Tag: Leadership

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If You Think “We Can’t Please Our Customers” You’ll Be Right

The center of the B Concourse at O’Hare Airport in Chicago is dominated by a Brachiosaur skeleton, part of the Field Museum exhibit for their store there.

IMG_20131206_215236_938

As a reminder for those of you over the age of 14, the Brachiosaurus was 70 feet long, 30 feet tall, weighed in at around 60 tons.* It had a brain the size of an avocado. It wasn’t smart. It wasn’t fast. Its main defense against predators was that it was simply too big to catch and eat.

In the shadow of the Brachiosaurus is United Airlines’ main customer service desk for their headquarters hub.

Back in June, Chris Matyszczyk published some really interesting commentary on Inc. Magazine’s site: The CEO of United Airlines Says He Can’t Really Make Passengers Happy

In his article, he quotes from an interview Oscar Munoz, the CEO of United Airlines, gave to ABC. From the interview:

“It’s become so stressful,” he said, “from when you leave, wherever you live, to get into traffic, to find a parking spot, to get through security.”

“Frankly,” Munoz added, “by the time you sit on one of our aircraft … you’re just pissed at the world,” and improving the flying experience won’t ultimately depend on “what coffee or cookie I give you.”

My interpretation? “We have given up trying to please our customers.”

That was the interpretation of Ed Bastian, Munoz’s counterpart at Delta Airlines:

…when Munoz’s views were put to Delta CEO Ed Bastian by Marketplace.

His response was, well, quite direct:

“I disagree. Those certainly aren’t Delta customers he is speaking to.”

My Perspective as a Frequent Flyer

Just so you know my perspective: In the course of my work, I typically purchase between 10 and 20 thousand dollars worth of airfare a year. While this isn’t anywhere near the highest, I think I am the kind of customer an airline wants to get and retain.

Further, I know the system. I know what to expect, can quickly distinguish “abnormal” from “normal” and know how to maneuver to get out in front of issues I see developing. I pay attention to weather and other events that might disrupt the system, and contingency plan accordingly. I know, generally, how to arrange my stuff to get through TSA smoothly (though they can be arbitrary).

And I have the perks of a heavy frequent flier, which buffers me from a lot of the “stuff” that casual travelers have to contend with.

Munoz used some words that really identify the problem: …by the time you sit in one of our aircraft…”

This casual statement, which correlates with my experience as a former United Airlines customer** implies a belief that the customer service experience begins once you are on the plane. This isn’t where United’s reputation is created. Once you are on the plane, the customer experience of all of the major airlines is pretty similar.

My experience reflects that it is what happens on the ground that differentiates one airline from another.

Assumptions About Customers Come True

The assumption that customers are just “pissed off at the world” and there is nothing we can do about it is a self-fulfilling prophecy.

If that is the attitude from the top, then it lets the entire system off the hook for making any effort at all to understand the things that might take some of the sharp edges off the experience.

On the other hand, if the attitude is “We are responsible for the experience of our customers – even if we aren’t” then the effort can get focused on understanding exactly what kind of experience we want our customers to have, and engineering a system that delivers it to the best of our ability. That, in turn, allows reflection when we miss, and improvement for the next time.

One is a victim attitude. “We’ll get better customer satisfaction when our customers are better at understanding how hard it is.”

The other is empowering – “Even if our customers *are* pissed off at the world, we will own it and work to understand what we can do.

How Does Your System Respond to Stress?

This in my mind, is what really differentiates a good system from a broken one. Like I said, it’s easy when everything is flowing smoothly. But what happens when the system is disrupted?

Is there a mad scramble of figuring out what to do – like it is the very first time a maintenance issue has caused a flight to be cancelled? What are we going to do with all of these passengers? Process them through two people? (See the line in my photo above!)

Or is there a clear process that gets engaged to get people rebooked – leaving the true difficult cases for the in-person agents?

Ironically, the major airline with one of the very best on-time schedule records also has one of the best recovery processes. Go figure.

Then there are little gestures, like snacks or even pizza for those suffering through a long delay.

“It’s not our fault” easily leads to “you’re on your own.”

“We’re going to own it, even if we don’t” leads to “let’s see if we can help.”

Now… to be clear, the entire airline industry has a long way to go on this stuff. But my point is that some are making the effort, while others have given up.

What Experience Have You Designed for YOUR Customers?

