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Qualifying for Computer Based Skilled Work in SME's
© IFAC S kill Based A Ulo ma le d Prod uct ion. V ienn a. Au str ia 19H9
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QUALIFYING FOR COMPUTER BASED SKILLED WORK IN SME'S H.-H. Erbe, B. Schaefer and R. Schloemer I nstitute of Vocationa l Training and FlI rth er Edllratioll, Techn ical University Berlill, FR G
Abstract. Computer based skilled work can be defined as the integration of modern information- technology and conventional work . This yields a new quality of work at the shopfloor. Particulary SME's had an informal kind of group work which tends to disappear with the introduction of computer integrated manufacturing methods . A possible consequence is a loss of skill and experience . I mplementing computer integrat ion in such a way t hat gaining of skill and experience is not prevented then qualifying to computer based s killed work fosters t he s hopfloor of SME ' s as it is t heir main section to beat t he market demands . Keywords. Computer based skilled work; shopfloor; computer integrated manufacturing; CNC; Machine tools; Vocational training . INTRODUcrION qualified contents of tasks (Mendius, 1987) . These are the working conditions we have to receive and to promote. This strategy of using computers at workplaces bear s in mind the reservation and promotion of the manufacturing group , competent at the shopfloor, as a necessary assumption to introduce flexible and expedient manufacturing methods . I t i s the competent manufacturing group wich is fixing the objects of its action and the sequences of work in a given situation in relation to how it is significant to arrive to the solution and in coherence with the possible technical support and human qualifications at hand.
The skilled work at the shopfloor, has changed and changes permanently with the g r adual introduction of computers especially in s mall and medium sized e nterprises (SME ' s). The integr ation of modern i nformation t echnology and conventional work generates a new quality of wor k at the s hopfl oor . We call it "computer based skilled work" (Hoppe, Erbe, 1986 ) . This kind of work is connected with an enlargement of tasks for the skilled worker contrary to the r educed tasks of unskilled workers, i. e. feeding the machines and similar tasks . Most strategies of rationalisation are based on the assumption t hat human work is an impediment of the manufacturing and has to be eliminated by further conti nuing automation of the processes and a hierarchical dividing of work . Th i s may not be sucessful i n ever y case because essential parts of skilled work cannot be pressed in algorithmic sequences. Aside from this in SME ' s the entire reglementation of work by computers and the delegation of so called "Restarbeit" to the workers has many disadvantages. "Restarbeit" will be finished with only little motivation, the flexibility , the main advantage of SME ' s based on skilled work , suffers from slowly drying up . The advantages of skilled working on t asks in a holistic manner although supported by computers are better work places in a human sense and even a chance for the enterprises to enhance the quality and flexibility of the shopfloor . A kind of groupwor k can be found in SME's which fosters the coperation in a var iety of tasks, the transparence of the manufacturing process, gives room for the work-design in relation to task-sequences and supports
The positive connection of qualified human work and a high quality product requires that professional demands , skills and exper iences of the workers influence the design of the processing of information and material. The division of functions between workers and machines has to be of such a kind that experience can be developed by the workers together with a focussing support of the tasks. If it is not the case and decisions are more or less transferred to computers then the cooperation between workers will be mostly vacious resulting in re placing the skilled workers by machines and technical aggregates . Therefore , the development of experience on the process is on a wide range cut off and the qualification of the workers suffers of fading out . The computer based information processing of the skilled workers, to stay to this part of the tasks, should not be designed on a system perspective but have to be developed beginning with the tasks on the specific workplaces . 1:, /
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H.-H. Erbe. B. Schaefer and R. Schloemer The sequences of tasks which should be finished with the aid of computers should not be covered by the software but should enhance the overview on the whole process in a manner to foster the learning and development of experience at the workplaces. The actual working task i. e. for example the tooling method, has to be at the foreground. It is mostly the operating of the system which is on the focus of the workman. This cannot be called computer based work, because the actual tooling process now depends on the sequences implemented in the software and the worker has to follow them, sometimes against better knowledge. The complexity of work increases when instead of operating on the workpiece its description in the software has to be manipulated. CElly a model of the real process is mapped with the software. The tasks are therefore principally more abstract. The computer based skilled work suffers until now of insufficient support by the information-technology. Some general demands on the design of such a software can be given: it should be possible to divide tasks of a complex structure in maintainable parts by the workers leading to an efficient and secure execution; didactical structured alternatives of action should be offered, proposals in planning tooling or documentation of the tasks giving the chances to learn and gather experience. These are some presumptions for computer based skilled work. In this case the computer gives transparence on the tasks at the shopfloor to all members of the group and proposes a coarse structure of taskplanning. The subsequent division in single parts for tooling can be undertaken by the manufacturing group at the shopfloor. This too supports the gathering of experience in relation to the whole task in a collective manner within the group. Hereby synergetic effects could build up not only within the functional divisions of man and machine but also within the group. These effects have to be identified and systematically introduced in programs and curricula of vocational training and education. TO foster the computer based skilled work with its enlargement of tasks foundations have to be set in the vocational training of apprentices. It has to feed the skills for the active engagement in the solution of operative tasks in the factory, the organisation of work, the design of the tasks at the workplace with the necessary technical assistance, exceeding the training of pure functional skills. COMPUTER BASED SKILLED WORK GUIDED BY EXPERIENCE The work-action guided by experience has focus sed the attention of researchers recently. The expectation of replacing skilled workers by computers and software in a manner, that only "Restarbeit" for unskilled workers remains, was not fullfilled. This expectation had its
