improvemtn kata slides

8/15/2019 Improvemtn Kata Slides

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KATAPOWERPOINT

SLIDES

I n c l u d e

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5 V i d e o

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For creating your on KATA !resentationsand trainin

I n c l u d e s I K " a r d


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A#out T$ese Kata Slides %&ra!$ics

'()*+ No'e,#er -*.5T$is collection o/ I,!ro'e,ent Kata 0"oac$ing Kata slidesis /or use #y anyone) 1ou can incor!orate anyo/ t$ese PoerPoint /or,at slides into youron training and !resentations+ and ad2ust

t$e, $oe'er you li3e)Also included are lin3s to 4'e s$ort 'ideos t$at $el! ,a3e3ey !oints in IK0"K !resentations and

training) 1oull 4nd,any ,ore 'ideos on t$e IK0"K 1ouTu#ec$annel at )youtu#e)co,0user067(,i3e)

Please !ost your Kata !resentations onSlideS$are 8)slides$are)net9 and on 1ouTu#e+ so e can learn

Suggested keywords:IK, CK, Kata, Improv ement Kata,

Coaching Kata,

Toyota Kata, Scientifc Thinking 3

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Kata are structured routines that youpractice deliberately, especially at thebeginning, so their pattern becomes ahabit and leaves you with newabilities. Kata are a way of learningfundamental skills that you can buildon. he word comes from the martialarts, where Kata are used to traincombatants in fundamental moves.!ut the idea of a Kata can be appliedin a much broader sense. he

"mprovement Kata and #oaching Kataare for training managers and leadersin a new way of doing their $obs. &t 'rst you should try to practice eachKata e(actly as described, until itspattern becomes somewhat automatic

and habitual for you. hat can takeseveral months of practice. )hen youreach that point and have learnedthrough practice to understand the*why* behind that Kata+s routine, thenyou can start to deviate from it byevolving your own version or style ofthe pattern... as long as its coreprinciples remain intact.

system should look and function. hatwould be impossible since eachorgani-ation has uniuecharacteristics and e(ists in uniueconditions. /eveloping anorgani-ation+s managerial system isnot about copying the tools andtechniues that another organi-ationhas come up with, which would be

jumping to solutions. 0ou can andshould start with some already1

e(isting basics, like in sports andmusic, but then it+s an iterativeprocess of trial and ad$ustment.

he routines of the "mprovement Kataand #oaching Kata help you developand build your own 2st #entury

management approach via a well1proven set of


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?ere are t$e slides

7emember... its aboutyou and your story 8sethese slides as somebuilding blocks.

9


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Visibl e

LessVisibl

e

Lean tools andtec$ni@ues toi,!ro'e @uality+cost and deli'ery

• A syste,atic+scienti4c ay o/t$in3ing and acting

• anagers as t$e

teac$ers o/ t$atay

PRA"TI"IN&FO>NDATIONAL SKILLS

FOR S"IENTIFI" T?INKIN&

!y 6ike 7other

W$at ere /ocusing on


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;

T?E IK % "K &IVE 1O> ANEAS1 WA1

TO PRA"TI"E S"IENTIFI"T?INKIN&Scienti4c t$in3ing is a#asis /orB• Success/ully !ursuing

see,ingly unattaina#le goalsin co,!leC syste,s

• Ena#ling tea,s to ,a3edecisions close to t$e actionand ,aneu'er e:ecti'ely

T$e I,!ro'e,ent Kata %

"oac$ing Kata ,a3escienti4c t$in3ing a s3illanyone can learn+ #yco,#ining a (Ste!

scienti4c !attern si,!le+ structured

Science Kata Pro#le, Sol'ingS3ill

!y 6ike 7other


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<

W?AT IS

S"IENTIFI"T?INKIN&G

Scienti4c t$in3ing is t$e intentional coordinationo/ t$eory ande'idence+ $ere#y e encounter nein/or,ation+ inter!ret it and+ i/ arranted+ re'iseour understanding accordingly) T$is !attern is incontrast to relying on already$eld #elie/s to

eC!lain causality) Scienti4c t$in3ing gi'es us t$ea#ility to loo3 #eyond our !reconce!tions andsee t$e orld and oursel'es in a truer lig$t) W$atHs i,!ortant a#out scienti4c t$in3ing is not

