Shanghai Mei Le Di Automobile Technology Co., Ltd., with its leading technology, professional team and quality assurance, is mainly engaged in automobile design and development, automobile designer training and output, and software developer training and output. While cultivating all kinds of talents, we also provide students with interview opportunities related to enterprises, and they are included in the talent pool of Shanghai my melody according to the characteristics of each student, so as to serve enterprises and students more efficiently.

Elementary course:

Course content: practical application of solid modeling, surface modeling, assembly modeling, engineering drawing and two-dimensional layout to cultivate spatial imagination and comprehensive application ability.

Intermediate courses:

Course content: Considering the design requirements and processing methods, focusing on the resin parts and sheet metal parts in the actual automobile design, cultivating the design ideas of resin parts and sheet metal parts.

Advanced courses:

Course content: Considering the design elements and processing methods, focusing on the actual automobile parts, cultivate the ability of cross-section driven design and modeling parametric design.

Second, how to improve the supplier training courses to the best.

course syllabus

The first part: supplier selection and evaluation management in supplier development and development stage.

First, the prerequisite for finding a suitable supplier

1. First, make clear what kind of suppliers we need, and whether this goal is temporary or permanent.

-Suppliers with high product quality

-low-priced or low-value suppliers

-A well-funded supplier can provide us with capital advance payment.

-Technology R&D partners

-Trade agent or contract partner in procurement business

-Logistics suppliers (or suppliers undertaking inventory)

-Suppliers with strong flexible production capacity (suppliers supporting conditional or unconditional return)

-or all or some of the above suppliers.

What do you need to do to do a good job in automobile training courses?

