Training for Quality

Alison Tabbron; Steve Macaulay; Sarah Cook

1997 Training for Quality

doi: 10.1108/09684879710156469

Suggests that formal mentoring schemes are on the increase in response to the rapid pace of change and the need for people to network in lean delayered organizations. Defines mentoring as a one‐to‐one process of helping individuals to learn and develop and takes a longer‐term perspective which focuses on the person’s career and their development. Reviews the experience of best practice organizations using mentoring and draws on a feasibility survey of managers in a 10,000 strong global engineering company. Typical problem areas are that expectations and objectives may be misunderstood, the formal framework may not fit the culture and it can be hard to find suitable mentors. Discusses the strengths of mentoring, some of the pitfalls, and factors which help to make mentoring work effectively. Asserts that you should be clear what you want out of mentoring, communicate thoroughly, carefully tailor the programme to the needs of participants and the culture, train the mentor and set up evaluation and review methods.

Theo J. Bastiaens; Wim J. Nijhof; Jan N. Streumer; Harmen J. Abma

1997 Training for Quality

doi: 10.1108/09684879710156478

In the last ten years the computer‐based training (CBT) market has grown tremendously and the quality of the programmes has improved. Sound and vision have been added and educational technology has improved the design and structure. Nowadays keywords are just‐in‐time learning and learning by doing. For these CBT has had to be revised and integrated into the workplace. One way to integrate learning in the workplace is by using electronic performance support systems (EPSSs). EPSSs support workers with information, advice and training while they are doing their job. Reports the effectiveness of EPSSs. Evaluates some of the expected advantages of EPSSs, such as the increase in productivity and improved learning with insurance agents using laptop computers. Presents theoretical statements, research design and hypotheses. Relates the conclusion to the improvement in productivity and learner results.

Kenneth J. Mussnug; Aaron W. Hughey

1997 Training for Quality

doi: 10.1108/09684879710156487

Many companies have adopted self‐directed work teams as a way to empower their employees and thus enhance both productivity and quality. Many of these same companies, however, have experienced a myriad difficulties and problems in attempting to implement a team programme. Explains how to determine if your company could benefit from using a team management approach, as well as how best to “set the stage” for an empowerment programme such as teams. Includes useful strategies for implementing teams, a discussion of the critical role of management, how long the transition can be expected to take, how to deal with issues of accountability, and the importance of initial and ongoing training. Addresses the concept of team efficacy in the context of why teams are successful at some companies and disastrous at others.

Betty Conti; Brian H. Kleiner

1997 Training for Quality

doi: 10.1108/09684879710156496

Gives a basic understanding of what could be done to increase teamwork to benefit an organization. In researching the significance of teamwork and the problems teams confront in the business arena, provides a better understanding of how team building fits into the future of successful businesses. By focusing on different tools and techniques, develops an insight on the approaches that can be taken to reach this important cohesion. Through corporate examples, examines the results of the variety of approaches discussed. Through these day‐to‐day business events, provides a visual perception of the important contribution that increased teamwork can provide. Contends that, as we move through the present business climate, efficient and effective teamwork is the recommended approach to achieve and maintain a successful business.

Roderick H. Macmillan

1997 Training for Quality

doi: 10.1108/09684879710156504

Explains that an online ISO 9001 based management system has been developed using the Worldwide Web, a hypermedia system and part of the Internet. Subject matter is presented as an alphabetical list of linked encyclopaedia‐style entries. Numerous navigational techniques are available, and the system allows the user several different routes to particular information. ISO 9001 and Tickit cross‐references are incorporated, together with linked process diagrams, a topic‐based change log and electronic forms. The level of detail presented on screen may be controlled by users.

Sarah Teresa Meegan

1997 Training for Quality

doi: 10.1108/09684879710156513

Estimates suggest that 100,000 companies are currently registered to ISO 9000 ‐ a phenomenal figure. Yet so comparatively few have made the further quality transition to TQM. In general, published work combining ISO 9000 and TQM is lacking. However, of the little which does exist, the consensus is that registration to the standard offers a valuable route to TQM. Asks why managers appear so unconvinced. Identifies several factors which emerge from the literature as influencing this transition process and seeks to consolidate the various dimensions into a comprehensive framework which will serve as the base of analysis for the next phase of this ongoing study.

Werner Vermeulen

1997 Training for Quality

doi: 10.1108/09684879710156522

Claims that management’s failure to recognize the importance of attitudes and to foster a change is one of the primary reasons for the failure of the quality transformation process. States that successful TQM implementation is dependent on the existence of a total quality culture among all personnel. Reports research which indicates that, although some positive elements do exist, for example, a common accepted vision, accepted responsibilities, customer‐focus and group cohesiveness, much still needs to be done to pave the way for a total quality culture.