kata for daily improvement - ciras · 2020-01-02 · making the case for kata • improvement kata...

Change Management Associates

Kata for Daily Improvement


Acknowledgements

2

Some of the training materials in this

course are derived from "Toyota Kata"

and the "Improvement Kata and Coaching

Kata Practice Guide", both by Mike

Rother. They are purposely intended to

be true to the author's original work.

His original content can be downloaded

from

www-

personal.umich.edu/~mrother/Homepage.

html.

http://www-personal.umich.edu/~mrother/Homepage.html


Agenda

• Welcome & Introductions

• Objectives & Expectations

• Overview of Improvement & Coaching Kata

• Improvement Kata

• Coaching Kata

• Deploying Kata in Your Organization

3


Objectives – Knowledge

• Deepen understanding of Kata concepts

• Understand how Kata fits into the continuum

of Lean improvement methodologies

• Begin to learn to apply the Kata

methodologies for more effective change

management

4


Objectives – Behaviors

• Learn strategies for building trust and inspiring

people

• Learn to embrace change

• Learn to set goals and targets, and establish

mutual accountability with team members

• Practice the Socratic Method & Humble Inquiry

• Experience both coach and learner roles

5


Objectives – Skill Development

Begin by:

• Creating storyboards

• Conducting rapid PDCA cycles in the context of the

learning simulation

• Problem solving and process improvement for long-

term success

• Coaching through the learning simulation

6


What is it to be a Lean Enterprise..Really?

An organization where all members continually

strive to do better in order to develop a culture of

continuous improvement

7


What is “culture”?

• The set of shared attitudes, values, goals, and

practices that characterizes an institution,

organization, or group.

• Who defines culture in an organization?

8


An organization willing to embrace change

“Drive out fear so that everyone can work effectively for the company”

- W. Edwards Deming

Point #8 of his 14 Points for Management

9


Group Activity

In small groups, reflect on the approach your organization has taken to

continuous improvement. Rate its effectiveness on a scale of 1 to 10.

• Rating scale-

• 1- Doing very little with regard to CI, no systematic approach, little or

no associate involvement

• 5 – Some associates involved in CI, some systematic approach

practiced, problems often reoccur

• 10- Involving all associates in CI using a systematic approach, root

cases addressed, problems do not reoccur

• What’s been effective? Ineffective?

• Time: 15 minutes

• Be prepared to share

10


Typical approaches to Lean

Train the masses – hope that they apply it

Events, events, events - hope that they keep it going

11


Typical approaches to Lean

Typical approaches are ‘episodic’ –

occurring periodically

• Fact: knowledge and skills quickly ‘fade’

Kaizen

Event

#1

Kaizen

Event

#2

Kaizen

Event

#3

X 6-10 X 6-10 X 6-10

Time

12


Creating a culture of Continuous Improvement

Requires CI skills in methodology, tools

• Minimum of 4-7 repetitions to begin skill development

(short term memory)

Culture = Habit

• Minimum of 17-27 repetitions or 1-2 months to begin

to create a habit

Mastery? Requires thousands of hours of practice. Let’s

just worry about competency for now!

13


Creating a culture of

Continuous Improvement

Additional opportunities to practice are needed

(near daily improvement)

Kaizen

Event

#1

Kaizen

Event

#2

Kaizen

Event

#3

X 6-10 X 6-10 X 6-10

Time

14


Making the case for Kata

• Improvement Kata provides the methodology

• Leaders must practice, practice, practice the

methodology ‘where the rubber hits the road’

with their natural work teams

• We all need help to develop the skills and

behaviors required (the Coaching Kata)

Putting the continuous in continuous improvement

15


FastCap Video

https://www.youtube.com/watch?v=su9CulCZTBg

16

https://www.youtube.com/watch?v=su9CulCZTBg


In small groups, discuss the following questions:

• What did you observe in the video?

• How does this compare and contrast to your

approach to Continuous Improvement?

• Methodology followed

• Involvement of leadership

• Other aspects


• Be prepared to share.

Group Activity

17


Improvement Kata

• A systematic, scientific routine of

thinking and acting

• How methodical is your approach to

improvement?

Coaching Kata

• Middle managers as

teachers/coaches of that routine

• How much time do your middle

managers spend on coaching CI?

