Anna Langheiter
Overview
An industrial turbine manufacturer rolled out the 8D process management method, a quality management tool which works through eight disciplines (8D) to identify and permanently eliminate the cause(s) of quality problems.
I designed training courses on three levels: for the employees, for the project managers, and for the project coaches, who were to support the project leaders in the event of difficult/critical problems.
Topic
The participants in the training course for project coaches were outstanding professionals who were to acquire more in-depth knowledge about 8D and, above all, about the new project coach role.
Staging
a. Preparation
I prepared the StackMan tool and wrote the rules on a flip chart. There was one team and one coach. The participants had to assemble all the parts as described in the instructions. The only materials allowed were the StackMan parts, a pen, and post-its.
b. Performance
“We just reviewed the different phases of 8D and clarified your questions about the basics. Now we’re going to talk about the role of the project coach, which is, after all, a very important part of this training course. To clarify the project coach role, I have a challenge for you. Before I go into more detail, I need a volunteer.”
One participant volunteered and I informed him that he was now the project coach. I got him to wear a yellow cap so that he was clearly recognizable as a project coach to all other participants.
Next, I briefed the team: “You are the project team and your task is to complete the project as a team! The project involves assembling the parts (I pointed to the 15 parts) as shown in these instructions (I put the instructions on the floor). Each one of you has their share in this (one or two parts of StackMan) and contribute as a team member to make it a successful project.” I handed one to two parts to each team member and put the description, post-its, and pen on the floor.
The coach was curious and wanted to know what his role was. My explanation was deliberately brief: He was the coach, his task was to see what the project team members were doing and then intervene if he felt that the group needed help.
“Are there any questions? No, then I am very curious to see how, through great communication and collaboration, as well as with the help of the project coach, you will successfully complete the project together.”
c. Progression
The group attempted to assemble the parts as described in the instructions. At first, they simply slotted them together. When they couldn’t get any further, all the parts were taken apart again and sorted according to size. They discussed, built, rebuilt, and took them apart again.
And the project coach? He watched for quite a while, tried to ask questions, but he wasn’t listened to. Then he took off his yellow coach cap and started toying with it as he circled the team and the parts. He wanted to help, but couldn’t make himself heard. Finally, the cap ended up on the ground and he joined in to help.
Finally, the task was completed. The team members and the coach are happy and there is a lot of good energy in the group.
Transfer to the real World
| Elements in the learning project | Elements in the real world |
|---|---|
| Participants | Project team |
| Volunteer | Project coach |
| Each person has 1-2 parts | Each plays a role in the project |
| Instructions | Project plan |
| Post-its/pen | Auxiliary materials |
| Parts installed according to instructions | Project is successful |
Reflection
I addressed the first question to the whole group: “What helped make the project a success?” They immediately started talking.
Then I came to the important question, namely the question about the role of the project coach: “You had a coach. What did he do to ensure that the project was completed successfully?” The participants were pensive because they were not entirely sure if he had done anything at all. Some noticed his attempts to intervene, while others were too caught up in the task to notice anything. Only when he helped out was he accepted as a team member and happily included.
“What could the project coach have done to make the project run better?” This is where I started to collate a list of what the tasks and skills of a good project coach should be.
The project coach himself now also stepped into the picture. How did he perceive his role? How well did he think he had fulfilled it? Where did he think he could have done more or less? If he were to do it again, what would he do differently? With the involvement of the group, a clear picture of the project coach’s tasks then emerged from all the answers:
• Stand and watch and not do the work yourself
• Ask “great” questions
• Sometimes/seldom be allowed to make suggestions
• Provide encouragement to the project manager and team
• Share best practices
• Help overcome obstacles
• “Help people do it themselves”
Conclusion
StackMan enabled the role of the project coach to be experienced on an emotional level and then illuminated in all its facets. Subsequently, the group were able to jointly clarify the tasks that the project coach would fulfill in future. A powerful signal at the beginning of the training!