Jones, Oliver William ORCID: https://orcid.org/0000-0002-0538-3325, Gold, Jeff ORCID: https://orcid.org/0000-0003-0289-6712 and Claxton, Julia (2021) Development of a Kaizen series model: abducting a blend of participatory formats to enhance the development of process improvement practices. Total Quality Management & Business Excellence, 33 (7-8). pp. 947-973.

Preview

Text Development of a Kaizen series model abducting a blend of participatory formats to enhance the development of process improvement practices.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) | Preview

Abstract

The paper utilises a form of Action Research, known as the ‘Constructive Research Approach’ (CRA), to explore how project teams could engender the development of process improvement (PI) routines in a higher education context. The methodology of Mediated Discourse Analysis (MDA), an ethnographic approach to researching practice, is used to trace the development of PI routines over time. The findings showed that process owners and actors who were engaged because of ‘power’ of an initial pre-project Kaizen event, then became more passive participants in the ensuing traditional improvement project, with reduced performances of the PI routines. The main contrition stemming from the work was the abduction of a hybrid model of participatory engagement, that of a ‘Kaizen series’. This extended series of events affords the development of two key routines, ‘the working with a process map’ and the process analysis routine, by increasing opportunity for actors to perform these routines both within and between events, and by balancing the facilitation and empowerment routines. In addition, the Kaizen series is not dependent on any individual PI methodology. The resulting Kaizen series offers PI practitioners an opportunity to blend the best aspects of two different modes of engagement, Kaizen events and project improvement teams.

Item Type:	Article
Status:	Published
DOI:	10.1080/14783363.2021.1911633
School/Department:	York Business School
URI:	https://ray.yorksj.ac.uk/id/eprint/6364

University Staff: Request a correction | RaY Editors: Update this record