ARDAITA ATVET COLLEGE

Agricultural cooperative
Promotion service Level I
Learning Guide #28

Unit of Competence: Apply 3s

Module Title: Applying 3S

LG Code : AGR CPS1 M09 LO1-28

TTLM Code: AGRCPS1 TTLM 1118v1

LO 1: Organize junior Kaizen Promotion Team

 Instruction Sheet Learning Guide- # 28

This learning guide is developed to provide you the necessary information regarding the content
coverage and topics listed on the table of contents

 Identifying Basics principles and stages of KPT

 . Establishing the Structure of Junior KPT
 Making effective and appropriate contributions to team activities
 Using effective and appropriate forms of communications
 Preparing Kaizen Board

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –

Learning Activities
1. Read the objectives of this learning guide
2. Read the information sheet written in the “information sheets 1-5”. Try to understand and
rehearse what being discussed. Ask your teacher for assistance if it is difficult to
understand what is being discussed.
3. Accomplish the self-check exercise for each information sheet
4. If you get a satisfactory evaluation proceed to “next information sheet”. however, if your
rating is unsatisfactory, see your teacher for further assistance or go back to previous
information sheet
5. If you earned satisfactory results you can proceed to the next learning guide.

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 Information Sheet-1 Identifying Basics principles and stages of KPT

1.1. Identifying Basics principles and stages of KPT

1.1.1. Basic Kaizen Principles

1.1. Principles of kaizen

The two key features of kaizen are incremental and continuous improvement and involvement of
the entire workforce in that process. The workforce, even workers, need to participate in
producing small but frequent changes by making suggestions for improvement in both process
and product.
The term continuous improvement is linked to Kaizen that means change for the better. In Lean
manufacturing, this change for the better can result in gradual improvement of products,
workplace efficiency, customer service, and reduction of waste. Lean production can help to
create a continuous learning environment that will keep the gains achieved and encourage new
strategies to achieve a company's long-term goals.

The Basic Principles of Kaizen

The principles of Kaizen that
1. People are the most important asset.
Teamwork provides results and gives everyone a feeling of accomplishment. A dozen heads
are better than one.
2. Everyone must be open to change and improvements.
Ideas from workers, management, suppliers, and customers can lead to new, better and
easier ways of doing things.
3. Gradual changes are easier to accept than complete overhauls and employees are more likely
to accept gradual change. Small changes will demonstrate how a tiny improvement can
provide real results.
4. Old ways of doing things may be comfortable, but not very efficient.
Everyone in a company has to accept Change is Good and necessary for company survival
5. Making excuses is unacceptable if it is.
We have always done it this way and don’t see why we have to change now. Keeping the old
ways may result in a company not being able to survive the competition.
6. If the job is right the first time, waste will be reduced.
Waste accounts for as much as35% or higher of manufactured product. By eliminating
waste, profits increase.
7. Correct process errors immediately or they become larger.
Equipment breakdowns andfailures are a result of letting a minor problem become a major
headache.

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.
1.1.2 kaizen pillars
There are 3 types of kaizen pillars

1. AS A PHILOSOPHY

• KAIZEN is a philosophy of continuous undertaking by an organization to improve its

activities and processes with the goal to always improve quality and productivity so that the
organisation can meet full customer satisfaction.

2.THE SECOND PILLAR

KAIZEN SYSTEMS
KAIZEN Systems
• Toyota Production System
• Total Productive Maintenance
• Company Wide Quality Control(QCC, Suggestion system)
Total Quality Management System

3. THE THIRD PILLAR

KAIZEN TOOLS
These are kaizen implementation methods and technical tools. By basing on kaizen philosophy and
through following kaizen systems, these tools can bring continuous improvement. For example
• 5S
• QC 7 tools Kanban
• JIDOKA
• POKAYOKE (Foolproof)
• Standard Operation

• Leveled Production
• Just-in-time system (JIT)
• Continuous Flow Processing

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 • Pull System
Industrial Engineering(IE)

Guiding Principles of Kaizen

• Put quality first even than cost and delivery.
• Bottom-up approach.
• Top management commitment.
• Learning process and customization
• Customer satisfaction

What is Muda, Mura, and Muri

Muda

Muda means wastefulness, uselessness and futility, which is contradicting value-addition. Value-
added work is a process that adds value to the product or service that the customer is willing to
pay for. There are two types of Muda, Type 1 and Type 2. Muda Type 1 includes non-value-
added activities in the processes that are necessary for the end customer. For example, inspection
and safety testing does not directly add value to the final product; however, they are necessary
activities to ensure a safe product for customers. Muda Type 2 includes non-value added
activities in the processes, but these activities are unnecessary for the customer..

There are seven categories of waste under Muda Type 2 that follow the abbreviation
TIMWOOD. The seven wastes are (1) Transport i.e. excess movement of product, (2) Inventory
i.e. stocks of goods and raw materials, (3) Motion i.e. excess movement of machine or people,
(4) Waiting, (5) Overproduction, (6) Over-processing, and (7) Defects.

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Mura

Mura means unevenness, non-uniformity, and irregularity. Mura is the reason for the existence of
any of the seven wastes. In other words, Mura drives and leads to Muda. For example, in a
manufacturing line, products need to pass through several workstations during the assembly
process. When the capacity of one station is greater than the other stations, you will see an
accumulation of waste in the form of overproduction, waiting, etc. The goal of a Lean production
system is to level out the workload so that there is no unevenness or waste accumulation.

Mura can be avoided through the Just-In-Time ‘Kanban’ systems and other pull-based strategies
that limits overproduction and excess inventory. The key concept of a Just-In-Time system is
delivering and producing the right part, at the right amount, and at the right time.

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Muri

Muri means overburden, beyond one’s power, excessiveness, impossible or unreasonableness.

Muri can result from Mura and in some cases be caused by excessive removal of Muda (waste)
from the process. Muri also exists when machines or operators are utilized for more than 100%
capability to complete a task or in an unsustainable way. Muri over a period of time can result in
employee absenteeism, illness, and breakdowns of machines. Standardize work can help avoid
Muri by designing the work processes to evenly distribute the workload and not overburden any
particular employee or equipment.

The Seven Types of Waste (Muda)

One popular and well-known concept of the Toyota Production System is the elimination of
waste, in Japanese also called muda (無駄). It is one of the three evils of manufacturing systems,
the others being unevenness (mura, 斑) and overburden (muri, 無理). In this post I would like to
go through the details of waste with you. This includes the traditional seven types of waste – of
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which I am a big fan. For completeness sake I also included a lot more types of waste I have
come across in industry. However, you have to decide yourself if these additional wastes are not
themselves a waste.

What is Waste (Muda)?

Muda

Everything that is done in the company is divided into two groups: value-adding and waste.
Generally speaking, value-adding is anything the customer pays for, and waste is anything the
customer does not care about. Sounds easy, right? In practice, however, it is a bit more difficult,
and there is a large gray zone.

Adding value …

Assume that you are attaching a wheel to a car. Of course, the customer wants his car to have
wheels. He would pay less for a car without wheels attached (well, I would!). Therefore,
attaching the wheels and screwing on the bolts is value-adding.

Or is it? You could also say that the customer does not care about screwing on the bolts, as long
as they are tightened. Hence, with equal validity you could say that only the last quarter turn
tightening the bolts are value=adding, and all turns before are waste. Therefore, if you have a
screw that needs less turns to hold the wheel securely, you would have reduced waste. Both
views are equally valid.

As for transport, the wheels were probably not produced at the same spot where they are
installed. Instead, a transport process brought them to the assembly site. The customer does not
care if you carry around your wheels, hence it is waste. Yet, it is probably not possible to
eliminate transport completely. Hence, in industry it is often differentiated between avoidable
waste (that can be eliminated completely) and unavoidable waste (that can be reduced but not
eliminated). Of course, like value-adding and waste, avoidable and unavoidable waste also have
a big gray zone in between.

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The Seven Types of Waste
In particular for manufacturing, Toyota has defined seven types of waste in more detail.

1.Transportation

Any type of transportation is waste. The less you transport, the better.
Not only does it cost time and money, it can also cause damage or you can misplace the item
completely.

2.movement

Some movement is necessary for (most) work.

Avoid unnecessary movements. Arrange everything so the worker has to move as little as
necessary to assemble the product. MTM and REFA are strong methods in this aspect (see also
Taylor and Gilbreth). This applies not only to workers, but also to machines, albeit the workers
are more important. In a machine, do not move the tool 10 inches out of the way if 5 inches will
suffice. The machine will be faster, and there will be less wear and tear.

3.Waiting

What a waste!

This refers primarily to people waiting. Not quite as important but also included are machines
waiting. Not included are parts waiting, since this would be included in the waste through
inventory (even though Wikipedia says differently at the time of me writing this post). For
people it is easy to see. You are paying them wages, yet if they have to wait for parts, machine

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processes, or other workers, this money is wasted. Crucially, Toyota also considers this
disrespectful to the people.

This is also the main reason why waiting times for machines are considered less important. If
you have the choice, you should rather let the machine wait for the operator than the operator for
the machine. (OEE is a good measure here and can also help you to improve your utilization, as
long as you don’t fudge the numbers.) Hence, machine utilization and OEE is NOT a type of
waste!

Of course, if you can increase both, it would be best – given that you actually need the products.
Unfortunately, I have seen too many examples where management wanted to increase utilization
of machines and merely ended up with lots of not (yet) needed inventory – leading to an even
bigger waste of overproduction and inventory.

4.Processing

Worlds largest Swiss Army knife! Exciting … but

a bit too much!

Over-processing refers to inclusion of additional features, parts, processes, or other things that
the customer does not need and hence is not willing to pay for. This is the proverbial golden
screw. It sounds obvious not to include features the customer does not want, but unfortunately it
is not so.

Products are purchased by the customer but designed by the designers and engineers.
Unfortunately, these have a completely different mindset, and may be aware of potential flaws
and possible features that the customer has never ever heard of before. This is particularly
common in industries where the designers and engineers are particularly attached to their product
(e.g., the automotive industry or machine tool building), although pretty much any product is
loved by at least some of their creators.

I have seen many products being over-designed and over-engineered to include features that 99%
of the customers did not care about or did not even know about, yet the designers wanted their
baby to be perfect. Yet, if it adds no value for the customer, it is a waste. See, for example, my

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Lean Obituary for Maybach, which was primarily built for the Daimler executives (although they
did not pay for them themselves) and ended up losing half a million dollar per vehicle.

5.Defects and Rework

Defects!

Any product that does not satisfy the requirements and has to be reworked or thrown out. This is
also an obvious and expensive type of waste. Similar to overproduction, you invested all the
capacity, material, and time, but then you cannot even sell the product but have to throw it out.

Even if it can be reworked, it is an additional effort, will consume more capacity and time, and in
general will mess up your production schedule. Hence, when you do it, do it right the first time.

6.Inventory

Any kind of material you have but do not work on right now is a waste. You paid for it, but it
merely sits around, has to be maintained, transported, and uses up space. Inventory can easily
cost you 30%–65% of its value per year. For details, see my post The Hidden and Not-So-
Hidden Costs of Inventory.

Yet, in many firms, inventory is still seen as something good, especially on the shop floor.
Inventory gives security. You always have something to work on, and you are more likely to
have something to sell if the customer comes around. Yet, while you need inventory, it makes
you sluggish and expensive.

7.Over-Production

Producing more than what is needed is a waste. Lean production is lean especially because it
produces only what is needed. Overproduction ties up capacity, material, time, and other
resources that are not yet needed. In effect you are paying today what you may have to pay only
a week from now. Additionally, you now have even more inventory, and hence you are losing
even more money.

