Back to images
 
Image 2: Complex qualification with different types of skills

The task is characterised by

  • well-known customers with a new type of assignments
  • a typical customer: a production enterprise with approximately 250 employees
  • the enterprise wants to delegate responsibility 
  • the enterprise is used to plan training activities
  • a combination of technical and personal skills
 The preparation phase

 The enterprise contacts the AMU centre because it plans to establish autonomous production groups. The question to AMU is: How can AMU contribute to this process?

 A training consultant Jette - visits the enterprise. She prepares some key questions for the first discussion about the plans. How exact are the plans? How far in the process or reorganisation is the enterprise? When are the groups to be established? How many employees are going to participate?

 Jette also studies the customer files where she can see that there are 180 unskilled employees, 30 skilled employees and 50 salaried employees. There is work on shifts for unskilled employees, while some salaried employees are on call during evening and night. Jette also establishes that the enterprise has been a frequent user of AMU.

 Jette attends the meeting at the enterprise and is somewhat surprised that, besides the production manager with whom she arranged the meeting, three more people are present: a foreman and two shop stewards. The production manager outlines the plans; the proposals are a little overwhelming.

 Her prepared questions are almost answered during the session which is concluded by the production manager's exact question: Can you at the AMU centre on the basis of the presentation devise a clear training plan? When can it start? The shop steward points out that they have wanted this training process for a long time.

 Jette is given some written information about the plans: this indicates which parts of the production and storage facilities should be included; a time schedule for the establishment of the autonomous groups; etc. From what was said when she spoke to the production manager on the phone, Jette thought that she should concentrate on the organisational development of the enterprise. But the meeting left a clear impression that the enterprise does not wish any more from AMU than some courses which support the present plans about autonomous production groups in the production and in the storage facilities.

 Jette takes the initiative in organising a team for the assignment: a course administrator, trainers from different areas - process industry, quality and internal transportation. It is not easy to get everybody together for a meeting, but she succeeds on a late afternoon when another course is over.

 Together they devise a preliminary curriculum and form an ad hoc team; this is intended to exist for the period in which the AMU centre will co-operate with the enterprise in establishing the new production groups. They agree that Jette will be the co-ordinator during this period. 

  Jette informs the enterprise about the suggested curriculum. As a first step she suggests that they implement a process of clarifying the competencies of the individiual workers before induction to the course. 

 The curriculum is adjusted in co-operation with the enterprise. The result is that the team-building and the production group courses will be for all; the process course for some (dependent on the clarifying of individual competencies). The logistics and co-operation courses will follow when the first groups have completed the first three courses. The entire training process is expected to take six months.

 At a meeting the AMU team of trainers is presented to the enterprise. Thus, the enterprise knows who will be their contact person during the various steps in the CVT process.

 The two parties fill in an expectation form covering their mutual expectations. It is also agreed that the AMU team will follow-up after the two first groups have completed the training in order to adjust some elements if required. The form will be used as the reference-point basis for the subsequent evaluation.

 Shortly afterwards the AMU team hold a short meeting in order to get an overview of the total training process; how many participants will there be at the various courses, etc. It is agreed that each of the trainers prepares the specific course of which s/he is responsible.

 Kaj, the trainer on the process course, contacts the enterprise to arrange for the practical possibilities of using the enterprise's equipment in relation to specific parts of the course.

The training phase

 Based on the thorough preparation phase, the courses on team-building and the production groups are to a high degree adjusted to the employees' daily work in the future autonomous groups. The foreman from the units in question will participate. The production manager will visit the course in order to 'approve' the rules on which the groups will base their work.

 Some elements of the process course will be trained within the enterprise and the training will take place between 4:00 p.m. and 6:00 p.m. The trainers will ensure that the formal learning objectives are met, although it is the enterprise's own equipment that will be used. 

The follow-up phase

 In the enterprise these first groups are seen as a pilot project. This offers the possibility of making adjustments to the training process for the next groups. Jette calls in the ad hoc team for an evaluation meeting. The evaluation of the first group simultaneously constitutes the preparation phase for the next groups. 

 Three weeks after the first courses, Jette visits the enterprise in order to carry out a so-called dialogue meeting and a 'cold' evaluation. That is, an evaluation which assesses how the participants use what they have learnt during the training a certain period after completion of the course. She talks with the head of the department where the first group is now working as an autonomous production group, with the group co-ordinator and with the shop steward. 

 In a short note Jette passes on the results of this evaluation to all the trainers in the ad hoc team. Thus they can adjust their preparation for the subsequent courses taking into account the difficulties in the autonomous groups which the evaluation revealed.

 From this point, the further training process goes on well. Each trainer is continuously responsible for her/his part of the entire training process. Jette takes care of the follow-up and the information to everyone in the ad hoc team in order to ensure the connection between the technical elements and the more personal and general elements of the different courses. 

 Jette visits the enterprise two months after the last group finished the last course. The discussions at the enterprise take as their starting point the expectations which were formulated before launching the training process.

(Bruno Clematide 2000)

  Back to images

Top of the page
  First set up: 30/11/2000
Latest update: 30/11/2000
 Contact: Sabine Manning
© Kubix/ WIFO