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Procedia CIRP 37 (2015) 65 70

CIRPe 2015 - Understanding the life cycle implications of manufacturing

Shortening innovation cycles by employee training based on the integration

of virtual validation into worker information systems
Christian Fischera*, Mario Luib, Jochen Bniga, Rdiger Hornfeckb, Jrg Frankea
a

Friedrich-Alexander-University Erlangen-Nuremberg / Institute for Factory Automation and Production Systems, Egerlandstrae 7, 91058 Erlangen, Germany
b
Technische Hochschule Nrnberg, Kelerplatz 12, 90489 Nrnberg, Germany

* Corresponding author. Tel.: +49-9131-85-27177; fax: +49-911-5302-9070. E-mail address: Christian.Fischer@faps.fau.de

Abstract

Due to rapid developments in technology, the complexity of assembly processes has increased. To meet these challenges,
effectively qualified workers are necessary. A worker must have a basic education to understand new training content and be able
to translate it into daily work. Also, a fast and efficient data flow from innovations within product development to training is
necessary. Especially the use of three-dimensional design data has a great immersion effect for training candidates. The newly
learned content is more memorable in comparison to teacher-centered education in schools. We present a solution using a worker
information system for this kind of electronic learning. This system may be used even in advance of production. This concept can
be extended by providing qualification or even educational content. Using multimedia data derived from computer-aided design
and virtual validation, our approach for a novel training concept can be realized.
2015 The
The Authors.
Authors. Published
Published by
by Elsevier
Elsevier B.V.
B.V.This is an open access article under the CC BY-NC-ND license
Selection and peer-review under responsibility of the International Scientific Committee of the 4th CIRP Global Web Conference in the
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
person of theunder
Conference
Chair of
Dr.the
John
Ahmet Erkoyuncu.
Peer-review
responsibility
organizing
committee of CIRPe 2015 - Understanding the life cycle implications of manufacturing
Keywords: Assembly, Digital Manufacturing System, Learning, Information

1. Introduction
Product lifecycles are becoming shorter, while the products
themselves and production processes are increasingly
complex [1]; these conflicting trends also directly affect
employee qualification requirements. The demand for
flexibility and interdisciplinary competences is rising and, in
turn, requires rapid adaptations to employees qualifications.
At the same time, the available time and budget for employee
training is decreasing. Hence, todays employee qualification
processes should lead to a clearly higher knowledge gain
within the same expenditure of time. We present an approach
to shorten the content creation process by directly accessing
the product development process. As we reuse data that is
already available, employee training is kept close to
production and can be planned at an early stage of product
development. We will explain how virtual validation is used,

what contents of virtual validation can be derived for a worker

information system (WIS), and how to integrate this software
into employee training programs.
2. Need for action
The more intensive requirements for knowledge do not
only concern apprentices. Even skilled workers need further
qualification at regular intervals. As shown in the following
sections, classical training concepts extend cycles of
knowledge gain for each individual worker. For this reason,
shorter length innovation cycles in product development are
difficult to achieve. This especially concerns production
information with a high percentage of product characteristics
outside a workers subject area. Electromobility is presented
in section 2.2 as an example.

2212-8271 2015 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the organizing committee of CIRPe 2015 - Understanding the life cycle implications of manufacturing
doi:10.1016/j.procir.2015.08.090

