natgillin/translations-raw huggingface dataset:
- Større personligt ansvar Hver enkelt er ivrig efter at påtage sig ansvaret for hans eller hendes eget arbejde samt for enhedens arbejde som helhed.
Each individual is keen to have responsibility for his or her own work, and also for the work of the unit as a whole.
Grundlaget for kontrol af produktiviteten er blevet ændret fra et navngivet personligt kort til et personligt kort uden navn og i dag til et dagligt gruppekort, der kan udfyldes af en hvilkensomhelst kontorist.
The basis for monitoring productivity has been changed from a named personal card to an unnamed personal card and now to a daily group card which may be completed by any of the clerks.
Der udføres ingen uudtalte sam­menligninger mellem arbejdet, der udføres af de forskellige arbejdstagere. Kontoristerne har udviklet flere idéer til en forbedring af driftssyste­met (f,eks, en modifikation af dokumentet, der anvendes til annullering af policer),
There is no implicit comparison of the work done by the various employees.
- Udvikling af opgaverne og fleksibel overholdelse af tiden Før reorganisationen tog de individuelle arbejdsopgaver sjældent mere end ti minutter.
Before the reorganization, individual tasks rarely took more than ten minutes.
Nu varer de indtil en time alt efter, hvor indviklet dokumenterne er.
Now they may last for up to an hour depending on the complexity of the papers.
Alle kan standse arbejdet, nårsomhelst de har lyst.
Anyone can stop work whenever they wish.
Det er ikke usædvanligt for en gruppe at standse arbejdet og diskutere et problem, der ligger dem alle på hjerte.
It is not unusual for a group to stop work to discuss a problem which concerns them all.
Direkte kontakt mellem kon­toristerne for at kunne klare en sag er almindelig.
Direct contact between clerks to sort out a case is commonplace.
Gruppen afpasser sig efter det uregelmæssige mønster for dokumenternes modtagelse,
The group adapts to the irregular pattern of arrival of documents.
- Ledernes og de tilsynsførendes nye rolle De tilsynsførende fordeler og kontrollere ikke længere arbejdet.
New role for managers and supervisors
Det krævede ca, 80% af deres tid.
The supervisors no longer distribute and check the work, which used to take about 80% of their time.
Nu tilbringer de 90% af deres tid med lederskab, uddannelse og personaleaktiviteter· Den regionale leder er også mindre engageret i tekniske funktioner og i koordinationen af og kontrollen med arbejdsopgaver og tilbringer nu mere af sin tid med at løse problemer, konsultation og uddannelse.
They now spend about 90% of their time on leadership, training and personnel activities. The regional head is also less involved in technical functions and in coordination and monitoring tasks and devotes more of his time to problem-solving , consultation and training.
Triveel og produktivitet Det sociale klima er meget fint og giver mulighed for at man kan udtryk ke idéer og for personlig udvikling.
The social climate is excellent, making for expression of ideas and personal development. The clerks and supervisors are adamant that they
Kontoristerne og de tilsynsførende påstår, at de ikke ønsker at vende tilbage til en enhed, der er organiseret efter traditionelle retningslinier.
would not wish to return to a unit organized on traditional lines.
Produktiviteten (forholdet mel lem antallet af personale og antallet af dokumenter, der ekspederes) er en lille smule højere i deres enheder.
Productivity (the ratio between the number of staff and the number of documents handled) is very slightly higher in their units.
Der findes ingen specifike statistikker over personalets gennemtræk og forsømmelser i disse enheder.
There are no specific statistics on staff turnover and absenteeism in these units.
Siden den regionale reorganisation og jobberigelsen er personalets gennemtræk i afdelingen som helhed faldet fra 2k% i 1975 til 3% i 1976, og det steg igen til 7% i 1977.
In the department as a whole, since reorganization on regional lines and job enrichment^ staff turnover fell from 24% in 1975 to 3% in 1976 and rose to 7% in 1977.
Det ser ud til, at der har varet en yderligere markeret stigning i 1978.
There appears to have been a further appreciable increase in 1978.
For sømmelserne faldt fra over 10% i 1975 til 2,5% i 1976 og steg til næsten 5% i 1977 og ca. 7% for de første seks måneder i 1978.
Absenteeism fell from over 10% in 1975 to 2.5% in 1976, rising to almost 5% in 1977 and about 7% for the first six months of 1978.
I dette eksperiment tilvejebragte uddannelseeprogrammet det vigtigste incitament til ændringen.
