Creating a Sustainable Lean Culture (Breakout)

Slides:



Advertisements
Similar presentations
The Language of Coaching-based Supervision
Advertisements

Experience of a Learning Organization: How To Grow Beyond Blame.
Situational Leadership
November 2007 Lean Transformations Group, all rights reserved 1 Leadership for the Transition to LEAN as a way of doing business David Verble Tom Shuker.
Lean Enterprise Transformation Lean Global Network November 2014.
Building Human Resource Management Skills National Food Service Management Institute 1 Effective Leadership and Management Styles Objectives At the completion.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
T 7.0 Chapter 7: Questioning for Inquiry Chapter 7: Questioning for Inquiry Central concepts:  Questioning stimulates and guides inquiry  Teachers use.
1 Science Grades “People have different beliefs about what is important for students to learn in the here and now.” Educational Leadership:
LEADERSHIP 101: Styles of Leadership ….Empowering Africans to Succeed 1 Kenneth Onyewuchi E&F Management Consult, Abuja Nigeria
Employee Engagement – The Next Generation of Workforce Management Why Employee Engagement? The Next Generation of Workforce Management © 2016 Cultural.
Unit II – Leadership Skills Chapter 3 - Motivation Section 2 – Coaching and Mentoring.
KEYS TO GREAT MANAGEMENT Strategies and Tools For Emerging Leaders 2016 By Christa Roth.
1 Chapter 9 Implementing Six Sigma. Top 8 Reasons for Six Sigma Project Failure 8. The training was not practical. 7. The project was too small for DMAIC.
Constructivism is a theory based on observation and scientific study about how people learn. It is a teaching philosophy based on the concept that learning.
Situational Leadership
Introduction to Management and Organizations
School Building Leader and School District Leader exam
Introduction to Management and Organizations
COMPETENCY-BASED MANAGEMENT
ROLE of a Continuous Improvement LEADER
Coaching and Supervision:
Customer Service, Balanced Scorecards: The Road to Becoming a Service-Oriented Organization 1.
Management Functions.
Inquiry-based learning and the discipline-based inquiry
ESD Regional Workshop Year 2 Workshop 1
Introduction to Management and Organizations
Transactional and Transformational Leadership
Chapter 7.
Chapter 10 Understanding Work Teams
Chapter 16 Participating in Groups and Teams.
THE CONCEPTUAL FRAMEWORK
teacher-centered supervision
ENTERPRISE FACULTY What is Enterprise?.
Introduction to Management and Organizations
Coaching and Feedback Mark Cannon.
Reflections on Educational Beliefs, Teaching and Supervision Chapter 5
Becoming An Executive.
Introduction to Management and Organizations
Introduction to Management and Organizations
Understanding by Design
Who Are Leaders and What Is Leadership
Managing Employees’ Performance
Overview – Guide to Developing Safety Improvement Plan
Social Media & Communications Lauren Taylor – Dardanelle High School
Overview – Guide to Developing Safety Improvement Plan
7-2 Leadership Goals Describe the need for leadership skills and the characteristics of an effective leader. Identify the human relations skills needed.
Action learning Session Two
Just-in-Time Management Advice
Introduction to Management and Organizations
Leadership Theory #2: Hersey-Blanchard Situational Model
Problem Solving Activities
Work in the 21st Century: It’s a Whole New World
Managing For Daily Improvement
KOMUNIKASI KEPIMPINAN
The Role of a Teacher.
Learning From and Contributing to Constituents
Creating a Sustainable Lean Culture
National Food Service Management Institute
Management Skills LET II.
Effective Feedback.
Introduction to Management and Organizations
Learning From and Contributing to Constituents
Introduction to Management and Organizations
Chapter 11 Management Skills.
Introduction to Management and Organizations
Effective Leadership and Management Styles
Top Ten List of: Coaching Beliefs.
Effective Feedback.
The Intentional teacher
Presentation transcript:

Creating a Sustainable Lean Culture (Breakout) “Leaders have to be Learners” Process Tom Shuker People

The Leader’s Job at Toyota…  Aligning purpose, process, and people is the central task of management. Management Process People Based on John Shook Lean Management Columns, lean.org 2009

The Leader’s Job at Toyota… First, get each person to take initiative to solve problems and improve his or her job. Second, ensure that each persons’ job is aligned to provide value for the customer and prosperity for the company.

The Leader’s Job is to Develop His or Her People SPIRIT of Lean Mentorship: “If the learner hasn’t learned, the teacher hasn’t taught”

Role of the Lean Leader Lead – define purpose, priorities and role requirements Engage – deploy meaningful responsibility appropriate to level Enable – manage the work environment and support systems Coach – develop problem solving skills and job-handling capability In other words, HELP Problem Solvers carry out their problem solving responsibilities

Lean Culture Transformation (Top-Down or Bottom-Up?) It’s easier to act your way to a new way of thinking than to think your way to a new way of acting. Values What We Do ASSUMPTIONS People do “follow” your lead if not always your orders.

