INDEX
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A
Achieve-by date
CC/TC form and, 140
coach and, 138–139
for establishing next TC, 130, 131, 133, 138–139
focus process and, 134
learner skill level and, 138–139
new CC and, 18
summary reflection and, 183–184, 273
as unchanging, 183–184
Action plan, 19
Alignment, 55, 56, 80, 198, 250
understanding direction or challenge and, 80, 82
Asimov, Isaac, 159
Assumptions
as learner error, 214, 215, 216
prediction error and, 159
versus scientifc thinking, 15, 157
Automated equipment/machines
capacity bottleneck, 118
equipment capacity and, 99, 116–118, 140, 144, 145
identifying in block diagram, 108, 109
Automated processes
process analysis and, 97–98
Available work time, 105
Averages
B
Beginner mindset, 67
coaching and, 191, 194, 195, 201
knowledge threshold and, 215
process analysis and, 96
Binary thinking, 136
Black-and-white thinking, 136
Block diagram, 99, 107, 108–109
Brain
child’s versus adult’s, 14–15
cognitive bias and, 12
confirmation bias of, 168
internal structures in, 14
knowledge threshold and, 11–12, 217
mastering fundamentals and, 21
missing information and, 11–12, 15, 73
neural pathways in, 2–3, 22–23, 25, 31
plasticity of, 14
Brainpower
in teams and organizations, 34, 55, 176, 196
Brain scientists, 23
C
Calibrating your team for experimenting, 176
Capacity bottleneck, 118
Carse, James P., 177
CC. See Current condition
CC/TC form. See Current condition / target condition form
Chains of coaching, 56–57, 83, 198
Challenge. See also Differentiation from competitors; Direction or Challenge, understand the; Strategy
as customer-focused and strategic, 17, 50, 56, 77, 79–81, 84, 85
in coaching cycles, 248, 172, 272
comparison to target conditions, 127
defined, 79
as a direction-giver, 79
efficiency and cost reduction and, 81
future-state mapping and, 88
graphic depiction of, 77–80
kitchen cabinet manufacturer example of, 85
Challenge (cont’d)
leaders role in, 82, 83, 84–88
next TC and, 17–18, 125, 127, 137
at the organization level, 84–85, 86
process teams and, 80
Wouldn’t it be great if we could . . . , 79, 84, 85
Challenge map. See Value stream map
Challenge statement, 80
examples of, 84–86
VSM and, 87–88
Challenges
developing openness to, 80
Checklist
for evaluating experiment results, 180
for planning next experiment (learner), 179
for planning next experiment (coach), 264, 266–267
for process analysis, 102
Clarifying questions, 208
in coaching cycle example, 239–240
five questions and, 208–209
five question card and, 210
as open-ended, 208–209
Closed-ended questions, 208–209, 277
Coach, 3
defined, 3
job description for, 191
minimum amount of practice, 197, 276
role of, 31, 33–34, 47–49, 66, 191, 193, 219–220, 232
qualifications for, 196–197
Coach asking errors, 224
Coach Checklist for Planning the Next Experiment, 264, 266–267
Coaches, dealing with lack of, 53–54
Coaching cycle example, 237–243
knowledge threshold in, 242, 243
second coach and, 238, 241–243
Coaching cycle observation form, 223, 224
Coaching cycle step-by-step, 245–273
Coaching cycles. See also Coaching Kata, practice routines for; Coach/learner relationship
adjusting coaching approach in, 220–221
clarifying questions in, 208–210
coach’s attitude and, 198
coach’s notebook for, 221
corridor of scientific thinking and acting, and, 33–34, 201, 206, 219, 232–233
dos and don’ts, 227–228
encouragement in, 219–220, 232
experimenting record and, 163–164,166, 169
feedback in, 33–37, 220–221, 232–234
five Coaching Kata questions in, 36–37, 169, 192, 204–205
focus process and challenge in, 83, 248
habits and, 40, 52, 202–203, 247, 269
helping the learner practice problem-solving in, 219
knowledge threshold and, 35, 156, 214–218
learner preparing for, 38–39, 169, 172, 212
multiple learners and, 193
