COLLEGE OF LEADERSHIP AND GOVERNANCE

INSTITUTE OF LEADERSHIP AND GOOD GOVERNANCE

PRACTICES AND CHALLENGES OF LEADERSHIP IN CHANGE

MANAGEMENT: THE CASE OF KAIZEN IN KOLFE INDUSTRIAL
COLLEGE, ADDIS ABABA CITY ADMINISTRATION

BY

SEID ALI

JUNE, 2020
ADDIS ABABA, ETHIOPIA
PRACTICES AND CHALLENGES OF LEADERSHIP IN CHANGE
MANAGEMENT: THE CASE OF KAIZEN IN KOLFE INDUSTRIAL
COLLEGE, ADDIS ABABA CITY ADMINISTRATION

BY

SEID ALI

ID No. ECSU1803736

ADVISOR

SIMRET G/ TSADIK (PhD)

A Thesis Submitted to Ethiopian Civil Service University, Institute of Leadership and Good
Governance in Partial Fulfillment of the Requirements for the Masters of Arts Degree in
Leadership and Good Governance.

June, 2020
Addis Ababa, Ethiopia

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 Declaration

I, Seid Ali, declare that this thesis is my original work and has never been presented to any
university or any other Institutions for the award of a degree or any other award. I have made it
independently with the close advice and guidance of my advisor; and that all sources of materials
used for the study have been duly acknowledged.

Declared By: Seid Ali

Signed____________________________________
Date_____________________________________

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 Letter of Certification

This is to certify that this study titled “Practices and challenges of leadership in change
management: The case of kaizen in Kolfe industrial college, Addis Ababa city administration”
undertaken by Seid Ali in partial fulfillment of the requirements for the Award of the Degree of
Masters of Arts (MA) in Leadership and Good Governance from College of Leadership and
Good Governance of the Ethiopian Civil Service University, is an original work and not
submitted prior for any degree either at this University or any other University.

Thesis advisor: SIMRET GEBRETSADIK (PhD)

Signature: _____________

Date:_________________

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 BOARD OF EXAMINERS APPROVAL SHEET
Ethiopian Civil Service University
College of Leadership and Good Governance
Institute of Leadership and Good Governance

This is to certify that the thesis titled “Practices and challenges of leadership in change
management: The case of kaizen in Kolfe industrial college, Addis Ababa city administration”
has been submitted in partial fulfilment of the requirements for Award of the Degree of Masters
of Arts (MA) in Leadership and Good Governance and complies with the regulations of the
university and meets the accepted standards with respect to originality and quality with our
approval as University supervisors.

Approval of Board of Examiners:

______________________________ _________________________________

Institute Director Signature

____________________________________ ____________________________

Internal Examiner Signature

______________________________ _________________________________

External Examiner Signature

______________________________ _________________________________

Chairperson Signature

iii
 Acknowledgements
First of all, I would like to thank ALLAH for His love, protection, and blessing me with health
and life opportunities including the opportunities for this study.

My appreciation and gratitude goes to Dr.Simret G /Tsadikwho closely followed up and

gavevital direction, support and correction to the thesis. Dr.Simret G /Tsadik,thank you for
your guidance, encouragement, and invaluable comments throughout this thesis. I am so
respected that you agreed to advise me and I am truly grateful for your positive words of
encouragement.

I am also very much grateful to my friends Dr. Muhammed Abdeila and Solomon Yimmer for
their encouragement and moral support.

Furthermore, I would like to thank, all employees and leaders from Kolfe Industrial College,
whotook time to give data from the college.

Finally, m y greatappreciation and heartfelt thanks gotomywife engineer Rabat Ahmmed, for
her support by encouraging me in the time of ups and downs.

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 Table of Contents
Title Page

Declaration ....................................................................................................................................... ii
Letter of certification ....................................................................................................................... ii
Board of examiners approval sheet .................................................................................................. iii
Acknowledgements .......................................................................................................................... i
Table of Contents ............................................................................................................................. ii
List of Tables ................................................................................................................................... vi
List of Figures .................................................................................................................................. vii
Acronyms ......................................................................................................................................... viii
Abstract ............................................................................................................................................ ix
CHAPTER ONE .............................................................................................................................. 1
INTRODUCTION ........................................................................................................................... 1
1.1. Background of the Study...................................................................................................... 1
1.2. Statement of the Problem ..................................................................................................... 3
1.3. Objectives of the Study ........................................................................................................ 4
1.3.1. General Objective ........................................................................................................... 4
1.3.2. Specific Objectives ......................................................................................................... 4
1.4. Research Questions .............................................................................................................. 4
1.5. Scope of the Study ............................................................................................................... 4
1.6. Significance of the Study ..................................................................................................... 5
1.7. Limitation of the Study ........................................................................................................ 5
1.8. Conceptual Definitions of Key Terms ................................................................................. 5
1.9. Organization of the Study .................................................................................................... 6
CHAPTER TWO ............................................................................................................................. 7
REVIEW OF RELATED LITERATURE ....................................................................................... 7
2.1. The Concept of Leadership .................................................................................................. 7
2.2. Leadership Theories ............................................................................................................. 7
2.3. Change Management............................................................................................................ 8
2.4. Change Management Process Model ................................................................................... 10
2.4.1. ADKAR Model............................................................................................................... 10

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 2.4.2 Katter’s 8-Step Change Model ........................................................................................ 12
2.4.3. Lewin'
s 3-Stage Model of Change ................................................................................. 13
2.5. Change Management Tools ................................................................................................. 15
2.5.1. Result Oriented System .................................................................................................. 15
2.5.2. Business Process Reengineering (BPR) ......................................................................... 16
2.5.3. Quality Management System (QMS) ............................................................................. 16
2.5.4. Balanced Score Card (BSC) ........................................................................................... 16
2.5.5. TotalQuality management System (TQM) ..................................................................... 18
2.6. Kaizen Principles ................................................................................................................. 19
2.6.1. Kaizen and Management ................................................................................................ 19
2.6.2. Role of Top Leader ......................................................................................................... 19
2.6.3. Role of Middle Leader .................................................................................................... 20
2.6.4. Role of Supervisors ........................................................................................................ 20
2.6.5. Leadership Practices ....................................................................................................... 20
2.7. Key Factors of Effective KaizenManagement ..................................................................... 21
2.7.1. Top Leader Factor .......................................................................................................... 22
2.7.2. Performance Measurement ............................................................................................. 23
2.7.3. Communication of Results, Recognition and Rewards .................................................. 23
2.7.4. Training .......................................................................................................................... 24
2.7.5. Program Coordination Factors........................................................................................ 25
2.7.6 Methodology and Tools Factor........................................................................................ 26
2.7.7. Edward Deming'
s Plan-Do-Check and Action Philosophy ............................................ 26
2.7.8. Waste (Muda) Elimination ............................................................................................. 27
2.7.9. Five- S (5s) ..................................................................................................................... 27
2.7.10. Cost Effectiveness ........................................................................................................ 29
2.8. Importance of Kaizen in Ethiopia ........................................................................................ 30
2.8.1. Kaizen/TQM versus BPR ............................................................................................... 31
2.8.2. Benefits from KaizenManagement ................................................................................. 32
2.9. Empirical Literature ............................................................................................................. 33
2.10. Research Gap ..................................................................................................................... 35
2.11. Conceptual Framework ...................................................................................................... 36

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CHAPTER THREE ......................................................................................................................... 38
RESEARCH METHODOLOGY..................................................................................................... 38
3.1. Description of the Study Area .............................................................................................. 38
3.2. Research Design ................................................................................................................... 39
3.3. Research Approach .............................................................................................................. 39
3.4. Population and sampling ...................................................................................................... 39
3.5. Source of Data ...................................................................................................................... 40
3.5.1 Primary Data .................................................................................................................... 40
3.5.2. Secondary Data ............................................................................................................... 40
3.6. Methods of Data Collection ................................................................................................. 40
3.6.1. Questionnaire .................................................................................................................. 40
3.6.2. Interview ......................................................................................................................... 40
3.6.3. Observation ..................................................................................................................... 41
3.7. Reliability and Validity ofthe instrument ............................................................................. 41
3.7.1. Reliability Test ............................................................................................................... 41
3.7.2. Validity Test ................................................................................................................... 42
3.8. Methods of data analysis and presentation........................................................................... 43
3.10. Ethical Considerations ....................................................................................................... 43
CHAPTER FOUR ............................................................................................................................ 44
DATA PRESENTATION, ANALYSIS AND INTERPRETATION ............................................. 44
4.0. Introduction ............................................................................................................................... 44
4.1. Response Rate ...................................................................................................................... 44
4.2. Demographic Characteristics of Respondents ..................................................................... 44
4.2.1 Sex of Respondents ......................................................................................................... 44
4.2.2. Age of Respondents ........................................................................................................ 45
4.2.3. Year of Experience of Respondents ............................................................................... 45
4.2.4. Education Level of the Respondents .............................................................................. 46
4.3. Result ................................................................................................................................... 46
4.3.1 Leadership Practices in KaizenManagement ................................................................... 46
4.3.2 Methodologies and Tools Management .......................................................................... 48
4.4.1 Program Coordination Practices ...................................................................................... 51

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 4.4.2 Effective Kaizen Management ........................................................................................ 52
4.5. The Effect of Leadership Practices on the Effectiveness of KaizenManagement ............... 57
4.6. Challenges in Kaizen Management ofKolfe Industrial College .......................................... 60
4.6.1. Top Management Commitment and Involvement .......................................................... 60
4.6.2. Lack of Employees Motivation ...................................................................................... 60
4.6.3. Employee Participation................................................................................................... 61
CHAPTER FIVE ............................................................................................................................. 62
SUMMARY OF MAJOR FINDINGS, CONCLUSION AND RECOMMENDATIONS ............. 62
5.1. Summary of Major Findings ................................................................................................ 62
5.2. Conclusion ........................................................................................................................... 65
5.3. Recommendations ................................................................................................................ 66
5.4. Further Research Area.......................................................................................................... 67
Reference ......................................................................................................................................... 68
Annex ............................................................................................................................................... 73

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 List of Tables

Table 2.1: Kaizen versus BPR Simulation Deference .................................................................. 31

Table 3.1: Reliability Test............................................................................................................. 42

Table 3.2: Validity Test ................................................................................................................ 43

Table 4.1: Leadership Practices in Kaizen Management .............................................................. 48

Table 4.2:Methodologiesand Tools Management......................................................................... 49

Table 4.3: Program Coordination Practices .................................................................................. 52

Table 4.4: Effective KaizenManagement ..................................................................................... 56

Table 4.5: Facilities of Kaizen observed...................................................................................... 57

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 List of Figures
Figure 2.1. Conceptual Framework .............................................................................................. 36

Figures 3.1: Map of Addis Ababa City Administration............................................................... 38

Figure 4.1: Sex of Respondents .................................................................................................... 44

Figure 4.2: Age of Respondents.................................................................................................... 45

Figure 4.3: Years of Experience of Respondents.......................................................................... 45

Figure 4.1: Educational Status of Respondents ............................................................................ 46

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 Acronyms
5S Sort, Set in Order, Shine, Standardize, and Sustain

BPR Business Process Reengineering

BSC Balanced Score Card

CI Continuous Improvement

EKI Ethiopia Kaizen Institute

JICA Japanese, International and Cooperation Agency

JIT Just in Time

PDCA Plan-Do-Check-Act

R&R Reward and Recognitions

SPSS Statistical Package for Social Sciences

TPM Total Productive Management

TQC Total Quality Control

TQM Total Quality Management

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 Abstract
Today, organizations have noticed that the only constant in their lives is change itself. As a
result, they are engaged in introducing various change tools to improve their business processes
as well as outputs. The purpose of this study was to assessleadership practices and challenges in
Kaizen management in the case of Kolfe industrial college of the Addis Ababa City
Administration. The specific objectives of the study were designed to describe leadership
practices in Kaizen management, to identify leadership challenges in Kaizen management and
to analyze the effect of leadership practices on effective Kaizen management at the Kolfe
Industrial College.To address the objectives, descriptive, explanatory research design with a
mixed methods approach was used. Besides,the study used both primary and secondary data.
Primary data were collected from 146 employees and 10 leaders of the college. The data
gathered through questionnaire were analyzed using percentage, frequency,mean,
standreddevationand regression analysis. Data obtained through interview were qualitatively
narrated thematically. Findings of the study disclosed that there were inadequate leadership
practicesin Kaizen management. It was also foundout that there was a slight application of
Kaizen methodologies or tools and program coordination practices. Moreover,leadership
practice had a moderate effect on Kaizen management in the college. Leadership in the college
is challenged by employees’ resistance to change, lack of adrquate knowledge and skill in
change management, and absence of reward and recongnition.Finally, the study concluded that,
Kaizen has not enabled the college to increase productivity and achieve the benefits of quality
outcomes. The study recommended that leadership should be well capacitated with change
management knowledge and skills, and the positive results should be always accompanied by
reward and recognition. Further, systematic benchmarking of Kaizen management practices of
similar organizations should be conducted in a planned manner.

Key Words: Leadership Practices, Challenges, Kaizen management, change

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 CHAPTER ONE
INTRODUCTION
1.0. Introduction

The introduction chapter of the study deals with a brief background of the study, a statement of
the problem, objectives of the study, research questions, significance of the study, the scope of
the study, limitation of the study, operational definition of key terms, description of the study
area and organization of the study.

1.1. Background of the Study

Kaizen management originates in the best Japanese management practices and is dedicated to the
improvement of productivity, efficiency, quality and, in general, of business excellence. The
Kaizen methods are internationally acknowledged as methods of continuous improvement,
through small steps of the economic results of companies. The small improvements applied to
key processes will generate the major multiplication of the company‘s profit while constituting a
secured way to obtain the client fidelity (EKI, 2011).

In the 1970s, as the Kaizen management system revealed potential for never ending effort for
improvement in production value, it defused its new management system throughout Japanese
companies. With the globalization of Japanese business in the 1980s Kaizenbecame a global
activity.Kaizen was originally developed in Toyota and spread among other Japanese
manufacturers as they gained fame in the international market for higher quality products (Imai,
1986). That is, as Japan’s multinational manufacturing companies expanded abroad: they tried to
duplicate the quality management methods with their new factories. When a Japanese firm
endeavored to increase local procurement of intermediate inputs, local suppliers were requested
to confirm Japanese quality standards. Thus, Japanese companies often assisted their local
partners in learning the Kaizen philosophy and practices. Similarly, Japan International
Cooperation Agency (JICA) began acting to transform to a number of developing countries. The
first JICA project for productivity management was intended to Singapore from 1983 to 1990.
Based on its competitive success in the 1990s in its aid package to support growth for these
countries coming late to industrialization, Japan include Kaizen, as an additional means of
enhancing their human potential and industrial enterprise capability (Becker & Snow, 1997).

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Kaizen has become global activity spread by multi-national companies and their employees. It
has become popular not only in the manufacturing sector but also in the service sector. However
the proliferation of Kaizen in Africa is still very small due to the limited number of players who
bring in the practice. The First country in Africa which adoptedKaizen is Tunisia since August
2006, and Egypt also adopted Kaizen in October 2007 with the full assistance of JICA (GRIP
Development Forum, 2009).

As part of the Ethiopian modernization program, the government was looking for various options
that would improve the management of both public and private sector enterprises. The
government is supporting private and public sector enterprises to adopt internationally approved
management philosophies. In addition, the government of Ethiopia is by now lured by the
process and product quality enhancement of countries as a result of their management of Kaizen.
Hence, Ethiopian government decided to adopt Kaizen and claims that this management
philosophy will also help the country in achieving the national vision (Ethiopia Kaizen Institute,
2011).

Prior to the introduction of Kaizen to Ethiopia, the Ethiopian government discussed with JICA
about Kaizen and on its success in African countries particularly its success in Tunisia.
Eventually, JICA has agreed to carry out a pilot project on 30 companies in Ethiopia since 2009
to 2010 (EKI, 2011). The pilot project conducted on 30 companies proved the transferability of
Kaizen. That is, Kaizenhas been found suitable to the economic and social development policy
and strategy of Ethiopia. As a result, the Ethiopian Kaizen Institute (EKI) was established in
2011 by the Council of Ministers Regulation No.256/2011. Its objective was to carry out a broad
based activity of ongoing quality and productivity improvement and thereby enhance expansion
of competitive organization and industries (EKI, 2011).

