Chapter 3 - The 5S Methodology PDF

**CHAPTER 3: THE 5S METHODOLOGY** #### **3.1 INTRODUCTION** 5S is a workplace organisation method that applies the concepts of five **Japanese words: 'seiri', 'seiton', 'seiso', 'seiketsu', and 'shitsuke'. Translated into Roman script, they all start with the letter 'S' and describe how to organi...

**CHAPTER 3: THE 5S METHODOLOGY** #### **3.1 INTRODUCTION** 5S is a workplace organisation method that applies the concepts of five **Japanese words: 'seiri', 'seiton', 'seiso', 'seiketsu', and 'shitsuke'. Translated into Roman script, they all start with the letter 'S' and describe how to organise a work area for efficiency and effectiveness by identifying and storing the items used, maintaining the area and items, and sustaining the new order. 5S is frequently viewed as an element of a broader construct known as 'visual management', or the 'visual workplace'.** To organise the workplace for efficiency, the 5S process (Sort, Set in order, Shine, Standardise and Sustain) is followed. It is a simple process that can deliver significant results. The 5S process is briefly described as follows: +-----------------------------------+-----------------------------------+ | **Sort** (Seiri) | - Identify and get rid of all | | | obsolete items, i.e. anything | | | not used for months, or | | | during the last 12 months. | | | | | | - **Technique:** Yellow and Red | | | tagging | +===================================+===================================+ | **Set** | - Now that all unnecessary | | | items are removed, organise | | (Seiton) | those items which remain. | | | | | | - **Technique:** Visual | | | management with labelling, | | | colour coding, demarcation, | | | etc. | +-----------------------------------+-----------------------------------+ | **Shine** (Seiso) | - Once everything is organised, | | | replace, file and clean as | | | you go. | | | | | | - **Technique:** Clinical | | | cleaning standards and | | | procedures | +-----------------------------------+-----------------------------------+ | **Standardise** (Seiketsu) | - Maintain orderliness through | | | writing simple procedures, so | | | that unacceptable situations | | | will not reoccur. | | | | | | - **Technique:** Model | | | workplaces | +-----------------------------------+-----------------------------------+ | **Sustain** (Shitsuke) | - Also translated as 'do | | | without being told'. Create | | | an environment with high | | | self-discipline that never | | | lets the standard drop below | | | required levels. | | | | | | - **Technique:** Monthly | | | maturity assessment, action | | | plans on findings and | | | sufficient training sessions | | | for new employees as well as | | | refresher for existing | | | employees. | +-----------------------------------+-----------------------------------+ The benefit of each of the steps is as important as the process itself. Some of these benefits are: - They give team members the opportunity to have a say in what happens in their work area. - They provide team members with a chance to study problems, and to suggest solutions in a structured way, thereby energising the workplace. - Team members learn a very simple, but practical and effective problem- solving technique called the 5 Whys. It is used for identifying root causes, and it can be used in different situations. - Team members learn that procedures are there to ensure that bad/poor situations never reoccur. - It adds fun into the workplace when doing something other than normal daily tasks, especially if competition between teams starts developing. - Team members learn the value of teamwork within and across teams. ### **ACTIVITY 3** **Consider the following example:** Look at the sketches and think about your own personal garage or storage space at home, and your local supermarket that you visit regularly. 1. **Which one represents your current workplace; the wardrobe or the supermarket (or something in between)?** -- -- 2. **Discuss the steps that you need to follow to create a workplace like a supermarket?** -- -- 3. **What needs to be put in place (or done differently) in order to keep it like that?** -- -- #### **3.2 THE FIRST S -- SORT** Sorting is the first step in making work easy. It is about finding and getting rid of all unneeded items in the workplace. Inventory (e.g. due to poor stock management), dirty laundry and dishes, medical waste, medication, equipment (e.g. old technology, or non-functional equipment), or any items that have not been used for some time, or which are simply not needed, tend to gather and get in the way of everyday work activities. A lot of time is spent on searching for such items. The sorting principle should be applied to all areas of the business, including all files, credenzas, work, emails, folders, shared drives, and other storage areas. In world-class companies, sorting and removing items means more than just eliminating items that you never use. Only essential items that are needed for you to do your job efficiently should be kept. ### IMPORTANT INFORMATION Encourage people to take before and after photos of their workplaces; a 'before photo' of an unsatisfactory situation, and an 'after photo' once the situation has been improved. It is a good idea to display these pictures in the workplace, and to highlight the benefits from improvements. It is also a sign of recognition, as it shows people that their efforts in improving the workplace are valued. Organising for Efficiency is often launched by a Yellow & Red Tagging exercise. During this campaign, all unneeded and misplaced items are marked with a tag to draw people's attention and serve as a visual reminder for action. #### **3.2.1 Yellow tagging** The following steps describe the yellow tag process: **STEP 1: Establish the rules:** The objective is to separate items needed for current needs from unneeded items. The team decides on the 'needed items', as they know what work needs to be performed in the team. The rules could include things like calendars, photographs, coffee mugs, pens, files, paper, folders, emails, etc. The meaning of 'current needs' should be clarified so that everyone understands which items to look for. Examples of criteria or rules are the following: **How often used** **Where to store** -------------- ---------------------------- ------------------------------------------------------------------- Seldom used Two to four times per year Remove and store elsewhere Occasionally Six to 12 times per year Store near the workplace Often Every week or every day Store close to its place of use, ideally three or less steps away **STEP 2:** **Identify unneeded and misplaced items:** Walk through every part of your workplace and look everywhere. Evaluate the use and quantity of each item, and remember: 'If in doubt, get it out!' Separate needed from unneeded or misplaced items. ### **IMPORTANT INFORMATION** People have a natural tendency to hang on to things. Every item needs to be critically evaluated ('touch everything') in terms of its use, quantity needed and location. **Look out for the following:** - Unneeded items in the workplace, e.g. tables, chairs, computers, dustbins, dirty laundry and dishes, medical waste, unused medical equipment, medication. - Outdated visual displays on notice boards. - Unnecessary or too much work-in-process backlog, carry-overs, diarised items. - Old markers or labels on equipment, doors or filing cabinets. - Items underneath or on top of shelves, desks, credenzas or cupboards. - Excess stationary items. **The following questions could guide the team's actions:** - What are unneeded items in the workplace (e.g. tables, chairs, dustbins, files, unused brooms, display boards)? - Are there any unneeded objects or equipment (e.g. boxes, tools, PCs, old unused medical equipment, etc.) lying around? - Are there any unneeded, old or outdated visual displays on notice boards? - Is there any unneeded (or too much) work-in-process in the workplace? - Are there any old markers or labels on doors, equipment or filing cabinets? - How many emails are in the 'inbox' and 'sent' folders? - How many unneeded files or folders exist on personal storage folders in computers or shared drives? **STEP 3:** **Attach yellow tags and make a yellow tag list:** Attach yellow tags to items identified in the previous step. Write some details on the tag for reference. Include information such as: ### **IMPORTANT INFORMATION** **Suggestions for tagging**: - The best way in which to carry out yellow tagging is to do the whole target area quickly; ideally with the full team participating. This could be a fun exercise, in which all team members participate. - It is often not even necessary to tag items; some can be removed immediately. - Be careful not to tag an entire shelf or rack. Rather attach individual tags to individual items. - If someone else disagrees with an item being yellow-tagged, it needs to be discussed with the person who tagged it, before a final decision is made. - Unneeded items should be moved from the workplace to a holding area reserved for yellow-tagged items. The holding area is set aside for storing tagged items for a limited period. If people are concerned about getting rid of certain things, the holding area acts as a helpful buffer. Other workplaces also have an opportunity to draw items from the holding area, if needed (but be careful not to just move unneeded things back to another area in the workplace). - It is also important to look at equipment when conducting the yellow tagging exercise. Unneeded equipment should be removed from areas where daily work takes place. On completion of the tagging, create a yellow-tag list. Allocate responsibilities for the removal of items, and add target dates to the list. **STEP 4: Dispose of, or sell truly unneeded items:** If items are not taken from the holding area within the set time, these items should be removed or sold. After the initial yellow tagging campaign, tagging can be done when needed, to ensure that the workplace remains free from unneeded items. As example, technology has made it possible for people to store and distribute large volumes of information via computers, emails, faxes and copiers. Most record-keeping systems lack the ability to eliminate unnecessary information. This means that information that is kept on paper, or on computer systems, will continue to accumulate, unless specific action is taken to sort through it. Much of the information that is stored in companies has little value. Information loses its value over time, and once documents are older than a year, it is rarely used again. Documents older than a year typically have a use-frequency rate of as little as 1%. #### **3.2.2 Red tagging** A red tagging exercise is used to identify any faulty or unsafe items or conditions in the workplace. During a red tagging campaign, the team inspects the work area and attaches red tags to any faulty or unsafe items or conditions. A red tag is used to visually remind the team of a potential