Chapter 4 Lesson Instruction Skills · Chapter 4 Lesson Instruction Skills 114 4 2 Lesson Plans 4 2 1 Roles of lesson plans Lessons will be planned by using the lesson plan format

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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.

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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

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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.


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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.

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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.

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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


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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

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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

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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.


126

(3)Instructionofintellectualmanagementskills

- 172 -

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.


127

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)

- 173 -

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

- 174 -

(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


128

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

- 175 -

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

129

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.


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　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)


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　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.


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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.

Attainmentobjectives

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)


139

(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


140

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.


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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

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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.


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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

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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.

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Chapter 4 Lesson Instruction Skills · Chapter 4 Lesson Instruction Skills 114 4 2 Lesson Plans 4 2 1 Roles of lesson plans Lessons will be planned by using the lesson plan format