leading learning innovation

7/27/2019 Leading Learning Innovation

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2012 Gerardo Aulinger, www.verbesserungskata.de

Leading, Learning, InnovationHow to unfo ld extraordinary human capabi l i t iesusing the Improvement Kata

Gerd Aulinger, 2012

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Welcome to www.verbesserungskata.de


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What you see here shouldnt work at all, but it does!

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The inline powder-coating equipment in this cell takes up just 11 m2

and cost only 60,000. External logistics were eliminated and

coating costs halved, while quality was improved.

All this was done although coating experts said it couldnt be done!


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What turns ordinary people into real, creative innovators?

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Powder-coating equipment built entirely by ordinaryFestool staff with no powder-coating experience.

Their advantage? They didnt know much, they had

no preconceptions and, above all, they didnt know

that it couldnt be done, but they did have a Kata!


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Kataare routines practiced deliberately

to master new ways of acting and thinking, making

them unconscious habits

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The word Kata is derived from learning routines used to internalize combat

techniques in the Japanese martial arts.

They are practiced in order to make this techniques second nature and thereby

fast, reflex reactions, necessary, for example in unpredictable combat situations.


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?

??

??

?

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?

?

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Unsolved problemsand obstacles

The Improvement Kata is a routine used to make

striving and scientific learning a daily habit

Current

capabilities

Learning task

1- Challenging

2- Solvable

3- Solution-neutral

4- No solution known

5

?? ?

???

?

Where we are and where we need to be!


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Why do we need anImprovement Kata?

What might be the role of

managers in this?

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Organisations will never be better than their people

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Good results

through

Good processes

Good employees(capable x motivated)

through

Good leadership

through



For economic reasons alone, it makes sense to ask:

What do you enjoy about work?

Typical answers given during brainstorming sessions:- Overcoming challenges

- Learning

- Variety, trying new things- Team spirit, constructive exchange of ideas, sense of belonging

- Recognition and praise, celebrating successes

- Seeing progress, improving, making a difference

- Helping other people in their work

- Scope for development, personal responsibility

- Etc.

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Brains are learning organs, so they reward us with joy

when we learn (for example by means of serotonin)

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Brain activity measured using computed tomography, presented by

Prof. Gerald Hther at Production Systems 2009



What does an appropriate

learning task look like?

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A good example of a challenging learning task

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This learning task

is good because it is:

1- Challenging

2- Solvable

3- Solution-neutral4- No solution is known

Product specifications

- Maximum speed = 250 km/h

- Sale price 700 litres

- Range > 1,000 km

AND- CO2 emissions = 0



Good target conditions make a task a learnin g task

Reliability = 0.8 x 0.8 x 0.8 50%

3 connected machining centres with a total reliability of 50%

So a target of 70% is set!

R = 0.8 R = 0.8 R = 0.8

The path of least resistance: buffering the disruptions.

No real improvement and nothing is learned!

R = 0.8 R = 0.8 R = 0.8

Target: Reliability = 70%

Target condition: Not defined!

A challenging target condition.

Now we must learn in order to achieve the goal!

Target: Reliability = 70%

Target condition: Buffers = 0R1=R2=R3 = 90%R = 0.9 R = 0.9 R = 0.9

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Coating facility developed in small learning steps and

experiments, most of which led to negative results

Since science (and coating equipment!) evolves through refuted hypotheses, we usually

used cheap and easy to rebuild cardboard and old equipment for the initial experiments.

Not until we were sure if and how it would work did we build production versions.

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Where do teams in

organisations get their

learning tasks?

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Disruptive innovations are new solutions to old problems

Fine tuning

an existing

technology

or innovating

on the ongoing problem

ofknowledge transmission?

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Our current

capabilities and solutions

Customers

problems and needs

Printed

encyclopedia


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You dont run to where the ball is,

but to where its going to be!

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Just fine-tuning our core competencies doesnt guarantee our future

success. Although we are advised to focus on them, this may be a trap.

We should also focus on our core in-competencies


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Do you know your organisations core in-competencies?

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A definition:

Core in-competencies: currently non-existent

competencies that can become future corecompetencies, and indispensable for your organizations

long-term competitiveness and survival.


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Customers dont want drills , they want holes!

Examples of current solutions

Car with combustion engine

Kerosene-powered aircraft

DVDs and CDs

Chemical photographyDrill

The solutions our company offers are

based on its current competencies and

expertise.

and the underlying neutral needs:

Personal mobility

Flying

Films and music

PhotographyHoles

Customer problems and needs are by their

nature of longer duration than the solutions

offered by our companies, they are solution-

neutral.

Company Customer

Our current

capabilities and solutions

Their problems

and needs

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Why should someone

voluntarily enter the learning

zone, with all its attendant

risks?

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If you think it can be done or if you think it cant be

done, you will be right! - Henry Ford

Challenge

Mindset

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It can be done!

