5S FACILITATOR’S

MANUAL

FOR INTERNAL TRAINER

OF
5S ACTIVITIES

1st Edition
May 2022

1
 I. Who is a Facilitator

1. What is Facilitation?
In the training courses, Facilitation is guiding the participants to understand the
contents in the training. Good facilitation implies that participants can acquire the
target skills as practical knowledge through discussion with facilitators.
The facilitation shall not be one-sided lecture, it shall be interactive. In the exercise
sessions, the facilitation shall not to be designed to teach answers of issues directly,
it shall, instead, give the participants hints to solve them.

2. Who is a Facilitator?
A Facilitator is someone who helps the participants to understand target objectives
of the training and assists them to formulate Action Plan.

Adult Education is one of the useful training methods for facilitators. The
facilitators shall be experts for 5S and coaching to attempt to draw on the existing
knowledge of the participants. Training facilitators support that participants learn
their 5S skills and knowledge through their existing knowledge and experiences.
The role of a facilitator in the training includes that of the trainer who will take a
leading role and to transfer knowledge or skills to be acquired according to
designated agenda.

Some of the facilitators shall work as course coordinators of the training course.

3. Skills of a Facilitator
The basic skills of facilitators are as follows: to conduct good practices at each
session in the training course.

2
“Time management”
The facilitators shall plan time so that duration of each lecture can be the same in
several trainings. It means that the facilitators are required to understand, for
example, how many minutes are needed for one slide in the presentation.

The facilitators shall also manage the time for group practice so it can be completed
in time. The facilitators shall recognize required time for each group practice and
allocate the appropriate time for the group practice.

“Talking by clear message about agenda”

Beginning of the training course, all participants should know the objectives of the
course from the facilitators. The facilitators also have to inform the purpose of each
session clearly at the beginning of the session.

“Listening skill of participants’ voices”

In the group practice, the facilitators shall listen to the participants’ ideas before
asking and the facilitators shall also listen to understand the points of the discussion
and summarize the points if necessary.

“Knowledge to answer the question definitely”

To answer the questions from the participants, the facilitators shall not know only
the contents of the training but also the related knowledge of 5S-KAIZEN-TQM.

“Creating group dynamics”

A successful facilitator induces participants’ questions and awareness of current
conditions as well as their creativity.

The group dynamics means the atmosphere to proceed to group work without
troubles. The dynamics will be created by the active participation and adequate
support by the facilitators. Intervention by the facilitators is not necessary when
group work is proceeding properly toward to achieve the aim of the agenda. The

3
 facilitator will support to correct the rudder for the group by asking in the discussion
such as the relationships between topics or problems and the main points of the
discussion.

“Ability of ice and stack breaking”

The participants are nervous in the beginning of the course. The facilitators will help
to reduce their tension utilizing ice breaking games, such as self-introduction,
physical exercises and so on.
The facilitators shall help the participants when someone keeps verbally attacking
others, shuffles papers, sleeps, and keeps silent and so on.
The facilitators invite the person who might be feeling uncomfortable by asking
politely but firmly what is going on. The facilitators shall find out the cause of being
uncomfortable to rebuild the group dynamics.

“Balance of intervention”
Even though the discussion is not active among the participants, the facilitators
should not give a direct answer for proceeding of the discussion. The facilitators
shall listen to their voice and put some hints for the discussion.

The facilitators shall take intervention when any troubles occur during the
discussions.

“Equity to participants”

The facilitators shall stand on neutral position in the course and have to take care of
the participants under the equal condition as possible. The ideas and comments from
participants shall be sorted out without prejudice and considering their official titles.

4
 II. How to teach 5S activities

1. Preparation
For smooth implementation for the facilitation, the facilitators shall understand the
contents of “Operational Framework for 5S Approach under Quality Assurance
Policy” and “5S Basic Manual” before the training course to provide necessary
materials for the facilitation.

It is recommendable to provide flash cards for each lecture to remind the topic and
contents of the previous sessions in the training. The presentation shall not be done
only by the slide of “Power Points” but also by the flip chart or cards. The
facilitators shall provide the materials which are appropriate for the course.

2. Facilitation for 5S
Since the core activities of 5S are physical environment improvement, visualization
of the activities and tools are effective for clear understanding. Photos and drawings
are useful for the explanation and demonstration of 5S activities such as segregation,
finding necessary files, cleaning, labeling, preventive maintenance, traffic line and
so on. They are also tools for imaging what 5S activities are by the participants in
the beginning.

