DPE Training Doc
培训文档内容(精)
文件按出现的顺序被编译 文件的顺序或者编辑的顺序不重要 缺省编译到work库
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编译源代码—Error Messages
主窗口错误显示
双击主窗口错误消息 会自动弹出源代码窗 口并定位在错误代码 处
4、启动仿真器—加载顶模块
选择顶级module 或 entity/architecture
force clk 0 0, 1 20 -repeat 50 -cancel 1000
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//在当前仿真后0时间单位强制clk到0和在20时间单位强制到1. 每50 时间单位重复直到1000. 因此, 下一个 1 将在70时间单位发生
6、执行仿真—前仿真和后仿真的区别
Altera (前仿真) 引入文件 (见14p) 加载的库 (见20p)
Description character sequence binary radix decimal radix hexadecimal radix
被强制的项的值 必须适合项的数据类型 必需的
time
指定值的时间单位 相对于当前的仿真时间
用 @ 符号指定绝对时间
时间单位能被指定
缺省值是仿真分辨率
dcc_pos_gen_1
仿真结束的时间限制: 确定仿真时间长度
如: initial #(`clkth*2*810*8) $finish;
//仿真时间长`clkth*2*810*8ns
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编译源代码—加载源代码
通过菜单操作方式
源代码的路径 和类型
需加载文件
前仿真:激励文件、模块文件、模块引用的字模块文件 后仿真( Xilinx器件) 激励文件、time_sim.v、glbl.v(该文件在布局布布 线工具安 装目录下。 后仿真( Altera器件) 激励文件、*.vo(布局布线产生的网表文件)
酒店市场销售部培训--标准表格
Contract/Special Rate Authorization
合同及特殊价格协议书
Sales Call Report销售报告
Entertainment Request Form宴请申请单
Expense Account Form费用报销单
What is basically standard forms of sales department?
( Review Flip chart 1 )
什么是销售部的基本的表格?
How do we use these standard forms?
如何使用标准表格?
How do we use these standard forms?
Art Work Job Request美工工作单
Show steps on prepared LCD, explain reason for each step, ask trainees to comment and question on each step.
将所有程序的主要内容逐条讲解,在讲解过程中要不时请学员发表建议并提问。
如何使用这些标准表格?
All answers will writing in whiteboard and correct.
将所有的答案写在白板上然后选择正确的。
Show all the example of the standard forms and ask trainees to fill out.
酒店市场销售部培训--标准表格
Task: Standard Forms
任务:标准表格
商务风棕色简约岗位培训培训课件PPT模板
BUSINESS REPORT
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演 讲 结 束,谢 谢 观 看!
感谢您的下载观看
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培训目的
Training target
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培训内容
Training content
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培训内容
Training content
01
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03
04
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培 训 分 类
Training classification
PART 03
3
培训分类
Training classification
ProblemsolvingtrainingD
提升创新思维: 训练过程中鼓励 员工提出新的想 法和解决方案, 有助于培养创新 思维和解决问题
的能力。
增强自信心和解 决问题的能力: 通过解决问题, 员工可以获得成 就感和自信心, 从而更好地应对 工作中的挑战。
商业领域
客户服务:问题解决训练可以提高客户服务质量,提高客户满意度。 销售培训:问题解决训练可以帮助销售人员更好地应对客户的问题和挑战。 项目管理:问题解决训练可以帮助项目经理更好地管理项目,提高项目成功率。 领导力培训:问题解决训练可以帮助领导者更好地应对复杂问题,提高决策能力。
实施解决方案
确定问题:明确问题的定义和范围,避免模糊和歧义。 分析问题:对问题进行深入分析,了解问题的根本原因和影响因素。 制定方案:根据问题分析的结果,制定相应的解决方案和实施计划。 实施方案:按照计划逐步实施解决方案,确保每一步都得到有效的执行。
评估和反馈
评估问题解决训练的效果
收集反馈意见和建议
问题解决训练 将更加注重个 体差异和个性 化需求,实现
定制化教学
问题解决训练的未来展望
人工智能与机器学习在问题解决训练中的应用将不断扩大,提高训练的智能化水平。 虚拟现实技术将进一步融入问题解决训练中,提供更加沉浸式的训练体验。 问题解决训练将更加注重跨学科知识和技能的整合,以应对复杂问题的挑战。 问题解决训练将更加注重实践应用,通过实际案例分析提高受训者的实际问题解决能力。
汇报人:XX
点和可行性
实施解决方案: 按照解决方案的 实施计划,逐步 实施解决方案, 监控实施过程并
及时调整方案
训练的益处
提高解决问题的 能力:通过训练, 员工能够掌握解 决问题的技巧和 方法,从而更好 地应对工作中遇
到的问题。
01 - DP Training需求计划
SU2015
EQ FW AP
22-Feb-13 8/19-23/13 16-Oct-13 11/4-8/13 13-Dec-13 1/6-10/14 24-Jan-14 2/17-21/14 N/A 18-Nov-13 12/27/13 (revised) 3-Feb-14 14-Mar-14 31-Mar-14 25-Apr-14 19-May-14 4-Jun-14 18-Nov-13 16-Jan-14 3-Feb-14 14-Mar-14 31-Mar-14 25-Apr-14 19-May-14 N/A 18-Nov-13 16-Jan-14 3-Feb-14 14-Mar-14 31-Mar-14 25-Apr-14 19-May-14 N/A 17-Feb-14 3/28/14 (revised) 5-May-14 13-Jun-14 30-Jun-14 25-Jul-14 18-Aug-14 3-Sep-14
Demand Plan Reports
Tools
Reports
DP Interactions With IP/PO
APO – DP to SNP
Demand Plan releases to SNP through a DP2SNP batch run which nets the demand against inventory (at the size level).
**Inactive SKUs will not create a delivery plan in SNP.
DP 101
TRAINING OBJECTIVES
国际职业培训师的培训
国际职业培训师的培训In today's globalized world, the demand for skilled professionals is growing rapidly. As a result, the need for qualified vocational training trainers is also on the rise. With this in mind, international vocational training organizations are offering comprehensive training programs for individuals interested in becoming vocational training trainers. This article will discuss the key elements of such training programs and the benefits they offer to participants.The first and foremost requirement for becoming an international vocational training trainer is to possess a deep understanding of the subject matter. This would require individuals to have practical experience in the field they wish to train in, as well as a strong theoretical knowledge. As such, vocational training trainer training programs focus on providing participants with in-depth knowledge and expertise in a particular discipline. These programs cover a wide range of subjects, including technical and practical training, teaching methodologies, and curriculum development.In addition to the subject matter, vocational training trainers also need to possess strong teaching and communication skills. Therefore, training programs also place a heavy emphasis on developing these skills. Participants are taught how to effectively convey information, motivate students, and create a positive learning environment. They are also trained in the use of modern teaching technologies and methods, such as interactive whiteboards and online learning platforms.Furthermore, effective vocational training trainers need to be able to adapt to different cultures and teaching environments, especially in an international context. As such, training programs emphasize the importance of cultural awareness and sensitivity. Participants are taught to recognize and respect cultural differences, as well as how to adjust their teaching strategies to suit the needs of diverse groups of learners. Another key aspect of vocational training trainer training is the development of leadership and management skills. Trainers are not only responsible for teaching, but also for managing and organizing training programs and activities. Therefore, training programs focus on equipping participants with the necessary skills to plan, coordinate, and evaluate vocational training programs effectively. This includes budgeting, scheduling, and managing resources, as well as handling administrative tasks.In addition to the core skills and knowledge required, vocational training trainer training programs also focus on professional development. Participants are provided with opportunities to enhance their teaching skills through practical teaching experiences, mentorship programs, and continuous feedback and evaluation. They are also encouraged to pursue further education and training to stay updated with the latest developments in their field.Although vocational training trainer training programs vary in their structure and content, most of them follow a similar format. They typically include a combination of theoretical instruction, practical workshops, and hands-on teachingexperiences. Participants are also required to complete a certain number of teaching hours and assessments to demonstrate their proficiency in the subject matter and teaching skills.One of the key benefits of completing an international vocational training trainer training program is the opportunity for career advancement. Graduates are equipped with the skills and knowledge needed to pursue a successful career as vocational training trainers, either in their home country or abroad. They also have the option to work in various settings, such as vocational schools, technical colleges, and international organizations.Furthermore, vocational training trainer training programs also provide participants with the opportunity to build a global network of professional contacts. Through interactions with fellow participants and instructors from different backgrounds, they can gain valuable insights and perspectives on vocational training practices around the world. This can be extremely beneficial in expanding their career opportunities and staying updated with the latest trends and best practices in vocational training.In conclusion, vocational training trainer training programs play a critical role in preparing individuals for successful careers as vocational training trainers. By providing a comprehensive education in subject matter, teaching methodologies, and professional development, these programs enable participants to become effective and competent trainers in a global context. As the demand for skilled professionalscontinues to grow, the need for qualified vocational training trainers will also increase, making vocational training trainer training programs more relevant and valuable thanever.Vocational training trainer training programs lay a solid foundation for individuals to become effective educators in vocational fields. These programs are designed to equip participants with the knowledge, skills, and expertise needed to excel in their roles as vocational training trainers. Let's explore some specific components of international vocational training trainer training programs and delve into the benefits they offer to participants.Comprehensive Subject Matter KnowledgeThe foundation of vocational training trainer training lies in building a deep understanding of the subject matter. Whether it's carpentry, automotive technology, culinary arts, healthcare, or any other vocational field, trainers must have a strong grasp of the practical and theoretical aspects of their chosen discipline. As