Quality Management for Organizational Excellence Lecture/Presentation Notes

1. Quality Managementfor Organizational ExcellenceLecture/Presentation Notes By: Dr. David L. Goetsch and Stanley Davis Based on the book Quality Management for Organizational Excellence (Sixth Edition)

2. Twelve:Education and Training MAJOR TOPICS • Overview of Education, Training, and Learning • Rationale for Training • Training Needs Assessment • Providing Training • Evaluating Training • Managers as Trainers and Trainees • Workforce Literacy

3. Twelve:Education and Training(Continued) Major Topics Continued • Improving Learning • Why Training Sometimes Fails • Quality Training Curriculum • Orientation Training • Customer Training • Ethics Training • Making E-Learning Work

4. Twelve:Education and Training(Continued) • Training is an organized, systematic series of activities designed to enhance an individual’s work-related knowledge, skills, understanding, and motivation. Training is distinguished from education by its characteristics of practicality, specificity, and immediacy. Education is a broader concept that is more philosophical and theoretical in nature than training. Corporate training in the United States has historically focused more on managers than on workers. However, with the advent of total quality, the focus is beginning to change.

5. Twelve:Education and Training(Continued) • Historically, corporate America has not placed as high a priority on training as have companies from global competition. However, with the increased pressure from global competition, this attitude is beginning to change. • The rationale for training can be found in the following factors: • Quality of the existing labor pool • Global competition • Rapid and continual change • Technology transfer problems • Changing demographics

6. Twelve:Education and Training(Continued) • It is important to place the emphasis of training on those who need it most and to ensure that training is designed to promote the organization’s goals. These requirements are met by assessing training needs before providing training. Training needs can be assessed by observing, brainstorming, and surveying. Training needs should be converted to training objectives that are stated in behavioral terms.

7. Twelve:Education and Training(Continued) • Training can be provided in-house: • Through corporate-owned education and training facilities • In conjunction with colleges, universities, and professional organizations • Via satellite downlinks

8. Twelve:Education and Training(Continued) • Regardless of the approach used, the following strategies should be applied: • Build in quality from the start • Design small • Think creatively • Shop around • Preview • Customize

9. Twelve:Education and Training(Continued) • Evaluating training begins with a clear statement of purpose. With a statement of purpose drafted, the next step is to ask the following questions: • Was the training valid? • Did the employees learn? • Has the training made a difference?

10. Twelve:Education and Training(Continued • Managers who serve as trainers should understand the principles of learning and the four-step teaching method: • Preparation • Presentation • Application • Evaluation In presenting instruction, trainers should remember that people learn by doing. Widely used instructional approaches are lecture/discussion; demonstration; teleconference; simulation; and video-taped programmed, and interactive video instruction.

11. Twelve:Education and Training(Continued) • Functional illiteracy affects business and industry as follows: • Difficulty in filling high-skill jobs • Lower productivity • Higher levels of waste • Higher potential for damage to sophisticated equipment • More dissatisfied employees

12. Twelve:Education and Training(Continued) • Before putting employees in training, it is a good idea to teach them study skills that will enhance their learning. They should: • Learn to make a schedule and stick to it. • Have a special place to study. • Listen and take notes. • Read assertively. • Study regularly instead of cramming.

13. Twelve:Education and Training(Continued) • When training fails, the reason is often a lack of participation by management or insufficient scope (focusing on the specifics before teaching the big picture). • Quality training should be divided into three broad categories of study: • Quality Planning • Quality Control • Quality Improvement

14. Twelve:Education and Training(Continued) • Orientation training sometimes fails. When it does, the cause is usually one of the following factors: • Insufficient information • Too much information • Conflicting information

15. Twelve:Education and Training(Continued) • To improve orientation training, organizations should: • Base orientation topics on a needs assessment • Establish an organizing framework • Establish learner control • Make orientation a process rather than an event • Allow people and personalities to emerge • Reflect the organization’s mission and culture • Have a system for improving and updating

16. Twelve:Education and Training(Continued) • Topics frequently dealt with in ethics training programs include: • Drug and alcohol abuse • Theft • Conflicts of interest • Abuse of expense accounts • Misuse of company property • Kickbacks • Bribery • Improper relations with government officials • False advertising

17. Twelve:Education and Training(Continued) • E-learning works, but when learning coaches and mentors are provided.