In a traditional view, overproduction is the worst waste of all the seven types of waste.
Overproduction will act as a multiplier to many other types of waste. It will (naturally) increase
inventory, and also transportation and movement. Furthermore, defects may be noticed too late.
Hence, try to avoid it if you can.
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Many More Additional Wastes – What a Waste!
The idea of eliminating waste is a very easy-to-understand concept. Hence, it is no surprise that
many people added additional types of waste to the classical seven types of waste above.
Personally, I am a big fan of the above seven, and not so much of the others below. For me, all
too often these additional wastes are difficult to measure, add little value, are too detailed,
overlapping, and may be even a waste themselves by being an excessive list of possible
wastes. Some are from Six Sigma, others from TPM (Total Productive Maintenance, which has
16 types of waste), and other sources in literature. :In any case, see for yourself if any of the list
below suits you, it mostly does not for me:

1. Unused (Floor) Space: Also a waste. At least one company I know generated this due to
their hierarchy structure. Design and Manufacturing were separate entities, hence
Manufacturing was not in charge of “over-processing” above.  In order for them to still
have seven types of waste, floor space was added. As far as waste goes, the idea is not
bad, and less unused floor space is better.
2. Manufacturing goods or services that do not meet customer demand or
specifications: Added by Womack, also a possible candidate to consider
3. Unused Human Creativity/Potential; also known as Knowledge Disconnection: This
one seems to be popular with Six Sigma, and is also the most commonly found additional
waste. Of course, wasting human creativity is not good. However, my problem with this
type of waste is, how do you measure it? Everything above can be measured somehow,
but how do you measure human creativity? In any case, while it is not part of the
traditional seven types of waste, Toyota is pretty good at using this creativity.
4. Confusion: Clearly wasteful, but also difficult to measure. In my view this is probably
not a waste, but the result of other wastes. In any case, the less confusion, the better.
5. Unsafe Working Conditions: Work environments that are not safe are of course a big
potential source of trouble. For me, this could also be included in overburden (muri), but
could also stand on its own.
6. Wasted Opportunity: True, but how do you measure it?
7. Wasted Time in Meetings: Also true, but way too detailed for my taste.
8. Time wasted chasing fads:  Way too detailed, even if you would know how to measure
it. This waste may even be an ironic type of waste, as it could be its own fad …
9. Sub-Optimization: Not optimizing everything as much as you can. Well …  yes … but
wouldn’t that result in one or more of the seven types of waste above?
10. Ignoring Lessons of History: … right next to the waste of not being able to read and do
math  …
11.  Equipment failure: For me included in the seven traditional types of waste, depending
on its effects as waiting, movement, or defects.
12. Change Overs: also included in the seven traditional types of waste
13. Tool Change: Same as above, way too detailed
14. Ramp Up Losses: More of the same
15. Short time Stops and small breakdowns: Small stops and breakdowns. This one comes
probably from one of the three loss categories in the OEE
16. Speed Losses: The system runs slower than it could – Probably another one from OEE

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 17. Planned Stops: Probably another one from OEE
18. Management Losses: This includes any failure of management. This could be huge, but
TPM (where it came from) narrows it down quite a bit to lack of material or instructions
and overproduction due to management failures.
19. Line Organization Losses: This is to represent badly set up production lines. As far as
wastes go, this is for me now only an example, and no longer a type of waste. At the
same time the original definition from TPM did not even consider that not every
production is a line, but there are also for example job shops and on site manufacturing.
20. Logistic Losses: Manufacturing stops due to loading and unloading.
21. Measuring and Adjusting Losses: Manufacturing stops due to measuring and adjusting.
Also overkill in my view.
22. Usage Losses: The materials used in production are not used efficiently. Examples are
too sturdy products (which would be over-processing) or too much scrap.
23. Energy Losses: Wasting of Energy of any type. May even make some sense, also feeds
in the current green and Eco trend in industry.

Forms, Dies, and Tool Losses: Losses due to design changes that require a tool
change. Kind of true, but again way too much detailed

Date: november, 2018

TTLM on Apply 3s
Version: 1
Page 12 of 108
Prepared by wegene Girma

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 Self-Check 1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:

1 what is kaizen ?

2.list and explain types of wastage?

3.list kaizen pillars?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers.

Answer Sheet Score = ___________

Rating: ____________
Name: _________________________ Date:
_______________

Short Answer Questions

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 1.__________________________________________________
___________________________________________________
___________________________________________________
2.__________________________________________________
___________________________________________________

Information Sheet 2 Structure of junior kpt

1.2. Structure of junior kpt

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KAIZEN is a dynamic activity in revolving cycles of PDCA, (Plan,
Do, Check Act).

Then move through the process improvement plan:

Plan—create a time line, including all resources, activities, dates, and personnel training.
Do—implement the plan and collect data.
Check—analyze the results of the plan.
Act—act on what was learned and determine the next step

Information Sheet-3 Effective and appropriate contribution complete

team

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 1.3. Effective and appropriate contribution complete team

1.3.1. Building an effective team

Building a high performance team involves more than just randomly assembling a group of
talented individuals. For a team to be truly effective, its members must unite with the same
vision and be motivated to bring that vision to life. They must share clear, measurable goals, and
be committed to each play their part in the overall success of the group.

Here are six key steps to building and maintaining a strong, cohesive and effective team:

1. Define the purpose

Clearly define the purpose of the team, including the overall outcome it has been brought
together to achieve. What do you want to create, improve or change? What is the purpose of each
person’s role in the team? Providing a clear, inspiring vision sets the foundation for successful
teamwork, and helps guide the direction of the group when they face challenges and decisions.

2. Assemble the team

High performance teams are comprised of individuals that passionately embrace the vision,
believe their contribution is meaningful and are motivated to give their best effort. All team
members should trust, respect and support each other. Select members with complementary skills
and abilities, who can bring a diverse range of viewpoints and ideas to the table. Achieving a
good balance of personality types will enable the group to work together harmoniously but also
challenge each other when necessary.

3. Determine the goals

Once the team is established and united behind a shared, compelling purpose, the next step is to
break the vision down into smaller, manageable goals and tasks. Outline the required tasks in a
schedule, with agreed deadlines, milestones and responsibilities. Decide the role that each team
member will play. Be sure to also consider other resources required in terms of time, materials,
space, support and money.

4. Set expectations
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To ensure that each member understands what is expected of them, define a standard of conduct
for the team. Will communication be frequent, open, honest and transparent? Will contributions
be encouraged, valued and recognised? Will conflict be handled in a constructive way? Will
team decisions and feedback be respected? Setting clear standards from the outset will ensure
that each member’s conduct and contributions are appropriate.

5. Monitor and review

Regularly review the group’s performance through team meetings and one-on-one catch ups to
ensure that progress is being made. Good questions to ask are: how are we doing? What have we
achieved so far? What have we learned? What isn’t working so well? How can we improve?
Monitoring and reviewing progress allows for adjustments and improvements to be incorporated
along the way.

6. Celebrate and reward

Make the time to regularly recognise, reward and celebrate both team and individual
performance. This will help to build morale and bolster the motivation of the group to continue
their hard work. Find the most appropriate way to celebrate team milestones, such as a personal
‘thank you’ at a team meeting, an email copied to senior managers, or a team lunch. Ensure that
recognition is consistent, and that the method you choose inspires and reinforces the team
members to continue their positive contribution to the team’s progress.

Date: november, 2018

TTLM on Apply 3s
Version: 1
Page 17 of 108
Prepared by wegene Girma

Self-Check 3 Written Test

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Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:

1.how can build effective team?

2.list and explain the key steps of build effective team?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers.

1.

List Score =
___________
Rating:
____________

Answer Sheet

Name: _________________________ Date: _______________

Short Answer Questions

1. _________________________________________________________________-
_______________-
2.______________________________________________________________________
________________________________________________________________________

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 Using effective and appropriate forms of communicat
ions
Information Sheet-4

1.4. Using effective and appropriate forms of communications

1.4.1. Effective communication
Effective communication in the workplace is imperative in a leadership role. An age-old
aphorism goes, “It’s not what you say, but how you say it.” Good communication is what
separates a poor leader from an exceptional one. Having effective communication skills is the
key to good leadership.

 When you communicate well with your team, it helps eliminate misunderstandings and
can encourage a healthy and peaceful work environment. Efficient and open
communication with your team will also let you get work done quickly and
professionally.
 The moment you get the lines of communication open with your team, the process of
carrying out tasks and projects will most likely go by smoothly. Plus you will be
surprised how meeting targets will become a whole lot easier.

20 Ways to Create Effective Communication in the

Workplace
1. Open Meeting

 It is easier to communicate your passion and how you feel to your team via open
meetings. In this kind of forum, they will not only hear what you are saying, they will
also see and feel it. This approach still remains one of the best approaches to
communicate effectively with a team.

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 2. Emails

 In official settings, communication via email remains potent. It will enable you to pass
messages to members of your team without pulling them out of their workstations.

3. One on One

 Experts have been able to prove that some people understand better when you take them
aside and talk to them on a one-on-one basis. Ensure that you maintain eye contact with
them to enable the message to sink in.

4. Create a Receptive Atmosphere

 To effectively communicate with your team, you must create a receptive atmosphere.
Avoid a tense environment at all costs because when you communicate in an overly
intense manner, the message you are trying to share might not be well understood or
retained.

5. Communication via Training

 Your training should be tailored towards communicating certain information to your

team members. Most employees take training serious, especially when it’s part of their
appraisal.

6. Display Confidence and Seriousness

 Ensure that you display confidence and seriousness to ensure that you will not be taken
for granted. When your team members notice any uncertainty and lack of seriousness
when you’re communicating with them, they are likely to treat the information with
disdain or disregard.

7. Use Simple Words

 The truth is that everybody cannot be on same page when it comes to vocabulary.
Therefore, to be effective in your communications with your team members, use words
that can be easily understood. When ambiguous words are used, you can be
misunderstood and/or waste precious time having to explain yourself

8. Use Visuals

Place visuals at strategic positions around the workstations of your team. They should not just
hear the message, they should also see it. This gives room for better comprehension.

9. Listen to Your Team Members

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  Communication is intended to be a two way street. Don’t just talk because you are the
leader without listening to anyone else. Encourage them to open up so you can be well
guided when communicating in the future with them. You have two ears and one mouth
–so you must listen more than you speak.
 10. Use Body Language
 Your body language will pass your message faster and better. Master the art of using
body language when communicating with your team. Stand/sit up straight, use smiles,
handshakes and eye contact.

11. Act Out Your Message

 Someone once said, “Tell me what you want me to do and I might forget it, but do it in
front of me and I will never forget it.” Acting out your message is a very potent way of
communicating with your team. Let them see you do what you want them to do, and
watch their excuses disappear.

12. Use The Appropriate Tone of Voice

 One word can mean a different thing when said in a different tone of voice. Make sure
you use the appropriate tone of voice to communicate your message to your team so that
you won’t be misunderstood and discourage or demotivate members or cause them to
shut down completely out of fear.

13. Avoid Unnecessary Repetition

 If you want your team members to take you serious, never sound like a broken record
and don’t beat a dead horse. Tell your team members what you want them to know or do
and ask them if they are clear about it. If they are not, only then do you repeat what you
have said.

14. Use Presentations

 Some people grasp messages easily when pictures and sounds are involved. Using
presentations like Microsoft PowerPoint to communicate with your team will give them
the opportunity to refer back to it if they aren’t clear about certain things. 

15. Be Humorous

 Using friendly jokes when communicating with your team members will help pass your
message along in a more relaxed way. This method of communication has been proven
to be a highly effective way of dousing tension. When the atmosphere is unfriendly and
intense, being humorous does the trick. If you must use jokes, please don’t overdo it.
Remember, you are not a stand-up comedian.

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 16.  Be Articulate

 Communication is indeed a skill that must be learned by all, especially if you want to
lead any group of people. Being articulate  when you communicate to your team
members makes it easier for them to understand your message.

17. Avoid Mumbling

 Your team members should be able to hear you clearly. When communicating with
them, try as much as possible to speak clearly and not mumble words. When you
mumble words or speak too quickly, you may assume that they are clear on the subject.
But the truth is, they might not be. It also shows a lack of confidence on your part.

18. Encourage Feedback

 Don’t just talk and walk away. Give room for feedback so that you can measure the
effectiveness of your style of communication. It will also afford you the privilege of
knowing if your message was well understood.

19. Gesticulate

 Use your hands to demonstrate your message. Make hand motions and signals to
establish the seriousness of your subject matter when communicating with your team
members. This shows that you understand what you are trying to relay to them. Just
don’t let your body movement become too exaggerated and intense.

20. Be Appreciative

 After every communication session, via whatever means you have decided, always
remember to thank your listeners for their time. It will cost you nothing and it’s a simple
courtesy.
 Remember that the point of working as a team is to share ideas and boost productivity.
When effective communication in the workplace is hampered, it can sidetrack the entire
effort.
 You must work hard at these communication tactics and create ground rules to keep
everyone up to date, which helps avoid confusion and ensure the completion of the
project with ease.

TTLM on Apply 3s Date: november, 2018 Page xxiii2 of 108

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Version: 1 Prepared by wegene Girma

Self-Check 4 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is effective communication?
2.list and explain effective communication?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers.

Score = ___________
Rating: ____________

Answer Sheet

Name: _________________________ Date: _______________

Short Answer Questions

1._________________________________________________________________-
_______________-
___________________________________________________________________
__________________________________________________________________
2.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 Information Sheet-5 Preparing Kaizen Board

1.5. Preparing Kaizen Board

1.5.1. Kaizen board

What is a Kaizen Board?

