natgillin/translations-raw huggingface dataset:
•35 elektrisk styring af ovnen (overvågning og regulering af temperatur på alle processens trin) og vedvarende indsats på behandling af vanskelig­heder, der berører den normale produktionsgang (variationer i udstyr, variationer i organisation og kommunikation; gruppen udfører derfor også samordnene funktioner i forbindelse med denne sidste variationstype).
The whole conversion process is carried out by teams, through a series of interdependent checks and adjustment of the "process variations" (1) involving the addition or discharge of materials, plant operating manoeuvres, elec­trical control of the furnace (monitoring and regulation of temperature at all stages of the process), and continuous action to deal with "snags" affecting the "normal progress" of production (variation of equipment, variation of organisation and communication ; the team therefore also has co-ordinating functions for this last type of variation).
Foruden at tage sig af omdannelsesprocessen er ovngruppen også ansvarlig for del af vedligeholdelsen af det tekniske system; dette gælder hele omdannelsesprocessen, fordi udstyrets tilstand og slid i stor udstrækning afhænger af den måde, som anlægget betjenes på og på de beslutninger, der tages om den måde, som processen skal udføres på.
In addition to handling the conversion process, the furnace team is also responsible for part of the maintenance of the technical system; this applies to the whole conversion process, because the state and wear of the equipment depend largely on the way in which the plant is operated and on the "decisions" taken concerning the way in which the process is to be carried out.
Især foretager gruppen vedligeholdelse ved begyndelsen af hver proces, når anlæggets tilstand "inspiceres" og "diagnosticeres".
In par­ticular, the team carries out maintenance at the start of each process, when
Variationsbegrebet omfatter to elementer: a) identificerbarhed som formålet med mulig eller faktisk menneskeligt eller teknisk indgreb,: dets slutresultat, dvs. dets direkte eller indirekte relevans til det tekniske formål (kvalitet, kvantitet), til det økonomiske resultat (omkostninger) til arbejdsforhold (træthed, sikkerhed) eller til organisationsmæssige situationer (f. eks. muligheden for at overvåge variationer længere tilbage i arbejdsgangen) - F. Butera: Note metodo­logiche sulla compilazione delle tavole varianze (Noter om metode til udarbejdelse af variationstabeller)»Istituto di Ricerca Intervento sui Sistema Organizzativi (ikke udgivet).
The concept of variation involves two elements : a) identifiability as the object of possible or actual human or technical intervention; its final purpose, that is , its direct or indirect relevance to the technical result (quality,quantity) to the economic result (costs) to the conditions of work (fa­tigue, safety) or to organisational situations (e.g. possibility of monitoring upstream variations) " F.Butera Note metodologiche sulla compilazione delle ta­vole delle varianze (Notes on method of compiling variation tables) Istituto di Ricerca Intervento sui Sistemi Organizzativi (unpublished).
Variationsstyrings- og reguleringsforløb defineres som alle opgaver, der er omfattet af identificering, dianosticering, optagelse eller eller regulering af en eller flere variationer.
Variation control and regulating sequences are defined as all tasks involved in identifying, diagnosing, handling or regulating one or more variations.
Studiet afslørede, at denne funktion af hver opgave inden for arbejds­processen "rekonstrueres" møjsommeligt og på en diskutabel måde af den samlede indsats af arbejdere, chefer og teknikere for at styre og regulere variationer (dvs. de betjener hele variationssystemets styrings- og reguleringsgange) inden for en virkelig form for operationsmæssig orga­nisation, der har til opgave at opnå det ønskede resultat og adskiller sig fra det, der er beskrevet i normerne.
We have reconstructed the process in terms of technical stages (chemicalphysical) and have described in concrete terms the variability (variations), the interdependence of the variations, the results to be achieved and all the required control and regulating sequences.
Vore kommentarer til uddannelse står i snæver forbindelse med denne anderledes form for operationsmæssig organisation og med denne "rekon­struktion" af gruppen af de forskellige elementer i arbejdsprocessen.
It is interesting to observe that, at the start of the study, chiefs, workmen and technicians all described the working process in terms of the duties assigned to the various jobs : the division of work and its alloca­tion to the jobholders became a description of a working conversion process.
