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Sociological aspects of training programs in selected industrial organizations in the Los Angeles metropolitan area
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Sociological aspects of training programs in selected industrial organizations in the Los Angeles metropolitan area
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Content
SOCIOLOGICAL ASPECTS OF TRAINING PROGRAMS IN
SELEC!'ED INDUSTRIAL ORGANIZATIONS IN THE
LOS ANGELES METROPOLITAN AREA
bf
Thomas Cornelius Keedy, Jr.
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fultillment ot the
Requirements tor the Degree
DOCTOR OF PHILOSOPHY
(Sociology)
June 1956
UNIVERSITY OF SOUTHERN CALIFORNIA
GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANGELES 7
L
This dissertation} w,~itten by
. . ______ .. Thcuna s ___ c o..me.liu.a _ . .Ke.edy. •-_ J~ .•. ____ ____ _
under the direction of his.Guidan ce Committee}
and approved by all its members} has been pre
sented to and accepted by tlze Facult; of the
Graduate School} in partial fulfil!111ent of the
requirements for the degree of
DOCTOR OF PHILOSOPHY
- -- --- --- ------·
.
Date ............... June. •... 1956 .......... ...... ............ .
Guidance Committee
~4.i::
. . . .... . ..... .
\.,..
. . . . . . .. . . . . .
-~~--· .... .. ··········· L-
.. f: .~ .. --., ~~..,,a . • .• -.,_ ..... · --.4
T. ABLE OF CONTENTS
CHAPTER
I. PROBLEMS AND PROCEDURES.
. . - . .
• • • • • • •
PAGE
1
Introduction
The problem •
• • • • • • • • • • • • • • • • 1
• • • • • • • • • • • • • • • • 5
Statement of the problem •••••••••• 5
Importance of the problem ••••••••• 6
Limitations of the problem ••••••••• 7
Definitions of terms used •••••••••• 8
Attitude ••••••••••••••••• 8
Industrial training •••••••••••• 8
Industrial training progra s •••••••• 8
Leadman • • • • • • • • • • • • • • • • • • 9
Los Angeles metropolitan area • •••••• 9
On-the-job training • • • • • • • • • • • • 9
Reliability •••••••••••••••• 9
Validity •••••••••••••••••• 10
Vestibule training.
• • • • • • • • • • •
• 10
Organization of the remainder of the study •• 10
II. REVIEW OF THE LITER TURE •••••••••••• 12
S 11mmary • • • • • • • • • • • • • • • • • • l+l
III.
METHODOLOGY U~ED IN THE ~TUDY.
• • • • • • •
Selection of the industrial organizations. 1+2
CHAPTER
IV.
Description of the industrial organiza-
tions ••••••••••••••••
• •
Selection of the representative groups
for analysis ••••••••••
• • • • •
Description of the representative groups
for analysis ••••••••
• • • • • • •
uestionnaire construction •••••
tatistical methods ••••••••
• • • •
• • • •
Limitations of the methodology ••••••••
Problems of reliability and validity ••••
PAT ER O F T I ING ••••••••••••••
Plant A •••••••••••
Plant • • • • • • • • • • •
• • • • • • •
• • • • • • •
Pl an C
• • • • • • • • • • • • • • • • • •
Plan D ••••••••••••••••••
iv
PAGE
45
50
53
56
57
57
58
58
63
69
71
v. ANALY ' IS OF T UE TIO
CliEDULF..,S • • • • • • • • • • • • • • • • • •
Views pressed by presidents of mana ement
clubs with respect to p oblems of trein-
81
ing. • • • • • • • • • • • • • • • • • • 87
Views expressed by presidents of union
locals concerning problems of industrial
training. • • • • • • • • • • • • • • • • 89
CHAPTER
Views expressed by workers concerning
problems of industrial training •••
Representative views of management club
presidents concerning increasing
• •
V
PAGE
91
departmental co-operation •••••••• 105
Attitudes of presidents of management clubs
concerning industrial training helping
management to understand better workers'
problems ••••••••••••••••• 112
Evaluations of the functions of industrial
training by heads of trainin d9partments 134
Evaluations of the functions of industrial
training by presi ants of management
clubs •••
• • • • • • • • • • • • • • •
138
Evaluations of the functions of industrial
training y presidents of union locals •• 139
Evaluations or the functions ot industrial
training by workers • •••••••••• 141
Possible future of industrial training as
envisioned by heads of training depart-
ments • • • •
• • • • • • • • • • • • • •
14-6
Possible future of industrial training as
envisioned by presidents of union locals. 147
CH PTER
VI.
Educational backgrounds posed for people
who wish to become training-men •••••
SUMMARY, FINDINGS, AND CONCLUSIONS •••••••
General s11mmary • • • •
The findings ••••••
Conclusions
• • • • • •
• • • • •
• • • • •
• • • • •
• • • • • •
• • • • •
• • • • • •
BIBLIOGRAPHY •
• • • • • • • • • • • • • • • • • • • •
APPENDIXES.
• • •
Appendix A.
Appendix B.
Appendix c.
• • • • • • • • • • • • • • • • • •
Formula. • • • • • • • • • • • • •
chedules Used • • • • • • • • • •
uestionnaires.
• • • • • • • • •
vi
P GE
148
150
150
150
158
162
170
172
17
177
LIST OF TABLES
TABLE
I. Training-Men Sampled Per Plant.
Union Members Sampled Per Plant.
• • • • • • • •
II.
• • • • • • • •
. .
III. Relative Size of Groups of Training-men and
Workers Supplying Data for Analysis ••••
• •
IV. Management Taking an Active Part in the Indus
trial Training Programs, by Percentage of
raining-men Responding.
• • • • • • • • • • •
v. ome of the ore Difficult Problems in Directing
an ndustrial Training Program, by Percentage
of Training-men esponding ••••
• • • • • •
VI. reas of Co-operation in Production Increased
by Traini g Programs, by Percentage of
Tr ining-men e ponding.
• • • • • • • • • • •
VII. res o Co-oper tion in Production Increased
by Training Programs, by Percentage of
Trained Workers Responding ••••••
• •
VIII . Areas of Co-operation in Production Increased
•
vii
PAGE
47
49
85
96
96
y Training Programs, by Percentage of on
trained orkers Responding •••••••••• 97
•
Improvements in Employ r-worker elations
ttributed to Training Prngrams, by Percentage
of Training-men Responding •••
• • • • • • •
107
viii
TABLE PAGE
x. Improvements in Employer- orker Relations
I .
II •
•
•
ttributed to Training Programs, by Per-
centage of Tr ined Wor ers Responding •••• 108
Improvements Employ r- orker elatio s
ttributed to raining Progr
ce ta e of on-t a·ned ores
s , by Per
esponding •• 109
ov t n a ent-U on e ation
t ·b ted o r inn ro r s, by Per
spondin ••••
non ela ions
C a e of r ning men • • 11
0 s n 1 nag ent
r bu o r n Po rams, b P -
C of n ores es on g • • • 1
ov s n g en Un on l ton
b -c 0 ai ogr s, b r-
c n a
of o -tra· o es espond g •• 115
Ip ov
n or r t 1 tt bu ed to
n
ere ntages o r n-
g-men
• • • • • • • • • • •
• 120
VI. mprovement in o er U lity ttr uted to
Trani Prog ams, by Percents es of T ain
orkers esponding •••••••••••••• 120
II. Improveme ts in or er Ut 11 y ttributed to
Tran ng Programs, by Percentages of
trained orkers Responding ••••••
on-
• •
•• 121
ix
TABLE PAGE
XVIII. Areas of On-the-Job Needs of Workers Met by
Industrial Training Programs, by Percentages
of Training-men esponding ••••••••• 125
IX. reas of On-the-Job Needs of Workers Met by
Industrial Training Prog ams, by ~ercentages
o Tr ·ned orkers esponding •••••••• 126
•
reas of On-the-Jo eeds of orkers et by
Industria Training Progr s, by Percentages
of on- trained orker esponding •••••• 1 27
I. reas of a ety Training up ied by Indus-
t a ain n rograms, b Percentages of
Tr n d orkers espon ing ••••••••• 133
•
reas o n ustr al T ainin ceived from
Tra ning ro r s, by Percenta es of
Trai ed orkers esp(Jnding ••••••••• 135
III. Eval at o so Ef ect veness of Industrial
Tr in or s , by ercentages of
ra ed orkers esponding ••••••••• 142
IV. Eva tons o activeness of Industrial
•
Tra nin ro rams, b Percentages of on-
tra ned orkers Responding ••••••••• 1~2
Traine orkers Taking an ctive Interest in
the Industrial Training Programs, by Per-
ce tages of Trained Workers Responding ••• 144
TABLE
XX.VI.
Non-trained Workers Taking an Active Interest
in the Industrial Training Programs, by
Percentages of Non-trained Workers Respond-
PAGE
X
ing • • • • • • • • • • • • • • • • • • • • 144
FIGURE
1.
LIST OF FIGURES
Percentage of Plants Reporting Results of
25 Per Cent and Over • • • • • • • • • •
xi
PAGE
• •
19
CHAP~R I
PROBLEMS AND PROCEDURES
I. INTRODUCTION
Emphasis has been placed upon the development of
those "good" human relationsh1ps
1
in the industrial field
which possess mutual understanding, co-operation, and good
will among the industrial participants.
2
Importance has
been given to the role or social understanding and nter
communication in the maintaining of the internal equ 1 b
rium of the social organization of the indu tr a plan.
1
Reinbard Bendix, "Bureaucracy: h ro lem a
setting," American soc1olog1caJ. ev1ey, 12: 93- 507,
Herbert Blumer," ociological Theory in Industria a-
tions," AmtrfPNl §oc10J.og1caJ. Review 12:211-27, 19 7.
Bendix and B umer hold that the develop ent of 'good" indu -
trial relationships is not possibl 1n 11 ht o th ocial
and production processes ot arge- cale manufacturing organ
izations.
2
John s. Ellsworth, f!S~~l'Y 9lk)(a11 ( ew aven: Yal
University Press, 1953), PP• 1 -261; A. • Leigbton, gnmap
ReJ.a~1ons 1R A I~ijfl., !a2fil (New York: E. P. Dutton and
Company, Inc., , ~; E. Mayo, Ill! ijuman Problem1
.QI. ffdµs~!ial Q!vll¼Ztff1on (New York: The MacMillan COJDpany,
I93 , 1 pp.; F •• oethlisberger, Haee_gemen~ and Morale
(Cambridge: Harvard University Press, 19 ) , 9 pp.
3
aoethlisberger, ibid., PP• 192-193. Reinhard
Bendix has raised a critical question ith respect o a
possible inadequacy of the experimental ev dence upon wh ch
Roethlisberger's assertion was based. Bendix, 212• cit.,
p. 501.
A function or industrial training is the development of
11
ood
11
human relat1onsh1ps
4
whi h contribute to the welfar
of the company and th ork •s.
5
2
Va ious authors hoar x onents of th hum
rela-
tions spects ot industrial train g or h r as oc a d
wi h th indus ri l
u in s cont nd tat n in a po tion to c a
co di
co- p
ayo
• •
0 0
0 h 0
ion o
P r
0 t e
d o h h d
po
h
6
Bend '0. Ct., p. 501.
7
b - • , P• 502.
8
Hal y _____ ........ •
d 1r1 0
or our
6
•
t
y
0 0
P og 0
-
3
achi ve a working force which understands management's
problems, and o develop satisfied employees ~ho are happy
in t heir ork relationships.
einhard Bendi has raised fundamental questions
cone i n the analysis of the "human factor" in sociologi
of ·ndustr al organizations.
9
He ha sug- c 1 st di
d tha a ack of ufficient awareness ot the tech-
0 0 C d ns onal compulsions 1 large- cal
man
in o
ct i n or anizations represents a basic hortcoming
a c o h
b
o n 1
r
a thors associa ed the indus-
10
rd
r b 1 v s
0 C
1 o a
1
chool of u nes.
a ores and mana am n
e ch oth r
m ag -
ed la i on~hip 0
o a th 1 C oal
en e 1
hey nee ari y
1
e
cro ch
ous
z
po
0
z tio
vi
ac o
0 n
ch
r
cone rni
d th
9
B ndix,
lOlbid.
o opposi ion.
G r up" hav iven t o gen
h ir g e on 1th1 limi
•
0 m al b comes spec
ht o th
• •
• mobil accommo ati
c1t.
llB umer .2£• ill•, P• 273.
1 -
1-
y
relations between organized workers and management.
1112
Bend:tx does not believe that "real" human satisfac
tion is to be found through various improvements of the
working situation, important though they may be.
13
Bendix
ha asked the following question, "Can improved personnel
policies restore to the worker that feeling or personal
1 por ance and integrity which the production process
d ni h ?"l
nhard Bendix ha po nted out th t
a o and o hers ha stated that in our society
11
oll bor tio canno be let to hance." They
iev ht su picion, hostility, and conflict
ch b indu tria world, can b a lea t
ly a d 1 ana ement se it way
em oye e at1on. But th ail
e good 'mor le' o orker is
on tr rm, and thy are 1 dif r nt
on whet r the p cess o ro uc ion
•
~ 11 ie hie inter
or 1 d fe 1 1 a 0
-
po on o e
p
lat1on h1
c con 0 t m ual r o th or r an
th co
n •
h 1 w arriv a em, howeve, o hav
2
b d., P• 276 .
1
3Bend1 .QR• ill•, P• 50 •
P• 502.
5
been founded mostly upon intuitive opinions. The question
arises as to the extent to which these speculatively
derived positions would be sustained by empirical evidence.
gained from attitudes of unionized workers who have been
actual participants in industrial training programs.
II. THE OBLEM
Statement .2!. ~ Qroblem. The
this study · as to determin to what
imary urpos or
t n trainin pro-
grams of s lected indus rial organiza ion
ere considered
va uable y unioniz worker o hems lv hav receiv
industrial rainin, y ~anag , and by oth r concerned
in industria ta prog am.
In ord r to c h p ima pros o th
stud it was n ary cod e om of h gni cant
attitudes and opin o un on ed ork r who hav
r ra nin , unioniz
u tria r inin,
r ceived in
received 1
men l s, nd pre 1 ens o
r in g
nnion loca
work s v o have not
n, has o manage-
1
co earning
16
ocio ogical s u or indu trial raining ro
grams di ects its at tion pon th attitudes and opinions
of training participan s an no rimari y upon the adminis
tration and curricula ot tra n1ng. "An ndustrial sociology,
than, should un ertake to analyze those deep-lying and
dynamic otivations of men, called attitudes, which ar
developed and nur e ya particular culture pattern."
M. J. Vincent, Industr!a& S0~919!! University ot Southern
California, 5th edition, 195, Sy abus tor Soc. 458, p. 1.
facts, values, advantages, and disadvantages of selected
industrial training programs.
A secondary objective was to determine some of the
significant attitudes toward training costs, patterns of
training, and problems of the selected indust1!al training
programs.
Questionnaires and interview schedules were devel
oped to ather data fo the research. The questionnair s
and schedules wer submit ed to representative members of
selected large-scale manufacturing plants . The selection
of re pondent and their description, the natur and con
struction o th quest1onna1r sand chedule, and th ir
u e w11 be treated a at oin.
6
Dpportance ~ .Ylil PtQble.m. Th positions ot
Reinhard B ndi and H rbert Blum r su get the need or
research by ha 1ng rais d question a o whether manage
ment is in a po ition o develop human rela ionship which
are ch racteriz d by mu ua under anding and co- peration
among the in stri 1 participants . tudie devo d o
determinin the re ults and evaluating the effects of train
ing programs in industry have seldom been at emp ed and
consequently, the area of conflicting view or the authori
ties has not been solved by empirical evidence.
Th reluctance of management to allow adequate
7
pieces of research to be conducted in this area may well be
a major factor in this lack of empirical evidence.
Henry Clay Smith has indicated this problem:
Managers have as much confidence in their training
programs as they do in their selection interview.
Training directors are as suspicious and unenthusiastic
about an objective appraisal of thei efforts as
employment managers are of theirs. And th cienti c
ob tacles to adequate evaluation of training programs
are even greater than those of interview evaluation.
Training evaluat ions, like the evaluation o al pe -
sonnel programs, are block
1
by lack o l dg
available for doing the job. 7
he presents udy a
limited to da
plants. T en a
cone rning four l re- cal u act rin
unit or study th plants d
vere appro 1mat 1 h o neo s 1 their numb r o
geographical o a ion nd lin o anu act r
fu ther limitation as ha th grou s 1
within eac plant rve a s pl sot unto z d o
an tra ni g-m • In ervi
managemen clu , h
l cal pres dents .
0
wer con uc
rain~g d pat n
The trea n o the industr a aini
1
o r
t
oy
d
ric
0
n
17
Henry Clay mith, Pszchologx .Q! Indystrial Beh V 0
(New York: McGraw-Hill Book Company, Inc., 1955), P• 377.
s
8
material to provide the optimal background fo r the central
purpos of this investigation.
III. DEFINITIONS OF TERMS USED
Th ajo terms used in this study may be defined as
o low:
An a titude an established and l arned
0 C 0 do again t values.
1n19g.
Thi ref rs to a proce so
ch p 0 to do h work required by an industrial
or Z t 0 d s ri 1 organ1zat o may 1th r
0
0
p
t
h s
C oy
0 0
o on
0
n
to
0 0 -
g ood
0
p
ob
mp
i du
di
a
•
ci
1
n
n
'
ct r ou h t agent or accom-
n b 0 g th ponsorship ot
co r
tr 1 1ng program
or a serie of me ting
or sub e
•
It ma lo be
e oting no an zed u ricul
o p t 1pants. It may
1 n 1 demonstrations,
d guided experience are used.
1 ra ning pro ram it they are
0
planned and are conducted according~to an established
18
policy.
9
Leadman. A leadman is a worker who by reason of his
nonsalaried status may be represented by a bargaining
agent. By reason of skill, greater experience, or senior
ity he 1s in a position to direct the work of others.
Log ngela metropolitan area. This refers to the
densely popul t d commW1ity covering os ngeles and Orange
Counties in the ta e o Cali orn a
.Qn-!rul- 0
by 1th:
co cept 1 wel -de ined
On-the-jo
t aine 1 pr
he trai
1 perv sor who
h over to h
gui e hi learn1
comp !sh vh 1 th
ual as of he ob.
k1 orkman. ma e
in then an and th turn
orkman who co 1nue to
Rel,abilitY.
m 1 tum n or a it
c sisten 1 m
o a
1 ab e
-
ures wha r 1 do easur •
18
Earl • P n y and J. h F t D l 1 omas rees on, ~ve op ng
Ma~gerqggt Ab¢l1 y ( e York: he Ronald Press Company,
19 ) , pp. 3- •
1
9smith, ~- ill• p. 365.
10
Validity. A measuring instrument or an item of a
measuring instrument is valid if it actually measures that
which it purports to measure.
Yestibule tra1n1ng. Planty•s definition 1s accepted:
Vestibule training refers to job training which is
given within the or anization yet away from the opera
tions area. ere h employee is taught how to d the
job with actual equipment, without being on the pro
duct! n line. Thi type o training is usually used
where here are man 1 ilar production machines, or
operatio2a tor hich a number of employees are to be
trained.
IV. 0 I TIO 0 INDE O HE TODY
Chapter I cont 1
sta ement o th ro
defin tion o
lem.
s
,
hapt r I co ain
tinen to thi nv
Chapte III p
1
nt
h prob nd rocedure, he
h impor c the eot, the
d the 11 1tat1ons of the prob-
1s s ion o 1 terat re per-
on.
h t hnique and metho sot
this study, 1nclud1 g h dev lopment o the questionnaires
and schedules.
Chapter pre nt th pa tern of training in the
industrial pants sel cted tor study.
20
Planty,~• git., p 301.
Chapter V contains analyses of responses toques
tionnaires and schedules.
Chapter VI contains the summary, findings and con
clusions.
11
CHAPTER II
REVIEW OF THE LITERATURE
Some or the principal subjects dealt with in a
specialized literature are indicated in the following cita
tion from Smith:
In the past, and to a considerable exten today,
job learni has been unc ntroll ed. Employees have
been left o pick up what lmowled e they can abo t
the Job. Par 1 ularly since 19 , howe r, com an1
have become increasingly awa e of the importance or
controlling job learning. More and mor, they are
systematically attem ti to guide their employee
in their development of the knowledg, kills, and
attitudes which wil make fhem more ati tied an
more produc iv employ s .
Barry
• B
an ha
p p don th
e SUV
devoted t t e des p 10 0 1 e ponsi 1 ie
y
ot person 1 t a 1
po s t o gh a and t e
Unit tat concl ion wee on 308 r spond-
ents. Amon hi mo an co cl ion he o loving
are s1gn1fican for the OS 0 th er. r e rch:
Trainin pe son are e a iv
ly ~
g p op , o er
50 per cent being under h a ot at th time the
lHenry ay mi h, P ychology .Q! Industrial Behavior
(New York: McGraw-Bil Book Compan, Inc., 1955), p.36.
211
A Survey of Duties and esponsibilities of Training
Personnel in Business and Industry," A Report prepared by
David F. Reeve, under the direction of Professor Harry s.
Belman, Purdue University, Division of Education and
Psychology, June 1953. (Mimeographed.) ~2 PP•
13
data were gathered. This testifies to the newness of
the occupation. It may also be an indication or the
opportunity that is provided for individual gro th an.d
advancement in the fie d.3
Seemingly, a college education is an ces ary pr -
requisite to employment as a training specialist.
Over 85 per cent or the responses show d that he
holders or degrees ranging from B •• or B •• o the
Ph.D. were engaged in trainin act vitie in th r
organizations. In considerin program of prepara-
tion tor entranc in o thi occupat on, 1 n c
sary, theref~re, to include co lege uc n a o
phase of it.
Two facts that e o av b
are th~se. The major ty 78 pr
people who respond din ica d ~ a
employed ten years o le in th
cent report d that their compa
ing departments for n e so
per cent ot the retu
had been employ
years or le s. Th
that trainin i o
elm
t
SUV
1
0
0 0
0 0
h
-
-
ing evaluation.
ments with m~tho
6
0
0 t
need.
Belm '
3
11
A ur ey of
Personnel in u in
11g.
'Ibid.
6
Ib1d.
ho
•
-
n
14-
new profession which is expanding. His study further indi
cat d that industrial training activities are staff func
tions which are generally placed with other human relations
ctivities in a company's organizational structure.
7
B lman' s exploratory study did not enter into prob-
-
1 s that raining men have in the operation of their staff
C 0
•
H pointed out that training departments are
1 e pon ib t o top
evel lin
8
and no SU managers
t raining a an activity or mana ement in business and
tri o ganizat ons 1s elativel new in relationship
o mot o t d ope ating functions .
9
Belman made
h
h
poi t h he t
.
1
f s io
ha yet to achieve
g p
co ni 0 0 0 0 sons. el.man's eneral
1
g d C er who are themselves
0 b o h h e cu V are re onsible for
n 0 in ust i a trainin depart
0
•
r 1 e
ca io 1 1 V 1 of t in ng-men
oa 0 0 i on tr ning d par ents,
Du es and sponsibi 1t1 of ain-
711
e o in and Indu try,• •bid.
9
I id., P• 3 •
Oib d.
15
and the relative newness of the area suggest three condi
tions which are basic to staff-line problems and struggles.
Three conditions which are basic to staff-line struggles
are:
(1) the conspicuous ambition and 'individualistic'
behavior among staff o 1cers; (2) the complicat on
arising from staff efforts to justify its existence
and get acceptance or its contributions; and, related
to point (2), (3) the tact that the incumbency of
the highef staff officers was dependent upon line
approval. l
Dalton fund that,
••• to the think1n of many line officers, the
staff fun tion as an agent on trial r ther than as
a managerial div1 ion that mi ht be o equal 1m or
tanca with the line in achieving production goals.
taff members were v ry conscious o this entiment
to rd the and of th 1 n a to prove t s 1 es.