root in the former introduction of NCtechnics, where the machine tools were without intelligence as we now call it. But with CNC-machines it was recognized that always skilled workers were necessary to build and feed the tooling-programs and to operate the machines in a qualified manner to produce high quality products and to react flexibly on market/ customer demands. The manual part on work-activity was reduced by automated processes but skilled workers with experience in conventional tooling processes are wanted. They have a long build knowledge which can be transferred to new situations but not objectivated in computers. These are facts not only true on the shopfloor but likewise at CAD-workplaces and for tasks in work planning and distribution. We would like to give some remarks on the idea of experience or skill in our context. Subsequently we will try to describe work-action at conventional machine tools - with a look at the same tasks at CNC-machines. Skill is one factor amongst others in the cognitive development which has a particular relevance on work-action. The skilled worker uses not only theoretical and abstract knowledge but he uses his skill as an orientation on building his knOWledge. This knowledge has its roots and was build up within the action at the work-objects (tools, machine tools, etc.). Therefore, he possesses more than theoretical knowledge. Tb add are sensomotoric skills and empathy for the connections at his workplace. These complex skills have to build up on a long range and to gain them in the vocational training is possible only within specific conditions which have to be developed. We can see that certain skills necessary for qualified working cannot be obtained at workplaces after the introduction of computers. This gap cannot be filled by mostly feeding theoretical knowledge. The cognitive development of skilled workers knowledge depends in a complex manner on experiences within the material and social environment and the building of skills for coordination in a net of a variety of influences. The experience with the material environment is an essential necessity as a foundation. Information can be gained from the obj ects itselves and has the advantages of further development as a variety of situations can be veriefied and arranged in abstract structures. If the skilled worker shall act guided by skill and experience he has to know the objects of his action and can develop cognitive skills through acting on them. Perceptions are in any case connected to action or operation, i. e. with transformations. Kern, Schumann (1984) have stated in their study "The end of the division of labour": the operator is and will be necessarily an expert of practize, but his relation to practize is of an other kind than the former operator had. The experience with the solution of the daily problems at the shopfloor have more weight than a skill ed controlling of a certain machi ne tool. It gives an over-
Computer Based Skilled Work in SME's view on all relevant necessities for tooling processes. Work-pedagogics have to find out which qualifications for work-actions with computers on the shopfloor are necessary and how they can be developed in vocational training. The answer depends on the relevance the skilled worker should have in future manufacturing. TOgether with the rediscovering and consideration of skill and experience in work-action, which has constituted the traditional skilled work and craftmanship the definition of sensual experience and the difference between objective and subjective work-actions have been introduced in skilled computer based work (BOhle, Milkau, 1988). while objective work-action is oriented only on the rationality of aims for the execution of the tasks, subjective work-action connects emotion, thinking, rational aiming and sensual perception. In the future the computer will be an additional tool of the skilled worker. It has to be designed in such a manner that it is possible to obtain skill and experience in the actual manufacturing process and the computer is a support and not a guidance of the process. The analytical differentiation of the manufacturing process in informationand material-processing-parts shows the very rapid changes of the first, while the second remained unchanged in its essential features (forming and cutting of metal). The informationprocessing contains the planning, disposition and scheduling of task as well as the programming of the comp~ter controlled operation. But it is connected in an intrinsic kind to the material tOOling. The division of both processes and diverting in different tasks is in a certain manner artificial if not contraproductive. As pointed out above this division prevents the skilled workers from obtaining experience of the whole process. So far we have a new, enlarged kind of work if the information processing is part of the task of skilled workers. For these tasks we have to qualify in a future oriented sense. As there is no direct contact to the material process because the worker gets his essential information from the screen, therefore looking at the process like through a window we have to develop training programs with respect to this fact. Vocational training . should integrate both parts of tasks instead of dividing them in a theoretical and a practical training. The comparison of conventional tooling to operating CNC-machines has to find out the essential moments of obtaining exper~ence with the tooling process. The direct action to correct and optimize the running tooling process, the direct sight to moving tools with rate of feed and cutting, the perception of the nature of workpiece and tools, the listening to cuttingnoises all this yield contributions to get experience. This kind of work and the thereby necessary skills for action together with the development of experience and knowledge are called a holistic work-action.