2ust $et$er e decide to re'ise #elie/s #ased onne in/or,ation+ #ut t$at !racticing it $el!s us!y 6ike 7other


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S"IENTIFI"T?INKIN

&Scienti4c t$in3ing is a routine o/intentional coordination #eteen $at et$in3 ill $a!!en 8t$eory9+ $at actually$a!!ens 8e'idence9+ and ad2usting #asedon $at e learn /ro, t$e di:erence)

W$at eeC!ectto $a!!en

W$atactually$a!!ened

Learning

"Let's try itand see"

=!y 6ike 7other


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W?AT ARE KATAGT$eyre !ractice routines) Kata are structuredroutines to !ractice deli#erately+ es!ecially at t$e#eginning+ so t$eir !attern #eco,es a $a#it andlea'es you it$ ne a#ilities) Kata are /or learning/unda,entals t$at you can #uild on) Kata are a ayo/ trans/erring s3ills and de'elo!ing s$ared a#ilitiesand ,indset in a tea, or organiation)

!y 6ike 7other 2

Let#s begin by practicing it this way for awhile$

Science Kata Pro#le, Sol'ing S3ill"o,#ining a scienti4c !attern it$ structured

!racticeroutines 8Kata9 de'elo!s e:ecti'e !ro#le,


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ECa,!le o/ aKata

Let#sbegin by practicingit this wayfor a

while%$!y 6ike 7other 3


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T$e Routines o/ t$e I,!ro'e,ent Kata and"oac$ing Kata

are Practiced to De'elo! Scienti4c indset

W?AT KATA ARE FOR

=eginners s$ould /ollo Kata eCactlyM not

de'iating /ro, t$e,+ so t$e Learner caninternalie t$e !atterns) =ut it$ increasing!ro4ciency eac$ Learner can start to 8it$inli,its9 de'elo! t$eir on style)

Li3eise+ o'er ti,e eac$ organiation cane'ol'e t$e Kata it #egan it$ to #etter suitand ,es$ it$ its culture) T$e original Kata

!y 6ike 7other 4

KataPractice

To de'elo!/oundational

s3ill and,indset


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8.9 FOLLOWB Start #yre!eating eac$ !racticeroutine it$out ,odi4cation+so you can a#sor# its

/unda,ental !attern) 8-9 DETA"?B Once t$e #asic!atterns get $a#itual and youunderstand t$e $y #e$indt$e,+ youll start to ada!tt$e,)

?OW LON& DO 1O> PRA"TI"ERELI&IO>SL1G

5

879 FL>EN"1 B At t$is stageyour actions #eco,enatural) 1ou can create youron a!!roac$es to 4tdi:erent circu,stances+$ile stic3ing to #asic

underlying !rinci!les)

Real !ractice doesnt !ass t$roug$ t$esediscrete stages+

#ut t$ey are a use/ul ay to de!ict your!rogression

!y 6ike 7other


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T$ey $el! you get startedKATA ARE LIKE RO"KET

EN&INES

=eginners s$ould /olloKata eCactlyM not de'iating/ro, t$e,+ so t$e Learnercan internalie t$e !atterns)

=ut it$ increasing!ro4ciency eac$ Learnercan start to 8it$in li,its9de'elo! t$eir on style)

Li3eise+ o'er ti,e eac$organiation can e'ol'e t$eKata it #egan it$ to #ettersuit and ,es$ it$ itsculture) T$e original Kata

e'ol'e into organiations!eci4c !ractice routines)

&! !

