Handbook of printed circuit manufacturing / Raymond H. Clark.
By: Clark, Raymond H.
Material type:
BookPublisher: [S.l.] : Springer, 2012Edition: Softcover reprint of the original 1st ed. 1985.Description: 620 p. ; 23 cm.ISBN: 9401170142 (paperback); 9789401170147 (paperback).Online resources: Amazon.com Summary: Of all the components that go into electronic equipment, the printed circuit probably requires more manufacturing operations-each of which must be per� formed by a skilled person-than any other. As a shift supervisor early in my printed circuit career, I had to hire and train personnel for all job functions. The amount of responsibility delegated to my subordinates depended strictly on how well I had been able to train them. Training people can be a trying experience and is always a time-consuming one. It behooved me to help my workers obtain the highest degree of job under� standing and skill that they and I were capable of. One hindrance to effective teaching is poor continuity of thought, for example, having to say to a trainee, "Wait a minute; forget what I just told you. We have to go back and do some� thing else first. " It was in trying to avoid pitfalls such as this that I undertook a detailed examination of the processes involved, what I thought each trainee had to know, and what questions they would most frequently ask. From this analysis I developed the various process procedures. Only after I had done so was I able to train effectively and with the confidence that I was doing the best possible job. Answers had to be at hand for all of their questions and in what� ever detail they needed to know.
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Central Library, QUEST, Nawabshah
Welcome to the Central Library, QUEST, Nawabshah, Sindh, Pakistan |
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Of all the components that go into electronic equipment, the printed circuit probably requires more manufacturing operations-each of which must be per� formed by a skilled person-than any other. As a shift supervisor early in my printed circuit career, I had to hire and train personnel for all job functions. The amount of responsibility delegated to my subordinates depended strictly on how well I had been able to train them. Training people can be a trying experience and is always a time-consuming one. It behooved me to help my workers obtain the highest degree of job under� standing and skill that they and I were capable of. One hindrance to effective teaching is poor continuity of thought, for example, having to say to a trainee, "Wait a minute; forget what I just told you. We have to go back and do some� thing else first. " It was in trying to avoid pitfalls such as this that I undertook a detailed examination of the processes involved, what I thought each trainee had to know, and what questions they would most frequently ask. From this analysis I developed the various process procedures. Only after I had done so was I able to train effectively and with the confidence that I was doing the best possible job. Answers had to be at hand for all of their questions and in what� ever detail they needed to know.
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