TOOLS FOR LEAN PRODUCTION MANAGEMENT OF THE UNIVERSITY DEPARTMENT: THE 5S SYSTEM, KANBAN
Abstract
The article presents the methodology for introducing two tools of lean management into the activities of the university department: the 5S system and the Kanban board. The 5S system is a method used to create and maintain a high-performance workspace, including the organization of an employee’s workplace and standardization of routine office processes. Kanban is an information system that organizes the department as a whole, establishes links between different processes and coordinates the value stream in accordance with the needs of students. These tools have been tested at the Department of Management and Marketing of Belgorod State National Research University; these tools are fundamental in launching organizational changes necessary to introduce a new philosophy of work and management based on the principles of reducing all types of losses, involving department staff in a single value chain (educational products), continuous improvement of current activities and distribution of even load on employees. The work describes the procedure and content of the main activities for the introduction of the 5S System at the department; discusses the prospects for the use of Kanban boards, and provides some excerpts from the standard use of Kanban boards by the department staff.
Introduction
A classical research-type university is a driver for social and economic development in modern society. Along with its traditional areas of activity, such as translating existing and generating new knowledge, a new, dynamically developing field of economic activity is emerging. This area includes the development and transfer of technologies to the real economy, the commercialization of the results of academic science and their introduction to the market, the creation of new businesses and start-ups, the protection and management of intellectual property, and much more (Karpov O.A., 2015, 2017; Lomovtseva O.A., Gerasimenko O.A., 2014: 132; Titova I.N., Glotova A.S., 2018: 103-105; Pryadko S.N., Zhdankova E.A., 2016: 454-455).
It is important to note that in a knowledge society, scientific research is becoming a backbone factor in university education. In the previous concept of connection between education and research within the university, the search work was part of the training, but did not define its content and structure as a whole, now the studies are beginning to be used as teaching methods, they form the learning process and the cognitive function of thinking. This forces the university to actively seek a balance between moderate conservatism and the introduction of innovations in educational processes, research activities, disclosure and development of human capital.
The implementation of the positions listed above is possible only with full involvement of university employees in the transformative activities, especially the faculty members of the departments (hereinafter referred to as the faculty). For this, a space of constant positive changes should be created at the department. However, the practical implementation of these conditions is associated with a certain institutional ‘trap’, which is the inertia of the university staff, tired of the permanent reforms of higher education and meeting any changes with passive aggression.
In such conditions directive instructions for the employees of the department to begin initiating the innovative practices into the work of the structural division and their academic disciplines in addition to their usual pedagogical functions, in the best case scenario, would lead to the emergence of new euphemisms in individual plans and reports, at worst – would reduce the current quality of the educational process.
Recognizing this fact, a new management style based on the principles of lean manufacturing, introducing a gradual transformation of the university environment, is beginning to be introduced in some Russian universities.
Regarding to higher education, lean management can be considered as a concept of university management based on the constant striving to eliminate all types of losses in educational, methodical, research, social, educational, financial, economic, and other activities, through the inclusion of the employee.
However, in other studies the results of implementing the principles and tools of lean management in higher education institutions are presented fragmentary. In this regard, it is of practical interest to describe the existing and proven methodological support for the use of individual elements of lean management at the university department level.
Methodology and methods
The theoretical and methodological basis of the article are considered as a set of universal, general scientific and special methods of knowledge in relation to the subject of the study – the tools of lean management, which are: synthesis, classification, formalization, abstraction, tabular and graphical methods of data interpretation. The system approach has allowed to clarify the essence and meaning of individual Lean-system tools, such as 5S and Kanban boards. Used theoretical and empirical data, their analysis, synthesis and systematization has allowed to ensure the scientific accuracy and adequate interpretation of the results of the study, the validity and reasoning of practical recommendations.
Discussion
During 2015-2018, lean management approaches were being introduced at the Department of Management and Marketing of Belgorod State National Research University. Currently, more than 10 tools have been implemented and used. As a result, now we see an increase in the efficiency of the department’s research, teaching and social work.
Two tools – the 5S System and the Kanban board are of greatest interest to consider, as fundamental principles of lean management.