!y 6ike 7other 9


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T?E IPROVEENT KATA ODELKata > ? @ SuA( 6eaning *Way o Doing"

We /ound a co,,on+ scienti4c !attern o/t$in3ing and #e$a'ior in Toyota,anagers a!!roac$ t$eir Way o/I,!ro'ing and de!icted it it$ a /ourste! ,odel e na,ed t$e I,!ro'e,entKata)J

ConductExperimentsto get thereGrasp the

CurrentCondition

EstablishyourNextTargetCondition

Get theDirection orChallenge

1

2

3

4

he "mprovement Kata model comes from research intohow oyota manages people, which is summari-ed in the

book Boyota KataC!y 6ike 7other


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I,!ortant !ointB Toyotas success $as co,e/ro, stri'ing scienti4cally /or all sorts o/c$allenging goals+ not 2ust /ro,


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T?ERES ALSO A "OA"?IN& KATAA way of coaching) Toyotas asterA!!rentice

styleteac$ing a!!roac$ is li3e training in s!orts and

,usic)

Toget$er t$e I,!ro'e,ent Kata and "oac$ingKata

,a3e u! a ,anage,ent a!!roac$

Learne

r

Coach

(Manager)

!y 6ike 7other <


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2=

=>T T?ERE IS A PRO=LENo ,atter $o good it is+ 2ust eC!laining a

,odeldoesnt generate ne ays o/ t$in3ing and

acting)?o!ing to create di:erent #e$a'ior #y

e,plainingor trying to convince generally doesnt or3)

!y 6ike 7other


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OurOrganiation

ToyotasWay

2

T?IS DOESNT WORK

• We dont #e$a'e a certain ay

#ecause e lac3 in/or,ation) We#e$a'e one ay or anot$er #ecauseits a $a#it)

• "$anging ,eans deli#erately

!racticing a di:erent routine+ $ic$o'er ti,e c$anges $o you t$in3)

• =ut you ouldnt try to run -. miles at t$e start) 1ou #egin it$ so,e

starter !ractice routines+ to $el! youlearn /unda,entals and #uild so,e!y 6ike 7other


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ToyotasWay

22

DEVELOPIN& 1O>R OWN WA1 =egin it$ so,e !ractice routines+ t$en e'ol'e

tosuit your organiation as so,e !ro4ciency is

de'elo!ed OurOrganiati

ons

WayEC!ert

Pro4cient

"o,!etent Ad'anced

=eginner

No'ice

Dach personmay start at adiEerent pointand advance atdiEerent rates.

!y 6ike 7other


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Kata are also !racticeroutines t$at $el! youado!t ne ays o/acting and t$in3ing)

T?E ROLE OF PRA"TI"E RO>TINESKata2 > or 形 ? @ 6eaning *orm"

T$is is $ere#rainscienceco,es in

!y 6ike 7other


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STARTER KATA

The practiceroutines are away to begin tooperationalizethe IK pattern

TheImprovementKata model

T$ere are structured !ractice routines+ ortarter &ata+ /or eac$ ste! o/ t$e IK ,odel+and /or coac$ing+ to $el! Learners de'elo!/unda,ental s3ills and o!erationalie t$e,odel) T$eyre a starting !oint /or anyindi'idual+ tea, or organiation $o ouldli3e to de'elo! a ,ore scienti4c ,indset anda!!roac$)

!y 6ike 7other


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T?E IK % "K PRA"TI"E &>IDEInstructions /or eac$ Starter Kata

>Free on the oyota Kata )ebsite?

!y 6ike 7other


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Fi'e"oac$ing

Katauestions

Run"$arts

LearnersStory#oard

O#stacles Par3ing

Lot

PD"A"yclesRecord

"oac$ing

"ycle29

"$allenge

"urrent"onditi

onAnalysisTarget

"ondition

De4nition

=loc3 Diagra,

"OA"?

LEARNER

!y 6ike 7other


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VIDEO .BW$at We Kno A#out ?o

Peo!le Learn>2 minutes?

