimed at highlighting what is
best and most desirable in behaviors.
In a 2000 article in American Psychologist,
4
Mihaly
Czikszentmihalyi and Martin E.P. Seligman propose a
view of positive psychology that embraces the best of
human potential. Instead of the traditional model of psy-
chology that focuses on diagnosis, pathology and de-
cits, Czikszentmihalyi and Seligman argue for a new em-
pirically based discipline to build on inherent strengths,
assets and positive experiences.
Positive psychology has been extensively researched
in educational programs, such as the Penn Resiliency
program; in healthcare initiatives, such as those in cardi-
ology and obesity prevention; psychotherapy; neurosci-
ence topics from altruism to social intelligence; sports
performance; and the militarys Comprehensive Soldier
Fitness training program.
5-10

Preliminary research ndings from the Comprehen-
sive Soldier Fitness program show that positive psychol-
ogy results in greater adaptability, lessened catastrophic
thinking, increased character strength development,
better coping skills, enhanced optimism and the positive
perception of the Army as supportive of ones family.
11

To address the human element in lean Six Sigma, we
have incorporated the model and techniques of positive
psychology within the workplace environment. This new
model of positive psychology is in the spirit of W. Ed-
wards Deming and the similar breakthrough in manage-
ment philosophy that formed the underpinning for mod-
ern approaches such as lean Six Sigma.
Demings points of management and positive psychol-
ogy share a focus on optimizing inherent talents and
strengths. To obtain the maximum benet of lean Six Sig-
ma, it is imperative to address the productivity lost in the
human element. Well never experience breakthroughs
in productivity with a condent and empowered work-
force unless the human side of the equation is dealt with.
Techniques from positive psychology also lend them-
selves to promoting productivity in a culturally diverse
workforce. Given its reliance on nonverbal imagery and
its limited use of language, positive psychology seems
particularly well-suited to these situations.
The human element
Lean Six Sigma and positive psychology are problem-solv-
ing methods with a solution focus. Most importantly, each
stated tenet of positive psychology addresses the human
element of each corresponding phase of DMAIC. Table 1
shows the relationship of the DMAIC phases and their as-
sociated positive psychology tenets.
Positive psychologys wealth of concepts, tools and
techniques include:
Flourish psychology, which rofors to rosoarch on opti-
mism, resilience, character strengths and happiness.
12
Flow psychology, which usos rosoarch on tho subjoc-
tive experiences of optimal performance.
13
Porformanco psychology, which oxploros high-risk
occupations and what facilitates peak functioning.
14
The following examples of the application of positive
psychology with the DMAIC method are meant to illus-
trate, not to imply a comprehensive view.
Dene
Within the DMAIC problem-solving method, the de-
ne phase focuses on problem identication. The cor-
responding positive psychology tenet for this DMAIC
phase is clear and observable goals. If the problem is
dened as improving the ow of work within a series of
stations, then positive psychologys contribution is to
help leaders outline a desired outcome.
Fabruury 2012 QP 21
To enhance implementation, positive psychology pre-
scribes a leader to change the negativity of problems into
the positive approach of embracing opportunity. Speci-
cally, the leader discusses the difculty created by inef-
cient work processes with a team or individual, using this
discussion as an opportunity for improvement and chal-
lenge. These workers are invited to accept the opportuni-
ties created by new strategies, methods and techniques.
By using nonjudgmental and noncritical language, lead-
ers invite workers to participate in creating a new set of
objectives and goals. In positive psychology, this technique
of putting goals and objectives into a positive and neutral
language is called cognitive reframe.
15
Rather than blaming
the employees, these workers are encouraged and sup-
ported in turning new and observable goals into opportu-
nities to grow and improve skills.
A cognitive reframe transforms your inefciencies
and lack of productivity in work station management into
lets make workstation efciency a priority and skill for
improvement. While this change might seem small and
insignicant, research consistently shows that positive
and enthused interpersonal responses elicit the highest
levels of collaboration, acceptance and satisfaction.
16
Measure
The measure phase is data collection. Relevant process
and outcome data are gathered and analyzed using an ap-
propriate t-test, analysis of variance or multivariate sta-
tistical method. The complementary positive psychology
concept for this phase is called specic and immediate
feedback.
Following the previous example, a leader provides
feedback about workstation performance as quickly as
possible with easily understood relevant data. Specical-
ly, the leaders statement that the inefciencies in work-
station movement are costing $X offers a baseline that
provides a measurable and denable goal for employees
without undue castigation or criticism.
Positive psychology advocates this tenet as being
necessary for optimal functioning to occur. We know the
lack of specic and immediate feedback ensures subpar
performance results.
