Kata for Daily Improvement - CIRAS · 2020-01-02 · Making the case for Kata • Improvement Kata...
Transcript of Kata for Daily Improvement - CIRAS · 2020-01-02 · Making the case for Kata • Improvement Kata...
Change Management Associates
Kata for Daily Improvement
Change Management Associates
Acknowledgements
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Some of the training materials in this
course are derived from "Toyota Kata"
and the "Improvement Kata and Coaching
Kata Practice Guide", both by Mike
Rother. They are purposely intended to
be true to the author's original work.
His original content can be downloaded
from
www-
personal.umich.edu/~mrother/Homepage.
html.
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Agenda
• Welcome & Introductions
• Objectives & Expectations
• Overview of Improvement & Coaching Kata
• Improvement Kata
• Coaching Kata
• Deploying Kata in Your Organization
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Objectives – Knowledge
• Deepen understanding of Kata concepts
• Understand how Kata fits into the continuum
of Lean improvement methodologies
• Begin to learn to apply the Kata
methodologies for more effective change
management
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Objectives – Behaviors
• Learn strategies for building trust and inspiring
people
• Learn to embrace change
• Learn to set goals and targets, and establish
mutual accountability with team members
• Practice the Socratic Method & Humble Inquiry
• Experience both coach and learner roles
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Objectives – Skill Development
Begin by:
• Creating storyboards
• Conducting rapid PDCA cycles in the context of the
learning simulation
• Problem solving and process improvement for long-
term success
• Coaching through the learning simulation
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What is it to be a Lean Enterprise..Really?
An organization where all members continually
strive to do better in order to develop a culture of
continuous improvement
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What is “culture”?
• The set of shared attitudes, values, goals, and
practices that characterizes an institution,
organization, or group.
• Who defines culture in an organization?
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An organization willing to embrace change
“Drive out fear so that everyone can work effectively for the company”
- W. Edwards Deming
Point #8 of his 14 Points for Management
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Group Activity
In small groups, reflect on the approach your organization has taken to
continuous improvement. Rate its effectiveness on a scale of 1 to 10.
• Rating scale-
• 1- Doing very little with regard to CI, no systematic approach, little or
no associate involvement
• 5 – Some associates involved in CI, some systematic approach
practiced, problems often reoccur
• 10- Involving all associates in CI using a systematic approach, root
cases addressed, problems do not reoccur
• What’s been effective? Ineffective?
• Time: 15 minutes
• Be prepared to share
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Typical approaches to Lean
Train the masses – hope that they apply it
Events, events, events - hope that they keep it going
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Typical approaches to Lean
Typical approaches are ‘episodic’ –
occurring periodically
• Fact: knowledge and skills quickly ‘fade’
Kaizen
Event
#1
Kaizen
Event
#2
Kaizen
Event
#3
X 6-10 X 6-10 X 6-10
Time
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Creating a culture of Continuous Improvement
Requires CI skills in methodology, tools
• Minimum of 4-7 repetitions to begin skill development
(short term memory)
Culture = Habit
• Minimum of 17-27 repetitions or 1-2 months to begin
to create a habit
Mastery? Requires thousands of hours of practice. Let’s
just worry about competency for now!
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Creating a culture of
Continuous Improvement
Additional opportunities to practice are needed
(near daily improvement)
Kaizen
Event
#1
Kaizen
Event
#2
Kaizen
Event
#3
X 6-10 X 6-10 X 6-10
Time
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Making the case for Kata
• Improvement Kata provides the methodology
• Leaders must practice, practice, practice the
methodology ‘where the rubber hits the road’
with their natural work teams
• We all need help to develop the skills and
behaviors required (the Coaching Kata)
Putting the continuous in continuous improvement
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FastCap Video
https://www.youtube.com/watch?v=su9CulCZTBg
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In small groups, discuss the following questions:
• What did you observe in the video?
• How does this compare and contrast to your
approach to Continuous Improvement?
