Transcript The Student’s EDGE™ An Engineering Design Guide … for Student Engineers Needs Assessment Prepared by: Prof.

The Student’s EDGE™
An Engineering Design Guide
… for Student Engineers
Needs Assessment
Prepared by:
Prof. Edward Hensel, P.E.(ME)
Prof. Paul Stiebitz (ISE)
Prof. Margaret Bailey (ME)
Copyright © 2006 Rochester Institute of Technology
All rights reserved.
EDGE™
Module Overview
• You should have read Chapters 1-2, 4, 16 in the
Ulrich and Eppinger text.
• Context: Where does “Needs Assessment” fit
within the product development process?
• Motivation: Why should we conduct a formal
needs assessment?
Copyright © 2006 Rochester Institute of Technology
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EDGE™
Copyright © 2006 Rochester Institute of Technology
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Product Stewardship
Commercial Production
Pilot Production
Production Planning
Detailed Design DFx
Engineering Models
Preliminary Design
Analysis & Synthesis
Objectives & Specs
Feasibility Assessment
Concept Development
Needs Assessment
Design Changes During the Product Life
Opportunity to Change
Cost of Change
Time
EDGE™
Waterfall Development Model
(tasks are completed in sequence; completing each with high efficiency)
Needs
Assessment
Start New Step When Preceding Step is Complete
Concept
Development
Feasibility
Assessment
Specs
Analysis &
Synthesis
Preliminary Design Review
Prelim.
Design
Engineering
Models
Detailed
Design
Critical Design Review
Production
Plan
Pilot Production
Elapsed Time to Market
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Commercial
Product
EDGE™
Concurrent Engineering Development Model
(complete as many tasks in parallel as possible, even if some individual
tasks are completed with lower efficiency)
Needs Assessment
Concept Development
Feasibility Assessment
Concept Design Review
Specifications
Analysis & Synthesis
Start Tasks
ASAP and
Overlaps Tasks
Preliminary Design
Preliminary Design Review
Engineering Models
Detailed Design
Critical Design Review
Production Planning
Pilot Production
Reduced Time to Market
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Commercial
Production
EDGE™
Doing Things Right
& Doing the Right Things
• Doing things right:
– Use engineering skills
– Use engineering judgment
– Use an organized process
• Project planning, eg. PERT, GANNT
• Processes such as the generic phased product
development process shown on page 14 of text
• Doing the right things:
– Conduct a thorough Needs Assessment UP FRONT!
• Identify “root cause”
• Develop problem and scope definitions
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EDGE™
Customer: “We want a rear door installed on the aircraft
we are ordering”
(based on a true story)
•
F1:Needs Assessment
– Design, test, and get FHA
approval for a new tail section
with a door in order to make
sale.
•
F2: Concept Development
•
The aircraft is too hot on the
inside when sitting on the
tarmac
•
F3: Feasibility
– Evaluate alternative designs
and select one to continue with
•
•
•
•
•
•
•
•
•
F4: Tradeoff Analysis
F5: Analysis & Synthesis
F6: Preliminary Design
F7: Engineering Models
F8: Detailed Design
F9: Production Planning
F10: Pilot Production
F11: Commercialization
F12: Product Stewardship
F2: Concept Development
- Develop alternative air
conditioning concepts; off the
shelf unit may be available
- Develop alternative tail & door
design concepts
•
F1:Needs Assessment
•
F3: Feasibility
– Evaluate alternative designs
and select one to continue with
•
•
•
•
•
•
•
•
•
F4: Tradeoff Analysis
F5: Analysis & Synthesis
F6: Preliminary Design
F7: Engineering Models
F8: Detailed Design
F9: Production Planning
F10: Pilot Production
F11: Commercialization
F12: Product Stewardship
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EDGE™
Discovering Root Causes…
• Five Why’s Method
– Ex: “We want a rear door installed on the aircraft we are ordering”
– Why?
– The aircraft get hot sitting on the tarmac. We want a rear door so
air will move trough the cabin.
– So you want the cabin to be cool will the aircraft is sitting on the
tarmac?
• An excellent way to identify the root cause is to
repeatedly ask the question “why” in different fashions,
until you arrive at the underlying need, as opposed to the
customer’s pre-conceived solution to the problem.
Copyright © 2006 Rochester Institute of Technology
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EDGE™
Draw a Picture – Use the Objective Tree method
Tabulate Useful Data – Archive background investigation
information
Mission Statement – Captures essence of objective tree
Statement of Work – Plan to meet mission
Engineering Judgment
Quality Review
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Assume
Formulate
Execute
Iterate
State and Justify Assumptions – Regarding client
needs, market place viability, regulatory constraints, etc.
Apply Engineering Intuition
Chart
Problem Statement
Itemize Known Information
Itemize Information to Provide to Client
Test
Viewing Needs Assessment as a
Problem to be Solved
EDGE™
Objective Tree Method
Often, your project needs can be grouped into
several categories.
– Each major category = a primary objective
– Objective trees created from primary objectives
– Later, objective trees used to establish function trees
for implementation
– Types of objectives:
• Resource Objectives
• Economic Objectives
• Scope Objectives
• Technological Objectives
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EDGE™
Additional Example: Developing a New
Widget for RIT’s Materials Processing
Course
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EDGE™
Facet 1, Step 1: Problem Statement
A New Materials Processing Widget
First Draft Problem Statement (Mission Statement)
This mission of this design project team is to design a new widget to either
replace or complement the hammer currently made by students in the
materials processing course.
