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Toyota talent: developing your people the Toyota way

Author: Liker, Jeffrey K. ; Meier, David P.Publisher: McGraw-Hill, 2007.Language: EnglishDescription: 326 p. : Graphs ; 23 cm.ISBN: 0071477454 ; 9780071477451Type of document: BookBibliography/Index: Includes bibliographical references and index
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Item type Current location Collection Call number Status Date due Barcode Item holds
Book Europe Campus
Main Collection
Print HD6957.42 .J3 L55 2007
(Browse shelf)
001208762
Available 001208762
Total holds: 0

Includes bibliographical references and index

Digitized

Toyota Talent Developing Your People The Toyota Way Contents Acknowledgments Foreword Preface xiii xvii xix Part One Getting the Organization Ready to Develop Exceptional People Chapter 1 What Can We Learn from Toyota about Developing Talent? The Philosophy of Training and Development within Toyota The Unfortunate Reality The Cycle of Struggle and Firefighting Breaking the Cycle of Defeat to Create a Cycle of Success If People Are the Answer, Selecting Quality People Must Be the Key Develop People to Ensure Prosperity Chapter 2 Toyota Works Hard to Develop Exceptional People People Development Is Critical to Toyota The Toyota Production System Demands High Capability Standardizing Training to Meet Global Needs Toyota's Human System Model Fundamentals of Training Are Applicable to Developing Employee Talent Teaching Fundamental Skills in a Standardized Way at Toyota 29 26 I 3 3 7 10 11 12 13 17 17 20 22 24 Pay Now or Pay Later Can You Achieve Results Similar to Those of Toyota? Chapter 3 Toyota and the Training Within Industry Program Training Within Industry Job Instruction Is the Foundation for Developing Talent Toyota and the Job Instruction Method The Job Instruction Course TWI Is a Great Launching Point Chapter 4 Prepare the Organization Start at the Beginning Define the Organizational Needs and Objectives Assess the Current Situation Go to the Source for Information Establish the Organization Structure Selecting Trainers Natural Talents Necessary to Be an Effective Trainer Fundamental Skills and Abilities That Are Learnable Selection Process Making Development Plans for All Employees Development for Personal Achievement The Talent Development Process Development Is a Long-Term Commitment 31 33 35 35 41 42 44 50 53 53 55 57 59 61 63 65 68 71 72 74 77 81 Part Two Identify Critical Knowledge Chapter 5 Begin at a High Level to Understand Skill Requirements of the Job Start with the Broad View Are Service and Technical Jobs Completely Different from Manufacturing Jobs? A Framework for Classifying Jobs A Note on Standardization in Mechanistic versus Organic Organizations Developing Exceptional People in Different Types of Jobs Move from Broad Classifications to Specific Skill Requirements Begin with Simple Tasks 83 85 85 86 88 93 95 99 107 Chapter 6 Standardized Work and the Job Instruction Method Build a Foundation for Effective Training Standardized Work Is Part of an Overall System TWI and the Roots of Standardized Work Standardized Work Applies in All Companies Mindless Conformity or Intentional Mindfulness? Standardized Work Is a Prerequisite for Training, and Job Instruction Is a Prerequisite for Standardized Work Standardized Work as a Process and a Tool Think Like a Rice Farmer Chapter 7 Analyzing Routine Work and Ancillary Tasks Analyzing Routine Work How to Approach Nonroutine and Ancillary Tasks Analyzing a Complex Job from the Health Care Field Evaluate the Entire Process Determine What Items Are Critical and Ensure They Are Performed Flawlessly Success Is in the Details Chapter 8 Breaking a Job Down into Pieces for Teaching Breaking Down the Job for Training Is Different Slice and Dice the Task into Small Details A Job Breakdown Requires Careful Reflection Present No More Than Can Be Mastered at One Time Determine How the Job Will Be Presented Breaking Down the Job--Part One Identify Major Steps Major Steps Are Important, but Key Points Are Critical Chapter 9 Identify Key Points and Reasons Breaking Down the Job--Part Two Effective Identification of Key Points Is Critical Confirm the Reasons for the Key Points Beware of Urban Legends Key Points Are Key 109 109 110 111 112 113 116 119 123 125 125 129 134 141 142 147 149 149 150 152 154 155 158 158 161 163 163 164 173 174 174 Chapter 10 Job Breakdown Examples Putting It All Together The Job Breakdown Sheet for Bumper Molding Job Breakdown Examples for Nonrepeating Core Tasks Nonrepeating Core Task Example from Health Care Correcting Common Job Breakdown Errors Is It Possible to Standardize Complex Engineering Tasks? Job Breakdown: The Critical Step 177 177 178 182 183 188 196 201 Part Three Transfer Knowledge to Others Chapter 11 Prepare for Training The Job Instruction Method Requires Thorough Preparation Creating a Multifunction Worker Training Plan Developing a Training Plan for Other Types of Jobs: Lean Facilitator Example Set Behavioral Expectations from the Beginning Develop Related Job Skills to Broaden Capability Prepare the Work Area Fortune Favors the Prepared Chapter 12 Present the Operation: The Training Session Are We There Yet? Prepare the Student Present the Operation: Tell, Show, and Demonstrate the Job Clearly Explain the Key Points 240 Do Your Best Chapter 13 Try Out Performance An Opportunity for Reflection Keen Observation Is Required Instant Feedback Student Performs the Task without Verbalizing Any Information Student Performs the Task While Repeating the Major Steps and Key Points 203 205 205 207 215 217 220 221 222 225 225 226 235 236 Repeat the Job Again While Explaining the Reasons for the Key Points 242 245 245 246 246 247 249 252 Student Performs the Task While Repeating the Major Steps and key points Verify Understanding of the Reasons for Key Points Correct Errors Immediately to Prevent Bad Habits Assess Capability Give Students Responsibility, but Keep an Eye on Them Chapter 14 Handling Challenging Training Situations No One Said It Was Going to Be Easy Training at Line Speed Teaching Longer or Complex Jobs Training When Time Is Limited Jobs That Require Special Skills and Techniques Training When Oral Communication Is Limited Teaching Visual Tasks How to Develop Judgment Ability and On-the-Job Knowledge How to Teach Tasks Performed Infrequently Using Training Aids There Are Many Challenging Situations 253 254 255 256 257 257 262 263 265 266 268 269 275 278 279 280 Part Four Verify Learning and Success Chapter 15 Follow Up to Verify Learning and Ensure Success Moving the Student Toward Self-Reliance The Trainer Is Always Responsible Always Support the Student Explain Who to Call for Help Check Progress Frequently Encourage Questions Gradually Reduce the Coaching and Follow-Up Use the Cascade Audit Method to Ensure Success of the Process Learning Systems Are Not Self-Sustaining Chapter 16 Organizational Follow-Up Now Please Try, and--Do Your Best Developing Resources by Going Deep and Then Wide Structure for Implementation 28I 283 283 284 284 285 285 287 287 288 294 295 295 296 299 Implementation Milestones How to Approach Talent Development for Nonroutine Jobs: An Engineering Example Can JI Training Be Successful in a Nonlean Organization? All Leaders Have Responsibility for Developing Others Using Layered Audits to Confirm Effectiveness Spreading the Process Index 302 307 313 315 317 318 321

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