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Performance is the Shadow of Process

“Time is the shadow of motion” is an observation usually attributed to Frank and Lillian Gilbreth, pioneers of modern industrial engineering.

What they realized was this: You want to save time. But you cannot directly affect how long something takes. You have to look at the motions, at the process structure that is casting the shadow of time. To change how long the shadow is, you have to change the structure of what is casting it.

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As you start your improvement effort, your challenge is often to change the size or shape of the shadow.

Grasping the current condition is looking at the process structure so you can see what patterns and characteristics of the process are shaping the shadow.

It is important to understand how the process patterns and characteristics are affecting the shadow before you just go changing stuff.

You might think “Oh, this part of the process ought to look like this…” and change it. There might be a lot of effort involved. But if you don’t have a sense of cause and effect, then you might end up with something like this:

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Change have been made, but we really haven’t changed anything on the outside.

Your target condition has three components, and it is good to develop them in this sequence:

1. The “achieve by” date.

2. The target process pattern and characteristics, and the internal process metrics that will tell you if you are working to that pattern.

3. The expected change in performance if the target working pattern becomes the norm. Then check your expected performance change against the challenge. Is it moving you in the right direction? Is it moving you enough in the right direction? If not, then go back to #2.

Edited to add: In the purest sense, you should start with the performance change you require, then determine the pattern you need to achieve it. That is what it says in Toyota Kata, and in the Improvement Kata Handbook. I don’t disagree with that sequence. However beginning improvers, when asked to first decide the performance target tend to just make a guess and can struggle if they over-reach.  I find that this is more of an iterative process than a fixed sequence.

Key Point: The target process pattern has to be what you must do to get to a specified level of performance. It isn’t “Well… we can make these improvements, and therefore might be able to deliver this improvement.” It’s “We have to make these changes in order to reach the goal we have set.”

The pattern of work is what should be emphasized. The performance level is an outcome, the shadow, of the work pattern. Your target condition is really a hypothesis: “If I create a process that follows this pattern, then I will get this level of performance.”

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Why am I emphasizing this?

Because a lot of managers have been taught, by pretty much every MBA program out there, to manage to results.

They believe that by measuring and asking about results that those results will be achieved.

That may well happen, but often the changes made are (1) not sustainable and/or (2) people are creative at finding solutions that are destructive to the long (and intermediate) term interests of the organization.

The exchange of intent that is inherent in the Improvement Kata is a way to open up this communication channel.

The person making the improvement clearly has a result based challenge, and the boss ought to be asking the questions to confirm he hears it spoken back to him in the same way he understood it.

Then the boss should become intently curious. “What is it about the way we do things now that is creating (this result we want to change)?” In other words, ‘What is the actual condition now?”

“What process changes are you proposing as your initial step? What result to you expect? When can we see what we’ve learned? These questions are summarized in “What is your target condition?”

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Be Ready for Empowered Employees

“I want my employees to feel empowered.”

“You realize empowerment means your employees start making decisions, right?”

“Oh… I want them to feel empowered. I didn’t say wanted them to be empowered.”

(from a presentation by Mardig Sheridan)

This is a further exploration of one of my notes from the Kata Summit a few weeks ago.

Think back to your own organizational history. When people were “empowered” how often did management struggle to retain control of everything?

These same managers complain about having to make every little decision themselves, and not taking initiative.

When organizations try to take on Toyota Kata there are a couple of common patterns that frequently emerge.

One is where most of the actual coaching is done by staff practitioners, with the higher level managers pretty much staying out of the mix. Previous posts not withstanding, that actually works pretty well up to a point.

The limit is reached when the next obstacle is a limiting policy or organizational boundary that can’t be crossed.

So… while this process does build the skill of individual managers at the middle and lower levels, it doesn’t do so well building a management team. Those enlightened middle managers can be in a tough spot if their bosses are expecting them to just be a conduit for direction from above. The coaches are working to engender independent thinking in the middle level of an organization that, by the actions of its leaders, doesn’t actually want it. (Yes, that is a bit black and white, the truth is more nuanced.)

The other common approach, and the one we encourage, is one where the coach is the responsible manager – usually the learner’s boss, or at least in the chain.

