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- Genre: Doctoral Dissertation
Description
The wood-framing trade has not sufficiently been investigated to understand the work task sequencing and coordination among crew members. A new mental framework for a performing crew was developed and tested through four case studies. This framework ensured similar team performance as the one provided by task micro-scheduling in planning software. It also allowed evaluation of the effect of individual coordination within the crew on the crew's productivity. Using design information, a list of micro-activities/tasks and their predecessors was automatically generated for each piece of lumber in the four wood frames. The task precedence was generated by applying elementary geometrical and technological reasoning to each frame. Then, the duration of each task was determined based on observations from videotaped activities. Primavera's (P6) resource leveling rules were used to calculate the sequencing of tasks and the minimum duration of the whole activity for various crew sizes. The results showed quick convergence towards the minimum production time and allowed to use information from Building Information Models (BIM) to automatically establish the optimal crew sizes for frames. Late Start (LS) leveling priority rule gave the shortest duration in every case. However, the logic of LS tasks rule is too complex to be conveyed to the framing crew. Therefore, the new mental framework of a well performing framer was developed and tested to ensure high coordination. This mental framework, based on five simple rules, can be easily taught to the crew and ensures a crew productivity congruent with the one provided by the LS logic. The case studies indicate that once the worst framer in the crew surpasses the limit of 11% deviation from applying the said five rules, every additional percent of deviation reduces the productivity of the whole crew by about 4%.
ContributorsMaghiar, Marcel M (Author) / Wiezel, Avi (Thesis advisor) / Mitropoulos, Panagiotis (Committee member) / Cooke, Nancy J. (Committee member) / Arizona State University (Publisher)
Created2011
Description
The 21st century will be the site of numerous changes in education systems in response to a rapidly evolving technological environment where existing skill sets and career structures may cease to exist or, at the very least, change dramatically. Likewise, the nature of work will also change to become more automated and more technologically intensive across all sectors, from food service to scientific research. Simply having technical expertise or the ability to process and retain facts will in no way guarantee success in higher education or a satisfying career. Instead, the future will value those educated in a way that encourages collaboration with technology, critical thinking, creativity, clear communication skills, and strong lifelong learning strategies. These changes pose a challenge for higher education’s promise of employability and success post-graduation. Addressing how to prepare students for a technologically uncertain future is challenging. One possible model for education to prepare students for the future of work can be found within the Maker Movement. However, it is not fully understood what parts of this movement are most meaningful to implement in education more broadly, and higher education in particular. Through the qualitative analysis of nearly 160 interviews of adult makers, young makers and young makers’ parents, this dissertation unpacks how makers are learning, what they are learning, and how these qualities are applicable to education goals and the future of work in the 21st century. This research demonstrates that makers are learning valuable skills to prepare them for the future of work in the 21st century. Makers are learning communication skills, technical skills in fabrication and design, and developing lifelong learning strategies that will help prepare them for life in an increasingly technologically integrated future. This work discusses what aspects of the Maker Movement are most important for integration into higher education.
ContributorsWigner, Aubrey (Author) / Lande, Micah (Thesis advisor) / Allenby, Braden (Committee member) / Bennett, Ira (Committee member) / Arizona State University (Publisher)
Created2017