That, ultimately, is the question I am posing here. If you start with the experience you want your customer to have – a standard – then you have a point of comparison.

Did we deliver that experience? If so, then could we do it more efficiently?

If not, what got in our way, how do we close the gap?

Without a standard to strive for, there can be no improvement – and I think this is what Taiichi Ohno actually meant.

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* Estimates of the weight vary quite a bit.

Rough metric equivalents would be around 20 meters long, 9 meters high,  50 tons. About the weight of mid-cold war era tank.

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** With one exception that was booked for me, I haven’t flown on United since mid 2014 after an experience that could not have been better designed to tell the customer “We don’t work as a team or talk to each other.”

I cashed in my frequent flier miles for a camera about a year later.

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Ambitious Growth Plans? Your Customers Will Right-Size You

I’ll call the title of this post “Dave’s Observation.”

He is reflecting his experience in varied industries that if a company grows beyond its ability to deliver quality product, on time, then order volume will drop until it reaches a point that performance returns.

The business literature is full of examples of this – companies who could not keep up with their own success, their performance deteriorates and, well, many of them go out of business.

I have seen more than a few companies with aggressive growth plans that outrun their ability to actually execute, and they get into trouble.

This also happens in mergers and acquisitions where one company is merged into another with the assumption that the combined company can execute and perform in ways neither company has ever done. Starry-eyed executives often look only at the financial models, maybe equipment capacity, and skip over the operational aspects of their due diligence.

In the end, though, if the operational capability is not there, then none of the plans actually matter. Your “synergy” or “economy of scale” will evaporate like an ice cube on the Moon until equilibrium is restored.

Bottom line: If you are engaged in an ambitious growth plan, then list everything that has to be different for your model to work.

By “different” I mean you are asking for or expecting some task execution or level of performance that does not exist today as a matter of mundane routine.

Then ask “What is our plan to close this gap?” – and run the same exercise on executing that plan. “Change” is really hard, and just telling people what needs to be different, no matter how pretty the PowerPoint slides are, no matter how slick the presentation is, won’t make anything change. (If anything, it often breeds cynicism because it is read as unrealistic.)

Change requires step-by-step, methodical, practice to anchor each small change into the system, then the next, then the next.

Toyota Kata offers a good pattern for this. Just don’t confuse the underlying pattern with the methods used to teach it.

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Thoughts on Failure Modes of Kaizen Events

The common frustration in the weeks following a classic 5 day “kaizen event” (which go by many names) is that the follow-on actions are not completed, and the changes that were made erode quickly.

Recently I have asked myself why it works so well during the actual workshop, and then fades so quickly afterwards.

Mike Rother has a great graphic that starts this conversation:

The question I am exploring today (and bringing you along as I reflect on it) is “Why do the ‘lean tools’ work so much better during an event than during “business as usual?”

Hanging this on my current working theory, I think it comes down to different patterns of interaction.

What Happens During the Event

Look at how the structure of these events drives how people interact with one another.

The workshop preparation usually involves establishing a clear bigger-picture sense of the problem to be solved. Even if it isn’t specific, the team education establishes a sense of direction, typically toward 1:1 flow at takt, and a pull process that limits lead times.

The structure of the workshop itself has the team working together studying the current flows, seeing the problems for themselves, and working in pairs or small groups on proposed solutions.

Those proposed solutions are usually structured as experiments – “let’s try this.” At the end of a typical day there is some kind of structured reflection on what we tried, what we learned, what we are going to try tomorrow, and what we expect to achieve.

So – we have small groups of people, collaborating to solve a specific problem, running experiments and learning what will work.

Unfortunately the team usually comes up with more ideas than they can actually try out. Those end up on a to-do list for follow-up.

After the Workshop Week

There is a fundamental shift in the dynamics after the pizza party on Friday.

The team members go back to their regular jobs. The problems they are focused on are different. The leftover items from the workshop are added to the “stuff I need to do” list that nearly everyone in every workplace has.

Rather than continuous collaboration, there might be periodic meetings to talk about the status of these “action items.” But there isn’t specific time carved out to work on them.

If this is what happens then “Business as Usual” couldn’t be more different than the working structure that created all of these improvement ideas. Business-as-Usual is not creative, does not allow for experimentation, and is optimized for repeating what we already know vs. learning something new.