Novice coaches, especially if they are actually in the chain of responsibility, often struggle with the boundary between “coaching” and “telling the learner what to do.”

He often knows the answer. Or at least he knows an answer. Or, perhaps, he knows the conclusion he has jumped to with the limited information he has.

So, creating some rationale for why, the coach gives direction rather than coaching. This can be very subtle, and is often disguised as coaching or teaching. For this, I remind coaches to “Check your intent.” If it is to “Show what you know” then step back.

The learner may well have better information. Now this puts the learner in a tough spot. He is being encouraged to explore, yet also being told what to do.

Leaders who want to create initiative, leadership, and decentralized action in their organization have to be ready to give up on the idea that they know the best answers.

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A Tale of Two Sites

With apologies to Charles Dickens, but the opening line is just too good to resist…

The Best of Times

In this plant, the advance team is chaired and actively led by the most senior manager on the site. He is actively coaching, he is actively being coached. He is questioning his own learning, seeking council, and acting on it.

They are clear that, while there may be general guidelines, they must learn by trying and experimenting. They cannot simply deploy a roadmap because they can only see the next mile on a 1000 mile journey.

They see it as a method to shift their culture away from its “tell me what to do” legacy and toward one of an empowered workforce that takes initiative and works on the right things, the right way.

There is no doubt among the leadership team that this is the path forward.

They are starting to apply the language of the Improvement Kata informally in their meetings and discussions.

Overall, it seems a bit messy. But learning is like that.

The Other Site

The “implementation of Toyota Kata” is a directive from the corporate Continuous Improvement team.

The corporate team spends much of their energy developing and deploying templates, PowerPoint presentations, setting standards for the forms and the layout, lettering and colors on the improvement boards, and setting milestones.

They have published a step-by-step procedure for a site to implement Toyota Kata, based on their assumptions of what ought to work. None of them has actually led a change like this.

They are, in turn, working through the site continuous improvement team who is expected to execute to these standards.

The site leader receives weekly reports on progress. Training the managers and “implementing Toyota Kata” is the responsibility of one of the site’s continuous improvement staffers. The site leader questions him using the 5 Questions each week, and issues direction in response to the answers.

It is the continuous improvement practitioner who is responsible for motivating the members of the management team to challenge their own processes and develop their improvement boards. A significant number of them are questioning the need or purpose of this exercise.

Thoughts

Unfortunately I run into the second case far more often than I see the first. But the story is decades old. That is how we did Six Sigma, kaizen events, Theory of Constraints, Total Quality Management. In each case we have separated the deployment of a core change in the way we manage operations from the responsibility for actually managing.

It

doesn’t

work.

This TED talk by Tim Harford actually sums up the difference pretty well:

But beyond what works, and what doesn’t, we also have to ask “Which approach is respectful of people?”

What are the underlying assumptions about the people at the gemba when “standards” are established thousands of miles away, published, and then audited into place?

Why do they feel they must tell people exactly what to do?

What do they feel is lacking on the site?  Competence? or Clarity?

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Notes From Day 2 of Kata-Con

Perfection is the enemy of progress.

  • The longer it takes, the higher the expectation.
  • The higher the expectation, the longer it takes.

My thoughts: I’ve seen this a lot. It is magnified when the leaders are detached from the process.

Process improvement is messy, and if the leaders aren’t comfortable with that messy process, they develop unrealistic expectations of what “progress” looks like.

The people getting the work done, meanwhile, end up working hard to manage those expectations. They actually conceal problems from the boss, for fear of him misinterpreting problems-that-must-be-solved with my-people-don’t-know-what-to-do.*

Trying to layer Toyota Kata over the wrong organizational structure will overwhelm people.

The organizational structure follows necessity. This lines up with Steven Spear’s research.

The organizational structure must match the needs of the process, and the target condition for learning.

If your supervisor has 20 direct reports, it is unlikely he will have the time to work on improvement in a productive way. Toyota’s team leader structure is specifically engineered for improvement, development, and getting a car off the line every 58 seconds.

 

Improvement takes time and people.

The End.

