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Yuetong Lin

Bio: Yuetong Lin is an academic researcher from Indiana State University. The author has contributed to research in topics: Concept map & Troubleshooting. The author has an hindex of 1, co-authored 5 publications receiving 6 citations.

Papers
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24 Jun 2017
TL;DR: Lin et al. as discussed by the authors received the Ph.D. degree in Systems and Industrial Engineering from the University of Arizona, Tucson, in 2005 and was with Indiana State University from 2005 to 2016, where he became associate professor of Electronics and Computer Engineering Technology.
Abstract: Yuetong Lin received the Ph.D. degree in Systems and Industrial Engineering from the University of Arizona, Tucson, in 2005. He was with Indiana State University from 2005 to 2016, where he became associate professor of Electronics and Computer Engineering Technology, and the program coordinator for Computer Engineering Technology. He joined Embry-Riddle Aeronautical University, Worldwide in September 2016 as an associate professor in the Department of Engineering and Technology.

5 citations

23 Jun 2018
TL;DR: The method builds on existing approaches and procedures, but incorporates new tools and analysis methods to assure the mapping to be concrete and comprehensive to provide effective guidance for ground crew training and skills appraisal.
Abstract: Competency mapping is about identifying key skills required by an organization and/or a job so that they can be applied in important business operations such as job evaluation, training, and recruitment. For the organization, competency mapping serves two important purposes. On personal level, it analyzes individual’s SWOT (Strengths, Weaknesses, Opportunities & Threats) and helps him compare with the success criteria (i.e., behavioral standards of performance excellence) to improve his career growth. On corporate level, competency mapping reinforces corporate strategy, culture, and vision, and provides a common framework to improve the effectiveness of training and professional development programs. In aviation industry, competency based workforce development has been implemented in the United Kingdom and Australia for pilot training, with the explicit objective of making employees globally competitive. Though the results are mixed, there is evidence that this approach appears to confer considerable advantages in specific areas for preparing pilots to operate aircraft. On the other hand, similar practice has not been established, or well designed for ground crew training. The safety department, for example, has a very urging demand to provide a common, organization-wide standard for different career levels that enable inspectors to smoothly adapt to new working environment and tasks. One of the main issues with the current competency focused training is that it tends to be slow and expensive because of the need for extensive interviews and observations. These activities are very time-consuming for those outstanding performers and analysts. In addition, there is not a standard competency mapping process that works in all situations. Each company needs to have a unique model, which adds to the developing cost and time. In this paper, we propose a competency mapping method based on conceptual maps for training in the aviation industry. The method builds on existing approaches and procedures, but incorporates new tools and analysis methods to assure the mapping to be concrete and comprehensive to provide effective guidance for ground crew training and skills appraisal.

2 citations

15 Jun 2019
TL;DR: In this paper, a concept map based framework for competency training assessment is proposed, which is used to develop a change management process strategy at the organizational level in accordance to the Australian Technical and Further Education (TAFE) guidelines.
Abstract: In 2017, US companies spent over 90 Billion dollars on employee training. Despite the intense effort, training generally is not deemed satisfactory as many studies show that trainees fail to demonstrate the ability to transfer the desired knowledge and skills to their jobs. As a result, many organizations are still looking for reliable and effective training mechanisms to ensure an adequate return on their training investment. Competency training has presented itself as an alternative to traditional training methods as it pinpoints the skills for certain tasks and assesses the workforce’s readiness in accordance with the desired levels of competence. While the competency based method is a more linear form of training, the evaluation of trainees’ level of competence is still a lengthy process. In this paper, we propose a concept map based framework for competency training assessment. In particular, we demonstrate the use of similarity flooding algorithm in quickly determining the differences between desired competencies in the expert’s map and those shown in the trainee’s map. The framework is used to develop a change management process strategy at the organizational level in accordance to the Australian Technical and Further Education (TAFE) guidelines. In this vein, the competencies identified for the change management process at the organizational are introducing, managing and assessment of the change management process. To assess the suitability of competency-based mapping, a trainee participated in a three-week course that included lectures and effective learning elements such as case study and small-scale projects. Concept maps were created by the trainee to represent the desired competencies. In this study, we present the analysis that shows the effective assessment of concept map based competency training that can help organizations achieve their training goals