(b) at denne procestype, med hvilken individuel og kollektiv uddannelse gives, bliver en funktion af gruppen, fordi gruppen også styrer (omend på en diskutabel måde) arbejdsprocessen, ikke som job i en rækkefølge, men som et antal vekselvirkende,tekniske og organisationsmæssige faser; denne form for styring, der adskiller sig fra arbejdsprocessen, udgør i ufuldbåren form en organisationstype, som vi har kaldt virkelig, (1) og som er et helt andet alternativ til den formelle type;
This is consistent with the fact that, in order to be able to allocate specific, fixed tasks to various jobs and various levels of the hierarchy, the bureaucratic-Taylorite formal organisation of work divided the production process into so many "tasks" and in its formal description lost sight of the productive function of carrying out those tasks.
(c) at uddannelsesprocessen, da den samlede arbejdsorganisation er resultatet af modsætningsforholdet mellem virkelig og formel organisation, kun fuldtud kan blive realiseret ved udviklingen af denne alternative organisation.
The study revealed that this function of each task within the working process is "reconstructed" laboriously and in a different manner, by the overall action taken by workmen, chiefs and technicians to control and regulate variations (i.e. they operate the whole system of variation CO/REG sequences), within a real form of operational organisation directed to achieving the required result and differing from that described in the norms.
Utilstrækkelighed af den eksisterende, formelle uddannelsestype
Inadequacy of the existing formal type of training
Formeluddannelse efter det traditionelle mønster kan vises at være utilstrækkelig med hensyn til både indhold og metoder.
Formal training, on the traditional pattern, can be shown to be inadequate as regards both content and methods.
Hvad indhold angår, kan vi straks sige, at problemet ikke så meget vedrører den faktiske uddannelsestype som færdighederne, den beskæftiger sig med. Hvilke færdigheder skal der uddannes i, og til hvilke produk­tionskrav uddannes folk?
As regards content, we can say at once that the problem relates not so much to the actual type of training as to the skills with which it is concerned. For what skills is training sought and for what production requirements are people trained?
Det er klart, at hvis den formelle uddannelsestype tager sigte på jobbet og på arbejdsprocessen som en række på hinanden følgende opgaver, vil den ikke blot slå fejl med hensyn til at imødekomme produktionskravene, men vil endda være i konflikt med den måde, på hvilken arbejdet ved ovnene faktisk udføres.
It is clear that if the formal type of training is directed to the job and to the working process as a sequence of tasks, it will not only fail to meet production requirements but will even conflict with the actual way in which the work is done at the furnaces.
Det bliver derfor nødvendigt at redefinere forståelsen af professionel dygtighed som en model og reference for uddannelse på basis af faktiske produktionskrav og ikke på den nuværende, formellem organisationstype.
It therefore becomes necessary to redefine the concept of professional skill as a model and reference for training based on actual production requirements and not on the present formal type of organisation.
Hvad angår de traditionelle uddannelsesmetoder, blev der iagttaget to typer hos Terni: Såkaldt grunduddannelse på firmakurser og uddannelse ved efterligning og nærhed.
As regards the traditional methods of training, two types were observed at Terni; so-called "basic" training by company courses and training by imitation and proximity.
Firmakurser har ikke tilslutning fra alle gruppens medlemmer, men kan fra støbemestre og somme tider støbere.
Company courses are not attended by all members of the team but only by foundrymen and sometimes casters.
Det drejer sig mest om meget teoretiske kurser, der af tidligere deltagere anses for at være af ringe værdi.
They are mostly very theoretical courses which are considered to be of little value by men who have atten­ded.
En støbemester sagde: "Jeg følte mig tilbage i skolen, og jeg lukkede i .... de samme ting blev diskuteret dag efter dag, og jeg kunne ikke forstå dem eller følge dem .... jeg kunne aldrig forliges med algebra.."
40 closed up .... the same things were discussed day after day and I couldn't understand them or follow them .... I could never get on with algebra ..."
Så var der synspunktet, som i stor udstrækning forfægtedes af alle de pågældende - arbejdere, teknikere og chefer - at der endnu ingen kurser er, som kan undervise i de virkelige færdigheder, som der er brug for.
Then there was the view widely held by all concerned - workmen, technicians and chiefs that there are still no courses which can teach the real skills needed.
"Der er ingen kurser, hvor man kan blive uddannet til støbemester, og uden at iagttage, lytte og være villig kan man ikke lære", hørtes igen og igen.
"There are no courses where you can be taught to be a foundryman and without looking, listening and enthusiasm you cannot learn" was heard over and over again.
Det ser derfor ud til, at uddannelse skal komme ved hjælp af efterligning og nærhed.
