managing learning for quality improvement.ppt

7/26/2019 Managing Learning for Quality Improvement.ppt

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Chapter 13

2001 Prentice-Hall2001 Prentice-Hall

S. Thomas Foster, Jr.S. Thomas Foster, Jr.

Boise State UniversityBoise State University

Slides Preared !ySlides Preared !yBr"ce #. Barrin$erBr"ce #. Barrin$er

University o% &entral FloridaUniversity o% &entral Florida

Managing Learning for QualityImprovement


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Transarency 1'-2 2001 Prentice-Hall

Chapter Overview

( )%%ective Story Tellin$

( *ndivid"al +earnin$ and r$aniational

+earnin$

( /odel to "ide Trainin$ eveloment in

r$aniations

( d"lt +earnin$

( Trainin$ Tools

( )val"atin$ Trainin$


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Transarency 1'-' 2001 Prentice-Hall

Eective Story TellingSlie 1 of 3

( *mortance o% Stories

nalo$ies, metahors, and stories $o a lon$

3ay to3ard helin$ 3or4ers "nderstand 5"ality

rinciles.n e6amle is Brian Joiner7s 3hac4-a-mole

story told in the te6t!oo4. The story tells ho3

an assem!ly oeration 3as s"ose to 3or4,

contrasted a$ainst ho3 it act"ally 3or4ed d"e

to "nnecessarily comle6ity.


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Eective Story TellingSlie ! of 3

Joiners Whack-A-Mole Story: The Way it WasSuppose to Work

Get a Kit of

parts

A, B, and

Get a Kit of

parts

A, B, and

Asse!"le

A, B, and

to !ake #

Asse!"le

A, B, and

to !ake #

Mo$e # to

stock area

Mo$e # to

stock area


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Eective Story TellingSlie 3 of 3

Joiners Whack-A-Mole Story: The Way it %eally Worked

!ission&

!ission&

B

!issin'&

B

!issin'&

A

!issin'&

A

!issin'&

Kitco!plete&

Kit

co!plete&

Get a kit

of parts

A, B, and

Get a kit

of parts

A, B, and

Asse!"ly

A, B, and

to !ake #

Asse!"ly

A, B, and

to !ake #

Mo$e #

to

stock areas

Mo$e #

to

stock areas

Asse!"ly

B and

Asse!"ly

B and

Asse!"ly

A and

Asse!"ly

A and

Asse!"ly

A and B

Asse!"ly

A and B

Store on

shelf

Store on

shelf(on' in

co!puter

(on' in

co!puter

%eal

)ork

o!ple*ity

+o

+o

+o

es

es

es

es


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Transarency 1'-: 2001 Prentice-Hall

Iniviual Learning anOrgani"ational Learning

Slie 1 of 3

( r$aniational +earnin$

*s e5"al to the s"m o% the chan$e in 4no3led$e

amon$ its emloyees.( )%%ective Plannin$ ;"ality Trainin$

+i4e other 5"ality e%%orts, trainin$ is a lanned

rocess.Prior to !e$innin$ trainin$, %irms sho"ld

em!ar4 on a trainin$ needs assessment.


7/29Transarency 1'-


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Iniviual Learning anOrgani"ational Learning

Slie 3 of 3

( )6amles o% the Bene%its o% a Trainin$ =eeds

ssessment

@no3in$ 3hat trainin$ is !ein$ lanned and 3hy.J"sti%yin$ costs in relation to trainin$ !ene%its.

)val"atin$ trainin$ !ased on meas"ra!le, 3ritten

o!>ectives.)nco"ra$in$ contin"o"s emloyee articiation

and enth"siasm %or trainin$.


