Kata and Adult Learning Theory
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This slide share attempts to show the great connection between Toyota Kata and Adult Learning Theory. I post it for peer review and discussion.
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Kata and Adult Learning Theory
- 2. Practicing Toyota Kata combats bad habits of problem solving and meets the needs of adult learners!
- 3. Did you know there is a theory of adult learning? It was developed by Malcolm Knowles in the 1980’s
- 4. Six Principles of Adult Learning Need to know why Experience based Self-directed Immediate relevance Problem-centered Intrinsic motivation Adapted from Knowles
- 6. Adults have a need to know why Learning takes time and effort and we have a limited amount of time and energy “this diet can significantly reduce your cholesterol” “This is an evidence- based method to reduce patient falls”
- 7. • The first step of the Improvement Kata gives us the “why”. • What strategic goals is this improvement experiment anchored to? www.katatogrow.com Get the vision and challenge
- 8. Experience Provides the Basis for Decisions Adults need to connect learning to their current experience base Since we all have different bases, we may come up with different ideas to achieve the same target This includes our past successes as well as our mistakes
- 9. Problem solvers experiment collaboratively using ideas based on their diverse experience sets. www.katatogrow.com Movetowardyournexttarget conditionbyexperimentingand adjustingbasedonwhatyou learn 4
- 10. Immediate Relevance I think I need to learn how to use a chainsaw…
- 11. Problem-Centered Remember the scene from Apollo 13 when they discovered an oxygen problem that could be disastrous?
- 12. The problem solvers set their own targets, guided by the challenge or vision, and choose their own experiments to try www.katatogrow.com Set your next target condition
- 14. from Brandon Hawkins, University of Mississippi Medical Center
- 15. Improvement kata epitomizes self-directed learning by helping the learner to truly understand the current situation and choose their own practical experiments to overcome obstacles while moving toward the next target www.katatogrow.com Setyour next target condition Understand thecurrent condition Movetowardyournexttarget conditionbyexperimentingand adjustingbasedonwhatyoulearn 2 3 4
- 17. Improvement kata is driven by the learner’s own desire to improve their problem solving thinking as well as reach targets they set. www.katatogrow.com
- 18. Adult Learning Theory Meets Toyota Kata
- 19. Getthe visionand challenge Setyour next target condition Understand thecurrent condition Adult Learning Theory Meets Toyota Kata
- 21. Setyour next target condition Identify obstaclesand causes immediate feedbackon experiments Getthe visionand challenge Learner maintains problem ownership Understand thecurrent condition Adult Learning Theory Meets Toyota Kata Movetowardyournexttarget conditionbyexperimentingand adjustingbasedonwhatyoulearn 1 2 3 4
- 22. As Adults We Regress to Solving Problems by Fire-Fighting… Is that the most effective way to solve problems?
- 23. Adults Tend to Jump to Solutions Can You Read This Sentence? 24 When faced with a partial understanding, our brains fill in the gaps, quickly, unconsciously, and without informing us—based on our experiences. Adapted from Rother
- 24. See whereyou arenow Setyour next target condition Getthe directionor challenge Movetowardyournexttarget conditionbyexperimentingand adjustingbasedonwhatyoulearn 1 2 3 4 A Scientific Approach Can Be More Successful
- 25. A Scientific Approach Can Be More Successful
- 26. Two websites: • Toyota Kata Website • www.katatogrow.com
Editor's Notes
- Need to Know learning takes time and effort so adults require a need to know why they need to learn something Experience (including mistakes!) provides a basis as a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning, and a possible impediment. Self-Concept As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being. Adults want to be responsible for their learning decisions Readiness to Learn (Immediate Relevance) adults learn best when they need information to solve an immediate problem. As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles. Ex: learning to dance before your wedding or learning to use a special function in Excel so you can visualize data in a specific way for a presentation next week. Problem-Centered orientation to Learning as a person matures his/her orientation toward learning shifts from one of subject-centeredness (learning generic content) to one of problem centeredness (learning specific skills or abilities) Ex: Teaching lean “culture” verse learning about Batch and Flow then applying it in a simulation Motivation to Learn as a person matures the motivation to learn shifts to motivation from internal desire rather than external rewards or incentives. (Daniel Pink has quite a bit to say about this in his research and books)
- Learning takes time and effort and we have a limited amount of time and energy That’s why we tend to “go with what we know” and follow the path of least resistance Example” Folding hands activity Adults require a need to know why they should learn something “This will prevent down time on the line that leads to frustration and reduced production” “Knowing this will help us to keep patients safe” “This teaching technique is an evidence based method to improve student understanding”
- Adults need to connect learning to their current experience base Since we all have different experience sets, we may may all go at a different pace or come up with different ideas to achieve the same target This includes making mistakes There are no failed experiments, each one is a learning opportunity can be a benefit and an impediment!
- Adults are most interested in learning subjects that have immediate impact to their job or personal life Ex: taking ballroom dancing lesson prior to a wedding…learning about insurance coverage when a tree falls on our property… We don’t want to do an improvement experiments if we won’t see results for several months Are we “batching” our instruction in classrooms, seminars, and conferences, or learning on the job, as problems surface?
- Adult learning is best when it focuses on a problem to solve instead of content to learn. This ties into immediate impact. “How can I use this skill to improve my work, today?” That’s why activity-based instruction and simulations can be much more effective than didactic lecture
- Learners should be involved in the planning and evaluation of their instruction. Teachers facilitate students through the learning process, not direct it. Allow participants to be responsible for things like group formation Let them work on projects that reflect their interest Goal: Develop people to be problem-solvers, not give them solutions to execute. “Give me a fish, and I will eat for a day. Teach me to fish, and I will eat every day!”
- As a person matures the motivation to learn shifts from external rewards or incentives to internal desire You may do it because it’s fun, enjoyable, and satisfying. Goals come from within and the outcomes satisfy your basic psychological needs for autonomy, competence, and relatedness.
- How should we go about solving problems? Should we use the “whack a mole” approach, or is there a better, more effective way? Often, we become very good fire fighters! We jump to action and solve problems on the spot as they arise. Use a scientific and incremental approach to address problems in real time “Not just doing the work, but also improving the work” Before we jump into the process, we have to make sure we have a good idea of what the problem is…and what our target is…and what obstacles may be in the way…
- Here’s a quick example of how our brains sometimes work against us. When we only see part of the problem—all individual perspectives are limited--our brains fill in the rest based on our experiences and knowledge. By nature, human tend to “jump to conclusions”. So what is the antidote to this natural human tendency to and jump to conclusions? It is a structured approach to thinking and working scientifically. We call it kata