In a previous publication, the author defined job accomplishment ability as an aggregate of the various capabilities possessed by a person, and outlined the following pertinent points: A person's job accomplishment ability is a network composed of the various skills and capabilities possessed by that individual. This network of capabilities is called a job accomplishment schema, and the various capabilities comprising this network are called job accomplishment constituent schemata. People reorganize their abilities as called for by the circumstances of the work. In other words, the job accomplishment constituent schemata change appropriately in response to changes in the working conditions, the individual's career, and other elements. In that sense, a job accomplishment schema is unique and personal to each individual. This document focuses on the development of abilities, which is closely related to the evaluation of abilities, and covers results based on specific data. The principal analysis results were determined, compared, and analyzed using job accomplishment constituent schemata, keeping in mind items of job performance which a supervisor (general manager) looks for in a subordinate (newly appointed section manager) and items considered necessary by the subordinate (newly appointed section manager) to carry out the duties of the job. Supervisors and subordinates envision differently the capabilities which need to be developed in the course of executing the job. The contents of the schemata believed necessary by supervisors are different form those believed necessary by subordinates. Supervisors emphasize an attitudinal approach to the work (functions required of an organizational leader), while subordinates focus on skills required in the performance of the job (abilities needed in order to become an outstanding supervisor of the actual work) The degree of agreement among supervisors with regard to expectations concerning subordinates exceeds the degree of agreement found among subordinates with regard to expectations concerning themselves. (Expectations on the part of supervisors are fairly consolidated, while those on the part of subordinates show a higher-rate of disparity.) When the job accomplishment constituent schemata selected by supervisors and those selected by subordinates were plotted according to the average number selected (quantity of selections) and the average (sequential priority assigned), the features of the above analysis results are easier to see. When the average priority sequences of the job accomplishment constituent schemata selected by supervisors and those selected by subordinates were cross-referenced, they were summarized into two types of schema: schema that both supervisors and subordinates consider important and that can be called "the core of development" and schema that the supervisors consider important, but subordinates do not and that can be called "important targets of development".

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This paper aims to describe the role of the National Society for the Promotion of Industrial Education (NSPIE) in the formation of public vocational education system in the United States. NSPIE, organized in 1906, was composed of industrialists, educators, social workers, and leaders of labor unions. The aims of this organization were: 1) to bring to public attention the importance of industrial education, and 2) to promote the enactment of laws for state and federal aid to vocational education. Discussions on the effective type of insitutions for vocational education was held in each annual meeting. In the first annual meeting, held in January 1908, advocates and opponents of trade schools and separation of vocational and general education expressed their views. But, the definition of trade school was not clear, although this society came to support the idea of an independent trade school from the general system of public education. The definition of trade school became clearer in the second annual meeting, held in November 1908. In this meeting, a trade school was defined as an all-day school for preparing pupils for a particular trade. In the third annual meeting held in December 1909, two kinds of schools for vocational education was proposed. One of them was intermediate industrial school, which aimed to provide prevocational education for youth between 13-16 years of age. The other was a trade school, in which definite trade training was offered for pupils of 16 years of age or older who had chosen a trade. Both of them were all-day schools. But, many advocates of part-time schools, evening schools, and corporation schools stated their cases in the fourth annual meeting, held in November 1910. Part-time schools were institutions for young laborers under 16 or 18, providing instruction during their work time. Evening schools aimed to give adult workers instruction in general subjects supplementing their job. The advocates of these kinds of institutions emphasized that the combination of school instuction and shop work in the factory made vocational education quite effective. Thus, NSPIE had four choices: all-day schools, part-time schools, evening schools, and corporation schools. But this organization dropped corporation schools from its argument for vocational education and confined their scope to public vocational education. It seems likely that the American Federation of Labor's opposition to corporation schools had some influence on this decision. That is the reason why "Princpiles and Policies That Should Underlie State Legislation for a State System of Vocational Education", approved by the sixth annual meeting in 1913, stated that there should be three kinds of institutions, i.e., all-day schoools, part-time schools, and evening schools. "Report of the Commission on National Aid to Vocational Education", which was issued in 1914 and which made recommendations on the enactment of a law for feredal aid to vocational education, made the same proposal. This report provided a major framework of the Smith-Hughes Act, the first law for federal aid to vocational education. In this way, the discussion on the efffective types of institutions for vocational education in NSPIE played an important role in the formation of the public vocational education system under the Smith-Hughes Act.

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The work arrangement is naturally a highy important matter at any industrial production workshop or any school teaching in the area of industrial production technology. But little has been clarified as to how setting such a work arrangement will affect the conciousness of work, or the psychological aspects, including the emotional aspect, on the part of the trainess concerned. The author has focused his current research into industrial tecnhology training on those effects of the work arrangement, in the case of Japanse secondary school students in their lower or middle teens during their drills in some kind of indusutrial production technology. The author carried out his experiment on agrrup of 168 second-year graders of a school, who total beginners in such training, in the area of metal working. He divided the group into two comparative teams -a "work arrangement" given team and a control team not given such an arrangement. With the work arrangement given team, he had developed three hypotheses on possible effects of such an arrangement if imposed: Hypothesis 1: Setting the work arrangement will bring favorable effects on the learners' psychology, such as intensifying their realization of the significance of training, the efficacy of their drilling work, building up their peace of mind through satisfaction, and thus, their sense of self-discipline and forward-looking stance toward learning. Hypothesis 2: Setting such a work arrangement will sometimes bring unfavorable effects on the learners' psychology, including a feeling of additional work pressure or of difficultis. Hypothesis 3: The work arrangement in comprison with the simple planning, features greater efficacy in clarifying the structure of the learners' consciousness of work to show its close relationship with their realization of the significance and value of their work their peace of mind and sense of self-discipline. The author is thus confident his three hypotheses have been clearly proven true. He thus concludes that the introduction of the work arrangement into industrial production drills promises some overwhelmingly beneficial effects on the learners in their initial training stage as a decidedly effective means of prompting their studies.

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