The proposed two-stage teaching method compensates for the limitations of the single teaching method for logistics management courses. Results showed that the students who were taught using the two-stage teaching method have significantly higher scores for perceived usefulness, attitude toward using, and behavioral intention than students who were not taught with the proposed method. Finally, the degree of the students’ acceptance of this teaching method was surveyed on the basis of the technology acceptance model. Second, through the logistics learning factory, students experience the overall process of lean production and improve their learning interests through scenario rendering and visualization. First, students are acquainted with various logistics operation links through logistics simulation technology, thus allowing students to exercise their abilities to autonomously design logistics systems and operate logistics system flow. Therefore, to develop the autonomous learning ability of students and to improve teaching results of logistics management courses, this study proposes a two-stage teaching method that integrates logistics simulation technology and logistics learning factory. Students thus acquire knowledge but cannot adapt to practical working requirements. Moreover, the application of modern teaching techniques is isolated and lacks systematic coordination.

Traditional classroom teaching techniques for logistics management courses focus solely on imparting theoretical knowledge despite the multidimensionality and diversity of the logistics working environment. (Contains 1 note.Logistics simulation technology, logistics learning factory, technology acceptance model Abstract It also comments on the evolving role of HR managers in contemporary manufacturing. Originality/value: This paper contributes to the growing evidence of the devolvement of traditional 'managerial' responsibilities to lower levels within increasingly 'lean' manufacturing organisations. The VLFT knowledge base and digital tools are documented in the online.

As a consequence of the prioritisation for increases in devolution of responsibility to other employees, the traditional role of the HR manager was seen to be evolving which to a number of managers was creating difficulties. The purpose of this paper was to present a Virtual Learning Factory Toolkit. Findings: While the majority of plants may be some way from a 'learning factory' model there is evidence of changing practices, structures and expectations in each that are in varying ways broadly consistent with elements of this approach. The paper draws primarily on data gathered from interviews conducted with workers, team leaders and managers, including HR managers. The information gathered included questionnaire data detailing management practices and giving plant level performance measures. Design/methodology/approach: This paper reports on a study of 18 US and UK automotive component suppliers. The implications of such developments are then considered from the perspective of the current HR plant managers. This is attempted through reporting the views of those workers engaged in team based operations and reflects upon the emerging role of first-line and team-based supervisors. Purpose: The purpose of this paper is to evidence the emergence of new forms of work organisation which if observed could be seen as consistent with the concept of the 'learning factory'.

The learning factory online