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ProKit Exam 2 > KATA Coaching > Flashcards

KATA Coaching Flashcards

1
Q

In Toy­ota’s eyes, a com­pa­ny’s strength lies in the abil­i­ty of what?

A

of each and every per­son to im­prove in the or­ga­ni­za­tion (make many small steps to­wards im­prove­ment on a dai­ly ba­sis)

it is more im­por­tant – for the adap­tiv­i­ty, com­pet­i­tive­ness and sur­vival of a com­pa­ny – to have a large num­ber of peo­ple who sys­tem­at­i­cal­ly and me­thod­i­cal­ly make many small steps to­wards im­prove­ment on a dai­ly ba­sis than to have a small group that reg­u­lar­ly per­forms ma­jor projects and mea­sures

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2
Q

If an or­ga­ni­za­tion has to achieve long-term suc­cess by means of con­tin­u­ous im­prove­ments and evo­lu­tion, it needs what?

A

a sys­tem­at­ic pro­ce­dure and rou­tine, a method to chan­nel hu­man abil­i­ties and bring po­ten­tial to light

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3
Q

KATA in Japan is?

A

guide and sup­port every­one in the or­ga­ni­za­tion by lay­ing down a spe­cif­ic think­ing and be­hav­ior pat­tern to adopt with re­gard to per­cep­tion, adap­tion and im­prove­ment

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4
Q

What is KATA?

A

KATA are learn­ing rou­tines that are con­scious­ly prac­ticed to mas­ter new ways of think­ing and act­ing un­til they be­come un­con­scious habits.

KATA is a method to make learn­ing to­geth­er a rou­tine.

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5
Q

The word “kata” was de­rived from Japan­ese and means what?

A

a learn­ing rou­tine used to in­ter­nal­ize and au­to­mate fight­ing tech­niques.

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6
Q

KATA is a method to bring rou­tine into what areas?

A

work­flows
im­prove­ment process­es
lead­er­ship be­hav­ior

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7
Q

What do KATA routines promote?

A

se­cu­ri­ty
qual­i­ty
speed

Rou­tines cre­ate re­sources for “learn­ing by do­ing”

Much of what we do is habit

Our brain de­vel­ops rou­tines to make it eas­i­er for us to free ca­pac­i­ty for “con­scious” think­ing and act­ing

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8
Q

How will a com­pa­ny be suc­cess­ful in the fu­ture?

A

Good leadership
Good employees
Good processes
Good results

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9
Q

Good processes are levers for?

A

Com­pa­ny suc­cess by:

avail­able prod­ucts
good mar­ket­ing
in­ter­est­ed cus­tomers

Cus­tomer sat­is­fac­tion due to good re­sults such as:

added val­ue & ben­e­fit
qual­i­ty / price
im­age of the brand

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10
Q

Man­agers and em­ploy­ees should com­mit them­selves to what?

A

the de­sign of good process­es

Com­pa­nies can only in­flu­ence re­sults & suc­cess through in­ter­nal process­es

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11
Q

With­out fun­da­men­tal changes we need to fo­cus on what?

A

small po­ten­tials

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12
Q

At the start, the im­prove­ment po­ten­tial can be achieved quick­ly by?

A

by targeting low hang­ing fruits

large steps (project/work­shop).

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13
Q

As the work­ing sys­tem’s ma­tu­ri­ty lev­el in­creas­es, the op­ti­miza­tion po­ten­tial can only be achieved by what?

A

many small rapid im­prove­ment cy­cles (KATA)

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14
Q

In KATA, what is the comfort zone?

A

known tar­get
known method
known route

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15
Q

In KATA, what is the learning zone?

A

known tar­get
known method

unknown route

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16
Q

In KATA, what is the fear zone?

A

known tar­get

unknown route
unknown method

Fear aris­es of­ten when you are sup­posed to achieve a tar­get and don’t know how to do it.

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17
Q

What is the knowledge boarder?

A

The knowl­edge bor­der is the point at which we no longer have cer­tain­ty that our ideas for im­prove­ment will work

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18
Q

When you reach the knowledge boarder, what assumptions should you start making?

A

At this point we be­gin to make as­sump­tions:

„I think that …“
„Maybe it’s …“
„It should be …“

From this point on, we should no longer act in the same way as in the com­fort zone, but be on the move and ex­per­i­ment as re­searchers and ex­plor­ers:
Care­ful­ly, step-by-step, col­lect knowl­edge and learn from it.

