Industrial Training Programs Research Articles

The US-Japan Industry and Technology Management Training Program: a new model for transnational collaboration and education for high-technology business

The United States Air Force Office of Scientific Research (AFOSR) on behalf of the Department of Defense has funded the US–Japan Industry and Technology Management Training (JITMT) Program involving universities in merit–based competition since 1991 to increase understanding of the Japanese technology management practice. The main objective of this program is to upgrade the US industrial infrastructure by increasing the rate of investment in training and research dissemination. This paper gives an overall assessment of the ability of the program to organise and promote the exchange of research and industrial training in such a way as to engage US government agencies and firms with their Japanese counterparts. The strategy for interaction includes a large number of topical symposia, workshops, distance education, teleconferencing, and training via internship programs.

Software Engineering Education for the Knowledge Creating Society

For several years, the focus of management has shifted to software production in all divisions of the Hitachi group. In the development of software products, it is necessary to satisfy not only the function, the performance, and the usability but also various requirements for cost, delivery date, quality, extendibility, and maitainability. SEP: Software Engineering Project course is perhaps one of the most advanced industrial training programs for software engineering in the world. Two factors are particularly important: emphasis on both technical and managerial topics, and continuous improvement of the course. The SEP will result in improved software engineering capabilities for Hitachi, both in the nearterm and long-term future of the knowledge creating society.

A framework for evaluating the effectiveness of technology‐assisted learning

The purpose of this paper is to provide a basis for the evaluation of educational and training programs in commerce and industry. Official statistics highlight the lack of training evaluations and point to a need for critical appraisal of training efforts. Evaluation is presented as a systematic process for investigating the merit and worth of education and training. A holistic approach that synthesises six key factors is outlined, with examples from technology‐assisted learning, management and staff training. This hexagonal evaluation model comprises: ethics, costs, coverage, objectives, effects and stakeholders.

戦後における企業内教育の展開

The purpose of this paper is to clarify the characteristics of the developmental process of in-house training in Japan. The factors which contributed to the realization of the high economic growth have been discussed from the various viewpoints. We want to consider the significance of an in-house training system which largely supported the formation of diligent employees in this paper, forcusing on the case of Matsushita Electric Industrial Co. Ltd., one of the largest enterprises in Japan.First, in-house training, the training of foreman, in postwar Matsushita were initiated by Kounosuke Matsushita, the president of the company, who was eager to learn management techniques from the US during the rehabilitation period. Then the techniques of Training Within Industry (TWI) and Management Training Program (MTP) were introduced in 1950, and refined to meet the company's context later on.The “Personnel Principles” established in 1957. They demonstrated basic concepts and directions of in-house training, and they paralleled rapid growth of the company in size and its production. The department of in-house training, which eagerly promoted enlargement of in-house training into all workshops and all levels in organizations, was set up in the head office in 1960.At Atami Conference of 1964 all the management problems of the economic slump and mature markets were severely discussed. However, all activities relating to in-house training were stopped for a time, and “The Principles on Long Term Human Development” were set up 1965 after an intensive discussion. Thereafter based on the principles, the department of in-house training in the head office proceeded with the training of middle management and with the promotion of various kinds of job education, at the same time the head of each workshop had responsibilities to train his workers in his own workplace.

Development of privatized operator training and certification programs for Malaysia

Wastewater operator training and certification programs are needed to protect public health and the environment. These training and certification programs are also needed to protect the capital investment in the facilities and to ensure that the facilities are in compliance with government regulations. The Government of Malaysia has passed an Act requiring the certification of municipal wastewater (sewage) treatment plant operators. ENSEARCH (a Malaysian professional organization) has prepared a program to develop municipal and industrial wastewater operator training and certification programs. The procedures developed begin with separate advisory committees for both the operator training and certification programs. The committees work together throughout the entire development and implementation process. The first step is to develop “Need-to-Know” criteria which identify the knowledge and skills needed to safely operate and maintain a wastewater treatment facility. These criteria are used to develop both the training and certification programs and also the training materials and the certification examinations. After development of the training materials and certification examinations, both are reviewed, tested and the results are evaluated. The nex t step is to determine the effectiveness of the training and certification program by evaluating operator and plant performance. Recommendations for implementation include four levels of operator training and certification: (1) Basic, (2) Middle, (3) Advanced and (4) Administration/Management/Supervision.

