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2001 Prentice-Hall
Chapter Overview
Effective Story Telling
Individual Learning and Organizational
Learning
A Model to Guide Training Development in
Organizations
Adult Learning
Training Tools
Evaluating Training
2001 Prentice-Hall
Transparency 13-2
Importance of Stories
Analogies, metaphors, and stories go a long
way toward helping workers understand quality
principles.
An example is Brian Joiners whack-a-mole
story told in the textbook. The story tells how
an assembly operation was suppose to work,
contrasted against how it actually worked due
to unnecessarily complexity.
2001 Prentice-Hall
Transparency 13-3
Move
MoveDDtoto
stock
stockarea
area
2001 Prentice-Hall
Transparency 13-4
Get
Getaakit
kit
ofofparts
parts
A,
B,
A, B,and
andCC
Complexity
Assembly
Assembly
A,
A,B,B,and
andCC
totomake
makeDD
Kit
Kit
complete?
complete?
Move
MoveDD
toto
stock
stockareas
areas
Yes
No
AA
missing?
missing?
Yes
No
BB
missing?
missing?
Yes
Assembly
Assembly
BBand
andCC
Store
Storeon
on
shelf
shelf
Long
Longinin
computer
computer
Assembly
Assembly
AAand
andCC
No
CC
mission?
mission?
2001 Prentice-Hall
Yes
Assembly
Assembly
AAand
andBB
Transparency 13-5
Organizational Learning
Is equal to the sum of the change in knowledge
among its employees.
Transparency 13-6
Transparency 13-7
Transparency 13-8
Instructional Objectives
Training Support &
maintenance system
Implementation
Evaluation
2001 Prentice-Hall
Transparency 13-9
Gap Analysis
Shows what skills are needed in an organization.
2001 Prentice-Hall
Transparency 13-10
2001 Prentice-Hall
Transparency 13-11
General principles
Strategic quality planning
Needs resources
General principles
Facilitator
Team management
Employees
Quality tools
General principles
Working in teams
2001 Prentice-Hall
Transparency 13-12
Support
Supportmission,
mission,goals,
goals,objectives
objectives
Ensures
Ensuresbudget/program
budget/programresources
resources
Focus
Focuson
onorganizational
organizationalperformance
performance
Leader development common core
New employee orientation
Occupational
Functional Chiefs/
Personnel Proponents
ShortShort-long-term
long-termskills
skillsrequirement
requirementto
to
support
supportorganization
organization
Promotes
Promotesdevelopment
developmentof
ofcareer
careerpaths
paths
Communication skills
Filing systems
PC training
2001 Prentice-Hall
Transparency 13-13
Individual
(Supervisors/
Managers?
Focus
Focuson
onKSA
KSArequirement
requirement
Individual
Individualneeds
needsin
interms
termsof
oforganizational
organizationalgoals
goals
Promotes
Promotesdevelopment
developmentof
ofemployees
employeesin
incareer
careerpath
path
Communication skills
Filing systems
PC training
2001 Prentice-Hall
Transparency 13-14
2001 Prentice-Hall
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Transparency 13-17
Employee-Level Training
Module 3
Employees
2001 Prentice-Hall
Transparency 13-18
2001 Prentice-Hall
Flowcharting
Histograms
Pareto charts
Brainstorming/nominal group technique
Fishbone diagrams
Root cause analysis
Affinity diagrams
Cycle time reduction
Waste removal
Statistical process control
Transparency 13-19
Adult Learning
Self-Direction
Adults like self-direction; they want to take
control or at least have some say in their training
agenda or plan.
Transparency 13-20
Training Tools
Slide 1 of 4
On-the-Job-Training
Can be used as a part of a structured training
program.
Cross-Training
Training employees to do multiple jobs within an
organization
2001 Prentice-Hall
Transparency 13-21
Training Tools
Slide 2 of 4
Internet/Intranet Training
The Internet provides another approach for
meeting the training needs of an organization.
2001 Prentice-Hall
Transparency 13-22
Training Tools
Slide 3 of 4
Distance Learning
Incorporates technologies such as videoconferencing
and satellite delivery of courses.
Multimedia
Is accomplished by incorporating several of the tools
already mentioned into an interactive process
focusing on several senses.
2001 Prentice-Hall
Transparency 13-23
Training Tools
Slide 4 of 4
2001 Prentice-Hall
Transparency 13-24
Evaluating Training
Slide 1 of 5
2001 Prentice-Hall
Transparency 13-25
Evaluating Training
Slide 2 of 5
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Transparency 13-26
Evaluating Training
Slide 3 of 5
Transparency 13-27
Evaluating Training
Slide 4 of 5
Pay-for-Learning Programs
Pay-for-learning programs compensate employees
for knowledge and skills rather than for the job
they actually perform.
There are two basic forms of pay-for-learning
schemes, knowledge-growth systems and multiple
skills systems.
2001 Prentice-Hall
Transparency 13-28
Evaluating Training
Slide 5 of 5
Transparency 13-29