Craft skills are key to the success of any maintenance organization. Determine the current maintenance craft skill maturity in your organization today and begin the journey to success. If you do not know the current maturity level of your current maintenance craft skills use this Craft Skills Maturity Matrix to determine the maturity level of maintenance skills in your organization.
If an organization does not hire or train the right people, to the right skill level, optimizing Reliability will not occur.
What metrics do you use for Maintenance Planning and Scheduling? Check out the metrics in this maturity matrix and see how they compare. This is Maturity Matrix 1 of 2 for Maintenance Planning and Scheduling.
Where is your current PM Program? Where are the gaps? This maturity matrix focused on Preventive Maintenance is the most updated one anywhere. Some of the brightest minds in Maintenance and Reliability, world-wide, contributed to the development of this latest version.
Do you know the gaps in your Maintenance Planning and Scheduling in your organization? Sit down with your team and evaluate the current state of maintenance planning and scheduling and then develop a plan to close the gaps. This is Maturity Matrix 1 of 2 for Maintenance Planning and Scheduling.
Use the PdM Maturity Maturity Matrix to identify gaps and maturity of the your current PdM Program. Most companies use a few types of PdM Technology however few maintenance organizations are focused on early detection of specific failure modes and responding by writing a work order, planning and scheduling work to eliminate the defect before the equipment fails. Balancing PM and PdM is not an easy task however it can be achieved through a disciplined maintenance process.
Effective Maintenance Planning and Scheduling is a requirement not an option if one wants to optimize the effectiveness and efficiency of their maintenance workforce. Yes, identifying the right work is key however without effective maintenance planning and scheduling work execution will not be as effective and efficient.
Maintenance Wrench time is directly impacted by the effectiveness of maintenance planning and scheduling (Wrench time is the amount of time a maintenance person has their "hands on tools". World Class ranges from 55-65%)
This is maturity matrix 1 of 2 for Maintenance Planning and Scheduling. Sit down and review each element on this matrix and "X" the maturity level. If you are unsure of the maturity level "X" the lower level maturity. If you find this is helpful email at rsmith@gpallied.com and I will send you Maturity Matrix #2.
Do you know the current gaps in your lubrication program? If not use this maturity matrix to identify the gaps based on known best practices. This is one great tool anyone can use who are looking to optimize their lubrication program. Review the matrix with your maintenance staff and ask for their comments.(comments by a maintenance staff will give you an indication of their lubrication knowledge)
What metrics do you use for Maintenance Planning and Scheduling? Check out the metrics in this maturity matrix and see how they compare. This is Maturity Matrix 1 of 2 for Maintenance Planning and Scheduling.
Where is your current PM Program? Where are the gaps? This maturity matrix focused on Preventive Maintenance is the most updated one anywhere. Some of the brightest minds in Maintenance and Reliability, world-wide, contributed to the development of this latest version.
Do you know the gaps in your Maintenance Planning and Scheduling in your organization? Sit down with your team and evaluate the current state of maintenance planning and scheduling and then develop a plan to close the gaps. This is Maturity Matrix 1 of 2 for Maintenance Planning and Scheduling.
Use the PdM Maturity Maturity Matrix to identify gaps and maturity of the your current PdM Program. Most companies use a few types of PdM Technology however few maintenance organizations are focused on early detection of specific failure modes and responding by writing a work order, planning and scheduling work to eliminate the defect before the equipment fails. Balancing PM and PdM is not an easy task however it can be achieved through a disciplined maintenance process.
Effective Maintenance Planning and Scheduling is a requirement not an option if one wants to optimize the effectiveness and efficiency of their maintenance workforce. Yes, identifying the right work is key however without effective maintenance planning and scheduling work execution will not be as effective and efficient.
Maintenance Wrench time is directly impacted by the effectiveness of maintenance planning and scheduling (Wrench time is the amount of time a maintenance person has their "hands on tools". World Class ranges from 55-65%)
This is maturity matrix 1 of 2 for Maintenance Planning and Scheduling. Sit down and review each element on this matrix and "X" the maturity level. If you are unsure of the maturity level "X" the lower level maturity. If you find this is helpful email at rsmith@gpallied.com and I will send you Maturity Matrix #2.
Do you know the current gaps in your lubrication program? If not use this maturity matrix to identify the gaps based on known best practices. This is one great tool anyone can use who are looking to optimize their lubrication program. Review the matrix with your maintenance staff and ask for their comments.(comments by a maintenance staff will give you an indication of their lubrication knowledge)
Global 8D Problem Solving Process Training ModuleFrank-G. Adler
The 8D Problem Solving Process Training Module v8.0 includes:
1. MS PowerPoint Presentation including 206 slides covering the Global 8D Problem Solving Process & Tools, a Case Study, and 7 Workshop Exercises.
