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May The Kata Be With You
- 1. By Alex Thomason Nike, Inc. Based on the Improvement Kata Handbook © by Mike Rother Tips for the COACHING KATA
- 2. © Mike Rother / Improvement Kata Handbook Purpose of this SlideShare • Reflect on what is the job of a manager in the 21st Century? (Hint: You’re a teacher and a coach) • Help you become an awesome Improvement Kata Coach by listing some common errors and deviations that Learners make as they practice the Improvement Kata pattern and routines. 2
- 3. © Mike Rother / Improvement Kata Handbook Iterate! The Improvement Kata What the Learner Does 3
- 5. Welcome to Jedi Training Skill building is what you're doing here Learner Coach 5
- 6. “Always two there are, no more, no less. A master and an apprentice.” 6
- 7. Just like learning to play an instrument, the Improvement Kata is about learning the scientific pattern of thinking and acting through deliberate practice of specific routines. When a Learner practices the Improvement Kata routines, it's important for advancing their skill that the Coach pays attention to errors & deviations, introduces a correction and then has the Learner repeat the routine. 7 The Coach’s Mission is to Train
- 8. Novice Advanced Beginner Competent Proficient Expert “Ready are you? What know you of ready? For eight hundred years have I trained Jedi. My own counsel will I keep on who is to be trained. A Jedi must have the deepest commitment, the most serious mind.” Skill Levels 8 Once You’re Proficient You Can Coach Others
- 9. Stage 1: Practice the Kata Exactly Stage 2: Personalize Your Kata Practice Stage 3: Intuitive Operating Novice Advanced Beginner Competent Proficient Expert Skill Levels 9
- 10. 1. Is the Learner following the Improvement Kata pattern? 2. Is the Learner acting beyond his/ her threshold of knowledge? 3. Is the Learner practicing in the Learning Zone, beyond apparent certainty? Ask Yourself 10
- 11. “You must unlearn what you have learned.” “Difficult to see. Always in motion is the future.” “The fear of loss is a path to the Dark Side.” 11 Is the Learner Practicing in the Learning Zone?
- 12. 12
- 13. “Named must your fear be before banish it you can.” Target Condition: The Learner Understands the Overarching Challenge Common deviations from the IK Pattern: • Challenge derived from the Lean Ideal rather than from Business Strategy. • Proceeding without alignment to the Challenge. • Proceeding without a Challenge. 13 Common Errors in this Step
- 14. Target Condition: The Learner has Grasped the Current Condition Common deviations from the IK Pattern: • No actual data. • Facts, but an inability to use them to describe the operating pattern. • Conjecture. “This one a long time have I watched. All his life has he looked away… to the future, to the horizon. Never his mind on where he was. Hmm? What he was doing.” 14 Common Errors in this Step
- 15. Target Condition: The Learner has Defined the Next Target Condition Common deviations from the IK Pattern: • Describes tools rather than the operating pattern. • Missing Output Metrics and/or Process Metrics. • Too easy (solution known) or too difficult (time horizon too long). [Luke:] “I can’t believe it.” [Yoda:] “That is why you fail.” 15 Common Errors in this Step
- 16. 1) What is the Target Condition? 2) What is the Actual Condition now? --------(Turn Card Over)---------------------> 3) What Obstacles do you think are preventing you from reaching the target condition? Which *one* are you addressing now? 4) What is your Next Step? (Next experiment) What do you expect? 5) How quickly can we go and see what we Have Learned from taking that step? The Five Questions *Youʼll often work on the same obstacle with several experiments “Size matters not. Look at me. Judge me by my size, do you? Hmm? Hmm. And well you should not. For my ally is the Force, and a powerful ally it is.” The Force is the scientific pattern embedded in the Five Coaching Kata Questions! 16
- 17. Reflect on the Last Step Taken Because you donʼt actually know what the result of a step will be! 1) What did you plan as your Last Step? 2) What did you Expect? 3) What Actually Happened? 4) What did you Learn? ------------------------------> Return to question 3 1) What is the Target Condition? 2) What is the Actual Condition now? --------(Turn Card Over)---------------------> 3) What Obstacles do you think are preventing you from reaching the target condition? Which *one* are you addressing now? 4) What is your Next Step? (Next experiment) What do you expect? 5) How quickly can we go and see what we Have Learned from taking that step? The Five Questions *Youʼll often work on the same obstacle with several experiments FRAMING & ANCHORING Common Errors: Actual condition is not actual anymore. Thinking process not made visual. Skipping these questions. Not going to see. 17
