Teaching and Learning Lean Construction in Spain: A pioneer Experience

Teaching Lean Construction 1245

TEACHING AND LEARNING LEAN
CONSTRUCTION IN SPAIN: A PIONEER
EXPERIENCE
Eugenio Pellicer
1
and Jos Luis Ponz-Tienda
2

ABSTRACT
This paper presents the origins, approach and outputs of a course on Lean
Construction developed at the Universitat Politcnica de Valncia within the Master
of Planning and Management in Civil Engineering: a unique experience in the
Spanish academic system so far. This course takes into consideration most of the key
issues of lean construction: historical evolution, flow and value stream mapping, pull
management, last planner system, standardization, optimization of construction
operations, building information modelling, and integrated project delivery, among
others. The main element of the course is the last planner system of planning and
control. An average of 30 students per year has attended this elective course in the
M.Sc. degree since its implementation in 2011, indicating the extraordinary success
of the course. The teaching and learning method is dynamic and is based on lectures,
exercises, games in the classroom, and a project course. This paper presents this
pioneer introduction of this graduate course in the Spanish academic system and some
of the outputs obtained.
KEYWORDS
Last Planner System, Lean Construction, Learning Construction Management, Project
Based Learning.
INTRODUCTION
Academics and professionals consider lean construction as the most efficient practice
to increase the efficiency and productivity in construction projects. Nonetheless, as
Lean Construction is an emerging methodology, multiple approaches and different
theoretical interpretations can be found in the literature and in practical
implementations. Furthermore, Lean Construction concepts and terms such as value,
flow, or waste seem very abstract for students and novice professionals.
These different approaches, theoretical interpretations, complex terms, and
abstract concepts cause that teaching Lean Construction may become one of the
biggest challenges that faculty members can found in their professional careers, either
for an academic environment with novel and inexperienced students, or for
professionals who need practical solutions to improve their performance.

1
Associate Professor, Ph.D., School of Civil Engineering, Universitat Politcnica de Valncia,
Spain, [email protected]
2
Assistant Professor, Ph.D., Civil and Environmental Engineering. Universidad de Los Andes,
Bogot, Colombia, [email protected]
Eugenio Pellicer and Jos Luis Ponz-Tienda

