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Manufacturing Systems: Skills & Competencies for the Future

Article in Procedia CIRP · December 2013

DOI: 10.1016/j.procir.2013.05.004

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Procedia CIRP 7 (2013) 17 – 24

Forty Sixth CIRP Conference on Manufacturing Systems 2013

Manufacturing Systems: Skills & Competencies for the Future

George Chryssolouris*, Dimitris Mavrikios, Dimitris Mourtzis
Laboratory for Manufacturing Systems and Automation, University of Patras, 26500 Patras, Greece

* Corresponding author. Tel.: +30-2610-997262; fax: +30-2610-997744; e-mail address: [email protected].

Abstract

Recent studies have presented clear evidence of the relationship between human capital qualifications and competitiveness. At the
same time, there have been frequent reports on the shortage of skilled manufacturing personnel. This paper introduces some
approaches to building skills and competences in manufacturing. The importance of human capital skills for industr
competitiveness is first discussed, providing an overview of the current situation in different world regions. Modern approaches to
manufacturing education are shortly reviewed. The need for young people to be enlightened about the exciting character of
manufacturing, with real life problems being addressed under business conditions, via scientific approaches and cutting edge
-learning knowledge delivery
mechanism of bringing the real factory into the classroom. The activities of the KNOW-FACT project aiming to deliver a pilot
implementation of the Teaching Factory paradigm as a 2-
discussed.

2013The
© 2013 TheAuthors.
Authors. Published
Published by by Elsevier
Elsevier B.V.B.V.
Selectionand
Selection and/or peer-review
peer-review underunder responsibility
responsibility of Professor
of Professor Pedro
Pedro Filipe do Filipe
Carmodo Carmo Cunha
Cunha

Keywords: manufacturing education; manufacturing skills; Teaching Factory

manufacturing education should be concerned with the

1. Introduction continuous provision of integrated engineering
competencies and strong multi-disciplinary background.
Manufacturing, defined as the transformation of A manufacturing strategy focusing on digital business,
materials and information into goods for the satisfaction extended production and virtual enterprises should be
of human needs, is one of the primary wealth-generating greatly considered. On the other hand, there is a
activities of any nation [1]. Promoting excellence in growing need for the expansion of the technological
manufacturing emerges as a strategic goal of both
industry and society in the years to come. . The On top of that, within a global environment, key
European Technology Platform for Future manufacturing oriented actors, such as human resources
Manufacturing Technologies (Manufuture) has identified and knowledge / information, should certainly become
the manufacturing education as a major driver to more international.
achieving this goal [2]. In order to respond to this role, Engineers and blue-collar workers will need new life-
manufacturing education should follow new approaches long learning schemes to be assisted in keeping up with
so as to prepare industry for the next-generation the pace of change. The rapid advancements in
innovation and the support of its growth. manufacturing technology and Information and
Manufacturing education will be faced with major Communication Technologies (ICT) have set on
challenges in the years to come [3]. New skills will be manufacturing education an intense requirement for a
required by the future . Towards continuous update of the knowledge content and
that direction, an adaptation of the training content and delivery schemes. The comprehension of the technical
its delivery mechanisms to the new requirements of essence and the business potential of new knowledge /
knowledge-based manufacturing is required. The

2212-8271 © 2013 The Authors. Published by Elsevier B.V.

Selection and peer-review under responsibility of Professor Pedro Filipe do Carmo Cunha
doi:10.1016/j.procir.2013.05.004
18 George Chryssolouris et al. / Procedia CIRP 7 (2013) 17 – 24

technology are essential for its smooth adaptation and

integration into the industrial working practice.
The European manufacturing has been generally
addressing significant challenges with respect to
innovation, since it lacks in innovation activities. competence
Although declining, there is still a significant innovation - master -

