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TRANSCRIPT
2016 UK LEA Learning Session
Leadership Shaping Principles
Lean Learning Session Outline
1. Background & Introduction 2. Kolb Learning Styles Survey 3. Situational Leadership & Lean 4. Leadership & Management Introduction 5. Leadership Shaping Principles
A. Principles 1 – 10 B. Toyota Examples C. Discussion D. Reflect & Report Out
6. Question & Answer
Background - Lean / Toyota
Precision & Machine Intensive
Lower Volume & Higher Mix
High Volume & Lower Mix
Toyota Kamigo Overhead
Kamigo Entrance
Taiichi Ohno
Other Background - Work
www.artoflean.com
TPS Development Timeline
1937 2016
Various parties and key individuals involved over a long period of time
Western Influences: Mass Production & moving conveyor lines
Scientific Principles Of Management
Standardization Of Parts
TPS Development
1950 1973 1902
Loom Business Automotive Company
Sakichi Toyoda
Kiichiro Toyoda
Eiji Toyoda
Taiichi Ohno
Fujio Cho
Many Others….
Taizo Ishida
Fukio Nakagawa
Leadership & Management
• Management tends to be more about adhering to an existing process and handling associated complexity
• Leadership tends to be more about direction, change, people, and attaining results
• Most employees in North American companies claim they are “over-managed” but “under-led” (MBA effect?)
• Albert Einstein – “Repeating the same process over and over and expecting different results is the definition of insanity”
• Stephen Covey – “You manage things but you lead people”
Taiichi Ohno Quote
“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 for leaders is to teach people to challenge problems and apply the thinking process of Kaizen. We as leaders need to foster the habit in employees of trying to change things for the better.”
My Translation: Improvement is not an accident and usually will not happen naturally. We as leaders must shape the conditions to help make it occur…
Former Toyota Exec. VP Mfg. Taiichi Ohno
Leadership Shaping Principles Framework
7 QC Tools & Benkei Analogy
1. Data Collection / Check sheets
2. Cause-and-effect diagram
3. Flow charts
4. Histogram
5. Pareto chart
6. Control chart
7. Scatter diagram
The term “7 QC tools” is named after the seven tools of Musashibo Benkei the famous warrior monk. Benkei owned seven weapons which he used to win all his battles. Similarly from my own experience you will find that you will be able to solve 95% of the problems you face if you properly use the 7 QC tools. Professor Emeritus University of Tokyo
7 QC Tools Benkei Kaoru Ishikawa
4 Types of Problem Situations
Genesis of the Expert
Kolb Learning Styles
Type 1 Problem Solving Tendency
Type 2 Problem Tendency Data Driven
Type 2 / 3 Problem Tendency Logic Driven
Type 3 / 4 Problem Solving Tendency
Situational Leadership Model
D1 / S1 = Directing D2 / S2 = Coaching D3 / S3 = Supporting D4 / S4 = Delegating
Lean Learning Session Outline
1. Background & Introduction 2. Kolb Learning Styles Survey 3. Situational Leadership & Lean 4. Leadership & Management Introduction 5. Leadership Shaping Principles
A. Principles 1 – 10 B. Toyota Examples C. Discussion D. Reflect & Report Out
6. Question & Answer
Kolb 101
• Dr. David Kolb, along with his wife Dr. Alice Kolb, is the founder and chairman of Experience Based Learning System, Inc.
• Professor of Organizational Behavior at the Weatherhead School of Management, Case Western Reserve University
• Earned both his MA and Ph.D. from Harvard • He is author of Experiential Learning: Experience as the source of
learning and development, and the creator of the Kolb Learning Style Inventory.
• Other works include: • Conversational Learning: An experiential approach to knowledge
creation • Innovation in professional education: Steps on a journey from teaching
to learning • Organizational Behavior: An experiential approach, and numerous
journal articles on experiential learning. • He is the recipient of four honorary degrees recognizing his
contribution to experiential learning in higher education.
Kolb Learning Survey
1. Introduction the Survey 2. Take the Survey 3. Explain the Learning Preferences 4. Learning, Leading, & Problem Solving 5. Summary of Kolb Learning Styles
Learning Styles & Teaching
Two factors generally influence how you learn and teach others:
1. Your background and institutional learning experiences (i.e., school, sports, military, OJT, etc.). Your teaching style most often reflects the way you were taught.
