Effect of Working Practices on Efficiency and Productivity

Effect of haveing Pr biteices on susceptibility and ProductivityAbstractAimThe aim of this project is to identify wherefore contemporary cash in ones chipsing practices and procedures ar affecting determineshop capability ( section pinch cadence) and harvest-homeivity (hands on m) during the unremarkable running of an educational repulse fomite fermentshop.ObjectiveThe main objective of the report cash in ones chips be to commit recommendations on invent welkin jut and shop straighten break lay emerge and the proposal of virgin transactioning practices and procedures to help modify the efficiency and productiveness at heart the repel fomite shop class.Chapter 1 IntroductionChapter 2 BackgroundClydebank College first-year open(a) as a technical college in 1965 its aim was to stand out the gentility needs of apprentices in the local manufacturing com pan offies and the shipyards.The economic activity in the ara has alterd over the historic period so the courses offered by the college create had to change to be fit the local employment needs.The buffer college was in a severe confide up of disrepair and as a result of this Clydebank College opened a brand immature 34 million campus at Queens Quay on the riverside at Clydebank in the summer of 2007.The college delivers education and home excogitate from its main campus in Clydebank, and from connection outr apiece centres in Dumbarton and Faifley.Most of the colleges learners come from aras of high unemployment, where there is a humbled participation in further education and a lower proportionality of indoctrinate leavers than average progress into higher education.2.1 Existing LaboratoryThe ride fomite shop at Clydebank College is a single way of life, open plan, pedigree approximately 25 x 20 metres (500m) in size. The shop class was intentional to accommodate up to 6 classes of approximately 12 students and one reviewer per class.2.1.1 shop class Layou tThe laboratory has practise mouths laid out for 23 stupefy fomites it withal has to hold motor rounds, quads, buggies and associated store tools and equipment.There are institutebenches and lockers situated at non-homogeneous testifys slightly the figure outshop, two communal sinks are plumbed in at one end and a moveable rolling road is inst whollyed in the corner of the workshop, contactablying equipment and monolithic workshop tools are excessively stored in the main workshop welkin, each(prenominal) these facilities are overlap between all motor fomite classes.Open plan design allows a work cranial orbit to be easily changed into a different work seat with limited be should the need arise. The work put is more adaptable and with no internal walls etc. the initial build costs are much lower.This open plan design of the motor fomite workshop is a new concept for the college and roughly of the policies and procedures that are in place pull in been brought o ver from the old campus, whilst whatsoever of these policies and procedures do work there pee-pee been a number of acts burst over the last year as a result of this change in workshop design.2.2 Automotive CurriculumThe motor fomite courses offered at Clydebank College are as follows* City Guilds 3901* City Guilds 4101 (Level 1,2 3)* HNC/D Automotive design2.2.1 City Guilds 3901Aimed at students with no previous qualification or fellowship of the subject field of battle it is suitable for the 14+ age range. This qualification is rarified for secondary school students or as a pre-entry direct to the innovational apprenticeship program it focuses mainly on developing students work skills with many viva questioning to test underpinning knowledge.2.2.2 City Guilds 4101Level 1, 2 3 and the redbrick apprenticeship program is an introduction to the maintenance, repair and diagnosis of automotive vehicles it has routes for tyre fitting, common fitting, light vehicle, h eavy vehicle and motorcycle maintenance.The starting point for students with no prior experience of the subject area is Level 1 this level is suitable for 14+ year olds. Level 2 recognises that the learner allow now be in a position to carry out routine tasks with a lower level of supervision and Level 3 focuses on developing students diagnostic techniques.2.2.3 Higher National Certificate/ diplomaHNC/D automotive applied science is delivered over 2.5 days per week for 2 years it focuses mainly on the theoretical side of automotive engineering scarce also has practically assessed diagnostic unit of measurements.2.3 depictingThe delivery of the motor vehicle computer program is carried out by 13 members of stave in total. The motor vehicle section consists of a curriculum leader and low-level curriculum leader, 7 full metre lecturers, two part clipping lecturers, a store somebody and two technicians.2.3.1 Course equipment requirementsThe motor vehicle courses delivered at Clydebank College require various workshop equipments to facilitate the completion of practical assessments. fulfill appendix A for a make of the equipment holding for the motor vehicle workshop.The majority of the workshop tools and equipment are centralised in spite of appearance the motor vehicle store and as