1 4 Preparing for a steak Name: Janvier Nshimyumuremyi Steak is an important meal in American families (Green, 2005). The meal is part of the American traditional culinary culture. As a result, it is important for every person to ensure that they develop a strong understanding of the process that goes into preparing this meal. The move is particularly important because it will ensure that the employees develop a strong understanding of the things that they need to do in order to make a significant contribution to their families’ culinary experience. The project has been selected because it is possible to maintain complete control over the entire process. In addition, it provides an opportunity to examine one of the most important activities that are relevant to the American family experience. Although I will be one that is doing the cooking, I will need the help of a number of individuals. First, I will request my mother to purchase the steak from a butcher. I believe that such items should be sourced from butchery as opposed to getting them from a grocer. The former are fresh and healthy while the goods that are found in the later can be stale and unhealthy. I have also selected my mother because I believe that she has a strong understanding of the quality of the products that are required to make a good meal. I am particularly keen on trying the ribeye steak because I have heard that it is one of the best samples that someone can use. Figure 1 shows a quality cut meat I will also request my mother to cut the steak because it is important to ensure that the meat is cut appropriately. Fig 1 Furthermore, I will request my sister to ensure that all the ingredients that I need for this process are available. For instance, I will want to ensure that the oil, vegetables and the potatoes that will be used to make chips are available before I start. I will write a list of the ingredients which she will use as a checklist (Hardwic 2015). Moreover, I will ensure that I take the necessary steps that will enable me to conduct a hitch free cooking exercise. My younger brother will ensure that the kitchen is clean and that all the things that I need to use during this process are there. In spite of the omission of my father from the process, I will rely on him to provide leadership and to ensure that all the family members perform their roles. We respect our father because he always ensures that everyone performs their role. Also, he will provide the money for purchasing all the things that I need. For a cooking experience to be successful, it is important to ensure that other people are not involved. As a result, I will request all the family members to leave the kitchen before I start the cooking process. The move will ensure that I benefit from the lack of distractions during the cooking process. If I am going to be successful, I will have to ensure that I perform my tasks with minimal interference (Cloak, 2012).Furthermore.

1. 1
4
Preparing for a steak
Name: Janvier Nshimyumuremyi
Steak is an important meal in American families (Green, 2005).
The meal is part of the American traditional culinary culture.
As a result, it is important for every person to ensure that they
develop a strong understanding of the process that goes into
preparing this meal. The move is particularly important because
it will ensure that the employees develop a strong understanding
of the things that they need to do in order to make a significant
contribution to their families’ culinary experience. The project
has been selected because it is possible to maintain complete
control over the entire process. In addition, it provides an
opportunity to examine one of the most important activities that
are relevant to the American family experience.
Although I will be one that is doing the cooking, I will need the

2. help of a number of individuals. First, I will request my mother
to purchase the steak from a butcher. I believe that such items
should be sourced from butchery as opposed to getting them
from a grocer. The former are fresh and healthy while the goods
that are found in the later can be stale and unhealthy. I have
also selected my mother because I believe that she has a strong
understanding of the quality of the products that are required to
make a good meal. I am particularly keen on trying the ribeye
steak because I have heard that it is one of the best samples that
someone can use. Figure 1 shows a quality cut meat I will also
request my mother to cut the steak because it is important to
ensure that the meat is cut appropriately.
Fig 1
Furthermore, I will request my sister to ensure that all the
ingredients that I need for this process are available. For
instance, I will want to ensure that the oil, vegetables and the
potatoes that will be used to make chips are available before I
start. I will write a list of the ingredients which she will use as
a checklist (Hardwic 2015). Moreover, I will ensure that I take
the necessary steps that will enable me to conduct a hitch free
cooking exercise. My younger brother will ensure that the
kitchen is clean and that all the things that I need to use during
this process are there. In spite of the omission of my father
from the process, I will rely on him to provide leadership and to
ensure that all the family members perform their roles. We
respect our father because he always ensures that everyone
performs their role. Also, he will provide the money for
purchasing all the things that I need.
For a cooking experience to be successful, it is important to
ensure that other people are not involved. As a result, I will
request all the family members to leave the kitchen before I
start the cooking process. The move will ensure that I benefit
from the lack of distractions during the cooking process. If I am
going to be successful, I will have to ensure that I perform my
tasks with minimal interference (Cloak, 2012).Furthermore, I
will switch off my phone in order to ensure that I can

