bluuebunny/crossref_metadata_2025 huggingface dataset:
Disengagement from levy
Authors: DUNCAN ROBERT
Published: February 2008

an account of the steps taken by the Iron and Steel Industry Training Board Until 31 March 1970 the Iron and Steel Industry Training Board, established in July 1964, operated a COST‐BASED grant scheme. Over this period the levy increased as a result of several influences: an increase in the number of categories for which grant was paid; an increase in the numbers receiving training; an improvement in training schemes and a continuous upward trend in costs themselves. By 1969/1970 the levy had reached a figure of £24.50 per employee. Now the Board is holding in abeyance the greater part of grants that could be paid, together with the levy that would be required and has devised a new system of training assessment. This is a major step in disengagement from levy. For 1970/1971 the maximum levy will be £6 a head with certain exemptions and abatements. In this article Mr Duncan gives a factual account of developments in the Board's activities and contributes some personal viewpoints.
A critical survey of TRAINING in INTERACTIVE SKILLS
Authors: MORGAN TERRY
Published: February 2008

FEW PEOPLE CAN HAVE WORKED IN AN ORGANISATION FOR ANY length of time without hearing, or perhaps even expressing, comments like these. Human relations: the oil that keeps the organisational wheels turning — or, more often it seems, the grit that makes the machine shudder.
The search for new methods in INTERACTIVE SKILLS training
Authors: RACKHAM NEIL
Published: February 2008

The attraction of hindsight is that it makes life simple. When events are seen in retrospect, the blind alley need never have been taken, mistakes can evaporate and the messy chaos of uncertainty can be transformed into an intricate network of purposeful events. Not that this transformation is undesirable. This article, for example, which is the first in a series describing the results of over ten man‐years of training research and development, uses the hindsight of our research team to spare readers from a tedious catalogue of our errors and uncertainties. So we write about areas of success; for our failures and uncertainties are like everybody else's — depressing, time‐consuming and unspeakably tedious to hear about second‐hand.
Interface behaviour and organisational effectiveness
Authors: RACKHAM NEIL , HONEY PETER , SUGDEN ROGER
Published: February 2008

Articles DIS 1 and DIS 2 appeared in our April issue. DIS 1 presented an historical survey of the methods used, either in the past or currently, to develop interactive skills. DIS 2 described the search for new methods and set down the criteria an effective method would have to meet. The present article, DIS 3, brings us one step nearer to the actual training process and the new methods. Interactive skills training is concerned with the technique of changing behaviour in the work situation. But which behaviours need to be developed and which behaviours are not significant in improving company performance? Before any training can start a decision has to be made about which behaviours are relevant and therefore need to be developed. This is, if you like, the stage identified by the trainer as ASSESSING THE TRAINING NEEDS OF THE COMPANY. In this composite article, DIS 3, compiled by three members of the team, the authors describe how the assessment of the training needs of the company, in the field of interactive skills, is to be derived from the ORGANISATION BEHAVIOUR SURVEY.
Why managers don't, coach
Authors: CLARKE MAURICE
Published: February 2008

The term coaching comes from the sports field, where an experienced and knowledgeable player watches the way the less‐skilled batsman or golfer makes his shots, and suggests ways of improvement — ‘Keep your eyes on the ball, use your wrists’ and so on. Increasingly the development of subordinates is seen as a major responsibility of managers. But what is accepted in principle is found to be very difficult to practise in the day‐to‐day pressures of industrial life, because it involves the interactions of people with each other. This article takes a typical make or break situation. Built on a case‐study, it shows how a deputy, who might have been passed over, becomes the man ready to take the place of his promoted boss.
Feeding back behavioural data
Authors: HONEY PETER , FIELDS ICL RAY , HINSON BOAC DEREK
Published: February 2008

The ultimate purpose in acquiring knowledge is to do something with it; to use it in some way. The previous article showed how knowledge about interpersonal behaviour can be gathered up by an observer. This article takes the story two stages further by showing how the data is processed, and in particular, by describing the use to which it is put after it has been analysed. Our current concern, therefore, is with how the data about interpersonal behaviour which has been assembled by the process of behaviour analysis is fed back to participating managers during their training experience.
Successful staff selection
Authors: HUGHES ALEC M
Published: February 2008

There are few managers who cannot at some time have had occasion to appoint a new member of staff. And there must be few managers who, if they are honest, cannot also on occasion have regretted the choice they made. In part the reason is a simple one — human nature is complex; management decisions have to be made quickly in limited time; few managers have received adequate, if any, training for most aspects of their job, least of all for selection and appointment; and few of the training media producers have devoted enough time to developing suitable aids for them.
ARRIVING AT A REALISTIC COMPANY TRAINING PLAN
Authors: WELLENS JOHN
Published: February 2008

