A Cultural Adoption Methodology for Mine Training Disruptive Technology

When introducing digital training technology a practical approach helps address cultural concerns.  Solutions to help create acceptance are discussed.  Resistance to change may be deeply rooted in traditional mine training personnel.  Traditional training staff members may consider themselves less digitally-savvy and resist technological methods available to them. A transitional approach intended to help mitigate or resolve resistance is presented as a continuous improvement pathway toward full adoption.  This presentation contends every mine should welcome the benefit of a digitally connected critical enabler.  The adoption of a digitally savvy learning centre is often viewed a disrupter to existing practice.  Given a commitment-driven learning centre model, technology offers the opportunity to transition from a compliance-based training model to one of competence.  Learning and Development practitioners should welcome the latest advances in neuroscience, Bloom’s taxonomy of learning model, and principles which guide mine safety training as outlined by the Lowell Institute for Mineral Resources at the University of Arizona. By employing digital applications to include animation, game-based simulations and immersive Virtual Reality (VR) these technologies create a viable digitally-savvy learning centre. We will outline the ingredients of a digitally enabled, or VR, Learning Centre to offer some observed benefits, successes, and potential short-comings. Much excitement in the industry surrounds implementation of simulation and/or VR headset training.  Given fair consideration of these as a ‘fit-for-purpose’ solution we examine the paradigm shift required to create real results for on-the-job learning.  Interim steps may be needed to meet the cultural transformation.   Simpler forms of VR, in the form of 3D models and VR environments as displayed on a large interactive touch screen, can serve to bridge this challenge and address a group learning environment. Features of the interactive 3D technology and ease of adoption are presented.  Usage of the touch screen is similar to that of a smart phone. It may be implemented as an obvious transitional tool.  To help describe merits of the interactive touch screen the presentation points out these sample underground and surface mine training applications. There are 3-D simulations such as ventilation, emergency response, support installation, and mine cycle and activity scheduling programs. These applications offer the ability to conduct entry examinations, complete digital pre-use checklists, and perform planned task observations in the virtual world of work. The tool may be used to teach the flow of hydraulics and do fault-finding on machinery such as loaders and dump trucks. Learners may navigate in a virtual mining environment to identify hazards, detect and assess abnormal ground conditions, address poor design features, and alleviate traffic constraints. It is possible to use connected physical controls to navigate machinery in the virtual environment. We conclude the presentation with a “compare and contrast” approach to cite potential cultural benefits by adopting a transitional method.