Why?

Positive line of

argument

Search for solutions

High

probability of success

I told you: it can be done!

It cannot be done!

Why?

Negative line of

argument

Search for problems

Low

probability of success

I told you: it cannot be done! .


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Learning organisations feel comfortable with striving

to learn about their core in-competencies

Company Customer

Current

capabilities and

solutions

Problems

and needs

Company Customer

Current

capabilities and

solutions

Problems and

needs

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Core competencies:

focus on what we can do well

Innovation:

focus on what we cant yet do

I avoid it!

Im OK with it!

I like it!


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Regular Kata practice and coaching can change a

conservative mindset into an open, explorative attitude

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Certainty Certainty

Explorative attitude

of a kata novice

Conservative attitude

(the norm)

Certainty

Explorative attitude

of an experienced

kata practitioner

I avoid it!

Im OK with it!

I like it!


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Through frequent practice more electrical impulses are

fired and synapses are trained to perform better.

Untrained synapse Trained synapse

High electricalresistance

Low electricalresistance

changeablechemical bond

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Which management

routines help us develop

people for the learningzone?

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Its through coaching that the mentee learns how to

apply the Improvement Kata in a natural way

1- Target condition?

1- Challenging

2- Solvable

3- Solution-neutral

4- Theres no solution known

2- Current

condition? 3 - Current obstacles?

The Improvement Kata:

4 - Next step?

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?

??

??

?

?

?

?

?

?? ?

???

?

The Coaching Katas 5 questions:

1- What is the target condition for this process?2- What is the current condition of this process?

3- What obstacles are currently preventing you from achieving the target condition?

4- Which one obstacle will you tackle next and what is therefore your next step?

5- When will we be able to see what you have learned from the next step?

5 When can we goand see?


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Dont forget, fearful beginners need your experience and

coaching support to learn to accept the uncertainty-zone

?

?

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?

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Unsolved problems

Since the beginner

feels stress

the experienced

coach should transmit

confidence

Target

condition

?

?

??

?

?

?

?

?

?

Unsolved problems

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I avoid it!

Im OK with it!

I like it!

Being allowed to make mistakes is

essential for scientific work and learning.

The coach must understand this in order to

be accepted by his mentee as a teacher, criticism

and control should be avoided at any time!

Currentcondition

Target

condition

Currentcondition


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Kata coaching cascade consisting of four roles,

only 1 and 2 should solve process problems.

1 Employee in the process: Can I work according to standard?

2 Process improver: Is the (production) process running according to standard?

3 Coach: Is the improvement process running according to the IK?

4 Coach-Coach: Is the coaching process running according to the CK?

Level 1

Development of(production) processes

Level 2

Employee andorganisation development

Employeein the process

Coach

Coach-Coach

1

2

3

4

IK

CK1

CK2

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Process improver

(employee

on the process)

1

2 3 4


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What can we learn

from this for our

organisations?

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Most automotive manufacturers build good cars.

We build good peoplewho build good cars -Toyota

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Optimisation by experts

in periodic workshops

Process

Improvement capacity and

innovation remain unharnessedand are kept small.

Optimisation by everybody

everyday!

Process

Improvement capacity and

innovation are fully harnessedand get expanded continually.

The Improvers

The Improvers


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More than only choosing tasks that suit our capabilities,

we should also develop and use our special human

capabilities to meet new challenges

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Company

Current

knowledge

threshold

Sell our

capabilities

Customer

Develop new

capabilities

Future

knowledge

threshold


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If organisations will never be better than theirpeople,

where should managers be investing their time?

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Focus in the past:

+ ROI-based decisions

+ Mistrust and control

+ Extrinsic motivation

Focus from now on:

+ Improvement Kata including target costing

+ Employee development via Coaching Kata

+ Intrinsic motivation

Good results

through

Good processes

Good employees(capable x motivated)

through

Good leadership

through


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Leading, Learning, InnovationHow to u nfo ld extraord inary human capabi l i t ies

us ing the Imp rovement Kata

32

Welcome to www.verbesserungskata.de


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Gerardo Aulinger

Gerd Aulinger has worked as a researcher, consultant

and trainer for the past 15 years. From 2007 to 2011

he was in charge of stationary-device production atFestools Neidlingen plant, overall winner of

Germanys 2008 Factory of the Year competition.

Gerds initial focus was on the management of

production optimisation and design projects in

various industries. He has since focused increasinglyon development and field-testing of modern, Toyota-

inspired management methods.

Gerds approaches are geared towards maximising

flow by optimising employee skill development and

motivation. Toward this end he coaches managers

and leaders in the application of the Improvementand Coaching Kata with a view to achieving

exceptional results.

Gerardo Aulinger

Kata ambassador, researcher,

management trainer and coach

E-mail: [email protected]

Mobile: +49 170 2134018

leading learning innovation

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