such, training programs focus on providing participants with in-depth knowledge in their specific vocational areas. This includes exploring the latest industry trends, best practices, and relevant regulations and standards. Furthermore, participants are exposed to a wide range of teaching methodologies, curriculum design, and instructional techniques specific to their vocational area. By developing a comprehensive understanding of the subject matter and its pedagogical aspects, individuals are better prepared to effectively convey knowledge to their students in a vocational training setting.Effective Teaching and Communication SkillsVocational training trainers need to possess strong teaching and communication skills to effectively convey complex technical information and engage their students. Therefore, vocational training trainer training programs put a heavy emphasis on developing these essential skills. Participants are taught how to effectively communicate with students, create a positive learning environment, and tailor their teaching methods to meet the diverse needs of their learners. Moreover, the use of modern teaching technologies and methods, such as interactive whiteboards, simulations, and online learning platforms, is integrated into the training programs. This prepares participants to leverage technology to enhance the learning experience and maximize student engagement, critical in today's digital age.Cultural Awareness and SensitivityIn an international context, vocational training trainers often work with diverse groups of students from different cultural backgrounds. Recognizing and respecting cultural differences becomes a pivotal aspect of effective vocational training. Therefore, vocational training trainer training programs place a strong emphasis on cultivating cultural awareness and sensitivity.Participants are sensitized to the cultural nuances that impact learning and teaching. They also learn how to adapt their teaching strategies to accommodate diverse groups of learners. This cultural competence is crucial for creating an inclusiveand supportive learning environment, ensuring that all students have an equal opportunity to excel in their vocational training.Leadership and Management SkillsIn addition to being educators, vocational training trainers often take on leadership and managerial roles in organizing and coordinating training programs and activities. Therefore, vocational training trainer training programs focus on developing participants' leadership and management skills. Participants learn essential skills such as program planning, resource management, budgeting, and administrative tasks. By acquiring these management competencies, vocational training trainers are well-prepared to organize and oversee vocational training programs effectively, ensuring that they run smoothly and efficiently.Professional Development OpportunitiesVocational training trainer training programs offer a range of professional development opportunities to participants. These may include mentorship programs, ongoing professional support, and opportunities for further education and training. Practical teaching experiences play a key role in the professional development of vocational training trainers. Through hands-on teaching experiences, participants have the opportunity to put their newly acquired skills into practice, allowing them to refine their teaching methods and gain valuable insights into their strengths and areas for improvement.Networking and Global PerspectiveOne of the significant benefits of participating in international vocational training trainer training programs is the opportunity to build a global network of professional contacts. Interacting with fellow participants and instructors from diverse backgrounds provides individuals with valuable insights and perspectives on vocational training practices globally.Through these interactions, participants gain a broader understanding of international vocational training methodologies and best practices. This exposure not only enriches their professional knowledge but also opens doors to potential collaborations and career opportunities on a global scale.Career AdvancementUpon completion of vocational training trainer training programs, graduates are well-prepared to pursue successful careers as vocational training trainers. Their enhanced skills and expertise make them valuable assets in vocational schools, technical colleges, international organizations, and various industry settings around the world. The demand for skilled vocational trainers continues to grow, creating numerous opportunities for qualified professionals in this field.In today's dynamic job market, the career prospects for vocational training trainers are favorable. With the increasing emphasis on practical skills and vocational education, individuals who have undergone comprehensive vocationaltraining trainer training are well-positioned for career advancement and growth opportunities.Continuing Education and Staying UpdatedAs vocational fields evolve and new technologies emerge, it is essential for vocational training trainers to stay abreast of the latest developments in their respective industries. Vocational training trainer training programs emphasize the importance of continuous learning and professional development. Graduates are encouraged to pursue further education, attend industry conferences, and engage in ongoing training to stay updated with the latest trends and best practices in vocational training. This commitment to lifelong learning not only enhances the individual's professional growth but also ensures that they remain at the forefront of their field.In summary, international vocational training trainer training programs provide participants with a comprehensive education in subject matter knowledge, teaching methodologies, cultural awareness, leadership and management skills, professional development, and global perspectives. Graduates are equipped to succeed as effective vocational training trainers in a rapidly evolving global workforce. As the demand for skilled vocational professionals continues to rise, the value and relevance of vocational training trainer training programs are more significant than ever. By providing individuals with the skills and expertise needed to thrive in their roles, these programs play a crucial role in preparing the next generation of vocational training trainers for success.。
MTM 工时标准(For Dpe)
Training Industrial Engineer1. Definition of MTMMTM is the abbreviation for "Methods times Measurement".The MTM method is defined as follows:MTM is a method to subdivide movement expiries in Basic movements. Every Basic movement is assigned to times which are determined in her height by the included influence sizes.2. Basics of MTMMTM basics have been developed by:F.W. Taylor (1856-1915) and F.B: Gilbreth (1868 –1924)F.B: Gilbreth:Human movements can be devided into 17 movement activities (called Therbligs)Since 1948 MTM existsTime unit1/100 000 hour = 1 TMU= 0,036 second= 0,0006 minuteTMU = Time Measurement Unit3. Methods of MTMMTM 1 high degree of detailingMTM 2simplified MTM 1 UAS General analysis system (summarized movements) MEKSummarized movements5211MTM 1UASMEKMTM 2Move arm to Grap BringAssemble Release Move arm to incl. grap Bringincl. assemble incl. release Move arm to incl. grap incl. bringincl. assemble incl. releaseMove arm to incl. grap incl. bringincl. assemble incl. release4. Example MTM1 Place Cu-ring onto a screw5. Example UAS Place Cu-ring onto a screw6. MTM in Process EngineerProcessStart Time analysis modulCreate analysisAssign analysisCode and times will be assignedA) Right mouse click to onedefined processB) Left mouse click on the menuentry …Edit time analysis C) The finder opens for the timeanalyses.With an left mouse click on …New“ The system will create a new MTM analysis7. Create an analysis8. Head data of MTM AnalyseDefine the analysis code Fixing analysis nameTyping in head dataof the analysis9. Create a MTM analysisOpen the MTM data cardswith this iconChoose a MTM-code,Choose Distancewith left mouse clickMTM-Code willautomatically typedin into line in whichthe courser standsCalculate the time withLeft mouse click on the iconChange on other timeunits e.g. seconds,minutes...Calculated times are typedIn in this field automatically 10. Calculate Time analysisFind a available MTM analysis on the data base and to assign in to a operation1.Search and find available MTM analysis2.Assigning MTM analysis to a operationA) Right mouse click ona defined operationB) Left mouse click on the menu entry “Edit time analysis”C) The finder opens for the time analysesEntering search Criterion into finders Activating search criterions Start your search* is a Wild CardThe searching result is announced under the finder.Only the search criteria which are selected are taken into account The MTM analysis gets open by a double click on a selected line.Mark the operationby left mouse clickMark searching resultby left mouse clickLeft mouse click on button “assign”Confirm the security query with OKRight mouse click on a defined operationOpen the properties windowwith left mouse clickThe time from theMTM-analysis