much(prenominal)(prenominal) are non part of the difficulty that this report is attempt to address.The equipment that is stored inwardly the main workshop area is unaccompanied to be considered during this report.2.3.2 Health SafetyHealth and safety policies and procedures volition not be analysed during this report, both issues found in this area leave alone be passed onto the college HS officer for further investigation.2.4 Literature ReviewThe Design Council (About Workplace Design, no date) go with identified that there are a number of identify challenges faced in developing a more innovative body of work strategy by means of a change in workplace design .The credibleness of new ideas is usually crestraintlessly questioned because most mess dont like change, curiously people that give birth been in an agreement for many years. People in this situation have become comfortable with what they know and usually have a mentality of what works now get out always work or whats the point or if it aint broke dont fix it.Most people have little idea that the working environment affects our attitudes and performance, (Strange and Banning, ) pointed out that although features of the somatic environment lend themselves theoretically to all possibilities, the layout, location and arrangement of blank shoes and facilities render some behaviours much more likely, and thus more apparent than differents.Educational institutes should learn to understand that spatial arrangements bath support guardianship and improve student performances they must also understand that good space is not a luxury but a key determining(prenominal) of good l earning environments. (Oblinger, 2006) each proposals to change the spatial arrangements within an organisation should firstly be discussed with the current employees. Management should seriously consider ideas from mental faculty on workplace remodelling before imposing their decisions upon the workforce, it must be remembered that its the employees that have to work in the environment universeness changed every day of the week. It would also be wise to ask for employees to be involved at various stages of the process to assist in making the changes work.Keeping the zeal or equipment in an operational condition tush be difficult in a training quickness due to an educational establishments varied hours and judge of occupancy. These can impact on the facilities operations and maintenance schedules. A proactive instalment wishment program should be employed to anticipate facility problems rather than reacting to them when they occur (WBDG, 2009). This go out fancy optimal long and brusque term use of the facility and if integrated early enough in the design process can improve productivity and ignore in operation(p) costs (Manuele, Christensen, 1999).Maintaining a training facility and its equipment in a clean and tidy condition testament promote good engineering hygiene practises in its students. (Strange and Banning) highlighted ways in which the physical appearance of a campus stick a non verbal message, they cited research that links the physical appearance of a space to the motivation and task performance of those working in that space.The (Whole construct Design Guide, 2009) point out that training facilities, courses and termtables vary frequently and that instructors have different and evolving training methods. Flexibility, therefore, should be a huge consideration of any proposed spatial design change and is critical to the continuing success of an long-suffering training facility. (WBDG, 2009) also recommend strategies to assist i n achieving an improved training facility such as clustering instructional areas around shared support and resource spaces and the use of an appropriate combination of stand simply moveable segmentations between classrooms and shared spaces. Partitions that can be adjusted in height are a good idea to ensure some visual contact can be kept with the rest of the activities sledding on around, but a degree of privacy is maintained (Evans and Lovell, 1979). search into partitioning in the nursery school suggests that young peasantren prefer approach pathible contexts rather than the privacy of minor(ip) activity spaces but as they deposit older it found they retain this preference but also conform to that they need more peace and quiet to think It is also meaning(a) to realise that partitioning can aid the control of the children where their own force to control themselves is limited as with younger children or children with learning difficulties.Workspaces should be arrang ed in line with the educational goals of the training facility but should also ensure a moderate openness but with acoustical privacy allowing students to hear their instructors send awayly but with a low ambient background noise and few distractions. This would be achieved with some form of room partitioning.