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Toyota Kata at school:the challenge of developing"scientific" teachers
Anna Possio
Lean Trainer & Toyota Kata Coach
ELEC 2016 - European Lean Educator Conference
The University of Buckingham
What did I learn?
What is my nextstep / experiment?
Kata and myself
with
Agenda
• Purpose of this presentation
• What is Toyota Kata?
• Why Toyota Kata at school?
• A story Vision
Challenge 1 - 2014
Challenge 2 - 2015
Challenge 3 - 2016
• Reflections
Purpose of this presentation
• Reflecting and learning
• Sharing
• Reflecting and learning more Challenges, experiments,
results and learningswhile supporting the practiceof Toyota Kataby High School Teachers
The content
What is Toyota Kata?
• Toyota’s management system, but also…
• A model for developing scientific thinking andcreative thinking
GREY ZONE
Source of diagram: Mike Rother
What is Toyota Kata?
Source of diagram: Mike Rother
Coach
(mentor)
Learner
(mentee)
• It’s not just a method for problem solvingand continuousimprovement…
• It’s a system for managing and developing people, it’s aboutteaching/learninga new way of thinking and acting
• Therefore, what’scrucial is the coaching!
What is Toyota Kata?
• 2 practice routines (kata)
Source of diagram: Mike Rother
(IK)
(CK)
Learner
Coach
2nd Coach
Why Toyota Kata at school?
• Students are future citizens
• What can schoolteach them for their future?
A meta skill:
not the what but the how
for anyone, anywhere
Why Toyota Kata at school?
• Learning as primary goal
• Teacher as natural Coach
Why Toyota Kata at school?
• An evolution in the Lean initiative for schools
Lean Tools and Principles
Source of diagram: © Mike Rother
Behavioursand Thinking
A story
Source of diagram: Mike Rother
VisionCurrent
Condition
Challenge
1
Challenge
2
Challenge
3
A story - Vision
• All students develop scientific thinking skillsthat will make them successfull in their future challenges as citizens
Where should the Vision come from?Government? (Ministry of Education)Each school? (School Head)…
A story - Challenge 1
• Purpose:experimenting the Toyota Kata approachat school so thatstudents coulddevelop an awareness
• Practice on a realchallenge
• Roles: 5 students asrotating Learners, teacher as Coach. Frequent guidance of external 2nd Coach.
Students asdirect target
Process: wastemanagement and
recycling
A story - Challenge 1
• Understand the Direction / Challenge
Vision: The school is clean and doesn’t pollute
Challenge by May 30th, 2014 (3 monthsahead):1) 5 (max) non recoverable waste trash cans
per week2) Bins are easy to use3) Zero waste on the floor4) Everybody in the school is aware and
uses the bins correctly
A story - Challenge 1
• Grasp the Current Condition
OUTCOME METRICS: max # trash cans per week• 11 non recoverable waste• 7 paper• 1 glass & metal• ? plastic
Other details aboutthe current pattern of work
A story - Challenge 1
• Establish the Next Target Condition
May 30, 2014
Alex Siviero Marialessandra Sabarino Anna Possio
March 23, 2014 March 10, 2014
• In the 3 selected areas (playground, soda machines, classroom 206)
o There are the needed bins
o Bins are where needed (position thatmakes people use them)
o It’s clear for everyone what type of waste goes into each bin
• 11 non recoverable waste bins• In the 3 selected areas:
o Recycle waste are sortedo Zero defects (wrong item in a bin)o Zero wastes on the floor
• 11 non recoverable waste bins
• No recycling• Defects (wrong items in bins)• Wastes on the floor
Waste recycling
• See block diagram (we don’t know the trasportation bin -> can)
• Lack of bins or excessive bins
• Bins are hidden or far away, and this makespeople less likely to use them
• It’s not clear what type of waste goes intoeach bin
• People habits are not to recycle
Restrictedscope
A story - Challenge 1
• PDCA toward the Next T.C.
• Coaching Cycles
Where is the learner’s thresholdof knowledge?
Small rapid stepsto discover / create new knowledge
A story - Challenge 1
• Results: Challenge was partially achieved
Feedbacks from students showed that they got a goodinitial understanding of the method and they enjoyed it
«Moving one small step ata time is very effective, beyond this project.It seems limiting, but itmakes you reflect on whatyou are doing»
«If you are not engagedby the content, strivingis more difficult»
«Checking the resultsbefore moving on wasvery useful»
This studentapplied PDCA cycles for hisproject work for graduation!!