It qualifies the skilled worker in combi nation of planning and operation in his mind and the real action in the process. He is capable of working with incomplete information for the tasks because he has an idea of the functions and an image of the product. He can turn and revolve this image in his mind and connect it to eventual alteration in the material of workpiece and tools. In CNC-technics the skilled worker gains access to the process only in an indirect manner. At first Sight this could be a hindrance to experienced working and it is so in a certain way if the workers have no access to the whole process. The work load can increase if there are doubts on the operating of not selfwritten controll-programs. This sceptical view is founded in the gained experience that plans and programs cannot cover the permanent changes in the actual process. Although simulation-technics are at hand their use in the present form cannot completely clear the doubts. Summarizing one can state that with the introduction of CNC-technics and the necessary periphery as among other computer aided planning, distribution and scheduling of tasks the skilled worker gets more relevance. The producing of control I-programs is a transformation of his professional skills and experience in an abstract plan of running. The practize at the shopfloor has pointed out that effective use of all computerized devices getting smaller throughput-times, quick reactions of market demands, beating the challenge of quick cycles of innovation with sometimes too short times of getting used to new machine tools depends on the experience the skilled worker has gained at conventional manufacturing processes. THE DEVELOPMENT OF FUNCTIONAL AND INNOVATIVE QUALIFICATIONS At present we have no education to work with computers at the shopfloor in a qualified sense. Most of the vocational training uses traditional forms and devices. Additional courses prepare to handle CNC-machines. The connection of skills gained from both instructions is given up to the individuals. With this instructions the worker is prepared insufficiently to beat the challenge at the shopfloor in modern manufacturing. In order to prepare for a future oriented skilled work we have to analyse and to evaluate the methods and contents of present training. Some material is probably unnecessary meanwhile, others have a great relevance and should be transformed in new concepts. We could avoid load on apprentices and gain time for new things. In addition our research has to identify the experiences which constitutes skilled work as a foundation of developing methods and didactical concepts for feeding in vocational training. These methods and concepts should not qualify only to master the actual tasks but they have to support creative and responsible work. The work-oriented industrial sociology differentiates between functional and innovative qualifications (Fricke, 1985).