3. concentrate on the tasks at hand. The move ensures that I can
benefit from the thoughtful application of the activities that I
need to do.
The stakeholders in this process are my family and I. I know
that my mother would be supportive while my father will
provide honest feedback. My sister and brother will also ensure
that they provide an honest feedback even if I do not like it.
However, there involvement in the preparation process means
that the process is a shared endeavor and we all have a stake in
its success or failure.
The process will start with rubbing the steak with a clove of
fresh garlic. Then I will season using plenty of salt (LaFray
2002). The move will ensure that the steak acquires the taste
that it has become associated with. Then I will freeze the steak
for a period of 45 minutes. The move will ensure that the steak
is ready for the cooking process. Using the appropriate cooking
fat is critical in ensuring that I produce the desired flavor
(Hardwick 2015). I will also use a digital thermometer to ensure
that I cook the steak perfectly. The entire process will be
consistent with best cooking practices that have been borrowed
from established chefs. I believe that my replication of the
cooking exercises that have been done by others will ensure that
the end product will be as expected.
The process will have to interface with the following activities;
· The individuals that will be involved in the process have to
understand their roles
· My family members have to state any allergies or undesirable
ingredient
· The cooking gas will have to be full the entire time
· I will also have to count on the refrigerator to keep the steak
at the desired levels.
· I will also have to ensure that the smoke is kept to the minimal
levels possible
· I will also have to use a thermometer in order to check if the
steak has cooked properly
· I will have to perform confidence exercises that give me the

4. courage to undertake one of the most difficult cooking
experiences that a person can have.
· The butchery will also have to provide the appropriate type of
steak; otherwise my efforts will not amount to anything if the
ingredients are not sufficient.
Map Process
Suppliers
Inputs
Process
Outputs
Customers
Store
Butchery
Grocery
1 serving of ribeye steak
Olive oil
Sea salt and freshly cracked black pepper
Herbs

5. Prepare
Cook
Serve
Cooked steak
Father
Mother
Sister
Brother

6. Me
The SIPOC diagram has demonstrated the importance of
ingredients in the preparation of a steak. The ribeye steak is the
most important part of the cooking process in an environment.
The success of this meal depends on using the appropriate
ingredients and ensuring that the correct process is followed
during the cooking activity. The other metric that will be used
involves the taste of the steak. A well –cooked steak should
have a certain taste in order to have the desired effect on its
consumers. Consequently, it is important to ensure that a lot of
attention is given to the preparation process in order to produce
a meal with the appropriate flavor.
Verify Accuracy
The verification part is integral towards ensuring that the
project is conducted in a successful manner. I requested my
mother and sister to help me select the most suitable recipe.
Their involvement ensured that I selected a recipe that had been
tested and tried. Also, they helped me to double check in order
to identify the things that I needed to do in order to produce a
tasteful meal. The approach enabled me to make a significant
contribution to the cooking history. I also felt more confident
knowing that I could ask them for help in case I reached a point
where I was unsure about myself. I have benefited from the
involvement of more experienced people in the process.
Consequently, it is important to ensure that the verification
process involves experienced individuals who understand the
things that need to be done in order to achieve the desired
outcome.
Identify Lessons Learned

7. The cooking process has revealed a lot of lessons that should be
pursued in order to achieve success in life and in any process.
First, it is important to be interested in the task at hand.
Without interest I would not be able to cook a tasteful steak.
Second, it is important to read and research about the process
before being involved in one. I tried to understand the things
that I should follow in order to achieve the desired results by
reading about the recipes that were available online. Moreover,
I benefited from the fact that I have always seen my mother
prepare the dish. As a result, observing a process before
performing a similar one is important. In the end, the only thing
that mattered was the end result. The outcome of a process is
the only metric that matters. My family members enjoyed the
meal that I had prepared. As a result, I felt happy and was really
pleased to know that they enjoyed the meal. Consequently, it is
important to ensure that the planning and execution phases lead
to a desired outcome. Also, it reveals the importance of having
a clear objective for the process. In my case, the objective was
the successful cooking of a steak that my family members would
appreciate.
Conclusion
In conclusion, it is important to ensure that the preparation of a
steak is conducted with the utmost care possible. The process is
important because a failure to follow due diligence could
undermine the eventual taste. At the end of the process, I will
request my family members to provide feedback on the meal.
Although they love me, I know that their feedback will be
brutally honest. However, I believe that following these steps
will enable me to prepare a mouth-watering meal.
Waste Audit
The preparation of a meal results in a lot of waste that
undermines the effectiveness of the process. For instance, a lot
of food stuff is wasted during the washing process because some
of it is found to be unfit for the purpose. The observation is
particularly prevalent for vegetables where some are found to
have dried up. In addition, a lot of energy is wasted as I wait for

