8/26/2016. Kata Deployment Developing Lean Management: Case Studies. Beth Carrington

Transcription

1 Kata Deployment Developing Lean Management: Case Studies Beth Carrington 1

2 Kata Deployment Mike Rother s Presentation The Challenge of Developing Lean management 8 Years experience Master Coaching organizations in Kata Deployment Specific examples from the field 21 st Century Lean Mike Rother 2

3 Toyota Research Questions Mike Rother Question 1 This is what the Improvement Kata and Coaching Kata are about Mike Rother 3

4 Improvement Kata Mike Rother Changing Behavior Requires Practice Can not change behavior with explanation or convincing Knowledge does not equal understanding nor is knowledge alone gong to change behavior 4

5 Build new Behavior as Automatic or Habitual To build automatic behavior or habit it requires practice Start with small routines, starter routines (kata) and build self efficacy Kata are basic routines practices to gain skill Meta - Cognition Let s try it! 5

6 4 Routines for Developing Skill Mike Rother Coaching Kata Mike Rother 6

7 C O A C H I N G K A T A 8/26/2016 The Five Questions 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? Back of card > < Front of card Reflect on the Last Step Taken Because you don t 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 > Toyota Research Questions Mike Rother 7

8 Developing Meta-Routines The Coaching Kata deployed in all levels of the organization develops a catchball routine along the chain of accountability. A meta-routine or kata for all levels and all areas of an organization. 15 Deployment Model Scouts Advance Group 3 Month Coaching Capacity Development Month 1 Practice Month 2 Quality of Practice Month 3 Skill Assessment Next Wave (s) Meta-Routine 8

9 Scouts Go out front and learn Bring findings back to the organization Advance Group 5 7 Middle Managers Executive Sponsorship Will practice first in advance of the rest of the organization They become the initial coaches for the organization Steer deployment - setting Challenges Kata the Kata! 9

10 ADVANCE GROUPS Advance Groups (AGs) are charged with actively monitoring and guiding the organization s kata deployment Additional Coaches Include others in the initial wave High potential coaches Lean Experts to become Master Coaches 10

11 The Roles Manager Supervisor Manager Advises and Supports Supervisor Owns the Target Condition Month Coaching Capacity Development Initial practitioners Rotate through the roles 30 days or 20 PDCA s as Learner 30 day or 20 Coaching Cycles as Coach 30 Days or 20 2 nd Coaching Cycles as 2 nd Coach 11

12 Month 1 Focus on Practice PDCA & Coaching Cycles Tracking Record On Storyboard and then in Learners Notebook Learner: Coach: Process: 2 nd Coach: Day # Date Time spent on PDCA (minutes) Time spent on Refection (minutes) Time Spent On Coaching Cycle (minutes) 2 nd Coach Present (X) Reasons for no PDCA and Coaching Cycle 12

13 Month 2 Quality of Practice Active Advance Groups Review the Learner s Storyboard for key Quality Characteristics Process: Challenge: Target Condition Actual Condition Now PDCA Cycles Record TC must align with Challenge Establish Date: Achieve By Date Describe the process the learner is learning about and striving to improve 1. Outcome Metric Value learner predicts the desired pattern will achieve 2. Process Metric Value learner predicts the desired pattern will achieve, this should mathematically/logically relate to Outcome Metric. 3. A desired pattern of work in the form of a block diagram. 4. Add any other pertinent forms, information, pictures, etc. CC should include 1. Current and up to date Outcome Metric Chart(s) 2. Current and up to date Process Metric Chart(s) 3. A description of the current pattern of work modified as changes have occurred over time. 1. Add any other pertinent forms, information, pictures, etc. (Date Set) Describe the Challenge achieve by date and what the learner is striving to achieve. PDCA Cycles Record any other pertinent information, pictures, etc. PDCA should address a specific Obstacle to acheiving the TC Obstacles Parking Lot Obstacles listed, Indicating the one learner is addressing. Obstacles should be specific not vague, nor should solutions or lack of solutions be listed. Obstacles need to relate to TC IK and CK Information Up to date PDCA Coaching Cycle Tracking Record Learner s Storyboard Quality Checklist Rev