(Hudson Valley Community College, 2009) agreed that their proposed new automotive training facility would have mini-labs with lab space for three cars as well as two vehicle lifts and an area with work benches and tool terminus areas. This facility design, they believe, would improve the educational environment and enhance the students workforce readiness by working in a space that is similar to the space they will experience in the workplace. (Klatte and others, 1997) also emphasized that a standardised, ergonomically knowing workspace as the basis for an improvement in working and (Govindaraju, 2001) stated that ergonomic considerations improve human performance.Kletz (19 91) wrote that it is difficult for engineers to change human nature and, therefore, instead of trying to persuade people not to fall upon mistakes, we should accept people as we remember them and try to remove opportunities for erroneous belief by changing the work situation, that is, equipment design or the method of working.Like many other organisations, cisco concluded that their workplace environment was at odds with the way they worked. They believed a flexible, collaborative workspace would improve employee satisfaction and increase productivity. Some solutions that were premissd were unassigned workspaces, small individual workstations, highly mobile furnishings and space dividers and lockers for personal positions. (Cisco-Connected workspace enhances work experience)Changes to spatial layouts can be costly, complex and highly disruptive when changing the physical layout or the fabric of the building. This level of cost is not relevant to all organisations and all propos ed changes and with some smart thinking design ideas to improve efficiency can be implemented with a prudent level of expenditure.Any changes made to a workplace should be measurable. Deciding on the paygrade criteria at an early stage will allow changes to be measured. beat criteria should be sensible and simple, such as staff absences, running costs, replacing damaged/lost equipment, the intensity of space occupancy or error describe, staff and student morale.(Kuh et al,) discovered that the physical environment is an important peculiar(prenominal) of institutions that do exceptionally well in engaging with their students and that spatial arrangements support learner retention and are a key factor in a quality learning environment.If a superior quality product or result is wanted then it must be designed into new transcriptions and processes (Deming, 1986). Process improvement is a never ending cycle that requires continuous efforts to bring new ideas to improve performance. Changes in customer needs, changes in engineering science and competitors speed up these efforts (Kumru, Kilicogullari, 2007).Chapter 3 Laboratory IssuesThe motor vehicle workshop is an extremely difficult area to manage in its current form mainly due to its size, number of staff, the quantity of equipment and the number of activities undertaken within.The assistant curriculum leader is responsible for managing the workshop in its entirety on a unremarkable basis. The ACL must ensure that vehicles are not being damaged and that they are put back together fully spare-time activity classroom activities that shared resources are maintained in a useable condition and are returned to their correct locations. The ACL must also ensure that the workshop in customary is kept in a clean and well maintained condition and is responsible for the health and safety of staff and students within. alone these tasks must be done whilst still being committed to a full teaching timetable that very rarely takes place in the workshop.Workshop practical time is at a premium for students and is essential for complete a motor vehicle course successfully. Full time students would gestate to receive 9 hours tuition per week in the classroom for technology theory and 9 hours per week tuition in the vehicle workshop on practical tasks and assessment. A typical schools class would normally give approximately 80 hours per week in the workshop and is assessed on practical competencies only. assimilators whilst in the motor vehicle workshop can and do take place a lot of time collecting hand tools, conclusion equipment, finding serviceable equipment, waiting for shared resources to become available, travelling through other classes to find shared resources, rectifying unreported vehicle faults and a lot of time can be spend standing around or misbehaving whilst a lecturers time is spent elsewhere remedying one or more of the above.Student lab time is normally affected by one or mor e of the problems listed below.3.1 Work areasThere are no designated classroom areas within the workshop, alcove parceling is on a first come first serve basis and lecturers must liaise with each other to prevail suitable class workspace.Lecturers can also find it difficult to clutch track of their students in such a busy environment with no defined classroom areas, this can lead to health safety concerns and child protection issues given the number of students under the age of 16 years that attend classes within the motor vehicle engineering department.Workshop cleanliness and general house restraining tends to suffer in or around the common areas presently there is no way of pinpointing who is responsible for the mess.3.1.1 Mezzanine areaThe workshop entresol area is currently a disorganised storage point for most of the shared workshop equipment this equipment is getting damaged and is eating into worthy class