The Japanese word “kaizen” literally translates into “change for better.” In English, the word
Kaizen is typically used to describe a process of continuous improvement - a key element of any
Lean practice. A Kaizen board is a visual tool that helps teams and organizations manage their
continuous improvement efforts. Kaizen boards and Kanban boards can be easily confused - and
in fact, some teams choose to represent their Kaizen work on their Kanban boards. Read to learn
how Lean, Kaizen, and Kanban all work together to help your team get more done.

What is Kaizen?
A

bove all else, Kaizen is a mentality - a way of thinking about work that helps teams practicing it
eliminate waste, improve process flow, boost productivity, and increase value created. There are
two facets of Kaizen: flow kaizen and process kaizen, each of which tackle a different part of the
organizational system. The use of Kaizen for continuous improvement requires both flow and
process kaizen efforts.

Flow Kaizen

Flow kaizen refers to the flow of information and materials through an entire value stream. Flow
kaizen efforts aim to improve efficiency, productivity, communication, and transparency at the
macro/organizational-level. This often requires an overhaul of existing systems, activities, tools,

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and methods. For many companies, focusing on flow kaizen, through an exercise called value
stream mapping, is the first step towards a Lean transformation.

Flow kaizen examples could include:

 Creating cross-functional teams that include employees from sales, marketing, and
customer success, to work together to move into a specific vertical
 Holding monthly organization-wide meetings to review performance numbers against
yearly goals
 Implementing a self-service BI analytics tool that provides every employee access to
organizational data
 Improving documentation across the company to reduce redundant effort

Process Kaizen

Process kaizen happens at the individual/team level - taking small, targeted steps to improve
efficiency, productivity, communication, and transparency. Because it is simply the process of
making incremental improvements, process kaizen is accessible to anyone looking to improve
their performance, regardless of whether their organization is undergoing a Lean initiative.
Process kaizen examples could include:

 Reducing the number of team members involved in a particular process

 Implementing limits on work in process (WIP) to increase speed

Analyzing productivity data from your Kanban board every week as a team

Using a Kaizen Board

If the following scenario sounds familiar to you, a Kaizen board might help: You have a super-
productive team meeting, one where everyone contributed awesome ideas for working smarter
and getting more done. A week or two goes by… and none of the ideas have been implemented.
You have another meeting to discuss the ideas, and everyone gets energized once more - but
once again, nothing actually gets done.

This is where a Kaizen board becomes useful. It’s difficult to make time and devote energy to
work that isn’t treated like work, but rather, a side project. Using a Kaizen board at the team or
organizational levels can help turn good ideas into actionable cards, which the group collectively
manages. As long as the team (or organization) commits to reviewing the board as a group (and
prioritizing the work alongside other work) - a Kaizen board can make your improvement ideas a
reality.

Relationship between Kaizen and Kanban

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Kaizen boards and Kanban boards differ in their purpose, but often look quite similar. Kaizen
boards specifically manage kaizen efforts, whereas Kanban boards generally represent workflow.
However - many teams choose to manage their Kaizen efforts as a workflow - some version of
To Do, Doing, and Done - making a Kanban board a natural fit for their Kaizen practice. Most
digital Kanban tools can be used to create Kaizen boards - so if you’re already using a Kanban
tool, try creating a Kaizen board.

Do We Need Different Boards?

Critics of Kaizen boards argue that having separate boards - one for improvement efforts and one
for workflow - perpetuates the mental divide between improvement work and “real” work,
making it easy to once again neglect improvement efforts in favor of work that directly adds
value to the customer. If your team or organization already struggles to prioritize improvement
work, it’s unlikely that having a board to visualize these efforts will magically help you make it
happen. Success with Kaizen boards (and Kanban boards, for that matter) depends on the
commitment your team or organization makes to Kaizen - to continuous improvement.

If your team or organization uses Kanban to manage work, and struggles to prioritize
improvement efforts, it might make sense to combine these two boards into one - to visualize,
prioritize, and manage Kaizen work alongside your other work on a Kanban board.

Remember: Kaizen is a Mentality

Ultimately, Kaizen is more a mentality than a method - it’s a way of approaching work that
encourages continuous experimentation, analysis, and data-driven decision making. If you’re
Lean or practicing continuous improvement, Kaizen should be embedded into everything you do.
A Kaizen board is a tool to help you track and visual progress on your current and planned
Kaizen efforts; it cannot (and will not) take the place of a culture of continuous improvement.

To learn more about how to foster a Lean culture of continuous improvement, we recommend
the following resources:

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Self-Check 5 Written Test

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Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:
1.what is kaizen board ?
2.List the flow of kaizen?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers.

Score = ___________
Rating:
____________
Answer Sheet

Name: _________________________ Date:

_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________

2.______________________________________________________________________
________________________________________________________________________
____________________

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 ARDAITA ATVET COLLEGE

Agricultural cooperative
Promotion service Level I
Learning Guide #29

Unit of Competence: Apply 3s

Module Title: Applying 3S

LG Code : AGR CPS1 M09 LO2-29

TTLM Code: AGRCPS1 TTLM 1118v1

LO 2: Prepare for work

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 Instruction Sheet Learning Guide- # 29

This learning guide is developed to provide you the necessary information regarding the content
coverage and topics listed on the table of contents
 Identifying work instructions and job requirements
 .Reading and interpreting Job specifications
 .Observing OHS requirements in the work place
 Selecting appropriate materials
 Identifying and checking Safety equipment

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –
 Prepare for work
Learning Activities
1.Read the objectives of this learning guide
2 .Read the information sheet written in the “information sheets 1-5”. Try to understand and
rehearse what being discussed. Ask your teacher for assistance if it is difficult to understand
what is being discussed.
3 .Accomplish the self-check exercise for each information sheet
4 .If you get a satisfactory evaluation proceed to “next information sheet”. however, if your
rating is unsatisfactory, see your teacher for further assistance or go back to previous
information sheet
5 .If you earned satisfactory results you can proceed to the next learning guide.

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 Identifying work instructions and job
Information Sheet-1
requirements

2.1. Identifying work instructions and job requirements

2.1. 1. Definition of a Work Instruction

A Work Instruction is a document that provides specific instructions to carry out an Activity. A
Work Instruction is a step by step guide to perform a single instruction. A Work Instruction
contains more detail than a Procedure and is only created if detailed step-by-step instructions are
needed. A document describing specific activities and tasks within the organization. It contains
the greatest amount of detail. As a component of a process, “defines how one or more activities
in a procedure should be executed in detail, using technology or other resources. A written
description or instruction covering each simple detailed step

2.1.2. Differences between Processes, Procedures and Work Instructions

Many people often confuse these three terms: business Process, Procedure, and Work
Instruction. In fact, most people write work instructions and call them procedures, and define a
procedure as a process. The main objective is to provide the difference amongst the three terms
and help you understand when to use each term in the Quality Management of your Business.

The ISO 9001:2015 standard (Quality management systems — Fundamentals and vocabulary)

defines the concept of Business Process as: “A set of related or interacting activities, which
transform inputs into outputs”. It is possible to qualify something more by saying that a
process is a sequence of activities with a realization order in time, which converts a given input
into an output (result, a product). Any activity, or set of activities, that uses resources to
transform input elements into results can be considered as a process.

Business Processes are modeled on the Business Process Model and Notation (BPMN) standard,
reflecting the start of the process, the responsibilities of the activities, the sequence flows with all
possible paths (to collect all the exceptions through decision points), the activities to be carried
out, the roles that execute each activity, the events that occur in the process and the finalization
(one or several end events) of the process.

Do not confuse procedure with process. The ISO 9001: 2015 says that a Procedure is: “specified
way to carry out an activity or a process”. When you have a process that must happen in a
specific way, and you specify how it happens, you have a procedure. The procedure is
mandatory and is necessary to develop any Quality Management System. Please pay your

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attention that not all processes need to have a procedure, and that the same process may
have associated one or several procedures.

A procedure will be determined by the need to detail the specific way of doing the activities by
legal issues, regulatory compliance or company policies. The procedures are used for those
activities in which several operations are linked and different people or departments of the
company are involved (for example, Procedure for the presentation of Fiscal Models in the
Treasury, Purchasing Procedure, Supplier Evaluation Procedure, Automation Procedure of
Invoices, Procedure for Risk Work…).

Work Instructions are documents that clearly and precisely describe the correct way to
perform certain tasks that may cause inconvenience or damage if not done in the established
manner. That is, describe, dictate or stipulate the steps that must be followed to correctly
perform any specific activity or work. For example, Document of the Purchasing Area that
describes the Accreditation Documentation of the Expense to be presented by the Employee in
his Expense Note and the steps to proceed to present his monthly expenses; this work instruction
would be linked to the “Submit Expense Note” Activity.

The work instructions are mainly focused on explaining how a specific activity is going to
be carried out, and they are mandatory. The work instructions are used to describe a specific
operation, usually associated with a job.

Have you ever thought about what makes a good work instruction or how a good work
instruction improves work effectiveness?

Work Instructions are “where the rubber hits the road”. Good work instructions put all the work
of developing maintenance strategies and tactics, planning and scheduling into action..Objectives
for work instructions should be to ensure the tasks are done safely, effectively and efficiently
with a high level of quality and repeatability.

Hence, good work instructions provide:

 Improved safety performance of maintainers

 Improved productivity of maintainers by reducing the need to obtain parts or materials
part way through PM inspections,
 Improved productivity of maintainers by reducing unplanned work and downtime by
specifying what should be done if acceptable conditions are not met,
 Improved productivity of maintainers and availability of equipment by reducing re-work,
 Improved equipment availability and reliability by identifying potential failures.
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 2.1.3. General Aspects of Good Work Instructions
Some general aspects that must be included in work instructions include:

 Wording must be clear, precise and easily read. Sentences should be short and to the
point. Pictures and diagrams can greatly assist (as per the old saying “a picture is worth a
thousand words”). This is very important if the maintainers’ first language is not English.
 Text to be written using uppercase and lower case letters, not just upper case.
 Text and pictures must be clear and large enough for the majority of maintainers to see
easily, some will need glasses to read. Very small, grainy of blurred pictures and
diagrams are of little or no use. Note that a lot of high definition pictures and diagrams
greatly increase the electronic storage size of the document.
 Where a reference to another document is necessary (e.g. a workshop manual), then a
copy of the relevant parts of the workshop manual MUST be provided to the maintainer
with the work instruction. People cannot be expected to accurately remember complex
instructions.
 Emphasis of critical tasks with safety or work quality implications is required.

Example: The following are placed with the appropriate task and description of the hazard.

Indicates a potential hazard to people, such as a crush, burn or lifting injury.

Indicates a potential work quality issue, such as a requirement for tightening bolts to a specified
torque, or ensuring the seal is intact to prevent water ingress, etc.

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 Self-Check 1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:
1.What is work instruction?
2.what is the procedures of work instruction?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers

Score = ___________
Answer Sheet
Name: _________________________ Date: Rating:
_______________ ____________

Short Answer Questions

1. _________________________________________________________________-
___________________________________________________________________________
___________________________________________________________________________
____________

2.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________

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Information Sheet-2 Reading and interpreting Job specifications

2. 2. Reading and interpreting Job specifications

2.2.1. Job specification

Job descriptions are simply a concise rendering of the job title, job responsibilities and
qualifications. They go by different names: job ads, classified ads for employment, career
opportunities and the like.  Sometimes they include a description of the company. They rarely
include compensation and benefits, or names and titles of the hiring manager.

2.2.2.Interpreting a Job Description

A candidate’s gut reaction after reading what appears to be an interesting job description is to
respond with a resume and other requested information without a second thought. This is
unfortunate because job descriptions exist for a number of reasons, and what you read is subject
to misinterpretation. To begin, where do these job descriptions originate?

Job descriptions are written by one of three individuals: the hiring manager, the human resources
director, or a recruiter working collaboratively with both. In the federal sector the Office of
Personnel Management develops a general description using federal qualification standards for
each occupational title and then allows the hiring agency to modify them with specific skills sets
needed for that position. Hiring managers write the most reliable job descriptions. They are
realistic and portray the position and requirements honestly. It is in their best interests to fill an
open position as soon as possible. For them, time is of the essence. Human resources directors
write credible job descriptions, too, but many times they lack details known only by hiring
manager, the person to whom the job reports. Recruiters sometimes write job descriptions at the
request of the hiring manager or human resources director.

Why Job Descriptions Exist

Job descriptions are written to attract candidates for a job opening for one particular position, or
for multiple positions with identical requirements but in different locations. For example, one job
description will serve for three sales representatives who will work in different parts of the
country.

