Advancing Workforce Development
through Additive Manufacturing
Based on the research by Abhishek Singh
et al.
Manufacturing Letters, NAMRC 53 (2025)
Presented by: M S Mohamed Waseem
Reg No: 22BME7002
Introduction / Background
• Additive Manufacturing (AM) is transforming industries (aerospace,
healthcare, automotive).
• Advantages: custom design, material diversity, complex geometries.
• Challenges: high costs, material limitations, lack of standards, workforce
skill gaps.
Problem Statement
• Adoption barriers: capital investment, material & technology constraints.
• Lack of skilled workforce and training programs.
• Need for hybrid educational programs to bridge knowledge and skill gaps.
Survey Findings
• Workforce gaps as significant as capital barriers.
• Key skill gaps: CAD, Design for AM (DfAM), material handling.
• 37% reported lack of CAD/DfAM skills as a barrier.
• Industry preference: hybrid/mixed learning (online + hands-on).
Proposed Educational Framework
• Hybrid learning: theory + hands-on training.
• Core components: process & machine selection, material selection,
parameter optimization.
• Focus on Design for Additive Manufacturing (DfAM).
• Training includes post-processing techniques.
Educational Initiatives & Case Studies
• MIT xPRO: AM for Innovative Design & Production.
• GE Brilliant Learning: workforce upskilling in AM.
• ASTM Certificate: standards & technical skills in AM.
• Stratasys & Siemens: certification & digital learning platforms.
• University of Michigan AM Lab: project-based learning with FFF, SLA, SLS,
Metal FFF.
Case Study: Cervical Spine 3D Printing
• CT scan → CAD model (C2, C3, C4 vertebrae).
• Used Stereolithography (SLA) with Formlabs Form 3+.
• Applied DfAM principles: support generation, orientation, resolution.
• Result: near-accurate geometry with ~1% variation.
Results & Discussion
• Hands-on & hybrid training effective for skill development.
• Survey confirms workforce skill gap is a major barrier.
• Case studies (bolts, bridge design, cervical bones) enhanced learning.
• Identified limitations: survey sample bias, need for quantifiable metrics,
industry collaboration challenges.
Conclusion
• AM requires skilled professionals in CAD, CAE, DfAM, and materials.
• Educational frameworks strengthen workforce capabilities.
• Hybrid training enhances inclusivity and practical learning.
• Bridging workforce gaps is key to AM adoption across industries.
Citation and link:
Abhishek Singh, Pinyi Wu, Chinedum Okwudire, Mihaela Banu,
Advancing workforce development through additive manufacturing education and training,
Manufacturing Letters,
Volume 44, Supplement,
2025,
Pages 1637-1648,
ISSN 2213-8463,
[Link]
([Link]
Future Work
• Integration of AR/VR for simulation-based training.
• Adaptive AI-driven learning for personalized training.
• Development of global standards & certifications.
• Increased university-industry collaboration for AM workforce
development.