The 5S System is an effective method used to create and maintain a highly productive office [Womack D., Jones D., 2008]. The department as a structural division of the university has a lot in common with the office in terms of organization of work activities of employees, so the general principles of the 5S System can be used correctly and effectively.
The main tasks of the organization of work according to the 5S System are:
- reduction of losses caused by the cost of time, capital and resources needed to perform the work;
- elimination of unnecessary labour movements and waste of energy, as well as the effective use of the working space [Gritsuk N.V., 2015].
The workplace at the department is a part of the area assigned to an individual employee or group of employees, which is equipped with the necessary office (technological) equipment, software and stationery, designed to perform a certain part of the workflow [Erokhina L.I., Savenkov D. L., 2014].
The state of workplaces and their organization directly determine the level of organization of activities. In addition, the workplace organization directly forms the environment where employees reside, which affects their working capacity and, ultimately, results in reduction of losses and increasing labour productivity [Avrutskaya S.G., Kopylova A.D., 2014].
The workplace organization of an employee of the department is a basis for the effective use of the workflow. Its main goal is to ensure high-quality and efficient execution of tasks in a timely manner based on technical capabilities, on the use of rational methods of work, on the creation of comfortable conditions that ensure long-term preservation of employees. The following requirements are imposed on the workplace to achieve this goal:
On the technical side, the workplace should be equipped with items necessary in the course of the tasks performed by an employee of the department.
On the organizational side, the equipment and objects available at the workplace should be rationally located within the working area, an option of optimal maintenance of the workplace should be found;
On the economic side, the workplace organization should ensure optimal employment, ‘lean manufacturing’, the highest possible level of productivity and quality of work performed [Parushina N.V., 2002];
Ergonomic requirements occur when designing the location of technological and organizational equipment and planning workplace;
Proper planning should provide for the placement of the employee in the work area and such an arrangement of items used in the process of work that would provide the shortest and most convenient areas of movement; the least tedious position of the body, arms, legs and head with a long repetition of certain movements.
The 5S System includes the following activities:
1. Sort – sorting everything in the workplace and removing unnecessary items from it.
2. Set in order – an optimal location of the desired items for easy and effective access to them and maintaining such an arrangement.
3. Shine – removing contaminants, maintaining cleanliness and using cleaning procedures to determine whether workplace and equipment follow approved standards.
4. Standardize – the creation of basic rules to keep the workplace in order and clean. Availability of visual and understandable standards for each employee.
5. Sustain – this stage includes training and transfer of information for all employees to comply with the standards of the 5S sy–stem.
Typical activities for introduction of the 5S System at the university department are shown in Table 1.
Table 1
Activities for introduction of the 5S System at the department
Stage | Activities / recommendations for activities | Recommended timeframe for introduction | Responsible for the itroduction of activities |
1 | 2 | 3 | 4 |
3.1.1. Identifying the project leader for the introduction of the 5S system | The leader of the 5S System implementation project is the head of the department
| 3 – 5 days | Head of the department |
3.1.2. Determining of target zones | It is necessary to identify individual areas inside the department that require changes After identifying all the individual zones and determining their main functions, it is necessary to prioritize elements of the introduction of 5S System in them. | During one week | Office zones for the introduction of the 5S System are determined by the head of the department |
3.1.3. Creating the main introduction team | The main introduction team is the project leader and senior staff of the department. They are responsible for the introduction of the 5S system up to the stage ‘Sustaining the developed processes progress and improvement’ | No more than one week | Head of the department |
3.1.4. Training staff responsible for introduction of the 5S system | The aim of this step is to provide the staff of the department with knowledge, skills and the right approach for the successful introduction of the 5S System. The main tasks for the realization of the step: 1. creating a training plan 2. introduction of a training plan Newly recruited staff should complete individual training. | 1 day | Head of the department |
3.2. Scanning the department | |||
3.2.1. Collecting the initial data. Photo report of current conditions | Photographing of the current situation in the department’s target zone in order to see the changes taking place over time (as a photo report). The photo report should contain pictures of open drawers, cabinets, etc. Captured views should be above and below, this will allow you to see something new. Photographing should be carried out in several iterations to show how the situation changes in the areas of the department while the gradual introduction of the 5S System, and to post updated images on the stand | 1 day | Main introduction team |
