? | l ‘l HIMIIHIHMWWI l \ 126 374 _THS_ THE CD OPERATWE PLAN OF ENGINEERING WUCATIGN SPECIFICALLY APPLIED THESIS FIR DEGREE OF M E. ‘ ' ALBERT $03le A ‘ 1930- ‘ {A . . _ . O ‘ O - . — v- 0 . . . - . I ‘ . . . . I 1 . . . C . C p . . . . O . ’ . . ’ . . l '. I ‘ ‘ V . - 3 . - . . ‘ . , . . . . . . - - - a . I . . . I C _ .. . ' .- ~ ' ‘- . n I _ ’ . . . . . * -'- . - . L . - . . . ‘ . . . . . . ‘ ., , . .. . t . ‘ u 'b . . .. C A ' W ‘ . '-’ . c.9— \I".I . _.'-‘ '(: . p" ‘ 0'} _.>'"-. .‘-_. r7_’.-. .'1- '.' . '.p: ..0 v ‘ d- l‘:$:‘:fi:te.|-: ' _ -_ f... ‘.’._”..5A:‘ i u. D M raw. MMm km} :13. W D 3..I¢ .3. . h . w TEE CO-OPERATIVE PLAN OF ENGINEERING EDUCATION SPECIFICALEY APPLIED A Thesis Submitted to the Faculty of Michigan State College East Lansing, Michigan by Albert Sobey will Candidate for the Degree of Meohnniee1.Engineer June, 1930 OUTLINE. I. IntrOdUOticnc II. Origin and Development of Co-Operative Education. (a) Brief historical sketch. III. Principles and Objectives. IV. Application of the Plan. (a) Advantages claimed. V. The Plan in Operation - a Specific Application. (a) Factors influencing the effectiveness of a co-operative program. (b) Beginnings of the (G.M.I.T.) program. (c) The original program. Objectives, curriculum, work schedules. (d) Extension to all Divisions of General Motors. VI. Program.Development. (a) Preliminary revised and extended program. (1) Provision for more specific application. (2) Provision for flexibility. (bg Plan of Program.Deve10pment (c Plant Survey (I) General Survey (2) Department Survey. VII. Program for 1930-51. (a) Purpose ofpresentprogram. (b) Relationship of students to plants and Institute. (0) The Curricula - (1) Special features. (d) The plant phase oi'the program. (1) WOrk schedules. (2) Co-ordination reports. (3) Records - student follow-up and Guidance. VIII. ScOpe of Program. (a) Relation to full prq;ram.of Institute. (b) By plants and classes 1929-30. IX. Results. (a) Indirect (b) Direct (0) Graduate Follow—up. X0 Conclusion. Pea r. ~ \a” (143 LC .: k”, l r- :M W a THE CO-OPERATIVE PLAN OF ENGINEERIHG EDUCATION SPECIFICALIY APPLIED. INTRODUCTION. One of the most significant trends in American industry during recent years has been the growing attention that is being given by in- dustrial executives to the problems of personnel and particularly to the training and deveIOpment of man-power for their organizations. Changes in industrial organizations and methods have lessened greatly the opportunity for deveIOpment of employees in the regular processes of industry. As a result, the problem of obtaining preperly trained personnel for the more highly skilled and more responsible posi— tions has become one of outstanding importance. For a great many years education has been regarded as a thing aPart from industry. The need for the deveIOpment of young peeple as they grow up has been recognized as a problem.to be delegated toiflm Schools and colleges. It also has been recognized that there is need for the deveIOpment of men for industrial Operations, and this has been regarded as the problem of the shop. The first has been thought 0f 8.8 "education", the second largely a matter of "experience". With.the rapid growth of industry and the increased emphasis uPon machineny and highly specialized methods and systems, diffi- °u1ty has been experienced in both the school and industrial sides. Graduates of schools and colleges, even engineering colleges, fre— quently find difficulty as they try to adapt themselves to the highly Specialized organizations in which they must find their place. They lack experience and specific training. 2. On the other hand, within industry the securing of employees for positions requiring skill and ability, and particularly leader- ship and executive ability, has become a vital problem. Industry needs a constant supply of recruits of "education" and is also faced .with the problem of making adequate provision for the deveIOpment of employees within its organizations, including the recruits, to meet the demands of present highly Specialized conditions. Out of this condition, there has grown a movement in organized research, experiment and development in the field of industrial per- sonnel, corresponding in a measure to the organized research, design and eXperimental work in material products. This newer movement is not without promise that in the future it may produce results comparable in importance to the great advances that engineering research has brougrt to American industry. In this movement, recognition has been given to the importance of academic and technical training as well as practical experience in the develOpment of industrial personnel. It is resulting in pro- grams of various forms including training in the more highly skilled trades, training for positions requiring special technical ability, programs of training for college graduates, foremanship and executive training progress, and a growing emphasis in recent years upon train- ing of young men of future potential. In this latter work, increas- ing attention is being paid to the co-eperative principle of education and training. his paper presents in outline a deve10pment of this character and of some of the more significant features of an application that has been made of the co-Operative prirciple in a comprehensive program 3. of education and training for the organizations and employees of the General Motors Corporation. It has been the privilege of the writer to organize and direct the operations of this program during the past ten years. ORIGIN AND DEVELCPLENT CF CC-OPTRLTIVE EFGIHEERIHG EDUCATION. Before discussing the program.referred to, it will be helpful for purposes of background to trace briefly the origin and early history of co-Operative engineering, outline its fundamental prin- ciples, and summarize the advantages to student and industry which have been claimed for it by its advocates. It is generally agreed that the co-Operative plan as applied to engineering education, had its inception in the work of Dean Herman Schneider at the University of Cincinnati beginning in 1906. The basic idea of combining practical experience with theoretical train- ing was not entirely new. It had long been advocated as a desirable educational method, and a number of early efforts are on record. The so-called "Sandwich Plan" applied to engineering apprentices in Scottish industries is one example, and Dean Schneider himself is authority for the statement that the plan is so very old that it can be traced back to Julius Caesar's engineers who introduced the train- ing for architecture. These early efforts did bring about a certain combination of theory and practice, although the plan was little more than an idea. At Cincinnati, the plan was first introduced as an Option in the regular curriculum and was elected by a relatively small proportion of the students. There followed years of develOpment characteristic 4. of a pioneer movement, a plan gradually establishing