• Methodology followed
• Involvement of leadership
• Other aspects
• Time: 10 minutes
• Be prepared to share.
Group Activity
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Improvement Kata
• A systematic, scientific routine of
thinking and acting
• How methodical is your approach to
improvement?
Coaching Kata
• Middle managers as
teachers/coaches of that routine
• How much time do your middle
managers spend on coaching CI?
Making the case for Kata
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Improvement Kata Overview
The Improvement Kata models the human,
scientific creative process and makes it
teachable and transferrable in any organization
1. Understand the
Direction
2. Grasp theCurrent
Condition
3. Establish theNext Target
Condition
4. Iterate Towardthe TargetCondition
TC
CC
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Coaching Kata Overview
Learner (Mentee)
Person responsible for a process (e.g., Supervisor)
Applies Improvement Kata with natural work team
which in turn develops the team’s skills
Coach (Mentor)
Learner’s direct manager
Teaches the Improvement Kata using the
Socratic Method
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After the ever-elusive cultural change
• An organization’s culture perpetuates itself every
day through often unconscious daily practicing
“Repetition is the mother of learning, the father of action, which makes it the
architect of accomplishment.”- Zig Ziglar, Author, Motivational Speaker
• An organization can create a new culture through
deliberate, conscious practice of the two Kata
Practice
specific new
behaviors
using Kata
Organizational
Culture
Routines
Habits
Norms
Pervasive
Mindsets
and
Behaviors
TeachesAffects
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Learning the Kata
“Like riding a bike”
• Did you learn by reading a book?
• Did you learn on your own?
• How many times did it take after the training wheels
were off?
• Video
And you traveled pretty far before achieving what some would consider ‘mastery’
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Learning the Kata
Video
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https://www.youtube.com/watch?v=MFzDaBzBlL0
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Improvement Kata
• The 4-step Improvement Kata is a repeatable routine
that operationalizes continuous improvement,
adaptation, and innovation
• It’s a systematic way of achieving goals and meeting
challenges along an uncertain path
1. Understand the
Direction
2. Grasp theCurrent
Condition
3. Establish theNext Target
Condition
4. Iterate Towardthe TargetCondition
TC
CC
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Improvement Kata
1. Understand theDirection
But so many opportunities, where to begin?
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• Defined by leadership
• Engages people by given them a sense of
purpose
• Should be inspirational – a ‘rallying point’
• Provides focus
Distant,
Can be several
years out
~ 1 year out
1. Understand the Direction
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1. Understand the Direction
• Think of a challenge as a sentence beginning
with, “Wouldn’t it be great if we could…?”
• Examples of Challenges
Wouldn’t it be great if we could.. Challenge Statement
Assemble the day ordered and ship the next day “Same day, next day”
Have lab test results done in 45 minutes with no
errors
“Know in 45”
Paint parts 1x1 directly in the assembly process “Paint to assemble”
Receive and ship orders within one day “1 day OTS”
Have zero medical errors “Cause no harm”
No recordable accidents “Drive to 0”
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Introduction to Storyboards
A communication and thinking device that:
• Helps learners follow a methodical approach to
problem solving and process improvement
• Helps coaches ‘peek’ inside the learners’ thought
process
• Provides a visual focal point for a dialogue
Can take various forms, but all basically follow
Deming’s PDCA (e.g., A3s)
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Sample Storyboard
Vision, Challenge, Focus Process
• What is the direction?
• How do you communicate the direction?
Focus Process:
Challenge:
Target Condition:
Current Condition:
PDCA Cycles Record:
Obstacles Parking Lot:
Vision:
We are now concentrating on these fields
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Simulation
Create Storyboard for Simulation
• Identify Vision, Challenge, and Focus Process
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2. Grasp the Current Condition
• The purpose is not to uncover problems, wastes or
potential improvements
• Analyzing the current condition is done to obtain
the facts and data you need in order to then
describe an appropriate next target condition
• Once you have a target condition and strive to
move toward it with PDCA cycles you’ll discover
what you need to work on
We don’t know what to work on until
we have a target condition!