Also, job descriptions are written because the company needs to avoid the appearance of
discrimination, or to meet OEO requirements, even though the company hiring manager may
have already selected an internal candidate. (The Office of Economic Opportunity (OEO) is a
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federal government agency that oversees fair employment hiring practices. All companies doing
business with the federal government must sign an OEO document agreeing to meet rigid
recruiting and hiring practices.)

What do Job Descriptions Really Say?

The typical job description will state the title of the position and where it is located. It will list
the job responsibilities either in bullet point format or in a text paragraph. Usually these are
broadly stated items. The job requirements and/or qualifications specify educational background,
years of experience, and fields of expertise. The requirements are usually overstated and nobody
on Earth or Mars will ever possess all of them. For example, some job descriptions may state,
“ten years’ experience in web design” but the company will hire someone with three to five
years’ experience. It happens all the time.  There are always exceptions and compromises
companies will make for certain positions.

WHERE ARE JOB DESCRIPTIONS POSTED?

A job description is posted in various places, not just on a company website. The same job
description on the website could be on various job boards like Monster, on social media sites like
LinkedIn, and on websites of recruiters. It could easily find its way to a dozen or more places,
which is one reason why companies receive so many resumes in response to a posting. .

When  you see the same job posted on multiple sites, always respond to the job description
posted on the employer’s website. If the selected candidate is hired directly by the employer
instead of an outside source, the company saves money because it does not have to pay a fee to a
job board or recruiter. That saved money could result in a more lucrative salary offer or better
benefits for the selected candidate

2.2.3. ELEMENTS OF A CREDIBLE JOB DESCRIPTION 

Job descriptions come in all sizes and shapes and are written by any number of sources. They are
not all created equal. Some are bare bones and others are encyclopedic. There is a natural
tendency for all candidates to respond to every job description that seems to match their vision
for employment.  However, you can spend useless hours responding to job descriptions that have
no merit and will not yield even a thank you from the employer.  Your reward will be utter
frustration to the point where you cry out in desperation

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 Self-Check 2 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:
1.What is job specification?
2.How can interpret job description?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________

2.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________

Information Sheet-3 Observing OHS requirements in the work place

.

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 2.3. Observing OHS requirements in the work place

2.3. 1. OHS REQUIRMENTS

safety legislation requires workplace inspections as a proactive action to ensure

workplace health and safety.

Supervisors and workers are responsible for reporting and taking action on unsafe conditions and acts as
they are encountered. The frequency of planned formal inspections may be set out in legislation. Records of
previous accidents and the potential for serious accidents and injuries are factors to be included when
determining if more frequent inspections are needed. .

National Institute for Occupational Safety and Health (NIOSH) is the federal agency responsible
for conducting research on and making recommendations for the prevention of work-related disease and injuries.
NIOSH and OSHA often work together toward the goal of protecting worker safety and health.

What is a policy statement?

An organization's occupational health and safety policy is a statement of principles and general rules that serve as
guides for action. Senior management must be committed to ensuring that the policy is carried out with no
exceptions. The health and safety policy should have the same importance as the other policies of the organization.
The policy statement can be brief, but it should mention:

 Management's commitment to protect the safety and health of employees.

 The objectives of the program.
 The organization's basic health and safety philosophy.
 Who is accountable for occupational health and safety programs.
 The general responsibilities of all employees.
 That health and safety shall not be sacrificed for expediency.
 That unacceptable performance of health and safety duties will not be tolerated.

The policy should be:

 Stated in clear, unambiguous, and unequivocal terms.

 Signed by the incumbent Chief Executive Officer.
 Kept up-to-date.
 Communicated to each employee.
 Adhered to in all work activities.

Why are correct work procedures established?

Governmental health and safety regulations represent minimum requirements. In almost all cases, organizations will
have to augment these regulations with specific rules.
We need rules – to protect the health and safety of workers – but there are dangers in having either too few or too
many rules. Too few rules may be interpreted as a sign that health and safety are not important, or that common

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sense is all that is required to achieve them. Too many rules may be seen as not treating employees as thinking
adults and makes enforcement of all rules less likely. Following are some guidelines for establishing rules:

 Rules should be specific to health safety concerns in the workplace.

 The joint health and safety committee should participate in their formulation.
 Rules should be stated in clearly understandable terms.
 Rules are best stated in positive terms ("employees shall" not "employees shall not").
 The reasons for the rule should be explained.
 Rules must be enforceable, since disregard for one rule will lead to disregard for others.
 Rules should be available to all employees in written form, in the languages of communication of employees.
 Rules should be periodically reviewed to evaluate effectiveness and to make changes for improved
effectiveness.

Compliance with health and safety rules should be considered a condition of employment. Rules must be explained
to new employees when they start work or if they are transferred or retrained. After a suitable interval, these
employees should be briefed to ensure they understand the rules applicable to their work.
The employer must establish procedures for dealing with repeat rule violators. Supervisors are responsible for
correcting unsafe acts, such as a breach of rules, and they must be supported in this duty. Points that should be
considered in establishing procedures on this issue are:

 Ensure that employees are aware of the rule.

 Ensure that employees are not encouraged, coerced, or forced to disregard the rule by fellow employees.
 All rules are to be observed.
 No violation will be disregarded.
 The role of discipline is that of education, not punishment.
 Action is taken promptly.
 While having guidelines for penalties for the first offence or infractions may be desirable, some flexibility is
required when applying the guidelines since each case will vary in its circumstances.
 Action is taken in private, and recorded

How do you establish correct work procedures?

Correct work procedures are the safest way of doing a job, job instruction, monitoring performance, and accident
investigation.
Job safety analysis (JSA), also known as "job hazard analysis", is the first step in developing the correct procedure.
In this analysis, each task of a specific job is examined to identify hazards and to determine the safest way to do the
job. Job safety analysis involves the following steps:
1. Select the job.
2. Break down the job into a sequence of steps.
3. Identify the hazards.
4. Define preventive measures.
The analysis should be conducted on all critical tasks or jobs as a first priority. Critical jobs include:

 Those where frequent accidents and injuries occur.

 Those where severe accidents and injuries occur.
 Those with a potential for severe injuries.
 New or modified jobs.
 Infrequently performed jobs, such as maintenance.

Job safety analysis is generally carried out by observing a worker doing the job. Members of the joint health and
safety committee should participate in this process. The reason for the exercise must be clearly explained to the

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worker, emphasizing that the job, not the individual, is being studied. Another approach, useful in the analysis of
infrequently-performed or new jobs, is group discussion.
A work procedure may consist of more than one specific task. In such cases, each separate task should be analyzed
to complete a job safety analysis for that procedure.

Why is employee orientation important?

Health and safety education should start with employee orientation when an employee joins the organization or is
transferred to a new job. It has been found that inexperienced workers, in general, are involved in accidents at a
higher rate than others. While experience can only be gained through time, both health and safety education and job
skills training can be used to improve this record. Orientation sessions normally cover such items as explanation of
the function of the work unit, organizational relationships, administrative arrangements, and miscellaneous policies
and rules.
Items related to health and safety that should be included are:

 Emergency procedures.
 Location of first aid stations.
 Health and safety responsibilities, including those specified by legislation.
 Reporting of injuries, unsafe conditions and acts.
 Use of personal protective equipment.
 Right to refuse hazardous work.
 Hazards, including those outside own work area.
 Reasons for each health and safety rule.

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 Self-Check 3 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.describe OHS requirement?
2.What is OHS in observing in work place?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________
2.
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________

Information Sheet-4 APPROPRIATE MATERIALS ARE SELECTED

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2.4.APPROPRIATE MATERIALS ARE SELECTED

Personal Protective Equipment

  Clothing protecting against selected physical hazards: thermal hazards
  Equipment for eye and face protection
  Hearing protection
  PPE
  Protective clothing - Reflective clothing
  Protective clothing against chemical and biological hazards
  Protective footwear – requirements selection and ergonomics
  Protective gloves
  Protective helmets – requirements and selection
  Respiratory protection equipment – requirements and selection
 
Date: november, 2018
TTLM on Apply 3s
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Self-Check 4 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.list protection equipment?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers

Score = ___________

Answer Sheet Rating:

Name: ______ ____________

1._________________________________________________________________-
___________________________________________________________________________
______

Information sheet 5 Identifying and checking Safety equipment

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Identifying and checking Safety equipment

2.1.5. Safety equipment and tools

Testing and maintenance of tools and equipment

A person conducting a business or undertaking (PCBU) who carries out electrical work must
ensure the electrical safety of all persons and property likely to be affected by the electrical
work.
A PCBU must have procedures in place to ensure that tools, testing equipment and personal
protective equipment are regularly inspected and tested.
This requirement ensures that workers carrying out the work are electrically safe and that the
work, when completed, is electrically safe.
Visual inspection
All tools, testing equipment and PPE should be visually inspected before each use for signs of
damage.
PCBUs should have 'pre-start' visual inspection procedures in place to ensure that equipment
such as, tools, PPE, rubber mats and LV rescue kits are in good working order before use.
Testing equipment should be checked for damage to insulated leads and probes and needs to be
confirmed as working before use.
Testing of equipment
Testing equipment should be tested regularly to ensure it provides the level of protection
required. Testing intervals will depend on several factors including:
 the frequency of use
 the environment in which it is being
 manufacturer's advice.
For example, a multi meter used in a workshop environment may be subject to less damage that a
multi meter carried in the back of a work van.
In absence of manufacturer's advice PCBUs should refer to a competent person with the
knowledge and skills required for testing the particular type of equipment.
Items that have been misused or damaged should not be used until they have been re-retested and
confirmed as functioning correctly.
Test equipment used for measurements such as earth continuity and insulation resistance should
be regularly tested to confirm they are working correctly.
Some equipment such as multimeters may be able to be tested in-house, by using a calibrated
resistor test block. Other equipment such as fault loop impedance testers or RCD testers may
require specialist testing.

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 Safety of Machines, Tools & Equipment

Safety hazards

Employees work with machines, tools and equipment every day. Workplaces couldn't operate
without them; however, interacting with them has potential for serious injuries or fatalities if
they are not used and maintained properly.

The potential hazards are numerous, and include

Safety hazards

 Contact with moving parts

 Contact with electricity, heat, fire, cold, and other energies
 Contact with pressurized gas or liquid

Health hazards

 Contact with harmful chemicals or biological hazards

 Contact with harmful noise, radiation, and/or vibration
 Exposure to ergonomic hazards

How machines, tools and equipment safety can affect your business a safe environment is a
productive workplace. Health and safety is not simply a legal obligation: it is a business
opportunity. You can boost your bottom line by improving health and safety performance, which
reduces the costs associated with avoidable losses and lost-time injuries, and leads to higher
productivity.

Ways to stay safe

Machinery and other workplace equipment can be dangerous if not used properly. Anyone using
equipment in the workplace needs to be thoroughly trained in its operation and kept up to date.
Here are other ways to help staff stay safe when using equipment.

 Keep the work area clean, tidy, well swept/washed, and well lit; floors should be level
and have a non-slip surface
 Do not remove any guarding devices; make sure that they are in position and in good
working condition before operating
 Follow lock-out procedures before measuring, cleaning or making any adjustments
 Check and adjust all safety devices before each job
 Wear appropriate personal protective gear as prescribed, including CSA-approved safety
glasses with side shields (prescription eye wear is not a substitute)
 Ensure that all cutting tools and blades are clean and sharp; they should be able to cut
freely without being forced
 Ensure there is enough room around the machine
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  Ensure that all stationary equipment is anchored securely to the floor
 Keep hands away from the cutting head and all moving parts
 Avoid awkward operations and hand positions: sudden slips could cause the hand to
move into the cutting tool or blade
 Do not leave machines unattended: turn the power off
 Avoid distracting an operator; horseplay can lead to injuries
 Avoid wearing loose clothing, gloves, neckties, rings, bracelets or other jewelry that can
become entangled in moving parts; confine long hair; do not use rags near moving parts
of the machine
 Return all portable tooling to their proper storage place after use
 Clean all tools after use

Date: november, 2018

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Version: 1
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 Self-Check 5 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is safety equipment?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________

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 ARDAITA ATVET COLLEGE

Agricultural cooperative
Promotion service Level I
Learning Guide #30

Unit of Competence: Apply 3s

Module Title: Applying 3S

LG Code : AGR CPS1 M09 LO3-30

TTLM Code: AGRCPS1 TTLM 1118v1

LO 3 SORTING ITEM

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 Instruction Sheet Learning Guide- # 30
This learning guide is developed to provide you the necessary information regarding the content
coverage and topics listed

3.1 Planning to implement sorting activities

3.1. Performing cleaning activities
3.2. Identifying all items in the workplace
3.3. Listing necessary and unnecessary items
3.4. Using Red tag strategy for unnecessary items
3.6 . Evaluating and placing unnecessary items
3.5. Quantifying and recording necessary items
3.6. Reporting Performance results
3.9 Checking necessary items regularly

Learning Activities
1. Read the objectives of this learning guide
2. Read the information sheet written in the “information sheets 1-5”. Try to understand and
rehearse what being discussed. Ask your teacher for assistance if it is difficult to
understand what is being discussed.
3. Accomplish the self-check exercise for each information sheet
4. If you get a satisfactory evaluation proceed to “next information sheet”. however, if your
rating is unsatisfactory, see your teacher for further assistance or go back to previous
information sheet
5. If you earned satisfactory results you can proceed to the next learning guide.

