CNC technology, job design and training: the scope for personnel strategies

Drawing on empirical material from a research project on new technology and skills, the author discusses the scope for personnel strategies within a context of varying social constraints. He concludes that within a given production and at a given level of technology, a variation of strategies for staff training and development may emerge. It is argued that the style of management plays a considerable role in determining job design and skill development.     

Computer technology and the job of the First-Line Supervisor

This article presents a detailed case study of changes in the job tasks of British Rail yard supervisors under the routine operation of a computerised system of freight information control in order to critically evaluate the claim that computer technology is contributing to the demise of first-line supervisors.     

Student teachers of technology and design into industry: a Northern Ireland case study

This paper, based in Northern Ireland, is a case study of an innovative programme which places year 3 B.Ed. post-primary student teachers of Technology and Design into industry for a five-day period. The industrial placement programme is set in an international context of evolving pre-service field placements and in a local context defined by the Northern Ireland Curriculum (CCEA 2007); a rationale for the inclusion of Technology and Design within that curriculum; and the promotion of a STEM (Science, Technology, Engineering and Mathematics) agenda. Undertaken in collaboration with a range of industrial partners, the placements aim to give the student teachers an opportunity to spend time in industry. All the students concerned started their teacher education degree straight from school and therefore are without industrial experience. As a result of the placements the students gained valuable industrial experience and thereby further enhanced their working knowledge and understanding in their main subject area of Technology and Design, in particular, and other curricular areas, in general. The students report many benefits, both personally and professionally, to be gained from the placements typically the opportunity to see a range of industrial processes, many of which they are required to teach, and to gain a better understanding of the link between content of Technology and Design education and the activities of industry. This case study is based on feedback from the 2010 to 2011 cohort of students whose comments confirm the inherent value of exposing student teachers to industrial environments.     

A customer-driven model of job design: towards a general theory

The considerable debate about the level of discretion that should be accorded workers in performing production tasks has often lacked effective conceptual support. The authors develop a job discretion model based on customer preferences. The model is empirically tested and used to resolve the discretion question and clarify relevant job design and human resource issues.     

Skills and job commitment in high technology industries in the US

This article, based on a study of workers, engineers and managers in a sample of high technology firms in the US, suggests extensive skill dislocation, labour market segmentation and a lack of participation in production decisions. There is a crisis of organisation and commitment among employees in such firms.     

The social agenda of education for sustainable development within design & technology: the case of the Sustainable Design Award

The paper explores the adoption of the social dimensions of sustainability in technological design tasks. It uses a lens which contrasts education for sustainability as ‘a frame of mind’ with an attempt to bridge a ‘value-action gap’. This lens is used to analyse the effectiveness of the Sustainable Design Award, an intervention in post-16 technology education in three countries to encourage students and teachers to strengthen design for sustainability in their work. In each country, the intervention project provided varying combinations of teacher professional development, provision of learning resources, in school student support, lobbying of key curriculum policy makers and a student Award. Three types of teacher are identified by reference to their motivation for introducing sustainability into their teaching of design. These teacher types are linked to a hierarchy of teachers’ understanding of the social dimension of sustainability. The consequences for continuous professional development are examined. The findings are then used to critique the value of the lens.     

Uncovering procedural knowledge in craft,design, and technology education: a case of hands-on activities in electronics

Different knowledge types have their own specific features and tasks in the learning process. Procedural knowledge is used in craft and technology education when students solve problems individually and share their working knowledge with others. This study presents a detailed analysis of a one student’s learning process in technology education and the procedural knowledge used during learning tasks. Thus, procedural knowledge is mainly produced when acting, and includes students’ goal-directed actions related to the craft, design and technology processes and their learning content. These knowledge practices also include multiple interactions with teachers and other students. The findings show six different knowledge practices: observing, checking and asking, revising, guided representative action, self-directed representative action, and comprehended action. These knowledge practices actively relate to each other, and, in concert, they constitute chains of actions that constitute two different types of procedural knowledge: proactive knowledge and executive knowledge. We conclude by discussing how these knowledge practices can be used to develop our understanding of the teaching and learning of craft, design and technology.     

New technology and training: Missed opportunities

This article identifies the avenues used by UK firms to acquire the work skills needed to operate the new technologies. Having found that retraining is the most popular avenue, the author turns to issues such as who identified the retraining needs, how they were met and with what degree of success. In the process, disturbing tendencies are discovered.     

