Leadership Shaping Principles - Lean Enterprise Academy ... · Leadership Shaping Principles A....

2016 UK LEA Learning Session

Leadership Shaping Principles

Lean Learning Session Outline

1. Background & Introduction 2. Kolb Learning Styles Survey 3. Situational Leadership & Lean 4. Leadership & Management Introduction 5. Leadership Shaping Principles

A. Principles 1 – 10 B. Toyota Examples C. Discussion D. Reflect & Report Out

6. Question & Answer

Background - Lean / Toyota

Precision & Machine Intensive

Lower Volume & Higher Mix

High Volume & Lower Mix

Toyota Kamigo Overhead

Kamigo Entrance

Taiichi Ohno

Other Background - Work

www.artoflean.com

TPS Development Timeline

1937 2016

Various parties and key individuals involved over a long period of time

Western Influences: Mass Production & moving conveyor lines

Scientific Principles Of Management

Standardization Of Parts

TPS Development

1950 1973 1902

Loom Business Automotive Company

Sakichi Toyoda

Kiichiro Toyoda

Eiji Toyoda

Taiichi Ohno

Fujio Cho

Many Others….

Taizo Ishida

Fukio Nakagawa

Leadership & Management

• Management tends to be more about adhering to an existing process and handling associated complexity

• Leadership tends to be more about direction, change, people, and attaining results

• Most employees in North American companies claim they are “over-managed” but “under-led” (MBA effect?)

• Albert Einstein – “Repeating the same process over and over and expecting different results is the definition of insanity”

• Stephen Covey – “You manage things but you lead people”

Taiichi Ohno Quote

“It is important for employees to be able to look at the work they are performing and be able to properly identify waste. Once the waste is spotted It is the responsibility of the team to improve the process. The important thing for leaders is to teach people to challenge problems and apply the thinking process of Kaizen. We as leaders need to foster the habit in employees of trying to change things for the better.”

My Translation: Improvement is not an accident and usually will not happen naturally. We as leaders must shape the conditions to help make it occur…

Former Toyota Exec. VP Mfg. Taiichi Ohno

Leadership Shaping Principles Framework

7 QC Tools & Benkei Analogy

1. Data Collection / Check sheets

2. Cause-and-effect diagram

3. Flow charts

4. Histogram

5. Pareto chart

6. Control chart

7. Scatter diagram

The term “7 QC tools” is named after the seven tools of Musashibo Benkei the famous warrior monk. Benkei owned seven weapons which he used to win all his battles. Similarly from my own experience you will find that you will be able to solve 95% of the problems you face if you properly use the 7 QC tools. Professor Emeritus University of Tokyo

7 QC Tools Benkei Kaoru Ishikawa

4 Types of Problem Situations

Genesis of the Expert

Kolb Learning Styles

Type 1 Problem Solving Tendency

Type 2 Problem Tendency Data Driven

Type 2 / 3 Problem Tendency Logic Driven

Type 3 / 4 Problem Solving Tendency

Situational Leadership Model

D1 / S1 = Directing D2 / S2 = Coaching D3 / S3 = Supporting D4 / S4 = Delegating

Kolb 101

• Dr. David Kolb, along with his wife Dr. Alice Kolb, is the founder and chairman of Experience Based Learning System, Inc.

• Professor of Organizational Behavior at the Weatherhead School of Management, Case Western Reserve University

• Earned both his MA and Ph.D. from Harvard • He is author of Experiential Learning: Experience as the source of

learning and development, and the creator of the Kolb Learning Style Inventory.

• Other works include: • Conversational Learning: An experiential approach to knowledge

creation • Innovation in professional education: Steps on a journey from teaching

to learning • Organizational Behavior: An experiential approach, and numerous

journal articles on experiential learning. • He is the recipient of four honorary degrees recognizing his

contribution to experiential learning in higher education.

Kolb Learning Survey

1. Introduction the Survey 2. Take the Survey 3. Explain the Learning Preferences 4. Learning, Leading, & Problem Solving 5. Summary of Kolb Learning Styles

Learning Styles & Teaching

Two factors generally influence how you learn and teach others:

1. Your background and institutional learning experiences (i.e., school, sports, military, OJT, etc.). Your teaching style most often reflects the way you were taught.

