Cite our materials:

Chew, B. C., Hamid, S. R., Loo, H. S. and Rahmat, S. 2016.

Writing and Presenting and Industrial Training Report.1st ed.
Universiti Teknikal Malaysia Melaka Press.
WRITING AND PRESENTING AN INDUSTRIAL TRAINING REPORT

BOON CHEONG CHEW

SYAIFUL RIZAL ABDUL HAMID

HEOY SHIN LOO

SUHARNI RAHMAT
TABLE OF CONTENTS

PREFACE......................................................................................................................... i

FOREWORD.................................................................................................................. iv

ABOUT THIS BOOK ...................................................................................................... v

ACKNOWLEDGEMENT .............................................................................................. vii

AUTHORS ................................................................................................................... viii

1 INTRODUCTION TO INDUSTRIAL TRAINING REPORT ................................... 1

1.1 Introduction ...................................................................................................... 1

1.2 Getting Started with Writing an Industrial Training Report ........................... 2

1.3 Practical Hints for Write-Up Planning ............................................................. 3

1.4 Structuring an Industrial Training Report ....................................................... 5

2 INTRODUCTION OF WRITING AN ABSTRACT AN ACKNOWLEDGEMNT ...... 7

2.1 The Abstract ...................................................................................................... 7

2.2 Acknowledgement ............................................................................................ 9

3 WRITING AND PRESENTING AN INDUSTRIAL TRAINING REPORT ........... 10

3.1 Chapter 1 – Introduction of the Organisation................................................ 10

3.1.1 Brief history of the organisation .............................................................. 10

3.1.2 Organisation background and nature of the businesses ......................... 10

3.1.3 Competitive advantage of the organisation .............................................. 11

3.2 Chapter 2 – The Industrial Training Program ............................................... 12

3.2.1 Objectives of the Industrial Training Program ....................................... 13

3.2.2 Scope of responsibility ............................................................................. 13

3.2.3 Theories about the scope of responsibility, duties or tasks .................... 15

3.3 Chapter 3 – Innovative Practices and Suggestions ........................................ 16

3.4 Chapter 4 – Conclusion .................................................................................. 17

3.5 References ....................................................................................................... 18

3.6 Appendices ...................................................................................................... 18

4 TIPS FOR WRITING AN INDUSTRIAL TRAINING REPORT ............................ 19

4.1 Writing up the Report..................................................................................... 19

4.2 Write-up Completion ...................................................................................... 21

4.3 Meeting the Assessment Criteria .................................................................... 23

4.4 Oral Presentation of the Presentation ............................................................ 24

5 TECHNICAL WRITING ........................................................................................ 27

5.1 Reporting Verbs .............................................................................................. 27

5.2 Example of Using Reporting Verbs in Academic Writing .............................30

5.3 Grammar of Using Reporting Verbs .............................................................. 31

5.4 Tips when Using Reporting Verbs .................................................................. 33

REFERENCES .............................................................................................................. 34
PREFACE

Attending an Industrial Training program during the studies is one of the

academic requirements that has to be fulfilled by the students. Most of the students

will be granted with one-opportunity during their studies to participate in an

Industrial Training program. The program will place them away from the university

and routine classes. As such, this valuable opportunity provides a real-working

exposure to the students at the actual-working-setting, in order to equip them as the

future employees for a job market after they graduated. The students are excited and

curious with such actual-working exposure. As such, they need to be guided and

supervised well with the aim to achieve the Industrial Training objectives, as well as

to produce and present a good quality Industrial Training report as an academic

record.

An Industrial Training report is a document that has to be submitted to the

university in order to evidence a student’s knowledge, skills and experience gained

throughout the Industrial Training program. Generally, students can write the

Industrial Training report by following through the guidelines provided by the

university. Since nearly a hundred samples of Industrial Training reports (nationally-

internationally) and across disciplines (from Engineering to Social Science) have

been reviewed; it is concluded most of the universities have their guidelines

established which emphasis the ‘format and layout of the report’ that students must

comply with. Generally, the layout of the report consists of a few chapters such as an

abstract, chapter 1 introduction, chapter 2 information of the organisation, chapter 3

which highly emphasises the tasks and activities performed and finally a conclusion

i
chapter. Meanwhile, format of the report covers the required font sizes, the font

types, the headings, the margins, the alignments, the line spacing and others.

What seems lacking on these guidelines is-it hardly spells out the expected

content quality of the report where the students should follow. What makes this

situation more difficult is, the format and the layout of the report do not reflect the

expected quality of the report where the students have to working through.

Consequently, writing a good quality Industrial Training report academically (by the

students) and subsequently evaluating it (by the academic and organisation

supervisors) empirically are difficult. Without a clear content quality of the report,

not only this has challenged many students, but also the assessors on determining

the criteria of a good quality Industrial Training report.

By looking at the key objective of an Industrial Training program, which is ‘to

provide a student an opportunity to work in the industry and to receive practical

training under a supervision of qualified staffs’; it is inadequate if an Industrial

Training report merely describes what the student has done on duties or tasks

accomplished during his or her time at the organisation. With different types of

industry students will be attached, while not to forget students come from different

disciplines and programs; inevitably, that would influence the variety of quantity and

quality on the duties or tasks accomplished. Fundamentally, the question of ‘What

makes a good quality Industrial Training report’ is still not answered. There is a

serious lack of insight and substantial reflection is missing during the report writing

process if the students merely follow the ‘format and layout of the report’ provided by

respective academic institutions.

ii
 Driven by these problems, this book is written. This book is designed to assists

students in writing a good quality Industrial Training report. This is to ensure that all

the outcomes not only can be converged to achieve the key objective of Industrial

Training program successfully, but also to fulfil the practical requirements in a real

working environment-where these results on knowledge and skills transfer could be

scripted and presented in a report. It is hoped that this book is helpful to guide a

student on an Industrial Training report writing, while the concept of this book can

be adopted into various discipline accordingly. By the end of this book, a student

should be able to:

(a) Adopt an appropriate content quality for an Industrial Training report;

(b) Write up an Industrial Training report that presents an authoritative account of

the Industrial Training program academically and empirically;

(c) Write in a way that a student can reflect on all he or she has learned throughout

the Industrial Training Program;

(d) Design an oral presentation of an Industrial Training report;

(e) Ensure that an Industrial Training report and presentation meets the necessary

assessment criteria.

iii
FOREWORD

Mr. Mohd Amin Mohamad

Director

Industry and Community Network

Universiti Teknikal Malaysia Melaka (UTeM)

“The guidelines for writing industrial training report will be very useful to the interns

in preparing their reports write up. The guidelines will complement the basic

guidelines which already been inserted in their logbooks. This book should also be

used by the interns from other faculties as their reference in writing their internship

report. Thank you to Dr. Chew and the team for their initiative in writing this book

for the benefits of UTeM's interns. Their effort is very much appreciated.”

Pn.Mislina Atan @Mohd Salleh

Lecturer and Coordinator for Faculty Industrial Training Program

Faculty of Technology Management and Technopreneurship

Universiti Teknikal Malaysia Melaka (UTeM)

“Students should be able to come out with good report because they know what to

include after looking at your guidelines. I believe the critical thinking has occurs

within the means. Well done Dr. Chew and the team.”

iv
ABOUT THIS BOOK

This book is designed to assist students in writing a good quality Industrial

Training report. It is believed that a good quality Industrial Training report should be

grounded with a substantial reflexivity academically and empirically, in order to

present the content of what the student has learned throughout the entire Industrial

Training Program.