The facilitators should talk his / her own experience of 5S-KAIZEN activities in
their facilities even though the facilitator has the materials based on the 5S Manuals
and the references of 5S. The facilitators himself or herself shall be a good
practitioner of 5S-KAIZEN.

3. Introduction
The 5S principles are described in “5S Basic Manual” descriptively. All the
participants shall understand meaning of Sort, Set, Shine, Standardize and Sustain.
The facilitators of the training has to understand deeply to answer the questions
from participants. All the information that facilitators should know is mentioned on
the following paragraph.

5
4. Sort (Sankhulani, Seiri)
Although the facilitators can explain the definition of Sort based on the Operational
Framework for 5S-KAIZEN-TQM Approach Under Quality Assurance Policy and 5S
Basic Manual, there are some points needed to be addressed in the lecture to promote
participants’ comprehension.

(1) Segregation of items

Sort is an activity to categorize all items into three groups, necessary items,
unnecessary items and uncertain items. Unnecessary items also segregated into
damaged items garbage or functioning items which are not used in the work
venue (non-use item).

According to Recycle, Reuse and Reduce Principle, non-use items shall be

collected and distributed to proper departments utilizing the items.
Uncertain items will be kept for three months at the storage of the department. If
uncertain items have not been utilized within three months, the items must be
categorized as unnecessary items. However, if there are items which cannot be
replaced by the regulation even though they have not used more than three
months. They shall be categorized as necessary item.

(2) Why Sort is done first?

Some hospital staff like to start from Set although Sort has not been done yet.
Sort shall be an entry point of 5S. If Sort is not done, the staff has to set
unnecessary items as well. It will take unnecessary time for Set even if Set has
been done perfectly. Sort, thus, has to be done prior to Set.
In teaching on Sort, it is also useful to explain Lean Thinking which is described
on the guideline. In the work venue, only necessary items shall be kept.

(3) Tool of Sort

The tool of Sort is Red Tag which is a useful item to identify the status of items
in sorting into categories. If the staff can discard unnecessary items immediately,
Red Tag is not necessary to put on these items. Red Tag is an effective tool
when the item cannot remove easily or has to be kept in the storage. Red Tag is
useful to avoid misuse of items which are not working well.

6
5. Set (Sanjani, Seiton)
In the point of its explanation, it is better to provide the example photo of tools for
Set. It is difficult to image what Set is even if the facilitators explain the definition
of procedures of Set. Most of 5S tools are utilized for set in order.

(1) Set shall be “Easy to work”

Even though the files are labeled and kept in orderliness, the work might not
been done easily. Sometime, tools for Set are utilized only for decoration. The
main purpose of 5S is “Work Environment Improvement” which includes
cleanness of the venue and readiness for work. Tools for Set shall be effective
for working easily, finding file quickly, identifying the level of stock easily,
describing the information to target stakeholders properly, noticing the cautions
practically and so on.

(2) Step by Step

Even though mentioned above, Set shall be progressive activities. In the initial
stage, "Work Improvement Team (WIT) can label hand written labels. Quality
Improvement Support Team (QIST) has to encourage their work. In next step,
labels will be replaced with typed seals and then the font of the labels shall be
also standardized. QIST cannot ask WIT to use the standardized labels in the
beginning because it will weaken creativity of the member of WIT. The staff
shall be motivated through 5S activities especially set in order.

6. Shine(Salalitsani, Seisou)
Some people think that Shine is the work for cleaning staff. However, Shine in 5S
shall be participative activities in the work venue. All staff has to clean around their
working space (desks) in beginning of their working hour every day. 15 minutes
would be enough if self-shining is done daily.

(1) Involvement of Outsourcing Staff

In most hospitals, the cleaning activities are outsourced by contract. The
outsourced staff shall also involve in 5S activities. Shine is the chance to involve
them into WIT. The cleaning staff understands the conditions of working venue
because they are looking around working place every day. It is effective to
utilize the ideas from cleaning staff.

7
 (2) Preventive Maintenance
Throughout the daily cleaning activities, the staff is able to find the damage or
equipment, furniture and facilities with problems. Shine is also a part of
preventive maintenance.