2. Your preferred Learning Style – you will teach others based on how you like to learn regardless of their preferred learning style

Adult Learning & Kolb Styles

• Adult learning theory 101 • Relevant • Engaged • Active • Learner centered

• Adults learn differently from children is because they have already developed what is called “Schema”

• Adults deal with new information in two dialectic ways: • Abstractness or Concreteness – Transforming Experience • Reflection or Action – Grasping Experience

• Combining these ways produces four Adult Learning Styles / Kolb Learning Preferences


• Experiencing (feeling) versus thinking ideas)

• Doing (experimenting) versus Reflecting (watching)

• Dr. Kolb emphasizes that we cannot do both at the same time. We resolve this through choice when confronted with a new learning situation.

• We internally decide whether we prefer to do or watch, and we decide whether to think or examine how we feel about the task.

• The result of these two decisions produces our preferred learning style.

Kolb's Learning Styles

Reflective Observation Watching

Concrete Experience Feeling

Active Experimentation Doing

Abstract Conceptualisation Thinking

Processing Continuum how we do things

Percep-tion Contin-uum how we think about things

Assimilating (think and watch) AC/RO

Diverging (feel and watch) CE/RO

Converging (think and do) AC/AE

Accommodating (feel and do) CE/AE

Learning Style Types

DIVERGER Combines Concrete Experience (CE) With Reflective Observation (RO)

ASSIMILATOR Combines Reflective Observation (RO) With Abstract Conceptualization (AC)

CONVERGER Combines Abstract Conceptualization (AC) With Active Experimentation (AE)

ACCOMODATOR Combines Concrete Experience (CE) With Active Experimentation (AE)

Learning Style Nicknames / PDCA

DIVERGER

The Reflector / Imaginator

ASSIMILATOR The Analyst / Planner

CONVERGER The Chief / Commander

ACCOMODATOR The Organizer / Doer

PDCA

PDCA PDCA

PDCA

9 Paths In the Learning Styles

Initiating Experiencing Imagining/

Visioning

Reflecting

Analyzing Thinking Deciding

Acting Balancing

DIVER

GER

A

SSIMILATO

R C

ON

VER

GER

A

CC

OM

OD

ATO

R

Kolb on Learning and Success

More than temperament, communications preference, personality, etc. the best indicator of an individuals

future growth and success is the alignment between their preferred style of learning and environmental support

for their learning style.

Significance for Today • Self awareness is crucial for all leaders – “Know Thyself”

• How you learn generally affects how you approach teaching others

• How you learn generally affects how you approach problem solving /

Improvement

• How you prefer to learn generally affects how you will approach

leading others especially in problem solving or kaizen

Type 1 – Troubleshooting

Condition based trigger Either human or machine

Type 2 – Gap from Standard

Type 3 – Target State

Type 2 - “Gap from Standard”

GAP

Acceptable (Current State) Situation

Current Situation

Normal Status

(Future) Ideal Situation

GAP

Type 3 - “Target State”

問題解決

改善方法

Problem Solving

Kaizen Methods

Type 4 – Vision / Innovation

Doblin: 10 Types of Innovation: The Discipline of Building Breakthroughs


Type 1 Problem Solving Action Tendency

Type 2 Problem Solving Data Driven Tendency

Type 2 / 3 Problem Solving Logic Driven Tendency

Type 3 / 4 Problem Solving Possibility Tendency

Covey Quote

“Managers manage things, Leaders lead people. You cannot lead things and you cannot manage people”

Leadership Concept Leadership is the “art and science” of influence. The “artful” side of the equation deals with the reality that people are different and have to be treated accordingly as individuals. The social “science” side of leadership implies there is a basic process that can be followed to be a more effective leader

Basis for Influence

Charismatic or Personality Power Coercive Power Position Power Reward Power Network Power Information Power Appointment or Representative Power Expert Power

Situational Leadership Origins

Dr. Paul Hersey

Dr. Ken Blanchard

Situational Leadership 101

Situational Leadership is a process for developing people, teams, and organizations by providing the most effective leadership approach over time so that they can reach their highest level of performance. It is based upon a relationship between an individual’s or teams development level to the specific requirement (and implied goals). Situational Leadership is an influence process that involves working with and through others to accomplish goals of perceived mutual interest and benefit.

3 Situational Skills

According to situational leadership theory an effective leader should master the following three critical skills: 1. DIAGNOSIS - the ability to analyze the situation and match the

most effective leadership style to your people’s need for direction and support.

