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The purpose of this paper is to evaluate the causal relationship between Lean practices and team performance. Specifically, the authors tried to demonstrate which practices act as enablers of continuous improvement and waste elimination and what is their impact on team performance.

A survey was carried out in a Higher Education Institution (HEI) in Southern Brazil. The authors obtained a sample of 785 respondents. The data analysis procedures involved confirmatory factor analysis and structural equations modeling.

The results of the research provided support for the positive influence of continuous improvement on waste elimination and of these two practices on team performance. In addition, empirical support was obtained for the effect of leadership support, employee involvement and internal process customers on continuous improvement.

Data collection was carried out online, so we were not able to maintain full control of the research respondents. This research generates relevant insights for decision-makers in the HEI environment, especially concerning Lean practices and team performance. The effects analyzed are even more relevant given the pandemic context.

This study shows how some higher education Lean practices can positively affect continuous improvement and better team performance. The results raise important insights for decision-makers to offer better higher education public services, especially given the context and changes imposed by the pandemic situation.

This paper initiates the discussion about enablers of continuous improvement and waste elimination in HEI and demonstrates their impact on team performance.

The purpose of this paper is to compare the practices of continuous improvement that are applied in medium and large manufacturing and service companies in two Latin American countries. At the same time, benefits and barriers experienced by these companies with regard to sustainability of continuous improvement are explored.

In order to generate a comparative study between two Latin American countries, interviews were conducted with managers linked to continuous improvement in medium and large companies in the State of Puebla and the Metropolitan District of Quito, which are important areas in Mexico and Ecuador, respectively. Data were collected by means of document analysis, semi-structured interviews, and direct observation.

Companies in both countries identify the use of various techniques and/or tools for continuous improvement. The results of the empirical evidence show how the impact of the application of the techniques has been beneficial in economic and human terms. Thus, the exploratory study has permitted the identification of the drivers and inhibitors in the maintenance of continuous improvement.

The research is based on only two areas of the Latin American countries: Mexico and Ecuador. Their results can therefore not be generalized. The approach is applied in a specific environment, namely, the State of Puebla and the Metropolitan District of Quito. This study incorporates the perception of managers, directors, and/or supervisors involved in continuous improvement processes.

This paper seeks to provide analytical input. The study is of great interest to researchers, managers, consultants, and professionals linked to projects of continuous improvement who wish to incorporate continuous improvement practices which are sustainable over time. A new managerial behavior is the basis of continuous improvement, where the training and development of the human resource increases the commitment to achieve organizational changes.

This research makes an empirical contribution to the literature through the understanding of practices of continuous improvement in a Latin American context, highlighting the factors that improve or impede the process of continuous improvement. Particularly in Mexico and Ecuador, the empirical evidence on this subject is still scarce despite the existence of theoretical academic literature.

The objective of this article is to identify and analyze critical factors in the development of continuous improvement (CI) activities in Brazilian companies.

A conceptual model of the relationship between practices and results was tested to identify the critical factors using a survey conducted in 46 industrial companies. Non‐parametric tests were used to test some hypotheses developed based on the literature.

The results indicate the importance of staff training in problem solution tools, incentives for suggestions, face‐to‐face communication and regular shop floor visits such as critical factors for the success of continuous improvement activities (CI). Operational practices of CI contribute to company performance in relation to improvements in productivity, quality, lead time, cost, customer satisfaction and development of employees’ skills to solve problems.

Although the detected constructs are fairly accurate, they are still subject to improvements and new dimensions can be incorporated to them.

These critical factors are related to actions that encourage employees to participate in CI activities and incentive mechanisms to be able to apply identification techniques and tools successfully, as well as find solution to problems.

The results of this work provide a thorough understanding of the success drivers when conducting CI activities.

The purpose of this study is to examine how a school leadership team in a rural, high-poverty elementary school learned to lead continuous school improvement in a research–practice partnership.

This case study draws on qualitative research methods, improvement science and Deming's notion of a system of profound knowledge to identify how members of the school leadership team understood and approached their school improvement work differently as a result of engaging in continuous improvement processes in a research–practice partnership.

The findings illustrate how engaging in continuous improvement processes in the research–practice partnership enhanced the leadership team members' capacities to prioritize and solve problems, incorporate multiple and diverse perspectives in problem-solving efforts and establish a culture of increased risk-taking and ownership of teaching and learning outcomes. In sum, the members of the leadership team became the drivers of their own change processes.