In this experiment the training programme provided the main stimulus for change.
Det udviklede eig ikke blot ud over den oprinde­ligt forudeete rækkevidde, idet det udfoldede eig fra et relativt formelt program for tekniek uddannelee til en læretid i nye adfærdsmønstre, men det førte ogeå til en udvidelee af ændringeomfanget ud over den forventede rækkevidde, eåledea at jobberigèleeeprojektet førte til introduktionen af semiautonome arbejdegrupper.
Not only did it develop beyond the scale initially envisaged by evolving from a relatively formal programme of technical training to become an apprenticeship in new behaviour patterns, it also led to the expansion of the scale of change beyond the scope envisaged, so that a job enrichment project led on to the introduction of semiautonomous work groups.
Uddannelsesprogrammet var absolut ikke planlagt til at anspore til en ændring, men som et regulerende middel.
The training programme was certainly not planned as a stimulant to change, but as a means of regulation.
Der var ingen krav herom, og det blev ikke igangsat, før den strukturelle reorganisation var blevet etableret, og disfunktionerne var blevet indlysende i den nye arbejdsenhed.
It was not called for or initiated until after the structural reorganization had been set up and dysfunctions had become apparent in the new working units.
Det kan være, at farerne og usikkerhederne havde været mindre, dersom uddannelsen var blevet planlagt til at berede vejen for en reorganisation efter regionale retningslinier.
It is likely that the risks and uncertainties of the experimentation could have been reduced if training had been planned in order to prepare the way for reorganization on regional lines.
Da afdelingen havde fremsat krav om et ud­dannelsesprogram, foreslog selskabets uddannelsesafdeling seminarer, der koncentrerede sig om erhvervelsen af kundskaber, der imidlertid var adskilt fra arbejdsmiljøet, og de passede derfor dårligt til vedkommende mellemste lederes behov.
When the department had requested a training programme, the company training department had proposed seminars concentrating on the acquisition of knowledge, but dissociated from the working environment and therefore clearly ill-suited to the needs of the middle managers concerned.
Konsulenten fortjener ros for ændringen af projektet, men hvad der ville være sket, dersom han havde været ude af stand til at over­bevise ledelsen, kan man kun spekulere over.
The consultant deserves credit for changing this project, but what would have happened if he had been unable to convince the management remains a matter for speculation.
Selvom den forudsete ændring bestod i jobberigelse for kontorister­ne, havde man mærkeligt nok ikke planlagt nogen uddannelse for dem eller for de tilsynsførende, der blev så direkte påvirket af projektet.
Curiously enough, although the change envisaged consisted in job enrich­ment for the clerks, no training had been planned for them or for the supervisors, who were also directly affected by the project.
Det bør understreges i denne forbindelse, at sel­skabet ikke bekendtgjorde nogen ordning for en statusopgraduering eller højere løn for kontorister, der erhvervede flere færdigheder.
It should be noted in this con­nexion that the company announced no schemes for upgrading the status or increasing the salaries of clerks who acquired multiple skills.
I denne henseende kan det siges, at denne holdning blev begunstiget af fagfor­bundenes tavshed.
In this respect, it is true that this attitude was favoured by the trade unions' silence.
At udelukke kontorister og tilsynsførende fra et formelt uddannel­sesprojekt fra starten var i alle tilfælde en manglende hensyntagen til modstanden, som ængstelse eventuelt ville få dem til at udvise over for
At all events, to exclude the clerks and supervisors from a formal training project from the outset was not only a failure to take account of
82 introduktionen af nye former for arbejdsorganisation, men også et mang­lende ønske om at sikre deres samarbejde.
83 the resistance which fear might make them put up to the introduction of the new form of work organization, but also a failure to secure their cooperation.
Restriktionen af den formelle uddannelse til de mellemste ledere fik dem til at føle sig isoleret.
The restriction of formal training to the middle managers had the effect of isolating them.
Blandt de tilsynsførende blev deres gruppe hurtigt anset for at være en klub af intellektuelle, der var fjernt fra den praktiske virkelighed.
Their group rapidly came to be regarded by the super­visors as an intellectuals' club which was remote from practical reality.
Det er interessant at se, at det var nogle af de méllemete ledere eelv, der anede denne fare og anmodede om, at de tilsynsførende fik tilbudt et uddannelsesprogram parallelt med deres eget.
It is interesting to note that it was a number of the middle managers them­selves who sensed this danger and asked that the supervisors be offered a training programme in parallel with their own.