A story - Challenge 1
• Some reflections from the teacher: «Students showed
incredible hiddenresources»
«As Coach, I experienced a new process to develop the students’ skills» (experiments vs 1-correct-answer)
«My relationship with the students improved»
No «formal» reflectionwith the teacher, because the focus wason the students.
A story - Challenge 1
Source of diagram: © Mike Rother
The teacherstruggled as a Coach, since she had notpreviously developedIK skills (as Learner)
Having a structuredroutine made the student feel safer
If practice isnot frequent, learning and improvementslow down
Students not fullymotivated and effective on a processthat is not their own
Students appreciatedthe step-by-stepapproach with immediate feedback
• Reflections and learnings
Source of diagram: © Mike Rother
We first needto define ourgoal!
We cannot knowthe path in advance
• The teacher didn’t have IK skills/mindset: an example
Powerpoint prepared by the teacher for the kick off
A story - Challenge 1
BUT…
A story - Challenge 1
• What is the next step/challenge?We plan to have the teacher practice the IK under
coaching guidanceWe expect the teacher will develop the IK skills and
will later be able to coach the students…we first need to target their teacher
If we want to reach the students…
A story - Challenge 2
• Purpose: the teacher learns the Improvement Kata pattern
Source of diagram: Mike Rother
New teacher, that alreadyreached the IK awarenesslevel and was very motivated
A story - Challenge 2
• Roles: Carlo (the teacher) as Learner, Anna asCoach
• The Learner applies the IK on his own work process: teaching
• Practice:oduration: 5 months (Jan-May)
o frequency: 1-3 PDCA/coaching cycles per week (total25 cycles)
o location: office and remote
o tools: Dropbox shared folder
Skype / phone
The results of the teaching are in the learning by students: but many other factors impact
No paper KATA storyboard
A story - Challenge 2
Starting Condition(Jan 29th)• Class average
mark: 7,5• 5 students have
marks <6
Focus: 1 subject, 1 class
«Easy» case
Both results and conditions
A story - Challenge 2
• The main experiments/results/learningson the teaching process: Measurement: importance of measuring
the results of actions, and of having not onlyoutcome metrics but also process metrics
Immediate feedback: shortening the teaching/learning cycle (lecture-exercise-test-catch up) toward the «one-topic-flow»
Students involved in the teaching: peereducation and tutoring
A story - Challenge 2
• Results
A student spontaneously said: «I like studying this way!»
Starting Condition(Jan 29th)• Class average
mark: 7,5• 5 students have
marks <6
A story - Challenge 2
• Some reflections from the teacher (Learner):
«KATA trains people to be scientific at work»
«The IK structure channels and reinforces creativity»
«It is a process of discovery and learning»
«Step-by-step change is less scary»
«KATA works even in «unusual» situations»
«The coaching support was critical»
Developing a «scientific teacher»
A story - Challenge 2
• Reflections and learnings: oStudents were exposed to a new way of doing and
thinking through the teacher’s experiments: even ifthey don’t become IK «Learners», they mightbenefit from «scientific teachers»
o The experimentation was successful (we met ourChallenge), however this model (direct coaching by external consultant) is not sustainable for developing other teachers extensively
How can we develop more teachers and yet reduce the «costs»?
