Much more important, these simple maps - often drawn on scrap paper - showed where steps could be eliminated, flows smoothed, and pull systems introduced in order to create a truly lean value stream for each product family. In 1998 John teamed with Mike Rother of the University of Michigan to write down Toyota's mapping methodology for the first time in Learning to See. This simple tool makes it possible for you to see through the clutter of a complex plant.
You'll soon be able to identify all of the processing steps along the path from raw materials to finished goods for each product and all of the information flows going back from the customer through the plant and upstream to suppliers. With this knowledge in hand it is much easier to envision a 'future state' for each product family in which wasteful actions are eliminated and production can be pulled smoothly ahead by the customer. In plain language and with detailed drawings, this workbook explains everything you will need to know to create accurate current-state and future- state maps for each of your product families and then to turn the current state into the future state rapidly and sustainably. In Learning to See you will find:. A foreword by Jim Womack and Dan Jones explaining the need for this tool.
An introduction by Mike Rother and John Shook describing how they discovered the mapping tool in their study of Toyota. Guidance on identifying your product families. A detailed explanation of how to draw a current-state map. A practice case permitting you to draw a current-state map on your own, with feedback from Mike and John in the appendix on how you did. A detailed explanation of how to draw a future-state map. A second practice case permitting you to draw a future-state map, with 'the answer' provided in the appendix. Guidance on how to designate a manager for each value stream.
Advice on breaking implementation into easy steps. An explanation of how to use the yearly value stream plan to guide each product family through successive future states.
More than 50,000 copies of Learning to See have been sold in the past two years. Readers from across the world report that value stream mapping has been an invaluable tool to start their lean transformation and to make the best use of kaizen events.
John is an industrial anthropologist who divides his time between teaching & research and advising individuals and organizations who wish to understand and implement the collection of principles and practices known as the lean enterprise. He writes the on-line John's Lean Management Column at www.lean.org/shook/.
John is author of 'Managing To Learn', awarded the 2009 Shingo Prize for excellence in manufacturing research and publication, which exposes the DNA of Toyota's management, leadership and mentoring processes. He is co-author with Toshiko Narasawa of 'Kaizen Express', and with Mike Rother of 'Learning To See', winner of the 1998 Shingo Prize. John was lead author of the 'Lean Lexicon' and 'Mapping To See'. Other notable writings include the chapter 'Bringing The Toyota Production System to America' in Becoming Lean by Jeffrey Liker, and 'Toyota's Secret: The A3 Report' in Sloan Management Review, Summer 2009. For 11 years John worked for Toyota in Japan and the United States. He joined Toyota in 1983 in Toyota City to help with the process of transferring the company's management and production systems to NUMMI and subsequently to other operations around the world.
During his seven-year stay at Toyota's headquarters, he became the company's first American 'Kacho' (manager) in Japan. In the United States, John became a part of Toyota's North American engineering and R&D center in Ann Arbor, Michigan in 1991 ss general manager of administration with responsibilities included strategic planning, purchasing, public affairs, and general administration.
His last position with Toyota was as senior American manager with the Toyota Supplier Support Center in Lexington, Kentucky, the company's organization to assist the efforts of North American companies to implement TPS. John is president of two consulting groups, the Lean Transformations Group, LLC, which focuses on the application of lean principles in services, health care and other non-manufacturing settings, and the TWI Network, Inc., a consortium of lean manufacturing experts.
John as been Senior Advisor with Dr. James Womack's Lean Enterprise Institute Since its inception in 1997.
John was Director of University of Michigan's Japan Technology Management Program, and taught in the university's Department of Industrial and Operations Engineering. He is a lifetime member of the Shingo Academy, member of the Shingo Prize Board of Directors, and frequent presenter at academic and industry forums and is periodically cited in major publications such as Forbes, Fortune, The Wall Street Journal, Business Week, Time, Automotive News, and others.
ABOUT THIS ITEM Shingo Research and Professional Publication Award recipient Managing to Learn by Toyota veteran John Shook, reveals the thinking underlying the A3 management process found at the heart of lean management and leadership. Constructed as a dialogue between a manager and his boss, the book explains how “A3 thinking” helps managers and executives identify, frame, and act on problems and challenges.
