Professional Documents
Culture Documents
Instructors
Prof. Chris Owen, ARMS 2225, 765-421-9096 (cell), owen12@purdue.edu (email)
Office hours TBD (or whenever you see the door open)
T.A. TBD
Course Description
Lean Manufacturing is about creating value. The Lean process starts with creating value for the
ultimate customer which requires providing the right product at the right time for the specified
price. While all manufacturing attempts to do this, what makes Lean Manufacturing distinct is
the relentless pursuit and elimination of waste. Students will learn the concepts and tools of
Lean which include types of waste, visual management, 5S, value stream mapping, A3, & flow.
Enduring Understandings
1. To understand the distinction between Mass Production and Lean Manufacturing and to
analyze a facilitys progress in the transition from Mass to Lean.
2. Value Stream Mapping. The intent is to provide lean thinkers the most valuable tool
they will need to make sustainable progress in the war against muda [waste]: the value
stream map. (Rother and Shook).
Learning Objectives
1. Articulate a case for Lean. Students will be able to present an argument on why Lean is
a superior environment to Mass.
2. Compare and contrast the culture, organizational structure and leadership in Mass and
Lean environments.
3. List and describe the Types of Waste and why waste elimination is a core component of
Lean Manufacturing.
4. List and describe lean functionality (i.e. quality, continuous flow, pull systems, 5S, Visual
Control, Kanban, etc).
5. Articulate why the Rules in Use were a breakthrough in understanding the Toyota
Production System.
6. Understand A3 thinking and draw an A3.
7. Students will demonstrate the ability to draw a Value Stream Map of an actual
manufacturing process.
Prerequisites
Junior or higher standing in Engineering or Science
Textbooks
(1) J.P. Womack, D.T. Jones, D. Roos, The Machine that Changed the World, Free Press,
1990 (2007 in paperback). ISBN-13: 978-0-7432-9979-4. The content is the same for
both printings.
(2) J.K. Liker, The Toyota Way, McGraw Hill, 2004. ISBN 0-007-139231-9
Supplemental reading
Will be posted on Blackboard as needed.
Learning Environment
The research is clear that long-term learning takes place only when accompanied by
deliberate, distributed practice. To accomplish that end, this class is structured so that
subjects will be covered in a way to provide students opportunity to practice.
Course requirements and grading: This is a 500 level class that is designed to build on prior
learning. The intent is to synthesize content from earlier courses taken as an undergraduate.
Recognizing that some time may have lapsed and that some content may have been forgotten,
assessments and feedback will be provided. The purpose for these assessments is to provide
the student feedback on gaps in understanding. Students are expected to recognize gaps and
to seek help either from the instructor, on-line, or from other sources. By being clear about
course curricular priorities and learning expectations, the intent is that you, as the student, will
take an active role in learning and mastery of the content.
Final grades will be based on A>90%, 89%<B<80%, 79%<C<70%, etc. + and - will be
assigned as appropriate.
Your grade for the course will be determined by the following:
1. 20% of your grade will be earned by your participation in learning teams. Teams will be
established by the 4th class lecture. Teams will develop a Code of Cooperation. Three
times during the semester your team will be presented case studies that you are to work
together to solve. Your team will participate in a Blackboard Wiki to address the topics. At
the end of the case studies you will be expected to provide a peer assessment of your
teammates. If you do not turn in a peer review, then you will review 0% for the assignment.
Learning team grade will be 15% for the Code of Cooperation, 75% for the three case
studies, and 10% for the Peer Review.
2. 20% of your grade will be determined by the results of your homework. Five homework
assignments will be given throughout the course. These assignments will focus on the
Learning Objectives. As the Learning Objectives will be the basis of the exams, homework
is intended to provide feedback on the level of content understanding to enable students to
be better prepared for the exams.
3. 40% of your grade will be determined by two midterm exams. As the concepts covered in
the course serve to build an understanding of Lean, each exam builds on the information
covered earlier in the course. It is important that you understand the concepts. You should
ensure you understand the questions from previous exams as you prepare for the next one.
4. 20% of your grade will be determined by a comprehensive final exam.
Emergency Response
If we are notified of a Shelter in Place requirement for a tornado warning we will shelter
in the lowest level of this building away from windows and doors. Our preferred location
is the basement.
If we are notified of a Shelter in Place requirement for a hazardous materials release we
will shelter in our classroom shutting any open doors and windows.
If we are notified of a Shelter in Place requirement for a civil disturbance such as a
shooting we will shelter in a room that is securable preferably without windows. Our
preferred location is this classroom.
If we hear a fire alarm we will evacuate the building via the nearest stairway and proceed
to an assembly area at the Northwestern Parking Garage.
General Statement on Academic Dishonesty
Purdue University Regulations, Part 5, Section III-B-2-a describes the formal policies governing
academic dishonesty. Purdue prohibits "dishonesty in connection with any University activity.
Cheating, plagiarism, or knowingly furnishing false information to the University are examples of
dishonesty." A guide providing specific examples, tips, and consequences is available from the
Office of the Dean of Students at:
http://www.purdue.edu/odos/osrr/academicintegritybrochure.php .
As discussed in this brochure on Academic Integrity, there are many dishonest ways to gain an
advantage over another student in an assignment. The goal is not to list these here, but these
rules cover any assignment for which the instructor will assign a grade (homework, quizzes,
exams, laboratory reports, term paper, etc.). Rather, students should ask themselves this
question when working on all class assignments: If I use this information, will the completed
assignment represent only my efforts? If the answer is no, then dont do it. The test is simple.
For example, turning in a term paper obtained from a website does not represent your efforts.
Turning in copied homework from another student or solutions manual does not represent your
efforts either.
Please note that current students who share prior solutions with students currently enrolled in
the course will also have a permanent letter added to their official files.
MSE 597 Lean Schedule