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英特尔公司大连F68工厂ESAP培训的评估与建议

已有 2408 次阅读 2022-2-26 14:42 |个人分类:给同行|系统分类:论文交流

英特尔公司大连F68工厂ESAP培训的评估与建议

The proposal for Intel Dalian Fab68 EASP training system

大连职业技术学院  董春利

 

前言

笔者200911月至20106月在英特尔半导体(大连)有限公司Fab68厂做访问学者,其中之一的任务是对大连厂实施ESAP培训,进行评估和提出建议。

ESAPEquipment Skills Acquisition Program),即设备技能培养计划,是英特尔公司根据微电子产业对技术人员岗位技能的要求,并结合业界公认的SEMI标准,独立开发的专业技术培训项目。已在英特尔遍布全球的多个制造基地实施了10多年的时间,超过5万名员工通过该项目得到培训。英特尔公司遍布全球的所有晶圆制造厂、封装测试厂中都开设了这些课程。

ESAP囊括了理论知识和实践技能两个部分,提供的网络自学课程和教师指导实操课程超过50门。它在教学内容、教学形式、技能考核三个方面具有显著特色:

在教学内容方面,既涵盖了常规电气传动、自动控制、机械设备、气动技术、液压装置、真空技术、等离子技术等专业技术知识与技能专题,还包括了解决问题方法、员工安全意识、环境与健康等素质知识等软技能专题。

在教学形式上,提供了在线基于网络自学形式和互动实践教学形式,特别是互动实践教学形式,打破了常规教师示范、学员简单模仿的被动学习模式,学员主动寻找问题和自主解决问题的积极性将有根本性的提高,活学活用的能力将极大提升。

在技能考核方面,由于ESAP已成为英特尔公司设备技术人员岗位技能认证的一个单元,经过十多年的实践检验,考核方法和标准已经十分成熟、完善。

大连职业技术学院与英特尔(大连)有限公司近年合作极为密切,先后签署了“校企联盟、创新职教”合作备忘录、合作开设“英特尔实验班”协议书、“课程开发”研究基金、派遣企业“访问学者”、合作开发“ESAP课程”等。这一系列的合作将学校与企业的合作逐步引入纵深。

 

 

一、           班级组成(The composition of one session

1、 学员班型人数 The number of trainee

现状:每班(Session20人左右,每班分为4个组(Group),每组4-5人。

Status: there are 20 trainees in one session, 4 groups in one session and 4-6 trainees in one group.

评估:非常合理

Evaluation: Perfectly.

建议:保持

Proposal: keep on.

2、 学员专业背景 The specialty background of the trainee

现状:目前发现受训人员在一个班级中,不分原来所学专业,混合编班。

Status: Up to now, all the trainees who have different specialty background are mixed together in one session.

评估:这样造成了在培训时,因为专业背景不同,对所学课程的掌握深度快慢不同,以至于教师很难统一深度和进度讲解,造成有的听不懂,有的不解渴。

Evaluation: This is making the training process very confused, for the mixed specialty make the trainees understand the course very different. The instructor cannot teach all of them in same depth and progress. And someone will feel the course in very easy, but some of them feel difficult.

建议:大致按专业、或者按岗位分班,至少按专业分组。

Proposal: Please put the same specialty background or likely or same job position in one session or group.

3、 学员工作经验(The working experience of the trainee

现状:目前发现受训人员在一个班级中,不分是否具有工作经验。

Status: Up to now, all the trainees who have different working experience are mixed together in one session.

评估:这样造成了在培训时,因为工作经验不同,对所学动手能力的课程的掌握深度不同,以至于教师很难统一深度和进度讲解。

Evaluation: This is making the training process very confused in some hand on courses, for the deferent working experience make the trainee understand the course very different. The instructor cannot teach all of them in same contents and progress.

建议:大致按有否工作经验分班,至少按此分组。

Proposal: Please put the same working experience or likely in one session or group.

 

二、           教学计划(Training Program

1、 课程大纲(Courses guideline

现状:目前能够看到的材料就是 ESAP_Course_Catalog_rev.2(by_Kai).doc”文档,主要是描写了课程描述、设课目的、先决条件、目标听众、授课时间,类似于我们学校的教学计划中的课程简介的内容。到目前为止,没有看到类似于我校课程大纲的文件。即描述:本课程的名称、教学目的、教学要求、教学课时分配,每节课程的内容提要、重点难点、主要章节、每章节的课时。

Status: Up to now, all the file I have is the ESAP_Course_Catalog_rev.2(by_Kai).docwhich e-mailed by Qiao Kai about half year ago. It is described all ESAP course in description, objective, prerequisites, target audience, estimated time. It is just like the roughly introduction part of the course in our college’s Training Program. There is no Courses Guideline file from Intel, which described the course name, the purpose of this course, how to teach, the teach time allocation, and every section or chapter description, the main contents in every of teaching hour, what is the key point, and so on.

