september 2015 - ivac-eei.eus · moodle is a virtual learning environment designed to provide...

September 2015

This project has been funded with support from the European Commission. This newsletter reflects the views only of the project consortium, and the Commission cannot be held responsible for any use which

may be made of the information contained therein.

2 MeVeL - Fostering the Virtual Mobility within the Metal Sector (2013-1-ES1-LEO05-67974)

Inhalt 1 Introduction ...................................................................................................................... 5

1.1 Aims of the project ................................................................................................ 5

1.2 Target group ............................................................................................................. 6

1.3 Training design ........................................................................................................ 6

1.4 Technology use........................................................................................................ 8

1.4.1 Platform Moodle .............................................................................................. 8

1.4.2 Videoconferencing tool Hangout on Air.................................................. 9

2 Participating partners.................................................................................................. 10

2.1 Bfi Steiermark ........................................................................................................ 10

2.2 Federacion Vizcaina Empresas del Metal – FVEM .................................... 10

2.3 Confindustria Veneto SIAV Spa ...................................................................... 11

2.4 POINT ........................................................................................................................ 11

3 Approach to the target group .................................................................................. 12

3.1 Bfi Steiermark ........................................................................................................ 12

3.1.1 Strategies used to reach the target group ......................................... 12

3.1.2 Recruitment of participants ...................................................................... 12

3.1.3 Critical points ................................................................................................. 12

3.2 Federacion Vizcaina Empresas del Metal - FVEM ..................................... 12



3.2.3 Critical points ................................................................................................. 13

3.3 Confindustria Veneto SIAV Spa ...................................................................... 13



3.3.3 Critical points ................................................................................................. 13

3.4 POINT ........................................................................................................................ 14



3.4.3 Critical points ................................................................................................. 14

4 Module descriptions ..................................................................................................... 14

4.1 Module I – Professional technical English ................................................... 14

4.1.1 Aims and Objectives .................................................................................... 14

4.1.2 Trainers ............................................................................................................ 15


4.1.3 Timeschedule ................................................................................................. 15

4.1.4 Training Design ............................................................................................. 15

4.1.5 Participation report ...................................................................................... 16

4.2 Module II – Quality and production management: cost reduction ... 17


4.2.2 Trainers ............................................................................................................ 17

4.2.3 Timeschedule ................................................................................................. 18

4.2.4 Training Design ............................................................................................. 18


4.3 Module III – Modular product architecture (MPA)/Visual planning (VP) 20


4.3.2 Trainers ............................................................................................................ 20

4.3.3 Timeschedule ................................................................................................. 21

4.3.4 Training Design ............................................................................................. 21


4.4 Module IV – ICT, Web 2.0 & SW for metal sector ................................... 22


4.4.2 Trainers ............................................................................................................ 23

4.4.3 Timeschedule ................................................................................................. 23

4.4.4 Training Design ............................................................................................. 23


4.5 Module V – Practice of provisioning for production scheduling .......... 24


4.5.2 Trainers ............................................................................................................ 25

4.5.3 Timeschedule ................................................................................................. 25

4.5.4 Training Design ............................................................................................. 26


5 Evaluation ........................................................................................................................ 28

5.1 Methodology ........................................................................................................... 28

5.2 Participant’s evaluation ...................................................................................... 30

5.2.1 Module I – Professional Technical English .......................................... 30

5.2.2 Module II – Quality and production management: cost reduction 31


5.2.3 Module III – Modular product architecture/visual planning ......... 31

5.2.4 Module IV – ICT, Web 2.0 & SW for metal sector ........................... 32

5.2.5 Module V – Practice of provisioning for production scheduling .. 33

5.2.6 Summary of participant’s evaluation results ..................................... 33

5.3 Trainers/Module developers evaluation ....................................................... 34

5.3.1 Summary of Partner’s evaluation results ............................................ 34

6 Recommendations for future virtual mobility in Metal sector ..................... 36

6.1 Target group and their involvement ............................................................. 36

6.2 Training design ...................................................................................................... 36

6.3 Technology use...................................................................................................... 36

7 Conclusion ....................................................................................................................... 37

8 Annex ................................................................................................................................ 40

8.1 Evaluation questionnaire for participants ................................................... 40

8.2 Evaluation questionnaire for trainers ........................................................... 41


1 Introduction

1.1 Aims of the project Project idea is based on the fact that Europe is living a stage of great changes, where it is necessary to act firmly on the relation between training and labour market to progress realistically towards the so called Knowledge Society, while there is an increasing requirement of qualification for the replacement of the vacancies.

The economic crisis is showing a sectoral and occupational restructuring in the Metal Sector:

• there is qualification tension in emerging sectors, with scarce offer of qualified manpower and other sectors with high rates of unemployment in groups of low qualified workers and

• an increasing requirement of qualification for the replacement of the vacancies (qualification to be achieved on new learning concepts based primarily on skills training).

In these circumstances the job mobility becomes an effective training tool to meet these changes. However, mid-term studies show that despite the efforts of all EU initiatives, workers mobility do not increase as expected. Therefore, the virtual mobility of the workers plays an essential role to improve training of the adult population, integrated in the labour world and the adaptation, basic in the context of quickly changing labour markets.

For all these reasons, it is necessary to encourage virtual mobility to allow the Metal workers undergo sector changes taking advantage of their knowledge acquired in previous trainings and jobs, as well as to allow workers move from low-qualified jobs to others with higher contents in the same sector, thus providing higher added value to their performance. Thus, MeVeL is fostering the mobility among metal workers by developing a virtual mobility learning environment that will reduce the number of the workers with low skills levels and substantially improve their market access.

MeVeL aims to adapt and transfer the methodology and tools of TeaCamp project (502102-LLP-1-2009-1-LT-ERASMUS-EVC) from the academic to the productive field, to design a Virtual mobility learning environment to facilitate development, management and implementation of virtual mobility in Metal workers and by improving their virtual mobility competences. Lead by Federación Vizcaína de Empresas del Metal (FVEM) based in Bilbao, the project counts on the participation of Public Administrations, Metal Business organizations, training centers and University from Spain [ES], Italy [IT], Lithuania [LT], Austria [AT], Turkey [TR], with previous common experience in European projects.