They stain o d v op n hniques nd o ge
them ac t u 1 doi hi he
r ue , and ga hem he
impre s or a 1- ov r pro uc-
tion. i!
The fa at in a r r t e el s
responsible o hi 1 ec iv ar po or
thee fee en s u nu 1 n n de
-
ent unctio e the ollo pr
em area:
0 cer ions tor r
on. I V peri
C '
11
el 1 e Dal on, 'Conf 1 bet een Star and Line
Manageria Offic rs," American Soc1ol gical Reviey, 15:3l+l+,
1950.
12 \.£
Ibid., P• 3..,-Q.
presumably intimate knowledge of the work, and their
greater remuneration, they fear being "shown up"
before their line superiors for not having thought
of the processual refinements themselves. They
fear that changes in methods may bring personnel
ch n e which will threaten the break-up of cliques
and existing informal arrangements and q ite possi
bly re uce their area of authority . Finally , ch n es
n tee 1 ues may expose f£rbidden practices and
d p rte 1 inef i c ency . j
V e 1 on pone out hird a e o s a -
16
1 e co 1 h 0 0 0 e au o i y e ons
r o
i
s a
0
e
a
1
0 s u
•
a
'
0 n
1
0
s
op
uen l hel
• • •
e 0 e s e 0
-
s e on
0 e n
'
e C n
z
e s s 0 e-
s t
! I
n et o-
• • •
s ie 00 0 al co e
, 15
•
3 alto , o
l5 or on • k · n s , P 1 • D o , ayne • c ugh n,
r o , Th anag ent of Personnel an abor elations
c r w-Hill Book Ompany, Inc., 1950) , P• 59 •
17
Typical of views reflecting the attitude that indus-
trial training offers positive advantages is the following:
••• The employer benefits from the resultant decrease
in labor turnover; diminution in the amount of spoilage
in materials and damage to machines, tools, and e uip
ment; reduction in the number of accidents and the
amount of time lost which normally results from
injuries; increase in thee ficiency of in ivi ual
workers and in the plan a whole; and the cultiva-
t on of cordial re ations w ich experience indicates
is a co on cone uence o tr i in op or unities.
He also bene it rom the act th t tr inin deve ops
mana erial talent. any op nie tes th ta
l re pro ortio of their or en an ot ere ecu
tives h ve been recruited rom he g u te o
a rentice hp n other tr n n cours s.
r inin on a e 0 e 1
v lue o the oyee .
ity b en n
rel te proce s I
p
ize
tion 1 op tun 1
in o e ecu ve
1 bee
h ent 1 se
- )
a e ee
h 1
he t
5 econo e,
we 1-
e ci in too
0 he 0
e t
e e h ps o t b lize o o
0
n
ant on , o enh nee t e hni led de -
te ity, to con erve ts ph 1 po e,
ad to nc ea e ts ener 1 e ably
te store cost o po ties a
to inc ease ou put . e e res lt are
reflected in lo er p ices o the co er. or over ,
b increasing he worker's elf-re pect and making
hi ore satisfie, trainin incrIS es t en ber o
desira le n contented citizens.
16
watkin, _tl il•, .Q..!2• cit., PP • 593- 594.
18
Exponents of industria~. training insist that
employee trainin by management gives the worker a greater
output of work and thereby increases production. The
points of view of authorities and conclusions from research
in this area are not ecisive.
Durin Worl War II the United tates ar
0 i sion
7
con cted one o the very ew tr nin
evaluation th th d been made up to th t ime.
o res w n e
tria p odu tio
o er o is o
0 e co crate C 0 n re sed
s a re 1 o serv ces w c
e
o h r n n In t
v ce e er 0 str •
a 0 sio so c e t e o
en to o 'ra
npower
po ra
1
r
'
us
n
er-
on o
h n a
u
II
•
e
o e
e e
rs a
e e
a o o e e ~ ec so t n
1 olve 0 cop
ro
po e
a 1
0
t rou
e w ch h
son.
e
1 se ·e
'
et ber 1 5.
es rv ce o e
1 on ere
ure 1 o t e
ollo in p e in ic tes some o the re lts o tr
eter ·ned.
in a
h repor pointed out th t this fig re does not
give a p cture o the oc a ional pro u tion increases o
e
1
7 ar anpower ommission, Bureau o Training ,
Training ithin Industry ervice, The Traini~g within Indu -
try Report (Washington, D. c.: United tates Government
Printing Office, 1945), 330 PP•
Pro u tion 1 er a e
Traini im d
anpo . a
crap o
rievanc
C
c d
G
2
30
69
6
79
?
53
55
19
86
00
88
55
0
20
over 500 per cent, of training time reduced by 90 pr c nt,
0 he
reque
to
pur m
th
UC
an
0
1 t
irtual elimination of gri vane
s.18
h aluation 0 trainin r continued to assist
t or Training w h n Industry unds from Con r s,
1 1
0
0
•
1
9
2
g
g
V
C
0
0
r
nt in
ton to
s
1
C
'
00 0
r 0
0
r d in la
t 0 ugh
t b
0
t
C
a
0
0 co
r no
a
ob
•
o b
d
io
o e Co 1 io
P• 9
mith, o.
ching ro am, a d t
of tr n pro am 0
9
•
0
C
p UC
0 t
S 0 n ,
0
0
-
n 1
r eye 0
21
de er ine their views with respect to the success of the
progra s . ana~ement and tra·ning adr inistrators tend to
become identif ed with the fun tions of their bureaucratic
plac
v lu
ent, nd respons es r om the may tend to overrate the
21
o the r acco plishmen s . n spite of the limita-
tion of e a anpo e Co ission's report , it remains
u ble
a he e e
0 n e
e
0 0 -
o , n
r 0
h most e tens ve tt pt ever de to evalu-
C
o t in
re o
o ra
e
e S V
re ce
0 S
or s n n str.
clea stat e e
s e, e
er se
e riev
loye s
urther
hat
es,
s a - - jo
e e 0 0 •
•
n
2
0 h t e t pe
C n o e a
·or n 0 e 1 a SO OD
S S 0
0
e
C iv-
C ide e ence s s pe o o con en-
0 0 0 n 0 s .
0 V n e o r
0 K S
h en ·t ·s cos ed ta
e o
ro
e n er co
2
iv· le alton , Lectures o re
o 1 8, n· ers·ty o Cal orn·a at Los
195 - J e 195 •
crac ,
n e e ,
u tri 1
t
0
ociol
e ru r
22
La ence • indahl , "Training Operatives b
ct·v1 y naly is," Pe sonnel , 2 : 2 7- 05 , 1948.
22
lower level of efficiency and leveled off at a lower level
than the experimental group which had received the caretul
vestibule training. The training program offered results
in reduced learning time, increased efficiency, reduction
ot waste, and the creation ot better experienced workers.
Further support tor the contention that employee
training by management gives th wor er a greater output or
work and hence increase organizati n 1 eff ctiveness 1s
found in a stuay conduced by A. L. Comrey, J.M. Pf r,
23
and w. s. High. Th au hors 1nvest1ga ed factors in£lu-
encin organizat on 1 re ivene • ive to forest otti~
cial rated is ri t ran r a o he
1 hl
t ene ot
their organiz ions. h re the anger
rated, he tter w r he emp e' eval 1 ns o hem
in such ar as a pl
afety entorc e , con
relations a 1 it
aut ors point 0
and
ha
n bi 1ty, 1 cip ine ab ity,
t ncy, job come ence, public
1 1 to 1 n 1 av ca. he
h 1r ul
impression that o aniza ional e
cas do bts upon the
1 ene s depends p 1-
mari y upon the rec on o pr on o ituations and only
secondarily upon vork
11 and ecboical knowledge.
2
3A. L. Comrey, J.M. Pf er, and • s. High,
"Factors Influencing Organizatio al rrectiveness V,"
fersonnel Psxcnology, 7:543-547, 195~.
23
R. c. ilson, H. P. Beem, and A. L. Comrey
24
con-
ducted a udy 1 which thirty- hr basi production hop
of val Air Sta ion in Sn Di 0 r studi d. Th
qu 1onn ir us d cover d s p
or and ubordinat r 1
tio
'
1 d to job, d sup V ory r 1 ion 1th
ply pe vi o 0 bo h 1 h d lo prod c
ops d r b d 0 h
'
0 s p
ic
poc C u b
'
0 co
0 l n t n r-
0 od n 0
•
0
0
,
0 0 0 0
C 0 0 cco 0 p
0 0 0 0
-
0 0 0 0
•
1
C C
g
0
0 ro 0
0 0 0
d
25
s
p n
2
P. B
' ' 0 niz t ona C I
f
' '
, 6 313-325, 1953.
25'
r d s, '""o 1 1
m 11 11 t ry Group ,
t Am
'
19:421- 25 195.
ocial cli ate and productivity in small milit ary groups .
Hi findings tended to shed light upon the problem or the
i~ ence ot the ame variables found in both high and low
producin
qu lita
n 11
n 1 o
0
Am
departments.
an oci 1 C
OU , ven 1
t 0 th Uni
l
0
0
d
The findings or Adams indicatErl that
ate are favorable to productivity
the traditionally •u horitarian
Sta Air Force. A ams pointed
io to 1 concl sion, thus,
11 · io mu t be pla u on
7
q lit r:,ani m may b gen r
rod ctiv1ty, extreme degrees
to iso iated with
'' oup
0 po-
ha
ua con cien io -
al ernat1v o a
V and p obably
o a yst o . ol~
1 utional conte ~.2 ·
o ov n po n b o in
not be 1 e th t was
orker' initiative, his
- p ration in a common
l n • umin, "Rewards and Task-Orient tions,
11
2ctologic l Rev ew, 20: 19-~23, 1955.
28
...._......,., P• 1+23.
25
task of production as long as he was subject to the
necessities of an organization who e operation and
purpose wer
29
planned and conducted without his par
ticipation •
• L. Comrey, J •• fiffner, and • P. Beem30 con
duct ed a tudy to eter ine factors related to the effec-
t ve functio ing of or aniz tions. twas deter ·ned that
lettin employees p rticip te ·n he 1 nnin d condu t-
n o
e
ve s
sec re
made 0
0
he
s e
e
,
oduction chn ue e wort wh"le n the
n 0 0 iz n 1 e ec 1 ness. s en to
po 0 en x• s on ention, s a o
e, h t to
e e o e ore e ovis on
h
P r
C p t 0 e 1 n con t n
o e op 0 0 0 on o e
•
e o p
1 0 owe 0 e e n r e
9
n
n 0
e
n a
5:307-..)2 ,
0
lton a o
•
1
fee
e e s
1
C
•
•
er,
•
iv
s '
s al.
rt r SU 0 t
e r 1
: 501- 50
'
ee
II
cto
•
,.
"
Perso nel
31E o a o and eo • om ar , eamwork an
_______ ~--------~v~e~r in the ircr dustry of outhern
Vo :-31 , ~o . 32 oston: Pu lication of the
ool o usine s i ist tion, George • ker
ion, r ar iversit, urea of usiness esearch,
Business ese rch t ies, 19 4), 32 P•
26
to the contention that industrial training by management
cannot directly give the worker a greater output or work
because of group or situational variables. High rates of
production depended upon cohesive work groups. Elton Mayo
described a small group of welders in an aircraft factory
which possessed group cohesion, thus:
••• This small group was known in its plant for
the tact that the persons in it "worked like
beavers." The foreman of Department IV said that
their efficiency output per man-hour) ran a 100
to 105i, whereas the average tor the plant was
about 86%. The roup itself was hought by other
to be some~hat clannish; memb rs of it quite
definitely thought of themselves as team an, as
such, in om degr e different from other orker
in the plant. "Jut or comparison," one or th
worker aid to us, "go down and walk thr u b
Department CD some time. the difference
thew lders th re." Thi an had at one time
a welder in Depar ent CD, but wa r~ .. terr o
Depa· rtment IV to p ev nt h1 depart om t
plant
3
by r a on o an 1nart1c lat t -
tion.
2
The e 1veness of th vor roup was timul t by
a leadman and by an as 1stant for who av h m su pot.
The leadman helped 1ndiv1 ual wor er, wore 0 0
shortages or material, and b e ed the work roup a
inspectors, efficiency exert, and the plant o an. Th
high production a e of the wor team wa induced b per
sonality of the leadman rather than by any dir ctlo o
3~ayo and Lombard, .2.2• Qit., P• 19.
27
management.33
Work groups emerge and achieve their integration
s pontaneously and not by direct actlon of managem nt.
anagement offers the technical and operational location or
"clim te" in which the groups can grow.
34
To achieve pro-
du i on d worker output management must skillfully
~ emp t o os t r t e cohesivene sand integrity of small
ro p •
35
t 1 1mpl1 hat indus ri tr 1ning by man-
a OU d b of no avail in ncreasing worker roduc-
t on output, 8 C pt in o tar s supply.i..ng the basic tech-
i q
1
u
• •
0 0 g ob. a · o conclude
ul na t 0 oh 1 r
de 1 h
0 0 a
0 z 0 •
• c. 0 ,
• •
i
'
•
0
7
d rtoo s 0
33
o a o b
3
Ibi ., P•
35
1b:!d•,
36! biQ•,
37R. c.
PP • 23- 2 •
P• 25.
th th ation
0 va he
t o h ch
t o C in a
•
, an
et in oc 1
• 19-20
ilson, • • gh, H.P. Beem and
• L. Comrey, "Factors nfluencing Organizational ~tfec-
t i ven ss, "Personnel PsYchologY, 7:525-531, 1954.
by
28
factors associated with efficient organizations. This
research dealt with non-skilled workers and supervisors in
thirty-three basic production departments of a Naval Air
Base in an Diego, Calif nia. The only factor related to
the criterion of p duction was the lack of arbitrariness
on the part of the supervisor. The researchers considered
such factors as group cohesion, absence of group dissen
sion, informal control, pride in work
visor arbi rarine s, good downward co
information, and socia nearne s. May
roup, lack of super-
uni ation, safety
re at d high pro-
duction o gro
find it to be
duct on ra es.
cohesion nd
factor at all
Reinhar Bed ta ed
• •
1
ni
on,
.il !l·'
1
tl r at d to
I o d,
et social stand
through nformal und
h ore ten o
out ut of eir group
gs. o s th1 mean
tha they l c h iri or
their piri o o- pe at1 n
desi db the emp o er? oe
- · o, or ha
o at
er h
thats ch beha r e i en e for th a
social tune o
II
n he ob o
im roved pr onnel polic
tat feel ng o p rsona por ance
which the pro uction proc ss deni
a personnel olicy even compa ible wi
zational r qu remen of he roduc ion
proc
an
not
pro-
Some a thorities ha e la inc ea ed ore outi:ut
38
Bendix, -2.2• 21t., P• 502.
29
to industrial training by management through giving the
worker more skill and technical ability on-the-job. Others
have claimed that worker output is related to work group
cohesiveness and that management can only indirectly
increase production. Other researchers have shown that
the degree of group cohesiveness is no a actor relat d to
the criterion of hi h roduction.
the position hat th 1 1t 1ativ o
ti.1.l others hav aken
o k cann be
incorporated in a production proce s
pate in th plannin and conduct go h
s t e pa ici
ur ose an
hat pr due ion roe
•
o eration o
ar es as o
rece ed in
a io zed ork r who hav
ri
1ndu tri 1 train!
givin the work ran
ober Ho oc
dete 1 e
tr 1 n c ns d
1 t
are c
reas 0 p
conduce
o ob
an
o e
C
o work.
n s 1
a io.
ar
m
e ale of
in
on o
9
8 pe ent o h e 0 ul 0 e
'
nn l enia
were int rview • Th 0 0 o cop n 0
j ob-sa is ction re base upon e o at on ai d
r m he 30
orke scot c e.
Amidst the many 1 ems related o jo sati faction
may be identifi six majo components, which are
3%obert Hoppock, iQ.e Satisraction ( ew York:
Harper and Brothers Publishers, 1935), 303 P•
rai
co
0
here di cussed. They are: the way the individual
reacts to unpleasant situations; the facili y with
w hi ch h adjusts himself to other persons; h s
relativ status in the soc al and economic group
wit h w hich he identifies h s lf• he natu of
the work in relation to th abilities, in sts,
and prep4oa ion of the o ker; s cu ity; and
loyalty.
oppock did
ing o job sa
o C n
0
nc
h
r n
oppoc,
not st dy
i fa tio
th
e
0 C
n o s
a
•
1
...,.,...._•, PP• 3 -35.
h
but h
s d
ffi
r
lation of
a
n
vot 0 t
o inc
nd t al
ollo n
g po-
p 0
30
on-the- ob satisfaction of the worker in so far as could
b determin d.
42
Elton ayo ha conducted a study which has sug-
31
g
i v v l u in thi
t ha th indust ia tr
r a. His po 1t1on tends to indicate
ing wh ch workers receive does
nots
•
•
to nc a o -th -job
2 a o
t~s ac ion. Mayo
l enc __ v r y
ecrea io o
sch e, facil ie
portation, day
lt jestin y
'put in
C 1 1 Y
ct .
la or turn-
much
n
r 1
prob! ,
in t
rv ew r
eo cu -
rarely s fi
Consequ n y
n ba o
s the c 1 ical
o which te
z tion.'+3
1
32
The locus ot on-the-job satisfaction for Mayo is in
the cohesive work team and not in management policies
external to the group situation.
Closely related to the factor of Job satisfaction is
worker morale. Walter • oods
44
considered th probl m of
employ e morale. Woods concluded a jo dissatisfaction
may be caused a tim by lo moral. Job issa staction,
however, may t ev n b e a 0 po ent s tua-
tion. Cone ivably, o ers ca have hi o 1 an y t be
dissatisfied with th ir jobs.
ora e 1
attitude 1
lihich lat
th r pres n or
oo s then one d hat
0 gro
a
n •
t 1 u • The
e nc
ot work mora C o b c n d Ad o 0 0 •
He concl dea ha h
such m 0
rth r • ayf
que tionnai
dete ina 1 n
whic w
0
a
satistactio and mora e e
•
0
d aro
•
ita
d jo
rd o
0
1
0 d
de lo d
0
10.
0
ob
ate • oo , 'mp oye . t u e and h 1
Relation o or le," Journal £r. AQp 1ed fsYchologY, 28:285-
30 , 1941.t-.
1+5Arthur H. Brayfield and Ha old F. Roh, "Construc
tion of a uant1tative Inde for mpl.vyee Jo Satisfaction
and Morale,
11
Journal ~ pplied Psychology, 3 5: 307-311,
1951.
individuals' attitude toward theiT work situation.
James c. Worthy
46
attempted to cast light on the
problem or factors related to employee morale. Sears,
Roebuck has conducted surveys covering 100,000 employees
tor over twelve year. The factors which influence
employee morale are ubtile and di ficult to measur.
33
High morale 1s found in tac to fac , uninstitutionalized,
imple, and 1 ormal 1 u ton. 1 hem loy orale is
relate to democrat c work s1 u ton. he er at1on of
emocra ic vork situation requir s ood supervi ory
aade ship. D ocr 1 an o-op 1 t 0
maoa em a
ora e.
ar
ound or 1 a o a r . t c s a r
or
or
be am a 1 u 0
o era io
Th n
r h o
o em 1
on nd pa l
have an op or un
bition. ow or 1
a
or
•
hie
00
d
o a
en fo
s a oc e
a
0
0
0
soun o
a o
1
•
and
of th iz o h wor ng p
•
th h a
ize o h co
1 not ne es ar1ly po u a he h z o th
n
l+6
Jame c. Worthy, "Organizationa tructure and
1
•
Employee orale," American Sociologi al ............ 1 ... e .... ~, 15:169-179,
1950.
34
plant in which the employee works.
• L . Comrey , J. l e Pfiffner, and
•
• Beem
47
undel'-
took as udy to determine factors related to the effective
unc ionin of or anizations. crest supervisors in highly
r ted fore t were found to be more democratic with their
top a sistan s . he were oun t o be more sympathe ic,
0 n t inter ct w·th their top ss·st an s, more
o h
o e e
s son
0
0 0
s found
tion w
bo
on
t s
lo es
e
.
a 1st nts, n to
their wo k .
h hi h
ss
r t d
0 S
•
0 S O S 0 u t e 0 0 ood
e
0
e
eas
0 oo de
C 0
•
e o
0
0 S 0 0
•
0 e e
s
,
'
h
c e e
e
r ,
a
b
,
s
r o a -
e too a z -
d
V S -
e t 0
nt
1 1 w, a 0 •
VO e 0 e an ers, s 1st nt o ice a-
0 -
0
0 o nel .
o s pervi on , an
estions over d
r ers o 1
7 ore, f fner , and Be , loc . c t.
o rey , P i ff er , and Beem, " actors I fluencing
an zational ffectiveness , II,' Personnel Psychology,
5- 79 , 1953 .
35
relations. The managers or highly rated offices were more
democratic, were more willing to share information, were
more sympathetic, and less critical with their subordinates.
The employees ot the highly rated offices shoved ess
dissension and greater pride in their work. Pride shown in
work by employees was found to be an important factor
related t the highly rate of ices.
The 1mportan e of oo h an lat on ur h in
production an emp oyee job sa 1 at o was cl rly
pointed out in the Trai in wi h n In ustry
War anpower o i sion. Job
help su ervisor
ethod:
olv robl so
Gt the fat.
e1gh the c d
"'ake action.
h c re ult o action
The C of job r 1 tio
on t 1
or
•
•
rai n
fully evaluat d by the Co 1 io, ho v
to be extreme! v lu bl.
, t
Cliffo d • Jurg ns
50
a tempt d 0 V
rvi e o the
0
the fo ov ng
-
s e
a human
relations trainin for foreme.
1nar to 1 pro
~
9
ar anpower oromi sion, .Q.a• ill•, P• 2 ,.
50clifford !. Jurgensen, "Foreman Train! g Based on
the Test Bow Supervise?,' P1rsonnel l2urnal, 28:123-127,
1949.
36
knowledge of principles of human understanding had been
developed around the File-Remmer "How Supervise?" question
naire. Jurgensen pointed out that actual on-the-job
results are hard to test, but it was interred that human
relations courses built around this quest onnaire proved
val able.
An a temp was made to ev luat leader p courses
or o n 1 nd s y aft
cou s an had r · n
h y d omplet d h
sop rations ar
•
1 1 hman
51
concluded th tra ning 1 an a tem~
a 0 1 chan •
ture o r
h 0
e d r hi
a ion.
ha io 1 par o
or o produ
o 1 i o o 0
h
ch n
ronm
-
e er h
was a um C
•
ri e orr l -
0 0 . • 5
uper ory e d r hip.
leade hip o or
mat of h p
•
Fleishman 5
2
col
s
0
ora g w
ha
at
lit o
ectiv
o h ell-
other y o ogi
5¼d n H. leishman,
11
eade ship Cli ate, Human
Rel tions Trainin and p visor B havi , '' Personnel
fsYcholog1, 6:205-222, 1953.
52Edwin • Harri and Edwin H. Fleishman, "Hum
Relation Train n and the Sta 111ty of Leadership Pattern,"
Journal .21: Applied Psychology, 39.20-25, 1955.
...