17-18
The leaders use of neutral and
objective language for specic and immediate feedback
increases the chances an employee will hear and con-
structively implement suggested changes.
Task complexity, different performance activities
and individual psychological differences moderate this
relationship of feedback and job performance. Individu-
als possess their own individual zone of optimal func-
tioning across time, events, circumstances and develop-
ment. The timeliness of feedback and its relevance to the
task at hand are necessary ingredients for individuals to
reach their optimal zone of functioning.
19
Analyze
Within the DMAIC model, the analyze phase is focused
on root cause analysis. Continuing the workstation inef-
ciency example, a leader determinesbased on prob-
lem identication and data collectionto look at the
logic of how work moves from one station to another. If
work is held up in two particular stations, then further
discussion with the relevant workers might reveal that
they lack appropriate technical skills. Therefore, work
slows down in these steps as employees struggle to com-
plete the relevant tasks.
As a cornerstone of positive psychology, ow psycholo-
gy proposes a complementary process to the analyze phase
called the challenge-skills balance. This concept is based
on research with high-functioning individuals in perfor-
mance-based occupations. Flow occurs when the strengths
and talents of an individual match the level of challenge.
Flow can be described as a state of consciousness
where motivation, skills, challenges and attention meet,
contributing to productive harmony and feedback. In
other words, the challenge-skills balance claims ow is
optimized when ones skills are synchronized with a cor-
respondingly appropriate level of task challenge.
The four dimensions of the challenge-skills balance
are apathy (low challenge-low skills), anxiety (high chal-
lenge-low skills), boredom (low challenge-high skills)
and ow (high skills-high challenge). The concomitant
increase of challenge to advancing skill is necessary for
LEAN SIX SIGMA
Applying positive psychology
to lean Six Sigma / TABLE 1
Methods DMAIC (problem solving)
Positive psychology
(building on character
strengths)
Dene Prublan ldantlIcutlun Claur und ubsarvubla uuls
Measure Dutu cullactlun
SaclIc und lnnadluta
Iaadbuck
Anulya Ruut cuusa unulysls Chullana-skllls bulunca
lnruva Brulnsturnln und llutad sulutlun Cuuchln und nanturln
Cuntrul Raruduclblllty und ublllty tu rallcuta
ParIurnunca rltuuls und
rawurds
DMAlC = daIna, nausura, unulya, lnruva und cuntrul
QP www.quulltyrurass.cun 22
ow to continue. Seligman says you need to deploy your
highest strengths and talents to meet the world in ow.
20

In the workstation model, these workers are in the
state of anxiety because challenge outmatched skill. The
solution-based focus of positive psychology helps with
understanding the workers perspectives and needs.
Improve
The improve phase of the DMAIC model involves brain-
storming and a piloted solution. In the work station ef-
ciency model, a leader solicits any and all suggestions,
proposes a solution to the dened problem and imple-
ments a trial project. Data are, again, collected to ensure
the desired outcome is achieved.
A poka-yoke system implemented in DMAICs improve
phase is one option for optimizing the chances of attain-
ing ow.
21
Reducing worker errors and subsequent defects
when completing a manufacturing task enables a worker
to be optimally productive and allows increased concen-
tration, thus helping the employee match his or her skills
to the challenge inherent in the manufacturing process.
Within positive psychology, ourish and performance
psychology propose coaching and mentoring as cor-
responding tenets to this DMAIC phase.
22-23
With an ap-
proach of listening, clarifying and encouraging, a leader
takes on a supportive role. This support enables an indi-
vidual to move beyond a current level of skill and embrace
new levels of challengesnot as hardships or torments,
but as opportunities for career and personal growth.
Coaching is goal-oriented and collaborative,
24
using
skills such as reframing, active listening, empathy and
solution-focused outcomes.
25
The primary focus of coach-
ing and mentoring is a reliance on strengths and solutions.
Building on strengths and virtues, rather than focus-
ing on remediating or improving weaknesses, can en-
hance performance.
26
This involves a system of looking
at the positive side of human behavior.
27

Further developing this positive model of character
strengths, talents and virtues, the Value in Action Inventory
of Strengths (VIA-IS) is an open-source psychological test.
This inventory assesses a persons top three strengths.28
Categorization of behavior and personality is aimed at
highlighting what is best and desirable in human behaviors.
Initial consensus among experts in the various traits
proposed 24 strengths in six major classications. The
six major classications were: wisdom, courage, human-
ity, temperance, justice and transcendence. The worker
and his or her manager then engage in a constructive dia-
logue about how to construct work tasks and assignments
around the workers character strengths.