preparing for next, 269–271
organization structure and, 49
procedural feedback in, 35, 202, 247
purpose of, 35, 52, 192, 202, 232
revealing how learner is thinking, and, 34–37, 205–206, 208
roles in, 45–51
second coach role and, 48–49, 62, 193, 222–225
set schedule for (“Kata time zone”), 51–52
situational aspect of, 36–37, 193–194, 205, 232
as a Starter Kata, 35
storyboard and, 38, 39, 169, 211–214
structure of, 36–37, 201, 203–204, 208
tips for, 235
two main goals of, 47
20 minutes or less for, 1, 35, 51, 192, 193, 201, 203
Coaching Kata, 31. See also Coaching cycles; Coach/learner relationship; Five Coaching Kata questions
competency with, 276
practice of, 4
as process to teach scientific skills, 46
purpose of, 204–206
rotation models for practicing, 53–54
as routine for developing coaches, 31
as set of Starter Kata, 31
summary of, 34–41
as way of managing, 32, 46, 59, 197–198
skill level scale for, 277
Coaching Kata, practice routines for, 245–273. See also Coaching cycles
actual CC and, 252–254
challenge defined in, 248
example of, 237–243
feedback and, 232–234
five Coaching Kata questions and, 235
goal of, 232
knowledge threshold and, 263–265
learner practice protocol for, 272
next coaching cycle and, 269–271
next experiment, planning for, 263–268
obstacle identification, 259–262
OPL and, 259–260
putting learner at ease, 247
reflection and, 255–258
summary reflection and, 273
TC and, 249–251
tips for, 235
Coaching rotation models
daily rotation, 53
periodic rotation, 54
Coaching skills, 27, 187, 196, 222, 277
Coach/learner relationship, 46–49
coach comes to learner, 65
dialogue of, 83, 191–194, 201–202
goals of, 47
interdependency in, 47–48, 191
listening in, 68, 197, 205–206, 219
organizational levels and, 56–57
two practice dilemmas and, 194–195
Coach’s notebook, 221
Cognitive bias, 12, 14, 168, 201
Comfort zone of learner, 195
deliberate practice and, 30
Command-and-control management, 6, 55
Competitive capability, 44, 56
Competitive advantage 80–81
Confirmation bias, 168
Confucius, 168
Consultants, 40, 50–51, 53, 62
Continuous improvement, 5, 7, 67, 219
organization-wide deployment and, 59
Core work content, 99
number-of-people calculation and, 119–120
Corrective feedback, 22, 33, 40, 194, 225, 234
five Coaching Kata questions and, 205–206
avoiding developing bad habits and, 232–233
Corridor, of scientific thinking and acting, 201, 206, 219, 227, 232
Cost-benefit calculation, 136
Country road example, 156
Courtesy, in process analysis, 100
Creating capability, 4, 34, 46, 47, 55–56, 171, 197
Creative thinking, 23
scientific thinking as, 2
Creativity, 1, 4, 15, 28, 44, 176
Critical Thinking, 23
Cue, as trigger to practice, 35, 47, 52, 202
Current condition (CC), grasp the, 91–121. See also Initial current condition; Focus process; Process analysis
assumptions and, 92
current condition / target condition form (CC/TC form) as checklist, 102
current operating pattern as, 94
practice routines for the coach, 252–254
Starter Kata for, 99–121
as step 2 of Improvement Kata, 17
VSM and, 92
Customer demand rate, 99, 104–106
D
Damaged gaskets example, 217–218
Data (definition), 101
Data entry example coaching cycle, 237–243
Deliberate practice, 29–31. See also Practice
coach/learner relationship and, 31, 54
combining with scientific thinking, 44
Deliberate practice (cont’d)
culture modification and, 55
defined, 29
feedback and, 29–31
ingredients for, 39–41
learning zone and, 30
preparing for, 61–68
self-efficacy and, 41–42
skill progression and, 43
struggle and errors and, 29–30, 41, 203
success with, 276
Deming, W. Edwards, 78
Deployment, organization-wide, 55–59
shepherding group for, 58–59
Design Thinking, 23
Desired cycle time, 104
Detach stage of practice, 24, 25, 26
in organization-wide deployment, 57, 58
Differentiation from competitors, 17, 81
