[Upgrading and Fulltime Instructors Solve Problems of Expansion in Radio Manufacture, Example No. 5] [From the U.S. Government Publishing Office, www.gpo.gov] MORE PRODUCTION THROUGH TRAINING Upgrading and Fulltime Instructors Solve Problems of Expansion in Radio Manufacture . . . ......... Example No. 5 TRAINING WITHIN INDUSTRY OPM I LABOR DIVISION OFFICE OF PRODUCTION MANAGEMENT Labor Division TRAINING WITHIN INDUSTRY Washington, D. C. About a year ago, the Bendix Radio Corporation of Baltimore and Towson, Maryland, began work on defense contracts for two-way radio communication equipment—precision-built equipment the company has specialized in for some time—and other radio devices. The contracts called for extensive plant expansion and for quadrupling the regular force of 350 workers. A survey of the situation revealed a serious shortage in potential workers with the skills required. It further disclosed the prospect that the shortage would grow acute as time went on. The management met the situation with suitable measures: analyzing jobs into components that labor available locally could perform after receiving some training, and at the same time taking on as many new skilled workers as they could obtain. The new. workers qualify as production specialists by means of a training program which is keyed to deliveries of materials and completion of the new plant. At this date new and old facilities are manned by a force of 2,500 workers, and output has been stepped up markedly without sacrificing quality or performance of the product. Through the courtesy of the Bendix Corporation, the approach to this problem and the training program developed are outlined herein for the information of other companies. C. R. Dooley, Director, Training Within Industry. Upgrading and Fulltime Instructors Solve Problems of Expansion in Radio Manufacture Bendix Radio Corporation is a manufacturing subsidiary of Bendix Aviation Corporation. Manufacturing is carried on in two plants: The original factory on Fort Avenue in Baltimore and a recently completed factory at Towson. The company’s principal products are transmitters and receivers for two-way radio communication between ship and shore and between airplanes and land stations. This equipment is of precision manufacture and quality of product is continually stressed. Rigid testing and inspection standards are maintained. Processes of Manufacture The manufacturing process in the main consists of four types of operations: Machine-tool processes. Sheet-metal work. Parts assembly. Inspection and testing. Urgent Need for Skilled Workers A most pressing problem is to obtain enough workers with the required skills for both present and future needs. This implies not only provision for those who are to join the ranks of the present force but improvement in the skills of the large number of new workers who have joined the company in recent months. Faced with the necessity of providing large numbers of skilled workers within a short time and with the inability to obtain them soon enough, the management concluded that the contracts would be executed on schedule only if the skilled jobs were broken down into component operations, each of a nature simple enough that local labor could perform the operation satisfactorily after receiving training. This approach called for the analysis of skilled jobs in order to divide them into production-specialist jobs, and the training of “green” workers to perform these operations. The upgrading of these workers as they become more proficient is now going on. Training Made a Management Function The management took the view that the solution of this problem was vital to making deliveries on schedule and that job analysis and training should be prosecuted with the utmost vigor. Further, it recognized that anything short of a concrete training program would not produce the desired result in time. Nothing should be left to chance, it was felt, and training was made a function of management. Measures were taken to develop the needed skills among large numbers of people just as rapidly as possible. It would not be adequate, the company heads felt, to depend only on foremen and lead men for training beginners and upgrading other employees. Training must be set up as a part of the production operation just as definitely as any other phase of the manufacturing process. The training operation must be so organized that it would produce qualified operators in the numbers and kinds required to meet production schedules month by month. Development of the Training Program The task of preparing the lining program was initiated by the Industrial Relations Department, and an experienced training supervisor was secured. A thorough study of the company’s manpower problem followed, and a program of induction and training was prepared. Both present and future requirements were projected. Job analysis was initiated and procedures were established in the organization to implement the program. The necessary coordination with the various departments concerned was effected. The analysis of each job to break it down into components for upgrading was accompanied by a similar but separate study of the job to determine the most effective teaching sequence. 