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H.-H. Erbe, B. Schaefer and R. Schloemer The functional point of view means the skill to master the given tasks as for example operating a CNC-machine. Innovative qualification means a potential of action for the discussion of workdesign and related technical assistance. It is not aligned only to satisfy the demands for the actual tasks. The present way to fix the learning material reduces contents of technical sciences (didactical reduction). But we need an action oriented didactic to equip the skilled worker with this special theory capable of structuring his tasks and to master the problems at hand (Koch, 1989). Learning processes on the way to become an expert getting over many steps are not really taken into account. Witt (1988) described based on a model of Dreyfus & Dreyfus (1987) processes of learning for work-action. This model of human learning processes considers not only cognitive aspects but also others which are of relevance and to be taken into account in qualifying concepts. There are five steps in the learning process for the beginner to become an expert (beginning, advanced beginning, competence, agility, expertness). On each step the work-action of the individual is of different kind. The steps differ from each other in: - the kind of perception, i. e. which signals and information from the environment are recorded, - the kind of achieving decisions, i. e. how are facts and other information being evaluated and by which rules are they connected, - the kind of processes of thinking, i. e. are they running analyticaly or intuitve, - the kind of personal sympathy on the decisions, i. e. are the decisions distant or vigorous. This indicates the fields of learning for an intended qualifying. perceptions and the finding of decisions are goals in conscious learning and they are to be trained. The process of thinking and the personal engagement should be feasible by the design of instructions and especially by the organization of work at the individual or group-work-place. The progress of learning can be observed on the five steps mentioned above. After the third step we can speak of an innovative qualification. The meaning of this model can be explained by an example: The restriction of sensual perceptions of the tOOling process at a capsuled CNC-machine in comparison to the conventional machine tool could be considered as a hindrance to the operator. But the CNC-machine also allows perceptions, which meanings and interpretations are partly unknown. Working at CNC-machines requires three types of perception of the skilled worker (SOhle, Milkau, 1988). These are to be interpreted in running the tasks
and open alternatives to action and behaviour. The first type contains processable hints as signs, lists, signals, graphic elements. The second type deprives of processing as timbres of sound, flow images of textures, shadings or hatchings, contrasts and other complex images. These hints are percepted in a holistic manner. They are stored presumably in the memory as a figure of processes. Their interpretation varies with the changing of single elements. The third type exists of abstract images of a situation, which can be applied to certain cases in practice. All types should be objects of learning processes in vocational training. witt (1988) defines a range of factors as necessary to reach and hold the highest step in the "hierarchy of skills" thereby giving hints to feed them in training courses - a sufficiently large variety of situations to gather and apply experience and skill - a sufficiently large free space in the way of task finishing to take over responsibility for the own action - sufficient feasibilities of communication to correct wrong decisions and to learn from improvements. This requires providing a frame within the vocational training to meet a variety of situations and free space for decisions of the learners. Group-work has an essential part in this connection. Within the group experiences could be exchanged, explained and evaluated. This process of communication enables to be conscious or aware of facts and form the abstract images mentioned above. This complex process of learning takes years and develops in connection of different sites of learning. In the end it is only feasible within the tasks themselves. Tasks, organisation of work, design of the work-place and social relations have to support and foster this process. CONCLUSIONS The foundations for a computer based skilled work have to be set up in the vocational training of apprentices. They have to find out which kind of tasks can be transferred to computers as a support of the whole task and the influence of computers on the organisation of work and the design of tasks. The feasibility to get experience and skill in the computer based work is also an essential demand on training concepts in further education of skilled workers and on the design of hard- and software. Computer integrated manufacturing of the shopfloor of SME's does not have the consequences of eliminating skilled work. On the contrary it is a substantial, important factor to the flexibility and
Computer Based Skilled Work in SME's
quality of work. REFERENCES BOhle, F., B. Mielkau (1988). Vom Handrad zum Bildschirm - Eine Untersuchung zur sinnlichen Erfahrung im Arbeitsprozess, Frankfurt/MUnchen. Dreyfus, H., S. Dreyfus (1987). KUnstliche Intelligenz, Rowohlt, Reinbek. Fricke, W. (1985). Soziologische Aspekte industrieller Arbeit. In: Arbeit und Wissenschaft = Arbeitswissenschaft?, Verlag Neue Gesellschaft, Bonn. Hoppe,M., H.-H. Erbe, (ed.), (1986). Rechnergestlitzte Facharbeit, Wetzlar. Kern, H., Schumann, M. (1984). Das Ende der Arbeitsteilung? Rationalisierung in der industriellen Produktion, MUnchen. Koch, J. (1988). Handlungskompetenz in der beruflichen Bildung, Campus Verlag, Frankfurt/MUnchen. Mendius, H.G., Sengenberg, W. und Weimer, S. (1987). Arbeitskrafteprobleme und Humanisierungspotential in Kleinbetrieben, Schriftenreihe "Humanisierung des Arbeitslebens" Band 82, Frankfurt/Main. Witt, H. (1988). Das Erleben der Arbeit an Arbeitsplatzen mit neuer Technik, Hamburg, Psychologisches Institut 1. Witt, H., Kothe, T. und Schulze, H. (1988). Computergestlitzte erfahrungsgeleitete Arbeit (CeA) , Hamburg, Psychologisches Institut 1.
