Change

1
Change

• Individual change
• Ch. 31 Job Instruction/Training
• Organizational change
• Ch. 32 Managing Change
• Monitoring change
• Ch. 33 Job Evaluation (not this time )

2
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?

3
Reasons for Job Training

• Static Job and Static Worker
• Use training to improve the workers 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.

4
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.

5
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.

6
Media Options

• 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

7
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.

8
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.

9
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.

10
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.

11
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

12
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.

13
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.

14
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

15
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

16
Force Field Analysis
17
Area of Freedom

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

18
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.

19
Teams (Small Groups)

• Industrial democracy
• Quality Circles
• Power sharing

20
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

22
Negotiation

• Allows people to change their concepts gradually
• Eliminates clearly unacceptable designs
• Improves communication within the group

23
Special Case Quality Circles

• Facilitator
• Membership
• Problem of
• Horizontal barrier
• Vertical barrier
• Projects

Staff /Supervisors
Other depts.
Line workers
Support groups
24
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.

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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

31
np Chart
32
Results

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

33
Comments

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

34
Proposing Change Project Management

• Define project scope.
• Act as clients servant.
• Consult frequently.
• Use experts.
• Give the buyer a choice.

35
Proposing change Written proposals

• Present convincing information.
• Make an outline.
• Know your decision maker.
• Be concise.
• Use preferred format and style.

36
Written Proposals (cont.)

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

37
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

39
The Message

• Organization
• Tables vs. graphs vs. figures
• Legibility