Kaizen event process quality: towards a phase-based understanding of high-quality group problem-solving

Franken, José C.M.; Dun, Desirée H. van; Wilderom, Celeste P.M.

doi:10.1108/ijopm-09-2020-0666

Cited by 18 publications

(20 citation statements)

References 79 publications

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“…, 2019; Shook, 2008). An essential finding of this research stream is that lean can be described as a path to becoming a learning organization (Franken et al. , 2021; Tortorella et al.…”

Section: Literature Background and Hypothesesmentioning

confidence: 99%

“…This learning-focused stream of the literature focuses on leaders and employees becoming cognitively aware of and effective at finding, framing, and solving problems (Ball e et al, 2019;Shook, 2008). An essential finding of this research stream is that lean can be described as a path to becoming a learning organization (Franken et al, 2021;Tortorella et al, 2020;Liker, 2021;Saabye et al, 2022). Lean organizations are considered to have a learning-to-learn capability that enables them to constantly find, frame, face, and solve problems (Ball e et al, 2019;Powell and Coughlan, 2020;Saabye et al, 2022).…”

Section: Improvement Katamentioning

confidence: 99%

“…This approach, characterized by Mohaghegh and Furlan (2020) as systematic problem-solving (SPS), is foundational to any lean organization (Ball e et al, 2017;Liker, 2021). Within the lean literature, the scientific method is operationalized as Deming's Plan-Do-Act-Check (PDCA) cycle for continuous improvement (Franken et al, 2021), which forms the foundation for the different SPS methods of, for example, A3 thinking (Shook, 2008), improvement, and coaching kata (Rother, 2010). Furlan et al (2019) explain that SPS can change behaviors and identify opportunities, which, in turn, may drive learning.…”

Section: Lean and Systematic Problem-solvingmentioning

confidence: 99%

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Becoming a learning organization while enhancing performance: the case of LEGO

Kristensen

Saabye²,

Edmondson³

2022

IJOPM

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PurposeThe purpose of this study is to empirically test how problem-solving lean practices, along with leaders as learning facilitators in an action learning approach, can be transferred from a production context to a knowledge work context for the purpose of becoming a learning organization while enhancing performance. This is important to study because many organizations struggle to enhance efficiency in the short term while still trying to be long-term learning oriented (i.e. learning organization development).Design/methodology/approachThe authors draw on theory on learning interventions to show how lean practices for problem-solving can foster learning and help an organization to become adaptive. This study’s subject is a non-production department of 100 employees at the LEGO corporation. The authors applied survey results from a natural experiment lasting 18 months between a pre-measurement survey and a post-measurement survey. The results were compared to a control department of 50 employees who were not exposed to the lean practices intervention. The authors’ focus was on the individual level as individuals have different perceptions of lean practices, performance, and learning.FindingsUsing repeated-measures tests, difference-in-difference regressions analyses, and structural equation models, the authors find that a package of contemporary lean practices for problem-solving, along with leaders who function as learning facilitators, significantly improved learning organization dimensions while also enhancing efficiency and quality and that learning organizations positively mediate the relationship between the lean intervention and quality-related performance, while efficiency is directly affected by the lean interventions. Data from LEGO's key performance indicators (KPIs), benefit trackers, on-site observations and more than 40 interviews with managers provided results that were consistent with the survey data. A detailed description of the lean practices implemented is provided to inspire future implementations in non-operations environments and to assist educators.Research limitations/implicationsThe authors contribute to the learning literature by showing that a learning-to-learn approach to lean management can serve as an active and deliberate intervention in helping an organization becoming a learning organization as perceived by the individual organizational members. The authors also add to the lean literature by showing how a learning approach to lean, as used by LEGO, can positively affect short-term efficiency and quality and create a foundation for a longer-term competitive advantage (i.e. a learning organization) in a non-production context. By contrast, most of the lean literature streams treat efficiency separately from a learning organization and mainly examine lean in a production context.Originality/valueThe extant literature shows three research streams on lean, learning, and performance. The authors built on these streams by trying to emphasize both learning and efficiency. Prior research has not empirically tested whether and how the application of problem-solving lean practices combined with leaders as learning facilitators helps to create a comprehensive learning organization while enhancing performance in a non-production context.