Information Sheet 1 planning to implement sorting activities

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3.1 planning to implement sorting activities

Seiri is sorting through all items in a location and removing all unnecessary items from the
location.

Sort (Seiri)

1S – a red tag area containing items waiting for removal.

Seiri is sorting through all items in a location and removing all unnecessary items from the
location.

Goals:

 Reduce time loss looking for an item by reducing the number of items.
 Reduce the chance of distraction by unnecessary items.
 Simplify inspection.
 Increase the amount of available, useful space.
 Increase safety by eliminating obstacles.

Implementation:

 Check all items in a location and evaluate whether or not their presence at the location is
useful or necessary.
 Remove unnecessary items as soon as possible. Place those that cannot be removed
immediately in a 'red tag area' so that they are easy to remove later on.
 Keep the working floor clear of materials except for those that are in use to production.

Wastes Avoided by Implementing Sort

1. Waste of Space, including shelves and cabinets
2. Waste of inventory when parts and products become unusable and obsolete
3. Waste of time in having to move things around and search for parts.

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 4. Waste in control of unneeded items.
5. Waste of time during inventory.
Steps of sorting
Step 1 - Make a clear standard for deciding what is necessary
Things used once in a day
Place close to area of use
Things used once a week
Place close to the process
• Things used once in 2 months
Place close to the plant
• Things we don’t know if we’ll use

Place in a temporary storage

(If not used in one year, take further measures - throw
away.)
• Things not used
Throw away
Step 2 – Choose a work area where success is sure; schedule a red tag
event and have associates straighten up according to the standard
Decide on the spot, implement on the spot
Step 3 – Audit Committee regularly checks for compliance
Inspect frequently and without advance notice
Evaluate the workplace; provide feedback to the associates regarding what is
to be kept and what is to be discarded
Step 4 - Make sure that no unneeded things are brought into the plant.
Do not create storage places for unneeded things.
If it doesn’t have a storage place, we’ll know it’s unneeded.

Date: november, 2018

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Self-Check 1 Written Test

l|Page
 Directions: Answer all the questions listed below. Use the Answer sheet
1.what is the implementation of sorting?
2.list and explain steps of sorting?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________

2.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________

Performing cleaning activities

Information sheet 2

3.2 Performing cleaning activities

Seiri is sorting through all items in a location and removing all unnecessary items from the location.

Goals:

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  Reduce time loss looking for an item by reducing the number of items.
 Reduce the chance of distraction by unnecessary items.

Let’s look at one day’s work;

Every morning have a 5 minute meeting before starting work
 Cheerful and ready to work
 With all tools and proper gear
 Everyone sharing information

As soon as the morning meeting is over, go to work stations.

 Confirm today’s job
 Check materials and machines per startup procedure
 Don’t forget safety procedures and protective gear
Operation begins at the designated time
 With the designated material
 Using the designated machines
 Following the designated methods
5-S matters at break and lunch
 After the bell goes off, wash up for break
 Clean up your break area afterwards
 Breaks are taken at the designated time in the
designated place
 After break or lunch, return to your work position promptly
Clean up before going home
 Confirm tomorrow’s plan
 Parts and materials are arranged in order
 Everything is turned off that should be turned off
 And last of all, a cheerful “See you later.”

Date: november, 2018

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Self-Check 2 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is performing cleaning activities?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers

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 Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
________________________________

Information sheet 3 .Identifying all items in the work place

3.3 Identifying all items in the workplace

Effective Workplace Inspections

Why are workplace inspections important?

Workplace inspections help prevent incidents, injuries and illnesses. Through a critical
examination of the workplace, inspections help to identify and record hazards for corrective
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action. Health and safety committees can help plan, conduct, report and monitor inspections.
Regular workplace inspections are an important part of the overall occupational health and safety
program and management system, if present.

What is the purpose of inspections?

Inspections are important as they allow you to:

 listen to the concerns of workers and supervisors

 gain further understanding of jobs and tasks
 identify existing and potential hazards
 determine underlying causes of hazards
 recommend corrective action
 monitor steps taken to eliminate hazards or control the risk (e.g., engineering controls,
administrative controls, policies, procedures, personal protective equipment)

How do you plan for inspections?

Planning is essential for an effective inspection.

What to Examine

Every inspection must examine who, what, where, when and how. Pay particular attention to
items that are or are most likely to develop into unsafe or unhealthy conditions because of stress,
wear, impact, vibration, heat, corrosion, chemical reaction or misuse. Include areas where no
work is done regularly, such as parking lots, rest areas, office storage areas and locker rooms.

Workplace Elements

Look at all workplace elements – the people, the environment, the equipment and the process.
The environment includes such hazards as noise, vibration, lighting, temperature, and ventilation.
Equipment includes materials, tools and apparatus for producing a product or a service. The
process involves how the worker interacts with the other elements in a series of tasks or
operations.

What types of hazards do we look for in a workplace?

Types of workplace hazards include:

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  Safety hazards such as those caused by inadequate machine guards, unsafe workplace
conditions, unsafe work practices.
 Biological hazards caused by organisms such as viruses, bacteria, fungi and parasites.
 Chemical hazards caused by a solid, liquid, vapour, gas, dust, fume or mist.
 Ergonomic hazards caused by physiological and psychological demands on the worker,
such as repetitive and forceful movements, awkward postures arising from improper
work methods, and improperly designed workstations, tools, and equipment.
 Physical hazards caused by noise, vibration, energy, weather, heat, cold, electricity,
radiation and pressure.
 Psychosocial hazards that can affect mental health or well-being such as overwork, stress,
bullying, or violence.

What type of information do I need to complete an inspection report?

Diagram of Area

Use drawings of the plant layout or floor plans to help you draw a diagram. Divide the workplace
into areas based on the process. Visualize the activities in the workplace and identify the location
of machinery, equipment and materials. Show the movement of material and workers, and the
location of air ducts, aisles, stairways, alarms and fire exits. Appendix A shows a sample
diagram. Use several simple diagrams if the area is large. Ask workers and supervisors for their
comments on the information - they know the area better than anyone else.

Equipment Inventory

Know what type of machinery or equipment is present. Review technical data sheets, or
manufacturers' safety manuals. Read work area records to become familiar with the hazards of
the equipment.

Hazardous Product or Chemical Inventory

Determine which products are used in the workplace and whether safety data sheets are
available. Find out if all sources of exposure are properly controlled. Make sure that all workers
have received education and training in how to safely use, handle and store the products they
work with. Check that all hazardous products are labelled appropriately according to Workplace
Hazardous Materials Information System (WHMIS) requirements.

Checklists

A checklist helps to clarify inspection responsibilities, controls inspection activities and provides
a report of inspection activities. Checklists help with on-the-spot recording of findings and
comments but be careful. Do not allow the inspection team to become so intent on noting the
details listed in the checklist that it misses other hazardous conditions. Use checklists only as a

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basic tool. Refer to the related documents for sample checklists that you can use as a guide to
develop a checklist that is customized for your workplace.

 Inspection Checklists - General Information

 Inspection Checklists - Sample Checklist for Manufacturing Facilities
 Inspection Checklists - Sample Checklist for Offices
 Inspection Checklist - Sample Checklist for Chemical or Product Inventory
 Inspection Checklist - Sample Checklist for Outdoor Areas

Reports

Keeping inspection records is important. Past inspection records show what has been previously
identified. They also show what an earlier inspection team concentrated on and what areas it did
not inspect. Do not simply repeat or copy previous inspection results. Use the older inspection
reports to help look for issues, and then determine whether recommendations were implemented.
Note if the changes have been effective.

Are there other types of inspection reports that may be useful?

The following describes three other types of inspection reports:

 Ongoing
 Pre-operation
 Periodic

Supervisors and workers continually conduct ongoing inspections as part of their job
responsibilities. Such inspections identify hazardous conditions and either correct them
immediately or report them for corrective action. The frequency of these inspections varies with
the amount and conditions of equipment use. Daily checks by users assure that the equipment
meets minimum acceptable safety requirements.

Pre-operation checks involve inspections of new or modified equipment or processes. Often

these are done after workplace shutdowns.

Periodic inspections are regular, planned inspections of the critical components of equipment or
systems that have a high potential for causing serious injury or illness. The inspections are often
part of preventive maintenance procedures or hazard control programs. Laws and regulations
may specify that qualified or competent persons must inspect certain types of equipment, such as
elevators, boilers, pressure vessels, scaffolding, and fire extinguishers at determined points in the
work process and at regular intervals.

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 Self-Check 3 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is the purpose of inspection?
2.what is work place inspection?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
2.______________________________________________________________________
___________________________________

Information sheet 4 Listing necessary and unnecessary items

3.4 Listing necessary and unnecessary items

Focuses on eliminating unnecessary items from the workplace Categorize equipment

furniture, tool in your working place into the following 3 categories

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1. Necessary.
2. Unnecessary

3.May not necessary

Date: november, 2018

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Self-Check 4 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is unnecessary items?
2.what is the three categories of tools?

lviii | P a g e
 Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________
2.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________

Information sheet 5 Using red tag strategy for unnecessary items

3.5 Using Red tag strategy for unnecessary items

.Red tag strategy is used for unnecessary item

1. Sort
2. necessary and unnecessary items.
3. Decide Red tag Holding Areas.
4. Attach red tag to unnecessary items.
5. Taking unnecessary things to “Red tag Holding Areas”.
6. Decision Making
7. List all unnecessary things using the Unused Article List.
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 8. Listing all necessary things in the Shop Stock List.

• . An item with red tag is asking three questions;

– Is this item needed?

– If it is needed, is it needed in this quantity?
– If it is needed, does it need to be located here?
• Red tag item is subject to;
– Hold in a “Red Tag Holding Area” for certain time period to see whether they
are needed.
– Disposed off.
– Relocated.
– Left exactly where they are.

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Self-Check 5 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is the importance of red tag?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
lx | P a g e ____________
 Name: _________________________ Date: _______________

Short Answer Questions

1. _________________________________________________________________-
___o____________________________________________________________________
________________________________________________________________________
________________________________

Information sheet 6 Evaluating and placing unnecessary items

3.6 .Evaluating and placing unnecessary items

Sort is the first step in any 5S process. The term sort is originally derived from the Japanese
word Seiri. Each step in the 5S process has an associated goal that can be specifically outlined to
help guide efforts. For the step of Sort, the goal is to remove unnecessary items from the room,
station, or space being organized. Furthermore, the sorting phase also aims to provide a clean.

Beginning the process of Sort starts out simply, as nearly everything should be removed from the
target area. Even though taking items from one space and placing them into a big pile in another
space seems like it may be making a mess, this is not true. Instead, this is the opportunity to
really make decisions about what needs to stay and what needs to go so actions can be
immediately taken for items that are no longer used or needed.

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 Date: november, 2018
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Version: 1
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Self-Check 6 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.define evaluating and placing unnecessary items?

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 Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
________________________________

Information sheet 7 Quantifying and recording necessary item

3.7 Quantifying and recording necessary item

Why records program planning is important

A sound records management program plan
provides a basis for responsible management by setting priorities
provides staff with a common understanding of program goals
and permits effective marshalling of resources
ensures that the program proceeds according to established
expectations rather than in reaction to everyday pressures and
problems
furnishes a framework for staff assignments and accountability
provides a clear way to explain the program to governing bodies
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and the public
provides a basis for budget requests
Most plans have three levels:
1. Mission statement
2. Goals
3. Objectives
This does not mean that the planning process must be long or
difficult, or that the plan itself must be long and elaborate. In fact, for
a plan to be viable, it must be concise, clear, realistic, and practical.
Plans should be flexible, and they should meet an organization’s
needs rather than fit a prescribed pattern. Your Regional Advisory
Officer can help you develop or review your plan. For examples of
records management plans, see Appendix G, “Sample Records
Management Plans.”