435612—42 1 TRAINING WITHIN INDUSTRY - EXAMPLE NO. 5 Labor, Machines, and Materials Considered Jointly Manpower requirements are anticipated for months ahead. It is company policy to hire and train in advance of the need for employees so that, like raw materials and new machinery, they will be available when needed in expanding the manufacturing operation. To this end, the company heads, the employment manager, and the training supervisor periodically review orders on hand and delivery schedules for new machinery and materials. This continuous forecast is projected month by month for 6 months ahead. It embraces every job in the plant. So far, the management has succeeded in avoiding wastes which would arise were machines idle for lack of men or employees for lack of equipment and materials. Fulltime Instructors The management attributes the company’s success with the new type of production employees in part to a group of instructors who guide the training of beginners and continually stress high-grade workmanship. These teachers cover both shifts and all departments where production specialists work. The training beginners receive is done on the job except supplementary instruction which is given in a classroom in the plant. Actual teaching of the beginner and the upgrading of other employees is performed by set-up men and lead men who instruct under the guidance of the instructor. Originally known as the Quality Control Man, the instructor is responsible for the maintenance of consistently high-grade workmanship on his shift. In this respect, he reports to the foreman. Good workmanship, it was found, depends upon training as well as on continuous emphasis on high standards. The inspector’s rejection report reveals to the instructor where corrective instruction is currently needed. Induction of New Employees The steps in training a new production worker briefly are these: He is taken to the foreman with whom he will work. The foreman intro duces him to the instructor who takes him in hand. Several hours are spent in shop orientation at the beginning. This is followed by instruction in the starting job. Quality in workmanship and high-grade performance of the product are stressed continually. Quite as much emphasis is placed on uniformly high quality as on competent performance. Working up to Normal Output The beginner under training is considered to be a trainee for a maximum of 6 weeks. His progress during that period is carefully noted and his standing at the end depends largely upon the amount and quality of his output. At the close of the training period the trainee is transferred to regular production and becomes a full-fledged operator. Should a trainee fail to produce satisfactorily while in training, after being afforded a fair opportunity, he is assigned work of a simple nature or is dropped. Instructor-Foreman Relationship The instructor is responsible to the foreman and also to the training supervisor. He has some authority over the beginner during the training period, but it is secondary to the foreman’s. As a rule, the instructor is in contact with the subforeman or lead man under the foreman. He deals directly with the trainee, but the action he takes is consistent with good organization practice. The instructor’s typical relation to the foreman is shown graphically in Exhibit I. This happens to be the Machine Shop. Upgrading Progression Progression in upgrading and the breaking-in time for each step are indicated by the typical operation below: 1. Unskilled worker................... Starting job. 2. Helper............................. Starting job. 3. Operator on a single, simple piece .... Half a day. 4. Semiskilled worker................. 1 to 2 weeks. 5. Production specialist on set-up.... 2 months. 6. Specialist operator................. 6 months. 2 EXHIBIT I Relationship between foreman and instructor as practiced in the machine shop. TRAINING WITHIN INDUSTRY - EXAMPLE NO. 5 Two other representative sequences of upgrading appear below: Sheet Metal 1. Drill press. 2. Kick press (if worker shows little ability to go further, he is placed on sanding). 3. Riveting. 4. Shears. 5. Punch press (at this point, aptitude of employee may in- Machine 1. Burring. 2. Carbolathe. 3. Drill press. 4. Boring machine. 5. Engine lathe. 6. Thread miller (hobber). • Department dicate assignment to engraving or spot welding). 6. Brake. 7. Set-up helper. 8. Set-up man. 9. Lay-out helper. 10. Lay-out man and template maker. Shop 7. Automatic screw machine (operator). 