REQUEST FOR PROPOSALS:
Development of Lean Process Design Case Studies
Project Background
The NSF CCLI Phase 2 grant (award number 0618669) involving Worcester Polytechnic Institute (WPI), Missouri University of Science and Technology (Missouri S&T; formerly known as the University of Missouri- Rolla (UMR)), Merrimack College, and Time Wise Management Systems (TWMS) focuses on developing hands-on curriculum materials that will improve students' ability to apply lean ideas and to use data to effectively support decisions. One of the major grant objectives is to facilitate the creation of lean case studies that will allow students to explore different applications (e.g. services, supply chain, design) and contrast the tactics used in different situations. For more details about this NSF grant involving WPI, Missouri S&T, Merrimack College, and TWMS, please visit the following website: http://www.mgt.wpi.edu/Research/Lean
As part of this grant, proposals for developing lean process design case studies are requested from faculty members at U.S. universities and two- and four-year colleges (including community colleges). Preference will be given to those applicants who are also participating in simulation workshops, which are described at http://www.mgt.wpi.edu/People/lean.html.
Estimated Number of Awards: 10
Proposal Due: May 16, 2008
Anticipated Project Duration: June 2, 2008 - May 29, 2009
Anticipated Funding Amount: $5,000 per award.
Organization Limit: While there on no limits on the number of proposals per organization, the limit on number of proposals per PI is one.
Lean Process Case Studies
The Lean Process Design Case Studies will be distinguished by the following features:
· Cases will require students to carry out an analysis to apply a particular technique within the context of lean implementation, and be geared toward engineers and operations experts who will be expected to lead lean efforts upon graduation.
· Lean cases in standard textbooks or popular business books are often success stories framed at a strategic level with little operational detail provided. The cases developed through this project should focus on operational level details.
· Cases will include the scenario description presenting the problem to be solved, with text, pictures, and appropriate operational data (in spreadsheets or other media).
· An Instructor’s manual, with learning objectives, analysis and company solutions, and teaching suggestions, will also be provided.
· Cases should preferably be developed by faculty interaction with lean practitioners from industry. Faculty will provide their expertise on framing problems at the appropriate level for analysis, based on knowledge of student abilities and course goals. The lean practitioners ensure that cases studies address practical issues and current scenarios, with the complexity and breadth of the real world.
The specific case study topics will be chosen to deepen understanding along two dimensions, which are defined here along with examples:
· Demonstrate lean principles and tools in additional non-manufacturing settings, such as services, product development, supply chain, and examine tactics that are appropriate for that setting.
Example: Developing a value stream map for an office or service process such as invoicing.
Example: Applying lean principles to product development processes to reduce development time and to improve quality. In this context, different tactics need to be employed to achieve lean principles. For example, flow might be created by employing information technologies that allow information to be easily exchanged between geographically dispersed developers, or by exploring design task sequencing.
Example: Examine the supply chain of a food chain or retailer, drawing on environments where students may have work experience and can thus draw on personal experience. The complexity of supply chain relationships is difficult to capture, however, and students would be challenged to explore the issues of trust, information exchange, and distance in applying the lean principle of pull.
· Demonstrate that a particular tactic does not always work to achieve the principle in every situation.
Example: In a manufacturing system, students use cell concepts and balancing to achieve flow. A complementary case study in a hospital environment would address flow, but using cell concepts by dedicating resources to a particular product (diagnosis) would cause shifting under- and over-utilization problems because of demand uncertainty for each diagnosis. Highlighting discrepancies and shortcomings in understanding is important for learning.
Proposal Guidelines
Proposals should follow the guidelines outlined on pages 4-5, including a title page with contact information and the specified sections. Formatting requirements are also provided.
Timeline
Proposal submission May 16, 2008
Funding decisions by June 2, 2008
Case study writing workshop June 11, 2008
Written case and related material submission December 19, 2008
Report on classroom use, with final materials May 29, 2009
Case Writing Phases
We have sub-divided the case writing activity into four phases, with guidelines provided on when each phase should be complete:
1. Research phase: Finding appropriate industry motivated case with pertinent data and information (complete by August 15, 2008).
2. Analysis phase: Building and modifying the case from the perspective of specific learning objectives (complete by September 26, 2008)..
3. Writing phase: Actual writing of the case-report and associated instructor manual and teaching notes (complete by December 19, 2008).
4. Testing phase: Using the case for a live class, and revising the case to correct any errors and to improve readability and analysis (complete by May 29, 2009).
Evaluation Criteria
The proposals will be evaluated based on the following criteria:
· Industry-motivated case
· Case originality and novelty
· Case learning objectives and their relevance to lean thinking principles, as well as the application to non-manufacturing settings
· Proposed plan for developing the case, including specifics on contacts at the proposed organization, plans for visiting the organization and data gathering (through interviews, for example).
· Proposed testing plan and potential impact in the classroom (e.g., how many students, core or elective courses, etc.)
· Appropriateness of the case for broader dissemination (e.g., different types of courses where case might be used, etc.)
· Participation in other grant activities, e.g., Lean Foundation or Supply Chain Workshops
The evaluation criteria suggest that projects that are highly rated will already have completed some of the research phase at the time of submission. If you are interested in submitting a proposal, but are having difficulty identifying an organization, please email . Through the TWMS network, we may be able to introduce you to lean practitioners and/or potential case study organizations.
Lean Process Design Case Study Proposal
Due May 16, 2008
Title of Proposed Case:
Submitted by:
Principal Investigator:
Co-PIs:
Correspondence address (including e-mail & phone #):
This proposal is not being submitted to any other agency.
Respectfully submitted,
______
PI Co-PI (if applicable)
______
Department chair
______
Date Submitted
Note: The proposal should be submitted via email to along with the subject line “2008 Lean Case Development Proposal”
Notes:
Use 8.5”X 11” paper size.
Use 1” margins (top, bottom, and sides).
Use 12 point font.
Use single spacing.
Proposal sections 2-6 should be limited to no more than 5 pages.
1. PROJECT SUMMARY
Limited to 200 words.
2. CASE DECRIPTION
Include a description of the setting and potential learning objectives
3. DEVELOPMENT PLAN
Include information about how the PI/co-PIs will interact with the case organization, and a timeline for completing the project.
4. TESTING PLAN AND POTENTIAL IMPACT
Include information about the course(s) the case will be tested in during Fall 2008, as well as other courses where the case might be used (broader impact).
5. PROPOSED BUDGET
Describe how the proposed $5,000 grant will be used to support the case development.
6. BIO FOR THE PI AND CO-PIs (1 page per investigator)
The bio should highlight course, case, or other educational material development.
7. OPTIONAL: Support letter from case organization.
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