CiPwww.prozesslernfabrik.de
Buckingham, 14th September, 2016
A guide to develop competency-oriented
Lean Learning Factories systematically
European Lean Educator Conference 2016
Judith Enkea
Michael Tischa
Joachim Metternicha
aInstitute of Production Management, Technology and Machine Tools, Technische
Universität Darmstadt, Otto-Berndt-Str. 2, 64287 Darmstadt, Germany
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 1
Summary4
Guide for development of Learning Factories3
Definition of Learning Factories2
Motivation1
Agenda
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 2
Summary4
Guide for development of Learning Factories3
Definition of Learning Factories2
Motivation1
Agenda
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 3
Learning Factory as an Image of the real Factory to improve Problem Solving Capabilities
Real Factory
Demo-
graphics
New
Technologies
Globalisation
Volatile
Environments
Learning Factory
Design of a complex
learning system for the
challenges of future
production
Competency
development of
specalists and
managers for the
challenges of present
and future production
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 4
Potential for education and training: Effective competence development
Contextualisation, situated context
Activation of learner
Problem solving
Motivation
Collectivisation
Aspects of methodical modelling of
successful learning processesLearning factory as a learning system
Partial model of real factory provides a rich
learning context
Generation and application of knowledge
in the learning factory (learner active phases)
Solving of real problem situations in the learning factory
Motivation by the reality character and the possibility to
act hands-on immediately.
Thinking and doing
Self-organised learning in groups is a suitable
model in learning factories
Alternation of hand-on phases in the learning
factory and systematization phases
Aspects of methodical modelling according to : Tenberg (2011), Dehnbostel (2007), Jonassen (1999), Greeno et al. (1996), Brown et al. (2000), Aebli (1994)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 5
Summary4
Guide for development of Learning Factories3
Definition of Learning Factories2
Motivation1
Agenda
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 6
Definitions of a „Learning Factory“ according to the Initiative on European Learning Factories
A learning factory is a learning environment where
processes and technologies are based on a real
industrial site which allows a direct approach to
product creation process. Learning factories are
based on a didactical concept emphasizing
experimental and problem-based learning. The
continuous improvement philosophy is facilitated by
own actions and interactive involvement of the
participants.
European Initiative on Learning Factories (2013)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 7
Key characteristics of Learning Factories
Dimensions Features
Operating
Model
Purpose
Setting
Didactics
Process
Product
sustainable plan allows the ongoing operation (desired)
teaching and/or training and/or research
changeable + real or virtual*
concept based + formal and informal learning + own
actions of trainees + on-site or remote learning***
authentic + multi stage + technical and organizational
physical or service**
Reference: Abele et al: Learning Factories for research, education, and training (2015)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 8
Learning Factories in the narrow and in the broader sense
Learning Factory in
the narrow senserea
lvirtu
al
Va
lue
ch
ain
in t
he
lea
rnin
gfa
cto
ry
service physical
Manufactured product inside the learning factory
Learning Factory in
the narrow sense
Learning Factory in
the broader sense
Reference: Abele et al: Learning Factories for research, education, and training (2015)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 9
In a morphology each dimension is described in detail
Operating
Model
Purpose &
TargetsSetting DidacticsProcess Product Metrics
3.1 product life cycle
product planning
product development
product design
rapid prototyping
manu
factu
ring
assem
bly
log
istics
service recycling
3.2 factory life cycle
investment planning
factory concept
process planning
ramp-up main-
tenance recycling
3.3 order life cycle
configuration & order
order sequencing
production planning and scheduling
picking, packaging
shipping
3.4 technology life cycle
planning development Virtual testing main-
tenance moderni-
zation
3.5 indirect functions
SCM sales purchasing HR finance /
controlling QM
3.6 material flow continuous production discrete production
3.7 process type mass
production serial production
small series production
one-off production
3.8 manufact. organization
fixed-site manufacturing
work bench manufacturing
workshop manufacturing
flow production
3.9 degree of automation
manual partly automated / hybrid
automation fully automated
3.10 manufact. methods
cutting trad. primary
shaping additive
manufact. forming joining coating
change material properties
3.11 manufact. technology
physical chemical biological
Reference: Tisch et al: Learning Factory Morphology – Study Of Form And Structure Of An Innovative Learning Approach In The Manufacturing Domain (2015)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 10
Current problems of learning factory design
No derivation of applied didactic concepts1
Transfer of problem solving procedures in real industrial situations4
Missing target orientation of teaching modules3
High uncertainty in pilot situations2
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 11
Summary4
Guide for development of Learning Factories3
Definition of Learning Factories2
Motivation1
Agenda
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 12
Learning factories are designed on three different levels
1st didactic transformation 2nd didactic transformation
1 – Macro
level
(Learning
Factory)
2 – Meso
level
(teaching
module)
3 – Micro
level
(learning
situation)
Design of the Learning Factory infrastructure including the
production environment as well as fundamental parts of intended
learning processes
Design of teaching modules including the explication of specific
sub-competencies and the definition of general teaching-learning
sequences
Design of specific teaching-learning situations
Question to be answered:
What are relevant learning
targets and contents for
involved stakeholders?