itself first as a promising eXperiment and then as a recognized part of the pro- gram.of the University. In 1919 the all-resident engineering curri— cula of the University of Cincinnati was discontinued and it became entirely co-operative. In recent years the number of co—operative engineering schools has increased to twenty-four, or approximately 15% of the educational institutions of college grade which offer curricula in engineering. The number of students enrolled in co-Operative courses is also not far from 15% of the total enrollment of engineering students in the country. Whatever may or may not be the merits of the plan, it has passed through the period-of trial and now has a definite place in the field of engineering education. PRINCIPLES AhD OBJECTIVES. The co-operative plan as applied generally to engineering edu- cation, is, of course, based on the principle that the engineering student should obtain practical eXperience as well as theoretical technical training and that these two should be given "concurrently and co-ordinated". C. F. Kettering in discussing co-operative education some time ago,stated that modern psychology teaches that eXperience is not merely the best teacher, but the only possible teacher. All that any instructor can do is to select and provide the conditions necessary for apprOpriate eXperience and to make the most of them. The ignorant is changed into the learned by means of the utilization of proper ex- ‘perienee. There is no conflict between theory and practice. The most valuable experience demands both, and the theory should supplement the practice. The environment most conducive to securing the most valu- able experience is in the work-a-day world, but this is the environ— ment in which men often become engulfed in the practical and neglect the theoretical. Advancement is dependent upon the proper utiliza- tion of practical and theoretical experience -- upon practical ex- perience which is adequately interpreted. Co-operative education attempts to accomplish this by alternate periods of work and instruction. Under the usual plan, the students are divided into two sections, one-half of the students during a given period being at work obtaining a practical experience while the other half are receiving instruction at the school. At the end of the period the conditions are reversed, those who were in school going to work and those who were at work attending school. ADVANTAGES CLAIMED FOR STUDENT AND INDUSTRY. The advantages which this plan seeks to bring to students and co-Operating industries have been variously stated by advocates of the plan. These statements were summarized by the Society for the Promotion of Engineering Education in its recent survey,as follows: To Student -— The Co-operative plan provides systematically co-ordinated instruction in principles,and practical training in their applica- tion. The relationship of theory to practice is shown. The student is trained in the use of knowledge. Respect for and interest in the principle is thereby increased and the learning process is accelerated. Many details and methods of practice which cannot be taught adequately in the classroom are learned in industry. Periods of practical industrial experience develop the student's personality and strengthen his character. His courage, resourceful- .ness and stamina are tested; his sense of responsibility is brought into play; self-confidence and initiative are develOped. The student learns to see things in their true light and to value them according- ly; in particular, he is more likely to appreciate the value of his education. Practical work is the best form of educational and vocational guidance. The student acquires a knowledge of one or more lines of work through first-hand experience. He is thus able to choose his field of work with some discrimination and is prepared for transi- tion to practical life. Through intimate contacts in industry, the student obtains an insight into labor problems and a knowledge of the reactions and ps'- chology of the working man. He thus learns to appreciate and respect the problems 0 f the men.with whom he works and may subsequently di- rect. The best time to acquire this point of view is while still young. The student learns to get along with others, to work under super- vision, to follow instructions and to abide by the decisions of his superiors. Thus from the discipline of obeying instructions, he learns how to direct the work of others. The student learns business organization and procedure through actual observation and practice. He is brought face to face with the economic as well as with the technical side of manufacture and en- gineering. He also observes and learns up to date shop practices and 7. methOd 3 o In addition, the co-Operetive plan enables the student to earn a large part of his expenses. To Ce-operating Industries -- An opportunity is afforded to try out the students, to observe their ability and traits of character and to choose those of greatest promise for permanent employment. The students are more easily assi- milated into the organization and are inculcated with a spirit of loyal~ ty to it. Co-Operative students may be placed with small industrial con- cerns which do not see the necessity or advantage of employing tech- nically trained men. Su h firms are educated to the value of tech- nically trained personnel and of scientific methods, and are thus in- cluded among those benefiting from results of engineering education. Industries have found it more difficult to obtain suitable per- sonnel for the Operations of plants and processes than they have to obtain competent designers. The co-operative plan furnishes men he in? a background of experience and point of view which is indispen- sable in the line of operating work. Technically trained men will be required more and more for work of this character. THE PLAN IN OPERJTIOH. In thus emphasizing the principles of co-oper tive education and the advantages claimed for it by its advocates, it is, of course, recognized that the full accomplishment of the objectives outlined de- pends upon a careful organization of the school and plant phases of 8. the co-Operative program and a close correlation of the technical training and practical experience obtained by the student. In opera- tion the degree to which this has been accomplished by different in- stitutions has varied from cases where the co-operative work appeared to have had little value aside from providing an earning power to enable the student to continue his college work, to cases where there have been well organized school and plant programs, closely co-ordinatcd. Among the factors influencing the effectiveness of the co-Opcra- tive program, none is more fundamentally important than the relation- ship between the school and the plant and the relationship of the student to the school and the plant. In adepting the co-Operative principle for the part of its educational pregram dealing'with the training of young men of future potential, the General Motors Insti- tute of Technology has had the advantage of unique relationships which gave it a very constructive setting. The program of what is new the General Motors Institute of Tech- nology was originated for the industries of Flint and was organized as the Educational Department of the employees' orginizrtion (now known as the Industrial Mutual Association) with the sponsorship of the manufacturers association consisting almost entirely of the mana- gers of the industries of the city. It thus had a close and construc- tive relationship with the managements of the industries with which co- Operative relations were established, and olSO'with the employed per- sonnel of those industries through its connection with the employees' organization. 