Abstract:

In the contemporary context of globalization and heightened corporate competition, Lean production has become a field of paramount importance. Efficiency is now more crucial than ever for the manufacturing industry. This necessity is particularly pronounced in countries with higher business costs, where innovative strategies are essential to maintain competitiveness.

The concept of Lean manufacturing traces its origins to Japanese production methods, specifically the Toyota Production System. This system introduced pioneering concepts such as “just-in-time” manufacturing, quality control (jidoka), and the minimization of transportation, among others. The ultimate goal is to eliminate any expenses that do not add value to the product desired by customers.

Lean process improvement is predicated on five key principles:
1. Identify Value.
2. Define the Stream of Value Creation.
3. Focus on the Flow of Processes.
4. Implement Pull Production.
5. Pursue Continuous Improvement.

Lean manufacturing minimizes waste, enhances cash flow, boosts flexibility, optimizes human resources, and fosters team empowerment. Companies that adopt Lean management achieve maximum profitability by minimizing investment in inventory and leveraging data-driven approaches for efficient inventory management. Mastery of these concepts is essential for students of the Chemical Engineering Degree because the strong link between the production and the economical results.

In this study, various pedagogical activities were proposed to facilitate students' understanding of Lean concepts. The teaching methodology involved practical sessions based on three production activities. These activities required students to engage in “simulation” or “role play,” involving:
1. A production line.
2. A warehouse.
3. A workshop.

These role-playing activities were designed to explore three Lean concepts:
1. 5S.
2. Just-In-Time (JIT).
3. Single-Minute Exchange of Dies (SMED).

Through these practical activities, students identified the fundamental aspects of Lean production systems and understood the impact of these tools on productivity, both in terms of product quality and quantity produced within a specific timeframe. Post-implementation, students were able to recognize, clearly and effectively, the benefits of Lean production systems.

Subsequent to the practical sessions, students were interviewed regarding the effectiveness of these activities. The feedback indicated that the practical exercises were highly engaging and elucidated the concepts in an enjoyable manner. Furthermore, the feedback revealed that laboratory practices were more effective in reinforcing JIT concepts compared to traditional theory and problem-based learning methods.

In conclusion, the implementation of practical activities for teaching Lean concepts proved to be highly effective for the students of the Chemical Engineering Degree. Not only did these activities achieve the desired educational outcomes, but they also did so in a manner that enhanced student engagement and interest.

Keywords:

Practical activity, lean manufacturing, chemical engineering degree.