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19
Q

What is the PDCA method­ol­o­gy in KATA?

A

Plan Do Check Act

be on the move and ex­per­i­ment as re­searchers and ex­plor­ers:
Care­ful­ly, step-by-step, col­lect knowl­edge and learn from it

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20
Q

Em­ploy­ees in big or­ga­ni­za­tions have for­got­ten how to learn and quick­ly end up being in which zone?

A

fear zone when they leave fa­mil­iar ter­rain

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21
Q

We must suc­ceed in giv­ing every em­ploy­ee (process im­prover) the right chal­lenges so they can de­vel­op what?

A

sci­en­tif­ic be­hav­ior in con­junc­tion with dai­ly coach­ing

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22
Q

When you are ex­per­i­ment­ing, try not to…

A

think too far in ad­vance and work interactively

con­cen­trate on the next step be­cause what you are learn­ing here can in­flu­ence the step af­ter this one

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23
Q

What areas have the most effect to the results (in order)?

A
  1. leadership
  2. employees
  3. processes
  4. results
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24
Q

What are the knowledge boarder zones?

A
  1. comfort zone
  2. learning zone
  3. fear zone
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25
Q

Which of the following statements apply to the comfort zone?

A
  • The target is known.
  • The method is known.
  • The route is known.
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26
Q

Which of the following statements apply to the learning zone?

A
  • The target is known
  • The method is known

• The route is unknown

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27
Q

Which of the following statements apply to the fear zone?

A

• The target is known

  • The method is unknown
  • The route is unknown
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28
Q

What are the three improvement cultures?

A
  1. Organizational
  2. Methodical
  3. Strategic
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29
Q

What is organizational improvement culture?

A

Process improvement by many employees instead of a few experts

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30
Q

What is Expert-driven conventional improvement process?

A

Improvement by a few experts
Employees are implementers
Learning not possible

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31
Q

What is Expert-driven conventional improvement process?

A

Improvement by many employees in the line
Employees are coached by managers
Learning by doing: mistakes are allowed

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32
Q

What is KATA’s goal?

A

KATA’s goal is to have as many em­ploy­ees as pos­si­ble sys­tem­at­i­cal­ly deal with the fur­ther de­vel­op­ment of as many process­es as pos­si­ble.

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33
Q

What is methodical improvement culture?

A

Instead of a planned CIP approach try to run an experimental CIP

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34
Q

What is Planned CIP? aka the conventional improvement approach

A

algorithm-based way of working

  • Assumed general conditions: Constant
  • Goal achievement path: Known
  • Strategy: Planning and implementing known solutions
  • Control system: Cyclical monitoring of progress of activity

Problems:
• Solution does not meet the target, as processes turn out differently than planned in practice

• Learning experiences are weak as we are working with known methods/routes

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35
Q

What is Experimental CIP? aka Improvement KATA

A

heuristic way of working– enabling someone to discover or learn something for themselves

  • Assumed general conditions: Variable
  • Goal achievement path: Unknown
  • Strategy: Small steps, PDCA loops
  • Control system: Short-cyclical coaching to ensure learning process, compliance with improvement corridor

Advantage:
• Flexible adaption to process changes & permanent learning by
means of coached PDCA cycles.

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36
Q

The KATA is based on the finding that?

A

that the basic conditions change over time and one must react flexibly (short cycles in small steps in accordance with PDCA) to achieve the target condition

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37
Q

What is strategic improvement culture?

A

Focus of managers on developing employees instead of processes

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38
Q

What is the improvement KATA approach of strategy?

A
  1. Improvement by employee development
  2. Establishment of management and improvement routine
  3. creating a framework for intrinsic motivation
  4. Improvement of the employee by the manager
  5. Improvement of processes by the employee in the value chain
  • Cascaded target derivation from the Vision
  • Improvement of the leadership of the manager
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39
Q

What is the conventional CIP approach of strategy?

A
  1. process improvement carried out by experts
  2. Planning & control
  3. Extrinsic motivation

Measuring the results of improvement

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40
Q

How is KATA carried out?

A

Optimization by “experts” in regular workshops

Optimization by everyone every day

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41
Q

What are the issues with the optimization by “experts” in regular workshops?

