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

Toyota Kamigo Kamigo Taiichi

Overhead Entrance Ohno

Precision & Machine Lower Volume & High Volume &

Intensive Higher Mix Lower Mix
Other Background - Work

www.artoflean.com
 TPS Development Timeline
Western Influences:
Taiichi
Mass Production & TPS Development Ohno
moving conveyor lines Loom Business Automotive Company

Scientific Principles 1902 1937 1950 1973 2016

Of Management

Standardization
Of Parts

Many Others….

Sakichi Kiichiro Taizo Fukio Eiji Fujio

Toyoda Toyoda Ishida Nakagawa Toyoda Cho

Various parties and key individuals

involved over a long period of time
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.”
Former Toyota Exec. VP Mfg. Taiichi Ohno

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…
Leadership Shaping Principles Framework
7 QC Tools & Benkei Analogy
Benkei 7 QC Tools Kaoru Ishikawa
1. Data Collection / Check sheets

2. Cause-and-effect diagram

3. Flow charts The term “7 QC tools” is named after

the seven tools of Musashibo Benkei
the famous warrior monk. Benkei
4. Histogram owned seven weapons which he used
to win all his battles. Similarly from
my own experience you will find that
5. Pareto chart you will be able to solve 95% of the
problems you face if you properly use
6. Control chart the 7 QC tools.

Professor Emeritus
7. Scatter diagram University of Tokyo
4 Types of Problem Situations
Genesis of the Expert
Kolb Learning Styles

Type 1 Type 3 / 4
Problem Solving Problem Solving
Tendency Tendency

Type 2 / 3 Type 2
Problem Tendency Problem Tendency
Logic Driven Data Driven
Situational Leadership Model
D1 / S1 = Directing

D2 / S2 = Coaching

D3 / S3 = Supporting

D4 / S4 = Delegating
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
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
Kolb Learning Styles

• 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 Concrete
Learning Experience
Feeling
Styles

Accommodating Diverging
(feel and do) Percep (feel and watch)
CE/AE -tion CE/RO
Contin-
uum
Active how we Reflective
Processing Continuum
Experimentation think Observation
how we do things
Doing about Watching
things

Converging Assimilating
(think and do) (think and watch)
AC/AE AC/RO

Abstract
Conceptualisation
Thinking
Learning Style Types
ACCOMODATOR DIVERGER
Combines Combines
Concrete Experience Concrete Experience
(CE) (CE)
With With
Active Experimentation Reflective Observation
(AE) (RO)

CONVERGER ASSIMILATOR
Combines Combines
Abstract Conceptualization Reflective Observation (RO)
(AC) With
With Abstract Conceptualization
Active Experimentation (AC)
(AE)
Learning Style Nicknames / PDCA

ACCOMODATOR DIVERGER
The Organizer / Doer The Reflector / Imaginator

PD CA
PD CA

CONVERGER ASSIMILATOR

The Analyst / Planner

The Chief / Commander

PDCA PC D A
9 Paths In the Learning Styles

ACCOMODATOR

DIVERGER
Imagining/
Initiating Experiencing
Visioning

Acting Balancing Reflecting

ASSIMILATOR
CONVERGER

Deciding Thinking Analyzing

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
4 Types of Problem Situations
Type 1 – Troubleshooting

Condition based trigger

Either human or machine
Type 2 – Gap from Standard
 Type 3 – Target State
Kaizen Methods
(Future) Ideal
Situation 改善方法

GAP Type 3 -
“Target State”

Acceptable (Current Normal

State) Situation Status

GAP Type 2 - “Gap

from Standard”
問題解決
Problem Solving
Current
Situation
Type 4 – Vision / Innovation

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

Kolb Learning Styles

Type 1 Type 3 / 4
Problem Solving Problem Solving
Action Tendency Possibility Tendency

Type 2 / 3 Type 2
Problem Solving Problem Solving
Logic Driven Tendency Data Driven Tendency
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
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 Development / KPI Houshin Kanri Cascade
Strategy document 3 yr - 5 yr financial projections Annual Goals Improvement
Initiatives

Annual Operating Plan

• AOP document
• Financial plan Division Level (Initiatives, KPIs)
• Level 0* KPIs
• Level 0* initiatives Department Level (KPIs)
* Level 0 = corporate
Area Level Board (KPIs)

Shop Floor Level (KPIs)

Owner: VP/GM/Plant Manager

Review Frequency: Monthly
Review Scope: Initiatives/KPIs
Owner: Superintendent/Director
Review Frequency: Monthly
Review Scope: KPIs
Owner: Supervisor
Review Frequency: Weekly
Review Scope: KPIs
Owner: Hourly Team Leader
Review Frequency: Daily
Review Scope: KPIs

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 In general there
is a 1 to 5
部長 Department Leader 5 leadership ratio