Your first problem is to decide what activities you should be engaging in or, to put it more simply, what you should be doing with your time. Just what does an efficient training officer do with his working day? Lecturing? Instructing? Arranging for trainees to attend outside courses in educational institutions such as technical colleges? Fixing up on‐the‐job‐training for shop‐floor operatives? You will be sorely tempted to think of training in terms of what happened to you when you first came into employment. If you fall into this trap you will be led wildly astray: the whole framework within which a training specialist works within the company has been changed over the past five years, since, in fact, the training boards started their activities.
Mixing
Authors: RACKHAM NEIL
Published: February 2008

In August 1967, Mr C was a middle manager with a large industrial concern in the north of England. To judge from his personnel record, he was well above average in ability although his performance was sometimes patchy. Still, he was only 34 and the firm's training manager was understandably anxious to offer him every help. Mr C's own diagnosis was simple enough: ‘My problem,’ he wrote, ‘is not getting the best out of my people, but getting anything out of them at all. Unless I'm breathing down their necks, nothing gets done — so I am forced to do almost everything myself. Mr T's (the training manager's) priority should be to train my people to do an adequate job.’
The trainer's guide to successful PLAGIARISM
Authors: HONEY PETER
Published: February 2008

If you have lasted the course and read all six previous articles in this DIS series, I expect you could be feeling pretty overwhelmed by now. You will have read about behaviour analysis categories, computer‐assisted feedback, operations rooms manned by behavioural scientists and lots more besides. In this article I am going to cut straight through all the paraphernalia and show you how to apply something of these new methods with minimal resources. When I talk of resources, I'm thinking of money, people and time. In so doing I shall make my colleagues wince because, inevitably, the starter suggestions I shall make fall a long way short of the sort of standards we have become used to in ICL and BOAC. My colleagues will wince because the standards they are used to are not absurdly high. The practices described in the previous articles exist and are carried out because we believe them to be both realistic and necessary. I am prepared to leave them wincing if I can do something to give you a leg up into the interactive skills area. At the very start we said that our purpose in publishing this DIS series at all was to encourage trainers to implement, and put into everyday use, some of the new methods which we have developed in our work. Neil Rackham actually invited you to ‘plagiarise, copy, adapt, modify or develop anything which you read in these articles’. And this is surely sensible. You will have noticed our own unashamed references to plagiarism throughout the previous articles. The existence of this current article should reinforce our sincerity in making such an invitation and make it more likely that you will accept.
Getting started in the training business Topic 1
Authors: WELLENS JOHN
Published: February 2008

In my previous article I emphasised the importance of having a Company Training Plan. I explained that a company training plan attempts to answer certain fundamental manpower questions such as these — in what jobs should we, now and in the future, be training people; how many should be under training within each category; over what period of time should this training be extended and when should it come to fruition? I then invited you to take part in a participative exercise designed to convince you that these matters are not within the competence of the training manager to decide, that the training plan should reflect and implement the overall company objectives and, accordingly, the training plan should be determined by the top management. I also made the point that a company training plan should grow out of the company training needs assessment. I made a distinction between the COMPANY TRAINING NEEDS ASSESSMENT and the COMPANY TRAINING PLAN. CTNA is the aggregate of all identifiable needs of the company irrespective of whether it is possible or desirable to satisfy them; the company training plan is what results from taking the CTNA and fixing the priorities — making a choice of which needs to meet. I made a further point: that in the situation in which you find yourself, you may have to make these managerial decisions yourself, in isolation, in default of their being made by the management. In this case the training manager has no alternative, in the short‐term, but to accept the unsatisfactory situation and work for correct management involvement in the longer term.
Using MbO to formulate a company training plan
Authors: CHARLES HILARY
Published: February 2008

Imagine a company that is expanding very rapidly in a labour intensive industry. It has a turnover of around £6m a year, employs something like 5 000 staff, and is run with the proverbial mixture of hunch and flair. It has a somewhat haphazard organisation structure, is finding great difficulty in attracting a sound management team, and usually leaves it to the managing director's whim to decide when a new post is needed. This is basically what Bateman looked like four or five years ago. We were a successful firm operating in the industrial catering field, providing meals for firms and businesses throughout the country. At the beginning of the 60's we had taken the decision to concentrate on the specialised, quality end of the market. This had paid dividends in terms of business, but it was causing us severe management growth pains. There was difficulty in knitting in the traditional business with the quality contracts we were after, and the whole of the organisation appeared to be overstretched by the expansion.
Future plans and aspirations
Authors: Honey Peter , Rackham Neil , Colbert Mike , Schollick Nigel
Published: February 2008