2. FLEXIBILITY - the ability to use a wide range of leadership styles comfortably depending upon the situation.

3. PARTNERING FOR PERFORMANCE - Reaching agreements with people about their goals and the leadership style needed from you to help them reach their goals.

Situation Diagnosis Skill

This skill relates to assessing the “skill” and “will” for the person in question. The general quadrants are called D1 – D4.

Caution: This assessment is always specific to the current task in question and thus changes regularly even for the same person

Five Key Diagnosis Questions

1. What is the specific goal or task?

2. How strong or good are the individual’s demonstrated task knowledge and skills?

3. How strong or good are the individual’s transferable skills?

4. How motivated, interested, or enthusiastic is the individual?

5. How confident/self-assured is the individual?

D1 Enthusiastic Beginner

• New to the task or goal; inexperienced

• Eager to learn; willing to take direction

• Enthusiastic, excited, optimistic

• Don’t know what they don’t know, so they may do the wrong thing

• Confidence based on hopes or new transferable skills, not reality

D2 Disillusioned Learner

• Has some knowledge and skills; not competent yet

• Frustrated; may be ready to quit

• Discouraged, overhelmed, confused

• Developing and learning; needs reassurance that mistakes are the part of the learning process

• Unreliable, inconsistent

D3 Reluctant Contributor • Is generally self-directed but needs

opportunities to test ideas with others

• Sometimes hesitant, unsure tentative

• Not always confident; self critical; may need help in looking at skills objectively

• Makes productive contributions

D4 Peak Performer Recognized by others as an expert

Consistently competent; justifiably confident

Trusts own ability to work independently; self assured

Inspired; inspires others

Proactive; may be asked to do too much

Situational Flexibility Skill Flexibility implies the ability to apply a leadership style suitable to the situation. Generally these are called quadrants S1 – S4.

S1 Directing

General Descriptors Defining Planning/prioritizing Orienting Teaching/showing and telling how Checking/monitoring Giving feedback

Toyota New Training Dojo Examples – Highly Directive for Safety

S2 Coaching

Explaining Clarifying Demonstrating Advising Encouraging Praising

Toyota Coaching Examples – Highly Content Specific

S3 Supporting

Asking/listening Reassuring Facilitating self-reliant problem solving Collaborating Encouraging feedback Appreciating

Toyota Supporting Examples – Highly Collaborative Problem Solving / Kaizen

S4 Delegating

Allowing/trusting Confirming Empowering Affirming Acknowledging Challenging

Toyota Delegating Examples – Highly Challenging

Partnering for Performance

The goal is to match style and need

S1 D1 S2 D2 S3 D3 S4 D4

Over time, with a match, individuals learn to provide

their own direction and support

Partnering for Performance

The goal is a proper match

Over-supervision S1/S2 D3/D4

Under-supervision S3/S4 D1/D2

Both over-supervision & under-supervision gives

the same result: Decrease in Motivation

Leadership Shaping Principles

LSP Framework

Toyota Foundational Precepts

Toyota's founding philosophy was to contribute to the national economy by establishing an automobile industry. "Contribute" meant "enriching people's lives through car making" and "creating employment and enriching the local economy by paying taxes as a locally rooted company".

Toyota Way / Purpose

Houshin Kanri

Shape the Purpose

Strategy document 3 yr - 5 yr financial projections Annual Goals Improvement Initiatives

• AOP document • Financial plan • Level 0* KPIs • Level 0* initiatives

Division Level (Initiatives, KPIs)

Owner: VP/GM/Plant Manager Review Frequency: Monthly Review Scope: Initiatives/KPIs

Annual Operating Plan

Strategy Development / KPI Houshin Kanri Cascade

Department Level (KPIs)

Owner: Superintendent/Director Review Frequency: Monthly Review Scope: KPIs

Area Level Board (KPIs)

Owner: Supervisor Review Frequency: Weekly Review Scope: KPIs

Shop Floor Level (KPIs)

Owner: Hourly Team Leader Review Frequency: Daily Review Scope: KPIs

* Level 0 = corporate

Metrics + Attitudes + Relationships

LSP Framework

Shape the Environment / Outside

Shape the Environment / Inside

Daily Shift Cadence 06:00 Start of Shift 09:00 Quality Review 11:00 Mid Day Review 13:00 Material Review 15:00 End of Shift Status

Top Five Issues Start of Each Day (Purpose) Prime Directives: 100% Safety, 100% Quality, 100% On-Time Status / Abnormality Report Instantly (Red or Green) Immediate Countermeasure Action / Root Cause Analysis Emphasis Coordinate Technical Support Help & Follow Up

Shape the Environment / Inside

Shape the Environment

What do these environments tell us?

