[Meeting the Need for Skilled Workers in a New Airplane Engine Plant, Example No. 4]
[From the U.S. Government Publishing Office, www.gpo.gov]

MORE PRODUCTION THROUGH TRAINING
TRAINING WITHIN INDUSTRY
OPM
LABOR DIVISION
Meeting the Need for Skilled Workers in a New Airplane Engine Plant . . . . . Example No. 4
A LOOK AT TRAINING ON THE JOB
In the manufacture of any product, usually there are several operations on which new employees may be started. In addition, there are definite and logical sequences of operations best adapted to acquiring skills of higher order. These learning sequences almost always differ from the sequences in the manufacturing process.
With some such simple planned program, learning on the job under competent individual coaching develops not only skill but a practical understanding of related technical information.
Bringing employees together in small groups under a foreman or instructor right in the shop—where production materials are available for demonstration and where practical problems and questions can be discussed rather than lectured about—is a simple and effective method of developing originality and initiative as well as an understanding of the operation.
Supplementary education in related technical subjects is necessary to the full accomplishment of any plan of upgrading on the job for production specialists; and it is indispensable to the conduct of apprenticeship plans and the development of supervisors.
Through the process of upgrading on the job, each employee should ultimately arrive at that work which will make the fullest use of his best skill limited only by the opportunity to use it. .
Preemployment training in vocational schools and preemployment work experience through Government agencies are valuable aids to beginners on production work.
C. R. Dooley, Director,
'	Training Within Industry.
Meeting the Need for Skilled Workers in a New Airplane Engine Plant
An application of in-plant training principles useful in small and large plants
Prior to 1936 the Wright Corporation’s parent factory at Paterson, N. J., had expanded conservatively. In that year its working force numbered 2,900. During the last 5 years, however, expansion has taken place on a much broader scale and the Paterson plant now has 18,000 workers.
Early in 1940 the Wright Corporation contracted to deliver every month 1,000 airplane engines of advanced design, in addition to previous commitments of similar proportions. An entirely new factory devoted solely to the manufacture of the new engine (a twin-row, 14-cylinder job rated at 1,700 horsepower) and located in the Midwest was decided on. Lockland, Ohio, was selected as the site of the new plant.
Training as a Policy and a Solution
The manufacture of the Wright airplane engine is almost entirely a precision operation. Most of the work is done to very close limits and rigid inspection is consistently maintained. Most operations are carried out to 2 ten-thousandths of an inch, and the final honing operation in cylinder grinding is to two-millionths of an inch. The phenomenal expansion of the Paterson plant accompanied by a continual improvement of the engine has been feasible largely because intensive training has qualified large numbers of unskilled persons to perform production operations at the high standard required. Faced with the impossibility of obtaining skilled craftsmen in sufficient numbers, the Corporation was compelled to resort to breaking down skilled jobs into production operations and to training unskilled workers to perform them.
In consequence, training in the plant has been intensive and consistent. This began in a small way and its scope was broadened as the
need for production grew. It has made possible the assimilation of large numbers of persons without previous experience, and its value is generally recognized throughout the organization. An outstanding feature is an apprenticeship system which is a model for the industry.
With this background, the training function was cast for an important role in projecting the Lockland plant. Thus, the training school began under good auspices—traditional acceptance of training throughout the parent organization and a backlog of valuable techniques originated in the Corporation.
The 10,000 employees needed to operate the plant in January, 1942, when it is running at full capacity, break down roughly into these groups:
8,000 in the machine shop.
1,000 in the nonferrous foundry.
1,000 in the 80 test cells.
The Wright Corporation’s approach to its training problem embraces all the phases of a balanced training program essential to good results. These features include:
Breakdown of skilled jobs into production operations.