Like all other organizations in Ethiopia,theKolfe Industrial College is also facing various
challenges in improving quality and productivity.Toaddress these challenges and to achieve its
organizational objective, the college has adoptedKaizen since 2015. Thus, the study’s main aim
was to examine the practices and challenges of leadership in Kaizen management in the college
and to figure out some enabling and inhibiting factors to Kaizen prevailing in the college.

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1.2. Statement of the Problem
Kaizen is a Japanese philosophy that encourages continuous improvement of one'
s personal life
and the ongoing quest for improvement at work. For a small business, Kaizen strategy is one that
works to constantly improve the performance of employees and managers, the interaction
between staff and management, and the pursuit of better productivity. Therefore, certain
conditions need to be part of the corporate culture for a Kaizen strategy to take effect in the
organization. George N. Root (2011).There are particular conditions that must be fulfilled by the
company which is going to implement the philosophy, such as: Job Satisfaction, Company
Involvement, Skilled Managers, Dedication, Open Mindedness, Questioning, Teamwork,
Focused and Structured improvement projects, dedicated cross functional team to improve a
targeted work area with specific goals in an accelerated timeframe.

If every employee is looking for ways to make improvements, by using Kaizen, a company can
expect results such as: reducing waste in areas such as inventory, waiting times, transportation,
worker motion, employee skills, over production, excess quality and in processes. And also,
improving space utilization, product quality, use of capital, communications, and production
capacity and employee retention are the results of Kaizen.

The Ethiopian government has tried to implement various change management tools like result
oriented system, BPR, Kaizen and BSC help industries and industrial colleges make various
changes in their operation and to make them competent. According to Ethiopian
Kaizeninstitute/EKI/ 2017 and 2018 reports, some of the tools implemented like result oriented
system and BPR did not succeed due to lack of leadership commitment, employees’ attitude,
detailed follow up and mentoring. But,Kaizen and BSC tools are being practiced. For instance,
the Ethiopian Kaizen institute has been established and consulting industries and industrial
colleges inKaizen System including Kolfe Industrial College are practicing it. However, little is
known about the practices and challenges in Kaizen management in Ethiopia.

The existing industries and industrial colleges are making various changes in their operation.
However, little is known about their Kaizen practices and associated challenges. Leaders and
members who are directly involved in the Kaizen management effort indicated that there were
problems in the change management and management process, like lack of commitments from
managements and departments, lack of knowledge about the new management models or

3
systems, resistance to change, lack of proper rewarding system and other external forces (Farris,
2006).

The Kolfe Industrial College had implemented Kaizen program since 2015. The Kolfe industrial
collage report of 2019 G.C indicated that the collage was not effective in Kaizen management.
Hence, this study focuses on examining the leadership practices and challenges in management
of Kaizen in Kolfe Industrial College.

1.3. Objectives of the Study

1.3.1. General Objective

The general objective of the study is to assess the leadership practices and challenges
inKaizenmanagement in the case ofKolfe Industrial College of the Addis Ababa city
administration.

1.3.2. Specific Objectives

The specific objectives of this research are:

• To describeleadership practices inKaizen management attheKolfe Industrial College.

• To identify the leadership challengesin Kaizen managementattheKolfe Industrial College.
• To analyze the effect of leadership practices ontheeffective Kaizen management
attheKolfe Industrial College.

1.4. Research Questions

• What are the leadership practices in Kaizenmanagement in the Kolfe Industrial College?
• What are the leadership challenges in Kaizen management in the Kolfe Industrial College?
• What is the effect of leadership practices on effective Kaizen management in the Kolfe
Industrial College?

1.5. Scope of the Study

To deal with the subject in a fairly deeper length and forconvenience purpose, this study focuses
on one case in Kolfe industrial collage, geographically located Addis Ababa city Administration
kolfeqarniyo sub city near Alert Hospital. The study focused on Kaizen management practices
and challenges. Second, as the researcher also had experience and interest on Kaizen
management practices and challenges. The study is further delimited to Kolfe industrial collage
in Addis Ababa and this include the because of the availability and accessibility of information,

4
time and financial secrecies. in the The nature of the data was that gathered from the employees
of the organization about Kaizen management was cross-sectional. The study used descriptive
and explanatory, a qualitative and quanititaive. The study covers the time 2015 G.C to feb
2020G.C.

1.6. Significance of the Study

The fact that no studies have been conducted in the college regarding Kaizen makes worth
conducting this study. The research outcome might be an important input to the collage to make
the necessary adjustment and improvement based on the recommendation of the study. However,
the study primarily full fill academic requirement.

Moreover, it would have been professionals play a role of change management agents, policy
makers, professional and practitioners.

This research mightopen the door for other researchers who want to study further in this area or
other similar issues. Furthermore, the study would be used as a literature review. Finally, Kolfe
industrial collage might be benefited from the study to plan and develop change management
strategies.

1.7. Limitation of the Study

Like that of other scientific studies, this study is not without limitations. The limitations were
mainly related to methodological aspects that mightaffectthe result of the study. Firstly,
studying sensitive issues like the management of the Kaizen processmight be difficult to get
genuine responses through questionnaire; the responses might be over reported or under
reported. Secondly, the research didnotassess customer satisfaction dimensions of
Kaizenmanagement. Thirdly, some respondents were not willing to participate in this study. To
minimize the limitations open discussion had been conducted with leaders of the college and
with the respondents. Moreover, it had been told about the overall benefit of the research.

1.8. Conceptual Definitions of Key Terms

Kaizen: Is a management philosophy and is a “continuous improvement” involving the Entire
workforce from the top management to middle managers and workers.

Industrial Colleges: are institutions that orient students with the acquisition of

5
Knowledge, skill and attitude to the world of work 2010 (EKI, 2011). In this study the current
industrial Colleges that offer Technical Vocational Education Training from level 1 up to level 5.

Leader: -“Is the one, who knows the way, goes the way and show the way -” (Kouzes et al,
2007).

Leadership:“ Is the process of influencing others to understand and agree about what needs to
be done and how doing it, and the process of facilitating individual and collective efforts to
accomplish shared objectives” (Yukl, 2013 : 20).

Leadership challenge: “The resistance and difficulties the leadership faced to implement the
plane and archive the goal set” (Kouzes et al, 2007).Mode: A Japanese word for “waste”(Berk.
J &Berk.S, 1993)

1.9. Organization of the Study

The research paper consists of five chapters that are organized as follows. Chapter-one has
already highlighted background of the study, problems of the research, & objectives of the
same, among others. Chapter-two presented a review of literatures, theoretical and empirical,
and the conceptual model of study. Whereas,chapterthreeison the methodology used to carry
out the research, chapter-four provided the analysis of data, their interpretation and discussion
of the corresponding results. Chapter-fivepresented summary of major findings, conclusion and
recommendations.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0.Introduction

This chapter forces on a literature review concepts and on theories of leadership. It also includes
about change management, change management model, change management tools, Kaizen
principles, key factors, and importance of Kaizen in Ethiopia. The theoretical framework for this
studyalsowaspresented at the end of the chapter.

2.1. The Concept of Leadership

Leadership is a social influence process in which the leader seeks the voluntary participation of
subordinates in an effort to reach organization goals, a process whereby one person exerts social
influence over other members of the group, a process of influencing the activities of an
individual or a group of individuals in an effort towards goal achievement in given situations,
and a relational concept involving both the influencing agent and the person being influenced
(Bhatti et al, 2012).

Leadership has existed for as long as people have interacted, and it is present in all cultures no
matter what their economic or social makeup. Burns (1978) cited in Owen and Mahmood (2009)
stated that leadership is one of the most observed and least understood phenomena on earth.
Leadership has been defined in many different ways by different authors. There is no common
agreement on the definition of the term as everyone explains it from various angles: in terms of
behaviors, traits, role relationships, influence, or communication patterns (Yukl, 2006).

Yukl (2008) defines leadership as the process of influencing employees about what needs to be
done and how doing it, and the process of facilitating individual and collective efforts to
accomplish shared objectives. Kouzes et al, (2007) described leadership as a process whereby an
individual (leader) influences a group of individuals to achieve a common goal. The key concept
in these definitions is that leadership is considered to be a person’s ability to organize his/her
followers and directing them towards a common goal.

2.2. Leadership Theories

Since the middle of the twentieth century, various leadership theories have been developed by
many scholars with different standpoints passing a series of '
schools of thought'from “Great

7
Man” and “Trait/Behavioral” to “Contingency” theories to “Transformational” leadership
(Bolden et al., 2003). Great Man Theories assume that great leaders are born, not made and that
they are exceptional people destined to lead. Leaders are described as heroic, mythic and
destined to rise to leadership when needed (Bolden et al., 2003). Behavioral theories of
leadership are based upon the belief that great leaders are made, not born. There are behavioral
determinants of leadership which can be learned and people can learn to become leaders through
teaching and observation. These theories concentrate on what leaders actually do rather than on
their qualities (Bolden et al., 2003). According to Contingency Theory, no leadership style is best
in all situations. Success depends upon a number of variables, including the leadership style,
qualities of the followers and aspects of the situation (Cherry, n.d.).

Transactional leadership has been a traditional way of treating followers to perform the
predefined tasks and focuses towards planned goals (Bolden et al. 2003). It is a system of
treating employees through rewards and penalties: rewards in terms of recognition, pay
increases, advancement, etc. whereas employees who fail to meet expectations are penalized.
This approach emphasizes the importance of the relationship between leader and followers,
focusing on the mutual benefits derived from a form of '
contract'(Bolden et al. 2003).

Transformational leadership does not place major emphasis on exchanges or rewards within the
system. Instead, it challenges followers to disregard self-interests and encourages pursuit of
institutional goals, the interests of the group (Bass &Avolio, 1994). It occurs when leaders
broaden and raise the interests of their employees, when they generate awareness and acceptance
of the purposes and mission of the group, and when they stir their employees to look beyond
their own self-interest for the good of the group (Bass &Avolio, 1990).

While early theories tend to focus upon the characteristics and behaviors of successful leaders,
later theories begin to consider the role of followers and the contextual nature of leadership. For
the purpose of this study, the full range leadership theory is considered.

2.3. Change Management

Change is defined in the literature as any deviation from an agreed upon well-defined scope and
schedule. Stated differently a change is any modification to the contractual guidance provided to
the contractor by the owner or owner’s representative (Burnes, 2004). Change is said to be the
only permanent situation in life, but surprisingly it is one decision that management finds

8
difficult to make and implement and when a change is made, it is often one of the most resisted
decisions by employees. However, change is inevitable,therefore, to be effective, management
must anticipate and prepare for it. Challenges of Change are a departure from an existing process
or way of doing something of a new process or a different way of doing the same thing. A
process change can be an amendment to existing processes an introduction of a new process or
both. Changes in any form are intended to better the organization over the short term and/or long
term. However, no matter how marketable change ideas are they can be frustrated purposefully
or inadvertently if they are not well managed during all stages. Poor management often causes
the huge investments in the change process and the high expectations that come with the ideas to
turn to huge disappointments. There is no doubt that such a process change at the point of
conception, evaluation and/or management requires a great deal of financial resources and
management time and leads to high expectations. Therefore, any failure can be disastrous. To
prevent such a failure, attention should be given to change management at all stages.

According to Jones, G.And George, Change management can be defined as the process of
planning; organizing, coordinating and controlling the compositions of the environment, internal
and external to ensure that the process changes are implemented according to approved plans and
the overall objectives of introducing the changes are achieved with as little disruption as
possible. It may be impossible to effect change without any inconvenience to the existing
processes and processors. In effect, change management is intended to prevent disruptions and
any other deliberate or inadvertent acts that would frustrate the process change and to resolve
any disruptions. Change management helps ensure that predetermined objectives of introducing
the process change are achieved, and it also helps prevent and resolve: conflicts, service
disruption, culture clashes, and other problems associated with process change management is
not restricted to one level of management instead; it cuts across the lower, middle and top levels
of management, depending on the circumstances and the level of authority at each level.
Organizations and working places are in continuous change, and these changes occur because Of
external powers, which are making the organizations adapt to the environment, or internal
Organizational challenges may appear. Organizational Change can be the result of decreasing
Productivity, changes in the core production or organizational structure. It is natural to Separate
between planned change and change as a reaction to the surroundings or internally within the
organization (Jones, and George, J. 2006).

9
There are many reasons why planned organizational changes may be necessary. In most
organizations, change is typically used to improve organizational performance in any capacity
and may involve targeting one or more of four categories: structural, cost-cutting, process, or
cultural change (Burnes, 2004).

2.4. Change Management Process Model

Since the inception of the organizational change management concept several models have been
developed and published, describing the process of change, both from individual and
organizational perspectives are available to market, developed by different researchers; some of
the most widely known change management process models are described and listed below as
follows:-

2.4.1. ADKAR Model

Managing organizational change starts with understanding how to manage change with a single
person. Among the tools available to drive individual change, the ADKAR model developed by
Prosaic, is commonly used. ADKAR is an acronym for Awareness, Desire, Knowledge, Ability,
and Reinforcement.

In principle, to make a change successfully, an individual need:

o Awareness of the need for change

o Desire to participate and support the change

o Knowledge on how to change

o Ability to implement required skills and behaviors

o Reinforcement to sustain the change.

According to ADKAR describes successful change at the individual level and outlines the goals
or outcomes of successful change

This model focuses on principles of change that are effective on an individual level. The focus of
this model is on how to change people, not things, programs, etc. the steps of the model are
discussed as follows:-

10
1) Awareness: to initiate a change, an individual must know what needs to change and why.
What are the risks of not changing? How will the change benefit the individual? Without
knowing that there is a need for change, an individual will not likely have a desire for change.

2) Desire: once an individual knows what needs to be changed, it is imperative to help him or
her find the desire to support the change. Without this support a lot of resistance may be given to
those who are implementing the change. Several tactics may be used, which include utilizing
past organizational habits and successes, showing how the change will benefit those affected by
the change, drawing on past individual successes with similar changes, intrinsic motivation and
extrinsic motivation. Intrinsic motivators are specific to an individual, not a group. Something
that motivates one individual to change may not motivate all individuals. Extrinsic motivators
can be any type of motivation that comes from anyone or anything other than the individual. For
example: bonuses, job security, promotions, or even just encouragement from co-workers or
friends.

3) Knowledge-The information necessary to make a change is given to the individual. This

includes information about the new programs, systems or behaviors that will be implemented.
Providing the information is important because individuals don'
t always seek to do things they
don'
t know how to do. For example, someone who doesn'
t know how to change the oil in a car
will probably be less prone to do so until she or he receives instructions on how to do so.

4) Ability- This is the step where knowledge turns to action and also this is where concepts turn
into reality. Knowing how to change the oil and actually changing it are two different things, just
like knowing how to swim and actually swimming are two different things. Thus, an individual
will need support and help when utilizing the knowledge needed to make a change.

5) Reinforcement- The individual needs to know when she or he is achieving the desired
outcome. Recognizing the progress of an individual who has faced great difficulty in making a
change is especially important, because this recognition encourages this individual to keep going.
Although group recognition is beneficial, individual recognition by someone the individual
respects is even more meaningful.

11
2.4.2 Katter’s 8-Step Change Model

Kotter (1996, 1998), developed a model which should be used at the strategic level of an
organization to change its vision and subsequently transform the organization. Studies using this
model have shown that the change process goes through a set of phases. Each phase lasts a
certain amount of time and mistakes at any phase can impact the success of the change [26].
Kotter s eight step approach to change management is listed as follows:

1) Create a sense of urgency for change: People typically prefer the status-quo. Change means
uncertainty about what the future looks like. The uncertainty makes people uncomfortable.
Furthermore, people tend to mistrust things about which they are uncertain. That is why people
avoid change. To encourage people to assist with the change, we must create a sense of urgency.

2) Create the guiding coalition: You can try and battle the resistance to change that people have
with yourself, or you can make your life much easier by enlisting the help of others. To
counteract resistance; one option is to form a powerful coalition of managers to work with the
most resistant people.

3) Establish a vision and strategy: While it is not impossible to get things done without a
definite plan of action, it is much simpler (and you get more cooperation) if there is a clear plan
in place. Since the status quo is more comfortable for most people, they are likely to revert to
business as usual and not flow with changes without a plan in place. Creating a vision and the
strategies for achieving the vision will help expedite the change.

