Mechanics

Level - I
Based on August 2022,Curriculum Version1

Module Title: Applying 5S Procedures

Module Code: IND MCS1 M01 0322

Nominal duration: 70 Hour

Prepared by: Ministry of Labor and Skill

I
 August, 2022
Addis Ababa, Ethiopia

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Table of Content
Table of Content.............................................................................................................................2
Acknowledgment............................................................................................................................4
Introduction to the Module.............................................................................................................5
Module Instruction.........................................................................................................................6
Unit One: Prepare for work............................................................................................................7
1.1 Work Instructions.................................................................................................................8
1.1.1 Job Specification..................................................................................................................9
1.2 OHS requirements...............................................................................................................9
1.2.1 Workplace hazards.............................................................................................................10
Self-Check 1.................................................................................................................................14
Unit Two: Sort Items....................................................................................................................15
2.1 Definition of Sort...............................................................................................................16
2.2 Benefits of sort activity......................................................................................................16
2.3 Preparing and implementing plan......................................................................................17
2.4 Identify all items................................................................................................................18
2.5 Listing Necessary and unnecessary items..........................................................................18
2.5.1 Places of where unnecessary items accumulate.................................................................19
2.6 Use Red tag strategy..........................................................................................................21
2.6.1 Red-tag Holding areas.......................................................................................................21
2.6.2 Steps/procedures in Red tagging.......................................................................................22
Self-Check-2.................................................................................................................................28
Operation sheet 2..........................................................................................................................29
LAP Test 2....................................................................................................................................30
Unit Three: Set all items in order.................................................................................................31
3.1 Explanation of the second pillar of 5S – Set in order........................................................32
3.2 Benefits of set in order.......................................................................................................32
3.3 Implementing the Second Pillar of 5S – Set in order........................................................34
3.3.1 Plan and procedures for set in order..................................................................................35
3.3.2 Evaluating current locations and deciding best locations..................................................38
3.4 Set in order strategies.........................................................................................................39
3.4.1 Motion Economy strategy..................................................................................................40

3
 3.4.2 Visual control Strategy......................................................................................................40
Self-Check 3.................................................................................................................................41
Operation sheet 3..........................................................................................................................42
LAP Test 3....................................................................................................................................43
Unit Four: Perform Shine Activities............................................................................................44
4.1 Definition of Shine.............................................................................................................45
4.2 Benefits of shine................................................................................................................46
4.3 Tools and materials used to implement shine....................................................................47
4.4 Plan and procedures for shine activities...........................................................................49
4.4.1 Implements shine activity procedures...............................................................................50
4.4.2 Inspection...........................................................................................................................52
4.4.3 Inspection steps..................................................................................................................53
Self-Check 4.................................................................................................................................57
Operation sheet 4..........................................................................................................................58
LAP Test 4....................................................................................................................................59
Unit Five: Standardize 5S.............................................................................................................60
5.1 Standardizing 5S activities.................................................................................................61
5.2 Implementing 5S Workplace Organization and Standardization.......................................61
5.2.1 5S Standardization in the Seiri/Sort...................................................................................62
5.2.2 5S Standardization in the Seiton/Set in Order...................................................................62
5.2.3 5S Standardization in the Seiso/Shine...............................................................................62
5.2.4 5S Standardization in Seiketsu/Standardize......................................................................62
5.2.5 5S Standardization in Shitsuke/Sustain.............................................................................63
Self-Check -5................................................................................................................................64
Unit Six: Sustain 5S.....................................................................................................................65
6.1. Preparing plan and sustaining 5S activities.......................................................................66
Self-check:6..................................................................................................................................69
List of Reference..........................................................................................................................70

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Acknowledgment
Ministry of Labor and Skills wish to extend thanks and appreciation to the many representatives of TVT
instructors and respective industry experts who donated their time and expertise to the development of this
Teaching, Training and Learning Materials (TTLM).

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Introduction to the Module
Assign and Integrate In order to ensure the first three stages of “5S” are maintained; responsibilities must
be assigned and integrated into the regular work routines. Ensure daily sweeping of the area is part of the
job duties if required. Ensure all tools are put away at the end of the day. Now that the clutter is gone and
the place is clean and organized, 5S standardization will help to ensure the first three steps are maintained.
This is critical as you don’t want to waste all the previous efforts from the first three steps. In order to
accomplish this step, you will need to assign and integrate 5S responsibilities, schedule 5S tasks and audit
the results.
This module is applying 5S Procedures to meet the industry requirement under the Mechanics
occupational standard, particularly for the unit of competency: This module conversthe knowledge, skills
and attitude required to apply 5S techniques to his/her workplace. It covers responsibility for the day-to-
day operations of the workplace and ensuring that continuous improvements of Kaizen elements are
initiated and institutionalized.
This module covers the units:
 Prepare for work.
 Sort items.
 Set all items in order.
 Shine activities.
 Standardize 5S.
 Sustain 5S.
Learning Objective of the Module

 DeterminePrepare for work.

 Identify Sort items.
 Set all items in order.
 Perform shine activities.
 Implements of Standardize 5S.
 Determine Sustain 5S.

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Module Instruction
For effective use this modules trainees are expected to follow the following module instruction:
1. Read the information written in each unit
2. Accomplish the Self-checks at the end of each unit
3. Perform Operation Sheets which were provided at the end of units
4. Do the “LAP test” giver at the end of each unit and
5. Read the identified reference book for Examples and exercise

Unit One: Prepare for work

This unit is to provide you the necessary information regarding the following content coverage
and topics:
 Work instructions. .
 OHS requirements.
 Prepare tools and equipment.
 Implementing 5S.
 Check safety equipment and tools.
 Prepare and using kaizen board
This unit will also assist you to attain the learning outcomes stated in the cover page.
Specifically, upon completion of this learning guide, you will be able to:
 Use and determine work instructions.
 Observe OHS requirements.
 Prepare tools and equipment.
 Implementation of 5S.
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 Preparing and using kaizen board.
 1 Work Instructions
The Information of about the work, describe what workers need to be able to do on the job.
 Work functions
 Key activities of each work function
 Performance indicators
Describe what task to be done or work roles in a certain occupation Work instruction is a description of
the specific tasks and activities within an organization. A work instruction in a business will generally
outline all of the different jobs needed for the operation of the firm in great detail and is a key element to
running a business smoothly. In other words it is a document containing detailed instructions that specify
exactly what steps to follow to carry out an activity. It contains much more detail than a Procedure and is
only created if very detailed instructions are needed. For example, describing precisely how a Request for
Change record is created in the Change Management software support tool
i. Procedures vs. Work Instructions

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Many people confuse “procedures” with “work instructions”. In fact, most people write work instructions
and call them procedures. Knowing the differences of procedures vs work instructions can help you
understand the documentation process much better and, therefore, procedure documentation.
Procedures describe a process, while a work instruction describes how to perform the conversion itself.
Process descriptions include details about the inputs, what conversion takes place (of inputs into outputs),
the outputs, and the feedback necessary to ensure consistent results. The PDCA process approach (Plan,
Do, Check, Act) is used to capture the relevant information.
ii. Questions that need to be answered in a procedure include:
 Where do the inputs come from (suppliers)?
 Where do the outputs go (customers)?
 Who performs what action when (responsibilities)?
 How do you know when you have done it right (effectiveness criteria)?
 What feedback should be captured (metrics)?
 How do we communicate results (charts, graphs and reports)?

1.1.1 Job Specification

A statement of employee/workers characteristics and qualifications required for satisfactory performance
of defined duties and tasks comprising a specific job or function.

