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Requirements for Developing
a Simulation Game
for Maintenance Planner Training
THESIS
BY
EDWIN KAREMA
This thesis is presented for the degree of Master of Engineering Science of the
University of Western Australia
School of Mechanical Engineering
Engineering and Asset Management
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training Abstracts
Abstracts
Today increasing market competitiveness has forced manufacturers and primary industries
to compete on price and reliability. At the same time, there are greater complexities and risks
associated with the purchasing, installing, and maintaining assets. These are some of the
factors, which have lead to an increase in industry practitioners’ and academics’ interest in
the study of asset management.
Asset management itself is defined by Asset Management Council as “the life cycle
management of physical assets to achieve the stated output of enterprise”. One of the key
roles in the in-service phase of the life cycle is the maintenance planner. The planner input is
vital in selecting and deploying the right maintenance tasks and sequences to ensure an
asset's function is delivered at the optimal cost.
One way to increase the effectiveness of the maintenance planning process is to improve
the competency level of the maintenance planner. However, improving training and
qualification systems is not straightforward. The lack of agreement on the maintenance
planner tasks is one of the reasons why it is difficult to find a specific course for planners.
Developing an effective training package for maintenance planners needs to consider
planner competencies, cost, infrastructure, time flexibility and the content of the training
itself. This could be achieved by developing a better understanding of maintenance planner
role. Hence, a survey has been carried out to collect data of maintenance planner tasks
from companies in different market sector and from literatures. Analysis of this data is then
used to define a recommended set of maintenance planner tasks, skill sets and competency
levels.
Utilisation of the computer simulation game as an educational tool could assist prospective
and existing planners (students) in enhancing their learning experiences of maintenance
planning. It also provides a tool that can assist educators to evaluate students’
understanding of a concept. The challenge in achieving the conditions above is to establish
an effective structure of an education simulation game itself. A framework that is able to
relate the components that affect the planner’s work and the detailed technical requirements
of a computer/electronic simulation game is required. The understanding of the components
within this framework provides a clearer view of the required technical elements of a
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Requirements for Developing a Simulation Game for Maintenance Planner Training Abstracts
computer simulation game such as the functional requirements, data structure, simulation
algorithm, interfaces, scenarios and entertainment aspects.
As part of this research, a prototype of an Education simulation game for maintenance
planners (ESMAP) was developed. The feedback has indicated a degree of enthusiasm for
using a simulation game for maintenance planners training and a reasonable
market/commercial prospect. Moreover, the findings from the process of developing the
prototype, and the feedback of demonstration audiences have provide a valuable knowledge
in understanding the requirements of a complete version of an education simulation game for
a maintenance planner training system.
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Requirements for Developing a Simulation Game for Maintenance Planner Training Table of Contents
Table of Contents
ABSTRACTS
.................................................................................................................. II
TABLE OF CONTENTS .................................................................................................... IV
LIST OF TABLES ............................................................................................................... IX
LIST OF FIGURES .............................................................................................................. X
ACKNOWLEDGEMENTS ................................................................................................XI
ABBREVIATIONS ............................................................................................................ XII
DEFINITIONS
.............................................................................................................. XIV
1 INTRODUCTION .............................................................................................................. 1
1.1
RESEARCH BACKGROUND ............................................................................................ 1
1.1.1
ASSET MANAGEMENT STUDY...................................................................................... 1
1.1.2
MAINTENANCE PLANNER EDUCATION/TRAINING ....................................................... 2
1.1.3
COMPUTER EDUCATION SIMULATION GAME .............................................................. 3
1.2
THESIS CONTRIBUTION................................................................................................. 4
1.2.1
THE CHALLENGES ........................................................................................................ 4
1.2.2
RESEARCH QUESTION .................................................................................................. 4
1.2.3
RESEARCH METHODOLOGY ......................................................................................... 5
1.2.4
SCOPE LIMITATION ...................................................................................................... 6
1.3
THESIS OUTLINE ........................................................................................................... 6
2 LITERATURE REVIEW .................................................................................................. 7
2.1
CHAPTER OVERVIEW .................................................................................................... 7
2.2
LITERATURE REVIEW METHODOLOGY....................................................................... 7
2.3
EDUCATION SIMULATION GAME RESEARCH .............................................................. 8
2.3.1
SOCIETY ACCEPTANCE OF EDUCATION SIMULATION GAME .................................... 10
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Requirements for Developing a Simulation Game for Maintenance Planner Training 2.3.2
2.4
Table of Contents
DEVELOPMENT OF EDUCATION SIMULATION GAME ................................................. 11
EDUCATION SIMULATION GAME IN VARIOUS FIELDS .............................................. 13
2.4.1
SIMULATION GAMES IN THE MILITARY ..................................................................... 13
2.4.2
SIMULATION GAMES IN THE MEDICAL INDUSTRY .................................................... 15
2.4.3
SIMULATION GAMES IN BUSINESS AND MANAGEMENT ............................................ 17
2.5
SIMULATION GAME IN MAINTENANCE PLANNING ................................................... 20
2.5.1
THE MANUFACTURING GAME AND THE OILPRO GAME ............................................ 20
2.5.2
THE MAINTENANCE GAME ........................................................................................ 22
2.5.3
THE RELIABILITY GAME ............................................................................................ 22
2.5.4
ABB RELIABILITY CHALLENGE ................................................................................ 23
2.6
GAP ANALYSIS ............................................................................................................. 24
3 MAINTENANCE PLANNER TRAINING SYSTEM................................................... 27
3.1
CHAPTER OVERVIEW .................................................................................................. 27
3.2
EXISTING MAINTENANCE PLANNING TRAINING SYSTEMS ...................................... 27
3.3
EDUCATION SIMULATION GAMES FOR MAINTENANCE PLANNING TRAINING- THE
DEVELOPMENT PROCESS ..................................................................................................... 28
3.4
MAINTENANCE PLANNING .......................................................................................... 30
3.4.1
DEFINITION ................................................................................................................ 30
3.4.2
MAINTENANCE WORKFLOW....................................................................................... 30
3.4.3
COMPUTERISED MAINTENANCE MANAGEMENT SYSTEM (CMMS).......................... 33
3.5
UNDERSTANDING MAINTENANCE PLANNER ROLE ................................................... 33
3.5.1
DATA COLLECTION .................................................................................................... 34
3.5.2
MAINTENANCE PLANNER’S TASKS............................................................................ 35
3.5.3
MAINTENANCE PLANNER SKILL SET.......................................................................... 44
3.5.4
MAINTENANCE PLANNER PERFORMANCE INDICATORS ............................................ 47
3.5.5
FACTORS AFFECTING MAINTENANCE PLANNER TASKS............................................ 49
3.5.6
MAINTENANCE PLANNING GOOD PRACTICE .............................................................. 53
3.6
THE MAINTENANCE PLANNER FRAMEWORK ........................................................... 56
3.7
MAINTENANCE PLANNING COURSE ........................................................................... 60
3.7.1
MAINTENANCE PLANNERS AS STUDENTS.................................................................. 60
3.7.2
ADDRESSING MAINTENANCE PLANNERS REQUIREMENT AS A STUDENT.................. 61
3.7.3
ASSESSMENT METHODS............................................................................................. 62
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4 COMPUTER SIMULATION GAME FOR MAINTENANCE PLANNER ............... 64
4.1
4.2
SOFTWARE REQUIREMENTS SPECIFICATION ............................................................ 64
4.2.1
SOFTWARE OVERVIEW .............................................................................................. 64
4.2.2
FUNCTIONAL CAPABILITIES ....................................................................................... 65
4.2.3
FEATURES .................................................................................................................. 67
4.2.4
SOFTWARE ARCHITECTURE ....................................................................................... 67
4.2.5
PORTABILITY ............................................................................................................. 67
4.2.6
INTERFACES ............................................................................................................... 67
4.2.7
DATA STRUCTURES/ELEMENTS ................................................................................. 73
4.3
ESMAP WALKTHROUGH ........................................................................................... 76
4.3.1
STAGE 1- RISK ASSESSMENT / PRIORITISING ............................................................. 76
4.3.2
STAGE 2-PLANNING-PREPARING WORK PACKAGES .................................................. 77
4.3.3
STAGE 3- REVIEWING RETURNED WORK-PACKAGES ................................................. 79
4.3.4
STAGE 4- BILL OF MATERIAL MANAGEMENT ............................................................ 81
4.3.5
CYCLE COMPLETION AND DEBRIEFING ..................................................................... 81
4.3.6
SIMULATION ENGINE ................................................................................................. 83
4.4
ENTERTAINMENT ASPECTS ........................................................................................ 84
4.5
EVALUATION CRITERIA .............................................................................................. 84
4.5.1
COST .......................................................................................................................... 86
4.5.2
PERFORMANCE........................................................................................................... 88
4.5.3
DATA MANAGEMENT................................................................................................. 89
4.5.4
AUXILIARY CHARACTERISTICS ................................................................................. 89
5 PROTOTYPE DEVELOPMENT, TRIALS AND ANALYSIS.................................... 90
5.1
5.2
PROTOTYPE AIMS........................................................................................................ 90
5.3
PROTOTYPE DEVELOPMENT PROCESS ...................................................................... 91
5.4
PROTOTYPE COVERAGE AND DETAILED REQUIREMENTS ........................................ 92
5.4.1
FUNCTIONAL REQUIREMENTS INCLUDED (EDUCATION SCENARIO)........................... 92
5.4.2
ENTERTAINMENT SCENARIO INCLUDED..................................................................... 93
5.4.3
NON FUNCTIONAL REQUIREMENT/FEATURES ............................................................ 93
5.4.4
INTERFACES ............................................................................................................... 93
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5.4.5
DATABASE ................................................................................................................. 93
5.4.6
PROGRAMMING LANGUAGE ...................................................................................... 94
5.4.7
SOFTWARE STRUCTURE ............................................................................................. 94
5.4.8
WINFORM VS. WEB BASED...................................................................................... 94
5.4.9
DATA STRUCTURE ..................................................................................................... 94
5.4.10
HARDWARE REQUIREMENT ..................................................................................... 94
5.4.11
I/O REQUIREMENT ................................................................................................... 94
5.4.12
MEMORY REQUIREMENT ......................................................................................... 96
5.4.13
SCENARIO ................................................................................................................ 96
5.4.14
MULTIMEDIA ADD-ON ............................................................................................. 96
5.4.15
RANDOM NUMBER GENERATOR .............................................................................. 96
5.4.16
INITIAL SET-UP VARIABLES ...................................................................................... 96
5.5
PROTOTYPE STORYBOARD DEVELOPMENT ............................................................... 96
5.5.1
SCENARIOS................................................................................................................. 96
5.5.2
SEQUENCE DIAGRAM ................................................................................................. 98
5.6
SCREEN MOCK-UP ..................................................................................................... 101
5.6.1
FRONT PAGE ............................................................................................................ 101
5.6.2
GAME PAGE- BRIEFING............................................................................................ 101
5.6.3
GAME PAGE- MAIN PAGE ........................................................................................ 102
5.6.4
GAME PAGE- SORTING WORK ORDER STAGE (STAGE 1) ........................................ 102
5.6.5
GAME PAGE- PREPARING WORK-PACKAGE STAGE (STAGE 2) ............................... 103
5.6.6
GAME PAGE- REVIEWING WORK-PACKAGE STAGE (STAGE 3)............................... 104
5.6.7
GAME PAGE- BILL OF MATERIAL MANAGEMENT STAGE (STAGE 4) ...................... 104
5.6.8
GAME PAGE – DEBRIEFING ...................................................................................... 105
5.6.9
GAME PAGE – VIRTUAL LIBRARY ........................................................................... 105
5.7
ANALYSIS AND DISCUSSION ...................................................................................... 106
5.7.1
EDUCATION AND COURSE CONTENT ASPECTS ........................................................ 107
5.7.2
ENTERTAINMENT ASPECT ........................................................................................ 111
5.7.3
DESIGN ASPECT ....................................................................................................... 111
5.7.4
MARKET ................................................................................................................... 113
5.7.5
THE WAY FORWARD................................................................................................. 113
6 CONCLUSIONS AND RECOMMENDATIONS........................................................ 115
6.1
CONCLUSIONS ............................................................................................................ 115
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Requirements for Developing a Simulation Game for Maintenance Planner Training 6.2
Table of Contents
RECOMMENDATIONS ................................................................................................. 117
7 BIBLIOGRAPHY ........................................................................................................... 119
APPENDIX - 1
LIST OF MAINTENANCE PLANNER/ASSET MANAGEMENT
TRAINING
APPENDIX - 2
RECOMMENDED READINGS
APPENDIX - 3
EXISTING SIMULATION GAMES
APPENDIX - 4
ADVERTISED PLANNER’S TASKS
APPENDIX - 5
PROTOTYPE CODE
APPENDIX - 6
INTERVIEW QUESTION/QUESTIONER
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Requirements for Developing a Simulation Game for Maintenance Planner Training List of Tables
List of Tables
TABLE 1 - LITERATURE REVIEW INCLUSION CRITERIA ........................................................................... 8
TABLE 2 - CHARACTERISTICS OF SIMULATION GAMES, SERIOUS GAMES AND TRAINING SIMULATORS ... 9
TABLE 3 - APPLICATION OF SIMULATION GAME IN DIFFERENT FIELDS ................................................ 13
TABLE 4 - EXTRACT OF WORKFLOW MANAGEMENT COMPARISON MATRIX .......................................... 32
TABLE 5 - IDEAL MAINTENANCE PLANNER TASK GROUP..................................................................... 35
TABLE 6 - MAINTENANCE PLANNERS’ MEDIUM TERM TASKS ........................................................... 37
TABLE 7 - MAINTENANCE PLANNERS’ LONG TERM TASKS ............................................................... 41
TABLE 8 - MAINTENANCE PLANNERS’ LIAISON TASKS ..................................................................... 42
TABLE 9 - MAINTENANCE PLANNERS’ AD HOC TASK ......................................................................... 44
TABLE 10 -GENERIC KEY COMPETENCY LEVEL ................................................................................... 45
TABLE 11 -MAINTENANCE PLANNER SKILL SET AND KEY COMPETENCY ............................................. 45
TABLE 12 -SELECTED MAINTENANCE PLANNER QUANTITATIVE KPI................................................... 48
TABLE 13 -COURSE TECHNICAL TOPIC ................................................................................................. 62
TABLE 14 -ESMAP COVERAGE .......................................................................................................... 65
TABLE 15 -ESMAP INTERFACES ........................................................................................................... 72
TABLE 16 -TASK COVERED IN ESMAP PROTOTYPE ............................................................................ 92
TABLE 17 -SETUP VARIABLES............................................................................................................... 96
TABLE 18 -ESMAP PROTOTYPE INPUTS ............................................................................................. 97
TABLE 19 -FEEDBACK DETAILS ......................................................................................................... 106
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Requirements for Developing a Simulation Game for Maintenance Planner Training List of Figures
List of Figures
FIGURE 1 -
RESEARCH PHASE.............................................................................................................. 5
FIGURE 2 -
CAPSTONE SNAPSHOT ..................................................................................................... 18
FIGURE 3 -
THE MANUFACTURING GAME ........................................................................................ 21
FIGURE 4 -
THE RELIABILITY GAME BOARD...................................................................................... 23
FIGURE 5 -
SNAPSHOT OF THE ABB RELIABILITY CHALLENGE ......................................................... 24
FIGURE 6 -
THE DEVELOPMENT PROCESS OF SIMULATION GAME FOR MAINTENANCE PLANNERS’
TRAINING ...................................................................................................................................... 29
FIGURE 7 -
SIMPLIFIED VERSION OF MAINTENANCE WORKFLOW ....................................................... 31
FIGURE 8 -
MAINTENANCE WORKFLOW ............................................................................................ 40
FIGURE 9 -
MAINTENANCE PLANNERS’ PLATFORM ........................................................................... 50
FIGURE 10 -
MAINTENANCE PLANNER PRINCIPLES ........................................................................... 55
FIGURE 11 -
MAINTENANCE PLANNER FRAMEWORK ......................................................................... 57
FIGURE 12 -
DATA STRUCTURE(FULL VERSION) ................................................................................ 75
FIGURE 13 -
ESMAP WALKTHROUGH .............................................................................................. 76
FIGURE 14 -
RISK ASSESSMENT / PRIORITISING STAGE INPUTS-OUTPUTS ......................................... 77
FIGURE 15 -
PREPARING WORK PACKAGES STAGE INPUTS-OUTPUTS ................................................ 79
FIGURE 16 -
REVIEWING RETURNED WORK-PACKAGE
FIGURE 17 -
BILL OF MATERIAL MANAGEMENT STAGE INPUTS-OUTPUTS ........................................ 81
FIGURE 18 -
ISO 9126....................................................................................................................... 85
FIGURE 19 -
PERFORMANCE EVALUATION CRITERIA ........................................................................ 87
FIGURE 20 -
ESMAP PROTOTYPE DATA STRUCTURE ......................................................................... 95
FIGURE 21 -
ESMAP PROTOTYPE SEQUENCE DIAGRAM ................................................................. 100
FIGURE 22 -
ESMAP PROTOTYPE FRONT PAGE .............................................................................. 101
FIGURE 23 -
ESMAP PROTOTYPE SCREEN MOCK-UP GAME PAGE BRIEFING .................................. 101
FIGURE 24 -
ESMAP PROTOTYPE SCREEN MOCK-UP GAME PAGE – MAIN PAGE ............................ 102
FIGURE 25 -
ESMAP PROTOTYPE SCREEN MOCK-UP GAME PAGE – STAGE 1 ................................. 103
FIGURE 26 -
FIGURE 27 -
FIGURE 28 -
FIGURE 29 -
ESMAP PROTOTYPE SCREEN MOCK-UP GAME PAGE – DEBRIEFING ........................... 105
FIGURE 30 -
ESMAP PROTOTYPE SCREEN MOCK-UP– VIRTUAL LIBRARY ...................................... 106
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STAGE INPUTS-OUTPUTS ................................ 80
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Requirements for Developing a Simulation Game for Maintenance Planner Training Acknowledgements
It is an honour for me to thank those who made this thesis possible after a long journey.
I am heartily thankful to my supervisor, A/Prof Melinda Hodkiewicz, whose guidance,
patience and support from the beginning to the completion of this thesis enabled me to
develop an understanding of the subject. Her knowledge about the topics never cease to
amazed me
I owe my most sincere gratitude to my supervisor, Professor James Trevelyan. His direction,
logical way of thinking and encouragement, especially when things do not seem as bright as
they are supposed to be, has provided me with significant help to reach this point
To my supervisor at KBR, Geoff Reeves, my sincere thanks for all the technical and moral
support, including all of the understanding during busy working times.
To my supervisor on the RGP5 Project, Keith Jones, I wish to express my warm and sincere
thanks for all the help. His experience as a former planner, and now, as a maintenance
consultant without doubt has given me a lot of insight, and valuable feedback for this project.
To my friend, Ari Patrick Kusnadi, who has provided me moral and technical support from
the day I submit my research proposal to the end of this research. His knowledge about
database has provided me help during the development of the prototype and trial session.
To my friend Jeremy, my sincere thanks for helped me in the final proofread. It is a blessed
to have a friend like you.
Also, I would like to express my regards to my work colleagues, and my other friends, for all
those who supported me in any respect during this long journey.
Finally, to my special someone, Yohana, thanks for your love, your understanding, and your
help which is too much to be listed in here. Without you, this thesis may have never reached
its end.
Last but not least, to my parents and my brother, I would express my greatest thanks.
Although, they live overseas, in many ways they have provided more than moral support.
Thank you for all of your help, your understanding and your love.
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Requirements for Developing a Simulation Game for Maintenance Planner Training Abbreviations
ABBREVIATIONS
AS
Australian Standards
AM
Asset Management
AMC
Asset Management Council
ACM
Associations for Computing Machinery
BM
Breakdown Maintenance
BOM
Bill of Material
CM
Corrective Maintenance
CMMS
Computer Maintenance Management System
COTS
Commercial-off-the-shelf
EAM
Engineering and Asset Management
ESMAP
Education Simulation Game for Maintenance Planner
FMEA
Failure mode and effects analysis
FMECA
Failure mode, effects and criticality analysis
HR
Human Resources
HSE
Health, Safety and Environment
IEC
International Electrotechnical Commission
KPIs
Key Performance Indicators
KVA
Kilovolt Ampere
PM
Preventive Maintenance
PMs
Preventive Maintenance Works
QA
Quality Assurance
MTBF
Mean operating time between failures
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Requirements for Developing a Simulation Game for Maintenance Planner Training MTTF
Mean time to failure
TMG
The Manufacturing Game
TQM
Total Quality Management
RCM
Reliability Centred Maintenance
R&D
Research and Development
MPP
Maintenance Planner Principle
W/O
Work Orders
UWA
The University of Western Australia
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Abbreviations
Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training Definitions
DEFINITIONS
Term
Andragogy
Definitions
Integrated framework of adult learning(Knowles, Holton &
Swanson 2005)
Bill of Material
List of components , from complete assemblies to
individual components and parts for an asset usually
structured in hierarchical layers from gross assemblies to
minor items(Campbell & Reyes-Picknell 2006)
Breakdown
Failure
of
an
asset
to
perform
to
a
functional
standard(Campbell & Reyes-Picknell 2006)
Breakdown maintenance
A maintenance strategy where no maintenance to be
conducted unless and until an item no longer meets it
functional standard, often when the asset is no longer to
operate at all(Campbell & Reyes-Picknell 2006)
Contract maintenance
Maintenance work performed by contractor(Campbell &
Reyes-Picknell 2006)
Contractor
An Individual or company providing specific services to
another under contract for those services, tasks, or
specific results(Campbell & Reyes-Picknell 2006)
Corrective maintenance
Maintenance carried out after fault recognition and
intended to put an item into a state in which it can perform
a required function(AS IEC603000.3.14-2004)(Standards
Australia International 2004)
Edutainment
the presentation of informative or educational material in
an entertaining style (Egenfeldt-nielsen 2005)
Equipment repair history
A chronological list of defaults, repairs and costs on key
assets so that chronic problems can be identified and
corrected and economic decisions made(Campbell &
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Requirements for Developing a Simulation Game for Maintenance Planner Training Inspection
Definitions
A review to determine maintenance needs, condition and
priority of equipment(Campbell & Reyes-Picknell 2006)
Inventory
Stock item that are actually on-hand in a storeroom or
other area ready for use(Campbell & Reyes-Picknell 2006)
Asset Life Cycle
the time interval between a product recognition’s of need
or opportunity and its disposal(Standards Australia &
Standards New Zealand 1999)
Level of maintenance
set of maintenance actions to be carried out at a specified
indenture
level
(AS
IEC603000.3.10-2004)(Standards
Life Cycle Cost
The sum of Acquisition cost and Ownership cost of a
product over its life cycle.”
LCC costs can be divided into
five groups based on when it occurs:
definition
costs;
design
and
concept and
manufacturing
costs;
manufacturing and installation costs; operation and
maintenance
costs;
and
disposal
costs.(Standards
Australia & Standards New Zealand 1999)
Maintenance
The combination of all technical and administrative actions
including supervisions actions intended to retain an item in
or restore it to , a state in which it can perform a required
function (AS IEC603000.3.10-2004)(Standards Australia
International 2004)
Maintenance Actions
Maintenance task sequence of elementary maintenance
activities
carried
out
for
a
give
purposes
(AS
IEC603000.3.14-2004)(Standards Australia International
2004)
Maintenance Concept
Application of general maintenance policy to a specific
item
(AS IEC603000.3.10-2004)(Standards Australia
International 2004)
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Requirements for Developing a Simulation Game for Maintenance Planner Training Maintenance engineering
Definitions
A staff function intended to ensure that maintenance
techniques are effective, equipment is designed for
optimum maintainability, persistent and chronic problems
are analyzed and corrective action/modification/perfective
maintenance are made(Campbell & Reyes-Picknell 2006)
A record of maintenance activities and result(Campbell &
Maintenance History
Maintenance Management
All the activities of the management that determine the
maintenance objectives or priorities, strategies, and
responsibilities and implement them by means such as
maintenance
planning,
maintenance
control
and
supervision, and several improving the methods including
economical
aspects
13306:2001)(European
in
the
Standard
organization
CEN
(EN
(European
Committee for Standardization) 2001).
The person who is responsible for selecting and deploying
Maintenance Planner
the right maintenance tasks and sequence to ensure the
asset's function is delivered at the optimal cost during the
in-service phase
Maintenance
Planner
Recommended practice for maintenance planner in
Principle
conducting their planning activities.
Maintenance Strategy
A high level statement of vision, mission and objectives
with a description of a general plan for achieving them,
also used to describe the specific approach to be sued for
maintaining a specific assets(Campbell & Reyes-Picknell
2006)
Maintenance schedule
A comprehensive list of planned maintenance , resources
and its sequence of occurrence based on priority in
designated period of time(Campbell & Reyes-Picknell
2006)
Maintenance shut shutdown
A period of time during which a plant , department,
process, or asset is removed from service specifically for
maintenance(Campbell & Reyes-Picknell 2006)
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Requirements for Developing a Simulation Game for Maintenance Planner Training Maintenance Task
Definitions
Sequence of elementary maintenance activities carried
out
for
a
given
purpose(AS
IEC603000.3.10-
2004)(Standards Australia International 2004)
Maintenance work package
A detail description of the required maintenance action,
resources, tools and others requirements to complete a
work order. The work package also includes the required
budget estimation
Major defect
A single defect that can cause equipment breakdown and
operational looses(Campbell & Reyes-Picknell 2006)
Meta Cognition
awareness or analysis of one's own learning or thinking
processes(Merriam-Websters Dcitionary)
Minor defect
A single defect that cannot cause loses on its own but
may contribute to loses in combination with other minor
defects(Campbell & Reyes-Picknell 2006)
Preventive maintenance
maintenance carried out at predetermined intervals or
according to prescribed criteria and intended to reduce the
probability of failure or the degradation of the functioning
of an item(Standards Australia International 2004)
Predictive maintenance
A set of activities (i.e. by using measured physical
parameters against known acceptable limits) designed to
detect and correct an incidence before it occurs avoiding
its effects within the network and in the services.
Examples include vibration analysis, sonic testing, dye
testing, infrared testing, thermal testing, coolant analysis,
tribology and equipment history analysis(Campbell &
Perfective maintenance
A set of activities conducted after the start by improving
the
design
of
an
asset.
Also
called
design-out
maintenance (Campbell & Reyes-Picknell 2006)
Story board
A walkthrough of the interaction/behaviour between the
components, aspects and role within the simulation
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Requirements for Developing a Simulation Game for Maintenance Planner Training Work Order
Definitions
The prime document used by the maintenance function to
manage
maintenance
tasks.
It
may
include
such
information as a description of the work required, the task
priority, the job procedure to be followed, the parts,
materials, tools and equipment required to complete the
job, the labor hours, costs and materials consumed in
completing the task, as well as key information on failure
causes, what work was performed etc.(AM Council 2009)
Work Request
A simple request for maintenance service, or work
requiring no planning or scheduling but usually a
statement of the problem; usually precedes the issuance if
a work order(Campbell & Reyes-Picknell 2006)
Unscheduled Maintenance /
maintenance carried out, not in accordance with an
Reactive maintenance
established time schedule, but after reception of an
indication regarding the state of an item(Standards
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Requirements for Developing a Simulation Game for Maintenance Planner Training He who fails to plan is planning to fail
(Winston Churchill)
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2010
Requirements for Developing a Simulation Game for Maintenance Planner Training 1
Introduction
1.1
Research Background
1.1.1
Asset Management Study
Chapter 1
Introduction
Organisational structures and the methods of operating assets have undergone
notable changes in the last few decades. Some of the factors that have
contributed to these changes are the adaption of new technologies, the
increasing awareness of environmental, health and safety issues, and sociocultural changes. These factors have increased the complexity and risks in the
process of purchasing, installing, maintaining and disposing of an asset. At the
same time, industrial globalisation has increased market competitiveness,
forcing manufacturers and primary industry to compete on price and reliability.
These conditions have contributed to the increase interests of both industry
practitioners and academics in the study of asset management.
The Asset Management Council (AMC) defines Asset Management as “the life
cycle management of physical assets to achieve the stated output of
enterprise”. Their asset management model is a plan-do-check-act process
sustained by leadership and culture and reinforced by four fundamental
principles. The first principle is capabilities that relate to what the asset does
and outputs of those capabilities. The second principle is outputs, related to the
identification of capabilities values and the way to measure those capabilities.
The next principle is the level of assurance, which includes the management of
the risk, or a level of uncertainty associated with each capability; and the fourth
principle is the learning organisation, which relates to how people feel and
share the values of the company and the processes involved (AM Council Body
of Knowledge Team 2006).
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Requirements for Developing a Simulation Game for Maintenance Planner Training Chapter 1
Introduction
In this model, one of the key aspects/persons is a maintenance planner who
plays the role of the driver in ensuring the level of assurance achieved and at
the same time providing input for the learning organisation. For the purposes of
this thesis, a maintenance planner is defined as the person who is responsible
for selecting and deploying the right maintenance tasks and sequence to ensure
the asset's function is delivered at the optimal cost during the in-service phase.
This in-service phase is usually the longest phase of the asset's life cycle, as it
typically occurs from the asset procurement/construction time to its disposal
time.
The role of a maintenance planner is integral to the maintenance function and
maintenance management. The term maintenance is defined in AS IEC60300
and EN13306:2001 as “the combination of all technical, administrative and
managerial actions during the life cycle of an item intended to retain it in, or
restore it to, a state in which it can perform the required function”. In
EN13306:2001, maintenance management (MM) is defined as “all the activities
of the management that determine the maintenance objectives or priorities,
strategies, and responsibilities and implement them by means such as
maintenance planning, maintenance control and supervision, and several
improving the methods including economical aspects in the organisation”.
1.1.2
Maintenance Planner Education/Training
It is possible to increase the effectiveness of the maintenance planning process
through improving the competence of the maintenance planner. A competent
maintenance planner is expected to have a good understanding of maintenance
and planning concepts as well as adequate technical skills.
However, improving training and qualification systems is not as straightforward
as it sounds. In general, factors affecting a training system includes individual
needs, time, cost and the content of the training itself. A training system needs
to address the special needs of the maintenance planners (or candidates) that
are influenced by different work conditions and different industries. From a
company’s point of view, the training should provide a balance between time,
cost and effectiveness. Finally, the content of the training itself should provide a
high correlation with the actual knowledge required by planners for their daily
activities.
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Introduction
Currently, in Australia/New Zealand, there are a number of formal courses
provided for maintenance planners through university or TAFE (diploma level)
or short courses from recognised training providers (refer to Appendix 1 for the
list of these courses). Traditionally, the material in these courses is delivered in
the form of a lecture/presentation; group discussion; workshop and is typically
followed by assignment(s)/test(s) or an exam at the end of the course.
