CAMBRIDGE TECHNICALS IN ENGINEERING - OCR Quality Management Unit 19 ... related to other Cambridge...

TECHNICALSCambridge

CAMBRIDGE TECHNICALS IN ENGINEERINGLEVEL 3 UNIT 18 – LEAN AND QUALITY

DELIVERY GUIDEVersion 1

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CONTENTS

Introduction 3

Related Activities 4

Key Terms 7

Suggested Activities:

Learning Outcome (LO1) 9




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INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.

OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.

We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.

Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.

If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected].

Unit aimStriking an effective balance between efficiency of production and quality of product without compromising either is fundamental to the commercial success of engineering companies.

The aim of this unit is for learners to develop their understanding of the principles behind lean manufacturing and apply their understanding to a manufacturing context in terms of improving quality, eliminating waste and improving productivity.

They will also learn about a wide range of quality control, assurance and management techniques including mathematical analysis of quality data to identify trends and recommend subsequent improvements to processes or procedures.

Learners will apply the knowledge and understanding gained to the development production plans, factory layouts and manufacturing processes.

Lean and quality

LO1 Understand lean manufacturing

LO2 Understand approaches used to ensure quality in manufacturing

LO3 Be able to apply lean manufacturing and approaches used to ensure quality

LO4 Be able to plan manufacturing production using lean and quality principles and approaches

Opportunities for English and maths skills developmentWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.

English Maths

Please note

The activities suggested in this Delivery Guide MUST NOT be used for assessment purposes. The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.

Assessment guidance can be found within the Unit document available from www.ocr.org.uk. The latest version of this Delivery Guide can be downloaded from the OCR website.

mailto:resources.feedback%40ocr.org.uk?subject=

http://www.ocr.org.uk

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This unit (Unit 18) Title of suggested activity Other units/LOs

LO1

Understand the 5 lean principlesUnderstand the 7 lean wastesUnderstand the lean toolsUnderstand takt timeMade to order (MTO) and made to replenish (MTR)Understand value stream mapping (VSM)

Unit 20 Business for engineering LO1 Know how size, ownership and key stakeholders can influence engineering businesses

LO2

An overview of quality Unit 19 Inspection and testing LO1 Understand how inspection and testing methods and processes improve quality controlLO2 Understand how defects can occur in manufacturing materials, processes and componentsLO3 Understand how destructive testing methods are used for quality assurance in manufacturingLO4 Understand how non-destructive testing methods are used for quality assurance in a manufacturing environment

Quality control and quality assurance Unit 2 Science for engineering LO1 Understand applications of SI units and measurement

Unit 9 Mechanical design LO3 Be able to design components that can be successfully manufacturedLO4 Be able to optimise design to improve performance

Unit 13 Mechanical operations LO5 Be able to quality assure components

Unit 19 Inspection and testing LO1 Understand how inspection and testing methods and processes improve quality controlLO2 Understand how defects can occur in manufacturing materials, processes and componentsLO3 Understand how destructive testing methods are used for quality assurance in manufacturingLO4 Understand how non-destructive testing methods are used for quality assurance in a manufacturing environment

Total Quality Management Unit 19 Inspection and testing LO1 Understand how inspection and testing methods and processes improve quality controlLO2 Understand how defects can occur in manufacturing materials, processes and componentsLO3 Understand how destructive testing methods are used for quality assurance in manufacturingLO4 Understand how non-destructive testing methods are used for quality assurance in a manufacturing environment


The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Engineering units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units.

RELATED ACTIVITIES

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LO2

Statistical Process Control Unit 1 Mathematics for engineering LO6 Be able to apply statistics and probability in the context of engineering problems

Unit 2 Science for engineering LO1 Understand applications of SI units and measurement

Unit 9 Mechanical design LO3 Be able to design components that can be successfully manufacturedLO4 Be able to optimise design to improve performance

Unit 19 Inspection and testing LO1 Understand how inspection and testing methods and processes improve quality control

Assess the impact of quality issues Unit 20 Business for engineering LO1 Know how size, ownership and key stakeholders can influence engineering businesses

LO3Industrial best practice Unit 17 Computer aided manufacture LO1 Understand how computers are used in manufacturing systems