Date: november, 2018

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Self-Check Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is the necessary of quantifying recording?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________

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 ________________________________________________________________________
_______________________________

Reporting Performance results

Information sheet 8

3.8 Reporting Performance results

A Better Way of Reporting Performance Test Results

Reporting the results of functional tests is relatively simple because these tests have a clear pass
or fail outcome. Reporting the results of performance testing is much more nuanced, and there
are many ways of displaying these values—but Michael Stahl felt none of these ways was
particularly effective. He proposes a reporting method that makes performance test results easy
to read at a glance.

Effective reporting of test results is one of the holy grails of our profession. If done correctly, it
improves the project’s quality and helps us focus on the real issues. But if done badly, it adds
confusion and reduces the value that testers bring.

Reporting the results of functional tests is relatively simple because these tests have a clear pass
or fail outcome. Reporting the results of performance testing is much more nuanced.

Let’s start with a definition: For the purpose of this article, I use the term performance test to
mean any test that performs a measurement, with a range of numeric values all considered an
acceptable result. It may be measurement of power consumption, the number of users a website
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serves in parallel, the speed that data can be read from a disk, etc.—any measurement of a
nonfunctional requirement.

Date: november, 2018

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Self-Check 8 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is performance result?
2.what is the better ways of performance result?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________
2.
______________________________________________________________________________
______________________________________________________________________________

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 ______________________________________________________________________________
_________

Checking necessary items regularly

Information sheet 9

3.9 Checking necessary items regularly

Stock control and inventory

Stock control, otherwise known as inventory control, is used to show how much stock you have
at any one time, and how you keep track of it.

It applies to every item you use to produce a product or service, from raw materials to finished
goods. It covers stock at every stage of the production process, from purchase and delivery to
using and re-ordering the stock.

Efficient stock control allows you to have the right amount of stock in the right place at the right
time. It ensures that capital is not tied up unnecessarily, and protects production if problems arise
with the supply chain.

This guide explains different stock control methods, shows you how to set one up and tells you
where to find more information.

 Types of stocks
 How much stock should you keep?
 Stock control methods
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  Stock control systems - keeping track manually
 Stock control systems - keeping track using computer software
 Using RFID for inventory control, stock security and quality management
 Stock security
 Control the quality of your stock
 Stock control administration

Types of stock

Everything you use to make your products, provide your services and to run your business is part
of your stock.

There are four main types of stock:

 raw materials and components - ready to use in production

 work in progress - stocks of unfinished goods in production
 finished goods ready for sale
 consumables - for example, fuel and stationery

The type of stock can influence how much you should keep - see the page in this guide on how
much stock you should keep.

Stock value

You can categorise stock further, according to its value. For example, you could put items into
low, medium and high value categories. If your stock levels are limited by capital, this will help
you to plan expenditure on new and replacement stock.

You may choose to concentrate resources on the areas of greatest value.

However, low-cost items can be crucial to your production process and should not be
overlooked.

How much stock should you keep?

Deciding how much stock to keep depends on the size and nature of your business, and the type
of stock involved. If you are short of space, you may be able to buy stock in bulk and then pay a
fee to your supplier to store it, calling it off as and when needed.

Keeping little or no stock and negotiating with suppliers to deliver stock as you need it

Advantages Disadvantages
Efficient and flexible - you only have what you Meeting stock needs can become
need, when you need it complicated and expensive
Lower storage costs You might run out of stock if there's a hitch
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 in the system
You can keep up to date and develop new products You are dependent on the efficiency of your
without wasting stock suppliers
This might suit your business if it's in a fast-moving environment where products develop
rapidly, the stock is expensive to buy and store, the items are perishable or replenishing stock is
quick and easy.

Keeping lots of stock

Advantages Disadvantages
Easy to manage Higher storage and insurance costs
Low management costs Certain goods might perish
You never run out Stock may become obsolete before it is used
Buying in bulk may be cheaper Your capital is tied up
This might suit your business if sales are difficult to predict (and it is hard to pin down how
much stock you need and when), you can store plenty of stock cheaply, the components or
materials you buy are unlikely to go through rapid developments or they take a long time to re-
order.

Stock levels depending on type of stock

There are four main types of stock:

Raw materials and components

Ask yourself some key questions to help decide how much stock you should keep:

 How reliable is the supply and are alternative sources available?

 Are the components produced or delivered in batches?
 Can you predict demand?
 Is the price steady?
 Are there discounts if you buy in bulk?

Work in progress - stocks of unfinished goods

Keeping stocks of unfinished goods can be a useful way to protect production if there are
problems down the line with other supplies.

Finished goods ready for sale

You might keep stocks of finished goods when:

 demand is certain
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  goods are produced in batches
 you are completing a large order

Consumables

For example, fuel and stationery. How much stock you keep will depend on factors such as:

 reliability of supply
 expectations of price rises
 how steady demand is
 discounts for buying in bulk

Stock control methods

There are several methods for controlling stock, all designed to provide an efficient system for
deciding what, when and how much to order.

You may opt for one method or a mixture of two or more if you have various types of stock. For
further information, see the page in this guide on types of stock.

 Minimum stock level - you identify a minimum stock level, and re-order when stock
reaches that level. This is known as the Re-order Level.
 Stock review - you have regular reviews of stock. At every review you place an order to
return stocks to a predetermined level.

Just In Time (JIT) - this aims to reduce costs by cutting stock to a minimum. Items are
delivered when they are needed and used immediately. There is a risk of running out of stock, so
you need to be confident that your suppliers can deliver on demand.

These methods can be used alongside other processes to refine the stock control system. For
example:

Re-order lead time - allows for the time between placing an order and receiving it.

Economic Order Quantity (EOQ) - a standard formula used to arrive at a balance between
holding too much or too little stock. It's quite a complex calculation, so you may find it easier to
use stock control software.

Batch control - managing the production of goods in batches. You need to make sure that you
have the right number of components to cover your needs until the next batch.

If your needs are predictable, you may order a fixed quantity of stock every time you place an
order, or order at a fixed interval - say every week or month. In effect, you're placing a standing
order, so you need to keep the quantities and prices under review.

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First in, first out - a system to ensure that perishable stock is used efficiently so that it doesn't
deteriorate. Stock is identified by date received and moves on through each stage of production
in strict order.

Stock control systems - keeping track manually

Stocktaking involves making an inventory, or list, of stock, and noting its location and value. It's
often an annual exercise - a kind of audit to work out the value of the stock as part of the
accounting process.

Codes, including barcodes, can make the whole process much easier but it can still be quite time-
consuming. Checking stock more frequently - a rolling inventory - avoids a massive annual
exercise, but demands constant attention throughout the year. Radio Frequency Identification
(RFID) tagging using handheld readers can offer a simple and efficient way to maintain a
continuous check on inventory. See the page in this guide on using RFID for inventory control,
stock security and quality management.

Any stock control system must enable you to:

 track stock levels

 make orders
 issue stock

The simplest manual system is the stock book, which suits small businesses with few stock
items. It enables you to keep a log of stock received and stock issued.

It can be used alongside a simple re-order system. For example, the two-bin system works by
having two containers of stock items. When one is empty, it's time to start using the second bin
and order more stock to fill up the empty one.

Stock cards are used for more complex systems. Each type of stock has an associated card, with
information such as:

 description
 value
 location
 re-order levels, quantities and lead times (if this method is used)
 supplier details
 information about past stock history

More sophisticated manual systems incorporate coding to classify items. Codes might indicate
the value of the stock, its location and which batch it is from, which is useful for quality control.

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Stock control systems - keeping track using computer software

Computerised stock control systems run on similar principles to manual ones, but are more
flexible and information is easier to retrieve. You can quickly get a stock valuation or find out
how well a particular item of stock is moving.

A computerised system is a good option for businesses dealing with many different types of
stock. Other useful features include:

 Stock and pricing data integrating with accounting and invoicing systems. All the
systems draw on the same set of data, so you only have to input the data once. Sales
Order Processing and Purchase Order Processing can be integrated in the system so
that stock balances and statistics are automatically updated as orders are processed.
 Automatic stock monitoring, triggering orders when the re-order level is reached.
 Automatic batch control if you produce goods in batches.
 Identifying the cheapest and fastest suppliers.
 Bar coding systems which speed up processing and recording. The software will print and
read bar codes from your computer.
 Radio Frequency Identification (RFID) which enables individual products or components
to be tracked throughout the supply chain. See the page in this guide on using RFID for
inventory control, stock security and quality management.

The system will only be as good as the data put into it. Run a thorough inventory before it goes
"live" to ensure accurate figures. It's a good idea to run the previous system alongside the new
one for a while, giving you a back-up and enabling you to check the new system and sort out any
problems.

Choose a system

There are many software systems available. Talk to others in your line of business about the
software they use, or contact your trade association for advice.

Make a checklist of your requirements. For example, your needs might include:

 multiple prices for items

 prices in different currencies
 automatic updating, selecting groups of items to update, single-item updating
 using more than one warehouse
 ability to adapt to your changing needs
 quality control and batch tracking
 integration with other packages
 multiple users at the same time

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 Date: november, 2018
TTLM on Apply 3s
Version: 1
Page 71 of 108
Prepared by wegene Girma

Self-Check 9 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is stock?
2.how to check stock?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________
2.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________

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 ARDAITA ATVET COLLEGE

Agricultural cooperative
Promotion service Level I
Learning Guide #31

Unit of Competence: Apply 3s

Module Title: Applying 3S

LG Code : AGR CPS1 M09 LO4-31

TTLM Code: AGRCPS1 TTLM 1118v1

LO 4 set in order

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 Instruction Sheet Learning Guide- # 31

At the end of this learning outcome student will be able to:understand

Planning to implement set in order

Performing general cleaning activities
Deciding location, storage and indication methods
Preparing and using necessary tools and equipment
Placing Items in assigned locations
Returning items to their assigned locations.
Reporting performance results using appropriate formats
Checking each item regularly in its assigned location

Learning Activities
1. Read the objectives of this learning guide
2. Read the information sheet written in the “information sheets 1-8. Try to understand and
rehearse what being discussed. Ask your teacher for assistance if it is difficult to
understand what is being discussed.
3. Accomplish the self-check exercise for each information sheet
4. If you get a satisfactory evaluation proceed to “next information sheet”. however, if your
rating is unsatisfactory, see your teacher for further assistance or go back to previous
information sheet
5. If you earned satisfactory results you can proceed to the next learning guide.

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  Planning to implement set in order
Planning to implement set in order
Information sheet 1

4.1 Planning to implement set in order

Set in order (Seiton)

2S – simple floor marking.

Seiton is putting all necessary items in the optimal place for fulfilling their function in the
workplace.

Goal:

 Make the workflow smooth and easy.

Implementation:

 Arrange work stations in such a way that all tooling / equipment is in close proximity, in
an easy to reach spot and in a logical order adapted to the work performed. Place
components according to their uses, with the frequently used components being nearest to
the workplace.
 Arrange all necessary items so that they can be easily selected for use. Make it easy to
find and pick up necessary items.
 Assign fixed locations for items. Use clear labels, marks or hints so that items are easy to
return to the correct location and so that it is easy to spot missing it

Wastes Avoided by Implementing Set-In-Order

1. Waste of time searching for parts or tools
2. Waste from stopping the process
3. Waste from replacing lost item
4. Waste caused from changing plans
5. Waste from late deliveries

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 Procedure of set in orders

1 Prepare paint or tape

 Fixed position—use paint.
 Flexible position—use tape
 White – Production area
 Red – Nonconforming material or tools
 Green – WIP or replenishment
 Blue – Equipment
 Yellow – Safety or Caution
2 Use the following marking methods:
 Indicate rectangular items with rectangles
 Indicate circular items with circles
 Priority on easily moved objects.
 Lines must be uniform and straight
 Lines to be parallel or at right angles to aisles (except for ease
or to improve efficient operation)
3 Ends of shelves and chutes should be inside the lines
 The front of chute should be inside the line.
 Objects should not protrude over the line
4 Maintain the lines
 If lines get erased, repair them.

steps of set in order

Step 1 - Straighten up thoroughly
 Never straighten up anything you do not need; just get rid of it
 Within the work area, store only the necessary minimum
 Decide whether each item is a personal possession or a group possession
Step 2 - Decide on where to place things
 Decide on a convenient place in the work area to place things
 The more it’s used, the closer to the process you place it
Step 3 - Decide on how to place things
 There are many different ways of storing things such as: shelves, boxes, lockers,
and hanging. Storage should display items clearly for easy identification and access. We
welcome any ideas from each work area.
According to function: storage places for objects with the same
function

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 According to product: organizing a set of objects necessary for
a certain product and placing them in one container or
location.
Step 4 - Display
 Locate display in the storage area
 Display the actual item to be stored
 Label and identify the storage location of each item
 Sign-out sheets can be used to keep track of items

Date: november, 2018

TTLM on Apply 3s
Version: 1
Page 76 of 108
Prepared by wegene Girma

Self-Check 1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is the implementation of set in order?
2.list the procedure of set in order?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________
2.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________

lxxviii | P a g e
 Performing general cleaning activities
Information sheet 2

4.2 Performing general cleaning activities.

Data cleansing or data cleaning is the process of detecting and correcting (or removing) corrupt
or inaccurate records from a record set, table, or database and refers to identifying incomplete,
incorrect, inaccurate or irrelevant parts of the data and then replacing, modifying, or deleting the
dirty or coarse data. Data cleansing may be performed interactively with data wrangling tools, or
as batch processing through scripting.