- 18. Reflect on the Last Step Taken Because you donʼt actually know what the result of a step will be! 1) What did you plan as your Last Step? 2) What did you Expect? 3) What Actually Happened? 4) What did you Learn? ------------------------------> Return to question 3 1) What is the Target Condition? 2) What is the Actual Condition now? --------(Turn Card Over)---------------------> 3) What Obstacles do you think are preventing you from reaching the target condition? Which *one* are you addressing now? 4) What is your Next Step? (Next experiment) What do you expect? 5) How quickly can we go and see what we Have Learned from taking that step? The Five Questions *Youʼll often work on the same obstacle with several experiments REFLECT (back of card) Common Errors: Verbal; not filling in the PDCA Cycles Record form. Not making a testable prediction. Mistaking a missed prediction as failure. 18
- 19. Reflect on the Last Step Taken Because you donʼt actually know what the result of a step will be! 1) What did you plan as your Last Step? 2) What did you Expect? 3) What Actually Happened? 4) What did you Learn? ------------------------------> Return to question 3 1) What is the Target Condition? 2) What is the Actual Condition now? --------(Turn Card Over)---------------------> 3) What Obstacles do you think are preventing you from reaching the target condition? Which *one* are you addressing now? 4) What is your Next Step? (Next experiment) What do you expect? 5) How quickly can we go and see what we Have Learned from taking that step? The Five Questions *Youʼll often work on the same obstacle with several experiments FOCUS Common Errors: Obstacles parking lot outdated. Obstacles parking lot = an action item list. Silver-bullet thinking. Perceived or predicted obstacles vs. actual ones. 19
- 20. Reflect on the Last Step Taken Because you donʼt actually know what the result of a step will be! 1) What did you plan as your Last Step? 2) What did you Expect? 3) What Actually Happened? 4) What did you Learn? ------------------------------> Return to question 3 1) What is the Target Condition? 2) What is the Actual Condition now? --------(Turn Card Over)---------------------> 3) What Obstacles do you think are preventing you from reaching the target condition? Which *one* are you addressing now? 4) What is your Next Step? (Next experiment) What do you expect? 5) How quickly can we go and see what we Have Learned from taking that step? The Five Questions *Youʼll often work on the same obstacle with several experiments NEXT EXPERIMENT Common Errors: We’re not at the threshold of knowledge. The planned experiment is not scientific, rapid, or measurable. The experiment design is too risky. The experiment is not part of a chain of learning. 20
- 21. “I think...” “probably...” “maybe...” “could...” “most likely...” “well...” “on average...” “let’s reduce it by [big round number]” CONGRATULATIONS, you found the Threshold of Knowledge! “What do we need to learn now?” “How will we test it?” “How will we measure it?” 21 Threshold of Knowledge The Learner’s next experiment should take place at the current Threshold of Knowledge. The Coach must ensure that the Learner sees what is the current Knowledge Threshold before the Learner sets up the next experiment.
- 22. Reflect on the Last Step Taken Because you donʼt actually know what the result of a step will be! 1) What did you plan as your Last Step? 2) What did you Expect? 3) What Actually Happened? 4) What did you Learn? ------------------------------> Return to question 3 1) What is the Target Condition? 2) What is the Actual Condition now? --------(Turn Card Over)---------------------> 3) What Obstacles do you think are preventing you from reaching the target condition? Which *one* are you addressing now? 4) What is your Next Step? (Next experiment) What do you expect? 5) How quickly can we go and see what we Have Learned from taking that step? The Five Questions *Youʼll often work on the same obstacle with several experiments NEXT COACHING CYCLE Common Errors: No specific date & time. Too far out in the future. Learner & Coach should do at least one coaching cycle per day. Accidental switch from learning orientation to task orientation. 22
- 23. “If you end your training now — if you choose the quick and easy path as Vader did — you will become an agent of evil.” Novice Advanced Beginner Competent Proficient Expert 23 Keep Practicing & Learning
- 24. “Always pass on what you have learned.” “Do or do not. There is no try.” “May the Kata be with you.” 24
- 25. Addi=onal Resources ü Table of Learner Skill Levels ü Table of Coach Skill Levels 25
- 26. © Mike Rother / Improvement Kata Handbook 26 Learner Skill Levels
- 27. 27 Coach Skill Levels By Yvonne Muir, Jennifer Ayers and Julie Simmons
Notas do Editor
- Coach your Learners one at a time, not in groups of Learners:• Each Learner will have different focus-practice needsat different times.• Different Learners learn at different rates.• Different Learners learn in different ways.