4) Communicate the change vision: If people do not know that change is coming or has
occurred, they are more likely to resist the change.

5) Empower broad-based action: Remembering once again that people tend to prefer the status
quo and are apprehensive about new experiences, they must be encouraged or inspired to change.
Also, if you want them to do something new, you will probably get more cooperation from them
if you teach them how first and then give them the new tools necessary to do things the new way.
This step empowers others to act on the vision by removing barriers to change and encouraging
risk taking and creative problem solving change.

6) Generating short-term wins: People need to be rewarded when they break away from old
behaviors and do something that is new and desirable. Basically, it is positive reinforcement.

12
This is the step where you plan for, create and reward short-term wins that move the organization
toward the new vision change.

7) Never letting up: By this step, resistance should be diminishing, but you still need to observe
actions. It is that same status quo thing. So, you nurture the change and make adjustments as
necessary change.

8) Incorporating changes in the culture: When it comes to work, you can never tell someone
enough about all the good reasons why the things they do make them and the company a success.
Otherwise, some people will tend to behave as if they have no reason to do anything differently
than they did before. So, to make the changes more permanent, you should reinforce them by
demonstrating the relationship between the new behaviors and organizational success change.

2.4.3. Lewin's 3-Stage Model of Change

Lewis, L. (2019) stated three stage change management process model which is one of the
earliest change management process models which identifies three stages of change that are
widely used today – unfreezing, effecting change, and refreshing. He described organizational
change using the analogy of the changing shape of a block of ice. It is a simple and easily
understood framework for managing change through three distinct stages. The model starts with
creating the motivation to change (unfreeze) and moves through the change process by
promoting effective communication and empowering people to embrace new ways of working
(change). The process ends when the organization returns to a sense of stability (refreeze), which
is necessary for creating the confidence to embark on the next, inevitable change. Each of the
three phases also proposes specific activities that address motivation, management, and
adherence to organizational changes.

Lewin’s (1951) Three stage model

1. ‘Unfreezing’ Creating a healthy organization, being aware of the need for change,
persuasion, top management involvement, and building confidence, communication,
identifying stakeholders and managing their expectations

13
2. ‘Moving’

Following a comprehensive strategy by setting unambiguous objectives and challenging targets

that helps individuals to develop knowledge while moving to a new level.

3. ‘Refreezing’

Making sure that change is a part of organizational culture while changing the attitudes, structure
of the organization, spreading the new mindset and information. People do not like change, any
change. A “strong preference for stability and continuity” (Brooks and Bate, 1994, p. 181) might
be in the human nature. People only want to change when both the pull- and push-forces are that
strong that people themselves see no other solution anymore than to change. An allegedly “much
more challenging business environment” and a “vision” of a “more business-like” organization
are definitely not enough to convince employees to change their daily routines at their desks.
Another issue people are quite sensitive about is the technical aspects of change initiatives, i.e.
how change is introduced, communicated and discussed, if and how their viewpoints are not only
being heard but seriously taking into account. Depending on Kirkpatrick, Many people are still
of the opinion that an organization is or should be much more than a profit generating, efficiency
improving machinery. Such values and convictions can be quite deeply embedded in an
organization’s culture and people’s attitudes (Kirkpatrick and Ackroyd, 2000). Any change
initiative has to take this into account: There is a significant body of literature that draws
attention to the difficulty of changing organizational culture on the grounds of that culture is
deeply ingrained in the underlying norms and values of an organization and cannot be imposed
from above (Parker and Bradley, 2000).

Many people seem to be against top-down and paternalistic approaches of leadership and
centralization of power and control (Diefenbach, 2006). But what many people, perhaps resist
the most is the cynical use and misuse of grand ideas for personal and group interests. People
resist ambitious senior managers who join organizations they do not know, who are only
interested in furthering their own career and market-value, mess with several change
management initiatives, and then leave the organization in a state worse than before for good and
with a golden handshake. People resist managers who have only little understanding of the
business, who do not care for the ideas and needs of their employees, and the organizational
necessities and opportunities, with managers who pretend to be busy and important, even crucial,

14
for the sake and survival of the unit, but at the end of the day are only interested in their career
and the increase in their market value, in strengthening their position and securing their pension
scheme.

The concept of employee resistance to change is a common subject in the change management
literature. Kotter (1996) and Ajzen (1991) have written about the pivotal roles that resistance to
change and employee behavior play in the change process. Different literatures showed that
resistance to change is still an important issue in the current change management. However, there
does not appear to be a consensus on what causes resistance and how it can be overcome.
Employees resist change because they anticipate them to have an unwanted outcome. Others take
a more individualized approach to studying resistance to change, arguing Individual’s reactions
are highly complex and vary greatly. One advocate of such thinking is Shauloreg who proposed
that resistance to change is based both on personality and also the context in which the change
occurs. In his initial study (2003) he developed and tested a scale called the “Resistance to
Change Scale” (RTC) which he conceptualized as a stable personality trait. In his following
study, he found a positive and significant relationship between the individuals’ RTC score and
their affective and behavioral resistance to change (Milliken, 2000; Nemeth, 1997)

2.5. Change Management Tools

Change management models and research are still relevant for the twenty-first century. The
Problems are not with their relevancy or their worth. The problems and challenges facing
Organizational leaders, organizational development experts and researchers relate to the speed
and complexity of change required today. We also suggest a relatively new strategic model as
well as new applications of existing change management models and theories. Depending on
different literatures, there are different change management models. Some of them are well
known and implemented in Ethiopia. Result oriented system, Business Process Reengineering
(BPR), Quality Management System (QMS), Balanced Scorecard (BSC) and Kaizen are the
main ones. It is better to see each of them to understand their differences and similarity.

2.5.1. Result Oriented System

This is a little bit similar to BPR but result oriented system gives emphasis to the end result
rather than the process. It is designed to evaluate the efficiency of individual or teams by setting

15
targets and numbers. This is system were used in government and semi-Governmental
Companies to minimize wastage and costs

2.5.2. Business Process Reengineering (BPR)

It is the kind of system that starts from the clean sheet rather than ASIS (current system). The
system designed to by analyzing the process where it starts and end. It gives less emphasis for
departmentalization and current system. It is also implemented in governmental organization.
But it failed in many of the implementing organization.

2.5.3. Quality Management System (QMS)

According to definition of ISO (2000:2005) it is a management system to direct and control an

organization with regards to quality. ISO (2000:2005) states “the quality management falls
within the overall management function of a company” here the emphasis is on understanding
and meeting customer requirement and expectation and on getting it right first time. It comprises
the organizational structure, procedures, processes, resources needed to implement quality
management.” According to QMS manual of Ethiopian Conformity Assessment Enterprise
(2009); it comprises eight principles. The principles are customer focus, leadership, improvement
of people, process approach, system approach to management, continual improvement, factual
approach to decision making and mutually beneficial supplier relationship. The manual also
states benefit of QMS so as to improve management confidence, the awareness of company
objectives, communication, responsibility and authority are adequately defined, traceability to
root cause of quality problems, utilization of resources, increase productivity, increase
profitability, company growth, easy to access to external market and improve customer
satisfaction.

2.5.4. Balanced Score Card (BSC)

Kaplan and Norton (1996) introduced the concept of the balanced scorecard in the 1990s to help
show the importance and need to balance four different organizational elements: financial,
external (for example, customers), internal learning, and operations. Lingle (1999) extended that
thinking further by adding two additional scorecard elements (people and environment) and a
way to connect the elements of the model in a cause - effect value chain (or value map). This was
followed similarly by Kaplan and Norton with a related mapping model (2004). According to

16
Balanced Scorecard training manual bythe Ethiopian Management Institute (2014), BSC is a
strategic planning and management system that is used extensively in the business industry,
government and nonprofit organizations worldwide to align business activities to the vision and
strategy of the organization, improve internal and external communications and monitor
organization performance against strategic goals. The manual also stated some of the benefits to
increase focus on strategy results, to improve organizational performance by measuring what
matters, to align organizational strategy with the work people do on a day to day basis, to focus
on the drivers of future performance and improve communication of the organization’s vision
and strategy.

The balanced scorecard (Kaplan and Norton, 1996) integrates financial measures of past
performance with measures of the drivers of future performers. It provides a template that can be
adapted to provide the information change manage need to monitor and review the effects of
their intervention and two plane whit they might do next do next to move the organization
towards a more desirable future state .The score card includes four categories of measure
financial, customer related, internal business process and innovation and learning.

Financial Measures: Such as return on improvement, economic values added sales growth the
generation of cash flow summaries the economic action. The financial perspective considers how
the organization needs to appear to its shareholders if it’s to achieve its vision.

Customer Related Measures: includes of business performance that relate to the customer and
market segment that are important to the organization. It Includes measures of satisfaction,
retention, new customer, acquisition, customer profitability, account share and market share.
They might also include measures of those performance drivers that affect the value proposition
that influence customer loyalty such as on tie delivery and product innovation. This customer'
s
perspective considers how the organization needs to appear to its customers if it is to achieve its
vision.

Internal Business Process Measure:such as quality response time and cost relate to the internal
business prose’s make critical contributing to the organization current and future performance
they might measure the performance of the processers that enable the organization to flier value
performance of the processes that enable the organization to deliver values prepositions that

17
attract and retain important customer, that satisfy shareholder by contributing to the delivery of
excellent financial returns or deliver other our comes that are important to key stakeholders.

Measure of the Infrastructure: that facilitate long term growth and improvement Kaplan and
Norton 1996 argue that organization learning and growth comes from three principle source
people, system and organizational procedures. they suggest that the financial customer and
internal business process objective of the balanced score cared typically reveal large gaps
between the existing capabilities of people ,systems and procedure and the capability that is
required to achieve a performance break through .in order to transform an organization or even to
achieve a more modest level of change this gapes have to be addressed can involve intervening
in the normal process of organization functioning to enhance this infrastructure and improvement
the organization capacity for innovation and learning (Addis Ababa city of government public
service office guide line).

2.5.5. TotalQuality management System (TQM)

Quality management has a resultant impact on organizational behavior, where one needs to
redefine quality programmers as a major determinant of organizational change.

The Management of quality programmers often leads to major change within an organization,
and this change may be studied at a variety of levels (Almaraz, 1994). At an organizational level
this management could represent a strategic move to be more competitive. And at a unit level,
one can see that different units or teams are made to maintain the different goals on Quality and
that these units or teams are empowered through the quality paradigm. The key Determinants for
success, from top managers and down to the various employees, are the issue of resistance to
change and the institutionalization of quality concepts, and at all levels, the successful
management of a quality programmed requires top management commitment. Total Quality
Management (TQM) refers to a management process directed at establishing organized
continuous process improvement activities, involving everyone in an organization in a totally
integrated effort towards improving performance at every level (Alamaraz, 1994).

18
2.6. Kaizen Principles
The two key features of Kaizen are incremental and continuous change and involvement of the
whole workforce in that process. The workforce has to take part in creating little, but visit
changes by making recommendations for advancement in both of process and item. Past that, the
coherent structure of the concept of Kaizen, the precise relationship between its devices, and
concrete measures and arrangements received on the production line floor, are troublesome to
stick down since there are numerous diverse schools of instructing that emphasize distinctive
viewpoints and devices of Kaizen relative to others. There are numerous procedures for
managingsuccessful, Kaizen is diverse since it makes a difference center in an awfully
fundamental way on how individuals conduct their work, Client introduction, TQC (Add up to
Quality Control), Mechanical technology, QC circus, Recommendation framework,
Mechanization, Teach within the work put, Quality advancement, Zero imperfection, Efficiency
change (Imai, 1997).

There are expansive number of related and frequently covered components that has a place to the
Kaizen toolkit 5s, proposal framework, quality control circle (QCC) or Quality circle (QC), add
up to quality control (TQC), Total quality management (TQM)), just in time (JIT) framework
and so on. Among these, 5s is for the most part considered to be the foremost essential step for
improving quality and efficiency (GRRIP Improvement forum, 2009).

2.6.1. Kaizen and Management

Kaizen management has two capacities: Maintenance and Enhancement. Maintenance exercises
are coordinated towards keeping up existing technological, managerial, and working measures,
whereas enhancement alludes to making strides existing standards (Imai, 1986).

2.6.2. Role of Top Leader

Top management is dependable for building up Kaizen, as the abrogating corporate strategy and
communicating this commitment to all levels through policy arrangement of the organization and
apportioning the assets vital for Kaizen to work and construct frameworks strategies, and
structure conducive to Kaizen.

19
2.6.3. Role of Middle Leader

Responsible for executing the Kaizen policies set up by top management; setting up, keeping up
and making strides work measures; guaranteeing workers get the preparing vital to get it and
actualize Kaizen and representatives learn how to utilize the issue tackling and improvement.

2.6.4. Role of Supervisors

Responsible for applying the Kaizen approach in their useful parts; engage in Kaizen through the
proposed framework and little group exercises, practice teaches within the workshop, engage in
proceeds self-advancement to get to be way better problem solvers, progressing communication
at the work put; keeping up resolve and giving coaching for collaborative activities.

2.6.5. Leadership Practices

Leadership practice eludes the characteristics of leaders in exchanging administration work in to

activity. Leadership isn'
t at- all about personality; it is additionally approximately practice
instead of talking (Kouzes, 2017:4). Leaders have to be creative. They must not, as it were
overseen huge sum of data, but use creatively to direct action. There are five leadership practices
to perform the planning objective successfully. These incorporate: Challenging the method:
Agreeing to Kouzes& Posner (2017:5) describe the "challenge the process" practice as being the
look for openings to change the status quo. In order to succeed organizational objective, leaders
must be arranged to form mistakes since every false step opens the entryway to a new
opportunity.

Advancement and change locked in within the generally innovative trialing, dangers, and
disappointment to disregard statuesque. Pioneers ought to pay considering the competency of
their supporters to handle the challenging circumstance and gotten to be completely commuted to
alter. Subsequently pioneers are exceptionally critical, to challenge the process. Inspiring a
shared vision: Concurring to Burnes, (2004) rousing a shared vision, one important perspective
of administration hone because leaders are anticipated to make and communicate organizational
course. Moreover, it focuses out, leaders have to go past simply envisioning long run and take
action to create a vision a reality since without objectives a vision can mull. Successful
leadership actuates mindfulness and acceptance of common mission and purpose of the
organization (Achua, 2013). According to Kouzes& Posner (2017:36) Leaders can'
t command,

20
but need to rouse and need to enroll others in a common vision by engaging to share desires.
From these it can be understood that vision is an ability of leader to foresee and see the future, In
a striking and exact way in conjunction with defining the course to induce success. Enabling
others to act: Empowering others to act alludes to establish including others in arranging and
giving them flexibility of choice within the choice- making process.Enabling others to act
permits devotees do their work and to realize their full potential by cultivating collaboration.
They accept the wants and advantage of others and let them feel as in case they carry
proprietorship and obligation within the organization. Kouzes& Posner, (2017:37) described the
"enable others to act" practices as a implies of cultivating collaboration and building spirited
groups, accordingly leaders mobilize others to need to struggle for shared aspirations, and this
implies that, on a very basic level, leadership could be a relationship.).

Modeling the way: The foremost vital individual quality of a leader is modeling the way which
individuals look for and respect his or her identity modeling implies being arranged to go to
begin with, living the behaviors they need others to embrace some time recently inquiring them
to embrace them. The pioneer must not, as it were inspire others, butto utilize his office to
advance organization objectives instead of individual ones. An extraordinary leader ought to
serve as an illustration to others (Kouzes and Posner, 1995, 2002). Leaders must lead from what
they have acceptedfor individuals to begin withtheindividual, the individual, at that point they
seek after the arrange of activity, lowering the heart: According to Kouzes& Posner, (2017:39).

The"Encourage the Heart" practice was portrayed as a practice of being able to achieve
uncommon things in organizations through difficult work. In order to keep trusting and assurance
lively, leaders recognize the commitments that people make. In each winning team, the members
ought to share within the rewards of their endeavors, so leaders celebrate achievements and
victories. Therefore, to Kaizen effectively, implementing Kouzes& Posner commendable
practices of leadership are crucial.