It would appear, therefore, that training has to come through imitation and proximity.
I praksis fremstod dette ikke som den mest hensigtsmæssige uddanne1ses type.
In practice, this did not show up as the most appropriate type of training.
Under nogle samtaler blev støbemestre adspurgt, hvorvidt der var nogen uddannelsesmetode, der kunne give unge mennesker forståelse af at udføre ovnarbejde.
At some interviews, foundrymen were asked whether there is any method of training young people to understand and do furnace work.
Hvert eneste svar var undvigende.
Every reply was evasive.
"Uddannelse, ja .... men der er så mange ting man ikke kan lære dem ...."
"Training, yes .... but there are so many things you can't teach them .... " r
"De unge mennesker spørger og ser; hvis man f. eks. fortæller dem gentagne gange at tage så meget mangan .... de ved hvor meget .... og til slut lærer de ...."
"The young people ask and then see; if for example you tell them time and again to take so much manganese .... they know the amount .... and in the end they learn ...."
Den samme støbemester sagde: "Hvad jeg ved,har jeg lært ved at se og høre efter, ingen lærte mig noget "
The same foundryman said : "What I know I learned by looking and listening, nobody taught me ...."
Spørgsmål stillet af intervieweren: "Det siges, at støbemestrene hos Terni ergode, men jaloux, og at det er vanskeligt at få dem til at tale om uddannelse.
Question by the interviewer : "It is said that the foundrymen are good but jealous and that it is difficult to get them to talk about training.
Er det sandt?
Is this true?"
Støbemester: "Støbemestre plejede at værne om deres fag; vi tager det noget lettere..."
Foundryman : "Foundrymen used to be jealous of their trade; we are more easy-going ..."
En truckfører (montør) sagde: "Man kan stille nogle få spørgs­mål her, men uden at se, lytte og især være villig, kan man intet lære, hvormed han antydede, at støbemestre selv i dag er jaloux og ikke altid accepterer den opgave, det er at "undervise" yngre og mindre faglærte arbejdere.
A truck man (service hand) said : "You can ask a few questions here, but without looking, listening and especially enthusiasm you can't learn", thus suggesting that even today foundrymen are jealous and do not always accept the task of "teaching" younger and less expert workers.
En støbemester sagde: "Gamle støbemestre er overbeviste om, at de ikke bør være jaloux, men det er alligevel vanskeligt for dem ... de fik en dårlig behandling, da de var unge, og nu synes de, at det er fair, at de unge behandles som de blev".
41 they were badly treated when they were young and they now feel it's fair that the young ones should be treated as they were".
Engang under dannelsen af hvid smedeslagge så vi en støbemesters makker skovle et vist tilsatsmiddel på uden at blive givet nogen instrukser efter at have undersøgt slaggen visuelt; en støbemester gav udtryk for sit bifald: "Han gør det på egen hånd, og vi lader ham gøre det, selv om han gør en fejltagelse eller har vanskeligheder, når blot han ingen skade volder; han vil lære af sin erfaring Der er ingen kurser for støbe­mestre... det tager beslutsomhed, styrke og personligt offer".
Once, during the formation of white forging slag, we saw a foundryman's mate shovelling on a certain additive, without being given any instruction, after he had checked the slag visually : a foundryman expressed his approval : "He does it on his own and we let him do it even if he makes a mistake or has difficulty so long as he doesn't do any damage; he will learn by experience ... There are no courses for foundrymen ... it takes determination, strength and personal sacrifice".
Men i hvor stor udstrækning dette forhold mellem de mere eller mindre faglærte hjælper mænd, der arbejder med ovnene, med at lære deres job, eller i hvor stor udstrækning de tilegner sig deres færdigheder i kraft af mange års "uformel læretid" er stadig et fuldstændig åbent spørgsmål.
But how far this relationship between the more and the less expert helps the men who work the furnaces to learn their job, or how far they acquire their skill through many years of "informal apprenticeship" is still a completely open question.
39 mellem de mere eller mindre faglærte arbejdere er ikke det samme i alle grupper; et bestemt undervisningsforhold mellem gruppens medlemmer eksisterer ikke i alle tilfælde.
What we did observe was that this kind of training often varies according to personal relationships : the relationship between more and less expert operatives is not the same in every team; a specific training relationship between the members of the team does not exist in all cases.