PETER HONEY So we come to the last DIS article in the series and I must say how nice it is to produce it this way — by relaxing around a tape recorder instead of slaving away putting pen to paper! As you all know, the idea is to have a free‐ranging conversation about the future of DIS work. We shall probably find that we have some similar ideas about future developments, but there will surely be some different ones also. It is no part of our purpose to reach absolute agreement about what the future holds — indeed, it would all look surprisingly rigged if we did! The previous articles in the series have, for the most part, been concerned with describing a number of techniques such as behaviour analysing, feeding back and mixing. I thought it might be best to start our conversation in this area and gradually build up to some of the wider, and wilder, ideas we might have about how these techniques could be used to good effect. Nigel, perhaps you would like to tell us about how you see these basic techniques developing in the work of your management training team in ICL?
As the pig said to the chicken
Authors: Hughes Alec M
Published: February 2008

Although British industry and British film producers have now made some masterly incursions into the field of management training film production there are still some things they can learn from the Americans. This is most noticeable in the case of a film series built around the written works of a management consultant and featuring the consultant himself as one of a cast of a dramatised production. The series ORGANISATION RENEWAL, inspired by Gordon Lippitt, is a case in point. This series consists of five films dealing with background problems associated with changing the structure and practices of a viable organisation, the dynamic situation engendered in a group, the concept of teamwork and problems associated with coping with change.
Instruction by correspondence courses
Authors: JONES LYNDON H , POWRIE PETER J
Published: February 2008

Recently, one industry, the grocery trade, came into conflict with the Department of Education and Science over correspondence courses. The Grocers' Institute was keen to meet an identified need for such courses leading to some nationally‐recognised examination. The DES withheld its support for the proposed scheme and the Grocers' Institute had to proceed on its own. Officialdom, it seems, does not like correspondence courses. But they are a necessary part of any national system which aims to give a comprehensive service. And they may become very important indeed since they are known to make a special appeal to the mature worker anxious to improve his position. This group of workers is seriously neglected by the conventional educational services. Official policy advances the point of view that students wishing to extend their education or develop their capacities should attend formal college courses. This is to make the system more important than the people it serves. It is interesting to note, also, that training boards, charged, among other things, with spreading the gospel to scattered locations and to men on shift work, have not yet appreciated the immense potential of tailor‐made instruction by correspondence, or, if they have, they have not felt able to proceed in the face of opposition from the DES. Despite this hostility to correspondence instruction, sometimes veiled, sometimes open, experimental courses are going ahead. This article describes one recent innovation in instruction by correspondence.
Getting started Topic 3 defining management training needs
Authors: HAGUE HAWDON
Published: February 2008

This article is one of the series aimed at people who are responsible for training, but are not career training specialists and it concentrates on management development and training. Just as John Wellens' first article looked at where to start and how to define the overall company need, this is a guide to a newcomer on where to start on management training. In dealing with managers, there are two old ways to be avoided, the traditional approaches of Management Training and Management Development. The traditional methods are ponderous and full of academic niceties, so I propose to take a broad knife through the usual text‐books in order to give you something which you can use, and use quickly. This is not just a question of the standard methods being applicable only in large firms, or ones where training has been long established, but they are based on mistaken premises, the main one being that management training is an extension of operator training and that the same approach of analysing skills and teaching them in a classroom can be applied. So, while my principal aim is the plain man's guide, the development specialist will at least find something to dispute, and, if he has been following the usual approaches for over two years and has yet to develop a manager, he might realise why.
New ideas in safety training:3
Authors: WALSH BILL
Published: February 2008

Don't just read those words, but think about them, reason out what the phrase means, reflect on them a little. Then, against that new understanding of a much ill‐used word, recollect the ‘accidents’ one has seen, heard of or read about. How many were accidents? And how many were incidents for which ‘accident’ is merely a handy label?
Training problems in dispersed units
Authors: PARKIN LIZ
Published: February 2008

Ostensibly about training for the retail trade, this article deals with a realistic approach to the training problems faced by anyone working in the small firm situation — in even the biggest retail chain each individual shop can be regarded as a small business in its own right. It embraces the problem of how to implement the participative approach which secures the willing involvement of the learner. It is, therefore, a case study in how to secure involvement by the implementation of the most up‐to‐date principles cut down to a shape and size suitable for the small firm environment.
The TUC shopping list and the Code
Authors: BROADHURST ALISON
Published: February 2008