After cleansing, a data set should be consistent with other similar data sets in the system. The
inconsistencies detected or removed may have been originally caused by user entry errors, by
corruption in transmission or storage, or by different data dictionary definitions of similar entities
in different stores. Data cleaning differs from data validation in that validation almost invariably
means data is rejected from the system at entry and is performed at the time of entry, rather than
on batches of data.

The actual process of data cleansing may involve removing typographical errors or validating
and correcting values against a known list of entities. The validation may be strict (such as
rejecting any address that does not have a valid postal code) or fuzzy (such as correcting records
that partially match existing, known records). Some data cleansing solutions will clean data by
cross checking with a validated data set. A common data cleansing practice is data enhancement,
where data is made more complete by adding related information. For example, appending
addresses with any phone numbers related to that address. Data cleansing may also involve
activities like, harmonization of data, and standardization of data. For example, harmonization of
short codes (st, rd, etc.) to actual words (street, road, etcetera). Standardization of data is a means
of changing a reference data set to a new standard, ex, use of standard codes

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\

Date: november, 2018

TTLM on Apply 3s
Version: 1
Page 78 of 108
Prepared by wegene Girma

Self-Check 2 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is perform general cleaning activities?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
________________________________

lxxx | P a g e
 Deciding location, storage and indication methods
Information sheet 3

4.3 Deciding location, storage and indication methods

Serving a sign or indicator a particular place where available for storing some thing
Signboard strategy

Signboards are used to identify what, where and how many.

There are three types of signboards:

• Location indicator
• Item indicator
• Amount indicator

Date: november, 2018

TTLM on Apply 3s
Version: 1
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

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 Self-Check 3 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is indication?
2.list the three types of signboard?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________
2.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________

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 Information Sheet-4 Preparing and using necessary tools and equipment

. 4.4 Preparing and using necessary tools and equipment

Tools are particularly important in construction work. They are primarily used to put
things together (e.g., hammers and nail guns) or to take them apart (e.g., jackhammers
and saws). Tools are often classified as hand tools and power tools. Hand tools
include all non-powered tools, such as hammers and pliers. Power tools are divided

into classes, depending on the power source: electrical tools (powered by electricity),
pneumatic tools (powered by compressed air), liquid-fuel tools (usually powered by
gasoline), powder-actuated tools (usually powered by an explosive and operated like a
gun) and hydraulic tools (powered by pressure from a liquid). Each type presents some
unique safety problems.

 Hand tools include a wide range of tools, from axes to wrenches. The primary
hazard from hand tools is being struck by the tool or by a piece of the material being
worked on. Eye injuries are very common from the use of hand tools, as a piece of
wood or metal can fly off and lodge in the eye. Some of the major problems are using
the wrong tool for the job or a tool that has not been properly maintained. The size of
the tool is important: some women and men with relatively small hands have
difficulty with large tools. Dull tools can make the work much harder, require more
force and result in more injuries. A chisel with a mushroomed head might shatter on
impact and send fragments flying. It is also important to have the proper work
surface. Cutting material at an awkward angle can result in a loss of balance and an
injury. In addition, hand tools can produce sparks that can ignite explosions if the
work is being done around flammable liquids or vapours. In such cases, spark-
resistant tools, such as those made from brass or aluminium, are needed.
 Power tools, in general, are more dangerous than hand tools, because the power of the
tool is increased. The biggest dangers from power tools are from accidental start-up
and slipping or losing one’s balance during use. The power source itself can cause
injuries or death, for example, through electrocution with electrical tools or gasoline

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 explosions from liquid-fuel tools. Most power tools have a guard to protect the
moving parts while the tool is not in operation. These guards need to be in working
order and not overridden. A portable circular saw, for example, should have an upper
guard covering the top half of the blade and a retractable lower guard which covers
the teeth while the saw is not operating. The retractable guard should automatically
return to cover the lower half of the blade when the tool is finished working. Power
tools often also have safety switches that shut off the tool as soon as a switch is
released. Other tools have catches that must be engaged before the tool can operate.
One example is a fastening tool that must be pressed against the surface with a certain
amount of pressure before it will fire.
 One of the main hazards of electrical tools is the risk of electrocution. A frayed
wire or a tool that does not have a ground (that directs the electrical circuit to the
ground in an emergency) can result in electricity running through the body and death
by electrocution. This can be prevented by using double-insulated tools (insulated
wires in an insulated housing), grounded tools and ground-fault circuit interrupters
(which will detect a leak of electricity from a wire and automatically shut off the
tool); by never using electrical tools in damp or wet locations; and by wearing
insulated gloves and safety footwear. Power cords have to be protected from abuse
and damage.
 Other types of power tools include powered abrasive-wheel tools, like grinding,
cutting or buffing wheels, which present the risk of flying fragments coming off the
wheel. The wheel should be tested to make sure it is not cracked and will not fly apart
during use. It should spin freely on its spindle. The user should never stand directly in
front of the wheel during start-up, in case it breaks. Eye protection is essential when
using these tools.
 Pneumatic tools include chippers, drills, hammers and sanders. Some pneumatic
tools shoot fasteners at high speed and pressure into surfaces and, as a result, present
the risk of shooting fasteners into the user or others. If the object being fastened is
thin, the fastener may go through it and strike someone at a distance. These tools can
also be noisy and cause hearing loss. Air hoses should be well connected before use
to prevent them from disconnecting and whipping around. Air hoses should be
protected from abuse and damage as well. Compressed-air guns should never be
pointed at anyone or against oneself. Eye, face and hearing protection should be
required. Jackhammer users should also wear foot protection in case these heavy tools
are dropped.
 Gas-powered tools present fuel explosion hazards, particularly during filling.
They should be filled only after they have been shut down and allowed to cool off.
Proper ventilation must be provided if they are being filled in a closed space. Using
these tools in a closed space can also cause problems from carbon monoxide
exposure.
 Powder-actuated tools are like loaded guns and should be operated only by
specially trained personnel. They should never be loaded until immediately before
use and should never left loaded and unattended. Firing requires two motions:
bringing the tool into position and pulling the trigger. Powder-actuated tools should
require at least 5 pounds (2.3 kg) of pressure against the surface before they can be
fired. These tools should not be used in explosive atmospheres. They should never be
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 pointed at anyone and should be inspected before each use. These tools should have a
safety shield at the end of the muzzle to prevent the release of flying fragments during
firing. Defective tools should be taken out of service immediately and tagged or
locked out to make sure no one else uses them until they are fixed. Powder-actuated
fastening tools should not be fired into material where the fastener could pass through
and hit somebody, nor should these tools be used near an edge where material might
splinter and break off.
 Hydraulic power tools should use a fire-resistant fluid and be operated under safe
pressures. A jack should have a safety mechanism to prevent it from being jacked up
too high and should display its load limit prominently. Jacks have to be set up on a
level surface, centred, bear against a level surface and apply force evenly to be used
safely.
 In general, tools should be inspected before use, be well-maintained, be operated
according to the manufacturer’s instructions and be operated with safety systems
(e.g., guards). Users should have proper PPE, such as safety glasses.
 Tools can present two other hazards that are often overlooked: vibration and
sprains and strains. Power tools present a considerable vibration hazard to workers.
The most well-known example is chain-saw vibration, which can result in “white-
finger” disease, where the nerves and blood vessels in the hands are damaged. Other
power tools can present hazardous exposures to vibration for construction workers.
As much as possible, workers and contractors should purchase tools where vibration
has been dampened or reduced; anti-vibration gloves have not been shown to solve
this problem.
 Poorly designed tools can also contribute to fatigue from awkward postures or grips,
which, in turn, can also lead to accidents. Many tools are not designed for use by left-
handed workers or individuals with small hands. Use of gloves can make it harder to
grip a tool properly and requires tighter gripping of power tools, which can result in
excessive fatigue. Use of tools by construction workers for repetitive jobs can also
lead to cumulative trauma disorders, like carpal tunnel syndrome or tendinitis. Using
the right tool for the job and choosing tools with the best design features that feel

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 Date: november, 2018
TTLM on Apply 3s
Version: 1
Page 84 of 108
Prepared by wegene Girma

Self-Check 4 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is tools?
2.what is the unique safety problem?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. ____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________

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 2.
________________________________________________________________________
________________________________________________________________________
____________________________________________________________

Information sheet 5 Pacing items in assigned locations

4.5 Placing Items in assigned locations

The order of auto placed items

A grid can contain a mixture of items. Some of the items may have a position on the grid, but
others may be auto-placed. This can be helpful, if you have a document order that reflects the
order in which items sit on the grid you may not need to write CSS rules to place absolutely
everything. The specification contains a long section detailing the Grid item placement
algorithm, however for most of us we just need to remember a few simple rules for our items.

Order modified document order

Grid places items that have not been given a grid position in what is described in the
specification as “order modified document order”. This means that if you have used the order
property at all, the items will be placed by that order, not their DOM order. Otherwise they will
stay by default in the order that they are entered in the document source.

Items with placement properties

The first thing grid will do is place any items that have a position. In the example below I have
12 grid items. Item 2 and item 5 have been placed using line based placement on the grid. You
can see how those items are placed and the other items then auto-place in the spaces. The auto-
placed items will place themselves before the placed items in DOM order, they don’t start after
the position of a placed item that comes before them

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 Date: november, 2018
TTLM on Apply 3s
Version: 1
Page 86 of 108
Prepared by wegene Girma

Self-Check 5 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:
1.what is placing item assign location?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
__________________________

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 Returning items to their assigned location
Information sheet 6

4.6 Returning items to their assigned location

The following data has been maintained for the returned

material in the material master:

 The key for the material type should allow you to

maintain both purchasing and sales/distribution
data (for example, trading goods).
 A loading group is specified in the Sales
general/plant view, so that the system can
automatically determine the shipping point.
 In the inspection settings (Inspection set-up) :
o Inspection type 08 is set for the material
o Inspect with task list indicator is active if
you intend to inspect the material using an
inspection plan

If you intend to inspect a returned

Inspection plan (QM) material using an inspection plan, a
corresponding inspection plan exists
and has been assigned to the material.
Catalogs (QM) Code groups and codes have been
maintained in catalog type 2 (Tasks)
for the following functions in the
action box:

 Assign vendor
 Assign purchasing document
 Transfer posting: unrestricted-
use stock to blocked stock
 Transfer posting: unrestricted-
use stock to inspection stock
 Create transfer order
 Scrap
 Creating a return delivery
 Record usage decision

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  Changing the outbound

Reporting performance results using appropriate formats

Information sheet 7

4.7 Reporting performance results using appropriate formats

Performance evaluations, which provide employers with an opportunity to assess their

employees’ contributions to the organization, are essential to developing a powerful work team.
Yet in some practices, physicians and practice managers put performance evaluations on the
back burner, often because of the time involved and the difficulties of critiquing employees with
whom they work closely. The benefits of performance evaluations outweigh these challenges,
though. When done as part of a performance evaluation system that includes a standard
evaluation form, standard performance measures, guidelines for delivering feedback, and
disciplinary procedures, performance evaluations can enforce the acceptable boundaries of
performance, promote staff recognition and effective communication and motivate individuals to
do their best for themselves and the practice.

. To create a performance evaluation system in your practice, follow these five steps:

1. Develop an evaluation form.

2. Identify performance measures.
3. Set guidelines for feedback.
4. Create disciplinary and termination procedures.
5. Set an evaluation schedule.

1. Develop an evaluation form.

Performance evaluations should be conducted fairly, consistently and objectively to protect your
employees’ interests and to protect your practice from legal liability. One way to ensure
consistency is to use a standard evaluation form for each evaluation.

2. Identify performance measures.

Standard performance measures, which allow you to evaluate an employee’s job performance
objectively, can cut down on the amount of time and stress involved in filling out the evaluation
form. Although developing these measures can be one of the more time-consuming parts of
creating a performance evaluation system, it’s also one of the most powerful.