Direction or Challenge, understand the, 77–88
alignment and, 82
challenge statement and, 80, 86
future-state mapping and, 88
long-term vision and, 78–79
organizational level challenge and, 84–88
practice routines for the coach, 248
as purpose, 77
storyboard and, 76
Starter Kata for, 82–83
as step 1 of Improvement Kata, 17
time frame for, 79
VSM and, 87–88
Discomfort, as normal part of skill develoment, 4, 25, 66, 67, 191, 219, 221, 272
Dreyfus, Hubert, 276
Dreyfus, Stuart, 276
Dreyfus skill level scale
for Improvement Kata, 277
for Coaching Kata, 277
Drucker, Peter, 46
E
Efficiency, 81
Emotions, learner’s, 2, 25, 33, 191, 195, 203
role in skill acquisition, 41
Encouragement, 219
Enthusiasm (learner)
role in skill acquisition, 40, 41, 68
Entrepreneurial skills, 15, 44
Equipment capacity
automated equipment and, 116–118
machine capacity chart for, 117–118
tank welder example, 144–147
Error modes with Starter Kata, 26
Establish the next target condition. See Target condition, establish the next
Evidence side of experimenting record, 164, 165, 167, 168
Evidence-Based Learning, 23
Examples
assembly process, 103–121, 140–148, 170
damaged gaskets, 217–218
data entry, 237–243
kitchen cabinet manufacturer, 85
weight-loss, 130–131, 147, 162, 171
Executing phase of Improvement Kata, 16, 18, 19, 39, 65, 72–74, 102, 207
timing worksheet for, 111
Experimenting routine, 161
Experiment toward the target condition, 153–180
checklist for planning, 179, 266
checklist for evaluating results, 180
clarifying questions for planning next, 267–268
coach and, 156, 160, 161, 163, 164
coaching cycle dialogue for, 161
experiment routine and, 161, 162
experimenting zone, 158
five Coaching Kata questions and, 161, 172
flashlight analogy, 154
graphic depiction of, 153
guidelines for experimenters, 173–178
implementation versus, 157, 159
knowledge threshold and, 153–156, 214–218
learning from, 159–160
limit the blast radius, 176, 265
practice routines for the coach, 263–268
prediction error, role in learning, 158–160
preventing harm, 175–176
quick, frequent, simple experiments, 160, 175–176
scientific learning cycle and, 156–157
small steps and, 171
as step 4 of Improvement Kata, 18
team mindset in, 176
types of experiments, 174–175, 266
Experimenting record
assembly process example, 170
action of innovation and, 171
CC and, 169
coaching cycles and, 166
evidence side of, 164, 165, 167, 168
examples of, 170–171
five Coaching Kata questions and, 161, 172
feedback and, 164
how to use (coach), 255–258, 264–268
how to use (learner), 161–168
initial CC and, 166
layout of, 164–165
obstacle selection, 162
prediction side and evidence side, 164, 165, 167
small steps and, 171
step-by-step use of, 166
tips for, 167–168
weight-loss example, 171
Experimenting zone, 158
Experiments, types of, 174–175, 266
Exploratory experiment, 174
F
Facts (definition), 101
False dilemma, 136
Fear zone, of learner, 30
Feedback
adjusting, 220
as situational, 36–37, 193–194, 205, 232
coaching cycles and, 33–37, 220–221, 232–234
Coaching Kata and, 232–234
corrective, 22, 33, 40, 194, 205, 206, 225, 232–234, 263
deliberate practice and, 29–31
five Coaching Kata questions and, 36
on learner’s procedure, 33, 35, 47, 48, 191–192, 195, 201, 202, 206, 217, 219, 232, 247
from second coach to coach, 222, 224–225, 231, 241
specific, 36–37, 205, 206, 220, 225, 232, 234
Starter Kata as point of comparison for, 22
Fermi, Enrico, 158
Five Coaching Kata questions, 190. See also Coaching Kata, practice routines for
adding clarifying questions to, 204, 208, 210
coaching cycles and, 36–37, 192, 201, 203–205, 209
corrective feedback and, 36, 205–206
defined, 203
experimenting record and, 161, 163
graphic depiction of, 190, 204, 209, 210, 235
history of, 211
Improvement Kata pattern and, 36