8. Milling machine. 9. Turret lathe-hand screw machine. 10. Helper to set-up man. 11. Set-up man. Supplementary Instruction Experience early demonstrated the need for related instruction as an adjunct to training on the job. Three 30-hour courses were established for production specialists—one each for the sheet-metal, machine shop, and mechanical assembly departments. Exhibits II, III, and IV show the general topics covered in the lectures. Problems of general interest that arise in the shop receive attention. In order to save time during the workday, instruction is given in a classroom in the plant. Glasses are held on company time. The teacher in charge is an instructor in the shop. Two sessions of 2-hour duration are held each week. In addition, a number of employees are taking subprofessional courses at Johns Hopkins University outside of working hours. Local vocational, schools are being utilized as well, and potential employees are enrolled in courses in hand- tools and shop deportment. Apprenticeship Training An apprenticeship program has been initiated and apprentices, in the ratio of 7 to 1, are receiving training in the following crafts: Machinist, instrument maker, draftsman, electroplater, sheet-metal worker. The apprenticeship standards were reviewed by the Federal Com mittee on Apprenticeship and have been registered by the Committee. Development of Supervisors The management looks on instructors as the source of its supervisory material. For this reason, they are carefully chosen. Selection of an instructor is by a committee consisting of the vice president, the general manager, the training supervisor, and the foreman with whom he will be associated. The company’s policy is to draw its second-line and foreman material from within the organization. In order to develop the additional supervisors needed for plant expansion and to improve the effectiveness of present supervisors, a 1-hour meeting, attended by supervisors and instructors, is held each morning. Foremen meet, for half an hour, once a week to discuss current operating problems. The training supervisor leads the discussion. As an instructor grows more competent and becomes better grounded in the fundamentals of supervision, he is admitted to these meetings and encouraged to join the discussion. Experience with Women Workers Until a short time ago, only men were assigned to mechanical assembly. So far, 20 women have been trained for this work in the Fort Avenue factory. At the Towson plant, 150 women have been instructed in mechanical assembly. It'is expected that more of them will be assigned to these duties to release men for operations that require greater skill. The rate of pay on assembly is the same for women as for men. In addition, at the Fort Avenue plant, 40 women have been trained to operate drill presses in the machine shop. Results of the Program In the opinion of the management, beneficial results have been realized from the approach that the company adopted to meet the acute shortage of skilled workers. Dividing skilled jobs into operations, and training unskilled but temperamentally suited persons to perform each operation with precision, have made it possible to multiply output and at the same time maintain quality and produce at lower cost. 4 EXHIBIT II Outline of supplementary instruction for mechanical-assembly trainees. Leader: Mechanical-assembly instructor in the shop Time: Tuesday, 10-12 a. m. Thursday, 10-12 a. m. 1st Session—Shop Deportment and Safety —Plant manager 2nd Session—Use of Hand Tools —Mechanical-assembly instructor 3rd Session—Proper Use of Soldering Iron CC CC (C 4th Session—Blueprint Reading CC CC cc 5th Session—Proper Use of File CC cc cc 6th Session—Blueprint Reading cc cc cc 7th Session—Quality of Workmanship cc cc cc 8th Session—Blueprint Reading cc cc cc 9th Session—Illustrations of Proper and Improper Fit 10th Session—Time Studies and Incentives 11th Session—Care of Material and Waste Prevention cc cc cc —Specialist on subject cc cc cc 12th Session—Final (Deportment and Ex- —Member of administrative pectancy) staff EXHIBIT III Outline of supplementary instruction for sheet-metal trainees. Leader: Sheet-metal instructor in the shop Time: Tuesday, 2-4 p. m. Thursday, 2-4 p. m. 1st Session—Shop Deportment and General (Safety)—Plant manager 2nd Session—Care of Equipment and Nomenclature—Sheet-metal instructor 3rd Session—Use of Measuring Instruments ll CC ll 4th Session—Blueprint Reading Ci cc il 5th Session—Study of Metals Cl II II 6th Session—Blueprint Reading cc cc il 7th Session—Theory of Shearing, Bending, Forming CC tt CC 8th Session—Set-up of Shear and Brake CC CC CC 9th Session—Blueprint Reading CC CC Cl 10th Session—Set-up Kick Press and Riveters CC 11 cc 11th Session—Use of Measuring Instruments CC CC Cl 12th Session—Blueprint Reading CC CC CC 13th Session—Time Studies and Incentives —Specialist on subject 14th Session—Care of Material and Prevention of Waste— “ “ “ 15th Session—Final (Deportment and Expectancy) —Member of administrative staff EXHIBIT IV Outline of supplementary instruction for machine-shop trainees. Leader: Machine-shop instructor in the shop Time: Tuesday, 8-10 a. m. Thursday, 8-10 a. m. 1st Session—Shop Deportment and General —Plant manager 2nd Session—Care of Equipment and Nomencla- —Machine-shop instructor ture 3rd Session—Use of Measuring Instruments cc QQ QQ 4th Session—Blueprint Reading cc QQ QQ 5th Session—Cutting of the Various Metals QQ QQ QQ 6th Session—Blueprint Reading QQ QQ QQ 7th Session—Cutting Tools (Grinding) QQ QQ QQ 8th Session—Feeds, Speeds, Lubricants QQ QQ QQ 9th Session—Blueprint Reading QQ QQ QQ 10th Session—Sketching QQ QQ QQ 11th Session—Use of Measuring Instruments QQ QQ QQ 12th Session—Blueprint Reading QQ QQ QQ 13th Session—Time Studies and Incentives —Specialist on subject 14th Session—Care of Material and Prevention of Waste a QQ tt 15th Session—Final (Deportment and Expectancy) —Member of administra- tive staff Note.—Tool and Die Shop Students attend sessions with Machine Shop Students. 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. TRAINING WITHIN INDUSTRY PUBLICATIONS Training for More Production Any of these pamphlets may be obtained from the nearest district office listed on the reverse of this cover, or by addressing Training Within Industry Headquarters, Room 3724, Social Security Building, Washington, D. C. HOW TO INCREASE SKILLS THROUGH UPGRADING . . Upgrading is probably used more widely throughout American industry than any other phase of training. It is the plan for advancing employees within the organization so as to increase their skills while they are producing. HOW TO TRAIN PRODUCTION OPERATORS . . . Methods of training production specialists which qualify them for normal production in minimum time. Instructors must be taught how to train; experienced operators can improve their methods of breaking in new men. BETTER SUPERVISION . . . Upgrading, training, maintaining enthusiasm all depend on the quality of supervision. When the managerial force is expanded to meet enlarged production demands, more supervisors must be developed and supervisory practice generally improved. APPRENTICESHIP FOR ALL-ROUND CRAFTSMEN . . . Trade apprenticeship not only fills long-term needs for skilled tradesmen but contributes to output, since it is essentially training-on-the-job. It also provides a source of supervisory and technical personnel. OFF-THE-JOB SUPPLEMENTARY TRAINING . . . While the bulk of defense training must be done on the job, related instruction is indispensable in helping a workman to make the most rapid progress. THE TRAINING WITHIN INDUSTRY PROGRAM . . . The operating principles and policies of the Training Within Industry branch are described, along with lists of personnel at headquarters and in the district offices. UPGRADING IN A RAPIDLY EXPANDING PLANT . . An example of how carefully planned upgrading makes possible extensive plant expansion without sacrifice in product quality. PRECISION LENS GRINDING ... An account of how workers employed on precision optical work were upgraded and new employees were trained for the simpler parts of the job to meet a shortage of lens grinders in Government arsenals and navy yards. TRAINING FOR QUICK PRODUCTION IN HEAVY MANUFACTURE ... A program where new employees turn out usable production practically all the time they are in training. Training steps are closely coordinated with assignments to the production line. UPGRADING AND FULLTIME INSTRUCTORS SOLVE PROBLEMS OF EXPANSION IN PRECISION MANUFACTURE . . . Widespread use of production specialists, upgrading, and a balanced program of in-plant training have helped to overcome a critical shortage of skilled workers. HOW IDLE MACHINERY IS BEING USED FOR TRAINING Through cooperative effort, a manufacturer made his machine shop available to a municipality for preemployment training in the hours after the regular shift. MEETING THE NEED FOR SKILLED WORKERS IN A NEW AIRPLANE ENGINE PLANT . . . Forecasting the requirements for production workers and supervisory employees and an early attack on the training problem were major factors in the successful start-up of a large defense plant. 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., 26th Floor, 20 North Wacker Drive (Andover 1744) Cincinnati, Ohio, Room 840, Union Trust Bldg. (Cherry 3740) Cleveland, Ohio, 4th floor, Union Commerce Bldg., 925 Euclid Ave. (Cherry 5975) 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 1-5520) 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) 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., Room 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 Avenue, S.W. Washington, D. C. (REpublic 7500) U. s. GOVERNMENT PRINTING OFFICE: 1942