Shape the Environment Innovation Team Leaders Meetings

LSP Framework

Organizational Structure Operations

工場長 Plant Leader 1 部長 Department Leader 5 課長 Area / Production Leader 25 組長 Group Leader 125 班長 Team Leader 625 技能員 Team Member 2,500 Sample Plant Head Count 3,281

In general there is a 1 to 5 leadership ratio Main emphasis in leadership training and development is at G/L & T/L level

長

Pronounced: Osa or Cho Meaning: Leader, Head, Chief, Director, Commander

Toyota Supervisor Image

Rapid response to problems and abnormal conditions by production -Team Member -Team Leader -Group Leader -Manager -Plant Manager

“All Mighty” Supervisor Image 1. Safety 2. Job Ability 3. Team Leadership 4. Kaizen Skills / Problem Solving 5. Technical Knowledge 6. Human Relations

ASST. Ops. Lead

POST-PROMOTION Training to perform role at each level: “Role of the Team Leader” “Role of the Group Leader” “Role of a Operations Leader”

NEW EMPLOYEE ORIENTATION

Basic Problem Solving

Foreign Languages TJI - Job Instruction

Kaizen Leader Course

TJR - Job Relations: Toyota Communication Skills

Flexible Workforce Skills Training

Seminars

Ops. Leader

PRE-PROMOTION

Ops. Leader

POST-PROMOTION

GROUP LEADER

POST-PROMOTION

ASST. Ops. Lead PRE-PROMOTION

TEAM LEADER

POST-PROMOTION

GROUP LEADER PRE-PROMOTION

TEAM LEADER

PRE-PROMOTION

Lectures and Study Groups “Jisshyuken”

TJS - Job Safety

A3 Writing Course

Standardized Work Course

Basic TPS , Safety, and Quality Training

Shape the Structure

QC Circle Facilitation / Leadership

LSP Framework

Shape the System 1. Performance Management System

2. JIT Production Scheduling & Delivery System

3. Quality Control / Abnormality Detection System

4. Work Productivity System

5. Equipment Reliability System

6. Team Based Participation & HR Development System

7. Other Systems

It’s not really one system…in reality it is a comprehensive, interwoven, “system of systems” which interlink to surface problems, create a response, foster accountability, develop people, and drive improvement. Effective systems don’t spontaneously occur in corporations

Shape the System – Abnormality Detection

組長 Group Leader 班長 Team Leader 技能員 Team Member

Level Area “Problem Rate”

25 ~ + Per Day 5 ~ + Per Day 1 ~ + Per Day

Signals Sounds & Lights Escalation

Awareness Responsibility Ability

Plan versus Actual Real Time Visual to All

LSP Framework

Shape the Communication

Close to real time

Held at the site

Hourly / Daily / Monthly

Plan vs Actual

Problem surfacing

Early proactive measures

Rapid reactive measures

Clarity of assignment 5W 1H

Communication Style

Design, Body Weld, Chassis, Electronics, Engine, Transmission Test & Evaluation, Quality Assurance, Production Engineering, Sales, IT

Innovation Team Leaders Meeting

In person Cross functional Obeya style Visual information

Standard Communication Medium

LSP Framework

Shape the Thinking Pattern

Problem = Gap from standard or expected outcome

Kaizen = True sustainable improvement above and beyond the standard

People Training Relations

Methods

Product Quality Features

Cost

Process Standards Maintenance

Characteristics


Seconds Steps Motions Work Elements

Level of Detail

Micron (.001 mm) Cpk > 2.33 Capability <10 Defects Per Million

Level of Detail

5 Why Thinking Pattern

Problem Solving Report / A3 Problem Background

Problem Definition

Goal

Root Cause Analysis

Countermeasures

Check Results

Follow Up & Standardize

LSP Framework

Shape the Behaviors & Actions

“It is important for employees to be able to look at the work they are performing and be able to properly identify waste. Once the waste is spotted It is the responsibility of the team to improve the process. The important thing is to teach people to challenge problems and apply the process of Kaizen. We need to foster the habit in employees of trying to change things for the better.”

