Understanding the complex needs of automotive training at final assembly lines

Automobile final assembly operators must be highly skilled to succeed in a low automation environment where multiple variants must be assembled in quick succession. This paper presents formal user studies conducted at OPEL and VOLVO Group to identify assembly training needs and a subset of requirements; and to explore potential features of a hypothetical game-based virtual training system. Stakeholder analysis, timeline analysis, link analysis, Hierarchical Task Analysis and thematic content analysis were used to analyse the results of interviews with various stakeholders (17 and 28 participants at OPEL and VOLVO, respectively). The results show that there is a strong case for the implementation of virtual training for assembly tasks. However, it was also revealed that stakeholders would prefer to use a virtual training to complement, rather than replace, training on pre-series vehicles

Virtual Training - Preparatory Training in Automotive Assembly

The automotive industry is constantly facing new challenges. Reduction of waste and time-to-market, ability to offer the customer a unique combination of options as well as high product quality are examples of issues that have been in focus during the past decade and still considered extremely important. Together with the aforementioned issues, other factors that influence the way in which new vehicles are launched and produced are shorter product life cycles and the fact that completely different vehicles are often manufactured on the same assembly line. Assembly operators constitute a central part of the production system and their skills and ability to ensure high quality will always be in focus. Cost reduction and a shift towards more virtual product development methods provide the potential to reduce prototype vehicles to a minimum or even completely. This has dramatically affected the training of experienced assembly operators prior to the launch of a new vehicle since the traditional way of utilizing prototype vehicle components for training purposes is more or less non-existent. Consequently, the new conditions have created a strong need for alternative training methods. The starting point for the present work was to identify methods based on previously generated engineering information and use them on ordinary desktop computers for the training of experienced assembly operators. The work was carried out as case studies, all performed in an assembly plant with experienced assembly operators as subjects. The research mainly concentrated on understanding this specific area and how such training should be organized to best support the operators during a new vehicle launch. The results demonstrated that virtual training is an effective tool for preparatory training of assembly operators as well as training in the later stages when detailed assembly sequences and quality related issues (finesse) are in focus. Preparatory training can be performed in an efficient way by using the defined and explored expert based learning model. On the other hand, assembly sequence and finesse training is appropriate for the defined system learning model. The design of the studies was based on a defined framework with four operator knowledge phases: Product, Process, Assembly sequence and Finesse. The results of the case studies combined with the above-mentioned framework constituted the basis for a proposed virtual preparatory training concept. This concept included two major virtual training activities where the first two knowledge phases formed the base for the first activity and the two final phases the foundation for the second. The aim was to develop an understanding of how computers can be used in the training of operator s, especially in the preparation and support of launch training. As a result of our studies, an important step towards a deeper understanding has been achieved

Computer Support for Preparatory Training in Automotive Assembly

The automotive industry is facing new challenges constantly. Reduction of waste and time-to-market, the ability to offer the customer a unique combination of options and high product quality are examples of issues that have been in focus during the last decade and are still considered very important. Shorter product life cycles and the fact that completely different vehicles are often produced on the same assembly line are, together with the aforementioned issues, factors that influence the way new vehicles are launched and produced. The assembly operators constitute a central part of the production system and their skills and ability to produce high quality are issues that will always be in focus. Cost reduction and a change towards more computer based product development methods provide a potential to reduce prototype vehicles to a minimum or even completely. The latter change has affected the training of operators’ prior vehicle launches in a dramatic way since the traditional way to utilize components from prototype vehicles for training purposes has become quite limited. Consequently the new conditions have created a strong need for alternative training methods. <br></br> The starting point for the work has been to find methods that are based on already generated engineering information and use them on ordinary desktop computers for the training of experienced assembly operators. The work has been carried out as case studies, all performed in an assembly plant with experienced assembly operators as subjects. The research has been concentrated on understanding this specific area and how this type of training should be organized to best support the operators during a launch of new vehicles. <br></br> The result shows that computer based training is an effective tool and preparatory training of assembly operators can be performed in an efficient way by using the defined and explored expert based learning model. The model provides training that supports all operators, including the leaders of the operator teams and it connects the training environment and the real assembly situation on the assembly line in a positive way. A defined framework with four operator knowledge phases named: Product, Process, Assembly sequence and Finesse are presented. The results from the case studies, combined with the defined framework constitute the base for a proposed concept for computer based preparatory training. The concept includes two major training activities and one of them –- is the focus of this work. <br></br> The aim of this work has been to develop an understanding for how computers can be used in the training of operators, especially to prepare and support learning in launch training. With the accomplished studies an important step towards deeper understanding has been achieved. However, additional research is needed in order to verify and further develop the proposed concept

