UNIVERSITY OF KENT
MODULE SPECIFICATIONS
1. The title of the module
Lean Green Belt Certification (with specialism’s in Manufacturing; Supply Chain Management; Financial Services and Healthcare) (CB361)
2. The Department which will be responsible for management of the module
Leading Edge Group in conjunction with Kent Business School
3. The start date of the module
September 1st 2011
4. The cohort of students (onwards) to which the module will be applicable
Open ended
5. The number of students expected to take the module
100 per annum
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
Not Applicable
7. Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Certificate [C] (level 4)
8. The number of credits which the module represents
Note: undergraduate full-time students take modules amounting to 120 credits per year and postgraduate full-time students take modules amounting to 180 credits per year for a Masters award
30
9. Which term(s) the module is to be taught in (or other teaching pattern)
Flexible – The module can be delivered both as an online only and as a blended solution that incorporates in-company support.
10. Prerequisite and co-requisite modules
None
11. The programme(s) of study to which the module contributes
Stand alone module, currently not part of an approved programme
12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
The Lean Green Belt Certification programme aims to develop a proficiency in understanding and applying the concepts, tools and practices associated with Lean Thinking. Students will be required to facilitate a workplace project to implement Lean and generate process improvements.
By the end of the programme, students should be able to:
1. Identify the principles of process improvement
2. Distinguish between value-adding and non-value-adding elements in a process
3. Distinguish between the categories and types of waste in a process
4. Differentiate between process improvement tools and practices and their appropriate function
5. Understand the elements of a roadmap for process improvement
6. Understand that managing and overcoming resistance to change is fundamental to any successful process improvement implementation
7. Plan, prepare for and implement a process improvement initiative to initiate, implement and sustain process improvements
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
The programme will:
1. Enable students to critically evaluate and assess the relevance of a particular concept to a real world contextual situation
2. Develop analytical abilities and wider perspective through evaluating processes in the eyes of internal and external customers
3. Develop the integrative capability to communicate, co-ordinate and facilitate a cross functional team
4. Develop organisational and team building skills
5. Enhance problem solving skills
6. Enable students to work more effectively in groups or independently
14. A synopsis of the curriculum
Lean Thinking has been defined as the dynamic, knowledge driven, and customer-focused process, through which people in a defined enterprise continuously eliminate waste with the goal of creating value. It is now an established fundamental approach for the world-class manufacture, distribution, and service sectors.
The origins of Lean Thinking go back over 40 years:
· Lean Thinking started in the 1960s in Japan with the development of the Toyota Production System (TPS), and was quickly established as a method for highly effective production of cars and related engineered components
· The concept of Lean Thinking was introduced to the Western world in 1991 by the book “The Machine That Changed the World”[1] written by Womack, Jones, and Roos. The book characterized the differences between companies with traditional mass manufacturing systems and the TPS
· A sequel to The Machine That Changed the World, called “Lean Thinking”[2] was published in 1996. This became an international bestseller and extended the popularity and impact of Lean Thinking
· Lean Thinking is now well established in the complex and sophisticated world of aerospace and aircraft manufacture. Hence, the belief that all other industries can benefit from this approach. The concept of Lean Thinking has spread to pharmaceutical, medical, electronics, and a host of related industries
The term ‘Lean’ is applied to a process because a Lean process utilizes less
· Human effort
· Operational space
· Capital investment
· Materials and services
· Time to deliver a product or service to its customers
Organizations typically implement Lean Thinking in order to more efficiently meet the following customer demands:
· Quality requirements
· Quicker response times
· More product and service options
· Shorter product or service life cycles
· Cancellations/revisions
· Price pressure/cost reductions
There are five principles that are fundamental to Lean Thinking – value, value stream, flow, pull, and perfection. Any transformation process that the customer would be prepared to pay for in a product or service adds value. The value stream is the end-to-end collection of processes that create value for the customer. Flow refers to the linking of all activities and processes into the most efficient combinations to maximize value-added content, while minimizing waste. Pull refers to the actual customer demand that drives a process. Finally, perfection refers to the ongoing activity to achieve better results, and deliver better value with less waste for customers.
There are five goals that drive Lean Thinking:
· Identify and enhance process value streams
· Track waste and reduce or eliminate it
· Make all processes flow smoothly to meet customer requirements
· Strive for continuous improvement and perfection in all processes
· Seek seamless integration with all parties in the value stream
The key to an organization’s survival and success is to become a world-class value provider, particularly by driving improvements in its processes. A dynamic framework exists to provide greater visibility to the value creation process. It consists of three phases - value identification, value proposition, and value delivery.
The following tools and practices can be used to implement Lean and improve process flow:
· Lean Enterprise Self-Assessment Tool (LESAT)
· Value Stream Mapping (VSM)
· Just-In-Time
· Kanban systems and Point of Use (POU) storage
· Layout improvements and standardized work
· Work balancing and resource leveling/smoothing
· Single Minute Exchange of Dies (SMED)
The title “green belt” signifies a recognised process improvement level of competence i.e. the ability to facilitate a process improvement project. The belt analogy is used as the norm in industry internationally (recognized globally to measure level of knowledge/ability in process improvement) where White belt signifies a general awareness of Lean; Yellow belt - introduction to Lean principles; Green belt – application of Lean tools and techniques and Black belt – ability to apply, coach and facilitate Lean projects
The green belt programme includes topics on introducing Lean Thinking; Lean tools and practices for improving process flow and reducing variation whilst improving quality; value stream mapping; Kaizen breakthrough events; 5S organisation workplace improvements; an introduction to Lean Six Sigma; managing change resistance and formulating a roadmap for Lean deployment. Students will be able to conduct a project with real world relevance from access to the appropriate learning’s and resources provided.