課長 Area / Production Leader 25

Main emphasis
組長 Group Leader 125 in leadership
training and
班長 Team Leader 625 development is
at G/L & T/L
技能員 Team Member 2,500 level

Sample Plant Head Count 3,281

Pronounced: Osa or Cho

長
Meaning: Leader, Head, Chief, Director, Commander
Toyota Supervisor Image

Rapid response to problems and “All Mighty” Supervisor Image

abnormal conditions by production 1. Safety
-Team Member 2. Job Ability
-Team Leader 3. Team Leadership
-Group Leader 4. Kaizen Skills / Problem Solving
-Manager 5. Technical Knowledge
-Plant Manager 6. Human Relations
 Shape the Structure
Ops. Leader
POST-PROMOTION

Ops. Leader
PRE-PROMOTION

ASST. Ops. Lead

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

GROUP LEADER
POST-PROMOTION

A3 Writing Course

GROUP LEADER
PRE-PROMOTION Lectures and Study Groups “Jisshyuken”

TJR - Job Relations: Toyota Communication Skills

TEAM LEADER
POST-PROMOTION Kaizen Leader Course

Standardized Work Course

TEAM LEADER QC Circle Facilitation / Leadership

PRE-PROMOTION
Basic Problem Solving

TJI - Job Instruction Foreign Languages

NEW EMPLOYEE TJS - Job Safety Seminars

ORIENTATION

Flexible Workforce Skills Training

Basic TPS , Safety, and Quality Training

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
Level Area “Problem Rate”
組長 Group Leader 25 ~ + Per Day

班長 Team Leader 5~+ Per Day

技能員 Team Member 1~+ Per Day

Awareness Signals Plan versus Actual

Responsibility Sounds & Lights Real Time
Ability Escalation 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
Innovation Team Leaders Meeting

In person
Cross functional
Obeya style
Visual information

Design, Body Weld, Chassis, Electronics, Engine, Transmission

Test & Evaluation, Quality Assurance, Production Engineering, Sales, IT
Standard Communication Medium
LSP Framework
Shape the Thinking Pattern

Training
People Relations
Methods
Quality
Product Features
Cost
Standards
Process Maintenance
Characteristics
Problem = Gap from standard or expected outcome
Kaizen = True sustainable improvement above and beyond the standard
Shape the Thinking Pattern
Shape the Thinking Pattern

Level of Detail
Seconds
Steps
Motions
Work Elements

Level of Detail
Micron (.001 mm)
Cpk > 2.33 Capability
<10 Defects Per Million
4 Types of Problem Situations
5 Why Thinking Pattern
Problem Solving Report / A3
Problem Background Countermeasures

Problem Definition

Goal Check Results

Root Cause Analysis 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.”

Taiichi Ohno

• Courage
• Creativity
• Challenge

Eiji Toyoda
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
TPS TPS
D. Problem Investigation Sequence
1. Measure actual dimensional extent of problem
A. Immediate 2. Look for obvious contamination or abnormalities
abnormality 3. True and re-dress grinding wheel and observe status
signal 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.
B. Go to • SFPM
actual
TPS 8. Confirm status of datum features
machine and 9. Measure spindle run out
see status 10. Coolant check
• Flow rate / pressure
• Nozzle condition and direction
• Temperature
• Concentration
Std. C. Ascertain
actual
problem
S
Actual
situation
Gap

Cpk 1.15 Cpk 2.33

“Dig Deeper” Behavior - 8G’s

• Genba 現場 Actual Place

• Genjyou 現状 Actual Condition
• Genchi 現地 Actual Location
• Genbutsu 現物 Actual Object
• Genjitsu 現実 Actual Facts
• Genji 現時 Actual Time
• Genpo 現法 Actual Method
• Genin 現因 Actual Cause
LSP Framework
Standards and Procedures

1. Work Standards 3. Standardized Work

-Work instructions -Process capacity sheet
-Operation drawings -Work combination table
-Operation instruction sheets -Standardized work chart
-Process conditions sheets
-Quality control sheets
-Tooling layout drawings
-Etc.

2. Job Instruction 4. Work study / Improvement

-Job breakdown sheet -Time study
-Cross training skills matrix -Motion study
-Operation instruction sheets -Work element analysis
-Etc. -Etc.
1. Work Standards
2. Job Instruction
3. Standardized Work
4. Work Study & Improvement Related

Common Documents & Techniques for Work Analysis

• 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.
LSP Framework
Shape the Time Frame
Level Time Focus
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

Win here minute by minute, hour by hour, shift by

shift, and the rest is pretty easy…
Shape the Time Frame

Level of Detail

Seconds
Steps
Motions
Work Elements
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
Innovation Team Leaders Meeting

Design, Body Weld, Chassis, Electronics, Engine, Transmission

Test & Evaluation, Quality Assurance, Production Engineering, Sales, IT
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