9. BEGINHINGS CF THE IRCGRnn. The Co-opexative Engineering Course of this institution is an outgrowth of the foremanship development program crigizatcd for Flint under these auspices in the early stages of the foremanship training n one 01 the pioneer prcgr ms in V movement and continued and extended a U) |-4 *4. tI.e field. T: 3 form ansnip progr m "as develop ed'with the active co- Operation of an advisory committee of lea ading executives of the plants. .fter it was well established, consideration of the problem of poten- tial for future res no -nsible positions led to several years of ‘ was really research and experimental work in this branch of training, and finally to the establishment of the co-c fies-ative program. The development work was started without 9.ny preconco “iv d idea as to the nature and extent of the training that would be required. It was approached from the standpoint of the plant and the require~ ments of the positions, both present and potential, for which train- ing should be given. As finally organized, it consisted of a four- year program of college ads for admission to which high school edu— g cation, or equivalent, was required. The periods of alt ernation'were set at four wc«ls, and from the beginning the principle was established that the students would be elected by the plants in co-o porntion 1Wi E1 the Institute. The first two years of the Institute program covered the fundamentals of engineer- ing,and during the last two years major emphasis was placed upon the principles of industrial engineering and their application to the manufacturing phases of the automobile industry. Work schedules were organized for the plant periods,in which careful consideration was 10. given to correlation with the Institute training and the accomplish- ment of the fundamental objective of the program. This objective or aim of the course as originally expressed was "to devolOp an engineer with training in both the theory of engineer- ing and its practical application in the factory, so that the student fits hhnself for various types of engineering positions in the in— dustries with such a foundation that as he gains experience, he might qualify for responsible positions of an executive type." The first class was started in the fall of 1924 and consisted of twenty students. The following year the entering class numbered thirty- eight. The three General Motors units in Flint -- Buick Motor Company, Chevrolet Motor Company, and A C Spark Plug Company -- co-operated , and during the first year the Flint Varnish and Color‘hOrks also co- Operated. It was during the second year of the co—operative program.that the General Motors Corporation became interested in the Institute, provided a campus of approximately ten acres, a building of sixty thousand square feet of floor space (since increased to over one hundred thousand square feet) and arranged for the extension of the program to all the Divisions of the Corporation under the present name. During the four years since that time the Co-Operative Engineering program has been rapidly extended.‘ Practically all the Divisions of the Corporation are new co-operating, the number of students has in- creased to over six hundred, and there has been an extensive develOp- ment of the program.to take full advanoage of the close relationship between the Institute and the Divisions of the Corporation in makinr the training as effective as possible. The balance of this discussion 11. will deal with the more significant features of the work of deveIOp- ment and of the program in its present form. PTELIKIUARY REVISED [JD EXTEKDED PROGRih. The program in its present form is the result of an extensive study and investigation of the engineering curriculum und, in fact, the entire program in the light of the experience of the first six years and its relation to the various Divisions of the Corporation. The original progrem.hed been organized for the industries of Flint and then extended to the entire Corporation. The aim of the study was to make such revisions and extensions as were necessary to serve more adequately the needs of all the Divisions of the Corporation. This study was initiated with a committee of executives and engineers from the plants, and resulted in setting up a preliminary program in the general form.indicuted in Chart I,with a correspond- ing preliminary schedule of courses. It will be noticed that this program divides itself into two main parts: (1). The first two years designed to give a basic engineering training followed by, (2) The third and fourth years offering the choice of three courses: Plant Engineering, Industrial Engineering, or Product Engineering, the letter divided into two sequences covering the Body or Automotive phases of the work. In planning the program, it was recognized that to be of greatest value, it should be flexible to meet the varying conditions in the training problems of the Divisions of the Corporation. In some cases, conditions would make it advisable to enter students for periods less than the full curriculur. For example, students might be entered for the first two years of basic training. In other cases plant conditions or the situation and training of the student might make it advantageous to both plant and individual to arlange for the corpletion of the co- Operative training at the end of a period of work such as the first, second, or third year. It has been common experience in all schools that a certain number of students find it either desirable or necessary to leave before the com- pletion of their courses. It was the aim of the development of the pro- gram to give all students who, for any reason,'would be leaving before the completion of the full course, consideration in their training pro- gram so that they would be prepared for effective employment in the plants at the end of any school year, in general increasingly so with the number of yeirs spent in the program. The program, therefore, was planned to provide in the first two years a training of such a nature that the student who ends his course at the end of this period may be prepared immediately for work of a tech- nical nature, and in some cases