gap among the EU-25, the United States and Japan. The
EU does lack in new ideas, however, is not so good at
transforming them into new products and processes. L ar
Le a ni
ning
ng
g
knowledge skills
Thus, modern concepts of training, novel industrial - think - - do -
learning and knowledge transfer schemes can contribute Proc
Proces
ocess
ss
to improving the innovation performance of European
manufacturing.
attitude
On top of that, manufacturing is a subject that cannot - feel -
be handled efficiently, only inside a classroom. The
development of educational curricula has not kept pace
with the growing complexity of industry, technology and
economy. Research outcomes of educational institutions
Fig. 1. The building blocks of the learning process
are typically presented to the scientific community
without having been directly accessible to industry.
3. Manufacturing skills: Importance and status
Within this context, industry may not either comprehend
or adapt to the technological advances in a direct way.
The society is always appreciative of skills. Several
Thus, the promotion of a novel approach to
studies have revealed the relationship between
manufacturing education that would integrate education,
educational quality and economic growth, highlighting
research and innovation, emerges as a key challenge [2].
the fact that human capital is a key to growth.
Indicatively, each year of schooling has been reported to
2. Skills and competences in the learning process
boost long-run growth by 0.58 percentage points [7],
while performance on international student achievement
Skills and competences are major building blocks of
tests has been reported to have a powerful impact on
the learning process (Fig 1).
growth (Fig 2).
Skill ability to apply knowledge and use the
know-how for the completion of well-defined tasks.
Generally speaking, it identifies that an individual is able
to do something within a specific context [4]. Skills
may be cognitive (involving the use of logical, intuitive
and creative thinking) or practical (involving manual
dexterity and the use of methods, materials, and tools).
In the context of a learning process, skills generally
[5]:
observation and replication of actions
task reproduction from instruction or memory
reliable execution independent of help
adaptation / integration of expertise to meet
requirements
automated, unconscious management of activity
Competence to (according to
certain formal or informal criteria) handle certain
situations successfully or complete a job. This capacity Fig. 2. Impact of test scores on economic growth
may be defined in terms of cognitive factors (e.g.
different types of knowledge), intellectual and Skills contribute to the economic growth through two
perceptual motor skills (e.g. dexterity), affective factors broad channels (Fig 3) [8]. When utilized effectively,
(e.g. attitudes, values, motivation etc.), personality traits skills can both raise employment levels and drive
(e.g. self- f confidence) and social skills (e.g. improvements on productivity. The impact of skills on
communicative and cooperative skills) [6]. employment, primarily through improvements on an
individuals employability, enables them to find jobs and
 George Chryssolouris et al. / Procedia CIRP 7 (2013) 17 – 24 19

to progress more easily in the labour market. In terms of forecast studies show a considerable shift in labour
improving productivity; at the broad level, skills enable demand, towards skilled workers, by implying that
workers to carry out more complex tasks, work more future jobs will become even more knowledge- and
effectively, and produce higher value products. Adept skills-intensive [12].
workers generally are also better at adapting to changing
conditions and requirements.

Drivers Outputs Outcome

Enterprise

Productivity
Skills Output per Worker
ECONOMIC
GROWTH
Innovation
Sustainable growth
rate of GDP per head
Competition Employment
Number of People Working
Number of Hours Worked
Investment

Fig. 5. Qualification level as a percentage of overall employment in Europe

Fig. 3. Drivers of economic growth

Indicatively, the share of engineers among the

Skills are critical for manufacturing as well. Studies
Mechanical Engineering staff, in Germany, has more
one of the
than doubled over the period 1982-2010, from 7% in
drivers for manufacturing competitiveness (Fig 4) [9].
1982 to more than 16% in 2010, indicating that the skill
The availability of talented people, including scientists,
level has increased considerably in the sector (Fig 6)
researchers, engineers, and production workers, has been
[13].
reported as the top ranked factor for manufacturing
competitiveness. Coupled with the cost and availability
of materials and energy, the three drivers are the

according to the manufacturing executives surveyed in

this study.

Rank Drivers Driver Score

10=High
1=Low
1 Talent driven innovation 9.22
2 Cost of labor and materials 7.67
3 Energy cost and policies 7.31
4 Economic, trade, financial and tax systems 7.26
5 Quality of physical infrastructure 7.15
Fig. 6. Development of the of engineers in employment in Mechanical
6 Government investments in manufacturing & innovation 6.62
Engineering in Germany 1982-2010
7 Legal & regulatory system 6.48
8 Supplier network 5.91
9 Local business dynamics 4.01 A recent survey in Mechanical Engineering
10 Quality and availability of health care 1.81
associations, reported in [13], has reconfirmed the
forecasts about future skills shortages and gaps in
Fig. 4. Drivers of global manufacturing competitiveness Europe. Most of the associations were concerned about
the bottlenecks in filling certain occupations/job
On the other hand, skills shortages are reported to functions in the companies (Fig 7).
have a negative effect on innovation performance [10]. The situation is likewise in the Unites States (US).
The Scottish Employers Skill Survey, in 2004, estimated While manufacturing stakeholders call for doubling the
that the inability of filling vacancies with adequately manufacturing's percentage of US employment to 20%,
skilled workers, caused delays in the development of studies keep on reporting about shortages of skilled
new products in 30% of the firms and difficulties in manufacturing workers even at times of low
introducing new working practices in 24% of firms. manufacturing capacity utilization [14].
In 2009, the European Union had 38.1 million of
highly qualified knowledge workers by virtue of both
education and occupation [11]. On top of that, results of
20 George Chryssolouris et al. / Procedia CIRP 7 (2013) 17 – 24

environments, from which realistic and relevant learning

experiences arise.