knowledge threshold and, 216, 217, 263–268
learner responses to, 172, 272
as main headings for coaching cycle, 65, 187, 192, 204
revealing learner’s thinking, 36–37, 205
shepherding group use of, 58
storyboard and, 39, 169, 172, 211
clarifying questions and, 204, 208, 210
in coaching cycle example, 239, 240–241
folding version, 210
purpose of, 209
reflection section of, 209, 255–258
turning over, 37, 209, 255, 259
Flashlight analogy, 154, 155, 160
Fluency stage of practice, 24, 25, 26
in organization-wide deployment, 57, 58
Focus process
coaching cycles and, 248
courtesy at, 100
fully automated, 97
Focus process (cont’d)
long-cycle, 178
office/service, 97
selecting, 62–63
Follow stage of practice, 24, 25, 26
in organization-wide deployment, 57, 58
Four-step Improvement Kata pattern. See Improvement Kata model or pattern
France, Anatole, 275
G
General Motors, 5
Goal/goals
challenge as longer-range, 17
cost reduction as, 81
Improvement Kata and, 4 , 46, 55
Practicing with real, 33
Scientific thinking as a way of reaching, 13, 14, 56
Target condition as next, 17
Go and see experiment, 174
Golf example, for target conditions, 126
Grasp the current condition. See Current condition, grasp the
Gray zone, ix, 18, 154. See also Learning zone
scientific learning cycle and, 156
H
Habits
corrective feedback and, 232–233
daily coaching cycles and, 40, 52, 202–203, 269
Improvement Kata and, 2, 26, 59
need for coach and, 31
neural pathways and, 2–3
organizational culture and, 24, 55
practice errors and bad, 41, 68, 191, 201, 232–233
reverting back, 23
skill development and, 2, 22, 25, 204, 247
Starter Kata and, 20, 22, 24, 25
Hold before tape before weld, 160, 179
Hypothesis testing, 158, 175, 258, 266
I
Implementation versus experimenting, 157, 159
Implementer, as error mode, 26
Improvement Kata model or pattern
as automatic, 74
coaching and, 31–32
common models compared to, 23
competency with, 276
defined, 15
five Coaching Kata questions and, 36
four steps of, 15–18
graphic depiction of, 16, 19, 24, 32, 66, 72, 74, 183, 207, 283
learner and, 3
learner practicing, 33
learning path of, 42–43
as macro, 20
as meta skill, 278
as mindset, 19
organizational culture and, 56
practice routines for, 23–24, 71–72
problem solving and, 19
roles for practicing, 45–51
scientific thinking and, 2, 15
self-efficacy and, 41–42
skill level scale for, 277
Toyota and, 7
Improvement staff role. See Lean staff role
Initial current condition, 93, 102, 120–121
experimenting record and, 166
Instructional scaffolding, 194
J
Jazz musicians, 28
Jefferson, Thomas, 160
K
Kata
creativity and, 28
as way of doing, 20
Kata time zone, 51
Kitchen cabinet example, 85
Knowledge, tacit, 27
Knowledge threshold. See also Threshold of knowledge
coaching cycles and, 52, 138, 156, 202, 214–218, 235, 263
damaged gaskets example, 217–218
graphic depiction of, 12, 135, 153, 156
in example coaching cycle, 238, 241–243
as learning edge, 155
next TC and, 127, 132, 134, 135
experimenting and, 38, 153, 155–156
planning next experiment at, 263–268
practice routines for the coach, 263–268
scientific thinking and, 12, 214
L
Latest current condition, 93, 102, 110, 166, 209, 253
Lean staff, 50
Learner, 3, 184. See also Coaching cycles; Coach/learner relationship
achieve-by date and skill level of, 138–139
beginner mindset and, 67
coaching cycle preparation by, 169
corridor of scientific thinking and, 33–34, 201, 232–233
defined, 3
discomfort and awkwardness as normal, 4, 25, 66, 67, 191, 219, 221, 272
emotions of, 2, 33, 41, 68, 191, 203
experimenting record and, 163–164
interdependency with coach, 47–48, 191
knowledge threshold of, 52, 203, 207, 214–218
learning zone of, 30
minimum amount of practice, 26, 276
practice mistakes and, 33, 41, 67–68, 191, 234, 264
responses to five Coaching Kata questions by, 172, 272
