Lampshade Game for lean manufacturing

Özelkan, Ertunga C.; Galambosi, Agnes

doi:10.1080/09537280902875419

Cited by 17 publications

(8 citation statements)

References 6 publications

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“…Thus, it appears that beyond a certain length, the time factor plays a negative role because it challenges the motivation of the actors to become involved, and this loss of motivation can be a significant obstacle in the implementation of management innovation. To the best of our knowledge, this negative impact of the time factor has scarcely been identified in previous research (Birkinshaw, Hamel, and Mol 2008;Damanpour and Aravind 2012;Negrão, Godinho Filho, and Marodin 2017;Wagner et al 2011).…”

Section: Individual and Collective Threats Due To The Fear Of Losing mentioning

confidence: 78%

“…While these results provide valuable insights into lean manufacturing implementation, we note that their study only highlights critical factors and does not propose a dynamic solution to overcome the obstacles identified (Negrão, Godinho Filho, and Marodin 2017).…”

Section: Obstacles Related To Management Innovation Implementationmentioning

confidence: 90%

“…Thus, in this last definition, the notion of objectivity clearly appears. Companies implement management innovations for the specific purpose of improving their performance (Bevilacqua, Ciarapica, and Paciarotti 2015;Negrão, Godinho Filho, and Marodin 2017;Panwar et al 2018).…”

Section: Definition Of the Management Innovation Conceptmentioning

confidence: 99%

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Management innovation: a dynamic analysis of the implementation phase over time

Robert

Giuliani

Guilloton

et al. 2019

Production Planning & Control

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We develop management innovation theory, providing insights into the role of time in the implementation phase. The management innovation literature has sought to empirically identify factors that facilitate or hinder management innovation implementation from a static perspective. To address the evolution of these factors' resistance, a temporal perspective is appropriate, but an analysis of these factors' evolution over time is lacking. We identify the inhibiting factors that influence the management innovation implementation phase over time and address ways in which they evolve.We conduct a comparative longitudinal and dynamic analysis based on two intermediate-sized enterprises and address the obstacles that emerge during the implementation phase of a specific management innovation: lean manufacturing. Our results highlight different categories of inhibiting factors: some inhibiting factors appear at the beginning of the implementation phase with high intensity and then fade over time; conversely, other inhibiting factors appear later and then increase in intensity.

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Section: Individual and Collective Threats Due To The Fear Of Losing mentioning

confidence: 78%

Section: Obstacles Related To Management Innovation Implementationmentioning

confidence: 90%

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Management innovation: a dynamic analysis of the implementation phase over time

Robert

Giuliani

Guilloton

et al. 2019

Production Planning & Control

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“…Books on LM and the traditional teaching methods are not capable of transmitting the fundamental skills necessary for the real implementation. The formative task through new teaching-learning methodologies has resorted to diverse approaches: face-toface and invited classes, analysis of case studies, visits to plants, interviews with experts, industry projects, and many of them from the perspective virtual and game simulations, some digital and others physical (Learning Factories, Experience Learning) [3][4][5][6].…”

Section: Introductionmentioning

confidence: 99%

Management and Production Engineering Review

Ruano,

Hoyuelos,

Mateo

et al. 2019

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This paper introduces the Lean School, a Learning Factory, along with a "game" of physical simulation that is developed in it. All this is focused on teaching-learning, both of students and professionals, of the potential advantages offered by the implementation of the Lean Production in the organizations. The participants gain a practical experience, based on experimental learning, which gives them a better understanding of the principles and tools of Lean philosophy. This physical environment is not limited to theoretical teaching, but goes beyond and implements a production system near a real one. It starts from a configuration of a production plant with an unbalanced system and throughout the different iterations, called productions, introduces and implement the Lean principles, which makes its participants acquire not only knowledge but also the skills needed to implement an efficient production in their organizations. All the constituent elements of the system will be described briefly: the product, the variations thereof, the initial design with its layout, as well as the subsequent productions, and the results of learning of each one.

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“…For example, hands-on activities were developed to compare and contrast craft production and mass production in the classroom [3]. Researchers have also developed a simulation that can be used to educate students and industry professionals on Lean manufacturing principles [4]. This study discusses the use of simulation games to teach Lean manufacturing principles [5].…”

Section: Introductionmentioning

confidence: 99%

Integrating Simulation Games and Virtual Reality to Teach Manufacturing Systems Concepts

Aqlan

Zhao

Lum

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Simulation games can be a catalyst for understanding manufacturing systems concepts among engineering students. Integrating manufacturing simulations with virtual reality (VR) allows students to visualize, manipulate and interact with computers and extremely complex data. This paper discusses the use of simulation to teach manufacturing concepts. We developed five physical simulation games for the different manufacturing environments (i.e., craft production, mass production, lean production, mass customization, and personalized production). We then developed corresponding digital simulations and integrated them with virtual reality technology. This paper focuses on the development of a virtual reality simulation for craft production. Manufacturing concepts such as inventory planning, production scheduling, and process improvement (Lean and Six Sigma methodologies) will also be considered. By comparing physical simulations with virtual reality environments, this paper provides insights into the applicability of virtual reality technologies in the education domain. Research activities will be integrated into undergraduate courses on manufacturing systems to support problem-solving skill development among students.

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Lampshade Game for lean manufacturing

Cited by 17 publications

References 6 publications

Management innovation: a dynamic analysis of the implementation phase over time

Management innovation: a dynamic analysis of the implementation phase over time

Management and Production Engineering Review

Integrating Simulation Games and Virtual Reality to Teach Manufacturing Systems Concepts

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