Analysis of each job for production and teaching purposes.
Forecast of number of employees required for each operation (by progressive stages) until the plant is manned to capacity.
Preemployment training of machine operators.
On-the-job training of machine operators. Consistent upgrading policy.
Apprenticeship training.
Supervisory training.
1
TRAINING WITHIN INDUSTRY • EXAMPLE No. 4
Forecast of Manpower Requirements
A detailed study disclosed the number of operators needed for each job and for each of the several stages of getting the plant into production—from the opening day to the date when normal output is anticipated. Thus, the month-by-month manpower needs have been projected for each departmental operation— from June 1941 to January 1942. The chart which appears as Exhibit I is a typical forecast. It was made in March 1941 and compares the number of employees who will be needed in March 1942 with those actually on the pay roll in March 1941.
Exhibit II illustrates another phase of the study. The number of men needed for each of 74 machine and unit operations has been determined on the basis of manufacture in 100-engine units. The charts compare graphically the number of men needed for capacity output with those hired at the time the chart was made.
The complete organization was mapped at the outset, and supervisory needs projected as well. Over 200 supervisors and other key men were brought to Lockland from Paterson and other Wright Corporation factories early in the year, and other individuals at this and higher levels have been selected for eventual transfer.
The Lockland organization took form early in 1941 on the basis of forecasts. Throughout it has been recognized that it is not possible to anticipate final needs exactly and, for this reason, the organization plan has been kept flexible in order that it may be adapted to changed requirements and new developments. However, the basic plan prevails at all times, and it is a determining factor in all production and manpower schedules.
Employment Procedure
Announcement of the building of the large Wright plant attracted a flood of applications for employment from the time of the first announcement. The employment procedure is more extensive than is customary where large numbers of new employees are being hired at one time. The entrance procedure embodies investigation and testing designed to reveal the applicants who give promise of reliability and
other stable characteristics. No interviews are held until the application has been completed by the applicant and classified by the personnel department according to the job for which the person appears best suited. Applications may be obtained in person or by mail.
The preliminary interview at the Wright employment office is held by appointment. If the applicant passes this first face-to-face contact, he is referred to the Occupational Testing Department to be tested in one of these three groups:
1.	Clerical:
(a)	Intelligence.
(b)	Temperament.
(c)	Clerical, typing, or stenographic skills.
2.	Mechanical:
(a) (^) (*) (¿)
Intelligente.
T emperament.
Mechanical ability.
Written test.
Performance in mechanical abil-
ity—manual test.
3.	General:
(a) Intelligence.
( b ) Temperament.
The employment supervisor then has the following four-part picture of the applicant who survives the test : ( 1 ) Application blank, (2) work record, (3) interview, and (4) test results.
When a department head requisitions personnel, the employment supervisor refers to him candidates who have been selected according to the four-part record. At this final interview the applicant is either accepted or rejected for employment. Those who are accepted and who take jobs are then examined by the company’s physician, photographed, and fingerprinted. The Corporation’s personnel card appears as Exhibit III.
Applicants for jobs in the Engine Assembly and Engine Testing Departments (where special training is necessary) are recruited through the Automotive High School of the Cincinnati public schools. The school checks applications for prerequisite training (graduation from a high school or vocational school, or several years’ experience on internal expansion engines) . Satisfactory applicants are referred to
2
EXHIBIT I
Typical periodic forecast of manpower requirements.
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3
TRAINING WITHIN INDUSTRY • EXAMPLE No. 4
the Ohio State Employment Service to be tested for mechanical aptitude. Those who qualify are sent to the Automotive High School which administers the Otis Intelligence and the Humm-Wadsworth Temperament tests. Physical examinations are then given by the Wright physician.
Vocational School Preemployment Course for Machine Operators
