[Working Plan for Training Miners]
[From the U.S. Government Publishing Office, www.gpo.gov]

A Working Plan for TRAINING MINERS
BUREAU OF TRAINING WAR MANPOWER COMMISSION
A Working Plan for TRAINING MINERS
Developed by the Anaconda Copper Mining Company Butte, Montana
PREPARED FOR THE BUREAU OF TRAINING
WAR MANPOWER COMMISSION ★ WASHINGTON, D. C.
1943
Student being instructed in the operation of a tram motor
FOREWORD
critical labor supply problem in the Rocky Mountain 1 region motivated mine operators and public officials to give special consideration to the problem of training hard-rock miners. The training plan presented here is the result of careful study and months of experimentation by the Anaconda Copper Mining Co. at Butte, Mont.
The excellent work done by Oscar L. Dingman, and the splendid cooperation of the Anaconda Copper Mining Co. in developing this plan for quickly training miners is acknowledged.
In adapting this plan to other mine operations, it is reasonable to assume that some adjustment in the basic plan may be necessary to meet different mining practices in other mine operations. This can be accomplished without interrupting the unity and continuity of the training program which is laid out here in a practical, comprehensive, and tested form.
Those interested in initiating mining training programs are invited to examine the entire report carefully and completely.
Suggestions for improvements in this plan from mine operators and training officials and requests for assistance in establishing training programs for miners will be handled expeditiously by the Bureau of Training.
For further information on the types of training services available to war industries through the War Manpower Commission, Bureau of Training, you are invited to review the free booklet, “Training Services Available to War Industries.”
W. W. CHARTERS,
Director Bureau of Training
ACKNOWLEDGMENTS
IT IS a pleasure for the writer to acknowledge the assistance of several members of the engineering and operating staffs of the Anaconda Copper Mining Co. Special thanks is gratefully given to J. W. Warren, Assistant Chief Ventilation Engineer, and Earl R. Lyford, foreman, Student Training, for their accurate information, sound suggestions, and fine cooperation. They have given much time and effort and have assisted in every possible way.
The aid of Lester F. Bishop, Assistant Research Engineer, and John C. O’Donnell, Underground Engineer, Engineering Research Department, is much appreciated.
E. S. McGlone, General Superintendent of Mines, has given generously of his time for consultation and advice throughout.
This report has been made at the request of John J. Tessari, Special Assistant to the Director, Bureau of Training, Office for Emergency Management, War Manpower Commission, Washington, D. C., and with the permission and full cooperation of the Anaconda Copper Mining Co.
March 8, 1943
Montana School of Mines
Butte, Montana
OSCAR A. DINGMAN
Professor, Mining Engineering Montana School of Mines, and consultant to W. M. C. Bureau of Training
Demonstrating placement of holes in a drift or X-cut round
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CONTENTS
Page
INTRODUCTION.................................... 9
Selection of program............................ 9
Division of training for the beginning miner ...	9
PREPRODUCTION TRAINING......................... 11
Above-ground safety and mining exhibit, lecture, demonstration, and instructor training by special instructor . . . .............................. 11
Detailed outline of preproduction training course .	12
ON-THE-JOB TRAINING............................ 15
Underground lecture, discussion, and instruction in working place and station by foreman ...	15
Group explanation, instruction, and demonstration in the working place, by and with the instructor .....................................  17
Individual explanation, instruction, and actual physical assistance in doing the specific job in the working place, by and with the instructor..	17
Day-by-day or cycle rotation of the individual student in the working-place cycle............. 19
Presentation to the individual student or group of the work arrangement necessary to produce the progress or production for the extra pay of a contract if applied to this place.............. 19
Rotation of student to working places of similar nature for certain specific training........... 23
SUPPLEMENTAL OR RELATED TRAINING . .	25
Underground lectures on safety, sampling, ventilation, dust control, contract measurements, and geology that are not general but apply specifically to a particular place, by shift boss, foreman, or specialist..................................... 25
Outline of lecture on ventilation—supplemental or related training ...........................    26
Specific job training by instructor............ 27
Page
FOLLOW-UP........................................ 28
Day-by-day working-place experience record for
each individual student, by shift boss .....	28
Daily distribution of men and work accomplished .	28
Student stope monthly report..................... 29
Individual student training experience record con-
stituting a total, to date, experience record ...	29
Working-place progress and production records of
such a nature that they may be used by the foreman or shift boss to show the individual student or group the possibilities of the extra-
pay contract if applied to this place.......... 29
Placement of graduate student in favorable working place as an experienced miner ............ 29
Progress record of student for first year after gradu-
ation as a measure of course’s effectiveness . .	31
Form letters to graduate miners............. . .	31
Questionnaire.................................... 32
TRAINING OF INSTRUCTORS.......................... 33
Selecting personnel.............................. 33
Job instructor training by special instructor ...	36
Summary and outline of job instructor training
for instructors and shift bosses............... 37
Job break-down sheet............................. 39
Instructor’s outline for mine signals, call bell, or
“buzzer”....................................... 39
Data sheet—Code of station signals............... 39
Reminder cards for instructors and shift bosses for
all working places............................. 39
Shift boss reminder cards for drifts............. 41
Above-ground safety and mining exhibit, lecture, demonstration, and instructor training by special instructor................................ 41
CONCLUSION....................................... 40
Review Chart..................................... 41
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A Working Plan for Training Miners
INTRODUCTION
IT IS generally conceded that the hard-rock mining regions of Western United States have had no satisfactory training program for beginning miners for several years. The days of the all-around Cousin Jack miner trained by his father to do every task in a mine in a highly satisfactory manner are gone. As a natural result of the physical and economic conditions of deep-level mining, he has slowly and more or less successfully been supplanted by a group of highly specialized drift, stope, raise, and shaft miners. The change has been gradual but pronounced. As in most highly specialized fields, the breaking in of green men with the regular miner disrupts the even flow of the work, slows down the job, exasperates the other men, and in places on contract, actually causes a money loss to all concerned. This has resulted in greatly reducing the number of men being “brought along” or “broken in” as miners. I say brought along because there never has been a recognized system of apprenticeship for miners comparable to those of the other so-called trades. Although not so apparent in ordinary times, in periods of expansion or when sudden demands have been made on the mining industry there has been an appalling lack of thoroughly experienced miners.
The present great emergency has again focussed attention on this situation. This book
attempts to analyze the problem and to offer or suggest a program of training for beginning miners that would apply in many mines in ordinary times and yet be capable of the rapid expansion necessary to fit unusual or even emergency conditions.
Selection of Program
The; usual approach in considering a problem of this sort would be to study the training systems or plans followed by similar organizations in the same field. This has beep done, and the following outline is submitted as one that might prove useful as a reference or guide on which other interested parties might base such a selection. It represents a program that is the result of much study and investigation; of much trial and error by one large mining concern, the Anaconda Copper Mining Co. at Butte, Mont., in the organization, introduction, and operation of such a training effort.
No program, however carefully selected, will prove entirely satisfactory to every situation and any plan finally chosen will have to be a compromise and probably altered in many places before proving entirely satisfactory.
Division off Training for the Beginning Miner
In considering the problem of training for beginning miners the subject falls naturally into four distinct divisions, namely: Preproduction training, on-the-job training, supplemental or related training, and follow-up. The first three divisions constitute the actual training instruction. The fourth or follow-up division supplies the recorded information regarding the subject matter taught and the progress made by each individual student miner or group of miners. It is the record on which each individual’s supplemental training, additional training, or diversified training is almost wholly based.
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Shift Boss Calhoun laying out the work to student miners 10
PRE-PRODUCTION TRAINING
Preproduction Training.
A well-recognized maxim in mining is that timber framing, machine repairing, and all precise work of a similar nature should be done on surface where facilities and conditions for such work are generally far superior to those existing underground. Applied to the training program, however, there seems to be little doubt that, because of the impossibility of correctly • simulating underground conditions and surroundings on the surface, the reverse is true. In other words the place to train miners is in the mine itself where the beginning miner is confronted with actual mining conditions.
Above-ground safety and mining exhibit; lecture, demonstration and instruction training by special instructor
It is recognized, of course, that certain preliminary instruction, as slightly differentiated from training, will be of considerable value to the green hand in his first few shifts underground. With this in view a suitable safety and mining exhibit has been established in which most of the usual equipment ordinarily encountered underground is not only shown, explained, and demonstrated to the new man, but is open to and arranged for his closer inspection should he so desire. The basic idea and the entire effort in this whole exhibit is not only to show both the new man and the green man something of the things they will encounter underground and the many safe practices that have been instituted for their protection but to make them feel more at home and less green, thereby attracting less attention to themselves on their first trip down.
The exhibit is compactly housed at Butte, Mont., in a well-lighted, high-roofed building with concrete floor and standard-gage mine track. All equipment is full-sized; that is, standard in every respect. In truth, most of it has been removed from the mine to the exhibit in order to impress the student with the fact that this is exactly the equipment he will be using. The building is furnished with both air and water under regular pressures for drilling, wetting down and other purposes; large blocks of native granite for machine drilling; suitable piles of muck for slusher and power-shovel loading demonstration; motor, fan and fan bag installation with regular push-button control; storage-battery haul
age locomotive with operating charging panel; large mine model with operating cage, skip, skip dump and hoist; operating mine shaft signal system with station tender’s bell cord and audible buzzer connections ; chicken-wire-powder-stick models for illustrating actual-size drift and stope rounds; and many other things such as tools, pinch bars and wrenches of all sorts, tool bags and boxes, powder bags, track gages and grade levels, detachable bits and carriers, blasting fuze and automatic sprayers. Needless to say the individual exhibits are well protected with substantial guardrails and the building is suitably heated. At strategic places, on the walls and supports, are hung enlarged photographs of appropriate mine scenes and practices. Display boards and step-by-step charts of certain operations such as fuze cutting, loading, tamping, and blasting attract attention. Large samples of typical ores are displayed for handling and inspection. A loudspeaker system has been installed for use with the larger groups and every effort has been made to present as attractive, interesting, instructive, highly practicable, and animated an exhibition as possible.
