Training in Manufacturing
1. Skills Shortage: Manufacturing
T+D, v60 n5 p40-43 May 2006
US manufacturing has declined significantly representing only 29 percent of global production. This alarming trend has gotten a lot of publicity and along with the publicity and has been a wake-up call for the manufacturing industry to improve its image and invest in employee training. Research done by the National Association of Manufacturers (NAM) stresses the need for schools to emphasize math and science. Manufacturers can help close the skills gap by partnering with community colleges and technical schools to provide training and to encourage students to work in this field. According to an NAM official, “Manufacturing isn’t about brawn anymore. It’s about brains. You have to be able to communicate, to problem solve, and to work in teams, and you should know something about statistical analysis. These are things that, in the past, were considered higher order skills, but which now are baseline for any job.”
2. Raising the Bar at Deere & Company
T+D, v60 n4 p32-38 April 2006
At C Level. When Bob Lane took the helm, he stated "We have a company with a great heritage, great products, and a market share that is second to none...but...we had a good but not great business." Lane's first action was to identify Deere's strategic objectives and engage its employee base in achieving these objectives. This article shares the insights and actions of CEO Bob Lane, John Deere and Company.
3. John Deere Champions Workforce Development
T+D, v60 n4 p40-43 April 2006
This article explains the link between individual learning and the business of the John Deere and Company. Some key elements of the learning function are the way learning is managed connecting competencies and development; finding the right metrics; and understanding change. In 2005, Deere launched an online career development program that gives employees a context and a method to address their own development. That system, which has “a job-fit analysis,” helps employees assess where they are today and compare themselves with positions they would like to attain.
4. Cost-Comparison: Instructor-led vs. E-learning
LEARNING CIRCUITS, v6 n6 June 2005
To help its managers better understand the relationship between cost and delivery methodology, Caterpillar University constructed a mathematical model to better calculate the key cost components. Its key finding: even when similar programs are compared, e-learning is less expensive to deliver almost regardless of learner population.
5. Clients: What to do with them
T+D, v59 n5 p64-69 May 2005
Working with clients is what it's all about and to be successful you need to understand client needs and expectations. This author conducted a survey to determine recurring client profiles-- over 15 were identified along with the likely issues that cause problems. Several approaches to handling clients are discussed along with a real-life manufacturing example of how working with a client helped improve internal communications and use of costly equipment. The survey questions are included in the article.
6. Overcoming Obstacles to E-learning: A Supplier’s Perspective
LEARNING CIRCUITS, v4 n6 June 2003
This article describes lessons learned by vendor, Learn. Perform. Succeed!, through surveying a manufacturing client about their e-learning courses. Some of the problems dealt with were course completion, low bandwidth, and unengaged learners; some of the solutions were treat employees and suppliers like business owners, develop client relationships, and be better than PowerPoint.
