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Houston, W. Robert, Ed.Mirrors of Excellence: Reflections for TeacherEducation from Training Programs in Ten Corporationsand Agencies.Association of Teacher Educators, Reston, Va.8669p.Publication Sales, Association of Teacher Educators,1900 Association Drive, Reston, VA 22091 ($6.00 plus$1.00 shipping and handling, prepaid; quantitydiscounts).Reports - Research/Technical (143) -- Collected Works- General (020)

EDRS PRICE 11F01 Plus Postage. PC Not Available from EDRS.DESCRIPTORS Case Stud as; *Industrial Training; Inservice

Education; Motivation; Organizational Climate; *StaffDevelopment; Teacher Education

ABSTRACTTen separate articles reviewing the training programs

operated by 10 corporations and agencies are collected in thisbooklet. The articles describe the programs and assess theirimplications for teacher education. An introduction and a summary ofthe implications complete the document. The titles and authors of thearticles are "Introduction: Corporate Training in Perspective," by W.Robert Houston; "Arthur Andersen 1 Co., Societe Cooperative:Implications from a Big-Eight Accounting Firm," by David M. Byrd,Sharon A. Shrock, and Oliver N. Cummings; "Promoting High StandardsThrough Training in M. D. Anderson Hospital Division of Nursing," byHersholt C. Waxman; "Attention to Detail Characterizes Training atthe Boeing Company," by Theodore E. Andrews; "Knowledge, PhysicalAbility, and Integrity Through Training in the Border Patrol." byRobert H. Wright; "The Disney Approach to People Management andTraining," by Fanchon F. Funk, Deede Sharp*, and Milired M. Usher;"Training Programs for Current and Laid-Off Workers at GeneralMotors," by Glenora Irwin Andresen; "Becoming a Sales Representativefor Harris-Lanier Thought Processing Division," by Renee TiptonClift; "Monday Night Motivation at Mary Kay Cosmetics," by Douglas M.Brooks and Kathy Bristow; "Motorola: Multiple Training Programs forWorldwide Microelectronics Manufacturing," by Elizabeth S Manera;"Southern Company Services, Inc: Successful Employee Development," byJanet Towel.. Collier; and "Congruency Between Purpose and Practicein Education," by W. Robert Houston and Billy G. Dixon. Among theconclusions drawn are that (1) administrators should understand andbe capable of performing the roles of those under them, and shouldoccasionally perform those roles; (2) new personnel should receivecareful supervision and training in the procedures of theorganization; (3) operational units should be given responsibilityfor and held accountable for their own specific functions; (4) aneffort should be made to draw personnel into the organizationalculture and obtain their commitment to it; (5) personnel should bekept well informaed of developments affecting the organization; (6)continued professional development is essential; (7) opportunitiesfor career growth should be made available; and (8) 'khe motivation ofpersonnel is very important. (PGD)

U.S DEPARTIMINT OF EDUCATIONNATIONAL INSTITUTE Of EDUCATION

EDUCATIONAL PESOURCES INFORMATIONKCENTER (ERIC)

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ONE

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Association of leacher Educators1900 Association 'DriveReston, Virginia 22091

©1986 by the Association of TeacherEducators

All rights reserved. Published 1986Printed in the United States of America

Library of Congress Cataloging inPublication Data

85-52452

Co-sponsors:Arizona State University

James CollinsMiami University of Ohio

Southern Illinois UniversityWalt Disney World Co./Disneyhmd

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THREE

TABLE OF CONTENTSPreface and AcknowledgernertsPART ONE: CORPORATE AND AGENCY TRAINING

Introduction: Corporate Raining in W. Robert Houston

Perspective

Arthur Andersen & Co., Societe David M ByrdCooperative: Implications from a Big-Eight Sharon A. ShrockAccounting Firm Oliver W. Cummings

Promoting High Standards Through'eining in M.D. Anderson HospitalDivision of Nursing

Hersh° It C. Waxman

Attention to Detail Characterizes Training Theodore E. Andrewsat the Boeing Company

Knowledge, Physical Ability, and Integnty Robert E. WrightThrough Raining in the Border Patrol

The Disney Approach to PeopleManagement and Raining

Fanchon F. FunkDeede SharpeMildred M. Usher

Raining Programs for Current and Laid-Off Glenora Irwin AndresenWorkers at General Motors

Becoming a Sales Representative for Renee Tipton CliftHarris-Lanier Thought Processing Division

Monday Night Motivation at Mary Kay Douglas M. Brooks

Cosmetics Kathy Bristow

Motorola: Multiple 'Raining Programs for Elizabeth S. ManeraWorldwide Microelectronics Manufacturing

Southern Company Services, Inc.: Janet Tows lee Collier

Successful Employee Development

PART TWO: IMPLICATIONS FOR SCHOOLS AND UMERSMES

Congruency Between Purpose and Practice W. Robert Houstonin Education Billy G. Dixon

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Preface andAcknowledgements

During the past few years, training inthe private sector of American society hasincreased in size and strength. In this pub-lication, ethnographic studies of training inmn corporations and agencies are de-scribed. Their practices are analyzed andimplications drawn for the education ofteachers. These corporations and agenciesinclude the following.

Arthur Andersen & Co , St. Charles,Illinois

M. D. Anderson Hospital, Division ofNursing, Houston

Boeing Co., SeattleBorder Patrol, El PasoWalt Disney World Co., OrlandoGeneral Motors Corp., FlintHarris-Lanier, Houston and AtlantaMary Kay Cosmetics, DallasMotorola Inc., PhoenixSouthern Company Services, AtlantaNo effort such as this can be conducted

without the support of many people. Thetraining staffs, trainees, and executives ineach of these corporations and agencieswere instrumental in understanding theorganizational context and training pro-

5

grams. We particularly want to recognizeand express appreciation to persons in eachorganization who made the study not onlyfeasible but also realistic. These personsmade possible an openness and accessibil-ity which enabled the research team towork effectively.

This included Betty Cody, Chair, De-partment of Nursing Staff Development,M. D. Anderson Hospital, and JamesChurch, General Manager, Education andRaining Division, Boeing Computer Serv-ices. In the El Paso Border Patrol, our ap-preciation goes to Larry L. Richardson,Chief Patrol Agent; Larry J. Mohler, As-sistant Chief Patrol Agent; Kenneth L.Williams and John R. Wagner, Agents;and Carolyn Bradley and Wayne lIngley,New Mexico State University graduate as-sistants. John C. Graves, Director, UnitedAuto Workers-General Motors 'Raining andDevelopment Center, made availablenumerous reports and arrangements. AtHarris-Lanier Thought Processing Division,thanks go to Michael Leisey, MarketingDirector; Harold Murphy, Regional Vice-President; Richard Harrip, Office Man-ager; Jim McClinden, S Jes Manager; andJohn Givens, Rainer. Jed Oberlin, Man-ager, Planning and Evaluation; LarryBorger, Manager, Section Raining andDevelopment; and Al Ram las, Director,'Raining and Development at Motorola,supported the study in a wide range ofways. Finally, at Southern Company Serv-ices, the support and assistance of JessMorado, Manager, Employee Devel-opment ar.d Raining Department and Pres-ident A. W. Dahlberg is appreciated.

As he has done on so many previous oc-casions, James Steffensen of the NationalInstitute of Education not only encouraged

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us but also facilitated financial support forpart of the publication costs. Jim's oftenunheralded contributions to educational ex-cellence have improved practice and raisedthe s.ghts of many educators.

Appreciation also is expressed toElizabeth C. Houston, Counselor, SpringBranch Independent School District, Hous-ton, Texas; Allen R. Warner, Chair, Cur-nculum and Instruction Department,University of Houston University Park;and Sheilah Allen Dorton, SpeechPathologist, Delaware Community SchoolCorporation, Muncie, Indiana, who partici-pated in discussions in Wichita, Kansas, asthe authors descnbed their study resultsand drew implications for personnel prac-tices in education. Their insights, drawnfrom experiences in schools and the privatesector, were particularly useful. MartinHabermad, ATE Communication Commit-tee chair, read an early draft of the manu-script and made a number of cogentsuggestions. Margaret Knispel effectivelycopy-edited the final manuscript, whileATE Executive Director Robert Stevensoncoordinated a number of project activities.

Publication of this study was made pos-sible by several individuals and institu-tions. James Collins, Director of theNational Council of States on InserviceEducation and former president of theAssociation of Teacher Educators, firstrecognized the potential of this study andmade possible a generous grant. SouthernIllinois University, Arizona State Univer-sity, and Miami University of Ohio cospon-sored this publication, thanks to BillyDixon, SIU; Elizabeth Manera and Act-ing Dean Raymond KWhavy, ASU; andDouglas Brooks and Dean Jan Kettlewell,MUO. Finally, Walt Disney World Co. sup-ported the publication's layout andprinting, thanks to Deede Sharpe, Man-ager, Educational Program Development,and President Richard A. Nunis. The co-sponsorship with ATE greatly enhanced thispublication.

The AuthorsDecember, 1985

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7

W. Robert HoustonUniversity of Houston-University Park

Educational InstitutionsPrimary responsibility for educating the

children and yoi.th of society has beenvested in its schools, colleges, and univer-sities. From pre-nursery schools throut,Ingraduate schools, from initial basic skillstraining to carnplex theoretical concepts. inevery hamlet and city in America, citizensare expanding their knowledge under thedirection of more than two :pillion teachersin schools, colleges, and universities.

At one time, education occurred almostexclusively in schools, universities, and theother primary institutions of societyhome and church This is no longer true.Virtually every business and industry, thearmed forces, and social and governmentalage-cies now provide training for their em-ployees or clients.

Other social forces and agencies engageseriously in education today. Television has

Education is big business.

become the media not only for direct in-struction (e.g., the Saturday morning pro-grams for children and public television),but the implicit communicator of valuesand mores through the evening news andentertainment programming. Children andyouth are learning to model the dress andbehavior displayed in their favorite pro-grams, spending more time on the averagewatching TV than attending elementary andsecondary schools.

Futurists describing the present era asthe third wave (Alvin Toff ler) or the post-industrial era (John Naisbitt) point to therapidly-increasing emphasis on educationas the major component in an informationsociety.

Education is big business. The numberof full-time corporate trainers in the UnitedStates in 1983 was about 213,000 with anadditional 786,000 engaged part-time as

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trainers. Almost 60 percent of all enter-prises with 50 or more employees had afull time trainer (Zemke, 1983). Theirtraining budgets have been conservativelyestimated at 40 billion dollars, which ap-proaches the expenditures of all four-yearand graduate institutions in the nation, andthis estimate does not even include student

Nearly 1 million trainers teach 8million employees each year.

wages (Eurich, 1985, p. 6). The number ofemployees involved in corporate educationmay equal the enrollment in those same in-

situtions nearly eight rmIlion students(Eurich, 1985, p. 8). At least 18 corpora-tions have organized their own universitiesto award bachelors. masters, and doctoraldegrees. Others have extensive programs toprovide unique training for theiremployees.

Programs in corporate settings are typecally mere specific and targeted thancourses in schoolf, and colleges. They tendto be shorter, more intensive, taught bysomeone with little or no formal prepara-tion to teach, and include massive but suc-cinct training materials. The five mostfrequently provided types of training andthe percent of companies offering them are.

superviory skills, 77.1 percent; new-em-ployee orientation, 71.2 percent, manage-ment skills and development, 67.3 percent:communication skills, 58 3 percent; andtechnical skills/knowledge updating, 58 2percent (Zemke, 1983, p. 25). Better-educated workers receive a disproportion-ately larger share of training (Carnevale &Goldstein, 1983, p. 55). Employees inlower-wage occupations on the productionline or in the office receive less training,typically through the apprenticeship model.Basic-skills programs constitute less thantwo per.ent of enrollment and costs of cor-porate aaining (Lynton, 1984. p. 44).

These extensive educational programshave not only grown rapidly but indepen-dently of the more traditional school anduniversity efforts. They have evolved intosomewhat different cultures from those inother educational settings and are based oncorporate goals, involve career-motivatedstudents, and are assessed in terms of con-tributions to the corporate enterprise. Col-laboration with higher education has been

Private sector training has grownrapidly and independently ofmoretraditional school and universityprograms.lin. :ed and for specific purposes. Commu-nity colleges and schools of business andengineering in senior colleges have tendedto work more closely with the corporateclassroom. Educators in schools and uni-versities, particularly teacher educators,typically have had little contact with pri-vate sector trainers and little knowledge ofthe research base for their programs, theirinstructional methodology, or theirsuccesses.

