Improving Teaching and Learning through Kaizen and 7 th Habit

Abstract

This institutional research article explicates the application of Kaizen in a teaching and learning milieu. The prime idea of this inquiry is anchored on Kaizen principles espoused by Kaizen expert, Masaaki Imai, who articulated that " Kaizen strategy is the single most important concept in Japanese management, the key to Japanese competitive success. " Also backing up this inquiry is the 7 th Habit-described as " Sharpen (ing) the Saw "-from Stephen Covey's The 7 Habits of Highly Effective People. Both popular principles are the springboard of this research inquiry into Kaizen's 5S principles and 7 th Habit against the backdrop of academic functions as exemplified by instructors and leaders of learning in school and universities in an attempt to improve the quality of learning. The author then explores the validity of the effectiveness of the Kaizen principles in various areas of learning facilitation. The author recommends the adaption of Kaizen principles to teaching to sustain continuous quality improvement in all learning undertakings-whether on the practicality of the principles in teaching, their reliability in learning among various learners, or their effectiveness in educational leadership. As a practitioner of continuous quality improvement and a facilitator and leader of quality teaching and learning for years, the author has considered the role that teachers and school leaders play in the implementation of continuous quality improvement to attain and sustain the effectiveness and efficiency of quality learning in the academe.

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ISSN: 2347-7474
International Journal Advances in Social Science and Humanities
Available online at: www.ijassh.com
RESEARCH ARTICLE
Ronel Mondragon Sapungan et. al | January 2016 | Vol.4 | Issue 01 |01-07 1
Improving Teaching and Learning through Kaizen and 7th Habit
Ronel Mondragon Sapungan*1, Joseph Bangayan Cuarteros2
1Department of Social Sciences, AMA International University-Bahrain, Kingdom of Bahrain.
2Quality Assurance Coordinator, Gulf College, Muscat, Sultanate of Oman.
*Corresponding Author: Email: rmsapungan@amaiu.edu.bh; dr.ronel192025@gmail.com
Abstract
This institutional research article explicates the application of Kaizen in a teaching and learning milieu.
The prime idea of this inquiry is anchored on Kaizen principles espoused by Kaizen expert, Masaaki
Imai, who articulated that “Kaizen strategy is the single most important concept in Japanese
management, the key to Japanese competitive success.” Also backing up this inquiry is the 7th Habit-
described as “Sharpen (ing) the Saw”-- from Stephen Covey’s The 7 Habits of Highly Effective People.
Both popular principles are the springboard of this research inquiry into Kaizen’s 5S principles and 7th
Habit against the backdrop of academic functions as exemplified by instructors and leaders of learning in
school and universities in an attempt to improve the quality of learning. The author then explores the
validity of the effectiveness of the Kaizen principles in various areas of learning facilitation. The author
recommends the adaption of Kaizen principles to teaching to sustain continuous quality improvement in
all learning undertakings-whether on the practicality of the principles in teaching, their reliability in
learning among various learners, or their effectiveness in educational leadership. As a practitioner of
continuous quality improvement and a facilitator and leader of quality teaching and learning for years,
the author has considered the role that teachers and school leaders play in the implementation of
continuous quality improvement to attain and sustain the effectiveness and efficiency of quality learning
in the academe.
Keywords: Kaizen, Continuous quality improvement, Kaizen in teaching, 5S principles, 7th habit.
Introduction
Kaizen is about changing the way things are.
If you assume that things are all right the
way they are, you can’t do kaizen. So change
something! --Taiichi Ohno
Revolutionizing teaching and learning
through Kaizen philosophy to achieve
quality education has been a vital concern
among educators in the academe in the
world today. [1] Kaizen, which means
continuous improvement, is built on quality
as a part of the total process. Thus, to do
Kaizen, or to kaizen, is to implement Kaizen
principles in the name of quality or
continuous quality improvement. This
concept, first espoused by Masaaki Imai only
to improve industrial efficiency in Japan,
has now become an interesting theory in the
teaching and learning process.
In his book, Kaizen: The Key to Japan’s
Competitive Success, Imai stressed that
Kaizen is the lone most important concept in
Japanese management-the key to Japanese
competitive victory. Its success has
manifested in many organizations around
the world. Hence, many authors and
educators have tried the effectiveness of
principles in teaching and learning in their
respective area of specialization.

