KAIZEN IMPLEMENTATION IN BUSINESS SCHOOLS

KAIZEN IMPLEMENTATION IN BUSINESS SCHOOLS Dr.Purushottam R. Wadje Professor Sri Balaji Society s Balaji Institute of Management & Human Resource Development (BIMHRD) S.No.55/2-7 Tathawde-Pune-411023 Abstract This paper has outlined the nature of a programme for Management Institutes -wide quality improvement which focuses upon incremental change directed at improving the quality of the experience of Business Schools. Emphasis has been given to people based skills for finding and analyzing moments of truth and to the empowerment of the entire staff of the management institutes to make changes which lead to incremental quality improvements in management institutes. This paper is derived from Japanese management technique- Kaizen which is effective to bring changes in management institutes. It should be noted that the essential change elements in the strategy proposed here are as follows: Business School administrators should aim at long-term, lasting and essentially changes as the back-bone of their work The pace of change should be a myriad of small steps The time-frame should be gradual, continuous and incremental rather than intermittent and non-incremental Change should involve all staff and stakeholders in the Business School and is not the Prerogative of the administrator The essential approach to change within KAIZEN is collectivist rather than Individualist, though good teams of change-agents do require appropriate leadership The focus for change is upon maintenance and improvement of what is already there rather than upon scrapping and rebuilding Keywords-Quality KAIZEN-Management Institutes-Continuous Improvement-Decision Making Process Introduction Planning for Quality Improvement in Business Schools The effort focus in KAIZEN is upon people, not technology or curriculum packaging these change elements contrast sharply with the features of more conventional approaches to change in management institutes approaches which tend to be more dramatic, expensive and top-down. By focusing upon the management of a service and by developing a service management orientation and a service vision, a management institute can improve both quality and competitiveness. What steps, then, are necessary for a management institutes 1

which wish to develop wideapproach to quality improvement? There are several steps, and each cans bedescribed in turn. The Place of Management Institutes in the Corporate World and in Society A Business school provides particular services to corporate and society. Not all Business schools provide the same services and Business schools are increasingly competing with each other for students and scarce resources. Indeed, the marketing of management educational institutions is becoming a question of increasing interest to management institute-based administrators and the governing authorities of Business Schools. Business Schools are part of a wider industry known as the knowledge and training industry. Business School competes with each other and will increasingly do so. In addition, they compete with alternative educational and training services Furthermore, Business Schools compete with each other. In order to understand a specific school and its place in the knowledge and training industry and in the community which it serves, there is a need for Business School based administrators to undertake what is known as an industry analysis. Business Schools should consider who supplies them with goods and services and the extent to which suppliers determine the quality of the work of the Business school. Suppliers include course designers, curriculum specialists, suppliers of advice and counselling services. Further, Business Schools should more fully understand the powers of buyers parents, students, governing bodies, since these have considerable powers of assessment which can lead to demands for service and quality changes. In order to understand the place of a Business School in the local knowledge and training industry, it is also necessary to look at three other sources of competition. First, there are other Business schools competing in the area for students, parental loyalty and scarce resources. Each has distinctive competitive features strong emphasis on qualifications of staff, easy access, strong co-operative programmes with local business, A Business School wishing to understand its place needs to look at its own competitive advantages relative to those of other Business Schools. Second, there is a need to look at the potential impact of new technology on the competitive position of the school. The presence of these technologies in the school can be a factor in determining competitive advantage. Third, the Business School needs to consider what threats or opportunities are posed by new entrants to the market for students and the provision of educational services. In a corporate world, a new group offering special support for students experiencing difficulties in mathematics or a company selling a product which will improve performance in a particular subject required for corporate world entrance may pose a threat to established working practices in a Business School or to the competitive position of a Business School. If a Business school is seeking to understand its position in the community, it needs to understand the implications of each new entrant into the industry. In this context, the potential of new entrants making maximum use of new technologies is especially important as we move into the era of expert systems and relational data base management systems. A Business School should be able to discern its position in terms of both competitive elements and medium term future developments. What 2