- The role of the Coach is managing the Learner's practice. Why do you need a Coach? Because alone we donʼt see the errors in our practice and thus donʼt correct them!To help the Learner become more proficient in using the pattern of the Improvement Kata -- to make it a habit -- theCoach pays attention to the Learnerʼs current application of the Improvement Kata and sets specific practice goals forimproving targeted aspects. The Coach keeps the Learner moving ahead in skill development and ensures the Learneris successful in using the IK pattern to navigate uncertain territory and achieve a challenging target condition.
- Since you need to be able to judge if the Learner is following the Improvement Kata pattern correctly, you must have experience carrying out the Improvement Kata yourself.To coach the Improvement Kata you need to know both the Improvement Kata and the Coaching Kata.
- STAGE 1: PRACTICE THE COACHING KATA EXACTLYAt first you repeat the forms with discipline, executing the kata without variation. It may feel awkward when you start, but as you go through repetitions it becomes more flowing.Any time you learn a new skill youʼre a beginner in that area, which means starting with some repetitious exercises.STAGE 2: PERSONALIZE YOUR COACHING KATA PRACTICEOnce the basic forms have been absorbed and can be executed successfully you can make modifications to your practice. You now appreciate and use the kata because you understand the technicalwisdom -- the “why” -- within them, and you adapt the patterns to your situation.STAGE 3: INTUITIVE OPERATINGAt this stage youʼve absorbed the patterns of the kata to such an advanced level that you can be creative and unhindered -- spontaneous and efficient -- while still working within the principles.The underlying truth of the kata remains, but you almost forget the technique and arenʼt limited by a conscious thought process. Your mind can now operate on a higher level than previously possible.
- Just practicing a series of steps is not enough for the Learner to develop new skills and mindset. The Learnerʼs emotions during their practicing also play a large role. Specifically, an important ingredient is the Learnerʼs success and joy in overcoming obstacles and achieving an appropriately challenging target condition through application of the Improvement Kata pattern, and (b) progressively mastering the Improvement Kata pattern.To cope with the discomfort, plateaus and setbacks that come with any skill-building and learning process the Learner needs support. The Coach helps the Learner see when s/he might be acting in ways counter to their skill-building goals and to design practice activity to make new progress.Your objective as a Coach is not just that the Learner achieves the target condition, but that the Learner is able to and wants to use the Improvement Kata pattern. With this in mind, a job description for anImprovement Kata coach, especially with beginner Learners, is: MANAGE THE LEARNERʼS PRACTICE. Accompany the Learner and give procedural guidance as needed to ensure that although the Learner struggles, s/he is successful in learning to use the Improvement Kata pattern to achieve challenging, real target conditions. In other words, the Coach is responsible for the Learnerʼs success.
- * See chain of coaching for insights…
- * See chain of coaching for insights…
- * See chain of coaching for insights…
- * See chain of coaching for insights…
- Helps you determine if the Learnerʼs thinking is inside or outside the ʻcorridorʼ specified by the Improvement Kata pattern.You put the focus on facts and data; on what we know and not just opinions.You guide a process of experimenting, whereby the Learner compares predicted and actual outcomes, and adjusts the course accordingly.You teach a systematic process for learning.You impart importance and urgency.
- There is a knowledge threshold in every coaching cycle.When you hit a knowledge threshold, plan the next experiment there!They can be difficult for beginner coaches to spot because the learner is hesitant to say “I donʼt know”Two key points to remember as a Coach are that there is always a knowledge threshold, and (b) a knowledge threshold is not a problem. On the contrary, itʼs what weʼre looking for as we strive for the target condition. It tells us what we need to investigate and work on next.This is an important moment for teaching the Learner what it means to think and act scientifically.WHAT TO DO• Congratulations, you found it! Focus your coaching cycle and your coaching input here. Use hearing the imprecise words from the Learner as a cue to ask clarifying questions and to go-and-see.• The Learner shouldnʼt try to move beyond a knowledge threshold via conjecture. Teach the learner to see further by experimenting. Donʼt deliberate about whatʼs beyond the knowledge threshold.Deliberate about the next experiment. Ask:“What do we need to learn now?” “How will we test it?”“How will we measure it?”• Within the pattern of the 5 Questions, have the Learner set up and conduct the next experiment, then do another coaching cycle. The Learner should use the PDCA Cycles Record.
- Coaching Section of TK = 56 PagesCoaching Section of the IK Handbook = 116 pages