I’d like to point out here that I have seen exactly the same situation in companies that many others consider “lean” benchmarks. What I saw in those companies was a much heavier infrastructure of dedicated lean specialists who were doing the heavy lifting. It still wasn’t embedded in “business as usual.” Instead it is a parallel process that is running improvement events about as fast as the day-to-day processes erode the improvements.

In fact, to this day, after being after this for two decades, one of those companies still has to hire “lean experts” from outside. Why? What is the business-as-usual day of a supervisor that they never learn this stuff?

In summary: During the kaizen even week, we organize and interact in a way that works for creative problem solving and making improvements. Then, the next week, we stop.

It shouldn’t be a surprise that the dynamics shift from “experiment to solve the problem” to “get this stuff done.” Business-as-usual is represented by “get this stuff done.”

 

 

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Toyota Kata and Culture Change

I am still digesting my experience at the Toyota Kata Summit (KataCon) and the TWI Summit but I wanted to reflect on one of the emerging themes, and some of the reactions.

One of the themes that emerged at both conferences – and to be clear, something I had a hand in influencing as well – was mechanisms for altering the culture of the organization. In other words, what we brand as “change.”

This is what I would call an “advanced topic”

What is Culture?

Books have been written about “organizational culture” and trying to create models that define “it” in some way. In the end, I think they all come down to various ways of saying “how people talk to each other.” This includes who talks to whom, and what structures and rules guide those conversations.

When we study “culture” we are looking at the groups’ default patterns of interaction. If we want to change those patterns, we have to alter people’s habitual behaviors. As I said in my KataCon keynote, This. Is. Hard. It is even harder when you are talking about group behavior vs. simply individuals.

Making Toyota Kata Work is Changing Culture

The point of using Toyota Kata is to practice and learn a scientific mindset. Getting an improvement storyboard set up that is focused on a challenge, and going through the Starter Kata of Grasping the Current Condition; Establishing the Next Target Condition; Identifying Obstacles; and Running Experiments Against Obstacles is a technically straight forward.

It is easier with an experienced coach to help you through it, but can be learned on your own if you are willing to be self-critical and persevere through things not working as well as you thought they would.

But beyond the scientific thinking pattern, we are also working to change the default behavior pattern toward one of working in Coach / Learner pairs on an ongoing daily basis. This is not the default mode of most organizations. (If it were, then Toyota Kata would be redundant.)

This means (to me) that, while actually practicing the Starter Kata is very important, getting people to do so in the first place often requires leading past the technical aspects. It requires altering the way people interact and work together.

Whose Work Is It?

Of course this is ultimately the work of line leadership, represented by the “advance group” or “steering team” or “shepherding group” or whatever you call them. Sometimes those people, too, have to learn a new way to lead and manage.

Leadership

The Kansas Leadership Center, whose programs are based on the “Adaptive Leadership” model from Harvard, defines Leadership as:

“The activity of mobilizing people to do difficult work.”

They further assert (and I agree) that leadership is an activity, not a position.

I am bringing these things up because if we want an organization to begin practicing ways to engage one another differently, it is common to run into resistance. In other words, we must mobilize people to do the difficult work of changing their default thinking and routines of interaction.

In doing so, we will surface clashes of hidden values, senses of loss, anxiety and fear: Things which cause people to find reasons to opt out of participating.

Sometimes it isn’t as simple as saying “Just follow the Starter Kata.”

How to Deploy Toyota Kata

Actually the message of “adaptive leadership” has been present since at least the first KataCon back in 2015. One of the mantras that emerged that year was “Kata your Kata” – in other words, there isn’t a clear-cut path that works every time. You have to learn your way into it as an organization, as a leader.

The difficult part is that this requires going in deeper than the Starter Kata, and applying the underlying pattern of Challenge; Current Condition; Target Condition; Experiments against Obstacles.

The pattern is the same, but this isn’t about cycle time variation, it is about influencing (mobilizing) people, reaching agreements, encouraging them to “just try it” – in a process of discovering what works in that case, with those people, then doing it again.

A New Way of Working vs. Business as Usual

So… if we are going to get Toyota Kata out of the classroom, and past the first challenge or target condition into a sustaining, habitual process, we’ll have to address cultural issues.

The skill set for this is different than a technical process change skill set. We’ll have to learn our way through the grey zone for this part as well.

I’d love to see your thoughts and comments.

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The Key to Leadership is Consistency

In this video clip, author and speaker Simon Sinek articulately explains why the things that matter most aren’t measurable, nor can they be created over the short term. Watch the video, then I’d like to extend his thought process into continuous improvement.