1.2 Target group The direct group are: the Metal workers (specially, the Production Managers of the metal industry and Engineers bearing controlling responsible) and Metal companies.

MeVeL project contributes to the needs to increase virtual mobility among metal workers by facilitating:

• Metal companies to realize necessary steps to be undertaken to ensure full learning virtual exchange and recognition of training virtual processes,

• Metal workers to prepare, develop and implement virtual mobility, despite of their economic, social and other restraints,

• Companies and workers to benefit from updated and qualitative curriculum.

Virtual mobility of workers can meet Metal companies needs in different aspects:

• improves responsiveness and efficiency of labour markets in Europe;

• enhances adaptability of workers and employment rates; • increase significantly competitiveness for all workers to develop

their skills and competences, becoming competitive professionals, and ensuring possibilities to get new jobs all over Europe.

1.3 Training design Target group/intended audience:

Production Managers of the metal industry, Engineers bearing controlling responsible and Apprentices/Students.

Course general objectives:

• Develop the professional technical English vocabulary and to feel good by talking English

• Learn about processes, methods and the application of tools to be able to continuously analyze and improve the work (space) and make processes more efficient and lean as well as considering cost relevant factors.

• Learn how to utilize the material/ processes / organization in a cost effective way, how to efficiently utilize working time and how to identify potential savings.

• Define and improve actions to reduce product components variety

• Apply visual planning to manage projects

• Improve ICT, WEB 2.0 understanding and SW utilization in the sector for increasing workplace activities‘ efficiency


• Recognize and use management tools to provisioning the production.

• Recognize and use management techniques, by analysing the development of the processes to determine the necessary supply of materials

Competences to be achieved when enrolling this course:

• Be able to understand and use the relevant technical vocabulary for production management

• Be able to apply the concepts of „Continuous Improvement Process (CIP/KAIZEN)” and „Lean Management”.

• Be able to understand modular product architecture applied to company‘s production process

• Be able to define the transformation process of a products family from integrated to modular architecture

• Be able to identify actions to enhance the role of production department in modules‘ definition

• Be able to recognize the principle of project management within the production management‘ activities

• Be able to identify the importance of visual planning in production and to apply visual planning techniques to the projects

• Be able to search, locate, utilize the most up to date software available and check compatibility between available software

• Be able to describe the differences between the classic systems of production with the Material Requirement Planning (MRP) System

• Be able to explain and develop the MRP I and MRP II systems, listing the differences between each systems

• Be able to know how to deliver purchase and production orders based on the MRP System

• Be able to plan methodically the tasks to carry out, foreseeing potential difficulties and the way to overcome them

• Be able to describe and explain the basic concepts of production management.

• Be able to explain and describe the logic operation of an MRP I system and develop manufacturing programs analyzing the material requirements.

• Be able to explain and describe the logic operation of an MRP II system and develop manufacturing programs analyzing the capacity needs of manufacturing resources, by establishing the differences between each of the systematics.


Language: English

Modules of the course:

• Professional technical English (10h)

• Quality and production management: cost reduction (14h)

• Modular product architecture (8h)

o Visual planning (optional) (7h)

• Software in industry: Web 2.0 (10h)

• Practice of provisioning for production scheduling (12h)

Forms of learning: 100% Distance Learning with synchronous and asynchronous moments

Course duration (months, weeks, hours)

5 months / 20 weeks / 54 hours (+ 7 hours optional)

1.4 Technology use For the creation and implementation of virtual mobility course „Smart Tools for Production Management“ open source virtual learning environment Moodle and video conferencing tool Google Hangouts were chosen. Moodle is a virtual learning environment designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalized learning spaces. Google Hangouts tool was used for synchronous video meetings – to keep the deeper contact between the course participants.

1.4.1 Platform Moodle

Mevel virtual learning environment was originally created in a previous virtual mobility project „TEACAMP - Teacher Virtual Campus: Research, Practice, Apply“. To use the finished project results and have examples from previous practices at a hand, the virtual mobility platform Moodle was updated to a newer version (Moodle 2.3.3+) that allowed to keep up to date and use the platform new functionality.

The virtual mobility platform provides a posibility to create a closed area for learning and collaboration, teaching and consulting, as well as access to learning resources, contact participants of the course, and provide the necessary updates and news during the virtual mobility pilot. It can be accessed at the address: http://www.teacamp.eu/moodle2/.

http://www.teacamp.eu/moodle2/


Picture 1. The front page of Mevel virtual mobility platform

The logins for teachers and learners were created for accessing the learning resources, assignments and getting in contact with the other learners for collaboration possibilities. It is a perfect tool for asynchronous access and communication. For synchronous contact Google Hangouts videoconferencing tool was selected.

The training event in Graz was used to train Mevel teachers to get to know Moodle virtual mobility platform and its possibilities for structuring learning resources and creating virtual assignments.

1.4.2 Videoconferencing tool Hangout on Air

Virtual learning and collaboration is best when synchronous and asynchronous activities are used, as lerners can easily get lost in virtual space if only asynchronous tools are used. To strenghen virtual exchange and keep learner motivation higher videoconferencing tools are used for synchronous meetings during virtual mobility. As the learners come from different companies that may or may not acquire videoconferencing systems a free and easy to use videoconferencing tool was selected.

Hangouts is synced automatically across different devices, is free for Gmail users and provides with the following possibilities:

• Send Hangouts messages • Make video calls • Make phone calls • Send text messages • Share photos, locations, and stickers


Videoconferencing was organized 2-3 times during the week (60 min duration). Videoconferencing link was announced in module content at Moodle virtual mobility platform.