However, why do car sales invite training institutions to do training, and there are often some communication, coordination and even organizational mistakes, which eventually lead to poor training results or lead to partners breaking up in discord? I think the main reason is that the personnel department of automobile enterprises is not active enough in organizing training, and often puts itself in the position of "customer god" Many "laymen" tend to ignore things that may go wrong and let training institutions do it, so it is strange that there is no problem. Because automobile training is very special, and the composition of the students is not general, the students' grades are under great pressure. It is not a simple matter for students to learn well, listen well and cooperate with your training work with peace of mind. For most car companies, students rarely ask the company to organize training. If you really want to train, many students are still in class with the mentality of completing the task. In case the teacher's speech is not wonderful enough, the training effect is almost a foregone conclusion. Therefore, as the planner and initiator of training, the personnel manager of automobile enterprises must be cautious when implementing the training plan, and should not treat the training lightly in the process of training implementation, let alone treat the training with the mentality of customers. Only by participating in and organizing the following things in the whole process can the students be truly satisfied and the training be truly effective. 1. Define the purpose of the training. Without purpose, training can't be targeted. Without a purpose, training is tantamount to empty talk. Once the teacher talks to the students, there are only two results: either the students go by themselves or drive the teacher away-students' time in the car company is money, and their patience is limited. Another reason is that any teacher will feel guilty when he gets an unnecessary training plan, because he doesn't know where the problem lies and he can't figure out the crux. Naturally, he doesn't have a class, and he doesn't feel anything without a class, especially if he doesn't touch the students' interest. Looking at a large group of students who are expressionless and aim at completing tasks, any expert will be depressed and flustered. Therefore, the personnel manager must accurately explain the training purpose and training background to the lecturer, and it is best to combine the corporate culture and past training history so that the lecturer can better grasp the core of the training purpose. Attention should be paid not to set the training objectives too complicated and diversified, but to concentrate and simplify the training objectives as much as possible. The training time is not long, and the problems that can be solved are limited. The idea of solving as many problems as possible and learning more knowledge in one training often makes teachers feel at a loss, and finally makes the training results evolve in a direction that everyone does not want to see. The setting of training objectives should also refer to the "SMART" principle, especially the training objectives must be practical, because the place where training can help enterprises is to help students establish and update their concepts or introduce new knowledge and skills, but they are all "introductory" processes, and the specific "practice" must be gradually realized through the efforts of enterprises and individuals. 2. Clear the specific training objectives of the students, which need to be solved by specific topics. Specific topics are suitable for specific training target groups, and not everyone is suitable for listening to the same topic. For example, a strategic marketing topic that is very suitable for senior management students will make middle managers feel that the content is empty, while grassroots employees may feel that they are listening to "heavenly books"; However, management courses suitable for middle managers will feel "naive" to senior managers and impractical to grass-roots employees; Sales and incentive courses suitable for grass-roots employees, to experienced managers, mostly learn some "pediatrics" content. Therefore, after determining the training objectives, the first task is to clarify the student groups. If students have a "hodgepodge" and courses have a "hodgepodge", it will definitely be difficult to adjust. When determining the student group, we should pay attention to the close correlation between students and training objectives, and the more * * * between students, the better, so that the actual training needs will be more concentrated, which is conducive to improving students' satisfaction with training. It is best not to invite employees who have nothing to do with the training objectives, especially those with different levels and division of labor. Inviting them to attend some courses that they are not interested in at all not only reflects their personal interests, but also affects the normal study of other students. It is precisely because of the above reasons that HR people hope to please many parties through training, and most of them are difficult to achieve their goals. Therefore, it is beneficial and harmless to strictly define the student group before training (it is best not to have the idea that the larger the number, the better to share the training cost). 3. Investigate the training needs 1) Demand survey: It is not easy to accurately grasp the needs of students. In fact, due to the weak management foundation of automobile enterprises, no matter in management level, marketing strategy or sales skills, they are in the process of gradual maturity and perfection. In the fierce competition and changes, many problems have emerged. There are more or less problems in management, communication and coordination in the organizational structure, staffing and division of labor of the company. In such an environment, many factors should be considered when planning training, especially interference factors and superficial phenomena, in order to grasp the real demand. When HR formulates the training plan, communication is not only to keep close communication with the sales manager or the corresponding person in charge, but also to go out of the office and interview the trainees to understand their requirements and expectations for training. Of course, the opinions of leaders are naturally more reasonable, but they are not necessarily accurate; Employees' opinions are not necessarily wrong, and each has its own merits-the key is to sort out and refine their opinions according to the training objectives from the overall perspective, so as to accurately grasp the inherent training needs. Otherwise, it may not be accurate to judge subjectively only according to the meaning of leaders or superficial phenomena. Even if the training is correct, but it is not specific and detailed, the training will still make people feel that there is no focus and no pertinence, and the effect will be greatly reduced. 