Question to be answered:
How can those learning targets
and the content be addressed
in the learning factory?
Reference: Tisch et al: Learning factory design: a competency-oriented approach integrating three design levels (2015)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 13
Macro, meso and micro level are connected to each other
Reference: Tisch et al: Learning factory design: a competency-oriented approach integrating three design levels (2015)
learning factory
infrastructure1 – Macro level
(Learning Factory)
2 – Meso level
(teaching module)
3 – Micro level
(learning situation)
teaching
module
teaching
module
teaching
module
teaching
module
Systema-
tization
activity
Experimental
activity
Exploration
activity
Systema-
tization
activity
Exploration
activity
Systema-
tization
activity
…
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 14
The guideline supports a Learning Factory design which suits the development of intended competencies
• Focus setting
• Content selection of most relevant
aspects
• Identification of intended competencies
• Configuration of a suited Learning
Factory by planning instruction,
interaction, and media
organizational
environment
target group
didactical infrastructure
intended
competencies
socio-technical infrastructure
1st didactic
transformation
2nd didactic
transformation
Organizational requirements Configuration/DesignLearning targets
organizational
targets
mediateaching
methods
factory elements product
learning
process
Reference: Tisch et al: Learning factory design: a competency-oriented approach integrating three design levels (2015)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 15
The process learning factory CiP was established in 2007
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 16
Learning modules can be designed using a competency transformation chart to define and operationalise learning targets
To
pic
2
Sub-competency 2.1
Sub-competency 2.2
Knowledge base
Knowledge base
Co
mp
ete
ncy T
op
ic 1
Knowledge base
...
...
…
…
…
…
Corresponding action
Corresponding action
Corresponding action
…
…
Sub-competency 1
Reference: Tisch et al: A systematic approach on developing action-oriented, competency-based Learning Factories (2013)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 17
Extract from the competency transformation chartLearning module: Lean Quality
The p
art
icip
ants
have the a
bili
ty to e
xpla
in the
meth
od
s a
nd tools
for
the im
ple
menta
tion o
f
Jid
oka
* and for
the s
olu
tion o
f pro
ble
ms a
nd t
o
apply
sele
cte
d m
eth
ods a
nd tools
.
… … …
Ability to develop an
Andon-concept for
Production
Design of an Andon-
system (physical
implementation)
Knowledge, that visual and acoustical
signals and an Andonboard are needed;
knowledge of the examined workplaces;
knowledge of the functionality of Andon;
knowledge of the meaning of the colors
Planning of an
escalation process for
the problem escalation
with Andon
Knowledge of the person in charge and
of the available time; knowledge of the
theoretical sequence of an escalation
process (point in time for information,
order of notification)
… … …
*Jidoka: Part of the Toyota Production System which deals with the elimination and prevention of defects and rework
Competency Sub-competencies Action Knowledge base
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 18
To address actions from the transformation chart in the learning factory two different sequences of activities are possible
Systematisation
Introduction Reflection
Experimentation
Examination
SystematisationExploration
Reference: Abele et al: Innovative Lernmodule und -fabriken – Validierung und Weiterentwicklung einer neuartigen Wissensplattform für die Produktionsexzellenz von morgen (2015)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 19
Designing sequences of activitiesLearning module: Lean QualitySequence: Andon concept
Systematisation:
Theoretical Input on
Andon (preconditions,
escalation process, …)
Introduction:
Andon* as part
of Jidoka
Reflection:
Presentation of results,
debate about different
design options
Experimentation:
Development of a
Andon concept for the
Process Learning
Factory
*Andon: Concept of the problem solving process to stop production, alert and escalate in case of problems
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 20
For particular learning situations two different sequences of activities are possible
Systematisation
Introduction Reflection
Experimentation
Examination
SystematisationExploration
Reference: Abele et al: Innovative Lernmodule und -fabriken – Validierung und Weiterentwicklung einer neuartigen Wissensplattform für die Produktionsexzellenz von morgen (2015)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 21
Exemplary design of particular learning situationsLearning module: Flexible employee use systemAction: Preparing for implementation