2.7. Key Factors of Effective KaizenManagement

To implement Kaizen successfully in any organization needs top management commitment,
performance measurement, communication of results, recognition and rewards, good training
program, good program coordination and methodology or tools. Hence, failure to carry out these
activities and put in place an organizational structure, leads to the collapse of the management of

21
Kaizen (Fermento, Chiodi, Cusolito, Altube, and Gatti, 2013; Farris, 2006; Kuluarachchi, 2009;
and Hirata, 2001). According to Farris (2006) top leader'
s commitment, performance
measurement, communication of results, R&R and training are grouped under top leader factor
and the others are programmed coordination factor and methodologies or tools factor.

2.7.1. Top Leader Factor

Leader'
s commitment is required so that interest and collaboration becomes a portion of the
organizational culture (Terziovski; Fitzpatrick; O'
Neill, 2003). It isn'
t conceivable to create a
persistent advancement program without a solid commitment from beat and senior pioneer.
Executives must agree to commit the specified assets; adjust exercises with vital targets; set up
frameworks, methods, and policies; and, most imperatively, produce a culture of continuous
advancement (Fermento; Chiodi; Cusolito;Altube; Gatti, 2013). Since the benefits of Kaizen
standards come gradually and its impacts are felt as a rule on a long-term premise, it is apparent
that Kaizen can thrive as it were beneath beat management that encompasses a veritable concern
for the long-term wellbeing of the company. It has frequently been pointed out that one of the
major contrasts between Japanese and Western management styles is their time frames. In
common, Japanese managers have a long-term point of view, whereas Western managers tend to
see more for short-term comes about. This distinction is additionally reflected within the way
each management fashion approaches enhancement. Western management is as a rule hesitant to
present change slowly and tends to favor advancement, which is more unmistakable and gives a
prompt return. In the event that the administration makes positive utilize of the process-oriented
way of considering to bolster the development and further strengthens it with a Kaizen approach,
it'
ll discover that the company'
s by and large competitiveness will be made strides within the
long run (Thessaloniki, 2006).

Successful management of Kaizen requires a noteworthy alter in values, attitudes and parts of
pioneer levels of the organization. The fitting and total advancement of Kaizen program is
fundamentally executed by best management embers that energetically support and encourage
their groups. This is often since the leader'
s part in empowering and supporting their workers is
basic to guarantee effective management and continuous application of the Kaizen concept
(Wakhlu, B., 2007). Suggestion Framework: Amid 1970s, numerous Western commerce people
gone from Japan to see recommendation frameworks in advance as a portion of Kaizen umbrella-

22
concept and when returned domestic begun endeavors on their companies by initiating and
setting up frameworks like that. But the method of obtaining thoughts from workers isn'
t a
modern one too within the West. Kodak Company began such a program around the turn of the
century within the Joined together States. The British Illustrious Naval force had a
recommendation plot in 1772. Sine their beginning, frameworkshas gone through noteworthy
advancement and unused shapes incorporate: persistent enhancement and representative driven
thought am working. In spite of the fact that a few quality specialists concur that thought forms
(or proposal programs) are dead, a weld a well outlined thought program will essentially include
to an organization'
s quality confirmation whereas making a difference it cut costs and improve
its performance. Through recommendations, worker take an interest in persistent enhancement
exercises within the work environment and play an imperative part in overhauling benchmarks.
So they do Kaizen (Thessaloniki, 2006).

2.7.2. Performance Measurement

The development of continuous improvement capacities requires a process of monitoring and

measuring results against the strategic objectives of the firm. Continuous improvement is based
on continuous assessment techniques applied to systems, processes, and key results (Das;
Handfield; Calantone; Ghosh, 2000; Foster, 2004).

2.7.3. Communication of Results, Recognition and Rewards

The encounters criticism inside a nonstop advancement program permits the building, analyzing,
and encouraging of the trade of information between specialists in issues fathoming (Jabrouni;
Kamsu-Foguem; Geneste; Vaysse, 2011). When groups appear there comes about for inner
occasions, the knowledge they have created is deployed past their own group individuals and
connected to the entire organization. Also, in cases of outside occasions, appearing the fruitful
comes about of a venture works as a motivational factor. Critical commitments measured in
terms of their effect on comes about are more often than not remunerated. These
acknowledgment programs can take diverse shapes, but continuously endeavor to fortify and
spread positive states of mind (Buch, K, et al 2002). Reward and acknowledge (R&R) _ have
different capacities and can be a profitable device at organizations on their street for TQM as for
example: They make strides the fortification of quality-related behavior and achievements. They
appear organizational values, and they appear how the organization increases in value efforts. •

23
They show accomplishment, and — R&R exercises give criticism which is a component of
persistent change (Kaizen). Acknowledgment is additionally a frame of criticism approximately
the result of a person or group endeavors. It appears the people or the groups that they are on the
correct track toward nonstop enhancement. Acknowledgment as feedback can come from
administrators, other teams, internal clients within the organization, or outside clients within the
commercial center.

Kaizen logic and TQM forms request enabled workers, team players and cross-functional
activities. R&R can spur these people and bunches to precede their dynamic interest within the
organization. It'
ll too make a positive environment for different groups to compete against each
other and these provide a '
win-win'circumstance between the organization and workers. Workers
can too be propelled to utilize different TQM apparatuses, so '
11 to make a positive environment
for different groups to compete against each other and these provide a '
win-win'circumstance
between the organization and workers. Representatives can moreover be spurred to utilize
different TQM devices, fathom issues, and to connected with inside and outside customers. 5
The R&R framework will increment the mindfulness among '
workers that the administration is
ready to remunerate them on the off chance that they are genuine in applying basic TQM values,
such as quality, client 27 fulfillment, and persistent advancement. Workers will have higher
inspiration on the off chance that they work in organizations that are steady in their R&R handle
and the specialists will see administration activity use reasonable exertion by the administration.
This will amplify the feeling of believing, and create a solid sense of having a place within the
organization. Agreeing to Deming'
s sees, R&R can offer assistance change the organization
toward a logic equality. A few shapes of acknowledgment, such as grants and plaques, appear
freely that the group has accomplished a few degrees of victory inside TQM outline. They are an
unmistakable indicator, both to the group and to pariahs, of a work we have done. So
acknowledgment highlights workers and groups who make a positive commitment to the
ceaseless change orTQM exertion. Such acknowledgment invigorates extra exertion in workers
(Thessaloniki, 2006).

2.7.4. Training

Modifying the classic structure of problem-solving using trial and error based on individual
experience to the scientific method using teams requires specific training in methodologies and

24
tools for analysis. In addition to the need for large-scale training, it is reasonable to start with
upper management and focus on the agents of change, which will generate a big impact on the
process (Spear, 2004). Several studies highlight the importance of implementing training in the
basic tools and moving toward new tools as soon as more complex problems make them
necessary (Bacdayan, 2001; Wood, 2003).

Generally, training focuses on showing how the tools fit into an overall methodology for all the
improvement projects. Practitioners receive intervals of training, broken up by the timeof
application. Most companies fall prey of training all their employees at the same time for a
quality program that may take months or years before the employees can be an opportunity to
implement what they had learned. Due to this long waiting, most of the employees may forget
some critical points they have learned. Some companies don’t bother to commit all the
employees to be affected, hence those who are not involved will criticize the program and show
reluctant to implement any recommendation. All of the organizations insist that with the initial
project that practitioner not be able to shortcut the process and rush to analyze and improve
stages. One of the hardest things to do is train people to follow the process and not their intuition.
For example New Six Sigma practitioners are chomping at the bit to solve the real problems
without fully understanding the situation from a process definition and measurement standpoint.
Kaizen has been proven to work, with countless companies experiencing sustainable gains, but
only when the complete process is followed without any shortcuts (David P., 1993).

2.7.5. Program Coordination Factors

If continuous improvement is inadequately deployed and poorly coordinated, the process

becomes less effective, even after achieving some initial results (David P., 1993).

Deployment: The systemic approach (Deming, 1993) requires that different processes are
viewed as part of a global system where the final result depends on the quality of the interactions
between them. In this sense, it is unthinkable for continuous improvement to work without the
integration of all sectors and processes

Coordination: The promotion of continuous improvement within the organizational routine

requires actors which facilitate this within day-to-day activities. This role goes beyond specific
team leaders and refers to the figure of one or more internal coordinators who support activities,

25
facilitating access to resources and to providing methodological advice to team members
(Fermento; Chiodi; Cusolito; Altube; Gatti, 2013).

2.7.6 Methodology and Tools Factor

The existence of a common scientific method is vital, and should include a predetermined
routine of steps for the development of improvement projects (Forrester, 2000; Garvin, 1993). A
formalized methodology enables a common working basis on which to developing changes. This
systematic analysis process replaces the traditional trial-and-error approach to problem-solving
(Bateman, 2005).

A previous study of Australian firms by(Terziovski;Sohal, 2000)shows that these companies still
prefer the seven basic tools over more advanced ones such as Failure Mode and Effect Analysis
and Quality Function Deployment

2.7.7. Edward Deming's Plan-Do-Check and Action Philosophy

The TQM philosophy kept on developing under Deming'

s direction, for which numerous respect
him as the father of what is presently known as TQM. Edwards Deming put extraordinary
significance and an obligation on administrative, for both individual and company levels.
Typically, since Deming accepted that quality administration ought to be inescapable and ought
to not center on simply sorting great items from awful ones (Goetsch& Davis, 2010). Deming
made a noteworthy commitment to Japan'
s afterward reputation for inventive high-quality items
and its financial control (Arumugam and Mojtahedzadeh, 2011). The PDCA (Plan- Do- Check
and Activity) cycle was created by\ Deming to arrange most of the organization'
s continuous
advancement, where this cycle both emphasizes that any change action must begin with careful
planning that can result in a successful activity. Other than, this quality cycle moreover put as a
universal change strategy, where Deming utilized this PDCA to always make strides and
decrease the contrast between the necessities of the clients and the execution of the method. For
the PDCA cycle, it is really pointing to arrange most of the organization'
s nonstop enhancement,
where it is emphasized that any improvement activity must begin with careful arranging that can
result in a viable activity(David P., 1993).

26
2.7.8. Waste (Muda) Elimination

Made in Japan implies waste. The assets at each handle — individuals and machines — either
include esteem or don'
t add esteem and thus, any non-value including activity is classified as
made in Japan. Work could be an arrangement of value-adding exercises, from crude materials,
finishing to a last item. Muda is any non-value-added task. In Kaizen philosophy, the point is to
dispense with the seven sorts of squander (7 dangerous squanders) caused by overproduction,
waiting, transportation, unnecessary stock, over preparing, movement, and a flawed portion
(Thessaloniki, 2006).

2.7.9. Five- S (5s)

Conceptually, 5S can be defined as one of the quality tools that is used to reduce waste and
optimize productivity through maintaining an orderly workplace and using visual cues to achieve
more consistent operational results Thessaloniki (2006). 5s described as the acronym of five
Japanese words which means ‘housekeeping’. The concept of 5S stands for Shari (sorting out),
seitan (neatness), size (cleanliness), seiketsu (standardization) and shitsuke (discipline).

The fives approach is presented briefly as follows for each one of the five activities: SEIRI –
Sorting – The first state of 5s is to organize the work area, leaving only the tools and materials
necessary to perform daily activities. When “sorting” is well implemented, communication
between workers is improved and product quality and productivity are increased. It is making the
difference between necessary and useless things in GEMBA (working place), giving up the
useless ones.

SEITON- Ordering Arrangement – the second stage of 5S involves the orderly arrangement of
needed items until they are easy to use and accessible for “anyone” to find. Orderliness
eliminates waste in production and clerical activities. The ordering of all the items after SEIRI.

SEISO- SHINE the third stage of 5S is keeping everything clean and swept. This maintains a
safer work area and problem areas are quickly identified. An important part of “shining” is
“Mess Prevention”. In other words, do not allow litter, scrap, shavings, cuttings, etc., to land on
the floor in the first place cleaning and disturbance detection, the working areas/equipment will
be clean.

27
SEIKETSU – Standardizing – The fourth stage of 5S involves creating a consistent approach for
carrying out tasks and procedures. Orderliness is the core of “standardization” and is maintained
by visual controls. The extension of the cleaning concept to each individual alongside with the
continuous practice of the three steps 3S.

SHITSUKE – Disciplining – this last stage of 5S is the discipline and commitment of all other
stages. Without “sustaining” your workplace can easily revert back to being dirty and chaotic.
That is why it is so crucial for your team to be empowered to improve and maintain their
workplace. When employees take pride in their work and workplace it can lead to greater job
satisfaction and higher productivity.

Getting self-discipline and getting used to be each involved in the 5S actions through standard
application, Benefits of 5s are-Improve safety, decrease downtime, raise employee morale
identify problems more quickly, develop control through visibility, establish convenient work
practices, increase product and process quality, strengthen employees’ pride in their work,
promote stronger communication among staff and empower employees to sustain their work area
(Imai 1986).

2.7.10 Quality Circle (QC) in Kaizen

Quality circles comprise of a little group of workers from all levels of the existing progressive
structure inside an organization, deliberately included within the prepare of recognizing,
analyzing, and defining solutions to different specialized, manual and automation related
problems experienced in day by day work life Kannan and Rajan, 2011). Another definition of
Quality Circles is alludes to quality circles as a little gather of workers of the same work zone,
doing comparable work that meets intentionally and frequently to distinguish, analyze and
resolve work related issues. Quality Circle rotates around the standards of deliberate interest and
collaborative choice making (Khond, The main strategies utilized to fathom problems utilizing
quality circles are conceptualizing, a collection of information, cause-effect graph and aggregate
line graph (Chaudhary and Yadav, 2012). Among the broad list of organizational and person
results that are claimed to be influenced by the quality circle prepare are efficiency, quality,
truancy, grievance rates, work fulfillment, organizational commitment, and assurance (Barrick
and Alexander, 1987).

28
Objectives of Quality Circle: The perception of Quality Circles today is appropriate for use and
the tactic implemented is to avert imperfections in services rather than verification and
elimination. Hence the attitudes of employees influence the quality; it encourages employee
participation as well as promotes teamwork. Thus, it motivates people to contribute towards
organizational effectiveness through group processes (Vishal V. Gaikwad, 2009).

The following could be grouped as broad intentions of Quality Circles:

1. To contribute towards the improvement and development of the organization or a

department.
2. To overcome the barriers that may exist within the prevailing organizational structure so
as to foster an open exchange of ideas.
3. To develop a positive attitude and feel a sense of involvement in the decision making
processes of the services offered.
4. To respect humanity and to build a happy work place worthwhile to work.
5. To display human capabilities totally and in a long run to draw out the infinite
possibilities.
6. To improve the quality of products and services.
7. To improve competence, this is one of the goals of all organizations.
8. To reduce cost and redundant efforts in the long run.
9. With improved efficiency, the lead time to convene of information and its subassemblies
is reduced, resulting in an improvement in meeting customers due dates.

10. Customer satisfaction is the fundamental goal of any library. It will ultimately be
achieved by Quality Circle and will also help to be competitive for a long time (Gaikwad,
2009).

2.7.10. Cost Effectiveness

Generally speaking, Kaizen is a low cost approach to productivity improvement for two reasons.
First, it does not require a huge capital investment, expensive technology or costly research and
development since it seeks to use existing equipment and human resources in a more efficient –
less wasteful – way. Second, the key goal of Kaizen is to generate the internal capability of the
targeted firm and to let it ultimately “graduate” from the guidance of external Kaizen experts and
conduct continuous improvement by itself. In fact, it Kaizen instructors do not leave the

29
company after one or two years, improvement effort should be considered a failure. Thus,
Kaizen is particularly suited for enterprises in low – income counties which face financial access
problems.

While a large sum of capital is not needed, however’ other things, must be invested in, in order
to garner the benefit of Kaizen. They include a strong commitment by executives, long term
orientation, a sense of ones, thrust and team work among all levels of personnel, and willing
cooperation of workers (GRIP Development Forum, 2009).

2.8. Importance of Kaizen in Ethiopia

There are many reasons why Kaizen was developed in Japan transformation in the East Asia and
Africa including Ethiopia recently. One reason is that, After the Second World War Japanese
private associations played a very important role in disseminating quality and productivity
improvement (Kaizen) technology (including techniques and skills) widely to Japanese industrial
sector according to the Ethiopian Kaizen Institution (2013).

