Purpose

The purpose of this paper is to make a lean assessment of a chemical analyst training laboratory in a higher education institution and identify the main types of waste on a daily basis and understand the lean maturity of the laboratory and establish priority areas of intervention to make the laboratory leanest.

Design/methodology/approach

A single descriptive case study methodology was used to carry out the lean laboratory evaluation. The lean manufacturing waste terminology was adapted to a lean analytical laboratory environment, and a lean waste assessment step-by-step procedure was developed to reach the study goal.

Findings

Three types of waste (i.e. transport, waiting and defects) were the main contributors of the problem. The Pareto analysis results showed that 37.5% of the different types of waste contributed to almost 51.4% of the problems. The case study allowed on diagnosing wastes, understanding the lean maturity in a teaching laboratory setting and priority areas of intervention

Practical implications

Some data collection methods were used, and tools were developed to answer the research questions. A waste measurement instrument was created to evaluate lean waste in a chemical analytical laboratory, and a lean classification scheme was built to understand the lean maturity of the laboratory. The lessons learnt of the lean assessment in a teaching laboratory and the developed tools will be helpful for future research and for practitioners in a teaching chemical analytical laboratory setting.

Originality/value

The number of lean assessment studies in teaching laboratories is not very significant, and this work contributes to overcome this gap illustrating the lean waste assessment foundation with a step-by-step procedure and tools used in a teaching laboratory to perform a lean assessment and identify opportunities for improvement. A generic roadmap to lean laboratory waste assessment and continuous improvement is proposed with the key elements to take into consideration.

中文翻译：

---

实验室中的精益废物评估，用于培训制药行业的化学分析员

目的

本文的目的是对高等教育机构的化学分析师培训实验室进行精益评估，识别日常的主要废物类型，了解实验室的精益成熟度并确定优先干预领域，以使实验室最精简。

设计/方法/方法

使用单一描述性案例研究方法进行精益实验室评估。精益制造废物术语适用于精益分析实验室环境，并开发了精益废物分步评估程序以达到研究目标。

发现

三种类型的浪费（即运输、等待和缺陷）是问题的主要原因。帕累托分析结果表明，37.5% 的不同类型的废物导致了近 51.4% 的问题。该案例研究允许诊断废物、了解教学实验室环境中的精益成熟度和优先干预领域

实际影响

使用了一些数据收集方法，并开发了工具来回答研究问题。创建了废物测量仪器来评估化学分析实验室中的精益废物，并建立了精益分类方案以了解实验室的精益成熟度。教学实验室精益评估的经验教训和开发的工具将有助于未来的研究和教学化学分析实验室环境中的从业者。

原创性/价值

教学实验室中精益评估研究的数量并不多，这项工作有助于克服这一差距，说明精益废物评估的基础是逐步的程序和在教学实验室中使用的工具来执行精益评估和识别改进的机会。提出了精益实验室废物评估和持续改进的通用路线图，其中包含要考虑的关键要素。