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© Mike Rother / Improvement Kata Handbook Appendix - Forms 1
1) Improvement Kata Poster - The Five Kata to Practice2) The Roles3) Learnerʼs Storyboard4) Process Analysis Steps5) Worksheet for Timing Cycles6) Information in a Target Condition7) Improvement Kata Proficiency Table (to gage skill level)8) Coaching Kata Proficiency Table (to gage skill level)Coaching Cycle Forms:q Who Uses What Formsq Where the Forms Go on the Learnerʼs Storyboardq Current/Target Condition Formsq Description of Work Steps & Sequenceq Obstacle Parking Lotq PDCA Cycles Recordq 5 Question Card (front)q 5 Question Card (back)q Coaching Cycle Plan / Tracking (coach)q Coaching Cycle Observation Form (2nd coach)
APPENDIX - FORMS FOR PRACTICING
© Mike Rother / Improvement Kata Handbook Appendix - Forms 2
© Mike Rother / Improvement Kata Handbook Appendix - Forms 3
w
v
THE ROLES
ImprovementKata
CoachingKata2nd Coach
(participates periodically)
Coach(a Line
Manager)
Learner and Team
u
2nd Coach (Coaches the Coach):Periodically observes coaching cycles between the coach and the learner. Helps the coach/manager develop his or her coaching skills. Ensures that the team’s target condition ties in to a larger challenge, such as a future-state value stream design.
Coach / Manager (The Teacher):Conducts coaching cycles daily using the 5 questions. Ensures the learner is working toward the target condition scientifically according to the Improvement Kata pattern. The coach’s job is to develop the learner by guiding the learner on Improvement Kata procedure, not to improve the process.
Learner and Team (The Process Owners):Apply the Improvement Kata to establish and work toward the target condition. Learner conducts experiments with PDCA and develops solutions to obstacles, in daily dialog with the coach and the process operators.
© Mike Rother / Improvement Kata Handbook Appendix - Forms 4
Target ConditionAchieve by: _______
Focus Process: Challenge:
Current Condition Now PDCA Cycles Record
Obstacles Parking Lot
LEARNERʼS STORYBOARD
© Mike Rother / Improvement Kata Handbook Appendix - Forms 5
STEPS OF THE PROCESS-ANALYSIS KATA
Necessary Number of Operators (if the process were stable)
1
3
4
5
Step Outcome Performance
Equipment Capacity
Characteristics of the Current Process
2Step
Step
Step
Step
• Make a block diagram of the work pattern.• Measure exit cycles and graph fluctuation.• Record your bullet-point observations.
Are there any equipment constraints?What are they?
How many people are necessary? (Calculated)
How is the process performing over time? (Graph)
What is the rate of demand and the desiredrate of ʻproductionʼ?
Customer Demand & Planned Cycle Time
Process metrics and characteristics
Outcomemetrics
Optional
© Mike Rother / Improvement Kata Handbook Appendix - Forms 6
Note wait times
here
Observed Times(Data)
Observations about the current operating pattern(Facts)
12345678910111213141516171819202122232425
TIMING WORKSHEET ProcessDate
MetricOperator
Check box if this is process output
Cycle
© Mike Rother / Improvement Kata Handbook Appendix - Forms 7
INFORMATION IN A TARGET CONDITION
Other desired attributes of how you want the focus process to be operatingon the achieve-by date
At what rate do we wantX to be happening?
Name of the focus processand the achieve-by date
Desired outcome performanceof the process
An outcome metric(measured periodically)
Desired pattern of operatingFuture process characteristics such as steps, sequence, times and so on
The Task Unit and the timeto complete it. This is the main process metric (gets measured in real time)
© Mike Rother / Improvement Kata Handbook Appendix - Forms 8
IMPROVEMENT KATA PROFICIENCY ASSESSMENTNote that this scale measures Improvement Kata skill level
or degree of habit formation, not the person
Table adapted from the Dreyfus Model of Skill AcquisitionDreyfus, Stuart E., Formal Models vs. Human Situational Understanding: Inherent Limitations on the Modelling of Business Expertise, University of California, Berkeley, 1981
Able to take full responsibility for own work, and coach others
Needs close coaching and instruction
Strict adherence to the Kata. Little situational perception & discretionary judgement.Has to purposely concentrate on the IK routine.Low self-efficacy in applying the IK routine.
Has unconscious understanding and appliesthe IK routine more on “auto pilot.” Deviatesfrom the strict kata to fit the situation. Sees whatʼs most important in a situation.High degree of self-efficacy with the IK pattern.
