Week 4 Disscusion 2

There are several instructional methods and activities that can be used to deliver training. As a trainer, you should have a broad awareness of different kinds of instructional methods so that you can recommend and utilize the most appropriate solutions for the specific learning objectives.

List and describe three types of training methods. What type of activity is it? What types of activities precede and follow it? What learning style(s) does this activity accommodate? What adult learning characteristics does this activity incorporate? Discuss the pros and cons of each method. Lastly, using Bloom’s taxonomy, create a training objective for each instructional method. Be sure to consider the specific skills and knowledge to be learned in the training in order to appropriately apply each instructional method.

Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.

8.2 Development of Training

The first step in the development phase of training consists of formulating an instructional strategy. The focus of the instructional strategy is on achieving
(inputs from the design phase) are used to shape the strategy so that it will achieve the objectives. The instructional strategy (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i177#glossch08_001)
organization, timing, methods, and materials to be used. The outputs of the development phase are all of the things needed to deliver the training program

These include the specific content of the training, materials to be used, any slides, videos and such that are needed, presentation equipment, manuals, and
development phase at the beginning of the chapter.

Choosing Instructional Methods
In Chapters 6 (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i84#ch06) and 7 (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i100#ch07)
as role-play, behavior modeling, and case study, are not meant to be stand-alone methods, but rather, they facilitate learning by providing alternative mechanisms

Table 8-1 Training Method Effectiveness at Meeting KSA Objectives (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_001)1

8.2 Development of Training

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Objectives of Training

Knowledge

Skills

Training Methods Declarative Procedural Strategic Technical Inter-
personal

Lecture

Straighta
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i116#ch08fnt01)

3 2 1 1 1

Discussion 4 3 2 1 1

Demonstration Computer-Based 1 4 2 4

4

Programmed Instruction 5 3 3 4 1

Intelligent Tutoring 5 4 4 5 2

Interactive Multimedia 5 4 4 5 4

Virtual Reality 3 5 3 4 4

Simulations/
Games

Equipment 1 3 2 5 1

Case Studies 2 2 4 2 2

Business Games 2 3 5 2 2b
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i116#ch08fnt02)

In-Basket 1 3 4 1 2c
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i116#ch08fnt03)

Role-Play 1 2 2 2 4

Behavior Modeling 1 3 3 4 5

OJT

JIT 3 5 4 4 2

Apprentice 5 5 4 5 2

Coaching 3 5 4 4 4

Scale: 1 5 not effective, 2 5 mildly effective, 3 5 moderately effective, 4 5 effective, 5 5 very effective.

a (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i116#r__ch08fnt01) This rating is for lectures delivered orally; printed lectures would

b (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i116#r__ch08fnt02) If the business game is designed for interpersonal skills, this rating

c (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i116#r__ch08fnt03) If multiple in-baskets were used, this rating would be 3.

d (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i116#r__ch08fnt04) This rating applies specifically to role reversal.

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Although the method’s effectiveness in meeting the learning objective should be the major criterion for selection, other considerations are costs, time needed
that meets the budget but still provides the necessary KSAs. The workforce’s literacy is another issue to consider. Methods such as programmed instruction
if reading is not an important skill for the job.

What about those individual differences identified in Chapter 5 (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i68#ch05) ? How
methods and multiple AV equipment, the training will meet the needs of many of the different learning styles. By using multiple visual aids (diagrams, flow
address Visual and Verbal learning styles respectively. As well, use of small group discussions (for verbal) and having the groups map out their conclusions

Role-plays of real workplace examples, or cases based on actual work examples will provide Sensors with the right type of presentation. The use of theory
competition between groups can also increase motivation levels, especially in Intuitives who might be getting a bit bored.

Using small groups in training also supports different learning styles. For example, after a lecturette, trainees are put in small groups and told to first think
thoughts on how to use the information and come to a consensus of how useful the information would be in the workplace. Note how the former (symbolic

We tend to present training material in a linear method. A leads to B that leads to C. This fits well into the Sequential learning style. To accommodate the
training. Also get trainees to consider how this training fits with what they already know.