This isn’t free, nor can you calculate an ROI ahead of time. Get over it.

Start with what you MUST accomplish and look at what is required to get there. It doesn’t work the other way around.

If you don’t continually strive, you die.

If you aren’t striving to go forward, you are going backward.

My thoughts: I make the following analogy: Continuous improvement is like a freezer. There is never a time when you can say “OK, it’s cold enough, I can unplug it now.” You must keep striving to improve. Without the continuous addition of intellectual energy, entropy takes over, and you won’t like the equilibrium point.

All of our failures have come to good things.

My thoughts: By deliberately reflecting and deliberately asking “What did we learn?” you can extract value from any experience. The way I put it is “You have already paid the tuition. You might as well get the education.”

We had sponsorship challenges as the leaders caught up with the people.

My thoughts: Yet another instance of the leaders falling behind the capability of their people. When the people become clear about what must be done, and just start doing it, the only thing an uninformed leader can do is either get out of the way or destructively interfere.

People don’t like uncertainty. Kata deliberately creates uncertainty to drive learning. You have to be OK with that.

My thoughts: Another expression of the same point from yesterday.

“Learning only” has a short shelf life.

“Cool and Interesting” is not equal to Relevant.

Those are the words I wrote down, rather than the words I heard. The key point is that you can, for a very short time, select processes to improve based on the learning opportunities alone. But this is extra work for people. The sooner you can make the results important the quicker people get on board.

A business crisis should not stop improvement or coaching. Does it?

My thoughts: This is a good acid test of how well you have embedded. When a crisis comes up, do people use PDCA to solve the problem, or do they drop “this improvement stuff” because they “don’t have time for it.” ?

Inexperienced 2nd coaches coaching inexperienced coaches coaching inexperienced learners… doesn’t work.

A lot of companies try to do this in the interest of going faster. Don’t outrun your headlights. You can only go as fast as you can. Get help from someone experienced.

Just because you have gone a long way doesn’t mean you can’t slip back. You must continue to strive.

The “unplug the freezer” analogy applies here as well.

You don’t have to start doing this. But if you choose to start, you may not stop. You have to do it every day.

Don’t take this on as a casual commitment, and don’t think you can delegate getting your people “fixed.” (they aren’t broken)

Everybody gets it at the same level. Senior managers tend to lose it faster because there is no commitment to practice it every day at their level.

Awareness is a starting point, but not good enough. A 4 hour orientation, however, is not enough to make you an expert… any more than you can skim “Calculus and Analytic Geometry” and learn the subject.

Results do get attention.

“I’ll have what she’s having”

But don’t confuse results with method.

My challenges to the plant managers weren’t about P&L or service levels. They were about moving closer to 1:1 flow, immediate delivery, on demand.

Challenges must be in operational terms, not financial terms.

Move from “These are the measures, and oh by the way, here is the operational pattern” – to –> “This is the operational pattern I am striving for. and I predict it will deliver the performance we need.”

Gotta catch a plane. More later.

 

______________

*When I was in the Army, we got a new Battalion Commander who listened to the logistics radio net, where the staff officers discussed all of the issues and problems that had to be solved. He would jump to a conclusion, and issue orders that, if carried out, would interfere with getting those problems solved.

Although he spoke of initiative and taking action, his actions revealed he wasn’t willing to trust us to let him know if there was a problem we couldn’t handle, and expected perfection in execution in situations that were chaotic and ambiguous.

We ended up finding an unused frequency, and encrypting our traffic with a key that only we shared, so the commander couldn’t hear us. Yup… we were using crypto gear, designed to keep the Soviets from hearing us, to keep our boss from hearing us.

As the information channels to him slowly choked off, he was less and less informed about what was actually happening, and his orders became more and more counter-productive, which in turn drove people to hide even more from him.

This, I think, is a working example of “getting bucked off the horse.”

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Notes From Day 1 of Kata-Con

I’m attending the Toyota Kata Summit in Fort Lauderdale. We’ve completed Day 1. Here are some notes I took. I plan to expand on some of them later.

Experiment your way forward vs. decide your way forward.

