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Part of a larger study on the experience of teaching in the steel mill learning environment was an inquiry focused on professional development. Teachers and coordinators were all members of the Teachers Action Research Group for Educational Technology (TARGET), a group of adult educators interested in improving learning and teaching in career development programs in steel mills. Data collection methods included interviews with two men and seven women, observations of classroom dynamics, and a review of documents generated by TARGET. Interviews concerned interviewees' perceptions of their own professional development. Findings indicated no participant had any academic preparation in adult education; they arrived at their current positions almost accidentally; they seemed to possess a marked flexibility in relation to their careers; all exhibited a sense of mission for their programs and a fairly sophisticated sense of the possibilities of adult education; they recognized the need for career development centers to undo the bad educational experiences of workers; all coordinators worked to establish the centers as a safe space, an idea that carried over into offerings; learning the job and becoming a part of the culture were important parts of professional development and professional identity; professional commitment and renewal took many forms, including participation in national conferences, university classes, self study, and networking. (YLB)

This case study on the Jane Addams Resource Corporation (JARC) is the third of six sectoral studies to provide an in-depth look at individual sectoral employment development programs and their interaction within distinct economic and industry environments. It explores a community-based organization that developed specialized metalworking and training and technical assistance programs to create pathways for advancement for low-income workers while helping small firms compete and survive in Chicago in the face of global competition. Section 1 discusses JARC's programs, historical events that led to its current form, sectoral strategies, and relationships it has formed to further its objectives. Section 2 describes the metalworking industry and competitive pressures affecting metalworking firms and their effect on future employment opportunities. Section 3 looks at how JARC puts its sectoral approach into practice; relationships it built with employers and key industry groups; how it gained expertise on skills standards and training methods for entry-level workers; and how it leveraged its reputation to encourage public and private sectors to increase training opportunities for low-skilled workers. Section 4 describes training programs, including content and approach of metalworking skills courses, and outreach, recruitment, and post-training job placement assistance. Section 5 discusses training program costs and their outcomes. Section 6 reviews lessons learned and strategic challenges JARC faces. (YLB)

Training of vocational education teachers should be closely linked to the industries in which the teachers are preparing to instruct students. A teacher training program in Taiwan has been designed with the cooperation of the metals manufacturing industry. In this four-year program, students are assigned to the industry to learn the product process and technology. They get real work experience along with general education and teaching methods. A feature of this program is to teach students how to design projects and write technical reports. Through this training program, all students become very strong in the practical aspects of working and achieve high skill levels that will make them better teachers. (Contains 10 references.) (Author/KC)

Reports on the development and recognition of environmental protection qualifications in the chemical and metal industries in Germany, France, Italy, Spain, and the United Kingdom were synthesized. The synthesis focused on companies' and social partners' current and planned strategies and obligations of companies regarding recognizing environmental protection qualifications. In all countries surveyed, the "environmental management" function was recognized by company management. Many large companies were establishing environmental departments or environmental services, and many small and medium-sized enterprises were integrating the task of environmental protection into the functions of the company owner/manager. Most companies tended to give further training in environmental protection to their own staff rather than to recruit individuals with specialized diplomas in environmental protection. Companies recognized the competencies acquired by their environmental staff through training or other means; however, the environmental protection functions undertaken at the first level of qualification received little recognition. The following methods of developing environment-related occupational profiles were identified: bodies responsible for initial or continuing training were analyzing and establishing training objectives in the environmental field; environmental legislation was beginning to incorporate descriptions of firms' mandatory environmental protection functions; and future negotiations regarding renewal of collective agreements are slated to include recognition of environmental protection competencies. (MN)

