Apprenticeship or vocational training is a subject of lively debate. Economic historians tend to see apprenticeship as a purely economic phenomenon, as an 'incomplete contract' in need of legal and institutional enforcement mechanisms. The contributors to this volume have adopted a broader perspective. They regard learning on the shop floor as a complex social and cultural process, to be situated in an ever-changing historical context. The results are surprising. The authors convincingly show that research on apprenticeship and learning on the shop floor is intimately associated with migration patterns, family economy and household strategies, gender perspectives, urban identities and general educational and pedagogical contexts. Bert De Munck is Lecturer in the Department of History at the University of Antwerp, Belgium, where he teaches social and economic history of the early modern period, history and social theory, and European ethnology and heritage. His research focuses on the history of craft guilds, 'social capital' and vocational education. Steven L. Kaplan is Professor of European History at Cornell University. He published Les ventres de Paris. Pouvoir etapprovisionnement dans la France d'Ancien Régime (Fayard, 1988), Le meilleur pain du monde. Les boulangers de Paris au XVIIIesiècle (Fayard, 1996), La fin des corporations (Fayard, 2001) and (as editor, with Philippe Minard) La France, malade ducorporatisme(2004). Hugo Soly is Professor of Early Modern History and Director of the Centre for Historical Research into Urban Transformations at theVrije Universiteit Brussel, Belgium. His writings focus on five major areas - urban development, poverty and poor relief, 'deviant'behaviour, industrialization, and craft guilds. Currently he is working on perceptions of work in pre-industrial Europe.

Apprenticeship or vocational training is a subject of lively debate. Economic historians tend to see apprenticeship as a purely economic phenomenon, as an ‘incomplete contract’ in need of legal and institutional enforcement mechanisms. The contributors to this volume have adopted a broader perspective. They regard learning on the shop floor as a complex social and cultural process, to be situated in an ever-changing historical context. The results are surprising. The authors convincingly show that research on apprenticeship and learning on the shop floor is intimately associated with migration patterns, family economy and household strategies, gender perspectives, urban identities and general educational and pedagogical contexts.

In a "pull" production system, the final process pulls needed parts from the previous process, which pulls from the process before it, and so on, as determined by customer demand. This allows you to operate without preset schedules and avoid unnecessary costs, wastes, and delays on the manufacturing floor.Pull Production for the Shopfloor introduce

The philosophy of kaizen, which simply means continuous improvement, needs to adopted by any organization seeking to implement lean improvements that go beyond cost cutting. Kaizen events are opportunities to make focused changes in the workplace. Kaizen for the Shopfloor takes readers through the critical steps for conducting a very effective kaizen event: one that is well planned, well implemented, and well documented. As the newest addition to the Shingo Prize Winning Shopfloor Series, Kaizen for the Shopfloor distills the complexities of jump starting lean processes into an easily accessible format for those frontline employees who make lean possible. About the Shopfloor Series: Put proven improvement tools in the hands of your entire workforce! Progressive shopfloor improvement techniques are imperative for manufacturers who want to stay competitive and to achieve world class excellence. And it's the comprehensive education of all shopfloor workers that ensures full participation and success when implementing new programs. The Shopfloor Series books make practical information accessible to everyone by presenting major concepts and tools in simple, clear language and at a reading level that has been adjusted for operators by skilled instructional designers. One main idea is presented every two to four pages so that the book can be picked up and put down easily. Each chapter begins with an overview and ends with a summary section. Helpful illustrations are used throughout.

