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The Lean Production System: A Multidisciplinary Perspective - from Operations to Education

The Lean Production System: A Multidisciplinary Perspective - from Operations to Education. Anabela Alves Shannon Flumerfelt Dennis Wade Pawley Lean Institute. University of Minho School of Engineering Department of Production and Systems. Outline. Objectives

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The Lean Production System: A Multidisciplinary Perspective - from Operations to Education

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  1. The Lean Production System:A Multidisciplinary Perspective - from Operations to Education Anabela Alves Shannon Flumerfelt Dennis Wade Pawley Lean Institute University of Minho School of Engineering Department of Production and Systems

  2. Outline • Objectives • Lean Production brief literature • Lean Production multidisciplinary applications • Lean projects advantages & benefits • Lean Engineering Education • Sustainability competencies • Systems competencies • Ethics competencies • Final remarks and some references

  3. Objectives • Present some initiatives of Lean integration in curricula • Present and review Lean as a body of knowledge that provides a framework for Lean Thinking to emerge in Engineering Education (EE) – LEE and school curricula • Present Lean Engineering Education based on the holistic development model of ethics, systems and sustainability competency development

  4. Lean Production is a methodology… Costs T Productivity I Wastes M U W E $ O Respecting… O D

  5. Lean Production - origins Work Division Interchangeable parts Standardized Work Time study Assembly line “Doing more with less” JIT Jidoka Kaizen SMED Pull system Statiscal Process Control Plan-Do-Check-Act cycle Teamwork Lean Production

  6. Critical phases in the LP evolution Adapted from ShahandWard (2007)

  7. Lean Production principles & some tools

  8. 3M: muda, muri, mura Muda Mura Muri Pitel (2008)

  9. LP implementation cases Goods/services diversity

  10. Lean Production multidisciplinary

  11. Disciplinary areas

  12. Type of Lean learners

  13. Some organizations that advocateLean teaching …

  14. Lean projects in industry by Industrial Engineering at UMinho (Alves et al., 2014) Represents an increase of slightly > 300% (supervisions by the same 5 supervisors)

  15. Advantages & benefits – for companies (Alves et al., 2014)

  16. Advantages & benefits – for companies • Some benefits resulted from many waste types reduction => increased productivity • One benefit resulted from single specific waste elimination => reduced defects • Muri & mura were also reduced => e.g. improved ergonomic conditions • Additionally & most important: • Greater awareness for the Lean management methodology • Promoted a culture of wastes reduction • Innovation and entrepreneurship • Capacity to accommodate new projects, new perspectives and ideas from someone outside the company (Alves et al., 2014)

  17. Advantages & benefits – for students • Students learn in a real context • Solve engineering problems, by transferring knowledge and skills acquired during the initial training • Ability to interact with an organization and its members • Special communication skills due to the different profiles and backgrounds of organization members • Opportunity to link theoretical concepts to practical situations, which are determined by a real life problem • Develop transversal skills (e.g. teamwork, communication, resilience, motivation, team leader, to be assertive, engage others) (Alves et al., 2014)

  18. Advantages & benefits – for faculty • Opportunity to learn with industry and help them to grow • Visit companies and do some networking • Be motivated to perfect their own Lean journey • Enrich database of examples, videos, problems and solutions, which can be used in classes such as: (Alves et al., 2014)

  19. Advantages & benefits – for university • University as a whole might be credited at the long run, for mastering Lean supervisions and attain good industrial outcomes • Augmenting visibility and global recognizance is achieved through the free access to MSc database (http://repositorium.sdum.uminho.pt/?locale=en) (Alves et al., 2014)

  20. Lean Engineering Education definition A systematic, student-centered and value-enhanced approach to educational service delivery that enables students to holistically meet, lead and shape industrial, individual and societal needs by integrating comprehension, appreciation and application of tools and concepts of engineering fundamentals and professional practice through principles based on respect for people and the environment and continuous improvement (Flumerfelt et al., 2014)

  21. Lean Engineering Education principles (Flumerfelt et al., 2014)

  22. Lean Engineering Education – competencies pulled (Flumerfelt et al., 2014)

  23. Final remarks • Lean Production is multidisciplinary & a global concept • Lean Thinking is viewed as a philosophy, a mind-set of waste-free thinking & a new paradigm that implies changes to behavior and attitudes of all stakeholders • Students from all disciplinary areas could benefit from the Lean learning because this is aligned with industry and society needs • LEE promote competences in the students giving them ability to meet demands of a high degree of complexity by content & competency master of Systems, Sustainability& Ethics

  24. Some references • Alves, A. C., Kahlen, Franz-Josef, Flumerfelt, Shannon, Siriban-Manalang, Anna-Bella (2013). Lean Engineering Education: bridging-the-gap between academy and industry. In First International Conference of Portuguese Society of Engineering Education (CISPEE), cispee13_Submission40. • Alves, A. C., Sousa, R. M., Dinis-Carvalho, J., Lima, R. M., Moreira, F.,. Leão, C. P., Maia, L. C., Mesquita, D., Fernandes, S. (2014). Final year Lean projects: advantages for companies, students and academia. Proceedings of the Sixth International Symposium on Project Approaches (PAEE2014), Medellin, Colombia, 28-29 July, ID56.1-56.10. http://hdl.handle.net/1822/30172 • Alves, A. C., Kahlen, Franz-Josef, Flumerfelt, S. and Siriban-Manalang, A-B. (2014). The Lean Production multidisciplinary: from operations to education. Proceedings of International Conference of Production Research Americas (ICPRAmericas), Lima, Peru, 31 July to 1 August. • ASME Board on Education, “Vision 2030: Creating the Future of Mechanical Engineering Education,” 2012 • Flumerfelt, S., Alves, AC,. & Kahlen, F-J. (2013). What Lean teaches us about ethics in engineering. Procs. ASME -IMECE2013, Nov. 15-21, USA. • Flumerfelt, S., Alves, A. C. and Kahlen, F.-J. (2014). Lean Engineering Education: The DNA of Content and Competency Mastery. Proceedings of the 2014 IIE Engineering Lean and Six Sigma Conference, Lean Educator Conference, Orlando, Sept. 29-Oct. 01. • Flumerfelt, S., Kahlen F. J., Alves, A. C., Siriban-Manalang, A., Lean engineering education: Driving content and competency mastery, ASME Press, New York. 2014 (in press) • Ingenioren, 2008. Danskevirksomhederpeger op Aalborg Universitetsom den bedsteingenøruddannelseilandet (Danish companies point at Aalborg University as the best engineering education institution in Denmark). By BjørnKockSørensen. Published, Friday the 30th of May, Number 22, 2008. • Kahlen, F-J., Flumerfelt, S., Siriban-Manalang, AB. & Alves, AC. (2011) "Benefits of Lean Teaching" Procs. ASME-IMECE2011, Nov. 12-18,USA. • Kahlen, F.-J., Flumerfelt, S., Alves, A. C., & Manalang, A. B. S. (2013). The möbius strip of Lean Engineering and Systems Engineering. Proceedings of the ASME 2013 International Mechanical Engineering Congress & Exposition (IMECE2013), November 15-21, S. Diego, California, USA. http://proceedings.asmedigitalcollection.asme.org/proceeding.aspx?articleid=1859181

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