Teachers Book in EN

(1)

(2)

Mrs. Sirkka-Helena Ilveskoski, Mr. Marjan Ranogajec,

Mr. Bastien Hervé du Penhoat, Ms. Edita Šidlauskaitė,

Mrs. Gražina Žardalevičienė, Mr. Gintautas Dervinis, Mrs. Jolanta Sakalauskienė, Mr. Dmitrij Novikov,

Mr. Marc Manguin, Mr. Laimonas Bačkys, Mrs. Genė Jakubauskienė, Mr. Povilas Čepulkovskis,

Mr. Olivier Fortier, Mr. Kęstutis Viselga, Mr. Mika Heikkilä, Mrs. Pirjo Pietikäinen, Mr. Laurent Daguet, Mr. Bilel Miled, Mr. Olivier Fortier, Mr. Christian Raoelison, Mr. Raimundas Petravičius, Mr. Olivier Fortin,

Ms. Federica Gallicchio

Authors

Designer Lina Povilaitytė - Burokienė The European Commission's support for the production of this publication does not constitute anendorsement of the contents, which reflect the views only of the authors, and the Commissioncannot be held responsible for any use which may be made of the information contained therein.

(3)

Intr oduction

(4)

If used for exam purposes, teachers should bear in mind country-specific regulations for VET degrees and the appropriate Curriculum. The material has been designed for teachers in Vocational Training organisations and for learners aged 16 or over, who may currently be in industrial training, changing careers or have no previous industrial experience or knowledge.

The Upskill material can be easily adapted to the specific needs of individual learners, groups or industrial environments.

The Teacher Book’s is a replica of the Student´s Book but contains added guidelines and help for the teacher, printed in red.

In each Core Unit of the Teacher´s Book, teachers should be aware of HSE European level guidelines and add relevant material relating to their own context, for example factory requirements.

https://osha.europa.eu/en/safety-and-health-legislation/european-directives

The pedagogical approach is both practical and operational. It is based on the three main areas of professional competencies of plastics processing line conductors. The development of the 18 Units is detailed in the curriculum:

Dear Teacher/ Trainer/ Instructor,

You are in a valuable position to inspire and motivate Zlearners in their studies.

This teaching material is the final product of the European

Erasmus+ project UPSKILL, ( www.upskill-project.eu ) and

has been designed to match the appropriate level of skills and

knowledge needed by plastics production line conductors

when carrying out their duties. The training material can

be used either as a standard program leading towards an

exam or customised by organisations for their own specific

training needs.

(5)

▪ 8 basic competencies

▪ 3 common competencies

▪ 7 core competencies

Each unit of the book follows the same structure built around 7 sections, each of which targets a specific skill.

Below are some guidelines related to the topics being studied.

Section 1: Objectives of the unit

Knowledge, technical skills, organisational skills, relational skills as they are formulated in the curriculum document.

Hint:

▪ Know the Curriculum well and explain the study principles to the learners.

▪ Lesson planning may very greatly from one unit to the other depending on the topic.

▪ The teacher is responsible for ensuring that the learners have all the necessary information and learning material at their disposal.

▪ Teachers are encouraged to find materials and questions that are adapted to the specific needs of their learners/ group/ industry.

▪ Teachers should plan ahead and allow preparation time to gather the necessary materials, equipment, workspace, etc.

Section 2: Investigation activities

Using short case-studies (problematical situations), the learners answer questions either alone or in a group. The pedagogical objective is here is to stimulate curiosity and interest in the unit topic. This is where the first elements of knowledge are acquired.

Hint:

▪ Group and individual work and active discussion are encouraged here to reinforce the learning process.

▪ Give time guidelines and vary the activities around the unit topic.

(6)

Section 3: Documentary research

After reviewing the source material dealing with the unit topic, the learners carry out research work (internet, journals, books or technical documents…) to find answers to the questions. This enables them to strengthen their knowledge on the unit topic. This is one of the main sections to build theoretical knowledge.

Hint:

▪ Determine the scope of knowledge to be studied and the required materials.

▪ Give the learners a list of extra material for their personal use such as books, web sites etc.

Section 4: Practical activities

▪ The learners develop the skills related to the unit topic (See section 1). These activities should relate as closely as possible to the job of a plastics production line conductor and the plastic production workshop. This is one of the main sections to put theoretical knowledge into practice.

Hint:

▪ Insist on safety and security requirements when needed

▪ Organize the workspace and allow sufficient time to develop vocational skills.

▪ Correlate the input with the specific professional skills Section 5: Method sheet

This document highlights and formalizes the elements of method and best practice related to the unit topic, such as processes and terminology.

(7)

Section 6: Elements to remember

This section anchors the knowledge acquired (see section 1) in the previous sections of the unit. The most important skills should be included here.

Hint:

▪ Insist that learners understand the importance of anchoring this knowledge in order to perform the targeted skills correctly.

Section 7: Practical exercises

This series of exercises allows the learners to reinforce their knowledge and/or skills in order to develop professional reflexes. The teacher may also use these exercises in order to evaluate the learners’

acquired competencies.

Hint:

▪ Allow as much time as necessary for the learners to reach acceptable skills.

▪ The work can be adapted to learner-specific skills and/or industrial/ local needs

Although each unit can be tackled in a sequential manner, the teacher remains free to apply his/her own pedagogical approach either by picking activities within the unit, skipping others or adding his/her own. However, we recommend that the original operational and skills- oriented approach of this book remains the common thread during the learning process.

We very much hope that you will enjoy using this material to train your future plastic production line conductors.