Head-Mounted Augmented Reality Support for Assemblers of Wooden Trusses

Wooden-house assembly is an area where still a big part of the work is done manually. In this case study, pairs of operators compose large wooden pieces together based on paper-print instructions complemented by visual guidance in the shape of laser marks projected from lasers mounted in the ceiling, based on Computer-aided design (CAD) data. Augmented Reality (AR) head-mounted displays (HMD) offer a unique platform for providing instructions and additional information superimposed in the work environment and thus can provide guidance in a cognitively ergonomic way. A particular advantage compared to other computing platforms is that the operators have free hands and can perform the manual work and follow guidance simultaneously. We present an evaluation of a prototype that dynamically transforms a CAD data file with design and measurements of wooden trusses to be manufactured, into an AR-based guidance system developed in Unity for Microsoft HoloLens 2 devices. We used an iterative participatory design process for prototyping and think-aloud protocol combined with observations for evaluation, involving professional assemblers in different stages of the process. Participants found the solution to potentially save time in their everyday work and simplify the task by offering increased visibility of the marks compared to the existing laser projection. Large-scale deployment of the system is still facing design challenges of which some are also discussed in the paper.  CC BY 4.0</p

Training Virtually Virtual

This paper reports from a longitudinal study of a Swedish manufacturer in the automotive industry, where a series of studies have explored the potential and limitations of computer-based training of assembly operators. The study is focusing on two supplementing sets of target variables â?? operatorsâ?? attitudes and the quality output from operators in real production. Starting with small-scale studies where proof-of-concept for virtual training is established, the research moves on to comparative studies where different computer-based learning models are contrasted and evaluated. The research design ends with large-scale field experiments assessing the effects of computer-based training in terms of quality output. The results clearly demonstrate that computer-based training, when integrated with training of standardized work procedures, outperforms traditional methods for operator training, regardless of the content and the context of the assembly operation. The findings of the study are synthesized into a design framework for virtual training where cognitive and craftsmanship training is contrasted to the learning of product, process, sequence and finesse of assembly

Work-Integrated Learning and Co-creation of Knowledge : Design of collaborative technology enhanced learning activities

In this paper we aim to understand management’s perceptions of knowledge and competence development to inform the design of technology enhanced learning activities integrated in the workplace. Work-integrated learning can be viewed with the university lens on studies of formal education integrated in the workplace setting, but here we rather emphasize the conditions of the workplace as implications for design of successful e-learning initiatives. We conducted interviews with 15 manufacturing industries in Sweden and used qualitative content analysis approach to interpret the text data. Results show that companies describe a rich variation of work-integrated learning activities, but the step towards external collaboration with academia for co-production of knowledge is marginal. Also, broad-minded work for innovations is limited. This imply the need for well-planned design of richer collaborative acitivites between academia and organizations through use of media technology to encourage competence development

E-learning Readiness and Absorptive Capacity in the Manufacturing Industry

The manufacturing industry constantly strive to develop the competencies of their expert production engineers in order to achieve and maintain a competitive advantage. Research shows that the absorptive capacity of a firm is central in order to reach such a goal. The absorptive capacity is the firm´s ability to recognize the value of new external information, assimilate it, and apply it to commercial ends, and thereby exploit the conditions for innovation. In this paper the concept of absorptive capacity is used as a lens for analyzing managerial rationales for engaging in technology enhanced competence development projects. Through interviews with key informants in 15 manufacturing firms we study the capabilities and readiness that organizations need for participation in e-learning initiatives. We present a framework of readiness for technology enhanced competence development comprised of the following interrelated constructs; awareness, e-learning maturity, dynamic capability and co-creativity. Results show a broad variation of levels within the constructs among the firms. Notable is the low level of e-learning maturity and dynamic capability. We argue that e-learning maturity is dependent on all four constructs

