ï - mhlw.go.jp · To develop this manual, we utilized “PROTS, CUDBAS”, and “Theory and Practice of Vocational Training”. Developing the Vocational Training Instructors Manual

背幅9㎜

CONTENTS

Developing the Vocational Training Instructors Manual �� i

Chapter 1 VT Purpose and Role of Concerned Personnel ��11.1 Purpose of VT ...............................................................................................................................................................21.1.1 AbstractdefinitionofVT ..............................................................................................................................................21.1.2 Problems to solve .........................................................................................................................................................21.1.3 As a way to solve problems ..........................................................................................................................................21.2 EnvironmentSurroundingVT ......................................................................................................................................41.2.1 Changesintheindustry ................................................................................................................................................41.2.2 Changesinpeople .........................................................................................................................................................41.2.3 Changesinpolicy .........................................................................................................................................................61.2.4 Summary .......................................................................................................................................................................81.3 LawsandPracticeofVT ..............................................................................................................................................91.3.1 Provisionsoflaws .........................................................................................................................................................91.3.2 Legalstructure ..............................................................................................................................................................91.3.3 Contentofprovisions ...................................................................................................................................................91.3.4 Lawsanddivisionofrolesinpractice ........................................................................................................................151.3.5 Trainingevaluation .....................................................................................................................................................151.4 FunctionsforVTImplementation ..............................................................................................................................161.4.1 Analysis&planning ...................................................................................................................................................161.4.2 Design .........................................................................................................................................................................161.4.3 Development ...............................................................................................................................................................161.4.4 Implementation ...........................................................................................................................................................191.4.5 Traineeassistance .......................................................................................................................................................201.4.6 Management ...............................................................................................................................................................211.5 PersonsinChargeofEachFunction...........................................................................................................................231.5.1 Personsresponsibleforlong-termtrainingcourses ....................................................................................................231.5.2 Personsresponsibleforshort-termtrainingcourses ...................................................................................................231.5.3 Personsresponsiblefordevelopment,implementationandtraineeassistancefunctions ..........................................241.6 TrainingofVTConcernedPersonnel .........................................................................................................................261.6.1 Institutionsspecializedintrainingnewinstructors ....................................................................................................261.6.2 Off-JTatexternalinstitutions .....................................................................................................................................271.6.3 OJTatVTinstitutions ................................................................................................................................................27

Chapter 2 Management and Evaluation of VT ��292.1 PerspectiveofVTManagement .................................................................................................................................292.1.1 PDCA:VTimprovementcycle ..................................................................................................................................292.1.2 POCE ..........................................................................................................................................................................292.1.3 RelationshipbetweenPDCAandPOCE ....................................................................................................................292.2 ManagementPerspective ............................................................................................................................................322.3 ManagementObjects(ExamplesofManagementItems) ..........................................................................................332.3.1 Examplesofmanagementitemsrelatedtotrainingobjective ....................................................................................332.3.2 Examplesofmanagementitemsrelatedtoattainmentobjective ...............................................................................332.3.3 Managementitemsconcerningrationalityandefficiencytowardobjectiveoftraining ............................................342.4 ActualEvaluation .......................................................................................................................................................432.4.1 FivelevelsofVTevaluation ......................................................................................................................................432.4.2 Reflectionofevaluationresultsinthetrainingcourse ...............................................................................................472.5 TrainingManagementSystemandEvaluationPlan ...................................................................................................502.5.1 Managementsystem ...................................................................................................................................................50

2.5.2 Evaluationplanandworkflow ....................................................................................................................................50

Chapter 3 Setting Up a VT Course ��533.1 TrainingNeedsandVTCourse ..................................................................................................................................533.1.1 Trainingneeds=problemsofsociety .........................................................................................................................533.1.2 Sourceofthetrainingneeds(localgovernments,companies(associations),individualpersons,andfamilies) .......533.1.3 Identificationofconcernedpersonnelandtheirexpectations ....................................................................................533.1.4 ProcedureofsettingupaVTcourse ..........................................................................................................................533.1.5 Roles of the VT course ...............................................................................................................................................543.1.6 Coordinationwithrelatedmeasures ...........................................................................................................................553.2 SurveyofTrainingNeedsandPlanningofaVTCourse ...........................................................................................563.2.1 Surveyandanalysisoftrainingneeds ........................................................................................................................563.2.2 SettingupaVTcourse ...............................................................................................................................................573.3 DesignoftheVTCourse1 .........................................................................................................................................583.3.1 SettingoutcomeobjectivesoftheVTcourse .............................................................................................................583.3.2 EvaluationplanoftheVTcourse ...............................................................................................................................593.3.3 SettingattainmentobjectiveofgraduatesfromVTcoursecorrespondingwithpurposeandoutcomeobjective

of the VT course .........................................................................................................................................................603.4 DesignoftheVTCourse2 .........................................................................................................................................613.4.1 Settingthetrainingplan(curriculum)forthetraineestoachievetheirattainmentobjectives ...................................613.4.2 Attainmentobjectivesandtrainingitems ...................................................................................................................623.4.3 CurriculumdevelopmentbasedonVTstandards .......................................................................................................643.4.4 Curriculumdevelopmentbasedonabilityanalysis ...................................................................................................673.4.5 Curriculumdevelopmentbasedontargetanalysis .....................................................................................................743.4.6 Curriculumdevelopmentbasedonworkobservation ................................................................................................773.5 DevelopmentofTrainingEvaluation .........................................................................................................................803.5.1 Trainingevaluation .....................................................................................................................................................803.5.2 Flowandtypesoftrainingevaluation ........................................................................................................................803.5.3 Fourperformanceattributesoftrainingevaluation ....................................................................................................803.5.4 Relationshipwiththelevelevaluation .......................................................................................................................823.5.5 Timingoftrainingevaluation .....................................................................................................................................823.5.6 Outlineofevaluationmethods ....................................................................................................................................833.6 DevelopmentofTrainingAssignments/Materials ......................................................................................................883.6.1 Trainingassignment ...................................................................................................................................................883.6.2 Trainingmaterials .......................................................................................................................................................913.7 DevelopmentofClassPlans .......................................................................................................................................963.7.1 Classplans ..................................................................................................................................................................963.8 CaseExamples ..........................................................................................................................................................1003.8.1 Caseexamplesoftrainingevaluation ......................................................................................................................1003.8.2 Caseexamplesoftrainingassignment(includingdevelopmentassignments) ........................................................1013.8.3 Caseexamplesofassignmentsandtrainingmaterials ............................................................................................1033.8.4 Caseexamplesofclassplans ....................................................................................................................................109

Chapter 4 Lesson Instruction Skills ��1134.1 RolesofLessons .......................................................................................................................................................1134.2 LessonPlans .............................................................................................................................................................1144.2.1 Rolesoflessonplans ................................................................................................................................................1144.2.2 Clarifyingthepurposesoflessons ...........................................................................................................................1164.2.3 Clarifyingattainmentobjectivesandtrainingitems .................................................................................................1174.2.4 Lessondevelopment .................................................................................................................................................1194.3 InstructionMethodsCorrespondingtoTrainingItems ............................................................................................123

4.4 ExampleofLessonPlans ..........................................................................................................................................1294.5 DesignofTrainingAssignments ..............................................................................................................................1344.5.1 Importanceofdesigningtrainingassignments .........................................................................................................1344.5.2 Designprocessesfortrainingassignments ...............................................................................................................1344.5.3 Exampleoftrainingassignmentsdesign ..................................................................................................................1354.5.4 Trainingassignmenttypes ........................................................................................................................................1374.6 EvaluationDesign ....................................................................................................................................................1414.6.1 Importanceofevaluationdesign ..............................................................................................................................1414.6.2 Targetsforassignmentevaluation ............................................................................................................................1414.6.3 Pointallocationplanfortrainingassignments .........................................................................................................1424.6.4 Highly-objectivemarking .........................................................................................................................................1434.7 ImplementationofLessons .......................................................................................................................................1444.7.1 Motivationoftrainees ...............................................................................................................................................1444.7.2 Easy-to-understandspeechfortrainees ....................................................................................................................1454.8 ResponsetoDifficultiesofTrainees .........................................................................................................................147

POSTSCRIPT ��149

APPENDIX ��1531 AnalysisofVTInstructor’sOperationsandDutiesandHumanResourcesDevelopment ......................................1531.1 Purpose .....................................................................................................................................................................1531.2 RolesoftheorganizationandtheidealimageofVTinstructors .............................................................................1531.3 Settingthehumanresourcesdevelopmentobjectives ..............................................................................................1531.4 Developmentstages ..................................................................................................................................................1561.5 RecommendationsontheVTinstructorsdevelopmentprogramindevelopingcountries .......................................1562 SkillMap ..................................................................................................................................................................1582.1 Outlineofskillmap ..................................................................................................................................................1582.2 Formatsofskillmap .................................................................................................................................................1582.3 Skillmapmodel ........................................................................................................................................................1603 VocationalAbilityEvaluationStandards ..................................................................................................................1643.1 CharacteristicsoftheVocationalAbilityEvaluationStandards ...............................................................................1643.2 CompositionoftheVocationalAbilityEvaluationStandards ..................................................................................1643.3 Classificationaccordingtotherolesandassignments .............................................................................................1653.4 ListofAbilityUnitsbyJobCategory .......................................................................................................................1653.5 VocationalAbilityEvaluationStandardsbyAbilityUnit .........................................................................................166

Vocational Training Instructors Manual for ASEAN Development Committee ��168

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Developing the Vocational Training Instructors Manual

Consideringtheemploymentconditionsbasedonvariousindustriesandeducationalcommunities,thevocationaltraining(VT)inJapanhasmadecontributionstothesocietyinordertoachievethepurposeofenactingtheHumanResourcesDevelopment (HRD)PromotionAct, namely to achieve employment stability for laborers including to develop and toenhancetheirvocationalability.TheVTcoursesprovidedhavechangedtheirforms,suchastrainingfortheunemployed,trainingforjuniorhighschoolgraduates,trainingforthoseleavingortransferringjobs,upgradingtrainingforemployedworkers,andadvancedtrainingforhighschoolgraduates.

InJapan,VTinstructorsworkingforpublicVTinstitutionshavesparednoeffortinsupportingVTrelatedactivities.Beforetheimportanceofprocessmanagement(PDCA)regardingorganizationmanagementwasrecognized,theychangedandadjusted theVTcourse contentwith the focusonemployment conditions, industrial trends, and the trends amonggraduates, while developing, operating, and enhancing VT courses. Needless to say, not only changing the trainingmaterials, but also reviewing the training courses, including changing instructionmethodswas required to change thetwo-yeartrainingcoursetargetingjuniorhighschoolgraduatestoaone-yeartrainingcoursemainlytargetingjobseekers.Currently,theVTcourseforunemployedworkershasbeenimplementedforsixmonthsbasedontwotrainingobjectives(onetrainingobjectiveisachievedinthreemonths)whichareadaptedtotheconditionsoflocalindustries.ThisVTcourseforunemployedworkersiscalled“SystemUnitTraining”whichadoptstheconceptofILOmoduletraining.ThistrainingmethodisdevelopedfromVTmanagementknowhowaccumulatedbyVTinstructors.Thistrainingmethodhasmaintainedahighemploymentrate.

Global intergovernmentalcooperation in thefieldofHRDwasofficiallystarted in1961. In this framework too,VTinstructorsweredispatchedfromtheOverseasTechnicalCooperationAgency(currentlyknownasJapanInternationalCooperationAgency(JICA))aslong/short-termVTexpertstodevelopingcountriesinordertooperateandmanageVTinstitutions including the implementation ofVT courses.By doing so, they have played a part in the development ofindustrialhumanresources inoverseascountries.The trainingformsactuallyvarieddependingon thecountry, suchasVTforgraduatesfromschoolsandVTforemployedworkers.ThecharacteristicpointinthiscooperationmethodwasnotmerelytointroducetheVTsystemofJapanintoeachcountry,buttoengageinVTsystemsandoperationofVTinstitutionsincollaborationtogetherwitheachcounterpartwhiletheindustrialconditionsandeducationalsystemsofeachcountrywereconsidered.WecansaythatthiscooperationmetthepurposeofinternationalcooperationsupportwhereVTinstitutionswereoperatedbyeachcountrythemselvesaftertherelevantcooperationprojectended.

Asmentionedearlier,theJapaneseVTinstructorshaveexaminedtheentireconceptofeducationaltrainingandhaveimplementedavarietyofVTcourseshavingtheirfocusonthepointastowhatkindofVTcoursescanreallyleadtosocietalcontributionswithina legal framework that supportspublicvocational training.Wehavemanaged training institutionsandequipment,preparedtrainingmaterials,andexaminedeffectivetrainingmethodsinordertoachieveacertainlevelof training results to thepointwherewearenow.Ourexperienceof implementingVTcourses in Japanenabledus toconductVTbasedonaconsiderationofrelatedconditionsofeachcountry(industrialandeducationalconditions)withintheinternational-cooperationframework.

ThismanualcontainsthemanagementknowhowofVTinstitutions,andVTcourses,andtheknowhowregardinginstructionsforpracticeandtheoreticalsubjectsaccumulatedbyVTinstructorsoverthelastthreeyears.

We introducedPDCA trainingmanagement,persons inchargeofPDCAaswell asmanagementandevaluation(POCE)inthefirstyear(2013).Wepickeduptheneedforanalysis,planning,designanddevelopmentofVTcoursesbytrainingmanagementinthesecondyear.Inthethirdyear,weintroducethecoreoftheinstructor’smanualwhichistheinstructionskillsforclassprocedure.

ItisinevitablynecessarytorefertoservicesandworkdonebyVTinstructorsandconcernedpersoninchargeand,itwillbeusefultothenewlyrecruitedinstructors.

WehopethatthismanualwillserveashelpfordevelopmentofindustrialhumanresourcesinASEANcountries.WealsodesirethattirelesseffortswillbemadesothatallVTconcernedpersonnelcanmakefurthercontributionstothesocietywiththeuseofthismanualwhileworkingwithchallengingandrewardingfeelings.

To develop this manual, we utilized “PROTS, CUDBAS”, and “Theory and Practice of Vocational Training”.

DevelopingtheVocationalTrainingInstructorsManual

ii

Finally,wewouldliketoexpressourgratitudetoallVTpersonnelthattookpartinthedevelopmentofthemanualsfortheirunderstandingandfortheutilizationofthematerialsinthesemanualsforreference.

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Chapter 1 VT Purpose and Role of Concerned Personnel

Whatarethe“results”ofvocationaltraining?ThepurposeofJapan’spublicVTisdefinedbythelawsas“topromotethedevelopmentandimprovementofhumanresourcedworkersneedfortheirjobs…andtherebytoensureemploymentsecurityandimprovementofthestatusofworkers”.Putsimply,thepurposeofimplementingVTistohelpitsparticipantgetajoborforworkerstoreceivebettertreatment.Lookinginmoredetail,wefindvarioustypesofVTcoursesinJapan,eachofwhichhasdifferentpurposes.Eachtrainingcourseisdesignedforaspecificparticipantgroupsuchasunemployedworkersandemployedworkers,andtheexpectedresultsvarydependingonthecourse.Itmaybetogeta joborsolveproblems are facing companies, for example.Similarly, expectationson results of aVTcoursevarydependingon thecountry,region,ageandotherfactors.Itisimportantfortheindustrialsectors,trainees,laborunions,occupationalparties,industrial associations, localgovernmentsprovidingVT,administrativebodies responsible forVTandotherconcernedpersonnelinvolvedinVTtohaveacommonunderstandingonwhatresultseachVTshouldproduce.

On theotherhand, thereare factors thatadverselyaffect improvementofVTresults.Theymay include:onlyafewlocalcompaniesemploygraduatesfromVTcourses;budgetdeficitdoesnotallowforthepreparationofnecessaryequipment; basic scholastic achievement of trainees is low; VT instructors do not have enough expertise or trainingcapability;andcompaniesareunabletosendtheiremployeestoVT.IftheycontinuesVTwithneglectingtheseconditions,thatdoesnotmeansuccessfulVTimplementation.ItistruethatactualVTimplementationhaschallengesbutresolvingthemonebyonewillcometoimprovetheresultsofVT.

CarryingtheexpectationsVTconcernedpersonnel,VTinstructorsaredevisingwaystoresolvevariouschallengesanddifficultiesintheirinteractionwithtrainees.Inotherwords,VTinstructorsfulfilltheirroles,feelingtheburdenofvariouschallengesanddifficultiesofVTandthecontradictionsthatcausedthem.Inthissense,VTconcernedpersonnelwhoplan&design,developandmanageVTshouldsimplylistentothevoicesofVTinstructorsfacingchallengesanddifficultiesandcontinuouslyimproveVTtogetherwiththem.VTinstructorsshouldalsocontinuetosuggesttheVTconcernedpersonnelformerspecificmeanstoovercomechallengesanddifficultiesinVTimplementation.

TheextentofwhatVTinstructorsbecomeinvolvedinVTPlanning,Design,DevelopmentandManagementmayvarydependingon thecountryand region.The formof their involvementmaychangeaccording to thecircumstancesbut people involved inVT concerned personnel andVT instructors should respect each other’s suggestions in a closecooperativerelationshipandeffectivelyusethelimitedhumanresourcestoenhancetheresultsofVT.

Fromthisperspective,thismanualpresents,inasystematicmanner,variousmethodsnecessaryforVTinstructorsandotherpeopleinvolvedinVTtoenhancetheresultsofVT.WehopethatpeopleinvolvedinVTwhostudythemanualaskthemselveswhatresultstheirVTwillproduce,whethertheresultsoftheVTtheyarepursuingareconsistentwiththeexpectationsoftheircountry,regionandindustry,andwhethertheyaredevisingadequatemeanstoproducetheresultstheydesire.

Chapter1VTPurposeandRoleofConcernedPersonnel

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1�1 Purpose of VT

ThissectiondescribestheperspectiveunderlyingthepurposeofimplementingVTandbasicideaofVT.

1.1.1 Abstract definition of VTIfweweretoaskindividualpersonswhatactivitieseducationandtrainingare,wewouldreceivevariousanswers.A

sceneofeducationandtraininginvolvesinstructorsandlearners.Visualizingsuchascene,manypeoplemaysaythattheyareactivitiesforinstructorstoteachandforlearnerstolearnandenhanceabilities.

Then,whatisthepurposeoftheseactivities?Answerstothisquestionmustgreatlyvarydependingontherespondent.Learnersmayanswer:becauseitisfuntolearn,inordertobecomeXX,tosucceedintheworldortohelpothers.Companiesputtingtheiremployeesthrougheducationortrainingmaysaythattheiraimistoimprovetheproductivityandmotivationortoretainemployeesinthecompany.Inshort,peopleinvariouspositionsexpectresultsaccordingtotheirrespectivepositions.

Tosumup,educationandtrainingare“activitiestoenhancehumancapabilitiestosolveproblemsofsocietyoranorganization”.Societyandorganizationshavevariousproblems.Thosewhoanswerthattheylearnbecauseitisfunmayhavetheproblemthattheywouldbeboredwithlifewithoutanopportunitytolearn.ThosewhoanswerthattheylearntobecomeXXmayhavetheproblemthattheywouldnotbeabletobecomeXXwithoutlearning.Companieswishingto enhance the productivitymay have the problem of low employee productivity.They go through or have others gothrougheducationortrainingbecausetheythinktheycansolvetheseproblemsbydevelophumanabilities.SocietyandorganizationshavevariousproblemsbutthoseweaimtosolvethroughVTarelimitedtothoseconcerning“vocation”.

1�1�2 Problems to solveThen,whatproblemsdopeoplewishtosolvebyimplementingeducationandtraining?Problemsofsocietyand

organizationsareroughlyclassifiedintothreegroups:(1)thoseofregionsincludingthecentralandlocalgovernments;(2)thoseofcompaniesorindustrialassociations,and;(3)thoseoflearners,theirparentsandotherfamilymembers.Belowareexamplesofeachgroup.Expectationstosolvetheseproblemsthrougheducationortrainingconstitutetrainingneeds:

(1)Problemsofregionsincludinglocalgovernments ● Theydesirehuman resourceswhocan leadandopenupnewfields in thepolitics, administration, researchandindustrialpolicyofthecountrytodirectthecourseofthecountryandregions.

● Theydesirepeopleofthecountryandregiontobeindependentandpaytaxtomaintainthesocialfoundationforsocialsecurity.

● Theywishforpeoplewhohavelefttheirjob,droppedoutofschoolorcommittedacrimeandotherpeopleinanunstablestatetobecomeindependent.

(2)Problemsofcompaniesandindustrialassociations ● Theywishtotakenewfieldadvance,andtoconductresearchanddevelopmenttodeploybusinessinthenewfield. ● Theywishtorespondtobusinesschallengesbyintroducingnewtechnologiesandimprovingqualityandproductivity,forexample.

● Theywishforhumanresourcesinvariouscapacitiesincludingexistingstaff,newrecruitsandmid-carrieremployeestoadapttotheirworkplaceandacquireskillsforahigherposition/jobcategory.

● Theywishtomaintainasafeworkplaceandimprovetheworkingenvironmenttocreateafriendlyworkplace.

(3)Problemsoflearners,theirparentsandotherfamilymembers ● Theydesireindependenceofeachfamilymemberandtobuildaneconomicallyandspirituallyrichlife. ● Theywishtoovercomehardshipduetooldageorpoverty.

1�1�3 As a way to solve problemsProblemscausedbylackofabilityarewidelyobservedinsocietyandorganizations.WhenimplementingVT,itis

necessarytodefinewhichoftheseproblemsistobesolved.Thepurposeof schooleducation is toprovidewideand systematicdevelopmentofbasicandcommonabilities

1.1 Purpose of VT

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necessarytosolvevariousproblems.Forrecipients,thepurposeistolearnbasicandfundamentalmattersthatcanbeusedinvariousvocations.

Incontrast,VTputsemphasisonacquiringprofessionalskillsnecessaryintheirfutureworkplaceanditisfairlyclearinwhatVTgraduateswillwork.Graduatesareexpectedtosolveproblemsintheirfutureworkplace.AsVTisanactivitytowardproblem-solving,itisnecessarytodefinetheproblemtobesolvedanddesigntheVTtolearnspecificwaystosolvethe problem.

Therearemeansotherthaneducationandtrainingtosolvetheproblemsofsocietyandorganizations.Forexample,ifthequalityofproductsmadeinaworkplaceispoor,theirqualitymaybeimprovedbytrainingworkershowtoproduceproductsofbetter quality.This is problem-solvingbyVT,but their qualitymaybe also improvedby introducingnewmachines.Ifyouintroducemachinescapableofproducinghigher-qualityproducts,therewillbenoneedtoupgradetheworkers’skillsorimplementVT.ItisdelicatetojudgewhethertointroduceVTtoimprovehumancapabilityorintroducenewmachinesforproblem-solving.Therefore,whenyouchooseVT,it isnecessarytofirstdefinetheproblemtosolveandsharetheproblemamongconcernedpersonnelinvolved.EffectivetrainingispossibleonlywhenVTisplannedandimplementedbasedonproblemsharing.


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1�2 Environment Surrounding VT

TheenvironmentsurroundingVTisconstantlychanging.BecauseitschangesareafactorthatproducesneedsforVT,wesortthemtothreeaspectsofindustry,peopleandpolicy.Thissectiondescribesthreeaspects.

1�2�1 Changes in the industry(1)Changeoftheindustryandtechnologicalinnovation

Forexample,housesusedtobebuiltwithmanyon-sitemanualworksinJapan;carpenterssawedwoodintopiecesofdecidedsizesandplanedandjoinedthemusingnails.Today,manypartsareprecutinaplant,deliveredtothesiteandassembledusingacrane.Thepartsareeasilyandsurelyjoinedusingnuts,boltsandpneumaticnailingmachines.Waterresistanceandseismicresistancehavealsosteadilyimproved.

Technologicalinnovationinthefieldofhomebuildinghasagreatimpactonthetrainingofcarpenters.Forexample,ithasmademanualworksusingasaworplaneextremelyrareinhousebuildingsites.Consequently,skillsandknowledgetolearnthroughVThasbeenexpandedtouseofelectricpowertoolsandpneumaticnailingmachines.

Furthermore,technicalinnovationhasenabledfasterprocessingofmorewoodinafactorywhilemaintainingthequality,whichhasledtocostreduction.Similarly,costreductionfannedcompetitionamongcompaniesinthemanufacturingindustryincludingautomobileandelectricappliancestowardMicroElectronicsthatcombinesmanufacturingsystemandrobotsandissuitableforsmall-rot-multi-production.

(2)OverseasbusinessadvanceWithrapidappreciationoftheyenandtheadvanceofforeignenterprisesinSoutheastAsia,theadvanceofJapanese

enterprisesinSoutheastAsiabeganinearnestinthe1980s.Bytransferringlabor-intensiveparts(ex.lineproduction)ofmanufacturingprocessesfromJapanwhere laborcost ishigh tooverseas, theysought toreducecostandensured theircompetitiveness in the globalizedmarket.Moving production bases to the hugemarket ofChina andSoutheastAsiancountriesthatareachievingremarkableeconomicgrowthsavesthestepsofmaterialimportandproductexportandtherebyreducestransportationcosts.

OverseasbusinessadvancegeneratesnewneedsforVT.Forexample,themanufacturingindustryhadtorespondtothechangefromtheJapaneseIndustrialStandards(JIS)totheInternationalOrganizationforStandardization(ISO).Thiswasasignificantchangeincludingdrawingsandworkingaccuracysymbolsforworkers.VTmeetstheneedsbyprovidingshort-termtrainingprogramsforworkers.

The transferofproductionbases to low-labor-costcountriesand regionsnear themarketdiminishedproductionactivities in Japanand led tohollowingoutof its industry.Transferofproductionbaseshas equally reduceddomesticemployment. Beyond industrial structure and employment, the phenomenon weakened Japan’s technological strengththroughoverseasassignmentofskilledengineersforinstructiontolocalemployees.

Similarly,ASEANcountries that are heavily dependent on foreign capital and that donot havemanydomesticcompaniesareconcernedthatproductionmightbetransferredtoothercountriesiftheirincomerisestoacertainlevel.

(3)ChangesinindustryandVTAsdescribedabove,technologicalinnovationthataccelerateswithtimecausedchangesintheindustrialstructure

andinfluencedtrainingcontentsthroughneedstorespondtothechanges.AswiththeconceptofthePDCA(plan-do-check-act) cycle thatwas introduced for smoothoperationofproductionmanagement,qualitycontrol andothermanagementworksinbusinessactivities,asystemwithaVTmanagementcycleof“plan,implementation,evaluationandimprovement”oftrainingwasintroducedtoVTandhasbeenmodifiedtosuitsVTneeds.

1�2�2 Changes in people(1)Bipolarizationofskilledworkers

Inthepastautoindustry,alargenumberofworkersworkedbasedondivisionoflabor.ButrecentlyintroductionofME(MicroElectronics)gaveadvancedlabor-saving.Mosthandworkshavebeenreplacedbyroboticmanipulationbyoperators.Incountrieswithanabundantlow-wagelaborforce,lineproductionbyforeigncapitalhasbecomemainstreamratherthanexpensiveplantinvestment.Onanelectricappliancemanufacturingfloor,forexample,componentsflowoneafteranotheronconveyerstoworkersstandinglessthanonemeterapartinanarrowspace.Theprocessisbasedonhigh

1.2EnvironmentSurroundingVT

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divisionoflabor;soldering,tighteningscrews,assemblingandinspection,forexample.Thereisasignificantchangeinmanufacturingsystem.

BipolarizationofskilledworkershasprogressedinbothMEplantsmanufacturingelectronicpartsandlineproductionplantsthatassemblethesepartsandbodies.ThereareworkerswhooperatearobotcontrollerasprearrangedinMEplantsandsingleskilledworkerswhoneedonlyoneskillsuchassolderinginLineproduction.Ontheotherhand,responsetojobchanges,troubleshootingandproblem-solvingrequirehigher-levelskilledworkerswithacomplexofskills.

Thebipolarizationisavisiblephenomenonalso inVTandhasgivenrise toaVTsystemofCBT(CompetencyBasedTraining)thatcombinescurriculaandteachingmaterialsbasedoncompetencyunittosuittheneeds.Thesystemhasfewertraineeeligibilityconditionssuchasacademicqualificationsandcanbeimplementedinashortperiodoftime.Forhightechnologies,aMechatronicstrainingcoursewassetupcombiningtheexistingmachinetrainingcourseandtheelectricalandelectronictrainingcourse.Thisisalong-termcoursefortwoyearsormoredesignedfortraineeswithlearningequivalenttohighschoolgraduation.

(2)ChangesinemploymentpracticeLifetimeemploymenthadbeenestablishedasanemploymentcustominJapan.Employeeslearnedskillsandthe

wayofworking inonecompanyovera longperiodofemployment.Thesystemcreatedaworkingculture inwhichacompanyisunitedasafamily,employersprotecttheiremployeesandemployeesservetheircompany.

Thecustomprovidedthesecurityoflifetimeemploymentandstabilityoffood,clothingandhousing.Ontheotherhand,employeeshadtoacceptpaycutsinatimeofrecessionandbrutalunpaidovertime.

Workinglonghoursnotonlydamagesthementalandphysicalhealthofworkers,butalsoharmstheirrelationshipswiththeirfamilyandcommunity.Ithasbecomeimportanttobalanceworkandpersonallife.Importanceofthework-lifebalancetothinkaboutthewayofworkingcometobedemandedtocontrolthetragedywhichtheimbalanceofworkandprivatelifethatwereacauseofstressfulsociety.

Furthermore,lifetimeemploymentwithalargenumberofregularemployeesisaheavyburdenoncompaniesinatimeofrecession.Asaresult,thesystemofemploymentadoptedbycompanieshasgreatlychanged.Itisnowconventionalizedto employworkers for single-skill jobs as temporaryworker, part-timecontractworker andother typesofnon-regularemployees.

(3)Employmentformofnon-regularemployeesNon-regularemploymenthasbeenexpandingyearbyyearandgeneratedvariousformsofemploymentasshown

below:①Dispatchedworker

Based on an employment contract between a worker and a worker-dispatching undertaking, the undertakingdispatchestheworkertoacompanywithwhichtheundertakingsignedaworkerdispatchcontractandtheworkerworksunderthecommandofthecompany.Thisisacomplicatedlaborforminwhichthecompanypayingwagestotheworkerisdifferentfromthecompanyissuingcommands.②Contractworkers

Unlikeregularworkers,contractworkershavetheiremploymentperiodsspecifiedintheirlaborcontract.Suchlaborcontractsstipulateacontractperiodbasedontheagreementoftheworkerandtheemployerandautomaticallyexpireattheirexpiration.③Part-timeworker

Workerswhosescheduledworkinghoursareshorterthanthoseofregularemployeesofthesameplaceofbusinessarecalledpart-timeworkers.Workerswhoarecalleddifferentlysuchaspart-timersandmoonlightersareallpart-timeworkersasdefinedintheActonImprovement,etc.ofEmploymentManagementforPart-TimeWorkersaslongastheymeetthecondition.④Outsourcing

Regularemployeesaswellas“dispatchedworkers,part-timeworkersandpart-timestaff”describedaboveareundertheprotectionoflaboractas“worker”.However,becausepeopleworkingbasedon“subcontracting”or“contractforwork”arepaidforcompletingataskgivenbytheoutsourcer,theyaretreatedasa“businessoperator(employer)”whoisnotunderthecommandoftheoutsourcerandthereforenotunderprotectionas“worker”inprinciple.


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Asdescribedabove,withchangesinindustrycausedbytechnologicalinnovation,waysofworkingandemploymentsystemhavechangedsignificantlyandthenumberofnon-regularworkersisincreasingyearbyyear(seeFigure1-1).

Figure 1-1 Changes in the Number of Regular and Non-Regular Workers(Source:ChangesinNumberofRegularandNon-regularWorkersonP.120ofAnalysisofLabourEconomy2012byMinistry

ofHealth,LabourandWelfare)

(4)CurrentstateoftherighttoworkandcareerdecisionWehavetherighttoworkintheprofessionofourchoosing.Inprinciple,wehavetherighttochooseourvocation

andwayofworking.OurschooleducationandVTsystemsprovidevariousopportunitiestoguaranteetheright.However,wemustwincompetitionstoadvancetothedesiredschool,getapositioninthedesiredcompanyand

realizethedesiredwayofworking.Theyaresignificanthurdlesapartfromtheright.Peopleinpovertyorunderarmedconflictareevendeprivedoftheright.VTiscontributingtopovertyreduction,

reconstructionafterarmedconflictandreintegrationofex-combatantsindevelopingcountriesinSoutheastAsiaandAfrica.VTinstructorsareprofessionalsofgreatpridedirectlysupportingindividualsingettingthejobtheydesire.

1�2�3 Changes in policy(1)ChangesinVTpolicy

Theyearsfrom1954to1973areconsideredtobetheperiod when the Japanese economy grew dramatically. TenyearsaftertheWorldWarII,itcoincideswiththeperiodoftheentryintoemploymentofalargenumberofyoungpeoplewhowerebornduringthebabyboom(seeFigure1-2).

It is believed that the term “vocational training” hasbeen used in Japan since the enactment of the VocationalTrainingActin1958.

Theactgavebirthtolong-termVTforskilledworkersthat is equivalent to school education for juniorhigh schoolgraduates. ThisVT policy helpedmove an abundant youngworkforce in ruralareas to industrialareasacross thenationwhilefunctioningasaproviderofhighereducationthatwasinshortage.Atthesametime,VT,operatedalloverthecountry,establishedandspreadtheVTStandard,TradeSkillTestandothersystemsensuringuniformquality.

Later, based on the high economic growth and rapidtechnologicalinnovationinJapan,demandforskillup-gradingVT for workers and career-change VT for jobless workersexpanded, leading to the enactment of a new VocationalTrainingActin1969.

After this, a legal reform was conducted in 1985

establishedandspreadtheVTStandard,TradeSkillTestand

Figure 1-2 Population Pyramid(Source:HomepageofStatisticsBureauofMinistry

ofInternalAffairsandCommunications,http://www.

stat.go.jp/data/kokusei/2010/kouhou/useful/u01_z19.

htm)

1.2EnvironmentSurroundingVT

7

(HumanResourcesDevelopmentPromotionAct),1992,1997,2001and2006tosupportemployersinabilitydevelopmentofworkers,enhancementofadvancedVT,etc.inaccordancewiththeindustrialandemploymentsituationofthetime.

(2)TradeSkillTestSystemTheNationalTradeSkillTestsystem,certifiedbythegovernment,teststhetechnicalskillsandknowledgeofworking

peopleaccordingtouniformstandards.Sincethesystemwasimplementedin1959basedontheVocationalTrainingActwiththeaimofenhancingsocialestimationofskillsandknowledgeandimprovingtheskillsandstatusofworkers,theTradeSkillTesthasbeenenrichedinitscontenteveryyearandimplementedfor114occupationsasofApril2013.ThenumberofpeoplewhopassedtheTradeSkillTestexceeded3.59millioninFY2011.Thetestishighlyvaluedasproofofreliableskillintheworkplace(excerptfromthewebsiteofJapanVocationalAbilityDevelopmentAssociation).

(3)Employmentbalanceandeducation/trainingItisdesirableformanufacturingcompaniestoemployuniversitygraduates,technicianswhohavecompletedhigh-

LevelVTsuchasaMechatronicscourse,operatorswhohavecompletedshort-termtrainingtoworkonthefrontlineofproductionandotherworkersinagoodbalance.

However,theprogressofdeclineofthebirthrateinJapanisintensifyingthecompetitiontorecruitstudentsamonguniversitiestoensurestablemanagement(seeFigure1-3).Tothispurpose,universitiesandthegovernmenthaveimprovedscholarshipprogramsacceleratingpopularizationofhighereducation.Ontheotherhand,feweryoungpeoplearereceivinghigh-levelVT.

Figure 1-3 Current State of Universities

Moreover,reflectingtheshiftawayfromblue-collaroccupationsthathaveanimageof“hard,dirtyanddangerous”jobsandtherisingrateofadvancementtohighschool,long-termVTcoursesforskilledworkerstargetingjunior-highschoolgraduatesareexperiencingaseriousshortageoftrainees.VTisdifferentfromcommonuniversityeducation.Universitystudentslearnawealthofknowledgeandtheoriesthroughlecturesandexperiments.Ontheotherhand,traineesacquiremanyskillsthroughVTthatissaidtoconsistof80%practiceand20%lecture.

Inresponsetocompanies’demandforwell-balancedtrainingservices,VTalsoprovidesshort-termupgradingVTforhigher-educatedemployeesandopportunitiestoacquireskillsnecessaryforhigh-levelskilledworkers.Short-termVTandoperatortrainingmaybeprovidedalsotohousewiveswhohavefinishedraisingchildrenandtheretiredseniorgeneration.

(4)EmploymentpromotionOneofthebigfeaturesofVTinJapanisthatitnotonlyprovidestrainingbutalsohasagoaldefinedastheplacement

performanceindexoremploymentrate.Thegoalisnotsetbythegovernmentbutbythetrainingprovidersthemselves(ex.80%employmentratethreemonthsaftercompletingthetraining).ThisisbecausethecostofVToperatedbasedonanationalpolicyispaidfromemploymentinsurancemoney(nationaltreasury).OperationofVTinvolvesgreatexpensesincludingpayrollofinstructors,equipmentinvestment,materialcostandpaymentforutilities.RecognizingasVTresults(1)contributiontolocalindustryandeconomicdevelopmentand(2)responsetothewishesofcompaniesandindividuals,theemploymentrateischosenastheperformanceindex.

Toreachthegoalofemploymentrateimprovement,universitiesundertheMinistryofEducation,Culture,Sports,ScienceandTechnology,Japanalsostartedtoputeffortintoplacementassistancebysettingupcareersupportcenters,forexample.VTintroducevariousmethodsandsystemstodevelophumanresourceswithhigherpracticalskills.Forexample,

- 11 -

Vocational Ability Development Association).

(3) Employment balance and education/training

It is desirable for manufacturing companies to employ university graduates, technicians who

have completed high-Level VT such as a Mechatronics course, operators who have completed short-

term training to work on the front line of production and other workers in a good balance.

However, the progress of decline of the birth rate in Japan is intensifying the competition to

recruit students among universities to ensure stable management (see Figure 1-3). To this purpose,

universities and the government have improved scholarship programs accelerating popularization

of higher education. On the other hand, fewer young people are receiving high-level VT.

Figure 1-3 Current State of Universities

Moreover, reflecting the shift away from blue-collar occupations that have an image of “hard,

dirty and dangerous” jobs and the rising rate of advancement to high school, long-term VT courses

for skilled workers targeting junior-high school graduates are experiencing a serious shortage of

trainees. VT is different from common university education. University students learn a wealth of

knowledge and theories through lectures and experiments. On the other hand, trainees acquire

many skills through VT that is said to consist of 80% practice and 20% lecture.

In response to companies’ demand for well-balanced training services, VT also provides short-

term upgrading VT for higher-educated employees and opportunities to acquire skills necessary for

high-level skilled workers. Short-term VT and operator training may be provided also to

housewives who have finished raising children and the retired senior generation.

(4) Employment promotion

One of the big features of VT in Japan is that it not only provides training but also has a goal

defined as the placement performance index or employment rate. The goal is not set by the

government but by the training providers themselves (ex. 80% employment rate three months after

completing the training). This is because the cost of VT operated based on a national policy is paid

from employment insurance money (national treasury). Operation of VT involves great expenses

(Source: MEXT, School Basic Survey, List of Japanese Universities)

1992

Rate of applicants among graduating students ---about 50%

University capacity ---about 60%

Rate of university entrants --- about 39%

High-school students/graduates ----2/1

Rate of applicants among graduating students ---about 55%

University capacity ---about 92%

Rate of university entrants --- about 51%

High-school students/graduates ----6/1

Now


8

aninternshipthathasbeenusedbymedicalandeducationdepartmentsandinnursingeducationhasbecomecommonasdual-systemtrainingalsoinVT.TrainingmethodsandwaysoflearninghavealsobecomediversetoincludePBL(ProjectBasedLearningorProblemBasedLearning) fora smallnumberofpeople to solveactualproblemsorchallengesanddistancelearningusingtheInternet.

Meanwhile,VTstrategyacrossbordershasbecomeimportantforASEAN(AssociationofSoutheastAsianNations),establishedin1967,thathasnow10membercountries.Inparticular, labormobilityintheGreaterMekongSub-region(GMS)isaprominentexample.Itisimportanttohaveastrategyforhumanresourcedevelopmentthatmeetstheneedsoftrans-borderlabormobility.ThehistoryofJapaneseVTpolicythatchangedthesystemtomeettheneedsofindustryandemploymentandprovidedsupportthroughsystemconstructionmayserveasusefulreferenceforformulationofsuchastrategy.

1�2�4 SummaryVTinJapanhaschangeditscourse toVTforunemployedworkersandjobtransfers,VTfor juniorhighschool

leavers,up-gradingVTforworker,etc.inresponsetothechangingsituationsofindustryandemploymentbasedonthenationalpolicy.

Itdrawsattentionthatinstructorswithbroadexperienceintraininginstructionhavebeenactivelyinvolvedinthechangesintrainingcourse.

Instructorsparticipatenotonlyinpreparationofclasses,teachingandevaluation,butalsoinoperationoftrainingonadailybasis includingsurveyofemploymentneedsin thelabormarket,developmentof trainingplansandtrainingmaterials and follow-up after training.This experience is the driving force to build new training course based on thechangingnationalpolicy.

ForhumanresourcedevelopmentthroughVTinASEANcountries,too,theexistenceofinstructorswhounderstandhowtoturnthePDCAofVToperationmaybecomeanimportantkeytosuccess.

1.3LawsandPracticeofVT

9

1�3 Laws and Practice of VT

ThissectiondescribeshowVTisregulatedbylawsandpracticedinJapan.

1�3�1 Provisions of lawsThe Human Resources Development Promotion Act (“the Law”) specifies that public VT in Japan shall be

implementedtogetherwiththeEmploymentCountermeasuresAct.TheLawspecifiesthebasicprinciple,responsibilitiesofpersonsconcerned,purposeandformulationofaBasicPlanforHumanResourcesDevelopment,promotionofhumanresource development (ex. ensuring various opportunities for human resources development, systematic promotion ofhumanresourcesdevelopment,appointmentofahumanresourcesdevelopmentpromoter),implementationofpublicVTbytheStateandPrefectures(humanresourcedevelopmentinstitutions,VTstandard,trainingmaterials,tradeskillverification,accreditedvocationaltraining,PolytechnicUniversities,vocationaltraininginstructors),VocationalAbilityDevelopmentAssociations(tradeskilltests)andothermatters.

PublicVTprovidedbytheStatebasedontheLawshallbeimplementedbytheJapanOrganizationforEmploymentof the Elderly, PersonswithDisabilities and Job Seekers (JEED). Operating expense, etc. of publicVT is paid fromcontributionbyemployerstoemploymentinsurance.SomepublicVToperatedbyPrefecturesissubsidizedbytheStateandsomeareimplementedonthePrefecture’sownbudget.

Concerned personnel implementingVTmust understand that the Law specifies the budget, facility, equipment,trainingcourse/trainingobjective,numberoftraineesandinstructorsandothermattersrelatingtoVTimplementation.

1�3�2 Legal structureThegeneralframeworkofJapan’sVTsystemisprovidedbytheLawanditsdetailsarespecifiedbytheOrdinanceof

theHumanResourcesDevelopmentPromotionAct(theMinistryofHealth,LabourandWelfareOrdinance)andAppendedTables2 (ordinaryVT),6 (advancedVTofspecialtycourse),7 (advancedVTofappliedcourse)and8(long-termVTinstructortraining)thataredetailsoftheVTstandard.

BasedontheVTstandard(AppendedTables),theMinistryofHealth,LabourandWelfaredefineddetailsoftrainingsubjectsanddetailsoffacility&equipmentthroughtheCircularNoticeofDirector-GeneraltheBureauandpublishedtheGuidelineforCurriculumDesign.

1�3�3 Content of provisions(1)Trainingstructure

PublicVTiscategorizedintoOrdinaryVTandAdvancedVTbasedonthetrainingtargetlevel,andintolong-termcoursesandshort-termcoursesbasedontheduration(seeTable1-1).


10

Table 1-1 Classification of Public VT

Long-term Short-termImplementinginstitution

Course Duration Course Duration

OrdinaryVT

Ordinarycourse(AppendedTable2)

Oneyearforhigh-schoolgraduatesTwoyearsforjunior-high-schoolgraduates

Short-termcourse

12 hours to 6months

Polytechnicschool

AdvancedVT

Specialtycourse(AppendedTable6)

Twoyearsforhigh-schoolgraduates

Short-termspecialtycourse

12 hours to 6months Polytechnic

CollegeAppliedcourse(AppendedTable7)

Twoyearsforspecialtycoursegraduates

Short-termappliedcourse

60 hours to oneyear

Instructortraining

Long-termcourse(AppendedTable8)

Fouryearsforhigh-schoolgraduates －

PolytechnicUniversity

Master course Twoyearsforlong-termcoursegraduates －

(2)VTStandardPublicVTshouldbe implementedwithconforming to theLaw.TheLawspecifies trainingobjectives,duration,

subjects,facility&equipment,etc.inordertoguaranteethequalityoftraining.ThekeyfeatureoftheJapaneseVTStandardisthataminimumstandardissettoguaranteethequalityoftraining

whilegrantingdiscretionary toVT institutions.TheVTStandard specifiesonlyabout60percentof the entire traininghours.Selectionofsubjects,selectionandinstallationofnecessaryequipment,etc.fortheremaining40%areleftuptothediscretionoftheVTinstitution.VTinstitutionshavetheresponsibilitytodesignandimplementVTcoursesbytakinglocalVTneedsintoconsideration.

As examples, the details of training subjects and equipment of Production Technology, a specialty course ofAdvancedVT,areshowninTables1-2and1-3,respectively;detailsofthetradeskillverificationstandardthatisalsoatrainingobjectiveareshowninTable1-4.

Thedetailsofatrainingsubjectincludethesubjecttitleandtraininghours;theexampleinTable1-2specifies350hoursfor“basictheoryforcoursegroup”,215hoursfor“basicpracticeforcoursegroup”,“specializedtheory”and610hoursfor“specializedpractice”,1,525hoursintotal.Theyaccountfor55%ofthetotaltraininghours(2800hours)fortwoyears.Fortheremaining1,275hours,trainingsubjectsaredecidedatthediscretionoftheVTinstitution.


11

Table 1-2 Details of Training Subject of Production Technology Course (excerpt)

Trainingcourse MechanicalSystemGroupProductionTechnology

Trainingsubjects Traininghours Detailsofthetrainingsubject

Basictheory

1Introductionofcontrolengineering

35Classiccontroltheory,basictheoryofcontrolengineering,-omitted-,designofcontrolsystem,basictheoryofcontact/noncontactsequence,digitalcontrol

2Overviewofelectricalengineering

35Basictheoryofelectricalengineering,DCcircuit,propertyofelectricresistance,thermalactionofelectriccurrent,magnetismandmagneticfield,electriccurrentandmagneticfield,ACcircuit

3Overviewofinformationengineering

35 Omitted

4 Materialsengineering 35 Omitted

5 Dynamics 70 Omitted

6 Basicdrawing 70Basicsofdrawing,representationoffigures,methodofdimensioning,dimensionaltoleranceandfitting,surfacequality,geometricaltolerance,materialmarksandvariousgraphicsymbols

7 Productionengineering 35

8 Safetyandhealthengineering 35 Safetyregulations,safetystandards,sanitarysupervision,-omitted-,

standardoperation,safetycheck,protectiveequipment,riskprediction

350

Basicpractice

1 Basicengineeringexperiment 80

Basicsofmeasurement,tensiontest,hardnesstest,-omitted-,experimentofstrengthofmaterials,mechanicsexperiment,hydrodynamicsexperiment,thermodynamicsexperiment,industrialmaterialexperiment

2Basicelectricengineeringexperiment

35 Omitted

3 Dataprocessingpractice 65 Omitted

4 Safetyandhealthworkingmethod 35 Preventionofdisastersinvolvingmachines,rawmaterials,etc.,safety

devices,handlingofprotectiveequipment,electricalsafetywork,firstaid

　　 215 　

Specializedtheory

1 Kinematicsofmachinery 35

Motionofmechanism,linkmechanism,cammechanism,gearmechanism,-omitted-,spring,screwmechanism,balanceofforces,variousmechanisms

2 Machineworktechnology 70 Articulatedsystem,variousmachinetools,machining,plasticworking,

specialmachining,plasticmold,cuttingtheory,cuttingtools

3 Numericalcontrol 70 Omitted

4 Hydraulic/pneumaticcontrol 35 Omitted

5 Sequentialcontrol 35 Logiccircuit,sensoractuator,howtoreadanddrawsequencediagram,basiccircuit

6 Measuringmethod 35 Omitted

7 Mechanicaldesignanddrawing 70 Omitted

　　 350


12

Specializedpractice

1 Machiningpractice 250

Machiningworkexperiment,-omitted-,lathe,millingmachine,programming,NCmachineoperation,numericalcontrolmachiningpractice

2Controlengineeringpractice

110Functionalpropertyofhydraulic/pneumaticequipment,disassemblingandassemblinghydraulic/pneumaticequipment,basiccircuitassembling-omitted-,hydraulic/pneumaticsequenceexperiment

3 Measuringpractice 35 Omitted

4 Designanddrawingpractice 215

Computergraphics,basicoperationofCADsystem,-omitted-,demandanalysis,technologyforecastingandproductplanning,formdesign,productiondesign

　　 610 　

DetailsofequipmentshowninTable1-3specifyminimumequipment,appliances,machinesandtoolsnecessaryforimplementingthedetailsofthetrainingsubjectshowninTable1-2.VTinstitutionsarerequiredtoselectandinstallequipment,machines, tools,etc.necessarytoimplementtrainingsubjectsforremaining1,275hours(40%)thatarenotspecifiedinthedetailsofthetrainingsubject.

Table 1-3 Details of Equipment of Production Technology Course (excerpt)

Class Name Remarks

Quantity

Foragroupof 20 trainees

Foragroupof 40 trainees

Buildingandother

Classroom 50 m2 100 m2

Workshop 950 m2 1,150 m2

Laboratory

Forbasicexperimentonfundamentalengineering,mechanicalengineering,electricalandelectronicengineeringandcontrolengineering

460 m2 460 m2

Hazardousmaterialstoragewarehouse

MeettherequirementsoftheFireServiceAct 30 m2 30 m2

Machine

Lathe Center-to-centerdimension:500～1,000mm 10 Unit 20 Unit

NClathe Center-to-centerdimension:300～600mm 1 Unit 1 Unit

Universalmillingmachine No.2 1 Unit 2 Unit

Machiningcenter Includingsmallpresetter 1 Unit 1 Unit

Mechanicalengineeringexperimentequipment

Formaterialtestingmachine,machiningtestingmachine,precisemeasurementandheattreatment

1 Set 1 Set

Electricalandelectronicengineeringexperimentequipment

Digitalmultimeter,oscillator,oscilloscope,FFTanalyzer 1 Set 1 Set

Sequencecontrolexperimentequipment Contactandlogic 1 Set 1 Set


13

Other

Toolsforwork Requiredquantity

Requiredquantity

Measurementequipment Requiredquantity

Requiredquantity

Drawinginstrumentanddraftingtools

Requiredquantity

Requiredquantity

Software,models,etc. Requiredquantity

Requiredquantity

ThedetailsofthetradeskillverificationstandardshowninTable1-4specifyskillsacquisitionwhichistobeverifiedintheTradeSkillVerificationimplementedaftercompletingthetraining.ItshowstrainingobjectivebystatingthateachtraineeshouldknowaboutXXandhascapableofdoingYYattheendofthetwo-yeartrainingcourse.Thedetailsofthetrainingsubjectandequipmentaresettoachievethetrainingobjective.

Needless tosay that theskills tobeacquiredby the timeofcompletion includeskills tobe learned through thetrainingsubjectsfortheremaining1,275hours(40%)thatarenotspecifiedinthedetailsofthetrainingsubject.

Table 1-4 Production Technology Course: details of trade skill verification standard

Theory Practice

Basic

1Knowaboutmechanicaldynamics,strengthofmaterials,fluiddynamicsandthermodynamics

Basic

1

Capableofconductingfoundationengineeringandmechanicalengineeringexperimentsconcerningmechanicaldynamics,strengthofmaterials,fluiddynamics,thermodynamicsandindustrialmaterials

2Knowaboutpropertiesofmetallicmaterials,highpolymermaterialsandmaterialsforelectrical/electroniccomponents

2

Capableofconductingbasicexperimentsinelectricalengineeringusingvarioustypesofelectricalmeasurementequipment,measuringinstrument,testingmachine,etc.

3 Knowaboutbasicdraftingofmachines 3 Capableofdoingbasicdataprocessingpractice

4 Knowaboutelectricaltheoriesandmachinery

5Knowaboutbasictheoriesofcontrolengineeringandcharacteristicsofcontrolsystem

6Knowaboutbasicconfigurationandperipheralsofcomputers,programminglanguages,hardwareandsoftware

7 Knowaboutproductionengineering

8 Knowwellaboutsafetyandhealth

Specialize

1 Knowwellaboutmachineelements

Specialize

1 Wellcapableofoperatingandadjustingmachinetools

2 Knowwellabouttypesofmachinesandmotionofmechanisms 2 Wellcapableofmachining

3 Knowwellabouttypesofmachinetools,cuttingtheoryandmachining 3 Capableofdoingcutprocessingandgrinding

experiments

4 KnowwellaboutoutlineofNC,NCcontrollerandNCprogramming 4 WellcapableofdoingprogrammingforNC

machining

5 Knowabouthydraulicandpneumaticcontrol 5 Capableofdisassemblingandassemblinghydraulicandpneumaticequipment&tools


14

6 Knowaboutsequencecontrol 6 Capableofdesigningcircuitsofhydraulicandpneumaticequipment&tools

7 Knowwellaboutmeasurementandexaminationmethods 7 Capableofdoingsequencecontrol

8 Knowwellaboutmechanicaldrawinganddesign 8 Wellcapableofhandlingandadjusting

measuringinstrumentsandtestingmachines

9 Wellcapableofdoingmeasurements,testsandinspections

10 Capableofdesigninganddraftingmachines,machineparts,etc.

11WellcapableofdoingcomputergraphicsusingCAD/CAMandbasicoperationofsolidmodeling

(3)ReviewofVTStandardInorder toguarantee thequalityofpublicVT, theMinistryofHealth,LabourandWelfare is reviewing theVT

Standarditself.ThereviewisbeingmadetoensuretheconsistencyofthecurrentVTstandardwithindustrialtechnologytrends,humanresourcedevelopmentbycompaniesandotherfactors.

TheministryconsidersthecontentofthereviewatitsowncommitteeandasksJEEDtosubmitbasicinformationforthispurpose.JEEDholdscommitteemeetingsinvitingVTinstructorsasmembersfromVTinstitutionsandreviewingtheVTstandard.

PublicVTinstitutionsimplementVTcourseswithminimumtrainingsubjectsspecifiedintheVTStandardandothersubjectsselectedbasedonthelocalVTneeds.VTinstructorsplayapartindevelopmentandimplementationofVTcourses.

JEEDcancontributetothereviewoftheVTStandardbecauseVTinstructorsareplayingapartinthePDCAcyclebyengaginginplanning,design,development,implementation,traineesupportandmanagementofVTcourses.

(4)TrainingmaterialToimplementpublicVTandguaranteeitsquality,itmustusetrainingmaterialsofacertainquality.Forthispurpose,

theLaw specifies that “In the course of ordinary or advanced vocational training provided at public human resourcesdevelopmentinstitutionsshallendeavortousetextbooksorotherteachingandtrainingmaterialsaccreditedbytheMinisterofHealth,LabourandWelfare”.

(5)TradeskillverificationPublicVTinJapanisimplementedintegratinghumanresourcedevelopmentandabilityevaluationasaunit.The

Lawdefinesthat“thedirectorofVTinstitutionshallconducttheverificationoftradeskills(named“tradeskillverification”)andknowledgethereonforpersonswhoreceivepublicVT(limitedtolong-termtrainingcourses)”andthat“Apersonwhohassuccessfullypassedtradeskillverificationmayrefertohim/herselfasacertifiedjuniorskilledworker”.

ThisisproofthatacertainvocationalabilityhasbeendevelopedthroughpublicVT.Traineeswhohavepassedtradeskillverificationqualifytotakeatradeskilltest.ThisisanexampleoftheintegraloperationofVTandvocationallyabilityevaluation.

(6)VTinstructorsItisalsocharacteristictoJapan’spublicVTthatthestate(1)requiresqualificationforVTinstructorsand(2)specifies

thenumberofVTinstructorstobeassignedtoVTinstitutionsasmeanstoimplementpublicVTandguaranteeitsquality.TheLawdefinesthatpersonsinchargeofordinaryVT(excludingshort-termtrainingcourses)implementedbya

publicVTinstitutionshallholdaVTinstructor’slicenseintherelevantjobcategory(therearesupplementaryprovisionssuchasanexceptionforpersonshavingcertainqualifications)andthatapropernumberofVTinstructorsshallbeassignedtoeachtrainingcourseofordinaryVTconsideringthenumberoftrainees.

TherearevariouswaystoobtainaVTinstructor’slicensebutthefavoredwaysaretocompleteaVTinstructortrainingcourseofthePolytechnicUniversityortakeaVTinstructorlicenseexaminationafteracertainamountofworkingexperience.


15

1�3�4 Laws and division of roles in practiceJEED implements advanced and ordinaryVT at the Polytechnic University and the Polytechnic Center, while

prefectures havePolytechnic schools to implement ordinaryVT (someof themhave a polytechnic junior college alsoimplementingadvancedVT).

Havingtheresponsibilitytodevelophumanresourcesthatthestateandregionsneed,JEEDisrequiredtoensurebroad-basedimplementation.Forthispurpose,inadditiontotheminimumtrainingsubjectsspecifiedintheVTStandard,JEEDhasdevelopedastandardcurriculumofclassesforalltrainingcourse(seeTable1-5).VTinstitutionsareallowedtomakechangesnotexceeding20%ofthetotaltraininghoursconsideringthelocalVTneeds.Changesexceeding20%requiretheapprovalofJEEDHeadquarters.MembersofthestandardcurriculumcommitteesetupbytheheadquartersareVTinstructors.

Table 1-5 Standard Curriculums

Coursename Productiontechnologycourse Category Specializedpractice

Coursesubject Machiningpractice

Classsubject Machiningexperiment Credit 4

Trainingobjective Conductvariousmachiningexperimentstolearnskillstojudgeproperconditions,etc.

Detailofclasssubject Contentofclasssubject Traininghours

1.Cuttingresistanceexperiment

(1)Methodformeasuringmachiningresistance(2)Measurementofspecificresistanceofvariousworkmaterials(3)Measurementofthreeforcecomponents(4)Measurementofcuttingresistanceundervariousconditions(5)Summary

24 H

2.Powerexperiment

(1)Mechanicalefficiency(2)Measurementofnetpower(3)Measurementofpowerundervariousconditions(4)Summary

16 H

3.Measurementofsurfaceroughness

(1)Measurementofsurfaceroughnessusingtoolsofvaryingnoseradius(2)Measurementofsurfaceroughnessundervariousconditions(3)Summary

16 H

4.Cuttingchipprocessing

(1)Shapesandconfigurationevaluationofchips(2)Differentshapes/configurationsofchipsdependingonthetypeofchip

breaker(3)Shapesandconfigurationsofchipsundervariousfeedconditions(4)Summary

16 H

Total: 72 H

MachinesandTools Tooldynamometer,lathe,wattmeter,surfaceroughnessmeasurer,profileprojector,imagemeasurementdevice

1�3�5 Training evaluationResultsofPublicVTprovidedby theState throughJEEDareevaluatedbyevaluationorganizationsestablished

bytheState.Itgoeswithoutsayingthatlowevaluationleadstoadviceconcerningimplementation.Evaluationismadeonefficiency improvementofbusinessoperations,efforts toenhance thequalityof services,effectiveoperationofVTinstitutionsandothermatters.Coursefillratesandtraineeemploymentratesarealsosubjecttoevaluationforup-gradingVTforworkers,VTforunemployedworkersandVTforhighlevelskilledworkersandothercourses.

EachVTinstitutionsetsupamanagementmeetingconsistingofexperts,concernedbodies,companies thatwillemploygraduatesandotherrelatedpartiestoheartheiropinionsonimplementingpolicy,organization,coursesprovided,pastimplementation,etc.andconfirmlocalVTneeds.ThemanagementmeetingevaluatesVTcourses,whileVTinstructorsconductemployersatisfactionandtraineeproficiencylevelsurveys.Ofcourse,evaluationinformationissharedbyallstaffmembersoftheinstitution.

EvaluationresultsarefedbacktotheplanningstageattheState,VTinstitutionandVTcourselevelsandreflectedintherespectiveplans.


16

1�4 Functions for VT Implementation

PurposesofVTaredescribed indetail in1.1.Therearea largenumberofvocationsandworkers.Workersarerequiredtohaveabilitynecessarytofulfilltheirdutyattheirworkplace.Requiredjobperformanceskillsareconstantlychangingasaresultoftechnologicalinnovationandotherfactors.Somecanacquirenecessaryskillsontheirownwhereassomemaylearnfrompeoplearoundthem.Japan’sVTisplannedandimplementedforpeoplewhowishtoacquirejobperformance skills inmanufacturingfields. It is theirprideandpleasure forVT instructors to transfer their abilities inpracticeandtheorytotraineesandobservethemchangeandgrowbyacquiringskills,comingtounderstandsubjectsandgainingself-confidenceinworkthroughVT.FunctionsnecessaryforadequateimplementationofVTthatVTinstructorscanbeproudofwillbedescribedbelow.

1�4�1 Analysis & planningAnalysisandplanningarefunctionstakenbyVTconcernedpersonnelwhenestablishingorrevisingVTcourses.VariousproblemsintheenvironmentsurroundingVTincludingindustryandfactoriesaresurveyedandanalyzedto

clarifyVTneeds.BasedontheVTneeds,planningidentifiestheVTcoursethatcansolvetheproblem.Thus,analysisandplanningarefunctionstoclarifyVTneedsandtheoutlineoftheVTcourseincludingtheoutcomeobjectiveandattainmentobjective.

Recently,residentialsolarsystemshavestartedtospread,buttherearevariousproblemsininstallationworkforthisnon-conventionalsystem.Asaresultofanalysis&planningofthecase,anewVTcoursewassetupintheArchitecturefield(SeeTable1-6).

Table 1-6 Example of Outline of a New VT Course

Course Photovoltaicsysteminstallation

VTneeds Shortageofsolarsystemworkers,ahighincidenceofrainleakingduetopoorwork,incorrectelectricwiring,etc.

Trainingpurpose PromoteresidentialsolarsysteminstallationandimprovementofworkqualitythroughVT

Outcomeobjective Trainworkerscapableofinstallationworkofsolarsystemsforconventionalhomes

Attainmentobjective•Capableofinstallingsolarsystem•Capableofexecutingcorrectwaterproofingonroof•Capableofexecutingcorrectelectricalwiring

1�4�2 DesignDesignisafunctiontakenbyVTpersonneltodecidethedetailedcontentofaVTcourse(curriculumdevelopment).Basedontheoutline(ex.purpose,attainmentobjectiveandoutcomeobjectiveofthenewVTcoursesetupasaresult

ofanalysis&planning)thecompositionofsubjects(unitofinstruction),thetargetlevelanditemsofeachsubject,traininghours,etc.aredesigned.

First, subjectdesign, total traininghours, time tableandothermattersaredecided.Next, the target level, items,traininghours,etc.aredecidedforeachsubject.Table1-7isthecurriculumof“solarsysteminstallation”describedabove.

1�4�3 DevelopmentDevelopmentisafunctiontakenbyVTconcernedpersonnelatthepreparatoryphaseofaVTcourse.Basedonthe

resultofdesign(curriculum),aspecifictrainingmethodisdevisedandnecessarytrainingmaterials,equipment,etc.areselectedandcreated.