2. MS Word Problem Solving Process Case Study
3. MS Excel 8D Problem Solving Process Worksheet Template
4. MS Excel Process Variables Map Template, Process FMEA Template, and Process Control Plan Template
5. MS Word 8D Problem Solving Process Report Template
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
The A3 provides a disciplined way of reporting on problems that encourages a disciplined way of solving problems.
Toyota's relentless dedication to continuous improvement is what gives them their greatest competitive advantage. To this end, the principle of PDCA: Plan Do, Check, Act is engrained throughout their corporate culture. Just as ingrained, and equally valuable, is the flexible, yet precise, reporting system, which is married to the process. All about efficiency, every report must be confined to one side of an A3 (11 x 17-inch) sheet of paper; hence the report is known as the A3.
The A3 report can be used to propose solutions to problems, give status reports on ongoing projects, and report results of information gathering activity.
A3 is not about generating more paperwork, but it is all about creating a process and a mindset that are uncompromising in their dedication to improvement. Diligently applying the process, thinking, and tools described in this presentation will dramatically improve the effectiveness of those individuals involved, and when spread through an organization, will quickly result in a culture of genuine improvement.
While this system grew out of automotive manufacturing, it is proven to be broadly applicable to almost any management system.
This A3 Thinking training guide emphasizes the discipline required to generate an A3 report. It covers everything needed to execute a rigorous reporting system. You will learn the step-by-step A3 problem solving process from problem identification to resolution in a fashion that fosters learning, collaboration, and personal development. The problem-solving team records the results of investigation and planning in a concise, two-page document (the A3 report) that facilitates knowledge sharing and collaboration.
LEARNING OBJECTIVES
1. Understand the principles and significance of A3 thinking in continuous improvement.
2. Learn the step-by-step A3 problem-solving process, from theme development to follow- up.
3. Acquire proficiency in utilizing A3 problem- solving tools for effective analysis and decision- making.
4. Develop skills for creating clear, concise A3 reports and gain practical tips for successful problem- solving.
CONTENTS
1. Introduction to A3 Thinking
2. A3 Problem Solving Process
3. A3 Problem Solving (Storytelling) Tools
4. Form and Style
5. Practical Tips for Success
CADmantra Technologies Pvt. Ltd. is one of the best Cad training company in northern zone in India . which are provided many types of courses in cad field i.e AUTOCAD,SOLIDWORK,CATIA,CRE-O,Uniraphics-NX, CNC, REVIT, STAAD.Pro. And many courses
Contact: www.cadmantra.com
www.cadmantra.blogspot.com
www.cadmantra.wix.com
Continual Process improvement is a challenge in any model or framework namely COBIT5, ITIL or even in ISO standards. Kaize being a Lean/ Six Sigma tool can play very vital role for any organization.
Criticality is a tool that allows the objective evaluation of the potential consequences of equipment breakdown on a plant as a result of functional failures. It helps determine the characteristics that make one piece of equipment more critical to overall plant performance than another.
Maintenance Planning and Scheduling are key elements that influence the true success of any organization. Many times we have a planner or planner/scheduler, but do not know how to use him or her effectively or efficiently.
Global 8D Problem Solving Process Training ModuleFrank-G. Adler
The 8D Problem Solving Process Training Module v8.0 includes:
1. MS PowerPoint Presentation including 206 slides covering the Global 8D Problem Solving Process & Tools, a Case Study, and 7 Workshop Exercises.
2. MS Word Problem Solving Process Case Study
3. MS Excel 8D Problem Solving Process Worksheet Template
4. MS Excel Process Variables Map Template, Process FMEA Template, and Process Control Plan Template
5. MS Word 8D Problem Solving Process Report Template
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
The A3 provides a disciplined way of reporting on problems that encourages a disciplined way of solving problems.
Toyota's relentless dedication to continuous improvement is what gives them their greatest competitive advantage. To this end, the principle of PDCA: Plan Do, Check, Act is engrained throughout their corporate culture. Just as ingrained, and equally valuable, is the flexible, yet precise, reporting system, which is married to the process. All about efficiency, every report must be confined to one side of an A3 (11 x 17-inch) sheet of paper; hence the report is known as the A3.
The A3 report can be used to propose solutions to problems, give status reports on ongoing projects, and report results of information gathering activity.
A3 is not about generating more paperwork, but it is all about creating a process and a mindset that are uncompromising in their dedication to improvement. Diligently applying the process, thinking, and tools described in this presentation will dramatically improve the effectiveness of those individuals involved, and when spread through an organization, will quickly result in a culture of genuine improvement.
While this system grew out of automotive manufacturing, it is proven to be broadly applicable to almost any management system.