reverting back, 22–23
role of, 47
second coach and, 224–225
self-efficacy and, 41–42, 138–139, 195–196
self-learning and, 191
stages of practice and, 24–25
suggestions for, 67–68
two error modes and, 26
Learner’s storyboard. See Storyboard
Learner’s thinking, revealing
in coaching cycles, 34, 35, 36, 37, 205
storyboard and, 38, 39, 205, 211
Learning edge, 155
Learning path, of Improvement Kata, 42–43, 196
Learning to See book, 87
Learning with the body, 25
Learning zone, 18, 30, 42, 135, 156, 177, 215, 219, 279. See also Gray zone
Limit the blast radius, 176, 265
Living document, storyboard as, 65
Lombard, Michael, 206–207
Long-cycle processes, 178
as “true north”, 78
Lowest repeatable time (in run charts), 112–113, 119–120
M
Machine capacity chart, 117–118
Management methods/approach/systems, 4–7, 46, 55, 198
Managers
as coaches, 32, 46, 59, 196–198, 202
coaching cycles and, 35
Coaching Kata and, 31–32
defined, 46
interdependence with learners, 47–48
Managers (cont’d)
organizational culture and, 46, 197
role in creating capability, 4, 34, 55, 80
time allocation of, 51
Meta skill
defined, 14
Improvement Kata as, 278
scientific thinking as, 13–14
Mindset, 275
beginner, 67
coaching and, 31
daily coaching cycles and, 52
for better problem solving, 2, 19
Improvement Kata and Coaching Kata and, 46, 184
organizational culture and, 45
TC as, 127–128
team, 176
Minimum amount of practice, 276
coach, 197
learner, 26
Model, as a representation, 7, 15, 23, 278
Multiple learners, 193, 212, 221
Music learning analogy, 2, 20, 28, 31, 33, 34, 96, 191, 205
start-over technique in, 233
N
Neural library of experiences, 15, 193
Neural pathways
discomfort in weaving new, 219
habits and, 2–3
strengthening existing, 159
Number-of-people calculation, 119–120
NUMMI joint venture, 5
O
Obstacles, 154
in coaching cycle example, 240, 241, 242, 243
experimenting against, 17–18, 131
experimenting record and, 162
graphic depiction of, 128
key points for, 260–261
multiple experiments and, 178
overcoming as satisfying, 149, 191, 195–196
practice routines for the coach, 259–262
storyboard and, 162
Obstacles parking lot (OPL), 128
common errors with, 149
how to use, 147–149, 162–163, 169
experiment routine and, 162
experimenting record and, 170
practice routines for the coach, 259–262
purpose of, 148
OFAT. See One factor at a time experiments
Office and services processes
One factor at a time experiments (OFAT), 175
On-the-job development, 6
Open-ended questions, 208–209, 219
Operating pattern of focus process
coach and learner dialogue and, 142–143, 145, 146
current, 17, 93–94, 99, 107–115
defined, 131
run charts and, 109–114
target, 17, 94, 130–131, 132, 142–143, 147
OPL. See Obstacles parking lot
Organization structure for coaching, 49–50
Toyota ratio for, 49
Organizational culture, 7
defined, 45
developing scientific thinking shift in, 55–59
managers role in, 46, 197–198, 202
as mindset, 45
modifying, 45–46
Starter Kata to help modify, 20, 22, 24
Toyota improvement culture, 5, 7
Outcome metric
defined, 101
process analysis and, 103
target condition and, 17, 130–131, 141
Overtime, 103
P
Pattern of thinking, 2–7
Improvement Kata as, 15, 18–19
scientific, 13–14
Pc/t. See Planned cycle time
Permanent beginner, as practice error mode, 26
Preparing for next coaching cycle
practice routines for the coach, 269–271
Planned cycle time (Pc/t), 99
calculating, 104–106
85 percent of takt time guideline, 106
run charts and, 112–113
Planning phase of Improvement Kata, 15, 16, 19, 39, 65, 72–74, 102, 207
Pointing during coaching cycle (learner), 39, 163, 169, 172, 213, 227, 235, 249, 253, 255, 256, 259, 263
Practice. See also Deliberate practice;
coach/learner relationship and, 46–48, 49
combining with scientific thinking, 44
for developing new habits, 22–23
