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Teaching Plan-Do-Study-Act (PDSA) in a Supply Chain Context: A Paper Football In-Class Activity

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Bibliographic Details
Title: Teaching Plan-Do-Study-Act (PDSA) in a Supply Chain Context: A Paper Football In-Class Activity
Language: English
Authors: Brau, Rebekah Inez (ORCID 0000-0002-4519-0042), Gardner, John W., Webb, G. Scott, McDonald, Jason K.
Source: Decision Sciences Journal of Innovative Education. Jan 2019 17(1):6-32.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 27
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Supply and Demand, Class Activities, Educational Games, Experiential Learning, Problem Solving, Problem Based Learning, Simulation, Learner Engagement, Instructional Effectiveness
DOI: 10.1111/dsji.12171
ISSN: 1540-4595
Abstract: We develop a single-class period learning game for the Plan-Do-Study-Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem-solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre- and post-test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1204743
Database: ERIC
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Abstract:We develop a single-class period learning game for the Plan-Do-Study-Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem-solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre- and post-test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.
ISSN:1540-4595
DOI:10.1111/dsji.12171