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In recent years, a great deal of research has been undertaken into the basic principles and techniques of job-training, and, where schemes based on such research have been introduced, striking reductions in learning times have resulted, together with increased productivity, lower labour turnover, and less difficulty in attracting labour into skilled jobs. There is no one 'best way' to train because every situation has its own peculiarities, but there are certain fundamental principles common to all.
The first step is an analysis of the skills required in the job. This involves a study of the operative doing the job in terms of both the physical movements and the senses used rather than what is usually meant by time studies or job analysis. The transfer of skill from one person to another, which is what training is, cannot be done effectively until such skill is analysed and understood.
After analysis, the next step is to help the learner acquire the skills quickly, and, even in comparatively simple operations, the number of 'skills' may be very high, e.g., sense of touch (feel of fabrics), vision (concentration and general awareness), movement (muscle sense), judgement, and co-ordination (finger, wrist, hand, dexterity, etc.). Apparatus and exercises are devised to help operatives to acquire such skills, and not only do they enable them to learn the job itself with the tempo, rhythm, and movements of the skilled operative, but, by means of, such an analysis, the physical and mental attributes desirable in recruits can be determined. Great many skills need to be acquired as far as apparel industry is concerned and much more exercise of the same need to be done in much systematic way.
The second stage in systematic training is to break down the job into easy units of learning. Instead of the learner's starting on the whole of the operation slowly and gradually gaining speed, he learns to perform successive small parts of the job and then builds these together until the whole job can be done for short periods, followed by gradually longer periods at the approximate speed of the experienced worker. Trainees are encouraged to record their own progress so that they can match their achievements with the targets and with each other.
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