The UPSKILL project team

(8)

Cont ents Introduction 3 Contents 8

Unit 1 13

Participate in workplace communication 13

Section 1: Objectives 14

Section 2: Investigation activity 15

Section 3: Documentary research 20

Section 4: Practical activity 21

Section 5: Method sheet 25

Section 6: Elements to remember 27

Section 7: Practical exercises (that could also be used for assessment) 29

Unit 2 33

Contributing to teamwork 33

Section 4: Practical activity (Contributing to teamwork) 40

Unit 3 48

Applying entrepreneurial skills at the workplace 48

Section 5: Method Sheet 65

(9)

Applying green skills at the workplace 72

Section 7: Practical exercises 89

Unit 5 93

Applying Lean manufacturing principles at the workplace 93

Section 4: Practical activity 1 99

Unit 6 108

Applying Quality, Hygiene, Safety, Environment rules and procedures 108

Section 4 : Practical activity 121

Unit 7 137

Diagnosing and helping solve a dysfunction on a plastic production line 137

Section 2: Investigation activitys 139

Section 4: Practical activities 147

(10)

Section 2: Investigation activities 164

Unit 9 211

Reading, interpreting and applying engineering drawings 211

Section 4: Practical activity (Technical Drawing using manual and digital methods) 222

Unit 10 255

Conducting a digitally operated system 255

Unit 11 276

Knowing main characteristics of plastic materials 276

(11)

Operating equipment for manufacturing of plastic composites 305

Section 7: Practical exercices 372

Unit 13 379

Operating Injection Moulding Equipment 379

Unit 14 406

Operate blow moulding equipment 406

Unit 15 442

Operating plastic extrusion equipment 442

(12)

Section: Objectives 468

Unit 17 505

Equipment for manufacturing of rubber compounds 505

Section 2: Investigation activity for rubber 507

Section 4. Practical activity 518

Unit 18 532

Finishing of Products and Components 532

Section 2: Investigation activity for injection moulding 534

References 553

(13)

Par ticip at e in w orkplace communication

Unit 1

(14)

Section 1: Objectives

Knowledge, technical skills, behavioral skills targeted in agreement with the program produced by WP2

SKILLS KNOWLEDGE

Underpinning technical skills

1. Effective communication;

2. Different modes of communication;

3. Written communication;

4. Organizational policies;

5. Communication procedures and systems;

6. Technology relevant to the company and the individual’s work responsibilities.

1. Following simple spoken language;

2. Performing routine workplace duties following simple written notices;

3. Completing work related documents;

4. Estimating, calculating and record routine workplace measurements;

5. Performing the four basic operations (addition, subtraction, division and multiplication).

Underpinning organisational skills

1. Gathering and providing information in response to workplace requirements.

Underpinning relational skills

1. Taking part in workplace meetings and discussions;

2. Being able to relate to people from diverse social backgrounds in the workplace.

(15)

Section 2: Investigation activity

It is important to strive for students to form a real self-image and evaluate themselves objectively.

Create preconditions for a positive self-esteem throughout education.

Through a case study, answer some questions in order to stimulate curiosity for the theme of the chapter

METHOD

1. I form a hypothesis 2. I develop a protocol

3. I get it validated by the teacher 4. I present and I interpret my results 5. I validated or not my hypothesis 6. I respond to the issue

Tell the following instructions carefully and make sure that the student will read and understand them.

The teacher observes how the students perform the self-assessment task. Help and guide students who need assistance and explain what effective communication is.

Effective communication

Personal interaction involves at least two people. The most important aspects of such communication are: collaborative, interactive and professional respect for each other.

Question 1

Tick which communicative skills you think you have and explain why you think so:

(16)

PROFESSIONAL SUCCESS IS DETERMINED BY:

▪ knowledge

▪ competence

▪ work methods

▪ social competence (ability to interact with colleagues and customers)

▪ something else (feel free to name some other skill)

Let students identify their own ways to develop their self-knowledge and self-analysis skills.

Objective self-assessment allows the student to look at himself critically, to coordinate his wishes with the possibilities of setting goals for self-development, self-improvement, to give up unrealistic aspirations. Positive self-esteem defines a positive attitude towards oneself as a unique individual in terms of future opportunities.

Question 2

Rank the above in order of importance and explain why.

Different modes of communication

Written and spoken communication

Introduce students to different ways of communication.

Explain the advantages and disadvantages of communication methods in different environments where themethod of communication is used.

(17)

Researchers have found that 35% of our time is spent communicating orally, - 40% listening, 9% writing and 16% reading. Despite the different amounts of time spent using different communication modes, they all are crucial to quality and effective communication. As you can see, we spend most of our time communicating orally which means - speaking and listening.

Analyze the characteristics of oral and written communication:

CHARACTERISTICS

Oral communication Written communication

▪ Used for general activity;

▪ Instant feedback;

▪ The conversation is based on reciprocal agreement;

▪ Little or no editing;

▪ Simple grammar structures;

▪ Information is transmitted and received through various channels (gestures);

▪ Information is transmitted and received through speaking and listening.

▪ Used alone;

▪ Follow-up or no feedback;

▪ The conversation is controlled by the writer;

▪ Lots of editing;

▪ Complex grammar structures;

▪ Information is transmitted and received through a single channel;

▪ Information is transmitted and received using visual means.

Question 3

Let’s discuss and compare:

▪ Oral vs. written communication (when, how, in what circumstances and conditions).

▪ The relation you have with the person you are addressing, in each case mentioned.

▪ Which channels of communication are used in each case?

▪ Whether the language used is sophisticated or simple?

