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Understanding and Achieving Automotive Training Outcomes 4.0 Co-funded by the Erasmus+ Programme of the European Union

Intellectual Output

Output Identification

IO1

Output Title      

European Automotive Technology & Skill Foresight 4.0

Output Description

(including: elements of innovation, expected impact and transferability potential)         

Intellectual output contains specific and accurate information on key cross skills and job profiles that will be used by European automotive cluster companies that will undertake transformation 4.0.

The information contained in the study is supportive of decisions on investment in training that can be done by companies, workers, and people interested in entering the automotive industry.

Cross-Skills 4.0 are competences (E.g. complex problem solving, data interpretation, etc.) that all automotive workers will have to be able to act with different levels of mastery. These are related to emerging needs arising from the transformation of ways of conceiving, producing and selling the product.

Job profiles 4.0 are the new business profiles that we don’t know today but will be used by automotive companies that will do the 4.0 transformation.

The output will include a series of sections:

I – Cross-Skills Automotive 4.0: Providing the indication of the various cross-disciplinary skills 4.0 identified, their description in terms of Knowledge, Skills, Organizational Behaviour, Different Depth Levels in the EQF Framework, Connections with the Technologies in Roadmaps.

II – The new job profile automotive 4.0: will include their denominations and descriptions, detailed by product value (benefits), main technical skills, processes in which they will be active; will be distinct for clusters.

III Comparative analysis of skills and job profiles emerging from different country clusters, highlighting any differences.

IV Methodology: it will bring a significant insight into the method developed by borrowing Technology Roadmapping and reproducibility.

The intellectual output will be realized by borrowing the methodology called Technology Roadmap (PHAAL R., T-Plan: the Fast Start to Technology Roadmapping). T-Roadmapping is a powerful technique – introduced by Motorola in the 1970s – to plan the technological capabilities of an organization or group of organizations (clusters or supply chains) to ensure that they meet their business or strategic goals. The graphical nature of roadmaps supports the strategic alignment and dialogue between organizations. The use of the method is strongly recommended by Ernst A. Hartmann, Marc Bovenschulte of the Institute for Innovation and Technology, Berlin, in the famous Paper Skills Needs Analysis for “Industry 4.0” based on 2013 Roadmaps for Smart Systems.

INNOVATION

The innovation of output is represented by the content and the way by which the necessary skills and job profiles are identified (innovation of use of the T.Roadmap method). On the other hand a prospect of such radical and rapid technological change we have never experienced, we are now faced with this complexity. The driver is the technology, its evolution. Developing a “dynamic and high definition photo” of this evolution will also clarify the skills you need. Therefore, innovation lies in deriving expertise and job profile 4.0 from the technology map.

Another element of innovation is the approach: it is adopted at the scale of the cluster or the supply chain. Information acquired by a single company, without taking into account its (current or prospective) integration within the supply chain, would be partial and incomplete. The new and necessary perspective is that of the country’s value chain, in our case in the automotive industry.

IMPACT

– workers and jobseekers in the automotive industry have information to choose which contents to upgrade to remain employable or to become self-employed;

– enterprises / supply chains / clusters becoming aware of the direction they could invest in human capital;

– VET providers and Universities are able to know which 4.0 skills to promote with their training offer and which work based learning paths schools activate;

– Public and Private Employment Services acquire information on emerging Automotive 4.0 employment areas;

– Parents can provide correct information to their children in their educational and career choices;

TRANSFER

The contents of the output are transferable to other territories, the clusters involved represent a wide range of automotive products (commercial, industrial, green, etc.).

METHODOLOGY

The methodology used is borrowed from Technology Roadmapping. The roadmap allows to define a framework that takes into account the key variables that can influence the evolution of technology and business development, in our case, of automotive sector. The output of the Technology Roadmapping process is typically a product-specific map that, in simple visual representations, connects the features expected of the customer to the functionality of specific technological applications. They are “Emerging Technology Roadmaps” used to evaluate new technological possibilities, and underline different stages of technology development; focus on exploring possible future scenarios of technology. The project borrowed this methodology to define what the skills requirements will be required to achieve the technological path outlined by the roadmap.

Roadmapping requires a social and collaborative process that follows the following steps:

  1. identification of needs and drivers (industrial plans);
  2. Identification of products or services to meet the needs and their characteristics (industrial plans);
  3. Identification of technologies supporting products / services;
  4. Establish the links between the three points outlined;
  5. Define plans to acquire or develop technologies;
  6. Assign resources to realize plans for acquisition and development.

Of these phases, number 6 won’t be realized, but the following will be added: deduction of emerging needs of cross skills and job profiles in relation to emerging technologies that will be implemented.

Roadmapping is used in this project to infer and identify IMPLICATIONS resulting from the introduction of new technologies in terms of SKILLS and JOBPROFILE requirements.

Skills will be described in detail for skill units (e.g. knowledge, skills, expected, organizational behaviours, outputs and outcomes, etc.)