This A3 Thinking training guide emphasizes the discipline required to generate an A3 report. It covers everything needed to execute a rigorous reporting system. You will learn the step-by-step A3 problem solving process from problem identification to resolution in a fashion that fosters learning, collaboration, and personal development. The problem-solving team records the results of investigation and planning in a concise, two-page document (the A3 report) that facilitates knowledge sharing and collaboration.
LEARNING OBJECTIVES
1. Understand the principles and significance of A3 thinking in continuous improvement.
2. Learn the step-by-step A3 problem-solving process, from theme development to follow- up.
3. Acquire proficiency in utilizing A3 problem- solving tools for effective analysis and decision- making.
4. Develop skills for creating clear, concise A3 reports and gain practical tips for successful problem- solving.
CONTENTS
1. Introduction to A3 Thinking
2. A3 Problem Solving Process
3. A3 Problem Solving (Storytelling) Tools
4. Form and Style
5. Practical Tips for Success
CADmantra Technologies Pvt. Ltd. is one of the best Cad training company in northern zone in India . which are provided many types of courses in cad field i.e AUTOCAD,SOLIDWORK,CATIA,CRE-O,Uniraphics-NX, CNC, REVIT, STAAD.Pro. And many courses
Contact: www.cadmantra.com
www.cadmantra.blogspot.com
www.cadmantra.wix.com
Continual Process improvement is a challenge in any model or framework namely COBIT5, ITIL or even in ISO standards. Kaize being a Lean/ Six Sigma tool can play very vital role for any organization.
Criticality is a tool that allows the objective evaluation of the potential consequences of equipment breakdown on a plant as a result of functional failures. It helps determine the characteristics that make one piece of equipment more critical to overall plant performance than another.
Maintenance Planning and Scheduling are key elements that influence the true success of any organization. Many times we have a planner or planner/scheduler, but do not know how to use him or her effectively or efficiently.
John Day developed a proactive maintenance process in 1978 and manage maintenance and engineering at Alumax Mt. Holly and later at Alcoa Mt Holly for over 20 years. These are the slides he presented at the 1997 SMRP Conference. Great slides with great information. If you would like the slides and not PDF send me an email at rsmith@maintenancebestpractices.com. I worked for John Day back in the early 1980s which started my journey in Proactive Maintenance.
This course is focused on repeatable and effective work procedure development. If your organization does not possess or needs to update effective, repeatable maintenance procedures then this training is for you or someone in your staff.
Stop human induced failures, lack of repeat-ability in maintenance work, and insuring when someone retires you have their knowledge in the form of procedures is critical to the success of any organizations. Lack of effective, repeatable procedures creates high variation in maintenance work execution.
Maintenance and Reliability leaders always talk about their best maintenance person and how much experience they have. With effective, repeatable procedures you would capture that experience, knowledge and skill in a procedure.
When one has repeatable, effective procedures and a failure occurs the worst thing that could happen is a procedure is changed or updated.
Lack of an effective PM program is destroying the credibility of our maintenance organizations. "The 1st step to solving a problem is knowing you have one". Focus must be on optimizing your current PM program (PdM Program next). View the slides and when you are ready contact me for your next step, rsmith@gpallied.com
FRACAS: A method of analyzing the failure codes assigned to the individual work orders and identifying common themes and trends. The root cause of the high impact items are determined, with a corrective action identified and executed to prevent reoccurrence of the issue.
Addressing sustainable development guidelines cps es efficient_carbonZolt Energy
The Department of Public Enterprises has given out notifications to Central Public Sector Enterprises (CPSEs) or PSU companies to undertake Sustainable Development as a mandatory function of their MoU with them. We believe it is a great opportunity for these companies to undertake various activities under this banner and showcase different best practices in this domain.
We believe that the PSUs have to take a route that is quite different from the normal Private Sector companies in approaching Sustainable Development. To address this, we have made a presentation for the CPSEs to give a direction on complying with these guidelines and how to maximise this opportunity to become Sustainability led organisations. Do have a look at the presentation below and get in touch with us for a discussion on how PSU's should be approaching Sustainable Development.
ePortfolio & Open Badges Maturity MatrixSerge Ravet
The Europortfolio team presented on July 2 2014 the "ePortfolios and Open Badges Maturity Matrix". The objective was to collect feedback from practitioners and experts on a document that is aimed at helping organisations to plan and reflect on current developments and lay the foundations for the development of a review tool (self-assessment) that will be used to plan, monitor and review ePortfolios and Open Badges policies, technologies and practices.
What was presented is an alpha version (draft) of the Matrix and we are looking forward to the feedback of the community to produce a beta version that will be used to build the self-assessment tool. Based on the outcomes of the self-assessment tool's exploitation, a final version of the Matrix will be produced.
