“95 Thesis” on Kaizen Events and TPS

Once again I am going through old files. These are some notes I wrote back in 2005 that I thought might be interesting here. Looking back at what I was writing at the time, I think I was thinking about nailing these points to a church door somewhere in the company. That actually isn’t a bad analogy as I was advocating a pretty dramatic shift in the role of the kaizen workshop leaders.

All Saint’s Church – Wittenberg, Germany

This was written four years before I first encountered Toyota Kata, and reflected my experience as a lean director operating within a $2billion slice of a global manufacturing company. What reading Toyota Kata did for me was (1) solidify what I wrote below, and (2) provided a structure for actually doing it.

Perhaps this will create some discussion. If you are interested in getting a Zoom session together around it, feel free to hit the Contact Mark in the right sidebar (or just click it here) and drop me a note. If there is interest, I’ll put something together.

Kaizen Events

Kaizen events (or whatever we want to call the traditional week-long activity):

  • Can be a useful tool when used in the context of an overall plan.
  • Are neither necessary nor sufficient to implement [our operating system].1
  • There are times when any specific tool is appropriate, and there are no universal tools. Kaizen tools included.
  • (Our operating system) is, by our own model, the “Operational Excellence” pillar of (our business system). This is keyed in leadership behavior, not implementation of tools. The tools serve only to provide context for leaders to rapidly see what is happening and the means to immediately respond to problems.
  • Thus, focusing on implementing the tools of TPS (takt time, flow, pull, etc) outside of the immediate response and problem solving context is an exercise which expends energy and gains very little sustainable change. This is independent of whether it is done in a week-long intense event or not.
  • However, in my experience, organizations which take a deliberate and steady approach implementing have had more success putting the sustaining mechanisms into place. While it is sometimes necessary to bring teams together for a few days at times to solve a specific problem, or to develop a radically different approach, these efforts tend to be more focused than a typical kaizen week I see.
  • When the kaizen week is scheduled first, and then the organization looks for what needs improving, this is a symptom of ineffective use of the tool.
  • In general, a kaizen, whether it is a week, a month, or even just a few minutes, must be focused on solving specific problems which are impeding flow or are barriers2 to the next level of performance. Without this focus, there is no association with the necessities of the business, and no context for the gains.
  • There are a few simple countermeasures which can be applied to a kaizen week activity that focus the participants much more tightly on learning the critical thinking.

Improvement can, and must, take many forms. A week-long kaizen activity is but one. It is expensive, time consuming, disruptive, and should be used deliberately only when simpler approaches have failed to solve the problem.

Classes and Courses ≠ Teaching and Learning

Bluntly, even though we preach PDCA and say we understand it, we are not applying PDCA in our education approach.

Some fundamental tenets:

  • All of our teaching should be contextual and focused on what skill or knowledge is required to clear the next barrier to flow or performance.
  • The above does not rule out teaching fundamental theory, but fundamental theory must be immediately translated into actions and put into practice or it will never be more than a nice discussion.
  • The vast majority of our teaching should be experiential, and based in real-world situations, solving actual problems vs. examples and contrived exercises.
  • We want to move our teaching toward an ideal state (a True North in our approach) where it is:
    • Socratic – focusing people on the key questions.
    • Experiential – learn by application to solve real problems and thus gain experience and confidence that the concepts translate to the real world.
  • Thus, education and training is but one tool used by leadership to help people clear the barriers and problems that block progress toward higher levels of performance.
  • As far as I can determine, the “Toyota Way” of teaching is similar to this model.

Content

The content of training is as critical as the way it is delivered.

Our objective is to shift people’s thinking, and in doing so, shift their day-to-day behavior as they make operational decisions. The target audience for all of our efforts are the people who make decisions which impact our direction and performance. This is anyone in any position of leadership, at any level of the company – from a Team Leader on the shop floor to the CEO.