Improvement Kata model and, 23
improvisation, 21
ingredients for, 39–41
learner proficiency and, 26
as part of daily work, 32, 33, 52
preparing for, 61–68
self-efficacy and, 41–42
Starter Kata and, 23–24
struggle and errors as normal in, 29, 30, 33, 41, 68, 191, 203
success with, 276
Practice dilemmas, two, 194–195
Practice mistakes. See also Deliberate practice
as learning opportunities, 29, 30, 68
Prediction error, role in learning, 158–160, 256. See also Surprise; Unexpected results
Prediction side, of experimenting record, 164, 165, 167, 168, 179, 264
Preferred Futuring, 23
Problem solving
mindset for better, 2
Improvement Kata supports all, 19
scientific thinking and, 129
Procedural guidance, by coach, 47, 48, 191, 196
Process analysis, 91. See also Current condition, grasp the; Initial current condition; Focus process
block diagram, 108–109
bullet-point observations, 114
CC/TC form as checklist for, 102
core work content, 119–120
desired cycle time, 104–105
digging deeper, 115
85 percent Pc/t guideline, 106
equipment for, 100
equipment capacity, 116–118
exit cycles, 109–111
five steps of, 99
focus process and, 93–95
focus process boundaries, 107
fully automated processes and, 97–98
getting started with, 94–95
guidelines for, 95–96
office and services processes and, 97, 108
operating patterns, focusing on, 93–94
overtime, 103
planned cycle time (Pc/t), 106
process metrics, 101
purpose of, 92–93
short-cycle processes and, 95
summarizing, 120
terminology for, 101
timing worksheet, 111
VSM and, 92
Process metric
defined, 101
in process analysis, 104
in target condition, 17, 130, 142
Process outcomes, 99
Process variation
avoiding averages, 96, 112, 180
run charts to make visible, 109
Product family, 87–88
R
Rallying point, challenge as, 81, 84
Reflection
clarifying questions for, 257–258
coaching cycle and, 172
experimenting record and, 163, 166
five question card and, 37, 209
key points for, 256–257
practice routines for the coach, 255–258
shepherding group and, 58
Reflection (cont’d)
weaknesses in, 258
Return-on-investment (ROI), 136
Routine work, for beginner learner focus process, 63
S
Schön, Donald, 154
Scientific learning cycle, 157
gray zone and, 156
Scientific thinking
adaptiveness and, 1
in adults, 14–15
in children, 14–15
coaching cycles and, 201
corridor of, 33, 34, 201, 206, 219, 227, 232– 233
as creative thinking, 2
defined, 13
graphic depiction of, 13
Improvement Kata and, 2, 15, 19
knowledge threshold and, 12, 214–215
as life skill, 2
as meta skill, 14
organizational culture and, 55–57
practice and, 44
Starter Kata and, 23
as way of reaching goals, 1, 13, 14, 56
Second coach, 193
in coaching cycle example, 238, 241–243
feedback from, 224–225
form for, 223
graphic depiction of, 222
guidelines for, 222–225
defined, 41
Self-learning, 191
Shared mode of thinking and acting in organization, 3, 22, 24
Shepherding deployment, 58–59
Shepherding group, 58
Shu-Ha-Ri, 24
Single-factor experiments, 175
Skill development/acquisition
comparison with sports and music, 2, 14, 33, 34, 191, 205
discomfort as normal in, 4, 23, 26, 27, 191, 219
as habit formation, 2, 22, 25, 204, 247
ingredients for, 39–41
learner’s emotions and, 2, 25, 33, 41, 191, 203
scientific thinking as skill, 2, 13–14
self-efficacy and, 41–42
Starter Kata as approach for, 24
success with, 27, 66–67, 276, 278
Skill level, 276–278
achieving basic competency, 275–276
for Coaching Kata, 277
for Improvement Kata, 277
perpetual learner, 278
Solution Focused Practice, 23
Solutions
versus TC, 133–134
versus obstacles, 149
experiments and, 157–158
unknown future, 19, 47, 86, 134, 153
as not permanent, 4, 6, 13, 14
Starter Kata. See also Five Coaching Kata questions; Improvement Kata pattern, four-step; Process analysis Starter Kata
benefits of practicing, 22
coaching cycles and, 35, 40–41
