Acceleration of Educating as an External Factor Supporting ... - Core

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ScienceDirect Procedia Manufacturing 3 (2015) 4948 – 4955

6th International Conference on Applied Human Factors and Ergonomics (AHFE 2015) and the Affiliated Conferences, AHFE 2015

Acceleration of educating as an external factor supporting preventive and improving actions in businesses 0DFLHM6]DIUDĔVNL* Poznan University of Technology, Poznan 60-965, Poland

Abstract In a knowledge-based economy it is necessary to accelerate the creation of knowledge resources in businesses. The author devoted his latest book [1] to the issue. There are many methods and tools for this acceleration. Some of them can be referred to the processes of the employee’s learning while others can be related to the processes of teaching that employee. Shortening the processes of educating employees makes them acquire knowledge faster and be able to use it quicker and more effectively at work thus improving the likelihood of effective and efficient preventive action and continuous improvement. Acceleration of learning can be analyzed in the operational or strategic view. In the strategic dimension, interesting problems include the fact how to speed up the employee’s acquisition of knowledge in longer time horizons, in particular how to cause the employee to acquire the knowledge required in the business before their employment. This article focuses on that problem as well as examples of its solution in Wielkopolska. The problem area under discussion concerns preparation of staff. The article describes solutions developed in WKH3R]QDĔ8QLYHUVLW\RI7HFKQRORJ\LQSDUWQHUVKLSZLWKWKH:LHONRSROVNLH3URYLQFH6HOI-Government which have been implemented in the region and functioned for two years, including practice laboratories, improvement of practice organization in businesses, regional e-learning platform as well as the Professionals System which is used for monitoring gaps in knowledge on the regional employment market. © byby Elsevier B.V.B.V. This is an open access article under the CC BY-NC-ND license © 2015 2015The TheAuthors. Authors.Published Published Elsevier (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AHFE Conference. Peer-review under responsibility of AHFE Conference Keywords:Business; Acceleration:Prevention; Improvement; Knowledge

* Corresponding author. Tel.: +48 697-695-847; fax: +48 665-33-75. E-mail address: [email protected]

2351-9789 © 2015 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AHFE Conference doi:10.1016/j.promfg.2015.07.639

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1. Introduction. The role of teaching processes in a knowledge-based economy Today’s postindustrial reality is characterized by the development of processes of communication and the ICT sector, increased employment in the services industry as well as the exchange of knowledge and products based on knowledge as the key source of added value. The development of knowledge-based economy which today constitutes the basic factor of production has become one of the key paradigms in the economy and management [1]. Functioning in such an economy forces businesses to keep agility in their operations [2, 3]resulting in substantial changes in their management [4]. As noticed by the author, keeping up with acquiring knowledge which is useful in efficient and effective operations is one of the key problems which appear in businesses. A decision-making problem arises: how to accelerate creation of new resources of knowledge which would be sufficient to keep competitiveness on the often unpredictable markets in the conditions of ever faster changes which result in ever faster inflation of knowledge. Identification of the teaching process and its management is necessary in the businesses in which the human capital has become strategic [5]. The management of the teaching process in a business can be done by the application of various optics, for instance those of knowledge management, pedagogy, marketing, logistics but this publication focuses on the quality management optics. The article presents solutions which are meant to support businesses in the process of accelerating the creation of knowledge resourcesat the entry to the processes occurring in them. Therefore, it strives at answering the question of how to accelerate the creation of knowledge resources in business by managing the teaching process. The question includes a specific problem resulting from the aforementioned decision-making problem: what to do for the expected knowledge resource to start accruing as much in advance of the moment of its first use in internal processes in the business at the same time maintaining the efficiency and effectiveness of its acquisition. 2. The teaching process – the optics of quality management in businesses The issue of knowledge as a resource does not belong solely to the scope of knowledge management. For many years, it has always been the core of interest in quality management. A look at the development of knowledge simultaneously from the point of view of knowledge as well as quality management is particularly beneficial. The author attempted this in his latest book [1]. For instance, it points out to the connections between theories arising in those two areas, e.g. in the knowledge management model developed by Nonaki and Takeuchi [6] and the popular use of the Deming circle model [7]. The book also emphasizes the beneficial influence of the use of quality management methods and tools on the acceleration of the creation of knowledge resources in businesses which has been perceived in enterprises (results of the studies have been presented in [1]). One could also quote the works of other authors who combine the issues of knowledge and quality management [8, 9, 10]. Knowledge as a resource was also included in quality management norms, in particular norm ISO 9004:2009 [11]. Being strictly connected to the human being, knowledge is many acquired in the process of learning. In quality management in a business, the employee’s learning and the employee’s teaching are treated as preventive actions (e.g. [12]). The employees’ expansion of knowledge lowers the risk of incompliance in processes. A model of the teaching process in the quality management optics has been presented in fig. 1. It is also worth pointing out that processes of teaching are so much associated with systems of education that, as noticed by the author, they are rarely considered in the business management aspect, particularly by micro and small businesses.