I am a part-time graduate student who works in industry. This study is my narrative about how six workers and I describe shop-floor learning activities, that is learning activities that occur where work is done, outside a classroom. Because this study is narrative inquiry, you wilileam about me, the narrator, more than you would in a more conventional study. This is a common approach in narrative inquiry and it is important because my intentions shape the way that I tell these six workers' stories. I developed a typology of learning activities by synthesizing various theoretical frameworks. This typology categorizes shop-floor learning activities into five types: onthe- job training, participative learning, educational advertising, incidental learning, and self-directed learning. Although learning can occur in each of these activities in isolation, it is often comprised of a mixture of these activities. The literature review contains a number of cases that have been developed from situations described in the literature. These cases are here to make the similarities and differences between the types of learning activities that they represent more understandable to the reader and to ground the typology in practice as well as in theory. The findings are presented as reader's theatre, a dramatic presentation of these workers' narratives. The workers tell us that learning involves "being shown," and if this is not done properly they "learn the hard way." I found that many of their best case lean1ing activities involved on-the-job training, participative learning, incidentalleaming, and self-directed learning. Worst case examples were typically lacking in properly designed and delivered participative learning activities and to a lesser degree lacking carefully planned and delivered on-the-job training activities. Included are two reflective chapters that describe two cases: Learning "Engels" (English), and Learning to Write. In these chapters you will read about how I came to see that my own shop-floor learning-learning to write this thesis-could be enhanced through participative learning activities. I came to see my thesis supervisor as not only my instructor who directed and judged my learning activities, but also as a more experienced researcher who was there to participate in this process with me and to help me begin to enter the research community. Shop-floor learning involves learners and educators participating in multistranded learning activities, which require an organizational factor of careful planning and delivery. As with learning activities, which can be multi-stranded, so too, there can be multiple orientations to learning on the shop floor. In our stories, you will see that these six workers and I didn't exhibit just one orientation to learning in our stories. Our stories demonstrate that we could be behaviorist and cognitivist and humanist and social learners and constructivist in our orientation to learning. Our stories show that learning is complex and involves multiple strands, orientations, and factors. Our stories show that learning narratives capture the essence of learning-the learners, the educators, the learning activities, the organizational factors, and the learning orientations. Learning narratives can help learners and educators make sense of shop-floor learning.

This book describes a vision of manufacturing in the twenty-first century that maximizes efficiencies and improvements by exploiting the full power of information and provides a research agenda for information technology and manufacturing that is necessary for success in achieving such a vision. Research on information technology to support product and process design, shop-floor operations, and flexible manufacturing is described. Roles for virtual manufacturing and the information infrastructure are also addressed. A final chapter is devoted to nontechnical research issues.

Kanban is the name given to the inventory control card used in a pull system. The primary benefit of kanban is to reduce overproduction, the worst of the seven deadly wastes. A true kanban system produces exactly what is ordered, when it is ordered, and in the quantities ordered. It is essentially a dynamic work order that moves with the material. Each kanban identifies the part or subassembly unit and indicates where each one came from and where each is going. Used this way, kanban acts as a system of information that integrates your plant, connects all processes one to another, and connects the entire value stream to customer demand. Kanban for the Shopfloor provides a working manual for those seeking to implement this method of production control in any operation. It defines the various terms and methods employed in kanbans, and illustrates how when adhered to, kanban is an element of continuous improvement that ultimately leads to the ideal of one-piece flow." In addition to reducing the waste of overproduction, kanban will help your company increase flexibility to respond to customer demand, coordinate production of small lots and wide product variety, and simplify the procurement process. About the Shopfloor Series: Put proven improvement tools in the hands of your entire workforce! Progressive shopfloor improvement techniques are imperative for manufacturers who want to stay competitive and to achieve world class excellence. And it's the comprehensive education of all shopfloor workers that ensures full participation and success when implementing new programs. The Shopfloor Series books make practical information accessible to everyone by presenting major concepts and tools in simple, clear language and at a reading level that has been adjusted for operators by skilled instructional designers. One main idea is presented every two to four pages so that the book can be picked up and put down easily. Each chapter begins with an overview and ends with a summary section. Helpful illustrations are used throughout. Other topics in the Shopfloor Series: Kanban, 5S, Quick Changeover, Mistake-Proofing, Just-in-Time, TPM, Cellular Manufacturing