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“…, 2019; Shook, 2008). An essential finding of this research stream is that lean can be described as a path to becoming a learning organization (Franken et al. , 2021; Tortorella et al.…”

Section: Literature Background and Hypothesesmentioning

confidence: 99%

Section: Improvement Katamentioning

confidence: 99%

Section: Lean and Systematic Problem-solvingmentioning

confidence: 99%

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Becoming a learning organization while enhancing performance: the case of LEGO

Kristensen

Saabye²,

Edmondson³

2022

IJOPM

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“…A lean organization is characterized by the presence of an organizational learning-to-learn capability (Powell and Coughlan, 2020). In a lean organization, the leaders are facilitators of learning (Maalouf and Gammelgaard, 2016) who develop and empower employees to autonomously find, face, frame and solve problems together with co-workers to improve operational performance (Ball e et al, 2017;Franken et al, 2021;Mohaghegh and Furlan, 2020).…”

Section: Introductionmentioning

confidence: 99%

Developing a learning-to-learn capability: insights on conditions for Industry 4.0 adoption

Saabye

Kristensen

Wæhrens

2022

IJOPM

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PurposeThis paper investigates how manufacturers can develop a learning-to-learn capability for enabling Industry 4.0 adoption.Design/methodology/approachThis research design is guided by our research question: How can manufacturers develop a learning-to-learn capability that enables Industry 4.0 adoption? The authors adopt action research to generate actionable knowledge from a two-year-long action learning intervention at the Danish rooftop window manufacturer VELUX.FindingsDrawing on emergent insights from the action learning intervention, it was found that a learning-to-learn capability based on lean was a core construct and enabler for manufacturers to adopt Industry 4.0 successfully. Institutionalizing an organizational learning scaffold encompassing the intertwined learning processes of systems Alpha, Beta and Gamma served as a significant way to develop a learning-to-learn capability for Industry 4.0 adoption (systematic problem-solving abilities, leaders as learning facilitators, presence of a supportive learning environment and Industry 4.0 knowledge). Moreover, group coaching is a practical action learning intervention for invoking system Gamma and developing leaders to become learning facilitators – an essential leadership role during Industry 4.0 adoption.Originality/valueThe study contributes to theory and practice by adopting action research and action learning to explore learning-to-learn as a core construct for enabling Industry 4.0 adoption and providing a set of conditions for developing a learning-to-learn capability. Furthermore, the study reveals that leaders are required to act as learning facilitators instead of relying on learning about and implementing Industry 4.0 best practices for enabling adoption.

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“…Suarez-Barraza, Miguel-Dávila, and Morales-Contreras (2021) explains that Kaizen as one of the practices that focuses on continuous improvement in a short period of time. This Kaizen practice implements the lowest cost for problem solving and makes the decision to get an effective final result in the target work area (Franken et al, 2021). A team-based approach is crucial from all parties to ensure success can be achieved.…”

Section: Introductionmentioning

confidence: 99%

Conceptual Framework of Kaizen Practices on Organizational Performance

Hashim¹,

Fuzi²,

Adam³

2022

IJARBSS

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The purpose of this study is to examine the Kaizen practices has a significant influence on organizational performance. Researchers will use a quantitative approach by distributing questionnaires to obtain data from respondents. This paper is prepared by reviewing the relevant literature on the Kaizen practices. The conceptual framework developed in this study can be used as a guideline for implementing Kaizen practices and organizational performance. The researchers concluded that Kaizen practices is appropriate to be implemented in higher education institutions because it provides a great advantage to the performance of the organization. Therefore, higher education institutions need to implement Kaizen practices to create a culture of continuous improvement to improve the education system in the future.

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Kaizen event process quality: towards a phase-based understanding of high-quality group problem-solving

Cited by 18 publications

References 79 publications

Becoming a learning organization while enhancing performance: the case of LEGO

Becoming a learning organization while enhancing performance: the case of LEGO

Developing a learning-to-learn capability: insights on conditions for Industry 4.0 adoption

Conceptual Framework of Kaizen Practices on Organizational Performance

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