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Fig. 1.The process of teaching as a preventive action constituting a pro-effectiveness tool in businesses.

3. Acceleration of the creation of knowledge resources in a business as a method of improvement The process of teaching can be characterized by various speeds. The faster the employee acquires the knowledge necessary to perform duties at their workplace and the sooner they know how to use it, the more effectively they can operate. Their effective operation will result in improved efficiency and effectiveness of reaching the goals planned in the business. Acceleration of reaching the goals at the same time keeping the level of other features of effectiveness of actions (e.g. efficiency, effectiveness, productivity) is an instance of improving the functioning of the business which leads to gaining or strengthening strategic advantage on the market. Therefore, acceleration of teaching which results in the acceleration of the creation of knowledge resources at the onset of activities connected with objectives that were predefined in the company is one of the tools for improving operations in the business. Improvement is strictly connected with the area of quality management in the organization. In connection with the fact that, as it was emphasized, the process of teaching is a preventive action in a company, acceleration of teaching is one of the ways of improving preventive actions. Acceleration of teaching can be achieved by managing it. Various goals concerning acceleration of teaching can be formulated in a company. Managers can first and foremost focus on the very occurrence of the phenomenon, and then on keeping a constant or changeable acceleration level adapted to the needs (in special situations it might turn out that deceleration of teaching is necessary resulting in slowing down the speed of the growth in the knowledge-resource in the business). Firstly, acceleration of teaching can take place inside the business (within its boundaries), however, as it is known, in a knowledge-based economy speaking about boundaries of businesses is ever less justified, in the context of the development and strengthening of network structures in the economic reality which is referred to by e.g. K. Perechuda [13] or M.K. Wyrwicka and K. Werner [14]. Adopting the quality management optics, including preventive actions, from the point of view of business owners it is advantageous to replace, as much as possible, actions connected with “equipping” already hired employees with knowledge with actions involving “equipping” future employees with that knowledge. In particular, it is about university and high-school students as well as employees of other businesses (e.g. suppliers or employees whose employment is planned in the future in a given business). The term “as much as possible” is very important here since there are many factors limiting sharing of knowledge with persons who are not employed in the company (for instance protection of the know-how or limited perceptional capacities of less experienced persons). Despite that, apart from activities connected with acceleration of teaching and oriented towards employees, shaping the knowledge of potential employees is an action in advance. Therefore, we are speaking not only about the management of quality which leads to preventive actions in order to limit incompliance but about management of preventive actions involving moving them in time (as early as possible) in order to minimize the risk of errors in the teaching process, particularly of young people. Occurrence of

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those errors always results in the need to adjust the employees’ knowledge after their employment which increases the costs of functioning of the business in relation to an alternative situation in which the knowledge resource of a hired employee would correspond to the requirements connected with the organization’s goals to a bigger extent. Implementation of teaching programs for cooperators, suppliers or middlemen does not give rise to any doubts, however, it is not yet clear in businesses, particularly SMEs, that involvement in planning, organizing or controlling the processes of teaching preceding the organization’s actions for employing employees are preventive actions which lead to lowering the costs of quality and thus the total costs of the business. The core of the presented issued has been pictured on figure 2. On Fig. 2b the author decided to place the controversial marking of “Genes”. He wanted to emphasize how vast the outlook on the shaping of future knowledge in the business can be. At the same time, he signaled a problem concerning ethics in the knowledge shaping processes in organizations (can/should they interfere with the human genes for instance in order to increase or decrease (!) the skills of learning?) It must be assumed that progress in sciences such as ethics, bioethics and thus the law will be of key importance for solving problems connected with the development of the human being stimulated by the dynamic progress of technology and medicine to become possible (see: [1]). This thought will be no longer dwelled on herein. Symbolic S ymb boli li c clear l bboundary ou ndary d off th the organization a

Genes

A child in nursery or preschool

Primary school student

Lower secondary school student

Employee Upper secondary school student

University student prevention

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b

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?!