The contribution of the manufacturing sector to Gross Domestic Product (GDP) is even smaller
in Ethiopia. Hence, the country GDP shows that in 2006/2007 just 5.1% in comparison to 46.3%
from the agricultural sector and 40.3% of the service sector respectively. Compared to Kenya,
the presence of multinational companies is very small in Ethiopia. At the same time, however,
some talented local entrepreneurs have enjoyed the benefits of access to a market consisting of
nearly 80 million people. Due to the absence of major multinational companies, Ethiopia is yet to
absorb the knowledge of Kaizen(David P., 1993). One characteristic of the Ethiopian
manufacturing industry is the dominance of public enterprises. 44% of value addition from the
manufacturing sector was produced by 154 public enterprises in 2006/7. The Government of
Ethiopia is committed to modernizing and productivity improvement in its public enterprises.

The Privatization and Public Enterprise Supervising Agency (PPESA), a section under the
Ministry of Trade and Industry, is responsible for implementing Business Process Reengineering
(BPR) among public manufacturers (Ibid). The private sector in Ethiopia is also aware of the
need for productivity and quality improvements, and the leading manufacture share adopted
TQM. Yet, they have not established a visual monitoring system, which enables real-time
production and quality control. Furthermore, adoption of 5S is hardly observable. Introduction of
Kaizen shall strengthen TQM already initiated in those manufacturers.

30
2.8.1. Kaizen/TQM versus BPR

An integral part of a total quality approach is the Japanese concept of Kaizen, Business process
Re-Engineering (BPR) and Total Quality Management (TQM) both are organizational
performances and effectiveness it has also a debate between the two. Some commentators appear
to suggest that TQM has been taken over by BPR although others argue that it can be seen as
complementary to and/or a forerunner for BPR (Mullins, 2010)

Table 2.1: Kaizen versus BPR Simulation Deference

FEATURE KAIZEN/TQM BPR

Management, culture and
innovation the Applicability
globally
Appropriate development and
learning environment
Pace of change
Measurement and Stability
Investment orientation
Bureaucratic system business
System
• It’s Focused on demands timeliness •
(JIT).
• Kaizen is consistent with innovation •
all workers, skill, motivation.
• Suitable for developing countries
whose MSEs perform along
traditional lines and works well for
slow-growth it is costly match.
• Incremental gain may often take a
number of years to complete.
• Focused on minor, slows and
incremental improvement
• It is easy to assess the overall
success or failure.
• Changes are Highly stable,
predictable and keep going over
time sustain the business
• Kaizen directly works for workers
and managers and makes them
several times.
• It is fully decentralized (bottom up)
management system non-
judgmental, non-blaming.
BPR is focused on expensive
technology or
Innovation hence has almost
nothing to do with cultural
differences.
• BPR is better suited for a
developed nation, fast changing.
• Economies that can invest in new
technologies and innovations.
• Re-engineering as opposed and no-
room for incremental change.
• Radical design of business process
to achieve breakthrough results.
• Difficult to measure and the
overall success of the enterprise
• Changes are spontaneous and less
predictable.
• BPR focuses customer satisfaction
alone, such as cost, quality, service
and speed.
• Centralized It is exposed to
Downsize and stand for
restructuring layoffs happens.

Cost • Without or less costly i.e. with • Fundamental rethinking and

current resources radical design of business process
• Kaizen can be implemented even to achieve dramatic
start with zero Initial. improvements.
Everyday application • It focused on prevention not cure. •
It focused on cure not prevention.
• Kaizen is practiced every time. •
BPR can’t be used on an everyday
basis.
Source: Faculty of Financial Accounting Management Craiova (Amended by the researcher 2010/2014)

31
Indeed, all organizational performance and effectiveness have its own strength and weakness, but
the researcher paying attention on KAIZEN/TQM. Certainly the originators of TQM did it in the
Japan with Deming but properly applied in their almost entire Japanese industry. It can be
concluded that the main differences between Kaizen and BPR as follows. MacDonald and Dale
(1999) indicated firstly, large step changes (BPR) are riskier, more complex and more expensive
than continuous improvement (Kaizen). This implies that Kaizen may be preferable for
developing countries for certainty, cost and simplicity reasons. Secondly, BPR places more
emphasis on equipment and technology rather than people; Kaizen is the opposite. Given that
developing countries are relatively technology scarce and labor abundant, though workers in
developing countries may not be highly skilled, their comparative advantage appears tool in
implementing Kaizen. Thirdly, re-engineering tends to concentrate on one process at a time
using a project planning methodology, whereas Kaizen takes a more holistic view of the
organization, building improvement in all aspects of business operation.

As observed in the above table Kaizen may preferable for developing countries for certainty, cost
and simplicity reasons. PR places more emphasis on equipment and technology rather than
people; Kaizen is the opposite of using a project planning methodology, whereas Kaizen takes a
more holistic view of the organization, building improvement in all aspects of business
operation.

As observed in the above table Kaizen may preferable for developing countries for certainty, cost
and simplicity reasons. PR places more emphasis on equipment and technology rather than
people; Kaizen is the opposite one.

2.8.2. Benefits from KaizenManagement

According to Kosandal and Farris (2006) the social system outcome aligned with Kaizen
continuous improvement such as:

Employee knowledge, skill and attitude, according to (Kosandal and Farris, 2004) these three
dimensions (knowledge, skill and attitude) describe employee characteristics that are required to
adequately perform desired tasks. According to them, Knowledge refers the body of necessary
information, Skill refers to psychomotor capability and Attitude describea desire to perform a
given activity. Summarized and through Kaizen management benefits include:-

32
 • Enthusiasm for Kaizen activity participation
• Support for the Kaizen activity program
• Creation of a belief that change is possible
• Increased employee attitude toward work
• Increased employee empowerment
• Improved employee attitude towards work
• Increased cross-functional cooperation, due to the cross functional nature of the team
• Support for creating a learning organization
• Support for lean manufacturing
• Development of a culture that supports long-term improvement
• Creation of a “hands on” “do-it-now” sense of urgency for change and improvement
• Employee pride in accomplishment made
2.9. Empirical Literature
The philosophy of Kaizen has kindled considerable interest among researchers because it
increases Performance and productivity of the company and helps to produce high -quality
products and services with minimum efforts. Several authors have discussed the concept of
Kaizen and many researchers have performed case studies to cover a wide range of benefits
like increased productivity, improved quality, reduced cost, improved safety and faster
deliveries, etc. According to Imai (1986), Kaizen is a continuous improvement process
involving everyone, managers and workers alike. Broadly defined, Kaizen is a strategy to
include concepts, systems and tools within the bigger picture of leadership involving and
people culture, all driven by the customer. Kaizen strategy counts mostly on human efforts to
improve as a result. This process requires improvement. Imai introduced a process-oriented
approach; referred to as the plan-do-check-act (PDCA) cycle is used for process
improvement. Plan refers to setting a target for improvement whereby Do is implementing
the plan. Check is the control for effective performance of the plan. On the other hand, the
Act refers to standardizing the new (improved) process and setting targets for a new
improvement cycle.
According Thessaloniki (2006)has given a new insight into the old thinking. The author has
suggested the key factors to determine the business process management requirements. The
author also has stated that Kaizen philosophy in the business process management will liberate

33
the thinking of both management and employees at all levels and will provide the climate in
which creativity and value addition can flourish. Kosandal and Farris, (2004) describe the
variables that are used to measure the impact of Kaizen activities on human resource. These
variables include attitude toward Kaizen events, skills gained from event participation,
understanding the need for Kaizen, the impact of these events on employee, the impact of these
events in the work area, and the overall impression of the relative successfulness of these
events.
As Umer (2017) stated that Kaizen management will fail where management does not support
KAIZEN initiatives.(Umer, 2017). Similarly, Admasu (2015) argued that the successful
management of KAIZEN requires management commitment, emphasizing the need for
management support in KAIZEN activities.

AssefaMisgunHagos (n.d) where employees career development factors, competencies,

personalities and expectations of employee factors, management recognition of employee job
performance, empowerment, relationship with supervisor factors creates dissatisfaction of
employees affects their involvement in Kaizen implementation.

The practice of 5Ss not encouraging in the enterprises at large and limited only to sorting and set
in order activities only around the workplaces of enterprises this indicates that enterprises in the
study area were not well cleaned, standardized and sustain the 5Ss practices in the workshops
(Umer, 2017). He also stated that waste elimination was at not at good status in the enterprises
over inventory, unnecessary motions and unnecessary transportation wastages were not
eliminated (Umer, 2017).

Effectiveness of Kaizen can be affected by various factors. Among these; Management

commitment to the Kaizen program was weak, creating a major weakness in the management
process as this is a critical prerequisite for success of Kaizen management (Kesavan et al., 2007).
The organization should institute a program to recognize and reward accomplishments made in
quality improvement to serve as encouragement to all the staff. According to Morgan
&Murgatroyd (1994) According to Imai (1986) one of the best approaches that can help
companies to effectively implement Kaizen is through benchmarking.

34
2.10. Research Gap
After Kaizen management in Kolfe industrial college studies should have been done to ensure
its effectiveness in bringing the intended changes in performance. But to the contrary, no study
has done to follow and see the changes brought by the management. Of course the previous
study done by different experts and the European Union on five pillars assessment shows there
were too many bureaucracy with many non-value adding processes before Kaizen
management EU& young report ,April 28 ,2010 ).However, after the management of Kaizen
remarkable achievements have been made on reducing the long working process and
improving the quality of services provided, which has resulted in a significant impact on the
efficiency and effectiveness of the organization. Eveen though there were changes but still the
management were not as intended ,and this study was intended to fill this gap and to show the
current status of Kaizen management at Kolfe industrial collage .

The leading factors in factors affecting management of Kaizen (continuous improvement) are
management commitment performance measurement communication of results, rewards and
recognition, training, program coordination and methodologies or tools (Fermento, Chiodi,
Cusolito, Altube, and Gatti, 2013; Farris, 2006; Kuluarachchi, 2009; and Hirata, 2001).

According to Farris (2006) Management commitment, performance measurement,

communication of results, recognition and rewards and training are grouped under top
management commitment factors. The following conceptual framework in figure shows
relationship between factors of Kaizen management and effective Kaizen management.

35
2.11. Conceptual Framework

Leadership Practices
Effective implementation of
• Training and awareness, Kaizen
• Motivation and empowerment • Reduce waste
• Participation • Reduce cost
• Effective communication • Increase productivity
• Culture and positive mindset • Achieved benefits of
quality outcomes
• Increase profit
• Stay in business
Challenges

• Lack of knowledge
• Resistance to change
• Lack of leaders’ commitment
• Lack of reward and recognition

Figure 2.1. Conceptual Framework

Source: Ethiopian Kaizen institute manual ( 2011), amended by the Researcher.

The above figure is adopted from Ethiopian Kaizen manual, 2011 used to map the practices that
are contributing to continuous improvement. It shows the relation between the practice and
benefits obtained after the management of continuous improvement. Based on the above figure
and the literature discussed throughout the chapter, a summarized diagram of Kaizen from its
introduction through sustaining it as company culture is depicted below. With organizational
effectiveness in terms of customer satisfaction enhancement of employee productivity as well as
staying competent in the business which are cyclically exist for an indefinite period of time.

36
Kaizen management has a Maintenance and Improvement. Maintenance activities are directed
towards maintaining existing technological, managerial, and operating standards while
improvement refers to improving existing standards. Top leader is responsible for establishing
Kaizen, as the overriding corporate strategy and communicating this commitment to all levels
through policy, deployment of the organization and allocating the resources necessary for Kaizen
to work and build systems procedures, and structure conducive to Kaizen. Responsible for
implementing the Kaizen policies established by top leader; establishing, maintaining and
improving work standards; ensuring employees receive the training necessary to understand and
implement Kaizen and employees learn how to use problem solving and improvement.
Responsible for applying the Kaizen approach in their functional roles; engage in Kaizen through
the suggestion system and small group activities, practice discipline in the workshop, engage in
17 continues self-development to become better problem solvers, improving communication in
the workplace; maintaining morale and providing coaching for teamwork activities. Responsible
for participating in Kaizen through teamwork activities, making Kaizen suggestions, engaging in
continuous self-improvement activities, continually enhancing job skills through education and
training and continually broadening job skills through cross-functional training (Imai, 1986).

37
 CHAPTER THREE
RESEARCH METHODOLOGY
3.0. Introduction

This section deals with the study, research design, research Approach, research method, source
of data, and sampling instruments of data collection, questionnaires, a data analysis technique,
data collection procedures, analysis techniques, and ethical considerations included in the
present study.

3.1. Description of the Study Area

Kolfe Industrial Collage one of the industrial collages of Addis Ababa. The collage has short
term and long term education and training by agro processing and textile provided. The collage
covers an area of 7500 m² and found an average altitude of 2,200 meters.It'
s located in Addis
Ababa Kolfe sub-city. The collage is located western part of Addis Ababa between the road of
Jimma and Ambo towns. In addition the Sub-city shares boundaries with Gulele and Addis
Ketema Sub- cities in northern and north east respectively and Lideta Sub-city in the east, Nifas
Silk Lafto Sub-city in South and South east and Oromiya regional state government of Fini-
Finne especial Zone Burayu and Sebetatown in West and South side near about Alert hospital

Figures 1.1 Map of Addis Ababa City Administration

Figures 3.1: Map of Addis Ababa City Administration

Source:http://www.ilic.gov.et/index.php/en/administrative-Demarcation

38
3.2. Research Design
A research design is simply the framework or plan for a study that is used as a guide in collecting
and analyzing the data. It is the blueprint for collection, measurement and analysis of data
(Kothari, 2004), the research design of this study is descriptive explanatory. The descriptive
researches concerned with describing the characteristics of a particular individual, or of the
group and it includes surveys and fact-finding inquiries of different kinds. On the other hand,
explanatory research design was helped on to explore the problem and establish a better
understanding about the problem under investigation. It was also helped to investigate “Why and
how” the problems happen.

The design was preferable to describe the characteristics of Kaizen management of the study
area. Moreover, the design had been chosen to explain in depth bout the practicalities and
challenges of Kaizen management.

3.3. Research Approach

In order to achieve objective of the study and also to address the research questions, the mixed
methods approach was used. The approach which combined both the qualitative and quantitative
research approache. Which were descriptive and explanatory. In any stages of the research
involving conceptualization, data collection and data analysis, for the purpose of breadth and
depth of understanding and corroboration, in a single study, or in a series of studies that
investigate the same underlying phenomenon. According to Creswell, 2011quantitative research
approach is based on the measurement of quantity or amount. It is applicable to phenomena that
can be expressed in terms of quantity. Also, it is the processes of collecting, analyzing,
interpreting, and writing the results of a study and generates statistics through the use of large
scale survey research, using methods such as questionnaires or structured interview.Qualitative
research approach, on the other hand, is concerned with qualitative phenomena relating to or
involving quality or kind. Thus, the study applied mixed research method.

3.4. Population and sampling

The target population for this study included all employees and leaders in the Kolfe industrial
college whose total number was 156. Thus, due to very small size, population of the college,
census technique had been used.For this 146 of them filled the questionnaires and 10 of them
from managerial position were interviewed.

39
3.5. Source of Data
Both primary and secondary data sources have been used for this study.

3.5.1 Primary Data

These include the distribution of questionnaires and collection of data from respondents
composed of management and employees working for the college. Besides, interview
andobservation have been used in order to achieve the aim and objectives of the study. The
observation was a non - participant.

3.5.2. Secondary Data

Secondary data collected from various literatures about Kaizen and other change management
issues from different books.

3.6. Methods of Data Collection

3.6.1. Questionnaire

The questionnaire contains three Sections: The first section consists of background information
of the participants; the second section gathers data on the practicesofKaizenmanagement (top
leader'
s commitment, practice, program coordination practices and methodologies or tools
practices). The third section deals with the challenges of leadership in Kaizenmanagement. The
questionnaire was prepared based on the 5- point Likert scale, strongly agree, agree, slightly
agree, disagree and strongly disagree, which is commonly used tool for collecting standard
response.

3.6.2. Interview

The interview has been used to collect data fromcollageleaders.The structured interview guide
was prepared. The interview guide had included questions to assess the industrial collage’s
Kaizen management practice and the challenges encountered. The interviewees had been
interviewed separately in their office during while they were free. For each interviewer an hour
was given to give a response and made discussion.