Stemming from a series of panel discussions between employers from the manufacturing sector and community college educators, this document describes the development and goals of the two-year Associate Degree in High-Performance Manufacturing and outlines 20 standards for the degree agreed upon in the discussions. Part I describes the origin of the degree, designed to represent an agreed-upon content for the two-year degree so that meaningful standards might be reached by manufacturing students and workers, and reviews the role of standards, universal competencies, and general education in the degree. Part II then describes 20 standards for manufacturing students and workers, including the competencies involved, performance requirements, and illustrative tasks that cannot be performed without the competencies. These standards include the ability to: (1) allocate time, money, material, facility, and human resources; (2) acquire and evaluate information; (3) understand and comply with legal requirements; (4) organize, maintain, interpret, and communicate information; (5) use computers; (6) engage in teamwork; (7) teach others; (8) serve clients; (9) exercise leadership; (10) negotiate; (11) work with diversity; (12) identify, describe, and work with systems; (13) understand and describe social, political, economic, and business systems in which firms function; (14) monitor and correct performance; (15) design and improve systems; (16) select and apply technology; and (17) perform maintenance and troubleshooting. Part III reviews traditional, hybrid, and modular models of curriculum design, rating each according to flexibility, articulation, integration, and distance and computer-based learning. A list of panel participants is appended. (KP)

The New Horizons project was a workplace literacy partnership during which 454 employees (53%) of Georgetown Steel attended classes provided by Horry-Georgetown Technical College in Conway, South Carolina. Of the 454 participants, 294 were white, 159 were black, 71 were female, 383 were male, 133 had been with the company for 5 years or less, and 227 for 16 or more years. The participants, who had a mean age of 40.6 years, received a total of 14,232 hours of instruction in math, reading, writing, problem solving, and time management classes averaging 6-8 students per class. A comprehensive needs assessment was conducted to identify employees requiring basic skills instruction. Individualized Education Plans were developed for each participant. A comprehensive evaluation of trainee outcomes that included pre- and posttesting and interviews with participants and supervisors established that participants averaged 22%, 39%, and 14% gains in reading, math, and writing skills, respectively. Also included is a third-party evaluation report confirming the significant skill gains achieved by course participants. Appended to the third-party evaluation are the participant and supervisor survey forms, an analysis matrix of project objectives, and 22 charts detailing participant survey and pre- and posttest data. (MN)

A workplace basic skills project for the metal casting industry was established jointly by Central Alabama Community College and Robinson Foundry, Inc. Evaluation of the project was made through a commercial test of hourly workers' general literacy level gains, instructor-developed pre- and posttests of mastery of the industrial process and mastery of concepts of management curriculum, and through exit surveys of workers' satisfaction with the training and performance mastery of the industrial process. Results showed that 303 workers enrolled and 216 completed their studies. The completers showed an overall gain of approximately three grade levels. In addition, an 87 percent mastery of knowledge of the industrial process was achieved, ratings by supervisors of employees' mastery of the industrial process were high, 67-85 percent of participants perceived learning gains in the various content and skill areas addressed, and equipment downtime was reduced. A broad range of dissemination activities and a set of curriculum materials were developed, including 15 lessons. A third-party evaluation is attached. It confirmed the findings of the project's self-evaluation. (KC)

Anodizing, Inc., Teamsters Local 162, and Mt. Hood Community College (Oregon) developed a workplace literacy program for workers at Anodizing. These workers did not have the basic skill competencies to benefit from company training efforts in statistical process control and quality assurance and were not able to advance to lead and supervisory positions. Some workers had limited English proficiency. Supervisors conducted the initial recruitment; certain individuals were required to attend. The course was held on company time. Learner selection was based on a pretest; 36 were selected. Initial task analysis was conducted with two supervisors and followed up with three workers. Operations with measurements and counting problems were selected as curriculum emphases. Learners were administered pre- and post-tests. Formative and summative evaluations of the program were conducted. It was found that the company was initially very supportive, the attendance factor was the most discouraging aspect, and the classes were not really conducted on company time. (The four-page report is followed by these appendixes: learner data forms and summary; completed learner evaluation forms; and class materials--worksheets, pretests, and review sheets with answer keys; handouts/overhead transparencies; and forms, such as course summary, training plan, attendance sheets, learner evaluation, and supervisor evaluation of employee.) (YLB)

