EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. The Student’s EDGE™ An Engineering Design Guide … for Student Engineers Needs Assessment Prepared by: Prof. Edward Hensel, P.E.(ME) Prof. Paul Stiebitz (ISE) Prof. Margaret Bailey (ME)

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Module Overview You should have read Chapters 1-2, 4, 16 in the Ulrich and Eppinger text. Context: Where does “Needs Assessment” fit within the product development process? Motivation: Why should we conduct a formal needs assessment?

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Design Changes During the Product Life Needs Assessment Concept Development Feasibility Assessment Objectives & Specs Analysis & Synthesis Preliminary Design Engineering Models Detailed Design DFx Production Planning Pilot Production Commercial Production Product Stewardship

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Waterfall Development Model (tasks are completed in sequence; completing each with high efficiency) Needs Assessment Concept Development Feasibility Assessment Specs Analysis & Synthesis Prelim. Design Engineering Models Detailed Design Production Plan Pilot Production Commercial Product Preliminary Design Review Critical Design Review Elapsed Time to Market Start New Step When Preceding Step is Complete

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Concurrent Engineering Development Model (complete as many tasks in parallel as possible, even if some individual tasks are completed with lower efficiency) Needs Assessment Concept Development Feasibility Assessment Specifications Analysis & Synthesis Preliminary Design Engineering Models Detailed Design Production Planning Pilot Production Commercial Production Start Tasks ASAP and Overlaps Tasks Preliminary Design Review Critical Design Review Reduced Time to Market Concept Design Review

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Doing Things Right & Doing the Right Things Doing things right: –Use engineering skills –Use engineering judgment –Use an organized process Project planning, eg. PERT, GANNT Processes such as the generic phased product development process shown on page 14 of text Doing the right things: –Conduct a thorough Needs Assessment UP FRONT! Identify “root cause” Develop problem and scope definitions

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Customer: “We want a rear door installed on the aircraft we are ordering” (based on a true story) F1:Needs Assessment –Design, test, and get FHA approval for a new tail section with a door in order to make sale. F2: Concept Development - Develop alternative tail & door design concepts F3: Feasibility –Evaluate alternative designs and select one to continue with F4: Tradeoff Analysis F5: Analysis & Synthesis F6: Preliminary Design F7: Engineering Models F8: Detailed Design F9: Production Planning F10: Pilot Production F11: Commercialization F12: Product Stewardship F1:Needs Assessment The aircraft is too hot on the inside when sitting on the tarmac F2: Concept Development - Develop alternative air conditioning concepts; off the shelf unit may be available F3: Feasibility –Evaluate alternative designs and select one to continue with F4: Tradeoff Analysis F5: Analysis & Synthesis F6: Preliminary Design F7: Engineering Models F8: Detailed Design F9: Production Planning F10: Pilot Production F11: Commercialization F12: Product Stewardship

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Discovering Root Causes… Five Why’s Method –Ex: “ We want a rear door installed on the aircraft we are ordering” –Why? –The aircraft get hot sitting on the tarmac. We want a rear door so air will move trough the cabin. –So you want the cabin to be cool will the aircraft is sitting on the tarmac? An excellent way to identify the root cause is to repeatedly ask the question “why” in different fashions, until you arrive at the underlying need, as opposed to the customer’s pre-conceived solution to the problem.

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Viewing Needs Assessment as a Problem to be Solved Problem Statement Itemize Known Information Itemize Information to Provide to Client Formulate Assume Chart Execute Test Iterate State and Justify Assumptions – Regarding client needs, market place viability, regulatory constraints, etc. Apply Engineering Intuition Draw a Picture – Use the Objective Tree method Tabulate Useful Data – Archive background investigation information Mission Statement – Captures essence of objective tree Statement of Work – Plan to meet mission Engineering Judgment Quality Review

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Objective Tree Method Often, your project needs can be grouped into several categories. –Each major category = a primary objective –Objective trees created from primary objectives –Later, objective trees used to establish function trees for implementation –Types of objectives: Resource Objectives Economic Objectives Scope Objectives Technological Objectives

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Additional Example: Developing a New Widget for RIT’s Materials Processing Course

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Facet 1, Step 1: Problem Statement A New Materials Processing Widget First Draft Problem Statement (Mission Statement) This mission of this design project team is to design a new widget to either replace or complement the hammer currently made by students in the materials processing course.

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Facet 1, Step 2: Assume State Assumptions –We will use the existing RIT hammer as the baseline for evaluation. Justify Assumptions –The students conducting the feasibility assessment are quite familiar with the RIT hammer, and thus have a good basis for applying engineering judgment and using lessons learned from past experiences in the materials processing course. Apply Engineering Intuition –After we conduct our feasibility assessment, we will revisit this assumption to determine whether we are still comfortable with it.

