STATE OF MAINE

Chapter 1
Bend the Curve, Continuous Improvement
Practitioners, and Learning Community
Overview
Chapter 1 - Table of Contents
Chapter 1 - Table of Contents.............................................................................................. 1
The Importance of Bend the Curve..................................................................................... 2
CI-P Requirements & Responsibilities.................................................................................
T!" #$R%........................................................................................................................... &
'ob (ummar).................................................................................................................. &
'ob Relationships............................................................................................................ &
'ob Responsibilities......................................................................................................... &
*ualifications & +bilities.................................................................................................. ,
+PP-IC+TI$. PR$C"((......................................................................................................... ,
CI- PR+CTITI$."R R"*/IR"0 0"-I1"R+B-"(.........................................................................2
Contract........................................................................................................................... 2
Completed Charter.......................................................................................................... 2
1(3................................................................................................................................ 2
Reports and 0ocumentation............................................................................................ 2
%ai4en............................................................................................................................. 2
CI-P C"RTI5IC+TI$. & 0"1"-$P3".T..................................................................................16
0evelopment Plannin7 Process........................................................................................ 16
Creatin7 a 0evelopmental +ction Plan..........................................................................16
Performance "8pectations and +ccountabilit)...................................................................11
CI-P R"-+TI$.(!IP(........................................................................................................... 11
#or9in7 :ith ;our (upervisor........................................................................................11
#or9in7 :ith other Continuous Improvement Practitioners on the BTC Team...............11
#or9in7 :ith a 3entor<Coach........................................................................................ 12
CIP 3entor<Coach Role =Proposed>..............................................................................12
C-I.IC+- (/P"R1I(I$......................................................................................................... 1?
+ssumptions@................................................................................................................. 1?
Auidelines for Clinical (upervision@...............................................................................1?
CI-P Certification Requirements........................................................................................ 1B
CIP Certification Chec9list............................................................................................. 1,
-earnin7 Communit) Behaviors........................................................................................ 2
Auidelines to 3a8imi4e -earnin7s.................................................................................2
-earnin7 Communit) 5eatures...................................................................................... 2B
The -earnin7 Cone........................................................................................................ 2D
The -earnin7 'ournal........................................................................................................ 2&
3ethodolo7) for 'ournal #ritin7....................................................................................2,
-earnin7 (tructures........................................................................................................... 22
Roles............................................................................................................................. 22
ET$$TF G Time out of Time............................................................................................ 22
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 1 of ?1 pa7es
STATE OF MAINE

The Importance of Bend the Curve
Expectations for services provided by Maine State departments, both directly and
through community agencies, are changing significantly at the same time as the
human and financial resources available to meet these expectations !ddressing the
challenge of improving services to the Maine individuals, families, organi"ations, and
communities the State serves in these times is of imperative importance
#sing the Bend the Curve $BTC% approach to services delivery and ho& the
departments do their &or' &ill result in effective and efficient, consistent, and high-
(uality services that are valued by Maine citi"ens and are based on standardi"ed,
evidence-based best practices &ith uniform oversight and accountability
HOW O!" Bend the Curve #PPL$ TO $O%&
)o you --
Chase information*
+ump through multiple process and decision hoops*
,ait a long time for approvals*
-et constantly interrupted*
.ave to have a batch of &or' before it/s acted on or moved for&ard*
0eel your 'no&ledge and &or' is not included in planning and decision-ma'ing*
0ind that &or' gets lost bet&een organi"ational silos*
Encounter multiple understandings about ho& &or' gets done*
Then Bend the Curve can help you 1
The BTC Team can support you and your colleagues in ma'ing the changes necessary
to meet the challenges of changing resources and expectations
,hat is the purpose of the Bend the Curve Team*
The primary purpose of the Bend the Curve Team is to provide support, consultation,
assistance, and leadership in process and other improvement approaches and
activities for State staff and &or' teams as they see' to continually improve their &or'
culture, procedures, processes, and environments 2 all in order to meet the mission
of State government and the expectations of Maine citi"ens
,ho are Bend the Curve Team members*
They are fello& State employees &ho have been and continue to be trained as
Continuous 3mprovement 4ractitioners They are 'no&ledgeable about the
continuous improvement approach, tools, and implementation
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 2 of ?1 pa7es
3mproving
Services to
State Clients
STATE OF MAINE

.o& can the BTC Team help you*
4rovide a&areness to you and your colleagues about Bend the Curve and 5ean
continuous improvement
Consult in identifying and defining &or' processes needing improvement
3dentify and evaluate measurable cost and time savings, as &ell as (uality
!ssist &ith the development and monitoring of change6action plans
,hat &ill the BTC approach and methodology help you to do*
4roblem-solve to improve the delivery of services
3nvolve the staff &ho 'no& the &or' in decision-ma'ing
3mprove &or' flo& design and implementation
Meet client6customer service expectations
0ocus on activities6&or' that are value-added
#se measurements for improving processes and planning
3mplement improvements more efficiently and effectively
'#L%! "T(!#) )#PPI*+ ,, # )#-O( TOOL
7alue Stream Mapping $7SM% is a visual mapping tool that outlines all the steps in a
process and helps to identify ineffective procedures and &aste, as &ell as to develop
implementation action plans for ma'ing continuous improvements 3t develops a
better &ay to --
3dentify a Current 4rocess State
)esign the improved 0uture 4rocess State
4repare a Change6!ction 4lan to Move To&ard the 0uture State
3mplement 8 Monitor the !ction 4lan
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) ? of ?1 pa7es
#sing the 4o&er of the
,or' -roup for
4rocess 3mprovement
9uilding Effective
Teams 8 Service
4rocesses
STATE OF MAINE

