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Managing To Learn:
Using the A3 as a mentoring/
coaching process
© Copyright 2009 John Shook & David Verble. All rights reserved.
Lean Enterprise Institute and the leaper image are registered trademarks of Lean Enterprise Institute, Inc.
Instructors: Shook & Brunt
Read, write, present, discuss,
question, coach, revise, understand
Learning Together
…as mentors and mentees
2
Thought Question
What makes
an A3
a good one?
3
What makes a good A3 good?
– Deceptively simple…
Thought Question
4
The A3 Process - Review
As a standard process, the A3
•  makes it easier for you
– to engage others, and
– to understand others
•  fosters dialogue within the organization
•  forces “5S for information”
•  develops thinking problem-solvers
•  encourages front-line initiative
5
The A3 Process…
•  encourages PDCA
•  clarifies the link between true problems and
countermeasures
•  serves as an organizational learning tool.
•  leads to effective countermeasures and
solutions based on facts and data.
6
7
The Lean Leadership Challenge:
-Get the work done and
-Develop Your People
-at the SAME TIME!
The A3 Mgmt Process
The Tool:
The A3 format for
communicating,
solving problems,
planning, reporting,
discussing – and
more…
The Process:
The PDCA
management and
learning cycle for
proposing
improvements and
managing their
implementation – and
more…
8
Plan-Do-Check-Act Management Cycle
9
The A3 Thinking Steps
1.  What is the problem…the “Real” problem?
  Why does it need to be addressed...now?
2.  Who owns the problem?
3.  What is the root cause of the problem?
4.  What are some possible countermeasures?
5.  How will you choose which countermeasure to propose?
6.  How will you get agreement among everyone concerned?
7.  What is your implementation plan? What timetable?
8.  How will you know if your countermeasure works?
9.  What implementation issues can you anticipate?
10.  How will you ensure follow up & continuous improvement?
10
11
Porter’s First A3:
Rush to a Solution
12
Questions for Porter’s 1st A3
1.  Would you agree to sign this A3 if you
were Porter’s manager?
2.  What is Porter claiming in his A3?
3.  What does he (and what do you) actually
know?
4.  What is Porter ASSUMING?
5.  What is Porter not grasping about the
situation?
6.  What does Porter need to do next?
14
As Sanderson…
1.  What were you thinking upon hearing
Porter’s A3?
2.  How did you decide what to do?
3.  What is your objective?
15
Questioning Mind
•  What do you actually know?
 How do you know it?
•  What do you need to know?
How can you learn it?
16
•  Lean is not acting on assumptions
or jumping to conclusions.
Go See…and Listen
17
“Data is of course important, but I
place greater emphasis on facts.”
-Taiichi Ohno
And where do you find the FACTS of a situation?
At the Gemba – the place where the problem is
actually happening. Not in a conference room or
at a desk.
Grasp the actual condition firsthand
Three Common Problems in
Problem Solving
1.  Assuming you know what the problem is without
seeing what is actually happening.
2.  Assuming you know how to fix a problem
without finding out what is causing it.
3.  Assuming you know what is causing the problem
without confirming it.
In other words - Not Grasping the Situation.
(And where do we grasp the situation? At the gemba!)
18
Porter’s Second A3:
What’s the Situation?
What’s the Need?
19
Questions for Porter’s 2nd A3
1.  How is Porter’s 2nd A3 better problem
solving than his 1st attempt?
a)  What pitfalls in problem solving thinking
does Porter avoid this time?
2.  What did Porter learn and how did he
learn it?
3.  What does he still need to work on to
have a better grasp of the problem
situation and his responsibility?
20
“A Problem Clearly Defined Is
Half Solved”
 What do we mean by “clearly defined”?
•  Gap between what is actually happening
(current condition) and what should be happening
(target condition) - described in performance
terms.
•  Gap broken down to concrete conditions that are
contributing to the Gap & can be investigated first
hand through direct observation.
22
What is the GAP?
How can you measure it?
23
Caused
GAP
Created
GAP
A GAP: The Two Types of Gaps:
24
Porter’s Third A3:
Break Down to Goals,
Analysis to Root Cause
25
26
Questions for Porter’s 3rd A3
1.  What has Porter learned?
2.  What did Porter do to learn about the
problem situation?
