USING WORKSHOPS TO LEARN ENGINEERING IN INDUSTRIAL PLANTS. Valero-Herrero, Maria*; Vidal-Carreras, Pilar I.; García-Sabater, José P.

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1 USING WORKSHOPS TO LEARN ENGINEERING IN INDUSTRIAL PLANTS Valero-Herrero, Maria*; Vidal-Carreras, Pilar I.; García-Sabater, José P. ROGLE (Research Group in Reengineering, Operations Management, Group Work and Logistics Excellence), Business Management Department, Universidad Politécnica de Valencia Abstract: This article presents a new learning methodology employed in the postgraduate course "University Specialist Program in Lean Manufacturing" which is offered by a Spanish university. In this course, workshops to implement lean manufacturing tools are utilized. In these workshops, the tools that have been learnt in the classroom are implemented in an industrial plant. This methodology is particularly useful for those knowledge areas in which the implementation of the content developed in the classroom is the most important aspect. In the traditional classroom-based education, passive and rote learning are the styles most usually adopted. Education in the field can give a major boost to students self-motivation and self-learning. In this case, real-world business problems, previously detected, are used. In the workshops the personnel of the company are involved, both direct labour and indirect labour. This article describes the advantages and disadvantages of this type of learning, how to address the problems and the conclusions. Clearly, the use of workshops to teach has got an added value for the course. The implementation of continuous improvement tools in industrial plants allows learners to acquire the skills, capacities and knowledge required. In spite of being the first time that this methodology has been used by the professors who teach the course, the initiative has turned out highly successful. Keywords; Workshops, Practical Implementations, Lean Manufacturing *Correspondence to: Maria Valero Herrero, ROGLE-Departamento de Organización de Empresas, Universidad Politécnica de Valencia, Edificio 7D Camino de Vera s/n, Valencia INTRODUCCTION The European Space of Higher Education (ESHE) entails to reflect upon learning models. The application of new technologies and the fact that the student becomes the main character of his own training means changes in the methodology. These changes should not be traumatic for neither sides involved in the process: teacher and student (Canos-Danos and Ramon-Fernandez, 2010). For this purpose, Spanish universities need to be flexible, dynamic, creative and innovative (Pablos Pons and Jiménez Cortés, 2007), without losing sight of the pedagogical framework. In the modern environment that we live in there is a significant demand for training and

2 there is also abundant supply. Thus, being able to innovate in the training courses for professionals is a key aspect in helping to attract potential future learners (Areitio and Areitio, 2002). Simultaneously, being able to improve the results is another point to take into account, in order to make progress when the demand for training decreased. There are a variety of styles of learning, suited to different educational stages and objectives (Goldberger, 1984) and these can be deployed appropriately to meet a variety of educational needs. Education in the field can give a major boost to students motivation and selflearning. Once they have grasped some fundamental principles in their area of concern, they can take their own measurements, draw their own conclusions, and devise effective, locally-applicable engineering solutions to the practical problems they confront. Keighley (1997) makes specific reference to the lasting impact of such learning experiences, particularly with reference to outdoor experiences. The aim of this paper is to present the new teaching methodology used in the postgraduate course "University Specialist Program in Lean Manufacturing" offered by the Universitat Politècnica de València and organized by the research group ROGLE (Reengineering, Operations management, Group work and Logistics Excellence). In this program the online teaching (De Miguel Villegas et al., 2011) is employed for the classroom lessons. Furthermore workshops to implement lean manufacturing tools are utilized. In these workshops, the tools that have been learnt in the classroom are implemented in an industrial plant. This article describes the advantages and disadvantages of this type of training, how to address the problems and the conclusions of its implementation. 2. TITLE DESCRIPTION The University Specialist Program in Lean Manufacturing objective is to provide a highly practical training in the implementation of the tools from the Toyota Production System (Monden, 1998). The course is based on the real application of the methodologies studied, with a lot of hours of practical classes and several implementation workshops. The practices are based in the professors experience implementing lean tools in auto industry (Marin-Garcia et al., 2010; Valero-Herrero et al., 2011). More information can be found in The program is a non-official postgraduate course of the Universitat Politècnica de València (UPV). These studies are backed up by the university government organs and its recognition is limited to the UPV. The contents of these non-official postgraduate courses are headed towards the professional world. The teaching staff is made up of highly qualified UPV professors and professionals of the business sector. The course is divided into four modules that can be taken in different years and in different order. - Module 1: Introduction to Operations Management on Lean Enterprise - Module 2: Lean Tools Implementation I - Module 3: Lean Tools Implementation II