Specifically,theitemsbelowandalltoolsnecessarytoimplementtheVTarepreparedornewlycreatedasneeded. ● PreparationofVTenvironmentsuchasclassroom(includingdesks,projectorsandothermachines,toolsandrawmaterials)andworkshop(includingmachines,toolsandrawmaterials)

● Developmentandpreparationofpracticeassignment(assignment,instructionsheetforassignment,drawing) ● Selectionorcreationoftext ● Creationofpresentationmaterials(ex.supplementarymaterials,PPT) ● DevelopmentofaVTimplementationplan(ex.VTschedule,lessonplans)

1.4FunctionsforVTImplementation

17

Table 1-7 Curriculum Example

Unit Photovoltaicsysteminstallation Classnumber ***

AttainmentLevel (1)Basicknowledgeofphotovoltaicsystem

(2)Basicknowledgeofroofwaterproofinginstallationmethod

(3)Capableofinstallingphotovoltaicsystem

(4)Knowledgeofimportantpointsforinstallationinspecialregions

(5)Capableofsafetyandhealthwork

Detailsoftrainingsubject

Content Traininghours

Theory Practice

Basicknowledgeofphotovoltaicsystem

(1)Whatisaphotovoltaicsystem?(2)Typesandpurposeofuseofsystemcomponents(ex.solarcellmodule,

connectionbox,powerconditioner)(3)Omitted(4)Omitted(5)Calculationofexpectedannualpowergeneration

3

Basicknowledgeof roof waterproofinginstallationmethod

(1)Structure,shapeandmaterialofroof(2)Typesandstructureofroofwaterproofinginstallationmethod

3

Photovoltaicsystem installation

(1)Installationofsolarcellmodule(2)Installationofsystemcomponents(ex.connectionbox,powerconditioner)(3)Omitted(4)Omitted(5)Omitted

2 10

Safetyandhealth (1)Safetyingeneral(2)Keepinorder

8 10

Machines,tools,etc. to use

Aphotovoltaicsystemsetoftoolsandasetofmeasuringinstruments

Remarks

ThosewhodevelopaVTcoursebypreparingtheitemsabovearerequiredtocorrectlyunderstandthetargetingcapability of trainees (attainment objective) and cautiously make preparations considering trainees readiness andcomprehension.Lessonplans(Table1-8)aredevelopedwiththeaimofachievingmaximumtrainingresultswithlimitedhours,budgetandequipment.Alessonplanisdevelopedreflectingallmatterstoconsideratthedevelopmentphasetrainingtarget,place,machines,tools,rawmaterials,trainingmaterials,trainingsteps,teachingmethod,trainingassignments,etc.Consequently,developmentofalessonplanalsohasafunctiontocheckitemstobepreparedatthedevelopmentphaseofa VT course.


18

Table 1-8 Example of Practice Lesson Plan (filing)112TheoryandPracticeofInstruction

PracticeLessonPlan1. Title:Filing2.Purpose:Usingeachtoolcorrectlyresultsinefficientmanufacturingofhigh-qualityproducts.Thepracticeshouldbe

thebasisforacquiringthisskill.3. Objective:Capableofassemblingandremovingthefileandhandgrip. Capableofsecurelyaffixingtheprocessedgoodswithoutdamagingthemusingavice. Capableofimplementingfilingworkintherightposture. Capableofjudgingfilingperformance. Capableofevaluatingthefiledworkpiece.4.Trainingitem:(i)Handlingofthefile,(ii)howtoaffixtheprocessedgoods,(iii)postureoffiling,(iv)goodfiling

evaluationmethod,(v)evaluationoffiledworkpiece5. Readiness:Canimplement4S.Canuseprotectivegear(eyeglasses,gloves,protectivefootwear).6. Timing:Firstweek,thefirstlessonofMachineProcessingPracticeCourse.7. Numberoftrainees:208. Place:Machiningworkshop9. Timerequired:6hours10.Trainingmaterials,etc.:TrainingassignmentNo.,vices,dollyblocks,files,handgrips,brassbars(φ40×200mm)

Instructionstep Instructionitemsandthemethodofdevelopment Duration

Introduction

Asktraineesinthesituationsinwhichmanualfilingisconducted→inmoldmaking,etc.Letthemguessitshandlingrangebasedonthekindsofmaterialandhardness.Instructthemthattheywillrefashionaroundbarintoasquarebarinsixhours.Tellthemtouseafilecorrectlybecausetheycanproducegoodproductsefficientlybycorrectuseoftools.

3minutes

Procedure

PresentationTrainingassignmentNo.X(1)Fittinganddetachingoffiletoandfromitsgrip -MatchthesizeofthefiletothesizeofthegripBecarefulnottoletthefilespringwhendetachingit.

2minutes

Application Lettraineesrepeatfittinganddetachingafewtimesandfinallyfitthefilesecurely. 5minutes

Presentation(2)Chuckofworkpiece -Havethemcarefullyhandlethevicehandle -Showthemthatgrippingwithavicecanscratchtheworkpieceand

thatthisispreventedbyusingprotectjigs5minutes

Application Letthemgripaworkpieceinavice. 2minutes

Presentation(3)Filingwork -Howtoholdafile -Showthepositionoffeetandelbowsandmovementoftheupperbody

(howtouselegs)5minutes

Application

Whilehavingthemfileonesideofabrassrod,checkthefollowingasyouwalkintheworkshop:Isthefilesurelyfittedtothegrip?Istheworkpiecesurelygrippedinavice?Isthehandleofthevicecorrectlyplaced;aretheyholdingthefilecorrectly?IstheirposturerightWhentheyhavelearnedtofile,givethemcuestofile30to40timesaminute.

20minutes

Summary Presentation

Askthemwhatwasdifficultinthework.Showaknack.Showthemthatpoweradjustmenttocutflatisdifficult.Showagoodwaytoexercise.Showthatpoweradjustmentvariesdependingonthetypeofworkpieceandthefile.Showthattheycanmakegoodproductsefficientlybyusingtoolscorrectly.

10minutes

(Source:Figure2-37AnexampleofpracticelessonplanonP.121ofthe10threvisededitionof“TheoryandPracticeofVocationalTraining”editedbyGeneralIncorporatedFoundation,theVocationalTrainingMaterialsResearchCenter)


19

1�4�4 ImplementationImplementationisafunctiontakenbyVTinstructortoimplementVTcourseataworkshop,etc.sothattraineescan

achievetheirtrainingobjective.Themajorpremisefortheimplementertofulfilltheroleistobecapabletoexecutetheskillsthataretheobjectiveof

thetraining.Basic-levelcapabilityisnotenoughtoprovideadequateinstructionatahighskilllevel.Assometimesobservedindevelopingcountries,instructorsarenotabletohelptraineesachievetheirattainmentobjectivepartlybecausetheirskilllevelislowerthantheattainmentobjective.Theycannottraintraineesbecauseoftheirinabilitytoprovidepracticetraining.Improvingtheskilllevelofinstructorsisaprerequisiteforthemanagementoftrainingquality.

InordertofulfillthefunctionoftrainingimplementationafterthesettingofaVTcoursebasedonthedevelopmentfunction,itisrequiredtofulfillthefollowing:

(1)PreparationMakeadvancepreparationtoensuresmoothimplementationofVTbasedonthedevelopedtrainingscheduleand

lessonplan.Checkbeforehandthedevelopedlessonplan,theavailabilityandsafetyoftheclassroom/workshopandthemachines,

tools&rawmaterialsforpracticeintheworkshop,andwhetherthenecessaryquantityofhandoutsfortraineesandtoolsaresecured,forexample,inpreparationforthetraining.

(2)ImplementationActualtrainingisimplementedaccordingtothelessonplanwhileconsideringtheintegrationoftheoryandpractice

trainingaswellasrelationswithothersubjects.Inordertoensuresafety,implementationincludessafetyinstructionactivelyemployinginspectionusingthePrior-to-UseCheckList,introductionofspecificaccidentexamplesduetophysical/humancauses,dangerpredictiontrainingandnearmissreports.Attentionispaidalsototheworkingclothes,safetyshoesandotherconditionsofthetrainees.Forsafeexecutionoftraining,KYT(dangerpredictiontraining)trainertrainingisprovidedasanefforttoeliminateaccidents.

If,unfortunately,anaccidentoccurs,properstepsincludingfirstaid,reportingandtransportationshouldbetaken.Youwillalsohavethetaskofanalyzingtheequipment,humanfactor,operationalandmanagementfactorsoftheaccidentinordertomakearecurrencepreventionplan.

Iftrainingisnotbeingimplementedasintendedinthelessonplan,ithastwopossiblecauses.Oneisaprobleminthelessonplanandtheotherisinsufficienttrainingcapabilityoftheinstructor.Inthelattercase,itwouldbenecessarytoimprovethemethodofexplanation,trainingmaterial,assignmentpresentation,etc.basedontheopinionsofothers,whichmayincludeobservationoftheclassesandteachingmethodsandguidancebycolleaguesandothers.

(3)EvaluationEvaluation is the function to checkwhether trainees have achieved the training target of each subject. For this

purpose,traineeself-evaluationandtargetlevelevaluationareconducted.Traineeself-evaluationisconductedbytrainees’checkingtheirownachievementoftheattainmentobjective,whereastheirtargetlevelevaluationisconductedusingtrainingassignment,etc.atatrainingstagethatisdeemedadequateforthepurposeofimplementation.

(4)ImprovementsuggestionsSuggestions to improve lesson plans (ex. method of explanation, practice training, presentation of training

material,supplementarymaterials,trainingassignment)aremadebasedontraineeself-evaluation,targetlevelevaluationandobservationof trainees’ acquisition situation.Playing a part inPDCAcyclemanagementbymaking improvementsuggestions is an important role because suggestionsmay involvenot only lessonplansbut alsoplanning, design anddevelopmentoftrainingcourses.

Inthecaseofsolarsystems,beforeimplementingatrainingcourse,theenvironmentoftheworkshop(spaceandsafety)ischecked,thenecessaryquantityofsolarpanels,tools,roofbasematerials,water-proofmaterials,cables,solderandother consumablematerials, textbooks and training assignment charts are prepared. It is also important to acquireinformation on fatal and injury accidents that occurred in past installationworks.As is obvious, the instructor shouldthoroughlyreadandunderstandthelessonplantomakethetrainingproceedsmoothly.


20

Attheactualtraining,instructorproceedalessonbyadequatelyincorporatingsafetyinstructionaccordingtothelessonplanandobservingtheacquisitionsituationofthetrainees.Showthetraineestherightmethodofwaterproofingworkinaneasytounderstandmanner,whileatthesametimeshowingtheplaceswithhighriskofdefectiveworkandtraininghowtoavoiddefectivework.

Inadditiontogivingguidancetotrainees,itisimportanttoclarifywhythetraineeswereunabletodoorunderstandbasedontheobservationandevaluationsheetandmakesuggestionstoimprovelessonplansforthesubsequentlesson.

Theremaybemistakes in technicalhandbooksof the industry cited in a textbookor the lessonplanmayneedmodifying of sentence order. Such corrections should bemade correctly and promptly and the evaluation informationshouldbefedbacktothedesignanddevelopmentoftrainingcourses.

1�4�5 Trainee assistanceTraineeassistanceisafunctiontohelptraineescontinuetheirtraining,achievetheirtrainingobjectiveandgetajob

wheretheycanusewhattheyhavelearnedthroughthetraining.Forthispurpose,itisimportanttoprovidethefollowingassistanceaccordingtotheindividualsituation:

(1)ResponsetodifficultycontinuingtrainingIt is required to analyze factors thatmayprevent trainees fromcontinuing the training at the early stageof the

trainingandprovideassistancewithinthepossiblerange.Cooperationwithrelatedbodiesisimportantbecausesuchfactorsmayincludeinsufficientlivingfunds,theburdenoftuitionfeesandothersthattheVTinstitutionscannotcover.Iftraineescannotcontinuetrainingduetoapersonalrelationshipbetweentrainees,theirmentalconditionorotherpersonalreasons,therearevariouswaystoprovideassistance.Investigatethecause,planandtakecountermeasures.

(2)ResponsetodifficultyachievingtrainingobjectivesTakeanadequatemeasureafterdeterminingwhythetraineecannotachievethetrainingobjective;isitbecausehe/

shehasmisunderstoodthelesson,learnedawrongway,orhasaprobleminlearning?Eachtraineehaddifferentexperiencebeforetakingacourse.Somemaygoodatmathematics,whileothersmaybeinferiorinphysicalability.Instructorsarerequiredtoprovideadviceinaccordancewiththedifferentproficiencylevelandmotivateeachtraineeinawaysuitedtohim/her.

Itisalsoimportanttodevisewaystohelpalltraineesachievetheirtargetsbyhelpingtraineeslaggingbehindandtoassistindividualtrainees’learningbygivingseparateassignmentsaccordingtotheprogressofthetraining,forexample.

(3)PlacementsupportGlobalizationofthelabormarket,changesinattitudestowardworkamongworkersanddiversificationofmodesof

employmenthaveprogressedinJapan.Youngpeoplewhocouldnotfindjobsaftergraduatingfromaschoolareincreasingwhileindustryisexperiencingrapidagingofitsworkforce.Asitisdifficulttoidentifyasuitableoccupationinanincreasinglydiverseandcomplexsociety,thereisevenanundesirabletendencytomakelightofthemeaningofworkingasaregularemployee.Withthissignificantchangeintheenvironmentsurroundingworkers,ithasbecomeamajorchallengeforeachworkertodevelopacareer(developingvocationalabilitiesthroughrelevantworkexperiencesandtraining)tailoredtohis/hercapabilityandquality.Ithasbecomeimportantforindividualworkerstoobjectivelydescribetheirpastjobexperiences,theirachievementsineachjobandtheireffortsinself-development,andthencomparetheiraptitudeandabilitywiththeneedsofdesiredemployersandthelabormarket(careerplanning).Thisisanagewhereconsultingserviceshelpingjobseekersincareerplanningattractattention.

Inthissocialclimate,placementsupportfortraineeswhohavedifficultyincareerdecisionandthosewhosecurrentvocationalabilityisinsufficienttogetajob(seeFigure1-4)isoneofthedutiesofVTinstructors.Theyareexpectedtobecapableofhelping incareerplanning.Placementsupport includesmotivating traineesbybeingempathetic to them,showingagoodattitudeasamemberofsocietyandhelpingtraineesindevelopingapositiveattitudetowardemployment.


21

Figure1-4 Employment Support

Fromourpastexperience,weknowthatinordertohelptraineescontinuetraining,achievetheirtrainingobjectivesandgetajobinwhichtheycanusewhattheyhavelearnedinthetraining,itisbesttogatherthewisdomoftheinstructorsandthoseoftheentireVTinstitutionratherthanitbeinghandledbyindividualinstructors.

1�4�6 ManagementThis is the functionof rationalmanagementof training courses from their analysis&planning throughdesign,

development,implementationuptotraineesupport,aswellasresources(human,physicalandfinancial)andschedule.Itisalsoexpectedtocreateamechanismtoshareinformationnecessaryforrationalandeffectiveimplementationoftrainingcourses.

Whenatrainingcourseissetupandimplemented,theconformityofthedefinedtrainingpurposemaynotreachtheexpectedvalue.Itisinevitablethatsomeofthetraineeswillbeunabletoachievethetrainingobjective.Itisthefunctionofmanagementtohavethetrainingimplementationresultfedbacktothedesign&developmentandtheplanning&analysisdepartmentstokeeptheimprovementcycleofthetrainingcourserunning.Thiswillbedescribedusingtheexampleofthesolarsystemtrainingcourse.

(1)Analysis&planningphaseManagementisconductedontheaccuracyofthecollectionandanalysisofinformationonproblemsinsolarsystem

installationworks aswell as the training course planning andwhether the analysis and planningwas conductedwithadequateresources.

(2)DesignphaseAfterthetrainingcourseplanning,managementisconductedontheaccuracyofthedesignofthetrainingcourse

curriculum,skillacquisitiontargetofeachsubject,trainingitemsandtraininghoursandwhethertheyweredesignedusingadequateresources.

(3)DevelopmentphaseAfterthetrainingcoursedesign,managementisconductedontheaccuracyofthedevelopmentoftextbooks,PPT

andotherpresentationmaterials,developmentofpracticeassignments,preparationof theclassroomandworkshopandthedevelopmentoflessonplansandtrainingprocedureplansandwhethertheyweredevelopedusingadequateresources.

- 29 -

Figure1-4 Employment Support

From our past experience, we know that in order to help trainees continue training, achieve

their training objectives and get a job in which they can use what they have learned in the training,

it is best to gather the wisdom of the instructors and those of the entire VT institution rather than

it being handled by individual instructors.

1.4.6 Management

This is the function of rational management of training courses from their analysis &

planning through design, development, implementation up to trainee support, as well as resources

(human, physical and financial) and schedule. It is also expected to create a mechanism to share

information necessary for rational and effective implementation of training courses.

When a training course is set up and implemented, the conformity of the defined training

purpose may not reach the expected value. It is inevitable that some of the trainees will be unable

to achieve the training objective. It is the function of management to have the training

implementation result fed back to the design & development and the planning & analysis

departments to keep the improvement cycle of the training course running. This will be described

using the example of the solar system training course.

(1) Analysis & planning phase

Management is conducted on the accuracy of the collection and analysis of information on

problems in solar system installation works as well as the training course planning and whether

Placement support

to trainees

Guidance for adapting to the

workplace

Helping trainees acquire the vocational abilities they will

need in the future

Suitable advice for placement examination, coordination with the

employer and finding placement

Providing job

information

Developing job offerings that match expectations and the aptitude of individual trainees


22

(4)ImplementationphaseAfterthetrainingdevelopment,managementisconductedontheaccuracyofthepreparation,instructionmethodand

trainingevaluationandwhethertheyhavebeenconductedusingadequateresources.

(5)TraineeassistancephaseManagementisconductedontheaccuracyofthejudgmentmadeinthetraineeassistanceandwhethertheassistance

wasprovidedusingadequateresources.

Conducting themanagement (1) through (5) above and improving the training course by sharing improvementinformationobtainedateachstageconstitutequalitymanagementofatrainingcourse.

Akeyforqualitymanagementofimplementedtrainingcoursesiswhatevaluationresultwasobtainedatthefinalphaseofatrainingcourse,“implementationandassistance”.

Evenifallofthetraineeshaveachievedthetrainingobjective,thetrainingobjectivemighthavebeentoolow,orthetrainingdurationmaybetoolong.Theremaybeunnecessarysubjectsinthecourse.Thetrainingsubjectsmaybepoorlylinked.Itisnecessarytoexamineatwhichphase(planning,developmentordesign)studyorresourceswereinsufficient.

Ifthetargetwasnotachieved,it isimportanttoknowwhatpercentageofthetraineesachievedwhatpercentageofthetrainingobjective.Itisimportanttoanalyzethecauseoftheunderachievement;whetheritisinthecurriculumandlessonplan,machines,tools&rawmaterialsintheworkshop,thetextbook,traininghoursorthereadinessonthesideoftrainees.Thefailuremaybeattributedtoinsufficientbudgetleadingtoinsufficientquantityofequipmentandconsumablematerials.Aninsufficientnumberofinstructorsorinsufficienttrainingcapabilityoftheinstructorscouldbeafactor.

Itcanbesaidthattrainingiseffectivelymanagedonlywhentheseanalysisresultsaresharedbyconcernedpersonnelinvolvedinplanning,design,development,implementationandassistanceofthetrainingcourseandimprovementismade.

Japan’sVTmanagementindicatorscovernotonlythequalitymanagementoftrainingcourses(includingimprovingtheskillsofinstructors)butalsorecruitmentandplacementoftrainees(includingtrainingneedssurvey).

If thereareonlyafewtraineeswhotakeanewtrainingcourse,accurateanalysis isrequired; is the informationpublicizedadequatelyandhasitreachedlocalcompanies?Aretheapplicationconditionsadequate?DoestheattainmentobjectiveofthecoursemeetthelocalVTneeds?

Ifthetraineescompletingthetrainingcoursecouldnotgetajob,itisnecessarytodeterminethecause.Isitbecausetheirskilllevelandfieldsaredifferentfromthoserequiredbycompanies?Isitattributedtoplacementconditionsnotrelatedtotraining,orinsufficientskills/motivationofthetrainee?

VT institutionsof JEEDreceive instructiononopen trainingcourses (basedonanalysisandplanning) from theHeadquarters,setup(designanddevelopment),implement(implementationandassistance)andmanagetrainingcourses.EachVTinstitutionformulatesquarter-termactionplans,ensuresthroughitsoperationspromotioncouncilacertainfillrateofitscoursesandan80%placementrateofitsgraduatesandimplementsqualitymanagementoftrainingandcompanytrainingneedssurveys(management).Forrecruitmentoftrainees,VTinstructorsprovidejobseekerswithexplanationofVTcourses,explainVTcoursestoofficersof“HelloWorks”(PublicEmploymentSecurityOffice)andcarryoutpublicityactivities.Forplacementsupport,theycreate“jobcards”(containsemploymentrecord,educationandvocationaltrainingbackgroundcareersheetandetc.)andreceivecareerconsultingtraining,forexample.

1.5PersonsinChargeofEachFunction

23

1�5 Persons in Charge of Each Function

Functions for theVTimplementationdescribedaboveareassigned toVTconcernedpersonnel.Theirdutiesaresummarized inTable 1-9.Asmentioned previously, parties in charge of the functions are required to regularly shareinformationinordertoadequatelyturnthePDCAcycleofVTandmakenecessaryimprovements.

Table 1-9 Functions and Duties of Persons

Function Dutiesofthepersons incharge

Analysis&planning

ResponsibleforensuringthatthetrainingcoursesplannedareadequatetotheenvironmentsurroundingVTandtrainingneeds;makingtrainingobjectivesandtargetsclear.

Design Responsibleforensuringthatthedesignedtargets,purpose,trainingsubjectsandhourallocationofeachsubjectareadequatetotheobjectiveofthetrainingcourse.

DevelopmentResponsibleforensuringthattraineeswillbeabletoachievetheattainmentobjectiveifthetrainingisimplementedaccordingtothepreparations(ex.machines,tools&rawmaterials,trainingassignment,lessonplans)madeatthedevelopmentphase.

Implementation Responsibleforimplementingthetrainingasplannedandensuringthattraineeswillachievethetarget,andalsoresponsiblefortraineeachievementevaluation.

Traineeassistance

Responsibleforensuringthattraineescontinuetrainingandgetajobwheretheycanusewhattheyhavelearnedthroughthetraining.

Management Ultimatelyresponsibleforensuringthatthetrainingcoursesachievetheoutcomeobjectiveandattainmentobjective,andrationalandefficienteffortsaremadeforthispurpose.

1�5�1 Persons responsible for long-term training coursesPersons responsible for implementing long-term training (two-yearVT for graduates from school) in Japan are

shown inTable 1-10.TheState bears the function of analysis&planning for training courses, curriculumdesign andtextbookdevelopment.ThisguaranteesacommonskilllevelamongallgraduatesfromthesametrainingcoursealloverJapan.WhenJEEDplansanewtrainingcourse,thepublicinstitutionsapplyfortheState’sapprovalofitscontent.FormostprojectstodevelopcurriculumandtextbooksforanewtrainingcourseinJapan,instructorsselectedfrompublicVTinstitutionsacrossJapanareinvitedasprojectmembers.Thisisindicatedby△inthecolumnofinstructorinthetable.Instructorsarealsoresponsiblefordevelopmentoftrainingassignments,implementationoftrainingandtraineeassistance.

Table 1-10 Persons Responsible for Long-Term Training in Japan

PartyFunction TheState JEED Executivesof

VTinstitutions Instructors

Analysis&planning ◎ ○ △

Design ◎ ○ △

DevelopmentTextbook ◎ ○ △

Trainingassignment,etc. ○ ◎

Implementation ○ ◎

Traineeassistance ○ ◎

Management ◎ ○

◎:Responsibleparty　○:Assistance　△:Assistanceasneeded

1�5�2 Persons responsible for short-term training coursesPartiesresponsibleforimplementingshort-termtrainingcourses(12-hourto6-monthup-gradingVTforworkers)

inJapanareshowninTable1-11.Up-gradingVTsforworkersimplementedbyJEEDareshort-termcoursesfrom12hoursto5daysnormally.InJapan,up-gradingVTforworkersisprovidedtoabout100,000peopleannually.ItisimplementeddifferentlydependingontheregionandVTinstitutionaccordingtothekeyindustryoftheregion.Furthermore,needsfor


24

up-gradingVT forworkers changeevery several yearswith technological innovationandchanges inproduction itemsandmethods.Toensurepromptresponsetosuchchanges,theinstructorsareresponsibleforallfunctionsfromanalysisandplanningtomanagementinJapan.ExecutivesofVTinstitutionsgiveadviceandguidanceconcerningtheVTcoursesproposedbyinstructorsbeforeapprovingthem.Thisisakindofbottom-upsystemstartingfromindividualinstructors.

Somemaysay“thesystemimposes toomuchburdenon individual instructorsfromaglobalperspective.Thereshouldbedividedintoseveralsections”.However,thesystemisamajorfactorthathasexponentiallyenhancedVTcoursedevelopmentandthemanagementcapabilityofindividualinstructorsinJapan.TheadvantageofthesystemiseffectivefunctioningofthePDCAmanagementcyclerealizedbyeachinstructorresponsiblyconductingmanagementfromanalysisandplanningtoimplementationandassistance.ThebiggestfactortolowerthequalityofaVTcourseisfailureinrunningthePDCAcyclebecausephasesfromanalysisandplanningtoimplementationandassistancearenotcontrolledbyoneperson.ProblemssuchastraineesnotachievingtheirtrainingtargetandlowleveloftraineesatisfactionmayariseinanyVTcourse.ThePDCAcycleisruntominimizeproblemsandmaximizeeffects.AfeatureoftheVTsysteminJapanisthatVTinstructorthemselvesmanagethePDCAcycle.

YoumayreformlawsandsystemsconcerningVTandallocatebudgetsbutVTwouldnotchangeifinstructorscouldnotfollowthechanges.OneofthesourcesofdynamismtoinnovateandadvanceactualVTisthecompetenceofindividualinstructors.Inthissense,thebroadfunctionsfulfilledbyinstructorsasshowninTable1-11presentathemefordiscussionsonhowtorenovatenationalVT.

Table 1-11 Persons Responsible for Short-Term Training in Japan

PartyFunction TheState JEED ExecutivesofVT

institutions Instructors

Analysisandplanning ○ ○ ◎

Design ○ ○ ◎

DevelopmentTextbook ○ ◎

Trainingassignment,etc. ○ ◎

Implementation ○ ◎

Traineeassistance ○ ◎

Management ◎ ◎

◎:Responsibleparty　○:Assistance　△:Assistanceasneeded

1�5�3 Persons responsible for development, implementation and trainee assistance functionsSometraineessay“thatinstructorisgoodatteaching.Taughtbyhim,I’vecometounderstandthesubjectwelland

acquiredtheskill”.Analyzingthetrainingofsuchinstructors,youwillseethattheycanprovidetherightguidancebecausetheyknow

whytheirtraineesfailtounderstandandwheretheirunderstandinghasstopped,whileatthesametimeunderstandingtheprocessofunderstandingthesubjectandlearningtheskills.

Ontheotherhand,poorinstructorssimplypushasuperficiallearningmethodbecausetheydon’tknowwhytraineesfailtounderstandorlearntheskills.

Japan’s VT adopts a method in which individual instructors conduct development and implementation of thetraining(subject)courseoftheirchargeandprovideassistancetotheirtrainees.Eachinstructorsetsatrainingenvironment(preparationofclassroom/workshop,developmentoftrainingmaterialsandassignments),proceedsthetrainingprocedurebasedonthelessonplandevelopedbyhim/herself,andprovidestraineeassistancebasedonobservationofthetrainees’acquisitionsituationduringtheclass.Thishelpshim/herfigureoutwhetherandwhytraineesfailtounderstandandlearntheskillsandfacilitatesimprovementofthesubsequentlessonplans.

Theseactivitiesofinstructorsmaybecomparedwiththoseofanorchestraconductor.It isafeatureofJapaneseVT that instructors lead the entire training, andwhether the training is implementedvigorously and livelydependsontheinstructors.Theyprepareatrainingenvironmentincludingtheworkshop,machines,materials,equipment,toolsandtextbooks,developlessonplans,givetraineeslessons, leadthemtotheir trainingobjective,providetutoringtotrainees

1.5PersonsinChargeofEachFunction

25

laggingbehindwhilewalkingaroundthestudents’desksandcheckandevaluatetheirowntrainingmethod.ItischaracteristicforJapaneseinstructorstoreflecttheevaluationresultinthesubsequentlessonplansinanefforttoimprovetheirlessons.

Consequently,developersoftrainingcourses(preparationoftrainingenvironment, textbook,trainingassignmentandlessonplans)arerequiredtohavepracticetrainingcapability.Foronething,theyarerequiredtohaveskillshigherthantheattainmentobjectivesetforthetraining;foranother,theyarerequiredtohavebroadexperienceinguidancetohelpvarioustraineessurelyachievetheirattainmentobjective.

Whenimplementingtraining,instructorsalwaysevaluateandjudgethecharacteristicsoftheirtrainees.Duringthetrainingthisiswhytheycanadviseinwhatoccupationandcompanythetraineescanusetheirabilityandprovidesoundplacementsupport. It ischaracteristic forVTofJapan tobelieve that instructorscanprovidenotonlysupport forskillacquisitionduringtraining,butalsobestplacementsupport.

VarioustraineesenteraVTinstitution.Inrecentyears,therearealsotraineeswithminorlearningdifficultiesandmentallyunstabletrainees.Eachtimeinstructorsfindtraineesfailingtomastersomething,theyworkonimprovementofthelessonplansandenhancementoftraineeassistance.Becauseeachinstructordevelopsandimplementstraining(subject)coursesandprovidesassistancetohistraineesinaconsistentway,effortstoimprovetrainingmethodsaresurelyrepeatedtoenhancetheirtrainingcapability.

However,thesystemofoneinstructorhandlingdevelopment,instructionandassistancealsohasitsweakpoints.Ifthecausesoftrainees’failuretounderstandandacquireskillsarenotsufficientlyevaluatedandinvestigated,theymaybeleftastheyare.ItisdesiredforVTinthe21stcenturytoenhancetrainingmethodstopreventthisandensuretrainees’successintraining.


26

1�6 Training of VT Concerned Personnel

Personsresponsibleforindividualfunctionsaredescribedin1.5.ThissectiondescribesthetrainingofVTinstructorsinparticular.

1�6�1 Institutions specialized in training new instructorsNewVTconcernedpersonnelaretrainedinspecializedagencies.InJapan,thisistheresponsibilityofthePolytechnic

University(PTU).PTUisafour-yearuniversityadministeredbytheMinistryofHealth,LabourandWelfareandoperatedbyJEED.Sinceitsopeningin1961,PTU,whichistheonlyinstitutionofhighereducationaimedattrainingofVTinstructors,hassentover10,000graduatestotheVTworldandthemanufacturingindustry.

PTU features cultivation of three abilities: ability in the technical field (ability to perform skills), ability in theengineering field (scientific insight and engineering design capability) and ability in the field of instruction (trainingcapability,trainingdesigncapability).Forthispurpose,PTUrequires178creditswith5,600hoursforgraduationcomparedwith124creditswith3,000hoursofordinaryuniversities.GraduatesreceivebothaVTinstructorlicenseandabachelor’sdegree(engineering).

Thefour-yeareducationoftheinstructortrainingcourseatPTUisdividedroughlyintotwostages(seeFigure1-5).

Phase1:PenetrationStageThisistheperiodnecessaryforapersontoassimilatetechnicalandengineeringcapabilitiesinaconsistentmanner.It

correspondstothefirstthreeyearsinwhichstudentsconductskillpracticeswhilelearningengineeringandsciencesubjects.

Phase2:FusingStageThisisaperiodforthemtoacquireVTinstructorspiritthroughlearningtrainingmethodsanddevelopingtraining

materialswhile at the same time fusing technical and engineering capabilities by actively using the catalysis effect oftrainingpractice(learningthroughteaching).Theperiodcorrespondstothethreeyearsfromthesecondtothefourthgrade.Triallessons(seeFigure1-6)fortrainingpracticebegininearnestinthesecondyear.Juniorstudentsexperienceactualtraininginaone-monthinternshipataVTinstitution.

1.6TrainingofVTConcernedPersonnel

27

(Source:Eninnering educationonP.40-43of “HumanResourceDevelopmentPhilosophy andSystemofOur university –

Trainingforinstructorswhocombineengineeringwithtechnicalskills–”,No272,2010-7byMurakami)

1�6�2 Off-JT at external institutionsForimprovingabilitiesaftertakingajobasinstructor,externalinstitutionsprovideoff-the-jobtraining(OFF-JT).

Instructorschooseandtakefromamongtrainingprogramsofferedbyvariousexternalinstitutionsasneeded.InJapan,PTUfulfillsamajorfunctionasan institutionprovidingOFF-JTbyimplementingtrainingto improve

abilities for about 3,000 instructors annually.Thismeans that all instructors in public institution across Japanhave anopportunitytotakeatrainingcourseonceeverytwoyears.Table1-12showstheoutlineofitstrainingprograms.

Table 1-12 Training Implemented by PTU

Category Outlineoftrainingprogram

Trainingfornewinstructors TrainingtoimprovepracticalinstructioncapabilityandabilitytosolveproblemsinVT

Skill/technicaltraining Trainingtoacquirenewskills/techniquestorespondtotheincreasinglydiversifiedandsophisticatedindustryneeds

Trainingmethodtraining Trainingtolearnknowledgeandskillsconcerningtrainingmethodsandtrainingmaterialdevelopment

TrainingprogrambylevelTailoredtothelevelofinstructors(younger,mid-level,leader)Ex.safetymanagementpromotion,placementconsultation,leadership,trainingcoordination

1�6�3 OJT at VT institutionsInstructorscantaketrainingatexternal institutionsonlyfor limitednumberofdays.For thisreason,On-the-job

Training(OJT)atVTinstitutionstakeacorefunctionforabilitydevelopmentofinstructors.InordertoeffectivelydeveloptheabilitiesofjuniorinstructorsthroughOJT,itisnecessaryforseniorinstructorsandmanagerstobeactivelyinvolvedinOJTandprovidesystematicguidance.

FollowingisthetypicalexampleofOJTataVTinstitutionwithup-gradingVTforworkers.ItisnotusualinJapanforjuniorinstructorsdevelopanewup-gradingVTcourseforworkers.ThegeneralOJTprocessforinstructorstodevelopabilitytocreateanewup-gradingVTcourseforworkersisshownbelow.Ittakesfiveto10yearsforaninstructortobecomeabletodevelopanewcoursethroughthisOJTprocess.ThemajorpremiseoftheOJTprocessiseffortsoftheinstructorsbutadviceandguidanceprovidedbyseniorinstructorsandmanagersarealsoessential.OJTatVTinstitutionsisacoordinatedinitiative.

- 37 -

(A square frame in the figure represents one person.)

Figure 1-5 Concept of Education System of PTU Figure 1-6 Trial Lesson (Source: Eninnering education on P.40-43 of “Human Resource Development Philosophy and System of Our

university –Training for instructors who combine engineering with technical skills–”, No272, 2010-7 by Murakami)

1.6.2 Off-JT at external institutions

For improving abilities after taking a job as instructor, external institutions provide off-the-

job training (OFF-JT). Instructors choose and take from among training programs offered by

various external institutions as needed.

In Japan, PTU fulfills a major function as an institution providing OFF-JT by implementing

training to improve abilities for about 3,000 instructors annually. This means that all instructors

in public institution across Japan have an opportunity to take a training course once every two

years. Table 1-12 shows the outline of its training programs.


Category Outline of training program

Training for

new instructors

Training to improve practical instruction capability and ability to solve

problems in VT

Skill/technical

training

Training to acquire new skills/techniques to respond to the

increasingly diversified and sophisticated industry needs

Training

method training

Training to learn knowledge and skills concerning training methods

and training material development

Training

program by

level

Tailored to the level of instructors (younger, mid-level, leader)

Ex. safety management promotion, placement consultation,

leadership, training coordination

Engineering capability

Phase 1 [Penetration Stage]

Skill capability

Skill capability

Engineering capability Engineering

capability Skill

capability

Leadership Leadership Catalysis

[At the time of graduation] Phase 2 [Fusing Stage]

- 37 -

(A square frame in the figure represents one person.)

Figure 1-5 Concept of Education System of PTU Figure 1-6 Trial Lesson (Source: Eninnering education on P.40-43 of “Human Resource Development Philosophy and System of Our

university –Training for instructors who combine engineering with technical skills–”, No272, 2010-7 by Murakami)

1.6.2 Off-JT at external institutions

For improving abilities after taking a job as instructor, external institutions provide off-the-

job training (OFF-JT). Instructors choose and take from among training programs offered by

various external institutions as needed.

In Japan, PTU fulfills a major function as an institution providing OFF-JT by implementing

training to improve abilities for about 3,000 instructors annually. This means that all instructors

in public institution across Japan have an opportunity to take a training course once every two

years. Table 1-12 shows the outline of its training programs.


Category Outline of training program

Training for

new instructors

Training to improve practical instruction capability and ability to solve

problems in VT

Skill/technical

training

Training to acquire new skills/techniques to respond to the

increasingly diversified and sophisticated industry needs

Training

method training

Training to learn knowledge and skills concerning training methods

and training material development

Training

program by

level

Tailored to the level of instructors (younger, mid-level, leader)

Ex. safety management promotion, placement consultation,

leadership, training coordination

Engineering capability

Phase 1 [Penetration Stage]

Skill capability

Skill capability

Engineering capability Engineering

capability Skill

capability

Leadership Leadership Catalysis

[At the time of graduation] Phase 2 [Fusing Stage]

(Asquareframeinthefigurerepresentsoneperson.)Figure 1-5 Concept of Education System of PTU

Figure 1-6 Trial Lesson


28

(1)Assignedtoanexistingup-gradingVTcourseforworkersAssignedtoanexistingcoursethatisheldattheinstitutioneveryyear

(2)DevelopingacoursesimilartoexistingonesDevelopingasecondparttoanexistingcourseoftheowninstitutionandanewrelatedcourseDevelopinganewcourseattheinstitutionusingasamodelacourseheldinanotherVTinstitution

(3)DevelopingaordermadecourseDevelopingnewcoursesforindividualcompaniesbasedontheirrequest

(4)Developingready-madecoursesDevelopingnewcoursesbasedontheidentificationofVTneedsoftheregion/industry

AnotherpointforeffectiveOJTofinstructorsiswell-plannedimplementationfollowingthestepsasinthecaseofusualVT.Table1-13showstherelationshipsbetweenthecoursetypesandthefunctionofinstructorsintheOJTprocessofup-gradingVTforworkers.YoucanseethatOJTprogressesfromsimpletodifficultinsequence.

Table 1-13 Type of VT Course for Workers and the Role of Instructors

Typeofup-gradingVT courseforworkers

Functionofinstructor

(1)Implementingexistingcourses

(2)Developingandimplementingcoursessimilartoexistingones

(3)Developingandimplementingorder made courses

(4)Developingandimplementingready-madecourses

Analysisandplanning －－ △ ○

Design － ○ ○ ○

Development(textbook,trainingassignment) △ ○ ○ ○

Implementation ○ ○ ○ ○

Management ○ ○ ○ ○

○:Majorfunction　△:Partialfunction

ForthenationtoadvancethedevelopmentofVThumanresources,itisimportanttobuildanabilitydevelopmentsystemthroughouttheircareercombiningthethreefactorsabove(newinstructortraining,Off-JTandOJT)andconstructaframeworktosupportthesystem.

Figure1-7showsanexampleoftypicalcareerasinstructor.

Duties 20s　　　　　30s　　　　　40s　　　　50s

Implementingtraining *Safetymanagementpromotion,*traineeassistanceforplacement

Developingtrainingcourses　　　　　　　　*Trainingcoordination,*OJTsupport

Projectleader(associateprofessor) 　　　　　　　　　　　　　　　　*Leadership

Businessplanning/juniorinstructortraining(professor) 　　　　　　　　　　　　　　　　　　*Problem-solvingtechnique

*Examplesoftrainingcoursebylevel

Figure 1-7 Image of Instructor Career in Japan

2.1PerspectiveofVTManagement

29

Chapter 2 Management and Evaluation of VT

WithoutevaluationofwhetheranoutcomeofVTachieveditsobjectiveandtarget,efficiencyofthemethod,etc.,youcannotimprovetheVTatthenextstage.Itisimportanttorationallyestablishandmanageevaluationitemsatthestageofimplementationplanning.

2�1 Perspective of VT Management

Adequateandcontinuing implementationofVTrequiresadequatemanagement.Foradequatemanagement, it isimportanttorunthePDCAcycleensuringtheconsistencyofPOCE.ThissectionexplainsPDCAandPOCE.

2�1�1 PDCA: VT improvement cycleThePDCAcycleisamethodtoincorporateimprovementactivitiesintotheprocessofcontinuingimplementationof

notonlyVTbutalsovariousprojects.ItisbelievedthatyoucancontinueaprojectwhileimprovingitbyturningthecycleofPlan,Do,CheckandAct.

(1)P(Plan)standsforplanningaproject;planningofitemsnecessarytoobtaingoodresultsintheproject.(2)D(Do)standsfordoingwhatyouhaveplanned.(3)C(Check)standsforcheckingtheresultofdoing.Checkwhethergoodresultsareobtained;ifnot,identifywhereproblemslie.

(4)A(Act)isactivitytoimproveproblems.Ifanypartshavealowrating,takeactiontoimprovethem.

Plan,implement,evaluateandimproveaprojectandthenimplementtheprojectagain.Bydoingthisyoucanobtainbetterresults.Theideaisthattheprojectwillbecomeincreasinglybetterthroughtherepetitionofthecycle.

2�1�2 POCEPOCEistheideathat“youcanobtaingoodresultsbyoperatingaprojectwhilemaintainingtheconsistencyofthe

P(Purpose),O(Objective),C(Content)andE(Evaluation)”.YoucanconductaprojectinadesirabledirectiononlyafterturningthecycleofPDCAwithconsistentPOCE.ThefollowingisanexplanationofthemeaningofPOCE.

(1)P(Purpose)isthepurposeofconductingtheproject.Makeclearforwhatistheprojectfor,whatchallengesaregoingtobesolvedandwhowilltakebenefit.

(2)O(Objectives)defineswhichconditionisrecognizedtobesuccessfulinordertomeetthepurpose.Whatkindofstatesolvingchallengesortakingbenefit.

(3)C(Contents)determinesthecontentoftheactivitiestowardtheobjectivesandcarryouttheactivities.(4)E(Evaluation)meansevaluationoftheproject.Evaluatewhethertheresultofcarryingouttheprojectservesitspurpose,whethertheobjectiveshavebeenachievedandwhethertheresultsarerationalandefficient.

2�1�3 Relationship between PDCA and POCETherelationshipbetweenPDCAandPOCEisshowninTable2-1.Table2-1showsanapproachtoPOCEinthe

operationofthetrainingcourse.ThisisalsoanexampletostudyonhowtoimprovePDCAafterthecompletionofthecourse.

AsshowninTable2-1,P(Plan)ofPDCAroughlycorrespondstoP,OandCofPOCE,whileD(Do)ofPDCAcorrespondstoCofPOCE.C(Check)andA(Act)ofPDCAserveasdetailsofEofPOCE.P(Plan)andD(Do)ofPDCAarebrokenupintoP(Purpose),O(Objectives)andC(Content)ofPOCE,whichmakessettingofevaluationitemseasier.

Then,howistrainingthatwasplannedandimplementedasshowninTable2-1evaluated?Inotherwords,whatimprovementsaretobemadewhenthetrainingis implementedagain?AsshowninEvaluationofPOCEforCheckofPDCAinTable2-1,(1)graduatesperformedsuperbly,and(2)thecoursecompletionrateexceededthetarget.So,isthisagoodtrainingcoursewithnoneedforimprovement?

Chapter2ManagementandEvaluationofVT

30

Table 2-1 PDCA with Inconsistent POCE

PDCA POCE

Plan

Purpose Spreadleading-edgeskillsinthelocalindustry

Objectives (1)Enablethetraineestomasterleading-edgeskillsinoneyear(2)AchieveacoursecompletionrateofXX%

Contents

Developacurriculumandtrainingenvironmentenablingrepeatedpracticeofskillsusedatworkplaceofcompaniesusingleading-edgeskills.Assignexcellentinstructorswithleading-edgeskills.

Do Implementtrainingemployingtheplanandinstructorsmentionedabove

Check

Evaluation

(1)Graduatesperformedsuperbly.(2)Thecoursecompletionrateexceededthetarget.

Act Objectiveshavebeenachieved.Isthereneedforimprovement?

Infact,traineecompletedthecourseperformedsuperblybutfailedtogetintoalocalcompany.InTable2-1,theObjectivesofPOCEare(1)Enablethetraineestomaster theleading-edgeskills inoneyear,and(2)AchieveacoursecompletionrateofXX%.IntermsoftheObjectives,thecourseappearstobeexcellentbecausetraineeshavemasteredleading-edgeskillsandthecompletionrateishigh.However,ithasnotaccomplishedthePurposeofthetrainingcourse,“Spreadleading-edgeskillsinthelocalindustry”.Canweratesuchacourseasexcellent?ThiskindofdiscrepancyissolvedbyensuringconsistencyofPOCE.

InthecaseofthetrainingcourseinTable2-1,P(Purpose)ofPOCEisnotconsistentwithO(Objective).WithP(Purpose)beingdisseminationofleading-edgeskillstolocalindustry,O(Objective)suchas(3)XX%placementrateofgraduatesand(4)X%ofgraduatesfeelthattheyhavespreadleading-edgeskillsshouldbeaddedto(1)and(2)asshowninTable2-2.

Furthermore,youshouldmakeadditionsandchangestoC(Contents)inaccordancewiththeaddedO(Objective)sothatitincludessupportforthetrainees’placementinlocalcompaniesandcoordinationwithlocalcompanies.InresponsetotheincreasedO(Objective),addtoE(Evaluation)(1)graduates’acquisitionleveloftheleading-edgeskills,(2)completionrateoftrainees,(3)placementratebylocalcompaniesneedingleading-edgeskills,and(4)therateofgraduateswhothinktheircompanyisnowtakingadvantageoftheleading-edgeskills.Table2-2isanexampleofmanagementconsideringtheconsistencyofPOCE.

Table 2-2 Revised POCE (PDCA cycle with consistent POCE)

PDCA POCE

Plan

Purpose Spreadleading-edgeskillsinthelocalindustry

Objectives

(1)Enablethetraineestomastertheleading-edgeskillsinoneyear(2)AchieveacoursecompletionrateofXX%(3)Rateofgraduates’placementatlocalcompany:XX%(4)XX%ofthecompaniesfeelthatthegraduatesspreadtheleading-edgeskills

Contents

(1)Developacurriculumandtrainingenvironmentenablingrepeatedpracticeofskillsusedatworkplaceofcompaniesusingleading-edgeskills.Objectives(1)(2)

(2)Assignexcellentinstructorswithleading-edgeskills.Objectives(1)(2)(3)Supportforplacementatlocalcompanies.Objectives(3)(4)(4)Coordination,consultationandinformationexchangewithlocalcompanies.Objectives(3)(4)(5)Assignsupportpersonnelinchargeof(3)(4).Objectives(3)(4)

Do(1)Implementtrainingemployingtheplanandinstructorsmentionedabove.(2)Implementsupportforplacementatlocalcompaniesandcoordination,consultationandinformationexchangewithlocalcompaniesasmentionedabove.

2.1PerspectiveofVTManagement

31

CheckEvaluation

(1)Graduatesperformedsuperbly.(2)Thecoursecompletionrateexceededthetarget.(3)Therateofgraduates’placementatlocalcompanyexceededXX%.(4)XX%ofthecompaniesfeelthatthegraduatesspreadtheleading-edgeskills.

Act Astheresultsmetthepurposeandobjectives,Thenextsessionwillbeimplementedinthesameway.

What isdistinct inTable2-2 is thatO(Objective) includes thoseconcerningcapabilitydevelopmentof trainees(Attainmentobjective:Objectives(1)(2)inTable2-2)andthosecorrespondingtothepurposeofthetrainingcourse(Trainingobjective:Objectives (3)(4) in theTable 2-2). It is necessarynot only to have the trainees’ skills reach the attainmentobjective,butalsotoachievethetrainingobjective.

IfplanningandexecutionasdescribedinTable2-2producedgoodresults, itcanbesaidthatgoodtrainingwasimplemented.Ontheotherhand,iftheresultisthatthegraduatesfailedtogetajobinalocalcompanyasinthecaseofthetrainingcourseshowninTable2-1,itwillbenecessarytoconsideractivitiestoimprovegraduates’placementrateintheregion.Specifically,determinethereasonwhythetraineesdid(could)notgetajobinalocalcompany.Theremaybevariousreasonssuchas:companiesoutsideoftheregionemployedthetraineesbecausetheyhadacquiredleading-edgeskills;thetrainees’leading-edgeskillsarenotthosedesiredbycompanies;andthereisnolocalcompanywithaneedforleading-edgeskills.Byconductingnecessarysurveysassumingsuchreasons(analysisandplanning)andtakingmeasuresaccordingtothereason(designanddevelopment),youcanturnthecycleofPDCAwithconsistentPOCE.


32

2�2 Management Perspective

GoodVTshouldbeconsistentwithPOCEinconsideringmanagement,thereforeweneedthemanagementperspectiveof(1)makingtraineesreachobjective(Attainmentobjective),then(2)achievingtheobjectiveoftrainingcorrespondingtothepurposeofVT(Trainingobjective),and(3)ensuringrationalityandefficiencyof(1)and(2).Figure2-1showstherelationshipofthiswithPOCE.

Figure 2-1 Management Perspective Based on POCE

Theattainmentobjective(capabilitiescompaniesdesirefromnewtrainees)issetconsideringtheskillsnecessaryforgraduatestoaccomplishthepurposeofthetraining(ex.improvetheemploymentrateofnewtraineesintheregion).

Examinethecontentofthetrainingmethodtoensureachievementoftheattainmentobjective,createanenvironmentforimplementingthetraining,andimplementactivitiestoachievetheattainmentobjective(implementationofatrainingplanandtraining).

Asaresult,youcanachievethetrainingobjective(ex.employmentrateoftraineesatoccupationsrelatedtothetraining) corresponding to thepurposeof the training. Inorder to achieve the trainingobjective, conduct “activities toachievethetrainingobjective”(ex.placementsupport,recommendationofgraduatestocompanies)inadditiontotraining.

Amongtheseactivities,managementoftrainingisactivitiestocollectmanagementitemsrepresentingthestatusofactivitiesforachievingthetrainingobjectiveandattainmentobjective(statusofjobsearchingandskillacquisition)andtoevaluatetherationalityandefficiencyoftrainingobjectives,attainmentobjectiveandactivitiestoachievetheminordertoimprovetheseactivities.

- 44 -

2.2 Management Perspective

Good VET should be consistent with POCE in considering management, therefore we need

the management perspective of (1) making trainees reach objective (Attainment objective), then (2)

achieving the objective of training corresponding to the purpose of VT (Training objective), and (3)

ensuring rationality and efficiency of (1) and (2). Figure 2-1 shows the relationship of this with

POCE.

O (Objective of training) C (Contents)

P

(Purpose

of

training)

① Training objective

② Attainment objective

③ Rationality and efficiency toward

the target/objective

Activities toward training

objective regarding trainees

capabilities

Activities toward attainment

objective correspond to

purpose of training

Comparison

E (Evaluation) Management items

Figure 2-1 Management Perspective Based on POCE

The attainment objective (Capabilities companies desire from new trainees) is set considering

the skills necessary for graduates to accomplish the purpose of the training (ex. improve the

employment rate of new trainees in the region).

Examine the content of the training method to ensure achievement of the attainment

objective, create an environment for implementing the training, and implement activities to

achieve the attainment objective (implementation of a training plan and training).

As a result, you can achieve the training objective (ex. employment rate of trainees at

occupations related to the training) corresponding to the purpose of the training. In order to achieve

the training objective, conduct “activities to achieve the training objective” (ex. placement support,

recommendation of graduates to companies) in addition to training.

Among these activities, management of training is activities to collect management items

representing the status of activities for achieving the training objective and attainment objective

(status of job searching and skill acquisition) and to evaluate the rationality and efficiency of

training objectives, attainment objective and activities to achieve them in order to improve these

activities.

2.3ManagementObjects(ExamplesofManagementItems)

33

2�3 Management Objects (Examples of Management Items)

2�3�1 Examples of management items related to training objectiveManagement items of the training objective (O) corresponding to the purpose of the training (P)may include

theexamples inTable2-3.Deciding the levelof the items to reachat theendof the trainingconstitutes target setting.Managementconcerning the trainingobjective isactivities tocatchup thestatusof thesemanagement itemsandmakemodificationstoachievethetrainingobjective.

Inordertodesignthesemanagementitems,itisnecessarytoclearlydefinethepurposeofthetraining.Whensettingatrainingobjective,youmustbeabletoclearlyexplainitsrelationshipwiththepurposeoftraining.

Table 2-3 Training Purpose and Objective

Purposeoftraining(P) Examplesofmanagementitemsconcerningtrainingobjective(O)

Securestaffresourcesoflocalcompanies

・Rateofplacementatlocalcompanies・Rateofplacementinrelatedoccupation・Improvementinlocalcompanies’perceptionofhumanresourceshortage・�LocalcompaniesfeelthattheycouldobtainnecessaryhumanresourcesbyemployinggraduatesfromVTcourse

Promotionofspecificindustrialfieldsintheregion

・�Theextenttowhichtheindustrywaspromoted(increaseinthenumberofcompaniesandthoseofthetargetoccupation)

・�Theextenttowhichthegraduatesareemployedatthetargetoccupation/companyoftheindustrialpromotion

Lowerthelocalunemploymentrate ・Theextenttowhichlocalunemploymentratewaslowered

Reduceworkaccidentsofnewworkers

・�Theextenttowhichtheworkrelatedaccidentrateofplacedgraduateswasreduced

Capabilitydevelopmentofworkerswholackskillsnecessaryatworkplace

・�Theextenttowhichthegraduatescouldusetheacquiredcapabilitiesatwork(whethertheyhaveopportunitytousethem;whetherthecapabilitiesacquiredthroughthetrainingmatchtheneedsatworkplace)

2�3�2 Examples of management items related to attainment objectiveAttainmentobjective(capabilitiestobeacquiredbygraduates)areexpressedwiththescopeandlevel.Capabilities

tobeacquiredvarydependingonthepurpose(P)of thetraining.Forexample,(1)a trainingcourseaimingtodevelopcapabilitiesofprecisionmachining,and(2)atrainingcourseintendedtosupplycapabilitiesofbasicmachiningarebothdesignedthemachiningskillsbuttheircontentsaresignificantlydifferent.Therefore,therelationshipbetweenthepurposeandtheattainmentobjectivemustbeclearlyexplainedasisthecasewithtrainingobjective.

Capabilitiesexpectedfromgraduatesaccordingtotherespectivepurposesaresetasattainmentobjective,managementitemsofwhichmayincludetheexamplesinTable2-4.

Table 2-4 Training Purpose and Attainment Objectives

Purposeoftraining(P) Examplesofmanagementitemsconcerningattainmentobjective(O)

Securestaffresourcesoflocalcompanies

Acquisitionsituationofcapabilitiesthatlocalcompaniesrequirefromnewemployees

Promotespecificindustrialfieldsintheregion

Acquisitionsituationofcapabilitiesthatspecificlocalindustryrequiresfromnewemployees

Lowerthelocalunemploymentrate Acquisitionsituationofcapabilitiesrequiredbytheindustrythatcanemploymoreworkersinthelocallabormarket.

Reduceworkaccidentsofnewworkers

Acquisitionsituationofcapabilitiestoeffectivelyusemethodstopreventworkaccidents

Developcapabilityofworkerswholackskillsnecessaryatworkplace

Acquisitionsituationofcapabilitiesnecessaryforsolvingproblemsworkplacesarefacing


34

Capabilitiesoftraineesmaybeassessedbefore,duringandafterthetraining.Evaluationbeforethetrainingismadetocheckwhethertheyhaveabilitytoparticipateinthetraininganddividethetrainingcourseintoclassesbycapabilitylevel, forexample.Assessmentduring the training isconducted toprovide the traineeswith feedbackonwhether theyhavemasteredthetrainingcontenttothatpoint.Assessmentattheendofthetrainingisconductedtocheckwhethertheattainmentobjectivesareachieved.

Theinstructorsevaluatethelevelofachievementoftheattainmentobjectivesandprovidethetraineeswithfeedbackontheresults.Thetrainingmanagercompilestheresults,confirmswhetheranyofthetraineeshavedifficulty,providessupportasneededandusestheresultsfortrainingcompletioncertification.

2.3.3 Management items concerning rationality and efficiency toward objective of trainingTherearemanymanagementitemsconcerningrationalityandefficiencytoachieveobjectiveoftraining.Rationality

means theconsistencyof theobjectiveof trainingandcontents (scopeandmethodsofefforts)with thepurposeof thetraining.Toensureefficiency,checkwhethertheefforts(scopeandtime,laborandcostusedforeachofthem)toachievetheobjectiveoftrainingareimplementedinaleanway.

Rationalityandefficiencysometimesgotogetherbutsometimesnot.Inatrainingcoursewiththeattainmentobjective“capableofusingacertainequipment”,whenteachinghowtousetheequipment,itisrationaltocreateanenvironmentforalltraineestousetheequipmenttolearnhowtouseit.Itmayseemtobealsorationaltoprepareonepieceofequipmentforeverytraineesothatalltraineescanpracticeatonetime.However,giventhecostofpreparingtheequipmentforthenumberoftrainees,itisnotnecessarilyefficient.Ifyoudividetheclassintotwogroupsandteachonegroupinthemorningandtheotherintheafternoon,thenecessarynumberofequipmentisreducedtoonehalf.Thisway,youcanimproveefficiencywhilemaintainingrationality.However,theinstructorwhocanteachhowtousetheequipmentmaybebusyandavailablefortheclassonlyinthemorning.Ifthenumberoftheequipmentisonlyonehalfthatofthetrainees,onlyonehalfofthetraineeswillbeabletopracticeinthemorningwhiletheothertraineeswillbejustobserving.Thisway,onehalfofthetraineeswouldnotbecomecapableofusingtheequipment.Iftwotraineesaretouseonepieceofequipment,theirlevelofachievementwouldbelowerthanhalfoftheleveltheywouldhaveachievedbyusingitalone.Itmaybeefficientintermsofthecostofpurchasingtheequipmentbutrationalitywouldbereduced.

Thisway,rationalityandefficiencysometimesgotogetherbutsometimesnot.Becausepriorityisgiventorationalitywhichmeansachievingtheattainmentobjective,itisnecessarytoexaminehowtoincreaseefficiencywhilemaintainingrationality.Table2-5givesexamplesofmanagementitemsconcerningrationalityandefficiencyandanoutlineof theirrespectivecontrolitems.

Table 2-5 Example of Management Items Concerning Rationality and Efficiency Toward Objective of Training

(1)Anenvironmentthatfacilitatesparticipationinthetraining Facilityandequipment(room,whiteboard,projector,machines,tools) Trainingmaterials(carforpractice,PPTmaterials) Materials(cables,gasoline)

(2)Usageoffunds

(3)Responsetovariousconditionsoftrainees Expectation/wish,factorsdisturbinglearning,capabilityacquisitionstatus,progressofcareeractivities

(4)Responsetorisk Safetyandhealthinandoutsidethetraining,complaints,misconductbypersonnel/trainees,changesinexpectations

onVT,compliancewithlaws

(5)ConsistencyofPOCE

(6)Trainingimplementationorganization Capability,necessarynumberandeducationofthestaff Targetsharing,divisionofroles,mutualhelp,motivation

(7)ImprovementofVTconcernedpersonnel’scapabilitiestoperformtasks

(1)EnvironmentthatfacilitatesparticipationinthetrainingCreatinganenvironmentthatfacilitatesparticipationinthetrainingisrationalforthepurposeofhelpingthetrainees


35

achievetheattainmentobjectivebecauseitwillraisethetrainees’motivationandenablethemtorepeatpracticesasmanytimesasnecessaryusingallmachines,toolsandmaterialstheyneed.Ontheotherhand,preparingexcessivefacilitiesandequipmentinvolvesuselessexpensesimpairingefficiency.Itisnecessarytocreateanenvironmentfacilitatingparticipationinthetrainingwhilemaintainingrationalityandavoidingexcessiveinvestment.

Items tomanagement to create an environment that facilitates participation in training are roughly divided intofacilities/equipment, trainingmaterialsandothermaterials.These itemsaremanagedfromtheperspectiveofpreparingasufficientquantity,ensuringgoodfunctioning,preventing theft,etc. If it isplanned to letevery traineeuseonepieceofequipment,itisnecessarytocheckwhetherthequantityoftheequipmentcorrespondstothenumberofthetrainees,whethertherearenecessarytoolstooperatetheequipmentandenoughrawmaterialsforrepeatedpracticeifmaterialsareto be processed.

Confirmwhetherthetrainingisoperablewiththefacility/equipment,trainingmaterialsandothermaterials　indicatedin the training plan and the environment is actually prepared. Next, confirm whether they are in an available state.Furthermore,itisnecessarytopreventtheirlossduetotheft,etc.(SeeTable2-6).Theequipmentisrequiredtoconfirmtheirquantityandfunctions,procureforshortfallsifthereareany,andpreventtheirlossduringthetraining.

Table 2-6 Example of List of Workshop Equipment

NameofequipmentDateofconfirmation(YY/MM/DD)

Confirmedcondition

Dateofconfirmation(YY/MM/DD)

Confirmedcondition

Coatedarcweldingmachine Good

CO2weldingmachine Good

TIGweldingmachine Good

ShearingmachineApartismissingabout30cmtotherightoftheedgeWorkavoidingthemissingpart.

Bevelingmachine Good

Smokedischargingequipment Lidofthe○○plateductisnotgood.Needtorequestrepair

Screen Good

Workbench Good

(2)UsageoffundsYouwillneedfundstocreateanadequatetrainingenvironment.Spendingmoneyforthingsnecessarytoenable

traineestoachievetheirattainmentobjectiveisimportanttoincreaserationalityandefficiency.Iftraineesbeartheexpenseofthetraining,itisnecessarytoestimatetheamountnecessaryforthetrainingasthe

basisofcalculationof the trainingexpenses. It isalsonecessary tomanage that theobtainedfundswill lastduring thetrainingduration.Expenseitemstobemanagedmayincludethefollowing:①Personnelcost

Expenditureforinstructorswhoimplementthetraining.Ifaninstructorisinvitedfromoutside,youcancalculatetheexpensefortheinstructorpertraineebydividingthecompensationtotheinstructorbythenumberofthetrainees.Insomecases,indirectpersonnelexpensessuchasthoseforofficeworkersmaybeincluded.②Rawmaterialscost

Expenditureformaterialsconsumedthroughthetraining.Variousmaterialsmaybeconsumed.Totalallofthemandcalculatethecostpertrainee.RepeatedpracticeisnecessarytoadvanceskilllevelbutconsumesalargeamountofmaterialsandincreasesRawmaterialspurchasecost.Itisimportanttodesigntrainingassignmentswithhightrainingeffectivenessconsideringrationalityandefficiency.③Tool cost

Expenditurefortoolsthatarenotconsumedinasingleyear.Theirannualdepreciationcanbeobtainedbydividingthecostofindividualtoolsbytheiraverageusableyears.Insomecases,wearandtearexpenseoffacilities/equipmentmay


36

beincluded.④Utilitiescost

Expenditure for lighting, runningwater and electricity at the placewhere the training is implemented. For theexpenditure for runningwater and lighting that are used just because there are people, determine a fixed amount andmultiplyit.Costsofalargeamountofwaterusedfordyeingandalargeamountofelectricityusedforweldingarecalculatedseparately.

Suchcalculationsmaybeusedasthebasisforthecosttoimplementatrainingcourse(SeeTable2-7),thebasisforabudgetaryrequestifthetrainingisprovidedatthepublicexpense,thebasisforvarioustrainingperformancereportsandthebudgetrequestofthenextyear.Ifyourecordthematerialcostsasthetrainingprogresses(SeeTable2-8),youcanusetherecordtoestimateconsumptionofrawmaterialsaccordingtothebudget(SeeTable2-9).

Table 2-7 Example of Course Fee Reckoning Table

CourseFeeReckoningTable

Trainingcourse Numberoftrainees 　　○

Trainingdays/hours

Amountpertrainee

UtilitiesGeneralunitcost 1,500/trainee/day ○○

Specialcostofthecourse 2,000/trainee ○○

Subtotal ○○

Compensation

Class C 7,000/hour ○hour ○

Class B 10,000/hour 　hour

Class A 15,000/hour 　 hour

Subtotal ○○

Trainingmaterialcost ○○

Rawmaterialcost ○○

Subtotal

Total:coursecostpertrainee

Table 2-8 Example of Management List of Training Materials (table of tools and materials by assignment)

Trainingcourse Weldingcourse

Trainingassignment Mediumsteelplatedownwardcoatedarcweldingwithoutbacking

Machinesandtoolstobeused

Weldingmachine 1/trainee

Workbench 1/trainee

Tongs 1/trainee

Protectiveequipment(mask,gloves,apron,gaiters) Oneset/trainee

Rawmaterialstobeused

Steelplate:3×6t9 2sheets10trainees/8hours

Weldingrod:D4301 5kg 10trainees/8hours


37

Table 2-9 Example of a Raw Materials Management (stock card by material)

Material Steelplate

Specification 3×6t9

Receptiondate Receivedquantity Date of use Amountused Stock

MM/DD 2 2 sheets

MM/DD 1 sheet 1 sheet

MM/DD 1 sheet 0 sheets

MM/DD 2 2 sheets

MM/DD 1 sheet 1 sheet

MM/DD 1 sheet 0 sheets

(3)ResponsetovariousconditionsoftraineesFamilyproblemsandtroublesamongtraineesthatthrowthetrainees’concentrationoffthetrainingarefactorsto

preventthemfromachievingtheirAttainmentobjective.Solvingsuchtroublesbeforebecomingabigproblemwillincreaserationalityandefficiencyinachievingthetrainingobjectiveandattainmentobjective.