In this exercise, students practice their skills, the ways of expressing opinions freely through a variety of communication. The task provides students with an opportunity to discuss together, to discuss the diversity and possibilities of communication methods.

Five simple rules for good written communication:

▪ Clarity - know what you want to say and say it clearly and well;

▪ Brevity - be concise. Less is more;

▪ Simplicity - avoid jargon, buzzwords and long sentences including excessive use of technical and scientific language;

▪ The target group – make sure it relates to your audience;

▪ Confidence – believe in what you are writing Question.

(18)

Question 4

Write top five tips for good oral communication:

1.

2.

3.

4.

5.

Source: https://www.aprc.lt/naujienos/mokytojai-susipazino-su-plastiku-liejimo-procesu-ir-mokesi-dirbti-su-liejimo-iranga/ 09 02 2021

This task encourages thinking. The teacher monitors the progress of the conversation and takes notes on it. Students are encouraged to make use of personal experiences in this task. In the exercise, students make a feedback summary, which also includes the teacher's findings.

Non-verbal communication

Body language is human communication using gestures, movements, touches, physical posture, facial expressions and eye movements. Body language always provides additional information about a person’s character, emotions and reactions.

Body language cues are four times more effective than spoken language, but they often arise unconsciously. People can stop talking, but they cannot stop their body language.

Give examples to students of nonverbal communication (body language) that is as important as speaking. The ability to “read” body language is important for anyone who wants to understand other people better.

Describe body language as well as the rules of "reading". Explain which parts of the human body are more likely to gesture and what to monitor. Explain how to evaluate combinations of elements of human body language and their meanings, how lies and tenderness can be identified.

Question 5

The task enables students to analyze, evaluate and deepen non-verbal communication skills.

Recognize, evaluate your own and the interlocutor's body language.

(19)

Decide which body language signs reflect positive or negative attitudes:

BODY LANGUAGE POSITIVE BODY

LANGUAGE NEGATIVE BODY LANGUAGE

1. Open palms +

2. Taking a step back +

3. Eye contact +

4. Looking down +

5. Hands folded on the chest +

6. Rubbing your hands against yourself +

7. A respectful gaze +

8. Head held high +

9. Hands behind your back +

10. A look at the country +

11. Leaning forward +

12. Lowered hands +

13. Touching nose, mouth, neck +

14. Hand to chin +

15. Pointing a finger +

16. Clenched fists +

17. Arms folded +

18. Head nodding +

19. Standing with feet wide apart +

(20)

Section 3: Documentary research

After reading an article, make a research work (internet, reviews, books,..) in order to answer some questions and develop the knowledge attached to the chapter

The tasks in this section give students the opportunity to analyse and internalize the importance of communication skills at work. These research exercises encourage students´ initiative and creativity.

The purpose of this activity is to apply the acquired knowledge of communication skills by encouraging the individual to deepen the topic using a variety of tools and resources

Communication is at the very heart of who we are as human beings. We connect and interact, e change information and ideas, convey/express our thoughts and feelings through communication, and our education and work depend on communication. No vocational training and development or creative activities would be possible without it. A developed ability to communicate, to a significant extent, determines personal success in different occupational fields. Communication is considered to be as important as subject knowledge or professional/technical skills.

Research:

In your opinion, is a communicative competence as important as a professional/

technical competence? Why?

Email is one of the most habitual and popular Internet services. Millions of people around the world start their morning by reviewing their email inboxes. Email is beneficial way of communication as it is fast, cheap, accessible, easily replicated and provides efficient and effective ways to transmit all kinds of electronic data (database extracts, spreadsheet data, graphic images, etc.)

Research:

What are advantages and disadvantages of emailing, compared verbal communication?

There are often very different people working together in an organization who are in constant communication with each other. Their age, mentality, education, temperament, character, etc. vary.

Obviously, communication between them is not always smooth.

Internal communication of an organization can be formal or informal: formal or informal communication networks can be formed and formal or informal means of communication are used. When information moves through formal communication channels, it strictly follows the hierarchical structure of the organization. In addition to the conscious and purposeful development of formal information transmission channels, as mentioned, there is also informal communication.

Research:

What are other ways for a plastic production line conductor to receive/give information trough vertical (top-down) communication?

(21)

Section 4: Practical activity

Develop the skills through activities in the manufacturing shop

The practical tasks in this section help to put the theoretical knowledge of communication skills into practice.

1. Questions

Material

^Objectives

None Closed and open questions

These exercises are partly in groups, partly independently. Tasks require a teacher with communication skills and an ethical vision. His job is to help create a safe learning atmosphere.

After completing most of the exercises, the student prepares a self-analysis and / or has a discussion. The student will gain an understanding of where they have succeeded and what still needs to be improved.

Discuss with the students, which one was the most difficult to prepare.

Problem:

How to ask the right questions.

Open- ended questions are an excellent way to save time and energy and help you to access inform tion quickly. However, closed questions (Yes/No questions) can also be very useful in some instances, e.g. to confirm your understanding or to help you control the conversation with an overly talkative

person/customer.

Split the class into two equal groups/teams. One person from each team leaves the room and chooses any plastic object such as a button, a handle, etc. Then each person returns to his/her team. The team ask him/her Yes/No questions to find out what the object/item is. The team which names the item is the winner and wins a point. Repeat the game several times.

2. Written communication

Material

^Objectives

▪ pens

▪ piece of paper linguistic, communicative and linguo-cultural competences

Problem:

Effective writing allows colleagues to understand clearly, what you want to say. This is not always as easy as it seems

Write a letter to your colleague and chief using the necessary courtesy phrases and other required business letter components.