On the outside of the building and in the side of a closely adjacent slope are standard track, cars, tunnel, and the three bottom sets of a regularly timbered raise with manway and chute mouth. On a nearby track are standard air-lock doors for trip passage and also timber trucks loaded with the usual standard timber, such as posts, caps, girts, lagging, and wedges. It is thought that this furnishes the transition from the surface to the underground for the whole exhibition and thus ties them closely together or bridges the gap, so to speak, for the completely green hand.
The demonstrator should be an ordinary but thoroughly experienced and highly capable miner who has been selected for the job because of his knowledge of mining, sympathetic attitude toward strangers, and ability to express himself clearly and loudly. He must also have been thoroughly schooled in Job Instructor Training. Preferably, he should have the capacity to introduce a little droll wit and humor in his descriptions and demonstrations of the subject in hand. Dressed in the miner’s garb from hat and light to hard-toed shoes and with a genial smile, the group will soon sense that he is one of them, give him marked attention and feel they have gotten something worth while.
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532019—43---2
Specifically, this whole set-up operates as follows: The man who desires work presents himself at the Labor Bureau and asks for work. He is given a signed slip, carefully directed to the Safety and Mining Exhibit and told of the time of the next scheduled lecture. Here he presents the slip to the demonstrator in charge who records the name and makes him feel at home with the rest of the group for a few moments until the demonstration starts.
At the appointed time the group is welcomed, made to feel at home and the purpose of the exhibit is explained. They are then taken to the safety and bulletin board just outside of the building (usual mine location) where the importance and desirability of following the daily changes on this board is brought to their attention. It is pointed out that all safety announcements, competition records, timely topics, human interest items, union notices, display cards, contract information and all other matters of interest and importance to themselves and the mine are officially posted on this board.
Again inside the building, the instructor begins his lecture on the individual miner’s personal dress and clothing. From here the group is shifted to the mine model where the general set-up of a mine in action is tersely but carefully explained along with two or three of the most usual systems of mining in this camp. By easy stages and without interruption or confusion the listeners are carried along through the entire exhibition. Everything is animated, everything is action, and everything is modestly dramatized. The result is that the attention and interest of the whole group is closely held throughout the entire period; and it is felt that much good is accomplished toward dispelling strangeness, anxiety or fear of the new man for his prospective job.
The average time of each lecture is 1 % hours, after which a question and answer period generally consumes from 10 to 15 minutes more. It has been found that periods of 2 or more hours detract rather than add to the effectiveness of the program. Safety is stressed throughout the entire lecture and each listener is presented with a Safety Rule book. The slips, signed by the demonstrator, are returned to each individual who presents them to the Labor Bureau where he makes formal application for a rustling card. The new but experienced miners are given cards and advised of the operating mines needing men and here they are subsequently hired. The
green men are given cards and advised of mines in which student stopes are in operation. Here they later secure employment and the actual on-the-job training of the student minér begins.
It is fully realized that there is considerable divergence of opinion among persons interested in the training programs for beginners in any industry. Each industry claims special problems and desires special attention, but to one familiar with industrial training programs in general this ordinarily means only a slight alteration in the application of his perfectly general or blanket program. In this general program a considerable length of time is almost always spent in preproduction training. Plant facilities are readily available and easily alterable to fit the program. This is not true in mining. Because of inability to duplicate underground conditions above ground; the scattered or isolated location of the many working places each of which presents its own special problems; the unavoidably hazardous nature of the work; the almost total dependence of one miner upon the other for his personal safety; and because of the disadvantages of cramped positions, temperature and sometimes water, it is almost universally felt among mining men, from miner to management, that the usual training programs do not apply to mining. It is our opinion, therefore, that the instruction given in this mining and safety exhibit represents about the proper proportion of time that can be profitably spent in preproduction training above ground.
It should be noted that the time spent in the safety and mining exhibit precedes actual hiring or employment. Should the new man, after observing the demonstration, decide mining has no appeal to him and he does not care to proceed further with it, he may withdraw. This, of course, saves both himself and the company much time and inconvenience.
For those particularly interested, a detailed outline of lecture-demonstration presented at the safety and mining exhibit is given herewith.
Detailed outline of preproduction training course
1.	Welcoming prospective miners.
2.	Explain the purpose of exhibit.
3.	Bulletin board.
Placed at every mine.
Easily accessible and well lighted.
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3.	Bulletin Board—Continued.
Description of safety posters and bulletins.
Current news.
Other information.
4.	Apparel.
Skullguard safety hat and belt.
Safety shoes.
Underwear.
Overalls and jumper.
Lamp.
5.	Mine model.
Hoist.
Headframe.
Shaft.
Skips.
Station.
Crosscut.
Drift.
Raise.
Stope.
Ventilation.
Size cable used.
Breaking strain.
Safe load.
6.	Types of ore and waste.
Copper ore.
Bornite.
Chalcocite.
Chalcopyrite.
Manganese ore.
Zinc ore.
Waste rock.
How ore occurs.
Foot wall and hanging wall.
“Horsetail” and where it occurs.
7.	Drift operation and equipment.
Wet down-dust prevention.
Bar down-safety.
Tool box.
Vertical bar setup.
Horizontal bar setup.
Drifter Drill.
Weight of drill.
Lubrication of drill.
Method of operation.
Care of machine.
Air and Water hose.
Rubber shortage.
Care of hose.
Drill steel.
Drill shanks.
Detachable bits.
Bit carrier.
8.	Explosive accessories.
Powder.
Size of powder.
Powder magazine.
How carried.
Loading powder in holes.
Electric blasting cap.
Ten (10) delays of electric blasting.
When used.
Space blasting.
Tamping or stemming.
Blasting cap.
Straight fuse.
Lengths.
How primer stick is made.
9.	Drift round.
Method of drilling.
Depth of holes.
Shape of drift.
Timbered or untimbered.
Number of holes.
10.	Bunch blasting—Fuse cutter.
11.	Vent tubing or fan bag.
Where used.
Operation of fan motor.
Method of taking down before blasting.
Conservation of fan bag by good care.
12.	Air and water blast.
13.	Mechanical loader.
Two (2) sizes of loaders—Safe operation,
14.	Slide rails—Advance track.
15.	Track level.
16.	Track gauge.
17.	Stoper operation.
Stoper drill.
Set up.
Tear down.
Lubrication of drill.
Care of hose.
Shanks same as drifter drill.
Detachable bits same as drifter drill.
Placing of holes.
18.	Gin pole.
Its use.
19.	Slusher operation.
Description of double-drum hoist.
Description of scraper.
Wedge eye pin—Cables—Pulley blocks.
20.	Mine motor.
Description.
Operation.
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20.	Mine motor.—Continued.
Safety devices.
Charging panel—How to charge.
21.	Mine signals.
Station buzzer.
Shaft signal.
22.	Mine cars.
Anaconda type—Granby type—Timber trucks.
23.	Mine ventilation.
Ventilation doors.
24.	Mine chute.
25.	Types of timber.
Sill timber—Stope timber—Raise timber.
26.	Tracks and switches—25-pound rail—40-pound rail.
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ON-THE-JOB TRAINING
At this point it is assumed that the green man has attended the preliminary safety and mining demonstration, definitely decided to become a miner, has been directed to a mine having student stopes and desiring student miners, and has there been hired by the hiring foreman. The need for these trainees has been discussed previously between the student training shift boss and the hiring foreman of that particular mine, who has, in turn, notified the Labor Bureau. The hiring foreman closely interviews the prospective student and assigns him to that place in the mine for which the student has the keenest desire and for which he seems to be best fitted. All of this information is noted on the student’s personal record sheet which has just now been started and is scrupulously kept from this point on throughout his entire training period.
It must now be clear to the reader that the aboveground pre-production training period of the student miner is over, that the fourth or follow-up division, which is his personal accomplishment record, has been started and that he is now about to enter the second or on-the-job training division. Obviously, this on-the-job training is the heart of the entire program and of the utmost importance to both the student and the company. The man has decided to enter a field entirely new to him and one that will definitely affect his entire future and the company has assumed all of the usual safety and other obligations extended to the fully experienced miner. The student is now on the company pay-roll at standard miner’s day’s pay and the company is very definitely and vitally interested in.his personal progress and record of proficiency and attainments.
In general, there seem to be two major or basic divisions of mining operations in an underground mine, that is, crosscutting and drifting, and stoping or mining. Usually, sinking and raising are recognized as important specialties, the personnel of which is recruited from the two basic groups. It is around these two large basic groups or divisions, therefore, that the student training program is built.
In considering a training program for small groups in isolated working places that are not easily reached, which is the case in almost any large underground mine, it is apparent that great dependence must be placed in the instructor.
He must be sympathetic to the program, highly capable as a miner, have a capacity to teach others, and be physically able to do any of the work found necessary. The number of working places undeJ his direction should be limited to not over two or three so that he may spend a continuous period of two or three hours with each group every day. It is the instructor’s job not only to tell the student how but show him how by actually doing the job or assisting in its being done. A special student training shift boss supervises a group of three or four instructors and their respective working places. One student training foreman is in charge of all of the student training personnel for all of the mines of the company.
