Lecture 5a

KATA

© 2016 The Leadership Network®

© 2016 Jidoka®

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© Mike Rother / Improvement Kata Handbook

TOYOTA KATALecture 5a:

The Coaching KataPart I

C. Brandon Brown, P.E.Rev.2.110/17/2016

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The Coaching Kata is not what you may envisioned as a “regular” coaching process.

Key Point #1: You must first enter the Kata realm through the position of a Learner.I’ve heard many Managers, Directors, Vice Presidents, and even C-Level people eager to deploy Kata, that when I tell them this key point, and they need to be a Learner for 20-30 PDCA cycles, respond, “I’m already a Coach…or I know how to coach. I wouldn’t be the Vice President of _____, if I didn’t know how to coach people. This is a closed mindset. One in which the individual wants to “assume” the role of 2nd coach on Day 1.

Inevitably, they never fully appreciate that in order to learn or master a skill, one must experience struggle; therefore they are unwilling to put in the time it takes to develop the coaching kata skill set. A high percentage of kata deployments that start with this leadership arrogance,….FAIL!

The Coaching Kata, 3 types of mindsets and 3 Key points I’ve experienced

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The Coaching Kata is not something you can “Fake it until you make it”.

Key Point #2: I have experienced very intelligent, high level managers that agree to be the Learner for 20-30 PDCA cycles and they end up “mechanically” running the storyboard, however, they delegate the PDCA to the point that they do not observe and see for themselves what happens. Failed experiments that create prediction error are not understood as real learnings, but rather incorrect execution by the process owners. This is a blinded mindset. One in which the individual has convinced themselves that only successful PDCAs were executed to their instructions, and therefore they are unable to coach other Learners through similar prediction errors and struggles to overcome obstacles. These individuals are “buying time” until they can ascend to the 1st Coach and ultimately the 2nd Coach. Inevitably, these individuals never become fully engaged and Kata is viewed as “just another failed attempt at Lean.” A high percentage of kata deployments struggle to develop coaching “muscle”


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The Coaching Kata is only mastered once the role of the Learner, overcoming obstacles, and reaching

Target Conditions is mastered”.

Key Point #3: I have experienced very keen, high level managers that once I explain to them that they must agree to be the Learner for 20-30 PDCA cycles, stop me and say, “If my teams are going to be successful with deploying the IK/CK, then I want/need to be the Learner first! If I‘m not able to DO IT, then I cannot COACH and TEACH IT”. This is an open mindset. One in which the individual is willing to learn it, struggle to overcome obstacles, achieve Target Conditions and ultimately COACH and TEACH IT. These individuals have gone on to deploy some of the most effective and impactful Kata deployments I’ve ever experienced. They are able to coach other Learners through prediction errors and struggles to overcome obstacles.

These Kata deployments develop coaching bench strength and coaching “muscle”, become supercharged, and go on to formally teach the principles, practices and routines internally within their organizations.


TM

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A GOODIMPROVEMENTKATACOACH

© Mike Ro the r / Imp ro vemen t Kata Ha n dboo k Co a ch ing Kata - Pa rt 1

• Highly experienced in both the pattern andphilosophyof the Improvement Kata (Credible)

• Keen observer of people: technical and interpersonalskills

• Listens more than talks

• Pulls best from Learner instead of pushing knowledge intohead

• Frequent, specific feedback for small intervals ofLearnerʼs work

• Truly cares about the Learnerʼs learning

• See coaching as a process of mutual development andtrust

List by Jeffrey Liker

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Here are some important thoughts to keep in play at all times when coaching:

• How the Learner practices the IK routines each day is of vital importance. At first you must be rigid with everything you have seen in the coaching videos, from answering the first question by pointing to the achieve by date of the Target Condition, to pointing, touching and reading from the storyboard, and using the correct present tense of the target condition process characteristics as if they have been achieved. The Learner needs structure and routine in the beginning stages.

• As the IK Coach, you must have a true, vested interest in not only supporting the Learner in reaching the Target Condition, but a vested interest in the Learner’s skill development even to the point of ensuring your Learner could coach another novice learner in the IK patterns and routines.

• As an IK coach, your Learner’s excitement and passion for overcoming obstacles and reaching Target Conditions and Challenges, is in your hands. A good IK Coach, is able to “read” when a Learner is discouraged over missing a Target Condition metric or has a failed PDCA, and is able to re-focus the Learner’s attention on skill development and struggle as part of the learning process. A good IK Coach knows when to allow a Learner to struggle through a PDCA or series of PDCAs, and when to step in and support, guide and instruct the Learner through the daily difficulties.

As an Improvement Kata Coach, YOU have some important responsibilities!