(22)

Courtesy phrases

Opening greeting to one person

▪ Dear Mr./ Mrs./Miss/ Dr/ Professor + family name (= Dear Mr./ Mrs./Miss/ Dr/ Prof + family name)

▪ Dear Sir or Madam

▪ Alex

▪ Alex Case

▪ Alex Case (Mr.)

▪ A.M. Case (Mr.)

Opening greeting to more than one person

▪ Dear all

▪ To: All faculty members/ To: New recruits/ To: All members/ To: … Opening line with the subject of the email:

▪ I am writing to you about your latest model/ about the meeting next week/ about your presentation yesterday/ about…

▪ I am writing to you in connection with/ with respect to/ regarding/ concerning…

▪ I am writing (in order) to ask/ to enquire/ to confirm/ to check/ to inform you/ to follow up on/ to let you know/ to tell you/ to thank you/ to invite you to/ to update you on/ to announce that/ to ask for a favour/ to…

▪ I am writing (to you) because I have just found out that/ because I thought you would like to know that/ because I need/ because…

Closing line when you need a reply

▪ Please let me know if that is okay/ if that is acceptable with you/ if that sounds okay/ if you can/ if you can help/ if you need an extension/ if you need to reschedule/ if…

Closing line offering more communication if needed

▪ (In the meantime) if you need any more information…/ If you require any further information (about/ in order to/ before you/ to help you…/…)/ If you need any more info/ Need more info…

▪ If you have any (more) questions (about…)…/ Any more Qs…

▪ please do not hesitate to contact me./… please contact me./ … please feel free to contact me./ please get in touch./ … just let me know./ … just drop me a line (at any time).

Other closing lines mentioning the next contact between you

▪ Speak to you soon/ then/ on Monday/ on…

Closing lines for (big) requests

▪ Thanks/ Thank you (in advance).

(23)

▪ Any help (at all/ you can offer me)/ Any feedback you can give me (on this)/ Any assistance (you could give me in this matter) would be greatly appreciated/ would be highly appreciated/

would be much appreciated/ would be gratefully accepted.

Closing lines with apologies/ Closing lines when responding to complaints

▪ I hope that is acceptable with you./ (I) hope that is okay (with you).

▪ Once again, please accept our apologies for any inconvenience caused/ for the inconvenience caused/ for the delay/ for…

▪ Thanks for your patience./ Thank you for your patience.

▪ Thanks for your understanding./ Thank you for your understanding.

Other closing lines

▪ Thanks again (for all your help/ for the info/ for bringing this matter to my attention/ for…)

▪ (I) hope that helps.

▪ Sorry I could not be more help.

▪ (I) hope that answers all your questions/ that is clearer now/ this will help with/ that meets with your approval/ that…

Useful closing greetings for emails

▪ Best regards

▪ Sincerely (yours)

▪ Best wishes

▪ All the best

▪ Best wishes

(24)

3. Workplace meeting

Material

^Objectives

▪ access to computer, internet, document, table and presentation programs;

▪ pens paper;

▪ estimating, calculating and recoding routine workplace measurements;

▪ performing the four basic operations, addition, subtraction, division and multiplication.

Problem:

How to prepare workplace meeting documents with the most important information.

Prepare documents for a workplace meeting on a topic of your choice (agenda, invitation). You can select different channels to send the invitation (office website, bulletin board, CApps as Hangouts, Whatsapp, Teams, GDrive, OneDrive…). Discuss which was the most difficult.

(25)

Section 5: Method sheet

This unit section covers the knowledge and attitudes in reading, writing and discussing, when participating in workplace communication.

Concretize all these methods by simple examples and if you have enough time practice them with locally relevant exercises.

As in knowledge listed, highlight the important practices, processes and correct terms.

1. Method 1 (Writing)

The report must state:

▪ subject and purpose;

▪ operational objectives;

▪ where and when;

▪ who are involved;

▪ how long does it take;

▪ detailed step by step action and be written according to the organization’s standard format.

2. Method 2 (Discussion)

Instructions for a successful steering:

▪ create a positive and open atmosphere, talk and listen to each person;

▪ introduce the topic;

▪ motivate the person;

▪ highlight the advantages and benefits;

▪ be logical and justify your instructions;

▪ illustrate your speech and actions;

▪ try to keep a positive atmosphere till the end.

3. Method 3 (Reading)

How to read:

1. Anticipate (find out what you know about the subject before reading) a. Draw a mind map (or a memo);

b. Find out, what you should learn;

c. What subjects do you think the text covers, ask yourself what you know about the subject?

2. Look at the text

a. Read the headings and subtitles, plus the introduction and summary;

b. Look at the pictures and paragraphs;

(26)

3. Highlight the text

a. While reading underline main subjects in every paragraph. Add them to your mind map (or memo), using keywords;

b. Estimate whether the the necessary subjects in the mind map (or a memo).

4. Review what you have read a. Read the mind map or memo.

b. Ask yourself questions and answer them.

c. Estimate the text you have read. What was difficult and what was easy ? What new things did you learn ? How could you apply the information you’ve learned ?

d. Compare your mind map or memo to your friend’s mind map or memo. How do they differ ? Why do they differ ?

e. Finally, write a summary. It helps you to review and remember the main subjects.

(27)

Section 6: Elements to remember

You need to be able to handle communication situations. You work in response to workplace culture

Concretize all these requirements by simple examples. Make sure that students understand those and importance of them. The photo below shows how these different skills are all part of internal communication.

As in knowledge listed, the most important skills should be included, could be directly as in the Student´s Book in Section 1.

After these studies you have a good picture of different communication modes (oral, non-verbal, text).

