Title: Preparing the Future Workforce in Advanced Manufacturing: The Case of South Korea
In this research paper, we explore how advanced manufacturing has led South Korea’s economy for the past several decades. It accounts for 4.5 million jobs, which is about 10% of South Korea’s population. However, the era of the Industry 4.0 is transforming the nature of the workforce in advanced manufacturing industry. Many workers could lose their jobs to automation, but it is likely that they will also find new jobs in similar occupation. Thus, it will be crucial for various stakeholders in the industry: employee, employers, educators, and policy akers to prepare for this changing nature of the workforce. However, our review of policy and research suggests that little is known about the extent to which South Korea is ready for the changing nature of the workforce in advanced manufacturing industry. In this paper, we will explore South Korea’s readiness for the change in advanced manufacturing workforce. Specifically, we will provide a review of literature relating to the impact of automation in advanced manufacturing workforce and how South Korea is preparing workers for the Industry 4.0. We conclude with promising directions for research. Taken together, this paper will offer several promising directions for further investigation into how South Korea can prepare for the impact of automation in advanced manufacturing workforce more »« less
Bogosian, Biayna; Bobadilla, Leonardo; Alonso, Miguel; Elias, Albert; Perez, Giancarlo; Alhaffar, Hadi; Vassigh, Shahin
(, World Conference on Engineering Education)
null
(Ed.)
Advancements in Artificial Intelligence (AI), Information Technology, Augmented Reality (AR) and Virtual Reality (VR), and Robotic Automation is transforming jobs in the Architecture, Engineering and Construction (AEC) industries. However, it is also expected that these technologies will lead to job displacement, alter skill profiles for existing jobs, and change how people work. Therefore, preparing the workforce for an economy defined by these technologies is imperative. This ongoing research focuses on developing an immersive learning training curriculum to prepare the future workforce of the building industry. In this paper we are demonstrating a prototype of a mobile AR application to deliver lessons for training in robotic automation for construction industry workers. The application allows a user to interact with a virtual robot manipulator to learn its basic operations. The goal is to evaluate the effectiveness of the AR application by gauging participants' performance using pre and post surveys.
Manufacturing has adopted technologies such as automation, robotics, industrial Internet of Things (IoT), and big data analytics to improve productivity, efficiency, and capabilities in the production environment. Modern manufacturing workers not only need to be adept at the traditional manufacturing technologies but also ought to be trained in the advanced data-rich computer-automated technologies. This study analyzes the data science and analytics (DSA) skills gap in today’s manufacturing workforce to identify the critical technical skills and domain knowledge required for data science and intelligent manufacturing-related jobs that are highly in-demand in today’s manufacturing industry. The gap analysis conducted in this paper on Emsi job posting and profile data provides insights into the trends in manufacturing jobs that leverage data science, automation, cyber, and sensor technologies. These insights will be helpful for educators and industry to train the next generation manufacturing workforce. The main contribution of this paper includes (1) presenting the overall trend in manufacturing job postings in the U.S., (2) summarizing the critical skills and domain knowledge in demand in the manufacturing sector, (3) summarizing skills and domain knowledge reported by manufacturing job seekers, (4) identifying the gaps between demand and supply of skills and domain knowledge, and (5) recognize opportunities for training and upskilling workforce to address the widening skills and knowledge gap.
Kuttolamadom, M; Wang, J; Griffith, D; Greer, C
(, ASEE annual conference exposition proceedings)
The objective of this paper is to outline the details of a recently-funded National Science Foundation (NSF) Advanced Technological Education (ATE) project that aims to educate and enable the current and future manufacturing workforce to operate in an Industry 4.0 environment. Additionally, the startup procedures involved, the major ongoing activities during year-one, and preliminary impressions and lessons learned will be elaborated as well. Industry 4.0 refers to the ongoing reformation of advanced manufacturing (Operation Technologies - OT) enabled by advances in automation/data (Information Technologies - IT). Cyber-enabled smart manufacturing is a multidisciplinary approach that integrates the manufacturing process, its monitoring/control, data science, cyber-physical systems, and cloud computing to drive manufacturing operations. This is further propelled by the dissolution of boundaries separating IT and OT, presenting optimization opportunities not just at a machine-level, but at the plant/enterprise-levels. This so-called fourth industrial revolution is rapidly percolating the discrete and continuous manufacturing industry. It is therefore critical for the current and future US workforce to be cognizant and capable of such interdisciplinary domain knowledge and skills. To meet this workforce need, this project will develop curricula, personnel and communities in cyber-enabled smart manufacturing. The key project components will include: (i) Curriculum Road-Mapping and Implementation – one that integrates IT and OT to broaden the educational experience and employability via road-mapping workshops, and then to develop/implement curricula, (ii) Interdisciplinary Learning Experiences – through collaborative special-projects courses, industry internships and research experiences, (iii) Pathways to Industry 4.0 Careers – to streamline career pathways to enter Industry 4.0 careers, and to pursue further education, and (iv) Faculty Development – continuous improvement via professional development workshops and faculty development leaves. It is expected that this project will help define and chart-out the capabilities demanded from the next-generation workforce to fulfill the call of Industry 4.0, and the curricular ingredients necessary to train and empower them. This will help create an empowered workforce well-suited for Industry 4.0 careers in cyber-enabled smart manufacturing. The collaborative research team’s experience so far in starting up and establishing the project has further shed light on some of the essentials and practicalities needed for achieving the grand vision of enabling the manufacturing workforce for the future. Altogether, the experience and lessons learned during the year-one implementation has provided a better perception of what is needed for imparting a broader impact through this project.
Kuttolamadom, M; Wang, J; Griffith, D; Greer, C.