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QUALIFYING FOR COMPUTER BASED SKILLED WORK IN SME'S H.-H. Erbe, B. Schaefer and R. Schloemer I nstitute of Vocationa l Training and FlI rth er Edllratioll, Techn ical University Berlill, FR G
Abstract. Computer based skilled work can be defined as the integration of modern information- technology and conventional work . This yields a new quality of work at the shopfloor. Particulary SME's had an informal kind of group work which tends to disappear with the introduction of computer integrated manufacturing methods . A possible consequence is a loss of skill and experience . I mplementing computer integrat ion in such a way t hat gaining of skill and experience is not prevented then qualifying to computer based s killed work fosters t he s hopfloor of SME ' s as it is t heir main section to beat t he market demands . Keywords. Computer based skilled work; shopfloor; computer integrated manufacturing; CNC; Machine tools; Vocational training . INTRODUcrION qualified contents of tasks (Mendius, 1987) . These are the working conditions we have to receive and to promote. This strategy of using computers at workplaces bear s in mind the reservation and promotion of the manufacturing group , competent at the shopfloor, as a necessary assumption to introduce flexible and expedient manufacturing methods . I t i s the competent manufacturing group wich is fixing the objects of its action and the sequences of work in a given situation in relation to how it is significant to arrive to the solution and in coherence with the possible technical support and human qualifications at hand.
The skilled work at the shopfloor, has changed and changes permanently with the g r adual introduction of computers especially in s mall and medium sized e nterprises (SME ' s). The integr ation of modern i nformation t echnology and conventional work generates a new quality of wor k at the s hopfl oor . We call it "computer based skilled work" (Hoppe, Erbe, 1986 ) . This kind of work is connected with an enlargement of tasks for the skilled worker contrary to the r educed tasks of unskilled workers, i. e. feeding the machines and similar tasks . Most strategies of rationalisation are based on the assumption t hat human work is an impediment of the manufacturing and has to be eliminated by further conti nuing automation of the processes and a hierarchical dividing of work . Th i s may not be sucessful i n ever y case because essential parts of skilled work cannot be pressed in algorithmic sequences. Aside from this in SME ' s the entire reglementation of work by computers and the delegation of so called "Restarbeit" to the workers has many disadvantages. "Restarbeit" will be finished with only little motivation, the flexibility , the main advantage of SME ' s based on skilled work , suffers from slowly drying up . The advantages of skilled working on t asks in a holistic manner although supported by computers are better work places in a human sense and even a chance for the enterprises to enhance the quality and flexibility of the shopfloor . A kind of groupwor k can be found in SME's which fosters the coperation in a var iety of tasks, the transparence of the manufacturing process, gives room for the work-design in relation to task-sequences and supports
The positive connection of qualified human work and a high quality product requires that professional demands , skills and exper iences of the workers influence the design of the processing of information and material. The division of functions between workers and machines has to be of such a kind that experience can be developed by the workers together with a focussing support of the tasks. If it is not the case and decisions are more or less transferred to computers then the cooperation between workers will be mostly vacious resulting in re placing the skilled workers by machines and technical aggregates . Therefore , the development of experience on the process is on a wide range cut off and the qualification of the workers suffers of fading out . The computer based information processing of the skilled workers, to stay to this part of the tasks, should not be designed on a system perspective but have to be developed beginning with the tasks on the specific workplaces . 1:, /
158
H.-H. Erbe. B. Schaefer and R. Schloemer The sequences of tasks which should be finished with the aid of computers should not be covered by the software but should enhance the overview on the whole process in a manner to foster the learning and development of experience at the workplaces. The actual working task i. e. for example the tooling method, has to be at the foreground. It is mostly the operating of the system which is on the focus of the workman. This cannot be called computer based work, because the actual tooling process now depends on the sequences implemented in the software and the worker has to follow them, sometimes against better knowledge. The complexity of work increases when instead of operating on the workpiece its description in the software has to be manipulated. CElly a model of the real process is mapped with the software. The tasks are therefore principally more abstract. The computer based skilled work suffers until now of insufficient support by the information-technology. Some general demands on the design of such a software can be given: it should be possible to divide tasks of a complex structure in maintainable parts by the workers leading to an efficient and secure execution; didactical structured alternatives of action should be offered, proposals in planning tooling or documentation of the tasks giving the chances to learn and gather experience. These are some presumptions for computer based skilled work. In this case the computer gives transparence on the tasks at the shopfloor to all members of the group and proposes a coarse structure of taskplanning. The subsequent division in single parts for tooling can be undertaken by the manufacturing group at the shopfloor. This too supports the gathering of experience in relation to the whole task in a collective manner within the group. Hereby synergetic effects could build up not only within the functional divisions of man and machine but also within the group. These effects have to be identified and systematically introduced in programs and curricula of vocational training and education. TO foster the computer based skilled work with its enlargement of tasks foundations have to be set in the vocational training of apprentices. It has to feed the skills for the active engagement in the solution of operative tasks in the factory, the organisation of work, the design of the tasks at the workplace with the necessary technical assistance, exceeding the training of pure functional skills. COMPUTER BASED SKILLED WORK GUIDED BY EXPERIENCE The work-action guided by experience has focus sed the attention of researchers recently. The expectation of replacing skilled workers by computers and software in a manner, that only "Restarbeit" for unskilled workers remains, was not fullfilled. This expectation had its
