Quality Management

for Organizational Excellence

Lecture/Presentation Notes
By:
Dr. David L. Goetsch and Stanley Davis
Based on the book

Quality Management for Organizational Excellence

(Seventh Edition)

Presented By: Dr. S (GJU)

MAJOR TOPICS

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
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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
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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 organizations 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.
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Education and Training

Training is an organized, systematic series of

activities designed to enhance an individuals workrelated 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 has historically focused more on
managers than on workers. However, with the
advent of total quality, the focus is beginning to
change.
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The percentage of companies that provide training to employees in each

category and the average number of hours of training received by
employees in each category. Figure 1 compares the percentage of
companies that provide training in each subject category of employment.
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By putting more resources into training sales

representatives than into training production
personnel, they made a conscious decision to
neglect quality. Forget quality, just sell harder.
The total quality philosophy is the opposite and can
be summarized by the statement Improve quality
and you wont have to
sell so hard.

FIGURE 12.2

AVERAGE TRAINING HOURS PER TYPICAL YEAR

When training is compared using the average number of hours

provided per year per employee, production workers, fare only slightly
better. Figure 2 contains these comparisons for companies in the
United States for a typical year.
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FIGURE 12.5
UTILITIES)

TYPES OF TRAINING (MANUFACTURING, TRANSPORTATION, COMMUNICATION,

QUALITY OF THE EXISTING LABOR POOL

Consider the following, released by the Organization for Economic
Cooperation and Development: When compared with their counterparts
in Canada, Europe, and Asia, 23-year-old people in the United States
consistently place lower in math and science.
When comparing the percentage of gross national product (GNP)
spent on education, the United States ranks among the highest. Of the
most industrialized nations, only Canada (4.1%) devotes a larger
percentage of its GNP to education than does the United States
(3.5%). Japan and Germany spend less than 3%.
Compare this situation with the Dutch labor force, which draws its
members from high schools where 90% of the students take advanced
math courses, or that of Japan, where 25% of the time elementary
school children spend in school is devoted to math and science. This
puts U.S. employers in the position of having to spend more to get the
same result.
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CONSIDER THE FOLLOWING FACTS:

Almost 30 million adults in the United States are
functionally illiterate.
Approximately 20% of the workforce in the United
States has a reading comprehension level of eighth
grade or lower, whereas 70% of the reading material
in the modern workplace is at the ninth grade level or
higher.
Approximately 2.5 million people enter the workforce
every year with only limited language skills. These
include immigrants, high school dropouts, and high
school graduates who are still functionally illiterate.

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Providing Training

Training can be provided in-house:

Through corporate-owned education and training
facilities (Corporate Universities)

In conjunction with colleges, universities, and

professional organizations
Via satellite downlinks

Training can be provided Externally

Training can be provided through partnerships

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FIGURE 12.3

SOURCES OF TRAINING

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Twelve:

Education and Training

(Continued)

Historically, corporates have 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
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Training Needs Assessment

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 organizations 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 into training
objectives that are stated in behavioral terms.
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FIGURE 12.10

LEARNING RETENTION

Education practitioners hold that the percentages in Figure 10 apply

regarding what learners remember and retain. Clearly, for learning to
be effective, it must involve activity on the part of learners, be
interactive in nature, and comprise to the extent possible reading,
hearing, seeing, talking, and doing.
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Evaluating Training

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?

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FIGURE 12.11

STUDENT EVALUATION OF INSTRUCTION

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Managers as Trainers and Trainees

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.
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Workforce Literacy

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

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What Can Industries Do?

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.

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Why Training Fails?

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

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Orientation Training

Orientation training sometimes fails. When it

does, the cause is usually one of the following
factors:
Insufficient information
Too much information
Conflicting information

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Orientation Training
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 organizations mission and culture
Have a system for improving and updating
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