(, ASEE annual conference exposition)
The objective of this paper is to outline the details of a recently-funded National Science Foundation (NSF) Advanced Technological Education (ATE) project that aims to educate and enable the current and future manufacturing workforce to operate in an Industry 4.0 environment. Additionally, the startup procedures involved, the major ongoing activities during year-one, and preliminary impressions and lessons learned will be elaborated as well. Industry 4.0 refers to the ongoing reformation of advanced manufacturing (Operation Technologies - OT) enabled by advances in automation/data (Information Technologies - IT). Cyber-enabled smart manufacturing is a multidisciplinary approach that integrates the manufacturing process, its monitoring/control, data science, cyber-physical systems, and cloud computing to drive manufacturing operations. This is further propelled by the dissolution of boundaries separating IT and OT, presenting optimization opportunities not just at a machine-level, but at the plant/enterprise-levels. This so-called fourth industrial revolution is rapidly percolating the discrete and continuous manufacturing industry. It is therefore critical for the current and future US workforce to be cognizant and capable of such interdisciplinary domain knowledge and skills. To meet this workforce need, this project will develop curricula, personnel and communities in cyber-enabled smart manufacturing. The key project components will include: (i) Curriculum Road-Mapping and Implementation – one that integrates IT and OT to broaden the educational experience and employability via road-mapping workshops, and then to develop/implement curricula, (ii) Interdisciplinary Learning Experiences – through collaborative special-projects courses, industry internships and research experiences, (iii) Pathways to Industry 4.0 Careers – to streamline career pathways to enter Industry 4.0 careers, and to pursue further education, and (iv) Faculty Development – continuous improvement via professional development workshops and faculty development leaves. It is expected that this project will help define and chart-out the capabilities demanded from the next-generation workforce to fulfill the call of Industry 4.0, and the curricular ingredients necessary to train and empower them. This will help create an empowered workforce well-suited for Industry 4.0 careers in cyber-enabled smart manufacturing. The collaborative research team’s experience so far in starting up and establishing the project has further shed light on some of the essentials and practicalities needed for achieving the grand vision of enabling the manufacturing workforce for the future. Altogether, the experience and lessons learned during the year-one implementation has provided a better perception of what is needed for imparting a broader impact through this project.
Van Fossen, Jenna A; Schuster, Amy M; Sperry, Danielle; Cotten, Shelia R; Chang, Chu-Hsiang
(, Work, Aging and Retirement)
Wang, Mo
(Ed.)
Abstract The increasing adoption of automation will likely replace the tasks performed in many jobs, resulting in new challenges for workers. Yet, little is known regarding how workers perceive automation, including how it may influence their job attitudes and turnover intentions. Automated vehicles (AVs) are one example of new technology poised to alter the job of truck driving, which is overwhelmingly populated by older workers. In this study, we examined truck drivers’, supervisors’, and managers’ attitudes and concerns about AV adoption and its effects on driving jobs to help the transportation industry prepare for automation with minimal workforce disruption. We drew from theorizing on self-interest in economics and lifespan coping theories to contextualize workers’ reactions to automation. We conducted focus groups and interviews with truck drivers (N=18), supervisors of drivers (N=8), and upper-level managers of trucking companies (N=25). Two themes emerged from the thematic analysis: the unknown, and proficiency. AVs may be viewed as threatening by drivers, causing anxiety due to widespread uncertainty and the fear of job loss and loss of control. At the same time, there will be a greater need for drivers to be adaptable for the era of AVs. AVs are also likely to result in other changes to the role of driving, which may have implications for driver recruitment and selection. We interpret our findings together with lifespan theories of control and coping and provide recommendations for organizations to effectively prepare for automation in the trucking industry.
Oh, Sang Hoo, Mardis, Marcia A, and Jones, Faye R. Preparing the Future Workforce in Advanced Manufacturing: The Case of South Korea. Retrieved from https://par.nsf.gov/biblio/10172228. ASEE annual conference exposition .
Oh, Sang Hoo, Mardis, Marcia A, & Jones, Faye R. Preparing the Future Workforce in Advanced Manufacturing: The Case of South Korea. ASEE annual conference exposition, (). Retrieved from https://par.nsf.gov/biblio/10172228.
Oh, Sang Hoo, Mardis, Marcia A, and Jones, Faye R.
"Preparing the Future Workforce in Advanced Manufacturing: The Case of South Korea". ASEE annual conference exposition (). Country unknown/Code not available. https://par.nsf.gov/biblio/10172228.
@article{osti_10172228,
place = {Country unknown/Code not available},
title = {Preparing the Future Workforce in Advanced Manufacturing: The Case of South Korea},
url = {https://par.nsf.gov/biblio/10172228},
abstractNote = {In this research paper, we explore how advanced manufacturing has led South Korea’s economy for the past several decades. It accounts for 4.5 million jobs, which is about 10% of South Korea’s population. However, the era of the Industry 4.0 is transforming the nature of the workforce in advanced manufacturing industry. Many workers could lose their jobs to automation, but it is likely that they will also find new jobs in similar occupation. Thus, it will be crucial for various stakeholders in the industry: employee, employers, educators, and policy akers to prepare for this changing nature of the workforce. However, our review of policy and research suggests that little is known about the extent to which South Korea is ready for the changing nature of the workforce in advanced manufacturing industry. In this paper, we will explore South Korea’s readiness for the change in advanced manufacturing workforce. Specifically, we will provide a review of literature relating to the impact of automation in advanced manufacturing workforce and how South Korea is preparing workers for the Industry 4.0. We conclude with promising directions for research. Taken together, this paper will offer several promising directions for further investigation into how South Korea can prepare for the impact of automation in advanced manufacturing workforce},
journal = {ASEE annual conference exposition},
author = {Oh, Sang Hoo and Mardis, Marcia A and Jones, Faye R.},
}
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