2 Participating partners

2.1 Bfi Steiermark The Berufsförderungsinstitut Steiermark is amongst the leading VET training institutions in Austria. It was founded and is owned by the Austrian Federation of Trade Unions (Österreichischer Gewerkschaftsbund) and the Chamber of Labour (Arbeiterkammer). bfi Steiermark has been known in the field of education and training for over 50 years and is registered as an association, whose activities are non-profit oriented. The main activities of bfi Steiermark lie primarily in the planning and implementation of VET courses and learning events within the field of vocational training and adult education. The workforce at bfi Steiermark consists of some 420 full time employees and about 1420 freelance trainers in 20 training centres throughout the region of Styria. In 2012 the annual turnover of bfi Steiermark was about EUR 38 Million; in this year, bfi Steiermark trained 33.600 participants in its 463.000 training units. Since 1996 bfi Steiermark is certified to ISO 9001:2008 and also Ö-CERT.

2.2 Federacion Vizcaina Empresas del Metal – FVEM FVEM is the largest sector business association in Biscay (1000 companies–40.000 workers), whose purpose is to have an economic influence on the coordination of the issues that concern the companies in the metal sector, by establishing agreements with public and private institutions. It participates actively in the main business forums, forming part of the government organizations CEBEK, CONFEBASK, CONFEMETAL, among others.

Apart from the typical services of this kind of organizations, FVEM plays as an active role in the innovation area and in every single project related to competitiveness and efficiency in the Metal Sector. That´s why, FVEM manages sector training plans and participates in technical projects in EU and national framework. It should underline our effort to manage job performance and competence programs, as well as our interest in supporting people development policies in SME and our vast experience managing multidisciplinary EU projects.


2.3 Confindustria Veneto SIAV Spa Confindustria Veneto SIAV is the operational company of the Industrial Federation of the Veneto Region, representing about 11.000 enterprises, mainly SMEs (both traditional manufacturing sector and New technology based firms). SIAV structure is composed of five operational areas: Associative Structures, Companies, Knowledge&Innovation, Events and Administration, aiming at offering an integrated services‘ support in the areas of innovation, eco-sustainability, knowledge and technology transfer, training through the implementation of projects financed under EU and regional/national Programs.

Over the last seven years, SIAV developed concepts and methodologies to support innovation of SMEs by testing the research methods and interventions identified now with the brand “Factory of Knowledge”. It is intended to be a community of enterprises and knowledge providers, including universities, animated by Confindustria Veneto SIAV S.p.A., to share, spread and support the culture of tangible innovation translated in results.

2.4 POINT POINT is an engineering company operating in the sector since 1977 both in Turkey and overseas in parallel to philosophy "Engineering is Mathematical Expression of Life & Improvement of Future". Our activity range varies from small to medium sized contracts executed with both the government and with the private sector organizations. The technical capacity of POINT is mainly based and determined by the experience and background of the key personnel.

POINT delivers total and effective solutions for the technically unique projects. By being responsive, collaborative and flexible, we give our clients the best technical and physical solutions which represent value for money. POINT appreciates that the client needs are driven by the fact that the development is a functional unit or investment vehicle. We will identify and manage the risks to minimize their effect and deliver without confusion. Finally, we involve our clients as active partners in projects so that objectives can be achieved in line with their corporate culture.


3 Approach to the target group

3.1 Bfi Steiermark 3.1.1 Strategies used to reach the target group

Several different strategies were used to contact the potential target groups.

3.1.2 Recruitment of participants

Targeted group:

Type of contact:

Enterprises E-mail, Phone calls

VET trainees Presentations, Advertisement on Bfi homepage

Private persons

E-mail, Advertisement on Bfi homepage

Colleagues Face to face, Phone calls, E-mail

3.1.3 Critical points

Lack of interest by enterprises

3.2 Federacion Vizcaina Empresas del Metal - FVEM 3.2.1 Strategies used to reach the target group

Tools:

• Regular FVEM e-newsletter to its associated companies • Mevel newsletters in Spanish • Mevel leafelt and poster • Mevel Website

Strategies:

• Regular meetings with companies • Phone calls and emails • Meetings with training centers


• Metal workers: personal contacts, emails, phone calls • Metal companies: emails, phone calls, face to face meetings



The critical points from the workers`point of view to participate in the virtual mobility:

• Technical limits: internet connection, informatics programs (Google - Hangouts, sometimes not accessible from work, a fact that leads to a communication interrupted); problems with communications and computer configuration.

• Organizational limits: it depends on the culture and structure of the company; lack of agreements to carry out virtual practice.

• Lack of time • The reality of each company is different • Privacy policy of each company (sometimes the company policy

is restricted to the access of Gmail accounts) • Some problems with the English language • Personal responsibility • For some topics, face to face methodology makes

understanding easier

3.3 Confindustria Veneto SIAV Spa 3.3.1 Strategies used to reach the target group

SIAV defined small and medium metal-mechatronic companies as main target group. and particularly technical and quality profiles The announcement of the course was published in the knowledge and innovation website, followed by a targeted mailing list to 80 companies based in Veneto and Lombardy. In order to raise awareness and ensure participation, the course was presented during ESF. These actions were integrated by phone calls to entrepreneurs/HR responsible in 35 companies.


Several companies expressed interest in the course. Two companies proposed to involve respectively 4 and 2 employees, to benefit from a comprehensive team work, able to apply the course contents to daily practices.


The most critical point was to acquire the commitment from the companies and to ensure a team could participate, considering the course covers multifaceted issues which can be useful to more than one business unit and professional profile (eg. Quality, production, ICT…).


3.4 POINT 3.4.1 Strategies used to reach the target group

Personal contacts have been used also supported by e-mail containing newsletters to draw attention. Small scale introductory workshops and briefing seminars also helped to reach to target groups.


As mentioned above, small scale and short workshops have been used.


It is not so easy to take time of professionals unless you can offer too valuable resources to share without any cost and obligation.