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Study of Corporate TrainingDuring the past six months, a team of

senior researchers has conducted ten eth-nographic studies of educational programsin corporate and governmental agenciesThey have probed the cultural context andmissions of these organizations, the in-structional practices used in training pro-grams, and the reward systems related totaming. They have participated in educa-tional programs and interviewed trainers,trainees, and executives responsible forsuch programs.

Institutions studied included ArthurAndersen & Co. in St. Charles, Illinois;M. D. Anderson Hospital in Houston;Boeing Company of Seattle; the BorderPatrol in El Paso; Walt Disney World Co.in Orlando; UAW-General Motors in Flint;Harris-Lanier Thought Processing Divisionin Houston and Atlanta; Mary KayCosmetics of Dallas; Motorola in Phoenix;and Southern Company Services Inc. inAtlanta. The training in each of theseorganizaticns is described in the remainderof Part I. The researchers have drawnmplications from practice in the privatesector for school staff development and forteacher education. These findings aresynthesized and implications drawn inPart II.

A caveat is in order While traditionaleducational institutions may learn muchfrom the efficiency, flexibility and the clearsense of purpose in these private sectorprograms, copying them should be donejudiciously Ernest L. Boyer warns, "Thedanger is that, in a bid for survival, highereducation will imitate its rivals, that career-ism will dominate the campus as collegespursue the marketplace goals of corporateeducation. If that happens, higher learningmay discover that, having abandoned itsown special mission, it will find itself in acontest it cannot win.

"In the end, universities and corporationsshould build connections, but they mustalso protect their independence. The uniquemissions of the nations' universities and

Some practices could be adaptedto schools and universities.colleges to act as a moral force, to dis-cover and transmit knowledge and largermeanings, to engage with integrity in thenation's service must perserved andstrengthened (Boyer, 1985, p. xiv-xv),"

Several excellent publications have ex-plored :orporate life recently, includingPeters and Waterman'. best-selling InSearch of Excellence (1982); Peters andAustin's A Passio:i for Excellence (1985).Eurich's Corporate Classrooms (1985). areport of a study supported by the CarnegieFoundation; Zemke's U.S. 'RainingCensus and 'Bends Report, 1982-83(1983); and the broad recommendations cfthe Committee for Economic Development.Investing in Our Children (1985).

While conclusions in this study weredrawn independently, many of them sup-port the finding la; other studies. What isdifferent in this study. however, is that eachperson who conducted the research is ateacher educator who is an expert in thefield of instruction. Knowine teaching inschoots and teacher education very well,each viewed thc processes and outcomes ofcorporate practice through a different lens.Their perspective of corporate tra;ning iscolored by their backgrounds, yt.t thosesame backgrounds permitted them to besensitive to nuances that might have goneunnoticed by less practiced eyes

The title of this publication has beendrawn from this notion. To improve ourown Instructional programs, why not exam-ine those of other institutions? In essence,we were reflecting on the training practicesof our former students who independentlyhad gone about solving their problems ofhow to educate their employees in a betterway. Thus we used corporate training as amirror for our own practices and whatwe found were interesting. practical, in-novative, and substantial ways to improvethe personnel practices of schools, col-leges. and universities

This publication is dedicated to each ofyou who ultimately will determine, throughyour consideration of its findings and theadaption of some of its recommendations.the impact of this study on education Themirror is on each of our walls.

ReferencesBoyer. E.L. (1985). Foreword in N.P

Eurich, Corporate classrooms: Thelearning business. Princeton. TheCarnegie Foundation for theAdvancement of Teaching.

Carnevale, A.P. & Goldstein, H (1983).Employee training: Its changing roleand an analysis of new data.Washington, D.C.: ASTD Press.

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Committee for Economic Development,Research and Policy Subcommittee.(1985). Investing in our children:Business and the public schools. NewYork: Committee on EconomicDevelopment.

Eurich, N.P. (1985). Corporateclassrooms: The learning business.Princeton. The Carnegie Foundation forthe Advancement of Teaching.

Lynton, E.A. (1984). The missingconnection between business andeducation. New York: MacMillan.

Peters, T. & Austi.i, N. (1985). A passionfor excellence: The leadershipdifference. New York: Random House.

Peters. T. & Waterman, R.N. (1982). Insearch of excellence. New York: Harper& Row.

Zemke, R. (1983). U.S. train g censusand trends report, 1982-83.Minneapolis: Lakewood Publications.

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David M. SrydSouthern Illinois UniversitySharon ShrockSouthern Illinois UniversityOf Ivor CummingsArthur Andersen & Company

Arthur Andersen & Company is one ofthe world's largest accounting and auditingfirms, a member of The Big Eight" in thefield Analyzing the training program of afirm 'hat takes a leadership role in trainingwithin an extremely complex and influen-tial enterprise provides both perspectiveand insights for educators.

To understand Arthur Anderser & Com-pany, it is necessary first to understand thatthe accounting and auditing services thatare central to major accounting firms havebeen the driving force behind developingrelated work in tax and management-infor-mation consulting. Broadly speaking,auditing is the evaluation of the finarcialstatements of a company by an indepen-dent, third party

In recent years, accounting firms havemoved into tax and business-managementconsultation. While added areas of practiceare lucrative, they are also problematic. Aspersonnel activities, and consequently jobcontent, become more varied, the devel-opment of professionals grows increasinglycomplex. The role of employee educationis vital to any accounting firm; it is byutilizing standard guidelines of practice andby inculcating practitioners into the cultureof a firm that excellence and imegrity areassured.

At Arthur Andersen & Co., the need forshared culture and a common value system;s of major importance. This emphasis isevident in the training program. An analy-sis of the training program of a business

TEN

whose survival depends upon the twingoals of content competence and integrity

Competence counts, but so doesintegrity.

could provide information valuable for edu-cators who practice in a profession withsimilar goals

Arthur Andersen: TheCompany

The scope of the work of Arthur An-dersen is reflected in its three major divi-sions: Accounting and Auditing, TaxConsulting, and Management-InformationConsulting. The firm, a worldwide unifiedpartnership, has a unique structure evenamong accounting and auditing partner-ships. This structure has frequently beenrefe&red to as a "one-firm" concept. Eachoffice of the firm is expected to providefull service and each holds equal status inthe partnership. Offices throughout theworld operate under the same basic policiesand standards; every office has access toall firm resources, training, and technicalassistance.

Also key to the one-firm concept is theidea that every employee shares with coun-terparts throughout the world a body ofknowledge, training, and experience. Thecommon approach and standards of workpermit an employee to be productive im-mediately as a team member anywhere inthe world where the individual's talents andexpertise are needed.

In his message in the 1984 Report to thePeople of the Arthur Andersen WorldwideOrganization, Chief Executive OfficerDuane R. Kullberg identified a number ofthe shared values of the firm: professional-ism, quality, integrity, client service,groNth, excellence, leadership, and publicinterest. Articulation of these values is evi-dent in the firm's motto, "Think straight,talk straight," which emphasizes integrityand objectivity as keys to attracting and re-taining clients. With new employees regu-larly joining the firm, these values must beinstilled, nurtured, and enhanced; otherwisethey will diminish.

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Commitment to ProfessionalEducation

Since service, built or. the knowledgeand expertise of the firm's employees, isits product, Arthur Andersen places a pre-mium on well-honed skills and up-to-the-minute knowledge of its people. The firm

Life-long education is viewed asan investment.

views life-long continuing education as partof its culture. Education and 'raining areconsidered significant factor: in maintain-ing and influencing the broader culture ofthe firm.

The firm invests approximately nine per-cent (about $100 million) of its revenueseach year in professional education. Thecurriculum consists of over 365 courses,'deluding fundamental and advanced train-ing in auditing, tax consulting, manage-ment information, managementdevelopment, administration, and specialconcerns of major industries.

The focal point for training is the Centerfor Professional Education, located on aI25-acre campus in St. Charles, Illinois.The facility, currently undergoing expan-sion, accommodates 900 participants in re-sidence and houses a broad a.ray ofeducational resources. The Center main-tains a broadcast-quality television studioand both mainframe and microcomputerlaboratores. It also supports a comprehen-sive education-development staff. The Pro-fessional Education Division includestechnicians, writers, graphic artists, in-structional designers, evaluators, and edu-cational researchers, along with supportstaff and managers.

This, then, is the setting for over160,000 person-days (over 1.25 millioncontact-hours) of annual training for thefirm's more than 26,000 employees. Anadditional 350,000 days of training takeplace annually at sites throughout theworld. In any given year, 50 to 75 courses

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ELEVEN

are being developed or revised at the Cen-ter. Numerous needs assessments and fol-low-up studies are also conducted.

Shared Goals, Values, andCulture

At first glance it might appea: thatteacher education does not share manycommonalities with accounting. However,there are similarities in tasks and proce-dures, as well as in the values emphasized.What successful practices in the training ofaccountants might be considered in thetraining of teachers?

First is initial training. Immediately afterbeing hired, new accountants go to school.Training at this school integrates employeesinto the firm by teaching them how thefirm functions; it also stresses the firm'sexpectations for professional practice.Thus, new employees gain necessaryknowledge and skills to do their jobs, butthey also become aware of the proper atti-tude toward jobs and the clients withwhom they will work. They learn thatArthur Andersen's only product is theprofessional competence of its employees.

Employees are carefully selected: mostcome from the top of their classes. Theytend to be bright and advancementoriented. Nevertheless, all are sent toschool regardless of their knowledge of ac-counting tilt ory or practice. This is notdone becau: they lack prerequisite knowl-edge, but to enable them to learn the sytematic meti Idologies by which audits andbusiness consultations are conducted atArthur Andersen. In this way employeescan be trained to do a specific job within alarger, mole complex context in anaudit, for example. The use oi. specificguidelines for job performance increasesthe leverage of the work load (e.g., push-'ng tasks down to the lowest personnellevel at which the job can be efficiently ac-comphahed) In the school, in addition tounderstanding methodologies used for prac-tice. employees also gain insights into therituals and ceremonies central to the wayArthur Andersen does business. From acognitive and affective standpoint, trainingis a function of quality control. Employeesmust be competent and must be perceivedas such. 'Raining is seen as a way ofachievihs, both goals.

The mission of the education program atArthur Andersen and the way it functionsreflect the larger parent organization.Usefulness of the material presented andcomprehensive monitoring of programs to

theneeds of the firm is evident in the

classes and in the structure of the training.lo "tailor training to be useful" sounds likerepeating the obvious. To mcet this objec-tive in business or in teacher education,however, requires a continuing effon toidentify and -espond to the changing needsof a broad audience.

The dual emphasis on accultui. ;on andknowledge of subject matter is central toall of Arthur Andersen's training. For ex-ample, some classes are scheduled for longhours, six days a week. Br mcs dress is

Acculturation and content areeqully important in training.required during class, through the dinnerhour, and until after the noon meal Satur-day. This training results in affective skillsimportant to success at Arthur Andersen.Atitudes relative to a client-service orien-tation ?xe of utmost importance: deliverwhen you say you will; give what they askfor more if possible.

Even the training site itself is conduciveto a business approach and to the conceptof "one company." Participants from differ-ent countries room together, televisions arefound only in central areas, and the loungearea offers beverages at modest prices. Theenvironment encourages socialization andproduces a feeling of collegiality.

In many industries, when people artgiven the choice between doing their job ortaking additional training, they choose todo their job because they are promoted fordoing that specific job well. At ArthurAndersen the belief is that job skills for thenext jou should be in place before the pro-motion. Because naming is matched to jobskills, not everyone takes the samecomes. Thus, specific career-path trainingoccurs within separate industrie,. banking,construction, health care, gover iment serfice, and manufacturing.

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Acceptance of MethociWhile, of course, the content included in

training programs is primarily influencedby the firm's accounting and consultingservices, it is Interesting that even theprocess of instruction seems to reflect con-cepts from these fields. An example is theinstruction-design model used by the firm.The model is called "METHOD/E" (forEducation), so named to parallel'METHOD/I," a design for installingoffice-in....motion systems.

Method/E is an instructional model usingneeds assessement and goal specificationfollowed by development, delivery, andfeedback. MFMOPIE is more comprehen-sive than most .ach models.

Perhaps the most remarkable thing aboutMETHOD/E is the acceptance it enjoysthroughout the company. It is often difficultto reach consensus among so many on aprocess so complex. Here, however, the"one -firm' attitude assists. In the firm,there is an "Arthur Andersen" way to dothings, whether it involves information-sys-tems consulting "METHOD /1), or lansac-tion Flow Audi, t unique Andersenprocedure. It seems only natural, therefore,that a unique method of instruction wouldbe developed and embraced within thefirm. Wide acceptance also facilitates teameffort; a large staff of professiona:.. isengaged in implementing METHOD/E.

