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Coaching for Continuous Improvement
David Hicks – [email protected] 1
Coaching for Continuous
Improvement
David Hicks and Hank Czarnecki
Auburn [email protected]
REASON TO COACH FOR
CONTINUOUS IMPROVEMENT
WHY?
Coaching for Continuous Improvement
David Hicks – [email protected] 2
History of LSS
Build a Continuous Improvement “House”
Stability & Standardization
Just-
In-Time
People
Built-
In-
Quality
Results – BESTQuality-Cost-Delivery
Coaching for Continuous Improvement
David Hicks – [email protected] 3
Solve
Problems
Long Term Mutual Prosperity
Develop
People
Lean
Coaching
Developing
Problem
Solvers
REASON TO COACH FOR
CONTINUOUS IMPROVEMENT
WHY?
PROCESS TO DEVELOP PROBLEM
SOLVERS
HOW?
Coaching for Continuous Improvement
David Hicks – [email protected] 4
Piecing Together Transformation
People
Strategy
Culture Change
Lean Capability
PDCA Thinking
Purpose
Process
Smart Tactics
SharedVision
Empowerment & Engagement
4 Aspects of Coaching
Learner Coach ProblemSolvingProcess
Development Plan
Coaching for Continuous Improvement
David Hicks – [email protected] 5
• Personal
Increase self knowledge
Strength/weak points
• Interpersonal
Adapt your behavioral style to others
Learn other’s styles
• Team
Facilitate better teamwork
• Organization
Motivate effectively
Learner - PITO Model
Coach - Where’s My 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
Coaching for Continuous Improvement
David Hicks – [email protected] 6
Problem Solving - Implementation Methods
Time
Imp
rove
me
nt
A3 Projects(PM/CI Dept)
Daily(Kata)
Event(Kaizen)
Development Plan - PDCA
Coaching for Continuous Improvement
David Hicks – [email protected] 7
Reduce Difficulty By Defining Expectations
Relationships
Standards(When/How)
Rules
Goals
REASON TO COACH FOR
CONTINUOUS IMPROVEMENT
WHY?
PROCESS TO DEVELOP PROBLEM
SOLVERS
HOW?
EXECUTING THE 4 ASPECTS OF COACHING
WHAT?
Coaching for Continuous Improvement
David Hicks – [email protected] 8
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
PeopleOriented
TaskOriented
Be EnthusiasticBe Confident
Be Logical Be Sincere
Style-Flex & Home Rule
Coaching - Shape the 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
Coaching for Continuous Improvement
David Hicks – [email protected] 9
Coaching AND Improvement
Inescapable Principle 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
Coaching Techniques
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
Coaching for Continuous Improvement
David Hicks – [email protected] 10
Coaching For Development
1. Instill Discipline
• Not Natural for Human Systems
• Leaders have to model discipline
2. Prompt for Critical Thinking
• Lead with questions
• Learner Reflection
3. Coach Facilitates the PDCA process
• What gap are we trying to close
• Why is it important to close this gap
4. Coaching Personal Kaizen
• Coach people to apply critical thinking
• Learner owns personal countermeasures
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
Coaching for Continuous Improvement
David Hicks – [email protected] 11
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
Questions
If “managing” is
about thinking...
“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?
Coaching for Continuous Improvement
David Hicks – [email protected] 12
Questioning Skill
Asking Open-ended Questions
• 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
Probing Questions to Stimulate 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
Coaching for Continuous Improvement
David Hicks – [email protected] 13
Barriers
What discourages people from 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
The Wrestling Match
• Typically when coaching people
who do not want to be coached
OR
• Coach argues for
change
o Persuades
o Suggests,
Advises
• Speaker argues
for staying the
same
• Trying to change someone
who does not want to
change (One To Others)
Countermeasure = Listening
Skills
Gap
Coaching for Continuous Improvement
David Hicks – [email protected] 14
Engaging Learner in Solving 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
Keep Learner
thinking
Help Learner
succeed
Developmental Coaching 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
Coaching for Continuous Improvement
David Hicks – [email protected] 15
It’s your job to makeyour Learnersuccessful 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
Adapt Coaching as the Learner Develops
Decisions
Pro
cess
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
Coaching for Continuous Improvement
David Hicks – [email protected] 16
Problem Solving Process - PDCA
Biases
• Assumptions
• Jumping to Solutions
Countermeasures versus Solutions
Our language 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.
Coaching for Continuous Improvement
David Hicks – [email protected] 17
Its this... ...not this
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
Learning at the Knowledge Threshold
I DON’T
KNOW.
Let’s Go See.
Coaching for Continuous Improvement
David Hicks – [email protected] 18
Goal of Coaching
The coach 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
ConditionTarget
Condition
Lessons Learned from Application - 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.
Coaching for Continuous Improvement
David Hicks – [email protected] 19
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
Thank You!
David Hicks
Lean Specialist
Hank Czarnecki
Coaching for Continuous Improvement
David Hicks – [email protected] 20
APPENDIX
Coaching Essentials
• Take ownership & 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/
Coaching for Continuous Improvement
David Hicks – [email protected] 21
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?”
Develop Problem Solvers
Questioning Mind
?
And Think
Use Questions
Self
Awareness