## Overview The Coaching Kata effectively describes an extended version of [the PDCA Cycle](The%20PDCA%20Cycle.md).  The Coaching Kata is about taking a learner through the [Starter Kata](A%20Kata%20Starter.md) and then teaching the learner how to practice the [Improvement Kata](Improvement%20Kata.md) by asking them the [Coaching Kata Questions](The%20Coaching%20Kata%20Questions.md) every day. ## The Storyboard reflects on the Knowledge Threshold The learner should populate the storyboard before the coach comes to the board. To answer the questions made by the coach, the learner should point out where the answer is on the board and read out loud what is written. That might initially not go well with the learner, but it preempts long-winding responses, and helps the learner understand what facts and data to capture on the board. The storyboard should become a reflection of the current knowledge threshold. The learner should go beyond just stating “I don’t know” and rather learn to identify obstacles and experiments to go beyond their current knowledge threshold. As a coach, realize that when the learner is responding imprecisely (“I think”, “maybe”, “on average”, …), with generalizations, assumptions, or opinions, the learner is likely moving beyond their knowledge threshold. When that happens, ask clarifying questions, and encourage the learner to observe, measure, investigate, or conduct a test. Often this can mean investigating something the learner thought they already knew. Acknowledging knowledge thresholds is difficult because our brain tends to jump over missing pieces and we don’t like admitting that we do not know. Remember that you see being that threshold by taking a step, not by talking about it. Whenever you reach Knowledge Threshold while going over the [Coaching Kata Questions](The%20Coaching%20Kata%20Questions.md) with the learner, move to the final section of questions, Learning, to discuss the next step that should expand the threshold. For example, if the learner has trouble correctly describing the Current Condition with facts and numbers, that is the moment to discuss the next steps that can better clarify the actual condition. Because at that point in the cycle, the learner will have trouble identifying what obstacles are relevant, due to a lack of understanding the current condition, so the Obstacle Parking Lot review can be skipped. ## Coaching Advice A classic coaching mistake is to take over the problem solving, instead of only helping the learner to practice problem solving. Focus on the learner’s procedure to make learnings, and never ask questions to lead the learner to your ideas for a solution. You can discuss the content and procedure of the learner’s experiment to help them understand how to develop solutions on their own. Offer feedback on the *procedure*. Don’t skips questions, especially not the first two, about the Target and Current Condition. There are two reasons why they should always be asked: (1) It frames the downstream discussion; Everything else should be related to those two questions, and the two should only take seconds or are needed to bring the coach up to speed. (2) The coaching is about building habits and conveying a thinking pattern. It ensures the learner is going down the right funnel and focus to derive what to learn next. Ensure the learner regularly gets the impression of moving closer to the target condition and getting better and applying the Improvement Kata. “You are not there *yet*, but you’re on the right track” is much more effective than “you made lots of effort” to encourage the learner when little progress happens. Ask the learner to compare how the behaved and operated a few months ago to notice differences. You can let the learner review all the obstacles they resolved to get a feeling of accomplishment. A coaching cycle should end with the next experiment, with the description of the experiment and the expectations spelled out in the experiment log. Finally, keep a coaching notebook to track the experiments your learners are making, together with your own impressions how the learner is practicing the Kata and the feedback you have given to the learner. Second, track what you yourself need to work on in your coaching style, as a reminder. Remember: **As a coach, your objective is to understand where the knowledge threshold is and confirm the learner is conducting their next experiment there.** ## References Dan Lebrero has a blog post detailing how you do [Continuous Improvement with the Toyota Kata](https://danlebrero.com/2021/01/06/toyota-kata-in-software-development-continuous-improvement/). Ref: https://public.websites.umich.edu/~jmondisa/TK/The_Coaching_Kata.html