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Collect data
• Process Data vs. Outcome Data
• A process metric is an aspect you can experiment against in
real time (e.g., time for a step, quality at a step, amount of
variation in time)
• An outcome metric is the result of the process (e.g., number
of pieces per shift, scrap rate for the process, process
productivity)
• Always gather through direct observation (“go to the
gemba”)
• Observe objectively. Don’t allow preconceived notions to
‘cloud’ your vision
2. Grasp the Current Condition
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Collect data (cont.)
• The facts are in the raw data obtained through direct
observation
• Averages hide patterns
• Details and context are lost in historic data from computer
systems
• It’s about the learning, not just the numbers
• Cycle Time data
• Timing is a skill that must be developed
• Cycle times – start-to-start or stop-to-stop – keep the watch
running
2. Grasp the Current Condition
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Time 10-30
Exit Cycles
Process Lead Time
(don’t time this)
Individual Operator Task Times
(don’t time this)
Keep the watch running to capture all that is happening
Note causes of variation
2. Grasp the Current Condition
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Basic quality tools for process analysis
• Run Charts
• Maps (e.g., Block Diagrams, Area Maps & Arrow
Diagrams)
• Annotate with other facts and data (e.g., observed work-in-
process (WIP), automated vs. manual processes, where
variation can occur, with a note describing it)
Leak
Test
Top
cap
Wipe
Base plate
Knobs
Knob caps
Bag Label
Build box
Pack
Weigh Pack out
Operator 3 Operator 4
I x 3
units
~ CT
(box
build)
I x 1
unitA
2. Grasp the Current Condition
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Run Charts
• Creating run charts is a skill that must be developed
1 5 10 15 20
Observation # (in sequence)
Cyc
le T
ime
(sec
s)
xxxyyy
• Look for ‘patterns’ in the data or breaks in patterns
• No pattern can be a pattern
2. Grasp the Current Condition
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Focus Process: Learner: Coach:
Process Characteristics Current Condition
(date)
Target Condition
(achieve by date)
Demand Rate (takt time)
Number of shifts
Number of people
Exit cycle variation (%)
Work-in-process (WIP) /
Lot/batch size
Other observations of current
process patterns
Actual Output per Shift
Amount of Overtime
Summarize on CC/TC Form
These are just examples.
The Learner, with help
from the Coach, will
define appropriate ones
for the Focus ProcessThis column
only for now
2. Grasp the Current Condition
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You will run the simulation twice
Record the time to complete the exercise
each time
Record other relevant current conditions
NO changes are allowed at this time
Simulation
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Update your storyboard for the simulation
Focus Process:
Challenge:
Target Condition:
Current Condition:
PDCA Cycles Record:
Obstacles Parking Lot:
Vision:
We are now concentrating on this field
2. Grasp the Current Condition
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3. Establish the Next Target Condition
• The Target Condition should be in the direction
of the challenge
• Represents a ‘waypoint’ on the way to meeting
the challenge
Distant,Can be several
years out~ 1 year out
TargetCondition1 week to
3 months out
Obstacles
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Distant,Can be several
years out~ 1 year out
TargetCondition1 week to
3 months out
Obstacles
• Specific: Target must be crystal clear
• Measurable: An outcome metric is typically a
target
• Bound in time: Target needs an achieve-by date
• Pattern for meeting target: This includes key
process characteristics that define ‘how the
game is played’
3. Establish the Next Target Condition
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Guidelines for defining a Target Condition
Words that should
NOT be used Why
“Minimize” “Reduce”
“Improve” “Increase”
No verbs in a target condition. A TC is the
destination. Transport yourself to the future & state
the target condition as if you are already there.
“X% reduction in …” Avoid percentages. Not specific enough.
“Apply 5S”
“Install a new computer
system”
These are countermeasures and not target
conditions. Countermeasures may be the means
by which you arrive at your destination.