66

Christian Fischer et al. / Procedia CIRP 37 (2015) 65 70

2.1. Shorter innovation cycles hindered by established

training concepts
Todays challenges within production stem largely from
products which combine multidisciplinary product
characteristics. Interdisciplinary knowledge can be conveyed
within the scope of practically tested cross-domain instruction,
but this reduces the depth of knowledge presented for
individual technical subjects, respectively. Furthermore,
technological innovation cycles are noticeably shortening so
that new know-how for corresponding products and
production processes has not yet been included in established
teaching content. This aspect, especially, is a big disadvantage
as product innovations are often closely linked to novel
production processes, which are, again, dependent on
innovative workers and their know-how.
Growing product complexity leads to increasing knowledge
requirements. However, innovation cycles are becoming
shorter at the same time. For this reason, the intervals in
cycles of knowledge gain must also be reduced. The latter
should be accomplished without qualitative or quantitative
loss in knowledge. [2]
Todays employee training is divided into two components:
theoretical education in classroom settings and presentation at
a demonstrator. This does not meet the current demands [3],
because trainings are typically more time-intensive than most
companies have budgeted. Employees in trainings are
unavailable for production for the duration of the training
period. Furthermore, employees are away from their usual
working environment in which they should actually apply
their new know-how. The value-adding transfer takes place
time-delayed. On-the-job training for production staff does
register changes within the tasks on the shop-floor and
procures the newly required know-how [4]. But such trainings
are usually underdeveloped or insufficiently used.
Accordingly, classical training concepts lead to an extension
of knowledge gaining cycles instead of a reduction. To
counteract conflict between time reduction and complexity
increase, new approaches for employee training are needed.
Innovative knowledge is especially generated in the
product development phase and production processes. Hence,
our approach makes use of already existing content from
virtual validation, transfers it to a worker information system
(WIS), and uses this system within worker training settings.
Thus, the system always has the current data concerning the
product and production and delays are avoided in creating
content for qualification trainings.
2.2. Electromobility and high-voltage batteries
An exciting topic to use for solving the difficulties in
training was found in the area of electromobility. During this
preliminary phase to the age of electromobility, automotive
manufacturers are confronted with a state of general
competition. This includes rising pressures on time, cost, and
quality as well as increasing product complexity. Automotive
companies have to master new challenges in the serial
production of battery electric vehicles and especially in
assembling high-voltage (HV) batteries. [5]

Some specific challenges are listed in Table 1.

Table 1. Examples of challenges caused by hazards within HV battery
assembly (as described in [6])
Type of hazard

Cause

Electric hazard current flow through

human body at voltage > 60 V

Contact between body and

voltage-carrying parts

Electric hazard fault electric arc

External short-circuit

Mechanical hazard secondary

accidents (falling, stumble)

Muscular cramp, affright, etc.

during electric contact

Hazardous substances
leakage/evaporating of electrolyte and
conducting salt

Internal short-circuit or
heating of cells by external
sources

Fire and explosion hazard

Leakage of electrolyte,
exposure of flammable
substances

Thermal hazard

Enormous heating by shortcircuit

Entirely new challenges in the field of employee training

arise with the production-related introduction of completely
electrically powered vehicles [7]. There are very few
experiences regarding the handling of HV components
carrying several hundred volts. Nevertheless, it must be
ensured within electric vehicle assembly that all persons
involved possess the required technical expertise to safely
handle HV parts. The gap between previous employee
qualification and new challenges must be bridged by trainers
and trainees. Experts dealing with new technologies are
mainly employed in research and development but not in
departments for employee training.
It is both a unique challenge and an ideal cause to revise
the concept of employee training as electromobility finds its
way into the production environment. The necessary
knowledge must be obtained of the product lifecycle at a
considerably earlier point than previously. For this, the
reutilization of the data from virtual validation presents a high
potential.
3. Worker information extracted from virtual validation
To address the above-mentioned challenges, we suggest
using data from product development for the virtual validation
of manual assembly processes. Based on this, the relevant
information can be extracted for training and guiding a
worker. Certainly, a powerful tool is needed to challenge
megatrends
like
simultaneous
globalization
and
individualization in times of increasing competition. The
Digital Factory, or digital production, is ready to meet these
challenges. This concept also promises faster product
development combined with low costs and higher
productivity. [8]
3.1. Digital Factory
The term, Digital Factory, defines a comprehensive
network of digital models, methods, and tools, e.g. simulation
and three-dimensional (3-D) visualization, and is based on
continuous data management. The goal is integrated planning,

