Skills and Technical Training Overview

Skills and Technical Training

• Skills training is crucial for the modern workplace, including skilled workers, professional employees, problem-solving, decision-making, and strong interpersonal skills.
• Training categories include basic skills/literacy training, technical skills training, and interpersonal skills training.
• Basic skills/literacy training focuses on upgrading reading, writing, and arithmetic.
• Technical training encompasses a wide range of skills upgrading.
• Interpersonal skills training enhances communication and teamwork.
• Subcategories for training include remedial/basic education, apprenticeship training, computer training, technical skills/knowledge training, quality training, communication/interpersonal relations/service training, and team building/training.

The Skills Gap

• The skills gap refers to the difference between the skills needed for available jobs and the skills possessed by job applicants.
• Some believe that the skills gap is perpetuated by a four-year "liberal arts" education.

Factors Affecting the Skills Gap

• Declining skill levels among high school and college graduates.
• A growing number of minority and non-English-speaking immigrant workers.
• Increased job sophistication.

Basic Skills/Literacy Programs

• Prose literacy is the ability to understand and use information from texts.
• Document literacy includes the ability to locate and use non-textual information.
• Qualitative literacy relates to applying arithmetic operations.

In-House Literacy Programs

• If schools do not address basic literacy, companies must implement in-house programs.
• Common characteristics include aptitude tests and small-group or one-on-one tutoring.

Problems with Basic Skills Training Programs

• HR professionals see a lack of literacy as impacting many individuals.
• Management often believes the lack of literacy affects a smaller subset of the population.

Federal Support for Basic Skills Training

• The Job Training and Partnership Act (JTPA) (1983-2000) provided funding for private training institutes and industry.
• The JTPA faced problems like fraud and a focus on a narrow population, leading to limited results.
• The Workforce Investment Act (2000-present) consolidated over 70 existing programs, shifting control to a local level and enhancing accountability for training providers.

Technical Training Programs

• Apprenticeship training, computer training, skills/knowledge training, safety training, and quality training are crucial components of technical skills training.

Apprenticeship Training

• Apprenticeship training provides skills to meet evolving job requirements.
• It is regulated by the Office of Apprenticeship Training, an organization formerly known as the Bureau of Apprenticeship Training.
• Most apprenticeship programs require 2,000 hours of on-the-job training (OJT) and 144 hours of classroom training.

Major Concerns About Apprenticeship Training

• Learning is often time-based rather than competency-based.
• Training programs are isolated from other programs.
• Apprenticeship programs are mainly concentrated in blue-collar occupations.
• There's little attention directed to the post-apprenticeship period.

School-to-Work Programs

• These programs vary by state.
• They combine middle school, high school, and technical/vocational schools.
• They aim to create a trained labor pool, elevate public image, and potentially provide tax credits.

Computer Training

• Introductory computer training focuses on basic tasks, helping overcome anxieties about computers.
• Application-based computer training focuses on specific software relevant to company needs "as needed" for specific job position.

Computer Training Issues

• Self-efficacy refers to an individual's confidence in their ability to successfully complete a task.
• Cognitive playfulness relates to the spontaneity, imagination, and exploratory approach to learning.
• Training format is also a critical component.

Technical/Skills Training

• Specific to job, process, or equipment.
• Can be general, such as new policies and procedures on waste disposal.

Different Levels of Skills Training

• Entry-level training covers basic skills and procedures.
• Advanced training updates employee skills, offers specific skill improvement, and addresses new equipment or procedure training.

Safety Training

• The Occupational Safety and Health Administration (OSHA) establishes safety standards, conducts safety inspections, and grants variances and cites violations.

Safety Metrics

• The Lost Work Day Index measures the average lost work days per 100 employees annually; national average is 2.6 days.
• OSHA Recordable Rate (measuring lost work days and injuries) are important metrics.
• Lost Time Rate is another crucial metric.

Hazardous Communication Standards

• Written policies are essential.
• OSHA posters should be used.
• Material safety data sheets (MSDS) and notebooks are vital and accessible to all.
• Hazardous material labels are required.
• All employees should be trained on hazardous materials.
• A comprehensive safety manual should be prepared.

Safety Program Needs

• Top management support and reinforcement are crucial.
• Employee involvement is essential.
• Regular and recurrent safety training must be provided.
• Effective safety monitoring processes and standards are needed.

Safety Training Needs for Production Workers

• Recognizing, avoiding, and preventing unsafe conditions are paramount.
• Proper use and handling of machinery, tools, and substances are critical.
• Protective clothing, systems, and devices are necessary.
• Controlling hazards of any type is paramount to safety.

Using Computers for OSHA Training

• While computer-based training (CBT) is useful, OSHA requires qualified trainers for most training needs.

