The real secret to success with the A3 process: it is as much a social process as a technical problem-solving process
The A3 process is more than a problem-solving tool. Implemented correctly, it is a way for an organization to develop the performance capabilities of its employees and leaders – and, in turn, the capabilities of its business. As such, it is as much a social process as a technical problem-solving process. Reflecting on my 30 years of learning, teaching and coaching the A3 process – the first 14 at Toyota –, this is one of seven facets of the practice that you should know to get the maximum value from deploying it.
Often, the focus of teaching and learning A3 is how to solve problems by “filling in” the six boxes on the 11x17 sheet of paper that gives the process its name. I imagine many A3 creators initially see themselves, as I did, as the lone problem-solving hero as they complete their document. However, with proper coaching, the A3 learner should begin to understand that the process is teaching them how to be a problem-solving investigator and an improvement leader. A well-coached learner will eventually realize that success in these two outcomes derives from interacting with other people in the gemba – the social aspects of the A3 process.
In drafting and reviewing the left side of the A3 document – problem identification and clarification and cause analysis –, the learner creates a fact-based picture of the current state and the desired state and reveals the underlying reasons for the gap that exists. This work requires the learner to be an investigator, going to the place of the problem to see the operation and listen to the operators there. Gathering this knowledge and data helps create a picture that makes the process problems evident to those who have an interest in working on them as needed.
The crucial understanding is that the A3 learner does not work alone. Identifying the places and the ways in which the process breaks down is impossible without the knowledge and experiences contributed by others who work in the process.
In developing the right side of the A3, the learner's role changes significantly. The focus shifts to getting other stakeholders to think about how to improve the system to better meet the needs of the business. The learner must engage stakeholders in deciding which changes to make and who will be responsible for implementation and follow-up.
Beyond problem solving, this role requires skills in asking, listening, facilitating, influencing and coaching others in problem solving. Without the input and agreement of stakeholders, the learner cannot identify, evaluate, select and gain alignment on the countermeasures to be implemented. Without input from the cross-organizational departments that will be affected, the learner will be unable to create a plan in which others agree to provide the resources and support for execution. Without this alignment across the organization, the learner alone would be responsible for implementing, following up on and reviewing the plan – an impossible task.
Executing the right side of the A3 process develops learners' social skills in terms of engagement, alignment and communication while also developing problem-solving skills. Engaging, listening and thinking together with others helps the learner and stakeholders reach a common understanding of the problem situation, alignment on how to improve performance, and a willingness to share responsibility for making the necessary changes. Ultimately, the A3 creator earns the authority to lead an improvement initiative.
Just as significant, or even more so, an organization that deploys the A3 process not only develops the capabilities of the A3 creator and stakeholders to see and solve problems collaboratively, but also increases engagement, alignment and communication among employees. When practiced broadly across the organization, the A3 process becomes a way for organizations to continuously develop people's capabilities, as well as build sustainable performance and bring improvements to the business.