评估:课程大纲主要用于让讲师了解每门课程的内涵。如果没有这样的文件,就不会让讲师了解整个课程的内容如何安排,以及每节内容如何安排。

Evaluation: The Courses Guideline files are making the lecturer know all the contents in every course. If there are no such files, the lecturer would not know how to arrange the whole courses and how to arrange every section.

建议:必须制定一个比ESAP Course Catalog更详细的课程大纲,用以指导全部讲师。

Proposal: We need to compile a series Courses Guideline files which have more detail than ESAP Course Catalog, in order to give the lecturer a guideline in every course.

 

2、 教学计划(Training Program

现状:截至目前,没有看到类似于我校教学计划的文件。教学计划就是培养计划,即描述本专业(或系列课程)的培养目标、规格要求、知识结构、能力结构、能力对应的课程,本专业(或系列课程)的各课程教学实施、课程名称、分数、教学时数、总学时数、理论学时、实践学时、按学期分配周学时、第一学年、第二学年、第三学年。

Status: Up to now, I cannot get any files like our college’s Training Program, which indicate the training aim of this specialty or program: which specification the trainee would be, which knowledge and skill the trainee would have after trained, and which courses must included in this program corresponded to above knowledge and skill. In detail, all the courses must be arranged in every week and fill in a table to show the courses name, scores, teaching time by read or lecture or hand on, teaching schedule by week, etc.

评估:教学计划主要用于让讲师把握总体的各门课程分配。如果没有这样的文件,就不会让讲师了解每门课程一共安排多少课时、安排在整个教学过程的哪个环节。课程与课程之间的分界线在什么地方。

Evaluation: The Training Program is used to making the lecturer know how all the course allocated in contents and time. If there are no such files, the lecturer would not know how many time one course could take, and which section this course is, where is the gap or dividing line between the curriculums.

建议:必须制定一个有详细课程进度安排的ESAP培养计划,用以指导全部讲师。

Proposal: we need to compile a General Training Program which including details arrangement and schedule table in ESAP Course, in order to give the lecturer a total program guideline.

3、 教学设计(Teaching and learning process design files

现状:目前为止,除了“Basic Trouble Shooting”之外,任何其他门课程都没有看到统一的教学过程设计。因此,一门课程讲什么内容、内容深度如何、内容的递进关系都是由讲师决定。

Status: Up to now, I cannot get any teaching and learning process design files except “Basic Trouble Shooting”. In this way, which contents it would include, how many item it would teach, how the curriculums work, all these aspect are depends the lecturer personal knowledge, skill, sense of responsibility..

评估:因此,对于同一门课程,就因为讲师不同,讲的内容、重点、深度就不同。无法保证教学效果与质量。

Evaluation: To the same curriculums, the lecturer change will leads to the contents, main point, and the depth change. This would not keep the teaching and learning quality and effect same.

建议:每门课程都应该制定一个有详细教学过程设计的PPT文件,以统一每个讲师所讲内容。

Proposal: Every course must have a teaching and learning process design file, at least a PowerPoint file, to show the detail teaching process, in order to concentrate all the contents, main point, and depth.

 

三、           教学安排(Teaching Arrangement

1、 讲师的结构组成 Lecturer Composition

现状:截至目前,全部讲师中只有2个具有实际工作经验,其他讲师都是没有实际工作经验的或即将毕业的硕士研究生。一方面他们没有实际的工厂工作经验,另一方面他们多数不熟悉半导体制造工艺流程和设备。教学实践中,常常犯常识性错误,特别是对有实际工作经验的培训生时,更显得如此。

Status: Up to now, all lecturers have no working experience except two people. They are intending employee and are graduated students. They are not only have no work site experience but also have no teaching experience, and further more, they are not familiar to the semiconductor manufacture process and equipment. In their lecture, they are often making some mistake in common knowledge, especially when the trainee has practical work experience.

 

评估:没有实际工作经验的讲师仅仅能从理论上传授知识,不能从操作上传授技能,这是偏离ESAP的宗旨的。

Evaluation: The lecturer, without work experience, could only teach the knowledge in the theory but not the practical and skill in performance. And this is out of the EASP original aim.