Instructional GookTh' training program at Arthto AnflP.sen

is more than goal oriented; it is goaldriven. All instruction delivered at theCenter for Professional Education is sys-b-matically designed to achieve specificoutcomes. Given the effort and resources

Raining is rore than goaloriented; it is goal driven.committed to goal attainment, the genera-tion of the goals themselves is not left t3inthvidual discreticm or diffused throughoutthe organization. Rather, the instructionalgoals of the training program come directlyfrom the ultimate business goals of thefirm.

These bos Mess goals take the form oflong range business plans. Three- to five-year curriculnm plans are then drawn up toensure the timely placement of instructionto support the firm's directions. At allpoints the impact of the currict.lum planupon the business plan is made explicit.

Questions relevant to the currict.'Aim-plan-ning process are broad but basic. At whatlevel are personnel competencies now?Where will they need to be? When willthey need to Le developed? Even at thisearly stage in the instructional design,planners take steps to facilitate the ultimateachievement of specified goals. The cur-riculum plan is continually examined fordiscrepancies between the goals and the in-centives operating within the tirm. In otherwords, planners try to locate those factorsin or outside the immediate instructionalsituation that might keep personnel fromachieving the coals. This step in the goal-setting process indicates Arthur Andersen'ssophistication with performance technology

noninstructional means of influencinghuman performance.

After a curriculum plan receives ap-proval, the emphasis shifts from needsassessment to the kinds of courses, re-sources, and materials required. More de-tailed goals and objectives are specified forthe course that will fulfill the p'.an.

Instructional TeamsUnlike most instruction in schools and

universities, the instruction at Arthur An-dersen 1., designed, developed, produced,..."- ered, and evalaated by a group of pro-

Design teams develop courses forteachers to deliver.fessionals rather than by an individual.Roles within the group are diversified andspecialized. At a minimum, a design teaminvolves five persons a design manager,a content expert, a project coordinator, anevaluator, and a "content-responsible part-ner." In addition, support persons ar-tists, typists, video experts, and so forthmay be involved in the physical-productionside of instruction technology. Further-more, none o. these persons will actuallydeliver the instruction 'perform the :oleof "teacher." Interactir ..'ith learners in aclassroom will be do . by Arthur Andersenline personnel care,ily chosen for their ex-pertise by the directors of the ProfessionalEducation Division.

The instructional designer and the am-tent expert are the core of the design team.There is no expectation that the instruc-tional designer will be knowledgeableabout the course content. A successful in-structional designer is a "quick study"someone who acquires the essence of the

THIRTEEN

content quickly; however, the instructionaldesign professional is an expert in organiz-ing different kinds of content and in select-ing appropriate instructional strategies.Specific course goals are a product of col-laboration by these two professionals. Be-fore the course is actually offered, th"designated "content-responsible partner"examines the content and verifies its accu-

Courses are constantly verified foraccuracy.

racy. Here again, an auditing concept hasbeen applied to the instructional designprocess; the final "sign-or for verificationof accuracy has a long history in the ac-counting field.

Work on improving instruction continueseven after the course has been imple-mented. The course is monitored by an in-dependent evaluator assigned to theproject. This specialist uses observations,questionnaires, interviews, and debriefingsto detect any flaws in the course. These re-sults typically are not given to the instruc-tor but go instead to the course managerand the instructional designer those whoare responsible for making revisions.

Unlike school and university courses,Arthur Andersen courses have a "life oftheir own," completely independent of anyone individual. Having been conceived andc-eated by a team, tilt, course and its con-tent are public in the sense of being In-spected '7 a number of persons andinstitutionalized through company commit-ment. The firm rather any one individual"owns the course, because each courseachieves specific learner outcomes essentialto the entire firm's well-being. Personnelwho serve as instructors in the training pro-gram are from countries throughout theworld and may or may not teach the samecourse a second time.

14

ConclusionsIn conclusion, the heavy emphasis

Arthur Andersen & Co. places on its ownculture suggests a most interesting andpowerful implication for teacher education.Presently, there is little attempt made to in-fluence the culture of schools. Some wouldsay that schools merely mirror the largersociety; that society shapes the schools.However, it is becoming apparent that cul-tural and climate/support variables are re-lated to school achievement and studentattitudes toward schooling, and also thatthey can be manipulated to support and aidstudent learning. These variables havepowerful implications for education, but.manipulating them may require changes inthe structure of schooling, and, in somecases, alteration in the philosophy of thepurpose and role of education.

Va JCS such as strong leadership it in-struction, commitment of staff to the mis-sion of a school, professional developmentfor educators, clear expectations for stu-dents, formative feedback and remediationof key concepts and skills, a belief that allstudents can learn, communicatior of ex-pecitions to parents, the need for parentalinvolvement, recognition that school is ameaningful and important part of a child'slife all are related to the culture ofschooling. Schools need to address theseand other key factors m planning and ex-ecuting their responsibility to theirconstituents

lkvo other major concepts emerge fromthe training program at Arthur Andersen:the emphasis on the validity of course con-tent and the need to have specified goalsfor each course in the curriculum. In re-sponse to calls for increased specificationof goals in educational programs, someeducators contend that developing objec-tives for a training program is simpler thc,idoing so for the education of a child. Thiscontention neither acknowledges the com-plexity of training goal development, noradequately addresses why the school cur-riculum varies so much from class to classand lacks articulation and established ex-pectations from grade to grade in manyschools. In part, this variabiliy is a func-tion of factors such as academic freedom,local control of education, tenure, and fearthat a more structured curriculum might sti-fle important, unanticipated student out-comes and creative learning. These factors,however, are less the real stumbling blocksto goal-setting in schools than is an in-

FOURTEEN

stitutionalized idea that almost all of ateacher's time should be spent in studentcontact.

Arthur Andersen places heavy emphasison instructional design and the replicabilityof that design, as well as on the replicabil-Ity of instructional teams working in sup-port of previously-approved goals; this hasnot been accepted in educational settings.Yet it explains the major reason for thevaried wrriculum found in schools: thelack of necessary time to commit to, de-velop, implement, and evaluate agreed-upon goals and expectations. The task maybe harder for a Ow listic institution suchas a school than for a relative!, unifiedbusiness; however, schools provide little orno time for joint decision making. Why doschools continue to allow expert teachers tospend valuable time on clerical tasks (e.g.,running copy machines or doing lunchroomduty) that do not require their expertise?

Having little time for decision making orprofessional development is part of the rea-son for the lack of implementation of ir-structional designs that have promise butare time consuming to implement andmaintain. These designs, although sup-ported by research, have not yet beenwidely accepted by schools. Their use ishit and miss by individual teachers. De-signs using the concepts of mastery learn-ing, individualized instruction, peertutorials, cooperative learning, supervisedpractice, and feedback on student perform-ance all hold promise. These procedurescannot be implemented without consensusbuilding and professional development,both of which take time.

.1 15

Planning and goal setting are equally im-portant in designing professional-devel-opment programs for teachers. Essentiallythe same concepts hold for cultura' impact,design, and implementation for inserviceeducation. Professional development byteachers has a mixed response. While expressing a commitment to the value of con-tinuing professional development, teachersexpress disdain for inservice educationdays. One-shot inservice programs with noteacher ownership or perceived usefulnesshave only made potentially meaningful ex-periences harder to justify. A longer-termview and design of inservice educationmight help.

Arthur Andersen & Company uses train-ing as a resource, an investment in the fu-ture. The firm structures an environmentthat promotes work habits, skills, and atti-tudes it deems important to job success.Perhaps teacher education needs to recon-ceptualize its mission so that it can morestrongly support a culture and climate con-ducive to student and teacher nwtiviation,academic success, and educational programexcellence.

16... ,

FIFTEEN

Hershaft C. WaxmanUniversity of Houston-University Park

Although it has been argued that our na-tion is at nsk because of the poor qualityof schooling, those involved in educationgenerally do not perceive the validity norurgency of this claim. This might be oneexplanation why teachers generally viewstaff development programs and inserviceeducation unfavorably (Yarger, Howey, &Joyce, 1980).

On the other hand, patients at the M.D.Anderson Hospital ane Thmor Insnute inHouston are at r k, tLJ, and nurses there

Continued learning is vital whenlives are at risk.

do perceive the vital importance of thurjobs and their role in the hospital. Conse-quently, nurses tend to recognize the greatvalue and Importance of their staff-devel-opment prog-ams. These perceived differ-ences, however, are not the onlyexplanation for the actual differences be-tween staff development programs insch, 4 and nonschool settings such as hos-pitals. Other differences were noted whenthe staff development program in the Divi-sion of Nursing at M.D. Anderson Hospitaland T..nor Institute was studied. Implica-tions of these differences for teacher educa-tion and sta., development in schoolsbecame evident in this study.

Department of Nursing StaffDevelopment

The Division of Nursing of the M.D.Anderson Hospital includes a Departmentof Nursing Staff Development. M.D.Anderson Hosi,..al is a comprehensivecancer center which is part of The Univer-sity of Texas System. Encompassingpatient care, education, research and pre-vention, the hospital is noted for being one

SIXTEEN

of the most highly specialized and innova-tive cancer centers in the country. SinceM.D. Anderson is a research hospital,patients receive care and treatmentprescribe: as a result of the most recentadvances in cancer research.

The Department of Nursing Staff Devel-opment is administered by a director ofstaff development and a director of con-tinuing education, both of whom report tothe department chairperson. Directors mustbe knowledgeable about problems faced bynurses and their instructors; not only dothey teach courses, but they regularlyspend time with instructors in clinical set-Wigs. Approximately 20 regular instructorsin the staff development department are as-signed as nurses to a clinical area in addi-tion to their teaching assignments.

Goals and Objectives ofStaff Development

The purpose of staff development atM.D. Anderson Hospital is to improve thenursing care of indiviudals with cancer. Anexpected outcome of staff development is"the enrichment and development of nurs-ing personnel."

The philosophy of the Department ofNursing Staff Development is that staff de-velopment "should be designed and imple-mented to promote a high standard of safe,effective nursing practice and to increasejob enrichment through life-long learning."M.D. Anderson's emphasis in staff devel-opment is on problem-solving processesand the application of knowledge to theactual work environment. Nursing staff de-velopment also must respond to the con-stantly changing hospital environment.

The educational offerings for staff em-ploy the principles of adult learning. In-structors and nurses are expected to help inplanning, implementing, and evaluating theteaching-learning process. Nurses are ex-pected to collaborate with the instructor in

Instructors learn from learnerswhen designing staff development.assessing learning needs, formulating ob-jectives, selecting those learning alterna-tives that best meet their needs, andassisting in evaluating learning outcomes.Instructors are expected to respond to indi-vidual differences among learners by set-ting the climate for learning, planning avariety of learning opportunities to achieveobjectives, providing guidance throughevaluation, and encouraging self-directionand mastery.

Content of Staff Devel-opment Program

Three components are included in theNursing Staff Development Program. orien-tation, inservice education, and continuingeducation.

An orientation for new employ. es inthe Divisior of Nursing is offcred approx-imately every other week or whenever thedemand arises, depending or the numberof new nurses at the hospital. Orientationis a formal program of activities that in-cludes both classroom and clinical experi-ences designed to facilitate smoothtransition of new employees to their newresponsibilities. The purpose of the orienta-tion sessions is to help nurses function ef-fectively in the orpnization. Nurses areintroduced to the philosophy, goals,policies, procedures, role expectations,physical facilities, and special services inthe work setting.

SEVENTEEN

In one orientation session, new nurseswere studying legal aspects of nursing.This hour-and-a-half session dealt withlegal issues such as definitions of malprac-tice and negligence, practical issues suchas appropriate ways for nurses to handlepatient anger, and the profiles of patientswho sue the hospital. Since some nurseshad covered most of this information intheir previous education courses, this orien-tation served primarily as a review, but italso focused on the specific procedures tobe used at M.D. Anderson.

Inservice programs are scheduled aboutonce a month for nurses in each hospitalunit to update nurses on new technology oremerging changes in medical care. Instruc-tion is intended to assist nurses in acquir-ing, maintaining and increasing

inservice provides updates on newtechnology and emerging changesin medical care.competence in fulfilling their assigned re-sponsibilities. Since each hospital unit hasa different focus, staff development needsfor each unit are different. One unit, forexample, was receiving patients who had anew type of bone marrow transplant, so thenurses needed additional information toprovide the best care for these patients.The motivational needs for each unit arealso different, since some of the units arevery stable and have employees who haveworked there for a long time, while otherunits have a large number of new nurses.

