Managing to Learn Mentoring A3 Thinking. 1. Managing To Learn: Using the A3 as a mentoring/ coaching process © Copyright 2009 John Shook & David Verble. All rights reserved. Lean Enterprise Institute and the leaper image are registered trademarks of Lean Enterprise Institute, Inc.
Instructors: Shook & Brunt. Read, write, present, discuss, question, coach, revise, understand Learning Together as mentors and mentees 2. Thought Question What makes an A3 a good one? 3. What makes a good A3 good?
– Deceptively simple Thought Question 4. The A3 Process - Review As a standard process, the A3.
makes it easier for you – to engage others, and – to understand others. fosters dialogue within the organization. forces “5S for information”. develops thinking problem-solvers. encourages front-line initiative 5. The A3 Process. encourages PDCA.
clarifies the link between true problems and countermeasures. serves as an organizational learning tool. leads to effective countermeasures and solutions based on facts and data. 6. 7 The Lean Leadership Challenge: -Get the work done and -Develop Your People -at the SAME TIME!.
The A3 Mgmt Process The Tool: The A3 format for communicating, solving problems, planning, reporting, discussing – and more The Process: The PDCA management and learning cycle for proposing improvements and managing their implementation – and more 8. Plan-Do-Check-Act Management Cycle 9. The A3 Thinking Steps 1. What is the problemthe “Real” problem?
How the Lean Transformation Model Works. Model developed by John Shook (Lean Enterprise Institute)! Is a complex cultural system which enables a company to continuously Learn and Improve. Many organization fail to move into a more systemic approach in. Free PDF Ebook Downloads February 28, 2013 Managing to Learn by Toyota veteran John Shook, reveals the thinking underlying the vital A3 management process at the heart of lean management and lean leadership.
Why does it need to be addressed.now? Who owns the problem? What is the root cause of the problem?
![John shook toyota John shook toyota](https://www.getabstract.com/abstractData/flashFile/managing-to-learn-shook-en-24164_993x520.jpg)
What are some possible countermeasures? How will you choose which countermeasure to propose? How will you get agreement among everyone concerned? What is your implementation plan? What timetable?
How will you know if your countermeasure works? What implementation issues can you anticipate? How will you ensure follow up & continuous improvement? 10.
11. Porter’s First A3: Rush to a Solution 12.
Questions for Porter’s 1st A3 1. Would you agree to sign this A3 if you were Porter’s manager?
What is Porter claiming in his A3? What does he (and what do you) actually know? What is Porter ASSUMING? What is Porter not grasping about the situation?
What does Porter need to do next? 14. As Sanderson 1. What were you thinking upon hearing Porter’s A3? How did you decide what to do?
What is your objective? 15. Questioning Mind. What do you actually know? How do you know it?. What do you need to know? How can you learn it?
16. Lean is not acting on assumptions or jumping to conclusions. Go Seeand Listen 17 “Data is of course important, but I place greater emphasis on facts.” -Taiichi Ohno And where do you find the FACTS of a situation? At the Gemba – the place where the problem is actually happening.
Not in a conference room or at a desk. Grasp the actual condition firsthand.
Three Common Problems in Problem Solving 1. Assuming you know what the problem is without seeing what is actually happening.
Assuming you know how to fix a problem without finding out what is causing it. Assuming you know what is causing the problem without confirming it.
In other words - Not Grasping the Situation. (And where do we grasp the situation? At the gemba!) 18. Porter’s Second A3: What’s the Situation? What’s the Need? 19.
Questions for Porter’s 2nd A3 1. How is Porter’s 2nd A3 better problem solving than his 1st attempt? A) What pitfalls in problem solving thinking does Porter avoid this time? What did Porter learn and how did he learn it?
What does he still need to work on to have a better grasp of the problem situation and his responsibility? 20. “A Problem Clearly Defined Is Half Solved” What do we mean by “clearly defined”?. Gap between what is actually happening (current condition) and what should be happening (target condition) - described in performance terms. Gap broken down to concrete conditions that are contributing to the Gap & can be investigated first hand through direct observation.