2. Your preferred Learning Style – you will teach others based on how you like to learn regardless of their preferred learning style
Adult Learning & Kolb Styles
• Adult learning theory 101 • Relevant • Engaged • Active • Learner centered
• Adults learn differently from children is because they have already developed what is called “Schema”
• Adults deal with new information in two dialectic ways: • Abstractness or Concreteness – Transforming Experience • Reflection or Action – Grasping Experience
• Combining these ways produces four Adult Learning Styles / Kolb Learning Preferences
Kolb Learning Styles
• Experiencing (feeling) versus thinking ideas)
• Doing (experimenting) versus Reflecting (watching)
• Dr. Kolb emphasizes that we cannot do both at the same time. We resolve this through choice when confronted with a new learning situation.
• We internally decide whether we prefer to do or watch, and we decide whether to think or examine how we feel about the task.
• The result of these two decisions produces our preferred learning style.
Kolb's Learning Styles
Reflective Observation Watching
Concrete Experience Feeling
Active Experimentation Doing
Abstract Conceptualisation Thinking
Processing Continuum how we do things
Percep-tion Contin-uum how we think about things
Assimilating (think and watch) AC/RO
Diverging (feel and watch) CE/RO
Converging (think and do) AC/AE
Accommodating (feel and do) CE/AE
Learning Style Types
DIVERGER Combines Concrete Experience (CE) With Reflective Observation (RO)
ASSIMILATOR Combines Reflective Observation (RO) With Abstract Conceptualization (AC)
CONVERGER Combines Abstract Conceptualization (AC) With Active Experimentation (AE)
ACCOMODATOR Combines Concrete Experience (CE) With Active Experimentation (AE)
Learning Style Nicknames / PDCA
DIVERGER
The Reflector / Imaginator
ASSIMILATOR The Analyst / Planner
CONVERGER The Chief / Commander
ACCOMODATOR The Organizer / Doer
PDCA
PDCA PDCA
PDCA
9 Paths In the Learning Styles
Initiating Experiencing Imagining/
Visioning
Reflecting
Analyzing Thinking Deciding
Acting Balancing
DIVER
GER
A
SSIMILATO
R C
ON
VER
GER
A
CC
OM
OD
ATO
R
Kolb on Learning and Success
More than temperament, communications preference, personality, etc. the best indicator of an individuals
future growth and success is the alignment between their preferred style of learning and environmental support
for their learning style.
Significance for Today • Self awareness is crucial for all leaders – “Know Thyself”
• How you learn generally affects how you approach teaching others
• How you learn generally affects how you approach problem solving /
Improvement
• How you prefer to learn generally affects how you will approach
leading others especially in problem solving or kaizen
4 Types of Problem Situations
Type 1 – Troubleshooting
Condition based trigger Either human or machine
Type 2 – Gap from Standard
Type 3 – Target State
Type 2 - “Gap from Standard”
GAP
Acceptable (Current State) Situation
Current Situation
Normal Status
(Future) Ideal Situation
GAP
Type 3 - “Target State”
問題解決
改善方法
Problem Solving
Kaizen Methods
Type 4 – Vision / Innovation
Doblin: 10 Types of Innovation: The Discipline of Building Breakthroughs
Kolb Learning Styles
Type 1 Problem Solving Action Tendency
Type 2 Problem Solving Data Driven Tendency
Type 2 / 3 Problem Solving Logic Driven Tendency
Type 3 / 4 Problem Solving Possibility Tendency
Lean Learning Session Outline
1. Background & Introduction 2. Kolb Learning Styles Survey 3. Situational Leadership & Lean 4. Leadership & Management Introduction 5. Leadership Shaping Principles
A. Principles 1 – 10 B. Toyota Examples C. Discussion D. Reflect & Report Out
6. Question & Answer
Covey Quote
“Managers manage things, Leaders lead people. You cannot lead things and you cannot manage people”
Leadership Concept Leadership is the “art and science” of influence. The “artful” side of the equation deals with the reality that people are different and have to be treated accordingly as individuals. The social “science” side of leadership implies there is a basic process that can be followed to be a more effective leader
Basis for Influence
Charismatic or Personality Power Coercive Power Position Power Reward Power Network Power Information Power Appointment or Representative Power Expert Power
Situational Leadership Origins
Dr. Paul Hersey
Dr. Ken Blanchard
Situational Leadership 101
Situational Leadership is a process for developing people, teams, and organizations by providing the most effective leadership approach over time so that they can reach their highest level of performance. It is based upon a relationship between an individual’s or teams development level to the specific requirement (and implied goals). Situational Leadership is an influence process that involves working with and through others to accomplish goals of perceived mutual interest and benefit.