Perceptions of the operations of the public authority for applied education and training (PAAE&T) into the industrial training programme: Kuwait

In Kuwait, despite the need for indigenous skilled manpower able to absorb, manage, develop and adapt the imported technology in the various sectors of the economy, the performance of the Public Authority for Applied Education and Training (PAAE&T) in supplying the country with semi-skilled and skilled Kuwaitis in the various disciplines and profession is not up to the expected standard. The lack of academic and managerial facilities, low standard of registered students, low number of females involved, lack of linkage with industry, the standard of services provided by industry, the availability of educational materials in the selected colleges, and low staff morale are some of the obstacles hindering the PAAE&T. This paper examines the performance of the PAAE&T in achieving its objectives during the last 10 years particularly with respect to the Industrial Training Programme. The study is based on extensive field work that encompassed a review of the related literature, questionnaires and personal interviews with selected deans, staff and students at the PAAE&T. In addition, to obtain a wider view of the subject under investigation, personal interviews with key figures and direct supervisors in the industrial sector were also conducted. Finally, the paper argues that unless the PAAE&T recognises and implements a strong linkage with industry, its contribution to combat the shortage of Kuwaiti skilled manpower will be minimal. This, in its turn, will lead to the country's being dependent on expatriates for years ahead.

Development of privatized operator training and certification programs for Malaysia

Wastewater operator training and certification programs arc needed to protect public health and the environment. These training and certification programs are also needed to protect the capital investment in the facilities and to ensure that the facilities arc in compliance with government regulations. The Government of Malaysia has passed an Act requiring the certification of municipal wastewater (sewage) treatment plant operators. ENSEARCH (a Malaysian professional organization) has prepared a program to develop municipal and industrial wastewater operator training and certification programs. The procedures developed begin with separate advisory committees for both the operator training and certification programs. The committees work together throughout the entire development and implementation process. The first step is to develop “Need-to-Know” criteria which identify the knowledge and skills needed to safely operate and maintain a wastewater treatment facility. These criteria arc used to develop both the training and certification programs and also the training materials and the certification examinations. After development of the training materials and certification examinations, both are reviewed, tested and the results are evaluated. The next step is to determine the effectiveness of the training and certification program by evaluating operator and plant performance. Recommendations for implementation include four levels of operator training and certification: (1) Basic, (2) Middle, (3) Advanced and (4) Administration/Management/Supervision.

Results of a survey to assess curriculum needs for academic training programs in hazardous substances.

With the advent of new industrial hygiene academic training programs in hazardous substances, located at nine United States universities, a curriculum needs assessment survey was developed at the University of Minnesota and completed by members of the joint American Industrial Hygiene Association/American Conference of Governmental Industrial Hygienists Hazardous Waste Committee and members of the Health and Safety Subcommittee of the Hazardous Waste Action Coalition. The survey asked respondents to indicate whether 27 course subjects (1) should be required, (2) may be required or elective, (3) should be elective, or (4) should not be offered. Respondents were also asked to recommend additional course subjects, research needs in the hazardous materials and waste field, and certifications to be pursued. Results from 50 completed surveys (50% response rate) showed that about half of the respondents work for consulting companies and have more than 15 years of experience in the hazardous material or waste field. The courses receiving the most "required" responses included (1) the relevant regulations, (2) worker training in health and safety, (3) waste management technology, (4) pollution prevention, and (5) treatment technology. Of elective subjects, respondents recommended education in communications, public affairs, negotiations and conflict resolution, property inspection, government relations, and air pollution modeling. Respondents indicated the strongest research needs were in the areas of direct reading instruments (improved versions and their use for personal exposure monitoring) and heat stress management of personnel wearing protective clothing. Respondents felt that the best qualifications to pursue after graduation were the Certified Industrial Hygienist designation alone, or in combination with the Certified Safety Professional designation.

Results of a Survey to Assess Curriculum Needs for Academic Training Programs in Hazardous Substances

With the advent of new industrial hygiene academic training programs in hazardous substances, located at nine United States universities, a curriculum needs assessment survey was developed at the University of Minnesota and completed by members of the joint American Industrial Hygiene Association/American Conference of Governmental Industrial Hygienists Hazardous Waste Committee and members of the Health and Safety Subcommittee of the Hazardous Waste Action Coalition. The survey asked respondents to indicate whether 27 course subjects (1) should be required, (2) may be required or elective, (3) should be elective, or (4) should not be offered. Respondents were also asked to recommend additional course subjects, research needs in the hazardous materials and waste field, and certifications to be pursued. Results from 50 completed surveys (50% response rate)showed that about half of the respondents work for consulting companies and have more than 15 years of experience in the hazardous material or waste field. The courses receiving the most “required” responses included (1) the relevant regulations, (2) worker training in health and safety, (3)waste management technology, (4) pollution prevention, and (5) treatment technology. Of elective subjects, respondents recommended education in communications, public affairs, negotiations and conflict resolution, property inspection, government relations, and air pollution modeling. Respondents indicated the strongest research needs were in the areas of direct reading instruments (improved versions and their use for personal exposure monitoring) and heat stress management of personnel wearing protective clothing. Respondents felt that the best qualifications to pursue after graduation were the Certified Industrial Hygienist designation alone, or in combination with the Certified Safety Professional designation.

