Skills and Technical Training Chapter 9 PDF

Skills and Technical Training Chapter 9 Werner & DeSimone (2006) 1 Emerging Needs in the Workplace Skilled workers Professional employees Problem solving Decision making Team members Interpersonal skills Werner & DeSimone (2006) 2 Three Categories of Skills Traini...

Skills and Technical Training Chapter 9 Werner & DeSimone (2006) 1 Emerging Needs in the Workplace Skilled workers Professional employees Problem solving Decision making Team members Interpersonal skills Werner & DeSimone (2006) 2 Three Categories of Skills Training Basic skills/literacy education Upgrading reading, writing, and arithmetic Technical training Upgrading a wide range of skills Interpersonal skills training Communication and teamwork Werner & DeSimone (2006) 3 Categories of Skills and Technical Training Training Category Subcategories Basic skills/Literacy Remedial/basic education Technical Apprenticeship training Computer training Technical skills/knowledge training Safety training Quality training Interpersonal Communications/interpersonal training Customer relations/services training Sales training Team building/training Werner & DeSimone (2006) 4 The Skills Gap The difference between the skill requirements of available jobs and the skills possessed by job applicants Some people think that the skills gap is perpetuated by four-year, “liberal arts” education Werner & DeSimone (2006) 5 Factors Affecting Skills Gap Declining skill levels of many high school and college graduates Growing number of minority and non-English speaking immigrant workers Increased sophistication of jobs Werner & DeSimone (2006) 6 Basic Skills/Literacy Programs Prose literacy Ability to understand and use information from texts Document literacy Ability to locate and use information contained in non-textual materials Qualitative literacy Ability to apply arithmetic operations Werner & DeSimone (2006) 7 In-House Literacy Programs If schools don’t do it, companies must. Two characteristics are common: Aptitude tests Small-group or one-on-one tutoring Werner & DeSimone (2006) 8 Problems with Basic Skills Training Programs HRD professionals think the lack of literacy is a problem that affects many people. Management tends to think that lack of literacy is a problem, but affects only a few people. Werner & DeSimone (2006) 9 Federal Support for Basic Skills Training 1983–2000: Job Training and Partnership Act (JTPA) Provided funding to private training institutes and industry Problems included fraud and too focused on a narrow population One of 150 federal programs that cost a lot of money and produced little Werner & DeSimone (2006) 10 Federal Support for Basic Skills Training – 2 2000–present: Workforce Investment Act Consolidated more than 70 existing programs Gave greater control at the local level Gave greater accountability to training providers Werner & DeSimone (2006) 11 Technical Training Programs Apprenticeship training Computer training Skills/knowledge training Safety training Quality training Werner & DeSimone (2006) 12 Apprenticeship Training Provide skills to meet continually changing job requirements Regulated by the Office of Apprenticeship Training, Employer and Labor Services (OATELS), formerly called the Bureau of Apprenticeship Training (BAT) Most require: 2000 hours of OJT 144 hours of classroom training Though there may be a lot more hours… Werner & DeSimone (2006) 13 Major Concerns Learning based on time requirements rather than competency Programs isolated from other programs Concentrated in blue-collar occupations Little concern for post- apprenticeship period Werner & DeSimone (2006) 14 School–to–Work Programs Vary according to states Combines middle school, high school, and technical/vocational schools Provides: Trained labor pool Better public image Potential eligibility for tax credits Werner & DeSimone (2006) 15 Computer Training Introductory Focuses on basic tasks Overcomes fear of computers Applications Specific software used by company Provided “as needed” for position Werner & DeSimone (2006) 16 Computer Training Issues Self-Efficacy Individual’s belief that he/she can successfully perform the task Cognitive Playfulness Spontaneity, imagination, and exploratory approach brought to learning Training Format Werner & DeSimone (2006) 17 Technical/Skills Training Most are specific to job, process, or equipment Can be general, such as new policies and procedures on waste disposal Werner & DeSimone (2006) 18 Different Levels of Skills Training Entry-level Basic skills and procedures Advanced Training Update employee skills Specific skills improvement New equipment/procedure training Werner & DeSimone (2006) 19 Safety Training Occupational Safety and Health Act (OSHA) Occupational Safety and Health Administration (OSHA) Establishes safety standards Conducts safety inspections Grants safety variances as appropriate Cites violations Werner & DeSimone (2006) 20 Safety Metrics Lost Work Day Index National average is 2.6 days/100 employees/year OSHA Recordable Rate Lost Time Rate Werner & DeSimone (2006) 21 Hazardous Communication Standards Written policy needed Use OSHA posters Material safety data sheets (MSDS) MSDS notebooks available to all Hazardous material labels Train all employees in hazardous materials Prepare safety manual Werner & DeSimone (2006) 22 Safety Program Needs Top management support and reinforcement Employee involvement Regular and recurrent safety training Effective safety monitoring Werner & DeSimone (2006) 23 Safety Training Needs for Production Workers Recognizing, avoiding and preventing unsafe conditions How to use/handle dangerous machinery, tools, and substances Use of protective clothing, systems, and devices Controlling hazards of any type Werner & DeSimone (2006) 24 Using Computers for OSHA Training “OSHA clearly states that while… CBT can be a valuable tool… its use alone does not meet the intent of most OSHA training requirements. …employees require… access to a qualified trainer.” (p. 338) Werner & DeSimone (2006) 25 Quality Training Quality – providing the product the customer needs when s/he needs it, at a cost the customer thinks is reasonable Need to provide a continuous quality improvement program Employees need to know basic statistics to implement most quality improvement programs Werner & DeSimone (2006) 26  Quality Improvement Concerns  The Role Of Management Leadership And Quality Policy  Training  Process Management  Employee Relations  Product/Service Design  Supplier Quality Management  The Role Of The Quality Department  Quality Data And Reporting SOURCE: Mandal, P., Howell, A. & Sohal, A. S. (1998). A