Example: “Decrease process time 20%” versus “200 hours per project”
3. Establish the Next Target Condition
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3. Establish the Next Target Condition
Guidelines (cont.)
• Must have a specific achieve-by date
• This ‘bounds’ and guides the creative process of problem
solving and process improvement
• Example: “Whenever we can” versus “Target will be
achieved by XX/YY/ZZ”. How does the thinking change?
• When starting out, achieve-by dates should be very
short term (1-2 weeks). Over time they can be further
out (1-3 months).
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3. Establish the Next Target Condition
Guidelines (cont.)
• The ‘pattern’ by which the target will be met
Process characteristics can include:
- Number of operators - Standard WIP
- Number of shifts - Lot size
- Amount of cycle fluctuation
• Also ‘bounds’ and guides the creative process of
problem solving and process improvement
‘Managing by Means’ versus ‘Managing by Objective’
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3. Establish the Next Target Condition
Guidelines example
• Target is 50% team field goal
percentage (outcome metric)
• Desired pattern to achieve is to
pass no fewer than 3 times
before shooting
• Hypothesis is that this pattern
will result in more open shots
and achieve the targeted field
goal percentage
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3. Establish the Next Target Condition
Getting out of your comfort zone
• Must be challenging to the learner, requiring the
learner to stretch beyond his or her ‘threshold of
knowledge’. Only then will true learning occur.
Mystery(too hard)
Uncertainty(Target Condition
should be here)Apparent
Certainty(Too easy, path known)
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3. Establish the Next Target Condition
Going beyond one’s ‘threshold of knowledge’
• Fact: Humans want certainty. We need people
to be comfortable in operating in the zone of
uncertainty.
• If we hear statements like “I’m not sure if we can…”,
then we have an appropriate Target Condition
“The certainty of misery is better than the misery of uncertainty.”- Pogo comic strip
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3. Establish the Next Target Condition
Going beyond one’s ‘threshold of knowledge’
• Fact: Most humans do not want to ‘fail’
• The fear of failure can manifest itself in many ways.
Examples?
“We now know a thousand ways
not to build a light bulb”
- Thomas Edison
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3. Establish the Next Target Condition
What can be done?
• To replace the need for certainty in the solution with a
certainty in the PDCA process to get us to our
destination
• Leaders must provide a ‘safe’ environment for
experimentation
Herein lies the biggest challenge (and opportunity) to the practice of
Kata and Lean in general49
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3. Establish the Next Target Condition
It’s not about ‘success’ versus ‘failure’ but ‘What
have we learned?’
“The biggest job we have is to teach employees how to fail intelligently.
We have to teach them to experiment over and over and to keep trying
and failing until they find what works.”
- Charles KetteringInventor, GM Head of Research 1920-1947
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3. Establish the Next Target Condition
Target Condition thinking is a common trait in all
Lean improvement methodologies
• Value Stream Mapping
• A3s
• Kaizen events
“What can we do?” versus “What do we need to do?”
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Simulation
Develop a Target Condition(s) for the Simulation
Focus Process:
Challenge:
Target Condition:
Current Condition:
PDCA Cycles Record:
Obstacles Parking Lot:
Vision:
We are now concentrating on this field
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4. Iterate toward the
Next Target Condition
Let the experiments begin!
• First let’s define PDCA
Plan
• Identify the obstacles that you believe exist to meeting the
target condition
• Identify the specific action you will take to address one or
several obstacles
• Develop a hypothesis of what you think will happen
Do – the experiment
Check – the results of the experiment
Act – to make standard those changes that proved
effective, or adjust and repeat the cycle
TC
CC
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4. Iterate toward the
Next Target Condition
PDCA embodies the scientific method
• Quality tools can help here
• Root Cause Analysis to better understand the nature of an
obstacle
• A simple action plan (What? Who? When?)
• For changes that have proven effective, how to maintain
them as the new standard? (Standardized Work? Mistake
Proofing?)