4.1. State of the art

In the last decade, the Teaching Factory concept has

gained major interest, especially in the US, resulting in a
number of educational and / or business pilot activities.
At Cal Poly, the Teaching Factory makes use of state-of- f
the-art industrial grade production equipment, computer
hardware and software [18]. It includes a) a functioning
"real" factory hardware environment, and b) a
Fig. 7. Short term demand and supply in Mechanical Engineering in Europe as production planning and control center to provide the
perceived by industrial associations decision making and communication functions, which
act as an integrated whole, by utilizing state of the art
At present, approximately three million job positions are communication networks. The activities of the
open in the US, but such positions are not covered due to Greenfield Coalition, a joint academia automotive
lack of qualifications [15]. The poor public image of industry initiative, concentrate on a Teaching Factory,
manufacturing and manufacturing careers is considered the Center for Advanced Technologies [19]. This
being the main reason for this shortage. The poor image "Factory as a Campus" environment combines a
is due to a combination of factors: precision machining enterprise, producing car parts for
First, the largely outdated view of manufacturing as GM, Ford, Daimler-Chrysler and their suppliers, state-
dirty, noisy and unsafe. of-
f the-art educational technology (Distance Learning,
Second, the belief that, for competent students, a Interactive TV, Online Courses) and time-tested
university education offers higher income. tutoring, mentoring, and lectures. In partnership with
Third, the belief that the US is a post-industrial major semiconductor manufacturers, the Arizona State
economy, whose future is in services, software,
f and University East delivers an integrated educational
innovation and that manufacturing will be off-f shored program for workforce development built around a
to the LLCCs (Low Labor Cost Countries). multi-use 1400m2 Teaching Factory populated with late
China is currently the leader in the supply of skilled generation 150mm tools donated by Intel, Motorola and
workers. Based on a survey by McKinsey Global Microchip [20]. Industrial projects that take place in the
Institute, it is estimated that by 2030, China alone will Teaching Factory provide students with the integration
-educated of learning experiences into a contextual setting, where
workers. This is the outcome of earlier investments in emphasis is given to competency and effective
education [16]. Nevertheless, the strong increase in application. The Advanced Manufacturing Institute
education levels has not prevented the increase in (AMI) at Kansas State University (KSU) operates a full
shortage and skill problems. Shortage of qualified staff service engineering and manufacturing facility, located
is rated highest among 13 issues in the top business at an industrial park [21]. The students involved provide
concerns of China [17]. services in designing and developing new solutions for
In order to effectively address the emerging industrial clients and complement their academic
challenges of manufacturing education and skills education with the hands on real engineering practice.
delivery, the educational paradigm in manufacturing is At conceptual level, an extended Teaching Factory
required that be changed. paradigm, based on the knowledge triangle notion, has
been suggested [22]. The aim is to effectively integrate
4. Teaching Factory: An emerging skills delivery education, research and innovation activities within a
mechanism for future manufacturing single initiative involving industry and academia.
Moreover, [23] presented a manufacturing learning case
The Teaching Factory has emerged as a promising
concept of integrating the factory environment with that communicated to the students through a variety of video
of the classroom. The concept of the Teaching Factory clips. In practice, a number of pilot Teaching Factory
has its origins in the medical sciences discipline and facilities have been set-up and integrated into the
specifically, in the paradigm of the teaching hospitals, education activities of academic institutions [24, 25].
namely the medical schools operating in parallel with Based on such facilities, several approaches for
hospitals. It aims to integrate the learning and working delivering skills to engineering students and industry
practitioners have been defined and reported in the
 George Chryssolouris et al. / Procedia CIRP 7 (2013) 17 – 24 21

