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FHWA Quality Coordinators and Program Analysts


Organizational Excellence (Corporate Management Strategies) ... various techniques and exercises for creative decision-making and problem ... – PowerPoint PPT presentation

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Title: FHWA Quality Coordinators and Program Analysts

FHWA Quality Coordinators and Program Analysts
  • Body of Knowledge Discussion
  • Daniel Fodera, Georgia Division

  • Reviewed ASQ BOK, FHWA Core Competencies for
    Professional Skills, Office Management,
    Leadership, and Information and Analysis
  • Offline Discussions
  • Identified New Areas that were not contained in
    the existing FHWA competencies
  • Deployed survey to test assumptions
  • DAs and ADAs

The List
  • Risk Management.
  • Financial Integrity Review and Evaluation (FIRE).
  • Program Delivery Improvement Tool.
  • Process Reviews.
  • Organizational Excellence (Corporate Management
  • Strategic Planning.
  • Organizational performance measurement.
  • Shared Unit Performance Plan System.
  • Knowledge Management/Communities of Practice.
  • Teams.
  • Facilitation.
  • Training Materials/Curriculum Development and
  • Basic Quality Tools.
  • Management Quality Tools.
  • Innovation and creativity
  • Quantitative Assessment.
  • Qualitative assessment..
  • Customer satisfaction.

  • Risk Management. Apply techniques for risk
    identification, control, and mitigation. Apply
    the agency Risk management framework.
  • Financial Integrity Review and Evaluation (FIRE).
    Use FIRE guidance to conduct ongoing quarterly
    reviews (Inactive Project Reviews) and
    individual review activities (Financial
    Management, Administrative, Improper Payments,
    Single Audit, and Federal Audit Finding Reviews).
  • Program Delivery Improvement Tool. Use the PDIT
    to assess improvement opportunities and
    successful practices in the areas program
    delivery and program management.
  • Process Reviews. Apply FHWA process review
    techniques to assess and improve program
    delivery. Use process mapping, flowcharting, and
    other visual aids to analyze a process and
    compare it to written procedures, work
    instructions, and other documents. Select,
    interpret and apply process improvement tools.
    Develop and apply program and process review
    charters/work plans, data collection plans,
    analysis, reports and presentations, and
    follow-up action plans.
  • Organizational Excellence (Corporate Management
    Strategies). Apply the Malcolm Baldrige National
    Quality Award (MBNQA) criteria as a management
    model in support of organizational excellence.

  • Strategic Planning. Apply the agency strategic
    planning model. (Understand and describe the
    relationship of the mission, vision, and values
    to the strategic goals). Translate agency
    strategic goals and objectives to unit and
    individual level objectives and activities.
  • Organizational performance measurement. Design
    and use performance measures to drive and monitor
    organizational performance, and evaluate the
    results in relation to the plan. Maintain the DFS
  • Shared Unit Performance Plan System. Use SUPPS
    to develop, publish, and report progress on the
    unit strategic implementation plan.
  • Knowledge Management/Communities of Practice. Use
    knowledge management techniques to identify and
    collect internal knowledge (core competencies)
    and best practices, to understand and share
    lessons learned, and to adapt and use such
    knowledge in new situations. Identify typical
    organizational hurdles that must be overcome in
    order to implement these techniques.

  • Teams. Apply team-building steps such as holding
    an introductory meeting, developing a common
    vision and agreement on team objectives,
    identifying and assigning specific roles on the
    team, etc. Define and describe typical roles and
    responsibilities related to team support and
    effectiveness. Evaluate teams to identify problem
    dynamics and achieve established goals and
  • Facilitation. Apply facilitation techniques to
    achieve objectives of meetings, training events,
    and teams.
  • Training Materials/Curriculum Development and
    Delivery. Use various tools, resources, and
    methodologies to develop training materials and
    curricula that address adult learning principles
    and the learning needs of an increasingly diverse
    workforce. Describe various methods to deliver
    training, including classroom style, workbooks,
    simulations, on-the-job, self-directed, etc.
  • Customer satisfaction. Develop systems to capture
    customer perceptions and experiences using a
    variety of feedback mechanisms and use customer
    value analysis, corrective actions, etc., to
    measure and improve satisfaction. Survey analysis
    and use. Analyze survey results and ensure that
    they are interpreted and used correctly.