However, various changes that have occurred in society have led to questions
such as:
•
Does the existing training system provide opportunities for the students
to practice any applicable techniques for the problems that planners
encounter in their daily tasks?
•
Do the students find that the course promotes self-learning?
•
Do the existing courses address company needs?
•
Could
using
alternative
delivery
methods
improve
training
effectiveness?
In response to the changes and questions described above, different options in
delivering the courses to the students need to be explored. This may include
adapting new technology, and/or evolving the traditional way of teaching and
delivering a concept.
1.1.3
Computer Education Simulation Game
Examples of the barriers and challenges of existing traditional classroom-type
training systems may include time-consuming training, material indirectly related
to the workplace, inflexible class sizes, inconvenient schedules, and
approaches
resulting
in
disinterested
and
fearful
training
participants
(Williamson 2006). An alternative pathway to improve the training's outcome is
through a computer education simulation game. Initiated in military, and
business management, nowadays computer simulation games have become an
acceptable education tool in various institutions.
As an educational tool, the simulation game itself has a number of advantages.
Magee (2006), in his review of simulation education outlined advantages such
as reducing the cost of acquiring and operating expensive equipment, reducing
the complexity of and prerequisites for installing equipment and reducing the
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Introduction
risk of conducting a hazardous experiment in the real-world environment.
Education simulation games provide flexibility in setting the environment based
on input variables or different perspectives and relatively accurate feedback of
their actions. The education simulation game permits users to re-play all their
recorded actions and learn from their own mistakes, which increases strategic
thinking and insight. Magee also highlights that students find simulation games
to be more fun, encourage them to self-learn and provide motivation to become
the best among the other players. Furthermore, education simulation games
provide a metacognition and mental model, which helps to improve
psychomotor, analytical, spatial, and computer skills (Magee 2006).
In the last few decades, there have been substantial increases in the research
into simulation games. Researchers have explored questions such as what is
the effectiveness of simulation games for educational purposes, what are the
drawbacks in using simulation games for teaching a subject, and what are the
features that makes a quality education simulation. However, there are still gaps
in the existing research into simulation games. These are discussed further in
Chapter Two.
1.2
Thesis Contribution
1.2.1
The Challenges
Utilisation of the computer simulation game as an educational tool could assist
students in enhancing their learning experiences of maintenance planning. It
also provides a tool that can assist educators to evaluate students’
understanding of a concept. The challenges with achieving this are associated
with the establishment of the correct and effective education simulation game
structure. The development process requires a clear understanding of the
maintenance planner’s tasks, components affecting a planner’s performances,
the relationship of an ideal maintenance model to a simulation game, and the
requirements for implementing a simulation game.
1.2.2
Research Question
The research focus questions were as follows.
a. What is the value of using a simulation game as an educational tool for
a maintenance planner?
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Introduction
b. What are the parameters that will drive a successful computer
simulation-game’s learning outcomes?
c.
What are the critical factors to be considered in developing a training
package for a maintenance planner?
d. What would be required to develop a framework for a maintenance
planner computer educational simulation game?
1.2.3
Research Methodology
The research was conducted in six phases as shown in figure 1
Research Planning Literature Review Framework Development
Conclusion and Recommendations Prototype Development
Prototype Testing and Analysis Figure 1 - Research Phase
•
Phase 1 – Research Planning. This included research scheduling, methodology
planning, and resources identification.
•
Phase 2 – Literature Review. This focused on obtaining information on
simulation games and maintenance planner training.
•
Phase 3 – Framework development. This included:
o
Eliciting requirements for a maintenance planner education simulation
game;
o
Identification of actual planner tasks;
o
Identification of supporting environments for planners;
o
Identification of recommended best practices in maintenance planning;
o
Identification of recommended skill set for planners; and
o
Identification of how the course can be delivered and assessed through
the simulation games.
•
Phase 4 – Prototype development. This included story board development,
interface design, defining the software data structure/hierarchy, defining the
module, defining a testing procedure and simulation games coding.
•
Phase 5 – Prototype testing and analysis. This includes carrying out integrity
tests, trial run and analysing the respective feedback from the trial runs.
•
Phase 6 – Conclusion and recommendation. As a close out, a set of conclusions
and recommendations for future work was established.
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Chapter 1
Introduction
Scope Limitation
The following were the scope limitations:
o
Prototype
development
was
carried
out
in-house,
and
is
limited/constrained by resources availability;
o
Research was conducted for general industry and excluded the study to
address the requirement of specific products and/or industries;
o
Study of existing maintenance planning game was based on a desktop
review of published literature and users opinions. No first hand
experiences are included; and
o
The research excluded study in analysing student’s understanding prior
and after using simulation, and comparison of using simulation and
other teaching methods for maintenance planner training.
1.3
Thesis Outline
•
Chapter 1- Introduction
The aim of this chapter is to define the research background, goals, thesis
statement and methodologies.
•
Chapter 2 - Literature Review
The aim of this chapter is to discuss what has been researched/developed
in the past, and what gaps currently exist.
•
Chapter 3 –Maintenance Planner
The aim of this chapter is to develop an understanding of role of a
maintenance planner through identifying maintenance planners’ ideal tasks,
factors
affecting
their
work
performance,
and
the
required
skill
set/competency level. From this understanding a maintenance planner
framework was developed.
•
Chapter 4 – Computer Simulation Games For Maintenance Planners
This chapter focuses on what is required to develop computer simulation
game for the maintenance planner training system.
•
Chapter 5 –Prototype Development, Trial and Analysis
This chapter explores the development and analysis of the prototype.
•
Chapter 6 - Conclusion and Further work
The aim of this chapter is to establish a set of conclusions of the research
against the thesis statements and provides the recommendation for further
work to develop a better simulation game for maintenance trainings.
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Requirements for Developing a Simulation Game for Maintenance Planner Training 2
Literature Review
2.1
Chapter Overview
Chapter 2
Literature Review
This chapter provides a description of the methodology used for the literature
review. The data obtained from the literature review is presented in three parts.
The first part defines an education simulation game and explores the empirical
research of education simulation games. The second part explores the
application of simulation games in different fields. The final section provides a
gap analysis of existing research.
2.2
Literature Review Methodology
The aims of the literature review was to provide a comprehensive examination
of the usage of existing simulation games as an educational tool, especially in
providing training for a maintenance planner. The literature review was limited
to articles published in English. The literature was researched through the UWA
library facility, online search engines such as Google and Yahoo and journal
databases such as Quests, Compendex, Science Direct, Standards Australia
and ACM Digital library Portal.
The range for the application of education simulation games is extensive.
Therefore, it is necessary to constrain the literature review to a specific topic.
Table 1 shows the inclusion criteria and the list of key words used in this
research.
Some of these articles are listed in appendix 2 as recommended readings.
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Literature Review
Table 1 ‐ Literature review inclusion criteria Inclusion Criteria List of Keywords It contained information/reference to E‐learning, edutainment, simulation game, games, simulation games as an educational simulation, COTS simulation game, health simulation, tool and/or its application for adult military simulation, business simulation, learning in different fields such as military, medical, business, management and maintenance. • Curriculum, skills based competency, assessment matrix It contained information/reference to empirical studies in education, software development, and/or management • Good Working Environment, management skills • Software engineering cycle, requirement analysis design, software development road map It contained information/reference to maintenance planning, maintenance techniques/strategies, reliability data. Maintenance planning, Asset management plan, Asset management strategy, maintenance game, maintenance planner skills, maintenance planning principle, maintenance planning scheduling, CMMS, maintenance planning diploma, maintenance planning certificate, maintenance planner 2.3
Education Simulation Game Research
Archival and archaeological records have provided evidence of the use of
simulation games as one method of training or improving a skill dating back
thousands of years. In recent decades, the rapid development of technology
has introduced more complex simulation game concepts. Today, people use the
terms basic game, serious game/edutainment and training simulators to
describe the different levels of sophistication of simulation games. Table-2
describes the difference between each of these terms.
Along with the advancement of simulation, academies around the world have
conducted a vast amount of empirical research to explore the relationship
between simulations/games and education. It is possible to separate the
empirical research topics into two groups. The first group investigated society’s
acceptance of education simulation games. The second group focused on
factors that affect the development of the education simulation game itself.
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Table 2 ‐ Characteristics of simulation games, serious games and training simulators No Characteristics 1 2 3 Involves Simulation Imaginative experience Entertaining, fun and engaging 4 Skills development 5 Type of challenge Gestalt 1(Lindl
ey 2004) 6 7 1
Goal Oriented Games Serious Game/Edutainment 1. A virtual environment is present 2. The application interactively engages the user in the form of simulation May provide an imaginative or fictitious simulated environment 1. Provides entertainment 2. Provides interesting and engaging challenges 3.Provides a fun experience 1. Does not provide an application of specific‐skill development 2. Possible although not as primary feature 1. Ideally a continuous and intelligent challenge 1. Presence of game play patterns 2. Game play patterns may vary 3. Possible development of a game play gestalt 1. Goal oriented activity present 1. End state present Training Simulators Only provide recreation of real world environments 1. Built for non entertainment 2. Can provide interesting and engaging challenges 3. Can provide a fun experience 1. Not intended to be fun, entertaining or engaging. 2. Operator may find the application fun, and entertaining 1. Usually designed to provide some form of skill development, especially in training applications 1. Operator skills are the primary purpose of the simulator 1. The challenges vary with the type of simulation 1. Challenges depicted accurately with respect to an equivalent real world scenario 1.Presence of standard operational procedure 2. Operational procedure does not change 1. Presence of game‐play patterns and gestalt varies depending on the application 1. Goal oriented activity absent 1. No obvious end state 1. May or may not have an obvious end‐state, depending on application (Adapted from NARAYANASAMY et al. 2006; Lindley 2004)
Game play gestalt could be defined a player’s pattern move of performances (Lindley 2004)
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Chapter 2
Literature Review
Society Acceptance of Education Simulation Game
Studies of this topic are often based on the exploration of the outcome of
applying a commercial computer simulation game in a school, learning institute
or trial environment. As an example, in the mid 2000s Egenfield conducted a
study on a Danish high-school involving 72 students and two teachers with the
purpose of examining the actual use of computer games in an educational
setting from the third generation perspective. The study examined the use of a
commercial computer historical strategy game (Europa Universalis II) in a two
and a half month history course. The aim of the empirical study was to examine
key findings related to barriers for the use of educational computer games, the
scepticism towards the historical understanding of computer games, the
problems relating to the experiences of computer games with other domains,
and the effectiveness of learning from computer games (Egenfeldt-nielsen
2005).
Another example is the research by Richard Sandford and Ben Williamson from
Futurelab. In 2005, they published “Handbook of Games and Learning”. The
handbook explores the issue of games as ideal learning environments, the
educational outcome from playing games, social aspects of games that support
learning and games design for learning. The handbook also discusses criticism
of the use of games in schools(Sandford & Williamson 2005). Futurelab itself is
a consortium comprising some of the UK's top players in the software, hardware
and creative industries.
It appears that most of the published studies focused on measuring the
success/effectiveness of a simulation game outcome based on content
retention (Warren 2001). These studies have produced mixed results and
protracted debates between academics. Some studies (e.g. Bredemeier &
Greenblat 1981; Keeffe, Dyson & Edwards 1993; Randel et al. 1992;
Brenenstuhl 1975; Greenlaw & Wyman 1973; Egenfeldt-nielsen 2005) have
shown that there is no difference in content retention between the traditional
classroom approach and the use of simulation games. On the contrary, other
studies (e.g. Egenfeldt-nielsen 2005; Boseman & Schellenberger 1974; Gander
2009), indicated that simulation games produced a better content retention. This
result was also supported by longitudinal studies, signifying that students who
use simulation games have a better content retention for a longer time after
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Literature Review
they have completed the game/simulation (Specht & Sandlin 1991) when
compared to the students who only attend a traditional classroom/lecture.
Other studies claim that simulation games encouraged better learning (e.g.
Page & Roberts 1992; Stembler 1975; Braskamp & Hodgetts 1971; Egenfeldtnielsen 2005). This can be explained by understanding the different
characteristics of the simulation game approach and the traditional classroom
approach. The simulation game provides a constructivist learning process
where learners construct their skills through the process of acquiring new
information/problems or conditions, and then actively discover the solution
(Merrill, Li & Jones 1991; Kember & Murphy 1990; Gagne, Briggs & wager
1992; Gander 2009; Warren 2001; Hwang 1995; Shrock 1995). This approach
has produced a more complex outcome, as it directly engages personality,
social ability, cognitive thinking and the value/belief systems of the students
(Warren 2001; Keegan 1995). This lead to the simulation game promoting
behavioural change (Dukes & Mattley 1986) attitude/affect change (Orbach
1977) and toleration of ambiguity(Lee & O'Leary 1971).
While there are some negative opinions about the effectiveness of computer
simulation games, the end-users character will have a considerable effect on
the advancement of this technology as an educational tool. Today, many people
are exposed to computers at an early age. There is more familiarity with
computers, electronic games and online information exchange. At the same
time, there is a higher demand for education providers to provide training in a
risk-free environment and at a lower cost.
Moving forward, the combination of these factors is likely to make society
tolerable and accepting of simulation games as an educational tool. Sara de
Freitas, in her report for JISC e-learner, “A Review of Game-based Learning”
stated that there is ample potential and need for tutors and practitioners to be
involved with game development for learning and become more empowered
with game-based learning (Freitas 2006b).
2.3.2
Development of Education Simulation Game
In 2000, the University of Twente launched the Knowledge Management
Interactive Training System (KITS) study. This study examined the theoretical
analysis and empirical results from research in the field of instructional games
and simulations. It also tried to find evidence concerning the appropriate
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learning approaches and measures that could optimise the learning effects of
games and simulations (Leemkuil, Jong & Ootes 2000a). The report of this
study contains a number of case studies and reviews of various simulation
software programs and how they were developed and used in business and
science studies.
Magee
(2006)
points
out
that
what
is
often
missing
during
the
development/research of simulation games is an understanding of the
underlying theory of design and philosophy of knowledge about the models
used to develop the educational simulations. There are no comprehensible
design paradigms; and there is a lack of well designed research studies
(Greedler 1996). Furthermore, there is no uniform approach to compare
successes in the use of simulation games (Jeffries 2005; Dreifuerst 2009). As a
result, there is a need to have a more systematic study in designing, and
evaluating simulation games.
One crucial task is to develop relationships within the simulation community.
Given the multidisciplinary aspects of simulation design, strong communication
skills are needed to leverage and build relationships between engineers,
computer scientists, educators and learners (Haluck 2005). This coordination
will assist in providing an efficient road map to develop a simulation game that
provides optimum benefits to the end users.
In general, there are three classes of education simulation games. These are
operational simulation games, teaching and training simulation, and role-play
simulation. Operational simulation games are further divided into tactics and
strategy, planning, and advocacy models. Tactic and strategy simulation games
aim to build decision-making skills (i.e. to recognise the most profitable decision
based on a given a set of criteria) (Wennergren 2003). Planning games focus
on creating logistical skills i.e. to provide an understanding of the process that
allows an organisation to function (Magee 2006). By using an advocacy game,
one can demonstrate the validity of a plan or operation as a successful event.
An example of an advocacy simulation game is The Schlieffen Plan, created in
Germany (1894-1905). The game detailed an operational war game outlining
how Germany could defeat both France and Russia in a single, short campaign
(Wilson 1968).
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Teaching and training simulation games focus on building competencies based
on real-world scenarios. This training often focuses on training students in
operating expensive or dangerous equipment where a mistake could bear
significant costs/damage. An example of this training is military flight simulation
games.
In role-play simulation games, the trainer provides a narrative for their student
to reach the end game. An example of role-play simulation games is the training
of “DR ABCD” in the first-aid course, where students play the role of an accident
victim and first aider. Today, it is common to have a combination of role-play,
and teaching and training simulation games.
There are differences in the characteristics of simulation games that are used in
the military, the medical industry, business and management, and maintenance
as shown in the Table 3.
Evaluation methodology Validity Operational Tactics and Heuristic skills In‐simulation and real‐ Game theory Games Strategy world evaluation Planning Logistic skills In‐simulation and real‐ Simulation/ model of world evaluation real‐world process Advocacy Indoctrination
Change in opinion Simulation/ model of perceived‐world process Teaching and Skill Specific Skill In‐simulation and real‐ Simulation/ model of Training Acquisition world evaluation perceived‐world skill Role‐play Narrative Empathy/ End Verbal/ Written De‐ Qualitative game brief assessment Maintenance Goal Business and management Type Medical Military Table 3 ‐ Application of Simulation Game in different fields a a a a a a a a a a
a
a
a
a
a
a (Adapted from Magee 2006)
2.4
Education Simulation game in Various Fields
2.4.1
Simulation Games in the Military
Historically, the military pioneered the use of simulation games as an
educational tool, with the first official use of a simulation game for military
training dating back to 1780 when Helwig, (later refined by Lieutenant Von
Reisswitz), introduced games into the military. In the 19th century, Kriegsspiel
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became the first organised effort to use games for a direct educational purpose
in western culture when officers were trained in simulating strategy on the
battlefield. At that time, a copy of the game was distributed to every regiment in
the German army (Egenfeldt-nielsen 2005). The application then spread to the
rest of the world (Avendon & Sutton-Smith 1971).
Over time, the military has used education simulation games as a tool for
assessing and practising tactics and strategies (Wilson 1968). Although
simulation games were never intended as substitutes for real-world training,
their development continues to occur. Simulation games are considered to be
more effective, economical and safe (i.e. since they reduce causality levels
associated with live exercises), especially in terms of honing the skills of war
manoeuvres and warfare (Brown et al. 2001).
In 1980 a significant shift occurred as the military received fewer funds for
education simulation development. A new low-cost approach to producing war
games was required, which led to the foundation of a strategic alliance between
the military, the entertainment industry and academia. The first adaptation of the
commercial game Battlezone to military training occurred in 1980. Battlezone,
developed by game-maker Atari, was a tank combat game that provided a 3D
first-person perspective simulation (Parish 2005).The military used this game for
hand-eye coordination training systems (Egenfeldt-nielsen 2005).
In 1998, the US military started to use commercial computer games for training,
with a modification of Doom called Marine Doom (Leemkuil, Jong & Ootes
2000b; Egenfeldt-nielsen 2005). In 1999, the US military signed a $45 million
contract with the University of Southern California to establish the Institute for
Creative Technologies (ICT) (Magee 2006). ICT’s goal is to develop new
modelling and simulation technologies for military and educational purposes
(Blank 2004; Magee 2006). In 2003, this alliance released its first products, Full
Spectrum Warrior (used for squad-based tactics training) and Full Spectrum
Command (used for logistical training simulation) (Smith 2010).
The advantages of commercial/civilian hardware and software compared to
military simulators, have promoted this trend (Strachan 1999). They cost less
than their military counterparts and they can operate on consumer-grade
technology (Oliver 2005). Nowadays, many of the commercial military games
have as much realism, physics engineering and artificial intelligence as military
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grade simulations (Magee 2006). The major drawback is that the military often
consider them as toys, (Blank 2004) which in turn is likely to reduce the
seriousness of the students and instructors.
Nevertheless, the military’s use of simulation games is likely to increase in the
future. Continual changes in warfare tactics will require the rapid development
of new and cost-effective training (Oliver 2005). The integration of simulation
into the design and eventual deployment of new equipment will become more
common (Strachan 1999). Integrating training simulation within the hardware
allows learners to interface directly with the equipment that they will eventually
use in real life (Aldrich 2005; Magee 2006). This feature will narrow the distance
between the learning context and the actual real world (Brown et al. 2001;
Magee 2006).
Unfortunately, access to some of the military findings and results for education
simulation games is often limited due to security reasons. Regardless, the
knowledge that the military have gathered in this field provides many useful
lessons for the future application of education simulation games.
2.4.2
Simulation Games in the Medical Industry
The first medical simulator was a basic model of a human patient (Meller 1997).
In line with the development of technology, medical simulation has become
more complex. Nowadays, there are three types of medical education
simulation games: operational games; teaching and training games; and roleplay games.
There are a number of factors that have led to an increasing interest in the use
of medical simulation games as a training and continuing competency
assessment tool (Knapp 2004; Hook 2004; Gordon et al. 2005). First, an
increasing number of fatal medical errors occur every year (Hook 2004).
Significant changes in healthcare’s delivery methodologies have led to the
reduction of in-patient time and students’ exposure to a variety of disease and
physical findings (Issenberg et al. 2005). Newly evolving threats such as
pandemics and bio-terrorism require methods to train competent medical
workers urgently (Hook 2004).
Moreover, the increasing number of new techniques in medical imaging and
surgery means that students need to have a better understanding of threePage 15 of 124
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dimensional medical information (Hariri et al. 2004). The increasing pace of
innovations in the field of medicine forces medical students to absorb
knowledge at a faster rate (Shaffer, Gordon & Bennett 2004). Under these
conditions, there is an increasing awareness that medical graduates’ critical
thinking skills may not be adequate to work in an increasingly complex clinical
environment (Jeffries 2005).
Compared to the traditional approaches with bench or cadaver models,
computer simulation provides tools to gather quantitative data about student
performance for evaluation purposes (Knoll et al. 2005). The controlled
environment (i.e. for practices such as surgery) within a simulation field allows
students to learn at their own pace, building their skills without the real-life
constraints of physiology and surgery (Liu et al. 2003). Simulation games
provide opportunities for the learner to engage in various real clinical situations
to provide training in communication, leadership and team interaction as well as
observation and repetition as many times as is necessary to achieve a
mastery/acceptable proficiency level (Brunner et al. 2004).
The introduction of simulation games has led to a better-trained health care
worker, reduced medical errors (Gallagher & Cates 2004), reduced costs due to
lower malpractice, and improved the overall quality of patient care (Hamilton
2005; Eder-VanHook 2004; Issenberg et al. 2005). There is also a higher level
of student satisfaction in those groups who use simulations rather than
traditional, lecture-based material (Docherty et al. 2005) as they find that
simulation-based approaches are more motivating and engaging than traditional
work assignments (Spinello & Fischbach 2004). However, there is an argument
that simulation games have notable shortcomings as they do not address needs
in communication and coordination skills between participants (Silverman &
Wood 2004).
In the future, Higgins projected that medical simulation growth overcomes the
limitation, and provide the following features:
¾
Powerful question management tools linking the learner to the literature
and to human experts with knowledge of the subject, the context of the
question, and the background of the individual asking the question;
¾
Practical experience in using new information tools for “just in time”
learning which is required in practice;
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Requirements for Developing a Simulation Game for Maintenance Planner Training ¾
Chapter 2
Literature Review
Display accurate 3D simulations of human anatomy and be adaptable
to illustrate the wide range of variations in normal anatomy as well as
pathologies;
¾
Vividly and accurately shows active signalling and interaction of cells
operation;
¾
Allow users to explore systems and pathologies at the molecular, cell,
or gross anatomy levels;
¾
Train users in the operation of sophisticated imaging and laboratory
equipment;
¾
Allow
interaction
with
simulated
patients,
including
plausible
conversations about symptoms;
¾
Allow users to conduct a general practice and organ system-focused
physical examination; and
¾
Allow individuals and groups to practice tasks requiring collaboration
and communication. (Higgins et al. 2005).
Today, there are more developed medical education simulation games available
on the market. An example of medical education simulation games is ACLS
(Advance Cardiac Life Support) Interactive which is geared toward nurses,
paramedics, and other health care professionals. The simulation game provides
20 different and challenging medical scenarios that require ACLS at different
locations such as in the Cardiac Care Unit, at the Emergency Department and
in the ambulance. Users are required to treat the patient using more than 40
realistic medical tools and then examine the results based on the treatments
used (Burg 2006; Bohrn 2004). More examples of medical education simulation
games are available in Appendix 3.
2.4.3
Simulation Games in Business and Management
In business and management, simulation games development has focused on
areas of strategic and planning games, which assist companies in
understanding how their own decisions could influence market behaviour and
financial performance (Ghemawat 2002). In 1944, the publication of “The
Theory of Games and Economic Behaviour” served as the quantitative basis for
the development of business games' mathematical models. The games support
business understanding in how to make strategic decisions effectively. In 1956,
the US Air Force simulation, Monopologs was released. In this game, the user
plays the role of an Air Force inventory manager who manages the supply
system. One year later, the University of Washington used AMA Top
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Management Decision Simulation in their business college class (Egenfeldtnielsen 2005; Meier 1969). Since then, many business institutes have used
education simulation games.
Figure 2 - Capstone snapshot (Meglio 2008)
Today, education providers around the world have incorporated simulation
games as part of their curriculum. An example of this is CAPSTONE which
been used at Harvard, University of Western Australia, Kellogg, Berkeley and
Curtin Universities. In CAPSTONE, users play the role of corporation
stakeholders, involved in making business decisions in various fields, as well as
competing with five other simulated corporations for eight simulated years
(Capsim Management Simulations 2009).
Utilising a blended learning approach of concepts and execution, users employ
a combination of cases, software, online tutorials, pre-work exercises and
guidebooks to make decisions in the areas of Human Resources (HR),
Marketing, Finance, Production, Total Quality Management (TQM) and
Research and Development (R&D) for their company. This allows users to stop
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looking at a business solely from their standpoint (e.g. production, finance etc.);
instead the simulation game promotes a strategic/holistic mindset towards the
business, understanding the entire business process and its nuances in a
simple and unforgettable manner. The winning team is decided - according to
the highest profits, market share, sales, stock price and other predefined
measures (information adapted from Capsim Management Simulations 2009).
More examples of business simulation games are available in Appendix 3.
The
increased
integration
of
simulation
games
within
business
and
management schools’ curriculum (Maxwell, Mergendoller & Bellisimo 2004) is
due to several factors:
•
Criticism from the business community that current curriculum is
inflexible, has a conservative nature and often not linked to business
realities (Lainema & Makkonen 2003)
•
Change in the business dynamic under the pressure of globalisation
and new business processes (Summers 2004)
•
Traditional approaches that allowed the student/practitioner to learn
from their mistakes became less of an option due to cost implications
and the unavailability of time to conduct such exercises (Rasmusen
1989).
Based on the comparison between early simulation games (i.e. AMA Top
management Simulation) and more recent simulation games such as Capstone,
it appears that while technology has significantly changed in the last 40 years
the business simulation games still have a relatively similar approach. At the
simplest level, business simulation games provide “sequential decision-making
exercise structured around a model of a business operation” (Carson 1969;
Magee 2006). Most of these games expose the student to the consequences of
their single or combined decisions over time (Meier 1969), by providing
immediate and long-term feedback. In recent years, simulation games offer
more features, which provide a student’s capability to perform more analysis.
Some of the more recent simulation games enhance students’ understanding of
the system’s wide/long-term implications of unethical choices within an
organisation. In a simulated environment, students can experiment with different
ethical choices (Teach, Christensen & Schwartz 2005).
Although there are obvious benefits with using simulation games for business
and management training, there are some criticisms. Some consider the games
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are not realistic enough to help in solving real management problems and
emphasise quantitative factor more than qualitative factors (Magee 2006). Once
students realise the cost of failure is nonexistent, they may end up playing
rather than learning during the business game (Roberts 1969). Moreover,
Magee in his report also mentioned that there is concern in the validation of the
business game skills in the real world as the game could over-simplify the
training context.
Regardless of the weaknesses mentioned above, the rapid changes in business
practices, the development of new simulation technologies (includes supporting
hardware) and the demand for effective, efficient and low cost educational tools
will facilitate the increased application of educational simulation games in the
business and management field (Summers 2004).
2.5
Simulation Game in Maintenance Planning
This literature review found limited information about education simulation
games, especially computer simulation games, in maintenance planning. The
few simulation games that are available on the market are mostly board-game
types. The aims of these games are to address the need to develop better
interaction between production, finance and maintenance by showing the
consequences of users’ acts rather than generating better technical skills as a
maintenance planner.
2.5.1
The Manufacturing Game and the OilPro Game
In the early 1980’s, based on their benchmark study, DuPont developed a board
game named The Manufacturing Game (TMG) (Ledet Enterprises 1992).
Today, TMG has reportedly gained a number of successes around the world
with clients from leading companies such as BP, Philips and Mobil Refinery
(Griffith, Kuenzli & Monus 1999; Griffith, Kuenzli & Monus 1998). Participants
usually play TMG in a guided workshop where they simulate the roles of
operations, maintenances or business services. Operations decide what
equipment could be shut down, invest in eliminating operational defects, and
produce the product. Maintenance decides resources allocation and the
required maintenance works. Business services handle the logistics sector i.e.
shipping products to customers, collecting revenues, storeroom management
and spare parts management (Griffith, Kuenzli & Monus 1999; Griffith, Kuenzli
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& Monus 1998; Ledet & Paich 1994; Ledet Enterprises 1992; Ledet & Ledet
2002).
Figure 3 - The Manufacturing Game (Ledet Enterprises 1992)
Through the microworld within TMG, the participants become aware of how
organisational breakdowns are often caused by "local" or "functionality”
perspectives, how feedback from different sectors can amplify or diminish an
action, and how operational and information delays in the system could cause
various effects in breakdown management. After completion of the game, the
participants are guided to identify the actual problems within their organisation,
and actively resolve them. This approach ensures that the team has better
ownership of the problem and greater focus on the action itself, rather than only
identifying what is necessary to make their decisions (Ledet & Paich 1994;
Ledet & Ledet 2002).
Later, DuPont also introduced a variant of the Manufacturing game called The
OilPro Game® (OPG). OPG allows users to explore how best practices
combine in dealing with the integration of real-life petroleum production
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functionalities, including high-priority factors such as environmental, health,
safety and a shrinking workforce.
2.5.2
The Maintenance Game
In the 1990s, IDCON developed a board game called The Maintenance Game
(IDCON 2007). In this game, each participant takes the role of a member in one
out of five management teams. Each team has control of a company with
profitability
problems.
Each
management
team
has
a
manufacturing,
maintenance, accounting or plant manager's position. The teams lead their
corporations through one simulated operating year through careful planning,
analysis, and teamwork. External and internal forces such as equipment
failures, lack of raw materials, delayed deliveries, and weak demand for
products require participants to constantly review and adjust plans and
practises.
2.5.3
The Reliability Game
During the 1990s, MRG developed The Reliability Game (MRG Inc 2008). This
is a board game where players take on the role of Financial Manager, Operation
Coordinator, Maintenance Resources Planner or Purchasing Coordinator. The
Financial Manager is responsible for managing the relationship with the outside
suppliers, keeping financial records and making sure the company is financially
successful. The Operations Coordinator is responsible for the revenue as this
position determines what equipment will be running and which will undergo
maintenance. The Purchasing Coordinator is responsible for maintaining central
stores so spare parts are available for repair, and at the same time, maintaining
inventory at the lowest possible level. The Maintenance Resource Planner is
responsible for planning and scheduling crews for equipment maintenance and
repair (MRG Inc 2008).