Continuing education activities are de-signed to build upon the knowledge andskills of registered nurses to enhance jobperformance and penonal development.These activities include workshops, confer-ences, seminars, courses, and self-directedlearning. The M.D. Anderson 1984/85Catalogue of Education Offerings lists 20different descriptions of courses that nursescould take during the year. Content ofthese courses varies greatly In the VisitingNurses Association Exchange program, forexample, an M.D. Anderson nurse spendsa day as a participant/observer with a staffnurse ham the Houston Visiting NursesAssociation. This program allows nurses tovisit cancer patients in tneir homes andlearn about post-hospital aspects of care.This program requires t...ly eight contacthours, but other programs/courses (such asBasic Critical Care) require over 100 con-tact hours. This course is intended to helpnurses who have at least one year of prey-

. ' 18

ious critical-care experience learn basiccritical-care theory and skills through bothclasses and clinical instruction. Othercourses, such as Patient Assessment, pre-pare nurses in patient screening, generalsurvey techniques. basic assessment skills,and interviewing techniques.

Many of these courses are offered sev-eral times a year, and a few, such as theCardipulmonary Resuscitation course, areoffered several times each month. The Ad-vanced Medical Surgical Nursing Programis offered once a month. The program, de-signed for the oncology nurses in the acutecare facility, improves nurses' decision-making ability in life-threatening situations.In the session observed, nurses used adummy and regular hospital equipment tosimulate an emergency situation.

The continuing-education program isperceived as an incentive for nurse:, to stayat M.D. Anderson. Nurses have the oppor-tunity to learn and grow in their prdessionand are given released time to takecourses/programs.

Instructors and InstructionalActivities

Instructors at M.D. Anderson are ex-pected to assume a variety of rolesthroughout the teaching-learning process:initiator, clinical expert, role-model,facilitator, consultant, risk-taker, andevaluator. Instructors are expected to em-ploy a variety of approaches in teaching.Such a practice is supported by researchwhich demonstrated that adapting instruc-tion to individual differences improves stu-dents' cognitive, behavioral, ana affectiveoutcomes (Waxman, Wang, Anderson, &Walberg, 1985).

Classroom instruction typically incorpo-rates a variety of instructional strategies.Lecture, group discussion, simulation, casestudies, peer teaching, cooperative group-ing, and role playing were some of thestrategies observed. All classes had a pract-ical focus, but some of the classes moreclearly integrated theory and practice. As

19

EIGHTEEN

an advanced medical surgery class analy-zed case studies of patients with breathingdifficulties, the instructor continually askedhigher-level theoretical questions that madestudents relate present examples to some ofthe theoretical material they had previouslycovered.

In addition to being stimulating andknowledgeable, all Instructors were suppor-tive of the nurses. The classroom environ-ment was warm and friendly and permittedseveral confidential discussions amongnurses and instructors. It also was apparentthat mo'$ of the nurses really viewed theinstruc,ors as master nurses or role modelsthat tney themselves hoped to become.

Instructors are more than classroomteachers; they also work closely with a

Instructors spend one-fourth timein classrooms and three-fourths inhospitals working with nurses.

small number of nurses to supervise, dem-onstrate, and review procedures in thenurses' actual job setting. Instructors tendto spend about three times as much instruc-tional time in the hospital units with nursesas they do in the classroom.

In the clinical hospital unit observed inthe ^resent study, the instructor demon-strated to a new nurse how to organize andadminister medication to patients. The in-structor provided several cautionary proce-dures and time-saving approaches that werenew to the nurse, and then the instructorfollowed the nurse into patients' rooms andobserved the nurse administer patients'medication. The instructor clearly modeledthe appropriate behaviors expected ofnurses in that unit and followed with ap-propriate feedback when the new nurseused the same procedures.

In addition to teaching, each instructor isexpected to attain and maintain oncologyoursing clinical competency in his or herarea of clinical responsibility. Conse-quently, instructors are required to spend atleast four hours a week in clinical practice(i.e., direct patient care) in addition totheir instructional responsibilities.

EvaluationUnlike most staff development programs

in schools where program effectiveness isoften "anecdotal" (Howey & Vaughn,1983), the Division of Nursing has a veryelaborate evaluation system that is adaptedfrom Stufflebeam's (1981) evaluationmodel. The process of program evaluation

provides the information that is needed tomake decisions about the effectiveness ofplanned change and documents the impactof the change. This decision - orientedevaluation is used to determine whether anactivity or program should be revised, con-tinued, or discontinued.

Evaluation is an integral part of theteaching-learning process and involves adetermination of the degree to which thelearner achieves the objectives. Adminis-trators, instructors, and nurses are all in-volved in the evaluation process Most

Self-assessment is part ofevaluation.courses/programs, for example, includeself-assessments that nurses must completeto receive credit Instructors must keep de-tailed records of how much time theyspend in program development, planning,clinical instruction, classroom instruction,and coordination. They keep detailed at-tendance records and nurse-performancerecords during their courses/programs.

A variety of data is collected to evaluateinstructors: clinical contracts for educa-tional programs, instructor performancestandards. clinical instruction evaluation,classroom instruction evaluation, programevaluation, educational rounds, monthly re-ports, monitoring inservice education re-ports, and program evaluation plan.Outcomes of the staff development pro-gram include increased job-satisfaction,higher staff retention rates. and decreasedjob-related stress.

ConclusionsStaff development at M.D. Anderson

Hospital includes the following crucial fac-tors proposed by Howey and Vaughn(1983) as deemed necessary for designingand implementing effective staff devel-opment programs.

1. Interactiveness. Staff developmentconsiders the interre:atedness of adult-learning pnnciples, the teaching-learn-ing process, the nurses' pastexperiences, and the present and fu-ture needs of nurses.

2. Comprehensiveness. Explicit goalsand objectives indicate the importanceif staff development. The emphasisou the Cnree distinct components ofstaff development also indicates thecomprehensiveness of the program.

3. Continuity. Staff development isviewed as a continuous process withcontinual follow-up and izedback.

NINETEEN

4. Potency. The focus of staff devel-opment is on practical, relevant prob-lems. Staff development isapproached from a needs perspective.

5. Support. The hospital supports staffdevelopment and provides adequatestructures and personnel.

6. Documentation. A thorough evalua-tion system provides both formativeand summative feedback about theprogram. The program is ultimatelyassessed by changes in nurses' behav-iors as well as by its effect on patientcare outcomes in a cost-effectivemanner.

In addition to these factors, the closesupervision and clinical instructionprovided nurses in their hospital units oftenare not found in school settings. This prac-tice in the medical field is supported by ex-tensive research indicating that coachingand supervision are essential for effectivetraining programs (Joyce & Showers,1983). Some of the outcomes of the staffdevelopment program include increased jobsatisfaction, higher staff retention rates,and decreased job-related stress.

ReferencesHowey, K.R. & Vaughn, J.C. (1983).

Current pattern of staff development. InG. Griffin (Ed.), Staff development.Chicago: National Society for the Studyof Education, 96-117.

Joyce, B.R. & Showers, B. (1983). Powerin staff development through researchon training. Alexandria, VA:Association for Supervision andCurriculum Development.

Stufflebeam, D.L., Foley, W.J., Gephart,W.J., Guba, E.G., Hammond, R.L.,Merriman, H.O., & Provus, M.M.(1971). Educational evaluation anddecision making in education. Itasca,IL: Peacock.

Waxman, H.C., Wang, M.C., Anderson,K.A., & Walberg, H.J. (1985). Adaptiveeducation and student outcomes: Aquantitative synsthesis. Journal ofEducational Research, 78, 228-236.

Yarger, S.J., Howey, K.R., & Joyce, B.R.(1980). Inservice teacher education.Palo Alto, CA; Booksend Laboratories.

20

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ttiOita ctg.0 rotG1Mtp,Cit ikAt

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GC*Tneodore E. AndrewsWashington State Department ofEducation

Context and CultureThe Boeing Company, founded in 1916

in Seattle, Washington, is now the largestcompany in the state of Washington andone of the fifty largest in the United StatesEmploying approximately 98,000 peoplenationwide, hoeing is the largest producerof commercial jet airplanes in the worldand has delivered more than 5,000 air-phnes to all of the major air carriersworldwide. The company is also one of thefive largest suppliers of defense systems tothe United States government, active in thedesign and development of missiles, elec-tronic systems, helicopters, strategic bom-beis, ale aerial tanker; as well assophisticated space systems. Boeing wasalso deeply involved in the Apollo /SaturnMoon Landing Program for the NationalAeronautics and Space Administration.

Boeing provides training for its own em-ployees, f'sr customers of other Boeingproducts and services (example, airlines),and as a stand-alone service.

The Boeing Company has four majortraining components:

I. For airplane companies, focusingmainly on engineering, manufactur-ing, and office skills;

2. For aerospace companies, focusing onindustrial training;

3. For airline customers, focusing onservice and maintenance; and

4. For Boeing and other customers,focusing primarily on computertraining.

This study focused on the Education and'Darning Division of Boeing ComputerServices. Boeing Computer Services offersmore than 150 standard catalog coursescovering a wide range of computer topicson many levels for managers, analysts,programmers, beginners, and users. Acomplete curriculum concentrates on theuse and application of personal computers.

TWENTY

including word processing. spreadsheets,and graphics.

The main training center 13 near Seattle,Washington, with other sites in Vancouver,Canada; Chicago, Illinois; Dallas, Texas;Dearborn, Michigan; Los Angeles, Califor-nia; San Francisco, California; and Vienna,Virginia.

The Boeing Company has offeredstructured training programs for over 30years. More than 600,000 persons havetaken courses offered by the Education andRaining Division of Boeing ComputerServices. 'Raining programs are not re-stricted to Boeing employees but are alsooffered to many other corporations of theFortune 500 industry leaders. While costsof providing training for Boeing employeesare assumed by Boeing, other companiesare charged a registration fee based on thenumber of participants for the particularcourse. Costs per student range from $185to over $2,000.

Goals and ObjectivesWhile all Boeing programs are job re-

lated, participants may choose or be askedto take courses for a variety of reasons.

Employees study at company ex-pense for job improvement.

Boeing employees who are assigned to takecourses because the learning will improvetheir job efficiency, complete the programson company time at full salary. Boeing em-ployees who take courses that improvetheir chances for promotion or simply forpersonal growth may take such programson their own time in evenings orweekends. They do not, however, pay feesfor taking such courses, but they do payfor textbooks.

Instructional ActivitiesThe major format for instruction is lec-

ture and individual activity through hands-on work with computers, but a variety ofother methods is used, including work-shops and audio-visual presentations. Oneintroduction to a computing videotape

21

course, Making it Cowit, is offered on 23half-hour videotapes. While most coursesdeal directly with computers, a few, suchas Effective Business Meetings and Effec-tive Listening Workshop, concentrate on in-terpersonal skills.

The computer training is heavilyweighted toward technological equipment(e.g., computers, videotapes, software).The major training facility in Washingtonis a two-story modem building located in amajor shopping center 14 miles soutii ofSeattle and less than four miles from theSea-Tac Airport. Classes are held there in avariety of rooms specially equipped toprovide quality training.

Time ManagementThe field notes of one course are sum-

marized in the following section to conveythe flavor of training at Boeing.

"If we could first know where we areand whither we are tending, we couldbetter know what to do and how todo it."

A. LukolnThat quotation loomed large for the 18

participants as the Time Managementcourse began at 8:30 a.m. on August 28.1985. Eighteen participants (twelve men.six women) were seated in a well-lightedcorner room on the second floc)* of theEducation and 'Raining Division of BoeingComputer Services ',BCS) for this one-daycourse. Ranging in age from the 20's to the60's, the participants (with the excepticl ofthe author) were all Boeing employees.

The instructor. a man dressed in a suit,passed out name cards (to bz filled out onboth sides and arranged in pyramid-likestyle in front of each participant), a book,Getting Things Done, and a workbook. Ef-fective Time Management Workshop. Un-like many of ',he BCS teacheis, thisinstructor was a private consulta'it hired byBoeing specifically to offer time manage-ment training

TWENTY-ONE

Daily announcements were read at thebeginning of class:

7hsining Center Instructions. Studenttelephones are located on the wall of thesouth haPway. Please do not use the creamcolored telephones located in some of theclassrooms, as they are for data terminalsonly.