Harris, conducted an intensive investigation which was an
extension of the earlier study mentioned above. T •
effects of leadership training appeared minimal when the
evaluation was conducted upon trained foremen who had
r t r
l shm
1 u t
to the plant's area of operations. Once again
was creed to talk in terms of "climate" and
onal v r1able w ich we e a yet unanalyzed. ow-
r a g 8 on of worth 1n l adership tza n
37
0 0 en. e o eme wh had take 1 ad rsbip training
s ons s nt in at 1 u re ponses than those who
d 0 ai
•
h ye 0 0 1 t force to
co cl h t e C 0 r 1 t inin are di e~
C 0 n 0 on l d 1 0 variab s.
ayo po n 0 1 r ip a
h
p
at t rp rs na on C n r her
en
ands ct1on d vork r
0 on- - 0 •
O'W V
,
e r 0 h
V hum l 10 1 in wh consi d
h op a 0 pl h no n e tablish d
y
C
•
• J. 0 erge h 1 icat d the impo tanc ot
in - ro
communication nd ual under tandin bet e
o er nd orke follows:
00
co
h
••• Maintaining internal equilibrium ithin the
social organization of the plant involves keeping
t e channels of communication free and clear so
that orders are transmitted downw rd without a· tor
t·on and so tha t relevant information re arding
ituat·ons t the wor level is transmitted u ward
i hou istortion to those levels at w ich i can
be b st de u e of . his involves etting the
o to o the or a ization to un erstand the
econom c objectives of the top; i lso e
et ng op o he or anization to d a
he e 1 n s tim nts of the bo
rt C t O 0 e C r
P n
h o
0 s 0
•
00 a 0
0 , 0 cu a
u
•
rv s 0 0
.
C
se s o n p e s
o h
0 1 n a
0 -
•
0
0
0
0 C
•
on
a
n e
( am r
)
0
n
5
0
-
0
S 0 h
• J .
e.
0
0
e
a
p
r
C
0
t e
s ec
5 0
0
e
1
0
o ers o be ter co
oet 1 s erger ,
va d Universit
0
so
s
n
C 0
s ,
0
a so
'
t a 0
0
h
•
n
ed ,
0
0
0
93
training
Clos co ope at1on bet~e n manag ment and union
s V S tor due int-...rnal con lict in he o ial orga iz
tion o th pl nt B r nd Got 1 nd ill d
K rr55
d in ha h an n cc p s th 0
co -
p
0
0
o-o
ly,
,
n
0 1
tud 0
0 o-m a
C
po
0
y n
0
0 0
h oy
n 0 • 0 C 0 0
0 C
cc ca
55 r and Gotlib and illard K rr,- rsonn
:......Mo ...................... , 3: 5-4-53 1 50.
1
0
C
h
0
39
h
go so ar as to refuse to press the seniority claims
of members who do not take the courses, or training
ed to improve the ability or those with high
s~o 1 y. Among some unions participation in train
ing, e p ially apprenticeship raining, is conceived
o a a ocia re ponsibility. As arion H. Hedges,
Dir co of R search of the Inter tional Brotherhood
or ~lectrical orker , puts it: '' he passing on or
1 o gen ration to generati n, at first by
fath on, lat by uilds, and thereafter by
unions en tradition in industrial history.
bo has invo v din its attitude
ic ship th sam hilosophic c ncept or
t t mana ment has. eh1n the
p r , too, is ~h undam tal co -
pl c 1 th o i ot
a on bu the uncti tt
n h tria
0 0 n C ip 0
0 0 0 1
0
7
• •
•
0
-
0 -
0 0
0 C
0 0
•
oe
ha
55
q
p
0 0
0 0 0
•
5
"G s. e r o C iVi thr gh La or-
an n "
sear eport umb l ,
89-
ric n
0 ion, 0 Pp.
•
-
?c.
0 p e,
11
Jo na ysis urvey,
11
O~cy121tions
•
12· 5 34-, 193
•
4-1
S11mmary. The literature on the evaluation of the
~
effects of industrial training is limited. The reluctance
of management to al low adequate pieces of research to be
accomplished ma well be a major factor in the lack of
de lopment or this area of nowl dge. The limited and
con i ting state of the research serve to point out an
ar a wh c d 11 ited and orthy of study. Th re 1s con-
n u
ow r o
er
ion,
h
'
r
0
1 V 1 0 i
c es Jo
a
as
rac ion 0
ro uc 1 n wi h
ploye
'
n and co- p ra ion amon manag en
, n
•
0 n
•
o e lo ne a rial o
hind trial
ob ct h
'
ot.
CHAPT R III
METHODOLOGY USED I THE TUDY
This investigation wa to determine to what extent
training programs of s lected industrial organizations
liere considere val abl by un onize o kers
received 1naustr1al
was al o o d
ta ning toe
the el t d in us
are fiv c an
manut c r so o
ro o
ar -~ca
de artm t.
line m uf
C
rain ng. he urpose or
some o h n cant
'
rn 0 a , d
ri t a in 0 s.
'W C ut t n
e V 0
1
en of h
n a
V Y•
n o nd
w
n
a
r
0
a
e nga
V S
n
ho
h
a
ain a com
of the plan or th re ar h n h b inn g.
has in
ha
research
s per-
0 1 S 0
0 of
le
po · en
t a
n
0
n ac
he
ch · 1a t.
nitial plan as to nt rvi
The training heads e
tra ni
b re u st o di tribute
qu stionnair to th r staff. A sampl of superviso s,
unionized and non-unionized workers, and a series of
interviews with heads of union local were also to be
obtained. The attempt was to select industrial plants
which would give a coverage of those concerned in indus
trial training programs associated with a homogeneous line
of manufacturing.
Training heads of the ten plants were contacted. In
each instance racious offers of assistance w re et nded
when they were informed or the nature and purpos s of thi
re earch.
The initial desi no the stud had be ha
because of difficulties n securing p rmis ion rem some
trainin departm h d to con s 1 ve 1 a 1 n.
One compan rohibi e o pl on o u tiormaires y
tra ing-m n, rv so , rke • h co ny a
two non-union plant h a n ar • he
remain! o , w h 1 nt c n a ni
training epart et, r u t a o 1 s pe vi or
and vor r o ple e o • I w o 1 o
com 1 t d ue tionn ir an 1 t rv th a
depart nt of our pan fou compa 1 • nte v
with head of mana nt cl b of ach p t w r y
obtained. amples of unioniz d work rs ere e r
through the c -operation of the o ficers of th union local
represented in each plan. Interviews w re obtaine from
the presidents o each of the four union locals. The final
selection of industrial plants made it possible to study
sociological aspects of training programs through the use
of four groups concerned with industrial training .
The initial selection of industrial plants with the
above modifications produced the following plan of study.
In the last part or 1955 , and the first part of 1956, in
th OS geles metropolitan area, uestionnaires were sub-
mit ed to trainin -- en and unio iz d ark r our lar e
scale manufact ring plants. Int rview were cond ct d with
h ads of trai in epart ents, 10 oca pr n s, and
h ad of mana
•
~escript
on o
s.
-
1 n s lee w re 0 s 0 n C
pat ern eo rah c 0
•
a r a
ar s ila w n to s ila t
pl ro UC on
pat
1
rn •
ch o th pan a r inin d t.
unio loca wa
p
es d n lan ana en
club for p rv or onn 1 h en
r 0 a
plant. Th numb or emplo e 1 C lan as 0 he
same. Plant had
30
ooo emp oyees as did plan c.
1
The patt rn of raining in each ot the plants 11
be presented in th allowing chapt r.
Plant D had 20,000 and plant B had 33,000 employees.
Selection or representative groups tor analysts.
The four representative roups consist of sixteen sub
classes. Four sub-classes or those concerned in training
programs were sele ted from each of the ro r plants.
45
Th group o tra1nin -men was obta ned by contacting
the h ads o ain ng n each plan. in t e intervie,
h pe 1 ion o
d sch
'
th training had wa to ha e s ionn 1res
3
is-
tri ut d to
issio w s
tr of assista t. In 1
d 1 0
p
b
on b n
0
a r s
h
•
e
0
h
n.
2 h
pre en e
ay 0
Th
nair form
chapt r.
d
n
at
d
p
on
a
in
1
0 a
n
s o a e o
•
o a
io
r poin
th ppend
0
0
cons r ct o an
for training men
copy ot the que
s
0
0 •
C
a
0
C
d sc 1 tion of
de cribed la
t1onnaire is in
nstance p r-
a
•
t 0
pe
-
•
0
-
r e
•
d o
or -
h C l is
p r. copy
h q stion-
er in the pr8S!ll
the appendi.
department head. Fourteen completed forms were received.
Two men composed the training staff of plant c.
Q uestionnaire forms were accepted b the department head.
Two completed forms were obtained.
Plant D had a training staff of fourt en men. ues
tionnaire forms were a cept d by the head of the department
nd two c mpleted 0 s ere ved.
u stionnaire or w r com ltd by raini g
epartm nt h s an
h .
d e a 1 ant 1 a h
plant. Th 0 1 b ship o h our tra n n epart-
nt as nin y- o. o a 0 co 1 q u s-
ti nna r r C v d va
r cent r
•
r o po
r in 0
ra
0 0 0
i 0 n z
On _ _ on o c
1 1 tine 1 o
lo a pr d cont c
0
n •
0
a
0
-
tra1n1n depa conta t er
Hi exac ti 1 ot b u ed.
h •
Th
s
b
1m
t r
n •
n
a
ga n
0
'
•
0
5
b
ic
omp ra t o he _o
rious un on oca and
a ur of anon ty.
0
5The const ion and des r pion of th ch
pre ented a la er poin in th pres nt chapt r.
ule is
A copy
of the sched le ma be found in th appendix.
present purposes. Permission was granted in each instanc
and a sample or the union local's m embers ip a g ined.
T ta
Co pany
o e
B
T
Tot
in
G
7
9
2
r in
f
0 S
0
0
OU
Th
na re fo
chapter.
appendix.
onn
cont
to
A cop
0
n
•
0
6
c ion d
ees s d s
he q es 10
LED ~~R
0
0
2
io
la
a
0
of
e fo
7
8 5
0
•
35
C 0
1
0
0 -
p
in
8
mailing er 1 ft with ach president for distr but on.
7
Th
p sident o th nion loc which is pr -
d
.
pla inst d h af to t k th 11 t 0 s 1 UC s s
union m mb sand 1 C rep s t 1 p of 1.67
p C
•
p 0 200 u ion z o k a t u
0 0 1 0 2 000 b
3 5
p n
0 0 h 0 C
0 0 C
-
s 0 • 8
•
0 03 0 ob C
0 0 00 on 0
•
0
C
-
0
0 335
0
0
0
0
0 oc
p
0
ro o a 1 300
h
p o 2
p r n o h o 1
ob 1 f o hi 0 C 16. 00 p r c nt.
The ot l distribution of 1,038 questionnaires was
a 2.1 p c n sample of the 47,300 unionized workers in
fou 1 rg -scale man actur ng plants considered in
th study.
Co
0
0
1
0 Z
p
0
U 0
2
od
03
5
8
T
0
II
0
7
6
p
so •
nt o
rn
3. O
20.1
.o
.63
of h o 1
n ma
t
to s ure
r ula o
g p 0 o co pletin
8 h cons d d c iption of the schedule 1s
n d at l point in the pr sent chapter. copy
ch u may b found n the ppendi .
50
questionnaires or the present type a supervisor sample was
not gained.
Description .Qf ~ representativ~ group1 foI
inalYsis. The representative group of t wenty-eight train
ing men elected from the four plant w re all male. All
of th tra n n -men w re in h m loy o th ir companie .
one o th a1n n - n s in h emplo o as vice
ga iza ion h ch s a z in V OUS
lan • lo h raini g- e r u 1- m ploye
nth a a o d st 1a r i in. hr w nty-s1
tr in r how
w r 1 o
u
ars.
d
T V
t
0
•
r
n
tho
t V C
0
•
n
1
o as ivo
a ra
0
0 ion
h r u ha b
•
0
o e
h
h
5.72
w o. 3 y ars. oy
or tr
shoo
had r C V onl to
0
ar ig
ucatlo
or o
it 1 0
a bu in t 0 choo .
yeas or hi h coo e a o
for two years in a
tr inin -man had not
u n or o
a u t d
r rainin in
had
h upp
d our
t
t na schoo .
m h gh schoo b t
inn
One
d
taken two y r o training in ab siness or oca 1onal
school. Three oft e total roup had received one year
51
of college education. Four others had attended a college
for two years. Three had five years of college, one had
seven years of college and twelve had finished four years
of college education.
The total epresentative group or unionized workers
was composed of 125 respondents who had rec ived industrial
training ands vent -three who ha received no industrial
trainin. e total u o cont ned 183 m n and
15 women. h avera e age o t e tota roup w a 36.76
year o age. There were 148 who w r arid, 2 who
wer __ l!"'.11 , wow r divor an 3 who w r widow d.
n had o 1 t d of el entry school trai ing
an , tw lv h d in sh 1 1 a of ha training •
..... ight had co plet do r o igh co , n ten had
compl t to
ix -nin h d
ucat on.
o bu 1ne
s, r
om
a co
, v h d 1
al · o r
to a
cho
t d the
OU
,
pl t d our ar of ha rm o
the ou ot 9 ad 1 s o
s ed hr
r o 1
a 0
n d h
r a
hoo
on
0
'
to a co -
r inn.
a o col
ht en of
e. 1 -
ten ha omp et d o ears ands ven ad inish d thr e
r
ears o co e e or 11ni ver ity ed cation. elv ad co -
pleted al four years o co lege ed cation. The average
52
length or time which the sample had held their positions
was 3.57 years. The average length of time which the
sample had been employed by their respective companies was
5.05 years.
The group of unionized workers who had received
industrial training was composed ot 114 males and 11
tamales. The averag age or the group or 125 wa 31.91
year. There were nin ty-tour who w re married, twenty-si
who were single and two vho wer widowed. Three re pond
ents ot the group of unionized w orkers who had received
industrial training wer d vorc d. in o th rou had
finished ight years or grammar school duca ion only.
On had compl ted one y ar of hi schoo, seven had com
pleted two years, nine ha comp t thr e a , and
thirty-sev n had finish o ea o 1 h school due -
tion. Nine of th 125 had finished on y ar o busin r
vocatlonal chool, ni had 11 h to r, had
finished thre y r, n two t fo year of
that form ot trainin. T n ondent had c pl t on
year ot univ rsity or co eg uc io and v had
finished two y ar. even a ini h fo year of
university or colle e training nd lev n had complet d
three years of that form of educatio.
The sample of seventy-three work rs who had received
53
no industrial training consisted of sixty-nine males and
four females. The average age ot this group was 38.38.
Fifty-four were married, three were single, one was
widowed, and fifteen of the respond nts were divorced. One
had completed only six years or elementary school training.
Three had completed eight years of elementary educatlon.
even had finished one year of high school, ~welve had com
pleted two y ar, and thr had finish d three years of
hi h school. The roup o non-trained workers contained
thirty-two r spondents who had finished four y ars or high
school education. On memb r of th s v nty-thr had
att nded busine or voe t1ona choo; h complet two
y rs. 1 h pondents h d complet d on ar o co
nd five d fin h t 0 ar 0 co 1 uca on. On
r
P n
t ha 0 ars o 0 C io •
he V n 0
e
C th m r C t non-
t
oup h l h pr nt po ton a • 2
y ar. T 0 h ch he
p nd nt
ha n in th em lo 0 1 re ecti C p
a
•
1
ar •
Que ionnaire ~onstruct+on.
ues ionnaire forms
wer d 1 ned or t ai ng-m n d for uni nized wor ers.
The item or bot questionna re forms were develope rom
information gained from a r vi w of the literature,
intervie~s with specialists in industrial training, educa
tors, and from employees who had received industrial train
ing.
In the interviews used to gain information the
following general ar as were cover a in a semi-directive
situation: (a) what ar th values, ad antag s, di advan
tages, and pur oses associated with ndustr al training
b) what ar the n of rograms, e p nses,
w 1 ar a sociat d with indu tria
programs?
and probl
pro rams?
mt thr u
c) what ar th needs of participants which are
a icip io n indu i t inin an
d) wha a t ff ct o in ustr al tra nin on int
r 1 ion amo wor , up r 1 r, ra n n, and
e
m a ion h of 0 0 h
ign ican
c.to s oci u a rain1
cer ain 1 r t b 1 r 1 1 0 u 1onn
ons
r
rue ion.
s
Th ol owin ar the Cit r 0 s 1 t h
of tionn 1
d V lopm
•
•
(a)
The qu ionna r orm must be ada d to
training-men and unionized orkers.
(b) Items in both forms must relate to the same
areas of information to facilitate analysis.
1 e
55
(c Items must b ph ased so that thy can b
an r quickly by ch c.
(d)
It
ust b ph d to oid bi sing s ond-
nt
( ) u b C a nd uou.
( )
D
C 0 0 d t 0
q 0
b C
)
0 0 0
C 1 0
b
C co d
0
d
0
0
0
0
0 0
O ·
0 0
0 C
1
•
-
C
n
n 0
I
0
0
0
0
C 0 •
0
0
1 0 co r d
0 0 a 0
d
trainin
I
q ionna d 1
t 0 r 0
1
orma on.
56
The schedules utilized tor interviewing training
men in charge or departments, heads or management clubs,
and Wlion local presidents evolved from the original inter
views and a review ot the literature as mentioned above
relating to the development or the questionnaires. The
ch
us
•
es were pretested and modified into the tinal torms
The primary tunction of the schedule ~ere to secure
1 info a ion in the shortest and most accurate
od po 1 le.
SC
0
0
C
1 to b
he interview schedule used tor training-men who
pa m
h
p
0
0
had cover d tive information areas. The
or t h ds or mana ent clubs dealt with
h ule u t
ion. a o 0
•
Data ver tabu at and per•
0 C 1c l io ot h di er ce
0 r m the d ta. The d ta
0 ra core, pare age,
,
•
u or obtaining the critical ratios
n a pen i x.
I. LIMIT TIO OFT~ THODOLOGY
Problem .2£ rgl1ab111ty ang va
Variou
m thodological probl s ar
t chniqu. Thy ar mai
r sponden ay
sub 1
pon
( )
0
co t 0
r pon ma
)
0 0
arr n n
h 0
0
z th C
C 0
C
h h 0
hie
y
The co
th particip
appendi.
bi
hie h
n 0
o d 0
0
0 0
b
b
inh r nt in h qu s ionn
y th follo
C 1 0
cons 0
po
1 h
or
pod
0
0
0
p
0
•
( )
h
•
h
mor 0
d
)
C 0 CO C
d
0 C
th d n
d f o
0
oc
n
C
57
ir
d
0
0
0
PATTERN OF TRAINING
Plant • During the interview with the head or the
t inin d partment of plant A the following information
0
r iv d pertaining to the scope of industrial training
C V t y .
n
0
u
0
u
0
0
h
r Y
p ditur on industrial train-
720 ,000. Th av ra e total number or hours ot
0
0
0
1
0
0
n C
on
,
n
year is 125,000. Thi igure involves
0 lo co pl n co rs or
•
d a t oe no av appr ntice-
1 cco d rough on-the-Job
ct on t chni u
•
Induction and e ti-
0 S •
t 1 1
-plant t ining proce
rogr con ultant nor
r O C o th trai ng depart-
r en pon s curse for manage-
n v iou d cat onal in itutions through-
ornia. It is th practice of plant to
to th rd of h tuition for approved job
r at d co r
f or the management personnel. Courses are
59
wid9ly sponsored in colleges and univ rsities in them tro-
politan area of Los Angeles. T pr c nt or the manag -
ment at plant A have taken advantag or m na ement
development courses.
The training departm nt ha tabl h d a libr ry
of over 525 books with a catalogu to th conv
various employees who need r r r n nfo t 0
The fol owing i
a YP
..
8J. 0
-
training conducted by her our c
mentor plan
of th 1 n d
I. Train1n in th ar a o na 0
mana n pr oc u
•
•
T chni u s d 0 0 0
purcha n 0
of nee s.
2. t 0 0 0
as 1 r 1 e 0 0 0
vi o . C 0 p 0 0 0
ind c io. V s b 0 0 C
t he 1 10 0 ob 1 C io nc
3.
Bas c mana C
q C t po
bilitie 0 a man
p
p
in
p
del e ation o au hor t • con d a ion o
organization o t h plant nd h d t ot
0
r -
0
0
th
•
I
•
60
supervisor with respect to the employee, griev
ances, rating, promotion, employer-employee rela
tions, and production controls.
Techniques and methods of conference leading •
5 T chniques of employee counseling. Presentation
includes the scope and value of counseling, pro
c ur , step, int rview techniques, devi ing a
o o -up
6. P obl m an
0 •
e
n
co r 0 S
C O C
•
a
h
d pr paring a write-up.
echni ue o pract cal job instruc-
prov ent cour •
ar a o lectronic nvolv tive
C
0 0
•
•
o a amp r y t
•
t ory of as ht sy t
•
0 0
e
g 0
tron
and
l c ro
rinc pl s.
llation p ob-
C an d
0 a o •
o rs CO s.
r 0 hop struct on nc ud d:
In o ct o o a new deign se
•
2 . chn an
t ods or sold ring.
3. chni ue and m thod of lu ging.
~. Principles of AC-DC electricity.
5. Single line blueprint reading.
6. Machine shop mathematics.
7. Techniques of testing hardness.
8. Techniques and methods of basic inspection and
familiarization.
9. Techniques or using sign-off books.
10. r1ncipl s of controllin torqu and techniques
or proper fa ten r se action.
11. uality control in g neral ass bly inspection.
12. ydraulic yst s.
Certification of 1 uid by
l •
5.
16.
17.
18.
19.
p Ci ic 1 ctr al
Blu -prin
r a .
n •
Coin im rt
Con 1m le c rti
rubb r).
elding.
Introduction to oc
IV. Miscellaneou training
1. Induction program.
y t
C 0
a 0 an
-up.
C uded:
2. everal film pr s nations.
v. ~xternal training included:
og
an
1 . Timekeeping and hours control.
n an oxyg n.
pr surizations.
re-c r 1 ication.
r -c rtification
61
62
2. Secu i ty indoctrination.
3. T chniques of comput r s •
•
lf.. A 1 tur on ej ctions .
5. A ours on ci cuit ng a
PO'tll
r plan.
6. A co on h z d 0 t Cr C ty
Th tr inn pa t po 0 0 0 th
mana
p
0 0 0
p :
•
C 0
2. Pod 0 1 d 0 0 •
3
ot on
l+ . nus
1 p
C a
5. 0 1 t 0 C
ob 0 V
•
7
0
•
C
9.
0
•
C 0 n z 0
•
1 • B 0 0
•
PP
0
13.
p V 0 0
•
t of b p n
15.
l t of n C
•
16. er o el la io
17.
Purchasi d r Cont o
18. Business Communications and Reports.
19. Office Management.
20. Human elations anagement.
21. Cont r nc Leader Training.
22. dministr tive Analysis.
23 . Probl sin Human Behavior.
2 . o omic of Industry and the Firm.
t o up v ion.
2 • a ing C n 0 •
d t s of riting.
ion and ana emen 0 rsonnel.
•
a
•
3 • 0 -
na t l ion .
n Co tro
•
yo t r1 1 andl ng.
d 1 u it ontro.
V 0
•
35.
y ho o 0 or n.
3
•
0 t
•
37.
1
p
od tion ractic
•
3
nd 1 ycho o
•
39
ho 0 udy.
63
ing th int view with the head or the
n n dep rtm tor plant B the to lowing information
64
was received pertaining to the pattern and scope of the
industrial training department's activity.
The average yearly expenditure on industrial train
ing is approximately 1,000,000. The average yearly amount
ot man-hours in training is 700,000.
The following information was gained rom printed
materials and from intervi w data.
the
In the field of technical, shop and special training
••• company 1 frequently confronted with employment
problem which arise from normal tumover and the
increase and decrea e o the ork load. The rocure-
ment of semi- killed work constitu s one ot th s
problems. B cause xper1enced labor is not always
availabl when needed, plant B frequently et up
facilities to train inexperi need new hir or indoc
trination into the shop ar as. This 1 ve tibul hop
trainin deigned to teach only th m nimum skill
required or th o cu at1ons b 1ng
1
fill , and it is a
primary function of shop trai ing.
A second function of th hop raining rou 1 on
th -job trainin. Thi is us d to b t advantage wh n
production departments re abso b ng new or ran -
f rring workers who must adapt sk 11, or when workers
ar adjus ing to new a~s gnments r u ng from produc
tion o model chang •
T chnical training use oth on-the-job and classroan
1
rn the interest or pres rving anonymi or the
participants the material is cited thus, B Cor oration,
California Division, "The Plan B Training Department:
A Description of Major unctions and Activities,' 1955,
p. 1.
