Association Between Lean Manufacturing Teaching Methods and Students’ Learning Preferences

Tortorella, Guilherme Luz; Miorando, Rogério Feroldi; Castillo, Aurora Patricia Piñeres

doi:10.1007/978-3-319-73648-8_5

Cited by 2 publications

(2 citation statements)

References 34 publications

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“…The understanding of this relationship anticipates occasional pedagogical challenges, properly setting the expectations along the facilitation of the course. It is noteworthy that this study builds on previous works developed by Tortorella and Cauchick-Miguel (2017, 2018a, 2018b) and Tortorella et al (2018).…”

Section: Introductionmentioning

confidence: 61%

“…Therefore, the emerging academic and practical relevance of LM has culminated in an increasing search for industrial engineering and business management postgraduate courses that offer LM as part of their curricula (Kanigolla et al , 2014; Conger and Miller, 2014; Suárez-Barraza and Rodríguez-González, 2015). In this sense, operations management area has extensively integrated LM, interfacing among different research areas, such as product development, logistics and ergonomics (Stier, 2003; Alves et al , 2014; Tortorella et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

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An empirical investigation on learning and teaching lean manufacturing

Tortorella

Miorando

Fettermann

et al. 2020

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PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

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Section: Introductionmentioning

confidence: 61%

Section: Introductionmentioning

confidence: 99%

An empirical investigation on learning and teaching lean manufacturing

Tortorella

Miorando

Fettermann

et al. 2020

Self Cite

View full text Add to dashboard Cite

show abstract

Soft and hard skills development in lean management trainings

Lista

Tortorella

Bouzon

et al. 2022

IJLSS

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Purpose This study aims to investigate the impact of traditional teaching and active learning methods in lean management (LM) on the development of both soft and hard skills. Design/methodology/approach Through a longitudinal study, team members from two different organisations (the administrative sector of a public higher education institution and a public teaching hospital), each adopting different teaching methods to support their LM trainings, were systematically examined at four moments during an 18-month period. How teaching methods impacted team members’ development and knowledge was then assessed using multivariate data analysis techniques. Findings Results indicated that LM trainings can provide significant impacts when a combination of traditional teaching methods and active learning is adopted. Traditional teaching methods can be a good choice for learning hard skills depending on resources’ availability. However, it is recommended to include active learning methods to assist in the comprehension of more complex and abstract LM concepts (soft skills). Originality/value Although there exists a large number of publications on the relationship between LM implementation and teaching methods, the number of studies that consider the development of both hard and soft skills is rather limited. This study complements the existing literature on LM by identifying which teaching methods can support the development of hard skills and which the development of soft skills. Such identification facilitates the work of both scholars wishing either to begin or to dig deeper into this sphere and practitioners pursuing the best outcomes from LM.

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Association Between Lean Manufacturing Teaching Methods and Students’ Learning Preferences

Cited by 2 publications

References 34 publications

An empirical investigation on learning and teaching lean manufacturing

An empirical investigation on learning and teaching lean manufacturing

Soft and hard skills development in lean management trainings

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