Application of Concurrent Engineering for Collaborative ...ieomsociety.org/ieom_2016/pdfs/200.pdf · Abstract— An effective product design process demands cross functional teamwork

Proceedings of the 2016 International Conference on Industrial Engineering and Operations Management Kuala Lumpur, Malaysia, March 8-10, 2016

Application of Concurrent Engineering for Collaborative Learning and New Product Design

Summyia Qamara, M.H.Azizb

[email protected]

Aisha Tayyab Heavy Mechanical Complex, Taxila, Pakistan

Ahmad Wasim, Salman Hussain Industrial Engineering Department

UET Taxila (a, b) Taxila, Pakistan

Chanchal Saha Department of Systems Science and Industrial Engineering

Binghamton University, Binghamton, New York

Abstract— An effective product design process demands cross functional teamwork and involvement of downstream departments to interact and collaborate at the initial design phase. While cross-functional teamwork and collaboration is also important for effective learning and soft skills development of engineering students. This cross functional team work can be effectively taught by using Concurrent Engineering (CE) approach, which ensures maximum utilization of resources with reduced lead time for projects designing. The paper presents the pedagogical approach for team based learning as well as New Product Design (NPD) by implementing CE approach for effective time management, team collaboration and innovative output. The project was based on designing a low friction tool for incremental sheet forming (ISF) by the Industrial engineering (IE) students, working in the form of different functional teams such as product design and analysis, process planning, manufacturing, CE and Project Management (PM), to streamline the flow of information and collaboration among teams. After completion of the project, a student feedback survey was also conducted which showed a positive response from students about project and methodology. Thus concurrent engineering applied for NPD not only enhanced students working potential and understanding of the product designing processes but also proposed a novel product prototype

Keywords—Active learning, cross-functional teams, concurrent engineering, new product design, pedagogical approach.

I. INTRODUCTION

Nowadays, any innovation process and particularly New Product Design (NPD) is a concurrent effort involving engineers, business planners, marketing staff and environmental professionals functioning as integrated teams [1]. To keep in pace with the competitors, firms are introducing new products with high quality, and innovativeness with shorter time to market. This dynamism in new product design and development demands adoption of new and dynamic methods. Many studies have been developed in this area of improving NPD process; Yassine focused on information exchange between expertise areas and developed Dynamic Information Models for Optimal or Mandatory incorporation[2-4], Lin, Chai, Wong explored leadership and team management strategy such as Dynamic Development Process Model (DDPM), for managing overlapped iterative product design and development[5, 6].and others focus on applications and case studies involving concurrent engineering applied to product design[7-9] Concurrent engineering is the most widely used technique in this context for NPD as number of specialists from different areas work interactively to achieve the common target. [10]. The basic principles of Concurrent Engineering (CE) rely on concurrent workflow, cross-functional work teams and early involvement of different fields’ experts whose competences will be required or will be distributed at some point along the product design process.

Although CE practice has mainly been applied to product and process design and development activities [11], its basic principles can be extended to cooperative research environments, involving universities and other research institutes. Application of CE principles can be further extended to increase interaction between different groups working on a project in class. In the current research, the objective was to incorporate the group work learning using the concurrent engineering approach among students and applying their skills in new product design. The paper is structured in a way that 2nd portion defines the previous concepts and techniques applied by different researchers, in

760© IEOM Society International

Proceedings of the 2016 International Conference on Industrial Engineering and Operations Management

Kuala Lumpur, Malaysia, March 8-10, 2016

form of literature review. Then methodology is defined in which a complete briefing of project is presented, explaining how teams formed and how they executed the project to get the required output as a product prototype. Then in the end, results and recommendations are presented which evaluate the whole project inputs on the basis of a survey that was conducted from the students, who worked in the project as different team members.