Specifically,thisisakindofmanagementtosupporttraineestoreceivetrainingtowardadesirablefutureforthem.Theremaybethefollowingmanagementitems:

● Compatibilitybetweenthepurposeofthetrainingandthatofthetrainee(expectation,wish) ● Check for impediments to the trainees’ learning during the training.Examples are: falling behind others in theclassroom, education cost, family conflicts, delinquency, bullying or interference among trainees or by others,harassmentbypeopleinvolvedintraining,healthproblems.

● Progressinreceivingthetraining:whether thetraineesaretakingtherelevantsubjects;performanceof theeachsubjects

● Progressofcareeractivities.Confirmtheirdesiredcareer,whethertheyhaveundergoneanexam/interviewofthedesiredcompany,etc.Catchuptheitemsabovethroughregularinterview,observation,performanceandotherconditionsofthetrainees,

recordtheminpersonalrecordbook(SeeTable2-10),findfactorsdisturbinglearningandsignsofdisturbedlearningandprovideassistancefortheirfuture.Instructorobserveandrecordbehaviorsoftheirtraineesduringusualclasses.Iftheyhavesomeconcerns,theyprovideinformationtostaffspecializedintraineeguidance,employmentguidance,forexample,to reduce the problems.

Table 2-10 Example of Trainee Management Sheet

Trainee

Basicinformation

Nameofthecontact Address Phonenumber Remarks

○○○○ ○○○○ ○○○○

Emergencycontact’name

Address Phonenumber Remarks

○○○○ ○○○○ ○○○○

Trainingsituation Familysituation Interviewrecord


38

FirsttermofYY Completedallrequiredsubjects

Hisparentsareindivorcelitigationandcurrentlyseparated.Heislivingwithhismother.Anycallfromthefathershouldnotberelayed.MM/DD

MM/DDHeneedstobecomeindependentearlyduetoparentalmaritaldiscord.HewishestoworkatXXplantinanadjacenttown.

SecondtermofYY

Failedin○○practiceandpassedaftertakingsupplementarylessons

Situationintheinstitution

Heisnotgoodatcommunicationandtendstobeisolated.Theinstructoractivelycallstohim,askshimtocomewhenothertraineesarethereandencourageshimtotalk.

(4)ResponsetoriskRisksinVTinstitutionarehappeningsthatmayoccurintheVTcourseandcouldexplodeintoasituationinwhich

itisimpossibletocontinueVT.HappeningsthatmakecontinuationofVTimpossiblemaystemfromthetrainees,theVTinstructors,ortheVTinstitution.Here,weoutlinerisksrelatingtoVTinstructorsandinstitutions.Risksrelatingtotraineeswillbedescribedin“4.8ResponsetoDifficultiesofTrainees”.

RisksrelatingtoVTinstructorsandinstitutionsmayincludethefollowing.Itisnecessarynotonlytorespondaftertheoccurrenceofthesehappeningsbutalsotodevelopaplanbeforehandofwhattodowhensuchhappeningsoccurredandmaketheplanpublicwhileatthesametimetakingactionstopreventthem.

● RisksrelatingtoVTinstructorsEx.crime,disease,injury,familyproblem,troublewithtrainees,harassment,troublesamonginstructors,discord

amongmanagers ● RisksrelatingtoVTinstitutionsInjuryoftrainees,complaintsfromtrainees/localcommunity(noise,smoke,gas,badmannersoftrainees/instructors),

inadequacy/failure of the training environment (ex. building, facilities, weather, electricity, water and sewerage, ITinfrastructure),complaintonevaluationofVTprojects, legal/ruleviolation(noncompliance)bystaffandotherpersonsinvolved

Ifatraineewasinjuredduringatrainingsession,forexample,howshouldwecorrespondtothesituation?Thefirstthingtodoistorescuethetrainee.Whomshouldtheinstructorcontacttodothis?Howtocallanambulance?Isthereatelephoneintheworkshop?Isitbettertouseapersonalcellphone?Ifthereisnotelephoneintheworkshop,isitnecessarytohavesomeoneruntotheofficetomakethephonecall?

Withoutprior arrangementof these things, itwould take time for an ambulance to arrive and the conditionsoftheinjuredpersoncouldturnworse.Ifbungledhandlingworsenedtheconditionofthetrainee,responsibilityoftheVTinstitutionforthefailureofsafetymanagementwouldbeinvestigated.Asaresult,theinstitutionmightbeforcedtostoptrainingorevenclosetheschool.

Topreventthisfromhappening,it isnecessarytodecideaheadwhattodowhenatraineeis injured.Ofcourse,ensuringasafeinstructionmethodisaprerequisiteforoperationofaVTinstitution.Itisimportantthatmanagersdecidehowtorespondtotheserisksanddisseminatethedecisiontoalltrainingexecutors(seeFigure2-2).

Riskmanagementisconductedtopreventinterruptionoftrainingwhichcouldreducetheefficiencyoftraining.


39

Figure 2-2 Response to Accidents, etc� in a Workshop

Table2-11isanexampleofrulesforcomplianceofaninstitution.Table2-12showsanexampleofsafetypatroltodetectunsafepointsoffacilities.ThesafetypatrolisasystemformutualassessmentinwhichinstructorspatrolworkshopsusedbyotherVTcourseinstructorandotherplacesofthefacilitiesonceeverymonth,anddetectandreportunsafepoints.

Table 2-11 Example of Rules Concerning Compliance (details omitted)

VTinstitutionBasicRulesforCompliance(Purpose)

Chapter1TheseRulesestablishbasicmattersconcerningcomplianceofXXVTInstitution.(Definition)

Chapter2Compliancemeanstocomplywithlawsandregulations,rulesofXXOrganizationandnormsatthestageofimplementingtraining.

(System)Chapter3CompliancePromotionSystem

ThehighestofficertopromotecomplianceinXXInstitutionistheDirector.Assignasupervisorymanagerandapromoter.Setupacompliancesupervisorycouncil.

Chapter4ResponsetocomplianceviolationsProvideeducationandtrainingtopromotecompliance.Conductinternalaudittopreventcomplianceviolation.Reporthappeningconcerningcomplianceviolationtothepromoterandthesupervisorymanager.Ifapersoninvolveddetectsahappeningconcerningcomplianceviolation,thepersoninvolvedshallinformthepointofcontact.Whistleblowerswillnotbedisclosedandsufferanydisadvantagebecauseofthereporting.Ifahappeningconcerningcomplianceviolationisreported,thepromoterandthesupervisorymanagershallinvestigatethefact.ThesupervisorymanagershallreporttotheDirectorinvestigationresultsandprovidehisopiniononadequatemeasures.TheDirectorshalldecideadispositionconsideringthereportandopinionofthesupervisorymanager.

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personal cell phone? If there is no telephone in the workshop, is it necessary to have someone run

to the office to make the phone call?

Without prior arrangement of these things, it would take time for an ambulance to arrive and

the conditions of the injured person could turn worse. If bungled handling worsened the condition

of the trainee, responsibility of the VT institution for the failure of safety management would be

investigated. As a result, the institution might be forced to stop training or even close the school.

To prevent this from happening, it is necessary to decide ahead what to do when a trainee is

injured. Of course, ensuring a safe instruction method is a prerequisite for operation of a VT

institution. It is important that managers decide how to respond to these risks and disseminate the

decision to all training executors (see Figure 2-2).

Risk management is conducted to prevent interruption of training which could reduce the

efficiency of training.

Figure 2-2 Response to Accidents, etc. in a Workshop

Table 2-11 is an example of rules for compliance of an institution. Table 2-12 shows an

example of safety patrol to detect unsafe points of facilities. The safety patrol is a system for mutual

assessment in which instructors patrol workshops used by other VT course instructor and other

places of the facilities once every month, and detect and report unsafe points.

Table 2-11 An Example of Rules Concerning Compliance (details omitted)

VT institution Basic Rules for Compliance

(Purpose)

An accident occurred and was identified

Find the injured

Prevent expansion of the accidentEvacuate trainees

Ventilator, smoke extraction apparatus,

Hydrants, fire extinguisher, switchboards

Specify dangerous points Manifestation of hazards

Assist the injured First-aid kit in the workshop AID device

Call for help Other instructors,

trainees, XX administration section

Contact Ambulance: Tel ○○○○ Fire station: Tel ○○○○

Family and emergency contact of the injured

Trainee management card

Report the accident Training manager

Director of the institution

AssisttheinjuredFirst-aidkitinthe

workshopAIDdevice


40

Table 2-12 Example of Safety Patrol Format

Place to patrol

Date Patrolperson

Safetyissues

Conditionof4S(seiri,seiton,seiso,seiketsuorSort,Straighten,Shine,andSustain) Thingsinahighplace

Maintenancesituationofequipmentandtools High-pressure,high-temperature,high-voltageoredgedplaces

Othercomments

(5)ConsistencyofPOCEA training coursewith inconsistentPOCEmaynot achieveAttainmentobjective and trainingobjective.This is

neitherrationalnorefficientbecausefundsaremisspent.Therefore,itisnecessarytochecktheconsistencyofPOCEintheprocessofplanning,design,developmentand

implementationofatrainingcourse.DefinethepointtoevaluatePOCEofthetrainingcourseintheformoftrainingdesignandconfirmitsconsistency. Inaformtosortanalysisandplanningofa trainingcourse, forexample,confirmwhetherthepurposeoftrainingisadequateforthechallengesofsocietyandorganizationsintermsofthetrainingobjectiveandattainmentobjective;whetherthetrainingobjectiveandattainmentobjectiveareconsistentwiththepurposeoftraining.At the stage of planning, establish the form to check the consistencyof the attainment objective, training content andmethodof each subject.Confirmwhether trainees canachieve the attainmentobjectiveof the coursebyachieving theattainmentobjectiveofsubjectsonebyone.Alsoconfirmwhetherthetrainingcontentandmethodofeachsubjectwillleadtoachievementoftheattainmentobjectiveofthesubject.

Formulationofatrainingcourseprogressesintheorderofanalysis&planning,designanddevelopment.Justbeforemovingfromonestagetoanother,itisadvisabletoholdameetingofthemanagersoftherespectivestageandtheinstructortoconfirmtheconsistencyofPOCE(seeTable2-13).

Table 2-13 Management of Training Course Operation Process

Trainingcourse Instructorresponsibleforoperation

Operationprocess Evaluationitem Implementation Remarks

SurveyVTneeds

Hearingsurveywithindustrialbodies(field)

Hearingsurveywithindustrialbodies(employmentprospect)

Localimplementationstatusofeducationandtraining

Confirmationoftechnicaltrends

Consensusformingontrainingneeds

Curriculumdesign

Consistencywithtrainingneeds

Curriculumthatenablestraineestoachievetheattainmentobjective

Consensusformingoncurriculum


41

Preparationforimplementationoftraining

Preparationofaclassroom,workshopandequipment

Preparationofmachinesandtools

Preparationofrawmaterials

Preparationoftrainingmaterials

Creationoflessonplans

Implementationoftraining

Easy-to-understandinstruction

Instructionthatstimulatesthemotivationofthetrainees

Evaluationthatthetraineeshaveachievedtheattainmentobjective

TraineeAssistance

Responsetodifficultyinlearning

Responsetodifficultyinplacement

Responsetovariouschallengesfacingthetrainees

Evaluationofthecourse

Satisfactionevaluation

Whetherthetraineeshaveachievedtheattainmentobjective

Whetherthetraineesutilizetheiracquiredcapabilitiesatworkandcompanysatisfaction

Aretheneedsofthetraineessatisfied?

Wasthecourserationalandefficient?

Implementationstatus　○:implemented　△:insufficientlyimplemented　×:notimplemented

(6)TrainingimplementationorganizationFor efficient implementation of training, it is important that VT concerned personnel work together on the

implementationofVT.Supposethata trainingplannerplanneda trainingcoursewithacertainpurposeinmindbuthis intentionisnot

adequatelycommunicatedtothetrainingdesigner,whodesignedthetrainingcarelesslywithcursoryinterpretationofthepurpose.

Again,thepersonresponsiblefordevelopmentdevelopedtrainingmaterialsandpracticeassignmentswithoutcorrectunderstandingoftheintentionofthedesigner.Notunderstandingthebackground,instructorimplementedthetrainingwithanattitudethathisjobissimplytoexplainthecontentofthegiventextbooktotrainees.Insuchacase,thetraineeswouldnotbeabletoachievetheattainmentobjective.Eveniftheysomehowachievetheattainmentobjective,thetrainingwouldnotsuititspurposedplannedby.

Therefore,trainingorganizationsarerequiredtoensurecoordinationamongpersonnelandexecutionofdutiesbasedontheexpertiseoftherespectivepersonsincharge.

Implementationofatrainingcourserequires:PurposeandobjectiveoftheVTaresharedintheorganization;eachpersonhasaclearlydefinedroleandabilitytofulfilltherole;astronglinkageisformedamongrolesandtheycomplementeachotherifwhereabilityislacking,and;theylovetheirVTjobsandworkactively.

Management is needed to ensure thatmembers comprising the organization above are carrying out appropriateactivities.Specifically,managersarerequiredtodefinetheroleandexpectedcapabilitiesofeachstageandevaluatetheircapabilityinsomeway.Inaddition,confirmthroughregularinterviewandothermeanswhethermanagersclearlyshowthepurposeandtargetsoftheorganizationandmakethemunderstoodtoallandindividualpersonsfindtheirjobrewarding,forexample.

(7)ImprovementofVTconcernedpersonnel’scapabilitiestoperformtheirrolesInordertoadequatelyfulfillrespectivefunctions,VTconcernedpersonnelneedtohavenecessaryexpertise.Lack

ofexpertisewillposeanobstacletorationalandefficient implementationof training.Managersareadvisedtocreatea


42

listofcapabilitiesaccordingtotheirrole,positionandyearsofexperiencetouseasacriteriontrainingafteremployment,personnelassessment,promotionandotherpurposes.It is importanttocreatesuchalistforuseasalistofcapabilitiesneededinactualworkandasaformalorinformalcriterionforevaluationofVTconcernedpersonnel,andactualuseonadailybasis.

ManagersevaluatetheexpertiseofVTconcernedpersonnelthroughregularinterviewswiththemandobservationofhowtheyareworkingeverydayandrecordtheresultsinthelistofcapabilities.OfspecialimportanceisthecapabilitiesofVTinstructorswhoimplementtraining(seeTable2-14).Instructorsareexpectedtogiveeasy-to-understandlessonsthatmotivatethetraineestolearnandshowanattitudetobuildpersonalrelationshipswithtrainees,forexample.

Table 2-14 Training Capability

Item Checkpoints Checkcolumn

Theabilitytotrainothers

・Structureoftraining(scenario)　

・Haveyoumadethepointsoftheworkclear?・Haveyourpreparedascenario?・Haveyouproceededthelessonaccordingtothelessonplan?・Haveyouindicatedimportantpointsinthejobbreakdownsheet?

・Skillofdescription

・Haveyouarrangedtheintroduction,presentation,developmentandsummaryinagoodbalance?・Arethetraineesdoingwork,etc.accordingtoyourexplanation?・Areyourvocalizingandwritingonthewhiteboardadequate?・Isyourpresentationmethodadequate?

・Understandingofthetrainees’comprehension

　

・Areyoupointingoutwheretheproblemlies?・Doyouknowtheunderstandingdegreeofthetraineesattheendofthetraining?

・Developmentoftrainingmaterials(textbook,assignments,slides,models)

　

・Haveyoucreatedtrainingmaterials?・Arethetextbookandothertrainingmaterialsfreeoferrors?・Arethetrainingmaterialseffective?

・Instructionandwarningtotrainees

・Areyouadequatelyinstructingtheworktobedonebythetrainees?・Aren’tthereanumberoftraineeswhohavenothingtodo?・Areyouprovidingwarningandinstructionagainstunsafeactions?

・Safetymind・Doyouexecutetrainingwithsafetyinmind?・Doyouprovidethetraineeswithexplanationaboutsafety?

Zeal

・Motivation

・Areyoualwaysintheworkshop(classroom)duringthelesson?・Areyouwalkingaroundtoseehowthetraineesareworking?・Doyouencouragethetraineesalways?

・Enthusiasm　

・Doyouexplainkindly?・Doyoutalktothetrainees?・Areyouansweringquestionsalsooutsideoftraininghours?

Interpersonalrelationship ・Interpersonalrelationship

・Istheappearanceappropriate?・Doyousayhello?・Doyoudotheconversationthatacceptedthescene?・Isthevolumeofvoiceappropriate?・Doyoutakegoodcareofapartner?

2.4ActualEvaluation

43

2�4 Actual Evaluation

Previously,consistencyofPDCAandPOCEhasbeendescribed.Becausetheadditionoffive-levelevaluationtothiswillenablemoreeffectivemanagement,thisevaluationmethodwillbeexplainedbelow.

2�4�1 Five levels of VT evaluationWehavepresentedmanagementitemsofVTfromthreerespectivewhicharethetrainingobjective,trainingtarget

andrationality/efficiencytowardobjectiveoftraining.ThissectionwillintroduceaperspectiveofevaluatingVTusingfivelevels(seeTable2-15).Thefive-levelevaluationitemssupplementthemanagementitemspresentedabove.

Table 2-15 Level Evaluation

Level1:Evaluationofsatisfaction Arethetraineessatisfiedwiththetraining?

Level2:EvaluationofachievementLevel Havethetraineesachievedtheattainmentobjectivesetforthetraining?

Level3:Evaluationofutilization Didthegraduatesusetheacquiredcapabilitiesatwork?

Level 4：Evaluationofproblemsolving Didthetraineesucceedintheproblem-solvingthatwasthepurposeofthetraining?

Level5:Costperformance Doesthecostofthetrainingmatchitsresult?

Level1isanevaluationtocheckthelevelofsatisfactionofthetraineeswiththetraining.Itincludesquestionnairesurveysofsatisfactionlevel.Evaluationitemsofthesatisfactionlevelsurveycoverabroadrangeincludingtheinstructor’strainingmethodandthetrainingcontent,but this isanevaluationtocheckthesubjectiveimpressionthat traineeshavereceivedfromthetraining.Wecanhearwhattheyfeltdirectlythroughthisevaluation.

Then,isatrainingcoursewithhightraineesatisfactiongoodtraining?Notnecessarily.Supposesometraineesfeltthattheycouldlearninanenjoyablewayandgavethelessonahighmarkintermsofsatisfactionlevel.However,iftheycannotgetajob,or,eveniftheyhavegotajobbutcannothandletheirwork,theirskillacquirementisinsufficient.ThisiswhyLevel2evaluationcomesnext.

Level2isanevaluationtocheckwhetherthetraineeshaveachievedtheattainmentobjective.Thisischeckedwiththeoryandpracticeexaminationsattheendofthetrainingcourseandotheroccasions.Supposethat“capableofweldingoutsideplatesofanautomobilethatiscutforrepair(seeFigure2-3)”issetasoneoftheattainmentobjectiveofacarsheetmetaltrainingcourse.Ifatraineepassesapracticeexaminationtoweldacutoutersheetofacar,heisdeemedtohaveachievedtheattainmentobjective.Thisisanevaluationthatcancertifythecapabilityacquiredbythetrainee.

Then,isitgoodtrainingifthetraineesachievedtheattainmentobjective?Wecannotcompletelysaythat.Whattheyhaveacquiredthroughthetrainingcouldbeanoldmethodthatisnotusedatanactualworkplace,ortheymightnotabletoperfumetheirrolesatanactualworkplacewiththelevelofskillstheyhaveacquiredthroughthetraining.SoweuseLevel3evaluationnext.

Figure 2-3 Outer Sheet Repair

Level3 is toevaluate the levelofhowwhathadbeenacquired through the trainingwasusedat theworkplace.BecauseitisassumedthatVTgraduateswillgetajoborreturntotheirworkplace,howmuchtheycanusetheresultoftrainingisevaluated.Theevaluationismadefromtwoperspectives.

Oneiswhetherwhattheyhaveacquiredthroughthetrainingisusedattheirworkplaceandtheotheriswhetherthe

- 60 -

achieved the attainment objective. This is an evaluation that can certify the capability acquired by

the trainee.

Then, is it good training if the trainees achieved the attainment objective? We cannot

completely say that. What they have acquired through the training could be an old method that is

not used at an actual workplace, or they might not able to perfume their roles at an actual

workplace with the level of skills they have acquired through the training. So we use Level 3

evaluation next.

Figure 2-3 Outer Sheet Repair

Level 3 is to evaluate the level of how what had been acquired through the training was used

at the workplace. Because it is assumed that VT graduates will get a job or return to their

workplace, how much they can use the result of training is evaluated. The evaluation is made from

two perspectives.

One is whether what they have acquired through the training is used at their workplace and

the other is whether the capability they acquired through the training is enough to work at the

level required at their workplace. These are evaluated by visiting their workplace and interviewing

them and their superior what work they are doing at their workplace and using what method,

whether the level of the training was adequate, and other information.

After doing the evaluations up to Level 3, you may be able to judge whether the training was

good or not. However, even if the trainees can use what they have learned through the training at

their workplace, this may not have accomplished the task, which is the purpose of conducting the

training. So, it is followed by Level 4 evaluation.

Level 4 is to evaluate whether the problem was solved, which is the purpose of the training.

The problem may be to lower a high youth unemployment rate, for example. If the training was

conducted to lower a high unemployment rate, to see how much the youth unemployment rate was

lowered and by how much the placement rate of the graduates is higher than that of other young

people will constitute Level 4 evaluation. After doing the evaluations up to Level 4, you may be

able to judge whether the training was good or not. However, the budget and time for implementing

Weld and repair the outer sheet after

cutting and casting a part of it.

Weldandrepairtheoutersheetaftercutting

andcastingapartofit.


44

capabilitytheyacquiredthroughthetrainingisenoughtoworkatthelevelrequiredattheirworkplace.Theseareevaluatedbyvisitingtheirworkplaceandinterviewingthemandtheirsuperiorwhatworktheyaredoingattheirworkplaceandusingwhatmethod,whetherthelevelofthetrainingwasadequate,andotherinformation.

AfterdoingtheevaluationsuptoLevel3,youmaybeabletojudgewhetherthetrainingwasgoodornot.However,evenifthetraineescanusewhattheyhavelearnedthroughthetrainingattheirworkplace,thismaynothaveaccomplishedthetask,whichisthepurposeofconductingthetraining.So,itisfollowedbyLevel4evaluation.

Level4istoevaluatewhethertheproblemwassolved,whichisthepurposeofthetraining.Theproblemmaybetolowerahighyouthunemploymentrate,forexample.Ifthetrainingwasconductedtolowerahighunemploymentrate,toseehowmuchtheyouthunemploymentratewasloweredandbyhowmuchtheplacementrateofthegraduatesishigherthanthatofotheryoungpeoplewillconstituteLevel4evaluation.AfterdoingtheevaluationsuptoLevel4,youmaybeabletojudgewhetherthetrainingwasgoodornot.However,thebudgetandtimeforimplementinggoodtraininghavetheirlimits.SoLevel5evaluationiscarriedouttoevaluatewhetherthetrainingisefficient.

AtLevel5,itisevaluatedwhethertheintendedproblem-solvingmatchesthetrainingcost.EvaluatehowmuchitcosttoenhancetheevaluationofLevels1to4andwhetherthecostisadequate.ByenhancingtheevaluationofLevels1to4whilereducingthecostforimplementingthetrainingyoucanenhancetheevaluationofLevel5.ThisleadstotherecognitionthatVTisnecessaryfortheStateandtheregion.

Eachlevelwillbeexplainedinthefollowingsections.

(1)L1(Level1):TraineesatisfactionevaluationSatisfactionevaluationis toevaluatetowhatextent thetraineesaresatisfiedwiththetraining.Theevaluationis

carriedout inorder tofindout trainees’dissatisfactionearlyso thatyoucanprevent theirdroppingoutof the training,improvethetrainingenvironmentandcorrectpoorinstruction,forexample.Therearesatisfactionevaluationsattheendofindividualsubjects,thoseconcerningtheVTinstitutionattheendofthetrainingandothers.

Forimplementationofasatisfactionevaluation,youneedtosupposetheexpectationsofthetraineesonthetrainingcourse.Trainees’expectationsonatrainingcoursemayberoughlydividedinto:theyareabletofeelthatthetrainingisusefulfortheirfuturecareer;itiseasytolearn,andtheinstructioniseasytounderstand.YoucanusethequestionitemsinTable2-16forthesecategories.

Table 2-16 Example of Evaluation Items of L1

Trainees’expectations Itemsofsatisfactionevaluation

They are able to feel that thetrainingisusefulfortheirfuturecareer

・Doyoufeelthatyouarelearningtrainingcontents?・Doyoufeelthatyouareacquiringtheabilitynecessaryforthetypeofjobyouhopetoget?・Doyoufeelthatyouwillbeabletogetajob?・Doyoufeelthatthetrainingwillbeusefulatyourworkplace?・Doyoufeelthatthemoneyandtimeyouspendareworthwhile?

Easinesstolearn

・Istheinstitutionfunctioning?・Aretheresufficienttrainingmaterialsandfunctioningtools?・Isanextremedifferenceinthetrainees’leveloftheclassdisturbingtheprogressofthetraining?・Istheclasssizesmallenoughtoreceiveadequateinstruction?

Instructioniseasytounderstand

・Doestheinstructorteachinaneasy-to-understandmanner?・Aretheassignmentssuitabletoyourlearning?・Doestheinstructorhaveenoughexpertiseinhisspecializedfield?・Areyouinagoodpersonalrelationshipwiththeinstructor?・Doyoufeelyouarerecognizedbytheinstructor?・Istheinstructorapersonyourespect?

Trainees do not necessarily have enough understanding of the field inwhich they are receiving training. If thecapabilityrequiredinthefieldisveryhighandthereforethetrainingisverydemanding,somemaybecomefrustratedwiththedemandingtraining.ConcentrationonincreasingthesatisfactionofthetraineescouldlowertheevaluationofLevels

2.4ActualEvaluation

45

2,3,4and5.Insuchacase,youshouldnotmakecompromisesforthetrainees.Level1evaluationhasmanyadvantagesincludingthatitissimpletoimplementandenablesyoutoknowtheopinionsofthetrainees,butweshouldnotdependonitalone.Bydevelopingaquestionnaireforsatisfactionevaluation(seeTable2-17)commontothewholeinstitutionandusingitforallsubjects,youmayfindoutproblemsinthewayofinstructionandinstructorswhoneedsupport.

Table 2-17 Training Evaluation Questionnaire

Understandabilityofthelesson Judgment

1 Didthecontentofthelessonsuityourlevel? 5　4　3　2　1

2 Didyouthinkyouhavemasteredthecontentofthislesson? 5　4　3　2　1

3 Wastheinstructor’sexplanationeasytounderstand? 5　4　3　2　1

4 Werethezeal,dress,volumeofvoice,etc.oftheinstructoradequate? 5　4　3　2　1

5 Didtheinstructormakedevicestoachievethetargetbycombiningtheoryandpractice,forexample? 5　4　3　2　1

6 Didthelessonprogressasplanned? 5　4　3　2　1

7 Werethereenoughwritingontheblackboard,audiovisualmaterialsandhandoutsnecessaryforlearning? 5　4　3　2　1

8 Werethewritingontheblackboard,audiovisualmaterialsandhandoutseasytocomprehend? 5　4　3　2　1

Describeasceneinwhichyoufeltthingswereeasytocomprehend.

Whetherthecontentofthelessonwillbeusefulforyourfuturecareer Judgment

9 Weretheattainmentobjectiveclearlyspecifiedinthelesson? 5　4　3　2　1

10 Wasthereanexplanationofhowthelearningcontentwouldbeusefulforyourfuturecareer? 5　4　3　2　1

11 Didyouthinkyouhaveachievedtheattainmentobjectiveofthelesson? 5　4　3　2　1

12 Didyoufeelthatthelearningcontentwillbeusefulforyourfuturecareer? 5　4　3　2　1

Describehowyoucanusewhatyouhavelearned.

Whetheryoufindthelessoninteresting Judgment

13 Didyouenjoythelesson? 5　4　3　2　1

14 Wastheclassarrangedtoenableyoutoparticipatebysayingsomething,practicing,forexample? 5　4　3　2　1

15 Didyoufeelsleepyduringlesson? Yes　　No

16Ifyoufeltsleepy,markthethreegreatestcausesamongthefollowing.　Lackofsleep Disinterestinthecontent Disinterestinthelesson　Irrelevanttome Couldnotunderstandtheclass Thelessonwasmonotonous

Describethereasonwhyyoudidn’tenjoythelesson.

(2)L2(Level2):EvaluationofattainmentleveltowardtheattainmentobjectiveItisevaluatedtowhatdegreethetraineesachievedtheattainmentobjectiveofthetraining.Itsconcretecontentis

explainedin“2.Examplesofmanagementitemsrelatedtoattainmentobjective”of2.3.

(3)L3(Level3):EvaluationofutilizationoftrainingcontentsEvaluation of utilization evaluates whether the trainees could use the contentmastered through the training at

theirworkplace.Asalreadymentioned,theevaluationhastwoperspectives:thescopeandlevelofthetraining.Thefirstperspectiveiswhetherwhatwasmasteredthroughthetrainingisusedattheworkplace.Ifwhathasbeenlearnedisnotusedattheworkplace,thetrainingmissedthepoint.Thepurposeoftheevaluationfromthisperspectiveistocheckwhatkindoftechnologiesandskillsareusedatworkandreflecttheresultsintrainingcontents.Thesecondperspectiveiswhetherthecapabilityacquiredthroughthetrainingissufficienttoworkatthelevelrequiredattheirworkplace.IfVTgraduates


46

areunabletoproceedactualworkafterpracticingtheassignmentgiventothem,theywouldhaveadisadvantageingettingajob.

Let’s take the skillof repairingacarbycutting itsouter sheetandwelding the sheetagain (Figure2-3). In thetraining,traineespracticeweldingnewsteelplatesthataresimilartotheoutersheetofacaraspurchasedfromashop.However,thecutoutersheetsthatareinactualauto-repairshopsareunevenintheirthicknessandsectionwidthduetodescalingorotherworks.Theskillofweldingnewevenmaterialtobemasteredthroughthetrainingisrankedlowamongweldingskillsandnotenoughforweldingofunevenmaterials.Utilizationevaluationismadetogatherinformationonthelevelofworkscarriedoutatactualworkplacestoreflectitintheassignmentsofthetraining.Specifically,questionnairesurveysofthecompaniesemployingthegraduatesandhearingsurveysofthegraduatesandtheirsuperiorsareconducted.

UtilizationevaluationmayincludethesurveyitemsshowninTable2-18.Trainingcontentsarereviewedbasedontheinformationobtainedthroughthesurvey.Iftheworkscarriedoutatanactualworkplacearenotcoveredinthetraining,includethem.Ifthelevelofthetrainingislowerthanthatatanactualworkplace,deviseassignmentsandpracticemethodsforthetrainingtoensurethelevelandscoperequiredattheworkplace.

Table 2-18 Example of Survey Items of Utilization Evaluation

Evaluationperspective Surveyitem

Capabilitytoperformatthelevelrequiredattheworkplace(Level)

VTgraduates・Areyoucontinuingtowork?・Couldyouusewhatyouhadacquiredthroughthetrainingatyourworkplace?(Iswhatyouhaveacquiredthroughthetrainingvalidintheworkplace?)

・Arethecontentandlevelofthetraininguptothelevelnecessaryattheworkplace?Questionnaireforcompanies(superiors)・Arethegraduatesperformingattheworkplace?・Isthecapabilityofthegraduatesuptothelevelrequiredattheworkplace?・WhatcapabilitydoyouexpectfromfutureVTgraduates?

Whetherthecontentacquiredthroughthetrainingisusedattheworkplace(scope)

VTgraduates・Whatkindofworkareyoudoingnow?・Whatkindofworkdoyouexpecttodointhefuture?

Questionnaireforcompanies(superiors)・Whatkindofworksarethereattheworkplace?・Whatkindofworkswillincrease?

(4)L4(Level4):EvaluationofproblemsolvingVTisactivitytoimprovethecapabilitiesofpeopleinordertosolveproblemsofsociety.EvaluationatLevels2and3

evaluateswhetherthetrainingcouldimprovethecapabilitiesoftrainees.AtLevel4weevaluatetowhatextentthetrainingsolvedaproblemfacedbysociety.

Forexample,ifthereareproblemsofalowskilllevelandahighyouthunemploymentrateintheregionandVTisplannedtosolvetheseproblems,youcannotsaytheintendedVTwasimplementedwithoutsolvingthem.Problemsfacingsocietycanberoughlyclassifiedintothoseofregionsincludingthecentralandlocalgovernments;thoseofcompaniesorindustrialassociations,andthoseoflearners,theirparentsandotherfamilymemberswhichexplainedin“1.1.2Problemstosolve”.YoucanmakeLevel4evaluationoftheextentofproblem-solvingmoreintelligiblebydividingittoevaluationoffar-reachingproblemsaffectingthenationalandlocalgovernmentsandindustrialassociations,forexample,andevaluationofproblemsaffectingsmallercommunitiessuchasindividualcompanies,familiesandpersonsasexemplifiedinTable2-19.

2.4ActualEvaluation

47

Table 2-19 Scope of Problem

Affectedparties Problem Evaluationitem

Wide Country,region,industrialassociations

HighunemployedintheregionShortfallinindustrialhumanresources

UnemploymentrateintheregionFill-rateofindustrialhumanresources rate

NarrowCompanies Unstablequality

Shortfallinhumanresources

LevelofqualitystabilityPercentageofsecuredhumanresources

Individualpersons UnemploymentLowincome

ParticipationrateRateofincreaseinwages

Far-reachingproblemswillnotbeimprovedbyeffortsofasingleVTinstitutiononly.Forexample,supposethatlaborforceofaregionwithapopulationof300,000is150,000(50%).Ifitsunemploymentrateis5%,7,500peopleareunemployed.Inordertolowertheunemploymentrateby1%,youneedtoplace1,500morepeopleinemployment.CanalargeVTinstitutionplace1,500peopleinemploymentinoneyear?IftherearemultipleVTinstitutionsintheregion,itmaybenecessarytoshowhowmuchtheyloweredtheunemploymentrateoftheregionintotal.Thelocalunemploymentrategoesupanddownduetovariousfactors.ItisadvisabletostudyhowtopresentfiguresrepresentingtheresultsofaVTinstitutionconsideringthesematters.

A statement such as “XXmillion amongYYmillionunemployedgained re-employment through somekindofadministrativeserviceandVThelpedZZthousandofthemtogainre-employment”wouldimprovepublicopinionofVT.Youmayalsosay“XX%ofthegraduatesofVTinstitutionsgainedre-employmentwhilethere-employmentratethroughotheradministrativeservicesisYY%”.

SolvingofproblemsofalimitedrangeisevaluatedbydirectlyaskingthegraduatesoftheVTinstitutionandtheiremployerswhethertheirproblemsaresolved.Forexample,askthewageofthegraduates.YoucanevaluatetheresultsoftheVTinstitutionbycomparingthegraduates’entrancerateandwageafterthreeyearswiththoseofgraduatesofothereducationalinstitutionsandworkerswhodidnotreceiveVT.

(5)L5(Level5):CostperformanceevaluationIn order to enhance the evaluation ofLevels 1 to 4 above, it is necessary to takemeasures such as improving

equipmentandemployingexcellentspecialists.However, funds thatcanbeusedforVThave their limits.Level5costperformanceevaluationismadetoseewhetherthecosttoenhancetheevaluationsfromLevel1to4isrationalandefficient.

Youcancalculatetrainingcost,forexample,costpertrainee,usingthemethoddescribedabovein“2.3.3Managementitemsconcerningrationalityandefficiencytowardobjectiveoftraining”.IfthepurposeofimplementingVTistoreducesocialsecurityexpensebyreducingthenumberofunemployed,L4evaluationofproblem-solvingmaybecomparedwithL5costperformanceevaluationasfollows.

IfanunemployedpersongetsajobaftercompletingVT,benefitsofthetrainee,thestateandtheregioninclude:theamountofadministrativecostreducedbytheamountofpaymentandunemploymentallowancethatwouldhavebeenpaidtothetraineeandtaxpaidbythetraineefromhissalary.Considerthattheeffectofthetrainingwillcontinueformultipleyears.Examinewhethertheseresultsarerationalandefficientinlightofthecostofthetraining.

Ifthetraineesareexpectedtoobtainlargebenefits,theymaybearthecostofthetraining.IftheStateisexpectedtoobtainlargebenefits,thestatemaybearthecostandyoucanevaluatewhetheritisrationalforthestatetobearthecostofVT.Youcanevaluatetheefficiencyofthetrainingbycomparingtheresultwiththeplacementrateofthegraduates.Itsrationalitymaybeevaluatedthroughcomparisonwiththerateofgraduateswhohavegotajobrelevanttothetraining.

Necessarycostvariesdependingonthetrainingcourse.Traininginamachineryfieldrequiresfarmorefundstoobtainmachineriesandtoolscomparedwithtraininginclericalservice.

Inordertoensuresafety,youneedmoreinstructorspertrainee.Thesepointsalsoneedattentionwhencomparingmultipletrainingcourses.

2.4.2 Reflection of evaluation results in the training course(1)Responseateachlevelofevaluation

FeedbacktheresultsofevaluationfromLevels1to5toallconcernedpersonnel.Concernedpersonneldevelop


48

improvementproposals,carryoutconcreteactivitiesforimprovementandexecutethenexttrainingcourse.BelowisthewayofimprovementforatrainingcourseafterevaluationsfromLevels1to4.

InLevel1evaluationofsatisfaction,ifanumberoftraineessaythattheprogressofthetrainingcourseisimpededbecausethetraineesintheclassareatvariouslevels,remediesmayinclude:dividingtheclassintodifferentlevelsinthenexttrainingorimplementinganentranceexaminationtoensureacertainleveloftrainees.

Intheevaluationofclassimplementation, ifmanyofthetraineesstatethat theclassisnoteasytocomprehend,remediesmayincludeobservingtheclassoftheinstructor,proposingimprovementofpartsfounddifficulttounderstandandencouragingimprovement.

InLevel2Evaluationof the attainment level toward the attainmentobjective, ifmanyof the traineeshavenotachieved the objective, thismay be because they lack sufficient ability to learn the training content or the instructionisnotadequate.If thetraineeslacksufficientability,possiblemeasuresinclude:improvingtheentranceexaminationtoselect traineeswhohaveadequate learningabilityor lowering theattainmentobjectiveof the training.However, if theattainmentobjectiveislowered,thegraduatesmaynotbecomecapableofshowingthecapabilityrequiredattheirfutureworkplace.Iftheentranceexamismademoredifficult,thecoursemightnothavetheintendednumberoftrainees.Itmaybeunreasonabletoimplementsuchatrainingcoursefromthebeginning.Insuchacase,itmaybenecessarytonarrowthescopeofthetrainingsothatthetraineescanconcentratetheirabilityorextendthetrainingdurationratherthanloweringthelevel.Anotheroptionistochangethedesignofthetrainingfromlearningacertainprofessionalskilltogetajobtodevelopingbasiccapabilitytoenteranapprenticeship.Iftheinstructionisnotadequate,possiblemeasuresincludechangingtheinstructor,havingtheinstructorundergotrainingto improvehis trainingcapabilityandgivinginstructionunder theguidanceofhissuperior.

InLevel3Evaluationofutilizationofthetrainingcontent,ifitisfoundthatthetrainingcontentisnotusedattheworkplace,thefollowingmeasuresmaybeconsidered.Identifywhatskillsandoperationsareusedattheworkplaceandaddthemtothetraining.Ifthetraininghoursarenotsufficienttodothis,eliminatetrainingcontentsthatarenotusedattheworkplace.Inthisprocess, it isnecessarybeforeeliminatingthemtoconsiderwhethertheskillsandoperationsareincludedinanationalVTStandardorconstitutethefoundationofmorepracticalskills.Evenwhentheyareincludedinanationalstandard,iftheyarenotusedatanyworkplaceacrossthecountry,itwouldbenecessarytoworkonthechangeofthestandard.

InLevel4Evaluationofproblem-solving, the followingexamplemaybeconsidered.Thepurposeofa trainingcoursewastohelpyoungpeopleacquirecapabilitynecessaryforacertainoccupationandgetajob,butitwasdifficulttogetajobevenforthetraineeswhocompletedthetrainingwithagoodgrade.Insuchacase,itisnecessarytofindoutthereasonwhytheycouldnotgetajob.Ifthisisbecausetheareahasfewworkplacesinwhichthegraduatescanusethetrainingcontentandexperiencedworkersaregivenpriorityinemploymentattheseworkplaces,youmayclosethetrainingcourseconsideringthattraininginthisfieldisnotneededinthearea,oryoumaylobbytheindustrytofillthesmallnumberofavailablepositionswiththegraduates.Confirmwhatkindofhumanresourcesareneededthroughcloseconsultationwithcompaniesandindustryassociationsrelevanttothetrainingcontent,promisethatonlythegraduateswhohavetheneededcapabilitieswillapplyforthejobandasktomakeajoboffer(orderfromwork)firsttotheVTinstitution.IfatrustingrelationshipisbuiltbetweencompaniesandtheVTinstitution,graduatesoftheVTinstitutionswillbegivenpriorityinemployment.

(2)EvaluationbycombinationofmultiplelevelsItisalsopossibletomakeevaluationbycombiningmultiplelevels.Figure2-4isevaluationthatcombinesLevels

1,4and5withthetraineefillrateofthetrainingcourseontheverticalaxisandsatisfactionevaluationontheverticalaxis.EvaluationresultsofimplementedtrainingcoursesareplottedinFigure2-4toshowthestatusofeachcourse.ThisisanapplicationoftheconceptofPPM(ProductPortfolioManagement)thatexaminesproductlifecycle.

2.4ActualEvaluation

49

High←

fillrate→Low

●CourseC CourseA●

●CourseD CourseB●

Low　←　Satisfaction　→　High

Figure 2-4 Evaluation Method

CourseAisanexcellentcoursewithahighsatisfactionlevelandfillrate.Itishopedtomaintainthiscondition.CourseBenjoysahighsatisfactionlevelbutitsfillrateislow.Whyisitsfillratelowinspiteofthehighevaluationofitscontentandinstructionmethod?Theremaybefactorsotherthanthequalityofthetraining;lackoftrainingneedsintheregionorinsufficientpublicadvertisementforexample.

CourseCistheworstcaseforaVTinstitution.Itssatisfactionislowwhereasitsfillrateishigh.BadpublicityofthetrainingcoursesoftheVTinstitutioncouldspreadfromthelargenumberoftraineesanddamagethereputationoftheinstitution.Itisnecessarytoimprovethetrainingcontentandmethodtoincreasethesatisfactionasquicklyaspossible.

BothsatisfactionandthefillratearelowwithCourseD.Youshouldconsiderclosingthecourseunlessthecourseisthefirstattemptofthekindorotherwisehasanexceptionallyhighpotential.Ifthecoursehaspotential,improveitstrainingcontentsandmethodtoplaceatthepositionofCourseBwithhighsatisfaction.Next,strengthenpublicitycampaignstoraiseitsfillrate.Ifthepublicitycampaignjumpedthegunandonlythefillrateisraised,itwouldendupplacingthecourseatthepositionofCourseCspreadingbadpublicity.

PPMevaluationisagoodmethodforcomparinganumberoftrainingcoursescontentsandidentifyingthosethatmodificationisneeded.Ifacourseisfoundtoneedattention,checkwhatevaluationisgiventoitateachlevelandconsiderconcretemeasuresforindividualproblems.


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2�5 Training Management System and Evaluation Plan

2�5�1 Management systemManagement of training involves evaluating training at various levels, finding problems, developing concrete

measures to improve them and havingVT concerned personnel implement them. In order to enhance the outcome oftraining, it is necessary to examinewhether themanagement is implemented adequately. Perspectives ofmanagementsystemevaluationcanberoughlydividedintothreegroups.Thefirstiswhetherevaluationitemsarecollected,thesecondiswhetherimprovementsuggestionsareextractedfromthem,andthethirdiswhethertheimprovementsuggestionsareadopted.Evaluatewhethertherespectiveresponsiblepersonsareexecutingthemonatimelybasis.

Forevaluationofthistrainingmanagementsystem,itisnecessarytodecidebeforehandthescheduleandworkflowofwhoaretocollectwhatevaluationitemsofLevels1to5andwhen,howtohandlethem,towhomtoreport,whowilldraftimprovementsuggestionsbasedonthereport,andhowtodevelopthemintodefiniteplansandreflecttheresultsinthenexttraining.Itistheroleofthepersoninchargeoftrainingmanagementtodecidesuchscheduleandworkflowandensuretheirimplementation.

2.5.2 Evaluation plan and workflowEvaluation should be conducted not haphazardly but systematically and continuously. To this purpose, annual

operationsplanningofaVTinstitutionshouldincorporateanimprovementplan.Forthis,divideevaluationintothatofeachtrainingcourseandthatoftheVTactivityFirst,anexampleofanevaluationplanforaone-yeartrainingcourseisshownbelow(Table2-20).

Table 2-20 Annual Evaluation Plan for Training Course

Evaluationitems Firstquarter Secondquarter Thirdquarter Fourthquarter

Trainees

Evaluationofattainmentleveloftraineesbytheinstructorofeachsubject

ReportingevaluationresultstoHOD(Headofdepartment)

ReportingfromHODtotheDirector

Directorissuesevaluationreport

TrainingCourse

EvaluationofsatisfactionbyinstructorofeachsubjectCostBalanceoftraining

ReportingsatisfactionevaluationresulttoHODReportingthebudgetimplementationstatustoHODSituationreportfromHODtotheDirector

TrainingmethodisimprovedbytheinstructorsoftherespectivetrainingsubjectsReviewingthebudget

HearingsurveyofVTgraduatesandemployersbyinstructorsUtilizationofthetrainingProblem-solvingperformance

InstructorssortsurveyresultsReportingtoHOD

DraftingimprovementplanbyinstructorReportingto HODThechiefofthetrainingsectionmakeadjustmentbetweentrainingsubjectsSituationreportfromHODtoDirector

DecisionontheimprovementplanofthetrainingcourseofthenextyearApproval by the Directorand HOD

HereisanexampleofevaluationplanofaVTinstitutionthatprovidesmultipletrainingcoursesasdescribedabove(seeTable2-21).

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51

Table 2-21 Annual VT Institution Activity for Evaluation Plan

Evaluationitems Firstquarter Secondquarter Thirdquarter Fourthquarter

Trainee

・Instructorsrecordsubjectpasssituationsofeachtrainee・Assistanceisprovidedtotraineeswhohavenottakencoursesasplanned・ReportingtoHOD・ReportingfromHODtotheDirector

・Directorissuesreportcards

Trainingcourse

・Summarizingsatisfactionevaluationofeachinstructor・Reportingto HOD

・Summarizationofbudgetimplementationstatusofeachtrainingcourse・ReportingtoHOD

・Detectionofinadequateinstructorsandinstructionneedingcorrectionby HOD・HODorderstoadjustbudgetimplementation

・InstructorsareorderedtoconducthearingsurveyofVTgraduatesandtheiremployers.

・HODsummarizesevaluationresults・Order to the instructorstodevelopimprovementsuggestionsfortrainingcourse.

・HOD summarizesimprovementsuggestionsfortrainingcourse.・Decisiononthetrainingimplementation/improvementofthenextyear・Reportingtoand

approval by the Director

・HODorderstorevisetrainingcontents・Reflectionintherecruitmentguide・Preparationofannual

report

Theevaluationplanfortrainingcourse(Table2-20)andtheVTinstitutionactivityforevaluationplan(Table2-21)aboveareinterlocked.Evaluationresultsofindividualtrainingcoursesaresummarizedandimprovementofalltrainingcoursesisorderedandimplementedbasedonthis.Anevaluationplanschedulesevaluationthiswaywhiledeterminingtheroles of each party.

Let’slookatevaluationoftrainees,forexample.Seewhetherthetraineesofthetrainingcoursehaveachievedtheattainmentobjectiveandsuccessfullypassedinindividualtrainingsubjects.Thesubjectpassingsituationissummarizedperiodically from the perspective of thewhole institution. If any of the trainees have not passed subjects as planned,guidancewillbeprovidedincooperationwiththeinstructortotakesupplementarylessonsorthesamesubjectagain.Ifanytraineesarenotperformingwell,checkforfactorsinterferingwithlearningandthinkaboutcountermeasures.Iftraineesaccomplishedthepredeterminedresult,givethemareportcard,acertificateofcompletionandqualifications.

Withrespecttotrainingcourses,satisfactionwitheachtrainingsubjectisevaluated.Theresultsaresummarizedattheendofeveryhalf-yearorquarter.IdentifyitemswithhightraineesatisfactionandthosewithlowsatisfactiontouseasinformationforthetrainingenvironmentimprovementconductedbytheVTinstitution.Ifthereareinstructorswhohaveaverylowratingbytrainees,checkfortheirconditionsandgiveaninstructionforimprovementwherenecessary.

ConducthearingsurveysoftheVTgraduatesandtheiremployersconcerningthetrainingcourse.Collectinformationonwhetherthecontentsofthetrainingcourseareusedattheworkplace,whetherproblemsoftheworkplacearesolvedbyusingthem,theplacementrateofthegraduates,andthecostofoperatingthetrainingcourse,forexample.Summarizingandanalyzingthecorrectedinformation,youwillconsiderwhethertoimplementthecoursenextyearagain,toimproveortoaddnewcontentsinpreparationforimplementationinthenextyear.

Itisadvisabletocompilethecollectedevaluationresultsandtheimprovementforthenextyearintoanannualreportandsend it to thedivisionsupervising theVTin theregionand to the local industryparties. Improvementsuggestionspresentedtogetherwiththeirreasonswillserveasdocumentswhenmakingbudgetrequests.ThelocalindustrywillincreaseexpectationsonVTandprovideusefulinformationaboutVTneeds.

Thisway,evaluationstogetherwithutilizationofevaluationresultswillfulfillanimportantroleinmaintaininganddevelopingVT,iftheyareimplementedcontinuouslyandsystematically.

3.1TrainingNeedsandVTCourse

53

Chapter 3 Setting Up a VT Course

3�1 Training Needs and VT Course

3�1�1 Training needs = problems of societyThetrainingneedisthedemandforsettingupanewVTcourse.ThenecessitytosetupaVTcoursearisesbecause

someproblemexists.Forexample,ifcompanieswanttoemploypeoplewithcertainabilitiesbutfindnoapplicants,thisisaproblem.Ifjobseekersarenotemployedforthereasonthattheylacksufficientability,thisisalsoaproblem.Increaseinwelfareandmedicalcostsandsocialcoststoaddressworseningsecurityduetoalargenumberofunemployedpeopleintheregionisaproblemforthelocalgovernment.

Thus,itisconsiderednecessarytosetupVTcoursestoimprovetheabilitiesofjobseekerstosolvetheseproblems.Theneedtosolveproblemsofsocietyisatthebasisoftrainingneeds.

3�1�2 Source of the training needs (local governments, companies (associations), individual persons, and families)

Partieswhohavetrainingneedscanbeclassifiedintothethreelevelsof(1)individualsandfamilies,(2)companiesandassociationsofemployers,and(3)centralandlocalgovernments.

Individual’strainingneeds,iftheyareunemployed,arelikelytobetoacquiretheskillsnecessarytogetadesiredjob,or,iftheyareemployed,toacquiretheskillsnecessarytoimprovetheirpositionintheworkplaceandtheirjobsecurity.

Trainingneedsofcompaniesandassociationsofemployersarelikelytobetoemployapplicantswithhighskilllevelsandhavetheiremployeesacquiretheskilllevelsnecessarytoensurehighproductivity.

Trainingneedsofcentralandlocalgovernmentsarelikelytobetopromoteindustry,attractcompaniesandensurethesecurityofthelivelihoodsofresidents,forexample.WhendesigningaVTcourse,itisnecessarytoconsidertrainingneedsatthelevelsoftheabovethreeparties.

3.1.3 Identification of concerned personnel and their expectationsTrainingneedsat the three levelsmentioned in theprevioussectionmayconflictwitheachother.Forexample,

if CompanyA expects specific techniques and skills, it would demand a training plan focused on the techniques andskills.However,ifthetechniquesandskillsarespecifictoCompanyA,graduatesfromthecoursecan’tusethematothercompanies.CompaniesBandCmaynotemploythem.

Ifatrainee’sneedisnottogetajobwithCompanyAbuttogetajobwithanyofCompaniesA,BandC,theVTcoursewillnotmeettheirneed.

IfaVTcourseisfundedbythegovernment,itisnotallowedtoplanaVTcoursespecializingingettinggraduatesajobwithCompanyAconsideringtheneedforfairnesstoothercompaniesthatalsowishtoemploycompetentapplicants.WhensettingupaVTcourse,itisnecessarytocoordinateinterestsoftheconcernedpersonnelandclearlyspecifytheresultasthepurposeofthecourseatitsplanningstage.Especially,publicorganizationsplanningaVTcourseshouldrespecttheinterestsofallconcernedpersonnel.

3�1�4 Procedure of setting up a VT coursePlanninganddesigningaVTcoursearebasedonthetrainingneeds.AVTcourseissuccessfulifitattractsalarge

numberofapplicantsanditsgraduatesandtheotherconcernedpersonnelwhowantedtosetupthecourseenjoythebenefitsthatarethepurposeofthecourse.ForthesuccessofaVTcourse,itisnecessarytoplananddesignaVTcoursebasedonthetrainingneeds.Below,wewillorganizethemainpointsofgraspingtrainingneedsandplanninganddesigningaVTcourse.

(1)GraspingtrainingneedsTrainingneeds represent thedemand for settingupaVTcourse.Trainingneedsareexpressed in termsof their

purpose,trainingcontentandrecipients.ThepurposeofsettingupaVTcourseistosolveproblemsinsociety.TheneedtosolveproblemssuchasalackofhumanresourcesinacertainjobcategoryandtheinabilityofschoolgraduatestogetajobaremotivatorsforsettingupaVTcourse.Iftheproblemisexpectedtobesolvablebyenhancingtheabilityoftrainees,aVTcourseissetup.

Trainingcontentisexpressedwiththetechniquesandskillsnecessarytosolvetheproblem.Forexample,ifaVT

Chapter3SettingUpaVTCourse

54

courseissetuptosolvetheproblemofashortageofhumanresourcesinacertainjobcategory,itscontentisthetechniquesandskillsmakinguptheabilitynecessarytoworkinthatcategory.

Recipientsofthetrainingarepersonseligibleforthecourse,orcompaniesthatwanttoemploygraduatesfromthecourseorhavetheiremployeestakethecourse,forexample.Youneedinformationontheexpectednumberoftraineesinthecommutablearea,possibleworkplacesforgraduatesfromtheVTcourse,andalsoregardinghowlongthedemandforthecoursewillcontinue.

Workstograsptrainingneedsarealsoworkstoaccumulate“evidence”thataVTcourseinaccordancewiththepurpose,contentandrecipientsdescribedabovewillbesuccessful.

(2)PlanningaVTcourseVTcourseplanningisbasedonthetrainingneeds.PlanningofaVTcourseistheworktodecidethepolicyonhow

fartorespondtothetrainingneeds,givingconsiderationtotheresourcesoftheVTinstitution.ThismeansthatplanningaVTcoursedefinesthepurpose,contentsandrecipientsofthetrainingonarealisticbasis.

Specifically,theoutcomeobjectivesofthetrainingaredefinedinaccordancewiththepurposeofsettinguptheVTcourseanditsrecipients,whiletheoutlineoftheattainmentobjectivesfortraineesisdefinedinaccordancewiththetrainingcontent.Theoutlineofresources(humanresources,materialresources,andfinancialresources)oftheVTinstitutionisalsodefinedandtheresourcesareusedforimplementingthetraining.

Forexample,ifthereistrainingneed:shortageofhumanresourcesinjobcategoryXinacertainarea,atrainingplanmaybedisplayedasinTable3-1.

Table 3-1 Example of VT Course Planning

Coursename HumanresourcedevelopmentcourseofjobcategoryXinareaY

Trainingpurpose EliminatetheshortageofhumanresourcesinjobcategoryXinareaY

Outcomeobjectives

Percentageofavailabletrainingslotsfilled:xx%Coursecompletionrate:xx%Achievementrateoftheattainmentobjective:xx%Graduates’employmentrateinjobcategoryXinareaY:xx%PercentagethetrainingcoursegraduatesrepresentofallpersonsemployedinjobcategoryXinareaY:xx%

Attainmentobjective CapableoftheworknecessaryforjobcategoryX

Trainingduration Xyears

Trainingadmittancecapacity xxtrainees/year

Personsincharge ○○,○○,○○

Facilitiestobeused ClassroomX,WorkshopY

(3)DesignofVTcourseDesigningaVTcoursetoaccomplishitsoutcomeobjectivesandattainmentobjectivesisbasedontheplanning.

DesigningaVTcourseisaprocessofplanningconcreteprocedurestoaccomplishitsobjectives.Forexample,inordertoachieveoneoftheoutcomeobjectives,“Percentageofavailabletrainingslotsfilled:xx%”,

planhowtoinformthetrainingcontentstothegroupofeligiblepersonsidentifiedwhengraspingthetrainingneedsandtoasetofcompaniesthatisexpectedtoemploygraduatesfromVTcourse.Also,planthetrainingmethodincludingthetrainingsubjects,contents,lectures,practicesandappropriatetimingtohelptraineesachievetheirattainmentobjectives.

3�1�5 Roles of the VT courseTherelationshipbetweentrainingneedsandtheVTcourseisillustratedinTable3-2.Setoutcomeobjectivesand

attainmentobjectivesbasedon the trainingneeds,anddesignand implementaVTcourse thatwill realize them.If thetrainingisimplementedasdesigned,traineeswillachievetheattainmentobjectivesoftheVTcourse.Atthesametime,part of the outcomeobjectives, the course completion rate and achievement rate of the attainment objective,will alsobeachieved.Asaresult, thehighqualityofthegraduatesfromVTcourseisappreciatedbycompanies,whichleadstotheachievementoftheemploymentrateandthetargetshareofthegraduatesinthejobcategorythatarealsooutcome

3.1TrainingNeedsandVTCourse

55

objectives.Atrainingcourseproducingsuchgoodresultswillgainpopularity,attractanincreasednumberoftraineesandachievethetargetrateofthepercentageofavailabletrainingslotsfilled.

Table 3-2 Relationship Between Training Needs and VT Course

PlanninganddesignofaVTcourse ResultofimplementingtheVTcourse

Trainingpurpose (needs)

EliminatetheshortageofhumanresourcesinjobcategoryXinareaY

TheshortageofhumanresourcesinjobcategoryXinareaYiseliminated.

↓ ↑

Outcome objectives

Percentageofavailabletrainingslotsfilled:xx%Coursecompletionrate:xx%Achievement rate of the attainment objective:xx%EmploymentrateofgraduatesfromVTcourseinjobcategoryXinareaY:xx%SharethegraduatesfromVTcourserepresentofallpersonsemployedinjobcategoryXinareaY:xx%

The course has a reputation for helpingemploymentandattainedapercentageofavailabletrainingslotsfilledofxx%Appropriate training method led to attainmentof a course completion rate of xx% and xx%achievementrateoftheattainmentobjectiveThehighqualitygraduatesfromVTcoursehaveagoodreputationleadingtotheattainmentofthetarget, employment rate of graduates from VTcourseinjobcategoryXinareaY:xx%Attained the target, share of the graduates fromVTcourse:xx%

↓ ↑

Attainmentobjective CapableoftheworknecessaryforjobcategoryX CapableoftheworknecessaryforjobcategoryX

↓ ↑

ImplementingtheVTcourse

Suchavirtuouscirclewillberealizediftrainingneedsarecorrectlygraspedandthetrainingcourseisplannedanddesignedtomeettheneeds.

Suchacirclewillnotberealizedifthereisnotrainingneed.Eveniftherearetrainingneeds,thetargetemploymentrateandtheshareofgraduatesfromVTcourseinthejobcategorywillnotbeattainedifthegraduatesdonotachievetheattainmentobjectivesortheobjectivesareinconsistentwiththetrainingneeds.Asaresult,theVTcoursewillbejudgedtobeunabletoeliminatetheshortageofhumanresourcesintheregion,or,inotherwords,itwillbejudgednottomeetthetrainingneeds,andwillbediscontinued.

Thisway,aVTcoursecancontinuebyplayingaroletosolveproblemsofthetrainingneeds,thatistosay,problemsofsociety.AVTcoursethatisnotabletosolveproblemswillbeeliminated.

3�1�6 Coordination with related measuresVTisoperatedtogetherwithvariousmeasuresandsystems.Theyincludesystemstosetthestandardofvocational

abilities, qualification systems, systems to set training standards andmethods, and subsidy systems for training.WhensettingupaVTcourse,itisnecessarytoensurecoordinationwiththesemeasuresandsystems.

Forexample,ifthegovernmenthasavocationalqualificationsystemandthequalificationgivesanadvantageforemployment,itwillberationaltoplanVTtoacquirethequalification.Ifpracticalexperienceisrequiredtoacquirethequalifications,itisnecessarytomakeaflexibleplanbysettingaperiodfortherequiredpracticeintheVT.WhentheVTsystemdoesnotallowtrainingoutsideoftheVTinstitution,itisnecessarytoensureattainmentofexperiencethatqualifiesaspracticalexperience.

Ontheotherhand,ifitismandatoryinVTtoacquireaqualificationthathasbecomeobsoleteanddoesnotprovidemuchadvantageforemployment,andimprovementofthequalificationsystemisnotexpected,itisnecessarytoplanthecontentofVTtomeettheactualtrainingneedswithinthelimitallowedbythesystem.

YoushouldnotplanordesignaVTcoursethatdoesnotmeetthetrainingneedswhileplacingtheblameoninadequatemeasures/systems.ItisnecessarytoplananddesignVTcoursesthatwillachievetheiroutcomeobjectivesandattainmentobjectivesbycoordinatingthedemandsamongthethreelevelsoftrainingneeds,measuresandsystems.


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3�2 Survey of Training Needs and Planning of a VT Course

3�2�1 Survey and analysis of training needs(1)Procedureoftrainingneedssurvey

TrainingneedssurveysarecarriedouttocheckfortheneedsfornewtrainingortoimprovetheexistingVTcourseby investigating theenvironment surroundingVT including industryand factories.Theyare alsocarriedout to collectinformation thatwillbehelpfulat the stageofdesigninganewVTcourse (the stage todecide theamountof training(numberoftrainees),eligiblepersonofthetraining,requiredtrainingduration,trainingobjectives,etc.).

Thescaleof thesurveyvariesdependingon thepurpose.WhenestablishinganewVT institution,a large-scalesurveywillbecarriedouttakingconsiderabletime.WhenaVTinstructorconductsasurveytosetupanewup-gradingVTcourseforemployedworkers,therewillbeasmall-scalesurvey.Thegeneralflowofthetrainingneedssurveyprocedureisshownbelow.Somestepsoftheproceduremaybeskippeddependingonthescaleofthesurvey.

Procedureoftrainingneedssurvey:①Constructingahypothesis:Inordertoavoiddisorderlysearchingthroughunlimitedinformation,asurveyisgenerallycarriedoutbasedonsomepredictions.Itisexpectedthatpredictingtheoutcomeandconstructingahypothesiswillmakethesurveyeffective.

Thecontentofahypothesiscanbeasfollows.Itisnecessaryatleasttodefinewhattrainingisdeemednecessaryandwhy.

What?............assumedtrainingWhy?.............reasonsthatmakethetrainingnecessary(e.g.issuesinindustry)Towhom?......personseligibleforthetrainingHowmuch?....necessaryamountoftraining(necessarynumberoftrainedworkers)

②Consideringthesurveyitems:Thepurposeofthesurveyistocheckthefactstoseewhetherthehypothesisisvalidornot.Youcanensureaprecisesurveybymakingalistofsurveyitemstocheckinordertoidentifythefacts.③Consideringthesurveymethod:Decideforeachsurveyitemwhomtoaskandinwhatway.Typicalsurveymethodsareliteraturesearches,questionnairesurveysandhearingsurveys.Naturally,multiplesurveymethodsmaybeusedforonesurveyitem.④Creatingsurveyforms:It isnecessarytocreatesurveyformsinordertocheckeverysurveyitem,andalsotoobtainthetargetinformationifmorethantwopersonsdividethesurveywork.Createaliteraturelistforliteraturesearchesandquestionnairesforhearingandquestionnairesurveys.⑤Implementingthesurvey:Youshouldstudythesurveyschedule,totalingmethod,surveycosts,etc.beforehandtoensureefficientandsystematic implementation.Whena largenumberofpeopleconducta large-scalesurvey,youmayneedasurveyimplementationguide(surveymanual).⑥Analyzingthesurveyresult:Makegraphsandtablesofthedataobtainedthroughthesurveyandexaminethetrends.First,ananalysisismadetocheckwhetherthehypothesisisvalid.Next,ananalysisismadetolookfortrainingneedsotherthanthoseassumedinthehypothesis.Ifyoulookatthedataassumingthatthehypothesisisvalid,youmaysometimesfailtorecognizetherealsituation.Compileanswerstothehypothesisandaccompanyingopinionsbyimpartiallyhandlingallopinions,includingpositive,negativeones.

