Toyota Kata Unified Field Theory & Strategy Deployment (Hoshin Kanri)

Lean
Management
Teachers
Expanding
Toyota Kata Unified Field Theory
towards
Strategy Deployment
(Hoshin Kanri)
Emiel van Est
March 2015 (Update May 2015)
© Emiel van Est

Lean
Management
Teachers
Understand
the Direction
Grasp the
Current
Condition
Establish next
Target
Condtion
PDCA toward
Target
Condtiont
Target
Condition
HT
DT
?!
Toyota Kata
Source: Mike Rother
© Emiel van Est
In 2010 Mike Rother published the book Toyota Kata. In that book he
outlines two routines: the Improvment Kata (shown above) and the
Coaching Kata.
The Improvement Kata

Lean
Management
TeachersToyota Kata Unified Field Theory
© Emiel van Est
x Target
Condition Vision
Big
Challenge
The Toyota Kata Unified Field theory has been very helpfull in explaining the
Improvement Kata. It was first presented by Bill Costantino in 2011.
See http://www.slideshare.net/BillCW3/toyota-kata-unified-field-theory
Threshold of Knowledge
“Lean temptations”:
• Problems
• Improvement opportunities
• Waste
Current Condition
Grey zone of unclear territory
Path of discovery & learning

Lean
Management
TeachersEach point in this diagram is a condition
© Emiel van Est
x Target
Condition Vision
Big
Challenge
The Current Condition & Target Condition have been named “condition”, but also
the Big Challenge and the Vision can be described as a condition.

Lean
Management
TeachersWhat is a condition?
© Emiel van Est
Results
• Outcomes
• Effects
• What we currently get or
what we want in the future.
Characteristics
• Description of the circumstances
• Can be in text
• Can be with diagrams
• Process diagram
• Value stream map
• ...
• Etc
• Format is not that important. What is
important is that you can explain what the
situation is currently like or should become
in the future and how that leads or will lead
to the described results.
Thesecharacteristics
leadtotheseresults
A condition, whether now or in
the future, consists of two
main blocks: results and
characteristics.
A condition describes the
relation between the results
and the circumstances that
lead to these results.
Process-thinking is at the root
of this. You can also see this
in terms of cause and effect.

Lean
Management
TeachersExample: True North
© Emiel van Est
Results
• 0 defects
• 100% value add
Characteristics
• lot size 1
• in sequence
• on demand
leadtotheseresults
If you look at the de True
North of Lean it can be
split in results and
characteristics.
0 defects and 100% value
add are results that we
pursue.
We think we can reach
these results by striving
towards 1x1 flow.

Lean
Management
Teachers
© Emiel van Est
x Vision
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Extremely big unclear territory
High level, still vague images.
Long term, global perspective.

Lean
Management
TeachersMid-long term, more concrete
© Emiel van Est
x
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
A level deeper with more details
Big
Challenge
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Some more focus
Vision

Lean
Management
Teachers
© Emiel van Est
x
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Another level deeper with
even more details.
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Target
Condition
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Even more focus
Short term, much more concrete
In this example
we look at the
current
condition on 3
different levels.
Big
Challenge Vision

Lean
Management
Teachers
© Emiel van Est
x
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
The devil is in the details
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Target
Condition
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
More focus again
What really
happened?
Last step
•
•
•
What do you
expect?
Next step
•
•
•
Experimenting, very concrete
Big
Challenge Vision

Lean
Management
Teachers
© Emiel van Est
x Target
Condition
Unclear territory
What to do, and what not...?
So, with this approach you make an ever sharper distinction
between the subjects that are important and those that you don’t
want to pay attention to. Doing so reduces the “grey zone”.
We need to pay more
attention here.
We do not pay more
attention here.
Big
Challenge Vision

Lean
Management
Teachers
© Emiel van Est
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
A bit closer to the Big Challenge.
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Even more focus
Target
Conditionxx
Achieved Target Condition, what
will be the next one?
Big
Challenge Vision

Lean
Management
TeachersWhat to do, and what not...?
© Emiel van Est
By using the Improvement Kata on different levels you try to get an
ever clearer answer to the question: “What do we need to do?”.
Implicitly you also answer this question: “…and what not?” May be
the latter question is even more important because it gives ever
more focus and frees up time to do what matters.
Understand
the Direction
Grasp the
Current
Condition
Establish next
Target
Condtion
PDCA toward
Target
Condtiont
Target
Condition
HT
DT
?!
Source: Mike Rother