建议:增加具有实际工作经验的讲师数量,以强化操作技能的传授。

Proposal: Increase the quantity of work experience lecturer, in order to enhance the skill and performance teaching.

 

2、 讲师的专业匹配 Lecturers’ specialty matching

现状:在我所听的课程中,多数讲师讲授的都不是本专业的课程,比如,电气与电子课程,应由电气或电子专业的讲师授课;工具与实操的课程,应由机械设备专业的讲师授课;真空与射频的课程,应由真空专业的讲师授课,但是事实并非如此。许多讲师是现买现卖。

Status: As I know, most lecturer are teaching those course which it is not his or her specialty or out of their normal knowledge. Those courses like electric and electronic ought to be taught by E/E lecturer. The tools and operation course must taught by M/E lecturer. But the fact is deferent., that most lecturers are learnt yesterday and teach today.

评估:没有专业背景的讲师不仅不能从理论上传授知识,往往还会因专业背景问题,无法解答学员的疑问,甚至会因给出错误的答案误导学员。更不能从操作上传授技能,这是也偏离ESAP的宗旨的。

Evaluation: Only the lecturer, who have professional or specialty background, could teach the right and exactly knowledge in the theory, the practical and skill in performance. Otherwise, some of them cannot answer the question asked by the trainees, and sometime give them wrong concept in their explaining. This is also out of the EASP original aim.

 

建议:课程的安排尽量按照讲师的专业背景安排,或者根据讲师的愿望安排课程,而不是将全部的讲师都变成全能讲师。

Proposal: The course must taught by the same lecturer with the same specialty education background. Or the course arrangement is according to the lecturer’s willing, rather than to push the lecturers to be an omnipotence lecturer.  

 

3、 课时的总体安排(The overall arrangements for the course hours

现状:目前为止,讲师只能在每周一知道自己的工作任务,而不是知道自己一个月的工作安排。

Status: As I know, most lecturers just know their next week task or schedule in this Friday, rather than to know one month or even one session arrangement ahead.

 

评估:这对于讲师的备课是不利的。没有经过备课的讲师怎么能讲好这门课呢。而且,讲师往往不知道一门课到底安排了多少授课时间,使得讲课进度和内容深度无法掌握。

Evaluation: This situation is not convenient to the lecturer. If the course is not prepared ahead, the teaching result would be not satisfied. And more, as lecturer do not know how many hours he/she can spend in one course, so as to he/she cannot give the trainees an exactly progress and contents in one lesson.

 

建议:持续提供讲师3-4周的教学安排,每周更新。这样讲师可以事先备课,准备资料和器具。并根据每门课程的总讲授时间,安排讲课进度和内容深度。

Proposal: Give the lecturer teaching schedule for 3-4 weeks ahead and reviews every week. In this way, the lecturer can prepare their courses, information and tools. And more they can design the progress and the contents in one lesson, according to the total schedule of one total course.

4、 讲师的培养 The TtT

现状:在我的感受中,我们的讲师大多数是经过短期培训就上岗讲课的,因此,讲的课程大多数是经过言传身教得来的。每个讲师在讲课时都是把其被培训时接受的内容重复讲出来,通常大多数会有所遗漏。同时,在TtT讲师时,也没有培训讲师教学方法,课程体系,教学内容等关于课程整体性的方面。

Status: As I know, most of our lecturers are shortly trained with all other trainee. Most of the courses are learnt from other lecturer. When he was teaching, he just teaches out what he has learnt, and most of them will lose something. Meanwhile, our TtT is not including the total course concept such as teach manner, total course system, course contents and so on.

 

评估:这种用师徒传授、言传身教的方式不适合于像ESAP这样的系统课程的教学。

Evaluation: This kind training lecturer one by one, lecturer repeats his lecturer teaching is not suitable to the system course training, such as ESAP.

 

建议:除了讲师跟着学员的班级听课以得到教学经验外,还应该有高级讲师统一培训讲师,以统一讲授风格、讲授进度、注意事项、重点难点等。

Proposal: Except this learnt from other lecturer to got teaching experience, we must provide training courses by the professional lecturer from Intel TGM. This will unified the teaching style, teaching progress and schedule, notes of this course, the key point and difficult point, etc.