(2)SurveymethodsoftrainingneedsTypicalsurveymethodsoftrainingneedsareliteraturesearches,questionnairesurveysandhearingsurveys.Targets

ofatrainingneedssurveyareassumedtobethelevelsofindividuals,companiesandassociations,andcentralandlocalgovernmentsindicatedin“3.1.2Sourceofthetrainingneeds”.Identifytrainingneedsateachlevelmakingfulluseofthethree survey methods.①Literaturesearch

Literaturesearchistheworktoextractinformationontrainingneedsfrompastreports,statisticaldataandotherinformation.Youcangraspmajor trendsofvarious industries, laborsupplyanddemand, technologyprogress,etc. It isrecommendedtoregularlylookoveravarietyofinformationaspartoftrainingneedssurvey.

Forexample,theinformationonlaborsupplyanddemandbalancebyindustryinindividualprefecturesispublishedeverymonth.VTinstitutionpersonnelalwayschecktheaboveinformation.

3.2SurveyofTrainingNeedsandPlanningofaVTCourse

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②QuestionnairesurveyAquestionnairesurveyenablesageneralsurveytargetedatalargenumberofbusinessestablishments.Itoftenfails

toobtainpreciseinformationbuthelpsacquireusefulinformationforplanningaVTcourseaslongasthesurveytargetsandquestionsarerelevant.③Hearingsurvey

Itisdifficulttogatheralargeamountofinformationwithahearingsurveybutyoucanobtainpreciseinformation.However,ifyoudependonahearingsurveyalone,theresultcoulddependontheprejudicialopinionsofsomeparties.

Becausethereisnoperfectmethodforaneedssurvey,itisnecessarytocombinethethreemethodsmentionedabove.Itisimportanttoprepareahypothesisonthetrainingneedsdescribedintheprevioussectionandworktobackitup.Itispreferableforahypothesisontrainingneedstohaveastory(needoftraining→providingoftraining→operationaleffect)asshowninTable3-2.Theessenceofatrainingneedssurveyisinbackingupand/orcorrectingthestorysetasahypothesis.

InVTpracticeinJapan,upgradingVTforworkersareplannedandimplementedbyindividualVTinstructorsinmostcases.InordertoraiseawarenessofindividualVTinstructorsabouttheimportanceofneedsforupgradingVTforworkers,thefollowingtwoquestionsareoftenused:

→Whatarethe“troubles”incompaniesandprofessionalactivities?→What“benefits”willtraineesgainthroughimplementationofthenewtrainingcourse?

3�2�2 Setting up a VT courseSettingupaVTcoursemeansplanningatrainingcoursebasedontheidentifiedtrainingneedsasdescribedin“3.1.4

ProcedureofsettingupaVTcourse,(2)PlanningaVTcourse”.WhentheplannedVTcourse(orrevisionofanexistingVTcourse)isapproved,designoftheVTcoursewillstart.Keywordsforsettingupacourseareorganizedinthenexttable.

Table 3-3 Key Words of Setting Up a Course

Item Key word

Course name

Ifabookisused,coursenamecorrespondstothetitleofthebook ● Abilitiesforjobcategoryanddutiescoveredbythetraining(e.g.electricwork,automobilemaintenance) ● Traininglevel(e.g.basic,intermediate) ● Trainingduration(e.g.long-term,short-term),etc.

Trainingpurpose (needs)

*TrainingneedsandexpectationsfromtheimplementationoftheVTcourse ● Backgroundandneedsofsettingupthetrainingcourse ● PurposeofsettinguptheVTcourse(expectedeffects),etc.

Example:EliminatetheshortageofhumanresourcesinjobcategoryXinareaY

Outcome objectives

*Indicatorstomeasuretheachievementofthetrainingpurposeandthetargetvalue ● Achievementrateoftheattainmentobjective:xx%(e.g.skilllevel) ● EmploymentrateofgraduatesfromVTcourseinjobcategoryXinareaY:xx% ● ShareofthegraduatesfromVTcourserepresentedinallpersonsemployedinjobcategoryXinareaY:xx%

Inaddition,percentageofavailabletrainingslotsfilled:xx%;coursecompletionrate:xx%,etc.

Attainmentobjective

● Vocationalabilitytobeacquiredwhenthetrainingiscompleted ● Example:BecomecapableofXwork,YworknecessaryforjobcategoryZ.

Trainingduration

● Daysrequiredforthetraining ● Totaltraininghours ● Timingtostartthecourse,etc.

Trainingadmittancecapacity

● Numberoftraineespersession/intake ● Numberoftrainingsessions/intakeperyear ● Long-termVTplanning(e.g.totalnumberofgraduatesfor5years)

Personsincharge

● Preparerofthetrainingcurriculum ● Personsinchargeofinstruction ● Personsinchargeoftraineeassistance ● Evaluatorsoftrainingresults,etc.

Facilitiesto be used

● Classrooms,workshops ● Majortrainingfacility&equipment,etc.


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3�3 Design of the VT Course 1

3�3�1 Setting outcome objectives of the VT course(1)Approachesforsettingtrainingobjectives

AstheintroductiontoChapter1clearlyindicates,thepurposeofJapan’spublicVTisdefinedbythelawas“topromotethedevelopmentandimprovementoftheskillsworkersneedfortheirjobs…andtherebytoensureemploymentsecurityandimprovementofthestatusofworkers”.Inotherwords,thepurposesofVTinJapanaretohelpthosewhoreceivethetrainingtofindjobs,andtohelpemployedworkerstogetbettertreatmentafterreceivingtheupgradingVTforemployedworkers.AcloseexaminationofthecurrentstateofaffairsshowsthatavarietyofVTcoursesforspecificpurposesareofferedinJapan.EachVTcourseassumesaclassofeligiblepersons–newgraduatesfromschool,unemployedworkers,andemployedworkersincompanies–andtheoutcomesrequiredforthetrainingcoursedifferdependingontheVTcourses,suchasfindingjobs,resolvingissuesofacompany,andsoon.Bythesametoken,expectationsplacedontheVTcoursesdifferfromcountrytocountry,fromregiontoregion,andaccordingtothevariouscircumstancesofthetimes.

ItisimportanttodescribeexpectedconcreteoutcomeinwrittenornumericaltargetswhenyousetupobjectivesofVTcoursesintheviewofabove-mentionedactivities.

(2)SettingtrainingobjectivesTrainingobjectivesareclassifiedintotwocategories–see“2.2ManagementPerspective”–i.e.(1)theobjectivesfor

achievingthepurposeofsettinguptheVTcourse,and(2)thecapacityimprovementobjectivesforthetraineesattendingtheVTcourse(attainmentobjectives).

Inthissection,abriefintroductionismadeoftheobjectivesettingapproachrelevanttotheformertrainingcategory(i.e.(1)).Asfortheapproachrelevanttothelattercategory(i.e.attainmentobjectives),seethedescriptionin“3.3.3SettingattainmentobjectiveofgraduatesfromVTcoursecorrespondingwithpurposeandoutcomeobjectiveoftheVTcourse”.

ToachievetrainingobjectiveofVTcourseis tomeettrainingneedsinotherwords.Thereforeit is importanttodescribetrainingobjectivewithconsciousnessoftrainingneeds.

HereisanexampletoexplainhowtosetupVTcourseobjectivesindetail.

RegionAinthewatershedoftheMekongispredominantlyafarmingarea,andthemedium-termdevelopmentplanestablishedbythelocalgovernmentreliesheavilyontherobustgrowthofriceproductiontoachievetheprojected economic development.As ameans to achieve this goal, extensivemechanization is needed forcultivatingthevastarableland.Inresponsetothis,theMekongVocationalTrainingJuniorCollegeisplanningtoestablishatwo-yearagriculturalmachineryoperation/maintenancetrainingcourseforhighschoolgraduates.

TheobjectiveoftheVTcourseistoprovidehumanresourcesthathelptoextendtheuseofagriculturalmachinery.IntheplanningprocessforsuchVTcourse,youshouldanalyzetheprojectednumberofpersontobeemployedasagriculturalmachinerymaintenancepersonnelasafirststep.Thenconsiderhowmanygraduatesshouldbetrainedtofulfillthispotentialemploymentannually.Thisisthenumberofavailabletrainingslots.Itshouldbeapartofthecourseobjective,thusthetrainingobjectiveisdescribedasthefollowingexample.

①Trainingobjective(1):90%oftraineessuccessfullypassthefinalexaminationandcompletetheVTcourse.Here,ifthenumberofslotsavailableforthefulltrainingis20,twotrainees(10%)areassumedtodropoutwithout

completingthecourse.InthecasewherethepriorityisplacedonsupplyingtheschedulednumberofgraduatesfromtheVTcoursetothelabormarket,apossibleoptionistoenrollalargernumberofapplicantsthanthefullquota–10to20%largerinthiscase.Apossiblescenariointhissituationincludesthecasewherethecourseenrollsamaximumof24trainees,inwhichcase the facilitiesandenvironmentalconditionsmustbepreparedaccordingly to implement trainingswithoutcompromisingtheirquality.

Ifthetrainingcontentssatisfyeligibilityrequirementsfornationalqualificationexaminations,thepassingratecanbeatrainingobjective.

②Trainingobjective(2):Morethan70%ofthegraduatesfromtheVTcoursecanfindajobinthelocallabormarket.

3.3DesignoftheVTCourse1

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AlthoughthemainobjectiveforsettinguptheVTcourseistoprovidehumanresourcesthathelpmechanizelocalagriculture,itshouldbenotedthattheneedsforsuchhumanresourcesarecommontothefivecountriesthatshareMekongwatershedsforagriculture. Ifagraduate fromtheVTcoursewishes towork inothercountries,his/herwishcannotberightlydenied.

③Trainingobjective(3):Morethan60%ofgraduatesfromtheVTcoursefindaworkplacewheretheycanpracticeskillsinagriculturalmachinerymaintenance.

ItisexpectedthatthegraduatesfromtheVTcoursewillusetheirskillsinagriculturalmachinerymaintenanceinlocalenterprisesorfamilyfarmingbusinesses,orinrelatedfieldssuchascarrepairshops.

However, there are a non-negligiblenumberof caseswhere theydonot fully exploit their skills in agriculturalmachinerymaintenancebytheirownrequest,oraccordingtothedirectionfromtheiremployers.

Ifemployerchangesthegraduate’sworkdutiesduetoalowopinionofhis/herabilityascribedtoinsufficienttrainingcontentsortraininghours,youmustimprovetrainingprogramimmediately.

3�3�2 Evaluation plan of the VT courseThecriteriafortheevaluationoftheVTcourseheavilydependontheobjectivesettingsdescribedabove.Some

aspectsoftheevaluationmethods,timingandevaluationoutcomesaredescribedbelow,aswellassomespecificexamplesofevaluationcriteria.

①Evaluationcriteria(1):Did90%ofgraduatesfromVTcoursepassthefinalexamination?Inalong-termtrainingcourseforthosewhonewlygraduatedfromhighschool,itisusualtoconducttestsattheend

ofeachsemestertoevaluatetheknowledge,levelsofunderstandingandskillacquiredineachsubject.Inaddition,apracticaltestisconductedattheendofthetrainingcoursetoassesthatcourserecipientshavereachedtheattainmentobjectives(thoseeligibleforthistestmusthavemetsomequalificationssuchasachievementinsemestertestsandattendancerate).Anumberoffactorshaveaneffectontheresultoftheseevaluations,includingtheeffectivenessoftraininghours,trainingmethod,trainingenvironment, trainingmaterialsandothersallocatedforattainmentobjectivesandtrainingsubjectssetin the two-year curriculum of theMekongVocationalTraining JuniorCollege.Other important factors that affect theevaluationresultsincludetrainees’attendanceandtheirmotivationfortakingtrainings,aswellastheguidanceindailylifegiventothembyVTinstructors.

②Evaluationcriteria(2):Didmorethan70%ofgraduatesfromVTcoursefindajobinthelocallabormarket?InviewofthetrainingneedspropoundedbyMekongVocationalTrainingJuniorCollege’sagriculturalmachinery

maintenance course – i.e. “Enhanced rice production through mechanization of agriculture leading to local economydevelopment”–findingjobswithinthetargetedregionisnaturallyanindicatorofimportancetoevaluatetheeffectivenessofthecourse.Therefore,totheextentpossible,ameasureisneededtoinducethosestudentswhowishtofindajoblocallytoapplyto thecollegetrainingcourse.InPolytechnicJuniorColleges inJapan,asameasuretoexpandenrollmentforthe next year,VT instructors visit high schools to give detailed information on the training course (program features,employmentinformation,etc.)tothehighschool’scareerguidanceofficers.Themainobjectiveistoexpandthenumberofthoseinterestedinthetrainingcourse,andthusenablesenrollingthosestudentsselectivelywhoaremostlikelytomeetthetrainingneeds.

③Evaluation criteria (3): Did more than 60% of graduates fromVT course practice skills in agricultural machinerymaintenanceattheworkplace?

Thetypicalworkandworkplacesconsideredsuitableforagriculturalmaintenanceengineersinclude:repairshopsandsalesdepartmentsofagriculturalmachinerymanufacturers/dealers,farmingplants(offspringplanningtotakeoverthefamilybusiness),carrepairshops(inparticular,maintenanceofdieselengines),agriculturaltrainingofficersaffiliatedwithfarmerscooperativesandrelatedorganizations,andresearchanddevelopmentinstitutionsinagriculture-relatedareas.Thetrainingprogramisconsideredpassableifthetraineesfindjobsintheseworkplacesorfields.Ontheotherhand,inthecaseofemploymentinotherjobcategoriessuchasofficeclerksanddeliveryservice(duetopersonalororganizationalreasons),itisconsideredthatthetrainingprogramhasnotmetthetrainingneedsproperly.Toreducethelattercases,fact-findingstudiesandmeasures to improve thesituationareneeded throughbuildingcontinuouscommunicationbetween theVT


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instructorsandgraduatesfromtheVTcourseandcollaborationwiththeenterprises.

④Evaluationcriteria(4):Weremorethan60%oftheemployerssatisfiedwiththeabilitiesofgraduatesfromtheVTcourseasamaintenanceengineer?

Findingemploymentisonething,butwhetherornottheemployersweresatisfiedregardingtheemploymentofthegraduatesfromtheVTcourseisanotherimportantevaluationcriterion.Notonlytheindividualgraduates,butalsotheentirecurriculumofMekongVocationalTraining JuniorCollege, including the instructors, trainingenvironment and trainingmaterialswillbeevaluated.TheseevaluationcriteriahaveasignificantweightiftheVTcourseistoprovidegraduateseveryyeartolargeenterprisesandorganizations.

Theattainmentobjectivesoftraineesexplainedinthenextsectionareimportantelementsingainingahighevaluation.

3�3�3 Setting attainment objective of graduates from VT course corresponding with purpose and outcome objective of the VT course

LetusrecapitulatethesimulationoftheagriculturalmachinerymaintenancecourseinMekongVocationalTrainingJuniorCollegetoexplainattainmentobjectivesettingsforthegraduatesfromtheVTcourse.Theresultsofneedssurveysconductedprior tosettingupthecourseplayanimportantroleforsettingattainmentobjectives.Theseincludesurveysonequipmentandfarmingimplementsusedinthefarmingareasthathaveatrackrecordofsuccessfulmechanization,aswellasontheremainingissuesathand.Surveysforjobanalysis–e.g.gatheringtechnicalneedsforagriculturalmachineoperation/maintenance/repair–shouldalsobecarriedout.Basedontheseresults,attainmentobjectives–trainingcontentsthatatraineeshouldacquirebeforehe/shecompletestheVTcourse–aresetasbelow.

Attainmentobjective1): CapableofoverhaulingagriculturalmachineenginesAttainmentobjective2): CapableofmaintaininglubricationsystemsinagriculturalmachinesAttainmentobjective3): CapableofmaintainingbrakesystemsinagriculturalmachinesAttainmentobjective4): CapableofmaintainingfuelinjectionsystemsinagriculturalmachinesAttainmentobjective5): Capableofmaintainingcoolingequipmentin　agriculturalmachinesAttainmentobjective6): CapableofmaintainingelectricsystemsinagriculturalmachinesAttainmentobjective7): CapableofmaintaininghydraulicsystemsinagriculturalmachinesAttainmentobjective8): CapableofmaintainingsteeringsystemsinagriculturalmachinesAttainmentobjective9): Capableofmaintainingvariousattachments


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3�4 Design of the VT Course 2

3�4�1 Setting the training plan (curriculum) for the trainees to achieve their attainment objectivesTheelements tobe included in the trainingplan foroptimumattainmentobjectivesofaVTcoursearebroadly

classifiedintotwocategories:trainingcontentandmethod.Inthissection,theformerelement,trainingcontent,isreviewed.Avarietyofnominaldesignationsareusedtodescribetheaspectsoftrainingcontentincluding:subject,trainingsubject,detailsofthesubject,unit,element(breakdownofasubject),trainingitem,etc.Inabroadway,thesedesignationscomefromthetrainingplansanddescribethetrainingdetailsfromasomewhatdifferentviewpoint.Thetrainingcontentcanbedescribedusingattainmentobjectivesandtrainingitems.Thefollowingisanillustrativeexplanationconcerninghowtousethedesignationstoproperlydescribethedifferencesoftrainingcontentaccordingtothedifferenceofthedetailsinwhichaforestrytrainingcourse,typicallyrunningforamonth,isusedasanexample.

● Trainingcontentsofaone-monthforestrytrainingcourse

Coursename Practicalsilvicultureone-monthcourse

Attainmentobjective Capableofpracticingsilviculture

Subject(unit)1 Pruning2 Climbercutting3 Mowingunderbrush

● Thesubject(unit)“3Mowingunderbrush”above,slatedtotakeaweek,canbefurtherbrokendownanddescribedasfollows.

Subject(unit) Mowingunderbrush

Attainmentobjective Capableofmowingunderbrush

Breakdownofasubject(elements)

1 Clothesandprotectgearforsafemowing2 Handlingofbushcutter3 Howtoharnessabushcutter4 Practicesofsafemowing

● Assumingthatthesubjectiscompletedinaweek,detailedcontentofthebreakdownofthesubject(elements)canbedescribedasfollows(eachelementisscheduledtotakeaboutanhour).

Lessontopic Handlingofbushcutterandproperworkingclothes

Attainmentobjective1 Capableofunderstandingproperworkclothesanduseofprotectivegear2 Capableoffittingabushcutterproperly3 Capableofstarting/stoppingabushcuttersafely

Trainingitem

1-1 Dangerinherentintheworkplace1-2 Typesofclothesandfootgearandrequiredcharacteristics1-3 Howtoweartheclothesandfootgear(button,sleeve,hem…)1-4 Howtowearprotectivegears(facecover,…)1-5 Howtocheckthesafetyoftheirclothes,footgearandprotectivegear2 Howtoharnessshoulder/waistband(harnessingmethod,selectingsafeand

comfortablelength)3-1 Startingthebushcutter(startingprocedures,chokeandacceleratoradjustment)3-2 Considerationsforsafestarting(peopleandobjectsinthevicinity,posture,rotating

blade,gasolineinperipheralarea)3-3 Howtostopthebushcutter(stoppingtherotatingbladeandengine)

Planning trainingcontent isdecidingattainmentobjectivesand training itemscorrespondingwithdifferences indetails.Trainingcontentcanbedescribedbroadlyastwolevelsofdetails.Thefirstlevelcorrespondstothetrainingcontentstaughtinalesson.ThesecondlevelrepresentsaggregatedcontentsofVTcoursesthatconsistofanumberoflessonsforseveraldays,halfayear,andoneortwoyears.Inthecaseoftheforestrytrainingcoursedescribedabove,thefirstlevelcorrespondstothetrainingcontentsofalessonthattakesonetothreehours,andthesecondlevelrepresentstheaggregatedtrainingcontentsthatrequireoneweekoronemonth.Considerationoftrainingitemsultimatelycomesdowntoadetailedreviewofwhatitemsshouldbetaughtinthelessons.

｝

｝


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Theapproachtodeterminetrainingcontentisbroadlydividedintofourmethods.ThefirstmethodmakesreferencetoVTstandardsandotherrelevantinformation.Sections‘cutandpasted’fromthe

vocationalstandardsandVTstandardscomprisetheskeletonofthecontents.See“3.4.3CurriculumdevelopmentbasedonVTstandards”forspecificproceduresofthisapproach.

Thesecondmethod isbasedonabilityanalysis. In thisapproach,youfirst listupabilityandcompetence itemsrequiredintheworkplacewhichagraduatefromVTcourseisexpectedtoenterinanarbitrarymannerdisregardingsystemororderoftheduties,activitiesandworks.Then,thelisteditemsarearrangedandreorganizedtoformconsistenttrainingcontent.See“3.4.4Curriculumdevelopmentbasedonabilityanalysis”forspecificproceduresofthisapproach.

Thethirdmethodisbasedontargetanalysis.Inthisapproach,youfirstmakeupasystematicschemeofabilityitemsthatarerequiredforagraduatefromVTcourseinhis/herworkplace–fromabroadoutlinedowntodetailedrequirements.Then,theseitemsarereorganizedtoformconsistenttrainingcontents.See“3.4.5Curriculumdevelopmentbasedontargetanalysis”forspecificproceduresofthisapproach.

The fourthmethod isbasedon jobbreakdownanalysis. In this approach,youfirstobserve theduties, activitiesandworksactuallyassignedtotheworkersintheworkplacewhichagraduatefromVTcourseisscheduledtoenter,andarrangetheobservationsintoalistofproceduresandimportantinstructions.Then,thesearereorganizedtomakeuptrainingcontents.See“3.4.6Curriculumdevelopmentbasedonworkobservation”forspecificproceduresofthisapproach.

3�4�2 Attainment objectives and training items(1)Attainmentobjective

Whenplanningtrainingcontent,thecontentisdescribedusingattainmentobjectivesandtrainingitems.Anattainmentobjectiveisdescribedintermsofthecompetenceatraineeshouldhaveacquiredwhenhe/shecompletesthetraining.Thelevelofdetailsrequiredfortheattainmentobjectivemaydependonhowdetailedthetrainingplanis.Here,themethodtodescribeanattainmentobjectiveisexplained,systematicallyassumingthemostdetailedclassplanismade.

Anattainmentobjectiveshouldbedescribedwiththewording“(He/sheis)capableof…ingsuchandsuch”.Itshouldbedescribedbyspecifyingthe“objective”and“action”,asillustratedinthetablebelow.The“objective”isanelementoftheengineeringsystemthatdefinestheactionstobetaken,and“action”isanaggregationofactualimplementationprocedures.Therefore,theattainmentobjectivedescriptionwillbecomemoredetailedastherefinementleveloftheobjectivedescriptionincreases.Asseenfromthetablebelow,trainingcontentbecomesclearerastheobjectiveisdescribedinmoredetail.

Table 3-4 Example of “Objective” + “Action” Description:

Capable ofperformingshieldmetalarcwelding

ObjectiveAction

Table 3-5 Example of Detailed Objective Description:

CapableofperformingflatpositionshieldmetalarcweldingofintermediatemildsteelplateCapableofselectingconditionsrequiredforoptimumshieldmetalweldingofintermediatemildsteelplate

Toverifythedescriptionofanattainmentobjectiveproperly,itisadequateifasetofconcreteactionsaredescribed.Insettingattainmentobjectiverelatedknowledge,adescriptionsuchas“capableofunderstandingshieldmetalarc

welding”doesnotnecessarilyleadtoaconcreteaction.Thus,eventhoughthe“capableof…ing”formatisused,itmaybeinadequatefordefininganattainmentobjectivebecauseitdoesnotlinktoasetofconcretespecificactions.

In setting attainmentobjectives related toknowledge, there areoften caseswhere such expressions as “capableof understanding…” or “know about...” are used.A simple, and often preferable, alternative for them is “capable ofexplaining…”.Asconcerningthereasonwhythetraineeshouldacquiretheknowledge,youcanenvisionmanysituationswhere theknowledgeplaysanessential role.Thus, amorepractical alternative fordescribing theattainmentobjectivewouldbe“capableofusing…forperforming…”.Forexample,agoodguidancemethodwouldbeonethatutilizesthenamesofeachpartofequipmentaskeyknowledge.Thevalidityofthisapproachiseasilyunderstoodifwethinkofthis


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examplecase:whenaVTinstructortriestoletthetraineesdocertainworkbyindicatingthenameofapartofequipment,thetraineewouldbeatalossifhe/shedoesnotrecognizewhereitislocated.Insuchcases,wordingssuchas“capableoflocatingtheindicatedpartin…equipment”wouldbemorepracticalthan“capableofexplainingthenameofpartin…equipment”.

TrainingobjectivesstipulatedbythegovernmentorfacilitiesandVTstandardsdefinedbythegovernmentoftenuse such expressions as “capableof understanding…”and “knowabout…” todescribe trainingobjectives related toacquiringknowledge.Insuchcases,anexaminationoftheunderlyingassumptionsishighlydesirable:i.e.towhatdegreeofdepthandapplicabilityoftheknowledgeonthepartoftraineesisassumed.Forexample,theskilllevelsimplicatedbytheobjectivedescriptionsinVTtrainingdocumentsinJapanareillustratedin“3.4.3CurriculumdevelopmentbasedonVTstandards”.Accordingtothis,“knowwellabout…”correspondsto“traineesareinstructedtoacquirenotonlycorrectunderstanding,butalsoknowledgeapplicabletowork”.Thecriteria“knowabout…”doesnotrequire,ontheotherhand,practicalapplicabilityoftheknowledgetotasks.Therefore,themannerofinstructingtraineesinknowledgeshouldvaryaccordinglywiththeobjectives.Whentraineesareinstructedtoacquireknowledgeapplicabletowork,theVTinstructorshouldexplaintheoryfirstandafterthatletthemworkonexercisesforwhichapplicableknowledgeisrequired.Ontheotherhand,ifapplicableknowledgeisnotrequired,explanationsinaclassdeliveredbyVTinstructorswouldbeenough.

Wheninstructorsetsupanattainmentobjectiveusing“capableofunderstanding…”and“knowabout…”,he/sheshouldclarifywhatextentofknowledgeisrequiredattheactualworkplacebeforehand.

(2)TrainingitemTrainingitemsrepresentthecontentstobeinstructedforthetraineetoachieveattainmentobjectives.Whenyou

examinetrainingitemsusingvariousmethods,youwillbeabletofindappropriateones,ifyouareusingtheassumptionofroughclassification.Thefollowingsectionsexplainroughclassificationoftrainingitems.

①Knowledge,skillandattitudeWhenapersonperformsatask,he/shenaturallytriestofindtheoptimumwaytocompleteitbyexploitingavailable

knowledge–manuals,instructionsheets,oralinstructionsandpastexperiences.Inotherwords,he/shewillnotbeabletocompletethetaskwithoutknowledge.

However,readingamanualmaynotaidinsuccessfulcompletionofthetaskifthepersonisquitenewtothetypeoftaskathand.Theabilitytotranslatedocumentedknowledge(manuals,etc.)intopracticaloperationsiscalled“skill”.

Inaddition,thebasic“attitude”he/sheshowswhiletacklingthetaskwillhavealargeeffectontheresults.Ifwethinkoftwocardrivers–onethatalwayskeepsasafety-orientedattitudeandtheotherthattendstoignoresafetyconsiderationsforthesakeofreachingthedestinationasfastaspossible–itisapparentthatthedifferencein“attitude”canhaveagreatimpactonthemannerofdriving.

Table3-6belowillustratesclassificationoftrainingitemsforcardrivingintothethreecategories–knowledge,skill,andattitude-intermsofagivenattainmentobjective“capableofturningacorner”.

Table 3-6 Knowledge, Skill, and Sttitude Required to Turn a Corner

Knowledge

Rulestobeobeyedwhenturningacorner(procedurestoturnontheblinkers,pullingovertooneside,andcheckingrearsafety)Carmovementwhenturningthesteeringwheel(thecarstartstoturnwhenthewheelissteered,turningradiusdifference)

Skill

AbilitytopredictcorrecttimingtoturnontheblinkersbeforestartingtoturnthecarAbilityto,whiledrivingacar,payattentiontotheimmediateenvironmentandrearofthecarAbilitytomanipulateaseriesofoperations(checkingrearofthecar→turningontheblinkers→pullingovertooneside→turningthewheel)

Attitude

DrivingsafelyAvoidanceofscratchingthecarDrivingmannertomaintainfellowpassengers’comfortAvoidanceofobstructiontoothercars

Whenconducting trainingoncardriving in termsof theattainmentobjective“capableof turningacorner”, theinstructorshouldinstructthethreeitems,i.e.knowledge,skill,andattitude.


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②Safety,success/failure,andefficiencyTheproceduresanddueconsiderationsrequiredtoperformatasksuccessfullycanbeclassified,basedontheaim,

intothreeitems:safety,successandfailure,andefficiency.“Safety”istheitemtocompletethetasksafely.“Successandfailure”isforcompletingthetaskwiththerequiredprecisionandquality.“Efficiency”isforspeedyandsmoothcompletionofthetask.

Table3-7belowillustratesclassificationoftrainingitemsforcardrivingintothethreecategories-safety,success/failure,efficiency - in termsofagivenattainmentobjective“capableof turningacorner”. In theprevioussection, thetrainingitemwasviewedfromthreepoints–knowledge,skill,andattitude.Theintroductionofadditionalpointofview“efficiency”accompaniesanewtrainingitem“methodtoturnthewheelsharply”,whichisaddedtothelist.

Theperspectivegainedbyclassifyingtrainingitemscanmakeiteasytoidentifytherequiredtrainingitems.

Table 3-7 The Task “Turning a Corner” Broken Down to Three Factors: safety, success/failure, and efficiency

Safety

Rulestobeobeyedwhenturningacorner(procedurestoturnontheblinkers,pullingovertooneside,andcheckingrearsafety)AvoidanceofscratchingthecarDrivingsafely

Success/failure

Carmovementwhenturningthesteeringwheel(thecarstartstoturnwhenthewheelissteered,turningradiusdifference)AbilitytopredictcorrecttimingtoturnontheblinkersbeforestartingtoturnthecarAbilityto,whiledrivingacar,payattentiontotheimmediateenvironmentandrearofthecarAbilitytomanipulateaseriesofoperations(checkingrearofthecar→turningontheblinkers→pullingovertooneside→turningthewheel)Avoidanceofobstructiontoothercars

Efficiency Methodtoturnthewheelwidelyandcomfortably↑ atrainingitemdiscoveredthroughreviewingfromthe“efficiency”pointofview

3�4�3 Curriculum development based on VT standardsAVTstandardmayalreadybestatedinthelawwhenyoustarttodevelopaVTcourse.Asstatedin“1.3.3(2)VT

Standard”, trainingstandardshavebeendefined inJapanapplicable toVT.Twotablesfromthesectionarereproducedbelow(Table1-2andTable1-4).


65

Table 1-2 (reproduced from 1�3�3, with partial omissions) Details of Training Subject of Production Technology Course (excerpt)

Trainingcourse MechanicalSystemGroupProductionTechnology

Trainingsubjects Traininghours Detailsofthetrainingsubject

Basictheory 1

Introductionofcontrolengineering

35 Classiccontroltheory,basictheoryofcontrolengineering,-omitted-,designofcontrolsystem,basictheoryofcontact/noncontactsequence,digitalcontrol

2Overviewofelectricalengineering

35Basictheoryofelectricalengineering,DCcircuit,propertyofelectricresistance,thermalactionofelectriccurrent,magnetismandmagneticfield,electriccurrentandmagneticfield,ACcircuit

Specializedpractice

1 Machiningpractice

250 Machiningworkexperiment,-omitted-,lathe,millingmachine,NCmachineoprogrammingperation,numericalcontrolmachiningpractice

2Controlengineeringpractice

110Functionalpropertyofhydraulic/pneumaticequipment,disassemblingandassemblinghydraulic/pneumaticequipment,basiccircuitassembling,-omitted-,hydraulic/pneumaticsequenceexperiment

3 Measuringpractice 35 Omitted

4Designanddrawingpractice

215 Computergraphics,basicoperationofCADsystem,-omitted-

Table 1-4 (reproduced from 1�3�3) Production Technology Course: details of trade skill verification standard

Theory Practice

Basic

1 Knowaboutmechanicaldynamics,strengthofmaterials,fluiddynamicsandthermodynamics

Basic

1

Capableofconductingfoundationengineeringandmechanicalengineeringexperimentsconcerningmechanicaldynamics,strengthofmaterials,fluiddynamics,thermodynamicsandindustrialmaterials

2Knowaboutpropertiesofmetallicmaterials,highpolymermaterialsandmaterialsforelectrical/electroniccomponents

2

Capableofconductingbasicexperimentsinelectricalengineeringusingvarioustypesofelectricalmeasurementequipment,measuringinstrument,testingmachine,etc.

3 Knowaboutbasicdraftingofmachines 3 Capableofdoingbasicdataprocessingpractice

4 Knowaboutelectricaltheoriesandmachinery

5 Knowaboutbasictheoriesofcontrolengineeringandcharacteristicsofcontrolsystems

6Knowaboutbasicconfigurationandperipheralsofcomputers,programminglanguages,hardwareandsoftware

7 Knowaboutproductionengineering

8 Knowwellaboutsafetyandhealth

Specialize 1 Knowwellaboutmachineelements

Specialize 1 Wellcapableofoperatingandadjusting

machinetools

2 Knowwellabouttypesofmachinesandmotionofmechanisms 2 Wellcapableofmachining

Omitted


66

3 Knowwellabouttypesofmachinetools,cuttingtheoryandmachining 3 Capableofdoingcutprocessingandgrinding

experiments

4 KnowwellaboutoutlineofNC,NCcontrollerandNCprogramming 4 WellcapableofdoingprogrammingforNC

machining

5 Knowabouthydraulicandpneumaticcontrol 5 Capableofdisassemblingandassemblinghydraulicandpneumaticequipment&tools

As theseVT standards generally stipulate the attainment objectives, training subjects and training hours, theseprovide useful references for target analysis (see “3.4.5Curriculumdevelopment based on target analysis”).Carefullyrevieweachofthetrainingitemswhileattemptingtodevelopthecurriculum.Thatis,developingacurriculumbasedontheVTstandardsimplymeanstomakeupasetofitemsasshowninTable1-7thatcontainsallofthetrainingitemsprescribedintheVTstandards.

Table 1-7 (reproduced from 1�4�3) Curriculum Example

Unit Photovoltaicsysteminstallation Classnumber ***

AttainmentLevel (1)Basicknowledgeofphotovoltaicsystem

(2)Basicknowledgeofroofwaterproofinginstallationmethod

(3)Capableofinstallingphotovoltaicsystem

(4)Knowledgeofimportantpointsforinstallationinspecialregions

(5)Capableofsafetyandhealthwork

Detailsoftrainingsubject

Content Traininghours

Theory Practice

Basicknowledgeofphotovoltaicsystem

(1)Whatisaphotovoltaicsystem?(2)Typesandpurposeofsystemcomponents(ex.solarcellmodule,connection

box,powerconditioner)(3)Omitted(4)Omitted(5)Calculationofexpectedannualpowergeneration

3

Basicknowledgeof roof waterproofinginstallationmethod

(1)Structure,shapeandmaterialofroof(2)Typesandstructureofroofwaterproofinginstallationmethod

3

Photovoltaicsysteminstallation

(1)Installationofsolarcellmodule(2)Installationofsystemcomponents(ex.connectionbox,powerconditioner)(3)Omitted(4)Omitted(5)Omitted

2 10

Safetyandhealth (1)Safetyingeneral(2)Keepinorder

8 10

Machines,tools,etc. to use

Aphotovoltaicsystemset,asetoftoolsandasetofmeasuringinstruments

Remarks

Inthemeantime,theattainmentobjectiveslistedinTable1-4aredescribedassumingthreeknowledgelevelsforsubjects-i.e.“knowwell”,“know”and“roughlyknow”–and,bythesametoken,threeskilllevelsforpractice–“wellcapable”,“capable”and“roughlycapable”.Eachindicatesthelevelsofknowledge/skillasshownbelow.


67

Table 3-8 Level Description of Knowledge/Skills

Theory

Knowwellabout

Basicandfundamentalknowledgethataskilledworkermusthaveperfectunderstandingof.Traineesareinstructedtoacquirenotonlycorrectunderstanding,butalsoknowledgeapplicabletowork.

Knowabout Knowledgethataskilledworkershouldgenerallyknow.Traineesareinstructedtoacquirecorrectunderstanding.

Roughlyknowabout Knowledgethataskilledworkerisrecommendedtohavegeneralunderstandingof.Traineesareinstructedtoacquireasoundoverviewoftheitem.

Practice

Wellcapableof Doingroutineworkthataskilledworkermusthaveagoodcommandof.Traineesareinstructedtoacquiretheskillsefficiently.

Capable of Doingroutineworksthataskilledworkerisgenerallyrequiredtoperform.Traineesareinstructedtoacquireproperprocedurestocompletethework.

RoughlycapableofDoingworkthataskilledworkerisrecommendedtohaveacommandtocomplete.Traineesareinstructedtoacquiretheskillstoperformtheworkwithoutmuchdifficulty.

Note that,dependingon theVTstandards, theremaybecaseswheresomeof the training itemsandattainmentobjectivesareundefinedorhaveroomtobesetthecurriculumfreelyorflexiblybasedonregionaltrainingneeds.Forsuchundefinedelements,additionaltrainingitemscanbeaddedusingtheapproachesdescribedinthefollowingsections.

3�4�4 Curriculum development based on ability analysis (1)Featuresofcurriculumdevelopmentbasedonabilityanalysis

TheprocessofcurriculumdesignstartswiththeanalysisoftrainingobjectivessetforthatthetimeofconceptualrenderingoftheVTcourse,followedbyshapingthemintoconcreteattainmentobjectives.Listingupofdetailedlearningcontentsshouldbeperformedinthisstage.Afeatureassociatedwiththecurriculumdevelopmentbasedonabilityanalysisistousegroupdiscussions(brainstorming)forlistingupthelearningcontents.Manyexpertswhohaveagoodworkingknowledgeoftrainingobjectives(imageofidealskilledworkers)participateinthegroupmeetings.

DACUM(DevelopingACurriculum),developed inCanada, isa typicalmethodof thecurriculumdevelopmentbasedonabilityanalysis,whichhasbeenrecognizedasausefulapplicationinASEANcountries.

InJapanalso,acurriculumdevelopmentbasedonabilityanalysiswasborn:CUDBAS(CurriculumDevelopmentBasedonAbilityStructure). Since its inception,CUDBASwas introduced tomanydeveloping countries as a tool forcurriculumdevelopmentandutilizedbythem.CUDBAShasnowextendeditsareaofapplication,inadditiontocurriculumdevelopment, as a human resource development tool in enterprises and as a tool forVT instructorswho connectVTinstitutionswithenterprises.

Inthefollowingpartofthissection,anintroductiontocurriculumdevelopmentbasedonjobanalysisispresentedin reference to the descriptions ofCUDBAS in the followingdocuments: “PROTS (PROgressiveTrainingSystem forInstructor)Manual”(B2DrawingupaTrainingProgramme)publishedbytheOverseasVocationalTrainingAssociation(copyright:JEED)andtheTrainingMethodHandbook(B2DrawingupaTrainingProgramme).

(2)OverviewofcurriculumdevelopmentbasedonjobanalysisIngeneral,curriculumdevelopmentconsistsofscopeandsequence.Thescopesignifiestherangeandextentofthe

trainingcontents,andthesequencespecifiestheorderedarrangementofinstruction.Thecurriculumdevelopmentbasedonjobanalysisiscarriedoutfollowingthesevenstepsdescribedbelow,where

1) to5) represents thescope,and6)and7)correspond tosequence. In thesequenceportion, thedevelopmentwork isperformedincooperationamongpersonswithhigherunderstandingabouttheattainmentobjectives(imageofidealskilledworkers)oftheactualVTcoursewiththe“facilitators”capableofpracticingjobanalysis.

ThesequenceshouldbedevelopedwithVTinstructorswhohaveexperienceincurriculumdesign.Thisincludes,forexample,tipsforeffectivetrainingfromtheviewpointofthetrainees,e.g.“fromsimpletodifficultinstructions”and“theoryinthemorningsessionandpracticeintheafternoonsession”.

Inthefollowingpartofthissection,curriculumdevelopmentbasedonjobanalysis(thesevensteps:1)to7)) is


68

presentedinreferencetoa“Trainingcourseforcashregisterworkersinsupermarkets”asacaseexample.

<Note>Insection3.4.4,weuse“can”insubstitutionfor“capableof…ing”in“Figure.3.1,3.2,3.3,Table3-11,3-12,and3-13”.

Table 3-9 Seven Steps in Curriculum Development Based on Job Analysis

Scope1) Makealistofabilitiesoftrainingobjectives(image

ofidealskilledworkers)2) Reviewcross-relationshipsbetweenthelisteditems3) Determinethetraininglevel4) Makeastructuredchartofabilitiesandqualifications5) Define the subjects and organize the attainment

objectives

Sequence6) Makeatraininghoursallocationtable7) Makeatrainingdurationschedule

(3)Flowofcurriculumdevelopmentbasedonjobanalysis①Preparation:

Aquietprivateroom,awidetableandchairsthataccommodate5to6personscomfortably,200ABL(Ability)cards,30Dutycards,5sheetsofvellumpaper,glueorcellophanetape,awhiteboardanddocumentsontrainingneedsandcoursesettingresult.

②Workgrouporganization: ● Thenumberofbrainstormingparticipantsispreferablyaroundfive.Theseparticipantsshouldhavegoodknowledgeconcerningtheattainmentobjectives(imageofidealskilledworkers)forthecurriculumtobedeveloped,andbecalledfromvariousjobtypes.Iftheattainmentobjectiveisacashregisterworker,theywouldincludeanexperiencedcashregisterworker,his/herboss,purchasingagentandshopmanager,etc.

● Forconcentratedandeffectivediscussion,aquietprivateroomawayfromthehustleandbustleoftheworkplaceshould be used.

● Allthemembersareonequalfootingintermsofthequalificationsandauthorizationtodevelopthecurriculum.Personalcriticismandattacksmustbestrictlyavoided.Anatmosphereofmutualrespectiscreatedthroughlisteningactivelytoeachother,leadingtotheformationofproductiveteamwork.

● Forcurriculumdevelopmentofashort-termcourse,thediscussionnormallytakesabout5hoursforreviewingthescope,andanadditional5hoursforthesequence.

③Proceduresofdiscussion: ● Basedonthereferencematerialshownbelow(“Trainingneedsandcoursesettings”),allofthemembersbuildupacommonunderstandingonthepurposeofthediscussionandfinalattainmentobjectives.

● Eachofthemembersintroduceshim/herselftoothersandexplainshis/herconcernandviewontheoccupationforwhichhe/sheisgoingtodevelopcurriculum.

● TheVTinstructorwhopresidesover thediscussiongivesabriefdescriptionontheproceduresforacurriculumdevelopment.(keypointsforproceedingdiscussion,printoutsarehandedouttothemembers)


69

Table 3-10 Training Needs and Course Settings (reference for discussion)

Trainingneedsa) Training for cashiers in supermarkets has been conducted on anOJT basis, but its limitations have become

apparent.Problems inherent in this approach include thedifferent level of attainment in skill andknowledge(almostunavoidablebecausetheinstructorsengageindailyjobsasidefromthetrainingjob).Asystematicoff-the-jobtrainingapproachisstronglyneeded.

b) Workerswhocanproperlycarryoutdailyjobsareneeded.c) Workerswhocanperformadditionalperipheraljobs–aswellasthecashierjob–arehighlydesirablefromthe

standpointofworkplaceimprovement.

Coursesettings:Name:CashiertrainingcourseTrainingduration:4days(determinedbytheclientforthetraining)Eligibleperson:120regularemployeesforover-the-counterandcashierjobs(juniorhighschoolgraduatesorequivalents)Quota:20persons/course(determinedthroughtrainingenvironment,instructionpersonnelandefficiencyconsiderations).

Thiscoursewillbeheld6times.

④Discussionandgroupwork: ● FillingoutABL(Ability)cards

∙ Eachmemberfillsout“abilitiesrequiredtoperformcashregisterandperipheraloperations”in30ABLcardswithin30minutes.

∙ Beawareofthefollowingthreeabilitieswhilefillingoutthecard.Itisimportanttomake it clear that the training items (attainment objectives) include “skill”,“knowledge”and“goodattitudetowardthetask”whiledesigningcurriculum.Themembersare instructed towrite theminspecificwordings:“can…(capableof...ing)” for the skill, “knowabout…” for theknowledge, and“be in (havean)attitude…”fortheattitude.

∙ Instructmemberstowriteoneabilityitemononecard.

● ClassifyingthecardsFirst,oneofthemembersreadsoutoneofhis/hercardsandplacesitonthedesk.Theotherfourmemberscheck

theirsagainsttheoneonthedesk.Ifacardwiththesameexpressionisfound,itisplacedupontheonealreadyonthedesk.Acardwithasimilarexpression,butnotthesamemeaning,isplacednexttothecard.Thefirstmemberalsocheckstheothersagainsttheoneonthedeskandinturnplacesthosesimilarinexpressionnexttothecard.Notethatthesimilarityinthiscontextreferstotherelationshipconnectingtheworkandability,andnottowordingssuchas“can…(capableof...ing)”and“knowabout…”,etc.Forexample, those related to“Cashierwork”and those related to“Improvementofworkplace”areseparatelyarranged(thesetwothemesareincludedinthelistoftrainingobjectives).

Whilegroupingthecards,amembermayaddanewcardifhe/shehitsonanewideaorrecallsalapseofmemory,andisrecommendedtorewriteoneormoreofthemforbetterclarity.

● ArrangingthecardsInthisprocess,thestacksofcardsareclassifiedintotypesofjobsandarrangedinrowbytype.Whenthestackof

cardsarrangedinarowbecome4or5,aDutycardisplacedontheleftendofthegroup.Akeywordthatrepresentsthejobtype–forexample“Inchargeofcashieroperation”,iswrittenontheDutycardforefficientclassificationandarrangementof the ABL cards.

CheckingtheABLcardsarrangedinrowbytypesofjobstoseeiftheyarelackinganyimportantelements.Eacharrayshouldalsobeexaminedfromtheviewpoints“Knowledgealoneisnotenoughtomoveone’sworkforward”and“Allskillsandnoknowledgeisnotenoughtomoveone’sworkforward”.Eachtaskshouldbecarefullyreviewedtoensurethatitiscomposedofmultipleskills,knowledgeandtheproperattitude.

TheABLcards,placedbasedontypes/natureofthework,arerearranged,fromlefttoright,intheorderofimportancefromtheviewpointofmovingforwardwiththework.ThemostimportantABLcardisplacednexttotheDutycard,andothersfollowintheorderofdecreasingimportance.

1

ABL Card 1-2 A

Can operate the cash

register

ABL Card


register

ABL Card

Know the products

placed in the store

ABL Card

Be in attitude to try to

understand the position

of customers

Figure 3-1 ABL Cards


70

● Writerankinglevelsofimportance(attainmentlevelsofthetraining)EachABLcard isassignedwithoneof the levelsof importance(listedbelow) to

signifyhowcriticalitisinperformingthetask.A: Criticalimportance,detailedknowledgeorexcellenceincompetencerequiredB: Importanceofanaveragelevel,generalknowledgeandstandardcompetence

isenoughC: Although of less importance, overall knowledge or experience is

recommended.Afterimportanceranking,oneofthedesignationsymbols(A,B,orC)iswrittenintheupper-rightspaceofthecard.

● DrawinguparequiredabilitiesandqualificationschartUptothisstep,theworkshavebeenarrangedfromlefttoright,fromtheabilitywith

highestimportancetothoseoflesserimportance.Next,thehorizontalarraysareshiftedupanddownaccordingtotheimportanceoftheworkunit–thearraythatdescribestheworkofprimaryimportancecomestothetop.Thisshiftingoperationisnotperformedonadesk,butratherbypastingthemonvellumpaper.Whenfinished,acardnumberiswrittenintheuppercenterspaceofeachcard.

ThefirstABLcardofthearrayofhighestimportance,i.e.thecardplacednexttoDutycard1on the top left, is assignedwith thecardnumber“1-1”, and sequentialnumbersareassigned to thecardsarrangednexttoit.

Thelistcompletedallrearrangementsofcardsandwhichrepresentsrequiredabilitiesandqualificationsiscalledajobanalysischart.Namely,thisisavisiblematrixrepresentingtherelationbetweenworksandabilities.

Table3-11isajobanalysischartoftheanalysisofcashierworksinasupermarketthroughtheabovementionedmethod, and is transcribed into spreadsheet software.Utilizing spreadsheet software for storing the job analysis chartenablesPC-basedoperationsinsubsequentdevelopmentstagesanddrasticallystreamlinesdataandinformationsharingamongthemembers.

Table 3-11 Job Analysis Chart

● MakingastructuredchartofabilitiesandqualificationsAfterthecompletionofajobanalysischart,astructuredchartofabilitiesandqualificationsismadebasedonit.Thisstructuredchartisusedtoreview,withafocusoneachABLcardinthejobanalysischart,therelationsbetween

theitems’relationalclosenessandthevalidityoftheworksequenceasatrainingcourse.

ABL Card A


register

Figure 3-2 ABL Card (importance level)

1

ABL Card 1-2 A


register

ABL Card


register

ABL Card

Know the products

placed in the store

ABL Card

Be in attitude to try to

understand the position

of customers

Figure 3-3 ABL Card (card number)

Name of group members

1 １－１ A １－２ A １－３ A １－４ A １－５ A １－６ A １－７ A １－８ A １－９ A １－１０ A

１－１１ A １－１２ A １－１３１－１４１－１５１－１６１－１７１－１８１－１９１－２０

2 2-1 A 2-2 A 2-3 A 2-４ A 2-5 A 2-6 A 2-7 B 2-8 B 2-9 2-10

3 ３－１ A ３－２ A ３－３ A ３－４ A ３－５ A ３－６ A ３－７ A ３－８ B ３－９ B ３－１０ B

３－１１ C ３－１２３－１３３－１４３－１５３－１６３－１７３－１８３－１８３－２０

Degree of importance : A・B・C:A: Very important. The worker should know the details of it or able to do it very well.B: Moderate. The worker should know it generally or able to do it moderately.C: Not so important. The worker should know the outline of it or have some experience.

Date:

"Cashier of the supermarket"Job analysis Chart _ Professionals Target

Duty ABILITY-1 ABILITY-2 ABILITY-3 ABILITY-4 ABILITY-5 ABILITY-6 ABILITY-7 ABILITY-8 ABILITY-9 ABILITY-10

Receivepaymentfrom thecustomer

Can greetcustomers

Can operate thecash register

Can receive moneyand give change

Can handle thepayment by creditcard

Can put goods intoa basket

Can manage goodsthat are damagedor have no pricetag

Can take care ofthe money in thecash registers

Can supply change Can manage goodsaround the cashregister

Can aggregatesales

Can replace thecash register roll

Know the structureof cash register

Duty ABILITY-1 ABILITY-2 ABILITY-3 ABILITY-4 ABILITY-5

Know the productsplaced in the store

Have an attitude totry to understandthe position ofcustomers

Can respondequitably to anycustomer

Can do productpackaging

ABILITY-6 ABILITY-7 ABILITY-8 ABILITY-9 ABILITY-10

To servicecustomer

Can interact withcustomers politely

Can respond with asmile

Can respond withbeing neatlydressed

Have an attitude thatallows calm responseto unforeseencircumstances

Duty ABILITY-1 ABILITY-2 ABILITY-3 ABILITY-6 ABILITY-7 ABILITY-9 ABILITY-10

Know how tomanage hygiene

Be in attitude ofresponsibility

ABILITY-4 ABILITY-5

Know the allocationof duties in thestore

Know about thesystem ofsupermarkets andretail trade

Know theimportance ofawareness of cost

ABILITY-8

Have an attitude of"let's have goodrelationships"

To improvethe work

Know the policyand philosophy oftheir company

Know about thework and role of ｃashier

Know the mainpoints of handlingand storage of theproducts

Have an attitudethat tries toimprove theworkplaceenvironment andwork

Know therelationship withthe store, suppliersand affiliatedcompanies andheadquarters

© 2013 PASC corporation All Rights Reserved.


71

Inconcreteterms,itemsthatseemtobeaccommodatedinasingletrainingwillbepickedupfromacrossthechart,andgroupedtogether.

ThegroupingproceduremakesuseofPost-itsheets(3colors,1cm×4cm)andproceedsasfollows.Ifyoufindacardwitha“Can…(capableof...ing)”descriptiononit,fillinthecardnumberandlevelofimportanceonabluePost-itandstickitontotheupperpartofthecard.Similarly,thesameinformationforacardwitha“Knowabout...”descriptioniswrittenonapinkPost-it(1-12A),andforacardwitha“Bein(havean)attitude…”ayellowPost-it(2-4A).Theyarealsostuckontheupperpartofthecard.Themembers,withreferencetoaprintoutofthejobanalysischart,transferthePost-itsheetstoaspacebetweentherulersonasecondsheetofvellumpaper.

Table 3-12 Drawing Up a Structured Chart of Abilities and Qualifications

● ReorganizationofattainmentobjectivesbysubjectAttainmentobjectivescanbecoordinatedbydescribing thembasedonTable3-12completedduring thesubject

design.Table3-13isthelistofattainmentobjectivessortedonasubjectbasis.Inthistable,theattainmentobjectivefieldsarefilledinwiththecontentsfromtheABLcardsdescribedabove.Thetraininghourfieldscontaintheprojectednumberofhoursrequiredforattainingthesubject’sattainmentobjective.Letustentativelycallthem“drafttraininghours”.Asitisa

- 102 -

Reorganization of attainment objectives by subject

Attainment objectives can be coordinated by describing them based on Table 3-12 completed

during the subject design. Table 3-13 is the list of attainment objectives sorted on a subject basis.

In this table, the attainment objective fields are filled in with the contents from the ABL cards

described above. The training hour fields contain the projected number of hours required for

attaining the subject’s attainment objective. Let us tentatively call them “draft training hours”. As

it is a normal practice for a client to specify the total training duration, training hours for each

subject may need mutual adjustment during the course setting process. Major training methods

Table 3-12 Drawing Up a Structured Chart of Abilities and Qualifications

Receive payment from the customer

To service customer

Can greet cusomers

Can operate the cash register

Can receive money and give change

Can handle the payment by credit card

Can replace the cash register roll

Know the structure of cash register

Can interact with customers politely

Can respond with a smile

Can respond with being neatly dressed

Have an attitude that allows calm response to unforeseen circumstances

1Receive payment

from the customer

1-2 A1-4 A

1-11 A1-12 A

1-7 A1-8 A

1-10 A

1-3 A1-5 A1-6 A1-9 A

1-1 A

2To service customer

2-5 A

2-1 A2-2 A2-3 A2-4 A

2-6 A2-8 B

2-7 B

3To improve the work

3-3 A3-6 A

3-1 A3-9 B3-10 B3-11 C

3-2 A3-5 A3-7 A

3-4 A3-8 B

Name of Subject

Duty

1Receive payment

from the customer

1-2 A1-4 A

1-11 A1-12 A

1-7 A1-8 A

1-10 A

1-3 A1-5 A1-6 A1-9 A

1-1 A

2To service customer

2-5 A

2-1 A2-2 A2-3 A2-4 A

2-6 A2-8 B

2-7 B

3To improve the work

3-3 A3-6 A

3-1 A3-9 B3-10 B3-11 C

3-2 A3-5 A3-7 A

3-4 A3-8 B

Structure chart of required abilities and qualifications1

Method ofoperating

cashregister

2Sales

managementpractice

3Practice on

cashregisterduties

4Practice oncustomerservice

5Nature andhandling of

goods

6Supermarket

outline

7Duties ofcashier

8How toproceed

withbusiness

improvement

Chapter 3 Setting Up a VT Course

72

normal practice for a client to specify the total training duration, training hours for each subject may need mutual adjustment during the course setting process. Major training methods are described below (unit of time for training: one hour).

Table 3-13 Attainment Objectives List

● Drawing up a training hours allocation tableThe following paragraphs explain how to draw up a training hours allocation table (Table 3-14) based on the

attainment objectives list (Table 3-13), and with consideration paid to such items as “who”, “when”, “how long (hours)” and “sequence” for better instruction.

The total course length is defined in the training course setting: i.e. four days. The projected training hours assumed when the attainment objectives list was drawn up add up to 23 hours. Four-day training (7 hours/day) provides a framework of 28 hours, leaving 5 hours of redundancy.

The utmost importance in the process of the hours allocation is the order in which instructions take place. Basically, trainees without any readiness should start with simple and easy instructions followed by ones with higher difficulty in

Skill Knowledge Attitude

1 2 3 4 5 6 7 8

Method ofoperating cash

register

Salesmanagement

practice

Practice oncash register

duties

Practice oncustomerservice

Nature andhandling of

goods

Supermarketoutline

Duties ofcashier

How toproceed with

businessimprovement

Mainmethod

LecturePractice

Practice Practice Practice Practice Practice PracticeLecturePractice

Drafttraining hour

(4hours) (2hours) (3hours) (3hours) (2hours) (3hours) (3hours) (3hours)

1-2 ACan operate

the cashregister

1-7 ACan take careof the moneyin the cashregisters

1-3 ACan receivemoney andgive change

1-1 ACan greetcustomers

2-6 AHave an

attitude to tryto understandthe position of

customers

3-1 AKnow the policyand philosophy

of theircompany

3-2 AKnow aboutthe work and

role ofcashier

2-7 BCan respondequitably to

any customer

1-4 ACan

handle thepayment bycredit card

1-8 ACan supply

change

1-5 ACan put goodsinto a basket

2-1 ACan interact

with customerspolitely

2-8 BCan doproduct

packaging

3-9 BKnow the

allocation ofduties in the

store

3-5 AHave an

attitude of"let's have

goodrelationships"

3-4 AHave an

attitude thattries to

improve theworkplace

environmentand work

1-11 ACan replace

the cashregister roll

1-10 ACan aggregate

sales

1-6 ACan manage

goods that aredamaged or

have no pricetag

2-2 ACan respondwith smile

3-3 AKnow the main

points ofhandling and

storage of theproducts

3-10 BKnow about the

system ofsupermarkets

and retail trade

3-7 ABe in attitude

ofresponsibility

3-8 BKnow the

importance ofawareness of

cost

1-12 AKnow the

structure ofcash register

1-9 ACan managegoods around

the cashregister

2-3 ACan respondwith being

neatly dressed

3-6 AKnow how to

managehygiene

3-11 CKnow the

relationshipwith the store,suppliers and

affiliatedcompanies andheadquarters

2-5 AKnow theproducts

placed in thestore

2-4 AHave an

attitude thatallows calmresponse tounforeseen

circumstances

Attainmentobjectives

Attainment Objectives List

Name oftrainingsubject

Time

Date

Monday,September 18

Atten-dance

Tuesday,September 19

Wednesday,September 20

Thursday,September 21

Training duration Schedule

09:00-10:00 10:00-11:00 15:00-16:00 16:00-17:0011:00-12:00 12:00-13:00 13:00-14:00

Lunchtime

Lunchtime

Lunchtime

Method of operating cash register（Mr. SHIMIZU）

14:00- 15:00

EvaluationClosing

ceremonySupermarket outline

（Mr. SUZUKI）


duties（Mr. OHTA）

EvaluationMeeting

How to proceed with business improvement（Mr. KIKUCHI）

Supermarket outline（Mr. SUZUKI）

Practice oncustomer service（Ms. NAKAMURA）

Nature and handling of goods（Mr. YOKOMIZO）

Practice oncash register duties

（Mr. OHTA）

Openingceremony &Orientation

Sales management practice（Mr. OHTA）

Duties of cashier（Ms. YOSHIDA）


Lunchtime

3.4 Design of the VT Course 2

73

incremental steps. However, there are certain instructions, even if they may be difficult, that should be given at an early stage of the course of the subject. A thorough discussion is desirable, even though this process may not pose a serious difficulty, because the members are likely to accumulate ample experience in curriculum building.

As a matter of course, the VT course planning should include time considerations for such items as the enrollment ceremony, orientation and achievement evaluation. If the VT instructors have a say in the time scheduling, adjustment should be made - drafted hours vs. actual necessary/required instruction hour - in this stage. The adjustment, if needed, is carried out through the importance review of attainment objectives, especially through devising more efficient training methods. For example, some of the practice training needs only illustrative demonstration by the VT instructor, and omission of trainee practice may not undermine the training quality. Proactive use of good training materials (videos, etc.) may help the VT instructor to make the lesson plan more efficient.

Table 3-14 Training Hours Allocation Table

● Drawing up a training duration scheduleOnce the training hours allocation table is completed, the next step is to draw up a detailed, hour-by-hour timetable.

An important tip for this process is to assign theoretical subjects to morning hours, when the brain is fresh, and incorporate many practices in the afternoon, when drowsiness may occur. An additional advantage of assigning practices in the afternoon is to allow enough time for sorting out and cleaning.

1st day 2nd day 3rd day 4th day Planned hours （Draft training hours)

Opening ceremony, closingceremony and evaluation

All 1.5 1 2 4.5 0

Method of operating cashregister

Mr. SHIMIZU 4 4 (4hours)

Sales management practice Mr. OHTA 2 2 (2hours)

Practice on cash registerduties

Mr. OHTA 2 1 3 (3hours)

Practice on customerservice

Ms. NAMAMURA 1.5 1.5 3 (3hours)

Nature and handling ofgoods

Mr. YOKOMIZO 2 2 (2hours)

Supermarket outline Mr. SUZUKI 1.5 2 3.5 (3hours)

Duties of cashier Ms. YOSHIDA 3 3 (3hours)

How to proceed withbusiness improvement

Mr. KIKUCHI 3 3 (3hours)

7 7 7 7 28 (23hours)

Implementation hour and training schedule

Training hours of the day⇒

Training hours allocation tableInstructor

(Person in charge)Name of Training Subject

normal practice for a client to specify the total training duration, training hours for each subject may need mutual adjustment during the course setting process. Major training methods are described below (unit of time for training: one hour).

Table 3-13 Attainment Objectives List

● Drawing up a training hours allocation tableThe following paragraphs explain how to draw up a training hours allocation table (Table 3-14) based on the

attainment objectives list (Table 3-13), and with consideration paid to such items as “who”, “when”, “how long (hours)” and “sequence” for better instruction.

The total course length is defined in the training course setting: i.e. four days. The projected training hours assumed when the attainment objectives list was drawn up add up to 23 hours. Four-day training (7 hours/day) provides a framework of 28 hours, leaving 5 hours of redundancy.

The utmost importance in the process of the hours allocation is the order in which instructions take place. Basically, trainees without any readiness should start with simple and easy instructions followed by ones with higher difficulty in

Skill Knowledge Attitude

1 2 3 4 5 6 7 8

Method ofoperating cash

register

Salesmanagement

practice


duties

Practice oncustomerservice

Nature andhandling of

goods

Supermarketoutline

Duties ofcashier

How toproceed with

businessimprovement

Mainmethod

LecturePractice

Practice Practice Practice Practice Practice PracticeLecturePractice

Drafttraining hour

(4hours) (2hours) (3hours) (3hours) (2hours) (3hours) (3hours) (3hours)

1-2 ACan operate

the cashregister

1-7 ACan take careof the moneyin the cashregisters

1-3 ACan receivemoney andgive change

1-1 ACan greetcustomers

2-6 AHave an

attitude to tryto understandthe position of

customers

3-1 AKnow the policyand philosophy

of theircompany

3-2 AKnow aboutthe work and

role ofcashier

2-7 BCan respondequitably to

any customer

1-4 ACan

handle thepayment bycredit card

1-8 ACan supply

change

1-5 ACan put goodsinto a basket

2-1 ACan interact

with customerspolitely

2-8 BCan doproduct

packaging

3-9 BKnow the

allocation ofduties in the

store

3-5 AHave an

attitude of"let's have

goodrelationships"

3-4 AHave an

attitude thattries to

improve theworkplace

environmentand work

1-11 ACan replace

the cashregister roll

1-10 ACan aggregate

sales

1-6 ACan manage

goods that aredamaged or

have no pricetag

2-2 ACan respondwith smile

3-3 AKnow the main

points ofhandling and

storage of theproducts

3-10 BKnow about the

system ofsupermarkets

and retail trade

3-7 ABe in attitude

ofresponsibility

3-8 BKnow the

importance ofawareness of

cost

1-12 AKnow the

structure ofcash register

1-9 ACan managegoods around

the cashregister

2-3 ACan respondwith being

neatly dressed

3-6 AKnow how to

managehygiene

3-11 CKnow the

relationshipwith the store,suppliers and

affiliatedcompanies andheadquarters

2-5 AKnow theproducts

placed in thestore

2-4 AHave an

attitude thatallows calmresponse tounforeseen

circumstances


Attainment Objectives List

Name oftrainingsubject

Time

Date

Monday,September 18

Atten-dance





09:00-10:00 10:00-11:00 15:00-16:00 16:00-17:0011:00-12:00 12:00-13:00 13:00-14:00

Lunchtime

Lunchtime

Lunchtime


14:00- 15:00

EvaluationClosing


（Mr. SUZUKI）



EvaluationMeeting






（Mr. OHTA）





Lunchtime


74

Table 3-15 Training Duration Schedule

3�4�5 Curriculum development based on target analysisTarget analysis is a method to analyze logically the abilities required (hereinafter referred as “readiness”) for

achievingattainmentobjectives,andtodefinethecontentstobelearnedandtheorderoflearningthem.AschematicrepresentationofthetargetanalysisisshowninFigure3-4.Whereascurriculumdevelopmentbasedon

abilityanalysisisabottom-upapproachagainstabackgroundofpracticalfieldexperiences,thetargetanalysisisatop-down(break-down)processstartingfromtheattainmentobjectivetolowerlevelsinthehierarchy.Thebreakdownterminatesatthepointwheretheprocessreachesanalreadylearneditem(arequirementforattendingthetraining).ThisanalysismethodcanbeviewedasoneoftherationalapproachesbecauseaVTshouldaimatacquiringabilitiesdefinedbytheattainmentobjective.