The idea of doing the little things consistently over time is a powerful one that we often overlook in our hurry to show a spectacular result this week. We don’t get results from the big action we are taking today. We get results when business-as-usual is getting the little things right the vast majority of the time.

Let’s extend his line of reasoning down a level.

“At what point could we say we were living continuous improvement every day?” How can you measure that? Just like his analogies in the video, there isn’t an answer to that question. You can’t measure it. The idea of putting “culture change” on a project plan makes no more sense than a project plan for “falling in love.” You start to do the right things, and keep doing them, and at some point you realize the conversations are between the right people about the right things.

Decisions Cause Results

The results we are getting today – the success of our organization against any metric you choose; the organizational climate and culture; the initiative people collectively show; the quality of our own life results – are the cumulative outcomes of the decisions we have consistently made.

If we want different outcomes, then we have to work to change what we consistently do. This will take time. Sinek points out that there is space for exceptions, making mistakes here as long as we recognize them, recover, reflect, and continue to make the effort.

A Little Every Day

If this is a change in your default behavior, then this effort requires deliberately and explicitly comparing the conversations, actions and decisions that are actually happening with a baseline for comparison. “On a scale of 1-10, did I make my very best effort to be consistent with these values today?”* Ask that question every single day, and write down the number. Oh – can you articulate the values you are working to adopt? Maybe write those down in language that lets you use them as a test comparison.

Some Questions to Ask

Is what I am about to do or say more likely to:

  • Encourage, or discourage, this person from sharing the truth (especially bad news)?
  • Add, or subtract, fear from the environment or the next conversation?
  • Encourage, or discourage, the sharing of ideas?
  • Encourage, or discourage, a test or challenge of my assumptions?
  • Encourage, or discourage, horizontal coordination across functional boundaries?
  • Have this person look forward to our next conversation?

Fill in your own questions here, but you get the idea – get explicit, and ask Yes or No questions about the expected impact of the actions you are about to take. Use the same questions to reflect on the actions and conversations you had today.

Key to Change: Practice, With Correction

To change the outcomes we are getting we will have to practice new ways of interacting with those around us (and new ways of interacting with our own inner-voice – but that gets into psychotherapy). It does no good to berate ourselves when we make mistakes. That just induces stress and fear. “Avoiding mistakes” is the surest way to try nothing and to learn nothing.

Though the word “coach” is overused to the point of being a meaningless cliche today (much like the word “lean”), having someone to ask the hard reflection questions is much more helpful than trying to do this as an inner conversation in your own head. Unfortunately a lot of work places don’t provide this kind of support and encouragement. If that describes yours, then I’d encourage you to enlist a friend or confidant, or hire someone who isn’t embroiled in your “stuff” every day. That makes them more likely to challenge your excuses and the Basic Story you tell yourself to justify what you do.

Authority vs Leadership

Having formal authority certainly helps get stuff done, but it is not the same as leadership. Nor is formal authority required to exhibit leadership. Many of you (my readers) are expected to exert influence without having formal authority. And I fully understand the frustration that can come with this – been there, done that.

What works? I don’t know. Nobody knows. There isn’t a formula or recipe for effective influence. Rather there is working consistently in ways that build cross-linked networks of trust and mutual accountability between people at the working levels you can reach.

Getting there requires “grasping the current condition” of the organization’s dynamics, developing an interpretative story (or multiple stories), then running deliberate experiments as you seek to learn what works to influence those dynamics. This is what Ron Heifetz and Martin Minsky call “Adaptive Leadership.” The Toyota Kata model adapts very easily into theirs, by the way.

And my self-plug: If you want to go into a little more depth on this topic, come to the Toyota Kata Summit (aka KataCon) in Savannah in February (2019) and attend the “Experiential Workshop” that Craig and I are putting on. Be part of our experiment as we explore together mechanisms that we can practice to apply these concepts in real life.

*The “did I make my very best effort…” questioning is from “Triggers” by Marshal Goldsmith and Mike Reiter.

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Creating Resistance As You Go (Don’t)

The role of “change agent” is actually a role of leadership.

Leading change is difficult work that involves changes in the norms, routines, working relationships, behavior within and between groups. It is required when a simple technical change either isn’t going to get the job done, or requires the above changes to work at all. Most (if not all!) of the “lean tools”* fall into the later: The process changes are straight forward, but making them work requires altering the habitual patterns of how people work together.