Making the case for Kata

18


Improvement Kata Overview

The Improvement Kata models the human,

scientific creative process and makes it

teachable and transferrable in any organization

1. Understand the

Direction

2. Grasp theCurrent

Condition

3. Establish theNext Target

Condition

4. Iterate Towardthe TargetCondition

TC

CC

19


Coaching Kata Overview

Learner (Mentee)

Person responsible for a process (e.g., Supervisor)

Applies Improvement Kata with natural work team

which in turn develops the team’s skills

Coach (Mentor)

Learner’s direct manager

Teaches the Improvement Kata using the

Socratic Method

20


After the ever-elusive cultural change

• An organization’s culture perpetuates itself every

day through often unconscious daily practicing

“Repetition is the mother of learning, the father of action, which makes it the

architect of accomplishment.”- Zig Ziglar, Author, Motivational Speaker

• An organization can create a new culture through

deliberate, conscious practice of the two Kata

Practice

specific new

behaviors

using Kata

Organizational

Culture

Routines

Habits

Norms

Pervasive

Mindsets

and

Behaviors

TeachesAffects

21


Learning the Kata

“Like riding a bike”

• Did you learn by reading a book?

• Did you learn on your own?

• How many times did it take after the training wheels

were off?

• Video

And you traveled pretty far before achieving what some would consider ‘mastery’

22


Learning the Kata

Video

23

https://www.youtube.com/watch?v=MFzDaBzBlL0

https://www.youtube.com/watch?v=MFzDaBzBlL0


Improvement Kata

• The 4-step Improvement Kata is a repeatable routine

that operationalizes continuous improvement,

adaptation, and innovation

• It’s a systematic way of achieving goals and meeting

challenges along an uncertain path

1. Understand the

Direction

2. Grasp theCurrent

Condition


Condition


TC

CC

24


Improvement Kata

1. Understand theDirection

But so many opportunities, where to begin?

25


• Defined by leadership

• Engages people by given them a sense of

purpose

• Should be inspirational – a ‘rallying point’

• Provides focus

Distant,

Can be several

years out

~ 1 year out

1. Understand the Direction

26


1. Understand the Direction

• Think of a challenge as a sentence beginning

with, “Wouldn’t it be great if we could…?”

• Examples of Challenges

Wouldn’t it be great if we could.. Challenge Statement

Assemble the day ordered and ship the next day “Same day, next day”

Have lab test results done in 45 minutes with no

errors

“Know in 45”

Paint parts 1x1 directly in the assembly process “Paint to assemble”

Receive and ship orders within one day “1 day OTS”

Have zero medical errors “Cause no harm”

No recordable accidents “Drive to 0”

27


Introduction to Storyboards

A communication and thinking device that:

• Helps learners follow a methodical approach to

problem solving and process improvement

• Helps coaches ‘peek’ inside the learners’ thought

process

• Provides a visual focal point for a dialogue

Can take various forms, but all basically follow

Deming’s PDCA (e.g., A3s)

28


Sample Storyboard

Vision, Challenge, Focus Process

• What is the direction?

• How do you communicate the direction?

Focus Process:

Challenge:

Target Condition:

Current Condition:

PDCA Cycles Record:

Obstacles Parking Lot:

Vision:

We are now concentrating on these fields

29


Simulation

Create Storyboard for Simulation

• Identify Vision, Challenge, and Focus Process

30


2. Grasp the Current Condition

• The purpose is not to uncover problems, wastes or

potential improvements

• Analyzing the current condition is done to obtain

the facts and data you need in order to then

describe an appropriate next target condition

• Once you have a target condition and strive to

move toward it with PDCA cycles you’ll discover

what you need to work on

We don’t know what to work on until

we have a target condition!

31


Collect data

• Process Data vs. Outcome Data

• A process metric is an aspect you can experiment against in

real time (e.g., time for a step, quality at a step, amount of

variation in time)

• An outcome metric is the result of the process (e.g., number

of pieces per shift, scrap rate for the process, process

productivity)

• Always gather through direct observation (“go to the

gemba”)

• Observe objectively. Don’t allow preconceived notions to

‘cloud’ your vision


32


Collect data (cont.)