The key is to embed the structure of applying PDCA into all of our content. For example:

  • The “rules-in-use” in Steven Spear’s research (Decoding the DNA of the Toyota Production System and other related publications).
  • Every tool, technique, etc. we teach, or should teach, is some application of the above. (The rules-in-use include problem detection, response, and problem solving.) I have yet to encounter an improvement tool or technique that does not fit this model.
  • This approach fundamentally re-frames the concept of “problem” and what should be done about it.
  • The Toyota Production System (in its pure state) is a process which delivers a continuous stream of problems to be solved to the only component of the system that can think – the people. This is how people are engaged, and this is what makes it a “people based system.” Leave this out, and “people based system” is just hollow words. Nearly every discussion talks about how important people are, but then dives right into technical topics without covering how people are actually engaged — outside the context of a week-long kaizen.

The Role of “Workshop Leaders” in the (Continuous Improvement Office)

No one has disputed the critical make-or-break role played by the line leadership, not only in implementation, but even more so in sustaining.

Workshop leaders are generally taught to plan and lead workshops. The emphasis is on the week-long workshop logistics; on presenting modules in classroom instruction; and on the skills to facilitate a team through the process of making rather dramatic shop floor improvements.

In a typical (not saying it happens here) implementation scenario, it is the workshop leaders who go to the work area, do the observations (usually without a lot of skilled mentoring, and usually just to collect cycle times); build the balance charts and combination sheets; plan what will be changed; how it will be changed, set objectives, targets and boundaries.

They are the most visible leadership of the teams during the week, and they are the ones tracking and pushing follow-up and completion of open kaizen newspaper items.

The effect of this (which is fairly consistent across companies) is:

  • The standard work tools are something workshop leaders use during improvement events.
  • Cycle times, observations, and looking for improvement opportunities is something that is the domain of the workshop leaders.
  • Actually guiding the team members through the problem solving process is the job of the workshop leaders.
  • The supervisors and managers are there as team members, in order to learn by participation, from this outside expert.

The question is: Who is responsible to coach the line leaders through the process of handling the problems that the TPS is designed to surface in operation?

Once the basic flows are in place, there will be a stream of problems revealed. Those problems will either be seen or not seen. IF problems are seen, they will either be dealt with quickly, following good thinking, or they will be accommodated so they go back to being unseen. This is a critical crossroad for the organization…. and it is the behavior of the first and second line leaders, and the support they get from their leaders, that most influences whether the system backslides or continues to get better and better.

IF problems are seen, they will either be dealt with quickly, following good thinking, or they will be accommodated so they go back to being unseen.

Note: There is not middle ground. One-piece-flow really can’t sustain in a stable state. It is either improving or getting worse. It isn’t designed to stay still, and it won’t. Continuous intervention is required for stability, and that intervention is what improves it.

Who is teaching the leaders to do this?

Each leader must have a coach, by name, who can, and will, always challenge his thinking and his solutions to problems against a specific thinking structure.

My view is this is the primary role for the Kaizen Promotion Office.

The way to do this is through application of a few core skills, and skills can be taught.

We should:

  • Include this vital role into the expectations of a “workshop leader” – to take them closer to being “coordinators” in the Toyota factory start-up model.
  • Provide these “coordinators” with a specific support process so they know that they can quickly get assistance if they feel they are in over their heads.
  • The role of that assistance is not to step in and solve the problem. It is to take the opportunity to teach both the workshop leader and the area manager by guiding them through solving the problem.

My experience with this concept is that teaching these skills to someone is not as difficult as most people assume. The basics of observing and seeing flows can be taught over a few days to someone who is motivated to learn. The skill of teaching by asking questions can be accelerated from the “pure” method by telling them what is being done in why. “This isn’t about the answers, it is about learning the questions.”

Application and good teaching can easily be verified by checking the leader’s (the student’s) level of skill and behavior. (The senior teacher checks the teacher by checking the student… just as the area supervisor checks the Team Leader’s teaching by verifying the standard work on the shop floor.

None of this is an advanced topic. These are the basics. Once a good context is established in people’s minds, my experience suggests that the Toyota system is no longer counter-intuitive. The tools and techniques that, at first, seem alien now make sense.