Continuous Improvement Practitioners
C3-4 :e(uirements 8 :esponsibilities
,hat is the purpose of the Bend the Curve Team*
The primary purpose of the )..S Bend the Curve Team is to provide support, consultation,
assistance, and leadership in process and other improvement approaches and activities for
departmental staff and &or' teams as they see' to continually improve their &or' culture,
procedures, processes, and environments -- in order to meet the mission of the department
and the expectations of Maine citi"ens
,ho are Bend the Curve Team members*
They are fello& employees, holding a variety of positions throughout the department, &ho have
been trained as Continuous 3mprovement 4ractitioners in process improvement methodology
and related group facilitation They are 'no&ledgeable about the continuous improvement
approach, tools, and implementation
,hat are the responsibilities of the BTC Team members*
4rovide a&areness to staff about Bend the Curve and Lean continuous improvement
Consult in identifying and defining &or' processes needing improvement
3dentify and evaluate measurable cost6 time savings and (uality improvement
!ssist &ith the development and monitoring of change6action plans
Continuous learning and modeling of the BTC approach and methodology
,hat are Continuous 3mprovement 4ractitioners $C3-4ractitioners%*
C3-4ractitioners are change agents &ho -
provide leadership and expertise as the )epartment moves for&ard &ith transformational
change;
provide broad Bend the Curve $BTC% 6 5ean expertise and consultation;
facilitate groups engaged in various process improvement activities;
coach sponsors, managers, and team leaders about appropriate tool selection and
implementation strategies;
ensure appropriate documentation, measurement, and reporting of results;
engage deeply in continuous learning and s'ills development;
model &hat they have learned, influencing the &or' culture to change through BTC
processes; and
may also be called upon to &or' &ith other agencies and departments
,hat are the expectations and re(uirements for a C3-4ractitioner*
!ttends and successfully completes the follo&ing minimum 'no&ledge and s'ills
development activities:
<-day 3ntroductory C3-4ractitioner training program
<-day enhanced C3-4 training, as &ell as other trainings as re(uired
=ne full day a month, minimally, for regular C3-4ractitioner clinical supervision group
sessions
,ee'ly 9TC development and organi"ational meetings
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Bend the Curve fairs, conventions, chec'-ins, etc as held
!ctively participates in and incorporates ongoing self-development, and sho&s
&illingness to learn, internali"e, and apply ne& ideas and s'ills:
Successfully fulfills C3-4ractitioner certification re(uirements
0ormal observation of t&o complete 7SM processes, one >ai"en, and additional
process improvement &or' of others in order to hone s'ills
)emonstrates ability and &illingness to become a formal change agent
!ctively see's feedbac' and uses it in order to improve
Engages &ith peers to create a supportive and challenging learning environment
!ctively models desired behaviors of the ne& culture
4articipates fully in BTC65ean activities
0acilitates and evaluates process improvement activities, including 7alue Stream Mapping
$7SM% and >ai"ens:
0acilitates Sponsors and Managers to effectively charter and implement process
improvement and the &or' of the related teams
0acilitates groups engaged in process improvement activities $7SM, >ai"en, 4roblem
Solving, and others% -- facilitating at least t&o complete 7SM processes annually
$approx ? days for charter, 7SM, >ai"en, action plan monitoring, etc%
Coaches and6or leads others to develop recommendations and implement plans
consistent &ith BTC
Completes, monitors6trac's, and evaluates, as needed6indicated, all C3-4ractitioner
&or' related to designated process improvement activities, such as implementation
and performance measures6metrics
4rovides comprehensive BTC65ean expertise, consultation, and other support as
re(uested6re(uired, modeling the BTC65ean philosophy and approach:
)emonstrates 'no&ledge of 9TC principles, methods, tools, and techni(ues
#ses facts, metrics, observations, and analysis versus guesses, assumptions, or
expedient inferences 6conclusions for planning, proof, and evaluation
4rovides feedbac' in service to continuous improvement
Maintains effective relationships &ith assigned customers
!re there different levels or types of C3-4ractitioners*
@es, as C3-4ractitioners increase and evidence their 'no&ledge and s'ills
9eginning C3-4ractitioners must successfully complete certification &hich includes re(uired
trainings, exam, observation of facilitation, and mentoring !dvancement through further
levels is achieved through continuing education, practice, and self-development
,hat are the (ualifications and abilities of a C3-4ractitioner*
3s enthusiastic about the BTC65ean principles, methods, techni(ues, and approach
.as an ability, &illingness, and enthusiasm for becoming a formal change agent in the BTC
initiative
9elieves this &or' is a good investment of time and energy
3s able to ma'e the mandatory time commitment and participate fully:
o at least a A-year commitment
o a minimum of BC days a year for BTC65ean activities including those activities
listed above
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STATE OF MAINE

3s able to ma'e the commitment to fulfilling C3-4ractitioner certification re(uirements
.as full and strong management and supervisory support for doing this State of Maine and
department-&ide &or'
3s &illing and eager to learn, internali"e, and apply ne& and sometimes challenging ideas
and s'ills
3s able to give and receive feedbac'
3s able to demonstrate active listening s'ills
.as good &ritten and oral communication s'ills
3s able to demonstrate a preference and &illingness to use fact, or to learn to use facts,
metrics, observations, and analysis versus guesses, assumptions, or expedient
inferences 6 conclusions to prove a point
3s comfortable &ith and has the ability $to learn% to lead6&or' effectively &ith diverse
groups, preferably &ith some experience in &or'ing &ith groups
!ccepts the concept that development of Self is core to leadership competency
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STATE OF MAINE

CI,P (o.e / Processes
T.E ,=:>
Job Summary
Continuous Improvement Practitioners are change agents providing leadership
and expertise as departments within Maine State Government move forward with
transformational change. In this role, Practitioners provide facilitation to groups
engaged in various process improvement activities; coach sponsors and team
leaders about appropriate tool selection and implementation strategies; ensure
appropriate documentation, measurement, and reporting of results; and provide
broad Bend the Curve BTC!"Continuous Improvement expertise and
consultation.
CI Practitioners are engaged in continuous learning and ongoing development
and are expected to teach and implement what the# have learned. $he# deepen
and broaden their own %nowledge and understanding of the concepts being
learned, teach b# role modeling new behaviors, and influence the wor% culture to
move through these processes.
Job Relationships
&or the purposes of 'end the Curve functions, the CI Practitioner reports to the
designated Bend the Curve"(ean manager"director within the agenc#. CI
Practitioners are expected to influence the overall change strateg# b# providing
feedbac% and support to other CI)Ps, staff, the BTC program team, steering
committee, and senior leadership.
Job Responsibilities
&acilitates Intervention Sponsors and Managers to effectivel# charter and
implement process improvement and the wor% of the related teams.
&acilitates groups engaged in process improvement activities *alue Stream
Mapping, +ai,en, Problem)Solving, and others!.
-emonstrates %nowledge of BTC"(ean"Continuous Improvement principles,
methods, tools, and techni.ues.
Coaches and"or leads others to develop recommendations and implement
plans consistent with BTC"(ean"Continuous Improvement.
Provides comprehensive expertise, consultation, and other support regarding
BTC"(ean as re.uested"re.uired.
Completes, monitors"trac%s, and evaluates, as needed"indicated, all CI
Practitioner wor% related to designated process improvement activities, such
as implementation activities and performance measures.
Successfull# fulfills CI)Practitioner certification re.uirements.
-emonstrates an abilit# and willingness to become a formal change agent.
/ctivel# role models desired behaviors of the new culture.
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STATE OF MAINE