1246 Proceedings IGLC-22, June 2014 | Oslo, Norway
Innovative initiatives have been undertaken during the last years by different
universities all over the world with courses in their academic programs, summer
schools, undergraduate, and graduate curriculums, etc. promoted by lecturers and
researchers. These courses are focused on different aspects of Lean Construction
depending on the lecturer focus, his/her personal interpretations, and the needs and
interests of the students and professionals involved.
Currently, Lean Construction is integrated within the curriculum of many
construction management programs (Johnson and Gunderson 2009), with students
and profesionals coming from different fields within the Architecture, Engineering
and Contruction (AEC) industry, mainly architects, architectural/building engineers,
and civil engineers. This multidisciplinary environment requires a new approach from
the different stakeholders involved in the contruction process, promoting the creation
of collaborative teams in different disciplines interested in the design of transversal
courses that meet the demands and needs of the industry.
With this aim in mind, the authors decided to start a new course on Lean
Construction in the Master of Planning and Management in Civil Engineering at the
Universitat Politcnica de Valncia, where they have been lecturing for several years.
The course on Lean Construction (3.0 ECTS) takes into consideration most of the key
issues of the subject: historical evolution, waste and flow, value stream mapping, pull
management, Last Planner System
TM
(LPS
TM
henceforth), standardization and
optimization of construction operations, building information modelling, integrated
project delivery, as well as other lean techniques (5S, Poka-Yoke, Kan-Ban, A3
report, etc., among others). The LPS
TM
of planning and control is the main element of
the course.
The teaching and learning method is dynamic and focused on students, as the
central characters of this learning process, aiming to develop on them the skills of
leadership and team working. The teaching and learning process is based on lectures,
exercises, and games in the classroom; it is also complemented with a project course
as the vehicle to implement a Project Based Learning (PBL) methodology. This paper
presents the pioneer experience of introducing and teaching this graduate course in
the Spanish academic system and some of the outputs obtained, considering an
average of 30 students per year attending the elective course since it was first
implemented in 2011. These numbers can be considered a success because the
average number of total students in the M.Sc. degree has been 35 during those same
years, reflecting that most of the students take the course year after year because of
word of mouth from the previous academic years students.
The remainder of this paper is organized as follows. Section 2 provides a review
of the most usual methods in teaching Lean Construction at major universities in the
world. Section 3 details the method of teaching and learning applied at the Universitat
Politcnica de Valncia. Finally, some conclusions from this pioneer experience are
drawn.
TEACHING LEAN CONSTRUCTION
Organizations around the world claim for improvements in productivity, waste
reduction, and profit gains in the construction industry with the use of Lean methods
and principles. As in the industry, construction management academic programs have
steadily incorporated these key trends within their curriculums. Different universities
Teaching and Learning Lean Construction in Spain: A pioneer Experience
Teaching Lean Construction 1247
all around the world have undertaken innovative initiatives during the last years
including courses with teaching Lean Construction principles in their academic
programs. In this section, some methods and tools for teaching lean construction are
presented.
READINGS AND CLASS DISCUSSION
The Readings and Discussion method gives students the opportunity, and even the
obligation, to express their points of view and opinions on certain issues, requiring
the students to think critically on the subject and use logic to evaluate others'
positions through open and active participation. Some of the benefits of using
Readings and Discussion as a learning method, are (Bonwell and Eison 1991): (a) it
helps students to explore and analyze a variety of perspectives, increasing their
intellectual agility and habits of collaboration; (b) it develops on the students the
skills of synthesis and integration; and (c) it leads to transformation.
This method is applied by Hamzeh (2013) and Tsao et al. (2013), among other
lecturers at the American University of Beirut in a 16-week semester. Hamzeh (2013)
starts introducing lean with the readings of the Toyota way (Liker 2003) and the
transformation-flow-value theory of production (Koskela 2000). After these readings,
Hamzeh (2013) asks the students to post questions into the course website and these
questions are used as a basis for class discussion.
Rybkowski at the Texas A&M University (Tsao et al. 2013) organizes readings
and asks students to write brief essays that summarize their conclusions, allowing a
common discussion and exchange of ideas later. Tsao et al. (2012) at the University
of Cincinnati schedule readings as Critical Chain (Goldratt 1997) to provide students
a basic background.
GAME & SIMULATION BASED METHODS
The game-based methods (also known as gamification), incorporating game-like
interactions, may be the most popular and gaining attraction in Lean Construction
learning methodologies, demonstrating lean principles in action and involving the
audience. With gamification, students can fail with minimal consequences and learn
from their mistakes. If a student fails, this simply means that he/she needs to try to
play again with a new approach. Furthermore, it promotes a long-term retention of the
knowledge gained and problem solving skills (Ghosh and Bhattacharjee 2011).
The game-based methodologies are imported from lean management
environments; they are very useful to teach, and prove some abstract concepts such as:
continuous process flow, waste, pull planning, variability, production levelling,
collaboration, and teamwork. A brief description of some of the most popular follows:
The Technion LEAPCON (Sacks 2007) simulates the construction of an eight
story building with four apartments on each floor. It was developed to test the
impact of the Lean management model in response to the significant waste
identified in the conventional approach to scheduling and managing construction.
The Dice Game was inspired on Goldratts boy-scout hike and used by Howell
(1998), Ballard (1999), and Alarcon & Ashley (1999) to demonstrate the impact
of uncertainty on the production rate.
Eugenio Pellicer and Jos Luis Ponz-Tienda