getstaken automaticallyThe process planer decideswith which time he wouldlike to work further.AssignedMTM analysisYou can see the properties from the operation also in the properties window.13. Summaries of analysisCreate summaries –add completeanalysis to an another analysisDrag & DropA) Right mouse click ona defined operationB) Left mouse click on the menuentry “Edit time analysis”C) The finder opens forthe time analyses.With a left mouse click on the button “New” you can create anew formulaIn the Formula editor you havenow the possibility to enter thehead data und the real formula.Note:The formula is made in theprogramming language…ISEGRIM“Select with a left mouse click the type of analyse “Formula” and confirm with OK.To bind a formula into a time analysis you must search the formula in the finder an pull it with “drag & drop” into the code column from the time analysis.After enter the parameters the formula will be calculated and typed in the time analysis with the name of the formula.You have the possibility tochange the entered parametersof the formula by using one ofthese two ways.Right mouse clickEvery user has the possibility to change general and data card specific settings.15. User defined attitudesIn the local und global settings theadministrator has the possibility tochange general settings.These are valid generally and canonly be changed by him.16. Carrying out configuration attitudes17. Activate rule proofingHere you can choose which rulesshould be enabled for the proofalgorythm.Settings / Global Rule proofing are only possible for the MTM MethodIf you set this flag the roolproofing algorythm will be usedfor each calculation automaticallyand shows a warning message ifsomething is wrong。
教师适用型公开课 (24)(1)教学课件模板
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杜邦安全训练观察计划STOP培训手册之个人防护装备
安全训练察看计划SAFETY TRAINING OBSERVATIONPROGRAM更多资料在资料搜寻网( )自我研习手册“主管的 STOP”单元二个人防备装备目录序言 (4)目的 (4)STOP自我研习手册引导 . (5)要点复习 (5)使安全相同重要 (8)使用安全察看巡回 (8)采纳行动 (10)为何要采纳行动? (10)马上纠正 (11)采纳行动防备再度发生 (13)运用你的判断力 (15)个人防备装备 (16)有关个人防备装备 (16)安全察看卡 (18)特别单元二安全察看卡 (18)安全察看检核表 (19)使用安全察看检核表 (19)进行你的第一次安全察看 (21)察看报告 (23)达成察看报告 (23)复习 (27)接下来是什么? (29)议论准备 (30)单元二解答 (31)序言你此刻将开始进入“主管的STOP”教材单元二个人防备装备,让我们用几分钟来复习一下截止当前所学的内容。
STOP的标记,提示我们 STOP系统是什么。
这标记有什么意义呢?第一, STOP的标记提示你, STOP系统能够供给你基来源则和技术,使你成为安全事务的赢家,STOP是帮助你利用察看来博得安全绩效的一个要点。
第二, STOP的标记提示你身为一位经理、主管或小组领导人的责任。
你要把安全视为你所进行每件事情的一部分。
你的企业可否成功地运用STOP来创建一个安全环境,依靠每个职工的承诺和实质参加。
每一个经理、主管或小组领导人都需要STOP,你的参加会使收效大不相同。
牢记:目的在这个单元中,你将会学到如何去察看职工使用个人防备装备。
但是,单元二还有更多的内容。
在你达成本手册以后,你将能够解说安全察看巡回中的每一个步骤认识如何去察看安全和不安全的行为认识如何采纳行动以增强安全作业实务或纠正不安全行为认识增强安全作业实务的重要性认识纠正不安全的行为的重要性如何采纳举措以防备不安全的行为再度发生STOP自我研习手册引导将解答活页从本手册最后一页撕下认真阅读每段表达或问题回答以下问题时,在正确答案上打勾,或在空白处填入答案马上将你的答案和解答查对假如你的答案是对的,连续做下一个问题假如是错的,则从头阅读有关章节或段落,找出正确答案。
Chapter 1 Introduction to Flight Training
Chapter 1 Introduction to Flight Training Purpose of Flight TrainingThe overall purpose of primary and intermediate flight training, as outlined in this handbook, is the acquisition and honing of basic airmanship skills. Airmanship can be defined as:∙ A sound acquaintance with the principles of flight,∙The ability to operate an airplane with competence and precision both on ground and in the air, and∙The exercise of sound judgment that results in optimal operational safety and efficiency.Learning to fly an airplane has often been linked to learning to drive an automobile. This analogy is misleading. Since an airplane operates in a different environment, three dimensional, it requires a type of motor skill development that is more sensitive to this situation such as:∙Coordination-- The ability to use the hands and feet together subconsciously and in the proper relationship to producedesired results in the airplane.∙Timing-- The application of muscular coordination at the proper instant to make flight, and all maneuvers incidentthereto, a constant smooth process.∙Control touch-- The ability to sense the action of the airplane and its probable actions in the immediate future, with regardto attitude and speed variations, by the sending andevaluation of varying pressures and resistance of the control surfaces transmitted through the cockpit flight controls.∙Speed sense-- The ability to sense instantly and react to any reasonable variation of airspeed.An airman becomes one with the airplane rather than a machine operator. An accomplished airman demonstrates the ability to assess a situation quickly and accurately and deduce the correct procedure to be followed under the circumstance; to analyze accurately the probable results of a given set of circumstances or of a proposed procedure; to exercise care and due regard for safety; to gauge accurately the performance of the airplane; and to recognize personal limitations and limitations of the airplane and avoid approaching the critical points of each. The development of airmanship skills requires effort and dedication on the part of both the student pilot and the flight instructor, beginning with the very first training flight where proper habit formation begins with the student being introduced to good operating practices.Every airplane has its own particular flight characteristics. The purpose of primary and intermediate flight training, however, is notto learn how to fly a particular make and model airplane. The underlying purpose of flight training is to develop skills and safe habits that are transferable to any airplane. Basic airmanship skills serve as a firm foundation for this. The pilot who has acquired necessary airmanship skills during training, and demonstrates these skills by flying training-type airplanes with precision and safe flying habits, will be able to easily transition to more complex and higher performance airplanes. It should also be remembered that the goal of flight training is a safe and competent pilot, and that passing required practical tests for pilot certification is only incidental to this goal.Role of the FAAThe Federal Aviation Administration (FAA) is empowered by the U.S. Congress to promote aviation safety by prescribing safety standards for civil aviation. This is accomplished through the Code of Federal Regulations (CFRs) formerly referred to as Federal Aviation Regulations (FARs).Title 14 of the Code of Federal Regulations (14 CFR) part 61 pertains to the certification of pilots, flight instructors, and ground instructors. 14 CFR part 61 prescribes the eligibility, aeronautical knowledge, flight proficiency, and training and testing requirements for each type of pilot certificate issued.14 CFR part 67 prescribes the medical standards and certification procedures for issuing medical certificates for airmen and for remaining eligible for a medical certificate.14 CFR part 91 contains general operating and flight rules. The section is broad in scope and provides general guidance in the areas of general flight rules, visual flight rules (VFR), instrument flight rules (IFR), aircraft maintenance, and preventive maintenance and alterations.Within the FAA, the Flight Standards Service sets the aviation standards for airmen and aircraft operations in the United States and for American airmen and aircraft around the world. The FAA Flight Standards Service is headquartered in Washington, D.C., and is broadly organized into divisions based on work function (Air Transportation, Aircraft Maintenance, Technical Programs, a Regulatory Support Division based in Oklahoma City, OK, and a General Aviation and Commercial Division). Regional Flight Standards division managers, one at each of the FAA's nine regional offices, coordinate Flight Standards activities within their respective regions.The interface between the FAA Flight Standards Service and the aviation community / general public is the local Flight Standards District Office (FSDO). The approximately 90 FSDOs arestrategically located across the United States, each office having jurisdiction over a specific geographic area. The individual FSDOs is responsible for all air activity occurring within its geographic boundaries. In addition to accident investigation and the enforcement of aviation regulations, the individual FSDO is responsible for the certification and surveillance of air carriers, air operators, flight schools / training centers, and airmen including pilots and flight instructors.Each FEDO is staffed by aviation safety inspectors whose specialties include operations, maintenance, and avionics. General aviation operations inspectors are highly qualified and experienced aviators. Once accepted for the position, an inspector must satisfactorily complete a course of indoctrination training conducted at the FAA Academy, which includes airman evaluation and pilot testing techniques and procedures. Thereafter, the inspector must complete recurrent training on a regular basis. Among other duties, the FSDO inspector is responsible for administering FAA practical tests for pilot and flight instructor certificates and associated ratings. All questions concerning pilot certification (and / or requests for other aviation information or services) should be directed to the FSDO having jurisdiction in the particular geographic area. FSDO telephone numbers are listed in the blue pages of the telephonedirectory under United States Government