natgillin/translations-raw huggingface dataset:
Der skal være en tættere forbindelse mellem erhvervsuddannelsens grunduddannelse og de praktiske realiteter i erhvervslivet, ligesom der skal være rig mulighed for efter- og vi dereuddannelse, både i og uden for virksomhederne.
The qualified, motivated and experienced worker, familiar with the system can cope with uncertainty, assess situations, find and interpret faults rapidly and correct them.
De mulige foranstaltninger er kort sagt følgende:
Judgement backed up by technical knowledge and experience,
Grunduddannelsesforanstaltninger
This combines both formal and practical knowledge:
Øget samarbejde mellem lokale undervisningsinstitutioner (gymnasier, tekniske skoler, tekniske gymnasier, polytekniske læreanstalter) og lokale virksomheder på områderne:
* situational knowledge * making a judgement understanding general principles * understanding technological principles and processes * objective analysis * logical thinking * abstract thinking about the situation in hand * dealing with the situation * knowing how to take up one's role * sensing the social context * making technical decisions * knowing in doing * intuitional (tacit) knowledge * knowledge based on experience
* * * * praktisk erhvervserfaring projektdage, -uger eller -måneder større brug af medarbejdere fra industrien som undervisere og instruktører undervisning på stedet
The skilled CIM worker then needs to be able to operate within a human-centred system and manage his or her role in a flexible way, as distinct from carrying out the static role traditionally assigned to workers.
Deltagelse af repræsentanter for små og mellemstore virksomheder i udarbejdelsen af læseplaner
However, it is no substitute for new or additional knowledge which is continuously being overtaken by the latest developments in the latest technology, usually in the practical setting of the workplace.
Efter- og videreuddannelsesforanstaltninger i virksomheden
Selflearning must start with an intention in the self to solve a problem of begin with a self-awareness of a need to gain new knowledge.
Kvalitetsmoduler og tekniske moduler (CIM-moduler) Deltagelse efter turnusordninger i kurser til fremme af viden og forståelse (obligatorisk, eventuelt på grundlag af kollektive overenskomster) On-the-job træning (erfaringsbaseret indlæring) Frivillig uddannelse i og uden for arbejdstiden (i forbindelse med egnede incitaments ystemer)
In this context it can be seen that allembracing knowledge can only be learnt by means of an active selflearning process, in contrast to procedural knowledge which can be learnt within a passive learning process.
Efter- og videreuddannelse uden for virksomheden
Traînes will still have a key but changed role.
Denne række af foranstaltninger vedrører efter- og videreuddannelsesprojekter, som særlig vedrører en bestemt branche, og som støttes af virksomheder i denne branche.
EUROTECNET has identified a series of features which go towards creating an active selflearning environment, which can be summarised as follows:
Oprettelse af en regional undervisnings- og uddannelsesvirksomhed med deltagelse af virksomheder i den bestemte branche i regionen (som profitcentre) Midlertidig udveksling af medarbejdere, forudsat at dette ikke skader den fri konkurrence Udstationering af en ansat til uddannelsesvirksomheder eller -initiativer Oprettelse af rådgivningscentre for efter- og videreuddannelse
The relationship between the learner and the trainers is a democratic one rather than a hierarchical one The trainer/line manager is a partner in the learning rather than a domineering expert The trainer takes on the role of guide, counsellor and facilitator Learning is project-based or action-field centred Learning contracts must be drawn up between the learner, the trainer and the company People should be given maximum opportunities at work to seek information by themselves and to transfer what they have learnt to new situations Team learning should take place with people at different skill levels learning together Reflection meetings should be organised To encourage people to learn new skills, they should be rewarded for what they know and not for what they do Embedded knowledge based computer systems should be used to assist learning rather than those which transmit expert knowledge or decisions in a passive way
Foranstaltninger vedrørende intern arbejdsorganisation i virksomheden
Different terminology to describe this new learning environment has emerged in different Member States.