22. What is the GAP? How can you measure it? 23. Caused GAP Created GAP A GAP: The Two Types of Gaps: 24. Porter’s Third A3: Break Down to Goals, Analysis to Root Cause 25. 26.
Questions for Porter’s 3rd A3 1. What has Porter learned? What did Porter do to learn about the problem situation? What does he need to do next? 27. Porter’s Problem: “Lost in Translation” Restroom – Bathroom – Toilet – WC orPowder Room (Make-up Room) 28. Capture What is Actually Happening at The Gemba 29.
Begin Cause Analysis Following the “Documents Delayed Because of Rework” Thread WHY? 31. It Takes Two (or More) to A3. Author/Communicator – The owner of the problem who takes initiative to understand the situation dispassionately and lay out a proposal. Responder/Coach – Anyone who receives questions, requests, is affected or otherwise needs to know, or who must authorize the action 32. A3 Practice Roles. Author/Owner/Communicator.
Responder/Coach/Authorizer Skills. Reading. Listening. Writing. Presenting. Coaching 33.
How do you know? What is the purpose? Background What is problem or need? Current Conditions, Goal What is the cause or constraint?
Analysis What is the plan? Countermeasures, Plan What is the proof? Plan, Follow Up Problem Solving Thinking 34 A3 Creation.
A3 Practice Read and review the problem situation portions of your A3: Title, Background, Current Condition, Goal 35. A3 Review Roles Each member at each table to rotate:.
A3 Author-Presenter. Designated Reviewer-Responders. Observer-Commentator -to observe and comment on both the A3 presentation and the coaching keep group on time!
36. A3 Practice – As Presenter.
10 minute presentation, 10 minutes Q&A, 5 minutes feedback from observer. Walk through what’s on your A3 – Don’t skip over anything – Add additional detail or “color” as needed. You need to get your story out – What do you need to emphasize? 37. A3 Practice – As Reviewer Protocol – “A3 etiquette” – Seek first to understand – Let the presenter present, only stop him/her in the middle if there is something you completely don’t get – Ask purely factual questions (pure inquiry) first – Then more probing questions. Is he/she focused on the Real Problem?. Is why address the problem NOW clear?
38. Reviewing the Problem Situation 1.
Do you the reviewer/coach understand the problem?. If not Use pure inquiry (more later) until you do 2. Does the presenter understand the problem?. If yes, then go on. If no, then THAT becomes your problem To help the A3 owner with their problem solve 39.
A3 Practice: As Observor Look for Four Kinds of Questions (from Edgar Schein). Pure Inquiry – “What is happening?”. Diagnostic Inquiry – “Why is it happening?”. Prompting Inquiry – “What would happen if?” Coaching Process Inquiry “What is happening here, now, between us?” 40. 41. The A3 Process Is the purpose to describe your ideas and solution in order - to convince? - or to engage?
Convince means to “sell” or “get buy in” Engage means to “become part of” - to invite to take part in the thinking - and the experiment based on it 42. Helpful Coaching Less Helpful ▲ Is that really the problem you need to solve? ▲ Why do you think that’s a problem? ▲ Why don’t you look at ?
▲ How is that your root cause? ▲ Have you thought about trying ? ▲ Are you sure that’s going to work? More Helpful Exactly what’s the problem are you trying to solve?
Can you describe what’s happening vs. What should be? What have you looked at or heard? What makes you sure you’ve got a cause/effect link? What have you thought of trying? What impact do you expect that CM to have? 43.
44. Title/Theme: What Changes or Improvement Are You Talking about? Background: What are you talking about & why? Current Situation: Where do things stand now? Goal: What specific outcome is required? Analysis: Why does the problem or need exist?
Recommendations: What do you propose & why? Plan: Specifically how will you implement? 4Ws, 1H Follow–up: How will you assure ongoing PDCA? Purpose: What is the business reason for choosing this issue? Overall Situation: What is the strategic, operational, historical or organizational context of the situation? What is the Problem or Need- the Gap in Performance? What is happening now versus What Needs to be happening or What you want to be happening?