Genes

A child in nursery or preschool

Primary school student

Lower secondary school student

Upper secondary school student

Employee

University student

Graduate

prevention p revention

BUSINESS

Fig. 2.Preventing actions in businesses: (a) the classic approach – prevention limited to the recruitment process, (b) the suggested approach – acceleration of preventive actions (as an improvement method) by the businesses’ inclusion in the process of teaching.

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4. Improvement of vocational preparation for work in businesses – systemic solutions in the region of Wielkopolska The approach described in point 3 is generally applied systemically in big businesses while in the most numerous ones, i.e. SMEs, if it is present at all, it boils down to incidental operations (e.g. providing an internship to a student). Improvement of vocational education nowadays plays a very important role in Poland. The rapid development of technology requires vocational education systems to be adjusted to the needs of the economy so that graduates from vocational and secondary technical schools were prepared for the demands of a modern economy. According to data compiled by the Central Statistical Office in 2012 out of the 15.59 million professionally active employees in Poland as many as 8.56 million (i.e. nearly 55%) had vocational secondary education, post-secondaryschool education or basic vocational education. Employees in that group exert an important influence on the functioning of businesses, therefore entrepreneurs should undertake activities in order to shape the education of employees from that professional group as early as possible. A situation similar to that reported across the country can also be found in one of the sixteen provinces, i.e. Wielkopolska. From the point of view of the region, improving the quality of vocational education is one of the priorities since shortage of professional competences looked for by business owners is noticeable on the employment market. It results not only from the ill-adjustment of the educational system to the needs of the employment market but also from other factors such as e.g. emigration. If the vocational education system was adjusted to the needs of businesses, improving actions would not be necessary. If organizations were aware of the need to undertake preventive actions oriented towards improving the processes of teaching in educational systems and had funds to engage in such activities, they would manage acceleration of the creation of resources of knowledge to the discussed extent. However, in businesses, particularly SMEs, there are knowledge, time and finances-related barriers which limit the possibility of managing the knowledge of future potentialemployees of business entities. Meanwhile, in its current shape, the vocational education system functioning on the basis of lawsprecludes the possibility of educating candidates adjusted to the businesses’ requirements. Some of the factors which influence such a state of affairs include: insufficient equipment base, unawareness of the specifics of the functioning of businesses by a big group of vocational education teachers, legally-determined system of indices oriented towards passing exams which to a large extent mismatches the expectations of businesses and the language of the basic curriculum which determines the direction of the schools’ development and which is incomprehensible to employers and to a large extent prevents communication between the world of schools and the world of business. Those and a number of other problems as well as the desire to eliminate them through acceleration of vocational education in the region led to the fact that in 2012 the SelfGovernment of the Wielkopolskie Province and the Poznan University of Technology, the biggest university in north-western Poland, launched a systemic project called “Time of Professionals – the Wielkopolska Vocational Education” which was financed from the Human Capital Operational Programme. Planned for the years 2012-2015, the program is coordinated on behalf of the university by the author of the article and aims at improving the quality of vocational education by initiating, in consultation with entrepreneurs, extra activities in the processes of vocational education and creating solutions improving communication between businesses and vocational education system institutions as well as the future employees. The activities undertaken by the project’s partner Poznan University of Technology are based on the 2008 Program for the Acceleration of Technical and Mathematical Knowledge in Poland [15] and the Management of the Wielkopolskie Province’s resolutions [16, 17] which remain in line with the provisions of national laws and EU documents. The key activities undertaken as part of the project have been presented on Fig. 3. At the time when the article was being written, activities in the project had covered nearly 20,000 students from technical high schools and basic vocational schools. Cooperation agreements were signed with 70 schools and cooperation was started with over 900 businesses from the region. The budget of the entire project totals PLN 45 million, i.e. approximately USD 11.5 million. Below you can find a short summary of activities undertaken by partner of the project – the Poznan University of Technology.