Guided with this believe, the authors propose the framework of A.P.I. that

can be used in the report writing which encompasses the Application of Theories,

the Problem Solving and the Innovative Practices and Solutions. The

adoption of API in Industrial Training report writing is aimed to hit four objectives:

(a) To demonstrate what a student has learned by linking all the duties or tasks

conducted which relate to the theories learned (the adoption of “Application of

theories”);

(b) To building up hands-on problem solving skill which is practical and effective

(adoption of “Problem solving”);

(c) To sharpen the skills of critical thinking-being innovative and creative

(adoption of “Innovative practices and solutions”);

(d) To contribute to the organisation for continuous improvement, so that the

organisation is also learning from the student who has undergone the

Industrial Training Program.

v
 Application of Theories (A)

Problem Solving (P) Innovative Practices and Solutions (I)

Figure 1: The Concept of API

After a few years of hands-on API implementation (as an effort of Outcome-

Based Education) onto the faculty students and supported by a series of research

conducted at the organisations (where the students have completed their Industrial

Training Program); it is evidenced that students achieved better results, being more

confident in report writing and presentation. Most importantly, students are capable

to relate clearly their duties or tasks performed at the organisations with the theories

they learned from classes. The appreciation of knowledge and put it into practices

have resulted a better understanding in learning. Furthermore, the innovative

solutions were highly welcomed and appreciated by the organisations, as the

outcomes demonstrated students have played a proactive role in providing some

innovative and fresh ideas (based on critical, innovative and creative thinking) to the

organisational management in order to improve the operations of the organisation.

The authors strongly believe ‘the Industrial Training program is a platform

where theory takes practice’. It is when relevant problems being resolved by the

knowledge with skills applied and the personal experience converge; that learners

discover the lessons they have learned truly have many practical applications.

vi
ACKNOWLEDGEMENT

This book could not have been written without the encouragements from

hundreds of students who have attended the Industrial Training program on past few

years, as well as the support from the organisations which the students have

completed their Industrial Training.

Special gratitude to Dr. Mohd Syaiful Rizal Abdul Hamid (the Co-author) who

has provided the valuable time and efforts to complete this Industrial Training

Guideline report fruitfully. Deepest thanks to Heoy Shin Loo and Suharni Rahmat

(the Co-authors) who have helped in editing and structuring this book.

In addition, insightful suggestions provided by the Universiti Teknikal

Malaysia Melaka (UTeM) Publisher, especially Madam Ruziah Ali and Madam

Faradila Md. Yusof in order to make this book successful.

vii
AUTHORS

Dr. Boon Cheong Chew (known as B.C.Chew) is presently the Deputy Dean

(Research and Postgraduate Studies) of Faculty of Technology Management and

Technopreneurship, Universiti Teknikal Malaysia Melaka. He received his PhD from

University of Edinburgh in 2012. His primary research interests are (a) renewable

energy development and deployment, (b) clean technology innovation and

introduction, (c) green and sustainable practices, (d) human technology innovation

and introduction; which all are angled from social science and management studies.

Dr. Mohd Syaiful Rizal Abdul Hamid is presently the Dean of the Faculty of

Technology Management and Technopreneurship in Universiti Teknikal Malaysia

Melaka. He received his PhD in School Engineering, Design Manufacture

Engineering Management from University of Strathclyde in 2011. His fields of

expertise are technology-quality management and sustainability development.

Heoy Shin Loo is a Graduate Intern under Knowledge Transfer Program at

Faculty of Technology Management and Technopreneurship, Universiti Teknikal

Malaysia Melaka. She is now working on the topic of Private Land Transport System

Transformation for Sustainable Development and Community Welfare.

Suharni Rahmat is a Research Associate under a National Research Grant

(Fundamental Research Grant Scheme-FRGS) at the Faculty of Technology

Management and Technopreneurship. She is now a PhD student who is working on

Green and Sustainable Food Production and Food Management.

viii
1 INTRODUCTION TO INDUSTRIAL TRAINING REPORT

This chapter is to introduce how to get started for the industrial training

report and hints for write-up planning. The structure of the report also will introduce

in the last part of this chapter.

1.1 Introduction

Writing a report is the most effective way of presenting one's thoughts as the

writing process requires an author to think continuously. This is the position a

student is in when writing up an Industrial Training report. Throughout the process,

the reflexivity takes place. A student has to explain a highly complex set of ideas and

facts to the supervisors who have much knowledge of the work.

There are few issues concerned in writing an Industrial Training report.

Firstly, getting started in the writing process (When to start the write up? What

materials are required? Which section in the report has to be written first and last?).

Next, understand the importance of generating a plan, then writing a report with

structure and content suggested (What are the technical aspects have to be embed

into a report? What are the evaluation criteria for an Industrial Training report?) and

finally present it.

Each of the phases requires high commitment in order to produce a report

that meets the assessment criteria. Obviously, the worry of report submission and

making an oral presentation at the end of the Industrial Training program is

daunting. Fortunately, some of this apprehension can be overcome by thorough

1
preparation in order to make sure successful compliance with the assessment

criteria, as well as the confident delivery of the oral presentation.

1.2 Getting Started with Writing an Industrial Training Report

Writing is the process of materialising thinking into a tangibly scripted form.

It is time consuming as it requires the author to reflect continuously by going

through the analytical and synthetical process. Hence it is advisable that an

Industrial Training report should be gradually developed throughout the Industrial

Training program, rather than leaving it until the end.

Since the main objective of an Industrial Training program is ‘to provide a

student an opportunity working in the industry and to receive practical training

under a supervision of qualified staffs’; with this key objective in mind, the report

must be able to reflect ‘what a student has learned’ from the supervision process

instead of ‘what a student has done’ throughout the entire program.

Undoubtedly, reflexivity throughout writing-on what has been learned,

demonstrates a higher level of thinking. The analysis and reflection entail the value

of critical thinking, which lead to higher quality of academic writing than merely the

simple description on the duties or tasks that have been completed. Besides, every

single duty or task that being accomplished has the theories that have been applied.

This to comply with the philosophy of ‘theory takes practices’, when relevant

examples and personal experience converge that learners discover what they have

learned, indeed has practical applications.

2
1.3 Practical Hints for Write-Up Planning

This section suggests five hints which aim to assist a student in planning the

write up of an Industrial Training report.

(a) Allocate time for writing

Writing requires sustained concentration. The amount of time needed to make

real progress in writing depends on the way of working. Either a student

devoted him or herself to write a few hours daily to achieve the targeted

number of words every day, or write till he or she drops from exhaustion….the

rule of thumb is, time must be allocated for consistent writing. The feeling of

joy and ease will be felt once the Industrial Training report is completed

before the submission deadline approaches.

(b) Write when the memory is fresh

Since writing should be gradually developed throughout the Industrial

Training program, (rather than leaving it until the end); it is important to

write at the time of day when the memory is at its freshest. Many students find

it is helpful to keep a diary or logbook which records daily activities during the

Industrial Training program. This record will be resourceful for the report

writing.

