The global annual biltong market value was estimated at roughly R640 million to R1.1 billion in 2003. By 2015, biltong sales were reported to be more than R2.5 billion. To stay competitive as a biltong manufacturing company in an ever-changing landscape, the company's success is determined by efficient operations. To achieve efficient operations, the accurate determination of performance measurements is of utmost importance. In world-class manufacturing facilities, one of the primary features of performance measurement is the measurement of cycle time. Although there is an emphasis, especially in Industry 4.0, on realtime data, the biltong factory where this study was conducted is still very much a manual operation. The focus of this study is, therefore, rather on performance measurements in order to achieve efficient operations and competitiveness. The aim of this study is to present different competitive advantage concepts in order to build a production management model. The biltong factory has not yet established cycle times for their production activities. A production management model has the potential to be used by the factory to manage their production processes more efficiently, and ultimately to increase their competitiveness.

South Africa has a high-cost, low-performance education system, which ultimately leads to unemployment and a skill shortage in the country. In order to bridge the skill shortage gap at a tertiary level, the Stellenbosch Learning Factory (SLF) was established. Learning factories involve experiential learning in a production environment through 'learning by doing'. Gamification, one of the teaching methods used in the SLF, is investigated as a possible answer to South Africa's educational problems. Learning factories can be used to train employees: the knowledge transfer resulting from real production conditions is favoured because process improvements can be implemented or practised without any real production downtime. The aim of this study was to determine the learning contribution of the games implemented at the SLF. This was accomplished by developing a three-dimensional matrix that employs a revised version of Bloom's taxonomy to measure the learning success of the educational games at the SLF. OPSOMMINGSuid-Afrika het 'n hoë koste, lae uitkoms onderwysstelsel, wat bydra tot die werkloosheid en die tekort in vaardigheid in die land. Om die vaardigheidsgaping op 'n tersiêre vlak te oorbrug, is die 'Stellenbosch Learning Factory' (SLF) gestig. Leer fabrieke behels eksperimentele onderrig in 'n produksie omgewing deur gebruik te maak van 'n 'leer deur doen' benadering. 'Gamification', een van die onderrigmetodes wat gebruik word in die SLF, word ondersoek as 'n moontlike verbetering op die onderrig probleem in Suid-Afrika. Leer fabrieke kan gebruik word om werknemers op te lei, omdat die kennisoordrag wat ontstaan vanuit die werklike produksietoestande bevoordeel word, aangesien prosesverbeteringe implementeer en beoefen kan word sonder onderbreking van produksie. Die doel van hierdie studie was om die leerbydrae van die opvoedkundige speletjies wat geïmplementeer is by die SLF te bepaal. Dit is bereik deur die ontwikkeling van 'n drie-dimensionele matriks wat die hersiende weergawe van Bloom se taksonomie gebruik om die leersukses van die opvoedkundige speletjies by die SLF te bepaal.