1. You can create a document using the standard format of the organization.

2. In this document, you can gather and provide information in response to workplace requirements.

3. You can use relevant terms.

4. You can understand texts in your workplace.

5. You can use different devices (computer, telephone).

6. You can gather and convey information effectively using mode of communication.

7. You can participate in workplace meetings and discussions.

The picture below clarifies the different elements in communication. All the elements include different requirements, which students must know

(28)

The picture below shows how important it is to pay an attention to your body language, because it carries a lot of meaning.

(29)

Section 7: Practical exercises (that could also be used for assessment)

The objective is here to strengthen the skills and develop some professional automatisms.

All these exercises form one entity! In the end teacher evaluates and gives final feedback.

Practical Exercises 1: Use of information in documents and presentation

Make sure that the student read the following instructions carefully and understands them. It is self-evident that all requirements are told students in advance. As answers to exercises in the Student´s book, guide to bind required vocational knowledge in answers.

Find information on different types of plastic and make a search. All necessary information is on:

https://www.plasticseurope.org/en

Your research should cover the following topics:

1. The various types of plastic and their particular applications and benefits.

2. The ways in which plastics can help improve our lives.

3. The benefits of using plastics in different branches (examples).

4. The key figures of plastic production in Europe.

5. Plastics and sustainability.

Each topic and presentation are in their own file.

(30)

1. Theme 1 use of applications

Exercise n°1:

Document application

The actual work is done on Word using the format and layout requirements of the document template standards.

Source: Word settings following Finnish standards (SFS 2487) by Ari Rannisto

Exercise n°2:

Presentation application

Make a slideshow of your work with PowerPoint, illustrating it with pictures of different types of plastics - to make it more attractive.

(31)

Source: Example of PowerPoint

2. Theme 2 Presentations

Exercise n°3:

Subject

Give a presentation of your work to your group. The presentation should be 5 minutes long.

Exercise n°4:

Follow the others

Listen to presentations from your own group and make notes of them.

Have a short comparative discussion using notices everybody have done. This prepares everyone to next exercise.

3. Theme 3 Interaction

Exercise n°5:

Analyze the presentations using the following criteria. Make your own comments.

How clearly were things presented?

Was the subject presented without being read straight from the slide?

Was the material clear?

Were the slides drawn correctly (1-2 lines of text / subject) Did the student keep to the timing ?

How did the audience respond? Did they ask the audience any questions?

(32)

Feedback

Teacher´s choice is to comment privately or pick up some common elements to share.

After five Exercises in the Practical Exercises 1 Give the student your feedback either orally or in writing.

Practical Exercise 2:

Curriculum Vitae

Teacher´s duty is to know the type of CV accurate for the purpose.

Make a CV (use templates of the Word)

Source: Example of CV

Practical Exercise 3:

Application

Make a job application. Use the format and layout requirements of the document template standards.

(for example dependent indentation, page numbering, margins etc.). Have a look at the earlier photos.

Finally: if the result of your presentation is as below, something has gone wrong…

The summary of a student’s skills can be encouraging.

The way of personality is talent, if you can the principles.

(33)

Contributing t o teamw ork

Unit 2

(34)

Section 1: Objectives

Knowledge, technical skills, behavioral skills targeted in agreement with the program produced by WP2

1. Communication process;

2. Team structure;

3. Team roles;

4. Group planning and decision making.

1. Communicating in a manner which is consistent with the workplace culture;

2. Giving instructions.

Underpinning organisational skills

1. Ensuring that the proper information is available in the proper place.

1. Working with teams in order to improve and optimize the production processes;

2. Accompanying other operators in order to follow the manufacturing program;

3. Lending technical support.

(35)

Section 2: Investigation activity

Through a case study, answer some questions in order to stimulate curiosity for the theme of the chapter

It is important to encourage students to learn to work in a team, as team members always accompany the work of a plastic operator. It is important to learn to distinguish between personal and team responsibilities at work.

The teacher's task is to present the essential principles of teamwork in the activities of a plastic operator.

METHOD

1. I form a hypothesis 2. I develop a protocol

3. I get it validated by the teacher 4. I present and I interpret my results 5. I validated or not my hypothesis 6. I respond to the issue

Teamwork

Effective teamwork is both profoundly simple and difficult at the same time.

Question 1

Think about the characteristics that teams should have to be effective. Here are eight to consider.

What other characteristics would you add to this list?

Source: ww.aprc.lt 10 02 2021

In the end of reasonable time, ask for short comments. To list could have been added timing, earlier history, good atmosphere, reward, coffee and cakes, laugh and so on.

(36)

2. The team must have competent, knowledgeable team members.

3. The team should have a results-drive structure.

4. The team must have a unified focus and commitment.

5. The team must be collaborative, with all members being honest, open and respectful of other members.

6. The team must have high expectations that are understood by everyone.

7. The team must have support and mutual assistance.

8. The team must have an effective leader who works for the good of the team.

9. Clear communication.

10. Work by the rules.

11. Clear roles for team members 12 . Encouraging differences in opinions 13. Mutual accountability

14. Support risk taking and change

15. ...

16...

17. ...

Teamwork

Teamwork : “The ability of team members to work together, communicate effectively, anticipate and meet each other’s demands and inspire confidence, resulting in a coordinated collective action.” Normal group work, there is usually one clear leader with the greatest responsibility.

Teamwork can also involve one or more individuals with leadership qualities. Even in this case, all team members share together all the responsibility, and leaders simply supplement those who have less initiative.

Question 2

What are the benefits of effective teamwork? Write the four benefits of teamwork in the box- es below.

