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Application of Kaizen-Kata Application of

Kaizen-Kata
methodology to improve methodology

operational problem processes. A

case study in a service organization 29
Manuel F. Su
arez-Barraza Received 17 July 2020
Revised 12 January 2021
International Business Management Department Universidad de las Américas Accepted 12 January 2021
Puebla (UDLAP), Puebla, Mexico
José Angel Miguel-D
avila
Department of Management and Business Economics,
Universidad de Leon Facultad de Ciencias Economicas y Empresariales,
Leon, Spain, and
Manuel Francisco Morales-Contreras
ICADE Business School, Universidad Pontificia Comillas, Madrid, Spain

Abstract
Purpose – The purpose of this paper is to explore, study, analyze and implement Kaizen–Kata methodology
in a service food organization (first-level restaurant), facing challenges in different operational processes that
affect and influence the case company performance and customer satisfaction.
Design/methodology/approach – The service organization implemented Kaizen–Kata methodology to
improve one operational problem process. A case-study approach was used in this research to understand the
effects of the Kaizen–Kata methodology in solving problems in their operational service process. Different
Kaizen–Kata techniques and tools (histograms, Pareto chart and Ishikawa diagram) using the Plan, Do,
Check, Act improvement cycle framework were used.
Findings – Successful implementation of the proposed methodology reduced the main impact of the problem’s
effects (customer’s complaints, process reworking, extra-cost, delays, among others). The effects of the problem
were reduced on average by 70%. Some Kaizen–Kata routines were identified in a service process environment.
Research limitations/implications – The main limitation of the research is that this work is a just
one-case study. A main generalization is not possible, because it involves a company within a company.
Practical implications – Some other service companies can use the Kaizen–Kata methodology to solve any
kind of operational problem within their processes. Service managers can learn about the methodology to apply
and improve their operational performance and handle customer’s complaints.
Originality/value – A continuous improvement manufacturing methodology was imported to apply in an
operational service process. The Kaizen–Kata methodology contributed significantly to reduce delays, handle
customer’s complaints, process reworking and deal with extra costs, among other operational problems’ effects. In
addition to that, in the literature, most of the Kaizen applications are in manufacturing companies. To the best of
authors’ knowledge, this was the first study of applied Kaizen–Kata in a service organization (a fast-food restaurant).
Keywords Kaizen–Kata methodology, Case study, Service process, Restaurant, Case studies,
Kaizen, Toyota kata, Restaurant operations
Paper type Case study International Journal of Quality
and Service Sciences
Vol. 13 No. 1, 2021
pp. 29-44
This paper forms part of a special section “QMOD-ICQSS Conference”, guest edited by Su Mi © Emerald Publishing Limited
1756-669X
Dahlgaard-Park. DOI 10.1108/IJQSS-07-2020-0113
IJQSS 1. Introduction
13,1 The Toyota Motor Corporation continues to be recognized as the world’s leading company for its
leadership in quality and sales of automobiles; it is also recognized for the work done not only
with the operation of the Toyota Production System (TPS) (Ohno, 1988), but also for its work
routines known as “Toyota Kata” (Rother, 2009). One of the key elements of a turbulent world
full of problems in the midst of the 21st century is problem-solving; solving problems in the
30 organizations of this millennium has become a crucial element in a turbulent global environment
(Su
arez-Barraza et al., 2018). In this way, applying the concept of “Kata” in the form of continuous
improvement routines to generate learning (Ferenhof et al., 2018), or, when applicable, using
“Kata” as a problem-solving methodology (Osono et al., 2008; Su
arez-Barraza, 2010) are
presented as vital elements for facing the new turbulent and convulsed global environment.
Applying it in a service environment has greater potential, because research on solving
operational problems in service processes is scarce in the academic environment (Su
arez-
Barraza et al., 2012). For Liker (2004), the term Lean Service is based on the lean manufacturing
principles adapted to service organizations. For this author, applying the term “Lean” in service
companies has a useful problem-solving function that can impact the customer or consumer of
the service (Gong and Janssen, 2015). In fact, not only has the term “Lean” been applied in
service companies; there are also empirical studies that have reviewed the implementation of
Kaizen or Lean Kaizen in this type of organization (Su
arez-Barraza et al., 2009; Gonz
alez-Aleu
et al., 2018; Hussain et al., 2019); or if applicable, of “Kata” in the service sector (Su
arez-Barraza
et al., 2011; Lilja et al., 2017). Understanding the approaches or methodologies for solving
operational problems in service organizations is a topic in the academic area of Total Quality
Management that is currently still pending. Therefore, observing the application of “Kata” in
its two dimensions, both as a problem-solving methodology and as a routine for improving
organizations, is a priority in this field of study.
Based on the research gap of the few studies that have been done on the application of “Kata”
in the service sector, the purpose of this paper is to explore, study, analyze and implement Kaizen–
Kata methodology in a food service organization (fast-food restaurant), which faces challenge in
different operational processes that affect and influence the case company performance and
customer satisfaction. The research questions governing this study are as follows:

RQ1. How is Kaizen–Kata applied in solving an operational problem of a process in a

service organization?
RQ2. How are Kaizen–Kata improvement routines presented to employees applying
this methodology in a service organization?
The answers to these two research questions explained in the research findings are the
result of a case study where Kaizen–Kata was applied. This paper is broken down into four
main parts. The first part sets out a conceptual framework based on two components: the
term “Kata” and the predecessor methodologies based on Kaizen philosophy. In the second
part, the methodological section describing the data collection of the case study is explained.
The third part presents the results of the application of Kaizen–Kata in a service
organization. Finally, the fourth part ends the research article with concluding remarks.

2. Literature review
2.1 Methodological background of improvement kata
For Masaaki Imai (1989), the philosophy of Kaizen refers to the continuous improvement of
all actors in social, professional and personal life. Su
arez-Barraza (2007) indicates that
Kaizen is made up of five guiding principles, among which is to be found the improvement
of daily work. This guiding principle is based on the improvement cycle Plan, Do, Application of
Check, Act (PDCA) or Deming, which has the purpose of solving operational problems Kaizen-Kata
of daily work processes. Hitoshi Kume (1985, p. 192) defines an “operational problem”
as “an undesirable outcome of the work,” or in similar terms, “an undesirable outcome
methodology
of the process standard.” According to Kume (1985), problem-solving is the mechanism
by which standards are gradually and continuously renewed in organizations. The
methodology that meets these characteristics is what Kume (1985, p. 192) calls the
quality control (QC) story. The name of the methodology comes from understanding
31
this technique as a drama or play: that is, each of its steps represents an act that must
be followed with methodical discipline to achieve a memorable performance in the play
in question. Another way to visualize the name of the methodology is from the
perspective of a murder investigation; the problems in companies are the killers of
processes, so we have to investigate and analyze these problems in a detailed and
thorough way, just like Sir Arthur Conan Doyle’s character, Sherlock Holmes, created in
1887, would do. For this 19th-century detective, all details, specifications and possible
clues to solve a crime were vital and his conception and method of thinking toward the
solution of the problem were disciplined and rigorous, and never skipped a pre-
established step. The QC story is thus a method of problem-solving that has to follow
the order established in the methodology itself (step by step), to solve problems in a
constant and disciplined way to achieve a real impact on the solution of the problem
analyzed (Su
arez-Barraza, 2010). Kume (1985) proposes seven steps that the QC story
should contain the following:
(1) Problem. Define the problem clearly.
(2) Observation. Identify in a detailed way all the possible angles of the analyzed
problem, from different points of view, with a multidisciplinary team.
(3) Analysis. Find the main root cause (or root causes) of the problem in question.
(4) Action. Take targeted action to eliminate the root cause of the problem.
(5) Verify. Ensure that the corrected problem does not recur, preventing any
dysfunctionality.
(6) Standardize. Eliminate the root cause of the problem permanently by
standardizing work.
(7) Conclusions. Review lessons learned (what went well and not so well during
implementation of the best procedure) through the use of the problem-solving
methodology; and prepare the future work plan for a new problem.