1kt -',ng machines and lunch are avail-able in our cafeteria at the west end of the.Details are important.building. You may eat in the classroom ifyou wish, but please return food and paperitems to the waste bins in the cafeteria.

Students are not allowed in the officeareas or the second floor of the buildingfor security reasons.Instructor's Note. You are responsible fordirecting your students and monitoringtheir actions while they are attendingclasses at the Traiaing Center. In addition.please take a few minutes at the end of theevening to straighten up your classroom,making it ready for off -hour classes.

Class rosters are to be placed in theplastic file holder located outside eachclassroom prior to the start of each clas:.Rosters must be completed and returned tothe file folder by 9.30 a.m. on the first dayof :lass. Be sure all substitutes have in-cluded their own social security number onthe roster. On the last day of class, the ros-ier and certificates will be placed in thefile folder. If students arrive after the rosterhr s been picked up, send them to the Re-gistrar to sign the roster.

Course hand-outs will be pick& up bythe instructor from the library located onthe second floor.

After 50 minutes of the participants'sharing their reasons for taking this courseand their experiences in time management.the instructor noted that this was a "pract-ical n-it a theoretical course." and thatthere were three ways to make today awaste of time: (a) by not applying the ideasat all, (b) by trying to apply them all atonce, and (c) by expecting to be perfectthe first time.

We are not after efficiency (doingthe right job), but effectiveness(doing the job right).

"We are not after efficiency (doing thelight job); we are after effectiveness (doingthe job right)." The ieinainder of the morn-

22

ing consisted of "Goal Setting," creating adaily "To Do" list, and Setting Priorities.

Following a lunch break, the afternoonsession began with a video-tape, The TimeTrap, which reviewed the i5 most commoncircumsta 'es that make it difficult forpeople to manage their time. "The tele-phone most executives spend one-thirdof their time on the telephone (and one-eighth of that time is waiting)."

Following the video-tape came lectureand discussion, with the major focus on teeuse of a Time Log. Two quotations wereunderlined in my notes: (a) the sannaestdrive in man is not love or hate but chang-ing someone else's writing, and (b) thebrain is an organic, not linear problemsolver (it keeps on working all the time).

Trainers, StaffFor the most part, trainers are Boeing

employees, although instructors under con-tract offer some courses. Instructors musthave worked for at least two years in theskill area in which they instruct; most havefrom five to nine years experience. AU em-ployees who apply to become trainers areinterviewed extensively; if they are ac-cepted, formal training follows. This fo-cuses on presentation techniques,development of course materials, operationof equipment, teaching theory, and classmanagement. The training is also offeredon an informal basis when only one or twoinstructors are joining the program. About20 trainers, all of whom work a 40-hourweek, staff the program in Seattle. After

Painers rotate back to regularjobs after two to three years.

tONNINNIN

two or three years, trainers usually rotateback to their regular responsibilities. Amanager of operations directs the trainingstaff.

Instructor TrainingMeetings of the teaching staff are held

once every two weeks (full-day meetingsfor day staff, two evening sessions for eve-ning faculty). I sat in on two hours of oneof these sessions. The instructor, a formerteacher hired by Boeing specifically towork with the teaching faculty, was pres-

23.

TWENTY-TWO

enting a Bernice N.cCarthy exercise onbuilding a T from puzzle pieces when Ientered the room. The nine participants(four women, five men) worked on thepuzzle while various members took turnsgiving directions.

"The 500 most commonly used words inthe dictionary have 14,000 different defini-tions." "Clarity" was the major topic forthe next exercise. A brainstorming activityled to a list of generalizations about clarity.Also, a handout was shared:

I CLARITY: Limiting the range of pos-sible inteipretations a person canmakc A our verbal and non-verbalcues.

2. Use all available CHANNELS. Thismeans to communicate verbally, vi-sually, and kinesthetically. Make yourpoint using more than one communi-cation mode.

3. ADAPT to your listeners, and helpthem adapt to you. Put yourself inyour listeners' shoes, see the com-munication situation from their stand-point. Analyze your audience. Avoidjargon. Help your audience adapt toyou by giving them the "Big Picture."The more your audience knows aboutyour motivation and intent, the lesslikely they will misinterpret you.

4. Piefe: the concrete, familiar wordover the abstract.

5. Use reminders such as "This is impor-tant," "Get this point," and so forth.

6. Organize. Link any point you aremaking with the information that hasgone before and with what will comeafter. Create introductions and internalsummaries.

7. Assume people won't understand youthe first time you explain importantpoints

Participants worked in groups of threesto share how they would structure a lessonin which clarity was being stressed. Thefinal activity of the morning was the view-ing of a film which described the work andteaching techniques of three University ofWashington faculty members who had wonDistinguished Professor Awards. Partici-pants spent some time after the film discus-sing tt. various teaching techniquesillustrated.

EvaluationAll classes are critiqued by the instructor

and the students. The major form of evalu-ation, however, is on-the-job performance.Employees par ..ipate in the training to

learn a new skill and must demonstrate thatskill when they return to the job. If the

Daining program is evaluated onparticipant's job performance.participants cannot demonstrate the skill.clearly the training program was not suc-cessful (something that seldom, if ever.happens).

ParticipantsFour types of participants enroll in BCS

progrars. First and foremost are the Boe-ing employees assigned to the training bytheir supervisors, Boeing employees whowish to learn a new job-related skill thatthey may someday need, or employeesfrom other companies who are assigned bytheir companies to take such programs.The BCS Education and Training Divisionis registered with the Washington StateCommission for Vocational Education andcomplies with the requirements and educa-tional standards established for private vo-cational schools in the State ofWashington In audition, certain coursesare awarded college credit by SeattlePacific University.

College and vocational students who en-roll in this privately-sponsored training pro-gram make up the fourth type ofparticipants.

Relevance for TeacherEducation

The major implications for teacher edu-cation relate to the criteria used to selecttrainers and to the nature of persons whoneed to take the programs. Only personswho have successfully worked for at leasttwo years at the skill they will be teachingare allowed to instruct. In addition, class-room teaciling "skills training" is required.Trainers are seen as temporary (two-to-three-year teachers). not career teachers.This provides new perspectives and forcespeople to remain primarily producers ratherthan teachers. Would such a system workin education? It is difficult to speculate onoutcomes, but such a system might well befield-tested. The energy it takes to be aneffective teacher is enormous; burnout andstress problems an. constantly being re-ported regularly by present-day teachers.Perhaps short-term teachers or teacher-as-sistants are ideas worth consioering.

The criteria established for Boeing em-ployees :o participate in a program have

TWENTY-THREE

implications for inservice education. Train-ing essential to on-the-job performance isprovided during the work day at MI pay;school districts do not regularly do this.Raining that will enhance an employee'sskills for possibb. promotion or transfer istaken on the employee's time but is paidfor by Boeing. However, school districtsdo not pay for training that will alLwteachers to quaiify for a new position suchas pnncipai or counselor.

Studying Boeing could be an asset topublic educators who wish to gain a betterunderstanding of how quality- assurancestandards are applied. Boeing not only ap-plies these standards to its production ofairplanes but also to its training programs.Program evaluations, interviews, and ob-servations are used to monitor and improvetraining programs. Boeing has developedrechniqua for pricing the costs of trainingprograms. Educators are often frustrated bytheir inability to estimate the true costs ofdeveloping and providing trainingprograms

ConclusionThe Boeing training program is suc-

cessful, not only in terms of meeting itsown corporate needs but also in being ableto attract individual and corporate traineesfrom a range of ot'ier businesses. BoeingCompany has established a viable and uuc-cessf it educational program, recognized bythe Washington State Vocational Board, amajor college, and companies across theUnited States. Its purpose is clear (toprovide technical training for Boeing em-ployees) and it has done this job well. Inpublic education seldom are our purposesclear, leading to results that are vague andunmeasurable. To the extent that educa-tional programs can be measured, Boeingoffers educators models that can beemulated.

24

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PO, Nto SIEGOI

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SORDWOCA,

Robert E. WrightNew Mexico State University

You are in your second year as a U.S.Border Patrol agent with your as...ignmentalong the U.S.IMexico border somewherewest 1E1 Paso, Texas. You are alone onduty, and it is late in the evening. }ii rec-ognize the couple approaching to be alocal medical dcctu,. and a Mexican prosti-tute. The doctor insists that the lady is des-perately in need of medical attentionavailable only in the United States. Thedoctor may enter the United States uponpresenting the proper documents, but thewoman has been lawfully banned fromentering the country. It is expected that youwill inform them of this, thereby exposingyourself to possible threats, curses, or at-tempted bribery. What do you dog Whatpreparatory training have you had that en-ables you to make a logical, humane deci-sion in this situation? How do you train forthese situations?

On your daily rounds is the New Mexicodese,t, you discover holes a,,g in a dryriver bed, indicating that someone is des-perately in need of water. Now your rolechanges to trying to find someone whocould p'ssibly be dying of thirst as well as.--yirrhitig for illegal

Another time, upon returning illegalaliens to the border, you say, "Adios," andthe reply is, "See you this after.00n Howcan you maintain your unique perspectiveof illegal immigration and your strong viewof the law of the land without losing ynursensitivity to the unfortunate people youapprehend?

Where does one acquire the ability toread human nature well enough that a lookin the eyes, certain body posture or tone ofvoice is the cue to suspect criminal activ-ity, either in the form of smuggling orsomething more sinister? This chapter eA-plores the training program that preparespeople to become agents in the UnitedStates Border Patrol system.

25)1,

TWENTY-FOUR

Content and CultureThe Border Patrol is a highly trained and

skilled officer corps marked by loyalty,dignity, integrity, and pride, enforcing thelass of the land as legislated in Washing-ton, D.C. Its primary mission is detectingand preventing smuggling and illegal entryof persons into the United States. The uai-que characteristics of the local culturesfrom England to California contributeto the vastly different working conditionsalong the 8,000 miles of land and waterborders.

The values held by the Border Patrol arethe same throughout the system; each agentmust be prepared for shift work, dangerousassignments, and lonely hours. Safety ofboth the public and the officers is a majorconcern, with life and death decisionshanging in the balance. Therefore, a rigorous training program is vital.

The education program of the BorderPatrol is initiated in the recruitment proce-dures. It begins by making the generalpublic aware that the Patrol needs agents.This is done through career days, shoppingmall displays, media advertisements, anduniversity recruitment. Recruitment isopen, with no minimum age and a maxi-mum age of 35; the applicant must have ahign schcol diploma al- GED, at least oneyear's work experience at the GS 4 level orits equivalent or a college degree, and bein sound physical condition. There are alsominimum vision and heanng requirements.All applicants must score at least 70 Per-cent on the General Knowledge Test ad-ministered by the Office of PersonnelManagement.

After passing this test, applicants are in-terviewed by a panel of three Border Patrol

Only one in five applicants ischosen.

agents who examine their interpersonalskills, judgment, and problem-solvingabilities. Interviews are rigorous and vital,for those who pass become colleagues

upon whom the panel members one daymay rely for their lives. As a result ofthese interviews, only one in five appli-cants is found to possess the qualities nec-essary for a Border Patrol career. Amedical examination is scheduled, and acomplete backgroun, check of the appli-cant is initiated. The applicant is placed ona waiting '1 t and notified when a newtraining etas., is being formed.

Once the applicants have been acceptedfor duty, they report to Border Patrol Head-quarters, El Paso. The next three days arespent in orientation to the Border Patrol.ParticiNnts become familiar with drivingtests, contractual agreements, and healthand life insurance forms, for example.

111ainees are then flown to Glynco, Geor-gia, where the Border Patrol Academy islocated, to begin initial training. 11-aineesarrive in Glynco on a Thursday evening.Friday is spent to orientation, preparing forthe next 17 weeks of intensive training.Necessary gear is issued (including booksand assignments) on Friday, and morepaperwork is completed. For the trainee,the weekend provides time to assess newlyacquired material and study in preparationfor Monday when classes begin. Addi-tionally, these two days can be used prof-itably to become acqu'inted with thefacility at Glynco.

The Federal Law Enforcement 'RainingCenter, located at Glynco, is one of thelargest in the world, and a majority of theFederal law enforcement agencies in theU.S. avail themselves of it. The facility isunique in that it prepares the trainee bothacademically and physically.