(c) Establish a conducive writing place

Most of us have a familiar place to write. This familiar place provides

psychological comfort that will enhance the productivity. Before start writing,

all distractions such as the social media has to be switched off; as well as to

3
 isolate oneself from friends for some time. Most importantly is to identify

what the distractions are and to remove these distractions before and during

the writing process.

(d) Setting goals

Most writers set themselves targets for the period of writing (time spent),

number of words written or pages completed. Obviously, this is the height of

self-discipline. In generally, a student may be self-disciplined in setting sub-

goals during the day. Obviously, it is better to be realistic about these goals-

neither too ambitious nor unambitious at all.

(e) Generate a writing-up plan

Since writing every part of an Industrial Training report is time and effort

demanding, a plan constructed before start writing is encouraged. The plan

can be simple as devising the headings or subheadings (like building up the

table of content) that match with the layout of the report required. Besides,

mind-mapping technique can be used to link all the ideas generated in order

to devise a structure for a section. Furthermore, Gantt chart is used to

establish a time management on writing tasks. Most importantly, the plan will

act as a framework to guide the entire writing progress. It also provides an

overview to categorise information and tidy up new inputs found.

4
1.4 Structuring an Industrial Training Report

Hereby, the layout of an Industrial Training report takes in these chapters:

(a) Cover Page

(b) Table of Content

(c) Abstract

(d) Acknowledgement

(e) Chapter 1: Introduction of the Organisation

(f) Chapter 2: The Industrial Training Program

(g) Chapter 3: Innovative Practices and Suggestions

(h) Chapter 4: Conclusion

(i) References

(j) Appendices

Generally, in writing up the introduction, a few sentences can be included at

the beginning of every chapter that describe accurately the objectives of the

particular chapter, and some of the major points that are going to be covered.

Meanwhile, at the summary of each chapter, a student can make a succinct content

and a brief indication of how this chapter links to the next. This repetition seems

rigid, yet they are meant to help the reader in constructing a clear overview and

comprehensible flow when reading through the Industrial Training report.

In addition many universities require the student to have a diary or log book

as parts of the Industrial Training assessment. Therefore, the structure proposed

above should not inhibit the student from adopting something different.

Alternatively, either subdivides the chapters into more relevant chapters, or

5
combines some of the chapters into a big complex chapter, all depend the way in

presenting the report.

Clearly, the precise structure adopted is less important than the necessity of

content quality for the evaluators to be absolutely clear about what has been written

in meeting the assessment criteria. With this in mind, whichever structure that is

going to be constructed should demonstrate a logical flow that enables the assessors

to identify the report flow clearly.

This book provides guide in writing up every chapter by outlining its purpose

and content. As the writer should amend the work continually until the section and

the entire Industrial Training report express the ideas with clarity and accuracy.

6
2 INTRODUCTION OF WRITING ABSTRACT AN

ACKNOWLEDGEMNT IN THE REPORT

This chapter is the preface part in the industrial training report. This is the

first part as this part is the overview of the overall students report. This chapter will

elaborate on how to write abstract and acknowledgement.

2.1 The Abstract

Generally, an abstract attracts most of the readers since it is placed at the front

of an Industrial Training report. An abstract is the summary of a complete report

consists of five parts, and they are:

(a) Introduction

Summarise, preferably in three or four sentences,

• Brief history of the organisation (optional)

• Organisation background and nature of the businesses

• Competitive advantage of the organisation

This section should be matched with Chapter 1 of the report.

(b) Objective(s) of the Industrial Training Program

State the objective(s) of the industrial training program. This information

could be obtained from the Industrial Training handbook of school or faculty.

7
(c) Assignments Completed in the Organisation with Relevant Theories

Explain the responsibilities, duties or tasks completed during the Industrial

Training program at the organisation. Relate these responsibilities, duties or

tasks with the key theories by citing some scholars who advocate these

theories. This section should be matched with Chapter 2 of the report.

(d) Innovative Practices and Suggestions

Summarise some innovative practices, which have adopted in performing the

responsibilities, duties or tasks; or propose some innovative suggestions to

organisation on the existing unresolved problems for its continuous

improvement. This section should be matched with Chapter 3 the report.

(e) Conclusion

Summarise on what have learned throughout this Industrial Training

program, areas that improvement can be made due to job demand, usefulness

of this Industrial Training program in advancing the understanding on the

profession (and future job prospect), the key theories that related to the

responsibilities, duties or tasks completed, professional and ethical conduct,

and to reflect the attainment on the objectives of an Industrial Training

program. This section should be matched with Chapter 4 of the report.

8
 In addition, advocated by Smith (1991), there are four principles for writing a

good abstract:

(i) An abstract should follow the suggested outline (as above).

(ii) An abstract should be short. Usually it is presented in one paragraph on one

page. Obviously, some universities stipulate a maximum length with words

limit, which calls for compliance with such requirement.

(iii) An abstract must be precise so that the reader could get an accurate

impression of the report's contents from reading the abstract. Therefore,

several drafts have to be written in order to eliminate words that are not

necessary, and to convey the report’s content as clear as possible.

(iv) An abstract must be self-contained, with the capability to demonstrate a

complete summarised content of the report. As such, it is suggested the

abstract should be written after the entire report is completed.

2.2 Acknowledgement

Acknowledgement is placed at the beginning of an Industrial Training report,

immediately after an abstract. This section aims to show appreciation to those1 have

been helpful in completing the Industrial Training program. An expression on the

appreciation has to be written in a concise and professional manner and avoid strong

emotional expression.

1 People who are often acknowledged: the organisation supervisor, the academic supervisor, supporting staff at
the organisation, co-workers/colleagues, family members, friends and others (institutions, authorities,
government bodies).

9
3 WRITING AND PRESENTING INDUSTRIAL TRAINING

REPORT

This chapter emphasize on body of the report, which consists 6 parts. There

are Chapter 1 - Introduction of the Organization; Chapter 2 - The Industrial Training

Program; Chapter 3 - Innovative Practices and Suggestions; Chapter 4 - The

Conclusion; References and Appendices.

3.1 Chapter 1 – Introduction of the Organisation

Introduction is the first part of an Industrial Training report that allows the

readers to get the general idea of what the report is about. Apart from include an

overview to guide the reader through the rest of the report; the introduction chapter

gives a clear idea about the organisation background-where the Industrial Training

program took place. Some of the suggested contents are:

3.1.1 Brief history of the organisation

Describe the history of the organisation briefly and concisely.

3.1.2 Organisation background and nature of the businesses

Explain the organisation’s business, size of the organisation, organisational

chart, types of product the organisation produced or the service offered.

10
3.1.3 Competitive advantage of the organisation

Highlight the competitive advantage of this organisation in order to

understand the strength of this organisation that sustains its operations until

today.

3.1.3.1 Definition of Competitive Advantage

Competitive advantage is a position an organisation occupies against its

competitors. Therefore, competitive advantage is a set of distinctive characteristics

the organisation has within an industry (for its market position, operational

resources) that allows the organisation to be placed above the competition-which it is

capable to produce and deliver products or services that are better than its

competitors’. Therefore competitive advantage must be unique and sustainable, and

it can be explained in many ways depends on strength of the organisation which

includes:

(i) The unique characteristics of the organisation

(ii) The market position

(iii) The operational resources

(iv) The products produced or service offered

(v) The organisation unique capabilities

3.1.3.2 Relationship between Core Competency and Competitive Advantage

In order to understand core competency, resources and capabilities are

served as a source of competitive advantage for an organisation over its rival.

However, not all resources and capabilities are core competencies. Resources are

11
only half the battle. Therefore, the organisation must also have the capability to take

those resources and use them effectively.

Subsequently, core competency is created through the unique or distinctive

capability to take those tangible and intangible resources; and use them effectively in

way that no other firm can replicate. Core competency is unique, distinctive and it is

the fundamental factor to a firm success. This is further evidenced, the existence of

the organisation which the student conducting the Industrial Training program must

posse the characteristics that sustain its competitive advantage. Therefore critical

and analytical mind is needed to investigate this aspect, and to appreciate the

strengths of the organisation which sustain its operations until today.

3.2 Chapter 2 – The Industrial Training Program

Recall the API framework, this chapter focuses at the Application of Theories

(A) and Problem Solving (P). The concept of ‘problem’ has to be reconceptualise

which is beyond the initial meaning of difficulty or trouble as normally understood.

Instead ‘problems’ are duties or tasks that need to be executed at work.

Thus, the main purpose of this chapter is to relate the theoretical contexts into

practical implementation throughout the duties or tasks executed. In other words,

this also means a student needs to demonstrate to the evaluators the capacity of

theories application (knowledge that learned from the classes) and skills utilisation

(problem solving skills that learned under the supervision of the organisation

supervisor) in resolving the problem at work.

12
 In addition, the importance of duties or tasks to the organisational operations

has to be justified. In this chapter, some other contents that can be placed within are:

3.2.1 Objectives of the Industrial Training Program

The objectives of the Industrial Training program have to be stated in a report.

This information usually is available from the Industrial Training handbook of the

school or faculty. While writing-up an Industrial Training report, reflection on all the

duties or tasks performed and the responsibility held must comply with these

objectives. For example: To apply student’s theoretical and practical knowledge in

real working environment.

3.2.2 Scope of responsibility

Based on the organisational chart which has been mentioned in Chapter 1,

further description is needed such as: under which particular department, which unit

and under whose supervision a student was located during the Industrial Training

program. Next, the scope(s) of responsibility with the subsequent duties or tasks

have to be clarified.

If an Engineering Design is the major scope of responsibility during the

Industrial Training program. Subsequently, elaboration in detail all the significant

duties or tasks undertaken are required. For example, the duties or tasks which

might be involved under the Engineering Design include information collection from

customers, internal operations establishment, system engineering design, new

product development, control system application, drawing or design release and

13
review, configuration management and management audit. Every task has to be

explained in detail.

In addition, some examples of duties or tasks which can be noted such as: the

algorithms developed, hardware or software used, methods applied, tools used,

engineering standards complied, training received, configuration and maintenance

tasks performed, level of proficiency attained by the end of the Industrial Training

program…all of these have to be detailed in this section.

Generally, there are three ways to present these duties or tasks accordingly:

(i) Presenting the duties or tasks as a process

Some of the duties or tasks assigned are strongly connected from one to

another as they are appeared as the routine of repetitive operations. For

example: material sampling and testing, then quality inspection and finally

report writing. These duties or tasks can be described as process flow and

presented with a flow chart.

(ii) Presenting the non-related individual duty or task

Some of the duties or tasks assigned appeared as a set of independent

activities which does not have direct and indirect connection from one to

another. For example, Task 1: technical drawing, Task 2: manpower

recruitment along the Industrial Training program. The specialisation of these

particular tasks allows one to be more focused and concentrated. Therefore,

these non-related duties or tasks can be described and presented in tree chart

or tree-mapping.

14
(iii) Presenting the duties or tasks as Project

Some of the duties or tasks assigned appeared as a set of activities designed

within a project. For example, public health campaign, software development

or an Environmental Impact Assessment for a construction project. Due to the

nature of a project which has a defined beginning time and end time, specified

objectives with predetermined resources allocation, these duties or tasks can

be described and presented in Gantt chart.

It is also possible that in an Industrial Training report will contain more than

one types of duties or tasks elaboration as explained above. Although relevant

organisational reports, tables, figures, diagrams and pictures are encouraged to be

placed within this chapter or in an appendix section, an approval must be obtained

from the organisation supervisor in using these materials.

3.2.3 Theories about the scope of responsibility, duties or tasks

In this section, it is important to relate the theories with the duties or tasks

executed. The relevant theories have to be cited academically, as well as to mention

sources referred. Hence, the most common ways to incorporate theories into writing

is to use reporting verbs. A list of reporting verbs is provided at the appendices of this

book. In general, there are three ways of citing your scholars with the relevant

theories:

(i) According to Khalil (2000), management of technology is….

This way of citing is normally used at the early 1st sentence of a citation.

15
(ii) Khalil (2000) comments [reporting verbs] that, management of technology

is… This way of citing could be used at the early 1st sentence of a citation, as

well as the middle section of a citation.

(iii) …where management of technology is important for an organisation (Khalil,

2000). This way of citing is normally used at the last sentence of a citation.

3.3 Chapter 3 – Innovative Practices and Suggestions

Recall the concept of API, this chapter emphasis the Innovative practices and

solutions. Innovation is a continuous improvement on process (operations), product

or service offered by an organisation. Firstly, this is meant to sharpen the skills of

critical thinking (being innovative and creative) in problem solving. Secondly, this is

also meant to contribute to the organisation for continuous improvement, so that the

organisation is also learning from the student. In this chapter, two perspectives can

be angled:

(a) Innovative practices

Explain some innovative practices which have been adopted in performing the

responsibilities, duties or tasks that brought benefits to the organisation.

(b) Innovative suggestions

Propose some innovative suggestions for future organisation implementation

which have the potential to resolve the problems or weaknesses that still exist

in the operations under the responsibilities, duties or tasks performed.

16
 It is expected, after a student has gone through the industrial training

program and performed responsibilities, duties or tasks in the organisation; the

ability in detecting any problem or weakness that still exists and yet to be resolved by

the organisation can be heightened.

The authors received many positive comments from the organisation

supervisors, as well as the organisations that welcomed this Innovative Practices and

Suggestions. Generally, this is not only going to be useful for the organisation

(contributing to the organisation’s operations and continuous improvement) but also

going to demonstrate the quality of a student’s idea through critical thinking.

3.4 Chapter 4 – Conclusion

Finally, this chapter this is meant to draw a conclusion on what a student has

learned throughout the Industrial Training program. Some of the suggested topics

which could be considered into this chapter:

(a) Areas to improve oneself due to job demand and exposure.

(b) Usefulness of this Industrial Training program in advancing the

understanding of the profession and ethical conduct.

(c) The key theories that related to responsibilities, duties or tasks.

(d) To reflect whether the objectives of an Industrial Training program have been

attained.

17
3.5 References

The format of references2 is meant to guide the academic writing in order to

present a range of other authors’ materials or sources that have been cited in an

Industrial Training report. Here, it is suggested that a student needs to check the

format of references required by the university for report writing beforehand.

Besides, it is a good idea to start managing the references at the beginning of the

writing process and collecting them as the writing process goes along. It will be a

time-consuming task for tidying if it is left until the report is completed.

3.6 Appendices

Appendices are a special section which is established and meant to present the

relevant materials that have been mentioned in a report. Many students struggled to

identify which document has to be placed at the main text, while which has to be

situated in the appendices.

Saunders et al. (2012) give a good explanation on this issue. Firstly,

appendices should be kept to the minimum. If they are important that your reader’s

understanding of the points you are making in the text makes their inclusion in the

report necessary, then they should be in the main body of the text. On the other

hand, if the material is ‘interesting to know’ rather than ‘essential to know’ then it

should be in the appendices.

2 American Psychological Association (APA) system, Chicago style, Harvard Referencing system, Modern
Language Association (MLA) style,

18
4 TIPS FOR WRITING AN INDUSTRIAL TRAINING REPORT

Writing is a form of information presentation manner that crystalised from

the thinking process. In this section, some suggestions or tips are provided in order

to improve the writing skills on an Industrial Training report.

4.1 Writing up the Report

(a) Use word processing

Most of us who ‘write on the screen’ know the advantages of using word

processing. Firstly, it is paperless which can save up resources. Secondly, it

allows the amendment or updating work while have these copies saved.

Thirdly, with the word count facility, spelling and grammar checker equipped;

one can use these to check on writing progress as well as to minimise the

spelling and grammatical errors. However, the biggest threat for word

processing is one may lose all work due to virus attacked, computer problem

or overrode the saved copy mistakenly. Therefore, backing-up all copies of

work is crucial.

(b) Length of the report

Generally, a university will provide guidelines on the word limit an Industrial

Training report should contain. Therefore, a student should comply with it. If

no such guideline is provided, then it is reminded do not fall into the trap of

writing a long report, as lengthy report is usually excessively verbose and

consists of complicated language. Presenting an Industrial Training report in a

19
 concise and a precise manner that prioritises the understanding of the readers

or evaluators is highly encouraged.

(c) Presenting data in tables and figures

Number the tables and figures by chapter, e.g. Table 1.1 and Figure 1.1 to

indicate they belong to Chapter 1. Whereas, Table 2.1 and Figure 2.1 belong to

Chapter 2 and so on is a good way of classification.

As a result, the report will be easier to read and trace if data is presented in

tables and figures. The explanation should present the results of data analysed

from the tables or figures and not merely spells out each data accordingly.

Besides, the referencing format in labeling the tables, figures (diagrams,

pictures, graphs, charts) must be complied with. In addition, a note of data

sources for the tables and figures must be presented in order to acknowledge

the sources of referencing.

(d) Writing-up with Clarity and simplicity

Most of us trying hard to present our idea on a report by using difficult words

and lengthy sentence-which meant to impress; whilst have forgotten that the

main objective of writing a report is to communicate with the readers and to

make sure they understand what is written. Firstly, it is advised that the

structures of sentence need to be clear, short and simple (concise) without

losing any of the meaning.

Secondly, jargon should be avoided in the report. Although some technical

terms are unavoidable, easy assumption that the readers will have adequate

knowledge as the writer does should not be made. In order to assist the

20
 readers, it is best to make the full description or explanation of the jargons or

abbreviations at the beginning of every chapter, at the footnote, as well as to

put a glossary of such terms in the appendices.

(e) Own Comment

In writing up an Industrial Training report, apart from citing from the

literature, opinion or comment is welcome in order to demonstrate an

understanding of the Application of Theories (A) within the Problem Solving

(P) and Innovative Practices and Suggestions (I) as mentioned before. Besides,

this helps to establish a solid storyline on report writing.

4.2 Write-up Completion

Before report submission, it is good to follow these few tips in order to make

sure the report presents the best quality with errors-freed.

(a) Checking on Spelling and Grammar

With the use of word-processing software that equipped with dictionaries,

thesaurus, spelling and grammar check facilities, an Industrial Training report

could be written with minimal spelling and grammatical errors. However, the

process of re-read the work and checking on spelling and grammar manually

helps to avoid any unintended mistakes3.

If you depend solely on the word-processing facilities (without any manual

checking effort), once the spelling or grammatical error is detected, this will

3 Some of the common misused words for example a lot/allot, moral/morale, practice/practise, advice/advise,
licence/license, past/passed, principle/principal, quiet/quite, weather/whether, and others.

21
 reflect the carelessness of yours and leave a bad impression on your writing

capability.

(b) Preserving the Organisational Confidentiality

Although relevant organisational reports, tables, figures, diagrams and

pictures are encouraged to be placed in an Industrial Training report, approval

must be obtained from the organisation supervisor before using these

materials.

During the Industrial Training at the organisation, a student may have met up

with other co-workers who provided some additional information and

guidance about the operations. With the words intend to be cited in the report,

permission must be obtained in order to disclose their identity in the report. If

the informants disagree to be named in the report, his or her identity must be

concealed.

Generally, in academic writing, pseudonyms can be created by naming the

informant designation (Manager 1, Engineer 1) or just a general tag (Co-

worker 1) whichever the informants feel comfortable. This will not detract the

quality of the report.

At the end, the organisation supervisor(s) may request sight of the Industrial

Training report before it is submitted. Open acceptance on this request will be

able to ensure the Industrial Training report will not violate any

confidentiality of the organisation. Besides, some of the mistakes in the report

could be corrected before the submission. Fundamentally, asking permission

and getting approval are some of the ethical practices in an academic writing,

22
 in order to be aware of any specific terms and conditions, sources of the

materials used and permission of adopting and publishing the materials in a

reports.

(c) Continual Revision

Since the Industrial Training report will be evaluated by organisation

supervisor(s) and academic supervisor, continual revision is vital in order to

refine and polish the report. This is because, the report is meant to

communicate with both evaluators and make them understand what have

written.

(d) Proof-reading work

The aims of getting someone to read through a report are to detect errors4, to

examine the quality 5 , as well as to provide any innovative idea for

improvement. Therefore, a proof-reader has to be constructively critical; while

a student must be able to accept constructive criticism with an open mind.

4.3 Meeting the Assessment Criteria

Both organisation and academic supervisors will assess the Industrial

Training report against the assessment criteria established. Therefore, it is essential

that a student must know these criteria and make best to comply with.

4 omissions, spelling errors, punctuation errors, grammatical errors and parts that are not easy to understand
5 whether work achieves its purpose, comply with what has planned and fulfill the assessment standards

23
 Fundamentally, the main objective of an Industrial Training program is ‘to

provide a student an opportunity working in the industry and to receive practical

training under a supervision of qualified staffs’. With this objective in mind, the

report therefore, must be able to reflect ‘what the student has learned’ from the

supervision process instead of ‘what the student has done’ throughout the program.

This is where the concept of API is meant for application and analysis of report

writing.

Besides, the objectives of the Industrial Training objectives have to be complied

with, the report is formatted correctly (does not exceed the maximum permitted

length and contains all of the chapters as specified). A final consideration is to

present the report confidently.

4.4 Oral Presentation of the Presentation

Generally, most of the students have to present their Industrial Training

report orally as part of the assessment. There are some tips about the oral

presentation.

Tips for Oral Presentation

(a) Preparation for Presentation

The oral presentation of an Industrial Training report is the session which is

meant to share all the Industrial Training experience. In fact, presentation is a

24
 timely controlled session which a student has to present verbally on what is

written in the report.

It is suffice to say that a student should give the evaluators an overview of the

report in a way that it will capture their interest. Keep it simple and clear is the

key. As such, it is not the entire report that need to be presented. Being

selective on the most interesting parts6 which emphasized on the Application

of Theories, Problem Solving and Innovative Practices and Solutions (API); or

suggestion from supervisors on which chapters need to be presented is a good

move.

Insufficient preparation will show. Hence, well prepared through regular

practice, and get ready to deal with difficult questions through rehearsal will

boost the confidence level for presentation.

(b) Using Presentation Software

The use of presentation software could ease the presentation since the

software makes the session looks professional. Generally, the presentation

slides must be kept simple (not overdesigned) and clear (not overcrowded

with words).

Reading the script from presentation slides is dull and would not result a good

score. One way to make the presentation interesting is by putting keywords on

the slides. These keywords will be able to guide through the presentation in

helping a student to use own words for further explanation. Besides, by embed

some pictures or videos can make a presentation interesting. Furthermore,

6 Chapter 1 on brief Introduction of the Organisation, Chapter 2: The Industrial Training Program, Chapter 3: the
Innovative Practice and Suggestions and finally Chapter 4: the Conclusion

25
 printing out the presentation slides as a handout or note to the evaluators is

highly encouraged since this will aid the presentation flow.

(c) Presentation

With the presentation slides which are designed simply and clearly; one

should feel confidence on the presentation. It is important that a presentation

has a clear flow. Therefore, a brief introduction on the content of presentation

is highly encouraged.

(d) Question and Answer

After a presentation, time should be allocated to the evaluators for asking

question. This is a good way to clear the doubt, as well as to ensure the two-

way communication takes place. Usually, both supervisors will take this

opportunity to test a student’s understanding. Once a satisfactory answer is

provided, not only this will help the score, but also will be able to impress the

evaluators.

26
5 Technical Writing

This is a bonus chapter, which assist students to report verbs correctly. A

reporting verb is a word which is used to report on other people’s work. In academic

writing, students are required to comment on someone’s work, agree or disagree with

someone else’s study and evaluate someone’s ideas.

5.1 Reporting Verbs

These reporting verbs appear in present tense and singular form. Those that

highlighted are recommended and regularly used in an academic writing. Please

take note on the grammar (singular, plural, past tense or present tense)

appropriately when writing.

Function Weaker position Neutral position Stronger position

Addition Adds

Advice Advices

Accepts, Applauds,

acknowledges, congratulates, extols,

Agreement Admits, concedes
agrees, concurs, praises, endorses,

confirms, recognizes supports

Argument Assures, encourages, Alerts, argues, boasts,

and Apologies interprets, justifies, contends, convinces,

persuasion reasons emphasizes, exhorts,

27
 forbids, insists,

proves, promises,

persuades, threatens,

warns

Believes, claims,

declares, expresses, Asserts, affirms,

Guesses, hopes, feels, holds, knows, guarantees, insists,

Believing
imagines maintains, upholds, echoes,

professes, reflects

subscribes, thinks

Concludes,

Conclusion Summarizes discovers, finds, Validates, verifies

infers, realizes

Description Describes Indicates

Accuses, attacks,

complains, proclaims,

contradicts, criticizes,

Disagreement Challenges, debates, denies, discards,

and Doubts, questions disagrees, questions, disclaims, discounts,

questioning requests, wonders dismisses, disputes,

disregards, negates,

objects to, opposes,

refutes, rejects

28
Discussion Comments Discusses, explores Reasons point out

Accentuates,

emphasizes,
Emphasis
highlights, stresses,

underscores, warns

Analyses, appraises,

assesses, compares,

Evaluation considers, contrasts, Blames, complains,

and critiques, evaluates, ignores, scrutinizes,

examination examines, warns

investigates,

understands

Articulates, clarifies,
Explanation
explains

Comments, defines, Announces, promises

describes, estimates,

forgets, identifies,

Presentation Presents demonstrates,

illustrates, implies,

informs, instructs,

lists, mentions,

notes, observes,

29
 outlines, points out,

presents, remarks,

reminds, reports,

restates, reveals,

shows, states,

studies, tells, uses

Advises, advocates,

hyphotesizes, posits,
Alleges, intimates, Asserts, recommends,
Suggestion postulates,
speculates predicts, urges
proposes, suggests,

theories

Source: Centre of Learning and Professional Development (2012)

5.2 Example of Using Reporting Verbs in Academic Writing

Citing

• Smith (2014) reasons that communication skills are essential to building

effective managerial relationships.

• Smith and Taylor (2014) emphasise that communication skills are

essential…... -Smith (2014) concurs that communication skills are essential

to build…...

• Smith and Taylor (2014) highlight the importance of communication skills in

building.

30
Your Opinion

• In the presentation, the researcher acknowledged communication skills are

essential…...

• From this view, the researcher challenged the claim that communication

skills are…...

5.3 Grammar of Using Reporting Verbs

Please take note that the grammar of using these reporting verbs.

A. Verbs followed by a “preposition”

x as y x to y x for y x with y x of y

Defines x as Confuses x with Accuses x of

Alerts x to y Applauds x for y
y y y

Compares x to Contrasts x with

Advocates for x Warns x of y
y y

Objects to x Blames x for y Disagrees with x Approves of

Subscribes to x Censures x for y Concurs with x

Challenges x to
Criticizes x for y
do y

Disparage x for
y

Praises x for y

Source: Centre for Learning and Professional Development (2012), Johnston (2013),

University of New England (2014)

31
 Ex: -Taylor (2014) defines an idiom as an expression….

- Taylor (2014) subscribe to the idea that…

- Taylor (2014) disagrees with Raj (2014) when case study….

B. Verbs followed by a “noun” or “-ing” form

Ex: Taylor (2014) analyses the data Ex: Taylor (2014) analyses the reading

analyses, applauds, appraises, assesses, attacks, characterises, classifies,

considers, contradicts, critiques, debates, defines, depicts, describes,

discards, disclaims, discounts, discusses, disregards, evaluates, examines,

explores, expresses, extols, forbids, highlights, identifies, ignores, illustrates,

interprets, investigates, justifies, lists, opposes, outlines, praises, potrays,

presents, questions, refers, refutes, rejects, restates, scrutinises, studies,

supports, underscores, uses, validates, verifies, views

Source: Centre for Leaning and Professional Development (2012), Johnston (2013),

University of New England (2014)

32
Ex: Taylor (2014) accepts the verdict that…

accepts, acknowledges, adds, admits, advises, advocates, agrees, alerts, alleges,

announces, argues, articulates, asserts, assumes, assures, believes, boasts,

claims, clarifies, comments, complains, concedes, concludes, concurs, confirms,

considers, decides, demonstrates, denies, determines, discovers, doubts,

emphasises, explains, feels, finds, forgets, guarantees, guesses, holds, hopes,

hypothesises, imagines, implies, indicates, infers, informs, insists, justifies,

knows, maintains, notes, objects, observes, persuades, points out, posits,

postulates, predicts, promises, proposes, proves, questions, realises, reasons,

recognises, recommends, remarks, reminds, reports, requests, restates, reveals,

says, shows, speculates, states, stresses, suggests, suspects, tells, theorises,

thinks, understands, verifies, urges, warns

C. Verbs followed by “that”

Source: Centre for Learning and Professional Development (2012), Johnston (2013),

University of New England (2014).

5.4 Tips when Using Reporting Verbs

Avoid using ‘says’ when introducing sources into the writing.

• Try not to use the same couple of reporting verbs all through the assignment.

Markers may interpret it as lack of effort or skill on student’s part.

• Generally use present tense when using reporting verbs. It is usual in

academic writing to use present tense when introducing and discussing other’s

33
 work, even if it was published a long time ago (Division of Technical and

Learning, 2013).

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Division of Teaching and Learning, 2013. Academic Skills Development. Quick Guide

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[Accessed 26 January 2015].

Glasgow Caledonian University, 2013. Reporting Verbs.

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 Available at: <http://www.writing.utoronto/ca./advice/english-as-a-second

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V30-6-14_29.pdf>[Accessed 24 January 2015]

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Raj Kumar Goel Institute of Technology forWomen, 2012. Guidelines for Preparing

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<http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/grammar/re

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Technology College Sarawak, 2011. Industrial Training Student's Handbook. [pdf]

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ermohonan_Latihan_Industri/Industrial_Training_Final_Report_090308.d

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[Accessed 3 January 2015]

38
Universiti Teknologi MARA, 2010. Guidelines for Industrial Training ECM598.

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[Accessed 27 January 2015]

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<http://www.usq.edu.au/library/referencing/apa-referencing-

guide#How_to_cite_references_within_the_text_of_an_assignment>

[Accessed 29 June 2015]

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<http://www.som.usm.my/index.php/downloads/article/download/industria

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Teknologi Malaysia: Fakulti Kejuruteraan Mekanikal. Available at:

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n_Kredit_LI_FKM.pdf>[Accessed 24 January 2015]

39
Universiti Putra Malaysia, n.d. Guidebook: Industrial Training Bachelor of

Engineering. [pdf] Universiti Putra Malaysia: Academic, Students Affairs,

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Report-Format.pdf> [Accessed 21 January 2015]

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delines.pdf> [Accessed 27 January 2015]

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format-tybtech-mech.pdf>[Accessed 22 January 2015]

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40
Wallace, R., Murray, B. and Overton, T., 2009. Effective Practice in Industrial Work

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41
Sample of Cover Page

Logo of the University and Logo of the Organisation

Industrial Training Report

at [Organisation Name]

Period of Training:

[dd/mm/yyyy – dd/mm/yyyy]

Submitted By:

[Your Name]

[Matriculation Number]

[Course]

This industrial training report is submitted to

Faculty of xxx

University of xx

In partial fulfilment for Bachelor of XXX

i
Sample of Table Content

Abstract i

Acknowledgement ii

Table of Contents iii

Chapter 1: Introduction of the Organisation

1.1 History of the Organisation n

1.2 Organisation Background and Nature of the Businesses n

1.3 Competitive Advantage of the Organisation n

Chapter 2: The Industrial Training Program

2.1 Objectives of the Industrial Training Program n

2.2 Scope of Responsibility, Duties and Tasks n

2.3 Theories about the Scope of Responsibility, Duties and Tasks n

Chapter 3: Innovative Practices and Suggestions

3.1 Description of the Problems you Encountered n

3.2 Innovative Practices and Innovative Suggestions n

Chapter 4: Conclusion

4.1 Reflection n

References

Appendices

ii
Sample of Abstract

The trainee joined [Example Company] Shah Alam, Selangor under the Division of

Engineering and Manufacturing as a design engineer along the Industrial Training program.

This division is one of the leading suppliers of original equipment manufacturer and

replacement automotive products in Malaysia. Fundamentally, the Industrial Training

program is to provide exposure for the trainee on practical engineering fields. The major

responsibility involved for the trainee was on automotive components design. Through this

exposure, the trainee has gained better understanding of engineering practice. The key

theory of Engineering Design which is advocated by Dieter and Schmidt (2012) was adopted.

Duties began from customer information collection, internal operations establishment,

system engineering design, new product development, control system application, drawing

or design release and technical review were the routine tasks taken along the six-month

industrial training process. For innovative practices, the trainee has implemented online

database, which has taken the latest customer information or changes on automotive

components designs. With the online data base, it is suggested that the Decision Supportive

System and Resource Planning System could be established in the near future by taking in

information from a wide range of sources to support decision making, as well as to facilitate

the information flow between all business function units (internal and external of the

organisation). Grounded by the Engineering Design theory advocated by Dieter and Schmidt

(2012), as well as the complete routine of various tasks, the Industrial Training Program has

uplifted the knowledge and experience of the trainee. Besides, the trainee has been well-

trained in using the latest Computer Aided Three-dimensional Interactive Application

(CATIA) for automotive components designs. Inevitably, the objectives of Industrial Training

program have been attained successfully. The trainee not only has experienced but also

complied with Code of Professional Conduct for Boards of Engineer Malaysia. With the clear

concept of API, all of the experience has been documented in this Industrial Training report.

The trainee will be able to bring along this valuable experience and looking forward future

career confidently after graduated from the university.

iii
Sample of Acknowledgement

I would like to acknowledge the support and assistant to my supervisors, colleagues,

friends and family members who have made this Industrial Training program a memorable

and successful one. Firstly, I would like to express my appreciation to my academic

supervisor (Name of the Academic supervisor), who supported me by constantly giving

constructive ideas and providing directions toward the completion of this report. Secondly, I

am also indebted to my organisation supervisor (Name of the Organisation supervisor) who

gave his or her time to share the most valuable knowledge and experience with me at (Name

of the company). I am deeply grateful for his or her continual encouragement and patience

guidance during the ups and downs encountered in my Industrial Training program. Next,

deep gratitude to all colleagues around me whom have been helpful to accommodate my

presence at (Name of the company). All of your enthusiastic encouragement and technical

support, not only assisted me in keeping my progress on schedule, but also have sustained

my journey to complete the Industrial Training programs. Last but not least, to my beloved

parents and friends, thank you for the love and care.

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Sample of History

The history of [Example Company] begins with……which was formed in [year]

by [founders] to bring a new technology, reflection seismography, to the petroleum industry

on that time. In the years 1951, [Example Company] was formed as a wholly owned

subsidiary. A year later, [Example Company] entered the semiconductor business after

purchasing the license to produce the transistor from….. [Example Company] quickly began

to diversify following the introduction of the transistor with the purchase of several local

engineering and technical companies, and expanding their facilities in the United State of

America and abroad. Before that, [Example Company] is a manufacturing plant belongs

to……. Later on it is acquired by the [Example Company] on September 23rd 2011.

Sample of Organisational Chart

Managing Director

Executive Secretary

Material Handling After Market Business Enabling Finance & Accounting

Divisison Division Division Division

After Sales
Services IT

Traction Battery Logistics &

Facilities

Used Equipment Marketing

Support

After Market Human

Product Sales Resources

Figure 1: Organisational Chart of Company A

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Sample of Competitive Advantage

[Example Company] still able to be the leader in its industries is of course because of

its competitive advantages that made the company sustainable in this rapid changing

environment. The reason that [Example Company] can survive and conquer in the business

is because of its competitive advantages, the main reason of its competitiveness is because of

its commitment to the highest quality. [Example Company] always committed to delivering

the highest quality and reliable semiconductor solutions that meet today’s customers’ need.