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1 By this I meant to shift the operating culture to one that inherently supports continuous improvement.

2 In Toyota Kata language, we would say “obstacles.” I had used the term “barriers” up to that point.

Why Are You Asking Questions?

When someone brings a problem to a leader, it is typical for the leader to begin asking questions. The intent of those questions can make a world of difference.

Diagnostic Questions

In what I would contend is the more typical case, the questions are diagnostic. The leader’s intent is to get more information so that he can then propose or direct a solution. I can certainly speak for myself that when I have knowledge in the domain it is really easy to just drop into this mode. Someone is asking for advice, and I naturally reflex to giving it.

Of course there are times when this is wholly appropriate. Think of a physician and a patient or an auto mechanic and a customer. The customer has a problem that they are not capable of fixing and is engaging an expert to fix it for them or at least tell them what they should do.

Development Questions

If the intent is to develop the expertise in people then the questions must be different. This isn’t about finding the answers, it is about teaching the questions. Here the leader is coaching. The questions are about helping the problem-solver find her threshold of knowledge and the next step to learn more.

In other words, rather than asking the diagnostic questions yourself (as the leader), it is about helping the learner determine what diagnostic questions she should be asking herself, and then going about finding the answers.

Click on the image to download a Toyota Kata coaching pocket card.

This is Harder and Takes Longer

In the short term, it is always easier to just give them the answers. We are all hard-wired to seek out affirmations of our competence. Equally, we are hard-wired to avoid situations that might call our competence into question. It is uncomfortable to be expected to know something we do not. This is part of being human. I would contend it is especially hard to resist showing what I know when I actually DO know (or think I do – though often I know a lot less than I assume).

It can also be frustrating for the learner, especially if they are used to just being told the answers. “Just tell me what to do” is a response that should clue you in to this frustration.

But if your intent is to develop the organization, you have to work a little harder.

Let’s Go See – and learn together

Even if I am asking diagnostic questions, I am likely to get to a point where I start hearing speculative answers or even a hard “I don’t know.” This is a great opportunity to shift gears from diagnostic to coaching with “Let’s go see so we can both understand what is going on.”

Now you can work together to help someone get deeper understanding of the current condition and the nature of the obstacles and problems being encountered. It is also a good opportunity to ask them to document what they are seeing in ways that help them explain it better.

This can take the form of a Toyota Kata storyboard, or an A3, or whatever other structure you are trying to teach and use for problem solving and improvement.

If done well, you will turn “What should I do?” into a learning and growth opportunity for everyone.

Leading to Learn: Ask More, Tell Less

A few years ago I was working with a company that was ramping up a complex highly-automated production process.

A group of technicians had an idea for an improvement. The nature of what they were trying to improve, or their idea is irrelevant here.

They brought their idea to the plant manager, carefully explained it, and then a bit of awesomeness happened.

Instead of being critical or asking a lot of leading “What about…?” questions, he borrowed and paraphrased a question from David Marquet:

“What things do you think might concern me about this?”

The technicians were stumped. So the plant manager then said “That’s OK, how about getting back to me tomorrow with what you think?”

The next day the technicians had revised their idea to deal with potential problems the plant manager hadn’t even thought of. Which makes sense because they knew a lot more about how things worked than he did.

By asking that question he pushed them to think of the higher level systems implications, to think like the plant manager who has customers and constituents he has to please above and beyond the scope of the shop floor itself.

How do you respond when someone presents an idea? Do you critique it? Do you try to come up with scenarios that break it? Or do you challenge people to go back and think a little more deeply about the what if’s?

One is telling. The other is teaching.

Applying the Improvement Kata to the Process of Leadership

Whether you are a line leader or an internal or external consultant, if you are reading this you are likely working to shift the culture of your organization.

The technical “tools” alone are pretty useless unless you are already operating in the kind of culture that embeds the mechanisms of learning and collaboration deep into the structure of day-to-day work. If that kind of culture isn’t present, the “lean tools” will reveal those issues just as quickly (more quickly, in fact) as they reveal shortages, work balance mismatches and quality problems.