Christian Fischer et al. / Procedia CIRP 37 (2015) 65 70

evaluation, and ongoing improvement of all essential

structures, processes, and resources of a real factory in
relation to its products. [9]
3.2. Virtual validation
Especially the automotive industry is continuously
extending the software tools of the Digital Factory. Starting as
simple design helpers to facilitate the drawing process, the
tools nowadays enable simulations, virtual visualization, and
virtual testing. This mostly has an effect on the phases of
design, product testing, and production process planning.
We focus on a special part called virtual validation. The
methodology of our virtual validation approach [10] is based
on continuous data management [13] that uses a single data
structure. Hence, sophisticated data preparation is no longer
required in relation to other virtual validation approaches such
as smart hybrid prototyping or mixed reality [10]. Compared
to traditional validation, virtual validation substitutes digital
mock-ups for as many physical mock-ups as possible, in order
to rebuild the later physical scenario as realistically as feasible
within a virtual world [11]. We validated our methodology via
the continuous reduction of physical parts, adding more and
more virtual parts and evaluating the more virtual scenario
based on the assembly of a power electronic unit [12]. A
virtual world permits the reconfiguration of parts, composites,
processes, and process conditions significantly faster and
more flexibly without causing high costs. In addition, process
parameters can be varied as desired. Hence, the tools simulate
different conditions as well as detect and eliminate errors
considerably earlier in the production engineering process.
The virtual validation process includes numerous tests
concerning the feasibility of assembly sequences, ergonomics,
etc.
The Digital Factory provides digital human models for the
simulation of manual assembly, but teaching manikins is very
time-consuming and the resulting motions are unrealistic.
Therefore, motion capture systems are a common approach to
creating user interfaces for human model control [12]. Using
this technology leads to a special advantage. It is possible and
practicable to view hazardous situations in the virtual world in
real-time. The level of immersion increases as more
interaction technologies such as stereoscopic viewing and
force feedback are used [13]. During the assembly of HV
components in battery electric vehicles, uncertainty is high
due to dealing with the invisible danger of electric voltage. It
is difficult to stage dangerous situations with real humans.
Hence, virtual validation is used, because digital human
models provide the ideal opportunity to replicate an
emergency and to think through this situation.
3.3. Import of results from virtual validation into a worker
information system
Previously, separately developed software systems have
been standardized and are now compatible in the field of
virtual validation. For example, there are translating programs
for computer-aided design (CAD) data formats. Uniform data
types facilitate the exchange and integration of different

information. Universal terminals that process and visualize

the information from virtual validation without errors are
meanwhile even more widespread. Web-based platforms are
increasingly used and facilitate general access to data from
virtual validation.
The reuse of data from virtual validation is thus easily
possible. To this end, a web-based WIS is implemented (see
Fig. 1) which imports this data [14]. The corresponding data
transfer works automatically so that time requirements are
small. A simulation and planning tool for virtual validation,
DELMIA V6 from Dassault Systmes, serves as a data
source. The contents include the results of hazard analysis,
appropriate warnings, and recommendations for action. There
are also comparisons of qualification level, 3-D visualization
of assembly steps, and standard information, such as part
numbers, for each order. Using this WIS parallel to an
assembly process, a worker is able to efficiently produce zerodefect assemblies. Beyond worker guidance, this WIS can
also be employed within training courses as section 5 shows.
Deriving contents for training courses from virtual validation
is explained in the following section.

Fig. 1. 3-D representation of assembly step and screenshot of human model

(left); website with information about hazard analysis and assembly order
(right)

4. Innovative concepts for employee training

A further usage scenario for the extensive data from virtual
validation is within training and learning. The concept of
using the WIS can also be extended to these purposes.
Industrial education and advanced training are also subjects
surrounded by conflicting demands and priorities.
Expenditure of time should be as short as possible, the
maintainability of learned knowledge is immensely important,
and the prompt practical application within production must
be given. Ideally, the acquired know-how should enable a
worker to derive solutions to similar problems from newly
learned content.
The recommended measures in this section originate from
a learning psychological point of view [15]. Conventional
education concepts primarily attach importance to the content
of knowledge and its theoretical correctness. A large part of
learning success, however, is influenced by factors like
motivation, encouragement to self-initiative, extensive causeand-effect comprehension, as well as a distinct reference to a
practical implementation of acquired know-how. Motivation
and memorability increase by, e.g., independent experience
and so-called instructive models. Experiences must be visual,
acoustic, tactile, and haptic [16]. Direct experiences are not a

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Christian Fischer et al. / Procedia CIRP 37 (2015) 65 70

reasonable learning method in an industrial environment

because of existing hazard potential and high time and cost
requirements. For instance, direct contact with production
processes during the assembly of HV batteries is much too
risky because of high voltages and toxic fluids. Experiences
within instructive models offer an appropriate starting point.
A multiplicity of sense organs is still addressed and thus, there
are enough impressions to maximize the above-mentioned
potential for the expansion of learning success. At the same
time, another starting point presents itself for involving
models and data from virtual validation.
4.1. Potential usage of data from virtual validation
A lot of projects about integrating virtual reality (VR) into
employee training have been initialized. The research work in
this field, however, remains at the beginning with respect to
many aspects [17]. Through the introduction of unknown
technologies, trainers cannot resort to empirical values and
previously created training materials. To provide a remedy,
the data from virtual validation could and should be utilized
due to the fact that it explains the production of novel
products with all facets sufficiently detailed and tested.
Directly deriving training content from virtual validation
information leads to valuable benefits in terms of time, costs,
and quality. [17]
Thus, training documents can be developed with current
information in an earlier step in the development phase. The
necessary information is already available in the form of
descriptive simulation models or interactions within a human-