What are the specific conditions that indicate you have a problem or need, where and how much? Show the facts visually with charts, graphs, maps What specific improvement in performance is needed to close the gap? Show visually how much, by when, with what impact. What do the specifics of the issues in related work processes (location, patterns, trends, factors) indicate about why the performance gap or need exists?
What conditions or occurrences are preventing you from achieving the goals? Use the simplest problem analysis tool that will suffice to show cause-effect down to root cause. From 5 Whys, to 7 QC tools (fish-bones, analysis trees, Pareto charts) to sophisticated SPC or other tools as needed. What will be main actions & outcomes in the implementation process & in what sequence? What support & resources will be required?
Who will be responsible for what, when & how much? When will progress & impact be reviewed & by whom?
Use a Gantt chart to display actions, steps, outcomes, timelines & roles. When and how you will know if plans have been followed & the actions have had the impact needed? What related issues or unintended consequences do you anticipated & what are your contingencies? What processes will you use to enable, assure & sustain success? What are the options for addressing the gaps & improving performance in situation? How do they compare in effectiveness, feasibility & potential impact?
What are their relative costs and benefits? Which do you recommend and why? Show how your proposed actions will address the causes of the gaps or constraints in the situation. A Good Problem Statement Is NOT ▲ The simple reverse of your proposed solution.
“No one oils the machine”. ▲ A lack of something, such as lack of a specific countermeasure. “There is no standard work in place.” IS A problem in performance. “The bearing wears out too frequently.” Stated as concretely in measurable performance terms as possible. “50% of the time bearings do not last through the standard of 300 hours.” 46. Goals, Objectives NO ▲ The simple restating of your proposed solution.
“Workers will oil the machine every day”. ▲ A simple statement of a tool or countermeasure. “Implement standard work.” YES Addresses a problem in performance. “Will prevent the bearing from wearing out too frequently.” Stated as concretely in measurable performance terms as possible. “Bearing will perform as required through the standard of 300 hours 100% of cases. Current 50% Goal 100%” “If you don't know where you are going, you might wind up someplace else.” -Yogi Berra 47.
As Reviewer, What to SEE in the Problem Situation Section 1. Can I see the real problem through the noise in the Situation as you described it? Can I see the GAP you are trying to close? Do I Understand why you need/want to close the Gap? Can I See the specific Problem(s) you are going to have to address to close the Gap? Do I Understand how much of the Gap you are going to try to closethis time?
48. Questioning Mind.
What do you actually know? How do you know it?. What do you need to know?
How can you learn it? 49. NEXT STEPS: Problem Situation What I Need to Know: How to Learn It What I KNOW – the Problem: How To Confirm 50. Listening in Reverse. Why is it important? How do you know?
What’s the gap? What will that accomplish? What will it change?
51. PDCA-style Questions Plan (hypothesis): What and why? No: “What can be done?” Yes: “What needs to be done?” Plan - Do: When? No: “How fast can we do it?” Yes: “When does it need to be done?” Check, Reflect: who, why? No: “What did you do?” Yes: “What happened? Why did you choose to do what you did?” Check – Act (Adjust): what, why?
Author by: John Shook Language: en Publisher by: Lean Enterprise Institute Format Available: PDF, ePub, Mobi Total Read: 99 Total Download: 447 File Size: 50,6 Mb Description: Senior experts within the Toyota Production System often draw simple maps when on the shop floor. These maps show the current physical flow of a product family and the information flow for that product family as the wind through a complex facility making many products. Much more important, these simple maps - often drawn on scrap paper - show where steps can be eliminated, flows smoothed, and pull systems introduced in order to create a truly lean value stream for each product family. In 1998 John Shook and Mike Rother of the University of Michigan wrote down Toyota's mapping methodology for the first time in Learning to See.
This simple tool makes it possible for you to see through the clutter of a complex plant. You'll soon be able to identify all of the processing steps along the path from raw materials to finished goods for each product and all of the information flows going back from the customer through the plant and upstream to suppliers. In plain language and with detailed drawings, this workbook explains everything you will need to create accurate current state and future state maps for each of your product families and then to turn the current state into the future state rapidly and sustainably.