The Cincinnati industrial area provides preemployment training in Lockland, Middletown, St. Bernard, and Norwood, as well as Cincinnati, and of these opportunities the Corporation makes excellent use.
The Wright program is an outstanding illustration of the favorable results that grow out of constructive cooperation between a defense manufacturer, the municipal school authorities, and the State Employment Service. Arrangements for adapting preemployment training to Wright needs were made with all of the schools in the immediate region.
The Cincinnati Mechanical Vocational School—part of the Cincinnati public school system—operates an intensive 4-week training program for prospective machine operators for the Wright Corporation. Candidates are selected and trained according to Wright standards and needs. The first week is devoted to related instruction: Blueprint reading, shop mathematics, and the use of measuring instruments. The succeeding 3 weeks are spent in learning to operate a particular machine. The first group began training June 1. Each week 50 men complete the course. From this source and from the Corporation’s own preemployment training school, it is expected there will be provided 4,000 machine operators and about 1,200 for maintenance, the job shop, and various other operations—5,200 in all.
The Company’s Own Preemployment Course for Machine Operators
Since January 1, 1941, the Corporation has been conducting a preemployment training school of its own for machine operators. It is referred to in this account as the Wright Training School. From the time the school was
opened until production’ operations began in June, the course was of 3 months’ duration. When the plant was opened, the course was intensified and the training period reduced to 4 weeks. Those trained are especially selected men and some of the graduates, it is expected, may become lead-men and set-up men.
As in the case of the parallel course at the Mechanical Vocational School conducted simultaneously for the same purpose, admission requirement is graduation from high school or vocational school. A large proportion of those attending have spent 2 or more years in college. Many had previous experience in machine shops, but in most cases this dates back 10 years.
Only those who showed capacity for leadership were admitted to the 3-month course. From this group, following completion of the training period, have been selected 100 lead-men to supplement the supervisors brought from the parent plant at Paterson.
Men of the same caliber are being chosen for the present shortened 4-week course. The Corporation’s own preemployment training at Wright School and the public school course at Mechanical Vocational School will feed 100 beginning machine operators into the Wright factory each week until the full quota of 5,200 required to man this department of the plant has been filled.
The training staff of the Wright School numbers 30 instructors and is headed by the factory Supervisor of Training and an assistant. From the Corporation’s best machinists are chosen as instructors those who have capacity to teach others. They have been trained in the technique of teaching as well as in the most efficient operation of the machines. Each is in charge of a group of machines and the trainees learning to operate them.
The Training School shop is equipped with the following machine tools which are the ones most used in the plant: Internal, external, surface, and tool grinders; turret and engine lathes; screw machines; vertical and horizontal milling machines; radial and sensitive drills; gear cutters and gear hobbers. The machine tools are new, and the men work on rejects of the engine parts they will machine in actual
4
EXHIBIT II
Comparison between number of men at work and those needed, based on one hundred
engines to be manufactured.
Auto- Semi, Bullard Multimalic - 8 Spdl
Aulo-Semi, Fostermotic, IF 8 2F
Auto- Semi, Potter ft Johnson 4D 8 50
Auto- Semi, New Britain
Auto - Semi, Sundstrond No. 8
Auto-Semi, Foy
Auto- Screw, 2G Brown ft Sharpe
Auto- Screw, Large Multiple Cone
Auto-Screw, l" Greenlee
Auto- Screw, 2" New Britain
Assembler, New Details
Assembler, Shrink Oven
Anodize
Burrers, Bench
Burrers, Speed Lothe
Blasters, Sandblast
Baffle maker, Sheetmetal Worker
Coppersmith
Checker, Gear Tooth
Driller, Radiol
Driller, Sensitive, 2-6 Spdl
Driller, Gun, P8W 2 Spdl
Driller, Kingsbury
Driller, Greenlee, Multi
Driller, Power
Grinder, Internal (Bryant No. 3)
Grinder, External
Grinder, Arter Rotary
Grinder, Internal-Heald Sizematic
Grinder, Centerless
Grinder, Norton 10N
Grinder, Norton 6U	*
Grinder, Blanchard Na IB
Grinder, Blanchard No. 11
Grinder, Surface Oscillating
Grinder, Thread Excello
Grinder, JBL Thread
Grinder, PBW Gear