COMPUTER-BASED INSTRUCTION AS A DIAGNOSTIC TOOL FOR SAFETY TRAINING OF MINE WORKERS

The most recent federal mandate in mine health and safety was the Federal Mine Safety and Health Amendments Act of 1977, Public Law 95–164, which amended Public Law 91–173. The impact of the 1977 Act is not specifically in the areas of regulating and enforcing health and safety standards, but rather in mandatory health and safety training. The current research explores the effectiveness of computer-based instruction as an instructional tool and medium, and evaluates the situations in which it can be integrated into mining industry training programs to enhance their effectiveness. As an example, this study addresses certain aspects of annual refresher training to judge the suitability and acceptability of computer-based instruction as a training-and-diagnostic tool for the safety training of mine workers. The program design and development phases, along with implementation experience at two underground coal mines, will be discussed; cost-effectiveness of such a computer-based training aid will be examined. Overall, the computer-based approach of this study is important and relevant to miner training programs and can be successfully integrated into mine safety training programs to enhance the effectiveness of such endeavors.

The Selection and Development of Indonesian Graduates in an Industry Training Program

The Selection and Development of Indonesian Graduates in an Industry Training Program

A developmental package of interactive software for illustrating power-system protection principles in educational and industry training programs

This paper describes the philosophy, development and use of a series of microcomputer-based software packages which assist in the analysis and demonstration of some fundamental concepts associated with power system protection and related areas. These easily-used, interactive programs employ extended screen color graphics capabilities to demonstrate fundamentals of steady-state synchronous-machine behavior, instrument transformers, time-overcurrent relay operation, directional relaying, percentage differential protection of a generator, and distance relaying. They include the display of instructions and tutorials, parameter values and numerical results, phasor diagrams, one-line diagrams, circuit diagrams, and device animation as appropriate. The software described is representative of what the authors envision to ultimately form a very comprehensive but expandable set of training modules for the power-system protection area. The modules are applicable to both academic power programs and industry training efforts. >

An industrial pretreatment facility inspector training program

The US federal pretreatment regulations have created a demand for qualified pretreatment facility inspectors. The objectives of the General Pretreatment Regulations are to protect publicly owned treatment works (POTWs), prevent pollutants from upsetting treatment processes, improve opportunities to reclaim or recycle wastewaters and sludges and reduce health and environmental risks from discharge of toxic pollutants to POTWs. Pretreatment inspectors have the responsibility of protecting municipal wastewater collection systems, treatment plants and the environment from the damage that may occur when industries discharge hazardous or toxic materials into a wastewater collection system. The inspectors must possess the knowledge and skills to perform their jobs safely and fairly. To meet this need, a training program using the independent-study (correspondence) format was developed and field tested. Experienced inspectors active in the field prepared the training material on the basis of what pretreatment facility inspectors “need to know” to do their job. The training program has been implemented and used by inspectors as home-study or self-paced instruction (correspondence) as well as by colleges and universities as a textbook in formal classes. Since 1988 over 1600 persons have successfully completed this training program and over 7000 copies of the training manual have been sold throughout the world. In areas where the training program has been used, the results of an effective pretreatment program using qualified inspectors is very impressive. An agency with a training program that produces competent inspectors can have an effective pretreatment program.

Needs Analysis Theory and the Effectiveness of Large‐scale Government‐sponsored Training Programmes: A Case Study

Reports on a study of current and past training literature which suggests that, to be effective and to isolate both training needs and those problems having other, non‐trainable solutions, training must be preceded by a needs analysis. Proposes a needs assessment model to illustrate an optimum needs assessment process, and compares this model with the Ontario Government′s “Ontario Skill” (OS) programme, a multi‐million dollar, provincially‐funded training scheme. If, as the literature suggests, needs assessment must preclude training, then it is likely that OS monies are being wasted, as under the current administrative system it is virtually impossible to conduct in‐depth assessments. Suggests ways in which needs assessment can be improved, by shifting the burden from the Government′s consultants onto specially‐trained employer representatives. It is felt that such a shift would enable sufficient time to be spent on the thousands of needs assessments conducted every year under the auspices of this massive training initiative. The methodology suggested here would be applicable to any large‐scale provincial or state‐run industrial training programme.