Quality Training

• Quality ensures delivering customer needs at a reasonable cost.
• Continuous quality improvement programs are needed.
• Employees require fundamental statistical knowledge to implement quality improvement programs.

Quality Improvement Concerns

• The role of management in leadership and quality policy is vital.
• Training is a key component of effective quality improvement.
• Process management is essential.
• Employee relations are vital.
• Products/services design must effectively meet customer needs.
• Supplier quality management is critical.
• Quality department roles and quality data collection and reporting are essential.

Total Quality Management

• Fundamental skills for total quality management include teamwork and the ability to collect, analyze and evaluate quantitative data.

Two Phases for Quality Training

• Quality awareness training introduces managers to quality improvement concepts.
• In-depth training addresses process skills like work coordination, problem-solving, conflict resolution, and quality skills, techniques, and tools to enhance quality improvement.

Seven Basic Quality Tools

• Process flow analysis, cause-and-effect diagrams, run charts, Statistical Process Control (SPC), scattergrams, histograms, and Pareto charts are critical tools for quality improvement.

Statistical Process Control (SPC)

• Most processes exhibit variation in output.
• Determining if variation is normal or abnormal is essential.
• Identifying and correcting abnormal variations is critical for quality control.

Needs for Quality Training

• Comprehensive training is required, including both process skills and quality skills; continuous, positive follow-up is necessary.
• Management commitment, employee involvement, relevant rewards, and integrated performance evaluation are paramount to successful implementation.

Reasons for Poor Transfer to the Workplace

• Resistance to change.
• Unclear objectives.
• Insufficient reward systems for utilizing newly acquired skills.

Quality Training and ISO 9000

• ISO 9000 stands for International quality standards encompassing three phases: document writing, implementation, and assessing systems effectiveness.
• Company-wide training is essential for proper implementation.

ISO 9000 Training Requirements

• Identification of training needs is necessary; relevant documentation should be available and reviewed regularly.
• Training programs should be readily available for inspection every 6-12 months.

Interpersonal Skills Training

• Skills needed to work with other people include communication, customer relations, selling, and teamwork.

Interpersonal Skills Training continued

• Team building, listening skills, and delegation skills are vital for successful teamwork.

Why Interpersonal Skills Training Is Needed

• Increased use of team-based approaches for work.
• Workforce entrants often lack necessary interpersonal skills.
• Current workplaces are increasingly multicultural, demanding effective cross-cultural communication.
• The global economy requires effective communication skills.

Sales Training

• Goals of sales training include improved team productivity, lower turnover rates, enhanced internal communication and morale, improved self-management of sales teams, and better customer relations.

Customer Relations/Service Training

• Customer service training should be provided company-wide.
• Frontline personnel should be trained in interpersonal skills and operational practices.
• Service managers should be trained in coaching and enforcing service standards.
• Incentives are important to motivate staff.

Team Building/Training

• Teams are increasingly important organizational elements.
• Team skills include task skills (required to achieve team objectives) and process skills (related to effective team functioning).

Four Models of Team Building

• Goal setting, interpersonal relations, problem-solving, and role clarification are key components.

Variables to Increase Team Effectiveness

• Team structure, spirit, social support, workload sharing, and communication are key variables.

Role of Labor Unions in Training

• Important roles include joint training programs, focusing on safety, health, job skills, communication, and displaced worker assistance.
• Individual programs are also frequently job and company-specific.

Professional Development and Education

• Earning and maintaining licensure/certification within a field of work is crucial.
• Periodic continuing education is needed.

Providers of Continuing Education

• Providers include colleges/universities, professional associations, and company-sponsored efforts.

Colleges and Universities

• Colleges and universities offer extensive expertise and tailored courses for specific jobs.
• Organizations can select suitable instructors for specific needs.
• College credit may be attainable through relevant programs.

Professional Associations

• Professional associations offer conferences, workshops, meetings, journals, magazines, newsletters and pre/post-certification workshops.

Company-Sponsored Continuing Education

• Programs are typically organization-specific.
• Company-sponsored training includes in-house and out-of-house programs for staff and retirees.
• Latest technology can be integrated into these programs.

HRD's Roles in Continuing Education (CE)

• HRDs act as enablers, fostering appropriate use and distribution of CE programs throughout the organization.
• HRDs can be resource providers, offering tuition aid, and compensation.
• HRDs must monitor and assess CE programs to ensure they are achieving the desired goals.

Summary

• The demand for skilled labor is increasing.
• Entry-level personnel require basic literacy training.
• Global economies and multicultural concerns have a significant impact.
• Professional development must be supported.
• Proactive responses to evolving technologies are vital.

This quiz explores various aspects of skills and technical training necessary for today's workforce. It covers categories such as basic, technical, and interpersonal skills training and highlights the importance of bridging the skills gap in the job market. Test your knowledge on effective training methods and their applications in professional settings.