Using the latest industrial robot technology, the collaborative robot (cobot), industrial manufacturers work towards high-mix low-volume production systems that could satisfy a diversifying customer demand. As the utilization of the cobot’s potential depends on the dynamic interaction with operators, one would expect HR professionals to play a central role in this implementation process. However, cobot-related literature is unanimous: HR is not involved. This is in line with the results of our study in 2019 on seventeen cobot experiments in Dutch industrial manufacturing companies. To explore what human cobot collaboration emerges when engineers and line managers take the lead in their design, we revisited the data from our previous interview study (N=53). HR was absent in all implementations. We found that line managers and engineers prepared operators for rigid human-cobot collaborations that were aimed at getting the cobot to work, enhancing production efficiency and handling a few batches of mass-produced goods (low-mix, high-volume). Furthermore, the collaborations all showed signs of being difficult to sustain over time and posed a direct threat to operators’ well-being. To protect operators’ future of work and build towards interdependent human-cobot collaboration suitable for high-mix low-volume production, we propose an approach in which operators themselves, and HR too, are much more involved in the cobot implementation process. Operators should be allowed and supported to design, program, operate, and repair as much of their human-cobot workstations themselves as possible. To support this, HR has to familiarize itself with the cobot technology, secure operators’ decision latitude, facilitate the required support, and become the work design expert that helps operators co-design sustainable cobot applications that optimally utilize the strengths of both man and machine.
MULTIFILE
Junior design professionals experience conflicts in collaboration with others, with value differences being one of the issues influencing such conflicts. In a retrospective interview study with 22 design professionals, we collected 32 cases of perceived conflicts. We used a grounded theory approach to analyse these cases, resulting in five conflict categories that group 24 distinct value differences arising in 10 critical moments, an event that causes the value-based conflict. Thus, value differences are underlying the perceived conflicts of junior design professionals on many different occasions during collaboration with others. Conclusions are drawn on setting up guidelines for addressing values in co-design practices and supporting junior designers in their professional development.
MULTIFILE
Educational innovations often tend to fail, mainly because teachers and school principals do not feel involved or are not allowed to have a say. Angela de Jong's dissertation shows the importance of school principals and teachers leading 'collaborative innovation' together. Collaborative innovation requires a collaborative, distributed approach involving both horizontal and vertical working relationships in a school. Her research shows that teams with more distributed leadership have a more collaborative 'spirit' to improve education. Team members move beyond formal (leadership) roles, and work more collectively on school-wide educational improvement from intrinsic motivation. De Jong further shows that school principals seek a balance in steering and providing space. She distinguished three leadership patterns: Team Player, Key Player, Facilitator. Team players in particular are important for more collaborative innovation in a school. They balance between providing professional space to teachers (who look beyond their own classroom) and steering for strategy, frameworks, boundaries, and vision. This research took place in schools working with the program of Foundation leerKRACHT, a program implemented by more than a thousand schools (primary, secondary, and vocational education). The study recommends, towards school principals and teachers, and also towards trainers, policymakers, and school board members, to reflect more explicitly on their roles in collaborative innovation and talk about those roles.
Breda University of Applied Sciences, Master Imagineering programme students and FHGR, University of Graubuenden, Chur, students from the Digital Business Management, Bachelor programme follow a joint module that has three specific virtual components of interaction: the Experience Design Course, he Ideation Block (Design Hackathon) and the Sustainability and Impact generation (Implementation phase). Further on the joint interaction consists of: joint online lectures and workshops (on a weekly basis); joint online assignments (on a bi-weekly basis) supported by meet-up’s and consultancy sessions and joint online collaborative creative sessions and presentations (regularly).The content that the International Virtual Collaboration encompasses is: The VUCA world we are currently living in (Volatile, Uncertain, Complex and Ambiguous). Tools to innovate and flourish within and beyond VUCA; Experience and Transformation design through business and social canvas modeling; Innovation games and Appreciative Inquiry and Social and business impact generation and assessment.The final joint output that the students (in groups) create (the project is running until mid-January 2023 and then analysis and data processing until March 2023) will be a design concept/model for a specific case/organization with strategic implementation plan and recommendation report.