3 - Module 4: Lean Implementations Planning and Development The first module includes the basics concepts of lean manufacturing and other tools of the Toyota Production System, which are not developed specifically in subsequent implementation modules. The Module 2 includes the tools for 5S, SMED, problem solving theory and workshops which implement these tools. The Module 3 includes training on Value Stream Mapping tool, creating flow and TPM and workshops on the ground. The Module 4 includes the development theory of the "events Kaizen - Continuous improvement" and workshops on the ground Methodology Since the creation of the Postgraduate degree in lean manufacturing, it was thought to offer a teaching methodology compatible with the students professional activities, because the target audience of the course are professionals with experience in management operations. In addition, one identified need in the field of lean manufacturing, on which the course is focused, is the lack of practical training in the implementation of the tools. Therefore, the course includes a set of workshops in industrial plants for the implementation of Lean Manufacturing tools on real cases. Thus, there are two types of classes (classroom lessons and in-factory classes). In turn, the classroom lessons are divided into lectures and practical classes. Sticking to the thematic of the course, the practical and applied (workshops) parts are more important than the theoretical part. Lectures take place in the classroom but they have the online teaching service as well. Practical classes take place also in the classroom. There are dynamic and practical exercises that are applied in the workshops. The workshops take place in industrial plants, with the collaboration of professionals in the Lean tools implementation. This type of teaching is commonly used in other areas of knowledge (Schneider et al., 1996; Thompson, 1988) but there are not references of its application in the engineering organization field. Similarly, there are two alternatives for monitoring classes: - Full-attendance: The students attend all classes, in classroom and on the ground. - Semi-attendance: In this option the classroom lessons are followed by the online teaching system. In both cases, the material is available in the tool PoliformaT and it also gives great importance to the tutoring of the student. PoliformaT is used to facilitate students to develop content, expanding the resources to consult, the bibliography, etc. It is also used as a communication tool with students and to organize the groups for the workshops on the ground, which must be done in small groups.

4 With this approach, allowing the onsite and mixed options, more effort is required by the professors and the course organization, because they must prepare the teaching for students who attend to the classroom and adapt it for those students who have chosen the mixed option. 3. WORKSHOPS During the teaching of the course there have been developed two variants of workshops: - Workshops on the ground led by professionals from a company according to its own methodology. - Workshops on the ground led by external consultants. Although at first glance they would seem to be reasoned in the same way, the experience has shown that they are not. The first one it s better for assessing how the students interact with workers and managers as to pursue their involvement because they act very differently in the first and the second case. Moreover, it has been noted that the external consultants are much more methodological than the professional from a company. It should also be noted that the duration of the workshop depends on the tool that is going to be implanted and it can vary from one to two days. Figure 1. The learners during a Workshop.

5 For the proper functioning of the workshops there are some aspects of the organization to be taken into account among which we will mention the preparation and coordination amid the different factors involved Workshops preparation The workshops require a previous effort by the course organization which will first need to find companies interested in participating in the course. Once we have the companies, and consultants which can implement the tools (for the workshops led by professionals) a visit to the company is required for the identification of process improvement and the tool to use. Furthermore, there are some aspects to take into account related to student safety. We will have to provide students with safety shoes or other equipment that requires the company. Students should have some type of insurance that covers them of possible accidents in the company Theory, application and professors coordination As discussed above the workshops are carried out by professionals and therefore coordination with them is required. Furthermore there are also professional professors at the theory classes in the classroom. This requires a complicated coordination among all the professors of the course. The advantages of the teaching of lectures by a mixed faculty (internal / external) had already been proved in previous courses. Students learn the theoretical versions of the tools and theoretically correct ways of carrying out them, and they also learn the exceptions that require professionals to skip steps or follow other paths. This approach clearly enriches the student but it might cause content duplication. 4. RESULTS AND CONCLUSIONS Students, professors and professionals have evaluated very positively this new methodology which allows combining professional life with the completion of the course and it is also imminently practical. Specifically in the surveys (Figure 2), students have valued very well the following aspects of the methodology. Figure 2. Surveys results.

