natgillin/translations-raw huggingface dataset:
De håbede, at dette kunne magtes uden nogen forøgelse af - og man håbede med lavere - produktionsomkostninger.
They hoped that this could be accomplished with no increase in - and hopefully with lower - production costs.
Dette forblev ledelsens målsætning under hele projektets forløb.
This remained the aim of the management throughout the project.
Forskernes målsætninger var eksperimentelle - i første række for at afprøve to former for uddannelse, men også med henblik på udviklingen af selv­organiserende arbejdsgrupper. De to metoder, der skulle sammenlignes, var:
The objectives of the researchers were experimental - primarily to test out two forms of training, but also leading to the development of selforganizing work groups.
(a) Konventionel uddannelse.
(a) Conventional training.
Denne blev karakteriseret af dens vægt på en formel, foreskrevet, belærende form for uddannelse og klima. (b) Erfaringsbestemt indlæring.
This was characterised by its emphasis on a formal, prescribed, didactic style of training and climate.
Denne var mere åben med eleven som midtpunkt og inkluderede genoplæring af instruktørerne, udarbejdelse af ny uddannelses­erfaring for operatører, hjælp til instruktørerne med at magte og udvikle en revideret metode til organisation af produktionsaktiviteter for både selvorganiseret arbejde og for enkeltpersoner.
(b) Discovery learning. This was more open and trainee-centered and included retraining the instructors; designing a new training experience for operators; helping instructors to cope and developing a revised method for organizing production activities both for selforganized working and for individuals.
Dog var de sig andre aspirationer bevidst, som de mindes som håbet om, at deres arbejde ville medføre:
However, they were aware of other aspirations which they recall as the hope that their work would result in:
(a) At firmaet blev mere produktivt (b) At operatører tilegnede sig muligheden for at udnytte flere af deres færdigheder, der også ville medføre, at de oplevede større trivsel på arbejdspladsen.
(b) Operators acquiring the opportunity to draw upon more of their skills, which would also result in their experiencing greater work satisfaction.
Det var på ingen måde hensigten, at forskernes rolle skulle begrænses til forskning.
The researchers' role was by no means intended to be confined to research.
Da det kom til stykket, ledede og udviklede de uddannelses­erfaringen. De fungerede også som instruktører.
In the event, they managed and designed the training experience.
Forskerne søgte ikke at gennemtvinge stærke sanktioner mod dem, der ikke ønskede forandring, idet man følte sig bundet af den tro, at den enkelte i en ideel verden efter rimelig demonstration af nye arbejdsmuligheder ville have retten til at træffe sit eget valg. Dog indså de, at den enkeltes valg i praksis måtte somme tider bøje sig for flertallets mening, da de, der udøver den største magt, ville insistere på at bestemme resultatet.
19 sanctions on those who did not want to change, being committed to the belief that in an ideal world, after reasonable exposure to new work possibilities, every individual would have the right to the choice he preferred.
(Da selvorganiserende arbejdsgrupper for øvrigt blev spredt omkring på fabrikken, fik nogle få operatører lov til at træffe deres valg mellem vertikal arbejdsdeling og horisontal arbejdsdeling og fortsætte som personligt betalte i en horisontal arbejdsdeling.)
(As it happened, when selforganizing work groups were diffused through the plant a few operators were allowed to exercise their option to work- through and continue as individually paid and "work independent" operators.)
Hvilken slags fremgangsmåde enedes man om som middel til opfyldelse af målsætningerne?
What kind of approach was agreed on as a means of achieving objectives?
Hvilke arrangementer blev der lavet for at holde folk informeret under studiet?
What arrangements were made to keep people informed during the study?
Hvilke endelige indberetningsarrangementer enedes man om?
What final reporting arrangements were agreed?
Hvilke planer blev der lavet til at tilvejebringe en tilstrækkelig uddannelses- og erfaringsmæssig tilgang til studiet?
What plans were made to provide an adequate training and experiential input to the study?
Hvordan blev studiet funderet?
How as the study funded?
Efter overenskomst med den administrerende direktør begyndte studiet omgående, og i juli 1973 blev den første kontrolgruppe på otte medlemmer - alle under tyve år gamle og konventionelt uddannet - etableret.
After agreement with the Managing Director, the study took off quickly and in July 1973, the first
Denne gruppes arbejde blev omorganiseret, så dens medlemmer kunne udøve større kontrol og undersøge og klare de daglige tekniske problemer.