offices, Department of Transportation, Federal Aviation Administration.Role of the Pilot ExaminerPilot and flight instructor certificates are issued by the FAA upon satisfactory completion of required knowledge and practical tests. The administration of these tests is an FAA responsibility normally carried out at the FSDO level by FSDO inspectors. The FAA, however, being a U.S. government agency, has limited resources and must prioritize its responsibilities. The agency's highest priority is the surveillance of certificated air carriers, with the certification of airmen (including pilots and flight instructor) having a lower priority. In order to satisfy the public need for pilot testing and certification services, the FAA delegates certain of these responsibilities, as the need arises, to provide individuals who are not FAA employees. A designated pilot examiner (DPE) is a private citizen who is designated as a representative of the FAA Administrator to perform specific (but limited) pilot certification tasks on behalf of the FAA, and may charge a reasonable fee for doing so. Generally, a DPE's authority is limited to accepting applications and conducting practical tests leading to the issuance of specific pilot certificates and / or ratings. A DPE operates under the direct supervision of the FSDO that holds the examiner's designation file. A FSDO inspectoris assigned to monitor the DPE's certification activities. Normally, the DPE is authorized to conduct these activities only within the designating FSDO's jurisdictional area.The FAA selects only highly qualified individuals to be designated pilot examiners. These individuals must have good industry reputations for professionalism, high integrity, a demonstrated willingness to serve the public, and adhere to FAA policies and procedures in certification matters. A designated examiner is expected to administer practical tests with the same degree of professionalism, using the same methods, procedures, and standards as an FAA aviation safety inspector. It should be remembered, however, that a DPE is not an FAA aviation safety inspector. A DPE cannot initiate enforcement action, investigate accidents, or perform surveillance activities on behalf of the FAA. However, the majority of FAA practical tests at the recreational, private, and commercial pilot level are administrated by FAA designated pilot examiners.Role of the Flight InstructorThe flight instructor is the cornerstone of aviation safety. The FAA has adopted an operational training concept that places the full responsibility for student training on the authorized flight instructor. In this role, the instructor assumes the total responsibility fortraining the student pilot in all the knowledge areas and skills necessary to operate safely and competently as a certificated pilot in the National Airspace System. This training will include airmanship skills, pilot judgement and decision making, and accepted good operating practices.An FAA certificated flight instructor has to meet broad flying experience requirements, pass rigid knowledge and practical tests, and demonstrate the ability to apply recommended teaching techniques before being certificated. In addition, the flight instructor's certificate must be renewed every 24 months by showing continued success in training pilots, or by satisfactorily completing a flight instructor's refresher course or a practical test designated to upgrade aeronautical knowledge, pilot proficiency, and teaching techniques.A pilot training program is dependent on the quality of the ground and flight instruction the student pilot receives. A good flight instructor will have a thorough understanding of the learning process, knowledge of the fundamentals of teaching, and the ability to communicate effectively with the student pilot.A good flight instructor will use a syllabus and insist on correct techniques and procedures from the beginning of training so that the student will develop proper habit patterns. The syllabus shouldembody the "building block" method of instruction, in which the student progresses from the known to the unknown. The course of instruction should be laid out so that each new maneuver embodies the principles involved in the performance of those previously undertaken. Consequently, through each new subject introduced, the student not only learns a new principle or technique, but broadens his/ her application of those previously learned and has his/ her deficiencies in the previous maneuvers emphasized and made obvious.The flying habits of the flight instructor, both during flight instruction and as observed by students when conducting other pilot operations, have a vital effect on safety. Students consider their flight instructor to be a paragon of flying proficiency whose flying habits they, consciously or unconsciously, attempt to imitate. For this reason, a good flight instructor will meticulously observe the safety practices taught the students. Additionally, a good flight instructor will carefully observe all regulations and recognized safety practices during all flight operations.Generally, the student pilot who enrolls in a pilot training program is prepared to commit considerable time, effort, and expense in pursuit of a pilot certificate. The student may tend to judge the effectiveness of the flight instructor, and the overall success of thepilot training program, solely in terms of being able to pass the requisite FAA practical test. A good flight instructor, however, will be able to communicate to the student that evaluation through practical tests is a mere sampling of pilot ability that is compressed into a short period of time. The flight instructor's role, however, is to train the "total" pilot.Sources of Flight TrainingThe major sources of flight training in the United States include FAA-approved pilot schools and training centers, non-certificated (14 CFR part 61) flying schools, and independent flight instructors. FAA "approved" schools are those flight schools certificated by the FAA as pilot schools under 14 CFR part 141. Application for certification is voluntary, and the school must meet stringent requirements for personnel, equipment, maintenance, and facilities. The school must operate in accordance with an established curriculum, which includes a training course outline (TCO) approved by the FAA. The TCO must contain student enrollment prerequisites, detailed description of each lesson including standards and objectives, expected accomplishments and standards for each stage of training, and a description of the checks and tests used to measure a student's accomplishments. FAA-approved pilot school certificates must be renewed every 2years. Renewal is contingent upon proof of continued high quality instruction and a minimum level of instructional activity. Training at an FAA certificated pilot school is structured. Because of this structured environment, the CFRs allow graduates of these pilot schools to meet the certification experience requirements of 14 CFR part 61 with less flight time. Many FAA certificated pilot schools have designated pilot examiners (DPEs) on their staff to administer FAA practical tests. Some schools have been granted examining authority by the FAA. A school with examining authority for a particular course or courses has the authority to recommend its graduates for pilot certificates or ratings without further testing by the FAA. A list of FAA certificated pilot schools and their training courses can be found in Advisory Circular (AC) 140-2, FAA Certificated Pilot School Directory.FAA-approved training centers are certificated under 14 CFR part 142. Training centers, like certificated pilot schools, operate in a structured environment with approved courses and curricula, and stringent standards for personnel, equipment, facilities, operating procedures and record keeping. Training centers certificated under 14 CFR part 142, however, specialize in the use of flight simulation (flight simulators and flight training devices) in their training courses.The overwhelming majority of flying schools in the United States are not certificated by the FAA. These schools operate under the provisions of 14 CFR part 61. Many of these non-certificated flying schools offer excellent training, and meet or exceed the standards required of FAA-approved pilot schools. Flight instructors employed by non-certificated flying schools, as well as independent flight instructors, must meet the same basic 14 CFR part 61 flight instructor requirements for certification and renewal as those flight instructors employed by FAA certificated pilot schools. In the end, any training program is dependent upon the quality of the ground and flight instruction a student pilot receives.Practical Test StandardsPractical tests for FAA pilot certificates and associated ratings are administered by FAA inspectors and designated pilot examiners in accordance with FAA-developed practical test standards (PTS). 