skills and technical training factors, training programs

factors affecting skills gap, technical training programs

1. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 1
Skills and Technical Training
Chapter 9

2. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 2
Emerging Needs in the
Workplace

Skilled workers

Professional employees

Problem solving

Decision making

Team members

Interpersonal skills

3. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 3
Three Categories of Skills
Training

Basic skills/literacy education

Upgrading reading, writing and arithmetic

Technical training

Upgrading a wide range of skills

Interpersonal skills training

Communication and teamwork

4. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 4
The Skills Gap

The difference between the skill
requirements of available jobs and
the skills possessed by job applicants.

Some people think that the skills gap
is perpetuated by four-year, “liberal
arts” education.

5. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 5
Factors Affecting Skills Gap

Declining skill levels of many high
school and college graduates.

Growing number of minority and
non-English speaking immigrant
workers.

Increased sophistication of jobs.

6. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 6
Basic Skills/Literacy
Programs
Prose literacy

Ability to understand and use
information from texts.
Document literacy

Ability to locate and use information
contained in non-textual materials.
Qualitative literacy

Ability to apply arithmetic operations.

7. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 7
In-House Literacy Programs

If schools don’t do it, companies
must.

Two characteristics are common:

Aptitude tests

Small-group or one-on-one tutoring

8. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 8
Problems with Basic Skills
Training Programs

HRD professionals think the lack of
literacy is a problem that affects
many people.

Management tends to think that
lack of literacy is a problem, but
affects only a few people.

9. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 9
Federal Support for Basic
Skills Training

1983–2000: Job Training and
Partnership Act (JTPA)

Provided funding to private training
institutes and industry.

Problems included fraud and too
focused on a narrow population.

One of 150 Federal programs that cost a
lot of money and produced little.

10. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 10
Federal Support for Basic
Skills Training - 2

2000–present: Workforce Investment
Act

Consolidated more than 70 existing
programs.

Gave greater control at the local level.

Gave greater accountability to
training providers.

11. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 11
Technical Training Programs

Apprenticeship training

Computer training

Skills/knowledge training

Safety training

Quality training

12. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 12
Apprenticeship Training
Provide skills to meet continually
changing job requirements.
Regulated by Bureau of Apprenticeship
Training in the U.S. Dept. of Labor.
Most require:

2000 hours of OJT
 144 hours of classroom training
 Though there may be a lot more hours…

13. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 13
Major Concerns
Learning based on time requirements
rather than competency.
Programs isolated from other
programs.
Concentrated in blue-collar
occupations.
Little concern for post-apprenticeship
period.

14. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 14
School–to–Work Programs

Vary according to states.

Combines middle school, high school,
and technical/vocational schools.

Provides:

Trained labor pool

Better public image

Potential eligibility for tax credits

15. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 15
Computer Training

Introductory

Focuses on basic tasks

Overcomes fear of computers

Applications

Specific software used by company

Provided “as needed” for position

16. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 16
Computer Training Issues

Self-Efficacy

Individual’s belief that he/she can
successfully perform the task.

Cognitive Playfulness

Spontaneity, imagination and
exploratory approach brought to
learning.

Training Format

17. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 17
Technical/Skills Training

Most are specific to job, process, or
equipment.

Can be general, such as new policies
and procedures on waste disposal.

18. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 18
Different Levels of Skills
Training

Entry-level

Basic skills and procedures

Advanced Training

Update employee skills

Specific skills improvement

New equipment/procedure training

19. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 19
Safety Training
Occupational Safety and Health Act
(OSHA)
Occupational Safety and Health
Administration (OSHA)

Establishes safety standards

Conduct safety inspections

Grant safety variances as appropriate

Cite violations

20. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 20
Safety Metrics

Lost Work Day Index

National average is 3.0 days/100
employees/year

OSHA Recordable Rate

Lost Time Rate

21. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 21
Hazardous Communication
Standards

Written policy needed

Use OSHA posters

Material safety data sheets (MSDS)

MSDS notebooks available to all

Hazardous material labels

Train all employees in hazardous materials

Prepare safety manual

22. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 22
Safety Program Needs

Top management support and
reinforcement

Employee involvement

Regular and recurrent safety training

Effective safety monitoring

23. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 23
Safety Training Needs for
Production Workers

Recognizing, avoiding and
preventing unsafe conditions.

How to use/handle dangerous
machinery, tools, and substances.

Use of protective clothing, systems,
and devices.

Controlling hazards of any type.

24. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 24
Using Computers for OSHA
Training
“OSHA clearly states that while…
CBT can be a valuable tool… its use
alone does not meet the intent of
most OSHA training requirements.
…employees require… access to a
qualified trainer.” (p. 335)

25. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 25
Quality Training

QUALITY: Providing the product the
customer needs when s/he needs it, at a
cost the customer thinks is reasonable.

Need to provide a continuous quality
improvement program.

Employees need to know basic statistics
to implement most quality improvement
programs.

26. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 26
Total Quality Management

Fundamental Skills:

Employees must be able to work in
teams.

Employees must be able to collect,
analyze and evaluate quantitative data.

27. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 27
Two Phases for Quality
Training

Quality Awareness: Training managers
in concept of quality improvement

In-depth Training:

Process skills

Work coordination, problem solving, conflict
resolution

Quality skills

Techniques and tools to improve quality

28. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 28
Seven Basic Quality Tools
(Table 9-7)

Process Flow Analysis

Cause-and-Effect Diagram

Run Chart

Statistical Process Control (SPC)

Scattergram

Histogram

Pareto Chart

29. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 29
Statistical Process Control
(SPC)

Most processes demonstrate
variation in output.

Important to determine if variation
is normal or abnormal.

Focuses on identifying and
correcting abnormal variations.

30. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 30
Needs for Quality Training

Must be comprehensive.

Include both process and quality skills

Needs continual and positive follow-up.

Training is not enough! You need
management commitment, employee
involvement, rewards, and integrated
performance evaluation.

31. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 31
Reasons for Poor Transfer to
the Workplace

Resistance to change

Unclear objectives

Few rewards to use new skills

32. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 32
Quality Training and ISO
9000

International quality standards

Three phases

Document writing

Implementation

Includes company-wide training

Systems effectiveness assessment

33. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 33
ISO 9000 Training
Requirements

Training needs identification
process

Training documentation

Ready for inspection every 6-12
months

34. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 34
Interpersonal Skills Training

Skills needed to work with other
people:

Communication

Customer relations

Selling

Teamwork

35. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 35
Most Common
Interpersonal Skills Training

Team building

Listening skills

Delegation skills

36. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 36
Why Interpersonal Skills
Training is Needed

Increased use of team-based
approach to accomplishing work.

Entrants into workforce lack needed
skills.

High school, college and graduate-level

Increasingly multicultural workplace.

Global economy

37. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 37
Sales Training
Goals:

Build customer loyalty

Improve long-term customer
relations

Provide product information

Build trust

Solve customer problems

38. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 38
Customer Relations/Service
Training
Introduce customer service training
throughout organization.
Train front-line personnel in
interpersonal skills and operational
practices.
Train service managers in coaching
and enforcing service standards.
Provide incentives.

39. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 39
Team Building/Training

Increased use of teams as basic
organizational element.

Two sets of team-related skills:

Task Skills – skills needed for
accomplishing a team’s work objectives.

Process Skills – how to work in a team
and maintain team relationships.

40. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 40
Types of Team-Based
Training Approaches (Table
9-8)

Quality Circle

Cross-Functional

Semi-Autonomous

Self-Managed

Self-Designed

41. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 41
Four Models of Team
Building (Table 9-9)

Goal Setting

Interpersonal Relationships

Problem Solving

Role Clarification

42. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 42
Role of Labor Unions in
Training

Joint Training Programs

Most common are safety and health,
job skills, communication skills, and
displaced worker assistance.

Many other programs are job- and
company-specific.

43. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 43
Professional Development
and Education

Earning and maintaining licensure
and certification in a field of work.

Periodic need for continuing
education.

44. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 44
Providers of Continuing
Education

Colleges and universities

Professional Associations

Company-sponsored continuing
education efforts

45. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 45
Colleges and Universities

Substantive expertise available.

Courses might be tailored to
job/profession.

Organizations can choose instructors.

College credit may be earned.

46. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 46
Professional Associations

Conferences, workshops, meetings

Journals, magazines, newsletters

Pre-certification and post-certification
workshops

47. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 47
Company-Sponsored
Continuing Education

Corporate universities.

Programs are organization specific.

Staff can be in-house, out-of-house
and retirees.

Can incorporate latest technology
into training.

48. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 48
HRD’s Roles in Continuing
Education (CE)
Enabler – foster effective distribution
of CE throughout organization.
Resource Provider – tuition aid,
compensation for travel expenses,
professional fees.
Monitor – Assess CE to ensure
professional development process is
working as desired.

49. HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ. 49
Summary

Need for skilled workers is increasing.

Entry-level personnel need basic and
literacy training.

Global economy and multicultural issues
need to be addressed.

Professional growth must be supported.

Need to be proactive in the face of
changing technology.