Abstract

In a Lean organization, problem-solving is a critical tool organizations use to sustain Lean Manufacturing initiatives. However, research shows that few studies have been conducted on the pedagogical approach and teaching evaluation utilized in training the problem-solving technique. The current research focuses on the 8-step problem-solving methodology. This study uses Revised Bloom’s taxonomy to teach and assess the effectiveness of learning the 8-step problem-solving technique. Assessing the effectiveness of the 8-step problem-solving teaching approach helps inform the program coaches of the difficulties and deficiencies in training, which improves program efficiency. This study employs a case-based action research method to examine the 8-step problem-solving technique for the TRUE LEAN participants at the University of Kentucky. Data from 2014-2019 for 1204 industry participants who attended the TRUE LEAN certification class was used to evaluate the model. These participants took the pre and post-tests and produced A3 reports for the laboratory problem-solving activity. The study results indicated that the Revised Bloom's Taxonomy could effectively be used in training the 8-step problem-solving technique since participants identified correct responses in the post-test compared with the pre-test. The study also highlighted the various pedagogical teaching methods employed to teach each step of the 8-step problem-solving technique.