A

Potential of improvement and innovative strength are wasted and kept at a low level.

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42
Q

Why is optimization by everyone every day the best design and sustainably improve processes?

A

Potential of improvement and innovative strength take full effect and are
continuously extended

• Employees are the best specialists in their work processes and the usual
problems, but often have no time & experience for the CIP

• Experienced released employees can improve work processes & tools for
their colleagues if they are qualified and trained to do so

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43
Q

Sustainable process improvement requires what?

A

released employees and the development of CIP routines by their managers

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44
Q

Employees in the process take which tasks during the introduction of learning routines?

A

Employees in the process:
“Can I work according to standard?”

• Works cyclically, according to standard.
• Their task is to try to provide the required service in the required time and
quality.
• Since he works productively, he has no time for improvement.
• However, he has the responsibility to uncover errors and weaknesses in the
process immediately and in as much detail as possible and to report them to the
process improver.

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45
Q

The process improver in the process take which tasks during the introduction of learning routines?

A

Process Improver (= Mentee):
“Does the (production) process run according to plan?”
(often “Hancho”, “Mentee” or “Process owner”)

• Observes the process and looks for deviations from the standard.
• Responds to faults and fault messages from the process.
• Develops process and standard according to the improvement kata and conducts
experiments according to PDCA.
• Finds and develops solutions in dialogue with employees and coaches.

46
Q

The coach in the process take which tasks during the introduction of learning routines?

A

Coach:
“Is the improvement process running according to plan?”
(often “master” or “mentor”)

• Ensures that the process improver (= Mentee) works scientifically and
experimentally according to the improvement kata and maintains and practices
the routine.
• The development of the mentee and not the development of the process is his
task.
• Asks the 5 questions of the coaching kata in short intervals (the 5 coaching
questions will be explained in the following learning cards).
• He does not provide or suggest solutions. He is only responsible for the objective
and the result.

47
Q

The 2nd coach in the process take which tasks during the introduction of learning routines?

A

2 nd Coach:
“Is the coaching process going according to plan?”

• Ensures that the coaching takes place regularly, in a structured and goal-oriented
manner - according to the coaching kata.
• Ensures that the framework conditions - time, organisational structure, etc. -
make this possible.

48
Q

What are The 5 Questions of the Coaching KATA?

A
  1. What is the target condition?
  2. What is the current condition?
  3. What obstacles are currently preventing us from achieving the target condition?
    What obstacle do you want to tackle now?
  4. What is your next step?
  5. When can we see what we have learned from this step?
49
Q

What is the correct order of the 5 coaching questions?

A
  1. What is the target condition?
  2. What is the current current condition?
  3. What obstacles are currently preventing us from achieving the target condition? What obstacle do you want to tackle now?
  4. What is your next step?
  5. When can we see what we have learned from this step?
50
Q

What are the characteristics of the expert driven CIP and employee driven CIP improvement approaches?

A

Expert-driven CIP
• Improvement by a few experts
• Employees are implementers
• Learning not possible

Employee-driven CIP
• Improvement by many employees in the line
• Employees are coached by managers
• Learning by doing

51
Q

What are the characteristics of planned and experimental improvement approaches?

A

Planned CIP
• Assumed general conditions: Constant
• Goal achievement path: Known
• Strategy: Planning and implementing known solutions
• Control system: Cyclical monitoring of progress of activity

Experimental CIP
• Assumed general conditions: Variable
• Goal achievement path: Unknown
• Strategy: Small steps, PDCA loops
• Control system: Short-cyclical coaching to ensure learning process, compliance with improvement corridor
52
Q

What are the 4 roles in KATA?

A
  • Employee
  • Coach
  • Improver
  • 2nd Coach
53
Q

What are the characteristics of the KATA improvement process step in practice (routine 1 - 4)?

A
  1. Understanding the direction - Vision & challenge Derivation of targets with Hoshin Kanri from the North Star
  2. Seeing and understanding the actual state Visualization on KATA board (tool for the employee)
  3. Developing the target state Visualization on KATA board (tool for the employee)
  4. Joint definition of target state by employee & foreman
  5. Agreement on target state
  6. 4a) PDCA to target state, The employee works towards the target condition in small steps, and is coached by the foreman during this time
  7. 4b) Standardization & sustainability checking, Documentation of target condition as new current condition
  8. Reporting results in the form of KPI
54
Q

The improvement KATA (routine 1–4) is a universal pattern for what?