4 Module descriptions

4.1 Module I – Professional technical English 4.1.1 Aims and Objectives

Learning and enhancing basic English skills for conversation in formal and informal context, developing a professional technical English vocabulary and getting used to talk in English.


• Greet people in a formal and informal context • Introducing Yourself I (name, position in the company, working

hours, years worked in the company) • Introducing Yourself II (casual conversation: family, hobbies,

education, interests ...) • Asking Questions and Question Tags • Optional: How to introduce yourself at a job interview? • Talk about your daily routine and the tools and machines that

you use to complete your work • Read and understand an English user manual • Describe your company, its structure, philosophy and the

products that are produced and sold there • Handle customer inquiries in English on the phone (basic

conversation skills), awareness of politeness when talking to customers


4.1.2 Trainers

Mag.ₐ phil Julia Elisa Arifeen

Julia Arifeen studied English and American Studies at the University of Graz. Since 2011 she has been teaching language courses at the bfi Steiermark for university entrance exams (Berufsreifeprüfung, Lehre mit Matura) and Business English. She is also enrolled as a PhD student at the University of Vienna, where she is currently writing her dissertation in British Literature at the Department of English. Her philosophy as a teacher is that she wants to show students that learning a language can be interesting, fun and rewarding, as well as a way of discovering the culture of the people who speak it. It is also important for her to support students in their individual needs and skills and to offer varied course material for every type of learner. A good teacher is a teacher, who never stops learning!

4.1.3 Timeschedule

Start of course: 09.02.2015

End of course: 27.02.2015

Synchronous teaching events:

Date: Content:

09.02.2015 Welcome and Introduction to the course

27.02.2015 Feedback by trainer and participants

4.1.4 Training Design

Structure of the content:

The content has been structured into 3 chapters, one for each week.

Each chapter included a short description of its content, “E-Tivities” for homework and learning material.

Methodology used:

• Reading and listening • Homework • Questions and answers

Tools used for synchronous events:

• Google Hangouts • Moodle-chat


Trainer’s communication and interaction with the participants:

• Test of Google Hangouts prior to the start of the course • Usage of forums to communicate with the participants • Correction and feedback to given homework

4.1.5 Participation report

Number of enrolled participants: 39

of them 10 are from Austria (template below)

Number of active participants: 24 (61%)

Description of participant’s online activity:

• Usage of the forums • Attendance at synchronous sessions • Autonomous study of the contents • Completion of homework

Firstname Lastname Country Institution

Mr. Rudolf Schallhart AUSTRIA Student

Mr. Chrostoph Angerer AUSTRIA Marienhütte Graz Stahl und Walzwerk

Mr. Georg Graninger AUSTRIA Student

Ms. Monika Draxler AUSTRIA Student

Ms. Katharina Flöck AUSTRIA Student

Mr. Adrian Häuselmann AUSTRIA VOEST

Mr. Sebastian Stern AUSTRIA

Mr. Phillip Santner AUSTRIA Foreman student at Bfi

Mr. Martin Hirschler AUSTRIA Foreman student at Bfi

Ms. Martina Freisl AUSTRIA


4.2 Module II – Quality and production management: cost reduction

4.2.1 Aims and Objectives

To learn about processes, methods and the application of tools to be able to continuously analyze and improve the work (space) and make processes more efficient and lean as well as considering cost relevant factors.

In addition to that be able to learn how to utilize the material/ processes / organization in a cost effective way, how to efficiently utilize working time and how to identify potential savings.


The major competences which have to be achieved are the ability to apply the concepts of „Continuous Improvement Process (CIP/KAIZEN)” and „Lean Management”. Therefore a sound knowledge of success factors of quality, Total Quality Management and tools which support those concepts is of fundamental importance. Cost drivers are going to be detected and defined which are caused by wastage and inefficiencies.

4.2.2 Trainers

Gottlieb Galuska

Gottlieb Galuska was born on 19th of March, 1974 in Melk. He studied industrial engineering and economic sciences at the Vienna University of Technology and University of Waterloo, Canada. Beside the industrial engineering studies, Gottlieb Galuska graduated the general management MBA program of the Danube University in Krems and the Vienna University of Technology. He works for MAGNA STEYR as International Project Manager in the Department of Supply Chain Management. His main fields of activity are Strategic Supply Chain Planning, Service Provider Management, -Development, site-related Process Management and project-related Process Design and Development. Thereby total quality management is a decisive factor for competitiveness.


4.2.3 Timeschedule




Date: Content:

02.03.2015 Introduction of the trainer and the module‘s content

10.03.2015 Review of the last weeks topics and previews onto the next

23.03.2015 Review of the last weeks topics and previews onto the next

02.04.2015 Feedback of the trainer



The modules content has been structured into 5 different thematic chapters, one for each week including Handouts, videos and links to additional learning material.

Methodology used:

• Videos • Summaries and repetitions • Handouts




• Summaries of the content • Usage of forums to communicate with the participants • Questions and answers




of them 9 are from Austria (template below)



• Attendance at the first synchronous session • Autonomous study of the contents


Mr. Rudolf Schallhart AUSTRIA Student

Mr. Chrostoph Angerer AUSTRIA Marienhütte Graz Stahl und Walzwerk

Mr. Georg Graninger AUSTRIA Student

Ms. Monika Draxler AUSTRIA Student

Ms. Katharina Flöck AUSTRIA Student

Mr. Adrian Häuselmann AUSTRIA VOEST

Mr. Sebastian Stern AUSTRIA

Mr. Phillip Santner AUSTRIA Foreman student at Bfi

Ms. Martina Freisl AUSTRIA


4.3 Module III – Modular product architecture (MPA)/Visual planning (VP)


The module provides an insight of modular product architecture (MPA) when applied to company‘s production process. In particular, the module explore the methodologies to define the transformation process of a products family from integrated to modular architecture and to identify actions to enhance the role of production department in modules‘ definition.

