1 ISE 311 Change Individual change Ch. 31 – Job Instruction/Training Organizational change Ch. 32 – Managing Change Monitoring change Ch. 33 – Job.

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Change Individual change

Ch. 31 – Job Instruction/Training Organizational change

Ch. 32 – Managing Change Monitoring change

Ch. 33 – Job Evaluation (not this time …)

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Chapter 31 - Job Instruction/Training Is Training the Solution?

Training is temporary. Solve health and safety problems with permanent

engineering solutions instead.

Training Needs Assessment Identify drivers of training need. May be external or internal. What knowledge and skills will close the gap between

actual and desired performance?

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Reasons for Job Training

Static Job and Static Worker Use training to improve the worker’s job knowledge. Teach:

Better methods New skills New techniques for performing familiar tasks

Static Job and Changing Worker Pre-train employees through cross-training. Train potential employees. Several workers may have to be trained when a job

is created or eliminated.

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Reasons for Job Training (cont.)

Changing Job and Static Worker Train worker in new technology. Have a product designer learn about ergonomics.

Changing Job and Changing Worker Major changes occur in a job. Lean production requires skilled, cross-trained

workers. Worker involvement in decisions requires greater

education.

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Designing Job Instruction Specify Instructional Objectives

In a well-defined objective: The desired performance is observable. The desired performance is measurable. The conditions of performance are specified.

Organize the Message Planning:

Decide how to communicate (the medium). Decide on the specific tactics.

Drafting: Use multiple drafts. Revising:

Perform pilot tests with the target audience. Revise the material based on the results.

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Kinesthetic Learning by doing Results in learning with long retention. Use for highly repetitive psychomotor movements. Remove dangers during practice.

Audio Auditory messages are transitory. Complex information is difficult to communicate The message is paced by the sender at a fixed rate.

Visual Text, representation of the object, or a combination Linear or branching presentation Communicate to individuals or group Ease of modification Distributed or massed practice Location of instruction

Media Options

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Message Options Pictorial Messages

Live demonstrations Film/video Still photographs Still or animated drawings Color or black and white Consider image fidelity.

Text Messages Words: Write so you cannot be misunderstood. Style: Reduce the complexity of your writing. Consider using job aids in writing (e.g. spell checker). Format: Use tabular rather than narrative formats.

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Tactics Training (memorization) requires

Subject knowledge by the trainer Knowledge of how to teach by the trainer Training materials Training time A trainee willing and able to learn

Trainer options “Sit by Nellie”: Observe a fellow worker. Let the supervisor do the training. Hire a teacher to train the workers. Use self-instruction with good materials.

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Tactics (cont.)

Programmed Learning Define the exact behavior the trainee will learn to do. Present the information in small increments. Allow the trainee to determine the pace. Give immediate feedback on results to trainee. Observe trainee behavior and modify program if

necessary. Enhanced Training

Practice makes perfect. Part-task training focuses on the difficult parts. Training wheels permit the trainee to learn without

injury or damage.

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Tactics (cont.)

Simulation Allows the trainee to gain a high level of skill before

doing actual work. Use when the cost of error in real performance is high. Computerized simulation has become more accessible.

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Evaluation Purpose

Use evaluation feedback to improve the training process.

Training is a continuous process.

Techniques Participant satisfaction Learning outcomes Attitude changes Behavior or performance changes Accomplishment of organizational goals

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Job Aid Design Considerations

Information readability Information content Information organization Physical handling and environmental factors

Procedural Job Aids Include assembly instructions, to-do lists, recipes. Present information in a decision structure table. Tables permit decisions to be made by experts without

time stress. Expert systems are computerized, complex decision

structure tables.

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Job Aid Design Psychomotor Information

Present in pictorial instruction or on video. Use words + pictures and allow for modifications. Have copies at the machine and in the office. Consider computerizing the material.

Limit Aids (for Inspection) Have experts define what is acceptable or not. Select a range of parts. Arrange the parts in descending quality and mount

or photograph. Give a set to each inspector and operator.

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Challenge of Change Technological change interacts with social

systems. “The bottom line of engineering is

implementation.” “Where you stand depends on where you sit.”

Improve the odds through … Communication Teams

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Stages of the Change Process Frozen: stability

‘assembly line’ production methods

Unfreeze: rethink goals, consider alternatives Introduce cellular manufacturing concepts

Move: try new methods; feelings of insecurity Cross-training, development of work teams, etc. Unfamiliar skills, new expectations, etc.

Refreeze: “I like it”; “it works” Teams coalesce, skills become familiar, etc.

Frozen: stability

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Force Field Analysis

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Area of FreedomThe solution space is reduced to the area of freedom by economic, legal,technical, or policy factors.

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Communication

Resistance to change may result from: Lack of knowledge Emotions

Communicate: Why the change is being proposed What the expected consequences are

Communication improves the solution and acceptance.

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Teams (Small Groups) Industrial democracy Quality Circles Power sharing

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Team Composition People doing the job under consideration Skilled-trades (maintenance) people Staff people (process engineers, health/safety

specialists, first-line supervisors)

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Key Aspects of Successful Teams Management commitment Training Team composition Information sharing Activities and motivation Evaluation

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Negotiation Allows people to change their concepts

gradually Eliminates clearly unacceptable designs Improves communication within the group

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Special Case: Quality Circles Facilitator Membership Problem of

Horizontal barrier Vertical barrier

Projects Line workers

Staff /SupervisorsOther

depts.

Support groups

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Example Quality Circle Project

Step 1: Select the project. Volume switch defects on stereos

Step 2: Analyze present conditions Pareto analysis Fish diagrams

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Pareto Analysis 1

Switch rotation accounted for 70% of defects.

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Pareto Analysis 2 Uneven rotation

accounted for 87% of rotation defects.

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Fish Diagram Possible causes of switch rotation errors.

Reduce

uneven

switch rotatio

n

G bearingloose torsiontight setting nut

dimensionMATERIAL

9 mm interval

axis hole

F cover

G bearing settingF cover setting

tool width

G axis setting

TOOLS, JIGSINSPECTION

inspection tools

judgment

OPERATORcontent

educationknowledg

epersonality

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Example Quality Circle project (cont.)

Step 3: Establish goals. Reduce rotation defect rate Develop implementation plan Selectively attack problems

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Goals and Schedule

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Example Quality Circle Project (cont.)

Step 4: Promote control activities Monitor with np charts Meet to determine causes and prevention Develop checklists Revise standard procedures

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np Chart

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Results Defect rate reduced from 1.3% to 0.3% Annual savings of 400,000 yen Did not completely eliminate problem

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Comments Great effort to achieve small savings Sophisticated techniques Attitude toward quality problems Communication

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Proposing Change: Project Management Define project scope. Act as client’s servant. Consult frequently. Use experts. Give the ‘buyer’ a choice.

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Proposing change: Written proposals Present convincing information. Make an outline. Know your decision maker. Be concise. Use preferred format and style.

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Written Proposals (cont.)

Include economic information. State assumptions specifically. Make several drafts. Use effective tables and graphs. Proofread.

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Oral Presentations Have a clear objective. Start and end on time. Reach a conclusion. Stand and move around. Allow time for discussion. Use visual aids.

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Visual Aids Overheads Slides/PowerPoint Video Flipcharts

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The Message Organization Tables vs. graphs vs. figures Legibility