One of the many innovations in industrial law practice introduced by the Industrial Relations Act, 1971, is the statutory requirement for the disclosure by employers to representatives of registered trade unions of information relating to the structure affairs of the organisation. Exactly what information must be revealed is a matter to be settled before the Code of Practice is published. The General Council of the TUC have made their views known to the CIR which is undertaking an inquiry, the result of which will have an important influence on the eventual terms of the Code. These views, somewhat irreverently called the ‘TUC Shopping List’ are discussed in this article.
Priority for supervision
Authors: WALSH BILL
Published: February 2008

‘3. In particular management should: • ensure that its members regard it as one of their principal duties to explain to those responsible to them plans and intentions which will affect them and have enough information to do so; it is of great importance that this chain of communications should be effective down to each supervisor and THROUGH him to each individual employee.’ Section C3(a)
Sandwich course in management
Authors: WILLIAMS EDNA , MARSH PHILIP
Published: February 2008

One of the consequences of the present depressed economic and labour market situation is the lessening of industrial support for programmes of higher education and training. Universities and colleges are finding it increasingly difficult to find meaningful developmental industrial attachments for their students, whilst firms' training budgets seem less readily extended to schemes of sponsorship of trainees on university or college courses. Investment in human resources is always an easy target for the rubber bullets of the cost‐cutters, especially if that investment is in full‐time trainees, who may well leave, whose pay‐off is long term and incapable of precise, or even approximate, financial evaluation. Because such cutbacks appear too often to be expedient rather than rational decisions, we wish to make a contribution to the debate by sharing with a wider audience our experience of five years of collaboration in the training and job placement of business trainees in Schweppes Limited and at Ealing Technical College (an outline of the Ealing course is contained in Box 1; Schweppes' original reasons for sponsoring trainees are briefly presented in Box 2). This article describes the training and development of the four six‐month industrial periods in the four‐year CNAA honours degree course — which purported to be an intensive, high quality programme of accelerated development for each member. We think that the process has been successful, but will leave readers to assess whether the current decisions on their own company's training budget might be influenced by the information presented here.
FACTORY LEGISLATION & SAFETY TRAINING
Authors: BROADHURST ALISON
Published: February 2008

The factory legislation in this country has been concerned with safety training in one way or another for a very long time; but it is only relatively recently that it seems to have squared up to the needs of those who have to organise and give the training, by being more explicit. The statutory requirements are contained in a wide range of legislation: in the Factories Act, 1961 itself, numerous codes of Special Regulations, ordinary regulations, so‐called Welfare Orders and other Orders. Some of the subsidiary legislation is very old: the Electricity Regulations, applying to nearly every factory in the land are dated 1908.
Getting started
Authors: HAGUE HAWDON
Published: February 2008

This article follows the one in the October issue in which I described a simple but effective method of defining management training needs. Just as that article attacked the popular assumption that the greatest needs are for management techniques, this one will challenge the view that courses are the main, if not the only, road to salvation. The needs you will have diagnosed will be for things like better self‐organisation, better delegation, better group effectiveness and better decision‐making. As with swimming, the abstract principles can be rehearsed in a classroom, but they can be learned only in a real situation. Coaching, sometimes of individuals, sometimes of teams, is the only alternative to leaving improvement to chance. Development activities, therefore, must be in‐company and must use real problems as the basic teaching medium. In this way, the organisation is developed at the same time as the manager. The usual divorce of management training from questions of organisation and the ineffectiveness of courses account for the frequent failures of management training.
IMPOSITION OR EVOLUTION?
Authors: DALEY PAT , McGIVERN CHRIS
Published: February 2008

In our previous articles we have described what we have learned about applying the discovery approach to training in social skill areas. We have spent some time discussing what and how we have learned and the significance of our discoveries in terms of the role of the trainer. We have questioned and discarded many traditional beliefs and assumptions about training and trainers — beliefs and assumptions which may be inviolable to many readers. We can only hope that we have some converts too! In this article we plan to look at what we have learned so far and examine it in the context of management training and development. It is in this area that we feel the greatest payoff will come and it is in the management training field that we are currently developing the approach.
Training for METRICATION NUMBER 3
Authors: BADEN HELLARD R , CONNOLLY JV
Published: February 2008

Assuming that the stage reached in the previous article has been successfully completed ie, that top management has prepared its policy for change to metric working the most likely area of training will be in the design or technical offices.
Quantitative aspects of management
Authors: OGILVIE GRANT
Published: February 2008