Underground lecture, discussion, and instruction in working place and station by foreman
It is often desirable or necessary for the foreman to call all of the students on a level or in certain stopes together for instruction that may pertain equally to all of them. This is accomplished by having a suitable place in the mine, generally a little-used station, provided with lights, blackboard and benches for seating. Here are held the underground lectures, discussions, and instruction for both preproduction and on-the-job training mentioned in the outline. One may ask, “Why is this not taken care of on the surface before going down?” The answer, of course, is the necessity of lowering and raising the entire shift at one time and the convenience of the underground station. It is here that the foreman contacts most of his new students for the first time and explains to them what this whole training program is all about. He tells them of what he hopes to accomplish in their training and how he proposes to do it. He stresses the paramount importance of their own personal safety, of constantly being safety conscious and adhering strictly to all safe practices. He points out the futility of the enterprise without their full support and asks for their hearty cooperation and earnest efforts in assisting themselves to become experienced and proficient miners as quickly as is consistent with the program. He fully explains to them the place, purpose and importance? of the instructor and the shift boss in the set-up. He urges them to maintain an inquisitive mind, to ask questions and call for an explanation on every-
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Getting ready to drill in student stope
16
thing done in their working place that they do not fully understand. He mentions that records of their experience and progress are being kept. He then makes the assignments and introduces each student, individually, to his respective instructor and shift boss.
Group explanation, instruction, and demonstration in the working place, by and with the instructor
Once the student miner reaches the working place, his mining education really begins. Usually the place has been started by a preceding crew and is in first-class condition for continuance of the work. If not, then the group proceeds to do whatever work is necessary to place it in proper condition for the project in hand. Whatever the nature of this preliminary work, it constitutes good mining practice and should therefore be taught and rightly so, because it is part of the business. And this brings up an important practice regarded as fundamentally sound for the whole training program for student miners. Every job, in the progress of the training, is performed at the very time it is first encountered. Nothing is postponed. Nothing is sidetracked. Nothing is left for another crew to do who knows better how to do it. Before the job is begun the instructor sits down with his crew in a safe nearby spot and outlines the program and method of attack. He explains to them the reasons why this particular method has been chosen over others for this particular place and gives them the ultimate objectives to be attained. He details just how the job is to be started and the follow-up steps that will be necessary in its proper prosecution. He then breaks his crew down into the proper working parties, instructs them as to their specific tasks, gives them a final word of caution about being careful and the work begins.
The significant and very important fact, from a training viewpoint, concerning the work in hand for the next two hours or more is that the instructor remains with these men and actually performs with them, each and every part of the work. He demonstrates, individually and collectively, with his own hands and with the aid of the crew, just what to do, how to do it, and what not to do. The instructor takes pride in his work and in the work of his crew. He knows from his long experience, his own personal job instructor training, and his
study of job breakdown sheets that there is just one correct way to do this particular job in this particular mine or ground and he proceeds to use every intelligent means at his disposal to see that every member of his crew does it precisely that way. He thoroughly explains every part of the work, invites questioning and gladly reexplains everything that is not thoroughly understood. He maneuvers the group in such a skillful manner that all have an active part in the job and all are interested in its progress and completion. Without being particularly aware of it, each person has demonstrated to the satisfaction of the instructor that he can do that particular job and that he understands the mechanics of and reasons for doing it sufficiently well to enable him to demonstrate it intelligently to someone less informed.
It should be noted that nowhere in the whole program, thus far, has the instructor hurried or attempted to hasten the work. The whole emphasis has been on explanation, understanding, thoroughness, and safety. The words speed and production have no place in the preliminary part of any beginning miner’s training program and are, therefore, studiously avoided.
Individual explanation, instruction, and actual physical assistance in doing the specific job in the working place, by and with the instructor
As stated before, most of the working places will have been started by preceding student crews but the general procedure is the same in either case. The progress of the work so far and the reasons for doing it that particular way are explained and discussed thoroughly before actually beginning where the other crew left off. In the orderly progress of the drift, crosscut, or stope, however, the instructor has a much better opportunity for both the group and individual instruction of the student than in the starting of an entirely new proj ect. After the newness and strangeness of the initial phases of the work have worn off and some of the rudiments of the craft are mastered, the trainee begins to feel more at home and acquires more and more confidence in himself. He generally becomes more eager to learn and the ever-watchful instructor takes advantage of this to give much additional individual instruction to the aggressive members of his various groups. This does not mean that the group explanations are lessened or that less personal
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Drifter drilling demonstration hole into block of real granite 18
attention is paid to the slow members of the crew.' The instructor is constantly demonstrating, explaining, and working with every member of the crew. In fact, the instructor will probably spend considerably more time than before with the less apt students. It does mean, however, that the eager, aggressive, capable workman will be encouraged, brought along and given as much lead as his abilities will permit. This fact brings out one of the bright spots or outstanding advantages of the entire student training program in that it not only allows but encourages and rewards good performance. One might think that this might sometimes create a little feeling among the members of the crew. Such a situation is easily avoided by the experienced instructor but, if need be, can be averted altogether by changing the student concerned to the other shift or another but similar working place. It is also worth remembering that all experiences, pro-gressor attainments are being noted by the shift boss and placed on the trainee’s record card—permanent credit for his demonstrated ability.
This whole picture of recognition for the aggressive, capable student should be kept in mind by the reader because it has to do with the very important but controversial question of, “When should .«the student graduate?”
Day-by-day or cycle rotation of the individual student in the working-place cycle
As the day-by-day work in the drift, crosscut, or stope progresses and the simpler, ordinary and oft-repeated tasks are accomplished without hesitancy, it becomes apparent to the student miner that almost everything done in mining follows a certain cycle.
Where formerly all of the crew participated in doing a certain thing, now the group has been broken down and each man is assigned a certain portion of the work. Furthermore, he has been rotated from job to job in the working place as have all of the crew and each and every one of them have performed each and every job several different times. With the help of their instructor and shift boss, they have agreed upon a plan for the prosecution of each day’s work. Each man has done his part, they have all worked together and at the end of each shift the work they set out to do has all been accomplished easily and well. They pick up the work next shift exactly where they left it the shift
before. The cycle of the operation they are engaged in is definitely fixed and it impresses itself upon them as being not only the best but probably the only way in which the work can be effectively accomplished. The foreman bas already paid them several visits and they find he is much interested in their progress, the way they do things and their reasons for doing them that way. After the crew has become thoroughly familiar with all phases of the work in that particular place and everything is running smoothly, it is decided that another crew of about equal experience is to be placed on the opposite shift. As expected, each crew watches the work of the other with much interest. Considerable discussion among the students naturally follows as to which group is doing the best work. Many questions arise as to why certain work performed by the other shift was done in the manner it was and whether or not some other way would have been better. The instructors, shift bosses, and sometimes the foreman are occasionally hard pressed for satisfactory answers to some of the highly intelligent questions asked by these student miners. In fact, all parties concerned with this training program have been much surprised and greatly impressed with the eagerness displayed and the progress made by most of these students. There is little question as to the effectiveness of the program.
Presentation to the individual student or group of the work arrangement necessary to produce the progress or production for the extra pay of a contract if applied to this place
As the training program moves along in the drift or the crosscut, the crew becomes more experienced and is thoroughly familiar with the ordinary work cycle of muck and drill, timber and blast. A careful explanation is made to them of the general haulage and hoisting system of the entire mine and particularly the way it affects their level and the availability of empty cars and supplies for their specific place. It is shown to them that in order for their particular operation to fit into this general pattern it is necessary that they regulate their work cycle to conform. If they succeed, they receive cars and all of the auxiliary services that expedite their work. If they fail, they have much lost time, their work is hindered and they accomplish much less. All of this is particularly true and vividly brought out
532019—43---------3
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Handling rock in student stope
20
when the night shift is placed opposite them. They quickly learn to adjust the round, if necessary, in order to maintain the cycle of ‘round in and round out’ every shift without fail.
Although the stope operations are different in detail, the principle is the same. The crew becomes proficient in drilling and blasting; timbering and its many variations such as chute raising, manways and ladders, lagging, and flooring, and slides; and the handling of the muck whether by shovelling, slides, or slushers. They soon see that in order to work the stope effectively and make suitable progress the group must be broken down and all of the different operations move along at the same time. Some require one man and some two men working together. They are shown and readily perceive that each shift must generally have the three operations of breaking, timbering, and moving broken ore into chutes, all proceeding at the same time, or the stope is not left in such condition that the crew on the following shift can make a suitable showing. In other words, there is a stope cycle as well as a drift cycle and a complete cycle must be accomplished each day for proper progress in the working place.
We assume now that the training program has been in operation for several weeks with these men in this same stope. The stope cycle has been in complete and highly successful operation on both shifts for several days, thus changing each member of the crew from one part of the work one day, such as drilling, to another part of the work the following day, such as timbering. All of the ordinary things in stoping have occurred and some of the unusual happenings such as loose ground, small caves, blasted-out timber and blocked chutes have been discussed and taken care of. The foremen and shift boss have informed the men some time ago that stope production records have been kept from the start and that much improvement is being shown by the stope both in tonnage and reduction of ore dilution. The foreman attributes this to more experience, better mining, and consistent effort on the part of the crew. He explains to them the engineer’s measurements and the cubic footage calculations for their breaking, timbering, and handling of broken ore and calculates for them the amount they would have earned if they had been paid for their work at the going rate for similar work to regular miners ip, other parts of the mine. This generally proves most interesting to the
trainees and they arefusually surprised to find that their stope production is considerably below that which warrants day’s pay. The fact that they have been receiving full miner’s pay from the company since the very first day of their training, without actually having earned it according to the regular standards, appeals very much to their idea of fair play.
The foreman and shift boss voice the opinion that those men of the crew who think they now know enough about this particular type of stope mining to swing a regular job should probably be given a trial. They suggest, however, that before this is done the attempt should be made to bring this stope’s production iip to the day’s pay level in order to show what will be expected of them as experienced miners. The shift boss, for the next several days, spends considerable time in this stope and shows this crew every legitimate short cut in organization, planning, coordination, and group effort that his wide experience affords. Every method of attack, every scheme of betterment, and every shortcoming is thoroughly analyzed and discussed by the group as a whole. Usually the response is such that the goal is reached but whether it is or not, much good has been gained and just what this crew has learned and can actually accomplish has been amply demonstrated. Those men who still wish to assume the responsibilities of a full miner’s job and whom the shift bosses agree are skilled enough, are given the first opportunity that presents itself. Where possible, they are placed in similar stopes in favorable places in the same mine and under shift bosses who will encourage and assist them in every legitimate way.