1 citations

Proceedings ArticleDOI
01 Oct 2016
TL;DR: A conceptual map-based framework is proposed as a potential solution for retaining tribal knowledge and is demonstrated through a training program developed under the support of National Science Foundation for improving engineering and technology students' troubleshooting skills.
Abstract: Preserving important troubleshooting experience gained in industrial practice, often referred to as “tribal knowledge”, and making it readily available to be re-applied in similar situations represent a serious challenge for many companies in heavy industry. The solution is very often tied to building mental models to capture and express key latent cognitive variables. In this paper, we first attempt to identify the appropriate knowledge-based system diagnosis paradigms. A conceptual map-based framework is then proposed as a potential solution for retaining tribal knowledge. The validity and feasibility of the approach are demonstrated through a training program developed under the support of National Science Foundation (NSF) for improving engineering and technology students' troubleshooting skills.

1 citations

26 Jun 2016
TL;DR: In this article, a conceptual mapping based approach for retaining tribal knowledge is presented, where the theoretical framework for this approach is applied to developing training modules to improve engineering and technology students troubleshooting skills and a case study of using conceptual mapping to capture domain expertise in controlling and monitoring a simulated grid developed in collaboration with Duke Energy Company is introduced to show the validity and feasibility of the approach in actual industrial environment.
Abstract: Documenting and sharing important information learned in industrial practices can often lead to significant payoffs such as reducing operational cost or improving system performance. This information, often referred to as “tribal knowledge”, is widely admitted by professional people to be of great value, and yet has not been systematically archived by most companies. In this paper, we present a conceptual mapping based approach for retaining tribal knowledge. We first demonstrate the theoretical framework for this approach that is applied to developing training modules to improve engineering and technology students troubleshooting skills. A case study of using conceptual mapping to capture domain expertise in controlling and monitoring a simulated grid developed in collaboration with Duke Energy Company is then introduced to show the validity and feasibility of the approach in actual industrial environment.

Cited by
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Journal ArticleDOI
TL;DR: Criteria to assess the similarity of two concept maps, also based on pedagogical features, with the aim of providing teachers with better support during the course creation process is proposed.
Abstract: A concept map provides a graphic hierarchical means of representing how knowledge is structured in a domain. It visually organizes a set of concepts showing their mutual relations. An analysis of the similarities between two concept maps can produce significant results in any fields where Intelligent Knowledge Management is used, such as Healthcare, Policy Development, Energy and Waste Management, Resource Consumption Sustainability, Mobility, Safety, Citizen Empowerment, and, of course, Education. In an educational setting, a concept map conveys the various concepts connected by relations of dependence that a course must cover. However, the similarity between two concept maps for education has to be measured according to criteria that take into consideration the pedagogical properties of the maps, i.e., not only considering the structural aspects of the maps themselves. An automated analysis of the similarity between two concept maps can allow the teacher to reflect on different interpretations of the knowledge domain of a certain course as well as to assess how existing learning material can be implemented in a new course. Research into this aspect of concept mapping appears to be relatively scarce. This paper proposes criteria to assess the similarity of two concept maps, also based on pedagogical features, with the aim of providing teachers with better support during the course creation process. Each criterion is implemented through a specific measure function. The measures are then shown to be sensitive to their criterion rationale by evaluating them against a collection of random case studies.

7 citations

Journal ArticleDOI
TL;DR: In this article , the authors describe a solution proposal for a tacit knowledge elicitation process for capturing operational best practices of experienced workers in industrial domains based on a mix of algorithmic techniques and a cooperative game.
Abstract: Abstract Manufacturers migrate their processes to Industry 4.0, which includes new technologies for improving productivity and efficiency of operations. One of the issues is capturing, recreating, and documenting the tacit knowledge of the aging workers. However, there are no systematic procedures to incorporate this knowledge into Enterprise Resource Planning systems and maintain a competitive advantage. This paper describes a solution proposal for a tacit knowledge elicitation process for capturing operational best practices of experienced workers in industrial domains based on a mix of algorithmic techniques and a cooperative game. We use domain ontologies for Industry 4.0 and reasoning techniques to discover and integrate new facts from textual sources into an Operational Knowledge Graph. We describe a concepts formation iterative process in a role game played by human and virtual agents through socialization and externalization for knowledge graph refinement. Ethical and societal concerns are discussed as well.

