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Wissenspool.318.vortrag nr _1__the_challenge_of_developing_lean_management.544511
- 1. © Mike Rother Toyota Kata
Mike Rother, Stuttgart, November 2015
DEVELOPING
LEAN
MANAGEMENT
The Challenge of
• Developing a culture that teaches and drives
scientific thinking... to achieve goals (large & small).
• Managing the skills to create something new.
- 2. © Mike Rother Toyota Kata
2
Copyright
Information
You may use any slides from this presentation,
which are copyrighted under a Creative
Commons Attribution license. The only
requirement is to note the source on each
slide you use, for instance by including “By
Mike Rother” somewhere on the slide.
- 3. © Mike Rother Toyota Kata
3
Toyota practices consistent
routines of Leadership and
Management that help
mantain an entrepreneurial
spirit in the organization...
LONG-TERM ORGANIZATION SURVIVAL
(A traditional Toyota illustration)
...well beyond the tenure
when other organizations
may turn into status-quo
maintainers.
Manager
Associate
- 4. © Mike Rother Toyota Kata
4
LET'S START WITH
SOME BACKGROUND
1. What are the unseen managerial routines and
thinking that lie behind Toyota’s success with
continuous improvement and adaptation?
2. How can other companies develop similar
routines and thinking in their organizations?
The TK Research (2004 - 2009)
-- Two Questions --
- 5. © Mike Rother Toyota Kata
5
1. What are the unseen managerial routines and
thinking that lie behind Toyota’s success with
continuous improvement and adaptation?
2. How can other companies develop similar
routines and thinking in their organizations?
Two Questions:
FIRST QUESTION
- 6. © Mike Rother Toyota Kata
6
THE IMPROVEMENT KATA MODEL
Kata1 (方) – Suffix Meaning "Way of Doing"
We found a common, scientific pattern of thinking and
behavior in Toyota managers' approach -- their 'Way of
Improving' -- and depicted it with a four-step model we
named the “Improvement Kata.”
Conduct Experiments
to get thereGrasp the
Current
Condition
Establish
your Next
Target
Condition
Get the
Direction or
Challenge
1
2
3
4
- 7. © Mike Rother Toyota Kata
7
Important point: Toyota's success has come from striving
scientifically for all sorts of challenging goals, not just from
"eliminating waste" for greater efficiency.
A WAY OF IMPROVING
Conduct Experiments
to get thereGrasp the
Current
Condition
Establish
your Next
Target
Condition
Get the
Direction or
Challenge
1
2
3
4
The IK pattern is similar to other models of the human
creative, scientific process: Systems thinking,
learning organization, design thinking,
creative thinking, solution focused
practice, preferred futuring, skills
of inquiry, evidence-based
learning.
- 8. © Mike Rother Toyota Kata
THERE'S ALSO A COACHING KATA
A way of coaching. Toyota's Master-Apprentice style
teaching approach is like training in sports and music.
Together the Improvement Kata and Coaching Kata
make up a management approach
Learner
Coach
(Manager)
8
- 9. © Mike Rother Toyota Kata
9
IT'S ABOUT DEVELOPING CAPABILITY
Toyota managers teach their people a scientific mindset -
- a Meta Skill -- that can be applied to any objective,
thereby creating an effective, shared way of working
throughout the organization.
Once an organization has such
capability, you can introduce
nearly any challenge.
- 10. © Mike Rother Toyota Kata
10
BENEFITS / ADVANTAGES
(1) Strategic Challenge
(2) Effective way of working toward it
The Improvement Kata + Coaching Kata management
approach is well suited to dealing with challenging goals in
complex, dynamic systems, which by their nature involve
finding our way along unpredictable paths through a
systematic process of discovery and adjustment. It's a
management system for developing people to meet
challenges, or, scientific thinking applied in business.
Toyota's approach also makes it more successful at moving
decision-making closer to where the action is
(empowerment). If people in an organization are expected
to make decisions and navigate rapidly at their level, rather
than waiting to be told what to do, they should be taught
effective skills for how to do that navigating.