Coaching Kata and, 31–32
creativity and, 28
defined, 20
graphic depiction of, 3, 21, 22, 24
Improvement Kata and, 23
learning fundamentals and, 20
learning-to-drive example, 21, 25
as learning with the body, 25
mindset and, 3
musical scales example, 20, 94
new habits and, 20, 22, 24, 25, 27
organizational culture and, 20, 22, 24
patterns in thinking and behavior and, 3
practice and, 22–24
scientific thinking and, 23
skill-development and of, 24
stages of practicing, 24–25
success with, 27
two error modes with, 26
Step four, Improvement Kata. See Experiment toward the target condition
Step one, Improvement Kata. See Direction or Challenge, understand the
Step three, Improvement Kata. See Target condition, establish the next
Step two, Improvement Kata. See Current condition, grasp the
Storyboard
beginner learner and, 64–65
coaching cycles and, 38, 39, 211–214, 169
Coaching Kata and, 211–214
five Coaching Kata questions and, 39, 169, 172, 211
key points for using, 212–214
as living document, 65
location of, 65
purpose of, 211
Strategy, 77
developing capability to navigate, 55–56
challenge as direction-giver, 79–80
competitive advantage and, 80–81
execution and, 80
differentiation from competitors and, 17, 81
efficiency and cost cutting and, 81
mobilizing brainpower and, 55
as purpose of improvement, 77
as rallying point, 81
wouldn’t it be great if we could . . . , 79, 84, 85
VSM and, 87–88
Struggle and errors, 29, 30, 33, 41, 68, 191, 203
Success with Improvement Kata and Coaching Kata, 276
Summary reflection, 74, 183–184
Supporting roles, for Improvement Kata practice
Lean or improvement staff, 50
Surprise, role in learning, 158, 159, 256. See also Prediction error; Unexpected results
Swim-lane diagram, 108
T
Takt time (TT), 104
calculating, 105–106
85 percent planned cycle time and, 105, 106
run charts and, 112–113
Tank welder example
establishing next TC and, 144–145, 147
machine capacity and, 117, 118
aimed at challenge, 73, 80, 82
comparison to challenge, 127
defined, 125
graphic depiction of, 125, 126, 128, 134
knowledge threshold and, 125, 134–135
purpose of, 127–129
ROI and, 136
versus solutions, 133–134
versus “target”, 130
weight-loss example, 130
Target condition, establish the next, 125–149
adding to, 132–133
CC/TC form and, 140
grasping CC as prerequisite, 91, 93
one at a time, 126
practice routines for the coach, 249–251
steps to, 137
as step 3 of Improvement Kata, 17
three elements of, 17, 129–131
TC. See Target condition
Teachable moment, 33, 34, 68, 203, 233
Team leader ratio at Toyota, 49
Testing a hypothesis, 175, 266
Threshold of knowledge, 11. See also Knowledge threshold
Timing worksheet, 111
Tips
for coaching cycles, 227–228, 235
for experimenting record, 167–168
for obstacles parking lot, 149
Tips (cont’d)
for process analysis, 97, 100, 107
for storyboard usage, 212–214
Total machine cycle time, 117, 118
Toyota Kata book, ix, 5–7
The Toyota Kata Code, 279
Toyota Kata Culture book, 198
True north, vision as, 78
TT. See Takt time
20 minutes or less, for coaching cycles, 1, 35, 51, 192, 193, 201, 203
U
Uncertainty
competitive strength and, 56
getting more comfortable with, 41, 42, 67
management methods and, 4
plans and, 18
scientific thinking and, 1, 13
as unavoidable, 4
Understand the direction or challenge. See Direction or Challenge, understand the
Unexpected results, 159, 176, 177, 179, 183, 184, 256, 265. See also Prediction error; Surprise
Unfolding reality, 126
V
Validate-or-refute test, 175
Value stream level versus process level, 62, 92
Value stream mapping (VSM)
Variation summary chart, 143, 144
Vision. See Long-term vision
VS. See Value stream
VSM. See Value stream mapping
W
Weight-loss example
establishing next TC and, 130
experimenting record and, 171
target operating pattern for, 147