3.  What does he need to do next?
27
Porter’s Problem: “Lost in Translation”
Restroom – Bathroom – Toilet – WC
or…Powder Room (Make-up Room)
28
Capture What
is Actually
Happening at
The Gemba…
29
Begin
Cause
Analysis
Following the “Documents Delayed Because of
Rework” Thread…
WHY?
31
It Takes Two (or More) to A3…
•  Author/Communicator
– The owner of the problem who takes initiative
to understand the situation dispassionately and
lay out a proposal
•  Responder/Coach
– Anyone who receives questions, requests, is
affected or otherwise needs to know, or who
must authorize the action
32
A3 Practice
Roles
•  Author/Owner/Communicator
•  Responder/Coach/Authorizer
Skills
•  Reading
•  Listening
•  Writing
•  Presenting
•  Coaching
33
 
How do you know?
What is the purpose? WHY? Background
What is problem or need? WHY? Current Conditions, Goal
What is the cause or
constraint?
WHY? Analysis
What is the plan? WHY? Countermeasures, Plan
What is the proof? WHY? Plan, Follow Up
Problem Solving
Thinking
34
A3 Creation
A3 Practice
Read and review the problem
situation portions of your A3:
Title, Background,
Current Condition, Goal
35
A3 Review Roles
Each member at each table to rotate:
•  A3 Author-Presenter
•  Designated Reviewer-Responders
•  Observer-Commentator
-to observe and comment on both
the A3 presentation and the coaching
 keep group on time!
36
A3 Practice – As Presenter
•  10 minute presentation, 10 minutes Q&A, 5
minutes feedback from observer
•  Walk through what’s on your A3
– Don’t skip over anything
– Add additional detail or “color” as needed
•  You need to get your story out…
– What do you need to emphasize?
37
A3 Practice – As Reviewer
Protocol – “A3 etiquette”
– Seek first to understand
– Let the presenter present, only stop him/her in
the middle if there is something you completely
don’t get
– Ask purely factual questions (pure inquiry) first
– Then more probing questions
•  Is he/she focused on the Real Problem?
•  Is why address the problem NOW clear?
38
Reviewing the Problem Situation
1.  Do you the reviewer/coach understand the
problem?
•  If not…
Use pure inquiry (more later) until you do…
2.  Does the presenter understand the problem?
•  If yes, then go on…
•  If no, then THAT becomes your problem
To help the A3 owner with their problem solve
39
A3 Practice: As Observor
Look for Four Kinds of Questions (from Edgar Schein)
•  Pure Inquiry
–  “What is happening?”
•  Diagnostic Inquiry
–  “Why is it happening?”
•  Prompting Inquiry
–  “What would happen if…?”
 Coaching Process Inquiry
 “What is happening here, now, between us?”
40
41
The A3 Process
Is the purpose to describe your ideas and solution in
order…
-- to convince?
-- or to engage?
Convince means to “sell” or “get buy in”
Engage means to “become part of”
-- to invite to take part in the thinking
-- and the experiment based on it
42
Helpful Coaching
Less Helpful
▲ Is that really the problem
you need to solve?
▲ Why do you think that’s a
problem?
▲ Why don’t you look at
_____?
▲ How is that your root
cause?
▲ Have you thought about
trying ____?
▲ Are you sure that’s going to
work?
More Helpful
 Exactly what’s the problem
are you trying to solve?
 Can you describe what’s
happening vs. what should
be?
 What have you looked at or
heard?
 What makes you sure
you’ve got a cause/effect
link?
 What have you thought of
trying?
 What impact do you expect
that CM to have?
43
44
Title/Theme: What Changes or Improvement Are You Talking about?
Background: What are you talking about & why?
Current Situation: Where do things stand now?
Goal: What specific outcome is required?
Analysis: Why does the problem or need exist?
Recommendations: What do you propose & why?
Plan: Specifically how will you implement? 4Ws, 1H
Follow–up: How will you assure ongoing PDCA?
Purpose: What is the business reason for choosing this issue?
Overall Situation: What is the strategic, operational,
historical or organizational context of the situation?
What is the Problem or Need- the Gap in Performance?
What is happening now versus What Needs to be happening or
What you want to be happening?
What are the specific conditions that indicate you have a
problem or need, where and how much?
Show the facts visually with charts, graphs, maps
What specific improvement in performance is needed to close
the gap?
Show visually how much, by when, with what impact.
What do the specifics of the issues in related work
processes (location, patterns, trends, factors) indicate about
why the performance gap or need exists?
