Improving Teaching and Learning through Kaizen and 7 th Habit

ISSN: 2347-7474 International Journal Advances in Social Science and Humanities Available online at: www.ijassh.com RESEARCH ARTICLE Improving Teaching and Learning through Kaizen and 7 th Habit Ronel Mondragon Sapungan* 1, Joseph Bangayan Cuarteros 2 1 Department of Social Sciences, AMA International University-Bahrain, Kingdom of Bahrain. 2 Quality Assurance Coordinator, Gulf College, Muscat, Sultanate of Oman. *Corresponding Author: Email: rmsapungan@amaiu.edu.bh; dr.ronel192025@gmail.com Abstract This institutional research article explicates the application of Kaizen in a teaching and learning milieu. The prime idea of this inquiry is anchored on Kaizen principles espoused by Kaizen expert, Masaaki Imai, who articulated that Kaizen strategy is the single most important concept in Japanese management, the key to Japanese competitive success. Also backing up this inquiry is the 7 th Habitdescribed as Sharpen (ing) the Saw -- from Stephen Covey s The 7 Habits of Highly Effective People. Both popular principles are the springboard of this research inquiry into Kaizen s 5S principles and 7 th Habit against the backdrop of academic functions as exemplified by instructors and leaders of learning in school and universities in an attempt to improve the quality of learning. The author then explores the validity of the effectiveness of the Kaizen principles in various areas of learning facilitation. The author recommends the adaption of Kaizen principles to teaching to sustain continuous quality improvement in all learning undertakings-whether on the practicality of the principles in teaching, their reliability in learning among various learners, or their effectiveness in educational leadership. As a practitioner of continuous quality improvement and a facilitator and leader of quality teaching and learning for years, the author has considered the role that teachers and school leaders play in the implementation of continuous quality improvement to attain and sustain the effectiveness and efficiency of quality learning in the academe. Keywords: Kaizen, Continuous quality improvement, Kaizen in teaching, 5S principles, 7 th habit. Introduction Kaizen is about changing the way things are. If you assume that things are all right the way they are, you can t do kaizen. So change something! --Taiichi Ohno Revolutionizing teaching and learning through Kaizen philosophy to achieve quality education has been a vital concern among educators in the academe in the world today. [1] Kaizen, which means continuous improvement, is built on quality as a part of the total process. Thus, to do Kaizen, or to kaizen, is to implement Kaizen principles in the name of quality or continuous quality improvement. This concept, first espoused by Masaaki Imai only to improve industrial efficiency in Japan, has now become an interesting theory in the teaching and learning process. In his book, Kaizen: The Key to Japan s Competitive Success, Imai stressed that Kaizen is the lone most important concept in Japanese management-the key to Japanese competitive victory. Its success has manifested in many organizations around the world. Hence, many authors and educators have tried the effectiveness of principles in teaching and learning in their respective area of specialization. Ronel Mondragon Sapungan et. al January 2016 Vol.4 Issue 01 01-07 1