Kvalificeringsforanstaltninger sideløbende med indførelsen af ny teknologi Orlov (f.eks. med henblik på et længere uddannelsesophold i udlandet, hos en for retningsforbindelse eller i et datterselskab eller i en relevant forskningsinstitution)
* introduction of a pronounced division of labour thus making the steps in the job simpler * introduction of a very clear hierarchy in structural organisation and in operation organisation, thus enabling decisiosn to be made at a higher level of competence * particularisation of work contents
Foranstaltninger vedrørende eksterne former for industriorganisation
Initial vocational training measures
Uddannelsessted i form af en fabrik, der tillige fremstiller produkter på selvstændigt grundlag, men på lempelige økonomiske vilkår Efter- og videreuddannelsesforanstaltninger, der er branchespecifikke (f.eks. organisationssammenligninger eller kvalifikationsforanstaltninger) Udveksling af medarbejdere inden for en koncern Indlæringscentre for små og mellemstore virksomheder, navnlig de mindste af dem
The creation of a regional teaching and training company, withh participation of companies in the particular branch of industry in the region (as profit centre) Temporary exchange of workers, providing this does not jeopardise free competition Secondment of an employee to a training company or initiative Establishment of further training advisory centres
Rådgivningscentre Uddannelsesmesser (eventuelt på permanent basis)
Measures relating to external forms of industrial organisation
Brug af 'intelligente' interfaces Brug af databaser og ekspertsystemer for vidensbaseret støtte Indførelse af simuleringsplatforme som erstatning for erfaring Forenklet operatørledelse Operatørledelse og brugertilpasning Produktionsenhed og indlæringsenhed Computer-baseret uddannelse
Use of "intelligent" interfaces Use of databases and expert systems for knowledge-based support Introduction of simulation stages as a substitute for experience Simplified operator management Operator management and user adaptation Production unit and learning unit Computer based training
Det er klart, at alle disse foranstaltninger skal udsættes for en kritisk analyse for at blive afprøvet og vurderet.
Clearly all these measures need to be the subject of critical analysis in order to test their application and to evaluate them.
Uddannelse og træning som led i CIM-strategien
Education and training as part of the CIM strategy
Ved indførelsen af CIM er et af hovedproblemerne udarbejdelsen af et trænings- og ud dannelsesprogram.
In introducing CIM, a major issue is that of establishing an education and training programme.
Dette program bør omfatte mere end en uddannelse i at arbejde med softwareprogrammer eller med computer-systemer.
This should be more than training to operate the applications software or manage computer systems.
Følgende elementer bør indgå i pro grammet:
It should involve the following elements:
* * lederuddannelse og -udvikling almindelig problemløsningsstøtte uddannelse af interne undervisere for at sikre den fremtidige kontinuitet udvikling af de eksisterende arbejdslederes og driftslederes pædagogiske kvalifikationer, således at disse kan påtage sig nye roller som undervisere, motivatorer og hjælpere rådgivning om nye jobdefinitioner og roller formidling af CIM-målene demonstration af, at seniorledelsen er helt engageret i projektet fremme af en høj moral og entusiasme, herunder foranstaltninger til passende uddannel se af fagforenings- og medarbejderrepræsentanter spredning af informationer om CIM-projekternes fremskridt tilbagemelding om og analyse af resultaterne
* * * management training and development general problem-solving support training internal trainers for future continuity developing the pedagogic competence of existing supervisors and line managers to take on new roles of trainer, motivator and facilitator counselling on new job definitions and roles communicating the objectives of CIM demonstrating that senior management is fully committed to the exercise
integreret, ledet og uddannet.
Just as any business succeeds through people, so does CIM.
Seniorledernes rolle og uddannelse
The role and training of senior management
Såfremt ovennævnte punkter vedrørende kompetence og kvalifikationer, og ligeledes behovet for en ny tilgang mht indlæring og uddannelse accepterese, kan man ikke se bort fra seniorledernes rolle.
If the issues of competence and qualification outlined so far are accepted, as is the need for a new approach to learning and training, then the role of senior management cannot be ignored.
Aktive selvindlæringsmiljøer kan ikke indføres i virksomhederne fra den ene dag til den anden.
Active selflearning environments cannot be introduced into companies overnight.
De kræver strategisk planlægning på topledelsesniveau, hvis de skal kunne integreres fuldstændig i virksomhedens samlede mål og kultur.
They require strategic planning at top management level, if they are to be fully integrated into the company's overall goals and culture.
Det nye indlæringsmiljø skal indføres på linje med det fleksible organisationskoncept, hvor faglærte arbejdere får mere selv stændighed og mellemledere og arbejdsledere påtager sig nye roller.