A

making improvements

used jointly by the Improver (mentee) and the Coach.

The Improver (mentee) focuses on the practical/experimental implementation.

The coach focuses on the framework conditions and the entire process. For this he uses the Coaching KATA (routine 5). The coach is responsible for the results in the hierarchy.

55
Q

What are the elements of Coaching KATA?

A
  • Understanding the direction (Vision & challenge)
  • Grasp the current condition
  • Establish the target condition
  • PDCA towards the target condition
56
Q

What is Improvement KATA, Routine 1?

A

Understanding the direction

KATA chal­lenges are de­rived from a su­per­or­di­nate cor­po­rate goal (Vi­sion / North Star) by means of the goal de­vel­op­ment process (Hoshin Kan­ri).

57
Q

What is the definition and goal of Improvement KATA, Routine 1: Understanding the direction?

A

The goal behind using the KATA routine is to increase the company’s competitiveness
in the long term. For this reason, the KATA challenges are derived from a superordinate
corporate goal (Vision / North Star) by means of the goal development process (Hoshin
Kanri).

The goals at the lowest level always refer to concrete value streams, and this means that
clear challenges and target conditions can be formulated.

58
Q

What is the challenge of Improvement KATA, Routine 1: Understanding the direction?

A

The Challenge …
• … combines the corporate Vision / North Star with the operative business
• … is a convertible translation of the North Star
• … describes a goal for a value stream with a time horizon of ~2 years
• … is solution-free, measurable and tight described (1 sentence)

59
Q

What is Improvement KATA, Routine 2?

A

Seeing & understanding the current condition

60
Q

What is the definition and goal of Improvement KATA, Routine 2: Seeing & understanding the current condition?

A

The current condition describes the current process on the basis of observations and
analyses regarding process levels, process characteristics as well as process and result
KPIs.
It is the starting point for all improvement activities and must be understood in detail by
the coach and improver (mentee).

61
Q

What is the current condition of Improvement KATA, Routine 2: Seeing & understanding the current condition?

A

The current condition …
• … displays a process in figures, data, facts
• … describes a process using up-to-date operational patterns
• … is measurable
• … is comprehensible

62
Q

What are examples of Improvement KATA, Routine 2: Seeing & understanding the current condition?

A
  1. Customer cycle and line speed:
    • Customer cycle
    • Planned cycle time
    • Number of shifts
    • Variation
  2. Process overview:
    • Start and end points of the process
    • Block diagram incl. WIP and fluctuations
    • Where do stocks accumulate?
    • Is the output of the line constant? (Cycle 1/2, shift 1/2)
  3. Machine capacity:
    • Do the machine capacities meet customer requirements?
    • Machine capacity diagram
    • What is the current maximum output?
  4. process stability:
    • 40-cycle-checks of the employees in the process
    • Is the work sequence of the employees uniform & repeatable
    for each cycle?
  5. Correct number of employees (calculation)
63
Q

What is the Improvement KATA, Routine 3?

A

Developing the target condition

64
Q

What is the definition and goal of Improvement KATA, Routine 3: Developing the target condition?

A

The target condition describes, on the basis of drawings and solution-free features (figures,
data, facts), the pattern according to which a process is to be performed in an agreed time
span (generally 1 to 3 months) in order to achieve the desired result.
The target condition creates a common understanding of the target between the improver
and the coach.
• Obstacles become obvious when the target state is known and grasped.
• Therefore, goals are to be phrased clearly and without contradiction.

65
Q

What is the target condition of Improvement KATA, Routine 3: Developing the target condition?

A 
The target condition is ...
• ... solvable
• ... measurable
• ... solution-free
• ... without a known solution
66
Q

What is Improvement KATA, Routine 4?

A

PDCA for the target condition

67
Q

What is the definition and goal of Improvement KATA, Routine 4: PDCA for the target condition?

A

The path to the target condition can be unknown and must then be found, step by step, by
means of an experimental procedure. The required scientific procedure for this follows the
pattern of forming hypotheses, comparing these with the current result in an experiment,
and stabilizing/standardizing the things that work.
The steps in this procedure are summarized in the PDCA cycle

68
Q

What is the PDCA cycle in Improvement KATA, Routine 4: PDCA for the target condition?