for skilled mechanical, or minor super- visory position 01 . Similarly in.the organization of the curriculum.for the first yean attention was given to providing the student ending his course at this point with a well rounded training of practical value for employment in mechanical and in some cases detail drafting work in the plants. The curricula for the third and fourth years was laid out to meet the objectives which their names would indicate, and, in addition, give consideration to the organization of the third year subjects so as to provide the most effective training for the Student who finds it advis— 13. able to terminate his course at tls end of this year. Terminal points were thus .rovided at the end of the first, second, and third years, making the program flexible as to time. The different sequences for the third and fourth years, and in srne cases detail course organization, were designed to make it flexihle as to subject matter. At the some time the curriculum was, of course, so planned as to provide a program of consecutive years in which each builds on the foundation laid by the preceding year. TLJV CF FROGRJE DEVELOYEYNT. In the work of program develOpment, it wes rocssnized -- (l). That the purpose of the Institute is to serve the Divi- sions of the Gene al rotors Corporation, and the work of program develOpment, therefore, should be so directed in the first place as to meet the needs 5nd objectives of all the Divisions insofar as they could be determined. (2). That the course organization should be so directed that: (a) The material covered in each course should be of greatest functional value corsidered from the standpoint of the training the student needs to meet the demands of his situation in the plant. (b) The instructions given in each department should be so correlated with that iven in other departments and the experience gained by the student in the plant as to form a unified program of mnximrm value. The work of curriculum.deve10pment, therefore, naturally divided it- self into two parts -- 14. (l) A general surve3' to deterniLe the needs and objectives of tee Divisions with reference to Co-o:2rntive Erz'h eerin~ He 6 and the extent to which thev needed to avail themselves of a the varieus fectures of the revised proarem. (2) The work of deteilo course organization in accord with L e fin in" of the plant survey end the cbje ctivos outlined .a-ka above. ”I '"m ”may ; “4.3“- UJ~ . \ L general p ant survey therefore was conducted. Conferences were held with the m; gcwents of the Divisiens covering geints program devel yment. These points, in a generdl'uuy, may be sum- “drized as follows: I. Types of Studezlts and Hetlods of Sclction. (A) Criticisms and suggestions growing out of experience to date. (B) T; pes of entering students to be selec‘Oi byt OI‘S. ;Jo Di fis (C) Standards of selection and methods used. II. Lumber (appr :imate) of students ( Dreiuates) needed anLusll;r who have completed two or the full four years of the program. ( m 7,. ,-. - lue one Ind three-yetT termm P~lS'were for the pwu ose of the survey considered Special cases.) (A) How determined as to numbers and individuals. (3)Ucpsrtz1ents of work to which they will be assigned [—4 on completion of their course. (l).Types of beginning jobs in each deiu' rtlent. (2) Kost probable tynes of jobs in euch department for which it is desirable that they qualify in the future. (0) Number of those carrie d threu Oh four y,u‘s assigned to ~- (1) Plant Sngineerigg (2) ledustiidl Tn neering (D) hork Schedules for m.en in each brunch of the pro; in. (1) Variations from regule' schedule for first two yours, if any. (2) Amount of he sic and general shop training in 1: st tw years. (3) Specie.l tre -ining directed in field or department of work for which stude1 is heir g rain ned. (E) Curriculum. (1) Points of special 63351518 in eererdl and basic courses. (2) Special emphasis desirable for all or any groups of stu— dents of Divisions. Growing out of ties 0 conferences, a detail survey nus instituted in the departments in which 00- Operative engineers of the right tyle cL‘ migh t be placed to advantage upon comrlction of bfl eir training. This survey covered not only the types of jobs for wnic n the J- .,-'J \J‘L LvL' '1) Q') fit might be ex pected to qualify alt r co;pletion of his train fling, but also tLe suggestions of the head of the department as to points that should be emphasized in plant work schedules and in courses of instruction at the Institute in order that the student might be prepared for the work of the defertment. n 1-... n J- In some Divis i us the dye) tment survey has led to the lormmblon 16. of more or less fo1n€lly or ‘ nized committees or councils of depart- ment hee.ds for joint cox Hid ratio: 10f the training problem, follow-up and improvement of tie program in the light of experience. In other cases the management itself performs this function. The depertment survey has accomplished a number of important results. (1) It has set up a "training pattern" for each Division with reference to the Lo-oler.11ve h1DLnecr r3 plogre.m. (2) It has provided definite info1rm11tion and surgestions of department heads as to the plant and Institute oheses of the progrmm to serve as a be sis of prog ram.imp rovenent. (3) It has enlisted the interest end co-oyeretion of the men through Whom the pretrum must function, if it functior s at all and, therefore, a means through1vhich it 11y be improved corstantly from year to ye T in the light of experience. DEVELOinlNT OFl P MC :1: x FOR 1950-51. Vith the findings of the pl nt surveys organized and related to the preliminary pregre u as a basis, the revised and eXpended Co—operative Engineering program has been orgunized in final form for the year 1930-31. The objectives were reviewed and restated, the schedule of courses in the curricula was ar ranged .ith erch course outline fully detailed, and the plant phases of the program given careful consideration. A Manual covering points and procedures in- volved in the plant phases of the program and their co-ordinetion with the Institute training,has been issued and also a Standard Prec- tice for student co-ordinetion reports. 