My thoughts: We like certainty. We like a plan we know will work. Unfortunately a plan we know will work is usually just a plan we have convinced ourselves should work. But we have a hard time distinguishing the difference. Such is our desire for certainty – a strongly held opinion or feeling becomes a fact.

We don’t know how it will go. We have to get comfortable with ambiguity if we want to move beyond what we already know.

Until you understand the mindset of uncertainty, you can’t teach anyone else.

My thoughts: This is probably the most foundational qualification for a manager who aspires to become an improvement coach. The improver / learner won’t know the answers.. and neither will you. You have to be very OK with that. If you aren’t, then you’re just telling people what to do, and nobody is learning anything.

Until you try, there is no baseline for learning or coaching.

My thoughts: At the start of a ski lesson, the instructor had each of us ski 50 yards or so down the hill while she watched from below. She asked us to just ski down to her. Of course, she observed.

Then each of us was individually coached on something to practice… a drill or technique that would correct one deficiency in our form.

She skied down another 50 yards, and observed us again. If we were not performing the drill correctly, she corrected until we were performing it correctly. Then our task was to practice.

Asking “What is your target condition?” is asking the learner to demonstrate his technique and understanding. For the coach, the idea is to get them to try so you have a baseline for coaching.

Warning! Be ready for empowered employees!

If a manager with only an “awareness” level of understanding enters this space, he’ll either deflate the team with inept coaching, or will get bucked off the horse he isn’t good enough to ride. The leaders can’t do this from behind. You can’t simultaneously have empowered, creative team members and maintain control. (Sounds a bit like something Heisenberg came up with…)

I am coaching (by giving direction).

No you aren’t.

My thoughts: Actually this note was my thought triggered by something someone said. But I’ve seen senior managers who want to be “coaches” and then redefine “coaching” to mean “tell people what to do.” Doesn’t work like that.

The 5 questions are a jig. The questions on the card allow you (the coach) to listen because you don’t have to think about what question to ask next.

Some days big up. Every day little up. Please try. Do your best. Until you take first step, you cannot see next step. – Toyota coordinator (master coach).

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Scientific Improvement Beyond The Experiment

“How do we deploy this improvement to other areas in the company?” is a very common question out there. A fair number of formal improvement structures include a final step of “standardize” and imply the improvement is laterally copied or deployed into other, similar, situations.

Yet this seems to fly in the face of the idea that the work groups are in the best position to improve their own processes.

I believe this becomes much less of a paradox if we understand a core concept of improvement: We are using the scientific method.

How I Think Science Works

In science, there is no central authority deciding which ideas are good and worth including into some kind of standard documentation. Rather, we have the concept of peer review and scientific consensus.

Someone makes what she believes is a discovery. She publishes not only the discovery itself, but also the theoretical base and the experimental method and evidence.

Other scientists attempt to replicate the results. Those attempts to replicate are often expanded or extended in order to understand more.

As pieces of the puzzle come together, others might have what seems to be an isolated piece of knowledge. But as other pieces come into place around them, perhaps they can see where their contributions and their expertise might fit in to add yet another piece or fill in a gap.

If the results cannot be replicated at all, the discovery is called into serious question.

Thus, science is a self-organized collaborative effort rather than a centrally managed process. All of this works because there is a free and open exchange among scientists.

It doesn’t work if everyone is working in isolation… even if they have the same information, because they cannot key in on the insights of others.

What we have is a continuous chatter of scientists who are “thinking out loud” others are hearing them, and ideas are kicked back and forth until there is a measure of stability.

This stability lasts until someone discovers something that doesn’t fit the model, and the cycle starts again.

How I Think Most Companies Try To Work

On the other hand, what a lot of people in the continuous improvement world seem to try to do is this:

Somebody has a good idea and “proves it out.”

That idea is published in the form of “Hey… this is better. Do it like this from now on.” image

We continue to see “standardization” as something that is static and audited into place. (That trick never works.)

What About yokoten. Doesn’t that mean “lateral deployment” or “standardize?”

According to my Japanese speaking friends (thanks Jon and Zane), well, yes, sort of.  When these Japanese jargon terms take on a meaning in our English-speaking vernacular, I like to go back to the source and really understand the intent.

