operations-and-lean
Operations management and lean production techniques for turning inputs into outputs under variability. Covers the Toyota Production System, seven wastes, just-in-time, kanban, jidoka, single-minute die exchange, 5 Whys, value stream mapping, bottleneck theory, and the distinction between mass production and flexible production. Use when diagnosing operational waste, designing production flows, setting up quality systems, or comparing batch-and-queue to one-piece flow.
git clone --depth 1 https://github.com/Tibsfox/gsd-skill-creator /tmp/operations-and-lean && cp -r /tmp/operations-and-lean/examples/skills/business/operations-and-lean ~/.claude/skills/operations-and-leanSKILL.md
# Operations and Lean Operations is the function that transforms inputs into outputs at acceptable cost, quality, and timing. Lean is the body of thought — rooted in the Toyota Production System (TPS) — that treats waste elimination as the primary operational lever, and flexibility as the route to scale that mass production cannot match. This skill catalogs the core TPS techniques with worked examples, contrasts lean against Ford's mass-production template, and gives decision guidance for when each applies. **Agent affinity:** ohno (TPS and waste elimination), ford (mass production and assembly-line history) **Concept IDs:** bus-business-structures, bus-cost-benefit-analysis, bus-break-even-analysis ## The Operations Toolbox at a Glance | # | Technique | Best for | Key signal | |---|---|---|---| | 1 | Seven wastes (muda) | Diagnosing operational drag | Productivity has plateaued despite effort | | 2 | Just-in-time (JIT) | Reducing inventory and lead time | Warehouses full but stockouts still happen | | 3 | Kanban | Pull-based production signaling | Upstream produces more than downstream consumes | | 4 | Jidoka (autonomation) | Quality at the source | Defects detected late in the process | | 5 | SMED (single-minute exchange) | High-variety, small-batch production | Changeovers dominate the schedule | | 6 | 5 Whys | Root-cause analysis for recurring problems | Fixes repeatedly fail to hold | | 7 | Value stream mapping | End-to-end flow diagnosis | Nobody sees the whole process | | 8 | Theory of Constraints | Bottleneck-focused improvement | Local optimizations do not improve throughput | | 9 | Standard work | Baseline for improvement | Variation prevents meaningful measurement | | 10 | Mass production (Ford) | Extreme economies of scale on one product | Demand is uniform and predictable | ## Technique 1 — The Seven Wastes (Muda) **Pattern:** Taiichi Ohno classified waste into seven categories, each a specific form of activity that consumes resources without producing value the customer pays for. Eliminating waste is cheaper than increasing throughput of waste. **The seven wastes.** | # | Waste | Example | |---|---|---| | 1 | Overproduction | Building parts before the next station needs them | | 2 | Waiting | Workers or machines idle between steps | | 3 | Transport | Moving work between stations without transforming it | | 4 | Over-processing | Adding features or precision the customer does not value | | 5 | Inventory | Buffer stock hiding production imbalance | | 6 | Motion | Workers walking, reaching, searching | | 7 | Defects | Rework, scrap, warranty returns | **Ohno's emphasis.** Of the seven, overproduction is the most dangerous because it causes or hides the other six. Overproduction generates inventory, which requires transport, which creates motion and waiting, and allows defects to accumulate before detection. Eliminate overproduction and the other wastes become visible and attackable. **Worked example.** An electronics assembly line produces 1000 units per shift. The downstream test station can only process 800 per shift. The 200-unit gap accumulates as WIP inventory, occupies floor space, hides defects (because problems are detected long after their cause), and creates overtime panic when test falls further behind. The lean fix is not "speed up test" but "slow down assembly to match test, then improve test until assembly can run full speed." Stopping overproduction is the first move. ## Technique 2 — Just-in-Time (JIT) **Pattern:** Produce only what the next process needs, in the quantity it needs, at the time it needs it. Inventory is a liability because it ties up capital, occupies space, and obscures production problems by providing a buffer that masks variability. **Historical basis.** Ohno developed JIT at Toyota starting in the 1950s, partly as a response to Japan's capital scarcity (inventory was unaffordable) and partly as a philosophical inversion of the American push-production model. By the 1980s JIT had become the default for global manufacturing, though imperfectly understood — many firms copied the inventory reduction without the accompanying discipline. **Worked example.** A supplier delivers parts in hourly batches matched to the customer's production rate. The customer has no receiving dock, no warehouse, no forklifts for the incoming stream — parts are carried directly to the line. If the supplier is late by 30 minutes, the customer's line stops. That pressure forces both parties to solve the underlying variability rather than cover it with buffer. **When NOT to use.