By considering all these factors, you will likely meet, for the most part, the learning style of all trainees. Not only that, but by mixing up the methods and

The knowledge gained from Chapter 5 (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i68#ch05) provides an awareness of the
organizational constraints that you have identified. Keeping all of this in mind, we now turn to the instructional strategy.

Instructional Strategy
The instructional strategy is a written document, often called a training plan (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i177#glossch08_002)
trainers. The following sections indicate what should be included in the documentation, rather than the form that it should take. An instructional strategy should
should then provide a listing of the learning objectives for the training. These objectives should be organized into modules that encompass related topics. For
needed, and the trainer who will deliver this module should also be identified. Sometimes the configuration of the training space needs to be changed to accommodate
group exercise. Your plan should identify any points in the training where the seating configuration needs to change. After all the components of the training
documented so it is clear what will occur once training is completed. It is generally expected that transfer of training will occur, but often little is done to ensure

Finally, a short description of how the training will be evaluated should be included. It is important to include the evaluation process and time frames as
is focused on achieving the desired outcomes.

Table 8-2 can serve as a guide for developing your instructional strategy. To get a better feel for the pipefitting job you may want to review Table 6-8 (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i91#ch06table08)
systematically examine what is required and what ordering of the material makes the most sense. Each component of the instructional strategy is discussed

Objectives and Learning Points
As stated, the instructional strategy should contain all of the learning objectives, organized into the modules in which these objectives will be addressed. Each
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i177#glossch08_003) is an important piece of information that a trainee must acquire
points. Consider this learning objective: “Solder twenty feet of half-inch copper pipe, using elbows and unions, in 20 minutes or less with no leaks.” To ensure
solder. These factors would be key learning points, which the trainer would need to be sure that the trainee had mastered in order to achieve the objective.

Other Content
As each learning objective is considered (along with its learning points), the most effective configuration of methods, material and equipment, facilities, and
supervisors how to deal effectively with conflict, the methodology might be lecture and discussion to provide information, and role-play or behavior modeling
activities. In most cases time is limited, and the inexperienced training developer tends to overload the material to be covered. Always allow for a reasonable

Table 8-2 Components of Instructional Strategy

Instructional Strategy/Training Plan

Name of Program: Pipe Fitting I Classroom configuration: 15 seats in “U” shape with open

Location: Classroom 101 next to Field simulation site no. 2 Evaluation: conducted at the end of training (Correct connection

Target Population: Apprentices who successfully passed the gas fitters exam

Overall Training Objective: Trainees will be able to examine a work project and with appropriate tools measure, cut, thread, and install the piping according

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Time Topic Learning Objective

12:05–12:25 (20
min)

Trainer: Mr. XX

Introduction; Welcome ground
rules, agenda, etc.

12:25–1:00 (35
min)

Trainer: Mr. XX

Determining number and length of
pipes needed

1. Using a tape measure, determine the length and number of pipes necessary to connect
meter in a manner that meets the gas code

1:00–1:45 (45 min)

Trainer: Ms. YY

Cutting and threading pipe 2. Using a threading machine, cut and thread length of pipe required

Measures to assist
transfer:

Coach assigned on work crew.

On the basis of the type of training, the next step is to decide on the configuration of the room. Clearly, documenting this information reduces the likelihood
too small to accommodate those interactions. This is discussed in more depth later, under the heading “Furniture Setup.”

After agreement is reached on a carefully constructed instructional strategy, the next step is to obtain or develop the instructional material, instructional
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i177#glossch08_004) and consists of the checklist (derived from your instructional
training model at the start of the chapter) is development or acquisition of all the items on your program development plan. Methodically completing the program
development plan components in more detail.

Materials and Equipment
Once your training plan is completed, document all the necessary material you will need such as printed material, slides, and the like, and the time frames
Important charts, posters, and easel sheets can be professionally printed depending on cost and time constraints.