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Figure 4 - The Reliability Game board (MRG Inc 2008)
2.5.4
ABB Reliability Challenge
ABB Reliability Challenge is an online virtual manufacturing world, developed by
ABB on 2009, which aim to show the player how reliability decisions impact
overall business performance(Isenhour 2009; ABB 2009). To improve their
scores, players need to address dilemmas as they happen, and select the best
choice to resolve the dilemmas. Over the course of the game players need to
keep track profit/loss, employee morale, overall equipment effectiveness,
customer satisfaction and working capital. As part of the game, the user can play
mini games (e.g. the boxing game, parcel delivery game, etc). If the user wins
the mini game, he/she score some bonus points. The next figure shows some
snapshots of ABB reliability game.
There is no evidence that this game has been used as a formal training tool. The
game itself does not cover specific areas of maintenance planning, and instead
focuses on broader asset management issues. Moreover some parts within this
game are purely for entertainment purpose and lack clear educational purpose.
Therefore, this game can be considered more as an informative game rather
than training game.
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Requirements for Developing a Simulation Game for Maintenance Planner Training Factory situation
Chapter 2
Literature Review
Bonus game-Player to deliver parcel and, if
delivery occur on time the Customer
satisfaction score increase
Dilemma that require player input
Figure 5 - Snapshot of the ABB reliability Challenge (ABB 2009)
2.6
Gap Analysis
At the empirical level, there are various gaps in the existing research. Freitas
has identified the research required to obtain empirical evidence of how to use
game-based learning effectively (Freitas 2006a). The Summit on Educational
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Games in 2006 has identified that more studies are required to understand how
stories/scenarios contribute to motivation and learning, how to link gaming
features to goal orientation and how to integrate simulation games in a
classroom and formal learning environment to support learning goals. In
addition, there is a need to investigate the challenges that are essential for
motivation and learning, the impact of immersion and engagement on learner
motivation and the features of game playing which contribute to the
development of higher-level thinking skills.
Similar gaps are also identified by Williamson, who states that more research is
needed to validate small-scale study findings where learning with games is
introduced in mainstream settings with large numbers of teachers and children
(Sandford & Williamson 2005). In addition, Williamson highlighted that further
investigations are required to explore the tools that are capable of assessing
what has been learnt through simulation games. Such tool need to be
accessible to all stakeholder including students, educators and industry
communities (Sandford & Williamson 2005). In many of these areas,
collaborative research among industry, schools and universities, assessment
bodies and research communities is needed.
Looking to the application of simulation games in maintenance education, the
existing simulation game (refer to section 2.5) does not provide evidence as to
whether or not it improves maintenance planners’ skills. While the existing
board games have reportedly provided notable improvement to overall company
maintenance performance, this can be skewed by the metrics selected to
measure improvement. Furthermore, the existing game focuses on creating a
greater understanding between personnel within the organisation. The
exploration of the effectiveness of computer simulation games in improving
planner skills is yet to be investigated.
In conclusion, the research of education simulation games is considered to be
still in its early years. As highlighted throughout various sections in this literature
review, there are numbers of gaps from existing research. This study attempts
to address the following identified gaps:
¾
Identification of the requirements for developing a computerised
education simulation game for a maintenance planner;
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Requirements for Developing a Simulation Game for Maintenance Planner Training ¾
Chapter 2
Literature Review
Empirical study in the effectiveness of simulation games outside the
military and business management field s (i.e. in engineering and
maintenance);
¾
Investigation of how to link simulation game features to goal-orientation
in maintenance planner simulation; and
¾
Exploration of education simulation game features which contribute to
developing higher level thinking skills for a maintenance planner.
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Maintenance Planner Training System
3
Maintenance Planner Training
System
3.1
Chapter Overview
This chapter provides details of the requirements for developing a course for
maintenance planner training. As background information, this chapter starts
with the exploration of existing training for a maintenance planner. The
discussions are then presented in five sections. The first section describes the
process needed to develop a simulation game for a maintenance planning
training system. The second section explores the concept of maintenance
planning, includes maintenance workflow, and Computerised Maintenance
Management System (CMMS). The third section provides a detailed discussion
of the investigations carried out in order to understand a maintenance planner’s
role. This includes discussions of maintenance planner tasks, factors that affect
them in completing their tasks, maintenance planner skills set and
recommended maintenance planning practices. The next section discusses the
maintenance planner framework. The final section describes a summary of
course contents and assessment methods.
3.2
Existing Maintenance Planning Training Systems
As mentioned in Chapter One, currently in Australia/New Zealand, there are a
number of formal maintenance planner courses which are provided through
university or TAFE (diploma level), or short courses from recognised training
providers (refer to the list in Appendix-1). Maintenance planners usually
commence their role as a technician/tradesman or as a junior planner, rather
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than completing formal external course. The majority of maintenance planners
in Australian organisations learn “on the job”.
Maintenance planner education is likely to be affected by a number of factors
such as follows:
1.
Agreement on subject matter
Currently there is limited agreement on the maintenance planner role
2. Relevance of subject matter to different industries
3. Cost
4. Accessibility
This is includes time, course availability and demographic
Personal
development is often the responsibility of the planner who undertakes the
course and he/she may or may not be supported by their employer
(Hodkiewicz & Pascual 2006). On the other hand, he/she may be attached
to their workplace, or other personal matters, and the existing course does
not provide enough flexibility for the student to complete the course. Also,
potential students may spend most of their time at a remote site (i.e. at a
mining site), distant from the course venue.
Unlike the military, the medical industry, or business and management training,
where the education providers have started to integrate simulation games into
their curriculum and have moved away from traditional lecture-discussion
pedagogies (Maxwell & Mergendoller 2004), maintenance planning training is
yet to experience this transformation. However, before this can happen, it is
necessary to have an acceptable curriculum that can develop and assess
maintenance planner competencies.
3.3
Education Simulation Games for Maintenance
Planning Training- The Development Process
The development of a computer simulation game for maintenance planning
training requires studies in four stages. The development starts with a study
exploring
maintenance
planning
concepts.
In
the
second
stage,
a
comprehensive study is carried out to gain a better understanding of all factors
that affect a maintenance planner. The next step includes the development of
the simulation game course. The final stage is the development of the software
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education simulation game itself. The next diagram shows the sub tasks at each
stage.
Figure 6 - The development process of Simulation Game for Maintenance Planners’
training
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Maintenance Planning
3.4.1
Definition
Chapter 3
The Asset Management Council of Australia defines maintenance planning as
“The process conducted to evolve and establish maintenance concepts and
requirements for a materiel system” (AM Council, 2009). Definitions of various
maintenance terms are available in AS IEC 60300, and also EN13306:2001.
Some of these definitions have been provided in Chapter One and other
definitions can be obtained in the definition section.
There
are
varying
definitions
of
maintenance
planner.
Some
academia/companies simply define a maintenance planner as an individual who
plans and schedules works (Campbell & Reyes-Picknell 2006). Other define
planner as the individual responsible to improve work force productivity and
quality by anticipating potential delays through planning and coordination of
labour, parts and material, tools and equipment, permissions, specialised
documentation and equipment access (Nyman & Levitt 2001). Furthermore, the
term maintenance planner is often confused with the term maintenance
scheduler. In this thesis, maintenance planner is defined as the person who is
responsible for selecting and deploying the right maintenance task and
sequence to ensure the asset’s function is delivered at the optimal cost during
the in-service phase and a maintenance scheduler refers to a person
responsible for the day-to-day resources scheduling of the maintenance plan
prepared by a maintenance planner.
3.4.2
Maintenance workflow
Most companies have their own maintenance workflow based on the knowledge
that the company has gained over time, resources that they have and
supporting technology that they own. Maintenance workflow can be
documented in different forms with different levels of details. Some companies
may have this as part of their CMMS, as separate flow-charts, or documented in
the company strategy document. In a general and simplified version,
maintenance workflow includes five processes, as shown in the next figure.
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Requirements for Developing a Simulation Game for Maintenance Planner Training Identification of Problem
Chapter 3
Sorting, Planning and Work-
Work-Order Scheduling
Order Generation Procedure
Work on site
Follow-up and Close out
Figure 7 - Simplified version of maintenance workflow
Having efficient workflow management has several benefits. In 2008, the
Industrial Maintenance Roundtable NSW held a Common Interest Work Group
(CIWG) meeting on Maintenance Workflow Management focusing on how
maintenance work in managed, how work order information flow is controlled,
and the systems used to administer this. Some of the results from this meeting
are shown in Table 4. At this event, one of the participants, Port Waratah WCS,
indicated that with clear workflow management their maintenance operation at
their Carrington site has improved significantly. The improvements were
illustrated by the reduced percentage of recorded labour breakdown against
total labour, from 45% to 12% in the 6 years. In addition, they now have 94%
completion of scheduled Preventive Maintenance Works (PMs) (Todd 2008).
The workflow management comparison matrix from this event provides
intriguing data as to how different levels of maintenance workflow management
affect different levels of works. There are apparent problems in controlling data
flow, budget planning and role clarification in companies without clear
documented workflow management. For a maintenance planner, good workflow
management provides limits of accountability and timings of actions, provides
more accurate and realistic information, increases role clarity, better
understanding of training requirement, increases performance and time
management, increases marketability of new skills, and increases consistency
(Todd 2008).
In this thesis, the knowledge about workflow management provides useful
insight for understanding the following:
•
The effect of defining a clear workflow for a planner and other
maintenance personnel
•
Planner contributions/tasks in maintenance workflow
•
Interaction between maintenance planner and the other maintenance
personnel
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Requirements for Developing a Simulation Game for Maintenance Planner Training Table 4 -
Chapter 3
Extract of workflow management comparison matrix from CIWG (Todd 2008)
Maint. Workflow
Management
How is your Maintenance Workflow management system documented? Hunter Water
(HWC)
Some documentation ‐ accessibility poor. What KPI's measure the success of your current Maintenance Workflow performance? Work done/ not done. Done within priority time frames. Schedules completed against issues per month come and go How does your Maintenance Workflow System affect the front line tradesmen? Priority system for response required. Limited info to trades. Lack of history. Mix of phone calls, text, 2way & email. Some use own spreadsheet for return of data but most use paper log sheets faxed to data entry. Most jobs issued directly to responsible trades person. Supervisor/ Planners have little input into day to day jobs issues. PM schedules issued monthly. How does your Maintenance Workflow System effect and assist planners and schedulers? Qenos
Port Waratah
(PWCS)
VISIO Diagrams. No underlying backup data Newcrest
Sydney Water (SWC)
Setup on the Newcrest Web Portal Fully documented process ‐ Standards in place with workflow mgt flow charts integrated with outsourcing contracts Excel based graphical & list type data. Reviewed by maintenance management team KPI's measured at every level ‐ Data quality and data completeness ‐ Backlog measurement (W/Os BM, CM, PM) ‐ Work efficiency measure by measuring available hrs Not a lot Imposes disciplined reporting. Provides feedback on work done. ‐ More work ownership. ‐ Better organisation and use of resources Probably seen as a hindrance. Everyone can raise notifications. Planners change them to W/Os with no budget approval process. Provides limits of accountability and timing of actions More accurate and realistic information Some documents in procedures or strategic docs. Not well known. Hydro
Aluminium
‐VISIO flow diagrams for overview. ‐ Maintenance procedures manual for details OneSteel
Word doc for polices, flowcharts describe processes. Policies at differing levels of detail (overall down to specific processes) Sydney Catchment
Authority
Flowcharts and supporting procedures developed. Eraring Power Station
1996 MWMS formally documented and implemented but not updated since. Eraring currently reviewing document to load onto company Intranet. Monthly Management Team meet to review KPI's. Too many to mention in detail ‐ Summarised ‐ 9 Safety KPI's,10 Operational KPI's, 12 Maintenance KPI's. ‐ Backlog ‐ PM Compliance ‐ Schedule Compliance ‐ % Planned Work ‐
PM Cost distribution via W/Os Clarity of roles Work order initiation has a priority system with details of and responsibility and effect of what type of work is to be done. Trades selection is also overall process done upfront on the W/O. ‐ Equipment reliability ‐ Planning/ Scheduling Backlogs ‐ Planning compliance ‐ Cycle Time ‐ Schedule Compliance ‐ % Reactive Maintenance, etc *Work Orders in Backlog (PM) *Work Orders in Backlog (Reactive) *Request for Quotes outstanding Minimal to Moderate SCA has a mix of Contractor and Operators. All work orders are printed and handed to "Tradesmen" by Co‐Ordinators. All work orders contain full scope of work required including the tasks on the job plan (printed on the work order) Since initial implementation training, minimal follow up or new worker training has occurred. Self Managed work teams know of individual task duties and responsibilities but lack higher level training as to fully understanding their impact in the Management Process. This is to be re‐implemented. Clarity of roles and responsibility and effect of overall process ↑ Role Clarity ↑ Training ↑ Performance Mgt ↑ Time Mgt New Skills (more marketable) ↑ Consistency ↑ Use of the CMMS SCA CMMS has a Microsoft project interface. A monthly Project Schedule is produced containing all PM's and Non Pm's for both Operators and Contractors. Ops staff and Contractors have regular meetings to schedule the work over the month. Eraring has over the last few years implemented a High Level Planning Co‐ordination Team to review and co‐
ordinate work 5 weeks in advance. The Planning Team consists of a Maintenance coordinator, Production Co‐
coordinator, an Operator Isolations coordinator and a support officer. The main focus is on isolation work. Self managed work teams are responsible for planning all work with nominated senior trades who rotate in planning role. The Management Flow Process needs to be updated to include this process. Alarms protocol at SOC (ops) initiate work request that is sent to the schedulers to approve W/O for respective trades. Planned PM work is scheduled in MAXIMO that is generated by contractors monthly in advance to carry out monthly PM W/Os. Page 32 of 124
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Chapter 3
Computerised Maintenance Management System (CMMS)
Today, most companies have started to use some form of CMMS in conducting
their maintenance management. CMMS can help companies improve their
maintenance planning process by providing a clearly documented workflow (i.e.
embedded within CMMS itself), reporting, controlling all maintainable assets,
schedule planned preventive maintenance activities, budgeting, cost analysis,
work order management, and many other data manipulation activities. Different
CMMSs provide different levels of automation of maintenance tasks.
Nevertheless, implementation of a CMMS for maintenance management
processes should not be considered as the “silver bullet” that can quickly solve
the problems of poor maintenance practices. In 1997, Dunn reported that most
CMMSs implementations failed to provide the promised benefits, and the results
were significantly below expectations (Dunn 1997).
In 2005, there were more than 300 CMMS on the market, each with a great
variety of technical characteristics and a wide price range (from about $800 to
more than $400,000). With increased complexity and the amount of data to be
processed, inevitably CMMS, in the immediate future, will have a greater role in
maintenance planning, allowing for the available data to be manipulated into
useful information. While planners do not have control over the selection of
CMMS, for most of their time, they need to use CMMS to complete their tasks.
Therefore, it is crucial to have the right CMMS system in place. For the CMMS
to meet its expectations, the Company should choose a CMMS that is
compatible with their mission, vision and strategy and should provide
supporting infrastructure and any necessary training.
3.5
Understanding Maintenance Planner Role
As discussed in the previous section, there is little agreement on the role of a
maintenance planner. Ahmadieh and Ghasemi, in ICOMS 2008, have
highlighted the importance of clarifying a maintenance planner’s tasks in order
to increase their job satisfaction and motivate them to contribute to the
organisation’s goals effectively. Hence, Ahmadieh and Ghasemi have
developed a list of maintenance personnel tasks based on four published
maintenance journals/books (Ahmadieh & Ghasemi 2009).
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Looking at the size of the literature, the list may have some shortfalls. The list
might only include theoretical tasks and not actual day-to-day tasks. In order to
gain a better understanding of the maintenance planner’s role, a more
comprehensive validation process is required. In addition, it is also necessary to
indentify the set of competency skills and aspects that affect the maintenance
planner’s role.
3.5.1
Data Collection
In doing this research, two methods are considered in obtaining information
concerning maintenance planner tasks. The first method is via a direct
interview. The main advantage of this method is that the data is obtained firsthand. However, there are several disadvantages in using this method. It is
necessary to choose and phrase the questions carefully to avoid obtaining
inaccurate data. Narrow questions could direct the interview’s subject to answer
in a certain way. Open questions may cause the interviewee to miss some tasks
that they perform. In a direct interview, the interviewee might be reluctant to
provide honest and accurate data due to personal reasons. In addition, direct
interviews maybe too time intensive.
The second method is by conducting surveys - collecting maintenance planner
tasks in various job advertisements and literature. There are a number of
advantages in using this method. It is less time-consuming and does not have
geographic limitations. It also provides documented information on the
company’s expectation of a maintenance planner. The disadvantage of this
method is that the description in the advertisement may not cover all of the
actual tasks of the maintenance planner.
Considering the advantages and disadvantages of each method, for this project
the second method was considered a better method. The data collection
occurred in two stages. The first stage was completed during the first and
second weeks of May 2008, which included collecting maintenance planner
tasks from online advertisements. The advertisements included companies
which operate in different fields, including Oil and Gas, Manufacturing, Mining,
Service Provider, and Aviation. The data were not limited to Australian
companies, but also included American and European companies. The next
stage was completed during the second week of May 2008. This stage included
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a survey of maintenance planner tasks from maintenance related published
literature.
3.5.2
Maintenance Planner’s Tasks
The 36 companies examined in the survey produced mixed results. Some
companies had a long list of tasks for a maintenance planner, while others only
had 5-6 specific tasks. Literature surveys produced a similar result. From this, it
was observed that there is no clear consensus on what maintenance planners
actually do.
As a way forward, using examination and interpretation of each identified task
from the survey, data were analysed to find similarities in what each company
expected from its planners. This required the writer to develop a set of
keywords for sorting and quantitative analysis.. Based on this analysis, it is
possible to divide a planner’s tasks into five main groups as shown in Table 5.
Table 5 ‐ Ideal maintenance Planner Task Group Group Description Basic Analysis 1 Short‐term maintenance tasks
A task considered as a short‐term maintenance task, when it needs to be conducted immediately/within (or for) a short period (i.e. within less than 1‐2 day(s)). Such tasks include breakdown/emergency planning tasks. 2 Medium term Medium term maintenance refers to tasks that the maintenance tasks maintenance planner needs to complete for the next maintenance scheduling cycle (i.e. one or two weeks). 3 Long term maintenance tasks
Long‐term maintenance refers to tasks that require the planner to carry analyses beyond the next maintenance cycle. An example of tasks that fall within these categories is development, or identification of improvements to maintenance procedures. 4 Liaising Task As part of short‐term, medium‐term and long‐term maintenance task, the planner is required to interact with various people, both internally and externally to obtain information or to distribute information. There are four main activities of liaising, those are distributing Information, obtaining information, attending/chairing meetings and external contractor management. 5 Ad hoc tasks Outside the above tasks, from time to time maintenance planners are required to complete a set of ad hoc tasks. Ad hoc task are generally company specific. Page 35 of 124
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Once the data were sorted, the next step was to establish a set of criteria for
defining a maintenance planner’s tasks. The criteria were selected with the view
that maintenance planner tasks should focus on reducing poor coordination in
maintenance workflows, and increase the maintenance team’s wrench time.
These criteria are listed below
i. Common consensus
If an identified task has more than a 50% agreed response, this task
was considered a common expectation from companies of their
planners.
ii. Applicable to different industries
While each planner is required to have specific knowledge of his/her
industry, in general, the tasks should be similar
iii. Excludes shared task
Often, due to their previous experience, a planner needs to handle
other personnel tasks. For this exercise, roles such as maintenance
clerk, maintenance supervisor and maintenance scheduler are
assumed to exist. Therefore, the identified tasks should exclude the
following:
•
extensive clerical tasks as this will be handled by a
maintenance clerk;
•
urgent and actual maintenance work or any work that requires
immediate access; and
•
day-to-day scheduling.
This analysis has produced the following lists of maintenance planner tasks.
a. Short term maintenance tasks
While there are some expectations that a maintenance planner needs to
assist in breakdown works, more mature organisations recognise that this
detracts from a planner’s focus. This project has not included any shortterm task within the maintenance planner task list. Instead it was
considered more effective for the maintenance supervisor to handle any
urgent breakdowns as he/she has the authority for allocating/obtaining
resources for the task.
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b. Medium term maintenance tasks
A medium term task refers to the maintenance planner tasks that need to
be completed for the next work cycle. Most planners’ day-to-day activities
fall into this group. These are described below
Table 6 ‐ Maintenance Planners’ Medium Term Tasks (continue) Task ID MtT01 Description Comment Filter/Initial review of the new Depending on the maintenance system, an approved work requests initiator can submit a new work request using CMMS, manually submitting the work‐request form or presenting the request at a maintenance meeting. The work request could be breakdown work, non standard or new PM work, which is not yet included in the approved PMs work list. Normally, a maintenance team leader is responsible for approving new work requests and ensuring there is a sufficient budget available for the tasks. Planners should review the work request to ensure there is enough detailed information to initiate the next process. MtT02 Review backlog work‐orders Backlog work‐orders refer to all approved work‐requests/scheduled PMs from the previous maintenance cycle. The planner will review the backlog work‐
order to ensure the maintenance team have not carried out a work‐order within this list (due to priority changes or other reasons). MtT03 Review scheduled PM work‐orders for There are possibilities that some PMs are no longer effective or are needed for an the next maintenance work cycle. asset. As CMMS may automatically generate PM work‐orders, an asset may no longer exist, or it may soon become obsolete due to operational changes. Page 37 of 124
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Table 6 ‐ Maintenance Planners’ Medium Term Tasks (continue) Task ID Description Comment It is also possible that an asset may be near the end of its expected lifetime, and maintenance may no longer provide economical value. MtT04 Prioritise and arrange work‐orders This task concludes the initial work of reviewing and sorting the work request. based on risk, size and type. MtT05 Identify the work plans/work scopes MtT06 Identify required skills MtT07 Identify requirements for special equipment, permits, hazardous waste disposal processes and safety conditions. MtT08 MtT09 execution To prepare a work‐package, the planner needs to complete several tasks as described in MtT05‐MtT11. Nowadays, some CMMS are capable of producing a standard work‐package for standard PMs. However, a planner responsible for ensuring that each work‐
package is customised to the specific asset. Identify required parts/material Also, a planner may need to develop a standard work package for new standard Prepare technical documents PMs. including maintenance history of the particular asset MtT10 Estimate budget MtT11 Finalise, compile, communicate, and present the complete work package at the maintenance team meeting. This also includes providing support /clarification of the work package as required MtT12 Review and follow‐up previous work‐ orders status MtT13 Review completed work‐orders and Often a returned work order will contain carry out closeout procedure. limited feedback, if not none. The planner needs to ensure there is sufficient feedback in the maintenance history. MtT14 Ensure all maintenance data are The maintenance data include completed maintenance related forms/paperwork, Page 38 of 124
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Table 6 ‐ Maintenance Planners’ Medium Term Tasks (continue) Task ID Description recorded properly into CMMS. Comment asset technical specifications, and asset data after maintenance (i.e. updated status, location, maintenance history, feedback). MtT15 Initiate purchase requisitions and This includes submitting purchase orders; carrying out the procurement process; manage spares contacting vendors; and coordination with the storeroom. It is necessary to differentiate between bills of materials, which are required for operational purposes (e.g. raw materials required for manufacturing production items) with a bill of materials that is required for maintenance purposes. While it is possible to have a common storeroom, the planner should be responsible for managing a bill of material for maintenance purposes. MtT16 Review overall budget vs. current Planners should notify the maintenance status manager if the expenditure has exceeded the available budget and an additional budget is required Based on this understanding, it is possible to develop a more detailed
maintenance workflow that describes the tasks of each maintenance personnel
at a time. This is shown in the figure 8.
In this workflow, the maintenance supervisor carries the initial review of the
work request. Any emergency work request is allocated immediately to the
maintenance team/tradesmen on the site. The maintenance supervisor may
request the planner to prepare a work package for high-priority request, if
he/she considers the risk is manageable. This maintenance team will complete
this work order immediately after the planner completes the work package.
Otherwise, the supervisor logs the approved work requests (i.e. the work
orders) into the system (CMMS) for planning purposes. The planner then
carries out the planning work (as described in MtT1-mtT10) for the newly
approved work-requests (i.e. work order), the backlog work-order, and also the
routine PMs.
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Figure 8 - Maintenance Workflow
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The planner presents the completed work-packages in the maintenance weekly
meeting. Normally, all the stakeholders will attend this meeting to review the
proposed work-package and conduct the necessary approval process. The
approved work-packages are passed to the maintenance scheduler and
maintenance supervisor/team leader for daily planning and distribution to the
maintenance team respectively.
Both planner and the supervisor will review the completed work-order. Once the
supervisor satisfies with the work quality, he/she will initiate close out procedure
(e.g. removing “under-maintenance” tag, completing close out form, etc). The
planner then will review the closeout information and update CMMS as
necessary.
c. Long term maintenance tasks
The workflow shown in figure 8 does not show maintenance planner longterm tasks. These long-term maintenance tasks are shown in the next table
Table 7 ‐ Maintenance Planners’ Long Term Tasks (continue) Task ID Description LtT01 In collaboration with the reliability engineer, conduct assessment of asset condition and maintenance history to identify chronic problems and/or recurring problems LtT02 Based on evaluation of an asset’s condition and maintenance history, provide recommendations for the asset’s replacement, or restoration. LtT03 Develop a standard work plan for recurring works. LtT04 Conduct long‐run risk assessments to identify and mitigate health, safety, environmental and financial risk. LtT05 Develop plant optimisation maintenance strategies. This includes: •
Identify corrective measures to improve the accuracy for estimating work. •
Identify a better approach for completing work. •
Introduce new condition monitoring techniques. •
Provide recommendations for procurement of new maintenance equipment. Page 41 of 124
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Table 7 ‐ Maintenance Planners’ Long Term Tasks (continue) Task ID Description •
Provide recommendations for maintenance team / business structure changes. •
Provide recommendation for new maintenance contracts or termination of ineffective existing maintenance contracts. LtT06 Develop and update the implementation of integrated business management plans such as a Quality Assurance (QA) plan, a health and safety plan, and an environment management plan. LtT07 Prepare maintenance expenditure forecasts for budgeting purposes. LtT08 Provide reviews and recommendations for new facilities/equipment design processes. LtT09 Identify and calculate maintenance related performance indicators. LtT10 Provide an input for the development of CMMS database structure. LtT11 Generate/prepare reports indicating company selected maintenance performance indicators, significant issues encountered over a reporting period and a recommendation to improve overall performance. d. Liaison tasks
To be able to carry out the short-term, medium-term and long-term
maintenance tasks, planners need to liaise with different stakeholders.
Often, liaison tasks are not mentioned explicitly in the planner’s job
specification. However, in reality this could take a large proportion of the
planner’s overall work time.
Table 8 ‐ Maintenance Planners’ Liaison Tasks (continue) Task ID LT01 Description Obtaining information Comment Internally, for work‐order planning purposes, planners are required to liaise with operation, maintenance, storeroom and management staff to obtain information such as work‐requests, technical specifications, labour resources availability, manuals, contract agreements, and feedback from the maintenance team. Externally, planners may need to contact Page 42 of 124
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Table 8 ‐ Maintenance Planners’ Liaison Tasks (continue) Task ID Description Comment external stakeholders/vendors to obtain technical data, special requirements for accessing specific areas, and other information as necessary LT02 Information distribution Internally, planners need to liaise with operation, maintenance, storeroom and management to distribute information such as the completed work‐order packages, material purchase requests, performance indicators for monthly reports, QA maintenance plans, safety procedures and other planning information as required. Externally, planners are responsible for contacting external stakeholders and notifying them of any maintenance information that may affect their operation. LT03 Contract management A number of companies use external contractors to carry out some or all of their maintenance procedures. Planners should be responsible for managing such contracts and ensuring that the external contractors adhere to company requirements. LT04 Attend /chair meetings. The planner is required to attend/chair the following meetings •
planning meetings with operational, maintenance manager/supervisors •
maintenance/operation related meetings with external stakeholders •
regular and ad hoc meetings with the maintenance team Page 43 of 124
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e. Ad-hoc tasks
Following are some of the common ad-hoc tasks that most companies ask
their planner to carry out.
Table 9 ‐ Maintenance Planners’ Ad Hoc Task 3.5.3
Task ID Description AhT01 Acting as supervisor for the maintenance team when requested by maintenance manager/higher level manager AhT02 Perform other tasks, programs and special assignments as requested by the maintenance manager Maintenance Planner skill set
It is possible to identify the maintenance planners’ skill set based on the
following methodology
1.
Identification of seven generic Mayer key competencies as used in the
Australia Qualification frame work (see table 10). These key
competencies were developed in 1992 by Mayer Committee in
response to the National Training Board of Australia’s request. The key
competencies measure young Australians' capacity to apply knowledge
and skills in the work place (Russell-Bowie & E. 2004).
2.
From each maintenance task identify
•
Related key competency to perform the task
•
Minimum level of competency
•
Specific technical skills to execute the task to achieve an
acceptable result
•
Minimum knowledge required
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Table 10 - Generic Key Competency level [as used by Australia Qualification frame work]
Key
Competency
Competency
Level
Collecting, analysing and organising information Level 1
Access and record ‐single source Communicating ideas and Simple information ‐Familiar setting Planning and organising Under supervision activities Working with others and Familiar activities in teams Using mathematical ideas Simple tasks and techniques Solving problems Level 2
Level 3
Access and select and record ‐more than one source Complex ‐Particular context With guidance Access evaluate and organise ‐Range of sources Complex ‐Variety of contexts Independently initiate and evaluate complex activities Collaborate in complex activities Evaluate and adapt as appropriate for task Complex problems, implement systematic approach. Design or tailor product Help formulate and achieve goals Select appropriate complex tasks Routine ‐ minimal, close supervision Routine ‐independent, exploratory, with guidance Reproduce or present Construct organise or basic product operate product Using technology (Russell-Bowie & E. 2004).
Using this methodology, the following table indicates the skill set required by a
maintenance planner.