7. Standardize (Samalitsani, Seiketsu)

It is enough in the internal training course that the facilitators explain Standardize
based on 5S Basic Manual. Based on the experience of 5S activities in the pilot
areas, Facilitator proceeds to Standardize in the following contents,
- Safety Signs
- Color Coding
- Waste Management
- Zoning style
- Symbols
- Style and Font of Labels
- Design of Direction Board
- Rule of Signboards and Notice Board

8. Sustain (Sungitsani, Shitsuke)

Sustain is also the duty of facilitators. The facilitators explain the meaning of
Sustain based on 5S Basic Manual. To maintain the 5S activities, continuous brush-
up activities and stimulating motivation activities are necessary. The fuel for drive
of 5S activities is high motivation of the staff. It is difficult, though, to continue the
same activities for most of the people if there is no intervention.
For example of the intervention as follows:
- 5S Award of the Department
- 5S Song
- 5S Dance

8
III. Background information for learning 5S

1. The Core Concepts of 5S

Though the aim of 5S is “Work Environment Improvement”, some people think that
5S activities increase the burden of work. Although some efforts are necessary at the
initial stage of 5S, the achievement of 5S can eventually lead to reduce unnecessary
burden in the work place. As a result of 5S, the work place can be comfortable
compared to the condition in the past.

The core concept of 5S is improvement of “Professional Satisfaction” of employees.

It means that each staff is able to work under maximum utilization of his / her
professional career, knowledge and skills. It also includes the improvement of
management Mind-set because the management is important especially for
professional work done by the team which is consisted of members who have
different specialties.

2. Why Stepwise Approach is Necessary?

In 5S-KAIZEN approach, 5S is defined as the entry point of Total Quality
Management and the approach proceeds step by step. One might think, “Why
KAIZEN is not done first?” Generally, continuous quality improvement by
participatory and bottom up style is not familiar among health workers in Malawi.
In a facility which is managed under top down order system, sensitivity towards
problems among the staff is weak. If KAIZEN is installed first in this type of the
facility, it might be difficult for the staff to identify or recognize problems. Or the
staff might think that those are someone else’s problems not their own. It means that
KAIZEN can be failed to be implemented. Compared to KAIZEN, 5S is easier for
the staff to start with because it can identify the progress and effectiveness easily. In
particular, achievement of 5S is visualized physically by taking photo. On the other
hand, KAIZEN process takes certain time (about six months) to solve or improve
one problem and the achievement of KAIZEN is difficult to be visualized because
their target is work process. Therefore, the approach recommends installing 5S first.
As 5S continues, the staff can change their Mind-set, attitude and behavior from
negative and passive to positive and active. The staff can also have more sensitivity

9
 towards problems.

Moreover, both 5S and KAIZEN are activities to be practiced by a team and

participation of all the staff and team. The team will be built and strengthened by 5S
and they can help to proceed to KAIZEN activities successfully as well. KAIZEN
can be failed to be implemented if the staff has not changed positively and enhanced
the sensitivity. 5S should be, thus, implemented first in the approach.

3. 5S under Quality Assurance Programs

The facilitators shall understand the relationship between 5S-KAIEN-TQM and the
other Quality Assurance Programs (QAPs). The details of the relationship are
described on 5S Practical Guideline. It is recommended that the facilitators explain
at least the followings
- considers the integration of several QAPs.
- 5S is the platform of the other QAPs.
- There is no conflict between 5S and the other QAPs.

4. Quality and Safety

Although the main objective of 5S is the improvement of work environment, the
facilitators shall understand the definition of quality and safety in health care. The
improvement of quality and safety is the core objective of KAIZEN. However it is
necessary to consider quality and safety in 5S practices.

10
 Diagram 3-1: Relationship between quality and safety of healthcare

Quality and safety is two sides of the same coin. Breaking points of safety is bad
outlier of quality. The above diagram is a histogram that shows that the
relationship between frequency of quality activities and their outcome. Vertical axis
indicates the frequency of distribution of service and the horizontal axis represents
the level of quality. It illustrates that improvement of quality is not developed in the
best practice. To narrow the width of outcome of quality leads to improve overall
quality. It means narrowing distribution of outputs and shifting to higher score in
average for the outputs. To improve overall quality of service in a facility, it aims to
shift the delivering service from the A line to the A’ line.

5. Positive Mind-set
5S practice shall be done with smile of the staff. It means the staff has to have
positive Mind-set. The Mind-set will change their attitude and also the attitude will
influence their behavior. To keep good behavior is necessary to create positive
attitude and also to change the Mind-set positively.