Training-Program Expectations

The expectations that graduates have of the industry's training programs do not necessarily match the reality of the experiences they will receive. The result is often discontented employees; others leave the industry altogether. While misunderstandings exist about length of program, hours required, and specializations to be learned, the greatest discrepancies involve such after-training expectations as raises and relocation assistance. For example, students expect a 13-percent raise after training, but only half the companies give raises (the average is about 1 0 percent). Ninety percent of the students expect relocation assistance, yet only 60 percent of the companies offer such assistance. Better communication is needed between companies and schools, and educators must encourage students to examine in detail a wide variety of opportunities before accepting their first job.

Training-program expectations: A conundrum

This simple study reveals significant differences between students' perceptions of the industry's training programs and what's actually out there. Such misunderstandings may lead to job dissatisfaction, discontented new managers, and unnecessary turnover

Turn your “happy sheets” into professional growth plans

Performance + InstructionVolume 30, Issue 5 p. 9-10 Article Turn your “happy sheets” into professional growth plans Elda Darlene Zounar, Corresponding Author Elda Darlene Zounar EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464. Elda Darlene Zounar currently conducts job/task analysis in Environmental and Waste Management at EG&G Rocky Flats, Inc. Elda has worked with various training programs in business and industry, government, and education since 1973. Elda Darlene Zounar, EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464. Rebecca M. Whittington, EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464Search for more papers by this authorRebecca M. Whittington, Corresponding Author Rebecca M. Whittington EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464 Rebecca M. Whittington is an acting manager for phased Resumption of Plutonium Operations at EG&G Rocky Flats. In 1989, she took the Doctorate of Philosophy in Education with a specialization in Principles and Models for Planning, Developing, and Evaluating Programs from the University of Tennessee, Knoxville. She has an M.S. in Instructional Technology from Rochester Institute of Technology. Becki has fifteen years of experience in the training industry. Elda Darlene Zounar, EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464. Rebecca M. Whittington, EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464Search for more papers by this author Elda Darlene Zounar, Corresponding Author Elda Darlene Zounar EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464. Elda Darlene Zounar currently conducts job/task analysis in Environmental and Waste Management at EG&G Rocky Flats, Inc. Elda has worked with various training programs in business and industry, government, and education since 1973. Elda Darlene Zounar, EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464. Rebecca M. Whittington, EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464Search for more papers by this authorRebecca M. Whittington, Corresponding Author Rebecca M. Whittington EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464 Rebecca M. Whittington is an acting manager for phased Resumption of Plutonium Operations at EG&G Rocky Flats. In 1989, she took the Doctorate of Philosophy in Education with a specialization in Principles and Models for Planning, Developing, and Evaluating Programs from the University of Tennessee, Knoxville. She has an M.S. in Instructional Technology from Rochester Institute of Technology. Becki has fifteen years of experience in the training industry. Elda Darlene Zounar, EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464. Rebecca M. Whittington, EG&G Rocky Flats, Inc., P.O. Box 464, T130C, Golden, CO 80402-0464Search for more papers by this author First published: May/June 1991 https://doi.org/10.1002/pfi.4170300504 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume30, Issue5May/June 1991Pages 9-10 RelatedInformation

Participation in industrial training programs

Two questions suggested by the recent literature on the matching of workers and firms are examined. The first relates to differences in the proportion of workers that participate in industrial training programs in large and small firms. The second relates to the characteristics of workers who participate in such programs. The major finding of this study is that workers in large firms are more likely to participate in industrial training programs than similar workers in small firms; the large-small firm training program participation rate differential is less, however, among low productivity workers than among high productivity workers. Additionaly, workers with vocational training received outside of a work setting are just as likely to find employment in small firms as in large ones.

The ASA Section on Statistical Education: A Historical Note

The ASA Section on Statistical Education: A Historical Note

Learning and transfer effects in simulated industrial information processing tasks

Practice and alternation among a set of jobs are the characteristics of any jobbing industry. Learning and transfer of learning, which are the main human factors issues in practice and alternation, were investigated through laboratory simulation of two typical industrial information processing tasks. In the first experiment a location task was examined while a search task was investigated in experiment two. In both experiments two levels of task complexity, two groups of subjects, and two positions were combined in a 2 × 2 latin square formation with 800 trials in each task level. The results show that learning pattern appears to be task dependent, with quicker learning in location tasks than in search tasks. Learning also transfers differently for the tasks considered. Implications for the industrial training program for assembly tasks are discussed.