IllustrativeresultsthatwouldbeobtainedthroughtargetanalysisareshowninFigure3-5andTable3-16,whereacurriculumdevelopmentprojectforchildrentoacquiresafetyskillstorideabicycleintraffic(openroads)isusedasanexample.Figure3-5clearlylaysoutthereadinessandlearningorderforachievingtheattainmentobjectives.Table3-16definesthelearningcontentsandhowtosharethetraininghours.

Figure 3-4 Schematic Representation of Target Analysis Chart

TimeDate

Monday,September 18

Atten-dance





09:00-10:00 10:00-11:00 15:00-16:00 16:00-17:0011:00-12:00 12:00-13:00 13:00-14:00

Lunchtime

Lunchtime

Lunchtime


14:00- 15:00

EvaluationClosing


（Mr. SUZUKI）



EvaluationMeeting



Practice oncustomer service

（Ms. NAKAMURA）



（Mr. OHTA）




Practice oncustomer service

（Ms. NAKAMURA）Lunchtime

- 106 -


Figure 3-5 Target Analysis Chart and Description of Learning Order Numbers

Attainment objective

“Capable of doing/performing …”


“Know about…” “Capable of doing/performing …” Readiness

(Already learned item)“Capable of doing/performing …”

Capable of riding a bicycle in traffic (on

open roads)

1 Capable of riding in a

comfortable position

2 Capable of riding operation

3 Capable of riding observing traffic

regulations

4.1 Capable of riding according to

the traffic conditions

3.5 Capable of observing the regulations

concerning signals

3.1 Capable of observing the

regulations for straight roads


concerning transit division

3.3 Capable of observing the regulations concerning

intersections


concerning traffic signs

4.1.1 Capable of determining how to

ride according to the relationship

with vehicles


ride according to the relationship with pedestrians

4.1.1.1 Capable of determining how to

ride predicting vehicles’ view of the

bicycle


ride based on the width and turning radius difference of

vehicles

1.1 Capable of determining

whether riding positions are

comfortable or not

1.2 Capable of checking and

adjusting bicycles

1.2.2 Capable of adjusting the saddle height

1.2.1 Capable of adjusting the

handlebar height

2.1 Capable of riding straight in accordance with

the speed

2.3 Capable of going around a

curve stably

2.4 Capable of riding stably up and down hills

4.2.1 Capable of predicting instability

4.2.2 Capable of recovering stability

2.2 Capable of adjusting speed

4 Capable of riding without causing an

accident

4.3 Capable of explaining typical

accident cases


the road surface conditions (water, sand, grids, steel

plate, tile)

Attainment objective Learning order numbers

* Only the important items are shown after 1.1


75


Table 3-16 Example of Drawing Up a Lesson Item Organization Sheet

Subjectname Safebicycleridingforchildren


1Capableofridinginasafeandcomfortableposition2Capableofridingoperation3Capableofridingobservingtrafficregulations4Capableofridingwithoutcausinganaccident

Detail Content Hours

1.Ridingposture

1.1Correctridingposture1.2Inspectionandadjustmentsofabicycle　1.2.1Handlebarheight　1.2.2Saddleheight　　　　・　　　　・

○○

2.Ridingoperations

2.1Ridingstraightinaccordancewiththespeed2.2Adjustingspeedcontrol2.3Turningacurve　　　　・　　　　・

○○

3.Ridinginaccordancewithtrafficrules 3.1　　　　・

○○

4.Ridingwithoutaccidents

4.1Ridingaccordingtothetrafficsituation4.2Ridingaccordingtotheroadsurfaceconditions4.3Trafficaccidentscases　　　　・　　　　・

○○

5.Verificationtest 5.1Theoreticaltest5.2Practicetest ○○

Insufficientcoveringofcurriculumcontentstosecuresafebicycledrivingmayincreasethepossibilityforchildrentobeinvolvedinaccidents.Anyparentswhocanrideabicyclewouldbeabletoinstruct,inonesense,someoftheitems

- 106 -



Attainment objective



“Know about…” “Capable of doing/performing …” Readiness

(Already learned item)“Capable of doing/performing …”


open roads)





regulations




concerning signals






intersections





with vehicles




ride predicting vehicles’ view of the

bicycle



vehicles



comfortable or not


adjusting bicycles



handlebar height


the speed


curve stably






accident


accident cases



plate, tile)

Attainment objective Learning order numbers

* Only the important items are shown after 1.1


76

showninFigure3-5basedontheirownexperiences;forexample,“2.Capableofridingoperation”and“3.Capableofridingobservingtrafficregulations”.However,onlyafewparentscaninstructconsciouslyonItem“1.Capableofridinginacomfortableposition”.Furthermore,evenfewerparentswouldimaginethemselvesteachingissue“4.Capableofridingwithoutcausinganaccident”.TranslatingthesesituationsintoVTindicatesthatinsufficientcoverageofcertainaspectsofrequiredtrainingorinsufficientinstructionswouldresultindisastersintheworkplaceordefectiveproduction.

AgoodVTinstructorwouldtrytoimprovethetrainingonadailybasisbyhavinganinternalconversationwithhim/herselfconcerningwhethertherewasanyinsufficientcoverageofteaching.Onefeatureoftargetanalysisisitsemphasisonlogicalcoherence,aswellasvisualrepresentation,whichshouldproveeffectiveinsuchsituations.

Major steps in target analysis, as applied to curriculum development, are shown inTable 3-17, a step by stepdescriptionoftargetanalysisflow.

Table 3-17 Steps of Target Analysis

Steps Description Results

Step1 Startingfromtheattainmentobjective,abreakdownprocesstakesplacetoidentifyasetofreadiness. Targetanalysischart

Step2 Fillthelearningordernumbersintothetargetanalysischart. Learningordernumbers

Step3 Thematicdescriptionofeachunitofthelessonbasedonthelearningordernumbers. Lessonitemorganizationsheet

Figure 3-6 Inadequate Break Down Example of Attainment Objective

(1)Step1:DrawingupatargetanalysischartAnyconvenienttool–awordprocessor,presentationsoftware,orevenhandwriting-canbeusedtodrawupatarget

analysischart.①Descriptionofattainmentobjective

Normally, attainment objectives are describedon a training subject basis. It should be a detailed description oftheabilitieseachtraineeshouldacquirebytheendofthecourse.Iftrainingcontentofonelessonistobeanalyzed,theattainmentobjectivetobeacquiredwithinthetraininghoursiswritten.

Thereadinessrequiredfor learner(trainee)toachievetheattainmentobjectivesarewritteninthelowerlevelofthehierarchicalchart.Theattainmentobjectivecanbeclassifiedintothreecategories:skill(Capableof…ing),knowledge(Knowabout…)andattitude(Beinattitude…).It is important that thewordsusedin thedescriptionof theattainmentobjectivebecoveredinthedescriptionofthereadiness(i.e.itemsdirectlybelowinthehierarchy).

*Note1:Areadinessinthelowerlevelshouldbebrokenintomorethantwosubordinateconcepts.Aone-to-onerelation(seeNG1ofFigure3-6)indicatesthatthebreakdownsimplyrepresentsparaphrasing.

*Note2:Ifbreakingdownareadinessintotwoormoresubordinateconceptsisdifficultoralmostimpossible,itmaybeanindicationthattheanalysisobjectismoresuitedtothejobbreakdownmethod(see3.4.6Curriculumdevelopmentbasedonworkobservation)ratherthantotargetanalysis.

*Note3:Incasetheattainmentobjective(toplevel)isbrokendownintotoomanyreadinessitems(seeNG2inFigure3-6),itislikelythatthelowerleveldescriptionistoocomplexanddetailed.Detaileddescriptionshouldbelefttothelowerlevels.Takemicroscopeobservationasanexample.Themagnificationfactorinthefirstlayer(directlybelowtheattainmentobjective)shouldbelow(say,x5)andincreasestepwisein thelowerlayers(x100inthesecondlayer,x400inthethirdlayer,andsoon).

- 108 -

for example, “2. Capable of riding operation” and “3. Capable of riding observing traffic regulations”.

However, only a few parents can instruct consciously on Item “1. Capable of riding in a comfortable

position”. Furthermore, even fewer parents would imagine themselves teaching issue “4. Capable

of riding without causing an accident”. Translating these situations into VT indicates that

insufficient coverage of certain aspects of required training or insufficient instructions would result

in disasters in the workplace or defective production.

A good VT instructor would try to improve the training on a daily basis by having an internal

conversation with him/herself concerning whether there was any insufficient coverage of teaching.

One feature of target analysis is its emphasis on logical coherence, as well as visual representation,

which should prove effective in such situations.

Major steps in target analysis, as applied to curriculum development, are shown in Table 3-

17, a step by step description of target analysis flow.

Table 3-17 Steps of Target Analysis

Figure 3-6 Inadequate Break Down Example of Attainment Objective

Steps Description Results

Step

1

Starting from the attainment objective, a breakdown

process takes place to identify a set of readiness. Target analysis chart

Step

2

Fill the learning order numbers into the target analysis

chart. Learning order numbers

Step

3

Thematic description of each unit of the lesson based on

the learning order numbers.

Lesson item organization

sheet

NG1: Insufficient break

(Series:no divergence) NG2: Too many branchings in one step


77

②ValiditycheckonreadinessKeep asking yourself until you are completely sure that acquirement of the lower layer readiness satisfactorily

qualifiesthetraineetostepforwardtoanupperlayerreadiness.*Note4:Thevaliditycheckaboveisespeciallysignificantintheevaluationofthetoplevel(attainmentobjective)and

thoseinthelayerimmediatelybelowit.Forexample,inadvertentomissionof“4.Capableofridingwithoutcausinganaccident”(Figure3-5)canresultin

aseriousproblem.③Proceedingtolowerlayers

Ensureconfidenceinthevalidityandconsistencyoftherelationbetweentherespectivereadinessintwoadjacentlayers,thenproceedtoanalysisoflowerlayers.④Endofanalysis

The sequential analysis steps endwhen a previously learned item (i.e. a requirement for attending the trainingcourse)appears.

(2)Step2:SettinglearningordernumbersInviewofthetargetanalysischartcreatedintheprevioussteps,determinetheoptimumordertolearntheitems.

Fillinanumberforeachoftheitemsthatdesignatelearningorder.AsshowninFigure3-5,thenumbersstartatthelayerimmediatelybelowtheattainmentobjective.

(3)Step3:MakinganlessonitemorganizationsheetBasedonthelearningordernumbersdeterminedinStep2,fillinthelearningcontentsorganizationinthelessonitem

organizationsheet.AnexampleofthissheetisshowninTable3-16.

3�4�6 Curriculum development based on work observationCurriculumdevelopmentapproachesbasedonworkobservationmainlymakeuseofthejobbreakdownmethod.Inrecentyears,typicalimplementationsofthejobbreakdownmethodaremakingfulluseofvideocamerasandPCs.

Themajoradvantageofusingvideocamerasisrepeatability:videofootagestoredonaPCcanbeviewedoverandoveragainasneeded.Thatis,thistechniqueprovidesrepeatedjobobservationatwill.

In addition, various functions of video reproduction extend the scope of job observation. For example, the jobperformer can observe his/her actual stepwisemanipulations (freeze-frame) for interview (tips, knacks, etc.), enablingfurtherrefinementofthejobbreakdown.

Inthefollowingpartofthissection,aflowofvideo-basedcurriculumdevelopmentispresented,where“Mowingunderbrush” isusedas a subject–oneof the themesofone-week trainingcontents in “3.4.1Setting the trainingplan(curriculum)forthetraineestoachievetheirattainmentobjectives”.

(1)Makevideofootageof“Mowingunderbrush”performedbyaskilledworker.

(2)StoreitonaPC.

(3) Interview the skilled worker while viewing a series of stepwise freeze-frame images of his/her own actions withfollowingquestions.

● Namesofthespecificclothesandprotectivegears.Reason(s)tousethem,andhowtojudgeifitwasappropriatetoselect them.

● Howtostartthebushcutter.Themostimportantpointsinthisprocedure,andwhytheyareimportant(intermsofsafetyandefficiency).

● Postureforholdingthebushcutter.Themostimportantpointsinthisprocedure,andwhytheyareimportant(intermsofsafetyandefficiency).

● Targeted height for cutting and blade positioning (height from the ground and angle settings), andwhy he/sheconsidersthemoptimal.Theinterviewisrepeatedineachstepofthework.


78

Foragoodinterview,itisimportanttoposequestionsinarelaxedwayafterfreezingthefootage.Itisalsorecommendedtofilmtheinterviewaswell.Thisenablestheinterviewertoconcentrateinthequestionand

answersessionswithoutbeingdistractedbyothernecessitiessuchastakingnotes.Thecontentsoftheinterviewincludesuchsubjectsas“Posturevariationsduringthework”,“Worker’sperspective

duringthework”,“Handandfingermovementsforhandlingtools”and“Consciousnessduringthework”.

(4)Reviewtheinterviewfootageandfillinthejobbreakdownsheet.

Table 3-18 Job Breakdown Sheet Job name: Mowing underbrush

Operationstep Operationprocedure Summary

Wearprotectivegear

Checksonworkclothes

Checkbuttonsofcollarandsleeves(preventionofgrassenteringinside)Putheminsidethetrousers,checktrouserbelt(Loosebeltcausesgradualdraggingofcloth,loweringworkefficiency).

Checksonworkboots

Checkifthereareanyholes,traceofcracks(Ruptureduringworkcancauseinjury.Loweringofworkefficiency)PuthemoftrousersinsidethebootstopreventfloppymovementsLaceupbootstringstopreventgrassfromentering

Wearingafaceguard Coverdowntothechin(preventbeinghitbyflyingpebbles)

WearingglovesCheckifthereareanypinholesGlovesshouldbeputonlast(Itisdifficulttoconductworkwithgloves)

Startengine

Checkonfuel Makesurethefueltankisfilled(Itdoesn’tstartifempty)

Checkonthepowerswitch(ON) Turnontheswitch(Itdoesn’tstartifitisinOFFposition)

FuelpumpmovementPressthebuttonseveraltimes(5timesorso)Untilbubblesdisappear(Itdoesn’tstartifthecarburetorisemptyoffuel)

ChokeoperationClosethechokeiftheengineiscooleddownOpenthechokeifengineiswarmedupCheckthechokeiftheenginedoesn’tstartbypressingstarter

Accelerator all closedToomuchgasolineflowsifitisopened(Iftheplugiswettedbygasoline,nospark;enginewon’tstart)............

Starteroperation ........................

Acceleratoroperation ........................

(5)Foreachsteplistedin thejobbreakdownsheet,estimatethetimerequiredto instruct the item.Plantheinstructioncontenttomeetthetimeavailableforthetraining.

Example:Incaseofonehourtrainingcourse,thefirst2stepsinthebreakdownsheetabove(fromwearingprotectivegeartoenginestart)willbeestimatedwithintheonehourinterval,theinstructorthenschedulesthelessonasfollows.


79

Table 3-19 Organization of a One-Hour Lesson

Lessontopic Wearingprotectivegearandstartingengine

Attainmentobjectives 1.Capableofselectingandwearingclothesandprotectivegearformowingunderbrush2.Capableofstarting/stoppingofthebushcuttersafely

Trainingitems

1-1 Dangersinherentintheworkplace1-2 Typesofclothesandfootgear,andrequiredcharacteristics1-3 Howtoweartheclothesandfootgear(button,sleeve,hem,…)1-4 Howtowearprotectivegear(facecover,…)1-5 Howtocheckthesafetyoftheirclothes,footgear,andprotectivegear2-1 Startingthebushcutter(startingprocedures,chokeandacceleratoradjustment)2-2 ......

Traininghour 60minutes

(6)DevelopmentoflessonplanandtrainingmaterialsAsdescribedabove,thetrainingcontentsaredeterminedfromtheknowledgegainedthroughfieldworkobservations.Then,analysisismadeonthesetrainingcontentstodevelopalessonplanandtrainingmaterials.


80

3�5 Development of Training Evaluation

3�5�1 Training evaluationTrainingevaluationmentionedherereferstocheckingofwhethertraineeshavelearnedthecontenttaughtinthe

lessons.Forthis,manypeoplemayhaveageneralimageofwrittenexaminationsatimportantpointsofthelesson.However,trainingevaluationisfocusedonskillacquisitionlevelexpressedas“capableof…”inattainmentobjectives.Forexample,theobservationoftrainee’sperformanceortheconfirmationoftrainee’sunderstandinglevelarealsoevaluation.

Becausetrainingevaluationcoverstheaspectsrelatedtoattainmentobjectivesandtrainingitems,itisnecessarytoexaminetheminmoredetail.Whendevelopingaclassplan,evaluationcriteriaarethefocuspointsofwhattoteach.Thereforebyconsideringwhattoteachtohelptraineespassthetest,theVTinstructorcanmakeiteasiertodesignaclassplantoreachtheattainmentobjectives.

Thefollowingisthedevelopingmethodoftrainingevaluationexcludingtrainingassignments.Trainingassignmentswillbedescribedin“3.6DevelopmentofTrainingAssignments/Materials”.

3�5�2 Flow and types of training evaluationMajorstepsoftrainingevaluationareimplementedintheprocedureof“measuring”,“comparingwiththestandard”,

“decidingthevalue”andthen“improving”asshownbelow:Step1Measuring→measurethestateofthetraineesStep2Comparingwiththestandard→lookatthedifferencebetweenthemeasurementresultandthestandardStep3Decidingthevalue→makejudgmentofsuccessorfailureStep4Improving→Analyzethemeasurementresultandassisttraineessothattheycansucceed

ImprovethelessontoincreasethepassratioItisnotonlytraineeswhofailedtheexamthataretobe“improved”.Ifthepassratioislow,theremustbesome

problemsinthelesson.Whatistobeimprovedhereistheclassplan.Evenifalltraineessucceeded,improvementmaybenecessarytoshortenthetraininghourstopasstheexam.

Here,focusontothethirdandfourthsteps.“Decidingthevalue”and“Improving”aredifferentevaluationpurposes.Thepurposeofdecidingthevalueistoverifythetrainees’abilityfortheirbenefit,morespecifically,toshowtheirprospectiveemployersorcurrentworkplacethattheyhavereachedtheattainmentobjectivesothattheycanusetheabilityfortheirjob.Ontheotherhand,thepurposeof“Improving”istoobtainnecessaryinformationforVTinstructorstoimprovetheirlessonprocedure,morespecifically,toidentifywhattoimproveinordertoshortenthepathtosuccessfortrainees.

3�5�3 Four performance attributes of training evaluationWhendevelopingtrainingevaluationmethod,itisnecessarytoexaminethefollowingfourperformanceattributes:

● Adequacy:ensurecorrectevaluationofwhatshouldbeevaluated ● Objectivity:evaluationbyanyoneproducethesameresults ● Reliability:methodalwaysproducethesameresults ● Economicefficiency:thecostoftheevaluationmethodwithinafeasiblerange

(1)AdequacyAdequacy is the measure of whether the evaluation method to be developed can check the attainment of the

attainmentobjectives/trainingitemscorrectly.Forexample,adequacymaybeverylowifworkinghoursaremeasuredforanattainmentobjectiveconcerningtheaccuracyoffinishing.Ifyoudecidetheevaluationmethodeasily,itislikelytohavelowadequacy.Itisameasurethatshouldbecarefullyexamined.

Itisadvisedtolookattheevaluationscopeandmethodwhenexaminingadequacy.Theevaluationscopeisthescopeofmeasurementofthetrainees’condition.Itisimportanttonarrowdownthescopetothemattersnecessarytochecktheachievementofattainmentobjective/trainingitems1.Theevaluationmethodreferstothemethodtomeasuretheconditionofthetrainees.Asshownintheexampleabove,itiswrongtomeasureworkingspeedwhenaccuracyistobechecked.Here,

1Itisnotspecifiedherebutoneevaluationmethodmaybedevelopedformultipletrainingobjectives/items.Suchcasesneedspecialattentionbecausetheevaluationscopecoversmultipletrainingobjectives/items.

3.5DevelopmentofTrainingEvaluation

81

whatistobecheckedisaccuracy.

(2)ObjectivityObjectivityisthemeasureofwhetherdifferentevaluators(VTinstructors)canreachthesameresult.Forexample,

evaluationthroughmultiple-choicequestionsisobjectivebecausethesameresultisobtainedregardlessofwhomarkstheanswers.Ontheotherhand,ratingofcarefulnessinapracticalskillstesthaslowobjectivitybecausetheresultislikelytodifferdependingonthemarker.

Objectivitygreatlydependsontheevaluationmethod.Therefore,examinetheevaluationmethodwithafocusonhowtoenhanceobjectivity.Whenratingcarefulnessofworking,youcanenhanceobjectivitybydefiningtheratingstandardusingachecklistofevaluationitems.

(3)ReliabilityReliabilityisameasuretoseewhethertheevaluationresultsoftraineeswhoareatthesameabilitylevel,arealways

the same.Supposetherearetwotraineeswhohavethesameability.Measuredwithahighlyreliableevaluationmethod,they

areexpectedtohavethesameresult.Inactuality,theresultsmaydifferslightlyduetotheinfluenceoftheenvironment/conditions.However, thedifferencemustbeverysmall. If thedifference is large,evaluation ismore influencedby theenvironment/conditionsthanbythetrainees’abilityandtheirabilityisnotevaluatedcorrectly.

Forthisreason,itisnecessarytodevisewaystoavoidtheinfluenceoftheenvironment/conditionswhendevelopinganevaluationmethod.

(4)EconomicefficiencyEconomicefficiencyisthemeasuretoseethelevelofthecostofmaterialsusedfortheevaluationmethod,labor

hoursforpreparation,personnelandtimeforevaluation,etc.Lowcostmakesimplementationeasy,butgenerally,superiorevaluationmethodsinvolvehighercost.

Ifthecostisatthelevelthatenablespromptimplementation,thereisnoneedtochangetheevaluationmethod.Ifthecostistoohightoimplement,thereisaneedtochangethemethod.Thedecisionisdifficultwhenthemethodisfeasiblebutthecostisconsiderablyhigh.Insuchacase,adecisionshouldbemadeconsideringthebalancewithotherfunctions.

(5)BalanceofthefourfunctionsItisdifficulttodevelopanevaluationmethodthatsatisfiesallofthefourfunctions.ParticularlyinVTwheremostly

skillsaremeasured,adequacyandobjectivity/reliabilityareinatrade-offrelationship.Forexample,whenevaluatingtheattainmentofanattainmentobjective,“capableof…”concerningacertainskill,a

multiplechoicetestontheworksequencemayhaveveryhighobjectivitybutextremelylowadequacy.Ontheotherhand,whenimplementingapracticalskillstesttoimproveadequacy,objectivitycouldbecomelowdependingontheevaluationmethod.

The closer the practical skills test is to the actual environment/conditions, themore adequate the test becomes.However,itsreliabilitywillbecomelowerduetothedifficultyinensuringthesameconditionsandenvironmentforeverytrainee.Inanextremecase,theresultsdependontheenvironment/conditionsoftheimplementationandonlytraineeswhoaretestedundertherightconditionswillsucceed.

Economic efficiency is also in a trade-off relationshipwith adequacy, objectivity and reliability.Themore youtrytoimproveadequacy,theclosertotheactualworkplacetheenvironment/conditionstobepreparedbecomes,butthiswillincreasethecostofpreparation.Similarly,themoreyoutrytoimprovetheevaluationmethodtoenhanceobjectivity,thehigherthecostofpreparationbecomes.Reproductionofthesameenvironment/conditionstoenhancereliabilityalsoincreasesthecost.

Therefore, it is necessary to examine the four functions and balance themwithin the range that convinces theconcernedpersonnelwhoneedtheevaluationresults.Adequacyisthemostimportantwhencreatingabalance,becauseevaluationresultsarenotcredibleunlesstheadequacyisaboveacertainlevel.

Thebalancevariesdependingonthepurposeoftheevaluation.Whendecidingthevalueoftrainees’ability,itisnecessarytoensurehighobjectivityandreliability.Ifthepurposeistoobtaininformationnecessarytoimprovethelesson,ahighlyobjectiveevaluationmethodmayfailtoprovidedetailedinformation.Insuchacase,youmaydeliberatelyemploy


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anevaluationmethodwithlowobjectivity.

3�5�4 Relationship with the level evaluation“2.4.1FivelevelsofVTevaluation”provides“Table2-15LevelEvaluation”.Thelevelevaluationisapplicablealso

totrainingevaluationfortrainees.

Table 2-15 (reproduced from 2�4�1) Level Evaluation

Level1:Satisfactionevaluation Arethetraineessatisfiedwiththetraining?

Level2:Evaluationofattainmentlevel Havethetraineesachievedtheattainmentobjectivesetforthetraining?

Level3:Evaluationofutilization Havethetraineesputitintopracticeattheirworkplacewhattheylearnedinthetraining?

Level 4：Evaluationofproblemsolving Havethetraineessucceededintheproblem-solvingthatwasthetrainingpurpose?

Level5:Costperformance Doesthecostofthetrainingmatchtheresults?

However,trainingevaluationcancheckonlyuptoLevel2duringthetrainingduration,becauseLevel3ispossibleonlyaftercompletingthetrainingandLevels4and5areevaluatedbythenationalandlocalgovernments,companies,etc.whohavethetrainingneeds.Level1dependsontheleveloftraineesatisfaction.Itisnotabouttheabilityacquiredbythetrainees.

Hence,trainingevaluationtobeimplementedduringatrainingdurationmustbecapableofjudgingLevel2.

3�5�5 Timing of training evaluationTrainingevaluationisnotonlyimplementedjustbeforetheendoftrainingtocheckwhetherthetrainingobjectives

havebeenattained.Multipleminorevaluationsareimplementedinasingletrainingcourse/lesson.TrainingevaluationmethodsaredividedintermsoftimingasshowninTable3-20.Theindividualmethodsinthe

tablewillbedescribedlater(3.5.6Outlineofevaluationmethods).

Table 3-20 Timing and Methods of Training Evaluation

Timing Evaluationmethod Purpose

Multipletimesduringalesson

OralquestionWalkingaroundtheclass

Tochecktheprocedureasplannedorthetraineesneedadditionaltraining

Atjuncturesthroughouttraining

WrittentestPracticalskillstest

Tocheckthelearningstatusandconsidertheneedforadditionaltrainingitems

Beforethetraining WrittentestPracticalskillstestTrainingassignment

Tocheckwhetherapplicantsareequippedwiththeabilitynecessarytoparticipateinthetraining

Afterthetraining Tocertifythatthetraineeshavemasteredthetrainingcontent

The evaluation, “Multiple times during a lesson” is performed at the breakpoints of training items or duringpracticeinordertocheckwhetheryoucanproceedaccordingtoyourclassplan.Thecostofpreparationforthistrainingevaluationislowandadjustmentofthetrainingimplementationplaniseasy.Forthisreason,ithasanadvantageofflexibleimplementationoftrainingevaluationinaccordancewiththeprogressandconditionsofthelesson.Takingonlyseveralseconds toseveralminutes, itdoesnot requireallocationofdedicated timeandcanbeperformedcasuallymany timesduringlessonwithlittleburdenonthetrainees.

The evaluation, “At junctures throughout training” is performed covering the content of multiple attainmentobjectivesandtrainingitems.Therefore,itisimplementedatthesuitablepointstosummarizethetrainingcontent.Withabroaderrangeofevaluation,itinvolveshighercostforpreparationandrequiresallocationoftimeforimplementation.Inaddition,thetraineesmayneedtimeforpracticingdependingontheevaluationcontent.Therefore,itcanbeperformedonlyseveraltimesduringtheVTcourse.However,ithasanadvantageofmotivatingtraineestolearnandprovidingVTinstructorswithopportunitytoconsiderhowtoimprovethetraining.


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Theevaluation, “Before the training” isperformed tocheckwhether traineesareequippedwithknowledgeandskillstoparticipateinthetraining.Itincludesscreeningtestsforenrollmentinthecourseandclassplacementtests.Theevaluation,“Afterthetraining”isperformedtocertifythatthetraineeshavemasteredthetrainingcontentandcanuseitonthejob.InJapan’spublicVT,tradeskillverificationmentionedin“1.3.3(5)Tradeskillverification”isimplemented.Becausebothinvolveconsiderablecost,eachofthemcanbeimplementedonlyonceorso.Therefore,theirdevelopmentrequiresamplestudy.

3�5�6 Outline of evaluation methodsEvaluationmethodsaredividedbroadlyintothefollowing:

● Oralquestions ● Walkingaroundtheclass ● Writtentest ● Practicalskillstest ● TrainingassignmentThis section describes themethods excluding training assignment, which is described in “3.6 Development of

trainingassignment/trainingmaterials”.

(1)OralquestionsOralquestionsrefertothemethodofaskingtraineesquestionsduringlesson.Thisway,youcanmeasurethedegree

ofunderstandingofwhatyouhavetaughtonthespotandknowwhethertoproceedasplannedortoprovideadditionalinstruction,whichenablespromptdecisionsonthedevelopmentofthelesson.Forthispurpose,itisnecessarytodecidewhattoaskwhenmakingaclassplan.

Oralquestionshaveanotheradvantageofmakingthelessonlivelybyadequatelymixingquestionsintoone-wayexplanationsoftenconductedbyVTinstructors.

(2)WalkingaroundtheclassThisisthemethodforVTinstructorstoevaluatethelearningstatusoftraineesbywalkingaroundtheirdesksduring

thelessontoobservehowtheyarelearning.Themethodisusedwhentraineesarecarryingoutgroupworkorpracticeaswellasduringtheorytraining.TheevaluationmethodispracticedbyVTinstructorsonadailybasisinJapan.

ThemethodenablestheVTinstructortoknowwhetherthetraineesareinvolvedinthelessonandtowhatextenttheyunderstandthelesson.VTinstructorsareexpectedtopromptlyanalyzetheobservationresultsandimprovetheteachingmethodonthespot.

Whenwalkingaroundtheclass,theVTinstructorisexpectedtocheckwhether ● thetraineesunderstandwhatistaught, ● thereisnoseriousmistakeintheworkprocedure, ● theyareworkingwithacceptanceoftheworkprocedure, ● theyarecooperatingwiththeirteammatesindoingthework,and ● theworkisprogressingattheplannedspeed.If conditions are different fromwhat is expected, promptly provide additional instruction. In this process, it is

importanttopromptlyfindoutwhetheraproblemoccurredonlyforthetraineeinfrontofyouorifitmayoccurforothertrainees.Ifthisisaproblemonlyforthetraineeinfrontofyou,provideadditionalinstructiontothetraineealone.However,iftheproblemmayoccuralsoforothertrainees,giveadditionalinstructiontotheentireclass.

Because an error in this decision could greatly throw off the training schedule, it is important tomake carefuljudgmentofthewholesituationbyaskingtraineestoraisetheirhandsiftheyareinasimilarsituation.

Walkingaroundtheclasshastheadvantageofeasilyimprovingthelessoninadditiontopromptadditionalinstruction.Forexample,ifthereisneedforadditionalinstructionfortheentireclass,youcanalteryourclassplanandmake

additionstotheplannedexplanationsbeforebeginningwork.Ifthepaceofthelessonisslowerthanplanned,findoutthecausewhilewalkingaroundtheclassandimprovetheclassplan.

Mostimprovementsfoundduringawalkaroundtheclassaresmallinstructionpointsthatwerenotnoticedwhen


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developingthelessonplan.Acollectionofalargenumberofsuchsmallpointswillformknow-howforinstructionthatwillhaveabigimpactonlessondevelopment.Thus,walkingaroundtheclassisthefirststepfordiscoveringyourownknowhowforinstruction.

(3)WrittentestIn this test, traineeswrite their answers to testquestionsonpaper.The tests are implemented tocheckwhether

theyhaveacquiredcertainknowledge.RecentlywiththedevelopmentofIT,answerscanbeenteredwithoutusingpaper.Questionsmaybepresentedinvariouswaysincludingwrittensentences,oralpresentationandmovingimages,butwrittensentences are used inmost cases.Here, however,wewill describe the casewhere both presentation of questions andansweringaremadeonpaper.

Typesofwrittentestarebroadlydividedinto: ● Objectivetestmethodsand ● Subjectivetestmethod

①ObjectivetestmethodsInobjectivetestmethods,examineeswriteadequatetechnicaltermsintheanswersectionorchoosecorrectanswers

fromthegivenoptions.Thetestishighlyobjectivebecausetheevaluationresultswillbethesameregardlessofthemarkers.However,thesetestsareunsuitedforevaluationoftrainees’appliedskills.

Advantagesofobjectivetestmethodsincludingthoseintroducedaboveare: ● highlevelofobjectivity,becausetheresultsarethesameregardlessofthemarkers, ● lowcostofscoringbecausethescoringprocessiseasy, ● evaluationresultsarenotinfluencedbythetrainees’skillinwritingsentences,and ● easystatisticalprocedurefortheevaluationresults. Theirdisadvantagesare:

● suitableforevaluationofknowledgeacquisitionbutnotforevaluationofappliedskills, ● necessarytopreparealargenumberofquestions, ● necessarytoprepareaccurateandunambiguousquestions,and ● examineesmaychoosethecorrectanswerjustbychance.Itisimportanttopreparetestsinlightoftheabove.Beforewarnedthatobjectivetestmethodsmaynotbeadequate

forsomepurposesofevaluation.Objectivetestmethodsarealsodividedintothereproductionmethodandtherecognitionmethod.Inthereproduction

method,traineesanswerquestionswhilerecalling(reproducing)theirmemory.Fill-in-the-blankquestionisanexample.Inarecognitionquestion,traineesanswerquestionswhilechecking(recognizing)whetheroptionsarecorrect.True-Falsequestionsareanexampleofthistype.

Belowareexamplesofreproduction-typeandrecognition-typequestions.

[Reproductiontype--completion]

Completethefollowingsentencebywritingthemostappropriatewordsin().

1amperemeansflowingof1()persecondof().

[Reproductiontype--enumeration]

Givethecolorsofthefive-ringOlympicemblem.(1)(2)(3)(4)(5)


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Rearrangethefollowingplanetsintheorderoftheirclosenesstothesun.Mars,Mercury,Jupiter,Venus,Saturn,Earth,UranusandNeptune

[Reproductiontype--calculation]

Calculatethetimenecessarytotransfer100Mbytesofdataatatransmissionrateof1GbpsthroughaLANwithatransmissionefficiencyof25%.

[Recognitionmethod—True-Falsequestion]

Writeacirclein()foracorrectdescriptionaboutcommonkeyboards.Writeanx-markin()foranincorrectdescription.

1)ThekeyboardlayoutiscalledtheASCIIlayout. ()2)Upper/lowercasesaredesignatedusingtheShiftkey. ()3)The“F”oftheF1key,etc.isanabbreviationof“Function”. ()

[Recognitionmethod—choosingonemethod]

Circlethecorrectanswersamongthefollowingdescriptionsofspecificationsandestimationsinconstructionandequipmentinstallationworks.

1)Thepriorityorderofspecificationsiscommonspecificationandspecialspecification.2)Specialspecificationspecifiesgeneralmatters,equipmentusedandconstruction.3)Designdocumentsrefertodrawingsandspecifications.4)Directconstructioncostsincludetransportcosts,equipmentcosts,constructioncostsandsubcontract

costs.5)Commonconstructioncostsincludetemporaryconstructioncosts,fieldexpensesandgeneral

administrativeexpenses.

(Source:Choosing onemethod [Example 1] on P. 172 of the 10th revised edition of “Theory and Practice ofVocational

Training”editedbyGeneralIncorporatedFoundation,theVocationalTrainingMaterialResearchCenter)

[Recognitionmethod—combination]

Connectmetricprefixestotheadequatenumberswithlinestomakecorrectcombinations.1)G (a)1012

2)k (b)109

3)m (c)106

4)M (d)103

5)n (e)10－3

6)p (f)10－6

7)T (g)10－9

8)μ (h)10－12

[Recognitionmethod—supplementation]

Choosethetermstofitinto amongAtoFbelow.

TheInternetissaidtooriginatefrom developedundertheleadershipoftheDepartmentofDefenseoftheUnitedStates.Thiswastheworld’sfirstcommunicationnetworkusing .

Later,theInternetwasformedthroughtheinterconnectionofnetworksusingthe technology.Numberscalled areassignedtoequipmentconnectedtotheInternet.Becausethesenumbersaredifficulttomemorizeforhumans,theyareconvertedtonames(combinationofhostnameanddomainname)usinga server.

ThemostcommonlyusedInternetserviceiswebpagebrowsing,whichisrealizedusingsoftwarecalleda.Otherservicesincludeemailandvoice/moviestreamingdelivery.

A)ARPANETB)IPaddressC)InternetprotocolD)DNSE)packetF)browser


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[Recognitionmethod—Illustration]

AnswertheoutputpinnumbersinthelogicICofthefollowingANDcircuit.

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[Recognition method—Illustration]

②Subjective test method

A subjective test method is a type of written test where trainees freely write their answers to

a given theme. Trainees are assigned to write an essay or their answers to questions such as

“explain XX” using their own words.

The advantage of the subjective test method is that it enables comprehensive evaluation of

the trainee’s ability to systematically express knowledge and the skill to apply the knowledge. Its

disadvantage is that marking takes time because markers need to read all of the sentences written

by each examinee using different expressions as their answers and the evaluation is easily

influenced by the marker’s subjective view. Another disadvantage is that, if a question was not

prepared carefully, the intention of the question could become ambiguous and the trainees could

give answers that were not expected.

Therefore, when using a subjective test method, prepare questions and an evaluation method

as follows to enable objective evaluation as far as possible:

Prepare question sentences that clearly show trainees the intention of the question

and the answer method and extent.

Prepare an ideal answer beforehand and define elements of marking and point

allocation.

(4) Practical skills test

Practical skills tests evaluate the level of skill acquisition by having trainees do the actual

work. The work of the practical skills test described here is a model focused on specific elements.

For example, in the case of a practical skills test of soldering, examinees solders elements on

substrates but it is not necessary that the substrates operate as circuits.

The following items are the focus of evaluation in a practical skills test:

Answer the output pin numbers in the logic IC of the following AND circuit.

②SubjectivetestmethodAsubjectivetestmethodisatypeofwrittentestwheretraineesfreelywritetheiranswerstoagiventheme.Trainees

areassignedtowriteanessayortheiranswerstoquestionssuchas“explainXX”usingtheirownwords.Theadvantageofthesubjectivetestmethodisthatitenablescomprehensiveevaluationofthetrainee’sabilityto

systematicallyexpressknowledgeandtheskilltoapplytheknowledge.Itsdisadvantageisthatmarkingtakestimebecausemarkersneedtoreadallofthesentenceswrittenbyeachexamineeusingdifferentexpressionsastheiranswersandtheevaluationiseasilyinfluencedbythemarker’ssubjectiveview.Anotherdisadvantageisthat,ifaquestionwasnotpreparedcarefully,theintentionofthequestioncouldbecomeambiguousandthetraineescouldgiveanswersthatwerenotexpected.

Therefore,whenusingasubjectivetestmethod,preparequestionsandanevaluationmethodasfollowstoenableobjectiveevaluationasfaraspossible:

● Preparequestionsentencesthatclearlyshowtraineestheintentionofthequestionandtheanswermethodandextent. ● Prepareanidealanswerbeforehandanddefineelementsofmarkingandpointallocation.

(4)PracticalskillstestPracticalskillstestsevaluatethelevelofskillacquisitionbyhavingtraineesdotheactualwork.Theworkofthe

practicalskillstestdescribedhereisamodelfocusedonspecificelements.Forexample,inthecaseofapracticalskillstestofsoldering,examineessolderselementsonsubstratesbutitisnotnecessarythatthesubstratesoperateascircuits.

Thefollowingitemsarethefocusofevaluationinapracticalskillstest: ● Workingresult ● Workingprocedure ● Workingattitude ● WorkingtimeFor“Workingresult,” thequalityof thesubmittedproducts isevaluated.For“Workingprocedure”,whether the

procedureisfollowed,rationality,efficiencyandsafetyareevaluated.For“Workingattitude”,theattitudetowardsafety,theimprovementofquality,andtheworkefficiencyareevaluated.For“Workingtime”,thetimetakentocompletetheproductisevaluated.Sometimesthetimetakenforeachprocessorhowmanyproductstheexamineecanproduceinagivenamountoftimearealsoevaluated.

Apracticalskillstestisdevelopedbythefollowingprocedure:①Defineskillitemsandevaluationcontentandconsiderevaluationmethods.②Definetheassignmentandpreparenecessarydrawingsandblueprints.③Estimatematerialsnecessaryforimplementationoftheassignmentanddecidethestandardandnumberofmachines,instrumentsandtools.

④Definetheinstructionandprecautionsnecessaryfortheassignmentwork.⑤Decidethestandardfortheevaluation.

Ifyoudevelopapracticalskillstestplanjustasapaperplan,youarelikelytooverlooksomething.Therefore,itisimportantforVTinstructorstocheckthetestbycarryingouttheactualworkthemselves.


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Figure3-7isanexampleofapracticalskillstest.

Cutoutthewhitefiguresprintedonthethreecardboardpiecesbelow.

[Precautions]・Tolerancefromtheedgeoftheprintedfigureshouldbewithin±1mm.・Theallottedworkingtimeis30minutes.Pointsaredeductedifthetimeisexceeded.・Whenonehourhaspassed,stopworkingandsubmittheworkasitis.

Figure 3-7 Example of a Practical Skills Test

Thispracticalskillstestevaluatestheachievementoftheattainmentobjective,“capableofchoosingtherighttoolsand cutting out designated figureswithin a standard time frame”. For this purpose, the results aremarked out of 100pointsintotalforthreeitems:accuracy,workingtimeandworkattitude.Therelationshipsamongtheattainmentobjective,markingandevaluationcriteriaareasfollows:

● Rightselectionoftools→workattitude/accuracy:evaluationofworkingprocedureandattitude ● Designatedfigures→accuracy:evaluationofproducts ● Withinastandardtimeframe→workingtime:evaluationofworkingtimeMorepointsareallocatedtoimportantitemsbasedontherelativeweightoftheattainmentobjectiveandproduct

quality.Becauseitisessentialthatexamineefinishtheworkaccuratelyasshownwiththefiguresandcompleteitontime,morepointsareallocatedtoaccuracyandworkingtime.

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Working result

Working procedure

Working attitude

Working time

For “Working result,” the quality of the submitted products is evaluated. For “Working

procedure”, whether the procedure is followed, rationality, efficiency and safety are evaluated. For

“Working attitude”, the attitude toward safety, the improvement of quality, and the work efficiency

are evaluated. For “Working time”, the time taken to complete the product is evaluated. Sometimes

the time taken for each process or how many products the examinee can produce in a given amount

of time are also evaluated.

A practical skills test is developed by the following procedure: ①Define skill items and evaluation content and consider evaluation methods.

②Define the assignment and prepare necessary drawings and blueprints.

③Estimate materials necessary for implementation of the assignment and decide the

standard and number of machines, instruments and tools. ④Define the instruction and precautions necessary for the assignment work.

⑤Decide the standard for the evaluation.

If you develop a practical skills test plan just as a paper plan, you are likely to overlook

something. Therefore, it is important for VT instructors to check the test by carrying out the actual

work themselves.

Figure 3-7 is an example of a practical skills test.

Cut out the white figures printed on the three cardboard pieces below.

[Precautions] ・Tolerance from the edge of the printed figure should be within±1mm.

・The allotted working time is 30 minutes. Points are deducted if the time is

exceeded. ・When one hour has passed, stop working and submit the work as it is.

Figure 3-7 An Example of a Practical Skills Test


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3�6 Development of Training Assignments/Materials

3�6�1 Training assignmentAtrainingassignmentisakindoftrainingmaterialthatshowspracticingmethodsinwritinganddrawingssothat

trainees canpractice elementsof jobs,works and skills required in theworkplace.Generally, training assignments arepreparedbybreakingdownajob,orworktobedoneintheworkplaceintoworkandskillelementstoenablepracticingofindividualelements.Asystemofassignmentsisbuilttoenablepracticeofcombinationsofelementsafterpracticingthemindividuallyinordertomoveeventuallytowardscomprehensivepracticeofallelements.

Inrecentyears,however,therehasbeenanincreaseintrainingassignmentsdesignedtosimulateanenvironmentclosertoactualworkingconditions,namelythosethatrequiresimultaneoususeofvariousworkandskillelementsfortheircomprehensivepractice.Inthissection,thetraditionalassignmenttypeandthelatterproblemsolvingassignmenttypeareexplainedseparately.

(1)BasicdesignconceptoftraditionalassignmentsTraditional training assignments include elementary and comprehensive assignments. The working content of

elementaryassignmentsisadjustedforthepracticeofelementaryskills.Here,adjustmentmeanssettingassignmentsthatareconvenientforlearning.Trainingassignmentsarenotnecessarilyworkscarriedoutinanactualjob.Itisoftennecessarytoadjustthemtofacilitatepracticing.

Comprehensiveassignments arebasedonworks similar to those carriedout in an actualworkplaceandcanbecompletedbyusingacombinationofmanyskillelements.

Traditionalassignmentsareoftendesignedtopracticeelementaryskillsthroughmultipleelementaryassignmentsand,afterlearningtheindividualelementaryskills,totacklecomprehensiveassignmentssoastousemultipleelementaryskillsasneededinrealisticsituations.

Forexample,theabilityelementstorideabicyclesafelyinactualtrafficmayhavethefollowingstructure:

Figure 3-8 Structure of the Ability Elements to Ride a Bicycle

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For example, the ability elements to ride a bicycle safely in actual traffic may have the

following structure:

Figure 3-8 Structure of the Ability Elements to Ride a Bicycle


open roads)





regulations




concerning signals






intersections





with vehicles




ride predicting vehicles’ view of

the bicycle

4.1.1.2 Capable of determining how to ride based on the

width and turning radius difference of

vehicles



comfortable or not


adjusting bicycles



handlebar height


the speed


curve stably






accident


accident cases



plate, tile)

3.6DevelopmentofTrainingAssignments/Materials

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Forinstructionoftrainingonthebicycleridingabilitythathasthestructureabove,trainingassignmentsmaybeorganizedasfollows:

Figure 3-9 Example of the Structure of Training Assignments for Instruction of Bicycle Riding

Table 3-21 System of Training Assignments for Instruction of Bicycle Riding

Assignment1 Assignment2 Assignment3

Assignmentname

Bicycleoperation1(ridingposition)

Bicycleoperation2(lineartravelingandstopping)

Bicycleoperation3(curvesanduphill)


1 Capableofridinginacomfortableposition

1.1 Capableofdeterminingwhetherridingpositionsarecomfortableornot

1.2 Capableofcheckingandadjustingbicycles

1.2.1 Capableofadjustingthehandlebarheight

1.2.2 Capableofadjustingthesaddleheight

1 Capableofridingoperation

2.1 Capableofridingstraightinaccordancewiththespeed

2.2 Capableofadjustingspeed

2.3 Capableofgoingarounda curve stably

2.4 Capableofridingstablyupanddownhills

Assignmentcontent

Experiencethechangeineasinessofpedalingcausedbyadjustingthehandlebarandsaddleheightsinordertosetthestandardofeasiness.Practicehandlebarandsaddleadjustmenttomakeadjustmentstofityourphysique.

Practiceridingstraightonastraightroadandfreelyincreaseor decrease speed.

Practiceridingstablyaroundcurves,uphillanddownhill.

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For instruction of training on the bicycle riding ability that has the structure above, training

assignments may be organized as follows:

Figure 3-9 Example of the Structure of Training Assignments for Instruction of Bicycle Riding


open roads)





regulations










adjusting bicycles


the speed


handlebar height



accident


accident cases

Assignment 8

Assignment 1



plate, tile) 2.2 Capable of

adjusting speed


intersections



curve stably 4.2.2 Capable of

recovering stability

Assignment 6


ride predicting vehicles’ view of

the bicycle



vehicles





concerning signals

Assignment 3 Assignment 7

Assignment 5

Assignment 9



with vehicles



comfortable or not

Assignment 2

Assignment 4


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Assignment4 Assignment5 ComprehensiveAssignment1

Assignmentname

Regulations1(roadtravellingandtransitdivision)

Regulations2(intersection,trafficsignsandsignals) Ridingobservingregulations


3.1 Capableofobservingtheregulationsforstraightroads

3.2 Capableofobservingtheregulationsconcerningtransitdivision

3 Capableofridingobservingtrafficregulations

3.3 Capableofobservingtheregulationsconcerningintersections

3.4 Capableofobservingtheregulationsconcerningtrafficsigns

3.5 Capableofobservingtheregulationsconcerningsignals

1 Capableofridinginacomfortableposition

2 Capableofridingoperation

3 Capableofridingobservingtrafficregulations

Assignmentcontent

Practiceofridingaccordingtotheregulationsconcerningstraightroadsandtransitdivisiononamodelroadcutofffromtraffic.Notincludingintersectionsandroadswithobstaclesrequiringhigh-leveloperation.

Practiceofridingaccordingtotheregulationsconcerningintersections,trafficsignsandsignalsonamodelroadcutofffromtraffic.Latercarryoutcomprehensivepracticeincludingregulationsconcerningstraightroadsandtransitdivision.

Practiceofriding1)withacomfortableposition,2)correctoperationand3)observingregulationsonamodelroadcutofffromtraffic,whichisfollowedbyevaluation.

Assignment6 Assignment7 Assignment8

Assignmentname

Accidentprevention1(ridingwithoutaccidentsinvolvingpedestrians)

Accidentprevention2(ridingthatallowstheridertobeeasilybeseenbyothervehicles)

Accidentprevention3(ridingwhilegivingconsiderationtoothervehicle’scharacteristics)


4.1.2 Capableofdetermininghowtorideaccordingtotherelationshipwithpedestrians

4.3 Capableofexplainingtypicalaccidentcases

4.1.1.1Capableofdetermininghowtoridepredictingvehicles’viewofthebicycle

4.1 Capableofridingaccordingtothetrafficcondition

4.1.1 Capableofdetermininghowtorideaccordingtotherelationshipwithvehicles

4.1.1.2Capableofdetermininghowtoridebasedonthewidthandturningradiusdifferenceofvehicles

Assignmentcontent

Introductionoftypicalaccidentcasesfollowedbythepracticeofridingabicyclepredictingthemovementsofpedestriansonaroadusedbothbybicyclesandpedestrians.

Practiceofridingonacoursevisiblefordriverswhilekeepinganadequatedistancefromvehiclesonroadsofvariousshapes(straightroad,big/smallintersections,curves,stoppositionofatrafficsignalcrossing,etc.)predictinghowdriverswillseethebicycle.

Practiceofpredictionofhowvehiclesenterthecourseofthebicycledependingontheirwidthandturningradiusdifferenceandpracticeofridingbasedontheprediction.


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Assignment9 ComprehensiveAssignment2 ComprehensiveAssignment3

Assignmentname

Bicycleoperation4(Howtoidentifydangerousroadsurfaces)

ComprehensiveAssignmentforaccidentprevention

ComprehensiveAssignmentforbicycleoperation


4 Capableofridingwithoutcausinganaccident

4.2 Capableofridingaccordingtotheroadsurfaceconditions(water,sand,grids,steelplate,tile)

4.2.1 Capableofpredictinginstability

4.2.2 Capableofrecoveringstability

4 Capableofridingwithoutcausinganaccident

Capableofridingabicycleintraffic

Assignmentcontent

Practicetopredictslipperyroadsurfaceandriskoflosingsteeringcontrol.Practicetoadjustspeedwithadequatebrakingforceandrespondtobrakelocking.

Prepareamodelroadthatiscutofffromtrafficandincludes1)pedestrians,2)automobilesand3)roadsurfaceconditionsinacompositemannerandassignpracticeofridingthatsuitseachsituation.

Prepareamodelroadfor:1)ridingobservingregulations2)trafficwithautomobilesandpedestrians,and3)roadsurfaceconditionsinactualtrafficandassignpracticeofriding.

“Assignments1to9”aboveareelementaryassignmentswhile“Comprehensiveassignments1to3”arecomprehensiveassignments. “Comprehensive assignment 1” requires simultaneoususeof all skills acquired in “Assignments 1 to 5”.“Comprehensiveassignment2”requiressimultaneoususeofallskillsacquiredin“Assignments6to9”.“Comprehensiveassignment3”isdesignedasrequiringsimultaneoususeofallskillsacquiredin“Assignments1to9”.

Whenplanningasystemofassignmentsusingtraditionalmethods,createalistofcontentstobelearnedbasedonthetargetanalysisandjobbreakdown,makeaplantoenablelearningoftheirelementaryskillsinorder,andthenlettraineestacklecomprehensiveassignmentswithacombinationofmultipleelementaryskillsinthelatterhalfofthetraining.

(2)ExampleofproblemsolvingassignmentInrecentyears,therehasbeenatypeoftrainingassignmentofhavingtraineessolveproblemsintheworkplaceso

thattheycanacquirenecessaryskillsthroughtheprocess.ThemethodiscalledPBL(ProblemBasedLearningorProjectBasedLearning).

Inthecaseofthebicycleridingtrainingabove,traineesarefirstgiven“Comprehensiveassignment3”toexperiencethefearofridingparalleltoanautomobile,thentheyworkat“Assignments7and8”forpreventionofaccidentsinvolvingautomobiles.Anothermethodis,withoutsettingassignmentswithexplicitlyelementaryworkssuchas“Assignments7and8”,tohavethetraineeswhothinkabouthowtheycanridesafelyparalleltoanautomobilewhiletheVTinstructorprovidesonlytheinformationaskedbythetrainees.ThismeansthatthereisPBLwithpredetermineditemstolearnandPBLwithoutsuchpredetermineditems.

InPBLwithpredetermineditemstolearn,relevantitemsandagroupofassignmentsaresetbeforehandbasedonatargetanalysis,etc.Contrarytotheorderofassignmentsoftheconventionalmethod,acomprehensiveassignmentisgivenfirst.Thismethodenableslearnerstoknowbeforehandtheactualsituationsinwhichtheycanusewhattheywilllearn.Becausetheyarenotcapableofdoingthetasknecessaryforthispurpose,theirmotivationtolearnwillbeenhanced.

PBLwithoutpredetermineditems to learn isagoodmethod to learnwhatyoudon’tknoworcan’tdonowandacquire theattitudeof active learning.On theotherhand, learnersmaysolve theactualproblems inahalf-bakedwayandfinish theassignmentwithoutacquiring theexpectedability.Therefore, it isnecessary toconsider thepurposeandconditionswhenintroducingPBLorproblemsolvingassignments.

3�6�2 Training materials(1)Typesoftrainingmaterials

Trainingmaterialscanberoughlyclassifiedintoteachingaids,texttypeandassignmentmaterials.


92

TeachingaidsareusedtoassistoralexplanationbytheVTinstructorduringalesson.Theyincludeslides,imagesand movies displayed using a projector. Text type materials are printed matters describing the content of instructioncomprehensivelyandsystematically.Assignmentmaterialsdescribehow toproceedwithassignments thataregiven toacquirecertainskills.

Belowareexplanationsofeachtypeoftrainingmaterial.

(2)Teachingaids①Creatingteachingaids

Teachingaidsareusedtosupplementthingsthataredifficult tocommunicatethroughoralexplanationalone.Inrecentyears,theyaretypicallycreatedusingpresentationsoftwareonaPCbutyoucancreateeffectiveteachingaidsusingthefollowingaudiovisualaids.

Collectingmaterials Processing/editing Presentation

Handwriting,manualinputInformationontheWebVariousprintedmattersCamera,Scanner,Video

Camera

➡ Handwriting,manualprocessing

Copier,Printer,Computer➡ Wallmaps,charts

PrintedmattersTutorialmonitor

Projector

Figure 3-10 Audiovisual Aids Easily Available in Recent Years

Teachingaidshavefourfunctionsasshownbelow.Whenusingtheminalesson,makefulluseofthesefunctions.

②Functionsofteachingaidsa)Helpingunderstanding

Sometimesitmaybedifficultforthetraineestoimagineasituationbyjustlisteningtotheoralexplanation,howevertheymayunderstanditatoncebylookingatapictureorillustration.Forexample,youcanimagineeasilythatapersonwhodoesnotknowaboutaircraftwouldunderstandwhatanaircraftismorequicklybylookingatitsphotoorananimatedfilmratherthanbyhearinganoralexplanation.Thisway,teachingaidscanhelpthetraineeswithunderstanding.b)Bringingasenseofrealitytotheclassroom

Thebestwaytoexplainwhatanactualaircraftismaybetobringthetraineestoanairporttolookatanaircraft,hearthesounditemits,andwatchalargenumberofpassengersboardingtheaircraftandwatchingitfinallyflyintothesky.However,youcan’tgototheplaceactualthingsareeverytimeyouneedtoexplainsomething,becausethelessonhoursarelimited.Picturesandanimatedfilmscansimulatewhatyouwantthemtofeelatanactualplace.c)Motivation

Showingunfamiliarthingsandinterestingmotionsusingaprojectorormonitorisusefultomotivatetrainees.d)Assistinglessonprocedure

ArrangingteachingaidsintheorderofexplanationorpreparingspaceintheteachingaidsforQ&Awithtraineesmayhelplessonprocedures.

③Considerationwhencreatingandusingteachingaidsa)Clearpositioning

Itisnecessarytocheckwhethertheteachingaidsareclearlypositionedintheprocessofthetraining,areadequatetoexplainthecontentandpresentedinamannertoattractattentiontotheintendedpoints.Forexample,whenexplainingtheprincipleofaircraftflight,an“illustration”showingtheairflowsdifferingontheupsideanddownsideofamodelwingwillhelpunderstandingmorethanaphotoofanactualaircraftflyingoranactualaircraftwing.Itisnecessarytoidentifywhattobringtotheattentionofthetraineesandcreateteachingaidsthathelpthemtounderstand.b)Speedofpresentation

BecauseOHPsandotherprojectorscanquicklypresenta largeamountof information,youcanensureeffectiveuseoflimitedtime.However,itwilltakeconsiderabletimeifyoumaketraineesreadortranscribethem.Youhavetopay


93

attentiontothenumberofwordsononepresentationpage.c)Clearlyspecifywhethertraineesneedtotakenotesornot

Traineesmaynotneedtotakenotesofthecontentsofteachingaidsdependingonthepurposeofthepresentation.Thus,itisnecessarytotellthemiftheyneedtotakenotesornot.d)Setting

Settheequipmenttoensuregoodvisibilityforalltraineesbypayingattentiontobrightness,lighting,outsidelight,obstaclesandpresentationsize,etc.e)Preparationofequipment

Troublessuchastheprojectorlightbulbgoingoutandfailuretoplaybackvideoswillposeamajorimpedimenttothetrainingprocedure.Ensuredailymaintenance,preparesparelightbulbsandcheckhowtouseequipment.

(3)Texttypematerials①Featuresoftexttypematerials

Texttypematerialsareprintedmattersdescribingknowledgeitemscomprehensivelyandsystematicallyintheorderrequiredbythecontent.ThisGAINisatypicaltexttypematerial.Booksonthemarketortextsspeciallyeditedorcreatedfor the trainingmaybeusedas text typematerials. Ineithercase, it isnecessary touse textsdescribing thenecessaryinformationforthetraining.

Ifbooksonthemarketdonotcompletelycoverthenecessaryinformation,thelackinginformationmaybeaddedasaseparatematerial.

Wheneditingorcreatingatexttypematerialforaspecifictrainingcourse,youcancarefullyselectthenecessaryinformationforthecontent.Forexample,atexttypematerialondrawingruledlineswithspreadsheetsoftwarecouldhavethefollowingtableofcontents:

X.DrawingruledlinesX.1 RelationshipbetweenlinesandcellsX.2 OutlineofhowtodrawruledlinesX.3 HowtoselectacellX.4 PositionofruledlinestotheselectedcellX.5 Typesofruledlines(style,thicknessandcolor)X.6 Procedureofcreatingacomplicatedtable(notdisplayingsomeruledlines)

Youcanaddanassignmentmaterialdescribedin“(4)Assignmentmaterial”toeachunitofatexttypematerial.Bycreatingatexttypematerialthisway,youcanuseonetextbookbothforexplanationandpracticeinaccordancewiththeprogressofthetraining.

Atexttypematerialwithassignmentmaterialscouldhavethefollowingtableofcontents:

X.DrawingruledlinesX.1 RelationshipbetweenlinesandcellsX.2 Outlineofhowtodrawruledlines AssignmentX1:HowtodrawsimpleruledlinesX.3 HowtoselectacellX.4 PositionofruledlinesinrelationtoaselectedcellX.5 Typesofruledlines(style,thicknessandcolor) AssignmentX2:PracticedrawingvariousruledlinesX.6 Procedureofcreatingacomplicatedtable(notdisplayingsomeruledlines) AssignmentX3:Practicecreatingcomplicatedtables

②HowtocreatetexttypematerialsText typematerials are printedmatters listing knowledge items based on a certain system similar to that of a

dictionary.Theyarenotsomethingyouwanttoreadfrombeginningtoend.Theyaremostlyusedforsearchesasneeded.Therefore,itisnecessarytodesigncontentsensuringeaseofsearch.Importantpointsforthisarecreatingatableof

contentsandstickingtoafixedstylefordescriptionofindividualitems.Asanexampleofstyle,text-typematerialonthespreadsheetsoftwareillustratedaboveisshownbelow.Thestyleofthismaterialistotitleallitemsinthesameway,describe


94

theoutlineofeachitem,andplaceillustrationsontheleftandexplanationsontherightandgivehints,etc.

Textonspreadsheetsoftware

X.Drawingruledlines

X.1Relationshipbetweenlinesandcells

Thissectionexplainstherelationshipbetweencellsandruledlinesdrawnwithspreadsheetsoftware.

Lines of spreadsheet software aredrawn by selecting display or non-displayoflinesontheleft,right,topandbottom of the cell.

In (1) of the left table, lines on theleftandtopofthecellarenotdisplayedwhereaslinesonthebottomandrightaredisplayed(2).

Hint: Thekeytaskofdrawingruledlinesistoplanwhichcellstoselectandwhichofthelinessurroundingthecelltodisplaybasedonanimageofthetabletobecreated.

Figure 3-11 Example of Text-Type Material Style

(4)AssignmentmaterialsAssignmentmaterialsdescribehowtopracticetheassignmentsthataregiventoacquireskills.Trainingmaterials

explainingonlytheworkprocedureofacertainworkaretexttypematerials.Assignmentmaterialsdescribetheprocedureofthepracticetolearn.

Designtheassignmentcontentstoenablethepracticingnecessarytoachievetheattainmentobjectivesetforthelesson.Itisnotnecessarytogiveadetaileddescriptionoftheprocedureoftheworkprovidedinatextbook,etc.butrathertoclearlydemonstratetheprocedureofthepractice.

Figure3-12isanillustrationofanassignmentmaterial.

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this are creating a table of contents and sticking to a fixed style for description of individual items.

As an example of style, text-type material on the spreadsheet software illustrated above is shown

below. The style of this material is to title all items in the same way, describe the outline of each

item, and place illustrations on the left and explanations on the right and give hints, etc.

Text on spreadsheet software

X. Drawing ruled lines

X.1 Relationship between lines and cells

This section explains the relationship between cells and ruled lines drawn with

spreadsheet software.

Lines of spreadsheet

software are drawn by selecting

display or non-display of lines

on the left, right, top and

bottom of the cell.