Within this module, the optional submodule „Visual Planning“ (VP) was offered, with the aim to support the project management processes. Participants learn how to recognize the principles of project management within the production management’s activities, identify the importance of visual planning in production, identify different levels in visual planning (from macro to micro) and apply VP techniques to the projects.

Learning outcomes MPA

• Identify different product architectures • Identify business benefits of the introduction of modular

architecture • Define possible applications within company‘s production

process to • introduce modular architecture into an existing product family

Learning outcomes VP

• Formalise projects through visual planning • Recognise Classical vs. Lean (visual) approach • Recognise a visual master plan • Recognise a visual department plan • Describe a problem (and its possible solutions) through visual

planning

4.3.2 Trainers

Maurizio Scabbia

Since 2008 he’s founder and General Manager at Open Innovation, a company providing consulting services for innovation to manufacturing companies

He’s a consultant and a trainer in Innovation Performance Improvement; New Product Development; Product Life Cycle Management; Project Management; Business Development; Strategic Marketing. He graduated in Electronic Engineering in 1981 at the University of Padua. He started his career in a hi-tech company as


firmware programmer, becoming then project manager. After 6 years he joined a small, specialized Italian consulting company where he had the opportunity to manage projects in the product development area. Afterwards, he joined multinational consulting companies (Ernst & Young Consultants, Cap Gemini, AT Kearney and EDS), focusing on innovation.

Uberto Cortese

Since 2002 he’s a consultant of Confindustria Veneto SIAV and other provincial training agencies, providing services for manufacturing companies. He’s an expert and a trainer in Electronics, Electrotechniques, Electric machinery and systems. he started his career as teacher at technical school, then became director of a regional training company.

4.3.3 Timeschedule




MPA (07 -29/04/2015) VP (07 -24/04/2015)

LEARNING:

07.04.2015 – Introduction to MPA

09.04.2015 – Product architectures, business benefits of modular product architecture

LEARNING:

08.04.2015 – VP concepts and applications’ examples

29.04.2015 – Group comment to the exercises

ONLINE TUTORING:

15.04.2015; Question&Answers

28.04.2015; Individual feedback

ONLINE TUTORING:

23.04.2015; Question&Answers


Structure of the content: The module MPA was designed in order to provide different types of inputs about the essential concepts and components of MPA: product variety, product architectures, benefits of MPA, steps to introduce MPA. The submodule VP was designed to share standard and advanced project management concepts and tools (eg. WBS, rational and relational project management).

Methodology used: formal presentations, articles, exercises, business cases, recorded videos of the trainers.

Tools used for synchronous events: Hangouts sessions



• Invitations to hangouts sessions • Questions and answers sessions


Number of enrolled participants: 39 in MPA; 40 in VP

of them 6 are from Italy (template below)

Number of active participants: MPA 15 participants (38%)

VP: 13 participants (32,5%)

Description of participant’s online activity: the starting synchronous sessions were also recorded and uploaded in Youtube. Trainers interacted also offline with Italian participants, due to geographical proximity. Participants interacted among them when employed in the same companies.

4.4 Module IV – ICT, Web 2.0 & SW for metal sector 4.4.1 Aims and Objectives

This Module will enlighten you in some of the aspects related to Web 2.0 technologies and their extensions needed for your working life in the sector, together with giving you some information about efficient use of software in metal sector. Efficient use of software is also linked to Web 2.0 infrastructure, which allows you to locate the appropriate one by facilitating your search with others’ input.

General objectives:

Improve ICT, WEB 2.0 understanding, get familiar with WEB 2.0, for improved utilization of WEB 2.0 tools for knowledge exchange in metal sector,


Mr. Paolo Castagnera ITALY Keyline

Mr. Nicola Dalle Crode ITALY Keyline

Mr. David Rebuli ITALY Keyline

Mr. Jacopo Bonato ITALY Caminetti Montegrappa

Mr. Fabio Simonetto ITALY Caminetti Montegrappa

Mr. Renzo Carnielli ITALY Keyline


Awareness of SW utilization and SW selection tips in the storage and maintenance control & management, for increasing workplace activities‘ efficiency.

Specific objectives; to be able to:

Use WEB 2.0 tools,

Understand storage and maintenance control & management SW,

Competences to be achieved: Be able to use WEB 2.0 tools for knowledge exchange; search, locate, utilize the most up to date software available for increasing the efficiency in industry using ICT.

Topics of the course:

ICT, WEB 2.0 & SW for metal sector

ICT & WEB 2.0 (9 hours of learning)

SW (1 hours of learning)

Duration: 3 Weeks, 10 Hours

Supported by a video session.

4.4.2 Trainers

Prof.Dr. Alev Soylemez

Prof.Dr. Alev Soylemez is working at Gazi University on New Economy field. She has been teaching and doing research activities on the topic. She also has many books and publications.

Nevin Sisman

Nevin Sisman is working at Vocational Training Academy, profession in the business management and entrepreneurship. She is part time teacher also handling peer to peer teaching.

4.4.3 Timeschedule




Fridays 17:00 - 18:00 CET



Text+Flash+A/V Support

Methodology used:

Static



• Firefox Hello


• E-Mails, • invitations to course • phone calls



of them 9 are from Turkey (template below)



• Autonomous study of the contents

4.5 Module V – Practice of provisioning for production scheduling


This module aims to plan the material goods and the capacity of manufacturing resources in the production by machining:

• identifying basic concepts of production management. • developing MRP I and MRP II systematics: Material Requirements

and Manufacturing Resources Planning

Competences to be achieved

Firstname Lastname Country

Mr. Melih Seven TURKEY

Mr. Baran Ekici TURKEY

Mr. Ali Yekesik TURKEY

Mr. Ali Aktas TURKEY

Mr. Gökhan Erdil TURKEY

Mr. Nuri Ozturk TURKEY

Mr. Tomris Torun TURKEY

Mr. Lale Sari TURKEY

Mr. Mehmet Meltem TURKEY


• Describe and explain the basic concepts of production management.