Trainee’s Manual
The trainee’s manual is an important learning tool for training. The instructional strategy provides you with an outline of what needs to be included in the
then be able to pay more attention to what is being said and done, rather than being concerned about taking notes. The manual often includes all lecture materials,

A good choice for holding the manual’s material is a three-ring binder, because the trainee can add information as the training continues. If you will be
information—for example, exercises—from the trainees until it is time to use it. Trainees should not be distracted from the current topic by trying to figure

Trainer’s Manual
The trainer’s manual provides all the information in the trainee’s manual and information on what the trainer needs to do and how. It is a visual aid for the
indicating when to generate lists on newsprint to what some of the expected information on the list might be and how the trainer might want to respond. A

Facilities
If training is taking place in the company’s facility, be sure that the room is available by reserving it. If training will be off-site, be selective as to the design
separate the room from others, inquire about the events scheduled next door. Attending a training session when a motivational speaker or sales rally is next
soundproofing of the panels that separate the rooms. Avoid booking rooms that lead directly to the kitchen unless it is certain that the walls are soundproofed.

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Some Advantages to Off-Site Training Facilities
Although a certain pride can come from having your own training facilities, they can be expensive. Off-site training offers several advantages.

First, being off-site provides more assurance that trainees will not be interrupted. It is simply too easy to contact the trainee if he is on the same floor or

Another advantage is the change of pace off-site training offers. Going to a hotel or conference center is not the same as going to work. Many trainees will
with the job. Recall the discussion of classical conditioning. Regular pairing of work with stress will result in a feeling of stress upon arrival at the workplace.
the old school?

Going off-site also allows the trainer to choose a facility compatible with the needs of the particular training event. If breakout rooms, a classroom, U-shaped

The Training Room
Whether you are designing a training facility or going off-site to train, many factors contribute to making the training room a learner-friendly environment.

A windowless room is best. Windows can distract the trainees, as was evident in the case at the start of the chapter. Jack was easily distracted from the
that you can close. Unblocked windows, even on upper floors of a building, can be distracting when the weather turns bad. Also, light coming through the
eliminate things that will distract trainees from the training. Material that is related to the training can and should be posted on walls and easels. Lighting should
should be close to square in shape. Rectangular rooms limit the type of seating arrangements possible. A rule of thumb is to avoid a training room whose length
carpeted and should have a sound-absorbing ceiling. As noted earlier, a soundproof facility, whether on premises or off-site, is very important.

The room should be equipped with its own temperature control and quiet heating/cooling fans. This point might sound trivial—after all, who would build
of Windsor Business School was being built, a team of faculty members provided input into the design of the classrooms. This input helped tremendously
the fans are on, it becomes difficult to hear the questions being asked.

Under the heading “nice to have,” consider the following for a multipurpose training room:

Have tracks built onto the walls with a slot into which newsprint can be pushed, allowing for the hanging of charts and posters anywhere in the room.

Have whiteboards built into the walls at strategic locations to allow easy access to large writing surfaces.

Have built-in consoles that control lighting, audiovisuals (AVs), and computers, to provide easy access to the operation of these training aids.

Have a working remote control so trainers can operate the lights and AVs from anywhere in the room.

Have an interactive whiteboard (e.g., SMART board) for developing models or listing points generated in discussions, and be able to provide copies

If AVs are built into the facility, make sure that they are situated so that all trainees can view and hear them. Also make sure that AVs are not built into

Furniture
Use tables and chairs rather than classroom-type desk chairs. Tables should be movable so they can be set up in any configuration. An ideal table size is 5
tables together makes a 5-foot square where eight people can hold a group discussion.

If possible, use padded swivel chairs that are cloth covered (not vinyl) and have casters and armrests. Trainees will be required to sit for extended periods
or turn to work with another trainee. Being able to lean back and rest your arms creates a relaxing environment conducive to learning.