In daily usage, yokoten has pretty much the same meaning [as it does in kaizen] just a bit more mundane scope…along the lines of sharing a lesson learned.

Yokogawa ni tenkai suru (literally: to transmit/develop/convey sideways) is the longer expression of which Yokoten is the abbreviation.

Yoko means “side; sideways; lateral. Ten is just the first half of “tenkai” to develop or transmit. Yokotenkai..

If you take a good look at the Toyota internal context, it is much more than just telling someone to follow the new standard. It is much more like science.

How the Scientific Approach Would Work

A work team has a great idea. They try it out experimentally. Now, rather than trying to enforce standardization, the organization publishes what has been learned: How the threshold of knowledge about the process, about a tricky quality problem, whatever, has been extended.

We used to know ‘x’, now we know x+y.

They also publish how that knowledge was gained. Here are the experiments we ran, the conditions, and what we learned at each step.

Another team can now take that baseline of knowledge and use it to (1) validate via experimentation if their conditions are similar. Rather than blindly applying a procedure, they are repeating the experiment to validate the original data and increase their own understanding.

And (2) to apply that knowledge as a higher platform from which to extend their own.

But Sometimes there is just a good idea.

I am not advocating running experiments to validate that “the wheel” is a workable concept. We know that.

Likewise, if an improvement is something like a clever mistake proofing device or jig (or something along those lines), of course you make more of them and distribute them.

On the other hand, there might be a process that the new mistake-proofing fixture won’t work for. But… if they applied the method used to create it, they might come up with something that works for them, or something that works better.

“That works but…” is a launching point to eliminate the next obstacle, and pass the information around again.

oh… and this is how rocket science is done.

Edit to add:

I believe Brian’s comment, and my response, are a valid extension of this post, so be sure to read the comments to get “the rest of the story.” (and add your own!)

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Lean Thinking in 10 Words

Pascal Dennis, in his book Getting the Right Things Done sums up lean thinking in 10 words:

“What should be happening?”

“What is actually happening?”

“Please explain.”

I would contend that everything else we do is digging out answers to those questions. (yes, there is a bit of hyperbole here, but I want to get you to think about how true this is vs. how false it might be.)

I think “lean thinking” is really a structured curiosity. Let’s take a look at how these questions push us toward improvement.

“What should be happening?” is another form of Toyota Kata’s “What is your target condition?” In our conversations, we often jump straight to “We need to…” language, a solution, without being clear what the problem is.

I’ll set that back by asking questions like “What would be happening if the problem is solved?” “Can you describe that?”

When Toyota trained people ask “What is the standard?” this is what they want to know, because, to them, a “problem” = “a deviation from the standard.”

“What is actually happening?” or “What is the actual condition now?”– Once we are clear where we are trying to go, it is important to grasp where we are now in the same terms as the target.

Something I see quite a bit is a target condition expressed with different terms, measures, and variables than the current condition. You must be able to relate between the two in a way that defines and quantifies the gap that must be closed.

“Please Explain” cuts across the current condition and the obstacles (in kata terms). What do you understand about the gap between what should be happening and what is actually happening?

If the process has deteriorated, what has changed? Why is it that we cannot hit the standard today when, last week, we could? When did it change? What do we know about that? Why did it change?

If you tried to run to the new level, what would keep you from doing it that way? (what obstacles do you think are now preventing you from reaching your target?)

Depending on which of these conditions we are dealing with will fundamentally change the path toward a solution, so it is critical we understand “What should be happening?” or “What is the target condition?” as a first step, then look at the history of the actual condition.

If the process has eroded, what do we know about what has changed in the environment?

All of this is the foundational baseline… the minimum understanding I want to hear before we entertain any discussion about what actions to take, what to change, what to do.

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David Marquet: Turn Your Ship Around

imageRegular readers (and clients) know I really like David Marquet’s “Leader-Leader” model and believe it has a synergistic close connection to lean thinking, leadership, and Toyota Kata. When I was offered a chance at getting a pre-publication copy of his Turn Your Ship Around! workbook, I jumped at the opportunity.

