INTRODUCTION TO WORLD CLASS MANUFACTURING. Shepherd Anderson Sinclair Community College. Robert Mott University of Dayton

Transcription

1 By Shepherd Anderson Sinclair Community College Robert Mott University of Dayton

2 Published by: National Center for Manufacturing Education (NCME) Steven Wendel, Director Sandra Feola, Customer Engagement Manager Derek Hardin, Websites Manager Gilah Pomeranz, Publications Manager Jessica Sira, Graphics/Desktop Publications Specialist Dayton, OH Copyright 2012 Sinclair Community College, Dayton, OH No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in writing from the NCME. Some of this material is based on work supported by the National Science Foundation under grants DUE and DUE The opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not reflect the position or policies of the National Science Foundation

3 The National Center for Manufacturing Education (NCME) In 1995, the NCME was funded by the National Science Foundation (NSF) under their Advanced Technological Education (ATE) program as a National Center of Excellence in manufacturing education. With NSF and other funding, the NCME produced a two-year manufacturing engineering technology degree program. In addition, the NCME developed powerful tools for curriculum development using activity-based learning as a foundation for manufacturing education. The NCME s curriculum and development tools have been used by high schools, community colleges, and universities across the country, as well as internationally. For more information, go to The NCME also hosts the Manufacturing and Engineering Technologies Education Clearinghouse (METEC), which serves to increase the national impact of the reform and improvement of manufacturing and engineering technology education through the dissemination of model programs, educational strategies, and instructional curricula and materials via electronic clearinghouses and organized activities for the manufacturing and engineering technology communities. For more information, go to Another project developed and hosted by the NCME is careerme ( a website promoting careers in advanced manufacturing, which is partially funded by the Society of Manufacturing Engineers Education Foundation. The NCME also supports a sister site, mycareerme ( a customizable social networking opportunity for students, teachers, and manufacturing professionals to interact.

4 NOTES TO INSTRUCTORS ON IMPLEMENTING THE ACTIVITIES Module Organization: Each module consists of the following sections: Planning and Preparation: This section includes student prerequisites, a complete list of materials and equipment, general safety guidelines, and estimated time requirements for your reference The First Session: This section provides activities to help acquaint students with each other, as well as an introduction to basic concepts they will learn during the module. Also provided are diagnostic tools for assessing student preparedness. Activities: Each activity consists of a variety of learning experiences, and contains information needed to prepare for the activity, ideas for pre-activity and post-activity discussion, a complete list of equipment and materials needed, and instructions for the activity. Assessment instruments and evaluation criteria are provided. Transfer Activity: Students apply the competencies developed through the various activities and learning experiences to a practical situation encountered in most manufacturing companies. Closure and Generalization: Structured discussion or other student engagement reinforces the competencies developed through the activities and learning experiences, and helps the student anticipate the application of these competencies to other situations. Safety: Because these activities and learning experiences take the form of hands-on activities, safety is imperative at all times during the implementation of this module. Each activity contains safety and disposal information that must be reviewed by the instructor with the students. It is your responsibility as the instructor to ensure a safe learning environment for students. In order to do so, you may need to supplement the safety information given in the activity instructions. Industry Champions: The material in this module may be enhanced by indentifying one or more industry champion companies. Ideally, a local industry that embodies the competencies developed in the activities can provide real-world examples of how the competencies are used in their facility, and perhaps can interact with the students. If you cannot get a local manufacturer to participate, you may want to provide students a profile of a typical company that would be a potential employer for them with their newly acquired skills. Robotic Grippers, Inc.: The activities in this module culminate in a transfer activity, which gives the students an opportunity to apply (or, transfer) the skills developed in previous activities to a new situation. Many of the modules use a fictitious company, Robotic Grippers, Inc. (RGI),

5 in the transfer activities. If the module you are using refers to RGI, the pertinent information is provided here: The Company The primary products of RGI. are robotic grippers that can be used by any organization that employs robots in its operations. RGI is a medium-sized company having approximately 400 employees in one plant. Located in the United States, the company is a division of a larger corporation with operations throughout the United States and in some other countries. The company maintains the following organizational units. o Sales/Marketing/Customer Support o Product Engineering o Purchasing o Quality Assurance o Manufacturing o Shipping and Receiving The company was started in 1980 as robots became more widely used in the United States. It has produced a consistent profit and is considered to be a successful business unit within its parent corporation. However, RGI is a fairly traditional manufacturer and has only recently considered the implementation of manufacturing techniques such as synchronous manufacturing, activity-based accounting, waste reduction, setup reduction, and inventory reduction. The company s goals for the immediate future include improving service to its customers and reducing the time required to develop new products. Three major profit centers share the production facility: o A line of standard grippers is available for purchase directly from the company or through stocking distributors. This product line makes up the largest segment of the company s production. o Custom-made grippers are designed and produced to meet unique customer requirements that cannot be satisfied with a standard gripper model. o Contract production of individual parts is performed for a variety of customers. Although the company provides excellent capabilities in CNC machining and plastics parts production, customers of this profit center have requested improvements in just-in-time performance. The Customers