• The facts are in the raw data obtained through direct

observation

• Averages hide patterns

• Details and context are lost in historic data from computer

systems

• It’s about the learning, not just the numbers

• Cycle Time data

• Timing is a skill that must be developed

• Cycle times – start-to-start or stop-to-stop – keep the watch

running


33


Time 10-30

Exit Cycles

Process Lead Time

(don’t time this)

Individual Operator Task Times

(don’t time this)

Keep the watch running to capture all that is happening

Note causes of variation


34


Basic quality tools for process analysis

• Run Charts

• Maps (e.g., Block Diagrams, Area Maps & Arrow

Diagrams)

• Annotate with other facts and data (e.g., observed work-in-

process (WIP), automated vs. manual processes, where

variation can occur, with a note describing it)

Leak

Test

Top

cap

Wipe

Base plate

Knobs

Knob caps

Bag Label

Build box

Pack

Weigh Pack out

Operator 3 Operator 4

I x 3

units

~ CT

(box

build)

I x 1

unitA


35


Run Charts

• Creating run charts is a skill that must be developed

1 5 10 15 20

Observation # (in sequence)

Cyc

le T

ime

(sec

s)

xxxyyy

• Look for ‘patterns’ in the data or breaks in patterns

• No pattern can be a pattern


36


Focus Process: Learner: Coach:

Process Characteristics Current Condition

(date)

Target Condition

(achieve by date)

Demand Rate (takt time)

Number of shifts

Number of people

Exit cycle variation (%)

Work-in-process (WIP) /

Lot/batch size

Other observations of current

process patterns

Actual Output per Shift

Amount of Overtime

Summarize on CC/TC Form

These are just examples.

The Learner, with help

from the Coach, will

define appropriate ones

for the Focus ProcessThis column

only for now


37


You will run the simulation twice

Record the time to complete the exercise

each time

Record other relevant current conditions

NO changes are allowed at this time

Simulation

38


Update your storyboard for the simulation

Focus Process:

Challenge:

Target Condition:

Current Condition:

PDCA Cycles Record:


Vision:

We are now concentrating on this field


39


3. Establish the Next Target Condition

• The Target Condition should be in the direction

of the challenge

• Represents a ‘waypoint’ on the way to meeting

the challenge

Distant,Can be several

years out~ 1 year out

TargetCondition1 week to

3 months out

Obstacles

40


Distant,Can be several

years out~ 1 year out

TargetCondition1 week to

3 months out

Obstacles

• Specific: Target must be crystal clear

• Measurable: An outcome metric is typically a

target

• Bound in time: Target needs an achieve-by date

• Pattern for meeting target: This includes key

process characteristics that define ‘how the

game is played’


41


Guidelines for defining a Target Condition

Words that should

NOT be used Why

“Minimize” “Reduce”

“Improve” “Increase”

No verbs in a target condition. A TC is the

destination. Transport yourself to the future & state

the target condition as if you are already there.

“X% reduction in …” Avoid percentages. Not specific enough.

“Apply 5S”

“Install a new computer

system”

These are countermeasures and not target

conditions. Countermeasures may be the means

by which you arrive at your destination.

Example: “Decrease process time 20%” versus “200 hours per project”


42



Guidelines (cont.)

• Must have a specific achieve-by date

• This ‘bounds’ and guides the creative process of problem

solving and process improvement

• Example: “Whenever we can” versus “Target will be

achieved by XX/YY/ZZ”. How does the thinking change?

• When starting out, achieve-by dates should be very

short term (1-2 weeks). Over time they can be further

out (1-3 months).

43



Guidelines (cont.)

• The ‘pattern’ by which the target will be met

Process characteristics can include:

- Number of operators - Standard WIP

- Number of shifts - Lot size

- Amount of cycle fluctuation

• Also ‘bounds’ and guides the creative process of

problem solving and process improvement

‘Managing by Means’ versus ‘Managing by Objective’

44



Guidelines example

• Target is 50% team field goal

percentage (outcome metric)

• Desired pattern to achieve is to

pass no fewer than 3 times

before shooting

• Hypothesis is that this pattern

will result in more open shots

and achieve the targeted field

goal percentage

45



Getting out of your comfort zone

• Must be challenging to the learner, requiring the

learner to stretch beyond his or her ‘threshold of

knowledge’. Only then will true learning occur.

Mystery(too hard)

Uncertainty(Target Condition

should be here)Apparent

Certainty(Too easy, path known)

46



Going beyond one’s ‘threshold of knowledge’

• Fact: Humans want certainty. We need people

to be comfortable in operating in the zone of

uncertainty.