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Facet 1, Step 3: Chart Getting Started on an Objective Tree Resource Objectives –People: All ME and ISE students must move through the shop each year. –People: The students must be able to achieve the required skill level. –Equipment: Enough equipment must be available for students to use. –Equipment: Raw materials must be stocked by local Rochester suppliers. –Time: The widget must be manufacturable in the available time Economic Objectives –Materials: The widget must be low cost. –Labor: Existing technical staff must be able to handle the workload. Scope Objectives –The widget must be relevant to the student’s academic discipline –First co-op employers should view the experience as relevant Technological Objectives –The widget must have a demonstrable useful purpose to the student. –The widget must be exciting or interesting to the student.

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Facet 1, Step 3: Chart Provide more details and data support for the Objective Tree, leading to a statement of work Resource Objectives –PEOPLE –All ME (130 direct admit + 70 Undeclared Admit) and ISE students (30 students) must move through the shop during fall and winter quarter each year, for a total throughput of 230 students; preferably 130 in fall, and 100 in winter. –EQUIPMENT –Enough equipment must be available for students to use. We currently have 6 lathes, 6 mills, 6 drill presses available. –TIME –The widget must be manufacturable in the available time and with the existing shop facilities. Today, the capacity must be satisfied with all students completing the labs in groups of 12, during fall and winter quarters. After the building expansion, groups of 12 may be spread across 3 academic quarters. –The widget must be manufacturable within 10 2-hour laboratory sessions, but preferably within 9 lab sessions. –The students must be able to achieve the required skill level. Economic Objectives –MATERIALS –The raw materials for widget must cost no more than $7 per unit. –All raw materials must be stocked by local Rochester suppliers. –LABOR –2.5 FTE Existing technical staff (one toolmaker and 1.5 machinists) must be able to handle the workload assuming 25 hrs/week per FTE can be dedicated to this task. –AMORTIZATION –Incremental equipment may be incorporated into the shop, but the cost of equipment should be amortized over 5 years of production.

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Facet 1, Step 3: Chart; Continued… Scope Objectives –Each member of the team must manufacture two engineering models, or prototypes, of the newly designed widget. They will each keep one, and turn one in for grading. –A complete set of working drawings for the new widget will be prepared and delivered both in electronic and hard copy format –A complete purchasing package and Bill of Materials must be submitted both in electronic and hard copy format to support the manufacture of 100 widgets. Technological Attributes –The widget must have a demonstrable useful purpose to the student. –The widget must be exciting or interesting to the student. –95% of ME and ISE first years students must be able to successfully build the widget. –Each student must make their own widget, with the assistance of a staff member, recognizing that we have 12 shop setups available for concurrent use. –The raw materials must be “kitted” by an upper division student worker within 80 labor-hours during the preceding summer, and requiring less than 10 cubic feet of storage space. –The widget must have an operating lifetime in excess of 30 years, assuming daily usage and routine replacement of wear parts.

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Facet 1, Step 3: Chart Now, Present the Objective Tree in Graphical Form New Widget Resources PeopleEquipmentTime Economics MaterialsLaborAmortization Scope HardwareSoftwareDocumentation Technological ToolingElectronic

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Facet 1, Step 4: Execute This mission of this design project team is to design a new widget to complement the hammer currently made by students in the materials processing course, so that every ME and ISE student can have a positive manufacturing experience during no more than 10 two hour lab sessions, and have a take-away product incorporating both electronic and mechanical attributes within specified resource, economic, scope, and technology constraints including… –Add a list of REST constraints here SOW: The design team will manufacture two models per student member, and develop a comprehensive design report including a complete set of working drawings, a bill of materials for a lot size of 100 units, and a complete set of all documents required for the senior design class. Specific deliverables include … –Add the agreed upon list of deliverables here

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Facet 1, Step 5: Test Engineering Judgment – Ask your coordinator to punch some holes in your objective tree, mission statement, and statement of work. Invite them to be critical now – before you spend a lot of time solving the wrong problem! Quality Review – Seek buy-in from –your mentoring professor, –your clients, the students, –The shop staff who deliver the lab –The faculty members who deliver the lectures –Insure that this mission statement and SOW will results in a satisfied customer!

EDGE™ Copyright © 2006 Rochester Institute of Technology All rights reserved. Facet 1, Step 5: Iterate If you do not have buy in from all stakeholders that you are solving the right problem (e.g. developing the right design), then resolve this issue before investing too much time in subsequent phases of design and product development!