$tt!sB00)youtu#e)co,0atc$G'EL!/1"

aQ6gAlso a'aila#le on t$e IK0"K 1ouTu#e 2

https://www.youtube.com/watch?v=ELpfYCZa87ghttps://www.youtube.com/watch?v=ELpfYCZa87ghttps://www.youtube.com/watch?v=ELpfYCZa87ghttps://www.youtube.com/watch?v=ELpfYCZa87g


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VIDEO -BPracticing in S,all Ste!s

>4 minutes?

2;

$tt!sB00)youtu#e)co,0atc$G'c/AQoI&oA

Also a'aila#le on t$e IK0"K 1ouTu#e

https://www.youtube.com/watch?v=cfAQ8oJIGoAhttps://www.youtube.com/watch?v=cfAQ8oJIGoAhttps://www.youtube.com/watch?v=cfAQ8oJIGoAhttps://www.youtube.com/watch?v=cfAQ8oJIGoA


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T?E

IPROVEENTKATA

T$e "oac$ing Kata is a!attern /or ,anagers to/ollo in teac$ing t$eI,!ro'e,ent Kata !atternin daily or3+ so t$at it

#eco,es !art o/ anorganiations culture)

T$e I,!ro'e,ent Kata is a ,odel o/ t$e$u,an creati'e !rocess) Its a (ste!!attern o/ esta#lis$ing target conditions

and t$en or3ing iterati'ely8scienti4cally9 t$roug$ o#stacles+ #ylearning /ro, t$e, and ada!ting #ased on$ats #eing learned)T?E "OA"?IN&KATA

!y 6ike 7other 3=


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THE FOUR STEPS OF THEIMPROVEMENT KATA MODEL

1 2 3 4A systematic, scientific pattern of working

Re,e,#erB T$e I,!ro'e,ent Kataco,#inesscienti4c ste!s tec$ni@ues o/

deli#erate !ractice /or eac$ ste!+ tode'elo e:ecti'e ro#le, sol'in s3ill!y 6ike 7other 3

UnderstandtheDirectionor Challenge

Grasp theCurrentCondition

Establish theNext TargetCondition

CC

TC

ExperimentToward the

Target Condition

PlanningPhase ExecutingPhase


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VisionNextTargetCondition

CurrentCondition

Obstacles Challenge

12 34

THE FOUR STEPS OF THE IMPROVEMENTKATA PATTERN

A systematic, scientific way of working

!y 6ike 7other 32


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Challenge Vision

Next

TargetCondition

CurrentConditionObstacles

THE IMPROVEMENT KATA PATTERNA systematic, scientific way of working

!y 6ike 7other 33


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THE IMPROVEMENT KATA PATTERN

34

!o

!e#t Target

& wesome5

$#periments

/iagram by obias Geonhardt


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THE IMPROVEMENT KATA PATTERN

35

Current Con%ition

Target Con%ition

# ha l lenge

Test&


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>6anager?

THE IMPROVEMENT KATA+ THE COACHING KATA

Its a ,et$odology /or de'elo!ing!eo!leto ,eet c$allenges

!y 6ike 7other 39

I,!ro'e,ent

Kata

"oac$ingKata

>nderstand t$eDirectio

n

or"$allenge

&ras!t$e

"urren

t"onditi

on

Esta#lis$ t$eNeCt

Target"onditi

on

EC!eri,ent

Toard

t$eTarget

"onditionECecuti

ng

"oac$ing "ycles

Planning "oac$ing

"ycles

Learn

er

"oac$


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THE STEPS BUILD ON ONE ANOTHER

Eac$ ste! o/ t$e I,!ro'e,ent Kata !attern

o!eratesit$in t$e conteCt o/ t$e !re'ious ste!) T$is/ra,ing

e:ect is an integral !art o/ e:ecti'e !ro#le,sol'ing)

!y 6ike 7other 3




CC

TC


Target Condition

/rames

/rames

/rames


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CurrentCondition

Obstacles Challenge

CONNECTING STRATEGY & EXECUTION

!y 6ike 7other 3;

ECecution Strategy

Leaders esta#lis$t$e organiationHsstrategic conce!t8t$e rallying !ointJor o'erall direction9

anagers de'elo!!eo!le #y coac$inga!!lication !ractice o/t$e I,!ro'e,entKata in t$e directiono/ t$e c$allenge