Other authors, such as Osono et al. (2008, pp. 74-76), who studied Toyota Motor Corporation
in depth in their book Extreme Toyota, propose that the QC story consists of eight steps:
(1) Define and clarify the problem.
(2) Break the problem down into small parts to select root cause.
(3) Set an improvement goal.
(4) Analyze the root cause of the problem.
(5) Develop measures to counteract causes.
(6) Observe the behavior of the countermeasures in the resolution of the root causes.
(7) Monitor results of outcome and process improvements.
(8) Standardize successful processes; that is, those for which changes worked.
IJQSS On the other hand, in his book about the TPS, Yasuhiro Monden (1998) indicates that the QC
13,1 story has nine steps that include training of the improvement team, which will put it into practice:
(1) Recognize and identify a process problem.
(2) Select issues to be resolved and the improvement team leader for the issue in question.
(3) Set an improvement goal.
32 (4) Develop a plan of improvement activities.
(5) Divulge the plan of improvement activities.
(6) Analyze and plan improvement alternatives to solve the problem.
(7) Experiment with and implement the improvement activities.
(8) Measure the effects of the proposed improvement alternatives.
(9) Standardize to prevent a recurrence of the problem.

Liker and Meier (2006) propose that the implementation of the QC story requires the strict
application of the PDCA improvement cycle:
(1) Define the problem and develop a thorough understanding of the current situation.
(2) Complete a thorough root-cause analysis.
(3) Consider alternative solutions to the root-cause while building a consensus within
the improvement team.
(4) Apply the PDCA to implement the Improvement Plan in the form of:
 developing the improvement plan itself (Plan);
 implementing quick fixes (Do);
 verifying the results of these solutions (Check); and
 making necessary adjustments to the solutions and action plan and determine
future steps (Act).
(5) Reflect on the learning process.

Similarly, Hino (2006) studied the management principles of Toyota Motor Corporation in
depth for their sustained growth in his book Inside de Mind of Toyota. In the section
describing Kaizen as a practice within Toyota, Hino describes the methodology of QC story
with the following steps:
(1) A problem within an operational process is defined.
(2) The “Report or A3 format” is completed, in which the implementation of the QC
story is described in a simple and practical way. The adapted elements contained
in this format are the following:
 The problem. Write the problem clearly and concisely, using as much
quantitative data as possible to help render the problem understandable.
 The present situation. The problem occurs at the process level, so it must be
presented with real data from the process in its current situation, using charts
and diagrams throughout (data collection sheets, checklists, Pareto diagrams,
control diagrams, among others).
 Analysis of the causes. Graphical display of cause analysis using a cause-and-
effect diagram and the five whys.
  Establishing the goal of improvement. Determine in a simple way the objective Application of
or situation to be improved, specifying, as far as possible, its indicators. Kaizen-Kata
 The action plan for improvement. An essential description of the problem has methodology
been established, the causes identified and the objectives set; it is now a matter
of defining the improvement actions indicating who does what, how and when,
in a graphic and visual way.
 Follow-up on improvement. The A3 report also serves to monitor the status of 33
the defined improvement actions at all times. But it also shows clearly what is
intended to be achieved with these actions, and therefore provides a detailed
follow-up by means of indicators and metrics regarding changes, which are
presented visually for all workers.
 Final results. The final report should reveal what was achieved, so that a simple
but reliable record can be kept of the entire resolution of the problem. These are
our main technical findings (how the problem was solved) and our main
insights as individuals and as a group.
As a result of the literature research, the theoretical framework to be used for Kaizen–Kata,
in accordance with Su
arez-Barraza (2010), will include the following steps:
 Profile and/or identify the problem.
 Determine the effects or consequences of the problem.
 Assess the current situation of the problem.
 Identify the root causes of the problem.
 Propose the action plan for improvement.
 Review the action plan for improvement.
 Correct or, if necessary, standardize the proposed improvement actions.
 List final conclusions and future actions.