3 Situational Skills
According to situational leadership theory an effective leader should master the following three critical skills: 1. DIAGNOSIS - the ability to analyze the situation and match the
most effective leadership style to your people’s need for direction and support.
2. FLEXIBILITY - the ability to use a wide range of leadership styles comfortably depending upon the situation.
3. PARTNERING FOR PERFORMANCE - Reaching agreements with people about their goals and the leadership style needed from you to help them reach their goals.
Situation Diagnosis Skill
This skill relates to assessing the “skill” and “will” for the person in question. The general quadrants are called D1 – D4.
Caution: This assessment is always specific to the current task in question and thus changes regularly even for the same person
Five Key Diagnosis Questions
1. What is the specific goal or task?
2. How strong or good are the individual’s demonstrated task knowledge and skills?
3. How strong or good are the individual’s transferable skills?
4. How motivated, interested, or enthusiastic is the individual?
5. How confident/self-assured is the individual?
D1 Enthusiastic Beginner
• New to the task or goal; inexperienced
• Eager to learn; willing to take direction
• Enthusiastic, excited, optimistic
• Don’t know what they don’t know, so they may do the wrong thing
• Confidence based on hopes or new transferable skills, not reality
D2 Disillusioned Learner
• Has some knowledge and skills; not competent yet
• Frustrated; may be ready to quit
• Discouraged, overhelmed, confused
• Developing and learning; needs reassurance that mistakes are the part of the learning process
• Unreliable, inconsistent
D3 Reluctant Contributor • Is generally self-directed but needs
opportunities to test ideas with others
• Sometimes hesitant, unsure tentative
• Not always confident; self critical; may need help in looking at skills objectively
• Makes productive contributions
D4 Peak Performer Recognized by others as an expert
Consistently competent; justifiably confident
Trusts own ability to work independently; self assured
Inspired; inspires others
Proactive; may be asked to do too much
Situational Flexibility Skill Flexibility implies the ability to apply a leadership style suitable to the situation. Generally these are called quadrants S1 – S4.
S1 Directing
General Descriptors Defining Planning/prioritizing Orienting Teaching/showing and telling how Checking/monitoring Giving feedback
Toyota New Training Dojo Examples – Highly Directive for Safety
S2 Coaching
Explaining Clarifying Demonstrating Advising Encouraging Praising
Toyota Coaching Examples – Highly Content Specific
S3 Supporting
Asking/listening Reassuring Facilitating self-reliant problem solving Collaborating Encouraging feedback Appreciating
Toyota Supporting Examples – Highly Collaborative Problem Solving / Kaizen
S4 Delegating
Allowing/trusting Confirming Empowering Affirming Acknowledging Challenging
Toyota Delegating Examples – Highly Challenging
Partnering for Performance
The goal is to match style and need
S1 D1 S2 D2 S3 D3 S4 D4
Over time, with a match, individuals learn to provide
their own direction and support
Partnering for Performance
The goal is a proper match
Over-supervision S1/S2 D3/D4
Under-supervision S3/S4 D1/D2
Both over-supervision & under-supervision gives
the same result: Decrease in Motivation
Leadership Shaping Principles
LSP Framework
Toyota Foundational Precepts
Toyota's founding philosophy was to contribute to the national economy by establishing an automobile industry. "Contribute" meant "enriching people's lives through car making" and "creating employment and enriching the local economy by paying taxes as a locally rooted company".
Toyota Way / Purpose
Houshin Kanri
Shape the Purpose
Strategy document 3 yr - 5 yr financial projections Annual Goals Improvement Initiatives
• AOP document • Financial plan • Level 0* KPIs • Level 0* initiatives
Division Level (Initiatives, KPIs)
Owner: VP/GM/Plant Manager Review Frequency: Monthly Review Scope: Initiatives/KPIs
Annual Operating Plan
Strategy Development / KPI Houshin Kanri Cascade
Department Level (KPIs)
Owner: Superintendent/Director Review Frequency: Monthly Review Scope: KPIs
Area Level Board (KPIs)
Owner: Supervisor Review Frequency: Weekly Review Scope: KPIs
Shop Floor Level (KPIs)
Owner: Hourly Team Leader Review Frequency: Daily Review Scope: KPIs
* Level 0 = corporate
Metrics + Attitudes + Relationships
LSP Framework
Shape the Environment / Outside
Shape the Environment / Inside
Daily Shift Cadence 06:00 Start of Shift 09:00 Quality Review 11:00 Mid Day Review 13:00 Material Review 15:00 End of Shift Status
Top Five Issues Start of Each Day (Purpose) Prime Directives: 100% Safety, 100% Quality, 100% On-Time Status / Abnormality Report Instantly (Red or Green) Immediate Countermeasure Action / Root Cause Analysis Emphasis Coordinate Technical Support Help & Follow Up
Shape the Environment / Inside
Shape the Environment
What do these environments tell us?