In the workstation example, the worker rst takes the
VIA-IS. The manager suggests a workshop to facilitate the
workers learning about workstation efciency. Then the
manager and worker brainstorm how to address this ef-
ciency problem, engaging the worker around his or her
top traits. Finally, positive feedback from the manager and
nancial rewards are linked to the workers developing ca-
reer skills.
In another application, a manager uses a spaghetti
diagram constructed in an earlier phase of lean Six
Sigma.
29
Having already constructed the diagram of the
actual physical movement and distances involved in a
manufacturing layout, workers brainstorm solutions.
The manager then focuses on an employees foremost
character strength to increase the workers self-esteem
and invite participation.

Control
The goals of the DMAIC control phase are reproducibil-
ity and the ability to be replicated. The corresponding
positive psychology tenets are performance rituals and
rewards. These focus on reducing distractions, main-
taining concentration and reinforcing positive change. In
the workstation example, a manager facilitates an em-
ployees ability to reproduce and replicate his assessed
improvements in work station efciency.
Performance rituals borrow heavily from perfor-
mance psychology.
30
Cognitive strategies for dealing
with performance anxiety include imagery, verbal cues
and attentional focus. As an example of attentional fo-
cus, consider Table 2. Attentional focus
31
can be con-
ceptualized along the two dimensions of narrow versus
broad (x-axis) and internal versus external (y-axis).
Four quadrants are created:
1. Narrow-internal: focused inner thought.
2. Narrow-external: single-object focus.
Attention focus / TABLE 2
Broad Narrow
I
n
t
e
r
n
a
l


Cue
E
x
t
e
r
n
a
l
Broad-external
Assass tutul
anvlrunnant.
Broad-internal
Anulya tha lnnar
bl lctura.
Narrow-internal
Fucusad-lnnar
thuuht.
Narrow-external
Slnla-ubjact
Iucus.
Fabruury 2012 QP 23
3. Broad-internal: analyze the big picture.
4. Broad-external: assess the total environment.
Synchronizing attention focus, verbal cues and imag-
ery enhances worker focus, and increases reproducibility
and the ability to be replicated.
Implementing this technique, a manager teaches a
worker to imagine a stoplight while also focusing on
the narrow-internal dimension of distracting or negative
thoughts. First, the red light is associated with the nega-
tive thoughts. Second, the yellow light is paired with a
blank mind with no thoughts. Third, the green light is
contiguous with positive cognitions.
As supported by research, enthused and compelling
self-statements are most effective.
32
In this model, the
worker goes from the red light and negative thinking (I
cannot do this) to a yellow light with a blank mind to a
green light with an active, constructive response (Wow!
What an opportunity for me! Im giving this my best.).
Condent workforce
Lean Six Sigma is essentially a problem-solving method.
While it offers superior results for process improve-
ments, it has even more potential to address the real
problem solving and productivity benets by incorporat-
ing positive psychology. Innovations and breakthroughs
in productivity wont produce a condent and empow-
ered workforce until positive psychology is applied to the
human side of lean Six Sigma.
Positive psychology can help leaders solve vital pro-
ductivity issues in todays increasingly complex, competi-
tive and fast-paced global environment.
The art of leadership challenges leaders to skillfully
select and integrate these psychological methods within
a lean Six Sigma organizational climate to promote the
career growth of workers from culturally diverse back-
grounds. QP
REFERENCES AND NOTES
1. Thomas L. Freidmann, The World is Flat, Farrar, Strauss & Giroux, 2006.
2. Fred A. Manuele, Advanced Safety Management: Focusing on Z10 and Serious
Injury Prevention, Wiley, 2008.
3. Loon Ching Tang, Thong Ngee Goh, Hong See Yam and Timothy Yoap, Six
Sigma: Advanced Tools for Black Belts and Master Black Belts, John Wiley, 2006.
4. Mihaly Csikszentmihalyi and Martin E.P. Seligman, Positive Psychology: An
Introduction, American Psychologist, 2000, Vol. 55, pp. 1-14.
5. For information on the Penn Resiliency Program, see Martin E.P. Seligman,
Randall M. Ernst, Jane Gillham, Karen Relvich and Mark Linkins, Positive
Education: Positive Psychology and Classroom Interventions, Oxford Review
of Education, 2009, Vol. 35, No. 3, pp. 293-311.
6. For information related to health initiatives, see Martin E.P. Seligman, Positive
Health, Applied Psychology: An International Review, 2008, Vol. 57, pp. 3-18.
7. For information related to psychotherapy, see Martin E.P. Seligman, Tayyab
Rashid and Acacia C. Parks, Positive Psychotherapy, American Psychologist,
2006, Vol. 61, No. 8, pp. 772-788.