• If we hear statements like “I’m not sure if we can…”,

then we have an appropriate Target Condition

“The certainty of misery is better than the misery of uncertainty.”- Pogo comic strip

47



Going beyond one’s ‘threshold of knowledge’

• Fact: Most humans do not want to ‘fail’

• The fear of failure can manifest itself in many ways.

Examples?

“We now know a thousand ways

not to build a light bulb”

- Thomas Edison

48



What can be done?

• To replace the need for certainty in the solution with a

certainty in the PDCA process to get us to our

destination

• Leaders must provide a ‘safe’ environment for

experimentation

Herein lies the biggest challenge (and opportunity) to the practice of

Kata and Lean in general49



It’s not about ‘success’ versus ‘failure’ but ‘What

have we learned?’

“The biggest job we have is to teach employees how to fail intelligently.

We have to teach them to experiment over and over and to keep trying

and failing until they find what works.”

- Charles KetteringInventor, GM Head of Research 1920-1947

50



Target Condition thinking is a common trait in all

Lean improvement methodologies

• Value Stream Mapping

• A3s

• Kaizen events

“What can we do?” versus “What do we need to do?”

51


Simulation

Develop a Target Condition(s) for the Simulation

Focus Process:

Challenge:

Target Condition:

Current Condition:

PDCA Cycles Record:


Vision:

We are now concentrating on this field

52


4. Iterate toward the

Next Target Condition

Let the experiments begin!

• First let’s define PDCA

Plan

• Identify the obstacles that you believe exist to meeting the

target condition

• Identify the specific action you will take to address one or

several obstacles

• Develop a hypothesis of what you think will happen

Do – the experiment

Check – the results of the experiment

Act – to make standard those changes that proved

effective, or adjust and repeat the cycle

TC

CC

53




PDCA embodies the scientific method

• Quality tools can help here

• Root Cause Analysis to better understand the nature of an

obstacle

• A simple action plan (What? Who? When?)

• For changes that have proven effective, how to maintain

them as the new standard? (Standardized Work? Mistake

Proofing?)

TC

CC

54




Guidelines

• Identify potential obstacles, list them in the Obstacles

Parking Lot

• Select one or two to address

• Fewer is better in the beginning

• Avoid ‘swallowing the elephant’ or multi-variable experiments

• Initiate the PDCA Cycle Record (a form of Action Plan

that demonstrates ‘linkage’)

TC

CC

55


PDCA Cycles Record

Date:

Process:

Process Metric:

StepWhat did you

expect?

Result

(observe closely)What We Learned

Each row = one experiment. Think of this as a chain of

PDCA Cycles where one step builds on what was

learned in the last step.

A B

CC

oa

ch

ing

Cycle

Exp

erim

en

t

Sample PDCA Record

TC

CC



56


Three types of PDCA experiments

• Go and See

• Direct observation and data collection without changing

anything to learn more about a process or situation.

• Exploratory Experiment

• Introduce a change in the process to see via direct

observation how the process reacts. Done to better

understand the process and to identity true obstacles.

• Testing a Hypothesis

• Based on a prediction of what will happen, introduce a

change, ideally in only a single factor.

They are presented in order from less to more scientific

All are valid experiments in that they expand the learner’s threshold of knowledge

TC

CC



57


One more thing about experimenting

• It is a learning and teaching opportunity

• The Learner (typically a leader) should take the

opportunity to engage his or her team and begin to

instill the systematic approach in them

• Review the Storyboards, run charts, maps, etc. with the

team

Begin the engagement process!

TC

CC



58


Simulation Round 2

• Identify potential obstacles to your target

condition for the simulation

• Identify your first experiment

Focus Process:

Challenge:

Target Condition:

Current Condition:

PDCA Cycles Record:


Vision:

We are now concentrating on these fields

TC

CC

59


Simulation Round 2

You will now conduct your first experiment

• In your group, identify the change (or two) you want to make

• You cannot number the puzzle pieces

• You cannot use the puzzle ‘frame’

• All groups will have the same ‘starting point’ as in Round 1

• Prepare the change (or two)

• Wait for the instructor to prompt you to start

• After the round, update your storyboards (current conditions,

possibly obstacle parking lot)

• Your updated storyboard will be used to practice the Coaching Kata

TC

CC

60



Coaching is provided throughout the process

1. Understand the

Direction


Condition

Confirm understanding of direction & challenge.

