Recorded webinar: http://slidesha.re/1nOR5i5
Subscribe: http://ksmartin.com/subscribe
Purchase the book: http://bit.ly/TOObk
This webinar features content from Karen's workshop and talk at the Lean Enterprise Institute and Lean Frontiers Coaching Summit, held on July 29 & 30, 2014 in Long Beach, California.
Both the workshop and talk focus on learning how to break the "telling" habit as a leader or improvement coach, and how to use the right questions at the right time to develop people more effectively and get better work results.
2. ď§ Consultant / Coach / Facilitator / Trainer:
Lean transformation & business performance
improvement in all industries.
ď§ Teacher: University of California, San Diego
ď§ Author & Speaker:
Karen Martin, President
@KarenMartinOpEx
2013 Shingo
Prize winner!
www.ksmartin.com/subscribe
50% off for
limited time
on Amazon!
2
4. For more Coaching information
See Chapter 4 - Discipline
www.bitly.com/TOObk
4
5. Learning Objectives
⢠The role of the improvement coach
⢠Necessary skills for improvement coaches
⢠How to accelerate problem-solving skill
building through asking the right
questions at the right time
⢠When itâs appropriate to âtellâ people
what to do
5
6. 5 Observations & 1 Decree
1. There arenât enough improvement âexpertsâ to
go around in an organization.
2. Improvement âexpertsâ arenât content experts
(and, therefore, shouldnât be the ones solving
problems).
3. Problems arenât being solved quickly enough.
4. Problems arenât being solved well enough.
5. Managers donât know enough about the
improvement process.
6. Improvement canât be delegated.
6
18. 18
Detailed Steps
1. Define and break down the problem.
2. Grasp the current condition.
3. Set a target condition.
4. Conduct root cause & gap analysis.
5. Identify potential countermeasures.
6. Develop & test countermeasure(s)
7. Refine and finalize countermeasure(s).
8. Implement countermeasure(s).
Study
Evaluate
Results
9. Measure process performance.
10. Refine, standardize, & stabilize the process.
11. Monitor process performance.
12. Reflect & share learning.
Adjust
Do
Clarifying the PDSA Cycle
Plan
Develop
Hypothesis
Conduct
Experiment
Refine
Standardize
Stabilize
Phase
Continuous
Improvement
New
Problem
Often
50-80%
of the
total
time
Adjust
Adjust
Adopt
Adapt
Abandon
19. Coaching: Dual Roles
REFLECTIVE DEVELOPMENT DIRECTIVE DEVELOPMENT
From The Outstanding Organization, p. 117
Heavy use of Socratic
questioning to assess learning,
develop critical thinking, and
build confidence
Here, the coach serves as teacher.
Beware of the difference!
21. Warning: The Expert Turned Coach
⢠Be aware of the juice you get from being the expert.
â Replace with the juice of serving others
⢠Avoid believing that everyone needs to think and
behave the same way you do.
⢠Avoid âthe way I would do itâ thinking.
⢠Turn âTHEâ thing they need to learn to âAâ thing
they need to learn.
⢠Be aware of moving into âdo-er,â ârescuer,â or
âfixerâ mode.
21
22. Socratic Questioning
⢠Named for Socrates
⢠Based on his belief that the
deepest learning results from a
disciplined practice of thoughtful
questioning.
â Way of assuring rigorous thinking
⢠Open-ended questions that cause
the learner to think deeply.
22
23. 23
Socratic Questions for Problem Solving
www.ksmartin.com/subscribe
pp 196-197 in The Outstanding Organization (pp 196-197)
24. Open vs. Closed Questions
⢠Open-ended questions
begin with:
â WhatâŚ?
â WhyâŚ?
â HowâŚ?
⢠Closed-ended questions
begin with:
â Is /areâŚ?
â Do / didâŚ?
â Would / willâŚ?
â Could / canâŚ?
â Was / wereâŚ?
â Have / hasâŚ?
â WhichâŚ?
â WhoâŚ?
â WhenâŚ?
â WhereâŚ?
24
25. Serving the Problem Solver
If the problem solver⌠Potential Questions
âŚhasnât clearly defined the problem. Whatâs the problem?
Why is that a problem?
How do you know itâs a problem?
âŚhas framed the problem as a solution or
a causeâor isnât thinking high enough
What causes that to happen?
What problem will that address?
What larger problem does this smaller
problem cause?
âŚoperating without data or has unclear
data.
What about the current state is not ideal?
(What âshouldâ it be?)
What is the data telling you?
How does the data support your conclusion?
âŚhasnât uncovered the root cause(s) or
hasnât dug deeply enough.
Why does that occur?
How do you know that?
What else might explain the current state?
Only ask questions to: 1) Assess learning/understanding
2) Help the problem solver discover that he/she has more work to do. 25
26. Questioning âDonâtsâ
⢠Masked recommendations
â Disguising your recommendation as a question (and
thinking that counts as a question)
â âLeading the witnessâ
⢠âRun onâ questions
â Long questions that contain multiple questions
⢠âThe inquisitionâ â asking question after
question
â Instead of pausing and allowing the person to think
26
27. Questioning âDonâtsâ (continued)
⢠Harsh or judgmental tone
⢠Multi-tasking or half-listening instead of
engaging the person in a focused dialogue
⢠If the problem owner asks, âWhat do you
think?,â donât take the bait!
27
28. Closed questions and âtellingâ
are acceptable whenâŚ
1. The person clearly has little or no experience with an
improvement practice or tool thatâs needed.
2. Youâre clarifying your understanding.
3. Listen with respect and validation; listen without judgment.
4. Listen for unspoken fears, concerns, and aspirations.
5. Use all of your senses, not merely your ears.
6. Take a mental journey and walk in othersâ shoes.
7. Listen without thinking about how youâre going to respond.
8. Listen with optimism and positive human regard.
9. Confirm your understanding. (âI think what youâre sayingâŚâ)
10. Listen for âwhy.â
11. Listen with two hats: teacher and psychologist.
28
29. 10 Keys to Deep Listening
1. Be 100% present.
2. Listen without thinking about how youâre going to respond.
3. Listen with two hats: teacher and psychologist.
4. Seek to understand. Listen for âwhy.â
5. Listen with respect; listen without judgment.
6. Listen for unspoken fears, concerns, and aspirations.
7. Use all of your senses, not merely your ears.
8. Take a mental journey and walk in othersâ shoes.
9. Listen with optimism and positive human regard.
10. Confirm your understanding. (âI think what youâre
sayingâŚâ)
29
30. Coaching Approach for Various Learning Stages
Problem Ownerâs
Problem-Solving Skill Level
Goal What to Ask / Do
Problem-solving is spot on. Thought partner
âHowâs it going?â
âWhatâs working well?â
âWhatâs not?â
âWhat have you learned?â
âWhatâs been most
surprising?â
âWhat are you doing next?â
âHow can I help?â
Problem-solving is off course
and needs correction.
Get person back on
track
Probe using Socratic
questioning; turn to
teaching only when needed.
Problem-solving is on track,
but the problem owner is
having difficulty taking next
steps.
Build confidence;
remove obstacles;
create an action plan
Use Socratic questioning to
help person realize his/her
strengths & grow
competencies; provide
mentoring for knowledge
transfer (e.g. specific tools).
30
31. Building Organization-wide Coaching Capabilities
Executive
Team
Senior
Leaders
Middle
Managers
Frontlines
Second Coach
Second Coach
Second Coach
31