Ste
pI
Ste
pII
Ste
pII
I
Partial Competence
(technical and methodological)
Action Knowledge Element
(Professional and conceptual knowledge)
The participants posses the ability to
implement the Flexible Employee Use
System (FMS) in a production
environment
The participants prepare for the
implementation
Stabilization of the processes, seperate manual
from automated processes, minimize routes, tact-
alignment, construction of the desired layout,
training of the employees
The participants implement FMS …
The participants created a
rough implementation plan
(Framework)
The participants analyze
forecasts of customer
demands
The participants analyse if
the system for this customer
takt…
The participants determine
the necessary production
steps
The participants perform time
studies
The participants determine
the required number of
employees
The participants tact the
workplaces for the
determined customer-tact
…
Scenario for the action exercises – Sequential development of the actions defined in step I
Task • Ensure that the assembly department
can respond to fluctuating customer
demand in the coming year
Setting • Assembly
• 3 Groups
J F M A M J J A S O N D
200
100
300
400
500
Batch pieces per day
600Additional Information
1 Shift/Day
8h Working Hours
1h
2 Employees need 60
sec.Ac
tio
n s
ett
ing
As
sig
nm
en
t
Competence transformation
Create action exercises
Create the assignment for the action exercises
Reference: Tisch et al: Lernerfolgsmessung in Lernfabriken – Kompetenzorientierte Weiterentwicklung praxisnaher Schulungen (2014)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 22
Summary4
Guide for development of Learning Factories3
Definition of Learning Factories2
Motivation1
Agenda
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 23
For the development of learning factories the guide promotes a competency-oriented preparation, execution and postprocessing
K1 h11 – h1m W11 – W1o
… … …
Kn hn1 – hnm Wn1 – Wno
Competency transformation
Create Learning
Factory Training
Program
Create Complex
Handling Exercises
K1
…
K2
Kn
h21-h24
hn1-hn5
No
t o
be
rse
rva
ble
obse
rva
ble
, o
r q
uery
able
Carry-out Trainging Program
Observe Action Exercises,
Check reasoning knowledge
Continuously improve training
ACTUAL
(observed
actions from
2B)
TARGET (expected
actions from 1A)
Deviation
Non-achieved Goals,
identified weaknesses,
Improvement potencial
1 Preparation 2 Execution 3 Postprocessing
A
B C
A
B
A
B
Complete Target-Actual Comparison
Competencies – Action – Knowledge
h11-h12 W11-W15
W21-W24
Wn1-Wn7
Ki: Competence i hij: the j-te Handling of the i-ten Competence Wij: the j-te Knowledge element of the i-ten Competence
Reference: Tisch et al: Lernerfolgsmessung in Lernfabriken – Kompetenzorientierte Weiterentwicklung praxisnaher Schulungen (2014)
Institut für Produktionsmanagement, Technologie und Werkzeugmaschinen | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich | 250722JH1 | 24
References
Eberhard Abele, Joachim Metternich, Michael Tisch, George Chryssolouris, Wilfried Sihn, Hoda ElMaraghy,
Vera Hummel, Fabian Ranz: Learning Factories for research, education, and training; Procedia CIRP 32
(2015); p. 1-6
Michael Tisch, Fabian Ranz, Eberhard Abele, Joachim Metternich, Vera Hummel: Learning Factory
Morphology – Study Of Form And Structure Of An Innovative Learning Approach In The Manufacturing
Domain. TOJET (2015), Special Issue 2 for INTE 2015
Michael Tisch, Christian Hertle, Eberhard Abele, Joachim Metternich, Ralf Tenberg: Learning factory
design: a competency-oriented approach integrating three design levels. International Journal of Computer
Integrated Manufacturing (2015); p. 1-21
Eberhard Abele, Joachim Metternich, Ralf Tenberg, Michael Tisch, Markus Abel, Christian Hertle, Susanne
Eißler, Judith Enke, Laura Faatz: Innovative Lernmodule und -fabriken – Validierung und Weiterentwicklung
einer neuartigen Wissensplattform für die Produktionsexzellenz von morgen. tuprints (2015)
Michael Tisch, Christian Hertle, Jan Cachay, Eberhard Abele, Joachim Metternich, Ralf Tenberg: A
systematic approach on developing action-oriented, competency-based Learning Factories. Procedia CIRP
7, 2013; p. 580–585
Michael Tisch, Christian Hertle, Eberhard Abele: Lernerfolgsmessung in Lernfabriken –
Kompetenzorientierte Weiterentwicklung praxisnaher Schulungen;
Industrie Management 30 (2014); p. 20-24
Institute of Production Management, Technology and Machine Tools | Prof. Dr.-Ing. E. Abele / Prof. Dr.-Ing. J. Metternich
If you have any questions, do not
hesitate to contact us.
Thank you for your kind attention!
Prof. Dr.-Ing. Eberhard Abele
Prof. Dr.-Ing. Joachim Metternich
Institute of Production Management, Technology and Machine Tools
Technische Universität Darmstadt
Otto-Berndt-Straße 2
64287 Darmstadt
Phone: +49 61 51 | 16 20107
E-Mail: [email protected]
Internet: www.prozesslernfabrik.de