problem, until the faulty or unsafe items or conditions have been rectified. Remember that safety, and the following of safe work practices is everybody's responsibility. There are many reasons why workplace safety is important, for example: - It is the legal duty of the company to provide a safe working environment for its employees and patients. - A safe environment assists in the ability of the team to achieve its objectives. - Safety accidents/incidents demotivate people. - A safe environment leads to confident team members. - Safety accidents are very costly to the business, and also to team members. - In a hospital environment, workplace safety is also tied to patient safety, which is a key objective. ### **IMPORTANT INFORMATION** More than 90% of employee injuries are as a result of the correct procedures not being followed. Everybody must be committed to the principle keeping the workplace safe. After a red tagging exercise, it is important to involve management, or maintenance support to assist in correcting any faulty or unsafe items or conditions. **STEPS TO FOLLOW IN A RED TAGGING EXERCISE ARE AS FOLLOWS:** **STEP 1:** The team needs to define 'faulty' or 'unsafe': During this step, the team creates definitions of what could be classified as faulty or unsafe. The team must understand exactly what 'unsafe' means in order for them to know what to look for during the red tagging exercise. These could include items such as broken equipment, desks, chairs, old computer screens, broken windows, old software on computers, and others. **STEP 2:** Identify any faulty or unsafe items or conditions: The team walks through the workplace and inspects the area for any faulty or unsafe items or conditions. Make sure that areas such as communal areas, kitchens, recreational areas, floors, computer cables and electric cables are also included. **STEP 3:** Attach the red tags and make a list: Ensure that any faulty or unsafe items or conditions that were identified are now marked with red tags. Write details on the tags for future reference. While attaching the red tags to the faulty or unsafe items or conditions, make a list of all these items. **STEP 4:** Fix any unsafe items or conditions immediately, and rectify faulty items or conditions within three months: Prioritise the red tagging list, and draw up an action plan. Indicate responsibilities and target dates. Involve maintenance departments, IT specialists, buyers or outside contractors to assist in repairing and safeguarding equipment. The goal is to address all red tags as soon as possible. #### **3.2.3 Considerations when organising for safety** Safety is one of the cornerstones of Organising for Efficiency. Each of the Organising for Efficiency steps need to consider safety in its implementation and safety needs to be a central theme in regular workplace organisation reviews by teams. The following guidelines serve as starting point to create a more safety conscious environment. **Ergonomics** Ergonomics is the study of how humans interface with their physical workplace. It considers factors such as what is safe, and what easy movements for the human body are. Ergonomic hazards are conditions that can cause injury, or activities that involve repetitive motions. Stress on the body is increased when the following occur: - Holding an uncomfortable position for long periods of time. - Activities that require the same movements for long periods of time, for example, sitting at a desk in front of a computer keyboard, or standing at a worktable and stretching to one side to reach something. - Repetitive and forceful hand, leg or foot movements. Below are examples of work areas in a hospital where organising for safety is critical: **Floors** Slipping, tripping or falling on floors, walkways or stairs can be prevented by: - Keeping floors and walkways clear of any unneeded items that could cause people to fall over them - Using non-slip surfaces on floors that get slippery - Using signs to indicate slippery floors when cleaning is in progress - Ensuring that all cables are neatly kept out of harm's way - Storing or parking all movable items in appointed areas **Work surfaces** Cross-contamination can be prevented by: - Cleaning all surfaces, furniture, and applicable equipment with detergent and water as per the Corporate policy: Disinfection guidelines - Checking that the external surfaces of paper and soap dispensers are clean and refilled or reported as required **Bathrooms** Spreading of infectious diseases can be prevented by: - Thoroughly cleaning bathrooms and toilets with a detergent and water using the relevant colour-coded cloths and then disinfected by wiping with hypochlorite - Daily cleaning of toilet brushes with hypochlorite and stored dry ### **ACTIVITY 4** Conduct a practical Yellow/Red tag exercise by following the steps in the book. **STEP 1: Establish the rules for Yellow and Red tagging:** **Yellow tag criteria:** -------------------------- **Red tag criteria:** **STEP 2:** Walk through a selected part of your workplace and look everywhere. Evaluate the use and quantity of each item. Identify unneeded and misplaced items. **STEP 3:** Attach yellow tags and red tags and make a list of all the items you found. **STEP 4:** Write down a decision on what to do with each item. **ITEM IDENTIFIED** **YELLOW TAG** **RED TAG** **DECISION** --------------------- ---------------- ------------- -------------- 1. 2. 3. 4. 5. 6. 