Tools for Assessing the Responsiveness of Existing Production Operations

A set of audit tools is being prepared for assessing the response capability of a production operation, as part of an EPSRC1 funded investigation into improving the responsiveness of manufacturing production systems. These tools are based on the idea that the ability to respond is linked to i) the nature of the disturbances or changes requiring a response, ii) their impact on production goals and iii) the decision processes which initiate system responses to disturbances.

The use of spatial impulse responses to characterise flexible forming processes with mobile tools

A novel test method for the characterisation of flexible forming processes is proposed and applied to four flexible forming processes: Incremental Sheet Forming (ISF), conventional spinning, the English wheel and power hammer. The proposed method is developed in analogy with time-domain control engineering, where a system is characterised by its impulse response. The spatial impulse response is used to characterise the change in workpiece deformation created by a process, but has also been applied with a strain spectrogram, as a novel way to characterise a process and the physical effect it has on the workpiece. Physical and numerical trials to study the effects of process and material parameters on spatial impulse response lead to three main conclusions. Incremental sheet forming is particularly sensitive to process parameters. The English wheel and power hammer are strongly similar and largely insensitive to both process and material parameters. Spinning develops in two stages and is sensitive to most process parameters, but insensitive to prior deformation. Finally, the proposed method could be applied to modelling, classification of existing and novel processes, product-process matching and closed-loop control of flexible forming processes. © 2012 Elsevier B.V.

Graduate Education for Leadership in Sustainable Development Innovation , Practice and Research

This paper reflects on the motivation, method and effectiveness of teaching leadership and organisational change to graduate engineers. Delivering progress towards sustainable development requires engineers who are aware of pressing global issues (such as resource depletion, climate change, social inequity and an interdependent economy) since it is they who deliver the goods and services that underpin society within these constraints. In recognition of this fact the Cambridge University MPhil in Engineering for Sustainable Development has focussed on educating engineers to become effective change agents in their professional field with the confidence to challenge orthodoxy in adopting traditional engineering solutions. This paper reflects on ten years of delivering this course to review how teaching change management and leadership aspects of the programme have evolved and progressed over that time. As the students on this professional practice have often extensive experience as practising engineers and scientists, they have learned the limitations of their technical background when solving complex problems. Students often join the course recognising their need to broaden their knowledge of relevant cross-disciplinary skills. The course offers an opportunity for these early to mid-career engineers to explore an ethical and value-based approach to bringing about effective change in their particular sectors and organisations. This is achieved through action learning assignments in combination with reflections on the theory of change to enable students to equip themselves with tools that help them to be effective in making their professional and personal life choices. This paper draws on feedback gathered from students during their participation on the course and augments this with alumni reflections gathered some years after their graduation. These professionals are able to look back on their experience of the taught components and reflect on how they have been able to apply this key learning in their subsequent careers.

Maturity grids as tools for change management

One method to assess organizational capabilities is a maturity grid. MATURITY GRIDS AS TOOLS FOR CHANGE MANAGEMENT A maturity grid assessment is typically structured around a matrix or a grid. It consists of a series of cells where ...

Analysis of document-mining techniques and tools for technology intelligence: Discovering knowledge from technical documents

This research proposes a method for extracting technology intelligence (TI) systematically from a large set of document data. To do this, the internal and external sources in the form of documents, which might be valuable for TI, are first identified. Then the existing techniques and software systems applicable to document analysis are examined. Finally, based on the reviews, a document-mining framework designed for TI is suggested and guidelines for software selection are proposed. The research output is expected to support intelligence operatives in finding suitable techniques and software systems for getting value from document-mining and thus facilitate effective knowledge management. Copyright © 2012 Inderscience Enterprises Ltd.

Graduate education for leadership and organisational change in sustainable development

This paper reflects on the motivation, method and effectiveness of teaching leadership and organisational change to graduate engineers. Delivering progress towards sustainable development requires engineers who are aware of pressing global issues (such as resource depletion, climate change, social inequity and an interdependent economy) since it is they who deliver the goods and services that underpin society within these constraints. They also must understand how to implement change in the organisations within which they will work. In recognition of this fact the Cambridge University MPhil in Engineering for Sustainable Development has focussed on educating engineers to become effective change agents in their professional field with the confidence to challenge orthodoxy in adopting traditional engineering solutions. This paper reflects on ten years of delivering a special module to review how teaching change management and leadership aspects of the programme have evolved and progressed over that time. As the students who embark on this professional practice have often extensive experience as practising engineers and scientists, many have already learned the limitations of their technical background when solving complex problems. Students often join the course recognising their need to broaden their knowledge of relevant cross-disciplinary skills. The programme offers an opportunity for these early to mid-career engineers to explore an ethical and value-based approach to bringing about effective change in their particular sectors and organisations. This is achieved through action learning assignments in combination with reflections on the theory of change to enable students to equip themselves with tools that help them to be effective in making their professional and personal life choices. This paper draws on feedback gathered from students during their participation on the programme and augments this with alumni reflections gathered some years after their graduation. These professionals are able to look back on their experience of the taught components and reflect on how they have been able to apply this key learning in their subsequent careers. Copyright © 2012 September.