Trends for the development of anthropocentric production systems in small less industrialised countries: The case of Portugal

This paper analyses the problems and trends of the introduction of anthropocentric production systems (APS) in small less industrialized member states of the European Union, specifically the case of Portugal, based on the report for the FAST-Anthropocentric Technology Assessment Project (Monitor Programme) on “Prospects and conditions for APS in Europe by the 21st century”. Research teams from all countries of the European Community, as well as researchers from USA, Japan and Australia were participating in this project. The aim of this paper is to characterize APS and to present some special considerations related to the socioeconomic factors affecting the prospects and conditions for APS in Portugal. APS is defined as a system based on the utilization of skilled human resources and flexible technology adapted to the needs of flexible and participative organization. Among socioeconomic factors, some critical aspects for the development of APS will be focused, namely technological infrastructure, management strategies, perceived impact of introduction of automated systems on the division of labor and organizational structure, educational and vocational training and social actors strategies towards industrial automation. This analysis is based on a sample of industrial firms, built up for qualitative analysis, and on case studies analysis that can be reference examples for further development of APS, and not just for economic policy purposes alone. We have also analyzed the type of existing industrial relations, the union and employer strategies and some aspects of public policies towards the introduction of new technologies in the order to understand the extent to which there exist obstacles to and favorable conditions for the diffusion of anthropocentric systems. Finally some recommendations are presented to stress the trends for the implementation and development of anthropocentric production systems in Portugal.production systems; Portugal; Technology Assessment; human resources; organization; management strategies; automation;

A practice based learning environment for engineering students: Acquiring competencies for working on advanced manufacturing engineering

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.In this thesis the author describes the design and operation of a learning environment aimed at imparting technical, technological and managerial knowledge, developing understanding of the underlying issues and enhancing team work skills for an advanced technology future. He offers an analysis of learning, education and training and compares group work with individual tasks, presents a major case study and illustrates the features which distinguish the approach from role play, simulation and experiential learning. When staff at Brunel University were faced with the problem of teaching Computer Integrated Manufacturing (CIM) to engineering students on thin sandwich type undergraduate degree programmes the writer suggested the use of an approach he would later describe as 'practice based learning' or 'real life simulation'. The fourth year course in CIM is designed as a double option for the complementary undergraduate courses, Brunel Manufacturing Engineering (BME) and Special Engineering Programmes (SEP). It is an extension of the Manufacturing Design and Practice course in years one to three of the BME course and of the Design strand on SEP, both of which restrict students' work to the use of individual machine tools and stand alone computing facilities. A wide range of teaching methods is used on the CIM course, including lectures by course staff, presentations by experts and, as the major element, a large group project involving all the students on the course, organised in a management matrix, coordinated by the students and supported by the staff acting as experts. The students also undertake assignment work alongside the technical tasks, to focus their thinking and to improve written communication skills. While the course described cannot replace more than a small proportion of the more conventional lecture, laboratory and tutorial teaching on an engineering programme, it provides a setting where students can experiment and learn about their own strengths and weaknesses in a realistic situation and in the context of teamwork. It also offers a space where they can make quite serious mistakes without direct consequences to their careers. The experience of seven years leads the author to believe that advanced manufacturing technologies and the associated management techniques should be taught in a project based environment with clear and real targets and realistic constraints, offering students challenges to which they can only rise through close and creative team work. The management of task execution must be left largely in the students' own hands. A high level of "consultant" type support is essential though, allied to an assessment scheme which promises and ensures fair treatment of the individual. The different parts of the thesis will be relevant to readers depending on their interest and background. Chapter 1 sets the scene and outlines the approach taken. Following this broad outline of the scope of the dissertation the author places Computer Integrated Manufacturing in a wider context in chapter 2, by providing an introduction to the underlying issues of computer integration and human factors. He puts forward a case for new approaches to the education and training of engineers and managers who will be working in Computer Integrated Manufacturing and Advanced Manufacturing Environments in general. Chapter 3 is devoted to the management of projects while chapter 4 is used to question the role of the engineer. Chapters 5 and 6 provide an introduction to theories of knowledge, teaching, learning and motivation. Chapters 7 and 8 are devoted to particular aspects of engineering education, while chapter 9 reviews the approach used at Brunel University. The topical issues of competence and its relevance to engineering education is discussed in chapter 10, leading into chapters 11 and 12 which deal with aspects of the CIM course. Chapters 13 and 14 are devoted to case-studies and particular tools. The key question of assessment of a practice oriented and team based course is addressed in chapter 15, followed by an evaluation of the CIM process and its application to engineering education of a full time nature which is included in chapters 17 and 18.Funding was obtained from The General Electric Company Prize 1993: Manufacturing Systems Engineering