The same principle has also become a model in classroom management and educational leadership undertakings. Origin of Kaizen Kaizen (ky- zen) originated from the Japanese term kai, which means change, and zen, which means good (to be better). Some interpret kai as continuous, and zen as improvement. The term, which has been a password to log in the concept of improvement in every aspect of organization, has now become synonymous with continuous quality improvement. In Japan, Kaizen has been a familiar term in schools. This is why most schools in Japan are frequently changing. Kaizen in schools refers to continuous quality improvement of students learning through the use of innovative (kaizen) teaching techniques and tools being implemented by the teachers and supported by school administration. Although kaizen principles were originally designed for industries, some of its aspects are being used to revolutionizing schooling. This is the objective of this investigation to verify the effectiveness of these principles in changing the face of education. Rationale of Inquiry This paper is anchored on Kaizen principles espoused by Kaizen expert, Masaaki Imai, who articulated the effectiveness of kaizen as a single theory in Japanese management, which later became the source of competitive success in Japan management. This inquiry likewise wanted to probe the effectiveness of the 7th Habit from Stephen Covey s The 7 Habits of Highly Effective People, which is described as balance and renewal of your resources, energy, and health to create a sustainable, long-term, effective lifestyle. Both popular principles are the springboard of this scholarly endeavor probing that Kaizen s 5S principles and 7th Habit (Sharpening the Saw) could also manifest in the academic milieu and could possibly be exemplified by instructors and leaders of learning in school and universities in an attempt to improve the quality of students learning. Furthermore, the author specifically verified the validity of the effectiveness of kaizen principles in many areas of teaching and learning endeavors through the corroboration of many authors and the actual application of the author himself. Applying Kaizen as a Challenge For the author, applying kaizen in teaching was at first a tremendous challenge. This was basically tantamount to taking a quantum leap or changing the wagon s gear without sacrificing the quality of education while trying to maintain or sustain the expertise of long years of teaching experience, including classroom management skills and time-tested teaching techniques. Kaizen philosophy in education is equivalent to aiming for quality, which had become a continuous struggle for both teachers and students. But since kaizen means continuous quality improvement, it means continuing improvement in personal, home, social, working, school and university life. As Lal Fonseka, a productivity consultant of Brand Lanka Limited, put it, when applied to the school, kaizen means continuing improvement involving every person the principal or dean, teachers, parents and students. [2] For the author, to kaizen means to draw on and apply 100% effort and creativity to achieve set goals in teaching and leadership. It requires a teacher to have three-horse power to push daily workloads. It needs 180kp/h to be efficient to meet expected learning outputs as manifested in course intended learning outcomes which are being assessed in every term. To kaizen means to answer two humungous questions: (1) How can we meet the standard of teaching as measured against students learning or the degree of excellence achieved by the learners; and (2) How can the teacher Ronel Mondragon Sapungan et. al January 2016 Vol.4 Issue 01 01-07 2

acquire the kaizen skill and possess it as a distinctive attribute or characteristic in his or her teaching career? Kaizen in Teaching and Learning The basis for learning in the classroom is known as the constant improvement where teachers and students always seek ways to improve the system to enhance the fun of learning. -Lal Fonseka Learning the kaizen method is beneficial. As for the author, acquiring kaizen skill has made him change the educator he used to be and what he used to do. This Japanese work principle had totally changed his perception of effectiveness, efficiency, commitment and quality profession. The author s claim of Kaizen s effectiveness in teaching and learning has been corroborated by many researchers and educators. and quality training; e) teachers have completely changed their teaching styles, with most now being "95 per cent facilitators" rather than lecturers; and f) all students set very high improvement goals. When the author learned Kaizen principle in 2007, his assiduity to apply it in his life became intense. As an educator he has considered kaizen as an important aspect of his way of life at home, in the classrooms and at his workstation. The passion for Kaizen philosophy has brought to the author better work orientations, more organized work plans, more engaged and productive employee, and happier relation with his colleagues and his family. The ripple effects of the love for Kaizen could be observed by following the basic steps as suggested by Mark Graban: 1. Be keen in identifying opportunities for improvement; 2. Discuss the plan of action among the work force; 3. Implement the plan and evaluate its effect; 4. Write all what has been done; and 5. Share the effective ideas and acknowledge people s contribution [3]. Kaizening my class work Kaizening Class Instructions In the book, The Learning Revolution, coauthors Jeanette Vos and Gordon Dryden explained that revolutionizing schools through Kaizen has optimistic effects. The significant results have been evident in the Mt. Edgecumbe High School, in Sitka, Alaska, the school that pioneered Total Quality Management or TQM and Kaizen in America. Among the results were as follows: a) students have established four pilot companies; b) they have learned foreign languages, quality control, statistical analysis, mathematics, exporting, marketing, accounting and many more; c) teachers and students are considered as comanagers as they set goals and implement plans collectively; d) the first week of each school year is used for building self-esteem The teacher approaches each classroom with the belief that each student comes with the desire to learn, that each one can learn far more than previously learnt. To truly have fun in the classroom, quality must be part of the classroom culture. Lal Fonseka Ronel Mondragon Sapungan et. al January 2016 Vol.4 Issue 01 01-07 3