II. LITERATURE REVIEW

Various NPD techniques are used for the better product design, quality, usage and functionality to meet the market demands and cope up with the competition [12]. Most techniques are based on the principle of multifunctional team work. One of the prominent techniques is Quality Function Deployment (QFD), a continuous development technique of integrated product design process involving all members of designers and customers for mapping and prioritizing customer requirements into functional features and technical elements to optimize market competitiveness [13] .Vivianne used different techniques like Tagochi method, fuzzy logic to assist the QFD method for better efficiency and overcoming some of its drawbacks [14]. Researches have been carried out to integrate QFD with different tools and implementing for the design of different products like software. [15], in construction industry. [16], for improving the service quality in transportation. [17] Another widely used technique for NPD is Stage Gate process. A stage-gate system is both a conceptual and an operational model for moving a new product from idea to launch. Its main emphasis is on the front-end homework in product development process i-e the idea generation to the design of that idea into tangible prototype. [18] Many best practicing companies have implemented the stage-gate system like Proctor and Gamble (P&G), Emerson Electrics, ITT and 3M. [19-21]. Research has been carried out to transfer the stage gate process to the small and medium enterprises. [22].Another emerging technique is Crowdsourcing. It involves the idea gathering from outside the organization and other individuals who can be the end customers rather that only few experts within the organization [23]. It has been demonstrated that crowd based input can enable better decisions, and are typically less expensive and more suitable to adaptions than in-house equivalents.[24-26].

A vast application of concurrent engineering is applied in NPD process. CE philosophy has been discussed since the beginning of the twentieth century and in the past decades, it has become the main approach in product design and development, partly due to the fast development of science and technology and partly due to the increasing multidisciplinary and interdisciplinary nature of contemporary engineering problems. [27]. CE is a systematic approach to the integrated and concurrent development of a product and its related processes that emphasizes response to customer expectations and signifies team values of cooperation, trust, and sharing the decision making by consensus involving product design, process design, and marketing in parallel from the beginning of the product life cycle.[28]. The goal of CE is to improve quality, reduce manufacturing costs, or improve reliability [29, 30]

Within NPD context the main purposes for CE principles are the creation of products with shortened design process, lower costs and higher quality [31] there are many researches on the effectiveness of CE in NPD. Olson, Walker, and Ruekert studied 45 NPD groups and found that functional diversity enhanced effectiveness and timeliness when the product being developed was new and innovative and the coordination mechanism was participative. Their finding shown that the less innovative products did not get much benefit from ideas sharing achieved through cross functional teams and CE approach [32]. R. A. Lutz, the president and chief operating officer of Chrysler Corporation, reported that in NPD, cross-functional groups produced better-quality products more quickly and at lower cost. According to him, the main factor was the involvement of people from upstream and downstream functional areas at every stage and especially in designing phase, so that they can communicate and share their knowledge regarding different aspects of a project. [33].

Literature presents the vast applications of CE in diverse fields. Mohamad Siti, and Ahmad Razlan applied CE integrated with QFD to improve design efficiency. S.M. Sapuan applied the CE approach in the development of composite products. Systems have been designed by applying the CE approach T. P. Tsai, H. C. Yang designed a foam fire extinguishing system, applying CE and achieved the results of 18% to 38% reduction in the construction cost and 32% to 52% of the construction time reduced. [34-36]. It is also been cited in the literature that CE is not only applicable in tangible product or system design processes but its applications have been presented in other fields like Product Data Management (PDM)[3]. An infrastructure designed based on CE that encompasses multiple sites, subsystems, and disciplines, termed as (PACT) Palo Alto Collaborative Testbed. [37]. it is also applied to design the course for improving learning process by consideration of all downstream challenges which are likely to affect an engineering graduate’s professional career at the earliest possible point in the future engineer’s education[38].

To make the students prepare for the professional life work requirements, new techniques are becoming prominent. In this regards, the professional techniques are incorporated in the learning processes like the groups based projects, pertaining to the CE approach. Robert E. Slavin reviewed different pedagogical approaches for group learning like




Cooperative Integrated Reading and Composition (CIRC) which has three principal elements: story-related activities, direct instruction in reading comprehension, and integrated language art or writing. Other techniques include Peer-Assisted Learning Strategies (PALS) in which teacher’s pair low and high performing students, and the partners work on different activities, Student Teams-Achievement Divisions (STAD) uses within team corporation and between team competition, Teams –Games– Tournaments (TGT) that combines within team corporation and competition between teams and between individual representatives of different teams, Group investigation gives students individual tasks and responsibilities within their corporative groups[39].Another effective pedagogical approach for group work learning is presented as Project-based learning for development of technical competencies for the solutions of real world problems.[40] .