systemic approach to quality improvements: The interactions between the technical, human and quality systems. Total Quality Management, 9, 79–99. Werner & DeSimone (2006) 27 Total Quality Management Fundamental Skills: Employees must be able to work in teams Employees must be able to collect, analyze, and evaluate quantitative data Werner & DeSimone (2006) 28 Two Phases for Quality Training Quality Awareness – training managers in concept of quality improvement In-depth Training: Process skills  Work coordination, problem solving, conflict resolution Quality skills  Techniques and tools to improve quality Werner & DeSimone (2006) 29 Seven Basic Quality Tools Process Flow Analysis Cause-and-Effect Diagram Run Chart Statistical Process Control (SPC) Scattergram Histogram Pareto Chart Werner & DeSimone (2006) 30 Statistical Process Control (SPC) Most processes demonstrate variation in output Important to determine if variation is normal or abnormal Focuses on identifying and correcting abnormal variations Werner & DeSimone (2006) 31 Needs for Quality Training Must be comprehensive Include both process and quality skills Needs continual and positive follow- up Training is not enough! You need management commitment, employee involvement, rewards, and integrated performance evaluation Werner & DeSimone (2006) 32 Reasons for Poor Transfer to the Workplace Resistance to change Unclear objectives Few rewards to use new skills Werner & DeSimone (2006) 33 Quality Training and ISO 9000 International quality standards Three phases Document writing Implementation  Includes company-wide training Systems effectiveness assessment Werner & DeSimone (2006) 34 ISO 9000 Training Requirements Training needs identification process Training documentation Ready for inspection every 6–12 months Werner & DeSimone (2006) 35 Interpersonal Skills Training Skills needed to work with other people: Communication Customer relations Selling Teamwork Werner & DeSimone (2006) 36 Interpersonal Skills Training Team building Listening skills Delegation skills Werner & DeSimone (2006) 37 Why Interpersonal Skills Training is Needed Increased use of team-based approach to accomplishing work Entrants into workforce lack needed skills High school, college and graduate- level Increasingly multicultural workplace Global economy Werner & DeSimone (2006) 38 Sales Training Goals: Increased team productivity Lower turnover Enhanced communication within and between all organizational levels Better morale Increased self-management of sales teams Better customer relations Werner & DeSimone (2006) 39 Customer Relations/Service Training Introduce customer service training throughout organization Train frontline personnel in interpersonal skills and operational practices Train service managers in coaching and enforcing service standards Provide incentives Werner & DeSimone (2006) 40 Team Building/Training Increased use of teams as basic organizational element Two sets of team-related skills: Task Skills – skills needed for accomplishing a team’s work objectives Process Skills – how to work in a team and maintain team relationships Werner & DeSimone (2006) 41  Four Models of Team Building Model Emphasis Team-member objective Goal Setting objectives and Involved in action planning to Setting developing individual identify ways to achieve the and team goals goals that have been set Interperson An increase in teamwork Develop trust in each other al Relations skills (mutual and confidence in the team supportiveness, communication, sharing Problem ideas) Identification of major Become involved in action Solving problems in the team planning for the solution of problems, as well as implementing and evaluating the solutions Role Increased Achieve better Clarificatio communication among understanding of their and n team members others’ respective roles and regarding their duties within the team respective roles within SOURCE: Salas, E., Rozell, D., Mullen, B., & Driskell, J. E. (1999). The effect of team building on performance: An integration. Small Group Research, 30, 309–329. the team Werner & DeSimone (2006) 42  Variables to Increase Team Effectiveness Variable Definition The extent to which: Team Structure Team members understand and are committed to team goals Team roles are clearly defined Group norms are in place Team Spirit A team has confidence in its ability to be effective Team members invest energy on behalf of the team Social Support Team members have positive interactions and provide support for one another Workload Sharing Work is equally divided among team members Communication within the Group Team members give and receive information Team members manage conflict in a healthy manner SOURCE: Werner, J. M., & Lester, S. W. (2001). Applying a team effectiveness framework to the performance of student case teams. HRD Quarterly, 12(4), 385–402. Werner & DeSimone (2006) 43 Role of Labor Unions in Training Joint Training Programs Most common are safety and health, job skills, communication skills, and displaced worker assistance Many other programs are job- and company-specific Werner & DeSimone (2006) 44 Professional Development and Education Earning and maintaining licensure and certification in a field of work Periodic need for continuing education Werner & DeSimone (2006) 45 Providers of Continuing Education Colleges and universities Professional associations Company-sponsored continuing education efforts Werner & DeSimone (2006) 46 Colleges and Universities Substantive expertise available Courses might be tailored to job/profession Organizations can choose instructors College credit may be earned Werner & DeSimone (2006) 47 Professional Associations Conferences, workshops, meetings Journals, magazines, newsletters Pre-certification and post- certification workshops Werner & DeSimone (2006) 48 Company-Sponsored Continuing Education Corporate universities Programs are organization specific Staff can be in-house, out-of-house and retirees Can incorporate latest technology into training Werner & DeSimone (2006) 49 HRD’s Roles in Continuing Education (CE) Enabler – foster effective distribution of CE throughout organization Resource Provider – tuition aid, compensation for travel expenses, professional fees Monitor – assess CE to ensure professional development process is working as desired Werner & DeSimone (2006) 50 Summary Need for skilled workers is increasing Entry-level personnel need basic and literacy training Global economy and multicultural issues need to be addressed Professional growth must be supported Need to be proactive in the face of changing technology Werner & DeSimone (2006) 51