1248 Proceedings IGLC-22, June 2014 | Oslo, Norway
The Airplane Production Game (Dukovska-Popovska, Hove-Madsen and Nielsen
2008) is a simple, but powerful, Lean teaching tool that allows the demonstration
of nearly every just in time principles and of the difference between pull and
push systems, creating flow in the working processes.
The Lean Hospital Game (Dukovska-Popovska, Hove-Madsen and Nielsen 2008)
is designed to give the students an experience of the Lean way of working, having
in mind that clients usually do not have any knowledge about production planning
and control.
The Origami Game or Frog Factory Kanban Game (Tsao, Alves and Mitropoulos
2012) is a lean quality Kanban simulation in which teams compete trying to run
the most efficient factory making the most money as possible, avoiding
unbalanced work flow, which can block the process. With the Origami Game,
students learn about the impact of batching work, one-piece flow, balancing
work between stations, and quality control.
The Delta Design Game was developed by Bucciarelli (1999) and was planned to
demonstrate to the students that design is a process of negotiation among several
conflicting disciplines and requirements. At the University of Cincinnati, Tsao et
al. (2012) uses the Delta Design Game to help students to appreciate the
challenges of design management and to explore how lean thinking can help.
The Win As Much As You Can Game (WAMAYC) was designed to give teams
experience in designing indicators and data collection methods, showing different
ways of graphically displaying data and starting a discussion about data
stratication, mean, and range. The discussion at the end of the game can lead to
concrete plans to make data more available, and the merits of collaboration and
competition in both intragroup and intergroup relations. Actually, the WAMAYC
game is used at the Illinois Institute of Technology (Chicago) and, occasionally, at
the Lean Construction Institute (Tsao et al. 2012).
Other games used in teaching lean principles are (Tommelein 1998): The 5S
Shapes Game, Lean Start-up Snowflake Game, Kanban Game with Lego, The
Kanban Pizza Game, Stuffing Envelopes Game, Lean Dot Game, Never-ending
Card Game, etc.
THE OPEN FORUM METHOD
The Open Classroom Forum is a dynamic teaching method in which students
interactively share thoughts and learn from class discussions about case studies and
required readings. The purpose of Open Classroom Forum is to establish a new
pedagogy in teaching Lean Construction (Hamzeh 2013). This method is applied in
the Construction Management Department of the Colorado State University, and the
lecturers expect to facilitate the understanding of lean principles while preparing
students to enter the workforce with a solid theoretical understanding of lean and its
transferability to the construction operating platform (Hanzeh 2013).
As an evolution of the Open Classroom Forum method, the Online Discussions
Forums method arises as the most preferred by students (Tsao et al. 2012) posting
questions to discussion that weave several strands of conversation into a summary
that
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o
s.
Teaching and Learning Lean Construction in Spain: A pioneer Experience
Teaching Lean Construction 1255
CONCLUSIONS
The course of Lean Construction, included in the M.Sc. degree of Planning and
Management in Civil Engineering at the Universitat Politcnica de Valncia, is based
on a mixed methodology of readings, class discussions, games, simulations, and
advanced project scheduling and optimization applied to Last Planner System
TM
with
the application of Earned Value under a production-system point of view. The
evaluations of the course, and the high satisfaction achieved by the students, indicates
that this mixed methodology as active-based learning, has profound impact on
students performance and it is an effective method of conveying the main ideas and
concepts of Lean Construction techniques to the students and practitioners, even if
they have not been previously introduced to them.
ACKNOWLEDGMENTS
The pictures included in figures 2 to 8 are obtained from the project course developed
by the team composed by Esther Medel, Jess Garca, Guillermo Robles, Saray
Segado, Teresa Cholvi, and Arantxa Mart. We want to thank all the students that
have participated in the Lean Construction courses throughout the years for their hard
work and enthusiasm. We want to recognize the work, passion and insight of part-
time professor Fernando Cerver as well. Finally, we would like to acknowledge the
key influence of Professor Luis F. Alarcn who visited Valencia in 2008 and
introduced us into the lean construction way of life.
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