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 Table 1.1 Specification Sample

1.2 OHS requirements

OHS requirements are legislation/regulations/codes of practice and enterprise safety policies and
procedures. This may include protective clothing and equipment, use of tooling and equipment, workplace
environment and safety, handling of material, use of firefighting equipment, enterprise first aid, hazard
control and hazardous materials and substances

Personal protective equipment includes those prescribed under legislation/ regulations/codes of practice
and workplace policies and practices. Safe operating procedures include the conduct of operational risk
assessment and treatments associated with workplace organization. Emergency procedures include
emergency shutdown and stopping of equipment, extinguishing fires, enterprise first aid requirements and
site evacuation.

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Occupational safety and health (OSH) also commonly referred to as occupational health and safety (OHS)
or workplace health and safety (WHS) is an area concerned with the safety, health and welfare of people
engaged in work or employment. The goals of occupational safety and health programs include fostering a
safe and healthy work environment. OSH may also protect co-workers, family members, employers,
customers, and many others who might be affected by the workplace environment. In the United States the
term occupational health and safety is referred to as occupational health and occupational and non-
occupational safety and includes safety for activities outside work
Occupational safety and health can be important for moral, legal, and financial reasons. In common-law
jurisdictions, employers have a common law duty (reflecting an underlying moral obligation) to take
reasonable care for the safety of their employees. Statute law may build upon this to impose additional
general duties, introduce specific duties and create government bodies with powers to regulate workplace
safety issues: details of this will vary from jurisdiction to jurisdiction. Good OSH practices can also
reduce employee injury and illness related costs, including medical care, sick leave and disability benefit
costs
As defined by the World Health Organization (WHO) "occupational health deals with all aspects of health
and safety in the workplace and has a strong focus on primary prevention of hazards." Health has been
defined as "a state of complete physical, mental and social well-being and not merely the absence of
disease or infirmity. Occupational health is a multidisciplinary field of healthcare concerned with enabling
an individual to undertake their occupation, in the way that causes least harm to their health. It contrasts,
for example, with the promotion of health and safety at work, which is concerned with preventing harm
from any incidental hazards, arising in the workplace.

1.2.1 Workplace hazards

Although work provides many economic and other benefits, a wide array of workplace hazards also
present risks to the health and safety of people at work. These include "chemicals, biological agents,
physical factors, adverse ergonomic conditions, allergens, a complex network of safety risks," and a broad
range of psychosocial risk factors
a) Physical and mechanical hazards
Physical hazards are a common source of injuries in many industries. They are perhaps
unavoidable in certain industries, such as construction and mining, but over time people have
developed safety methods and procedures to manage the risks of physical danger in the workplace.

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 Employment of children may pose special problems. Falls are a common cause of occupational
injuries and fatalities, especially in
 construction,
 extraction,
 transportation,
 healthcare,
 building cleaning and
 Maintenance.

Figure 1.1At-risk workers without appropriate safety equipment

The transportation sector bears many risks for the health of commercial drivers, too, for example from
vibration, long periods of sitting, work stress and exhaustion. These problems occur in Europe but in other
parts of the world the situation is even worse. More drivers die in accidents due to security defects in
vehicles. Long waiting times at borders cause that drivers are away from home and family much longer
and even increase the risk of HIV infections.
Confined spaces also present a work hazard. The National Institute of Occupational Safety and Health
defines "confined space" as having limited openings for entry and exit and unfavorable natural ventilation,
and which is not intended for continuous employee occupancy. Spaces of this kind can include storage
tanks, ship compartments, sewers, and pipelines. Confined spaces can pose a hazard not just to workers,
but also to people who try to rescue them.
Noise also presents a fairly common workplace hazard: occupational hearing loss is the most common
work-related injury in the United States, with 22 million workers exposed to hazardous noise levels at
work and an estimated $242 million spent annually on worker's compensation for hearing loss disability.
Noise is not the only source of occupational hearing loss; exposure to chemicals such as aromatic solvents
and metals including lead, arsenic, and mercury can also cause hearing loss.

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Temperature extremes can also pose a danger to workers. Heat stress can cause heat stroke, exhaustion,
cramps, and rashes. Heat can also fog up safety glasses or cause sweaty palms or dizziness, all of which
increase the risk of other injuries. Workers near hot surfaces or steam also are at risk for burns.
Dehydration may also result from overexposure to heat. Cold stress also poses a danger to many workers.
Over-exposure to cold conditions or extreme cold can lead to hypothermia, frostbite, trench foot, or
chilblains. Electricity poses a danger to many workers.
 Electrical injuries can be divided into four types:
 fatal electrocution,
 electric shock,
 Burns, and falls caused by contact with electric energy.
Vibrating machinery, lighting, and air pressure (high or low) can also cause workrelated illness and
injuries. Asphyxiation is another potential work hazard in certain situations. Musculoskeletal are avoided
by the employment of good ergonomic design and the reduction of repeated strenuous movements or lifts.
Ionizing (alpha, beta, gamma, X, neutron), and non-ionizing radiation (microwave, intense IR, RF, UV,
laser at visible and non-visible wavelengths), can also be a potent hazard
The Act: The Occupational Health and Safety Act 2004 (the Act) is the cornerstone of legislative and
administrative measures to improve occupational health and safety in Victoria. The Act sets out the key
principles, duties and rights in relation to occupational health and safety. The general nature of the duties
imposed by the Act means that they cover a very wide variety of circumstances, do not readily date and
provide considerable flexibility for a duty holder to determine what needs to be done to comply.
The Regulations:The Occupational Health and Safety Regulations 2007 are made under the Act. They
specify the ways duties imposed by the Act must be performed, or prescribe procedural or administrative
matters to support the Act, such as requiring licenses for specific activities, keeping records, or notifying
certain matters.
Guidance:Effective OHS regulation requires that Work Safe provides clear, accessible advice and
guidance about what constitutes compliance with the Act and Regulations. This can be achieved through
Compliance Codes, Work Safe Positions and non-statutory guidance ("the OHS compliance framework").
For a detailed explanation of the OHS compliance framework, see the Victorian Occupational Health and
Safety Compliance Framework Handbook.
Policy:Not every term in the legislation is defined or explained in detail. Also, sometimes new
circumstances arise (like increases in non-standard forms of employment, such as casual, labour hire and
contract work, or completely new industries with new technologies which produce new hazards and risks)

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which could potentially impact on the reach of the law, or its effective administration by Work Safe.
Therefore, from time to time Work Safe must make decisions about how it will interpret something that is
referred to in legislation, or act on a particular issue, to ensure clarity. In these circumstances, Work Safe
will develop a policy. A policy is a statement of what Work Safe understands something to mean, or what
Work Safe will do in certain circumstances.

Self-Check 1
Instructions I:Answer all the questions listed below.

1. What is the meaning of job?

2. List the requirements of job.

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 3. What is the meaning of work?

4. Describe work instruction in your own words.

5. Explain the difference between procedure and work instruction?

6. Define job specification?

7. Prepare specification samples.

Instructions II: Fill in the blank space

1. ____________ requires that Work Safe provides clear, accessible advice and guidance about what
constitutes compliance with the Act and Regulations.
2. ____________ includes those prescribed under legislation/ regulations/codes of practice and workplace
policies and practices.
3. _________ process approach (Plan, Do, Check, Act) is used to capture the relevant information.
4. ____________ are a common source of injuries in many industries

5. ____________ is a statement of what Work Safe understands something to mean, or what Work
Safe will do in certain circumstances.
Instructions III:Say True or False

_________1.Every term in the legislation is defined or explained in detail.

_________2.Dehydration may also result from overexposure to heat.

__________3.Occupational safety and health can be important for moral, legal, and financial reasons.

__________4.Employment of children may pose special problems.

Unit Two: Sort Items.