It goes without saying that not by any stretch of the imagination can these men, at this stage of their training, be considered full-fledged miners. They have probably spent from six weeks to three months in this special training course. Things just simply do not happen within such a short period of time in any mine in the world that would com« even remotely close to furnishing a totally green man with a fully qualified miner’s experience. Four years is the usual apprenticeship for most of the so-called crafts whose training facilities have all the advantages of close arrangement, constant supervision, and normal above-ground conditions of light and accessibility. It is definitely certain that four years or longer will be required to make the master miner. It must be remembered, however, that no attempt is
21
Operating a mechanical loader in student cross-cut 22
being made in this training program to produce the all-around fully qualified miner in three months. This is not the aim because it is not felt that this is necessary. As stated before, the different branches of actual underground mining, namely drifting and crosscutting, stoping, raising and sinking have become so highly specialized that they require specialized miners. This is particularly true with the larger companies where these different types of work constantly require the labor of several hundred miners. There are drift miners, for instance, who never work at any other type of mining except drifting.
The instruction given in this training program is thought to represent the very best that is possible to devise. It includes the remnant best of many trials over a long period of time and is taught by a group of thoroughly experienced miners especially coached and trained for the purpose. Full miner’s pay incentive for the trainee has been provided by the company. Every usual job and detail of the work has been encountered and successfully solved several times. Many unusual jobs or situations have been created so that they might be studied, explained, discussed and subsequently solved. Under these conditions it is believed that fully one year of the normal training and experience of the average green miner has been condensed or crowded into this three-month period. Furthermore, the student has been informed of and has discussed many of the important allied services about the mine that many miners never notice or understand. Best of all, he has been placed in the pleasant (and important) frame of mind that he and his job constitute probably the most vital cog in the whole mining set-up. Therefore, it is not at all out of place to give the more confident and resourceful characters a trial at the same specialized mining they have been practicing.
It is realized, of course, that there must be an opening before the miner can be placed and, furthermore, that if the need for miners increases, there is always a tendency to shorten the training period. This is admitted to be one of the weak points of the entire program and cannot be allowed to go too far or the purpose of the entire program would be defeated. It does, however, focus attention on the minimum requirements and it is believed that the above-described 3-months training period for stopes is about the minimum for the average trainee. Because of the less diversified nature of
the work, drift and crosscut miners require about 60 percent as much training time as stope miners for the same degree of perfection.
Rotation of student to working places of similar nature for certain specific training
During the first student-training period, in both stoping and drifting or crosscutting, it may seem desirable to follow some special work that is then being done in a neighboring stope or drift. A good example is where a stope may be silling through to the level above. It is quite possible that this situation might not be encountered in a certain 3-month stope-training period and it is necessary that the men be instructed in its handling. They are, therefore, temporarily transferred to this stope where special attention will be given to this special job. It would not be unusual for the rotation of students to similar working places to occupy several additional days beyond the usual 3-month period.
There are many avenues for the continuation of the training period for both the stope and drift or crosscut miners after they have reached their minimum requirement. Each may receive the training the other has just finished or the stope miner may be placed in a stope having an entirely different type of mining such as changing from a square-set stope to a shrinkage, stull, horizontal cut-and-fill, vertical slice, Mitchell top slice, rill or timber rill. It is realized, of course, that considerably less time would be required, each time a change were made with the same miner, for him to reach thesamede-gree of skill he had attained in the directly preceding stope-training period. How far such a system of diversified or pyramided training should be carried is a debatable question. Where the company guarantees day’s pay for the entire training period, there certainly is a limit and it would seem to be at two or three changes for each individual.
Before leaving the subject of on-the-job training, attention should be called to two important considerations that permeate the whole training program. One is that the student is treated in every way with the same respect and consideration as the regular miner. As an illustration: Should he have no losttime accident throughout any month, he is eligible for the drawing that takes place at the individual mines each month and where the lucky winners are each presented with a $25 War Savings Bond. It is believed that making the student miner feel that
23
he is on a par in every respect with all of the other workmen creates favorable reactions.
The second important consideration is the use of sketches wherever possible throughout the entire
training period to aid in visualizing, making plain and emphasizing to the trainee the importance of certain steps in his work. Two complete sets of these sketches are herewith presented.
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SUPPLEMENTAL OR
Underground lectures on safety, sampling, ventilation, dust control, contract measurements, and geology that are not general but apply specifically to a particular place, by shift boss, foreman, or specialist
Obviously when an attempt is being made to give a short, compressed, and pointed training course on one highly specialized part of mining, it will be necessary to perform many related tasks. The main program, in a stope for instance, will be perfectly plain to all of the students as it gradually unfolds or develops. As the work progresses, however, unusual conditions will be met that will have to be explained if they are to be understood. For example, suppose the grade of the ore produced in a square-set stope is running lower than the samples show that it should and the shift boss decides that he may have to drop several of the end or hanging-wall sets. He calls all of the men in this stope together and tells them of his plan and the reasons for it. He decides first, however, in order to make certain he is correct, to have the ground resampled. This is a check job for the sampler and here is the place for a short period of supplemental or related training on the importance of sampling to the plan of mining in that particular stope. The shift boss might even go so far as to have the sampler give a 15-minute talk and demonstration while this particular sampling job is being done.
Another instance might be where the shift boss finds a trainee collaring a hole dry after he has been cautioned not to. This is the occasion not for berating or ridicule but rather for the introduction of supplemental or related training on dust control, that vitally important matter of personal concern to the miner himself. Any remarks on dust control should stress the importance to the miner of avoiding the making of small-particle dust because, once made, the very finest particles, if dry will travel in the air courses. Wet drilling probably reduces the finest and certainly prevents their circulation. This leads to the universal practice of wetting down all working places regularly, and the student’s attention should be called to the hoses and attachments for that purpose. He is informed that it is not uncommon to wet down a well-ventilated working several times a shift in order to
RELATED TRAINING
insure a better working place and that management watches this closely.
Still another instance might be had on the driving of a certain chute and manway set through to the level above for the improvement of the ventilation as well as service to the stope. Ventilation is discussed as being the next most important item to safety. Students are told, generally, of the source of fresh air for the mine and the necessity of keeping main air courses free from obstructions in order to promote air passage. They are also urged and shown how not to restrict an air course to their individual working place. Keeping manways clear between levels is pointed out as being the bey to proper ventilation in stopes. An explanation is made showing how the exhaust air is bypassed to an air shaft or to an underground reconditioning plant where it is scrubbed, cooled and freed of all dust and noxious gases before being returned to the working places.
Just how far such explanations and discussions should be carried will depend upon their relative importance and somewhat on company policy. Some of them, such as safety, dust control, and ventilation, may be of sufficient importance at that particular place or time to have a special instructor talk to the group at the undergrouiid lecture station for several minutes on certain days.
In following the policy of performing all work as it is encountered, in a student training program, it is definitely certain that some so-called dead work will necessarily be met. Often this detracts from rather than enhances the program and sometimes dampens the student’s interest. One of the cardinal principles of good instruction is the creation and maintenance of interest, and the related training program can almost always be relied upon to definitely increase interest.
It is felt that the supplemental and related training set-up is of real importance and an outline covering one of the several subjects mentioned that might be included is submitted for reference.
The subject chosen is Ventilation; and the complete outline is arranged in such a manner that sections may be lifted out bodily and short lectures delivered on these respective sections by instructors, shift bosses, or the foreman. Thus, for men in a raise, the section on “General Mine Ventilation” would be supplemented by the addition of the
25
section on “Raises.” Only under exceptional circumstances would all of the outline be covered in a single lecture and, then, only by a well-informed special lecturer from the ventilation department.
Outline of Lecture on Ventilation— Supplemental or Related Training
I.	Antecedent factors:
A.	Heat.
1.	Source of heat.
a.	Ground gradient.
Fissure veins injected from molten magma heating surrounding country rock..
Roughly, 1° F. increase per 100 ft. of depth.
Circulating ground water through fault planes and veins increases relative humidity or moisture content of air.
b.	Oxidation.
Timber—breaking down of hydrocarbons.
Heats of formation—iron to rust.
c.	Friction.
Temperature increase—rubbing on irregular surfaces.
B.	Hygiene.
1.	Dust control.
a.	Elimination of dust concentrations.
b.	Air conditioning.
2.	Assimilation of normal environment.
a.	Circulation of large air volumes.
b.	Fresh air delivery to working faces.
c.	Air conditioning.
(1)	Cooling—reduction of temperature.
(2)	Washing—scrubbing and spraying.
(3)	Dehumidification—removal of moisture.
II.	Established Policies for General Ventilation:
A.	Main hoisting shafts—downcast inlets.
1.	Safety precaution in case of fire.
2.	Student familiar with entryway.
3.	Source of fresh air inlet.
B.	Reversible fans at collars of exhaust shafts.
1.	Maintenance of constant-directional air flow.
2.	Safety precaution in case of fire.
3.	Underground “Booster” fans in series with surface exhaust fans.
C.	Auxiliary ventilation for all dead ends.
1.	Regardless of temperature.
a.	Fresh air supply.
b.	Dust control.
III.	General mine ventilation scheme:
A.	Intake—main hoisting shaft may be supplemented by other shafts or surface raises.
B.	Primary airways—level crosscuts and laterals.
C.	Secondary airways—raises, drifts, and stopes.
Individual distribution to all dead-end faces by auxiliary blowers and ventube.
D.	Exhaust.
Smooth-lined rectangular shaft or. octagonal air raise or combination of both.
IV.	Ventilation of specific type of working place:
A.	Sill, drift, crosscut or lateral.
1.	Auxiliary ventilation.
a.	Must be serviced by blower and ventube regardless of temperature. Purpose to deliver fresh air to heading and prevent dust concentrations. Blower should be located in primary airway.
b.	Wet down working vicinity.