space. Shelving has been ordered to alleviate some of the stor age problems although there is no lifting facility to move objects to the upper level of the mezzanine.The mezzanine area is also use to store motorcycles, quads, off-road buggies etc for other specialist classes within the curriculum area, these assets act as a distraction to most students, and are sustaining damage when students contact on them.3.2 Shared resourcesMost of the shared workshop equipment does not have designated storage points and are currently stored at random around the vehicle workshop shared resources are not signed for and when finished with have no official storage area to be returned to all this equipment is used on a first come first serve basis.Staff and students requiring the use shared workshop equipment usually have to travel through other classes to locate often causing a disturbance.When two or more classes within the workshop are using shared equipment such as craps, axle stands or cleaning equipment there are not always enough units to go around thi s can leave some classes in a position were they must wait idly for this equipment to become available. vain students can often misbehave or wander around the workshop through other classes causing a distraction trying to find equipment that is no longer being used or has not been returned to its original location.Shared resources also tend not to be reported by students when they become damaged or unserviceable because it is too much of a hassle and they have no responsibility for it.Presently there are four badly equipped tool chests for students and lecturers in the workshop to share. Tools on a regular basis go missing from these toolboxes due to them being left lying around the various work areas or tools can become damaged without being re laid.Workshop vehicle keys are issued from the main storeroom to students as and when they are required these keys can mistakenly get taken home and cars can get started unnecessarily, sometimes dangerously as most of the motor vehicle stude nts are not competent enough technically or as yet hold a valid driving licence.Damage to equipment, unproductive students, class disturbances, HS issues3.3 Fault reportingVehicle faults, damaged equipment and work requests to the technicians are passed through a paper melodic themed work request slip, only the technician and lecturer requesting the work know that the job exists, there is no way of communicate other lecturers that a job on a vehicle has not been completed in time other than by word of talk this can sometimes lead to a class having to put a vehicle back together before they start their own work or a class expecting to start work on a vehicle but find that the car has been broken and nobody knows about it.There is also no system to inform other lecturers that a vehicle has been set up for an assessment, again, other than by word of mouth.3.3.1 offbeatLockers are not issued permanently to motor vehicle students but are issued by talking to staff at the start of each lesson and keys receipted at the end.There are not always enough lockers for students when the workshop is busy as presently locker keys are owned by lecturing staff and not shared, some lecturing staff have no access to lockers unless they are borrowed from colleagues.3.3.2 Learner Retention and Pass RatesThe problems highlighted can and do affect the students learning experience they stretch workshop resources, reduce the students practical time on vehicles and impact on the lecturers contact time with the class, this will affect learner retention and ultimately student pass rates.Very little has been written on improving efficiency and productivity in an educational vehicle workshop.Work sphereMethod studyMotion studyMotion economyTime studyWork measurementWhy are the indentified problems a problem?Poor citing of shared resources, inability to find equipment, lack of fault reporting, etc. all lead to a reduction in efficiency and productivity.What would stop the problems fr om being problems?Having lecturers take responsibility for areas of the workshop.Better citing of, and designated areas for, shared resources, more classroom resources or weaken citing of existing classroom equipment.An effective fault reporting chemical mechanism put in place.Equipment in designated areas with workshop plan and equipment lists at each base to easily guide students to equipment location.How are we going to implement or manage the change?Break the workshop down into smaller workshop or classroom areas, equip each classroom individually and assign a lecturer or two to manage each classroom. Colour coded equipment within each classroom for ease of identification.What has noticeed as a result of the changes? either equipment within each classroom is sufficient to complete tasks within it. Equipment is placed back at its storage point at the end of each lesson. Faults are reported to lecturers as they happen and dealt with or serviceable classroom equipment is compro mised.Chapter 4 Preferred SetupIt has been proven since the opening of the new college that a workshop of this size cannot be managed effectively without a full time workshop manager in place. This appointment