Furniture Setup
Seating arrangements depend on the type of training being conducted. The typical configurations are classroom, U-shape, conference, and circle. The arrangement
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_003) To appreciate this point, consider the two extremes, circle and
trainees are all facing one direction. If no tables are used, more trainees can be accommodated. This arrangement is called theater style. When a trainee sees
A trainee sees this style and her role is also defined: She will be a part of the discussion. Furthermore, this lack of focus makes it easier for trainees to debate

To provide employees with information on the company’s position regarding sexual harassment, for example, the classroom configuration is appropriate.
trainer and the trainee. Suppose the goal is to train managers to deal with sexual harassment. A circle is chosen because the goal is to generate discussion about
members of the group is equal. Another obvious difference between these two configurations is that a larger number of trainees can be accommodated in the

Various modifications of these two extremes can also be used. The semicircle (Figure 8-1C) encourages trainee discussion and allows trainees to be face-to-face

Perhaps the configuration used most often is the U-shape (Figure 8-1D). It is similar to the semicircle but allows for a larger group of trainees. The U-shape
35 trainees). However, the U itself can become too large. The trainer must be careful not to move too deeply into the U and cut off those at the end. Also,
open end of the U (see Figure 8-1D) ensures that they are not blocked and all participants can see the material easily.

Another alternative is to have trainees sit at round tables in a semicircle (Figure 8-1E). This arrangement facilitates easy switching from lecturette to small-group
members can interact, making the training less threatening at the beginning.

Figure 8-1 Different Seating Arrangements

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Refreshments
Although this may seem logical and not worth mentioning, various refreshments are necessary during a training session. Failure to plan for this will undoubtedly
well as though out the morning training sessions. In the afternoon you should also have coffee, pop, and a snack of some type. In the workplace workers have
are meeting the existence needs by providing sustenance. Failure to do so will have attention focused on why there are no refreshments as the participants

The Trainer
How is the trainer chosen? One of the reasons most commonly cited for ineffective training is its lack of relevance to the trainee’s situation. Comments such
boss makes the decisions” indicate the concern trainees perceive as to the transferability of the training to their jobs.

One way to ensure the relevance of the training is to use managers as trainers. (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_004)
trainees, his presence could dampen the trainees’ enthusiasm for training. Additionally, the manager may not have the skills needed to be an effective trainer.

Larger organizations can overcome the supervision issue by not having managers train their immediate subordinates. Smaller organizations would need
treatment, the word would get out that this system was okay. Another concern is the potential that the middle manager may spend too much time dealing with

Another way to develop a successful training program is to use a seasoned trainer (e.g., outside or internal consultant) and a manager to team-teach the
effective trainer. The disadvantage is cost, and for this reason it is not often chosen. The larger issue of the trainer’s competence is addressed later.

Trainer KSAs
The KSAs of an effective trainer are presented in Table 8-3. Note that many of the requirements are similar to those suggested for an effective lecturer. This

Table 8-3 Knowledge, Skills, and Attitudes Required of an Effective Trainer

4

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Knowledge

Subject matter

Organization

Adult learning process

Instructional methods

Skills

Interpersonal communication skills

Verbal skills (ability to explain clearly)

Active listening

Questioning

Providing feedback

Platform skills (ability to speak with inflection, gesture appropriately, and maintain eye contact)

Organization skills (ability to present information in logical order and stay on point)

Attitudes

Commitment to the organization

Commitment to helping others

High level of self-efficacy

Just how much knowledge of the subject matter does the trainer need? The level of knowledge required depends on the complexity of the subject matter.
question is not the correct focus, because both subject-matter knowledge and trainer skills are important. We know that trainer skills are critical to trainee
the subject matter is highly technical or complex, is the latter. In the short term, it may be necessary to pair a technical expert with a training specialist until

The trainer should possess a reasonable knowledge of the organization and trainees. Such knowledge increases the credibility of the trainer and helps her

Although most of the knowledge and many of the skills required of a trainer are trainable, it would be best to be able to begin with individuals who already

Experience and Credibility
How important is it to have experience related to the training topic? The more experience a trainer has in the topic area, the more credibility for the trainer.
The course he was asked to teach was called “Nonmonetary Motivation Techniques.” The trainees were first-line supervisors with an average of six years’
hand and said, “Sonny, have you ever supervised a group of unskilled laborers?” The answer, of course, was “no,” but he qualified it with the fact that he had
the program, trainees were inattentive, lethargic, and occasionally rude. This trainer learned early on that trainer credibility is a key factor in the effectiveness

How could the trainer handle such a situation more effectively? One approach would be to set the context of the training at the beginning. He might say
worked for other supervisors in a variety of situations. First, I will explain the technique, and then we will discuss how it might work for you or how it might
applied.