The steel industry in Europe has faced great changes, with resulting layoffs and restructuring. Now that the most basic changes seem to be over, it has become evident that the remaining steel industry requires more highly trained workers than was the case previously. Although steel maintenance employees were always highly skilled, steel production employees were usually semiskilled, learning their skills on the job in a narrow range of work and progressing in that category. For now and in the future, a new type of training for steel production workers is proposed. Workers would be expected to complete 10 years of mandatory schooling and then a 3- or 4-year training program in steel production. The training should include a broad base, lay the foundations for teamwork, and develop all-round skills. The following basic occupational training curricula would be developed: (1) skilled steel worker in process technology specializing in metallurgy, forming, or refining; (2) skilled steel worker in foundry technology specializing in hand mold casting or machine mold casting; and (3) metal materials test operator. (Detailed training requirements for these three occupations are listed.) (KC)

This report provides an initial analysis of the occupational and qualification structures in the field of environmental protection in the Italian metal and chemical industries. The first two chapters review the legislative background, situation in industry, and provision of environmental education and training. The third chapter presents results of a survey of 10 firms to identify occupations associated with environmental protection and to determine their characteristics. Summaries are provided of an analysis of responses from seven companies in the chemical industry and three in the metal and iron and steel industries. Each case study includes the following: a narrative summary; a chart indicating occupation, percent of working time devoted to environmental activities, and qualifications; and a table that summarizes the principal characteristics of the occupations and indicates the principal tasks, skills, and training requirements. The fourth chapter sets forth conclusions. It identifies "groups of activities" and lists the related tasks for each group. An analysis of occupations groups them into three types: managerial, technical, and operational. A table illustrates criteria for the description and classification of the occupations. Then, the occupations identified in the case studies are classified on the basis of these analyses. A list of the occupations indicates the degree to which each can be assigned to one of the three types. The survey instrument is appended. (YLB)

A model manufacturing training program was created for Oregon's precision metals industry. The program, a cooperative venture among private industry, education, and government, focused on two main goals: to train entry-level employees and to upgrade the skills of current employees in response to technological changes. The program at Clackamas Community College (Oregon) achieved the following goals: (1) development of curricula for one-year certificate and two-year associate programs; (2) design and implementation of a work-readiness assessment and training program; (3) provision of staff development and training for instructors; (4) establishment of a replicable model that could be used by other groups in metals manufacturing; (5) development of a recruitment package designed to attract adults and high school students with special emphasis given to minority populations and women; (6) offering of 36 classes for 200 students by summer 1991; and (7) filling of 100 job vacancies. The program, despite economic fluctuations, has met the main goals and serves as a model for similar projects. (NLA)

A study investigated the human and physical resources implications of award restructuring in the textiles and metals industries for the Technical and Further Education (TAFE) system in Australia. (Award restructuring is based on union/employer cooperation in a process of negotiation and compromise between employers committed to increased productivity and efficiency and a work force seeking improved skills, responsibility, and working conditions.) Information was obtained through case studies of the two industries and of several companies in each industry. Qualitative research methods such as site visits, interviews, work observation, and document analysis were used to gather data for the case studies. Some of the key implications that were identified were the following: (1) TAFE colleges need to adapt more quickly and realistically by providing both site-specific and off-the-job training in subject areas identified by companies as being their most pressing needs; (2) TAFE training needs to reflect the impacts of award restructuring upon a company's operating processes; (3) TAFE needs to recognize the internal labor markets being created by award restructuring within companies; (4) greater emphasis needs to be placed on the implications for TAFE of skills, competencies, assessment procedures, and accreditation; (5) TAFE educational institutions should not give priorities to the production of commercially useful knowledge while neglecting the lifelong learning process; and (6) a redirected curriculum focus is needed, integrating vocational education and training systems. (18 references, 16-item annotated bibliography) (KC)