Making these kinds of changes is a lot harder than teaching people about how the “lean tools” work, and a lot of change agents are frustrated by the perception that the changes are not sustaining or being supported.

Back in February 2019 I gave a talk at KataCon5 in Savannah on some of the challenges change agents face when trying to influence how people respond to challenges and interact with one another. Here is the direct link in case the embed doesn’t work for you: https://youtu.be/NnvwOF4J3g8

As you watch the video (assuming you are *smile*) give some thought to how well you can paint a picture of how your efforts are influencing the patterns of interaction within the organization. Do you have something in mind for what you are trying to achieve there? What patterns are you actually observing?

And what is your role in those dynamics? How do you influence the patterns of who talks to whom, how, when, and about what? Are you acting as an intermediator between groups that don’t communicate or who are antagonistic toward one another? If so, what would happen if you stopped?

What happens when a production team member, or a nurse doing rounds on the med-surg floor, or your front-line customer service agent encounters something that is different than it should be? What is the threshold of starting action?

All of these things are cultural norms. And the “lean tools” all impact those norms in ways that people often are not prepared for.

None of these questions are on a checklist. Rather, they are the kinds of things to think about.

Toyota Kata: When to Switch Obstacles

Sometimes the situation arises where the learner has been beating her head against an obstacle with little or no luck overcoming it. The question comes up: When is it OK to give up and switch to something else.

The answer is, of course, a little situational. (Consultant speak: It depends…)

The natural progression of the Improvement Kata will provide an opportunity.

Improvement Kata steps by Mike Rother

As the learner is iterating against obstacles toward the Target Condition the clock is ticking because the Target Condition is always associated with an “achieve by” date. If the Target Condition is achieved OR we hit the “achieve by” date without achieving it, the learner should cycle back to the beginning and:

  • Verify understand of the direction and challenge. (The learner may well have gotten more clarity along the way.)
  • Get a complete grasp of the Current Condition. This is important because often while working toward a Target Condition the learner is only updating specific process and performance metrics, and may not be looking for collateral changes elsewhere. This is a time to take a step back, put up the periscope, and get a grasp of the complete picture.
  • Based on that new Current Condition, establish a new Target Condition, with a new “achieve by” date.
  • Now… identify the obstacles in the way of achieving that new Target Condition. Ideally they should wipe the obstacle parking lot clean and take a fresh look.

This process often helps clear the learner’s mind and see another way to get there, or see easier obstacles that were overlooked before.

This is also why it is important for the “achieve by” date to be relatively close (a couple of weeks) – because that date is a safety valve that forces a reset of the process if the learner is stuck.

If the learner asks if it is OK to work on a different obstacle, then the coach should become curious about the learner’s rationale.

Specifically, I want to understand why the learner thinks there might be an easier way vs. just saying this one is too hard. This may well require some more information gathering – a mini version of the reset I talked about above.

The key point here is to maintain the learner’s motivation. There is a fine line between struggling to solve a problem and getting frustrated. This might be a good time for the coach to engage in some empathetic questioning.

For example, name the feeling you are picking up to test your hypothesis: “It seems you are really frustrated by this…” Then listen. The learner will likely either agree, “yeah, I am.” or refute and give you more information, “No, I’m just trying to…” Then you might learn more about their threshold of knowledge with the process of problem solving.

That can open up a discussion for why the learner thinks it would be a good idea to try something else. Then use your judgement.

But as a coach, I don’t want to make switching obstacles too easy because there is a high risk of it becoming a whack-a-mole game. Some obstacles actually require digging and perseverance to overcome. Your job, coach, is to keep the learner in the game.

Sometimes, though, the learner gets fixated on a problem and doesn’t see another way. Even in this case, if the time to the “achieve by” date is short, I’d let it ride. But if that isn’t practical…

The coach may well have a broader perspective – in fact, this is part of the coach’s job.

If the learner is making progress on something I (the coach) consider a red herring, I generally let it go. There is always learning involved – so long as the effort doesn’t bog down progress.