Lean
Management
Teachers
© Emiel van Est
x
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Target
Condition
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
How do the conditions on the different
levels relate to each other?
Big
Challenge Vision

Lean
Management
Teachers
Here we
want to
go.
Unclear territory
Now we
are here.
Basic building block
© Emiel van Est
Results
•
•
Characteristics
•
•
•
Results
•
•
Characteristics
•
•
•
Before we can explain the relation between the conditions on different detail
levels we need a better understanding what the relations are on one detail
level. On the next sheets we focus, step by step, on these relations.
I will also introduce some definitions that I think will be helpful.

Lean
Management
Teachers
Understand
the Direction
Grasp the
Current
Condition
Establish next
Target
Condition
PDCA toward
Target
Condition
Target
Condition
HT
DT
?!
Understand the Direction
Source: Mike Rother
© Emiel van Est
Let’s start with the first step of the Improvement Kata.

Lean
Management
Teachers
Needed results
•
•
•
Unclear territory
Current results
•
•
•
Here we want to goNow we are here
Understand the Direction.
What is the Challenge?
DEFINITION CHALLENGE
A result that has to change.
© Emiel van Est

Lean
Management
Teachers
Needed results
• Lead time = 6 weeks
•
•
Current results
•
•
Challenge
Example
© Emiel van Est

Lean
Management
Teachers
Understand
the Direction
Grasp the
Current
Condition
Establish next
Target
Condition
PDCA toward
Target
Condition
Target
Condition
HT
DT
?!
Grasp the Current Condition
Source: Mike Rother
© Emiel van Est
What is the essence of understanding the current condition? It means that
we understand which circumstances lead to the current results. Do we know
what knobs to turn to change the results? Do we truly understand?

Lean
Management
Teachers
Needed results
•
•
•
Unclear territory
Current results
•
•
•
Current characteristics
•
•
•
DEFINITION UNDERSTANDING
CURRENT CONDITION
We can explain current results with
current characteristics.
We understand what the key drivers
are for our current results.
leadtotheseresults
© Emiel van Est

Lean
Management
Teachers
Needed results
•
•
Current results
•
•
Challenge
Example
© Emiel van Est
• Output = 14 products/week
• WIP = 126 products
•

Lean
Management
Teachers
Understand
the Direction
Grasp the
Current
Condition
Establish next
Target
Condition
PDCA toward
Target
Condition
Target
Condition
HT
DT
?!
Esthablish next Target Condition
Source: Mike Rother
© Emiel van Est
What does it mean to establish a target condition? In the
previous step we searched for the knobs to turn. In this step
we try to establish the position that the knobs need to get so
we will get the required results. Do we truly understand?

Lean
Management
Teachers
Needed results
•
•
•
Unclear territory
Current results
•
•
•
•
•
•
leadtotheseresults
Needed characteristics
•
•
•
leadtotheseresults
DEFINITION ESTABLISH
TARGET CONDITION
We can determine the values for
the driving characteristics that will
lead to the required results.
© Emiel van Est

Lean
Management
Teachers
Needed results
•
•
Current results
•
•
Challenge
Example
© Emiel van Est
•
•

Lean
Management
Teachers
Understand
the Direction
Grasp the
Current
Condition
Establish next
Target
Condition
PDCA toward
Target
Condition
Target
Condition
HT
DT
?!
PDCA toward the Target Condition
Source: Mike Rother
© Emiel van Est
Knowing the positions of the knobs – that will bring the needed results –
does not mean that you know how to get these knobs in the right position.
For that you'll have to experiment. Be prepared though; the unknown
territory may have some surprises in store! Do we truly understand?