Effective group work is defined as the students working in small enough groups that each student can participate on clearly defined learning tasks and work without direct supervision of instructor thus responsible for their tasks. This delegating of authority provides students to work on their own and accomplish a task in the way they find is best. The process is monitored by the instructor at the end of the project by evaluating the final product and the methodology followed by the students. The other main aspect of group work is the interdependency of members as they cannot accomplish a task all by themselves thus creating a collaborative environment. [41]. Collaborative learning helps in learning about an academic subject, by creating small mixed groups of students in the classroom in accordance with a common purpose and relevant to the project.[42]. A study on effectiveness of group work shown that from the pedagogical viewpoint, it has great academic value as it teaches students the practical work applications and professional interaction while working on a project as different teams. [43]. Instructors use team based learning methods to develop the interpersonal and teamwork skills that are often lacking in students, and are highly demanded when they enter into professional life [44-46].

Many applications of incorporating NDP knowledge to students for their learning perspective have been cited. Different methodologies have been adopted to make students learn and experience the professional teamwork and NPD.One of the methodology introduced was the learning through experts’ experiences by providing a case library that guided students about the problems they encountered while projects execution[47] .Universities have introduced special courses to integrate the research and education in NPD field [48]. The Engineering Design Research Center (EDRC) at Carnegie Mellon University designed projects for undergraduate and graduate students for designing and fabrication of five new generations of wearable computers. [49]. In Universidad Polytechnic de Madrid (U.P.M) designed a course as “design and manufacturing with plastics” to incorporate the learning aspect and technical abilities in students for NPD. They taught CIM techniques like CAD, CAM, CAE while projects for updating students’ knowledge and skills pertaining to NPD. [50]. University of Maryland at College Park introduced a new freshman engineering design course that introduces design through a project approach that guided the students regarding engineering fundamentals, develop critical thinking skills, learn to cooperate as team members and gain practical hands-on experience.[51].

This learning of group work among engineering students is also integrated with CE approach. Research has been carried out for the application of CE methods to university-industry collaboration for design project. It has been shown that industry and university can work together in a very short time span, using CE methods of product development. [52]. Luleå University of Technology planned a project with a CE approach, where all student groups start their work at the same time for designing a virtual reality model of the new residential area. In this project, the students were more result oriented while supervisors more at the learning process in the course. [53].

The literature review has briefly explained the applications of CE and team learning with NPD using different methodologies. To integrate all the terms in an innovative way, this paper has been presented by a new grouping scheme using CE approach, for NPD. The groups’ formation made the base for project execution and the product innovativeness is the output of the team structure. Different group formations have been addressed in literature but in the project we defined and innovative group structure in which integrated teams formation is observed and better execution of project has been done by bolting all the groups using Project Management (PM) and CE teams. Our main goal was to develop a new team structure using CE technique that could efficiently work on NPD and taught collaboration within group and between groups.

III. METHODOLOGY

An NPD project was assigned to the final year IE undergraduate students at University of Engineering and Technology (UET), Taxila. The aim of the project was to design an innovative ISF tool to minimize friction during the forming process.




Figure 1: Project execution methodology

A. Project description

Incremental Sheet Forming (ISF) is a technique which uses universal tooling in sheet metal process. It has a tool that is in continuous contact with the sheet. The tool moves on the surface of the sheet in three dimensions and produces the required shape. This process is more flexible and can be used to form complex shapes. To increase the efficiency of tool that is being already used, the project aims to design, analyze and fabricate a rolling-ball tool for ISF that will minimize the frictional effects, caused by the conventional ISF tool. Tool should be able to do forming on 1mm thickness Aluminum sheet.

B. Teams Initial Formation

To accomplish the goal, objectives were defined that were based on the efficiency of students to work in teams and collaborate with eachother.so the class was grouped into teams

Figure 2: Island team structure




The project started with grouping of class into teams shown in figure 1. The teams were formed on the basis of

students ‘capabilities and their interests in different stages of product design. Each team comprised of 5 members, including a Team Leader who guided the team members and participated in meetings as the team representative, a Project coordinator, who coordinated with project management team for managing the activities and performance of the team according to the timeline defined for the tasks assigned to the team, and a CE coordinator who coordinated with CE team and technically guided the team, like the techniques and methods that can be used in NPD process.