Shape the Environment Innovation Team Leaders Meetings
LSP Framework
Organizational Structure Operations
工場長 Plant Leader 1 部長 Department Leader 5 課長 Area / Production Leader 25 組長 Group Leader 125 班長 Team Leader 625 技能員 Team Member 2,500 Sample Plant Head Count 3,281
In general there is a 1 to 5 leadership ratio Main emphasis in leadership training and development is at G/L & T/L level
長
Pronounced: Osa or Cho Meaning: Leader, Head, Chief, Director, Commander
Toyota Supervisor Image
Rapid response to problems and abnormal conditions by production -Team Member -Team Leader -Group Leader -Manager -Plant Manager
“All Mighty” Supervisor Image 1. Safety 2. Job Ability 3. Team Leadership 4. Kaizen Skills / Problem Solving 5. Technical Knowledge 6. Human Relations
ASST. Ops. Lead
POST-PROMOTION Training to perform role at each level: “Role of the Team Leader” “Role of the Group Leader” “Role of a Operations Leader”
NEW EMPLOYEE ORIENTATION
Basic Problem Solving
Foreign Languages TJI - Job Instruction
Kaizen Leader Course
TJR - Job Relations: Toyota Communication Skills
Flexible Workforce Skills Training
Seminars
Ops. Leader
PRE-PROMOTION
Ops. Leader
POST-PROMOTION
GROUP LEADER
POST-PROMOTION
ASST. Ops. Lead PRE-PROMOTION
TEAM LEADER
POST-PROMOTION
GROUP LEADER PRE-PROMOTION
TEAM LEADER
PRE-PROMOTION
Lectures and Study Groups “Jisshyuken”
TJS - Job Safety
A3 Writing Course
Standardized Work Course
Basic TPS , Safety, and Quality Training
Shape the Structure
QC Circle Facilitation / Leadership
LSP Framework
Shape the System 1. Performance Management System
2. JIT Production Scheduling & Delivery System
3. Quality Control / Abnormality Detection System
4. Work Productivity System
5. Equipment Reliability System
6. Team Based Participation & HR Development System
7. Other Systems
It’s not really one system…in reality it is a comprehensive, interwoven, “system of systems” which interlink to surface problems, create a response, foster accountability, develop people, and drive improvement. Effective systems don’t spontaneously occur in corporations
Shape the System – Abnormality Detection
組長 Group Leader 班長 Team Leader 技能員 Team Member
Level Area “Problem Rate”
25 ~ + Per Day 5 ~ + Per Day 1 ~ + Per Day
Signals Sounds & Lights Escalation
Awareness Responsibility Ability
Plan versus Actual Real Time Visual to All
LSP Framework
Shape the Communication
Close to real time
Held at the site
Hourly / Daily / Monthly
Plan vs Actual
Problem surfacing
Early proactive measures
Rapid reactive measures
Clarity of assignment 5W 1H
Communication Style
Design, Body Weld, Chassis, Electronics, Engine, Transmission Test & Evaluation, Quality Assurance, Production Engineering, Sales, IT
Innovation Team Leaders Meeting
In person Cross functional Obeya style Visual information
Standard Communication Medium
LSP Framework
Shape the Thinking Pattern
Problem = Gap from standard or expected outcome
Kaizen = True sustainable improvement above and beyond the standard
People Training Relations
Methods
Product Quality Features
Cost
Process Standards Maintenance
Characteristics
Shape the Thinking Pattern
Shape the Thinking Pattern
Seconds Steps Motions Work Elements
Level of Detail
Micron (.001 mm) Cpk > 2.33 Capability <10 Defects Per Million
Level of Detail
4 Types of Problem Situations
5 Why Thinking Pattern
Problem Solving Report / A3 Problem Background
Problem Definition
Goal
Root Cause Analysis
Countermeasures
Check Results
Follow Up & Standardize
LSP Framework
Shape the Behaviors & Actions
“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.”