(37)

Answers could be from the text above. Benefits is:

1. Promoting creativity and learning;

2. Conflict resolution skills;

3. Encourages taking risk;

4. Idea generation;

5. The division of labor;

6. Gaining new experience;

7. Trust;

8. Hearing of different experiences and thoughts;

9. Finding the best solutions;

10. ...

11. ...

12. ...

13. ...

(38)

Section 3: Documentary research

After reading an article, make a research work (internet, reviews, books,..) in order to answer some questions and develop the knowledge attached to the chapter.

The tasks in this section draws the attention of students to the importance of teamwork in the work of a plastics production line conductor. The meaning is to promote team responsibility. Try to demand students to find adult perspectives on tasks.

Teamwork is a compound word, combining team and work. Teams are a form of group normally dedicated to production or problem solving. Each member of the team has skills, talents, experience, and education.

Each member must fulfill his or her own obligations for the team to succeed, and the team, like a chain, is only as strong as its weakest member. Teams can often achieve higher levels of performance than individuals because of the combined energies and talents of the members. Collaboration can produce motivation and creativity that may not be present in single-contractor projects. Individuals also have a sense of belonging to the group, and the range of views and diversity can energize the process, helping address creative blocks and stalemates. By involving members of the team in decision-making, and calling up on each member’s area of contribution, teams can produce positive results. Teamwork allows individuals to share their talents and energy to accomplish goals.

Source: https://2012books.lardbucket.org/books/an-introduction-to-group-communication/s10-04-teamwork-andleadership.html -10 02 2021

Research:

Do you prefer working in a group or working individually? What are the advantages and disadvantages of working in a group? Discuss your thought with classmate?

Encourage, that it is good to know own character. Encourage to see the future needs at work.

At the same time, however, people who have the potential to develop into, for example, for management positions must be taken into account. Many answers can be taken from section 2.

It is expected that the answers will be various.

Possible answers:

Advantages of teamwork:

1. Job satisfaction: working in a team means a greater variety of work, so the work itself is much more interesting.

2. A concerted effort allows for optimal use of skills. Work is better coordinated in teams. There is less likelihood of duplication of work.

3. Better distributed workload. Team members tend to divide work. Even if an employee leaves suddenly, the team can handle the job. This increases overall productivity.

4. More open communication. People have access to information to help set priorities, so time is not wasted obsolete issues.

5. Versatile training is encouraged. Teamwork creates conditions for learning, education and development at work.

6. A team has more influence than one person. A member of a recognized team has a better reputation, experience and influence in the fight for cooperation or protection of resources against competitors.

(39)

7. Better quality solutions. The different personalities and experiences of team members allow you to discover more work to do options and make better decisions.

8. Faster and better results. A well-distributed workload and optimally used skills of professionals must yield faster and better results.

Disadvantages of teamwork:

1. Lack of trust. The fear of team members to open up to each other prevents trust in the team from growing.

2. Fear of conflict. The desire to maintain artificial harmony destroys productive and healthy conflict.

3. Lack of commitments. Lack of clarity and interest will prevent team members from accepting long-term ones solutions.

4. Avoidance of liability.

5. Inattention to results.

Communication is the process of transmitting and understanding information and ideas so the team develops shared understanding. Good communication between members is essential if a team is to collaborate successfully and make best use of its pooled knowledge. Team identity and group cohesiveness benefit from good communication. Conversely, lack of communication – where members work too much on their own and lose touch with how their work relates to others – can reduce team effectiveness. (Effective Teamwork, A Best Practice Guide for the Construction Industry).

Research:

List some practical tools that promote effective team communication.

As answer from the text above: team identity and group cohesiveness. !n section 2 there are important elements if not other sources available. It is expected that the answers will be various.

According to De Leede, Individual Responsibility can be defined as a concept that is often used without defining its meaning (204). This means that personal or individual responsibility is acting or responding to life’s opportunity and challenges effectively instead of waiting positively for luck or other people to make choices for you. Accepting individual responsibility is sometimes hard and sometimes easy, but without individual responsibility, success is almost impossible. Because of the importance of individual responsibility, individuals may have successful teams if they have the ability to take the responsibility.

“Team members need to recognize that their individual satisfaction, reputations, and success depend ultimately on the success of the team” (Mendelsohn 24). This means that individuals have powerful impact on the success of their teams. Thus, successful individuals would result in an effective and infallible team.

However, each team number should be given his or her significance inside the team, and the team leader should show that significance. “When team members feel that their share of responsibility is less, and that other people are available to do the task, they become less motivated to put forth the required effort”

(Alnuaimi 210). Therefore, the feeling of the responsibility would result in more motivation. (International Journal of Scientific & Engineering Research, Volume 6, Issue 10, October-2015 286)

Research:

What kind of responsibilities can an individual employee, like Plastic Production Line Conductor take in their work?

All well-functioning details, all mistakes, all disturbances, advance notice of upcoming events, including downtime, vacations.

(40)

Section 4: Practical activity (Contributing to teamwork)

Develop the skills through activities in the manufacturing shop

In this section, theoretical knowledge is in use in practice.

The exercises are partly team-based and partly independent. Tasks require a teacher with teamwork skills to create a safe learning group atmosphere. After completing the exercises, the guidance concludes with a selfanalysis and / or a discussion that clarifies what was important to the students in each exercise they learned, what was successful, and what still needs to be improved.

1. COMMUNICATION ACTIVITIES FOR TEAMS

MATERIAL OBJECTIVES

Six one euro coins Finding creative answers to problems

Problem

How to find the right solutions and ideas working as a team.