This unit is developed to provide you the necessary information regarding the following content
coverage and topics:

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  Prepare and implementing plan.
 Performing cleaning.
 Identify all items.
 List Necessary and unnecessary items.
 Red tag strategy.
 . Evaluate and placing unnecessary items.
 Record and quantifying necessary items.
 Report performance results.
 Check regularly necessary items.
This unit will also assist you to attain the learning outcomes stated in the cover page. Specifically,
upon completion of this learning guide, you will be able to:
 Prepare and implementing plan.
 Perform cleaning.
 Identify all items.
 List Necessary and unnecessary items.
 Use red tag strategy.
 . Evaluate and placing unnecessary items.
 Record and quantifying necessary items.
 Report performance results.
 Check regularly necessary items.

1 Definition of Sort
Sort, the first pillar of 5S, means classifying items in the workplace in to two categories – necessary and
unnecessary - and removing all the unnecessary items that are not needed for current operations. It
corresponds to the just in time (JIT) principle of “only what is needed, only in the amount needed, and
only when it is needed.” The workplace is full of unused machines, jigs, dies, rejects, work-in-process,

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raw materials, supplies, parts, shelves, containers, desks, workbenches, files, carts, racks, pallets and other
items.

2.2Benefits of sort activity

Implementing this first pillar creates a work environment in which space, time, money, energy, and other
resources can be managed and used most effectively. Sorting can lead to a much safer workplace. By
clearing out the items you no longer need, people will have more room to work and things like trip
hazards and items falling off shelves will be greatly reduced. Sorting also improves work flow since there
is less clutter to deal with and will most definitely increase productivity in both production and office
environments.

Problems and annoyances in the work flow are reduced, communication between workers is improved,
and product quality is increased, and productivity is enhanced. If the first pillar is not well implemented,
the following types of problems occur:

I. The factory or a workshop becomes increasingly crowded and hard to work in.
II. Unnecessary lockers, shelves, cabinets and items make communication between employees
difficult.
III. Time is wasted in searching for parts and tools.
IV. Increase unnecessary maintenance cost of unneeded inventory and machinery.
V. Excess stock-on-hand hides other types of problems in production.
VI. Unneeded items and equipment make it harder to improve the process flow

2.3 Preparing and implementing plan

Implementing sort activity is not always easy to identify unneeded items in a factory or workshop.
Workers seldom know how to separate items needed for current production from unnecessary items.

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 The following procedures will help in implementing sort activity based on the Plan Sort activity and
plan sheet (sample
Table 2-1 Sort activity plan sheet (sample

A. Procedure for Sort activity

B. Steps implementing sorties

1. Evaluate and take pictures of the work area. It’s extremely important to take pictures during this
evaluation step since referencing them after improvements have been made can be very enlightening.
To help you get started use also a 5S evaluation form.
2. Identify and red tag the items you no longer need.
3. Decide what to do with the tagged items.

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2.4Identify all items.
Depend up on theworkshopsmaterial; deviceand equipmentidentify the all of the itemsdisposed follow the
following of checklist table.

Table 2-2 list of all the items at the work shop

No. Name of items Unit QYT Category

Equipment’s Tools/device materials
1
2
3
4
5
6

2.5Listing Necessary and unnecessary items.

Some of types of unnecessary items are:

 defective or excess quantities of small parts and inventory

 outdated or broken jigs and dies
 worn-out bits
 outdated or broken tools and inspection gear
 old rags and other cleaning supplies
 electrical equipment with broken cords
 outdated posters, signs, notices, and memos

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Figure 2.1Unused machinery or equipment Figure 2.2 Obsolete equipment

2.5.1 Places ofwhere unnecessary items accumulate

Some locations where unneeded items tend to accumulate are:

 in rooms or areas not designated for any particular purpose

 in corners next to entrances or exists
 Along interior and exterior walls, next to partitions, and behind pillars.
 Under the eaves of warehouses.
 under desks and shelves and in desk and cabinet drawers
 near the bottom of tall stacks of items
 on unused management and production schedule boards
 in tools boxes that are not clearly sorted

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Sampleof format for records necessary items at the workplace

A sample format for recording unnecessary items in the workplace

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2.6 Use Red tag strategy.
The Red-Tag Strategy is a simple method for identifying potentially unneeded items in the factory or
workshop, evaluating their usefulness and dealing with them appropriately. Red-tagging means putting red
tags on items in the factory or workshop that need to be evaluated as being necessary or unnecessary. A
Red tag is a red colored tag used to identify items no longer needed in a particular work area. The red tags
catch people’s attention because red is a color that stands out. An item with a 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?

Once these items are identified, they can be held in a “Red Tag Holding Area” for a period of time to see
whether they are needed, disposed of, relocated, or left exactly where they are.

2.6.1 Red-tag Holding areas

In order to implement the red-tag strategy effectively, a red-tag holding area must be created. A red-tag
holding area is an area set aside for use in storing red-tagged items that need further evaluation. Red-
tagging is helpful when the need or frequency of need for that item is unknown. When an item is set aside
in a red-tag holding area and watched for an agreed-upon period of time people tend to be more ready to
let it go when that time is over.

There are two red-tag holding areas: local and central holding areas. Local red-tag holding area is used to
manage the flow of red-tagged items with in a local department orproduction area. Central red-tag holding
area is used to manage the flow of items that cannot or should not be disposed of by individual
departments or production area. Usually central red-tag holding area is used by an organization that is
launching a companywide red-tagging effort

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 Figure 2.3 two red-tag holding areas

2.6.2 Steps/procedures in Red tagging

The red-tagging process in a department or work area can be broken down into seven steps

Step 1: Launch the red-tag project.

Step 2: Identify the red-tag targets.

Step 3: Set red-tag criteria.

Step 4: Make red tags.

Step 5: Attach red tags.

Step 6: Evaluate red-tagged items.

Step 7: Document the results of red-tagging

Step 1: Launch the red-tag project

Red-tag campaigns are started and coordinated by the upper-level management of a company. Even when
a red-tag campaign is companywide, local campaigns need to be organized in each department or
production area. This involves

 Organizing a team
 Organizing supplies
 Organizing a time or schedule to perform red-tagging
 Deciding a local-tag holding area
 Planning for disposal of red-tagged items

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People from outside a department can be valuable members on a red-tagging team since they tend to see
the area with a fresh eye. Hence, it is helpful to partner with other departments or production areasItems:

Step 2: Identify red-tag targets

There are two red-tag targets

a) In the manufacturing area items like inventory (warehouse and inprocess inventory), equipment,
and space are targets for red tags. Warehouse inventory include material, parts, products etc.
b) Areas: It is better to define a smaller area and evaluate it well than to define a larger area and not be
able to evaluate it fully in available [Link] creating red-tagging teams.

Figure 2.4 creating red-tagging teams

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Step 3: Set red-tag criteria
As already mentioned, the most difficult thing about red-tagging is differentiating what is Needed from
what is not. This issue can be managed by establishing clear-cut criteria for What is needed in particular
area and what is not. The most common criterion is the next Month’s production schedule
 Items needed for that schedule are kept in that location.
 Items not needed for the schedule can be disposed of or stored in a separate location.

Three main factors determine whether an item is necessary or not. These factors are:

 The usefulness of the item to perform the work at hand. If the item isn’t needed it
 Should be disposed of.
 The frequency with which the item is needed. If it is needed infrequently it can be
 Stored away from the work area.
 The quantity of the item needed to perform this work. If it is needed in limited
 Quantity the excess can be disposed or stored away from the work area.

Each company must establish its own red-tagging criteria and each department may customize this
standard to meet its local needs.

Step 4: Make red-tags

Each company has specific needs for documenting and reporting the movement, use, and value of
materials, equipment, tools, inventory and products. The company’s red Tags should be designed to
support this documentation process.
Various types of information on a red tag may include:
 Category: provides a general idea of the type of item (e.g., a warehouse item or
 Machine). Categories include raw materials, in-process inventory, products,
 Equipment, jigs, tools and dies.
 Item name and manufacturing number.
 Quantity: indicates the number of items included under this red tag.
 Reason: describes why a red tag has been attached to this item.
 Division: includes the name of the division responsible for managing the red-tagged item.
 Value: includes the value of the red-tagged item.
 Date: includes the red-tagging date

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 Figure 2.5 Make red-tags
The material used for red tags can be red paper, thick red tape, or others. Red tags can be laminated with
plastic or another material to protect them during repeated use.