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The Struggle for Smarts: An NPR News Study on Cultural Learning Styles

Englishà Japanese

Struggle +Learning =闘争 +学習

NoticethesimilaritiesintheJapanesecharactersorKanjiinthemiddleofthetranslationfortheEnglishwordsforstruggleandlearning.

ThenlistentotheNPRNewsaudiobelowabout“Struggleforsmarts:HowEasternandWesternCulturesTackleLearning”

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THE FIVE COACHING KATA QUESTIONSThis is a Starter Kata for the Coach, shown here

on the Coachʼs 5Q card

4) What did you Learn?------------------------------>Return to question 3

The Five Questions1) What is the Target Condition?2) What is the Actual Condition now?

--------(TurnCard Over)--------------------->3) What Obstacles do you think are preventing

you from reaching the target condition?Which *one* are you address ing now?

4) What is your Next Step? (next PDCA /experiment)What do you expect?

5) When can we go and see what weHave Learned from taking that step?

*Youʼll often work on the same obstacle for several PDCA cycles

Reflect on the Last Step TakenBecause you donʼt actually know what the result of a step will be!

1) What did you plan as yourLast Step?

2) What did you Expect?

3) What Actually Happened?

The card is turned over to reflect onthe Learnerʼs last step

The power of the Five Questions is great, when you know how to ask them and how to respond to the answers you get.Get the card in the Appendix or at: http://tinyurl.com/katacard


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Where the Forms Go on the Storyboard

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Do Your COACHING CYCLES at the Storyboard and as Close to the PROCESS as Feasibly Possible

Learner– PointsandreadsfromtheStoryboardsoastoavoidmeanderingconversationsandadlibanswer

TargetConditionandfocusprocess

ChallengeStatement

PDCACyclesRecords

1st Coachwith5QCard

2nd coachattendsperiodically,keepsa2ndcoachnotebook, andgivesfeedbacktothe1st coach

TargetCondition Record

CurrentCondition

ObstacleParkingLot

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How much time should my Learner and I spend on the Improvement Kata and Coaching Kata?

-Coaching Kata (5 Q’s)

-DoExperiment

-Reflect (Learn)-Next Steps

-UpdateStoryboard

Desired Pattern of Practice15 Min 30 Min 15 Min

Coach +Learner Learner Learner

Daily

ByBethCarrington–KataMaters.com10/03/2016

1 2 3

Note:Itmaytakeyouamonth ortwotofocusyourpracticetothistimeframe;Moretimeisspentonkataearlyinthekatadeployment, thanlaterwhenyoudevelopskill.

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Once we have a TC established, when is the best time of day to have the Coaching Kata?

• Thetimeofdayforthe“regularlyscheduledCoachingKata”isanimportant factorforsuccess.ThisisnottosaythatonceadayistheonlytimetoconducttheCoachingKata.ConductoneassoonastheLearnerhascompletedaPDCAandisready.However,havingapredeterminedtimetomeetinfrontoftheLearner’sstoryboard isanecessity!

• Thebesttimeisearlyintheshiftandwithin1-2hoursafterthedailyshop floormanagementhuddle orbriefing. ThemajorityofLearnerswillbefromyourmiddlemanagement, supervisory, andteamleaderranks.Thesevalueaddersgenerallyhaveimportanttaskstostarttheirshift, suchas:howtohandlematerialshortages,machinedowntime,production start-uporqualityissues.Withinthefirsthour tohourandahalfisacriticaltimefortheseindividuals tomanageandleadtheirteams.However,aftertheshifthas“smoothed”outabit, theygenerallyhavetimetodedicatetoimproving theprocessanddeveloping theirpeople.

Supervisor/Leader 1

Process1

TeamLeader 2

Process2

Value Stream #1

1st Coach(John)

2nd Coach

1st Coach(Jane)

Value Stream #2 2nd Coach

Learner 2

Learner 1

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What we are STRIVING for: A Coaching Pattern

Supervisor/Leader 1

Process1

Supervisor/Leader 2

Process2

Supervisor/Leader 3

Process3Value Stream #1

Learner 1Learner2 Learner3

1st Coach(John)

2nd Coach

Supervisor/Leader 4

Process1

TeamLeader 5

Process2

TeamLeader 6

Process3

Learner 4Learner 5 Learner 6

Value Stream #2

2nd Coach

1st Coach(Jane)

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Once we have a TC established, when is the best time of day to have the Coaching Kata?

• Onthecontrary,atmid-shiftorlateintheday,thereislittleremaining timetoeffectivelyconduct theCoachingKata,thenhavetheLearnerexecutethe“Do”and“Check”ofthePDCAbeforetheirshiftends.Inevitably,theywaituntilthenextmorning toattemptthe“Do”and“Check”,withthegreatestofintentions…..however, beforethechaossettles,itismiddayandtheyhaven’tstartedthe“Do”!