This document contains three products of the Skills Enhancement Program, a cooperative venture between Industrial Technology Institute (ITI), Wayne County (Michigan) Community College (WCCC), and Great Lakes Steel (GLS). The performance report describes the project's objective of designing a job-related literacy curriculum for hourly workers and project activities--worker recruitment; literacy audit; development of self-instructional booklets, a job skills database, and an administration manual; implementation through tutoring at WCCC and GLS; and evaluation. The evaluation report contains nine sections: approach; administration; needs assessment; presentation of findings; use of materials; use by students; use during one-to-one tutoring; use as course materials; and overall findings. The administration manual includes the following sections: foreword; introduction; demographics of GLS; job analysis and training at GLS; set-up of a workplace literacy program; program administration and implementation; project administration and implementation; specialized materials/Tech Prep workbook; evaluation; and three appendices. The appendices are as follows: historical overview of training electrical craft personnel, work breakdown task list by ITI staff, and evaluation forms. Nine figures are included. (NLA)

This two-volume document reports on a study of globalization and Australia's training market. Volume 1 begins by examining debate on globalization and industry training in Australia. Discussed next is the study methodology, which involved field studies of the metals and engineering industry in South West Sydney and the Hunter and the information technology industry in South West Sydney and the Central Coast of New South Wales. Presented next are major findings regarding the following issues: (1) labor market settings; (2) key challenges confronting both industries studied; (3) why emerging industry training markets are failing to meet the key challenges arising from globalization; and (4) implementation of competencies, the New Apprenticeships, and the training packages. Volume 1 includes 16 tables/figures and a 35-item bibliography. An appendix constituting approximately 60% of Volume 1 contains seven regional industry training market case studies. Volume 2 (also provided on disk) contains technical notes on the following topics: (1) debates associated with the terms "training markets" and "VET institutional arrangements"; (2) empirical data associated in the structure of Australian industry; and (3) data on the size and structure of Australia's metals and engineering and information technology industries and trends characterizing them. Concluding Volume 2 is a 152-item bibliography. (MN)

This study examined the economic development role of small businesses in Macomb County, Michigan, in order to identify those businesses which are most significant in terms of their contribution to economic development and, which therefore, would warrant public support for their retention and growth. Using these criteria, the study isolated the role played by the tool and die, machine making, and fabricated metal parts industries. In addition, the study considered the significance of administrative and auxiliary businesses, the coordinating and research arms of manufacturing industries in Macomb County. While the latest economic census of Macomb County private businesses revealed that these areas have suffered a relative deline over the past 7 years, considerable amounts of wages are still earned in these industries. Although service sector employment (a low-wage industry) has grown, the manufacturing area still accounts for a majority of the wages earned in Macomb County. The study concluded, therefore, that the economic development of Macomb County would best be served by retaining and expanding these high-wage industries. The study suggested several ways of implementing this goal: first, the establishment of a county-wide technology center that can conduct research and aid in developing the necessary machinery to enable the metal-bending industries to remain competitive; second, the establishment of an import-export center that can aid these industries in penetrating foreign markets; and third, the application of job training funds to the needs of individuals within these industries. The study anticipates a key role for Macomb Community College in working with government, business, labor, and the community to rejuvenate and retain the metal-bending industries. (Author/KC)

The document reports the findings and suggestions produced by a study of the needs for on-the-job training of foundry workers and for management development in foundries in Brazil. The researchers propose the creation of working foundries to serve as vocational training centers and laboratories, where experienced workers could upgrade their skills, young students working with them could learn job skills in their first foundry experience, and research could be carried out. Three stages for the development of the proposed centers are outlined, extending to 1981 and beyond. Attention is paid to the physical lay-out of such centers (the arrangement of foundry, laboratories, and classrooms), and to the educational organization of the centers, which would serve the many small foundry industries in Brazil with the ultimate goal of increasing the nation's output of foundry products at an increasing rate, in order to compete successfully with other developed nations on the world market. (AJ)