14 Month 3 Skill Assessment Learner Skill Assessment Form Date: Assessed By: Learner: Average: Skill 1 - Novice 2 - Advanced Beginner 3 - Competent Score Grasping Current Needs help in grasping the current condition from a Grasps CC to establish TC with little coaching Connects CC to Challenge and TC, and can articulate to Condition coach other team members Difficulty in following the five steps of process analysis Understands and performs process analysis with little Uses both data and observed facts to grasp current Process Analysis without guidance coaching rather than copying old information condition following the five steps of Process Analysis - visible on storyboard (example: notes written on metrics, changes to pattern of work, etc.) Current Condition (CC) Pattern of Work Current pattern of work is vague, lacking details such as WIP, batch size and/or missing key operations/process steps. Current pattern of work updated as changes are made, progressing toward the desired pattern of work imbedded within the Target Condition. Changes are noted and dated with coaches guidance. Current pattern of work updated as changes are made, progressing toward the desired pattern of work imbedded within the Target Condition. Changes are noted and dated. Assume they know the current condition (i.e.. List of 7 Can demonstrate and describe current condition with Identifies and understands patterns of work, variation in Observation Wastes and solutions) rather than using observable facts and measured data. Relies upon procedures, computer observable facts and data, but may not relate to variation in pattern of work and impact of variation work process and outcome metrics, and the effects of variation generated data and opinions. Process & Outcome Metrics Selected outcome and process metrics that are not linked mathematically and/or not related to the challenge Uses process metrics and outcome metrics that can track progress and link it to the challenge with some guidance from coach Uses outcome and process metrics independently of coach mathematically linking the two and linking to the challenge Determining Target Condition Target Condition Derived Difficulty determining what would be an appropriate TC with Metrics TC not derived from CC (more of a best guess). Difficulty Is able to identify a TC but may be utilizing a predetermined path and/or solution in mind (Learner NOT going outside their Current Knowledge Threshold) Establishes TC based on CC and can explain how it was TC is set without a predetermined path and/or solution in mind and is set beyond Current knowledge threshold TC Is based on the CC and aligned with the challenge. Target Condition from Current Condition & Aligned to Challenge Target Condition Details in explaining how the TC was derived. Target conditions have little detail and is not appropriate for time frame to complete. Too broad, which makes it derived TC contains some or most of the following: Outcome Metric(s) Process Metric(s), Desired Pattern of work and Connects TC and CC to the challenge and can articulate to other team members TC contains outcome metric, process metric, desired pattern of work and other characteristics. Relationships (TC) Desired Pattern of Work difficult to identify obstacles. Desired pattern of work not identified within the TC. other Characteristics. Desired pattern of work is identified within TC, but are linked and can clearly be explained. Desired pattern of work is identified within the TC and Linked to Achieving Target Condition achieving TC is still not connected to desire pattern of work and/or how the variation will effect TC. understands variation in work process and outcome, and the effect of variation. Setting Target Condition Timeframe Needs reminder from coach about Target Condition due date, progress & keeping to time line At times will establish a TC that is appropriate for the time frame and knows when TC met with little assistance from coach Often establishes TC that is appropriate for the time frame and knows when TC met. Identifying Obstacles Obstacles identified are actually actions/solutions instead of a true obstacle Obstacles are observed instead of 'word of mouth' Obstacles are observed and discovered during PDCAs Articulating Obstacles Vague obstacle that cannot be experimented against Obstacles are becoming more specific, but may not articulate how they can be measured Very specific, can be articulated and are measurable for effective experimentation Obstacles Documenting Obstacles Forgets to update obstacle list as PDCAs progress. Does not identify clearly which obstacle is being addressed. Obstacle Parking Lot is updated as PDCAs progress sometimes with the "nudge" from a coach Actively looking for obstacles during the observation of their PDCA cycle and learning reflection Relationship Between Obstacle does not link to Target Condition and PDCA Specific and crisp obstacles that are clearly linked to the Obstacles are strongly connected to the Target Condition Obstacle and Target Condition Target Condition and PDCA - elimination of the obstacle ties directly to results Relationship Between Experiments are not related to identified obstacles or Sometimes need guidance to establish next PDCA. Can design good PDCA and explain its relationship to PDCA, Obstacles and are multi-factor Usually related to obstacles. current obstacle and TC. Target Condition Threshold of Knowledge Experiments are not outside of the learner's threshold of knowledge Uses some Simulation and learns from failure Learner is getting comfortable with experiments outside of the certainty zone Deeper Learning Might not be able to articulate the deeper learning. Deeper learning from experiments sometimes requires the help of a coach to pull out Uncovers deeper learning from experimentation without the help of the coach. PDCA PDCA Experiment Design Learnings Experiment design not throurghly thought through and articulated. Steps are too large and vague. Learnings are listed as a repeat of observations, deep reflection not occuring or represented on the PDCA Experimental design is improved and thoughtful with vague expecations articulated. Learnings are vague and often lists observations as learnings. Experimental design thoughtful with effective expecations articulated.. Learnings well articulated coming from the comparison of expectations and deep/detail observations made record. during the experiment Relies on "Go & see" type of experiments Becoming more scientific with the PDCA types with Relies most heavily on "Test a Hypothesis" PDCA types -- Scientific Experimentation "exploratory" and "test a hypothesis" - at minimum, some prediction on what they expect and what they deep thinking on what they expect to happen and what they expect to learn. Can articulate the underlying expect to learn hypothesis supporting their prediction. PDCA Documentation Learner's PDCA steps are not documented appropriately. Might be very brief. PDCA's typically documented, but coach sometimes asks for more detail to be added. They know how they will measure and how they will observe the results of their experiment. Thoroughly documented. Linking Challenge & Vision May not be able to link Challenge with Vision. Understands how most elements of the Vision and Challenge link to his/her area. Can define how the site Vision and Challenge is linked to the entire Value Stream. Challenge Development Can recite the Challenge / Vision but can not explain and does not understand where it comes from. Understands the site Vision and Challenge, but may have difficulty explaining them to others. Can help their leadership define credible Challenge and Vision, if necessary. Able to easily develop Challenge Direction Linking TC to Challenge Understands definition / differentiation of Direction; Vision, Challenge and Target Conditions On occasion, demonstrates linkage of Challenge, Target Condition and Obstacles. from Value Stream Map. Links process needs and patterns to Challenge, can articulate with data. Understands the Vision may not be achievable but also Understands the Vision may not be achievable but also Able to work towards an effective long term (1 to 3 year) Progress Towards Challenge believes the Challenge may not be achieved and is uncomfortable with goals and objectives beyond their Threshold of Knowledge. believes the Challenge may not be achieved and is becoming more comfortable with these goals and objectives beyond their Threshold of Knowledge. Challenge and is comfortable with Challenges and Target Conditions beyond their Threshold of Knowledge. 14