7. **STEP 5:** Ensure that all the items in Step 4 is properly actioned and that the maintenance team receives the red tag items for repairs. #### **3.3 THE SECOND S -- SET IN ORDER** The second principle, set in order, means arranging needed items so that they are easy to find, and easy to put away. It can only be implemented well when all unnecessary items have been removed. No matter how well items are arranged, organising the workplace will have little impact if many of the items are unnecessary. With set in order, all needed items are arranged in such a way that they are within reach, safe, easy to use, and easy to put away. ### **IMPORTANT INFORMATION** The aim is to create a safe and visual workplace where, with the sweep of an eye, it is clear where things are, what is out of place, missing or too much, and where things should be returned to. This can be achieved if: - Storage areas are clearly indicated, for example, with demarcated lines and signboards. - These demarcated areas are clearly labelled so that one can find and replace items without searching. - Trolleys are used to store and transport items, where possible, to make it easier for people to retrieve these items, handle them, and replace them. Once the concept of set in order has been established, it will no longer be necessary to ask where things belong. Everything will be visually clear. This will eliminate many kinds of waste in the workplace, especially time wasted while searching for items. Below are a few examples from a hospital where the 'set in order' principle was applied:  Comparison between unorganised and neatly organised storeroom Labels on shelves for nursing documentation in a ward storeroom  Labelled and sorted according to different uses Stock labelled with replenishment levels indicated  Files arranged according to colour There are many examples of waste within work teams. For example, it is not unusual for a certain activity that takes 20 minutes to include 15 minutes of searching. When attempting to start an activity, outstanding information or requirements often cause delays in the work time, and thus, productivity suffers. When set in order and organising is not implemented correctly, the following problems may result: - Work desks become disorganised with paper, forms and notices, as well as stationery cluttering drawers. - Keys of cabinets, store rooms and lockers are misplaced. - Only certain people know where information and folders are stored. - The wrong information can be used if information is not organised properly. - Boxes of files and objects are left in walkways, causing people to fall over them and get injured. - People have difficulty in finding files or misplaced documentation. **TECHNIQUE:** To prevent these problems, the 5 Whys technique can be applied to determine the root causes of the disorder, and guidelines can be developed and put into practice. For Organising for Efficiency purposes visual guidelines (e.g. photos) can be a simple and effective means to guide staff. As best practices emerge from the implementation of Module 2, guidelines can be developed to organize areas according to a Mediclinic standard. Possible guidelines could include: - Stationery cupboards and credenzas - Personal folders and shared drives - History documentation - Work desks - Common storage areas - Inventories #### **3.4 THE THIRD S -- SHINE** The key purpose of shine is to create a habit of once you have used something, you replace or file it immediately. As a result, the workplace functions effectively, and it looks professional. This eliminates the need for spring cleaning once in a while, or for special occasions like visits by important clients and managers. If the workplace looks organised, people will, over time, feel energised and motivated by the pleasant workplace. Shine also focuses on the ongoing habit of replacing and filing. If the concept of shine is in place, work becomes easier and more pleasant. By visually controlling whether equipment, instrumentation, medication, files, paper, etc. are replaced, it allows team members, at the end of the day, to prepare for the next day's work. All items in an Emergency Trolley are checked and replenished at the beginning of each shift. Shine should become a habit. It must be clear to patients, visitors and others that staff care about their workplaces. ### **IMPORTANT INFORMATION** Mediclinic's Infection Prevention and Control Department has a policy called 'Cleaning and disinfection of bed and patient environment'. This policy provides several guidelines that are listed below, which should be followed to minimise infection risks: - Guideline pertaining to routine cleaning of the patient environment - Guideline pertaining to discharge cleaning and disinfection of beds (upon discharge or transfer of patients) - Additional guidelines pertaining to terminal cleaning and disinfection of bed and patient environment upon discharge or transfer from an isolation area - Guidelines pertaining to specialised units -- neonatal and paediatrics - Guidelines for additional disinfection of rooms following terminal cleaning: hydrogen peroxide fogging - Guideline for auditing and verification of cleaning #### **3.5 THE FOURTH S -- STANDARDISE** Standardisation is the method used to maintain sort, shine and set in order. To standardise, in this context, means to maintain orderliness. Organising methods, frequency, and the person responsible should be clearly defined, documented (potentially visually) and updated by team members. Standardising requires self-discipline and orderliness can be