Students´ solutions come after active team conversation, one leads all participates. The answers can be many, the ones only ideas. Possible answers „Positive team is“:

1. Constantly communicates openly and honestly;

2. Has established rules;

3. Has a clear objective;

4. Recognizes and rewards;

5. Focuses on strengths;

6. Shows gratitude;

7. Accept differences.

1. Every one completes the following sentence “My vision of a positive team is…...”.

2. Working as a team, sum up your ideas and create one statement “Our vision of a positive team is…...” which reflects all your thoughts.

2. DECISION MAKING

Six one euro coins Finding creative answers to problems

(41)

Problem

How to make and negotiate team desisions.

Some ideas:

▪ “the best result in examination reason is always important”

▪ “women manage production tasks better than men”

▪ For adults it can be the case of splitting the production premium between different shifts or departments.

This exercise can be modified on many ways even for just one team.

The subject also can be applied for by negotiation instead of teacher gives it.

Any way the negotiation skills are very important, ask for good arguments

Three teams have the same task. They have to take care of two coins. Only one person in each of the team is allowed to keep the coins.

1. Inside the team, negotiate, who gets the right to keep the money and why. Assure the team members that you are the best person to keep money (the most responsible, the most reliable etc.).

2. Once the teams have made their decisions, compare the negotiations together with all teams.

List the most creative negation arguments:

For example helping, multitasking and so on.

……….………

………...

...

3. COMMUNICATION PROCESS

Several cards on various topics Develop listening sills

Problem

How to learn to listen to the speaker and concise the most important information.

There needs topics for every player.

On a card writes one topic that is easy to start talk about quite immediately.

Topics can deal for example the working or living matters:

(42)

▪ FOOD PRICES

▪ IMPORTANCE OF GOOD SLEEP

▪ TEMPERATURE IN WORKING AREA

▪ LOCATION OF TOILETS IN FACTORY

▪ PRODUCTIVITY LAST MONTH

▪ SICK LEAVES EFFECT ON PRODUCTION

Players act actively as a couple at the time and the rest of the group act as controllers.

The activity is played repeating as many times as the couples are:

▪ player tell the topic on the card, and then keeps the presentation of 2-3 minutes of that theme;

▪ the players couple give an orally summary, approx. one minute of the essentials of the presentation;

▪ if controllers like, they can evaluate success.

It is expected that the answers will be various.

7 tips to learn not only to speak but also to listen:

1. Listen more than talk. It is no coincidence that we have two ears and one mouth not without reason. Avoid saying "I", "my", "me" very often.

2. Formulate a new question based on the answer to the previous question. Ask the interlocutor related questions - this will show that the person is honestly listening to the conversation and is interested in the interlocutor.

3. Not to condemn (do not condemn) other questions and answers.

4. Don’t compare your life experiences with someone else’s. It is often mistaken to think that the best way to listen is to compare another person's experience with your own.

5. Don’t try to help right away, take serious action. Everyone should learn not to try to start looking for solutions to a problem right away when the other person is just starting to talk and open up.

6. Express empathy. A good listener knows how to show that he is listening and that he cares about what the other person is saying. A good listener, in other words, repeats, paraphrases what a person who wants to talk, says about their anxiety and problems.

7. Do not interrupt another person in the middle of speech. A good listener encourages, encourages, but does not interrupt another person’s speech. He is patient and calm. Some questions are hard to ask and some are hard to answer.

(43)

Section 5: Method sheet

Through a case, emphasize the method and good practice related to the theme

All these methods could be concretized by simple examples. If you have enough time also practice them with locally relevant practical situations. As in knowledge listed, highlight the important practices, processes and correct terms. Recording, the video could be useful.

1. Method 1 (meeting)

Meeting is called for some reason. It has an agenda, a plan is made in space is reserved advance.

The duration of the meeting can be told in the beginning of the meeting, sessions longer than one hour may lose power. Breaks should be considered in advance.

Calls digitally offers effectiveness, tools are good to check in advance.

In daily contacts shorter one-topic meetings occurs.

The participants are important. If participants concerned are not reached, they will be informed.

Memorandum of most meetings is a good habit. There digital platforms offers many solutions.

Time, place, attendees and at least decisions are good to record. To whom it is communicated is also worth mentioning.

A good and cooperative negotiator is someone who :

▪ speaks reasonably, makes notes;

▪ prepares very well for the meeting;

▪ seeks mutual agreement

▪ emphasises various options, takes into account different opinions;

▪ listens as much as he/she speaks;

▪ admits to being wrong;

▪ does not compete irrelevantly;

▪ acknowledges other points of view;

▪ will be flexible with small issues in order to reach a successful negotiation;

▪ allocates tasks.

2. Method 2 (presenting)

The listeners and the subject determine how the matter is denied. Workers can have short meetings when shifts change, in ten minutes highlights both short written and verified by oral description presents actual matters.

Experts of machine manufacturers can easily present own core subject in detail. Competence is required to adjust things according to the situation.

A convincing rapporteur is someone who:

▪ knows the subject, provides practice examples;

▪ relies on information as necessary, relevant to expert, statistical and research data;

▪ presents possible advantages and disadvantages;

▪ describes causal relationships;

(44)

▪ identifies the feelings of the listeners, even can appeal to emotions

▪ uses illustrations (objects/items, pictures, charts, paintings, etc.)

▪ communicates in a manner which is consistent with the workplace culture

3. Method 3 (non-verbal communication)

During communication, observation is paid to many elements and they can influence the communication:

In the meeting, observe how the following elements can influence the speaker’s communication:

▪ speakers voices and background noise

▪ eye contact

▪ expressions and gestures

▪ postures, movements and use of space

▪ appearance, clothing

Every one represents themselves in behaviour and communication. At work the communication had to be such as the company expects. Security and respect for each other are business values

4. Method 4 (team)

The Team, the name may be associated with many occasions. One person at work can participate in several teams.