14 CFR part 61 specifies the areas of operation in which knowledge and skill must be demonstrated by the applicant. The CFRs provide the flexibility to permit the FAA to publish practical test standards containing the areas of operation and specific tasks in which competence must be demonstrated, The FAA requires that all practical tests be conducted in accordance with the appropriatepractical test standards and the policies set forth in the Introduction section of the practical test standard book.It must be emphasized that the practical test standards book is a testing document rather than a teaching document. An appropriately rated flight instructor is responsible for training a pilot applicant to acceptable standards in all subject matter areas, procedures, and maneuvers included in the tasks within each area of operation in the appropriate practical test standard. The pilot applicant should be familiar with this book and refer to the standards it contains during training. However, the practical test standard book is not intended to be used as a training syllabus. It contains the standards to which maneuvers / procedures on FAA practical tests must be performed and the FAA policies governing the administration of practical tests. Descriptions of tasks, and information on how to perform maneuvers and procedures are contained in reference and teaching documents such as this handbook. A list of reference documents is contained in the Introduction section of each practical test standard book. Practical test standards maybe downloaded from the Regulatory Support Division's, AFS-600, Web siteat .Printed copies of practical test standards can be purchased from the Superintendent of Documents, U.S.Government Printing Office, Washington, DC 20402. The official online bookstore Web site for the U.S. Government Printing Office is .Flight Safety PracticesIn the interest of safety and good habit pattern formation, there are certain basic flight safety practices and procedures that must be emphasized by the flight instructor, and adhered to by both instructor and student, beginning with the very first dual instruction flight. These include, but are not limited to, collision avoidance procedures including proper scanning techniques and clearing procedures, runway incursion avoidance, stall awareness, positive transfer of controls, and cockpit workload management.Collision AvoidanceAll pilots must be alert to the potential for midair collision and near midair collisions. The general operating and flight rules in 14 CFR part 91 set forth the concept of "See and Avoid." This concept requires that vigilance shall be maintained at all times, by each person operating an aircraft regardless of whether the operation is conducted instrument flight rules (IFR) or visual flight rules (VFR). Pilots should also keep in mind their responsibility for continuously maintaining a vigilant lookout regardless of the type of aircraft being flown and the purpose of the flight. Most midair collision accidentsand reported near midair collision incidents occur in good VFR weather conditions and during the hours of daylight. Most of these accident / incidents occur within 5 miles of an airport and / or near navigation aids.The "See and Avoid" concept relies on knowledge of the limitations of the human eye, and the use of proper visual scanning techniques to help compensate for these limitations. The importance of, and the proper techniques for, visual scanning should be taught to a student pilot at the very beginning of flight training. The competent flight instructor should be familiar with the visual scanning and collision avoidance information contained in Advisory Circular (AC) 90-48, Pilots' Role in Collision Avoidance, and the Aeronautical Information Manual (AIM).There are many different types of clearing procedures. Most are centered around the use of clearing turns. The essential idea of the clearing turn is to be certain that the next maneuver is not going to proceed into another airplane's flightpath. Some pilot training programs have hard and fast rules, such as requiring two 90°turns in opposite directions before executing any training maneuver. Other types of clearing procedures may be developed by individual flight instructors. Whatever the preferred method, the flightinstructor should teach the beginning student an effective clearing procedure and insist on its use. The student pilot should execute the appropriate clearing procedure before all turns and before executing any training maneuver. Proper clearing procedures, combined with proper visual scanning techniques, are the most effective strategy for collision avoidance.Runway Incursion AvoidanceA runway incursion is any occurrence at an airport involving an aircraft, vehicle, person, or object on the ground that creates a collision hazard or results in a loss of separation with an aircraft taking off, landing, or intending to land. The three major areas contributing to runway incursions are:∙Communications,∙Airport knowledge, and∙Cockpit procedures for maintaining orientation.Taxi operations require constant vigilance by the entire flight crew, not just the pilot taxiing the airplane. This is especially true during flight training operations. Both the student pilot and the flight instructor need to be continually aware of the movement and location of other aircraft and ground vehicles on the airport movement area. Many flight training activities are conducted atnon-tower controlled airports. The absence of an operating airport control tower creates a need for increased vigilance on the part of pilots operating at those airports.Planning, clear communications, and enhanced situational awareness during airport surface operations will reduce the potential for surface incidents. Safe aircraft operations can be accomplished and incidents eliminated if the pilot is properly trained early on and, throughout his/ her flying career, accomplishes standard taxi operating procedures and practices. This requires the development of the formalized teaching of safe operating practices during taxi operations. The flight instructor is the key to this teaching. The flight instructor should instill in the student an awareness of the potential for runway incursion, and should emphasize the runway incursion avoidance procedures contained in Advisory Circular (AC) 91-73, Part 91 Pilot and Flightcrew Procedures During Taxi Operations and Part 135 Single-Pilot Operations.Stall Awareness14 CFR part 61 requires that a student pilot receive and log flight training in stalls and stall recoveries prior to solo flight. During this training, the flight instructor should emphasize that the direct cause of every stall is an excessive angle of attack. The student pilotshould fully understand that there are any number of flight maneuvers which may produce an increase in the wing's angle of attack, but the stall does not occur until the angle of attack becomes excessive. This "critical" angle of attack varies from 16°to 20° depending on the airplane design.The flight instructor must emphasize that low speed is not necessary to produce a stall. The wing can be brought to an excessive angle of attack at any speed. High pitch attitude is not an absolute indication of proximity to a stall. Some airplanes are capable of vertical flight with a corresponding low angle of attack. Most airplanes are quite capable of stalling at a level or near level pitch attitude.The key to stall awareness is the pilot's ability to visualize thewing's angle of attack in any particular circumstance, and thereby be able to estimate his / her margin of safety above stall. This is a learned skill that must be acquired early in flight training and carried through the pilot's entire flying career. The pilot must understand and appreciate factors such as airspeed, pitch attitude, load factor, relative wind, power setting, and aircraft configuration in order to develop a reasonably accurate mental picture of the wing's angle of attack at any particular time. It is essential to flight safety that a pilottake into consideration this visualization of the wing's angle of attack prior to entering any flight maneuver.Use of ChecklistsChecklists have been the foundation of pilot standardization and cockpit safety for years. The checklist is an aid to the memory and helps to ensure that critical items necessary for the safe operation of aircraft are not overlooked or forgotten. However, checklists are of no value if the pilot is not committed to its use. Without discipline and dedication to using the checklist at the appropriate times, the odds are on the side of error. Pilots who fail to take the checklist seriously become complacent and the only thing they can rely on is memory.The importance of consistent use of checklists cannot be overstated in pilot training. A major objective in primary flight training is to establish habit patterns that will serve pilots well throughout their entire flying career. The flight instructor must promote a positive attitude toward the use of checklists, and the student pilot must realize its importance. At a minimum, prepared checklists should be used for the following phases of flight.∙Preflight Inspection.∙Before Engine Start.∙Engine Starting.∙Before Taxiing.∙Before Takeoff.∙After Takeoff.∙Cruise.∙Descent.∙Before Landing.∙After Landing.∙Engine Shutdown and Securing.Positive Transfer of ControlsDuring flight training, there must always be a clear understanding between the student and flight instructor of who has control of the aircraft. Prior to any dual training flight, a briefing should be conducted that includes the procedure for the exchange of flight controls. The following three-step process for the exchange of flight controls is highly recommended.When a flight instructor wishes the student to take control of the aircraft, he / she should say to the student. "You have the flight controls." The student should acknowledge immediately by saying, "I have the flight controls." The flight instructor confirms by again saying, "You have the flight controls." Part of the procedure should be a visual check to ensure that the other person actually has the flight controls. When returning the controls to the flight instructor,the student should follow the same procedure the instructor used when giving control to the student. The student should stay on the controls until the instructor says: "I have the flight controls." There should never be any doubt as to who is flying the airplane at any one time. Numerous accidents have occurred due to a lack of communication or misunderstanding as to who actually had control of the aircraft, particularly between students and flight instructors. Establishing the above procedure during initial training will ensure the formation of a very beneficial habit pattern.21 / 21。
