Chapter 13

Managing Learning for Quality

Improvement
S. Thomas Foster, Jr.
Boise State University
Slides Prepared by
Bruce R. Barringer
University of Central Florida

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

Effective Story Telling

Slide 1 of 3

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

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Effective Story Telling

Slide 2 of 3
Joiners Whack-A-Mole Story: The Way it Was
Suppose to Work
Get
GetaaKit
Kitofof
parts
parts
A,
A,B,
B,and
andCC
Assemble
Assemble
A,
A,B,
B,and
andCC
totomake
makeDD

Move
MoveDDtoto
stock
stockarea
area

2001 Prentice-Hall

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Effective Story Telling

Slide 3 of 3
Joiners Whack-A-Mole Story: The Way it Really Worked
Real
work

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

Individual Learning and

Organizational Learning
Slide 1 of 3

Organizational Learning
Is equal to the sum of the change in knowledge
among its employees.

Effective Planning Quality Training

Like other quality efforts, training is a planned
process.
Prior to beginning training, firms should
embark on a training needs assessment.
2001 Prentice-Hall

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Individual Learning and

Organizational Learning
Slide 2 of 3

Training Needs Assessment

The assessment consists of two phases.
The first phase is an employee assessment to provide
an objective basis to determine and prioritize program
goals by directly involving the employees through
personal interviews, surveys, and focus groups.
The second phase is an environmental assessment to
develop an inventory of available resources to meet
training needs and to determine the characteristics of
existing resources, company needs, and employee
characteristics.
2001 Prentice-Hall

Transparency 13-7

Individual Learning and

Organizational Learning
Slide 3 of 3

Examples of the Benefits of a Training Needs

Assessment
Knowing what training is being planned and why.
Justifying costs in relation to training benefits.
Evaluating training based on measurable, written
objectives.
Encouraging continuous employee participation
and enthusiasm for training.
2001 Prentice-Hall

Transparency 13-8

A Model to Guide Training

Development in an Organization
Slide 1 of 11
Training needs analysis plan
Organizational needs
analysis
Task needs analysis
Individual needs analysis

Instructional Objectives
Training Support &
maintenance system

Training Program Design

Develop training materials

Implementation

Evaluation
2001 Prentice-Hall

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A Model to Guide Training

Development in an Organization
Slide 2 of 11

Training Needs Analysis

Begins when identifying organizational needs in
terms of capabilities, task needs assessment in
terms of skill sets that are needed in the firm, and
individual needs analysis to determine how
employee skills fit with company needs.

Gap Analysis
Shows what skills are needed in an organization.
2001 Prentice-Hall

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A Model to Guide Training

Development in an Organization
Slide 3 of 11

Training Program Design

Includes the specifics of tailoring a course or set
of courses to the needs of the company.

2001 Prentice-Hall

Transparency 13-11

A Model to Guide Training

Development in an Organization
Slide 4 of 11

Hierarchical Training Needs

Executives

General principles
Strategic quality planning
Needs resources

Managers & Supervisors

General principles
Facilitator
Team management

Employees

Quality tools
General principles
Working in teams

2001 Prentice-Hall

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A Model to Guide Training

Development in an Organization
Slide 5 of 11
Training Needs Assessment
Organizational
Chief of Staff, Army
Commanders
Commands/Activities

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

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A Model to Guide Training

Development in an Organization
Slide 6 of 11
Training Needs Assessment (continued)

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

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A Model to Guide Training

Development in an Organization
Slide 7 of 11

Executive-level Training Topics

Module 1
Executives

2001 Prentice-Hall

Quality management philosophy

What is quality?
The three spheres of quality
Deming, Juran, and Crosby
The importance of leadership
Shifting paradigms
Services gap model
ISO 9000 overview
Self-assessment
Overview of the improvement process
Transparency 13-15

A Model to Guide Training

Development in an Organization
Slide 8 of 11

Manager and Supervisor Training

Module 2
Managers
and
Supervisors

2001 Prentice-Hall

Quality management philosophy

What is quality?
The three spheres of quality
Deming, Juran, and Crosby
The importance of leadership
Shifting paradigms
Service gap model
ISO 9000 review
Self-assessment
Overview of the improvement process
Transparency 13-16

A Model to Guide Training

Development in an Organization
Slide 9 of 11

Manager and Supervisor Training (continued)

Module 2
Managers
and
Supervisors

2001 Prentice-Hall

Kaizen - People-based improvement

Process improvement
Process management
Supervising teams
Cross-functional teams
Kaizen approach to problem solving
Service gap model
PDCA cycle
Overview of tools

Transparency 13-17

A Model to Guide Training

Development in an Organization
Slide 10 of 11

Employee-Level Training
Module 3
Employees

2001 Prentice-Hall

Overview of quality management philosophy

What is quality?
Overview of the improvement process
Kaizen - People-based improvement
Process Improvement
Process management
Supervising teams
Cross-functional teams
Kaizen approach to problem solving
PDCA cycle
Overview of tools

Transparency 13-18

A Model to Guide Training

Development in an Organization
Slide 11 of 11

Employee-Level Training (continued)

Module 3
Employees

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.

Experiential Training Techniques

Are useful for adults who prefer to learn by doing.
Therefore, training should include plenty of
hands-on-practice.
2001 Prentice-Hall

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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.

Computer-Based Training and CD ROM

Computer-based training uses specialized software
known as courseware that addresses specific
topics.

2001 Prentice-Hall

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Training Tools
Slide 3 of 4

Distance Learning
Incorporates technologies such as videoconferencing
and satellite delivery of courses.

Electronic Performance Support Systems

Examples include Microsofts Wizard and technical
queue cards.

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

Other Training Tools

Humor is a training tools that some
trainers have learned to use very
well. Incorporating humor into training
allows the audience to relax and enjoy
the material being presented.

2001 Prentice-Hall

Transparency 13-24

Evaluating Training
Slide 1 of 5

The Learning Curve

In a nutshell, the learning curve can be interpreted
as, the more you do something, the better you
become at doing it.
Improvement occurs as a job is repeated. If the
improvement is repeatable and predictable after
time, it is likely to be the result of learning.

2001 Prentice-Hall

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Evaluating Training
Slide 2 of 5

Profound Organizational Learning

Quality-based learning occurs as people discover
the causes of errors, defects, and poor customer
service in a firm. Once these causes of errors are
discovered, systems are put in place to ensure that
the causes of error never reoccurs.
Such learning is termed profound organizational
learning.

2001 Prentice-Hall

Transparency 13-26

Evaluating Training
Slide 3 of 5

The Relationship between Organizational

Learning and Quality Costs
As learning takes place, various costs of quality
are reduced.
Prevention costs are reduced as use of preventive
action becomes more efficient and focused.
Appraisal costs decrease as the need for inspection
decreases.
External and internal failure costs are decreased by the
fewer number of errors and defects.
2001 Prentice-Hall

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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

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Evaluating Training
Slide 5 of 5

Forms of Pay-for-Learning Programs

Knowledge-growth systems
Knowledge-growth systems increase employees pay as
they establish competence at different levels relating to
job knowledge in a single job classification. These are
sometimes called technical skills ladders.

Multiple skills systems

Are much more experimental and use training for job
skills in a variety of job classifications This promises
the advantages of greater labor flexibility and job
mobility for employees.
2001 Prentice-Hall

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