Step 5: Attach the red tags

The best way to carry out red-tagging is to do the whole target area quickly, if possible, in one or two
days. In fact, many companies choose to red-tag their entire factory during a one or two day period. Red-
tagging should be a short and powerful event. You should red-tag all items you question, without
evaluating what to do with them

Step 6: Evaluate the red-tagged items

In this step, the red-tag criteria established in step 3 are used to evaluate what to do with red-tagged items.
Options include:

 Keep the item where it is.

 Move the item to a new location in the work area.
 Store the item away from the work area.
 Hold the item in the local red-tag holding area for evaluation.
 Dispose of the item.

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 Disposal methods include:

 Throw it away.
 Sell it.
 Return it to the vendor.
 Lend it out.
 Distribute it to a different part of the company.
 Send it to the central red-tag holding area

The next table shows disposal methods.

Table 2.3 disposal methods

Treatment Description
Throw it away Dispose of as scrap or incinerate items that are useless or unneeded for any
purpose.
Sell Sell off to other companies items that are useless or unneeded for any purpose
Return Return items to the supply company
Lend out Lend items to other sections of the company that can use them on a temporary
basis
Distribute Distribute items to another part of the company on a permanent basis.
Central red- Send items to the central red-tag holding area for redistribution, storage, or
tag area disposal.

Ideally, unnecessary equipment should be removed from areas where daily production activities take
place. However, large equipment and equipment or machine attached to the floor may be expensive to
move. It is sometimes better to leave this equipment where it is unless it interferes with daily production
activities or prevents workshop improvements. Label this unneeded and difficult to move equipment with
a “freeze” red tag, which indicates that its use has been “frozen,” but that it will remain in place for the
time being.

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Step 7: Document the results of red-tagging

Each company or organization needs to create its own system for logging and tracking necessary
information as red-tagging takes place. The documentation system may involve a written logbook in each
department and in the central red tag holding area. Or it may involve entering data from the red-tags into a
computer system. Whatever the system, documenting results is an important part of the red-tagging
process. It allows the company to measure the improvement and savings produced as a result of the
restaging effort. As it is indicated in step 4, the red-tags should be designed to support the documentation
process.

Determine in advance approximately how many red-tags each workplace should use. An average of four
red-tags per employee should be used. This means a workshop with 30 employees should need about 120
red tags. In addition when you find a shelf full of items which are difficult to decide, we don’t have to be
tempted to attach one red-tag for the whole shelf. Because this can lead to confusion when we want to
dispose of these items in the shelve. Therefore, avoid this temptation and attach individual tags to
individual items.

When red-tagging is completed the factory or workshop is usually dotted with empty spaces – a sign of
real progress. Then the layout of equipment’s and worktables can be changed to occupy the free space.
Companies or organizations who think they need to build a new factory for a production of new products/
services should first apply the sort activity or the red-tag strategy so that they could get plenty of free
space.

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Self-Check-2
Instructions I:Answer all the questions listed below. Illustrations may be necessary to aid some
explanations/answers. Write your answers in the sheet provided in the next page.

1. Give definition of the first pillar of 5S – Sort.

2. What are the benefits of implementing sort activity?
3. What problems occur in a workshop if sort activity is not implemented?
4. What are the reasons for the accumulation of unnecessary items in a workshop?
5. What are the procedures for sort activity?
6. What is red-tagging strategy?
7. What are red-tag holding areas and explain the types?
8. List the steps of red-tagging strategy.
9. List at least seven items that are considered as unnecessary.
10. Name places where unnecessary items are accumulated?

InstructionsII:Fill in the blank spaces

1. ____________ are started and coordinated by the upper-level management of a company.

2. When red-tagging is completed the factory or workshop is usually dotted with ________ a sign of
real progress.
3. Implementing _______ activity is not always easy to identify unneeded items in a factory or
workshop.

Instructions III:Say True or False

__________1.The company’s red Tags should be designed to support this documentation process.
__________2.The best way to carry out red-tagging is to do the whole target area quickly.

__________3.It is better to define a smaller area and evaluate it well than to define a larger area and not

be able to evaluate it fully in available time

_________4.Then the layout of equipment’s and worktables can be changed to occupy the free space.

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Operation sheet 2
 Operation title: Sort
 Purpose:To implement sort in the work place
 Instruction:By following steps in implementing sort, apply them at your work place.
 Tools and requirement:
1. PPE
2. Camera
Steps in doing the task
1. Use the straight edge of the line a
2. Record the result on the line a
3. Repeat the step for line b, c and d
4. Check for the second time for the second round
5. Complete your work by confirming the recorded measurement
Quality Criteria: Taking photos before and after to inspect thorough implementation of sort.
Precautions: Utilizing PPEs carefully..

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LAP Test 2
Instructions: Given necessary templates, workshop, tools and materials you are required to perform the
following tasks.

Task 1: Perform a sorting stage in 5S of materials, tools and equipment at your work place.

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Unit Three: Set all items in order.
This unit is developed to provide you the necessary information regarding the following content
coverage and topics:

 Prepare plan
 General clean activities.
 Location, storage and indication methods.
 Prepare and usetools/ equipment.
 Place and assign Items.
 Return and assign items.
 Report performance of results.
 Check each item.

This unit will also assist you to attain the learning outcomes stated in the cover page. Specifically,
upon completion of this learning guide, you will be able to:

 Prepare plan.
 Perform general cleaning activities.
 Decide location, storage and indication methods.
 Prepare and use tools or equipment.
 Placeand assign Items.
 Return and assign items.
 Report performance results.
 Check each item

3.1 Explanation of the second pillar of 5S – Set in order

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Set in order means arranging necessary items so that they are easy to use and labeling them so that anyone
can find them and put them away. The key word in this definition is “anyone”. Set in order can be
implemented only when the first pillar- sort is done first. No matter how well you arrange items, set in
order can have little impact if many of the items are unnecessary and not sorted. Similarly, if sorting is
implemented without setting in order, it is much less effective. Where necessary items should be placed
should be made clear for anyone to immediately find them and return them easily. Hence, Sort and Set in
order work best, when they are implemented together.

3.2 Benefits of set in order

Setting in order is important because it eliminates many kinds of waste from operations in a workplace.
These include searching time waste, waste due to difficulty in using items, and waste due to difficulty in
returning items. In general, the following problems and wastes are avoided when set in order is well
implemented.

 Motion wastes

 Searching time wastes

 The waste of human energy

 The waste of excess inventory

 The waste of defective products

The waste of unsafe conditions. The set in order step is actually at the core of so many important business
principles such as safety, ergonomics, quality, inventory control, productivity, standard work, the visual
workplace and employee morale. Also it is the core of standardization. This is because the workplace must
be organized before any type of standardization can be implemented effectively. Standardization means
creating a consistent way of doing or carrying out tasks. When we think of standardization, we have to
think about [Link] the following figure how to set in order of materials and equipment’s

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 Figure 3.1 Set in Order of material and equipment’s
For example, machinery standardization means anyone can operate the machinery. Also if we have
operation standardization this means anyone can perform the operation. Even for people to get along
together, they need to standardize their behaviors, at least to some extent

standard
communication ization of
standardization where thinght
are kept

inventory set in
standard machinary
ization order

clerical operation
standard standard
ization Drawing ization
standard
ization

Figure 3.2Set in order is the core of standardization.