mtp管理技能培训学习报告
mtp管理技能培训学习报告MTP管理技能培训学习报告能够有幸参加第一期的MTP培训,我由衷的感到喜悦和幸运,长久以来在管理岗位上也一直在反思自已的不足之处,虽然有意识的去学习一些相关有欠缺的部分知识和技能,但总会随着时间的流逝而有所遗忘,这次通过对MTP课程的学习,对我一直以来的经验的知识做了一次系统的疏理,在一些平时自已有疏乎的部分进行了相应加强,也明显感觉到通过对工作内容,上下级之间做相应改变后,自已的现有工作更加得心应手。
培训的内容:本次培训主要从管理的基础、变革的管理、管理的流程、部属的培育与启发、信赖关系的形成、良好的管理实践六大部分对企业管理进行了全面系统的剖析和印证,并伴有大量实际案例,很具说服力和借鉴性。
具体内容如下: 第一部管理的基础部分主要讲述了1、环境共识,先设立愿景,即愿景创造焦点、愿景确认方向、愿景凝聚力量,然后认知各种环境,进行资源整合和心力融合。
2、自我认知,从企业管理者的职责和管理者的六项基本态度进行了分析细述,意在让管理者认清自我。
企业管理者的职责是:策略伴随者和变革推动者、服务提供者和员工关怀者、文化塑造者、绩效创造者、激励教练者。
管理者应具备的六项基本态度是:达成目标的强烈意愿、敢于打破现状、具有效率意识、能运用科学管理方法程序、能进行意识管理。
3、启发教练,对不同的人应进行不同的启发和引导。
4、协同合作,建立有效的团队合作机制,发挥团队力量,要认识到团队的短板和瓶颈,并改善提高之;要认识到团队成员的意识形态和个人需求,使之与企业需求达成一致;建立合理的绩效考评机制;领导者要学会在适当的时候进行助推;善于运用组织的力量来实现目标。
第二部变革的管理主要讲述了为了企业发展管理者要有急迫感和创新意识,不能只维持现状;犹如逆水行舟不进则退。
管理者在管理过程中要会运用各种科学管理工具(比如:ABC分类法、因果分析法、控制图法、直方图法、九宫格法、核心需求曲线图等)对管理效果和目标的达成情况进行分析和总结,寻求解决问题的方法措施并进行预防和改进。
工单系统及设备点检培训教案
预算 关键设备
人力
备件管理 计划和时间表
年度计划 和13周滚动 计划 每周时间表
外包
FMECA/RCM故 障影响模式和关键 性分析/设备可检查 自主保养
报告
设备编号 每日时间表 历史记录
执行
维护KPI
预测性维 护
发现异常
行动跟踪记录
维修成本
反应性维护 (紧急事件)
技能发展
应急维修的处理
应急维修的定义:导致设备目前无法运行的或产品品质达不到要求的 设备故障,通常情况下是设备已经停机了的故障。 应急维修的处理流程:机台发生了应急维修,先口头报告机长或车间 课长,由机长或车间课长电话通知给设备经理或设备课长,随后再在 系统上报修;设备部在十分钟内安排人员到场处理,应急维修要求机 台操作工填写手工应急报修单(用以前的报修单即可), 维修人员 抢修完成后完善维修内容:包含开始时间、结束时间、停机时间(机 长填)、停产时间(生产课长填)、抢修方法和更换备件等;机长或 课长需要签字验收。 手工报修单由维修工交给计划员录入系统。
1.如果机台需要停机的话,机台需确认可以停机; 2.如需更换配件,客观原因当天无法完成(如需厂家购买配件、零配件当 天无法修复)等。 由计划员与相应课长协商,根据实际情况更改紧急程度。
U2:在最近的一个停产时间(当周安排)安排执行的维修工作。 如:利用最近的清洗/换线停产维修。 U3:在一个计划的停产周期(可安排在下一周)内安排执行的维修工作。 如:计划周停产维修等。 U4:一个月或设定的周期之内完成。不影响设备运作的缺损和改造项目、 公用工程。 U5:任何时间完成。实验性改造项目。 U6:根据费用等在任何时间内完成的工作(通常不用)。
纠正性维护
纠正性维护的定义:也叫修复性维护;是源于日常检查、应答性干预 和其它一次性活动。通常地理解就是:设备虽然还能开,但是已经有 点异常了。 纠正性维护需要车间在工单系统上报修,然后由设备部协同生产计划 部确认停机修复时间并做好修复准备工作后实施。
DPS培训资料
Introduction_to_DevPartnerStudio
单元测试报告
• 在单元测试报告中需要提交dpcov\dpmrg(结果合并文件)结果文件 和HTML格式的结果报告 • 在单元测试报告的11.2章节填写代码覆盖率测试结果。 • 在单元测试报告中填写“html格式的测试报告”和“测试记录文件”在配 置库中的存放位置
Code Coverage执行步骤
• Session控制
– 停止 – 快照 – 清除数据
• 注:建议在每次进入测试用例时,点击一次清楚数据,完成测试用 例后,点击一次快照,获取此用例相关的代码覆盖率信息。
Introduction_to_DevPartnerStudio
Code Coverage执行步骤
DevPartner Studio培训
MicroFocus ALM Solution
议程 • DevPartner简介 • DevPartner代码覆盖率 • DevPartner内存检测 • DevPartner性能分析
DevPartner Studio功能特性
动态测试
• 代码覆盖率检查 • 错误侦测 • 内存优化 • 性能诊断
何时使用内存分析
内存分析 – 界面
Ram Footprint
05_DevPartnerStudioMemoryAnalysis
RAM Footprint
05_DevPartnerStudioMemoryAnalysis
Ram Footprint
05_DevPartnerStudioMemoryAnalysis
Memory Leaks
05_DevPartnerStudioMemoryAnalysis
Training培训_[全文]
Training培训内容培训甚么是培训?成年人学习原理培训循环有效的学习活动两人一组,用画图的方式向大家介绍对方的特徵。
例:最爱穿的服饰最喜爱的食物最大的优点与缺点等等1></a>....TRAINING is :The process of teaching and improvingone’s Knowledge, Skills and Attitudeby different methods in a systematic way,with the purpose ofEnhancing his/her Work Performance成年人学习模式第一步行动取得经验第四步第二步实践思考筹计下一步总结经验第三步理论从经验中引出结论成年人学习的特徵与规律成年人必须自己渴望学习成年人只会学习他们感觉应该掌握的知识成年人通过实践来学习成年人围绕实际出现的问题进行学习经验对成年人的学习有影响在教授成年人时,应使用多种不同的教学方法成年人需要的是反馈信息和指导而不是学分学习的基本方法?学习的基本方法我听,我忘记我看,我记得我做,我明白培训的基本方法口述:100% 是演讲者想说的80% 是说了出来60% 被听到40% 三个小时后还被记住20% 三天后还被记住0-5% 三个月后还被记住培训的基本方法口述+ 视觉60-70% 三天后还被记住50-60% 三个月后还被记住培训的基本方法口述+ 视觉+ 做70-80% 三天后还被记住60-70% 三个月后还被记住何谓培训循环?培训循环第一步分析业绩问题了解培训需求第四步第二步评估培训开发及设计项目的果效有效的培训第三步实施培训Use ofClass Exercises学习活动大脑风暴角色扮演模拟/个案分析实地操练小组讨论培训游戏个别性之操作指导等等...有效的小组学习活动大脑风暴(Brainstorming)交代主题规则:不要批评鼓励创造追求数量寻求改进记录员控制时间回顾与评估有效的小组学习活动角色扮演(Role Play)定调导演:辅导角色辅导观察员角色扮演结束回顾与讨论结束有效的小组学习活动模拟(Stimulation)/个案分析(Case Study)/小组讨论(Group Discussion)形成小组交代过程辅导控制时间总结与评估有效的小组学习活动实地操练(On The Job Practice)形成小组交代目的与过程分发有关资料和物品时间限定汇报总结个别性之操作指导(Individual Coaching)准备,包括:时间/所需材料等简介,说明目标/标准/所需材料/过程等导师示范学员实践总结及反馈为何采用培训活动破冰激励学员投入学习提高学习气氛加强学习重点代替讲演专换学习之速度为何采用培训活动令学员更主动建立团队精神提高小组学习的积极性获得更好培训后果加强学员之间的交流能令每位学员均参与学习成年人学习模式第一步行动取得经验第四步第二步实践思考筹计下一步总结经验第三步理论从经验中引出结论进行培训活动之步骤进行活动后让学员返回现实世界让学员整理对课题之思绪请学员给予意见表扬参与之学员总结重点午饭(12:00 - 1:00)破冰练习/ 学员互相介绍过程:派发白纸于学员请学员用五分钟时间,按灯片上之内容写下其个人资料收集学员已写妥之白纸由导师随意抽出其中一张请学员竞猜所抽出之资料所属何人(如是其本人者不得参予) 猜中者得奖品一份解释:何谓破冰(ICE-BREAKING)破冰练习的作用与重要性应用:请学员举例曾经验过之破冰练习,以收集思广益之效果学员之期望请学员发表意见每人最少一项将学员之意见写在白报纸上导师对学员之意见作出简单回应(澄清/ 管理学员之期望)将白报纸贴在墙上,作课程结束时总结之用学员之期望请学员发表意见每人最少一项将学员之意见写在白报纸上导师对学员之意见作出简单回应(澄清/ 管理学员之期望)将白报纸贴在墙上,作课程结束时总结之用成人学习原理成年人学习之模式一般会经过四个阶段(5 mins)例如:主妇弄新款菜式时经过试验阶段(不同材料之配搭,味道之变化) 按交通规则过马路:安全/生命与时间之取舍活动:请学员念出上列句语总结:成年人是不能强迫其学习的多元化之学习模式能照顾不同人士之需要提问:学习的基本方法是什麽?引导学员回答透过五觉来学习,即:视觉听觉嗅觉味觉触觉培训之基本方法有三:口述视觉做请学员猜猜各种方式之成效(5 mins)请学员翻开学员手册请学员猜猜各种方式之成效(5 mins)接上页接上页何谓培训循环?以提问方式向学员发问解释各步骤之重点:了解培训需求:有何途径了解员工有培训之需要?(请同事发表意见并作补充) 第二步在现阶段学员会较少涉及,故留待有机会再与大家分享强调是次课程之侧重点为第三步,实施培训之技巧简单解释评估培训果效之重要性与方法:反应/ 知识/ 应用/ 价值大脑风暴(或称脑力激荡BRAINSTORMING)简介:重点活动:大脑风暴练习请一位学员按上列原则带领一次大脑风暴练习(限时十分钟)题目:假如你有一百万圆,你会投资在那一项必定赚钱的生意?(可请学员协助记录在白报纸上)总结:按学员之表现,重申带领大脑风暴活动时之重点大脑风暴(或称脑力激荡BRAINSTORMING)简介:重点活动:大脑风暴练习请一位学员按上列原则带领一次大脑风暴练习(限时十分钟)题目:假如你有一百万圆,你会投资在那一项必定赚钱的生意?(可请学员协助记录在白报纸上)总结:按学员之表现,重申带领大脑风暴活动时之重点角色扮演(ROLE PLAYING)提问及解释:曾否采用角色扮演之活动?角色扮演时应注意的事项是什麽?角色扮演适用於那些培训环境?(如:Selling Skills Training, Negotiation Training)模拟提问及解释:曾否采用过模拟活动?模拟应注意的事项是什麽?模拟适用於那些培训环境?(如:Production Training, Computer Training, Car Operation Training)实地操练提问及解释:曾否采用过实地操练活动?实地操练应注意的事项是什麽?实地操练适用於那些培训环境?(如:Production Training, Sales Training)个别性之操作指导说明:进行个别性操作指导应注意事项及步骤示范:摺纸杯过程:目的:当没有水杯时,仍能有工具以便喝水,说明接下去之过程与步骤材料:A4纸一张标准:1。
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Introduction:In this project you will learn the basic structure of Process Engineer. By the end of this training you will be able to:∙ Structure information, build nodes, and input data that will reflect the intention of the process.∙ Edit and rearrange both the graphical and textual data and see those changes reflected in the database as viewable and appropriately represented in the different nodes of the project.∙ See the CAD data accessed and reflected inside the Process Engineer software, illustrating the power of the Dassault Systemes / DELMIA Product Lifecycle Management solution.Scope:This exercise will go over launching Process Engineer and going over some basics of the process engineer user interface. This step will also go over creating a New Project, which will be used all through this manual.Procedure:1. Launch Process Engineer by selecting Start | Programs | Delmia | Process Engineer.Launch Process EngineerFacilitated Project: “Briggs & Stratton Engine”2. The following Login screen appears. Enter the following information and click on OK. Login : adminPassword : admin3. The following figure shows the user interface of process engineer.4. Once you have launched Process Engineer you will see the screen which looks similar to the above screen. You may have an existing project open. If that is the case please close the project by selecting File | Close.Menu BarMain Tool BarContextual Menu ObjectsPPR Navigator Browser WindowTabObject PropertiesMessage WindowWorkbench5. You will have a screen, which looks like this.6. Create a new project by selecting File | New Project7. From the Plantypesets Dialog b ox select “Demo PTS English” as the Plant Type Set and click on OK8. The Project <New Project> window appears. Enter the Project Name as “3.5 HP Engine” and click on OK.9. The New Project is created. Open the project structure by double clicking the various nodes. It will look like the following.Introduction:In this project you will learn the basic structure of Process Engineer. By the end of this training you will be able to:∙ Structure information, build nodes, and input data that will reflect the intention of the process.∙ Edit and rearrange both the graphical and textual data and see those changes reflected in the database as viewable and appropriately represented in the different nodes of the project.