Theory of Constraints Handbook - James Cox Iii [774]
11Note that you are looking for assumptions that are being made in the given situation. Therefore, it may be helpful for you to modify the statements listed here to include the words “it is believed” or “it is thought.” For example, “In order for A, it is believed that we must B, because . . . .”
12These four rules summarize the CLR, which are described in detail in Appendix B at the end of the chapter.
13In the United States, urgent care centers are non-hospital medical clinics where people who do not have a primary care physician or whose physician is not available can go.
14Just in case you are wondering, the young woman subsequently had the tumor removed, was diagnosed with aggressive brain cancer (glioblastoma multiforme), and continues to outlive the statistics that are otherwise translated to be a death sentence.
15John Covington (in Chapter 37) discusses this application.
16By “real UDE,” I do not mean “real causes.” I do mean the entities that are undesirable on their own merit. In the next step, you will identify the core problem—the cause that is responsible for the existence
17The PRT goes by a number of names and procedures. For instance, it is described as an Ambitious Target Tree in Chapter 26, and its derivative, Intermediate Objective Map (IO Map), is presented in Chapter 24.
18If you are going to create an S&T tree, then this third step is not necessary.
19Over the years, several formats for constructing TRTs have been developed, taught, and used. The version that I am including in this chapter is different—and in my view more effective relative to its purpose—than the version I presented in Thinking for a Change. As always, though, if you keep the view of the scientist and your objective in mind, you have the opportunity to develop an approach that works for you.
20An objective can be an injection from an FRT, an IO from a PRT, or any other objective that you would like to achieve that did not arise from a full TP analysis.
21Increasing value: stability on the green curve, performance on the red curve. See Chapter 34, Fig. 34-1.
22Step 1, Viable Vision, used with permission of Goldratt Consulting.
23The lowest level steps in an S&T do not contain a Sufficiency Assumption.
24In Chapter 34, Lisa Ferguson provides several detailed examples of S&Ts.
25© E. M. Goldratt (2008) used by permission, all rights reserved. Source: Goldratt Research Labs at: http://goldrattresearchlabs.com/?q=node/2
26Thanks to Stewart Witt for his contribution, and to Goldratt Consulting and Revital Cohen for their permission to use this TRT. The rest of the TRT is in Appendix E at the McGraw-Hill Website: http://www.mhprofessional.com/TOCHandbook
27Also called Layers of Resistance.
28From Cox et al., 2003, pp. 83–88. Used with permission. © Cox, Blackstone and Schleier. All rights reserved. Appendixes A and C to G are on the website
1Two such examples are Anaya and Pamanes, “Violence in the Home” at http://www.tocforeducation. com/cloud-b/cb23.html and de Gaza and Rodriquez, “Enabling Juvenile Offenders to Set Goals” at http://www.tocforeducation.com/att-b/attb09.html
2“Mainstreaming in the context of education is a term that refers to the practice of educating students with special needs in regular classes during specific time periods.” Wikipedia. Copyright © 2010 by Kathy Suerken.
3In a presentation by a local third grade teacher (Anonymous, 1994), she revealed how TOC made her realize that the materials and techniques she had been using to teach cause-and-effect logic were fundamentally flawed. In so doing, she quipped, “What should I do now? Write all my students letters of apologies?”
4Brazil, Colombia, Costa Rica, Ecuador, Israel, South Korea, Mexico, Malaysia, The Netherlands, Philippines, Poland, Peru, Russia, Serbia, Singapore, Republic of South Africa, Taiwan, Trinidad & Tobago, United Kingdom, United States, Venezuela.
5Keynote speech to 1st TOCfE International Conference, Los Angeles, CA, August 1997.
6The TOCfE Thinking Across the Curriculum