Before I dive into what works, I want to spend a little time on what doesn’t work.

The Bulldozer: Creating Resistance

Bulldozer climbing a mound of dirt.

A team had a challenge – the result they were striving to achieve – of getting a 2-3 week administrative workflow (that sometimes went longer) down to a consistent three days. Their target condition was a pretty good work flow that, by all accounts so far, could avoid a lot of delays (on the order of days and weeks).

The changes they proposed would eliminate a number of transfers from one department to another (which always means another queue). However it also calls for eliminating some long-standing work-arounds that involve filling out forms and passing them along by email. But now they have a new ERP system, and the intent has been that this work is done within that system.

Those forms are in another department’s process, and involve people who haven’t been involved (so far) with the work to date. (There are valid reasons for this, and yes, some of this could have been avoided by involving everyone from the beginning, but that isn’t the point of the story.)

A functional department manager set off a flurry of pushback through a series of emails that essentially said “This is the future” and exhorting people to get on board with the new process vs. defending the old one.

One of the tenants of an effective change agent is “Don’t work uphill” with the corollary of “Don’t create hills in front of you.” I call the opposite of this the bulldozer approach. Unfortunately, like the picture above, just trying to push things through tends to build up a mound of resistance in front of you.

What did we learn?

Rather than trying to engage the new idea as an experiment – “Let’s try this and see what we learn,” the change agent tried to use position power to push the idea through. He took an action, and had an (implied) expected result – that people would see the light and adopt the new process.. The actual result, though, was quite different than what was expected – they doubled down on their resistance.**

A scientific-thinking change agent (a.k.a “a leader”) is going to step back and assess. Why did I get the reaction I did? What triggered it? What are the values of this constituency that are being challenged? Most pushback comes from a perceived threat to something that is regarded as valuable.

Perhaps the current workflow solves a very real problem. Perhaps it is otherwise very useful for something I am not aware of. Or maybe there is some emotional stake attached to the status quo. There is likely a combination of all three, or other factors I haven’t mentioned.

When proposing a new idea there is an opportunity to become curious about what previously hidden (to us at least) obstacles have just been uncovered, step back and work on the next one.

Leadership is a series of experiments. Not everything will work. But everything is an opportunity for learning and adjusting or adapting the next step appropriately.

People who expect their position-power to carry them through often tend to assign blame to individuals as “resisting the change.” But if we carry a different assumption – that everyone is doing the best they can to do the best job they can – then we can reframe and possibly reinterpret the reaction we are getting.

What other interpretations could we assign to this pushback other than “They don’t want to?” How many of those interpretations can we think of?

What is your next step or experiment?

Each of those possible interpretations is a testable assumption. Now I can frame my next action, conversation, or intervention to test one or more of those assumptions. This requires me to go into curiosity mode, because I really don’t know if they are true or not.

Now I have a different conversation because I am seeking first to understand. I can test assumptions without threatening anyone. Listen. Don’t defend. Paraphrase back until you hear “That’s right” signaling agreement that you heard what they were saying. That doesn’t mean you agree, but that you heard. Until someone feels heard they aren’t going to be soaking in what you are trying to tell them, they are going to be setting up the next defense of their position.

There is VERY rarely a need to directly confront someone over a different interpretation of the facts.

Don’t be a bulldozer – it doesn’t work.

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*And Six Sigma tools, and Theory of Constraints tools, and TQM Tools, and the tools associated with pretty much any other “program” that falls under the umbrella of continuous improvement.

**Though, Dr. Phil’s coaching would probably be something along the lines of “What did you THINK would happen??” (Semi-apology to my non-US readers who may not have context for this attempt at cultural humor.)

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A Period of Reflection and Learning

Some of you have commented in back-channels that I have been pretty quiet for a while – both here as well as in regular correspondence. I’ve been in pretty heavy reflective mode for quite a while. I described it to someone as “I am learning faster than I can write it down right now – by the time I write something, I understand it in a different way and start over.”

A lot of that reflection has been around consolidating what I learned at from Rich Sheridan, James Goebel and all of the other Menlonians that I have the privilege to know now.

That work was punctuated, though not completed, by my keynote at KataCon last February (2018) where I followed Rich Sheridan and described my interpretation of the underlying meta-patterns that exist in pretty much any organization that we would call exceptionally good at what they do.