Grinder, Detroit Gear
Grinder, Cutter or Tool
5
EXHIBIT II—Continued
Comparison between number of men at work and those needed, based on one hundred
engines to be manufactured.
Greenlee Mochine, Speciol
Geor Shaper, Fei lows
Geor Cutter, Gleason
Gear, Hobbers
Grit Blasters Metolize
Honors, Micromotic ft Bornes
Heat Treater, Pusher Furnace
Heat Treater, Rotary Furnace
Heat Treater, Hamo Furnace
Heat Treoter, Nitriding Furnace
Hoot Treoter, Carburizing Furnace
Inspector, Mognaflox
Lopper, Fellows Geor
Lopper, Cincinnati Mochine
Lopper, Norton Mochine
Lopper, Center Lopping
Lathe Hands, Engine, IO" - 18”
Lathe Hands, Large Turret Lathe 2A w«s
Lathe Hands, Univ. Turret No. 4 w«s
Milling Mach. Von Norman Cam Miller Milling Mach. Vert, ft Hor.
Miller Thread
Nut Facer, Victor Nut Facer
Pointer, Spray
Platers, Plating- Room
Polishers, Polishing
Polisher, Spot Grinder
Quenching Mach. Operator Gleason
Straightener, Gleason Work
Slotter, Nut Production
Tool Boy
Trucker, Hand Truck
Tapper, Nut Topper
Threader, Stud H ft G
Welder, Metolize
Woter Test
Vertical Turret Lathe, Bullard '
6
MEETING THE NEED FOR SKILLED WORKERS
production. The factory environment is reproduced as closely as possible.
The first week of training is devoted to related subjects : Blue-print reading, use of measuring instruments, shop mathematics. The next 3 weeks are spent in learning how to operate the machine for which the beginner is being trained. Each trainee is rated daily by the instructor. The backbone of this training is the standard operation sheet which lists the operations the trainee must go through in order to perform the work and acquire skill most rapidly, and turn out consistently good work. Each of these sheets is based on a detailed analysis of the job from the teaching standpoint. Exhibits IV and V illustrate standard operation instruction sheets.
These trainees receive no compensation. Those taking the 3-month course were paid from 35 to 55 cents an hour according to the stage of their training but the long course had been discontinued as previously noted.
On-the-Job Training of Machine Operators
Following completion of the preemployment course at Wright School or Mechanical Vocational School, the trainee is given on-the-job training on a machine or operation in the production line under the guidance of an experienced machine operator. After 6 to 8 weeks spent in this fashion, the trainee qualifies as a machine operator. From then on, he is a regular operator under departmental supervision.
Thé manner in which the trainee is introduced to his foreman, lead-man, and the machine operator who instructs him was covered in detail with these members of the supervisory force when they were being trained. The major points are given in “Directions for Supervisors” which follow:
“When a learner comes to work in a department, the supervisor or foreman should see that he is properly introduced to the lead-man.
“The lead-man should interview the learner to determine his qualifications for the job.
“Company rules, when and where he received his pay, and other information on factory routine should be explained to'him.
“The lead-man should then introduce the beginner to the machine operator who is to teach him. As his sponsor, try to make him feel at ease. Remember you have a teaching job to do. The more a learner feels at home the more receptive he is to instructions.
“Explain to him these points: The part of the work-order system that applies to his job; where the tool crib is located; how tools, operation sheets, and parts drawings are withdrawn on checks.
“Emphasize the necessity of always keeping surroundings clean and orderly.
“Give the learner a list of the tools he will need.
“Treat him as you would want to be treated.”
These instructions are reminders of points stressed with lead-men when they are being given their earlier training in how to teach.
The directions are handed to the lead-man by his foreman who received them from the plant superintendent. This is done to inspire recognition throughout the supervisory force that training is an integral part of the production operation.
Training for Foundry Workers
The foundry is divided into three departments: Core Shop, Mold Shop, and Cleaning Room. The essential requirements for workers in the last two departments are good health, physical fitness, muscular development, and age between 18 and 45.
In January of this year the Corporation engaged 15 men between the ages of 18 and 22 who met those requirements. They were sent to Paterson, and trained in core-making under special supervision. Eight weeks of such training is needed to produce a first-class coremaker on cylinder-head cores.