0ses facts, metrics, observations, and anal#sis versus guess, assumptions, or
1convenient inference2 for planning, proof, and evaluation.
/ttends and activel# participates in ongoing self)development, demonstrating
willingness to learn, internali,e, and appl# new ideas and s%ills.
/ctivel# see%s feedbac% and integrates it in order to improve.
Provides feedbac% in service to continuous improvement.
3ngages with peers to create a safe, supportive, and challenging learning
environment.
Maintains effective relationships with assigned customers.
/s%s for help and is open to being coached.
Qualifications & Abilities
Is enthusiastic about the BTC"(ean"Continuous Improvement principles,
methods, techni.ues, and approach.
4as an abilit#, willingness, and enthusiasm for becoming a formal change
agent in the BTC initiative.
'elieves this wor% is a good investment of time and energ#.
Is able to ma%e the mandator# time commitment and participate full#5
o at least a 6)#ear commitment.
o a minimum of 78 da#s a #ear for BTC"(ean"Continuous Improvement
activities.
Is able to ma%e the commitment to fulfilling CI)Practitioner certification
re.uirements.
4as full and strong management and supervisor# support for doing this State
of Maine and department)wide wor%.
Is willing and eager to learn, internali,e, and appl# new and sometimes
challenging ideas and s%ills.
Is able to give and receive feedbac%.
Is able to demonstrate active listening s%ills.
4as good communication s%ills.
Is flexible.
Is able to thin% on his"her feet.
Is able to demonstrate a preference and willingness to use fact, or learn to
use facts, substitutable observations and anal#sis versus guess, assumptions,
or 1convenient inference2 to prove a point.
4as the abilit# to learn! to lead"wor% effectivel# with diverse groups.
/ccepts the concept that development of Self is core to leadership
competenc#.
!4453C!T3=D 4:=CESS
9ith supervisor# approval and support, people interested in becoming a CI)
Practitioner can appl# to the :)da# Introductor# -evelopment of Practitioners;
wor%shop. 3ach candidate is expected to observe or participate as a team
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) , of ?1 pa7es
STATE OF MAINE

member in a 6 to 7)da# *SM process and a 6)da# +ai,en as a prere.uisite for the
wor%shop.
CI- PRACTITIONR RQ!IR" "#I$RA%#S
Contract
'efore or as a part of the Chartering sessions, it is important that the CI)P
develop a formal agreement with the intervention Sponsor and Manager about
the wor% to be done, including scope, roles, and expectations. $his includes the
identification and understanding of the wor% and relationship be#ond the
intervention itself.
Complete& Charter
It is the responsibilit# of the CI)Practitioner to have a completed charter prior to
beginning the wor% with a client. $he process for contracting and chartering as
well as a sample charter and contract are contained in this reference wor%boo%.
$S'
In the process of facilitating a *SM, several documents output! are re.uired.
$he# are as follows5
<. Current State Map
6. &uture State Map
7. Current State Map Calculations
=. &uture State Map Calculations
:. Implementation Plan
Reports an& "ocumentation
/t the completion of an# improvement event"pro>ect, the CI)Practitioner must
complete a Summar# ?eport"/7 which documents @ as appropriate to the
intervention )) the intervention process, process maps, recommendations for
improvement, persons! responsible for each action with a due date and the
estimated gains in da#s, dollars and staff time.
&ollow)up reports are due periodicall# to the '$C manager"director for the
respective agenc# in order to record progress to goals changes to the original
plan and alterations in the course of action.
(ai)en
CI)Practitioners are expected to identif# and lead +ai,en and other rapid
improvement events. Aften +ai,ens! will be identified during a *SM event.
Ather times a need will arise that would be best met b# a +ai,en. CI)Ps are
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 2 of ?1 pa7es
STATE OF MAINE

expected to follow the standards for chartering and facilitating a +ai,en,
providing all the re.uired documentation.
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STATE OF MAINE

C3-4 CE:T303C!T3=D 8 )E7E5=4MEDT (Refer to Certification Section for more detail)
In order to be certified as a Continuous Improvement Practitioner at the first
level of master#, candidates are expected to continue their development and
engage in process improvement"change activities to advance and develop their
s%ills. $he following list outlines the re.uirements that all practitioners must
meet in order to be certified5
/ttends and successfull# completes the initial, introductor# :)da# CI)
Practitioner training program.
/ttends clinical supervision group sessions at least one full da# a month, with
an overall BCD attendance.
/ctivel# participates in Bend the Curve fairs"conventions"etc.
/ttends and successfull# completes advanced"enhanced trainings, including
-AP)6, as re.uired.
Participates full# in Bend the Curve"(ean"Continuous Improvement activities.
&acilitates *SMs from chartering through documentation and implementation5
Abserving <)6 *SMs, Co)leading 6 *SMs, and (eading 6 *SMs.
Abserves < and Co)(eads < +ai,en event from chartering through
documentation and implementation.
Completes and passes the 'ron,e level exam with at least ECD accurac#.
-emonstrates an acceptable s%ill level on all the identified competencies
observed F documented b# certified CI)P!.
Submits a complete and approved portfolio.
3vidences a wor%ing %nowledge of how the measurements are calculated and
applied throughout the process.
"e*elopment Plannin+ Process
$he role of the CI)Practitioner re.uires a diverse s%ill set and extensive
%nowledge in process improvement, change management and facilitation.
3ver#one will enter the program with a set of s%ills, abilities and %nowledge as
well as areas needing further development. CI)Practitioners are expected to
identif# their learning needs, build a developmental action plan and grow in these
areas as part of the certification process. 0pon achieving the standards of
competenc#, the CI)Practitioner will gain certification.
Creatin+ a "e*elopmental Action Plan
<. Self)/ssessment @ Complete the Competencies and CI)P Chec%lists.
6. See% feedbac% from others @ ?eview #our assessment with a peer and"or #our
CI) P mentor to receive feedbac% on #our scoring. -etermine whether the
person providing #ou with feedbac% agrees or disagrees with #our
assessment. 3ngage in a discussion to understand points of disagreement.
$his information will inform and guide #ou in identif#ing #our critical areas for
professional growth.
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STATE OF MAINE