Reinforce importance of both.

2. Grasp theCurrent

Condition


TC

CC

61




1. Understand the

Direction


Condition

2. Grasp theCurrent

Condition


TC

CC

Encourage ‘go-see’. Instruct on data

collecting, timing, data analysis, etc.

62




1. Understand the

Direction


Condition

2. Grasp theCurrent

Condition


TC

CC

Help Learner create valid target condition

statements. Help Learner identify threshold

of knowledge. Provide a ‘safe’ environment.

63




1. Understand the

Direction


Condition

2. Grasp theCurrent

Condition


TC

CC

Encourage rigor to PDCA. Instruct on proper problem

solving & applicable quality tools. Provide support for

experimentation.

Frequent coaching cycles occur here!

64


Coaching Kata Storyboards

Kata is a ‘team’ sport – never kata alone

• Everyone needs a helping hand – that is where the

‘Coach’ comes into play

The Learner and Coach meet at the focus process storyboard

to facilitate the discussion

Focus Process:

Challenge:

Target Condition:

Current Condition:

PDCA Cycles Record:


Vision:

65


Coaching Kata Routines

PDCA Cycles Record

Date:

Process:

Process Metric:

Step What did you

expect?

Result

(observe closely) What We Learned

Coachin

g C

ycle

Experi

ment

Actualize daily (or near daily) PDCA with these two

interlocking routines

66


Coaching Kata Routines

A coaching cycle is conducted at each step of the

PDCA process

PDCA Cycles Record

Date:

Process:

Process Metric:

StepWhat did you

expect?

Result

(observe closely) What We Learned

A B

C

Coa

ch

ing

Cycle

Exp

eri

me

nt

67


The Coaching Process

• The process is ‘content free’

• The Coach is checking that the Learner stays in the

‘corridor’

• The Coach does not dictate the path

You want to be HERE

68


The Coaching Process

There can be multiple paths to the target

The Coach is not to dictate the path but to monitor and

guide the thought process. This is one of the most difficult

challenges to the Coaching Kata.

69


Words Matter When Coaching

• “Let’s try it and see if it works”… What if it

doesn’t?

• “Let’s try it and see what we learn…” evokes a

different reaction

The focus on learning better conveys Deming's intent of

PDCA and its emphasis on experimentation.70



The Coach must not take ‘ownership’ of the PDCA

process (even unintentionally)

• If you direct the path (“I think you should….”), you

own the process

• If you suggest ideas (“Why don’t you also look

into….”), you own the process

• If you judge a response to a question (“That’s not the

obstacle I would work on .…”), you own the process

71



It is a matter of mutual accountability:

• The Learner for improving his or her process

• The Leader for providing the necessary coaching

72


Learner and Coach Relationship

Over time the interaction will form a strong bond

between Learner and Coach

• A foundation of trust is created through mutual

accountability

We have all felt that bond at some point between ‘teacher’

and ‘student’ in academics, sports, and business. This is

one of the other key benefits of Kata.73


The Socratic Method

Coaching by asking questions

• All thinking stops when people are given the answers

• Little or no learning occurs when people are given the answers

• It is disrespectful for leaders to always provide the ‘answers’

• Questions should focus on the ‘thought process’

One of the most difficult skills to

practice as a leader!

74


A demonstration

• The demonstration is a bit contrived but…

• Listen closely to the questions – the wording is deliberate

• Listen beyond the questions – what is the intent of each?

• Listen to the responses – what should the Coach be listening

for from the Learner?

The Socratic Method

75


The Five Questions

Reflect on the Last Step TakenBecause you don't actually know what the result of a

step will be!

1) What was your Last Step?

2) What did you Expect?

3) What Actually Happened?

4) What did you Learn?

Return to front

Back of Card – Reflection Section

To be used after first experiment

76


Group Activity

• Each group will be given a question (or

questions) to discuss the following:

• What is the intent of the question?

• What should the coach be listening for in the

response from the learner?


• Be prepared to share

77


Question 1

What is the Coach

listening for in the

response to this question?

• A valid target condition:• Is specific, measurable, bound in

time

• Aligns with challenge & direction

• Does not confuse a

countermeasure for a target

• Learner ‘stretching’ knowledge

threshold

• Willingness to set target

conditions 78


What is the Coach listening

for in the response to this

question?