2.2 Toyota Kata as a new management approach

In 2009, Mike Rother wrote the best seller “Toyota Kata,” in which the author shows the
elements or routines behind solving operational problems by setting improvement goals,
applying rapid improvement actions on them and learning from them. It also shows how to
work in Kata coaching, using a master-apprentice teaching approach. Currently, the work of
Rother (2009) is rapidly spreading among quality practitioners and consultants globally.
There are even websites, such as Kata Summit (http://katasummit.com), where it is possible
to practice these specific steps. His work is considered to be a new form of innovation
management that has emerged in the field of quality management. Authors such as Lilja
et al. (2017) clearly consider it an innovation process using the formula of “Define-Test-
Feedback-Revise” iterations or loops, which are characteristic of a radical innovation
process.
Other authors, such as Su
arez-Barraza (2011), have visualized it as a group of macro and
micro metaphors of the Toyota Motor Corporation, in which standardization, routines and
organizational non-routines (the Kata) allow this organization to generate crucial impacts on
the improvement and innovation of its operational problems. Every organization, according
to Su
arez-Barraza (2011), has a structural element (standards), methodologies and
procedures, but also “non-routines,” which are specific behaviors focused on continuous
improvement. Ferenhof et al. (2018) indicate in their findings that Toyota Kata works to
IJQSS improve employee problem-solving skills by linking their efforts to process-improvement
13,1 projects that work continuously. This increases their technical knowledge and management
skills. Both Ferenhof et al. (2018) and Su
arez-Barraza (2011) agree on the importance of
implementing a structured methodology capable of generating key routines and behaviors
toward the improvement of each employee within organizations.

34 3. Research methodology
According to the literature analyzed, there is a theoretical gap in the understanding of the
application of Kaizen–Kata in its two perspectives or levels in organizations. Therefore, the
aim is to understand the implementation of this management approach to develop a research
model that can be used in future projects. Miles and Huberman (1994) argue that qualitative
research is appropriate to be applied at early stages of theory building when there is little
knowledge of the phenomenon to be investigated. Siggelkow (2007) indicates that the case-
study technique is valuable at the time of generating intellectual contributions, or if
necessary, to construct a theory of a little-studied phenomenon, as Eisenhardt (1989)
indicates.
Accordingly, this paper adopted exploratory qualitative research using the case-study
technique (Eisenhardt, 1989; Yin, 2003). Case selection was based on “theoretical sample”
criteria (Ritchie and Lewis, 2003). We selected one case study with ample potential to further
our understanding and contribute to theory development. Pettigrew (1997) signals that the
importance that selection plays in this type of sample is not based on the number of cases
but rather on the in-depth study of each of the cases (Pettigrew, 1997, p. 342). Similarly,
following Miles and Huberman (1994, p. 28), theoretical sampling allows the use of the
“criterion of confirming and disconfirming cases,” so that exception or differentiation is
sought at all times. For this research, the selected case meets both criteria: first, that the
selected service company (a restaurant) applied the Kaizen–Kata methodology for at least
two years with results that had a positive impact on the solution of problems in its
operational processes; second, that the application of these Lean Service techniques centered
on the Kaizen originated in the TPS (Ohno, 1988) is practically not implemented in the
service or restaurant sector.
Data collection was conducted using the following three main methods:
(1) direct observation;
(2) documentary analysis; and
(3) semi-structured interviews (Patton, 2002).

This was done to triangulate the methods and data obtained in each of the methods. For the
direct observation component, the authors accompanied the implementation of Kaizen–Kata
5 h per week for three months. The aim was to observe the implementation of Kaizen–Kata
methodology in all steps that make up the methodology; as well as the behavior and routines
of all the employees who applied the specific process of the application of Kaizen–Kata.
During this phase, we took photos to register changes in the processes, an extremely
important element to use as evidence in our study and prepare its report (Buchanan, 2001).
The second method was the documentary analysis of the work done by the service company
using Kaizen–Kata. Among the documents analyzed were the quality manual, the
histogram, Pareto and cause-effect diagrams, as well as meeting minutes, the company’s
website and specific presentations of internal training. The last method used was semi-
structured, in-depth interviews. The interview questions focused on understanding two
main issues: how the methodology was applied and what kind of routines or behaviors were
presented during the application of the Kaizen–Kata methodology. A total of 14 interviews Application of
were conducted among the leaders of the improvement teams or Kaizen teams, as well as the Kaizen-Kata
employees who participated in these teams; in total, members of three teams were
interviewed. Finally, the project leader, the restaurant manager and the owner of the
methodology
restaurant chain were interviewed to find out the “why” of the application of this
methodology. The interviews were conducted face to face and recorded, with an average
duration of 50 min.
Data analysis was performed by documenting, reducing and displaying the data. The 35
data from each of the three methods was read several times to gain greater familiarity with
the topic. The same happened with the company documents, the results of the application of
Kaizen–Kata, which were scanned, as were the transcribed interviews, to create a data
matrix and an analysis database (Eisenhardt, 1989). Once the list of “codes or patterns”
emerged (Miles and Huberman, 1994), they were written into the data matrix (of all codes) to
make iterative comparisons. The end result of all this analysis was a detailed step-by-step
description of the Kaizen–Kata methodology as well as the routines and worker behaviors,
which emerged during the application of Kaizen–Kata.