?. 'uild a developmental action plan @ &rom the feedbac% #ou received, select
#our top three priorities for development over the next 7 months. ?eview
#our plan with a certified CI)Practitioner for additional feedbac% and coaching.
Ance the priorities are determined, identif# the specific actions and activities
that #ou will ta%e to support #our learning goals.
. /ssess progress to goals @ ?eview #our progress regularl# with #our mentor"
coach. Identif# additional learning activities if necessar#. If developmental
goals have been attained then select another developmental priorit#.
B. Guarterl# /ssessment @ 3ach .uarter begin the process again ) completing
the self)assessment, see%ing feedbac%, and reviewing the developmental
action plan.
Performance ,pectations an& Accountability
Continuous Improvement Practitioners are expected to identif# areas for growth
and development, to set goals and to create 1real2 action plans for their ongoing
development. Supervisors, other CI)Practitioners, and consultants are resources
for the CI)P to use in achieving these goals. It is, however, the responsibilit# of
the CI)Practitioner to demonstrate initiative and commitment to one;s own
growth and development. / 1creative2 stance is re.uired to achieve certification
and become a role model in the new culture.
C3-4 :E5!T3=DS.34S
-or.in+ /ith 0our Super*isor
It is important that #ou share #our CI)Practitioner -evelopment Plan with #our
wor% supervisor. Hour supervisor needs to %now what #our specific goals are in
order to provide #ou with on)going feedbac% on #our progress to these goals in
the performance of #our >ob. Hour supervisor is in a position to offer suggestions
for improvement as well as recommend new strategies for achieving #our goals.
-or.in+ /ith other Continuous Impro*ement Practitioners on the %TC
Team
Hou are a member of learning communit#. /s members of a learning communit#
#ou are expected to support other members in their learning process. &eedbac%
is one of the ma>or tools used. Hou are expected to engage in 1straight tal%2 with
other CI)P;s, sharing #our observations on what is wor%ing well and what areas
are not. $his is often difficult for new CI)P;s to do but without this practice #ou
are neither modeling the new culture nor allowing #our colleagues an opportunit#
to grow.
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Hou are also expected to receive and solicit feedbac% from #our colleagues and
the consultants. If #ou are not receiving developmental feedbac% then it is up to
#ou to see% the input #ou need for #our own learning.
&or the purposes of 'end the Curve functions, the CI Practitioner reports to the
designated Bend the Curve"(ean manager"director within the agenc#. CI
Practitioners are expected to influence overall change strateg# b# providing
feedbac% and support to other CI)Ps, staff, the BTC program team, steering
committee, and senior leadership.
,or'ing &ith a Mentor6Coach
CIP 3entor<Coach Role Proposed!
$ouches base @ Initiates contact
3xpose to learning experiences
3ncourages attendance at Clinical
Sounding board
?ole Model
3ncourage"establish ?elationships
?egularl# scheduled meetings
?ole in certification process)awareness of %nowledge and s%ills
/ssure new CIPs are involved in a variet# of experiences
Clients will get a more s%illed practitioner .uic%er
o 3nhance shift culture change
o 3nhance retention of CIP
Prevent people from getting lost"%eeping people connected
Person to be there for me, give advice
/ connected inspiring relationship
Mentor6Coach 4urpose
Increase retention of trained CIPs
Information"%nowledge resource
Meet monthl# with new CIPs
Provide emotional"intellectual support
Create"direct to learning"training opportunities
o Mentor share these opportunities"experiences
Provide comfort, support and understanding
4elps ease isolation actual and sense of!
Serve as a guide"counselor
&oster Positive experience
Speed up learning
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C53D3C!5 S#4E:73S3=D
Clinical Supervision is offered to all CI)Practitioners to support their on)going
development and prepare them to be successful in becoming certified
practitioners. 3ach month a full da# is dedicated to advancing the s%ills and
%nowledge of the practitioners.
$he purpose of clinical supervision is to provide a learning forum that will5
-eepen and broaden CI)Practitioners; competence and confidence in
supporting process improvement teams to achieve successful outcomes!.
-evelop as a learning communit# in order to lead and support the
development of the 1CI)practice2 in State government within the context
of transformational change.
Practice appl#ing s%ills, %nowledge, tools, concepts and techni.ues in a
1supervised2 and safe environment.
Assumptions1
Practitioners need to practice.
/ll of the content needed is embedded in the actual wor% that needs to be
done.
9e can be more efficient and effective if the content and process is
embedded in real cases.
(earning is iterative @ we need ongoing feedbac%.
$o learn how to appl# the concepts and tools, we need to ma%e explicit the
thin%ing, assumptions, etc. underl#ing the selection of tools and
strategies.
'ecause there is no 1formula.2 the above needs to be a dialogue @ creating
shared understanding.
$he culture shows up in ever# interaction. 9e need dialogue and feedbac%
to %eep each other aware and to ma%e informed choices.
I;m sure there is more that is operating in me I
2ui&elines for Clinical Super*ision1
Clinical uses principles of adult learning to inform the process and 1case2
wor% as the basis for the content. $hese case studies will be real time and
relevant.
o Cases are drawn from *SM, +ai,en, or an# continuous improvement
team and its wor%.
o Practitioners wor%ing with a team will be responsible for developing
cases to review and wor% with at clinical.
o Case Studies for presentation and discussion at Clinical will be
scheduled with the '$C Clinical Planning Committee at least two
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wee%s prior to clinical, enabling staff and facult# to ade.uatel#
prepare.
o Case studies will be selected based on the content and current
perceived needs of practitioners.
9or% that needs to be done that is not 1clinical2 is done in a different
forum.
o &or example, pro>ect wor%, developing simulations, administrative
streamlining, reviewing materials, etc.
o $his wor% gets done in tas% teams, and is reported at Clinical, gets
feedbac% for revision @ but is not 1wor%ed2 during Clinical.
/ standard format for case preparation, presentation, and practice will be
used.
/t these Clinical sessions, training is offered in areas not covered in the
introductor# -AP, instead providing advanced training in particular s%ills
and %nowledge, and opportunities to practice new s%ills and behaviors.
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CI,P Certification (e0uirements
#eHve learned that bein7 a chan7e a7ent and becomin7 a CI-P is a challen7in7
effort. ;etI strivin7 to create positive chan7e in (tate 7overnment and broaden
personal 9no:led7e and e8perience can also be e8citin7 and re:ardin7 :or9. The
CI-P Certification process reco7ni4es this 7ro:th and achievement.
In order to be certified as a Continuous Improvement PractitionerI candidates are
e8pected to activel) continue their development and en7a7e in process
improvement<chan7e activities to advance and develop their s9ills. The follo:in7
details the requirements that all practitioners must meet in order to be certified. The
charts belo: reflect the -evel I certification process & the several master) levels.
High.ights a1out CI,P Certification2
CI-P Certification has three levels of master) and is an iterative development
process.
o In the first levelI )ou can lead a 1(3 after )ouHve co-led t:o 1(3sI but in
order to be certifiedI )ou must have co-led three complete eventsI t:o of
:hich must be a 1(3 and the third a %ai4en or similar other improvement
event.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 1D of ?1 pa7es
STATE OF MAINE

