STIC - Engineering:
Workplace
(Module 3)
Some Current  Workplace Practices
(Topic 1)
Content
This lesson focuses on some "New Economy" management practices of "high
performance" companies. It is important for engineers to be familiar
with these practices because many associated acronyms are found in engineering
job ads. In addition, knowledge of these workplace practices can enhance
an individual's suitability for progressive positions.
It is possible for the facilitator to prepare to deliver this lesson
solely using the facilitator's notes. However, facilitators can enhance
their understanding of the topic by reviewing any or all of the articles
listed below. (It is expected that participants will cover similar information
in the Sector Orientation and Overview workshop).
Sage, S. "Impacts of the New Economy on Learning Needs." In TESL
Talk: ESL in the Changing World of Work, Edited by Esther Podoliak.
v. 21, pp.65-87. Ministry of Citizenship, 1993. 1
Young, P. and J. Young. "Workplace Literacy: The Road to Quality
Improvement." In Workplace Education: The Changing Landscape,
edited by Maurice C. Taylor, 163-78. Toronto : Culture Concepts Inc.,
1997.
These two volumes are available from AlphaPlus Centre. Located in Toronto
, this organization serves individuals and organizations working in literacy
throughout Ontario. The AlphaPlus library catalogue is available on
their Web site: www.alphaplus.ca.
AlphaPlus will mail books to borrowers anywhere in Ontario.
Beck, N., and J. Connolly. "Jobs with a Future: An Engineer's Guide
to the New Economy." In Engineering Dimensions. Jan/Feb
1995: 24-30.
1 For those who are interested in an alternative context for
this kind of subject matter, we recommend the article by David Cooke,
"Just Add Power", that follows Sage's in the same TESL Talk
issue.
Delivery
Make as many copies as necessary of the following handouts  :
- Handout 1 Questions about Motivation
- Handout 2 This handout should be cut as indicated and
the slips of paper should be placed in an envelope (one envelope
per pair is sufficient). The instructions can be taped to the envelope.
- Handout 3 Participant Answer Sheet for Pre-Task 2
- Handout 4 Matching Activity
- Handout 5 Expressions for Agreeing and Disagreeing
- Handout 6 Situation for the Task
- Handout 7 Participant Self-Evaluation
- Terminology List (optional)
Materials needed: overhead projector and OHT 1 and 2
,
chart paper and markers.
Prepare the list of workplace practice terms on chart paper
(see Pre-Task 3) for easy reference.
Methodology
Introduction
1. (10 minutes)
Explain that in the last decade, many
workplace practices have developed in order to help companies become
high-performance organizations. This came about as Japanese products
became increasingly competitive with North American products. Most
Canadian companies are committed to balancing improvements in quality
while reducing costs. One method of improving product quality is to adopt
the concept of Quality Assurance rather than Quality Control. Ask the
class what they think the difference is between Quality Control and Quality
Assurance (the latter emphasizes prevention, while the former emphasizes
detection after the fact).
2. (10 minutes)
Ask the participants how this emphasis
on prevention effects management practices (i.e., relationships in
a company's production or service processes, and communication channels).
Explain that there are four main workplace practices that focus on
improving quality and efficiency in the workplace (show OHT1). Explain
that acronyms related to these practices are often found in job ads.
Indicate to the class that today's lesson focuses on identifying some
aspects of workplace practices, especially in light of today's business
and technological changes. Pre-Tasks
1. (20 minutes)
Start the lesson by dividing the participants
into groups of three. Distribute Handout 1 on motivation and have them
discuss the questions. Explain that they should write down any ideas
from their discussions, because these will be important later in the
lesson. Elicit some responses to the last question of the handout.
2. (30 minutes)
Elicit from the participants any information they have learned about
Canadian workplaces as compared to those in their country of origin. For
example, participants should mention: management techniques, expectations
of employers, the role of training and teamwork, and hiring policies.
Explain that there have been many changes in Canadian companies such as
shifts in management, production practices, and technological changes.
These changes have a direct impact on workplace communication and demands
on employees. Explain that participants will be given an opportunity to
compare traditional and high performance work organizations.