The lectures and/or online support, in combination with the background reading will help students improve their skills in organising their own learning. The regular mentor communications will provide the students with the opportunity to ask questions and raise issues concerning their project task and final examination.
15. Indicative Reading list
Each lesson contains specific reading references from publications, white papers, URL’s etc. These references are contained in the student workbook for the programme a soft copy of which will be provided to the student on the Learning Management System. Students will be required to read these as integral to the programme.
Sample Programme Reading List:
· Lean Enterprise Self-Assessment Tool; Facilitator’s Guide, Version 1; Massachusetts, Institute of Technology, 2001.
· Lean Enterprise Value: Insights from MIT’s Lean Aerospace Initiative; Murman et al, Palgrave; New York, 2002.
· Lean Thinking; J.P. Womack and D.T. Jones; Simon and Schuster, Great Britain, 1996.
· The Lean Toolbox; John Bicheno; Picsie Books, Buckingham, England, 2000.
· The Machine That Changed the World; J.P Womack, D.T. Jones, and D. Roos; Rawson, Associates, New York, 1990.
· The Lean Office, Collected Practices & Cases; Productivity Press, New York, 2005
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
The programme can be undertaken by individuals through on-line distance learning study or through a blended (customized in-house) solution. The student receives 6-month access to an on-line Learning Management System portal from where they can log in at any time and launch each on-line lesson, take prep exams, view and download on-line resources, and interact with fellow students and experts via a Lean discussion forum. Students also receive access to a hard copy participant workbook via the on-line portal. Expert mentoring support via e-mail is also provided throughout the programme. Mentors provide clarification on any subject matter queries that the student will have as well as supporting their project work through approving scope and deliverables and providing expert input where required. Assignment guidelines / templates are provided on the portal for students and their final on-line exam is hosted at this location.
The lessons provide the core spine of the programme. Students need to complete all lessons on-line and consult the participant workbook where referenced/required. The workbook contains the core narrative of the on-line lessons as well as case study readings, resource references and suggested exercises.
Lesson content is presented and delivered based on a ‘Tell-Show-Do’ delivery structure to ensure that learning objectives are fully realized. Concepts are presented and explained (‘Tell’), relevant cases studies and examples are included to provide the necessary contextual setting for concepts taught (‘Show’) and review questions and exercises are included to allow students to apply and practice learning (‘Do’).
Blended Solution (incl. classroom days) – 60 classroom hours and 240 student-centred learning hours
Online Solution – 300 student-centred learning hours
Student-centred learning hours for this programme refers to:
· On-line lesson content
· Assignment / project work
· Further reading (at end of each lesson)
· Exercises at end of each lesson
· Mentoring support
· Discussion forums
· Prep examinations
The following outlines how the learning outcomes (subject-specific and generic) align with the relevant teaching methods specified above:
Learning outcome (specific and generic) / On-line and Classroom / Project Work / MentoringIdentify the principles of process improvement / P
Distinguish between value-adding and non-value-adding elements in a process / P
Distinguish between the categories and types of waste in a process / P
Differentiate between process improvement tools and practices and their appropriate function / P
Understand the elements of a roadmap for process improvement / P
Understand that managing and overcoming resistance to change is fundamental to any successful process improvement implementation / P
Plan, prepare for and implement a process improvement initiative to initiate, implement and sustain process improvements / P
Enable students to critically evaluate and assess the relevance of a particular concept to a real world contextual situation / P / P
Develop analytical abilities and wider perspective through evaluating processes in the eyes of internal and external customers / P
Develop the integrative capability to communicate, co-ordinate and facilitate a cross functional team / P
Develop organisational and team building skills / P
Enhance problem solving skills / P
Enable students to work more effectively in groups or independently / P
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
The student ability to achieve the learning outcomes for the module is assessed through completion of a practical assignment (2,000 words) and a final examination. Students have the option of completing the assignment as a customized in-house project whereby they aim to focus on an area within their organisation and use some of the Lean tools and practices covered in the programme to initiate and/or implement improvement (s). The alternative for participants who are not in a position to undertake the custom/in-house assignment option is to undertake a standard version based on using the Lean tools and practices covered in the programme to address a case study developed by our Subject Matter Experts.
The final exam covers all the lessons of the programme. It is on-line, open book and 90 minutes in duration. The exam consists of generic and case-study-based multiple choice questions to ensure three main levels of learning are assessed – awareness, comprehension and application. Participants undertaking the examinations are required to nominate a third party Proctor (typically a supervisor or managers who are not family members) to verify their identity as the participant who completed the exam in the designated time frame, and that the same participant did not receive assistance from anyone else in doing so.
Assessment is based on a score of 300 computed as follows: Participants to pass the examination must obtain an aggregate mark of 40% (i.e. at least 120 out of 300 marks) in both assessment components (i.e. examination and assignment work):
Ø obtain not less than 40% in the examination (i.e. 60 out of 150 marks). The examination represents 50% of the total assessment
Ø obtain not less than 40% in the assignment work (i.e. 60 out of 150 marks).
Expert mentoring access is available to provide e-mail support for participants in relation to any queries or issues that they may have while progressing through the programme. Participants can send an e-mail to an expert mentor at any time and will receive a response within 2 working days.
The Learning Management System (LMS) system facilitates communication. This system facilitates communication between mentor and participant as well as with the Leading Edge Group by allotting specific sections to guide and support the participant throughout the course. The course is designed to foster a personal rapport between the mentor and the participant providing a supportive environment to enable the participant realise his or hers academic potential. Moreover, the company also believes in providing continuing support to participants where certain difficulties or challenges occur.