Journal of Research & Scholarly Output 2006 - Grimsby Institute of ...

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who wish to move into them. The CoVE targets both male and female learners, those people in employment but unqualified and the unemployed who wish to progress to team leader/technician roles within the industry. CoVE project set-up A project-based approach was adopted to ensure that the new skills gained through training were applied and potential impacts on the participating businesses captured. Training standards provided by the National Training Organisation were reviewed and selected. Staff members were trained in delivery of the National Vocational Qualification (NVQ) Level 3 modules in Food and Drink Manufacturing, Engineering and Business Improvement. The team was also trained in the use of internationally adopted software tools for monitoring manufacturing improvement. A standard approach was employed for measuring the skill levels and factory efficiency. CoVE organisation level include monitoring progress, financial review and strategic direction. Level 2 is the Working Group, which consists of the Food CoVE Manager, a Coordination Unit and the Institute partners. The co-ordination team was provided by the lead college, which is responsible for the coordination of the objective assessment improvement projects within the CoVE project and also for the dissemination of benchmarking activities in operational efficiency. The Food CoVE Manager chairs this group, gives day-to-day technical direction, co-ordinates trials of and training in the IT tools and reports to the Steering Group. The Institute partners in the Working Group are individually responsible for delivering their allocated work packages. Level 3 consists of the external quality assurance checks provided by the National Verification Scheme to ensure that the skills training delivered by the Food CoVE meets the approved standards. This is achieved by inspecting the portfolios of evidence created by the students in the workplace. A three level system was employed for the organisational structure with clear roles and responsibilities for all the stakeholders. Level 1 is the Steering Group, which contains representatives from the users (industry), suppliers (institutes, private sector, sector skills council) and donors (LSC, Regional Development Group). The executive board of the steering group includes the Chairman (from industry) and the Secretary, who is also the Food CoVE Manager. The key responsibilities at this CoVE project management and control The Steering Group exercises control of the project through regular reports on progress in line with the project plan. This is accompanied by continual financial review and scrutiny of new and proposed assets and their use. The Secretary briefs the Steering Group on key issues and the Coordination Unit also circulates a report. An exception report is issued when significant variation arises between actual and planned delivery. The Steering Group has been key in Page 62 FOCUS
ensuring that the approaches used by the CoVE are viable Project delivery mechanisms A variety of delivery methods were adopted: also supported the projects. Project outputs The project has developed learning materials in: • work-based learning in-factory • training through a new factory unit in Grimsby (created as both a training and trading unit) • a “digital factory” making use of the software-based tools. The new factory unit includes a state-of-theart pasteuriser, a mini plate/blast freezer and a mini drying unit. This unit is now available to allow teams to take part in simulated exercises and thus gain insight into the food manufacturing environment. The “digital factory” is drop-in centre where a range of software tools enable simulated factory production situations to be studied. These tools also support the one hundred factory managers and supervisors from the region who are studying for work-based degree programmes. There was also an investment in fixed and mobile plant to underpin delivery, which has created the flexibility to take small-scale simulated plant into factories. These delivery methods are practically biased and suit both small and large plant. The investment in modern traceability systems in the Grimsby demonstration plant and the new product development centre 1. food and Drink Manufacturing 2. engineering Maintenance 3. business Improvement 4. new product Development. These learning materials have been contextualised to take account of production improvement strategies using overall effective efficiency (OEE) principles and also the precise needs of the learners and the food sector. CoVE implementation A Manufacturing Club was organised and linked to several relevant organisations. This was initially set up at 3 pilot sites within the region to help provide feedback from industry on the project and the training material developed. The headquarters is located at the Humber Institute of Food and Fisheries (part of Grimsby Institute) and the team there is now supporting 160 factory supervisors working on specific factory projects. Learning Materials Learning materials were developed in relation to the need to drive improvement in the overall efficiency and effectiveness (OEE) of participating companies. The learning programme was designed to drive improvement in those factory management FOCUS Page Page 63
Page 1 and 2:
Journal of research & scholarly out
Page 3 and 4:
Editor’s Comments by the Director
Page 5 and 6: Contents The Collegiate and Transfe
Page 7 and 8: y a minority, their location in a d
Page 9 and 10: A number of colleges were also cent
Page 11 and 12: The reasons for this are historical
Page 13 and 14: contribution made, first, to the sh
Page 15 and 16: Except in relation to the franchisi
Page 17 and 18: education levels, higher education
Page 19 and 20: of the conclusions of an independen
Page 21 and 22: About the author Professor Gareth P
Page 23 and 24: values, educational background, sys
Page 25 and 26: whether our metaphors, stories and
Page 27 and 28: institutions and culture is circula
Page 29 and 30: and used material from literature a
Page 31 and 32: their understanding of issues with
Page 33 and 34: Tutors need to be prepared and be a
Page 35 and 36: Reference Papers Dimmock, C. (2004)
Page 37 and 38: WISHful Thinking? By Rob Cooling -
Page 39 and 40: the growing trends of contractorisa
Page 41 and 42: These mechanisms can range from the
Page 43 and 44: References: HSE (2005) Obstacles pr
Page 45 and 46: Critical Circuits and Textual Const
Page 47 and 48: ‘The thing’ exists as a negativ
Page 49 and 50: offered for interpretation, the ‘
Page 51 and 52: Notes 1. All subsequent unattribute
Page 53 and 54: Vocational Excellence in Seafood Pr
Page 55: contrast to national projections, h
Page 59 and 60: Software Tools Produce Plus is a Un
Page 61 and 62: Although some factories were happy
Page 63 and 64: Conclusions So far a target group o
Page 65 and 66: About the author Dr Mike Dillon has
Page 67 and 68: continues to persist within this co
Page 69 and 70: From the beginnings of Christianity
Page 71 and 72: While Hogarth resisted the increasi
Page 73 and 74: tragedy, he nevertheless single-han
Page 75 and 76: References Collins, Max Allen, Road
Page 77 and 78: Error Analysis and Interlanguage By
Page 79 and 80: way the learner has of testing his
Page 81 and 82: sentence has to be analyzed in erro
Page 83 and 84: tongue of the learner. The implicat
Page 85 and 86: of different mother tongues learnin
Page 87 and 88: Information for Contributors The pr
Page 89: Nuns Corner, Grimsby, North East Li
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