A

PDCA cycle:
• PLAN: Finding the problem, identifying the cause, forming the hypothesis
• DO: Performing an experiment to check the hypothesis
• CHECK: Comparing the hypothesis with the observed result (reflection)
• ACT: Documenting the result, and approaching the next obstacle via PDCA cycle if necessary

Obstacles can be reduced, eliminated or circumvented/skipped. Think about which option is
required / useful / efficient and worth the effort in your specific situation.

69
Q

What is Coaching KATA, Routine 5?

A

To establish routine 1-4 and improve frame conditions

70
Q

What is the definition and goal of Coaching KATA, Routine 5: To establish routine 1-4 and improve frame condition?

A

The coaching KATA describes the interaction between coach and improver (mentee) while
the improver is using the improvement KATA.
The routine has two main tasks:
1. The development of the employee (improver) so that he can improve his processes himself in accordance with a specific structure.

  1. Compliance with the improvement corridor:
    The coach instructs the improver to think about the relevance of individual
    obstacles / problems in the context of goal achievement and to assess options
    for action (reduce/eliminate/circumvent). In this way he gives limitations and
    orientation.
71
Q

What should the Dialogue between Coach and Improver look like?

A

The team of coach and improver solve problems together. The coach leads
the dialogue with standardized coaching questions, guides the improver
methodically and creates conditions for learning. He wants to empathetically
promote / develop the improver and therefore takes on different roles.
Depending on their experience, they vary between comfort, learning and fear
zone.

Keep in mind:
The Coach focuses on the
development of the Improver.

72
Q

What does the Coaching Card (Coaching questions for the Coach) look like?

A
  1. What is the target condition? Basic question
  2. What is the current condition? Results question
    Reflection:
    • What did you plan as your last
    step?
    • What result did you expect?
    • What actually happened?
    • What did you learn?
    Reflection question
  3. What obstacles do you think are
    preventing you from reaching the
    target condition?
    • Which one are you addressing
    now?
    • What do you suspect the cause to
    be?
    Focusing question
  4. What is your next step?
    • (Next experiment)
    • What result do you expect?
    The next experiment
  5. When can we go & see what we
    have learned from taking that step?
    The next coaching meeting
73
Q

What is the PDCA sheet used for while coaching?

A

The PDCA sheet serves to document the coaching discussion. At each session the Improver (Mentee) fills in a new line in cooperation with the Coach.

74
Q

What are the Roles of a KATA Coach?

A

Role1: The coach as leader
• In the start phase, the coach/mentee remain in their comfort zone
• Both of them know the path to the target condition
• The coach agrees on the next step towards the target condition in conversation with the mentee

Role 2: The coach as trainer
• The coach still knows the path to the target condition. The mentee is already in his learning zone
• The coach teaches the coachee to stay on the path towards the target condition

Role 3: The coach as coach
• The coach/mentee are in their learning zone
• Neither one of them knows the path to the target condition
• Coach guides the mentee to the target condition via PDCA loops and 5 coaching questions

75
Q

Role1: The coach as leader includes what?

A

• In the start phase, the coach/mentee remain in their comfort
zone.
• Both of them know the path to the target condition.
• The coach agrees on the next step towards the target condition in
conversation with the mentee.

76
Q

Role 2: The coach as trainer includes what?

A

• The coach still knows the path to the target condition. The mentee
is already in his learning zone.
• The coach teaches the coachee to stay on the path towards the
target condition.

77
Q

Role 3: The coach as coach includes what?

A

• The coach/mentee are in their learning zone.
• Neither one of them knows the path to the target condition.
• Coach guides the mentee to the target condition via PDCA loops
and 5 coaching questions.

78
Q

What should the Attitude of the coach be towards his Mentee?

A

If you basically don’t think much of your employee, you can’t coach him either!
Self-perception and external perception influence our behaviour & our effect on our counterpart.

With the right attitude you can be a good coach

Ideally you teach with your inner attitude that you’re also
learning. You are not at the top, but - just like everyone
else - on a (your) path. Ensure that your improver has
enough room for own experiments to find useful methods
and routes.

79
Q

As a KATA coach you should ask yourself what type of questions?