The process is carried out by a team of experts from the leading companies associated to the cluster organizations (R & D expert, HR manager, Strategic Manager), from automotive companies linked with Dekra, from VET Providers; they will be coordinate by a cluster facilitator. It will require multidisciplinary cross-functional work to reach the goal of providing common guidelines for the entire cluster / supply chain.

TASKS

C1 Training partner’s staff members about the development of the Technology Roadmap: After the Kick-Off Transnational Meeting, a learning activity will be provided to the staff of the partners, during which the knowledge necessary to facilitate a T-Roadmap development process will be developed.

A3.1 Creating Conditions for the Technology Roadmap Development: The team will be created for each cluster, an interdisciplinary team and will involve automotive companies management (R & D Specialist, Strategic Manager) and VET partner managers. The team will develop a work program.

A3.2 Collection and processing of information on automotive technology future scenarios (Desk way): documents and information on future technologies and evolution of automotive needs will be collected.

A3.3 Development of Clusters Involved Technology Roadmaps: Based on the contents produced in the A3.2, activity and the dialogue developed between the different members of the teams will be defined key events that will mark the fundamental stages of the evolution of automotive technology in the roadmap

A3.4 Identification of cross skills and job profiles 4.0 for each cluster: the clear technology roadmap will enable the team to infer cross-skills and job profiles that companies will use/demand during and at the end of 4.0 transformation.

A3.5 Comparison/benchmark of cross skills and job profiles 4.0 between clusters involved: this comparison will allow you to detect the different needs of skills between different clusters.

A3.6 Description of key cross skills and job-profiles 4.0: skills and job profiles AUTO4.0 will be suitably described as above

A3.7 Reporting (IO1): writing the descriptive IO of key cross-skills and job profiles AUTO4.0 also detailed for clusters.

WORK DIVISION

– C1-IAM responsible., All partners participate

– 3.1 to 3.3 – IAM, AIC, NAA, DEK

– 3.4 and 3.6-IAM, AIC, NAA, DEK + VET providers (HETEL, KZN, DEK) and VET specialists (Steinbeis, IML)

– Completion activities 3.5 and 3.7 will be carried out by Steinbeis and IML.

STAFF

The professional resources used are Researcher in automotive technology and VET researcher. Figures with extensive expertise, able to work in group contexts, open to dialogue, open to work in multidisciplinary areas. Also, Trainer will be used in the C1 learning activity.

To download the PDF document of “Understanding and Achieving Automotive Training Outcomes 4.0” please click here here

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Output Identification    

IO2

Output Title      

European Automotive 4.0 cross-skills open education resources

Output Description

(including: elements of innovation, expected impact and transferability potential)         

This intellectual output is directly related to the IO1, with the outcome of the “key” cross skills that will be needed for companies to transit towards the outlook 4.0.

IO2 provides the training requirements with respect to the knowledge and skills requirements identified in IO1 and is made up of Open Education Resources (OER) on Key Cross Skills Automotive 4.0. The skills that will be required by skilled workers that will be indispensable skills.

The development of these cross skills through upgrading and retraining of workers will be a decisive adaptation to the needs of Automotive 4.0.

To remain employed it will be possible to integrate these cross-skills with actual and new technical skills. The project is limited to testing the value and effectiveness of key cross skills Automotive 4.0. These can also vary in relation:

– the supply chain phase;

– at the stage of the production process.

They will therefore be distinguished by cross skills and by level of depth / mastery by adopting a modularity approach that is well suited to beneficiaries with different basic cultural characteristics.

OERs will be produced, that is, digitized materials freely and openly provided for workers and “trainers” to use and reuse for learning. These resources will have the following features:

– will be “open”, freely and freely re-usable by all concerned workers;

– they will be “educational”, aimed at each one in the learning and research needs of workers.

These can include courses, teaching materials, content modules, lessons, didactic activities, object learning, video, techniques, methods, processes, etc .; Individual didactic objects related to a specific and delimited competence content of various media formats; Items, deliveries, notes, books, simulations, etc.

The open educational resources will be related to at least five key cross skills Automotive 4. The AIC partner (Spain) learning web platform on which OER will be available will provide an open base for other Automotive4.0 training resources to be available later.

It will be training resources that can be used autonomously on-line. Skills developed certification will be guaranteed by a specific learning appraisal process. Given the modularity of training resources, these can be used in the future by a VET provider, as well as a complement of training pathways partly in the classroom / workshop and partly in self-learning.

INNOVATIVENESS

There are multiple elements of innovation in intellectual output:

– A first innovation element of IO2 lies exclusively in training content that is functional in developing cross-disciplinary skills that Automotive today ignores knowledge; Innovation is intrinsic;

– For the partners, output is also innovative as they create the conditions for a conscious action for re-training the co-ordinated workforce towards a common goal, Automotive 4.0;

– The web platform for learning is a container where training content for European Automotive 4.0 will be available, along with information on the evolution of technology and the skills that will be able to connect with the various Akademy of Main European Automotive Companies. The latter will be able to deliver on their platform their training processes on Automotive 4.0.