11
 Diagram 3-2: Influence of attitude towards one’s behavior

5S incubates the positive Mind-set of all stakeholders through the change of work
venue drastically. The facilitators shall stress that 5S is not reinforced by top
management team and 5S practice shall be done by motivated staff with their
creativity.

It is also called “Can do attitude”. If the staff thinks that they cannot do it, it cannot
be done. If the staff thinks that they can do it, it may be done and might be
successful.

6. Implementing Structure and Role of facilitators

Implementation structure of 5S in national, zonal and district level as well as the
structure in organizations are described in “5S Basic Manual” clearly.

12
 - Set policy
- Show strong
Commitment to 5S Mgmt
- Allocate budget for QI
activities

- Supervise Team
- Monitor progress of
QI activities in whole Facilitator
hospital areas
- Provide technical skills
to team
- Conduct training

- Implement QI activities Team member

- Check and monitor Team Team member
member
progress of QI
activities

Diagram 3-3: Organization structure for 5S implementation

The main roles of facilitators for 5S are followings.

- Learn the 5S method
- Develop Action Plan for 5S installation and dissemination
- Explain the effectiveness of 5S to the staff
- Train the staff
- Demonstrate 5S activities
- Monitor the progress of 5S activities
- Support the team
- Encourage the staff for 5S
- Inform the progress of 5S to top management
- Communicate with other facilitators from other facilities / organizations
Some staff might consider that 5S is done by the facilitators. Basically, facilitator is
not a practitioner of 5S and 5S shall be implemented by all staff in the facility. Even
though each staff has their own roles in the hospital, all the staff has to be
responsible to promote 5S in the hospital.

Team members are a unit to practice 5S in its work venue and facilitators shall
support the team technically.

13
 Some staff might also consider that 5S is the work for 5S team members and the
other staff is not necessary to work for it. Initially, facilitators have responsibility to
promote 5S in their work venues, however, the work venue shall be maintained by
all the staff because the owner of the venue is the staff themselves. All the staff,
therefore, shall support 5S activities as possible to promote 5S activities.

7. PDCA Cycle
Installing 5S-KAZEN is changing the organization from normal to vital. “Strategic
management” is necessary for the change. The facilitators shall know the strategic
management but it is not necessary to be explained in the training course except
PDCA cycle. PDCA cycle is one of the cores in KAIZEN mind and it is useful to
proceed to 5S activities. The facilitators shall explain; “Plan” first, “Check” after
“Do”,” Act” for standardization and then “Plan”.

Diagram 3-4: PDCA Cycle

8. Team Building
5S is team actions. All activities shall be considered in the team. In the training
course, the facilitators shall explain what a team is.
(1) Definition
Though there are several definitions of team, the definition of a team for the
approach shall be explained in the training course.
- The group working together

14
 - The members sharing goals
- The members sharing role and responsibility

Definition of a Team for 5S-KAIZEN-TQM

GOAL

 Working together
 Sharing Goals
 Sharing
Roles/Responsibilities

Diagram 3-5: Defenition of a team for 5S-KAIZEN

For the explanation a team, it is also useful to compare the term team and “Group”.
Generally the definition of “Group” does not include “Sharing goal”.

(2) Benefits
Benefits of Team are as follows
- Sharing knowledge, skills and experiences of the members
- Reducing burden for each member
- Tackling issues in synergistic manner
- Receiving support timely and properly
- Enhancing confidence
It is also useful to explain “TEAM”
T: Together
E: Everyone
A: Achieves
M: More
The point of explanation is the difference between working in team and
“Working Alone”. Additionally, the team makes smiles more and tears least.

15
 (3) Highly Motivated Team
To promote 5S activities, WIT should be a highly motivated team, but should
not be a normal team. The definition of a highly motivate adding the term of a
team is as follows
- Self-identification of the member as a part of the team
- Constant communication among the member
- The member share the outcomes among team activities
- The member trust each other

What is a highly motivated Team?

A team that
 Works Together
 Shares Goals
Goals  Shares Roles/Responsibilities
 Consists of members who have self-
identification as a part of team
 Communicates consistently
 Shares Outcomes
 Trusts each other

Diagram 3-6: Definition of a highly motivated team

To build a highly motivated team, it is necessary to provide an opportunity to

recognize the team member and to formulate good leadership and followership. In
the team management, the followership of the members is important as well as the
leadership of the leader.

