How the japanese learn to work 2nd edition - part 7

Tham khảo tài liệu how the japanese learn to work 2nd edition - part 7, ngoại ngữ, nhật - pháp - hoa- others phục vụ nhu cầu học tập, nghiên cứu và làm việc hiệu quả
Nội dung trích xuất từ tài liệu:
How the japanese learn to work 2nd edition - part 71 06 How the Japanes learn to workapt learners as those the firm could cream off from the 15-year-old school-leaving cohorts of the 1950s. (The men who became the imaginative foremenand leaders of quality circles in the 1970s and 1980s and who, some managerslament, are not going to have any successors.) Nevertheless, the assertion is made that the products of these juniorcolleges, being better educated, are going to be better foremen than theirpredecessors—people who can perform roles intermediate between craftsmenand technologists; craftsmen who can talk the same language as technologists.It is still a minority of firms which have such a fully elaborated trainingsystem. Of the 325 firms in Sample 3 (the more training-minded of the 2,000biggest firms, it will be recalled) 44 per cent said they had some sort oftraining school or training centre and 27 per cent said they had one whichcontributed to the training of shopfloor workers, though this most certainlydoes not mean that anything like that percentage had craft-technician trainingschemes of the NEC type in-house. And even in NEC, of course, the schools absorb only a minority of theannual intake. Initial training for most new employees is a rather shorteraffair, which may involve some learning of basic skills in common use in thefirm, but also includes a good deal of general instruction in the nature of thefirm’s business, as well as a good deal of morale building, loyalty buildingand general spiritual integration (see Rohlen 1974 for a splendidly detaileddescription of the graduate induction programme of a West Japan bank).The length of the induction training varies. In the 49 firms which reported inthe Sample 2 inquiry in the mid–1980s, the range was from one week to twomonths for high school graduates, and from one to five months for universitygraduates. The 1994 sample was not asked to differentiate between the intakesfor induction courses, but the overall pattern seems little changed (Kigyo1986 and 1994). Rarely is there more than a week of classroom instructionfor a new high school worker intake, but many firms do rotate new recruitsaround the firm—a week at a time in each department over a four monthperiod in one 500-employee factory. For graduates the period of rotationthrough short-term assignments for learning purposes may last as long astwo years. How much this counts as a formal training programme accountsfor the wide variation in reports of the length of initial training. Much of this training is opportunistic rather than planned. When a junioris in an explicitly trainee status, his seniors take every opportunity that offersto pass on their skills. When one of the authors once landed in the northernport of Hakodate and had his passport duly stamped on board the boat, hewas puzzled to be asked to call in the Immigration Office when he wentashore. There he was fussed over, settled in a soft chair and given a cup oftea while the Immigration officer took his assistant through the mysteries ofa British passport—a relatively rare commodity in those parts. An American Training in the enterprise 107training in a Japanese firm thought he was being singled out for specialtreatment when he was taken on what was evidently a learning visit whenone of his older colleagues had business in the Japanese patent office. Hefound that this was actually scheduled as something to be fitted in whenopportunity occurred in the course of every Japanese engineer’s training(Bhasanavich 1985). Mid-career training of a formal kind is found in a minority of firms. NEC,for instance, has the following formal off-the-job training courses, primarilyfor craft and technical workers, used partly for upgrading initial basic training,partly in re-training for job changes. Electronics 1 96 hours Electronics 2 96 hours Use of the syncho-scope 24 hours Feedback controls 1 96 hours Feedback controls 2 96 hours Personal computers 1 48 hours Personal computers 2 56 hours Basic programming 40 hours Numerical control 48 hours CNC machining centres 64 hours Mechanical drawing 64 hours Jig and equipment maintenance 120 hours A more common form of regular institutionalized training is theprepromotion course for middle-managers or for shopfloor superviso ...