The findings provide insight into how leaders in rural, high-poverty schools can build capacity within their schools to meet the demand for increased student achievement by leading collaborative, continuous improvement processes grounded in improvement science in research–practice partnerships.

With a few exceptions, the mainstream literature on learning in multinational enterprises (MNEs) has shown little concern for the transformational nature and the social constitution of learning. This paper aims to address this gap by drawing on Scandinavian institutionalism, social learning perspectives, and comparative institutionalism.

A comparative case study of two subsidiaries of the same MNE was conducted. The subsidiaries received similar practices from headquarters (HQ) but displayed contrasting learning outcomes.

It is shown that learning outcomes differed based on the varying extent to which practices were translated, which depends on the participation of local actors. The difference in participation pattern, in turn, is rooted in differences in the institutional context of the two subsidiaries.

It is recognized that apart from institutional influences, organizational idiosyncrasies may be at work. In addition, the paper briefly considers the extent to which the notion of contrasting forms of capitalism is still useful when comparing the German and British institutional contexts.

The findings highlight the importance of involving employees in the translation of new practices. A challenge for MNEs is that learning of new practices can differ by institutional context. Where enabling institutional conditions are absent, conscious effort may be needed to ensure employee participation.

This paper highlights that MNE practice transfer rests on the translation of the practice content to the local context, and that subsidiary‐level learning processes may be institutionally embedded, thus establishing a link between subsidiary learning and the macro‐level context. As such, this paper both illustrates the value of social learning perspectives and the relevance of the work of institutionalists for understanding MNE learning processes.

The current state of the art on continuous improvement takes into consideration that capabilities and organizational behaviors are more important elements for conduction and sustainability than the technical aspects. This set of capabilities and behaviors, initially addressed by Bessant and Caffyn in the 1990s, essentially considers that organizations should build an environment focussed on continuous learning. Thus, the purpose of this paper is to analyze the development of capabilities that support continuous improvement programs in two distinct productive environments: the automotive sector and the custom made capital goods sector.

From a theoretical reference on the subject, a set of capabilities that are related to the practice of continuous improvement is raised and, through a qualitative approach, four companies of the two sectors considered are analyzed using a case study strategy.

The research results suggest that the companies researched in the automotive sector have a higher level of employee engagement in relation to continuous improvement programs compared to the companies in the capital goods sector, which is justified by the strategy adopted by the organizations.

As any qualitative approach, this research presents restrictions regarding the generalization of the results for the studied sectors.

The contribution of this paper can be divided into two parts. The first one refers to the identification of a current framework of capabilities that support continuous improvement, and the second one is the evaluation of the development of these capabilities in two sectors with different productive contexts (automotive and custom made capital goods).

This study investigates the effect of continuous improvement initiatives in streamlining HRM practices in Sri Lanka.

Survey methodology was used and 217 respondents who fulfilled the selection criteria set for the study responded. Structural equation modelling was performed to examine the hypothesized relationships.

The analysis supported the hypotheses that continuous improvement initiatives significantly positively influence to streamline HRM practices of performance management, job-related training, employee involvement and team work.

Continuous improvement initiatives that are aligned with the strategic direction of firms guide to design and implement better focused HRM practices.

The failure to streamline HRM practices in accordance with continuous improvement initiatives has been identified as a key barrier for the effective utilization of human resources. Although continuous improvement initiatives demand changes in the way HRM is practiced, so far, little empirical attention has been paid to understand the implications of continuous improvement initiatives for HRM practices.

This paper aims to examine the impact of external and internal drivers on the dimensions of internalization (daily practices and continuous improvement) of quality standards, the relationship between the dimensions of internalization and their effects on customer, employee, society and organizational results in hotels.

The study applies a structural equations analysis to test these relationships using empirical data from 176 quality-certified hotels.

Hotels need internal drivers to internalize a quality system because the external drivers themselves are not able to explain significantly the quality internalization process. This paper shows the significant relationship between the dimensions of internalization (daily practices and continuous improvement) and the importance of continuous improvement (e.g. innovations from quality standards and reflection on how to improve the current work processes) for improved customer, employees, society and organizational results.