8. the meal to simmer. Consequently, it is important to ensure that
a deliberate effort is made to reduce the amount of waste that is
incurred during the cooking process. Furthermore, I found that
about ten percent of the entire meal is wasted because the
family does not eat some parts. For instance, I used a lot of
carrots only to discover that no one was willing to eat them. The
observation not only discouraged me but it taught me a valuable
lesson about efficiency. Another key wastage involved the use
of a lot of soup. I tried to ensure that a health delicious meal
was part of the process only to end up with a lot of soup that no
one was willing to use.
Analyze a waste
The waste that resulted in the cooking process occurred
throughout the entire process. First, my mother bought some
ingredients that I did not use because I found them unsuitable
for the kind of meal that I wanted to create. Second, a lot of
energy was wasted during the coking process. Third, a
significant portion of the ingredients that I used were also not
used because they did not meet the expected quality standard.
Fourth, the eating process produced a lot of waste as the people
did not eat everything that I cooked. All the waste that
occurred could have been minimized if I had employed some
insight in the planning process.
Review Audit
The audit process revealed a lot of valuable information that
will make future endeavors successful. First, I learnt that the
cooking process can create a lot of waste. A lot of the
ingredients that are used may hold little value to the people that
are served. In addition, I learned that I needed to ensure that I
treated the people that would consume m product with a lot of
dignity and respect. The move would involve asking them to
ensure that they provided valuable information about the things
that they needed and what they should use in the process of
delivering value. The inefficiencies that emerged could be
linked to my biased approach in the preparation of the meal. As
a result, I learnt that the success of any project depends on the

9. ability of the individual involved to have the end-user in mind.
Although the waste was not a lot, it was nonetheless a huge
reflection of the susceptibility that the cooking process has to
inefficiency.
Identify Lessons Learned
All process is usually characterized by some element of waste.
The key aim is to ensure that the levels of waste are reduced to
a minimal level. Preparing the meal taught me a valuable lesson
about efficiency. First, it is important to understand what the
family members can eat and what they cannot. Understanding
that would ensure that I have the ability to prepare a meal that
is consistent with their needs. For instance, I would have known
that I should use a few carrots in order to serve the people. In
addition, I realized that it is important to involve the end user in
the process. Their involvement will result in a product that they
will consume efficiently. Furthermore, I also learnt that I need
to ensure that the amount of energy that is used during a process
is consistent with best practices in the use of resources.
References Cloak, Felicity. (2012). How to cook the perfect
steak. Retrieved from
http://www.theguardian.com/lifeandstyle/wordofmouth/2012/oct
/25/how-to-cook-the-perfect-steak
Green, A. (2005). Field guide to meat: How to identify, select,
and prepare virtually every meat, poultry, and game cut.
Philadelphia: Quirk Books.
Hardwick, Natalie. (2015). How to cook the perfect steak.
Retrieved from http://www.bbcgoodfood.com/howto/guide/how-
cook-perfect-steak
LaFray, J. (2002). Bern's Steak House: Reflections & recipes
from a remarkable restaurant. St. Petersburg, FL: Seaside Pub.

10. Cognitive mapping through electrophysiology
George Ojemann
Department of Neurological Surgery, University of Washington,
Seattle, Washington, U.S.A.
Among the many contributions of the Montreal Neuro-
logical Institute (MNI) to the surgical treatment of refrac-
tory epilepsy, the recognition by Wilder Penfield that
awake neurosurgery for epilepsy provided a unique oppor-
tunity to investigate the cortical organization of human
cognition has been arguably the most significant,
(Penfield & Jasper, 1954; Penfield & Roberts, 1959;
Penfield & Perot, 1963). Among Penfield’s residents in
the early 1940s was Arthur Ward, Jr., who brought to the
MNI a background in physiology acquired in another clas-
sic venue, the Yale primate laboratories of the late 1930s.
Dr. Ward was the author’s mentor, and from him came
both traditions: epilepsy surgery as an opportunity to study
human cognition with the stimulation localization tech-
nique of Penfield and Jasper, and the single neuronal
recording techniques of the primate neurophysiologists.
This article reviews some of the author’s investigations of
the neurophysiologic correlates of language, recent verbal
memory and verbal learning in this setting, and consenting
patients undergoing temporal lobe resections with an
awake surgical technique (Ojemann, 1995).
Those investigations have utilized several intraopera-
tive techniques, including electrical stimulation mapping,
optical imaging of the ‘‘intrinsic signal’’ (Haglund et al.,

