This paper summarises the research findings of the HyFlowJobShop research project. The aim of the research project is to combine the organisation structure of the flow principle with the principle of job shop production since traditional organisation structures alone can no longer meet the increased demands for a growing number of variants and shorter amortisation periods for production systems due to shorter product life cycles. The combination of the job shop and flow principle to form hybrid organisation structures is intended to offer producing companies an opportunity to position themselves in the conflict between the required flexibility and the achievement of production logistics targets as well as the resulting costs. To quantify the advantages of hybrid organisation structures, various system configurations are examined as part of a simulation study to identify interdependencies and influencing factors.

In recent decades, the increasing product variant diversity has led to further flexibilization of assembly organization. The challenge is to maintain productivity with low volumes per product variant in a flow assembly line designed for high volumes. The combination of different assembly organization forms creating a hybrid, flow-oriented form represents a solution that can provide the high performance of an assembly line combined with the necessary flexibility to cover the diversity of product variants. This paper proposes a novel method for companies to investigate the suitability of their assembly to realize a hybrid assembly organization and provides the steps required for its implementation.

Manufacturing facilities are becoming increasingly vulnerable to erratic shocks and uncertainties that have the potential to exert disruptive effects on operations. Global crises, such as the COVID-19 pandemic, the energy crisis, and the Suez Canal blockade, highlight the vulnerability of value networks that extend beyond company boundaries. In the absence of effective strategies to address these disruptions, manufacturing companies may face the risk of losing their competitive edge. While flexibility may suffice for minor risks, more substantial impacts necessitate a significant degree of adaptability and robustness. The promotion of organizational resilience, defined as the capacity to adapt to evolving circumstances swiftly, constitutes an ongoing strategic process that is pivotal to the effective creation of operational value. This publication delineates the methodological approach of the PARMa research project. Within the research project, the vulnerability of manufacturing companies to internal and external uncertainties is being addressed. Moreover, PARMa aims to strengthen the adaptability of production companies through proactive resilience management. In the event of sudden shocks, this should ensure rapid and targeted action, prevent operational disruptions and maintain competitiveness.

Für ein erfolgreiches Gelingen des Inverted Classroom-Konzepts ist die eigenständige Vorbereitung der Studierenden auf die Präsenzveranstaltung zwingend erforderlich. Damit die Studierenden für das Selbstlernen im Voraus motiviert sind, muss ein Mehrwert durch die Vorbereitung für sie entstehen. Dazu muss eine erfolgreiche Verzahnung der Selbstlerninhalte und der vertiefenden Praxisinhalte innerhalb der Präsenzveranstaltung erfolgen, damit die selbstgelernten Inhalte mit Beispielen verknüpft werden können und somit zu einem nachhaltigen Lernerfolg führen. In diesem Beitrag wird diese Herausforderung anhand einer beispielhaften Umsetzung eines Inverted Classroom-Konzepts für die Vorlesung „Produktionsmanagement und –logistik“ an der Leibniz Universität Hannover verdeutlicht. Im Rahmen der Pilotierung des Konzepts wurde festgestellt, dass eine vollständige Digitalisierung der Lerninhalte zu keinem Mehrwert für den Lernerfolg führt. Somit wurden die Erfahrungen aus der Pilotierung analysiert und das Konzept entsprechend angepasst. Die Anpassungen ermöglichten eine auf die selbstgelernten Inhalte aufbauende Präsenzveranstaltung und führten somit zu einer erfolgreichen Verzahnung von Selbstlernphase und Vorlesung im Rahmen eines Inverted Classrooms.