The work of this group was reorganized so that the members of it could exert greater control and examine and deal with day to day technical problems.
(På trods af at de var uddannet individuelt, lærte de at arbejde kollektivt og selv føre tilsyn som en gruppe.)
(In spite of the fact that they were trained individually, they learned to work collectively, and to supervise themselves as a group.)
Grunden til at anvende to grupper med forskellige uddannelseserfaringer var at bedømme den relative værdi af de to fremgangsmåder til at udvikle alsidighed.
20 with different training experiences was to assess the comparative value of the two approaches for bringing about versatility.
Ydelse blev sammenlignet for første gang ved udgangen af en periode fra februar til oktober 1974 (30 uger) og derefter igen ved udgangen af januar 1975 (13 uger).
October 1974, (30 weeks), and then again at the end of January 1975,
Der var snævert samarbejde mellem forskerne og operatørerne, deres tillidsmand og instruktører. Der var også kontakt med den administrerende direktør.
The researchers worked closely with the operators, their shop steward and instructors.
På grund af den nære kontakt ansås det ikke for nødvendigt at etablere et forretnings­udvalg.
Because of the close contact it was not felt necessary to set up a
Af den samme årsag blev der ikke skabt særlige kommunikationsarrangementer.
Steering Committee. For the same reason, no special communication arrangements were created.
Man forstod lige fra begyndelsen, at projektet inkluderede en eksperi­mentel komponent, og at forskerne derfor godt kunne videregive deres resultater til deres kollegaer inden for forskning. Der var derfor ingen problemer i
It was understood right from the beginning that the project included an experimental component and that therefore the researchers might very well communicate their findings to their research community.
14 forbindelse med fortrolighed eller ophavsret for dataene.
There were, therefore, no problems about confidential­ ity or ownership of the data.
Hvad angik fabrikkens ansatte, var de, da de var beskæftiget i virksomheds forskning, ikke blot fuldt ud klar over resultatet, men også over udviklingen, efter­hånden som ændringer skred frem.
So far as the employees of the plant were concerned, since they were engaged in action research they were fully aware of not only the outcome but also of progress as changes proceeded.
I Storbritannien skal firmaer inden for mange industrier betale en uddannelsesafgift til den pågældende uddannelsesmyndighed.
In Britain, in many industries, firms are required to pay a training levy to the appropriate Training Board.
Omfanget af dette bidrag står i direkte forhold til omfanget af og udgifterne til undervisning, som firmaet påtager sig.
The extent of this contribution is directly related to the amount and cost of training undertaken by the firm.
Det vil sige, at jo mere uddannelse et firma påtager sig, jo mindre afgift skal det betale.
That is to say, the more training a firm undertakes, the smaller the levy it has to pay.
Firmaer tilskyndes således at uddanne ansatte, og betalinger for ydre uddannelsesforpligtelser kan delvis udlignes ved en reduktion i uddannelsesafgiften (hvilket var tilfældet med dette projekt).
Thus there is inducement for firms to train employees, and indeed, payments for an outside training commitment can be partly offset by a reduction in training levy
Dette punkt er ikke uden betydning; elementet "noget for intet" medfører hyppigt forhold, der afviger fra dem, som eksisterer, hvor et firma frit vælger at betale helt for ydre assistance^eller alternativt hvor det vælger uden tilsyneladende gavn for sig selv at være vært for en forskningsgruppe.
21 relationships from those which exist where a firm freely chooses to pay fully for outside assistance, or alternatively where it chooses, without apparent benefit to itself, to host a research team.
Den teknologiske og organisationsmæssige struktur af klientens system ved projektets begyndelse
The Technological and Organizational Structure of the Client System at the Commencement of the Project
Hvad var industrien, firmaets relevante historie, og produktet?
What was the industry; the relevant history of the firm; and the product?
Hvad var det samlede antal ansatte?
What was the total number employed?
Hvad var markedets natur, inkluderende tydelighed og hastighed af tilbagemelding af præstation?
What was the nature of the market including the clarity and speed of feedback of performance?
Hvad var det organisationsmæssige forhold mellem fabrikken og hele selskabet?
What was the organizational relationship of the plant with the whole Company?
Selskabet var selvstændigt og beliggende i et ikke- industrielt område.
The company was a self-contained company, in a non-industrial area.
Det fremstillede yderbeklæding for kvinder.
It manufactured women's outer garments.