1 | 2 | 3 | 4 |
3.2.2. Filling the checklist for office scanning | Diagnostics of conditions at the department with filling the checklist. It is necessary to implement this in each target zone and calculate the results. To see the improvements, you need to re-diagnose at step 3.5. | 1 day | Main introduction team |
3.2.3. Creating an information stand of the project | Information stand should be created after the actual introduction of the previous steps. The stand should visually display the project description, concept, process or implementation plan. It should present all the actions that have already been done and which still need to be implemented to achieve the goal in a logical sequence. The stand should display the results of the introduction of the 5S System. | During the day after the realization of the previous steps 3.1 and 3.2 | Main introduction team |
3.3. Sorting and removing all unnecessary items | |||
3.3.1 Defining criteria for sorting | Defining the rules and standards to sort by The main tasks for the implementation of the step: - develop a standard operating procedure for sorting - develop a form of sorting checklist | 1-7 days, depending on the size of target zone | Main introduction team |
3.3.2. Preparing a temporary storage zone | Providing division employees with sorting standards. Temporary storage zones are places for temporary storage of unwanted items until they are identified where needed, or they are disposed of. When the need arises, such items are returned to their place. A temporary storage zone is created for each target zone. If the division is large, you can organize a central temporary storage zone for the entire department and place there large objects for local zones. The presence of such zones allows sorting in 5S. | During one week
| Main introduction team together with the employees of the target zone |
3.3.3. Sorting | Sorting is carried out in accordance with the developed standard of sorting, it is recommended to include the following sections (reporting forms): ‘List of tasks need to be solved by sorting’, ‘Checklist for further use of items’, ‘Red labels’ (identifying items that are most likely do not require storage at the department | During two weeks | Main introduction team together with the employees of the target zone |
1 | 2 | 3 | 4 |
3.4. Setting in order, rational location and definition of boundaries | |||
3.4.1. Creating a map of the current state of the target zone | Survey of department staff and drawing a map in order to get a complete picture of how space is used The main activities at this step: 1. It is necessary to determine which part of the department to map 2. Draw contours of the target zone. It is necessary to display the contours of the entire room of the department (doors, aisles, show the sectors of door opening with dashed lines) 3. Mark large items. At an approximate scale, it is necessary to map large pieces of furniture and equipment. First, it is better to draw the outer borders of each element and identify it 4. Mark small items 5. Mark work areas 6. Display the flow of employees, documents. Arrows need to show the direction of movement of employees and items. If possible, indicate the distance and means of transportation. At the same time, it is necessary to determine the distance of transitions and movements in the target zone. 7. Mark all important items (tables, equipment, bookshelves, etc.) 8. Mark important problems and facts using yellow cards Using the map data can detect bottlenecks for further improvements. | During 1 day | Main introduction team |
3.4.2. Developing a rational layout plan | The main tasks for the introduction of this step: 1. Consideration of possible instruments of rational location. All rational layout tools are aimed at providing principles - to find the best place for every thing in the department, to provide easy search, use, easy way to return to the place. 2. Select problems or problem areas to improve. 3. Define criteria and principles for further guidance. At the same time, it is advisable to use a checklist with criteria for rational 4. Prepare a map of the future state (plan). The map of the future state shows the target zone after the implementation of improvements made at the stage of rational location | During one day along with the previous step
| Main introduction team |
1 | 2 | 3 | 4 |
3.4.3. Implementing of a rational layout
| At this step following activities are performed: 1. Check the rational layout plan. It is necessary to consider the map of the future state and rational layout plan. 2. Move items to where they should be, incl. documents 3. Make the position of objects in selected locations obvious | No more than three weeks
| Main introduction team together with the employees of the target zone |
3.5. Sweeping or cleaning and inspecting the workplace | |||
3.5.1. Defining of cleaning criteria | Starting cleaning, the team should determine the main areas of work. In the process of cleaning sorting and rational location are taking place at the same time The main activities in this step: 1. Development of a standard operating procedure In this step, the initial cleaning and inspection 2. Development of a checklist with criteria | No more than three days | Main introduction team together with the department employees |
3.5.2. Developing and implementing of a cleaning plan | The task of the division's employees together with the introduction team is to clean the target zone basing on the developed plan. During the initial cleaning, everything is cleaned and, if possible, approaches the original state of the target zone | No more than one week | Main introduction team together with the department employees |