TC
CC
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4. Iterate toward the
Next Target Condition
Guidelines
• Identify potential obstacles, list them in the Obstacles
Parking Lot
• Select one or two to address
• Fewer is better in the beginning
• Avoid ‘swallowing the elephant’ or multi-variable experiments
• Initiate the PDCA Cycle Record (a form of Action Plan
that demonstrates ‘linkage’)
TC
CC
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PDCA Cycles Record
Date:
Process:
Process Metric:
StepWhat did you
expect?
Result
(observe closely)What We Learned
Each row = one experiment. Think of this as a chain of
PDCA Cycles where one step builds on what was
learned in the last step.
A B
CC
oa
ch
ing
Cycle
Exp
erim
en
t
Sample PDCA Record
TC
CC
4. Iterate toward the
Next Target Condition
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Three types of PDCA experiments
• Go and See
• Direct observation and data collection without changing
anything to learn more about a process or situation.
• Exploratory Experiment
• Introduce a change in the process to see via direct
observation how the process reacts. Done to better
understand the process and to identity true obstacles.
• Testing a Hypothesis
• Based on a prediction of what will happen, introduce a
change, ideally in only a single factor.
They are presented in order from less to more scientific
All are valid experiments in that they expand the learner’s threshold of knowledge
TC
CC
4. Iterate toward the
Next Target Condition
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One more thing about experimenting
• It is a learning and teaching opportunity
• The Learner (typically a leader) should take the
opportunity to engage his or her team and begin to
instill the systematic approach in them
• Review the Storyboards, run charts, maps, etc. with the
team
Begin the engagement process!
TC
CC
4. Iterate toward the
Next Target Condition
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Simulation Round 2
• Identify potential obstacles to your target
condition for the simulation
• Identify your first experiment
Focus Process:
Challenge:
Target Condition:
Current Condition:
PDCA Cycles Record:
Obstacles Parking Lot:
Vision:
We are now concentrating on these fields
TC
CC
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Simulation Round 2
You will now conduct your first experiment
• In your group, identify the change (or two) you want to make
• You cannot number the puzzle pieces
• You cannot use the puzzle ‘frame’
• All groups will have the same ‘starting point’ as in Round 1
• Prepare the change (or two)
• Wait for the instructor to prompt you to start
• After the round, update your storyboards (current conditions,
possibly obstacle parking lot)
• Your updated storyboard will be used to practice the Coaching Kata
TC
CC
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Coaching Kata Overview
Coaching is provided throughout the process
1. Understand the
Direction
3. Establish theNext Target
Condition
Confirm understanding of direction & challenge.
Reinforce importance of both.
2. Grasp theCurrent
Condition
4. Iterate Towardthe TargetCondition
TC
CC
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Coaching Kata Overview
Coaching is provided throughout the process
1. Understand the
Direction
3. Establish theNext Target
Condition
2. Grasp theCurrent
Condition
4. Iterate Towardthe TargetCondition
TC
CC
Encourage ‘go-see’. Instruct on data
collecting, timing, data analysis, etc.
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Coaching Kata Overview
Coaching is provided throughout the process
1. Understand the
Direction
3. Establish theNext Target
Condition
2. Grasp theCurrent
Condition
4. Iterate Towardthe TargetCondition
TC
CC
Help Learner create valid target condition
statements. Help Learner identify threshold
of knowledge. Provide a ‘safe’ environment.
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Coaching Kata Overview
Coaching is provided throughout the process
1. Understand the
Direction
3. Establish theNext Target
Condition
2. Grasp theCurrent
Condition
4. Iterate Towardthe TargetCondition
TC
CC
Encourage rigor to PDCA. Instruct on proper problem
solving & applicable quality tools. Provide support for
experimentation.
Frequent coaching cycles occur here!