What conditions or occurrences are preventing you from
achieving the goals?
Use the simplest problem analysis tool that will suffice to
show cause-effect down to root cause. From 5 Whys, to 7
QC tools (fish-bones, analysis trees, Pareto charts) to
sophisticated SPC or other tools as needed.
What will be main actions & outcomes in the implementation
process & in what sequence?
What support & resources will be required?
Who will be responsible for what, when & how much?
When will progress & impact be reviewed & by whom?
Use a Gantt chart to display actions, steps, outcomes,
timelines & roles.
When and how you will know if plans have been
followed & the actions have had the impact needed?
What related issues or unintended consequences do
you anticipated & what are your contingencies?
What processes will you use to enable, assure &
sustain success?
What are the options for addressing the gaps &
improving performance in situation?
How do they compare in effectiveness, feasibility &
potential impact?
What are their relative costs and benefits?
Which do you recommend and why?
Show how your proposed actions will address the causes
of the gaps or constraints in the situation.
A Good Problem Statement
Is NOT
▲ The simple reverse of your
proposed solution.
“No one oils the machine”.
▲ A lack of something, such as
lack of a specific
countermeasure.
“There is no standard work
in place.”
IS
 A problem in performance.
“The bearing wears out too
frequently.”
 Stated as concretely in
measurable performance
terms as possible.
“50% of the time bearings
do not last through the
standard of 300 hours.”
46
Goals, Objectives
NO
▲ The simple restating of your
proposed solution.
“Workers will oil the
machine every day”.
▲ A simple statement of a tool
or countermeasure.
“Implement standard work.”
YES
 Addresses a problem in
performance.
“Will prevent the bearing
from wearing out too
frequently.”
 Stated as concretely in
measurable performance
terms as possible.
“Bearing will perform as
required through the
standard of 300 hours
100% of cases.
Current 50%  Goal 100%”
“If you don't know where you are going, you might wind up someplace else.”
--Yogi Berra
47
As Reviewer, What to SEE in the
Problem Situation Section
1.  Can I see the real problem through the noise in the
Situation as you described it?
2.  Can I see the GAP you are trying to close?
3.  Do I Understand why you need/want to close the
Gap?
4.  Can I See the specific Problem(s) you are going to
have to address to close the Gap?
5.  Do I Understand how much of the Gap you are
going to try to close…this time?
48
Questioning Mind
•  What do you actually know?
 How do you know it?
•  What do you need to know?
How can you learn it?
49
NEXT STEPS: Problem Situation
What I Need to Know: How to Learn It
What I KNOW – the Problem: How To Confirm
50
Listening in Reverse
•  Why is it important?
How do you know? What’s the gap?
Why? What will that accomplish?
Why? What will it change?
Do what?
51
PDCA-style 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: “What happened? Why did you choose to do
what you did?”
Check – Act (Adjust): what, why?
Not just: “Did you get the results?” “What shall I
assign you next?”
But: “What did you learn?” “What does the
customer-company-employee need next?”
52
53
You are Need to be
Here HereGAP
Current
Condition
Target
Condition
CAUSE
CONSTRAINT
BARRIER
A P
C D
A P
C D
Remove
Overcome
Eliminate
54
A P
C D
A P
C D
Final Discussion
55
The A3 Tool as a Process for…
•  Problem Solving
•  Proposing Improvements
•  Standardizing
•  Planning
•  Reporting
•  Reflection
•  Project Management
•  Change Management
•  Alignment and Agreement
•  Organizational Development
•  Mentoring, coaching
•  Developing people
56
All
based
on
PDCA
57
What Makes an A3 a Good One?
– It contains objective facts, data…
– It tells a story…
– It “resolves” a problem…
What Makes an A3 a Good One?
58
What Makes an A3 a Good One?
– It tells a story
– It contains objective facts, data
– It “resolves” a problem
But being technically “right” is
only half the battle…
– It engages and aligns the
organization
59
–  It tells a story
–  It contains objective facts, data
–  It “resolves” a problem
But being technically “right” is only half the
battle…
–  Engages and aligns the organization
What really makes an A3 a “good one” isn’t the
specific collection of facts and data that tell a perfect
problem-solve. A good A3 is a reflection of the
dialogue that created it.
60
What Makes an A3 a Good One?
Initiative - Dialogue - Alignment - Authorization
Individual Initiative AND
Organizational Alignment!!
