An integrated lean and green approach for improving sustainability performance: a case study of a packaging manufacturing SME in the U.K.

Abstract

Competitive landscape, informed consumers and stringent regulations have forced many manufacturing small- and medium-sized enterprises (SMEs) to focus on operational efficiency along with sustainability issues in recent years. While many manufacturing organisations have been taking lean initiatives for the past few years for operational excellence, an impulsive rush to adopt lean without a strategic deployment vision has led to scattered implementation of lean tools and projects without desired success. Many researchers and practitioners prescribe value stream mapping as a foundation for lean transformation initiatives; however, little empirical work is available on the symbiosis of lean and green paradigms to reap maximum benefits. This research, through a systematic methodology and a novel tool called Green Integrated Value Stream Mapping (GIVSM), integrates both paradigms in a case study on a U.K. packaging-manufacturing SME. Applying the GIVSM demonstrates that simultaneous deployment of lean and green paradigms have synergistic effect for improving both operational efficiency and environmental performance. In addition, continuous improvement framework with sustainable procurement is proposed to overcome the lean-green misalignments. This study also provides a guiding reference for practitioners to undertake similar improvement projects and identifies opportunities to expand this academic research on integrated lean-green approach into other industry sectors.     

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

ABSTRACT

This paper responds to calls for new inquiries into the use of technology in HRD. We examine how, and to what extent, social media tools contribute to learner experiences and learner outcomes in an HRD intervention in a workplace context. We analyse qualitative and quantitative data relating to a massive open online course (MOOC) in a healthcare sector case study setting. We examine the interaction between the MOOC programme, social learning through social media tools and learner outcomes. The results of our evaluation show that usage of social media tools does not significantly affect knowledge outcomes but social media usage enhances affective outcomes. We conclude that social media tools can foster productive social learning processes. We also find evidence of some reluctance to engage with the technologies and declining patterns of interactivity using social media over the duration of the MOOC programme. We conclude that a more nuanced theorization to take account of personal and professional workplace context is necessary to explain how learners regulate their engagement with social media tools and the effect of social technologies for sustained social learning in HRD interventions.