17. The cardinal point kept constantly in mind in this deve10p- ment has been to so formulate the program as to best serve all the Divisions of the Corporation by providing a training for the stu- dents covering the essential technical fundamentals and practical training closely correlated with plant conditions and work so as to prepare him.to meet the demands made upon him by his Division. Fortunately it has been possible in one program.as finally or- ganized (see Charts I to V) to meet, with one possible exception, every important objective indicated so far either by the Advisory Committee or through the plant surveys. The one possible exception needs further study and may require either a number of electives or another third and fourth year sequence to adequately provide for it. The survey indicated that the Industrial Engineering Sequence is still the important field from.the standpoint of numbers, with the Product Engineering and Plant Engineering following in order. Considerable interest is indicated in the possibilities of the se- quence in Body Engineering. A field for a considerable number of two-year men and some three-year men was indicated, as well as for the four-year men. The total figures from.the survey (not entirely com- plete) are: two-year men, 64; three-year men, 12, (Industrial En- gineering Sequence); four-year men, (Industrial Engineering),l79; (Product Engineering), 41; and (Plant Engineering), 18. These figures are considered relative in character, Actual annual requirements depend upon factors, many of which are variable. These factors are considered when the annual quotas are set each year. PURPOSE OF THE PRESENT PROGRAm. The statement of the purpose or objective of the program has not been changed greatly. As now stated, "The purpose of the Co- 18. operative Engineering Program is to give yotng men entered in the course by Divisions of the Corporation, a training in both the theory of engineering and its practical aJolicuolon in the factory, so that they will be prepared at the completion of their course for positions in various phases of work in industry with such a foundation that, as they gain experience, they may deve10p and qualify for more reSpon- sible or technical p031 mti us in the future." EL TICITSIE IP CF TIT. °"‘TJ1)“'TIO TILE “(SETS .dID THE INSTITUTE. The relationship of the students to the plants and to the Insti- tute remains unique and of such a character as to contribute to a close co-ordinetion of these two agencies of training. Students ad- mitt ed to the course are selected by the Divisions of the Corporation, in co-Operation'with the Institute, and throughout their course are recognized at the Institute and at the plant as employees of the Di- visicmsin.training fo or future res ;> yibilities in their organizations rather than st ents of the Institute for whom arrangements have been mrde for certain practical experience in the pICJ nts. This rela~ tionship is fundamental in the pregram as organized and is a most important factor in the effectiveness of the training that is given. THE CURLICULA. The courses included in the curricula have been carefully planned and arranged with due consideration to instruction results, adminis— tration and employability of the student. Empha is has been placed upon my king; the program flexible and readily adaptable to varied conditions as to students or plants. Full advantage has been taken of the suggestions and advice of interested engineers, technical experts and executives in positions to evaluate, from a plant stand- point, the essential requirements for their Special fields. These suggestions have been particularly valuable in the applied phases of the program. The resulting curricula has a number of features which are worthy of mention. Reference has already been made to the employability of the student at the end of any year, with increasing effectiveness as the years advance. This is accomplished through emphasizing subjects of a very practical nature in the beginning years, without omitting any of the essential fundamentals of engineering and also by a re- arrangement ef the order of sequence of subjects as more usually given. For example, the fundamentals of chemistry and that part of hysics dealing with the principles of mechanics are placed in the first year, with the result that the student is equipped with those fundamentals of the subjects of most probable value, should he find it desirable, expedient or nee ssary to terminate his course at the end of the first year. The science courses of physics and chemistry are continued through the second year with similar considerations for the student who might terminate at the end of that year, as well as for preparation for following sequences of courses. Emphasis in these and other advanced courses has been placed upon the tie-in with other departments of work and the correlation of the principles of the physical sciences in their 20. various branches together with their practical application to engineering and industry. Mathematics courses have been organized on a flexible unit basis with attention to correlation with other courses, particular- ly science, shop, and drawirg, and with the introduction of engineer- ing problems obtained from the plants and other departments. More than usual attention has been given to mechanical drawing and applied courses in this field, and to the use of practical prob- lems from Divisions with which the students co-Operatc, so as to make it possible to definitely tie in his training with the practical types of work met with in the plant of his division. Attention has been given to the craftsmanship side of these courses as well as the technical. Emphasis in the English courses, particularly in the early years, has been placed upon eo-ordination report writing and assist— ing the student to make these reports a more constructive factor in his training and through this means more definitely vififlize the train- ing of this department. In the adv need courses of the third and fourth years, and par- ticularly the more directly applied courses, attention has been given to utilization of the experience of the student during his work periods and also to maintaining a very close tie—in with the plants,using where practical, problems and projects supplied by the plants, closely related to plant conditions and methods so that the student will be prepared to perform.the work that he will be called upon to do as indicated by the surveys. In this, the importance of thorough training in fundamental principles has not been overlooked. In this develOpment work, interesting confirmation was found 21. of many of the principles applied in the original program. The wider field, the increased contacts, and the more extensive survey led to changes and extensions, making possible broader applications, and also laid the foundation for constant improvement based upon experience frcn year to year. TEE PLAE PHASE OF TEE PROGRAM. An important factor in the effectiveness of any co-Operative plan of engineering education is the way in'which the work schedules of the students are arranged and the co-ordination of the practical experience there obtained with his technical instruction. The relationshipsof the student in the program under discussion are such as to make for a close co-ordination. As previously explained, instead of being considered students of the Institute placed in the plant to obtain some practical eXperience, as in the case of the usual co-operative course, the students are recognized as employees of Divisions of the Corporation entered in the program.for training for future responsibilities in the organization.of the Division that enters them. In each Division one executive, usually connected with the personnel department, is