The Improvement Professional's Evolving Role: From Practitioner to Facilitator to Coach

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The Improvement Professional’s Evolving Role:

From Practitioner to Facilitator to Coach

August 11, 2011

© 2011 Karen Martin & Associates

Your Instructor

Early career as a scientist; migrated to quality & operations design in the mid-80’s.

Launched Karen Martin & Associates in 1993. Provide business performance improvement and

Lean transformation support in office, service & knowledge work environments.

Co-author of The Kaizen Event Planner; co-developer of Metrics-Based Process Mapping: An Excel-Based Solution; author of forthcoming book with a unique look at excellence (McGraw-Hill, May 2012).

Instructor in University of California, San Diego’s Lean Enterprise program.

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Karen Martin,Principal

Karen Martin & Associates


How Skilled as a Coach

Moderately Proficient

(47%)

Highly Proficient

(13%)

Just Beginning to Learn

(34%)

3

Not Sure(6%)


How Skilled as a Facilitator

Moderately Proficient

(37%)

Highly Proficient

(21%)

Some Proficiency

(29%)

4

NoExperience

(5%)

NoResponse

(8%)


Industries Represented

AdvertisingBanking & financial

servicesConsultingEducationEnergy & utilitiesGovernmentHealthcare

Information technologyInsuranceManufacturingPharmaceuticalsRetailTelecommunicationsTransportationTravel & tourism

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You Will Learn…

How “doing” violates Toyota’s core principle of respect for people.The differences between facilitating and

coaching.Traits and skills you need to be an

effective coach.How to roll out a development program

across your organization.

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The Improvement Continuum:Current State

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Our Learning Continuum

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2010200820041996 2011


Demonstrating Respect for People

Removing obstacles to their success.Helping them achieve their intellectual and

creative potential.

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This means we must engage them in the problem-solving process, helping

them meet both needs.

Engaging ≠ Doing for them

We’ve Moved Beyond…

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We’ve moved beyond…

To…

In search of

in need of


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We’re rapidly moving toward Problem-Based Management

To…Problems

are Golden

Problems are Hidden and “Bad”From…


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So We Need to Move From…

To…

Relying on a small team of

experts to solve problems

Teaching everyone

how to solve problems

Dreyfus Model of Skill AcquisitionStuart & Hubert Dreyfus, 1980,

University of California, Berkeley

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Novice

Advanced Beginner

Competent

Proficient

Expert

Adherence to strict rules; low degrees of confidence;

high degrees of concentration

Knows when to break “the rules”; high degrees of confidence;

operates on “auto pilot”

Improvement Skills Matrix – Philosophical(draft)

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No Knowledge

NoviceAdvanced Beginner

Competent Proficient ExpertNot

Applicable

0 1 2 3 4 5 N/A

PDCA / PDSACustomer valueFlowEight wastesProcess ownershipValue stream alignmentSupplier‐Customer relationshipCross‐functional relationshipsMonument identificationObstacles to flow

Area of Expertise

Category Specific Knowledge or Skill

Philosophy

Improvement principles

Process design

Improvement Skills Matrix – Technical (draft)

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No Knowledge



Applicable

0 1 2 3 4 5 N/A

Improvement Strategy Strategy deployment / hoshin kanriA3Toyota KataValue Stream MappingMetrics‐Based Process Mapping5 Why'sCheck sheetsCause‐and‐effect / fishbone diagramsPareto charts5SBatch analysis / reductionChangeover / setup reductionCo‐location / work cellsError‐proofing / quality‐at‐the‐sourceFIFO lane pull systemsKanban pull systemsLoad leveling / heijunkaVisual managementWork balancing / takt timeWork standardization / job aids

Implementation Techniques Kaizen EventsKey performance indicators (KPI)KPI trend analysisProcess auditsExcelPowerPointWordVisioMapping tools (iGrafx, etc.)Project management

Time management

Software

Other

Area of Expertise


Technical

Problem‐Solving

Mapping Tools

Root Cause Analysis

Countermeasures

Process management

Improvement Skills Matrix – People(draft)

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No Knowledge



Applicable

0 1 2 3 4 5 N/A

Basic psychology (Maslow, resistance, etc.)Coaching leadershipCommunication needsInnovation / Design theoryLearning theoryMediation skil ls / conflict resolutionParadigm identificationRewards & incentivesSocratic questions / appreciative inquiry

