OVERVIEW

In the 20th century, the economic value of industrial maintenance was first recognized. Today, it is one of the few strategies for lowering production costs and total cost of ownership for physical assets. The need for maintenance specialists in the industry has risen as a result.

The goal of the maintenance course is to increase the learners' competence, knowledge, and skill sets. It covers areas like maintenance introduction, equipment failure statistics, equipment failure probability distributions, maintenance types and their comparison, maintenance costs, organizational growth, formulation and implementation of maintenance programs, employee involvement, planning and scheduling, equipment replacement policies, reliability and its improvement, maintenance economy, maintenance strategies, planning and control of spares, work-study for maintenance, operations research techniques in maintenance, maintenance organization, safety and its objectives.

AIMS AND CONTENT

LEARNING OUTCOMES

The course provides the basic knowledge regarding the aspects of reliability and maintainability of industrial plants with particular reference to safety aspects

AIMS AND LEARNING OUTCOMES

Learning Objectives

The course aims to deliver the following learning objectives:

1. The understanding of the importance and challenges of industrial maintenance management. (L1)
2. Developed maintenance strategies and their successful implementation for a better maintenance economy. (L2)
3. Acquired analytical capability to choose a better replacement policy and maintenance strategy. (L3)
4. Explain common components of maintenance organization and their roles. (L4)
5. Demonstrate the importance and objectives of safety procedures and types of equipment. (L5)
6. Acquire risk management skills. (L6)

TEACHING METHODS

The course would utilize various tools- Books, Journal Papers, Popular Readings, Case Studies and Simulations. The classroom session would involve a discussion of the critical concepts, case study discussions and quantitative simulations. This would be supplemented with assignments and exams.

• Extra readings and cases will be provided separately by the instructor.
• Instructions will be given in class on preparation before and after each session.
• The examinations will be based on class discussions, cases and quantitative decision-making based on simulated scenarios.
• The instructors will follow participative methods in the class. The instruction will predominantly be through interactive lectures and case discussions. 
• The students are expected to come prepared to the class whenever a case or a reading is prescribed. The instructors can call upon any student for his/ her comments (cold call) during the case discussions.
• The students will be required to learn Excel to explore case simulation, develop strategies and prove the effectiveness of their recommended decisions. No programming language prior knowledge is required for the use of the software.

Learning Through Case Method: Effective learning through the case method requires four stages of learning (individual preparation, group discussion, class discussion, and after-class reflection). To make the best use of the learning opportunity following steps may be followed:

1. It would be necessary for you to prepare each day's case/ learning material individually and then discuss it in your group. It is strongly suggested that the reading(s) assigned should be read before preparing for the case. The responsibility could be shared by the members of the group. However, the gist of the readings needs to be understood by each participant.
2. To ensure participation by the students, the instructors may ask the assigned groups to submit case study solutions before the class, and the group may be called upon to make a group presentation. The lead questions for all the cases will be shared by the instructors well in advance.

To make the best use of the learning opportunities, the following steps may be followed:

1. Each participant must participate and be ready to share his/ her analysis in the class to build the skills of presentation and the attitude of collective learning. Individual participants/ Groups are encouraged to make presentations of their analysis/ recommendation of the case/ reading material.
2. It would be necessary for you to prepare each day's case/chapter/paper reading individually be prepared with specific recommendations/conclusions and the rationale thereof.
3. If required, the group will be asked to make a one-page synopsis of each case containing the

• Major issues
• Analysis for resolving the issue(s)
• Recommendations/inferences on the major issues     

1. The primary purpose of the synopsis is to prepare you for participation in the class. You may also be asked to submit the synopsis at the beginning of the class.
2. You are welcome to discuss and clarify any doubts with the instructor.

Laboratories:

The course will use mostly Excel, Taras, and  SLAB in these students should be able to do the following:

• Think critically, be able to identify, generalize, prioritize, isolate, and reduce complexity in dynamic/uncertain and ambiguous operational situations,
• Understand how strategic considerations influence operational decisions,
• Apply analysis and improvement tools learned in previous courses to actual business situations,
• Reason quantitatively and qualitatively to make operational decisions.