These men returned to Cincinnati, together with certain supervisors, to serve as instructors to another group of similar trainees. Under the guidance of these instructors, new groups should be able to do core work with about 50 percent efficiency at the end of 4 weeks.
By carrying out this process for 5 to 6 months, it is expected to develop all the skilled help needed for the foundry. Also, the first group is expected to provide supervisory talent.
7
TRAINING WITHIN INDUSTRY • EXAMPLE No. 4
Training Engine Testers and Assemblers
Future employees of the Engine Assembly and Engine Testing Departments receive their first training in preemployment classes conducted by the Automotive High School after selection according to the procedure described on page 2. Two thousand testers and assemblers will be needed. The course is sponsored jointly by the United States Department of Education, the Ohio State Board of Education, the Cincinnati Board of Education, and the Wright Aeronautical Corporation.
Consisting of 300 hours’ work, the course requires 10 weeks. Sessions are held 6 hours a day for 5 days a week. Each class has 100 men enrolled. The school operates on three shifts, from 9 a. m. of one day till 6:45 a. m. of the next. Every 10 weeks, 300 men are graduated. According to this schedule, the entire output of the school for 65 weeks, from January 1, 1941, to April 1, 1942, will be absorbed by the Wright Corporation. The first 2 weeks are devoted to lectures and conferences. The other 8 weeks are spent on actual assembly, disassembly, and inspection work. This shop training is supplemented regularly with short periods of classroom instruction.
Early in the year, Wright Corporation equipped the school with the same type engines as those to be built at Lockland. Other instruction aids, such as tools and pertinent materials, were also furnished. High-school instructors were sent to Paterson and trained on actual work in the shop. All expenses except salary were borne by the Corporation, and instructors from the Wright organization helped the high school set up the course.
The best 75 men in the first group of 300 graduates were selected to become engine testers and are being trained accordingly. The other 225 received training as engine assemblers and disassemblers.
Upgrading
The Wright Corporation’s policy is to upgrade employees whenever possible. However, during the expansion from 2,900 to 18,000 employees, the problems have been not whether to upgrade or not but where to find enough employees capable of being upgraded and how
to provide enough supplementary job training to prepare them for upgrading. In many instances the drain on certain departments for men to fill better jobs had been so great that the practice was stopped temporarily at various times during the last 3 years.
The upgrading policy at the Lockland plant as presently defined embodies the following features:
The nucleus of the supervisory staff was brought from the parent plant at Paterson. This is true as well of many keymen, skilled workers, and instructors.
It is expected that all additional instructors, lead-men, and supervisors will be recruited from the work force which is now being trained.
New workers are assigned to the machines for which they received preliminary training. Most foremen are already familiar with the upgrading policy at Paterson, and it is anticipated they will not only continue the practice but do more of it. In addition, the plant management stresses the importance of upgrading and urges that it be practiced at every opportunity.
A first step in the upgrading process is that machine operators be encouraged to do their own set-up work. This additional skill is recognized by an increase in pay.
Foremen are also encouraged to practice horizontal upgrading: rotating jobs between qualified workers in order to develop a versatile and stable work force. Operators are shifted from job to job and department to department as schedules for individual parts are completed or changed. These measures, it is believed, open up opportunities for the skill of ambitious employees.
By means of a simple record, the foreman reviews the quarterly progress of every employee. This assures periodic consideration of promotion, transfer, rotation to a new job, need for special training, and possible rate revision. (See p. 11 for sample record.) An example of the upgrading policy is the expectation that the staff for production engineering can be recruited from machine operators and lead-men. This group is already familiar with machines and their capacities,
8
EXHIBIT III
Personnel record form.
PERSONNEL RECORD													
Name	Man No.	Date													
Address	Occupation													
Single	Number .	Nearest Married	Dependents	Phone													
													