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In implementing set in order pillar, we use visual controls so that communications became easy and
smooth. For example, we can visually know where items are placed and where to return them and so on. A
visual control is any communication device used in the workplace that tells us at a glance how work
should be done. Through visual controls, information such as where items belong, how many items should
be placed there, what the standard procedure is for doing something, the status of work in process etc. can
be communicated.

Figure 3.3communication standardization

3.3 Implementing the Second Pillar of 5S – Set in order

To make sure you carry out the first 3 pillars of 5S correctly, you need to provide a consistent approach
that employees can follow. An important prerequisite here is giving employees standardized guides and
checklists, as well as supporting documentation so that they can integrate these best practices into their
work routine

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 3.3.1 Plan and procedures for set in order
Set in order activity plan sheet (sample)

The Procedures for Set in orderis implements follow as

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There are some principles for deciding best locations for tools and equipment’s. Jigs, tools and dies differ
from materials, equipment’s, machinery and parts in that they must be put back after each use. Some of
the principles for jigs, tools and diesel soapply to parts, equipment’s, and machinery. These’re:

 Locate items in the workplace according to their frequency of use.

 Place frequently used items near the place of use.
 Store infrequently used items away from the place of use.
 Store items together if they are used together, and store them in sequence in which they are used.
 Device a just let go arrangement for tools. This approach involves suspending tools from a
retractable cord just within reach so that they will automatically go back in to their correct storage
position when released.
 Make storage places larger than the items stored there so that they are physically easy to remove
and put back
 Eliminate the variety of jigs, tools and dies needed by creating a few jigs, tools and dies that serve
multiple functions.
 Store tools according to function or product. Function-based storage means storing tools together
when they have similar functions. This works best for job-shop production. Product-based storage
means storing tools together when they are used on the same product. This means works best for
repetitive production.

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There are principles helpful in deciding the best locations for parts, equipment’s, and machinery, as well
as tools by removing motion wastes. Motion wastes are unnecessary movements created when people
move their trunks, feet, arms, and hands more than needed to perform a given operation. These wastes
lead to waste of time, energy and effort. These motion wastes can be minimized by locating parts,
equipment’s, and machinery in the best locations possible. More important than removing motion wastes
is asking why it occurs. By asking ‘why’ we can find the methods of manufacturing that work and
approach the zero-waste mark. Eliminating the unnecessary motions from existing operations is called
Motion improvement. And finding ways to eliminate the whole operations to remove the wastes is called
Radical improvement.

The principles that are helpful to eliminate or reduce motions that operators make are:

 Principle 1: Start and end each motion with both hands moving at once.
 Principle 2: Both arms should move symmetrically and in opposite directions.
 Principle 3: Keep trunk motions to a minimum.
 Principle 4: Use gravity instead of muscle.
 Principle 5: Avoid zigzagging motions and sudden changes in direction.
 Principle 6: Move with a steady rhythm.
 Principle 7: Maintain a comfortable posture with comfortable motions.
 Principle 8: Use the feet to operate on and off switches for machines where practical.
 Principle 9: Keep materials and tools close and in front
 Principle 10: Arrange materials and tools in the order of their use.
 Principle 11: Use inexpensive methods for feeding in and sending out materials.
 Principle 12: Stand at a proper height for the work to be done.
 Principle 13: Make materials and parts easy to pick up.
 Principle 14: Make handles and grips in efficient, easy-to-use shapes and positions.

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 Figure 3.4 Motion wastes Figure 3.5 No waste of motion

3.3.2 Evaluating current locations and deciding best locations

The 5S Map is a tool that can be used to evaluate current locations of parts, jigs, tools, dies, equipment,
and machinery, and to decide best locations. 5S Map involves creating two maps before map and after
map. The before map shows the layout of the workplace before implementing set in order. The ‘after map’
shows the workplace after implementing set in order. The 5S Map can be used to evaluate the locations in
small or large workplaces, like in single workstations, on a production line, or in a department.

The steps of using the 5S Map:

i. Make a floor plan or area diagram of the workplace you wish to study. Show the location of specific
parts, inventory, tools, jigs, dies, equipment and machinery.
ii. Draw arrows on the plan showing the work flow between items in the workplace. There should be at
least one arrow for every operation performed. Draw the arrows in the order that the operations are
performed, and number them as you go.
iii. Look carefully at the resulting “spaghetti diagram”. Can you see places where there is congestion in
the work flow? Can you see ways to eliminate waste?
iv. Make a new 5S Map to experiment with a better layout for this work place. Again, draw and number
arrows to show the flow of operations performed.
v. Analyze the efficiency of the new layout (the after map), based on the principles explained in the
above.
vi. Continue to experiment with possible layouts (after maps) using the 5S Map until you find one which
you think will work well.

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vii. Implement this new layout in the work place by moving parts, tools, jigs, dies, equipment, and
machinery to their new locations.
viii. Continue to evaluate and improve the layout in the workplace.

Figure 3.6 5S Map of old layout in machining operations (‘before map’)

Figure 3.7 5S Map of old layout in machining operations (‘after map’)

3.4 Set in order strategies

Once best locations have been decided, it is necessary to mark these locations so that everyone knows
what goes where, and how many of each item belongs in each location. There are several strategies for
marking or showing what, where and how many.

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3.4.1 Motion Economy strategy
Following the principles explained in the above, we can remove motion waste from existing operation. By
using human body appropriately, by organizing the workplace and by redesigning of tools and
equipment’s, we can minimize motion waste.

3.4.2 Visual control Strategy

A visual control is any communication device used in the work environment that tells us at a glance how
work should be done. There are several strategies for setting in order items so that to easily identify what,
where and how many (visual control). These visual control strategies are discussed in the next contents

Signboard strategy: uses signboards to identify what, where, and how many. The three main types of
signboards are:
 Location indicators that show where items go.
 Item indicators that show what specific items go in those places.
 Amount indicators that show how many of these items belong there.

Figure 3.8 Amount indicators

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Self-Check 3
Instructions I: Answer all the questions listed below. Illustrations may be necessary to aid some
explanations/answers. Write your answers on the sheet provide.
1. write the three main types Signboard strategy
2. Defined the principles of helpful to eliminate or reduce motions.
3. WritesThe Procedures of Set in order implements.
4. Defined the Implements of the Second Pillar of 5S – Set in order
5. What are the uses signboards. List and explain.

InstructionsII: Say True or False

_________1.A visual control is any communication device used in the work environment.

_________2.Motion wastes are unnecessary movements created when people move their trunks.

_________3.When we think of standardization, we have to think about anyone.

_________4.No matter how well you arrange items, set in order can have little impact.

_________5.5S Map involves creating two maps before map and after map.

Instructions III: Fill in the blank spaces

1. In _________ pillar, we use visual controls so that communications became easy and smooth.
2. To make sure you carry out the first 3 pillars of ________ correctly.
3. A ___________ is any communication device used in the work environment that tells us at a
glance how work should be done

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Operation sheet 3
• Operation title: Set-in order
• Purpose: To implement Set-in order in the work place
• Instruction: By following steps in implementing Set-in order, apply them at your work place.
• Tools and requirement:
1. PPE
2. Cart
3. Ladder
Steps in doing the task
1. Locate items in the workplace according to their frequency of use.
2. Place frequently used items near the place of use.
3. Store infrequently used items away from the place of use.
4. Store items together if they are used together, and store them in sequence in which they are used.
5. Device a just let go arrangement for tools. This approach involves suspending tools from a
retractable cord just within reach so that they will automatically go back in to their correct storage
position when released.
6. Make storage places larger than the items stored there so that they are physically easy to remove
and put back
7. Eliminate the variety of jigs, tools and dies needed by creating a few jigs, tools and dies that serve
multiple functions.
8. Store tools according to function or product. Function-based storage means storing tools together
when they have similar functions. This works best for job-shop production. Product-based storage
means storing tools together when they are used on the same product. This means works best for
repetitive production.
Quality Criteria: Taking photos before and after to inspect thorough implementation of se-in order.
Precautions: Utilizing PPEs carefully and taking care for tools and equipments.