My views are based on the experience of teaching statistics and operational research to a large number of students with varying qualifications ranging from no formal education after the age of fifteen through City and Guilds Certificates, Higher National Certificates and up to Honours Degree standard. The working backgrounds of the students have also varied considerably: the students have included engineers, office managers, bankers, training officers, hospital secretaries and teachers. The subject matter described here has been presented mainly on courses for the Diploma in Management Studies, but certain topics have been presented to other post‐experience students on courses such as those conducted for Hospital Board employees. The method of presentation on all courses has been essentially the same, the only differences being the speed and the level of presentation, and the depth to which individual subjects were examined. This depends on the type of student and the type of course being conducted and the amount of teaching time available.
The training of technicians
Authors: DOBINSON CH , HUGHES ANNE
Published: February 2008

‘Everybody now realises that henceforward social progress depends entirely upon economic progress. Without economic expansion there simply is no possible advance in the social field. Economic expansion cannot be brought about by the discovery of new natural riches: we cannot build up any illusions for ourselves because our land has been searched and sounded and pierced with bore holes from one end to the other and we shall not find the caves of Ali Baba however deep we go. The only caves of Ali Baba which we can now find lie in ourselves, in our minds, in our creativity, in our capacity to innovate and invent, ie in our technical progress. It is this technical advance that, henceforward, conditions all economic advance from which can come social progress. There is no possibility whatever of human progress within the frontiers of France without progress in the field of all things technical, and, consequently without progress in technical education.’
OPERATION VULCAN 3
Authors: WELLENS JOHN
Published: February 2008

the personal repertoire of skills In Vulcan 2 I established the fact that any physical activity can be seen as a sensori‐motor activity. It was emphasised that it is not merely work and sports skills to which this applies: it also applies to everyday domestic skills such as eating one's food, putting on one's shoes in the dark, washing up and cooking. Every individual has quite an extensive repertoire of skills in this sense, determined by that person's previous history and experience. Quite a lot of what a growing baby has to learn involves the building up of this domestic skills portfolio. Certain skills contained in the domestic portfolio are directly useful in people's jobs: such things as putting nuts on to threads, putting stoppers in bottles, using a screwdriver, scissors or other domestic hand tools, operating taps (faucets), switches and dialled displays.
the education and training of teachers
Authors: GORE THOMAS
Published: February 2008

How good is the present system of training teachers? The James Committee, named after Lord James, the Vice‐Chancellor of York University, set up in 1970 to answer this question, recently issued its report. If its proposals are adopted it may well come to be regarded as the most important educational document since the Robbins Report: important for two reasons. It seeks to provide a new and better model of training for teachers than now exists and to offer opportunities for the expansion of higher education without having greatly to expand universities or degree courses in polytechnics.
Training for METRICATION
Authors: BADEN HELLARD R , CONNOLLY JV
Published: February 2008

WITHIN EVERY COMPANY THE TIMING FOR METRIC TRAINING will vary from department to department. In the January issue we suggested the preparation of a network to deal with training activities and that this should be related to the company's overall change network.
OPERATION VULCAN
Authors: WELLENS JOHN
Published: February 2008

In this article and the next I propose to trace the historical development of the study of training in physical skills over the past thirty years. My purpose is to make the point, eventually, that the stage has just been reached at which it is possible to draw together, into one coordinated whole, all the different approaches, to produce a concept of training in manipulative skills which is both more effective and more economical.
PERFORMANCE
Authors: GOODE WA
Published: February 2008

Our personal behaviour reconciles and balances the various pressures and motivations to action which we experience. These arise within ourselves from our personal characteristics and qualities, but are externally influenced by our relationships with others, by our membership of various social groups, and by the physical environment. It is a continuing process; behaviour on one occasion, in one situation, lands us in another situation, with new pressures and motivations to be balanced by further behaviour.
The changing rôle of the Diploma in Management Studies
Authors: HAYWARD GEORGE
Published: February 2008

Considerable attention has been focused recently on the business schools in the United Kingdom, the United States of America and to a lesser extent in Europe. It is strange that in spite of all that has been written concerning Management Education in the business schools and universities, work carried out in this area by the polytechnics and technical colleges has been virtually ignored in spite of the increase in student numbers and innovations in teaching methods.
How managers learn
Authors: BELBIN EUNICE , TOYE MICHAEL
Published: February 2008