If you want to start contributing, the maturity matrix is accessible at:
* http://bit.ly/mmpdf - a pdf to download
* http://bit.ly/mmgdoc - a Google doc open for comments. Editing rights will be provided to those willing to work with us
“My maintenance staff is highly trained and do not like using procedures.” If the statement is valid, and the cost of asset failure is not important to our operation, then your staff must have an unlimited and infallible memory – congratulations!
Did you know that the most complex equipment ever built was a nuclear submarine and that the first nuclear submarines experienced failures due to lack of effective procedures, thus ending in catastrophic failure?
If safety is number one in your organization, then repeatable, effective work procedures should be as well.
UNIT - II: TRAINING & DEVELOPMENT OF EMPLOYEES: Analyzing Training needs &
Designing the program – Implementing different training program – Implementing
Management Development Programs – Evaluating the Training Programs; PERFORMANCE
APPRAISAL: Concept of Performance, Performance Management, Performance Appraisal –
Methods of Performance Appraisal - Assessment Centre.
Effectiveness of Organizational TrainingJorge Boria
The request to measure effectiveness of the training performed at an organization is not met by the "beauty contest" survey taken at the end of an activity. Moreover, since 85% of knowledge acquired by adults is lost in two weeks unless used, as reported by Jane Tippett in Nurses’ acquisition and retention of knowledge after trauma training, it is of fundamental importance that the gauge corresponds to the needs. In this presentation we describe a low tech yet highly effective method for measuring the improvement in productivity gained by training attendees. The method, used since last century in a large telecom organization, is based on some premises: training is only useful if aligned with job outcomes; training should be timely and not carried out solely for consuming the training budget; training objectives should be described as learning objectives, that is to say, what behavioral changes the training is attempting to achieve; managers are responsible for the skills and competencies of their employees.
I Can’t Measure the Result of My Training Efforts.
I Don’t Know What Information to Collect.
If I Cannot Calculate the ROI, the Evaluation Is Useless.
My HR Head Does not Require Evaluation, So, Why Should I Do It ?
There Are Too Many Variables Affecting the Behavior Change for Me to Evaluate the Impact of Training.
Evaluation Will Lead to Criticism.
I Don’t Need to Justify My Existence; I Have a Proven Track Record.
Training program effectiveness a measuring instrument (1)TheGrowthFactor
In addition to enhancing knowledge and skills, measuring training effectiveness has proven to be an important tool to boost employee engagement and retention. ... Organizations should ensure that employees can demonstrate a positive impact of training through improved productivity and overall skill development
Having experience as a Maintenance Manager and Maintenance Consultant I wrote this article. The one Maintenance Manager that inspired me the most was Rick Mullen, former Engineering and Maintenance Manager at Anheuser Busch, who by far the #1 Maintenance Manager I ever met.
What does a "Day in the Life of a Proactive Maintenance Planner" look like. This article was writen based on my experience at Alcoa Mt Holly (Certified as World Class Maintenance).
Having worked with companies all over the world I decided to write this article based on my experience as a Maintenance Advisor and a Maintenance Leader.
How to know if your maintenance planning and scheduling is not effectiveRicky Smith CMRP, CMRT
Many times companies have Maintenance Planning and Scheduling however it is not effective as they like it to be. This article helps anyone who is struggling the Planning and Scheduling with a few ideas.
If you have questions email me at rsmith@worldclassmaintenance.org
Ever wondered what a "Day in the Life of a Proactive Maintenance Supervisor". Checkout this article and see how it matching where you are. If you have questions send Ricky an email to rsmith@worldclassmaintenance.org
A proactive maintenance technician is a highly trained professional who is an expert in his or her skills area, has knowledge of other skills areas, including safety and production, and has a desire to learn more. This professional knows and can
implement a failure-modes driven maintenance strategy for any piece of equipment.
A proactive maintenance technician uses knowledge and experience to ensure the maintenance process is optimized by making constructive recommendations to
management concerning improvement areas.
To ensure success, a proactive maintenance technician is proactive in everything he or she does. This person constantly reviews information to ensure procedures are accurate and issues are resolved quickly and does what is required to ensure the work is repeatable. Such a professional leads by example and takes responsibility for training new employees on how to be a proactive and effective maintenance technician.
The objective of the Parts Checkout process to ensure the right part is in stock when required by Maintenance / Operations to provide Production with Reliable Assets.
> Parts / Material Checkout Guiding Principles:
•All parts/material used for an asset will be charge to the asset via a Work Order
•No blanket work orders – blanket work orders lead to lack of failure information due to failure threads of like parts/material
•Overnight ordering of parts is an exception and not the general rule
•The Materials Management Process will be managed with Leading and Lagging KPIs
... and so much more
Best Maintenance Lubrication Practices are essential to
optimal life for ball and rolling element bearings.
There are four factors that are important when
lubricating bearings:
1. What type of lubrication?
2. How much lubrication?
3. How frequently should lubrication be applied?
4. How should the lubrication be applied to ensure
contamination control?