** JIT requires reliable suppliers, stable demand, and geographic proximity. A firm pursuing JIT with unreliable suppliers or long supply chains will experience recurring stockouts. The 2020-2021 pandemic exposed firms that had adopted the inventory reduction without the reliability prerequisites. ## Technique 3 — Kanban **Pattern:** A visual signal (card, bin, or electronic token) authorizes the upstream process to produce the quantity the downstream process just consumed. No kanban signal, no production. This implements JIT as a pull system rather than a push system. **Worked example.** A paint shop consumes paint from a bin holding 5 gallons. When the bin is empty, it is sent upstream as a kanban card. The paint-mixing station mixes 5 gallons, attaches the card to the new bin, and returns it. No mixing happens without a returned bin. The number of bins in circulation (the kanban quantity) caps the maximum inventory. **Critical discipline.** Kanban quantity must be tight enough to force improvement but loose enough not to starve the line. The standard practice is to start with a safe quantity, then progressively remove bins from circulation and see which problems surface. Each problem, once fixed, allows another bin to be removed. ## Technique 4 — Jidoka (Autonomation) **Pattern:** Build quality into the process rather than inspecting it in afterward. Machines are equipped to
Major art movements and their historical context for art education. Covers 12 movements from the Renaissance to contemporary art, their defining characteristics, key artists, signature works, and the intellectual/social forces that produced them. Use when analyzing artworks in historical context, understanding stylistic lineages, identifying influences across periods, or connecting studio practice to art-historical precedent.
Color theory principles for art education. Covers the three color properties (hue, saturation, value), color mixing systems (subtractive and additive), color relationships (complementary, analogous, triadic, split-complementary), color temperature, simultaneous contrast and the relativity of color perception, and practical palette construction. Use when analyzing color in artworks, planning color schemes, understanding optical phenomena in painting, or investigating Albers's Interaction of Color experiments.
The creative process in art from idea to exhibition. Covers five phases of creative work (inspiration, incubation, exploration, execution, reflection), sketchbook practice, artist statements, critique methodology (formal and conceptual), portfolio development, and the studio as a working environment. Use when guiding students through project development, facilitating critique sessions, developing artist statements, curating portfolios, or understanding how professional artists structure their creative practice.
Digital art tools, techniques, and workflows for art education. Covers raster and vector workflows, digital painting, photo manipulation, generative and procedural art, 3D modeling and rendering, pixel art, the relationship between traditional skills and digital execution, and ethical considerations of AI-generated imagery. Use when working with digital tools, evaluating digital art, or bridging traditional art concepts into digital practice.
Observational drawing and visual perception techniques for art education. Covers contour drawing, gesture drawing, negative space, proportion and measurement, value mapping, spatial depth cues, and the cognitive shift from symbolic to perceptual seeing. Use when teaching drawing fundamentals, analyzing observational accuracy, or developing visual literacy in any medium.
Three-dimensional art and sculptural thinking for art education. Covers additive and subtractive sculptural processes, armature construction, modeling in clay, carving principles, casting and moldmaking, assemblage and found-object sculpture, installation art as expanded sculpture, and the conceptual transition from pictorial to spatial thinking. Use when working with three-dimensional media, analyzing sculptural form, understanding spatial composition, or investigating the relationship between sculpture and site.
Celestial coordinate systems and sky positioning. Covers horizon (altitude-azimuth), equatorial (right ascension-declination), ecliptic, and galactic systems; epoch and precession; coordinate transformations; planisphere use; and practical sky-locating from any latitude and date. Use when locating objects, planning observations, converting catalog coordinates, or teaching the geometry of the sky.
Observational cosmology from Hubble's law to the CMB. Covers redshift, Hubble expansion, the cosmological parameters, the cosmic microwave background, large-scale structure, galaxy rotation curves and dark matter, Type Ia SNe and dark energy, and the current state of Lambda-CDM. Use when reasoning about the large-scale universe, interpreting cosmological surveys, or teaching the Big Bang evidence chain.