6 Plainly the use of workshops to teach has got an added value for the course. The implementation of continuous improvement tools in industrial plants allows the students to acquire the skills, capacities and knowledge required. The workshops allow seeing the barriers in situ and the best practices that appear in them. It highlights the interaction among the students and the workers who participate in them as an important point that could not occur with the traditional classroom lessons. Moreover, some problems appear for the mere fact of carrying workshops in industrial plants. The main identified problems are: - The need to travel. - Small groups. It is not advisable to make groups of more than 6 people. - The difficult to balance the agendas of the course, consultants and planning production companies. - Security aspects must have been taken into account, therefore, it must ensure that the students have the necessary safety equipment and the appropriate insurance. These drawbacks can be solved with a good organization. Certain flexibility of students to make changes in the dates of the workshops is also presupposed. We propose the use of workshops for teaching in other areas. Although their use only makes sense in the areas where the students must obtain some sort of skill. 5. AGREEMENTS The work described in this paper has been partially supported by the project "PRÁCTICAS DE CAMPO EN ESTUDIOS DE INGENIERÍA DE ORGANIZACIÓN" (A26/11) by the Universitat Politènica de València. The work has been also supported by the project PUNTOS CRÍTICOS EN EL USO DE LOS EDUBLOGS COMO HERRAMIENTA DE APRENDIZAJE: IMPLANTACIÓN Y EVALUACIÓN by the Universitat Politècnica de València. 6. REFERENCES Journal articles Areitio, A.; Areitio, G. (2002). Nuevas formas de trabajo para el docente frente a los nuevos modelos de enseñanza universitaria. Scripta Nova nº. 6, p De Miguel Villegas, E.; Casar Sarasol, A.; Goyanes de Miguel, V. (2011). Utilizacion de Acrobat connect Pro en la impartición de docencia en cursos de postgrado. Revista de Formación e Innovación Educativa Universitaria, Vol. 4, nº. 1, pp Goldberger, M. (1984). Effective Learning through a Spectrum of Teaching Styles. Journal of Physical Education, Recreation & Dance, Vol. 55, nº. 8, pp

7 Pablos Pons, J.; Jiménez Cortés, R. (2007). Buenas prácticas con TIC apoyadas en las Políticas Educativas: claves conceptuales y derivaciones para la formación en competencias ECTS. Revista Latinoamericana de Tecnología Educativa, Vol. 6, nº. 2. Schneider, T.; Wik, L.; Baubin, M.; Dirks, B.; Ellinger, K.; Gisch, T.; Haghfelt, T.; Plaisance, P.; Vandemheen, K. (1996). Active compression-decompression cardiopulmonary resuscitation Çö Instructor and student manual for teaching and training: Part I: The Workshop. Resuscitation, Vol. 32, nº. 3, pp Thompson, J. B. (1988). The use of intensive workshops in the teaching of computer studies students. Education and Computing, Vol. 4, nº. 2, pp Russellm M.; Esen, U (2009) Achieving safety and success of operative vaginal deliveries at a district teaching hospital - A triumph of audit and a targeted practical teaching workshop. International Journal of Gynecology & Obstetrics 107, S548 Books Keighley, P. W. S. (1997). The Impact of Experiences Out-of-Doors on Personal Development and Environmental Attitudes. Horizons. Monden, Y. (1998). Toyota Production System: An integrated approach to Just in Time Engineering and Management Press Conference proceedings. Canos-Daros, L. Ramon-Fernandez, F. (2010). La aplicación de las tics en el aprendizaje de disciplinas jurídicas aplicadas en carreras técnicas en el marco de la convergencia europea, III Congreso ON LINE: Observatorio para la Cibersociedad. Marin-Garcia, J. A., Perello-Marin, M. R., Maheut, J., Valero-Herrero, M. (2010). Relationship between Lean Manufacturing and High Involvement Work Practices and perceived results, in IV International Conference on Industrial Engineering and Industrial Management - XIV Congreso de Ingeniería de Organización. Valero-Herrero, M., Marin-Garcia, J. A., Garcia-Sabater, J. J., Maheut, J. (2011). Homogeneidad en los indicadores del sector de automoción, in XV Congreso de Ingeniería de Organización // 5th International Conference on Industrial Engineering and Industrial Managemen.t

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