A

How do you feel when you are doing coaching cycles with the mentee? And please: adjust yourself when you feel that you don’t have the empathetic attitude.

  1. Do you feel more important / venerable or even superior due to your role or hierarchy?
  2. Do you feel better and more capable than others due to your knowledge and experience?
  3. Do you feel as a part of a larger team working together to meet a challenge?
80
Q

At least how many coaching cycles should you perform every day?

A

One

Schedule a regular coaching cycle for each learner at a fixed time each working day, i.e. one coach
often accompanies multiple improvers.
• Coaching cycles take about 10-20 minutes
• several coaching cycles per day

81
Q

Fast PDCA cycles equals what?

A

Fast PDCA cycles = more learning

success!

82
Q

What should you keep in mind at the Beginning of the coaching?

A

• Make sure you have a good first impression and greet each other with a handshake.
• It’s best to stand next to the mentee and not directly in front of them.
• First, explain the coaching method to the mentee so that they can understand what is
happening now.

83
Q

What are some notes for the coach?

A

Try to understand the way the coachee thinks.

The coach is in an observing/questioning position.
• Tell the coachee what you are doing. This way you practice a pattern of behavior so that it becomes routine.

Many coachees practice with more interest and motivation when you know what they are doing and why.
• In the coaching cycle, use as much current facts and data as possible during the conversation.

Encourage the coachee to collect the necessary data before the coaching cycle and present it graphically.
• Also ask additional clarifying questions.

The five coaching questions form the basis for training the routine in the coaching cycle.
• You should be striving to see/touch what the Improver is talking about.
“Show me” and “Tell me more about…” are always useful
sentences.
During the coaching cycle, ask the improver to show you relevant and supportive documents and data.
• Allow the improver to make mistakes. Only then explain the - for you - more useful approach. An improver also needs to stumble across pitfalls to learn new skills.
• Please do not improvise before you reach an advanced level as a coach.
When you start coaching, ask the questions exactly as they appear on the five-question card.

84
Q

What formula do you use to Express criticism constructively?

A

the PEW formula

85
Q

What is the PEW formula?

A

Perception
Describe the situation and the negative behavior from your own perspective in concrete terms, e.g.
• “I’ve noticed that…”
• “I’ve observed that…”

Effect
Describe the effect on me. Express your own feelings, e.g.
• “… has this effect on me”
• “I have the feeling that…”

Wishes
Put your own wishes and expectations in words, e.g.
• "I wish..."
• "I expect…"
• "In my opinion, it is beneficial…"
86
Q

When should a coach intervene?

A

• As a coach, you will lead the way in which the improver basically works.
You influence the improver’s thinking and behavior and accompany him in his experiments and the experience gained from them. Leave space and time for the improver to learn.

• The 5 Coaching Questions give you and the improver orientation on the way to routine. They help you to recognize the questions, how the improver thinks and approaches the situation. They do not serve to lead the
Improver to a particular solution.

• Listen to the improver and, if necessary, provide orientation and boundaries. Consider whether the activities offered by the improver are within the limits you consider useful. If necessary, correct and question
the usefulness with regard to the target state description.

• Acknowledge the improver. Share your findings. Rejoice in what you have achieved. Together with the improver, you shift your two knowledge boundaries. “We always learn when reality does not match our expectations!”

87
Q

What is the advanced dialogue between Coach and Improver?