• Practicing ‘go-see’

• Practicing fact based problem

solving

• Objectivity

• Skill in use of applicable quality

tools

• Ability to identify patterns

• Specificity

Question 2

79


Question 3



question(s)?

• Objectivity

• Tackling more than can be handled

• Where the Coach may need to

lend support

80


Question 4



question(s)?

• Hypothesis/Cause-Effect thinking

• Where the Coach may need to

lend support

81


Question 5



question?

• Setting specific time expectations

• Reasonableness of time

expectations

• Specifically when the Coach must

return for next coaching cycle

This is a verbal contract!

82


Simulation Rounds 3, 4…

Time to practice!

• You will use the results of the first experiment (round 2)

to practice the Coaching Kata

• You will then conduct several more experiments

• After each experiment:

• Update your storyboards

• Practice the Coaching Kata

• Each team member should practice both Coach and Learner roles

at least once by the end of the workshop

• Other members will observe and provide feedback after each

coaching cycle

• Wait for instructor to prompt you to begin each round83


Lessons Learned for Coaching Cycles

Do’s Don’ts

Schedule frequent coaching cycles,

ideally daily

Conduct irregular or infrequent

cycles

Conduct early in the day Conduct at end of day

Use the 5 questions Have unstructured discussions

Conduct at the focus process Conduct in manager’s office

Keep storyboard up to date Keep out of date information on the

storyboard

Remember it’s about learning

(question #5)

Focus on getting things done

84


Do’s Don’ts

Plan next PDCA based on what

was learned in last PDCA cycle

Practice “ready-fire-aim” – stab at

problem with disconnected actions

Take it a step at a time. Try to

change only one thing at a time

Change multiple variables at the

same time

Remember it’s about developing

the ability and willingness of people

to experiment

Think that each step will bring

measurable benefit. Many will not.

Stay with the target condition ‘Lower the bar’ and change TC

Immediately establish the next TC

when the current one is reached

Allow the process to stop or even

pause

Lessons Learned for Coaching Cycles

85


‘Narrow and deep’ approach works best

• Practice the Kata with a vertical ‘slice’ until there is a

deep understanding, sufficient skill, and the

formation of habit

Deployment Strategies

• Once the first group has demonstrated sufficient

proficiency (not expertise) move on to another ‘slice’

86


The role of the Coach

• A Coach should be a Learner first

• The Coach should have effectively practiced the

Improvement Kata (or some form of) previously

• The Coach should have experienced the emotions of the

Learner in the past (makes for a better coach)

How can you teach what you don’t deeply understand or

have not yet experienced?


87


The role of the Coach

• In the beginning someone else can serve as a

coach until that time the actual leader has

sufficiently developed the necessary coaching skills

• Capable CI professionals or other leaders can model the

proper skills and behaviors

• In time it must transition to the actual leader (cannot be

permanently delegated)


88


The role of ‘second coaches’

• The availability of capable second coaches is a

critical success factor

• The second coach performs a passive role during

interaction, and an active role during feedback

Learner (Mentee)Person responsible for a process (e.g., Supervisor)Applies Improvement Kata with natural work team

which in turn develops the team’s skills

Coach (Mentor)Learner’s direct manager

Teaches the Improvement Katausing the Socratic Method


89


Who should play the role of second coach?

• Really anyone who sufficiently understands Kata

• The participants in the first group, CI professionals,

outside resources and others have proven effective in this

important role

• Will depend on the existing culture in your organization

and the willingness of people to accept coaching


90


Consider applying kata to the deployment process

• Set a vision and challenge

• Grasp the current situation

• Pre-existing improvement & problem solving skills

• Pre-existing coaching skills

• Establish a target condition

• For learners and coaches

• Begin effort (i.e., experiments) and ‘check’ results

(frequently)

Practicing what you preach (or teach)!

A final thought about deployment

91


Develop a draft deployment plan for your

organization by creating a storyboard

• You should work with others from your organization

• Be prepared to share with other participants


Group Activity

92


The true objective of Lean is to create a culture of

continuous improvement

• This requires methodology, skills and a CI mindset

• Only through deliberate and regular practice in a

standard methodology can the requisite skills and

mindsets be developed

Summary

Kata can put the continuous into continuous improvement!

93

kata for daily improvement - ciras · 2020-01-02 · making the case for kata • improvement kata...

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