Effective technology and design teaching: getting it right in the classroom

Technology and design was added to the Northern Ireland curriculum in September 1992 and through it, teachers seek to address the need for pupils to understand the ever-changing man-made world by developing skills and understanding in its four elements of designing, communicating, manufacturing and the use of energy and control. To be effective in attaining these goals, it is important that teachers allow pupils to have a voice in their learning. They should do this by taking account of pupil responses to the tasks they issue and using those responses as a basis for making choices about instruction and support strategies. This is particularly important in technology and design as pupils need to interpret instructions in light of their design ideas. This paper outlines how three case studies of technology and design teaching were used to identify a range of teaching and learning strategies and evaluate them for their potential to create a learning dialogue with pupils. Drawing on aspects of the effective teaching debate, this learning dialogue was then applied to how teachers exploited pupil histories, managed a range of collaboration strategies and provided effective task orientation. The case studies were based on observations, interviews and content analysis of work over a complete design-and-make project in each school. The paper outlines three continua for effectiveness in each of the three areas observed. The first continuum shows that teachers need a more individualised view of building on pupil histories, the second outlines a range of strategies for the management of pupil collaboration in learning and the third suggests that pupils need to be orientated into complex tasks in ways that support a progressively increasing level of independence in their thinking.     

Relating management practices to job characteristics of R&D: The case of Taiwan

Based on a study of researchers in three major R&D industries in Taiwan, this article found that while both supportive and directive styles of management are important in the supervision of R&D processes, the supportive behavior seems to be more effective than the directive strategy in motivating research professionals at work. Data also indicated that the job characteristics of R&D may be significantly influenced by industrial conditions. The management differences between industries are explained in the features peculiar to each particular industry. Implications of the findings for enhancing the management effect are also discussed.The author is an Associate Professor, Department of Business Administration, National Cheng-Kung University, Tainan, Taiwan, R.O.C. All correspondence should be sent to this address.     

Probing intentions of design and technology students

The paper describes aspects of a larger study that explored what did happen as opposed to what should have happened for eight students on a BA Design and Technology course in a college of higher education. To seek the actual rather than the desired, an ethnographic methodology was used to minimise the influence of any prescribed view of design and technology. The data source was interviews, conducted with students over the four years of their course. Two analytical ‘tools’ emerged during the study and certain facets of the process of analysis are illustrated in the paper through one respondent's use of one of the tools. The outcome of this analysis exemplifies a central outcome of the study, that respondents experience tension between the intention of making change to the made-world through designing and the intention of making change to themselves through learning. The paper concludes with a critical examination of the methodology and examines this conflict of learners' intentions in the design and technology education literature. This revised version was published online in August 2006 with corrections to the Cover Date.     

Analysis and design of microfinance services: A case of ROSCA

Rotating savings and credit association (ROSCA) is a well-known microfinance association widely used in many countries around the world with long histories. By considering extra profits that such a system can provide when compared to banking transactions, we develop optimization problems to achieve an optimal design of a ROSCA. We find that ROSCAs might attract investors when deposit and loan rates from formal banking systems are not favorable. Furthermore, optimal rates and optimal orders to maximize system outputs are reported.     

Professional tensions in science and technology: the case of the Colleges of Advanced Technology

Two possible patterns for the organization of advanced technological education can be detected in Britain since 1945. The dominant assumption links training closely to fundamental advances in the sciences, and centralizes teaching at a small number of specialist institutions. The influence of such a policy is seen in the decisions which limited the numbers of Colleges of Advanced Technology in 1956, and in the continuing pressure from science advisory circles for the establishment of a few high-level training centres. The alternative pattern seeks to respond to the diverse range of industrial demands at local level in a decentralized system of technological training whose goals and standards are readily influenced by the technical and manpower demands of neighbouring industry. Neglect of this alternative can be explained from persistent trends in British professional organization, but the economic consequences may well be momentous.     

Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom

Technology is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in programmes in which the practice of technological development is experienced, as is knowledge informing practice, and students gain an understanding of technology as a domain in its own right. In New Zealand children begin school at 5 years of age and this paper describes a classroom research project during which these students design and then construct a photo frame. The inducement for this development arose from students needing to safely transport home and then display a class photograph. This provided the opportunity for developing technological knowledge and skills within a real and relevant context—two key drivers when working with young students (Ministry of Education 2007) [MoE]. The results of this project suggest that teaching technology to five-year-old students is achievable and a valuable addition to other learning opportunities provided in the new entrant classroom. Strategies are suggested that will enable students to successfully achieve their goals whilst gaining a simple understanding of the technological process. By making good use of these it is possible to create a worthwhile and imaginatively challenging activity that reflects the essence of the technology education curriculum.     

New technology: old industrial sociology?

This article argues that studies of the introduction of new technology have tended to ignore the contributions of pre-Braverman approaches. However, in some cases, they have implicitly rediscovered the findings of an older industrial sociology.     

New technology based firms and the emergence of new industries: a reply

The article by Claire Shearman and Gibson Burrell which was published in this journal, Autumn 1988 (Vol. 3 No. 2) provoked an immediate response. Here Ray Oakey and Roy Rothwell exercise their right of reply. This is followed by a response from the authors who defend their original article.     

New technology and industrial relations

This article reviews recent studies of new technology and industrial relations and indicates four main areas for future research. The author concludes that more attention should be devoted to the technology itself, and that industrial relations research could usefully incorporate many recent insights and developments in industrial sociology .