Stage
3
Actions are based on the kataSituational perception still limitedAll aspects are given equal importance
Has standardized and routinized proceduresSees actions partially in terms of LT goalsCan prioritize
No longer relies on rules / guidelines / maximsGrasp of situations & decision making intuitiveVision of what is possible
Description
Unlikely to be satisfactory unless closely coached
Straightforward tasks likely to be completed to an acceptable standard
Fit for purpose, though may lack refinement
Fully acceptable standard achieved routinely
Excellence achieved with relative ease
Standard of Work Autonomy
Able to achieve some steps using own judgement, but coaching needed for overall task
Able to achieve most tasks using own judgement
Able to take responsibility for going beyond existing standards and creating own interpretations
Expert
Proficient
Competent
AdvancedBeginner
Novice
Level
2
1
Able toCoach
Not everyone reaches this level
© Mike Rother / Improvement Kata Handbook Appendix - Forms 9
Must have a proficient2nd Coach at each coaching cycle
COACHING KATA PROFICIENCY ASSESSMENTBy Yvonne Muir, Jennifer Ayers & Julie Simmons
Stage
3Characteristics Autonomy
Expert
Proficient
Competent
AdvancedBeginner
Novice
Level
2
1 • Rigidity in asking questions / uses closed ended questions• Lack of discipline to follow a pattern and recognize its importance• Focuses on results (command and control)• Not able to hear and identify when learner has hit a Threshold of Knowledge
• Narrow "development perception"; recognizes need for 2nd coach• Becoming comfortable providing feedback to learner• Beginning to observe and listen more (vs. talk and advise)• Asks some probing questions to gain insight
• Capable of sensing learners uncertainty level and knowledge threshold• Consistently coaches learner with a repeatable pattern• Coaching embedded in normal daily work
• Clear perception of learnerʼs gaps or weaknesses• Uses coaching to guide: adapts to the situation, asks meaningful questions • Ability to assess learners preferred learning style (auditory, visual, kinesthetic) • 2nd Coach capability
• Intuitive grasp of coaching based on deep, practiced understanding• Direct, yet supportive• Coaching conversations are natural; learner doesn't notice being coached• Sought after for coaching advice
2nd Coach needed periodically
2nd Coach needed occasionally
© Mike Rother / Improvement Kata Handbook Appendix - Forms 10
Coaching Cycle Forms
© Mike Rother / Improvement Kata Handbook Appendix - Forms 11
Current ConditionTarget Condition
Form
Current Condition
Run Charts
Learner Coach
2ndCoach
PDCA CyclesRecord
-- Key Form --ObstacleParking Lot
Coaching Cycle Plan / Tracking
Coaching Cycle Observation
Form
The Five Questions-- Key Form --
WHO USES WHAT FORMS
© Mike Rother / Improvement Kata Handbook Appendix - Forms 12
WHERE THE FORMS GOON THE LEARNERʼS STORYBOARD
© Mike Rother / Improvement Kata Handbook Appendix - Forms 13
CURRENT CONDITION / TARGET CONDITION
Achieve-By DateCurrent Condition Target ConditionDate
Process MetricLearner: Outcome MetricCoach: Process:
Challenge:
Categories
Process Characteristics and Operating Pattern
(Pattern of Working)
Outcome Performance
(Results)show run chart
show block diagram or
swim-lane diagram
© Mike Rother / Improvement Kata Handbook Appendix - Forms 14
CURRENT CONDITION / TARGET CONDITION
Rate of Demand
Rate of Production
Operating Pattern
Number of People Required
Capacity
2
3
4
5
OutcomePerformance (Results)
1Categories
Process Metric
Achieve-By DateLearner:
Current Condition Target ConditionDate
Outcome MetricCoach: Process:
Challenge:
show block diagram
show chart show chart
show all run chartsshow block diagram
show run chart
© Mike Rother / Improvement Kata Handbook Appendix - Forms 15
CURRENT CONDITION / TARGET CONDITION
Takt time
Pc/t
Number ofoperators
# of ShiftsProcess stepsand sequence
% exit cyclefluctuationOther attributes of the process
Batch size
Calculated numberof operators
Capacity chart
2
3
4
5
Categories Achieve-By DateLearner: Coach: Process:
Current Condition Target ConditionDate
(at end of line)
Rate of Demand &Rate ofProduction
Operating Pattern
Capacity
People Required
show block diagram
show chart show chart
Where WIPAccumulates
+ show all run charts
show block diagram
Actual output / shift
Overtime?
1Outcome Performance
show run chart
Process MetricOutcome Metric
Challenge:
© Mike Rother / Improvement Kata Handbook Appendix - Forms 16
As you progress, you can develop a more detailed description of work steps for each operator, called a Standard Work Chart. For non-manufacturing processes you can use or develop a different depiction of work steps and sequence
WORK STEPS & SEQUENCE Process: Date:
123Work Sequence •Walking Return to Start Standard WIPOperator Operator Operator Operator
© Mike Rother / Improvement Kata Handbook Appendix - Forms 17
Obstacle Parking Lot
•••••••••••
ObstacleHow can you
measure that?
© Mike Rother / Improvement Kata Handbook Appendix - Forms 18
Date, step & metric What happened What we learnedWhat do you expect?
Con
duct
the
Expe
rimen
t
PDCA CYCLES RECORDProcess:Learner:
Obstacle:
Do
a C
oach
ing
Cyc
le
Coach:
(Each row = one experiment)
© Mike Rother / Improvement Kata Handbook Appendix - Forms 19
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 weHave Learned from taking that step?
The Five Questions
*Youʼll often work on the same obstacle for several PDCA cycles
5 QUESTION CARD (front)
© Mike Rother / Improvement Kata Handbook Appendix - Forms 20
------------------------------>Return to question 3
Reflect on the Last Step TakenBecause you donʼt actually knowwhat the result of a step will be!
1) What did you plan as yourLast Step?
2) What did you Expect?
3) What Actually Happened?
4) What did you Learn?
5 QUESTION CARD (back)
© Mike Rother / Improvement Kata Handbook Appendix - Forms 21
COACHING CYCLE PLAN & TRACKING Coach:
Monday Tuesday Wednesday Thursday Friday7:00
8:00
9:00
10:00
11:00
12:00
13:00
14:00
15:00
16:00
17:00
18:00
Draw a dot for actual start and end timesPlanTimeNote learner and
start & end time
Dates:
© Mike Rother / Improvement Kata Handbook Appendix - Forms 22
COACH
Process:
Learner:COACHING CYCLE OBSERVATIONS
Question LEARNER
Impressions:
Coach:
What is the knowledge threshold?
Q1: Target condition?
Q2: Actualcondition now?
Q4: Next step?PDCA Record
Q5: When seewhat learned?
Q3: Obstacles?Which one?
Reflect: PDCACycles Record
Date:
Review Challenge
Start/End:
Next coaching cycle:Key point(s) for this Coach to practice next:
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