4. Applied Kaizen–Kata methodology in a service company (a restaurant)

The application of this methodology was used in one of the restaurants of an important
restaurant chain in Mexico, with about 20 branches throughout the country. The application
of the methodology was carried out in the largest branch of the chain. The chain’s chief
executive officer (CEO) was concerned about improving its operations and customer service,
and realized that simply training employees was not enough, and that much more was
required. Therefore, in January 2019, the decision was made to implement the Kaizen–Kata
based on the methodology of Su
arez-Barraza (2010) to start creating a culture of continuous
improvement in their largest branch and eventually in their entire chain.
After making the decision to apply Kaizen–Kata in the restaurant, the initial kick-off was
held on Monday, January 21, 2019, with an initial message from the restaurant’s CEO and
branch manager. The activities started with on-the-job training for three days explaining the
methodology, techniques and tools of Kaizen–Kata. This training was 15 h long and was the
crucial moment for the workers to start “experiencing” and “getting to know” the Kaizen
philosophy. Participants ranged from the restaurant manager, administrative staff, waiters,
the head chef and the rest of the kitchen staff. In total, 38 participated in the on-job training.
According to the CEO of the restaurant chain, during the development of the course, special
emphasis was placed on making it as practical as possible to obtain tangible and viable
results at the end of the course. To this end, a specific team (Kaizen–Kata team) was created
that would carry out the implementation of the Kaizen–Kata with the support of the
consultant/instructor of the course workshop. The team was made up of the leaders of each
area and the employees specifically involved in the problem to be studied, in addition to the
restaurant manager.
The restaurant chain was experiencing a common phenomenon in several of the group’s
restaurants. This phenomenon was an effect of “late or delayed” delivery of the dishes. This
effect had begun to be perceived by customers, who had quickly generated “negative
publicity” through word-of-mouth, which was beginning to affect the reputation of
the restaurant chain. Therefore, by the time the course workshop concluded, the problem to
be tackled had been clearly identified; it only needed to be validated in the field, i.e. in the
gemba (Japanese for workplace). Likewise, the operational problem in question, or at least
what was perceived by the restaurant’s Kaizen–Kata team, was The delays (very long
waiting times) in the delivery of dishes to customers in each of the restaurants. Once the
IJQSS Kaizen–Kata team had identified the problem, the second step of the methodology was to draw
13,1 up a list of effects and/or consequences of the problem in question. These were as follows:
 discomfort of the staff;
 delays in serving food;
 customer complaints;
 waste of raw materials;
36
 double purchase of raw materials;
 disorganization of dishes;
 double cleaning (washing of dishes); and
 re-processing.

Thus, once the problem had been outlined, it was essential for the Kaizen–Kata team to
gather objective and reliable information and data relating to it. In other words, Step 3 of the
methodology was applied: assess the current situation of the problem. Consequently, the
Kaizen–Kata team proceeded to collect data on the problem – that is, the frequency of
the effects, which has to be done strictly in the gemba. In this step of the methodology, the
Kaizen–Kata team must pinpoint the problem in question that is being analyzed with data
emerging from the gemba such as:
 the frequency of the effects of the problem;
 under what circumstances they occur;
 to whom they occur;
 why they occur; and
 what happens when they occur.