65
techniques. The training department certifies a worker
when he has completed a technical course. The worker is
not permi ed to work in a technical capacity as a skilled
worker until he has received his certification of skill.
There is a joint agreement betwe n plant Band the
union local represented in that plant which has established
an apprenticeship program cov ring four trades. The
standards of appr ntic ship training are controlled by a
joint union-manag nt committee. The a pren iceship com-
mittee is compose of four memb rs from management and
four memb rs rom the union. Up n h ucc ss ul comple
tion ot th 8,300 hou appr nti hip program th appr n-
ice is erti 1 by th tate or C a 1 ornia and iven a
journe an t ts in th c mp n.
nan at t to ncoura or to epar r r
advancemen th trainin departmen of lan B di tribut s
catalo sand oh r o se r h dep rt nts in
the plan de crib n cour o r ng ot the cation 1
institutions in th Lo ng 1 s m tropolitan ar a.
Normal y O per cen o he ployee attend et nsio
classe.
In th area o ngine ring and el ctronics trainin
the training department conduct company-time classes and
sponsors after hours training. Train Am loy es are
66
generally used to indoctrinate engineers as to the ramifi
cations ot a particular occupation. ~ngineers are encour
aged to attend university and college courses by a company
tuition reimbursement plan. O ne half of the tuition is
refunded for successfully completed courses.
In the area of electronics training plant B has a
sixteen-week training program. Te t~a n ng program
involves four hours of classroom ~ n r t10 nd our hours
of guided on-th - J. ob tra ning.
Twice a year managem nc . .. 1 co r es are offered
which take e and on -half. h r
P r
k for t,.elve w ks.
Th se cou s nclude epor wr· ti g , conf r nee 1 ad ng,
and public peaking.
ar,a
e t is encourag to nroll
in college and univers ty ours by r imbu sing on halt
of the tuition of s cces full co pl t d cours to them.
'
typical pat rn of 1n-p ant t aining 1 a
follow:
I.
Mana ement and company-wid training.
1. p ren iceshi.
2.
Company Orientation.
3.
Management DeveloJllle t.
1+. taff and Supervisor serve.
5.
ecurity Indoctrination.
6. Introduction to Management thods.
7. Pilot Job Familiarization.
8. Voluntary Typewriting Practice.
9. Security Clearance.
II. Engineering Training.
1. Engineering Indoctrination.
2. Thin Sheet Analysis.
3. Technical ~glish for Foreign ngineers.
~. Sheet Metal Fabrication.
5. Materials ana Proce ses.
6. ~ngineering eport riting.
?. Design for Production.
8. Production Process s.
9. Power Plant Systems.
10. lectrical Systems.
11. Hydraulic ystems.
12. Control ystems.
13. Principles or Stress for D sin rs.
14. Basic Loads.
15. Transistor lectronics.
16. Fundamentals or ~lectrical ystems.
17. IBM Computer ourse.
18. Design Development Course·
III. Technical and Shop Training.
1. Shop Indoctrination.
67
2. Ram Coin Dimpling.
3. Tool Planning Indoctrination.
4. Tool Design Indoctrination.
,. On-the-Job Assembly Techniques.
6. On-the-Job Final ssembly.
7. On-the-Job Electrical Installation.
8. Soldering Certification.
9. Welding Certification.
10. Resistance Welding.
11. Tube Fitting.
12. Shop Machine Operators.
13. M tal Bondin Familiarization.
1. tructural ssembly T chni us.
15. F damentals evi w.
16. Communications.
68
17. Revi w of lectro ic Fundamentals. lectronics
raining.
18. On-the-Job lectronic T st and Maintenance.
19. Training in pecific Electronic Instruments.
The courses sponsored for management and supervisory
development are the same a are available for plant A.
There are, however, the following addition: (The manage
ment club co-operates here)
1. Effective Business writing.
2. Introduction to Electronics.
3. Language Development.
4. Public Speaking.
5. Working with People.
6. Current Political Developments in California
and the United tates.
7. Business Organization.
8. ecurities and I nv stments.
9. Personal Insurance.
10. Review of English Fundamental.
11. Practice in Writing.
12. Business Communications.
13. Pract cal p ech aking.
1~. lgebra.
69
Plant~. Th average yearly e penditure of plant C
on industrial trainin was considered
matter o company
sec rity. The head of th training depart ent offer d
assurances that it wa econo ical.
yearly expenditure would be 200,00
close estimate or the
3This figure is estimated from th average numb r of
employees trained per year. The estimated number of
employees trained per year is 18,000. The average length
of course time pr employe was deter ined from the inter
views with the head of the union loc land head or the
management club .
70
The industrial training pattern is conducted by the
resources of the company and its training department.
Great emphasis is placed upon havin s illed or experienced
orkers in each department conduct the training . There is
no a prenticeship program in lant c. Trainin is primar-
ily on-the-Job and the purpose· o s cue s much produc-
ton rom the orker as poss le hie he s lea nin to o
he jo
bout
1 houg t author
e et re pl t, it
s V ape on tou
e excep on o o or h ee
areas, coul as estion concernin any asp c o
pro c ion h c ca ht h ncy, ye re
,
0 h
C of o tr inn on a co n se ur
s
0 h on- he
·ob
V S bu n n
•
h re a e a 0 co ses i b e ead
'
el c ronics,
eldin
'
nd shoo atic h 0 re
•
a ni
ed 1
h"o
...
ct d at
s pres an e s co C
the eq es of 1 ne n
n •
h r nin depar nt
consi t of o act the
pac·t of co
.
ator
0 en
C
0
rain n.
he have on sec e r. The r tas s ar
m nly ad inistrat ve.
he com any sponsors courses n universities and
colleges or t eir ana
the same as those of pl nt
ent personnel . l1e offerings are
•
The info ation wi h resp~ct
to a tuition reimbursement plan was not obtainable. The
company , however, does have a plan whereby part of the
tuition ·s refund ed to management personnel for courses
hich are successfully completed.
Pl nt D. urin the interview with the head of
-
71
t n the follo in information was received pertaining
o h
s
e s e
op o
pro
ve r
o e
e ndu trial trainin pattern.
e ea e pen iture on industr!al train-
ate 800 ,000 . pproximately 24,000 work-
ng the course of a year.
n n ·s c rrie on b the resources of
o a oes no s e ac a e rogr s or outside
p
t
0
on
n
e a o
n P
rese c .
•
e he o o vest u e, cl ss , o -the-
e
ces p.
e d o n epa t et ha sta
,
rs e o t e scope of th industrial
er of plat
e l etter
,
U 0
or the urpose of this
repro uced as fo lows:
0 OG
4
Te du ation act vity at [D Company is divided
in of ve a e • hes e are :
ame of company is omitted to maintain anonymity
of participants .
72
I. MANAGEMENT EDUCATIONAL SERVICE
To provide a staff or management education
designed to improve operating performance
through conference participation.
II. SKILL-TBCHNICAL TRAINING
To provide a staff service in job skill, knowl
edge, and attitudes training designed to improve
operating performance through job and class
training.
III. MANAG NT CO IC TI E VIC S
To prov! e, at the requ st or management, a
staff service in planning method and developing
materials for communica in ideas, information,
and practices.
IV. AP D
v.
To provi ea staff rvic or d lo ing jour-
neymen by apprentic s p tr 1 n i sered
through a Joint labor-m a ent app nt ceship
committee.
-
E U I
To make available ucational oppo tuni s
which will help each em loy e advance on his job
or broaden his ot n lu to compan.
Typical examples of pro rams con
of training are:
ed in thes ar as
MANAGEMENT EU IO L ERVI E
The ateriel Dep1rtment olicY Serie
Objectives:
l. To familiarize supervisor with the methods
and problems of purchasing and transportation
of items used at "D".
2. To discuss problems of co-ordination between
the various divisions and the Materiel
Department.
Personnel Supervision
Objectives:
1. To give supervisors the 01portunity of dis
cussing aspects of personnel supervision.
2. To give supervisors an opportunity to hear
how other supervisors handle problems.
3. To give supervisors new ideas and informa
tion related to the superv1s1 n of their
personnel.
Job Instruction Train.ng
Objectives:
1. To train each flr t-line supervisor in some
of the basic prin ipl s of learning.
2. To train first-line supervisors in how to
train an employ in an w skil.
Labor elations and the Un on Contract
Objectives:
1. To inform memb of mana ement on the
73
correct int rpr t tion of th un n contra ts
at plant D.
2. To clarify he poli
lin grievance.
and tie in ban -
3. To inform manag ent o the obj ctiv so
unions v ich aff ct upervisor- rd rela-
tionships.
4. To advise manag et of provi ion of Fed ral
labor legi lation affecting supervisor
employee relationships.
Office Work Simplification
Objectives:
1. To make office operations easier by reducing
paper work.
2. To make office operations more efficient
by better organization of processing pro
cedure.
3. To reduce office management costs.
Activity Analysis
Objectives:
1. To improve the understanding between super
visors and their supervisors as to the duties
and responsibilities of each supervisor.
2. To improve the basis f or research into the
thinking of supervisors as t o the nature
and scope of their position.
Building Better Correspongenca
Objectives:
1. To improve the skill o supervisors in
written communicat ions .
conference Leadership
Obj ctive:
1. To improve management skill in conductin
conference.
SKILL-'l' CHNICAL ERVICE
EmploYee or1entat10
raini g
Conduct general C ompany informa ion program for new
employees, assist in the de elopment of activity
orientation programs and f oll o -up orientation pro
grams.
Electronic Assemblers
Pre-production course for women, designed to give
these people the necessary skills t o enter the
electronic assembly lines.
75
Electronic Harness Assemblers
Pre-production course for women designed to give
the people the necessary skills to make the harness
that are assembled in the electronic units.
Electronic Inspection Processes
A course given to people bein advanced to inspec
tors. Designed to show them inspection processes
necessary to inspect electronic sub-assemblies and
units.
Mechap1cal Iaspection Processes
Program designe to teach insp cto s ho to inspect
mechanical parts manufactured at plant D.
sate Driving SJ1 Material Handling
Program design d to teach a ty in driving and
handling material in the plat.
solde;r1ng lWl conne tor
Pre-production pro r
techniques.
1 n d to ch soldering
Tool and Qhock Fixture fam11ia 1zat12n
Program design to teac mec • ..,.. ...... c
inspector th neve t methods o n
ings.
Transformer A§samblY
recei ing
p s of cast-
Pre-production ours designed to teach techniques
of transformer a sembly.
li ystem Intrgduction
This course was design to amilia iz supervision
on the differences of th system from other, and
to make them aware of the fu ure inspection and test
problems they will encounter.
li System Radar and Optics
Designed to teach the system tastes the detailed
op ration of th radar and optic loop.
~ ........... m compu~er
Designed to teach th sy t mt s s th
op ration o th Univ r 1 Comput r.
and Hand
D s g d to lo th
cision suring n tr
1 th non - ifth n
u
0
0
•
in
ow
k •
cour e d 1 n tot ch s pr
o el n hod o making ~in
th p oduction 1 n •
Chan
d t 11
o pr -
cos 0
76
•
C on
cour d ign d tot ch u r 1 ion and k y
77
personnel in the Planning section the use or a new
plan to show how all the manufacturing operations
are arr cted by an engineering change.
(Military) Officer Training
rogram designed to familiarize officers with the
g n ral operat on of industry. This program can be
in sp cial fi ld or at the management level.
--. ............. ~c orientation
og am aesign to give non-techn cal personnel the
op atin principles of our ••• control
• P opl in 1 co rs n ed d a talking
g o h s
operators
esi n d tot ach n w employ es the special
do IB ma hin ccount ng.
0 IC T VICE
lacoing
ial nee so
on, d reco
2pment
fo commun1-
r1at dev 1-
cop, d lop udio-vi al treatment,
n co-o dinate art, a ou, and printin proc dures.
i ea do-vi ual equipment and ervice, includ-
t h book n ad sho n 1
•
I LOPME E ICE
------~lo....A Appren hip I ain.qg
fo
OU
progr for th dev lopment or machinist
en.
78
Iooi and fu Apprenticeslµ.p Training
A four-year program for the development or tool and
die journeymen.
Electronics ~pprenticeship Ira1n1ng
A program in the proce s of development, designed
to prepare employee with aptitude for positions of
electroni s technici ns.
At plant D the same genera pat rn o management
courses are spons red in d ct onal n ti u ion a in
plant A. Pl nt D has a r 1 bursem t pan of refunding one
half of th tuition for cour
Plant D has
plan for its workers.
et nsive
re ular co le
advance degre
reimbur emen p
or
1 h
1
n 0
V
n
he course p ogr mus, howe
The o owi 1 pi
trainin spo so db pan D:
1. Colle e Al br .
2. Coll e Tri onom
3. Analytical Geo
4. Second Cale lus.
•
s
•
s ccesstu 1 completed.
t -ho s s onsor hip
who can mar ulate as a
U n C or toward
0
1 g 0
1 0
uition
h tuition.
hav valu to lant D.
pa at r-ho rs
5. dvanced ~ngineerin athematics.
6. Slide Rule Techniques.
7. Coll g Physics (M chanics of olids)
8. Coll Physic (~lect city and agn 1 m)
9. T nsi nts n Lin a Syst m.
10 . Hating and V ntilating.
11 . fr g a on and ir Cond tion n.
2 .
•
17.
18.
20.
1.
22.
2 •
dvanc d chi D
~ ngin ring Vib o
n n ly
t
ng
G
00
ho
C
n
a
D
•
op 1 -pin
oo D
•
(G ) (
0
C
C C
b and p 1
n.
•
•
•
c I
n
l
Vac
le o Micro- h ory.
P Ci
Indu
on In p ction
rial lity Contra .
•
d
d
'
d
t t
79
80
The patterns of industrial training in the tour
1 rge- scale manufacturing plants have been presented in
ummar y form. A sociological study of industrial training
does not ocus i t attention primarily upon the training
dmini t r t i on or curricula. The central interest is in
th area of human interrelationships. The presentation ot
t pater of t rainings rves as a background upon which
o iolo ical analys1 of some ot t h significant atti
tudes oft in g p rti i pants may p oceed.
CHAPTER V
ANALYSIS OF RESPONSES TO QUESTIONNAIRES
AND SCHEDULES
The purpose of this chapter is to analyze the
responses to items contained in the questionnaire forms
and schedules used in this investigation. The main points
emphasized in this analysis include the following:
(1) The extent to which management takes an active
part in industrial training.
(2) Some of the more significant problems relating
to the process of industrial training.
(3) The effects of industrial training on the
improvement or co-operation among production
personnel.
(~) The effects of industrial trainin on the
impro ement o loyer-worker r lations.
(5) Th extent to which industrial training is meet
ing some ot the more significant n eds o work-
ers.
(6) The eff cts of industrial training on the
improvement or union-management relations.
(7) The effects of 1ndus rial training on the
improvement of worker utility to the company.
82
(8) The evaluations ot training men, union local
presidents , management club presidents, and
workers as to the worth ot industrial training.
(9) The possible future of industrial training.
(10) The educational training suggested for future
training men.
The data analyzed in this chapter~ere derived from
interviews with four training-men whower heads ot training
departments, tor presidents of management clubs, tour
presidents of union locals and from questionnaires which
were completed by twenty-eight training-m n and 198 union
ized workers. The twenty-eight tr ining- n ~ re sampl d
from four training departmeuts or four large-s al manufac
turing plants. The 198 unioniz ork rs ere sampled from
the same four manufacturing plants as w re th tr 1010 -men.
The group of 19 unionized work rs cons1 t o 125 worker
who had received in ustrial tra1nin and ev nty-thre
workers who had not received an indu trial training.
Table III, on the following page, indicat s th r lativ
size of the groups or training men and worker suppling
the questionnaire data which are analyzed in this chapter.
Most of the training-men in the four manufacturing
plants contacted believed that their mana ments took an
active part in the industrial training programs. Thi was
TABLE III
RELATIVE SIZE OF G ROUPS OF TRAINING-1'1EN
AND WORKERS SUPPLY ING D ATA FOR ANALYSIS
Company Training- Total Trained Non-trained
Code men orkers W orkers Workers
A 10 47 2 1+
23
B 14 61
45 16
C 2
5 7 17
D 2 32 15 17
Totals 28 198 125
73
the vi of 5. 71 p c
( ee Table IV belo . )
o th tr in - m r pondin .
n o h t r a ng- m en s pl 1
th lar e-s a
ageme s di not
sm all pre t
G
anagem ent takes an
active part in the
training program
0
C r plants ld ha th 1
at v p rt n h pro
ow
a in -
Yes 0
85. 71 00 . 00
id o
Don ' t
I
GE
1 1+. 29
ow
s .
t e
L
Total
100 . 00
84-
their management took an active part in their program.
These attitudes of training-men are distributed in
Table IV.
It has been shown that most of the training-men
agreed that management took an active part in their train
ing program; nevertheless, not a few of the respondents
mentioned that one of the more difficult problems was
getting managem t to tak a active intere tin th pro
gram.1 This wa he view or 28. 57 per cent or the train
ing men responding . { ee Table Von the tollowing page.)
On raining- an made th following suggestion for h
improvemen 0 ndus
mn 0 ive a muc
th ir oth r managem
comm ted that:
'
·n
att pt to anti ipate
in cin t
rial training programs:
thought o training a
t un i n •
I
oth r
sup r 1 ion shoul ma
their rainin need
" •
tra nin rogram was
t manag -
thy do to
raining-man
o e o an
so in 1cat d
a on oft or diffi ul robl s b 17. 6 pr cent o
th s r spondents. A a su estion for th improv ent of
ind strial tr ·ning, one trai in -man stated: "There is a
1
The fact tat a training department exists attests
to the fact that management is interested in and value
industrial trainin . The problems mentioned refer to con vincing management of the value of and securing their
interest in the operating procedures , processes, and results
of industrial training as established.
TABL~ V
SOME OF THE ORE DIFFICULT PROBLEMS IN DIRECTING AN
INDUSTRI L TRAINING PROGRAM, BY PE CENTAGE
OF TRAI ING-ME RESPONDING
Problems Stressed
Convincing management or the value of
the program
Getting training fac litie
Financing the program
Getting management to take an active
part in the pro ram
Percentage or
Training-Men
Responding
28.57
35.71
17.86
2 .57
need for ore accurate for ca ts o training n e
•
he
85
labor budg t for training should b assigned to the indu -
trial relations or train n departm nt ." Anoth r comm nt
was: "Th re should b mo con ide at on to a oid th
undesirabl effects ot 'era h pro
allowing mor budget and time.
s• b rovidi or
The qu tionnaire included, as a possible probl
,
that of securing co-operation rom labor organization,
but in no instanc did the training-men indicate this a a
problem. This does not mean that there is extensive
co-operation between labor organization an training
departments, but rather tha th training-men do not
86
conceive of the training process as an issue involving
unions.
The head of the training department of plant A had
the following to say about the relation of labor organiza
tions to industrial training:
Labor organizations don't have anything to do with
training. They don't have to know anything about
it. It's not their business at all. They have
the r job and we have ours. Of course we aren't
going to go and try to train people to do a job
which goes again the contract restrictions.
La or doesn't bother us.
The head of training at plant C expressed the allowing
a titudes
11
bor or anizat1ons •• lookout is hi her
wags for men on h job and our lookout is showing th
how to do th job."
In plant B wh ether is, accor 1ng to the union
local presi ent, e tensive r lationships between managemen
an unions n the matter of trainin, th training depart
ment had had the fo lo ing to a about h role of union
n tr inin :
Labo unions don't try t contro training nor do
they attempt to in icate what typ of training are
desirable. We have a joint union-management appren
ticeship program in operation and it is very s tis-
actory. t plant D wher here are four apprentice
shi programs in ope tion, the hea of the training
department made the following comm nt o ecuring
co-operation from labor organization: Gnions don't
tr to control training. e co-operate, but sometimes
unions do 't want it because it goes against attempts
to keep the numb r of skilled men down. Sometimes
the union fusses because they feel that management
doesn't recognize the problems of unions. Both unions
and management are each working for the improvem nt o
the employee, so in the long run we see eye to ey.
Fven in plants Band D which had joint union
management committees for apprenticeship prog ams, the
relation of the unions to training was thought to b
unimportant outside of appr ntic shi prog ams.
Over a quart r of the traini g-me 28. 57 per c nt)
indicated that one of the o dif ic 1 p obl 1
directing an 1ndustr1a trai n progr as convinc n
mana ement of the value of progr as
s lish d by
the training dir ctors . b , pa
85.
0th r pro 1 s m ntion d b in us 1 1 t a n
n -
r lat d to S C n tt r co-o n i o an
ment, mainta nin re u 0 a 1
of heav d an tra
•
or ng, d V a a V
tion method for rain r s s, n n g th C
of training to giv b r a s p r so 0
the up-gradin 0 lo s. h 0 a t n
ing to pr par
he or to an C a jo opport 1 1
wa also mentione s
p
obl 0 1 d a
•
Views expressed ll Ere 1den s .2- ------~ ...........
ubs
with respect 1Q problems .Qf ndqstrta
the interview situation the nt v e e s
Dur·n
bout
-
some of the problems which might exit in running training
88
programs . The role of labor unions in the operation ot
training programs was brought up also.
The president of the management club of plant A
stated : "There are no problems in industrial training that
I have ever heard of." He also stated the following:
"Union have nothing to do with training I don't even know
ht r t h y know what it 1s.u The president of the man-
ag nt 1 b at plant commented: "The only problems
tat hav ha as that in several classes the interest
a o sl ght th t the had to be discontinued. This does
at r ct t nt r tin th major a p cts but rath r
in V
y i olat nstance •"
nd with r sp ct to the role
0 io r 1 rep i
•
"The union ha no contact
•
1 h m a d v lopm nt cour e •
11
At plant the
p
oi
h
rep
0
0
d n o t ana nt cl b avoid ef rence to the
" •
sk
•
•
0
po n o t: "r ining 1 alright as you can
0
1
g ti on a p ple know what thy are
p
e
o th management cub a plant D
bo 1 tion of the wiion o training,
1
h t ai ing depar ent is pr arily th pace
h info ion on vha th com any is doing
•
hat a a .
11
en asked about the possible existence
n unning the training program, he pointed
out:
89
The compa is natu ally interested in seeing that
the speakers and the running of the programs are 1n
keeping with the spirit of good clean tun. (Reference
was being made to tne morale building program for
supervisors. ] If the boys decided to get a "Hula
Hula Dancer" tor the evening's ante ainment so e
problems might be raised as to its ultimate wor h.
Views expressed ll president S2! qnion locais qop
cgrnins problems of indystrial training. The pr sident ot
the union local represented in plant A commented:
Industrial train! doesn't aid or hind r this
union because ther isn' any. The only aspect of
industrial training that is de rimental to the
welfare of the workers and this union 1s the sheer
lack of i, and we're going to corr ct ha.
Commenting upon th lack of training and its caus st e
union p e d had t follo ing o say:
I the co pany the r mor jo 1 o -
ion thy o db grea ly. Their op a on
oul b o ff d t o in o
e ha ie. t doesn't an o o er
t ai ng i he ion b aus t ey h that
they are sa g e t e ay it's 1ng Th
o y ind O trai n ta th OU 1 0 - h -
job. om 1.me y mak u abou cla
tha clas but fe er to go, an 1 d
don' g m ch o ••••
ear t y ng toge renticeship p gr
in. Th son that the out 1 do n•t t to
put an appren ices 1p p og 1n is that the t
that h ya avin mon y. I de rt nt g r-
lly, a f ey do th job and t e res 1 don
by partly train men. This means errors and o r
time. The compan could hav more train men 1
they wanted to t ould b mo e fie en, th
government ould save money, ther ould be ore
trained men or emergencie, and the orker ould
be improved. A good training program 1s a national
90
d r ns measur.