Moltke the Elder
- 11. © Mike Rother Toyota Kata
11
BUT THERE IS A PROBLEM
No matter how good it is, just explaining a model
doesn't generate new ways of thinking and acting.
Hoping to create different behavior by explaining
or trying to convince generally doesn't work.
- 12. © Mike Rother Toyota Kata
12
1. What are the unseen managerial routines and
thinking that lie behind Toyota’s success with
continuous improvement and adaptation?
2. How can other companies develop similar
routines and thinking in their organizations?
Two Questions:
THIS BRINGS US TO
THE SECOND QUESTION
- 13. © Mike Rother Toyota Kata
Our
Organization
Toyota's
Way
(The Pros)
13
THIS DOESN'T WORK
• We don't behave a certain way because we lack
information. We behave one way or another
because it's a habit.
• Changing means deliberately practicing a different
routine, which over time changes how you think.
• But you wouldn't try to run 20 miles at the start.
You begin with some starter practice routines, to
help you learn fundamentals and build some initial
confidence in the new skill you're trying to learn.
- 14. © Mike Rother Toyota Kata
Toyota's
Way
14
DEVELOPING YOUR OWN WAY
Begin with some basic practice routines to learn some
fundamental skills, then evolve to suit your organization
as proficiency is developed
Our
Organization's
Way
Expert
Proficient
Competent
Advanced Beginner
Novice
Each person may
start at a different
point and advance
at different rates.
- 15. © Mike Rother Toyota Kata
15
VIDEO – How Skill Development Works
https://www.youtube.com/watch?v=cfAQ8oJIGoA
Available on the IK/CK YouTube Channel
- 16. © Mike Rother Toyota Kata
16
Kata are also basic practice
routines that help you adopt
new ways of acting and thinking.
THE ROLE OF PRACTICE ROUTINES
Kata2 (型 or 形) – Meaning "Form"
This is where brain
science comes in
- 17. © Mike Rother Toyota Kata
17
STARTER KATA
Practice
routines are a
way to begin to
operationalize
the IK pattern
Kata2 (型 or 形)
The
Improvement
Kata model
Kata1 (方)
There are basic practice routines, or Starter Kata, for each step
of the IK model and for coaching, to help Learners get
fundamental skills and operationalize the model. They're a
starting point for any individual, team or organization who
would like to develop a more scientific mindset and approach.
- 18. © Mike Rother Toyota Kata
18
THE IK & CK PRACTICE GUIDE
This is where you'll find Instructions for each Starter Kata
(Free on the Toyota Kata Website)
- 19. © Mike Rother Toyota Kata
Five Coaching
Kata Questions
Run Charts
Learner's Storyboard
Obstacles
Parking Lot
PDCA
Cycles
Record
Coaching Cycle
19
Challenge
Current
Condition
Analysis
Target
Condition
Definitio
n
Block
Diagram
COACH
LEARNER
- 20. © Mike Rother Toyota Kata
(1) FOLLOW: Start by repeating each
practice routine without modification, so
you can absorb its fundamental pattern.
(2) DETACH: Once the basic patterns get
habitual and you understand the 'why'
behind them, you'll start to adapt them.
HOW LONG DO YOU PRACTICE RELIGIOUSLY?
20
(3) FLUENCY: At this stage your
actions become natural. You can
create your own approaches to fit
different circumstances, while sticking
to basic underlying principles.
Real practice doesn't pass through such discrete stages,
but they are a useful way to depict your progression
Two error modes
- 21. © Mike Rother Toyota Kata
21
Visible
Less
Visible
Your existing methods,
practices and tools
A systematic,
scientific way of
thinking and acting
BECAUSE IT'S ABOUT SCIENTIFIC-THINKING
FUNDAMENTALS, IK/CK PLAYS WELL WITH OTHERS
It's a FOUNDATION that makes your
ways of working more effective
- 22. © Mike Rother Toyota Kata
22
Learner
Coach
(Manager)
The Coach (Manager) is
dependent on the Learners,
who are close to the action.