maintained through writing simple procedures so that unacceptable situations will not reoccur. ### **IMPORTANT INFORMATION** As example, a one-page standards can be drawn up for the organisation of shared drives on computers. The one-page standard highlights the main steps to follow when organising a shared drive and serves as guideline to ensure a similar approach through all departments. Even though the detail requirements of each department might be different, the one-page standard facilitates cross-learning and assists each department that starts with organising shared drives, so that they do not have to start from scratch. If these one-page standards are created, they must be user-friendly, easy to understand and readily available. Photographs can be added to one-page standards to simplify the understanding and to convey the message easier. #### **TECHNIQUE: MODEL WORKPLACE STANDARDS** Implementation of model workplaces is an effective way in which to energise implementation of this module, and also to bring about quick and visible change. These model workplaces serve as the standard within a department, in order to design organising according to the specific needs and work requirements of the respective teams. Such a model workplace must satisfy certain requirements. The requirements are internally audited, and if achieved, a certificate of achievement is awarded. ### **IMPORTANT INFORMATION** Create model workplaces so that others can be inspired to achieve the same standard. The requirements for a model workplace are listed below and explained further down. The requirements discussed pertain predominantly to an office environment, but the principles can be applied in all work environments. 1. Score achieved for the Module 2 Maturity Assessment. 2. Model desks, tables and work surfaces. 3. Model machines, equipment and devices. 4. Single minute information retrieval. 5. Model storage areas. **Requirement 1:** Score achieved for the Module 2 Maturity Assessment Apart from regular monthly assessments that takes place, a special assessment is done with at least five people evaluating the workplace on certification day. The Module 2 Maturity Assessment is used to determine the score on certification day. For a level 3 model workplace award, the assessment score (the average score of the five people doing the audit) must be over 50 points; for a level 3.5 award, over 65 points and, for a level 4, over 75 points. **Requirement 2**: Model desks, tables and work surfaces 1. There are no pieces of paper/notes stuck on walls, and/or on computer screens/boxes. 2. Desks are fully functional, with no parts/locks not working. 3. Clear minimum and maximum levels for paperwork are followed, 4. Desktops are neatly organised, and no unnecessary items are lying on desks. 5. There is nothing under desks, and no unnecessary items on the floor. 6. Drawers have urethane mats or compartments to reflect effective use and storage of pens, papers, clips and other components. 7. All other drawers are well organised and neat, containing no unnecessary items. 8. Titles of all files are neatly and clearly written on the back in order to facilitate single minute information retrieval. 9. No work-in-process in drawers; should be in in-trays. 10. A neat alphabetical list of regularly used telephone numbers is easily available on the computer. 11. The contents of credenzas are organised with labels, with no unneeded items, and with clearly marked files. 12. Computer and equipment cables are tied and fixed to worktables. 13. Files are indexed in such a way that there is no need to page through and search for the correct information. Single minute information retrieval is made possible. 14. Standard operating procedures to perform the work should be available.  An emergency trolley with compartmentalised, labelled trays can be an example of model equipment. Requirement 3: Model machines, equipment and devices 1. Machines, equipment and devices are regularly and properly cleaned, and all screens/indicators all around machines are always clean. 2. The manufacturer or rental company's details are clearly indicated. 3. Nothing is placed underneath or around machines, equipment and devices, E.g. paper boxes and unmarked trays. 4. Work-in-progress, paper and other items are not placed directly on the floor, E.g. paper trays to organise internal mail, printouts, etc. are properly labelled, and are in dedicated places. 5. Frequently used items like paper, paper clips and staplers in an office environment are organised visually, close to machines, equipment and devices, and in clearly demarcated places. 6. All needed work-in-progress and finished items are placed in allocated, demarcated areas, near machines, equipment and devices, and visible at a glance. 7. Rules for storage of paper, files, and documents are clearly defined, and are applied in these areas, e.g. the 'first in first out' rule. 8. Important documents, e.g. user manuals, are placed on or close to the relevant machines, equipment and devices, and in such a way that they can be found at a glance. Files are indexed in such a way that there is no need to page through and search for the correct information. Single-minute information retrieval is possible. 