"ach 0$P must result in a 0evelopment Plan for the practitioner. + Coach <
3entor has accountabilit) to support the practitioner to follo: throu7h in some
:a).
o 0$P-2 usuall) occurs about D months after a 0$P-1.
Portfolio must be submitted at least 2 :ee9s prior to certification revie:I includin7
the follo:in7@
o 0ocuments supportin7 the completion of steps in the appropriate level of
CI-P 0evelopment. "vidence of observationI co-leadI lead CI-P dev.
process. =1(3 ChartersI an) 5inal Reports such as an +?I 3apsI
Implementation PlansI documented outcomesI etc.>.
o #ritten (uccess < 5ailure (tor) - the -essons -earnedI the -earnin7.
o $bservation (heets
o "vidence of 0evelopment of Competencies =observed and completed b)
certified CI-P.
o -etter of Recommendation from Coach < 3entor.
o "vidence of #ritten "8am completed and passed.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 1& of ?1 pa7es
STATE OF MAINE

"ummary of CI,P Certification )i.estones
In order to be certified at the first =Bron4e> of the master) levelsI the CI-P must at
least successfull):
$bserve@ 2 complete interventions =minimum one 1(3 and one %ai4en>.
-earnin7 Co-lead@ ? complete interventions =minimum 2 1(3 and one %ai4en>.
-earnin7 -ead@ 2 complete 1(3s.
Pass Certification "8am.
Complete 0$P-1 & 0$P-2.
Be observed b) Certified CI-P & meet competencies < standards.
(ubmit complete CI-P portfolio.
+ttend ,6J of Clinical (upervisions in prior D months.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 1, of ?1 pa7es
STATE OF MAINE

CI,P Certification Chec3.ist
$his certification record is designed to trac% and document completion of all
re.uirements necessar# to perform as a practitioner for continuous improvement
events Chartering teams, *alue Stream Mapping, Process flow mapping, +ai,en,
problem)solving, team planning.! 3ach space should be initialed and dated b# a
certified CI)P. $he new practitioner should %eep this list until complete. 9hen
complete, it is passed on to the '$C Manager"-irector for #our agenc#.
Practitioners who are not certified must partner with other practitioners until the#
are cleared on all the items in this list and it is documented b# '$C.
3nitials )ate
4re-Entry 2 5evel =ne
$bserve a 2-? da) 1(3
$bserve a 2-da) %ai4en
Complete B-da) 0evelopment of Practitioners - 1 pro7ram
Complete CI-P :ritten e8am :ith at least 26J accurac)
(core EacceptableF on all areas of the CI-P Competencies
!dministrative and 5ogistics
0emonstrate initiative and follo:-throu7h :ith lo7istics and
administrative processes associated :ith the :or9
+rran7e for room if needed.
+rran7e for snac9s and lunch if needed.
"nsure communication to participants is clear and timel).
"nsure room is arran7ed properl) and materials and
equipment are available.
Contracting6Chartering
Initiate and lead a contractin7<charterin7 meetin7 :ith sponsor
and improvement mana7erK all 9e) elements of the charter are
clarified and the form is completed
CI - Practitioner leaves contractin7 meetin7 :ith no unans:ered
questions
+ shared understandin7 of all the elements of the charter
FtemplateF
$utcomes
0eliverables
Identified customer=s> of the process to be mapped
Aoals
Problem statement that is quantifiable
Boundaries
- EBoo9endsF of the process to be mapped
- Roles clarified
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 12 of ?1 pa7es
STATE OF MAINE

3embership of the team@ have :e 7ot the ri7ht people on the
teamL
#hoHs hereL #hoHs missin7L
0o :e have the E9no:led7eF present of the entire
processL
!old improvement event as close to :or9 site as possible =so
can 7o verif) information if needed>
7SM
Complete the room set-up before the team arrives@
a> ProMector and laptop hoo9ed up and :or9in7 =or flip
charts arran7ed
b> Butcher paper or flip chart paper put on :all for map
c> Chairs and tables arran7ed as appropriate
d> !and-outs arran7ed for each team member
Start-up
IntroductionsK Around rulesK +7endaK -o7istics
#hat participants need to feel safe and :elcomed
Revie: the roles of each of the team membersI ensurin7 that
each member is clear about :hat is e8pected
If not completed earlierI as9 for and assi7n a data mana7er
Revie: the charter G clarif) the purpose =this is a revie:I not a
revisit>
Revie: the materials 7oin7 to be :or9in7 :ith
0ecide on decision ma9in7 process
4rocess 0lo& 2 beginning to end - brainstorm
Read Worksheet: Current State Flow into the room.
In lar7e printI :rite the first step and last step of the process
=the boo9endsI boundar)> as a7reed to in the charter.
/sin7 post-it notesI have each team member internall)
brainstorm and :rite each step on separate post-it notesI then
one at a time 7o to the front of the room and quic9l) place the
post-its in the orderI readin7 them aloud as the) place them
!ave team quic9l) or7ani4e the post-its :ith a flo:I be7innin7 to
endI :ithin the boundaries that :ere set in the charter.
.ote@ Because there is no standard, you may have more than
one process embedded in the brainstorm. Do not get hung up.
his is a !uick activity and is not intended to be per"ect or
accurate.
Aive the data mana7er the current state data sheets =usuall)
buff colored> and a sharpie and as9 the data mana7er to fill in the
name of the step in lar7e bold print as the team identifies the step
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 26 of ?1 pa7es
STATE OF MAINE

