Keeping the kata challenge in sight
- 2. Vision Target Condition Challenge 2 We have been practicing moving toward Target Conditions using experimentation and rapid PDCA cycles. Working only on the obstacles between our Current Condition and the Target Condition.
- 3. 3 We have learned that we do not want to play “Whack-A-Mole” with our improvements. Now, we have also learned that it is entirely possible to play “Whack-A-Mole” when choosing the theme for the Next Target Condition.
- 4. 4 Target Condition Current Condition Less than 1 Month Target Condition Current Condition Too much time We keep the time given to reach a target condition short to encourage the learner to take small steps everyday, as opposed to putting it off until “tomorrow”. No Activity No Activity No Activity No Activity OH NO!
- 5. 5 Challenge Current Condition 1 Year We have observed the “too much time” phenomenon occur with regards to target condition themes. WHACK! OH NO!WHACK! WHACK! WHACK! Playing “Whack-A-Mole” with target condition themes that are not in the direction of the challenge. Now the coach is scrambling to meet the challenge.
- 6. 6 Is there a best way to choose the next Target Condition?
- 7. 7 Of course the simplest answer is…“I don’t know”. But, we do know that Kata is fractal.
- 8. 8 We can focus on a single process. We can focus on a Value Stream.
- 9. 9 We can focus on our overall kata deployment.
- 10. 10 So, why not take the pattern we practice at the process level… …and apply it to the larger questions?
- 11. Vision Target Condition Challenge 11 If we think of Target Conditions simply as larger obstacles, we can begin to take a fractal approach to create a pattern for choosing Target Condition Themes. Target Condition Target Condition Target Condition Target Condition Target Condition Target Condition Target Condition Target Condition Target Condition
- 12. 12 The 5 Questions have created a solid pattern for the conversation that takes place during a Coaching Cycle. • The conversation is based on the same pattern regardless of the Coach, the Learner, or the Process. • This consistency has proven invaluable for Coach and Learner development, and of course…Process Improvement.
- 13. 13 Let’s experiment with a new pattern for conversations we have while choosing the Theme of the Next Target Condition. • We can help the Coach keep the Challenge in mind from the onset of the Challenge until the date is reached. • The 2nd Coach will guide the Coach through this pattern via a new (yet similar) set of questions. • The coach will have ownership of the Challenge, but the 2nd Coach will be responsible for the Coach’s results.
- 14. 14 We can have a coaching cycle between the coach and the second coach, prior to the learner experimenting toward a new target condition.
- 15. 15 The PDCA cycles record teaches us to think scientifically. We base next steps on what we learned in previous steps.
- 16. 16 Let’s use a PDCA record of target condition themes.
- 17. 17 Just like the PDCA cycles record, this information should be present prior to the coaching cycle between the coach and the 2nd coach. This coaching cycle should take place after the coach has accepted the learner’s next target condition.
- 18. 18 Coach’s responsibility Learner’s responsibility Details of the Target Condition The coach chooses the date and theme for the next target condition. The learner then defines how the process will look by that date…then we ask 5 more questions.
- 19. 19 Posting the challenge in the department has helped communicate the direction. Posting the challenge with space for the actual condition keeps the coach focused on that direction.
- 20. 20 We are striving to: • Keep the challenge in front of the coach on a regular basis. • Define challenges with measurable details. • Review the actual condition with regards to the challenge at the onset of each new target condition. • Develop a pattern for choosing target condition themes via a coaching cycle between the 2nd coach and the coach. • Treat target conditions as larger experiments moving toward the challenge (use the facts and the data).
- 21. 21 Let’s see what we learn…