will never happen in an educational institution so other forms of managing the work space must be found.The workshop should be organised in such a way that it is self managing but it must also be able to be used as an efficient reporting mechanism for informing the assistant curriculum leader/curriculum leader of issues arising in the workshop to enable them to be acted upon.Individual members of staff should have a befool understanding of what is expected of them and be accountable for their own and their students actions.The preferent arrangement in any motor vehicle workshop should see that it is adequately equipped and that the equipment is suitably positioned in such a way that it grants an efficient means of working.Where similar workshop tasks are being performed th e equipment and mechanisms for way should be identical so that all staff members are clear about what is expected and that there is no ambiguity or amazement when staff are timetabled to work in various areas of the workshop.When part time members of staff are employed there is only one system of work to learn, all advice or questions will be responded to with the same conclude as each permanent member of staff will be working to the same set of procedures.4.1 Proposed Changes to the LaboratoryTo rectify the problem of workspace allocation it is proposed that the interior of the workshop be split into 6 classroom areas excluding the mezzanine area.The six workshop areas should be timetabled individually from the college central timetabling system. Timetabling each area separately will foreclose the workshop from becoming overloaded and will ensure that each class has a designated work area for the period of their allocated slot.Splitting the laboratory from one large area into six smaller areas will ease the burden of its day to day management. One person will not be required to continually oversee the daily operation of the workshop instead they will only need to be reported to. Each individual lecturer within the department by being centrally allocated a work area will be required to take ownership for it and will therefore be accountable for all that goes on within that area.The six classroom areas should be partitioned by some form of barrier i.e. moveable boards or screens, the barriers will provide a clear indication of classroom boundaries and assist with identifying class areas of responsibility.The barriers will help prevent pupils from straying away from their work areas making it easier for lecturers to keep track of their students. The barriers should also assist in preventing students from disturbing other class lectures.Dividing classrooms within the workshop will assist in the control of school aged pupils closer supervision is required for these class groups due to their adulthood levels and inability to relate to health and safety requirements.Child protection concerns will also be easier to identify and manage.Human traffic, within the motor vehicle laboratory, would be easier to direct onto designated walkways away from the work areas and vehicles further reducing the venture of injury, class disturbance and damage to vehicles and equipment. schoolroom barriers would also provide excess space for diagrams or posters and allow electronic lectures or demonstrations to be project onto.4.2 Classroom Work battlegroundsTimetabling classes to work areas within the laboratory will introduce a fairer system of workspace allocation. It will ensure that lecturers and students always have a space to work in and vehicles to work on. This system will make lecturers accountable for the space in which they are working and encourage them to ensure students are completing tasks fully, that tools and equipment are always kept ser viceable or reported when faults develop, it will ensure that tools and equipment are put away in there designated areas after each class and reduce equipment losses and it will also improve the general housekeeping of the workshop.Any issues arising in the workshop for a specific time period can be intercommunicate by looking up the class and lecturer that were working in the area when the problems occurred.4.3 Classroom EquipmentIt is recommended that each classroom area within the workshop is issued with a selection of regularly used tools and equipment. This will increase the time available to students for working on vehicles by reducing the time that they spend looking for this type of equipment in the workshop.It will also provide a means of conveniently being able to perform a daily stock check of equipment and will provide a mechanism for reporting on the condition of tools and equipment within each of the classes.Below is a recommended list of equipment that should be issu ed to each classroom area within the workshop* A lecturers locker would enable the secure storage of student folders, lesson notes, specialist, valuable or loaned equipment, etc.* 12-16 lockers for students personal effects* 1x Workbench per vehicle utter* 1x drab drip tray for oil colour per work bay* 2x 3 litre oil filling jugs* 1x green drip tray for coolant/water per bay* 1x vehicle jack per work bay* 4x axle stands per work bay* 1x wheel braces per work bay* 1x tearing can per class* 1x wash bucket per bay* 1x dust pan and brush per bay* 2x mop and mop bucket per class* 1x Bench vice per work bay* 1x desk per classroom for diagnostic work paperwork, laptop citing, projector etc.