Shook calls this A3 approach, “the key to Toyota’s entire system of developing talent and continually deepening its knowledge and capabilities.” The A3 report is a Toyota-pioneered practice of getting a problem, its analysis, the corrective actions, and action plan down on a single sheet of large A3 paper. (A3 paper is the international term for a large sheet of paper, roughly equivalent to the 11-by-17-inch tabloid sheet.) “The A3 process standardizes a methodology for innovating, planning, problem-solving, and building foundational structures for sharing a broader and deeper form of thinking that produces organizational learning deeply rooted in the work itself,” says Shook. A unique book layout puts the thoughts of a lean manager struggling to apply the A3 process to a key project on one side of the page and the probing questions of the boss who is coaching him through the process on the other side. As a result, readers learn how to write a powerful A3—while learning why the technique is at the core of lean management and lean leadership. Readers will learn an underlying way of thinking that reframes all activities as learning activities at every level of the organization, whether it’s standardized work and kaizen at the individual level, system kaizen at the managerial level, or fundamental strategic decisions at the corporate level.
–Jim Womack, Founder and Senior Advisor of LEI Who Benefits Executives and managers at all levels in the organization will benefit from the book. An A3 can be used wherever there is a need for people to work together to get clarity on a problem or proposal and then to create a set of realistic and effective countermeasures.
A3s can be prepared by individuals, teams, or any leader and his or her report. Shook John Shook learned about lean management while working for Toyota for nearly 11 years in Japan and the U.S., helping it transfer production, engineering, and management systems from Japan to NUMMI and subsequently to other operations around the world. While at Toyota's headquarters, he became the company's first American kacho (manager) in Japan.
In the U.S., Shook joined Toyota’s North American engineering, research and development center in Ann Arbor, MI, as general manager of administration and planning. His last position with Toyota was as senior American manager with the Toyota Supplier Support Center in Lexington, KY, assisting North American companies implement the Toyota Production System. As co-author of Learning to See John helped introduce the world to value-stream mapping.
John also co-authored Kaizen Express, a bi-lingual manual of the essential concepts and tools of the Toyota Production System. In Managing to Learn, he describes the A3 management process at the heart of lean management and leadership. Shook is an industrial anthropologist with a bachelor’s degree from the University of Tennessee, a master’s degree from the University of Hawaii, and is a graduate of the Japan-America Institute of Management Science. He is the former director of the University of Michigan, Japan Technological Management Program, and faculty of the university’s Department of Industrial and Operations Engineering. He is the author of 'Toyota’s Secret: The A3 Report'; Sloan Management Review, July 2010 and 'How to Change a Culture: Lessons from NUMMI'; Sloan Management Review, January 2010, which won Sloan’s Richard Beckhard Memorial Prize for outstanding article in the field of organizational development. Shook is a sought-after conference keynoter who has been interviewed on lean management by National Public Radio, Bloomberg News, The Wall Street Journal, Entrepreneur, and numerous trade publications. Just returned from LeanUX2014 in NYC and was fortunate to sit in on Mr.
Shook's workshop on A3. Two words: Mind Blown!
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I left with a copy of this book and read it on the train ride back to CT. If you have thought about A3 or heard of it and wondered what it is all about, stop wondering and just buy this book. Shook's writing and method of teaching in this book is so simple to follow and so inspirational you will truly learn from it. I am looking forward to taking this back to work next week and already start using it.
It changes everything. This is a very good book for learning A3 methodology. The biggest hurdles to implementation of this thinking are: 1) resistance to change, 2) limited understanding the value of the process and 3) incomplete understanding of the important and nuanced techniques of applying the process. This book gets to each of these things. By paralleling the story and questions of supervisor/trainer and employee/student, Managing to Learn teaches A3 by addressing the challenges inherent to applying it, step by step. The book unfolds in an honest way, with resistance from the employee and internal questioning and self-reflection by an imperfect supervisor.