The new learning environment must be introduced in line with the flexible organisation concept, in which skilled workers are given more autonomy and middle managers and supervisors take on new roles.
Seniorlederne spiller en hovedrolle i skabelsen af denne integration ved at give ansatte og andre et indtryk af organisationen, som giver dem en følelse af stabilitet midt i fleksibiliteten og forandringer ne.
Senior managers have a key role in creating this integration by providing employees and others with a mental picture of the organisation, which gives them a feeling of stability in the midst of flexibility and change.
Relationerne mellem seniorledere og operatører berøres ligeledes.
Relationships between senior managers and workers are also affected.
En af de vigtigste følger af computeriseringen er, at den giver alle ansatte, både medarbejdere og ledere, adgang til data.
One of the major impacts of computerisation is that it allows all employees, workers and managers alike to access data.
Nu kan underordnede tilslutte sig alle former for databaser, få deres egen forståelse af virksomheden og deres egne ideer om ledere, som ser sig selv som dem, der især får penge for at udøve kontrol.
Now subordiantes can tap into all sorts of databases, gaining their own understanding of the enterprise and forming their own ideas about managers, who see themselves primarily paid to exercise control.
Altså giver den nye teknologi medarbejderne kontrolmuligheder og sætter dem i stand til at øge deres effektivitet på tidligere upåagtede måder.
However, new technology gives control to the workers and enables them to improve their effeectiveness in previously unconsidered ways.
Derfor får lederne en anden og ny rolle, som de skal uddannes til.
Therefore, managers will have another changed role for which they must be trained.
De må erkende computerens styrke til at gøre enorme mængder nyttige data tilgængelige for samtlige ansatte, der dermed bliver i stand til bedre at klare deres jobs.
They must aknowledge the power of the computer to place vast amounts of useful information in the grasp of all employees, enabling them to do their jobs better.
Det vil ikke blive let og vil kræve nye holdninger og tænkemåder hos begge arbejdsmarkedets parter.
This will not be easy and demands a great re-orientation of attitudes and thinking on both sides of the social partnership.
Meget tyder på, at der kræves et massivt undervisningsprogram for at gøre topledelsen mere bevidst om dens egen uddannelses- og udviklingsbehov og få den til at betragte efter- og videreuddannelse som en investering.
Findings suggest that a massive educational programme is needed in order to raise the awareness of top level managemnt with regard to their own training and development needs, as well as persuading them to view further training an an investment.
Dette gælder særlig for små og mellemstore virksomheder, hvis ledere (der ofte tillige er ejere) skal kunne forstå forholdet mellem innovation, organisation og kvalifikation og samtidig overbevises om fordelene ved at investere i menneskelige ressourcer.
This applies particularly to SMEs, whose managers (often ownermanagers) need to understand the relationship between innovation, organisation and qualification and be persuaded of the benefits of investing in human
Et overbevisende argument for behovet for at hæve arbejds styrkens kvalifikationsniveau kan findes i en IAO-undersøgelse af automobilindustrien.
resources. A persuasive argument for the need to upgrade the skills of the workforce can be found in an LAO study of the automotive industry.
Her blev der draget sammenligninger mellem arbejdspladser bemandet med specialarbejdere og arbejdspladser bemandet med faglærte mekanikere.
Here comparisons were made between workstations staffed by semi-skilled workers and workstations staffed by qualified mechanics.
Det samlede antal driftsforstyrrelser var ens for begge de undersøgte grupper, men der var en meget stor forskel på, hvor lang tid det tog at løse problemerne, idet det tog den ikke-faglærte gruppe mellem to og fire gange så lang tid som de faglærte grupper at få produktionen i gang igen.
Although the total number of breakdowns occurring were similar for both groups examined, there were vast differences in the average amount of time taken to solve breakdown problems, with the unqualified group taking from between two and four times longer than the qualified groups to get production going again.
Da små og mellemstore virksomheder har færre personer i lederstillinger, er de tilbøjelige til at modsætte sig uddannelse med den begrundelse, at de ikke kan tillade sig at være borte fra arbejdet.
Because SMEs have fewer people in managerial positions, they tend to resist training on the grounds that they cannot afford to be absent from the workplace.