7SM =vervie&
Aive the approved 1(3 presentationI present it to the 1(3
team :hile usin7 the correct terminolo7) and definitions of the
stepsI data and measurements
1ocabular) G
/se :ords and lan7ua7e that fit the service sector
1alue-added and non-value-added.
3easurementsI data definitionsI and ho: to calculate them.
/se e8amples that reflect the e8perience of the 7roup.
Be a:are of the audience and if the) are :ith )ou or not.
#h)L #hat is the purpose of doin7 this in the conte8t of state
7overnmentL
+ttend to different learnin7 st)les
/se supportive learnin7 aids =chartsI visualsI etc.>
Complete Worksheet: #alue$%dded
Map Current State 2 end to beginning
Read Worksheet: Current State &apping into the room.
(tartin7 at the endI :ith the customerI as9 the team :hat the
step Must before the boundar) isI have the data mana7er enter the
name of the step and then tape the data sheet on the map
The facilitator no: fills in each data bo8 of the data sheet :hile
facilitatin7 the team to arrive at the correct data. +llo:
discussions to ta9e place for a reasonable time. =If at the
:or9siteI 7ather real data if appropriate.>
/sin7 buff<)ello: post-it notes place an) pertinent notes near
the data sheet =such as :h) the C-$ is so lon7I /-T is lo:I etc>
#or9in7 from ri7ht to leftI continue to list each stepI no matter
ho: smallI on the data sheets and complete each data bo8
$nce all data sheets are completedI step bac9 and have the
team identif) an) areas that should be hi7hli7hted =lo: /-TI !i7h
C-$I etc> and hi7hli7ht in a bri7ht color =red dots>.
Current State )ata Calculations
+dd the C)cle Time =C-T> from each 0ata (heet and :rite the
total at the end of the process G This is the -ead Time for the
process.
"8ample@ C)cle Time N1 O C)cle Time N2 O C)cle Time N?I etc
P -T P 266 min
+dd the (taff Time =(-T> from each 0ata (heet and :rite that at
the end of the process G This is the (taff Time for the process.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 21 of ?1 pa7es
.ote@ Before si7nin7 this step offI ensure that the practitioner
is appl)in7 the correct definitions of the data.
STATE OF MAINE

"8ample@ (taff Time N1 O (taff Time N2 O (taff Time N ?I etc. P
(T P 166 min.
Calculate the 1alue-+dded Time for each step b) multipl)in7 the
C)cle Time =C-T> b) the 1alue-+dded J =1-+> and :rite that
number on each 0ata (heet.
"8ample@ 1+J Q C-T P 1+ 3inutes P 2BJ Q 166 minutes P 2B
1alue +dded minutes
+dd the 1alue-+dded Time from all data sheets and divide this
number b) the -ead Time calculated in (tep 1 above. Calculate
the J 1+ b) multipl)in7 the result b) 166 to 7et J.
"8ample@ Total 1+ B6 min P 6.2B Q 166 P 2BJ
-ead Time 266 min
Calculate the .on-1alue-+dded =.1+> Time b) subtractin7 the
1alue added J from 166J
"8ample@ 166J - 2BJ P &BJ .1+
Count the number of steps =data sheets> and :rite at the end of
the process. "8ample@ 1, (teps
!ave the team carefull) stud) each 0ata (heet G 3ar9 an) data
that reall) stands out
5or e8ample@
o Inventor) that is much hi7her than the other 0ata
(heets<(teps
o /p-Time that is much lo:er than the others
o Chan7e-$ver that is much hi7her than the others
o 5P; that is lo:er than 2BJ
o -o: 1alue +dded Percenta7e
If soI mar9 that step so )ou :ill not miss it the ne8t da)
for improvement considerations durin7 the 5uture
(tate- circle that piece of data :ith a mar9er or use red
dots<small Post-Its to point it out.
The data should be for one pieceI documentI or caseI etc.
3ultipl) the -ead Time b) the total c)clesI documentsI etc. that
are done in a da)I a :ee9 and finall) in a )ear. #rite this do:n at
the end of the process map G in pencil for no:.
"8ample@ Total documents in a da) P ?6
Total documents in a :ee9 P 1B6
Total documents in a )ear P &,66
.o: do the above step a7ain for the staff time G Total staff time
multiplied b) the total c)cles in a )ear.
4resentation EA: 0uture State
Revie: the #astes and %e) -ean concepts & do e8ercises.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 22 of ?1 pa7es
STATE OF MAINE

0uture State Mapping
Read ,or'sheet: 0uture State Mapping
Aive the future state data sheets =li7ht 7reen> to the data
mana7erI and startin7 at the be7innin7 of the process this time
as9 the questionI EIs this step still neededLF If )esI have the data
mana7er fill out the name of the step and tape the sheet under
the current state map
'ote: Focus on where there is the greatest amount o" waste. Be
care"ul to allow team members to be creative and not tied down
to the current state.
!ave the team determine the data as it :ill be in the future state
and data mana7er<facilitator fills in all of the data bo8es of each
future state step
/sin7 buff<)ello: Post-It notesI put an) pertinent
data<information on or near the data sheets
/sin7 pin9 Post-It notes =bri7hter is better>I place an)
su77estions for improvement under the data sheet
If it is felt that the su77ested improvements need an) of the
follo:in7 then use a red %ai4en burst =name the %ai4en>
+ team and a full da) or t:o to develop the implementation
plan is needed
The root cause of the problem is not 9no:n and in order to
develop a planI a root cause anal)sis :ill be needed
Repeat the above steps until the end of the process.
0uture State Calculations
To collect the data for the 5uture (tateI do the same steps )ou
did for the current state data calculations above.
0inal )ata Calculations
(ubtract the 5uture (tate -ead Time from the Current (tate
-ead Time and :rite it on the 3ap at the end usin7 a mar9er and
-abel -ead Time Reduction
(ubtract the 5uture (taff Time from the Current (taff Time and
:rite it on the 3ap at the end usin7 a mar9er and label (taff Time
Reduction
(ubtract the 5uture (tate .1+ from the Current (tate .1+ and
:rite it on the 3ap at the end usin7 a mar9et and label .1+
Reduction
(ubtract the 5uture (tate number of steps from the Current
(tate number of steps and :rite it on the 3ap at the end usin7 a
mar9er and label (tep Reduction
#rite current state info and future state info on the 3etrics
Template
3ultipl) the (taff Time Reduction b) 6.B, to arrive at the total
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 2? of ?1 pa7es
STATE OF MAINE