15 Building Coaching Capacity 350 Coaching Capacity Built Over Months Five Key Factor for Success First 3 months builds initial coaching Subsequent months builds Addition coaching capacity under the direction of the Advance Group Coaches

16 Developing a Meta-Routine The Coaching Kata deployed in all levels of the organization develops a catchball routine along the chain of accountability. A meta-routine or kata for all levels and all areas of an organization. 31 FIVE KEY FACTORS FOR SUCCESS in deploying Toyota Kata The Role of Advance Group Through Deployment Mike Rother 16

17 5 FACTORS in the successful deployment of Toyota Kata 1. Relevancy 2. Right People in Right Roles 3. Close-in Target Conditions 4. Frequent and Rapid PDCA s 5. Purposeful Coaching Cycles Your Advance Group, who shepherds and PDCAs your organization s deployment, should assure that these factors are in play THE TIPPING POINT The Advance Group is striving to achieve a tipping point within the organization The point in time when kata activities are no longer something extra I have to do, but just the usual thing I do to manage my processes and develop my people. Mike Rother 17

18 A MOMENT A tipping point is a moment that signals the beginning of dramatic change. Malcolm Gladwell asserts that tipping points explain uncanny phenomena; the momentum behind the spread of AIDS or the murder rate in the NYC suddenly dropping in the mid 1990 s. More interestingly, it s the basis of the idea that behaviors and ideas are contagious; in other words, they also have tipping points. FACTOR 1 RELEVANCY Improvement Kata activity has to be relevant to the organization to the 2 nd Coach to the Coach to the Learner 18

19 OUTCOMES ARE CRITICAL Relevancy comes when the outcomes are critical Improvement Kata is deployed on critical organizational challenges and processes. Coaches have a vested interest in the outcomes and are held accountable for the results. Learners are the process owners and will personally benefit from the improvements achieved. FACTOR 2 RIGHT PEOPLE IN RIGHT ROLES Learner s role is to apply the Improvement Kata following a scientific model to obtain innovative improvements. Coach s role is to teach the scientific model to obtain innovative improvements. 2 nd Coach s role is to the teach coaching kata to the primary coach. 19

20 Learner Coach 2 nd Coach (not always present) REPORTING RELATIONSHIPS Learner 2nd Coach Coach Learner Learner The relationship between the Learner, Coach and 2 nd Coach is a key factor to success The relationship between a Learner and their Coach is the basis for development of people. The development of people is how day-today improvement and innovation are delivered. 20

21 COACH AND LEARNER The Coach must have a vested interest in developing their Learner along with obtaining improvement. The Coach is interested in altering the thinking and acting of the Learner, resulting in a new mindset 2 ND COACH AND COACH The 2 nd Coach should have a vested interest in developing the management skill set of the Coach Expert Proficient Competent 2nd Coach Avd Bgnr Learner Coach Learner Learner Novice 21