In (1) of the left table, lines

on the left and top of the cell are

not displayed whereas lines on

the bottom and right are

displayed (2).

Hint: The key task of drawing ruled lines is to plan which cells to select and which of

the lines surrounding the cell to display based on an image of the table to be

created.

Figure 3-11 Example of Text-Type Material Style

(4) Assignment materials

Assignment materials describe how to practice the assignments that are given to acquire

skills. Training materials explaining only the work procedure of a certain work are text type

materials. Assignment materials describe the procedure of the practice to learn.

Design the assignment contents to enable the practicing necessary to achieve the attainment

objective set for the lesson. It is not necessary to give a detailed description of the procedure of the

work provided in a textbook, etc. but rather to clearly demonstrate the procedure of the practice.

Figure 3-12 is an illustration of an assignment material.

(1) Lines are not displayed (2) Lines are displayed


95

Assignmentmaterialsforpracticeofspreadsheetsoftware

X.Drawingruledlines

AssignmentX2Practicedrawingvariousruledlines

Assignment1Drawruledlinesintheorderof(1),(2)and(3).OutlineoftheworkprocedureFirst,selectcellsB2toE5,thenselect“cellformat”“ruledline”byclickingtherightmousebuttontodrawtheruledlines.DrawruledlinesalsoincellsfromB8toE11andB14toE17inthisorder.

Assignment2Erase the ruled lines drawn inAssignment1.Then select the cells of (1), (2) and (3)simultaneously by draggingwhile pressingtheCTRLkeytodrawtheruledlines.

Assignment3First, erase the ruled lines drawn inAssignment2.Selectanyofthefourcornersoftherectangleandthenselect(1),(2)and(3) simultaneously todraw the ruled linesbyShiftkey+cellselection.

PointsofthepracticeRepeatpracticeuntilyoucanfreelyselectcellsforwhichtodrawruledlines.Becomecapableofselectingthestartandendcellpointsbyanyofmouseclick,mousedragorcursormovement.CombinesimultaneousselectionandrangeselectionusingtheCTRLandShiftkeys.

Figure 3-12 Example of an Assignment Material

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Assignment materials for practice of spreadsheet software

X. Drawing ruled lines

Assignment X2 Practice drawing various ruled lines

Assignment 1 Draw ruled lines in the order of (1), (2) and (3). Outline of the work procedureFirst, select cells B2 to E5, then select “cell format” “ruled line” by clicking the right mouse button to draw the ruled lines. Draw ruled lines also in cells from B8 to E11 and B14 to E17 in this order. Assignment 2 Erase the ruled lines drawn in Assignment 1. Then select the cells of (1), (2) and (3) simultaneously by dragging while pressing the CTRL key to draw the ruled lines. Assignment 3 First, erase the ruled lines drawn in Assignment 2. Select any of the four corners of the rectangle and then select (1), (2) and (3) simultaneously to draw the ruled lines by Shift key+cell selection.

Points of the practice Repeat practice until you can freely select cells for which to draw ruled lines. Become capable of selecting the start and end cell points by any of mouse click, mouse drag or cursor movement. Combine simultaneous selection and range selection using the CTRL and Shift keys.


(1)

(2)

(3)


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3�7 Development of Class Plans

3�7�1 Class plansAclassplanisaplanonthecontentprovidedperunitoftime.Forexample,ifalessonrunsfor60minutesatatime,a

goaltobereachedinthese60minutesissetandtheinstructionmethodisplanned.2ThedevelopedclassplanissummarizedinthelessonplanasintroducedinTable1-8(See1.4.3Development).

Aclassplannotonlydecidesthelessoncontent,butshouldalsoconsidersuchpointsaswhetherthecontentfitsinthedesignatedtime,whetheritcanbeimplementedwiththefacility&equipmentandtrainingmaterialsprepared,whetherthetraineescanunderstandit,andwhetheritisconsistentwiththepurposeandobjectivesofthelesson.Thatis,theplannotonlyincludeslessonpreparationbutitalsohastheaspectofverificationbeforestartingthelesson.Thismeansthatcasesinwhichproblemsarenotnoticeduntilafterthelessonstartscanbereducedasmuchaspossible,andatthesametimetheefficiencyoftrainingcanberaised.

(1)SixitemsthatmakeuptheclassplanThemajorelementscomposingtheclassplanarethefollowingsix.

● Purposeofthelesson ● Attainmentobjectiveofthelesson ● Trainingitemofthelesson ● Readinessoftraineesandinformationonfacility&equipmentandtrainingmaterials ● Procedureofthelesson ● TraininghoursallocationinthelessonThelessonplanintroducedinTable1-8showstheabovesixitems,asshowninFigure3-13below.

2Althoughaclassplanfortheunitof60minutesisdecidedhereasanexample,youdonotneedtoalwaysdividetheplanbasedonthelessontime.Forinstance,ifyouneedthree60-minutelessonstoteachacertaintrainingitem,youprepareaclassplancombiningthethreelessonstogether.

3.7DevelopmentofClassPlans

97

Figure 3-13 Six Items Shown in the Lesson Plan(Source:Preparedfromthesamplepractice lessonplanonp.121,Figure2-37,of the10threvisededitionof“Theoryand

PracticeofVocationalTraining”editedbyGeneralIncorporatedFoundation,theVocationalTrainingMaterialResearchCenter)

The“purposeofthelesson”partshouldincludethepurposeofimplementingthelesson.However,youshouldnotgivevaguepurposessuchas“becauseitisnecessaryforXXwork”or“becauseitisfrequentlyusedinXX”.Youshouldgivethespecificpurpose.Itisimportantthatthetraineesunderstandthepurpose,feeltheneedtotakethelesson,andareabletoimaginethemselvesutilizingtheskillstobelearnedattheirworkplace.Bydoingso,thepurposecanbeutilizedinthelessonasastrongmotivationforthetrainees.

The“attainmentobjectiveofthelesson”partshouldincludetheabilitytobeattainedaftertakingthelesson.Howtheattainmentobjectiveshouldbedescribedhereisexplainedindetailin“3.4.2Attainmentobjectivesandtrainingitems”,soitisnotrepeatedhere,butitisimportanttodescribetheattainmentobjectiveinawaysothatotherscanmeasurewhetherthetraineehasreachedtheattainmentobjectiveornot.

The“trainingitemofthelesson”partshouldincludeitemstobeinstructedsoastoachievetheattainmentobjectiveofthelesson.Thefurthersegmentedtrainingitemsareset,becausethetrainingitemsaretoobroadandgeneralatfirst.Thus,itispossiblethattraineesaretrainedonmultipletrainingitemstoreachthesingleattainmentobjectiveofthelesson.Itis

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Figure 3-13 Six Items Shown in the Lesson Plan (Source: Prepared from the sample practice lesson plan on p. 121, Figure 2-37, of the 10th revised edition of

“Theory and Practice of Vocational Training” edited by General Incorporated Foundation, the Vocational Training

Material Research Center)

The “purpose of the lesson” part should include the purpose of implementing the lesson.

However, you should not give vague purposes such as “because it is necessary for XX work” or

Practice Lesson Plan

1 Title Filing 2 Purpose Using each tool correctly results in efficient manufacturing of

high-quality products. The practice should be the basis for acquiring this skill.

3 Objective Capable of assembling and removing the file and hand grip. Capable of securely affixing the processed goods without damaging

them using a vice. Capable of implementing filing work in the right posture. Capable of judging filing performance. Capable of evaluating the filed workpiece. 4 Training item (i) Handling of the file, (ii) how to affix the processed goods, (iii)

posture of filing, (iv) good filing evaluation method, (v) evaluation of filed workpiece

5 Readiness Can implement 4S. Can use protective gear (eyeglasses, gloves, protective footwear).

6 Timing First week, the first lesson of Machine Processing Practice Course.

7 No. of Trainees 20 8 Place Machining workshop 9 Time required 6 hours 10 Training materials, etc. Training assignment No., vices, dolly blocks, files, hand

grips, brass bars (φ40×200mm)

Training stage Training items and the method of development Time

Introduction

Ask trainees in the situations in which manual filing is conducted in mold making, etc. Let them guess its handling range based on the kinds of material and hardness. Instruct them that they will refashion a round bar into a square bar in six hours. Tell them to use a file correctly because they can produce good products efficiently by correct use of tools.

3 min.

Presentation

Training assignment No. X (4) Fitting and detaching of file to and from its

grip - Match the size of the file to the size of the

grip Be careful not to let the file spring out when detaching it.

2 min.

Purpose of the lesson

Attainment objective of the lesson

Training item of the lesson

Readiness of trainees and

information on facilities &

equipment and training materials

Training hours allocation in the lesson

Procedure of the lesson


98

alsopossiblethatthetraininghourforasingletrainingitemisabout5to10minutes.The “readiness of trainees and informationon facility& equipment and trainingmaterials” part should include

information necessary for implementing the lesson smoothly.Readiness refers to theminimum ability that the traineeshouldhaveinordertotakethelesson.Itisimportantthatthispointisclarified,becausetheclassplanispreparedonthepremisethatthecontentofreadinessdoesnotneedtobeinstructed.Therefore,ifthereareanytraineeswhodonotfulfillthereadiness,thelessoncannotbecarriedoutasscheduled.Atworst,thetraineesmaynotfinishanyoftheassignments.

The“procedureofthelesson”isthemostimportantitemoftheclassplan.ItincludeswhattheVTinstructorshouldinstructinasinglelesson.Itisimportanttodescribetheprocedurebyconsideringhowthetrainingitemsshoulddevelopinorderforthetraineestoreachtheattainmentobjectiveefficiently,andtrynottosimplylistupwhatshouldbedone.Thus,itisnecessarytoconsiderthetrainingcontentsaccordingtothemethodusedtocarryoutthelesson,theorderofinstructions,andthetypesofabilities.

(2)ConfirmationofthepreparationprocedureandconsistencyThedescriptionofthe“procedureofthelesson”usuallytakesupafewpages.Itisrecommendedthatitisprepared

inthefollowingprocedure.

Figure 3-14 Procedures for Preparing a Class Plan

Aclassplannotonlyrepresentsaplanforcarryingoutlessons,butalsohasanaspectofverificationbeforestartingthelesson.Thatisbecausetheclassplanispreparedbyconfirmingwhethertherewillbeanyproblemswiththeimplementationof thelesson.However, it is insufficient to justconfirmtheitemsyouareworkingwith; it isnecessarytoalsoconfirmcomprehensiveconsistency.IntheproceduresshowninFigure3-14,twotimesforconfirmingcomprehensiveconsistencyareset:confirmationofconsistency1and2.

Inthestageof“confirmationofconsistency1”,thecomprehensiveconsistencyisconfirmedforfouritems:namelythe“purposeofthelesson”,“attainmentobjectiveofthelesson”,“trainingitemofthelesson”and“readinessoftraineesandinformationonfacility&equipmentandtrainingmaterials”.Themajoritemstobeconfirmedareasfollows.

● Whetherthereisconsistencybetweenthepurposeandtheattainmentobjectiveofthelesson ● Whetheralltrainingitemsnecessarytoachievetheattainmentobjectiveofthelessonareincluded ● Whetheralltrainingitemscanbecoveredwithinthelessontime ● Whether trainingonall training itemscanbe implementedwith theprepared facility&equipment and trainingmaterials

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Figure 3-14 Procedures for Preparing a Class Plan

A class plan not only represents a plan for carrying out lessons, but also has an aspect of

verification before starting the lesson. That is because the class plan is prepared by confirming

whether there will be any problems with the implementation of the lesson. However, it is

insufficient to just confirm the items you are working with; it is necessary to also confirm

comprehensive consistency. In the procedures shown in Figure 3-14, two times for confirming

comprehensive consistency are set: confirmation of consistency 1 and 2.

In the stage of “confirmation of consistency 1”, the comprehensive consistency is confirmed

for four items: namely the “purpose of the lesson”, “attainment objective of the lesson”, “training

item of the lesson” and “readiness of trainees and information on facility & equipment and training

materials”. The major items to be confirmed are as follows.

Whether there is consistency between the purpose and the attainment objective of the

lesson

Whether all training items necessary to achieve the attainment objective of the lesson

are included

Whether all training items can be covered within the lesson time

Whether training on all training items can be implemented with the prepared facility

& equipment and training materials

Whether all the trainees can fulfill the readiness at the time the lesson starts

Whether the difference between the readiness of trainees and the attainment objective

Preparation of the purpose of the

lesson

Preparation of the attainment objective

of the lesson

Preparation of the training item of the

lesson

Preparation of the readiness of trainees and information on

facilities, equipment and training

materials

Confirmation of consistency 1

Confirmation of consistency 2

Preparation of theprocedure of the

lesson and training hours allocation in

the lesson

3.7DevelopmentofClassPlans

99

● Whetherallthetraineescanfulfillthereadinessatthetimethelessonstarts ● Whetherthedifferencebetweenthereadinessoftraineesandtheattainmentobjectiveofthelessoncanbereasonablyeliminatedwiththetraining

● Whetherasufficientquantityof facilities&equipmentand trainingmaterialsaresecuredagainst thenumberoftraineesConfirmalltheaboveitemsandcorrectanyinconsistencies.

Inthestageof“confirmationofconsistency2”,mainlytheconsistencyof the“procedureof thelesson”andthe“traininghoursallocationinthelesson”areconfirmedwiththeotherfouritems.Themajoritemstobeconfirmedareasfollows.

● Whetherthepartsexplainingthepurposeofthelessonareincludedintheprocedureofthelesson ● Whetherthepartsconfirmingtheachievementoftheattainmentobjectiveofthelessonareincludedintheprocedureofthelesson

● Whetherthemethodconfirmingtheattainmentobjectiveofthelessonhasconsistency ● Whethertrainingonalltrainingitemsisbeingprovided ● Whetherthepartsbeyondthescopeofthereadinessoftraineesareexplained ● Whetherthetrainingisimplementedwithonlythepreparedfacility&equipmentandtrainingmaterials ● Whetherallpreparedfacility&equipmentandtrainingmaterialsareused ● Whetherthetraininghoursallocationorthequantityoffacilities,equipmentandtrainingmaterialsareadequateforthenumberoftraineesSimilarly,confirmalltheaboveitemsandcorrectanyinconsistencies.

Byconfirmingtheconsistencyatthesestages,itispossibletoreducecasesinwhichproblemsarenotnoticeduntilafterthelessonstartsasmuchaspossible.Thatis,theconfirmationcanpreventmajormistakesthatmaycauseconfusioninthelesson.ThisnotonlyallowstheVTinstructortoconcentrateoninstructingthetraineesduringthelesson,butalsohelpsthemtodetectsmallermistakesandimprovetheupcominglesson.


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3�8 Case Examples

3�8�1 Case examples of training evaluation JEEDusesthetrainingplanformatsuchasTable3-22andincludestrainingobjectivesandtrainingevaluationin

all trainingplanformats.Table3-22shows the trainingplanrelated tohandlingelectricpower toolsandwoodworkingmachineswhichisimplementedforthreedaysofasix-monthVTcourserelatedtohousingservice.JEEDcallsthisthree-daytrainingcontents“Unit”,andcallsthisformatshowingtrainingplanofunit“UnitSheet”.InTable3-22,thefollowingthreethingsaretheattainmentobjectives.

(1)Capableofhandlingelectricpowertools(2)Capableofhandlingwoodworkingmachines(3)CapableofimplementingworksafelyandhygienicallyThree attainment objectives described above can be used as evaluation standards for self-evaluation and VT

instructor’s evaluation. After finishing courses, as a self-evaluation, trainees check whether they have achieved theattainmentobjectives throughafive-gradeevaluationoryes/noquestions.Trainingsare implementedbyusingpracticetextbooksandworkstandardssheets.Byvisualizingtheworkprocessinthem,aneffortisbeingmadetoleteveryoneworksafely,effectivelyandefficiently.Therefore,thestandardsofself-evaluationbytraineesaredifferentfromabilityevaluationbyVTinstructors,butitisimplementedwithsomedegreeofaccuracy.

Also,by including the self-evaluationcolumnby trainees to theunit sheetandprovidingunit sheets to traineesbeforestartingtraining,thefollowingeffectsareexpected.

(1)Maketraineesrealizewhichleveltheyhavetoreach,andgivethemmotivationtowardstrainings.(2)Have trainees recognize their skill acquisition condition afterfinishing training, for encouragement for their

futuretraining.VTinstructorsevaluatethembystandards.Forexample,theinstructorcertifies“good”ifthetraineewasabletodo

80%ormoreofthework.

3.8CaseExamples

101

Table 3-22 Example of Unit Sheet

UnitHandlingelectricpowertoolsandwoodworkingmachinery

Classificationnumber HU105-0060-1 Self-

evaluation

Confirmationby the VT instructor

(1)Capableofhandlingelectricpowertools

(2)Capableofhandlingwoodworkingmachinery

(3)Capableofimplementingsafetyandhealthwork

Detailsoftrainingsubject Details Traininghour

Theory Practice

How to use electricpowertools

(1)Electriccircularsaw(2)Electricplaner(3)Electricdrill(4)Electricsquarechisel

1 6

2 16

Machineryandtools used Variouskindsofelectricpowertoolsandwoodworkingmachinery

(Source:ExcerptfromthecurriculummodeloftheVocationTrainingStationSupportSystem(TETRAS)byJEED:http://www.

tetras.uitec.jeed.or.jp/CurriculumModel/)

(Note:Theoriginofquotationsmaychangethecontentsandtheirexpressionwithoutnotification,noworinthefuture.)

3�8�2 Case examples of training assignment (including development assignments)(1)Caseexampleofconventionaltrainingassignment

The conventional impressionof a training assignment inVT is that the assignment is givenmainly in termsofmanufacturingsoastoconfirmwhetherthetraineesacquiretheattainmentobjectivelearnedduringthetrainingduration.Therefore,assignmentstobecompletedbycombiningtheskillelementsacquiredsofarareusuallydeveloped.

Hereweintroducethefollowingtrainingassignmentasacaseexample.

WebServerBuildingAssignmentAssignment1.WiringLANcableandsettingtheIPaddressoftherouter

BuildaLANcableyourselfandconnecteachdeviceasshowninFigure3-15.Then,settheIPaddressoftherouter.

Assignment2.InstallingOSandsettingtheIPaddressofPCsInstallLinuxinthePCusedasaserver.Then,settheIPaddressofeachPCasshowninFigure3-15.ThehostnameofthePCusedasaserveris:…

Assignment3.SettingthewebserverandDNSserverSetthewebserverandDNSserversothatbothareoperableonthePCusedasaserver.Thesettingofthewebserver

is:…

Assignment4.([Omitted]Theassignmentcontinuesuntilthenetworkiscompleted.)


102

Figure 3-15 Network Connecting Diagram

Beforestartingthistrainingassignment,thetraineeshaveacquiredeachskillelementintheordershowninFigure3-16.Ineachtrainingsession,trainingmaterialsmodeledtofacilitatethelearningofskillelementswereused.Thenthetraineesexperiencedcombiningtheskillelementscomprehensivelyinthetrainingassignment.

Figure 3-16 VT Courses Implemented Before the Training Assignment and Their Order

(2)CaseexampleofrecenttrainingassignmentThereisalsoatypeofVTthatimplementsanewstyleoftrainingassignmentthatisdifferentfromtheconventional

imageofthetrainingassignment.Insuchnewtrainingassignments,traineesdiscoverthenecessaryskillelementstolearnontheirown,insteadofeachskillelementbeingtaughtonebyone.

Forexample,thesamecontentofwebserverbuildingassignmentasintroducedin(1)abovewillbegiveninanewstyle as follows.

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IP address of the router.

Assignment 2. Installing OS and setting the IP address of PCs

Install Linux in the PC used as a server. Then, set the IP address of each PC as shown in

Figure 3-15.

The host name of the PC used as a server is:…

Assignment 3. Setting the web server and DNS server

Set the web server and DNS server so that both are operable on the PC used as a server. The

setting of the web server is:…

Assignment 4. ([Omitted] The assignment continues until the network is completed.)

Figure 3-15 Network Connecting Diagram

Before starting this training assignment, the trainees have acquired each skill element in the

order shown in Figure 3-16. In each training session, training materials modeled to facilitate the

learning of skill elements were used. Then the trainees experienced combining the skill elements

comprehensively in the training assignment.

PC used as a server

Router

PC used as a client

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Figure 3-16 VT Courses Implemented Before the Training Assignment and Their Order

(2) Case example of recent training assignment

There is also a type of VT that implements a new style of training assignment that is different

from the conventional image of the training assignment. In such new training assignments,

trainees discover the necessary skill elements to learn on their own, instead of each skill element

being taught one by one.

For example, the same content of web server building assignment as introduced in (1) above

will be given in a new style as follows.

Company A is considering the building of a new web server. This web server can be used both

from outside the company and in-house. However, it is necessary to separate the accesses from

within the company and those from outside the company, and to allow browsing access only from

within the company on the in-house exclusive web page.

In addition, Company A newly obtained the domain “test.gain”, and decided to also build a

DNS server.

Due to financial reasons, the company can prepare only one PC as a server. The company also

wishes to realize the plan at as low cost as possible.

Therefore, as a project team accepting the order from Company A to build the network, plan

and complete the network building that fulfills the demands as explained above.

Installing Linux

Web server building (basics)

DNS server building (basics)

DNS server building (virtual

domain)

Web server building (virtual

host)

3.8CaseExamples

103

CompanyAisconsideringthebuildingofanewwebserver.Thiswebservercanbeusedbothfromoutsidethecompanyandin-house.However,itisnecessarytoseparatetheaccessesfromwithinthecompanyandthosefromoutsidethecompany,andtoallowbrowsingaccessonlyfromwithinthecompanyonthein-houseexclusivewebpage.

Inaddition,CompanyAnewlyobtainedthedomain“test.gain”,anddecidedtoalsobuildaDNSserver.Duetofinancialreasons,thecompanycanprepareonlyonePCasaserver.Thecompanyalsowishestorealizethe

planataslowcostaspossible.

Therefore, as a project teamaccepting theorder fromCompanyA tobuild thenetwork, plan and complete thenetworkbuildingthatfulfillsthedemandsasexplainedabove.

Asfordetailedspecificationsthatarenotexplainedabove,decidethemthroughmeetingswithCompanyA.

Clearly,theamountofinstructionandinformationisfarlessthan(1).However,itisapracticalassignment.Thisisbecausetheassignmentisgiveninorderforthetraineetoconsidertheentirecyclebyhim/herself,including

planning,design,deviceprocurement, anddevelopment. In the courseof solving this trainingassignment, the traineesexperienceissuessuchastheroleswithintheteam,methodsforinformationgatheringandanalysis,awarenessofcost,methodofstudyingunknownskills,andmeetingswithsupervisorsandclients.

TheVTinstructorwillparticipateintheteaminrolessuchastrainee’ssupervisororclient,andwillcontrol theprojectplannedbythetrainee,sothatitcanbefinishedwithoutproblems.

3�8�3 Case examples of assignments and training materials (1)Exampleofmakingupassignments

JEEDplanstrainingsothattraineescanbeabletodoacertainworkinthreemonths.Table3-23showsatrainingplanrelatedtoframeworkconstructionforhousingandinteriorfinishworkforthreemonths.Thesettitled“System”istrainingforamonth,andeachsystem(S1toS3)iscomprisedofsixunitslabeledU1toU6respectively.Oneunitisasetforathree-daytraining.


104

Table 3-23 Example of Breakdown of System Unit Training (training plan related to construction of the structure of housing and

interior finish work for three months)

(Note) Framework: Structure to support the load by

combiningrod-shapedmemberssuchaspillarsand

beams

- 148 -

Table 3-23 Breakdown of System Unit Training (example)

(training plan related to construction of the structure of housing and


(Note) Framework: Structure to support the load

by combining rod-shaped members such as

pillars and beams

(U): Unit

(S): System

(U1) Handling of carpenter tools 1


(U3) Handling of electric power tools and woodworking machinery

(U4) Marking and processing of framework

(U5) Marking and processing of trusses

(U6) Construction method

(U1) Interior substrate work 1


(U3) Interior finishing (floor, ceiling, and walls)

(S2) (System No. 2) Interior work and refurbishment plan

(U1) Renovation of interior (floor and ceiling)

(U2) Renovation of interior (opening section and walls)

(U3) Assignments (knowledge on interior and exterior)

(U4) CAD 1

(U5) CAD 2

(S3) (System No. 3) Renovation work of interior

(U4) Housing refurbishment plan 1


(U6) Housing refurbishment consulting

(U6) Consturction CAD application 1

(S1) (System No. 1) Structural member processing skill

- 148 -

Table 3-23 Breakdown of System Unit Training (example)

(training plan related to construction of the structure of housing and


(Note) Framework: Structure to support the load

by combining rod-shaped members such as

pillars and beams

(U): Unit

(S): System



(U3) Handling of electric power tools and woodworking machinery

(U4) Marking and processing of framework

(U5) Marking and processing of trusses

(U6) Construction method



(U3) Interior finishing (floor, ceiling, and walls)

(S2) (System No. 2) Interior work and refurbishment plan

(U1) Renovation of interior (floor and ceiling)

(U2) Renovation of interior (opening section and walls)

(U3) Assignments (knowledge on interior and exterior)

(U4) CAD 1

(U5) CAD 2

(S3) (System No. 3) Renovation work of interior



(U6) Housing refurbishment consulting

(U6) Consturction CAD application 1

(S1) (System No. 1) Structural member processing skill

3.8CaseExamples

105

(2)ExampleofcomprehensiveassignmentsFigure3-17andFigure3-18areexamplesofconstructingamockhouse to implement the three-month training

mentionedintheprevioussection.Forconstructingamockhouse,assignmentstoreachtothetrainingobjectiveofeachunitweresetandpracticesarealsoincludedintheunit.Forexample,thewallofthemockhouseontheleftofFigure3-17showstheresultofpracticingS2U1“Interiorsubstratework1”ofTable3-23.ThewhitewallofFigure3-18showsthesameplaceasFigure3-17.ThisistheresultofpracticingS2U3“Interiorfinishing(floor,ceiling,andwalls)”.

This exampleof comprehensive assignments: constructing amockhouse is set to include assignments to reachalltrainingobjectives;fromU1“Handlingofcarpentertools1”toU6“Constructionmethod”ofS1“Structuralmemberprocessingskill”,fromU1“Interiorsubstratework1”toU6“Housingrefurbishmentconsulting”ofS2“Interiorworkandrefurbishmentplan”andfromU1“Renovationofinterior1(floorandceiling)”toU6“ConstructionCADapplication1”ofS3“Renovationworkofinterior”.Asthereareseveraltypesofconstructionmethodsforconstructingamockhouse,someelementswhicharenotsetinS1toS3arenotincluded.

InthetrainingsfromS1toS3,assignmentscanbedevelopedrespectivelybyunit.However,trainingtoconstructamockhouseisdevelopedasacomprehensiveassignment.Forexample,thetraineescanstudyS1U1“Handlingofcarpentertools1”practicallyinS2U1“Interiorsubstratework1”andS2U3“Interiorfinishing”sothattheycankeeppracticingtobecomeproficientat“Handlingofcarpentertool”.Inthesameway,S2U3“Interiorfinishing(floor,ceiling,andwalls)”andS3U2“Renovationofinterior(openingsectionandwalls)”areeffectivetrainingassignmentsbecausetherelationshipbetweenthe2unitsbecomesstrongeraspartofacomprehensiveassignmentsuchasconstructingamockhouse.

Figure 3-17 Mock House Figure 3-18 Inside the Mock House

(3)ExamplesofassignmentmaterialsFigure3-19showstheexampleofassignmentmaterialusingforS1U4“Markingandprocessingofframework”in

Table3-23.Itshowsthepracticeproceduretoacquiretheskillofmarkingofframework,theprocessingandassemblingofthe

jointpartbetweenthepillarandthebeddingforconstructingamockhouse.


106

Markingoftheframework

Assignment01

Markandprocessthewood(105×105×4m)forhalf-lapdovetailjoints.

Assignment02

Markandprocessthewood(105×105×4m)fordovetaildadojoints.


Figure3-20showstheexampleofablueprintdrawingassignmentneededforconstructingamockhouseandtheexampleofassignmentmaterialsusingforS2U4“Housingrefurbishmentplan1” inTable3-23.This isanassignmentwheretraineesareshownthedrawingofFigure3-20andexamplesofrefurbishmentinordertohavethemthinkaboutwhatconstruction(judgmentwhethertheyneedtorepaperboards,ortheyjustadjustthesubstrate)isneeded,andrequiresthemtocompileashousingrefurbishmentplan.CADisusedfordrawinganditisusedasassignmentsS3U4“CAD1”andS3U5“CAD2”inTable3-23.

Figure 3-20 Mock House Drawing

(4)ExamplesoftexttypematerialTable3-24showstheexampleof text typematerialusedfor lecturesconcerningtheoverall imageof theworks

beforestartingS2U3“Interiorfinishing(floor,ceiling,andwalls)”inTable3-23.Aftergraspingtheoverallimageoftheworks,traineeswillproceedwiththework.

- 150 -

and assembling of the joint part between the pillar and the bedding for constructing a mock house.

Marking of the framework

Assignment 01

Mark and process the wood (105 × 105 × 4m)

for half-lap dovetail joints.

Assignment 02


for dovetail dado joints.


Figure 3-20 shows the example of a blueprint drawing assignment needed for constructing a

mock house and the example of assignment materials using for S2U4 “Housing refurbishment plan

1” in Table 3-23. This is an assignment where trainees are shown the drawing of Figure 3-20 and

examples of refurbishment in order to have them think about what construction (judgment whether

they need to repaper boards, or they just adjust the substrate) is needed, and requires them to

compile as housing refurbishment plan. CAD is used for drawing and it is used as assignments

S3U4 “CAD1” and S3U5 “CAD2” in Table 3-23.


(4) Examples of text type material

Table 3-24 shows the example of text type material used for lectures concerning the overall

image of the works before starting S2U3 “Interior finishing (floor, ceiling, and walls)” in Table 3-

23. After grasping the overall image of the works, trainees will proceed with the work.

- 150 -

and assembling of the joint part between the pillar and the bedding for constructing a mock house.

Marking of the framework

Assignment 01


for half-lap dovetail joints.

Assignment 02


for dovetail dado joints.


Figure 3-20 shows the example of a blueprint drawing assignment needed for constructing a

mock house and the example of assignment materials using for S2U4 “Housing refurbishment plan

1” in Table 3-23. This is an assignment where trainees are shown the drawing of Figure 3-20 and

examples of refurbishment in order to have them think about what construction (judgment whether

they need to repaper boards, or they just adjust the substrate) is needed, and requires them to

compile as housing refurbishment plan. CAD is used for drawing and it is used as assignments

S3U4 “CAD1” and S3U5 “CAD2” in Table 3-23.


(4) Examples of text type material

Table 3-24 shows the example of text type material used for lectures concerning the overall

image of the works before starting S2U3 “Interior finishing (floor, ceiling, and walls)” in Table 3-

23. After grasping the overall image of the works, trainees will proceed with the work.

3.8CaseExamples

107

Table 3-24 Example of Text Type Material

S2InteriorworkandrefurbishmentplanU3Interiorfinishing(floor,ceiling,walls)

(3)Typesandconstructionmethodsofinteriorwallfinishing

1.Materials(1) Typesofwallpaper(clothwallpaper,vinylchloridewallpaper,Japanesepaper,etc.)(2) Wallpaperadhesives

2.Substratematerialtobeconstructed(1) Gypsumplasterboard(ceilingmaterial9.5mm,wallmaterial12.5mm)(2) Structuralplywood

3.Howtoaffix

Preparationforwork

1. Moveoutthefurnitureandothermovableobjectsfromtheroombeforethework.2. Itemsthatcan’tbemovedoutshouldbecoveredwithplasticsheets.3. Alsoapplyplasticsheettothefloor.

Substratetreatment

4. Ifthesurfaceisnotcoveredbywallpaper,applysubstratetreatment.5. Removetheoldwallpaper.Repairanydefectsinthewallsurfacebypatchingputty,etc.

Selectingwallpaper 6. Cut the wallpaper.

Confirmationofpreparation 7. Reconfirmanydefectsthatcancauseleakingadhesive.

Applyingadhesives 8. Applyadhesivetothewallpaper.

Affixingthewallpaper

9. Affixthewallpaper.10.Affixthewallpaperhorizontallyandverticallytothebaseline.11.Leavemarginsofabout3–5cmontopandbottom.Tracetheframeedgewithametal

spatulaandfinishtheedge.12.Affixthesecondpieceafterthefirstisaffixedbutcreatethespaceforoverlapbetweenthe

sheets.13.Affixthesecondsheetinthesamewayasthefirstsheet,fitittotheedge,andcutoffthe

overlappingpartwithacutterknife.

Finishing 14.Aftercutting,wipeawayanyadhesive thathas seepedout from thepaperwithawetsponge.

(5)ExamplesofteachingaidsTable3-25istheexampleofteachingaidsusingforS2U6“Housingrefurbishmentconsulting”inTable3-23.Inthis

unit,trainingmaterialstoexplainrawmaterialsarepreparedbecausetraineesneedtoexplainmaterialfeatureswhentheyprovidedconsultationconcerninghousingrefurbishmenttocustomers.

Contentsofteachingaidscomplementwhatiswritteninthetextbook.Italsohelpstoenhancetrainee’sunderstandingbydefiningandemphasizingwhatVTinstructorisexplainingconcurrently.


108

Table 3-25 Example of Teaching Aids

- 152 -

(5) Examples of teaching aids

Table 3-25 is the example of teaching aids using for S2U6 “Housing refurbishment consulting”

in Table 3-23. In this unit, training materials to explain raw materials are prepared because

trainees need to explain material features when they provided consultation concerning housing

refurbishment to customers.

Contents of teaching aids complement what is written in the textbook. It also helps to

enhance trainee’s understanding by defining and emphasizing what VT instructor is explaining

concurrently.

Table 3-25 Example of Teaching Aids

Wood construction Advantages and disadvantages of wood Advantages: Small specific weight (light) High intensity compared to specific weight Low heat conduction (adiabatic) Disadvantages: Burns easily High deformation due to drying shrinkage and other causes Easily decays and is also prone to pest damage Unevenness of materials (with knots, cracks, flaws)

Content of construction

materials, etc.

3.8CaseExamples

109

3�8�4 Case examples of class plansAclassplanshouldbemadebasedontheunitsheet.Itshouldbemadebyconsideringthetraininghoursallocation

shownandbytakingintoaccounttheintroduction,developmentandsummary.Inthecaseoflong-termpractice,preparingapracticescheduletablehelpswithgraspingthetrainingspeed.

Table 3-26 Example of a Class Plan (practice schedule table)

Accordingtothesystemunittrainingmethod,oneunitiscompletedinthreedays.Someunitsmaybefinishedintwodays,whilesomemaytakefivedays,dependingontheworkprocess.Therefore,trainingcontentsmayneedtobeadjusted.

Thepersoninchargeoftrainingshouldpreparethelessonplanatthesametimeasthepracticescheduletable.

- 156 -

3.8.4 Case examples of class plans

A class plan should be made based on the unit sheet. It should be made by considering the

training hours allocation shown and by taking into account the introduction, development and

summary. In the case of long-term practice, preparing a practice schedule table helps with

grasping the training speed.

Table 3-26 Example of a Class Plan (practice schedule table)

No Date Day of

the week Details

Person in

charge

1 April 4 Fri Checkup of tools, square log cutting, square log shaving a.b c (Structure)

2 April 7 Mon Square log cutting, square log shaving a.b c (Structure)

3 April 8 Tue How to use a saw (vertical, crosscut) a.b c (Structure)

4 April 9 Wed KYT, how to use a chisel (hand-processing) b.c a (Law)

5 April 10 Thu How to use plane b.c a (Law)

6 April 11 Fri Drawing (foundation, pillar, lumber girder) b.c a (Law)

7 April 14 Mon Joint processing (foundation, pillar, lumber girder) a.c b (Environment)

8 April 15 Tue Joint processing (foundation, pillar, lumber girder) a.c b (Environment)

9 April 16 Wed Joint processing (foundation, pillar, lumber girder) a.c b (Environment)

10 April 17 Thu Mock house drawing (plan chart, elevation plan, floor construction plan, sectional detail drawing)

a.b c (Planning)

11 April 18 Fri Mock house drawing (plan chart, elevation plan, floor construction plan, sectional detail drawing)

a.b c (Planning)

12 April 21 Mon Demolishing mock house (to studs), demolishing entire mock house a.b c (Planning)

13 April 22 Tue Demolishing mock house (to studs), demolishing entire mock house

b.c a (Refurbishment)

14 April 23 Wed Stud work b.c a (Refurbishment)

15 April 24 Thu Stud work b a (Refurbishment) c (Break)

16 April 25 Fri Stud work b.c A (Suggestion)

Note) For units, refer to Tables 3-22, 23.

According to the system unit training method, one unit is completed in three days. Some

units may be finished in two days, while some may take five days, depending on the work process.

Therefore, training contents may need to be adjusted.

Construction CAD/Reform Skill Division Practice Schedule Table

Person in charge

Unit

CAD

Unit Handling electric power tools and woodworking machinery


110

Table 3-27 Practice Lesson Plan

PracticeLessonPlan(Purposeofthelesson)

Learnhowtousetoolsusedonconstructionsites(electricpowertoolsandwoodworkingmachinery)(Attainmentobjectivesofthelesson)

CapableofhandlingelectricpowertoolsCapableofhandlingwoodworkingmachineryCapableofimplementingsafetyandhealthwork

(Trainingitemsofthelesson)HowtouseelectricpowertoolsHowtousewoodworkingmachinerySafetyandhealthwork

(Readinessoftraineesandinformationonfacilities,equipmentandtrainingmaterials)Workspace,facility,agecompositionofthetrainees,workskilloftrainees)

(Numberoftrainees)Forinstance,30

(Timerequired)Forinstance,6hours

：：：：：：：：：：：：：：：：：：：：：：：：：：：：：：：：：

TrainingIntroduction

1. ........................ 2. ....................... 3........................(Includingthecontentofinstruction)

Development1. ....................... 2........................(Includingthecontentofinstruction)

Summary1.Evaluationbythetrainee2.Evaluationbytheinstructor

Figure 3-21 Practice Work Space for Trainees (handling of tools)

Inaddition,worksthatareself-evaluatedbythetraineeandconfirmedbytheVTinstructorshouldbeincludedin

3.8CaseExamples

111

thelessonplan.

Table 3-28 Example of the Self-Evaluation/VT Instructor Confirmation Sheet

Handlingelectricpowertoolsandwoodworkingmachinery

Classificationnumber HU105-0060-1 Self-

evaluation

Confirmationby the VT instructor

(1)Capableofhandlingelectricpowertools

(2)Capableofhandlingwoodworkingmachinery

(3)Capableofimplementingsafetyandhealthwork

Prepareaflexibleclassplan.Itisonlyaplan,soitisverylikelythatitwillneedtobechangedmid-course.Therefore,aprocessshouldbebuilttoensurethattheattainmentobjectiveismet.

Anyformatisacceptable,buttheinstructorisrecommendedtoimplementself-evaluationandconfirmation.

4.1RolesofLessons

113

Chapter 4 Lesson Instruction Skills

4�1 Roles of Lessons

Alessonisaminimumunitwhichcomposesatrainingcourse.Therearetrainingcoursesforafewyears,months,weeks,ordays,andeachofthemiscomprisedofaccumulatedlessons.Thelengthofonelessoncanbe30minutesto3hours,orevenuptohalfaday.

Atrainingcourseneedstobeplanedsothatthetraineescanachievetheattainmentobjectivesetbythetrainingcourse.Eachlessonhasasmallattainmentobjectivewhichcomposestheattainmentobjectiveoftheentiretrainingcourse.Forexample,aslightlylargerattainmentobjectivesuchas“tobecapableofassemblingmachineproducts”issetinonemonth“MachineAssemblyCourse”.Alessonentitled“BoltTightening”whichispartofthe“MachineAssemblyCourse”setssomesmallattainmentobjectivesregardingbolttighteningworknecessaryforassemblingmachineproducts,suchas“tobecapableoftighteningboltswithoutinjury”and“tobecapableoftighteningboltsatspecifiedtorques”.(Section3.4.1“Settingthetrainingplan(curriculum)forthetraineestoachievetheirattainmentobjectives”illustratestherelationshipsbetweenthetrainingcourseplanandthelessonplan,takingtheSilviculture(Forestry)Courseasanexample).

Havingbecomecapableof“assemblingmachineproducts”whentraineescompletedtheabove“MachineAssemblyCourse”meansthattheattainmentobjectivewasachieved.Forthistohappen,thetraineesmusthaveachievedtheattainmentobjectivesofthelessonastheminimumunitcomprisingatrainingcourse.Inabovecaseof“BoltTightening”,thetraineesneedtohavebeencapableof“tighteningboltswithoutinjury”and“tighteningboltsatspecifiedtorques”whenthelessonisover.

Ontheotherhand,alessonisanactivitywheretheVTinstructorsconducttrainingforthetraineeswhilethetraineeslearnfromit.Thepurposeoflessonsistoenhancethetrainees’ability.Byenhancingtheirability,thetraineescanbecomeabletodowhattheyhavenotbeenabletodointhepast.Inotherwords,thetraineesachievetheattainmentobjectiveofthelesson.Inthiswise,lessonsserveasanopportunityforthetraineestoenhancetheirability.Therefore,aninstructionalprogramfortheVTinstructorsandlearningofthetraineesneedtobeplannedsothatthetraineesareabletoenhancetheirabilitytoachievetheattainmentobjectiveofeachlessonincludedinthetrainingcourse.

Itiseasytofindoutwhethertrainingsaremeaningful.Itcanbeconfirmedbyconductingacertainevaluationtocheckwhether the traineesachieved theattainmentobjectivesat theendof training. Inotherwords, lessonsshouldbeconductedsothatallthetraineesbecomecapabletopasstheevaluation.

Chapter4LessonInstructionSkills

114

4�2 Lesson Plans

4�2�1 Roles of lesson plansLessonswillbeplannedbyusingthelessonplanformat.Table4-1istheexampleofthelessonplanfor“howto

tightenhexagonbolts”.In the lessonplan,what is thecontentof the lessonandhow itprogressesaredescribed. Ideally, itneeds tobe

describedsothateveryonewhoreadsthislessonplancanconductthelessonandguidethetraineestoachievethesameattainmentobjective.

Thelessonplanconsistsofthe“LessonOutline”andthe“LessonProcedure”.Thedescriptionmethodof“LessonOutline”isexpoundedin“4.2.2Clarifyingthepurposesoflessons”and“4.2.3Clarifyingattainmentobjectivesandtrainingitems”.

Thisportionshouldbedescribedso thateverybodywhoreads throughthe“LessonOutline”canunderstand theoutlineofthelesson.Howactuallessonsareproceededisdescribedin“Lessonprocedure”.

Table 4-1 Example of the Lesson Plan (excerpt)LessonOutline

Lessontheme Howtotightenhexagonbolts

Purpose of lesson

Therearemanysituationswhereboltsaretightenedforavarietyofpurposes,suchasassemblyofmetallic products, assembly of automobiles andmachines,mounting of tirewheels, structuring ofbuildingstructures,andassemblingofelectricalcomponentstodistributionboards.Inthesesituations,failingtotightenboltsinapropermannerbyusingpropertoolsmightdamagebolts,products,andtools.Additionally,boltscouldloosenovertimeinthefuture.Suchafailureworsensworkefficiencyandincreasesunnecessaryrepairwork,andwillresultincausingaccidentsatalaterdate.Furthermore,injuriescouldoccurwhenovertighteningboltsstronglyorunscrewingthembyswingingyourarmwidelyandhityourhandonotherpartsaroundyou.Thepurposeofthislessonisinorderforworkersinawidevarietyoftradestoacquirebolttighteningskillswhichtheyneedtoknowascommonskills.

Attainmentobjective

1.Capableofworkingonboltsandnutswithoutinjuries,withoutdamagingbolts, threadedbores,ortools,andwithoutcausinglooseness.

Trainingitems

1.Workwithoutcausingaccidents1-1Typesandnameofthetoolsandhowtouse(openendedspanner,offsetwrench,socketwrench,

andextensionbar)1-2Workwhilepreventingcauseofinjuries　　(a)Accidenttypes(thetools“slippingoff”whileinuse,suddenlooseness)　　(b)Injurypreventativemeasures

Eligiblepersons

WorkerswhotightenboltsfortheirworkWorkerswhocanholdtools,suchassocketwrenches,withbothhands

Traininghours 3 hrs. Toolsused,

etc.

Bolttighteningtrainingmaterials(SeeFigure4-10①-⑧)Openendedspanner,8x9,10x12,and12x14Offsetwrench,8x9,10x12,and12x14,with0°,15°,and45°foreachAsetofsocketwrencheswith9.5mmsquaredrive,　　12.7mmsquaredrive,hexagonal/dodecagonalsocketwrenchesIndicatingtorquetools,10-50N/mand20-130N/m

4.2LessonPlans

115

LessonprocedureClassification Hrs. Development Remarks

IntroductionMotivation

5/5

・Showingthefollowingwork,andhavethetraineesrealizethatfailingtotightenboltsinapropermannermightdamagetoolsorbolts,orcouldcauseinjuries.1st:Tightenaboltbyusingasocketwrenchinthepropersize.Tightentheboltproperlywhilenoticingthefollowingpoints.Directionwherethehanddoesnothitanything.Holdthesocketbase(thefrontpartofthewrenchhandle)andtheendpartofthehandle・Explainthattoday’strainingisaboutthisbolttighteningwork.2nd:Tightenaboltbyusingasocketwrenchwiththelonghandleuntilwrenchingoffthebolt3rd:Usingasocketwrenchwiththeshorthandle,showhowtheboltisdifficulttobeunscrewed,butsuddenlybecomesloosened・Motivatethetraineesbyexplainingthepurposeasshownbelow:・Thetraineeswilltightenboltsinvariousplacesinthefuture・Failingtotightenboltsinapropermannercoulddamagetools

andbolts,orevencauseinjuries.・Thismightreduceproductionefficiency,resultingindampening

competitiveness.・Tolearnhowtotightenboltsproperly

Presentation ・Explaintheobjectiveasfollows:1.Capableofworkingonboltsandnutswithoutinjuries,withoutdamagingbolts,threadedbores,ortools,andwithoutcausinglooseness

2.Capableofusingtoolsaccordingtotheassignedwork3.Capableoftighteningboltsatspecifiedtorques4.Capable of tightening bolts according to each object (washers,workability,anddistortion)

・Explainhowtrainingprogressesasfollows:1.Capableofworkingonboltsandnutswithoutinjuries,withoutdamagingbolts,threadedbores,ortools,andwithoutcausinglooseness

2.Capableofusingtoolsaccordingtotheassignedwork3.Capableoftighteningboltsatspecifiedtorques4.Capableoftighteningboltsaccordingtoeachobject(washers,workability,anddistortion)

“Development”Motivation

20/25 ■　1.Workwithoutcausingaccidents1-1. Types and names of the tools and how to use (open endedspanner,offsetwrench,socketwrench,andextensionbar).・Motivate the trainees by giving the following explanations・Ifyoudonotknowthenameofeachtool,youwillgetconfused

inthesubsequentexplanation.・Thenameoftooltobeusedtodayandtheoutlineofhowthey

areusedwillbeexplained.


116

Presentation ・Explainthenameofeachtoolandeachpartofthetoolalongwithhowtouseasdescribedbelow.However,demonstrateonlyhowtotightenandloosenbolts.Howtoadjustthewrenchhandlepositionisnottrainedatthisstage.・Openendedspanner,itshead,anditshandle�Showhowboth

endsareattachedtothenut・Offsetwrench,itshead,anditshandleShowhowbothendsare

attachedtothenut・Socket wrench, extension bar, socket, spinner handle, and

ratchethandleCombinethespinnerhandlewiththesocketandshowhowtoattachthemtothenut.Showhowtocombinethespinnerhandlewiththesocketandtheextensionbar.Show how the rotation direction can be changed byoperatingtheswitchingleverontheratchethandle

Application ・Applytrainingasfollows:・Showingsometoolsandeachpartofatool,havethetrainees

answertheirname.・Align the toolson the table.Say thenameof each tool, and

havethetraineespickuptheonementioned.Evaluation ・Observingtheirperformance,conductevaluationasfollows:

・Checkwhethereachofthetraineescansaythecorrecttoolname.・Checkwhethereachofthetraineescanpickupthecorrecttool.

4�2�2 Clarifying the purposes of lessons Ifthepurposeoflessonanditsattainmentobjectivehavealreadybeenclarifiedbasedonresearchfortrainingneeds,

abilityanalysis,targetanalysisandjobbreakdown,thesewouldbetranscribetothelessonplanwhenyouplanatrainingcourse.

However,thepurposeofsettingupatrainingcoursewhichhasbeenclarifiedbythetrainingneedsresearchistoobroadasapurposeoflesson.Forthisreason,thepurposeoflessonneedstobesetbasedonconsiderationofpurposeofsettingtrainingcourseandtheattainmentobjectiveofeachlessonwhichisrefinedthroughabilityanalysis,targetanalysisandjobbreakdown.

Thefollowingtwoinformationitemsarewritteninthepurposeoflesson.(1)Backgroundsonimplementingthelesson(2)Capabilitiesofindividualswhocancorrespondtothesebackgrounds

Withthat,thedescriptioncanbeorganizedas“Thepurposeofthelessonistodevelophumanresourceswhohavethesecapabilities”.Forexample,thelessonplanpresentedinsection“4.2.1Rolesoflessonplans,”thepurposeoflessonisdescribedasshowninTable4-2.

4.2LessonPlans

117

Table 4-2 “Purpose of Lesson” as an Example of the Lesson Plan (excerpt)

Thepurposeofthelessondescribedhereexplainedthatfollowing(1)through(5)areunderliedasthebackgroundsforimplementingthislesson

(1)Therearemanyworkplaceswherebolttighteningworkisrequired.(2)Bolttighteningcoulddamageboltsandtools.(3)Boltscouldbeloosened.(4)Workefficiencycouldbereduced.(5)Injuriescouldbecaused.

Thecorrespondingcapabilitiesaresummarizedas“Bolttighteningskillswhichtheyneedtoknowascommonskill”,whilethefollowingtighteningskillsfrom(1)through(3)areassumed.

(1)Bolttighteningthatleavesnodamagetoboltsandtools(2)Bolttighteningthatcausesnolooseness(3)Bolttighteningthatpreventscausinginjuries

Next,thepurposeoflessonservesas“motivation”inthelessongiven.“Motivation”isactivityoftheVTinstructorstomakethetraineeswanttoreceivethelessons.Theinstructorsmotivatethetraineesbylettingthemknowinwhatkindsofsituationsthecontentsoflessonswillbeusedinreality.Atthistime,VTinstructorspresentthebackgroundswritteninthepurposeofthelessontothetrainees.Therefore,thespecificcontents/situationsneedtobedescribedinthepurposeofthelessontotheextentwherethetraineescanimagineeveniftheydonotknowaboutthebackgrounds.

4�2�3 Clarifying attainment objectives and training itemsTheattainmentobjectivesandtrainingitemsofeachlessonareclarifiedthroughabilityanalysis,targetanalysis,and

jobbreakdown.Inthelessonplanpresentedinsection“4.2.1Rolesoflessonplans”,thetargetanalysisresultsarereflectedonthe

attainmentobjectiveandtrainingitemsasindicatedbythediagrambelow(Figure4-1).Please refer to section “3.4.2Attainment objectives and training items”.Youwill find the details about how to

describeattainmentobjectivesandtrainingitems.

- 160 -

However, the purpose of setting up a training course which has been clarified by the training

needs research is too broad as a purpose of lesson. For this reason, the purpose of lesson needs to

be set based on consideration of purpose of setting training course and the attainment objective of

each lesson which is refined through ability analysis, target analysis and job breakdown.

The following two information items are written in the purpose of lesson.

(1) Backgrounds on implementing the lesson

(2) Capabilities of individuals who can correspond to these backgrounds

With that, the description can be organized as “The purpose of the lesson is to develop human

resources who have these capabilities”. For example, the lesson plan presented in section “4.2.1

Roles of lesson plans,” the purpose of lesson is described as shown in Table 4-2.

Table 4-2 “Purpose of Lesson” as an Example of the Lesson Plan (extracted)

Purpose of lesson

Backgrounds There are many situations where bolts are tightened for a variety of purposes, such as assembly of metallic products, assembly of automobiles and machines, mounting of tire wheels, structuring of building structures, and assembling of electrical components to distribution boards. In these situations, failing to tighten bolts in a proper manner by using proper tools might damage bolts, products, and tools. Additionally, bolts could loosen over time in the future. Such a failure worsens work efficiency and increases unnecessary repair work, and will result in causing accidents at a later date. Furthermore, injuries could occur when over tightening bolts strongly or unscrewing them by swinging your arm widely and hit your hand on other parts around you.

In this lesson Corresponding ability:For workers in a wide variety of trades to acquire bolt tightening skills which they need to know as common skills

is the purpose of lesson.

The purpose of the lesson described here explained that following (1) through (5) are underlied

as the backgrounds for implementing this lesson

(1) There are many workplaces where bolt tightening work is required.

(2) Bolt tightening could damage bolts and tools.

(3) Bolts could be loosened.

(4) Work efficiency could be reduced.

(5) Injuries could be caused.

The corresponding capabilities are summarized as “Bolt tightening skills which they need to

know as common skill”, while the following tightening skills from (1) through (3) are assumed.

(1) Bolt tightening that leaves no damage to bolts and tools

(2) Bolt tightening that causes no looseness

(3) Bolt tightening that prevents causing injuries


118

- 162

-

Capa

ble

of s

elec

ting

tool

s su

itabl

e to

the

bolt

Capa

ble

of ju

dgin

g on

feel

if

the

size

is p

rope

r

Capa

ble

of s

elec

ting

tool

s ac

cord

ing

to th

e si

ze re

gula

tions

Capa

ble

of s

elec

ting

tool

s th

at s

uita

ble

for w

orki

ng in

a n

arro

w p

lace

W

renc

h sw

ing

rest

rict

ion

Wre

nch

leng

th re

stri

ctio

n Li

near

thre

aded

sha

ft re

stri

ctio

nCapa

ble

of ju

dgin

g th

e pr

oper

fit o

f the

bol

t an

d th

e th

read

ed b

ore

Capa

ble

of ju

dgin

g th

e di

rect

ion

to p

reve

nt

from

hitt

ing

the

hand

(p

ushi

ng, p

ullin

g, a

nd

posi

tion)

Capa

ble

of

dete

rmin

ing

the

dire

ctio

ns

of th

e to

ol to

tig

hten

or

loos

en

Capa

ble

of

sele

ctin

g to

ols

that

ap

ply

less

load

Ratc

het

notc

hes

Sepa

rate

use

of t

he

fron

t sid

e an

d th

e ba

ck s

ide

Capa

ble

of a

pply

ing

forc

e to

war

d a

prop

er

dire

ctio

n w

hen

usin

g an

ext

ensi

on b

ar, e

tc.

Capa

ble

of d

eter

min

ing

the

forc

e le

vel t

hat c

ould

da

mag

e th

e to

ol a

nd b

olts

Capa

ble

of ti

ghte

ning

bo

lts le

st th

ey d

o no

t slip

of

f fro

m th

e bo

lt th

read

Capa

ble

of s

elec

ting

prop

er to

ols

suita

ble

to

bolts

on

a la

rge

plan

e

Capa

ble

of s

elec

ting

prop

er to

ols

acco

rdin

g to

the

bolt

shap

e

Bolt

shap

e

Han

dle

offs

et

Capa

ble

of ti

ghte

ning

bo

lts a

t a p

rope

r tor

que

acco

rdin

g to

eac

h st

ep

Capa

ble

of ti

ghte

ning

bo

lts a

t a p

rope

r to

rque

acc

ordi

ng to

ea

ch s

tep

Capa

ble

of

dete

rmin

ing

wor

king

or

der t

hat m

akes

wor

k ea

sier

Capa

ble

of

appl

ying

the

spec

ified

torq

ue

Capa

ble

of d

eter

min

ing

the

torq

ue th

at co

rres

pond

s to

w

ashe

r app

licat

ion

Han

dle

leng

th

Sepa

rate

use

of t

he

notc

h an

gle

and

the

sock

et a

ngle

Capa

ble

of

usin

g w

ashe

rs

as n

eede

d

Capa

ble

of

tight

enin

g bo

lts o

n ap

prox

imat

e fe

el

Capa

ble

of a

djus

ting

the

cond

ition

s of

the

bolt

and

the

thre

aded

bor

e

Capa

ble

of d

eter

min

ing

the

dire

ctio

n to

war

d w

hich

the

forc

e is

app

lied

to th

e to

ol

Capa

ble

of

judg

ing

the

need

s to

use

w

ashe

rs

Load

and

w

orka

bilit

y

Capa

ble

of w

orki

ng

with

out h

ittin

g th

e ha

nd

Capa

ble

of ti

ghte

ning

bol

ts b

y us

ing

the

turn

-of-n

ut

tight

enin

g m

etho

d (th

e an

gle

met

hod )

Capa

ble

of

dete

rmin

ing

tight

enin

g or

der t

hat

prev

ents

dis

tort

ion

Capa

ble

of

dete

rmin

ing

the

num

ber o

f tim

es to

tig

hten

bol

ts

Capa

ble

of ti

ghte

ning

bol

ts

whi

le m

easu

ring

the

torq

ue

by u

sing

the

indi

catin

g to

rque

tool

Capa

ble

of

wor

king

with

out

caus

ing

acci

dent

s

Capa

ble

of

avoi

ding

dam

agin

g to

ols

and

bolts

Capa

ble

of u

sing

to

ols

acco

rdin

g to

ea

ch w

ork

type

Capa

ble

of ti

ghte

ning

bo

lts a

t spe

cifie

d to

r que

s

Capa

ble

of ti

ghte

ning

bol

ts

acco

rdin

g to

eac

h ta

rget

Capa

ble

of u

sing

tool

s ac

cord

ing

to e

ach

wor

k ty

pe (o

pen

ende

d sp

anne

rs, o

ffset

wre

nche

s,

sock

et w

renc

hes ,

etc.)

Capa

ble

of u

sing

to

ols

acco

rdin

g to

th

e in

tend

ed u

se

Capa

ble

of ti

ghte

ning

bo

lts in

eas

y-to

-wor

k tig

hten

ing

orde

r

Capa

ble

of

tight

enin

g he

xago

n bo

lts

Figu

re 4

-1 T

arge

t Ana

lysi

s

Capa

ble

of ti

ghte

ning

bo

lts b

y pr

oper

tig

hten

ing

orde

r tha

t pr

even

ts d

isto

rtio

n

Capa

ble

of ju

dgin

g if

the

fore

ign

subs

tanc

e on

feel

Capa

ble

of s

elec

ting

tool

s ac

cord

ing

to th

e si

tuat

ion

of e

ach

wor

king

loca

tion

Capa

ble

of

sele

ctin

g th

e pr

oper

siz

e

This

item

is se

t as t

he a

ttai

nmen

t obj

ectiv

e.

The

item

s bel

ow a

re se

t as t

rain

ing

item

s.

Figu

re 4

-1 T

arge

t Ana

lysi

s

4.2LessonPlans

119

4�2�4 Lesson developmentThis section explains thebasic concept of the lessonprocedure.Lessons are implementedby combining “three

training stages” and “four training activities”. In the portion of the lesson development of the lesson plan, the lessonprocedureorderbasedonthisbasicconceptshouldbedescribed.

(1)ThreetrainingstagesLessonsareimplementedaccordingtothreetrainingstages.Thesethreetrainingstagesindicateeachstagealonga

timelineofthelessons.TheroleofeachstageisdescribedbelowinTable4-3.Forexample,theintroductionstagetakesabout5minutesafterthestartofthelesson,whilethenext50minutes

handles the“development”stage.The lesson is summarizedandconcluded in the last5-minute sectionas thestageofsummarization.

Table 4-3 Three Training Stages

Introduction

StageofpreparationforlearningReleasetensioninthetrainees,whileattemptingtoattracttheirattentionShowthewholepictureofthelesson(purpose,attainmentobjectives,trainingitems,andhowtoprogress)

“Development”

StageforinstructingtrainingitemsinorderImplementmotivation,presentation,application,andevaluationrepeatedlyaccordingtoeachtrainingitemImplementinaneasy-to-understandmanner;Showeachpointclearly;SeparateeachitemclearlyConsiderthedurationofthetrainee’sconcentrationtobeabletosustain.Applicationiseffectiveforacquiringtrainingitemsandmaintainingthetrainee’sconcentrationChecktheacquisitionlevelofeachtraineebyconductingtest,assignment,orquestions

Summary

StageofsummarizingthelessonOrganizetrainingitemsandimpressonthetraineesthetrainingitemsCheckthemattersachievedandnotachievedNextlessonpreview

(2)FourtrainingactivitiesThesefourtrainingactivitiesindicatethevarietyoftheactivitiesprovidedbytheVTinstructorsduringthelesson

inTable4-4.

Table 4-4 Four Training Activities

Motivation MotivatethetraineestolearnClarifywhattodoandwhatpurposeitserves

Presentation

Showtrainingitems(verbally,visually,andbyhavingthemreadthematerial)Makeeachitemunderstandableandmemorable(teachonetrainingitematatime)Abstract→Specific

ApplicationHavethetraineesusewhatisdemonstrated(Makethembe“capableof”doingassignedwork)Havethemgetinthehabitofusingwhatisdemonstrated

Evaluation

Checkifthetraineeshavebecome“capableof”Observe,askquestions,andconducttestregardingwhatisdemonstratedandappliedClarifytheevaluationsstandards


120

(3)CombinationwiththethreetrainingstagesandfourtrainingactivitiesLessondevelopmentiscomprisedbycombiningthreetrainingstagesandfourtrainingactivitiesdescribedabove.

Thetablebelow(Table4-5)showsabasicpatternoflessonswherethreetrainingstagesandfourtrainingactivitiesarecombined.Compare this tablebelowwithsection“4.4ExampleofLessonPlans”, toseehowthisbasicpatterncanbeappliedtotheactuallessonplan.

Table 4-5 Basic Lesson Pattern

Motivation Presentation Application Evaluation

Introduction

Today’sthemeLearningpurpose

Confirmationoftraineesexperience

LearningobjectiveTrainingitems

Howthislessonprogresses

“Development”

■Trainingitem1

Presentationoftheactualsituations

Presentationofmethods,intuitions,andknack

Tryuntilfinished

Confirmperformance

■Trainingitem2

Presentationoftheactualsituations

Presentationofmethods,intuitions,andknack

Tryuntilfinished

Confirmperformance

Summary

Checkthetrainee’sprocedureandquality

PointcheckHowtoimprove

Encouragetoapplytotheactualsituations

Nextlessonpreview

In the above table, motivation, presentation, application, and evaluation are combined for each training item.Multiple trainingitemscouldalsobecombinedanddemonstrated(presented)atonce;however,VTinstructorsneedtotakeintoconsiderationhowmuchthetraineescanunderstandandmemorizewhattheylearn.EventheVTinstructortrytomaketraineestoapplyforwhattheyhavelearnedafterlongdemonstrationofmanytrainingitems,traineesmayhavealreadyforgottenwhatwasdemonstrated(presented)earlier.Consideringsuchapoint,therefore,theVTinstructorsneedtodeterminetheamountoftrainingitemsthatcanbedemonstrated(presented)atonceduringthelesson(liketrainingitem1&2inTable4-5).

“Motivation”isactivitythatmakesthetraineeswanttolearn.Thefeelingofthetraineestolearnvariesdependingontheirdesiretolearnthelesson.Thismotivatingactivitydoesnotneedtoberepeatediftraineesarehighlymotivatedwithastrongdesiretolearn.Ontheotherhand,forexample,wheretherateofstudentsthatgoontothenextstageofeducationishighcomparedtotheentirepopulation,notallthetraineesparticipateinthetrainingwithaclearwilltolearn.Ifthis

4.2LessonPlans

121

isthecase,thetraineesmightneedtobemotivatedrepeatedly.Itshouldbenotedthatthetraineestendtobemorehighlymotivatedwhenthetraininglessonsincorporatemanyactivitiessuchas“Application”,wherethetraineesdotheworkbythemselves.

Thetargetofeachlessonistobecome“capableof…ing”.Iftheywanttobecome“capableof”doingsomething,theyhavetotrytodothatbythemselvesatleastonce.Thisiscalled“Application”.Therefore,“Application”mustbeseteveninlectureswhereyouteachknowledgeitemssuchastheoreticalsubjects.

Additionally, “Presentation” is a stagewhere theVT instructors give “training”.Hopefully, during this activity,allthetraineesareexpectedtolearn.HowevertheremaybeacasewheresometraineescouldneglecttheirlearningbyfailingtoconcentrateonthepresentationbytheVTinstructors.Inthecontrast,“Application”isastagewherethetraineesthemselvesdotheworkbythemselvesanditcanbesaidthattheyarelearningforcertain.Ifthetraineesdonotlearnbythemselves,nomatterhowtheVTinstructorstrytotrainthem,thecapabilitiesofthetraineesdonotreachtotheattainmentobjectives.Forthisreason,itisessentialtoincorporate“Application”intoeachlessononatimelybasis.