The academic portion of the Academyrequires first and foremost that all candi-dates acauire knowledge of Spanish. be-cause all recruits spend at least their firsttwo years of duty on the U.S /Mexico bor-der. Ali agents assig.ied to the Mexicanborder most be ably :a read, write, and

TWENTY-FIVE

speak Spanish with a work-related profi-ciency. Three other areas are given almostas much attention in the training programas language development: law, firearms,

Daining is specific and intense. -and physical fitness. The study of law in-cludes Immigration and Nationality Law,Criminal Law Evidence. Court Procedure,and Statutory Authority.

Firearms training goes far beyond justthe ability to use a weapon. The cur-riculum includes basic marksmanship,judgment pistol shooting, decision reaction,instinctive reaction, quick point, reduced-light firing, care and use of firearms, andrange safety.

Physical training at the Academy is justas demanding as firearms training and theacademic component. Agents must be ingood physical condition, as many duties re-quire physical exertion under rigorous en-s;ronmental conditions. Sound physicalcondition any good muscular developmentare necessary to perform these duties safelyand effectively.

Instruction in other areas is ;ust as in-tense but not so lengthy. These areas in-clude procedures of the Immigration andNaturalization Service, preparation of re-ports, methods of operation in the BorderPatrol, fingerprinting, First Aid, care anduse of government property, patrol-vehicleoperation/pursuit driving, and behavioralscience.

Goals and ObjectivesThe Rorder Patrol is a law enforcement

unit of highly-trained officers, traditionallymarked by intense loyalty and strong espritde corps. The mission of the Border Patrolis to detect and prevent smuggling and un-lawful entry of alter into the United

Loyalty and esprit de corps per-meate the system.States. The training programs at Glyncoand El Paso are designed to preparetrainees for specific tasks. These tasks in-clude: (a) techniques of surveillance; (b)follow-up on leads or tips of smuggling orunlawful entry; (,:i response to sensoralarms: (d) response to aircraft sightings;(e) interpreting and following tracks: (f) in-terpreting other markings of physical evi-dence; (g) farm and ranch checks: (h)traffic checks; (i) city patrols; (j) transpor-

cation checks; (k) freight train checks; and(I) other anti-smuggling activities.

The goals and objectives of the BorderPatrol remain rather stable, as its missionis clearly state. The curriculum to meetthese goals and ok :ectives changes as theneed arises .c field. Electronic surveill-ance deva and sensory alarms are rela-tively new equipment, thus training in theiruse has recently been implementes in theAcademy program of studies.

Instructional ActivitiesInstructional activities are varied at the

Border Patrol Academy, due to the broadinformation base used for the curriculum.The program of studies includes approx-imately 50 different areas. Some areas re-quire only two clock hours of instruction,but others, such as Sr- ,ish instruction, re-quire 215 clock how.. For a summary ofthe larger block.; of time allotted in theprogram, see Table I.

TableProgram of Studies at Glynco, Ge, rja

Rainirg FacilitySUBJECT CLOCK HOURS*Spanish 150Conversational Spanish 30Spanish Lab 36Physi, 'ffaining 112Immigration Law 72Firearms 52Driver Specialties 32Nationality Law 24Statutory Authority 18

Alien Processing 17

U.S. Customs Crossing Training 12

Criminal Law 12

Communication 8Civil Disturbance 8Forms/Correspondence 6Constitutional Law 4Stresr. 5Finge; Printing 4Report Writing 4Values 3Latin American Culture 4Law of Detention end Arrest 4Officer Integrity 4Document Fraud 315 Separate programs with 2 hours eachIJ Separate programs with I hour each

*Clock hours for each program do not In-clude lab and drill time.

27

TWENTY-SIX

Following 17 weeks of training atGlyncc, new Border Patrolmen continuetheir classroom training in El Paso, Texas,for the following six months. The cur-riculum at El Paso consists of Spanish andLaw, and the trainees after.' -class activi-ties one eight - clock- hour -u.., tier week.

Methods of InstructionThe programs in Spanish, law, stress, re-

port writing, values, and alien processingare largely presented by lecture aud lecture/discussion methods. Instruction in Spanishalso uses the aural/oral method. Physicaltraining, firearms, driving specialties andfinger printing are presented both by lec-ture and hands-on activities.

The instruct;onal methods used in ElPaso and approximate time for each arepresented in Table 2.

Table 2Instructional Methods Used in Border

Patrol RainingPRESENTATION PERCENT*Lecture-lecture/discussion 90Demonstration 3VisuallyGroup planning/organizingRoutine manag -ial talks 2Informal discussionOn-site activities 2

*Percentage of time spent on each teachingmethod employed by Instructors in the Bor-der Patrol 'Raining Program, El Paso,Texas. (These statistics relate c ro thestructured one-day per-week trair..ng andnot to on-the-job-training received the otherfour workdays of each week.)

An examination of Table 2 reveals thatlecture and lecture/discussion methodsdominate the instructional process in thisphr..e of the pre^. 'rn.

,vtructionai manuals used 11,trainee., mid Instructors are well organized.The schedule of topic presentations istightly structured, and every attempt ismade to stay within the plan. Materialsutilized include maps, overhead transparen-cies, projectors, VCR's, and photographs.

Upon leaving Glynco recruits return totheir sector and continue training by panic-

On-the-job training is extensiveand carefully monitored.

ipating fully in Border Patrol field activi-ties four days a week, while attendingclassroom sess;ms one day a week. Thissection of the process covers six munths,

with exams at the six-and-one-half monthand ten-month intervals. Classroom ses-sions concentrate on Spanish and Law.

The post-Academy period is truly on-the-jcb-training in every sense of the word.The agent drives, rides horses, surveys byair, walks, runs, chases, makes arrests, andgenerally practices all that has been and isbeing taught in the program of study. Dur-ing this time the instructors and experi-enced officers monitor and assist traineesboth in the classroom and on the job. Partof the instructors' duties ir.r'xles counsel-ing the trainee, as well P 1,roviding aliaison. with officers it .: field.

Once the ten-month i xamination ispassed, the trainee completes a full year ofactive duty but still is considered proba-tionary. The second year is also a continua-tion of the training process. At thebeginning of the third year, the trainee ad-vances to the journeyman level. Guidance,suggestions, and other help are availablethroughout this period as the trainee gradu-ally assumes full journeyman status.

Trainers and StaffThe instructors at the Border Patrol

Academy can be in one of three categoriespermanent instructors for basic courses ap-plicable to all agencies, regular Border Pat-rol staff, or Border Patrol agents brought inon a temporary basis to instruct in a spe-cific area of expertise.

Any journeyman Border Patrol agentmay apply to be an instructor at eitherGlynco or El Paso training centers. Thereare always more applications than positionsto be filled. The number of applications re-flects the tremendous amount of pride anddedication that seems to permeate the Bor-der Patrol. Teaching offers no more rewardto the individual than any other assignment

Instructors come from and returnto the field.

1MM

in which agents might normally participate.The vacation time is the same, sick leaveis the same; in other words, all the pre-requisites in the Border Patrol are the sameregardless of the assignment. When an in-dividual is chosen to be on the regularteaching staff at the training center inGlynco, it :s assumed that the tour of dutywill be for a period of three to five years.In the post-Academy training at El Paso,however, new instructors are assignedevery year or every other year.

TWENTY-SEVEN

Teaching is very demanding, and agentshave had little formal training in how toinstruct. There are only limited methodscourses for the Border Patrol, so instructorsmust be creative and develop their ownteaching style. Educators will understandthe time-consuming task involve 'n devel-oping one's own technique of teLzhing.The content of the instructional program isdetermined by the curriculum, but instruc-tors draw from their own experiences inboth training and the field, the know-howto teach the material to trainees. Generallyspeaking, the administration and teachingstaff agree that after one or two years theEl Paso post-Academy instructors shouldtransfer back to the field. As in education,a resume that demonstrates breadth anddepth of experience is viewed favorablywhen application is made for advancement.

EvaluationSkills acquired by the agent/trainees at

the Glynco training center are put to im-mediate use when they arrive in El Paso;they are assigned to a veteran agent for thesecond phase of their training. Four daysper week the agent/trainee assumes the fullresponsibilities of a Border Patrol agent.During these four days, the Glynco training"NNW

Raining program is judged andimproved through agent feedback.

program is given the "acid test." Theprogress of the agent/trainee is central tothe Borde. Patrol program evaluation.Assessment of the trainee is made by boththe veteran agent and the training officer.Any weakness appearing in the agent/trainee's performance is immediately as-sessed to determine whether lack of theskill is a result of poor instruction at one orboth of the training centers. Some traineessuggested that more emphasis on alien pro-cessing, sign cutting and tracking would bebeneficial. However, the trainees inter-viewed felt that the training program as awhole was relevant and helpful, especiallythe courses in law and Spanish.

In addition to extensive program evalua-tion, Border Patrol activities are under con-tinual evaluatioo. Many changes haveoccurred over ti.e years in the Border Pat-rol just as they have in education. With the

28

advent of the automobile, jeep, van,motorcycle, airplane, helicopter and motor-boat, the "old faithful norse" became ob-solete, so it was permar retired fromthe service or so ever e thought.Many years and :xperi ..es later, dotmentation shows that in certain cases anagent on horseback would have far moresuccess than with any of the more modernmodes of transportation. So, use of thehorse patrol has been reinstituted in severalof the southwestern Border Patrol sectors.

Conclusions andimplications for .usherEducation

What makes this training program sosuccessful? What makes these trainees sodedicated that very few leave the Patrol be-fore full retirement? In these days of per-missiveness and innovative education.techniques, should educators look or zeagain to rigorous discipline, intensive cur-riculum, and high standards? This is themethod used by the Border Patrol 'RainingProgram to develop their fine corps of of-fir as. The spirit, values, and standards ofthe Border Patrol are introduced upon re-cruitment and reinforcea continually, thusbecoming an integral part of each officer.The enthusiasm exhibited by the traineesobserved anti Interviewed demonstrates theeffectiveness If this program. The respectfor their instructors, pride in their newlyacquired skills, and anticipation of their vi-tal role in preserving the integrity of theborders is evident. Border Patrol agent/trainees exhibit tremendous pride, knowingtha: they have survived the intensive physi-cal and academic training provided. Thosemoving into their first year as agents knowonly too well the frustrations and anxietiesthat have been part of the ngorous monthsof training. The recruits interviewed em-phasized that anyone without P strong pos-itive attitude, mature coping skills, andability to manage time effectively would beat a severe disadvantage.

Not only is the curriculum intensive incontent, but it is delivered without the trillsso evident in education today. Thinees in-terviewed emphasized that their highschool programs did not adequately train

Raining is disciplined, withoutfrills, and goal-oriented.them in study skills, content, or self-disci-pline. These trainees recognize that every-thing that is taught in their training

29

TWENTY-EIGHT

program is absolutely vital to their careersand possibly IL. their lives. This impliesthat the curriculum of a successful trainingprogram should be relevant and meaningfulto the studet.t as well as meeting fully therequirements of the organization.

The trainees in this program also knowthat the rigorous training gives them addi-tional mobility and perhaps an advantage inseeking employment in other gove-nmentalagencies, such as Customs or the MarshalsService. It also might be noted that the de-livery of this curriculum is mostly lecture/discussion and ignores contemporary andexperimental techniques used in regularclassrooms today. The demeanor of thetrainees, from their personal appearance totheir attitude, reflects . le value placed ontheir training process and indicates the highdegree of respect exhibited for the pro-gram, themselves, and others. The trainingsessions have a disciplined atmosphere butare without tension, and a comraderie anda sense of humor is shared among thetrainees and with their instructor. They allseem to realize that the attainment of thegoal is worth the effort.

How can teachers in schools and col-leges make students aware of goals that arenot as immediate or apparent as those inthe Border Patrol? Can daily objectives inany subject area be made as meaningfuland as motivating as in this training pro-gram? Are teachers aware of their short-and long-term objectives so that they canbe made clear to students? The commonobjectives of the Border Patrol trainingprogram and the Border Patrol are madeclear upon recruitment and are maintainedthroughout the career of the agent.

Border Patrol instructors have not hadthe benefit of a formal teacher educationprogram, yet are effective in presentingmatenal, establishing an appropriate class-room atmosphere, counseling trainees, andproviding a liaison role between traii::.er,and veteran agents. Instructors volunteerfor teaching duty with very few benefits,yet are rewarded by realizing they havehad a part in the maintenance and devel-opment of a highly successful officer-train-ing program. Can students understand thattheir schooling is, in part, a training pro-gram for life skills?

