Teaching the Basic Principles of Lean Approach through Simulation Games: A Systematic Literature Review


Abuelaish R., Bahadır Ü., Toğan V.

8th International Project and Construction Management Conference (IPCMC2024), İstanbul, Türkiye, 6 - 08 Haziran 2024, ss.590-603

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Basıldığı Şehir: İstanbul
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.590-603
  • Karadeniz Teknik Üniversitesi Adresli: Evet

Özet

Modern construction projects are facing new and more sophisticated challenges, such as increased project complexity, implementation of numerous changes by the client during the execution stage, or operation in uncertain conditions. Numerous publications discuss various approaches and technologies to manage these challenges. One of the proposals is applying a lean approach to construction management. Lean construction introduces a new approach for maximizing value while minimizing waste, facilitating sustainable practices at the same time. However, lean construction is often only partially or incorrectly applied. A basic cause is that site management and workers are not familiar with lean principles, therefore simulation games give better learning outcomes than traditional teaching methods as the former enables active involvement of participants as they are learning. In construction industry, lean simulation games are considered to be an effective mechanism to impart knowledge on various lean concepts in a clear, realistic, and simplified manner. With this in mind, the paper initiated a Systematic Literature Review (SLR) on lean simulation games. Findings showed that lean simulation games are still an important and active topic in recent years. According to the systematic review of the literature, the International Group for Lean Construction (IGLC) serves as a significant contributor to the emergence and dissemination of new and existing lean games and simulations. Moreover, different lean principles concluded from reviewed simulation games but most of them do not hold reduction of waste and analysis of activities as the key learning outcomes.