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Fig. 3.Preventing activities in the project “Time of Professionals – the Wielkopolska Vocational Education” which is a tool for acceleration of teaching with respect to vocational education for the needs of Wielkopolska province entrepreneurs – an example of good practices.

The “Wielkopolska system of educational and career counseling” has been implemented in the project and it is being developed. It was created as an extended version of the designed and tested “WielkopolskaMonitoring and Forecasting System”. It was the subject of an earlier project headed by the author of the article in the years 20102012. It constitutes a communication platform between employers, professional education system institutions and the students. Its goal is the acceleration of exchange of information about the requirements of the employment market with respect to competences and facilitation of access to information about competences of vocational schools’ students who develop and maintain their competence profiles in the system. More information about the V\VWHPFDQEHIRXQGLQWKHSXEOLFDWLRQHGLWHGE\06]DIUDĔVNL>@ More details about the theory concerning the LVVXHVLQFOXGHGLQWKHSXEOLFDWLRQHGLWHGE\06]DIUDĔVNLKDYHEHHQGHYHORSHGE\'-HORQHN¶VSXEOLFDWLRQV> 20]. The year 2013 saw the implementation of an e-learning platform which supports education in 35 schools in the region. Its development was a response to the absence of systemic solutions with respect to remote education and insufficient skills of school students and employees with that respect which to a large extent resulted from the shortage of funds to develop such forms of education in the school (therefore, introduction of e-learning-based education in the schools was preceded by the purchase of computer hardware for the schools by the SelfGovernment). The platform was enriched by materials which were developed in the years 2010-2013 in the project “Partnership of Science and Progress” in which the author of the article was a coordinator for acceleration of technical knowledge. More information about the platform can be found in a publication by M. SzaIUDĔVNL 0 *ROLĔVNLDQG.*UXSND>@ Two professional practice ODERUDWRULHV ZHUH RSHQHG LQ 3R]QDĔ DQG 3LáD LQ ZKLFK VWXGHQWV DWWHQG RQH-week technological trainings. Programs of the practices as well as the scope of equipment are consulted with businesses whenopen days are held in the laboratories. The laboratories and their functions in the aspect of acceleration of diffusion of knowledge in the businesses-schools-university-of-technology WULDGZHUHGHVFULEHGLQ06]DIUDĔVNL¶V article [22]. The project developed improved models of organizing vocationaltrainings in businesses which were described in the form of process maps. The processes were implemented with some having been automated, creating extra

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TEACHERS

SCHOOLS PRINCIPALS

HEADS OF DEPARTAMENTS OF EDUCATION

BOARD OF EDUCATION

STAROSTS

THE SELF-GOVERMENT OF THE WIELKOPOLSKA PROVINCE

THE WIELKOPOLSKA PROFESSIONAL educational-and-economic network

STUDENTS HEADS OF PRACTICAL EDUCATION

PERSON IN CHARGE OF CAREER COUNSELLING

TRANING ORGANIZATIONS

THE POZNAN UNIVERSITY OF TECHNOLOGY

EMPLOYERS EMPLOYER ORGANIZATIONS

Fig. 4.The model of the educational-and-economic network developed in the Wielkopolska province (Poland).

modules supporting the contacts of entrepreneurs with schools and students as part of the Wielkopolska educationaland-career counseling system. The role of vocational trainings and the philosophy behind including them in the developed organizational solutions were described in one of the publications of the author of the article [23]. All of the activities which have been undertaken for several years have resulted in the shaping of an educationaland-economic network whose model has been presented on Fig. 4. It would be advantageous if the relations in the network could consolidate in the future and if the network evolved from being educational-and-economic to being economic-and-educational. Solutions with respect to vocational education for the needs of businesses which were implemented and function in Wielkopolska are an example of the fact that a sound use of public funds, supported by scientific research leading to the development of new methods of organizationally innovative proceeding in businesses can, over a relatively short time, lead to initiation of systemic activities supporting businesses with respect to improving their access to the resources of knowledge sought by them and the information where that knowledge is available (who has it). The Self-Government of the Wielkopolska province undertakes activities which are aimed at continuing and consolidating the solutions developed in the years 2010-2015.

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