0. Coaching for Problem Solving
Ron May
Executive Vice President DTE Energy
Skillfest – Appleton, Wisconsin
August 18, 2016

1. What is the truth about Coaching? We play all of these roles.
Parties on the pathway:
The curious one
The one carrying the load
The one who knows the direction
The one along for the ride
The disgruntled one
The one who thinks he is in charge
Coaching for problem solving: “Everyone is different, and all participants will play every role, at times.” My quote in 2015 after becoming quite aware of my growth but still quite surprised in my inability to bring those being coached to same level of excitement I had over the process..

2. Coach: Process, Issue Resolve Assist, Experiment, Current to Ideal
Training is more aligned with instruction for skill than coaching. The idea in skill development is a master of the same skill provides specific adjustments to the student to assist the learner to build techniques for improvement.
Coaching is more aligned with knowing a process of thinking that would assist the person being coached to resolve issues through experimentation and removing obstacles from current state to ideal state.

3. Coach: Consistent, Commitment, Discovery, Learning… Process
The coaching should be consistent. Use the forms as a guide. Ask open ended questions that lead the person being coached through the process. Meet regularly, and at an appointed time. Use the activity and the normal work cycles to shape the timing. The same coach and person being coached is essential for commitment and trust.
The coach does not have the job of knowing the answers to the problems. Helping those coached through the process is the key. Experimentation and cycling through the countermeasure implementation leads to discovery, gap closure and learning. The coach is not the smartest or most powerful. The coach does not lead but assists.

4. Coach: Honest, Trust, Process Proficient, Comfort, Advocate
It is important that if the coach is also a supervisor, that the role of direction setting and accountability is not carried into the coaching session.
The person being coached should be honest in how they feel with their coach.
The coach should be viewed by the person being coached as trustworthy, their advocate, and process proficient.
The person being coached needs to be comfortable with their coach such that they can accept encouragement, process deficiency and action commitment.

5. Watching the River Run – Loggins and Messina
If you've been thinking you're all that you've got, Then don't feel alone anymore. When we're together, then you've got a lot,
'Cause I am the river and you are the shore.
And it goes on and on, oh, watching the river run, Further and further from things that we've done, Leaving them one by one.
And we have just begun watching the river run. Listening and learning and yearning. Run, river, run.

6. Appendix
“What we do will only last if the people that come after us treasure it, and see the lasting value of its outcome.” Ron May 2016
“Learning is between an interested party and their ambition.” Ron May 2015
“A coach is important as a partner and guide and not because they do any of the work themselves.” Ron May 2015
“We are fortunate to have the time and energy to learn while we teach others.” Ron May 2014
“Spend the time to really understand the process and the human being trying to use it.” Ron May 2014

7. Coaching Skills in problem solving… A Learned Approach
Target Condition / Current Condition / Obstacles
Prepared by:
Date:
Target Condition will be achieved by:
Process:
Challenge:
Target Condition
Current Condition
Obstacles
This is a new skill and starting with understanding problem solving is a great place to start
RECORD OF PDCA CYCLES
Prepared by: Ron May
Date: 5/17/12
Aspect of the Target Condition:
Process: PRT and KATA Deployment
PRT is being practiced by all leaders within each director's area of responsibility.
Process Metric:
Obstacle:
KATA and PRT sessions are happening. 100% of leaders are involved with PRT and KATA
Further assessment on gaps is required. The volume of PRTs to be assessed to be manageable.
1. Plan
2. Do
3. Check
4. Act / Adjust
Proposed Countermeasure
Expected Outcome
Actual Outcome
Learning
Khalid will meet with each leader on every PRT to ensure the PRT is scheduled, occurring and is meeting the tool usage goals.
A complete assessment will be understood for all PRTs.
First assessment has been completed with gaps identified.
The assessment is a large task and a dedicated effort has been necessary.

8. The Shape of the Coaching Process Flow became Clear
Begin with learning about coaching
Training to learn the process for coaching
Took turns coaching each other on the process, not solving problem
Executive and Senior Leaders were first
First Coach, coached person and Second Coach were learners in the process
We described Ideal State and then our Challenge to process
We were asked to describe Current Condition with data, then Target Condition
We looked for an obstacle to our reaching Target Condition
Finally, we cycled through Planning and Actions (PDCA)
Senior Leaders learned to be open and less controlling
Leaders learned to not simply help solve the problem, but work the process
We solved a Front End Planning issue for nuclear engineering, Advanced Work Packaging, Fermi Licensing, and improved CI Processes in the whole organization.

9. Three Elements for Continuous Improvement Coaching is a Learning Edge River or Shore: Both Coach and Person Coached Learn
The Structure for Coaching
Coaching can be peer to peer or leader to teammate. The coach needs to understand the problem solving technique more than understanding the technical issues of the problem.
The coaches is not providing answers or leading the person being coached but is asking questions to help frame the thinking of how to resolve the obstacle.
The coaching should be consistent in form, timing and personnel. A scientific method of hypothesis setting to expected outcome of action and learning.
A format and standardized questions help the beginning coach with this process.
Relationship of the Person Being Coached
The coach should be viewed by the person being coached as trustworthy, their advocate, and process proficient.
The coach should not be leading in results or viewing the problem as one they could solve quicker and better.
The person being coached needs to be comfortable with their coach such that they can accept encouragement, process deficiency and action commitment.
The person being coached should be honest in how they feel with their coach.
It is important that if the coach is also a supervisor, that the role of direction setting and accountability is not carried into the coaching session.
Coaching for Problem Solving is Different than Instruction for Skill
Training is more aligned with instruction for skill than coaching. The idea in skill development is a master of the same skill provides specific adjustments to the student to assist the beginner to build techniques for improvement.
Coaching is more aligned with knowing a process of thinking that would lead the person being coached to resolve issues through experimentation and removing obstacles from current state to ideal state.

10. DTE Energy is a Detroit Based, Diversified Energy Company Using Coaching for Problem Solving
DTE Energy is involved in the development and management of energy-related businesses and services nationwide. Its operating units include an electric utility serving 2.1 million customers in Southeastern Michigan and a natural gas utility serving 1.2 million customers in Michigan.
The DTE Energy portfolio includes non-utility energy business focused on power and industrial projects, natural gas pipelines, gathering and storage, and energy marketing and training. DTE Energy employs approximately 10,000 people and purchases materials and services at over $1 billion per year.
As one of Michigan’s leading corporate citizens, DTE Energy is a force for growth and prosperity in the 450 Michigan communities it serves in a variety of ways, including philanthropy, volunteerism and economic progress.
DTE Energy has a track record of expense management with a continuous improvement focus in cost containment. DTE Energy leadership have used continuous improvement and scientific method problem solving techniques to become more efficient and effective in operational activity.
Ron May has helped developed an organization called Major Enterprise Projects (MEP) which manages $1.5 billion of capital improvements per year. The organization is based upon standardized processes and technically skilled individuals.
One of the core skills that has been deployed by MEP is coaching for problem solving. It is based upon the method of determining current state, ideal state and the gap between those states. The technique then identifies obstacles that should be addressed through the scientific method.
It is important to perform coaching in a professional and skilled manner to have engagement and process improvement results in coaching.