Improving manufacturing performance Unit 20 Business for engineering LO1 Know how size, ownership and key stakeholders can influence engineering businesses

LO4

Production planning Unit 9 Mechanical design LO3 Be able to design components that can be successfully manufacturedLO4 Be able to optimise design to improve performance

Unit 11 Materials science LO2 Understand properties, standard forms and failure modes of materialsLO3 Understand material processing techniques

Unit 13 Mechanical operations LO1 Be able to plan for production in mechanical engineering

Unit 17 Computer aided manufacture LO1 Understand how computers are used in manufacturing systems

Manipulation of cycle time and takt time Unit 9 Mechanical design LO4 Be able to optimise design to improve performance


Made to order (MTO) and made to replenish (MTR) Unit 9 Mechanical design LO4 Be able to optimise design to improve performance



Poke yoke assembly Unit 9 Mechanical design LO3 Be able to design components that can be successfully manufacturedLO4 Be able to optimise design to improve performance

Unit 10 Computer Aided Design LO2 Be able to create 3D assemblies of components within a CAD system

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LO4

Cellular and linear production Unit 9 Mechanical design LO3 Be able to design components that can be successfully manufacturedLO4 Be able to optimise design to improve performance



Factory production layouts and creating value stream maps



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KEY TERMSUNIT 18 – LEAN AND QUALITY

Explanations of the key terms used within this unit, in the context of this unit

Key term Explanation

5S A methodology for organising a workspace.

Andon A system of displaying to management that there is a problem in production or with a process.

Cycle time The time it takes for a single process to be carried out at any stage during production.

Defects Errors in products or components.

DMAIC DMAIC is a five-phase, Six Sigma methodology used to solve problems. DMAIC is an acronym for Define-Measure-Analyse-Improve-Control.

Flow A term used to define how smoothly a product flows through a production environment with the minimum amount of waste.

Heijunka A technique used to ‘level’ production and reduce ‘Mura’ (unevenness).

Inventory Excess raw material, stock or work in progress (WIP).

Jidoka One of the two pillars of the Toyota production system. This is when work stops the instant a problem is found within manufacture ensuring ‘value’ is continually added at every stage.

Just in time (JIT) A system that orders or produces components only when they are needed reducing inventory and eliminating over production.

Kaizen A system of continuous improvement.

Kanban A tool used in just-in-time production. A kanban is a visual signal to alert workers to steps in a production process.

Movement Motion of employees that does not add value e.g. looking for components or tools.

Muda, Muri, Mura Muda = waste; Muri = overburden; Mura = unevenness.

One-piece flow ‘One-piece flow’ or ‘single-piece flow’ aids the performance of an optimal lean system. This means that parts are moved sequentially through each stage, minimising waste, avoiding inventory and continually adding value.

Overprocessing Carrying out excessive or unneeded steps to produce a part e.g. painting something that the customer does not need painting.

Overproduction Producing more products than what is required or ordered by the customer.

Poke yoke An assembly method that removes errors in production by ensuring components can only be assembled one way. It means ‘error proofing’ and comes from the Japanese ‘poka yoke’.

Push and pull The movement of a product or information that is either ‘pushed’ into the market or up the production line. Alternatively, it is ‘pulled’ by the customer or subsequent stage of production based on demand, as and when required.

Quality assurance Preventing defects by ensuring quality throughout the processes involved in a product’s manufacture.

Quality control Ensures quality in products by identifying defects.

Right-first-time A quality mentality used in lean production and manufacturing scenarios that aims to produce products or components to exact specification the first time, every time.

Six Sigma A data-based approach to quality that companies use to strive for perfection.

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Explanations of the key terms used within this unit, in the context of this unit

Key term Explanation

Statistical Process Control (SPC)

A quality control methodology that uses statistical data to monitor and subsequently control a production process.

Takt time A measure of the time required to produce each product based on demand. Takt time is calculated as:

Takt time =Availble working time (hours per week)

Customer demand

TIMWOOD An acronym for the 7 lean wastes: Transport, Inventory, Movement, Waiting, Overproduction, Overprocessing, Defects. Sometimes an 8th lean waste is referred to: ‘Skills’, this makes the acronym ‘TIMWOODS’.