On the other hand, it should never be a secret investigation, nor a search for culprits
(employees to be blamed); the Kaizen–Kata team should explain and spread the message at
all times of the methodology, being the evaluation of the current situation as a
“photographic representation of the problem.
Accordingly, the Kaizen–Kata team applied a data collection tool known as checklist to
take the data for one month of the frequency or incidence of the effects or consequences. The
summary of the data obtained from the checklist is shown in Table 1.
The biggest difficulty the Kaizen–Kata team faced in collecting the data in the checklist
was the employees’ fear of close and direct supervision, which had not existed before. On the
other hand, a “positive paranoia” was also generated, in which employees tried to avoid the
problem as they observed that the measurement of effects continued to increase.

Effects Monthly frequency

Discomfort of the staff 54

Delays in serving food 69
Customer complaints 45
Waste of raw materials 21
Table 1. Double purchase of raw materials 23
Frequency checklist Disorganization of dishes 60
of the effects of the Double cleaning 48
problem Re-processing 76
Once the data collection was completed, the Kaizen–Kata team, following the KATA Application of
methodology, began to implement Step 4 of the methodology; that is, the search for the root Kaizen-Kata
cause of the problem. To do this, the Kaizen–Kata team developed a Pareto chart from the
frequencies obtained from the effects and consequences (shown in the checklist in Table 1).
methodology
The purpose of constructing the Pareto chart was to determine where 20% of the priority
effects were located and then to investigate therein the root causes of the problem. Figure 1
shows the results of the completed Pareto chart.
Using the Pareto chart, the Kaizen–Kata team developed an Ishikawa or cause-effect 37
diagram for the entire problem in question and tried to find the root causes that lie in the
effects determined in the 20% of the Pareto chart. The result of the root cause analysis using
this tool is shown in Figure 2.
According to the analysis carried out by the Kaizen–Kata team, the causes at Levels 2
and 3 that had the greatest impact on the problem in question were the following:
 the command is not standardized (Level 3 cause);
 lack of technical training on the subject of movements and processes (Levels 2 and 3
cause); and
 there is no orderly flow of the process among the waiters (Level 2 cause).

All of these causes, in addition to the others that were detected with the cause-effect diagram, generate
the problem studied: “the existence of lost, wrong or poorly prepared dishes.” Its identification
allowed the Kaizen–Kata team to be ready to develop the improvement action plan (IAP).

Figure 1.
Pareto diagram of the
analyzed problem
IJQSS
13,1

38
Figure 2.
Ishikawa diagram for
the problem under
consideration

The last two steps applied by the Kaizen–Kata team of the Kata methodology were to
propose an IAP with specific actions to eliminate the detected root causes, as well as its
implementation (Step 5). Subsequently, once each improvement action was implemented, the
effective application review of the GPA was carried out (Step 6) to observe that the
improvement actions carried out would really have completely eliminated the root causes of
the problem. After three months of implementation, the impact of the GPA on the causes of
the problem and on the effects of the problem itself, managed to drastically reduce the
incidences or frequencies of the effects of the problem. The GPA developed by the Kaizen–
Kata team is shown in Figure 3.
It took the Kaizen–Kata team three 1-h sessions to reach this IAP and eliminate the root
causes of the problem studied. The improvement actions were focused on two main aspects
that each of the Kaizen–Kata team members concluded. First, improving the process of
attention and service of dishes to the diner, so that a standardized, simple and easy-to-apply
command would have to be created, besides clearly indicating the flow of the process and
movement of the waiters in the layout of the restaurant. Second, improving the human
element: to this end, a process innovation workshop was planned to improve the flow of the
service process. Also, a training workshop on the use of the service command was planned
by a “highly qualified” waiter of the restaurant chain.
Once the IAP was drawn up, it was implemented in the following three months, with the
Kaizen–Kata team leader keeping a close eye on it, thus significantly reducing the effects of
the problem in question (Figure 4). For example, reprocessing decreased from 76 incidents
per month to only 28; the same happened with the effect of plate delays that dropped from 69
to only 15 in the measurement period. Most important was the decrease in customer
complaints regarding restaurant errors. It went from 45 complaints per month to only 4
incidents after the implementation of the Kaizen–Kata methodology. The figure shows the
impact of the implementation of the IAP on all the effects identified by the Kaizen–Kata
team.
An interesting result of the change in routine (Kata) was that the restaurant’s own
employees, members of the Kaizen–Kata team, went from being virtually unconcerned
about improvement (they let the problems remain) to working hard in a disciplined and
consistent manner in their implementation of the IAP, focused on eliminating the problems
in the restaurant. Other Kaizen–Kata teams began to visualize that investing time in
working on Kaizen–Kata was important to the improvement of their daily work. A positive
“rumor” was beginning to spread among employees that working in this type of
methodology has personal benefits. The monitoring of the implementation of IAP
 IMPROVEMENT ACTION PLAN (IAP) FOR THE CASE OF THE RESTAURANT