  • Basic Quality Tools, Select, interpret and apply
    the seven classic quality tools (Pareto charts,
    cause and effect diagrams, flowcharts, control
    charts, check sheets, scatter diagrams,
    histograms) in various situations.
  • Management Quality Tools. Select, interpret and
    apply the basic management and planning tools
    (affinity diagrams, tree diagrams, process
    decision program charts (PDPCs), matrix diagrams,
    interrelationship digraphs, prioritization
    matrices, activity network diagrams) in various
  • Innovation and creativity tools. Use various
    techniques and exercises for creative
    decision-making and problem-solving, including
    brainstorming, mind mapping, lateral thinking,
    critical thinking, design for six sigma (DFSS),
  • Quantitative Assessment. Use basic statistical
    techniques to identify when, what, and how to
    measure projects and processes. Determine when
    sampling is appropriate and apply basic sampling
    techniques. Conduct basic statistical analysis to
    data sets, charts, and other data summaries to
    monitor processes and make data-based decisions.
    Read and interpret data sets, graphs, charts,
    etc. and identify various trends and patterns.
  • Qualitative assessment. Identify subjective
    measures (e.g., verbatim comments from customers,
    observation records, focus group output) and how
    they differ from objective measures, and
    determine when measurements should be made in
    categories rather than in terms of numeric value.

So What Did DA and ADAs Think Was Important?
DA and ADA Comments
  • The identified levels are what I think are the
    minimum for a 'well-qualified' quality
    coordinator (not entry level). In most cases the
    Division would benefit if the coordinator could
    advance to a higher level of proficiency.
  • While most of these competencies are important, I
    marked a few a 'not required' only b/c the
    Quality Coordinators in the field, for the most
    part, are collateral duties--don't believe they
    have the time necessary to understand and apply
    some of these competencies to organizational
    quality/performance planning activities.
  • Somehow we should also capture project level
    quality assurance plans and materials testing
    type plans. Need an awareness of the NQI process
  • I would ideally look for the Quality Person to be
    the expert in facilitation and process things but
    not to be the expert in a particular subject area
    (FIRE). It also takes a special type of person
    to know how to do this well (to know when to jump
    in and when to stay back) - probably an emotional
    intelligence type of thing. We have a person
    that does a lot of quality stuff part time but is
    on our engineering staff. This has worked for us
    now, but when he retires, I will probably try to
    find a full time person.
  • Most division quality persons are also doing some
    other job as well. Very few have the luxury to
    only concentrate on quality. With the retirement
    of the Corporate Management HQ quality individual
    the word quality in FHWA has begun to disappear.
    Until we integrate it into our management focus
    and style it will continue to be a passing fancy
    for some but not all. When the FTE gets tight I
    foresee the quality FTE moving to other program
    needs. For quality to continue we need to get
    some very vocal champions.
  • I didn't realize how useful a program analyst
    could be for a Division, especially my own, until
    one was 'given' to me. Now, I am a huge
    proponent of the position and the functions it
  • Advanced skills are also needed in using Excel
    and data base application and the ability to
    develop data input applications for performance
    indicator systems. Advanced communication skills
    are also needed including the ability to write
    and develop high quality reports and
  • Need to have good 'people' skills. Much of what
    they do falls under 'salesmanship' - that is, the
    ability to make persuasive arguments to stimulate
    consensus or change.

Next Steps
  • Identify opportunities to develop a Core
    Competency for Quality Program Specialist and
    Program Analyst.
  • Validate Draft Definitions
  • Identify Additional Skills, including appropriate
    elements from Professional Skills, Office
    Management, Leadership, and Information and
  • Identify Training Resources
  • How does this relate to the Information
    Management function described in the Division
    Core Functions Report?
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