title: In (mine) control of a learning pathway: a curriculum for accreditation of life-long work-based learning
Creators: name: Chirgwin, Peta
Publisher: name: University of Southern Queensland
Year: 2021
Subjects: classificationCode: 520104
subject: Industrial and organisational psychology (incl. human factors)
valueUri: https://www.abs.gov.au/statistics/classifications/australian-and-new-zealand-standard-research-classification-anzsrc/latest-release

description: What began as research into the human factors effects of introducing automation into the mine control operations room, turned into a journey of discovery; of lifelong learning models, a system of learning breaking under the strain of rapid technology deployment and a realisation of support requirements for humans, the forgotten resource in our race for automation adoption. 'What can be done better to support mine controllers affected by technology adoption and human systems integration in regard to autonomous mining?' Largely forgotten but increasingly relied on with the adoption of technological advancements in mining is the role of the mine controller. Most studies done on the benefits of automation have focused largely on the system, the technology and the engineering of equipment, rather than on the human-systems interface and the related human factors surrounding the introduction of new technologies. This research evaluates the specific role of the mine controller and the introduction of mining automation and examines current literature and research revealing large gaps in the understanding of the mine controller role, the effects of increased automation on the employees within these roles, and the integration of humans and autonomous systems. Data on the successful integration of humans and systems within the mine control role is non-existent. This research was able to provide a deeper understanding of the mine controller role and its strengths and weaknesses. It was revealed that limitations in successful and rapid deployment of technology and integration comes from poor work design and inefficient recruitment, training, and development frameworks. Data was gathered via in situ observations, interviews, surveys and discussions, and the researcher participated in developing a new curriculum to prepare 'the future worker' in the autonomous mine control room. The research and data analysis found that the problem was two-fold. In the first instance, current controllers already possess many of the skills and attributes required of the role. However, there was not a recognised learning pathway to optimise and provide self-efficacy equal to attaining qualifications in higher education. Secondly, training requirements and a pedagogical model were difficult to develop for those outside of the work environment. An important realisation through this research was that the changing rate of technology requires a different teaching methodology that can be coupled with new ways of learning. This body of work, provided within this thesis contributed to developing autonomous mine control operations through the breakdown and analysis of the controllers' roles and tasks and the development of the world's first certificate II and certificate IV in mining automation training for mine controllers. In addition to the creation of this new curriculum, further examination and improvements towards the integration and adoption of mining automation and the human factors implications on mine controllers have been promoted and implemented across industry as a result of this study. It is proposed that further development of higher degree qualifications is required in the mine control domain and a flipped model of education is developed on a work-based experiential learning framework blended with academic accreditation processes. Future research will benefit from further exploration of human factors within mine control.