Sometimes, though, the learner is getting frustrated and so focused that he just doesn’t see any other way.

This is time for gentle intervention with whatever questions might help the learner pause, step back, and see the bigger picture.

For example, perhaps something like “If this obstacle were cleared, how would the process operate?” This might not be the full target condition. I’m just trying to learn what “solved” looks like to the learner. Maybe just thinking about it will help them see the where they are trying to go and possibly another path to get there.

An interesting follow-up might be, “Hmmm, what’s stopping it from working that way now?”

“What would you need to learn to better understand what is going on?” might be another avenue to get the learner to look at his threshold of knowledge vs. the big ugly obstacle in front of him

It all depends on what you think will help the learner raise her head and take a different look at things.

But in the end, if you have a learner that is truly stuck, and after a few tries isn’t going to get unstuck, then, honestly, it’s time to go shoulder-to-shoulder with them and dig into things together.

What I would work very hard to avoid is direct intervention – “Why don’t you work on…” because this undermines the entire process by giving them the answers and can easily create a “what do you think I should work on?” expectation next time.

“A3” is an Obligation for the Coach

In Western business it is pretty typical for someone to be assigned to come up with a proposed solution to a problem, and then seek approval for that solution. In some companies that consider themselves more forward thinking, they might even say something like “bring me an A3.”

As a result I have seen a number of organizations that produce some kind of guideline for “how to fill out and A3.” They teach “problem solving” courses so people can learn to do this properly. I have developed, and delivered, a couple of those back when I was working in internal continuous improvement offices. We had case studies, exercises, all in an effort to teach people to be better problem solvers.

Similarly, a (very) long time ago, I recall an exchange on an online “lean” forum where someone had asked about Toyota’s “problem solving class.” The thought was that because Toyota has good problem solvers, that their course must be really good.

My response was that I have a copy of Toyota teaching materials for a problem solving course. It is good, but nothing magical. Because that isn’t how Toyota develops good problem solvers.

They do it with coaching.

What makes the “A3” process work isn’t the A3, or even the structure. It isn’t the instructions, guidelines, or the quality of the problem solving classes.

It is the almost continuous interaction between the problem solver and the coach.

The problem solver’s thinking is challenged. “What evidence do you have?” “Have you tested that assumption?” “How is that happening?” “Why do you think that is the problem?” “What are you planning for your next step?” “What do you expect to learn?”

And it is the coach’s stubborn refusal to give the problem solver the answer. Rather, they insist on following the rigor of the problem solving process using scientific thinking.*

The process is an application of the principle of “Challenge” followed by support to enable the problem solver / learner to meet the challenge. They have to bring perseverance to to the table, but the coach is there to make sure they actually learn to be better problem solvers in the process.

Likely (if you are reading this) you already know that. We knew that when we worked so hard to make those A3 guidelines and problem solving courses. But we did those things anyway.

Why? Because it is easier to develop and deliver those general class materials than it is to develop managers into coaches and leaders.

But the fact remains:

If you want to develop better problem solvers, what you need are better coaches.

The implications here are really profound for most organizations.

If you assign someone to solve a problem, to “do an A3” (or whatever structure you use), you are obligating yourself to coach them through the process.

This is far more than getting status updates. And it is far more work. Because you are teaching, not just supervising. If they fail, it’s on you, not them. “If the student hasn’t learned, the teacher hasn’t taught.”

In Toyota Kata world we have reduced those questions down to the critical few in the Coaching Kata. That, of course, is a start. Your job as a leader is to practice until the flow of the logic is second nature to you, until you can go beyond the script. Until your first-nature, reflexive response to anyone proposing to do something is “What problem are you trying to solve?” or “What are you trying to learn?” and then carefully listening to their logic and pushing them to the edge of their ability with the next step.

When you can take your own coaching training wheels off, you can then (and only then) ask someone else to ride a bicycle for you, because you will know how to teach them to ride – and that involves more than sending them to a PowerPoint lecture on “Riding a Bicycle.”