A story - Challenge 3
• Purpose:1. the teacher (Carlo) learns
the Coaching Katapattern, while…
2. another teacher (Paola) learns the ImprovementKata pattern
The coaching is addressed to anotherteacher rather than a student, so to develop another «scientific teacher» and potential coach
A story - Challenge 3
• Roles: new teacher (Paola) as Learner, trainedteacher (Carlo) as Coach, Anna as Second Coach
• The Learner’s challenge concerns again the teachingprocess
• Practice:oduration: 4 months (Feb-May)
o frequency: 1-2 PDCA/coaching cycles per week (total 21 PDCA cycles)
o 2nd coaching support: 8 coaching moments (18 hours)
o location: at school, and sometimes remote (Skype, tel, Whatsapp, e-mail)
o tools: Dropbox shared folder
A story - Challenge 3
A story - Challenge 3
The Learner’s goal is to improve herprocess, following the ImprovementKata pattern
The Coach’s goal is to develop hisLearner’s IK skills, following the Coaching Kata pattern
The 2nd Coach’sgoal is to developthe Coach’s CK skills, followingthe Coaching Kata pattern
A story - Challenge 3
• 2nd coaching support: observation of coaching cycles +
«technical» feedbacks to the Coach
observation of the Coach
reflections with the Coach
reflections after achievement of Target Conditions
STRENGTHS:• Scientific mindset• Kind and calm• True interest in the
learner’s learning• Focus on the method
WEAKNESSES:• Failure to
correct/interrupt• Doesn’t see the «whole
picture» of the learner’slearning
Critical moments for:- re-directing the IK- re-directing the CK
A story - Challenge 3
• Experiments by the 2nd Coach:
Obstacle Experiment
Excess of perfectionism (by both Learnerand Coach) makes the process harder and
less desirable«Toyota Kata Light»
Difficulty in identifying specific tangibleobstacles and planning small rapid PDCAs
«Focus of a Target Condition»
The Learner is overwhelmed and worriedabout not completing the program
«Bring it in the KATA»
The Coach gives technical support, but the obstacle for the learner’s learning is now
motivational«A kata/challenge for the Coach»
A story - Challenge 3
Challenge by June 9, 2016:
The learner learns the basic skillsof the Improvement Kata, having apositive experience, and discoversthe opportunity of going beyondthe «comfort zone».
• A kata/challenge for the Coach
A story - Challenge 3
• A kata/challenge for the Coach
A story - Challenge 3
• A kata/challenge for the Coach
A story - Challenge 3
• A kata/challenge for the Coach
A story - Challenge 3
«I enjoyed learning the Improvement Kata and developing new skills»
«This approach helped me reach my goals»
«I enjoyed innovating and experimentingnew methods in my teaching (expanding my greyzone)»
«I enjoyed the collaboration and coaching(usually the teacher’s job is quite autonomous)»
• Reflections from the Learner (Paola):
A story - Challenge 3
«I enjoyed experiencing and learning the coaching»
«In the coaching too, details make the difference(i.e. words used for the questions to the learner)»
«As a Coach, I had to grasp the IK even more deeply, I had to focus on the method rather than the process, so I could guide my learner»
«Having my own kata/challenge was usefulbecause it gave me a direction and meaning, but I struggled practicing in a structured way»
• Reflections from the Coach (Carlo):
A story - Challenge 3
• Some mistakes/learnings on our TK practice: If the Target Condition is too broad, it is
difficult to identify obstacles and removethem with a limited series of PDCAs(sometimes obstacles could have been a theme for a T.C. itself, or even a Challenge!)
Choosing a graduation class put on the teacher a pressure that was notbeneficial for practicing TK
Starting in January let us too few monthsof practice
Reflections
• Evolution of purpose and focus
Challenge Purpose Focus
# 1Experimenting Toyota
Kata at schoolImprovement Kata
# 2Developing the
teacher’s IK skillsImprovement Kata;
Coaching Kata
# 3Developing the
teacher’s CK skills;Expanding Toyota Kata
Coaching Kata
This story followed MY personal evolution in the practice and learning of TK
Reflections
• Some changes to experiment in a Challenge a teacher could define next…• Working with a class at first or second year• Working on the method rather than the results
(foundational skills like comprehension of the text and mathematical skills) - still having metrics
• Connecting the challenge of the teacher with the challenge of the school (national evaluation system), and seeking for the commitment of the School Head
• Starting in October (beginning of academic year) to have a more «relaxed» and effective practice
• Involving new teachers (literature, maths) or the «enrichment staff»
• Further «lightening» the form, without missing the essence
Reflections
• Current Challenge: having a sustainable approach to develop several «scientific teachers»
DESIRED CONDITIONS
Teachers continuously devote a slice of their day to the IK practice, at list 1 time per week
Teachers can receive frequent one-to-oneguidance from an experienced coach
Teachers have a strong motivation (to learn the IK and to strive towards theirchallenges)
CURRENT «OBSTACLES»
• Lack of time• Lack of resources• Lack of motivation
• No economic reward from the school• Few teachers have the adequate attitude• Organizational culture in the schools is
conflicting
• Lack of coaching capacity in the schools• Developing a Coach requires a long
time and implicates costs• Lack of funds in the schools
Assumption: if we want to create successfulcitizens with a scientific mindset (Vision), weneed to have «scientific teachers» in the schools