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LAP Test 3
Instructions: Given necessary templates, workshop, tools and materials you are required to perform the
following tasks.

Task 1: Perform Set in Order of materials, tools and equipment at your work place.

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Unit Four: Perform Shine Activities.
This unit is developed to provide you the necessary information regarding the following content
coverage and topics:

 Prepare plan.
 Implement shine activities.
 Prepare tools and equipment.
 Shine activityprocedures.
 Report performance results
 Conduct regular shining activities
This unit will also assist you to attain the learning outcomes stated in the cover page. Specifically,
upon completion of this learning guide, you will be able to:

 Prepare plan.
 Implement shine activities.
 Prepare necessary tools and equipment.
 Implement shine activityprocedures.
 Report performance results
 Conduct regular shining activities

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4.1Definition of Shine
The third pillar of 5S is shine. Shine means sweeping floors, wiping off machinery and generally making
sure that everything in the factory stays clean. In a manufacturing company, shine is closely related to the
ability to produce quality products. Shine also includes saving labor by finding ways to prevent dirt, dust,
and debris from piling up in the workshop. Shine should be integrated in to daily maintenance tasks to
combine cleaning checkpoints with maintenance checkpoints.

Figure 4.1 Workers shinning [Link] 4.2For Workers shinning the floor

Cleaning is so important because when we clean an area, we are also doing some inspection or checking
of machinery, equipment, and work conditions. An operator cleaning a machine can find many mal-
functions. When a machine is covered with oil, soot, and dust, it is difficult to identify any problems that
may be developing. While cleaning the machine, however, one can easily spot oil leakage, a crack
developing on the cover, or loose nuts and bolts. Once these problems are recognized, they are easily
fixed.

It is said that most machines breakdowns begin with vibration (due to loose nuts and bolts), with
introduction of foreign particles such as dust (due to the crack on the cover, for instance), or with
inadequate oiling and greasing. For this reason shine is useful to make discoveries while cleaning
machines. Hence, shine means cleaning the workplace’s floors, equipment and facilities, provide
inspection at the same time, and ensure that they are in good operating condition.

4.2 Benefits of shine

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One of the more obvious purposes of shine is to turn the workplace in to clean, bright place where
everyone will enjoy working. Another key purpose is to keep everything in top condition so that when
someone needs to use something, it is ready to be used. Companies or organizations should avoid the
tradition of annual at the end of the year or on spring cleanings. Instead, cleaning should become a deeply
ingrained part of daily work habits, so that tools, equipment, and work areas will be ready for use all the
time.

Figure 4.3 Workers cleaning machines

Cleanliness for factories and offices is a lot like bathing for human beings. It relieves stress and strain,
removes sweat and dirt, and prepares the body and mind for the next day. Cleanliness is important for
physical and mental health. Just as you would not bath only once a year, performing shine procedures in a
factory should not be an annual activity. Cleaning should be done on daily basis.

Figure 4.4Shine activities relieves stress and strain

Shine activities can play an important part in bringing work efficiency and safety. Cleanliness is also
linked with the morale of employees and their awareness of improvements. Factories or workshops that do
not implement the shine pillar suffer the following types of problems:

1. Poor morale and inefficiency at work. This could be due to dirty windows that can pass only little
light.
2. Unable to see or find defects in dark and messy workplaces.

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3. Slipping and injuries can be created due to puddles of oil and water on the floor.
4. Frequent breakdown of machines due to insufficient check-ups and maintenances which in turn leads
to late deliveries.
5. Low and unsafe operating machines due to insufficient checkups and maintenance which in turn leads
to hazard and accidents.
6. Defects will result due to shaving cuts getting mixed in to production or assembly processes.
7. Shaving cuts can get in to people’s eyes and create injuries.
8. Low morale due to filthy work environments.

4.3 Tools and materials used to implement shine

The following are some tools and materials used to implement the third pillar of 5S Shine.

 Sponge oil

 Broom detergent s

 Brush spade

 vacuum cleaner bolts

 garbage containers floor scrubber cleaning Pads

 Screws etc…

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 Figure 4.1 Tools and materials

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4.4 Plan and procedures for shine activities
Shine activities should be taught as a set of steps and rules that employees learn to maintain with
discipline. The following sample format can be used to prepare a plan for implementing shine activities.

Shine activity plan sheet (sample)

4.4.1 Implements shine activity procedures.

Step 1: Determine shine target areas Shine target areas are grouped in to three categories: warehouse item,
equipment’s and space. Warehouse items include raw materials, procured subcontracted parts, parts made
in-house, and assembly components, semi-finished and finished products. Equipment includes machines,
welding tools, cutting tools, conveyance tools, and general tools, measuring instruments, dies, wheels and
casters, worktables, cabinets, desks, chairs and spare equipment. Space refers to floors, work areas,
walkways, walls, pillars, ceilings, windows, shelves, closets, rooms and lights.

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Step 2: Determine Shine Assignments Workplace cleanliness is the responsibility of everyone who works
there. Each employee should be assigned specific area to clean. To do these two methods can be used:

A 5S Assignment Map – shows all the target areas for shine activity and who is responsible for cleaning
them. By marking on 5S Map, the shine assignments can be shown.

 A 5S schedule – shows in detail that is responsible for cleaning which areas on which days and
times of the day. Then this schedule should be posted in the work area.
 A 5S schedule – shows in detail that is responsible for cleaning which areas on which days and
times of the day. Then this schedule should be posted in the work area.

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Step 3: Determine shine methods Shine activities should be a natural part of the daily work. Shine
activities and inspection should be done before a shift starts, during work time and at the end of the shift.

The Determining is shine methods include:

 Choosing targets and tools. Define what will be cleaned in each area and what supplies and
equipment will be used.
 Performing the five-minute shine. Cleaning should be practiced daily and should not require a
lot of time.
 Creating standards for shine procedures. People need to know what procedures to follow in
order to use their time efficiently. Otherwise, they are likely to spend most of their time getting
ready to clean.
Step 4: prepare tools the cleaning tools should be placed properly or set in order where they are easy to
find, use and return.
Step 5: Start to shine

When implementing the shine procedures, consider the following suggestions:

 Be sure to sweep dirt from floor cracks, wall corners, and around pillars.
 Wipe off dust and dirt from walls, windows, and doors.
 Be thorough about cleaning dirt, scraps, oil, dust, rust, cutting shavings, sand,
 Paint and other foreign matter from all surfaces.
 Use cleaning detergents when sweeping is not enough to remove dirt.

4.4.2 Inspection
As discussed earlier, it is natural to do a certain amount of inspection while implementing shine activities.
Once daily cleaning and periodic major cleanups become a habit, we can start incorporating systematic
inspection procedures in to the shine procedures. Even when equipment in the workplace appears to
function normally, it may be developing many problems. Always when machines or other equipment
begin to show sign of minor, sporadic malfunctions, the operators not the maintenance people notice it
first. Therefore, it is important to consider the operators information about the equipment.

The following types of equipment problems frequently exist in factories:

i. Oil leaks from the equipment on to the floor.

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 ii. Machines are so dirty that operators avoid touching them.
iii. Gauge displays and other indicators are too dirty to be read.
iv. Nuts and bolts are either loose or missing.
v. Motors overheat.
vi. Sparks flare from power cords.
vii. V-belts are loose or broken.
viii. Some machines make strange noises.

Daily cleaning or inspection can help to find these problems and solve them.