assigned the responsibility for the functioning of the program in the plant. There is, therefore, in effect a resident co-ordinator at each plant co-Operating. In the organization of the program, it was recognized that the effectiveness of co-ordination depends upon -- (1) hell organized work schedules. (2) Well planned schedules of co-ordination reports. (3) Full reports of progress of the students in the plant and IO N o in the Institute. (4) Co-ordinetion fellor—up and guidance of the students. hCRK SCEEDULS . The studentswork in the plant must be as carefully planned as . the curriculum in the school if they are to receive maxioum benefit from the co-Operetive plan. Individual differences between students and differing conditions in the plants nay, of course, make variations in training pregrams advisable, but these cha-ges should be made from definite work schedules determined in advance. One or more work schedules have, therefore, been planned for each plant by the management of the Division with the advice of the Institute staff. There has been a review of work schedules each year for the past three years at conferences of representatives at all co—operating divisions. This year, careful consideration is being given to experienCe reguiroments indicated by the department surveys. In the case of SCnO smaller plants, the experience of the students is broadened by schedules arranged by mutual agreement be- tween two or more plants. Sample work schedules are attached. (Charts VI to VIII) These work schedules are e ganized with a view to -— (a) Provide definite work for the student and give him the op- portunity to make good as a workman,on the job. (b) Provide a thorough, baSic mechanical and technical training as a oundati‘n for future work in the student's Division. (0) Provide a broad experience to aid in determining the lines in which the student will most likely succeed. PD 03 e (d) Provide for sene pr:c*iczl experience directed int uflC fields of the student's resyective choice. hhile the co- -eper tive grogr n covers a period of four years, the full program in reality earth :lates a fifth year in full tine training following a scredule of work directed into the field of the V student's choice or such part of this fifth year as nay be neces~ sary to provide for qualification in natural course of deveIOpment for a beginning job in this field. CO-QRDINATI K REPCRTS. In order to contribute to the effectiveness of the training which the studrnt receives during his u rk periods, co—ordinatisn reports are required. These are written during the periods in the plants and upon some phase of the work upon which he is engaged during that month. This normally means ore vrritten report each month the student is in tle slant, or six ”3’31“ veer. Topics are S‘U.",‘“08t0d by t? -e ferercn and plant representative and are definitelv formulated so as to ce-ordinste Vith the program.ey the co—erdination staff of the Ins itute. The completed renerts are read by file °+"énth foreman or some <3ther person in the pl nt tell versed in tPe technical centerts of the reports, and are friled hy them on defiriseness with Thieh the topics have been covered, accuracy of technicol cont 331t,ord on file‘“ es.-. ilse, in the plants the reports are read and “raded by ‘he “lent representative with refererce to their merits from a plant eta: dfimairt es.‘ .1. .L‘ w ,_ ._ J -. _,- w - .1 ~._ ., in bht the Illu 1. 1+411VC’ K. (“e I'D WJl' US Eire 1‘"? .1) 3415! 1‘. "3' \.:.(:(_L .F"' . n'_CL'.:I'S L‘L the Co- ordi ne.ticn end anlish instruction staffs. Q LL:-JO Reports of {lent progress are made to the Institute by the plants at the close of each four-week work period, and othe plant by the Institute a the close of etch four-w 3k school reriod. (See ferns IX and ‘C sci-inched). CO-ORDIFATICH C Fnfi‘““ S: Co-ordination C(I m‘01zccs are held each week during school periods under the direction of the Co—ordination staff. At these conferences, school and shop problems as-they pertain to co—ordina- tion, are discussed and the students helped to better understand their relation to t} :eir co— ore-“ ive proO r.n. RECCRDS, SN 3171‘ FCLJ. Cat—UP er 0'31?) .230?! . In this program.of co-ordination, information ccr -cerning the stx dent's grdies end exp rience in his course is collected and re— corded at the Institute, forminn a history of each student. This is a valuable aid in determining the true standard of performance of the student and his possibilities for the future. Through this close check of the student's job and school re- cords, together T ith close person; 1 contact of the co- -ordi rs tion staff of the In titute and the plant representative, it is possible to determine early those students who, because of l'ck of ability or otherwise, do not neusure up to the st rderd desired. Frequently these students drOp out of their own initiztive. If they do not, con; sideration is given by nstitute staff and plant management for con» pleticn of their training in regular order at tne first or ’ second year terminals. Students who for ether reasons should terminate at these points, are also given similar consideration by Institute and plant. Toward the end of the second year, a complete survey of the student's record is nede by the Institute and plant management to determine whether it would be most constructive for the student to terminate or continue into one of the third and fourth year programs. In case it is decided that he should be continued, decision is made as to the program he should follow at the Institute and correSponding arrangements made in his work schedule. The part of this procedure dealing with the three Junior and Senior sequences was, of course, followed for the first time this y ur. Toward the end of the third year, another check is made as to the student's record and promise for the future, and toward the end of the fourth year a survey is conducted among members of the Insti- tute staff of points that :should, in their judgment, be considered by plant and student as arrangements are nude, looking toward his placement in a special field of work. SCOPE OF THE PROGRAM. 45 ' -r-'\ " ' ° "' The scepe oi the Co-operative engineering course and 1t3 r343- ' L J~l~_ 1 n4 ‘L.I‘\ . ‘ n"-2e 1n tion v0 the fall educational and training program of the General Rotors Institute of Technology probably can be shown best by the II. following tables from the annual refort for s .-. .. , ._.w . 1‘ .. \ . .- I. EniULLLxJTS (Homber :eople Leeched) DURING (n) Co-operntivc Bnrineering - O (b) Co-Operative Trades -— — - (c) Buick-fivrquette fin? (d) Co-operutive BHiok-Lnrquotte (e) Spire Time Progrmn SUI".';.CI‘ Tel‘m - - - — .- Fnll Term - (f) Conference Leadership horized So (Executive Training program) 2 0‘50 Quay . {a 136 1'} V'Ll '3 Training Program - - — - - (g) Conference Leadership Training Program (General Motors Export Tutu (h) Extension - Generel Hotors Executive Training Company) and (general) Training Programs ~ - EITROLLT'VII‘ITS II‘.T CO-OPER.LTI"."