literature [26, 27, 28, 29]. An extensive survey and either technology application problems or
critical review of relevant applications in academic technologically novel ideas. Industrial companies would
environments has been recently presented [30]. provide knowledge having stemmed from their industrial
Teaching Factory facilities have been reported to be experiences and practices, while the academia
operating also in an industrial context, in order to contribution would be their scientific excellence. The
provide hands-on manufacturing experience, which research output developed within the industrial projects
helps trainees apply problem solving techniques taught could be concurrently fed back to industry and
within their own organisations [31]. Some foresight academia.
works on the perspectives of the Teaching Factory The innovation activities would employ knowledge
paradigm have also been presented [32]. transfer schemes to keep industry, at the technological
Most of the reported applications of the Teaching forefront, by supporting the continuous comprehension
Factory paradigm simulate the key features of an of the technical essence and the business potential of
industrial environment in an academic setting, using new knowledge and technology having derived from
model production equipment. A drawback of these research projects. These activities would also support
approaches is the fact that the dedicated production their smooth adaptation to and integration into the
equipment, which is installed in the academic settings,
can soon become obsolete. into innovation for the extended products of the
companies.
4.2 A new approach to the Teaching Factory paradigm The education activities would employ teaching /
training schemes to communicate to students, new
Research, education and innovation are three knowledge, business-like working methods, real life
fundamental and strongly interdependent drivers of the industrial practice and an entrepreneurial spirit.
knowledge-based society. All three are referred to as
grating the competence of future engineers would be a significant
cornerstones of the knowledge triangle (Fig 8) into a educational activity. That would be achieved by
single framework, in support of the manufacturing enabling young engineers to:
education, has given rise to an extended concept for the practice theory
Teaching Factory [22, 33] (Fig 9). observe problem solving techniques/methods
learn to work in teams
research come in touch with real industrial problems/cases

Teaching
KNOWLEDGE education Factory
Industry Academia

industrial projects
innovation

Fig. 8. The knowledge triangle in manufacturing

knowledge transfer teaching schemes

Based on the knowledge triangle notion, the Teaching research

Factory concept would become a new paradigm of both
academic and industrial learning, having in fact, a hybrid
mission:
innovation education
Engineering activities and hands-on practice under skills / competencies
industrial conditions for university students
Take-up of research results and industrial learning
Fig. 9. The extended concept of the Teaching Factory paradigm
activities for engineers & blue-collar workers
The objective of the Teaching Factory would be to
4.3 The KNOW-
W FACT project
seamlessly integrate research, innovation and education
activities into a single initiative, so as for the future
Under the co-ordination of the Laboratory for
perspectives of a knowledge-based, competitive and
Manufacturing Systems and Automation (LMS), a
sustainable manufacturing to be promoted.
project called KNOW-FACT has been launched by a
Co-operative research activities would be in the form
group of organizations, including FESTO, VOLVO,
of industrial projects or others, and could be addressing
Politecnico di Milano, Technische Universitaet
22 George Chryssolouris et al. / Procedia CIRP 7 (2013) 17 – 24

Darmstadt, Tecnalia and CASP, in order to support a

pilot implementation and validation of this Teaching
Factory approach
a [34].
In the context of this project, the Teaching Factory
has been defined as a 2- (Fig 10)
Students
communicating: watch an Engineers present, in a
industrial practices to the classroom (factory
( -to- augmented conference room, a welding
video from a
classroom scenario) warehouse,
operation, performed in real
time at a robotic cell. Students
(lab-to-factory
- showing how
raw materials
are able to interact with the
engineers from the classroom.
scenario) are handled.

Asynchronous Synchronous
1-to-1 session 1-to-many sessions

Fig. 11. Multiple layouts of the factory-to-classroom knowledge communication

channel

factory departments, production areas, facilities, or

Fig. 10. The Teaching Factory as a 2- processes being the source of knowledge or problem
between the factory and the classroom
,
training subjects, being relevant to manufacturing
The project has so far focused on the definition and science / technology, to be delivered through this
pilot implementation of the factory-to-classroom approach
knowledge communication channel. The outputs of the means used to communicating the knowledge and
relevant activities are analyzed hereafter. In turn, the facilitating interactions between the factory and the
lab-to-factory
- operational scenario will involve the use delivery mechanisms
of physical didactic equipment as knowledge delivery information and communication technologies (ICT)
facility, installed in an academic site. The aim is that this
kind of facility be used as a test bed for investigation and
experimention with real industrial problems, resulting educational modules that accommodate the Teaching
not only in didactic benefits but also in production Factory based on training sessions within the standard
innovation.
Within the factory-to-classroom setting, real-life This modularity provides the necessary flexibility to
operations from the factory are communicated to address possible limitations resulting from the business
remotely located groups of engineering students coming and academic conditions under which the Teaching
from one or more universities. The factory and the Factory knowledge communication channel will operate.
academic sites are connected via internet, so that real-
time communication is feasible, while no extra dedicated
production facilities for training are necessary, since the Teaching Factory Configuration
Factory Study Content Delivery Delivery ICT Classroom
actual facilities of the factory itself are considered. Mechanism Technology
Multiple layout options for the knowledge Robotic
Kanban
2-hour
lecture
Option 1
cell
communication channel are possible. As depicted in Fig Recorded video
(non-narrated)
11, the knowledge communication could indicatively Cabin
assembly
Bullwhip
effects Recorded video
Dedicated video
6-hour
lab
conferencing
follo -to- , that is, one factory to (narrated)