Anything done by people gives rise to individual variation in its performance. For instance, rock climbing must reflect the important variations possible between all sets of arms, legs and rock faces, but we know from experience that the number of significantly different permutations and combinations of these is sufficiently small to leave us with a reasonable area of common techniques which will apply to most arms and most legs going up most rock faces. In other words the differences are overshadowed by the basic similarities. There are occasions, however, when individual aspects become so important that they modify our view about how general principles operate. This is especially true with an abstract activity such as learning — which can be something purely physical (with scarcely any conscious counterpart) or almost entirely mental. What people bring in the way of mental arms and legs to various learning situations varies so much and so subtly that we may lose confidence in the whole idea of a general technique. Perhaps there is then a special value in focusing our attention on individual differences, in the hopes that sufficient understanding of these will clarify the areas of similarity. To do this we need to find a common learning task that can be attempted by almost any individual so that we gain some perspective on whatever common principles there may be. This is exactly what we did when we sought to examine how managers learn. How would they compare with operatives? Do their activities in learning operate in totally different spheres? Would it even be POSSIBLE practically to compare them?
Pipe dreams
Authors: Hughes Alec M
Published: February 2008

A witty remark over coffee suggested the title. It was made following a symposium on the Wednesday afternoon on the theme YOU AND CABLE TV, when discussion centred round the theme of television piped into one's home. Nicholas Mellersh of Rediffusion Ltd set things going by outlining what he saw to be the form of cable tv during an experimental period when six stations, provisionally licensed, would be able to channel a wide choice of networks direct into homes. First start was likely to be at Greenwich, where advanced planning was well under way. The immediate sensational difference would be the budget on which such stations worked — perhaps £20,000 to £30,000 for capital equipment (a studio, two VTR units, two studio cameras, a simple telecine system and two outside‐broadcast VTR units); and some £15,000 to £20,000 annual running costs. This implied a staff of about six — ludicrous by comparison with conventional tv set‐ups.
Training for the Management of Human Resouces
Authors: CHRISTOPHER HAYES F
Published: February 2008

The Central Training Council set down in 1968 a procedure agreed between the Department of Employment and industrial training boards for setting up joint committees of boards to coordinate the preparation of training recommendations for jobs which are found in more than one industry. Such a joint board committee was established for Commercial and Administrative Training under the general auspices of the Engineering Industry Training Board. The Chairman of the Committee is Mr F Metcalfe. Membership of the Committee includes representatives from other industrial training boards, employers, a university and colleges, trade unions, the Department of Employment, and the Department of Education and Science and the Scottish Education Department. The Joint Board Committee set up five sub‐committees to consider the training required in identified functional areas, each serviced by one of the boards represented on the parent body. The report of the Personnel Management/Training sub‐committee which was serviced by the Foundry Industry Training Committee and chaired by Mr F Christopher Hayes is the first of the five sub‐committee reports to be published.
THE TRAINER'S HALO
Authors: KEITH THOMAS HOWARD
Published: February 2008

An account of an experiment undertaken by Joan Simpson, Howard Keith Thomas and a group of ONC Business Studies students at the North Oxfordshire Technical College, Banbury, in January 1971.
The avoidance of Unfair dismissals
Authors: WALSH BILL
Published: February 2008

Even before the Industrial Relations Act, dismissals apparently for reasons other than redundancy could be costly to the firm that made them.
English for Asian immigrant workers
Authors: LEPPARD JW , KAUFMAN M
Published: February 2008

There may be varying views about the integration of the black members of our community, but there would seem to be no room for disagreement on objectives when considering non‐white workers in industry. Presumably even Enoch Powell would agree that we ought to try and make them as efficient, productive and fulfilled as we can. It would seem to be self‐evident that the first requirement to achieve this desirable situation is that they should understand what they hear and that they should have a minimum command of English to articulate their thoughts. Surprisingly, there are thousands of immigrant workers who do not have this basic tool. Even more surprising is the general lack of concern in industry about the position. We found this to be so when we became involved. It all started when one or two of our Training Advisers, in the course of their contact with companies, found that some managements, employing a high proportion of Asian workers recognised the problem and asked if we, the Training Board, could help. They felt uneasy at a situation in which they could not really communicate with a large section of their work force; where all their instructions and the consequent responses were funnelled through one or two interpreters. They felt they were not operating efficiently and so they wondered, in a vague sort of way, what might be done.
ON‐THE‐JOB TRAINING using MODULAR METHODS
Authors: MORRIS GW , BEAK EJ , DENNINGTON D
Published: February 2008

the situation and the problem Manual skills in the meat industry are obviously present in the High Street butcher's shop and it is in this retailing area that the more traditional type of apprentice training is mainly to be found. But it is important to realise that large parts of the meat industry have moved out of the shop to a factory situation. In the factory, as compared with the shop, there is a need for employees with high skill levels in a narrow range of tasks. In other words skilled operatives rather than craftsmen are needed, particularly in modern slaughtering and processing systems.
The training officer and equal pay for women
Authors: JOHNSON PR
Published: February 2008

