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Jan 2

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Short Case Study about FIRST application

I am RUDY PRIHATIN, a former headmaster of Al- Hikmah Junior High School Maros Region and now involved in Al- Hikmah school improvement and teaching robotics team for students. I have experience in manufacture working for a Japanese factory in production management member.

 I had a session in Sinar Cendekia School for 78 persons:  teachers from kindergarten (5 persons), elementary school (40 p), junior high school (13 p), senior high school (12 p), administration (7 p), management (1 p) and the session was about KAIZEN 5S. It was my first facilitation with FIRST-ADLX framework applied for a large number of participants.


Background

5S is a part of Japanese Kaizen which the purpose is improving  the  workplace  environment  by  improving and keep workplace to be clean and tidy. The impact expected is in the workplace and its environment when it becomes clear, effective, and safe. The 5S method is commonly applied in companies all over the world and we think it could be applied at school to make it more clean, tidy, effective, and safe.

The 5S method needs action for achievement. All members of the school must be involved in 5S method to be achieved. The participants are persons who know their school's condition and they have the responsibility to improve it. Therefore, we think that attitude and skill should be the first matter to be achieved before knowledge (ASK) and we believe that FIRST framework will be suitable for the facilitation. By applying FIRST framework participants will be more engaged and Impacted in facilitation.

Facilitation


The facilitation focused on the first 3S which are (sort, set (in order), and shine), thus object of the action of 5S are workplace and school environment. Facilitation was held in three sessions and each S of 3S facilitated in each session (Structuring and Sequencing principle).

Firstly, we had two days before facilitation I prepared and sent participants a module (5 pages) about 5S as their reference. The purpose was to increase readiness and participants get more engaged in facilitation. Moreover, Facilitation was opened with an energizer by a participant who is a teacher from kindergarten school. It was engaged all participants to sing and dance. Before the main topic conveyed, I presented a mini-presentation about kaizen in general and how it was done in most Japanese companies. Also, I presented about how Japanese factory avoid wastes.

The 5S method starts with Seiri (Sort). At first, I showed a picture of a messy office and I pulled any comments about the picture and what would happen (regarding wastes) affected by the messy room. Then I explain what to do in seiri (Sort) principle. In pairs, I asked participants to categorize their things or stuff related to their work and plan to do seiri (Sort) principle. During the discussion in pairs, I moved around the room to do probing and assessing. Regarding all participants are adults, trust the learner principle was helpful.

After the discussion finished, I asked two participants to present the discussion result voluntary. One male and one female. Before the break, we regrouped participants and change the layout of seats. Because the first session layout was lecture's model layout, all seat facing the front side so it needs to change to make discussion easier to do. (Readiness increase)

20 minutes break time and then opened with (ich ni san) game energizer.

 


















Facilitation continues with 2nd S of 5S. I made 5 minutes mini-presentation about seiton (set in order) and in groups discussion about seiton's implementation at their workplace. During discussions, I moved around and made small discussion in each group to do probing and assessing. Some participants directly asked me to asked a confusing matter. Before the break, I showed to all participants how seiton(Set in order) principles were done in a Japanese factory to give them references.


Lunch break about 1 hour and 20 minutes the started again with ich ni san shi go games which were continued from the previous game.

The third session topic was 3rd S of 5S which is seisou (shine). Started with energizer ich ni san shi go (1 2 3 4 5 in Japanese) game, continued from the previous energizer, then continue with 10 minutes mini-presentation. With the same groups' participants, we discussed the plan to make their workplace, classroom, and school cleaner regarding 3rd S of 5S. Same with the previous discussion, I moved around groups for probing and assessing. Discussion results then presented by each group. As I explained previously that the facilitation focused on 3Ss of 5S. So the remain 2 Ss presented in the mini-presentation.

For a closer, I asked groups to make the slogan of 5S with body sign, then presented by each group. 



In addition, there is a post trip I planned with school management to ensure 5S will done at the school. Management will monitor and evaluate what teachers do related with 5S.


Conclusion

What was clear that applying FIRST Framework creates discussion and reflection on reality that make facilitation easy for participants to understand. Participants also became more confident to apply 5S after try to make action plan as discussion results. Some participants got solutions for their problems of current condition. In addition, I got message from school's management that desks of some teachers become more clean and tidy after the facilitation. Thanks to Sister Kusuma Dewi, as school management and my Sister in ROOTS program, for her assistance so the facilitation as done

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