Teaching Lean Manufacturing With Simulations and Games: A Survey and Future Directions

Fazleena Badurdeen, Philip Marksberry, Arlie Hall and Bob Gregory
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Fazleena Badurdeen: University of Kentucky, USA, badurdeen@engr.uky.edu
Philip Marksberry: University of Kentucky, USA
Arlie Hall: University of Kentucky, USA
Bob Gregory: University of Kentucky, USA

Simulation & Gaming, 2010, vol. 41, issue 4, 465-486

Abstract: Problem-based learning focuses on small groups using authentic problems as a means to help participants obtain knowledge and problem-solving skills. This approach makes problem-based learning ideal for teaching lean manufacturing, which is driven by a culture of problem solving that values learning as one key output of manufacturing production. Thus, simulations that organize participants in teams for realistic manufacturing production problem solving are widespread as a way to use problem-based learning to teach lean manufacturing. But a critical assessment of existing simulations for lean manufacturing instruction has been lacking. Accordingly, a literature survey is conducted and existing simulations are classified according to their emphasis on lean tools or the overall lean system; the degree of their focus on soft skills, if any; and their area of application, whether academic or industry. Four gaps are found in existing simulation designs: lack of stress on soft skills, a mistaken focus on “linear lean,†misunderstanding of the key role of the facilitator, and lack of realism. Future directions for study and improvement in lean simulation design are suggested.

Keywords: assessment; authentic problems; facilitator; games; problem-based learning; problem soft skills; realism; review; simulations; skills; soft lean manufacturing; solving skills; Toyota Production System (search for similar items in EconPapers)
Date: 2010
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:41:y:2010:i:4:p:465-486

DOI: 10.1177/1046878109334331

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