40
3.6.3. Observation

Information on the management process could be best obtained through observations of the
particular aspects of the training process of Kaizen management, specifically in the parts of 5s
implication and visual management Kaizen (first steps): The data collected in this way consisted
of the detailed descriptions in the selected institutes it was organized. More specifically, the
researcher persistently observed for five days.

TheKolfe industrial college about the proper management of Kaizen, after getting the
opportunity to visit the Kaizenmanagement.From the collection of this kind of data, it was
believed to apply a structured observation checklist to conduct the observations. The checklist
included Seiri – (Sorting), Seiton – (Setting/Organization), Maintenance methods of Setting
established Seiso – (Shining / Cleanliness), Seiketsu – (Standardization) 5-S procedures adopted
and standardized and Shitsuke – (Sustain / Self-Discipline).

3.7. Reliability and Validity ofthe instrument

3.7.1. Reliability Test

Reliability is characterized as the quality of consistency or unwavering quality of a think about

or estimation. Measuring instrument is reliable on the chance that it provides consistent results
(Kothari, 2004). Meaning, in the event that the same or a different researcher repeats the study it
ought to create more or less the same results. This moves forward reliability by standardizing the
conditions under which the measurement took place, in this way outside sources of variation
such as boredom and fatigue were minimized. Moreover, the researcher planned course for
estimation with no variation from group to group, and by asking similar questions to examine
respondents. SPSS software was used to offer the reliability analysis. The procedure calculates a
number of commonly used measures of scale reliability. A number of diverse stepswere taken to
guarantee the unwavering quality of the study.

The results of validity test were done with the help of correlation coefficients between each
dimension, carried out using Pearson Product Moment Correlation, if r-score > r-table (based on
139respondents = 0.159), then it means "valid". Accordingly, the higher the value of the data, the
higher the validity of the data. Based on the following table, all data considered to be valid.

41
Cronbach'
s alpha can be interpreted as either "internal consistency reliability" or "convergent
validity”. The alpha coefficient correlation model for dichotomous data, which is equivalent to
the Kuder-Richardson 20 (KR20) coefficient. To know the confidence interval, the researcher,
specified the level for the confidence interval to be 95%.
According to the Cronbach’s alpha the reliability of the scale requires the value to be above 0.70,
so in this study all value considered to be reliable. The results of the reliability test are favorable
regarding all variables. Leader practices 81.4%, methodologies or tools, practices 79.1%,
program coordination practices 83.1% and Effective Kaizen management 81.8%.

Therefore, those scaled items in the questionnaire were found to be reliable and valid because the
The Cronbach’s alpha coefficient correlation was calculated to be .850 which is higher than
.70(Mike, 2017)Kuder-RichardsonFormula as stated in Table 3.2.

Table 3.1: Reliability Test

Variables Cronbach's Alpha No. of Items
Leader practices .814 7
Methodologies or tools, practices .791 4
Program coordination practices .831 3
Effective Kaizen management .818 5
Source: Filed Survey, (2020).

3.7.2. Validity Test

This is the most critical criteria and that indicates the degree to which an instrument measures
what it is supposed to measure (Kothari, 2004). In order to achieve validity, the researcher
ensured the measuring instrument provides adequate coverage of the topic by containing
adequate and relevant items.

The results of validity test are done with the help of correlation coefficients between each
dimension, carried out using Pearson Product Moment Correlation, if r-score > r-table (based on
139 respondents = 0.159), then it means "valid". The higher the accuracy of the data, the higher
the validity of the data. Based on the following table, all data considered to be valid.

The validity test ensures that they know exactly what they are agreeing to .As per article 26 of
the constitution of the Federal Democratic Republic of Ethiopia, Everyone has the right to

42
privacy. Thus, the researcher, having cognizance of this Constitutional right of the respondents
being of paramount importance while conducting a research, has informed them on their
anonymity at all time. Any information provided by them that is believed confidential is and will
also be kept confidential by the researcher.

Table 3.2: Validity Test

Variable R-score R-table Result Sig. (2-tailed)

Leader practices items 0.612** 0.159 Valid .000

Methodologies or tools, practice 0.159 Valid .000

0. 660**
items

Program coordination practices Items 0. 716** 0.159 Valid .000

Effective Kaizen management items 0. 650** 0.159 Valid .000

Source: Filed Survey, 2020.

3.8. Methods of data analysis and presentation

The quantitative data collected from employees via questionnaire were quantitatively analzed
using both descriptive and inferential statistics. Accordingly, frequency, percentage, mean,
standard deviation and regression analysis were used. On the other hand, the qualitative data
obtained from interview with leaders, observation and document review were narratively
analyzed based on their thematic alignment with the research questions. The analyzed data are
presented in tables, graphs and texts.

3.10. Ethical Considerations

Ethical considerations wereimportant, both during data collection and during presentation of
data. Therefore, it was essential to keep in mind that the objects of inquiryin a questionnaire
analysis were human beings. It was very critical to protect them and for them to feel protected at
all times.

43
 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.0. Introduction
This chapter comprises presentation, analysis, interpretation and discussion of both quantitative
and qualitative data. Questionnaires, field observation and interview were the main research tools
which were used to collect data. This analytical section discusses in detail the demographic
information on respondents, leadership practices in Kaizenmanagement, methodologies or tools,
practices, program coordination practices, the effectivenessofKaizen management and challenge in
Kaizen management ofKolfe Industrial College.

4.1. Response Rate

Regarding the response rate of the study, 146questionnaires were prepared and distributed to
respondents of experts and leaders of the Kolfe industrial college. Accordingly, 139 (95%) of the
questionnaires were filled and returned. The interviewwas also employed to gather qualitative
data from 10 participants of the organization.

4.2. Demographic Characteristics of Respondents

A demographic characteristic of respondents includes sex, age, work experience and level of
education. These demographic characteristics of respondents were mainly usedin order to get
detailed information and to see clearly the overall picture of the respondents.

4.2.1 Sex of Respondents

According to Figure 4.1, the majorityof the respondents, 92 (66%) were male, whereas 47
(33.8%) of the respondents were female. This shows that males involve more than females by
taking part in the study area.

Figure 4.1: Sex of Respondents

Source: Filed Survey, 2020.

44
4.2.2. Age of Respondents

Figure 4.2shows the age distribution of respondents. Where 71 (51.1%) lies within 30-39, 40
(28.8%) of them within 18-29, 19 (13.7%) found within 40-49 age group and the rest 3 (2.2%)
found within 50 and above age group. From this we can conclude that half of the
respondentswere found between 30-39 age groups.

Figure 4.2: Age of Respondents

Source: Filed Survey, 2020.

4.2.3. Year of Experience of Respondents

Figure 4.3, shows the year of experiences of respondents in the organization. Consequently, 52
(37.4%) were in 6-10 years, 38 (27.4%) were in 3-5 years and 28 (20.1%) werein 0-2 years and
21 (15.1%) were with above 11 years of experiences. This shows that nearly a fourth (79.8%) of
the respondents had an experience of more than 3 years in the Industrial College “ more
information has clearedit.

60 52(37.4%)
50
38(27.3%)
40
28(20.1%)
30 21(15.1%)
20
10
0
0-2 Year 3-5 Year 6-10 Year Above 11 Year

Figure 4.3: Years of Experience of Respondents

Source: Filed Survey, 2020.

45
4.2.4. Education Level of the Respondents

The education level of respondents is categorized using the education system of the country.
The categories were grade 10 completed, certificate, diploma, first degree and second degree.
As it is indicated in Figure 4.3, the education status of 4 (2.9%) respondents was grade 10, 7
(5%) certificate, 40 (28.8%) diploma, 83 (59.7%) first degree and 5 (3.6%) have second
degree. From this, one may infer that about 92.1% of the respondents have diploma and
above qualifications with a majority of them having their first degree, which implies that the
respondents were able to give adequate information about their office Kaizen management.

90
80
70
60
50
40
30
20
10
0
Grade 10 Certificate Diploma First Degree Second Degree

Figure 4.1: Educational Status of Respondents

Source: Filed Survey, 2020
4.3. Result

4.3.1 Leadership Practices in KaizenManagement

As is demonstrated by Table 4.1, most of the respondents generally agreed all of the leadership
practices in Kaizen management were practiced in different extent.Among the items of
leadership practices in Kaizen management which had high level mean were management
gives reward and recognition for individuals or teams to continue their active participation and
good effort (mean value =3.43), top leader monitors and measure results against the strategic
objective of the collage in the Kaizen program (mean value =3.22) and top leader ready to
provide solutions to problems raised by quality circle teams which are beyond their capacity
(mean value =3.00) had mean value above the aggregated mean value (2.84). Thus, this shows

46
that respondents had agreed practice of leadership practice mainly 34.3% to providereward and
recognition for individualsor teams to continue their active participation to monitors and
measure results against the strategic objective of the collage in the Kaizen program 3.22% and
readiness to provide solutions to problems raised by quality circle teams which are beyond their
capacity 30%.

Similarly, the interview data shows that even though there was Kaizen monitoring and
evaluation, there was gap continuously support for teams, give feedback and solve problems.
On the other hand, Admasu (2015) argued that the successful management of Kaizen requires
management commitment emphasizing the need for management support in Kaizen activities.

Other items have mean value below the aggregated mean value (2.84) such as top leader in the
college provides the required resources for the Kaizen program (mean value= 2.64), sufficient on
the job training was conducted about Kaizen during the management period (mean value=2.58)
and the college leader themselves significantly change in their values and attitudes towards
continuous improvement program (mean value= 2.55). Thus, this indicated the low level
leadership practice of top leader of the college in providing the required resources for the Kaizen
program 26.4%, in conducting sufficient on the job training about Kaizen during the
management period 25.8% and in changing themselves significantly in their values and attitudes
towards continuous improvement program 25.5%. This result was similar with Umer (2017) who
has concluded that Kaizen management will fail where management does not support Kaizen
initiatives. Besides, (Kesavan et al., 2007) also stated that if the management commitment to the
Kaizen program was weak it creates a major weakness in the management process as this is a critical
prerequisite for success of Kaizen management

The standard deviation (SD) value foritems management gives reward and recognition for
individuals or teams to continue their active participation and good effort (SD value =7.879), top
leader monitors and measure results against the strategic objective of the collage in the Kaizen
program (SD value =6.832) and top leader ready to provide solutions to problems raised by
quality circle teams which are beyond their capacity (SD value =5.782), which is greater than
their respective mean value. This shows that there was high leadership practice of
Kaizenmanagementto give reward and recognition for individuals or teams to continue their
active participation and good effort, top leader monitors and measure results against the strategic

47
objective of the collage in the Kaizen program and readiness to provide solutions to problems
raised by quality circle teams which were beyond their capacity for the Kaizen program.

On the other hand items top leader in the college provides the required resources for the Kaizen
program (SD= 1.843), sufficient on the job training was conducted about Kaizen during the
management period (SD value=1.835) and the college leader themselves significantly change in
their values and attitudes towards continuous improvement program (SD=1.833), where they are
below their respective mean value. Thus, there was low leadership practice of Kaizen
management to provide the required resources, sufficient on the job training, and significant
change in values and attitudes towards continuous improvement for the Kaizen program.

Table 4.1: Leadership Practices in Kaizen Management

N Mean Standard
No Items Deviation

In the college top leader provides the required resource for the 139 2.64 1.843
1 Kaizen program.
Leaders establish systems, procedure and policy for the Kaizen 138 2.46 1.847
2 program.
The college leadersthemselvessignificant change in their values 136 2.55 1.833
3 and attitudes towards continuous improvement program.
Top leader isready to provide solutions to problems raised by 135 3.00 5.782
4 quality circle teams which are beyond their capacity.
Top leader monitors and measure results against the strategic 136 3.22 6.832
5 objective of the collage in the Kaizen program.
Management gives reward and recognition for individuals to 138 3.43 7.879
6 encourage them continues their dedicated effort.
Sufficient on the job training was conducted about Kaizen 138 2.58 1.835
7 during the management period.
Aggregated Mean 137 2.84 3.98
Source: Filed Survey, 2020.

4.3.2 Methodologies and Tools Management

Table 4.3, shows methodologies or tools management practices in Kaizen management of the
study area.The mean and standard deviation shows the implementation of methodologies or
tools.

48
Table 4.2:Methodologiesand Tools Management
No Items N Mean Standard
Deviation
1 In the college quality circle teams are established voluntarily 139 2.78 1.008

2 Quality circle teams regularly conduct meetings to solve 139 3.37 6.879
work related problems.
3 In the collage working in quality circle enhances employees 136 3.15 5.848
to cooperate with others.
4 The college employees try to eliminate seven deadly wastes 138 2.71 1.930
(caused by over production, waiting, transportation, un
necessary stock, over processing, motion and a defective
part).
Aggregated 138 3.00 3.916

Source: Filed Survey, 2020

Among the items of methodologies or tools practices of Kaizen management, two of them
which had high level mean value were quality circle teams regularly conducting meetings to
solve work related problems (mean value=3.37) and working in quality circle enhances
employees to cooperate with others (mean value=3.15) had above the aggregated (mean value
3.00).This indicates that the practices of quality circle teams regularly conducting meetings to
solve work related problems and working in quality circle to enhance employees to cooperate
with others were practiced. Thus, the implementation of conducting regular quality circle teams
meetings to solve work related problems was 33.7% and quality circle work to enhance
employees to cooperate with others was 31.5%.

While items that describe methodologies or tools practices inKaizen management which had low
mean value were like in the college were quality circle teams are established voluntarily (mean
value=2.78) and employees try to eliminate seven deadly wastes which are caused by over
production, waiting, transportation, un necessary stock, over processing, motion and a defective
part is with (mean value=2.71) below the aggregated (mean value 3.00). Thus, the establishment
of voluntary quality circle teams’ was 27.8% and employees to eliminate seven deadly wastes
which werecaused by over production, waiting, transportation, unnecessary stock, over
processing, motion and a defective part was 27.1%.

49
In line with this, the interview data also shows that Kaizen management was started in 2015
withabout 20 workshops and others but effectively implemented 5s sort, set in order, sweep,
shine, keep equipment and areas spick and span,sustain self-discipline are in 5(five work shop).

Moreover, the interview data shows that the theoretical Kaizen principle more or less
implemented like sort set in order clean but not fully engaged the leader and employee to
effectively implement the Kaizen theory. Thus, this shows that respondents, to some extent,
agreed the managementof quality circle teams’ regularly conducting meetings to solve work
related problems and quality circle working to enhance employees to cooperate with others in the
college for the management of Kaizen. On the other hand respondents disagreed on the presence
of voluntaryestablishment of quality circle teams and elimination of seven deadly wastes
caused by over production, waiting, transportation, unnecessary stock, over processing, motion
and a defective part by employees.

The SD value for items for quality circle teams regularly conduct meetings to solve work related
problems.(SD=6.879) and working in quality circle enhances employees to cooperate with
others. (SD=5.848) have SD value above the mean value of their respective mean value of the
items. This shows that there was high implementation of methodologies and tools management
to conduct regular quality circle team meetings to solve work related problems and to enhance
employees to cooperate with others working in quality circle.

While those items eliminate seven deadly wastes caused by over production, waiting,
transportation, un necessary stock, over processing, motion and a defective part (SD=1.930) and
quality circle teams are established voluntarily (SD=1.008) are with SD value which is below
their respective mean value. This shows that there was low implementation of methodologies and
tools management to eliminate seven deadly wastes caused by over production, wait
transportation, unnecessary stock, over processing, motion and a defective part and quality
circle teams are established voluntarily.

50
4.4.1 Program Coordination Practices

Table 4.3 shows that the practice of program coordination practicesofKaizen management in the
study. The results of the mean and standard deviation shows program coordination practices of
the college.

Program coordination practice items in Kaizen management, which had high mean were such as
there is qualified internal coordinator who supports teams support activities, facilitating access to
recourse (mean value=3.07) and program coordination that provide methodological advice and
internal department has a common memorandum understanding in the college (mean value=3.19)
were above the aggregated (mean value=3.05). Thus, the practice qualified internal coordinator
who supports teams support activities, facilitating access to recourse was 30.5% and providing
methodological advice and internal department has a common memorandum understanding was
30.5%, which was moderate practice of assigning qualified internal coordinator who supports
teams support activities, facilitating access to recourse and internal department had a common
memorandum understanding.

On the other hand program coordination practice items, continuous improvement program in the
college towork with the integration of all departments had (mean value= 2.90). This implies that
the practice of program coordinationto ensure continuous improvement program to work with the
integration of all departments in the college was 29%, this indicates that there were low
continuous improvement program in the college to work with the integration of all departments.

