can improve your selection process to identify the people with the best skill
foundation, you can also establish a mentoring process to continually grow
your leaders.
The development of leaders is not significantly different from training oper-
ators. The first step is to define the job and the necessary skills. Standardized
work for leaders can be developed based on “core competencies” of the job. For
example, a leader must be capable of continuous improvement. It is possible to
teach a method by utilizing problem solving as a foundation, or facilitating
quality circle activities. A leader must understand his or her job responsibilities.
Specific duties that must be performed can be outlined. Potential leaders can be
given responsibilities that will test and develop their skills in any area.
The necessary leadership skills and abilities have been identified in the pre-
vious pages. Each individual skill, activity, or duty must be identified and
placed on a matrix just like a multifunction worker-training timetable (see
Chapter 11). Next, the trainee’s individual capabilities in each area are assessed
and gaps are identified.
A specific training plan should be developed based on his or her needs. For
example, for a person who has trouble facilitating team activities, more empha-
sis should be placed on developing that skill. They may be asked to start by
leading small team activities and then move into more important activities as
they develop skill and confidence.
In some cases external training may be required or necessary. Toyota has
core training requirements for each leadership position (see Chapter 11), and
this training may be done by the company or may include workshops or semi-
nars. Internal development is the responsibility of the current leader. This is
accomplished by daily mentoring and by allowing the “student” to assume
some responsibilities with guidance from the leader (not just delegating).
Honest assessment of performance and continuous feedback from the leader is
necessary.
The Job Instruction Training methodology (Chapter 11) can be used as a
model for leadership training as well. First the trainer (the leader) will tell,
show, and demonstrate the desired skill or behavior several times. Then the stu-
dent is given an opportunity to try it, with coaching from the trainer. The train-
er will gauge the performance and, when ready, the student may perform some
tasks on his own. The trainer will continue to monitor progress and gradually
reduce the guidance.
This is a lengthy process. It is not a matter of a two-week training course and
then handing off the job. If the leader works continuously to develop his or her
people, they should always be prepared for the eventual need for additional
leaders. If they wait until the need arises, there will not be enough time. This
process must be a continual ongoing process.
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