• Explain and describe the logic operation of an MRP I system and develop manufacturing programs analyzing the material requirements.

• Explain and describe the logic operation of an MRP II system and develop manufacturing programs analyzing the capacity needs of manufacturing resources, by establishing the differences between each of the systematics.

4.5.2 Trainers

Jose Manuel Tubio

He is a teacher at the Department of MECHANICS in the training centre of POLITEKNIKA IKASTEGIA TXORIERRI. With more than 18 years of experience, he is an expert in the production programming cycle and the production programming module. He studied Mechanical Engineering Technician degree at the University of the Basque Country.

Iñaki Narbaiza

He is a teacher in a Vocational Educational Centre named San José Maristak, located in Durango (Basque Country), in the north part of Spain. The main subjects he teaches: Automated systems, technical drawing, Mechanical manufacturing.

Javier Unzueta

He works for the Centro de Formación Somorrostro, which is one of the biggest training centers on vocational training in the Basque Country. We offer different specialities on different teaching levels. After a short experience in industry (I did several projects for ITP, FAGOR and FORD of Europe) he decided to become a teacher. With almost 20 years of experience he teaches "Production management in mechanical manufacturing industry".

He studied mechanical engineering at Mondragon Unibertsitatea and after that he did an MSc at The CIM Institute, Cranfield University, England.

4.5.3 Timeschedule




2 events of 60 minutes each (June 1st and 26th)

Date: Content:


01.06.2015 Introduction of the trainer and the module‘s content 26.06.2015 Review of problems and feedback of the trainees



• MRP I and MRP II systems. Basic concepts • MRP I and MRP II systems. Resources planning

1. Material Requirements planning. MRP I systems.

• What information does a MRP I system offer us?

• Expected advantages from the use of a MRP I system

2. Manufacturing Resources Planning. MRP II systems

• MRP II systematics

• Implementation of a MRP II system

Initial considerations

Factors influencing the implementation success

• Theoretical contents evaluation activity • Suggested exercises.

Methodology used:

• PDFs, ppts, videos, links • open and close questions, tests, guided problems, exercises • Handouts




• Summaries of the content • E-Mails, invitations to events • Tests of the technology • Usage of forums to communicate with the participants • Questions and answers


Number of enrolled participants: 43 participants

of them 12 are from Spain (template below)


Number of active participants: 6 active participants (14%)


The students read the information and they did de activities autonomously, by being helped and supported by the teacher.


Mr. Alberto Barrueco, SPAIN ARTECHE CENTRO DE TECNOLOGIA, A.I.E.

Mrs. Laura Pozo Muñoz SPAIN CEMVISA

Mr. Vicente Dieguez Garabaya Dieguez Garabaya SPAIN

CONSTRUCCIONES NAVALES DEL NORTE, S.L.

Mr. Imanol Aldonza Goicoechea SPAIN DIBAL, S.A.

Mrs. Victoria García Gómez SPAIN INGETEAM POWER TECHNOLOGY, S.A.(ELECTRO)

Mr. Aitor Oyarbide Zubillaga SPAIN

INGETEAM POWER TECHNOLOGY, S.A.(TECHNOL)

Mr. Xabier Goiri Arregi SPAIN INGETEAM POWER TECHNOLOGY, S.A.(TECHNOL)

Mr. Nestor Bilbao Zabala SPAIN METROMECANICA, S.L.

Mr. Ruben Nuño SPAIN PIERBURG, S.A.

Mr. Alberto Morales Yenes SPAIN TECNICAS DE CALENTAMIENTO, S.A.

Mrs. Irati Guzman Ubierna SPAIN VICINAY CADENAS, S.A.

Mr. Jon Ander Langara García-Etxabe SPAIN SERVICIOS SIDERURG. CENTRALIZADOS, S.A.


5 Evaluation

5.1 Methodology The evaluation design considered two perspectives: trainers and participants. Two different questionnaires were defined and collected, according to each perspective. A six points rating system1 was applied to allow a more nuanced assessment of course results. In comparison with a 4points rating, this system may help to overcome the reluctance of evaluators to attribute the best (4) or worst score (1) to interventions, which tends to result in a clustering of ratings in the mid-range scores (2 and 3). In addition to reporting on performance based on the six-point rating scale, this approach involves aggregating the percentage of ratings falling into the three higher ratings (4-6) under the “Satisfactory” heading and the three lower ratings (1-3) under “Unsatisfactory”. A third category includes the item „Not Applicable/Not Answered“. The introduction of these broad categories allows better tracking of performance trends.

The items assessed by the participants are:

1. Prior knowledge of the themes addresses –n. 1.0 2. Expert:

2.1 Clarity; 2.2 Ability to involve participants; 2.3 Quality of materials;

3. Efficacy of the action: 3.1 Relevance of the content for the daily work; 3.2 Personal interest for the content; 3.3 Interaction among participants; 3.4 Coherence of the content with the modules’ objective.

4. Methodology 4.1 Pace of delivery/duration of the module

Three questions were moreover dedicated to gain quantitative data about the methodology used, namely:

- 4.2 Which technique was most useful (one or more answer were possible) among: Individual work, readings, exercise, interaction with trainer, interaction with participants, videos/webinars,

- 4.3 According to my experience the module was (one answer): a. too basic; b. well balanced; c. too advanced

- 4.4 What did you gain from this module (one or more answer were possible)

1 With 6 representing the best and 1 the worst score.


Finally a field “Additional comments /general recommendations” was added at the end in order to allow narrative feedback from the participants, helpful for interpretation of the numerically tracked performances.

Please note the item 4.3 was included into the graphic elaboration of ratings by assuming the answers (a.) and (b.) as “Unsatisfactory” and answers (c.) as “Satisfactory”. The item NA was applied when the participant did not reply to question 4.3.