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Ronel Mondragon Sapungan et. al | January 2016 | Vol.4 | Issue 01 |01-07 2
The same principle has also become a model
in classroom management and educational
leadership undertakings.
Origin of Kaizen
Kaizen (ky-‘zen) originated from the
Japanese term ‘kai,’ which means ‘change,’
and ‘zen,’ which means ‘good’ (to be better).
Some interpret ‘kai’ as continuous, and ‘zen’
as improvement. The term, which has been a
password to log in the concept of
improvement in every aspect of organization,
has now become synonymous with
continuous quality improvement.
In Japan, Kaizen has been a familiar term in
schools. This is why most schools in Japan
are frequently changing. Kaizen in schools
refers to continuous quality improvement of
students’ learning through the use of
innovative (kaizen) teaching techniques and
tools being implemented by the teachers and
supported by school administration.
Although kaizen principles were originally
designed for industries, some of its aspects
are being used to revolutionizing schooling.
This is the objective of this investigation –to
verify the effectiveness of these principles in
changing the face of education.
Rationale of Inquiry
This paper is anchored on Kaizen principles
espoused by Kaizen expert, Masaaki Imai,
who articulated the effectiveness of kaizen
as a single theory in Japanese management,
which later became the source of competitive
success in Japan management.
This inquiry likewise wanted to probe the
effectiveness of the 7th Habit from Stephen
Covey’s The 7 Habits of Highly Effective
People, which is described as “balance” and
“renewal” of “your resources, energy, and
health to create a sustainable, long-term,
effective lifestyle.”
Both popular principles are the springboard
of this scholarly endeavor probing that
Kaizen’s 5S principles and 7th Habit
(Sharpening the Saw) could also manifest in
the academic milieu and could possibly be
exemplified by instructors and leaders of
learning in school and universities in an
attempt to improve the quality of students’
learning.
Furthermore, the author specifically verified
the validity of the effectiveness of kaizen
principles in many areas of teaching and
learning endeavors through the
corroboration of many authors and the
actual application of the author himself.
Applying Kaizen as a Challenge
For the author, applying kaizen in teaching
was at first a tremendous challenge. This
was basically tantamount to taking a
quantum leap or changing the wagon’s gear
without sacrificing the quality of education
while trying to maintain or sustain the
expertise of long years of teaching
experience, including classroom
management skills and time-tested teaching
techniques.
Kaizen philosophy in education is equivalent
to aiming for quality, which had become a
continuous struggle for both teachers and
students. But since kaizen means
continuous quality improvement, it means
continuing improvement in personal, home,
social, working, school and university life. As
Lal Fonseka, a productivity consultant of
Brand Lanka Limited, put it, when applied
to the school, kaizen means continuing
improvement involving every person –the
principal or dean, teachers, parents and
students. [2]
For the author, to kaizen means to draw on
and apply 100% effort and creativity to
achieve set goals in teaching and leadership.
It requires a teacher to have three-horse
power to push daily workloads. It needs
180kp/h to be efficient to meet expected
learning outputs as manifested in course
intended learning outcomes which are being
assessed in every term.
To kaizen means to answer two humungous
questions: (1) How can we meet the standard
of teaching as measured against students’
learning or the degree of excellence achieved
by the learners; and (2) How can the teacher

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acquire the kaizen skill and possess it as a
distinctive attribute or characteristic in his
or her teaching career?
Kaizen in Teaching and Learning
“The basis for learning in the classroom is
known as the constant improvement where
teachers and students always seek ways to
improve the system to enhance the fun of
learning.”-Lal Fonseka
Learning the kaizen method is beneficial. As
for the author, acquiring kaizen skill has
made him change the educator he used to be
and what he used to do. This Japanese work
principle had totally changed his perception
of effectiveness, efficiency, commitment and
quality profession.
The author’s claim of Kaizen’s effectiveness
in teaching and learning has been
corroborated by many researchers and
educators.
In the book, The Learning Revolution, co-
authors Jeanette Vos and Gordon Dryden
explained that revolutionizing schools
through Kaizen has optimistic effects. The
significant results have been evident in the
Mt. Edgecumbe High School, in Sitka,
Alaska, the school that pioneered Total
Quality Management or TQM and Kaizen in
America. Among the results were as follows:
a) students have established four pilot
companies; b) they have learned foreign
languages, quality control, statistical
analysis, mathematics, exporting,
marketing, accounting and many more; c)
teachers and students are considered as co-
managers as they set goals and implement
plans collectively; d) the first week of each
school year is used for building self-esteem
and quality training; e) teachers have
completely changed their teaching styles,
with most now being "95 per cent
facilitators" rather than lecturers; and f) all
students set very high improvement goals.
When the author learned Kaizen principle in
2007, his assiduity to apply it in his life
became intense. As an educator he has
considered kaizen as an important aspect of
his way of life at home, in the classrooms
and at his workstation. The passion for
Kaizen philosophy has brought to the author
better work orientations, more organized
work plans, more engaged and productive
employee, and happier relation with his
colleagues and his family.
The ripple effects of the love for Kaizen could
be observed by following the basic steps as
suggested by Mark Graban: 1. Be keen in
identifying opportunities for improvement;
2. Discuss the plan of action among the work
force; 3. Implement the plan and evaluate its
effect; 4. Write all what has been done; and
5. Share the effective ideas and acknowledge
people’s contribution [3].
Kaizening my class work…
Kaizening Class Instructions
The teacher approaches each classroom with
the belief that each student comes with the
desire to learn, that each one can learn far
more than previously learnt. To truly have
fun in the classroom, quality must be part of
the classroom culture. Lal Fonseka