Table 11 ‐ Maintenance planner skill set and key competency (continue) Skill ID Skills Key competency 1 Using computer software • Using technology package(s) to support day‐to‐
day tasks. 2 Update and extract • Using technology information within a database • Collecting, analysing or documents management and organising system information Level 2 • Using technology 4 Establish a personal daily work • Planning and schedule and maintain it. organising activities 5 Contract management • Planning and organising activities 6 Leadership • Planning and Level 2 Related Maintenance Tasks MtT01‐MtT16 LtT01‐LtT11 LT01‐LT03 MtT01‐MtT03 MtT06‐MtT10 MtT12‐MtT16 LtT01‐LtT03 LT01‐LT03 MtT14, LtT10 Level 2 MtT04 Level 3 LT03 Level 3 LT04, AhT01 3 CMMS operation Page 45 of 124
Minimum C.L * Required Level 2 Level 3 Edwin Karema
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Table 11 ‐ Maintenance planner skill set and key competency (continue) Skill ID Skills 7 Using a range of spoken, written, graphic and other non‐verbal means of expression to communicate with internal and external stakeholders 8 Chairing meetings 9 Estimating and preparing budgets 10 Evaluating asset’s condition based on analysing reliability models, or other available technical information 11 Reviewing and verifying information, sources and methods of obtaining it 12 Interpreting and comprehending technical/graphic information 13 Providing technical assistance/solutions in resolving a maintenance problem 14 Relating to people from a range of social, cultural and ethnic backgrounds and physical and mental capabilities 15 Calculating KPIs in order to monitor performance levels 16 Presenting information in useful and easy to understand formats. 17 Identifying, locating , sifting and sorting through technical and non technical data 18 Understanding scientific and technological principles to explore and adapt systems. 19 Identifying new approaches by using new technologies, new Key competency Minimum C.L * Required Related Maintenance Tasks Level 2 LT01‐LT04 • Communicating ideas and information • Using mathematical ideas and techniques • Using mathematical ideas and techniques Level 2 LT04 Level 3 MtT10 Level 2 LtT01 • Collecting, analysing and organising information • Collecting, analysing and organising information • Solving problems Level 3 LT01 Level 3 MtT05‐MtT10 LtT01‐LtT11 Level 2 MtT05‐MtT10 LtT05 • Working with others and in teams Level 1 Lt01‐LtT04 • Using technology • Using mathematical ideas and techniques • Using technology • Collecting, analysing and organising information • Using technology • Collecting, analysing and organising information • Solving problems • Collecting, analysing and organising information • Solving problems • Collecting, analysing Level 2 Level 2 Level 3 Level 3 LtT09 ,LtT11 Level 2 Level 3 MtT01‐MtT10 LtT01‐LtT05 Level 2 Level 3 LtT01‐LtT05 Level 3 Level 3 LtT01‐LtT02 organising activities • Communicating ideas and information Page 46 of 124
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Table 11 ‐ Maintenance planner skill set and key competency (continue) Skill ID Skills Key competency processes or adopting design and organising modifications that provide a information better asset maintainability outcome 20 Preparing and compiling work‐ • Planning and packages to execute a work organising activities order • Using technology • Collecting, analysing and organising information 21 Gathering • Collecting, analysing information/feedback from and organising tradesmen of actual assets information condition and actual details • Communicating ideas work‐packages execution and information • Working with others and in teams 22 Identifying efficient and • Using mathematical effective ways for handling ideas and techniques maintenance tasks based on • Solving problems sound technical and practical • Using technology knowledge of the task 23 Evaluating works’ quality • Using mathematical based on the information ideas and techniques provided • Solving problems • Using technology 24 Developing and • Using mathematical understanding simple ideas and techniques mathematical models to • Solving problems obtain the most optimal solution of a given condition 25 Analysing risks • Planning and organising activities • Using mathematical ideas and techniques * C.L= Competency level
3.5.4
Minimum C.L * Required Related Maintenance Tasks Level 3 Level 2 Level 3 MtT05‐MtT11 Level 3 Level 2 Level 1 MtT12‐MtT14 Level 3 Level 2 Level 3 LtT01‐LtT06 Level 3 Level 2 Level 2 Level 2 Level 2 MtT12‐MtT13 Level 3 Level 3 MtT04, LtT05‐LtT06 LtT01‐LtT06 Maintenance Planner Performance Indicators
A. Quantitative Indicators
There are a number of well-known quantitative maintenance KPIs. As part of
this research, a number of these KPIs were selected and adapted to be
used for measuring planner performance. Table 12 shows these KPIs and
their method of calculation.
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Table 12 ‐ Selected Maintenance Planner Quantitative KPI KPI description Method of calculation Remarks Total each type of work package prepared
Total completed work package
Measure of whether a planner’s focusing on preventive maintenance, corrective maintenance, predictive maintenance, or other. This can be measured monthly or yearly Percentage of work‐package completed on time Total completed work package
× 100% Number of work orders that required planning
Measures a planner’s ability to complete a work package in timely manner, and not defer the work to the back‐log. This can be measured monthly or yearly Percentage of work‐package completed on scheduled Number of workpackages completed on schedule
× 100% Total completed work packages
This KPI can be used to measure the quality of work packages. The better the quality of the work‐package, the higher the KPI value. Ratio of the type work‐
package prepared over a year Estimated time accuracy Total number of estimated hours for work over a year
× 100% This KPI measure a planner accuracy in estimating Actual hours used
the required time to complete work orders. It is expected that over time, with the increase in work‐ time record, and better familiarisation of the personnel skill, a planner will have a better accuracy for this KPI Estimated budget accuracy Total estimated amount ($) for work over a year
× 100% Actual amount ($) spent
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Similar as estimated time accuracy, but instead a measure of the total budget (i.e. $ amount) to complete work orders Edwin Karema
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B. Qualitative Indicators
Qualitatively there are different ways to measures planners’ performance.
Often, company policies will drive the selection of qualitative measurements.
The following are some examples of qualitative KPIs for planners.
a.
Work-package quality.
Work-package quality is derived by the completeness of information,
accuracy of estimation, feasibility and clarity of the work plan, and the
way the information is presented.
b.
Acceptance and recognition by peers.
For a planner to perform within the organisation he/she should be able
to demonstrate a good understanding of necessary technical
knowledge and acceptable industrial practice, and align it with
the
applicable company policies.
c.
Leadership quality.
A planner may need to supervise clerks and junior planners. He/she
should show a certain degree of leadership in directing and
coordinating them to reach the team outcomes.
d.
Level of proficiency and confidence in using different software.
Planners are required to use different software packages including
CMMS in their day-to-day activities. It is necessary for a planner to
demonstrate a level of mastery in using this package. This is shown
by their level of confidence in explaining the features of the package,
and extracting information as necessary
3.5.5
Factors Affecting Maintenance Planner Tasks
Other than skills and experience, planners require a supportive work
environment. To identify the aspects that form a supportive environment for a
planner, the following methodologies were used.
•
Carry out a literature review to obtain what is generally considered as a
good working environment.
•
Identify any hindrances that prevent/delay planners in completing their
tasks, and vice versa.
•
Carry out study cases(based on published literature) to explore factors that
affect planners completing their tasks
•
Review these identified factors, and group similar factors together.
•
Verify these factors through discussion with one maintenance manager
from a WA leading company.
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Based on this methodology, it is possible to identify eight general aspects that
affect maintenance planners’ performance. This is called a maintenance
planner platform as shown in the following figures.
Figure 9 - Maintenance Planners’ Platform
1st Aspect - Vision
The organisation should have a clear, articulated vision of the planner’s role. A
clear vision prevents someone in the organisation perceiving a planner as an
immediate solution to reduce budget and increase maintenance efficiency; or
simply as another maintenance staff member with technical and administration
skills.
2nd Aspect - Mission
This aspect refers to a clear description of tasks and goals for planners. Having
a sound mission can increase planners’ job satisfaction and motivate them to
contribute to the organisation’s goals effectively (Ahmadieh & Ghasemi 2009).
3rd Aspect - Structure
Some of the literature (Palmer 2006; Kelly 2005; Nyman & Levitt 2001)
mentions the importance of having an organisational chart that supports
planners in focussing on planning tasks. If the planner’s supervisor has a
different main mission (i.e. the maintenance supervisor’s main mission could be
“to fix any breakdown in the shortest time possible”), he/she may direct the
planner to help other personnel to achieve this mission. Consequently, the
planner may be unable to prepare numbers of work-packages on time, and
therefore, it is possible that technicians / tradesmen start their work without
adequate planning. In turn, this reduces the overall maintenance team’s
performance. In extreme cases, in a busy month where a planner does not
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complete a work-package, it may cost the organisation as much as hiring an
additional 17 technicians as shown in the calculations below.
•
Three technicians without planning 3 x 35% =105% out of 300% of
the total wrench time
•
One planner, two technician 1x 0% + 2 X55%=110% out of 300% of
the total wrench time
•
Ratio Planner to technician 1:20-30 = 55% / 35%=1.57
•
Therefore, if there are 30 technicians under 1 planner, that planner
can increase the wrench time by 30 technicians x 1.57=47
technicians.
(calculation quoted from Nyman & Levitt 2001)
th
4 Aspect - Ratio
While there is no clear agreements on an ideal ratio between planner and
tradesmen, an organisation should consider the reasonable ratio between
planner and tradesmen based on the plant size, complexity and number of
required tradesman. Don Nyman’s Point System provides a method of
calculating this ratio, by giving points to various factors in the field of planning
structure, number of tradesmen coordinated, a level of planning, level of
estimating, and inappropriate responsibilities. Then, based on the accumulated
points, he concludes that the ratios of planner to tradesmen be varied from
1:10,1:12, 1:15, 1:20, 1:25 and 1:30( Nyman, 2001).
5th Aspect - Process Oriented
As mentioned earlier, maintenance planners play the role of the drivers in
ensuring the level of assurance achieved and at the same time providing input
for the learning organisation. Planners develop a plan to allow the
tradesmen/technicians to have an early start on their tasks. The plan is not
formulated to restrict their movements but to provide guidance for minimising
human error and ensuring quality of workmanship. Deviation from the original
plan could still occur. However, unless there is a baseline plan, the organisation
can not measure their operation efficiency, or what can be done to improve it.
Therefore, everybody in the organisation needs to understand that maintenance
planning is about the process and not merely about accuracy.
6th Aspect - Technology
Today, it is undeniable that technology plays a crucial role in the maintenance
planning process. Technology such as CMMS and data gathering equipment
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assists a planner in obtaining and distributing information, evaluating technical
data and presenting information. It also provides a tool for implementing the
maintenance process (i.e. embedded maintenance workflow). With so many
new technologies available on the market, an organisation needs to select and
evaluate its performance carefully prior to making any decisions to implement it.
The procurement of new technology should not be based purely on the
purchase price. Other factors such as upgrading costs, training costs,
infrastructure costs, reporting features, ease of use, and ease of updating
should be considered. It is necessary to choose a technology that suits the
organisation’s method of operation and allows different end-users (i.e. the
maintenance/AM manager, planner, supervisor or even tradesmen) to use it
optimally. Thus, the process of selecting new technology may have the same
importance as the implementation of that new technology itself, if not more.
7th Aspect - Teamwork
A planner needs support from the maintenance team, the production team and
management to perform his/her tasks. In fact, there are a number of
performance indicators such as percentage of PM works completed, which are
affected by the performance of both the planner and the maintenance team.
With competent teamwork, planners can get information such as completed
work feedback, from technical team with the required level of detail. In turn,
planners can provide a decent quality work-package. Similarly, the plan can only
work effectively if there is support from the operation team (i.e. allow equipment
shutdowns for PMs as requested by the planner) and management team (i.e.
provide enough budget and resources).
8th Aspect - Culture
Each organisation has its own unique culture. Maintenance process is about
continuous improvement and having a maintenance planner within the
organisation can support such a culture. In addition, maintenance planning
promotes a proactive rather than reactive culture. Thus, if the organisation does
not support such a culture, a shift needs to occur to allow planners to perform
optimally within the organisation.
Providing an ideal environment can require significant effort and some capital
expenditure at the beginning of the process. However, in turn, a good working
environment will likely increase the reliability, efficiency and productivity of the
organisation.
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Chapter 3
Maintenance planning good practice
With a better understanding of the maintenance planning process and the
maintenance planners’ role, it is feasible to compile a list of good maintenance
planning practices that are applicable for short and medium term tasks. This
exercise was completed using the following methodologies.
•
Literature
reviews
were
conducted
to
list
any
feedback
or
recommendations for good planning practices from practitioners.
•
Each task was studied to identify possible good practices that can assist
planners to reach an outcome effectively. This is carried out with the
understanding that:

Planners need to perform technical and non-technical tasks.

Planners have a role as “the guard” prior to and after maintenance
execution to ensure that all planning requirements, procedures and
documents are in the right place.

Planners provide input for asset replacement, asset retention or
asset refurbishment.

•
Planners’ input will affect the continuous improvement process.
The identified good practices were then sorted and grouped based on
similarity
•
A final list was compiled based on maintenance workflow timelines.
In this research, the list is called recommended maintenance planner principles.
Principle 1 - Understand the scope of work
A helicopter review in the beginning of the planning process will help planners
to understanding the content and the context of the tasks. This review allows
planners to define the risks, priorities and work estimation of the work-request.
As highlighted in AS IEC60300, “Planning for specific maintenance tasks needs
to be done with enough lead time to plan and supply the necessary resources”.
Principle 2 - Align Maintenance Actions with Acknowledged Standards
Aligning maintenance action with acknowledged Standards/Policies will ensure
that a repeatable quality can be achieved. In addition, using acknowledged
Standards/Policies provides more weight to the planners approach.
Principle 3 - Embrace all available support
The planner should use all the available support. This support could be in the
form of written information such as asset documentations, maintenance
history/work logs, technical books or non-documented information such as team
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knowledge, vendor /external consultant expertise. Other types of support
include the technologies owned by the company, and various training
opportunities that can improve planners’ skills.
Principle 4- Prepare “just enough” plan
Planners should prepare a work-package with the level of detail necessary for
skilled tradesmen/technicians. This means that a planner should avoid overplanning. Over-planning requires a planner to spend more time preparing the
work-package then preparing “just enough” plan. Also, over planning does not
promote
a
sense
of
accountability
and
responsibility
for
the
tradesmen/technicians. Planners should provide a plan with an appreciation of
tradesmen’s skills. Obviously, limitations or checkpoints need to be stated to
ensure quality of the workmanship is not compromised. In addition, there should
be a clear performance metric to measure work quality.
Principle 5- Keep it Simple, Familiar and Logical
It is necessary to keep the plan simple and present the package in a familiar
and logical format for tradesmen or any others stakeholders. This provides ease
of use and encourages them to “stick with the plan” rather than abandon the
plan if they consider it is too hard to be followed.
Principle 6- Ensure the completeness of work-package
In order to provide an excellent quality work-package, a planner needs to be
certain that he/she does not overlook any aspects in his/her planning process.
This includes attaching all updated technical documents, forms, drawings and
other necessary information.
Principle 7 – Follow up
The planner should be pro-active in obtaining feedback from the maintenance
team in the field. In an ideal world, a planner might expect that the feedback will
come automatically. In reality, without follow-up, the tradesman may not return
the feedback form at all, and it often contains unclear information (i.e. for
sections describing the maintenance action, the execution team could simply
write, "problem fixed”). Planners, with the support of maintenance supervisors
should emphasize the importance of feedback for improving the overall
efficiency of the maintenance team.
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Requirements for Developing a Simulation Game for Maintenance Planner Training Figure 10 -
Chapter 3
Maintenance planner Principles
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Principle 8 - Review, Evaluate and Seek Improvement
The planner needs to review all feedback. He/she should study any deviations
from the plan, including an understanding of the cause of the deviations. If a
deviation occurs due to a flaw in the maintenance process, the planner needs to
take action and rectify the problem at the next work-package. Even if a
deviation occurs as an isolated case, the planner should evaluate and seek any
possible improvement that can help him/her provide better planning.
Principle 9- Document all findings
Planners should document all of the maintenance planning, maintenance
record, feedback, updated asset condition details and planning evaluations.
Such documents are not only useful as references for the assets’ next
maintenance; it also supports decision-making within the organisation. Good
documentation can represent how efficiently the organisation is working. If
required, one should be able to retrieve these documents easily. In more
stringent industries (e.g. the aviation industry), the maintenance log is routinely
scrutinised by different stakeholders and often used as a legal document.
3.6
The Maintenance Planner Framework
The maintenance planner framework shown in the next figure provides the
conceptual structure of how various elements, external factors, maintenance
systems and processes correlate to each other from a maintenance planner’s
point of view. This framework has identified four components as follows:
a. maintenance
elements
that
directly
contribute
to
the
maintenance management system.
b. the maintenance management system.
c.
maintenance process/workflow.
d. external factors, which include elements outside the planners'
control and have both direct and indirect effects on the other
components.
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Chapter 3
Maintenance Planner framework
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a. The Maintenance Input elements
One of the reasons an organisation requires a maintenance management
system is to manage their assets so it can serve its purpose optimally. There
are four main elements, which have direct contributions to the maintenance
management system. The first input element is assets data. This is the basic
information within the maintenance management system. Asset data often
drives the asset maintenance strategy, and the complexity of the
maintenance management system. The assets data also provides input for
the second element, preventive/predictive maintenance and the third
element,
asset
replacement/refurbishment.
Moreover,
current
asset
condition, manufacturer recommendations, failure behaviour, maintenance
strategy and risk are likely to determine the preventive/predictive
maintenance and asset replacement/refurbishment schedules.
The final element is the asset breakdown maintenance data and
occurrences.
Unlike
preventive/predictive
maintenance
and
asset
replacement/ refurbishment, the framework does not provide a direct link
between breakdown maintenance and asset data. An asset breakdown does
not occur due to poor asset data, but due to the result of flaws/defects or
poor workmanship in the events within the maintenance workflow, as well as
from external factors.
b. The Maintenance Management System
Generally, an organisation develops their maintenance management system
continuously over its lifetime. This system can involve a computerised
management system (CMMS), a manual system (paper-based system) or a
combination of both paper-based and CMMS. In most cases, the asset
management team within the organisation is responsible for selecting and
defining any maintenance management system upgrades. The decision is
made based on the organisation’s vision, mission, current needs, work
environment and budget. Planners, as one of the stakeholders, play a vital
role in ensuring the maintenance management system contains up-to-date
asset data, a work-order register and other information.
c. The Maintenance workflow/process
As mentioned in the previous chapter, in a simplified world, maintenance
workflow consists of four phases: planning, work on site, evaluation and
closeout. In the maintenance-planning phase, the planner prepares workPage 58 of 124
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packages for the approved work-orders listed in the work-order register.
There are four maintenance strategies
•
Run to failure, This is include reactive maintenance;
•
Usage
based, This includes preventive (Herbaty 1990), and
proactive maintenance (Palmer 2006);
•
Condition based.
This includes predictive (Moubray 1992)and
corrective maintenance (Wireman 2004); and
•
Redesign. This is include perfective maintenance (IEEE 1993).
All work should be classified using one of these four strategies
After a work-package is presented and approved at a maintenance meeting,
the scheduler and supervisor will arrange the time and resources for
executing the work-package at the next maintenance cycle. The evaluation
phase starts after tradesmen carry out the work-package and involves both
the maintenance supervisor and planner. If one of them is not satisfied with
the quality of the work (based on inspection or feedback), he/she can
request additional works to be conducted. The final phase is the closeout
phase, which should commence only if the work is considered fully
complete. The closeout procedure includes the evaluation of any plan
deviations, identification of lessons learnt, and updating of the CMMS
record. The outcome from this final phase is updated asset data.
Work quality of all maintenance personnel involved in the process above
increases the possibility of an asset breakdown. Poor quality or unfinished
work-packages may delay the tradesmen in completing the maintenance
tasks. On site, tradesmen’s workmanship may define whether their
maintenance work resolves the problems, or if it creates new problems.
Finally, the correctness of the evaluation is the final control in avoiding any
deficiencies/shortcomings with of the overall work. If the supervisor and
planner fail to notice the substandard quality in the tradesmen’s
workmanship, and request the poor workmanship to be rectified, the
likelihood of assets’ breakdown is likely to increase.
d. The external factors
Maintenance
elements,
maintenance
management
systems,
and
maintenance workflows are not immune to the effects of various external
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factors, beyond the planner’s control. Some of these include human factors,
company structure, company strategy, vendor/client agreement, legal
requirements, environment/nature condition and socio-economic factors.
These factors can provide both direct and indirect effects. As an example,
adverse environmental conditions could directly cause an asset breakdown,
and it could also lead to the tradesmen conducting poor maintenance,
before an asset breakdown.
In this framework, planners have the responsibility to manage the effects of the
external factors on work quality, poor workmanship and excessive nonproductive time of the tradesmen. In turn, this leads to a reduction in the
number of unscheduled breakdowns. This supports the idea that a planner
plays the role of the driver by ensuring the level of assurance achieved and at
the same time providing input for the learning organisation as discussed in the
first chapter. Furthermore, the framework is in-line with the AMC asset
management framework model, the plan-do-check-act model, which has been
discussed earlier (refer to Chapter One).
3.7
Maintenance Planning Course
3.7.1
Maintenance Planners as Students
In order to design an effective course for maintenance planners, it is necessary
to understand the characteristics of maintenance planners as students.
Maintenance planners training fall in the age bracket of older than 18 years
old(i.e adult age). In fact, most planners take their position after work several
years on the field as technician. Thus, as adult learners, maintenance planners
will likely have similar characteristics as explained in Malcom Knowles learning
theory of Andragogy. The information about Andragogy is summarised below as
extracted from a number of resources (Merriam & Caffarela 1999; Knowles, III &
swanson 2005; Dunn 2000).
Introduced in 1973, there are five assumptions in a formal learning environment
that underpinned the Andragogy concept. Firstly, adult learners have an
independent self-concept and ability to direct their own learning. Secondly, the
readiness of an adult to learn is closely related to the development of his or her
social role tasks Adult students usually know what they want to learn. They
want to see a reason for learning something, and they like to see the program
organised toward their personal goals - applicable to work or home. Thirdly,
internal factor motivate adults to learn (i.e. promise of increased job satisfaction,
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self-esteem, and quality of life) rather than external ones. Fourthly, as people
mature their knowledge time perspective changes. Adult learners focus more on
the immediacy of application (i.e. more problem-centred learning instead of
subject-centred learning). Lastly, an adult accumulates a growing reservoir of
experience. These experiences are a valuable lesson to learn .
Planners in most cases fit these characteristics. Most of them started their
career as recognised technicians rather than through a formal education and
hence they have gained field experience. With these kinds of experiences, it is
likely that they would want to know what the added values of the course are,
and/or what the applicability of the course is to them. In addition, planners carry
out many tasks in a day, which is why they (and the organisation/employer) will
carefully consider the benefits of a course, prior to taking any courses.
3.7.2
Addressing Maintenance Planners Requirement as a Student
a. The suitable learning concepts
Based on the characteristics of adult learners as described above,
Andragogy offers three types of learning concepts. The first one is
experiential learning. This concept emphasises that an effective course for
adult learners should be grounded in their experiences. The course should
allow them to connect what they have learned through their experiences and
future implications. The second learning concept is self-directed learning.
This concept suggests that adult learners may initiate learning with or
without assistance from others, as they
enjoy learning, are capable of
organising their time, and will develop plans for completion while remaining
goal-oriented (Lowry 1989). The next concept is transformative-learning.
This concept was developed based on the constructivist theory (Brunner
1996), and highlights that an individual learns by transforming their way of
seeing the world (Mezirow 1997). Transformative learning helps adult
learners “become a more autonomous thinker by learning to negotiate their
own values and purposes rather than to act on those of others uncritically"
(Mezirow 1997).
One way to present the combination of these concepts is through delivering
the course using a computer simulation game. By using this approach it is
possible to develop scenarios that replicate a planner’s day-to-day
environment. Planners can experiment with different approaches in handling
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their tasks and explore the impact of their actions. As planners gain better
understanding from the consequences of good or poor planning practices,
they will experience transformative learning. In addition, one of the
advantages of delivering a course using a simulation game is that the
system will be able to recognise the user as a solitary individual who has a
different starting point, different pace of learning and different needs.
b. The Course Content
As part of this research, the development of the simulation game will be
focused on improving maintenance planners' skills in conducting mediumterm tasks. In order to achieve this, the course content should cover the
following technical topics:
Table 13 -
Course Technical Topic
Topic No.
3.7.3
Description
T01 Risk Assessment T02 Maintenance workflow T03 Scheduling and Planning T04 Good and poor maintenance planning practices and their implications toward the organisation’s short‐term and long‐term overall performance T05 Fault Identification T06 Root Cause Analysis T07 Failure modes, effects and criticality analysis T08 Key maintenance strategies such as run to failure, preventive maintenance, breakdown maintenance, corrective maintenance, predictive maintenance, equipment redesign(includes perfective maintenance) , condition monitoring, and asset replacement T09 Procurement process T10 Bill material management Assessment Methods
The following assessment methods are considered most suitable for the course
using a simulation game. These methods are selected as it can be designed in
such a way as to minimise the manual marking and evaluation process.
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Requirements for Developing a Simulation Game for Maintenance Planner Training a.
Chapter 3
Concept Test/Minute Papers
A conceptual multiple–choice question test can be provided at the
beginning of the new maintenance cycle, addressing different topics. The
students should be able to obtain immediate feedback once they complete
their tests.
b.
Simulation Scores
The students are awarded points for every correct action they take in
simulation. There are two ways to assess a student’s competency using
the simulation scores. Firstly, by comparing his/her final scores to the
highest possible scores. Another way is to compare his/her scores in early
stages (e.g. at first three rounds of maintenance cycle) to the scores in the
final stages (e.g. at final three rounds). The last method provides a better
way in knowing whether the student gains understanding during the game,
or if the high score is only a streak of luck.
c.
Final Scenario
A student’s understanding of the concept can be assessed by providing
them with a new short scenario to be played. Their understanding can be
evaluated based on their final score.
d.
Final Test
At the end of the course, students will be required to complete a test,
which consists of a combination of multiple-choice and short-answer
questions. The advantage in having the test in electronic form is that it
allows the lecturer to easily assess various quantitative variables. This
includes evaluating which question takes the longest/shortest time to
complete, which question has the most correct/wrong answer, what is the
highest/lowest score, and what the distribution scores are.
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Computer Simulation Game for
Maintenance Planner
4
Maintenance Planner
4.1
Chapter Overview
The previous chapter provided answers to the questions: What do planners do?
What do they want from their course? How will it be presented? What will be
included in the course? This chapter takes it one step further by exploring the
requirements for developing education simulation game software that can be
used for maintenance planner training. This chapter presents the Software
Requirement Specification (SRS) for the Maintenance Planner Simulation
Game. In this research, the SRS was developed based on IEEE guidelines.
4.2
Software Requirements Specification
The
Software
Requirement
Specification
(SRS)
defines
the
system
requirements and dependencies for design and development work. An SRS
serves as the parent document to various subsequent documents, such as the
detailed software design specification, extent of work and testing, validation and
verification strategies (Donn Le Vie 2007).
4.2.1
Software Overview
The Education Simulation Game for Maintenance Planner Training (ESMAP) is
software developed by the writer as part of this research project at the University
of Western Australia (UWA). This software, as its name indicates enhances
maintenance planner training by playing a simulation game. The game develops
a planner’s skills by promoting the concept of learn by doing (in a simulation
environment), and learn by observing. It is expected that once fully developed,
training providers will be able to either integrate this software with an existing
course or use the software in stand-alone training.
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Chapter 4
Maintenance Planner
Functional Capabilities
Previously in Chapter 3, Tables 6 to 9, maintenance planner tasks were
identified and in Table 11, maintenance planners’ skills were identified. Table 13
identified the technical topics that need to be covered for a maintenance
planner course. ESMAP software concentrated on a number of tasks from
Table 6 (Maintenance Planner Medium Term Tasks) and Table 7 (Maintenance
Planner Long Term Tasks). This is summarised in the next table
Table 14 ‐ ESMAP coverage (continue) No Task Task ID Skill ID Topics Covered 1 Review new approved work request form MtT01
2 Review backlog work‐orders MtT02
S11,S17 3 Review scheduled PM work‐orders for the next maintenance work cycle. MtT03
S11,S17 4 Conduct a risk analysis to prioritise work‐orders. MtT04
S25 T01 5 Identify the work execution plans/work scopes. MtT05
S2, S11‐S12, S17‐
S18, S20, S22, S24 T02‐T08 6 Identify required skills. MtT06
S2, S11‐S12, S17‐
S18, S22 7 Identify requirements for special equipment, permits, hazardous waste disposal processes and safety conditions. MtT07
S2, S11‐S12, S17‐
S18, S20, S22 8 Identify required parts/material. MtT08
S2, S11‐S12, S17‐
S18, S20, S22 T02, T09, T10 9 Prepare technical documents including maintenance histories of assets. MtT09
S2, S11‐S12, S17‐
S18, S20, S22 T02‐T08 S11,S17 T02‐T08 10 Estimate budgets MtT10
S9 T02, T09, T10 11 Review and follow‐up previous work‐
MtT12
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Table 14 ‐ ESMAP coverage (continue) No Task Task ID Skill ID Topics Covered orders status 12 Review the completed work‐orders and carry out close out procedure. MtT13
S21, S23 13 Record all maintenance data properly into CMMS. MtT14
S3 T02 14 Manage spares MtT15
S24 T02, T09, T10 15 Based on evaluation of asset condition and maintenance history, provide recommendations for asset replacement, or restoration LtT02 S10 T07‐T08 Furthermore, as education software, ESMAP has two types of users, students
and training providers. Based on each user type’s needs, ESMAP’s functional
capabilities are as follows:
For students:
a. Allows users to walkthrough the process of maintenance workflow, from
the time a work order was approved until the closeout of the work-order.
b. Allows users to observe how applying good practice during the
maintenance planning process could affect the different performance
indicators
c.
Allows users to observe the impact of their actions and asset
documentations availability towards time taken in preparing a work
package.
d. Allows users to observe what the impact of the quality of planning is on
the actual work on site.
e. Allows users to go through scenarios for maintenance planning in relevant
industries context as in their actual daily activities
For Training Providers
a. Allows trainers to emphasise certain recommended actions or company
policies within the maintenance workflow.
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Maintenance Planner
b. Allows trainers to assess students' competency in conducting the tasks
described in Table 14.
4.2.3
Features
In order to replicate the real world, it is necessary to design ESMAP with the
following features:
a. Tools which allow students to obtain answers/solutions as in the real world
situation (i.e. through browsing online library or discussion with peers).
b. Capabilities to set ESMAP to being fully dedicated to company training. This
includes
o
set to specific scenarios/environments
o
allow users to browse the company’s body of knowledge ( e.g.
policy, strategy, etc)
o
capability to set-up to suit/imitate the company’s maintenance
system including CMMS
c.
Tools that allow students to make notes of lessons learnt or additional data
while playing games, and retrieve it at any stage of the game or after the
game.
4.2.4
Software Architecture
The software should be structured in three tiers, (i.e. by have a separation
between the data, logic and client interface). This arrangement provides the
following advantages:
•
Cater the future development by allowing modification to each tier
without affecting another;
•
Minimised risk of data loss;
•
Improved performance through load balance between each tier; and
•
Allowing better security management without hindering the client .
(Ramirez 2000)
4.2.5
Portability
The software should provide portability, i.e. it is can be installed/accessed
in/from computer with different operating system platform.
4.2.6
Interfaces
The interface creates the first impression for the users. The interfaces must
have user-friendly and self-explanatory characteristics. As a minimum, the
following interfaces are required to allow game to flow.