Aggregation. In some cases, ratings of various criteria need to be aggregated in order to generate overall ratings of items performance and draw conclusions. The performance is calculated as an arithmetic average of the ratings for Prior Knowledge (1.0), Expert (items 2.1 to 2.3), Efficacy (items 3.1 to 3.4) and Methodology (item 4.1), and the final rating may therefore include a decimal point.

Each of the above-mentioned items included moreover two open fields in order to collect information about:

a. participants’ motivation: “What did you like the most?” b. participants’ suggestions for improvement: “What would you

change?”

It is worthy to be noted these latter fields were used only to report difficulties with the videoconference tool “Google Hangout” during the first module “Professional Technical English”.

While ensuring that independent evaluations serve as instruments for strengthening accountability, efforts need to be made to understand the proximate causes of good performance or to identify areas that need further improvement. Hence, evaluation devoted attention to the “why” question and ensure that the numeric rating attributed to each evaluation criteria analysis is consistent with the evidence secured by the evaluation. In addition to reporting on “what” the performance was, the evaluation aims to provide a deeper understanding of “why” the performance was as it was. This in turn facilitates the identification performance across the various evaluation criteria.

The questionnaires were included at the end of each module directly in the Moodle platform and were assessed separately by the participants.

The items numerically assessed by the trainers are:

1. Efficacy of the language of training (English) 2. Level of cooperation/interaction among participants 3. Methodology: User friendliness of Moodle as Learning Management

System 4. Methodology: User friendliness of synchronous tools 5. Quality of Technical support 6. Supply of information from project’s partners


The trainers were asked also to provide some comments per each item and to identify strengths and weaknesses of the course and their module. The narrative feedback supported the elaboration of the trainers evaluation.

5.2 Participant’s evaluation Each module was separately assessed against the items described in the previous section. Narrative data integrate conclusions from the quantitative data reported in the graphics. The data were aggregated on percentage points over the total amount of respondents. A threshold line has been inserted in order to highlight per each module which items are considered most satisfactory. Please note the number of effective participants differs from the number of respondents.

5.2.1 Module I – Professional Technical English

The Module was assessed by 16 participants.

The majority of the items are considered satisfactory by the participants, with particular regard to the quality of materials (2.3), the coherence of the content with the modules’ objective (3.4) and the pace of delivery of the module (4.1). Considered the relevance of the content for the daily work (3.1), the personal interest (3.2) weren’t major drivers for participation and interaction among participants (3.3) which was deemed not relevant (NA) or unsatisfactory by the 56% of respondents. A stronger action to stimulate participants will be therefore required for future applications. The choice of distance interaction tools (e.g. Google Hangouts) shall be revised as it was perceived as a barrier.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

1.0 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.3

Professional Technical English

NA

Unsatisfactory

Satisfactory


5.2.2 Module II – Quality and production management: cost reduction


All the items positively satisfied the participants. Notwithstanding the personal interest for the content (3.2) and the relevance for the content (3.1), interaction among participants, according to the narrative comments, was limited by the use of Google hangouts as videoconferencing tools. On the other hand the clarity of the expert (2.1) and the coherence of the content with the modules’ objective (3.4) together with a balanced content (4.3) were really appreciated.

5.2.3 Module III – Modular product architecture/visual planning


0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

1.0 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.3

Quality and production management

NA

Unsatisfactory

Satisfactory

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

1.0 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.3

Modular Product Architecture & Visual Planning

NA

Unsatisfactory

Satisfactory


Coherently with the evaluation of the Module II, also the double module MPA and Visual planning was appreciated by participants, with particular regard to coherence of the content with the modules’ objective (3.4) and the pace of delivery of the module (4.1). Interaction among participants was deemed satisfactory or not relevant, as the module allowed also a well balanced self-paced activity (4.3).

5.2.4 Module IV – ICT, Web 2.0 & SW for metal sector


Module IV was particularly appreciated by the respondents, although the limited number of feedbacks might have biased the evaluation. Particularly the expert clarity (2.1), the quality of materials (2.3) and the coherence of the content with the modules’ objective (3.4) where appreciated. With regard to efficacy, again the interaction among participants (3.3) was considered not as satisfactory as other items, although this can be justified by the type of self-paced module methodology adopted by the trainer (4.3).

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

1.0 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.3

ICT, WEB 2.0 and SW for Metal Sector

NA

Unsatisfactory

Satisfactory


5.2.5 Module V – Practice of provisioning for production scheduling


Module V was chronologically the last one of the course, so participation (particularly to synchronous sessions) and therefore feedbacks were limited in comparison to previous modules. Nonetheless, some items such as the quality of materials (2.1) and the relevance for daily work (3.1) were positively appreciated. It must be noted how all the respondent either considered satisfactory the items of did not reply, which led to consider the module satisfactory.

5.2.6 Summary of participant’s evaluation results

All the modules were considered satisfactory by the participants, with particular regard to the Module IV “ICT, Web 2.0 and SW for the metal sector”.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

1.0 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.3

Practice for provisioning of production scheduling

NA

Unsatisfactory

Satisfactory

0% 10% 20% 30% 40% 50% 60% 70% 80%

I II III IV V

Modules

Overall assessment

Satisfactory

Unsatisfactory

NA


By reading transversally the each item results, the evaluation can draw some conclusions:

1. The target group was concerned and competent about the modules content, as highlighted by items 1.0, and therefore the efficacy of the action was satisfactory as appreciated by items 3.1 and 3.2;

2. The modules’ contents were strongly coherent with the objectives (3.4) and the pace of delivery /duration of the module appreciated as well (4.1) which reflects the strong commitment and the competence of partners and trainers in the course design;

3. To enhance interaction among participants, particularly such a small group as in the Mevel’s pilot, the chosen communication technology shall be revised or integrated by simpler tools.

5.3 Trainers/Module developers evaluation 5.3.1 Summary of Partner’s evaluation results

Four trainers assessed the items described in the previous section.