... and so much more covered on this document
Maintenance Planning and Scheduling is critical to success of any Maintenance Organization resulting in a significant increase in Wrench-time (Hands on Tool Time). Planning and Scheduling are two distinct functions which are dependent on each other.
Top 7 Reasons why Maintenance Work Orders are Closed Out AccuratelyRicky Smith CMRP, CMRT
Closing out work orders accurately is critical for leadership to make the “right decisions at the right time with accurate data” and it can only occur if work orders are “Closed with the Right Information/Data”.
If metrics and Key Performance Indicators are so important where are people pulling the data from without their work orders having the right data on them when they are closed into that dark hole called the CMMS or EAM.
Without good data you are lost and probably are making decisions based on passion and not facts.
Very few organizations pay attention to hydraulic leaks and how they can impact production capacity, asset reliability, and reactivity when a mitigation strategy is in place.
This Tool Box Talk may help you take that next step.
Most companies spend a lot of money training their maintenance personnel to troubleshoot a hydraulic system.
If we focused on preventing system failure then we could spend less time and money on troubleshooting a hydraulic system. We normally except hydraulic system failure rather than deciding not to except hydraulic failure as the norm. Let’s spend the time and money to eliminate hydraulic failure rather than preparing for failure.
Preventive Maintenance - Actions performed on a time- or machine-run-based schedule that detect, preclude, or mitigate degradation of a component or system with the aim of sustaining or extending its useful life through controlling degradation to an acceptable level. (Definition Source: SMRP Best Practices)
Maintenance Skills Training for industry is a hot subject right now. In many areas of the country, companies are competing for skilled maintenance personnel.
“A Deloitte study found that the skills gap may leave an estimated 2.4 million positions unfilled between 2018 and 2028, with a potential economic impact of $2.5 trillion”
The skill level of the maintenance personnel in most companies is well below what industry would say is acceptable. In the past, I have been involved with the assessment of the skill level for hundreds of maintenance personnel in the U.S. and Canada and found 80% of the people assessed scored less than 50% of where they need to be in the basic technical skills to perform their jobs. The literacy level of maintenance personnel is also a problem. In some areas of the United States we find that up to 40% of maintenance personnel in a plant are reading below the eighth grade level. After performing the Gunning FOG index, we find the reading level for mechanical maintenance personnel should be the twelfth year level and electrical maintenance personnel the fourteenth year level (associate degree).
Much has been written about lean manufacturing and the lean enterprise—enough that nearly all readers are familiar with the concepts as well as the phrases themselves. But what about lean maintenance?
Is it merely a subset of lean manufacturing? Is it a natural fall-in-behind spinoff result of adopting lean manufacturing practices?
Much to the chagrin of many manufacturing companies, whose attempts at implementing lean practices have failed ignominiously, lean maintenance is neither a subset nor a spinoff of lean manufacturing. It is instead a prerequisite for success as a lean manufacturer. This article will explain why.
Every wondered what the life of a Proactive Maintenance Technician looks like. This article was written based on my experience as a Proactive Maintenance Technician.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Azure Interview Questions and Answers PDF By ScholarHat
Maintenance Craft Skill Maturity Matrix
1. Elements LEVEL 1
NOT ENGAGED
LEVEL 2
EXPERIMENTING
LEVEL 3
ENLIGHTENED
LEVEL 4
GOOD PRACTICE
LEVEL 5
BEST PRACTICE
Skill and Knowledge
(S&K) Assessments
S&K assessments have not
been performed. There is little or
no formal understanding of the
specific requirements for each
position beyond a rudimentary job
description.
Some S&K assessments have
been performed, but the results
do not seem reflected in the
design of the training programs for
craftsmen.
Formal S&K assessments have
been performed for all craft
positions with the results of the
assessment fully integrated into
the design of the training program.
This was a one-time significant
effort.
Job and Task Analysis is the
method of performing skill
assessments, with resultant skill
and knowledge banks used to
design the training programs.
Job and Task Analyses and S&K
gap assessments are routinely
analyzed to determine training
needs and to anticipate future
workforce needs.
Task Procedures and
"Standard Work"
The organization has placed
no emphasis on the concept
of standard work and has not
documented any of their critical
work procedures.
Task procedures exist, but they
are informal in nature and consist
largely of copies from owners
manuals and vendor data. It is
clear that these documents do not
affect the quality of work being
performed.
The organization has started
placing an emphasis on the
development of standard
work and has documented an
extensive library of standard task
procedures.
The standard work process is
well developed with a criticality
analysis being applied to identify
those procedures deemed most
important. Formal active training
is delivered.
The standard work process is well
developed with an appropriate
library of task procedures being
developed and formal active
training being delivered. These
standard procedures are updated
and audited.