6 Potential customers for Robotic Grippers products include any user of robots for discrete parts handling. The company currently ships to customers throughout the United States and overseas. Customers for the contract production business currently are located within a 300-mile radius of the plant. While manufacturers of mechanical or electro-mechanical products are the primary customer group, specialized users such as research laboratories, pharmaceutical producers, testing laboratories, food processors, and packaging operations are also active customers. The Product The standard gripper products include a base plate used to attach the gripper to any robot. With a mating plate mounted to the end of the robotic arm, the company s products can be used with virtually any robot of compatible size. Standard grippers generally: o are pneumatically actuated o are available in four sizes with weight capacities of each model up to 5 Newtons (~1.1 lb), 50 Newtons (~11 lb), 100 Newtons (~22 lb), or 200 Newtons (~45 lb) o can be configured with either horizontal grasp or angular clamping actions o can be fitted with ten different finger geometries to accommodate different shapes of parts to be grasped o can be made with finger ends of either aluminum or a polymeric material such as nylon The Manufacturing Facility RGI operates in one manufacturing plant in the United States. This plant has sufficient floor space for current production but little or no excess space. Most of the gripper components, such as machined parts and plasticinjection-molded parts, are produced at this plant. Other parts, including O-rings, fasteners, and pneumatic fittings, are acquired from vendors. The plant s capabilities include: o computer numerical controlled (CNC) machining o plastics injection molding of small parts (such as tips for the gripper fingers) o some automation including robots and programmable logic controllers o computer-aided design testing for product development support and production

7 If the RGI scenario is not relevant to your class, you may wish to develop product information that is more relevant to industry within your region. The following guidelines were used in the development of RGI, and may assist you in creating your own fictitious company. The Product Mechanical or electro-mechanical Composed of several parts Two or more versions of the product exists which require changeover from time to time to meet customer demands Some of the parts can be produced in a simulated production environment Some of the parts are to be acquired from a vendor Assembly of several parts and subassemblies is required A variety of fabrication processes can be used in the production of the parts, either made or purchased: o machining of metallic materials using various machine tools o plastics molding processes of various types o coating and finishing processes such as plating, painting, anodizing,and polishing o pressworking of sheet materials including forming, punching, and brake processes casting, forging, drawing, and extrusion Various parts are to be made using the following materials: o metals such as steel, aluminum, brass, bronze, and titanium o plastics such as nylon, acrylic, polystyrene, phenolic, polycarbonate, and ABS o rubber (natural or synthetic) as would be used in seals o lubricants such as greases, oils, or solid lubricants Purchased components can be of a wide variety, such as: o electric motors, controls, switches, sensors, and printed circuit boards o power transmission devices such as gear drives, belts, and chains The Product Realization Process

8 The specified product should be addressed through the entire product realization process, from planning through production operation. The five primary stages of the product realization process, which are reflected in this curriculum, include: 1. Product Planning a. conceptualization of the general nature of the product b. use of marketing analyses to determine customer requirements c. quality function deployment d. establishment of performance requirements e. estimation of quantity of production f. establishment of targets for time to market and product cost g. manufacturing strategy and plan for facilities, equipment, and production associates h. environmental, health, and safety issues i. product distribution and service planning 2. Product Design a. computer-aided design of part geometry and feature specifications b. material selection c. performance analysis of all components, assemblies, and finished product d. dimensioning, tolerances, fits, and variation analyses e. specifications for product quality in terms of customer requirements f. documentation g. prototyping h. packaging i. reliability and service requirements and specifications j. product cost analysis k. bill of materials 3. Process Planning a. production sequence definition b. production process definition c. facilities requirements d. piece part process planning e. quality management planning f. data requirements planning, data communications, EDI, and information systems g. simulations of production processes h. computer-aided process planning and group technology i. cost estimating and product pricing

9 4. Production Planning a. equipment, tooling, and controls specification and acquisition b. production capability analysis c. process plan, routing, capability analysis, and CPk d. facilities planning and acquisition e. work cell design and layout f. inventory planning and control strategy g. human resources needs, hiring process, and training plan and implementation h. pilot production i. utilities requirements j. quality assurance planning k. implementation of data acquisition and management system l. material handling and product/part tracking 5. Production Operation a. Scheduling b. order processing c. materials requirements planning d. purchasing and vendor relations management e. cost control and performance measures f. production and inventory control g. quality management h. preventive maintenance i. safety and environmental management program j. continuous improvement program k. labor relations l. shipping and receiving systems m. value engineering n. materials management o. tooling and supplies management p. benchmarking and business process improvement q. employee suggestion system r. cross functional training and team building s. management of changes in product and process design t. documentation of processes u. production data acquisition, analysis, reporting, and storage v. production process problem solving