M?rsency													
													
Class	Eft	ÎËSng	Rate	Date Recom.	Received	Remarks	Class	Eft	Merit feting	Rate	Date Recom.	Date Received	Remarks
													
													
													
													
													
													
													
													
													
													
													
													
													
													
													^9
														 . ■ ■	p
Warnings - Infractions of Rules, Etc.		Education and Experience							
									
Date	Nature of Warning	Education		Subject		Experience			
		Grammar		Arts		Assembler		Ehtternndei	
		High School		Business		Coremaker		Supervisory	
		Vocation^		Enure.		Drafting		Toolmaker	
		College				Drill		Welding	
		Technical		Air.Fhg.MKt		Grinder			
				Drafting		Inspector			
				Foundry		Lathe Fhgtne			
				Mach.Shop		Lathe Turret			
						Milling			
						Moulding			
									
									
									
									
									
									
									
									
									
									
									
		1							
9
1,700 horsepower Cyclone 14 engine—manufactured by the Wright Corporation at the Lockland plant.
10
MEETING THE NEED FOR SKILLED WORKERS
production routines, and operation sheets, and has had shop experience.
Apprenticeship Training for Craftsmen
A few craftsmen are being brought from Paterson to take over skilled jobs on tools, jigs, fixtures, and similar operations that depend upon all-around machinists and other craftsmen. It is planned to set up a formal apprenticeship program on the lines of the long-established courses at the parent plant.
The Supervisory Staff
The new plant is being directed by some 350 supervisors and keymen brought from the Paterson parent factory and other Wright plants. They were transferred or selected well in advance of the opening of the Lockland unit. The other 250 men are being drawn from those employed in the Cincinnati area. This will make a total of some 600 keymen in training for supervision of the new workers. On the basis of full enrollment, the Corporation is planning a ratio of approximately 1 supervisor to 15 operators.
Looking ahead, the Wright Corporation plans to conduct a series of conferences for supervisors patterned after the program at Paterson, with local adaptations. There will be considerable emphasis on labor relations as well as on methods to promote efficiency in production. In addition, there will be training in “How to Instruct.” All supervisors are expected to be familiar with the employee rating procedure and the necessity of providing accurate information for each grievance, layoff, discharge, or disciplinary case. Central records on these items are maintained in the new works.
A significant feature of the program is its sponsorship by the works manager of the new plant. This represents supervisory training at its best: it becomes an integral part of the day-by-day process. The training director will help to plan the conferences, to select the problems to be discussed, to provide conference leadership, and to assist in many other ways.-
This is a continuation of the policy pursued at the Paterson plant where the general manager, treasurer, factory superintendent, manager of the license division, and other executives participate in the foremen’s meetings.
EMPLOYEE PROGRESS RECORD CARD
Name						No.			
Occupation 						—									
Class	Eff.	Rate	Date ffeCOTOi	uaLe Received	Class	Eff.	Rate	Date Re com.	Date Received
									
									
									
									
									
									
									
									
									
									
									