22 FACTOR 3 CLOSE-IN TARGET CONDITIONS Target conditions, particularly with Novice learners and coaches, tend to be large and more complex then they should be. This leads to large and complex PDCA s. PDCA s that could be target conditions in and of themselves! ADVANCE GROUP TARGET CONDITION REVIEWS Advance Groups should review target conditions to assure they are: 1. Of the proper distance into the future 2. Aligned to organizational challenge 22

23 NOVICE SKILL LEVEL TARGET CONDITIONS For Novices, Target Conditions should be set 1 or 2 weeks out. ADVANCED BEGINNER OR COMPETENT SKILL LEVEL Process level target conditions should be no more than 3 to 4 weeks out. Value stream target conditions should be no more than 1 month to 3 months out. 23

24 FACTOR 4 FREQUENT AND RAPID PDCA S With close-in target conditions, PDCA s tend to be smaller, single factor experiments that are performed with laser focus set on overcoming one obstacle at a time Act Plan Act Plan Act Plan Act Plan Act Plan Check Act Do Plan Check Act Do Plan Check Act Do Plan Check Do Check Do Check Do Check Do Check Do KEEP LEARNERS ENGAGED Frequent and rapid PDCA s keep the learning and improvements coming at a fast pace, keeping the Learner and their teams motivated and engaged. 24

25 FACTOR 5 PURPOSEFUL COACHING CYCLES Frequent and rapid PDCA s give purpose to frequent coaching cycles Mike Rother KEEP COACHES ENGAGED When fast-pace learning occurs, coaches and 2 nd coaches remain engaged and motivated to Go and See. On the flip side, if PDCA s are long and learning is happening at a slow pace, coaching sessions lose their allure and value.. 25

26 Kata Novice Common Themes Illustrated with a Healthcare Example Beth Carrington 51 Kata Novice Common themes new Learners and Coaches demonstrate in their practice 1. Target Conditions too far into the future. 2. Target Conditions too large, broad in scope and/or reach. 3. Metrics are unnecessarily complicated. 4. Obstacles large and/or vague, not directly observed. 5. PDCA s too large, listed as Action Item not experiment. Novice Avd Bgnr LEANER & COACH ARE HERE Competent Proficient Expert Dreyfus Skill Acquisition Model 52 26

27 Illustration Story Outline 1. Healthcare System 2. Organizational Vision and Challenge 3. Parse Organizational Challenge to Process Level 1. Vision 2. Challenge 3. Target Condition 4. Actual Condition 5. Obstacles 6. PDCA 53 Healthcare System Multiple Site Healthcare System Part of 650 Leaders of the organization just parsed the System s goals and objective to site and department level goals and objectives. Then an on site-initial coached practice Kata Workshop was conducted. A couple of weeks later follow up contact was made 54 27

28 Vision System Level Top 10 th percentile in Patient Satisfaction Scores Top 10 th percentile in Quality Rating Top 10 th percentile in Employee Engagement Positive Operating Margin THIS STORY S FOCUS 55 Challenge Development at System Level Top 10 th percentile in Patient Satisfaction Scores Quality - Protecting Patients From Harm Hospital Acquired Conditions (HAC) Patient Falls Pressure Ulcers CONTINUING TO NARROW and DEFINE THE CHALLENGE 56 28

29 Site Specific and Process Level Next step is to parse the organization s goals to process level goals and objectives, asking and answering the question - How does this process have to perform to meet the larger organizational goals? 57 Vision Site Specific Hospital acquired conditions (HACs) are preventable and we will eliminate HACs at our Hospital. Challenge Site Specific By December 31, or fewer inpatient falls (moderate or major) and HAPUs (Stage III, IV and Un-stageable) -- total inpatient falls & HAPUs combined

30 Target Condition (TC) Theme Development : Although prevention of inpatient falls is important, we believe that HAPU prevention is our first priority. 59 Target Condition (TC) Date: 30-May-16 (75 Days in the future) Outcome Metric: 8 or fewer HAPU events Process Metric: % of limited mobility patients being repositioned every 2 hours (baseline results TBD) Target Pattern: Follow the S & K of S.K.I.N., Inspection and Training across the site 60 30