it should be looking at is the generic strategy it is pursuing in relation to the market place. That is, the strategy which represents the sustainable competitive advantage for seeking in the market place. Key Concept for Business School to Improvement Kaizen While applyingkaizen in management institutes, it is essential that the organization be looked upon in two ways: (a) as an organization of people it is people and their creativity that make a difference to organizational effectiveness, most especially those who act in leadership roles within organizations; and (b) as an organization involved in a great many of routine tasks, each of which can be improved. The first point productivity comes from people not thingsis important to realize in an age of materialism. A great many changes are being driven by technology and by decisions about curriculum materials. Yet each of these materially driven changes depends upon people to make them effective. Some excellent curriculum schemes, such as the careers material developed by the Business Schools fails because they lack ownership among those asked to use them. While minimum resources are required for effective teaching and learning, material resources do not explain any significant differences in pupil performance. More significant is the climate and culture of the business School as expressed in the nature and quality of interpersonal relationships. This is also a key finding from a number of studies of innovation and excellence in other kinds of organizations, most notably business and entrepreneurial organizations. The second point is that the typical Business School day is the unit of measurement for most participants in the Business School is also critical to understanding the task of management and the process of incremental change. In each Business School day there are moments of truth critical moments at which the culture and values of the Business School are expressed through the action of a professor or the head or the secretary or some other 'agent' of the Business school. For students these moments of truth will include timetable changes, the return of assignments, the quality of meal-times, transport arrangements and so on. For teachers, their moments of truth come from looking at supervision, from the marking loads at a particular time, from the interactions with students and peers. These moments the quality of the Business School as experiences immediately available to the participant: it is a moment at which the truth about the nature of Business School as an experience is real for the participant. The task of effective management is to manage these moments of truth. By seeking constant improvements in each of them it is possible to achieve significant gains in the quality of Business School and effectiveness academic systems. Indeed, it is by attending to just these moments that the most significant gains can be made. To make these two points clear, let us examine a typical moment of truth for a professor and a pupil. At the end of each term a report card is written outlining the achievements of the pupil. At one time, a report card contained simply a list of subjects, a grading, and a class position in relation to that subject. In more recent times, reporting has changed and more detailed and descriptive systems have emerged, mainly because of the development of profile reporting. In some Business Schools, this reporting is now done using a combination of text 3

and audio tapes with each professor contributing to a tape held by each student, with the idea that this makes the feed-back more personal and provides the professor with an opportunity of communicating the nuances of their feedback more accurately. In addition, this makes the feedback available to concerned stake holder more thorough and has changed the use of time at follow-up parent-professor-corporate meetings considerably. By looking at this moment of truth the summative reporting at the end of each term in a critical way, small improvements can be made constantly which should better express not just the achievement of the pupil (or his or her failures) but also the meaning of these achievements for those with whom the pupil is working. Changing the routine actions in the Business School and involving the creativity of people in doing so is more likely to produce significant changes for more people over time Objective of Research Paper The object of this concept research paper is to understand Kaizenphilosophy so that our educational work life, our social life, or our home lifewill aim at constant improvement efforts. An attempt is made in this paper tounderstand how systems or culture can be incorporated in Business School as result organizations can face challenges which are posed by globalization.maintaining existing way of working though it may be good however it may lack the essential element of effective on going improvement. Kaizen recognizes that improvements can be small or large. Many small improvements can make a big change in Business Schooltheseimprovements cane accomplished by understanding right spirit of Kaizen philosophy and following participative management.the benefits to applying the principles of kaizen are manifold. Solutions emphasize common sense, low-cost approaches, continual adjustment and improvement becomes possible and further desirable Research Methodology While preparing this concept research paper various eminent authorities views regarding dynamics of kaizen implementation strategies were critically evaluated. Rational assessment of existing work of Kaizen is an attempt to device implementation strategy so that Kaizen can be implemented in any Business Schools provided there is democratic participative management environment. Kaizenmeans continuous improvement In Japanese management, kaizen means continuous improvement involving the entire workforce from the top management to middle managers and workers. The origin of Japan s kaizen movement was the quality control method imported from the United States (US) in the post-world WarII period. Japan assimilated and developed this as its own management practice method which later even surpassed performance in the US. This adapted method, which became known as kaizen, spread rapidly among Japanese companies including a large number of small and medium-sized enterprises. It subsequently spread overseas as Japanese business activities expanded abroad and Japanese companies began to build production 4