“Evaluation”isastagewheretheVTinstructorsconfirmwhethereachtraineehasacquiredeachtrainingitemandhasachievedtheattainmentobjectivesforthelessons.TheVTinstructorsevaluateandconfirmwhethereachtraineehasachievedtheattainmentobjectsbyobservingthemduring“Application”andbyconductingpropertest.

(4)Howtodescribethe“development”columnsThesectionbelowshowshowtodescribethe“development”columns.


122

Table 4-6 How to Describe the “Development” Columns

- 167 -

Table 4-6 How to Describe the “Development” Columns

“Development”

Motivation

20/25

■ 1. Work without causing accidents 1-1. Types and names of the tools and how to use (open ended spanner, offset wrench, socket wrench, and extension bar) . ・ Motivate the trainees by giving the following explanations ・If you do not know the name of each tool, you will get

confused in the subsequent explanation . ・The name of tool to be used today and the outline of

how they are used will be explained.

Presentation ・ Explain the name of each tool and each part of the tool

along with how to use as described below. However, demonstrate only how to tighten and loosen bolts. How to adjust the wrench handle position is not trained at this stage. ・ Open ended spanner, its head, and its handle

Show how both ends are attached to the nut. ・ Offset wrench, its head, and its handle

Show how both ends are attached to the nut ・ Socket wrench, extension bar, socket, spinner handle,

and ratchet handle. Combine the spinner handle with the socket and

show how to attach them to the nut.. Show how to combine the spinner handle with the socket and the extension bar

Show how to combine the spinner handle with the socket and the extension bar. Show how the rotation direction can be changed by operating the switching lever on the ratchet handle.

“■ Training item” Describe the training item This makes it easier to understand to which training item this portion corresponds. This reduces omissions in covering all training items.

“20 / 25” Describe the guide to the lesson hours “20” on the left indicates the approximate time required for this portion. “25” on the right indicates the approximate time spent from the start of the lesson to the end of this portion.

Keywords Bulletize the items VT instructors have to mention in the square Describe these items so that everyone can conduct the lesson delivering almost the same content if this keyword list is referred. This does not mean merely to describe the lines to be read. By using these keywords, VT instructors need to speak incorporating their own experience.

“・Instructor’s behavior” Describe what the instructor will do with what intent in this section. Reading each “・” enables VT instructors to have the whole picture of the lesson.

Introduction,”Development”,and Summary Describe each activity of motivation, presentation, application, or evaluation. This description makes it easier to judge if prolonged presentation makes the trainees feel bored, if application activities are insufficient for the presentation, or if proper evaluation is prepared.

4.3InstructionMethodsCorrespondingtoTrainingItems

123

4�3 Instruction Methods Corresponding to Training Items

Withinthelesson,thestageof“Presentation”→“Application”servesasthemainframeworkofeachlessonwherethetraineeslearntrainingitems.Therearesometypesoftrainingitems.Dependingonthetype,thetrainingmethodfortraineestoacquireabilityeasilyshouldbeselected.Thismethodiscombinedwith“Presentation”and“Application”.Thissectionclassifiestrainingitemsintoknowledge,sensory-motorskills,intellectualmanagementskill,andattitudeinordertoexpoundeachbasictrainingmethod.

(1)Instructionofknowledge①Repeatedlearning

Repeatedlearningisalearningmethodtomemorizeacertainfactbyreadingandwritingitrepeatedly.Thismethodisusedforlearningmerelytomemorizethefact,whichismoreeffectiveforlearningtoregenerateandrecognizeacertainamountofknowledgeforexams.Knowledgewhichwasmemorizedisgenerallyforgottenatacertainrate.Re-learningofknowledgebeforeitisforgottencanentrenchtheknowledgelearned.Forexample,whenmemorizing100facts,supposethatyouhavefinishedlearning1through10factsandthenyoulearn1to20factsinsteadofgoingandlearning11through20facts.Thismeansthatyouhavereviewed1through10factsbeforeforgettingthem.

However,humansforgetwhattheylearnedinduecourseanywayunlesstheyhaveopportunitiestousetheknowledgegained.Thiskindoflearningmethodcanbeeffectiveforanimpendingexamswherethetraineesarerequiredtochecktheirknowledgememorizedwithinaspecifiedperiod.However,thisisnoteffectivelearningforthepurposeofapplyingtheknowledgegainedtotheactualsituationsintherealworld.

②PresentationofsystematizationandstructuringKnowledgecanbeunforgettablewhenmemorizednotasarandomenumerationbutasasystemorastructure.

The example below, “How to explain 1”, explains knowledge as a random enumeration, which is difficult tomemorize.

Howtoexplain1:N-2Fismanualweldingwhichisconducteddownwardforaverage-thicksteelplateswithoutbackboards.A-1Vismanualweldingwhichisconductedverticallyforthinplateswithbackboards.

Theotherexamplebelow,“Howtoexplain2”,explainsasthestructuredknowledge,whichiseasytomemorize.

Howtoexplain2:Weldingtypesareindicatedaccordingtothefollowingprotocols.　N-2F　││└── Platedirection F:Downward;V:Vertical;H:Horizontal　│└─── Platethickness 1:Thin;2:Average;3:Thick　└──── Weldingtypes N:Manual welding (without backboards); A: Manual welding (with

backboards)

N-2Findicatesmanualwelding(withoutbackboards)foraverage-thickplatesanddownward.A-1Vindicatesmanualwelding(withbackboards)forthinplatesandvertical.

Bymemorizingthesystemsandstructures,individualfactscanbeestimatedorderivedfromthesystemswithoutmemorizingsuchfacts.Thismethodcandealwithawidevarietyofsituations.Thismeans,evenyouhavetodealwithmanysituations,youonlyhavetomemorizeafewernumberoffacts.


124

③Learningcombinedknowledgeandsituationstobeapplied

Table 4-7 Sales Chart for Each Store

- 170 -

③ Learning combined knowledge and situations to be applied

Table 4-7 Sales Chart for Each Store

The above chart (Table 4-7) was created by using spreadsheet software. It is hard to memorize

each function of the spreadsheet software, such as “how to add a border”, “how to calculate cells”,

and “how to make a graphic chart”. Through learning each function one by one using the reference

manual; Learning about adding a border or calculating cells in a process to solve the actual problems,

such as calculating the average customer spending and profit rates, it is possible to memorize

knowledge more robustly. This is associated with the acquisition of intellectual management skills,

which will be explained in detail later.

No. Seats Sales Averagespend Food Cost Labor Costs Supplies Other Expenses Profits Profits per

SeatStore A 52 14,035,890 2,499 4,351,126 3,649,331 1,122,871 3,087,896 1,824,666 35,090

Store B 48 14,878,040 2,496 4,017,071 4,612,192 892,682 3,124,388 2,231,707 46,494

Store C 40 12,491,940 2,410 4,497,098 2,998,066 1,499,033 3,247,904 249,839 6,246

Store D 62 17,404,500 2,599 5,221,350 5,743,485 1,218,315 4,525,170 696,180 11,229

Store E 35 11,088,350 2,347 3,991,806 2,439,437 665,301 1,885,020 2,106,786 60,194

Seat ratio Sales ratio Averagespend ratio Food Cost ratio Labor Costs

ratio Supplies ratio OtherExpenses ratio Profits ratio Profit per seat

ratio

Store A 1.08 0.94 1.00 1.08 0.79 1.26 0.99 0.82 0.75

Store B 1 1 1 1 1 1 1 1 1

Store C 0.83 0.84 0.97 1.12 0.65 1.68 1.04 0.11 0.13

Store D 1.29 1.17 1.04 1.30 1.25 1.36 1.45 0.31 0.24

Store E 0.73 0.75 0.94 0.99 0.53 0.75 0.60 0.94 1.29

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

1.80

Store A

Store B

Store C

Store D

Store E

Theabovechart(Table4-7)wascreatedbyusingspreadsheetsoftware.Itishardtomemorizeeachfunctionofthespreadsheetsoftware,suchas“howtoaddaborder”,“howtocalculatecells”,and“howtomakeagraphicchart”.Throughlearningeachfunctiononebyoneusingthereferencemanual;Learningaboutaddingaborderorcalculatingcells inaprocesstosolvetheactualproblems,suchascalculatingtheaveragecustomerspendingandprofitrates,itispossibletomemorizeknowledgemorerobustly.Thisisassociatedwiththeacquisitionofintellectualmanagementskills,whichwillbeexplainedindetaillater.


125

(2)Instructionofsensory-motorskills

- 171 -

Extraction of elemental movements

Establishment of the appropriatestandards for elemental

movement

Compounding all elemental movements and balance

Formulation of established jobs

Elemental movements of nailing

Swing efficiently Hit the nail at the right angle

Hit the nail on target

Adjust the hitting strength

Figure 4-2 Instruction of Sensory-Motor Skills

(Source:Figure2-28Knackforinstructionofsensory-motorskillsonP.107ofthe10threvisededitionof“TheoryandPracticeofVocationalTraining”editedbyGeneralIncorporatedFoundation,theVocationalTrainingMaterialsResearchCenter)

Regardlessofwhetherconsciousorunconscious,sensory-motorskillsistheskillwhichlargelyinvolveselementtocontrolbodymovementsbysense.Jobssuchasnailingwherethehammerneedstohitthenailaccuratelyrequirevariouscontrolfactorswhenthehammerisswung.

Whentrainingsuchsensory-motorskills,VTinstructorsneedtoclarifyelementalmovementsexistingwithintherelevantjob,andthenattempttohavethetraineespracticeeachsingleelementalmovementonebyone.VTInstructorsneedtohavethetraineespracticeeachsingleelementalmovementfirst,followedbypracticingseveralelementalmovements.Bydoingso,thetraineesbecomesabletocarryouttheentirejob.

Table 4-8 Example of Nailing Work Instruction

Learningitems Trainingmethod

Extractionofelemental

movem

ents+Establishm

entoftheappropriatestandardforelem

ental movem

ents

Hitthenailontarget ・�Practiceadjustingthebodypositionsothatthehammercanhitthenailontarget.

↓

Hitthenailattherightangle ・�Practiceadjustingthekneeheightandthewidthbetweenfeetplacedsothatthehammercanhitthenailattherightangle.

↓

Swingefficiently

・�Practiceswingingthehammerusingthewristandelbowastheaxisofrotation.

・�Thepurposeisnothitontarget.Practicebyusingatargetwithoutusingnails.

↓

Combiningall

elementalm

ovements

and balance＋Form

ulationofestablished jobs

Swingefficiently+Ontarget・�Practicetobecapableofbothswingingthehammerusingthewristandelbowastheaxisofrotation+takingaim.Practicebyusingatargetwithoutusingnails.

↓

Swingefficiently+Ontarget+Atarightangle

・�Practicesothatthefollowingskillsco-exist:swingthehammerusingthewristandelbowastheaxisofrotation+takeaim+hitthenailattherightangle.Startpracticingbyusingnails.


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(3)Instructionofintellectualmanagementskills

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Table 4-8 Example of Nailing Work Instruction Learning items Training method

Extraction of elemental

movem

ents + Establishm

ent of the appropriate standard for elem

ental movem

ents

Hit the nail on target ・Practice adjusting the body position so that the hammer can hit the nail on target.

↓

Hit the nail at the right angle ・Practice adjusting the knee height and the width between feet placed so that the hammer can hit the nail at the right angle.

↓

Swing efficiently

・Practice swinging the hammer using the wrist and elbow as the axis of rotation.

・The purpose is not hit on target. Practice by using a target without using nails.

↓

Combining all

elemental

movem

ents and balance

＋ Formulation of

established jobs

Swing efficiently + On target ・Practice to be capable of both swinging the hammer using the

wrist and elbow as the axis of rotation + taking aim. Practice by using a target without using nails.

↓

Swing efficiently + On target + At a right angle

・Practice so that the following skills co-exist: swing the hammer using the wrist and elbow as the axis of rotation + take aim + hit the nail at the right angle. Start practicing by using nails.

(3) Instruction of intellectual management skills

Figure 4-3 Instruction of Intellectual Management Skills

(Source: Figure 2-30 Knack for instruction of intellectual management skills on P. 108 of the 10th revised edition of

“Theory and Practice of Vocational Training” edited by General Incorporated Foundation, the Vocational Training

Materials Research Center)

An intellectual management skill is the skill to apply knowledge to the actual situations in

the real world. First, the trainees need to learn the knowledge, and then they practice how to apply

this knowledge to the situations in the real world.

Prepare assignments for the trainees that can be solved with less knowledge in the beginning,

then VT instructors have them learn the knowledge which is required to work on the assignments

given, and let them start to work on the assignments. Next, VT instructors may provide the trainees

with complicated assignments which require more knowledge. By doing so, knowledge which can be

Rule learning

Assignment analysis

Application of rules

Verification by execution

Figure 4-3 Instruction of Intellectual Management Skills

(Source:Figure2-30KnackforinstructionofintellectualmanagementskillsonP.108ofthe10threvisededitionof“TheoryandPracticeofVocationalTraining”editedbyGeneralIncorporatedFoundation,theVocationalTrainingMaterialsResearchCenter)

Anintellectualmanagementskillistheskilltoapplyknowledgetotheactualsituationsintherealworld.First,thetraineesneedtolearntheknowledge,andthentheypracticehowtoapplythisknowledgetothesituationsintherealworld.

Prepareassignmentsforthetraineesthatcanbesolvedwithlessknowledgeinthebeginning,thenVTinstructorshave themlearn theknowledgewhich is required toworkon theassignmentsgiven,and let themstart toworkon theassignments.Next,VTinstructorsmayprovidethetraineeswithcomplicatedassignmentswhichrequiremoreknowledge.Bydoingso,knowledgewhichcanbeappliedtotheactualsituationsisgraduallyincreased.

Whenknowledgeisapplied to theassignments,asgraphically illustrated inFigure4-4, it is important to let thetrainees themselves examinewhat they learn (See section“4.5DesignofTrainingAssignments”). If theVT instructorsimply shows the procedure on how towork on this assignment, itwould not be an effectivemethod for learning ofintellectualmanagementforthetrainees.


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Figure 4-4 Example of Spreadsheet Software Learning(Source:Figure2-31ExampleofspreadsheetsoftwarelearningonP.109ofthe10threvisededitionof“TheoryandPracticeof

VocationalTraining”editedbyGeneralIncorporatedFoundation,theVocationalTrainingMaterialsResearchCenter)

(4)Instructionofattitude

Figure 4-5 Three Stages of Attitude Instruction(Source:Figure2-38Three stagesof attitude instructiononP. 123of the10th revised editionof “Theory andPracticeof

VocationalTraining”editedbyGeneralIncorporatedFoundation,theVocationalTrainingMaterialsResearchCenter)

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applied to the actual situations is gradually increased.

When knowledge is applied to the assignments, as graphically illustrated in Figure 4-4, it is

important to let the trainees themselves examine what they learn (See section “4.5 Design of

Training Assignments”). If the VT instructor simply shows the procedure on how to work on this

assignment, it would not be an effective method for learning of intellectual management for the

trainees.

Figure 4-4 Example of Spreadsheet Software Learning (Source: Figure 2-31 Example of spreadsheet software learning on P. 109 of the 10th revised edition of “Theory and

Practice of Vocational Training” edited by General Incorporated Foundation, the Vocational Training Materials

Research Center)

Training assignment Creation of a notepad Calculation of total allowances

Rule learning

Concept of cellsEnter characters and numbers Change the cell size Cell style (ruled line) Printing

Concept of multiple-cell calculation Enter formulas

Assignment analysis

Recognize that ruled line and character entry frames are required as components for creating a notepad

Enter various allowances to cells Totaling the value in each cell can obtain the total allowance

Rule application

Draw ruled line in each cell Adjust the cell size Enter characters and numbers

Enter the name of allowance and the number for each allowance column Enter the formula to the total column

Verification Print out the worksheet to check if it is a notepad sheet

Check all the columns to see if the total allowance is displayed

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(4) Instruction of attitude

Figure 4-5 Three Stages of Attitude Instruction (Source: Figure 2-38 Three stages of attitude instruction on P. 123 of the 10th revised edition of “Theory and Practice

of Vocational Training” edited by General Incorporated Foundation, the Vocational Training Materials Research

Center)

Attitude is one’s own tendency of behavior where he/she can select the method and result of a

certain action taken. For example, as for going to school, there are individuals who try to arrive at

school on time while some do not care if they arrive late. This example shows that both parties have

different attitudes about the behavior of going to school. Instruction of attitude mentioned here will

change such undesirable attitudes to favorable attitudes through instructions.

This instruction of attitude is implemented in three stages. The first stage is the stage where

the instructors try to persuade and make them understand why fine attitude should be taken. In

this stage, the trainees have to clear up all questions regarding taking the relevant attitude. The

second stage trains the trainees how to take the relevant attitude. Explain the trainees specific

methods by which they can take the required attitude so long as they actually work in this trained

method. Until here, these instructions are conducted through lectures and practices. The third stage

is to confirm whether the trainees are able to continuously take the required attitude. If the trainees

fail to take the required attitude, the VT instructor tells them what they observed and encourages

them to take the recommended attitude.

Needs understanding

・Realize the need for doing so ・Realize the need for doing so is

required to get employment ・Confirm one’s current condition

Methods confirmation

・Know a method that enable them to continue to take the recommended attitude

・The method is specific and practicable

・Try to use the method

Attitude acquisition

・Continue to take a good attitude during the training duration

・Incorporate particular situations where this attitude can be taken

・Give the trainees continuous feedback about whether they can maintain a good attitude


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Attitudeisone’sowntendencyofbehaviorwherehe/shecanselectthemethodandresultofacertainactiontaken.Forexample,asforgoingtoschool,thereareindividualswhotrytoarriveatschoolontimewhilesomedonotcareiftheyarrivelate.Thisexampleshowsthatbothpartieshavedifferentattitudesaboutthebehaviorofgoingtoschool.Instructionofattitudementionedherewillchangesuchundesirableattitudestofavorableattitudesthroughinstructions.

This instruction of attitude is implemented in three stages.Thefirst stage is the stagewhere the instructors trytopersuadeandmakethemunderstandwhyfineattitudeshouldbetaken.Inthisstage,thetraineeshavetoclearupallquestions regarding taking the relevant attitude.The second stage trains the trainees how to take the relevant attitude.Explainthetraineesspecificmethodsbywhichtheycantaketherequiredattitudesolongastheyactuallyworkinthistrainedmethod.Untilhere,theseinstructionsareconductedthroughlecturesandpractices.Thethirdstageistoconfirmwhetherthetraineesareabletocontinuouslytaketherequiredattitude.Ifthetraineesfailtotaketherequiredattitude,theVTinstructortellsthemwhattheyobservedandencouragesthemtotaketherecommendedattitude.

Figure 4-6 Example of Instruction for Trainees That Arrive Late for Lesson

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Needs

Understanding

Let the trainees understand why they need to arrive at VT institution on time

・Discuss the reason why we need to be punctual through a question-and-answer

・Let them listen to critical comments from others for not being punctual

・Have them experience trouble caused by not being punctual

Methods

Confirmation

Train the trainees how to come to VT institution on time

・Let them make a time table from waking up until arriving at VT institution

・Make them decide what time they should go to bed at the night before

・Make them set an alarm clock

Attitude

acquisition

Give the trainees feedback when they arrive at VT institution on time

・Tell them to become accustomed to each time set for going to bed, waking up, and leaving home

・Check if they arrive on time ･ Extend check intervals ･ Tell them that they are doing good

job with the fine attitude they are taking

Figure 4-6 Example of Instruction for Trainees That Arrive Late for Lesson

4.4ExampleofLessonPlans

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4�4 Example of Lesson Plans

Thissectiongraphicallyillustratesthelessonplanwhichisdescribedbasedonthebasicsoflessonplanningandinstructionaltipsthathavebeendescribedupuntilhere.

Table 4-9 Example of the Lesson Plan

LessonOutline

Lessontheme Howtotightenhexagonbolts

Purpose of Lesson

Therearemanysituationswhereboltsaretightenedforavarietyofpurposes,suchasassemblyofmetallicproducts,assemblyofautomobilesandmachines,mountingoftirewheels,structuringofbuildingstructures,andassemblingofelectricalcomponentstodistributionboards.Inthesesituations,failingtotightenboltsinapropermannerbyusingpropertoolsmightdamagebolts,products,andtools.Additionally,boltscouldloosenovertimeinthefuture.Suchafailureworsensworkefficiencyandincreasesunnecessaryrepairwork,andwillresultincausingaccidentsatalaterdate.Furthermore,injuriescouldoccurwhenovertighteningboltsstronglyorunscrewingthembyswingingyourarmwidelyandhityourhandonotherpartsaroundyou.Thepurposeofthislessonisinorderforworkersinawidevarietyoftradestoacquirebolttighteningskillswhichtheyneedtoknowascommonskills.　　

Attainmentobjective

1.Capableofworkingonboltsandnutswithoutinjuries,withoutdamagingbolts,threadedbores,ortools,andwithoutcausinglooseness

2.Capableofusingtoolsaccordingtotheassignedwork3.Capableoftighteningboltsatspecifiedtorques4.Capableoftighteningboltsaccordingtoeachobject(washers,workability,anddistortion)

Trainingitems

1.Workwithoutcausingaccidents　1-1.Typesandnameoftoolsandhowtouse(openendedspanner,offsetwrench,socketwrench,

andextensionbar)　1-2.Workwhilepreventingthecauseofinjuries　　(a)Accidenttypes(thetool“slippingoff”whileinuse,suddenlooseness)　　(b)Injurypreventionmeasures　1-3.Workthatpreventsdamagetoboltsandtools　　(a)Damagetypes(damagingboltthreadsorspread/brokenwrenchend);(b)Bolt/toolsize(the

two-facewidth,metricbolts,andunifiedbolts);(c)Threadborefittingtotheboltsize,andthefeelofthetools;(d)Methodsthatpreventdamage

2.Useoftoolssuitablefortheassignedwork　2-1.Worktypes(boltlocations(flatornarrow),boltaccessories(brakehosesorplugs),andtorque

scale)　2-2.Howtousetools(openendedspanner,offsetwrench,socketwrench,extensionbar,ratchet

handle,andadjustablewrench)　　(a)Directiontowardwhichforceisapplied;(b)Offset;(c)Handlelength;(d)Boltshape;(e)

Loadandworkability;(f)Adjustmentoftheholdingposition(frontandbacksides,notch/socketangles,ratchet)

　2-3.Selectionofpropertoolssuitablefortheassignedwork3.Tighteningtothepropertorque　3-1.Conceptoftorque　3-2.Howtouseindicatingtorquetoolsandtheturnofnuttighteningmethod(angelemethod)　3-3.Afeelforthereferencetorque(10,30,60,and100N/m)　3-4.Fitoftheboltandthethreadedbore　　(a)Afeelforforeignsubstance(b)Howtocleanthethreadedportion4.Tighteningboltsaccordingtoeachobject　4-1.Useofwashers　　(a)Purposeofwashers;(b)Locationswherewashersareused;(c)Howtoapplytorquetothe

washer　4-2.Easy-to-workorder 　　(a)Temporarytighteningthatmakesworkeasier;(b)Fromtemporarytighteningtofull

tightening　4-3.Tighteningorderthatdoesnotdistorttheproduct 　　(a)Inside→Outside;(b)Diagonal;(c)Multipletightening(evenly)

Eligiblepersons

WorkerswhotightenboltsfortheirworkWorkerswhocanholdtools,suchassocketwrenches,withbothhands


130

Traininghours 3 hrs. Toolsused,

etc.

Bolttighteningtrainingmaterials(SeeFigure4-10①-⑧)Openendedspanner,8x9,10x12,and12x14Offsetwrench,8x9,10x12,and12x14,with0°,15°,and45°foreachAsetofsocketwrencheswith9.5mmsquaredrive,12.7mmsquaredrive,hexagonal/dodecagonalsocketwrenches,12.7mmsquaredrivehexagonal/dodecagonalsocketwrenchesIndicatingtorquetools,10-50N/mand20-130N/m

Lessonprocedure

Classification Hrs. Development Remarks

IntroductionMotivation 5/5

・�Showingthefollowingwork,andhavethetraineesrealizethatfailingtotightenboltsinapropermannermightdamagetoolsorbolts,orcouldcauseinjuries.1st:Tightenaboltbyusingasocketwrenchinthepropersize.Tightenthe

boltproperlywhilenoticingthefollowingpoints.Directionwherethehanddoesnothitanything:Holdthesocketbase(thefrontpartofthewrenchhandle)andtheendpartofthehandle・�Explainthattoday’strainingisaboutthisbolttighteningwork.2nd:Tightenaboltbyusingasocketwrenchwiththelonghandleuntil

wrenchingoffthebolt3rd:Usingasocketwrenchwiththeshorthandle,showhowtheboltis

difficulttobeunscrewed,butsuddenlybecomesloosened

・�Motivatethetraineesbyexplainingthepurposeasshownbelow:・�Thetraineeswilltightenboltsinvariousplacesinthefuture・�Failing to tighten bolts in a propermanner could damage tools andbolts,orevencauseinjuries.

・�This might reduce production efficiency, resulting in dampeningcompetitiveness.

・�Tolearnhowtotightenboltsproperly

Presentation ・�Explaintheobjectiveasfollows:1.Capable of working on bolts and nuts without injuries, withoutdamagingbolts,threadedbores,ortools,andwithoutcausinglooseness


・�Explainhowtrainingprogressesasfollows:1.Capable of working on bolts and nuts without injuries, withoutdamagingbolts,threadedbores,ortools,andwithoutcausinglooseness


“Development”Motivation 20/25

■　1.Workwithoutcausingaccidents　1-1.Typesandnamesofthetoolsandhowtouse(openendedspanner,

offsetwrench,socketwrench,andextensionbar).・�Motivatethetraineesbygivingthefollowingexplanations・�Ifyoudonotknowthenameofeachtool,youwillgetconfusedinthesubsequentexplanation.

・�Thenameoftooltobeusedtodayandthe outlineofhowtheyareusedwillbeexplained.


131

　Presentation ・�Explainthenameofeachtoolandeachpartofthetoolalongwithhowtouseasdescribedbelow.

　�However,demonstrateonlyhowtotightenandloosenbolts.Howtoadjustthewrenchhandlepositionisnottrainedatthisstage.・�Openendedspanner,itshead,anditshandle　　　Showhowbothendsareattachedtothenut・�Offsetwrench,itshead,anditshandle　　Showhowbothendsareattachedtothenut・�Socket wrench, extension bar, socket, spinner handle, and ratchethandle

　　�Combinethespinnerhandlewiththesocketandshowhowtoattachthemtothenut.Showhowtocombinethespinnerhandlewiththesocketandtheextensionbar.

　　�Showhow the rotationdirectioncanbechangedbyoperating theswitchingleverontheratchethandle.

　Application ・�Applytrainingasfollows:・�Showingsometoolsandeachpartofatool,havethetraineesanswertheirname.

・�Alignthetoolsonthetable.Saythenameofeachtool,andhavethetraineespickuptheonementioned.

　Evaluation ・�Observingtheirperformance,conductevaluationasfollows:・�Checkwhethereachofthetraineescansaythecorrecttoolname.・�Checkwhethereachofthetraineescanpickupthecorrecttool.

“Development”Motivation

■　1.Workwithoutcausingaccidents1-2.Workwhilepreventinginjuries　　a)Accidenttypes(thetools“slippingoff”whileinuse,suddenlooseness)　　b)Injurypreventionmeasures・�Motivatethetraineesbydemonstratingthesituationswhereaccidents

could be caused as follows:・�Attachalargely-offsetwrenchtothebolt,applyforcetowardaproperdirectiontotheextentthattheboltdoesnotloosen.

・�Showthattheoffsetwrenchcanslipofffromtheboltbychangingtheforcedirectionslightlyupward

・�Summarizethisportionwiththefollowingwords:・�Whenthetoolslipsoffwhiletheforceisbeingapplied,youmightbeinjuredbyhittingyourhandonsurroundings..

・�Needtolearnhowtopreventthisfromoccurring.

　Presentation ・�Explaintheaccidenttypesasfollows:・�Therearebroadlytwobolt-tighteningaccidenttypes1.Thetighteningtoolslipsofffromthebolt(Thetoolslipsoffduetodifferentforcedirectionorlargeoffset)

2.Theboltsuddenlyloosens

Presentation ・�Byusinganopenendedspanner,explainhowtopreventaccidentsfromoccurringwhentighteningbolts.・�Toolswithproperhandlelengths・�Inprinciple, apply force toward the front (toward the trainee’sbodyfront).

・�Check for objects that could cause injuries in the direction towardwhichtheopenendedspanner’shandlemoves.

・Whenthehandleturns,theangleisheadingfortheobstacle.・�The handlemight be pushed by the hand palmwithout holding thehandlewherethereisacertainobstacle.Introducethehandleturningmethodthatdoesnotcauseinjuriesalthoughthetoolsuddenlyslipsoff.

・�Match the direction towhich force is applied in the bolt tightening/looseningdirection.


132

　Application ・�Givethetraineesthefollowingtrainingassignmentstopracticeforsafetyuseoftheopenendedspanner.Trainingassignment1-1.Fixingtheplateonthebase(1)Fixbothedgesoftheplatewithsixboltsbyusinganopenendedspanner,andthenremovethem.Letthemnoticethefollowingpoints.・�Pullthespannertowardthebodyfront.・�When the trainee turns thewrench toward theobstacle, tell them topushthewrenchwithoutholdingthehandle.

・�Atthattime,havethemholdthewrenchhead.・�Make them confirm to apply force in the bolt tightening/looseningdirection.

Trainingmaterials①,③,⑤,and⑥

　Evaluation ・Evaluatethetrainee’sperformanceconditionfromthefollowingviewpoints:・�Thetraineepullsthewrenchtowardthebodyfront・�When the trainee turns the wrench toward the obstacle, the traineepushesthewrenchbytheirpalmwithoutholdingthehandle.

・�The trainee applies force in the direction toward which the bolt isturned.

　Presentation ・�Byusinganoffsetwrench,explainhowtopreventaccidentsfromoccurringwhentighteningbolts.・�Offsetwrencheshavevariousoffsets.・�Theconditionstomatchwiththeboltturningdirectionbecomeverystrict.

　Application ・�Givethetraineesthefollowingtrainingassignmentstopracticesafetyuseoftheoffsetwrench.・�Trainingassignment1-2.Fixingtheplateonthebase(2)・�Letthemuselongoffsetwrenchesof0°,15°,and45°.・�Letthemcheckthedirectiontowardwhichforceisapplied.・�Letthemexperiencethesituationwherethetooleasilyslipsoffwhenthedirectionischangedslightly.

・�Tellthemtocontinuouslypayattentiontotheforcedirection.

Trainingmaterials①,③,⑤,and⑥

　Evaluation ・�Evaluatethetrainee’sperformanceconditionfromthefollowingviewpoints:・�The force direction is matched with each offset angle of the offsetwrench.

Summary　Presentation

Today’strainingcontainsthefollowingitems:・�Safetyworkmethods・�Properselectionoftools・�Applyingpropertorque・�Properprocedureoftighteningboltstofixproductsinvariousshapesandproperuseofwashers

・Tellthemthatyouhaveconfirmedthatallthetraineeshaveachievedthefollowingattainmentobjectivesthroughtrainingassignmentsworkedon.1. Capable of working on bolts and nuts without injuries, withoutdamagingbolts,threadedbores,ortools,andwithoutcausinglooseness

2.Capableofusingpropertoolsaccordingtothework3.Capableoftighteningboltsatspecifiedtorques4.Capable of tightening bolts according to each object (washers,workability,anddistortion)


133

　Motivation Summarizetoday’slessonsothatthetraineesapplywhattheylearnedtotheactualworkasfollows:・�Thetraineescanadapttobolttighteningworkdoneinvariousplacesfromnowon

・�The trainees can use tools properly without causing injuries ordamagingtoolsandbolts.

・�Thetraineescanenhanceproductionefficiencyaspartofmaintainingcompetitiveness.

・�The trainees have to utilized what they learned today during theiractualwork.


134

4�5 Design of Training Assignments

4�5�1 Importance of designing training assignmentsTrainingassignmentsshouldbedesignedstrategically.ThemaintargetofVTistradeskills.Itisimpossibleforthe

traineestoacquiretradeskillsmerelybyattendinglecturesorobservingperformancebytheVTinstructors.Thetraineescanacquiretradeskillsonlybyexperiencefromaccumulatingpracticeoftheskills.ThisistheultimatereasonwhymorethanhalfoftheVTcurriculumisdevotedtopracticetraining.Asshowninthefigurebelow(Figure4-7),practicemeanstocarryoutthetrainingassignmentsgivenbytheVTinstructors,whichservesas“learningthroughaction”.Additionally,this“learningthroughaction”basedontheideaoftrainingassignmentsactuallyformsthecoreofVT.

Inmost cases, training assignments are designed as a group of highly-related assignments.This is because thetargetedabilityoftrainingassignmentsistheintegralandpracticalability.Designingagroupofassignments(assignmentsA,B,C...)isequaltoprogramming“learningthroughaction”.Therefore,itisnotanexaggerationtosaythatthesetrainingassignmentsreflectthecompetenceandeducationalconsiderationoftheVTinstructors.TheVTinstructorshavetodesigntrainingassignmentsstrategicallyinorderforthetraineestoachievetheattainmentobjectivescompletelyandrationally.

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4.5 Design of Training Assignments

4.5.1 Importance of designing training assignments

Training assignments should be designed strategically. The main target of VT is trade skills.

It is impossible for the trainees to acquire trade skills merely by attending lectures or observing

performance by the VT instructors. The trainees can acquire trade skills only by experience from

accumulating practice of the skills. This is the ultimate reason why more than half of the VT

curriculum is devoted to practice training. As shown in the figure below (Figure 4-7), practice means

to carry out the training assignments given by the VT instructors, which serves as “learning through

action”. Additionally, this “learning through action” based on the idea of training assignments

actually forms the core of VT.

In most cases, training assignments are designed as a group of highly-related assignments.

This is because the targeted ability of training assignments is the integral and practical ability.

Designing a group of assignments (assignments A, B, C...) is equal to programming “learning

through action”. Therefore, it is not an exaggeration to say that these training assignments reflect

the competence and educational consideration of the VT instructors. The VT instructors have to

design training assignments strategically in order for the trainees to achieve the attainment

objectives completely and rationally.

Figure 4-7 Relationship Between Training Assignments and Practices in VT

Figure 4-7 Relationship Between Training Assignments and Practices in VT

4�5�2 Design processes for training assignmentsTrainingassignmentsthatarerationallydesignedwithinthescopeofacertainprocesshelpthetraineesacquiretrade

skillssmoothly.Thissectionexplainsthedesignprocessesfortrainingassignmentsbydividingthemintothreesteps.Figure4-8showsthesethreestepsonaconceptualbasis.

Figure 4-8 Design Process for Training Assignments

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4.5.2 Design processes for training assignments

Training assignments that are rationally designed within the scope of a certain process help

the trainees acquire trade skills smoothly. This section explains the design processes for training

assignments by dividing them into three steps. Figure 4-8 shows these three steps on a conceptual

basis.

Figure 4-8 Design Process for Training Assignments

(1) Job analysis

Analyze the targeted job (ability) and break it down into ability components (skills and

attitude) that compose the job. Figure 4-9 shows an example of job analysis based on target

analysis.

(2) Design of training assignments

Training assignments are designed in steps according to the characteristics of each ability

that is a component of the job. Training assignments are “assignments for learning through action”.

The VT instructors need to have an image of the learning behavior of the trainees when designing

training assignments. Furthermore, they make effort so that the trainees can feel the importance

and enjoyment of the training content. The final assignment shown in Figure 4-11 corresponds to

the practical test which is a typical example of a comprehensive training assignment.

4.5DesignofTrainingAssignments

135

(1)JobanalysisAnalyzethetargetedjob(ability)andbreakitdownintoabilitycomponents(skillsandattitude)thatcomposethe

job.Figure4-9showsanexampleofjobanalysisbasedontargetanalysis.

(2)DesignoftrainingassignmentsTrainingassignmentsaredesignedinstepsaccordingtothecharacteristicsofeachabilitythatisacomponentofthe

job.Trainingassignmentsare“assignmentsforlearningthroughaction”.TheVTinstructorsneedtohaveanimageofthelearningbehaviorofthetraineeswhendesigningtrainingassignments.Furthermore,theymakeeffortsothatthetraineescanfeeltheimportanceandenjoymentofthetrainingcontent.ThefinalassignmentshowninFigure4-11correspondstothepracticaltestwhichisatypicalexampleofacomprehensivetrainingassignment.

(3)DeterminationoftrainingassignmentorderPresentingorderoftrainingassignmentshastobedeterminedsothattrainingassignmentsaregivenstepbystep

fromelementaltocomprehensiveassignmentsbasedonconsiderationofthedifficultlevelofeachassignmentandrequiredskills.

Figure 4-9 Example of Job Analysis with the Use of Target Analysis

4�5�3 Example of training assignments designAsacasestudy,thissectionintroduces“tighteningbyusinghexagonbolts”.Table4-10showstheoutlineofthis

training.Tighteningboltsappears tobeasimple job todo.However, failing to tightenbolts inapropermannercoulddamageboltsandthreadedbores.Bolt loosenesscouldcausedisastersoraccidents.Moreover, ifa tighteningtoolslipsofffromaboltwhileapplyinglargeforceonatoolhandle,theoperatorcouldbeinjuredbyhittinghis/herhandagainstanotherobjectorbyfallingdown.Figure4-10showsanexampleoftrainingmaterialsandtoolsusedduringtrainingforthetighteninghexagonboltsaccordingtothisplan’soutline.Figure4-11showsanexampleofthefinalassignmentwhichisgiveninthefinalstageofthistraining.ThisfinalassignmentcanbeimplementedbycombiningthetrainingmaterialsandthetoolsshownbyFigure4-10.Figure4-12showsadesignflowforthetrainingassignmentforthetighteninghexagonbolts. In theflowof thisfigure, jobanalysison tighteninghexagonbolts isconductedat thebeginningandextract theabilitiesthatcomposetherelevantjob.Next,thisflowshowstrainingassignmentsAthroughDwhichwereconsideredforthepurposeofdevelopingeachability.Thenumbersfrom① to ⑧aswrittenremarksundereachtrainingassignmentarethenumberoftrainingmaterialandthetoolshowninFigure4-10.Finally,thisflowshowstheorderoftrainingassignments

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(3) Determination of training assignment order

Presenting order of training assignments has to be determined so that training assignments

are given step by step from elemental to comprehensive assignments based on consideration of the

difficult level of each assignment and required skills.

Figure 4-9 Example of Job Analysis With the Use of Target Analysis

4.5.3 Example of training assignments design

As a case study, this section introduces “tightening by using hexagon bolts”. Table 4-10 shows

the outline of this training. Tightening bolts appears to be a simple job to do. However, failing to

tighten bolts in a proper manner could damage bolts and threaded bores. Bolt looseness could cause

disasters or accidents. Moreover, if a tightening tool slips off from a bolt while applying large force

on a tool handle, the operator could be injured by hitting his/her hand against another object or by

falling down. Figure 4-10 shows an example of training materials and tools used during training for

the tightening hexagon bolts according to this plan’s outline. Figure 4-11 shows an example of the

final assignment which is given in the final stage of this training. This final assignment can be

implemented by combining the training materials and the tools shown by Figure 4-10. Figure 4-12

shows a design flow for the training assignment for the tightening hexagon bolts. In the flow of this

figure, job analysis on tightening hexagon bolts is conducted at the beginning and extract the

abilities that compose the relevant job. Next, this flow shows training assignments A through D which were considered for the purpose of developing each ability. The numbers from ① to ⑧ as

[Job]

[Ability A] [Ability B] [Ability C] [Ability D]

Extract from Figure 4-1


136

whichwasdeterminedbasedonconsiderationforthedifficultylevelofeachtrainingassignmentandrequiredskills.

Table 4-10 Training Outline of “Tightening Hexagon Bolts”

Target Tighteninghexagonbolts

Purpose of lesson

[Purpose]Thepurposeofthislessonisinorderforworkersinawidevarietyoftradestoacquirebolttighteningskillswhichtheyneedtoknowascommonskill.[Importance]Tighteningboltsappearstobeasimplejobtodo.However,failingtotightenboltsinapropermannercouldcausethefollowingproblems.(1)Bolts,products,ortoolsaredamaged.(2)Boltsareloosened.(3)Whenthetighteningtoolslipsofffromtheboltwhileapplyinglargeforceon

thetoolhandle,theoperatorcouldbeinjuredbyhittinghis/herhandagainstanotherobjectorbyfallingdown.

[Application]Thisskillisappliedtothefollowingtrades:Assemblyofmetallicproducts,assemblyofautomobiles,structuringbuildingstructures,andassemblyofdistributionboards.


A.Capableofworkingwithoutcausingaccidents(injuries)anddamage(tobolts,threadedbores,andtools)

B.CapableofusingtoolssuitablefortheworkingconditionsC.CapableoftighteningboltsatapropertorqueD.Capableoftighteningboltsaccordingtothematerialsandformsofthe

targetedobjecttobetightened　(Useofwashers,distortionpreventionforthetargetedobject,consideration

onworkability,etc.)

Eligiblepersons

TraineesofMetallicProcessing,Machining,AutomobileMaintenance,ElectricalEngineering,andArchitecture

Traininghours xxhours

Figure 4-10 Example of Materials and Tools Used for Training of Tightening Hexagon Bolts

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Figure 4-10 Example of Materials and Tools Used for Training of Tightening Hexagon Bolts


137

Figure 4-11 Example of the Final Training Assignment

Figure①through⑧arethenumbersofeachkindofmaterialandtoolsshowninFigure4-10.

Figure 4-12 Example of Designing a Training Assignment

4�5�4 Training assignment typesSection“4.3InstructionMethodsCorrespondingtoTrainingItems”describedexamplesofinstructingknowledge,

skills,andattitudes.Thissectiongoesfurtherbyshowingtrainingassignmentexamplesindetail.Theexamplesoftrainingassignmentsdescribedbelowarethoseconsideredintrainingassignment②ofFigure4-12.

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Figure ① through ⑧ are the numbers of each kind of material and tools shown in Figure 4-10.


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Figure ① through ⑧ are the numbers of each kind of material and tools shown in Figure 4-10.



138

(1)Trainingassignmentsintendedtodevelopsensory-motorskillsSensory-motorskillsconsistmainlyofrecognitionofsituationsbysensoryorgansandsubtlephysicalmovement

whichcorrespondstowhatisrecognized.Afamiliarexampleoftheseskillsisbicycleriding.AsforVT,thehandleoperationofmachinetools,andoperationofhandtoolssuchashammersandmetalcuttingsawsareregardedassensory-motorskills.Thefigurebelow(Figure4-13)showsanexampleoftrainingassignmentintendedtodevelopsensory-motorskills.

Figure 4-13 Example of Training Assignments for Developing Sensory-Motor Skills

(2)TrainingassignmentsintendedtodevelopintellectualmanagementskillsIntellectualmanagementskillsconsistofabilitiesofjudgmentandplanning.Afamiliarexampleoftheseskillsis

examiningaroutewhengoingtoseveralshopsforshoppingbybicycle.(SimilarassignmentisshowninFigure4-14asanexampleofexaminationoftighteningorder.InVT,setupwork(preparation)andprogrammingforinformationprocessingarefallwithintheseskills.

Figure 4-14 Example of Training Assignments for Developing Intellectual Management Skills

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4.5.4 Training assignment types

Section “4.3 Instruction Methods Corresponding to Training Items” described examples of

instructing knowledge, skills, and attitudes. This section goes further by showing training

assignment examples in detail. The examples of training assignments described below are those considered in training assignment ② of Figure 4-12.

(1) Training assignments intended to develop sensory-motor skills

Sensory-motor skills consist mainly of recognition of situations by sensory organs and subtle

physical movement which corresponds to what is recognized. A familiar example of these skills is

bicycle riding. As for VT, the handle operation of machine tools, and operation of hand tools such as

hammers and metal cutting saws are regarded as sensory-motor skills. The figure below (Figure 4-

13) shows an example of training assignment intended to develop sensory-motor skills.

[Training assignment C: Proper tightening force] ◆This training assignment is for learning the feel of

the force level adjustment for tightening bolts by using

tightening tools. ◆Prepare indicating torque tools ⑦(D) to measure the

tightening force, and have the trainees measure the

tightening force applied to bolts by feel. ◆Have them practice with an open ended spanner ⑦

(A) until the bolt tightening force by feel remains within

±5% of the force specified.

Figure 4-13 Example of Training Assignments for Developing Sensory-Motor Skills

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(2) Training assignments intended to develop intellectual management skills

Intellectual management skills consist of abilities of judgment and planning. A familiar

example of these skills is examining a route when going to several shops for shopping by bicycle.

(Similar assignment is shown in Figure 4-14 as an example of examination of tightening order. In

VT, set up work (preparation) and programming for information processing are fall within these

skills.

[Training assignment D-2: Examination of tightening order] ◆This training assignment is for training the

examination of rational tightening order of bolts. ◆The upper diagram (1) shows a bad example where

bolts are tightened from the far right. In this case, bolts are tightened with the left edge of the steel plate ③

floating. ◆The lower diagram (2) shows an example of tightening

bolts diagonally to control plate floating and

deformation. ◆Other tightening orders can also be considered in this

training assignment. VT Instructor can also expect the

trainees to enhance their inquisitive spirit by making

presentations about the tightening order they

considered and their reasons.

Figure 4-14 Example of Training Assignments for Developing Intellectual Management Skills

(1)

(2)


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(3)Trainingassignmentsintendedtodevelopfineattitudes　Attitudesarebroadlydividedintogeneralattitudes,suchas“tobeabletosaygreetings”and“tobeabletoarrive

ontime”,andattitudesclosely-relatedtodutyperformance,suchas“tobeabletogiveaclearcueincollaborativeworkprojects”and“tobeabletoobservepredeterminedproceduresandrules”.Thelaterattitudes,whichareclosely-relatedtoperformanceduties,arethemaintargetfortrainingassignmentsforthispractice.Figure4-15showsanexampleoftrainingassignmentsintendedtodevelopfineattitudes.

Figure 4-15 Example of Training Assignments for Developing Fine Attitudes　　

(4)ElementaltrainingassignmentsandcomprehensivetrainingassignmentsAsdescribedinsection“3.6.1Trainingassignment”,trainingassignmentsarebroadlydividedintoelementaltraining

assignmentsandcomprehensivetrainingassignments.Elementaltrainingassignmentsarefrequentlyusedinthefirsthalfoftraining,whilemanycomprehensivetrainingassignmentsareusedinthesecondhalf.Eachoftheelementaltrainingassignmentsishardtobeestablishedasanactualduty,butitisnecessaryforacquiringelementalabilitiesthatserveasthefoundationofdutyperformance.Therefore,manyelementaltrainingassignmentstakeasimpleformwhichisnotseenintheactualworksite.Thefigurebelow(Figure4-16)showsanexampleofelementaltrainingassignments.

Figure 4-16 Example of Elemental Training Assignments　

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(3) Training assignments intended to develop fine attitudes

Attitudes are broadly divided into general attitudes, such as “to be able to say greetings” and

“to be able to arrive on time”, and attitudes closely-related to duty performance, such as “to be able

to give a clear cue in collaborative work projects” and “to be able to observe predetermined

procedures and rules”. The later attitudes, which are closely-related to performance duties, are the

main target for training assignments for this practice. Figure 4-15 shows an example of training

assignments intended to develop fine attitudes.

[Training assignment A-1: Selection of tightening direction] ◆This training assignment is to learn the attitude

to observe keeping rules. ◆Explain disaster cases caused due to the

tightening of bolts by pushing the tool toward the

obstacle. ◆③; Using the open ended spanner ⑦ (A) may

cause injury to the hand due to the obstacle wall when tightening bolts in the left side line bores ③.

◆Prepare the tool ⑦(C) necessary for the above

mentioned case in the tool room. Only those trainees who

took the trouble to get the tool and tighten the bolts to the

proper posture will pass this training.

Figure 4-15 Example of Training Assignments for Developing Fine Attitudes

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(4) Elemental training assignments and comprehensive training assignments

As described in section “3.6.1 Training assignment”, training assignments are broadly divided

into elemental training assignments and comprehensive training assignments. Elemental training

assignments are frequently used in the first half of training, while many comprehensive training

assignments are used in the second half. Each of the elemental training assignments is hard to be

established as an actual duty, but it is necessary for acquiring elemental abilities that serve as the

foundation of duty performance. Therefore, many elemental training assignments take a simple form

which is not seen in the actual work site. The figure below (Figure 4-16) shows an example of

elemental training assignments.

[Training assignment A-2: Selection of bolts] ◆This training assignment trains on how to select

bolts fitting to threaded bores. ◆There are inch bolts and metric bolts. Those bolts

having similar diameters can be inserted into the bore

to a certain degree. Tightening such bolts forcibly can

damage them. ◆Prepare more than 10- inch bolts and more than 10-

metric bolts, respectively.

Figure 4-16 Example of Elemental Training Assignments


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Comprehensivetrainingassignmentsareforbuildingthevocationalcapabilitiessetas thetrainingobjectivethatmatchasmuchaspossibletotherealityofworksite.Thesetrainingassignmentscanbeimplementedonlywhensomeelementaryabilitiesarecombined.Therefore,comprehensivetrainingassignmentstendtotakeformsthatareclosetodutiesassignedattheactualworksite.Figure4-17showsanexampleofcomprehensivetrainingassignments.ThisfigureexplainsthecontentshowninFigure4-11indetail.

Figure 4-17 Example of Comprehensive Training Assignments

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Comprehensive training assignments are for building the vocational capabilities set as the

training objective that match as much as possible to the reality of work site. These training

assignments can be implemented only when some elementary abilities are combined. Therefore,

comprehensive training assignments tend to take forms that are close to duties assigned at the

actual work site. Figure 4-17 shows an example of comprehensive training assignments. This figure

explains the content shown in Figure 4-11 in detail.

[Final assignment] ◆This training assignment comprehensively evaluates the proficiency level of each capabilities

from A through D extracted by job analysis as shown in Figure 4-12. ◆Due to the obstacle wall, the trainee needs to select proper tools depending on the tightening

location. Those trainees who tightened the bolts into the lined up threaded bores on the left edge

by the open ended spanner are rejected due to unsafe operation for pushing the open ended

spanner toward the obstacle. ◆Use of the adjustable wrench is not permitted as commented in a footnote *** of Figure 4-10.

Therefore, those trainees who use this tool are rejected. ◆Points are deducted when washers are not used

for tightening bolts into the aluminum plate. ◆There are nine threaded bores to be tightened;

have each trainee write their own tightening order

on a sheet of paper and submit it to the VT

instructor. ◆The threaded bores are in metric. Inch bolts are

actually mixed with metric bolts. Those trainees

who cannot select metric bolts from mixed bolts

correctly are rejected. ◆A quantitative evaluation on the trade skill

level will be possible by notifying trainees of the

time limit and proper tightening torque.

Figure 4-17 Example of Comprehensive Training Assignments

4.6EvaluationDesign

141

4�6 Evaluation Design

4�6�1 Importance of evaluation designNomatterhowgoodtrainingassignmentsarecompleted,itdoesnotmakeanysenseiftheVTinstructorscannot

evaluatetheassignmentsresultsproperly.Inordertoconductproperevaluations,theVTinstructorsneedtotakecareofthefourperformanceattributes,whicharedescribedinsection“3.5.3Fourperformanceattributesoftrainingevaluation(adequacy, objectivity, reliability, and economic efficiency)”, including balance between these attributes. Particularly,evaluation should conformwith the intention of each of the training assignments described in section “4.5.4Trainingassignmenttypes”,namelythedevelopmentof(1)sensory-motorskills,(2)intellectualmanagementskills,and(3)attitude.Failingtodosoreducestheadequacyofevaluation.Forthisreason,theVTinstructorsalsohavetodesignassignmentevaluationsasstrategicallyastrainingassignments.

4�6�2 Targets for assignment evaluationSection “3.5.6 Outline of evaluation methods (4) Practical skills test” described that there are four evaluation

targetswhenpracticalskillstestsandtrainingassignmentsareevaluated.Theyare③workingresult,④workingprocedure,①workingattitude,and②workingtime.Thetablebelow(Table4-11)showshoweachofthesetargetsisevaluated.

An important point indesigning evaluations is that all of these four evaluation targets are included.Evaluationfinenesscanofcoursevarydependingoneachevaluationtarget.ExcellentVTinstructorstailortheirevaluationstothedesignoftrainingassignmentsandvarythefinenessofevaluations.

Table 4-11 Targets for Assignment Evaluation

Evaluationtarget Evaluationcontents Example

Workingresults ・Qualityofresultssubmitted

・�Evaluationofdimensionsandprecisionofproductsmanufacturedbyusingalathe

・�Evaluationofprogramscreatedandtheiroperatingandexecutionspeed

・�Evaluationofdimensionsandprecisionoffurnituremadebywoodworking

・�Evaluationofoperationandbeautyofelectricalcircuitswithcomponentsinstalled

Workingprocedures

・�Isstandardprocedureusedforthiswork?

・Istheworkrationalandefficient?・Istheworkdonesafely?

・Lathemachiningprocedure・Programdesigningprocedure・Furnituremakingprocedure・Electricalcircuitdesigningprocedure

Workingattitude

・�Howtofacewithsafetyconsciousness,qualityenhancement,andworkefficiencyimprovement

・�Wasproperattentiongivensoasnottodamagetheproductduringlatheoperation?

・�Wasproperattentiongiventoavoidinjuriesbytoolsorchipsduringlatheoperation?

・�Istheworkplaceorganizedandcleanedtoenhanceworkability?

・Istheprogramdevelopedhighlyreadable?・�Doestheprogramcontaincommentsthathelptheprogram’sunderstandability?

・�Wasproperattentiongivensoasnottodamagetheproductduringwoodworking?

・�Wasproperattentiongiventoavoidinjuriesduringwoodworking?

・�Wasproperattentiongiventoavoidburninjuriesduringthesolderingwork?

・�Wasproperattentiongiventoavoidlosingcomponentswhenassemblingelectricalcircuits?

Worktime ・Hoursspentforcompletion・Wastheworkcompletedwithinthestandardworkinghours?・Workinghoursaremeasuredforeachworkingprocess・Howmanyproductscanbecreatedwithinaspecifiedtime?


142

4�6�3 Point allocation plan for training assignmentsTrainingassignmentshaveawidevarietyofevaluationtargets;therefore,VTinstructorsneedtodeterminepoint

allocationinadvance.Atthistime,ensuringconsistencywith“① jobanalysis”whichwasconsideredinsection“4.5.2Designprocessesfortrainingassignments”isimportant.

Forexample,“TrainingassignmentC:Propertighteningforce”insection“4.5.4Trainingassignmenttypes”isatrainingassignmentforthetraineestoacquire“abilityC”showninFigure4-9.Thefollowingitemsarethesubordinateobjectivesof“abilityC”.

●Capableofjudgingtheproperfitoftheboltandthethreadedbore　・Capableofjudgingtheforeignsubstanceonfeel　・Capableofadjustingtheconditionsoftheboltandthethreadedbore.●Capableofapplyingthespecifiedtorque　・Capableoftighteningboltswhilemeasuringthetorquebyusingtheindicatingtorquetool　・Capableoftighteningboltsbyusingtheturnofnuttighteningmethod(theanglemethod)　・Capableoftighteningboltsbyapproximatefeel

Inotherwords,theVTinstructorshavetodeterminepointallocationincludingtheaboveitemsasevaluationtargets.Forthepurposeofensuringconsistency,theaboveitemshavetohavehighpointvalues.

Withthatinmind,aroughpointallocationplanispreparedasseeninthetablebelow(Table4-12).Accordingtoeachevaluationtarget,thistableclarifiesthecorrespondingrelationshipbetweeneachevaluationtargetandsubordinateobjectives.Forthisreason,highpointvaluesareallocatedwhentherearecorrespondingsubordinateobjectives,otherwiselowpointvaluesareallocated.Bydoingso,consistencycanbeachievedinpointallocation.

Thepointallocationplandecidedinthistableshowsthehighestpointvaluesforevaluationofeachevaluationtarget.●Within±5%ofthespecifiedtighteningforce→30points●Within±8%ofthespecifiedtighteningforce→15points●Within±10%ofthespecifiedtighteningforce→5points●Greaterthan±10%ofthespecifiedtighteningforce→0pointsAllocatingpointsasshowninexampleabove,eachtargetcanbeevaluatedonastepbystepbasisorevaluatedwith

multiplecheckitems.As for “working attitude”, inmany cases, thepoint-deduction system is adopted for evaluation.This table also

adoptsthepoint-deductionsystem,whilethehighestdeduction-pointisshownonpointallocationcolumn.Thissystemalsoevaluateseachevaluationtargetonstepbystepbasis.Forexample,4pointsaredeductedeverytimeonescratchisfoundonaboltorthebaseblock(maximumof20pointsarededucted).

4.6EvaluationDesign

143

Table 4-12 Point Allocation Plan

Evaluationtarget Correspondingsubordinateobjective Pointallocation

Workingresult

Within±5%ofthespecifiedtighteningforce. Capableoftighteningboltsbyapproximatefeel. 30

Boltsusedarefittingtothethreadedbore.

Capableofadjustingtheconditionoftheboltandthe threaded bore.Capableofjudgingtheforeignsubstancebyfeel.

20

Workingprocedures

Capableofmeasuringthetighteningforcebyusingtheindicatingtorquetool.

Capableoftighteningboltswhilemeasuringthetorquebyusingtheindicatingtorquetool. 20

Tighteningtoolsareusedbycorrectprocedures.

Capableoftighteningboltsbyusingtheturnofnuttighteningmethod(theanglemethod).Capableoftighteningboltsbyapproximatefeel.

20

Workingattitude

Boltsorthebaseblockarescratched. (-20)

Toolsormaterialsaredropped. (-10)

Boltsaredamaged. (-30)

Workingtime

Allworkwascompletedwithinthespecifiedworkingtime. 10

4�6�4 Highly-objective markingTrainingassignmentsarefrequentlymarkedbytheVTinstructorsontheirownsubjectivejudgmentswhileevaluating

theachievementsandobservingthetrainees’behavior.However,themorethemarkingstandardvariesdependingoneachVTinstructor,thelowertheevaluationobjectivitybecomes.Therefore,necessaryeffortsshouldbemadeinordertoenhanceobjectivity.Toachievethis,themarkingstandardneedstobedefinedbasedonthemarkingmethodshownbythetablebelow(Table4-13),whilerecordingallmarkingresultsonaspecifiedrecordsheet.

Table 4-13 Marking Method

Evaluationtarget Markingmethod

Workingresults Markaftermeasuringtheachievementcompletedafterwork.

Workingprocedures Observethebehaviorofthetraineesworkingontrainingassignments.Recordtheresultsonarecordingpapersuchaschecksheetandmarktheirevaluation.Workingattitude

Workingtime Keepthetimespentforwork,orsetdeadlinesandrecordtheamountofovertimewhenitispastthedeadline.


144

4�7 Implementation of Lessons

4�7�1 Motivation of traineesWhenatrainingcourseisestablished,theVTinstructorssetthetrainingobjectivesandtheattainmentobjectives

for their trainingcourse.Therefore, theVTinstructorsareabletobeconsciousof therelationshipbetweenthetrainingobjectivesandtheattainmentobjectives.Similarly,theVTinstructorsareabletobeconsciousoftherelationshipbetweenworkandtheattainmentobjectives.However,itisdifficultforthetraineestoconnectthetrainingobjectives,theattainmentobjectives,andworktogether.

Forthisreason,theVTinstructorsarerequiredtomotivatethetraineeswhenopportunitiesariseduringthetrainingcourse.Motivationmeansmorethanmerelyencouragingthetraineestoarousetheirfeelingsofenthusiasm.Rather,itplaysaroleinconnectingthetrainingobjectives,theattainmentobjectives,andthework.

Inparticular,motivationwhichisconductedatthebeginningofthetrainingcourseissignificantlyimportant.Atthispoint,thetraineesdon’tknowaboutthejobtradewhichisassociatedwiththeirtraining.Therefore,theVTinstructorsneedtoexplaininaneasy-to-understandwaywhatkindofworkthetraineescandobyacquiringthecontentofthetraining.Moreover,theVTinstructorneedstoexplainastowhatkindofproblemswillbothertraineeswiththeirwork,ifthetraineesfailtoacquirethecontentofthetraining.Additionally,excellentVTinstructorsalsotellthetraineesaboutwhatkindsofconnectionandtherelationshipthatcouldexistbetweentheattainmentobjectivesofthepresenttrainingcourseandthoseofothertrainingcourses.

Inotherwords,themotivationstageconductedatthebeginningofthetrainingcoursedoesnotfinishinacoupleofminutes.TheVTinstructorshavetopreserveenoughtimeforthedesigningoftheinstructionplanandgivelectureswhichallthetraineeswillbeconvinced.

Toachievethis,theVTinstructorsstarttheirpreparationinthestageoflessondesign.TheVTinstructorsdocarefulresearchonjobtradesthatarecloselyrelatedtothetraining,clarifyingrelationshipbetweenthetrainingobjectives,theattainmentobjectives,andthework,whilemakinganefforttobecapableofdescribingthisrelationshipintheirownwords.

Atthistime,theVTinstructorsassumewhatknowledgethetraineesactuallyhavebeforehand,andtheyhavetokeeptheirdescriptivelectureswithinthescopeofthetrainees’knowledge.Therefore,asneeded,theVTinstructorspreparenecessaryfigures,videomaterials,orothercomplementalmaterialsthatsupplementdeficientknowledgeofthetrainees.Iftheknowledgestatusofthetraineesisunclear,theVTinstructorsmakeeveryefforttounderstandbyaskingthepreviousVTinstructorwhotrainedthetraineesbefore,orbyobservingtheprevioustrainingsession.Itisalsoagoodideatocheckthecareerofthetrainees.Themoretheassumptionforbackgroundofthetraineesbecomeaccurate,themoretheycansucceedinmotivatingthetrainees.

Furthermore,atargetanalysischartisusefulwhentheVTinstructorstrytotellthetraineeswhatkindofrelationshipandassociationactuallyexistbetweentheattainmentobjectivesofthistrainingandthoseofothertrainingcourses.Thischartindicatesthatthetraineescanreachhigherobjectiveswhentheyhaveachievedallsubordinateobjectives.Inotherwords,thischartclarifiesthelevelofattainmentobjectiveswhichthetraineeswillnotbeabletoreachinthefutureunlesstheyachievedthepresentattainmentobjectivesinthecurrenttrainingcourse.

Actually,motivation is not conducted only at the beginning of the training course.TheVT instructors conductmotivation at everymilestone for each training item.However, thismotivation does not takemuch time like the oneconductedatthebeginningofthetrainingcourse.Inthismotivationsession,theVTinstructorspeaksaboutthefollowingpointsinashorttime.

●Topics that make the trainees remind the motivation stage conducted at the beginning of the trainingcourse

●Connectionbetweentheprevioustrainingitemandthesucceedingtrainingitem●PositionofthecurrenttrainingtopicforthetrainingobjectivesandtheattainmentobjectivesThe VT instructors might explain about the points other than the above-mentioned things. This motivation is

conductedinorderforthetraineestokeepmemoryoftherelationshipbetweenthetrainingcontentandwork,andalsotoengageintrainingwithfutureprospects.

Whetherornotitwasconductedatthebeginningorateachmilestoneduringthetrainingcourse,theresultofitssuccessor failurewillbe reflectedon theattitudeof the trainees.Propermotivation thatmoves the traineescan reallyenhancethetrainingeffects.Therefore,thisactivityshouldnotbeneglected.

4.7ImplementationofLessons

145

4�7�2 Easy-to-understand speech for traineesTheVTinstructorsmustobservethefollowingpointsontheirspeechduringthetrainingcourse.Thesearethebasic

ofbasics.●Speakataproperspeedsothatthetraineescaneasilycatchup.●Speakwithpropervolumesothatallthetraineescanlisten.●Avoidusingnon-relatedorunnecessaryexclamationmarksorsounds,suchas“um...”orharrumphing.●Avoidachalktalk.Speakfacingthetraineesafterfinishingdrawingorwritingontheboard.Thissectionalsointroduceshowyoushouldspeakinordertogiveevenmoreeasy-to-understandexplanationsto

thetrainees.Firstofall,theVTinstructorsmustavoidspeakingone-sidedlyiftheywanttogiveaneasy-to-understandexplanation

tothetrainees.TheVTinstructorshavetocheckthereactionsofthetraineesfromtimetotimeduringtheirexplanation.Thiscanbedonebyobservingthetraineesandtheirreactions.TheVTinstructorsobservewhetherthetraineesare

noddingtothemduringtheirtalk.Additionally,theVTinstructorscouldalsoaskquestionsoccasionallyinordertoconfirmwhether the traineescanunderstandwhat isexplained. If theVTinstructors’speech isclearandunderstandable,manytraineesarenoddingorlisteningcarefullywhilelookingatVTinstructor.