Some facts appear in action:

▪ what the team’s role and scope are?

▪ what your role and responsibility in a team is?

▪ how you are expected to work as a team member?

(45)

Section 6: Elements to remember

You have identified your role and recognized your responsibility as a member of a team.

As in the knowledge listed in Section 1, the most important skills should be included.

1. Teams

The plastic production line conductor always works as a member of a team. For that reason, it is crucial that he/she develops some skills in different fields of communication:

▪ Listening skills

▪ Example of a situation: The line conductor listens to his/her manager givinghim/her instructions about the following week’s production schedule.

▪ Negotiation skills

▪ Example of a situation: The line conductor negotiates a deadline for a repair intervention with the maintenance department.

▪ Argumentation skills

▪ Example of a situation: The line conductor must give arguments to convince his/her operator team to change the organization of the workplace

▪ Writing skills

▪ Example of a situation: The line conductor fills out a production sheet on which he/her reports the production data and all the events that occurred during the production process.

He/she should also have the ability to play a role. For example, he/she must understand the purpose of the team and the role he/she and others play. It is very important for him/her to have the ability to ensure that the proper information is available in the proper place.

Working effectively with others is also important. The line conductor should use appropriate workplace language.

In this way he/she and his/her team can improve and optimize the production processes together.

(46)

Section 7: Practical exercises (that could also be used for assessment)

The objective is here to strengthen the skills and develop some professional automatisms.

Remember to instruct, the team makes one common report.

Compare the students work with the theory when the exercises are accepted.

Actual teamwork in companies and production can act as exercises that can be documented, e.g., for evaluation.

Team have not a fixed number of members, use of the imagination is needed in training.

Background for exercises

The plastic production plant has a new production building. The volume of production is expected to increase because new machines beside the old ones. This gives not only capacity but also efficiency.

There are even possibilities for utilize rationalized material flue. At the same time, some new employees have been hired to the production.

Human resources are the most valuable in this production. People need to work together to make production work. In addition to professional skills, all production staff have many interactions that require a functioning community.

The production consists of ten production cells, two workers in each cell. The production is a thre shift job. Twenty workers daily leave the production area and meet shortly the next shift.

In the company, team members are involved in decision-making. The teams are committed to working according to goals and interacting in all matters related to the work. Teams have the readiness and authority to agree changes in their work tasks in interference and atypical situations.

Exercise n°1: Form a team for one shift and assign a role to each team member.

The flow of information can be challenging because of the number of teams and shifts. Teams are not either independent actors themselves. Continuously changes between production cells are possible for example because of sick leaves.

Exercise n°2: Establish and agree team rules for the team in exercise 1.

The team groups were informed that the supply of raw materials was delayed. All machines for production are stopped but can be operated for other reasons. Work in the production area should be reorganized for an estimated three days. In the production, there often is matters that during the busy hours are left beside. Morning shift team have a meeting. They make plans how to handle the situation because they have to act immediately. Their plan get acceptance of the managing stuff and then it is dealt to teams in other shifts.

Exercise n°3: Write a memo, what the team wrote down in their task.

(47)

Exercise n°4: In your opinion, is teamwork a relevant method in the third, previous exercise? Justify!

Team is built of members. The bigger the team the more individualities. The other way round just a few members may get fixed together. Possibilities are numerous to have or not to have a well communicating group. Necessarily many characters in their background don´t match.

Exercise n°5: How can you as a team member avoid difficult situations?

Summary after all exercises.

Assessment is recommended in co-operation with students.

Feedback is one important part of full filled studies.

(48)

Applying entr epr eneurial skills at the w orkplace

Unit 3

(49)

Section 1: Objectives

Knowledge, technical skills, behavioural skills targeted in agreement with the program produced by WP2

Manuals are used in:

▪ Vocational schools by teachers with students up to 16 years old

▪ Industry by professionals with trainees

▪ when teaching job changer or one with no experience of industrial work or lack of language skills etc.

Students should have all the necessary information and learning materials at their disposal.

Problem-based learning method, learning by doing method or whatever method you choose to use, all require extensive advance preparation by a teacher (materials, equipment, workspace, etc.).

1. Work values and ethics;

2. Company policies;

3. Company operations, procedures and standards;

4. Basic employment including gender and diversity awareness;

5. Interpersonal skills, motivation, communication,

teamwork, adaptability, planning, problem solving.

1. Identifying company production problems and choosing the appropriate tool to increase production efficiency;

2. Evaluating estimated and real production costs, 3. analysing other current financial ratios;

4. Evaluating the external and internal business environment;

5. Comparing and evaluating different forms of business organization, distinguishing their advantages and disadvantages;

6. Evaluating and validating new business ideas.

Teachers: add useful practices

Underpinning organisational skills 1. Analysing new technology installations;

2. Becoming proactive in the company in order to contribute to its development;

3. Developing a strong sense of curiosity leading to opportunities for improvement in the manufacturing processes and the organization;

4. Being proactive in making real contributions to innovative projects;

5. Gaining the skills to become project leader at your own level of responsibility;

6. Gaining the skills to become project leader at your own level of responsibility;

7. Preparing a career portfolio.

1. Publishing results in short meetings;

2. Bringing out the entrepreneurial skills and abilities of the group and its members;

3. Becoming a teamwork facilitator;

4. Becoming a source of proposals within the company.