The trainer’s evaluation mirrors the participants one, with particular regard to understandability of the common language. The Moodle system was deemed adequate for the learning objectives and the quality of the technical support provided by VDU, supported by a specific training action in Graz, was particularly appreciated, as one of the trainers pointed out: “technical support was perfect and essential; getting instructions and training for google hangouts and setting up online tutoring.”. The information and the organization of the partners was also a strong point: “Good organization, even if it changed many times it has been useful”.

On the other hand the trainers were not satisfied by the level of interaction with participants, also due to technological barriers and

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

1 2 3 4 5 6

Trainers' evaluation

NA

Unsatisfactory

Satisfactory


internet connection. They also pointed out how, although each module duration was satisfactory, the whole duration of the course (5 months) was probably too long for the target group.

Additionally, the trainers provided a useful insight about how to improve the course, below some comments reported:

“This approach is quite difficult to make it work as the empathy with people is missed out, it’s difficult to use these tools between people who doesn’t know each other”;

“On the other hand, I think that the project have been very interesting, because we had an opportunity to know and to interacting with other country's people”;

“Topics were very different between them, therefore it has been difficult to find people interested in all of them. It would be useful to have groups of participants within companies.”


6 Recommendations for future virtual mobility in Metal sector

6.1 Target group and their involvement • Do trials over weekends and after working hours. • Prerecorded short Online-lectures (max 15. Minutes each) via

streaming (Youtube) integrated into playlists. • Ensure strong commitment from the company’s owner (possibly

face to face) in order to involve a group of employees with different competences to be integrated.

• Ensure a tutor could support the trainers to enroll participants and keep them involved into the modules.

• Ensure common training of the trainers (also face to face) and exchange of experiences.

• Ensure a high level of organization thus, a plan of action; a clear division of responsibilities is necessary.

• Ensure a good time planning where the activities undertaken have a clear beginning and end, considering all of the temporary differences that exist between the participants.

• Monitor and record the virtual mobility to motivate participants.

6.2 Training design Essential for virtual learning is the commitment of the students. This commitment can only be by an appealing design of training and its content and a high degree of interaction.

• KISS Keep It Short and Simple, but more interesting content to draw attention.

• Current and practical training. • Ensure a varied use of knowledge transfer tools to facilitate not only

adult learning but also fruitful exchange and online cooperation among participants.

• Design of interactive modules • Agree the assessment methodology and the results of this

methodology (VM) before the start of training.

6.3 Technology use Results of the testing-phase showed us that Moodle as virtual learning platform fulfils all expected requirements. Its flexibility and user-friendliness mark it as good choice for a wide array of further virtual learning applications.


Google hangouts proved to be a good conferencing tool with a huge offer of capabilities, but its high requirements to the IT-structure, especially to internetconnection, sound and videoquality turned out to be quite an obstacle.

• Use of Google Hangouts for Questions&Answers only. • Uniform layout for all modules to simplify the access. • Workers have to have the necessary technical knowledge to make it

possible and the company provides the means. • Select an easy ICT environment for the access and management,

where the tools of video-conferencing, web conferencing, forums, email, chat, etc. appear as highly recommended, and where you should set up a common platform where training activities are developed and it is required the adequate access for participants.

7 Conclusion

The markets globalization has driven a profound change in business organizational principles. It is necessary to make some adjustments, among which include a greater coordination and relationship between companies and training providers to analyze the specific training needs in real time and promote virtual mobility among workers. The physical presence of the employee in training is giving way new ways of learning, such as virtual mobility.

Companies see virtual mobility as a very useful methodology to improve workers' competence, and consider that it should be focused on practice and exchange of experiences rather than on theoretical concepts. The basic idea of virtual learning that enables room for independent learning apart from strict timeschedules was widely welcomed by the target group. Especially the younger generation of that grew up using computers their whole life was fond of the idea. Unfortunately companies and other institutions were hardly willing to support the project since they mainly trust in face to face interaction between trainers and trainees, or MeVel would have competed with similar structures of their own.

The virtual mobility methodology in companies is aimed at different types of workers:

- Those who can not attend the classroom (face to face) training programs for different reasons. In this way the virtual mobility methodology contributes to the idea of equal opportunities for all and the democratization of education.

- Those who want to be trained in another language or want to develop the experience of working with different cultures and ways of working, and to


foster the exchange of knowledge without addressing the costs of travel and stay abroad.

- Those who want to be part of a working group focused on results and the pursuit of quality and to obtain the practical skills of the participating companies.

CHALLENGES TO BE FACED

The existing short-term challenges for the development of this methodology can be classified into:

- Pedagogical challenges:

• The conceptualization from the study of specific theories relating to the subject of the virtual practice: experimentation generated in the discussion through the web of the theoretical aspects of the project; experience that is transferred from the company representatives who share their tacit knowledge with learners through the practical experience; and reflection that arises from the experience of learners when report to the representatives of the company the tasks and problems encountered in the project development through ICT tools.

• The assessment methodology and results of the virtual mobility methodology must be agreed before the start of training.

- Technological challenges

• An important precondition for the application of this methodology is that workers have the necessary technical knowledge to make it possible and the company provide the means.

• The selection of an ICT environment that is easy to access and management.

- Organizational challenges

• the virtual mobility initiatives require a high level of organization at which a plan of action and a clear division of responsibilities is necessary.

• or also it requires a good time planning where the activities undertaken have a clear beginning and end, considering each and every one of the temporary differences that exist between the various participants.

• to monitor and record virtual mobility is a first step to demonstrate the system.

For future application of virtual learning in the metal sector an ample variety of different modules has to be created to win the companies support and keep the learners interest and motivation up.

Finally, we must mention that the construction of a legal framework for the development of virtual mobility would be necessary. Global solutions must


be sought, even at European level, facilitating agreements that give coverage to virtual training programs.

From the point of view of training center-company relations, virtual mobility can help build important partnerships between education and business life.


8 Annex

8.1 Evaluation questionnaire for participants


8.2 Evaluation questionnaire for trainers

september 2015 - ivac-eei.eus · moodle is a virtual learning environment designed to provide...

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