)earl) F saved b) 7oin7 to the future state
7alue Stream Map 3mplementation 4lan ="8cel
spreadsheet or 5C>
#rite the .ame of the Process )ou are :or9in7 on at the top of
the spreadsheet.
#rite all the ideas from the brainstormin7I pin9 Post-ItsI and the
%ai4en Bursts from the 5uture (tate 3ap in the
EChan7e<+ctivities<Tas9sF =as appropriate> columns.
+s9 for 1olunteers or (elect a Responsible Person for each
improvement activit) and add to Plan.
(elect a 0ue 0ate for each Recommendation and add to Plan G
Remember that the due date is not necessaril) the date the :hole
chan7e :ill be complete. It applies onl) to the particular activit).
5ill in the "stimated Aains = "st. Aains > for each
Recommendation@
a> The chan7e in time from the current state step to the future
state step
b> +n) 7ains from material reduction G paperI printer in9I etc
c> +n) 7ains from reduction in posta7eI envelopesI etc
d> +n) 7ains from reduction of forms usedI etc
e> "quate (taff Time savin7s at R.B,< minute in the absence
of more specific dataK
f> "quate 5T"Hs at 2,I66 minutes per 5T" in the absence of
more specific data.
5ill in the estimated da)s =or hours> saved per )ear = (10<;R >
5ill in the estimated dollars saved per )ear = R (+1"0<;R >
Total estimated AainsI 0a)s (aved and 0ollars (aved columns.
!dditional )evelopmental :e(uirements
(ubmit complete portfolio as required for revie: and<or
approval.
Complete the second B-da) 0evelopment of Practitioners-2
pro7ram.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 2 of ?1 pa7es
STATE OF MAINE

Learning Community Behaviors
-uidelines to Maximi"e 5earnings
1. +ctivel) participate.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 2B of ?1 pa7es
STATE OF MAINE

2. Respect other perspectives.
?. -isten and respond :ith )our EheadI heartI & spiritF.
. -ean into )our discomfort =ta9e ris9s>.
B. "8periment :ith ne: behaviors to reach ne: hei7hts of a:areness and
competencies.
D. +llo: )ourself to chan7e ho: )ou perceive )ourself and others.
&. Chec9 out assumptions and inferencesI ma9e )our o:n e8plicit.
,. Tal9 strai7ht@ /se SIS lan7ua7eI ma9e statements.
2. (ta) open to 7ivin7 and receivin7 feedbac9.
16. 0isa7ree openl) :ith an) memberI in a respectful :a).
11. .ame and tal9 about the EundiscussableF issues =sa) the unsaid>.T
12. Treat the candidness of others as a 7ift@ !onor Confidentialit).
1?. /se )our noteboo9 to capture )our learnin7 and insi7hts.
1. 3ana7e boundaries =timeI topicI etc.> .T
1B. !ave funU
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 2D of ?1 pa7es
0o
Reflect
#hat did I seeI feelI
hearI noticeL
Process
#hat I sa:I feltI heardI etcV
#hat are the patternsI
themesI similarities and
differencesL
Internali4e
#hat are the implicationsI
meanin7I for me and m)
behaviorL
+ppl)
#hat do I do ne8tL
!o: do I use itL
Aenerali4e
(o :hat does this
meanL PrinciplesI
RulesI -earnin7
Experiential
5earning Cycle
STATE OF MAINE

5earning Community 0eatures
1
In a learnin7 communit)I people individuall) and collectivel) perceive that@
Their :or9 matters to themselvesI the or7ani4ationI and their clients.
People are treated :ith respect. +ll levels of the or7ani4ation :or9 to7ether to
create value-added initiatives.
"ver)one is 7ro:in7I bein7 more creativeI and producin7 value-added
outcomes to all concerned.
Collaboration is the basis for the :or9I and it is done in an inclusive manner.
+ll 9no: the or7ani4ationHs underl)in7 9no:led7e base. This includes the
tacitI unarticulated 9no:led7e and :isdom found in the heartsI mindsI and
spirits of staff and clients.
Reflective dialo7ues and the surfacin7 of difficult issues and feelin7s enable
individuals and the communit) to learn and 7ro:.
It is important to see structures =patterns and connections> underl)in7
seemin7l) diverse personalI or7ani4ationalI societal and 7lobal issues.
.e: emer7in7 visions become mutuall) endorsed visions because top
mana7ement ensures that collaboration and learnin7 occur.
$r7ani4ational sta9eholders understand ho: all levels of the or7ani4ation
functions and 9no: ho: their actions impact the :or9 and hearts of others.
People freel) inquire about the assumptions and biases of others =includin7
themselves> so the) can :isel) co-create the or7ani4ation.
People can ta9e ris9s :ithout bein7 placed in a Epenalt) bo8FI and the
efficacies of actions are assessed so learnin7 can occur.
1
+dapted from (en7eI et alI Fi"th Discipline Fieldboo9I 122I p. B1.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 2& of ?1 pa7es
STATE OF MAINE