First Month Second Month Third Month

No. Improvement Area Responsible Resources DATES Week I Week II Week III Week IV Week I Week II Week III Week IV Week I Week II Week III Week IV
CAUSE I: The taking of orders is not standardized
1 Create a standard order format Leader and waiter Format Programmed
Performed

Create standard flow guide and movement

2 plan Leader and waiter Programmed
Performed
CAUSE II: Lack of training/educaon
3 Conduct training workshop regarding orders Managing Director/Leader Projector Programmed
Performed
4 Carry out a process innovaon workshop Managing Director/Leader Programmed
Performed

CAUSE III: No process flow sequence

Make detailed flowchart related to aenon
5 to diners Leader/Cook Money Programmed
Performed

Kata team
Improvement action
39
Kaizen-Kata
Application of

methodology

plan by the Kaizen–

Figure 3.
IJQSS
13,1

40

Figure 4.
Impact of IAP
improvement
activities on post-
implementation
impacts

improvement activities by the management team was strict and specific. They met twice a
week to observe the progress of the IAP, continuing until its completion.
Regarding the second research question of how Kaizen–Kata improvement routines are
presented among employees applying this methodology in a service organization, the response
was extremely interesting related to the change. The restaurant workers went from a
working environment of conflicts, “blaming the waiters’ bosses or the manager,” of gossip,
and of course, of failures and errors when providing the service, to a working environment
in which the main focus was to try to identify problems that affected their work, to
determine effects or consequences of their work, their frequencies and incidences, and of
course, to find the root causes to eliminate them. But the most important thing is that they
went from “scary work meetings” to work meetings where the space for dialogue revolved
around improvement, and not “looking for culprits.” Table 2 lists the main routines centered
on Kaizen–Kata that were identified.