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Requirements for Developing a Simulation Game for Maintenance Planner Training Table 15 - ESMAP interface
No. Interface Name 1 Front page 2 Tutorial Page 3 Game Page (Briefing) 4 Game Page(main) Chapter 4
Maintenance Planner
(Continue)
Description Direct Tasks Stand alone interface The front‐page interface is the first page that • Play new game, opens when the user login into the game. This • Open/finished unfinished game, page should provide the user with access to • Read any announcements from the other interfaces that allow them to carry on trainer/lecturer different tasks based on their role. • Chat/Messages with other users • Create personal notes Tutorial page that provides guidance for the Provide users the following information initial user. • Interface to the simulation game • The game • Scenarios within the game, • Tips and trick for the game • FAQ The game will start in this page, where the user • Read/Hear the scenario objectives will be briefed on the scenario, the mission and • Make personal notes objectives This interface allows the player to play the • Play the game Page 68 of 124
Link to Student: • Tutorial/help page, • library page • Set‐up page • My statistics page • Game page • Final game • Final test page Trainer: • As student • Assessment page • Game set‐up page • Library set‐up page • Final test set‐up page • Front page • New Game • Tutorial Game • Game • Front page Edwin Karema
2010
No. 5. 6 7 Interface Name Game Page(feedback) My Statistic Page Assessment page Chapter 4
Maintenance Planner
(Continue)
Description game and complete various tasks This interface displays the user their statistic within the game. This includes statistic of their action in each turn and the impact to the output variable This interface provide various information/statistics of the user for multiple game This page shall be accessible only by the lecturers/trainers and provides them tools to •
•
•
•
•
•
•
•
•
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Direct Tasks Make personal notes Chat with another user Provide user the following information o Score on each stage compare to highest score possible o Performance indicators on each stage o Diagnostic of possible reasons why a user has poor performance in each stage Allow user to make personal notes Chat with another user Provide user the following information o Average Score on each stage and game compare to highest score possible o Average Performance indicators on each game o Login statistics o Mark for each end of game test o Mark for final test o Mark for other assignments( if any) o Overall mark Allow user to make personal notes Chat with another user View student performance indicator and score at each game (either as datasheet Link to • Library page • Tutorial/help page • Game page • Front Page • Library page • Tutorial/help page •
•
•
Front Page Library page Tutorial/help page •
•
Front Page Quiz Edwin Karema
2010
No. Interface Name Chapter 4
Maintenance Planner
(Continue)
Description assess their students performance •
•
•
Direct Tasks showing all students data or showing detailed individual data Conduct analysis of student performance for each assessment subject Setting up the assessment variable 8 Library page This interface act as the virtual library of the company/organisation 9 Game set‐up page 10 Final Test This interface allows the lecturer/trainer to add •
or modify new/existing scenario •
•
•
This is the interface to assess students’ For student understanding of the concepts delivered • Display the set of questions throughout the game. The student users need • Answer the questions to answer sets of questions (multiple choice • See the correct answers after the and short answer types). lecturer/trainer has finished marking The lecturer/trainer users will be able to assess • See their final score and give students a score based on their answer. For lecturer/trainer Page 70 of 124
Provide user with tool to access information on o Australian Standards o Company/organisation documents o Technical specification database o Company/organisation body of knowledge o Lecture/training materials Add new scenario Modify variable within the scenario Set scenario as final scenario Set short quiz within the game •
•
•
•
Link to Front Page Game Page Library Page Tutorial page Front page Front page Edwin Karema
2010
Maintenance Planner
(Continue)
Description •
•
•
•
Direct Tasks Display the questions Display the students answers for each question Display the pre‐set correct answers Auto check the correctness of the answers for multiple choice Score of each answer •
Add new questions and answers Select method of question selection Add marking grade This interface is accessible by the •
lecturer/trainer only and provides an interface •
for inputting new questions, answers and •
scores 12 Library set‐up This interface is accessible by the • Add new text information page lecturer/trainer only and provides an interface • Upload new information file for adding new data into the virtual library Non‐stand alone interface These interfaces are displayed as part of another interface. 13 Chat interface This interface allows users to exchange online • Send message to other users messages with another users • Retrieve message from other users 14 Score interface This interface displays the users score at the • Display user’s score end of each game compared to other user’s score’s 15 Note taker This interface allows the user to make his/her • Add new notes own notes and retrieve them as necessary • Retrieve notes 11 Final Test set‐up Page 71 of 124
Link to Front page Front page Part of front page and game page Part of my statistic and game page Edwin Karema
2010
Maintenance Planner
(Continue)
Description •
•
•
Direct Tasks Delete existing notes Print notes Export notes to pdf or words Link to Table 15 - ESMAP interfaces
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Chapter 4
Maintenance Planner
Data Structures/Elements
The minimum required data structure of the software needs to cover the
following
a. User data
Users should be able to access ESMAP either online or as a stand-alone
application. As mentioned earlier, there are two types of ESMAP users,
trainers and students. The trainer's user data includes login name, actual
name, password, and last login detail. The student's user data includes login
name, actual name, password, last login detail, course registration data and
performance record. The user data also includes the user‘s setup data.
b. Asset data
In each scenario within ESMAP, the student needs to address the
maintenance planning of existing systems within the organisation. A system
will consist of several assets. As an example, an High Voltage electrical
system consists of transformers, distribution boards, switches and cables.
Each of these assets has a set of general asset data and a set of specific
technical data. General asset data includes the purchase/installed date, age,
manufacturer and expected lifetime. Examples of specific technical data are
power rating for the transformer and oil quantity for switchgear. In addition,
asset data will also include simulated variables such as asset condition (i.e.
health level) and probability of failure/breakdown. In the real world,
missing/incomplete asset data is a common occurrence. Thus, depending
upon the scenario, the lecturer/trainer/simulation engine may purposely hide
some asset data to simulate this condition.
c. Maintenance Task Data
Each asset type will have a function and set of functional failure modes. As
an example, transformer failure mode is overheating, oil leaks, corrosion
and switchboard failure mode is loose connection and instrumentation
failure. Each failure mode has symptoms, failure behaviour and related
maintenance tasks. The symptoms allow a student to diagnose the failure
mode. Each failure mode should be managed based on the appropriate
maintenance task. Furthermore, each maintenance task has a set of related
associated planning variables. This includes estimated time, skills/personnel
required, estimated budget, tools required, material required, other special
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Maintenance Planner
requirements and steps to conduct the task. Thus, maintenance tasks
should be assigned using a structured process that considers the function of
the asset, behaviour of the failure and consequences of the failure.
d. Game data
Game data refers to all variables that are generated for the purpose of
having the game’s storyboard flow. The game data consists of visible
variables (i.e. variables that users can access/retrieve during the game) and
hidden variables (i.e. variables that run in the background during the game).
Visible variables include retrieved setup data, calculated data based on
predefined algorithms, and user input data. Examples of retrieved setup
data are the short test questions, which are displayed at the end of each
maintenance cycle. Calculated data covers variables such as the game
score, game performance indicators (e.g. number of maintenance tasks
completed) and user input data covers variables such as likelihood rating,
priority rating, identified skills required. Hidden variables include a modifier
for calculating the number of work-packages, related maintenance task ID
and asset ID.
Ideally, the user should be able to save the existing game data and continue
the game later on. This would means that the system should record the
game data while a user is playing the game.
e. Educational/support files data
In the real-world, users can obtain data from books, manuals, manufacturer
recommendations, the Internet and various other sources. In order to
replicate this condition, ESMAP includes data such as the manufacturer
recommendations and brochure pages that are accessible through the game
interfaces. Some of this data is recorded in the standard pdf or document
format.
The next figure shows ESMAP data structure relationships.
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Figure 12 -
Data structure(full version)
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Chapter 4
Maintenance Planner
ESMAP Walkthrough
Based on the maintenance planning framework, ESMAP was designed to
consist of four stages, as shown in the following figure.
Figure 13 -
ESMAP Walkthrough
Each stage requires input and produces outputs that affect subsequent stages
and the overall game. These stages are repeated in each maintenance cycle.
The following section provides the walkthrough of each stage.
4.3.1
Stage 1- Risk Assessment / Prioritising
Stage 1 is aimed at improving students’ skill set in conducting risk analysis of
different work requests. During this stage, the student is required to conduct an
evaluation of the information provided in the work request form, as well as in the
asset history record. Based on this evaluation and the provided risk matrix, the
student needs to identify the level of risk associated with the work-request and
the likelihood of the identified risk occurring. The student also needs to identify
whether the maintenance work will require long-lead items.
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Maintenance Planner
Incorrectly prioritising the work-requests leads to several outcomes. Firstly, the
maintenance team will require more time to complete a work-package. If the
maintenance work requires long-lead items and planners fail to identify this at
an early stage, the actual maintenance task could be delayed due to spares’
unavailability. Secondly, it is possible that the total time required to prepare a
complete work-package for all work-requests exceeds the planner’s work hours.
Planners, therefore, have to choose which work-requests should be addressed
in the next maintenance cycle. An asset breakdown probability could increase if
its maintenance is continuously delayed. In turn, handling more breakdown
tasks reduces the available time for the maintenance team to conduct
preventive maintenance tasks.
The next figure shows the inputs to and outputs from this stage.
Work request risk
consequence rating
Score
Work request likelihood
rating
Simulation Engine
Noise variable for the
time to complete the work
package
Long lead item
requirement
Preventive maintenance
work request
Non urgent Breakdown
work request
User Input
System generated Input
Figure 14 -
4.3.2
Risk Assessment / Prioritising Stage Inputs-Outputs
Stage 2-Planning-Preparing work packages
Stage 2 targets are to develop the student skill set in preparing work-packages.
This includes the following:
•
Identifying the required maintenance actions, and providing a
breakdown of necessary work;
•
Identifying the skills required to complete the work requests;
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Requirements for Developing a Simulation Game for Maintenance Planner Training •
Chapter 4
Maintenance Planner
Estimating the time and budget required by tradesmen to complete
the work;
•
Identifying tools required;
•
Identifying special requirements(if any);
•
Identifying any required spare parts/materials.
At this stage, the student is required to prepare as many work-packages as
possible, starting from the work with the highest priority rating as defined in
Stage 1. However, there is limited time (virtual time) for preparing the next
maintenance cycle work-packages. Also, there are variations in the time for
preparing certain work packages.
Depending upon the initial settings for the game, it is possible to arrange some
degree of automation within these stages. In the real world, CMMS could
automatically generate some information such as the details of standard
preventive maintenance work.
The quality/completeness of the work package will affect the simulated actual
time used by the tradesmen to carry out the works. As discussed previously,
low quality/incomplete work package with lots of inaccurate information could
increase the total tradesmen’s unproductive work time and reduce their wrench
time. Conversely, a good quality work package helps the tradesmen by getting
an “early start” for the work, allowing them to reduce their unproductive hours
and therefore increase their wrench time.
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Score
Skills required
Steps required
Modifier for the time to
complete the work
package
Spares required
Special procedures
Tools required
Simulation Engine
Work request with
highest priority in queue
Time left to prepare
work package for next
work request
Work package
completeness/quality
Time left to prepare work
package for next work
request
Asset Data
Modifier for time to
complete the work
package
Other Documentation
availability
Number of remaining
work packages
Time left to prepare work
package for next work
request
User Input
System generated
Figure 15 -
4.3.3
Preparing work packages Stage Inputs-Outputs
Stage 3- Reviewing returned work-packages
This stage is aimed at developing the planners' skill set in evaluating
tradesmen's feedback and conducting an appropriate closeout procedure. At
this stage, students are presented with the data from his/her input at Stage 2 (of
the previous cycle) and the simulated actual data (assumed to be provided by
the tradesmen). To simulate the real world, there are different levels of details in
the simulated feedback. Based on this feedback, the student needs to choose a
suitable follow-up action. Students should/could record this feedback for use in
similar tasks in the subsequent maintenance cycles.
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Maintenance Planner
Skill required
Steps required
Spares required
Special requirements
Score
Tools required
Action on feedback
Action for documentation
Simulation
Engine
Completed Work package
with highest priority in
queue
Time left to complete the
next work package
review
Current time left for
reviewing work package
Work package
completeness/quality
Time modifier for
reviewing work package
Noise level for time to
complete the work
package
Actual Skills used
Actual Steps used
Noise level for time to
prepare the work
package
Actual Spares used
Actual Tools used
Asset data updated time
stamp
General feedback
Skills Feedback
Steps Feedback
Spares used Feedback
Tools Used Feedback
User Input
System
Figure 16 -
System retrieved
Reviewing returned work-package stage inputs-outputs
The final task in this stage is the closeout procedure. Students should identify
the correct closeout procedure action from various options. If the student
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ignores/does not carry out the right closeout procedure, greater noise will be
generated during the next work-package preparation for the particular asset.
During this stage, there are limited unit times available for reviewing each
returned work-packages. The student needs to complete each review within the
available time. If the student fails to do this the simulation engine will use the
default option as the student action.
Figure 15 shows the inputs to and outputs from this stage.
4.3.4
Stage 4- Bill of Material management
Stage 4 objectives are to improve the planners' skill set in managing a Bill of
Material (BOM). This stage offers a relatively straightforward exercise. At this
stage, the student needs to review the minimum asset level, the current stock
level, the warehouse capacity, the budget remaining and criticality. Based on
this condition the student should conduct an analysis, and then decide which
additional material should be ordered and which ones should remain as is.
Score
Action to be conducted
Asset minimum stock level
Asset current stock level
Simulation Engine
Warehouse capacity
Noise variable for the
time to complete the
work package
Warehouse capacity
Budget remaining
Budget remaining
Parts criticality
User Input
System
Figure 17 -
4.3.5
Bill of Material management Stage Inputs-Outputs
Cycle Completion and Debriefing
A maintenance cycle is considered to be finished if the user has completed all
the stages above, or if the user chooses to “call it a cycle” (i.e. fast forward to
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the cycle end without completing all stages). Once a maintenance cycle is
completed, the simulation engine will process all the user inputs in Stage 1 to 4
and generate new data for the next maintenance cycle. This includes simulating
the following outputs:
a. Assets’ health level. Assets’ health level should be simulated based on the
following conditions:
•
In general, an asset’s health level decreases over time. Its performance
and condition can deteriorate, and it can also fail. The conditional
probability of failure is often described by one of the following three
patterns
i. Wear In
ii. Wear out
iii. Random
•
Health level decreases more rapidly when the asset does not receive its
scheduled maintenances;
•
Correctly completed maintenance tasks increases an asset health level
at predefined rates to a certain degree;
•
Health levels may vary due to random noise. The negative noise range
could be set so it increases when there is more reactive maintenance
than
preventive
maintenance
(i.e.
to
promote
more
proactive
maintenance).
b. Asset breakdown. Breakdown occurs when an asset’s health level is lower
than the predefined threshold value. Depending on an asset’s criticality and
type of problems, a breakdown could be classified as urgent, or non-urgent.
Any urgent breakdown will automatically reduce the total available time to
complete the work package;
c.
Total
maintenance
team
time
available
for
conducting
preventive
maintenance in the next maintenance cycle;
d. The number of work-packages completed by the maintenance teams in the
next maintenance cycle;
e. Status of each prepared work-package(i.e. completed, in backlog, in
process);
f.
New work order list is based on new breakdown work, new preventive
maintenance and backlog work;
g. New preventive maintenance work-requests are generated based on the
storyboard and asset profile;
h. A list of Completed work-packages that require review;
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i.
New spare parts/materials current level; and
j.
Organisation production output and cost.
As part of the maintenance cycle completion, ESMAP provides feedback to the
student, indicating their action, and various performance indicators such as an
asset health, number of breakdown and preventive maintenance tasks
completed and production outputs/costs. This de-briefing session aims to
highlight the following key points:
•
The lower the quality of asset documentation and work-packages the
higher the time spent in preparing and completing the work-package and
the lower the number of completed works;
•
The more delays in completing preventive maintenance, the higher the
probability of an asset failure; ande
•
Asset failure will decrease the maintenance team’s available time to
conduct preventive maintenance, decrease the life of the asset, increase
maintenance costs and lower the production output.
4.3.6
Simulation Engine
ESMAP simulation model was developed based on discrete system modelling;
where the variable change only occurs at certain point in time. The simulation
engine required both a random number generator and random variate generator
(Banks 1998). Asset reliability can be simulated based on a predefined
distribution (e.g. Weibul, normal distribution). However, other events may not
have any predefined distribution, and therefore, using a more simple random
number generator such as pseudorandom generator is sufficient.
For a game with less than four maintenance cycles, the difference between
using a simpler random number generator such as pseudo-random generation,
and using a more complex algorithm such as quasi Monte Carlo integration
would not be obvious. At the same time, a simpler algorithm could increase the
game performance since it provides faster simulation/new data generation time,
less complexity and minimal hardware requirements.
The simulation engine should be developed as an independent module. This
allows different types of the random number generator to be used for different
versions or events. It also allows the system to merge with other simulation
engines such as Crystal Ball.
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Entertainment Aspects
The entertainment aspect can be provided in the following way:
•
Score Competition
ESMAP could permit users to post their score online, and this allows a
user to compare his/her score with other users, and to obtain is his/her
ranking among all users.
•
Titles Achievement
Based on the scores, scenario and number of games, users will be
awarded different titles. As an examples a user may start his/her first
game as a planner apprentice, and after completing one scenario
become junior apprentice, and so on
•
‘Treasure hunt’ game
Depending on their performance within the game, the user may obtain
tools/items that can add to their game score. The treasure items could
be in the form of “new condition monitoring technology”, or a series of
books about EAM which can be used for completing tasks within the
game
•
Multimedia Interface
By using a multimedia interface, users are able to browse the
organisation, production line or movies.
It is necessary that the entertainment aspect does not exceed the educational
aspect. In fact, the entertainment aspect should be set in such a way so it
becomes part of the educational aspects. As this research did not include a
detailed investigation of the entertainment aspect, in the future it will be
necessary to investigate this aspect more thoroughly.
4.5
Evaluation Criteria
The base evaluation criteria of ESMAP is based on ISO-9126. This Standard
defines software quality based on six different characteristics: functionality,
reliability, usability, efficiency, portability and maintainability (refer to the next
figure for ISO-9126 Quality Model characteristics and sub characteristics).
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ISO 9126 - Software Quality Model
Characteristics
Sub Characteristics
Suitability
Functionality
Accuracy
A set of attributes that bear on the existence of a set
of functions and their specified properties
Compliance
Interoperability
Security
Reliability
Fault tolerance
A set of attributes that bear on the capability of software to
maintain its level of performance under stated conditions for a
stated period of time
Maturity
Recoverability
Usability
Learnability
A set of attributes that have a bearing on the effort needed for
use, and on the individual assessment of such use by a stated
or implied set of users.
Understandability
Operability
Efficiency
A set of attributes that have a bearing on the relationship
between the level of performance of the software and the
amount of resources used under stated conditions.
Time Behaviour
Resource Behavior
Stability
Portability
A set of attributes that have a bearing on the ability of
software to be transferred from one environment to
another
Analyzability
Testability
Changeability
Installability
Maintainability
A set of attributes that have a bearing on the effort needed to
make specified modifications.
Replaceability
Adaptability
Conformance
Figure 18 -
ISO 9126(Standards Australia & Standards New Zealand 2005)
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As ESMAP is developed for maintenance personnel, we considered that
Braglia, Carmignani, Frosolini and Grass CMMS selection criteria, which is
published in their article “AHP based evaluation of CMMS software”, will provide
a more refined evaluation criteria for ESMAP. In their article Braglia et. al have
identified five criteria to evaluate CMMS Software based on various company
surveys in selecting CMMS and published journals/books (Wireman 2005;
Wireman 2004; Cato & Mobley 2002).
The adaptation of these criteria is shown in Figure 19 and discussed in the next
sections.
4.5.1
Cost
Usually, cost is one of the judgment criteria when a company considers
purchasing a software product. ESMAP’s final product should have a set of
competitive costs (i.e. initial purchase cost, implementation cost and
maintenance cost). Initial purchase cost refers to the cost at the time the
customer purchases the products straight off the shelf. Implementation cost
includes the cost of setting up, cost of upgrading infrastructure (if required),
training and additional consultancy services. Maintenance cost refers to the
operational costs over time. This includes the cost of maintaining/updating the
data and upgrading the software.
Depending on the end users’ needs, the proportion of each cost may differ.
Training provider companies use ESMAP to train people from different
industries. They may spend more in set-up and maintenance costs since they
will constantly require more scenario variations, and updated data. On the other
hand, a commercial user may only require certain scenarios and data that
replicate their company environment.
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Performance Evaluation Criteria (adapted from Braglia et al. 2006)
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Performance
ESMAP performance can be evaluated based on the following categories
a. From the trainer /company point of view
•
Usability
The time spent by the instructor in understanding the interface and
mastering the game to a level that allows them to transfer their
knowledge is one of the indicators of the performance of ESMAP.
The trainer should be able to master the interface, master the game
and master the tools provided within the ESMAP to evaluate their
student performance in less than 4 hours.
•
Accuracy in assessing competency
The trainer should be confident in using ESMAP as a tool for
assessing their students’ competency in different skills. This means
the competency assessment tools need to be robust, reliable and
repeatable.
b. From the student’s point of view
•
Usability
Students should be able to use the game interface within a relatively
short time (even without guidance from a trainer) and spend more
time mastering the game to develop their maintenance planning
skills. This means most controls should be self-explanatory and a
clear accessible help button should be available.
•
Educational value for daily activities
The student user of ESMAP is an adult learner, and hence they
expect that this game is highly correlated to their daily activities.
This can be measured by calculating the percentage of the contents'
applicability from the feedback provided by the students.
•
Entertainment value
As a game ESMAP should have some entertainment value. This
can be measured based on user feedback, whether this game is
engaging enough for them to play it more than once.
c.
Technical Characteristics
•
Number of Modules
The number of modules developed and the integration between
each module will reflect the complexity of the software.
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Ease of modification
The trainers/developer should be able to add/modify scenarios to
suit their clients’/students’ needs. Hence, a trainer, with no
programming background, should be able to carry out these
modifications easily.
4.5.3
Data Management
As mentioned in section 4.3, in general ESMAP stores five different data sets.
This data should be accessible through the reporting capability of the system.
Trainer users should be able to modify some of the game setting data to make
the game compatible with the training or the company’s actual method of
operation. The students should know the effect of their inputs on selected game
variables, so that they can change their behaviours/actions to result in different
outputs.
4.5.4
Auxiliary Characteristics
ESMAP evaluation should consider the auxiliary characteristics as follows:
•
The security techniques to protect a system from unauthorised access.
ESMAP contains some private user data, which needs to be protected in
accordance with the related privacy acts. In addition, customised
ESMAP may have some sensitive company/organisation data.
•
The presence of an auto diagnostic system or automatic data back-up
that allow recovery when the system fails.
•
The multimedia add-ons to provide a more engaging, realistic and
entertaining interface.
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Prototype Development, Trials and Analysis
5
Prototype Development,
Trials and Analysis
5.1
Chapter Overview
As part of this conceptual study, the ESMAP prototype was developed at UWA.
This chapter comprises five sections. The first section describes the prototype’s
aims; the second section provides the prototype development process; the third
section explains the prototype limitations, assumptions, and constraints of the
prototype; the next section presents the prototype’s storyboard, and the final
section explores the details in prototype testing and analysis.
5.2
Prototype Aims
Software development is an iterative process, and very often software is issued
in a number of versions to address bugs in the previous version, as well as
adding new features. Prior to developing a full version of ESMAP, the writer
decided to develop and test a prototype of ESMAP. This prototype addresses
key parts of the full version functional requirements which were identified in
Chapter 4. The aims of this prototype are as follows:
•
To provide a real model which allows the writer to:
o
Evaluate opinions from potential users and developers; and
o
Test concepts discussed in earlier chapters.
•
To identify any possible improvements as early as possible
•
To provide the basis for estimating the extent of work to develop the full
software version.
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Chapter 5
Prototype Development Process
The prototype development process consists of the following stages:
a. Stage 1 – Identifying prototype coverage and detailed requirements
Based on the defined software specification, data structure, and the
simulation algorithm discussed in Chapter 4, an exercise was conducted
to identify which aspects would be included in the prototype, which part of
the simulation data would be hard coded and which part would be omitted
due to resource constraints. This stage includes the requirements for
developing software, such as the programming language, Input/Output
(I/O) devices and where it was considered necessary, the rationale behind
certain decisions.
b. Stage 2 – Development of the storyboard
The storyboard shows how the user will complete the game and what
variables will be affected at each stage of the game. The storyboard was
chosen based on the completeness of available supporting information
and the writers understanding of the system.
c. Stage 3 – Interface initial design
Having screen mock-ups provided a visual cue to understanding the
sequence flows. Moreover, it gives indicators for estimating the time
required to develop the prototype.
d. Stage 4 – Coding
The coding process occurred in September-November 2009. ESMAP
prototype consists of over 12,000 lines of VBA code split into 10 main
modules and over 20 forms.
e. Stage 5 – Testing and debugging
Once the coding was complete, black box and white box testing were
conducted to ensure the system fulfilled the intended design. The blackbox test focused on testing to confirm that the system delivered its
functional requirements. The white-box test assessed the system design
based on internal knowledge of the software.
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5.4
Prototype Coverage and detailed requirements
5.4.1
Functional requirements included (education scenario)
The following functional requirements were included in the prototype:
1. Provide an interface that allows students to
a. Walkthrough the process of maintenance workflow, from the time when
a work order was approved until the closeout of the work-order (Ref No:
Table 15 – S01);
b. Observe how applying good practice during the maintenance planning
process affects the overall outcome (Ref No: Table 15 – S02);
c.
Observe the impact of their actions and asset documentation availability
on the time taken to prepare a work package(Ref No: Table 15 – S03);
d. Observe what the impact of the quality of planning is on the tradesmen
workmanship (Ref No: Table 15 – S04).
2. Provide an interface that allows trainers to assess students' competency in
conducting the following tasks (Ref No: Table 15 – T01):
Table 16 ‐ Task covered in ESMAP prototype (Continue) Ref No Task Limited Coverage Remarks TC1 Review new approved work request form •
TC2 Review backlog work‐orders •
TC3 Review scheduled PM work‐orders for the next maintenance work cycle. TC4 Conduct a risk analysis to prioritise work‐
orders. TC5 Identify the work execution plans/work scopes. a TC6 Identify required skills. a TC7 Identify requirements for special equipment, permits, hazardous waste disposal processes and safety conditions. a TC8 Identify required parts/material. a TC11 Review and follow‐up previous work‐orders status TC12 Review the completed work‐orders and Page 92 of 124
a Review only a •
•
•
•
For detailed user input Refer to table 18‐S01 For interface: Refer to figure 24
For detailed user input Refer to table 18‐S02 For interface: Refer to figure 25 For detailed user input Refer to table 18‐S03 For interface: Refer to figure 26 Edwin Karema
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Table 16 ‐ Task covered in ESMAP prototype (Continue) Ref No Task Limited Coverage carry out close out procedure. a TC14 Manage spares Remarks •
•
TC15 Based on evaluation of asset condition and maintenance history, provides recommendations for asset replacement, or restoration 5.4.2
a For detailed user input Refer to table 18‐S04 For interface: Refer to figure 27 Student to use the data when assessing whether a maintenance action is required for completing the work orders Entertainment scenario included
This prototype only includes a score board system. This score system aims to
engage the user’s competitiveness against other users. Other entertainment
scenarios were excluded due to resources limitation.
5.4.3
Non functional requirement/features
Features such as note-taker, multimedia tools and instant messages were not
developed as part of this prototype. These requirements were considered to be
secondary. In addition, development of these features would require relatively
significant resources.
5.4.4
Interfaces
The prototype includes basic interfaces only. The interfaces limited to those that
are required to deliver the functional requirement stated in section 5.4.1. Thus,
the following interfaces were considered necessary for the prototype:
5.4.5
•
Login page;
•
Front page;
•
Game Page (Briefing);
•
Game Page(main);
•
Game Page(feedback); and
•
Library page
Database
The prototype utilise a MS Access database. MS Access was selected for the
following reasons:
•
MS Access is widely available in most of PC,
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•
The prototype only involved small data set
•
The writer experience and familiarity with MS Access
Programming Language
The software was developed using VBA for the following reasons:
5.4.7
•
VBA is widely supported
•
VBA is compatible with MS Access Database
•
The writer’s experience and familiarity with VBA
Software structure
While the full version should be developed as a three tier system, as described
in Section 4.2.6, for simplification, ESMAP prototype software was flattened into
a single tier (mainframe architecture). This meant that all program modules and
data is stored on a single computer (single packages).
5.4.8
WINFORM vs. Web based
For the prototype, WINFORM was used since MS Access has a built-in function
to develop such forms. This prototype does not include an online interface.
5.4.9
Data Structure
As only limited data is required for the prototype, a simplified version of the full
version data structure (which presented in Chapter 4) was used to develop the
prototype. This simplified data structure available in figure 20.
5.4.10
Hardware Requirement
The hardware requirement is driven by the MS Access requirement. Thus as
minimum a computer with a Pentium processor with a clock speed of at least
233 megahertz (MHz) is required.
5.4.11
I/O Requirement
The following input devices are required for ESMAP prototype:
a. A Microsoft Mouse, Microsoft IntelliMouse, or compatible pointing device;
b. Keyboard.
The following output device are required for ESMAP prototype:
a. A Super VGA monitor with at least 800x600 resolution and 256 colours.
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Figure 20 -
ESMAP prototype data structure
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Chapter 5
Memory Requirement
Similar to the hardware requirement, the memory requirement is driven by the
MS Access’ requirement, being a minimum of 256 MB of RAM, and a minimum
of 400 MB of available hard-disk space.
5.4.13
Scenario
The prototype only covered one scenario.
5.4.14
Multimedia add-on
Due to resource constraint, no multimedia add-on were included in the
prototype.
5.4.15
Random Number Generator
ESMAP prototype utilise the VBA built-in random number generator, which is
Pseudo Random Number generator. Since the prototype only has a low number
of assets and maintenance cycles, a more complex random number generator
was considered unnecessary.
5.4.16
Initial set-up variables
The following set-up variables were used for the prototype
Table 17 ‐ Setup Variables Variable Name/Description Default Value Number of player/time 1 Number of maintenance cycle 3 Number of Assets(Max) 20 5.5
Prototype Storyboard development
5.5.1
Scenarios
The prototype was developed based on the scenario of an electrical
maintenance planner who has just started his/her job at a fictitious company,
called Silverstone Corporation. Silverstone Corps. is a typical heavy industrial
plant such as a refinery. They privately own significant infrastructure that
supports their core business. The plant occupies an area of approximately 20
hectares. The company has recognised that they need a good maintenance
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planning process to minimise any interruption to their asset services. In the
game, the student will play the role of the maintenance planner who plans
maintenance tasks for the company’s electrical network.
The company’s electrical infrastructure consists of high voltage (HV) equipment
such as distribution transformers, HV cables and switches, as well as low
voltage (LV) equipment such as LV cables, and LV distribution boards. The
company has an in-house maintenance team comprising electricians,
mechanics and general operators. In the past, although slightly under-staffed,
this team has performed relatively well in keeping the services running.