machine-simulation. 3-D CAD data derived from the virtual

validation process is mainly used within 3-D learning
environments (cf. Fig. 2). Regarding quality issues, the
subsequent work sequence will be considerably more
informed by virtual training and therefore starts with a lower
error rate. Furthermore, it is assured that no important data for
safety or process quality is ignored. The combination of 3-D
planning and employee training adheres to the concept of
Simultaneous Engineering, because formerly sequential
processes are organized in parallel and thus benefit from each
other.
The HV battery within pre-production assembly can be
realized in this new structure. Synergies of employee
qualification and virtual validation are exploited in an optimal
way through the localization on battery assembly and its
widespread virtual validation. Available contents correspond
to those of the web-based WIS (see section 3). The structure
for pedagogical and didactical implementation is manifold
and selected approaches will be presented in the following
section.
4.2. Training concepts based on virtual validation
The first three concepts serve as technical templates for the
usage of the web-based WIS within business games.
E(lectronic)-Learning [18]: Typical attributes are
interaction, multimedia content with distribution over
network, and representation on digital consumer hardware. ELearning is distinguished by a network-based communication

Virtual validation

Employee training

Product representation
Process definition
Manufacturing order
Layout of assembly line

Processes and sequences

Hazard analysis
Qualification relevant
information

Merging to
3-D learning environment
(within business game)

Creation of 3-D models for

visualization
3-D models for
Parts and assembly
Equipment
Assembly cells

Creation of text as well as

gaming content

Import

3-D models
Hazard and training
information
Assembly order

Import

Introduction films
Text and graphics
Gaming manual
Planned errors

Preparation of 3-D models

Integration of contents

Making presentations

Combination in visualization
software

Implementation of scripts for

graphical user interface (WIS)

Printing documents

3-D scene for presentation on

e.g. stereoscopic Powerwall

3-D learning environment in

education and in workplace

Conventional papers for

employee qualification

Fig. 2. Integration of creating gaming contents into existing processes for production planning

Christian Fischer et al. / Procedia CIRP 37 (2015) 65 70

and accompanying learning process (co-learner learner tutor). The learning process is self-directed by a learner and
exercises can be completed widely location- and timeindependent due to remote access. There are numerous
variants of E-Learning mainly at universities: distance
learning, distributed teaching, web-based training, etc.
M(obile)-Learning [19]: This concept is an enhancement
to E-Learning and represents a complement for vocational
school (teacher-centered) and apprenticeship workshop. MLearning provides the opportunity for look-up in the
workplace and offers situational information reception. A
ubiquitous availability of learning media is a big benefit.
Thus, technical content can be repeated or deepened outside
educational buildings, e.g., on travels, during breaks, etc.
Serious Gaming [20]: The combination of game and
serious learning stems from the principle that an active
gaming participant is more receptive for learning contents
than a passive pupil. Serious games motivate in an intrinsic
way what is a crucial factor in learning psychology [21]. The
better knowledge is embedded into the gaming environment,
the greater the learning success is for a participant. Being in a
so-called flow state, a gamer is neither under-challenged nor
overstrained [22]. Situations in which flow state is usually
attained are distinguished by clear objectives, permanent
feedback, and well-balanced requirement profiles. A trainee
can more easily deduce solutions in industrial practice using
the background of know-how gained in VR compared to one
who has theoretical education.
Business Games: A web-based WIS with data derived
from virtual validation is used within this concept. Business
games allow the representation of company-specific learning
environments. Thereby, the boundary conditions of a
company are simplified simulated by abstraction, symbolic
illustration, and reduced complexity. One goal is to recognize
multifaceted problems as connected and complex situations.
Trainees active participation as a further goal is achieved by
self-directed learning and doing. Participants abilities to
communicate and experiment with different action
alternatives are fostered by interpersonal communication. The
motivation to learn is high and knowledge gain is sustainable,
as it is in serious games. [22]
4.3. Concrete implementation of a training concept
There are six qualification levels for workers involved in
assembly processes for electric cars and HV components [7].
These levels build on each other. The ability to participate in
advanced qualification courses, like business games, requires
an adequate educational preparation. This leads to the idea of
a five-day-training, which is described below. For practical
exercises, a training traction battery [7] was designed that
simulates high voltages using lights and warning sounds. This
training battery is nonhazardous and allows a realistic HV
battery assembly during qualification courses. It follows the
so-called concept of implementation with fingers.
A modular training course over five days was established
that ends with a business game on day five. This concept
gathers trainees with different knowledge status within a
heterogeneous group. The business game extends a version