With the objective of improving students learning in mind, kaizening class instructions can be done! using like Facebook, Instagram or Tweeter. Many students may already have disliked arrays of common assessments you give after every lectures; hence, you could present online games as formative assessment using their Iphones or the popular YouTube to analyze uploaded videos of diverse social issues. Thus, the primary duty of the teachers is to work on possible ways to improve the classroom instructions with the help of students, member teachers and administration. Teachers should improve (kaizen) their instructional tools like the laptop, desktop, overhead projector or mobile phones. Lessons must be planned and organized well, putting the student s level of intelligence, learning style and interest in mind. They should be ready to find solutions and applicable instructions when problems arise in the classroom. They should be fully aware of the needs of students who, in this era of technology, have changed their learning preference. In fact many students nowadays prefer to glue their heads onto their mobile phones rather than to listen to teacher s instructions. You may find students get bored doing their homework and listen to teacher s litany of daily chores; hence, you can resort to using more innovative techniques, like utilization of Iphone, Ipad or smart phones to capture student s attention and motivate them to learn. Students might already have been fed up with heavy, printed books for home reading assignments; hence, you could resort to giving them reading stories or novels in ebooks as home reading activities. Students might get bored with the traditional collaborative learning or peer-involvement approach; hence, you could resort to using social media which young adults are fond of Kaizening class instructions to improve learning can be done through the use of well-planned instructions and assessments in laptop, online games, online instructions and social media. Kaizening the classroom instructions requires creativity and persistence on the part of the teacher. Equally important are the motivations that the teachers have to give to students who, too, could share in the process of improving classroom instructions for continuous improvement in their studies. Teachers should seek student s needs through feedbacking, one-on-one consultation, and focused group discussion, among others. Kaizening my workstation Kaizening my workstation using the 5S principle creates tremendous positive impact on my efficiency and productivity! Ronel Mondragon Sapungan et. al January 2016 Vol.4 Issue 01 01-07 4

Kaizening my home Kaizen Starts at Home and Workstation The journey to master Kaizen principle which improves teaching and learning should start from our home and from every corner of our work station. - Dr. Ronel M. Sapungan The fundamental measure and key driver for mastering Kaizen is the 5S, which stands for sort, set in order, shine standardize, sustain. Kaizen Institute explains 5 Steps as follows: 1. Sort (Seiri): Sort out and separate that which is needed and not needed in the area; 2. Straighten (Seiton): Arrange items that are needed so that they are ready and easy to use. Clearly identify locations for all items so that anyone can find them and return them once the task is completed; 3 Shine (Seiso): Clean the workplace and equipment on a regular basis in order to maintain standards and identify defects; 4. Standardize (Seiketsu): Revisit the first three of the 5S on a frequent basis and confirm the condition of the Gemba workplace) using standard procedures; and 5. Sustain (Shitsuke): Keep to the rules to maintain the standard and continue to improve every day. Kaizen Institute further elucidates that the 5S offers more benefits to our professions. It states that 5S relates to workplace organization and forms a solid foundation upon which many organizations base their drive for continuous improvement. It is equally applicable and successful in all sectors helping to achieve high impact results. It is a systematic and methodical approach allowing teams to organize their workplace in the safest and most efficient manner. The discipline to check and repair equipment is included and adopted. The entire process is managed through the use of team generated audit documents, completed on an agreed frequency by responsible owners within the Gemba (workplace) [4]. When I apply Kaizen principle at home things have dramatically changed: orderliness and cleanliness manifested! This turns to be a good habit, and I sustain! The author believes that the 5S, when practiced conscientiously, could improve well-being; it would form a solid groundwork upon which to build continuous quality improvement; teachers would gain a sense of rights, participation and accountability; it could help eliminate wastes (Muda - waste of resources, waste of time, waste of energy, such as too many files on the desktop; Muri - too much workload for a day; workload thus needs to be planned and distributed logically; and Mura - not considering if the task is very important and very urgent; it may be very important, but not very urgent and vice versa); and it improves performance in efficiency, superiority and self-esteem which leads to increased effectiveness and prosperity. The 7th Habit Effect Complementing the Kaizen method in improving teaching and learning, which the author believes, is the 7th Habit, one of the seven habits popularized by Dr. Stephen Covey in his book, The 7 Habits of Highly Effective People (1989). Covey s book was an inspiration to many professionals and organizations around the world. Ronel Mondragon Sapungan et. al January 2016 Vol.4 Issue 01 01-07 5