The president of the union local represented in
plant B pointed out the following problem in conducting a
good training program in an area where there are some
compani of similar manufacturing patterns who do not
hav training programs . The problem brought out during
the int rvi was:
U or un tely, co panies like plant which have
put o t rea endeavor to trai employees find
h elv sin a somewhat difficult position. For
ample plant B trained apprentice r v ey much
n dema d nd companies such as company C and
oh s ho do o have a training program are
pron to ro lyt these employees at r lant
ha s t t m an on y to train them.
h p
p 0
n o h un on loc 1 at plant B c~ nt du on
hie p liar o indu t a t ain nth
n
0 an ng nth pl nts cons r n this
t a o :
n ou y ind stri 1 trai in 1 ac d 1th
p 1 • An ducational or that is
oo ol t o orro, just as ar the
co d c d. o rapid 1 th chang of
d hat ve find a man o layo f tor
month riod o etim s ha to o thr
ning curve in ord r tog t back to
t ct on standard that h 1 rt. or tis
r hav · 1ong tied to prevail u on our gov-
o o inuity of contr ct so a to elimi-
11 and valleys of employment. W
o ition that layo rs, even for short
o -~, estroy the production team.
t pl t C the pre ident of the union local held
th t the a o
roblem associat d with industrial training
program ultimately was unenlightened management. His
attitudes were expre sed s follows:
A company ac ually benefits from a good training
setup because it standardizes th product. on-th -
job raining 1s shortsighted because hen errors
nd worke ignorance ar figured into the costs it
co ts more than having a good tr ining setup. With
out a staff ot trained workers t product varie
in u lity. aturally the plant resists a good
aining program becaus th thy can pay 1 s
ag s. Also i you hav r wer skilled m in the
p c s 1 ca b "cab
11
eas r. Th number
of pod ction rors n at plac a "ou -or- hi
or d." Errors a rac abl t o· t e hing:
don' o, don't care, and don't ant o. Skill
wor r ha t e kno ho, ane t e p 1 in ha
h y do. But t o g t the bes you hav to pay money
an w~- ' pl r s1 th pp en iceship
o r •
91
on h ca 0 a S C 0 ood
a -
r o P a
C ur
0 a
hi 00 0
r
r s
o op a ion
o p oblems
i o
1
ar
p
ar
o a po
t
One o th p oblem from the tand
poin of un onized orker pertains o tha o favor i m.
On o the ork rs
r ssed a hi : "Give th
privilege to all or ers to att nd thi program and not
92
just a rew that got influence on the job.
11
Another worker
mentioned that industrial training should be available for
all work rs"•
• •
instead of a selected few of the tore-
men's pets and the higher supervision." Another worker
pointed out that no only is the lack of impartiality a
major problan, but that industrial training does not
as st the or r to advanc to igher paying job. He
comm
Eliminat part a ity in th selection of st nts.
Get c s on- e-job training going hand in han.
G mo e ma ema an and not o much
"j st an th rs" s. rai ing dos
o h to to b te paying Job
ing help b tt paying Jo
_g -- r or
w c ..,_.... qu nd
• In th p
n1 a at
t --- d •
0 C 0 h 1 a on and app
C io 0 d a ai 1 h p 0 0
0 ti m h y a h ollo u g stion 0 its
1 at o •
II
0 d 0 t o al b i
'
•
II
0 0 h ol
(
0 vie
)
1n1n 0 h C d anc to be
p y g jo
'
•
And, I u mor r n 1 C ion o hos
moron ould b ep 0 t.
11
Th prob s of in ustri 1 training hich the
or -
er mentio or elimination also related to the role ot
-
93
favoritism n the restriction of promotion following train-
ing . nother problem was that industrial training in some
nstance hinders rather than assists a worker to advance.
With r sp ct to the problem of lack of promotion following
trai ing a work point d out the following:
In you uestionnaire, your questio, "aids to
po ot orkers to hi her paying jobs" is a joke
p rh p h industrial trai ng department has
made it had r to transfer to better paying jobs.
h co pan h s ad it hard r to go outsid
t n school. r hould be: (1) b tt r
q fie ins r c ors ; (2) access to b tt r train-
q nt· (3) more r al stic appraisals or
- job uipm nt and situations; () som
r co nition by facilit tion of romotion
st com 1 tion f tra ·n1n.
oth 0 st a po ib rm fo
p 0 0 V a o low:
r
C
0
pr
compl
f C ion·
ny an 1
T
g
uir n of
t f C t 0
0
chan obs o c th tr ning
n d
enio
t t
oreman' s b
om 0
0
lo n
lan -w
st 1s
s th
11 rom
0 h s
to ind a
1 y to det r
a nin, rath r
Includ mor
ba g __ ng
ab u r-
o k has
comp
•
On
1 sue: 'I
av
cou of tr in ng an ave not r eived cer-
th h a common practice with the com-
ould be co r cted.'
ne al th e o r favoritism
in the placement of
the workers following training was quite pronounced. One
worker claimed that an impartial board tor promotion and
transferring should be instituted to"• •• break up the
cliques, so that a person with real talent, ability, and
the know-how can get ahead. Even the best training program
couldn't break through."
Other problems which the workers pointed out were
that: incomplete training is killing skilled workers;
incompetent teachers are used; training facilities are
inadequate; the subject matter is too shallow, and that
the training time is too short. As general recommendations
for elimination or the problem specified it was suggested
that there should be fuller union participation in all
phases ot industrial training, that management should
listen to worker on the matter of training, and that way
hould be round whereby advancement and selection tor
training can be objective and !air.
A manutacturing plant is a ocial organization or
human beings in interaction. A basic element is the fur
thering ot inter-group and individual co-operat on. The
maintaining ot the equ111br um of the ocia organi ation
or the plant depends upon co-oper tion. Production team
co-operation is highly critical 1 the ove -all pattern or
a manufacturing plant's organization. The furthering of
production team co-operation involves increasing
co-operation between wor kers , worker s and leadmen, work
ers and supervisors , and between departments .
In the vital area of worker co- operation 85. 72 per
cent of the training-men (see Table VI) indicated that
their company's training program was valuable because it
95
increased co-operation etw en workers . ess than half of
th unioniz d work rs ho have rec iv d industrial trainin
xpress this att tud.
e able VII.) The difference
b tw nth percentages or the two roups of respondents is
b
ignific nt.
c. . . 36 i
di fr n s has a d t rmined
o s1 ni cant t h
1 1 n 1c b ond h 5 p
h p~rc ntag of -tan
pr c nt 1 v 1,
nt 1 v l.
. or who h ld th
opin o th t ir om n' t n po ram w v luabl
a it c ea co-op ration b tw ., ork rs va
26 . 03 s a l II) h r b n hep r-
C t 0 t i
-
a h no -tr in d wor r
oh ld th att t ud h t th compan' tra ning pro-
r a val abl in t 1 r a as ha at riz by a
riti al rat o of 5. 9. h dift
..,.ence b tw · n the per-
C t g of favorable attitudes h ld b th two groups was
ignificant b yond th 1 pr cent level of confidence.
!though both groups of work rs sampled were
TABLE VI
AREAS OF CO-OPERATION IN PRODUCTION INCREA ED
BY TRAINING PROGRAMS, BY PERC ENTAGE OF
TRAI ING-MEN RESPONDING
Personnel Concerned Yes No
Don't
Know
Iner a es co-operation
betw n workers. 85.72 03.57 10.71
Iner a co-op ration
b tw n wor rs and l d- 82.1 oo. 0 17.86
m n
s co-op ra ion
n wor sand 82.1 00.00 17.86
u visors.
s co- op ratio
d pa ent. 75. o O . 57 2 • 3
0
p
so Cone n 0
In re s co-o r tio
b t n or rs. 5.60 2 • 0 30 .
co-op ration
36 . 00 . Bo
b tw en wor rs and
2 9. 20
1 dmen.
Increa s co-operation
37.60
b tw n work sand 39.20 23 . 20
supervisors.
96
Total
100.00
100.00
100.00
100 . 00
0
00 . 00
100.00
100.00
97
TABLE VIII
AREAS OF CO-OPERATION IN PRODUCTION INGREASED
BY TRAI ING PROGRAMS, BY PERCENTAGE OF
NON-TRA INED WORKERS RESPONDING
ersonnel oncerned Yes No
Don't
Total
Know
Increase co-oper tion
26.03 between work rs. 27.l+o l+-6. 57 100.00
n r s s op ratio
betw n work r and 31. 51 20. 55 7.9
100.00
leadm n.
Increases o- o ration
b tw e or r and
36. 99 17.81 5. 20 100. 00
sup rv sor •
s gn fie nt 0 th th t ai n - in th ir avor-
abl
incr
v luat o o th rol o industri
in o-o rat on b or rs, y t th contact
n to 1 p ov th pre nt- V th
ag or r bl
Th ta 0
ro Cli
valuation nth trai d o k r' group .
rain d wor r who h ld th a ti ud
that h ir op y nd str al train ng program was
valu bl b a
w 5.60, and t
simila atti ud
A critical ratio
of th wo r u
it ncr as d co-op ration b tw n wor er
r tag of non-tra·ned wor ers of
e di
of or
Ta 1 VII nd VIII.)
r n bet een h p rcentag s
was found to b 1.31. The
98
critical ratio in this instance is not significant at the
5 per cent level of confidence. The critical value of z at
th 5 pr cent 1 vel of confidence is 1.96.
The trained workers who responded that their com
ny•s trai 1 g program was not valuable in inc easing
co-op ration be een workers was 24. 0 per cent of the
s pl, whe s th non-train d group contain d 27. 4-0 per
n o
a
co-o
0 S
co
"don
C
n
0
t
g
n
1 r a itud. ab s VII and VII. ) The
c b t nth pe centa s or tra·ned and non-
o er who d d not b
og am as val abl
ev tha th ir company's
caus it incr a ed
tion ot ign ican . h critic ratio
0
h p cent
a in po r C
d t b . 26. Th con
h train a ork rs
0 V o r u e 1 n ic ntly h pre nt-
a a tu n t s r a.
0 h '! r o k r a h contact with
t ni h s circumst n did ot i nifi-
C the r entag 0
''don't 0
I r
spons s n
t OS of th on- ain d roup. he cri ti-
i o o
f
r nee , n th p
rcent g S 0 the
kno "
res ons s n bot group wa 1 . 10. The per-
of rain ork rs who indicat d that they did not
kno wh th r thei company's training program was valuable
99
was 30. o. The p rcentage of non-trained orkers who also
indicat d no kno 1 dg as 46. 57. (SP abl s VII and
VII.) Al hou hit m be inf rd that traini g nd d
o d mini th p c ntag of "don't lmo" spons s, y t
th d ff enc as not sign·r1cant.
Th fac ta 5. 60 pr c nt of o k s ho h v
r c iv us 1 ai h h th 1 cop ny•
a
b
0
0
of
0
co op
C
0
ork
t on
on
0
1
1 co a
2 • 3
o pod
1 n
0
co
h no -tr n
a
n b
C 0
0 o c on o 0
-o
o 0
C •
p
0
co
'
C
n d
0
or
IS
d , t . d
0
-
)
0 7 8 p C 0
p d
d " o ' kno •
po
1
6. oo p
h ld ha
b c use 1
h
C
y or h n a · do
) ho ha C
i co pan's trai
ncr as co-op atio
i t
n z o
nin
s al abl
or r d
100
1 admen. ( ee Tabl VII.) In thi r a of production
co-ordination th l diff r nc b t t pre ntag of
trainin -m , and train d work rs who h ld tha th 1 com
pany' t ai ing program was valuabl 1 s1 nific n.
c t c 1 io of th di f nc b,t nth pre ntag s
s ound to b 2.73. AC t C 1 t O thi hig -
nific n b o d t p c nt 1 o co id c • h
c v o z 1 o o nc
• 5 • d
h p n
on o c
lo
on
31 5
0
C
n or
C
0
c b ,yond t
0
r
I
C 1 0
•
C
V 1
0
9
o non-
0
0
on
d
u
p
n
0 t 0
0
o b
n
0
n P
C
n
n ai n - n 1 i
•
0
C
p n 1 1 of co d
o d o b . 7 •
C
co
0
C
b b c
Th p
opinion th t
nag o ra· ork r o xpr
ir comp ny' training p og am incr a
-
0
n
d th
d
0
101
co-operation between workers and leadmen was 36. 00 . (See
Table VII.) The percentage of non-trained workers or the
sam opinion was 31. 51. ( ee Table VIII.) The difference
b ten the pre ntages of the express d favorable a ti
tud s (C ••• 31) as not significant. Both groups were
signi can ly low r than th t aining-men's group in the
pr s ion of favo abl at tudes toward th value of
ind ia ta n int s area and w not significantly
h t t
nt fro ach o
h p ., c nta
o a 's
of
•
rain d o r who did not hold
in og am as valua 1 b caus
i
on b t n wor
n .
and 1 adm n .,as
rs o similar
• •
co
. C
n
h
0
1 dm n
0 r
7
cone r in
0
0 -
n 0
y's
co- op on b t
•
cri
C
a •
•
c n a o
n t ar a o
3 9. 20. (
0 -t 0
0
r nee o th pre ntag s of
s hod d not in ic t that
n o
i o b t
va uabl b cau e t
n
n h
wa
rent
not
ain wore who in ct d no
co- peration b t rs and
abl VI.) Among the non-trained
pr c nt
th· a a.
1 o sub tt d "don' know
11
res pomes
102
The percentages of non-trained and trained workers
who did not know whether their company's training program
was valuable bec~~se it increased co-operation between
workers and leadmen are not significantly different. The
critical ratio was found to be .57. The percentag s or
favorable val u tions by the trained and non-trained work
ers to ard the training program's value in ncr asing
co-op ration in this area wer significantl l ow r than
th ere nta e of fa arable valuations xpressed by the
training-m n. The contact wi h training hat he trained
group poss ss d d d not serv o ro c signi ican diff r-
nces in at itudes b ten tel an
Th f ct remain, howev r, that 3 .
h non-train d roup.
pr c nt o the
train wok rs id pr ss th o inion hat th ir om-
pany' tra nin ro r a a cau t incr as
co-op ati n b w n w k sand a
•
T.
P r
n a of 0 t 1 in -m who
d h t 1 C pan' in t 1 l t 1 program as
va b b C U 1 ncr ase
o- Pa
ation bet _ een work rs
and sup rv or wa 2.1. Tab VI . ) Th percentag
0 tra n d workers ho ld th sam a titude was 9. 20 .
(
able VII.) Th difference b tw n h perc ntages or
opinions e pr ssed concerning this ssu by the r pendents
of th two roups was significant. A critical ratio ot
103
2.49 was obtained. A critical ratio of such magnitude is
significant beyond the 5 per cent level of confidence. The
critical value of z at the 5 per cent level of confidence
is 1.96 and the critical value of z at the 1 per cent level
is 2.58.
The percentag of non-train d unionized workers who
held that their company's training program was valuable
b cause it increas o-op ration b tw en superv or and
work rs was 36.99. e Table VIIi.) This p rcenta is
significantly lower than that of the trainin -men sampl d.
critical ratio o .05 was d riv d. h diff r nee
between h p rcenta s this larg coul ot h v aris
by th op ration of chanc alon b yon 99 tim sot o 00.
The percenta of train ork r who pr ss d th
b 11 f that th ir co ny' trainin prog am was valuabl
b cause it incr ased o-o ation b t n o k sand su
visors was . 2 . a le VII., p r centa of no -
trained workers who w r or t s e opi 36. 9.
( e Tabl VIII.) hep rcentag sin this inst c o not
di play a diff r nc hie s s gnificant. h critical
ratio of th diff r c b t h p rcentag wa .15.
The percentag of train d workers who did not
b ~ 1 ve their company's tra·n1ng program was valuable
because it increased co-op ration b tween workers and
104
supervisors was 23.20. Among the non-trained workers there
were 17. 81 per cent who held a similar attitude. The
difference between the percentages of unfavorable attitudes
expressed toward the value or training by respondents or
the two groups was not significant. The critical ratio was
• 43.
The percentage of trained workers who submitted
"don't kno
II
responses with respect t o the value of indus
trial training in this area of co-operation is 37.60. Th
p r centag o non-train d workers who oubmitted th same
respons concernin this area is 45.20. h
between th p rcentag s 1s no s1 n1 !cant.
ratio of . 5 was obt n d.
In thi a a o n prod ction t
1 ren e
riti al
o- p at1 n is 1 pot n to ot h t ovgr 3 P C nt
o th uni niz 0 rs h d hat ind strial
tra n n b ma a m t ve to n co- r tion
t wor up rv1 or.
Of h group of rainin m mplAd 3. 57 pr c nt
pr h opin on h t th ir o pany' s in t i l
trainin progr was not V luabl
bet departm nt. Among the
in erasing a-operation
e group oft aining-m n
21. 3 per cent di no know. Mos of the train! g-me,
75. 00 per cent, a·d expr ss opi ions which indicated that
10;
their company's industrial training program was valuable
in serving to increase co-operation between departments.
A sample ot department foremen and supervisors was
not obtained due to company refusals. However, interviews
with presidents of management clubs indicated supervisory
views on industrial training as serving to increase
co-operation between departments.
Representat1xt x,ew1 .2'. managpen~ ~lyb ~re§igent§
concerning 1nqrea11ng ~epart_,ntai 20-2perat1on. The
president ot the management cl bat plant ated:
"Industrial training serves to 1ve the s pervisor a
broader understanding or his job an creat closer con
tacts with the supervi ors on va us lev 1 and in various
departments.'' The president o the manag ent cl at
plant B pointed out that the t a1n1 g unctions served to
help "• •• management to get etter acquainted w th each
other." The president of the manag en ub at pant C
expressed the following with ect to the unc ion o
industrial training in increa ing co-operat on between
departments:
When we started management tr 1 1ng we had in
mind to bring managers together and improve them.
It they feel that they want to learn something
they get together and get a course going. Per iaps
they want to get a college course going. Ir they
wanted to learn something about Shakespeare they
could get Baxter ott ot TV or something like that.
A lot of management development has to do public
speaking and nerve resting. So we have the "To st
masters" and various recreation outlets as golt and
things. We have monthly get togethers where e ery
body can have a good time. We try to have interest
ing speakers for the whole group. Our company foots
the bill for the thing because they want happy
managers with good morale. Over at plant D the fund
has been cut a~-·~ to just the monthly dinners. They
don't have golt or picnics or interesting nerve
resting functions such as we do.
106
The president of he management club at plant D did
not mention spec1 ically th t industrial training did
incr ase co-op a ion b tw n ep rt ents. H str ssed
th monthly dinn rs as social function to improve morale
and h 1 m na
Th ar 0
h ma1ntai n o
t rin lan . 0
nt to
plo
to
- ork
s ia
0 t
ach oth r.
latio 1 er 1c l in
man ac
e nsi r
in his ar ar : t r
i b
ni ic
in , o
of
cto
r nd ton
b
b
oy
p 0
0
.0 t
tand n b
Amo g
1 IX on th
program h d inc
n
and or rs, ncr s
r , t 1 n of r r
p Y, a in o ual und -
n nd o
•
n m n 1 d 2. 86 pr c nt
o o n pa ) h ld th th 1 ra ning
d fr ndl la ions b tw en work r
and mplo r. Th pre nt o work rs sample who h ve
r ceiv d industr a tra nin who h ld that th industrial
107
TABLE IX
IMPROVEMENTS IN EMPLOYER-WORKER RELATIONS ATTRIBUTED
TO TRAINING PROGRAMS, BY PERCENTAGE
OF TRAINING-ME RE PO DIG
Personnel elationships
y s
No
Increases fri ndl r lations
Don't
Know
Total
etween employ rand work- 92.86 03.57 03 . 57 100.00
ers.
timulat s work r loya
th compan.
Increases co-op ation
betw n ork rs a
employ r.
H lps mana t o
understan th o
probl s.
t ainin r r h
work rs and loy
differ nee b n
in th two
0 p
th diffe b t
h
1
n
s
p
• •
cri C 1 0 0
b ond th p r C t V
valu of z a he 1 P r
The
p re ntag 0
0
2. 15 07.1 . 71 100.00
7 . 57 O . 57 17.
00 . 00
.15 07 . 0 . 7 100.00
f 1 n 1 0
.oo.
(
1
•
C ag 0 0 b 1 d
•
h C C ra 0 0
0 0
SU h n t s s fican
of on
C •
T C C
nt 1 V 1 0 con id nc s 2. 5 .
non-train d work s ho indicat d
that their industrial training epartment had incr as d
TABL~
IMPROVEMENTS IN EMPLOYER-WORKER RELATION ATTRIBUTED
TO TRAI ING PROGRAMS, BY PERCENTAGE
O F TRAINED WOR KE RESPONDING
108
Personnel lationships Yes No
Don't
Know
Total
Increases f i end el tion
b t •en ployer an w ork-
er •
Increa yo f eli g of
loyal to the co pany.
lp d o b un r-
stand your p and
hi
fri
s a
robl ms.
la o
I)•
rind o
pro r a
V
d 1 nd
o.oo
4. O
52. 20
at
n 1 y 1 11 at di
0 5.
u
3 • O 25.6 100.00
36. 00 19. 0 1 o.oo
36 . 00 • 0 100.00
0
- A n on-
o an• ta ni
io
r t.
n o
ri ica
h
t 0
0
c ntag co o hav a s n by h op a ion
of ch nc 1 n yo d 99 tim o to o.
p c n a so fa orab tt tud h l y
train d or r ( o.o) d no - r in ,d o ker 27. )
towa
th t aini d pr m nt• ac i 1
in incr asing
friendly r lations b ten work rs and ml yer are not
TABL~ XI
IMPROVEMENTS IN EMPLOYER-WORKER RELATIONS ATTRIBUTED
TO TRAINING PROGR , BY P • RCENTAGE
OF NON-TRAINED WORKE ~PONDING
109
-
Personnel elationships
y s
0
Don'
Kno
Total
Increa es f iendly r lation
b w n emp oy r d wok- 27. 0
ign
C
c ntly d r
• T
crit c 1
a • 6
tio o h d ffer-
v a u o z
• 9 •
0 n
an 's
1
ant
r t
u
on b
0
o be •
•
1 0
mployer.
h 5
0
ri
C nt 1 o s ni c nc
al
1
in .d o s 3 • ) on-
0 0 0 t ir o -
ai in po am ad nc a ndl
d
h
•
r C
rai
a 1 d
. )
0
nth
0 s
at on
0 1 -
I . ) c 1 ca
p r e nt g
a p o 1 on
de at en d
n orkers ad
h pr en a e of no - rain
d
ork rs o similar at i u was 7. 81 . Th r seems to be a
t , dlldency for participation in indust ial training to
110
increase unfavorable evaluations of the program by the
participants in this area. The difference between the
percentages was not significant at the 5 per cent level of
confidence.
The percentage of trained workers who did not know
whether their company's training department increased
friendly relation b twe n workers and employer was 25.60,
and 54.79 was the perc nta or "don't ow" responses in
the non-train d orkers' roup. The P ~ rcentages of trained
and non-trained workers who did no know wh~th r th ir
ompany's trainin rogr had incr a riendly r lations
b t n employ and or rs ar significa ly diff rent.
critical ratio oft d fer nee bet n h
as • • h er 1 al valu o z a t 5 p
ntag
ce 1 v 1
0 dif r nee sue as was ob erv
cold n t hav
b h o ra
a s b ond ninet n 1m
on o hanc lo e.
out oft en y
r lations
pan. h
port a a in th f rth rig o industri 1
s th t mulation of work r loyal to com
train ng-m h ld th h 1 ompany's training
prog ram was valuable b cause 1 s proc ss s stimulated
worker loyalty to th company. ully 82.15 pr cent of the
trainin - m n sampled indicated th t their activitie stimu
lated employ e loyalty to the company. ( ee Tab e IX.)
mong the work rs ho had participated in industrial
traini ng the p rcentage of thos of imi ar b 11 f wa
111
44. Bo . ( e Ta lex.) diff r nc b t nth perc nt-
ag s of training-m n and train d o k rs ho b .11 v their
co pany's indust. ial t aining progra is valuabl ins 1 u
lat ng work loy l y to th an could not hav ris n
by the opera ion of chanc
0 nty. T C C
critic l 0 i
o co id nc.