STUDIET VISER, AT ARBEJDERE, CHEFER OG TEKNIKERE KRÆVER FORSKELLIG SLAGS UDDANNELSE
THE STUDY SHOWS THAT OPERATIVES, CHIEFS, AND TECHNICIANS NEED DIFFERENT KINDS OF TRAINING
Hvilken uddannelse er der brug for
What training is needed
Under samtalerne ved ovnene var der et stadigt tilbagevendende emne med hensyn til uddannelse: Hver eneste arbejder anmodede udtrykkeligt om mere og anderledes uddannelse.
During interviews at the furnaces there was one recurring theme as regards training : every workman explicitly requested more and different training.
".... hvis folkene ved noget, bruger de det...; folkene arbejder hårdt, for hårdt .... arbejderen gør sin indsats .... og ud kommer stålet".
".... if the men know something they use it ... ; the men work hard, too hard .... the workman does his job .... and out comes the steel".
Disse ord, der var de hyppigst hørte ord under samtaler, viser meget tydeligt, at indsatsen 'går ud på at få slutproduktet lavet", stål, og at folkene betragter sig som producenter med en rolle, der strækker sig ud over det, som der formelt kræves, at de skal gøre (som de ser det).
These words, which were those most frequently heard during interviews, show very clearly that efforts are "directed to turning out the end product", steel, and that the men see themselves as producers with a role going beyond what they are formally required to do (as they see it).
a) Uddannelse af hele gruppen er afgørende for samvirkende arbejde ved ovnen
42 a) Training of the whole team is essential for cooperative work at the furnace
Alle de pågældendes forståelse og især støbemestrenes forståelse af at ovnarbejdes styrings- og reguleringsproces er udelelig,fører til vidt­gående acceptering af ideen, at alle gruppens medlemmer har indflydelse på opfyldelse af produktionsmålsætninger.
The realisation by all concerned, and particularly by the foundryman, that the process of controlling and regulating furnace work is indivisible leads on to wide acceptance of the idea that all members of teams have an influence on the achievement of production targets.
Næsten hver eneste arbejder og alle støbere, som vi talte med, var af den mening, at hele gruppen burde have den samme uddannelse.
Almost every workman and every foundryman we talked with held the view that all the team must have the same training.
"Hele gruppen skal uddannes til at lave stål."
"All the team must be trained to make steel."
"Gruppen skal uddannes, fordi intet arbejde kan blive gjort uden samarbejde."
"The team must be trained because no work can be done without co-operation"
"Kurser bør være for alle og ikke blot for støbemestre og støbere .... alle arbejdere bør inkluderes, og selv den femte mand bør vide alt om de på hinanden følgende hændelser i ovnen; fordi der er så mange, der ikke ved".
"Courses should be for everyone and not just for foundrymen and casters .... all workmen should be included and even the fifth man should know everything about the successive happenings in the furnace : because so many don't know".
"I gamle dage", sagde en støbemester, "kunne en støbemester blive valgt af politiske årsager, og han var en leder, man han valgte da sin gruppe på basis af deres personlige evner, fordi hvert eneste problem skulle løses; hvis nogen så noget, måtte
"In the past", said one foundryman, "a foundryman could be chosen for political reasons and he was a leader: but he then chose his team for their personal capabilities because every snag had to be dealt with; if anyone saw anything he had to report it : four pairs of eyes are better than one".
Både den enkelte arbejders og gruppens roller som "stålproducenter" fremstod klart fra samtalerne; alle folkene syntes fuldtud at forstå, at arbejdet i nogle henseender er udeleligt, og at det er vigtigt, at "alle bør gøre alt".
The role of both the individual worker and the team as "steelmakers" emerged clearly from the interviews; all the men seemed to be clear in their minds that the work is in some respects indivisible and that it is important that "everyone should do everything".
Men de er ikke altid klar over, at dette "kollektive arbejde" er en følge af processens tekniske krav; det udtrykkes ofte i form af personlige indbyrdes forhold inden for gruppen ... "arbejdet her er kollektivt ... i denne gruppe gøres det hele sammen; vi er enige om det hele".
But they are not always aware that this "collective work" is a consequence of the technical requirements of the process; it is often expressed in terms of personal relationships within the group ... "the work here is collective ... in this team everything is done together: everything is agreed".
Mens arbejdet er formelt organiseret, så kun støbemesteren og højst støberen deltager i selskabets uddannelseskurser, fordi det ifølge reglerne kun er støbemesteren, der følger hele processen, viser vor analyse, at produktion er en kollektiv aktivitet, der udføres af gruppen, og at hele gruppen derfor skal gives uddannelse.