Total Quality Management (TQM)

A management approach to quality that is embedded within and throughout the culture of the organisation.

Transport Moving of products or parts that do not add value.

Value Any process or service carried out during a products production that the customer is willing to pay for.

Value stream A map of all the ‘value adding’ or ‘non value adding’ wastes that can be analysed to improve production.

Value stream mapping (VSM)

A lean manufacturing tool that illustrates the ‘flow’ of a product or material through a production scenario and identifies the ‘value adding’ and ‘non-value adding’ processes involved in its production.

Waiting Any time period where workers have to wait for raw materials, product or stock that delays production.

Waste Any process that does not add value to a component or product. (See TIMWOOD.)

Work in progress (WIP)

Any product, material or component that is currently being worked on but not yet complete.

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SUGGESTED ACTIVITIESLO No: 1

LO Title: Understand lean manufacturing

Title of suggested activity Suggested activities Suggested timings Also related to

Understand the 5 lean principles

Tutors could begin this unit by developing learners understanding of the 5 lean principles. This might include case studies of industrial applications and reference to literature on the subject. Tutors could give particular attention to defining ‘value’ as this is critical to understanding all of the lean manufacturing principles, wastes and tools.

The following book by Womack and Jones could be a key reference text here and learners could be encouraged to read widely around the field of lean manufacturing:

Womack, J.P. and Jones, D.T. (2003) Lean thinking: Banish waste and create wealth in your corporation. 2003 edition. Simon & Schuster: London, UK.

Tutors could also begin the unit by developing learners understanding of the context of lean manufacturing principles and the history of production. This could look at the development of mass production with Henry Ford and subsequent evolution at Toyota. Tutors could encourage learners to reference the following book by Womack, Jones and Roos:

Womack, J.P., Jones, D.T. and Roos, D. (2007) The Machine That Changed the World. New edition. Simon & Schuster: London, UK.

Learners could then look at how the five lean principles define the process for implementing lean strategies within manufacturing environments. Learners could visit each principle and gain a thorough, practical understanding of why each one is critical to a lean manufacturing environment whilst developing comprehension of the terminology used.

1 hour Unit 20 LO1

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Understand the 7 lean wastes

See Lesson Element Auditing for lean principles

Tutors could further develop the introduction to this unit by ensuring learners are taught the 7 lean wastes that occur in manufacturing environments. Learners could be shown practical examples of the wastes occurring so they will be able to highlight them and suggest ways of reducing them later on in the unit.

Learners could describe what each waste represents and where they maybe evident within a manufacturing environment.

Where possible, tutors could use real-life practical examples to support the learning here. Employer visits are ideal but production videos are also useful.

Tutors could reference literature on the subject here. The most suitable books are:

Bicheno, J. and Holweg, M. (2009) The lean toolbox: the essential guide to lean transformation. Fourth edition. PICSIE books: Buckingham, England.

Womack, J.P. and Jones, D.T. (2003) Lean thinking: Banish waste and create wealth in your corporation. Simon & Schuster: London, UK.

1 hour Unit 20 LO1

Understand the lean tools Once learners have developed an understanding of lean principles and wastes tutors could develop learners understanding of the range of lean tools available to reduce waste and optimise performance.

For example tutors may develop learners’ knowledge of such tools, processes and methodologies as: 5S, kanban, kaizen, heijunka and value stream mapping.

Tutors could develop a range of questions that encourage learners to describe what the lean tools are, how they are used in manufacturing environments and what their subsequent impact should be. Tutors could also, where possible, use practical and industrial examples to show the tools being applied in manufacturing environments. Again, industrial visits are extremely useful.

Tutors could reference the following books for explanations and examples of the tools in action:


Womack, J.P. and Jones, D.T. (2003) Lean thinking: Banish waste and create wealth in your corporation. Simon & Schuster: London, UK.

2 hours Unit 20 LO1

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Understand takt time Learners could prepare for future analysis of manufacturing scenarios by developing an understanding of takt time.

