CONTINOUS IMPROVEMENT

CONTINOUS IMPROVEMENT

DEFINITION

A definition of continual improvement process from Wikipedia is “A continual improvement process, also often called a continuous improvement process(abbreviated as CIP or CI), is an ongoing effort to improve products, services, or processes”

KAIZEN

Some successful implementations use the approach known as Kaizen (the translation of kai (“change”) zen (“good”) is “improvement”). This method became famous from Imai's 1986 book Kaizen: The Key to Japan's Competitive Success.^[2]

• The core principle of CIP is the (self) reflection of processes. (Feedback)
• The purpose of CIP is the identification, reduction, and elimination of suboptimal processes. (Efficiency)
• The emphasis of CIP is on incremental, continual steps rather than giant leaps. (Evolution)

Key features of Kaizen include:

• Improvements are based on many small changes rather than the radical changes that might arise from Research and Development
• As the ideas come from the workers themselves, they are less likely to be radically different, and therefore easier to implement
• Small improvements are less likely to require major capital investment than major process changes
• The ideas come from the talents of the existing workforce, as opposed to using research, consultants or equipment – any of which could be very expensive
• All employees should continually be seeking ways to improve their own performance
• It helps encourage workers to take ownership for their work, and can help reinforce team working, thereby improving worker motivation.

The elements above are the more tactical elements of CIP. The more strategic elements include deciding how to increase the value of the delivery process output to the customer (effectiveness) and how much flexibility is valuable in the process to meet changing needs.

TOOLS

1.  problem-solving cycle
2. brainstorming
3.  cause and effect diagrams
4. checksheets

1) Problem-Solving Cycle
At its simplest, we can see continuous improvement as involving a cycle of problem-finding and solving, like this:

In the first stage — identify — the organization recognizes that there is a problem to solve.  This may be an emergency or it may be a minor difficulty which has been nagging away for  some time; it may not even be a ‘problem’ but an experiment, an attempt to find out a new  way of doing something.

Whatever the initial stimulus, finding a problem then triggers the next stage which is to  define it more clearly. Here the issue is often to separate out the apparent problem (which  may only be a symptom) from the underlying problem to be solved. Defining it also puts some boundaries around the problem; it may be necessary to break a big problem down into  smaller sub-problems which can be tackled — ‘eating the elephant a spoonful at a time’. It  can also clarify who ‘owns’ the problem — and thus who ought to be involved in its solution,  if the solution is to stick for the longer-term.

Having analysed the nature of the problem, the next stage is to explore ways of solving it.  There may be a single correct answer, as in crossword puzzles or simple arithmetic — but it is  much more likely to be an open-ended problem for which there may be a number of possible  solutions. The challenge at this stage is to explore as widely as possible — perhaps through  the use of brainstorming or other group tools — to generate as many potential solutions as  possible.

Next comes the selection of the most promising solutions to try out — essentially the reverse  of the previous stage since this involves trying to close down and focus from a wide range of  options. The selected option is then put into practice — and the results, successful or  otherwise, reviewed. On the basis of this evaluation, the problem may be solved, or it may  need another trip around the loop. It may even be the case that solving one problem brings  another to light.

In terms of learning, this is essentially a model for experimenting and evaluating. We gain  knowledge at various steps in the process — for example, about the boundaries of the  problem in defining it, or about potential solutions in exploring it or about what works and  what doesn’t work in implementing it. The point is that if we capture this learning it puts us  in a much better position to meet the next problem; if it is a repeat, we already know how to  solve it. If it is similar, we have a set of possible solutions which would be worth trying. And  if it is comp


 2) Brainstorming

Brainstorming is the rapid pooling of all and any ideas that a group of people can come up

with before any discussion or judgement takes place. Every idea is recorded no matter how

bizarre or irrational.

·         How to Brainstorm

a)      Keep a relaxed atmosphere. Meetings should be disciplined but informal. If possible,  choose an informal venue.

b)     Get the right size of team. The technique seems to work best with groups of 5 to 7  people.

c)      Choose a leader. The leader checks that everyone understands what is going on and why.

d)     Define the problem clearly.

e)      Generate as many ideas as possible.

f)       Do not allow any evaluation and discussion.

g)      Give everyone equal opportunity to contribute.

h)     Write down EVERY idea — clearly and where everyone can see them.

i)        When all the ideas are listed, review them for clarification, making sure everyone understands each item. At this point you can eliminate duplications and remove ideas the group feels are no longer appropriate.

j)       Allow ideas to incubate. Brainstorm in sessions with perhaps a few days in between. This gives time for the team to let the ideas turn over in their mind, which often results in new ideas at a later session.

·         Approaches to Brainstorming One-at-a-time

A member of the group offers one idea and the session continues this way until everyone has had a chance to add to the list.

·         Open Door or Freewheeling

Anyone who has a contribution speaks whenever he or she wants.

·         Write-it down

Ideas are written down rather than stated out loud, but everyone must be able to see each idea listed.

            3) Cause and Effect Diagram

Also called the ‘Fishbone Diagram’, this participatory exercise explores the links between the effects and the possible causes of an issue. This tool encourages a group setting for problem —solving and demonstrates that problems can have a number of causes.

·         What is it?

Cause and effect analysis is a technique for identifying the possible causes of a problem or effect. The technique uses a Cause and Effect Diagram to record the possible causes as they are suggested.

·         When should you use it?

Use this tool when you want to establish the cause of an effect. The effect may be either a problem or a desirable effect — when something desirable has happened it is useful to find out what caused it so you can make it happen again.

·         Constructing a Cause and Effect Diagram

1. Establish what the problem, or effect, is. It must be stated in clear and concise terms, agreed by everyone.

2. Write the effect (problem) in a box on the right and draw a long line pointing to the box.

3. Decide the major categories of causes. This may be done in several ways:

• Brainstorming.

• Using standard categories such as the 4Ms (Machines, Materials, Methods, Manpower) or PEMPEM (Plant, Equipment, Materials, People, Environment,

Methods).

• When the effect results from a recognisable process or set of activities, the major steps in the process can be used.

4. Write the major categories in boxes parallel to, and some distance from, the main line. Connect them to the main line with slanting arrows.

5. Brainstorm for possible causes.

• Add the causes to the diagram clustered around the major causes they influence. Divide and sub-divide the causes to show how they interact, and draw links between causes that are related. If the diagram becomes too crowded, move one or more categories to a new sheet of paper.

6. Evaluate and analyse the possible causes.

7. Decide and act.

• This will probably involve using other tools. For example, in order to verify some of the possible causes identified you may need to collect data (using checksheets) and analyse it (Pareto Analysis, graphs, etc.).

                      4)Checksheets

·         What is it?

A Checksheet is a tool for recording and organising data.

There are three kinds of Checksheets:

1.      Recording Checksheet :

• Counts how many times something happens in pre-specified categories

2. Checklist Checksheet:

• A list of items to be addressed in some predetermined manner e.g. an  inspection sequence that prevents steps or procedures from being left out.

3. Location Checksheet:

• Records the relative or specific locations of defects, injuries, accidents etc … Usually it is a picture or map of the item/area under consideration on which the location of the defect etc. is marked with a dot or a cross.

·         Why use it?

Checksheets will help you to gather and classify data. Checksheets ensures that everyone collects comparable data in the same form, and in a format that allows easy analysis.


source from:
wikipedia.com
http://www.managing-innovation.com/