Restructuring internship - Bureau of Waterworks Tokyo Metropolitan ...

More documents

Recommendations

Info

In the new training course, the trainee is allowed to experience valve operation and make visual check of valve operation using the cut model of valve in addition to doing the drill on emergency water supply at the time of disaster. 3 Presentation method The second major point of the training for instructors is “to acquire the teaching technique.” Most of the expert employees tend “to abound in knowledge and experience, but are poor at transmitting them to others and at speaking in public.” From the viewpoint of age, transmitting knowledge and experience from baby boomers to baby-boomer juniors, wide apart in age, is a hard nut to crack. Under such background, a variety of techniques are needed for effective teaching. It is for this reason that the visiting instructors are invited as shown in Fig. 6 to give lecture on the usage of power point and on the presentation skill to allow the trainees to “acquire the teaching technique.” In the presentation training, steady learning process is adopted. For example, a trainee gives a mock lecture, which is videotaped for the trainee to check and confirm the contents of his/her own lecture later. This type of training is mainly carried out particularly in the clerical course, where there is hardly any need of making curriculum or textbook. Day and time Subject Instructor (Lecturer) 1st 9:00 Orientation (Lecture): Three basic rules of learning Instructor invited from day Role of instructor and development of ability outside (Lecture): Technique of instruction (Communication Academy) Visual method (Lecture): Effect of vision, visual software, etc. 12:30 13:30 Preparation for guidance and training (Lecture/Training): Lesson plan making Basic training (Training/Individual guidance): Lecture training, study, improvement draft making, etc. Each individual making and reviewing the documents for announcement such as power point, resume, etc. 17:00 2nd 9:00 Applied training 1 Training/Individual guidance): Same as above day Correction (Creation) of lesson plan, lecture training, 12:30 etc. 13:30 Applied training 2 (Training/Individual guidance): 16:45 Lecture training Summarization (Lecture) Fig. 6 Copyright 2007 Bureau of Waterworks, Tokyo Metropolitan Government. All Rights Reserved 8-1 Nishi-Shinjuku 2-chome, Shinjuku-ku, Tokyo, Japan
(4) Implementation of the restructured internship program After the restructuring, the number of internship courses in both clerical and technical fields counted 57 courses, all performed by the trained 379 instructors (400 instructors were acknowledged, but some were transferred to the other bureaus). The list of instructors is disclosed to the people in management level for effective utilization also in OJT. At the beginning of the training, the trainee is first of all explained about the “object” and the “target achievement level.” Especially in the case of the training for piping work and facility repair work, since staffs don’t have to get directly involved because of the consignment system, both the instructors and the trainees require awareness about the necessity and significance of the internship. This is because a question arises here about the need of acquiring training on a work which has nothing to do in the workplace. One of the significances of the training program is that the training can improve the ability of supervising the commissioned enterprise. In the job of construction supervision, we often come to realize for the first time the knack for leading (guiding) the enterprise only after we experience doing it ourselves. The second significance is to maintain the crisis management and accident response ability of the staff which is in danger of getting degraded because of the promotion of consignment. The staffs are forced to deal with the problems at the time of disaster irrespective of their job type, and therefore the course is explained as a “practical” training for acquiring the required ability. In the future we plan to replenish and furnish the textbooks, and build up a sure and effective system for technical succession by distinguishing the items to be succeeded in the workplace and those through collective training. We are actually thinking of registering the contents of training (images) and the contents of textbooks in the Knowledge Library to allow easy access and search even at the workplace. (5) Review of contents and methods after the 2nd year We have been implementing the internship program restructured in 2005, and providing cultivation and training courses for instructors. For sure and effective succession of clerical and technical know-how, however, it is necessary to make a constant review of the contents and methods based on the results of the training. In other words, it is necessary to make the so-called PDCA (Plan-Do-Check-Act) cycle function. Among these, the C part addresses a problem: “at what stage” to check the training results. So far, the “results” of the training has been judged on the basis of the “lecture report” submitted by the trainee immediately after completion of the training. However, a problem arises here: can only the training “evaluated good” by the trainee immediately after the training course be actually called a “good” training Based on these facts, we Copyright 2007 Bureau of Waterworks, Tokyo Metropolitan Government. All Rights Reserved 8-1 Nishi-Shinjuku 2-chome, Shinjuku-ku, Tokyo, Japan
Page 1 and 2: Restructuring internship ~ Implemen
Page 3 and 4: In restructuring the internship, we
Page 5: Fig. 4 State of acknowledgement of

Restructuring internship - Bureau of Waterworks Tokyo Metropolitan ...

Create successful ePaper yourself

Delete template?

Save as template?