Knowledge elicitation solutions for improving performance and efficiency

Despite advances in mechanisation and automation processes, mining remains a people intensive industry, a large proportion of whom are responsible for operating and maintaining mining equipment under conditions that challenge even the most experienced people. Mining techniques, equipment designs and the work environment are constantly evolving and changing, imposing new demands on the technical competence of workers. With the trend towards global mining companies and ease of international travel, the workforce of the future may well encompass social and cultural changes that need to be addressed. The system of work rosters used by mine sites adds a further element of change to the situation, all of which contribute to the potential for unwanted events during normal operation

Beyond the basics - shifting focus to optimise operator performance

The continued growth of the Australian resources industry and the associated demand for skilled heavy equipment operators places considerable pressure on training providers to deliver competent workers with a level of experience traditionally acquired over time in the job. Typically, heavy equipment operators acquire skills, knowledge and experience through a series of training interventions, mentoring and practical work experience. Core content for simulator training, largely drawn from manufacturers’ manuals supports the development of ‘entry level’ technical skills, but falls short of the knowledge underpinning training for non-technical skills, such as leadership, communication, situational awareness and decision making, that shape operator performance. The rapid growth of technological devices for proximity detection also adds to the complexity of skills and abilities for safe operation, raising further need for ongoing knowledge and training to achieve optimal production without compromising health and safety. Mine sites use a variety of training interventions to transfer site-specific knowledge aimed at filling gaps in operator knowledge and experience. Training delivery modes vary, but those that offer a high level of engagement between trainer and trainees complement the communication preferences of the mining workforce identified in an earlier study. High levels of engagement and feedback about learning outcomes have also been shown to influence and motivate students to strive for continued success and performance improvement. This paper advocates a shift in thinking about simulator training for heavy equipment operators from a focus on ‘entry level’ technical skills to a more holistic approach addressing the parallel acquisition and application of associated non-technical skills and mine site knowledge. Current resource industry approaches to the acquisition of technical skills, health and safety knowledge and awareness will be overviewed. Knowledge sources that inform training content not generally addressed by simulations used for heavy equipment training will also be discussed

Simulator training: A tool for managing the unexpected

Increased activity within the mining industry, in Australia and globally, is expected to create continued demand for skilled workers who are able to adapt to changing conditions, equipment and technologies. The move to automated mining equipment introduces a new set of hazards and challenges, further increasing the demand for skills development. This paper will outline research underpinning a process for engaging the workforce in a participatory approach to improve haul truck operator skills needed to safely manage unexpected hazards and challenges. Simulator training is the vehicle used to provide training scenarios that stimulate the mental agility of trainees to respond and adapt to dynamic changes in the operating environment. The worth of simulator training delivered on site by experienced operators, is beginning to emerge, as it provides sites with the flexibility to train to site conditions and respond in a timely manner to training needs. This approach represents the logical next step for adding value to the basic “how to operate” training that is the essential first step in skills acquisition. The workforce engagement process is designed to facilitate the capture of expert knowledge which is distilled and disseminated. Knowledgeable trainers actively engage the trainees in activities that help to raise awareness and promote recognition of situational cues that prompt decision making during routine haul truck operation. Expert knowledge content, combined with targeted coaching and mentoring training delivery techniques, guide the design of simulator training to deliver advanced skill levels and the motivation to continually improve these skills in an increasingly complex operating environment. Two key aspects of this participatory approach, knowledge elicitation techniques and leadership skills, need further research and development. Mining is a people intensive industry where the operator workforce communicates informally for the greater part of the shift. This informal, largely verbal, interaction dictates the need for simple, time efficient techniques for knowledge elicitation that operators are comfortable adopting. The Critical Decision Method is a structured interview process that has shown promise as an effective technique for eliciting tacit knowledge about decisions made in response to unexpected conditions during normal operation. It is proposed that this technique be modified as a tool for extracting knowledge that can be used in the course of normal operation by mine site workers. Leadership skill sets that include the ability to coach, mentor and motivate also require further investigation to understand the personal values and relationships that impact on training outcomes. With a greater representation of women, younger workers and varying ethnic backgrounds expected in the workforce of the future, it is important to continue research into the development of simulator training tools and techniques that keeps pace with the changing workforce