11
EXHIBIT IV
Typical instruction work sheet of machine shop operation No. 130.
12
EXHIBIT IV—Continued
Typical instruction work sheet of machine shop operation No. 130.
Operation? Rough Drill & Ream Governor Pad, Using Radial Drill
1.	Explain what the fixture is and its importance in producing a good part»
2.	Pick up part and place it on machine, explaining how the part may be mutilated if not properly handled.
3.	Clean the fixture thoroughly, explaining why this work is performed and what would happen if there were dirt or chips left on same. Explain the use of air hose.
4.	Clean the part thoroughly, explaining why this is done and what might happen if dirt or chips were left on the part.
5.	Wipe the fixture with a piece of cloth; give same explanation as above.
6.	Wipe the part with a piece of cloth; give explanation.
7.	Place the part on the fixture properly; explain the right and wrong way of doing this.
8.	Tighten four clamps properly. Explain the proper tools to be used and how tight the clamps should be; what might happen if improper wrench is used when tightening clamps.
9.	Change the protection boards. Explain to the learner why these boards are used and results if not used properly.
10.	Wipe hands with doth.
11.	Select 1" drill and place in magic chuck. Explain how a magic chuck works and what different tools can be used with it.
12.	Place the 1” drill bushing in the fixture, explain why a bushing is used and what will happen if not properly used.
13.	Explain the spindle speed to be used and how to select it.
14.	Explain the Feed.
1$	. Drill 1» hole. Explain why air blast is used. "To keep chips from freezing drill fast to bushing." What difficulties may arise if drill does freeze fast.
16.	Select 1 3/32" reamer. Remove drill from magic chuck and insert reamer. Give full explanation of same.
17.	Remove drill bushing from fixture and insert reaming bushing.
18.	Ream hole to 1 3/32" diameter. Explain spindle speed and proper feed.
19.	Remove reamer from magic chuck and bushing from fixture.
20.	Loosen and clear four clamps.
21,	Remove part from fixture.
22.	Use air hose to blow chips from part.
23.	Gage reamed hole, explaining the Go and No-Go end of plug gage, referring to operation sheet for sizes.
24.	Place part on skid, explaining why it is necessary to use care when performing this part of operation.
The elements in this operation are numbered from 1 to 24. Be sure that the learner understands the First one before trying to teach the Second, and so on until you are satisfied that the learner is thoroughly familiar with the complete job.
13
EXHIBIT V
Typical instruction work sheet of machine shop operation No. 750.
B FORM SOB SM-8-30	WRIGHT AERONAUTICA!. CORPORATION	FOR REFERENCE ONLY STANDARD OPERATION INSTRUCTION SHEET				PART NO. 67565	SHEET NO. 75	OPER. NO. 750				T-13639			T-13706													PREPARED BY	BORNKAMP
					FIXTURE HOLDING	WITH DET. #26 AND		(2) DETS. #28		|GAGE FLUSH PIN		O' to CM 1 CA to CM													
	PART NAME COVER SUPERCHARGER REAR			MACHINE NAME	MATERIAL SPEC. NO. BULLARD VERT. TURRET LATHE			OPER. NAME	DEPT. FACE AND CHAMFER HUB (FRONT)	no. 203																					
					HOLD PART IN FIXTURE AND CHECK	(THREE) POINTS WITH FEELER		ROUGH AND FINISH FACE HUB 2.835-2.839 FROM			FLANGE FACE		 			CHAMFER BORE 45° TO 2.860-2.900 DIM.		FORM RECESS 3.00 DIA. .56 WIDE .94 DEEP	FROM FACE OF HUB FORMING .06 RADIUS IN CORNERS			NOTE: BREAK SHARP EDGES		1								
	PART NO. 67565	DATE OCT. 3, 1938																					
14
EXHIBIT V—Continued
Typical instruction work sheet of machine shop operation No. 750.
Operation; Face Chamfer and Recess flub Front, Using 36” Bullard V. T.
1« Explain what the fixture is and why it is used to produce this part. Blow off the fixture using the air hose and wipe dry with a piece of cloth. Explain why this work is done.
2.	Remove burrs from part of work which is fit on fixture.
Explain the reason for doing this.
Wipe the part using a piece of cloth.
Place the part on the fixture taping to seat properly.