Produktionsafdelingen var tvunget til at tilpasse sig små partier og mange forskellige slags beklædingsgenstande.
The Production Department was having to adapt to short runs and a variety of garments.
Opfyldelse af leveringstider var af voksende betydning, hvis firmaet skulle beholde sit marked.
The achievement of deadlines was also becoming urgent if the firm were to retain its market.
Der var på samme tid stærk konkurrence inden for
At the same time, there was severe competition within the industry and the business was beginning to become unprofitable.
Desuden var der et likvidetetsproblem, og der var mere kapital bunden i igangværende arbejde, end firmaet havde råd til.
In addition, there was a cash flow problem and a higher level of capital was being tied up in work in progress than the firm could afford.
Det samlede antal ansatte var cirka to hundrede, især kvinder.
The total number of employees was approximately 200, mostly female.
Cirka femten­ tyve af disse medvirkede i de indledende eksperimenter.
Some 15-20 of these were involved in the initial experiments.
Hvilke færdigheder krævedes af mennesker, der medvirkede i projektet?
What skills were required of people involved in the project?
Hvilke interessegrupper og nøglepersoner medvirkede?
What interest group and key people were involved?
Hvilke fagforeninger og andre repræsentationmæssige arrangementer var involveret?
What unions and other representational arrangements were involved?
Hvad var arbejdsklimaets tilstand?
What was the state of the working climate?
I almindelighed drejede de pågældende færdigheder sig om at gentage den samme aktivitet på partier af beklædningsstykker med den samme maskine.
In general, the skill involved repeating the same activity on batches of garments with the same machine.
Hvad angik repræsentation, tilhørte nogle operatører Landsforeningen af trikotage- og Strikvarerarbejder (National Union of Hosiery & Knitwear Workers - NUHKU), hvis embedsmænd i almindelighed støttede uddannelsen inkluderende uddannelsen for selvorganiserede arbejdsgrupper, der blev foretaget i dette projekt. Udvalgsformanden var direkte engageret i udførelsen. Der var formelt et samarbejdsudvalg, men dette var ikke aktivt. Klimaet på arbejdspladsen var godt. Der var ingen særlige stridsspørgsmål i forbindelse med arbejdsstyrken, og der syntes ikke at være nogen' ængstelse for, at eksperimentet betød nogen skjulte (uønskede) hensigter fra ledelsens side. Det var afgørende, at den administrerende direktør støttede projektet hele tiden. Page 56
National Union of Hosiery & Knitwear Workers (NUHKW) whose officials were generally supportive of training including the training for self- organized work groups which was undertaken in this project. The convenor was directly involved in the exercise. Formally there was a Works Council but this was not active. The industrial relations climate was good. There were no special issues concerning the workforce and there appeared to be no concern that the experiment implied any hidden (unwanted) manage­ ment intentions. It was significant that the Managing Director was supportive throughout the project.
Hvad var det tekniske system?
What was the technical system?
Hvad var rangsystemets og kontrolfunktionernes natur?
What was the nature of the hierarchical system as well as the control functions?
Hvori bestod arrangementerne for tildeling af arbejde?
What were the work allocation arrangements?
Hvori bestod uddannelsesarrangementerne og karriere­strukturen?
What were the training arrangements and the career structure?
Hvor højt var niveauet af "gennemtræk", sygdom og fravær?
What was the level of labour turnover, sickness, and absenteeism?
Arbejdere sad på hver side af transportbåndet og udførte en begrænset del af syprocessen igen og igen.
Workers sat either side of the conveyor and carried out a limited part of the sewing process on a repetitive basis.
Arbejdstakten var maskinstyret.
The work was machine paced.
Bortset fra kravet til operatører om at opretholde kvalitet, undersøgte kontrollører prøver under hele processen.
Apart from the requirement on operators to maintain quality, examiners were inspecting samples throughout the process.
Der var også en endelig kontrol ved færdiggørelsen.
There was also a final inspection at the finishing end.
Rangsystemet bestod af tre trin - ledere, tilsynsførende og operatører.
The hierarchical system was made up of three tiers - managers, super­ visors and operators. .
Arbejdet blev tildelt operatører delvis via tranportbåndsystemet og delvis af de tilsynsførende.
The work was allocated to operators partly through the conveyor belt system and partly by supervision.
Uddannelsesarrangementer var godt udviklet, og instruktører anvendte en vel­etableret form for uddannelse, der var baseret på dygtighedsanalyse med hastigheds- og udholdenhedsøvelser.