0
atio d
C n
bP-yond nin t n tim. o
a 2.20.
yond th 5 p C nt V
h a n n h hat t cop ny'
prog V
plo r.
0
0
C
7 . 57
o-op
C
th
d •
on
3. 57
d ng
ho
a h
36. 00 p
p r C t
0
r nt 0 0
o op a o b
0 0 •
0 S O co p
d o
C V
.
ic
nd
r n n
r mploy
C nt r o
1
0
d h
h con r
of no opinion. (
0
bl
p
in
on b
. )
0
5 • O
h
p 0
T bl
•
ud
. )
0
n -
h
h
,
0
h o k
n
b t
0 r,
d 2.00
n
-
112
Fully 82.15 per cent of the training-men claimed
that their program helped management to better understand
the problems or the workers. There were, however, 10.71
who did not know. ( e Table IX.)
c o p y
m n
hi
c b
1
h p
b
sam 1 o managem nt as not obtained because of
f al but th int rvie~s with heads or manage
n tor fl c m nagement's attitud toward
a of r n ana en - or r lations.
1
of
h d
1 n
0
h
o lo
r :
0
ut,
ct
a
h
r s
0
concern-
n o b , manag nt
y cone ni
n u -
0 rt d th
h hat
cholo Y• It
in
t th
oubt tha
0 •
o th nt CU lat tat d:
o g h
o s al
u e d
tio v lo
th sort . Th r o s
and he pra tic resul s
ory
onf r e
ouns 11n
to them 1
ar sati ing.
r in g 6 . 72 pr cent h ld that
th r comp ny's ta ning p og
wa valuabl case it
113
reduced friction with organized labor. (See Table XII on
the following page.) The percentage of trained workers
who held that their company's industrial training program
was valuable because it increas~d co-operation with organ
ized labor was 28.00. ( 'ee Table XIII on th following
page.J Th di fer nee b tween th pr ntag was found
to b signifi ant. Th critical ra io com t d fro th
diff r nc b ten th s pre ntag s was .02. critical
ratio oft s a nitude 1 ign icant b yon th 5 p r
cent 1 v 1 of con 1 nee. h low r p rcenta of trained
un o 1 work r v ob 11 v ha . th ir comp y' t ain-
n pro r aluabl n his r a of t ng th n d
yon
h C
a
1
Ta
n u n partici ts oul ot hav a i
n n t n
alo
T
•
rce
o o r
XIV on pa
S O t 0
n Y
0 on-t
t
on w
5.)
p 0
h r
h
t 0
0 ho
1
iz 1 o w
1 r r nee
ion o
l
t e
11 V
• 25.
th
p c nta o tra n - en on- r in wor who
eld that h ir compan' tr ining pro c d ic-
tion and increas d co-opera ion with organized labo is
significant. Th diff rence b ten the pre ntag s, in
tis in tance, is characterized by a critical ratio or
e
115
TABLE XIV
I PROVEMENTS IN MANAGEMENT
TO TRAI ING PROGR
OF NO -TRINE 0
Relationsh ps ff t d
Increas s co-op ration th
0 niz d labor.
Trai n depa t nt p
to cur o-op 0
lab r or an zat on
leaders ins tting up an
running tra'ning.
2. 1. is C it a 0
nt 0 0 d nc.
h p
r n of
train d rk r
•
5) 0 1
in ro a V 1 b s
th or z a o 0 s
cri C io h a
oft ain d or
3 •
a
IO LA IO TTRIBUTED
BY CE TAGE
PO DI G
y
0 Don't Total
ow
3
.25 2 . 92
3. 3
oo. 0
7. 1 .1 52.
5
1 o. oo
1 b on ... 5 p r
0
•
)
non-
h co p
n-
o-o io
•
• 3.
n a
non- 0 21 . 92)
who di 0 1 h h r co p
I
t n 0 am
was va abl b a e 1 ncr s o-ope t on vi h or
-
iz d labor re nots gn ican di r t. Th critical
ratio signify ng the iff r nee b t n hep rce t ge her
was found to b . 90 . on th g oup of trained wo k r
116
there were some 37.60 per cent who did not know whether
their company's training program was valuable because it
increased co-operation with organized labor. The percent
age of non-trained workers who also did not know was 43.83.
(See Tables XIII and XIV.) The critical ratio or the
difference between these percentages was found to be .42.
The contact with the training program which the trained
workers posses did not serve to alter significantly the
percentage or respondents indicating "don't know response~
in comparison with the non-trained worker' group.
Th majority of tr 1n1ng-m , 57.15 per cent, di
not believe that on oft e objectiv so managanent in
undertaking their industrial training program va to avoi
labor disput • ome ?.14 per c nt o the group be iev
that the avoidance of labor dip tes w an objectiv ot
in ustri 1 trai 1 an amon the r nin -me fully 35.7
per cent expre
Tab e XII.)
no kno 1 ge on this is u. ee
Fully 71.~2 per c tot the train ng-man did no
hold that Wli n wage demands and cont ract rest ict ons on
hiring and fir ng has been an importan !actor in the
growth of industrial training programs in their company.
Some 1 .29 per cent, however, believed that contract
restrictions have been an important factor and the same
117
percentage submitted "don't know" responses on this issue.
Over half of the training-men reporting, 57.14 per
cent, claimed that their industrial training program has
not caused some labor leaders or organizations to be
antagonistic to management. ome 21.43 per cent of the
r spondents h ld that th ir training processes did cause
ome labor leaders or organizations to be antagonistic to
mana em nt and 2. 3 P~ r cent d d not know. ee Table II~
nta onism was evidenced in th interviews with two union
local pr sidents.
or appr n ic sh p
he antagonis was dir ct d to the lack
or sin pl nt an c. Th union
local rAs d n as ciat d with plant a nt rs din
n n h 0
'
inf u nc over oth r a p cts of in us-
a tr n
a P
nt c ship ro ra but his a ti-
as not an o 1st to mana t.
Th
p
re nta S 0 train d WO k rs 25.60) and non-
tr n r s 17.81) who d that nus ia tra·n-
a t t att pt d 0 S cur o-o ation rom a or
0 g niza ion and ad rs n ting u an runnin th
r nin of or r not oun to b s1g r ·can ly
r t.
h·
_,, critica atio foun to b .61.
om 27.20 per cent o th trained wok rs and 30.1
per cent of th non-train work r c aimed th th ndus-
trial training d partme t did not attempt to s cure
118
co-operation from labor leaders and organizations in
setting up and running the training of workers. The per
centages were not found to be significantly different in
this instance. critical ratio of . 21 was found concern-
ing this ar a of divergent attitudes. The percentages of
trained workers (47.20) and non-trained workers (52.05) who
did not know wh ther the industrial training epartment
attempt to s cur co-op ration rom labor organizations
and leaders in setting up and running th training of work
ers were not found to b significantly different. criti-
1 r tio o .32 was found nth sin tance.
Fully 53 .6 pr c nt of th union z d work rs who
had r c iv d industrial 1 in ta d hat h ir contact
with th indu trial trainin po r did not assi-t th t
und rsta d t i o and its pr be b tt • How v r,
30.40 pr c did claim that th ir training ha incr a d
under tandi in this r a and 16.00 p r o h
r pod nt r o no opinio. a 1 I.)
An mpor nt contribution tha ndustr al trai ing
is to ak i that of ncr asing mp o util ty to th
com an. h following tabl e t so of the s1 nifi-
cant ar as of contr bu i o i tis ar as eport d y th
le o trainin n.
h percentag of trainin -men who held that their
119
company's training program was v luable in enabling th
w or ker to mak a grater output of work as fully 92. 86 pr
cent . (Se Table XV . ) Sli htly more than third oft
trai ned work rs clam d that their contact with industrial
tra ·n1n na led th to mak g ater output of o k,
3
• 20 Pe
C nt •
(
abl I.) h p.,rc nt of
or -
rs ho hav th lv S r C iv industrial tr ining ho
stat d tha t r comp
n '
ain n P og a va ua 1
n ivi th o k at 0 t U Of WO k 1 n 1-
an ly 0 r than t p re nt 0 s ilar it d h ld
on h trai
in -
n. ritica t 0 0
-
enc b n p re n s foun to b
3.
•
ic 1 at o as s h 0 ni ic t
h l r n 1 V 1 0 0 C C 1 0
z a h C 1 1 o 0 d
5
on r 1
-
n
f
• 3 p
C n 0 1 0 .., 0 a 0 C
k 0 r a us l
p s nth 0
p s
bl ti
•
e
. )
P r
nta 0 t ai or
1 h h ld tha t ra n n
·nth
1
ra d p tm ma a 0 a u po b in
h S 0 s po s bl m a 52.86. h n 0
ra n n -m ~ and t ain d o k r hoc m d that t r
company's tra
ng pro r ad o k us ful
0
n bl s
g .at
ss sts
bs n
a
0
120
TABLE XV
IM ROVEMENTS IN ORKER UTILITY ATTRIBUTED
TOT I ING ROG , BY _ CE T
G
OF TRAI ING-MEN RE ONDING
e s ff ct d
h 0 er to ma
outpu 0 0
a s
h
•
due 0
e
C
o d jo und
g
1
a
•
st
of
~
-
y
0
Don'
To a
I(no
2
8 0 0 07. 1 100.00
96
'3
03 . r:.7 00 00 00 00
2. 2 • 29 39. 2 00 . GO
67. 6 2 • 3 .7 1 0 0
0
2 0 0
52.eo 60 25 0 1 o. 0
53 . O 2 . 6 6.8o 100. 0
Bo oo 07 . 20 12. o 100.00
possi le n th short st possi 1 tie ares gnificantly
di f r nt. Th low r
p
centa of
vid n among trai d o k rs in
t ainin m as n cant b yo tl
of con d
•
cri a 0
h p
t of no -t ai
t h
Il IS
aining pr
•
t s po s s 0
b . ) n g S 0
0 -
0
a p 0 a
0 t pos ib
1 0 1
a n C n b
h crit ca ra io
ho b
m .,
a a
ond
ound
r
s
io
1
p
s 3. ~
s
I
y
cen
•
favorabl
ompa on
th 1 e
ound s
0 s
. d
t
a n
0
0 . 22
h ,
1 po
C
.
non- r
valuation
h th
cent 1 Ve
. 6 .
ho b 11
o k
-
n
s
on
0
f
n
58 •
an
0
1
•
•s
..
nt .
or
1 1 of conf enc
121
d
s -
•
Th participa ion in th trainin program by th
t ain d ork r did nots rv to gn fica t y chang th
p cent 0 avo abl
group of non-tr ind o
dif r nc b t
. 6.
valu tions n r 1 tion to the
rs. Th critical ratio of th
-
C n g nth in tac
122
pr nta 0 t 0 s hoc m
0
th t
t co pan's
b
hor t pos
d st 1
ti th
Th n o no - n
co
0 p 0
•
0 t d
b 0
0 n
b h e 0
tanc
C n
ra-n
r
I
0
0
0
•
5. 21)
•
o r
h er
a
of tr
0
r 1
0
as
1
0
a
. o.
0
0
y 0
C 0
'
C
0
0
0 0
0
a V
co
p
0
• 7
h
omp n's ta n1 g p og am as val abl
a u ful as oss bl in h arts po
po
bl
0
5 O
kn
0
i
V )
8. 2
nc
no
0
a
r
0
n f can yd ff nt. h er cal ra ·o charac riz ng
123
the diff rence between the percentages was 1.36 . There was
a tend ncy for participation to reduce the percenta e of
r spondents with no opinions but the critical ratio was
not si ni i cant at the 5 p~r cent level of confidence .
Th re ~as som ·ndecision st wh th rt ain ng
po ram
tio o
v luable bee u
or r abs n e ism.
t he ss std in the r due-
ong th total group of
t ng- n som 2 . 2 p r c nt claim that thPir train-
in po rm s v luable in r uc ng abs ntA rats. Ov r
on t 1 do th tr n1 -m n, 39.29 pr cent, did not
o an l . 29 per c t claim hat th ir industr al
a 0 s ot v 1 ablA in assistin in the
r uct on o b nt is • ( Tab . )
0 th t 21 . 3 pr c nt of th total roup
0 t
-
s p did not e 1 V that on of th
obj C V 0 a t w s t o ere s rof ts and 10.71
C n 0 0 • 0 V r, 67. 6 p r c nt o the
a
-
n cl th ton 0 the objectiv of ma a
-
n s t o n ro its t rou h und rtakin th indus-
1 tra in oc s.
(
Tab xv.)
is a r 1 ctanc on th part of tr ining-men to
bun y cl 1 th t th ir program 1 to incr e profits for
t pl nt . o a
ri 1 tr ining w
ntion d that th function of indus
t o instruct employees and only as a
124
result increase profits indirectly.
In this area of increasing worker utility to the
company some 80.00 per cent of the trained workers held
that their contact with the industrial training program
had given them a broader understanding of thAir job. or
t . is group 12.80 per cent did not know and 7. 20 pr cent
id not b liev that their contact with training had given
them a broader understanding of their jobs. ( Ae Table
XVI.) Although 8o.oo per cent of the trained workers
claimed that in ustrial trainin ave th a broad r under
sta ding oft ,ir job, Y~ t only 53 .60 pr c nth ld that
th 1r trainin had g ven th m mor workin skill. Th pr
e nta
0
of train~ work rs stating thy had not r c ive
or workin sill fro th r training wa 2 . 0 pr cent
and t ose who in 1 at "don't know' r spon s constitut d
16.30 per c nt. ( a le XVI.)
On-th -job n ds of o rs inc uch a p~ ts as:
a nt r u tion, sti ul ting workArs to l k l th r rk
b tt r, v lopin an discov~ring ualities for 1 adership,
promoting work~rs to higher pa in job, an assisting
work rs top rsonal y b n fit f om t e nstruction iven.
Table XVIII displays areas of on-the-job ne as o workers
mt by indu trial training pro rams, by p rcentages of
training-men r sponding .
TABL~ XVIII
AREAS OF ON-THE-JOB NEEDS OF WORKERS MET BY
INDUSTRIAL TRAI ING PROGRAMS, BY PERCE TAGES
OF TRAINING-. ;l RESPO DING
125
· workers' Needs Yes No
Don't
now
Total
Reduces on-the-job accidents.
timulat s the worker to
like his work bett r.
Discovers and develops quali ties for leadership.
92.86 00.00 07.14 100.00
89.29 00.00 10.71 100.00
92.86 03.57 03.57 100.00
Promot s work rs to high r
payin jobs. 85.72 07.14 07.14 100.00
ork rs e pr s e discont nt
b caus adv nc nt o s
not fol ow training fat 39. 2 32.14 2 . 57 100 00
OU h.
hows ork r how top r n-
ally b n it b til
·n tru tio v n. 1 0.00 00 . 00 00 . 00 100 . 00
Th p rcenta
o tra·n1n - n ho h 1 th t th r
training pro r was v lu bl b .,cau it aid in the
rd ction o on-th -job ac d nts wa 92 . 86 .
(
e Tab
XVII • ) Th pre nta 0
·n d
0 ers ho xpr s d
similar b liefs was 55. 20 . e Table
rx.)
The percentag
of tra nAd w rker who h ld that th ir co pany
1
s trainin
program was valuable because it r duced on-the-job acci
dents "'85 significantly lower than the percentage of
-
UC
TABL XIX
AREAS OF ON-THE-JOB EEIJo OF ORKE SMET BY
I DUSTRIAL TR INING PROGR s, BY PE CE TAGES
OF TR I D ORKERS RESPONDI
Work rs' ds YP.S 0
Don't
Know
on-th -job ac id nts.
55.20 12.00 32.80
126
Total
100.00
t lates th ork r to 1 k
h s 0 b tt
(
ob .60 2 .oo 26 . 0 100.00
sat·s act on)
lop 11-
r hip. 45.60 28 . 0 25.60 100.00
ro o 0 rs to
iohe
p y job • 8. 0 2 . 80 27.20 oo. 0
sco b c
0 o lo 62. · 35. 20 02. 00 .00
n .
no
a n pr s s 1 r C 1 r nc
p ., C
• •
2.2
)
co n u
s n a 0 t
p c~n V 0 co
'
l o r t sho 0 ic 1 V 1 0 z th
1 p C nt 1 V 1
0 t non- r i n d o k m 9 31 p r C t
h ha th ir com ny's ra nin p ogram a valuabl 1
h
due ion o 0 th -job acid nts.
(u Tabl . )
Th d ff r nc b t nth pre n g S 0 th
tr ini -m n and non
.
d ork rs with r sp ct to th a n
127
TABL !J XX
AREAS OF ON-THE-JOB NEEDS OF ORKERS MET BY
I DUS TRIAL TRA ING PROG MS, BY PE CENTAGES
OF NON-T INED WORKERS RESPONDING
orkers' N d
y s
No
Don't
Total
Kno
dues on-th -job cid nts.
1+9.31 0
• 59
1.10 100.00
1 0 nd 1 p qu 11-
tis or 1 a h p.
27. 2 . 03 • 57
00 . 00
romot s or r to hi h r
payin ob. 28.77 2 . 91 9. 32
100 00
V o ind trial trainin n r ducin on- h - o c 1-
pr c nt
n cit c 1 ra o o 01 as
p c n a s of r 0 s ( 5. 20
tra n d or rs 9.31) ho h ld ta t 1
'
v ua 1 b a t d 1 h
d
di
on o on
n ro
-job c d
ch o h ; • C t C
d iv d f om th diff r nc b
abl nd . ) Th PP. C nag
r no s1 n
atio o .38
t
0 r n d o
(
rs (9.5) hod d not hold
that h ir co pany's tr ining p og~ m a valuabl J a an
-
aid 1 th r duct on o on-th -job ace d -nts
r not sig-
nificantly diff r nt from ach oth r.
cri ic l ratio o
128
.25 was derived from these percentages. ~ome 41.10 per
cent of non-train~d workers and 32.80 per cent of trained
ork~rs did not Jmow wh ther their company's training pro
gram w as valuable as an aid in the reduction of on-the-job
accid nts. Th se per centagaswer not significantly differ
_ nt f om ach oth -r. Th critical ratio deriv d from these
d ta • •
tha th
V 1 a
b
"'ob {
ho
on t ~
r co
b c U
nd hu
ic
r inn - n w r 89.29 p~r c nt ho h d
ny's nu tr al tra ning program was
stimulat d th rk r to lik his work
av h wo r mar satisfaction o -t e
I. ) Th pre nt of tra w ork-
t at h 1 n n av th m mar sat s-
c o on -
• o. ( ab • ) T P r-
C a - ad rai o rs who b li _ v d
r ro r a valua b as it stimu-
1
h _ o
0 k .. tt ran av or
C 0 1 r nt. Th
· ic
b yo d
on on t
t O 0
5 p
2 53
1
'WO
si
w a
ficant
iv d
1 nc
ignificant
h C
si nificanc t th .
va of z is 2. 5 .
p
v l of co
C nt V at
and approach
hich th critical
on th i in -men 92. 6 er cent h 1 that one
or mana nt•s obj~ctiv sin und rtaking industrial train-
ng as to discov rand dev lop qualiti s for leadership .
129
Some 45. 60 per cent of the trained workers h~ld that their
company's training program was valuable in helping to dis
cover and develop qualities for leadership. These per
centages were sigrificantly diffP.rent. The critical ratio
of the diffArence b tween the p rcentages, in this
instance, was 2.79 • .A critical ratio of this magnitude is
significant beyond the 1 pr cent level of confid nee.
Among th non-trained workers om 27.4o pr cent of those
r spending h 1 that th 1 company's traini g program was
valuablP in this ar~a. Th diff r nc b tw n the percent
a s of tr 1 1 g- nan on- rainAd work r in th ar a
of di cov rin and lopin qualiti ~ s for lad rship
rough tr ining is significant. h critical r tio of
th iff r nc b t h~s . pre n a P.S w s found to b
5. 5. er tic r tio of is siz s s n ficant b yond
t 1 pr c nt l v 1 of confi c.
in h
hP. r n
ar ab th
o favo ab
tra· A
or .r
va uat on
w s 5.60.
rainin
ong th
non-tra n d wor er som 27 . 4o r c nth ld avorabl ~
attitud s toward th valu of i dustrial train: 1 this
ar a of d v lopin a i discovP-ring qua itiP,S for l ,ad r
ship . lthough th r was at ndency for participation in
industrial training to increas t p rcentage of favorable
valuations among t1 train d orker sample, y t the
130
difference between the percentages of favorable attitudes
in this arP.a held by the two groups of workers was not
significant at the 5 per cent level of confidence. The
critical ratio derived was 1.18.
The percentages of trained workers (28.80) and non
trained ~orkers (26.03) who did not believe th ir company's
training program was valuabl because it helped to discov r
and d v lop qualiti~s for 1 ad r ship w~ r not significantly
differ nt. ( Tabl s XIX and .) The critical ratio of
the differ nee b tw nth p rcentag s was found to b .20.
Th p re ntag s of train d work rs (25.60) and non
train d work rs (46.57) w o did not know wh th r th ir com-
pany's training prog r w s val abl b cau th lp d to
r not sig- discov rand v lop uali 1 s or lad rship
nificantly diff~r ,nt.
b tw n t e ere t
h critical ratio of th di fr nc
s was oun to b 1.4-4. Te r due-
tion of "don't know" rs ons s among th tra.,.,n d ork rs
was not significant at th 5 pr c nt l v 1 of confi nc.
Fully 85.72 pr cen of th training-m n claim d
that on oft
objectiv s of ma a m n · in undertakin
th~ir company's tr i nin progra was to promot work r to
high r payin jobs . e Tabl . XVIII.) L ss than one hal
of the trained work rs, 48.oo pP,r cent, h ld that th~ir
company's training program was valuabl b cause it a ded
131
to promote workers to higher paying jobs. The pp,rcentages
of training-m n and train d workers in this ar a of train
ing aiding to promote ork rs to hi hr paying jobs r
significantly diff r nt. A critical rat o of 2.33 was
deriv d from the iff r~nc b t re nth pre ntag s. Th
critical ratio d riv d as significant b _ yond th 5 pr
cent 1 v l of conf d nc.
h p ,r n o on ta o k s
s v lua 1
p yin jo
oh ld tat
t ir c p y's t
aid d to pro o
0
0 1 .)
a
0
0
•
0
C
0
inin o ram
or 0
. h .
Th pre n
h
P Y n
. S 0
oft a
0 S
C 1 r 0 0 h
0
1
p C n
a n s s n ic
5. 6
b yond 1 p
co
ob
d c .•
d
.. C
or r
0
r no sig
... s 0 r n
o b 28 77)
a
C
to pro o
t y d
iov ,d th
or
•
n
b cau ,, 1
ing- .. n
1 n
C
e b
le 1
s ( • 0)
s 2 • 77 .
nd no -
to pro
y
0 0
V 1 0
no
h
h ir ~op
C
h
oh he a n
er tic 1 ratio
cop t d f om thA d ff r nc o th pr ntag s s 1.2.
h pre nae of ain d ork s ho did not
b 11 v that th 1 company's training program as valuabl
132
in aiding workers to achi~ve better paying jobs was 28.80
and thA p rcentage of non-trained workers of similar
opinion was 21.91. (See Tables XIX_and XX.) These per-
c ntag s ere not significantly different. The critical
ratio comput .d from thP. difference between the percentages
-was . 28 .
T r as a mark d tendency for participation in
rial tra· ing to r duce th re ntag of "don't
k o" spo s ... s among tra n d workers in comparison with
th o - tra n d group. Th pprcentag s of train d work~rs
(27. 0) and non- tra n d o ~ rs ( 9.32) who di not o
ht h 1 o pa y's t inin pr ogram aid d to promot
o rs oh hr yin jobs r not s1 nific ntl
• T co pu d cri ic 1 r tio was 1. 50. Th
c 1 o z h 5 pPr nt v 1 o confid nc
• •
0
3 • 9
C
a 0 av s d 11 so iscon nt b cau
o o lo tra ning as t no ugh. ( ,
~ c n oft ·n d work rs who
cl d y had lt lin s of d scant nt b c-us
a enc nt ·a no llo training fast nough was 62 . l+o.
( abl . ) Th p rcentag of training-m n indicating
that or r hav ,xpr ss d discontent b cause advancement
133
did not follow training fast enough and the percentage of
trained workers who had felt discontent were not signifi
cantly different. The critical ratio of thA difference
between th percentages wa3 1.38, while the critical value
at the 5 p~r cent level of confidence was 1.96.
Ther was consensus among thP. training-men that thy
att mpted to show the work r how h could por onally ben -
fit from th instruction iv n. ( o Tabl . XVIII.)
on h train ,d work rs ome 51.20 nor c nt had
r
0
cei don- h -jo tra ning in saf .ty. Th~ p rcentag of
train d work rs who h d not r c v this orm of in us-
trial trainin as 2. 40. ( T 1 I.) ong the
I
0 I L
I
of af r
.
nin Yes 0 otal
rea
0
on-th -job tr in ng in
sa .ty. 51 . 20 2. 40 o6 . 4o 100.00
af t='t class s. 36 . 00 60. 0 0 20 100.00
trained w ork rs so 60. 0 P ~ r c nt had n v r attn d any
safety class sand of the gr~up 36. 00 pr c nt had rP.c iv d
this form of training.
134
The percentage of trained workers stating that they
had served on a safety committee was 14.l+o and the percent
age of non-trained workP.rs stating that they had served on
a safety committee was 19. 18. The percentage of trained
'
workers who had never serv don a saf ty committee was
84.oo and of non-trained work rs 79. 45. Th percenta of
trained workers who did not know was • 80 and for th 11on
trained group 1.37.
Tabl XXII on th ~ following age in cates th dis
tribution of industrial training r ceiv d by th tra n d
in this stu
•
Th tra n d w ork rs work rs consid r
contain d 12.80 r c nt ho had ta n compa y-sponsor d
univ rsity cour s, 1.
coll~ge cour s, 18.
coursP.S n tra P. or to
ho ha ta n co pan -sponsor d
ho ha a n co pany-s onsor d
C schoo n 5.6 ho h d
r eiv d ompany-spon or d corr s ond nc courses.
~ hPads of training epartments. h training- an w o
wash ad of th trainin d partm n a plan ha th
following to say about th function of in ustrial training:
Industrial trai ing is big busin ss in a big outfit.
e train thousands and thousands of employ esp r y ar.
Training in a dynamic industry is its ckbone--unl~ss
p ople know ho to do a job v rybody suff rs . I
b~li ve that any large- scale industrial production
outfit which hires a lot of p opl and is on its to ,s
in g tting at thP, latest tP.chniqu swill n ed a
TABL!. XXII
AREAS OF INDU~TRIAL TRAI ING RECEIVED FROM
TRAINING PROGRAMS, BY PERCE TAGES OF
TRAINED WO KERS RESPONDING
Training R ceived
Percentage
Respond! g
On-the-job
On-the-job classe
V stibulA
ppr nti eship
Blu pr nt r~ in
Plannin an sch u
athPJD t cs
C n
lectroni s
at~rial ontro
trainin pro r
abov th~ rast.
th know-how an
53 .60
6 • O
03.20
00 . 00
7.20
08 . 0
13. O
oo. 0
3. O
1. 0
01 .
h ch c stay at 1 ton j
Ind st al tra in pro rams supply
I can't s J ho el e ·t can be had.
135
Th head of traini h
th fol owing comment t a with
r sp ct to ff~cts of in u trial train ng probrams:
I don't kno anything about abs nteeism or mploye -
employer rAlations being affect~d by the industrial
training, and I can't tell you anything about a ployee
136
loyalty. orale is bound to be improved when a worker
can do a job and do it well. Output is bound to be
increased if they learn what we teach and we do
everything we can to see th t they learn what we
teach and we try to get the job right up to specifi
cations. Accidents have to be cut down hen workers
know what they're doing.
The head of the training depart ent at plant B
evaluated the fun tion of industrial training thus:
Training programs are good an bs.d. o e training
if it really tr ins and has specific pur os s outs de
o narrow on-the-job in truct on, can b de inite y
of indispensable value--b th t ea, p eparation
for advance ent to hi her jo sin an exp d ng 1 s
try.
1th respect to thee fects o in us
ented:
t inin e com-
In trial tra·n g o o pu , UC S
and absenteeism, incre se or le an lo
im rove employee- oyer e ation .
op nion 1s thats met a nin
for the s le e on th ta e
feel tat a job's a o n qu t
tin time and to heck th i, 1
it's O •• I w ou if icult · o
attit des co let ly. he e s 't
c n ta e tra nin 's ce, do 1 r-
ent knows it.
The trainin head continue:
--
on-
sch
C
age-
Thinking b c ov an e rlie oi Im gh add
that there is a tendency to rd train· g the d v d
ual rather than the grou. This ens to di ec th
force o training to the needs of the individ al
worker rather than as ing him to become a member of
a group. Worker securit comes from ca eful selec
tion, considerate treat ent, and a fully stabilized
employment picture.
This may be of sociological interest. e hav
been successful in cutting down tum-over by
t
137
developing a feeling of identification to the company
on the part of the employees rather than just to the
1 ediate w ork group. Sometimes when employees are
shifted from one working team to another or if a
large number of new faces are brought in the worker
eels cut-of. We have reduced the feeling of isola
tion through building up identification with company
symbols until the worker adjusts to the new group.
The effects of courses on building up employee-
ployer unity has paid off in cutting down turn-
over. e an a co parative study, the savings were
n the h dred of thous an s of dolla .!.'S.
The tr e d a plant C had t e f ollowing to
ou hero e of ndu trial tra ning:
uce
o do
e
p
al training is val uable becau e it intro
ployee to the company and te ches him
c r job.
o he ef ects o t inn e commented :
0
•
n does the com
s e - he wo ker
O . O ' t ow 1
eis o oves ployer-
o lo • It n tr l y
se p rt of in ustrial train
er he e o to put s
0 r ng
o a p C r ol o
he o o n
1 1 t s ining:
e
s one o e o t important
ev lop en o an equate dustr al
e e es al o only o
p s or po lo bu for all levels
e • It an bee use t c n-
o the re red unity in the pan . he
evels d p oduct on techni ues n the
o divi e the compan up nto small
g oups b t tr inin se ves as t e center point
hereby
y thi gs are brought together.
He had the ol owing to say about the effects of industrial
training:
It is the specific task of industrial training
to improve output, reduce absenteeism, accidents,
improve employee-employer relations, morale, and
loyalty to the company. e don't think we have
the complete answer yet, but we hope that we are
on the right track.
138
Evaluations of the functions of industrial training
~presidents~ management clubs. The president of the
manag ent club o plant
follows:
o ented i this area as
There is no oubt th t the traini g apartment 1s
oing a bang-up job. t has ncre se orale,
loyalty to he cop ny a n tur lly hro gh brin -
ing epartment su ervisors o ether increa es
riendly relations etwee epart ens. raini g
increases co-oper to r t down t e line.
he e iden 0 t m na ement lub p
nt
co e t as 0 O'W
•
"I
. us
n V y por-
•
tant 1 in u
•
u h o teri 1 w s relate
spe 1 a
y
0 S perv sor ve o s
ant er ccor in t o he presi ent nte
•
ed po
n •
V e
industrial tra ng as su ce n e C n nd o ale
buildin.
T
pre ent o the n g ent club at ant
co ented: ' he major func ion of training is ~r help
people do wh t they h veto o in the best way.' 1th
respect to the effects of training he re r ed: "I on't
know about such things as the actual evaluation of training
139
eff ec t i veness except that it must be working the way the
training department wants it to, because things are going
fi ne. "
The president of the management club was convinced
that indu trial tra ning as serving to develop supervisory
talent and orale . ''There is an al iance bet een the
ana cl b nd the tra·nin epartm nt in the selec-
ion o co s
• • •
0 a e et de elop en). The
to a e ct dy m c program."
V
C
d
•
II
a
a
good
ol o
t
h
0
-
0 on lo s.
h d he o lo
0 C
0 rt e
•
.
i nt o the
co et to a
bo
n
ons 0
-
h
p
s 0 h un
i 0 sa
•
e o a
•
t n r 1 t a i
g
nth
.
co
spend g mo ,
d do a lot
ame ti
•
0
oc ~
0
pla had
h"s ar a u g he i te
:
11
e ave av r ext nsi e interest in industr al
on
-
0
he
traini an
e en er both d rec ly and i irectly into the
140
operation of the various training programs.' He discussed
industrial tr i ning further thus:
In my opinion, there is no substitute for a true
a pprenticeship program fo training in the skills.
The methods used there turn out by far the best type
of employee. When an applicant finishes his course
he has a f 11 knowledge of the entire job to be per
formed . On-the-job training for 1 sser sk·11ed ork
ee s to be working out all right, prov1a·ng the
cop ni .s real y ive such training and no use t e
e l loy e for turni gout pro uction.
s
Cl sroo type tr ini i e ce lent fuse o
u h r uc te t ose who see t . be t r th s l v s
ho alre dy h ve a ba c n ledg oft e occ -
It i a complet udd f us 1 to an a
w s don a ter orl var , hen
an
obser e
ho coul
e' sc cols s r n u. I ac l
u s · 1 d wor ers, ho a· 1 censes,
or th b sic tas so lo in
s
ts o
bot .
t n s c they e s u posed o
'e
es
o r
e r
OU S
occ tio
oust th
n nor
co
st 0
ly e
t
d-out
the in
p e
1
e presiden o he un
0
hos
hrou
who
hi
elf
u on
or expe
unct o
the jo
•
0 e ear
e
g d 1
str a d unless they ar
icesh progr
'
so e d
ve osi ion.
a lant
i g to sa a out t e role of industrial
ha . t e fo 1
a ning:
Indus ri 1 trai in ai st e unio in sev al
ays . F st ille ~ men are the strengt of th
stri e ands lled men get more wa es. union of
skilled men is a strong setu. A ompany ac uall
bene its fro a good training setup because it
standardizes the product.
141
He commented that industrial training had value because it
r educes errors, strengthens the union, and advances the
worker. He commented: "I can't think of any aspects of
training w ich are detrimental to the worker, unless it's
istra·ning .
11
The president of the union local at plant D
h d the following t o say about inciustrial trainin: "We
are highly nter sted i trainin. e got several a ppren-
t ceshi po ams in and we're ettin
or • "
e a e the
o lo ·ng co ents with respect t the benefits of in us
trial tr ·n·ng :
he c
bee use
0
1
e e
he
ot of
ro t
e ns
age rom
e plant an
ts ro tr i ing pro r s
or one s hi hly killed
tr inin an know-how. he
i nin progr because o e
o e pro ction an e can
t compan • e ant the
the union embershi.
o g th tra ned orkers so . 60 p r cent
and on e non- ra·ne wor ers 30 . 1 per ce tin ic ted
hat th i u al tr inin progr was sa is the
II and ne ds fo
as des g ed. ( ee ables
) Te Cit C
percent ges as . 77 .
rat· oft e difference between t e
crit cal ratio of t bis size s
not sig ific tat the 5 per cent level of confidence.
e pe centages of trained workers ( 3 . 20) and non-
tra·ne o kers (17 . 81) who did not hold that the
TABLE XXIII
EVALU TION OF EFfECTI ENE S OF INDU TRIAL
TRAINING P OGR ~, BY PERC NT GES OF
TR I D WORKER ~PONDING
reas of valuations
Satisfying the nee s or which
it was designed.
Pays for itself by results.
E
res o
0
I
-T
1 a ion
at s ying t e nee s or ch
Yes 0
1.6 1+3.20
59. 20 20 . Bo
IV
es 0
Don't
! K now
15.20
20.00
142
Total
100.00
100.00
o al
it was des n • 30 .1 7. 1 52. 0 00 . 00
Pays or t elf b e ults. 0 . 5 3 . 36 . 79 100. 0
industrial tra nin progr s sa s n the nee sf r
w hich it wa d sine
ere nots gni ca tly if re t.
'he er tical ratio erive ro the a· f e bet-we
these percenta es was 1. 75.
here was a en enc 0
trained workers to b
ore unfavorable in their evaluation
of the training progra , but the critical ratio of the
143
difference between the percentages was not significant at
the 5 per cent level. The percentages of trained workers
(15.20) and non-trained workers (52.05) who did not know
whether their company's industrial training program was
satisfying the needs tor which it was designed were sig
nificantly ditterent. The critical ratio derived was
2.66. A critical ratio or the difference between the
percentages or this magnitude vas significant beyon th
1 per cent level or confidence. Participation in the
training programs rved to reduce significantly the per
centage or "don't know" respon es among the trained
workers in comparison with the non-trained group.
The percentage of trained w orkers ~9.60) and
non- rained worker (17 81) who ve taken an a tive
interes in the indu trial training program was found to
be 1gn1ticantly di erent. (See Tables XXV and xxvr.)
The difference found could not have occurred by the opera-
tion or chance alon beyond ninet times out ot twenty.
The critical ratio of the dif erence between th per
centages was 2.06. The percentages or trained and
non-trained workers who stated that they have not
taken an active interest in the program was not signifi
cantly different between the grou s. The percentage ot
144
TABLE XXV
TRA ~n WO KE S TAKI G ACTIVE INTERE~T IN THE
INDUSTRIAL TRAI I GP OGRAIS, BY PERCE TAGE~
OF TRAI ED WO S E PO DIG
Trane worke staking an
active .;..nterest .
0 -
on-tr n o es in
an e n s .
Yes 0
. 60 . 4o
I
T
'
es 0
7. 1 3 .7
Don't
now
.o
on't
Kno
2 . 6
Total
10 .oo
ot 1
oo.o
tra·ne wor ers who held at the have not taken an active
interest as 6. 0 an of the non- ained worker 39.73.
The critical ratio(. ) derived m the i erence
betw the er ent s
not s1 ni 1cant at the 5 per
cent level on idence.
Te percentage of tr ined '4.00) and non-tr ined
worker (42. 6) who di not know whether they have taken
145
an active interest in the industrial training program were
significantly different. The critical ratio of the differ
ence between these percentages was 3.25. A critical ratio
of such magnitude is significant beyond the 1 per cent
level of confi ence. It w found that trainin p rtici
pation was relate to workers in icating th t they have
t en an acti e intere tin th progra as well as a reduc
tio in he en e o "on't kno
II
res o es. The er
cent e of bot the t ne an non-tr ned r ups ere
not s1 1 · ntly diffe ent rm eac other in the er-
e e o r pon en s h the ha not en an
t V ntere
•
In e of n s nt lo er aver le e lu -
a ore
a·n n b oh r o
son to he 1 i - en, y 5 • 2
e beli ft
0 or rs n
p ce to the
tin t · 1 t i
-
p
rs expre
o 1 e e 1
t
n • 5 per ent o the
o - a n
e I
e 0
e
he 0
. ) he
p of
be on the 1 per ce t level.
w s 3. 53 .
11 el e • e
e en e betwee t e per-
or er s n r· t
e er ti al rat oder ved
The percenta es o traine workers (20.80) and of
non-tr( ined wor ers (3 .36) who did not believe their
146
industrial training progra was paying for itself by
results were not significantly different. The critical
ratio computed from the difference between these percent ages was 1.33.
The percentages of tr ined workers (20 . 00) and non
trained workers (5 .79) who did not know whether the~r
in ustrial traini
O
progr wa p ying 'or itse f by
resul were significa tly different. Te riti al ratio
o the difference een the percentages s 2. 3.
critical r· t· or this s ze 1 si nificant eon the 5 per
ce t 1 vel of co i nee.
future of
-------------·--- ....... .......,___,__....,Le vis!oned
o tr inin
-
apart en at pl nt
futu e:
s.
e res e
he hea o h t 1 in
he o o 1 vi w o the
he uture ng e of a ormal
t pe of r ~ e uoon rout on
u ervi to teac techni ues. here wi l be
ore ce u o s 111 din tru tor o ow
how to c unic te n re care ul of det ils and
ee the bro der pi e ure. There 1s no oubt that
a new fi ld will e elop ·n some area whi h i ht
be cal e in us ri 1 cur culum bu lde ••••
oo er or lat3r a grater de ree o s andar ·zation
w 1 have to be in ti ted. Te ol er a techni ue
or dep rtment beco e the e organized it w·11 be.
1th respect to the possible future of industrial
training the head of training at plant B had the follo ing
to say:
Extensive industrial training programs are very
probable to develop and become more refined through
deeper research and broader experience. We learn
new things everyday. small nucleus of training
co-ordinators will very likely go into +.he future
trend also. The small nucleus of training co
ordinators wi 1 be concerned with costs, stabiliza
tion of employment, public relations, employee rela
tions, along with bringing the vast training program
into a unit function.
147
t plant C the tra· ing irector expressed the
following with respect to the future of industrial train-
in:
In the future industrial tr ining w·11 be about
the sa e as it is now, th tis teachin en to o
a certain job. oday we have certain thins to do
n we h ve one b t wa of gett· n them don. In
the uture the jobs ay ch n e but eople will still
have to be sho ow to do thin th t' the job
o in u tri 1 train·n tod y n the fut re.
the he do t aini pain e out hat he
utu e w
t pl nt
1 br·
a "• • •
treme o sex nsion o tr inin
acti vi t in · n ustr • '' here is e pecte ab o er tili-
zation o co e e n univ st a 1 i ties .
ble f al tr ining as envisioned
-
~
of union ocals. e p esident o the union
-
lo al at pl nt is att
t·n
to in t·tute a jo n u ion-
mana e ent a pre tices ip program for machinists and tool
an die ers. e is convinced that shortl it w 11 be a
reality. t th union local rep esented at pl nt B where
there are apprenticeship pro ra s established the possihle
148
direction of future development is indicated by the follow
ing:
At present the union does not participate with
the company on any other training programs but at
the present time we are attempting to do so. We
have, however, allowed the company to establish
certain training occupations. hese are governed
by li its and the employee must be classified at
the end of the time limit in the occupation for
which he is being trained.
The union is also att pting to interest t e compan in a
join union- ana e ent venture ·nto the realm of super
visory development for union members.
t plant the presi ant of the union local indi-
cated his ajor d rection of inter st as allows:
in.
rog
spec!
t
ryin to et ap renticeship pro ra s
e re an lin for is a systematic
n the ~ediatel app e ticea le trades,
c lly-- ool and ie and ac inists.
ant t e president o t e union loc 1 sees
then d or reater on-mana emen ar ci ation in
train·
or t e tu e. t re ent t unio is activ~ in
e n in t r e o a e tices ip trai an 's loo -
in forwar to ore co-operation on join union-
mana ement basis or incre sin the num er of siled
or ers.
ducational backgrounds posed for people w o wish
to become training men. The training !rector at plant
had no definite ideas on the matter.
t plant the head
149
of training had the following to say about the matter:
It's hard to say what would be good training for
young men who want to become training-men in indus
try as a whole. Things are in a state of flux .
Some attempts have been made, but there is no general
agreement yet about what was decided. A fact is that
some linemen seem almost to resent four year plus men.
What university training would be fully aesirable is
a little hard to tell . In eneral such things as
business administration, psychnlogy, economics, engi
neering , and commerce have been standbys. Perhaps
sociology is the comin thing. here is no real
agreement except that a hi h school e ucation is
enerally desirable thou h by no essential in so far
as I can deter ine.
At plant t e head of the a nin
the following to sa about t e matter:
Ther isn't an one
path to becomin tr
so ethin o t how to
et i eas cross nd a
their eet wet n h
co an. ht i t
nie se o
thing to earn
.
Ill. n. ne
h dle pe
0
here,
0
0
sue th n s so
to stud . n
person to 1
po ess.
ood,
0
e hea o ta i a lant
epart ent had
0 any one
sho 1 kno
ow to
h s to et
up o a
so e com-
'
n
ea o w
lps a
e 0 ct on
8 t ol o n
o ent: " as e e e t ar on o trai n
spe 1 lis sin nus 0
e gineer·n or ps c olo
or what ou' e u n lu pent o prac cal e eri-
ence. '
CHAPTER VI
~ uMMARY, FINDINGS, AND CONCLUSIONS
I. GENERAL SUMMARY
The primary purpose or this study was to determine
to what extent training programs of selected industrial
organizations were considered valuable by unionized work
ers who themselves have received industrial training, by
management, and by others concerned in industrial training
programs.
A secondary objective was to deter ine some of the
significant attitudes to~ard traini g costs, patters or
trai ing, and problems of selected industrial training
programs.
II. THE FI
1. The training-men 1nd1c ed that the following
were among the more difficult problems in directing their
industrial training programs:
a convincing managemen of the value of the
program;
b. getting training facilities;
c. financing the program;
d. getting management to take an active part
151
in the program.
Other problems specified by the training-men ere:
securing co ordin tion with 1 ne m~nagement; giving better
training to supervisors and employees for up-grading; main
tining requi ements for trainees during the time of heavy
tr ining needs; and the evalu ting of training.
orkers sug std f om t er po n of vie the
ol o n po u
ad n pro ot n t e;
•
•
VO n sel n trai
com t ce o structors; nco -
s
ple e n sha lo cove g o th t aining cours mat r al·
0
0
n
en d
o e
ad Ci so tra
•
0 p
pion o
co
0
C
r
•
n
es
2 a in - en h 1
d
if cat by
S O 0
n ent o
io
s
oc
s s
1
e p ob o ha ing pl
0 s los t
d uate p
0 1 C O CO
ht t eir t
n
n
n h
y of
C
c ea ed co
ea on n the fo le ng
ng programs
latio .... his.
bet ee
or er and 1 adm ·bet , en o k-
ers a
upervisors; and e een d partments.
age proportions or trained and non-trained orkers
152
held that their company's industrial training programs
incr ased co-operation in the follo~ing relationships:
between wo kers; workers and leadmen; workers and super
vi sors, bu o a ignificantly lower extent than the
t ining-m n. Th percentages of opinions expressed toward
i nc a ing co-operation 1 bot worker' groups were not
s ig 1 i cant y diff rent.
3. T i n - en in icated that their ind strial
ini c s d riendl r lations between
p ayer an
cop
nc
t a
n fie
•
-
n
n
co- c
0
o e
o h
j O i t y 0
o er ad ti ulate worker lo alty t the
h d ht th ir in ust ial r ining program
a ion e or er an plo er. The
lo ld t indus rial train ng help
0
u
t
t
th
1
d r ta wo er' probl
•
o i
0
ha
0 em o er- o e
u rial tr 1n1n p
d 1 1 ini g 1
ee em o er and wore
r s, mot
rea ed
and
lin o 1 al to th compan. The
trained
ere er s g-
traini - e's group.
or er he d th t indu tri 1
tr i ni g pr ot d bett r widerstan ing of the r employer
d h oblem. A goodly propo tion of non-trained work-
rs in icated th t industrial training increased friendly
153
relations between anployer and workers. There was no sig-
nificant difference between the trained and non-trained
groups responding.
~- Training-men indicated that industrial training
served to lessen frictions with organized labor. size-
able proportion of trained workers held that industrial
training increased co-operation with organized labor; on
th other hand, a somewhat larger proportion took an
opposite position, and the balance of trained workers
reported they did not know. Non-trained workers, to a
larger extent than the trained workers, held that industrial
training increased co-operation with organized labo1.
Training-men denied that one oft e objectives of manage
ment in undertaking industrial training was to avoid labor
disputes, and denie that their training program caused
some labor leaders or organizations to be antagonistic to
management. The traiuin -men did not hold that union wage
demands and contract restrictions were important in the
growth of industrial training programs in their company.