62
The Lean Leadership Challenge:
-Get the work done and
-Develop Your People
-at the SAME TIME!

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Managing to Learn Mentoring A3 Thinking

  • 1. Managing To Learn: Using the A3 as a mentoring/ coaching process © Copyright 2009 John Shook & David Verble. All rights reserved. Lean Enterprise Institute and the leaper image are registered trademarks of Lean Enterprise Institute, Inc. Instructors: Shook & Brunt
  • 2. Read, write, present, discuss, question, coach, revise, understand Learning Together …as mentors and mentees 2
  • 4. What makes a good A3 good? – Deceptively simple… Thought Question 4
  • 5. The A3 Process - Review As a standard process, the A3 •  makes it easier for you – to engage others, and – to understand others •  fosters dialogue within the organization •  forces “5S for information” •  develops thinking problem-solvers •  encourages front-line initiative 5
  • 6. The A3 Process… •  encourages PDCA •  clarifies the link between true problems and countermeasures •  serves as an organizational learning tool. •  leads to effective countermeasures and solutions based on facts and data. 6
  • 7. 7 The Lean Leadership Challenge: -Get the work done and -Develop Your People -at the SAME TIME!
  • 8. The A3 Mgmt Process The Tool: The A3 format for communicating, solving problems, planning, reporting, discussing – and more… The Process: The PDCA management and learning cycle for proposing improvements and managing their implementation – and more… 8
  • 10. The A3 Thinking Steps 1.  What is the problem…the “Real” problem?   Why does it need to be addressed...now? 2.  Who owns the problem? 3.  What is the root cause of the problem? 4.  What are some possible countermeasures? 5.  How will you choose which countermeasure to propose? 6.  How will you get agreement among everyone concerned? 7.  What is your implementation plan? What timetable? 8.  How will you know if your countermeasure works? 9.  What implementation issues can you anticipate? 10.  How will you ensure follow up & continuous improvement? 10
  • 11. 11
  • 12. Porter’s First A3: Rush to a Solution 12
  • 13.
  • 14. Questions for Porter’s 1st A3 1.  Would you agree to sign this A3 if you were Porter’s manager? 2.  What is Porter claiming in his A3? 3.  What does he (and what do you) actually know? 4.  What is Porter ASSUMING? 5.  What is Porter not grasping about the situation? 6.  What does Porter need to do next? 14
  • 15. As Sanderson… 1.  What were you thinking upon hearing Porter’s A3? 2.  How did you decide what to do? 3.  What is your objective? 15
  • 16. Questioning Mind •  What do you actually know?  How do you know it? •  What do you need to know? How can you learn it? 16 •  Lean is not acting on assumptions or jumping to conclusions.
  • 17. Go See…and Listen 17 “Data is of course important, but I place greater emphasis on facts.” -Taiichi Ohno And where do you find the FACTS of a situation? At the Gemba – the place where the problem is actually happening. Not in a conference room or at a desk. Grasp the actual condition firsthand
  • 18. Three Common Problems in Problem Solving 1.  Assuming you know what the problem is without seeing what is actually happening. 2.  Assuming you know how to fix a problem without finding out what is causing it. 3.  Assuming you know what is causing the problem without confirming it. In other words - Not Grasping the Situation. (And where do we grasp the situation? At the gemba!) 18
  • 19. Porter’s Second A3: What’s the Situation? What’s the Need? 19
  • 20. Questions for Porter’s 2nd A3 1.  How is Porter’s 2nd A3 better problem solving than his 1st attempt? a)  What pitfalls in problem solving thinking does Porter avoid this time? 2.  What did Porter learn and how did he learn it? 3.  What does he still need to work on to have a better grasp of the problem situation and his responsibility? 20
  • 21.
  • 22. “A Problem Clearly Defined Is Half Solved”  What do we mean by “clearly defined”? •  Gap between what is actually happening (current condition) and what should be happening (target condition) - described in performance terms. •  Gap broken down to concrete conditions that are contributing to the Gap & can be investigated first hand through direct observation. 22
  • 23. What is the GAP? How can you measure it? 23
  • 24. Caused GAP Created GAP A GAP: The Two Types of Gaps: 24
  • 25. Porter’s Third A3: Break Down to Goals, Analysis to Root Cause 25
  • 26. 26
  • 27. Questions for Porter’s 3rd A3 1.  What has Porter learned? 2.  What did Porter do to learn about the problem situation? 3.  What does he need to do next? 27
  • 28. Porter’s Problem: “Lost in Translation” Restroom – Bathroom – Toilet – WC or…Powder Room (Make-up Room) 28
  • 30.