Training arrangements were well developed and instructors were using a well-established form of training based on skill analysis with speed and stamina exercises.
Operatørens dygtighed havde tendens til at være begrænset til anvendelsen af én maskine.
The scope of operator ability tended to be limited to the use of one machine.
Chancer for forfremmelse udover uddannet operatør var fåtallige.
Opportunities for advancement beyond trained operator were few.
Under projektet blev der foretaget overvejelser af muligheden for karriere på tværs af afdelinger i tilskæring, design og færdigbehandling, men der var grænser for muligheder her.
During the project, consideration was given to the possibility of careers across departments into Cutting, Design and Finishing, but there were limits to opportunities here.
Der var også nogen forfremmelse til underviser og tilsynsførende.
There was also some promotion to trainer and supervisor.
Det eksisterende betalingssystem var baseret på personligt akkordarbejde.
The prevailing payment system was one of individual piece-work.
Hvori bestod karakteristikkerne af det materiale, der blev behandlet?
What were the characteristics of the material being processed?
Hvori bestod karakteristikkerne af leverandørsystemet?
What were the characteristics of the supplier system?
Hvilke sikkerhedsarrangementer var der?
What were the safety arrangements?
Hvordan var de fysiske arbejdsforhold?
What were the physical conditions of work like?
Hvad syntes selskabeta fremtidsudsigter at være?
What kind of future did the Company appear to have?
Der blev ikke indsamlet oplysninger om det ovenstående.
No information was collected on the above.
Begivenheder, erfaringer og ændringer i studiets forløb
Events, Experiences and Changes as the Study Proceeded
Hvori bestod studiets faser, og hvor længe varede de?
What were the phases of the study and how long did they last?
Hvilken indlæring fandt sted? Var der nogen formel foranstaltning?
What learning x^as taking place?
Hvilke roller blev spillet af operatører, tilsynsførende, afdelingsledelse, chef er, specialister, tillidsmænd, fagforeningsembedsmænd, forskere, kunder og leverandører?
What were the roles played by operators; super­visors; middle-management; senior management; specialists; shop stewards; union officials; researchers; customers and suppliers?
Waldman påbegyndte eksperimentet, og Flegg sluttede sig hurtigt til.
Waldman started the experiment and was soon joined by Flegg.
Senere deltog en kollega som observatør og koncentrerede sig om instruktørers og praktikanters holdning, efterhånden som selvorganisationens kultur blev udviklet, både ved hjælp af de konventionelle og erfaringsbestemte indlærings­former.
Later, a colleague attended as an observer, concentrating on the behaviour of instructors and trainees as the self-organization culture was developed both through the conventional and discovery learning forms. The
Beklædingsindustriens Uddannelsesudvalg (The Clothing Industry Training Board) deltog også i udarbejdelse af en samfundsøkonomisk analyse.
Clothing Industry Training Board also took part in setting up a cost benefit analysis.
Den tilgrundliggende filosofi var kontrolleret erfaringsbestemt indlæring.
The underlying philosophy was that of controlled discovery learning.
Det mentes ønskeligt at begynde med at uddanne instruktørerne og de tilsyns­førende i både erfaringsbestemt indlæring og den nye form for arbejdsorganisation, idet den førstnævnte skulle give erfaring i uddannelsens enkeltheder, mens den sidstnævnte skulle bidrage til vurdering af den.
It was felt desirable to start by training the instructors and supervisors in discovery learning as well as for the new form of work organization, the former to experience the details of the training, and the latter to gain an appreciation of it.
andet eksperimentelle firma, kritisk.
At this point, the fact that parallel activities were proceeding in the other experimental firm became critical.
Dette firma var meget større, og eksperimenterne havde et mere betydeligt omfang.
This firm was much larger and the experiments were on a more substantial scale.
Man enedes om, at et hold frivillige skolepiger, der var villige til at blive uddannet i faglig konfektion over en periode på to uger, skulle rekrutteres.
It was agreed that a batch of volunteer schoolgirls, willing to be trained in the skills of garment-making over a period of two weeks should be recruited.
(De blev betalt, og begivenheden fandt sted i skoleferien.)
(They were paid and the event took place during the school holidays.)
Firmaet håbede, at nogle af dem ville blive tilstrækkeligt interesseret til at blive arbejdstagere, når de forlod skolen.
The firm hoped that some of them would become interested enough to become employees when they left school.