This report reviews the role of technological factors in metalworking and the training required to adapt to new metalworking technologies. Focus is on whether firms that have adopted the new technologies have encountered obstacles in training and developing the skills of their work forces. The report is organized in three parts. Parts I and II draw upon several public and private surveys and studies plus telephone and written contacts with persons in industry, unions, trade and professional associations, and training institutions. Two recent innovations, programmable controllers and programmable hand calculators, are considered, along with the more familiar numerical control, in part I. Part I also briefly discusses powder metallurgy and "nontraditional" machining. Part II deals with training requirements and sources of training. It describes several programs in educational institutions outside the industry. The third part, four case studies in training in metalworking, considers different firms of varying size and technology. Two of the case studies deal with sources of, and needs for, numerical control (NC) training. The other two describe training for powder metallurgy and electrochemical machining. Implications are drawn for productivity and the quality of working life in the metalworking industries. References and descriptions of federal government publications related to training and technology are included. (CT)

A survey was conducted regarding the occupational training provided by employers for fourteen occupations in four metalworking industries. The fourteen occupations selected for study included crane operator, electrician, layout worker, machine tool setter, machinist, mechanic, sheet metal worker, and tool and die maker. The four industries surveyed were fabricated metal products, machinery (except electrical), electrical machinery, and transportation equipment. The findings include the following: (1) Only 15% of all establishments in the four metalworking industries surveyed provided structured occupational training in the fourteen occupations studied, (2) the proportion of establishments offering structured training generally increased as employment size increased, (3) nearly one-half of the 133,700 workers enrolled in structured training in the fourteen occupations received training in the machinist and welder occupations, (4) about 71% of all structured training was conducted to qualify employees for work in an occupation whereas 29% was conducted to improve skills of workers in current jobs, (5) more than two-thirds of all structured occupational training was provided on the job, and (6) about five-sixths of the establishments with training did not have a specific budget allocation for training. (Thirty tables of data are included in the text. Eleven reference tables, the scope and method of survey, and the survey form are appended.) (EM)

Prompted by the realization that a reference text presents special problems in audience address since there is typically a diverse set of users, a study was designed to provide preliminary data on the use of the reference text, "The Making, Shaping and Treating of Steel," a landmark book in the steel industry. Data on the use of the text were collected through interviews, requiring approximately one hour, with a sample of 19 users of the text from various segments of the industry. Questions were divided into four categories: (1) background questions involving relevant characteristics of the respondents, edition of the book used, and number of years used; (2) questions of last usage; (3) questions of general use; and (4) problems and suggestions for improvement. Results indicated that the text was considered by most users as the reference of first resort to which they turned for information, and its scope was viewed as comprehensive. However, respondents did complain that the book did not provide them with follow-up resources--more detailed or alternative presentations. On a scale of 1 to 5 (1=very good, very useful; 5=throw it out of the window), the readers rated the book at an average of 1.8, which indicates there are ways to improve the text. In fact, respondents offered 13 recommendations for improvement. (HOD)

Because a need existed for better articulation between the metal trades programs offered at area high schools and at Blackhawk Technical Institute in Janesville, Wisconsin, a program of communication with the high schools was developed. This communication was expected to lead to a smoother transfer of students from one level of training to another, to establish a common element or core curriculum, and to serve the needs of industry in a more credible manner. During the project, a master list of machine shop/general metals competencies was drawn up, standards for core competencies were determined, a rating scale for evaluation of competencies was established, and a competency certificate to be used by students as a communication link between training programs and with future employers was designed. In addition, contact between educational levels was enhanced and career awareness among women about machine shop trades was promoted. Products created by the project included the competency-based curriculum, agendas for workshops that were presented in the area, and a slide-tape presentation aimed at young women. (Appendixes, which make up the bulk of this document, contain workshop letters and agendas, the final competency record document, and the machine tool trades slide-tape script.) (KC)