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# Moel to $uie Training%evelopment in an Organi"ation

Slie 1 of 11

Trainin' needs analysis plan

$aluation

.!ple!entation

#e$elop trainin' !aterials

.nstructional /"0ecti$es

/r'ani1ational needs

analysis

.ndi$idual needs analysis

Task needs analysis

Trainin' Support 2

!aintenance syste!Trainin' 3ro'ra! #esi'n


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Slie ! of 11

( Trainin$ =eeds nalysis

Be$ins 3hen identi%yin$ or$aniational needs in

terms o% caa!ilities, task needs assessmentinterms o% s4ill sets that are needed in the %irm, and

individual needs analysisto determine ho3

emloyee s4ills %it 3ith comany needs.

( a nalysis

Sho3s 3hat s4ills are needed in an or$aniation.




Slie 3 of 11

( Trainin$ Pro$ram esi$n

*ncl"des the seci%ics o% tailorin$ a co"rse or set

o% co"rses to the needs o% the comany.




Slie & of 11

4ierarchical Trainin' +eeds

*ecuti$es General principles

Strate'ic 5uality plannin'+eeds resources

Mana'ers 2 Super$isors General principles

6acilitator

Tea! !ana'e!ent

!ployees 7uality tools

General principles

Workin' in tea!s


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Slie ' of 11

Trainin' +eeds Assess!ent

/r'ani1ational

Chief of Staff, Army

Commanders

Commands/Activities

/ccupational

Functional Chiefs/Personnel Proponents

Support !ission, 'oals, o"0ecti$es

nsures "ud'et8pro'ra! resources

6ocus on or'ani1ational perfor!ance

Support !ission, 'oals, o"0ecti$es

nsures "ud'et8pro'ra! resources

6ocus on or'ani1ational perfor!ance

(eader de$elop!ent co!!on core

+e) e!ployee orientation

Short- lon'-ter! skills re5uire!ent to

support or'ani1ation3ro!otes de$elop!ent of career paths

Short- lon'-ter! skills re5uire!ent to

support or'ani1ation3ro!otes de$elop!ent of career paths

o!!unication skills

6ilin' syste!s

3 trainin'




Slie ( of 11

Trainin' +eeds Assess!ent 9continued

.ndi$idual

(Supervisors/Managers?

6ocus on KSA re5uire!ent

.ndi$idual needs in ter!s of or'ani1ational 'oals3ro!otes de$elop!ent of e!ployees in career path

6ocus on KSA re5uire!ent

.ndi$idual needs in ter!s of or'ani1ational 'oals3ro!otes de$elop!ent of e!ployees in career path

o!!unication skills

6ilin' syste!s

3 trainin'




Slie ) of 11

*ecuti$e-le$el Trainin' Topics

Module 1 7uality !ana'e!ent philosophy

!ecutives What is 5uality&

The three spheres of 5uality

#e!in', Juran, and ros"y

The i!portance of leadership

Shiftin' paradi'!s

Ser$ices 'ap !odel

.S/ ;


16/29Transarency 1'-1: 2001 Prentice-Hall


Slie * of 11

Mana'er and Super$isor Trainin'

Module " 7uality !ana'e!ent philosophy

Managers What is 5uality&

and The three spheres of 5uality

Supervisors #e!in', Juran, and ros"y

The i!portance of leadership

Shiftin' paradi'!s

Ser$ice 'ap !odel.S/ ;


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Transarency 1'-1? 2001 Prentice-Hall


Slie 1, of 11

!ployee-(e$el Trainin'

Module # /$er$ie) of 5uality !ana'e!ent philosophy

mployees What is 5uality&

/$er$ie) of the i!pro$e!ent process

Kai1en - 3eople-"ased i!pro$e!ent

3rocess .!pro$e!ent

3rocess !ana'e!ent

Super$isin' tea!s

ross-functional tea!s

Kai1en approach to pro"le! sol$in'

3#A cycle

/$er$ie) of tools


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Transarency 1'-1A 2001 Prentice-Hall


Slie 11 of 11

!ployee-(e$el Trainin' 9continued

Module # 6lo)chartin'

mployees 4isto'ra!s

3areto charts

Brainstor!in'8no!inal 'roup techni5ue

6ish"one dia'ra!s

%oot cause analysis

Affinity dia'ra!s

ycle ti!e reduction

Waste re!o$al

Statistical process control


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#ult Learning

( Sel%-irection

d"lts li4e sel%-direction they 3ant to ta4e

control or at least have some say in their trainin$a$enda or lan.

( )6eriential Trainin$ Techni5"es

re "se%"l %or ad"lts 3ho re%er to learn !y doin$.There%ore, trainin$ sho"ld incl"de lenty o%

hands-on-ractice.


21/29


Training Tool-Slie 1 of &

( n-the-Jo!-Trainin$

&an !e "sed as a art o% a str"ct"red trainin$

ro$ram.( &ross-Trainin$

Trainin$ emloyees to do m"ltile >o!s 3ithin an

or$aniation


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Training Tool-Slie ! of &

( *nternetC*ntranet Trainin$

The *nternet rovides another aroach %or

meetin$ the trainin$ needs o% an or$aniation.( &om"ter-Based Trainin$ and & #/

&om"ter-!ased trainin$ "ses secialied so%t3are

4no3n as co"rse3are that addresses seci%ictoics.


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Transarency 1'-2' 2001 Prentice-Hall

Training Tool-Slie 3 of &

( istance +earnin$

*ncororates technolo$ies s"ch as videocon%erencin$

and satellite delivery o% co"rses.

( )lectronic Per%ormance S"ort Systems

)6amles incl"de /icroso%t7s Diard and technical

5"e"e cards.

( /"ltimedia*s accomlished !y incororatin$ several o% the tools

already mentioned into an interactive rocess

%oc"sin$ on several senses.


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Training Tool-Slie & of &

/ther Trainin' Tools

4u!or is a trainin' tools that so!e

trainers ha$e learned to use $ery)ell= .ncorporatin' hu!or into trainin'

allo)s the audience to rela* and en0oy

the !aterial "ein' presented=


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Evaluating TrainingSlie 1 of '

( The +earnin$ &"rve

*n a n"tshell, the learnin$ c"rve can !e interreted

as, Ethe more yo" do somethin$, the !etter yo"

!ecome at doin$ it.

*mrovement occ"rs as a >o! is reeated. *% the

imrovement is reeata!le and redicta!le a%ter

time, it is li4ely to !e the res"lt o% learnin$.


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Transarency 1'-2: 2001 Prentice-Hall

Evaluating TrainingSlie ! of '

( Pro%o"nd r$aniational +earnin$

;"ality-!ased learnin$ occ"rs as eole discover

the ca"ses o% errors, de%ects, and oor c"stomer

service in a %irm. nce these ca"ses o% errors are

discovered, systems are "t in lace to ens"re that

the ca"ses o% error never reocc"rs.

S"ch learnin$ is termed ro%o"nd or$aniationallearnin$.


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Transarency 1'-2


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Transarency 1'-2? 2001 Prentice-Hall

Evaluating TrainingSlie & of '

( Pay-%or-+earnin$ Pro$rams

Pay-%or-learnin$ ro$rams comensate emloyees

%or 4no3led$e and s4ills rather than %or the >o!

they act"ally er%orm.

There are t3o !asic %orms o% ay-%or-learnin$

schemes, 4no3led$e-$ro3th systems and m"ltile

s4ills systems.


29/29

Evaluating TrainingSlie ' of '

( Forms o% Pay-%or-+earnin$ Pro$rams

@no3led$e-$ro3th systems

( @no3led$e-$ro3th systems increase emloyees7 ay as

they esta!lish cometence at di%%erent levels relatin$ to

>o! 4no3led$e in a sin$le >o! classi%ication. These are

sometimes called technical skills ladders.

/"ltile s4ills systems

( re m"ch more e6erimental and "se trainin$ %or >o!

s4ills in a variety o% >o! classi%ications This romises

the advanta$es o% $reater la!or %le6i!ility and >o!

mo!ility %or emloyees.

managing learning for quality improvement.ppt

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