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Coaching for Continuous Improvement
The document emphasizes the importance of coaching for continuous improvement, focusing on developing problem solvers through a structured approach that encourages experimentation and reflection. It details methods for coaching, such as asking open-ended questions, fostering a supportive environment, and employing PDCA (Plan-Do-Check-Act) principles to guide learners in overcoming obstacles. The goal is to build a culture of learning and accountability, where coaches facilitate growth rather than provide direct answers.
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Coaching for Continuous Improvement
- 1. Coaching for Continuous Improvement DavidHicks and Hank Czarnecki Auburn University HicksDP@Auburn.edu LeanHank@auburn.edu
- 2. REASON TO COACHFOR CONTINUOUS IMPROVEMENT WHY?
- 3.
- 4. Build a ContinuousImprovement “House” Stability & Standardization Just- In-Time People Built- In- Quality Results – BEST Quality-Cost-Delivery
- 5. Solve Problems Long Term MutualProsperity Develop People Lean Coaching Developing Problem Solvers
- 6. REASON TO COACHFOR CONTINUOUS IMPROVEMENT WHY? PROCESS TO DEVELOP PROBLEM SOLVERS HOW?
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- 8. 4 Aspects ofCoaching Learner Coach Problem Solving Process Development Plan
- 9. • Personal Increase selfknowledge Strength/weak points • Interpersonal Adapt your behavioral style to others Learn other’s styles • Team Facilitate better teamwork • Organization Motivate effectively Learner - PITO Model
- 10. Coach - Where’sMy Sensei? • Toyota has been successful at transplanting their plants across the world, primarily by providing long-term coaches (sensei's) to develop leaders who understand and use the Toyota Production System • Where’s my Sensei? Most of us don’t have the resources to use this pattern. • Steelcase has developed a Lean Management System that develops leaders through active learning and practice. “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Aristotle
- 11. Problem Solving -Implementation Methods Time Improvement A3 Projects (PM/CI Dept) Daily (Kata) Event (Kaizen)
- 12. Reduce Difficulty ByDefining Expectations Relationships Standards (When/How) Rules Goals
- 13. REASON TO COACHFOR CONTINUOUS IMPROVEMENT WHY? PROCESS TO DEVELOP PROBLEM SOLVERS HOW? EXECUTING THE 4 ASPECTS OF COACHING WHAT?
- 14. Learner - DiSC Dominant •Direct • Decisive • Driven Interactive • Inspirational • Influential • Intuitive Supportive • Sincere • Steady • Sympathetic Conscientious • Cautious • Concise • Correct Active - Fast Paced - Verbal Moderate - Even Paced - Reserved People Oriented Task Oriented Be EnthusiasticBe Confident Be Logical Be Sincere Style-Flex & Home Rule
- 15. Coaching - Shapethe Behavior “It is important for employees to be able to look at the work they are performing and be able to properly identify waste. Once the waste is spotted, it is the responsibility of the team to improve the process. The important thing is to teach people to challenge problems and apply the process of Kaizen. We need to foster the habit in employees of trying to change things for the better.” -Ohno
- 16. Coaching AND Improvement InescapablePrinciple of Coaching To help others develop their capability to think and solve problems you have to: Let them THINK -- -NOT Tell Them What To Think
- 17. Coaching Techniques Not theDrill Sergeant (group- punish & yell) Coach Learners One on One NOT in Groups • Each Learner will have different focus- practice needs at different times • Different Learners learn at different rates • Different Learners learn in different ways • Remember: – If you suggest ideas, YOU OWN – If you add to their idea, YOU OWN – If you answer, YOU OWN – If you analyze, YOU OWN – If you direct, YOU OWN – If you correct, YOU OWN
- 18. Freedom to Try(and Fail) We learn through “failed” experiments, so coaches must create an environment for experimentation • Fail Fast • Fail Safe • Fail Cheap Please expect and allow the learner to make small mistakes These are important moments, from which the learner learns
- 19. Use the “1-2-3”Pattern of Teaching Understand how the learner is thinking. • Find Through Questioning: – Actually know vs Assuming – What they will do to learn more – What they don’t already know 1 Not: What you would have done or the correctness of their learning
- 20. Questions If “managing” is aboutthinking... “leading” is about getting other people to think Leading is about getting other people to take initiative If improvement is about taking responsibility and initiative How do you get team members to think? and take initiative? Ask Questions! What Questions?
- 21. Questioning Skill Asking Open-endedQuestions • Begin With: Who, What, When, Where, Or How • What do you see? • What would you do? • Allows the Learner to respond with whatever he/she knows or is thinking • Truly seek to understand what the Learner knows/sees Use Silence: • Allows Time to Think/Reflect • Avoid Talking Too Much – Giving Too Much Information • Puts Pressure to Talk – Give Information - Thoughts
- 22. Probing Questions toStimulate Thought Open/Probing Questions • Tell me more • What do you have in mind • Go On … • Tell me what is going on … • So? Accompanied by an expectant look • Can you give me some examples of that • Can you give me some more details on what went on • When did this last happen • Have you told me everything • What happened next • What have you tried so far
- 23. Barriers What discourages peoplefrom thinking and taking responsibility? •You, me or somebody rushes in to give them the answer. •It is more important to give them the right question than the right answer. Mr. Cho of Toyota
- 24. Using Toyota Katato Develop People Back of card - Reflection Section Reflect on the Last Step Taken Because you don't actually know what the result of a step will be! 1) What was your Last Step? 2) What did you Expect? 3) What Actually Happened? 4) What did you Learn? ------------------------------> Return The Five Questions 1) What is the Target Condition? 2) What is the Actual Condition now? --------(Turn Card Over)---------------------> 3) What Obstacles do you think are preventing you from reaching the target condition? Which *one* are you addressing now? 4) What is your Next Step? (next PDCA / experiment) What do you expect? 5) When can we go and see what we Have Learned from taking that step? *You'll often work on the same obstacle for several PDCA cycles Card is turned over to reflect on the last step The Five Questions foster a pattern of scientific PDCA thinking & acting © Mike Rother / Improvement Kata Handbook • Simple Clarifying Questions Only • Where’s the Threshold of Knowledge?