A trainer does not need to have the same work experience as the trainees to be credible. However, a trainer needs to be seen as having something worthwhile
not dismiss or diminish the expertise of the audience. In effect, the trainer says, “Let’s merge our separate areas of expertise to arrive at something we both

Acknowledging the differences in experience at the beginning of training is also important. It allows the trainees to see that the trainer is aware of the differences
How do you think the motivations of these employees differ from those you supervise?” After some differences are noted, the trainer might then ask, “At
supervisors to see that while individuals may differ in the things that motivate them, general categories of motivators apply for all individuals. The questioning
learning opportunities. We will discuss other issues that affect trainer credibility in the chapter section “Implementation Ideas for Trainers.”

On-the-Job Trainers
On-the-job (OJT) trainers are different from the traditional trainer. OJT trainers are usually classified as jobholders or supervisors for the jobs for which they
(http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_005)

know the job to be trained,

be knowledgeable in the interpersonal skills necessary to interact effectively with those they train,

be skilled as trainers, and

be motivated to be trainers.

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OJT in general uses co-workers and supervisors as trainers. None of these people started out to be a trainer, and likely none has formal training in how
trainer should have a solid understanding of how the job is performed and an ability to interact effectively with others. But given that they did not sign on
necessary and should include (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_006)

the company’s formal OJT process (e.g., JIT) and the policies and support provided by the organization,

interpersonal skills and feedback techniques, and

principles of adult learning.

Motivating the OJT trainer is also a key factor in making the OJT method effective. Trainers need to observe the trainee closely to ensure adequate skill
for conducting the training while doing their jobs. This can be done in many ways, but there are several things to remember. Someone who is training another
provided for giving effective training. Think back to the proper process of OJT. It requires the trainer to go through the steps of particular tasks methodically
nothing but his own job.

One way to motivate the OJT trainer would be to institute a different (higher) classification for someone who was capable of training other employees.
trainee performs at the end of the formal OJT. Here the motivation would be to turn out good trainees. If this is not done, and trainers are expected to perform
company used experienced vending machine service route drivers to train new route drivers. The company attributed a history of high turnover among trainee
problem. Discussions with current trainees and trainees who had voluntarily terminated their employment in the recent past revealed that many of the trainers
the trainees do any of the work because it “slowed them down.” As the drivers were paid on the basis of the number of machines they serviced, rather than

Alternatives to Development
For several reasons, an organization may choose not to develop its own training. A small business might not have the resources; a large company might not
consultant and use one of their prepackaged programs or look to outside training seminars. The option to hire a consultant to do all the work is an expensive

The Consultant
If the training required is not specific to the organization but more generic (e.g., conflict management, interviewing skills, or computer skills), find a consultant
overall cost.

The advantage of prepackaged programs is that they are ready to go. The disadvantage is that they are not specific to a company. This trade-off may be
company’s own program. They can be less costly than hiring a consultant, but some are still expensive. Some consulting firms offer prepackaged programs
organization, this option may be worth the extra expense if it is amortized over multiple sessions.

In deciding whether to use a consultant, consider questions such as the following:

How many employees are to be trained, and will they need constant retraining?

Can advantages be realized from involving a neutral third party (e.g., union–management cooperative ventures)?

Is there a rush to get the training done?

Is there in-house expertise?

If the decision is to use a consultant, consider the following:

Ask for references, ask who they have trained, and be sure to follow up on this information (consultants vary in their expertise).

Determine how much the consultant knows about the industry.

Review some of the training objectives in the consultant’s training packages.

Find out how the consultant evaluates success in training.

Make sure you know who will be doing the work. Often you meet the salesperson, not the trainer.

Outside Seminars
The outside seminar is training offered from time to time at local hotels, conference centers, and universities. These seminars are the least expensive and best
to the organization for a moderate extra cost. They can also include an evaluation component.