9. The following documents (standard operating procedures) should be available in an operational environment: a. Operational checklists 1. *Troubleshooting manuals* 2. *Equipment usage logbooks* 3. *History of maintenance and planned preventative maintenance intervals. A sign is placed on machines, equipment and devices, indicating who in the team is responsible to look after it* Requirement 4: Single minute (10 seconds) information retrieval The fourth requirement for model workplaces is about achieving single minute (less than one minute) information retrieval for paperwork, and 10 seconds for retrieval of computer information. For the level 3 model workplace award, at least 10% of information locations need to be organised in a way that will facilitate quick retrieval (within one minute, and 10 seconds). Shelves, racks, cabinets or workstations need to be organised in such a way that any person working in that workplace can do single minute retrieval. ### **IMPORTANT INFORMATION** **How to certify single minute/10 seconds retrieval:** - A list is made of all the retrieval systems in a workplace. These could include a shelf and/or a cabinet, and/or a computer where day-to-day documents and files are stored. - Depending on the level of certification that is challenged, a certain percentage of retrieval systems are selected for certification. - A designated person prepares 10 questions about the documents or information in the selected location. - The person responsible for the workplace, responds to the questions. They have to retrieve the paper information within one minute, or 10 seconds in the case of computer information retrieval. The computer information retrieval should include: - System information (including emails) - Shared drives - Intranet - If all 10 questions have been answered correctly, each within one minute or 10 seconds, single minute/10 seconds information retrieval has been achieved. **Requirement 5: Model stores** A store is defined as a storage area for items such as medication, medical equipment, laundry, stationery, archives, files and commonly used information, such as training manuals and user manuals. The aim of having model stores is for all team members in a working area to find items or information fast and easily, like customers shopping in a supermarket. When walking into a workplace, anyone should be able to see where, what and in which quantities items are being stored. People must be able to easily retrieve any item, and put it back again. Requirements for model stores are the following: - Stores are clearly indicated with signage, what type of store it is and who is responsible for it. - There are no unnecessary or defective items, such as old computers, screens, equipment or expired pharmacy products in the store. - Files are labelled so that they can be found easily, e.g. in alphabetical, numerical or chronological order. Files can also be colour coded and stored in related orderly groups. - Re-order levels, to manage inventory levels, are clearly indicated. - In the case of archives, racks are clearly labelled, and a list of where to find items is available. ### **ACTIVITY 5** Think of your own work area and identify opportunities for creating the following Model standards, as well as the responsible person and timelines for completion: Model desk, tables, work surfaces: **AREA** **RESPONSIBLE PERSON** **DUE DATE** ---------- ------------------------ -------------- Model machines and/or equipment: **AREA** **RESPONSIBLE PERSON** **DUE DATE** ---------- ------------------------ -------------- Model storage areas: **AREA** **RESPONSIBLE PERSON** **DUE DATE** ---------- ------------------------ -------------- Areas where you would like to achieve single minute information retrieval: **AREA** **RESPONSIBLE PERSON** **DUE DATE** ---------- ------------------------ -------------- #### **3.6 THE FIFTH S -- SUSTAIN** It is essential to clearly define responsibilities so that no time is wasted in determining what must be done, when, and by whom. Team members should have clear role descriptions displayed in their workplaces, to give 5S meaning. Assigning responsibilities also includes internal or external suppliers. Improvements through the first three steps (i.e. sort, set in order and shine) must be maintained, and the team must strive to continuously improve. The whole department should be broken up into areas of responsibility and no 'grey' area should exist where nobody is responsible for something. A visual plan of the office could assist in this regard. As part of sustainability, teams themselves do monthly assessment of maturity. The monthly assessment allows for teams to see in which areas they are performing, and which areas need improvement. With Module 2, it is important that everyone is trained, and that they understand the meaning of Organising for Efficiency. An important outcome of this training is the setting of a target for improvement and action planning. The plan includes the allocation of areas of responsibilities. Every area, every month, needs be to be checked against the maturity assessment (focus initially on the identification and elimination of all unnecessary items). The Module 2 maturity assessment represents best practice standards, and is used to measure progress and to encourage improvement. By using the Module 2 maturity assessment on a monthly basis, the team can improve on and maintain a clean and organised work environment. It is best to get the team to do self-inspections by using the Module 2 maturity assessment, and to evaluate their performance and to monitor progress on the 5S's. Each item on the maturity assessment is reviewed and marked with a tick or a cross, depending on whether the workplace fully complies with that requirement or not. The