The laboratory-based case method requires students to prepare a decision, to the extent available, based on careful evaluation of case facts and numbers. As with all business situations, there may be insufficient facts, ambiguous goals, and strong dynamic/uncertain environments. Students, finally, will develop the following skills:

• Analytical Skills: Students will possess the analytical and critical thinking skills to evaluate issues faced in business and professional careers.
• Technical Skills: Students will possess the necessary technological skills to analyze problems, develop solutions, and convey information using Excel, Taras, and Slab software.

SYLLABUS/CONTENT

Course Outline: Session/Topic/Reading Material/Reference

RECOMMENDED READING/BIBLIOGRAPHY

Recommended Textbook

Course Reading Material:

• Specific readings and case studies are to be distributed by the Program Office/ Library.

References:

• Lorenzo Fedele, Luciano Furlanetto, Daniele Saccardi «Progettare e Gestire la manutenzione», McGraw-Hill, 2003, ISBN: 9788838662393
• Yih-Long Chan, WinQSB 2.0, Decision Support Software, Wiley International, ISBN 0-471-40672-4.
• Riccardo Baldacci, Scienza delle Costruzioni, Vol I, Fondamenti di Meccanica dei Solidi (VI-VII), Edizioni UTET Torino, ISBN 88-02-03853-8, 1997
• Norme tecniche: ISO EN 11079:2007, ISO EN 15743:2008, ISO EN 9920:2009, ISO EN UNI 13732-1:2009, ISO EN UNI 13732-3:2009, ISO EN 7730, ISO EN 7933, ISO EN 9886, ISO EN 8996
• Patrick O'Connor, Practical reliability engineering, John Wiley & Sons Fifth Edition., UK, 2012.
• Donald Ermak, SLAB User Manual, Lawrence Livermore National Laboratory, USA, 1990 (Public Domain)    
• Luciano Furlanetto, MANUALE DI MANUTENZIONE DEGLI IMPIANTI INDUSTRIALI E SERVIZI, Franco Angeli Editore, ISBN: 9788846408662 , 1999
• NIST Handbook 135, Life Cycle Costing Manual for the Federal Energy Management Program, 1995.
• MIL-HDBK-276-1/2, United States Department of Defense, 1984.
• Riccardo Baldacci, Scienza delle Costruzioni, Vol II, Fondamenti di Meccanica delle Strutture (I-III, V-VI, IX), Edizioni UTET Torino, ISBN 88-02-04634-4, 1997
• E. Briano, C. Caballini, R. Mosca, R. REVETRIA,  A. Testa. (2010). Study of an emergency situation using 2D and 3D simulation models. WSEAS TRANSACTIONS ON SYSTEMS, 9, 338-347.

Note to teaching material

The teaching material consists of transparencies, notes and other material collected by the lecturer from publications, public domain documents, websites and current legislation. Each set of transparencies bears at the bottom the bibliography and the sources cited where these have been identified. For material collected from the web where it has not been possible to identify the author or copyright holder, the wording "material not traceable to the copyright holder" has been added.

TEACHERS AND EXAM BOARD

Exam Board

ROBERTO REVETRIA (President)

FABIO CURRO'

LORENZO DAMIANI

EMANUELE MORRA

CARLOTTA PATRONE

ANASTASIIA ROZHOK (President Substitute)

LESSONS

LESSONS START

https://corsi.unige.it/8720/p/studenti-orario

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The exam is composed of three main parts:

• 20 multiple-choice quiz for a total of 25 points over 30
• assignments for a total of 7 points over 30
• oral examination for a total of 32 points over 30

The final grade is the average of (quiz + assignments) and oral examination.

The oral examination is based on a presentation on a course topic chosen by the student and 3 open questions by the teacher.

The exercises (assignments) must be delivered to the address: assignments.revetria@dime.unige.it by the exam day. Late exercises are not accepted. The exercises done in groups must report on all in the name of the group members. Similar exercises that do not correctly name the group members will be waived.

For every wrong question given at quiz time -0.5 points are subtracted.

ASSESSMENT METHODS

The learning assessment aims to ascertain understanding and knowledge of the topics covered and the ability to apply the skills acquired to practical cases. With this in mind, the student is asked to carry out two assigments applying the formulae, models, procedures and software learned during the course to real industrial cases. The learning assessment also evaluates the student's ability to communicate in a field very close to the real work situation by presenting a calculation report.

Exam schedule

FURTHER INFORMATION

The course also includes tutorials and seminar activities by experienced professionals.