Place the clamps in position and tighten properly. Explain what might happen if the clamps are not tightened properly. Also what wrench is used.
3.	Check the part with feeler gage at necessary points, explaining the reason for this check and the proper gage to use.
4«	Index the tools to proper position explaining the function of the controls necessary to bring this tool to the proper location.
5.	Give a thorough explanation of the proper Speed and Feed and how to select the same. Explain the clearance and rake of the tool used to perform this part of the work.
6.	Rough face hub. Explain just how much stock to remove on this cut.
7.	Reset tool. Explain the mechanism of the controls used in resetting this tool.
8.	Finish face hub to 2.835 - 2,839 dimension from flange face.
9.	Reset tool chamfer	bore 45°	to 2.860	- 2,890 Dim. Explain the use	of	the tools	used	to
check the dimension of this	chamfer.	Wipe	piece dry using a piece	of	cloth.
10.	Use flush pin gage	to check	2J835 - 2,839.	Explain how flush pin gage must set	square
with all chips and	dirt removed from	under	the bore and pin.
11.	Index tool and set in proper position to foxm .560 wide recess foxming .060 radius in comer to 3” Diameter. Holding .940 dimension to bottom of recess.
12.	Give full explanation of the tools used to perform this part of work. Break sharp edges. Explain thoroughly how the edges should be broken. Repeat the above instructions as many times as necessary for the learner to understand thoroughly the operation of the machine, the tools, and the finish required.
The elements of this operation are numbered from 1 to 12, Be sure that the learner thoroughly understands number one before trying to teach him number 2, etc.
15
Rough machining cylinder barrels from rough forgings on Bullard Multa-matics in Wright Corporation plant.
16
IT IS GOOD AMERICAN PRACTICE
and efficient business to have each worker make the fullest use of his best skill up to the maximum of his individual ability. Only through such use of the intelligence and skill of the Nation's manpower will production keep pace with the Victory Program.
OFFICE OF PRODUCTION MANAGEMENT Labor Division TRAINING WITHIN INDUSTRY
District Offices
For information or advisory assistance concerning training problems, apply to the Training Within Industry district office nearest you.
Atlanta, Ga., Georgia School of Technology, 225 North Ave. NW. (Hemlock 6890)
Baltimore, Md., Room 3106, Baltimore Trust Bldg. (Plaza 1654)
Boston, Mass., Room 1033, Park Square Bldg. (Hubbard 0380)
Chicago, Ill., Room 1441, 20 North Wacker Drive (Andover 1744)
Cincinnati, Ohio, Room 840, Union Trust Bldg. (Cherry 3740)
Cleveland, Ohio, Room 797, Union Commerce Bldg., 925 Euclid Ave. (Cherry 2984)
Denver, Colo., Room 518, U. S. National Bank Bldg., 817 Seventeenth St. (Keystone 4151-596)
Detroit, Mich., Room 610, Boulevard Bldg., 7310 Woodward Ave. (Trinity I—5520)
Houston, Tex., Room 3201, Gulf Bldg. (Fairfax 9842 )
Indianapolis, Ind., Room 1428, Circle Tower Bldg. (Market 9411)
Los Angeles, Calif., Room 452, Roosevelt Bldg., 727 West Seventh St. (Trinity 2104, 2105)
U. S. GOVERNMENT PRINTING OFFICE	16—35303-1
Minneapolis, Minn., Room 1800, Rand Tower Bldg. (Bridgeport 7591)
Newark, N. J., Room 601, 605 Broad St. (Mitchell 2-1114)
New Haven, Conn., Room 513, 152 Temple St •(6-5186)
New York, N. Y., Room 2026, 11 West Forty-second St. (Pennsylvania 6-0486)
Philadelphia, Pa., Room 2301, 12 South Twelfth St. (Walnut 6820)
Pittsburgh, Pa., Room 360, Administration Bldg., Carnegie Institute of Technology (Mayflower 2600)
Portland, Oreg., Room 1006, Bedell Bldg. (Broadway 0380) .
Raleigh, N. C., Raleigh Bldg., Fayetteville and Hargett Sts. (2-3306)
St. Louis, Mo., 603 Shell Bldg. (Central 4206)
San Francisco, Calif., Room 702, Newhall Bldg., 260 California St. (Exbrook 0369)
Seattle, Wash., Room 957, Stuart Bldg., Fourth and University Sts. (Eliot 6404)
Headquarters Office
Fourth Street and Independence Ave. SW., Washington, D. G. (Republic 7500)