root in the former introduction of NCtechnics, where the machine tools were without intelligence as we now call it. But with CNC-machines it was recognized that always skilled workers were necessary to build and feed the tooling-programs and to operate the machines in a qualified manner to produce high quality products and to react flexibly on market/ customer demands. The manual part on work-activity was reduced by automated processes but skilled workers with experience in conventional tooling processes are wanted. They have a long build knowledge which can be transferred to new situations but not objectivated in computers. These are facts not only true on the shopfloor but likewise at CAD-workplaces and for tasks in work planning and distribution. We would like to give some remarks on the idea of experience or skill in our context. Subsequently we will try to describe work-action at conventional machine tools - with a look at the same tasks at CNC-machines. Skill is one factor amongst others in the cognitive development which has a particular relevance on work-action. The skilled worker uses not only theoretical and abstract knowledge but he uses his skill as an orientation on building his knOWledge. This knowledge has its roots and was build up within the action at the work-objects (tools, machine tools, etc.). Therefore, he possesses more than theoretical knowledge. Tb add are sensomotoric skills and empathy for the connections at his workplace. These complex skills have to build up on a long range and to gain them in the vocational training is possible only within specific conditions which have to be developed. We can see that certain skills necessary for qualified working cannot be obtained at workplaces after the introduction of computers. This gap cannot be filled by mostly feeding theoretical knowledge. The cognitive development of skilled workers knowledge depends in a complex manner on experiences within the material and social environment and the building of skills for coordination in a net of a variety of influences. The experience with the material environment is an essential necessity as a foundation. Information can be gained from the obj ects itselves and has the advantages of further development as a variety of situations can be veriefied and arranged in abstract structures. If the skilled worker shall act guided by skill and experience he has to know the objects of his action and can develop cognitive skills through acting on them. Perceptions are in any case connected to action or operation, i. e. with transformations. Kern, Schumann (1984) have stated in their study "The end of the division of labour": the operator is and will be necessarily an expert of practize, but his relation to practize is of an other kind than the former operator had. The experience with the solution of the daily problems at the shopfloor have more weight than a skill ed controlling of a certain machi ne tool. It gives an over-
Computer Based Skilled Work in SME's view on all relevant necessities for tooling processes. Work-pedagogics have to find out which qualifications for work-actions with computers on the shopfloor are necessary and how they can be developed in vocational training. The answer depends on the relevance the skilled worker should have in future manufacturing. TOgether with the rediscovering and consideration of skill and experience in work-action, which has constituted the traditional skilled work and craftmanship the definition of sensual experience and the difference between objective and subjective work-actions have been introduced in skilled computer based work (BOhle, Milkau, 1988). while objective work-action is oriented only on the rationality of aims for the execution of the tasks, subjective work-action connects emotion, thinking, rational aiming and sensual perception. In the future the computer will be an additional tool of the skilled worker. It has to be designed in such a manner that it is possible to obtain skill and experience in the actual manufacturing process and the computer is a support and not a guidance of the process. The analytical differentiation of the manufacturing process in informationand material-processing-parts shows the very rapid changes of the first, while the second remained unchanged in its essential features (forming and cutting of metal). The informationprocessing contains the planning, disposition and scheduling of task as well as the programming of the comp~ter controlled operation. But it is connected in an intrinsic kind to the material tOOling. The division of both processes and diverting in different tasks is in a certain manner artificial if not contraproductive. As pointed out above this division prevents the skilled workers from obtaining experience of the whole process. So far we have a new, enlarged kind of work if the information processing is part of the task of skilled workers. For these tasks we have to qualify in a future oriented sense. As there is no direct contact to the material process because the worker gets his essential information from the screen, therefore looking at the process like through a window we have to develop training programs with respect to this fact. Vocational training . should integrate both parts of tasks instead of dividing them in a theoretical and a practical training. The comparison of conventional tooling to operating CNC-machines has to find out the essential moments of obtaining exper~ence with the tooling process. The direct action to correct and optimize the running tooling process, the direct sight to moving tools with rate of feed and cutting, the perception of the nature of workpiece and tools, the listening to cuttingnoises all this yield contributions to get experience. This kind of work and the thereby necessary skills for action together with the development of experience and knowledge are called a holistic work-action.