networks with local companies. Japan offers assistance for kaizenin many developing countries through private channels such as intra-company technology transfer and support for local suppliers, as well as through public channels such as official development assistance (ODA) and guidance provided by various public organizations. There are a lot of unexploited benefits of selective and well calibrated application of kaizenfrom which Business School can draw upon to improve their service units Kaizen means that improving the processing in any aspect of the business. This concept is a part of Total Quality management (TQM). It is used and applied in variety of businesses. That can be healthcare, tourism, educational institute, and banking and financial services etc. In this article an attempt has been made to focus on how kaizen strategy can be adopted in improving the Business Schools. Kaizen is a system of continuous improvement in quality, technology, processes, company culture, productivity, safety and leadership. We look at Kaizen by answering three questions: What is Kaizen? What are the benefits of Kaizen? What do you need to do to get started using Kaizen principles? Kaizen was created in Japan following World War II. The word Kaizen means "continuous improvement". It comes from the Japanese words ("kai") which means "change" or "to correct" and ("zen") which means "good". Kaizen is a system that involves every employee - from upper management to the cleaning crew. Everyone is encouraged to come up with small improvement suggestions on a regular basis. This is not one month or once a year activity. It is continuous. Japanese companies, such as Toyota and Canon, a total of 60 to 70 suggestions per employee per year are written down, shared and implemented. In most cases these are not ideas for major changes. Kaizen is based on making little changes on a regular basis: always improving productivity, safety and effectiveness while reducing waste. Suggestions are not limited to a specific area such as production or marketing. Kaizen is based on making changes anywhere that improvements can be made. The Kaizen philosophy is to "do it better, make it better, and improve because if we don't, we can't compete with those who do." Kaizen in Japan is a system of improvement that includes both home and business life. Kaizen even includes social activities. It is a concept that is applied in every aspect of a person's life. In business Kaizen encompasses many of the components of Japanese businesses that have been seen as a part of their success. Quality circles, automation, suggestion systems, just-in-time delivery, Kanban and 5S are all included within the Kaizen system of running a business. Kaizen involves setting standards and then continually improving those standards. To support the higher standards Kaizen also involves providing the training, materials and supervision that is needed for employees to achieve the higher standards and maintain their ability to meet those standards on an on-going basis. Kaizen Benefits Problems are identified at source, and resolved. Small improvements which are realized can add up to major benefits for the business Improvements, which lead to changes in the business quality, cost and delivery of products, mean a greater level of customer satisfaction, and business growth. By involving employees in looking at their environment to bring about change, results in improved morale as people begin to find work easier and more enjoyable. Kaizen Training 5

In order to implement Kaizen, a team needs to be set up to look at a workplace. The employees within the Kaizen team need to be trained in Kaizen logic. The underlying of Kaizen is that it makes employees become aware that by using their skills to improve a process, results in the business becoming more successful, which lends itself to meaning more job security for the employee. Kaizen requires bringing employees together to look at their jobs, sections, and processes, to realize changes that will help performance. Kaizen can be applied to any business. Japanese production systems are inherently based on the logic that the employer will always look after the employee, they can be applied to Western companies, but we have to bear in mind the social differences between the cultures and not look merely at short term gains. Kaizen can be a good medium for improving employee-employer relationships. Due to western cultural differences between Japan and the West, it is advisable to have a team leader within your Kaizen teams. This is to ensure the team behaves the way you want it to. Why? Well if you take a group of closely working together individuals and tell them to stop working and look at their environment, they will need someone to coax and guide them to bring about change, or else the team ethic will disintegrate. The team leader during all the Kaizen sessions will be an equal member of the team, whilst at the same time; the team leader will provide back-up support to the team. The team leader will be the individual who ensures employees pursue the Kaizen ethics by having regular visits with the Kaizen team. Ideally the team leader should come from within the employee teams, but it could be advisable to have a number of employees from different departments of the company trained up in Kaizen logic and then placed in completely different environments to lead teams. The responsibility of the success or failure should be placed on each Kaizen team, please bear in mind Kaizen is a long term strategy, which means employees will on regular intervals not be working in a value added manner, but the work they are doing is for improving productivity in the long run. The need for employees spending a lot of time in the Kaizen teams needs to be explained to their immediate superiors, the Business Schhol has to accept that Kaizen is for its benefit. Kaizen Implementation This is the means by which we get employees involved in Kaizen. The following pointers offer guidance for anyone thinking about implementing Kaizen in Business School: 1. Decide upon a section of the BusinessSchhol, upon which Kaizen will be implemented. 2. Decide upon a team leader for the team - ensure this person has all the correct training. 3. bring the team together, and explain the theory behind Kaizen, let the team discuss problems in the workplace. 4. Get the team to discuss as many issues as they would wish to tackle, remember it does not have to be a single issue against which they should focus, several small issues are always worthwhile looking at. 5. Let the team decide which issue(s) is going to be tackled. It is the team that knows best about its Business School environment. 6. Let the team decide what the main causes of concern regarding the issue(s) are. 7. Let the team decide how the issue(s) will be measured - how has the current issue been decided? And how will we monitor the present situation? 6