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Ronel Mondragon Sapungan et. al | January 2016 | Vol.4 | Issue 01 |01-07 4
With the objective of improving students’
learning in mind, kaizening class
instructions can be done!
Thus, the primary duty of the teachers is to
work on possible ways to improve the
classroom instructions with the help of
students, member teachers and
administration. Teachers should improve
(kaizen) their instructional tools like the
laptop, desktop, overhead projector or mobile
phones. Lessons must be planned and
organized well, putting the student’s level of
intelligence, learning style and interest in
mind. They should be ready to find solutions
and applicable instructions when problems
arise in the classroom. They should be fully
aware of the needs of students who, in this
era of technology, have changed their
learning preference. In fact many students
nowadays prefer to glue their heads onto
their mobile phones rather than to listen to
teacher’s instructions.
You may find students get bored doing their
homework and listen to teacher’s litany of
daily chores; hence, you can resort to using
more innovative techniques, like utilization
of Iphone, Ipad or smart phones to capture
student’s attention and motivate them to
learn. Students might already have been fed
up with heavy, printed books for home
reading assignments; hence, you could resort
to giving them reading stories or novels in
eBooks as home reading activities. Students
might get bored with the traditional
collaborative learning or peer-involvement
approach; hence, you could resort to using
social media which young adults are fond of
using like Facebook, Instagram or Tweeter.
Many students may already have disliked
arrays of common assessments you give
after every lectures; hence, you could
present online games as formative
assessment using their Iphones or the
popular YouTube to analyze uploaded videos
of diverse social issues.
Kaizening the classroom instructions
requires creativity and persistence on the
part of the teacher. Equally important are
the motivations that the teachers have to
give to students who, too, could share in the
process of improving classroom instructions
for continuous improvement in their studies.
Teachers should seek student’s needs
through feedbacking, one-on-one
consultation, and focused group discussion,
among others.
Kaizening my workstation…
Kaizening class instructions to improve learning can be
done through the use of well-planned instructions and
assessments in laptop, online games, online instructions
and social media.
Kaizening my workstation using the 5S principle
creates tremendous positive impact on my efficiency
and productivity!

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Ronel Mondragon Sapungan et. al | January 2016 | Vol.4 | Issue 01 |01-07 5
Kaizen Starts at Home and Workstation
The journey to master Kaizen principle
which improves teaching and learning
should start from our home and from every
corner of our work station. - Dr. Ronel M.
Sapungan
The fundamental measure and key driver for
mastering Kaizen is the 5S, which stands for
sort, set in order, shine standardize, sustain.
Kaizen Institute explains 5 Steps as follows:
1. Sort (Seiri): Sort out and separate that
which is needed and not needed in the area;
2. Straighten (Seiton): Arrange items that
are needed so that they are ready and easy
to use. Clearly identify locations for all items
so that anyone can find them and return
them once the task is completed; 3 Shine
(Seiso): Clean the workplace and equipment
on a regular basis in order to maintain
standards and identify defects; 4.
Standardize (Seiketsu): Revisit the first
three of the 5S on a frequent basis and
confirm the condition of the Gemba
workplace) using standard procedures; and
5. Sustain (Shitsuke): Keep to the rules to
maintain the standard and continue to
improve every day.
Kaizen Institute further elucidates that the
5S offers more benefits to our professions. It
states that 5S relates to workplace
organization and forms a solid foundation
upon which many organizations base their
drive for continuous improvement. It is
equally applicable and successful in all
sectors helping to achieve high impact
results. It is a systematic and methodical
approach allowing teams to organize their
workplace in the safest and most efficient
manner.
The discipline to check and repair
equipment is included and adopted. The
entire process is managed through the use of
team generated audit documents, completed
on an agreed frequency by responsible
owners within the Gemba (workplace) [4].
Kaizening my home…
The author believes that the 5S, when
practiced conscientiously, could improve
well-being; it would form a solid groundwork
upon which to build continuous quality
improvement; teachers would gain a sense of
rights, participation and accountability; it
could help eliminate wastes (Muda - waste
of resources, waste of time, waste of energy,
such as too many files on the desktop; Muri -
too much workload for a day; workload thus
needs to be planned and distributed
logically; and Mura - not considering if the
task is very important and very urgent; it
may be very important, but not very urgent
and vice versa); and it improves performance
in efficiency, superiority and self-esteem
which leads to increased effectiveness and
prosperity.
The 7th Habit Effect
Complementing the Kaizen method in
improving teaching and learning, which the
author believes, is the 7th Habit, one of the
seven habits popularized by Dr. Stephen
Covey in his book, The 7 Habits of Highly
Effective People (1989). Covey’s book was an
inspiration to many professionals and
organizations around the world.
“When I apply Kaizen principle at home …things
have dramatically changed: orderliness and
cleanliness manifested! This turns to be a good
habit, and I sustain!”