It qualifies the skilled worker in combi nation of planning and operation in his mind and the real action in the process. He is capable of working with incomplete information for the tasks because he has an idea of the functions and an image of the product. He can turn and revolve this image in his mind and connect it to eventual alteration in the material of workpiece and tools. In CNC-technics the skilled worker gains access to the process only in an indirect manner. At first Sight this could be a hindrance to experienced working and it is so in a certain way if the workers have no access to the whole process. The work load can increase if there are doubts on the operating of not selfwritten controll-programs. This sceptical view is founded in the gained experience that plans and programs cannot cover the permanent changes in the actual process. Although simulation-technics are at hand their use in the present form cannot completely clear the doubts. Summarizing one can state that with the introduction of CNC-technics and the necessary periphery as among other computer aided planning, distribution and scheduling of tasks the skilled worker gets more relevance. The producing of control I-programs is a transformation of his professional skills and experience in an abstract plan of running. The practize at the shopfloor has pointed out that effective use of all computerized devices getting smaller throughput-times, quick reactions of market demands, beating the challenge of quick cycles of innovation with sometimes too short times of getting used to new machine tools depends on the experience the skilled worker has gained at conventional manufacturing processes. THE DEVELOPMENT OF FUNCTIONAL AND INNOVATIVE QUALIFICATIONS At present we have no education to work with computers at the shopfloor in a qualified sense. Most of the vocational training uses traditional forms and devices. Additional courses prepare to handle CNC-machines. The connection of skills gained from both instructions is given up to the individuals. With this instructions the worker is prepared insufficiently to beat the challenge at the shopfloor in modern manufacturing. In order to prepare for a future oriented skilled work we have to analyse and to evaluate the methods and contents of present training. Some material is probably unnecessary meanwhile, others have a great relevance and should be transformed in new concepts. We could avoid load on apprentices and gain time for new things. In addition our research has to identify the experiences which constitutes skilled work as a foundation of developing methods and didactical concepts for feeding in vocational training. These methods and concepts should not qualify only to master the actual tasks but they have to support creative and responsible work. The work-oriented industrial sociology differentiates between functional and innovative qualifications (Fricke, 1985).