Takt-time is a measure of the time required to produce each product based on demand. For example; if a company operates a 40 hour (5 shifts at 8 hours) week and the customer requires 40 products then the company aims to have a takt time of 1 hour per product (1 product is produced every hour to meet the customer order). Takt time can be described as the heartbeat of production.

Takt time is therefore calculated as:

Takt time =Availble working time (hours per week)

Customer demand

Tutors could give learners a range of examples or questions to calculate the takt time. Critically, learners should grasp the theory here for application in later scenarios.

1 hour Unit 20 LO1

Made to order (MTO) and made to replenish (MTR)

Tutors could present learners with a range of products that are made to order (MTO) or made to replenish (MTO).

Tutors could question learners on the advantages and disadvantages of each type of production and ask learners to consider how this might impact on the application of the 5 lean principles and in particular the 7 lean wastes. For example, made to replenish (MTR) production systems tend to have greater inventories which, is a lean waste.

Tutors could link this to the next section where they could showcase a variety of value stream maps (VSM) for both made to order (MTO) or made to replenish (MTO) production environments. Tutors could use this as a precursor session to the physical development of value stream maps in Learning Outcome 4.

2 hours Unit 20 LO1

Understand value stream mapping (VSM)

Tutors could develop learners understanding of what a value stream map is. There are many examples available on the internet for analysis and tutors could take this opportunity to help learners develop an understanding of the symbols used and the aim of the value stream map.

Tutors could develop on the learners understanding of ‘value’ and how mapping this is important to identify where ‘non-value adding’ lean wastes occur in production environments.

Where possible, tutors could develop learners’ knowledge of the application of these lean tools through the presentation of imagery or actual visits from real production environments. In addition to a Google image search to give example value stream maps, a similar search for each lean tool or production methodology is equally as useful.

1 hour Unit 20 LO1

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LO No: 2

LO Title: Understand approaches used to ensure quality in manufacturing


An overview of quality Tutors could commence the delivery of this learning outcome by explaining a range of quality tools, techniques, strategies and methodologies that are used in manufacturing businesses.

Learners could gain knowledge of quality control, quality assurance and total quality management (TQM) processes and philosophies whilst understanding how they interlink and the differences between them.

Tutors could also develop learners understanding of how quality tools are used with and align to lean manufacturing methodologies and focus on such tools as 5S, Six Sigma and kaizen.

Tutors could deliver the introduction to this learning outcome in a predominantly theoretical way. This would allow learners to develop knowledge of terminology and the principles behind quality before exploring possible application of the tools in more practical contexts.

Below is a useful text on lean tools which includes lots of explanations and definitions of the lean tools used in quality:


In the activity below are some other examples of literature on the subject of Six Sigma which could be good reference guides for tutors.

1 hour Unit 19 LO1, LO2, LO3, LO4

SUGGESTED ACTIVITIES

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Quality control and quality assurance

Tutors may want to commence delivery of this content by ensuring that learners clearly understand the difference between quality control and quality assurance.

The variations between the two areas can be complex at a high level but, fundamentally, learners could develop understanding about how quality control ensures quality in products by identifying defects, whilst quality assurance aims to prevent defects, by ensuring quality throughout the processes involved in a products manufacture.

Tutors could cover the principles and differences between quality control and quality assurance in the theoretical element of delivery covered in the first part of this Learning Outcome. Tutors could then encourage learners to partake in practical quality control activities. These can vary from one centre to another dependent on resources available or access to equipment but some good examples of teaching for quality control can be found in very simple tasks.

Tutors could aim to quality control simple processes as a way of developing understanding for example:• Making a cup of tea – checking the right colour, temperature, volume etc.• Making paper aeroplanes – dimensional accuracy, quality of folds etc.• Producing Lego models – (See Lesson Element 2) correct assembly, part orientation etc.

Once tutors have run such scenarios, learners could then look at improving the processes with a quality assurance focus. This may include looking at each process and creating job cards or method statements for each one that aim to standardise processes and subsequently ensure quality. For example:• Making a cup of tea - Predefining milk quantity, defining amount of water in the kettle when boiled,

regulating time the tea-bag remains in the cup etc.