Gap Awareness
Basic craft skill and knowledge
gaps (skill-specific, cross-craft,
multi-craft, etc.) are not routinely
captured and analyzed for
impact with respect to workforce
development training.
Basic craft skill and knowledge
gaps are the focus of the training
program (technical maintenance
skills).
The organization informally solicits
training needs (beyond basic
craft skills) from employees and
supervisors.
Program regularly surveys and
reports gaps and provides training
and intervention to resolve
craft S&K gaps, especially with
respect to future workforce needs,
ROI from cross-crafting, and
knowledge capture, while also
addressing other gaps such as
RCFA, predictive maintenance,
etc.
A standard process (SDCA) is
used to routinely assess craft
knowledge gaps most critical to
business needs, including craft
skills and knowledge, cross-craft
needs, future workforce needs,
and other domains such as RCFA,
TPM, Predictive Maintenance,
Problem Solving, Planning and
Scheduling, etc. Addresses work
environment factors affecting
trainees.
Training Objectives,
Course Outlines, and
Curriculum Maps
The training program developed
is informal, relying largely on
publicly available materials,
vendor manuals, and rudimentary
photocopies of technical
information. Program applies
to new hires, job progression,
apprentice needs where
appropriate, incumbent craftsmen,
refresher strategies, etc.
The training program has been
largely developed informally, often
without learning objectives defined
for the training interventions.
Although they may not be
based on documented learning
objectives, various training
offerings are provided and there is
basic management documentation
for craftsmen training (new
hires, advancement, advanced,
predictive training, RCFA, etc.)
Curriculum (S&K) maps for new
hires and for any craftsmen
progression program are
published and form the basis for
the training programs, designed
appropriately with linkages to
the S&K requirements. Properly
developed learning objectives
and job performance expectations
are outlined. Job requirements
are tied to training strategies and
performance objectives, all are
linked.
Strategies and curriculum maps
are used to guide and manage
the training needs of craftsmen,
whether new hire, a craftsman with
a basic level of knowledge wanting
to take the next step, predictive
technologies training, etc. In all
cases, the training interventions
are robustly developed with clear
linkages to the S&K evident in its
development. Properly developed
learning objectives and job
performance expectations have
been defined and are stressed
during delivery.
Level 4 plus a complete career
development path defined and
documented for each position
to include not only technical
skills, but also interpersonal,
leadership, and problem solving,
as well as analytical skills where
appropriate. Applies to new hires,
job progression, apprentice needs
where appropriate, incumbent
craftsmen, refresher strategies,
RCFA, multi-crafting, etc.
Media/Mode
In this category, training offerings
tend to be either heavily computer-
based learning without enough
hands-on application, self-study,
lecture, too generic, or too reliant
on unstructured OJT, etc. Course
Development Plans are not used
or available.
Some training offerings have
include a blended approach of
media/modes; largely attributable
to individual training providers or
offerings.
Course Development Plans are
used prior to course development.
These list the media/mode
strategies for each significant
craftsman training offering.
Vendors and in-house training
staff consciously decide upon the
appropriate blend of media/modes
prior to course development.
Course Development Plans
are used both prior to course
development and as part of
Continuous Improvement. These
list the media/mode strategies
for each significant craftsman
training offering. The program
utilizes many mixed media such
as video, classroom, computer-
based training (CBT), and printed
material.
Blended: The curriculum has been
developed using an appropriate
mix of media to include printed
word, video, instructor-led,
self study modules, hands-on
application, and CBT. These
media are available to personnel
on demand with significant
guidance and opportunity for self
development evident.
Instructor Guides and
Participant Guides
The curriculum consists
exclusively of participant materials
and handouts. The materials are
informal and few or no Instructor
Guides or notes are provided to
ensure consistency of delivery.
When courseware is developed
internally Instructor Guides are
generally developed, but not
always. Many courses that are
part of the standard catalog do not
have Instructor Guides - especially
externally developed training.
Instructor Guides are developed
as part of the standard training
delivery package, but are
seldom used by the instructors.
Inconsistencies exist from
instructor to instructor.
Instructors are required to own
their Instructor Guides and to
ensure they are up to date so that
other instructors can teach the
same course the same way.
Instructor Guides that drive
consistency in delivery are
used to continuously improve
the training process and to help
new instructors easily learn the
required training standards for
craftsmen training offerings.
On-the-Job Training
(OJT) and Job
Performance
Measures
The OJT program is not formally
documented and consists primarily
of an assignment to accompany
another job incumbent for some
period of time. The expectations
from the training are not clear or
defined. No documentation of the
process exists.
OJT occurs with multiple
incumbents such that a variety
of view points and experience
levels are leveraged. No formal
structure for the process exists
and the measures of success
are subjective at best. No
documentation of the process
exists.
