South African construction group Murray & Roberts’ (M&R’s) Cementation Training Academy, near Carletonville, has taken the use of simulation, combined with the use of other supporting technology, to the next level.

Underpinned by a battery of learner support programmes, learner trackless mining machine operators can progress from novice status – through a series of carefully designed stages – to achieving operator applied competence.

“We realise that simulation has significant potential beyond what it is typically used for and we intend to fully exploit this potential. “Beyond purely training, we use simulation for pre-employment screening, learner- diagnostic assessment, accident and incident reconciliation, the enhancement of psychomotor skills, operator proficiency charting and engineering design.

“As part of our long-term strategy, we intend to include simulation to support mine design, use it in role-play and help re-enact incidents and accidents that have occurred in the past in the workplace to ensure that we continue mining through lessons learnt,” says M&R Cementation Training Academy risk manager Tony Pretorius.

The training academy is also poised to entertain more projects focusing on trackless mining, recognising that simulation is a powerful tool to accelerate the competency journey of an operator. It accurately tests learner proficiencies in health and safety, productivity enhancement and machine appreciation. The associated examples test reflexive competencies through the simulation of common workplace and work-related hazards and risks in a virtual environment, at a fraction of conventional training-related costs.

Learner training at the academy begins with a PC-based e-learning programme, developed from original-equipment manufacturer (OEM) information relating to specific machinery, and actual video footage of this machinery in action. This combination of literature, diagrams and video imagery comprises the first level of foundational competence, knowledge and understanding.

The learner then proceeds to the next level that comprises a series of visual-based training modules and where the learner is taught that every action has a consequence. The objective is to encourage consequential thinking, which ensures that, once in the field, the candidate will take the correct course of action to prevent a negative reaction. For example, the health and safety modules focus on issues such as pedestrians, fire and brake failure by testing the learner’s reactions in a possible scenario.

Thereafter, the candidate is introduced to the virtual environment by engaging in video-type games relating to machinery operation. These games, highlighting tasks, such as load hauling, drilling and dumping, expose the learner to what his or her future job will entail.

The learner will then proceed to observe the experiences of other operators on the simulator in the presimulation environment.

“The objective here is to psychologically desensitise the learner to remove any fear of operating the simulation equipment,” Pretorius explains, adding that, ultimately, this process decreases time wasted on the simulator because by the time the learner gets to this stage, he or she has a very good idea of what to expect.

“So instead of applying typical simulator-directed training that moves from theory to a practical component and then to deployment in the field, we have introduced e-learning components based on the OEM information in the form of modules. “To this end, we provide support coaching for small to medium-sized enterprises to ensure the necessary concepts are successfully conveyed,” he says.

Pretorius points out that the training academy also provides visual-based training with a coach, to achieve reflexive competency.

“Gaming and presimulation precede simulator training. “The simulator impacts on the visual, aural and haptic senses, so the learner actually experiences the tension of the controls and the yaw, pitch and roll of the machine — it’s truly an actual look and feel of the machine in work mode. “This dynamic combination of practical and simulator training ultimately leads to everyday competency.

“In terms of workplace proficiency, we ensure that the learner can perform the task at hand within the required parameters. “Training, therefore, includes elements such as pre-use inspection, prestart and start procedures, brake testing, tramming, operation and end-of-shift procedures, which are divided into tasks. “We sequence these tasks and implement a time and motion study for each of these tasks, which the learner must perfect before entering the workplace to gain hands-on experience,” explains Pretorius.

He comments that this network of training pathways is more than what the average training centre follows and this is what differ-entiates the academy with the overriding objec-tive of achieving high levels of proficiency and safety.