Author by: David Nunan Language: en Publisher by: Cambridge University Press Format Available: PDF, ePub, Mobi Total Read: 49 Total Download: 948 File Size: 48,7 Mb Description: This text provides the practical knowledge and necessary skills for the effective management of teaching and learning in today's classrooms. It focuses on the independent decisions teachers must make in lesson planning, group work, error correction, resource management, and evaluation. A task-based approach is used, and the material presented is well supported by theory and research. Advances in second language teaching methodology, including new emphases on learner centeredness and individualized instruction, have significantly changed the roles teachers play in the classroom and made ever-greater demands on their classroom management skills. This book helps language teachers meet these new demands by providing them with the practical knowledge and skills necessary for the effective management of teaching and learning in today's classrooms. Author by: Robert Kreitner Language: en Publisher by: Cengage Learning Format Available: PDF, ePub, Mobi Total Read: 43 Total Download: 272 File Size: 45,9 Mb Description: Management, 11/e takes a practical, student-oriented approach toward teaching management with an emphasis on current topics, including issues of diversity, ethics, and technology.
The student-friendly content features references to pop culture and cites current publications of interest to students. In addition to providing the management framework and introducing students to contemporary management topics, the text provides experiential activities to get students thinking and acting like real-life managers. Test Preppers at the end of each chapter provide students with immediate reinforcement and assessment of their understanding of key chapter concepts. A robust network of supplements helps students to understand the hands-on, real-world application of chapter concepts. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. Author by: Ricky W.
Griffin Language: en Publisher by: Cengage Learning Format Available: PDF, ePub, Mobi Total Read: 67 Total Download: 720 File Size: 53,7 Mb Description: MANAGEMENT, 12E, takes a functional, skills-based approach to the process of management with a focus on active planning, leading, organizing and controlling. Griffin carefully examines today's emerging management topics, including the impact of technology, importance of a green business environment, ethical challenges, and the need to adapt in changing times. This edition builds on proven success to help strengthen your management skills with a balance of classic theory and contemporary practice.
Numerous new and popular cases and learning features highlight the challenges facing today's managers. Hundreds of well-researched contemporary examples, from Starbucks to The Hunger Games to professional baseball, vividly demonstrate the importance of strong management to any type of organization. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Author by: Robert Kreitner Language: en Publisher by: Cengage Learning Format Available: PDF, ePub, Mobi Total Read: 50 Total Download: 429 File Size: 51,5 Mb Description: MANAGEMENT, 12th Edition takes a practical, student-oriented approach toward teaching management with an emphasis on current topics, including issues of diversity, ethics, and technology. The student-friendly content features references to pop culture and cites current publications of interest to students. In addition to providing the management framework and introducing students to contemporary management topics, the text provides experiential activities to get students thinking and acting like real-life managers.
A robust network of supplements helps students to understand the hands-on, real-world application of chapter concepts. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Author by: Michael Armstrong Language: en Publisher by: Kogan Page Publishers Format Available: PDF, ePub, Mobi Total Read: 19 Total Download: 214 File Size: 44,8 Mb Description: The Handbook of Management and Leadership provides guidance on the processes of management and leadership with particular reference to what managers and aspiring managers need to know about the skills of management and approaches to effective leadership. The book also deals with three other important areas of management: change management, continuous improvement and the achievement of high levels of customer service.
The book is aligned to the professional standards of the Chartered Institute of Personnel and Development (CIPD) for Managing for Results which is one of the main sections of the Leadership and Management set of standards. It therefore provides a complete presentation of all that students need to know to pass that examination, which is an essential portal to chartered membership of the CIPD. It also deals with the subject areas covered by the Management Standards Centre. Author by: Jo Owen Language: en Publisher by: Pearson UK Format Available: PDF, ePub, Mobi Total Read: 22 Total Download: 684 File Size: 42,9 Mb Description: The ultimate how-to of management.
Based on years of management practice and actually watching what good managers do, it cuts through the noise of management theory, to show you how to develop the skills, behaviour and emotions to thrive as a manager. In How to Manage you’ll learn how to: Evaluate your own management potential Assess team members and help them discover how they can improve Identify and build the core skills you need to succeed Recognise the rules of survival and success in your organisation.