 

四、           教学文件(Teaching and learning books

1、 学生手册 Student Handbook

现状:目前使用WBT文档,但是对于MASIPC的资料尚缺。

Status: As I know, the trainees have the WBT files from the web. But there are no any file about the MAS and IPC.

评估:WBT文档非常实用。MASIPC的中涉及的传感器、电磁阀、PLC等资料需要给学生讲解,或提供给学生自学的材料。

Evaluation: The WBT files are very useful. But the sensors, solenoid valves and PLC are also useful to explain to the trainees in the MAS and IPC.

建议:WBT文档可以保持现状。需要整理或编写MASIPC的资料

Proposal: Keep the WBT files the same. Compile the MAS and IPC files.

2、 讲师手册(Instructor Handbook

现状:目前讲师使用的也是WBT文档,MASIPC的文字资料也缺少。

Status: As I know, the lecturers also use the WBT files from the web to instruct the trainees. There is no any file about the MAS and IPC provided to the lecturer to introduce MAS and IPC.

评估:对于讲师,仅仅WBT文档是不够的。MASIPC的中涉及的传感器、电磁阀、PLC等资料需要给学生讲解,或解答学生的提问。

Evaluation: To the lecturer, just WBT files are not enough to teach the trainees. They need extra information or books to teach the trainees about the sensors, solenoid valves and PLCespecially when trainees ask some questions about them in MAS and IPC courses.

建议:WBT文档可以保持现状。但是需要整理或编写讲师指导材料或者PPT文档。同时也需要编写MASIPC的传感器、电磁阀、PLC等资料或PPT文档。

Proposal: Keep the WBT files the same, but we need instruction PPT files against every course to the WBT file complied by the qualified lecturer. Meanwhile to compile the MAS and IPC files to explain the question from the trainees.

 

五、           教学文档的编写(The compile of teaching and learning files

 

1、 上述教学文档的编写(All above teaching and learning files’ compiling

现状:目前所有讲师并没有编写任何教学辅助文档,即便是已经讲过多轮的课程,仍然使用习惯、记忆或笔记的内容,没有留下可供后来者参考使用的文档。同时。缺少课程大纲、教学计划、教学设计PPT、讲师参考手册等。

Status: As I know, there are no any teaching assistance files available in the lecture. The lecturer teaching according their notes, brain remembers and his habit, even he taught several times. There are no any reference files left to the newer. Meanwhile, the EASP courses have no Courses guideline, Training Program, Teaching and learning process designpresentation PPT files, Instructor Handbook, etc.

评估:对于一个教学体系,必须有一系列教学文档支持。但是,仅仅少数人又是无法短期内、高水平完成的。

Evaluation: To the completely training system, it is needed to be supported by a series teaching and learning files. But so many teaching and learning files cannot compile by few people in short time and high level.

建议:根据每个讲师承担的课程以及专业所长,编写ESAP所需的课程大纲、教学计划、教学设计PPT、讲师参考手册等。

Proposal: We need all the lecturers to compile the Courses guideline, Training Program, Teaching and learning process designpresentation PPT files, Instructor Handbook, according to their background and the courses he has taken or was good at.

2、 教学计划栏目内容(Training Program Contents

教学计划栏目内容 

 

类 别

序 号

课程名称

分  数

教学时数

按周数分配课时

备  注

总课时数

WBT学时

操作学时

第一月

第二月

第三月

1-2

3-4

5-6

7-8

9-10

11-12

2

3

4

4

4

3

 

Training Program Contents 

 

Catalogue

Course No.

Course   name

Score

Teaching   time

Time allocation by   weeks

Notes

Total Time

WBT time

Hand on time

Month 1

Month 2

Month 3

Week 1-2

Week 3-4

Week 5-6

Week 7-8

Week 9-10

Week 11-12

2day

3day

4day

4day

4day

3day

Notes: Red word means it would be change according to the ESAP program.

 

七、课程安排(The Learning Schedule

4、 课程的教学时长 The Total time of one course

现状:一个班级(Session)的一门课程的教学时长讲师事先并不知道。一个原因是只有到本周末才能看到下周的课表(本周WW09变更为每天早会时分配当天的课程安排),另一个原因是如果讲师不问,没有人告诉讲师这门课程的时长。

Status: The instructor would not know how many times it will take for one course. One reason is that the instructor just gets the next week schedule in this afternoon before check out. This week WW09 the instructor knows which lesion he could take until everyday morning conference. Another reason is that nobody would tell the instructor how many time you will spend in this course if the instructor have not ask.