• Ifthe“regularlyscheduledCoachingKata”timeismid-afternoon, theLearnerendsuprushing the“Do”andlacksdatatoeffectively“Check”andletthedata“speak”tothem.Invariably,theydon’thaveadequatetimetoupdatethestoryboard, skipobstacleidentification,andmoreoftenthannot,the1st Coacharrivestoanincompletestepandreflection.

• Intheabovecase,theLearner,iftheyhaveanextstep,inmyexperienceendsuppickinganobstacletofittheirstep.It’skindofliketrying tofitasquarepeg inaroundhole.ThestepisbiasedandnotattheThresholdofKnowledge,butaimlesslyselected.Fire!....Ready….Aim!

HereyouknowyourLearnerisreadyforaCoachingCycle

HereyouknowyourLearnerisnot readyforaCoachingCycle

?

?

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What is the Threshold of knowledge (TOK)?• AscoveredinthePDCAsectionofthematerials forthiscourse,the

ThresholdofKnowledgeisthatpointinwhichtheLearnerhasnoadditionalinformationtodetermine anextstepandstartsusing“trigger”wordstoindicate theyaretakingabesteducatedguessbysaying,…“Ithink…”,“Maybe….”,“Itcouldbe…”,“Mostofthetime…”,or“Onaverage…”,orsimply“Idon’tknow”.

• ThisisexactlythepointToyotawantstheirLearners toarrive.TheLearnershouldn’ttryandshyaway,hide,ordenythattheydon’tknowsomething.Throughoutoursecondaryandpost-secondaryeducationandinwesternbusinessenvironments,wearetaughtwemusthaveall theanswers– or–havethebestplanandthenexecute theplanflawlessly.Why?Personalembarrassmenttosay“Idon’tknow”?Fearoffailure? Exposingweactuallydon’thaveall theanswers?

• TheanswertoalloftheaboveisYES!Thatiswhatwehavebeenconditionedtothink,butitisnotthescientific wayofthinkingandacting.

• There isalwaysaTOK,itisusuallycloser thantheLearner thinks,anditistheresponsibilityofthe1st CoachtofinditandconductthenextPDCAthere!

• TheTOKisnotthepointatwhichtheLearnerand1st coachneedtodebateaboutwhatisbeyondit.InsteadcoachyourLearnerswithclarifyingquestionstoembracetheTOK,anddetermine…”What doweneedtoknownext?” “Whattypeofexperiment shouldweconductnext?” “Howcanwemeasurethisobstacleandknowwhenwehaveovercomeit?”

ThresholdofKnowledge

(TOK)

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Here are some important thoughts about how to use clarifying questions:

• AsanIKCoach,you’retryingtounderstandtheLearner’slineofthinkingandcomparethattotheKata“corridor”ofthinkingandacting.Thefirst,andmostusefulinmyopinion,typeofclarifyingquestionis:• “Helpmeunderstandyourlineofthinking?”– or– “Helpmeunderstandwhat

youmeanby…._________?” – OR– Oneofthebestcoachingmethod’sI’veexperienced iswhena1st Coachrestatesinthecoach’sownwordswhats/hehears(understands)whattheLearnerissaying.“WhatIhearyousayingis…..__________”. ThisopensthedoorfortheLearnertoconfirmthe1st

coach’sinterpretationiscorrectandinlinewiththeLearner,ortheLearnercanrestatewhattheyaretryingtocommunicateastheirthinking.

• Anotherclarifyingquestionmightbe…”Let’sgoandseerightnowwhatyouaredescribingastheCurrentCondition,TargetCondition,orproposedPDCAstep.”InthiscaselookforhardfactsanddatathatresultfromyourGoandSee.• OnceyouhavepromptedtheLearnerforanimmediatepausetothe5Coaching

Kataquestions,challengetheLearnertotakeyoutotheGembaandobserve.• Observation:mostLearnerswanttowaituntilsomeoneofhigherauthority

saystheycanact.LearnersshouldbefreetoaffectthenextTargetConditionandtoexperimentandstrivetoreachtheTargetCondition.

A Few Words about Clarifying Questions and the IK/CK.