At the same time, another client (Thank you, Tomas!) introduced me to Ronald Heifetz and Martin Linsky’s body of work under the umbrella of “Adaptive Leadership.” From their model I think I picked out a fundamental failure mode of what we like to call “change initiatives” regardless of what tool set of operational models we are trying to deploy.

To learn more about this, I read (Note – these are Amazon affiliate links. If you choose to buy the book, I get a (very) small kickback at no cost to you.)

The Practice of Adaptive Leadership

Leadership on the Line

Leadership Can Be Taught

Teaching Leadership

Your Leadership Edge

and every paper and article I could find on the topic or about people’s experience. While doing this, I have tried out many of the teaching and coaching processes as well as applying the observation, interpretation and intervention skills in the course of my work. Those of you who participated in the Experiential Workshop that Craig Stritar and I put on at KataCon early this year were seeing the outcomes of this work up to that point.

My latest step was taking a three day seminar Your Leadership Edge from the Kansas Leadership Center in Wichita the 2nd week of August. The KLC’s model and methods are built on the Adaptive Leadership model. My intended outcome was to consolidate some of my understanding by getting the external perspective and participating within their structure.

The number one frustration of “change agents” out there is some form of “How to I get buy-in?” I know I have experienced that myself. It is easy when all of the constituencies and factions within the organization are well aligned on purpose and values. Not so easy when there are conflicts. I think the Adaptive Leadership model gives us an approach we can learn by practicing. It also mirrors the steps of problem solving / continuous improvement that are outlined in Mike Rother’s Toyota Kata. The context for action is different, but the process is the same: Learning what works through experimentation. That is the “adaptive” part of Adaptive Leadership.

This post is just some background around why I am pursuing this line of thought. As always, I write about things like this to force myself to improve my own understanding by having to explain them in the simplest possible terms. I am happy to have any of you along the journey with me, so subscribe or check-in or whatever and let’s see what we can learn.

Mark

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HBR: Managers Think They’re Good At Coaching. They’re Not.

“No… this is coaching. That means I talk, you listen.”

Many years ago, those words began a 20 minute session that I can best describe as an “a** chewing.” The boss systematically went through all of the little notes he had been saving for over a year – like the fact that someone had commented that I had a cow lick in my hair one day many months ago, which was framed as “lack of grooming.”  None of this, of course, had anything to do with what had triggered the tirade. As I recall I had scheduled a meeting with a supplier over something that he had thought was more important. Needless to say, the guy didn’t have a lot of credibility with the group, as this was pretty normal behavior.

What Is Coaching?

While my (real life!) example may have been a somewhat extreme case, a recent HBR article by Julia Milner and Trenton Milner titled Managers Think They’re Good at Coaching. They’re Not offers up some preliminary research that supports the hypothesis in their title.

What they found was that what most managers described as “coaching” was, in fact, offering direction couched in the form of advice.

As an alternative, they offer up a definition of coaching by Sir John Whitmore:

“unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.”

I can see where it would be easy to argue about whether or not “teaching them” is actually different from “helping them learn” but I tend (these days) to come down on the side of seeing a big difference.

To quote from David Marquet:

“… they have to discover the answers. Otherwise, you’re always the answer man. You can never go home and eat dinner.”

And, indeed, I see the effect of managers trying to always be “the answer man” every day – even this week as I am writing this.

Milner and Milner conclude with this take-away:

coaching is a skill that needs to be learned and honed over time.

This, of course, is consistent with the message that we Kata Geeks are sending with Mike Rother’s Coaching Kata.

The challenge for these managers is the same as that posed by Amy Edmonson in a previous post, It’s Hard to Learn if you Already Know.

Learning to Coach

The HBR article lists nine skills that the authors associate with coaching:

  • listening
  • questioning
  • giving feedback
  • assisting with goal setting
  • showing empathy
  • letting the coachee arrive at their own solution
  • recognizing and pointing out strengths
  • providing structure
  • encouraging a solution-focused approach

Unfortunately just memorizing this list really isn’t going to help much, because there are effective ways to do these things; and there are ways that seem effective but, in reality, are not.

The question I would like to examine here is how practicing the Coaching Kata might help build these skills in an effective way.

I’m going to start with the second from the last: Providing structure.

The very definition of kata implies a structure. Especially for that critical early practice, the Coaching Kata and Improvement Kata provide a mutually supporting structure for both the Coach and the Learner to practice building their skills. The Starter Kata that Mike Rother describes make up the most rigid form of that structure with very specific activities designed to push problem solving and coaching skills.

