Applying Lean in Learning and Teaching, Transforming the public sector, Portsmouth, 25_27 Jan 2012
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Lean focuses on learning through respect for people and continual improvement. The document discusses applying Lean principles to learning and teaching. Examples are provided of using Lean tools like A3 problem solving and process mapping in university courses to engage students and calibrate the learning process through reflection. Student feedback indicated the Lean approach helped them learn to find their own answers and gain confidence through working on live projects and retrospectives.
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Applying Lean in Learning and Teaching, Transforming the public sector, Portsmouth, 25_27 Jan 2012
- 1. Applying Lean in Learning and Teaching Colston.Sanger@port.ac.uk Transforming the Public Sector: Lean in Services and Higher Education University of Portsmouth 25-27 January 2012
- 2. Agenda 1. Why Lean in learning and teaching? 2. What I do: some examples 3. Contributions, questions
- 3. 1. Why Lean in learning and teaching? Because Lean is about learning The two core principles of Lean • Respect for people – Engagement, meaningful contact is all – Without engagement, there is no learning – In my experience, students are crying out for an HE experience that engages with them as sensible, sensitive, idealistic, thoughtful beings • Continual improvement – Necessarily involves learning, shifts in thinking that enable us to see things differently
- 4. 2. What I do: some examples
- 5. Learning Lean in a Lean way Low-fidelity business simulation as an early experience in common and organising theme on an international MBA core unit
- 6. Managing Projects • An MBA elective elsewhere – A very popular final year u/g unit at Portsmouth • Working on live projects – Requires engagement • Managing Projects – Not Project Management – … as a team sport • Calibrating the process of learning – Frequent opportunities for group reflection and hence learning
- 7. Intended learning outcomes Knowledge and understanding Practical subject-specific skills • Describe … • Demonstrate … • Develop … • Identify similarities, differences, connect ions … Transferable skills Intellectual skills • Manage own learning … • Evaluate… • Communicate effectively … • Analyse … • Work with others … • Exercise appropriate judgement … • Recognise and support followership, and be proactive in leadership
- 8. Working on live projects that matter
- 9. Calibrating the process of learning -I • Learning agreement • Check-in • Weekly project progress reviews • End of unit project retrospective
- 10. Calibrating the process of learning -II • Learning agreement • Check-in • Weekly project progress reviews • End of unit project retrospective
- 11. Calibrating the process of learning -III • Learning agreement • Check-in • Weekly project progress reviews • End of unit project retrospective
- 12. Using Lean tools – what does success look like?
- 13. Using Lean tools – an A3 Team Olympia
- 14. Using Lean tools – simple process mapping
- 15. End of unit project retrospective
- 16. It seemed to work … Being asked what we had learnt about managing projects at the start of every class was something I learnt a lot from. It helped me reflect on experiences I had with several formal and informal groups … this semester. But the main lesson, both for the human and managerial side, has been that a very high percentage of a project success comes from the team coordination and cohesion. Personally speaking, I believe team members' motivation to achieve the goal came from trust, perceived equality in hierarchical terms, and pleasing work environment. Sometimes this atmosphere comes naturally, some other times it needs to be created … Regarding my own learning on the Managing Projects course, I have to say that I have really enjoyed the classes, and the outcome has been greater than I would have expected... In this unit we were taught to find many of the answers ourselves, which I have personally learned much more from... I learned to be less dependent on teacher advice and more dependent on my own, which has given me more confidence. I think this was a really good learning experience. Sometimes teachers answer far too many questions easily when they really need to let the student search for their own answers.
- 17. The summary Lean is about learning • Respect for people – Without engagement, there is no learning • Continual improvement – Necessarily involves learning, shifts in thinking that enable us to see things differently
Editor's Notes
- This is what characterised the Toyota production system right from the earliest days. Respect for people is also what Deming demonstrated in Japan in the early 1950sTo talk about continual improvement is necessarily to talk about a process of learningContinual (frequently occurring). Not necessarily continuous (occurring all the time)Engagement comes first, because without engagement (physical and psychological presence) there can be no learningBut what is the aim of the system (of HE)? As Deming said, the aim, the purpose, is necessarily a value judgement. HE does seem to have rather lost its way in recent years (as its world and the world around it has become more complicated). We could talk about ‘Excellence’
- The scenario here was that they were a group of reformed bankers running a greetings card business. The initial state was purposefully convoluted. The task was to Lean business operations.What is fascinating is how little it takes to become real: Managing Directors get fired; real arguments break out between Heads of functional areas; workers go on strike.Frankly, it is chaotic: I wouldn’t dream of letting these MBAs anywhere near a business!But because of that there is huge learning that is frequently and spontaneously referred back to within the unit.
- This is what characterised the Toyota production system right from the earliest days. Respect for people is also what Deming demonstrated in Japan in the early 1950sTo talk about continual improvement is necessarily to talk about a process of learningContinual (frequently occurring). Not necessarily continuous (occurring all the time)Engagement comes first, because without engagement (physical and psychological presence) there can be no learningBut what is the aim of the system (of HE)? As Deming said, the aim, the purpose, is necessarily a value judgement. HE does seem to have rather lost its way in recent years (as its world and the world around it has become more complicated). We could talk about ‘Excellence’