Amidst the deluge of recent legislation with which the training officer has had to struggle, one significant statute has received less attention than it deserves. Decimalisation, metrication, industrial relations, value added, and the rest, have all laid claim to our attention, and their claims have been duly granted. Equal Pay, however, has been knocking at the door since 1970, and has, in large measure, gone unheeded. The recent survey by the Industrial Society confirms one's own impression that a majority of companies have taken no steps towards implementing the Act and, indeed, are confused as to its requirements. There are several possible reasons for this neglect. The sheer volume of recent legislation is no doubt a contributing factor. The implementation date of 1975 probably is remote enough to encourage procrastination. The apparent simplicity of the concept may have obscured the far‐reaching implications of the Act. As far as trainers are concerned there has probably been a failure to recognise a training problem as such. The intention of this article is not to discuss the Act itself in detail, nor to tell managements what they should do about it. The intention is to impress upon trainers the fact that this legislation will have widespread consequences which affect them, and that 1975 is far too late to start thinking about it. There is a job to be done which should be started now.
Personnel Management Law
Authors: BROADHURST ALISON
Published: February 2008

This book outlines, with illustrations from Case Law, the many and varied areas of the law relating to employment. It will be of value to Personnel Managers in their day‐to‐day work as well as to line managers and to students of personnel management and industrial relations. Training officers, too, will find it very useful, if only because it will remind them of the need to provide up‐dated information for those who have a practical need for knowledge of the subject.
In plant metrication courses
Authors: GRIFFITHS TJ
Published: February 2008

Unlike ‘D Day’, 15 February 1971, when there was a changeover to a decimal system of currency, there is no ‘M Day’, by which time industry must be prepared to go metric. It is therefore entirely up to individual firms to decide when they will go metric, and how long a period of time they will allow to enable metrication to be phased in. Nevertheless, it is expected that the bulk of British industry will have voluntarily adopted metric working by the end of 1975. In general, the decision will undoubtedly be influenced by customers' requirements on the one hand, and by the suppliers of raw materials and tools on the other. In some cases, however, firms may be prompted to change by the Port of London Authority's insistence on marking export orders in metric units. Whatever the motivation, once the decision has been taken one of the foremost items in any metrication programme must be that of training, which immediately raises the questions: • who will need training? • when will they need training? • how will they be trained? • to what extent?
Manpower training and development
Authors: Kenney John , Donnelly Eugene
Published: February 2008

a training primer Established training specialists are very familiar with the developments in industrial training which they initiated over the last decade in this country. However, the newcomer, seeking a broad introduction to the training function is often in a difficult position. While it is true that a wealth of information is now available to him, it is scattered in training journals, the Department of Employment and ITB publications, and in a limited number of specialist books. So far, what has been lacking is a basic and up‐to‐date account of training theory and practice: in other words — a training primer.
VALUE ADDED TAX
Authors: WALSH BILL
Published: February 2008

The VAT exercises have been likened to the decimilisation changeover. This is dangerously misleading. With decimalisation one could secure a taste of the new world by playing games with decimal currency (often in plastic form). This is not possible with VAT. There was a limited amount of knowledge to glue in the minds of decimal trainees — in the case of VAT we are by no means aware of all the complexities it will create. A lot of decimal training was mechanical: VAT training demands more thinking and reasoning, the quantity of knowledge to be absorbed is quite substantial. It is only when that knowledge is absorbed that we can begin to perceive the answers to problems posed by VAT.
Developing tomorrow's foremen
Authors: WHALEY PETER
Published: February 2008

an account of recent developments which have taken place at the Construction Industry Training Board's residential college at Bircham Newton
Technician education council
Authors: TAYLOR HT
Published: February 2008

The education service of the United Kingdom is famous, or perhaps infamous, for its lack of national educational planning. For many years the further education service has been seeking a Further Education Council having the resources which the National Advisory Council on Education for Industry and Commerce has never had — namely to plan our future sensibly and professionally. The recent proposals of the Department of Education and Science (DES) regarding the setting up of the Technician Education Council (TEC) appear merely to play with the vast problems involved. It is seriously suggested that TEC should have a full‐time staff of one or perhaps two, and the that City and Guilds of London Institute (CGLI) can do the rest!
OPERATION VULCAN 9
Authors: WELLENS JOHN
Published: February 2008