Lean
Management
Teachers
Needed results
•
•
•
Unclear territory
Current results
•
•
•
•
•
•
leadtotheseresults
•
•
•
leadtotheseresults
What do we need to work on?
What characteristics have to change?
What are the obstacles?
DEFINITION OBSTACLE
A characteristic that
needs to change

Lean
Management
Teachers
Needed results
•
•
Current results
•
•
Challenge
Example
© Emiel van Est
•
•
Obstacle

Lean
Management
Teachers
Needed results
•
•
Current results
•
•
•
•
•
Thesecharacteristicsleadtotheseresults
Understand the Direction. What is the Challenge?
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
What characteristics have to change?
Whichobstacle(s)areweaddressing?
Storyboard
© Emiel van Est
In this way we get a storyboard or an A3 with clearly defined relations

Lean
Management
TeachersWhat about the actions?
These are some actions we can take:
 Further research and adding details to the Storyboard.
© Emiel van Est

Lean
Management
Teachers
Needed results
•
•
Current results
•
•
Challenge
Example
© Emiel van Est
•
•
4.5 weeks
63 products
3 weeks
42 products
1.5 weeks
21 products
Obstacle

Lean
Management
Teachers
Needed results
•
•
Current results
•
•
Challenge
Example
© Emiel van Est
•
•
4.5 weeks
63 products
3 weeks
42 products
1.5 weeks
21 products
? ? ?
How many ways do you know to
make 6 with 3 numbers?
Obstacle

Lean
Management
Teachers
Needed results
•
•
Current results
•
•
Challenge
Example
© Emiel van Est
•
•
4.5 weeks
63 products
3 weeks
42 products
1.5 weeks
21 products
3 weeks?
42 products?
2 weeks?
28 products?
1 week?
14 products?
Obstacle
What would it mean for your teams if we strive for a
lead time of 6 weeks by dividing it in these 3 portions?

Lean
Management
Teachers
Needed results
•
•
Current results
•
•
•
•
•
Understandthe Direction.Whatis the Challenge?
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Whatcharacteristics haveto change?
Welkobstakelpakkenweaan?
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Connecting with the rest
of the organization
© Emiel van Est
So, you can make a first assumption and
investigate what the consequences would be.
You may find out that the effect for one team will
be much bigger than the effect for another team.
The dialog about the proper distribution of the
challenges is called “catch ball” in Hoshin Kanri.

Lean
Management
 Asking detail questions to the next level.
 Based on a first assumption for example.
 Experiment to learn about the effect of
“turning the knobs”.
 Experiment to really get the knobs in the right position.
© Emiel van Est

Lean
Management
Teachers
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Connecting with the
rest of the organization
© Emiel van Est
The obstacle is
the challenge!
Thus, one or more obstacles can be translated into a
challenge for the next level.
You can make choices what to do first and what next.
You can also divide an obstacle in smaller pieces First
walk, then run.

Lean
Management
Teachers
Connecting with the
© Emiel van Est
The challenge
is the obstacle!
If you can translate an obstacle into a
challenge…
…then you can also translate a challenge to an
obstacle. That gives the answer on an higher level
why it is important to work on that challenge.
In this way you build a chain of obstacles and
challenges; a chain of cause and effect.
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
The obstacle is
the challenge!

Lean
Management
Teachers
© Emiel van Est
That chain of obstacles and challenges
can take many forms.
Connecting with the
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•
Needed results
•
•
Current results
•
•
•
•
•
•
•
•
Actions
•
•
•
Wat moeten we doen?
Obstacles
•
•
•

Lean
Management
TeachersAnother way to look at it
© Emiel van Est
Vision
Current
Condition
Big
Challenge
6 months
3 year Far away
2 months
1 year
2 weeks
3 months
Intermediate targets
+
Intermediate conditions
Current Condition & Target Condition on Vision Level;
on Big Challenge level;
etcetera.

Lean
Management
Teachers
Expanding
Toyota Kata Unified Field Theory
towards
Strategy Deployment
(Hoshin Kanri)
I hope these slides are helpful to you. I would
love to hear what you think about this material
and about the effect it has when you start using it.
emiel@leanmanagement.nl
© Emiel van Est

Toyota Kata Unified Field Theory & Strategy Deployment (Hoshin Kanri)

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (20)

Similar to Toyota Kata Unified Field Theory & Strategy Deployment (Hoshin Kanri)

Similar to Toyota Kata Unified Field Theory & Strategy Deployment (Hoshin Kanri) (20)

Recently uploaded

Recently uploaded (20)

Toyota Kata Unified Field Theory & Strategy Deployment (Hoshin Kanri)