Abstract
The potentialities of a graduate spring from the theoretical and fundamental nature of an academic training. This develops power of analysis, judgement, and initiative, which should be remembered when planning the complementary training course which is mainly practical and technological.
The course should not attempt to make the graduate a skilled craftsman but rather to train him in the application of machine tools to production processes. The fully-trained graduate is expected to fill a vacancy in the production, sales, or research and development departments, and although the training can be slightly biased for those apprentices expressing a wish for a particular branch of engineering, early specialization should be avoided.
The training programme should be flexible to suit the needs and progress of the graduate, always provided that sufficient time is spent in each department for him to make a useful contribution to output, but without wasting time on needless repetition. In every department, the period of instruction should be as intensive as possible, leaving more time for responsible duties.
He is expected to add to his store of experience by analysing the bad things he notices as well as the good. These should not, of course, be reported, but he should be expected to make a weekly report on progress in order to help him crystallize his thoughts.
The works training should be supplemented by post-graduate courses in technology and management studies. At the end of the training period, the next phase should rest with a high-ranking committee responsible for executive development.
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