It is important to emphasise that the above activities are ways engage learners in understanding the concepts. Wherever possible, tutors could refer to, and develop learners understanding of, industrial practices that occur in manufacturing.

The following link explains the differences between quality control and quality assurance:http://www.diffen.com/difference/Quality_Assurance_vs_Quality_Control

2 hours Unit 2 LO1Unit 9 LO3, LO4Unit 13 LO5Unit 19 LO1, LO2, LO3, LO4

http://www.diffen.com/difference/Quality_Assurance_vs_Quality_Control

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Total Quality Management Once learners have developed an understanding of quality control and quality assurance, tutors could develop learners understanding of total quality management (TQM).

Tutors could use case studies of employers who embrace TQM across their businesses and link the overall TQM philosophy to the application of quality control and quality assurance. It is important that learners develop an appreciation of the overarching management and business philosophy that underpins TQM rather than specific tasks or processes to drive quality. TQM can best be described as a management approach to quality that is embedded within and throughout the culture of the organisation. This will affect processes, actions and people with the purpose of driving quality through all elements of the business.

Tutors could deliver TQM principles theoretically or set learners a business scenario where they have to identify how they would manage the entire quality process.

Useful links:

http://asq.org/learn-about-quality/total-quality-management/overview/overview.html

http://www.businessballs.com/dtiresources/total_quality_management_TQM.pdf

2 hours Unit 19 LO1, LO2, LO3, LO4Unit 20 LO1

Statistical Process Control (SPC)

See Lesson Element Applying statistical analysis in manufacturing

Learners could develop skills in the use of statistical process control data as part of their knowledge of lean manufacturing.

Learners could be taught how to interpret data and should use mathematical calculation skills gained from other units to identify trends within results.

Where possible learners could collect their own data and use this as the basis for their investigations.

They could be taught the details of Statistical Process Control (SPC) and how to plot control charts of their data. Tutors could then support learners in developing presentation methods for detailed measurement data, plotting results effectively and discussing trends identified in the data. Learners could apply their knowledge of statistics from Unit 1 to help them identify a range of characteristics from within the data.

Tutors could encourage learners to use components they have produced themselves, and based on the measurement and quality checking of these parts, produce SPC charts and data that will form the basis of the analysis. Alternatively, tutors could provide learners with a range of data to analyse. It may also be possible to gain statistical data from employers where appropriate.

2 hours Unit 1 LO6Unit 2 LO1Unit 9 LO3, LO4Unit 19 LO1

http://asq.org/learn-about-quality/total-quality-management/overview/overview.html

http://www.businessballs.com/dtiresources/total_quality_management_TQM.pdf

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Six Sigma Six Sigma is an approach to quality that companies use to strive for perfection. Tutors could teach learners about the principles of Six Sigma and support this with case studies of industrial examples of Six Sigma in practice.

Where possible tutors could undertake industrial visits or host employer lectures to showcase Six Sigma in action. Six Sigma can be a challenging methodology to deliver practically but tutors could select a few of the main Six Sigma principles to support the theories and use these to enrich teaching through practical scenarios. One example that tutors may develop is setting learners a manufacturing problem and encouraging them to use the five phase, Six Sigma Define-Measure-Analyse-Improve-Control (DMAIC) methodology to try and solve it.

The texts below provide information about Six Sigma:

Mccarty, T., Daniels, L., Bremer, M. and Gupta, P. (2005) The Six Sigma BlackBelt Handbook. Motorola University, McGraw-Hill: United States.

George, M.L., Rowlands, D., Price, M. and Maxey, J. (2005) The Lean Six Sigma Pocket Toolbook. McGraw-Hill: United States.

2 hours

Assess the impact of quality issues

Once learners have a good understanding of the main quality principles, tools and methodologies, tutors could encourage learners to consider how issues with quality across processes, production and the business as a whole can have an impact on the performance and productivity of the business.

Learners could identify the impact that quality issues may have on the business, explain why and where these might occur and finally evaluate how these will affect the business and how they might be addressed through the use of quality methodologies, tools or techniques. Learners could draw on their knowledge of lean manufacturing techniques here to support this.