As the organization matures, of course, that structure can shift. But even very mature organizations tend to have “the way we do things” which provides a safe structure that people can practice and experiment in. Ironically, this is the very purpose of standardization in the Toyota sense.  (This is very different from what most organizations think of as “standards” – where experimentation is forbidden! )Without this baseline structure, sound experimentation is much more difficult.

Continuing to skip around on the list, let’s look at assisting with goal setting.

The very first step of the Improvement Kata is Understand the Challenge or Direction. Right at the start, the coach must assist the learner with developing this understanding. At the third step we have Establish the Next Target Condition. Here, again, the coach practices assisting the learner to develop a target condition that advances toward the challenge; is achievable; and is challenging.

While novice coaches can struggle with this, the structure of the Improvement Kata gives them a framework for comparison. In addition, the learner’s progress itself becomes data for the coach’s experiments of learning.

Of course questioning is the hallmark of the Coaching Kata. We have the “5 Questions” to start with, and they provide structure for not only questioning but listening as well.

There is a critical difference between giving feedback and giving advice, and beginning coaches – especially those who have formal authority – frequently fall into the trap of “leading the witness” – asking questions intended to lead the learner to their preferred answer. Giving feedback, on the other hand, might be more focused on pushing a bit on untested assumptions or gaps in the learner’s logic or understanding of the chain of cause-and-effect.

Thus, someone practicing the Coaching Kata is learning to let the learner arrive at their own solution vs. leading them to one that the coach has in mind. These are all instances where a seasoned 2nd Coach can help by giving feedback to the coach about her process – working hard to avoid “giving advice” in the form of exactly what follow-up questions to ask. (Believe me, this is more difficult than it sounds, and at least for me, doesn’t get any easier.)

I am going to make an interpretation of encouraging a solution based approach and assume this means exploring the space of possible solutions with experiments vs. “jumping to solution” and just implementing it. I could be wrong, but that is the only interpretation I can think of that fits with the context of the other items on the list.

And finally are the softer skills of showing empathy and recognizing and pointing out strengths. I think it is unfortunate that these skills are typically associated with exceptional leaders – meaning they are rare. These are things I have had to learn through experimentation and continue to work on. But I think I can say that my own practice of the Coaching Kata has given me a much better framework for doing this work.

The Coaching Kata framework is certainly not the only way to develop coaching skills. We have been training effective coaches long before 2009 when the original book was published. And there are very effective training and mentoring programs out there that do not explicitly follow the Coaching Kata / Improvement Kata framework.

BUT I will challenge you to take a look at those other frameworks and see if you don’t find that their underlying framework is so similar that the difference is more one of semantics than anything else.

In my next few posts, I am going to be parsing a course I recently took that is just that.

 

 

 

 

 

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It’s Hard to Learn if you Already Know

In this TED Talk, Amy Edmondson of the Harvard Business School talks about “How to turn a group of strangers into a team.” Although long-standing teams are able to perform, our workplaces today require ad-hoc collaboration between diverse groups. The question is: What kind of leadership, and what kind of structure, contributes to working together on the problem?

For those of you unfamiliar with her work, I’ll add that I have found anything that she writes or speaks about is worth reading or listening to.

The key message starts around the 10:00 minute point:

“When teaming works, you can be sure that leaders, leaders at all levels, have been crystal clear that they don’t have the answers. Let’s call this ‘situational humility.’ It’s appropriate humility. We don’t know how to do it.”

[…]

“It’s hard to offer up an idea that might be a stupid idea if you don’t know people very well. You need psychological safety to do that. They overcame what I like to call this basic human challenge: it’s hard to learn if you already know. And unfortunately, we’re hardwired to think we know. And so we’ve got to remind ourselves – and we can do it – to be curious; to be curious about what others bring.”

Here is the entire TED talk. If the embed isn’t working for you, this is the direct link: How to turn a group of strangers into a team.

 

 

 

Which brings me to the quote I pulled for the title of this post: It’s Hard to Learn if you Already Know. As Amy Edmondson points out, “we’re hard wired to think we know.”

To counteract this we need to construct different artifacts that focus our attention on our shared understanding vs. trying to advocate a particular position.

Creating The Structures of Teamwork

As obvious as this is when we say it, if we want to create a culture or social structure of teamwork this must be done deliberately. This is especially important in environments where ad-hoc groups must collaborate very quickly. So… what works? I don’t know. But we do have the tools to figure it out.

