LEAN LEARNING ACADEMY (LLA) - EURASHE leading towards a best-in-class lean production process. After

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    I g n a c e M a r t e n s , J a n C o l p a e r t , L i e s j e D e B o e c k C a r l o s Va z d e C a r v a l h o , Pa u l o Á v i l a , M a n u e l

    Pe r e i ra L o p e s , J o ã o B a s t o s

  • Lifelong Learning Programme (LLP) Erasmus Multilateral Projects  Co-operation between Universities and Enterprises projects aim to

    bring together these two worlds in order to promote entrepreneurship, creative thinking and innovative approaches as part of the curriculum and as a skill for teachers/researchers and to reinforce the link between studies and employment needs.


  • Objective

    1. The right way for companies to survive today’s economical crisis is to focus on production efficiency and cost reduction. This is what lean manufacturing accomplishes and the maximum benefit is gained by considering all its elements (principles, tools, mindset) together as a system and by practicing them every day in a very consistent manner.

    2. That’s why all companies need to continuously train their employees in lean manufacturing principles, tools and mindset.

    3. Higher educational institutions should enhance the employability of their students by introducing lean manufacturing into their course programmes.

    4. A pedagogically innovative, state-of-the-art course in lean manufacturing built in tight cooperation with experienced lean companies gives students an excellent opportunity to learn/practice the lean concepts.

    5. A simulated production environment (Lean Production Game) makes it more attractive, resulting in more motivated students and higher study yields.

  • Deliverables

    17 course modules about lean topics

    A lean production simulation game

    Course 15:

    Course 14:

    Course 03:

    Course 02:

    Course 01:


  • Experiential Learning Cycle

  • Experiential Learning Cycle

     Motivation: Full attention  Control: Responsability for actions and decisions  Interactivity: Immediate feedback  Learning from Failure: Risk taking, hypothesis testing  Competition and/or collaboration: Social skills, teamwork, leadership  Flexibility: Change  Well sequenced problems: Simple to complex  Mastery/frustration/fairness: Fair challenge  Expertise cycle: Cycles of action and practice

  • Lean Elements

    • Operating system • Collection of tools and techniques used to run a manufacturing system

    under optimal conditions. Safety assurance, problem solving, quality assurance, visual management, variability reduction, process improvements, process measurements, total productive maintenance and standardized work are only a few examples.

    • Mindsets and behaviours • Focus on lean behaviour. Each employee needs to understand and get

    acquainted with the lean manufacturing mindset. By doing so, every employee is directly involved in the continuous improvement efforts of the direct work environment and the business process.

    • Managerial issues • Focused towards leaders such as superintendents, production leaders,

    quality, and logistic managers. Specific management tools like policy deployment, confirmation process, time and date management, coaching and assessment are also part of it.

  • Lean Production Simulation Game

    • Lean concepts into a small scaled production line. • 5S, standardised work, line balancing, setup time reduction, one piece

    flow, layout optimisation, JIT/kanban, push and pull production, customer order decoupling point and many others.

    • Lean behaviour is trained during the lean production game by keeping participants’ attention on a number of safety rules.

    • During a round, a PC programme graphically visualises customer lead time and a beamer projects it on a wall to allow participants to follow up customer orders.

    • By running several production rounds, the process improvements are leading towards a best-in-class lean production process. After each round productivity and efficiency metrics are visualised on the team board and discussed in the team.

    • During the entire course the participants are part of a team of seven to nine persons. Each team has its own fully equipped team corner with visualisations, performance measurements, team management tools, follow-up instruments and communications.

  • Lean Production Simulation Game

  • Academic partners Company partners


  •  Representatives (potential beneficiaries) from SME’s

     Review all deliverables published on the website and will formulate feedback

     to the academic partner to be included in his presentation,

     Form a Lean Community of Practice

    Resonance Group

  • 12


    01/10/’09 01/06/’10 01/01/’11 01/08/’11

    01/10/’11 01/11/’09

    Meeting 2 Rzeszow (PL)

    Meeting 3 Gent (BE)

    Meeting 4 Porto (PT)

    Meeting 1 Skövde (SE)

    WP 1

    WP 2

    WP 3

    WP 4

    WP 5

    WP 6

    WP 7

    WP 8

    WP 9

    WP 10



    Create lean course modules

    Create lean game concept

    Establish game set-up

    Translate course modules

    Test and implement LLA in curricula



    Mainstreaming and multiplication

    NM 1 NM 2+ RG NM 3 + RG

    NM 4 + RG

    NM 5 + RG

    NM 6 + RG

    NM 7 + RG NM 8

  • 13

    • A good simulation game confronts trainees with the results of their proposed actions. It gives them a huge impact of certain improvement actions on KPI’s.

    • The simulation game must create a unique learning experience for the trainees that keeps them motivated.

    • Lean thinking must be applied to the game development and continuous improvement is required. Trainees should report on their learning experience afterwards which implies new directions in the storyboard of the game.

    • Developing, but also preparing and coaching a simulation game is very demanding. It is a team effort, not an individual one.

    Success Factors