3.6.1. Developing and implementing of standards of each ‘S’, ensuring perfect condition
| Activities carried out: 1. Preparing a map of the final state of the target zone The map is created in order to show the standard, the correct position of the main elements in the target zone. The map of the department should be placed in a visible place inside the room to determine the correct location of objects. 2. Distribution of responsibilities for the first three steps of the 5S System All employees must know and fulfill their responsibilities for maintaining the first three steps of the 5S System in the office. It is necessary to distribute these duties among the employees of the target zone. It is necessary to develop and use the form as a checklist for checking the fulfillment of these duties. 3. Integrating the first three steps of the 5S System into daily activities 4. Introduction of self-contained service 5. Implementation of miscellaneous standards | During four weeks | Main introduction team together with the department employees |
1 | 2 | 3 | 4 |
3.6.2. Implementing of the visual management
| The main activities at this step: 1. Determine control points Visual management is the ability to control ‘at a glance’ or through ‘visibility’. It is necessary to determine the control points. All points where control is applied are associated with standards, which simplifies their identification. If there are standards, you can create standard categories applicable to the target zone. 2. Use visual display tools | During one month
| Main introduction team together with the employees of the target zone |
3.7. Sustaining the developed processes and continuous improvement | |||
3.7.1. Make the 5S system a habit
| The main activities at this step: 1. Make the 5S System a part of daily activities. Activities related to the 5S System are not an additional burden, but an integral part of the work of each employee. It is necessary to include the 5S System in the daily activities of employees. 2. Organize inspection by management. On a regular basis it is necessary to conduct inspections by the management of the structural / functional division. 3. Conduct audits of the 5S system on schedule. Audits of the 5S System are conducted on a regular basis by heads of departments / functional divisions. 4. To support the exchange of experience in the implementation and improvement of the 5S System between departments | Permanently | All department employees |
3.7.2. Continuous improvement | Actions to implement this step: 1. Providing support for division management. The full participation of the leadership of the institute, the faculty at all stages of the implementation of the 5S System. 2. Application of a systematic approach to improvements. A systematic approach to every problem is needed. If similar problems arise repeatedly, they should be studied more thoroughly, and a common approach should be developed to eliminate them. Applying a systematic approach involves a process of systematic improvements that includes six tasks (performed after the implementation of the 5S System): identify and select a problem; analyze the problem; prepare possible solutions; choose the necessary solutions and plan their implementation; execute decisions; evaluate the implementation of decisions and standardize what has been achieved 3. Rewarding and recognition of employees for participating in the development of the 5S System at the department. | Permanently
| All participants in the process of introduction of the 5S system
|
Another method of lean management is the Kanban system (‘card system’ translated from Japanese). Kanban, in fact, is an information system that organizes a company into a coherent whole, establishes links between different processes and coordinates the value stream in accordance with consumer demand. [Rybyantseva M.S., Moiseenko A.S., Khorolskaya T.E., 2015].
It is necessary to develop and implement intra-university standards for the successful use of Kanban, since without such standards, the work is a priori impossible. The standard is an idea of the desired state of the object, the basis for comparison with other similar ones, vividly illustrating their imperfection from the point of view of the users of the standards.
The content and structure of the Kanban standards are not strictly regulated, guided by the common-sense organizations develop standards based on their own goals, specifics, and formalize as algorithms, instructions, work technologies and other things. As an example, let us give the main points of the regulations on the use of Kanban boards (Kanban tools) at the Department of Management and Marketing of Belgorod State National Research University, and note the advantages of this tool.
The Kanban board allows you to structure and visualize the progress of the tasks, the current workload and the effectiveness of each employee of the department.
The Kanban board is made of a corkboard in an aluminum frame measuring 100x150 cm and includes eight columns of headers (Fig. 1).
Working with a Kanban board takes place weekly in the presence of all the department staff in the form of a meetup – an operational meeting lasting up to 15 minutes when the staff report on their work plans, progress of completed tasks and completed activities, make relevant notes on the Kanban board. The meetup is held by head of the department or his deputy. The cards placed on the Kanban board are filled in by the department staff themselves.