Recently, the company had a management change. This has shifted the
company’s asset management strategy from a reactive to more proactive
culture. Furthermore, the ageing of some equipment is likely to increase
maintenance works significantly. With limited resources, Company management
expects that having the planner on board will assist the maintenance team in
becoming more efficient in handling their maintenance tasks. The company also
expects that planner will align planning procedures with the company’s policies
such as Health, Sfatey and Environment (HSE) and QA( quality Assurance)
policy..
Similar to the ESMAP full version design (as described in chapter four), in this
prototype, the student need to complete four stages and provide following
inputs at each stage.
Table 18 ‐ ESMAP Prototype Inputs (Continue) Ref No Stage Description Input Description Comments S01 Sorting & For each work‐order: User selects the right consequence Prioritisation stage and likelihood rating reflecting the • Consequences Rating available risk matrix • Likelihood Rating The consequence rating, likelihood • Requirement for long rating and long lead items should be analysed from detailed lead items information about the asset and the work‐order S02 Work Package For each work‐order: Preparation Stage • Required Page 97 of 124
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Table 18 ‐ ESMAP Prototype Inputs (Continue) Ref No Stage Description Input Description •
•
•
•
Comments maintenance actions need to be completed or other action Required skills If maintenance work is required, Work processes the user needs to prepare the (5 input max) work‐package. In this prototype, budget will be automatically Tools/parts(1 only) simulated. Special requirements(1 only ) In this prototype there are a limited number of inputs the required work processes, tools/parts and special requirements. S03 Work Package For each Review Stage work‐order: •
•
S04 completed For each completed work‐order from the previous maintenance cycle, tradesmen feedback, and review actions actual hours spent on‐site are closeout actions simulated. Based on this data the user is expected to choose the appropriate review and closeout actions. Bill of Material For each spares in BOM: (BOM) Management • the required action Stage to maintain appropriate spares level In this prototype, the user has an unlimited budget, and he/she can order new spares any time. However, the user still needs to keep the spares stock level above a defined threshold, and only order additional supply when it is needed In the prototype, this scenario runs for three maintenance cycles. Upon
completion of each cycle, the player receives feedback indicating the impact of
his/her actions on the current maintenance cycle, including his/her scores and
other performance indicators as necessary.
5.5.2
Sequence Diagram
The sequence diagram of the activities within the ESMAP prototype is displayed
in the next figure. The diagram is based on standard UML symbols. Some
modifications have been made to the symbols for illustration purposes.
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ESMAP
Login Page
::Student
Student
Front Page Game Page
::Trainer
Trainer
Start Stage 3
Display completed work package
Identify review action
Identify close-out action
Time
available
and work
available
[Yes]
Calculate
Score
Repeat
[No]
Stage 3 Completed
Start Stage 4
Display Bill of material
Identify review action
No
Call as
finish?
Yes
Calculate Score
Stage 4 Completed
Finished Cycle
Display Cycle feedback
Acknowledge feedback
Final Cycle ?
Simulate each
asset health level
Calculate total
score
Generate new work
request
Simulate completed
work package
[No]
Yes
Back to stage1 start
Simulation game finished
Figure 21 -
ESMAP Prototype Sequence diagram
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Screen mock-up
5.6.1
Front Page
Figure 22 -
Chapter 5
ESMAP Prototype Front Page
The front-page interface provides portals for a user to do various things. The
mock-up screen shown in the above is the prototype’s front page for a user with
trainer role. As the prototype included only key interfaces, some buttons in this
interfaces are disabled.
5.6.2
Game Page- Briefing
Figure 23 -
ESMAP Prototype screen mock-up Game Page Briefing
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In the beginning of the game, players will be briefed by his/her manager about
the company’s current condition. The prototype simply displays this as text, as
shown on the left. The final version may use multimedia capabilities, including
video/animations of the factory/site tour.
5.6.3
Game Page- Main Page
Figure 24 -
ESMAP Prototype screen mock-up Game Page – Main Page
This interface shows a simulation of the planner’s computer where he/she has
access to various information, the CMMS, and can conduct analyse to make
decisions. The game is not intended to provide training in a specific CMMS,
therefore, the interface was designed to serve the gaming purpose rather than
replicating an existing CMMS.
5.6.4
Game Page- Sorting Work order Stage (Stage 1)
During the first stage, users are required to conduct a risk analysis of work
requests. Users can open the details of each work request, read the
organisation’s risk matrix (the prototype uses the AS 4360 risk matrix), and then
define the risk rating, likelihood rating and requirement for any long-lead items.
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5.6.5
Chapter 5
ESMAP Prototype screen mock-up Game Page – Stage 1
Game Page- Preparing Work-package Stage (Stage 2)
Figure 26 -
At the second stage, the player needs to prepare actual work-packages. The
interface allows him/her to examine the detail of the work request, finding
information about the related assets and then use the drop-down box for entering
their input in terms of required maintenance action, skills required, tools, special
requirements, and work process.
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Chapter 5
Game Page- Reviewing Work-Package Stage (Stage 3)
Figure 27 -
In Stage-3, the user is required to review the tradesmen’s feedback, and decide
whether this feedback is sufficient to close-out the work order. If the player
considers there to be insufficient feedback to support the decision making
processes in the future, he/she can request the tradesmen spend more time in
completing the feedback. Otherwise, the user should ensure that he/she has filed
the document properly.
5.6.7
Game Page- Bill of Material Management Stage (Stage 4)
Figure 28 -
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The interface for Stage 4 is relatively straightforward. The user has to decide
which spare parts need to be re-ordered.
5.6.8
Game Page – Debriefing
Figure 29 -
ESMAP Prototype screen mock-up Game Page – Debriefing
The debriefing interface displays a number of performance indicators. The users
are able to examine how their actions at each maintenance cycle affected their
overall performance.
5.6.9
Game Page – Virtual Library
The interface in figure 29 shows a virtual library. This interface, allows users to
browse information that can help him/her make decisions.
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Chapter 5
ESMAP Prototype screen mock-up– Virtual Library
A walk-through video presentation of the demonstration of ESMAP is
available in the CD attached
5.7
Analysis and Discussion
Upon completion of the prototype, various demonstration runs were conducted
over a number of occasions. Feedback was obtained from a number of sources
as summarised in the following table.
Table 19 - Feedback details (Continue)
No 1 Description Audience Demonstration run 2 Remark Audiences were author supervisors. 2 Presentation demonstration by author and run 8 Presentation was given at UWA to the engineering and asset management postgraduate students and lecturers. More than 85% students are working / have experiences in the maintenance/reliability/asset management field Page 106 of 124
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Table 19 - Feedback details (Continue)
No Description Audience Remark 3 One on one demonstration run, test by user and interview/feedback form 4 Interviewee were chosen from different backgrounds as summarised in the next table Interviewee No 1 Age Range 30‐40 2 3 30‐40 >50 4 >50 Background Programmer /Lecturer Programmer Maintenance consultant ( with maintenance planner experience) Asset Management Consultant The feedback form/list of question are attached in Appendix 6 The key findings from this feedback are presented in the next section:
5.7.1
Education and Course Content Aspects
Following the explanation about the background of the prototype and the project,
it appeared there was general consensus
about the lack of agreement
maintenance planner’s role, as stated in the following feedback:
“The maintenance planner position starts as an informal position. Since
there are increasing complexities of the plants/operations, this position
has become formalised”.
”I can imagine there are wide variations of their role. In some
companies, the role of a short-term planner, scheduler and long-term
planners were combined as one single role, while in others it could be
split into two or three roles”.
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Creating a course or training program that can address a planner’s many
needs, is recognised as one of the most challenging tasks for this project.
Moreover, the development of scenarios/tasks needs to address how the
educational values are connected to the scenarios. As an education simulation,
users should not achieve high score/positive marks based on random acts, or
tasks. Also, there should be ample flexibility in how users play the game.
However, to avoid over-complexity, it would be necessary to have some degree
of rigidness within the game.
So, does ESMAP overcome the conditions above? ESMAP engages students in
exploring different ways of handling maintenance planners’ day-to-day tasks,
observing the respective impact on various performance indicators. While the
demonstration only shows the scenario of power network maintenance, (and
some of the interfaces are limited in their use), the tasks within the game
represent the common tasks that planners face in different industries. ESMAP’s
ability to tailor maintenance tasks and assets that are specific to a particular
industry/company, clearly attract most of the audiences/interviewees’ attention.
Such features train users on how to carry out planning tasks, and increase
users’ familiarity with the company’s different assets.
Furthermore, ESMAP provides interfaces that guide students through the
exploration of different concepts by acquiring understanding, and conquering
new skills at their own pace. As an example, ESMAP allows students to handle
four main tasks: sorting work orders; preparing work-packages; reviewing and
closing out completed work-packages; and Bill of Material management. While
these were described as stage 1 to 4 for the game, ESMAP interfaces allow
users to do these tasks in any order. Students who have an adequate
understanding of a maintenance planning process will do these tasks in the
correct order (for example sort a work order before preparing a work package).
However, novice planners may possibly start at a different stage but should
soon understand why it is more efficient, for example to sort the work order first.
This aligns with some of the feedback received (as shown below):
“ESMAP/Simulation game can provide an effective tool for
educating both the new planner and experienced planner providing
it is designed to be operated at different levels.”
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“ESMAP may a bit complex for beginner/new planner that is not
familiar with the process. However with some guidance, this tool
will be very beneficial. For an experienced planner, different
/various scenarios can help them keep up with new procedures.”
In order to avoid the game becoming a random race of clicking answers, the
game’s timing system (e.g. time for preparing a work package, time to complete
sorting task, etc.) does not have a direct relation to the actual time spent in
completing the task. Instead, the time is calculated based on each task’s
attributes. For example, time spent in preparing a work package is calculated
based on the task’s complexity, historical documentation availability, and
random modifier. This is to replicate the real-world condition where a planner
would take a longer time to prepare a complex work-package, or a workpackage for an asset without adequate supporting documentation/data. The
random modifier represents various interruptions or other events that a planner
may reasonably experience during their work.
For experienced planners, the ESMAP prototype may not provide enough
challenges. Some of the tasks may become too mundane, especially if users
need to complete a similar task across a number of cycles. Depending on the
CMSS that the planner uses in their workplace, some tasks may be seen as
unnecessary, as examples, in the real-world, some CMMS capable to generate
standard work-packages automatically. This problem was identified not only by
the interviewees/audiences, but also during the design phase. It is intended that
the full version overcome this by having different level of details needed in
preparation of the work package. In addition, the full version should provide the
following challenges:
•
Different numbers and types of assets in different scenarios;
•
Different levels of complexity between the early maintenance cycles
and the final maintenance cycle. Users may need to prepare workpackages for a major shutdown which would require sequencing skills;
•
Different types of maintenance strategies (i.e. predictive, preventive,
run to failure, perfective, proactive, corrective) that can be used in each
maintenance cycle (for example, some assets may be capable of
having predictive maintenance, while others may not);
•
Actual work order from a company.
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There are questions behind the reasons ESMAP does not provide a
tool/scenario to directly promote team work between maintenance, operational
and management staffs. Some audiences may have experienced one of the
board games described in Section 2.5. Thus they may have opinions that
excluding teamwork exercise from the game could reduce its overall
effectiveness. In addition, the capability to use the simulation to play some team
competitions may provide benefits as highlighted by two of the interviewees:
“Play as a team engages the player in using tactics/strategies that
may give more effective outcomes.”
“Play as team will provide different responses, changing the
scenario.”
While this argument maybe valid, the teamwork aspects of maintenance
planning was not included as one of the functional requirements for this
simulation game, since the game is intended to develop planners technical skills
as an individual.
Furthermore, once fully implemented, features such as the virtual library, notetaker and online chat could become a useful tools for students to further their
learning. The virtual library would allow users access to various information,
such as Australian Standards, International Standards, or other articles,
including those not directly related to the game. The note-taker feature would
allow students to record any pertinent concepts that they discover during the
game, or any discussions and could be printed as required. The online chat
feature would allow a user to discuss problems with other users.
Some of the interviewees have also highlighted the benefit of having the tool
developed as an online tools.
“Effectiveness is definitely improved when the tool is developed as
an online tool. Upgrades can be done centrally. Infrastructure will
play a major role whether this type of set up is suitable for
everyone, especially for remote locations (like mining sites).”
It is expected that this feature to be incorporated into the full version of ESMAP.
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Chapter 5
Entertainment Aspect
The development of the ESMAP prototype included limited entertainment
features. In most cases, the planned entertainment aspects were described to
the audiences/interviewees.
With this condition, the feedback may be more
orientated to the interviewees’/audiences’ past experience with simulation
games. There was a mixed opinion regarding the entertainment aspects. Some
audiences have a strong opinion about it.
“Entertainment aspect could be the key in how to attract and glue
the people(i.e. students) to use such system”
Some audiences express their concern that too many entertainment factors may
make users view the simulation as a toy, thus reducing their focus on the tools
true objectives:
“I don’t think entertainment is necessary as the simulation should
accurately reflect real world scenarios and not be viewed as a toy”
“It can reduce the seriousness if not handled properly . Too many
props/gimmicks will cause that. However, a well prepared
simulation game will not.”
In fact, most of the interviewees indicated that even if the simulation game only
has a basic multimedia effect (e.g. no fancy third interface), it still attracted their
interest.
Given the interviewees’ varying opinions about the proposed entertainment
aspects of the game, it is suggested that further longitudinal study is required to
investigate the actual effectiveness of the entertainment aspects to increase
students’ ability to engage in self-study.
5.7.3
Design Aspect
The prototype was developed using a simplified data structure. During the
interview, those interviewees with a programming background were presented
with the prototype data structure and the full version data structure. From the
design point of view, the full version data structure was seen to be capable of
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providing the intended capability for future data size growth, as was
commented:
“The data structure is definitely flexible and provides enough room
for expansion. The design has gone towards third normal form
(although no test has been conducted to prove it is). This way, it's
very flexible in regards modification and data maintenance. This
flexibility also allow room for expanding the product whether it's
data related (more scenarios) or changes to the data structure (as
it's in normal form, there is minimal redundancies, hence adding
more data structure is easier).
The maintenance of the data or its structures, however, must be
handled with someone who is at least familiar with database
concept and minimal redundancies principle. Hence it is more
rated toward moderate in term of ease of maintenance”.
It appears there was agreement that the full software version should be
developed in a three tier system - splitting the database, workforce and the front
interface. This approach allows:
•
Utilisation of the database engine based on the current data size. In the
future this database could be changed when the data size grows (e.g.
MS Access is only good for small to medium size database, my SQL for
medium to large data, and Oracle for large data).
•
Transformation from WINFORMS interfaces to web-based interfaces
without affecting the other parts of the system.
•
Re-coding using a different programming language.
In terms of the interface, most of the interviewees considered that the prototype
interface was reasonable, user-friendly and served its purpose. There was a
suggestion that the stages be automatically initiated when one stage is finished
(for example after the planner finished sorting the task, it automatically initiated
the next stage, etc.). While this may provide a clearer flow, it would eliminate the
educational intent of the interface, which allows some degree of flexibility as to
real-world conditions (as discussed earlier).
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Chapter 5
Market
Developing a full working version of this simulation game will require noteworthy
effort, time and skill. The main question that was raised by two of the
interviewees concerned the justification of the cost in buying and customising
this software. The answer lies in the fact that this software framework is
designed in such a robust way that it provides provision for future expansion.
While there are concerns that having a robust system may prevent a
lecturer/educator from assessing the depth of the planner’s competency in a
certain area, this approach allows a lecturer/trainer to establish the general
principle idea for planners from a wide range of industries.
It is possible that the simulation game be developed such that it is to be a
perceived as a formal knowledge transfer tool, tailored to a specific company.
This could be achieved by developing a scenario using the company’s actual
equipment data, aligned with the company’s maintenance strategy and
maintenance management system (CMMS), which could then be used to train
newly recruited planners. In turn, as the planners’ skills-set and competency
increase, the company could see that the cost of customising the simulation
game would be money well spent, and therefore, attract the company to invest
more in using ESMAP.
5.7.5
The Way Forward
Overall, it is clear that there is some degree of enthusiasm for using a simulation
game for maintenance planning training. Most of the negative comments tended
to focus on the incompleteness of the prototype and different perceptions of the
overarching purpose of ESMAP. The writer believes that these shortcomings
would not be apparent if a complete version of the simulation game was used.
The complete version would allow the user to experience the education as well
as the entertainment factors. Moreover, the educational aims would be clearer
with more than one scenario and with more detailed data. The additional
scenario would highlight how ESMAP aims to improve and assess the technical
skills of a planner, as well as why it is necessary to have a planner with a
technical understanding of their respective industry field. Nevertheless, the
positive comments were a strong indicator that there is a reasonable prospect
for ESMAP.
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Moving forward, there are numbers of further works required to be carried out to
bring ESMAP from the prototype to level where it can be used as an effective
training aid. This work include the following
•
The development of a business case for the full version of the
simulation game as a maintenance planner training system;
•
Evaluate the extent of multimedia requirement to support the learning
outcomes and its entertainment factor;
•
Investigation to obtain the optimum variable settings for the simulation
game which allow planners to learn effectively (e.g. not over promoting
one aspect);
•
Identification of features that can provide meaningful value adds to the
learning outcome;
•
A comparison study of the level competency between planners who
experience training with a simulation game, and without a simulation
game;
•
Exploration of the effectiveness of different scenarios in building
planners’ competency levels;
•
Evaluation of the full versions’ performance, cost and other indicators
as required with larger sample size of students covering wider age
range
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Conclusions and Recommendations
6
Conclusions and
Recommendations
6.1
Conclusions
This thesis presents findings and analyses that define the requirements for
developing a simulation game for maintenance planner training and address the
key thesis questions.
The literature review provides an overview of the current state of research and
development education simulation games as well as an insight into the value of
using a simulation game as an educational tool. To date, there are a number of
reviews that highlight how simulation games can provide a low-risk and cost
effective training solution in various fields, such as medical, business, aviation,
military and more. Similarly, a simulation game provides added value that
addresses a maintenance planner’s training needs by allowing them to
experience similar situations to that of the actual world in a measured and
controlled environment. The interfaces allows students to explore and observe
how
different
actions
impact
on
the
overall
performance
of
the
plant/organisation. Moreover, it is possible to configure a simulation game to fit
with their individual needs (i.e. by implementing certain scenarios, with real
data).
The survey conducted on maintenance planner job advertisements and
published literatures provides a set of data, which lead to a better
understanding of the maintenance planner role. This methodology allowed the
writer to collect reasonable data across industries in different sectors worldwide
within the research’s constraint.
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The validation/verification of this data is carried out via a combination of
feedback from the project presentation, prototype demonstration, personal
communication with a number of personnel from industry who involved in asset
management, and general published information about maintenance such as
maintenance workflows and CMMS.
The analysis confirms the lack of agreement on maintenance planner tasks, and
how the term “maintenance planner” is often mixed-up with the term
“maintenance scheduler”. Upon completion of quantitative and qualitative
analysis on the data, a set of recommended maintenance planner tasks, good
maintenance planning practices and a maintenance planning framework are
presented. In addition, factors that affect maintenance planner performance are
identified.
This information is needed to develop the requirements for the education
simulation game for maintenance planners. To test whether the requirements
are adequate, ESMAP prototype was developed based on the simplification of
these requirements. During the software development process, there is no
significant modification was made to the requirements, which is evidence that
the defined requirements are adequate. Moreover, since the requirements are
relatively robust, it is possible to accommodate changes in the planner’s role
definition as feedback is received. This allows the game characteristics to be
changed as the planner’s role changes with time by configuration changes
rather than having to modify the underlying software
The developed prototype has a limited capacity as it is developed based on
simplified requirements and with limited resources. While the prototype
presented/demonstrated is still in its early stages, valuable feedback has been
received during demonstrations and interviews, including:
•
The importance of having different real scenarios that cover different
industry sectors; and
•
The importance of having simulation game capacity to use actual
company data to tailor to a particular company’s needs and to replicate
the actual day-to-day work.
Two main concerns were raised during the software/requirement review. Firstly,
the concerns that ESMAP does not develop team work skills. Secondly, that
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ESMAP does not look at a specific CMMS but rather a general approach in
carrying out maintenance planning tasks. These arguments are valid, however,
the writer believes these issues should be addressed separately in another
research project. The scope of this project was restricted to the role of an
individual. Any game that sets out to replicate team interactions would need to
be based on much more extensive research. Furthermore, it is debatable
whether an education aid should go beyond a particular aspect of human
performance as it would be difficult for the trainee to interpret feedback.
The findings from this result are indeed can provide valuable input for further
work. In addition, other factors such as the establishment of national
qualification/standards and/or curriculum would likely result in refinement of
both the software requirements and the further research direction in developing
an education simulation game for maintenance planners.
Finally, in the writer opinions ESMAP has offered a unique solution for
maintenance planner training since:
•
It is arguably the first simulation game that is specifically aimed at
developing maintenance planners’ competencies;
•
It has highlighted the required skills and competency of a maintenance
planner to complete his/her daily tasks;
•
It provides a framework for a better understanding of the importance of
the maintenance planning role in relation to the bigger picture of asset
management.
6.2
Recommendations
Further work required beyond this research, includes
•
Further development of the prototype, which includes:
o
The development of a business case for the full version of the
simulation game as a maintenance planner training system;
o
Evaluation of the extent of multimedia requirements to support
the learning outcomes and its entertainment factor;
o
Investigations to obtain the optimum variable settings for the
simulation game which allow planners to learn effectively (e.g.
not over promoting one aspect);
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Requirements for Developing a Simulation Game for Maintenance Planner Training o
Chapter 6
Identification of features that can provide meaningful value
adds to the learning outcome;
o
A comparison study of the level competency between planners
who experience training with a simulation game, and without a
simulation game;
o
Exploration of the effectiveness of different scenarios in
building planners’ competency levels;
o
Evaluation of the full versions’ performance, cost and other
indicators as required
•
Investigation into integration of specific maintenance planner tools with
the education simulation game.
•
More empirical research about education simulation games in other
Engineering and Asset Management field.
•
A longitudinal study of the effectiveness of simulation games or other
teaching methods in
o
Creating a better understanding of the maintenance planner’s
role, and effective maintenance planning;
o
•
Assessing maintenance planner competency.
Development of a complete set of course/curriculum for maintenance
planners which able to provide national/recognised certification.
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Requirements for Developing a Simulation Game for Maintenance Planner Training Appendix 1
List of Maintenance Planner Training
Appendix - 1 List of Maintenance Planner/Asset Management Training
No. Course Name General Asset Management Maintenance & Planning Duration Provider Location AUS UK URL 1 Asset Management Fundamentals V 1 day Asset Management Council V http://www.amcouncil.com.au/education/asset‐management‐
courses.html 2 Best Practice Maintenance Planning & Asset Management Informa Australia V http://www.informa.com.au/training/resources‐infrastructure‐
engineering‐maintenance/best‐practice‐maintenance‐planning‐
asset‐management‐GI4031 3 Enterprise Physical Asset Management Excellence V V 2 days General Training Pty Ltd (Lifetime Reliability Solutions) V http://lifetime‐
reliability.com/Enterprise_Asset_Management_Excellence.pdf 4 Modern Asset Management and Condition Monitoring in Power System V V 1 semester The University of Queensland ‐ Australia V http://www.uq.edu.au/study/course.html?course_code=ELEC7
420 5 Maintain Inventory & Asset Records V The Accounting College MYOB Correspondence Courses V http://www.studynow.com.au/courses/The‐Accounting‐
College/MAINTAIN‐INVENTORY‐ASSET‐RECORDS.html 6 Foundation and Endowment Asset Management Program V 5 days London Business School V http://www.london.edu/facultyandresearch/researchactivities/
feam/shortprogrammes.html 7 Asset Management V 4 days Institute of Public Works V http://www.ipwea.org.au/AM/Template.cfm?Section=Events_st
orage_area_&Template=/CM/ContentDisplay.cfm&ContentID=8
Appendix 1 - 1
Edwin Karema
2010
Location Engineering Australia (IPWEA) 8 9 Bachelor of Business (Property and Asset Management) Master of Business and Engineering Asset Management 952 University of the Sunshine Coast Queensland, Australia V http://www.usc.edu.au/Students/Handbook/Undergrad/BU343
/ V 3 years full time V 2‐3 years The University of Western Australia V http://www.mech.uwa.edu.au/meam/ 10 Asset Management V 2 days Chifley Business School V http://www.chifleyshortcourses.edu.au/asset_management.asp 11 Infrastructure Asset Management V 2‐4 years University of Tasmania V http://courses.utas.edu.au/portal/page?_pageid=53,32959&_d
ad=portal&_schema=PORTAL&P_COURSE_CODE=N5C&P_YEAR
=2009 12 Criticality in Asset Management Course V 1 day ESS Ltd. V http://www.essltd.ie/trainingcourses‐page49525.html 13 Asset Integrity Management V 3 ‐ 5 years Robert Gordon University V 14 Master of Engineering Asset Management V 3 months to 1 year University of Wollongong V 15 Asset‐Liability Management V 1 semester Australian School of Business, The University of New South Wales V http://www.handbook.unsw.edu.au/postgraduate/courses/200
9/ACTL5303.html 16 Asset Management V 4 days Premier's London Training Centre V http://www.premcs.com/outlines/finance/asset_management_
pro.html Appendix 1 - 2
http://www.rgu.ac.uk/prospectus/disp_pgProspectusEntry.cfm
?CourseID=DIMEAM&year=2007&CFID=7475417&CFTOKEN=78
907702& http://www.uniguru.com/studyabroad/Australia‐
courses/Master‐Engineering‐Asset‐Management‐course‐
details/cseid/15398/cid/72245/programs.html Edwin Karema
2010
Location 17 18 19 Asset Allocation and the Business Cycle Master of Facilities and Asset Management Strategic Asset Management V Underoak Limited V http://www.underoak.co.uk/public‐training‐courses/city‐
corporate‐courses/asset‐management‐
training/C122436/enquiry.html V 2 years University of South Australia V https://my.unisa.edu.au/unisanet/programs/program.asp?Prog
ram=OMFM V 5 months V https://my.unisa.edu.au/unisanet/courses/course.asp?Course=
100452#Subject V http://euromoneytraining.com/default.asp?Page=16&cc=44&pr
oductid=4052&SearchStr= University of South Australia Investment Management School ‐ London 20 Asset Management V 9 days 21 Asset Management V 3 days Value Solutions V http://www.value‐
solutions.co.uk/value_management_training.aspx 22 Asset Management V 2 days Redcliffe Training Associates V http://www.redcliffetraining.co.uk/courses/asset_management
.htm Appendix 1 - 3
Edwin Karema
2010
Recommended Readings
Appendix - 2 Recommended Readings
Australia Standards/International Standards (list adapted from AMC 2009)
Information Management
• ISO 10303-232:2002
Industrial Automation Systems and Integration -- Product Data Representation And
Exchange -- Part 232: Application Protocol: Technical Data Packaging Core
Information And Exchange
•
ISO/IEC 15289:2006 AS/NZS ISO/IEC 15289:2007
Systems And Software Engineering -- Content Of Systems And Software Life Cycle
Process Information Products (Documentation)
•
ISO/IEC 21827:2002
Information Technology -- Systems Security Engineering -- Capability Maturity
Model (SSE-CMM®)
•
ISO/PAS 20542:2006
Industrial Automation Systems and Integration -- Product Data Representation And
Exchange -- Reference Model For Systems Engineering
•
MIL-PRF-32216
Evaluation Of Commercial Off-The-Shelf (Cots) Manuals And Preparation Of
Supplemental Data
•
MIL-STD-38784(1) NOT 2
Standard Practice For Manuals, Technical: General Style And Format Requirements
•
PAS 2001:2001
Knowledge Management
Lifecycle Management
•
ANSI/EIA 632-2003 Draft under development: BSR
Processes For Engineering A System SP-4028: Process For Engineering A System
- Part 2: Implementation Guidance (DRAFT STANDARD)
•
ANSI/EIA-632-1999
Processes For Engineering A System
•
AS/NZS 4360:2004
Risk Management
•
AS/NZS 4536:1999
Life Cycle Costing - An Application Guide
Appendix 2 - 1
Edwin Karema
2010
Appendix 2
IEC 60300-3-3 Ed. 2.0 (Bilingual 2005) AS IEC 60
Dependability Management - Application Guide - Life Cycle Costing
•
IEC 60300-3-9 - Ed. 1.0 – Bilingual
Dependability Management - Part 3: Application Guide - Section 9: Risk Analysis Of
Technological Systems
•
IEC 61025 - Ed. 2.0 - Bilingual IEC 61025 Ed. 2
Fault Tree Analysis (FTA)
•
IEC 61160 - Ed. 2.0 – Bilingual
Design Review
•
Hazard and Operability Studies (HAZOP Studies) - Application Guide
•
Project Risk Management - Application Guidelines
•
IEEE1220
Application And Management Of The Systems Engineering Process, Standard
•
ISO 14040:2006
Environmental Management -- Life Cycle Assessment -- Principles and Framework
•
ISO 14044:2006
Environmental Management -- Life Cycle Assessment -- Requirements and
Guidelines
•
ISO 15865:2005
Space Systems -- Qualification Assessment
•
ISO/IEC 12207:1995 AS/NZS ISO/IEC 12207:1997/Amd
Information Technology -- Software Life Cycle Processes
•
ISO/IEC 15288:2002 AS/NZS 15288:2003
Systems Engineering -- System Life Cycle Processes
•
ISO/IEC 16085:2006 AS/NZS ISO/IEC 16085:2007
Systems And Software Engineering -- Life Cycle Processes -- Risk Management
•
ISO/IEC 19770-1:2006 AS/NZS ISO/IEC 19770.1:2007
Information Technology -- Software Asset Management -- Part 1: Processes
•
ISO/IEC 24744:2007
Software Engineering -- Metamodel For Development Methodologies
•
NOHSC 1010(1994)
Regulations For Plant
•
NOHSC 1014(2002)
Regulations For Major Hazard Facilities
Appendix 2 - 2
Edwin Karema
2010
Appendix 2
PAS 55-1:2003
Asset Management Specification For The Optimized Management Of Physical
Infrastructure Assets
•
PAS 55-2:2003
Asset Management Guidelines For The Application Of PAS 55-1
Maintenance Management
•
EN 13306:2001
Maintenance Terminology
•
IEC 60300-2 Ed. 2.0 (Bilingual 2004) AS IEC 603
Dependability Management - Guidance For Dependability Programme Management
•
IEC 60300-3-11 Ed. 1.0 (Bilingual 1999) AS IEC
Dependability Management - Application Guide - Reliability Centred Maintenance
•
IEC 60300-3-12 Ed. 1.0 (Bilingual 2001) AS IEC 6
Dependability Management - Application Guide - Integrated Logistic Support
•
IEC 60300-3-14 Ed. 1.0 (Bilingual 2004) AS IEC
Dependability Management - Application Guide - Maintenance And Maintenance
Support
•
IEC 60706-2 - Ed. 2.0 - Bilingual
Maintainability Of Equipment - Part 2: Maintainability Requirements And Studies
During The Design And Development Phase
•
Maintainability Of Equipment - Part 3: Verification And Collection, Analysis And
Presentation Of Data
•
Guide On Maintainability Of Equipment - Part 5: Section 4: Diagnostic Testing
•
IEC 60812 - Ed. 2.0 - Bilingual IEC 60812 Ed. 2
Analysis Techniques For System Reliability - Procedure For Failure Mode And
Effects Analysis (FMEA)
•
IEC 61014 - Ed. 2.0 - Bilingual
Programmes For Reliability Growth
•
Analysis Techniques For Dependability - Reliability Block Diagram And Boolean
Methods
•
IEC 61164 - Ed. 2.0 - English
Reliability Growth - Statistical Test And Estimation Methods
Appendix 2 - 3
Edwin Karema
2010
Appendix 2
Application Of Markov Techniques
•
Goodness-Of-Fit Tests, Confidence Intervals And Lower Confidence Limits For
Weibull Distributed Data
•
Mathematical Expressions For Reliability, Availability, Maintainability And
Maintenance Support Terms
•
Power Law Model - Goodness-Of-Fit Tests And Estimation Methods
•
IEC 61713 - Ed. 1.0
Software Dependability Through The Software Life-Cycle Processes- Application
Guide
•
Equipment Reliability - Reliability Assessment Methods
•
Guidance On System Dependability Specifications
•
ISO 2394:1998
General Principles On Reliability For Structures
•
ISO 3977-9:1999
Gas Turbines -- Procurement -- Part 9: Reliability, Availability, Maintainability And
Safety
•
ISO 5843-8:1988
Aerospace -- List Of Equivalent Terms -- Part 8: Aircraft Reliability
•
ISO 8107:1993
Nuclear Power Plants -- Maintainability – Terminology
•
ISO/IEC 14764:2006 AS/NZS 14764:2001
Software Engineering -- Software Life Cycle Processes – Maintenance AS/NZS
Title: Information Technology - Software Maintenance
•
ISO/IEC 2382-14:1997
Information Technology -- Vocabulary -- Part 14: Reliability, Maintainability And
Availability
•
NAVAIR 00-25-403
Guidelines For The Naval Aviation Reliability-Centered Maintenance Process
•
IIEEE 1219-93
Standard for Software Maintenance,
Appendix 2 - 4
Edwin Karema
2010
Quality and Audit Management
•
ISO 10014:2006 ISO 10014:2006/Cor 1:2007
Quality Management -- Guidelines For Realizing Financial And Economic Benefits
•
ISO 19011:2002 AS/NZS ISO 19011:2003
Guidelines For Quality And/Or Environmental Management Systems Auditing
•
ISO 9000:2005 AS/NZS ISO 9000:2006
Quality Management Systems -- Fundamentals And Vocabulary
•
ISO 9004:2000
Quality Management Systems -- Guidelines For Performance Improvements
•
ISO/IEC 17021:2006
Conformity Assessment -- Requirements For Bodies Providing Audit And
Certification Of Management Systems
•
ISO/IEC 20000-2:2005 AS ISO/IEC 20000.2-2007
Information Technology -- Service Management -- Part 2: Code Of Practice
•
ISO/IEC 25000:2005
Software Engineering -- Software Product Quality Requirements And Evaluation
(Square) -- Guide To Square
•
ISO/IEC 25001:2007
(Square) -- Planning And Management
•
ISO/IEC 25051:2006
(Square) -- Requirements For Quality Of Commercial Off-The-Shelf (COTS)
Software Product And Instructions For Testing
•
ISO/IEC 25062:2006
(Square) -- Common Industry Format (CIF) For Usability Test Reports
•
ISO/IEC 90003:2004
Software Engineering -- Guidelines For The Application Of ISO 9001:2000 To
Computer Software
Appendix 2 - 5
Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training 1.