C. Teams classification

The whole class was grouped in 7 teams. . Their roles and activities are mentioned in the table 1. Below

TABLE 1: ROLES AND ACTIVITIES PERFORMED BY TEAMS

Team Role Activities PM team Integrated with all the teams for

communication flow and time management Gantt chart of project, time allocation for tasks, reporting, documentations

CE TEAM Technically guide the project and seek approval among teams and create consensus

Research and application of CIM tools for NDP to all teams

CAD (Design) 3D modeling of product 3D cad model developed for product with tolerances and specifications.

CAD(Analysis) Analysis of design Stresses and force estimation, material selection CAPP Define a process plan for product

manufacturing Defined a process plan and operations sequence, developed a route sheet for machining of product

CNC Codes generation Generated codes for CNC machining of required product.

CAM Execute machining Material purchasing, machine selection, performed operations to manufacture the prototype of the product

The concept and purpose of the tool and ISF process was explained to the students by the project supervisor, before letting them start their work. The project initiated with the brainstorming among groups about the innovative tool design. Each group presented a new idea for designing one tip tool. The ideas were then assembled and refined to select the best suitable design according to the requirement. These raw ideas presented by students led the foundation of one tip tool for ISF. PM team assigned the duties and defined timeline to each group to perform its tasks while CE team assisted all teams’ working from the technical point at the initial phase of design. The actual teamwork and collaboration then began. The product design process started by the CAD design team, who compiled all the suitable features of tool in one model. The Design group used SOLIDWORKS software for 3D modelling. The initial drawings then passed on to the Analysis group, who identified the issues related to the design of tool like the tolerances and dimensioning. The design then sent back to the Design group for improvements. The suggested improvements then incorporated into design but this repetitive process created resentment and demotivation in design team, for their efforts not been accepted. The improved design then again moved to the Analysis team who proposed the material for the design of tool on the basis of forces and stress analysis. This process of design improvement continued. At later stages the manufacturing team objected on the design for not being able to machine easily due to some hidden features that were not visible in design drawings. This again created the distraction in the flow of project because the drawings were again produced for the complete presentation of all features. Thus, a stage came when the working of groups seized and conflicts began among teams

The problems arose were mainly due to communication gap. The teams were interacting through a medium of CE team. The problems were 1st presented to the CE team who then passed the issues to the concerned team and during this transmission, the information gat distracted or delayed. Another reason was the design couldn’t get approved by all the teams at one time, thus every team worked independently on design and when amendments were made in design then all the teams had to rework on their tasks that caused the repetitive mistakes, time and resource wastage and resentment among teams. This was due to inefficient communication system, lack of integration of teams’ coordinators which caused the delays of information transference and lack of data management among teams. The teams couldn’t collaborate with each other effectively and shared problems. Due to separate CE and PM teams, the other groups had a sense of being ruled and directed by those teams that created conflicts among the members since each team was working independently.




D. Integrated Teams Formation

Figure 3: Integrated team structure

To make the communication system more effective, the team’s structure changed. CE and PM teams merged into other 5 teams. This bolted the other teams and worked as a bridge between the teams shown in figure 2. Due to this integration, collaboration increased among teams as the CE and PM members became the members of each team instead of working separately. They shared the information and problems time to time, within teams and between teams, throughout the execution of the project. All teams became equally functional and integrated horizontally rather than vertically. Thus again the project began with new energy and hope. CE members of each team collaborated and approved design by all teams and then the systematic flow of product design process continued with increasing efficiency on every level. CE and PM coordinators of all the teams collaborated with each other at every point when a decision had to be taken to proceed with the product design. CE coordinators of every team coordinated with their respective CE members who then passed on the design to all the CE members including CAD analysis, CAPP, CAM, and CNC. Thus all the teams analyzed the design from their perspective and suggested improvements or amendments at the initial design phase to avoid the reverse flow of product. In this way each team performed its tasks with the coordination and support of all members and the final prototype was developed in given time span

IV. PROJECT OUTCOME

After continuous efforts and team work, the whole class presented the project as one unit. The project comprised of concept design, final drawings, analysis and the fabricated prototype of the tool shown in figure 4.