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Phases You Will Experience as You Develop Coaching Kata Muscle

TM1. Phase1– Asdiscussedpreviously,asanIKCoach,youwillwanttofocusyourcoachingandteachingoftheImprovementKataveryrigidlyandsticktothecardinthebeginning.YourLearnerisexpectingthe5Questionsasaskeletonframeworkthatyouwillneedtocoachtobuildmuscle.Toomanyclarifyingquestionsmayseemchallenging,intimidating andcausetheLearnertodeviatefromtheexpected“script”.Therewillbetimeforthesetypequestionsinthelattertwophases.FocusyourIKCoachingone-on-onewiththelearnerandnotingroups.Everyadulthasdifferentlearningstyles.AccordingtoDr.NeilFleming’sVARKmodeloflearningstyles1,thelearningstylesofadultsaredifferentthanchildrenandcanbecategorizedas:• Visual:Youlearnwellwhenaidedbyimages,pictures,andspatial

organization• Auditory: Youlearnwellwhenaidedbymusic,sound,rhythm,speakingor

listening• Reading/Writing:Youlearnwellbyreadingorwritingthematerialyou

learn• Kinesthetic: Youlearnwellwhenyoucanmoveyourbody,and/oruse

yourhandsandsenseoftouch.Writingordrawingdiagramsarephysicalactivitiesthatcanfallintothiscategoryaswell.

Sobecognizant inunderstandingandlearningasacoachastohowyourLearnerbestacquiresbothknowledgeoftheIK/CKpatternandacquiresskill.

1Leite,WalterL.;Svinicki,Marilla;Shi,Yuying(April2010)."AttemptedvalidationofthescoresoftheVARK:learningstylesinventorywithmultitrait–multimethodconfirmatoryfactoranalysismodels".EducationalandPsychologicalMeasurement.70 (2):323–339.

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TM2. Phase2– Inmyexperience,thisphasehappensaroundmonth2-4inyourexperienceoffunctioningintheroleofa1st Coach.Atthispoint,youhavebecomeawareandunderstandthemeaningbehindthe5Q’sandcanvisualizethe“funnel”ofdrillingdownthroughtheTargetCondition, CurrentCondition,Reflection,andObstaclestoreachthepointoftheKnowledgeThreshold,whereby,youreachthepointofPDCAandyoucanaskclarifyingquestionstochallengetheLearnersothatyoucandetermineifyouareinlinewiththeLearner’swayofthinking/andactingpattern.Ioftencallthisthe“Showmeyourthinking”phase.Youfeelthefreedomtodeviatefromthe“skeleton”5Qstartercardandadd“muscleandorgans”toyourbodyofquestionssothattheLearnerbeginstoprepareforansweringmorethanthe5Q’s.Youdon’tdeviatesofarastoabandonthestructureofthe5Q’s,howeveryoumerelyaddotherwaysofdeterminingtheLearnersunderstandingofthedataandtheLearnerbeginstobecomeawarethatmeaningfulandmeasureablePDCA’sarewhatyouarelookingforasa1st Coach.TheLearnerunderstandsthattheirPDCA’sshouldbebasedonfactsanddata,andcanshowthetrendsandresultsofhowovercomingtheobstacles,willmovetheprocessmetrics,whichinturnarethe“lever”thatmovestheoutcomemetricsclosertotheTargetCondition andultimatelytheChallenge.

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TM

3. Phase3– Inmyexperience,thisphaseoccursinmonth6–12.The1st Coachnolongerhastoconsciouslythinkaboutthe5Qcard.S/hecontinuestofollowthestructureofthecard,however,theyhavereachedalevelofkatamastery,suchthattheyflowinandoutofthe5QcardastheyteachandguidetheLearnertoindependentlyfollowthe4stepsoftheImprovementKata.Atthispoint, theCoachcanintuitively“see”thenextTargetCondition,andcanaskappropriateandchallengingquestionsatallofthestepsoftheImprovementKatafromUnderstandingtheDirection,GraspingtheCurrentcondition, EstablishingtheTargetCondition, andbeginthefirstPDCAexperiments.Forexample,thetimethatthislevelofcoachcanguidetheLeanertocompletethefollowing stepsisexponentiallyfasterthanatphase1:• Settinganewchallenge<1day.• Graspingacurrentcondition<2hours• EstablishingtheNextTargetcondition <1hours• Identifyingtheobstacles<1/2hour• BeginthenextstepofPDCAstowardtheTarget

Condition <1hour

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The target condition is

that myLearner

knows the CHALLENGE

THE FIVE QUESTIONSUSED AT ALL STEPSOF THE IMPROVEMENTKATA PATTERN

As the Learner goes through the four steps of the Improvement Kata, the Five Coaching Kata Questionsstay the same. But the Target Condition changes.

Planning Executing


that my Learner has grasped

the CURRENTCONDITION


that my Learner has defined a

TARGETCONDITION

The target condition isthe Target Condition

COACH Target Condition

Target Condition

Target Condition


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Remember, The Coaching Kata is about…

This Not This

ThepurposeofcoachingistoteachtheLearnertheImprovementKatapattern,helpingthemtolearnthescientificwayofthinkingandacting

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Lecture 5a