To a minimum of 25 ft. from face.
Wet down intermittently if required.
c.	Use of compressed air and water blast.
Located within 30 ft. of face.
To effectively wet material homogeneously by each successive blast.
d.	Protect ventube from blast.
Remove ventube by placing in mine car.
Must be removed for 100 ft. from blast location.
e.	Care of ventube.
Rubber coated. Scarcity.
Keep good alignment—free from kinks.
Use fittings for turns.
Install new lengths near source.
f.	Use of end piece.
Designed for use on high-velocity delivery at face.
Delivers a flat tabular ribbon of air from ventube which sweeps face from top to bottom discharging air from face below breathing zone.
B.	Raises.
1.	Auxiliary ventilation.
a. Must be serviced by blower and ventube regardless of temperature. Purpose is to deliver fresh air to heading and prevent dust concentrations.
2.	Wet down vicinity. Wet down intermittently if necessary.
Use precaution in ground subject to air slack and in talcy or faulty ground.
3.	Use compressed air and water blast designed for raise use when blasting.
4.	Carry ven tube to within 8 ft. of back.
Keep good alignment and free of kinks.
Use fittings for turns.
5.	Empty clean-out tee at bottom of raise.
This should be regular procedure. A weekly practice.
6.	Protect ventube from blast.
7.	Install new ventube near fan.
a. Keep older ventube in raise.
26
C.	Stopes.
1.	Auxiliary ventilation.
a.	Because of temperature, some stopes are provided with auxiliary ventilation.
b.	Keep ventube discharge near working vicinity.
c.	Keep good alignment. Free of kinks.
(1)	Use fittings for turns.
d.	Protect from blast.
2.	Wet down.
a.	To eliminate dust concentrations and a factor of good housekeeping.
b.	Wet down intermittently if required.
V.	General:
A.	Obstructions.
1.	Do not restrict main airways with timber, cars, etc.
2.	Do not use solid landings in raises.
Use grated landings.
B.	Controls.
1.	Doors are for a purpose.
Observe signs on doors relative to position.
2.	Regulators.
Provide adjustment of airflow.
C.	Important rule.
1.	Never enter any dead end without auxiliary ventilation without consulting proper authority.
Specific job training by instructor
In the course of teaching a crew of student miners over a period of three months or longer, instances will happen or breakdowns will occur that will demand special or specific job instruction. For instance, in a large cut-and-fill stope the slusher cable becomes detached and the connections are lost in the filling; no Crosby clamps are available short of the supply station and a quickly thrown eye splice becomes necessary. This is a situation for specific job instruction by the instructor. This same opportunity might not occur again in the training period and should be taken full advantage of by the instructor, not only to secure the cable to the slusher quickly and well, but to instruct the student and to arouse his interest and ingenuity in solving similar difficulties. It builds up the young miner’s “stock in trade,” gives him confidence in himself and pride in his accomplishments. Many similar instances can be imagined that present fine opportunities for use of specific job instruction.
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FOLLOW-UP
There is little doubt that lack of proper follow-up is the chief reason for the failure and ultimate collapse of many seemingly suitable and easily workable programs attempted underground. Our military strategists all agree that a relatively poor strategy vigorously prosecuted is far superior to good strategy poorly or indifferently prosecuted. Large mining operations are particularly susceptible to such practices. Much time, effort and money, are spent in studying, organizing, and putting into operation certain laudable practices which later die a natural death because no one in particular is interested. The plan has failed and is roundly condemned. It never had a chance to succeed. It failed not because it was a poor plan but because it was never properly followed up. Shift bosses, foremen, superintendents, and even managers, are all sometimes guilty of this neglect. Other important matters arise and they turn their attention there, thinking the machinery for the previous problem will take care of it without further effort. There is no follow-up, and, as stated before, the plan fails.
As an aid and basis for proper follow-up, incorporated in this student training plan is a system of records regarding the student; his work, personal experience and progress as the program advances.
It is of the utmost importance both to the trainee and the company. If the instructors under whom he was trained should sever connections with the company, or a quick drastic curtailment or shutdown occurs and no record had been kept, no exact information would be available for regulating this student’s further training. Furthermore, any worthwhile training program costs the company considerable money and its measure of effectiveness cannot be properly measured or weighted without suitable records upon which to base judgment and comparisons. These records, their keeping and the manner in which they are used by those in charge of the entire training program constitute part of this important follow-up.
Day-by-day working-place experience record for each individual student, by shift boss
As would be expected, all of the usual personal records of each employee of the company are kept on each trainee also. In addition, a day-by-day working-place experience record for each individual student is kept by the shift boss. It is known as the Daily Distribution of Men and Work Accomplished report, a copy of which is submitted. It is believed to be self-explanatory. A Student Stope Monthly Report is also shown.
Daily Distribution of Men and Work Accomplished
[Contract Month: Nov. 1942. Place number 1538-36E]
Days worked	Number .shifts per day	Men	Break	Timbering	Slush or slide	Miscellaneous
Nov. 194^ Nov. 4. Day	__ Nov. 4. Night	2	Smith-Jones		X	X	X	Raised 4 sides chute.
	2	Brown-Black		X	X	X	
Nov 5. Day	2	Smith-Jones. _ 		X	X	X	5 sets gob lagging.
Nov 5 Night	2	Brown-Black__ 		X	X	X	Pulling floors and slides.
Nov. 6. Day	2	Smith-Jones		X	X	X	Tapping waste chute.
Nov. 6. Night		2	Drown-Black		X	X	X	5 sets gob lagging.
This is a daily report kept by the shift boss. It affords a record of where each man has worked and what each man has done thru each day of his entire training period. This sheet may carry several working places and can be used for one month.
It is easy then to check on any individual who has worked in a mine for any month, and, at a glance, tell what opera-
tions he has worked. Breaking and moving broken ore are one-man operations, so if a man works on a drilling operation one day, he slushes the next day. In this manner he learns the two operations. Timbering and miscellaneous work are two-man operations and naturally the men work together.
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STUDENT STOPE MONTHLY REPORT. SILVER BOW MINE
[A2803-I-42E square sets]
Place	Type	Stope	Cars	Tons	Tons per man	Breaking	Timber	Moving broken ore	Filling	Total shifts	Labor money	Labor cost per man	Days stope worked	Average tons per day
														
														
														
														
														
Cubic feet per man	Air money	Timber money	Explosives	Total supplies money	Supplies cost per ton	Total cost per ton	Excavation
							Cubic feet
							
							
		‘ ,	. -	_ „	:	;		_ _ _ '_ 			 _ _ _							_ _ 	
							
A monthly report of each student working place is kept in this manner. What has been acomplished and some idea of the cost may easily and quickly be noted.
Individual student training experience record constituting a total, to date, experience record
Individual student training experience records constituting a total, to date, experience record should be kept so that the total experience of each trainee may be seen at a glance. If this is not properly done or the information is spread over several cards, and a trainee’s record is called for, it is necessary to run through these several mine records to ascertain the student’s present status of training or experience. It is realized that all records should be of such a nature that the information they require may be easily and quickly recorded. If too complicated, they become too burdensome for the underground personnel, and are, therefore, slighted. Nevertheless, this information, if only in summarized form, should appear on the student’s individual record sheet or card and thus be available for ready reference.
Working-place progress and production records of such a nature that they may be used by the foreman or shift boss to show the individual student or group the possibilities of the extrapay contract if applied to this place
Working-place progress an 4 production records of such a nature that they may be used by the foreman or shift boss to show the individual student or group the possibilities of the extra-pay contract, if applied to this place, constitute valuable information. They are kept on all working places and are
used by both the shift boss and foreman to gage the work being done by each group. Reference to the form submitted, called Contract Calculations, will show the rate earned per day by each student in the stope and also the unearned money. It covers the previous contract period of one week. The difference between the scale or rate paid and the rate earned equals the unearned money and represents the amount the company is investing in the training program each day in each student in that particular working place. This is a very important figure from the company viewpoint.
This particular record forms the basis for the follow-up on extra-pay work or contract previously discussed in item 5 of on-the-job training. It might easily form the subject matter for a most interesting and instructive lecture on contracts or measurements under item 2 of supplemental or related training.
Placement of graduate student in favorable working place as an experienced miner
Strictly speaking, the first real follow-up for the unified training program for beginning miners comes after the student has graduated. The placement of the graduate trainee in a favorable working place as a regular miner is undoubtedly the most important single step in the whole set-up both from the viewpoint of the young miner and the company. Here is a man who has chosen a new trade or profession and who is about to launch himself upon this new career. He has spent three
29
Mechanical loader. Note mine model and drifter set up against granite block
months or more in intensive study and training under the best instruction that can be supplied. He has worked hard, is enthusiastic about mining, is proud of his accomplishments and feels fairly certain that he can “hold up his end,” that is, hold the job wtih credit to himself. Nevertheless, he is not too certain, is just a little anxious and, privately, he is hoping that he gets a “break” and “lands” with a good shifter.
Under these conditions it would be most unfortunate for the company and disastrous for the young miner to be assigned to some shift boss who may be unsympathetic with the training program. There can be no doubt of the result. In the extreme case the young miner would certainly be lost to the company and might be lost to the mining industry as a whole. In addition to all of the time, trouble, effort, and cost of the training period the company has an unearned wage investment in each graduate miner of about $3.50 per day or roughly $250 for the 3-months’ training period. It.should also be remembered that the instructor is paid 50 cents above day’s pay or $8.25 and the shift boss draws $312.50 per month at the present time.