PENSpet0

11*CASIAci

00?e2k\SAG

pao

Fanchon F. FunkThe Florida State UniversityDeed* SharpeWatt Disney World Co.Mildred M. UsherBainbridge Junior College

The small neighborhood school is goingthe way of the one-room school house.Schools have grown into large organiza-tions, mass people-handlers. Among thegreater challenges facing teacher educationtoday is the challenge of preparing profes-sionals for mass people-handling whileteaching and demonstrating concern for theindividual.

Walt Disney World Co. was identified byPeters and Waterman (1982) as one of thebest examples of improving service to peo-ple through their people management pro-gram. N.W. Pope (1979), VicePresident-Marketing, Sun Banks, Inc.,observed "how Disney views its em-ployees, both internally and externally,handles them, communicates with them,rewards them, is ... the basic foundationupon which its five decades of successstands; it is what Disney does best."

What do education and Disney outdoorentertainment Lave in common? Both dealwith masses of people with individualneeds and interests. Both build on thepromise of technology and optimism forthe future. Both rely heavily on motivationto achieve a common end product, that ofenjoyment and learning. The classic Disneyformula for quality entertainment dictatesthat all en. atainment be timeless, pro jokefeelir.os, stimulate thinking, encouragecreativity, and promote learning.

The Disney CorporateCulture

The corporate image, "The Finest inFamily Entertainment," is projected andmaintained through an ongoing com-

TWENTY-N1NE

mitment to training and people manage-ment. Creating happiness and servingindividuals ("Every Guest a VLF") is thecornerstone of the corporate policy, as wellas the essence of the product at Disneylandin California and Walt Disney World inFlorida. For the Disney organization thetwo terms, training and people manage-ment, are almost synonymous. Attitudes,quality, and commitment to the Disney phi-losophy must be encouraged and supported

Every Guest a VIP.

by management on a daily basis if trainingis to produce the desired result.

Corporate terminology reflects the built-in commitment to service. People who payto visit the parks, stay in Disney hotels, eatat Disney restaurants, or make purchases inDisney shops are not, as Peters andWaterman (Ic?1) noted, customers with alower case "c,' out Guests with a capital"G." The employee sweeping Main Street,U.S.A., is not a janitor, but a host orhostess to the thousands of Guests he orshe will see that day. Disney employees arenot employees, but cast members who havea very specific role in the show. All workfrom similar scripts and speak a commonlanguage (e.g., casting, guest).

Company policy strives to maintain themagic. Cast members do not complainabout personal or supervisory problemswhile on the job. They never vat, chewgum, or smoke while in public areas. Per-sonnel are neat, well-groomed, and wearcostumes created especially for their roles.Commitment to guest happiness is so com-plete that temporaiiiy disgruntled em-ployees still work hard at pleasing guestsbecause of an instilled commitment to serv-ice for the company. Hosts and hostessesbecome walking, talking, smiling "infor-mation booths." It is estimated that on abusy day more than 500,000 questions areindividually handled by Disney hosts andhostesses. "We may entertain more than100,000 guests in a single day, but we doeverything possible to entertain them one ata time (Walt Disney World & You, 1982)."

The corporate focus is on individualGuests, over 20 million people who visitthe Walt Disney World Resort each year.Most of all, employees become "peopleexperts." The Wall Street Journal (Stein,1975) stated, "You can see more respect-ful, courteous people at Walt Disney World

30

in an afternoon than in New York in a year. it seemed as if everyone were running

for city council."Walt Disney World Co. is noted for anti-

cipating audience and individual guestneeds. Disney attention to detail ane, stay-ing close to the customer are among itsmost important management fundamentals.Primary cast responsibilities are to providequality experiences to ensure that guestsfeel they are getting their money's worth.If there is no audience, there can be noshow.

Damning ChallengesThe diversity of job skills and back-

grounds of approximately 20,000 Disneycast members for over 900 different jobsmandates special emphasis on training toestablish commonalities, corporate culture,and commitment to the overall mission.Special problems arise from the limitedlabor base of Central Florida, the competi-tion for workers in the area's rapidly ex-panding hospitality industry, and theavvage 15 miles one way that employeesmn.st drive to jobs at Walt Disney WorldCo. These extraneous factors, combinedwith the repetitive ature of many hourlyjobs, the constant mands of the public,and the evening, v kend and holidaywork hours manda, Tective training pro-grams to ensure higa nployee morale as arequisite to consistent high quality guestservice. How Walt Di v World Co.creates a commitment i iission and pridein the product among it iloyees is thefocus of the Disney Ulu sit ''Rainingand Development Program.

Disney is unique in its eclectic mixtureof management styles and methods. Disney

The broader the base, the higherthe peak.

focuses on the human elements of friend-liness and informality. Teamwork is empha-sized in the production of the show.Pleasing the audience is everyone's respon-

31

THIRTY

sibility. All roles are vital, and all jobs areImportant. The most important jobs areconsidered to be the hourly jobs, the em-ployees who meet and greet the guestsevery hour of the working day. "Thetroader the base, the higher the peak"means that the more front-line peopleunderstand and reflect the philoszphies anddirections of the organization, the morelikely the organization is to achieve greaterheights. Manabement is strongly committedto a people-oriented approach to leader-ship. A Disney leader gets results throughpeople.

Disney believes that leadership is a sci-ence that can be learned like any otherskill. The Disney approach is to develophuman relation skills, the ability to workpositively with people; communicationsskills, the ability to get ideas across openlyand honestly, while finding mat what otherpeople have to say; and training skills, theability to create an efficient work group inwhich each employee receives the neces-sary training for competent performance.Other leadership skills are developed inareas of planning, organizing, directing,and controlling team efforts.

The corporate training goal is to producecast members who have the knowledge,skills, and understanding to represent the"Finest In Family Entertainment," to pro-duce employees with confidence, and tomake them effective members of the team.Because of this trr.!ning, job seekers withDisney experience are among the mostsought after in the service industry. Jobknowledge, skills, and understandingtranslate to spccific job training and anawareness of corporate goals.

Training, A Disney TraditionDisneyland in California was built to

provide a new dimension of outdoorrecreation for the whole family. Passiveaudiences were taken out of their seats andplaced right in the middle of the action.This was quite a departure from thetraveling carnivals and sideshows of theday. Walt Disney's vision was so severe adeparture from the norm that all observers,including the bankers, predicted "aHollywood spectacular ... a spectacularfailure" and refused support. From thebusiness community's reaction, Walt knewthat his idea would not readily beunderstood. From the beginning, WaltDisney determined that if this new conceptof guest service was to become a reality,

his strong commitment to training had tobe implemented. Company-wide trainingwas created to teach the Disney traditionsand guest service to employees.

The Disney University 'RainingPrograms are designed for all levels ofworkers. 'Raining programs for hourlyemployees vary from two to eight hours inlength. 'Raining programs for salariedemployees vary from three hours to sevendays in length.

Job-specific skills are the trsponsibilityof the Divisional and Departmental'Raining Offices. The complexity of thetraining and the size of the Divisional'Raining staff varies with the complexity ofthe jobs, the skill of the entry levelemployees, and the number of employees.Some divisions, such as Facilities,responsible for building and maintainingthe attractions and sets, have year-longinternship program in conjunction withlocal post-secondary vocational institutions.Others, such as Marketing, which hireexperienced and highly qualifiedprofessionals, use their training officeprimarily for coordination and maintenanceof company/corporate culture.

Each divisional training office is headedby a training advisor. The role of thetraining advisor is to plan and coordinatejob training specific to the division,communicate company-wide and corporatetraining needs to Disney University andcoordinate the delivery of company -wideprograms within the division. A trainingdvisor is a person with extensive

experience within the division and oftenwith other divisions in the company.

naming advisors meet with supervisorswithin the division to maintain qualitycontrol and ascertain training needs.'Raining advisors meet together toconsolidate company-wide training needsand programs. Each division of thecompany, from Foods to Landscaping,from Security to Facilities, has its owntraining office with its own trainingadvisor, staff, and trainers to ensure thateach job is performed to standards.

Employees are trained with consistencyand in the traditions of Disney. These

Employees are trained in the tra-ditions of Disney.

traditions, explained in the Disney TrainersHandbook (1985), are: uniqueness, quality,valur, show, friendliness, safety, capacity,and efficiency/productivity.

THIRTY-ONE

Each division designates trainers,persons selected by their supervisors, toconduct one-on-one training for people newto the job. These front-line people workfull-time Li the jobs for which they aretraining others. They themselves receivetraining in the fundamentals of trainingbefore being declared a Disney trainer.Basic learning coi cepts, motivationaltechniques and the art of criticism areamong the topics covered in "Disneyframers." 'Raisers are introduced to thetechnical skills required and the basiclearning concepts, using a five-pointemphasis: prepare yourself, prepare thelearner, explain the job, try outperformance, and follow-up. The bottomline of the training program is, "if thelearner hasn't learned, the trainer hasn'ttaught (Training Tips, 1985)."

Training Sets the Tone for theDisney Work Experience

Raining begins in employmentinterviews, called casting, notinterviewing. There the prospective castmember is told of company standards,expectations, rewards, and demands. Inother words, "This is what we stand for;this is the image we project. If you can'tbuy Into this philosophy, you don't belonghere."

Candidates are encouraged to makedecisions about the consistency of theorganization's goals with their own goals

"What's in a name?" At Disney,everything.

and about their willingness to work to helpachieve company goals. Beginning with theinterview, a high standard of performanceis clearly communicated. Even thelanguage of the interview sets expectations.The building is labeled "Casting," and theinterviewer speaks of "Guests" and being"on-stage."

32

On DAY ONE, everyone attendslladitions I before undergoing specializedtraining. Raditions I is an all-day sessionthat welcomes new cast members toDisneyland or Walt Disney World Co.,while stimt lating enthusiasm toward newroles and pride in being part of the Disneyorganization. The program creates anawareness of the scope of the organizationand sets the tone. It attempts to instill inthe "new hire" four major concepts: anappreciation and understanding of Disneytraditions and philosophies; a broadperspective of Walt Disney Proluctionspast, present, and future; the individual'simportance in the show; and theindividual's responsibilities as a castmember. This eight-hour workday include::lunch and a comprehensive tour of theproperty and facilities.

Each employee is riven a copy of thepolicy handbook, a well-illustrated,conversationally-written publication entitledWalt Disney World and You (1982). Thispublication :ncludes many of the cuesneeded in interpreting the Disney way ofdoing things.

On DAY TWO, cast members report totheir assigned division for job-specifictraining, and within two to fifteen days,depending on the job, they are checked byDisney trainers for an "on-stage"performance. Rainers observe frequently atfirst, periodically thereafter, to see that theperformance meets Disney standards Ifnot, retraining or a temporary jobreassignment may be recommended

Probationary periods or "get acquainted"periods determine whether or notexpectations regarding employment aremet. Probationary periods vary.

From there, the company-wide liningaddresses company-wide needs, or areapplication of "pixie dust." For example,"Put a Smile in Your Voice" is acompany-wide training program ontelephone courtesy for secretaries andreceptionists; "We've Come A Long W-.y,Mickey" is an update for long-timeemployees on what the company hasachieved and its plans for the future.

Outcomes of RainingInterviews with employees concerning

training programs revealed the followingfeelings about the company:

I. Pride and belief in the organization2. Positive attitude toward guests,

being on-stage, and a representativeof the company

33.

THIRTY-'TWO

3. Open-door policy of supervisorsa. They will listen.b Th.) ,lon't "shut you off."c Every employee is important andappreciated.d. "We'll see what we can do"rather than "no."

4 Specific objectives, but allow forflexibility

5. Exposure to the entire organizationb. Company believes in you, what you

do, and your importance7. Continually si -.e because you want

to; "If you love your work, tell yourface."

8. Compatibility people supportingpeople, people respect, notcorrecting in front of any ,ne else

9. Getting people Involved makes themfeel at ease

10. Company sincerely seeks opinions ofemployees and takes them intoconsideration - "I've Got an Idea"program, Employee Opinion Poll

1 I. Excellent public relations (internaland external). The companynewsletter mentions employeenames, pictures

12. Special discounts for employeesmakes you feel important to thecompany

13. Good naming materials, not outdatedor shabby

14. S.O.P.'s (Standard OperatingProcedures) for each division provideconsistency throughout theorganization

15. Each person is a V.I.P.; everyemployee is important.

Disney Also Teaches GuestsWalt Disney World Co. offers a variety

of learning programs to guests of all ages.Seminars on the Disney approach totraining, staff development,image-building, and communications a.especially designed for educators, businesspersons, conventions, college groups, andprofessional associations. Seminars also areconducted at college and adult levels inculinary arts, engineering, urban planning,curriculum project development, and artappreciation. Landscaping, photography,and cultural understanding are taught dailyto adults. "DestiNations" is a program of

cultural studies and internationalunderstanding for high school, college, andadult groups. "Wonders of Walt DisneyWorld" is a nationally recognizedoff-campus learning opportunity for youngpeople, ages 10-15.