Distribute an envelope with characteristics of
both kinds of work organizations written on slips of paper (Handout
2). Explain that participants should first categorize each characteristic
as typical of either a "traditional" or "high performance" workplace.
Each characteristic should then be matched with its opposite. Have
participants work in pairs and then compare their lists with another
pair. Have a whole-class discussion to ensure understanding of terms
and expressions. (Note that "customer" in this context refers to
an internal employee who relies on the services/duties of another
employee.) Distribute Handout 3 for reference.
3. (15 minutes)
There have been many studies done on
the needs and demands of companies in the "New Economy." Elicit from
the participants what they think are the four main requirements of companies
today. (Answer: employee performance, company productivity, product quality,
company profitability). Divide participants into groups of four and have
them identify/brainstorm some answers to the following question: How
can companies achieve these goals? (Refer participants to the first pre-task
for ideas.) Have each group present their ideas to the class.
4. (15 minutes)
Explain that some
workplace practices have been developed to achieve these goals. Acronyms
for these practices often appear in job ads for engineers. Show OHT 2
for a selection of ads that show ISO, JIT, TQM, SPC. Refer participants'
attention to a list of workplace practices on chart paper:
- Total Quality Management (TQM)
- Self-managed work teams
- Job Rotation
- Statistical Process Control (SPC)
- Just in Time Inventory Management (JIT)
- International Standards Organization (ISO)
Have the participants work in groups of three and discuss and write
definitions for these practices. They should be familiar with some of
them and may benefit from an opportunity to discuss what they know. Leave
OHT 2 on the screen so that they can see the acronyms in context.
5. (20 minutes)
Distribute Handout
4 to the participants. Have them read the descriptions and choose the
workplace practice to which they refer. Participants can also compare
their group's ideas to the descriptions on the handout. Take up as
a whole-class activity. Participants may have questions about these practices;
however, they should understand, that this is only an introduction
to some concepts and they can explore them more on their own if they
are interested.
Task
1. (15 minutes)
The task for this
lesson is a role-play of a meeting at a small, non-unionized manufacturing
company experiencing quality-assurance problems. There are four people
in the meeting: the owner of the company, an employee representative,
a manager, and an engineer. Explain to the participants that they will
be working in groups of four and simulating a meeting where some company
problems are being discussed. Each participant will be assigned a role
in the meeting. The purpose of this discussion is for the group members
to agree on the best ways of improving the employees' working conditions
in the factory. An important point to keep in mind is that all members
should take part in the discussion. In order to help broaden the expressions
for agreeing and disagreeing, distribute Handout 5 and go over some common
and polite expressions.
2. (10 minutes)
Distribute Handout
6, which outlines the situation in this company. Read the situation
as a whole class and check for understanding. 3.
(10 minutes)
In order to prepare for the role-playing
exercise, ask the class how employees' working conditions can be improved
so that ultimately production and quality will increase, from the management
point of view. Try and raise the following points:
- communication between workers and management (number
of meetings? number and kind of memos? suggestion box?)
- working hours (number of hours? flexible hours?)
- breaks (number and length of breaks? facilities
for breaks?)
- days off (length of vacation? number of paid holidays,
sick days, and personal days?)
- education and training (in-service training? paid
tuition? time off for classes? financial rewards?)
- working environment (music? lighting? noise?)
- increase in responsibility with a corresponding increase
in "perks"
4. (20 minutes)
End the whole-class discussion and
organize the participants into groups of four. Have participants make
their own list of specific solutions. Then, have them select the best
ideas for each role. They can be generally divided into two categories:
employees and management (the latter would include the engineer). After
each group has done this, assign the roles for each group member. They
are now ready to start the discussion. The groups should discuss the
topic for ten minutes. The purpose of the discussion is not to reach
a final decision, but to participate in a meeting. Post-Task
1. (10 minutes)
Distribute the participant self-evaluation
(Handout 7). Have each person fill it out. Explain to the class that
in more and more workplaces, all employees are expected to contribute
to the growth of the company. Communication is becoming very important,
as quality assurance and standardization of workplace process for ISO
9000 membership is becoming increasingly advantageous and profitable.
How much do they feel that they contributed?
 Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Workplace:
Topic 1 [250 KB, 20 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
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