“Because knowledge is not understanding” – Destin Sandlin.

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*Some years ago I worked briefly with a manager who had been one of the key players in Toyota’s initial startup of their plant in Kentucky (TMMK). He told me an interesting story. In the beginning, he noted, the U.S. managers would go to their coordinators (Japanese Toyota senior leaders there to advise the new team) and ask for advice.

Then one week all of the U.S. team went through the problem solving / A3 course. The following Monday, he went to his coordinator with a question, and the response was “Doug-san, where is your A3?” After that day, the coordinators would not engage unless there was an A3 that outlined, in writing, what the manager already understood about the problem, what he was seeking to learn, and how he proposed to go about learning it.

Think about that story vs. sending people to “problem solving class” or even a “Toyota Kata” class. When they return, do you insist that they apply what they have learned whenever it is appropriate from that day forward? If you don’t then you are wasting their time and your money sending them to that class. They will never develop the skill without practice, and it is always easier not to practice something we are not comfortable doing.

Daily Management for Improvement

I’m digging through old archives again, and came across this graphic I put together around 2006 or so. It depicts more detailed version of “Organize, Standardize, Stabilize, Optimize” showing the continuous comparison between “what should be happening” and “what is actually happening.” It is the gap between these two that drives improvement forward.

Like the pocket card in the last post, this is built on a foundation established by the work of Steven Spear, especially his PhD dissertation that is summarized in Decoding the DNA of the Toyota Production System. By the way, if you are in the business of continuous improvement, reading (and understanding) this breakthrough work is critical for you.

Other than generally sharing this, my other reason for putting this up is that in the Toyota Kata community there has been discussion for about a decade about whether or not the right hand loop – pushing for stability – is an appropriate use of the Improvement Kata.

I think that is an unfortunate result of some very early conversations about the difference between “troubleshooting” and “improving” a process. We get into semantic arguments about “problem solving” as somehow different from “root cause analysis” and how the Improvement Kata is somehow distinct, again, from those activities.

This makes no sense to me for a couple of reasons.

Scientific Thinking is the Foundation

Toyota Kata is not a problem solving tool. It is a teaching method for teaching scientific thinking, and it is a teaching method for learning to teach scientific thinking. In the books and most literature, it uses organizational processes as working examples for the “starter kata,” but exactly the same thinking structure works for such diverse things as working through quality issues, developing entirely new products and processes, working through leadership and people issues. The underlying sub-structures may change, but the basic steps are the same.

When I encounter an organization that already has a “standard problem solving approach” I do not attempt to tell them they are wrong or confuse them by introducing a different structure. Rather, I adapt the Improvement and Coaching Kata to align with their existing jargon and language, and help them learn to go deeper and more thoroughly into their existing process.

Stability is a Target Condition

I see a lot of pushback about working to “return a process to standard.” In reality, that is the bulk of the activity in day-to-day improvement. The whole point of having a standard in the first place is to be able to see when the actual process or result is somehow different.

Think about it: If there isn’t an active means of comparing “actual” vs. “standard” what is the point of having a standard in the first place?

Think of the standard as a target condtion.

What obstacles are preventing you from [operating to that standard]? You can guess, but the best way is to diligently try to operate to the target condition and see what gets in your way. That might not happen immediately. Maybe some time will go by, then BAM! You get a surprise.

This is good. You have learned. Something you didn’t expect has interfered with getting things done the way you wanted to. Time to dig in and learn what happened.

Maybe there was some condition that you could have detected earlier and gotten out in front of. Who knows?

This is all part of the continuum of Troubleshooting by Defining Standards.

You Cannot Meet a Challenge Without Working on Stability

As you are working to reach new level of performance – working toward a new challenge – there will be a point when the process works sometimes, so you know it is possible. But it doesn’t work every time because there are still intermittent obstacles that get in the way.

Nevertheless, you have to work diligently to see problems as they occur, respond to them, dig into causes (root cause analysis anyone?) and systematically protect your process from those issues.