Dette problem kan klares ved at tilbyde ledere i små og mellemstore virksomheder korte skræddersyede programmer, støttet af egnet undervisningsmateriale.
This can be overcome by providing SME managers with short customised programmes, supported by appropriate open learning materials.
På denne måde kan lederen gennemføre sin uddannelse, når og hvor han ønsker det, og i sit eget tempo.
In this way the manager can carry out his/her training when and wherever preferred and learn at his/her own pace.
Der er dem, der mener, at seniorledere og mellemledere for at træffe kvalificerede beslutninger om CIM-strategier skal konfronteres med ny teknologi på nogenlunde samme måde som andre medarbejdere i virksomheden.
One school of thought suggests that, in oder to take informed decisions concening CIM strategies, senior managers and executives must be confronted with new technology, in much the same way as other workers within the company.
Praktisk, direkte kontakt med ny teknologi og erfaring inden for fabrikkens sociale ramme er en del af denne konfrontation.
Hands on, direct contact with new technology and experience within the social context of the factory form part of this confrontation.
Fagforeningernes engagement
Involvement of the Unions
Om indførelsen af CIM lykkes, afhænger af arbejdsstyrkens accept, samarbejde og motivation.
The successful introduction of CIM relies on the acceptance, cooperation and motivation of the workforce.
CIM er således ikke noget, der kan dikteres ovenfra.
Thus CIM is not something which can be imposed from above.
Et projekt, der i 1989 blev iværksat af det tyske undervisnings- og videnskabsforbund, viste betydningen af at uddanne de lokale fagforeningers repræsentanter, således at de ansattes rettigheder tages i betragtning, når der træffes organisatoriske beslutninger om CIM.
A project undertaken by the German Federation of Education & Science in 1989 demonstrated the importance of training works council representatives, so that the rights of employees are considered when organisational decisions are made about CIM. In this way, it is far more likely that employees accept CIM and that the trade unions accept technological development and contribute constructively to its implementation. In this respect training is not just needed in terms of technology propaganda but it also has a role to play in helping workers to improve their negotiating and consultative skills.
På denne måde er det meget mere sandsynligt, at de ansatte vil acceptere CIM, og at fagforeningerne accepterer teknolo gisk udvikling og bidrager konstruktivt dertil.
Furthermore, access to relevant training is likely to play an increasing part of collective agreements for the implementation of technological advances.
Uddannelsen af professionelle undervisere vil stå over for nye udfordringer, efterhånden som nye adfærdskrav kræver tilsvarende nye uddannelsesmetoder, hvilket er illustreret i rigt mål i denne del.
Training professionals will face fresh challenges as new behavioural requirements demand correspondingly new training approaches as has been amply demonstrated in this section.
Tidligere forventedes undervisere, som arbejdede i virksomheden, kun at have jobspecifikke kvalifikationer.
In the past trainers working within the company were only expected to be qualified in job-specific skills.
I dag er der meget større forståelse for, at virksomhedens egne undervisere ikke alene skal være i stand til at udføre det, de underviser i, men også skal være kompetente som undervisere eller lærere.
Nowadays there is much greater recognition that the in-company trainer not only has to be able to do the job he/she is teaching but also has to be competent as a trainer or teacher.
Med andre ord skal virksomhedsansatte undervisere kunne forstå og anvende undervisningsteknikker og -metoder.
In other words in-company trainers need to understand and apply training techniques and methods.
For at opnå denne grundlæggende ændring af underviserens rolle er der et presserende behov for en konsekvent holdning til uddannelsen af underviserne som leverandører af en kombination af selvindlæring og teknisk, metode- og social kompetence.
To achieve this fundamental change inthe role of the trainer, a coherent approach towards training the trainers as the deliverers of a combination of self-learning, technical, methods and social competence is urgently needed.
Forandringerne i organisationen, eller arbejdet væk fra de gamle Taylor-inspirerede afdelinger, vil sandsynligvis skulle afspejles i undervisnings- og uddannelsessektoren.
It is likely that changes in the organisation or work away from the old Tayloristic divisions will also need to mirrored within the educational and training sector.
Det giver ikke mening at forestille sig en fabrik, der benytter fleksible produktionssystemer, har en fleksibel organisation og et fleksibelt edb-system, men som ikke har medarbejdere, der kan anvende CIM-systemerne.