Denne gruppe skolepigepraktikanter blev uddanne1sesemner for begge firmaers instruktører.
This group of trainee schoolgirls became the training target for the instructors of both firms.
Det er muligt at udføre alle syprocesserne, der kræves til produktion, på tre forskellige maskiner.
It is possible to carry out all the sewing processes required for production on three different machines.
Den vigtigste opgave var at finde effektive måder til overførsel af disse faglige dygtigheder fra erfarne instruktører til ny­begyndere, så de ville være i stand til at anvende dem på en række forskellige opgaver, der var nødvendige til at færdiggøre syningen af en færdig beklædingsgenstand.
The primary task was to find effective ways of transferring these operating skills from experienced instructors to novices so that they would be able to apply them to the range of tasks necessary to complete the sewing of a complete garment.
En metaopgave bestod i først at hjælpe instruktørerne med at fri­gøre sig fra den slags foreskrevne indstilling, som de selv havde oplevet som praktikanter og tilegnet sig og nu anvendte.
A meta-task was first to help the instructors to free themselves from the kind of prescriptive stance they themselves had experienced as trainees and internalised, and were now using.
Og for det andet at tilegne sig en friere erfaringsbestemt indlæringsform, som de kunne benytte til at hjælpe praktikanter, ikke blot med at lære separate bearbejdningsprocesser, men også til at udføre arbejdsgange i forskellige syprocesser, som situationen krævede.
And second, to acquire a freer discovery learning style which they could utilise in helping trainees, not only to learn separate machining processes but to carry out sequences of different sewing processes as the situation required.
Således blev der fremvist prøver på beklædingsstykker, så praktikanterne kunne se det færdige produkt.
For instance, samples of garments were exhibited so that trainees could see the finished product.
Disse blev adskilt for at demonstrere forskellige mellemliggende trin.
These were broken down to show different sub-stages.
De blev forevist på tavler.
They were displayed on boards.
Vigtige sider blev fremhævet - for eksempel hakkene til opretning.
Key points were highlighted - for instance, the notches for alignments.
Praktikanterne forsøgte indledende maskinøvelser.
The trainees attempted preliminary machining exercises.
De blev givet mundtlige instruktioner af instruktørerne.
They were talked through by the instructors.
Instruktionerne blev optaget på bånd.
The talks were taped.
Der var indledende møder mellem instruktørerne og de eksperimenterende, før uddannelsen begyndte.
There were preliminary meetings between instructors and experimenters before training started.
Derefter overværede de eksperimenterende forløbet, idet man bemærkede den form,som instruktørerne brugte, samt deres kommentarer.
Then the experimenters sat in, noting the style used by the instructors and their comments.
Om aftenerne var der diskussionsmøder mellem de eksperimenterende og instruktørerne med vægt på det begreb at hjælpe praktikanterne med selv at erfare ting i stedet for at lægge vægt på gode eller dårlige måder.
During the evenings, there were discussion meetings between experimenters and instructors focussing on the notion of helping the trainees to discover things for themselves, rather than on emphasising good or bad ways.
Og på måder til at opmuntre praktikanter til at udvikle deres egne metoder.
And in ways of encouraging trainees to develop their own methods.
19 talte om deres egne følelser - især om deres konflikter i forbindelse med at "undlade" det retmæssige i ikke at rette praktikanter, hvis de ikke fulgte hævdvundne rutiner.
The instructors talked about their own feelings - particu­larly about their conflicts over "foregoing" the appropriateness of not correcting trainees if they were not following time-honoured routines.
I løbet af disse to uger blev instruktørerne overbevist om denne ander­ledes form for uddannelse og rapporterede om den personlige følelse af udvikling, som erfaringen havde givet dem.
Over these two weeks, the instructors became committed to this different style of training and reported on the personal sense of development the experience had given them.
(Senere lavede de mindre ting, som de fik lov selv at beholde.)
28 plant was reorganizad into selforganizing work groups.)
Efter­hånden som praktikanterne viste fremskridt, fik de mere selvtillid og blev mindre afhængige af støtte fra tilsynsførende.
As the trainees progressed they became more reliant and less dependent upon supervisory support.
De, der blev medlemmer af selvorganiserede arbejdsgrupper, blev betalt en gruppebonus for færdige beklædningsgenstande. Det blev overladt til hver enkelt gruppe at bestemme, hvordan de ville dele bonusen.
Those who became members of selforganized work groups were paid on a group bonus for garments completed.