Figure 4: Stages of NPD:

Figure a: Drawing of tool with dimensions Figure b: 3D Model of ISF tool Figure c: Sectioned view of ISF tool

Figure d: Analysis of upper part of tool Figure e: Analysis of lower part of tool Figure f: Prototype




The tool designed and fabricated according to the requirements and specifications defined. It was designed for the

sheet of 1mm thick aluminum. Teams successfully implemented the CE concept in class project and worked in integrated groups. Each team compiled the data in form of a report and presented its work. The common opinion of the students was that of the project filled up a gap of a real project and the theory. The final results were the successful implementation of CE in class project while getting the insight of product design process and the practical assessment of team work by the engineering students. Thus CE can be used as the collaborative technique in educational projects for engineering students.

F. Students’ Feedback Survey

In order to assess the students’ learning from the project, an online survey was conducted and students were asked to give their feedback about different aspects of the project. The questionnaire was designed using Likert type scale ranging between 1 and 5. Out of 33 students, 20 students gave feedback so the response rate was 60%.

A positive response was received to all the asked questions. Figure 5 shows the feedback of students to the Questionnaire. Figure 5 (a) shows that 55% of the students agreed that they got practical knowledge about different stages of NPD through this project and 30% of the students strongly agreed to the point that they learnt the NPD process.

Similarly 40% of the students “Agree” to the Question # 2 that the whole project imparted practical experience of CE and NPD on them as shown in Figure 5 (b) below. 25% of the students strongly agreed to the statement. Similarly, for the rest of the questions, the students “response is shown in the figure 4 part c to j. The pie graphs showed that although the response was not completely in the favor of this project but students were satisfied with their working and project methodology .

V. KEY LEARNINGS

By the end of this project, the students learned:

• The concept and implementation of concurrent engineering in practical scenarios.

• The insight of applying Computer Integrated Manufacturing in design projects by using tools of CIM at different stages.

• Teamwork and collaboration by working in teams and interlinked with each other.

• Brainstorming and innovativeness in design by presenting a new design for better operation and efficiency of product.

• New product design process and its importance in successful launch of a product.

• Roles and responsibilities of team leaders and how to manage the team and cooperating with other teams in a project.

• Managing the project by concurrently involving all teams and working as project managers.

• A pedagogical approach of involving students in real life projects with maximum learning through experiencing the situations and problems.

VI. SUGGESTIONS AND RECOMMENDATIONS

• The new concept of applying CE techniques in class projects can be further improved by imparting practical knowledge of concurrent engineering to the students so that they can implement it in a better way.

• The methodology can be further improved if at the end of project, there can be some appreciation award for the best performing team, to create sense of achievement in the students.



Figure 5: Analysis of student feedback survey

a) Response to "This project gave me practical knowledge about different stages of NPD”.

b) Response to "This project gave me practical knowledge about implementation of CE to NPD".

c) Response to "This project gave me practical experience of working with others as a team".

d) Response to "Through this project I have learnt to collaborate with other team members".

e) Response to "This project taught me communication management among cross functional teams".

f) Response to "Through this exercise, I have learnt time management strategies".

g) Response to "This project helped the participants in learning conflict management".

h) Response to "Such practice will be beneficial for students in exploring new horizons of knowledge in future".

i) Response to "I had a feeling of achievement while doing this exercise".

j) Response to "Overall how do you rate this learning approach".



ACKNOWLEDGMENT

The authors are thankful for the cooperation and collaboration of the students of industrial engineering session 2011-2015 and their active participation in the whole project and the feedback process.

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BIOGRAPHY

Summyia Qamar is a full time research scholar in Industrial Engineering Department at University of Engineering and Technology, Taxila, Pakistan. She has earned B.S. in Industrial Engineering from University of Engineering and Technology, Taxila, Pakistan in 2015

Dr.Haris Aziz is teaching as an assistant professor in Industrial Engineering Department at University of Engineering and Technology, Taxila, Pakistan. He has completed his PhD in Industrial and Manufacturing Engineering from Asian Institute of Technology, Thailand 2013, in Industrial Engineering from University of Engineering and Technology, Taxila, Pakistan


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Application of Concurrent Engineering for Collaborative ...ieomsociety.org/ieom_2016/pdfs/200.pdf · Abstract— An effective product design process demands cross functional teamwork