* 1x rubbish bin per class* 1x shelving unit to store tools and equipment* 1x fault report book4.4 Technician work areaAs part of the workshops reorganisation and to assist the technicians with fault rectification and preparation work it is recommended that the motor vehicle technicians be given a v ehicle bay as a designated work area this work area should be situated in the corner of the workshop and allow for easy access into the technicians workroom. This designated bay will enable vehicles, which require work to be done, to be taken out of the class room area and worked on without tumult to students, lecturers and the technicians. This work bay should be screened off, preferably by conjoin screens, to prevent access by non authorised personnel, to reduce disturbances to both classes and technicians and to allow weld tasks etc. to be carried out at any time of the day.The technicians work bay should be equipped independently of the rest of the workshop with equipment such as* 1x jack* 4x axle stands* 1x complete tool kit in whorl cabinet* 1x complete set of air tools* 1x set of power tools (grinder, drill, etc)* MIG welder and associated equipment* Oxy-Acetylene welding equipment* 1x oil drip tray* 1x coolant drip tray* 1x metal bench with vice* 1x watering can* 1x rubbi sh bin* 1x soft brush and dust pan* 1x shelving unit to store tools and equipment4.5 Identifying and Controlling EquipmentTo help identify and control tools and equipment within the six workshop areas it is recommended that each classroom is designated a colour. All equipment that is issued to and contained within each of the classroom areas should be painted the colour that has been designated to that classroom for ease of identification.All classroom equipment that is able to be shelved should be stored on a colour coded shelving unit. The shelving unit should be labelled with the equipment that is to be stored upon it and a laminated ragtime attached as a guide for students as to where each item of equipment should be stored and its quantities.Colour coding will assist both staff and students with daily equipment checks, locating equipment and will improve the reporting of equipment faults or losses.Classroom equipment should only be used within its designated classroom area.Stu dent locker keys should be stored in the main store room in a colour coded container. This will ensure that all lecturers have the ability to issue a locker to each student in their class wheresoever they are working in the workshop.Lecturers will collect keys from the main store at the start of the morning or afternoon period when work bays are identified and will be returned to the store complete at the end of each slot.Locker keys will be issued to students in alter for a valid student ID card.Student ID cards will be returned to each student when lecturers are happy that all tools signed out have been returned to the main store and when the locker has been emptied and the key returned, this will accurately identify students that have not returned tools to the store or returned locker keys and will also ensure that student ID cards are brought to college.4.6 Mezzanine AreaThe area below the mezzanine should be separated into designated work or storage areas to better utilise the workshop floor space.The individual work areas should be separated by a barrier or partition wall of some kind to act as a clear boundary to make work space housekeeping easier to manage and as somewhere to place posters/instructions/diagrams etc.Work areas should consist of a tyre fitting bay, a bench fitting area, a storage area for removed vehicle parts, a storage area for large shared resources and a recycling/waste area.The tyre fitting bay should contain the workshops tyre removal machine and wheel balancing equipment. both(prenominal) these items should be secured to the floor to prevent them from moving or tipping whilst students work on them, the items should also be permanently wired into the workshop electrical supply to reduce the risk of electrocution from coming into contact with a 240v mains supply.This area should also be fitted with a dedicated tyre shelving unit to provide a storage solution for the tyre clutter that amasses regularly on the upper mezzanine area. Storing the tyres at ground level will snuff out the need to visit the upper mezzanine area, will allow the tyres to be better managed and reduce the risk of fire.A dedicated bench fitting area will provide students with a place to take components barren from vehicles to be examined or worked on. It will provide lecturers with a suitable space to teach and develop students basic metal fitting skills prior to working on vehicles. The area should contain workbenches and vices for an entire class to work productively, a bench mounted grinder should be located in this area along with a floor mounted pillar drill and a floor mounted hydraulic conjure up. The pillar drill and hydraulic press should be secured to the floor to prevent them from