In Part I I made the point that job analysis, used as a training instrument, can be carried out at a variety of different levels or depths. I gave several examples of job analysis of the simplest possible kind in which the analysis takes the form of a straightforward list of duties or tasks, not themselves described in detail but merely recorded by name. I also made the point that, simple though it is, this simple check list of duties or tasks can be highly effective; this form of analysis is good value for money and enthusiasm for it is undiminished with the passage of time.
Attitudes to colleges
Authors: BEVAN G
Published: February 2008

A large part, if not most, of a firm's external training takes place in a college of further education. The South East Scotland branch of the IPM recently surveyed the attitudes of employers and students to such colleges to determine how they are fulfilling their role of providing a training service to firms and to individuals. Thirty six firms and one hundred and ninety one students participated in the survey.
Training the experienced manager
Authors: LUSHER BRIAN
Published: February 2008

This article recounts my experience in starting up systematic management training in an organisation. Previously, there was no systematic approach, although there were a number of disjointed efforts to train for particular problems. The first section deals with establishing needs, the second with designing the programme and the third with evaluation. All trainers have problems when they try to establish the training needs of managers. There are two approaches in general use. First, the analysis of individual needs from some kind of appraisal system is much used. Second, many organisations increasingly use the overview based on some estimate of the development of the organisation, either long‐term or short‐term.
Robens
Authors: BROADHURST ALISON
Published: February 2008

After two years' study, the Robens Committee on Safety and Health at Work has reported its findings. Its terms of reference required it to examine the existing statutory provisions and to recommend any changes it regarded as necessary in relation to two sets of people: employees in general and the public in so far as work‐based hazards affect them. The subject of general environmental pollution was expressly excluded, presumably because the Ashby Commission was set up to deal with the matter.
Worker participation in Sweden
Authors: KING TAYLOR LYNDA
Published: February 2008

THE ECONOMIC GOALS FOR THE DEVELOPMENT OF SWEDEN ARE much the same as those for the UK and indeed for any other member of the EEC. Full employment, a more equal distribution of the country's income, rapid economic growth, reasonably stable prices, and a balanced foreign payments policy.
EQUAL PAY
Authors: BROADHURST ALISON
Published: February 2008

If equal pay for equal work were already the rule, it would be difficult to adduce reasoned arguments for paying different remuneration for people doing the same work alongside one another, once family responsibilities had been covered by social security legislation. In the Civil Service and among employers and owners of businesses and professional practices it is the rule, but for employees a different system applies. It is over eighty years since the TUC first demanded equal pay for equal work and now that the Equal Pay Act of 1970 is on the statute book, it might be thought that the battle is won. But the Act will slumber until the end of 1975 unless information reaching him can spur the Minister to invoke his powers under the Act and require earlier but partial implementation. The subject, like the poor, continues to be with us; many women will find that when the Act does become fully operative they will gain nothing, for equal pay as a concept is based on comparability within an organisation (or associated ones) and at least 700 000 are estimated to be unaffected by it. Also, one reason why other women who could do similar work to that of more highly paid male colleagues may be unable to claim equal pay is because they lack the necessary training; so they will continue to be under‐used as far as their potentialities are concerned. The poor record of training of women is a severe indictment of the multi‐million pound ITB system and of the costly (and equally paid) Department of Employment which purports to supervise it.
The development of a learning system for managers
Authors: WATTS CLIVE
Published: February 2008

In addition to high capital investment, annual expenditure on computers and their associated systems can be a significant proportion of a company's turnover. For this reason, all matters affecting the operation of existing computer systems and the development of new ones must be subject to the usual management controls.
Training for change in local government
Authors: GORE TOM
Published: February 2008

Local Government is in the process of dynamic change. In April, May and June 1973 new County Councils, new metropolitan district councils and non metropolitan district councils will be elected. On 1 April 1974 the present local authorities will be liquidated and their functions transferred to the new councils and to the health and water authorities. Currently the central government departments are in consultation with local authorities about the provisions for the constitution of the new authorities and the transfer of staff and properties. Joint Committees have already been formed by constituent authorities to plan for the many changes which will require new management structures, the redeployment of staff, the preparation of detailed stablishment, the determination of training needs, accommodation needs and the recreation of the web of communication that keeps a big complex in good heart.
TIME friend or foe?
Authors: HAYWARD GEORGE
Published: February 2008

‘If you want a job done, ask a busy man’ — this aphorism is often repeated throughout the hierarchy of management without its full implications ever being explored. If the statement is examined in detail, it is really saying that the busy man is able to manage his time rather than have time manage him. David Marples has said that,