that was developed at Chemnitz University of Technology [7]

with elements of an HV battery assembly. Trainees were
organized in three groups: module assembly, assembly of
remaining battery, and disassembly. The flow of material
circulates from module assembly to battery assembly, to
disassembly and the singularized parts go back to module
assembly. All necessary means of production, materials, and
instruction documents are provided. Trainees should work off
several orders within three to four rounds, each taking
45 minutes, and thus build up or disassemble HV batteries
(training battery). Trainees have to recognize and implement
potentials for optimization as well as solve random problems
created by trainers. Trainees gain practical insight into
realistic production activities and keep their acquired
knowledge from the days one to four [7]. A methodology to
evaluate learning progress is explained in [22].
5. Integration of worker information system into employee
qualification programs
Within the business game described above, a web-based
WIS is used. Addressing the need for action described in
section 2, we gain the following benefits: A new form of
employee training is established in comparison to
conventional methods; training is close to production; we
always have current data for products and production derived
from virtual validation; workers acquire a picture of reality
concerning the assembly of HV batteries.
A WIS provides worker guidance just-in-time as well as
employee- and task-appropriate and, thus, supports workers in
dealing with the variety of information that they are faced
with in the workplace [23],[24]. The above-mentioned webbased WIS (see section 3.3) incorporates content from virtual
validation to supplement worker guidance [14]. Thus, it is a
concept for creating content for employee qualification
programs that requires low-effort. Accordingly, it is useful to
integrate the WIS into training programs, as was verified
within the business game. The worker, therefore, uses the
same system in education as well as in actual production. The
content learned is constantly reinforced during series
production. This is also true for using the WIS. In addition,
the typical contents of a WIS can be supplemented with
additional information that is specific to the training content.
For example, entries of a wikimedia-system concerning
machine facilities and manufacturing processes as well as
information about potential errors can be provided. This
additional information especially benefits less experienced
workers and can be hidden during series production.
With respect to the hazardous assembly of HV batteries,
additional information extracted from the risk assessment is
provided. Learning content from days one to four is repeated
within the WIS and is applied in a scenario close to
production. Specific warnings for the electrical hazards of
each work step and instructions for hazard prevention appear
as text messages. Warnings are highlighted using color and
pictograms (exclamation mark). In cases where a worker has
to put on personal protective equipment, a virtual human
model indicates this action. The model is marked with the
recognizable colors of the real protective equipment and
appears as an image at the beginning of the work step

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Christian Fischer et al. / Procedia CIRP 37 (2015) 65 70

concerned. Displaying assembly sequences by numbered steps

as well as the process visualization by using 3-D CAD
data [25] have become common.
However, in this system, complex steps are explained by
multiple snapshots and animations. Furthermore, isolated
equipment for the HV battery assembly are explicitly shown
and marked with the typical colors for insulation. [14]
6. Conclusion and outlook
This article addresses a need for change in worker
qualification programs since shorter innovation cycles are
hindered by current training concepts. Therefore,
incorporating virtual validation and educational gaming with
the use of a WIS is suggested.
A big advantage for industry is the usage of a WIS both for
worker training and for worker guidance. Once accustomed to
such a system, a worker can more quickly adapt to new
products and production scenarios. Trainers and planners have
only one software system to maintain and, thus, different
company departments must cooperate and build synergies.
Also, the learning process is close to production and can be
immediately transferred into practice.
We found a feasible methodology to integrate data from
product development processes into employee training
programs. This methodology can be used to address many
areas such as the simulation of physical behavior of HV
cables. Thus, the developed system can show a worker how to
handle heavy and hard to bend flexible parts. As we selected a
web-based WIS, other E-Learning platforms that mostly use
web technologies can be easily connected.
Acknowledgements
This research project was funded by the German Federal
Ministry of Education and Research (BMBF) within the grant
16N12036. The authors are grateful for this support and are
responsible for the contents of this publication.
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