Organisationen af de to særskilte uddannelsesprogrammer for de mel­lemste ledere og de tilsynsførende kunne imidlertid ikke slå bro over kløften mellem dem.
However, the organization of two separate training programmes for the middle managers and supervisors did not bridge the gulf between them.
Hver gruppe anklagede tværtimod den anden for at forsøge at skabe hindringer for ændringen.
On the contrary, each group accused the other of trying to create obstacles to change.
Først efter afholdelsen af fælles møder mellem ledere og tilsynsførende ændredes holdninger og ad­færd, og man kunne forhandle om de nye roller inden for enhederne.
It was not until joint manager/supervisor meetings were held that attitudes and behaviour changed and new roles within the units were negotiated.
Der kunne uden tvivl være sparet tid og kræfter, dersom de tilsyns­førende var blevet inddraget i ændringens gennemførelse fra starten, og dersom de mere specifikt sammen med de mellemste ledere havde fået lov til at deltage i beslutningen om rollen, de skulle spille i den nye or­ganisation.
Time and energy would no doubt have been saved if the supervisors had been brought into the implementation of change from the outset, and more spec­ifically if they had been allowed to take part, together with the middle managers, in determining the role which they were to play in the new organization.
Det gælder især, for så vidt som de tilsynsførende, som var blevet forfremmet i kraft af deres tekniske kompetence, ikke sad inde med nogen uddannelse, der udrustede dem til fra den ene dag til den an­den at skifte over til nye funktioner, der indebar lederskab, rådgivning og uddannelse.
This is particularly true in that the supervisors, who had gained promotion on the strength of their technical competence, had no training equipping them to switch overnight to new functions involving leadership, advice and training.
Begrænsningen af konsulentens service til en enkelt enhed over en ret lang periode (8 måneder) bevirkede, at denne enhed blev til en "enhed for sig" med de fordele og ulemper, dette indebærer.
The restriction of the consultant's services to a single unit for a fairly long period (8 months) had the effect of turning this unit into a "group apart", with the advantages and disadvantages implied by the term.
Man obser­verede en "Hawthorne-virkning": medlemskab af eksperimentgruppen var en
A "Hawthorne effect" was observed: membership of the experimental group was a motivating factor for the staff and was certainly a great help in
83 motiverende faktor for personalet og bidrog i høj grad til at fjerne større psykologiske barrierer, og gjorde det nemmere at erhverve kundskaber og lære nye roller.
8/1 removing major psychological barriers and facilitating the acquisition of knowledge and learning of new roles.
På den anden side var eksperimentgruppens medlemmer isoleret fra det øvrige personale.
On the other hand, the members of the experimental unit were isolated from the other staff.
De trak sig ikke blot fysisk tilbage (bag bevægelige skillevægge, der blev installeret i kontorlandskabet), men var også psykologisk isoleret: "de andre forstår ikke, hvad vi foretager os".
Not only did they withdraw physically (behind mobile partitions installed in the open-plan layout) they also withdrew psychologically: "the others cannot under­stand what we are doing".
Enheden er stadig overbevist om, at den er den eneste, der har etableret en organisation, der er baseret på semiautonome arbejds grupper, og den mener ikke, at andre enheder har opnået en lignende organisation på eget initiativ.
The unit is still convinced that it is the only one to have set up an organization based on semiautonomous work groups and does not believe that other units have achieved a similar organization by their own devices.
Endelig resulterede konsulentens koncentration om eksperimentgruppen i, at denne gruppes personale blev afhængig af ham.
Finally, the consultant's concentration on the experimental unit resulted in the staff of this unit becoming dependent on him.
Det må formodes, at ændrings- og indlæringsprocessen ville have været nemmere, dersom øverste ledelse havde været mere villig til at stille konsulenten til rådighed for andre grupper.
It is to be sup­posed that the process of change and learning would have been made easier if the senior management had been prepared to make the consultant more readily available to other groups.
ANALYTISK GITTER FOR DE UNDERSØGTE TILFÆLDE
ANALYTICAL GRID FOR CASE STUDIES 1.
