Time Studies in Manufacturing

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): Engineering Pathways

  Course Title: Computer Integrated Manufacturing

  Course Number: 8600560

  Career Cluster: Engineering and Technology Education

  CIP Number: 0821010102

  Course Type: Non-Career Preparatory

  CTE Standard(s) or benchmarks:

  • 43.06 Refine each component in a flexible manufacturing system to improve the total process flow and cycle time
  • 35.03 Compare the efficiency of running multiple systems against that of one large system

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “A New Shop for Douglas Cabinetry”. See CPALMS resource ID#207930.

• Career Connection

  
  

  Students can gain a better understanding why time studies are done in industry and how they can be used to improve efficiency in a system. Students will learn how and why smaller or larger systems may be used beyond simple economy of scale.

• Learning Objectives

  
  

  Students will be able to:

  • Use a time study to determine the best way to improve efficiency.
  • Explain why work cells or large productions lines are effective in different circumstances.
  • Discuss why there are multiple approaches to the same manufacturing problem.

• Prior Knowledge

  
  

  Students should be familiar with:

  • How to calculate average times from a provided data set.
  • A basic understanding of time studies, work cells, production lines.
  • How to write paragraphs to explain or analyze information.

• Guiding Questions

  
  
  • What conditions most suit a flexible manufacturing system?
  • When is a large-scale production line most beneficial?
  • What are the advantages of a work cell approach?

• Procedure

  
  

  1. To introduce the lesson, ask students to compare running multiple systems versus one large system and have volunteers share responses.

  2. Distribute the case study, “A New Workshop for Douglas Cabinetry” CPALMS Resource ID#207930. Students will read the case study and all the supporting documents. Ask students to consider the question from Step 1.

  • Once students read the case study and attachments, use the following suggested questions to check for understanding:
    • What did you notice when looking at the time study?
    • Did you notice any discrepancies in the time study? If so, what, where, and what may the cause have been?
    • What sort of work does Douglas’s shop do, what details do you know about the work process at his shop?

  3. Pass out an Analysis Work handout (see attachments) to each student. Students will begin working on analyzing the data. They can use the handout to keep track of any calculations and thoughts they have while reviewing each document.

  • Students can average each step of the manufacturing process on the time study, then attach the average time to each step of the manufacturing process, using this data to compare total time for manufacturing different doors and casework.
  • Students should then use the scenario and their own interpretation of the data to justify a decision to use work cells, a single production line, or a combination approach.

  4. Have students write a 1-2 paragraph report citing the data to justify their decision on whether multiple systems or one large system will be a better fit for the case study scenario.

  5. To bring the lesson to a close, students will turn and discuss their results with a shoulder partner and then discuss as a class whether a single large system or multiple small systems are better in this application with the data provided and why.

• Teacher Notes

  
  
  • It may be beneficial to put students into pairs or small groups once they have read the scenario to aid in discussion.
  • The case study has several supporting documents, which can be provided as electronic or hard copies. If printed, prepare the copies ahead of time for students.

• Optional

  
  

  Extension Ideas:

  • Have students create a formal slide presentation using the data provided to make a professional presentation justifying their decision with additional outside research to support it.
  • Have students look closely at the time study data set and extrapolate reasons for discrepancies and how they could affect the result of the lesson.