The only thing the Coach
can do is give procedural
guidance.
BTW, HERE'S WHAT'S REALLY HAPPENING
(It's actually the reverse of the Toyota illustration)
By Gerd Aulinger
and Mike Rother
- 23. © Mike Rother Toyota Kata
23
1. The manager doesn't play, and...
2. The manager doesn't know what
will happen in the game
The best a manager can do is give challenges
and teach how to play, via procedural
guidance as the Learner practices
- 25. © Mike Rother Toyota Kata
25
Scientific Thinking Pattern
+
Deliberate Practice (Kata)
Making Scientific Thinking a Skill
that Can be Learned by Anyone
WHAT THE IMPROVEMENT KATA
AND COACHING KATA ARE ABOUT
- 26. © Mike Rother Toyota Kata
26
Scientific Thinking Pattern
+
Deliberate Practice (Kata)
Making Scientific Thinking a Skill
that Can be Learned by Anyone
- 27. © Mike Rother Toyota Kata
27
IMPROVEMENT BASED ON
“ELIMINATE WASTE” IS TOO UNSCIENTIFIC
The elimination of waste at Toyota is more
an outcome of pursuing a particular goal
- 28. © Mike Rother Toyota Kata
28
ASK 5 PEOPLE WHAT TO IMPROVE,
GET 5 DIFFERENT ANSWERS
Each according to their perspective, beliefs & bias
= Observed Wastes,
Problems, Opportunities
This seems
important!This seems
interesting
There's always too
much to do, and by
random choices
we get nowhere
Illustration by Teemu Toivonen
We have limited time and
resources for improvement!
- 29. © Mike Rother Toyota Kata
29
YOU NEED A TARGET CONDITION
Things
we HAVE
to do
Things
we
CAN do
What do you
want to achieve?
- 30. © Mike Rother Toyota Kata
30
THAT TAKES SOME ANALYSIS & PLANNING
✓ ✓
NEXT TARGET
CONDITION
✓
- 31. © Mike Rother Toyota Kata
31
SO NOW WE CAN GET GOING, RIGHT?
Team's Action Plan
We know the overall direction or challenge,
where we are now and our next Target Condition.
It’s time to make a plan for how to get there!
- 32. © Mike Rother Toyota Kata
32
SO NOW WE CAN GET GOING, RIGHT?
Team's Action Plan
Well, not quite...
We know the overall direction or challenge,
where we are now and our next Target Condition.
It’s time to make a plan for how to get there!
- 33. © Mike Rother Toyota Kata
33
• I’ll roll a die three (3) times and sum the numbers.
• The sum will be a number between 3 and 18.
THE DICE EXPERIMENT
Before I roll, please write your answer to:
What will be the sum of the 3 rolls?
- 34. © Mike Rother Toyota Kata
34
Those of you who wrote down the
incorrect sum...
How do you feel?
- 36. © Mike Rother Toyota Kata
36
QUESTION #2
What will be the next number in this series?
Please write down your answer
2, 4, 6, 8, 10, 12, ?
- 38. © Mike Rother Toyota Kata
38
ANSWER
Those of you who wrote down
the incorrect number...
How do you feel this time?
2, 4, 6, 8, 10, 12, 2
- 40. © Mike Rother Toyota Kata
40
What was different
about these two scenarios?
- 41. © Mike Rother Toyota Kata
41
DIFFERENCE BETWEEN THE SCENARIOS
How easy or hard it is to spot the Current Knowledge Threshold
• In Round 1 with the dice, it was easy to see
that we didn’t know what the outcome would be.
• In Round 2 the knowledge threshold was more
difficult to see. We thought we knew the answer,
so we went over the threshold & answered.
What would be a good answer in both rounds?
Why don’t we say that?