Lean Leadership

I don’t like the word “lean” but we are stuck with it, so I’ll use it. I believe “Lean” is really about good leadership.

It’s really tough to make “lean” work beyond a superficial level without the rich horizontal and vertical two-way communication that is created in what David Marquet calls “Leader-Leader.”

While the lean process structure directly supports this type of leadership, our typical approach to “lean” has been to focus on the technical aspects and gloss over the change in behaviors.

Why? It is easier to teach how to build a u-shaped layout, or implement a kanban loop than it is to actually shift people’s day-to-day behavior. A fair number of attempts to use Toyota Kata have fallen into this trap as well – teaching it as a rote technical tool rather than a structure to develop deeper thinking and improve organizational clarity and alignment.

Our numbers-driven management culture tends to shy away from “people problems” and tries to lateral those things to Human Resources. Here’s the test: Who chairs the “difficult conversations” in your organization? Leaders? or HR?

Captain Marquet’s experience in the Navy was similar. A submarine Captain’s authority (in the US Navy) largely descended from his technical knowledge and expertise. Take away or diminish that technical expertise, and he has to learn to rely on the team, and build a team that can be relied upon.

So we are really talking about that elusive “culture shift.”

Empowerment

The word “empowerment” got a really bad name back in the late 1980s. There were tons of books written and consultants pushing managers to “empower their workers.”

They painted a picture of the end state: self directed teams that managed their own work in ways that were far better than anything achievable by top-down direction. There was nothing wrong with the picture – I’ve seen a few examples of that process in action and it is always amazing.

The problem was getting there. Companies would have a kickoff, make a huge change, “empower their workers” and let go of control, and sit back to watch the amazing results.

train

While the intentions were good, when direction was suddenly removed, people didn’t know what to do and they guessed wrong. They had been used to getting the answers from the boss, and suddenly those answers were gone.

The rules and boundaries were not well understood, and frustrated leaders often ended up pulling away even more control than they had held before the experiment.

“Well that didn’t work” became the words attached to “empowerment.”

So why does it work in the places where it does? It is surprising to me how often I hear leaders cite exceptionalism. “They can hire better people.” for example, without thinking about what that means about their own leadership, people development or hiring processes.

David Marquet lays out a few key principles in his Leader-Leader model. He is clear (to me) that this isn’t a switch you can suddenly throw. His journey on the Santa Fe was one of discovery as he navigated unknown territory. There were successes and setbacks, each a point of learning.

The main points of the model are progressively giving control; building competence; and establishing clarity.

In the words of Toyota Kata, establish a next target condition for pushing control and decision making down a level, then identify the obstacles in the way and progressively and systematically address them.

Those obstacles are nearly always something we must teach (competence); or something we must communicate (clarity).

There are some previous posts on the topic that you can click through to review so I don’t cover it all again here:

With all of that background, let’s talk about the book.

Turn Your Ship Around!

The first thing to understand is this book does not stand alone. The reader must be familiar with the original book Turn the Ship Around!, its story and premise, or at least have that book available to provide context for he workbook. I have read the original book three times, and was still flipping back through it as I went through the workbook.

imageThe workbook also refers you to several scenes in the Russell Crowe movie Master and Commander: The Far Side of the World as examples (actually counter-examples) of the Leader-Leader model.

The format of the original book, Turn The Ship Around is a series of stories and experiences on board the Santa Fe. Each described a challenge or problem and what the crew and leaders leaned about leadership in overcoming it. Then the general principle is described. The chapter ends with a series of bullet point questions for a leader to ask himself.

The workbook, Turn Your Ship Around! parallels the structure of the main book. Each chapter in the workbook emphasizes a key leadership principle, references specific pages in the original book for the reader to review, then asks a series of questions or (in some cases) proposes an activity, exercise, or “to do” with your organization.

The questions are improved versions of the end-of-chapter questions in the original book.

There is also some additional material that Marquet has developed since writing the original book, for example, his “Ladder of Leadership” model that focuses you on the language in the conversation as leaders are developed.

I’ll get more into that on another post.

Using Turn Your Ship Around!