It is absolutely imperative, therefore, that the follow-up part of the program definitely places each of the graduate miners in a stope or drift similar to the one he served in; preferably in the mine he has worked in but at least in one of similar conditions of ground and temperature; under an even-tempered shift boss wholly sympathetic to the training program and one well known for his capable handling of new miners. Unless this can be accomplished perfectly, it would be far wise to hold the miner a few more shifts as a student until it could be successfully consummated. Here is one follow-up that must be adhered to or the whole training program fails. The idea of casting adrift, either to sink or swim, the product of so elaborate and costly a program is pure nonsense and certainly would not occur under alert and capable management.
Progress record of student for first year after graduation as a measure of course’s effectiveness
It is proposed that the progress record of each student be continued for the first year after his graduation and that the same be noted on his personal record sheet. Two main objectives will be accomplished in doing this. First it is believed that considerable good will can be built up through personal contact by the training foreman with each
graduate miner. Secondly, an adequate measure of the course’s effectiveness can be accurately gaged in this manner. Both achievements are important.
If personal contact were not possible in every case, then a friendly letter showing interest in the progress the young miner had made would suffice. It is thought that contact every three months for one year would probably prove convenient and advisable.
Several form letters are being used so that exactly the same sort of letter will not be received by each student graduate. Two of these form letters are shown. Included with each letter is the accompanying unheaded questionnaire. Many of the new miners fill these out and from the answers •received, it is hoped that many constructive suggestions will be made that will prove worthwhile and materially improve the course’s interest and effectiveness.
Persons who hold that such niceties as personal contact or these letters are not for the larger and rougher mining camps forget that human nature is the same the world over and that the modern trend surely is in this direction. This same personal contact, from the manager right on down the line, is one of the chief reasons that the smaller, less-favored companies in the larger camps, have always been able to hold their capable men. We pay little attention to good will and sometimes go so far as to scoff at it until times of stress again prove its great value.
Form letters to graduate miners
Inter-Departmental Correspondence
ANACONDA COPPER MINING COMPANY
Mining Department, Butte, Mont.
Subject': -----
Dear Blank:
How are you making it since you left the student stope at the Anselmo Mine?
I find that you are working at present at the Belmont Mine.
Let me take this opportunity on behalf of the General Superintendent to wish you continued success as a miner at the Belmont Mine.
I am enclosing a short questionnaire that I would like to have you fill out and mail back to me.
We want to do the things possible that will help you boys obtain the training necessary to become a miner.
Tell us what you think we might have overlooked in your training so that we can make necessary changes to improve our method of instruction.
The important thing today, Blank, is to work steady and produce that which is necessary to help the boys on the battle-fronts. Our work is as important as theirs, and I am certain that you realize the importance of the production of that vital metal, copper.
Respectfully,
E. R. Lyford, Foreman, Student Training.
31
Form letters to graduate miners—Con.
Inter-Departmental Correspondence
Anaconda Copper Mining Company, Mining Department, Butte, Mont.
Subject:------
Dear Blank:
Just a word to let you know that we haven’t forgotten you.
I understand that you have been a steady worker at the Leonard Mine since you were transferred from the student stopes at the Anselmo. The General Superintendent personally joins me in wishing you success in your future as a miner.
We would like to get your opinion on a few things, so I am sending you a questionnaire that I would appreciate your filling out.
Tell us what you think, and if there is something that you believe we have overlooked in your training, we will be pleased to accept any recommendations you might offer.
Again, let me remind you that your services in the production of the very vital product, copper, during this time of need is important’ and that only by each man working steady can we hope to accomplish our purpose.
I remain, respectfully,
E. R. Lyeord, Foreman, Student Training.
P. S.—Please drop your questionnaire, using the enclosed addressed envelope, in the suggestion box at the bulletin board at your mine.
Questionnaire
[Unheaded questionnaire sent to graduate students]
1.	Do you find the work interesting?
2.	Did your student training form a foundation for your work?
3.	Does your partner help you with suggestions?
4.	Are you doing your bit toward keeping your working place clean and safe?
5.	Do you consider yourself a safe worker?
6.	Could we have given further instruction that would have helped you? Give suggestions, if any.
7.	Is your contract making money? If not, state reason why you think it isn’t. Give suggestions (lack of tool service, etc.).
8.	What is your present occupation?
Any other suggestions you might have will be appreciated.
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TRAINING OF
Selecting Personnel
The entire training program thus far covered by the reader has pertained entirely to the beginning miner since he represents the ultimate goal or end product, so to speak, of the program. It is realized, of course, that the staff personnel involved in teaching, instructing, and coaching the beginning miner constitutes a very vital part of the program. Upon their knowledge and their ability to impart that knowledge to others rests the caliber of miner produced. It is important, therefore, that we consider the type of man in immediate contact with the trainee and directly responsible for the degree of success of the graduate miner and his personal attainments.
As is usual in picking men for important positions of responsibility we set the ideal as a goal and strive to attain that ideal. The perfect training instructor or training shift boss does not exist, for if he did he would be immediately promoted to higher positions of further responsibility.
There are, however, certain characteristics or basic requirements that all training personnel must have to a fair degree or they are not suitable persons for the instructional staff. The first fundamental requisite is that the instructor must be thoroughly grounded and well experienced in all branches of the art of mining as exemplified in his particular camp or district. Answering all questions that may be asked of him goes a long way toward gaining the respect and confidence of the student. Second, he must be able to impart his knowledge to others, for without this accomplishment his own personal knowledge does others no particular good. Third, he must be sympathetic toward and believe in the whole training program and its ability and capacity for developing able miners. In other words, he must be thoroughly sold on the program himself. Fourth, he must have the viewpoint of both the young man and the new man learning a trade so varied and difficult as mining and the vast patience and tolerance that is so necessary for successfully teaching such men. He must never lose his temper. Fifth, he should have a certain capacity in sizing up men and that elusive but strictly human quality which allows him to get under men’s hides, get things done and make them like it. Sixth, he should have the physical
INSTRUCTORS
stamina to personally perform any and all of the many fatiguing tasks in mining. The seemingly effortless motion of the physically-fit master miner in action is a sight to behold and one that arrests the attention and evokes the admiration of all.
In the initial stages of the training staff set-up those men are selected as instructors and shift bosses who most nearly possess all of the above qualifications. The next logical step, of course, is to set up the organization necessary to instruct, train and educate the instructor and shift boss personnel in the requirements in which they are deficient. Reference to the unified training program for beginning miners furnishes an outline for this part of the program also. It will be noted that the outline is broken down into the four major divisions of preproduction training, on-the-job training, supplemental or related training, and follow-up, identical with that offered the student. The reasons for these divisions have already been discussed in their application to the student and they apply with equal logic and force to both the instructor and the shift boss. It will also be noted that the training programs as outlined for both the instructor and the shift boss are identical except that in certain places the shift boss instructs the instructor whereas the shift boss receives his instructions from the foremen or certain other specialists. And again, the reward for good performance for the instructor is promotion to shift boss while that of the shift boss is to certain other positions of more responsibility such as standard production shift boss or assistant foreman.
It is probably clear to the reader that the organization of those stopes, drifts, crosscuts, and other working places included in the training program is quite similar to that of the regular mine. Shift bosses training students in each mine having the student training set-up are assigned as many working places as each can conveniently handle. It is their duty to see that the work in each place is properly organized, properly prosecuted and properly serviced. They coordinate these working places with the usual ore production and general operations of the mine with as little friction as possible. So far as staff personnel is concerned practically the only difference between the regular and student training working place is the instructor. One student training foreman handles all of the program in all
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Underground chute with stope and sill timber installation 34
of the mines through these shift bosses directly. There is no assistant foreman of student training. The working places operated by the students are planned by the foreman of student training in conjunction with the foreman and assistant foreman of the respective mine in which they are located. The plans are gone over thoroughly so there will be no misunderstanding of the work to be done and the way in which it will be handled. The operation of the various student working places is therefore directly under the student training shift bosses and instructors but supervised by the foreman of student training and the operating foreman and assistant foremen of their individual mine. This of course makes for better understanding, control, and smoothness of operation for all parties concerned. Inasmuch as the instructor has only two or three working places under him, he is able to spend two or three hours each shift with each group. The importance of the instructor in the training program is thus apparent. It is he and the student miners who actually do all of the physical work. He is the daily teacher, assisted, of course, in much of the directional lecture, and other special phases by the shift boss and sometimes the foreman. It therefore seems quite evident that the instructor’s training should be on the same high level as that of the shift boss and the remarks that follow apply equally to both.
Company policy instruction by foreman
It goes without saying that company policy is a very delicate subject in any organization, and the larger the organization the more delicate it is. Policy is wholly and exclusively a function of management and rightly so. However, certain phases of company policy are stressed from the management right on down the line through all the supervising personnel to the miner himself. It is only by this universal emphasis, insistence and cooperation on the part of all parties concerned that the proper operating results can be realized. The four subjects usually considered are:
a.	Universal safety of the workmen.
b.	Proper ventilation of the working place.
c.	Quality workmanship and production rather than quantity.
d.	Proper service to the working place.
Inasmuch as many lifetimes of effort and millions of dollars have been spent to bring the first two of these items to the attention of miners in such a
manner that both of them are now almost second nature to all underground men, it seems perfectly proper that instructors and shift bosses should be informed of the company’s attitude on these important subjects. The other two seem important enough to be similarly stressed.
a.	All instructors and shift bosses must insist upon absolutely safe conditions and performance for and by the workman under any and all circumstances 100 percent of the time. No excuse will be accepted, and failure of any supervisor to comply will be considered sufficient cause for his dismissal by the company.
b.	Proper ventilation of the working place will include the handling of available air in such a manner that all parts of the working place are equally well ventilated. Cleared and unobstructed manways with properly built landings, offsets, and gratings will be insisted upon. The wetting down of the levels, all working places and main traveled raises between levels must be regularly done. All water sprays provided must be used. The proper use of fans and ventilation tubing must be adhered to. Drilling dry will not be tolerated under any circumstances.
c.	In general, all work underground may be classed as permanent and semipermanent. It is well understood that all shafts, stations, skip pockets, ventilation raises,- main-line drifts, and crosscuts, as well as some other special jobs, are considered permanent installations. As such, quality workmanship in all particulars and at all times is expected. Practically all stopes and many drifts, crosscuts, and raises are semipermanent; that is, once the ore is removed, their usefulness is over and they are filled and abandoned. In such places as these the standard of quality is governed by utility, need, and the demands for 100 percent safe conditions. Instructors and shift bosses should be fully informed on these requirements.
d.	Management is fully cognizant of the importance of properly servicing the working place. It is well understood that men in large modern mines of several levels and many widely separated working places must be sufficiently serviced as to tools, timber, steel, ore or waste removal, and the many other necessary things, or the estimated and expected progress cannot be made. This service is definitely recognized and well organized in most mines but when not functioning properly is the cause of considerable labor turn-over. Company
35
policy insists that all instructors and shift bosses be held specifically responsible for compliance with these necessary service requirements.
