Introducing Administrative Lean into the classroom simply takes a little creativity, but there are challenges associated with it.

1. Plan Projects
with Lean in the Classroom
See – Limit - Flow
Mike Seawood
Adjunct Professor
Project Management
miseawoo@iu.edu
© 2017 Mike Seawood, PMP

2. Current:
• Program Manager
o Farm Credit Mid-America
• Adjunct Professor
o Indiana University Southeast
• Instructor
o University of Louisville – Professional
Development
Previous:
• GE Appliances
• Raytheon
• Trane
• GE Energy
• United States Army
Certifications:
• Project Management Professional (PMP)
• Certified Six Sigma Black Belt (CSSBB)
Mike Seawood
MS Project Management
George Washington University
BS Mechanical Engineering (Aerospace)
United States Military Academy,
West Point, NY
AA General Studies
New Mexico Military Institute
2(C) 2017 Mike Seawood, PMP

3. Challenge: Plan projects with Lean in the
classroom
• Students
o Inexperienced
o Overwhelmed
o Different
learning styles
• Course
o Term Project
o Project
management
plan
 Artifacts
 Plan flow
o Virtual Project
Teams
3(C) 2017 Mike Seawood, PMP

4. Course Roadmap
4(C) 2017 Mike Seawood, PMP

5. See
• Divide term
project scope
into manageable
work packages
• Make the
invisible visible
o Identify the
“hidden work”
Work breakdown structure (WBS)
WBS example:
Wikipedia
“Work Breakdown Structure”
Article Contents
5(C) 2017 Mike Seawood, PMP

6. See
• Project team
creates a
shared vision
for the work to
be done
• Status at a
glance
Electronic team board
6
To Do Doing Done
(C) 2017 Mike Seawood, PMP

7. Limit
• Work-in-Process
(WIP)
• Focus on the
most important
work package
at that time
• Balance
demand and
team member
capacity
Limiting work based on team
member capacity
7
To Do Doing Done
(C) 2017 Mike Seawood, PMP

8. Flow
• Pull work packages vs Push
• The power of small batches
• Strive for smoothness
Illustration:
• Pushed work - bad
• Small batches - good
• Disjointed flow - bad
8
To Do Doing Done
(C) 2017 Mike Seawood, PMP

9. • Accelerated and deeper understanding of:
o Course learning objectives
o Project plan development
o Project artifact integration
• Improved collaboration
o Student-to-student
o Project team-to-project team
o Project team-to-professor
Observations
9(C) 2017 Mike Seawood, PMP

10. Lessons
• Team-based term-long
projects reinforce
learnings for adult
learners
o Adults need to know why
o Adults learn by doing
o Adults are problem-solvers
o Adults learn best when the
subject is of immediate use
to them
10(C) 2017 Mike Seawood, PMP

11. • See
o Shared visualization of the term project work helps eliminate
“hidden work”
• Limit
o Limiting work-in-process focuses student learnings on course
objectives
• Flow
o Small batches of work speed up student efforts to complete
assignments
Lessons
11(C) 2017 Mike Seawood, PMP

12. QUESTIONS
(C) 2017 Mike Seawood, PMP

13. Mike Seawood
Adjunct Professor
Indiana University Southeast
Project Management
miseawoo@iu.edu
Thank You!
Other Contacts
Mikeseawoodpmp@gmail.com
LinkedIn
- Mike Seawood
- https://www.linkedin.com/in/mike-
seawood-pmp-799059115
12(C) 2017 Mike Seawood, PMP