Skip to main content

Applying the CSI Model to Teenagers

I had a recent chat with a coworker of mine that used the CSI Model at home in a funny yet very practical way. I have her permission to use this and I hope you find this as interesting as I have.

In her own words…. “In addition, to my career responsibilities I have the honor and for the most part the pleasure of being a Mom to two teenage girls. As we all have experienced in life, our work demands sometimes spill over into our home life. On occasion, I have been accused by my girls that I am NOT their boss, and to leave my work demeanor at the front door. Being so entrenched in striving for continual improvement, I figured, this model works at the office, why not see if I can improve things at home? I know – this has trouble written all over it!

The CSI Approach – Using the CSI Model
  • Step 1 - What is the vision? (Define your vision, your goals, your objectives)
    • My vision is that my 17 year old high school junior has straight A’s on her report card for the third marking period – Jan, Feb, March
  • Step 2 - Where are we now? (Baseline Assessments)
    • It is the beginning of Feb, and I have the baseline. Her school has a great system; all the class assignments, projects, papers and tests are graded quickly by the teachers and they update the CMDB within 2 school days (nice SLA, yes?). When a grade is added, I receive an email (event notification), and can look at the report with the new grade and pull a baseline. Oh NO – BAD NEWS – pulled the baseline – hmmmm- C’s, D’s and 1 F – ARE YOU KIDDING ME an F? Ok ok Mom – take a step back, don’t let emotions take over here!!!! Stick to the CSI model.
  • Step 3 - Where do we want to be? (measurable targets)
    • Well, now that I took a deep breath after I pulled the baseline, and by the way had a not so pleasant parental chat with my daughter, I am going back to the vision; we want to be at all A’s; however reality is setting in and I don’t believe straight A’s are attainable. So, speaking with my daughter the stakeholder – (she is ACCOUNTABLE), we have adjusted the requirements and are trying for all B’s!
    • We put together SMART Targets! Specific, Measurable, Attainable, Realistic and Timely
    • Our newly aligned goal: All B’s for the end of marking period 3.
  • Step 4 - How do we get there? (service and process improvement)
    • Now comes the hard part, an actionable plan for my daughter to get her grades up! So my daughter and I sat down together and started talking about the things she needed to do in order to achieve the goal. Also, how was I going to be able to see if she was bringing her marks up? In other words, what are the critical success factors and what are the key performance indicators to measure if she is on track? Well we came up with 3 CSF’s. One was getting her a tutor for her worst subject, Spanish; the second CSF, doing her homework and turning it in on time, and the third, studying UNINTERRUPTED for tests. For those who have teenagers you understand this – while studying there will be NO cell phone, NO texting, NO TV, NO radio, according to my daughter NO life.
    • Surprise Surprise, we had some quick wins. Her first Spanish test after she had a tutoring session – she got a 93! We continued with the plan, meeting once a week, reviewing reports and tweaking our improvements.
    • Marking period ends which brings this Step 4 to a close.
  • Step 5 – Did we get there? (measurement and metrics)
    • Well, I know you are on the edge of your seat. Did she make it? Did she get all A’s – hmmmm no she did not. Did she get all B’s, hmmmm no she did not.
    • Drum roll please, She got 4 B’s, 2 A’s in her dual enrollment college classes, and unfortunately a C in Spanish her weakest subject. (this was the F)
    • Not exactly meeting the step 1 goal, but she exceeded expectations in some areas and other areas there is still room for improvement.
  • Step 6 – How do we keep the momentum going?
    • My daughter is well into her fourth marking period. She has learned valuable lessons from her last semester. She has kept up with the Spanish tutor. She has seen and felt the benefit of Continual Service Improvement. We are still trying for those straight A’s, but when all else fails with teenagers use bribery – LOL!”

 I hope you found this real life use of the CSI model educational. As my coworker and her daughter have learned, CSI never ends. We should strive to continually improve our personal development. In the work place, we should strive to improve our services.
If you have any CSI stories, please share them with us. Would love to hear how we are making the world a better place!


Popular posts from this blog

What is the difference between Process Owner, Process Manager and Process Practitioner?

I was recently asked to clarify the roles of the Process Owner, Process Manager and Process Practitioner and wanted to share this with you. Roles and Responsibilities: Process Owner – this individual is “Accountable” for the process. They are the goto person and represent this process across the entire organization. They will ensure that the process is clearly defined, designed and documented. They will ensure that the process has a set of Policies for governance. Example: The process owner for Incident management will ensure that all of the activities to Identify, Record, Categorize, Investigate, … all the way to closing the incident are defined and documented with clearly defined roles, responsibilities, handoffs, and deliverables.  An example of a policy in could be… “All Incidents must be logged”. Policies are rules that govern the process. Process Owner ensures that all Process activities, (what to do), Procedures (details on how to perform the activity) and the

Four Service Characteristics

Recently I came across several articles by researchers and experts that laid out definitions and characteristics of services. ITIL provides us with a definition that can help drive the creation of value-laden services: A means of delivering value to customers by facilitating outcomes customers want to achieve without the ownership of specific costs and risks. An area that ITIL is not so clear is in terms of service characteristics. Several researchers and experts put forth that services have four basic characteristics (IHIP): ·          Intangibility—Services are the results of actions not things. They have no physical presence and represent a logical set of elements. One way to think of service is “work done for others.” ·          Heterogeneity—Also known as “variability”; services are unique items because of the mechanisms used to deliver services-that is people. Because the people element adds variability, the service is variable. This holds true especially for th

How Does ITIL Help in the Management of the SDLC?

I was recently asked how ITIL helps in the management of the SDLC (Software Development Lifecycle).  Simply put... SDLC is a Lifecycle approach to produce the software or the "product".  ITIL is a Lifecycle approach that focuses on the "service". I’ll start by reviewing both SDLC and ITIL Lifecycles and then summarize: SDLC  -  The intent of an SDLC process is to help produce a product that is cost-efficient, effective and of high quality. Once an application is created, the SDLC maps the proper deployment of the software into the live environment. The SDLC methodology usually contains the following stages: Analysis (requirements and design), construction, testing, release and maintenance.  The focus here is on the Software.  Most organizations will use an Agile or Waterfall approach to implement the software through the Software Development Lifecycle. ITIL  -  is a best practice for IT service management (ITSM) that focuses on aligning IT services with