Learning Factory for Industry 4.0 to provide future skills beyond technical training

Schallock, Burkhard; Rybski, Christoffer; Jochem, Roland; Kohl, Holger

doi:10.1016/j.promfg.2018.03.156

Cited by 127 publications

(72 citation statements)

References 4 publications

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“…The Quality 4.0 skills needed would be technical skills such as install and operate IT, RFID tags, and big data analysis. There would also be a requirement of transformational skills such as adaptability, critical thinking, creativity and social skills such as teamwork, and knowledge transfer (Schallock, et al, 2018). Therefore, training will play a major role in the successful implementation of Quality 4.0. as a functional resource, which is representing a 'truth' or at least something instrumentally useful on a subject matter which is directed towards automation and integration.…”

Section: Quality Control and Performance Of Qualitymentioning

confidence: 99%

Essential ingredients for the implementation of Quality 4.0

Sony

Antony

Douglas

2020

TQM

179

166

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PurposeQuality 4.0 is concerned with managing quality in the Industry 4.0 era. Specifically, its focus is on which digital tools are used to enhance an organization’s ability to reliably give customers high-quality products. The purpose of this paper is to investigate the key ingredients for the effective implementation of Quality 4.0.Design/methodology/approachA narrative literature review was conducted on the extant works to collate and analyse previous studies in this relatively new field.FindingsThe study revealed eight key ingredients for the effective implementation of Quality 4.0 in organizations, namely: (1) handling big data, (2) improving prescriptive analytics, (3) using Quality 4.0 for effective vertical, horizontal and end-to-end integration, (4) using Quality 4.0 for strategic advantage, (5) leadership in Quality 4.0, (6) training in Quality 4.0, (7) organizational culture for Quality 4.0 and, lastly, (8) top management support for Quality 4.0. These findings have provided a steer for the future research agenda of Quality 4.0.Practical implicationsOrganizations can use the eight ingredients to perform a self-assessment on the current state of each element within their own organization. When implementing Quality 4.0, each ingredient should be effectively analysed, and measures taken so that the implementation of Quality 4.0 is effective.Originality/valueThe paper makes the first attempt to present the key ingredients an organization should possess to effectively implement Quality 4.0.

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Section: Quality Control and Performance Of Qualitymentioning

confidence: 99%

Essential ingredients for the implementation of Quality 4.0

Sony

Antony

Douglas

2020

TQM

179

166

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“…Hannover Messe took place, according to Wank et al (2016). The main focus of learning in Industry 4.0 is digitizing, followed by the following challenges: horizontal integration, deployment of digital engineering among partners, vertical integration, establishment of new social infrastructures and implantation of cyber-physical production systems (Schallock et al, 2018). learning by engineering students in these environments and identified that, despite the principles of the Bologna Agreement in Europe, study at university level still remains very abstract and scientific in developing competencies for acting on the work market, i.e., there are shortcomings in the integration among the technical, process and conceptual knowledge types.…”

Section: [Table 4 -Insert Here]mentioning

confidence: 99%

“…This 1m 3 -equipment, suitable for sites with infrastructure shortcomings, features some environmental advantages such as reduction of waste, low consumption, low CO 2 emissions, production in environments close to consumption, in addition to flexibility in customizing production. The CubeFactory was developed under the people-centered design concept, enabling deployment in precarious infrastructure sites, in additional to allowing operation by people with little prior knowledge.In its turn, learning focused on cost optimization and reduction was approachedSchallock et al (2018). According to the authors, in addition to operational training, it is necessary to focus on broader topics, such as management, coaching and effective monitoring of work after training.…”

mentioning

confidence: 99%

Organizational learning and Industry 4.0: findings from a systematic literature review and research agenda

Belinski

Peixe

Frederico

et al. 2020

BIJ

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PurposeIndustry 4.0 has been one of the most topics of interest by researches and practitioners in recent years. Then, researches which bring new insights related to the subjects linked to the Industry 4.0 become relevant to support Industry 4.0's initiatives as well as for the deployment of new research works. Considering “organizational learning” as one of the most crucial subjects in this new context, this article aims to identify dimensions present in the literature regarding the relation between organizational learning and Industry 4.0 seeking to clarify how learning can be understood into the context of the fourth industrial revolution. In addition, future research directions are presented as well.Design/methodology/approachThis study is based on a systematic literature review that covers Industry 4.0 and organizational learning based on publications made from 2012, when the topic of Industry 4.0 was coined in Germany, using data basis Web of Science and Google Scholar. Also, NVivo software was used in order to identify keywords and the respective dimensions and constructs found out on this research.FindingsNine dimensions were identified between organizational learning and Industry 4.0. These include management, Industry 4.0, general industry, technology, sustainability, application, interaction between industry and the academia, education and training and competency and skills. These dimensions may be viewed in three main constructs which are essentially in order to understand and manage learning in Industry 4.0's programs. They are: learning development, Industry 4.0 structure and technology Adoption.Research limitations/implicationsEven though there are relatively few publications that have studied the relationship between organizational learning and Industry 4.0, this article makes a material contribution to both the theory in relation to Industry 4.0 and the theory of learning - for its unprecedented nature, introducing the dimensions comprising this relation as well as possible future research directions encouraging empirical researches.Practical implicationsThis article identifies the thematic dimensions relative to Industry 4.0 and organizational learning. The understanding of this relation has a relevant contribution to professionals acting in the field of organizational learning and Industry 4.0 in the sense of affording an adequate deployment of these elements by organizations.Originality/valueThis article is unique for filling a gap in the academic literature in terms of understanding the relation between organizational learning and Industry 4.0. The article also provides future research directions on learning within the context of Industry 4.0.

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“…Conversely, a lack of the required skills set will result in a noticeable drop in performance and reduced competiveness in organisations. Yet Schallock, Rybski, Jochem, and Kohl [9] state that Industry 4.0 is more than technological advancement; it also has to prioritise human resource development, which involves developing the skills that will be required in the future [9].…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Industry 4.0 Skills Requirements

Maisiri

Darwish

Dyk

2019

SAJIE

106

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The Industry 4.0 wave is built on technological advancement that is bringing about significant change. The impact of Industry 4.0 is being felt across all industries, including the education sector. During the 2019 State of the Nation address, the President of South Africa pointed out that the government was seeking to respond to the change in skills requirements. In this paper, a systematic literature review will be performed to investigate Industry 4.0 skills requirements in the engineering profession and the role of capability development in meeting Industry 4.0 requirements. An exploration of the impact of Industry 4.0 on technical institutions as opposed to academic institutions will also be discussed. This paper incorporates this exploratory investigation into detailed research on developing a skills development framework that seeks to bridge the gap between Industry 4.0 skills requirements and development in South Africa.

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Learning Factory for Industry 4.0 to provide future skills beyond technical training

Cited by 127 publications

References 4 publications

Essential ingredients for the implementation of Quality 4.0

Essential ingredients for the implementation of Quality 4.0

Organizational learning and Industry 4.0: findings from a systematic literature review and research agenda

An Investigation of Industry 4.0 Skills Requirements

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