1. 1
By Todd Weston

2. Vision
Target
Condition Challenge
2
We have been practicing moving
toward Target Conditions using
experimentation and rapid PDCA
cycles.
Working only on the obstacles
between our Current Condition and
the Target Condition.

3. 3
We have learned that we do not want to play
“Whack-A-Mole” with our improvements.
Now, we have also learned that it is entirely
possible to play “Whack-A-Mole” when
choosing the theme for the Next Target
Condition.

4. 4
Target
Condition
Current
Condition
Less than
1 Month
Target
Condition
Current
Condition
Too much
time
We keep the time given to reach a target condition short to
encourage the learner to take small steps everyday, as opposed
to putting it off until “tomorrow”.
No
Activity
No
Activity
No
Activity
No
Activity
OH NO!

5. 5
Challenge
Current
Condition
1 Year
We have observed the “too much time” phenomenon occur with
regards to target condition themes.
WHACK! OH NO!WHACK! WHACK! WHACK!
Playing “Whack-A-Mole” with target
condition themes that are not in the
direction of the challenge.
Now the coach is
scrambling to meet the
challenge.

6. 6
Is there a best way to choose
the next Target Condition?

7. 7
Of course the
simplest answer
is…“I don’t know”.
But, we do know
that Kata is
fractal.

8. 8
We can focus on a
single process.
We can focus on a
Value Stream.

9. 9
We can focus on
our overall kata
deployment.

10. 10
So, why not take the pattern we
practice at the process level…
…and apply it to the larger questions?

11. Vision
Target
Condition
Challenge
11
If we think of Target Conditions simply as larger
obstacles, we can begin to take a fractal approach to
create a pattern for choosing Target Condition Themes.
Target
Condition
Target
Condition Target
Condition
Target
Condition
Target
Condition
Target
Condition
Target
Condition
Target
Condition
Target
Condition

12. 12
The 5 Questions have created a solid pattern for the
conversation that takes place during a Coaching Cycle.
• The conversation is based on the same pattern
regardless of the Coach, the Learner, or the
Process.
• This consistency has
proven invaluable for
Coach and Learner
development, and of
course…Process
Improvement.

13. 13
Let’s experiment with a new pattern for conversations
we have while choosing the Theme of the Next Target
Condition.
• We can help the Coach keep the Challenge in mind
from the onset of the Challenge until the date is
reached.
• The 2nd Coach will guide the Coach through this
pattern via a new (yet similar) set of questions.
• The coach will have ownership of the Challenge,
but the 2nd Coach will be responsible for the
Coach’s results.

14. 14
We can have a coaching cycle between the
coach and the second coach, prior to the learner
experimenting toward a new target condition.

15. 15
The PDCA cycles record teaches us to think
scientifically. We base next steps on what we
learned in previous steps.

16. 16
Let’s use a PDCA record of target condition themes.

17. 17
Just like the PDCA cycles record, this information should be
present prior to the coaching cycle between the coach and
the 2nd coach. This coaching cycle should take place after
the coach has accepted the learner’s next target condition.

18. 18
Coach’s
responsibility
Learner’s
responsibility
Details of the
Target Condition
The coach chooses the
date and theme for the
next target condition.
The learner then defines
how the process will look
by that date…then we ask
5 more questions.

19. 19
Posting the challenge in
the department has helped
communicate the
direction.
Posting the challenge with
space for the actual
condition keeps the coach
focused on that direction.

20. 20
We are striving to:
• Keep the challenge in front of the coach on a regular basis.
• Define challenges with measurable details.
• Review the actual condition with regards to the challenge at the onset of
each new target condition.
• Develop a pattern for choosing target condition themes via a coaching
cycle between the 2nd coach and the coach.
• Treat target conditions as larger experiments moving toward the
challenge (use the facts and the data).

21. 21
Let’s see what we learn…