To the best of the authors’ knowledge, there are no empirical studies jointly analyzing the drivers of internalization, the relationship between the dimensions of internalization and their effects on different dimensions of results (customers, employees and society) in hotels.

Total quality management (TQM) is a management approach that was established to seek sources of continuous motion of improvement to provide quality products and services to customers or clients. TQM promotes organizational effectiveness through promoting stakeholder satisfaction, pursuing continuous improvement and fostering proactive leadership. The purpose of this paper is to explore TQM practices in secondary schools. The researchers set objectives which were to identify the TQM principles being practiced in secondary schools, the extent to which these principles are practiced and finally to determine the factors that affect the practice of these principles. The paper includes findings from an exploratory study of TQM practices in Zambian secondary schools.

The research employed a purposive and simple random sampling in order to collect data from 120 secondary school teachers from a total of 1,740 secondary school teachers in Lusaka district drawn from ten secondary schools which were stratified into five zones, namely, Lusaka Central, Chilenje, Mumuni, Chibolya and Chunga zones. Questionnaires and structured scheduled interviews were used to collect data for the research. The research was also anchored on the theoretical and conceptual framework where hypotheses were formed and tested.

The research formed hypotheses based on the seven principles of TQM and this was also verified through the analysis of questionnaires and structured interviews conducted. From the analysis and interpretation of the results, the following was found. Teamwork principle was found to be practiced although most respondents did not know the extent to which it was been practiced. Continuous improvement and training are also principles which were explored and found to be practiced. For continuous improvement, most of the respondents indicated this to have been achieved through carrying out monthly tests and end of term examinations to measure the excellence in-service delivery, as for the training principle; this has been interwoven with the policy of the ministry in programmes aimed at training in-service teachers and anticipated teachers. For the commitment principle, there was commitment from management with a view to working together for pupil satisfaction. For the quality principle, it was found that, at 95 per cent confidence level the mission statement, the motto and the vision of the school depicted quality-related activities. The research also established that at 95 per cent confidence level, teachers were empowered to take direct action whenever action is likely to affect quality.

First, the value of this research was to inform management on the need to employ strategies aimed at sensitization programmes before, during and after the programme has come to an end. Second, to promote work attitudes that should promote quality management in education for continuous improvement in pupil performance. Third, for TQM to create a platform among head teachers, teachers, pupils, parents and other stakeholders to work to everyone’s ultimate advantage.

This research is original work as it has never been done before in Lusaka district.

The purpose of this paper is to examine the dynamics of organizational learning and continuous improvement (CI) in the context six sigma implementation in business organizations operating in multicultural environments.

A specific research question is: does learning mechanisms and continuous improvement practices support each other and how, and what type of learning can be identified in the improvement of business processes. The question is linked to one of the fundamental issues currently discussed in the field of organizational learning; how do organizations get “from here to there”, in other words, what is the dynamics of the processes of learning and how progressive learning is achieved. A case study of a few Finnish companies is made and a procedural implementation model is applied.

The findings suggest that the learning process is characterized by measurement, detection and correction of errors, and cost reduction. In six sigma implementation, learning is a single‐loop type of learning. It is an incremental change process which reminds a technical variant of the learning organization. Continuous improvement occurs through procedural practices (the DMAIC‐cycle) which forms a structure for sustaining learning.

In this study, an essential question remains still unanswered: what type of learning is appropriate when organizational performance is enhanced by process improvements in production, delivery processes, etc. and what kind of learning mechanisms are the most supportive to continuous improvement practices. Further research is needed to find out how (if at all) the technical (single‐loop) approach develops into social (cultural and political) type of learning enabling sustainable capability development. For researching this a longitudinal case study setting would be required. As this paper has reported on the authors' first exploration, further research is needed to increase understanding of learning mechanisms that support CI practices. In further studies it is necessary to “dig” in real life practices of six sigma implementation more deeply.

Management should invest in, and allocate resources to staff training in order to promote learning and CI. On the level of operational leadership, the role of the leaders needs to be more clearly defined and leaders should be empowered. Managerial implication is that the development of information systems is a necessity for supporting CI and progressive learning in six sigma implementation.

Explains the dynamics of continuous improvement and learning process. Presents findings from a case study in three Finnish multinational companies. Presents a few key success factors for progressive organizational learning in conclusion.