Structure to Focus on The Problem

When two people are talking about a problem while looking at each other, they tend to equate “the problem” with “the other person.” Rather than trying to reach a shared, common understanding, the tendency is to try to convince the other person to adopt their point of view.

But if we introduce some kind of artifact – an A3, a Learner’s Storyboard, a shared keyboard and monitor – that physically turns people to look at the problem rather than at each other, the dialog changes.

Collaboration at a shared keyboard and monitor

Collaboration at a learner storyboard.

“What we’ve got here is a reason to communicate.”

Think about the key difference between people looking together at the information versus someone at the front of the room, facing everyone else. The tone shifts from “tell me” to “work with me.”

Think of the key difference in a meeting between everyone sitting at the table talking about the problem vs. what happens if someone stands up and starts to draw it out on a whiteboard.

What companies like Menlo Innovations, Kaas Tailored, Toyota, and others do is construct physical artifacts to focus people’s attention away from the person and toward the information. The information becomes neutral, vs. being attached to someone. If something isn’t working, we can work together to fix the issue vs. fix blame.

The “Lean Tools”

Let’s take something as simple as standard work. What is it for?

One interpretation could be that I watch you perform the work, and if you violate the procedure, you fail the audit for not following the standard.

But the other interpretation is that we have a neutral point of comparison for how we think the work should proceed if it is problem-free. Seeing, or detecting any difference reveals a problem of some kind. We are invited by this information to look at the problem and seek to gain more understanding.

Of course, just sending an invitation doesn’t mean people come to the party. Shaping that conversation in constructive directions is what leadership is about.

And, as always, I write these posts mostly to clarify my own thinking by trying to explain it to someone else (you). I’d love to know what you think, so post comments!

 

 

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KataCon4–Notes along the way: Part 3

I’m going to break a rule of blogging and acknowledge I’ve been pretty much offline for quite a while since the last post. But I also want to push through what I started because this all leads to more.

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My next pages of notes I took at Menlo were about crafting a message for a Kata Geek audience – what is it about Menlo’s process and culture that is relevant to them (you?).

Again, I am going to pretty much transcribe my notes, though I am going to edit a bit as I wrote them in first person as though I was Rich, and I am not going to do that here. In the end, these became a foundation for the keynote I ended up giving following his.

Key Point: These words are mine, and no one else’s. I do not pretend to speak for Rich or anyone else, I was simply consolidating my own thoughts by using a possible talk as a vehicle for myself.

Theme: The Improvement Kata: Experimenting to create a deliberate culture.

(Scene 1: Exposition)

We are probably all after the same thing: To create a workplace where people are excited to come to work every day.

That experience has little to do with the work itself. It emerges when we can create a culture where:

  • Fear has been extracted.
  • Ambiguity (that causes fear) has been eliminated.
  • Relationships are strengthened every day.

I believe Menlo has created that culture. What I want to do today is discuss how you can use what you are learning with Toyota Kata to create these things in your own organization… Even (especially!) if you are not in charge

(Note – this part may be a little confrontational)

If you are in charge, there is nothing and no one stopping you. It is a matter of knowing what you really want, and being accountable to yourself and your team to create it.

Joy is very different from happiness. Joy is what we experience with the release of creative tension (figuring it out).

  • Success vs a challenge
  • Winning a game against a tough opponent.
  • That feeling we get when “it works!”

We can also experience joy with relief or resolution from psychological or physical danger – the same brain chemicals are at work – but this is DRAMA, not creative attention. We don’t want this, because it is relief from FEAR, not a sense of accomplishment.

(Scene II – “The Call”)

To create joy in others, you must fist look at yourself.

  • Cross the bridge
  • Be fearless
  • Take a step
  • Self-empowerment
  • Give yourself permission to NOT get everything right the first time – EXPERIMENT

“The most dangerous thing you can do is try to pretend you know when you don’t” – leads to paralysis by fear of discovery.

Until you can comfortably say “I don’t know” to yourself, you will be unable to learn.

“Find a a coach / be a coach” with whom you can create a bubble of safety to explore your own threshold of knowledge as a change agent. Arm yourself with allies.

(Scene III – “Walk into Mordor”)

In a large organization, middle management sets the tone.

This is the end of the notes I was taking, but these themes get explored more deeply as I continued this journey.