-to- Operator
training
Push vs.
Pull systems
Live video
streaming
Desktop/web
conferencing
Report

involves one factory, interacting with many classrooms Augmented Semester

at the same time. Warehouse
Product Video Web services project Option 2
development
A modular configuration intended for the factory-to- Documents Thesis
Option 3
Production Factory (slides, drawings)
classroom knowledge communication has been defined Planning layout
project

in order to allow for the necessary application and

operation flexibility. The configuration considers
Fig. 12. Modular configuration of the factory-to-classroom knowledge
multiple:
communication
 George Chryssolouris et al. / Procedia CIRP 7 (2013) 17 – 24 23

A generic ICT infrastructure has been specified in Conclusions

order to implement the modular knowledge
communication channel (Fig 13). This infrastructure can Skills have a major impact on the economic growth of
be easily adjusted to accommodating the different set-up a society, on the innovation process as well as on
configurations, required for the support of each delivery for future
mechanism. Interfaces have been defined in a way that challenges related with the supply and demand of
different modules can be combined and create an manufacturing skills to be addressed, a change of the
individual infrastructure for the intended knowledge educational paradigm in manufacturing is required. The
communication from the factory to the classroom. Teaching Factory approach, in view of this need,
emerges as a promising new paradigm. This paper has
introduced a Teaching Factory approach integrating the
Video
Video
Conference Internet
Video
Conference
cornerstones of the knowledge triangle into a single
Video,
Equipment
(H323)
T
TCP/I
TC P H.264
Equipment
(H323)
framework. The activities of a pilot project, aiming to
Processes
sound,,
Factoryy shop floor slides Classroom
Students
implement the Teaching Factory approach as a 2-way
etc. etc.
Factory , i.e. factory-to-classroom and lab-to-
Academic Site
factory, have been reported.
Teaching
material,
CMS
Web Server Based on the outputs of the KNOW-FACT project so
Video, drawings,
TCP/IP,
P live, on-demand far, it is expected that the Teaching Factory paradigm
streaming
Engineers
g
Trainers
documents, forum
discussions
can contribute in
addressing the shortage of adept professionals, by
Factory Conference Room IT-Infrastructure
Knowledge Delivery
improving engineering skills through curricula, based
on technological innovation and knowledge delivery
Fig. 13. Generic ICT infrastructure for the factory-to-classroom knowledge
mechanisms in real life practice
communication promoting the exciting character of manufacturing to
the young people, enabling them to address real life
An industry-driven pilot was launched to validate the problems under business conditions, with the use of
implementation of the factory-to-classroom knowledge scientific approaches and cutting edge technologies
communication channel. A number of web-based live supporting the concurrent development of
interactive sessions were launched between student technologies and skills to improve product / process
groups at LMS and a group of engineers at a VOLVO innovation and support knowledge-based
factory. An actual industrial problem, related with manufacturing
process design activities of a new production facility Future work on the development of the Teaching
within the factory, was introduced to the students. The Factory paradigm includes the definition of a Teaching
students were requested to model and simulate the Factory Network, by establishing learning and training
operation of this production facility and the related channels, for the communication of manufacturing
material flow. They experimented with the model and knowledge among multiple
used statistical analysis methods in order to evaluate the .
results and come up with their own solutions and
recommendations. From their side, the engineers
provided the students with background knowledge, Acknowledgements
consultation and interim assessments of their outputs.
The outlook of the pilot has been very promising and The work presented in this paper is partially
far beyond the initial expectations from both sides. The
students considered it as an exciting experience that gave Knowledge Partnership for the definition and launch of
them the opportunity to deepen their knowledge in the European Teaching Factory paradigm in
certain topics and apply that in practice, while manufacturing education / KNOW- -19-
addressing real life problems, and working under actual 2011-067), which is co-funded by the European
deadlines and industrial practice terms. VOLVO Commission.
engineers claimed that this pilot run of the factory-to-
classroom knowledge communication channel provided
them with ideas and options that would not have been References
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