There may be some opinion expressed that the above statements of policy are particularly and more pointedly applicable to all supervising personnel in regular production and much more so than in the training program. This is undoubtedly true. Nevertheless, it is felt that these subjects are important enough to be introduced and stressed with all supervising personnel whenever and wherever possible. Many times bosses from the student training sections are transferred to regular production jobs, and vice versa. It seems desirable that everything in the student training program, both with the bosses and the men, be conducted as nearly alike as is possible with the regular mine operating set-up so that the transition from one to the other may be made as smooth as possible.
Job instructor training by special instructor
In general, there are just two ways to perform a task: a right way and a wrong way. One of the strong arguments against the miner-and-his-helper system of training has always been that helpers, with poorly informed miners, develop into poorly informed miners themselves. In other words, they learn the wrong way of doing things in many instances and, as the miner says, “To unlearn something is harder than to learn it.” This fact is fully recognized and much time and effort have been spent in investigating and recording, in workable and teachable form, the resulting standardizations.
Thorough instruction on the correct and standardized way to do a job which definitely avoids any “unlearning” is one of the outstanding accomplishments of the program. This is brought about through two agencies: the job break-down and job instructor training. Every job or task in the mine has been broken down into all of its essential steps and key points by a thoroughly competent person and denoted job break-down. As is probably well known to most readers, the “steps” tell just what to do next, in sequence from beginning to end, in order to accomplish a certain job, and the “key points,” as the name suggests, tell how to do the steps or names important things to consider in performing them. As used in this district, two additional sheets are employed to facilitate instruction; the data sheet, which contains
data or information necessary for the execution of the specific job and the instructor’s outline. Since the break-down constitutes the official “right way” to perform the job, the instructor or shift boss, with the data sheet and outline, now has everything necessary for the proper instruction of the miner except perhaps the ability or training so essential in actually telling him how to do it.
While natural talent is a great aid in explaining and demonstrating just how a certain job should be done, it has been found that this accomplishment can be acquired sufficiently well for practical purposes through proper instruction and training. Accordingly job instructor training classes for instructors and shift bosses have been organized for this objective. When well-posted aggressive personnel are obtainable as teachers or demonstrators, it has been found that five 2-hour periods are sufficient for the average shift boss or instructor to obtain a good grounding in this work. These meetings are arranged to fall on every other evening from 7 to 9 o’clock for three evenings the first week and two evenings the second week. The bosses attend on their own time, and classes of not over ten persons are preferable. The usual four major training steps of preparation (tell), presentation (show), performance (do), and follow-up (check) are heavily stressed. Each person attending is required to demonstrate some simple mine job, of his own choice, to another boss who then attempts to follow explicitly the instructions given and successfully perform the job. It is at once surprising and pleasing to note the directness, brevity, and clearness with which the average mine boss handles his demonstration. Much ingenuity and skill are displayed in doing the jobs chosen for illustration— jobs in the mine which not done might cause serious delays. After the demonstration, the group, collectively and individually, makes a breakdown of the job as a check on the demonstration and for purposes of instruction.
The value of job instruction for supervising personnel is clearly demonstrated in these meetings and partially accounts for the fine instruction given by the bosses to the student miners underground.
A summary and outline of job instructor training for instructors and shift bosses is submitted for reference. Typical break-down, instructor’s outlines and data sheets are also submitted.
This job instructor training, along with the job break-down sheets, would seem to be enough to
36
fortify the supervisors of the student training program against any possible oversight on their part. However, the physical environment of the Butte district presents many diversified operations even in similar types of mining and because of this condition a minor oversight on the part of a supervisor may result in a loss of several man-hours. Past experience and pretested trials have shown the follow-up to be inferior in the application of the extensive knowledge required of supervisors engaged in mining. Somehow it seems to be human nature to forget at times to check on important things. To assist in overcoming this follow-up weakness, it is suggested that celluloid-covered reminder cards, carried in a convenient folder, be provided for instructors and shift bosses. Each card should be a reminder for each type of working place. The use of these reminder cards, before entering a working place, should be the universal practice of all student training instructors and bosses. The training foreman should constantly check to see that this is done.
Two types of reminder cards are suggested. The first one has been tried in certain mines by regular shift bosses and found to be quite effective. As with all innovations in deep-level mining, the tendency has been to use freely at first and disregard entirely later on. There can be no question about the advisability of the use of reminder cards by the student training supervisors but their continued and successful use will depend entirely upon the vigilance of the training foreman and management.
Summary and outline of Job instructor training for instructors and shift bosses
A.	Prerequisites for instructors and shift bosses.
1.	Must know job.
2.	Carry out instructions accurately.
3.	Must be able to answer: (1) What (2) Who (3) Where (4) When (5) How (6) Why.
4.	Understand the reasons for things.
5.	Interpret what others say or write.
6.	Search for facts and ideas needed to accomplish job.
7.	Systematize work.
8.	Organize information.
9.	Draw conclusions.
10.	Analyze things.
11.	Make plans.
12.	Make decisions.
13.	Put over a plan.
14.	Check results.
15.	Search for causes of trouble.
16.	Be able to teach others.
17.	Possess “knack” to follow-up.
B.	Training outline.
I.	Introduction.
1.	Importance of training.
2.	Instructing ability a personal asset.
3.	Reasons for training.
II.	Training steps—How to instruct.
1.	Preparation—Tell.
(a)	Put worker at ease.
Instructor to use individualism.
(b)	Find out what worker already knows about job.
(c)	Get worker interested in learning job.
(d)	Put worker in proper position.
See the job through the same eyes.
2.	Presentation—Show.
(a)	Tell, show, illustrate and question carefully and patiently.
(b)	Stress key points, knacks, tricks.
(c)	Instruct clearly and completely.
(d)	Take up one point at a time, but no more than he can master.
3.	Performance—Do.
(a)	Test worker by having him perform job.
(b)	Have worker tell and show.
(c)	Have worker explain key points.
(d)	Ask questions and correct errors.
(e)	Continue until you know he knows.
4.	Follow-up—Check.
(a)	Put worker on his own.
(b)	Check frequently.
(c)	Designate to whom worker shall go for help.
(d)	Encourage questions.
(e)	Get worker to look for key points as he progresses.
(J) Taper off on extra coaching.
III.	Environment essentials for proper instruction.
1.	Have a plan—Time table—Schedule.
(a) Accomplishment and how soon.
2.	Job break-down.
(a)	Principal steps.
(b)	Key points.
3.	Have everything ready.
(a) Tools, equipment, and materials.
4.	Have working place properly arranged.
(a)	Good housekeeping.
(b)	Model for workers effort.
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Have you a grade stick?
Is your fan bag within 25 feet of breast?
Has place an air and water blast?
Do you need air or water line today?
Do you need track today?
How is your back lagging?
Are all lacing pieces down?
Additional in stopes:
Do the men know how to sort?
Is there a handy place for them to put their waste?
Are your gob lagging spaced and wide ones split?
Are your floors tight? If so, you are not losing any fine ore.
Have you checked your gob for ore?
Have you checked your ore chutes for waste?
Have you opened up the manway for ventilation?
Does the stope need filling? How much is open?
Can you put in any gob lagging or chute lining today? Are the grizzlies in place and blocked?
Additional in raises:
Is your fan bag hung up properly? Has clean-out “T” been cleaned?
Would you ever raise for more than 8 posts in one blast? Never do it.
When coming up under sill above, a pillar of 1^ floors should be left, then raise for a dog hole or never more than 4 posts to hole sill above.
Be sure that sill above has been stringered before coming thru with raise.
Is your air and water blast in position and working?
Have the raise men a large powder sack?
Are the grizzlies in place and blocked?
Motormen and swampers:
Do the sand boxes and brakes on motor work properly? Have the men a red reflector light?
Do the men have whistles?
Does the motorman stop before going thru all doors?
Do the loaders close all chute lips?
Have your men been instructed to ring the bell on the motor?
Have you instructed your crews not to pull dirty rock to the station?
Do the motor crews run around empty when they could take something with them?
Is the motor barn and electric room clean?
Shift boss reminder card for drifts
Safety:
Loose ground; stringers, stulls.
Missed holes: reblast before drilling.
Know all the rules in the safety book.
Ventilation:
Auxiliary ventilation:
Condition, alignment and care of ventube.
End piece.
Source of air supply.
Wet down:
25 feet of working vicinity.
Intermittent if required.
Compressed air and water blast within 30 feet of breast.
General:
Plan of operation of the working place.
Development of working cycle.
Relationship to other workings: position.
Knowledge of samples: valuation.
Relationship mining width to assay width: overbreak.
Position of face with relationship to structure.
Daily knowledge of earned accomplishment: price and earned dollars.
Drainage requirements: size, position and relation to track.
Drilling:
Type of round.
Number of holes: depth, inclination and position.
Amount of powder: type and time of bloast.
Air and water supply: position.
Timbering:
Supply.
Alignment.
Back and side lagging.
Blocking and lacing.
Material handling:
Service: time and cars required (motor crew).
Disposal: storage room.
Clean sides adjacent to walls: track to ties.
Track:
Supply.
Alignment: gauge and grade (personal check).
Tie position and spiking.
The above suggested reminder is a brief containing only a partial cross-section of items for one specific type of working place. Success of its use would depend on constant vigilance by training foreman and management superiors.
Above-ground safety and mining exhibit, lecture, demonstration and instructor training by special instructor
Further reference to the original outline of the unified training program for beginning miners shows it is contemplated that instructors and shift bosses visit the safety and mining exhibit so as to familiarize themselves with exactly what the student miner is receiving in preproduction training before he enters the mine.
From this point it is thought that the listed items in the outline of preproduction training, on-the-job training, supplemental or related training and follow-up for these supervisors are self-explanatory, perfectly clear and, therefore, need but little further comment. It goes without saying that the training program as suggested in this report will probably not function perfectly for any length of time
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Job breakdown sheet—Instructor to student—How to operate call bell or buzzer
Steps	Key points
1.	Locate call bell	 2.	Note station call	 3.	Grasp rope	__ 4.	Pull rope			 5.	Await answer	 6.	Pull rope			 7.	Be alert			 8.	In case of accident.	Back of station away from near vicinity of shaft. Printed on sign near call bell. Firmly in favored hand. Use semi-rapid vertical reciprocating movements. An electric sounder or buzzer wired in series indicates each contact of pull switch. Each station is identified by two groups of signals separated by a pause. Station tenders will answer with one buzz on electric sounder. One signal if going up. Two signals if going down. Note: If answer to step 4 is 2-1-2 it means station tenders have not clearly understood signal. Repeat 4. Perform steps 1, 2, 3, 4, and 5. Upon receiving answer as in step 5, pull call bell rope causing electric buzzer to sound 9 times clearly and distinctly.
Instructor’s outline for Mine signals. Call bell or “buzzer”	
Steps	Key points
Purpose	 Location	 Description	 Authority	 Safety	 Operation	 Distinguish shaft bell signal system.	To call cage. To notify of accident or danger. Hung from back of station away from near vicinity of shaft. Composed of a case or body containing a plunger or pull switch. Law. State of Montana, under direction of Industrial Accident Board. Purpose: standardization and accident prevention. Do not confuse with shaft signal system. Manipulated by rope of desired length attached to pull switch. Shaft bells are the engineer’s key points for moving cage or skip. Manipulation of these signals is allotted only to those with proper authority. There are two separate signal systems in the shaft. One system is operated by alternating electric current and the other by direct electric current. Two bell systems are provided as a safety measure to insure operation in case of failure of the other.
Data sheet—Code of station signals.
Station	Signals	Pause	Signals	Station	Signals	Pause	Signals	
100	2	ll	1	2100	6	ll	1	
200	2	il	2	2200	6	ll	2	
300	2	Cl	3	2300	6	ll	3	
400	2	ll	4	2400	6	ll	4	
500	2	ll	5	2500	6	ll	5	
600	3	ll	1	2600	7	ll	1	
700	3	II	2	2700	7	ll	2	•
800	3	11	3	2800	7	ll	3	
900	3	11	4	2900	7	ll	4	
1000	3	Cl	5	3000	7	ll	5	
1100	4	C I	1	3100	8	C I	1	
1200	4	ll	2	3200	8	ll	2	
1300	4	ll	3	3300	8	ll	3	
1400	4	ll	4	3400	8	ll	4	
1500	4	11	5	3500	8'	ll	5	
1600	5	11	1	3600	9	ll	1	
1700	5	ll	2	3700	9	ll	2	
1800	5	ll	3	3800	9	ll	3	
1900	5	ll	4	3900	9	ll	4	
2000	5	ll	5	4000	9	It	5	
Danger or accident signal: After answer to station call bell signal ring nine times clearly and distinctly.
Reminder cards for instructors and shift bosses
For All Working Places
1.	Has the place a sprinkling hose? Have they used it?
2.	Have the men barred down and made the place safe?
3.	Is there any powder or primers lying around?
4.	Are there any missed holes or powder left in holes?
5.	Do the miners know how to sort? That is: Do they know the difference between ore, development ore, and waste? Have you shown them? Do they know how to mark cars? Have they powder box sticks?
6.	How are the butt-blocks and top-blocks?
7.	Do the men have tools, timber, and cars to work with?
8.	Are you drilling in the ore only or why not?
9.	Are the hoses hung up?
10.	Have you seen your sample book? Do you use it?
11.	What is your line-up for today in order that the miners can make 100 cu. ft. per man today?
12.	Does the place need a clean-up?
13.	Are the men doing what you line up for them? Do you check it?
Additional in drifts and x-cuts:
What x-section are you driving? Check it.
Are you on line?
Are you on grade? Do the men know the grade?
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either here or in any other camp without several changes. Even though it proved quite adequate for a beginning, it is certain that improvements, changes and additions will be necessary. Because of this and also for the constant improvement of the teaching personnel, it will be necessary to hold frequent lectures, information periods, and instruc-. tion classes with them for the presentation of material of general value. Individual and personal contact by the foreman with each of them separately will also be found necessary at times. The outline provides for all of these instances as shown in the items listed under preproduction, on-the-job and supplemental or related training.
Considerable diversity of opinion exists as to whether or not any distinction should be made between the student training shift boss and the regular production shift boss. It seems quite unnecessary to make any distinction. Both have their special field and each might prove equally satisfactory in either position. Furthermore, each might have to work in both positions at different times. It seems quite equitable, therefore, that the student training instructor may aspire to and be rewarded with promotion to either a regular production or student training shift boss job; and the student training shift boss may be advanced to any position of further responsibility.
CONCLUSION
Inasmuch as promotion is the reward of recognized merit, it seems perfectly proper, in a training program of this sort, that the progress and experience record of each of the supervising personnel should be kept and closely followed. This is recommended and provided for in the follow-up section of the outline.
The unified training program for beginning miners, as presented in this report, is not offered as a panacea, or cure-all, for the present great shortage of capable underground miners. Neither is it tendered as a solution to the ever-acute problem of “making new miners” in a field of industry that has no established apprentice practice. This paper is simply the recording of a training program introduced, developed and used in the Butte district by the Anaconda Copper Mining Company. It represents the result and present status of a training program for beginning miners that has been attained through much effort, trial and error, considerable expense, and the use of the best talent available for the job. The program has the advantage or recommendation, one might say, of over nine months of highly-successful operation in a camp well-known for its many operating difficulties. It is possible that companies having similar problems may find useful data or suggestions recorded herein.
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UNIFIED TRAINING PROGRAM FOR BEGINNING MINERS
	Student	Instructor	Shift Boss
Preproduction Training	1.	Above-ground safety and mining exhibit, lecture, demonstration, and instruc-tion training by special instructor. 2.	Underground lecture, discussion, and instruction training by foreman.	1.	Company policy instruction by foreman. 2.	Job instruction training by special instructor. 3.	Above-ground safety and mining exhibit, lecture, demonstration, and instruction training by special instructor. 4.	Group lecture, discussion, and student instruction training by foremen.	1.	Company policy instruction by foreman. 2.	Job instruction training by special instructor. 3.	Above-ground safety and mining exhibit, lecture, demonstration, and instruction training by special instructor. 4.	Group lecture, discussion, and instructor instruction training by foreman.
On-the-Job Training	1.	Underground lecture, discussion, and instruction training in working place and station by foreman. 2.	Group explanation, instruction, and demonstration in the working place, by and with the instructor. 3.	Individual explanation, instruction, and actual physical assistance in doing the specific job in the working ' place, by and with the instructor. 4.	Day-by-day or cycle rotation of the individual student in the working place cycle. 5.	Presentation to the individual student or group of the work arrangement necessary to produce the progress or production for the extra pay of a contract if applied to this place. 6.	Rotation of student to working places of similar nature for certain specific training.	1.	Group lecture, discussion and student instruction training by foreman. 2.	Individual personal contact and detailed explanation, discussion, and instruction by shift boss and foreman.	1.	Group lecture, discussion, and instructor instruction training by foreman. 2.	Individual personal contact and detailed explanation, discussion, and instruction by foreman.
Supplemental or Related Training	1.	Underground lecture, discussion, and instruction training by foreman. 2.	Underground lectures on safety, sampling, ventilation, dust control, contract measurements, and geology that are not general but apply specifically to a particular place, by shift boss, foreman, or specialist. 3.	Specific job training by instructor.	1.	Group lecture, discussion, and student instruction training by foreman or special instructor. 2.	Individual personal contact and detailed explanation, discussion, and instruction by shift boss and foreman.	1.	Group lecture, discussion, and instructor instruction training by foreman or special instructor. 2.	Individual personal contact and detailed explanation, discussion, and instruction by foreman.
Follow-up	1.	Day-by-day workingplace experience record for each individual student, by shift boss. 2.	Individual student training experience record constituting a total, to date, experience record. 3.	Working-place progress and production records of such a nature that they may be used by the foreman or shift boss to show the individual student or group the possibilities of the extrapay contract if applied to this place. 4.	Placement of graduate student in favorable working place as an experienced miner. 5.	Progress record of student for first year after graduation as a measure of course’s effectiveness •	1.	Working-place by working-place experience record for each individual instructor by shift boss. 2.	Individual instructor training experience record constituting a total, to date, experience record. 3.	Placement of experienced, capable, and desirable instructors in favorable places as shift bosses. 4.	Individual record of instructors after promotion to shift boss as a measure of this type of training.	1.	Working-place and “beat” experience record for each individual shift boss by foreman. 2.	Individual shift boss training experience record constituting a total, to date, experience record. 3.	Placement of experienced, capable, and desirable shift boss as standard production shift boss in favorable place. 4.	Individual record of shift boss after promotion to standard production shift boss or position of further responsibility.
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