• Courage • Creativity • Challenge

Eiji Toyoda

Taiichi Ohno

Shape the Behaviors & Actions

Daily Shift Cadence 06:00 Start of Shift Huddle 09:00 Quality Review 11:00 Mid Day Status Review 13:00 Material Review 15:00 End of Shift Status

Top Five Issues Start of Each Day Prime Directives: 100% Safety, 100% Quality, 100% On-Time Status Report Instantly (Red or Green) Immediate Countermeasure Action / Root Cause Analysis Coordinate Technical Support Help

Behavioral Response

Condition based trigger Either human or machine

Problem Investigation Behavior

S

A. Immediate abnormality signal

B. Go to actual machine and see status

C. Ascertain actual problem situation

Std.

Actual Gap

D. Problem Investigation Sequence 1. Measure actual dimensional extent of problem 2. Look for obvious contamination or abnormalities 3. True and re-dress grinding wheel and observe status 4. Check actual grinding wheel (check “pores”) 5. Confirm actual (not theoretical) stock removal 6. Send part to QC Mat’l lab for hardness and HT depth check 7. Check actual cutting conditions

• Wheel RPM • Feed Rate, Depth of Cut, etc. • SFPM

8. Confirm status of datum features 9. Measure spindle run out 10. Coolant check

• Flow rate / pressure • Nozzle condition and direction • Temperature • Concentration

Cpk 1.15 Cpk 2.33

TPS

TPS TPS

“Dig Deeper” Behavior - 8G’s

• Genba

• Genjyou

• Genchi

• Genbutsu

• Genjitsu

• Genji

• Genpo

• Genin

現場現状現地現物現実現時現法現因

Actual Place Actual Condition Actual Location Actual Object Actual Facts Actual Time Actual Method Actual Cause

LSP Framework

Standards and Procedures

1. Work Standards -Work instructions -Operation drawings -Operation instruction sheets -Process conditions sheets -Quality control sheets -Tooling layout drawings -Etc.

3. Standardized Work -Process capacity sheet -Work combination table -Standardized work chart

2. Job Instruction -Job breakdown sheet -Cross training skills matrix -Operation instruction sheets -Etc.

4. Work study / Improvement -Time study -Motion study -Work element analysis -Etc.

1. Work Standards

2. Job Instruction

3. Standardized Work

4. Work Study & Improvement Related

• Time Study • Motion Study • Job Methods Analysis • Operator Cycle Time Analysis • Machine Cycle Time Analysis • Part Flow Diagram / Spaghetti Chart • Material & Information Flow Diagram • Etc.

Common Documents & Techniques for Work Analysis

LSP Framework

Shape the Time Frame

工場長 Plant Leader Month - Quarter 部長 Department Leader Week - Month 課長 Area / Production Leader Day - Week 組長 Group Leader Hour - Day 班長 Team Leader Minute - Hour 技能員 Team Member Second - Minute

Level Time Focus

Win here minute by minute, hour by hour, shift by shift, and the rest is pretty easy…

Shape the Time Frame

Seconds Steps Motions Work Elements

Level of Detail

Hourly Team Leader Checks

Rapid Problem Solving • Concern • Cause • Countermeasure • Check

Time & quantity based triggers Reviewed hourly by supervisor

Lead-Time Reduction

LSP Framework

Shape the Support & Resources

Daily Shift Cadence 06:00 Start of Shift 09:00 Quality Review 11:00 Mid Day Review 13:00 Material Review 15:00 End of Shift Status

Top Five Issues Start of Each Day Prime Directives: 100% Safety, 100% Quality, 100% On-Time Status Report Instantly (Red or Green) Immediate Countermeasure Action / Root Cause Analysis Coordinate Technical Support Help

Shape the Support & Resources

Design, Body Weld, Chassis, Electronics, Engine, Transmission Test & Evaluation, Quality Assurance, Production Engineering, Sales, IT

Innovation Team Leaders Meeting

Summary

• Leadership shaping principles • Results through people and processes • Metrics, attitudes, & relationships

• Homework is to find your own set of shaping principles and start designing your future

• Best wishes on your improvement journey!

Appendix

Leadership Shaping Principles - Lean Enterprise Academy ... · Leadership Shaping Principles A....

Documents

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