Skills and Technical Training
Chapter 9
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
1
Emerging Needs in the
Workplace
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Skilled workers
Professional employees
Problem solving
Decision making
Team members
Interpersonal skills
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
2
Three Categories of Skills
Training

Basic skills/literacy education
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Technical training
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Upgrading reading, writing and arithmetic
Upgrading a wide range of skills
Interpersonal skills training

Communication and teamwork
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
3
The Skills Gap

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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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
4
Factors Affecting Skills Gap
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Declining skill levels of many high
school and college graduates.
Growing number of minority and nonEnglish speaking immigrant workers.
Increased sophistication of jobs.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
5
Basic Skills/Literacy Programs
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Prose literacy
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Document literacy
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Ability to understand and use information
from texts.
Ability to locate and use information
contained in non-textual materials.
Qualitative literacy

Ability to apply arithmetic operations.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
6
In-House Literacy Programs
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If schools don’t do it, companies
must.
Two characteristics are common:
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Aptitude tests
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Small-group or one-on-one tutoring
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
7
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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
8
Federal Support for Basic Skills
Training
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1983–2000: Job Training and
Partnership Act (JTPA)
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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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
9
Federal Support for Basic Skills
Training - 2

2000–present: Workforce Investment
Act
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Consolidated more than 70 existing
programs.
Gave greater control at the local level.
Gave greater accountability to training
providers.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
10
Technical Training Programs
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Apprenticeship training
Computer training
Skills/knowledge training
Safety training
Quality training
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
11
Apprenticeship Training
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Provide skills to meet continually
changing job requirements.
Regulated by Bureau of Apprenticeship
Training in the U.S. Dept. of Labor.
Most require:

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2000 hours of OJT
144 hours of classroom training
Though there may be a lot more hours…
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
12
Major Concerns
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Learning based on time requirements
rather than competency.
Programs isolated from other
programs.
Concentrated in blue-collar
occupations.
Little concern for post-apprenticeship
period.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
13
School–to–Work Programs
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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
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
14
Computer Training
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Introductory
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Focuses on basic tasks
Overcomes fear of computers
Applications
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Specific software used by company
Provided “as needed” for position
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
15
Computer Training Issues
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Self-Efficacy
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Cognitive Playfulness
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Individual’s belief that he/she can
successfully perform the task.
Spontaneity, imagination and exploratory
approach brought to learning.
Training Format
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
16
Technical/Skills Training


Most are specific to job, process, or
equipment.
Can be general, such as new policies
and procedures on waste disposal.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
17
Different Levels of Skills
Training
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Entry-level
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Basic skills and procedures
Advanced Training
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Update employee skills
Specific skills improvement
New equipment/procedure training
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
18
Safety Training
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Occupational Safety and Health Act
(OSHA)
Occupational Safety and Health
Administration (OSHA)
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Establishes safety standards
Conduct safety inspections
Grant safety variances as appropriate
Cite violations
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
19
Safety Metrics
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Lost Work Day Index
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National average is 3.0 days/100
employees/year
OSHA Recordable Rate
Lost Time Rate
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
20
Hazardous Communication
Standards
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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
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
21
Safety Program Needs

Top management support and
reinforcement

Employee involvement

Regular and recurrent safety training

Effective safety monitoring
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
22
Safety Training Needs for
Production Workers
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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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
23
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)
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
24
Quality Training
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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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
25
Total Quality Management
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Fundamental Skills:
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Employees must be able to work in
teams.
Employees must be able to collect,
analyze and evaluate quantitative data.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
26
Two Phases for Quality
Training
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Quality Awareness: Training managers
in concept of quality improvement
In-depth Training:
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Process skills
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Work coordination, problem solving, conflict
resolution
Quality skills
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Techniques and tools to improve quality
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
27
Seven Basic Quality Tools
(Table 9-7)
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Process Flow Analysis
Cause-and-Effect Diagram
Run Chart
Statistical Process Control (SPC)
Scattergram
Histogram
Pareto Chart
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
28
Statistical Process Control
(SPC)
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Most processes demonstrate variation
in output.
Important to determine if variation is
normal or abnormal.
Focuses on identifying and correcting
abnormal variations.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
29
Needs for Quality Training
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Must be comprehensive.
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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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
30
Reasons for Poor Transfer to
the Workplace
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Resistance to change
Unclear objectives
Few rewards to use new skills
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
31
Quality Training and ISO 9000
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International quality standards
Three phases
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Document writing
Implementation
Includes company-wide training
Systems effectiveness assessment
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
32
ISO 9000 Training
Requirements
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Training needs identification process
Training documentation
Ready for inspection every 6-12
months
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
33
Interpersonal Skills Training

Skills needed to work with other
people:
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Communication

Customer relations

Selling

Teamwork
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
34
Most Common Interpersonal
Skills Training
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Team building
Listening skills
Delegation skills
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
35
Why Interpersonal Skills
Training is Needed
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Increased use of team-based approach
to accomplishing work.
Entrants into workforce lack needed
skills.
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High school, college and graduate-level
Increasingly multicultural workplace.

Global economy
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
36
Sales Training
Goals:
 Build customer loyalty
 Improve long-term customer relations
 Provide product information
 Build trust
 Solve customer problems
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
37
Customer Relations/Service
Training
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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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
38
Team Building/Training
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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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
39
Types of Team-Based Training
Approaches (Table 9-8)
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Quality Circle
Cross-Functional
Semi-Autonomous
Self-Managed
Self-Designed
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
40
Four Models of Team Building
(Table 9-9)
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Goal Setting
Interpersonal Relationships
Problem Solving
Role Clarification
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
41
Role of Labor Unions in
Training
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Joint Training Programs
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Most common are safety and health,
job skills, communication skills, and
displaced worker assistance.
Many other programs are job- and
company-specific.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
42
Professional Development and
Education
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Earning and maintaining licensure
and certification in a field of work.
Periodic need for continuing
education.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
43
Providers of Continuing
Education
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Colleges and universities
Professional Associations
Company-sponsored continuing
education efforts
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
44
Colleges and Universities
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Substantive expertise available.
Courses might be tailored to
job/profession.
Organizations can choose instructors.
College credit may be earned.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
45
Professional Associations
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Conferences, workshops, meetings
Journals, magazines, newsletters
Pre-certification and post-certification
workshops
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
46
Company-Sponsored
Continuing Education
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Corporate universities.
Programs are organization specific.
Staff can be in-house, out-of-house and
retirees.
Can incorporate latest technology into
training.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
47
HRD’s Roles in Continuing
Education (CE)
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
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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
48
Summary

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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.
HRD3eCH9 Contributed by Wells
Doty, Ed.D. Clemson Univ.
49