With the introduction of advanced technologies including augmented reality (AR), virtual reality (VR) and extended reality (XR), comes the need for more and better training of technicians and operators in order to reap these technologies’ most efficient and profitable practical application.
In 2020, industry worldwide was forced to take a closer look at these new technologies as a matter of survival.
Speaking as a member of a panel discussing overcoming barriers for XR and immersive technology adoption at Industrial Immersive Week 2024 in Houston, Scott Burkey, XR technology fellow with WestRock, observed that the COVID-19 pandemic, while "a terrible thing for our planet," uniquely drove his company to champion utilization of extended reality technologies.
"Overnight, I went from being the guy reaching out trying to find factories to put technology into, to my phone lighting up every day," Burkey said.
Co-panelist Susan Spark, learning technology manager with Schlumberger, noted her company’s careful approach to embracing these multi-reality technologies.
SLB, benefits and challenges in adopting reality technologies
From left: Panel moderator Brooks Filippin with ManageXR; Scott Burkey with WestRock; Jennifer Rogers with the Institute of Electrical and Electronics Engineers; JB Farge with Subsea7 and Susan Spark with Schlumberger
"One of the cautions that we have, particularly from the learning perspective, is that you have to do an analysis of what the performance issues are, whether it’s a headset or PowerPoint, or whatever that may be," Spark said. "You can’t overlook the actual need for this kind of training."
She described one of the company’s VR pilot training projects as a kind of a "Big Bang" pilot. The training, she said, involved several types of drilling rigs in several weather scenarios taught over two weeks in a role-playing course.
"How can you train someone to secure a drilling rig when a hurricane is coming? How do you train someone to do that?" Spark asked, suppressing a laugh. "You can’t really learn it in a [classroom]. The way you learn it is to be there and do it. And the closest we can come to that safe space is VR."
Co-panelist Jennifer Rogers, executive officer of the Learning Technology Standards Committee with the Institute of Electrical and Electronics Engineers, enthusiastically agreed with Spark’s concern about promoting a solution in search of a problem.
"It doesn’t matter whether it’s XR or AR or a digital twin," Rogers said. "What’s really important is that you have a problem you’re trying to solve and you’re very specific around what human behaviors you’re trying to change to bring about the value you’re trying to create."
It’s equally important, Rogers said, "to think about the behaviors you’re working to see shift as a result of [workers] being in an immersive environment — and getting very specific about what they did and how they reacted in that interaction and environment."
Another obstacle, Rogers said, occurs in situations where people advocate for new technology, but workers question the technology’s merits.
"They get out there and build something that looks pretty cool, but people say, ‘Wow, that took a lot to put together. It’s expensive and it’s hard to scale. Why would we do that versus the way we’ve always done things?’" she said. "Until we can actually show those behavior changes, it’s hard to make the case."
Rogers reiterated the importance of all stakeholders understanding and listening to each other "around what it is we’re trying to create."
"Instead of trading off value, we actually can find a way to maximize value for everyone," Rogers said.