The only real difference between covering this territory for the first time vs. trying to recover a previously stable process is that in the later case you can ask “What has changed?”

But, in the end, in both cases – stabilizing a new process vs. re-stabilizing an old one – you are dealing with conditions that are changing from one run to the next. That is why it works sometimes and not others. You don’t know what is changing. You are trying to figure it out by experimenting and learning.

What About Root Cause Analysis?

My challenge is still a stable process.

My current condition is my level of understanding of how the process works today, and the exact mechanism that results in a defect. Even defects are produced by a process – just not the process we want.

That understanding will be incomplete by definition – because if we truly understood what was going on we wouldn’t have the problem. So… what do I know (and can prove with evidence) and what do I not know.

What do I suspect? What evidence do I need to gather to rule out this possible cause, or keep it in play? Next experiment. What do I expect to learn?

I’ll write a more detailed post about this at some point. I think it is a topic worth digging into. Suffice it to say that I have absolutely used the Improvement Kata structure to coach people through finding the root cause of wicked quality problems.

It really helped that they were able to see the same underlying pattern that I had already been teaching them. It made things simpler.

Don’t Complicate a Simple Concept

It’s all “solving problems” (the term “problem solving” apparently has some specific form it needs to take for some people).

The underlying structure for all of it is scientific thinking. Some say it’s PDCA / PDSA. Same thing.

Splitting semantic hairs and saying “this is different” makes simple things complicated. Yes, there are advanced tools that you use when things get tough. But… addition and subtraction; basic algebra; advanced polynomials; basic differential calculus; advanced multivariate calculus – IT IS ALL MATH. You apply the math you must to model and solve the problem at hand.

DON’T apply more math than you need just because you can. That serves no purpose except, perhaps, to prove how smart you are… to nobody in particular.

Solving problems is the same. There are some cases where I need to develop a designed experiment to better understand the current condition – the interactions between variables. There are cases where other statistical tools are needed. Use them when you must, but not just because you can.

Use the simplest method that works.

The Perils of Weekly Toyota Kata Coaching

Outside of the actual operation, the default meeting schedule for most organizations is weekly.

This is OK when everyone understands what is expected and the default thinking and behavior is working for you.

With Toyota Kata, though, the intent is to practice a routine that is not default thinking or behavior. Yet many organizations fall into the default of a weekly coaching cycle.

What we have to remember is that the coaching cycle, and the learner’s preparation for the coaching cycle, are practice. The time(s) that you aren’t practicing you are engaging in the default, and if the default isn’t what you want it to be then it will easily overpower what you are trying to learn.

15 minutes a day is practice. 15 minutes a week is dabbling.

It is the same as a supervisor’s area experiencing one or two “kaizen events” a year. It is just dabbling with kaizen, not practicing it every day, and certainly not immersion. They aren’t going to learn to think differently with that kind of cadence.

Time spent on improvement vs. business as usual
Illustration courtesy of Mike Rother

Batch Production of Experiments

One of the reasons we want to drive toward one-by-one flow in production is so we can have one-by-one confirmation of products vs. waiting for a huge batch to be produced only to discover that they all have problems.

Breaking it down even further, we want one-by-one confirmation of operations so that we don’t keep working on something that is already unusable from something earlier.

Likewise, if a learner is running many experiments without checking in with a coach, he can get pretty far off track without realizing it. The coach can provide a valuable outside check to make sure the learner isn’t getting locked on to something that is distracting him from the bigger picture.

Remember: This is about developing people

Before you jump in and say “But I don’t have time…” consider the alternative.

How much time do you, as a manager, spend intervening in problems that you think people should be able to solve on their own? If you keep giving them the answers, they are going to keep brining those issues to you.

With a little bit of thinking, the Coaching Kata cycle can be easily spliced on to David Marquet’s “Ladder of Leadership” and guide your conversations away from intervention and toward creating able problem solvers.

But before you can do that well, you have to practice the Coaching Kata until asking those types of questions becomes second nature to you.

This isn’t all about the learner’s development! If you only practice coaching once a week, whatever your default is today will likely remain so tomorrow. Change requires repetition and practice.