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Coaching Kata Storyboards
Kata is a ‘team’ sport – never kata alone
• Everyone needs a helping hand – that is where the
‘Coach’ comes into play
The Learner and Coach meet at the focus process storyboard
to facilitate the discussion
Focus Process:
Challenge:
Target Condition:
Current Condition:
PDCA Cycles Record:
Obstacles Parking Lot:
Vision:
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Coaching Kata Routines
PDCA Cycles Record
Date:
Process:
Process Metric:
Step What did you
expect?
Result
(observe closely) What We Learned
Coachin
g C
ycle
Experi
ment
Actualize daily (or near daily) PDCA with these two
interlocking routines
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Coaching Kata Routines
A coaching cycle is conducted at each step of the
PDCA process
PDCA Cycles Record
Date:
Process:
Process Metric:
StepWhat did you
expect?
Result
(observe closely) What We Learned
A B
C
Coa
ch
ing
Cycle
Exp
eri
me
nt
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The Coaching Process
• The process is ‘content free’
• The Coach is checking that the Learner stays in the
‘corridor’
• The Coach does not dictate the path
You want to be HERE
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The Coaching Process
There can be multiple paths to the target
The Coach is not to dictate the path but to monitor and
guide the thought process. This is one of the most difficult
challenges to the Coaching Kata.
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Words Matter When Coaching
• “Let’s try it and see if it works”… What if it
doesn’t?
• “Let’s try it and see what we learn…” evokes a
different reaction
The focus on learning better conveys Deming's intent of
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Words Matter When Coaching
The Coach must not take ‘ownership’ of the PDCA
process (even unintentionally)
• If you direct the path (“I think you should….”), you
own the process
• If you suggest ideas (“Why don’t you also look
into….”), you own the process
• If you judge a response to a question (“That’s not the
obstacle I would work on .…”), you own the process
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Words Matter When Coaching
It is a matter of mutual accountability:
• The Learner for improving his or her process
• The Leader for providing the necessary coaching
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Learner and Coach Relationship
Over time the interaction will form a strong bond
between Learner and Coach
• A foundation of trust is created through mutual
accountability
We have all felt that bond at some point between ‘teacher’
and ‘student’ in academics, sports, and business. This is
one of the other key benefits of Kata.73
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The Socratic Method
Coaching by asking questions
• All thinking stops when people are given the answers
• Little or no learning occurs when people are given the answers
• It is disrespectful for leaders to always provide the ‘answers’
• Questions should focus on the ‘thought process’
One of the most difficult skills to
practice as a leader!
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A demonstration
• The demonstration is a bit contrived but…
• Listen closely to the questions – the wording is deliberate
• Listen beyond the questions – what is the intent of each?
• Listen to the responses – what should the Coach be listening
for from the Learner?
The Socratic Method
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The Five Questions
Reflect on the Last Step TakenBecause you don't actually know what the result of a
step will be!
1) What was your Last Step?
2) What did you Expect?
3) What Actually Happened?
4) What did you Learn?
Return to front
Back of Card – Reflection Section
To be used after first experiment
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Group Activity
• Each group will be given a question (or
questions) to discuss the following:
• What is the intent of the question?
• What should the coach be listening for in the
response from the learner?
• Time: 15 minutes
• Be prepared to share
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Question 1
What is the Coach
listening for in the
response to this question?
• A valid target condition:• Is specific, measurable, bound in
time
• Aligns with challenge & direction
• Does not confuse a
countermeasure for a target
• Learner ‘stretching’ knowledge
threshold
• Willingness to set target
conditions 78
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What is the Coach listening
for in the response to this
question?
• Practicing ‘go-see’
• Practicing fact based problem
solving
• Objectivity
• Skill in use of applicable quality
tools
• Ability to identify patterns
• Specificity
Question 2
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Question 3
What is the Coach listening
for in the response to this
question(s)?
• Objectivity
• Tackling more than can be handled
• Where the Coach may need to
lend support
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Question 4
What is the Coach listening
for in the response to this
question(s)?
• Hypothesis/Cause-Effect thinking
• Where the Coach may need to
lend support
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Question 5
What is the Coach listening
for in the response to this
question?