Abstract A CYBER APPROACH TO TEACHING AND COMMUNICATING OHS

UQ that provides education on risk management to undergraduate minerals engineers. Students and some staff members have developed a good understanding of the principles of risk management, but their knowledge of workplace health and safety legislation that relates to their activities on campus and at the university’s experimental mine (UQEM) has not been addressed. This has resulted in the need for an information resource being identified with regard to this group and an innovative approach is currently being implemented to address this problem. The concept of the MISHC-MMME Safety & Health CyberHub was originally borne out of the desire to commemorate the 50 th Anniversary of the Department of Mining, Minerals and Materials Engineering. Thus, an available resource and an identified need were married to provide health and safety education in a modern technological manner. The CyberHub currently supports a message monitor and two computer terminals which are connected to the CyberHub website. This website provides a knowledge base that users can draw upon to learn and communicate health and safety issues in the local environment and within the minerals industry at large. It also serves to increase awareness and visibility of MISHC and the Centre’s role within the MMME

Sharing the know-how a case for simulation & mentoring at the coalface /

The process of mentoring has been recognised as an extremely valuable part of the training and learning dynamic in operational environments. However, the design of training in the rail and mining industries is extremely underserved in the area of mentoring in comparison with other domains. As two distributed industries that have extreme synergies at the sharp end, mentoring may help overcome the shortage of skilled and experienced workers in these domains in Australia. This paper outlines an argument for mentoring in the rail and mining sector, specifically as a strategy that may enhance the learning experience for the train driving and haul truck operation tasks where simulator-based training has been well established in varying degrees of sophistication. First, it provides an overview of the basic elements that underlie the knowledge requirements and core competencies of training for the train driver and haul truck operator. This is followed by a profile of the two tasks, a breakdown of the specific features of these environments that make them particularly responsive to a mentoring approach, and a review of existing simulator capabilities in these areas. The remainder of the paper draws on various theories to provide a position statement on mentoring and learning research with excerpts from case studies carried out with train drivers, haul truck operators, and trainers in both modes that support the argument. The paper concludes with an erudite discussion of how mentoring could be put into action in these industries, and how the concept may encourage a new human dimension in simulation, for thinking and research by communities of practice

Organisational design of communication for informal risk assessment

This paper will outline the communication strategies and mechanisms in place at six coal mining operations that promote the flow of information essential for safe decision making through the process of informal risk assessment. A layered model of factors that contribute indirectly and directly to the quality of informal risk assessments was used to identify where communication strategies might be needed for safe work to occur. Data for this research project was gathered by means of questionnaires and focus group interviews and analysed to present the communication profile and preferences of supervisors and non-supervisors at the participating sites. While both groups reported a definite preference for verbal communication and rated it highly for achieving positive outcomes while on the job, the lack of agreement for written and electronic mechanisms suggested areas where communication might be impeded. The organisational context of these coal mining operations, such as 24-hour operation, working environment, equipment used, contractors and the workforce demographics also had the potential to limit communication effectiveness. A range of formal and informal mechanisms were used by the sites to communicate information required for situational awareness and information that supported the safety culture, lessons learned, training and interpretation of technical information. Some strategies were implemented for vertical communication between management and workers at the coalface, but horizontal communication relied to a great extent on the leadership attributes and roles of people associated with each crew. Similarly, formal feedback processes were identified for gathering feedback from planned meetings, but there was no recognised process for informal feedback

Getting to know the ghost in the machine avatars as a new dimension for simulation and training /

Mentoring activities are considered extremely valuable constituents of the holistic learning experience in operational environments. In Australasia, constraining factors such as high staff turnover and increased pressure on training budgets has diminished the quality and opportunity for this process to occur. This short paper provides a basis for exploring the potential of avatars to facilitate mentoring in simulator-based learning, and for the process of coaching more generally. The example of current training practice in the Australian rail industry is given to examine how avatars could be adopted as a legitimate solution, both to address future skill shortages but also as a way of extending their potential based on current practices. The paper argues for the viability of avatars, and provides an account of the possible obstacles in the way of designing and implementing them. These include issues on various topics and considerations including interface design, human dimensions, knowledge elicitation, software engineering, and end-user psychology. The paper also applies a basic model of the mentoring dynamic to determine the characteristics that would shape the design of an avatar, and to that end, provides a conceptual framework outlining futures avenues of interdisciplinary practice for the simulation and training community