A
  1. What is the target condition?
  2. What is the current condition of your process?
    Reflect on the findings of the last step:
  3. What did you plan as your last step and what did you learn from it?
  4. What result did you expect?
  5. What actually happened?
  6. What values did you measure?
  7. What else did you learn?
  8. [Don’t forget to praise!] Thank you very much! Let us please (return to the
    blackboard and) write down briefly what we have learned so that we do not forget anything.
  9. What obstacles do you think are preventing you from reaching the target
    condition? Which one are you addressing now? Be very specific when describing the problem.
    A very detailed understanding of cause and
    numerical, unwanted effect is crucial to
    describe a meaningful, targeted next step!
    Please do not jump to solutions!
  10. What exactly is the problem (with/
    why… [kw*])? Show me, please!
  11. Can we briefly simulate the error/[kw]
    now?
  12. What should happen correctly (so that…
    [kw] does not occur)?
  13. Where can I see what should correctly
    happen (with… [kw])?
  14. What actually happens (with… [kw])?
  15. Why can this error/problem occur?
  16. Why is… [kw] a problem?
  17. What exactly is it you don’t know
    (about… [kw])?
  18. Which one obstacle are you going to
    tackle next?
    *kw = Insert key words of the mentee from
    the last answer into the next question. Your
    mentee will appreciate it very much if he
    notices that you are listening attentively!
  19. So what is your next step and what do
    you expect to learn from it?
    Let the hypothesis and experiment be
    described very precisely.
    The next step is always to test a refutable
    hypothesis!
  20. How exactly would you like to … [kw]?
    Show me, please!
  21. How exactly should your next step look
    like?
  22. And what do you expect to learn from
    that?
  23. How exactly do you want to check/
    measure your expectation?
  24. How exactly do you want to record your
    measurement(s)?
  25. Thank you very much! Please let us
    (return to the blackboard and) write
    everything down briefly so that we don’t
    forget anything.
  26. When can we go & see what we have
    learned from taking that step?
    Always take only one step next!
    • What could you do today / by…
    [Suggest time]?
88
Q

What attitudes can a coach have towards his mentee?

A 
external valuation – self-esteem
• I'm OK – You're OK!
external depreciation – self-esteem
• I'm OK – You're not OK!
external valuation – self-deprecation
• I'm not OK – You're OK!
external depreciation – self-deprecation
• I'm not OK – You're not OK!
89
Q

The task of the 2nd Coach is to what?

A

develop the Coach

90
Q

What is the importance of the role of the 2nd Coach?

A

The coach practices the coaching KATA and therefore
needs someone with coaching experience to watch him regularly
performing coaching cycles and give him feedback (coaching the
coach).
This is the role of the second coach. The regular presence of an
experienced second coach is essential if you want to create managers
with the ability to provide effective coaching.

91
Q

What are the 5 tasks of the 2nd coach?

A
  1. Monitoring progress towards meeting the challenge
  2. Controlling progress towards reaching the target conditions
  3. Developing the coachee’s skills
  4. Ensuring the frequency and duration of the coaching cycles
  5. Developing the coach’s coaching skills
92
Q

How does KATA change leadership behavior from the manager’s point of view?

A

Through the application of the KATA (with increasing qualification
level), the management style is increasingly shifting from “thematic
guidance” to “thematic learning”.

The key here is that the manager practises being a coach in
“methodical guidance” (improvement and coaching kata)

Thematic Review is the process by which the quality of the student experience is reviewed in relation to a particular theme or aspect of student support, rather than an individual service or academic area.

Thematic learning (often synonym with thematic instruction) is an instructional method of teaching in which emphasis is given on choosing a specific theme for teaching one or many concepts . It is based on integrating various information and use it to demonstrate the topic.

93
Q

“Kata Leadership” means what?

A

the type of leadership is more influenced
by thematic learning than by thematic
guidance.

94
Q

What are the 3 coaching questions between coach and 2nd coach?

A
  • What is your impression of the coaching cycle?
  • What are you concentrating on for the next coaching cycle?
  • What are my observations on the conversation?
95
Q

What are the roles to the respective level of the Dreyfus model of skill acquisition?

A

Level 5
• Expert

Level 4
• Experienced practitioner

Level 3
• Practitioner

Level 2
• Advanced

Level 1
• Novice

Not part of the Dreyfus model of skill acquisition
• Manager
• Consultant
• Teacher
• Trainer
• Employee
96
Q

Introduction of KATA supports what?

A

change towards a Learning Organization

97
Q

What is the initial state of KATA?

A

Initial State
Focus on employee development

In the introductory phase of KATA, the focus is on learning the
roles of Improver and Coach. The focus is on the manager practicing
methodical guidance as a coach.
• The knowledge will be transferred mainly TOP-DOWN.
• Managers and coaches teach KATA behaviours

98
Q

What is the target state of KATA?

A

Target State
Focus on Development Processes

With increasing qualification level in the organization, the
knowledge increasingly is transferred BOTTOM-UP from the improver,
who carries out experiments and learns, to the manager (coach).
• The implementation of the improvement KATA at all levels of
the hierarchy becomes possible.
• Improvers teach process expertise to coaches and managers.

99
Q

The Improvement KATA is a?