A somewhat greater proportion of the trained workers denied
than affirmed that their company's training program
atte pted to secure co-operation from labor organizations
and leaders in setting up and running training. Fewer
non-trained workers than trained workers held that their
154
training department attempted to secure co-operation from
labor organizations and leaders in setting up and running
training. The difference between the percentages of the
two groups was not significant.
5. The traintng-men indicated that some of the
objectives of management in undertaking their company's
training program were to: enable the worker to make a
greater output of work, make a worker as useful as possible
in the shortest possible time; and i crease profits. The
training-men indicated that their program assisted in the
reduction of absenteeism.
Most trained workers claimed that their training
enabled them to make a greater output of work and that
their company's training program was valuable because it
made a worker as useful as possible in the shortest possi
ble time. The extent to which these opinions were held
was significantly less than in the training-men's group.
Trained workers also claimed that their company's training
program gave them more working skill and a broader under
standing of their job. Most non-trained workers indicated
that industrial training made a worker as useful as possi
ble in the shortest possible time. This attitu~e indicated
among the non-trained worker did not differ significantly
in extent from the trained workers, but was significantly
155
less than among the training-men.
6. The training-men indicated that some of manage
ment's objectives in undertaking their company's training
program were to discover and develop qualities for leader
ship and to pro ote workers to higher paying jobs. The
training-men held that industrial training reduced on-the
job accidents and stimulated he worker to like his work
better. They indicated that they att pted to show the
worker how he could personally benefit by utilizing the
instruction given. A goodly number of training-men indi
cated that workers have expressed discon ent because
advancement does not follow training fast enough.
o t trained workers held hat ndustrial training
reduced on-the-job acciden s, gave th more satisfaction
on the job, discovered and evelope ualities for leader
ship, and aided to promote workers to higher paying jobs.
The extent to which these views ere held w s significantly
less than those of the training-men. Lare proporti of
non-trained workers held that industrial tra ning re uced
on-the-job accidents, discovered a developed qualities
for leadership, and aided to promote orkers to higher
paying jobs. These proportions were not significantly
different from those of the trained workers. Most trained
workers claimed that they have experienced feelings of
156
discontent because advancement did not follow training fast
enough. The percentage of training-men indicating that
workers have expressed discontent because advance ent did
not follow training fast enough and the percentage of
t ained workers claim ng that they have experienced feel
ings of di content over this issue are not stat stical y
significant at the 5 pe cent 1 vel of co id ce.
7. ppro mt 1 on h of t i o
have h do - h job train! 1 sa et d abou on th d
h ve h d tr ini gin safety cl s s About as t o t
or s, bo h r n no -t n , h v ve on
s ety co e.
8. h d or co 1 2. p
t n o y- onsor e co s, • 0
cen oh n cop - o o col ors s l.
pe cen o d cop po sor co s
o techn c o , an 5. 0 p C h r
cop n o o co re o d c coo o
9. oo 1 p opo ton o t e n d o s n
ct th t he cop n
1
s a 1 g po r
the needs or hich 1 s des g d; on t ot er h a,
slightly 1 rger propo tion eld an opposite po ton.
majority of the trained o rs indica d that he ndu -
trial training program as paying for itself b results.
0
157
A large proportion of the non-trained workers held that
their company's training program was satisfying the needs
for which it was designed but that the training program was
not paying for itself by results.
10. About halt or the trained workers claimed that
they have taken an active interest in the progra and
approximately a sixth or the non-trained work rs held that
opinion. The difference between the percentage in this
instance was significant.
11. The probable future or indu tria training as
antion by heads or training departments, during inte -
V , 1 pected to involve the tollovin i av t
pa -
o o training; less relian e upon prod tion e 1so
a r -ner ; more formalization of aini g techn q a ·
erg nc ot a small nucleu 0 trainino o- di to s
t ain1 depa ents to unite diver ent tra in op
-
io 0 un t unction. The raini g co-o din to
111 1 o b co erned th costs, tabi iz t on o
p O -
en,
p b 1c relations, and employee relat on.
12. he probable future or indu tri 1 trai g
ent o ed by union local pre idents, during in r ie , i
p cted to involve extensive apprenticeship pr grams and
further union-management ventures into other aspects ot
industri 1 training
158
13. Educational backgrounds recommended for
individuals who wish to become training-men included the
following areas of academic training: psychology, business
admin·stration , economics, engineering, and commerce.
Attributes c nsidered important for training-men included:
the ab lity to communicate; the ability to get along with
people and, a thorough knowledge of the production pro-
c s of o 's company. A high school diploma is desir
ble.
t i
0
e 0
com
•
III. CO CLU IONS
n - en nd w orkers are substantially in agree
e ere e o th fo low ng findings:
e
n pro rams incr ase co-operation amo~1g
n roduction.
2 . T
e s s ilarly an enhancement of friendly
0
t ose en aged 1 pro u tion.
an increase worker u 1Jity to the
•
•
o e loyalty to the company is enhanced •
5. he e training programs re uce the incidence o
accident .
6. On-the-job satisfaction of wcrkers is enhanced.
7. Training programs are a factor in the promotion
o workers to higher paid positions.
159
8. There 1s agreement that training programs
satisfy the needs for which they are designed.
Certain criticisms relating to industri- 'i.l training
programs should be enumerated:
1. Favor! sm or nepotism in providing training
nd pro o io.
2 . C 0 trai ing acili ies.
3
n 1 r to
\
0 p e e nd h lo s bj ect ma ter.
•
5.
C 0 pro er ev 1 a io t C
q es fo de
u S 0
6 ci n C n 0 p o r
•
7.
e b 0 0
•
•
n co-o on
-
p
C
0 n 0
h 1
d a ope -
0
0 0 0 0
ope a on
con 0 : n ng po
p
e P
en st b h n h p o
con e e he n st 1 1 ta g pro a re
poi g he ue to bo h manage en and o ke
•
It
ape s that training programs 11 become ncrea ng ya
part of the technique of production, especially hen
160
condu ted on a large scale. So e indu ties may now be
b tt r adapted than others for industrial training programs
o th kind no bing t sted Industrial training programs
h v many potentialities, but it was not the purpose o
thi study to pr ict futu d velo ents .
B L O G H Y
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•
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•
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•
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___ , ___ , ___ • "F ctors
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Ef f cti vene s I I," .._P ___ e __ r _________ __
___ , ___ , and • • H
1
Gh
0 ganiza on 1 Ef ec v
7: 5 3-5 7, 1 5 •
I O p
c ion of k
2 :67-87, 933.
1
l
1
" e de
p 1 o
6:205 2 2
e , D. l • , and
0 - h -Job T
1950
• E
inin u
, E. E., C •• Bo
g c sin the
of A~~ ........ d P s
"acto s cing
I 'II ... P .......................... -~ ........................
f
"Pe
'
at o
ar Cone rni n.
onne 3:26 28
• "Th E ct v n
lection of ores,'
, 32:18- 20, 1948.
0
Go be ,
Journa
"
Trade Unionist Look.., t Job E lu tion,
11
.2f -----~........ ...,........,____.__~w...' 3 5 : 1-7 , 19 51.
168
Gottl eb, B., and • • Ker • "~~ Experiment in Industrial
armony,n Personnel Psychology, 3:1+45-1+53, 1950.
Harris, E. F., and E A. Fleishman. "Human Relations
Traini g and the Stability of Leadership Pattern,"
Joui:nal .Qf. ARPlied Psychology, 39:20-25, 1955.
Hersey, R. B.
11
sychology of orkers," Personnel Journal,
14:29 -296, 1936.
Jurgen en, c. E. "Foremen Trainin Based on the T st Ho
upe vi e?" Personne Jo rnal, 28:123-127, 19 9.
K tzell, Raymond H. "est of a r n n P ogram in Human
, 1:319-329, 194.
at on," e s holo
Ke r, " bo urnover and Its Co r 1 tes,
11
Journal
.Q... ~---~e~d Ps , 3 :366-37, 19 7.
0 r, • ,
0
0 '
" Job n ly urv
12 5-
h rp. ' po ee t 1 d s-
1 a tor , " _P_e_r_____ ___..,;;;;,;.,,......,. .. ,
• Ze
of
C "
,
e b C
•
P: ec
d
~=!! ........................................ ,
y
1
s It
'
qu fo
Pot ·a1
77-186,
Pa
•
o t e u 1 f c o or
onne
•
o hli be ger, •
Do bl al,"
es, ~P~er~s ........... ----~ ~--------~1, 26:256-266,
"
arvard
e o
iness
and c o
23: 283-298,
h p • "D moc a ontrol in a Labo Union,•
ourn 1 o ~~~~, 3 :3 1-316, 19 9.
tockford, L. o., and K. R. Kunze. "Psychology and the
aychec ," Personnel, 27:129-11+3, 1950.
uttermeister, R. •
11
Ho to p ove orale and Increase
Production," Personnel, 20:279-287, 19 •
169
Tumin, Melvin M. '''Rewards and Task Orientatlon," American
Sociological Revie~, 20:419-423, 1955.
Wickert, F. R.
11
Turnover and Employee Feelings or Ego
Involvement in the Day-to-Day Operations of a Company,"
Personnel Psychology, 4:185-197, 1951.
ilson, R. c., H. P. Beem, End A. L. Comrey. "Factors
Influencing Organizational Effectiveness, III,"
Personnel Psychology, 6:313-325, 1953.
__ _.,.._, • S. High, and A. L. Comrey. "Factors Influencing
Or anizational Effectiveness, IV," Personnel Psychology,
7: 525- 531, 1954.
00 , •• "Employee ttitu es and heir elation to
o ale," Journal of Applie Psycho ogz:, 28:285-301,
19 •
or hy,
11
actors In luencing Employee orale,"
------------ --------------~ ................... e~w, 28:61-73, 1/50.
ali o
tr
(
niza ional tructure and Emp oye-:. orale"
ocio o c ev ev 15:16 -179 , 1950.
epart e
ca ion. '
e n
h )
LI D I L
o EducQt on, u eau o
ge t e c ricul Leadin
al upervision," n.d. 3
ndus
to an
pp .
, • u ve o uties and esponsi 11 tie or
Tr ining onnel 1 u n ss an Industry," A port
Pep d der th Direct on o Pro e sor arry •
Be an, Purdu Un v sit i Division of Education and
pplied Ps cho ogy , June 955. 42 pp. ( imeo phed.)
h , John • 'Te oc al Phases or Industrial ecreation
a They Af ect Employee-Employer elations in the
Lo ales etropoli tan rea." Un ublished Disserta-
on, University of Southern California, Los Angeles,
19 8. 477 pp.
Vincent, elvin J. 'Industrial Sociology." University of
Southern California Syllabus for Sociology 458, Fifth
Edit on, 1955. 45 PP•
APPENDIXES
APPENDIX A
FORMULA
•
FORMULA
Formula used to derive the critical ratio or the
1
significance or difference or the proportions is:
C.R.
p
Q
N
Difference or proportions
·VP Q cl • l >
N1 N2
Total responses in category
100-P
Total number of cases
172
1
J. P. Guilford, Fundamental Statistics 1n Pszchoi
™ jnd Education (Nev Yorks McGraw-Hill Book Company,
1956, P• 221 •
APPENDIX B
~CHEDULES USED
1.
2.
INTERVIEW SCHEDULE FOR HEADS
OF TRAINING DEPARTMENTS
What are your thoughts or opinions about industrial
training as a whole in your industry?
In your opinion
1
what will the future bring in indus
trial training 1n your industry?
What ~ould be a good educational background for young
people who wish to become training personnel?
How much good does such an extensive industrial train
ing program actually do?
a. Does it increase worker output, reduce absent eism,
on-the-job accidents, improve employer-employee
relations, improve employee morale, loyalty, and
so forth?
,. Do labor outfits try to or want to control training?
a. What do you think about it?
INTERVIEW CHEDULE FO HEAD
OF UNION LO ALS
1. What is the attitude of this union about industrial
training?
a. Who should run training employees most?
(1) The union
( 2) The company
b. Do you think all industrial training should be
done in the company grounds?
2. Does industrial training do this union any good or
harm?
3. What in your opinion does the company get out of
running training programs?
175
4. Is management willing to talk over industrial training
setups with the union?
5. What about the good industrial training does for the
employee? Does it help them the way it's setup or
does it do no good or harm?
6. How about the future of industrial training what will
it most likely bring?
INTERVIEW SCHEDULE FOR HEADS
OF MANAGEMENT CLUB~
1. What are your thoughts or opinions about industrial
t raining as a whole in your industry?
2. What good does training do fo r increasing employee pro
duction output, reducing absentee sm, on-the-job acci
dents, imp oving employer-employee relations, improving
employee morale, loyalty and so forth.
3. o doe industrial tra ning help the supervisor?
•
t are some o . the p1obl sin runnin training?
5.
Do 1 bor outf ts t too a t to control r in ng?
a . at do OU h abou 1 ?
6. t wa the basic idea behind etting sue an e ten-
train ng prog un erway?
A P P E N D I X C
OE TIONNAIRES
177
INDUSTRIAL TRAINING-MEN'S QUESTIONNAIRE
trial
this.
tions
An attempt is being made to learn more about indus
training. Your co-operation is needed to accomplish
You can be or help by answering the following ques
as frankly and carefully as possible.
You will note that no marks of identification are
called for; S-2 !l$ll place your name nor the name of your
company upon this form. The information xou give w!ll ll
treated in lli strictest c2nfidence.
Please answer all questions. Check ( ../) or write
in your opinion in the blanks.
I. PERSO NAL
1. Indicate sex: male[_ female [ ]
-
2. Indicate age(_]
Indicate marital status: married [
widowed [) divorced ( J -
- -
single[_
l+. Circle the highest grade completed at school:
6.
a.
1231+5678
Elementary
1 2 3 l+
Business or
vocational school
1 2 3 l+
Higr1 school
1231+567
University or
colleg6
What is the name or title of your training position?
How many years have you held your present training
position?[ ___ ]
How many years have you been with the present company?
[ __ ]
As a training-man are you hired from a service organi
zation which specializes in training in various com
panies and not employed by the present company?
Yes [ ] No [ J
- -
178
As a training man are you paid for full-time employ
ment in that area? Yes [ J No []
- -
a. If part time, how mani hours per week do you
devote to training? L_]
b. If part time, in which other department(s) do
you work?
II. INDU TRIAL TR I I G
1. How many employees does the com an have?
Women [
--
en [
--
2. What is the yearly expenditure on the ind strial
training program? [
How many employees are being trai ed at t 1 tim?
en[_ wom [ __ _
~. What is the number of
any one time? [ __
loy es un er rai in at
5. Does management take an active part 1
the i dustrial training program?
6. H s the in ustrial rai in prog m
increased friendly relation between
employees and employer?
7. our company's industrial tra ning pro
gram is valuable because it:
-
a. aids in the reduction of on-the-job
accidents? [_
b. enable the worker to
output of work?
a e a greater
c. assists in the reduct on of
absenteeism?
[_
[_
0
[_
-
r
-
[_
[_
?
-
-
[_
[_
(_]
179
7. (Continued)
YES NO ?
•
d. stimulates the worker to like hi
work better?
e. increases co-operation between
workers?
r. increases co-operation between
workers and leadman?
g. increases co-operation between
workers and foreman?
h. increa es co-operation betw en
wor ers nd supervisor?
1. 1ncr ases co-operat on between
worke sand emplo er?
j. increase co-ope ation between
d apartment ?
k. les ens rictio wit or an z
labor?
1. simulate em o ee loy lt
the compan
Do you beli ev
industrial tra
managemen t
probl bett r?
that you
n pro
er tan
cop
h
e
0
•s
hel'9
lo ees'
9. Has this in u trial rainin ram
aused some labo le ders or or niz -
tions to be a a nisti to ma e-
[_]
[_
[_
[_
[_
[
-
-
-
-
-
ment? [ _
10. Have an emplo ees exp e ed discon et
becau advancemen do no follow
train1 g ate ough? [_
[ ]
-
[_
-
[_
-
[_
-
-
-
(_]
(_]
[_ ]
[_
-
[_
-
-
-
11. Has unio wage demands and contract
restrictions on hiring and firing been
an important factor in the growth o
industrial training programs in your
company? [_ [_] [_]
12. Some of the objectives of management in
undertaking this industrial training
program are: YES
11+.
a. to increase profits?
b. to avoid labor disputes?
c. to promote employees to higher
paying jobs?
d. to discover and develop qualities
for leadership?
e. to make a worker as useful as
possible in the shortest possible
time?
Do you test employees for their inter
ests and aptitudes?
o you attempt to show the worker how
he could personally benefit b ut liz
ing the instruction given?
Do you send any of your executives to
be tr~ined at such schools as tanford
chool of usiness d ini tration,
Harvar, or California Institut of
Technology, etc.?
a. If yes on o. 15, ould mention
any such sc cols to wh·ch you co -
pany's executives have been sent:
(_]
[_]
(_]
[_]
[_
[_
-
(_
NO
[_]
-
[_
-
[_
-
?
[_]
[_]
[_]
[_]
-
_]
[_
16. Please indicate some of he more dif icult problems
in directing this industrial training prG~ram.
(Check one or more)
a. Convincing managem nt of the value of he
program.
b. Getting training facilities.
[_]
[_
.
181
c . Financing the program. [_]
d . Securing co-operation from labor organiza-
tions . [_]
e. Getting management to take an active interest
in the prog am. [_]
f. Other problems or difficulties are:
(_]
17. Please check any of the follo ing whica is used
in your company's industrial training program•
a.
1 •
0
b . pack
c. 0
id con ult nts.
prog
esources.
s.
1 s c c n o the ollo ing e ploye train
ng you of r:
a. ves 1 •
b. o ob.
c. a en c h
•
•
b ue-
rea in .
• p n C u
•
•
•
b.
a
C •
c enc •
elec o ic •
ri l o to •
your co pany sponsor courses in a y of th
o ing for 1 s loy e?
uni ersi tie •
colleges
[_
(_]
[ J
-
-
-
-
-
-
[_
[
[_
[_
[_]
182
19. (Cor1td.)
c. trade and technical schools
d. correspondence schools.
[_]
[_]
20. Please check any of the following courses hich
are offered to management-supervisory personnel:
a. Elements of Sup rvision.
b. Basic Psychology for Supervisors.
[_]
[_
c. Human elations ( eveloping upervisory
Leadership). [
d
e.
•
•
•
i.
•
•
1.
•
n.
esponsi ility or a g en upervisor's
o Perso e
niques fo
bl).
( o ledge of personn 1 t ch-
1ch the supervisor is respon 1-
[_
Org a n nd na em n for upervisors.
abor- na nt a o
•
ndus r 1 coo ic •
0
p C io.
Cos Control o
Job alysi
upe 1 ors.
0
Co
e
ct on (0
Trai ng
pe
d
so
•
d 1 s on o
na
r
· t n).
r v ntio.
Develop ng the Employee hough ra nin
(Teach T aining--Job Int uc ion Tan ng). [
Technical raining for uperv o s ( n
-
-
-
-
-
-
-
elQted F elds such as Petroleum, Me allurgy,
hop athema i cs , c·ence, etc.). [_
o. anagement Con rols nd The upervisor
( uality Control, uan ity Control , Produc-
tio~ Contra)., etc.) • [_
20. (Contd.)
p. Reading Improvement.
q. Executive Training Programs.
r. Executive Trainee Programs.
21. What are some recommendations for improvement of
the ·naustrial vraining program that you could
make?
[_
[_]
trial
this.
tions
INDUSTRIAL TRAINING Q UESTIONNAIRE
FOR EMPLOYEES
181+
An attempt is being made to learn more about indus
t raining. Your co-operation is needed to accomplish
You can be of help by answering the following ques as f rankly and careful y as possible.
Y ou will note that no marks of identification are
called fo r ; do no place your name nor the name of your
company upon thi s f orm. The information you give will be
treated Jl t he str etas~ confiden e.
P ea e an er all que tions. Check ( v ) or write
o op i on in he bl nlcs.
I .
p
0 L
1 . nd e e : mal e
[_ fem l e [
-
2. In ic a e
[
3
•
m ri ed sin l e
•
- -
0 C
cl t e rade co et SC 00
•
•
•
2
3
5 6 7
1 2
3
1
y i choo
1 2
3
1 2 5 6
S 0 Un er t 0
0 C 0 Co 1 e
5.
a 1
;,,ne e or i le of yo po i tio
•
•
6. Ho n year nave 0 hel yo present o i tio?
[
7.
Ho man ea s hav OU been t he pre ent co pa y?
[
8. Di the 1n1 g yo r eceived f om the ind t r i 1
t aini r
department ai d you to get the job you no
ho d?
185
II. INDU~TRIAL TRAINING
YES NO ?
1. Have you received training from the indus-
trial training department? [_] [_] [_]
2. Do you think the industrial training pro
gram is satisfying the needs for which it
was designed? [_] (_] [_]
3. Your training in the industrial training
department has given you:
a. a broader understanding of your job? [_J [_ [_
b. more working ukill? [_ [_ [_
c. greater out ut of work?
d. more satisfaction on-the-job?
• Has the 1 ustri 1 trai in pro r
increased fr endly relation bet en
ployees and employer
5. Your co pan sin u t ia t
is v luab e e u e it:
ning p og
•
ai sin the e
ac ents?
o on- - ob
b.
WO
c.
co-opera i on be een
rea e co operat
le d en?
e 1 o ers
d •• rea s co-ope at on be e wo ker
e.
u ervlso '
ai to promote
payin job?
po ees to h ghe
- - -
- -
[_
- - -
- - -
- -
- - -
- - -
- -
[_
r. i creases co-opera on with organized
labor? [_ [_ [_
g.
helps to di cover and develop quali ties for leadership?
[_ [_ [ ]
-
186
5. (Contd.) YES 0 ?
6.
8.
10.
•
•
•
16.
17.
h. makes a worker as useful as possible
in the shortest possible t me? [_ [_ [_
Have you ever felt discontent bee use
adva cement does not follow t ining
fast enough?
Has your cont ct th th 1 dustrial
training program h pd you o be ter
un stand your emplo er and h s prob
con ct
po h p yo
a
u e
nd your union an t
a yo r tra·n n nus
tra nin progr c e ou
o lo a ty to e omp ?
b
e o
n jo
0
d you beli e
1 pa 1 g o
in
e
?
co
r
?
[_
-
[_ [_
s?
- -
ng
-
[_
d
- -
th
-
-
[
V
cl
attn a on- - ob train n
Have you had any on-tlie- ob t
ining in
ety?
Have you ever s rved on any safety
committee?
Have you ever attended any safety
classes?
[
-
[_
-
[_
[_
[_
[_
-
[_
-
-
[_
[_
[_
[_J
18. Please check any of the following training which you
have taken from the industrial training department:
a. vestibule
b . on-the-job
c. apprenticeship
d. blue-print reading
[_]
(_]
[_]
[_]
e. pl nnin an scheduling [_]
r. m them tics [_
g. science
-
h. electronic
-
1. m ter al control
-
19. Ha your compa spon ored courses for you in any of
the fo lo ng in titutions:
a. unive st e [_
b. co 1 es
-
c. tr d ec ic 1 00
-
d. co espon nee schools [_
20 . a e some reco e ations for improvement of the
ind strial aininb pr gram that you could ma e?
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Asset Metadata
Creator
Keedy, Thomas Cornelius Junior
(author)
Core Title
Sociological aspects of training programs in selected industrial organizations in the Los Angeles metropolitan area
School
College of Letters, Arts and Sciences
Degree
Doctor of Philosophy
Degree Program
Sociology
Degree Conferral Date
1956-06
Publication Date
06/01/1956
Defense Date
06/01/1956
Publisher
University of Southern California
(original),
University of Southern California. Libraries
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theses
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English
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theses (aat)
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Keedy, Thomas Cornelius Junior
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