number of tick marks on the maturity assessment is translated into a numerical score (every tick mark is five points). This score can also be used to determine the best workplace, and to identify model workplaces. The monthly review by the team is more effective when other people are involved. A small group can be put together. This group will walk through the area that the team is responsible for, and critically evaluate it according to the maturity assessment. The review team typically includes the following people: - The area's first-line manager - About three team members, rotated each month - A first-line manager from another team - Module champion (attend some reviews) - Departmental manager (attend some reviews) After the walk-through, the group completes the maturity assessment. ### **IMPORTANT INFORMATION** **Opportunity boards and photos** During assessments, using the Module 2 maturity assessment, or during tagging campaigns, photographs can be taken to illustrate opportunities for improvement. These opportunities can be displayed to motivate the team to make suggestions, and to implement improvements. Module 2 slogans and posters are helpful to create awareness and to communicate motivational messages. Communicating the maturity assessment results and status on Module 2 visually acts as a reminder of the importance of Organising for Efficiency. Use before and after photos on a celebration board to give recognition for improvements that made work easier. Place photos of improvement opportunities next to the Module 2 action plan in the high performance team meeting area to stimulate ideas for improvement. +--------+--------+--------+--------+--------+--------+--------+--------+ | Maturi | | Review | | Financ | Reason | | | | ty | | ers | | ial | | | | | | | | | Decisi | | | | | Assess | | | | on | | | | | ment | | | | | | | | +========+========+========+========+========+========+========+========+ | Item | A | B | C | D | E | | | | Number | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | 1 |  |  |  |  |  | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | 2 |  |  |  | X | X | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | 3 |  |  |  |  |  | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | 4 |  |  |  |  |  | | | +--------+--------+--------+--------+--------+--------+--------+--------+ |... |... |... |... |... |... | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | 20 | X | X | X | X | X | | | +--------+--------+--------+--------+--------+--------+--------+--------+ The reasons for each X's on the maturity assessment need to be analysed. Some of the reasons could be: - Incorrect organisation - Poor performance - Different standards applied - The 5S applied incorrectly, or not understood correctly - The Module applied mechanistically, or not understanding the true meaning of Organising for Efficiency Use the 5 Whys technique to get to the root cause of the crosses (i.e. unmet standards) on the maturity assessment. ### **IMPORTANT INFORMATION** On completion of the Module 2 maturity assessment, the team discusses the results and develops an action plan for improvement. The actions must be specific, concise (a short sentence with one verb), indicating responsible people and dates for completion. The action plan is displayed in the team meeting area. The plan, with all the actions and corrective actions, now needs to be implemented by all involved. ### **IMPORTANT INFORMATION** Team leaders, managers, operations managers and senior managers should be role models of Module 2 implementation. **Remember:** Always celebrate success by giving recognition to the best teams and to teams that have improved a lot. This could be done in the form of model certificates, team member of the month, senior managers congratulating team members, giving time off, and a host of other celebration techniques. ### ACTIVITY 6 1. **Think about a place or a store in the workplace that continuously becomes disorganised.** -- -- 2. **Use the 5 Whys to get to the cause of the problem, and make a decision on how the problem should be solved.** Why the area does continuously becomes disorganised? ------------------------------------------------------ Because: Why? Because: Why? Because: Why? Because: Why? Because: 3. **How do you suggest that the problem should be solved?** -- -- 4. **Once solved, what measures should be put in place to ensure the place/store does not become disorganised again?** -- -- **\ ** **GLOSSARY** **5S** A workplace organisation method that applies the concepts of five Japanese words, seiri, seiton, seiso, seiketsu, and shitsuke, which translates to Sort, Set in Order, Shine, Standardise and Sustain. It describes how to organise a workplace for efficiency and effectiveness by identifying and storing the items used, maintaining the area and items, and sustaining the new order. - Sort (seiri): Identify and get rid of all obsolete items. - Set in order (seiton): Organise all items that remain. - Shine (seiso): Once everything is organised, replace and clean as you go. - Standardise (seiketsu): Maintain orderliness through writing simple procedures. - Sustain (shitsuke): Establish high self-discipline never to let the standard drop. **5 Whys** 5 Whys is an iterative interrogative technique used to explore the cause-and effect relationships underlying a particular problem. The primary goal of the technique is to determine the root cause of a problem by repeating the question 'Why?' Each answer forms the basis of the next question.