When choosing a seminar, consider the following questions:

What are the training objectives? Skills require practice, and seminars often are too large to include practice sessions.

Is any form of evaluation used? (Evaluation is rarely done.)

How well does the content focus on the training objectives?

Can someone be sent to preview the seminar and report back on its potential value?

If the decision is to purchase training, assess how it fits into the overall training strategy. Many companies have implemented team training in the past because
support the organization’s mission and goals. Other mechanisms must also be in place to support the training if it is to transfer effectively.

6

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Focus on Small Business
In Britain, organizations with fewer than 100 employees reported a 25 percent increase in training with about 60 percent reporting financial benefits from
training seems to be a higher level of innovation from employees. (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_008)
most (83 percent) had some form of formal training. (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_009) The cost
achieve the benefits of formalized training, the small business might find it advantageous to hire a consultant or purchase prepackaged training. If so, it is

Small businesses should also examine the feasibility of developing a consortium of small businesses that could all use the same training. LearnShare (see
not specific to a particular organization’s process or products. (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_010)
developing or purchasing relevant training? This is what LearnShare does. LearnShare developed an online training program called the Leader Survival Kit.
among companies made it only about $22,000 each. If this shared development expense can be done for e-learning, it can also be done for any type of training
making the cost of development even less.

E-learning is now an option for the small business. Numerous businesses are providing a template for developing online learning. This way, the small business
other companies to use its authoring tools to build training programs. No cost is charged until employees begin to take the course, and then the cost is on a
network provides several training courses via the Web for free. (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_013)

8-1 Training in Action What a Small Company Can Do (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_015)
Walker and Associates, distributes telecommunications equipment and had just under 300 employees at the time a new president came on board. The new
provider, to create the Walker Institute of Training and Development, an online corporate university.

To allow employees to access the training, Walker’s president offered employees an interest-free loan to purchase a home computer. He also purchased

To help encourage employees to use the system, the president started small, with a pilot program of a few employees. This allowed him to get feedback
use one of the goals for employees in their performance review. New employees were introduced to the e-learning and its use in their orientation. These

Note that these practices, starting with a pilot program integrating the use of the Web training into an employee’s first experience in the organization

Small businesses often belong to industry-specific associations that can provide a venue for discussing this idea to determine the level of interest. The associations
prepackaged training programs? If a small business located three other companies with similar training interests, it would save 75 percent of the cost.

Western Learning Systems of California is a variation on the consortium idea. It develops courses for larger companies but retains the copyright. It then
$195 per class. (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_014)

Another inexpensive way to train in some areas is to require trainees to read a particular book and then participate in a discussion group on the topic. The
of the quality gurus, Philip Crosby. After they read each chapter, they met to discuss it. The manager prepared questions in advance to keep the discussion
adult learning. These discussion groups are the epitome of involvement. The informal training in this company became more formal after this initial orientation.

Although this method does not follow all the criteria that we suggest for an effective training program, it might more than compensate for this by motivating
Training in Action 8-2 provides examples of various methods being used by small businesses.

8-2 Training in Action Training in a Small Business: Examples of Different Approaches (http://content.thuzelearning.com/books/AUBUS680.16.1/sections/i176#ch08biblio_017)
At Staffmasters, a small temporary service provider in Louisville, each of its 10 employees specialize in a particular area (e.g., safety) and attend outside

At Rivait Machine Tools, Inc., a 14-person operation in Windsor, Ontario, Canada, only one basic type of work is done. So, instead of providing training
completed, and then moves to the next task. This means that training, except at the basic level, is not necessary.

You do not have to be big to win prestigious awards, but you do need training. Custom Research, Inc., is a market research company based in Minneapolis.
company ever to win the Malcolm Baldrige National Quality Award.

Steve Braccini, president of Profastener, a small business in California with about 150 employees, suggests that it is a good idea to send two employees,
with each other, ensures a common understanding. Braccini believes that this system results in a better overall product. He also makes sure that these employees

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10

13

15

14

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