2) Demand communication: If the training demand is transmitted to the training institution or directly to the teacher, there is a great possibility that the intermediate information will be lost. Especially for the former, if the training is given to a company that doesn't know much about the automobile industry, the HR department needs to know to provide information and background information on its own initiative, especially when the general training institution may not know what information it needs to obtain in the automobile industry training demand survey, the HR department should be in a state of active cooperation, otherwise this link will become the root of the training problem. Therefore. HR personnel need to know how to train and even influence training companies to do their own internal training demand research, and should know what information, data and background they need to provide will play a role in training implementation. Because the automobile industry is very special, automobile manufacturers, general agents, stores and dealers are in a special position in the ecological environment and ecological chain of the automobile industry, and their respective characteristics are obviously different. In short, there are great differences in staffing. Generally speaking, their business strategies are different, and their respective environments and competitive conditions are completely different. Providing teachers with an accurate description of the enterprise background will have a very positive impact on training. The most worrying problem in this process is the information distortion between enterprises and training institutions, and between training institutions and lecturers. The HR department knows its own enterprises and employees well, but if it is not clearly communicated to the teacher and the communication with the teacher is limited to rough communication, it will be asked to get on the horse in a hurry. Then it is very difficult for teachers to know about enterprises and students, and even they may not be sure themselves-the consequences are naturally bad, but HR people can never expect the training company to do these jobs for you, because all the information is rooted in you, and how can people be sure if you don't give full and accurate information? 4. Choose training services 1) Choose institutions: If training is outsourced to training institutions, you should also be careful in choosing cooperative institutions. There are not many institutions specializing in automobile industry training. Raytheon and Siemens are almost "idol" training institutions respected by China Automobile Corporation, and a few companies in China do automobile training. The former is mostly a mature western automobile marketing management system, while the latter is mostly localized. The former is more about standardized sales processes and skills, while the latter is more about practical courses developed by local professional trainers according to the domestic automobile market and automobile consumption environment. The trainers provided by Raytheon and Menmen Company are not necessarily famous, but the teaching content is the standard topic stipulated by the company, so if the topic content is put aside, the teaching quality is relatively guaranteed; However, if local training institutions don't advocate their own master trainers and training topics, then auto companies should be cautious-of course, it's not that unknown local training institutions and trainers can't do well, but there are risks. Therefore, as far as the current immature training market is concerned, if training institutions or trainers are invited to cooperate in China, it is best to choose well-known teachers and mature courses as the basis for secondary development, which will ensure the quality of training. The weakness of foreign-funded training institutions lies in how to integrate a mature western system with China automobile market more closely, especially how to upgrade and update the training system established several years ago to better meet the requirements of China automobile enterprises, which is also the main challenge at present. For non-automobile training institutions, the most critical issue is whether they know the automobile industry. If they have this foundation, as long as they can provide high-quality courses and teachers, their service quality is actually not lower than that of professional automobile training institutions, and ordinary training companies with professional high-level training experience may have an overall advantage. Dialectics is well said, there is neither absolute good nor absolute bad, and each has its own advantages and disadvantages. Enterprises can grasp the cooperation institutions as a whole according to their own needs, so as to choose the right partners. In this regard, I only have one suggestion: enterprises should not hand over all training to one company, but put eggs in two baskets to avoid being monopolized by partners and losing their negotiating advantage. 2) Topic selection: There are specific requirements for specific training objectives, and it is natural to choose a suitable topic for specific requirements. Today, the training in the automobile industry is still immature, and local trainers are still growing. There is still a gap in talking about "tailor-made courses", because the quality of master training courses may not be stable at 100%. If enterprises want to do training, it is best to choose a more suitable and mature course as the basis. In this case, the teacher can have a basis to speak, at least to ensure that he is not "out of tune". The automobile industry is so special and complicated that it is not easy for trainers to grow up. The maturity and perfection period of training topics is several times longer than that of similar topics in other industries. In such an atmosphere, it is obviously too harsh to ask for the training of the automobile industry with the training experience of other industries. Therefore, some critical enterprises require training institutions to revise their subjects repeatedly. In the end, not only did the syllabus change beyond recognition, but also a lot of personalized content appeared in the enterprise, and even the teachers could not control the direction. Therefore, the training requirement like this is 100% accuracy, but the requirement has also been raised to 200%, so whether the teacher can achieve 50% effect in the end may depend on fate. Therefore, it is suggested that HR who transfer from other industries to automobile industry training should not have too high expectations for automobile training. Domestic automobile training is still relatively immature, so don't expect too much to develop a suitable topic according to the current situation of your company-even if it is developed, it doesn't mean "trying out" to teach in your company, and the quality of the trying out is certainly unreliable. Choose famous teachers and courses with a little history, integrate into the enterprise background and requirements for secondary development, so that the quality of courses is more stable and controllable. This is our suggestion. 3) Selection of lecturers: There are generally two sources of lecturers: professional automobile lecturers and general training lecturers. The former understands the automobile and the market and is used to teach automobile marketing, management and sales skills, which can be very close to the daily operation of automobile enterprises; The latter prefers general marketing and management incentives to introduce new ideas, inject team vitality and improve employees' mentality. First, explain the source and characteristics of professional automobile trainers: Taiwan Province Automobile Trainer: As early as the end of 1990s, Taiwan Province Province has completely evolved a competitive process of survival of the fittest in our domestic automobile industry. Experienced trainers' views on the marketing development of the automobile industry are of great reference value to domestic automobile enterprises. The automobile market in Taiwan Province Province is similar to that in China, and the trainer's understanding of the automobile industry is undoubtedly ahead of that in China. In terms of training skills, professional trainers are very good at on-site interaction and momentum. However, due to the procedural and structured training, some teachers in Taiwan Province Province need a week to complete a project that a mainland trainer can complete in three days. In addition, enterprises have to bear the round-trip transportation expenses between mainland China and Taiwan Province Province, and the training cost is not low. Local car trainers: Local car trainers grow slowly. In fact, a mature automobile trainer needs at least 10- 15 years of working experience in the automobile industry. Trainers in the automobile industry are different from other industries. They can give lectures without developing a topic by themselves, but they must have a fairly deep foundation and industry knowledge. Otherwise, they can't stand the repeated bombing of various problems by enterprises and students. In the automobile industry, more experienced students are pretentious. If all the teachers on the stage are old-fashioned or divorced from reality, then the teacher's podium will definitely be unstable. Many professional trainers who want to develop into the automobile industry have seen this and are quite cautious about it, so "domestic" brand-name trainers are really rare. Trainers in other industries: Because there are many kinds of topics, it is not as simple as the training in the automobile industry, so it is difficult to grasp. This is also a manifestation of the chaos in the management training market. Inviting professional non-automobile trainers to teach can eliminate students' high expectations and some exclusion psychology, and students may be more cooperative. Because they know that what they have learned this time is not cars, but general knowledge and skills, which will not be limited to the automobile field and may be more enlightening. 5. Doing a good job of communication before training is conducive to the smooth development of the company. The subjects that need to communicate are teachers and students. Communication with teachers is to ensure that teachers' requirements for training are put in place, and docking and placement with teachers is also very important. The former is a tool that affects teachers' training efficiency, while the latter is a condition that affects teachers' personal status. The communication with the trainees is mainly to grasp and guide the needs and coordinate the work arrangements of the trainees, so that the trainees can participate in the training with a more stable and healthy attitude. 1) Instructor communication: Only by ensuring that teachers can get the necessary environment and tools in advance and have a good personal state can they have a good training effect. In the meantime, the most taboo is carelessness, carelessness, failure to arrange the venue as required, failure to provide necessary assistance as required, etc. In short, once the teacher is uncomfortable, the course will not go smoothly. Subject content: The course content is not 100% as stated in the syllabus. The outline is only one page, but the lecture usually lasts two or three days. If you don't understand the thinking and context of teachers' teaching, enterprises can only passively follow, and how to adjust the quality of teaching content can't be mentioned, and the control of training quality can only be self-seeking. Of course. It is really unwise to adjust the content temporarily. It is mainly to describe the training objectives, background and requirements to the teachers before the training, so as to ensure that the teachers can fully grasp and understand and provide valuable information for the teachers to teach. Training mode: As for the training mode, teachers will naturally have certain arrangements and formal teachers, so there are certain requirements for the environment, venues, props, equipment and equipment. Therefore, once there are special requirements, the human resources department should have a list of objects to record and follow up the implementation of teachers' requirements in detail. Before training, you must also give the teacher a feedback about the arrangement. If time permits, teachers should be taken to "step on the spot" and get familiar with the environment to build confidence. If the teacher asks the human resources department to send an assistant to help, the assistant should make a detailed confirmation with the teacher before the training to ensure that the temporary assistant can perform the task accurately at the critical moment, otherwise