As I mentioned above, this is a companion work for the original book. Many management teams conduct book study sessions, and this workbook would provide a great structure: Study a chapter and go though the pertinent section in the workbook individually, then come together and share your impressions and answers to the questions.

Other Material

My review copy also came with a deck of cards intended for structuring a role playing session. A scenario is drawn, and individuals representing the leader and the subordinate draw cards which lay out the language they should use.

Sometimes the leader might be trying to get a reluctant team member to step up and take more responsibility. Another scenario might have the team member showing more initiative than the leader is comfortable with. The idea is for the participants to experience how these various dynamics feel. I haven’t tried it with a group (yet), but it seems like it would be worth doing… with the caveat below.

The Caveat

There’s an old joke out there that goes “How many psychiatrists does it take to change a light bulb?” Answer: “Just one, but the light bulb has to want to change.”

Trying to Change the cultural dynamic of your organization is going to challenge deeply hidden assumptions about people that are firmly entrenched in the mechanics and artifacts the organization uses to get things done. These are things like reports, the way meetings are run, how assignments are given and tracked. If you choose to go down this road, all of those things will be challenged, and you will need to be open to that.

Capt Marquet talks specifically about blowing up the reports, tracking files, chains of signatures during his journey on the Santa Fe. No matter what you say your values and beliefs are, the mechanisms of control define what your culture really believes about who can be trusted with what. This won’t work if you pay lip service to it.

More to Come

Though I’ve been talking this up to clients for the better part of a year (and probably “sold” a hundred or so copies of the book in the process), I haven’t gone into a lot of depth here. I’ll likely be digging into the concepts more in the future. This post is about the new book, so I want to try to constrain myself somewhat to that topic today.

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How Does Kaizen Differ From A Kaizen Event?

The title of this post is a search term that hit the site today. It’s an interesting question – and interesting that it gets asked.

“Kaizen” is now an English word (it’s in the OED) and defined as such:

Definition of kaizen in English:

NOUN

A Japanese business philosophy of continuous improvement of working practices, personal efficiency, etc.

Origin

Japanese, literally ‘improvement’.

 

Let’s talk a bit about that “Japanese, literally ‘improvement” bit.

Jon Miller of the Kaizen Institute was raised in Japan and offers up this nice breakdown of the meaning behind the meaning:

image

Jon explains:

•Kai = Change is made from two characters “self” and the picture “to whip”. You can see the stripes across the poor fellow’s back.So Change is something you do to yourself.

•Zen = Good. In this case a sacrificial lamb which means “righteous” is offered between two characters for “word”. In this case word = clear and precise speech. So good sacrifice with precise speech all around it is “Good”. The Zen character we are using today is a simplified version. Also, Zen in this case is not the same character as Zen Buddhism.

•Kaizen = Change for the better. Or in our case whip yourself so that you can make a nice sacrifice and always have clear speech / thoughts surrounding you. Smile

As I understand it, in vernacular Japanese, “kaizen” is regarded as a business term. The word is not used in day-to-day context.

From Jon’s explanation, there is also a very personal aspect to it. Change is something you impose on yourself.

With all of that, “kaizen” is simply a word that generally refers to any systematic disciplined activity of improvement.

Kaizen Events

Now things get tricky, because here in the West, we have often regarded “kaizen events” and “kaizen” as the same thing. They aren’t. While you can certainly make improvements with kaizen events, that isn’t the only way to improve things, and I’ll add it isn’t necessarily even the best way.

A typical Western kaizen event (and there are lots of variations, though most companies that use them tend to impose fairly rigorous attempts to standardize them) is a 5 day focused effort with a 100% dedicated team.

The kaizen event leader is usually a specialist whose job is to plan and lead these things, identifies an improvement opportunity. He might be tasked by shop floor management to tackle a chronic or painful problem, or might be executing the “lean plan” that calls for a series of implementation events.

It is his job to plan and execute the event and to bring the expertise of “how to make improvements” to the work force and their leaders.

Here’s the Problem

The full-time kaizen event leaders typically get really good at seeing improvement opportunities, organizing groups for improvement, and quickly getting things done. They get good at it because they do it all of the time.