The interview data also signifies that leaderspreparea plan and communicate the employee,
create awareness, facilitate training and development program to all departmentshorizontally,
butourplanwas not tested and correction action done and the leaders do not provide benefit
packages because the government role and regulation do not recognize. Moreover, the interview
data show as attempts made by the leader of the college to establish and sustain the culture of
Kaizen in the organization, particularly with regard to creating continuous improvement
throughtheKaizen team; leaders have planned the Kaizen principles and theory and provide
training to employees. This has raised employees’ awareness. It has also been indicated in the
interview that all departments plan and work according to the plan aboutKaizen and
createsKaizen development team.

51
Thus, we can understand that employees slightly agreed about the presence of continuous
improvement program in the college, work with the integration of all departments, qualified
internal coordinator who supports the teams’ activities, facilitating access to recourses and
provide methodological advice and existence ofa common memorandum understanding with the
internal department.

The SD value of items internal departments common memorandum understanding (SD=5.907)

and qualified internal coordinator who supports activities, facilitating access to recourse and
provide methodological advice (SD=5.877) have a mean value above their respective mean
value. This shows that the practice of internal departments’ common memorandum
understanding and supporting activities, facilitating access to recourse and providing
methodological advice with qualified internal coordinator was high.

While the item continuous improvement program in the collage work with the integration of all
departments has (SD=1.882) which is below its mean value. This shows the practice of
continuous improvement program in the collage to integrate of all departments for Kaizen
management was very low.

Table 4.3: Program Coordination Practices

No Items N Mean Standard
Deviation

1 The continuous improvement program in the collage work with 138 2.90 1.882

the integration of all departments.

2 In the college, there is qualified internal coordinator who supports

teams (support activities, facilitating access to recourse and 138 3.07 5.877
provide methodological advice).
4 Internal department has common memorandum understanding 136 3.19 5.907

Aggregated 137 3.05 5.888

4.4.2 Effective Kaizen Management

Table 4.7 shows items of effective Kaizen management in the study which had high mean value
for items of satisfaction of the college employees continuously improved after the management
of Kaizen (mean value=3.20). This implies the satisfaction of the college employees as a result

52
of continuous improvement of Kaizen management was 32.0%. Besides, safety of working
environment continuously improved had (mean value=2.99). This shows that satisfaction of the
college employees as a result of continuous improvement of Kaizen management was 29.9%.

Effective Kaizenmanagement such as continuous improvement in product or service quality

(mean value=2.65) and productivity is continuously improved (mean value=2.63) and wastes are
continuously reduced during the Kaizen management period (mean value=2.62) were below the
aggregated mean (2.81).

This indicates the practice of continuous improvement in product or service quality and
productivity that continuously improved andcontinuous reduction of wastes due to during Kaizen
management in the college was 26.5%, continuous improvement of productivity was 26.3%
andcontinuous reduction of wastes due to effective Kaizen management.

The result was similar to previous studies. Waste elimination is not at good status in the
enterprises over inventory, unnecessary motions and unnecessary transportation wastages were
not eliminated (Umer, 2017).The results show that most of the respondents generally agreed all
of the program coordination practices in Kaizen management were practiced in different extent.

The interview data about the effectiveness of the Kaizen in the Kolfe industrial college indicates
thatthemanagement involved 5s and mudamanagement.Accordingly, 5s has sort, set order, clean
(shine)was implemented. The first state of 5s is to organize the work area, leaving only the tools
and materials necessary to perform daily activities. When “ sorting” is well implemented,
communication between workers is improved and product quality and productivity are increased.

The field observation data also show the level of availability of SEIRI – (SORTING) clutter free
and tidy environment in the premises, inside offices and work place. Accordingly, evidence of
removal of unwanted items should be evident all aroundwasmoderately available, tops and
insides of all cupboards, shelves, tables, drawers, etc. free of unwanted items were sufficiently
available, walls are free of old posters, calendars, pictures were available,rules for disposal with
red tags available and maintenance/prevention of sorting projects established with a mechanism
to reduce paperwork and stocks were sufficiently available.

It has also been indicated in the interview data about SEITON- Ordering Arrangement which is
the second stage of 5S involves the orderly arrangement of needed items so that they are easy to

53
use and accessible for “ anyone” to find. Orderliness eliminates waste in production and clerical
activities. Besides, SEISO- SHINE the third stage of 5S is keeping everything clean and swept.
This maintains a safer work area and problem areas are quickly identified. An important part of
“ shining” is “ Mess Prevention” . In other words, do not allow litter, scrap, shavings, cuttings, etc.,
to land on the floor in the first place cleaning and disturbance detection; the working
areas/equipment will be clean also implemented.

Moreover, the field observation data show that plan for clean responsibility and schedules for
by-products displayed were unavailable,management of waste bin strategy available, use of
adequate cleaning tools was unavailable, storage of cleaning tools – brooms/maps/other
equipment were available, machines/equipment/tools/furniture at a high level of cleanliness and
maintenance schedules displayed were unavailable.

The field observation data also assured that the level of the presence of SEITON – (SETTING /
ORGANISATION). Accordingly, ability to find whatever is required with the least possible
delay, evidence of eliminating the waste of time throughout the enterprise were moderately
available, availability of the organization pre 5s management and afterwards were moderately
available.

It had been also observed that visual control methods adopted to prevent mix-up was moderately
available. The observation data ensured that factory/Stores, have clearly marked grid references
was sufficiently available, all machines/ rooms/ toilets have identification labelswere moderately
available. Besides, it had been seen that all equipment/tools/files arranged according to “ can
see,” “ can take out” &“ can Return” principlewereavailable,visual control methods for defects /
rework / files / equipment in order to prevent mix-upswereunavailable.

With regard to gangways clearly marked with passageways / entrances and exit lines/curved
door,openings/ direction of travel were moderately available,switches and fan regulators
labeledwereunavailable,maintenance methods of SETTING established SEISO – (SHINING /
CLEANLINESS) daily self-cleaning 3min. /5 min were available in the college.

With regard to the SEIKETSU – (STANDARDIZATION) 5-S procedures adopted and

standardized; the field observation data shows that procedures adopted and standardized in
corridors/Isles and gangways (passages between rows of seats) were unavailable, visuals on

54
danger/open and shut directional labels on valves/doors were available, standardized visuals on
oil/lubricant container, fire extinguishers and innovative visual control methods of management
were moderately available and maintenance/Storage of files/records in offices/ workplaces were
available.

The field observation also signifies that standardization/orderliness in keeping furniture/

equipment availability which is about SHITSUKE – (SUSTAIN / SELF-DISCIPLINE) evidence
of 5-S group activities and promotion of Kaizen schemes were unavailable, evidence in carrying
out internal audits by patrol teamswasunavailable, self-discipline amongst workforce/good & bad
point stickers were unavailable, evidence of 5-S slogan and poster competitions among
employees’ families were unavailable,evidence of self-discipline among visitors to the institution
were unavailableand workers receive praise for working safely were unavailable.

The interview data further shows that there were some problems that affect the management of
Kaizen in the college employees’ including poor self-discipline and not using standards,
employees’ absence in monthly cleaning program and the presence of dusty materials within the
college and outside the work shop or office Three is a continuous improvement in product or
service quality in the college (SD=1.779), Productivity has continually improved in the college
(SD=1.844), Wastes are continuously reduced during the Kaizen management period in the
college (SD=1.878) and Safety working environment is continuously improved in the college
(SD=1.855) are with a SD value which is below the mean value, that shows there low
implementation.
The interview data also shows that after implementing Kaizen process in the college
improvements on working area and production time improvements have been observed like
improvements in working area time management, reduced wastage, increasing productivity, as
well as improvements in working culture and resources management.

Moreover, the interview data also signifies the success of Kaizenmanagement. As a result
material utilization improved, employee awareness improved, time, cost minimization, working
environment stability, set in order improvement, our college service effective and efficient, plan,
do, check, act improved, internal integrity has improved, our college employee contributes
towards the improvement and development of the organization or a department, overcome the
barriers that may exist within the prevailing organizational structure so as to foster an open

55
exchange of ideas, sometimes a positive attitude and feel a sense of involvement in the decision
making processes of the services offered, moreover humanity and to build a happy work place
worthwhile to work and to improve the college’ s quality of services.According to Imai (1986) one
of the best approaches that can help companies to effectively implement Kaizen is through
benchmarking. This is because through benchmarking firms can learn and adopt certain business
process that they might consider as beneficial to be Kaizen in the collegeat their place.
Table 4.4: Effective KaizenManagement
No Items N Mean Standard
Deviation
1 There is a continuous improvement in product or service 139
2.65 1.779
qualityin the college.
2 Productivity has continually improved in the college. 139 2.63 1.844

3 Wastes are continuously reduced during the Kaizen 136

2.62 1.878
management period in the college.
4 Safety working environment iscontinuously improved in the 139 2.99 1.855
college.
5 Satisfaction of the college employees has continuously 139 3.20 5.878
improved after the management of Kaizen.
Aggregated 138 2.82 2.646

Source: Filed Survey, 2020

As indicated in the Table 4.9, facilities for Kaizen management were observed at different level
of availability. Accordingly, SEIRI – (SORTING) was moderately available, SEITON –
(SETTING / ORGANISATION) was Available, Maintenance methods of SETTING established
SEISO – (SHINING / CLEANLINESS) was unavailable, SEIKETSU –
(STANDARDIZATION) was available and SHITSUKE – (SUSTAIN / SELF-DISCIPLINE )
was unavailable. The results was very parallel with Umer (2017)andEdenMekonnen (2017)
finding where; The practice of 5Ss not encouraging in the enterprises at large and limited only to
sorting and set in order activities only around the workplaces of enterprises this indicates that
enterprises in the study area were not well cleaned, standardized and sustain the 5Ss practices in
the workshops.

56
Table 4.5: Facilities of Kaizen observed

s/no Facilities /services process observed Level of

Availability
1 SEIRI – (SORTING) clutter free and tidy environment in the premises, inside 3
Offices, Work Place, etc. Evidence of removal of unwanted items was evident all
around
2 SEITON – (SETTING / ORGANISATION) Ability to find whatever is required 2.5
with the least possible delay, evidence of eliminating the waste of time
throughout the enterprise/9. Availability of the organization .Evidence of pre 5s
management and afterwards.
3 Maintenance methods of SETTING established SEISO – (SHINING / 1.5
CLEANLINESS) daily self-cleaning (3min./5 min.)
4 SEIKETSU – (STANDARDIZATION) 5-S procedures adopted & standardized 2
5 SHITSUKE – (SUSTAIN / SELF-DISCIPLINE) evidence of 5-S group 1
activities & promotion of Kaizen schemes
Aggregated 2
Source: Filed Survey, 2020
4.5. The Effect of Leadership Practices on the Effectiveness of KaizenManagement

R2 value indicated the total variation in the dependent variable,effectiveKaizenmanagement that

could be explained by the independent variable, leadership practice. In this case, only 30% can
be explained, which is moderate (Garison, 2016, p.80). This indicated that a 70 % change in the
effectiveness of Kaizen management resulted from other factors than leadership practices. Thus,
the Regression analysis result was the same with a mean value (2.84) obtained from slight
leadership practice for Kaizen management and with that of slight effective Kaizen management
mean value of (2.82).

Model Summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
a
1 .546 .300 .274 .712

The p-value 0.00 is less than alpha value 0.05. This indicates that the independent variables,
leadership practice for Kaizen management reliably does predict the dependent variable,
effective Kaizenmanagement. The independent variables show a statistically significant
relationship with the dependent variable, or the independent variables reliably predict the
dependent variable.

57
The coefficient (parameter estimate) is .096 of a continuous improvement in product or service
quality– indicates that for every increase of one point on the continuous improvement in product
or service quality, leadership practice for Kaizen management is predicted to be higher by .096
points. This is significantly different from 0. It is not statistically significantly different from 0,
because the p-value .096 is greater than 0.05.

The coefficient (parameter estimate) is .099 of continuous improvement of productivity –

indicates that for every increase of one point on thecontinuous improvement of productivity,
leadership practice for Kaizen management was predicted to be higher by .099 points. This was
significantly different from 0. It was not statistically significantly different from 0, because the p-
value .099 is greater than 0.05.

The coefficient (parameter estimate) was .105 of wastes are continuous reduction of wastes
during the Kaizen management period– indicates that for every increase of one point on
thewastes are continuous reduction of wastes during the Kaizen management period, leadership
practice for Kaizen management was predicted to be higher by .105 points. This was
significantly different from 0. It is not statistically significantly different from 0, because the p-
value .105 is greater than 0.05.

The coefficient (parameter estimate) is .082 of continuous improvement of safety of the

working environment– indicates that for every increase of one point on the continuous
improvement of safety of the working environment, leadership practice for Kaizen management
is predicted to be higher by .082 points. This is significantly different from 0. It was not
statistically significantly different from 0, because the p-value .082 was greater than 0.05.

The coefficient (parameter estimate) was .118 of satisfaction of employees after the
management of Kaizen continuous improvement – indicates that for every increase of one point
on the satisfaction of employees after the management of Kaizen continuous improvement,
leadership practice for Kaizen management was predicted to be higher by .118 points. This was
significantly different from 0. It was not statistically significantly different from 0, because the p-
value .118 is greater than 0.05.

Thus, this had shown that leadership practice for Kaizen management had a high effect on the
satisfaction of employees after the management of Kaizen continuous improvement among the

58
other items. Moreover, the effect of leadership practice of Kaizen management towards the
safety of the working environment to bring continuous improvement was low.

Coefficients
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) .305 .289 2.188 .031
In the college there is a continuous improvement in
.096 .083 .107 1.192 .383
product or service quality.
(Constant) .311 .305 1.677 .096
In the college productivity is continuously
.099 .088 .106 1.156 .375
improved.
(Constant) .426 .311 1.370 .173
In the college wastes are continuously reduced
.305 .090 .107 1.209 .286
during the Kaizen management period.
(Constant) .115 .338 3.002 .003
In the college safety of working environment
.282 .097 .074 .775 .471
continuously improved.

(Constant) .415 .311 .210 1.331 .186

The satisfaction of the college employees
continuously improved after the management of .118 .900 1.253 .221
Kaizen.

The intercept beta value 0.415 represents the estimated average value of satisfaction of the
college employee’ s continuous improvement after the Kaizen management is zero. The slop of
satisfaction of the college employee’ s continuous improvement after the Kaizen management
0.210 means change in leadership practice 0.210 when the satisfaction of the college employee’ s
continuous improvement is increased by 1. Thus, this shows that as a result of the effect of
leadership practice, therewasthe highestsatisfaction of the college employees continuously
improved after the management of Kaizen.On the other hand the intercept beta value 0.282
represents the estimated average value of safety of
workingenvironment,continuousimprovementafter the Kaizen management is zero. The slop of
safety of working environment continuous improvement after the Kaizen management 0.074
means change in leadership practice 0.074 when satisfaction of the college employee’ s
continuous improvement is increased by 1, which indicates that the effect of leadership practice
to bring continuous improvement of the safety working environment of the college was very low.

59
4.6. Challenges in Kaizen Management ofKolfe Industrial College
There were different f challenges that affect effective Kaizen management implementation in
college. The following were the critical challenges that were observed in the study area.

4.6.1. Top Management Commitment and Involvement

According to the interview data gathered from leaders of the college, top management
commitment and involvement in planning, implementation and evaluation was critical. The
interview result had shown that leaders and coordinators of the college most of the time they give
Kaizen implementation programs for expects. Moreover, the top management didn’ t give
recognition, focus on people; give training and education to empower employees to ensure the
sustainability of Kaizen program implementation. This the same with previous study where
Admasu (2015) argued that the successful management of KAIZEN requires management
commitment, emphasizing the need for management support in KAIZEN activities and (Kesavan
et al., 2007) argued that effectiveness of Kaizen can be affected management commitment to the
Kaizen program process was a critical prerequisite for success of Kaizen management

4.6.2. Lack of Employees Motivation

The interview data signified that there was a lack of employees’ motivation towards the various
issues of Kaizen. Most of the time employees consider any Kaizen issues as an additional
burden.Employees expect addition, incentives for doing additional activities.As a result the
implementation of continuous improvement tools of Kaizen program was sidelined in the
college.