A

content-neutral routine used by people to develop the ability to learn scientifically. This routine
should be practiced intensively at the start to be understood and internalized.

100
Q

What are the phases in the Phase Mod­el for im­ple­men­ta­tion of KATA in a large group?

A

Phase 1: qualification management
Phase 2: qualification master
Phase 3: qualification employee

The qual­i­fi­ca­tion at the process there­fore be­gins in the role of the im­prover.

All qual­i­fi­ca­tion stages (im­prover, coach, 2nd coach) are gone through un­til the tar­get qual­i­fi­ca­tion lev­el has been achieved.

101
Q

What is the definition of the Im­ple­men­ta­tion Plan?

A

The Im­ple­men­ta­tion Plan is a uni­ver­sal tem­plate for train­ing and im­ple­men­ta­tion of the im­prove­ment KATA. Time in­vest­ment is vari­able, de­pend­ing on the role and im­ple­men­ta­tion phase.

102
Q

The phase model serves as?

A

serves to prepare several people in a larger specialist area for the various KATA roles and to start implementing them.

103
Q

What are some question techniques for the coach?

A

With open questions, the coachee is encouraged to analyse problems independently and develop solutions:
• Open questions trigger creative processes
• The mentee develops himself
• The mentee takes responsibility for the search for solutions
• Resistances are avoided, which can easily occur with given solutions

Keep in mind:
• Ask only one question at a time.
• Phrase your questions briefly and concisely.
• Avoid suggestive questions!
Example: “Surely you don’t mind working overtime
from time to time?”
• Give the mentee time to think!
Don’t answer your question yourself too quickly!
• Listen actively to your counterpart!

104
Q

What are the different styles of questions?

A

1) Clarification question
2) Circular question
3) Exception question

4) Question about the solution /
improvement question

5) Resource-oriented question

105
Q

What is the clarification question?

A 
1) Clarification question
The function of clarification questions is to deal
with starting points that have been found in
greater depth and more precision
Sample questions:
• "What one obstacle do you want to
tackle now?"
• "What exactly do you want to do now?"
• "Where do you have opportunities to
create and make changes yourself?"
106
Q

What is the circular question?

A

The goal of circular questions is to encourage
the coachee to change his point of view and
also to clarify that points of view, feelings,
evaluations are rarely objective, but are always
in the eye of the beholder.
Sample questions:
• “How would your employee evaluate this
problem/obstacle in the process?”
• “How would the adjacent area evaluate
your proposed solution?”

107
Q

What is the exception question?

A 
Exception questions make it clear that contextrelated differences arise.
Sample questions:
• "What was different here?"
• "Who did something differently here, and
how?"
• "Who should do something so that this
happens frequently?"
• "What should we do to generate this
fault?"
108
Q

What is the solution/improvement question?

A 
This question guides the coachee's attention to
those things that can help solve the problem.
Sample questions:
• "What concrete points show you that
your obstacle has been overcome?"
• "Assuming you have already overcome
your obstacle, what would then be
different in the process?"
109
Q

What is the resource-oriented question?

A

Resource questions focus on the coachee’s
current skills that can be used to solve
the problem. They focus his/her attention
to internal (e.g. skills, areas of expertise)
and external resources (e.g. organizational
network).
Sample questions:
• “Who could help you with this next
step?”

110
Q

What are Questions about opening the solution space?

A

Opening questions:
• How do you see the current situation / the current process?
• What do you notice?
Further questions:
• What could be relevant/important?
• What further alternatives do you see?
• What would happen if …?
Comprehension questions / transparency questions:
• What aspects / influencing factors are still in existence?
• Do we understand the real cause?
Summarizing questions:
• Which of the paths/features/experiments we talked about seems
to be most relevant?
• What are our next steps for action?

111
Q

How do you Giving feedback based on the sandwich principle?

A

With the “sandwich principle” you can express objective criticism without hurting the other person.
Feedback is a “gift” – it is designed to help the recipient to further develop.

  1. Start off with positive feedback
  2. Offer negative criticism in accordance with the PEW formula as an “I-message”
  3. End the criticism on a positive note and create an outlook for the future
112
Q

What is receiving feedback with the JOHARI window?

A

The effect of me as a person / of my behavior is known to me or known to others and not known to me and not know to others

ProKit Exam 2 (9 decks)

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