Trends for the development of anthropocentric production systems in small less industrialised countries: The case of Portugal

This paper analyses the problems and trends of the introduction of anthropocentric production systems (APS) in small less industrialized member states of the European Union, specifically the case of Portugal, based on the report for the FAST-Anthropocentric Technology Assessment Project (Monitor Programme) on “Prospects and conditions for APS in Europe by the 21st century”. Research teams from all countries of the European Community, as well as researchers from USA, Japan and Australia were participating in this project. The aim of this paper is to characterize APS and to present some special considerations related to the socioeconomic factors affecting the prospects and conditions for APS in Portugal. APS is defined as a system based on the utilization of skilled human resources and flexible technology adapted to the needs of flexible and participative organization. Among socioeconomic factors, some critical aspects for the development of APS will be focused, namely technological infrastructure, management strategies, perceived impact of introduction of automated systems on the division of labor and organizational structure, educational and vocational training and social actors strategies towards industrial automation. This analysis is based on a sample of industrial firms, built up for qualitative analysis, and on case studies analysis that can be reference examples for further development of APS, and not just for economic policy purposes alone. We have also analyzed the type of existing industrial relations, the union and employer strategies and some aspects of public policies towards the introduction of new technologies in the order to understand the extent to which there exist obstacles to and favorable conditions for the diffusion of anthropocentric systems. Finally some recommendations are presented to stress the trends for the implementation and development of anthropocentric production systems in Portugal

Management training in Greece: evolution from improvisation to the systematic development of professional qualifications

Executive management training is a fast growing field in adult training and an important component of a wider demand for reconstruction in the educational system and its orientation towards a closer relationship with the needs of the labour market and the priorities of the business environment. This study investigates the development achieved in this field in Greece from the initial efforts made by the Greek Productivity Centre, the Hellenic Management Association and the Athens University of Economics and Business in the beginning of the 1960s up to today’s development of recognized vocational training programmes and the contribution of Executive MBAs by modern educational organizations, as well as, by both Greek and foreign Business Schools operating in this field. In particular, this study examines the structure and the content of short-term in-company seminars, open courses and long-term courses leading to Certificates, Diplomas or Master’s Degrees and the efforts of introducing distance learning. The Hellenic Management Association, which is the most reliable management training establishment, is the major case study of the research. In addition, the contributing factors in the provision of training services, such as the process of designing, organising, implementing and evaluating the courses, are also analyzed together with modern training methods and techniques, trainers’ specialization and qualifications, the attitude adopted by companies and the role of the State and supervisory organizations. The study involves a team of trainers who propose some changes with a view to improving their work and the overall efficiency of training through action research. In addition, it examines the conditions of developing a model programme leading to an Advanced Diploma in Management, which is designed for executives who are already on the “management threshold” on their way to being promoted to higher managers. In conclusion, the study establishes a dynamic development in the field, supports the introduction of learner-centred methods and training technologies and makes proposals for improvement and better organisation. A 514 pages book on “The Art of Management” is an outcome of the project. It is published and delivered to the trainees of several training programmes

Towards a Biblically Empowered World View Programming Approach: The World Vision Tanzania Experience Case Study

Poverty is fundamentally relational and its causes are radically spiritual in nature. Despite the many years of significant investments in development aid across the continent, current efforts to a large extend seem to be having little impact and poverty levels remains a challenge. Approaches seem to be treating only the symptoms and not the root causes of poverty. World Vision’s empowered world view approach, seeks to enable men, women and children to ultimately change behaviors in a manner that will ensure sustainability and positively reinforce resilience capacities to absorb shocks, adapt to change and transform risks into opportunities. Available evidence from the piloting in World Vision Tanzania for the last three years is a clear demonstration that a consistent and systematic implementation of an empowered world view approach that is Biblically grounded, culturally literate and one defined by hope, can help break the underlying dependence mind-set and a sense of powerlessness and unlock the potentials within communities in realizing their own transformation. It is also a call for development practitioners to join the dialogue and embrace a Christ-centered approach in order to deal with the root causes of poverty and help improve the improve of children and the communities