The role of Challenge in an organization


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TERMINOLOGY

Obstacles

Experiments

T h e D i r e c t i o n

o r C h a l l e n g e

CurrentCondition

Threshold ofKnowledge

!y 6ike 7other 3<

NextTargetCondition(dated)


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ExperimentsAt the Current

Knowledge Threshold

Challenge

Threshold of

Knowledge

CurrentCondition

NextTargetCondition

(date)

!y 6ike 7other 4=

WHAT IT REALLY LOOKS LIKE


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ExperimentsAt the Current

Knowledge Threshold

Challenge

Threshold of

Knowledge

CurrentCondition

!y 6ike 7other 4

WHAT IT REALLY LOOKS LIKE

NextTargetCondition

(date)


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Obstacles

Experiments




CurrentCondition


42

PRACTICING WORKING SCIENTIFICALLY

!y 6ike 7other

STEP .


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Obstacles

Experiments



CurrentCondition

43


!y 6ike 7other



STEP -


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Obstacles

Experiments



CurrentCondition

44


!y 6ike 7other



STEP 7


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Grasp the

CurrentCondition

EstablishYour NextTargetCondition

Understandthe

Challenge

The Improvement KataFour steps for achieving goals

1.

2.

3.

ExperimentsToward the Target Condition

4.

T

"

T"

Grasp the

CurrentCondition


Understandthe

Challenge


1.

2.

3.


4.

T

"

T"

Grasp the

CurrentCondition


Understandthe

Challenge


1.

2.

3.


4.

T"

T"

Grasp the

CurrentCondition


Understandthe

Challenge


1.

2.

3.


4.

T"

T"

i3e Rot$er

i3e Rot$er

i3e Rot$er

i3e Rot$er

THEIKPATTERNISPRACTICED


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PLANNIN&

EUE">TIN&

>nderstand

t$eDirection

or"$allenge

8/ro, le'el

a#o'e9

&ras!t$e

"urrent"onditio

n

Esta#lis$t$e NeCtTarget

"ondition

EC!eri,entToar

d t$eTarget

"ondition

Value Strea,Le'el

ProcessLe'el

OrganiationLe'el

THE IK PATTERN IS PRACTICEDAT ALL LEVELS

T$e content di:ers+ #ut t$e !attern o/ t$in3ing is

t$e sa,e

!y 6ike 7other 4

01rgani)ation#s vision and strategic

ob2ectives3


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PLANNIN&

EUE">TIN&

>nderstand

t$eDirection

or"$allenge

8/ro, le'ela#o'e9

&ras!t$e

"urrent"onditio

n

Esta#lis$t$e NeCtTarget

"ondition

EC!eri,entToard t$eTarget

"ondition

"urrentState Value

Strea,a!!ing

FutureStateValue

Strea,a!!ing

Value Strea,Le'el

ProcessLe'el

OrganiationLe'el

THE IK PATTERN CONNECTS THE LEVELSA arget Condition at one le'el is t$e 4irection

/or t$e neCt le'el

" o a c $0

L e a r

n e r

r e l a t i o n

s $ i

! sLonger"ycle

EC!eri,ents

S$ort"ycleEC!eri,en

ts

!y 6ike 7other 4;

O O


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/rames

/rames

/rames



CC

TC


Target Condition

!y 6ike 7other 4<

THE ROLE OFVALUE STREAM MAPPING

T$e FutureState a! $el!s !ro'ide

an o'erarc$ing "$allenge to stri'e /or

V5 6ere

In what direction should process teams improve(using the Improvement&ata pattern7


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ProcessTea, A

ProcessTea, =

ProcessTea, "


!y 6ike 7other 5=

TargetCondition

Next

TargetCondition

TargetCondition

NextTargetCondition

TargetCondition

Ty!icallya,ont$to 7yearti,e/ra,e

Challenge

THE ROLE OFVALUE STREAM MAPPING

his is a main intended role for V5


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• Any co,!leC !er/or,ancere@uires s3ill)