The area supervisors might be involved in a kaizen event in their area a few times a year if that. Some companies target having each employee in one kaizen event a year.

That’s 40 hours of improvement. All at once. The question is: What do they do (and learn) the other 1900 hours that year?

What do they do when something unexpected happens that disrupts the flow of work? Usually kaizen events don’t deal with how to manage on a day-to-day basis other than leaving an expectation for “standard work” in their wake.

But “standard work” is how you want the work to go when there aren’t any problems. When (not if) there are problems, what’s supposed to happen?

This is why many shop floor leaders think “kaizen” is disconnected from reality. Reality is that parts are late, machines break, things don’t fit, Sally calls in sick, and the assembler has to tap out threads now and then. In the hospital, the meds are late, supply drawers have run out, and there is a safari mounted to find linens.

These things are in the way of running to the standard work. They are obstacles that weren’t discovered (or were glossed over as “resistance to change”) during the workshop.

The supervisor has to get the job done, has to get the stuff out the door, has to make sure the patients’ rooms are turned over, whatever the work is. And nobody is carving out time, or providing technical and organizational support (coaching) to build his skills at using these problems as opportunities for developing his improvement skills, and smoothing out the work.

So… sometimes, “kaizen events” implement changes, but don’t necessarily do much for that personal drive for improvement.

The Shift

We’re starting to see a shift, as we realize those front line leaders are actually the ones who need to be the experts. That’s where Toyota Kata comes in – as a tool to learn to coach those leaders so they learn to keep the improvement going rather than just fighting erosion and working around problems.

OK – it’s late, and this was actually a diversion from something else I’m working.

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“What Is Lean” – 2015

Mike Rother and Jeff Liker have refined the “What is Lean?” slideshare from earlier this year. I think they have filled things in pretty well. Take a look, then I’ll add my thoughts.

Responsibility of Leaders

The Jim Womack quote on Slide 4 is telling in a number at a number of levels:

“Most management decided they could outsource lean…

‘ Please go do it, here’s your budget, and please get some results, we won’t be too precise about that, and now I will be on to the next issue.’ And of course that is unlikely to produce much a result… It produces something, but it doesn’t produce what we had intended, which was that this would become the core way that managers think.”

I had a friend in the Army who (with a smile) would say “An action passed is an action completed.” These managers believe that as long as they have assigned someone to work on the problem, their responsibility is to getting updates on progress and authorize or question budget requests, then moving on to the next agenda item.

Even today I see very real “We have to do this to survive as a company” levels of urgency behind initiatives, but they are still assigned to mid-level staff people as though engineering a fundamental shift in the organization’s ways of working can be done with mere oversight of the top level leaders.

Actual Customers

While we (the lean teachers, community) have done pretty well over the years is talk about establishing flow. What we haven’t done as well is with the words “toward a customer.”

Never Ending Struggle

The problem with “lean implantation plans” is they, by their very nature, have a point when they are “done.”

Human cultures throughout history have their legends built on what Joseph Campbell called the Hero’s Journey, and our implementation plans are built around the same pattern.

  1. The need for change. (often first met with refusal or denial)
  2. Commitment / crossing the threshold.
  3. The Mentor Figure (“find a sensei”)
  4. Assembling the team.
  5. The Quest / Journey of Adventure
  6. Final Confrontation
  7. Returning with “the elixir” / the journey home
  8. A changed life and/or a changed world.

While there are lots of variations on how this is described, this is the pattern of just about every business novel, every script in Hollywood, and our most compelling stories.

But these stories always have an end – where things are “changed” and a new stability. And our “implementation plans” imply the same expectation – that there is a “new normal” where everyone can relax because we’ve gotten there.

The Problem as I See It

The model outlined in this slideshare runs against the grain of everything business executives are taught. I think it is great that we are starting to realize what is really behind truly great organizational performance, but it’s still too easy to dismiss as an outlier when it happens. The “Lean Community” has a lot of momentum behind the “implement the tools” paradigm, and the idea that establishing and enforcing standards for the improvement boards and forms is somehow the key to success.

Let’s challenge the paradigm. Right now the biggest “change” we need to make is us.