Improvement is not a continuous process. It has starts and stops, and ups and downs. Improvement implies change, and that is intentionally disruptive. So the context will determine the progress as much as the change.
A commonly observed behaviour is probably at the root of why the majority of improvements initiatives fail to achieve a significant and sustained improvement. Trying to run before mastering the skill of walking.
An experienced improvement coach will not throw learners into the deep end and watch them sink or swim. That is not coaching; it is cruelty.
So the first improvement projects must be doable and done with lots of hands-off support, encouragement and praise for progress.
This has the benefit of developing confidence and capability.
It has a danger of leading to over-confidence though. Confidence that exceeds capability.
There is a risk that the growing learner will take on a future improvement project that is outside their capability zone.
The danger of doing this is that they fall at the second hurdle and their new confidence can be damaged and even smashed. This can leave the learner feeling less motivated and more fearful than before.
There are a number of ways that an improvement coach can mitigate this risk:
1. Make the learners aware up front that this is a risk.
2. Scope each project to stretch but not scare.
3. Be prepared to stop and reduce scope if necessary.
4. Set the expectation to consolidate the basics by teaching others.
These are not mutually exclusive options. Seeing, doing and teaching can happen in parallel and that is actually the most productive way to learn.
As children we learned to walk with confidence before we learned to run … because falling flat on our face hurts both physically and emotionally!
This is just the same.