  • 31. Begin Cause Analysis Following the “Documents Delayed Because of Rework” Thread… WHY? 31
  • 32. It Takes Two (or More) to A3… •  Author/Communicator – The owner of the problem who takes initiative to understand the situation dispassionately and lay out a proposal •  Responder/Coach – Anyone who receives questions, requests, is affected or otherwise needs to know, or who must authorize the action 32
  • 33. A3 Practice Roles •  Author/Owner/Communicator •  Responder/Coach/Authorizer Skills •  Reading •  Listening •  Writing •  Presenting •  Coaching 33
  • 34.   How do you know? What is the purpose? WHY? Background What is problem or need? WHY? Current Conditions, Goal What is the cause or constraint? WHY? Analysis What is the plan? WHY? Countermeasures, Plan What is the proof? WHY? Plan, Follow Up Problem Solving Thinking 34 A3 Creation
  • 35. A3 Practice Read and review the problem situation portions of your A3: Title, Background, Current Condition, Goal 35
  • 36. A3 Review Roles Each member at each table to rotate: •  A3 Author-Presenter •  Designated Reviewer-Responders •  Observer-Commentator -to observe and comment on both the A3 presentation and the coaching  keep group on time! 36
  • 37. A3 Practice – As Presenter •  10 minute presentation, 10 minutes Q&A, 5 minutes feedback from observer •  Walk through what’s on your A3 – Don’t skip over anything – Add additional detail or “color” as needed •  You need to get your story out… – What do you need to emphasize? 37
  • 38. A3 Practice – As Reviewer Protocol – “A3 etiquette” – Seek first to understand – Let the presenter present, only stop him/her in the middle if there is something you completely don’t get – Ask purely factual questions (pure inquiry) first – Then more probing questions •  Is he/she focused on the Real Problem? •  Is why address the problem NOW clear? 38
  • 39. Reviewing the Problem Situation 1.  Do you the reviewer/coach understand the problem? •  If not… Use pure inquiry (more later) until you do… 2.  Does the presenter understand the problem? •  If yes, then go on… •  If no, then THAT becomes your problem To help the A3 owner with their problem solve 39
  • 40. A3 Practice: As Observor Look for Four Kinds of Questions (from Edgar Schein) •  Pure Inquiry –  “What is happening?” •  Diagnostic Inquiry –  “Why is it happening?” •  Prompting Inquiry –  “What would happen if…?”  Coaching Process Inquiry  “What is happening here, now, between us?” 40
  • 41. 41
  • 42. The A3 Process Is the purpose to describe your ideas and solution in order… -- to convince? -- or to engage? Convince means to “sell” or “get buy in” Engage means to “become part of” -- to invite to take part in the thinking -- and the experiment based on it 42
  • 43. Helpful Coaching Less Helpful ▲ Is that really the problem you need to solve? ▲ Why do you think that’s a problem? ▲ Why don’t you look at _____? ▲ How is that your root cause? ▲ Have you thought about trying ____? ▲ Are you sure that’s going to work? More Helpful  Exactly what’s the problem are you trying to solve?  Can you describe what’s happening vs. what should be?  What have you looked at or heard?  What makes you sure you’ve got a cause/effect link?  What have you thought of trying?  What impact do you expect that CM to have? 43
  • 44. 44
  • 45. Title/Theme: What Changes or Improvement Are You Talking about? Background: What are you talking about & why? Current Situation: Where do things stand now? Goal: What specific outcome is required? Analysis: Why does the problem or need exist? Recommendations: What do you propose & why? Plan: Specifically how will you implement? 4Ws, 1H Follow–up: How will you assure ongoing PDCA? Purpose: What is the business reason for choosing this issue? Overall Situation: What is the strategic, operational, historical or organizational context of the situation? What is the Problem or Need- the Gap in Performance? What is happening now versus What Needs to be happening or What you want to be happening? What are the specific conditions that indicate you have a problem or need, where and how much? Show the facts visually with charts, graphs, maps What specific improvement in performance is needed to close the gap? Show visually how much, by when, with what impact. What do the specifics of the issues in related work processes (location, patterns, trends, factors) indicate about why the performance gap or need exists? What conditions or occurrences are preventing you from achieving the goals? Use the simplest problem analysis tool that will suffice to show cause-effect down to root cause. From 5 Whys, to 7 QC tools (fish-bones, analysis trees, Pareto charts) to sophisticated SPC or other tools as needed. What will be main actions & outcomes in the implementation process & in what sequence? What support & resources will be required? Who will be responsible for what, when & how much? When will progress & impact be reviewed & by whom? Use a Gantt chart to display actions, steps, outcomes, timelines & roles. When and how you will know if plans have been followed & the actions have had the impact needed? What related issues or unintended consequences do you anticipated & what are your contingencies? What processes will you use to enable, assure & sustain success? What are the options for addressing the gaps & improving performance in situation? How do they compare in effectiveness, feasibility & potential impact? What are their relative costs and benefits? Which do you recommend and why? Show how your proposed actions will address the causes of the gaps or constraints in the situation.
