By Kenneth V. Porter
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This will involve : imparting knowledge teaching skills developing proficiency and efficiency assisting development of the individual (otherwise one may produce over-adaptive conformists). (b) Training aspects: Estimated requirements. How many trainees will be accepted? Who will train them? Will trainers need training? Where will training take place? How will training take place? How long will training last? How much money should be allocated? (c) System of review: The initial scheme seems to have been operated for ten years without change, a review having been eventually contemplated only because of expansion plans.
B) Participation: What do the trainees mean by 'participation' ? Lacking practical experience and being new to the industry, they are in no real position to decide on course content, although they should have an opportunity to air their views. Useful feedback on course content would come from former trainees. There should be regular opportunities, however, for trainees to comment on the structure of the course, to suggest methods of improving instruction, etc. The very criticisms now being made should have been dealt with at such meetings.
Thorndyke suggested that a notice be sent to all employees reminding them of this condition and informing them that it would be rigidly enforced in the future. Rudland queried the accuracy of the figures which had been presented, and expressed fears that Thorndyke's suggestion would cause considerable resentment. The operatives considered that it was an unwritten rule that they were entitled to the 'odd packet of fags' as a 'perk' which went with the job. Supervisors tacitly accepted this and turned a blind eye on many occasions.
Case Studies in Human Relations by Kenneth V. Porter