GTRI

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CBM Certificate Advancing the State of the
Practice Through Education
Briefing for the CBM Advisory Board 25 October
2004
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Introduction

• The Need for Education
• The Relationship to CBM Development
• Our Concept
• Our Approach
• Recommendation

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The Need for Education

• CBM and its underlying processes and
  technologies are a significant change from
  traditional practice
• Fundamental knowledge of the concepts is
  essential
• Instituting policy is not sufficient to create
  the change in the DoD maintenance/logistics
  community
• Experts in transformation of organizations, such
  as Kotter and Tichy emphasize that teaching the
  workforce and its leadership is the only
  successful way to institutionalize change

John Kotter, Leading Change Noel Tichy, The
Leadership Engine
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CBM Development

• Successful development of new technology,
  processes and infrastructure to support CBM is
  dependent on expansion of knowledge in DoD and
  industry
• Its an Enterprise effortnot just for
  maintainers
• Successful prototyping and development requires
  alignment with DoD requirements
• Creating sound requirements/specifications
  demands understanding of the concept and its
  limitations
• Successful development builds upon established
  processes of RCM and CBM

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Our Concept

• Develop a Curriculum for CBM that uses short
  courses and distance learning to educate DoD and
  industry personnel about
• Condition Based Maintenance (CBM)
• Includes Reliability Centered Maintenance (RCM)
  elements
• Electronic Performance Support Systems (PMA)
• Enabling technologies in sensors, signal
  processing, asset tracking and management
• Impact of CBM on logistics and maintenance
  processes
• Optimization
• Dynamic Scheduling
• Financial tradeoffs

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Our Concept

• Establish meaningful and rigorous learning to
  advance CBM to a disciplined practice
• Grant a Certificate in recognition of
  demonstrated knowledge
• Connect the curriculum to professional education
  requirements for the DoD acquisition workforce
  and logistics community
• DAU Community of Practice
• Enable participation in the courses by OEMs and
  MRO industry partners
• APICS/SOLE/IEEE/SAE ?
• Use expertise from outside of Georgia Tech
  enhance the course content as needed

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Why Georgia Tech?

• Technical Leadership
• Diagnostics/Prognostics DARPA, USAF, USN, USA
• Electronic Performance Support USN x 3
• Logistics The Logistics Institute, LandMARC
• Life Cycle Support GT CASA and ASDL (OEMs)
• Educational Leadership
• The Logistics Institute
• Logistics Training and Certificate Program
  partnership with KnowNet- Federal Govt
• GT Continuing Ed gt12M/year in short course
  attendance Several Other Certificate Programs
• Collaboration Leadership
• Industry and Government Partnerships abound at GT

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Our Approach

• Work with CBM Advisory Board to refine short
  course curricula
• Build on established courses offered by GT and
  others
• Work with DAU and other organizations to
  incorporate their requirements for recognition
• Offer the courses as both public offering and
  tailored to specific DoD component needs
• Spin off articles and research to expand and
  refine CBM processes and practices

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Proposed Curricula

• Technology Module
• Diagnostics/Prognostics System Design
• Integrated Data Environment (IDE) Design
• RFID and Automated Identification Technology
• Operational Excellence Module
• Using IDE for Engineering and Logistics
  Excellence
• Using IDE for Improved Maintenance Execution
• Exploiting Data for Operations, Training and
  Maintenance

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Proposed Curricula

• Program Management Module
• Creating a sound justification for CBM
• CBM as a System
• Estimating Costs and Benefits
• Case Studies
• Establishing an Effective CBM Program
• Electives Augment Core Courses with
  Specialization
• Sensors Sensing Strategies
• Design for Reliability and Fault Tolerance
• CBM Architecture Design
• Scheduling and Optimization

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Recommendation

• Set a goal for CBM professional education
• Establish a working group to formalize curricula
  and review existing education
• Encourage short course development
• Moral support
• Financial support
• Leverage existing academic and industry
  experience in CBM and electronic performance
  support to create a valuable source of knowledge
  for DoD

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Summary

• CBM will advance through formal education and
  practice
• Establishing education requirements for DoD
  workforce enables CBM evolution and
  transformation
• Using existing academic resources can accelerate
  the process
• Georgia Tech has expertise, infrastructure and
  motivation to assist CBM become a reality
• We can start the process rolling