Iftherearemanytraineeswhoarenotnoddingorwhoaretiltingtheirheads,itmeansthatVTinstructorspeaksinawaywhichisdifficulttounderstandforthetrainees.

Ifthisisthecase,thecauseslistedbelowcouldbeconsidered.●TheVTinstructorisusingtechnicaltermthatisunfamiliartothetrainees.●ThetraineescannotimaginethescenesandsituationsbroughtoutbytheVTinstructorduetolackofexperience.●Thetraineesdonotunderstandthebackgroundorcircumstancesasthepremise.●TheorderofthetopicsmentionedbytheVTinstructorisnotinchronologicalorder.Removingabovecausesleadtheinstructorstoapracticalspeechwhichiseasy-to-understandforthetrainees.AnattempttoconfirmtheknowledgelevelofthetraineesinadvancecanhelptheVTinstructorsunderstandwhether

thetraineesknowsomeparticulartechnicaltermorwhethertheyhaveexperiencedparticularsituationsorcircumstances.Section“4.7.1Motivationoftrainees”describeshowtheVTinstructorscanconfirmtheknowledgelevelofthetrainees.

Thebackgroundandconditionsaspremiseforanexplanationarefrequentlyregardedasamatterofcausefortheinstructors.Therefore,VTinstructorstendtoomitgivingthetraineesnecessaryexplanationsaboutsuchinformation.TheseniorVTinstructorsaremorefrequentlytendtoomitgivingnecessaryexplanations.Cautionshouldbeexercised.Forthisreason,basicexplanationsshouldbeconsciouslyincorporatedintothemaintopicofthelesson.

Chronologicalinconsistencyinwhichtheyspeakcouldcauseconfusiontothetrainees.Therefore,theVTinstructorneedstoavoidspeakinginanoff-the-cuffway.Rather,theyhavetospeakwhilebeingconsciousofthechronologicalorderbyreferringtotheoperationprocedure.

Asanexampleofthemotivation,thesectionbelowshowsabadexampleandagoodexampleregardingthewayofspeaking.Here,itisassumedthatthetraineesbelongtothetrainingcoursetoacquireInternettechnology.Howeverthetraineesdonothaveanybasicknowledgeoftheinternetsincethetrainingcoursehasjuststarted.

Thenextexampleshowsaspeechwherethebackgroundandexplanationofthesituationareomittedandisdifficulttounderstandfor the traineesdue tobeingoutsideandbeyond thescopeof theirknowledgeorunderstanding.Shadedportionsarethosesignificantlyoutsideandbeyondthescopeofthetrainees’knowledge.

[Exampleofdifficult-to-understandspeech]TheInternetisconnectedbyTCP/IP,anditisveryimportanttoknowthisfact.Forexample,youhaveexperienced

networktroubleduetocongestion,haven’tyou?Thismightbeduetoproblemsexistingintheseparationofsegments. Byusingknowledgelearnedthroughthislesson,let(sbuildacomfortableInternetenvironment.


146

Ifthoseindividualshaverelatedexpertiseandexperience,theabovespeechiseasytounderstand.TheVTinstructorsunintentionallyspeakinthewaydescribedabovebecausetheyhaveexpertiseandtheseexperience.

The following example is also about completely the same topic as above.However,words and expressions arechangedbasedonconsiderationofthescopeoftrainees’knowledge.Furthermore,thebackgroundandconditionswheretheexplanationareomittedinthepreviousexamplearealsoexplained.Shadedportionsarethosewithwordschangedandexplanationsadded.

[Exampleofeasy-to-understandspeech]Itisveryimportanttoknowthattheinternetisconnectedwithunifiedtechnologicalspecificationandprotocolscalled

TCP/IPsoastousevariouselectronicdevicesallovertheworld.Forexample,youmayhaveexperiencedsometroublewithanetwork,whereitbecomesquiteslowandheavy.Ifthisoccursfrequently,theremightbeproblemsthatoriginatewiththenetworkdesign. LearningTCP/IPenablesyoutounderstandhowsuchanetworkshouldbedesigned.Byusingknowledgelearnedthroughthislesson,let’sbuildacomfortableInternetenvironment.

As shown in these examples, theVT instructor have a tendency to unintentionally use technical termwhich isunfamiliar to the trainees or fail to explain the necessary background or conditions.Therefore, theVT instructor firstneeds tounderstand towhatextent theycanomitexplanationandcommentsonspecializedknowledge to the trainees.Additionally, theytrytoreplacedifficult technical termandterminologywithotherplainwordsandexpressions,whileaddingnecessaryexplanationsabout thebackgroundandconditions. Ifsuchreplacementoradditionofexplanations isdifficult,theVTinstructorsshouldpreparesomesupplementalmaterialsincludingdiagramsorvideomaterial.

Itshouldbenotedthatwhencreatinglessonplans,VTinstructorscanpreventincorporatingdifficult-to-understandspeech.Todothis,VTinstructorshavetoprepare,create,andelaborateonalessonplaningreatdetail.Inotherwords,theinstructorshavetoconsidertrainees’knowledgescopeandlessonprocedurewhichdoesnotconfusethetraineesduringcreatinglessonplan.

Notonlyabovedifficult-to-understandspeech,buttheVTinstructorssometimemaketraineesconfuse.Whateverthecasemaybe,theVTinstructorsmustreadthereactionsofthetraineeswhethertheyunderstandornot.Ifnot,theVTinstructorsneedtotracethecausesofwhythetraineesappearnottounderstandandtheyhavetoimproveonwhattheyfindout.

4.8ResponsetoDifficultiesofTrainees

147

4.8 Response to Difficulties of Trainees

Asdescribed in“(3)Response tovariousconditionsof trainees”ofsection“2.3.3Management itemsconceringrationality and efficiency toward objective of training”, theVT instructors are responsible for offering support for thetraineesunderconditionsthatcouldcausethetraineesdifficultyinsittingforatraining.Supportisofferedthroughpersonalinterviews conductedwith individual trainees.Through personal interviews, theVT instructors advise each individualtraineeonhowtheycancopewithdifficulty.

Inmanycases,VTtargetstheunemployedespecially,whosebaseforlivingareunstableandfragile.Therefore,sometraineesneedtostoptrainingduetoeconomicreasons.TheVTinstructorsgivesomeadviceafterperceivingwhatmeasuresorassistancecanbemadeinordertosupportthebaseforlivingofthetraineesduringthetrainingperiod.

Due to unstable base for living, themental health of the traineesmight deteriorate. If this is the case, theVTinstructorneedstonoticechangesinthetraineesasearlyaspossible,andgivethemadvicetoreceivespecialcounselingservicesfromspecialistsormedicalinstitutions.

Additionally,itcouldresultinhuman-relationproblemsorconflictsbetweenthetrainees.Whenthiskindofsituationarises,theVTinstructorsneedtointerviewbothpartiesinordertosolvetheproblem.

ThekeytosuccessinrespondingtothedifficultiesofthetraineestocontinuesittingforthetrainingsisthatVTinstructorsdetectsuchsignsasearlyaspossible.Insomecases,whenthetraineecomestotheVTinstructorforconsultation,therelevantproblemhasalreadybecometooserioustosolve.Therefore,theVTinstructorsmustfindoutandrespondtosuchproblemswhiletheyarestillquitesmall.

Tofindoutsuchproblems,beingobservantofallthetraineesisanessentialthingtodo.Mainly,theVTinstructorsneedtobeobservantregardingthefollowingpoints.

●Changesinconditionsoftakingtraining,attendance,latearrival,andleavingearly●Changesingrades●Changesintrainingmotivation●Changesindressandgrooming●Changesinhumanrelationshipsamongthetrainees●Job-huntingconditions

Therearesomanyreasonsoftrainee’sproblems.Ifacertaintrainee’sconditionsdeteriorate,suchasattendance,latearrival,leavingearly,grades,trainingmotivation,orgrooming,andifthesecausesseemtobenotrelatedtothetraining,theremightbe trouble inhis/herhome.Ifa trainee’schanges inattitudesarerelated tohumanrelationshipsamongthetrainees,forexample,thetraineeappearstobeisolatedorothertraineesignorethetrainee,troublemightarise.Ifatrainee’sjob-huntingactivitiesseemtobeinactive,his/hermentalhealthcoulddeteriorate.

ObservationcanenabletheVTinstructorstodetectsuchchangesearly,sothattheycanmakenecessarypreventativemeasuresandsolvethetrainee’sproblem.

Now,thereisonemoreimportantmatterabouttheresponsetoadifficultsituationofthetraineestoattendatrainingcourse.Itistomakeasystematiceffort.Inmanycases,problemscannotbesolvedbyonlyasingleVTinstructor.

For example, observation for early detection will be difficult in a systemwhere theVT instructors take turnsaccordingtothetrainingsubject.Thisisbecauseinformationregardingattendance,latearrival,andleavingearlyduringthetrainingperiodisseparatelymanagedbyeachindividualVTinstructorinchargeofthetrainingsubject.Therefore,asystematiceffort shouldbemade inorder to share such information inahorizontalmanner.Additionally,coordinationbetweencounselorsandstaffmembersshouldberequiredtorespondtomentalhealthdeteriorationofthetrainees.

Therefore,thisresponsetodifficultsituationofthetraineestoattendatrainingcoursecannotbedonebyasingleVTinstructoralone.AllrelatedstaffmembersandVTinstructorsmustcooperatetogethertomakethenecessaryresponsestosuchsituations.Aquicksolutionforaproblemoftraineeswillbecomepossiblebymakingsystematicandorganizationalefforts.

149

POSTSCRIPT

Vocational Training InstructorsManual forASEANDevelopment Committee (here in after reffered as “GAINDevelopmentCommittee”)introducedvocationaltraininginstructordutiesmainlyonvocationaltrainingcoursemanagementofJapanform2013forthreeyears.TheVTisdemandedtocontributetotheabilitydevelopmentoftheworker,andhowweimplementVTcourseeffectivelyandefficientlymustbeconsidered.Therefore,thetraininginstitutionandinstructorarerequiredtoimprovetrainingcoursesbythePDCAcyclemanagement.

BythistimeofGAIN,Iwouldliketoaskthatthequalityofthetrainingcourseisastepforward.Finally,inordertocontributetoabilitydevelopmentofworkersinyourcountry,Istatetheskilllevelforinstructor

anddoitwithmypostscript. YoichiKimura (ChairofGAINDevelopmentCommittee)

SkillLevelUnderpinningTrainingAbility

First,VTinstructorstraintheirtraineestofeeltheenjoymentofmanufacturing.Manufacturingisoriginallyfun,amusing,andfascinating.

Therefore,theinstructorsarerequiredthattheythemselveshavealreadyexperiencedtheenjoymentofmanufacturing.Thehumancannotteachwhattheydonotknow,ofcourse.Instructorscannevertrainorexplaintotraineesaboutthethingsbeyondwhattheyknowaboutorexperienced.

Additionally,we often hear that capable skilledworkers at small andmedium-sized enterprises (SME) are notgoodattrainingyoungerworkersassuccessors.WecanconsiderthistobetheweakpointofOJTimplementedatSMEswhichexposesthefactthattheworkstandardsheetshavenotbeencreatedandtheseniorshavenotlearnedthetrainingmethods.ThisshouldbeoneoftheissuesunderlyinghumanresourcedevelopmentatSMEs.AtVTinstitutions,papersforacquiringvarioustradeskillsandtechniquesincludingtextbooksforpracticeandworkstandardssheetsareprepared,whiletrainingcoursesareimplemented.TheVTinstructors,wholearntrainingmethodsandpsychologyoftrainees,prepareforworkshopsandnecessaryequipmentpriortobeginningtheirclasses.Moreover,theystarttheirclassesonlyafterelaboratingideasoflessonplan.Theyareprofessionals,sothatthesethingsarenaturalprocessesforthemtotake.Itisalsoaroyalroadoftrainingtechniquetoleadthetraineestowardtraininggoalssetwhilepresentingeasychallengesfirstfollowedbysophisticatedchallengesaccordingtotheacquisitionprocessoftrainees.

The belowfigure is an example of introduction stage for soldering trainingwhere trainees check the result ofsolderingbythemselves.Atthefirsttime,traineesaretrainedbasicsolderingskill,andtraineescreateacubebysoldering12electricalwirestogether.Thenacubeisleftitinthestoreroomfor3months.After3months,theresultsareconfirmed.Whilethese12electricalwiresappeartobecompletelysolderedinitially,buttheyoftenresultinlooseninginpiecesafter3months.Throughthis trainingmethod, thetraineescanexperiencetheshockthat theirsolderingskillswere inadequate anddefective although the soldering appeared to begood atfirst.After thisexperience,full-fledgedsolderinginstructionsarestarted.Sincethetraineeshavealreadyhadabitterexperience,theyfeelthattheinstructionsgivenarereallystraightforwardandtheybecome

seriousaboutacquiringsteadysolderingskillssothattheywillnotrepeatpreviousmistakes.Thisprocessisjustexampleandforlongtimetraining.It’snotnecessarytostartwithfailure,therearesomanywaystoinitializelesson.Howdoesinstructormotivatetraineeistheimportantfactor.Themethodisdependingoninstructor’sexperience.

Inmanufacturingtraining,theinstructorsarerequiredthattheyhaveacquiredahighskilllevelandtechniqueinadditiontotheacquisitionofpedagogicaltechniques.Therecertainlyexistthetextbooksforsoldering,whiletheclassesareconductedaccordingtowhatsuchtextbooksexplain,andatanyratetraineescancometothepointofbeingabletosoldercertainobjects.However,theresultsoftheirlearningareclearlyrevealedafter3months.Asthiscaseshows,trueacquisitionofskillsisverydifficultforthem.Althoughthetraineesappeartodeveloptheirskillbyfollowingwhatthetextbookexplain,defectscanactuallybefoundfromplacetoplace.

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The below figure is an example of introduction stage for soldering training where trainees

check the result of soldering by themselves. At the first time, trainees

are trained basic soldering skill, and trainees create a cube by soldering

12 electrical wires together. Then a cube is left it in the store room for

3 months. After 3 months, the results are confirmed. While these 12

electrical wires appear to be completely soldered initially, but they often

result in loosening in pieces after 3 months. Through this training

method, the trainees can experience the shock that their soldering

skills were inadequate and defective although the soldering appeared to be good at first. After this

experience, full-fledged soldering instructions are started. Since the trainees have already had a

bitter experience, they feel that the instructions given are really straightforward and they become

serious about acquiring steady soldering skills so that they will not repeat previous mistakes. This

process is just example and for long time training. It’s not necessary to start with failure, there are

so many ways to initialize lesson. How does instructor motivate trainee is the important factor. The

method is depending on instructor’s experience.

In manufacturing training, the instructors are required that they have acquired a high skill

level and technique in addition to the acquisition of pedagogical techniques. There certainly exist

the textbooks for soldering, while the classes are conducted according to what such textbooks explain,

and at any rate trainees can come to the point of being able to solder certain objects. However, the

results of their learning are clearly revealed after 3 months. As this case shows, true acquisition of

skills is very difficult for them. Although the trainees appear to develop their skill by following what

the textbook explain, defects can actually be found from place to place.

The same thing can be said of the instructors. Even though instructors attempt to implement

training just after practicing the related skills a couple of times by following what the textbook

explains, it is impossible to evaluate the acquisition level of each

trainee. What is even worse, instructors cannot give the trainees any

opportunities for them to realize anything. Instructor cannot point out

the defects made by the trainees, and also cannot find out the reasons

why trainees made such mistakes. This is because such mistakes could

be caused due to reasons which vary depending on each individual trainee, such as physical

capabilities or their attitude toward work.

Therefore, we have to consider that the instructors are able to implement training only after

instructors themselves have acquired the related skills in order to reach a certain level of confidence.

Instructors would have to realize how the skills can be acquired by repeatedly making similar

mistakes through challenging. Skills and techniques can be acquired only by making serious efforts

to acquire those skills, techniques, intuitions, and knack that are not described in working standards

150

The same thing can be said of the instructors.Even though instructors attempt to implement training just afterpracticingtherelatedskillsacoupleoftimesbyfollowingwhatthetextbookexplains,itisimpossibletoevaluatetheacquisitionlevelofeachtrainee.Whatisevenworse,instructorscannotgive the traineesanyopportunities for themto realizeanything. Instructorcannotpointoutthedefectsmadebythetrainees,andalsocannotfindoutthereasonswhytraineesmadesuchmistakes.Thisisbecausesuchmistakescouldbecausedduetoreasonswhichvary depending on each individual trainee, such as physical capabilities or their attitudetowardwork.

Therefore,wehavetoconsiderthattheinstructorsareabletoimplementtrainingonlyafterinstructorsthemselveshaveacquiredtherelatedskillsinordertoreachacertainlevelofconfidence.Instructorswouldhavetorealizehowtheskillscanbeacquiredbyrepeatedlymakingsimilarmistakesthroughchallenging.Skillsandtechniquescanbeacquiredonlybymakingseriouseffortstoacquirethoseskills,techniques,intuitions,andknackthatarenotdescribedinworkingstandardssheetsortextbooks.Theinstructorscanbecapableofrealizingthemistakesandfindingoutthereasonsandcauseswhy the trainees cannot complete certain skills, only after taking the above-mentionedacquisitionprocess themselves.Theinstructorsarecapableofgivingjusttherighttipwhileobservinghowthetraineesdotheirwork,onlybecausetheythemselveshavegonethroughthisacquisitionprocess.

Solderingskillsrequirevariousabilities,suchashowtoheatelectricalwiresandjointmaterials,howtohandlethesolderingiron,thesolderconditionoftheelectricalwiretip,andtheamountofsolder.Theyalsodependonthesolderingconditionsofdifferentmaterials,theirqualities,orthenumberofelectricalwirestobeconnected(oneortwo),asshownontheleft.

Whilethetraineesarechallengedbytheassignments,theycanhaveconfidencebycompletingeachassignmentandexperience the enjoyment of soldering. VT offersopportunities for the trainees to realize the enjoyment ofmanufacturingandlearnhowtogetclosetotheessenceofmanufacturing based on the process of acquiring skillsthrough trial and error. It is impossible to stimulate thetrainees’ motivation and to realize the enjoyment andessence ofwork bymerely completing textbook quickly.The example of 12 wires cube is also designed by suchinstructors’experience.

TheVTinstructorsarerequirednotonlytohaveahigh levelofpedagogicalability,butalso tohavehighly-qualified.Because,instructors’highlyskillsgivestraineeschallengespiritsandthefunofmanufacturing.

Even those instructors with expertise other thanthe electronics field must be capable of understandingthemeaningand significanceof the solderingassignmentphotosshownabove.Theyarerequiredtodevelopinsight

onhowtheassignmentcanbeandareactuallyappliedtotheirownareasofexpertise.Thisgroupofassignmentscouldbealetterofchallengefortheirtraineestounderstandtheenjoymentofmanufacturingandwork.

Whentraininghasbeencompleted,eachtraineefindsemploymentwhereacertainamountofworkassignmentsaregiven to themtocarryoutwithin thatcompany.Theycarryout theirdutiesbasedon theenjoymentofchallengingassignmentsandusewhattheyhavelearnedaboutmanufacturingduringtheirtraining.Themainjoboftheinstructorsistohavethetraineesunderstandthegreatnessofworkinginmanufacturing.Iftheinstructorsdonotrealizetheenjoymentofmanufacturing,theycannevertrainthetraineeshowwonderfulmanufacturingis.Iftheinstructorsdonotawareofthewonderfulimpressionofmanufacturing,theycannevertellthetraineesaboutthisimpression.Aboveall,theinstructorsarerequiredtoacquirehigh-levelskillsandtechniquesthoroughlybythemselves.

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The below figure is an example of introduction stage for soldering training where trainees

check the result of soldering by themselves. At the first time, trainees

are trained basic soldering skill, and trainees create a cube by soldering

12 electrical wires together. Then a cube is left it in the store room for

3 months. After 3 months, the results are confirmed. While these 12

electrical wires appear to be completely soldered initially, but they often

result in loosening in pieces after 3 months. Through this training

method, the trainees can experience the shock that their soldering

skills were inadequate and defective although the soldering appeared to be good at first. After this

experience, full-fledged soldering instructions are started. Since the trainees have already had a

bitter experience, they feel that the instructions given are really straightforward and they become

serious about acquiring steady soldering skills so that they will not repeat previous mistakes. This

process is just example and for long time training. It’s not necessary to start with failure, there are

so many ways to initialize lesson. How does instructor motivate trainee is the important factor. The

method is depending on instructor’s experience.

In manufacturing training, the instructors are required that they have acquired a high skill

level and technique in addition to the acquisition of pedagogical techniques. There certainly exist

the textbooks for soldering, while the classes are conducted according to what such textbooks explain,

and at any rate trainees can come to the point of being able to solder certain objects. However, the

results of their learning are clearly revealed after 3 months. As this case shows, true acquisition of

skills is very difficult for them. Although the trainees appear to develop their skill by following what

the textbook explain, defects can actually be found from place to place.

The same thing can be said of the instructors. Even though instructors attempt to implement

training just after practicing the related skills a couple of times by following what the textbook

explains, it is impossible to evaluate the acquisition level of each

trainee. What is even worse, instructors cannot give the trainees any

opportunities for them to realize anything. Instructor cannot point out

the defects made by the trainees, and also cannot find out the reasons

why trainees made such mistakes. This is because such mistakes could

be caused due to reasons which vary depending on each individual trainee, such as physical

capabilities or their attitude toward work.

Therefore, we have to consider that the instructors are able to implement training only after

instructors themselves have acquired the related skills in order to reach a certain level of confidence.

Instructors would have to realize how the skills can be acquired by repeatedly making similar

mistakes through challenging. Skills and techniques can be acquired only by making serious efforts

to acquire those skills, techniques, intuitions, and knack that are not described in working standards

- 207 -

sheets or textbooks. The instructors can be capable of realizing the mistakes and finding out the

reasons and causes why the trainees cannot complete certain skills, only after taking the above-

mentioned acquisition process themselves. The instructors are capable of giving just the right tip

while observing how the trainees do their work, only because they themselves have gone through

this acquisition process.

Soldering skills require various abilities, such as how to heat electrical wires and joint

materials, how to handle the soldering iron, the solder condition of the electrical wire tip, and the

amount of solder. They also depend on the soldering conditions of different materials, their qualities,

or the number of electrical wires to be connected (one or two), as shown on the left.

While the trainees are

challenged by the assignments, they

can have confidence by completing

each assignment and experience the

enjoyment of soldering. VT offers

opportunities for the trainees to

realize the enjoyment of

manufacturing and learn how to get

close to the essence of manufacturing

based on the process of acquiring skills

through trial and error. It is impossible

to stimulate the trainees’ motivation

and to realize the enjoyment and

essence of work by merely completing

textbook quickly. The example of 12 wires cube is also designed by such instructors’ experience.

The VT instructors are required not only to have a high level of pedagogical ability, but also to

have highly-qualified. Because, instructors’ highly skills gives trainees challenge spirits and the fun

of manufacturing.

Even those instructors with expertise other than the electronics field must be capable of

understanding the meaning and significance of the soldering assignment photos shown above. They

are required to develop insight on how the assignment can be and are actually applied to their own

areas of expertise. This group of assignments could be a letter of challenge for their trainees to

understand the enjoyment of manufacturing and work.

When training has been completed, each trainee finds employment where a certain amount of

Soldering assignments: Provided by Mr. Kakisu,

Director of Japan Employability Support

Orgnization

151

APPENDIX

Vocational Training Instructors Manual for ASEANGAIN

(Guide for ASEAN Instructors)

Appendix(Revision 1�0)

1AnalysisofVTInstructor’sOperationsandDutiesandHumanResourcesDevelopment

153

APPENDIX

1 Analysis of VT Instructor’s Operations and Duties and Human Resources Development(Prepared based on the “Human Resources Development System 2009” by JEED, introduction of outline)

TheHumanResourcesDevelopmentSystem2009isasystemtoallowtheabilitiesofVTinstructorswhoarelimitedinnumber tobefullyutilized.Thishumanresourcesdevelopmentsystemwasstarted inFY2009,with thepurposesofmaintainingandimprovingthecredibilityofthecapacitybuildingbytheJEEDandthequalityoftrainingandcontributingtothedevelopmentofvocationalskills,focusingonhumanresourcesdevelopment.

ThesystemaimstodeveloptheabilitiesofVTinstructors,mainlyfocusingonOJT,byclearlystatingtheidealimageofVTinstructorsandtheiroperations.

1�1 PurposeWhen theHumanResources Development System 2009was established, its purposewas set as: “establish an

environmentwhereinpeoplecanworkwithmotivationforachievingtheobjectivesoftheorganization,byrespectingtheworkingstyleofeachVTinstructorwhilecapitalizingontheirindividualstrengthsandpromotetheinstructors’operationsandtheircapacitybuildingaccordingtoindividualobjectivessetbyconsideringtheskillsandaptitudeoftheindividualinstructors”.

1�2 Roles of the organization and the ideal image of VT instructorsThecharacteristicofthissystemisthatitfacilitatesthesettingofhumanresourcesdevelopmentobjectivesbyclearly

showingtherolesoftheorganizationandtheidealimageofVTinstructors.

(1)TherolesthattheJEEDshouldplayThemajorrolesoftheJEEDare:(i)securingthesafetynetforemployment,(ii)securinganddevelopinghuman

resourcesforsmall-andmedium-sizedenterprises,(iii)developmentofworkers’careers,and(iv)promotingthedevelopmentanddiffusionoftechniquesfortrainingmethodsandcapacitybuilding.

(2)IdealimageofVTinstructorsInordertoservetheroleoftheJEEDsecurely,theskillsexpectedforVTinstructorsisclarifiedasfollows,andtheir

skillbuildingisimplemented.①�TheVTinstructorunderstandsthemissionandroleofinstructorsandhasgoodsenseandbroadknowledge.②�Theinstructorhasexpertknowledge,skillsandtechniques.Inaddition,he/sheisfamiliarwiththesituationoftheactualproductionsiteandcandescribethejob.

③�The instructor has the ability to detect and solveproblems, and cangive technical advice to job seekers andworkersinthefieldsofskillsandtechniques.

④�Theinstructorcanutilizetrainingmethodstopassonskillsandteachtechnologies.⑤�Theinstructorcangiveconsultationandsupportrelatedtovocationalcareerdevelopmentaccordingtotheabilityandaptitudeofthejobseekerortheworker.

⑥�Theinstructorhasformedanattitudeasaworkerintheindustry,aneducatorandaconsultant.⑦�Theinstructorhaspassion,confidenceandhumility(he/shecanwintrustandberespectedasanauthority).

1�3 Setting the human resources development objectivesObjectives(objectivesforoperationandskillsdevelopment)shouldbesetbyeachVTinstructor.However,such

objectivesshouldbeconsistentwiththedirectionoftheorganization’sobjectives,otherwisetheinstructorswillnotfeelasenseoffulfillmentevenuponaccomplishingthoseobjectives.Therefore,inthissystem,theworkingstyleofVTinstructorsexpectedbytheorganizationandtheirnecessaryabilitiesareclarifiedsothattheyareabletosetcleargoals.

APPENDIX

154

Table 5-1-1 Duties of VT Instructors (some of the ideas of the duties)

Department Duties Content

Training management

Formulation of the training plan

Planning of VT courses Planning management Promotion of training plan

AssistingtheformulationoftheannualplanDevelopmentofVTcoursesFormulationofcurriculums

PlanningtheannualplanBudgetplanningVT course process management

Evaluationandimprovementoftheannualplan

Preparation of equipment

Preparation of equipment Management of equipment Promotion of the preparation of equipment

CreationofequipmentledgerCreationoftoolsledgerCreationofmaterialsledgerMaintenanceofequipmentandtools

EquipmentpreparationplanningEquipmentmaintenanceplanning

Evaluationandimprovementofequipmentpreparation

Preparation of facility & equipment

Preparation of facility & equipment

Management of facility & equipment

Promotion of the management of facility & equipment

CreationofpropertyledgerFormulationoffacility&equipmentledger

Facility&equipmentpreparationplanning

Evaluationandimprovementofpreparation

Preparation of training raw materials

Preparation of training materials

Management of training materials

Creationoftrainingmaterials(textsandteachingaids)IntellectualpropertiesandcopyrightCollectionofinformationfortrainingmaterials

Storingandmanagement

Management of trainees

Selection of those admitted Management of the selection of trainees

Promotion of selection management

CreationofselectionandevaluationtableExamsandinterviews

Admissiondecision EvaluationandimprovementofselectionmethodCoordinationwith“HelloWork”

Career formulation support

Career support management

Individualinstruction(respectforhumanrights)GroupinstructionsPlacementsupport

FindingoftheplaceofemploymentConsultationandinstructionsonemployment

Follow-up of trainees Follow-up management Promotion of trainee assistance

Statussurveyontheemploymentsituationoftrainees

ProvidingconsultationContinuoussupport

Evaluationandimprovementoffollow-up

Training management

Holding events Management of events

Enrollmentceremony,orientation,commencementceremony

Evaluationandimprovementofevents

Safety and health Safety and health management


155

InstructionsonsafetyandhealthCreationofsafetymanuals

EvaluationandimprovementofsafetyandhealthmanagementinstructionsEnvironmentalpreservationmanagement

Training implementation Training management Promotion of training management

PreparationfortrainingimplementationTrainingimplementationEvaluationoftrainingimplementation

EvaluationandimprovementofinstructionmethodEvaluationandimprovementoftrainingmaterials

EvaluationandimprovementofPDCA

Development support management

Technical support Technical support Technical support management

Promotion of technical support

CollectionandprovisionoftechnicalinformationCollectionandprovisionofinformationontrainingmaterials

Planningandadjustmentofcontractedresearch

Researchontechnicaltrends

Support for employers

Support for associations and companies

Management of support for associations and companies

SupportforskillbuildingSupportforemploymentmanagement

Supportplanningandmanagement

Collection of information on companies

Visits to associations and companies

Management of visits to associations and companies

Surveyontheactualsituationofskillbuildingcompanies

Managementofsurveyontheactualsituation

Survey on company information

Management of information collection

CreationofsurveysheetCompanysurvey

UnderstandingthesituationofregionalindustryInformationcollectionandanalysis

Institution administration and management

Public relations and recruiting

Public relations and recruiting

Management of public relations and recruiting

Promotion of public relations and recruiting

CreationofpublicrelationsdraftPublicrelationsactivityUnderstandingtheapplicationfortraineesandstudents

SelectionoftheplacetopostpublicrelationsinformationPublicrelationsplanningAnalysisandevaluationofapplication

Evaluationandimprovementofpublicrelations

Operation of systems and divisions

Operation of systems Management of systems operation

Promotion of systems operation

PreparationforholdingconferencesCreationofmaterialsandminutes

OperationofsystemsconferencesPDCAcyclepromotion

Evaluationandimprovementofoperation

APPENDIX

156

Operation of committees

Holding committees Management of committees operation

Promotion of committees operation

CopingwithvariouseventsforthoseoutsidetheorganizationPreparationforcommittees

FacilitationofcommitteesProgressmanagement

Evaluationandimprovementofoperation

Human resources development

Human resources development

Development of new VT instructors

Development of young VT instructors

Development of mid-level VT instructors

AdviceandinstructiononareasofexpertiseAcquisitionofexpertiseTrainingmanagementsupportInstitutionadministrationandmanagementsupport

PlanningtheinstructionAcquisitionofexpertisePerformanceinstruction

ManagementofinstructionplanAcquisitionofexpertisePerformanceinstruction

1�4 Development stagesInordertopromotethehumanresourcesdevelopmentthroughtheprocessofoperation(OJT),allVTinstructorsare

positionedinfourdevelopmentstages(newcomer,mid-level,quasi-veteran,andveteran),andoperationsanddevelopmentassignments are set for each stage.At the same time, a system of ranks (such as seniorVT instructors and chiefVTinstructors)issetforsupportingproblemsolvingforeachinstructor,withtheexpectationofproactiveeffortsasateam.Thus,thesystemprovidesanoccasionforindividualVTinstructorstoworkbycapitalizingontheirstrengths.

(1)Newcomergroup(around25yearsold)Instructors of this group are expected to acquire accomplishments as aVT instructor, and to have an ability to

implementandmanageaVTinstitution.

(2)Mid-levelgroup(around32yearsold)VTinstructorsofthisgroupareexpectedtobeabletoimplementandmanageaVTinstitutionwhileaccumulating

variousexperiencesandalsoprovideOJTtojuniorfellowVTinstructors.

(3)Quasi-veterangroup(around40yearsold)VTinstructorsofthisgroupplayacentralroleinpromotingtheimplementationandmanagementofaVTinstitution

andprovideOJTtojuniorfellowVTinstructors.

(4)Veterangroup(around52yearsold)Instructorsofthisgroupareinchargeofmanagementandthedevelopmentofjuniorfellowinstructorsregardingthe

traininginstruction/implementationandtrainingmanagement.

1�5 Recommendations on the VT instructors development program in developing countriesItisknownfrompastexperienceofVTsupportthatVTinstructor’soperationsarenotalwaysclear.EveninJapan,

VTinstructor’soperationsbecameclearonlyin2009,whentheHumanResourcesDevelopmentSystem2009started.Ittook51yearsfromtheenactmentoftheVocationalTrainingAct(VTAct)in1958.AlthoughVTmeasureshavechangedandtheoperationsprovidedbyVTinstructorsalsowentthroughtransitionduringthisperiod,theywerewrittenclearlyforthefirsttimein2009,andtheoperationswerevisualized.

The basic idea is to aim for skill building by clarifying the skill building policy forVT instructors to promotetheiroperationswithpride,basedonthepurposeoftheestablishmentofVTorganization.Whatisimportanthereisthevisualizationofoperationsandskilldevelopment.

ItisconsideredthatsuchvisualizationandthesettingofskilldevelopmentobjectivesshouldbeeffectiveasskillbuildingmeasuresforVTinstructorsindevelopingcountries.However,VTinstructor’soperationsdifferbythesituationofeachcountryandVTinstitution,anditshouldnotbesufficienttosimplyimportthedivisionofoperationsinJapanasitis.Itshouldbenewlycreatedbyconsideringthestateofaffairsinthecountry,budget,allocatedstaffandsoon.Atthesame


157

time,themereclarificationoftheoperationsmayonlyresultinevaluation,andnotinactualhumanresourcesdevelopment.Asystemfullyconsideringhumanresourcesshouldbeestablished.

APPENDIX

158

2 Skill Map2�1 Outline of skill map

Human resourcesdevelopment in companies shouldbe implemented according to theplan.Theplan shouldbeinlinewithone’severydayoperationandshouldhaveasystematicandphasedcurriculum.Thefirststepthatshouldbetakenistoclarifythetasksineverydayoperation(operationsanalysis),andtocreatemapthatsystematicallysummarizessuchduties(skillmap).Bycreatingaskillmap,issuescanbesharedwithintheorganizationandtheproblemsofhumanresourcesdevelopmentthatcanbeclarified.

Theskillmaphasatree-likestructure(Figure5-2-1).It isalsodividedintothreelayers,namely“organizationalstructure”,“operation”and“actualwork”.

Inthefirstlayer,theorganizationalstructure,theentireoperationfunctionofthecompanyisdividedroughlyinto“departments”accordingtotypesandsystems.Undereachdepartmentcomes“duties”,whicharedividedbytheoperationfunctions.

Inthesecondlayer,operation,furthersegmentationisimplementedinto“tasks”,whicharetheminimumunitsofoperationfunctionthatcanbeallocatedseparatelytoeachduty.Eachtaskisfurtherdividedinto“works”,whichistheindivisibleunitoftheseriesofrelatedactionsconductedbyasingleworker.

Inthethirdlayer,eachworkisdividedinto“skillsandtechniques”,whichrepresentsthespecificactionsforworkimplementation.Allskillsandtechniquesarefurtherdividedinto“knowledge”onjudgmentstandardsandonpointsofimprovement.

Figure 5-2-1 Example of Point of View for Skill Map(Source:ExcerptfromthelistofskillmapoftheVocationTrainingStationSupportSystem(TETRAS)byJEED:http://www.

tetras.uitec.jeed.or.jp/ShougaiTaikei/)


Inaddition,theskillmapsetslevelsegmentationfortasks.Thesettingstandardsareasfollows:Level1:WorktonurturethefoundationofcorporateprofitLevel2:WorktogeneratecorporateprofitLevel3:WorktoleadthecorporateprofitLevel4:Worktocreatecorporateprofit

2�2 Formats of skill mapThereare1to4formatsofskillmap.Format1showstheentirepicturefromabird’s-eyeview.

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2 Skill Map

2.1 Outline of skill map

Human resources development in companies should be implemented according to the plan. The

plan should be in line with one’s everyday operation and should have a systematic and phased

curriculum. The first step that should be taken is to clarify the tasks in everyday operation

(operations analysis), and to create map that systematically summarizes such duties (skill map). By

creating a skill map, issues can be shared within the organization and the problems of human

resources development that can be clarified.

The skill map has a tree-like structure (Figure 5-2-1). It is also divided into three layers,

namely “organizational structure”, “operation” and “actual work”.

In the first layer, the organizational structure, the entire operation function of the company is

divided roughly into “departments” according to types and systems. Under each department comes

“duties”, which are divided by the operation functions.

In the second layer, operation, further segmentation is implemented into “tasks”, which are the

minimum units of operation function that can be allocated separately to each duty. Each task is

further divided into “works”, which is the indivisible unit of the series of related actions conducted

by a single worker.

In the third layer, each work is divided into “skills and techniques”, which represents the

specific actions for work implementation. All skills and techniques are further divided into

“knowledge” on judgment standards and on points of improvement.

Figure 5-2-1 Point of View for Skill Map (example) (Source: Excerpt from the list of skill map of the Vocation Training Station Support System (TETRAS) by JEED:

http://www.tetras.uitec.jeed.or.jp/ShougaiTaikei/)

(Note: The origin of quotations may change the contents and their expression without notification, now or in the future.)

Task A

Organizational structure Operation Actual work

Department A

Department B

Job 2

Job 1

Job 3

Job 5

Job 4

Knowledge 1

Skills and techniques B

work 1

work 2

work 3

Task Bwork 4

work 5

Skills and techniques A

Knowledge 2 Knowledge 3

Knowledge 6


Skill and techniques C


2SkillMap

159

Figure 5-2-2 Format of Skill Map (excerpt)(Source:ExcerptfromthelistofskillmapoftheVocationTrainingStationSupportSystem(TETRAS)byJEED:http://www.

tetras.uitec.jeed.or.jp/ShougaiTaikei/)


Format2showsthe“work”inasystematicandphasedmanner.

Figure 5-2-3 Format 2 of Skill Map (excerpt)(Source:ExcerptfromthelistofskillmapoftheVocationTrainingStationSupportSystem(TETRAS)byJEED:http://www.tetras.uitec.jeed.or.jp/ShougaiTaikei/)


- 216 -

In addition, the skill map sets level segmentation for tasks. The setting standards are as

follows:

Level 1: Work to nurture the foundation of corporate profit

Level 2: Work to generate corporate profit

Level 3: Work to lead the corporate profit

Level 4: Work to create corporate profit

2.2 Formats of skill map

There are 1 to 4 formats of skill map.

Format 1 shows the entire picture from a bird’s-eye view.

Flow of human resources development

Figure 5-2-2 Format of Skill Map (excerpt) (Source: Excerpt from the list of skill map of the Vocation Training Station Support System (TETRAS) by JEED:



Lifelong human resources development system

Type of industry: Metal cutting machine tool manufacturing Format 1

Utilization segmentation

Standardization

Sharing

Putting into practice

Setting goals

Details of duties in each sector are surveyed

Creation of vocational ability system

Survey on human resources development needs

Needs based on management policy and corporate strategy, needs based on economic and industrial trends, needs based on the self-evaluation of vocational ability, etc.

Setting and confirming the human resources development goals

Creation of vocational ability system

Implementation of training ・OJT ・Off-JT ・Self- development (SD)

Improvement of vocational accomplishment ability Improvement of employment ability

[Marketing] Business meeting

Marketing activities Marketing management

Trading business

Marketing plan Trade management

[Marketing strategy] Marketing strategy Survey/planning Client screening

[Technology marketing] Technology marketing

[Maintenance service] Customer contact Machinery/electric maintenance Information system service Detailed examination after maintenance Upgrading service

[Materials procurement] Ordering Procurement management

[Process control] Cost control Production plan Inventory and logistics management

Production regulation Intellectual property management

Technology information strategy

[Facilities management] Machinery maintenance

Work of facilities management

Promotion of facilities management

[Quality assurance] Measurement andinspection

Quality control Quality improvement Promotion and control of ISO9001

[Tools management] Tools management

[Marketing] is “job”

Other than [Marketing] are “tasks”

Classification Level

Maintenance service

Calculation/management

Department

Marketing

L1 L2 L3 L4

- 217 -

Format 2 shows the “work” in a systematic and phased manner.

Department L1 L2 L3 L4 Marketing Marketing Marketing activities

Business meeting

Marketing management

Trading business

Marketing plan

Trade plan

Marketing

strategy

Marketing strategy

Survey/planning

Clients screening

Technology

marketing

Technology marketing

Maintenance

service

Maintenance

service

Customer contact

Machinery/electric maintenance

Information system

Detailed examination after maintenance

Upgrading service

Figure 5-2-3 Format 2 of Skill Map (excerpt) (Source: Excerpt from the list of skill map of the Vocation Training Station Support System (TETRAS) by JEED:



Format 3 shows the relationship between the “task” and “work” under it.

Department L1 L2 L3 L4

Manufacturing Turning

processing

Lathe processing

Outside diameter processing

Groove processing

Knurling

Inside diameter processing

Screw processing

NC lathe processing

Programming (NC lathe processing)

Setup

Processing




Work

Type of industry: Metal cutting machine tool manufacturing

Format 2 Skill map by “job”


Work by “jobs” Format 3

Job Level

Task

Work

Job Level

APPENDIX

160

Format3showstherelationshipbetweenthe“task”and“work”underit.

Figure 5-2-4 Format 3 of Skill Map (excerpt)

(Source:ExcerptfromthelistofskillmapoftheVocationTrainingStationSupportSystem(TETRAS)byJEED:http://www.tetras.uitec.jeed.or.jp/ShougaiTaikei/)(Note:Theoriginofquotationsmaychangethecontentsandtheirexpressionwithoutnotification,noworinthefuture.)

Format4showsthe“skillsandtechniques”necessaryforthe“work”andtherequired“knowledge”.

Figure 5-2-5 Format 4 of Skill Map (excerpt)

(Source:ExcerptfromthelistofskillmapoftheVocationTrainingStationSupportSystem(TETRAS)byJEED:http://www.tetras.uitec.jeed.or.jp/ShougaiTaikei/)(Note:Theoriginofquotationsmaychangethecontentsandtheirexpressionwithoutnotification,noworthefuture.)

2�3 Skill map modelEvenifadepartmentinchargeofhumanresourcesdevelopmentineachcompanywantstocreateaskillmap,it

maybedifficultifdailyoperationsareexcessive,becausetheprocesstakesalotofworkandtime.JEEDdevelopsandpublishesastandardskillmapmodelforeachjobcategory,fromtheperspectiveofensuringtheconvenienceofusers.AsofJune2013,93industries(approximately2,700duties),primarilyaccordingtothesmallclassificationbytheJapanStandardIndustryClassificationaredeveloped.

- 217 -

Format 2 shows the “work” in a systematic and phased manner.

Department L1 L2 L3 L4 Marketing Marketing Marketing activities

Business meeting

Marketing management

Trading business

Marketing plan

Trade plan

Marketing

strategy

Marketing strategy

Survey/planning

Clients screening

Technology

marketing

Technology marketing

Maintenance

service

Maintenance

service

Customer contact

Machinery/electric maintenance

Information system

Detailed examination after maintenance

Upgrading service




Format 3 shows the relationship between the “task” and “work” under it.

Department L1 L2 L3 L4

Manufacturing Turning

processing

Lathe processing

Outside diameter processing

Groove processing

Knurling

Inside diameter processing

Screw processing

NC lathe processing

Programming (NC lathe processing)

Setup

Processing




Work


Format 2 Skill map by “job”


Work by “jobs” Format 3

Job Level

Task

Work

Job Level

- 218 -

Format 4 shows the “skills and techniques” necessary for the “work” and the required

“knowledge”.

Job Turning processing Level L1

Task Lathe processing

Work Details of works 1 Outside diameter processing

1 Be capable of setting outside diameter processing conditions

Know how to read a machinaery drawing

Know about the machinability of each material

Know about the three elements of cutting condition

2 Be capable of selecting adequate cutting tools

Know about the names and functions of the parts of cutting tools

Know about the materials of cutting tools

Know about coating



(Note: The origin of quotations may change the contents and their expression without notification, now or the future.)

2.3 Skill map model

Even if a department in charge of human resources development in each company wants to

create a skill map, it may be difficult if daily operations are excessive, because the process takes a

lot of work and time. JEED develops and publishes a standard skill map model for each job category,

from the perspective of ensuring the convenience of users. As of June 2013, 93 industries

(approximately 2,700 duties), primarily according to the small classification by the Japan Standard

Industry Classification are developed.

Table 5-2-1 93 Industries of Skill Map Model Published by JEED Large classification Medium classification Implemented industriesA Agriculture,

forestry Agriculture (3) Rice cropping, cropping of

grain other than rice (4) Vegetable cropping (open

culture) (5) Vegetable cropping (facilities

culture) (6) Dairy farming (7) Forestry

D Construction business

Comprehensive construction (1) Civil engineering work(2) Landscaping work


Details of “work” by “job” Format 4

Skills/Technique

Knowledge

2SkillMap

161

Table 5-2-1 93 Industries of Skill Map Model Published by JEED

Largeclassification Mediumclassification Implementedindustries

A Agriculture,forestry Agriculture (1)Ricecropping,croppingofgrainotherthanrice

(2)Vegetablecropping(openculture)(3)Vegetablecropping(facilitiesculture)(4)Dairyfarming(5)Forestry

D Constructionbusiness Comprehensiveconstruction (1)Civilengineeringwork(2)Landscapingwork(3)Constructionwork

Constructionbyoccupation (1)Carpenters’work(2)Scaffoldingwork(3)Steel-framework(4)Reinforcementplacingwork(5)Plasteringwork(6)Sheet-metalandmetalwork(7)Painters’work(8)Floorandinteriorwork

Facilitiesconstruction (1)Electricwork(2)Telecommunicationswork(3)Airconditioningandventilation

facilitieswork(4)Watersupply/plumbingandsanitary

work

E Manufacturing Foodmanufacturing (1)Breadmanufacturing(2)Ready-to-eatfoodmanufacturing(3)Meat-processedfoodmanufacturing

Textileindustry (1)Outergarmentandshirtmanufacturing(excludingJapanesestyle)

Furnitureandfixturemanufacturing (1)Woodfurnituremanufacturing

Pulp,paper,paperprocessedproductsmanufacturing

(1)Papercontainersmanufacturing

Printingandrelatedbusiness (1)Printing(2)Bookbinding

Plasticproductsmanufacturing (1)Industrialplasticsproductsmanufacturing

Ceramicsandearthandrockproductsmanufacturing

(1)Glasscontainersmanufacturing

Ironandsteelbusiness (1)Pigironandcastmetalmanufacturing(2)Forgedproductmanufacturing

Metalproductsmanufacturing (1)Machineryblademanufacturing(2)Construction-metalproduct

manufacturing(3)Metal-pressproductmanufacturing(4)Metalheat-treatingbusiness

Nonferrousmetalmanufacturing (1)Nonferrousmetalforging([forging,die-cast]manufacturing)

Conventionalmachineryandtoolmanufacturing

(1)Logisticsandtransportationfacilitiesmanufacturing

Manufacturingofmachineryandtoolsforproduction

(1)Constructionmachineryandminingmachinerymanufacturing

(2)Metalworkingmachinerymanufacturing(3)Machineryandtoolmanufacturing(4)Manufacturingofmoldsforplastic

injectionandmolding(5)Manufacturingofdiesformetalpress

APPENDIX

162


Professional-usemachineryandtoolmanufacturing

(1)Measurementinstrumentsmanufacturing

(2)Manufacturingoflensesandprismsforopticalmachinery

Electroniccomponents,devices,electroniccircuitsmanufacturing

(1)Integratedcircuitmanufacturing(2)Electroniccircuitboardmanufacturing(3)Electroniccircuitmountingboard

manufacturing

Electricmachineryandtoolsmanufacturing (1)Consumerelectricmachineryandtoolmanufacturing

Informationandcommunicationselectronicsequipmentmanufacturing

(1)Informationandcommunicationselectronicsequipmentmanufacturing(relatedtoembedding)

(2)Manufacturingofinformationandcommunicationselectronicsequipmentmachineryandtoolsandrelatedmachineryandtools

Transportationequipmentandtoolmanufacturing

(1)Automotivepartandaccessorymanufacturing

G Informationandcommunications

Informationservicebusiness (1)Informationservicebusiness

H Transportation,postalservice

Roadpassengertransportation (1)Transportationofreservedgeneralpassengercars(includingthetransportationofshare-ridegeneralpassengercars)

Roadfreighttransportation (1)Transportationofgeneralfreightcars

I Wholesale,retailing Wholesaleofvariouscommodities (1)Wholesaletradeofvariouscommodities

Wholesaleoftextileandapparel (1)Wholesaleofapparel

Wholesaleoffoodandbeverages (1)Wholesaleoffoodandbeverages(2)Wholesaleofalcoholicbeverages

Wholesaleofarchitecturalmaterials,minerals,metalstocksandothers

(1)Wholesaleofarchitecturalmaterials,minerals,metalstocksandothers

Wholesaleofmachineryandtools (1)Wholesaleofmachineryandtool

Other types of wholesale trade (1)Othertypesofwholesaletrade

Retailingofvariouscommodities (1)Departmentstore,Hypermarket(2)Othertypesofvariouscommodities

retailing

Retailingoftextile,apparelandpersonalbelongings

(1)Retailingofwomen’sapparel(franchise)(2)Retailingofwomen’sapparel(non-

franchise)

Retailingoffoodandbeverage (1)Retailingofmeals

Retailingofmachineryandtools (1)Automotiveretailing(2)Retailingofelectricmachineryandtools

Othertypesofretailtrade (1)Homeimprovementretailer

L Academicresearch,expertiseandtechnicalservice

Expertiseservice (1)LaborandSocialSecurityAttorneyoffice

Technicalservice (1)Architecturaldesigning(2)Surveying(3)Othercivilengineeringandconstruction

services(4)Non-destructivetestingservice(5)Othertechnicalservices

2SkillMap

163


M Accommodations,eatinganddrinkingservices

Accommodations (1)Inn(2)Hotel

Eatinganddrinkingplaces (1)Specializedrestaurant(Japanesecuisine)

N Dailylivingservices,entertainment

Laundry,barber,beautysalon,bathhouse (1)Generallaundry

Otherdailylivingservices (1)Travelagency(2)Funeralbusiness

Entertainment (1)Bowlingalleys(2)Workoutgyms

O Education,learningsupport

Schooleducation (1)Specializedtrainingcolleges,schoolsforspecializededucation

P Medicalhealthcare,welfare

Socialinsurance,socialwelfare,nursingcareservice

(1)Home-visitnursingcareservice(2)Fee-basedhomesfortheelderly

R Services Wastetreatmentbusiness (1)Industrialwastetreatmentbusiness

Repairingofmachinery,etc.(excludingthosestatedseparately)

(1)Furniturerepairing

Employmentreferralservice,workerdispatchservice

(1)Employmentreferralservice(2)Workerdispatchservice

Otherservicebusinesses (1)Buildingmaintenancebusiness(2)Securityservice

(Source:ExcerptfromthelistofskillmapoftheVocationTrainingStationSupportSystem(TETRAS)byJEED:http://www.tetras.uitec.jeed.or.jp/ShougaiTaikei/)


APPENDIX

164

3 Vocational Ability Evaluation Standards

TheVocationalAbilityEvaluationStandardsgivenherearetheofficialevaluationstandardsforvocationalabilitythatformthecenterof“theVocationalAbilityEvaluationSystem”inJapan.Basedonthejobanalysisinawidevarietyofindustriesandjobcategories,includingcross-categoricalclericalwork,manufacturing,constructionandservicebusinesses,thestandardscover52industries,267jobcategories,616dutiesandapproximately6,700abilityunits(asoftheendofMay,2014).

Here,anexplanationisgivenbytakingtheexampleof“screwmanufacturingindustry–screwmanufacturingjobcategory”fromthemanufacturingindustry.

3�1 Characteristics of the Vocational Ability Evaluation Standards ● Inadditiontotheknowledgeandskill/technologythatshouldbeheldinordertoimplementworkeffectivelyandefficiently,thestandardsalsospecifytheactionthatwillresultinachievements.

● Thecontentoftheworkissegmentedandsummarizedinacertainunitcalled“AbilityUnit”.Bycombiningtheseabilityunits,itbecomespossibletocopewiththecompositionofdutiesineachcompanyandawidevarietyofdutiesforindividualworkers.

● Thestandardsaresetbyselectingjobcategoriesanddutiesfromtheperspectiveofimprovingthecompetitivenessofthebusinessworldandhumanresourcesdevelopmentandconsideringthehumanresourcesneedsinthebusinessworld.

● Thestandardscanbeutilizednotonlyforevaluatingvocationalabilitybutalsoasaguidelineforcareerdevelopmentandcapacitybuilding.

3�2 Composition of the Vocational Ability Evaluation Standards ● Thecontentofworkissegmentedas:“JobCategory”→“Duty”→“Activity”.Thevocationalabilityrequiredforeachactivityisspecifiedandisstreamlinedasan“AbilityUnit”.

● Abilityunitiscomprisedof“CommonAbilityUnit”and“SelectedAbilityUnit”. ● Abilityunitisfurthersegmentedintoseveralitemscalled“AbilityDetails”,andthe“StandardsforJobPerformance”and“RequiredKnowledge”arespecified.

Figure 5-3-1 Composition of the Vocational Ability Evaluation Standards

- 223 -

Figure 5-3-1 Composition of the Vocational Ability Evaluation Standards

3.3 Classification according to the roles and assignments

Focusing on the roles expected from the company, the staff including the newcomer, person

responsible of certain work, and those at the level of division head and sector head are categorized

roughly into four levels, from Level 1 (L1) to Level 4 (L4).

Table 5-3-1 Classification of Manufacturing Industry (Screw Manufacturing Industry)

Level Engineering Manufacturing

Level 4

(L4)

Level of capacity necessary for assuming the leadership of an organization as a person in charge of a large organization, by setting organizational objectives and making extensive and comprehensive judgments and decisions.

Level of capacity necessary to set production plan and organizational objectives and to assume the leadership of the entire organization to achieve them as a person in charge of a large manufacturing line.

Level 3

(L3)

- Management Level of capacity necessary for creating an operational plan and implementing management operation of a mid- to small-sized organization, as a person who is responsible for such organization, based on management policy. - Specialists Level of capacity necessary for generating corporate profit through technical development or solution in the area in charge with high-level expertise.

- Management Level of capacity necessary for managing and supervising the work site as a person in charge of a mid- to small-sized manufacturing line. - Specialists Level of capacity necessary for contributing in adding high value to products by implementing precise work and solving problems with high-level skills.

Job Category Duty

Duty

Selected Ability Unit

Ability Details

Required Knowledge

Entire Composition (Format 1)

List of Ability Units by Job Categories (Format 2)

Vocational Ability Evaluation Standards by Ability Unit (Format 3)

Standards for Job Performance

Common Ability Unit

Selected Ability Unit

Ability Details

Ability Details



Common Ability Unit

3VocationalAbilityEvaluationStandards

165

3.3 Classification according to the roles and assignmentsFocusingontherolesexpectedfromthecompany,thestaffincludingthenewcomer,personresponsibleofcertain

work,andthoseatthelevelofdivisionheadandsectorheadarecategorizedroughlyintofourlevels,fromLevel1(L1)toLevel4(L4).

Table 5-3-1 Classification of Manufacturing Industry (screw manufacturing industry)

Level Engineering Manufacturing

Level 4 (L4)

Levelofcapacitynecessaryforassumingtheleadershipofanorganizationasapersoninchargeofalargeorganization,bysettingorganizationalobjectivesandmakingextensiveandcomprehensivejudgmentsanddecisions.

Levelofcapacitynecessarytosetproductionplanandorganizationalobjectivesandtoassumetheleadershipoftheentireorganizationtoachievethemasapersoninchargeofalargemanufacturingline.

Level 3(L3)

-Management Levelofcapacitynecessaryforcreatinganoperationalplanandimplementingmanagementoperationofamid-tosmall-sizedorganization,asapersonwhoisresponsibleforsuchorganization,basedonmanagementpolicy. -Specialists Levelofcapacitynecessaryforgeneratingcorporateprofitthroughtechnicaldevelopmentorsolutionintheareainchargewithhigh-levelexpertise.

-ManagementLevelofcapacitynecessaryformanagingandsupervisingtheworksiteasapersoninchargeofamid-tosmall-sizedmanufacturingline. -Specialists Levelofcapacitynecessaryforcontributinginaddinghighvaluetoproductsbyimplementingpreciseworkandsolvingproblemswithhigh-levelskills.

Level 2(L2)

Levelofcapacitynecessaryforimplementingoperationasoneofthemainmembersofagrouporateam,whileutilizingone’sinventivenessandmakingautonomousjudgment,improvementsandsuggestions.

Level 1(L1)

Levelofcapacitynecessaryforsecurelyimplementingformulaicoperationasapersonincharge,basedontheinstructionsandadvicefromone’ssupervisors.

3�4 List of Ability Units by Job Category ● The“ListofAbilityUnitsbyJobCategory”isgiveninordertocopewiththecompositionofdutiesineachcompanyandthedifferenceofdutiesforindividualworkerswiththecombinationof“AbilityUnits”.

● The“CommonAbilityUnits”setthevocationalabilityessentialforimplementingwork,regardlessofthespecificcontentofthedutiesofindividualworkers.

● The“SelectedAbilityUnits”setthevocationalabilitythatdiffersaccordingtothedutiesbytheindividualworker.Amongthem,oneormoreabilityunitsareselectedaccordingtothecontentofthedutiesofindividualworker.

● Bycombiningthe“CommonAbilityUnits”and“SelectedAbilityUnits”,vocationalabilityevaluationstandardsappropriateforthecontentofthedutiesofindividualworkerscanbemade.

[Example of job category related to manufacturing industry, “screw manufacturing”]

JobCategory Screwmanufacturing

JobDescription

Manufacturingofscrewsinthescrewmanufacturingindustry.Itiscategorizedintothreejobcategories,namelyflatting/former,rolling/tapping,andsecondaryprocessingcutting.

APPENDIX

166

Table 5-3-2 Common Ability Units

NameofAbilityUnit Level 1 Level 2Level 3 Level 4

Duty Specialist Manager

Commontoallduties

Complyingwithsafety,healthandotherrules 47C014L11 47C015L22 47C016L34

Problemsolvingthroughimprovementactivities

47C017L11 47C018L22 47C019L34

Implementationofoperationthroughcollaborationwithconcernedpersonnel

47C020L11 47C021L22 47C022L34

Improvementandinheritanceofskills 47C023L33 －

Manufacturingmanagement 47C024L44

3�5 Vocational Ability Evaluation Standards by Ability Unit ● “VocationalAbilityEvaluationStandards byAbilityUnit” are comprisedof several “AbilityDetails”.They arebasicallysetinlinewiththeplan-do-seeworkcycle.

● The“StandardsforJobPerformance”aresetforeachabilitydetail. ● The“StandardsforJobPerformance”includecompetencyinadditiontoskillsandtechnology.Theyarelistedassometypicalexamplesofjobbehaviorthatcanworkascriteriaforevaluation.

● The“RequiredKnowledge”islisteditemsthatshouldbeunderstoodasapremiseforjobperformance.

3VocationalAbilityEvaluationStandards

167

Table 5-3-3 Example of Unit No� 47S044L22

- 226 -

Table 5-3-3 Example of Unit No. 47S044L22

Specialist

○

○

○

○

○

○

○

○

○

○

○

○

○

○

●Required Knowledge1. Rolling process in general 4.・ Types and characteristics of rolling process ・

2. Materials・ Types, property and use of metal materials ・

・ Types of defects of metal materials 5.・ Material Testing ・

3. Rolling method ・

・ 6.

7.・・

・ 8.・・

9.・

Level 1 Level 2Level 3

Level 4Manager

Unit No. 47S044L22

Selected AbilityUnit

Ability Unit Rolling

Outline Ability to implement the rolling and casting of screw part

Ability Details Standards for Job Performance

(1) Rolling workplanning

In order to prevent reproduction in cases where there is waste due to excessive production or alack of production, the quantity of production, scheduled time and quantity of materials used(weight or numbers).The performance, specification and handling method of a mold for rolling, rolling processer andother facilities used are confirmed.A mold for rolling is prepared and attached appropriately to rolling processer.The mold is checked for galling, rough surface, or cracks before it is attached, and testprocessing is implemented.Instructions on rolling work are given to colleagues and junior staff.

(2) Rolling workimplementation

Conditions of rolling machinery and ancillary machinery are set according to the use of theproduct.High-precision rolling work is implemented whilst adjusting the parameters for the mold inorder to ensure the correct dimensions of the processed product.Blanks are set adequately in mold.Even small anomalies in rolling machinery and ancillary machinery are not overlooked, andmeasures are taken to prevent malfunctioning and trouble.Rolling machinery, ancillary machinery and molds are inspected after finishing the work.The efficiency of processing work is improved by organizing, streamlining, cleaning, sanitizingand ensuring discipline on the work site of the rolling work.

(3) Work evaluation

Adjustment and maintenance of molds used for rolling machinery and ancillary machinery areimplemented correctly and promptly.Early breakage, galling, defects in the dimensions and surface of products are closely checked,and any uncertainties are confirmed with the supervisor.Any defective products and facility trouble are confirmed with the situation and cause andreported to one's supervisor, and adequate measures are taken.

Machine OilUse of lubricant oil, hydraulic actuation oil, greaseand processing oil agentDegradation, replacement, disposalMethod of processing with machineryTypes and use of machine toolsHand-finishing and other processing method

Types, structure and use of rolling machinery andancillary machinery

Graphic method and material symbols set by JIS

Electricity

Detailed knowledge on safety and sanitary

Electricity terms and how to use electric machineryand tools

Rolling method Relevant laws and regulationsRelevant laws related to Basic Environment ActSafety and Sanitary

Types and use of jigs and tools used for rolling process

Cause of defects caused in rolling processed products andprevention method

Comm

onD

evelopment,

technologyQ

uality AssuranceProduction

managem

entScrew

manufacturi ng

InspectionPacking, storage,

shipment

Maintenance

Heat treatm

entSurface treatm

entM

old building

168

Vocational Training Instructors Manual for ASEAN Development Committee

<Authors>Chair: YoichiKimura TechnicalAdviser,OverseasConsultantGroup,OverseasVocationalTrainingAssociation (Advisor,AdvancedTrainingDevelopmentSection,DevelopmentDepartment,InstituteofResearchand

Development,PolytechnicUniversity,JapanOrganizationforEmploymentoftheElderly,PersonswithDisabilitiesandJobSeekers(JEED)inthefirstyear,JFY2013)

Member: TomohiroMurakami AssociateProfessor,CoordinationofHumanResourcesDevelopmentUnit,DivisionofAppliedHuman

ResourcesDevelopment,FacultyofHumanResourcesDevelopment,PolytechnicUniversity,JEEDMember: GoroArai AssociateProfessor,InstructionalMethodsofHumanResourcesDevelopmentUnit,DivisionofApplied

HumanResourcesDevelopment, Faculty ofHumanResourcesDevelopment, PolytechnicUniversity,JEED

Member: HidemiKumazawa(inJFY2013and2014) SeniorInstructor,TrainingSection1,ChibaPolytechnicCenter,JEEDMember: HirotadaFukae(inJFY2014and2015) AssistantProfessor,InstructionalMethodsofHumanResourcesDevelopmentUnit,DivisionofApplied

HumanResourcesDevelopment, Faculty ofHumanResourcesDevelopment, PolytechnicUniversity,JEED

Member: AtsunoriKume Representative,PASC

<Consignor>OverseasCooperationOffice,OverseasCooperationDivision,HumanResourceDevelopmentBureau,MinistryofHealth,LabourandWelfare(MHLW)　Tel:+81-3-3502-4657 E-mail:[email protected]

<Consignee>InternationalCooperationProject,SkillsPromotionDivision,JapanVocationalAbilityDevelopmentAssociation(JAVADA)　Tel:+81-3-6758-2850 Email:[email protected]

Copyright©2016,MinistryofHealth,LabourandWelfare,Japan.Allrightsreserved.

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Documents

ï - mhlw.go.jp · To develop this manual, we utilized “PROTS, CUDBAS”, and “Theory and Practice of Vocational Training”. Developing the Vocational Training Instructors Manual