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The Lean Business Delivery System
Published in Protzman Charles, Whiton Fred, Protzman Dan, Implementing Lean, 2018
Protzman Charles, Whiton Fred, Protzman Dan
The vision for a LBDS is to create a learning organization, without waste, fueled by continuous improvement. Imagine any business process today with zero waste.. A learning organization is defined as a system that continually improves and sustains its ability to learn. Listed in the following are the learning organization components: 1.Personal mastery2.Mental models3.Shared vision4.Team learning5.Systems thinking
Creating the Learning Organization and the Theory of Lean Training
Published in Charles Protzman, Fred Whiton, Joyce Kerpchar, Christopher R. Lewandowski, Steve Stenberg, Patrick Grounds, James Bond, The Lean Practitioner’s Field Book, 2018
Charles Protzman, Fred Whiton, Joyce Kerpchar, Christopher R. Lewandowski, Steve Stenberg, Patrick Grounds, James Bond
Any training and education system within an organization must be aimed toward creating a learning organization. A learning organization is defined as a system that continually improves and sustains its ability to learn. We will examine the various options and strategies available for creating a learning organization. The exact strategies and methods can be discussed, debated, and be the topic of many conversations. These interactions should be guided by an understanding of the fundamentals and principles of learning and teaching. Lean organizations are learning organizations. Lean thinking changes the focus of the management from optimizing separate technologies, assets, and vertical departments to a more holistic approach that begins with the voice of the customer and optimizes the flow of products and services through entire value streams to deliver customers a highly valued product or service.
How to Build Trust
Published in Beverly G. McCarter, Brian E. White, Leadership in Chaordic Organizations, 2016
A learning organization can be defined as a place where “employees continually create, acquire, and transfer knowledge” (Garvin, Edmondson, and Gino 2008, 109). Organizations need to build in learning time if they want to achieve the ability to more effectively deal with unexpected events and survive over the long term (Edmondson 2008). From that perspective, devoting all resources to short-term needs and pleasing your customers only through efficient execution of the work at hand can be short sighted. To achieve the goal of becoming a learning organization, top and middle management need to create an environment where employees feel psychologically safe in spending some of their time learning. At the same time customers need to be made to understand that the quality of the services provided by the organization will be enhanced if some resources are allocated to acquiring knowledge and learning skills related to forthcoming or eventual products.*
Becoming a resilient organisation: integrating people and practice in infrastructure services
Published in International Journal of Sustainable Engineering, 2020
Water planning approaches needed to be transformed from the traditional ‘whole of life cost’ basis, which almost always favoured large, centralised infrastructure solutions, to a more adaptive approach in which an appreciation of the value of keeping options open and thereby avoiding the risk of path dependency created by building large, long life assets was introduced. This would require a significant shift in the culture of the organisation, away from a risk reduction, conservative and compliant mind set to one which valued resilience, opportunity, innovation and adaptability – in other words it needed to become a learning organisation. This culture change would not only be required to change the way in which Hunter Water planned its asset investments, but in how it engaged with its communities and partnered with other organisations to enable a systems approach to infrastructure planning and service delivery.
Green and lean: a Gemba–Kaizen model for sustainability enhancement
Published in Production Planning & Control, 2019
Anass Cherrafi, Said Elfezazi, Brion Hurley, Jose Arturo Garza-Reyes, Vikas Kumar, Anthony Anosike, Luciano Batista
According to Lindahl (2005), to integrate techniques and tools into effective and useful method, it is important to take into consideration the users of the method and the context in which it will be used. In general, the method should involve all staff, support collaboration, promote easy learning, be time efficient and support systematic work procedures (Norell Bergendahl 1992). Collaboration, cooperation and sharing of information and resources increase mutual understanding of responsibilities and contribute to a learning organization. Collaboration has a positive effect on interdepartmental relations and aids performance improvement (Ellinger, Dougherty, and Keller 2000). In addition, successful continuous improvement demands that mutual trust exists between the people involved in operations and the empowerment of such people to implement improvements (Berglund, Karling, and Mellby 2011). Two fundamental principles of Lean that can satisfy these requirements are Kaizen thinking and Gemba walk. According to Imai (1997), the application of the Gemba approach requires Kaizen because Kaizen activities are implemented through the identification and elimination of waste at every moment and for everyone in all workplace processes (Imai 1986, 1997).
A stakeholder view of quality management and CSR through feminist ethics
Published in Quality Management Journal, 2022
By providing corrective feedback mechanisms, TQM enables organizations to not only avoid simple failures but also allows them to develop learning tools, change habits of attention, and preserve scarce resources (McMillan and Overall 2017). According to Senge (1990), who defined learning organizations as places “where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together”, the ability to learn may be the only source of achieving long-term competitive advantage in a world of constant change. This sentiment is also echoed in the Baldrige Award framework. The Baldrige Award suggests that companies need to create continual organizational learning and agility to remain competitive in the dynamic business environment. Agile organizations have flexible operations and the capacity to adapt to changes caused by new technologies or products, economic shocks, natural disasters, and societal expectations. Employees need to be cross-trained and empowered, and effective knowledge management must be implemented. Organizational learning involves making learning a normal part of daily work, focusing on root causes to solve problems, developing and dispersing knowledge throughout the company, and being change and innovation driven. Learning can be achieved through employee and customer input, research and development, sharing of best practices, benchmarking, and by analyzing competitors’ performance. The performance effects of organizational learning are numerous and include increased value to customers, improvement in operating performance, and creation of new business opportunities, among others (Baldrige Performance Excellence Program 2019). Senge’s (1990) five disciplines of learning organizations (personal mastery, mental models, shared vision, team learning, systems thinking) can be used to better understand and manage quality within an organization in response to constant change in the internal and external business environment in order to improve business performance (Anttila and Jussila 2018).