3 citations

Journal ArticleDOI
TL;DR: Investigating the effects of collaborative concept mapping on team diagnosis in two fault situations with different complexity levels in a simulated nuclear power plant revealed that this tool significantly improved the diagnostic result score and shortened diagnosis time, and marginally but significantly increased the fault analysis score.

2 citations

23 Jun 2018
TL;DR: The method builds on existing approaches and procedures, but incorporates new tools and analysis methods to assure the mapping to be concrete and comprehensive to provide effective guidance for ground crew training and skills appraisal.
Abstract: Competency mapping is about identifying key skills required by an organization and/or a job so that they can be applied in important business operations such as job evaluation, training, and recruitment. For the organization, competency mapping serves two important purposes. On personal level, it analyzes individual’s SWOT (Strengths, Weaknesses, Opportunities & Threats) and helps him compare with the success criteria (i.e., behavioral standards of performance excellence) to improve his career growth. On corporate level, competency mapping reinforces corporate strategy, culture, and vision, and provides a common framework to improve the effectiveness of training and professional development programs. In aviation industry, competency based workforce development has been implemented in the United Kingdom and Australia for pilot training, with the explicit objective of making employees globally competitive. Though the results are mixed, there is evidence that this approach appears to confer considerable advantages in specific areas for preparing pilots to operate aircraft. On the other hand, similar practice has not been established, or well designed for ground crew training. The safety department, for example, has a very urging demand to provide a common, organization-wide standard for different career levels that enable inspectors to smoothly adapt to new working environment and tasks. One of the main issues with the current competency focused training is that it tends to be slow and expensive because of the need for extensive interviews and observations. These activities are very time-consuming for those outstanding performers and analysts. In addition, there is not a standard competency mapping process that works in all situations. Each company needs to have a unique model, which adds to the developing cost and time. In this paper, we propose a competency mapping method based on conceptual maps for training in the aviation industry. The method builds on existing approaches and procedures, but incorporates new tools and analysis methods to assure the mapping to be concrete and comprehensive to provide effective guidance for ground crew training and skills appraisal.

2 citations

Proceedings ArticleDOI
14 Nov 2014
TL;DR: The current decision-making competencies that are imparted as part of the respective fields’ academic education are contrasted, the challenges in each discipline are identified, and opportunities for cross-pollination of better practices to develop decision- making competencies are identified.
Abstract: A number of studies conducted since the turn of the millennium have identified several deficits in engineering education; the most widely cited are deficits in critical analysis, systems thinking, and visualizing non-linear cause-effect chains. The field of engineering education has undergone a number of notable changes in response to such identified deficits but recent field studies such as Vision 2030 identified remaining shortfalls in engineering competencies as well as significant discrepancies in the perception of the severity of these deficits. While academic engineering programs feel that their programs adequately prepare engineering students for the practice of engineering, entry-level hiring managers disagree.In the practice of medicine, decision-making in practicing physicians is a critical competency which can make the difference between appropriate and incorrect diagnoses, and may affect the patient’s well-being or his life. Making a decision for an appropriate treatment plan in the face of insufficient or contradicting data points often times is compounded by the fact that time-scales can be significantly shorter than in the case of a machine design project. And while the majority of patients is discharged from hospital care in better health, medical professionals and educators are questioning their own approach to decision making in light of technological advances affecting their disciplines, and because of an improved understanding of the biochemistry and opportunities of genetic manipulations of the human body. Therefore, the field of medical decision making is also undergoing an overhaul in the education and training of medical students.This paper contrasts the current decision-making competencies that are imparted as part of the respective fields’ academic education, identifies the challenges in each discipline, and identifies opportunities for cross-pollination of better practices to develop decision-making competencies.Copyright © 2014 by ASME

1 citations