5. Discussion and conclusions

One of the research questions posed at the outset was How does Kaizen–Kata apply to
solving a process-operating-problem in a service organization? The answer is that it is
possible to solve operational problems in service organizations by applying Kaizen–Kata
methodology, as described above. It has been proven how this methodology has been an
effective and reliable technique in a service environment that has helped the restaurant to
start solving operational problems that employees had at all times. The Kaizen–Kata
methodology has allowed the workers to generate organizational improvement routines to
change their behaviour at work, focusing on a change of continuous improvement and spirit
 Kaizen–Kata
Application of
No. routine Description Evidence Intensity level Kaizen-Kata
methodology
1 Active and Formal meetings After the initial kick-off of the High.
organized within the Kaizen– application of the Kaizen philosophy, the Establishment of
teamwork Kata team to solve restaurant made the decision to four Kaizen–Kata
problems establish improvement teams to start teams that met for
the application of the KATA at least 6 months. 41
methodology (E-RES-01)
2 Spirit of Peer support to If I see that my colleague is having Intermediate
collaboration solve problems trouble finishing something in the Continuous start of
kitchen, I help him (E-RES-04) this routine
Sometimes a waiter is swamped serving
many occupied tables; I don’t mind
helping my partner when a customer
calls me from another table than mine
(E-RES-08)
3 Improvement First ideas for For the first time several ideas I had for Intermediate
Initiative improvement improving what we do in the kitchen Continuous start of
proposed in the have been heard; that is for me the this routine
teams and result of the KATA team (E-RES-06)
individually by the
employees
4 Pride in work Greater sense of I have started to feel like when I started Low. First signs of
(rediscovery) belonging to the working in this group; I started as a improvement for
company and the waiter with a lot of enthusiasm and I have this routine
work performed moved up to head waiter (E-RES-02)
5 Participatory Greater involvement We had always looked for solutions to our High. Total
and active of the manager and problems, but nobody did anything to commitment from
leadership area leaders (middle bring them about. Since the management and
management) implementation of the Kaizen philosophy middle
and Kata everyone understands what it management
means to improve (E-RES-01)
Now I do see the importance of supporting
people when they need it most; I used to do
it, but I was overworked and the mistakes
and shortcomings continued (E-RES-03)
6 Operational Fewer mishaps and Before, I was told to follow the chef’s Low. First signs of
discipline errors when recipe, and . . . the truth is, sometimes I improvement for
following even forgot some ingredients; now I this routine
established have the pattern in front of me and I
processes and consult every moment to make the
standards dishes (E-RES-12)
The kitchen assistants begin to follow
the standards of the recipes we have,
even tending to the raw materials in the
storage room (E-RES-03)
Expressions like: “do you buy it”, “is it
yours” were common when taking raw Table 2.
material or cleaning material from the Main Kaizen–Kata
warehouse, without any concern for cost
savings, with the standards of work; now
routines identified in
we all proceed step by step (E-RES-14) the application of the
methodology in the
Source: Designed by the authors service organization
IJQSS of service. In addition, it has provided employees with the opportunity to solve a
13,1 complete operational problem with great results by eliminating shortcomings and
errors and significantly decreasing the incidence of the effects of the problem (Figure 4).
These results are also described in some articles in the literature for both
manufacturing (Singh et al., 2010; Prashar, 2014; Lilja et al., 2017; Kumar et al., 2018)
and services (Su
arez-Barraza and Ramis-Pujol, 2010; Ishijima et al., 2020). However,
42 several authors agree with Ishijima et al. (2020) that it is very rare to find successful
applications of the Kaizen philosophy in service organizations with strong customer
contact and that further research is needed. In fact, an interesting contribution of this
article is that not only was a successful implementation of the Kaizen–Kata
methodology observed, but also, during its application, the evolution of employees’
KATA routines was observed moving closer to the Kaizen philosophy of improving
daily work.
Thus, implicitly, the second question, How are the improvement routines of Kaizen–Kata
presented among the employees who apply this methodology in a service organization? has
been explained. It was seen that at least six specific Kata-type routines were identified when
applying the Kaizen–Kata methodology, a large part of them because of the excellent effort
made by the restaurant’s Kaizen–Kata teams. The evidence observed in the cases showed
that Kata routines lay the foundation for the restaurant’s innovation management, as Lilja
et al. (2017), point out. This confirms that:
 identifying a problem; quantifying its effects;
 finding its causes;
 tackling the causes with improvements; and
 providing feedback on it produces small, rapid steps with learning and sustained
improvement.

In other words, “build, test, feedback and revise” is applied to an operational process of a
service organization. In fact, finding Kata routines such as “organized teamwork”,
“collaborative spirit”, “operational discipline” and “pride in work” shows that there are
routines that help break employees’ resistance to change; a theoretical finding demonstrated
by Ferenhof et al. (2018).
On the other hand, the fact that all restaurant employees can visualize the work and
progress of the Kaizen–Kata team in terms of problem-solving allows employees to
improve. It is not just a matter of telling an employee just get better, because the question
that always comes up is how am I going to do that? The answer may be Kaizen–Kata. At all
times, an attempt is made to create a SHU-HA-RI process of “copy-learn, adapt and create”
so that routines are copied and passed from employee to employee regarding their behavior
(Takanka, 1995; Holland et al., 2012); a process that this restaurant began with the
application of the Kaizen–Kata methodology.
As a limitation, it is clear that a single case study does not allow a generalization of
the findings found in this research. However, several of the results found confirm the
application of Kaizen–Kata consistently while providing results, in addition to the
location of six kata routines in a service environment, similar to the literature that has
demonstrated this type of routine in manufacturing organizations (Rother, 2009;
Ferenhof et al., 2018). Future research should be enhanced with more case studies in the
catering sector or similar, and better, if possible, using a quantitative approach to test
the findings of this case study.
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Corresponding author
Manuel F. Su
arez-Barraza can be contacted at: manuel.suarez@udlap.mx

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