评估:这使得讲师无法及时备课,也不知道他拿到的这段课时一共要讲多少内容以及哪些内容。

Evaluation: It is difficult to the instructor to prepare the course. And when he begins the course, he does not know how many contents it has and which contents he will teach.

建议:应该有一个明确的教学进度一览表,这个表要让全部的讲师知道,他接手的本车程处于课程的哪个阶段,在这个阶段中,需要将哪些内容。

Proposal: We must make a teaching progress overview to every instructor. In this table, the instructor will know where the class is in this course and which contents it would be taught in his classes.

5、 同一班级的同一门课程的完成 The Execution of same course in the same session

现状:目前同一班级的同一门课程由不同的讲师完成。

比如:WW07Session 12, Group C & D,其Basic Vacuum周一由Nie Bing讲授,周三由Charlie讲授,周五由Thomas讲授。事先这三位讲师并不知道Basic Vacuum一共讲多少时间,每个讲师的讲授风格、讲稿内容、课程的前后呼应也不知道。

Status: The same course in the same session is executed by the different instructor.

For example: The Basic Vacuum of Session 12 Group C & D in WW07the instructor is Nie Bing on MondayCharlie on WednesdayThomas on Friday. Nobody of them knows the total teaching time in advance for the Basic Vacuum. Meanwhile the teaching style, the teaching contents are different all.

评估:再加上上一条的原因,使得讲师不知道本次课讲什么,也不知道上次课上个讲师讲到哪里。负责任的讲师会主动向前一个讲师询问讲到哪里了,向后一个讲师交待讲了哪些内容。但是有时候碰不上面时,就无法交流。

Evaluation: It makes the instructor more confused that he does not know which contents include in his lesson, and does not know which contents has finished by the last instructor in last lesson.

建议:在课程安排时,尽量让一个讲师完成一门课程。如果不能,就要事先让负责此门课的所有讲师,做一个内容分解方案。

Proposal: The best solution is to finish one course by fixed instructor. If not, it is necessary to be team work that all instructors in one course must divide the course into a fixed lesson and contents.  

 

八、课程考核(The Score Assessment for Every Curriculum

1、 考核标准 The Standard of every Assessment

现状:很多操作类的课程做了考核,根据学生操作时是否遵守安全、程序、工作环境等方面的失误情况给与10.50三个不等的分值。但是,考核的课程没有同一依据,使得即使是同一个班级的同一个组的学员得到的分数的实际含量不同。

Status: The student got the score of 1, 0.5, 0 in some hand on curriculum, according to their behavior in safety, procedure, working environment. But there are no unique standard as same basis judgment for the same curriculum assessment, even in the same session and same group.

评估:相同的行为导致不同的分数;分数相同也许其操作和行为并不具有相同的水平。这样分数失去了公平公正性。

Evaluation: There are no standard means that the same action results to different scores or the same scores come from the different performance. In this way, the scores have lost a fair justice.

建议:应该将一些课程(比如:MAS/IPCUL500/PumpVacuum课程)中学员常犯的错误列出清单,按照重要程度给与不同的扣分,从而统一打分标准。

Proposal: We collect the usually mistake the trainee will done into a list. And name the a different point or scores according to the role of the mistake in the curriculum such as MAS/IPC, UL500/Pump. This will give them the fixed and same standard for the assessment.

2、 考核成绩 The Score of every Assessment

现状:考核的完成即便是同一个SessionGroup,也许是由不同的讲师完成的。考核成绩往往取决于讲师当时的情绪和判断,常常是犯同样错误的学员,得分不同。

Status: Most assessments are finished by different instructor, even in the same session or same group. Most score is given according to the instructor’s mode or judgment. Usually, the same mistake got the different score for the different trainee.

评估:评出的分数千差万别,更使得分数失去了公平公正性。

Evaluation: The scores is vary widely makes the scores lost it fairness and impartiality.

建议:制订统一的考核标准,尽量安排同一个讲师为同一个Session评分。或同一门课程由一个讲师评分。

Proposal: It is necessary to develop of harmonized assessment criteria. The best way is to arrange the same instructor to assess the same session. Or all the assessment is finished by the same instructor for one course.