It teaches an approach to being effective in achieving goals by adhering to the principle of paradigm shift or principle of character ethic change. The Seventh Habit has something to do with Continuous Improvement, widely known as Sharpen(ing) the Saw. Wikipedia describes it as balance and renewal of your resources, energy, and health to create a sustainable, long-term, effective lifestyle. It primarily emphasizes exercise for physical renewal, prayer (meditation, yoga, etc.) and good reading for mental renewal. It also mentions service to society for spiritual renewal [5]. Conclusion We must open the doors of opportunity but we must also equip our people to walk through those doors. -Lyndon Johnson The desire to practice Kaizen and the 7 th Habit should not stop where one task is done. This has to be evaluated, polished and sustained. This has to be radiated and taught to many people. The idea brought about by the 7 th Habit has made the author realize that improving education will drive persons along the path of personal autonomy, protection, understanding, and authority. The author also decided to constantly sharpen the saw to attain improvement in life and in profession. Consequently, the same assiduity to promote quality education was extended to his workplace, and eventually created ripple effects among his friends and colleagues in the workplace and among students in every classrooms. By sharpening the saw (both knowledge and skills) more quality of life and in profession would surely manifest. The essence of the 7 th Habit has inspired the author to conduct more researches that could help improve teaching and learning. His on-going institutional research has something to do with Integration of Mobile Phones into an Arab Tertiary EFL Classroom, particularly the effectiveness of cell phones in learning English as a Foreign Language among Arab students in Bahrain. As Lyndon Johnson puts it, we have to share the principles with other people; as we do, we are opening the doors of the chance to all, and enable them to walk through those doors. In other words, we must play role models in applying Kaizen and the 7 th Habit; if we do, we become stewards of improvement; we help empower every person and enjoy quality, meaningful life. Thus, the author recommends advocating kaizen and 7 th Habit in teaching as steady principles to sustain continuous quality improvement in all scholarly undertakingwhether on the practicality of principle in teaching, on the reliability of principle in learning among various learners, or on the effectiveness of principles in educational leadership. As professionals, therefore, we should advocate continuous quality improvement in our respective posts. As facilitators and leaders of quality teaching and learning, we should consider our significant roles as teachers and school leaders in the implementation of continuous quality improvement to attain and sustain the effectiveness and efficiency of quality learning in the academe. Ronel Mondragon Sapungan et. al January 2016 Vol.4 Issue 01 01-07 6

Acknowledgment The author sincerely acknowledges his fellow researcher Dr. Edgar Alosbaños for sharing his professional expertise and extreme motivation to make this research article possible. References 1. Gordon Dryden & Jeanette Vos, Kaizen, How Kaizen philosophy is revolutionizing schools, retrieved on 12 October 2015 from http://www.thelearningweb.net/kaizen.html 2. Fonsenka, Lal Introduction to Kaizen Philosophy in education: Continuous improvement Guidelines, Retrieved on 16 February 2015 from http://archives.dailynews.lk/2011/04/12/fea23. asp 3. Graban, Mark, Kaizen: Creating a Culture of Continuous Improvement, retrieved on 12 October 2015 from https://www.linkedin.com/pulse/201408241402 02-81312-kaizen-engaging-everybody-tocreate-a-culture-of-continuous-improvement 4. About 5S, Kaizen Institute, retrieved on 16 October 2015 from http://www.kaizen.com / knowledge -center/what-is-5s.html 5. The Seven Habits of Highly Effective People, Stephen Covey, retrieved on 15 October 2015 from 6. http://en.wikipedia.org/wiki/the_seven_habit s_of_highly_effective_people Ronel Mondragon Sapungan et. al January 2016 Vol.4 Issue 01 01-07 7