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3. Set guidelines for feedback.

Feedback is what performance evaluations are all about. So before you implement your
performance evaluation system, make sure that everyone who will be conducting evaluations
knows what kind of feedback to give, how to give it and how to get it from the employee in
return

4. Create disciplinary and termination procedures.

In some cases, even after a thorough performance evaluation and a discussion of expected
improvements, an employee will continue to perform poorly. You need to be prepared to handle
such a situation by having well-defined, written disciplinary and termination procedures in
place..

5. Set an evaluation schedule.

Once you’ve built your performance evaluation system – the evaluation form, the performance
measures, the feedback guidelines and the disciplinary procedures – you just need to decide
when to conduct the performance evaluations. Some practices do all employee evaluations at the
same time of year, while others conduct them within 30 days of each employee’s anniversary of
employment (the latter may work better since it spreads the work of the evaluations out for
employer and employee). However you decide to schedule the evaluations, ensure that each
appraiser consistently meets the deadline. Ignoring employees’ overdue evaluations will make
them feel devalued and may hurt morale and performance

Date: november, 2018

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Version: 1
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 Self-Check 7 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:
1.what is report performance?
2.list the steps of evaluation performance?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________
2.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

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 Checking each item regularly in its assigned location
Information sheet 8

4.8 Checking each item regularly in its assigned location

Inspect. Walk around the outside of the house: Are there cracks in the concrete? Is the driveway
in good condition? Check the roof for signs of loose or broken shingles. Look up at the chimney
for signs of wear. Check the facade and foundation for cracks or signs of water pooling

Date: november, 2018

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Version: 1
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 Self-Check 8 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.what is Check item according to set in order?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________

xciv | P a g e
 ARDAITA ATVET COLLEGE

Agricultural cooperative
Promotion service Level I
Learning Guide #32

Unit of Competence: Apply 3s

Module Title: Applying 3S

LG Code : AGR CPS1 M09 LO5-32

TTLM Code: AGRCPS1 TTLM 1118v1

LO 5 SHINE ACTIVITIES

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 Instruction Sheet Learning Guide- # 32

At the end of this learning outcome student will be able to:

5.1. Planning to implement shine activities
5.2. Preparing and using necessary tools and equipments
5.3. Implementing Shine activity using appropriate procedures.
5.4. Reporting performance results using appropriate formats
5.5 Conducting shining activities regularly
Learning Activities
1. Read the objectives of this learning guide
2. Read the information sheet written in the “information sheets 1-5. Try to understand and
rehearse what being discussed. Ask your teacher for assistance if it is difficult to
understand what is being discussed.
3. Accomplish the self-check exercise for each information sheet
4. If you get a satisfactory evaluation proceed to “next information sheet”. however, if your
rating is unsatisfactory, see your teacher for further assistance or go back to previous
information sheet
5. If you earned satisfactory results you can proceed to the next learning guide

Information Sheet-1 Planning to implement shine activities

5.1 Planning to implement shine activities

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 Daily sweeping and mopping of floor, bathroom, corridor etc.
•Regular cleaning and maintenance of equipment and tools
•Periodical check for changes in equipment and the service area such as:
leaks, vibration, misalignment, breakage etc.
•IPC activities such as hand hygiene, waste segregation are also part of
shine

3S – cleanliness point with cleaning tools and resources.

Seiso is sweeping or cleaning and inspecting the workplace, tools and machinery on a regular
basis.

Goals:

 Prevent deterioration.
 Keep the workplace safe and easy to work in.
 Keep the workplace clean and pleasing to work in.
 When in place, anyone not familiar to the environment must be able to detect any
problems within 50 feet in 5 sec.
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Implementation:

 Clean the workplace and equipment on a daily basis, or at another appropriate (high
frequency) cleaning interval.
 Inspect the workplace and equipment while cleaning.

Steps of shine
Step 1 - First, get rid of all that dirt
 Use the top down cleaning method – clean from the ceiling to the floor
 Clean thoroughly with a broom, mop, and a dust cloth

 Make sure that the office staff and the leaders participate.
They should use the brooms, too!

Step 2 - Correct any issues uncovered by cleaning up

 A bumpy floor makes transport difficult, it scratches the
products, and is not safe
 Is there any trouble with any of the machinery?

Step 3 - Pinpoint the root cause of dirt and cut it off at the source.
 Are you cleaning every day, but are still unable to keep things clean?
 Pinpoint the root source of the dirt and take corrective measures so that dirt does not
occur
 Conduct a Kaizen project with local operators to locate the root cause of the dirt; decide
how to prevent it and keep the areas clean.

Step 4 - Make up a standard cleaning chart with areas and responsibility assigned and
implemented every day without fail

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 Date: november, 2018
TTLM on Apply 3s
Version: 1
Page 97 of 108
Prepared by wegene Girma

Self-Check 1 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.list the steps of shinning?
2.what is the implementation of shinning?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________
2.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

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 Information Sheet-2 preparing and using necessary tools and equipments

5.2. preparing and using necessary tools and equipments

tools and equipment used in preparing salads

1. 1. Tools, Equipments, Utensils Needed in Preparing Salads

2. 2. •KNIVES-good quality knives with sharp, sturdy stainless steel blades and with
handles that securely attached and that feel perfectly comfortable in your hand.
3. 3. •CUTTING BOARDS- choices of cutting boards are the wooden or blocks and acrylic
cutting boards. When preparing a recipe that contains both meat (or poultry or seafood)
and vegetables requiring cutting, use one board exclusively the vegetables and the other
exclusively for the raw meat to avoid cross-contamination.
4. 4. •PEELERS-is a kitchen tool consisting of a slotted metal blade attached to a handle,
that is used to remove the outer skin or peel of certain vegetables, frequently potatoes and
carrots, and fruits such as apples, pears.
5. 5. •CITRUS ZESTERS- a kitchen zester is approximately four inches long, with a handle
and a curved metal end, the top of which is perforated with a row of round holes with
sharpened rims. To operate, the zester is pressed with moderate force against the fruit and
drawn across its peel. The rims cut the zest from the pith underneath.
6. 6. •GRATER/SHREDDER- a grater (also known as a shredder) is the kitchen utensil
used to grate foods into fine pieces. It was invented by Francois Boullier in 1540s.
7. 7. •GRILL PAN- used for salad toppings to be broiled or grilled.
8. 8. •SALAD SPINNERS- used to hold just washed salad leave in a slotted basket that is
made to spin by hand and thus fling all the water of the leaves into the outer container.
9. 9. •MIXING BOWLS- used to mix dressings, marinate ingredients, hold separate
elements of a salad before assembling and used to toss and mix all the ingredients
together. Used bowls made of sturdy, heavy glass wares or ceramic, so as not to react
with acidic ingredients.
10. 10. •SALAD SERVERS- “Salad sets” with big salad bowls and servers. Select materials
having enough surfaces to really grasp the ingredients of salad no matter how slippery
and thus making tossing easier

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 .

Personal Protective Equipment

  Clothing protecting against selected physical hazards: thermal hazards
  Equipment for eye and face protection
  Hearing protection
  PPE
  Protective clothing - Reflective clothing
  Protective clothing against chemical and biological hazards
  Protective footwear – requirements selection and ergonomics
  Protective gloves
  Protective helmets – requirements and selection
  Respiratory protection equipment – requirements and selection

Date: november, 2018

TTLM on Apply 3s
Version: 1
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 Self-Check 2 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.list the necessary equipments regarding to safety?
2.what is equipment?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

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 Information Sheet-3 Implementing Shine activity using appropriate procedures

5.3 Implementing Shine activity using appropriate procedures.Have a “cleanup” day

when everyone takes part in “spring” cleaning
Target aisles, rest areas, and other common use areas

(Example: aisles will be cleaned after lunch on Fridays.)

1 Allocate an area to each operator and hold him or her responsible for cleaning within
that area
 Allocated area should be in each operator’s own work area, so each has equal
work
 Post responsibilities on the group’s notice board
 Set up a standard Shine work schedule to be conducted 5 minutes each day
2 Eliminate sources of dust and dirt. For places that need continuous cleaning, determine
causes and fix (See 5-S examples)
 Analyze the causes
 Refer to good examples in other locations
Make a chart of difficult locations to prevent oversight

When items are broken on the shop floor, operators should be instructed to report to their
supervisors immediately.
 Explain at every opportunity the need to alert supervisors and make them aware of
the broken items.

1 Allocate responsibilities to each operator and hold them accountable for any defects or
failures within that area.
 Allocate everyone an area centered around his or her work area until the entire
group has been covered.
2 Supervisors should audit this procedure once a week. Address any violations.
 This must be maintained.

Date: november, 2018

TTLM on Apply 3s
Version: 1
Page 102 of 102
Prepared by wegene Girma

Self-Check 3 Written Test

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Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:
1. What is the procedure of shinning activities?
Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
________________________________

Reporting performance results using appropriate

formats
Information Sheet-4

5.4Reporting performance results using appropriate formats

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Performance tests try to reduce the risks of downtime or outages on multi-user systems by conducting
experiments that use load to reveal limitations and errors in the system testing usually refers
to assessing the performance and capacity of systems that were expensive and time-consuming to build

Self-Check 4 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet provided in the next
page:
1.What is reporting performance result?

Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points

You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_______________________________

Information Sheet-5 Conducting shining activities regularly

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5.5 Conducting shining activities regularly

Everyone thinks they know what housekeeping is, but it's one of the easiest things to overlook,
especially when work gets busy. The Shine stage of 5S focuses on cleaning up the work area,
which means sweeping, mopping, dusting, wiping down surfaces, putting tools and materials
away, etc.

In addition to basic cleaning, Shine also involves performing regular maintenance on equipment
a

nd machinery. Planning for maintenance ahead of time means businesses can catch problems and
prevent breakdowns. That means less wasted time and no loss of profits related to work
stoppages.

Shining the workplace might not sound exciting, but it's important. And it shouldn't just be left
up to the janitorial staff. In 5S, everyone takes responsibility for cleaning up their workspace,
ideally on a daily basis. Doing so makes people take ownership of the space, which in the long
run means people will be more invested in their work and in the company.

Tip: How to clean may seem obvious, but make sure people know how to properly Shine their
spaces. Show employees—especially new employees—which cleaners to use, where cleaning
materials are stored, and how to clean equipment, particularly if it's equipment that could be
easily damage

Date: november, 2018

TTLM on Apply 3s
Version: 1
Page 105 of 108
Prepared by wegene Girma

Self-Check 5 Written Test

Directions: Answer all the questions listed below. Use the Answer sheet
1.What is conducting shinning activities?
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Note: Satisfactory rating - 15 points Unsatisfactory - below 15 points
You can ask you teacher for the copy of the correct answers
Score =
Answer Sheet ___________
Rating:
Name: _________________________ Date: ____________
_______________

Short Answer Questions

1. _________________________________________________________________-
________________________________________________________________________
________________________________________________________________________
_________________________________

 .

References

 Kaizen materials
 5s principles

5s Sort, Set In Order, Shine, Standardize, Sustain".

  Gapp, R., Fisher, R., Kobayashi, K. 2008. Implementing 5S within a Japanese Context:
An Integrated Management System, Management Decision. 46(4): 565-579.
  Ortiz, Chris A. and Park, Murry. 2010. Visual Controls: Applying Visual Management to
the Factory. New York: Productivity Press.
  Galsworth, Gwendolyn D. 2005. Visual Workplace: Visual Thinking. Portland, Ore:
Visual-Lean Enterprise Press.
  Greif, Michel. 1989. The Visual Factory: Building Participation through Shared
Information. Cambridge, Massachusetts: Productivity Press.

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  Hirano, Hiroyuki, ed. 1988. JIT Factory Revolution: A Pictorial Guide to Factory Design
of the Future. Cambridge, Massachusetts: Productivity Press.
  Schonberger, Richard J. 1986. World Class Manufacturing: The Lessons of Simplicity
Applied. New York: Free Press, p. 27.
  Hirano, Hiroyuki. 1988. JIT Factory Revolution: A Pictorial Guide to Factory Design of
the Future.
  Hirano, Hiroyuki (1995). 5 Pillars of the Visual Workplace. Cambridge, Massachusetts:
Productivity Press. ISBN 978-1-56327-047-5.
  Osada, Takashi (1995). The 5S’s: Five keys to a Total Quality Environment. US: Asian
Productivity Organization. ISBN 978-9-28331-115-7. Retrieved July 26, 2017.
  Bicheno, John. New Lean Toolbox: Towards Fast, Flexible Flow. Buckingham: PICSIE.
ISBN 978-0-9541244-1-0.

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