• We de'elo! ne s3illt$roug$ !ractice)

• Long ti,ega!s #eteen!ractice sessions di,inis$est$e e:ecti'eness o/!ractice) Daily o/ten see,sto #e a good /re@uency)

• We are not good at sel//eed#ac3 to understand$ere e are de'iating /ro,good !ractice and need

correcti'e action)

A FEW SKILLDEVELOPENT=ASI"S

!y 6ike 7other 52

W?1 KATA FOR


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"ontinuous ,eans ,any,inds engaged in i,!ro'ingt$eir !rocesses+ and dailycycles o/ eC!eri,entation)

1et our eCisting or3 routinesrarely include i,!ro'e,ent)

Syste,atically andscienti4cally

i,!ro'ing !rocesses is aco,!leCs3ill set e are not naturallygood at;

8e can learn systematic( scienti9cimprovement through deliberate

practice of the

Improvement &ata routines

W?1 KATA FOR"ONTIN>O>S IPROVEENTG

!y 6ike 7other 53


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T?E IK % "K IN"L>DEPRA"TI"E RO>TINES

T$e I,!ro'e,ent Kata % "oac$ingKata dont 2ust ,odel a ay o/or3ing+ t$ey also includestructured practice routines /oreac$ ste!+ to ,a3e t$eir !attern

teac$a#le and trans/erra#le)"oac$ed !ractice o/ t$ese routines+es!ecially at t$e start+ is a ay to#uild i,!ro'e,ent ca!a#ility intoan organiation and ,a3e e:ecti'e

e,!oer,ent !ossi#le)

PracticalA!!lication

A tea, or organiation t$ats !ursuing

continuous i,!ro'e,ent ill do ell to useso,e structured !ractice routines Kata /or de'elo!ing ne #e$a'ior+ $a#its andculture+ es!ecially at t$e #eginning)

!y 6ike 7other 54

W?AT IS F>NDAENTAL 's


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START

PRACTICINGTHESE

The CoachingKata PracticeRoutinesFor the Coach

The IKModel

A scientific wayof working

!y 6ike 7other

BASIC

PRINCIPLES

Don'tchangethis

START

PRACTICINGTHESE

Then adaptthem to suityourorganization

The IKPracticeRoutines

For the Learner

55

Then adaptthem to suityourorganization

W?AT IS F>NDAENTAL 's)"?AN&EA=LE

THETOYOTAKATARESEARCH&APPROACH


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8.9 A odel A re!resentation o/so,et$ingt$at occurs in reality)

odels $el! researc$ersdescri#e+ !redict+ test andunderstand syste,s)

'$ssentially, all mo%els are rong,(ut some are useul)' 1Heorge D. I. !o(Starting routines 8


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T$e scienti4c !rocess

$el!s you 4nd t$e!at$ not #y tellingyou $ats a$ead)

It only con4r,s or

re/utest$e results o/eC!eri,ents)

Since t$e !at$ to a c$allenging goal cannot

#e !redicted it$ eCactness+ e $a'e to 4ndt$at !at$ #y eC!eri,enting li3e a scientist)Wit$ eac$ insig$t a scientist ad2usts $is0$ercourse to ta3e ad'antage o/ $at $as 2ust#een learned)

T?E IPROVEENT KATAPATTERN

IS A S"IENTIFI" APPROA"?

One tric3 to ,a3ing e:ecti'e !rogresstoard a goal is not to try to decide t$e ay/orard+ #ut to $a'e your tea, iterate itsay /orard #y eC!eri,enting as c$ea!ly

and ra!idly as !ossi#le) T$is is t$e action of!y 6ike 7other 5


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T?E S"IENTIFI" LEARNIN&"1"LE

T$is cycle gi'es you a !ractical ay toreac$ your Target "ondition+ #y!ro'iding a syste,atic ay o/ or3ingt$roug$ t$e grey one #eteen $ere andt$ere)

T$e scienti4c !rocess o/ ac@uiring 3noledge

PREDICTIONTestable

ACTIONConduct theexperiment

EVALUATEInterpret theevidence

EVIDENCECollect facts and data

.