- 25. Engaging Learner inSolving Problems Coaching Tasks: • Is Learner practicing within Problem Solving Process? • Are corrections necessary? • Is Learner aware of their ideas, claims and assertions? • Is thinking consistent with PDCA? 2 Are they following the process? The Path to the target condition is uncertain, but the Problem Solving Process is clear Kata Thinking Guardrail Kata Acting Guardrail
- 26. Thinking and Acting •Kata Thinking Guardrail – Overcome Obstacles through PDCA experiments toward a Target Condition – Expect? → Learn? → Leads to Next Step – Improve Process AND Develop People • Kata Acting Guardrail – Rapid Single-Factor Experiments – Daily Habit, Regular Schedule – Using Five-Question Script
- 27. Keep Learner thinking Help Learner succeed DevelopmentalCoaching Balancing Act Don’t take over the problem solving thinking Grow awareness if outside of a sound PDCA process Introduce a course adjustment if necessary.3 Respect for Learner Options: • Provide course correction inputs • Allow learner to learn through small, safe failure
- 28. It’s your jobto make your Learner successful by giving procedural support... … and enjoying the tug of the rope as he strives ahead and pulls you with him. Purpose – Go to the workplace to find facts to make better decisions, build consensus and develop people Role of the Leader 1. Give Learner an expectation that they own 2. Let Learner think; let Learner try 3. Help Learner see 4. Force reflection Challenge for the Coach
- 29. Adapt Coaching asthe Learner Develops Decisions Process Poor Excellent Every Step by the rules No Rules Needed Novice • No Judgement • No Responsibility Advanced Beginner • Equal Problems • Narrow View Competent • Solve New Problems • Conceptual Understanding Proficient • System Thinking • Big Picture Expert • Intuition • Vision Practice EXACTLY • Technique • Instruction Personalize • Consistent • Coaching Intuitive • Supportive • Counseling
- 30. Problem Solving Process- PDCA Coach’s Job Watch for Biases • Assumptions • Jumping to Solutions Two Approaches • Kata- Daily, Small • 8 Step- Long, Big
- 31. Countermeasures versus Solutions Ourlanguage as coaches sets an example: Why would a good coach say “countermeasure” instead of “solution?” The term “solution” implies we know a complete and correct answer. The term “countermeasure” sets the expectation of experimentation and learning.
- 32. Its this... ...notthis Teaching the learner how to play the continuous improvement game •On the Same Team •Each Play the Correct Role Remember - Coaching Style © Mike Rother / Improvement Kata Handbook The Intention of Coaching is NOT AUDIT AND COMPLIANCE
- 33. Learning at theKnowledge Threshold I DON’T KNOW. Let’s Go See.
- 34. Goal of Coaching Thecoach is responsible for teaching the improvement pattern, and for the results The learner in the gray “UNKNOWN” Knowledge Threshold The goal of coaching is for the learner to recognize their knowledge threshold so they are ready to learn from the next experiment. Current Condition Target Condition
- 35. Lessons Learned fromApplication - PDCA • Frequency- Schedule coaching every day • Discipline- Follow the process! The higher you go in the organization, the more difficult it seems to follow the process. • Time Horizon- Set follow-up meetings frequently and consistently. – Small Scope – Progressive coaching for longer tasks to keep momentum and habits • Reality- Practice on real problems. • Coach – Right questions, not answers.
- 36. Summary • Individualized Coaching& Learner Development • Coach Toward Learning, Not Answering • Find the Knowledge Threshold • Move Through Experimental Learning Toward a Desired Goal • Consistent, Repetitive Practice of Problem Solving Process • Daily Structured Practice Plan
- 37. Thank You! David Hicks LeanSpecialist HicksDP@Auburn.edu Hank Czarnecki LeanHank@Auburn.edu
- 38.
- 39. Coaching Essentials • Takeownership & responsibility for the development process • Coach in the gemba on real problems • Teach Learner to think and see by questions • Teach (and model) not blaming individuals • Teach to consult, inform, & seek buy-in • Reflect on both good and bad results • Write it down • Review frequently (and consistently) http://www.processexcellencenetwork.com/lean-six-sigma-business-transformation/columns/13-essentials-of-coaching-for-process-improvement/
- 40. PDCA Questions • Plan(hypothesis): What and why? No: “What can be done?” Yes: “What needs to be done?” • Plan - Do: When? No: “How fast can we do it?” Yes: “When does it need to be done?” • Check, Reflect: who, why? No: “What did you do?” Yes: “Why did you choose to do what you did?” • Check – Act (Adjust): what, why? Not just: “Did you get the results?” But: “What did you learn?”
- 41. Develop Problem Solvers QuestioningMind ? And Think Use Questions Self Awareness