Samlede antal arbejdstagere i selskabet Enhed(er) påvirket af eksperimentet Antal påvirkede arbejdstagere Forholdet mellem enheden og selskabets ledelse Enhedens organisationsmæssige struktur Arbejdstagernes færdighedsniveau; alder Arbejdstider, skifteholdsarbejde Tekniske system
INITIAL ORGANIZATIONAL AND SOCIO-TECHNICAL STRUCTURE Geographical location and nature of business of the company Product Total number of employees of the company Unit(s) affected by the experiment Number of employees affected Relationship between the unit and the management of the company Organizational structures of the unit Level of employees' skills; age Working hours ; shift work Technical system Method of problem-solving, hierarchical or participatory Organization and distribution of work, methods Control of production, quality and productivity Maintenance and machine-setting Supply system Wage/salary system Scope for training and promotion Physical working conditions; safety Level of labour turnover and absenteeism Internal communications Labour relations climate Trade union organizations 3.
3, FORBEREDELSE OG INTRODUKTION AF ÆNDRINGEN Eksperimentets stadier og varighed
PREPARATION AND INTRODUCTION OF THE CHANGE Stages and duration of the experiment Events which prompted the experiment; aims Training and learning processes used Technical training and training for new roles
Begivenheder, der foranledigede eksperimentet; målsætninger De anvendte uddannelses- og indlæringsprocesser
Roles played in the process of change by the various participants: shop floor/clerical workers; supervisors; junior, middle and senior management; personnel department; training department; trade union officials; consultant.
Forholdet mellem konsulenten og de implicerede mennesker Udviklingerne i de med ændringen og uddannelsen forbundne problemer Hindrende og fordelagtige faktorer Administrative, lovmæssige og finansielle ufriheder Betydelige roller, visse parter spillede
Relations between the consultant and the people involved Developments in the problems of change and training Obstructive and helpful factors Administrative, legal and financial constraints Significant role played by certain parties
Ændringer introduceret i forhold til den oprindelige organisations­mæssige og socialtekniske situation
Changes introduced in relation to the initial organizational and sociotechnical situation
Uventede resultater Mulige udviklinger Forholdet til andre enheder i organisationen k, SPECIFIK ANALYSE AF UDDANNELSESPROGRAMMET Angrebsmåde til uddannelsen Anvendte strategier Metode og indhold
Relations with other units in the organization 4.
Uddannelsens faktiske rolle i forhold til den forventede rolle Hindrende og fordelagtige faktorer
SPECIFIC ANALYSIS OF THE TRAINING PROGRAMME Training approach Any strategy adopted Method and content Actual role of training in relation to the role anticipated Obstructive and helpful factors
Forholdene mellem arbejdstagernes repræsentative organer Finansiering
Relations with the employees' representative bodies Funding
I, Indledning
I. Introduction
Situationen i almindelighed
General picture of the situation
11.1 Kort beskrivelse af den erhvervsfaglige uddannelses form i virksomheden
11.1 Brief description of the forms taken by vocational training within the company
11.2 Uddannelse i relation for arbejdsorganisation
11.2 Training in relation to new forms of work organization
(a) Forsøg på at definere en sådan uddannelse (b) Uddannelsens rolle ved introduktionen af nye former for arbejdsorganisation i Den tyske Forbundsrepublik (c) Aktuelle tendenser
(b) Role played by training in the introduction of new forms of work organization in the Federal Republic of Germany
111.1 Projekt, der er udført på det administrative område
III.1 Project carried out in the administrative field
(a) Beskrivelse af den oprindelige situation (b) Forberedelse og gennemførelse af strukturændringen (c) Resultater
(a) Description of the initial situation (b) Preparation and implementation of the
111.2 Projekt, der er udført på produktionsområdet
21 25 change in structure (c) Results
(b) Fremskridt i forbindelse med introduktionen af nye former for arbejdsorganisation (c) Resultater ud fra arbejdernes synspunkt ved projektets afslutning, samt deres kommentarer
(c) Results from the workers' point of view at the end of the project, and their comments
(a) Den oprindelige situation (b) Formålene med projektet vedr, en reorganisation af arbejdet (c) Anvendte metoder
(c) Methods adopted (d) Results
Denne rapport danner en del af en sammenlignende undersøgelse, der blev udført i seks EF-medlemsstater vedr· emnet, erhvervsfaglige uddannelses foranstaltninger med relation til nye former for arbejdsorganisation· Rapporten undersøger situationen m.h.t. uddannelsen i selve virksomheden og Den tyske Forbundsrepubliks position fra og med begyndelsen af 1978 med dette som baggrund·
This report forms part of a comparative study carried out in six member countries of the European Economic Community on the subject of vocational training measures connected with new forms of work organization. It examines the situation regarding training within the company and, in this context, the position in the Federal Republic of Germany as at the beginning of 1978.