8. Information about the issue is gathered. 9. The team should now be in a position to come up with a target situation, let the team look at the merits of different solutions, let the team decide upon target completion, implementation dates. 10. Let the team, decide upon how to bring about the change to the workplace, is it going to be visually communicated? Verbally communicated? (Work-practice changes), etc. 11. Finally let the team decide upon how they will monitor the changes they bring, to see how successful they have been. Success Criteria for Kaizen in Business School Success criteria for Kaizen will be measured by achieving the following: producing a clear, creative, insightful, applicable, participative and engaging presentation; gaining an understanding of our group development process, experiencing individual growth and insight, as described in and participating in a fun, fulfilling, supportive, trusting and challenging team environment. The members of Kaizen need to agree on the following methods to help us achieve goal of Business Schools. * Utilize adult-learning principles. * Everyone has a role, contributes, and speaks. * Presentation will be visuals and interactive. * Be creative. * Be humorous. * Remain engaged. * Be logical, clear, and concise. * Group members will be sensitive to each other s strengths and areas of development. Purpose The purpose of team Kaizen is to prepare a 50 to 60 minute presentation on theorists of Organizational Dynamic. To effectively accomplish this, Kaizen team will incorporate collective knowledge and understanding of group dynamics and adult learning principles, while contributing our individual strengths to our team. Each of us will strive to gain a better understanding of OD theories and work to enhance our individual group skills by getting outside of our comfort zones. Operating Agreements Team Kaizen decides to use the operating agreement drafted during our first meeting. * Optimistic * Candor -- Respectfully Honest * Courtesy * Fun * Flexible -- Open Adaptive * Participation -- Contribution * Empathy * Listening * Risk Taking 7

* Focus * Prepared * Feedback -- Give/Receive * Trust Decision Making Process A Team Kaizen mustagree to speak honestly, acknowledge conflict, avoid triangulation, and is direct with feedback during decision making process. Kaizen team aim is to meet consensus with each decision. If necessary team will negotiate in attempt to reach a consensus. If team members are unable to reach consensus Kaizen team will go to a democratic voting process where majority will determine decision. Conflict Management Each team member is responsible for: 1. Be aware and observant for signs of conflict (withdrawal, denial, fighting) 2. Assertively speak up when Kaizen team perceive a conflict 3. Be sensitive to the four phases of conflict (latent, perceived, felt, manifest), knowing that the further the conflict proceeds, the more difficult it is to resolve. 4. Be prepared to resolve conflict through team behavior -- be supportive, open, and positive, treating others. Team goal should be to obtain a collaborative solution, joining all parties together in a resolution. 1. Contract. All parties agree to goals, methods and approach. 2. Clarification. Identify all feelings and experiences which each person thinks are relevant to the problem. 3. Differentiate the issues. Name and analyze the issues that are part of the problem. 4. Clarification of what each part wants to gain. 5. Establish a process to work out the issue. Such as: listening, sorting, planning and problem-solving, with empathy and concern. Group Goals As stated in the team charter, the purpose of team Kaizen is to prepare a 50 to 60 minute presentation on two OD theorists. The end result will be in the form of a power point presentation, a handout for all listeners, an interactive exercise, and equal participation from 8 presenters.toeffectively accomplish this result, we need to incorporate our collective knowledge and understanding of group dynamics and adult learning principles, while contributing our individual strengths to our team. Team Kaizen will look at correlations between team s formations. Each member of Kaizen need to strive to gain a better understanding of these OD theorists and work to enhance our individual group skills by getting outside of comfort zones. Kaizen team will encourage each other to explore the areas they don't usually, like creating and managing conflict, taking risks and challenging 8