Yet in both rounds the knowledge threshold was the same:
We had no facts beyond the initial setup
Predictable Zone
Current
Knowledge
Threshold
2, 4, 6, 8, 10, 12
- 42. © Mike Rother Toyota Kata
42
Current
Knowledge
Threshold
OUR BRAIN FILLS
IN THE BLANKS
(automatically)
WHY WE GO THROUGH
KNOWLEDGE THRESHOLDS
- 43. © Mike Rother Toyota Kata
43
IUMRING TQ GQNGIUSIQNS
READ WHAT YOU SEE
- 45. © Mike Rother Toyota Kata
45
IUMRING TQ GQNGIUSIQNS
We don't notice the Knowledge
Threshold because our brain
automatically fills in the blanks
- 46. © Mike Rother Toyota Kata
46
Ca y u
rea t is?
WE NEED THIS COGNITIVE MECHANISM
TO GET THROUGH THE DAY
But it also causes problems
We don't notice our knowledge thresholds, we
feel quite sure and then we make faulty decisions
- 47. © Mike Rother Toyota Kata
47
Key points about Knowledge Thresholds:
1) They're hard to see (until you practice it)
and we tend to go right through them
2) We see farther by experimenting
3) We don’t know in advance what the
result of a step/experiment will be
The Knowledge Threshold is our Learning Edge.
It's where the next experiment should take place.
THERE'S ALWAYS A KNOWLEDGE THRESHOLD
The path is unpredictable
- 48. © Mike Rother Toyota Kata
48
THE CORE DYNAMIC OF
SCIENTIFIC THINKING
Scientific thinking is a routine of intentional coordination
between what we think will happen, what actually happens,
and adjusting based on what we learn from the difference.
"Let'stryitandsee"
What we
expect
to happen
What
actually
happened
Learning
This is a thinking & working pattern that allows us to
reach challenging new goals through unclear territory
How to Handle Knowledge Thresholds
- 49. © Mike Rother Toyota Kata
IT'S THE SCIENTIFIC LEARNING CYCLE
This cycle gives you a practical way to reach a Target
Condition, by providing a systematic way of working
through the grey zone between here and there
A process for acquiring new knowledge.
Sometimes called "Plan-Do-Check-Act"
49
PREDICTION
Testable
ACTION
Conduct the
experiment
EVALUATE
Interpret the
evidence
EVIDENCE
Collect facts and data
PLAN
DO
1
23
4
CHECK
(Study)
ACT
- 50. © Mike Rother Toyota Kata
YOU STRIVE TOWARD THE TARGET CONDITION
THROUGH ITERATIVE LEARNING
Next
Target
Condition
(date)
Current
Condition
50
Zone of
Uncertainty
YOU DO NOT KNOW HOW
TO GET FROM HERE TO THERE!
Small, rapid experiments advance your knowledge quickly,
moving you away from what doesn't work to what does
- 51. © Mike Rother Toyota Kata
51
THE IK IS A GREAT MODEL, SO LET’S GO!
The Scientific IK Pattern:
...suits complex, dynamic
conditions!
...makes empowerment
possible!
✓ ✓ ✓ ✓
- 52. © Mike Rother Toyota Kata
52
But wait, there’s that problem…
The Scientific IK Pattern:
...suits complex, dynamic
conditions!
...makes empowerment
possible!
✓ ✓ ✓ ✓
THE IK IS A GREAT MODEL, SO LET’S GO!
- 53. © Mike Rother Toyota Kata
53
Scientific Thinking Pattern
+
Deliberate Practice (Kata)
Problem:
A model alone is not enough to
change our behavior and thinking
- 54. © Mike Rother Toyota Kata
54
Born
Scientific
Thinking
Learned through
Practice
Well... it goes away!
It's not our default mode
as adults. Adults are bad at
scientific thinking, due to
those natural, unconscious
mental mechanisms.
- 55. © Mike Rother Toyota Kata
55
WHAT DOES IT TAKE
TO CHANGE OUR THINKING?