• Setting specific time expectations
• Reasonableness of time
expectations
• Specifically when the Coach must
return for next coaching cycle
This is a verbal contract!
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Simulation Rounds 3, 4…
Time to practice!
• You will use the results of the first experiment (round 2)
to practice the Coaching Kata
• You will then conduct several more experiments
• After each experiment:
• Update your storyboards
• Practice the Coaching Kata
• Each team member should practice both Coach and Learner roles
at least once by the end of the workshop
• Other members will observe and provide feedback after each
coaching cycle
• Wait for instructor to prompt you to begin each round83
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Lessons Learned for Coaching Cycles
Do’s Don’ts
Schedule frequent coaching cycles,
ideally daily
Conduct irregular or infrequent
cycles
Conduct early in the day Conduct at end of day
Use the 5 questions Have unstructured discussions
Conduct at the focus process Conduct in manager’s office
Keep storyboard up to date Keep out of date information on the
storyboard
Remember it’s about learning
(question #5)
Focus on getting things done
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Do’s Don’ts
Plan next PDCA based on what
was learned in last PDCA cycle
Practice “ready-fire-aim” – stab at
problem with disconnected actions
Take it a step at a time. Try to
change only one thing at a time
Change multiple variables at the
same time
Remember it’s about developing
the ability and willingness of people
to experiment
Think that each step will bring
measurable benefit. Many will not.
Stay with the target condition ‘Lower the bar’ and change TC
Immediately establish the next TC
when the current one is reached
Allow the process to stop or even
pause
Lessons Learned for Coaching Cycles
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‘Narrow and deep’ approach works best
• Practice the Kata with a vertical ‘slice’ until there is a
deep understanding, sufficient skill, and the
formation of habit
Deployment Strategies
• Once the first group has demonstrated sufficient
proficiency (not expertise) move on to another ‘slice’
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The role of the Coach
• A Coach should be a Learner first
• The Coach should have effectively practiced the
Improvement Kata (or some form of) previously
• The Coach should have experienced the emotions of the
Learner in the past (makes for a better coach)
How can you teach what you don’t deeply understand or
have not yet experienced?
Deployment Strategies
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The role of the Coach
• In the beginning someone else can serve as a
coach until that time the actual leader has
sufficiently developed the necessary coaching skills
• Capable CI professionals or other leaders can model the
proper skills and behaviors
• In time it must transition to the actual leader (cannot be
permanently delegated)
Deployment Strategies
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The role of ‘second coaches’
• The availability of capable second coaches is a
critical success factor
• The second coach performs a passive role during
interaction, and an active role during feedback
Learner (Mentee)Person responsible for a process (e.g., Supervisor)Applies Improvement Kata with natural work team
which in turn develops the team’s skills
Coach (Mentor)Learner’s direct manager
Teaches the Improvement Katausing the Socratic Method
Deployment Strategies
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Who should play the role of second coach?
• Really anyone who sufficiently understands Kata
• The participants in the first group, CI professionals,
outside resources and others have proven effective in this
important role
• Will depend on the existing culture in your organization
and the willingness of people to accept coaching
Deployment Strategies
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Consider applying kata to the deployment process
• Set a vision and challenge
• Grasp the current situation
• Pre-existing improvement & problem solving skills
• Pre-existing coaching skills
• Establish a target condition
• For learners and coaches
• Begin effort (i.e., experiments) and ‘check’ results
(frequently)
Practicing what you preach (or teach)!
A final thought about deployment
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Develop a draft deployment plan for your
organization by creating a storyboard
• You should work with others from your organization
• Be prepared to share with other participants
• Time: 30 minutes
Group Activity
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The true objective of Lean is to create a culture of
continuous improvement
• This requires methodology, skills and a CI mindset
• Only through deliberate and regular practice in a
standard methodology can the requisite skills and
mindsets be developed
Summary
Kata can put the continuous into continuous improvement!
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