Een af de største vanskeligheder, man kom ud for under denne undersøgelse, var mangelen på data vedr· den rolle, erhvervsfaglig uddannelse spiller i forbindelee med introduktionen af nye former for arbejdeorganieation, rent borteet fra den kendsgerning, at der ikke findes nogen præcis definition af, hvad "uddannelee" betyder.
One of the biggest difficulties encountered during this study has been the lack of data on the role played by vocational training in connection with the introduction of new forms of work organization, quite apart from the fact that there is no precise definition of what is meant here by "training".
I denne eammenhæng lader uddannelse kun til at være en stort eet tilfældig detalje og næppe nogen integrerende komponent af et projekt fra starten.
In this context training seems to be merely an essentially fortuitous detail, and hardly ever an integral component of a project from the outset.
Fremme af erhvervsfaglige færdigheder er faktisk næsten udelukkende blevet fremsat som eet af målene for foranstaltningerne til en reorganieation af arbejdet til trode for den kendegerning, at proceeeen med at bibringe nye færdigheder kun meget sjældent er en integrerende del af et projekt.
The enhancement of vocational skills has in fact nearly always been put forward as one of the aims of work reorganization measures, despite the fact that the process of imparting new skills is only very rarely an integral part of a project.
For at kunne definere grænserne for vor undersøgelse mere klart, ønsker vi at begynde med at give en kort almen oversigt over den erhvervsfaglige uddannelee i selve virksomheden - dens finansiering, mål, indhold og former, samt grupperne, den sigter på.
In order to define the limits of our study more clearly, we shall begin by presenting a brief general survey of vocational training within the company - its financing, aims, content and forms, and the groups at which it is directed.
I denne del af rapporten ønsker vi også at forsøge at definere betydningen af foranstaltningerne med relation til den med en reorganisation af arbejdet forbundne erhvervsfaglige uddannelse.
We shall also try to define, in this part of the report, what is meant by measures relating to vocational training connected with work reorganization.
De øvrige afsnit i rapportens første del undersøger uddannelsens rolle med dette som baggrund og slutter med et forsøg på at udskille de fremkommende tendenser og retninger.
The remaining sections in the first part of the report will examine the role played by training in this context and will end by attempting to single out the tendencies and trends which emerge.
Ved hjælp af et par eksempler vil rapportens anden del vise, hvorledes en sådan erhvervsfaglig uddannelse anvendes i praksis i forbindelse med forskellige projekter, og hvilke problemer og vanskeligheder, man kom ud for.
The second part of the report will show, on the basis of a few examples, how such vocational training has been put into practice in connection with various projects and what problems and difficulties were encountered.
II, Situationen i almindelighed
General picture of the situation
11,1 Kort beskrivelse af den erhvervsfaglige uddannelses form i selve virksomheden
Brief description of the forms taken by vocational training within the company
Vi ønsker at understrege fra starten, at uddannelse i selve virksomheden, som vi forstår den, er begrænset til foranstaltninger, der er helt adskilt fra formel erhvervsfaglig uddannelse, men som alligevel ikke må anses for kun at være en elementær indlæringsproces (Anlernprozees),
We must emphasize from the start that training within the company as we understand it is confined to measures which are quite separate from formal vocational training, but which must also not be regarded as mere initiation on the job (Anlernprozess).
I 1960'erne, d.v.s. årene med fuld beskæftigelse, blev uddannelse i selve virksomheden meget udbredt i Den tyeke Forbunderepublik. Loven om Arbejdete
In the 1960s, ie during the years of full employment, training within the company became very widespread in the Federal Republic of Germany.
Fremme ' af 1969 forsynede etaten med det juridieke grundlag for at fremme højere erhvervsfaglig uddannelee.
The Employment Promotion Law of 1969 provided the State with the legal bases for the promotion of advanced vocational training.
I nærværende tilfælde drejer det eig dog hovedeageligt om uddannelse uden for virksomheden, hvorimod uddannelse "på stedet" stort set finansieres af virksomheden selv.
In this case, however, what is meant is essentially training given outside the company, whereas "on-the-spot" training is financed mainly by the company itself.
Som reaktion på manglende arbejdskraft, der stadig eksisterede for nogle få år eiden, blev virkeomhederne de vigtigete uddanneleeekilder.
In response to the labour shortage which still existed a few years ago, companies became the main providers of training.