9. Supportive Supervision
Steps of supportive supervision are described in 5S Basic Manual and 5S Practical
Guideline. In the training course, the facilitators explain supportive supervision
according to the basic manual and stresses the difference of Monitoring and

16
Evaluation.
Monitoring
- Generally means to be aware of the state of a system
- Observing and taking note to ensure that it is done
Evaluation
- Systematic determination of merit, worth, and significance of something or
someone using criteria against a set of standards
- Measure achievement against target

Internal supportive supervision plays one of the most important roles of QIST. The
tool which is used in internal supportive supervision is M & E check sheets. The
facilitators, therefore, have to support the participants to understand how to use
them.

17
 IV. Design of Training course

1. Objective Setting
Some facilitators have to design training course for 5S as a course coordinator.
Setting objective is one of the crucial issues for successful trainings. For the
sensitization, the main objective of the training is that the participants understand 5S
activities. For the practice of 5S, the main objective of the training is that
participants are able to begin 5S activities properly.

Before conducting training, the training course has to be approved by management

team as official work in the facility,

2. Participants / Facilitators
The participants shall be chosen depending upon the contents of the training. The
prioritized participants shall be the member of facilitator and team in the pilot area
for new programs. The progress of 5S activities in each area, target of participants
and contents of the training shall be considered. The number of participants is also
important to conduct a training. In a lecture, the facilitators can manage many
participants, it is very difficult, though, to manage more than ten people in a
practical session by one facilitator.
The facilitator of each session shall be chosen based on the contents of the session.
It is better to establish facilitators’ team for the training and to share the session by
the members and also to assign a course coordinator for smooth management of the
whole training.

3. Schedule / Time Table

Two types of time table are necessary to coordinate the training courses. The first
type of time table is Preparation Schedule. To conduct the training, there are many
activities to be prepared in advance of the training. For example, the facilitator may
send an invitation letter to each candidate of participants for the course. The
facilitators’ team has to know the deadline till when they have to get the answers for
the attendance. All activities are described on the preparation schedule sheet.

18
 Diagram 4-1: Example of preparaton schedule check sheet

The second type is Time Table of the course. Based on the objectives of the training
course, necessary contents to attain the objectives have to be identified and
considered time allocation of the contents properly.
For 5S Basic Training, the following contents are necessary as minimum
requirement.
- Pre-test / Post-test
- Objectives of 5S-KAIZEN Approach at maintenance facilities
- 5S Principles
- 5S Tools
- Role of facilitators and team members
- Implementation process of 5S
- Supportive Supervision (Lecture, Site Observation and Exercise)
- Action Plan development (Exercise)

After the design of time table, date and time of the training shall be considered. For
19
 an internal training, it is not necessary to arrange the training in one day because
staff is will not have time especially in morning. For example, the training can be
done from 3:00 PM to 4:00 PM from Tuesday to Friday.

4. Course Evaluation
To measure the effectiveness of the training, the evaluation mechanism shall be built
in the course. Generally, Pre- and Post-test are utilized as well as questionnaires. It
is recommended to use the same questions for Pre- and Post-test because it helps to
identify the improvement of the knowledge among the participants.

5. Preparation
To conduct the training course, it is necessary to prepare the following items
- Invitation to candidate of participants
- Arrangement of facilitators
- Development of training materials
- Arrangement of training venue / observation of facilities
- Arrangement of refreshment / lunch
- Procurement of equipment / stationary for the training
- (Arrangement of transport / accommodation for facilitators / participants)
After the establishment of the facilitators’ team, the role of preparation shall be
shared in the team. Sharing the progress of the preparation and preparing schedule
sheets and check list are useful not to forget things which have to be done.

20
Diagram 4-2: Example of checklist for preparation progress of training

21
6. Implementation Process
For the smooth implementation of the training, A master of the course shall be
designated each day from the facilitators’ team. The master of course opens the
course a day, introduces the next session, manages the time, reconfirm the
refreshment and lunch and close the course a day.
During the training, it is better to record the questions from the participants and
answers from facilitators.
Daily feedback sessions by the participants are effective to confirm the level of
understandings among the participants.
Involvement of the participants for activities in the training is also important. Only
listening to the lectures could be boring for the participants. The facilitators shall
consider how to conduct interactive sessions.

7. Follow up
The training is not completed yet at the end of the training course. The facilitator
has to confirm the practice of the participants.
After the internal training, the facilitators visit the work venue of trainees and check
the progress of 5S activities. The participants can get support for the activities if
necessary.
After the zonal training, the facilitators shall confirm the progress of the 5S through
supportive supervisions.