31 Target Condition (TC) Date: 30-May-16 (75 Days in the future) Outcome Metric: 8 or fewer HAPU events Common Theme 1. Target Conditions date too far into the future, Learners & Coaches with Novice Skill set TC dates. There is an underlying assumption and a sense of confidence they can accomplish something with more time. Process Metric: % of limited mobility patients being repositioned every 2 hours (baseline results TBD) Target Pattern: Follow the S & K of S.K.I.N., Inspection and Training across the site This TC date should be 7-14 days into the future. 61 Target Condition (TC) Date: 30-May-16 (75 Days in the future) Outcome Metric: 8 or fewer HAPU events Common Theme 2. Target Conditions too large, broad in scope and/or reach. Not sure in this case which came first the TC date over 2 ½ months into the future or if this sitewide TC drove the date. In establishing a TC set the date first, with Novice Skill, 7-14 days out. Then establish the TC, keep asking yourself what TC can I set to learn what I need so that I can achieve the Challenge. Scope the TC so that you can run experiments and observe results. Site wide experiments will be near impossible to grasp & observe the results to determine cause and effect relationship. Find a learning lab area within the organization, learn what you need within the smaller area or reach, in this case a single floor or area. Process Metric: % of limited mobility patients being repositioned every 2 hours (baseline results TBD) Target Pattern: Follow the S & K of S.K.I.N., Inspection and Training across the site 62 31

32 Target Condition (TC) Date: 30-May-16 (75 Days in the future) Outcome Metric: 8 or fewer HAPU events Common Theme 3. Metrics are unnecessarily complicated. In this TC the process metric is a % of instances over 2 hours. It is not a directly observable in the moment metric. Simple is better. An example would be to create a run chart of each repositioning and the time since the last move. Now each instance of over 2 hour repositioning the question can be asked and answered. What prevented us from repositioning this patient within the 2 hours. This will generate a list of observable obstacles that need to be overcome. This leads us to the common theme 4, go to page 19 Obstacles Parking Lot. Process Metric: % of limited mobility patients being repositioned every 2 hours (baseline results TBD) Target Pattern: Follow the S & K of S.K.I.N., Inspection and Training across the site 63 Current Condition FOCUS on THESE 2 We believe that the main gaps in our current HAPU prevention plan (S.K.I.N.) are unclear roles and responsibilities; unclear standards; lack of training; and an inadequate investigation process,. If we are able to close these gaps, we will see improvement in our HAPU harm rates

33 Jan-16 Jan-16 Feb-16 Feb-16 Mar-16 Mar-16 Apr-16 Apr-16 May-16 May-16 Jun-16 Jun-16 Jul-16 Jul-16 Aug-16 Aug-16 Sep-16 Sep-16 Oct-16 Oct-16 Nov-16 Nov-16 Dec-16 Dec-16 8/26/2016 Process Metric Baseline TBD % of Patients Being Repositioned actual target Outcome Metric 2016 YTD HAC Events YTD actual 2016 target

34 Obstacles Variation in understanding of expectations for S.K.I.N. protocols (who, what, when) Inadequate standard/expectation for "4 eyes on" skin assessment Common Theme 4. Obstacles large and/or vague, not directly observed. With a broad TC, obstacles typically become fuzzy, not observed but intuitively developed. As stated in the prior conversation box, with a crisp/focused TC and a directly measurable and in the moment process metric, obstacles are easily recognized and observed. I.E. What prevented us from repositioning that patient within 2 hour expectation. 67 PDCA Record Common Theme 5. PDCA s too large, listed as Action Item not experiment. The TC date being set too far out, the TC being too large in scope/reach and vague obstacles lead to Action Item list PDCA s as opposed to experimental PDCA cycles and cycles that take longer than the desired Coaching Kata timeframe, preferably Daily at this process level. With a narrow scope/reach TC and observable Process Metric then the obstacles become observable and selecting one will be easier to create an opportunity for experimentation

35 Kata Novice Common themes new Learners and Coaches demonstrate in their practice 1. Target Conditions too far into the future. 2. Target Conditions too large, broad in scope and/or reach. 3. Metrics are unnecessarily complicated. 4. Obstacles large and/or vague, not directly observed. 5. PDCA s too large, listed as Action Item not experiment. Novice Avd Bgnr LEANER & COACH ARE HERE Competent Proficient Expert Dreyfus Skill Acquisition Model 69 Avoid these Common Themes Experience shows that creating an active and engaged Advance Group helps an organization create competent coaching capacity more quickly. Learners and Novice Kata Skill engaged with a Kata Master Coach also build their coaching capability (skill) to competent more quickly

36 Developing Meta-Routines The Coaching Kata deployed in all levels of the organization develops a catchball routine along the chain of accountability. A meta-routine or kata for all levels and all areas of an organization. 71 Case Examples ZF in Brazil Kennametal in US Baptist Memorial Healthcare in TN, AR and MS 36

37 Wishing you success in Developing 21 st Century Lean Management! Kata, kata, kata... Beth Carrington 37