Whereas the work is formally organised so that only the foundryman and at most the caster attend company training courses, because, according to the rules, it is the foundryman alone who follows the process through, our analysis shows that production is a collective activity of the team and
Vore markiagttagelser afslørede ï virkeligheden, at støbemesteren og ovnformanden var "professionelle skikkelser", i hvis omgivelser modsætnin­gerne mellem den formelle metode til tildeling af opgaver og ansvar og det "virkelige" mønster af samvirkende arbejde ved ovnene var mere indly­sende.
In fact, our field observations revealed the foundryman and the head furnace­man as being the "professional figures" around whom the contradiction between the formal method of allocating tasks and responsibilities and the "real" pattern of cooperative work at the furnaces was more obvious.
Det formelle billede af ovnorganisation, der gives af jobspecifikationerne og af "skik og brug", omfatter en chef (ovnformand), der styrer hele processen ved hjælp af en stedfortræder (støbemester), der igen leder resten af gruppen som "slet og ret arbejdsmænd".
The formal picture of furnace organisation given by the job schedules and by "folk" tradition is that of a chief (head furnaceman) who controls the whole process through a deputy (foundryman) who in turn manages the rest of the team as "mere hands".
Men formelt ansvar til chefen er én ting, og ansvar for slutproduktet er noget andet.
But formal responsibility to the chief is one thing and responsibility for the endproduct is another.
"Jeg er interesseret i stålets kvalitet. Hvis de fortæller mig, at gårsdagens støbning gik dårligt, hvad arbejdede jeg da for?...sagde en af mændene; eller "jeg foretrækker at lave en støbning; selv om det er hårdere arbejde, laver vi da i det mindste noget".
"I am interested in the quality of the steel» If they tell me that yesterday's casting went badly what did I work for? ..„ said one man; or "I prefer to make a casting; even if it's harder work at least we're doing something"»
Folkene føler sig kollektivt ansvarlige for slutproduktet af det arbejde, som de gør sammen, uden at stille støbemesterens eller ovnformandens formelle ansvar i tvivl. De ønsker højst, at processens slutprodukt i praksis (gruppen i forhold til støbemesteren og støbemesteren i forhold til ovnformanden) vil blive socialt anerkendt som kollektivt.
The men feel collectively responsible for the endproduct of the work they do together, without calling in question the formal responsibility of the foundryman or the head furnaceman» At most what they want is that in practice (the team in relation to the foundryman and the foundryman in relation to the head furnaceman) the endproduct of the process shall be socially recognised as collective» b) The need to reconcile parameters which sometimes conflict with each other calls for more, different training for the whole team
■41 b) Behovet for at bringe parametre, der somme tider er modstridende, i overensstemmelse, kræver mere, anderledes uddannelse for hele gruppen
"The whole team should have more training; here every pouring is different .... you have to watch the furnace ... it's not enough just to pour" (foundryman)
"Hele gruppen bør have mere uddannelse; her er hver eneste udstøbning forskellig .... man skal holde øje med ovnen ... det y er ikke nok bare at udstøbe (støbemester).
"What goes on in the furnace is important for successive pourings ... when you are 3o metres away you have to know the state of the furnace ... the chief goes ahead if the team
"Det, der sker i ovnen, er vigtigt for efter hinanden følgende udstøbninger ... når man er 30 meter borte, skal man kende ovnens tilstand ... chefen avancerer, hvis gruppen holder ovnen i god funktion" (ovnformand).
44 keeps the furnace working well" (head furnaceman).
Hver eneste støbemester omtalte under hver eneste samtale problemet med at holde anlægget i god stand, selv når de også understregede: "Vi ved, at produktionstider skal holdes så korte som muligt".
Every foundryman in every interview mentioned the problem of keeping the plant in good condition even when they also emphasized : "We know that production times have to be kept as short as possible".
"De siger, at en støbemester er god, fordi han har arbejdet hurtigt og godt.
"They say that a foundryman is good because he has worked quickly and well.
Men hvis ovnen bryder sammen eller slides ud, er der ingen, der lægger mærke til det.
But if the furnace breaks up or wears out, nobody pays attention.
Det er godt at have fart på, men ovnen skal også passes.
It's good to go quickly but the furnace must be looked after as well.
Elektroderne ... hele anlægget ".
The electrodes.. The whole plant".
Klagen over "fart" høres igen og igen:
The complaint about "speed" is heard time and again: