In this study, off-the-job training (Off-JT) and supportive followup environment were designed for transferring newly developed work practices to trainees with the goal of decreasing the inhibitors that trainees might experience while producing new practices. The training was for the user-experience approach (UX) in humancentered design. The trainees who were information technology engineers worked at a company manufacturing information systems. The conventional researches had reported that the transfer of UX training to the workplace was difficult in the information systems’ development. The company had been unable to generate UX practices using only Off-JT. By analyzing and categorizing the training team’s responses in interviews conducted in this study, it was theoretically recognized that trainees experienced psychological difficulties in unlearning their tacit knowledge of engineering and faced organizational inhibitors lodged within UX activities. The strategy to facilitate the learning and development of new practices by trainees had two parts. The first was authorizing the challenges faced by trainees within the company, including the performance of cross-divisional activities by trial and error. The second was monitoring weekly reports uploaded by trainees to their web pages. This allowed the training team in the company to provide social support for one year from the date of the challenge in order to develop various UX role models rather than simply trying to educate trainees about UX. Trainees were required to generate UX practice plans, secure permission from their division superiors, and continue promoting the plan for approximately one year following Off-JT completion. The training team was interviewed about trainees’ practice sessions approximately one year after their plans had been authorized. The results showed that 53% of the trainees produced original UX practices that were adaptive to their workplace situation as new role models and that they positively influenced their colleagues and other division members.

View full abstract

This research analyses characteristics of fishery high schools based on the reform of composition of department and curriculum during high school restructuring period since 1990s. Fishery education in upper secondary schools can be categorized into four types. As a representative example, this research investigated curriculum and course situation of Hachinohe fisheries high school, Fukuoka　prefecture fisheries high school, Wakasa high school and Oshima marine international high school. The former two schools exist as independent fisheries high schools. But these types are different. The latter two schools are carrying out a new type of fisheries education through high school restructuring.

View full abstract