• Get a piece of paper and a pen
• Start when I say “go”
• Sign your name 5 times normally
• When you are finished raise your hand
- 56. © Mike Rother Toyota Kata
56
LET’S TRY JUST ONE CHANGE, MUCH
SMALLER THAN CHANGING ORG CULTURE
• Change hands, to non-dominant
• Start when I say “go”
• Sign your name 5 times again
• Raise your hand when you are finished
- 57. © Mike Rother Toyota Kata
57
HOW DID IT FEEL THE SECOND TIME
COMPARED TO THE FIRST?
- 58. © Mike Rother Toyota Kata
Deliberate
Thinking
58
WHY THE SECOND TIME
FEELS ODD
Unconscious thinking is fast and instinctive, while deliberate
thinking is slow and intentional. It costs a lot of our energy
and attention.
The brain creates and prefers unconscious habits for
efficiency & safety. They help get us through the day by
taking care of routine decisions & conserving brain energy.
You have to consciously think
about it and be more deliberate
Pathways with
low signal resistance
Pathways with
high signal resistance
Trained
Synapses
Untrained
Synapses
- 59. © Mike Rother Toyota Kata
59
SO WE HAVE A LEAN DILEMMA
• “Different”
• “Difficult”
• “Weird”
• “Uncomfortable”
• We have well-established neural
pathways for signing with our dominant
hand. It’s automatic, fast & comfortable.
• We default to already-established
thought and behavior patterns because
they conserve mental resources.
1. We want to change to working scientifically,
according to something like the Improvement
Kata pattern.
2. We naturally tend to stick with our current
ways of doing things because they use existing
neural circuits that require less energy.
-- however --
How did it feel
the second time?
- 60. © Mike Rother Toyota Kata
j
k
60
COACHING
DAILY
PRACTICE
MASTERY
KATA l
m
4 INGREDIENTS FOR DEVELOPING NEW SKILLS
With these ingredients you can start to rewire
your brain & acquire new skills and habits
Corrective feedback
to ensure the Learner
practices the right patterns
Feeling that:
"I'm getting better at this"
Structured routines so a
beginner can practice
fundamentals
- 61. © Mike Rother Toyota Kata
61
DAILY PRACTICE
If we only periodically conduct training events or only
episodically work on improvement -- and the rest of the
time itʼs business as usual -- then according to neuroscience
what weʼre actually teaching is business as usual.
So the coaches should be line managers,
because they are there every day
- 62. © Mike Rother Toyota Kata
62
COACHING
Because "Practice Makes Permanent"
The Coach (manager) provides corrective inputs to ensure
that the Learner practices the new routines the right way
Before they can coach the
Improvement Kata,
managers need to practice
the Improvement Kata
themselves
- 63. © Mike Rother Toyota Kata
63
The Learner should practice beyond their current capability
and periodically get a sense they are making progress
in learning the new skill
MASTERY / SENSE OF PROGRESS
- 64. © Mike Rother Toyota Kata
64
KATA(型 or 形)
STARTER PRACTICE ROUTINES
These are basic drills to change the brain's existing habits.
You use Kata at the beginning, until their pattern
becomes a new habit that leaves you with new abilities.
- 65. © Mike Rother Toyota Kata
KATA TO GET YOU STARTED
Beginners should follow Kata exactly.
With increasing proficiency each
Learner can start to (within limits)
develop their own style.
Similarly, over time each organization
can evolve the Kata it began with to
better suit and mesh with its culture.
The original Kata evolve into
organization-specific practice routines.
KATA
65
- 66. © Mike Rother Toyota Kata
66
The Challenge
of Creating
Lean Management
The goal of this presentation is to
help make us aware of what is the task
The Improvement Kata and Coaching Kata help with
this task and integrate well with existing methods.
- 68. © Mike Rother Toyota Kata
68
Best wishes
for your practice
Visit the Toyota Kata Website
- 69. © Mike Rother Toyota Kata
69
IT'S A SKILL FOR EVERYONE
What we
expect
to happen
What
actually
happened
Learning
- 70. © Mike Rother Toyota Kata
70
Kata in the Classroom - for Teachers
www.katatogrow.com
Introducing the scientific pattern of
the Improvement Kata in K-12 classrooms