11. 1992), and extracellular recording of single neuronal
activity, each providing different perspectives on these
cognitive processes. Stimulation mapping links a brain
region to a cognitive process by interfering with that pro-
cess. For language and memory, there is evidence that this
effect predicts the effects of resection of that tissue
(Ojemann, 1983; Ojemann & Dodrill, 1987; Haglund
et al., 1994a), presumably then the activity of the tissue
where interference is evoked is crucial for the behavior, at
least at that point in time. By contrast, optical imaging and
recording of single neuron activity are physiologic
changes correlated with the behavior, indicating where the
physiologic activity is occurring, but not necessarily in
tissue that is crucial for it. These investigations represent
collaboration between the author and many associates
from other disciplines, particularly neurophysiology and
neuropsychology.
Electrical Stimulation
Mapping: Language
Classical lesion effects have established that the tempo-
ral lobe of the dominant hemisphere contains structures
essential for language, verbal memory, and verbal learn-
ing. Within dominant temporal lobe, language functions
are usually related to lateral neocortex, particularly in
posterior–superior temporal lobe, whereas recent verbal
memory and learning effects are usually related to medial
temporal structures, particularly hippocampus. Electrical
stimulation mapping of lateral temporal neocortex of the
dominant hemisphere also commonly produces interfer-
ence in language measures. However, the sites of interfer-
ence are often focal areas of 1 cm2 or so, considerably
smaller than the classic posterior temporal language area.

12. There is considerable individual variation in the location
of these focal areas (Ojemann et al., 1989). This includes
extension into area thought to be uninvolved in language
on anatomic criteria, such as anterior portions of superior
and middle temporal gyri in some patients, whereas in
others, areas usually considered important for language
such as posterior superior temporal gyrus (‘‘Wernicke’s
area’’) are spared. Some of this individual variation dif-
fered related to patients’ preoperative verbal abilities as
measured by verbal IQ, and to gender. Language localiza-
tion also differed between children and adults (Ojemann
et al., 2003).
Temporal cortical stimulation frequently interferes with
different language measures at different sites, including
separate sites for naming in two languages (Ojemann &
Whitaker, 1978; Lucas et al., 2004) and naming compared
to reading (Ojemann, 1989).
Electrical Stimulation
Mapping: Recent Verbal
Memory and Learning
Somewhat surprisingly, stimulation of lateral temporal
neocortex has also interfered with performance on a recent
Address correspondence to George Ojemann, Department of
Neuro-
logical Surgery, University of Washington School of Medicine,
PO Box
356470, 1959 NE Pacific Street, Seattle, WA 98195-6470,
U.S.A.
E-mail: [email protected]
Wiley Periodicals, Inc.

13. ª 2010 International League Against Epilepsy
Epilepsia, 51(Suppl. 1): 72–75, 2010
doi: 10.1111/j.1528-1167.2009.02453.x
FOCAL EPILEPSIES — COGNITIVE STUDIES
72
verbal memory measure, particularly when the current is
applied during encoding or storage of the verbal item.
These sites have often been separate from those for which
stimulation interferes with naming of the same items, so
that there appears to be separation of the crucial temporal
cortical sites for recent episodic verbal memory from
those for language, even though the recent memory mea-
sure involved overt production of the name of the item to
be encoded in memory (Ojemann, 1978; Ojemann &
Dodrill, 1985). Sites with interference in the memory mea-
sure were particularly likely in anterior temporal lateral
neocortex. Resection of the sites with stimulation interfer-
ence during the memory measure was associated with an
increased postoperative verbal memory deficit (Ojemann
& Creutzfeldt, 1987; Ojemann & Dodrill, 1987). In con-
trast to these lateral temporal cortical effects on recent ver-
bal memory and to the classical effects of medial temporal
lesions on memory, it has been difficult to show medial
temporal or hippocampal stimulation interference on
recent memory independent of evoking seizures (Ojemann
& Creutzfeldt, 1987).
Stimulation effects have also been compared between
novel and overlearned items (Ojemann et al., 2002b).
Interference was evoked from a wider area for novel items