Rather than presenting A3 as philosophy, it walks through the process of a real example, showing that A3 methodology takes careful thought, development and iteration. What is an A3? The most basic definition of an A3 would be a PDCA storyboard or report, reflecting Toyota’s way of capturing the PDCA process on one sheet of paper. But the broader notion of an A3 process—the way of thinking represented in this format—captures the heart of lean management.
In this context, an A3 report structures effective and efficient dialogue that fosters understanding followed by agreement. It’s a tool that engenders communication and dialogue in a manner that leads to good decisions, where the proposed countermeasures have a better chance of being effective because they are based on facts and data. Are there different A3 types for different situations? Companies that use A3 reports often think of them in three or four categories. The most basic is problem solving. This one takes on a fairly mechanical problem that can be analyzed to find a definable root cause, and that has clear-cut measures of success.
This type of report calls on the author and all the participants to practice the Five Whys and other problem-analysis tools. The proposal A3, which is what the character Desi Porter uses in the book, looks to the future (ideal) condition as a way of identifying the ongoing and immediate problem that needs to be fixed. This type of A3 tends to have more complex problems with multiple causes. The countermeasures may cut across organizational boundaries.
As a result, the means by which the A3 author/owner can gain agreement and alignment across the organization become critical. While defining and analyzing the problem are critical, the author must then use nemawashi and dialogue and other methods to adopt the countermeasures.
A third type is typically called the status review, and refers to the current status of a problem A3 or any issue with information that needs to be shared. Finally, there is a planning A3, which typically appears in the hoshin kanri planning process. Because any proposal has a plan as part of it many people don’t see this as separate proposal. You don’t need to spend much time on root cause analysis because there is already basic agreement on the current state. How, literally, should I create an A3? Should I use a pencil or pen?
Should I use a computer? And if so, which program is best? Before responding to this question directly, understand that simply learning to produce an A3 report is not the most important issue.
Most individuals will find that it’s relatively easy to create one. The real challenge is how you read, and use, these documents.
That’s perhaps the core message of Managing to Learn. And that’s why the book spends so much time showing how reports are used to facilitate dialogue, and how individuals playing specific roles at specific times bring different tools and understanding to the task at hand. That said, like most experienced practitioners, I prefer to write A3 reports by hand. It’s amazing how your thinking will become more engaged in the process with the simple thought of putting pencil to paper.
However, this is the computer age and many individuals and companies find it easier to create, share, and even store their A3s electronically. While all of the most popular computer programs can be used, each exerts a specific influence that can produce drawbacks.
Some people swear by the capabilities of Excel, but I find it too difficult to use, and believe that the final products look unfriendly. Microsoft Word, on the other hand, is the simplest program, yet doesn’t lend itself easily to graphics, leading to reports that are often text-heavy. When creating an A3 with a computer, I favor using PowerPoint.
Should I use a standard A3 format? Some companies create standard templates and make them available on a shared electronic space. Articulating and sharing a standard way of thinking can be a very productive thing. However, beware. The good news about creating a template is that people will follow it. And the bad news isthat they will follow it. The key thing to keep in mind is that the paper and format are far less important than the learning journey.
In terms of sharing and storing A3s, I don’t believe that I can give you the best advice on this logistical matter. Companies do everything from physically walking a current report through the gemba, to making photocopies and distributing them, or creating electronic methods of intranets or wikis or other shared spaces. The point here is to produce the method that works best for you.
For readers who are looking for takeaways that help them at work, should they expect Managing to Learn to provide immediate “how-to” tips that boost performance, or more big-picture types of ideas? Is this a “tool” book or is it a “management” book? The answer to that question isyes. There’s a great dilemma here. It’s easy to say that this is both a tool and management book at the same time.
I’ve chosen to present the material in a way that emphasizes the managerial aspect, primarily because up until now, most works of this nature don’t get beyond PDCA. But at the same time, without teaching the discipline of rigorous problem-solving, this becomes somewhat of a fairy tale without any teeth to it.