∙ See the CAD data accessed and reflected inside the Process Engineer software, illustrating the power of the Dassault Systemes / DELMIA Product Lifecycle Management solution.Scope:This exercise will go over definition of Premises in Process Engineer and also will create some typical premises for the Briggs and Stratton 3.5 HP Engine.Definition:Premises are all boundary conditions affecting the workflow and the results of productionplanning. Typical premises are Shift Plans, Wage Groups, Target Numbers, PoT (Pieces Over Time), etc.Customer’s Premises:After a start period with 50,000 ordered engines the production figure rises to 110,000 engines per year. The start date of this yearly requirement is 01.06.2002 (dd.mm.yyyy) After 01.06.2003 the quantity of units increase to 250,000 engines per year. This rise of yearly requirement in the second and third year will be realized by introducing a second working shift.Calculation of cycle timeFrom 01.03.2002 until 31.05.2002: 1 working shift: 50,000 engines From 01.06.2002 until 31.05.2003: 1 working shift: 110,000 engines From 01.06.2003 until 31.05.2005: 2 working shifts: 250,000 enginesDefine PremiseFacilitated Project: “3.5 HP Engine”Estimation of target cycle timerpieces/yea 110,000min/shift480x days/year working 220 0.96 minNote : To create the shift model, PoT curve and wage groups assume that today’s date is 01.03.2002.Procedure:With the “3.5 HP Engine Project” already created, this step will go over creating some premises which will be used in the following modules to do some analysis.Define Shift Model1) From the Project Library node select Shift Model and right click on it to bring up the contextual menu and select New | Shift Model.2) Define the name of the shift model as “Standard Shift”. Clicking OK will create the Shift Model3) To input more information the Extended Properties for this shift model will be used. Select the shift model just created from the PPR Navigator Browser window and right click to select “Extended Properties” from the contextual menu.This will bring up the Extended Properties for the shift model just created.Enter the following properties for the Standard Shift.Standard Shift 220 Working Days/Year 480 min/shiftThis is entered in the Extended Properties dialog box by selecting “New” button and then editing the fields by double clicking on them.4) Repeat steps 2 and 3 to create another shift model called “Double Shift” asDouble Shift 220 Working Days/Year 480 min/shift 480 mins/shiftThe Extended properties for the “Double Shift” will look like this:Define PoT (Pieces Over Time) Curve5) From the Project Library expandthe PoT Curves selection. From the expanded folders select “Base PoT Curve”. Right click to show the contextual menu and select “NewBase PoT Curve”.6) Name the PoT curve “3.5 HP Engine POT” and click OK7) Now, right click and Select the “Extended Properties” from the contextual menu of the newly created POT curve.Use the “New” button to define the Beg in dates and PoT as followsFrom 01.03.2002 50,000 engines/piecesFrom 01.06.2002 110,000 engines/piecesFrom 01.06.2003 250,000 engines/piecesUntil 01.06.2005 0 engines/piecesThe PoT curve created will look like this. Leave the Machine and Worker availability to the default values of 100%.Define Wage GroupsTo create a new wage group from the projectlibrary select the contextual menu for WageGroup as shown.Name the wage group “Standard Wage Group” and choose the wage c ost as $40,000.00.To change the currency units right click in the wage cost field, and select the currency type from the drop down list.Scope:In this step we will go over creating a simple product structure (Design Bill of materials, DBOM and Manufacturing Bill of Materials, MBOM). The DBOM will be created using the interactive contextual menu option on the main project Node “3.5 HP Engine”. In this step the DBOM will also be created using the PPR loader from the existing config files and the data source file. The second procedure will show the creation of the MBOM using references to the design view products. Finally, we will talk about filters, calculation models and SA codes.Procedure 1:Creating the DBOM (Design Bill of Materials):1. With the existing project (3.5 HP Engine) open, create a “New” - “Product View”using the contextual menu at the main project node.Product PlanningFacilitated Project: “Briggs & Stratton Engine”2. Name this product view “Product View” and click on OK. You will notice that t he ProductView shows up in the project tree.3. Select the Product View from the project and using a right click to bring up the contextualmenu, create a “New” –“ Design View”.Name the design view “Design BOM”and click OK to establish this node.4. Open the newly created Design BOM node in the project tree and right click to obtain thecontextual menu. Select “New “| “Subassembly”.Name it “3.5 HP Engine” and click on OK.5. Now we can go ahead and create the parts in the product structure. We will do this twodifferent ways. First , manually, then by using the PPR Loader.IMPORTANT NOTE: In practical application additional subassemblies would be created under the 3.5 HP Engine. Each of these subassemblies would then have their individual parts attached.However, in the interest of time, we are going to treat the following list of sub-elements of this engine as parts.First we will add parts manually. From the contextual menu of the 3.5 HP Engine subassembly just created select“New “| “Part”“Air_Filter”.7. Practice adding a few of thefollowing parts by repeating step5. This is just to show you themanual way of adding parts tothe product structure. In the nextfew steps we will use the PPRLoader method of bringing in allthis information from a plainASCII file.Block_AssemblyCam_AssemblyCarburetor_AssemblyCoil_AssemblyCover_AssemblyCrankcase_Cover_AssemblyCrankshaft_AssemblyExhaust_Valve_AssemblyFlywheel_AssemblyHead_AssemblyIntake_Valve_AssemblyMuffler_AssemblyPiston_AssemblyPiston_Rod_Assembly8. After having seen the method in which we cancreate the parts manually we will delete theproduct structure just created so that we canuse the PPR Loader to bring in these parts.To delete the just created Design BOM, select the 3.5HPEngine contextual menu with a right click and select“Delete”.9. Select “Deep” to delete the link, component, and its children10. Now we will use the PPR Loader method.We will use the following existing files..\PPRClient\data\product_cadpath\Engine_import_English\Product_with_cadfile.dat ..\\PPRClient\data\product_cadpath\Engine_import_English\Product.cfgNOTE: To create the Product structure from scratch. The .dat file could have come in as an output from the installed PDM system within the organization.11. Launch the PPR loader in Process Engineer12. When the PPR Loader window appears, select the data source file(..\PPRClient\data\product_cadpath\Engine_import_English\Product_with_cadfile.dat).13. You can use the browse button to findthe files, if necessary.14. Select the Config button to set the config file(..\\PPRClient\data\product_cadpath\Engine_import_English\Product.cfg).Notice the Use Configuration file radio button and then click OK15. When theconfig fileselection iscompleted,you willreturn to theoriginalwindow.In theProject/Productsection, select“3.5 HP Engine /New Product”from the dropdown menu.This will createthe new productin the existing16. After having made all the selections, click on the Load/Sync button.17. After the PPR loader action is complete, save the currentproject by selecting File | Save All.18. Close the existing project by selecting File | Close.19. Now, Reopen the “3.5 HP Engine” project by selecting File | Open Project.20. Go to the Project Library node and expand it by clicking on the + . You will see a foldercalled “Product Components”.21. Expand the sub folder called “Design View”22. Then expand the folder called “New Product, 1”. You will see the 3.5 HP Engine,andwhen you click on that you will see all the components that have been imported from the PPR Loader.23. Select the “3.5 HP Engine” subassembly from “New Product,1” and drag it to the“Design BOM” node in the Product View.24. The message will appear askingconfirmation for the link operation. Click OK.10. The completed DBOM for the engine will look like following.11. The data source, which was brought in using the PPR loader, has the CAD data alsospecified for the parts of this engine. This geometry exists in the CGR format and has been placed in the correct location for Process Engineer to access.TRY IT: Select Block_Assembly from the DBOM. Bring up the contextual menu, and then select “Show Graphic”. This will bring up the 3D view of the geometry. Using the LMB and the MMB you can rotate and pan the geometry respectively.Procedure 2:Creating the MBOM (Manufacturing Bill of Materials):In this section we will use the DBOM components and create an MBOM from it.1. From the contextual menu of the Product view select “New | Production” view and nameit “Manufacturing BOM”.2. You will notice that the Manufacturing BOM node now appears in the product structure.3. From the contextual menu of the “Manufacturing BOM” add a new subassembly andname it “3.5 HP Engine Packaged”.4. Continuing as in the step above, add a subassembly named “Engine Complete” to the“3.5 HP Engine Packaged” node.Also, drag and drop “Assembly Instructions” and “Cardboard Box” from the DBOM over to “3.5 HP Engine Packaged” node.When prompted to create a link, click on OK.After this step the MBOM should look like this.5. Repeat the steps 1, 2 and 3 above to complete the creation of the MBOM.You will create a sub assembly under Engine Complete that is named “EnginePreassembly”. The Engine Complete node also contains the “Cover_Assembly “and the “Crankcase_Cover_ Assembly”. Drag and drop these parts from the DBOM to the Engine Complete node.Under the Engine Preassembly node, create another subassembly called “Piston Cylinder Assembly” , also addAir_Filter_AssemblyCarburetor_AssemblyCoil _AssemblyFlywheel_AssemblyHead_AssemblyMuffler_AssemblyUnder the Piston Cylinder Assembly node drag and drop;Block_AssemblyCam_AssemblyCrankshaft_AssemblyExhaust_Valve_AssemblyIntake_Valve_AssemblyPiston_AssemblyPiston_Rod_Assembly6. The final MBOM should look like the following.We have completed the DBOM and the MBOM which has given us a product structure. Now that the product planning is complete, the next step will be to plan the Process.Scope:In this section we will create two plans, a simple process plan and a production plan. The Processes are all actions or tasks performed to manufacture or assemble a product orsubassembly of a complete product. Name, number and process time specifically define the processes.In the process plan we will create a process graph and establish relationships between the products and the processes.In the production plan we will create production cycles, assign the processes to those cycles, and estimate then calculate their times.Procedure:Creating the Process Plan:1. With the existing project (3.5 HP Engine) open, create a new Process View using thecontextual menu at the main project node.Process PlanningFacilitated Project: “Briggs & Stratton Engine”When the Process View window appears name the new process vie w “Process View” and click on OK.View. Use the contextual menu(right click) to create a “New”“Process Plan”.Name the process plan“Process Plan 3.5 HP Engine”.3. Create a workplanunder the newlycreated ProcessPlan.Using the contextual menu,select “New” “Workplan”4. Name the workplan “Cumulative workplan”.5. In this step the operations need to be added to the workplan just created. Theoperations in PE can be added in the Project or in the Project Library or in the Process Graph.The operations can be added using the workplan’s contextual menu and selecting New | Operation.6. For the sake of this exercise, we will create all the operations in the Process Graph.Launch the Cumulative workplan in its own process context window as follows.7. Select “Yes” when you see the prompt to save changes8. Once the workplan opens in its own window, select the workplan and from its contextualmenu select t he “Open Process Graph”This will launch an empty process graph window. Shortly, we will add a number of Processes, name them, assign times and establish a priority order to the operations.But first, some basic maneuvers using the graph.using the Operation add button.Graph manipulation #2 Select the location in the process graph window where you wish to add the operation, click on the Operation button and then click on the graph in the area where you wish to place an operation. The “add operation” function is active if a parachute represents your mouse pointer. It will remain active, so you don’t need to select the operation button each time.Graph manipulation #3 Once you have put an operation on the graph, you can open the contextual menu of that operation bydouble clicking the operations symbol.Graph manipulation #4 The tabs on thedialog box that opens will allow you toinput the name of the operation and theprocessing time.Graph manipulation #5 You can define priorities in the graph by linking the processes with each other. Click on the junction point of one process and drag to the junction point of another process. The linking function is active if your mouse pointer is represented by a pencil.The lines will be either angular or horizontal depending on which line icon you select from the toolbar.Graph manipulation #6 You can zoom in or out on the graph by selecting the maginifying glass and then clicking on the graph area.Graph manipulation #7 Use the white oval to release the previously chosen function Graph manipulation #8 You can recover from a misplaced operation or connection by right clicking on the object and selecting “delete”.Back to the project9. Now place the 19 operations on the graph and reference the chart below to establish thenames and times for these operations.Operation TimeBlock AssemblyCam Assembly Crankshaft Assembly Exhaust Valve Assembly Intake Valve Assembly Piston AssemblyPiston Rod AssemblyAir Filter Assembly Carburetor AssemblyCoil AssemblyFlywheel AssemblyHead AssemblyMuffler AssemblyCover Assembly Crankcase Cover Assembly Piston Cylinder Assembly Engine PreAssemblyFinal AssemblyPackage 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.0 min 1.50 min1.60 min2.00 min10. Assign the priorities by linking the operations according to the completed graph below.Note : Processes created in the process graph are simultaneously entered in the PPR Browser structure.To edit the properties of an operation reopen the properties dialog from the PPR Navigator or from the process graph.11. Once your process graph looks like this, save all and close this view. Then close theCumulative Workplan view.12. You will be back at the main project window that shows the PPR Navigator. If youexpand the Cumulative workplan node you will see the processes that have just been input using the process graph.13. Once the process graph has been created and the times for the various operationsdefined, we can now define the relationships between these various operations.The following table describes the various product and process relationships. Note that some operations have 2 relationships. This will be important later.14. Referencing the above table, drag and drop the products from the MBOM to the variousoperations in the workplan. This will create the relationships.When dragging the product from the DBOM or MBOM onto the operation select OK on the “execute link” dialog box15. Referring to the table again, Notice that for the items: Piston Cylinder Assembly, EnginePreassembly, Final Assembly and Package -- two relationships must be established.Example: The Operation “Piston Cylinder Assembly will Create the Product called Piston Cylinder Assembly as it “Processes the Products, Block Assembly, Cam Assembly, etc. Be sure to establish each link. If you need to recover, click the right mouse button and select Delete, and when the prompt appears select Link only.“Process createsproduct” option refersto the fact that thisoperation creates theproduct.“Process processesproduct” refers to thefact that this operationprocesses the productand passes onto thenext operation.Notice that as the links are made, a new tab appears on the right side of the screen” Product is created by Process”. ( Remember that we treated the individual assemblies as parts for thistraining documentation) Although this screen shot shows the selected item to be under the DBOM, the process hand shows that the relationship has been established.The same applies to the Process View. If you select an item under the Cumulative workplan, you will see the tab “Process creates product” and the product icon.Now we will constrain the process even further. When you developed the Process Graph, you established a relationship between the various Parts and a Sub assembly. Now we will enforce that relationship by executing a sequencing constraint between the variousprocesses.16. Staying within the Process view, Drag and drop the Block Assembly process onto thePiston Cylinder Assembly process. Select “Must Succeed” since the Block Assembly must be done in order for the Piston Cylinder Assembly to be complete.17. Continue establishing a “Must Succeed” relationship between the following processes.a. The Piston Cylinder Assembly process must succeedi. Block Assembly processii. Cam Assembly processiii. Crankshaft Assembly processiv. Exhaust Valve Assembly processv. Intake Valve Assembly processvi. Piston Assembly processvii. Piston Rod Assembly processb. The Engine PreAssembly process must succeedi. Piston Cylinder Assembly processii. Carburetor Assembly processiii. Air Filter Assembly processiv. Coil Assembly processv. Flywheel Assembly processvi. Head Assembly processvii. Muffler Assembly processc. The Final Assembly process must succeedi. 3.5 HP Engine Preassembly processii. Cover Assembly processiii. Crankcase Cover Assembly processd. The Package process must succeedi. Final Assembly processii. The items Cardboard box and Assembly instructions are products under the MBOM and not processes.You have now successfully completed a process plan for the engine so, “Save All”Creating the Production Plan:Now once the various operations/processes have been created and assigned to theprocess/workplan how these operations will be divided among various cycles happening on various workstations needs to be decided.For this exercise we will manually (drag and drop) assign various operations to 4 different cycles. Initially, each cycle will parallel our process plan. For maximum throughput we will estimate each cycle to have a cycle time of 5.00 min. We will then compare our estimated cycle times to the calculated time.1. Create a new production plan by selecting “New | Production Plan” from the contextualmenu of the “Process View.。