The Social Side of Lean People Creating the Environment for Problem Solving and Learning Engagement and Change Through Modeling Practice of Humble Inquiry for Deployment and Engagement Grasping the Actual Condition of Process Execution People

Three Significant Points “What sets the operations of [Toyota] apart is the way they Tightly couple the process of doing the work with the process of learning to do it better as it’s being done. Operations are expressly designed to reveal problems as they occur…. And managers constantly develop and encourage their subordinates’ [problem solving] ability to design, improve and deploy such improvements.” Steven Spear HBR, Sep 2005 Problem Solving Capability Designed Value Streams Developmental Leadership People

Role of the Lean/CI Leader Lead – define purpose, priorities, role requirements and accountabilities Engage – deploy meaningful responsibility appropriate to level Enable – manage the work environment and support systems Coach – develop problem solving skills and job-handling capability Helping other carry out their problem solving responsibilities like scientists

Employees Who Think like Scientists? “The key is to understand that the Toyota Production Systems creates a community of scientists. When Toyota defines a work process or standard it is establishing a set of hypotheses that can then be tested. In other words it is following the scientific method. To make any change Toyota uses a rigorous problem-solving process that requires a detailed assessment of the current state and a plan for improvement that is in fact an experimental test of the proposed changes. The system actually stimulates workers and managers to engage in the kind of experimentation recognized as the cornerstone of a learning organization.” from “Decoding the DNA of the Toyota Production Systems,” Steven Spear, HBR September-October 1999

Let’s try an experiment.

Bringing two leader skills together: COACHING for Helping Others Develop Problem Solving Skills and Thinking: Bringing two leader skills together: Questioning to facilitate the seeing and thinking of others The PDCA Thinking/ Problem Solving Process

Practice Coaching Divide into triads Problem Owner Coach Observer Three rounds Instructions will be provided

Round One LEAN TRANSFORMATIONS GROUP, LLC.© 2012 ALL RIGHTS RESERVED

The Traditional Model of Coaching Specify the performance discrepancy. Get agreement a problem exists. Give feedback. Ask for solutions; provide suggestions. Agree on next steps and follow up. “Focus on the problem, not the person.” Coaching for Correction

What was the Focus of your Response? Telling the problem owner you’ll look into it? Telling the problem owner how to handle it? Giving the problem owner suggestions how to handle it? Asking the problem owner to explain what happened? Asking questions to find the underlying cause? Asking questions to better grasp the situation? Asking what JD knows about the situation? Asking how JD wants to handle it and why? Key Question: Who’s doing the thinking?

The Leadership Picture “Energetic attention to detail grounded in the belief that leaders have to have a deep understanding of how things work if they are to develop people, guide people, and make decisions” from “The High-Velocity Edge,” Steven Spear, 2009

Three Common Problems in Problem Solving Assuming you know what the problem is without seeing what is actually happening. Assuming you know how to fix a problem without finding out what is causing it. Assuming you know what is causing the problem without confirming it. In other words - Not Grasping the Situation – the ACTUAL CONDITIONS

Questioning Mind Lean is not acting on assumptions What do you actually know?  How do you know it? What do you need to know? How can you learn it? Lean is not acting on assumptions or jumping to conclusions.

Your Role as a Lean Leader 4/4/2019 Your Role as a Lean Leader Increase others awareness by asking what they know about what is actually happening…and how they know it Prompt them to question Why it is happening…and how they can prove it Get them engaged in thinking about how to address problems and run experiments to test their ideas In other words develop a fundamentally different relationship with your employees

Round Two LEAN TRANSFORMATIONS GROUP, LLC.© 2012 ALL RIGHTS RESERVED

Mr. Cho’s Description of Coaching Give him or her the job as their own. Let them think; let them try. Help him or her see. Force reflection. Coaching for DEVELOPMENT through the Job to Do the JOB

What was the Focus of your Response? Telling the problem owner you’ll look into it? Telling the problem owner how to handle it? Giving the problem owner suggestions how to handle it? Asking the problem owner to explain what happened? Asking questions to find the underlying cause? Asking questions to better grasp the situation? Asking what JD knows about the situation? Asking how JD wants to handle it and why? Key Question: Who’s doing the thinking?

Type of Question that Gets the Most FACTS for Grasping the Situation? Closed Yes/No Leading Reactive/ Restricted Open Factual/ Detailed Type of Information Obtained

Types of Questions (From “Helping” by Ed Schein) Pure Inquiry Diagnostic Inquiry Prompting Inquiry Process Inquiry Develops Trust Coaching to develop problem solving skill You are doing the thinking “What is happening between us right now?”

Go to Gemba Make Non-judgmental observations Ask open ended observations Support and respect the operator

Making the Commitment Questions Are we willing to commit to try something different? What problem areas can we focus on together? What lean leadership behaviors are we willing to practice? How should we institutionalize the discipline of PDCA problem solving and learning?

What Does it Mean to be a Coach? What do you think of when you hear the term, “Coach”?

What Was Your Best Experience Being Coached? Who comes to mind as the best Coach you’ve known personally? What did he or she do that made an impact on you?

Telling is seldom Teaching …and seldom is it Coaching. And Coaching for Development is NOT the same as Coaching by Correcting

You Cannot Command People to LEARN. You have to let them be engaged in responsibilities that are meaningful and respect their capability.

What is Meaningful Responsibility? Delegated tasks and assignments? Responsibility for the outcome? The Deliverable? Responsibility that carries with it the requirement to think plan, initiate, problem solve and take leadership to achieve the outcome. Responsibility for the Ends without being told the exact Means to use to achieve them. Responsibility to participate in Catch-ball give-and-take to come to agreement on the specifics of both the ends and means

And why is Meaningful Responsibility Important in Lean? Discretionary Effort “You hire my time and are due a full day and a good effort. You can define my responsibilities, program my activities and evaluate my performance. You can control what you see. But I can decide how far I go beyond that and for what.”