Appendix 2
Books
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August, J 1999, Applied Reliability Centered Maintenance, Penwell, Oklahoma.
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Boehm, BW 1988, A Spiral Model Of Software Development And Enhancement, pp. 61-72.
Bonk, CJ & Dennen, VP 2005, Massive Multiplayer Online Gaming: A Research Framework for
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Bureau of Labour Statistics 2004, Occupational Handbook 2004-2005, Bureau of Labour
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Campbel, JD & Jardine, AKS 2001, Maintenance Excellence, Marcel Dekker Inc, New York.
Campbell, JD & Reyes-Picknell, JV 2006, Uptime - Strategies for EXcellence in Maintenance
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Carson, JR 1969, Business games: A Technique For Teaching Decision-Making, American
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Coetzee, J 2005, Maintenance, Maintenance Publisher, Hatfield, Republic of South Africa.
Collis, B & Moonen, J 2001, Flexible Learning In A Digital World, Kogan Page, London.
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Gagne,
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Greedler, ME 1996, 'Educational Games And Simulations: A Technology In Search Of A
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Between Reality And Training, Springer Verlag., New York.
Herbaty, F 1990, Handbook of Maintenance Management, Noyes Publications, New Jersey.
Higgins, LR, Mobley, RK & Smith, R 2002, Maintenance Engineering Handbook, 6th ed edn,
McGraw-Hill, New York.
JONES, S 2003, Let The Games Begin: Gaming Technology And Entertainment Among
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Appendix 2 - 6
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2010
Kelly, A 2002, Maintenance Strategy Bussiness - Centered Maintenance, Butterworth
Heinemean, Oxoford.
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Academic Publisher, London.
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1-4.
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Approach', Business Games Handbook.
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Press Inc, New York.
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Appendix 2 - 7
Edwin Karema
2010
3. Conference Proceedings/Publications
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Leverette, JC, Introduction to RCM, ISI, NAVY. Available from:
<http://logistics.navair.navy.mil/rcm/library/C1-1(Intro).ppt >.
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Edwin Karema
2010
Ledet Enterprises 1992, The Manufacturing Game.
Ledet, WJ & Ledet, WP 2002, Dynamic Benchmarking: Experiencing the best practice of Others
in Your Plant.
Leemkuil, H, Jong, Td & Ootes, S 2000, Review of Educational Use of Games and Simulations,
D1, University of Twente.
Magee, M 2006, State of the Field Review Simulation in Education, Alberta Online Learning
Consortium Calgary AB,
Marx, DA 1998, 'Learning from our Mistakes: A Review of Maintenance Error Investigation and
Analysis Systems'.
Meglio, FD 2008, Enhanced with Technology, Business Education
Meglio, FD, Business Education, Enhanced with Technology, BusinessWeek. Available from:
<http://images.businessweek.com/ss/08/01/0130_online_simulations/source/1.htm>.
MRG Inc, 2 January 2008, The Reliability Game. Available from: <http://www.mrginc.net/>.
Murray et al, Maintenance Engineering Society Maintenance Model. Available from:
<www.mesa.org.au/engineering.html>.
Myers, D 2005, 'What’s good about bad play?', in The 2nd Australasian Conference on
Interactive Entertainment Creativity & Cognition Studios Press, Sydney, Australia pp.
133-140.
Oblinger & Oblinger, Educating the Net Generation. Educause. Available from:
<http://www.educause.edu/content.asp?PAGE_ID=5989andbhcp=1>.
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Simulations', in Proceedings of the 1999 conference on Computer support for
collaborative learning, Palo Alto, California
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<http://www.cheresources.com/asset_management/asset_management02.shtml>. [13
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Application', pp. 8-10.
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<http://www.stiweb.com/appnotes/maintain.htm>.
Appendix 2 - 20
Edwin Karema
2010
Sydney Water 2007, Maintenance Metrics for Maintenance Contract Key Performance
Indicators.
Takashi, D 2009, IBM To Launch New Version Of Business Simulation Game, Venture Beat
Digital Media.
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Advisory Group (NETAG), Canberra.
Texas A & M University, Behaviour Change Vs. Skills Training Two Goals for Serious Games.
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<http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/index.html >.
Todd, P 2008, 'Maintenance Workflow Management CIWG', in NSW IMRt Common Interest
Workgroup (CIWG) on Maintenance Workflow Management.
Warren, DV 2001, Design And Development Of Simulation/Game Software: Implications For
Higher Education, The University Of British Columbia.
White, B, Tutty, J & Finegan, A 2005, 'A Qualitative Analysis Of Issues In Developing An Online
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Appendix 2 - 21
Edwin Karema
2010
Existing Simulation Games
Appendix - 3 Existing Simulation Games
Developed or released on No Name Short Description Developer 1 Hospital Tycoon DR Studios 5 June 2007 (North America); 8 June 2007 (Europe); 12 Aug 2007 (Australia) Codemaster http://www.codemas
ters.co.uk/hospitalty
coon/ ; http://en.wikipedia.o
rg/wiki/Hospital_Tyc
oon 2 Railroad Tycoon The game lets the player manage a hospital from a god (a construction and management simulation that casts the player in the position of controlling the games on a large scale) view. Each different hospital is staffed by medical teams and is packed with ill patients. The player needs to manage the staff, ensure patients are cared for and have the correct treatment facilities. As time progresses, new equipment will need to be built in order to cope with incoming patients. The objective of the game is to build and manage a railroad company by laying track, building stations, and buying and scheduling trains. The player can choose Simple Economy or Complex Economy. Sid Meier; Chris Sawyer 1990 MicroProse http://en.wikipedia.o
rg/wiki/Railroad_tyco
on Appendix 3 - 1
Publisher Screenshot Source/URL Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training Developed or released on Appendix 3
No Name Short Description Developer 3 Theme Park Bullfrog Productions 6‐Nov‐08 Electronics Art, Inc. http://www.themepa
rk.ea.com/ ; http://en.wikipedia.o
rg/wiki/Theme_park ; http://www.mobyga
mes.com/game/ps3/
theme‐park 4 Lincity A management simulation game in which the player designs and operates the amusement park. This game offers several levels of simulation with higher difficulties requiring more management of aspects such as logistics. A construction and management simulation game which puts the player to manage all aspects of a city's socio‐economy. The player can develop a city by buying appropriate buildings, services and infrastructure. I J Peters Aug 2004 GNU General Public License http://lincity.sourcef
orge.net/ 5 Football manager A football management simulation games Sports Interactive 1992 SEGA N/A http://www.football
manager.com/index.
php?p=fansites 6 Big Biz Tycoon A business simulation game allows player to create a successful business by developing products. Animedia 29‐May‐02 Activision Value http://www.gamesp
ot.com/pc/strategy/b
igbiztycoon/review.h
tml?om_act=convert
&om_clk=gssummary
&tag=summary;read‐
Appendix 3 - 2
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name Short Description Developer Developed or released on Appendix 3
Publisher Screenshot Source/URL review 7 Premier Manager 8 AirwaySim 9 A football management simulator video game for managing a football club successfully. An online airline management simulation where the players can run their own airline. An Inventory A multiproduct computer management simulation of the Bell System simulation inventory loop which can be game controlled over a series of time periods. In the simulation the inventories, material flows, and accounting procedures of the Zoo Digital Pub 1992 Gremlin Interactive http://www.gamesp
ot.com/pc/sports/pr
emiermanager09/ind
ex.html http://www.airwaysi
m.com/Information/
Features/ SCS 1977 Winter simulation conference Winter simulation conference ‐ 1977; ORSA Bulletin ‐ 1976; http://portal.acm.org
/citation.cfm?id=807
550 Appendix 3 - 3
Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name Short Description Developed or released on Developer Appendix 3
Publisher Screenshot Source/URL inventory system are modeled in detail. 10 11 JD: American A realistic farming simulation Farmer where the players can create and manage their own farm with the goal of keeping it profitable. Airport Tycoon 3 An economic game that imitates designing and management of an airline terminal. The players manage all things related to airport life start from choosing a ground area, provide staff, play some scenario where you will be about to cope with delays and finally become a real Airport Tycoon. Gabriel Entertainment Take 2 Interactive and Destineer Studios http://www.downloa
d‐free‐
games.com/simulatio
n/john_deere.htm InterActive Vision 30‐Oct‐03 Global Star Software Appendix 3 - 4
Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name Short Description 12 Cake Mania A time management where the players can help Jill to manage her cake shop. 13 Capitalism 14 Maximum Capacity: Hotel Giant A business simulation computer game where the players may start their own business or play a scenario with a pre‐made business with a set goal. The player can also choose to run research and development (R&D) operations as either their sole business or alongside running other operations such as department stores and factories. The aim of the game is all about the creating and running of a hotel. Appendix 3
Developer Developed or released on Sandlot Games 2006 Enlight 1995 Interactive Magic http://en.wikipedia.o
rg/wiki/Capitalism_(g
ame) Enlight 17‐May‐02 JoWood Productions http://www.hotel‐
giant.com/en/ Appendix 3 - 5
Publisher Screenshot Sandlot Games Source/URL http://sandlotgames.
com/w4/cakemania.
aspx Edwin Karema
2010
No Name Short Description Developer Developed or released on Publisher 15 Build‐a‐lot 3: Passport to Europe Hipsoft LLC 2007 Hipsoft LLC http://www.playfirst.
com/game/build‐a‐
lot‐3#reviews 16 Chocolatier A casual vido game where the players can construct, upgrade and sell houses for profits. They can flip houses for quick cash or collect rent to make funds go up. Players help mayors from eight different areas. Players assume to be a young chocolatier (someone who makes confectionery from chocolate). Players will buy ingredients, manufacture chocolates and sell to shops. In this game, players have to become successful chocolatiers. Big Splash Games 1‐May‐07 Playfirst http://www.playfirst.
com/game/chocolati
er 17 Hot Dog King A business simulation game which allows the players to manage the hot dog franchise. Fuzzyeyes Studio Meridian 4 http://www.meridian
4.com/games/hotdo
gking/index.html Appendix 3 - 6
Screenshot Source/URL Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training Developed or released on Publisher Lionhead Studios Nov‐05 Activision http://compsimgame
s.about.com/od/gam
ereviews/gr/themovi
es.htm OOTP Developments Mar‐07 Sports Interactive N/A http://en.wikipedia.o
rg/wiki/Out_of_the_
Park_Baseball Nov‐02 No Name Short Description Developer 18 The Movies 19 Out of The Park 2007 A game where the players can manage a movie studio and also can make their own movies. The players need to construct buildings, discover talent, and hire staff. Players need to start at the bottom and work your way up to having a profitable, well‐known movie studio. A baseball management game where the players can manage historical or fictional teams. 20 Trailer Park Tycoon A game of management and problem solving. The management part consists of setting rent prices, building amenities, and choosing which trailers to build. The other major part of the game is decorating the lawns of tenants. Appendix 3
Appendix 3 - 7
Screenshot Jaleco Entertainment Source/URL http://compsimgame
s.about.com/cs/gam
ereviews/gr/trailerpa
rktyc.htm Edwin Karema
2010
No Name Short Description Developer 21 SimFarm A fun game about farm management. The players choose the environment their farm is located, and which types of crops to grow, and take care of animals. Leaping Lizard Software 1996 Maxis Software http://www.mobyga
mes.com/game/win3
x/simfarm 22 Casino Empire A management simulation game that involves buying casino games, hiring lounge girls, etc. This game requires good business thinking and people skills. Sep‐02 Sierra 23 Equintium Equintium is a free online horse‐simulation game where players around the globe can do many of the same things they would do with a horse in real life, like breed, train, show, buy and sell. The structure of Equintium can closely be related to other pet‐simulation games. 2004 N/A Appendix 3 - 8
2010
Developed or released on Publisher Cyberlife Technology 1998 Mindscape http://www.mobyga
mes.com/game/wind
ows/creatures‐2 Maxis Software 1991 Maxis Software http://www.mobyga
mes.com/game/sima
nt‐the‐electronic‐ant‐
colony No Name Short Description Developer 24 Creatures 2 An artificial life computer program series where the user hatches small furry creatures called Norns into a world called Albia, and teaches them how to talk, feed themselves, and protect themselves against vicious creatures called Grendels. 25 SimAnt SimAnt explores the detail of the lives of ants, as you take full control of an ant colony. Build up your colony to conquer the other colonies in the yard. Foes include spiders and humans ‐ make their lives a misery by invading their homes. Appendix 3 - 9
2010
No Name Short Description Developer Developed or released on 26 Spore A single player god game which allows a player to control the development of a species from its beginnings as a microscopic organism, through development as an intelligent and social creature, to interstellar exploration as a spacefaring culture. Maxis 2002 Electronics Art, Inc. 27 Odell Lake An early educational simulation game about the lives of fish. Players play as one of several species of fish and play by selecting actions from a list at each junction in the game. The goal is to survive and find food while avoiding hostile creatures and exploring the lake. There are two ways to play, "go exploring" or "play for points." MECC 1986 MECC Appendix 3 - 10
Publisher Screenshot Source/URL http://www.spore.co
m/what/scc N/A http://www.mobyga
mes.com/game/odell
‐lake Edwin Karema
2010
No Name Short Description Developer 28 Evolution: The Game of Intelligent Life A life simulation and real‐time strategy computer game that allows players to experience, guide and control evolution. Crossover Technologies 1‐Dec‐97 Interplay Entertainment
, Globo 29 Eco Denton Designs 1988 Microids 2000 30 An evolution life simulation game where the player can simulate an amoeba undergoing an evolution process. The player must find nutrition and food for the organism, protect it from predators, and find a mate. As the evolution progresses, the organism, through modification of genes, will evolve to higher life forms such as an insect or a fish. Empire of the A real time 3D game that Ants allows the players to raise their tribe and resist some of the most dangerous enemies an ant can have. The game requiring strategy and management is set in the combative world of ants and their anthills. Appendix 3 - 11
Publisher Screenshot Source/URL N/A http://en.wikipedia.o
rg/wiki/Evolution:_T
he_Game_of_Intellig
ent_Life Ocean Software http://www.mobyga
mes.com/game/eco Microids http://www.microids
.com/en/catalogue/3
0/the‐empire‐of‐
ants.html Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name Short Description 31 E.V.O.: Search for Eden E.V.O. is a side‐scrolling platformer‐style action game where players must navigate a creature of their own design across a number of environments resembling Earth's past. 32 Seventh Cross Evolution The theme of Seventh Cross is evolution. The player begins with a protist, and through eating and consuming, progresses through two other stages until it becomes an animal. The game begins in a lagoon, where the player's organism must avoid predators while nourishing itself. If the creature dies, it is returned to its lowest form unless it has successfully evolved into its 'origin' stage, in which case the creature regresses to that instead. After death, any parts gained by evolution are kept, but any gathered food is lost. Seventh Cross contains six stages, each with a boss. Appendix 3
Developed or released on Publisher Almanic Corporation 1993 Enix Atypical Alchemists Associate 1999 UFO Interactive Games, NEC Developer Appendix 3 - 12
Screenshot Source/URL http://www.mobyga
mes.com/game/e‐v‐
o‐search‐for‐eden N/A http://www.rpgamer
.com/news/Q4‐
1999/123099c.html Edwin Karema
2010
No Name Short Description Developer 33 Science Horizons Survival An educational game in which the player takes on the role of one of a series of animals and had to find food to survive whilst avoiding predators. Five Ways Software 1984 Sinclair Research and Macmillan 34 Lion Manley & Associates, Inc. 26‐Nov‐95 Sanctuary Woods, Inc. 35 Monster Rancher 2 An animal simulation game where the player plays the role of a lion. The players take the role of a lion chosen from a pool of 20 different animals, with varying attributes, in existing prides or handpicked groups made by the players. This game involves raising, fighting, and breeding monsters. The main character is never seen on screen and never talks to anyone directly. Instead, all of the dialog and action is done by the trainer's assistant Colt and her toucan Joy. The player chooses his actions and choices through menu options. Tecmo 1998 (Japan), 1999 (US) Tecmo Appendix 3 - 13
Publisher Screenshot Source/URL http://www.worldofs
pectrum.org/infosee
kid.cgi?id=0005080 N/A http://www.mobyga
mes.com/game/lion http://www.mobyga
mes.com/game/mon
ster‐rancher‐2 Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training Developed or released on No Name Short Description Developer 36 Wolf Manley & Associates, Inc. Sep‐94 37 Alter Ego In the game, you take the role of a wolf, either in a mission (such as survive for a day) or in simulation mode, which alllows you to do whatever you want. All the aspects of life as a wolf are simulated, from eating and hunting to mating and avoiding hunters. The game also features an interactive wolf encyclopaedia. Alter Ego is a "life simulator" that presents you with a series of life experiences that take you from infancy through old age. You can live out your own life, or the life of someone else, possibly someone you wish you could be. You can live out fantasies without risk, relive your childhood, or maybe see the world from your kids'/parents'/spouse's eyes. Activision, Inc. 1986 Appendix 3 - 14
Appendix 3
Publisher Sanctuary Woods, Inc. Screenshot Source/URL http://www.mobyga
mes.com/game/dos/
wolf Activision, Inc. http://www.mobyga
mes.com/game/alter
‐ego Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name 38 Desperate Housewives: The Game 39 Jones in the Fast Lane Short Description Developed or released on Developer A life simulation adventure Liquid game based on the television Entertainment series Desperate Housewives. The player takes the part of a housewife with amnesia who has recently moved with her husband and son to Wisteria Lane. The plot takes place over 12 episodes. The game features a script by Desperate Housewives writer Scott Sanford Tobis and voice acting by Brenda Strong. A life simulation game with Sierra the objective is to attain as Entertainment much money, happiness, status and education as necessary to win. The exact amounts needed are set up by the players before the game began. The game's name and goals are a play on the concept of keeping up with the Joneses. Oct‐06 1991 Appendix 3 - 15
Appendix 3
Publisher Buena Vista Games Screenshot Source/URL http://buenavistaga
mes.go.com/despera
tehousewives/ Sierra Entertainment https://www.mochi
media.com/communi
ty/games/mrjones/ty
coon‐jones Edwin Karema
2010
No Name Short Description Developer Developed or released on Publisher 40 Singles: Flirt Up Your Life Robotee 2004 Deep Silver http://www.singles2.
com/englisch/index.h
tml 41 Wall Street Kid Sofel 1990 Sofel http://www.mobyga
mes.com/game/wall‐
street‐kid 42 Gossip A video game which is very similar to the Sims in that the player is responsible for characters who have to be taken care of, such as by ordering them to eat, sleep, go to work, etc. A video game where the player is encouraged to spoil his girlfriend, as all men of the Benedict family pampered their wives. If the player is unable to raise the money needed for a key item, such as a boat or the house, he is disowned by the family, in which case the game is over. An experimental game which simulates aspects of human social interaction, thus creating games with “social challenges” that would broaden the universe of computer and video game genres. He hoped people‐
games would also appeal to different audiences from the then‐prevalent combat‐based and sports games. He especially hoped to appeal to women. Atari 1983 Atari N/A http://en.wikipedia.o
rg/wiki/Gossip_(com
puter_game) Appendix 3 - 16
2010
No Name Short Description Developer 43 The Sims 2: Nightlife Maxis Software September 13, 2005 (USA and Canada) and September 16, 2005 (European Union, Australia and New Zealand) Electronics Art, Inc. http://www.mobyga
mes.com/game/sims
‐2‐nightlife 44 Floor 13 The second expansion pack for The Sims 2. The expansion pack centers on the new downtown area, which has various activities, such as bowling, karaoke, dining and dancing, as well as a photo booth, and includes a dating mini‐game which allows player to engage in their Sim's relationships in greater depth. A management simulation controlled by a menu‐based system and is presented in black and white for a film noir feel. Players take the role of the Director General in this secret organization, and are given a target date of 20 days to attend to their duties. During this period, performance will be evaluated based on the Prime Minister's polling results. If the PM is doing well, the agency will be expanded and will have more equipment and services available to handle the situations it will encounter later in the game. If the PM is behind, PSI Software Designer 1991 Virgin Interactive http://www.mobyga
mes.com/game/floor
‐13 Appendix 3 - 17
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name Short Description Appendix 3
Developer Developed or released on Publisher Stardock 2004 Ubisoft Screenshot Source/URL Floor 13 risks reduction in the number of services it has available or the even player's continued employment. After each successful 20 day period, another 20 days are added to the calendar, full of new problems and objectives. 45 The Political Machine A government simulation game in which the player lead a campaign to elect the President of the United States. The player accomplishes this goal by traveling from state to state and engaging in a variety of activities to either raise money or raise poll numbers. Appendix 3 - 18
http://www.mobyga
mes.com/game/politi
cal‐machine Edwin Karema
2010
No Name Short Description Developer Developed or released on Publisher 46 Ultimate Soccer Manager or USM Impressions 1999 Sierra http://web.archive.o
rg/web/2001040904
1120/usm.footymana
ger.net/index.html 47 Euro Truck Simulator A soccer management video game series for MS‐DOS, Commodore Amiga and Windows 95. The game was never more than a minor hit in Europe (except in Germany, where it was better received due to some similarities with managers produced by local software houses such as Software 2000 and Ascaron), although it gained much support in Japan. The series was noted for its micromanagement, where the player had to do the job of the team manager and much of that of the chairman, from player training up to bank balance management. A truck simulation game where the player can drive across a depiction of Europe, visiting its cities, picking up a variety of cargos, and delivering them. SCS Software 2009 http://www.eurotruc
ksimulator.com/ Appendix 3 - 19
2010
No Name Short Description Developer Developed or released on Publisher 48 Flight Simulator 2004: A Century of Flight It included an improved weather engine, which provided true three‐dimensional clouds and localized precipitation for the first time. The engine also allowed users to download weather information from real weather stations, allowing the simulator to keep the weather synchronized with the real world. Other enhancements from the previous version included better ATC communications, GPS systems, interactive virtual cockpits, and more variety in autogen (such as barns, street lights, silos, etc.). Microsoft Appendix 3 - 20
Screenshot Source/URL http://en.wikipedia.o
rg/wiki/History_of_M
icrosoft_Flight_Simul
ator#Flight_Simulato
r_2004:_A_Century_
of_Flight Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name Short Description Developer 49 Rally Trophy A historic PC rally simulation. The cars modelled are Mini Cooper 1275S, Saab 96 V4, Alfa Romeo Giulia GTA, Fiat 600 Abarth, Opel Kadett, Lancia Fulvia, Ford Cortina, Ford Escort MK1 RS2000, Volvo Amazon, Alpine A110 and Lancia Stratos. In the game, the player is taken through 42 highly detailed stages in five countries ‐ Russia, Sweden, Finland, Switzerland and Kenya ‐ which cover several road surfaces including gravel, mud and tarmac. Stages take place in all weather conditions such as rain in both the day and night. Damage is accurately re‐
created, even down to broken headlights which the player must of course preserve to see during night stages. Bugbear Entertainment and JoWood Productions Appendix 3
Developed or released on Publisher 2002 Appendix 3 - 21
Screenshot N/A Source/URL http://rally.jowood.c
om/rally‐e/index.php Edwin Karema
2010
No Name Short Description Developer Developed or released on Publisher 50 SODA Off‐
Road Racing An off‐road racing simulation was based on the SODA series but featured only fantasy vehicles and tracks. Software Allies 1997 Sierra 51 Richard Burns Rally (RBR) Warthog SCi 52 Dangerous Waters A sim racing game which simulates both classic and modern rallying, and is best known for its realistic physics engine. A naval simulator which is allowing the player to control over multiple air, surface, and submarine platforms in a modern‐day naval environment. The game allows the player to focus attention and to take direct control of individual crew stations and also plan and execute combined arms naval strategies from a top‐down 'Commander's Eye' perspective. Sonalysts Combat Simulations 22‐Feb‐05 Strategy First Appendix 3 - 22
Screenshot Source/URL http://www.gamesp
ot.com/pc/driving/so
daoffroadracing/revi
ew.html?om_act=co
nvert&om_clk=gssu
mmary&tag=summar
y;read‐review N/A http://www.richardb
urnsrally.com/home.