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Ronel Mondragon Sapungan et. al | January 2016 | Vol.4 | Issue 01 |01-07 6
It teaches an approach to being effective in
achieving goals by adhering to the principle
of paradigm shift or principle of character
ethic change.
The Seventh Habit has something to do with
Continuous Improvement, widely known as
‘Sharpen(ing) the Saw’. Wikipedia describes
it as “balance” and “renewal” of “your
resources, energy, and health to create
a sustainable, long-term, effective lifestyle.
It primarily emphasizes exercise for physical
renewal, prayer (meditation, yoga, etc.) and
good reading for mental renewal. It also
mentions service to society for spiritual
renewal” [5].
The idea brought about by the 7th Habit has
made the author realize that improving
education will drive persons along the path
of personal autonomy, protection,
understanding, and authority. The author
also decided to constantly ‘sharpen the saw’
to attain improvement in life and in
profession. Consequently, the same assiduity
to promote quality education was extended
to his workplace, and eventually created
ripple effects among his friends and
colleagues in the workplace and among
students in every classrooms. By sharpening
the saw (both knowledge and skills) more
quality of life and in profession would surely
manifest.
The essence of the 7th Habit has inspired the
author to conduct more researches that
could help improve teaching and learning.
His on-going institutional research has
something to do with Integration of Mobile
Phones into an Arab Tertiary EFL
Classroom, particularly the effectiveness of
cell phones in learning English as a Foreign
Language among Arab students in Bahrain.
Conclusion
“We must open the doors of opportunity but
we must also equip our people
to walk through those doors.”-Lyndon
Johnson
The desire to practice Kaizen and the 7th
Habit should not stop where one task is
done. This has to be evaluated, polished and
sustained. This has to be radiated and
taught to many people.
As Lyndon Johnson puts it, we have to share
the principles with other people; as we do,
we are opening the doors of the chance to all,
and enable them to walk through those
doors. In other words, we must play role
models in applying Kaizen and the 7th Habit;
if we do, we become stewards of
improvement; we help empower every
person and enjoy quality, meaningful life.
Thus, the author recommends advocating
kaizen and 7th Habit in teaching as steady
principles to sustain continuous quality
improvement in all scholarly undertaking-
whether on the practicality of principle in
teaching, on the reliability of principle in
learning among various learners, or on the
effectiveness of principles in educational
leadership.
As professionals, therefore, we should
advocate continuous quality improvement in
our respective posts. As facilitators and
leaders of quality teaching and learning, we
should consider our significant roles as
teachers and school leaders in the
implementation of continuous quality
improvement to attain and sustain the
effectiveness and efficiency of quality
learning in the academe.

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Ronel Mondragon Sapungan et. al | January 2016 | Vol.4 | Issue 01 |01-07 7
Acknowledgment
The author sincerely acknowledges his
fellow researcher Dr. Edgar Alosbaños for
sharing his professional expertise and
extreme motivation to make this research
article possible.
References
1. Gordon Dryden & Jeanette Vos, Kaizen, How
Kaizen philosophy is revolutionizing schools,
retrieved on 12 October 2015 from
http://www.thelearningweb.net/kaizen.html
2. Fonsenka, Lal Introduction to Kaizen
Philosophy in education: Continuous
improvement – Guidelines, Retrieved on 16
February 2015 from
http://archives.dailynews.lk/2011/04/12/fea23.
asp
3. Graban, Mark, Kaizen: Creating a Culture of
Continuous Improvement, retrieved on 12
October 2015 from
https://www.linkedin.com/pulse/201408241402
02-81312-kaizen-engaging-everybody-to-
create-a-culture-of-continuous-improvement
4. About 5S, Kaizen Institute, retrieved on 16
October 2015 from http://www.kaizen.com /
knowledge -center/what-is-5s.html
5. The Seven Habits of Highly Effective People,
Stephen Covey, retrieved on 15 October 2015
from
6. http://en.wikipedia.org/wiki/The_Seven_Habit
s_of_Highly_Effective_People