Tutors could aim to deliver this as practically and industrially relevant as possible. Real-life case studies, linked to examples of industrial best practice and hands-on examples of processes or component production, linked to quality measurement or assurance, could be utilised.

Learners could then present their findings, evaluations and improvements through written reports that include relevant imagery, diagrams, practical examples and other supporting evidence.

2 hours Unit 20 LO1

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LO No: 3

LO Title: Be able to apply lean manufacturing and approaches used to ensure quality


Industrial best practice Following the delivery of the more theoretical elements of this unit, tutors could now give learners the opportunity to investigate and experience industrial best practice.

It is extremely advantageous if tutors enable learners to experience an industrial visit as a starting point for the delivery of this learning outcome. Tutors could develop links with an employer where lean manufacturing and quality are a critical part of the business and company philosophy. During a visit, learners could then experience and observe first hand, how and where lean tools are applied within a commercial environment. Tutors could use this experience to help bring some of the more abstract concepts to life for learners.

Tutors could encourage learners to carry out a review or analysis of the business on the visit and identify where the tools are applied relate to the 5 lean principles and the 7 lean wastes.

Where visits are not possible, tutors could use case studies or video material to provide similar information for analysis.

2 hours Unit 17 LO1

Manufacturing simulation Learners could be given a manufacturing scenario to interrogate. Where possible this could be an employer scenario within an industrial environment or it could be a simulated factory or manufacturing environment within the centre. Utilising materials such as Lego, Meccano, or K-Nex, tutors could bring the scenario to life or they could choose to use actual industrial products that can be assembled or disassembled. Learners could visualise, through simulation or analysis, the production of a product or component and identify, based on their knowledge of lean and quality, where improvements could be made.

Tutors could encourage learners to identify where problems occur and where any issues with the process are affecting productivity, based on the knowledge they have gained through Learning Outcomes 1 and 2.

4 hours

Identifying lean wastes Following the scenario used in the activity above, learners could identify where lean wastes occur, where quality problems arise and any other issues with the process that effect productivity.

Learners could use the knowledge they have gained through Learning Outcomes 1 and 2 to identify the wastes that occur and document required in preparation for suggesting improvements.

1 hour


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Improving manufacturing performance

Based on the issues and lean wastes that learners have identified in the activity above, tutors could now encourage learners to make recommendations for how they could improve the manufacturing scenario.

Learners could consider a variety of ways they may remove lean wastes, improve quality across the process, component or product, reduce production time or optimise performance.

Learners could detail these recommendations in a list of possible actions.

2 hours Unit 20 LO1

Applying lean tools Following the previous activities, tutors could enable learners to run the scenario or simulation of a live production environment with systematic implementation of their recommended improvements and subsequent evaluation of their impact through productivity measures.

Learners could apply a range of specific lean and quality tools to the scenario or simulation. Through their understanding of the tools and techniques they could justify why they have selected them and what they expect the subsequent impact to be following their implementation.

Tutors could enable learners to gain access to industrial support to showcase the impact of specific lean tools. If tutors choose to use centre-based, practical simulations (as utilised in Lesson Element 2) they could support this with industrial examples wherever possible.

Learners could then produce a productivity report, including imagery or diagrams where necessary, that identifies the tools they used, explains how they were implemented and justifies their impact. To increase learners’ skills here, tutors could encourage evaluation of the success of the implementation of the tools they selected.

2 hours

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LO No: 4

LO Title: Be able to plan manufacturing production using lean and quality principles and approaches


Production planning Based on their knowledge of lean manufacturing and quality processes, learners could produce a production plan for a component or product.

The production plan could consider the scales of production, the tools utilised and the methods of production. They could detail as much of the process as possible, outlining each step of the process.

Tutors could provide opportunities to produce a detailed production plan for the component or product the learner is producing or analysing. Tutors could consider linking this product to the scenario or simulation given to learners in Learning Outcome 3 and, where possible, tutors could give learners opportunities to physically manufacture the components to gain a thorough understanding of the production and manufacturing process.

To further challenge learners, tutors could encourage them to evidence in their production plan where they have used or considered lean and quality tools and methodologies to help optimise the production of the component or product.