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H.-H. Erbe, B. Schaefer and R. Schloemer The functional point of view means the skill to master the given tasks as for example operating a CNC-machine. Innovative qualification means a potential of action for the discussion of workdesign and related technical assistance. It is not aligned only to satisfy the demands for the actual tasks. The present way to fix the learning material reduces contents of technical sciences (didactical reduction). But we need an action oriented didactic to equip the skilled worker with this special theory capable of structuring his tasks and to master the problems at hand (Koch, 1989). Learning processes on the way to become an expert getting over many steps are not really taken into account. Witt (1988) described based on a model of Dreyfus & Dreyfus (1987) processes of learning for work-action. This model of human learning processes considers not only cognitive aspects but also others which are of relevance and to be taken into account in qualifying concepts. There are five steps in the learning process for the beginner to become an expert (beginning, advanced beginning, competence, agility, expertness). On each step the work-action of the individual is of different kind. The steps differ from each other in: - the kind of perception, i. e. which signals and information from the environment are recorded, - the kind of achieving decisions, i. e. how are facts and other information being evaluated and by which rules are they connected, - the kind of processes of thinking, i. e. are they running analyticaly or intuitve, - the kind of personal sympathy on the decisions, i. e. are the decisions distant or vigorous. This indicates the fields of learning for an intended qualifying. perceptions and the finding of decisions are goals in conscious learning and they are to be trained. The process of thinking and the personal engagement should be feasible by the design of instructions and especially by the organization of work at the individual or group-work-place. The progress of learning can be observed on the five steps mentioned above. After the third step we can speak of an innovative qualification. The meaning of this model can be explained by an example: The restriction of sensual perceptions of the tOOling process at a capsuled CNC-machine in comparison to the conventional machine tool could be considered as a hindrance to the operator. But the CNC-machine also allows perceptions, which meanings and interpretations are partly unknown. Working at CNC-machines requires three types of perception of the skilled worker (SOhle, Milkau, 1988). These are to be interpreted in running the tasks
and open alternatives to action and behaviour. The first type contains processable hints as signs, lists, signals, graphic elements. The second type deprives of processing as timbres of sound, flow images of textures, shadings or hatchings, contrasts and other complex images. These hints are percepted in a holistic manner. They are stored presumably in the memory as a figure of processes. Their interpretation varies with the changing of single elements. The third type exists of abstract images of a situation, which can be applied to certain cases in practice. All types should be objects of learning processes in vocational training. witt (1988) defines a range of factors as necessary to reach and hold the highest step in the "hierarchy of skills" thereby giving hints to feed them in training courses - a sufficiently large variety of situations to gather and apply experience and skill - a sufficiently large free space in the way of task finishing to take over responsibility for the own action - sufficient feasibilities of communication to correct wrong decisions and to learn from improvements. This requires providing a frame within the vocational training to meet a variety of situations and free space for decisions of the learners. Group-work has an essential part in this connection. Within the group experiences could be exchanged, explained and evaluated. This process of communication enables to be conscious or aware of facts and form the abstract images mentioned above. This complex process of learning takes years and develops in connection of different sites of learning. In the end it is only feasible within the tasks themselves. Tasks, organisation of work, design of the work-place and social relations have to support and foster this process. CONCLUSIONS The foundations for a computer based skilled work have to be set up in the vocational training of apprentices. They have to find out which kind of tasks can be transferred to computers as a support of the whole task and the influence of computers on the organisation of work and the design of tasks. The feasibility to get experience and skill in the computer based work is also an essential demand on training concepts in further education of skilled workers and on the design of hard- and software. Computer integrated manufacturing of the shopfloor of SME's does not have the consequences of eliminating skilled work. On the contrary it is a substantial, important factor to the flexibility and
Computer Based Skilled Work in SME's
quality of work. REFERENCES BOhle, F., B. Mielkau (1988). Vom Handrad zum Bildschirm - Eine Untersuchung zur sinnlichen Erfahrung im Arbeitsprozess, Frankfurt/MUnchen. Dreyfus, H., S. Dreyfus (1987). KUnstliche Intelligenz, Rowohlt, Reinbek. Fricke, W. (1985). Soziologische Aspekte industrieller Arbeit. In: Arbeit und Wissenschaft = Arbeitswissenschaft?, Verlag Neue Gesellschaft, Bonn. Hoppe,M., H.-H. Erbe, (ed.), (1986). Rechnergestlitzte Facharbeit, Wetzlar. Kern, H., Schumann, M. (1984). Das Ende der Arbeitsteilung? Rationalisierung in der industriellen Produktion, MUnchen. Koch, J. (1988). Handlungskompetenz in der beruflichen Bildung, Campus Verlag, Frankfurt/MUnchen. Mendius, H.G., Sengenberg, W. und Weimer, S. (1987). Arbeitskrafteprobleme und Humanisierungspotential in Kleinbetrieben, Schriftenreihe "Humanisierung des Arbeitslebens" Band 82, Frankfurt/Main. Witt, H. (1988). Das Erleben der Arbeit an Arbeitsplatzen mit neuer Technik, Hamburg, Psychologisches Institut 1. Witt, H., Kothe, T. und Schulze, H. (1988). Computergestlitzte erfahrungsgeleitete Arbeit (CeA) , Hamburg, Psychologisches Institut 1.
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