IMPACTS

The value of these useful OERs to develop cross skills Automotive 4.0 is potentially usable by several beneficiaries:

– by automotive workers who intend to remain competitive in the automotive market and those who intend to work in automotive;

– from automotive companies that through these resources are able to assure transformation 4.0 and their future sustainability;

– VET providers active in the automotive industry (mechanics, mechatronics, ICT etc.) who can use these resources to train students in specialist or job alternation paths;

PORTABILITY

OERs are transferable, open and accessible by anyone. The approach to their development is transferable to other ecosystems and the transfer does not require any special dip changes

Please describe the division of work,

the tasks leading to the production

of the intellectual output and the

applied methodology

METHODOLOGY

The methodology used for the development of OERs Automotive 4.0 is based on a series of pillars.

  1. resources are designed and based on the learning outcomes associated with competence units; it is expected that the adoption of methodologies and tools for training design, consistent with the “competence based” approach;
  2. The educational content will be aligned with the learning objectives;

III. The didactic strategies will be functional in achieving the goals;

  1. Training activities and learning appraisal methods will take into account the active role of beneficiaries, needs and styles of adult upbringing;
  2. the educational content will be multi-media, designed to be accessible through tablet and smartphone;
  3. The training units will be modular, complementary and multilevel: the training units are referred to groups of cross-sectional skills units 4.0 and will provide degrees and depth levels differentiated by type of worker.

TASKS

C2 Training Development Design of OERs AUTO 4.0

A4.1 Development of self-assessment and career guidance tools to be used mainly online (multilingual): such professional management training tools are useful for workers to define update and development trajectories that can maintain or increase their employability.

A4.2 Translation of Cross-Skill Needs Identified in Multilevel Modular Learning Units: Identified cross-skills units, selected at least 5 priorities and will be translated into training units;

A4.3 Develop contents of learning units and OERs on key cross skills 4.0 to be delivered online: training units will be designed and developed in the form of contents that can be delivered through different media (text, video, etc.); the contents will be translated into the 3 languages of the countries involved (IT, SP, D);

A4.4 Setting learning web platform for publishing contents on line: the learning web platform will be suitably set for delivering content. The contents will be made available in the learning web platform.

A5.1 Selection of learners: skilled workers will be selected by the companies associated to the clusters;

A5.2 Self-assessment and career development pathways test (mainly online): Workers will carry out professional self-awareness and professional development / regeneration paths with support of guidance practitioners who will also use online tools available on the learning web platform ;

A5.3 Re-training paths test on key cross skills AUTO 4.0 (mainly online): activities will include a start-up and self-evaluation kick-off, an online self-training course and an interactive and evaluative phase with operators; two coaches in each country will support the participants in the learning paths;

A5.4 Final self-assessment, evaluation of career development and learning pathways that will lead to recognition, validation and certification of learning;

A5.5 Verifies/evaluation of the employability of skilled workers involved with company management: verifies increased employability of employees involved with company management;

A5.6 Verifies/evaluation of the effectiveness of developed practice/solution: verifying the effectiveness of the practice developed through a follow-up of the strategic partnership;

A5.7 Agreement for the establishment of the European Automotive Network for Learning4.0 for the development and adaptation of skills 4.0;

A5.8 Adopting practice / developed solution, planning new training initiatives4.0: the learning platform will be a benchmark for updating in the automotive 4.0 that will allow workers to access workers from all over the world in a free way; Will also be the tool through which other A4.0 training resources will be promoted even with the contributions of the Academies of the automobile manufacturers involved.

WORK DIVISION

– guidance-IML tools with supp. HETEL

– availability learning web platform-AIC

– OER – both VET providers + Steinbeis

– selection of companies and workers-IAM, AIC, NAA, DEK

– design and management of evaluation and certification skills process – Hetel

– Pilot Test and Assessment of Learning – all VET Providers in their Countries

– Verifies/evaluation of the effectiveness, Creation of the European Network, Enforcement of Innovation-KZN co-ord + all Partners participates.

HUMAN RESOURCES

The human resources involved by VET providers will be experts in training design, pedagogical design and contents design. AIC will engage online learning experts. Steinbeis will involve experienced industry4.0 expertise researchers. Clusters of businesses will involve their strategic directors to engage companies and skilled workers.

______________________________________________________________________________

The Northern Automotive Alliance, in partnership with FDM Digital Solutions, via The A.U.T.O. 4.0 project, an Erasmus funded project, has developed open education resources (OERs) to support the upskilling of the automotive workforce in the new technologies of the Fourth Industrial Revolution (IR4), thereby securing employability.

These resources are aimed at skilled workers operating in the automotive industry and cover the digital technology of Additive Manufacturing / 3D printing and have been based primarily around Fused Deposition Modelling (FDM).

The scope covers an automotive case study / problem to solve, and then the gaining of hands-on experience with current Software and Hardware to design, develop and print a 3D solution; it also assumes some prior experience of Autodesk Fusion 360 CAM or similar.

The resources can be accessed via the following links:

https://auto4.aicacademy.eu/

https://sendit.aictu.eu/s/NDYKK3KEYd9xTB5?path=%2F

Partners