‘ Plant or Division A C Spark Plug Co. Armstrong Spring Co. Brown-Lipe-Chapin Div. Buick Hotor Company Chevrolet hotor Co. Grand Total - 3 ETCIEEJRIKG. By Plants and Classes. -- Year 1929-30. 1 lst 2n Year Y 8 18 14 18 — 92 - 92 - 100 5186 ll Enrollments at Instituue- 6182 Total 14 10 96 71 26. C l a s s e s lst 2nd 3rd 4th Plant or Division Year Year Year Your Cadillac Voter Cur Co. 19 14 9 3 Chevrolet Rotor Ohio Go. 6 4 l 2 Chevrolet, Bay City 2 O l l Delco-Light Conpnny 4 4 '2 o Delco-Remy Corporation 11 11 3 2 Delco Products Corp. 8 5 5 0 Fisher, Cleveland 4 10 O 0 _Fisher, Detroit 16 5 l 0 Fisher, Flint 5 3 10 1 Fisher, Lansing l l O 0 Fisher, Pontiac 4 5 3 0 Fisher, St. Louis 0 l l O Frigidaire Corporation 12 .6 2 6 General notors of Canada 19 14 12 0 General Rotors Export Co. 2 O O 0 General Kotors Truck Corp. 12 8 O 0 Harrison Radiator Corp. 1 3 4 O Inland Mfg. Company 1 2 1 O Jaxon Steel Products 5 5 2 O huncic Products Div. 6 5 l 0 Oakland Motor Car Co. 12 9 5 3 Olds Rotor works 7 7 5 I Saginaw Grey Iron Foundry 8 5 l O Saginaw Crankshaft Division 1 O 2 l Saginaw Helleable Iron Div. 3 2 l O Saginaw Steering Gear Div. 3 l 2 O Ternstedt ng. Co. 7 7 O O 10 27 16 14 22 10 N 12 29 20 12 n3 28. RF! 8' I LTS . The results that have been derived from.this program may be classified under two heads -- indirect and direct. The indirect results have been largely in the effect that the co-operative program.has had in increasing the interest of executives throughout the Corporation in personnel and in developing a training consciousness throughout the organization. This has been a big factor in the effectiveness of direct training programs for regular employees of the Divisions. The direct results must be measured in terms of the accomplish - ments of those who have cerpleted the program. It is as yet too early to obtain a very accurate and reliable measure of this, but the facts that are so far available are favorable in nature, in some cases remarkably so. There were seventeen graduates in the first class and thirty- three in the second. All are still working for the Divisions with which they co-operated, with five exceptions; one left the Corpora- tion to be with his mother who is ill, and five have transferred to other Divisions of the Corporation. Eight are serving in super- visory positions, two in personnel, twenty-One in technical posi— tions, one in sales, one in service, and the remainder in continu- ing (f fth year) training. A regular check is made semi-annually of the record of the grad- uates. In this survey, the immediate superior of the graduate and other executives in a position to be familiar with the work of the individual, are interviewed as to his record and the promise shown 29. for the future. The graduate himself is also interviewed to deter- mine his personal view of his experience and the direction in whie. it is taking him. Points of importance to either the individual or the management, growing out of the survey, are brought to their attention in the proper way. The findings of this survey also are evaluated from the standpoint of their suggestions as to improvement of the program. Representing, as it does, a development coverin? six years of work and experience in the Operation of the program and in its present form a composite of the suggestions of engineers and ex- ecutives from all the Divisions of the General Motors Corporation, correlated an organized into a unified program in the light of thiSV experience by the Institute staff, the Co-operative Engineer- ing program.gives promise of insuring to the Divisions of the Cor- poration a source of young men technically trained, specifically for their own organizations. The fact that the training combines technical instruction closely applied to the practical problems of the plants with the experience in the factory organized and directed by the executives of these organizations, makes it possible, as indicated by experience so far, for these young men, upon completion of their training, to fit naturally into the factory organizations, quickly qualify for various types of technical positions in the plants,with such a foundation that as they gain further experience and maturity, they become good potential natarial for executive 30. positions. Uhile it is felt that the present program.is probably the most effective that could be organized at this time for the purpose in view, the foundation also has been laid for constant improvement based upon experience and the suggestions of arge numbers of me} in the Divisions who have been brought in touch with the program and its Operations and are thus in a position to contribute to its improvement. The program, therefore, gives promise of contributing to a considerable degree to the solution of the personnel problem re- ferred to at the beginning of the discussion, insofar as potential for future technical and responsible executive positions is concerned. Khat its future develOpment will be -- in fact, what the future of the entire program will be -- can be determined only by time. Alfred P. Sloan, Jr., President of the Corporation, referred to this point in a recent letter to the stockholders regarding the Institute. he said; "The Institute is but in its beginning. It has not arrived at the ultimate. That will take time. It must be deveIOped by evolu- tion as experience proves the needs. flea ured in terms of what may be done through the courses of study made available to selected em- ployees of General Hotors, just a step in the right direction has been taken. It is not possible to measure the results in dollars, but what has been done proves that the Institute is an investment in ran power, earning and paying real dividends directly to our men in the form of Opportunity for progress and advancement, and therefore it is an intangible but a valuable asset of General Kotors." CHARTS GILLRT I Clifdi'l‘ I I Clix". RT I II . a .J, .4 .. l. _ v. 1 .. 1, ..... . . R I. . 4 . « _ . . .. n .uxk . v r ,. b a v . ~ In x , K o. . .i l \ r 4 . . . I . I. \ s ‘ .14 C. «y. . . . . . A. v V. < V. a u . . ‘!~‘1r..\fiw ; . ‘11 ) ls uh (slit-"istlitni I n l}. 5|.‘allur \‘ A. 4!. 1‘. ‘s§"§it.-u§ . \5 ‘11.. . . l .. J an .. I. . . . a . p o 9.. . p A ‘ an ‘ h . u I . ,. a v. A. s. . | V , ‘ s \ u . , n J . . \ . . I . a . . g b u . . , A . . . ~ \. : . 3! ’ 9 u n 3‘ n , l. . .u .u ‘i I.. r. ( ‘ I y .’ P n I ‘1-.. Kw! ..¢ I ; I ucavwnrllllflto“ .‘I‘.I§¢‘?“ l I 4 .. i . J. I. s\. . .I . Q. I d .. _ 4| ! n . _ _ . I L . L. _ x, I ‘ . 