For [Example Company], employee engagement, customer relationships, and continuous

improvement of processes, products and services form the foundation of its quality

philosophy. Therefore, [Example Company] always strive to accomplish this through systems

that enhance process robustness, factories controlling and also implementing the

methodologies such as 5S Methodology (Sort, Set, Shine, Standardize, Sustain) and so forth.

The quality management of [Example Company] is the main strength to drive its business. It

has a long history of compliance with global quality regulations and maintains numerous

quality certifications. It is also the first major semiconductor company in achieve an

enterprise registration under ISO 9001, and been awarded several quality awards globally,

which includes the Singapore Quality Award, The European Quality Award (EFQM),

Malcolm Baldridge, STACK Gold Supplier, The Deming Prize in Japan and the list goes on.

By all means, [Example Company] is able to compete and always be the leader in its industry

is because of its commitment to the quality, its creative involvement and also its ethical

within the company. Beside this three core competitiveness, it breadth and depth of the

product portfolio is widest in the industry, enabling [Example Company] to serve more

customers’ needs. The size and location of the sale force and its aggressive strategies to

ensure the sales force is in fast growing market such as India and China also enhance its

competitiveness.

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Sample of Scope of Responsibility

(i) Presenting the duties or tasks as a process

In [Example Company], I have been placed in Post Test area and supported in the

JIT store during my 24 weeks industrial training. Post Test department is set up by

[Example Company] to ensure the incoming parts from line and to make sure that the

products are good in quality before send to the customer. During my internship here, I

learned all the process at the post test line and handle my project at the JIT store for

supported at the post test area. The process flow at End of Line (EOL) as shown below:

Moulding Package Cure Deflash Bank Laser Mark

Trim and Form

Final Inspection Solder Plate
(TNF)

Figure 2: Process Flow of Post Test

(ii) Presenting the non-related individual duty or task

In this industrial training program, I joined [Example Company] for 10 weeks and

asked to involve in [Example Company] to learn their engineering knowledge and skill.

In this department, there are overall have three main field: process improvement,

automation and human resource training process. My industrial supervisor-Mr ABC has

assigned me into this three fields: human resource training process for operation, water

saving for leaching process and Compounding Automation. My involvement in these

tasks rendered me to learn something new in industry and solving their problem by

applying the theories that I had learned in the classes.

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 [Example Company]

Task 1: Human Resource

Training Process for Task 2: Water Saving for Task 3: CBCS, CDCS and
Operation Leaching Process Compounding Automation

Task Owner: xxx Task Owner: xxx Taks Owner: xxx

Duration: xx weeks Duration: xx weeks Duration: xx weeks

Description Description Description

Suggestion Suggestion Suggestion

Figure 3: Organisational Chart of Company A

(iii)Presenting the duties or tasks as Project

I am also involved in NCG (New College Graduate) CSR (Corporate Social

Responsibility) programme during my industrial training. This programmed to purpose

support the charity and give the employees opportunities to make the charitable to

donate the items such as books, toys, clothing and many more. During NCG CSR

programmed, I was entrusted to take over the donation booth at cafeteria TIEM and

gave the pamphlets to the employees at cafeteria to support the program. Moreover,

through this program, I can substance a sense of responsibility to society and make

charitable.

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Sample of Theories about the scope of responsibility, duties or tasks

According to Dieter and Schmidt (2012), the goal of engineering design [the scope of

responsibility] is the creation of an artefact. This artefact can be a physical object, a program,

or a procedure. Karsnitz (2013) explains, in most engineering disciplines, engineering design

has several stages that are commonly identified: (1) problem definition, (2) conceptual

design, (3) detailed design, and (4) design specification and implementation [duties or

tasks]. During each of these stages, engineering design decisions are made to progress

towards the creation of the artefact.

During the problem definition stage, the trainee (or I) involved in the decisions making

regarding the boundaries of the design domain on what can and cannot be controlled by the

design effort, and the relevant performance criteria are identified (duties or tasks which can

be presented as process, non-related duty, or as a project).

Sample of Innovative Practices

In [Example Company], I learnt how to apply the risk management tool such as Failure

Mode Effective Analysis or FMEA. It is one of the first systematic techniques for failure

analysis. During my internship, I learned how to apply this technique in all my projects. For

instance, I applied this technique in my Transistor Outline 263’s Visual Mechanical First

Pass Yield Improvement project. At the first stage, I performed the fallout analysis in order

to find out the sources. After that I try to identify the root cause. By apply this risk

management tool. I need to figure out the method to ‘impossible to occur’ by eliminating all

root causes. It is therefore important to include in the Failure Mode Effective Analysis an

appropriate depth of information on the cause of failure.

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Sample of Innovative Suggestions

To solve the problems about hardly finding the materials and items, I suggest that the

company should implements the systematic rack storage. At first, we should prepare enough

of the racks so then when unexpected number of storage happened; there is no problem for

that. The place of storage must suitable with the content of it. When the racks are preparing

enough, staff must paste the labels at the racks according to vendor, type of items, and also

other important details. For the items, when it first arrived, workers must set up it serial

code and save the data about the details of the items. Then paste the specific serial code to

the items. When the engineers want their things, they should just ask to the staff there. After

that, staff must scan the invoice that contained code. Then all the details about the item will

appear at pc through the software. The details including number of racks, positions of the

items, rack storey and so on. It will ease the process of finding the things. Apart from that, it

can save time, and also energy.

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Sample of Conclusion

Industrial Training is a good opportunity for student to prepare to experiment the real

working environment in advanced. Student can experience a lot of skills and knowledge that

difficult to get from text book through the training. From the training, the skills that I get to

experience have a lot as I involve in the manufactured of gloves. In the first project, I manage

to involve in the data collection for human resource training process for operation. In the

second project, I get to know how to function the special instruments and study on the real

industrial experiment. In the third project, I get to learn the wiring of panel box, installation

of electronic components and conduct the manufacturing planning.

Beside these skills, I also learn how to communicate with other. As in this industry,

there have a lot of foreign worker that worked in the production line and even the office area.

So, it is a good chance for us to have more confident in communicate with them. With the

different language, I try my best to get what they trying to express and share with me. Beside

the foreign worker, sometimes we also ask to talk with the top management to get some

confirmation. Even there have our project owner followed, but it is important to behave what

we said as we are just trainee and we need to take care of the reputation of our department

and university. Other than that, I also always communicate with the colleague to make a

good relationship with them. They also teach me a lot of extra knowledge so that I can make

use during my university tie or after join the society later.

Through this 10 weeks industrial training, I get a lot knowledge from all the people that

I thanks to. I experience more than I wish to get. What I get already as a preparation for me

to involve in new environment. I found myself become more independent and mature. I able

to handle the problem by myself without asking other to solve it. I manage to solve the

problem with the skill I had learnt and discuss with the top management. All the way until

the 10 weeks, communication skill is important than other. If a student can’t manage to talk

and communicate with other, industrial training is a good opportunity to learn how to talk

with other before enter society.

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