8. For information related to neuroscience, see Rex E. Jung, Judith M. Segall, H.
Jeremy Bockholt, Robert S. Chevez, Ranee Flores and Richard J. Haeir, Neuro-
anatomy of Creativity, Human Brain Mapping, 2010, Vol. 31, No. 3, pp. 398-409.
9. For information on sports performance, see Mihaly Csikzsentmihalyi, Sami
Abuhamdeh and Jeanne Nakamura, The Relevance of Competence and
Achievement Goals, which appeared in Andrew J. Elliotts Handbook of Com-
petence and Motivation, Guilford Press, 2005, pp. 598-698.
10. For information on the Comprehensive Soldier Fitness training program, see
Karen J. Relvich, Martin E.P. Seligman and Sharon McBride, Master Resilience
Training in the U.S. Army, American Psychologist, 2011, Vol. 66, No. 1, pp. 25-34.
11. Martin E.P. Seligman, Helping American Soldiers in Time of War: Reply to
Comments on the Comprehensive Soldier Fitness, special issue, American
Psychologist, 2011, Vol. 66, No. 7, pp. 646-647.
12. For more information on ourish psychology, see Martin E.P. Seligman, Flour-
ish: A Visionary New Understanding of Happiness and Well-Being, Free Press,
2011.
13. For more information on ow psychology, see Mihaly Csikszentmihalyi, Flow:
The Psychology of Optimal Experience, Harper, 1990.
14. For more information on performance psychology, see Kate F. Hays and
Charles H. Brown, Youre On! Consulting for Peak Performance, American
Psychological Association Press, 2004.
15. Seligman, Flourish: A Visionary New Understanding of Happiness and Well-
Being, see reference 12.
16. Ibid.
17. Damon Burton, Multimodal Stress Management in Sport: Current Status and
Future Directions, in J.C. Jones and L. Hardy, eds., Stress and Performance in
Sports, Wiley, 1990, pp. 171-201.
18. Susan A. Jackson and Mihaly Csikszentmihalyi, Flow in Sports, Human Kinet-
ics, 1999.
19. Yuri L. Hanin, Individual Zones of Optimal Functioning Model: Emotion-Per-
formance Relationships in Sport, in Yuri Hanin, ed., Emotion in Sport, Human
Kinetics, 2000.
20. Seligman, Flourish: A Visionary New Understanding of Happiness and Well-
Being, see reference 12, p. 11.
21. Roderick A. Munro, Matthew J. Maio, Mohamed B. Nawaz, Govind Ramu and
Daniel J. Zrymiak, The Certied Six Sigma Green Belt Handbook, ASQ Quality
Press, 2008.
22. Hays and Brown, Youre On! Consulting for Peak Performance, see reference
14.
23. Seligman, Flourish: A Visionary New Understanding of Happiness and Well-
Being, see reference 12.
24. S. Foster, Healing Work-Related Trauma, At Work, 1996, Vol. 5, pp. 7-9.
25. Hays and Brown, Youre On! Consulting for Peak Performance, see reference
14.
26. Seligman, Flourish: A Visionary New Understanding of Happiness and Well-
Being, see reference 12.
27. Christopher Peterson and Martin E.P. Seligman, Character Strengths and
Virtues, Oxford University Press, 2004.
28. Christopher Peterson, N. Park and Martin E.P. Seligman, Assessment of
Character Strengths, in Gerald P. Koocher and John Norcross, eds., Psycholo-
gists Desk Reference, second edition, Oxford University Press, 2005, pp.
93-98.
29. Bill Carreira and Bill Trudell, Lean Six Sigma That Works: A Powerful Action
Plan for Dramatically Improving Quality, Increasing Speed and Reducing Waste,
American Management Association Press, 2006.
30. Burton, Multimodal Stress Management in Sport: Current Status and Future
Directions, see reference 18.
31. Robert M. Neideffer, The Inner Athlete: Mind Plus Muscle for Winning, Crowell,
1976.
32. Seligman, Flourish: A Visionary New Understanding of Happiness and Well-
Being, see reference 12
LEAN SIX SIGMA
FRANK C. JOHNSTON is a consulting psychologist at
Optimal Productivity in Rochester, NY, where he works
in career development, job functioning and enhanced
athletic performance. He holds a doctorate in counseling
psychology from the University of Albany in New York.
DUANE P. BECK is an adjunct associate professor in the
mechanical and manufacturing engineering technology/
packaging science department at the Rochester Institute
of Technology in Rochester, NY. He holds a doctorate
in resource management from LaSalle University in
Mandeville, LA. Beck wrote Leadership Development
Curriculum From the Ground Level and Packaging Sales:
An Innovative Problem-Solving Approach.