I’m always concerned about giving the tool without the wrapping, but equally concerned about giving too much wrapping. My goal with this book is to provide a complete and accurate description of A3 management, so that a serious reader can get insights into the holistic nature of this system, seeing how this tool can be a way for them to approach this from whatever level they happen to be. How does A3 management fit in with other problem-solving tools and methodologies? To answer that, one needs to see that “problem-solving” tools are really both problem and analysis tools.
Likewise, an A3 contains both a problem and analysis section. One of the distinctive qualities of the A3 is that it properly frames any problem, as a story within a business context, and encourages the use of any scientific tool of analysis. How do A3s relate to value-stream maps, as well as other lean tools? Either can spawn the other.
That is to say, an A3 can lead to the value-stream map or the value-stream map can generate an A3 to solve a specific problem. The most important thing to keep in mind is that every lean tool exists to address one question, which is: what problem do you want to “solve”? No tools are used in isolation. They are themselves temporary countermeasures, ways to address the stated problem at hand. Also, these tools become effective only when the company has a hoshin kanri process in place. That’s how you make it work. Every individual working at a company with a commonly understood system of policy deployment can launch an A3 very clearly.
But it’s extremely challenging to bring A3 thinking into a traditional management structure without this process. Without clear lines of decision making and empowerment of associates, so individuals know when and how to initiate an improvement idea, people in the organization get very confused. Can I change my company’s culture by using A3s? Edgar Schein, one of the authorities on organizational behavior, advises, “Don’t start by trying to change your culture.” Changing values and beliefs is nearly impossible: what you can change is what you DO. I’ve found from experience that it is easier to act your way to a new way of lean thinking to think your way to a new way of lean acting.
Can't the A3 process become bureaucratic and take too long? Of course it can! Don’t let it! Do A3s lead to conflict? Of course they do!
Or, more accurately, they reveal organizational disconnects and conflicts that are already there. Can A3s be used to manage meetings? A3s enable and encourage discussion (as noted in the book.) But they also direct or control discussion so one powerful practical use of A3s is to manage meetings. The specific elements of an A3, such as defining the problem, can help prepare an effective meeting by clarifying to everyone the precise purpose. What are some common mistakes that people should be aware of avoiding? Users of the process often become more concerned with getting the A3 “right” than with resolving the issue at hand.
That is a typical problem introduced with an A3. Or they get so enamored with the process that they create a proliferation of A3s, all of which get written and shared and stored, but are not used to resolve problems or gain agreement.
Does everybody on a team need to be “fluent” in A3 for one person to author and start using one? For everyone to become fluent someone must start using one. Was it hard for you to learn A3 thinking?
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Everything about this process was initially an alien concept to me. I expected a job description and clear set of responsibilities when I started working for Toyota; instead I was given an A3 and needed to learn my own duties, as well as the managerial system, through the nitty-gritty work of producing, revising, and continuing to produce new A3s. This was a long and cumbersome process, but it was only through actually writing and revising and constantly redoing this collaborative tool that I learned about A3 thinking. 'This may be the first book that actually helps outsiders connect the dots and get a glimpse into how Toyota ticks.' 'As Shook shows, Toyota embeds the philosophy in day-to-day decision making and management tools such as the A3 so that staff have no choice but to learn it in a way they never forget.'
“This book is a nice blend of experience, practical how-to and provides a fair amount of ‘pulling back the curtain’ on Toyota’s management and problem solving methods and philosophy.” “I’ve used A3s in process improvement projects but I’ve never had the privilege of learning how to use an A3 from a master teacher—a sensei—and I suspect the same is true for most of you. This book, by Toyota veteran and Learning to See author John Shook, is as close as most of us will ever get to learning directly from the master.”.
Managing To Learn Shook Pdf
By John Shook is the latest in the classic series of books published by the Lean Enterprise Institute. It is subtitled “ Using the A3 management process to solve problems, gain agreement, mentor, and lead” and that pretty well sums it up. Like many of the previous LEI books, it is built around a straightforward working example as a vehicle to demonstrate the basic principles. As such, it shares all of the strengths and shortcomings of its predecessors. In my admittedly limited experience, I have seen a couple of companies try to embrace similar processes without real success.