there may be problems once mistakes are made. Instructor placement: Teacher placement is also very important for training quality. There are two main problems: first, the time and place of teachers' accommodation and food arrangements, and second, whether the conditions promised to teachers have been fulfilled. For the former, the HR department needs to make careful arrangements, and needs to confirm the departure place, departure time, arrival time and arrival place of the teacher, whether to send a car to pick up the teacher, what kind of hotel to put the teacher in, how to arrange the teacher's diet, how to confirm the departure time and so on. The commitment to teachers is mainly the reimbursement or prepayment of transportation fees and class fees, especially the initial cooperation. If teachers are asked to bear the transportation expenses before training and then pay the expenses after training, it may make teachers feel psychological pressure, which will naturally have an adverse impact on the course. 2) Communication with trainees: The main purpose of communication with trainees is to confirm the number of trainees, training notice, training expectation, etc. The main purpose is to enable students to arrive at their posts on time, attend lectures carefully, and cooperate with teachers and HR departments to organize training. Of course, students can also be "imprisoned" by transmitting some mandatory training assessment information, but it may be a bit contrary to the original intention of training. Notice in place: the notice should be delivered in place half a month before the start of training, preferably in written form, which can accurately inform the trainees and clearly explain the training-related requirements and training disciplines, which is conducive to the development of training site management. Understand expectations: thoroughly investigate the trainees' training wishes and expectations within one week before training. The HR department should at least spot-check the representative students of13, extract sexual needs and expectations from the communication results with prospective students, and even guide and eliminate abnormal or incorrect training expectations according to the training objectives and characteristics of training topics, while students attend classes with prejudice. 6. Training preparation 1) Venue, equipment and facilities: Training venue, training environment, projection equipment and audio equipment all have certain influences on training. Confirm the venue and seats before training, ensure the quiet and safe training environment, and all students can clearly see and hear the teacher's lecture. Test projectors, slide projectors, laptops, stereos, microphones, etc. , confirmed and put into use. At the same time, it should be noted that some equipment needs to be replaced when in use, and it needs to be "rested" between classes. For example, projection equipment needs to be managed by special personnel, so special preparations are needed. 2) Textbooks and materials: Textbooks should be distributed to trainees before training, and relevant materials should be distributed to trainees in time according to the arrangement of teachers. Textbooks and materials should be printed clearly, leaving a certain blank, so that students can take notes directly in the textbooks during class. 3) air conditioning and drinking water: pay attention to air conditioning in hot weather, otherwise it will be useless for the teacher to talk about it no matter how good it is, because the students' attention has long been distracted and their stomachs are full of anger at the HR department. Once there is something unsatisfactory, it will naturally attack them. There is no drinking water in the classroom, and students will complain about poor organization. Careless organizers may even forget to buy water for the teacher and let him talk for a long time. In short, the satisfaction of a training comes from many details of organization and implementation. Professional training institutions will not allow these loopholes, because what? Because in the process of training the organization, he has a special form to confirm these details. After completing a project, he will check it, so that he can clearly know which work has been done and which work has not been done. I suggest that the HR department of our automobile company should also specially configure such a form, which is quite beneficial to the training institutions. 4) Others: paper, whiteboard, whiteboard pen, extra microphone for students to ask questions, etc. , according to the requirements of the object. Anyway, there are not many such spare items, so it is necessary to make some preparations-we are also afraid that the careless teacher will forget to explain some details before coming, or forget to bring some props with him. It would be better if there are spare items on site. 7. The organization of field service is the most changeable. For grassroots students, impetuous mentality is the root of out-of-control at the scene. Because students are in a state of freedom, they are also in a state of no * * *, and once they have a little trouble, they may evolve into group behavior. It is more appropriate to describe this situation as "a mouse excrement spoils a pot of soup". But the most important thing at the scene is not the monitoring from beginning to end, but the layout and layout of the scene before class, and how the HR department introduces the topic before class. 1) Training instruction: Before the teacher takes office, the HR department and even the company manager need to give a speech to the trainees, which should probably include: training purpose, training arrangement, theme, teacher introduction, training discipline, etc. The skills that should be paid attention to are that the introduction of training purposes and topics should not be exaggerated, and the introduction and recommendation of teachers should be appropriate. At the beginning, in order to arouse students' enthusiasm, it is necessary to exaggerate these introductions, but they must not be overdone, lest the teacher disappoint the students when playing the role. The so-called first impression is always only once, and you must never compromise the students' first impression of the teacher. You know, the later plays are all performed by the teacher alone. 2) Training discipline: Training discipline should be announced and controlled on site. It should be self-evident that mobile phones should be turned off, no going out, no smoking and no whispering, and it should be implemented correctly. However, students are always not so conscious, and they need someone who is specially disciplined. Never put a teacher in charge of discipline. On-site personnel should have the idea that one person's fooling around not only affects others' study, but also affects others' joining in fooling around-many times, one or two people take the lead in disturbing the whole order. 3) On-site supervision: On-site supervision is aimed at teachers, and the main supervision content is whether teachers teach according to the syllabus and requirements. If there is any deviation, you should seize the break time to communicate with the teacher as soon as possible. At the same time, it is also a basis for training quality evaluation, so it is required to listen carefully and have certain analytical and communication skills. 4) On-site recording: Record the key points of training and students' interests on site, and take some photos or even videos if possible, so as to make a summary after class and lay a foundation for implementing the training results. This matter needs to be specially staffed, which can be done by the supervisors and managers among the trainees or by the human resources department. In short, detailed records are needed, and the main purpose is to provide the basis for future work improvement. 5) Tutor communication: catching students' responses in time during class, communicating with students in time between classes, understanding students' opinions and giving them back to teachers in time will help teachers make appropriate adjustments according to students' responses. Especially when students are not so interested in the subject and don't cooperate with each other, if the teacher can't get in touch with the students' interest as soon as possible, the whole class may be ruined. We have learned this lesson ourselves. 6) Lecturer service: There are only a few services for teachers: first, whether to prepare tea; Second, whether the microphone, computer and stereo are normal; The third is the teacher's diet and accommodation arrangements after class. These specific tasks do not require skill, but they must be arranged and completed. 8. Follow-up after training. After the training, the trainees should be followed up as a whole to find potential problems and try to eliminate and solve them. Strictly speaking, there are a lot of dissatisfaction in the survey results, and the job of the human resources department is to resolve these dissatisfaction in corresponding ways, instead of just actively collecting positive feedback and taking credit from the boss. 1) Feedback from students: If time permits, it is best to conduct a comprehensive interview with the students, or hold a symposium to collectively summarize the training and list the existing problems one by one. These problems can be solved as soon as possible by using the training residual temperature and existing resources, and those that cannot be solved can become the specific needs of the next training. Don't ask questions, share experiences and summarize the training after training, so that employees will vaguely remember the plot and forget everything else after training, just like watching a movie. Obviously, the anger of training is to ask students to remember details. If the HR department doesn't mention it often, it is likely to forget it. I suggest that if conditions permit, the human resources department can set up an internal study column or even a study publication, and often find some valuable materials to share with employees in combination with the training income. Under the bombardment of knowledge, it is hard for students to forget. 2) Apply what you have learned: After the training, the human resources manager should discuss with the person in charge of the training department how to apply what you have learned and put the training results into practice. This kind of work has not been done by most enterprises, but it is also the source of the real effect of formal training. For example, in the process of training, several bad habits recognized by students are pointed out, and employees do have these habits, so managers should promote them while they are hot, otherwise employees will think that they are out of thin air. Training is often an opportunity for improvement and improvement, because employees have accepted new concepts and new ideas, which are not taught by internal managers, but by external professional trainers. Then, everyone is willing to listen to the guidance of experts. On the contrary, if these reforms and improvements are carried out in peacetime, employees will have resistance and it is difficult to cooperate. It is suggested that the person in charge of the training department should establish a package of improvement list according to the training summary, establish improvement standards and time schedule, strengthen improvement, truly make the training effective in action, and gradually produce behaviors and habits that meet the requirements of enterprises. 3) Continuous learning: there are fewer opportunities for enterprises to organize training, and employees have fewer opportunities to participate in learning.

I am QC of an auto parts factory. What courses should QC and QE train?

Look at your training objectives, do a training survey,

What is the purpose of the training? Then make a training plan.

I work in the automobile main engine factory, and in the process of vehicle project, the cooperative suppliers are always for one reason or another. ...

At present, the unified quality system standard of automobile industry is ISO/TS 16949. According to my experience in the automobile industry, the training of TUV Rheinland in Shanghai is quite authoritative and highly recognized in the industry.

How to use APQP by the first-tier suppliers of six major OEMs

APQP is a tool for new product development, so don't impose it. In fact, the documents in it are all related. For example, if you want to develop a new product, do you need contract review? When the contract is reviewed, the relevant departments have to sign it, which virtually binds the team together.

What courses are there in automobile training?

Automobile training includes basic courses such as automobile sales knowledge, automobile maintenance knowledge and automobile structure.

Evaluation of suppliers in automobile industry and recommendation of quality system training institutions.

At present, the unified quality system standard of automobile industry is ISO/TS 16949. According to my experience in the automobile industry, the training of TUV Rheinland in Shanghai is quite authoritative and highly recognized in the industry.