14. than for overlearned items, suggesting that the regions of
brain crucial for learning are more extensive than those
crucial to execution of a learned task.
Optical Imaging:
Language and Memory
Optical imaging during language measures has shown
changes in dominant temporal neocortex, but with a distri-
bution wider than the sites of stimulation interference on
the same language measure in the same subject (Haglund
et al., 1992). In an unpublished case study, optical imaging
changes in dominant temporal neocortex were also evident
during recent memory retrieval of encoded names, but in a
pattern different from that for naming in the absence of the
instruction to remember the name. As with the stimulation
mapping findings, optical imaging changes during mem-
ory retrieval spared sites where stimulation had interfered
with naming, but showed more extensive involvement of
anterior temporal neocortex (M. Haglund, D. Hochman,
and G. Ojemann, unpublished data).
Single Neuron Activity:
Language
Extracellular recording of changes in single neuronal
activity in lateral temporal cortex that correlate with lan-
guage measures has shown substantial differences from
the findings with stimulation mapping, likely reflecting
the difference between a technique that shows where neu-
rons are active and participating in a behavior from those
regions that are essential for that behavior. Changes in sin-
gle neuronal activity, compared to activity during control

15. behaviors, occurred in equal proportions of neurons from
dominant or nondominant lateral temporal cortex for audi-
tory word perception and repetition, visual object naming,
and word reading (Creutzfeldt et al., 1989a,b; Schwartz
et al., 1996; Ojemann & Schoenfield-McNeill, 1999).
Because dominance for language had been established
in all subjects of these investigations, based on intracaro-
tid amobarbital perfusion assessment (Wada test), changes
in single neuron activity during the language tasks that
lateralized to the dominant hemisphere were sought
(Schwartz et al., 1996). Two changes were identified.
Changes in neuron activity can be relative increases (exci-
tation) or relative decreases (inhibition) compared to the
control measures. Relative inhibition during naming was
one feature significantly lateralized to dominant hemi-
sphere recordings. This relative inhibition may represent
an inhibitory surround of a focal area of excitation else-
where in temporal cortex, or perhaps the relation between
temporal association cortex activity and subcortical activ-
ity is similar to that between motor cortex activity and
spinal motor neuron activity, where the cortex modulates
the greater subcortical excitation by changing the degree
of inhibition. In a study of lateralized differences in neu-
ron activity during a visuospatial task, inhibition was
observed but lateralized to the nondominant hemisphere
(Lucas et al., 2003), suggesting that the relative inhibition
is a feature of dominance rather than specific to language
tasks. The other language change lateralized to the domi-
nant hemisphere was earlier activity. By contrast, non-
dominant activity changes with language tended to be
excitation late, at the time of the speech output that was
part of all the language tasks. When several different lan-
guage measures were administered during recording from
the same neuron, the most common pattern was changes
with only one task. This included changes during object

16. naming compared to word reading (Schwartz et al., 1996)
and changes with naming in only one of two languages
(Ojemann, 1990). Most of the changes in activity during
language measures have been in the frequency of activity.
However, recordings from a few neurons have had
patterns of activity that appeared to be specific to specific
words or to prosody (Ojemann et al., 1988; Creutzfeldt
et al., 1989b).
Single Neuron Activity:
Recent Verbal Memory
The same recent verbal memory paradigm was utilized
for stimulation and single neuron studies. Neuronal activ-
ity during the encoding stage was compared to that during
identification of similar items, but without the instruction
to remember them. Therefore, the two tasks differ only in
Epilepsia, 51(Suppl. 1):72–75, 2010
doi: 10.1111/j.1528-1167.2009.02453.x
73
Cognitive Mapping through Electrophysiology
that instruction, to remember the item or not. This instruc-
tion changed the frequency of activity in a large propor-
tion of temporal neocortical neurons. In recordings from
239 neurons in 86 subjects, activity was significantly
altered in 135 (57%), (Ojemann et al., 1988; Haglund
et al., 1994b; Weber & Ojemann, 1995; Ojemann &
Schoenfield-McNeill, 1998, 1999; Ojemann et al., 2002a,
2009). As with language measures, the proportion of neu-