htm http://www.sonalyst
scombatsims.com/da
ngerous_waters/ Edwin Karema
2010
Developed or released on Publisher h2f Informationssy
steme and Rondomedia 2007 Strategy First http://au.gamespot.c
om/pc/sim/1914shell
soffury/index.html?t
ag=quicklinks;summa
ry Douglas Niles 1989 TSR http://www.boardga
megeek.com/boardg
ame/3707 No Name Short Description Developer 53 1914 Shells of Fury A submarine simulation set during World War I. The game centers on commanding Kaiserliche Marine U‐boats from the beginning of the War in 1914 to its end. 54 Red Storm Rising A turn based game covering a theoretical Warsaw Pact invasion of Germany. Units are upright and specific information about them is hidden from the other player. Army groups are made up of 5‐6 different units; each unit is roughly division sized. Map areas are irregular, and the board covers basically from the Soviet Union to France. Time scale is unspecified, but appears to be in the days per turn range. Advanced rules add air combat, airborne units, and chemical weapons. Appendix 3 - 23
2010
No Name Short Description Developer 55 Silent Hunter Aeon Electronic Entertainment 1996 Strategic Simulations http://www.mobyga
mes.com/game/silen
t‐hunter 56 Silent Steel Tsunami Media, Inc 1995 Tsunami Media, Inc http://www.mobyga
mes.com/game/silen
t‐steel 57 Merchant Prince A World War II submarine combat simulation for MS‐DOS. The game takes place in the Pacific War during World War II, the player commanding a submarine of United States Navy. Most contemporary US submarines and Japanese warships are featured along with some generic merchants. An unorthodox submarine simulator computer game. It was created during the influx of 'interactive movies' during the 1990s. The game is made entirely in FMV (Full Motion Video) with real actors and surroundings. The only real computer generated graphics are those filmed outside of the boat, during torpedo attacks and atmospheric fly‐bys. An historical trading simulation set in the Renaissance and the golden age of Venice. Here, the players play the role of one of the wealthy merchants in the period, wielding not only economic Several Dudes Holistic Gaming 1993 Quantum Quality Productions http://www.mobyga
mes.com/game/merc
hant‐prince Appendix 3 - 24
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name Short Description Appendix 3
Developer Developed or released on Publisher Atlus 2006 Atlus Screenshot Source/URL power but also political, religious and military. 58 Trauma Center: Second Opinion The second game in the Trauma Center Series. Second Opinion is the first to be available on the Wii, was a launch title for the system in North America and Japan, and made full use of the Wii Remote and Nunchuk attachment. The player takes control of Doctors Derek Stiles and Naomi Weaver who is a new addition to Second Opinion. The game also features more voice acting than the original, difficulty levels, a new "Z" chapter that focuses on Doctor Weaver, and a sixth chapter that is different that takes place after the original chapter. Appendix 3 - 25
http://www.atlus.co
m/tcso/about/about
01.html Edwin Karema
2010
Developed or released on Publisher HAL Laboratory 1999 Nintendo http://www.pokemo
n.com/#videogames_
31 Rhino Studios 2008 Natsume N/A http://www.jp.playst
ation.com/scej/title/
afrika/?ref=rss No Name Short Description Developer 59 Pokemon Snap 60 Afrika (known as Hakuna Matata in Asia) Todd Snap, a fledgling Pokémon photographer, is summoned by Professor Oak to an unusual island to help him with a report. Oak needs quality pictures to accompany his scientific findings, and knows from past experience that Todd is the right person for the job. Pokémon Island, which contains a variety of climatic and geographic regions, is a place where Pokémon live relatively undisturbed by humans. Using a motorized, amphibious buggy named the Zero‐One, Todd explores the island and takes photographs of the wide variety of Pokémon that inhabit its environments. A photography and safari simulation video game for the PlayStation 3. The game was first announced in a promotional video during the Sony press conference at E3 2006. Afrika has been referred to as being similar to the Nintendo 64 title Pokemon Appendix 3 - 26
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name Short Description Developer Developed or released on Appendix 3
Publisher Screenshot Source/URL Snap. 61 Silent Service A submarine simulation game II where the players could choose either single scenarios or a war career. The latter was where the best game play occurred, with a typical career taking many hours to complete. MPS Labs 1990 MicroProse Software, Inc. http://www.mobyga
mes.com/game/silen
t‐service‐ii 62 The Hunt for Red October Beam Software 1990 Grandslam Entertainment http://www.mobyga
mes.com/game/hunt
‐for‐red‐october__ The title for two different video games. One based on the book The Hunt for Red October and one based on the movie The Hunt for Red October. The game is a combination of submarine simulator and strategy game. Appendix 3 - 27
Edwin Karema
2010
No Name Short Description Developer 63 Stunt Car Racer It is also distributed under the title Stunt Track Race. It is a racing video game. Geoff Crammond 1989 64 AquaNox Massive Development 12‐Oct‐01 Fishtank Interactive http://www.mobyga
mes.com/game/wind
ows/aquanox 65 Indianapolis 500: The Simulation A series of submarine‐based shooter/simulation games set in distant future. The game splits up into a series of primary and secondary missions, which allow the player to proceed in the storyline as well as earn additional funds. Indianapolis 500: The Simulation attempts to be a full simulation of the Indianapolis 500 race, with 33 cars and appropriate Indy car "feel". While racing, it only offers a first‐person perspective, but the game offers a replay mode as well. Indy 500 offers the ability to realistically set up the car, and any changes made to the car directly affect how it handles. Papyrus Design Group 1989 Electronics Art, Inc. http://www.mobyga
mes.com/game/india
napolis‐500‐the‐
simulation Appendix 3 - 28
Publisher Screenshot MicroStyle and MicroPlay (US) Source/URL http://www.mobyga
mes.com/game/stunt
‐track‐racer Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training No Name 66 Enthusia Professional Racing 67 Gran Turismo Gran Turismo is (commonly fundamentally based on the abbreviated racing game genre. The player to GT or GT1) must maneuver an automobile to compete against artificially intelligent drivers on various race tracks. The game uses two different modes: arcade and simulation. NASCAR A detailed simulation with Racing realistic car models, accurate controls and room for a distinct racing style. Nine tracks are featured, the Watkins Glen road course alongside oval racing. Players have full control over the car's set up and paint job. 68 Short Description Enthusia Professional Racing is a racing game for the PlayStation 2. Appendix 3
Developer Developed or released on Publisher Konami 2005 Konami Polyphony Digital 1997 Virgin Interactive Entertainment
, Ltd. 1994 Appendix 3 - 29
Screenshot Source/URL http://www.konami.j
p/gs/game/enthusia/
eng/crs/c11.html Sony Computer Entertainment http://www.us.playst
ation.com/granturis
mo/products_gt1_ho
me.asp Electronics Art, Inc. http://www.mobyga
mes.com/game/dos/
nascar‐racing Edwin Karema
2010
No Name Short Description Developer 69 Forza Motorsport Turn 10 Studios 2005 Microsoft Game Studios http://forzamotorspo
rt.net/en‐
us/default.htm 70 FlightGear An epic racing game featuring more content and more ways to play than any racing title today. An innovative single‐player season mode puts you through a completely personalized racing calendar that includes more than 200 different events, including Circuit, Oval, Drag, Drift and Timed Events. An open‐source multi‐
platform flight simulator. FlightGear Developers & Contributors 1997 GNU General Public License, http://www.flightgea
r.org/ 71 Ace Combat 2 Namco 1997 The game features several elements that are still used in other Ace Combat games: the ability for the camera to focus on the last target that was destroyed, and the ability to give wingmen orders. Appendix 3 - 30
Publisher Namco Screenshot Source/URL http://www.mobyga
mes.com/game/ace‐
combat‐2 Edwin Karema
2010
No Name Short Description Developer Developed or released on Publisher 72 Air Combat A semi‐realistic flight‐
sim/action game. You play as a freelance mercenary hired by world governments to strike against terrorists. The missions get harder as you proceed, but the money you earn for completing each mission makes it worthwhile. You can purchase additional aircraft and arms as you go along, as well as hire wingmen to make the going easier. Namco 1995 Namco Screenshot N/A Source/URL http://www.mobyga
mes.com/game/air‐
combat In addition of the game mentioned above, following is a list (as provided in Wikipedia), compiled by a number of userx of various commercial on the shelf
game that they have played/known. This list is indicative only. We have not verified this list, as some of this game may no longer available in the market.
Game Name(developer)(Year Developed/Released)
Biological simulation
* Equintium
* Creatures series
o Creatures
o Creatures 2
o Creatures 3
* Dragon Seeds
* Dragon Throne: Battle of Red Cliffs
* E.V.O.: Search for Eden
Social simulation
* Aa Yakyū Jinsei Icchokusen
* Alter Ego
* America Daitouryou Senkyo
* Animal Crossing series
o Animal Forest
o Animal Crossing
o Animal Crossing: Wild World
* Chibi-Robo series
Appendix 3 - 31
Edwin Karema
2010
Requirements for Developing a Simulation Game for Maintenance Planner Training Game Name(developer)(Year Developed/Released)
* Eco
* Empire of the Ants
* Evolution: The Game of Intelligent Life
* Lion
* Monster Rancher series
o Monster Rancher
o Monster Rancher 2
o Monster Rancher Hop-A-Bout
o Monster Rancher Battle Card: Episode II
o Monster Rancher Battle Card Game
o Monster Rancher Explorer
o Monster Rancher 3
o Monster Rancher 4
o Monster Rancher EVO
o Monster Rancher Advance
o Monster Rancher Advance 2
o Monster Rancher Jamboree
o Monster Farm Online
* Odell Lake
* Science Horizons Survival
* Seventh Cross Evolution
* SimAnt
* SimEarth: The Living Planet
* SimLife
* Spore
* Wolf
Appendix 3
o Chibi-Robo
o Chibi-Robo: Park Patrol
* Crime and Punishment
* Desperate Housewives: The Game
* Executive Suite
* GiFTPiA
* Gossip
* Headline Harry and The Great Paper Race
* Jones in the Fast Lane
* Kowloon Youma Gakuen Ki
* Little Computer People
* My Life My Love
* Real Lives
* The Sims series
o The Sims(2000)
+ The Sims: Livin' Large(2000)
+ The Sims: House Party(2001)
+ The Sims: Hot Date (2001)
+ The Sims: Vacation (2002)
+ The Sims: Unleashed (2002)
+ The Sims: Superstar (2003)
+ The Sims: Makin' Magic(2003)
o The Sims 2 (2004)
+ The Sims 2: University (2005)
+ The Sims 2: Nightlife (2005)
+ The Sims 2: Open for Business (2006)
+ The Sims 2: Pets (2006)
+ The Sims 2: Seasons (2007)
+ The Sims 2: Bon Voyage (2007)
+ The Sims 2: FreeTime (2008)
+ The Sims 2: Apartment Life (2008)
o The Sims 3 (2009)
Business simulation
Aerobiz(Koei)(1992)
Aerobiz Supersonic(Koei)(1993)
Airline Tycoon(Spellbound)(1998)
Airlines(Interactivision)(1994)
Appendix 3 - 32
Edwin Karema
2010
Airlines 2(InterActive)(2002)
Airport Tycoon(Krisalis)(2000)
Airport Tycoon 2(Sunstorm)(2003)
Airport Tycoon 3(InterActive)(2003)
Anno 1404(Related, Ubisoft, Blue Byte)
Anno 1503: The New World(Max)(2003)
Anno 1503: Treasures, Monsters and Pirates(Max)(2003)
Anno 1602: Creation of a New World(Max)(1998)
Anno 1701(Related)(2006)
Anno 1701: Dawn of Discovery(Keen)(2007)
Anno 1701: The Curse of the Dragon(Related)(2007)
Atlantis Underwater Tycoon(Activision)(2003)
A-Train(Artdink)(1992)
A-Train 6(Artdink)(2004)
A-Train HX(Artdink)(2008)
Beach Life(Deep Red)(2002)
Big Biz Tycoon(Animedia)(2002)
Big Biz Tycoon 2(2head)(2003)
Big Business(DigiTek)(1990)
Black Gold (a.k.a. Oil Imperium)(reLINE)(1989)
BossInGame Business Game(Advanccing)(2008)
Business Tycoon(Stardock)(2000)
Buzz Aldrin's Race into Space(Strategic)(1993)
Capitalism(Enlight)(1995)
Capitalism Plus(Enlight)(1996)
Car Tycoon(Vectorcom)(2003)
Carnival Cruise Line Tycoon 2005: Island Hopping(Artex)(2004)
Casino Mogul(Monte Cristo)(2002)
Casino Tycoon(Cat Daddy)(2001)
Casino, Inc.(Hothouse)(2003)
Casino, Inc: The Management(Hothouse)(2003)
Catan(Big Huge)(2007)
Appendix 3
* Singles: Flirt Up Your Life
* Space Colony
* Trust & Betrayal: The Legacy of Siboot
* Viva Piñata
* Wall Street Kid
Government simulation
* A Force More Powerful
* Ars regendi|
* Balance of Power
* Commander in Chief (video game)
* CyberJudas
* Democracy series
o Democracy
o Democracy 2
* Floor 13
* Global Domination
* Hidden Agenda
* Medieval Lords: Soldier Kings of Europe
* President Elect
* President Forever 2008 + Primaries
* Simcountry
* The Cardinal of the Kremlin
* The Doonesbury Election Game Campaign '96
* The Global Dilemma: Guns or Butter
* The Political Machine
* Tropico
Sports management
* 1-0 Soccer Manager
* Badminton Championship Manager
* Baseball Mogul series
Appendix 3 - 33
Edwin Karema
2010
Caterpillar Construction Tycoon(Gabriel)(2005)
Chocolatier(Big Splash)(2007)
Chris Sawyer's Locomotion(Chris Sawyer)(2004)
Cinema Tycoon(Tikgames)(2005)
Cinema Tycoon 2: Movie Mania()(2008)
Coffee Tycoon(Jamopolis)(2005)
Corporate Machine, The(Stardock)(2001)
Cruise Ship Tycoon(Cat Daddy)(2003)
Deep Sea Tycoon (a.k.a. Atlantis Underwater Tycoon)(Anarchy)(2003)
Dino Island(Monte Cristo)(2002)
Dino Island (a.k.a. Dyno Tycoon)(Monte Cristo)(2002)
DinoPark Tycoon(MECC, Manley & Associates)(1993)
Donald Trump's Real Estate Tycoon!(Red Cap)(2002)
Drug Trafficking Tycoon(The Valley Authority)(2008)
Drug Trafficking Tycoon 2-Addicted(TVA)
Earth Orbit Stations(Karl Buiter)(1987)
Elisabeth I.(Ascaron)(1995)
Entrepreneur(Stardock)(1997)
Europa 1400: The Guild(4HEAD)(2002)
Fast Food Tycoon (a.k.a. Pizza Syndicate)(Software 2000)(2000)
Fast Food Tycoon 2 (a.k.a. Pizza Connection 2)(Software 2000)(2001)
Fish Tycoon(Last Day)(2004)
Flamingo Tours(Sayonara)(1994)
FreeTrain(Various)
Fugger II, Die(Sunflowers)(1996)
Fugger, Die(Ballhaus)(1988)
Gadget Tycoon(Monte Cristo)(2001)
Game Tycoon(Try Synergy)(2006)
Gangsters 2: Vendetta(Hothouse)(2001)
Gangsters: Organized Crime(Hothouse)(1998)
Geniu$: The Tech Tycoon Game(Radon Labs)(2005)
Golf Resort Tycoon(Cat Daddy)(2001)
Appendix 3 - 34
Appendix 3
* Battrick
* Blackout Rugby
* Brasfoot
* Championship Basketball Manager
* Championship Manager series
o Championship Manager
o Championship Manager 93/94
o Championship Manager 2
o Championship Manager 96/97
o Championship Manager: Season 97/98
o Championship Manager (PSP)
o Championship Manager Online
* Chaos League
* CSFBL (Computer Simulated Fantasy Baseball League)
* Cyberfoot
* Eastside Hockey Manager series
o Eastside Hockey Manager
o NHL Eastside Hockey Manager
o NHL Eastside Hockey Manager 2005
o NHL Eastside Hockey Manager 2007
* Extreme Warfare
* FIFA Manager series
o FIFA Soccer Manager
o FIFA Manager 06
o FIFA Manager 07
Edwin Karema
2010
Golf Resort Tycoon II(Cat Daddy)(2002)
Hanse: Die Expedition(Ascaron)(1994)
Harvest Moon(Pack-In-Video)(1996)
Harvest Moon 2(Pack-In-Video)(1999)
Harvest Moon 3(Victor, Natsume)(2000)
Harvest Moon 64(Toy Box, Victor)(1999)
Harvest Moon DS(Marvelous)(2005)
Harvest Moon DS Cute(Marvelous)(2005)
Harvest Moon for Girls(Victor, Natsume)(2000)
Harvest Moon GB(Victor)(1997)
Harvest Moon: A Wonderful Life(Marvelous)(2003)
Harvest Moon: Another Wonderful Life(Marvelous)(2004)
Harvest Moon: Back to Nature(Victor, Marvelous)(1999)
Harvest Moon: Friends of Mineral Town(Marvelous)(2003)
Harvest Moon: Island of Happiness(Marvelous)(2007)
Harvest Moon: Magical Melody(Marvelous)(2005)
Harvest Moon: More Friends of Mineral Town(Marvelous)(2003)
Harvest Moon: Save the Homeland(Victor)(2001)
Harvest Moon: Tree of Tranquility(Marvelous)(2007)
Heist(Virgin)(2001)
Herrscher der Meere(NovaTrix)(1997)
Hillsea Lido(Vulcan)(1995)
Holiday World(Island)(2004)
Hollywood Mogul(Hollywood Mogul Co.)(1997)
Hospital Tycoon(DR)(2007)
HotDogs HotGals(Fuzzyeyes)(2006)
Industry Giant(JoWood)(1997)
Industry Giant II(JoWood)(2002)
Industry Giant: Expansion Set, The(JoWood)(1997)
IndustryPlayer(Thomas Lehnert)(2007)
Intopia()(1963)
John Deere: American Farmer(Gabriel)(2004)
Appendix 3
o FIFA Manager 08
* Footballer of the Year
* Football Manager series
o Football Manager
o Football Manager 2005
* Formula One
* Front Office Football
* Front Page Sports Football
* Gazza
* Gladius
* Grand Prix Manager
* Grand Prix Manager 2
* Grand Prix World
* Hattrick
* Let's Make a Soccer Team!
* LMA Manager series
* Madden NFL series
o Madden NFL '95
o Madden NFL '96
* NFL Head Coach
* O'Leary Manager 2000
* Online football managers
* Out of the Park Baseball
* Player Manager
* Premier Manager series
o Premier Manager
o Premier Manager 2
o Premier Manager 3
Appendix 3 - 35
Edwin Karema
2010
Jurassic Park: Operation Genesis(Blue Tongue)(2003)
Kaiser Deluxe(Linel)(1995)
Kosmos(AK)(1995)
Legal Crime(Byte Enchanters)(1997)
Lemonade Tycoon(Hexacto, Jamdat)(2002)
Lemonade Tycoon 2(Jamdat)(2004)
Lionel Trains: On Track(Black Lantern)(2006)
Lula: The Sexy Empire(CDV)(1998)
M.U.L.E.(Ozark)(1983)
Machiavelli: The Prince(Holistic)(1995)
Mad News(Ikarion)(1994)
Mad TV(Rainbow)(1991)
Mad TV 2(Greenwood)(1996)
Maid's Story, The(C's Ware)(1997)
Mall of America Tycoon(4HEAD)(2005)
Mall Tycoon(Holistic)(2002)
Mall Tycoon 2(Fusion Digital, Virtual Playground)(2003)
Mall Tycoon 3(Cat Daddy)(2005)
Marine Park Empire(Enlight)(2005)
Maximum Capacity: Hotel Giant(Enlight)(2002)
Merchant Colony(Impressions)(1991)
Merchant Prince(Holistic)(1993)
Merchant Prince II(Holistic)(2001)
Miniconomy(Trade Games)(2002)
Monopoly Tycoon(Deep Red)(2001)
Moon Tycoon(Legacy)(2001)
Movies, The(Lionhead, Robosoft)(2005)
Movies: Stunts & Effects, The(Lionhead, Robosoft)(2006)
Mugsy(Melbourne House)(1984)
Mugsy's Revenge(Beam)(1986)
Oil Barons(Epyx)(1983)
Oil Tycoon(Soft)(2001)
Appendix 3
o Premier Manager 64
* PureSim Baseball 2007
* Sim Dynasty Baseball
* SimonT Hockey Simulator
* Tactical Manager
* Ultimate Soccer Manager
* Winning Eleven
Truck simulation
* 18 Wheels of Steel series
* Euro Truck Simulator
Flight simulation
* Ace Combat series
o Air Combat
o Ace Combat 2
o Ace Combat 3: Electrosphere
o Ace Combat 04: Shattered Skies
o Ace Combat 5: The Unsung War
o Ace Combat 6: Fires of Liberation
o Ace Combat Advance
o Ace Combat X: Skies of Deception
o Ace Combat Zero: The Belkan War
* Falcon series
o Falcon 4.0
o Falcon 4.0: Allied Force
* FlightGear
* Microsoft Combat Flight Simulator series
o Combat Flight Simulator WWII Europe Series
o Combat Flight Simulator 2
o Combat Flight Simulator 3: Battle for Europe
* Microsoft Flight Simulator series
Appendix 3 - 36
Edwin Karema
2010
OpenTTD(Various)
Patrician II: Quest for Power(Ascaron)(2000)
Patrician III: Rise of the Hanse(Ascaron)(2003)
Patrician, The(Ascaron)(1992)
Pizza Tycoon (a.k.a. Pizza Connection)(Software 2000)(1994)
Planer 3, Die(MadCat)(2003)
Planer, Der(Greenwood)(1994)
Playboy: The Mansion(Cyberlore)(2005)
Port Royale 2(Ascaron)(2004)
Port Royale: Gold, Power and Pirates(Ascaron)(2003)
Ports of Call(Aegis)(1987)
Prison Tycoon(Virtual Playground)(2005)
Prison Tycoon 2: Maximum Security(Virtual Playground)(2006)
Prison Tycoon 3: Lockdown(Virtual Playground)(2007)
Prison Tycoon 4: Supermax(Virtual Playground)(2008)
Railroad Tycoon 3(PopTop)(2003)
Railroad Tycoon 3: Coast to Coast(PopTop)(2004)
Railroad Tycoon II(PopTop)(1998)
Restaurant Empire(Enlight)(2003)
Rock Manager(PAN)(2002)
RollerCoaster Tycoon(Chris Sawyer)(1999)
RollerCoaster Tycoon 2(Chris Sawyer)(2002)
RollerCoaster Tycoon 2: Time Twister(Frontier)(2003)
RollerCoaster Tycoon 2: Wacky Worlds(Frontier)(2003)
RollerCoaster Tycoon 3(Frontier)(2004)
RollerCoaster Tycoon 3: Soaked!(Frontier)(2005)
RollerCoaster Tycoon 3: Wild!(Frontier)(2005)
RollerCoaster Tycoon: Corkscrew Follies(Chris Sawyer)(1999)
RollerCoaster Tycoon: Loopy Landscapes(Chris Sawyer)(2000)
School District Tycoon(TVA)
School Tycoon(Cat Daddy)(2004)
SeaWorld Adventure Parks Tycoon(Deep Red)(2003)
Appendix 3
o Flight Simulator 1.0
o Flight Simulator 95
o Flight Simulator 2004: A Century of Flight
o Microsoft Flight Simulator X
Racing simulation
* EA Sports F1 series
o EA Sports F1 2000
o EA Sports F1 Championship Season 2000
o EA Sports F1 2001
o EA Sports F1 2002
o F1 Career Challenge
o F1 Challenge '99-'02
* Enthusia Professional Racing
* Forza Motorsport series
o Forza Motorsport
o Forza Motorsport 2
* Geoff Crammond's Grand Prix series
o Formula One Grand Prix
o Grand Prix 2
o Grand Prix 3
o Grand Prix 3 2000
o Grand Prix 4
Appendix 3 - 37
Edwin Karema
2010
Shopping Centre Tycoon(Holistic)(2002)
Sid Meier's Railroad Tycoon(MicroProse)(1990)
Sid Meier's Railroad Tycoon Deluxe(MicroProse)(1993)
Sid Meier's Railroads!(Firaxis)(2006)
SimFarm(Maxis)(1993)
SimHealth(Thinking Tools)(1994)
SimTower(OPeNBooK)(1994)
Simutrans(Hansjörg Malthaner, Various)
Skateboard Park Tycoon(Cat Daddy)(2001)
Ski Resort Tycoon(Cat Daddy)(2001)
Snowboard Park Tycoon(Cat Daddy)(2002)
StarTopia(Mucky Foot)(2001)
Tabloid Tycoon(ValuSoft)(2005)
Theme Hospital(Bullfrog)(1997)
Theme Park(Bullfrog)(1994)
Tower SP, The(Vivarium)(2005)
Traffic Giant(JoWood)(2000)
Trailer Park Tycoon(Jaleco)(2002)
Transport Tycoon(Chris Sawyer)(1994)
Trevor Chan's Capitalism II(Enlight)(2001)
Tropico(PopTop)(2001)
Tropico 2: Pirate Cove(Frog City)(2003)
Tropico: Paradise Island(BreakAway)(2002)
TV Tycoon(Niels Bauer)(2001)
Tycoon City: New York(Deep Red)(2006)
Vegas Tycoon(JoWood)(2003)
Wet Attack: The Empire Cums Back(Interactive Strip)(1999)
Wildlife Park(JoWood, Encore)(2003)
Wildlife Park 2 (a.k.a. Wildlife Zoo)(Deep Silver)(2006)
Windfall: The Oil Crisis Game(David Mullich)(1980)
X: Beyond the Frontier(Egosoft)(1999)
X2: The Threat(Egosoft)(2003)
Appendix 3
* Gran Turismo (series) series
o Gran Turismo
o Gran Turismo 2
o Gran Turismo 3: A-Spec
o Gran Turismo Concept
o Gran Turismo 4 Prologue
o Gran Turismo 4
o Gran Turismo HD Concept
o Gran Turismo 5 Prologue
* Grand Prix Legends
* GT Legends
* GTR series
o GTR - FIA GT Racing Game
o GTR - FIA GT Racing Game 2
* Indianapolis 500: The Simulation
* IndyCar Racing series
o IndyCar Racing
o IndyCar Racing II
* Live for Speed
* Mobil 1 Rally Championship
* NASCAR Racing series
o NASCAR Racing
o NASCAR Racing 2
o NASCAR Legends
o NASCAR Racing 1999 Edition
o NASCAR Craftsman Truck Racing
o NASCAR Racing 3
o NASCAR Racing 4
o NASCAR Racing 2002 Season
o NASCAR Racing 2003 Season
* NASCAR Heat series
o NASCAR Heat
Appendix 3 - 38
Edwin Karema
2010
X3: Reunion(Egosoft)(2005)
X-Tension(Egosoft)(2000)
Yoot Tower(OpeNBooK9003)(1998)
Zapitalism(LavaMind)(1996)
Zoo Empire(Enlight)(2004)
Zoo Tycoon(Blue Fang)(2001)
Zoo Tycoon 2(Blue Fang, MacSoft)(2004)
Trade simulation
* High Seas Trader
* Interstellar Trader series
o Interstellar Trader
o Interstellar Trader 2
* Merchant Prince series
o Merchant Prince
o Machiavelli: The Prince
o Merchant Prince II
* Millennium Auction
* Tradewinds series
* Uncharted Waters series
o Uncharted Waters
o Uncharted Waters: New Horizons
+ Mobile Uncharted Waters II
o Daikoukai Jidai Gaiden
o Daikoukai Jidai III: Costa Del Sol
o Daikoukai Jidai IV: Porto Estado
+ Daikoukai Jidai IV: Rota Nova
o Uncharted Waters Online
+ Uncharted Waters Online La Frontera
Photo simulation
* Afrika
o NASCAR: Dirt to Daytona
* netKar Pro
* RACE series
o RACE - The Official WTCC Game
o RACE 07 - The Official WTCC Game
* Racer
* Rally Trophy
* REVS
* rFactor
* Richard Burns Rally
* Stunt Car Racer
* SODA Off-Road Racing
* Test Drive Unlimited
* Viper Racing
* Virtual Grand Prix 2
Submarine simulation
* 688 Attack Sub
* Jane's Combat Simulations: 688(I) Hunter/Killer
* Aces of the Deep (video game)
o Command Aces of the Deep
* AquaNox
* Dangerous Waters
* Enigma: Rising Tide
* Gato (computer game)
* Operation Steel Tide
* The Hunt for Red October (video game)
* Red Storm Rising
* SSN-21 Seawolf
* Shells of Fury
* Silent Hunter
* Silent Hunter 4: Wolves of the Pacific
Appendix 3 - 39
Edwin Karema
2010
* Pokemon Snap
Appendix 3
* Silent Hunter II
* Silent Hunter III
* Silent Hunter IV: The U-Boat Missions
* Silent Service (video game)
* Silent Service II
* Silent Steel
* Sub Battle Simulator
* Sub Command
* Tom Clancy's SSN
* WolfPack
Medical simulation
* LifeSigns: Surgical Unit
* Theme Hospital
* Trauma Center series
o Trauma Center: Under the Knife
o Trauma Center: Second Opinion
o Trauma Center: New Blood
o Trauma Center: Under the Knife 2
Appendix 3 - 40
Edwin Karema
2010
Advertised Planner’s Tasks
Appendix - 4 Advertised Planner’s Tasks(Sorted Data)
Appendix 4 - 1
Edwin Karema
2010
Appendix 4 - 2
Edwin Karema
2010
Appendix 4 - 3
Edwin Karema
2010
Requirements for Developing a Simulation Game for
Appendix - 5 Prototype Code
Code available on request
To request the code please contact the following:
Edwin Karema
[email protected]
Appendix 5 - 1
Edwin Karema
2010
Appendix - 6
Interview Question/Questioner
ESMAP Evaluation Questioner/Interview Question
Privacy and Confidentiality Agreement:
This questioner will be used for educational purpose only. Interviewee identity
will be kept confidential for all time. The interviewee has no obligation in anyway
as the result of answering the question in this interview. The interviewee aware
this interview is part of a research in master engineering. As a research subject,
the interviewee has the right to refuse to participate and may withdraw at any
time.
A. Interviewee Background
Please circle/highlight the most suit
1. Age Range
a. 20-30
b. 30-40
c. 40-50
d . >50
2. Background
a. Lecturer/Educator
b. Maintenance Consultant
c. Programmer
d. EAM consultant
d. Maintenance Planner
B. Education Aspect
3. Do you think ESMAP/Simulation game provide an effective tool for educating
a. new planner ( Yes/No)
b. experienced planner (Yes/No)
Comments:
4.
Do you think the concept of using simulation game could reduce the seriousness of
the education process
Yes / No
Comments:
5. Based on the prototype / explanation from the interviewer do you consider that this
simulation game can provide a robust and consistent way of assessing planner
competency?
Yes / No
Comments:
6. Do you agree that planner competency should not be assessed only based on content
retention, but through their behaviour change? Does the prototype serve that purpose
Yes / No
Comments:
7. Full version of ESMAP allow trainer to assess student competency in 3 way, through
game, short test and final test. What other method of evaluation should be included in
Appendix 6 - 1
Edwin Karema
2010
ESMAP
Comments:
8. For maintenance planning training, which aspect of simulation game that most support
the concept of educational tool?(please choose/rank)
a. Portability
b. Provision of different scenarios
c. Customisation fit to company purpose
d. Customisation fit to students pace
e. Self engage
f. Cost
Comments:
9. In the prototype which features will give most benefits for maintenance planning
training
a. Customisation
b. Notes taker
c. Actual data uploader
d. Actual Virtual Library
e. Others_____________________________________________
Comments:
C. Course Content
Only answer this sections if you have been exposed to maintenance planning in your work
experience
10. ESMAP Stage 1 aims to train planner in risk analysis. Is this content applicable
/useable for their daily tasks?
Yes / No
Comments:
11. ESMAP Stage2 aims to train planner in preparing work package. Is this content
applicable /useable for their daily tasks?
Yes / No
Comments:
12. ESMAP Stage3 aims to train planner in reviewing work package. Is this content
Yes / No
Comments:
13. ESMAP Stage4 aims to train planner in managing bill of material. Is this content
Appendix 6 - 2
Edwin Karema
2010
Yes / No
Comments:
14. What other content should be added into the simulation game to improve planner
skills/competency?
D. Entertainment Aspect
15. What kind of entertainment aspects do you expect from the simulation game to
increase your attention to the game, and engage you to play more?( please
choose/rank the following)
• Challenging mission to conquer a title of master planner
• Appreciation sounds/ “booing” sound based on the actions
• Competing with opponents
• Competing with time
• Treasure hunt type scenario ( try to obtain random reward which
may drop after successfully completing certain tasks)
• Advance 3d movie
Comments:
16. Do you consider having the capability to play as a team or compete with real opponent
as a main factor that will engage you to play more
Comments:
17. Does simulation game with very basic multimedia effect reduce your interest in the
game?
Yes / No
Comments:
E. Design Aspect
Only answer this sections if you have been exposed to software design/database/
programming experience
18. Does the data structure provide ease of maintainability and expansion capability?
Yes / No
Comments:
Appendix 6 - 3
Edwin Karema
2010
19. In your opinion how you evaluated ESMAP design?
Comments:
F. Miscellaneous
20. Do you consider the simulation game will significantly more effective and entertaining
if it is developed as online tools?
Yes / No
Comments:
21. Please provide any other feedback that you considered will be useful for improving
the outcome of the simulation game
Comments:
Appendix 6 - 4
Edwin Karema
2010