The OJT process is structured
and formal with a task level listing.
Performance expectations are
defined; expectations are a pass/
fail with subjective feedback
given informally. The process
is documented with no follow-on
actions - everyone passes.
OJT is formally defined, but
peer feedback process is poor
or non-existent. Performance
expectations are defined, but are
subjective in nature. There is a
formal documentation process
with candidates required to
improve their skills in certain areas
- not everyone passes the first
time through.
The OJT process is well defined
with expectations and peer
feedback occurring based on
the OJT performance. Instructor
expectations for OJT are
defined. Continual improvement
element to the process clearly
exists. Quantitative performance
expectations are clearly defined
and implemented.
Job Aids
No job aids are delivered. All
of the learning and reference
material is provided in the
classroom with little effect visible
on the shop floor.
Job aids are incorporated into the
student guides as a reference,
but never appear on the shop
floor. It is clear that these job aids
do not effect the quality of work
performed on the shop floor.
Job aids are used extensively
and posted on the job floor to
excess. It is difficult to determine
which job aids are important. The
job aids are delivered passively
on the shop floor with no active
communication occurring.
Evidence exists that a
robust process of shop floor
reinforcement of concepts learned
in the classroom is being applied
via job aids. Active communication
exists regarding these documents.
Job aids are developed and
exist on the shop floor with the
proper priority applied. They are
periodically updated and replaced,
and they are actively delivered to
the workforce. It is evident that
these job aids have an effect on
the quality of work performed.
Continuous improvement is
evident.
Continued on back...
ANALYSISANALYSISDEVELOPMENTDEVELOPMENT
LEVEL 1
NOT ENGAGED
LEVEL 1
NOT ENGAGED
LEVEL 2
EXPERIMENTING
LEVEL 2
EXPERIMENTING
LEVEL 4
GOOD PRACTICE
LEVEL 4
GOOD PRACTICE
LEVEL 5
BEST PRACTICE
LEVEL 5
BEST PRACTICE
Ways to Measure Your
Craft Skills Program
Maturity Matrix
North America • Europe • Latin America • Middle East • Asia-Pacific
GPAllied EMEA
Guldensporenpark 21-Blok C
B-9820 Merelbeke, Belgium
o. +32(0)9.210.17.20
f. +32(0)9.210.17.28
www.gpallied.com
World Headquarters
4200 Faber Place Drive
Charleston, SC 29405
o. 888.335.8276
f. 843.414.5779
2. Elements LEVEL 1
NOT ENGAGED
LEVEL 2
EXPERIMENTING
LEVEL 3
ENLIGHTENED
LEVEL 4
GOOD PRACTICE
LEVEL 5
BEST PRACTICE
Individual
Development Plans
(IDP) and Training
Records
No curriculum-based approach is
applied. Training is delivered in
mass to the entire population and
is delivered to address the current
problem of the day. No strategic
approach exists.
Training maps are developed,
but are not specific to the job
description. The level of support
and coaching provided to the
individual is lacking. Development
of S&K is discussed and addressed
infrequently, generally when pressed
by an outside function.
IDPs are developed to the position
level but are administered poorly.
Some individuals understand and
gain benefit from the IDP, but they
are largely an administrative task
and do not have a significant effect
on the workforce development
efforts.
IDPs are designed to the position
level and are delivered to all
individuals holding that job position.
Some follow up and coaching is
being done.
IDPs are designed and delivered to
the individuals within the workforce.
Continual coaching and progress
checks are applied. IDPs vary based
on the individual needs and current
skill level.
Course Validation and
Pilot Testing
New courses added to the
curriculum are not reviewed by the
job incumbents and no validation or
pilot proof-of-concept process exists.
A cursory review of the course
materials is performed by the job
incumbents, but the process is
done informally, likely via email with
limited feedback and no interaction
of the incumbents during the actual
pilot delivery.
A formal course review is often
performed for high profile course
deliveries, but is not the standard
operating procedure. Improvement
opportunities for high profile courses
are recorded and followed up on, but
not universally for all courses.
A formal review process exists
and is applied to all courses, but
the follow up on opportunities is
spotty and generally a one time
effort - continual improvement is not
evident.
The course review and approval
process is rigorous and formal.
The pilot session is delivered to
the most qualified job incumbents
with specific and meaningful
feedback provided. This feedback is
incorporated into the course prior to
providing the training to the general
population.
Training Environment
No dedicated training facility
exists. Training is given in any
available space and the space
is largely unsuitable for training
delivery (noisy, poor temperature,
interruptions, etc.)
Dedicated training facilities exist,
but they are somewhat neglected
and poorly maintained. The training
experience suffers due to the
condition of the training facilities.