• Courage • Creativity • Challenge
Eiji Toyoda
Taiichi Ohno
Shape the Behaviors & Actions
Daily Shift Cadence 06:00 Start of Shift Huddle 09:00 Quality Review 11:00 Mid Day Status Review 13:00 Material Review 15:00 End of Shift Status
Top Five Issues Start of Each Day Prime Directives: 100% Safety, 100% Quality, 100% On-Time Status Report Instantly (Red or Green) Immediate Countermeasure Action / Root Cause Analysis Coordinate Technical Support Help
Behavioral Response
Condition based trigger Either human or machine
Problem Investigation Behavior
S
A. Immediate abnormality signal
B. Go to actual machine and see status
C. Ascertain actual problem situation
Std.
Actual Gap
D. Problem Investigation Sequence 1. Measure actual dimensional extent of problem 2. Look for obvious contamination or abnormalities 3. True and re-dress grinding wheel and observe status 4. Check actual grinding wheel (check “pores”) 5. Confirm actual (not theoretical) stock removal 6. Send part to QC Mat’l lab for hardness and HT depth check 7. Check actual cutting conditions
• Wheel RPM • Feed Rate, Depth of Cut, etc. • SFPM
8. Confirm status of datum features 9. Measure spindle run out 10. Coolant check
• Flow rate / pressure • Nozzle condition and direction • Temperature • Concentration
Cpk 1.15 Cpk 2.33
TPS
TPS TPS
“Dig Deeper” Behavior - 8G’s
• Genba
• Genjyou
• Genchi
• Genbutsu
• Genjitsu
• Genji
• Genpo
• Genin
現場 現状 現地 現物 現実 現時 現法 現因
Actual Place Actual Condition Actual Location Actual Object Actual Facts Actual Time Actual Method Actual Cause
LSP Framework
Standards and Procedures
1. Work Standards -Work instructions -Operation drawings -Operation instruction sheets -Process conditions sheets -Quality control sheets -Tooling layout drawings -Etc.
3. Standardized Work -Process capacity sheet -Work combination table -Standardized work chart
2. Job Instruction -Job breakdown sheet -Cross training skills matrix -Operation instruction sheets -Etc.
4. Work study / Improvement -Time study -Motion study -Work element analysis -Etc.
1. Work Standards
2. Job Instruction
3. Standardized Work
4. Work Study & Improvement Related
• Time Study • Motion Study • Job Methods Analysis • Operator Cycle Time Analysis • Machine Cycle Time Analysis • Part Flow Diagram / Spaghetti Chart • Material & Information Flow Diagram • Etc.
Common Documents & Techniques for Work Analysis
LSP Framework
Shape the Time Frame
工場長 Plant Leader Month - Quarter 部長 Department Leader Week - Month 課長 Area / Production Leader Day - Week 組長 Group Leader Hour - Day 班長 Team Leader Minute - Hour 技能員 Team Member Second - Minute
Level Time Focus
Win here minute by minute, hour by hour, shift by shift, and the rest is pretty easy…
Shape the Time Frame
Seconds Steps Motions Work Elements
Level of Detail
Hourly Team Leader Checks
Rapid Problem Solving • Concern • Cause • Countermeasure • Check
Time & quantity based triggers Reviewed hourly by supervisor
Lead-Time Reduction
LSP Framework
Shape the Support & Resources
Daily Shift Cadence 06:00 Start of Shift 09:00 Quality Review 11:00 Mid Day Review 13:00 Material Review 15:00 End of Shift Status
Top Five Issues Start of Each Day Prime Directives: 100% Safety, 100% Quality, 100% On-Time Status Report Instantly (Red or Green) Immediate Countermeasure Action / Root Cause Analysis Coordinate Technical Support Help
Shape the Support & Resources
Design, Body Weld, Chassis, Electronics, Engine, Transmission Test & Evaluation, Quality Assurance, Production Engineering, Sales, IT
Innovation Team Leaders Meeting
Summary
• Leadership shaping principles • Results through people and processes • Metrics, attitudes, & relationships
• Homework is to find your own set of shaping principles and start designing your future
• Best wishes on your improvement journey!
Appendix