17. rons changing activity with recent memory encoding was
similar in dominant and nondominant temporal lobes.
Changes in activity during encoding were present
throughout lateral temporal neocortex. When divided into
that occurring early, during perception and processing of
the items to be encoded, late, related to the overt speech
output associated with encoding, or sustained throughout
encoding (Ojemann et al., 2009), early perceptual
changes occurred in superior temporal gyrus and later
processing and output changes in middle gyrus. These
changes are specific to recent memory, and not to identi-
fication without the memory instruction. Activity
sustained throughout encoding was widely recorded from
lateral cortex. However, that recorded from the superior
and middle thirds of middle temporal gyrus was signifi-
cantly more likely to represent relative inhibition (com-
pared to identification without the memory instruction)
than that recorded from surrounding cortex. Relative
inhibition during speech output was present in recordings
from a portion of this same middle temporal gyrus but in
different neurons. About 10% of the 98 neurons included
in this study of timing of activity during encoding had a
pattern suggesting a simultaneous convergence of sus-
tained tonic activity, perhaps representing an attentional
effect specific to the task but not the item, and phasic
activity during early perception and processing, more
likely item specific. Simultaneous convergence of inputs
to a neuron has been proposed as a mechanism for mem-
ory with potentiation of synaptic inputs to a neuron
(Hebb, 1949).
Single Neuron Activity:
Learning

18. Learning was assessed with a word pair association par-
adigm, where the same 20 words (concrete nouns) were
used under three conditions—identification of the words,
as the items to be encoded in recent memory, and as 10
unrelated word pairs. The word pairs were presented in a
series of trials, each trial including a presentation of each
pair, which the subject read aloud, and a test of learning of
each pair, with the first word presented, which the subject
read and then gave the second word, if learned. These
measures have been used in two studies (Weber &
Ojemann, 1995; Ojemann & Schoenfield-McNeill, 1998).
In one study, activity was significantly changed by word
reading in 36% of neurons, by memory encoding in 77%,
and by the learning task in 100% of the recorded neurons.
Changes in activity that discriminated learned from
unlearned pairs on the first presentation trial were identi-
fied. These changes occurred in neurons that were inhib-
ited by the word reading task but excited by memory
encoding. The activity change that discriminated learned
from unlearned pairs in these neurons was significantly
increased activity sustained during and after the word pair
was correctly read on that first presentation trial (Ojemann
& Schoenfield-McNeill, 1998). Whether this sustained
activity represents continued rehearsal of the pairs that are
learned, or reflects tonic activity associated with atten-
tional mechanism is unknown.
Once the association was learned, the level of activity
began to decrease, beginning with the second trial after
the pair was learned (Weber & Ojemann, 1995). Subjects
who learned the pairs readily had significantly greater
activity in neurons also related to overt word reading than
did subjects who learned words poorly. Conversely the
early learners had less activity in neurons unrelated to
identification or memory than the poor learners. There-

19. fore, these neuronal events seem to be essential for learn-
ing. Based on these studies the neural events in temporal
cortex during verbal associative learning have been mod-
eled as a transient sustained increase in activity during
encoding of the association, activity sustained after identi-
fication of the pair, but rapidly declining within a few
trials after initial learning, so that later retrieval of the
association requires activity in many fewer neurons.
Indeed there is the suggestion that for overlearned items,
some of those neurons may be actively inhibited. Note that
these findings with single neuron recording of less activity
for overlearned items are similar to the findings with stim-
ulation mapping indicated earlier, of smaller crucial areas
for overlearned items.
Disclosure
The author has no conflicts of interest to declare.
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75
Cognitive Mapping through Electrophysiology
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Name: PUT NAME HERE
Process: PUT NAME HERE

25. IMPROVEMENT PROJECT (KAIZEN EVENT)
1. Review process definition, measurements, and waste audit
completed with process owners (or team members).
2. Develop a statement on what everyone wants to accomplish
with this kaizen.
a. Organize area and tasks done to reduce time delays and
improve quality.
3. Describe the conditions that everyone wants to achieve.
a. Awareness and support by process owners.
b. Ability to juggle additional work easier.
c. Less stress by working together better.
d. Better flow and distribution of activities.
e. x.
4. Brainstorm and list potential actions to take for
improvements.
a. Organize area finding a place for everything needed for
process and define a system for making sure everything is kept
or returned to that place.
b. Standardize how activities are done across all process
owners.
c. x.
d. x.
e. x.
5. Prioritize and select first actions to take. Develop an
implementation plan.
(last course assignment will be a master plan for further

26. improvement needs)
Task Description
Person Responsible
Target Date
Completion Date
1. Throw out/remove not needed items
2. Review process definition and reassign tasks
3. Rearrange and organize area to support activities
4. x
6. Identify how these actions impacted performance measures
for this process.
a. Prior Measures: 15 min. total
b. Improved Measures: 10 min. total
c. Impact Statement: 33% reduction in time, resulting in
additional capacity to do more things and more consistent work.
7. Identify lessons learned during this kaizen event.
a. Need to better define process owners upfront to get more
support.
b. Minor changes had measureable improvement results that
motivated us to come up with more improvement ideas.