Just some things to think about this week.

KataCon 2020: Billy Taylor on Leadership

Photo by Michele Bucher / Lean Frontiers

Continuing my breakdown of Billy Taylor’s opening keynote at KataCon…

Key Bullet Points

  • People follow what you do before they follow what you say.
  • If you (as a leader) think you are above the process…
  • Deliberate practice on your practice of leadership. Focus on one thing.
  • Break down your leadership style [into elements]. Practice deliberately on one thing you want to reinforce or improve.

That second bullet is a real challenge for those of us who are in leadership positions (or even positions of influence). “If you think you are above the process…” – do you follow the standards and expectations you ask of others?

I think a good test would be “If a production worker corrected you, how would you respond?” If your internal emotional response (that initial feeling you have, not how you show yourself) is anything other than “Thank you for reminding me” then you are exempting yourself from the rules.

The other take-away:

Throughout his presentation, Billy was tying together the idea of “deliberate practice” and “developing leadership skills.” Leadership is a process, and processes can be broken down into their constituent elements and practiced.

This ties back perfectly to a broad spectrum of leadership development models. In the end, what we can control are:

  • What we say.
  • How we say it.
  • Who we say it to.
  • The structure of the environment that either inhibits or encourages the behaviors we want.

All of these things can be developed through experimentation, and then practiced. This is what Toyota Kata is about.

KataCon 2020: Billy Taylor on Deliberate Practice

The first official day of KataCon kicked off with a keynote on deliberate practice by Billy Taylor. I first met Billy back in 2012 when I was doing some work with Goodyear. When I saw him at last year’s KataCon it was like running into an old friend, but that is who Billy Taylor is – even if you just met him.

Billy Taylor on Deliberate Practice

Pull quotes and thoughts

The Concept of Deliberate Practice
  • Toyota Kata has two sides, like a coin. On one side is scientific thinking. On the flip side is deliberate practice.
  • Traditional practice is often just mindless repetition. Deliberate practice has focused attention on perhaps one aspect of the routine.

A couple of things come to mind for me here. First is that too many coaches go through mindless repetition of the Coaching Kata. They just ask the next question on the card, and never practice using the questions to nudge the learner’s thinking to the next level.

This means they never practice in a way that pushes them as coaches. More about that below.

The other is that we, all too often, take a learner through the entire process much too fast. We do this in classes to give them a taste of the whole process. But in real life, perhaps it would be best to anchor each Starter Kata step and ensure there is at least understanding before moving to the next.

When 2nd coaching it is equally important to focus both the coach AND the learner on improving a single aspect of the board.

As I am writing this, I am reflecting more, and parsing more. This slide offers a ton of insight for me:

From Billy Taylor’s KataCon6 Presentation

There is so much here on a lot of levels.

This is how I interpret the graphs: On the left we have “Just Practice.” Maybe I am learning to play a song on the guitar. As I practice I learn to play it better and better. Then I hit a plateau because I am comfortably good and not challenging myself anymore. I am just playing. And that feels awesome, because I validate to myself that I am pretty good.

At a higher level, this is the “lean plateau” that so many companies hit. They get really good at running kaizen events, or black belt projects, or whatever they do. They hit a pretty good level of performance, but things erode. They reach a plateau when the implementers are spending all of their time re-implementing what has eroded. They shift into mindlessly repeating the familiar rather than challenge themselves. What are we missing? Why is the skill concentrated into the same half dozen individuals who have been doing this since 1999?

The graph on the right represents something that is the same, but different. Take a look – each little squiggle repeats the graph on the left, only smaller. Each time a plateau is hit, the learner challenges herself to practice a new aspect. Things get a little worse for a bit, then as the new aspect is mastered, the process is repeated.

I see the job of the coach as two fold:

  • To challenge the learner in small steps, always looking for the obstacle to the next level of performance.
  • To offer up specific things to practice.

Billy’s presentation covered a lot of overlapping territory – enough for at least two more posts – stay tuned.