Figure 4.6 Daily cleaning or inspection

4.4.3 Inspection steps

The steps of inspection and shine procedures are parallel. But the steps of inspection give greater emphasis
on the maintenance of machines and equipment. These steps are:

Step 1: Determine inspection targets

The targets for inspection are similar to the targets of shine activities. These include machines,
equipment’s, jigs, and dies, cutting tools and measuring instruments.

Step 2: Assign inspection activities

In principle, the people who carry out inspection on a particular machine should be the same people who
operate the machine. But most often one person can operate several machines at a time (as in multi-
process handling). In this case, it is good to involve line supervisors and group leaders in the inspection

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duties. Once inspection activities are assigned, they have to be written up on a large signboard for the
workshop or on small signboards that are attached to each target machine.

Step 3: Determine inspection methods

First all of the items to be inspected should be listed then an inspection checklist should be prepared based
on the listed inspection items. The following shows an example of an inspection checklist .

Table 4.4.4Sample of inspection checklist

Step 4: Implement inspection

When implementing inspection, use all your senses to detect abnormalities. Inspection is not simply a
visual activity. There are some ways to detect abnormalities. These are

 Look closely at how the machine works and watch for slight defects (e.g. oil leakage, debris
scattering, deformation, wear, warping, mold, missing items, lopsidedness, inclinations, color
changes).
 Listen closely for changes in the sounds the machine makes while operating (e.g. sporadic sounds,
odd sounds).
 Use your nose to detect burning smells or other unusual odors (e.g. burning rubber)

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  Touch the machine where it is safe during operation and during downtime to detect deviations
from normal conditions (e.g. strange vibrations, wobbling, looseness, excessive heat, shifting)

Step 5: Correct equipment problems

All equipment abnormalities or slight defects should be fixed or improved. There are two approaches to do
these:

Instant Maintenance: whenever possible, an operator should immediately fix or improve a problem he or
she discovers during inspection. But the operators should know what level of maintenance work they can
handle by themselves and immediately.

Requests of Maintenance: In the some cases, a defect or problem may be difficult for the operator to
hand alone and immediately. In this situation, the operator should attach a maintenance card to the site of
the problem in order to make it visible. He or she can also issue maintenancecompany to request help from
the maintenance department. It is also good to log requested maintenance on to a checklist of needed
maintenance activities. Once a requested maintenance is taken care and its result confirmed, the activity
should be checked off in the ‘confirmation’ column of the checklist. The maintenance card should then be
retrieved from the machine where it is attached

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 Figure 4.7Two approaches for solving equipment problems

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Self-Check 4
InstructionsI: Answer all the questions listed below. Illustrations may be necessary to aid some
explanations/answers. Write your answers on the sheet provide.

1. Give definition of the third pillar shine.

2. What problems occur in a workshop if shine is not implemented?
3. What are the steps/procedures for implementing shine?
4. What are the two methods used to assign shine activities to employees?
5. What are the most frequent problems of equipment’s/machines?
6. List the steps of inspection.
7. How do you detect abnormalities in a workplace or machine?

InstructionsII: Say True or False

_________1.When implementing inspection, use all your senses to detect abnormalities.

_________2.The targets for inspection are similar to the targets of shine activities.

_________3.Shine activities can play an important part in bringing work efficiency and safety.

_________4.Cleanliness for factories and offices is a lot like bathing for human beings.

_________5.All equipment abnormalities or slight defects should be fixed or improved.

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Operation sheet 4
• Operation title: Shine
• Purpose: To implement shine in the work place
• Instruction: By following steps in implementing shine, apply them at your work place.
• Tools and requirement:
1. PPE
2. Cart
3. Ladder
4. Cleaning tools, equipment and agents
5. Paints and brush

 Steps in doing the task

1. Determine shine target areas; Shine target areas are grouped in to three categories: warehouse
item, equipment’s and space.
2. Determine Shine Assignments; Workplace cleanliness is the responsibility of everyone who
works there. Each employee should be assigned specific area to clean.
3. Determine shine methods; Shine activities should be a natural part of the daily work. Shine
activities and inspection should be done before a shift starts, during work time and at the end of
the shift.
4. Prepare tools the cleaning; tools should be placed properly or set in order where they are easy to
find, use and return.
5. Start to shine
 Quality Criteria: Taking photos before and after to inspect thorough implementation of shine.
• Precautions: Utilizing PPEs carefully and taking care for tools and equipment.

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LAP Test4
Instructions: Given necessary templates, workshop, tools and materials you are required to perform the
following tasks.

Task 1: Identify and prepare tools and materials for implementing shine activity.

Task 2: Prepare plan for shine and Sample plan

Task 3: Implement shines activity.

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Unit Five:Standardize 5S

This unit is developed to provide you the necessary information regarding the following content
coverage and topics:

 Preparing and using plan.

 Standardizing 5S activities.
 Preparing Tools and techniques.
 Standardize 5S.
 Implementing relevant procedures.
 Standardizing and reporting activities.

This unit will also assist you to attain the learning outcomes stated in the cover page. Specifically,
upon completion of this learning guide, you will be able to:

 Preparing and using plan.

 Standardizing 5S activities.

 Preparing Tools and techniques.

 Standardize 5S.

 Implementing relevant procedures.

 Standardizing and reporting activities.

 Kept workplace.

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 5.1 Standardizing 5S activities
The last step of 5S workplace organization and standardization is called Sustain or Shitsuke
which concentrates on covering every former step of 5S, with the standardized processes, and converting
them into continuing practices to guarantee continuous improvement. It addresses describing a new
outlook and a standard in place of work.

Standardizeis an essential bridge between Shine and the last step of 5S is to standardize. By systematizing
the method to 5S through standardization, it can be confirmed that organizational efforts are continued in
due course through a sustainable approach. If an organization fails to standardize work processes then it
can cause disordered and inefficient work over time. It is helpful to give employees opportunities to play a
dynamic role in the standards development. An outstanding technique to accomplish this is to plan and
print out 5S sheets of audit that can be used by anyone who is examining an area on a particular day. Lock
at thefollowing picture

Figure 5.1 Before and after implementing 5S

5.2 Implementing 5S Workplace Organization and Standardization

Basically 5S is a philosophy and an approach of organizing and managing the workplace and course of
work with the commitment of increasing efficiency by reducing waste, enhancing flow and decreasing
process irrationality. It uses a list of five Japanese words: Seiri (Sort) Seiton (Set in Order), Seiso (Shine),
Seiketsu (Standardize), and Shitsuke (Sustain).

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5.2.1 5S Standardization in the Seiri/Sort
The first step in 5S workplace organization and standardization emphasizes on reducing unneeded items
from the workplace. Here the equipment, furniture and tool in workplace are categorized into the 3
categories which are necessary, unnecessary and may not be necessary. Moreover, this step can also be
beneficial with the “just in case” approach. Industrial bins are required for an exact class. On the basis of
the standard method, three to four “bins” or organizing sorts are used when performing a 5S category that
comprises of keep, remove, and probation and to move. It is a key point to audit the categorization process
dynamically of any 5S’d space to make sure precision and focus. At times, a focus on organization can
dominate further main areas so it must be ensured to register on tool standardization, expiration dates of
supply, and possible safety risks while areas are going through audit organization.

5.2.2 5S Standardization in the Seiton/Set in Order

The term “Set” is based on determining efficient and effective storage of essential articles. It uses the idea
of “can see, can take out, and can return”. By following this philosophy time and energy can be saved
when we want to find something. An effective approach to initiate this step is to plan the space where the
tools and equipment will be going back to. It is very important to truly consider the jobs being done in or
around every station during this stage. This approach must be used to design the most suitable and easy
areas for employees to go. Furthermore, employees’ most commonly used tools must be located in
convenient and easily accessible areas with the minimum possible limitations.