It makes no sense to imagine a factory which uses flexible manufacturing systems, which has a flexible organisation and data processing, yet which does not have the employees who are able to use CIM systems.
Hele arbejdsstyrken, fra seniorchefen til operatøren og kontorassistenten, skal være kvalificeret, og der må findes nye frem gangsmåder mht indlæring og uddannelse.
The whole workforce, from senior manager to operative and clerical worker, needs to be qualified and new approaches to learning and training must be adopted.
Ufaglærte arbejdere og specialarbejdere vil sandsynligvis få mulighed for at hæve deres kvalifikationsniveau med CIM.
Unskilled and semi-skilled workers in CIM are likely to have opportunities for upgrading their skills.
Kompetence kan inddeles i tre hovedområder: det tekniske område, metodeområdet og det sociale område, men bør ikke behandles særskilt, når uddannelsesaktiviteterne planlægges.
Competence can be divided into three main areas: technical, methods and social, although they should not be treated separately when training activities are devised.
Det er nøglekvalifikationerne, der sætter folk i stand til at erhverve yderligere eller nye kvalifikationer.
Key qualifications are those which enable people to acquire further or new qualifications.
Det er den almindelige mening, at indlæring i forbindelse med CIM bedst finder sted på arbejdspladsen eller i en simuleret uddannelsesvirksomhed.
Current thinking suggests that the learning associated with CIM is best located at the workplace or in a simulated training factory.
Sidstnævnte betragtes som det første skridt mod oprettelsen af en fremsynet undervisningsinstitution.
The latter is viewed as a first move towards the creation of a forward-thinking educational establishment.
Den moderne medarbejder kan beskrives som en person, der har evnen til at handle, og selvindlæringskompetence betragtes som en nøglekvalifikation ved skabelsen af denne evne.
The modern worker can be described as someone who has the ability to act and the selflearning competency is seen as a key qualification in fostering this.
CIM-ansatte har brug for en altomfattende viden, både formel og praktisk viden.
CIM employees need an allembracing knowledge, combining both formal and practical knowledge.
Kompetente selvlærte ved, hvorfor og hvorledes de lærer.
Competent Self Learners know why they are learning and how to learn.
Der skal gøres en indsats for at skabe et selvindlæringsmiljø, og dette kræver strategisk planlægning på topledelses niveau.
Effort needs to be put into the creation of a selflearning environment and this calls for strategic planning at senior management level.
Den mest effektive måde, hvorpå man kan forsøge at afstemme kvalifikationsudbudet efter efterspørgselen i forbindelse med CIM, er ved at øge udbudet gennem uddannelse, efter- og videreuddannelse og omskoling.
The most effective way of attempting to balance qualification supply and demand within CIM is through improving supply through training, further training and re-training.
Investering i mennesker vil formentlig være mere lønsom end investering i maskiner.
Investment in people should yield higher dividends than investment in machinery.
Der kan træffes forskellige foranstaltninger til at forbedre kvalifikationsudbudet, lige fra den grundlæggende erhvervsuddannelse, over forskellige interne og eksterne uddannel-
Diverse measures can be used to improve qualification supply from initial vocational training, through a variety of in-company and external training activities to compensatory technological ones.
Eftersom CIM indebærer en radikal ændring i seniorchefernes rolle, har disse også behov for adgang til relevant lederuddannelse, -udvikling og -træning.
Worker access to new technology training is likely to play an increasing part in negotiations between the social partners concerning CIM.
Da CIM's succes afhænger af arbejdsstyrkens accept, samarbejde og motivering, må der udvikles særlige uddannelsesaktiviteter for fagforenings- og medarbejderrepræsentanter. tanter.
As CIM workers need a whole new range of competences, including the selflearning competency, trainers too will need a new range of skills if they are to adapt to the changed role ascribed to them; that of motivator, facilitator and selflearning manager.
Medarbejdernes adgang til uddannelse i ny teknologi vil sandsynligvis spille en stadig større rolle i forhandlinger om CIM mellem arbejdsmarkedets parter.
Limited budgets and restrictions on commercial activity within the education and public training sector call for the manufacturers of new technology hardware and software to adopt a non-commercial approach towards supplying this sector.