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Mechatronics: An On-Boarding Corporate
Training ExampleJay Bouis
Coordinator of Technical Training
The Community College
of Baltimore County
Penny Jung
Interim Director, Instructional Design and Assessment Center
The Community College
of Baltimore County
Background
Introducing Company X as a case study Hiring and training staff for a new
automated system Changing a from manual order picking
and packaging
To a high-speed, automated order retrieval and robotic packaging system, with
electronic documentation2
Agenda Background Position and hiring process Position analysis Instructional design Training topics, format, focus Lessons learned
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Machine / Process Multiple Machine SectionsComplex machine pulls inventory to fill, document, and package unique orders
High Level of AutomationHuman Machine Interface (HMI), Programmable Logic Controller (PLC),
Robotics, Vision System, Database
Electrical and Mechanical ComponentsSensors, Wiring, Motors, Valves, Belts, Bearings, More
Tight Tolerances, Calibration, AlignmentPrecision must be maintained for proper functioning and during maintenance
Little Room for DowntimeDowntime severely affects the supply chain…and the customer
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Electro-Mechanical Position
Ongoing Troubleshooting (Production) Routine Maintenance Planned Maintenance Process Improvements $50-$60K Salary
Communication, Troubleshooting, Critical Thinking, Prioritizing
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Issues for Hiring and Training
No training staff available at Company Training plan needed in one month! Critical thinking skills lacking in current
mechanics Want candidates with existing experience Want soft skills part of selection process Want to hire veterans
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Enter the Community College
Work with Company X Company Players:
Management Subject Matter Experts (SMEs) Students
College Players: Jay Bouis (Technical Training) Penny Jung (Instructional Design) Faculty
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Rapidly Changing Requirements
It is a startup… Current employees still learning machine New machine means rapidly evolving
machine and operation changes Evolving view of engineering, technician,
and operator duties
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Instructional Design and Curriculum Development
1. Team assesses technical and non-technical skills required
• Review existing documentation, interviews, shadowing
2. ACT- WorkKeys Applied Technology assessment levels determined for hiring
• New hires will have a variety of technical skill levels but not necessarily balanced electro-mechanical or packaging specific experience. New hires will require a short sequence of foundational training.
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Instructional Design and Curriculum Development
3. Assessment and analysis results in a two-week foundational skills course
• Automation Components• Safety, LOTO• Pneumatics• Troubleshooting• Packaging Concepts• Precision Measurement• Lubrication• Team Building and Communication
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Instructional Design and Curriculum Development
4. Machine-specific student and instructor training manuals developed with company engineers
• Detailed step by step operation and maintenance
5. Assessment methods determined• Understanding and ability level for typical tasks
embedded in manuals
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Instructional Design and Curriculum Development
6. CCBC faculty identified to teach• Foundational and machine-specific modules
7. Faculty worked with company engineers and staff to understand machine / process
• Tweak foundational topics and develop understanding to deliver machine-specific on-the-floor and off-the-floor training
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Instructional Design and Curriculum Development
8. New employees were hired• Majority from US Navy
9. New employees begin six week training• Foundational topics, then machine-specific on-the-
floor and off-the-floor training
10. Changes and improvements• Identify changes to improve future training
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Training FocusTypical training modality in manufacturing : Shadow an experienced worker
Related Issues:• Lack of consistency in training• Bad habits transferred from incumbent to new
trainee• Small sections of the machine are taught without
relation to the machine as a whole• Problems are easier for supervisors to fix then to
take the time to teach trainee• Production goals are focus not the training
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Training Focus
Questions they must answer: What is the problem? Why did it happen? What are the solutions? How long will it take to repair? What impact will those solutions have on the other
parts of the machine and my team?
New training focus: Holistic approach to the machine with trainees required to have identified possible solutions to machine problems before they seek help from a supervisor.
15
Training FocusInstructor: Demonstrates the basics of how a machine part operates
Questions that follow: Show me the pneumatics used to operate this
part What do you think are the possible things that
could go wrong with this part? How would you resolve that problem? How is this different or like other machines you
have worked on?
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Positive Training Results
Students in the first training group recommended design changes to engineering staff on an ongoing machine issue. Engineers make the change and the problem is resolved.
Critical Thinking in Action !!!!!
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Lessons LearnedIt is a startup…
Plan on rapid changes to scheduling Be forceful in getting time with SMEs Listen to management, engineering and
operations
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Contact Information
Jay BouisCoordinator of Technical Training
[email protected] Penny Jung
Interim Director, Instructional Design and Assessment Center
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