Employee’s full name | Plan | In process | Done |
… |
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|
|
… |
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|
|
… |
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|
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Tasks to distribute | Far-reaching proposals | No executors for the task | ‘Black Swans’ |
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Figure 1. Scheme of the Kanban board used at the department
‘Employee’s full name’. All staff members of the department are listed on the board. External and internal part-timers are included if necessary, in accordance with the specifics of their work at the department.
‘Plan’, ‘In process’, ‘Done’ include the employee’s cards with the description of the tasks being prepared for the implementation, the tasks carried out, and completed. The dynamics of work is evaluated weekly, there is a graphical indicator reflecting the work progress in percent on the ‘In process’ cards. Relevant sectors shade as the task is completed (Fig. 2).
‘Tasks to distribute’ is the column where cards made by the head of the department during the week are accumulated for distribution at the next meetup. Tasks collected here, as a rule, have a deadline of more than three weeks.
‘Far-reaching proposals.’ This column accumulates suggestions from all department staff during the week, they are subsequently distributed among employees, rejected or transferred to the column ‘No executors for the task’.
‘No executors for the task’. Here, the tasks that are potentially important for the development of the department are grouped but they are currently not able to be implemented due to the workload of employees. The task list is updated weekly.
‘Black Swans’. The cards from the ‘In process’ column are moved to this column in the case of a risk event that cannot be resolved by an employee independently and requires the inclusion of a department head in the work process.
 |
Figure 2. Sample card «In Work»
From the management standpoint, the use of Kanban boards at the department allows you to:
- correlate current work with the strategic objectives of the department;
- visualize workflows, simplify task execution control;
- focus on solving problems, not only on their permanent planning;
- limit parallel work in favor of faster execution of each task;
- optimally distribute tasks among employees.
In addition to this, the conscious use of the Kanban-board can heal the intra-departmental environment:
- to distribute the areas of responsibility at the department and the types of tasks to be solved, taking into account the individual characteristics and preferences of employees – each employee is involved in solving feasible and understandable tasks, the solution of which is tangible and can bring moral satisfaction with work, including by informing the entire team about the results achieved;
- reduction of the negative impact of the Ringelman effect (social laziness), according to which each member of the team seeks to reduce their efforts during teamwork and shows the best results when working in small groups or individually;
- the Kanban system allows you to digitize and visualize any processes, including creative ones, which provides an objective identification of department staff disinterested in its development and not participating in the processes of improving the quality of the educational process, research work, etc., using the classic phrases like ‘I am teaching classes, I do not have to do anything else’, ‘I am working on formulating a scientific problem’, ‘I am engaged in science, I have no time to do this’, etc. [Zarukina E.V., 2010; Lytneva N.A., Parushina N.V., 2015; Nadreeva L..L, Moiseev R.E., Zverev A.V., 2015; Nadreeva L.L., Moiseev R.E., Zverev A.V., 2014].
Conclusion
A change in the general paradigm of education, an institutional change in the sphere of higher education, the expansion of the range of tasks solved in the process of current activities of scientific and pedagogical workers (Thorikov BA, 2012: 187), a shift of the emphasis to communication between teacher and student in the virtual space and many others factors determine the strengthening of the role of the individual employee of the department. A modern teacher becomes an effective force in attracting applicants, especially for master's programs, receiving research grants and various orders for applied research from commercial organizations. The format of this work is changing; it is no longer primarily concerned with the relaying of knowledge, but requires active research, teaching and social activities in critical time and resource constraints. Under current conditions, the use of existing (traditional) control becomes ineffective. Among the most appropriate modern management approaches that do not limit the creativity in the work of scientists and teachers, orienting employees to dynamic everyday work that is not related to wasting precious time on eliminating and correcting the consequences caused by system errors in work, is lean management (Sigidov Y.I., Rybyantseva M.S., Moiseenko A.S., 2014: 22). With the help of numerous tools of this concept, it is possible to gradually introduce a new philosophy of the department’s teacher, which would prepare employees and enable them to be successful in new socio-economic conditions (Teeuwen B., 2010; Womack J.P., Jones D.T., 2003). The article considers two basic tools of lean management, whose introduction is recommended to begin the implementing of a new management paradigm into the work of the department.
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