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EDGE™
Facet 1, Step 2: Assume
• State Assumptions
– We will use the existing RIT hammer as the
baseline for evaluation.
• Justify Assumptions
– The students conducting the feasibility
assessment are quite familiar with the RIT
hammer, and thus have a good basis for
applying engineering judgment and using
lessons learned from past experiences in the
materials processing course.
• Apply Engineering Intuition
– After we conduct our feasibility assessment, we
will revisit this assumption to determine whether
we are still comfortable with it.
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EDGE™
Facet 1, Step 3: Chart
Getting Started on an Objective Tree
• Resource Objectives
–
–
–
–
People: All ME and ISE students must move through the shop each year.
People: The students must be able to achieve the required skill level.
Equipment: Enough equipment must be available for students to use.
Equipment: Raw materials must be stocked by local Rochester
suppliers.
– Time: The widget must be manufacturable in the available time
• Economic Objectives
– Materials: The widget must be low cost.
– Labor: Existing technical staff must be able to handle the workload.
• Scope Objectives
– The widget must be relevant to the student’s academic discipline
– First co-op employers should view the experience as relevant
• Technological Objectives
– The widget must have a demonstrable useful purpose to the student.
– The widget must be exciting or interesting to the student.
Copyright © 2006 Rochester Institute of Technology
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EDGE™
Facet 1, Step 3: Chart
Provide more details and data support for the
Objective Tree, leading to a statement of work
•
Resource Objectives
–
–
–
–
–
–
–
–
•
PEOPLE
All ME (130 direct admit + 70 Undeclared Admit) and ISE students (30 students) must move through
the shop during fall and winter quarter each year, for a total throughput of 230 students; preferably
130 in fall, and 100 in winter.
EQUIPMENT
Enough equipment must be available for students to use. We currently have 6 lathes, 6 mills, 6 drill
presses available.
TIME
The widget must be manufacturable in the available time and with the existing shop facilities. Today,
the capacity must be satisfied with all students completing the labs in groups of 12, during fall and
winter quarters. After the building expansion, groups of 12 may be spread across 3 academic
quarters.
The widget must be manufacturable within 10 2-hour laboratory sessions, but preferably within 9 lab
sessions.
The students must be able to achieve the required skill level.
Economic Objectives
–
–
–
–
–
–
–
MATERIALS
The raw materials for widget must cost no more than $7 per unit.
All raw materials must be stocked by local Rochester suppliers.
LABOR
2.5 FTE Existing technical staff (one toolmaker and 1.5 machinists) must be able to handle the
workload assuming 25 hrs/week per FTE can be dedicated to this task.
AMORTIZATION
Incremental equipment may be incorporated into the shop, but the cost of equipment should be
amortized over 5 years of production.
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EDGE™
Facet 1, Step 3: Chart; Continued…
•
Scope Objectives
– Each member of the team must manufacture two engineering models, or prototypes, of
the newly designed widget. They will each keep one, and turn one in for grading.
– A complete set of working drawings for the new widget will be prepared and delivered
both in electronic and hard copy format
– A complete purchasing package and Bill of Materials must be submitted both in
electronic and hard copy format to support the manufacture of 100 widgets.
•
Technological Attributes
–
–
–
–
The widget must have a demonstrable useful purpose to the student.
The widget must be exciting or interesting to the student.
95% of ME and ISE first years students must be able to successfully build the widget.
Each student must make their own widget, with the assistance of a staff member, recognizing
that we have 12 shop setups available for concurrent use.
– The raw materials must be “kitted” by an upper division student worker within 80 labor-hours
during the preceding summer, and requiring less than 10 cubic feet of storage space.
– The widget must have an operating lifetime in excess of 30 years, assuming daily usage and
routine replacement of wear parts.
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EDGE™
Facet 1, Step 3: Chart
Now, Present the Objective Tree in
Graphical Form
New Widget
Resources
People
Equipment
Economics
Time
Materials
Labor
Scope
Hardware
Software
Amortization
Technological
Documentation
Tooling
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Electronic
EDGE™
Facet 1, Step 4: Execute
•
This mission of this design project team is to design a new widget to
complement the hammer currently made by students in the
materials processing course, so that every ME and ISE student can
have a positive manufacturing experience during no more than 10
two hour lab sessions, and have a take-away product incorporating
both electronic and mechanical attributes within specified resource,
economic, scope, and technology constraints including…
– Add a list of REST constraints here
•
SOW: The design team will manufacture two models per student
member, and develop a comprehensive design report including a
complete set of working drawings, a bill of materials for a lot size of
100 units, and a complete set of all documents required for the
senior design class. Specific deliverables include …
– Add the agreed upon list of deliverables here
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EDGE™
Facet 1, Step 5: Test
• Engineering Judgment – Ask your coordinator to
punch some holes in your objective tree, mission
statement, and statement of work. Invite them to be
critical now – before you spend a lot of time solving the
wrong problem!
• Quality Review – Seek buy-in from
–
–
–
–
–
your mentoring professor,
your clients, the students,
The shop staff who deliver the lab
The faculty members who deliver the lectures
Insure that this mission statement and SOW will results in a
satisfied customer!
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EDGE™
Facet 1, Step 5: Iterate
If you do not have buy in from all stakeholders
that you are solving the right problem (e.g.
developing the right design), then resolve this
issue before investing too much time in
subsequent phases of design and product
development!
Copyright © 2006 Rochester Institute of Technology
All rights reserved.
EDGE™