Dedicated training facilities exist,
and periodic upgrades occur over
the years. The facility periodically
becomes outdated and does
not support all of the training
needs beyond simple classroom
instruction. Many interruptions and
derailers to the training experience
exist.
Dedicated training facilities that
are properly designed to support
the optimal training delivery exist.
Facilities support both classroom,
CBT, and the requisite laboratory
exercises. Minimal interruptions or
derailers to the training experience
exist.
Proper dedicated training facilities
exist with a dedicated training
manager assigned to ensure the
continued upkeep and indicated
improvements to the training facility.
Instructor
Qualification
Instructor qualification is rarely
considered. Feedback on instruction
is not asked for or given.
Instructor feedback forms are used
for training classes, but they are
informal and consist primarily of
subjective opinions. The results are
not recorded or tracked. No actions
are taken based on the results of
this feedback.
Instructor feedback forms are used
with feedback formally tracked and
corrective actions taken. Forms
consist primarily of subjective
opinions.
An instructor certification
process exists, but is informal
and undocumented and consists
primarily of incumbent or peer
opinions. Feedback forms are used,
with corrective actions being taken.
A formal instructor certification
process exists with an individual
task certification process in place
with subject matter experts,
task qualification, and instructor
performance audits being
performed. Corrective actions are
taken to address deficiencies.
Learning Contracts
and Performance
Expectations
Learning contracts are not used in
any form. The expectations placed
on those being trained once they
return to the workplace are informal.
Learning contracts are not used,
but performance expectations of
those attending the training are
verbally delivered at the beginning
of the training session. The direct
supervisors of those being trained
are usually not aware or informed
of specific training expectations or
their role in reinforcing and coaching
learned skills on the job.
The direct supervisors of those
trained attend the opening of
the training session and are part
of the discussion regarding the
performance expectations upon
returning to the job.
Learning contracts are developed
prior to the execution of the
training and reviewed between
the trainee and direct supervisor.
Clear and measurable performance
expectations are established for the
trainee upon returning to the job.
Learning contracts are used
extensively and are properly
developed. Follow-up reviews
are performed by the trainers or
departmental sponsors in order to
measure the change in workplace
performance, with a feedback loop
existing back to the development
and execution elements of the
model.
Exam Evaluation
Examinations or performance tests
are not given in any form. The
effectiveness of the training is
generally not measured. There may
be a tendency toward written exams
without enough hands-on, practical
examination.
Exams are reviewed post-training,
but the review is performed in
an informal manner and is not
documented. Corrective actions are
not identified and follow up rarely
occurs.
Examination reviews are performed
and documented, but the follow-up
and corrective action process is
insufficient. Exams remain largely
unchanged through multiple
deliveries of the training sessions.
Formal examinations are provided
with a single version of the exam
existing. Formal exam reviews to the
question level exist. The follow-up
process is somewhat informal and
opportunities for improvement are
often missed. No statistical data
of the examination performance is
maintained.
Written and hands-on examinations
are provided as part of the training
experience with multiple versions
of the exam existing. Statistical
measures are taken to the question
and specific answer level, with
problem areas addressed and
corrected via existing feedback
loops to the exam and training
delivery process.
Training Effectiveness
Audits
Training effectiveness audits are not
considered or performed.
Training effectiveness audits are
performed upon return to the
workplace post-training, but they
consist largely of subjective opinions
solely from the participants.
Training effectiveness audits
performed upon return to the
workplace post-training, but they
consist largely of subjective opinions
provided not only by the participants,
but also from the participant's
managers.
Training effectiveness audits
are performed, with a mixture
of subjective and quantitative
performance measures (number
of errors, productivity, etc.). The
process to make adjustments to the
training based on the audit results is
spotty and inconsistent.
Training effectiveness audits
are performed, with a mixture
of subjective and quantitative
performance measures (number of
errors, productivity, etc.). A robust
process to make corrections and
upgrades to the training delivery
based on results exists.
IMPLEMENTATIONIMPLEMENTATIONEXECUTIONEXECUTIONEVALUATIONEVALUATION
LEVEL 1
NOT ENGAGED
LEVEL 1
NOT ENGAGED
LEVEL 2
EXPERIMENTING
LEVEL 2
EXPERIMENTING
LEVEL 4
GOOD PRACTICE
LEVEL 4
GOOD PRACTICE
LEVEL 5
BEST PRACTICE
LEVEL 5
BEST PRACTICE
Ways to Measure Your
Craft Skills Program
Maturity Matrix
North America • Europe • Latin America • Middle East • Asia-Pacific
GPAllied EMEA
Guldensporenpark 21-Blok C
B-9820 Merelbeke, Belgium
o. +32(0)9.210.17.20
f. +32(0)9.210.17.28
www.gpallied.com
World Headquarters
4200 Faber Place Drive
Charleston, SC 29405
o. 888.335.8276
f. 843.414.5779