ourselves, developing trust in each other and the group process, and improving communication, listening and observation skills. KAIZEN Concept in Our Individual Life KAIZEN, as you could learn from the definition, is a common word and very natural to individual, continuous improvement in personal life, home life, social life and working life. Everybody deserves to and should be willing to improve himself/herself for the better continually. If a man has not been seen for three days, his friends should take a good look at him Maintenance, Innovation, and KAIZEN Three functions should happen simultaneously within any Business Schools: Maintenance, Innovation, and KAIZEN. By maintenance, it refers to maintaining the current status, the procedures are set and the standards are implemented. By Innovation, it refer to breakthrough activities initiated by top management, buying new machines, new equipment, developing new markets, directing R&D, change of strategy etc. In the middle there is KAIZEN, small steps but continuing improvement. KAIZEN should be implemented by the lower/middle management, with the encouragement and direction of the top. The top management responsibility is to cultivate a KAIZEN working climates and cultures in the Business School. Kaizen vs. Innovation KAIZEN refers to improvement ANDon-going or continuity. Just carrying out business as usual contains the element of continuity but lacks the idea of improvement. Breakthrough refers to change or improvement but lacks continuity. Breakthrough with its strong innovative meaning is often preferred way to carry out changes, improvements. Yet the Kaizen way and Breakthrough are very different, the kaizen approach is t o make better use of existing resources. While Kaizen uses small steps, conventional know-how and a lot common sense, innovation comes in big steps and pursues technological breakthroughs. Kaizen is effort-based, while innovation is investment-based. Kaizen constantly reviews the process to check results consistency with targets, while innovation looks for results only. Are they slow to come or seem out of reach? the whole process might be changed.improvement incentive system must be formal, to avoid uncontrolled enthusiastic initiatives to modify design, process, standards. If system rewards the good ideas, it is necessary to be very clear about the reasons to reject someone's idea, which will always look brilliant to its author. KAIZEN in Organization When KAIZEN is adapted in organizations and management perspectives, however, it is easier to talk about it than to implement it. It is very natural that people will propose some kind of change in their own work place, when they become unsatisfied with their present conditions. Some of the improvements could be carried out right away. Perhaps, the boss won't even notice them. However, when approval is required, several kinds of responses from 9

the boss could have taken place. The ideal situation is that the boss encourages their subordinates to carry out their ideas. The boss then appreciates the efforts or gives recognition. That's what people expect when they propose something. The positive response given by the boss will then develop trust with the subordinates and stimulate other improvements. Cumulatively, this will create momentum for continuing improvement. Kaizen activities can be conducted in several ways. First and most common is to change employee's operations to make his job more productive, less tiring, more efficient or safer. To get his buy-in as well as significant improvement, employee is invited to cooperate, to reengineer by himself and with help of team mates or a Kaizen support group. Anyway, the first stage is reviewing the current work standards to check the current performance and then estimate how and how much performance can still be improved. When new leap is done, upgrade the standards. The Wet Blanket List However, life in the organization is not as easy. The boss can ask you a silly question like: "it is not broken, why should we change it" or "the procedures is fine with me, why should we changed it?". From your perspective, you know that if you change it, the boss will blame you. The boss just does not want to give you a try, with a lot of reasons and/or no reasons. You could not do anything anymore; "the boss is always right" like the saying goes. There are so many bosses like that. The KAIZEN talks about the list called "The Wet Blanket List". The bosses should encourage their subordinates, but in a real life, the wet blankets put out the "fire" of improvement suggestions. Here is the list of wet blankets: THE WET BLANKET LIST I am too busy to study it It's a good idea, but the timing is premature It is not in the budget Theory is different from practice Isn't there something else for you to do? I think it doesn't match corporate policy It isn't our business; let someone else think about it Are you dissatisfied with your work? It's not improvement, it's common sense I know the result, even if we don't do it I will not be held accountable for it Can't you think of a better idea? The Kaizen Attitude Many observers consider kaizen-a philosophy of ongoing improvement involving everyone, from top managers to the lowest level worker-to be the single most important element in Japan's competitive success in manufacturing. One commentator's characterization of kaizen 10