Working with senior leadership

Area of Expertise


People Leading Change

Improvement Skills Matrix – Business(draft)

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No Knowledge



Applicable

0 1 2 3 4 5 N/A

Cash flowExpense categories / amountsMargins / profitRevenue sources / managementBudget creation / managementCustomer serviceInventory managementOpportunitiesTrendsApplicable lawIndustry standardsAgile / ScrumLean business managementSix sigmaBaldrigeISO‐9000Shingo

Staying current Read, attend conferences, network

Business

Finance

Operations

Sales & Marketing

Legal/Regulatory

Improvement approaches

Certification programs

Area of Expertise


Create a Development Plan

How to you move from one stage to the next?

Expert help and practice.

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Name/Skill

5S A3 Coach A3 Owner Batch Size Reduction

Changeover Reduction

Co‐location Data Display Error‐Proofing

Alex JBarbara KBill RBob PBob VCarol DFrank LGary BJane GLori MNancy JNick DPedro RSam STameka TZack R

Lean Coach Skills Matrix

Tracking Development

Or numbering system (Dreyfus):0 - No experience1 - Novice2 - Advanced beginner3 - Competent4 - Proficient5 - Expert

Green – Highly proficient; can teach othersYellow – Competent; can do with minimal or no helpRed – No experience

Or role:Green – Coach (+ practitioner and facilitator)Yellow – Facilitator (+ practitioner)Red – Practitioner

Improvement Professional RolesRole Primary

Focus# People Involved

Outcomes Focus

Practitioner Doing it 1 Results

FacilitatorLeadingothers in doing it

Many

Primary - results;Secondary -

people development

CoachTeaching

others how to do it

2-5

Primary - peopledevelopment;Secondary -

results

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The Facilitator’s Many Hats

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Mentoring RelationshipCoaching Relationship

??

Focus: Asking questions Focus: Providing information

Wisdom Wisdom

Coach Coachee Mentor?

? ? ?

Mentee


Coaching the Improvement Kata: Five Questions

1. What’s your target condition? How do we want to operate? (Not a metric

outcome.

2. What’s the actual condition now?3. What obstacles are preventing you

from reaching the target condition?4. What’s your next step?5. When can we go and see what we’ve

learned from taking that step?

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Kata – routine or pattern that is practiced so that it becomes second nature.


Socratic Questioning

Named for SocratesBased on his belief that the

most effective learning results from a disciplined practice of thoughtful questioning. Way of assuring “rigorous

thinking”Open-ended questions that

cause the learner to think deeply.

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Socratic Questions

Clarification & reinforcing knowledge “Why do you say that?” “What does this mean?” “Can you give me an example?” “What do we already know?”

Probing assumptions “What else could we assume?” “What would happen if…?” “Why are you assuming…?”

Probing reasons & evidence “How do you know this?” “Are these reasons they only

reasons?” “What do you think causes…?” “Would it stand up in court?”

Probing viewpoints & perspectives “Why is this better than that?” “What would ___ say about it”? “What are the pros and cons of…?” “What’s the difference between ___

and ___?”

Probing implications & consequences “Then what would happen?” “How does ___ affect ___?” “How could ___ be used to ___?” “Why is ___ important?”

Questions about a question “Why are you asking that question?” “To answer this question, what

questions would we have to answer first?”

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The Wisdom Comes in Knowing When to Coach and When to Mentor


Coaching Traits Needed

Service mentality Critical thinking Self-awareness Psychological know-how

Knowing when to push and when to back off

Patience Empathy (“I understand…” Balance between rah-rah and results Technical expertise Ability to clearly communicate No self-interest or need to control

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Development Program

Senior Leadership Learn PDCA & A3 Process Coach managers

Managers Learn PDCA, A3 & Kata Coach the frontlines

Improvement professionals Coach senior leaders & managers Facilitate improvement activities

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80%

70%

50%

30%

20%

10%

Problem-Solve

Experience

Discuss

See & Hear

See

Hear

Read

% Information Retained

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“I hear and I forget. I see and I remember.

I do and I understand.”– Confucius

Workforce Development Considerations

95%


You Will Learn…

How “doing” violates Toyota’s core principle of respect for people.The differences between facilitating and

coaching.Traits and skills you need to be an

effective coach.How to roll out a development program

across your organization.

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7770 Regents Road #635San Diego, CA 92122

[email protected]

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