The 5earning Gone
0ear H ph)sicalI emotionalI and<or professional safet).
Comfort H all thin7s an individual or or7ani4ation alread) 9no:s ho: to doK most at
easeK learnin7 can not ta9e place.
3ost or7ani4ations and some individuals have ver) narro: learnin7 4ones. To
e8pand their learnin7 4oneI the) can -
+ c9no:led7e that all the fear cannot be eliminated but that order can be
established b) ensurin7 the professional and emotional safet) of those :illin7 to
brea9 out and tr) ne: thin7s.
" stablish boundaries. If the line be)ond :hich the) should not cross is not
9no:nI the) are li9el) to ima7ine it is closer than its actual location. B) clearl)
demarcatin7 the fencesI the opportunit) for learnin7 can actuall) be e8panded.
(hrin9 the comfort 4one. + trul) lean or7ani4ation forbids its people to do :hat
the) did )esterda). -earnin7 and e8perimentation are e8pected and required for
ever) Mob.
Prioriti4e Time. 3ost feel the) donHt have time to e8periment and reflect.
=Thou7h some persons ma) reflect on their :a) from and to home.> This is less a
reflection of available timeI and more a si7nal that the or7ani4ation =& individual>
donHt value< prioriti4e learnin7 and reflection. 3ost individuals and or7ani4ations
do not consider it real :or9.
-eaders Wi.e. CI-PsX must ma9e learnin7 and reflection a priorit). $ne of the bi77est
failures of leadership is failure to reflect. *uestions such as: +re our principles
servin7 us :ellL 0o :e have the ri7ht s9illsL Is our toolbo8 effectiveL #hat is our
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 2, of ?1 pa7es
5earning
Gone
Comfort
0ear
0ear
0ear
0 0ear
ear
0ear
0ear
0ear
STATE OF MAINE

customer e8pectin7 and ho: are :e doin7 a7ainst that e8pectationL #hat
assumptions about our business are no lon7er validL
The 5earning +ournal
A
'ournal :ritin7 is a means for deepenin7 insi7htI discoverin7 ne: dimensionsI
and developin7 a personal feedbac9 s)stem. It is a form of dialo7ue :ith ourselves
that serves to remind us of :hat has been important to usI the choices :e have
madeI the paths :e have ta9enI and the dilemmas at hand. $ur :ritin7 can also
remind us of our ethical dilemmas and values G the thin7s :e hold on to and those
:e have or :ant to let 7o of. In shortI Mournal :ritin7 can serve as a vehicle for our
continued 7ro:th and development in all areas of our lives.
#hether or not one chooses Mournal :ritin7 as a vehicle for 7ro:th depends on
man) variables@ for e8ample@ the de7ree to :hich :e believe that Mournal :ritin7 is
beneficialI our comfort :ith ta9in7 the Mourne) in:ardI and privac) and time - to name
a fe:. (ometimes that process requires our abilit) to be patient :ith ourselvesI to set
realistic 7oalsI and to honor ourselves =our resistance and our Mo)> as :e e8plore the
possibilities inherent in sharin7 ourselves :ith ourselves b) capturin7 our stren7thsI
:ea9-nessesI fearsI hopesI and brilliance :hile full) ta9in7 in all that surrounds us.
'ournal #ritin7 supports us as :e@
"8periment :ith ne: behavior.
0evelop a feedbac9 s)stem.
Record feedbac9 from others.
(afel) and privatel) e8press feelin7s.
Trac9 c)cles G of relationshipsI interactionsI ener7).
Trac9 self limitin7 beliefs and behaviors.
RecordI clarif) and or7ani4e learnin7.
Reflect on and consider ho: learnin7 applies to :or9 and our life.
Reinforce learnin7.
Record flashes of 7enius G ours and others.
Record quotationsI poems and other inspirations.
Record our life stories and our dreams.
"8pand our a:areness.
0irect and 7ive ener7) to our dreams.
Reflect :here )ou areI :here )ou have beenI and :here )ou :ant to 7o.
'ournal :ritin7 increases our abilit) to@
0escribe events and interactions.
0ia7nose events and interactions.
Trac9 :here our attention 7ets focused.
2
+dapted b) 0r. (usan 3. Aallant from :or9 of several collea7ues of .T- Institute.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) 22 of ?1 pa7es
STATE OF MAINE

Trac9 :hen :e are tri77ered and the t)pes of people and feelin7s that evo9e a
positive and<or ne7ative response.
'ournal :ritin7 increases our a:areness of@
ProMections and perceptions.
Bod) and feelin7 sensations and ho: these inform us.
!o: one uses self as instrument.
'ournal :ritin7 increases our abilit) to attend to@
The preferred st)le of self and others.
The connection bet:een thou7htsI feelin7sI behaviorsI attitudesI and values.
Boundaries conte8t.
Methodology for +ournal ,riting
The methodolo7ies for Mournal :ritin7 are man) and varied. /ltimatel) the
primar) 7oal is that of recordin7 as a means to increase reflection and learnin7. !o:
this is done :ill depend on man) variables such as our st)le of learnin7I timeI and
perceived value.
The follo:in7 serves as a 7uide@
#rite re7ularl) G a lot or a littleI once a da) or a fe: times a da).
0evelop a set of questions that 7uides )our :ritin7.
/se the e8periential learnin7 c)cle to 7uide our :ritin7 and reflection.
'ot do:n quic9 notes.
(9etch or use other visual ima7es.
/tili4e mind maps.
/se headlinesI colorI stic9ersI pictures.
3a9e it funU
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) ?6 of ?1 pa7es
STATE OF MAINE

5earning Structures
:oles
5acilitation partners@
o This is a member from )our practicum 7roup that )ou :ill pair :ith
durin7 )our practicum e8perience.
5acilitator@
o The person :ho is actuall) in the EleadF durin7 the practicum.
$bserver
o This is a member of )our practicum team that is observin7 durin7 a
presentation or facilitation. The) :ill provide feedbac9 to the facilitator.
The) are also practicin7 their s9ills of observin7I trac9in7I and 7ivin7
feedbac9.
-earnin7 7roup<trio
o Provide support and challen7eK Ehome baseF.
IT==TJ 2 Time out of Time
This is :hen :e :ill pause as an entire learnin7 communit) and reflect on our
e8periences. #e :ill process :hat happenedI 7enerali4eI and appl) to our
practice 7oin7 for:ard.
0$PR 1: Chapter 1 G BTC<CI-P<-earnin7 Communit) ?1 of ?1 pa7es
-earnin7
Aroup
-earnin7
Aroup
Practicum Team
-earnin7
Aroup
-earnin7
Aroup
Practicum Team
-earnin7
Aroup
-earnin7
Aroup
Practicum Team
IT==TJ
5earning Community