University-industry collaboration in curriculum design and delivery : A model and its application in manufacturing engineering courses

The advantages and importance of university-industry collaboration, particularly in curriculum design and delivery, are well-known. However, although curriculum development models are available in the literature, very few are sufficiently concrete to be applicable in practice or are generalizable beyond their discipline of origin. In this paper, a co-operative model based on the Plan-Do-Study-Act cycle is presented and described. An example of its application in the curriculum design of two courses in welding within a Manufacturing Engineering Master's program is detailed. The model was found successful based on the evaluation of the courses by students, teachers, and the industrial representatives involved. Therefore, it proved to be an effective tool for bridging the gap between industrial needs and academia in the field of Manufacturing Engineering education. At the same time, the methodology is generalizable and is applicable to any field of education.CC BY 4.0Corresponding author: MA Valiente Bermejo, Department of Engineering Science, University West, Gustava Melins Gata 2, Trollhättan, Västra Götaland 461 86, Sweden. Email: [email protected] author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by grants from the Swedish Knowledge Foundation, project AMECO (grant number 20180019).</p

Augmented Reality for AI-driven Inspection? : A Comparative Usability Study

Inspection in Aerospace industry can, as well as many other industrial applications, benefit from using Augmented Reality (AR) due to its ability to superimpose helpful digital information in 3D, leading to fewer errors and decreased mental demand. However, each AR device has advantages and disadvantages, and not all AR devices are suitable for use in industrial settings. We compare a tripod-fitted-adjustable-arm tablet-based AR solution (Apple iPad Pro) to head-mounted AR (Microsoft HoloLens 2) and a traditional, computer screen-based human-machine interface (HMI), all three designed to guide operators based on previously performed AI-based image analysis. Following an iterative design process with three formative evaluations, a final field test in a real industrial shop floor engaging 6 professional inspectors revealed an overall preference for the tripod-fitted iPad variant which receiving the best scores in most dimensions covered in both a usability-focused SUS questionnaire (score 71) and a NASA-RTLX form focused on perceived workload. More specifically, the tripod-fitted iPad was considered more usable (SUS) than the classic computer display HMI (M=5.83, SD=4.92, p=0.034, N=6); the temporal demand (NASA-RTLX) was considered lower using the iPad compared to both HoloLens 2 and the HMI (M=6.67, SD=4.08, p=0.010; M=10.83, SD=9.70, p=0.040, N=6), respectively. CC BY 4.0</p

Smart Industry Sweden : A Collaborative Industrial Graduate School

As we find ourselves in the midst of the fourth industrial revolution, also known as Industry 4.0, the digital transformation of products, processes, and systems, along with their interconnectedness, is of utmost interest. To ensure future competitiveness in the manufacturing sector, the integration of advanced manufacturing technologies and advanced information technology is essential. Information technologies and knowledge are deeply intertwined with industrial equipment, processes, products, and systems, posing a challenge in transitioning today's manufacturing industry into the digital era. The manufacturing sector will require adequate methods, a conducive working environment, new tools, and lifelong training to support its employees. This article describes a joint effort of five Swedish universities with the ambition to strengthen the competitiveness and innovativeness of the national manufacturing industry through highly competent researchers and future leaders. The collaboration is in the form of an industrial graduate school, combining the efforts of five universities, 16 graduate students, and 12 companies or organisations. This article will outline how the graduate school has been organized, the joint efforts that have been made to assure the development of all parties, organisations and individuals, and will also outline some of the key success factors that have been identified thus far in the project. CC BY NC 4.0</p