An A3 report is a problem-solving tool used in lean companies like Toyota. It follows a standardized format on an 11x17 inch piece of paper to tell a story from background to proposed countermeasures. The A3 encourages identifying root causes, considering various solutions, planning implementation, and following up on results. It is not a rigid template but a flexible knowledge-sharing mechanism. Effective A3 reports ask and answer key questions at each step to fully understand issues and achieve goals.

1. A3/A4 Management

2. What is an A3?
quot;A3quot; refers to an international-size piece of paper, one that is
approximately 11-by-17 inches.
Within Toyota and other lean companies, the term means much more…
A3 is like a resume that can be adapted in layout, style, and emphasis
according to the person seeking the job and the type of job being sought.
A3 elements follow one another, in a natural and logical sequence. The
links among the problem, its root causes, the goal, the actions proposed to
achieve the goal, and the means of judging success are clear and easy to
understand.
It is a practical knowledge-sharing mechanism since the information – not
just data – contained in A3's.
It is a decision making, planning, proposals, and problem-solving tool.
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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3. What A3 is NOT?
A3 is not and should not be seen as a template
One style problem solving does not fit all
problems
Template completion discourages thinking
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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4. Example of a Completed A3 Report – Problem Solving
This example has been taken from quot;Understanding A3 Thinkingquot; by D. K. Sobek II and A. Smalley
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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5. A3 Report Template – Problem Solving
Current Condition / Goal
1 Product/Background 2 3 Root Cause Analysis
Effect Confirmation
5
4 6 Next Steps / Followup Actions
Countermeasures
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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6. A3 Format Guidelines
The format and the goals of the A3 are guided by the following set of questions:
1. What is the problem or issue?
2. Who owns the problem?
3. What are the root causes of the problem?
4. What are some possible counter measures?
5. How will you decide which countermeasures to propose?
6. How will you get agreement from everyone concerned?
7. What is your implementation plan-who, what, when, where, how?
8. How will you know if countermeasures work?
9. What follow-up issues can you anticipate? What problems may occur during
implementation?
10. How will you capture and share learning?
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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7. Standardized Storytelling
An A3 should tell a story that anyone can understand, following it from the
upper left-hand side to the lower right-hand side of the paper. A3 shares a
complete story by communicating both facts and meaning in a commonly
understood format.
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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8. A3 Storytelling Tools
Section of A3 Storytelling Tools
Background Graph, Sketch, Photographs
Tally Sheet, Pareto Diagram, Sketch,
Current-State Map, Histogram, Scatter
Current Conditions
Diagram, Control Chart, Graph,
Photographs
Goals/Targets Graph, Sketch, Photographs
Control Chart, Cause-and-Effect Fishbone,
Relation Diagram, Histogram, Tree
Analysis
Diagram, Pareto Diagram, Sketch, Graph,
Scatter Diagram, Photographs
Diagram, Chart, Sketch, Future-State Map,
Proposed Countermeasures
Graph, Evaluation Matrix, Photographs
Plan Gantt Chart
Follow-up Sketch, Chart, Photographs
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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9. Behind the Scenes
The lean tools establishing the grounds for A3:
Gemba is the place where value-creating work happens. For our facility, it is
the manufacturing floor. (Philosophy of empiricism)
Genhci Genbutsu Shugi means the principle of the real place and real thing.
Five Why's
Ask key questions.
Value Stream Map
Nemawashi is the consensus-building process of aligning the organization
around broad and specific goals.
PDCA
Hansei: Evolutionary learning capability
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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10. Dos and Don'ts
Don’t worry about whether to use pen, pencil, or even a computer program.
Don't get hung up on formal elements.
Do get your message across.
Do get messy.
Do use the A3 to control meetings.
Do use the A3 to lock down agreements.
Do store learnings for later reference and sharing.
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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11. Key Questions to Ask?
Who is responsible for this issue?
Who owns the process for addressing the problem (or realizing the
opportunity or managing the project)?
What is the business context? How did you decide to tackle this problem?
What do you actually know and how do you know it?
Have you gathered and verified the facts -not just data and anecdotes- to
clearly understand the current state?
Have you engaged other people?
What is the problem? Can you clearly and succintly define the
quot;presenting problemquot; –the actual business issue that is being felt?
Have you gone to the gemba?
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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12. Key Questions to Ask?
Have you identified the real problem?
Can you show the gap between the target and the current condition?
Did you clarify the true business objectives?
Did you uncover the right information to support the analysis?
Did you isolate the root cause(s) of the main components of the gap?
Did you capture this material in the most clear and concise manner, i.e.,
one that clarifies true problems, invites analytic questions, and suggests
direct countermeasures?
Have you explored every reasonable alternative countermeasure?
Have you produced viable alternatives based on productive
conversations with everyone doing the work? With customers of the
process? With stakeholders?
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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13. Key Questions to Ask?
Can you show how your proposed actions will address the root causes of
the performance problems?
Can you justify why your proposed actions are necessary?
Have you continued to go to the gemba in gathering new information and
countermeasures?
Has problem-solving shifted from quick fixes to root-cause
countermeasures?
Does the current A3 reflect the input of the key people involved with the
work? Do countermeasures have support?
Do you see where your A3 (and the work it encompasses) fits into A3s of
colleagues below and above you (and their work)?
Has the A3 continued to evolve through constant iteration as a result of
experimenting with the initially proposed countermeasures?
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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14. Key Questions to Ask?
Are you using the PDCA cycle to implement the plan –and to gather
knowledge from experiments?
Are you making a conscious effort to use the review process as a way of
sharing your A3 learning with your team members and with other
individuals?
Have you captured and communicated the key details of what your team
has learned?
Have you considered a wide set of potential scenarios and consequences
of the changes –and developed followup activities to address them?
Is your theme ripe for another full round of PDCA? Should you turn your
staff's attention elsewhere?
Is your team gaining capability of A3 thinking?
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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15. Key Questions to Ask?
Is your team bringing problems and ideas forward, or waiting for
assignments?
Are issues and problems being revisited repeatedly?
Are staff still jumping to solutions?
Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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16. Reference: Shook, J, Managing to Learn, The Lean Enterprise Institute, Cambridge, MA, 2008.
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