  • 46. A Good Problem Statement Is NOT ▲ The simple reverse of your proposed solution. “No one oils the machine”. ▲ A lack of something, such as lack of a specific countermeasure. “There is no standard work in place.” IS  A problem in performance. “The bearing wears out too frequently.”  Stated as concretely in measurable performance terms as possible. “50% of the time bearings do not last through the standard of 300 hours.” 46
  • 47. Goals, Objectives NO ▲ The simple restating of your proposed solution. “Workers will oil the machine every day”. ▲ A simple statement of a tool or countermeasure. “Implement standard work.” YES  Addresses a problem in performance. “Will prevent the bearing from wearing out too frequently.”  Stated as concretely in measurable performance terms as possible. “Bearing will perform as required through the standard of 300 hours 100% of cases. Current 50%  Goal 100%” “If you don't know where you are going, you might wind up someplace else.” --Yogi Berra 47
  • 48. As Reviewer, What to SEE in the Problem Situation Section 1.  Can I see the real problem through the noise in the Situation as you described it? 2.  Can I see the GAP you are trying to close? 3.  Do I Understand why you need/want to close the Gap? 4.  Can I See the specific Problem(s) you are going to have to address to close the Gap? 5.  Do I Understand how much of the Gap you are going to try to close…this time? 48
  • 49. Questioning Mind •  What do you actually know?  How do you know it? •  What do you need to know? How can you learn it? 49
  • 50. NEXT STEPS: Problem Situation What I Need to Know: How to Learn It What I KNOW – the Problem: How To Confirm 50
  • 51. Listening in Reverse •  Why is it important? How do you know? What’s the gap? Why? What will that accomplish? Why? What will it change? Do what? 51
  • 52. PDCA-style 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: “What happened? Why did you choose to do what you did?” Check – Act (Adjust): what, why? Not just: “Did you get the results?” “What shall I assign you next?” But: “What did you learn?” “What does the customer-company-employee need next?” 52
  • 53. 53
  • 54. You are Need to be Here HereGAP Current Condition Target Condition CAUSE CONSTRAINT BARRIER A P C D A P C D Remove Overcome Eliminate 54 A P C D A P C D
  • 56. The A3 Tool as a Process for… •  Problem Solving •  Proposing Improvements •  Standardizing •  Planning •  Reporting •  Reflection •  Project Management •  Change Management •  Alignment and Agreement •  Organizational Development •  Mentoring, coaching •  Developing people 56 All based on PDCA
  • 57. 57 What Makes an A3 a Good One?
  • 58. – It contains objective facts, data… – It tells a story… – It “resolves” a problem… What Makes an A3 a Good One? 58
  • 59. What Makes an A3 a Good One? – It tells a story – It contains objective facts, data – It “resolves” a problem But being technically “right” is only half the battle… – It engages and aligns the organization 59
  • 60. –  It tells a story –  It contains objective facts, data –  It “resolves” a problem But being technically “right” is only half the battle… –  Engages and aligns the organization What really makes an A3 a “good one” isn’t the specific collection of facts and data that tell a perfect problem-solve. A good A3 is a reflection of the dialogue that created it. 60 What Makes an A3 a Good One?
  • 61. Initiative - Dialogue - Alignment - Authorization Individual Initiative AND Organizational Alignment!!
  • 62. 62 The Lean Leadership Challenge: -Get the work done and -Develop Your People -at the SAME TIME!