 

九、人员安排(The labor assignment

1、 讲师与学员的人员数量的安排

现状:课程和教学人数的安排不合理。比如:WW06Session10Group DMAS/IPC课程,在完整的一整天(Friday)里,只安排了6个人参加培训,是不计分的考核。而在WW07Session11Group BMAS/IPC课程,在完整的一整天(Friday),却安排了12个人的培训,而且是计分的考核。同一天又安排了Session7Group A6个人进行计分考核。就是说,同样是完整的一整天,却有18个人参加计分的考核。

Status: The lesion and the quantity of trainee out of the match. Take Session 10, group D in ww06 as a example. In a whole Friday, there are only 6 people to participle the MAS/IPC follow spec testing which the score is not recorded. Comparing to the Session 7, group B in ww07, in whole Friday, there are up to 12 people to participle the MAS/IPC test which the score must recorded. And in same day, there are another 6 people in session 7, group A added to participle the MAS/IPC test which the score also be recorded. This means in one day 18 people must pass the test.

评估:6个人比18个人,计分与不计分,可以想象讲师及学员的工作情形和最终教学结果。更有失公允的是,同样在Session 7Group A的学习环境比Group D就差得多,分数也一定不好。

Evaluation: 6 people to 18 people, score recorded to not recorded, you can image the working statement and the training result. The furthermore, in the same session 7, the group A is better than B in training environment and so as to the score is higher.

建议:合理安排课程的负荷、讲师的工作负荷和学员的训练负荷。

Proposal: Arrange the load of lesion, instructor and trainee in a suitable way.

2、 相关课程的衔接安排(The interface arrangements for the related courses

现状:相关课程安排的衔接顺序及其不合理。前1条说过,Session11 Session7在同一天参加MAS/IPC课程的考核,但是,Session7以前完成过Basic RoboticsRobotics ChallengeSession 11没有完成过任何Robotics的课程。因此,Session 11MASIPCFollow Spec困难就很大。

另外,对于Session7AB组先做了Automate200,后做的MAS/IPCCD组先做了MAS/IPC,后做的Automate200AB组的MAS/IPC成绩肯定比CD组的成绩好。CD组的Automate200成绩肯定比AB组的要好得多。

Status: The relative courses are in wrong or confusion order. As above statement that session 11 and session 7 are pass the MAS/IPC test in the same day. Session 7 has finished the Robotics but the session 11 does not. So the session 11 do the follow spec work harder than session 7.

And more for session 7, group A/B finished the Automate200 before MAS/IPC. Group C/D finished the MAS/IPC before Automate200. It means that the scores of group A/B would be higher than group C/D in Automate200, and group C/D higher in MAS/IPC.

评估:相关课程安排的衔接顺序及其不合理,同一session的人完成Hand on 的顺序不同,必然导致考核分数不能真实反映其真实状态,那么,用这些分数来评估学员的培训效果就有失公允。

Evaluation: The relative courses are in wrong or confusion order. It would lead the result that the assessment scores for person in the same session lost it true value. In the end, if we use this score to assess the activities and the training effectiveness is not fair.

建议:合理安排相关课程的衔接顺序。尤其对同一个Session的学员更应如此。

Proposal: Arrange the interface and order for the related courses in reasonable order, especially to the trainee in the same session.

 

十、学员的部分意见(The comments from Trainee

1、 WBT的教学安排 The WBT training arrangement

意见:WBT的学习由学员自己掌握,但是由于各人的学习能力、学习进度对总体内容的把握不同。导致许多学员并没有完成WBT就开始进入Hand on。导致学习效果极差。

Evaluation: The relative courses are in wrong or confusion order. It would lead the result that the assessment scores for person in the same session lost it true value. In the end, if we use this score to assess the activities and the training effectiveness is not fair.

建议:公司应安排每个WBT课程的学习进度,并由讲师在每个WBT开始时作简短的Overview,结束时作简短的Summary。这样保证每个Hand on学习前,每个学员已经完成相应的WBT的学习。

Proposal: Arrange the WBT learning progress, and the instructor gives us the brief overview at the beginning and summary in the end. In this way, we can finished the appropriate WBT courses before the study of Hand on course.

2、 Hands on的教学安排 The Hand training arrangement

意见:每一门Hands on的课程应该由一个讲师从头至尾完成,否则,有许多名词、习惯用语不同会引起学习时的混乱。而且每个老师的风格不同,注重的内容不同,往往有重复的内容和空白的内容。

Evaluation: The Hand on courses ought to be taught us by one instructor not two or three. Otherwise, there are some confusion by the different term and idiom for some device and part. And every instructor have different style and focus on. This leads them give us different contents or gap or repeat of the knowledge.

建议:公司尽量同一个讲师完成同一个Hands on的课程。

Proposal: The best way is that one instructor finished one Hand on course from beginning to the end.

 




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