5| V ~ (I i. 1 I l u. a. I . . u I s l u u. . P. l r uni: v‘; CH ."d'iT IV Second Third Fourth LORK SCHEDULE FOR CAR DIVISION Industrial Engineering Sequence. TiORK I-iOIETH DERRTISII'IT 1-!sz JAE CF TORI»; lst month Tool Room, Die Room 'Machine Tool Oper. 2nd Month or hachine Rep. Machine Tool Oper. 3rd Ionth " " Machine Tool Oper. 4th tenth “ " machine Tool Bper. 5th hcnth " " Machine Tool Oper. 6th honth “ " Eachine Tool Oper. Objective for Year - Basic Training. lst honth Tool Room, Die Rmm Mach. Tool Oper. 2nd Month or hachine Rep. Mach. Tool Oper. 3rd Month " u Bench‘Work 4th Month Tool Drafting'Roon Board'Work 5th Month Tool Drafting Room Board Work 6th.honth Tool Drafting Roon. hoard Work Objective for Year - Basic Training. lst Month Tool Drafting Room. Board fibrk 2nd Month Tool Drafting Room. Board'Work 3rd Month Tool Drafting Room. Board werk 4th Month Mfg. Planning Board work 5th.honth Mfg. Planning Board work 6th.Month Mfg. Planning Board work Objective for Year - Basic Training lst Month Foundries & Heat Treat.Foundry & Heat Tr. 2nd month Foundries & heat Treat.Foundry & Heat tr. Snd Month Prod. Assemblies Assembies 4th month Prod. Assemblies Assembly 5th Month General Offices Specialized 6th.uonth General Offices Specialized Objective for Year - Basic & specialized training for permanent positions. Chart VI Second Third Fourth YIORK SCHEDULE FOR CAR DIV IS ION Product Engineering Sequence. "WORK 1301-1 TE “-1- u.- . --. lst Month 2nd Month 3rd Eonth 4th.month 5th Month 6th Month DlPARTEENT Machine Repair MachinelRenair Machine Repair Machine Repair Machine Repair Machine Repair NATURE OF WORK Lathe Oper. Lat he Oper. Mi]. 1 Oper 0 Mill Oper. Shaper Oper. Shaper Oper. Objective for year - Basic Training lst Month 2nd Month 3rd Month 4th Month 5th Month 6th Konth Tool & Die Room Tool & Die Room Tool & Die Room Tool & Die Room Tool & Die Room Tool &Die Room Planer Oper. Planer Oper. Grinder Opr. Grinder Oper. Bench‘Work Bench.WOrk Objective for year - Basic Training. lst Month 2nd Month 3rd Month 4th.Month 5th.Month 6th.month lst Month 2nd Month 3rd Month 4th Month 5th.Month 6th.Eonth Production Production Production Production Plant Layout Plant Layout Plant Layout Plant Layout Time Study Time Study Time Study Time Study Objective for Year - Basic Training. Experimental Experimental Experimental Experimental Experimental Experimental Engineering Specialized Engineering Specialized Engineering Specialized Objective for'year - Basic and Specialized Train- ing for Permanent Position. YEAR First Second Third Fourth LORK SChEDULE FOR ACCESSORY DIVISION WORK‘MOKTH 1st Month 2nd Month 3rd Month 4th Month 5th Month 6th.Month Objective for Year - Learn to be a understanding product. lst Month 2nd Month 3rd Month 4th Month 5th Month 6th Month DEPI'LRTL’J‘JII T Production Production Production Production Inspection Inapection Industrial Engineering Sequence. NATURE OF RORK Production Production Production Production Inspection Inspection good workman - better of worker - acquaint themselves with our Tool Room Tool Room Tool Room Tool Room Tool Room Tool Room Tool Design Tool Design Tool Design Tool Design Tool Design Tool Design Objective for year - Get a good foundation along machine to serve as a basis to build on later. and tool work lst Month 2nd Month 3rd Month 4th Month 5th Month 6th.Month Plant Layout Plant Layout Production Production Production Production Plant Layout Plant Layout PI‘OdellCl-th Plant 311th Prod.with Plant Supt. Prod.With Plant Supt. Time Study Objective for year - Become better acquainted with the aims and methods of organization - An opportunity to discover the line of work they are best suited. Make contacts that'will enable him to sell himself upon graduation. lst Month 2nd Month 3rd.Month 4th Month 5th Nonth 6th Month Engineering Lab. Engineering Lab. Service Service Production Production Engineering Lab. Engineering Lab. Service Service PrOdelfith Plant Supt. Prod.with Plant Supt. Objective for Year, (Same as for third year) 1 GENERAL MOTORS INSTITUTE OF TECHNOLOGY FLINT. MICHIGAN STUDEIIT PROGRESS REPORT DATE ._... ‘ STUDENT COURSE. SCHOOL PERIOD ENDING SUBJECT MTH. SEM. Fm. l THE ABOVE REPORT IS SUBMITTED FOR YOUR INFORMATION. ALBERT SOBEY. DIRECTOR. t KEY—E EXCELLENT—’6 GOOD—F FAIR—D DEFICIENT— ! 8 NOT PASSING—INC. INCOMPLETE LIN-IM-MIU-IMF CHI-JCT IX "IOM-ll-29-34422-BMF . CIuLRT X GENERAL MOTORS INSTITUTE OF TECHNOLOGY PROGRESS REPORT—CO—OPERATIVE ENGINEERING STUDENT ' Mr. Department Division Kindly fill out the following report of the work and conduct of the indicated Co-O ative Engineering Student who has been work- ing in your plant during the period indicated. This information is requested to assist a Institute in determining the student's progress and also his capacity and aptitude in practical work. The report Wlll form a part of the student’s permanent record at the Institute. It is suggested that "the person having the most intimate knowledge of the student’s work make the rating by comp ' him with the avg-a e man in the same department. The relative position of the check in the space provided will give the student a d 'te grade or ea aracteristic. Student. Year- - ................ ....Period to.. Plant Dept. Clock No ............................. Rate- Nature Of job to which student was assigned for the period CHARACTERISTICS INDICATE STUDENT’S RATING WITH CHECK MARK Am]! ENTHUSIASTIC INTERESTED AVERAGE INDIPFERENT NOT INTERESTED TOWARD WORK I EXCEPTIONAL ABOVE AVERAGE AVERAGE FAIR POOR WORKMANSHIP l EXCELLENT WILLING AVERAGE INDIFFERENT OBSTRUCTIVE COOPERATION I EXCEPTIONAL ABOVE AVERAGE AVERAGE BELOW AVERAGE TROUBLESOME CONDUCT r . "WING 1m EXCEPTIONAL ABOVE AVERAGE AVERAGE BELOW AVERAGE MISI'I'I‘ DEPARTMENT l EXCEPTIONAL Learns Readily AVERAGE Learns Slowly NO FUTURE “HO?“ pROMISE Good Timber PROMISE Quest. Promise PROMISE FUTURE VALUE ATTENDANCE REGULAR u IRREGULAR [:1 NUMBER OF DAYS ABSENT PUNCI‘UAIIITT REGULAR D IRREGULAR 1:] NUMBER OF TIMES LATE Remarks ................................................. - .............. Date Signed 2,9. CHART XI GENERAL MOTORS INSTITUTE OF TECHEOLOGY Department Survey - CO-Operative Engineering Prograg Division of General.MOtors Corporation. Department ' Job S equence NO . «m- —‘—‘—- Following is a list Of the jObs in this department for which co-Opera- 'tive engineering graduates might be expected to qualify. These jobs are arranged in the probable order of advancement in future years as the man gains eXperience. Recommendations regarding various feature of the train- ing in the plant and Institute during the co-Operative period are given below. Job Sequence Approximate number of graduates needed annually to start on this sequence‘___ __ length Of co-Operative training 2 yrs. required for this sequence. . . 4 yrs. '" T If 4 years' training is required, (Plant Eng. check branch of engineering curricu- (Indus. " lum which student's training at Insti4Product" tute should follow during the last (Automot. two years. (Body If special training not covered by these courses is desired, kindly include with your recommendations in Space below. Points which should be emphasized ' Points Which shadid be emphasized in in plant work schedule for men in ' course of study specified above for training for this department, or nee! men in training for this department. essary changes. ' ~nnnn-------g-nndng Date Signed MICHIGAN STATE UNIVER ITY LI RARIES lllll umITIuHMTLuH 31L93 03 751