distinguishes Japan's process-oriented view of thinking from the West's innovation-and results-oriented view. In practice, kaizen is a system for communicating ideas up and down the company hierarchy; everyone is encouraged to seek out and exploit new opportunities, and institutional barriers to the information flow are dismantled. The kaizen attitude helps to explain why Japanese firms are so adept at exploiting new technology, even when they are not its originator. Kaizen-driven firms do not suffer from "not invented here" syndrome. Ideas are not the exclusive preserve of R&D, corporate planning, or market research; every new idea is welcomed. The logic of kaizen is that breakthroughs result not from massive reorganizations or largescale investment projects but from the cumulative effects of successive incremental improvements. The only practical way is kaizen.that kaizen and business process reengineering are explicitly different philosophies is apparent in the contrast between the foregoing observations. Quality programs work within the framework of a company's existing processes and seek to enhance them by means of what the Japanese call kaizen, or continuous incremental improvement. Kaizen and Audit Service in Management Business School A Business School is a service organisation. It provides services to students, to parents, to the community and to the adults who work within it. Everyone has a 'customer' to whom they provide service. A professor provides services to students, parents, Business School administrators, secretaries and janitors. The task of Business School-wide quality improvement will involve the systematic improvement of the services provided within the Business School as well as of the services provided by the organisation to its external 'customers'. In order to examine the effectiveness of quality improvements, there is a need to establish baseline data for each service element. One difficulty with a service audit in a Business school is that many of the services which are provided are not normally 'broken out' of what becomes regarded as day to- day operations. This is because each element of a particular service can be a focus for subsequent improvement, since each element may harbour a moment of truth for some organisational member or client. Many Business School administrators avoid undertaking a service audit for three reasons. First, it is laborious. Looking at every aspect of the Business School in detail requires a great deal of effort, especially since many of the elements appear familiar, routine and obvious. Second, a service audit is actually difficult to do. For examples, how does one audit the service quality of marking or the service quality of supervision? Finally, a service audit is challenging precisely because it focuses upon every aspect of Business School life, most especially the aspects which are most taken for granted. Yet these are the precise reasons a service audit is so important: the focus for changes a constant improvement of the daily routines of the Business School, since this is the reality of Business School and it is just these routines that produce moments of truth each day for customers of the BusinessSchools services.a service audit is something that all staff in the management Institute can be 11

involved. While coordinationof such an audit is essential, it is equally essential that the data producedfully reflects the baseline standards actually experienced by clients. Involvement of Professors, students, corporate representatives and parents in such an audit process can be very helpful andilluminating. Conclusion A programme for Business School-wide quality improvement, to be successful, has to engage each individual in the Business School (including customers) in some way. To do this, each unit within the Business School should be asked to identify one moment of truth for which it has primary responsibility. For example, laboratory assistants can identify setting up experiments as a moment of truth; support staff can identify telephone calls from parents reporting absences as moments of truth; professor can identify marking assignments as moments of truth, and so on. Each unit should then be asked to focus upon this one moment of truth and to develop ways of improving the experience of this moment References 1. Imai, M. (1986), ``Kaizen. The key to Japan's competitive success'', McGraw-Hill, New York 2. Anthony C. Laraia, Patricia. E. Moddy and Robert W(1999 )The Kaizen Blitz: accelerating breakthroughs in productivity 3. BunjiTozawa, NoemanBodek ( 2001)The idea generator: quick and easy Kaizen 4. F. Huda ( 1994) Kaizen: the understanding and application of continuous improvement 5. Cooper, Mary Pat (2008). Kaizen Sketchbook: The Comprehensive Illustrated Field Guide to Kaizen. Moffitt Associates. ISBN 978-0-615-19011-2. 6. Dinero, Donald (2005). Training Within Industry: The Foundation of. Productivity Press. ISBN 1-56327-307-1. 7. Emiliani, B.; D. Stec; L. Grasso; J. Stodder (2007). Better Thinking, Better Results: Case Study and Analysis of an Enterprise-Wide Lean Transformation (2e. ed.). Kensington, CT, US: The CLBM, LLC. ISBN 978-0-9722591-2-5. 8. Hanebuth, D. (2002). Rethinking Kaizen: An empirical approach to the employee perspective. In J. Felfe (Ed.), Organizational Development and Leadership (Vol. 11, pp. 59-85). Frankfurt a. M.: Peter Lang. ISBN 978-3-631-38624-8. 9. Imai, Masaaki (1997-03-01). Gemba Kaizen: A Commonsense, Low-Cost Approach to Management (1e. ed.). McGraw-Hill. ISBN 0-07-031446-2. 10. Scotchmer, Andrew (2008). 5S Kaizen in 90 Minutes. Management Books 2000 Ltd. ISBN 978-1-8525254-7-7. 11. Cornell, Kate (2010). WebKaizen Events. Prevail Publishing. ISBN 978-0-9831102-1-7. 12. Bodek, Norman (2010). How to do Kaizen: A new path to innovation - Empowering everyone to be a problem solver. Vancouver, WA, US: PCS Press. ISBN 978-0-9712436-7-5 12