Learners could add an associated commentary to the production plan, highlighting where and how the lean tools and quality techniques have been applied.

4 hours Unit 9 LO3, LO4Unit 11, LO2, LO3Unit 13 LO1Unit 17 LO1


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Manipulation of cycle time and takt time

As part of the development of a production plan, tutors could develop learners understanding of takt time and how this can be applied to increase production output in a production environment.Learners could explore how they can reduce the time taken for each process, subsequently reducing the takt time and therefore improving production output.

Tutors could present learners with scenarios that utilise takt time to improve productivity. For example: • A company takes 1 hour for each stage of production in its product. The total production time for 1

product is 8 hours. • The company assesses the processes involved at each stage and separates the processes to make

each stage 30 minutes. (Twice as many processes, each one taking half the time.)• Although, overall production time of the ‘first off’ product is still 8 hours. Once the first one is

produced, one is then produced every 30 minutes, rather than every hour, doubling production output.

There are complexities to situations like the one described above in actual production environments, but this will help learners to develop an analytical approach to situations when trying to improve production output or efficiency.

Learners could assess the production of a product to try and apply this or similar principles.

2 hours Unit 9 LO4Unit 17 LO1

Made to order (MTO) and made to replenish (MTR)

Tutors could develop learners understanding of the types of production scenarios. In general, two of the most common are made to order (MTO) and made to replenish (MTR) systems.

Companies that MTO only start production on receipt of a customer order. MTR systems have inventory of prebuilt components or products that are ready to distribute on demand. When a product is ordered or shipped then a replacement, stock product is made to ‘replenish’ inventory.

The theory behind this is covered earlier on in the unit but tutors could use this knowledge here to allow learners to suggest which type of system might be the best for a given scenario or product. This can then inform the production plan they produce later on in the unit.

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Poke yoke assembly When considering the final production stages of a product, tutors could integrate quality control/assurance methodologies with assembly techniques that are commonly applied in production and manufacturing environments.

Poke yoke assembly methods ensure that components are always assembled correctly by designing components that can only be ‘put together’ in one specific way. By reducing the margin for error, quality is drastically improved as defects are almost impossible.

Tutors could encourage learners to identify products or components that they experience on a daily basis that follow poke yoke methodologies e.g. USB ports.

Tutors could also set learners design challenges where they must design components that can be only assembled one way. This could be an interesting practical way of developing learners understanding of poke yoke assembly systems.

2 hours Unit 9 LO3, LO4Unit 10 LO2

Cellular and linear production

In the final element of this unit, learners could produce production plans and value stream maps of component or product production scenarios. Prior to learners carrying out this activity, tutors could spend some time developing learners understanding of the differences between linear and cellular production.

Learners could be asked to assess the advantages and disadvantages of each and suggest scenarios where one may be more suitable than another. Where possible, tutors could support this with industrial examples or visits that showcase the application of both production methodologies. This can also be linked to the practical application of MTO and MTR systems.

Learners could then use this understanding to produce factory layouts and value stream maps in the next activity.

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Factory production layouts and creating value stream maps

See Lesson Element Organising efficient production

Learners could look at the layout of manufacturing environments and highlight where lean wastes may be occurring due to issues with process layout within the manufacturing environment.

Learners could assess an existing layout or value stream map and identify where key issues maybe occurring.

Learners could be taught these concepts through a mixture of lean manufacturing scenarios set up in an educational environment partnered with case studies or employer visits where possible to show industrial application.

Learners could produce an annotated value stream map and factory layout that showcase where the issues are occurring.

To fully develop learners’ skills here, tutors could encourage learners to apply all of their knowledge of lean and quality tools and methodologies, production planning and process and manufacturing layouts and value stream maps to design a full lean manufacturing environment for the production of a component or product. They could consider how they would minimise the lean wastes and utilise lean and quality tools to optimise performance.

Learners could produce a manufacturing layout of a production environment and a value stream map supported with a detailed commentary and analysis of how they have maximised efficiency and improved productivity through the application of lean and quality tools and methodologies.

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CAMBRIDGE TECHNICALS IN ENGINEERING - OCR Quality Management Unit 19 ... related to other Cambridge...

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