The main issue has been that the process quickly became “filling out a form.” Soon the form itself became (if you will pardon the term) a pro-forma exercise. Leadership did not directly engage in the process; and no one challenged a shortcut, jumping to a pet solution, or verified actual results (much less predicted them). Frankly, in these cases, it was either taught badly from the beginning, or (probably worse) the fad spread more quickly than the organization could learn how to do it well.
I must admit that with the recent flood of books and articles about the “A3” as the management and problem solving tool of lean, that we will see a macro- case of the same though throughout industry. Managing to Learn tries to address this by devoting most of its emphasis on how the leader teaches by guiding and mentoring a team member through the problem solving process. The reader learns the process by following along with this experience, vs. Just being told what to put in each block of the paper. To illustrate this in action, the narrative is written in two tracks.
One column describes the story from the problem solver’s viewpoint as he is guided through the process. He jumps to a conclusion, is pulled away from it, and gently but firmly directed through the process of truly understanding the situation; the underlying causes; developing possible countermeasures and implementing them. Running parallel to that is another column which describes the thoughts of his teacher / manager. Personally, found this difficult to follow and would prefer a linear narrative. I am perfectly fine with text that intersperses the thoughts and viewpoints of the characters with the shared actions. But given this alternative choice of format, I would have found it a lot easier to track if there had been clear synchronization points between the two story lines. I found myself flipping back and forth between pages, where sentences break from one page to the next in one column, but not the other, and it was difficult to tell at what point I was losing pace with the other column.
To be clear, Shook says in the introduction that the reader can read both at once (as I attempted to do), read one, then the other, or any other way that works. I tried, without personal success, to turn it into a linear narrative by reading a bit of one, then the other.
The presentation format not withstanding, Shook drives home a few crucially important points about this process. It is not about filling out the form.
It is a thought process. Trying to impose a structured form inevitably drives people’s focus toward filling out the form “correctly” rather than solving the problem with good thinking. He emphasizes the leadership aspect of true problem solving.
The leader / teacher may even have a good idea what the problem and solution are, but does not simply direct actions. Instead, the leader guides his team member through the process of discovering the situation for himself.
This gets the problem solved, but also develops the people in the organization. There are also a few real gems buried in the text – a few words, or a phrase in a paragraph on a page – that deserve to have attention called out to them. I am going to address those in separate posts over the next few days. In the end this book can provide a glimpse of a future state for leadership in a true learning and problem solving culture.
Managing To Learn Ebook
But if I were asked if the message is driven home in a way that passes the “” then I have to say, no. I wish it did, we need this kind of thinking throughout industry and the public and government sectors.
Thus, while this book is very worthwhile reading for the engaged practitioner to add to his insight and skill set, it is not a book I would give someone who was not otherwise enlightened and expect that he would have a major shift in his approach as a result of reading it. The bottom line: If you are reading this in my site, you will probably find this book worthwhile, but don’t expect that having everyone read it will cause a change in the way your organization thinks and learns. Please excuse all of the self reflection in this comment.
I have to admit, I’m struggling with Lean. There is so much to learn. And now A3 pops up on my plate. I’m not complaining here, I’m just reflecting on how many great Lean related tools there are. From the very first day I learned about Lean I was taught to involve the worker in the process.
This worker involvement issue keeps coming back. It seems to me that every Lean tool and concept ends up in the same place. That place being; gathering together some combination of managers, supervisors, and workers. Sitting together and solving the problem or improving the operation. Being the Lean Manager means I’m supposed to teach, guide and help people solve problems by discover their own answers.
Just like a therapist or psychologist does. I have met some very good therapists. And now I’m feeling as though that is my new job. The more difficult part of my job is gathering together the right people and finding the time to do this Lean therapy work. In the manufacturing setting the people I need to work with need to be out on the plant floor making stuff.
The other struggle I’ve had is getting people to agree that there is a problem. In the case of the therapist, people usually come to them because they perceive that they have a problem. Boy, that would be nice if someone besides the plant manager came to me because they had a manufacturing problem. There is so much for me to learn. It might be best if I spend my time learning more about how the sheep herders do their job and how therapists do their work.
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