This study, which investigated industry-wide needs for training development in the powdered metals industry, identified the following knowledge areas as those most needed by workers: (1) basic reading and communication skills; (2) basic and algebra mathematical skills; (3) blueprint reading; (4) statistical process control; (5) standard and precision measurement; and (6) machine set-up, operation, and maintenance. (The preceding list is prioritized, with the area listed as 1 being the most frequent response of the combined data.) The data were collected through administration of a desired skill and knowledge instrument to employees and managers at 24 powdered metals manufacturers in six counties in north central Pennsylvania and through structured interviews with the managers. Minor discrepancies of less than 10 percent were identified between the ratings of employees and managers concerning the knowledge areas of blending, sintering, and tumbling (a need for which employees rated higher than did managers) and hydraulics and pneumatics knowledge of presses (the need for which managers rated higher than employees). The bulk of the document is appendices containing copies of the interview questions asked of managers, the employee survey, one-way analysis of variance tables, and pie and line charts reporting the data on each knowledge area. (CML)

This document contains five working papers featuring employment projections for five segments of industry in Ohio. The purpose of the studies described in the papers is to evaluate projections generated by the quantitative models used in the projections process and to elicit insights and qualitative information from industry practitioners that are not otherwise available to analysts. The methodology for these projections involves a projection of Ohio's share of national industry employment for each industrial sector. This share projection is then fitted to the Bureau of Labor Statistics' projection for each industry to estimate Ohio's employment in the sector in the target year. These sectoral employment projections are then fitted to industry-specific staffing patterns derived from periodic surveys of Ohio business establishments adjusted by a set of change factors to anticipate the effects of technical change on the occupational mix. These final estimates of future occupational requirements are then adjusted by a set of occupation-specific replacement rates to estimate total requirements. The more qualitative analysis represented by the working papers reflects a concern with the validity of long-term projection models in periods and in areas affected by extreme structural change and/or severe economic fluctuations. The employment projections in these five papers are for the primary metals industry; fabricated metal products; machinery industry (except electrical); electrical and electronic machinery, equipment, and supplies; and transportation equipment. The package also includes a report on a test of the Occupational Area-specific Staffing Information System (OASIS). (KC)

This document studies the role of unions, management, government, and education agencies (the social partners) in vocational training in Italy. Through an analysis of existing and historical structures governing cooperation and coordination between the social partners and the public bodies responsible for vocational education and training, an in-depth investigation was carried out and proposals for improved dialogue at various levels were made. This report is organized in five chapters. Chapter 1 discusses the analytical frame of reference, including the premises and the questions of the study, the diachronic dimension of the training system in Italy, difficulties of the system, and the contemporary crisis of the system. Chapter 2 outlines new trends in participation in the training system, and Chapter 3 examines vocational training in three sectors: the construction industry, the banking sector, and the metal industry. Case studies are included. Chapter 4 is a survey of the attitudes of the social partners toward participation in vocational training, and Chapter 5 contains a summary and conclusions, as well as a note for future change precipitated by the present crisis. (KC)

This document studies the role of unions and management in vocational training in France. Through an analysis of existing and historical structures governing cooperation and coordination between the social partners and the public bodies responsible for vocational education and training, an in-depth investigation was carried out and proposals for improved dialogue at various levels were made. This report contains three sections: a general analysis, a sectoral analysis, and synthesis and recommendations. Part I examines the role of unions and management in the general system of vocational training in France, including their roles in the establishment of norms and the implementation of vocational training. Part II looks at the implementation of vocational training in the metal and construction industries and in banking. Part III addresses the functioning of the bodies and their dynamic issues and perspectives, including the limited performance and difficulties of the French system. Some recommendations are made for the future. The document concludes with 31 references, a list of abbreviations, and appendices summarizing developments, illustrating organizational relationships, classifying and outlining training expenditures by size of firm. (KC)