This was similar result with (Assefa MisgunHagos, 2016) where employees career development
factors, competencies, personalities and expectations of employee factors, management
recognition of employee job performance, empowerment, relationship with supervisor factors
creates dissatisfaction of employees affects their involvement in Kaizen implementation. The
result was plainly the same with (Murgatroyd, 1994) that stated that the organization should
institute a program to recognize and reward accomplishments made in quality improvement to
serve as encouragement to all the staff.

60
4.6.3. Employee Participation

The interview data had shown that there was low participation of employees in Kaizen program
management in the college. Due to low reward employees were not committed to participate in
team and the Kaizen implementation program to improve the management systems and
implement the systems properly in the college.
According to the interview data,Kaizen management at the Kolfe Industrial College has faced
various challenges. Among the major challenges encountered were poor attitude of employees
and leaders about Kaizen,leaders lack continues follow-upand allocating resources about
Kaizenmanagement, lack of leader and employee commitment,do not build suitable
infrastructure, limitation in the machinery handling and protection, not sufficiently availably
safety material such as dusty proofs, helmets and uniforms scarcity of tools, sanitation problem,
lacks of maintenance material limited capacity and capability of the leadership, lack of benefits
package and reward and recognition system, organizational structure gap about monitoring and
evaluation of Kaizenmanagement.According to Morgan &Murgatroyd (1994) organization should
institute a program to recognize and reward accomplishments made in quality improvement to
serve as encouragement to all the staff.

61
 CHAPTER FIVE
SUMMARY OF MAJOR FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.0. Introduction

This chapter deals with the summary of the major findings of the study, conclusion reached
and recommendations forwarded on the basis of the conclusions.

5.1. Summary of Major Findings

Regarding leadership practices in Kaizen management the study indicated that the practice of
leadership practice mainly to provide reward and recognition for individuals or teams to continue
their active participation was34.3% to monitors and measure results against the strategic
objective of the collage in the Kaizen program was 3.22% and towards readiness to provide
solutions to problems raised by quality circle teams which are beyond their capacity was 30%.

It was found that the leadership practice of top leaders of the college to provide the required
resources for the Kaizen program was 26.4% to conduct sufficient job training about Kaizen
during the management periodwas 25.8% and to change themselves significantly in their values
and attitudes towards continuous improvement program was 25.5%.

In relation to program coordination practices the study indicated that the practice of qualified
internal coordinator who supports teams support activities, facilitating access to resource was
about 30.5% and provision f o methodological advice and create a common memorandum
understanding among internal departments was 30.5%.

It was indicated in the study that the practice of program coordination to ensure continuous
improvement program to work with the integration of all departments in the college was 29%.

It was also founded leaders prepare a plan and communicate the employee, create awareness,
facilitate training and development program to all departments horizontally, but the plan was not
tested and correction action done and the leaders do not provide benefit packages because the
government role and regulation do not recognize.

The study pointed out that attempts were made by the leader of the college to establish and
sustain the culture of Kaizen in the organization, particularly with regard to creating continuous
improvement through the Kaizen team; leaders have planned the Kaizen principles and theory

62
and provide training to employees, which had raised employees’ awareness and departments to
had plan and work according.

The study indicated that there was relatively high practice of program coordination practice
among internal departments to have common memorandum understanding and support
activities, facilitate access to resource and provide methodological advice with qualified internal
coordinator.

It had been indicated that the practice of continuous improvement program in the collage to
integrate of all departments for Kaizen management was very low.

The study pointed out that there is statistically significant difference between leaders and experts
on the implementation of program coordination practices to create qualified internal coordinator
who supports team activities, facilitate access to resources and provide methodological advice.

With regard to effective Kaizenmanagement the study indicated that 32% respondents were
agreed to the satisfaction of the college employees as a result of continuous improvement of
Kaizen management in the college.

It had been also indicated 29.9% respondents were agreed on that after effective Kaizen
management the existence of continuous improvement to create safety working in the college.

It was indicated that 26.5% respondents were agreed on that after effective Kaizen
management,continuous improvement in product or service quality had been observed at the
college.

It was indicated in the study that 26.2% respondents were agreed on that after effective Kaizen
management wastes were continuously reduced in the college.

The study pointed out that there is statistically significant difference between leaders and experts
on the continuous productivity improvement, continuesimprovement of safety of working
environment, and satisfaction of the college employees as a result of continuous improvement
effective Kaizen management

It was also indicated thatKaizen management involved 5s and mud management; which were
sort, set order and clean (shine).

63
It was also indicated that the availability of facilities /services process such as facilities for
Kaizen management were observed at different level of availability. Accordingly, SEIRI –
(SORTING) was moderately available, SEITON – (SETTING / ORGANISATION) was
Available, Maintenance methods of SETTINGestablishedSEISO – (SHINING CLEANLINESS)
was unavailable, SEIKETSU – (STANDARDIZATION) was available and SHITSUKE –
(SUSTAIN / SELF-DISCIPLINE) was unavailable.

It was also found that employees’ poor self-discipline and not using standards, employee’
absence in monthly cleaning program and the presence of dusty materials within the college and
outside the workshop or office were problems that affect Kaizen management of the college

The Regression analysis, R2 value indicated only 30% Kaizenmanagement is associated with
leadership practices; which means that 70% were other factors that determine Kaizen
management effectiveness other than leadership practices.

The study founded that 41.5% the effect of leadership practice of continuous improvement of
Kaizen managementin satisfaction of the college employee’ s was high and it had moderate
effect to bring continuous improvement of the safety working environment.

The study founded that top management commitment and involvement in planning,
implementation and evaluation, lack of employees’ motivation towards the various issues of
Kaizen and low participation of employees in Kaizen program management in the college were
the major challenges.

64
5.2. Conclusion

Based on the aforementioned major findings of the study, the following conclusions were drawn.

With regard to leadership practice of leaders towards Kaizen managementmoderate leadership

practice of Kaizen management was at moderate level. The leadrrship fails to give reward and
recognition for individuals or teams to continue their active participation and good effort, top
leader monitors and measure results against the strategic objective of the collage in the Kaizen
program and readiness to provide solutions to problems raised by quality circle teams which
were beyond their capacity for the Kaizen program. There was also problem of providing the
required resources, sufficient on the job training, and significant change in values and attitudes
towards continuous improvement for the Kaizen program. Moroevere,there was no strong
leadership to biringchange values and attitudes towards continuous improvement program.

The practice about methodologies and tools of Kaizenmanagement was low to conduct regular
quality circle team meetings to solve work related problems, to enhance employees to cooperate
with others working in quality circle,to eliminate seven deadly wastes. Moroever, there was
continuous improvement program practices in the college to work among of all departments of
the college in integration and poor benefit packages for coordinating program because of
absence of rule and regulation that recognize.

The study concluded the practice of program coordination practice of internal departments to
create common memorandum understanding and support activities, facilitate access to recourse
and provide methodological advice with qualified internal coordinator was relatively high in the
college.

The study concluded that as a result of moderate effective Kaizen management, where the
challenges were associated with lack of top management commitment and involvement in
planning, implementation and evaluation, lack of employees’ motivation towards the various
issues of Kaizen and low participation of employees in Kaizen program management in the
college were the major challenges that hiders the sustainable manahegemnt of Kaizen
implementation.

65
5.3. Recommendations

Based on the aforementioned major conclusions of the study, the following recommendations
were forwarded:

• The college should strengthen the existing capacity of leaders so as to provide reward and
recognition for individuals or teams, to ensure the allocation the required resources and
on the job training about Kaizen program by capacitating them about continuous
improvement and to give continuous support and feedback to solve problems, to discuss
and to communicate with the employees about Kaizen program.
• Leaders of the college should capacitate quality circle teams regularly in conducting
meetings to solve work related problems, working in quality circle to enhance employees
to cooperate with others and to eliminate seven deadly wastes, and should follow the
managementof theoretical Kaizen principle effectively through continuous follow up and
feedback.
• Leaders should follow up the internal coordinator to support teams and support activities,
and confirm Kaizen program coordination practices to ensure continuous improvement
program through integration of all departments in the college.
• The college should deliver awareness creation trainings about effective Kaizen
management, ensure the availability of facilities /services process such as facilities for
Kaizen management and should follow up employees’ self-discipline and applications of
standards to avoid dusty materials from the college and outside the workshop or office to
ensure effective Kaizen management.
• The college should strengthen the sustainable implementation of the 5S of Kaizen
management by creating awareness creation and experience sharing of other orgaizations.
• The college should have incentive packages and continuous follow-up strategies to
increase top management commitment and involvement and employees’ motivation and
participation to realize continuous Kaizen program management implementation in the
college .
• The colleges should prepare benchmarking strategic plan to increase the effectiveness of
Kaizen management. Thus, it would have been better searching those organizations
which were successful in Kaizen management in the Ethiopia.

66
5.4. Further Research Area

The study found out that effective Kaizen implementation was affected by leadership at a
moderate. There are other factors that affect its management. Thus, it is recommended to
conduct further research to identify other factors that affect effective Kaizen implementation.

67
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 AnnexI

Ethiopian Civil Service University

College of Leadership and Good Governance

Appendix

A Questionnaire

Dear Respondent:

I am a student in Ethiopia civil service university, Institute of leadership and good governance.
This questioner is designed to obtain information on the practice and challenges of leadership
in Kaizen management in your college .The information will be collected for purely
academic purpose and will be kept confidential . Hence, you are required to participate in heart
fully as you can. your coordination in feeling the questioner is critical and makes the study
more validate and objective useful. So, please take a little time to feel the questioner.

Purpose of the questioner

The purpose of this questionnaire is to know what leadership practices and challenges Kaizen
management in Kolfeindustrial Colleges as a partial fulfillment of the requirements for the award
of Masters Degree. It would be very much appreciated if you could complete this questionnaire
as objectively as possible. The information given out is solely for academic purpose and would
be treated as confidential. Thank you for your cooperation and participation. Write or tick ( ) the
appropriate response to each of the question

Thank you in advance for yourcooperation

Seid Ali

ECSU,ILG ,Addis Ababa

Phone - 0912080108

73
Section A: Demographic information
/Please put a tick mark “ ” in the provided box that best suits your answer.
1. Sex
Male Female
2. Age
18– 29 30- 39 40-50 51 and above
3. Education Level Up to 10 complete Certificate diploma degree
Masters and above ?
4. Position in the college
Leader/ process owner case team leader officer/trainer
5. Work experience
0-2 Years 3-5 years 6-10 years 11 and above
1 Section B: question related to leadership practices Kaizen management
2 5=strongly agree, 4=Agree, 3=Neutral, 2=Disagree, 1=strongly disagree

Level of agreement
No Description
5 4 3 2 1
Leader practices
In the college top leader provides the required resource for the Kaizen program
1
Leaders establish systems, procedure and policy for the Kaizen program.
2
The college leader themselves significant change in their values and attitudes
3 towards continuous improvement program
Top leader ready to provide solutions to problems raised by quality circle teams
4 which are beyond their capacity.
Top leader monitors and measure results against the strategic objective of the
5 collage in the Kaizen program
Top leader gives feedback to employees of the college about gain result
Management gives reward and recognition for individuals or teams to continue
6 their active participation and good effort.
Sufficient on the job training was conducted about Kaizen during the
7 management period.

74
 Level of agreement
No Description
5 4 3 2 1
Methodologies or tools, practices
In the college quality circle teams are established voluntarily
8
Quality circle teams regularly conducting meetings to solve work related
9 problems.
In the collage working in quality circle enhances employees to cooperate with
10 others.
The college employees try to eliminate seven deadly wastes
11
(Caused by overproduction, waiting, transportation, UN necessary stock, over
processing, motion and a defective part).
Program coordination practices
The continuous improvement program in the collage work with the integration of
12 all departments.
In the college, there is qualified internal coordinator who supports teams (support
13 activities, facilitating access to recourse and provide methodological advice).
Internal department has common memorandum understanding
14

Section c: Questions Related Effective KaizenManagement

No Description of areas Level of agreement

5 4 3 2 1

14 In the college there is a continuous improvement in product or

service quality.
15 In the college productivity is continuously improved.

16 In the college wastes are continuously reduced during the Kaizen

management period.
17 In the college safety of working environment continuously
improved
18 The satisfaction of the college employees continuously improved
after the management of Kaizen.

75
Interview (college leader)

This interview is designed to be made by the dean and vice dean of Kolfe industrial collage in
light of assessing the industrial collage’ s Kaizen management practice and the challenges
encountered while implementing it. The questions that will be raised during the interview are;

1. How do you describe the management of Kaizen in your collage?

2. How did the leader of collage facilitate Kaizenmanagement? For instance, in creating and
communication the vision of industrial collage to engage in Kaizen? Its effort in the PDCA
cycle? Provision of training? And benefit package in relation to the improvements made by
Kaizen management
3. To what extent does Kaizen theory related topractice at work place?
4. What are the attempts made by the leader of collage to establish and sustain the culture of
Kaizen in the organization? For instance, in creating continuous improvement infrastructure
through the Kaizen team?
5. How are employees of Kolfe industrial collage involved in Kaizenmanagement? For
instance, in implementing 5S and mud elimination?
6. What are the improvements achieved after implementing the Kaizen process at collage? For
instance on working area and production time improvements
7. How do you express the success of Kaizen management in your collage?
8. What are the challenges encountered so far in implementing Kaizen at collage?

76
 The rating scale: which presented during observation checklist in the Kolfe industrial
college?

5=excessively available, 4=sufficiently available,

3=moderatelyavailable, 2=Available, 1=Unavailable

S/no Facilities /services process observed Availability

5 4 3 2 1
1 SEIRI – (SORTING) clutter free and tidy environment in the
premises, inside Offices, Work Place, etc. Evidence of removal of
unwanted items should be evident all around
2 Tops and insides of all cupboards, shelves, tables, drawers, etc.
free of unwanted
Items.
3 Walls are free of old posters, calendars, pictures
4 Notice Boards – Current Notices with removal instructions
5 Rules for disposal with red tags, etc.
6 Maintenance/prevention of Sorting projects established with a
mechanism to reduce
Paperwork, stocks, etc.
7 SEITON – (SETTING / ORGANISATION) Ability to find
whatever is required with the least possible delay, evidence of
eliminating the waste of time throughout the enterprise/9.
Availability of the organization .Evidence of pre 5s management
and afterwards
8 Visual Control methods adopted to prevent a mix-up
9 Availability of directional boards to all facilities from the entrance
onwards
10 Factory/Stores, etc., have clearly marked grid references
11 All machines/rooms/toilets have identification labels
12 All equipment/tools/files, etc., arranged according to “ can see,”
“ can take out” &“ can Return” principle

13 Visual control methods for defects / rework / files / equipment in

order to prevent a mix-up

77
14 Gangways clearly marked with passageways / entrances & exit
lines / curved door
Openings/ direction of travel
15 Switches, fan regulators, etc., labeled
16 Maintenance methods of SETTING established SEISO –
(SHINING / CLEANLINESS) daily self cleaning (3min. /5 min.)
17 Clean responsibility plan and Schedules for by-products
displayed
18 Waste bin strategy is implemented
19 Use of adequate cleaning tools is evident
20 Storage of cleaning tools – brooms/maps/other equipment
21 Machines/equipment/tools/furniture at a high level of cleanliness
&maintenance schedules displayed
22 SEIKETSU – (STANDARDIZATION) 5-S procedures adopted &
standardized
23 S procedures adopted & standardized in corridors/Isles &
gangways (passages
Between rows of seats)
24 Visuals on danger/open & shut directional labels on valves/doors,
etc.
25 Standardized visuals on oil/lubricant containers & fire
extinguishers, etc.
Innovative Visual control methods implemented
26 Maintenance/Storage of files/records in offices/ workplaces, etc.
27 Standardization/orderliness in keeping furniture/ equipment
28 32 SHITSUKE – (SUSTAIN / SELF-DISCIPLINE) evidence of
5-S group activities & promotion of Kaizen schemes
29 Evidence in carrying out internal audits by patrol teams
30 Self-discipline amongst workforce/good & bad point stickers, etc.
31
35 Evidence of 5-S slogan & poster competitions among
employees’ families
32 Evidence of Self-discipline among visitors to the institution
33 Workers receive praise for working safely

78
Annex II: Observation Photo

79
80
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81
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