-7

(

!y 6ike 7other 5;

MAKE APREDICTIONMust be testable

ACTIONLet's test itand see

EVALUATEAdjust based onwhat you learn

EVIDENCECollect facts & data


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T?E "ORE D1NAI"


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W$at e

eC!ectto $a!!en

W$at

actually$a!!ened

!y 6ike 7other 9=

Learning

T?E "ORE D1NAI"OF S"IENTIFI" T?INKIN&

T$is is t$e dyna,ic t$at allos us toreac$ c$allenging ne goals t$roug$unclear territory

W$en eC!eri,enting is done rig$t+

s,all /ailures o/ten !ro'ide neinsig$t t$at ad'ance your design;

If the result con9rms the hypothesis( then you'vemade a measurement% If the result is contrary to thehypothesis( then you've made a discovery%"

Enrico Fer,i

DO 1O>R TESTS IN T?E


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!y 6ike 7other 9

DO 1O>R TESTS IN T?Esing an

e:ecti'e,eans or!attern8Kata9 /oreC!eri,entin

g

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T?ERES A 6:;61L4 1/& AND 1O>R&OAL

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T?ERE S A 6:;61L4 1/& AND 1O>R&OAL

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VIDEO 7B 1oure in t$e un!redicta#le

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94

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!y 6ike 7other

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A "?ALLEN&E FOR T?E "OA"?

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Learning new skills and habits requiresan emotion ofenthusiasm in the Learner

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VIDEO (B Wor3ingIterati'ely

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IPROVEENT KATATEA"?ES S"IENTIFI" T?INKIN&

>se deli#erate !ractice o/t$e I,!ro'e,ent Kataroutines in order to ,a3e#asic s3ills o/ scienti4c

t$in3ing ,ore auto,atic)

T$ats t$e Kata !art)

T$ose auto,atic/unda,entals are t$en a/oundation u!on $ic$ allsorts o/ creati'ity andinitiati'e can !roli/erate inyour tea, and organiation+to ac$ie'e $at see,s

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Skill developmentbegins hereLearning begins whenyou start applying theImprovement Kata yourself

LEVELS OF IK0"K SKILLDEVELOPENTTo coac$ t$e I,!ro'e,ent Kata+

,anagers 4rstneed eC!erience it$ a!!lying t$eI,!ro'e,ent Kata

Able to TEACH it

Able to DO it

AWARE of it

Here you understand thethinking behind the Kata.Now you can coach othersand evolve your own Kata.

Concepts and information alone generally don’t change anything

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T$ere is aLEARNIN& PRO&RESSION

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Roles 0 Org Structure /orPracticing

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LearnersStory#oard

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Tea,

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Kata

CoachestheCoach

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W?AT DEPLO1ENT OFTEN LOOKSLIKEDont try to eC!and I,!ro',ent Kata !ractice/aster

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T$e Learner sStory#oard

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/ocus =rocess? Challenge?


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arget Condition&chieve by:

Current Condition =4C! Cycles:ecord

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#ard is downloadable at:http:www1personal.umich.eduLmrotherK&&MFiles5NM#ard.pdf

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PD"A "1"LES RE"ORD

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O#stacleB

Date, step & metric What do we expect? What happened What we learned

LearnerB

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4 o a C o a c h i n g

C y c l e

C o n d u c t t h e

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ASK T?E FIVE >ESTIONS AT EA"?


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ASK T?E FIVE >ESTIONS AT EA"?STEP

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VIDEO 5B I,!ro'e,ent Kata


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VIDEO 5B I,!ro'e,ent Kata"ase ECa,!le

;2

A good eCa,!le o/ $at $a!!ens $ene !ractice a scienti4c ay o/ or3ing

Y a meta skill Y rat$er t$en 2ust#enc$,ar3ing so,eone elses solutions

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