5.2.3 5S Standardization in the Seiso/Shine

This step means cleaning up the workplace on every day basis with the intention of having no dust on
floors, machines or tools. By following this approach ownership can be created and pride can be built
among the workers. Approximately in any case, there is no doubt that an uncontaminated workplace is a
safer place of work. For example, when the floors are maintained clear of dirt and residues it facilitates to
lessen the hazard of tours, slips, and falls which are a very common source injuries in the workplace. It is
useful to post images in the proximate areas displaying the entirely cleaned or “shined” workplace
condition. It can be a useful approach to have this communication successful even when nobody is
actually around to provide it. Likewise, an information board can also be used which illustrates step-by-
step guidelines for cleaning specific areas or equipment’s.

5.2.4 5S Standardization in Seiketsu/Standardize

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An essential bridge between Shine and the last step of 5S is to standardize. By systematizing the method
to 5S through standardization, it can be confirmed that organizational efforts are continued in due course
through a sustainable approach. If an organization fails to standardize work processes then it can cause
disordered and inefficient work over time. It is helpful to give employees opportunities to play a dynamic
role in the standards development. An outstanding technique to accomplish this is to plan and print out 5S
sheets of audit that can be used by anyone who is examining an area on a particular day.

5.2.5 5S Standardization in Shitsuke/Sustain

The last step of 5S workplace organization and standardization is called Sustain or Shitsuke which
concentrates on covering every former step of 5S, with the standardized processes, and converting them
into continuing practices to guarantee continuous improvement. It addresses describing a new outlook and
a standard in place of work. It must be kept in mind that anything anticipated from workers must be shown
properly by a qualified and experienced professional. Additionally, employees must be observed in their
first efforts to check the 5S daily routines that are being made are the precise practices required and
looked-for. More to the point, mistakes must be fixed. Occasionally continuous unwanted behavior or
unwanted outcomes occur as a result of a defective system. In that case, the fault must be found in the
actual system and it must be corrected as necessary.

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Self-Check -5
Instruction I:Answer the following question.

1. ___________ is arrangement / organization of necessary items in good order for use.

2. What is the use of arranging necessary items in good order in implementing the 5S?
i. _______________________
ii. _______________________
iii. _______________________
iv. _______________________

Instruction II: Matching

AB
_______ 1. Sustain A) Seiso

_______ [Link] B) Seiketsu

_______ [Link] C) Seiri

_______ [Link] D) Seiton

_______ 5. Sort E) Shitsuke

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Unit Six:Sustain 5S
This unit is developed to provide you the necessary information regarding the following content
coverage and topics:

 Plan and sustain 5S activities.

 Implementing techniques and procedures.

 Cleaning up workplace.

 Identifying unlikely Situations.

 Sustaining and reporting activities

This unit will also assist you to attain the learning outcomes stated in the cover page. Specifically,
upon completion of this learning guide, you will be able to:

 Plan and sustain 5S activities.

 Implement techniques and procedures.

 Clean up workplace.

 Identify unlikely Situations.

 Sustaining and reporting activities

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 6.1. Preparing plan and sustaining 5S activities.
Previously, we have discussed 5S in general, the phases Sort and Straightens, and the phases Sweep and
Standardizing in previous units. This unit will discuss the final phase of 5S the sustain phase. All these
units are covered in the modules of Sustainable 5S.

The fifth and final S in the 5S model stands for SUSTAIN, and this is the most difficult of the stages to
implement in practice. It is difficult because this stage circles back on all the prior stages to ensure that
they are being appropriately maintained and updated as necessary. The sustain stage therefore has two
main objectives:

 sustaining the current standard as they were agreed upon by the team and
 Identifying improvements when the standards are no longer relevant or complete.
An aid that can be used to check whether the standards are sustained is a mini-audit. By writing short
questions on a T-card (a small card in the shape of a T so that it can easily fit a plan board) everyone can
perform a mini audit in an area of their choosing. The cards can include questions such as; “Are all
materials placed at their specified location?”, “is there something missing that you need to do your job
properly or better?”, “are the tools on the shadow board cleaned according to standard?”
The easiest way to perform such an audit is by linking each T-card to the standards defined in the previous
step, leading to one T-card per standard.

Figure 4 shows an example of a T-card system that is used in a Dutch factory. On the left, a board with
different T-cards is shown on which the mini-audit cards are kept and can be accessed on the shop floor.

he right picture shows an example of one T-card in the hand of an operator, on which the use of a team
board is assessed.

checklist

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 check
yes no

 Device and equipment arecleaned duringat activity

continuously?

 All obsolete, broken or unnecessary equipment not required

for current projects are removed from the area or red tagged
for removal?

Equipment/machinery is clearly identified (numbered, named,

color-coded, etc.) and placed in a properly identified location.
Critical maintenance points are clearly marked.

All tripping hazards such as electrical wires and equipment cables

are removed from all working, standing, and walking areas.

GenerallySustaining is the end result of how well we have performed the previous four S’s. In the
sustainability stage, think of ways to eliminate effort in maintaining an [Link] things spontaneously
without being told and Educate people so that 5S expands beyond initial limits and turns into natural
standard behavior.

Process/Procedure:

Step 1: - Create reasonable rules.

 Create reasonable rules of behavior in the workplace.

 Engage everyone concerned in the creation of rules not just the department heads or
supervisors.

 Discuss the rules with everyone concerned. This will result to a feeling of involvement.

 Show rules and standards clearly and attractively using illustrations, photographs and color-
coding.

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Step 2: - Exhibit before and after 5S photos where everyone will see them.

Step 3: - Recognize good practices and good performance.

Train people to follow good housekeeping rules autonomously.

 Enhance autonomous management activities

 Maintain the discipline needed to do a good job

 Upgrade productivity and quality consciousness

 Wash hands after going to the toilet

 Wash hands before and after meals

 Eat and smoke at designated places

 Keep workplace always clean and tidy

 Wear clean uniform and shoes

 Follow safety rules

 Put things back in their proper places

 Work according to standards

 Observe proper office decorum

Self-check:6
Instruction .IWrite the correct answer on the blank space.

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1. ____________ is a process-centered approach to ensuring that a company or organization is providing
the best possible products or services.
2._____________typically require a strong knowledge of the business processes of an organization.
3. Write the 5S in Japanese and English terms.

a) ____________________
b) ____________________
c) ____________________
d) ____________________
e) ____________________
4. 5S is a systematized approach to:
a) _____________________
b) _____________________
c) _____________________
5. What can a company gain from 5S?

a) __________________
b) __________________
c) ___________________
d) ___________________
e) ___________________
f) ___________________
6. What are the benefits of 5S?

a) _______________
b) _______________
c) ________________
d) ________________
e) ________________
f) ________________

List of Reference
1. 5S for operators (1995)

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 2. Ethiopia Kaizen Manual (2011)

3. Journal5S for operators (1995)

4. Journals/publications/magazines

5. Job specifications

6. Safety Manual and Guide als/publications/magazine

7. Journals/publications/magazines

8. job specifications

9. Safety Manual and Guide

Participants of this Module (Training Material) Preparation

S/ Full Name Qualific Field of Organiz Mobile E-mail
N ation Study ation/ number

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 o. (Level) Instituti
on
1 KebedeTaddesse A Mechanica M/G/ 0911355 [email protected]
(M .Tec l M/Buli 094 om
h) Engineerin PTC
g
2 GutemaMekonnenBirr A Manufactu Nekemte 0911919 gutema581@[Link]
u (MSC) ring PTC 281
3 YaredKebede B- Level Manufactu AletaWe 0916411 YAREDKEBEDE580@g
ring ndo 372 [Link]
TVET
college
4 MulualemMengistu B -Level Manufactu Hawasa 0911877 mulualemmengistu14@g
ring PTC 225 [Link]
5 FirewBekele A-Level Manufactu Debrabir 0910826 [email protected]
ring han PTC 193 om

 This model TTLM developed on August 28/08/2022 G.C at Bat

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72