'aining RainersThe professional seminars for Disney

instructors are conducted by Disneymanagement. All daily seminars areconducted by regular front-line Disneystaffers with at lea_` undergraduate degreesin education or in the content area, e.g.,horticulture. Content specialists may ormay not have had communications trainingprior to becoming a one-day-per-weekseminar instructor.

Instructors with undergraduate educationdegrees and teaching experience frequentlydemonstrate too great a dependency onone-way communication and toe little easewith group and Interpersonal dynamics. So,again, the training becomes a two-prongedapproach: (a) what to communicate, i.e.,the content, and (b) how re. communicate,i.e., the delivery.

Content specialists are concernel withthe what and why. 'Raining aids, manuals,notebooks, audiovisuals, hand-outs, andprint materials have been developed byWalt Disney Vtbrld Seminar Productionswith the guidance of the content experts.Experts in the subject area, from thetraining advisor of horticulture to theprogram specialists for Eastman KodakCompany, work with the instructors on thecontent; the "why's" of the instructionalformat and organization; and the history,philosophy, and background behind thecontent.

Walt Disney World Seminar Productionsdemonstrates the "how." Taking a cuefrom 11-aditions I, training focuses on theimportance of education to the company,the history behind the current seminarprogram, and the corporate crntnitment tothe concept of using company resources tosupport schools and learning. Via eitherwritten or personal coramuniations, topmanagement expresses enthusiasm for theseminars and appreciation for the

THIRTY -THREE

Training models expectedperformance.instructors' involvement. From the verybeginning, new seminar instructors realizethat they are becoming a part of somethingimportant, not only to the corporation, butin a broader .ense to the American andinternational community of learning. Thisinstructor-orientation day follows one ortwo days of o nervation, so new instructorshave a framework for analysis andquestions.

After a fairly heavy discussion of theoryand practice, instructor, meet onstageDisney performers. Disney entertainersshare their time-tested tricks for capturingand holding an audience. All thedocumented technical skills of teaching(e.g., movements, gestures, pausing, facialexpressions, eyes, vocal delivery, over-allenergy level) are discussed by theperformers. who then demonstrate, in anactual pertonnance, the differences onaudience impact.

The concepts of show quality and guestservice translate to the instructional settingas instructor candidates perform in front ofthe video camera for playback and groupcritique. As in other on-stage roles,beginning instructors are monitoredfrequently and veterans periodically forpositive and constructive feedback. Thecritique form used in training becomes thelist of expected on-stage behaviors anddirects discussions between instructor andsupervisor on observed performances. Thislist is an adaptation of validated teachercompetencies from certification studiesaround the nation.

Also featured in the instructor-trainingprogram is a panel of experts on effectiveteaching. These "experts" are six or sever:volunteers from the target audience. Forexample, "Wonders of Walt Disney World"instructors hear a group cf twelve-year-oldsdiscuss what they like and do not likeabout different teachers aad teachingstyles.

The young people meet with staff priorto the session to prepare their presentationsand think about responses to likelyquestions. Instructor candidates areencouraged to speculate what 'hese learnerreactions might imply for prc.aredteaching styles. Successful veteransmoderate the panel, sharing withprospective instructors the joys andchallenges of teaching.

34.

After five years' experience withlearning programs for college, secondary,and middle school youth and two years'experience with educators, otherprofessionals, and adult guests, Disneyrecognizes the obvious: the phenomenalsuccess of these learning programs isprimarily attributable to the skills and themotivation of any given instructor on anygiven day. The care, interest, andinstruction expected to be shown theindividual seminar participant isdemonstrated toward the individual seminarinstructor. Again, as in all Disney training,seminar instructors are treated as Disneyexpects them to treat seminar participants.'Paining models expecte- performance.

The First Job Is Not The LastCareer planning and placement plays a

major role at both Walt Disney World Co.and Disneyland. Updated PersonnelInventories are kept in computer files forevery employee so when an openingoccurs, currently eligible, qualifiedemployees are the first to be contacted.Career Forums are held by the differentdivisions in which job opportunities andrequirements are outlined for thoseinterested in a change.

Disneyland in California offers anoutplacement service to those with years ofdemonstrated competence in hourly rolesfor a...horn there is limited opportunity foradvancement. The Outplacement Officehelps these cast members find appropriateemployment outside the company ratherthan become stale and disgruntled at a jobthey have long since mastered.

Both Disneyland and Walt Disney WorldCo. have a strong promotions-from-withincommitment. Extensive training programsin every area are offered to facilitateadvancement for cast members. Bothcompanies have options for lateralmovement and liberal educationalreimbursement to help cover costs forjob-related education. In the case of anyjob opening, an experienced, competentDisney employee is preferred over anoutside applicant.

Employee Recognition andRewards

Everyone in the Disney organization ison a first-name basis. The President ofWalt Disney Attractions is Dick. All castmembers wear name tags with first namesonly, regardless of rank. Other rewards are

THIRTY-FOUR

similar to many companies. After fiveyears, the employee is eligible toparticipate in "We've Come A Long Way,Mickey," a multi-day reorientation program111.,

Recognition and "thank-you's"are numerous and frequent.complete with meals. Company executiveshighlight achievements since the employeesigned on. Ten years marks the employee'sfirst Service Award Banquet, at which heor she is presented with a wall plaque fordistinguished service by the companypresident and his or her vice-president.Every five years thereafter the employeeattends the Service Awards Banquet and ispresented, again by the president andvice-president, with a bronze replica of theCinderella Castle or a Disney character,depending on the length of service.

Letters from guests commending specificcast members are reprinted in the weeklynewsletter and circulated to management.Cast members with ideas for improvementare rewarded through the "I Have AnIdea" program. The promotion-from-withinpolicy, discussed previously, recognizes andrewards outstanding achievement.

The most valuable reward system withinDisney parks is the recognition bysupervisors and top management ofindividual contributions. It is not unusualfor a vice-president or director tocongratulate employees on their birthdays,hire-date anniversaries, or on achievementsof major milestones. Top executives oftencan be seen in the parks talking with castmembers. This attention to individual cast

35

members, to their nhievements anuinterests, translates into the individualattention received by each of the 20 millionannual guests.

The decor of employee backstage areas,ongoing cast communications, day-to-dayinteractions between supervisors and castmembers are all p&1 of the constantreinforcement of Disney standards andcommitment to quality and guest service.These and countless other techniques areaimed at maintaining a commitment tomission, a pride in the product amongemployees. Through its training andmanagement programs, the Disneyorganization maintains a day-to-day effortto achieve, among every facet of theoperation, "The Finest in FamilyEnterta nment."

REFERENCESDisney trainers' handbook. (1945). Lake

Buena Vista, FL: Disney University:Walt Disney World.

Disney University training anddevelopment program. (1985). LakeBuena Vista, FL: Walt Disney WorldProductions.

Peters, T.J. & Waterman, R.J. (1982). Insearch of excellence. New York: Harperand Row.

THIRTY -FIVE

Pope, N.W. (1979). Mickey Mousemarketing. Ameican Banker, July 25,pp. 4, 14-15.

Stein, B. (1975). Living it up with MickeyMouse. The War. Street Journal,March 18, p. 20.

The Disney management stale. (1981).Lake Buena Vista, FL: Walt DisneyWorld Productions.

'knitting tips. (1985). Lake Buena Vista,FL: Disney University: Walt DisneyWorld Productions.

Walt Disney World & you. (1982). LakeBuena Vista, FL: Walt Disney WorldProductions.

Your role in the Walt Disney Worldshow. (1982). Lake Buena Vista, FL:Walt Disney World Reductions.

36

IAG ?ROGIV$S

19.01A1011)

CIg41010SV49 .kt0010.00GtOtww

arsons ifwin AndresenMichigan State University

The ContextGeneral Motors Corporation has had a

dramatic impact on the lives of individualsand their families in Flint, Michigan.Whether an executive lives in affluentGrand Blanc or a production worker livesin northwest Flint, General Motors and itsresources influence the activities of thecitizens of Flint. General Motors wasincorporated in 1908 in Flint; over thefollowing decade it expanded to includeseveral makers of automobiles, a truckcompany and a group of supportingcompanies.

Throughout the years there have beenmany challenges. During the 1930's and1940's, the appearance and performance of

General Motors changes to meetnew challenges.

the automobile were of Amos' importance.With the advent of World War II, GeneralMotors converted 36 divisions to buildingwartime products. lb facilitate the serviceand maintenance of its products, GMprovided a staff of its own technicians onthe fighting fronts of the world andestablished in the United StatesGM-operated training schools whichtrained 62,346 Army and Navy instructorsand technicians (General Motors. 1983).

The 1970's provided another time oftransition and change. Fuel economy andforeign competition demanded changes inautomobile size and styling. An economicrecession in the late 1970's challenged thestructure of GM, and recently, the Jointventure with lbyota of Japan introduced anew dimension.

In today's increasingly technologicalsociety, the automotive Industry continuesto experience dramatic changes. Withincreased automation, the use of robotics,and new high-tech occupations in then

THIRTY-SIX

automotive industry, the demand for skilledtrade workers has decreased. Anautomotive worker who previously enjoyedsteady employment, high hourly wages,and lasting security may find himself orherself on an extended layoff with fewskills to compete in today's manufacturingenvironment. At the beginning of 1984,there were 9,000 laid-off UAW-GMemr'lyees in the Flint area (GeneralMotors, 1984). This illustrates theincreasing importance and need for workersto bc. trained for high-tech occupations.

Jobs most frequently taken over byrobots and computerized factory controlsystems are blue collar, semi-skilledoccupations (Sanger, 1984). Theautomotive worker can either enterextensive retraining for a highly-skilled jobor take a low-skilled service job. As aresult, many workers have opted to enter aperiod of retraining.

Placement and TrainingProgram

In recent contract negotiations, theUnited Auto Workers and General MotorsCorporation reached an agreement whichresulted in the creation of ajointly-administered UAW-GM Placementand 'Raining Program in Flint. Theprogram is unique in its inception andpurpose as an innovative model ofcooperate etween labor andmanagem Both UAW and GeneralMotors are demonstrating V. . is to theirmutual advantage to begin st, g togetherthe problems of the unemployed worker.

The Placement and 'Raining Program(RA.T.) is designed to serve the needs of

Special Placement and Rainingprogram aids laid-off workers.

laid-off workers and those workers whoface potential layoffs as a result of changesin the automotive industry. It is obviousthat such a program is needed. Inadministering the program, the Placement

and 'Braining Center serves the needs of themanufacturing and business community aswell as assisting laid-off workers. In usingthe P.A.T. Center as a resource, employersdo riot incur any costs in locating ortraining suitable employees.

There are four basic goals and objectivesin the UAW-GM Placement and 'RainingProgram: identification, assessment,education and training, and placement.Employers have the opportunity to identifyavailable skilled workers. Occupations thatnow are or will be in demand are classifiedto match the employee training. P.A.T.focuses on both eligible laid-off and activeUAW-GM employees. GM workers'abilities are assessed with recommendationsfor placement opportunities or forretraining programs. Laid-off workers mayalso be trained for certain b.7,h demandoccupations such as computer-systemoperations, electronics, ur meciicaltechnology. Another advantage of theassessment process is that employees wholack basic reacting, mathematics, orcommunications skills have the oppertunityfor remedial training offered by localschools. Finally, placement is an importantcomponent of the P.A.T. Program. For theworker who is searching for employmentopportunities, the P.A.T. Program providesreferrals to community organizations andlocal industry.

To identify eligible workers for theprogram, counselors inform workers ofspecific programs and a Union AssistancePlan. Both laid-off and active employeeswith at least one year seniority are allowedup to $1,000 per year for tuition and feesfur approved 4.UtliSeS. In addition, workerswith appropriate seniority who dee' toparticipate in a retraining programeligible for up to four years or $4,000 intuition assistance. With information aboutspecific programs and possible jobopportunities, workers are then certified toparticipate in the P.A.T. Program (GeneralMotors, 1984).

Participants undertake a program toassess skills, abilities, interests, and

THIRTY-SEVEN

occupational goals. With the aid ofcounseling and a computer system, theworker receives a comprehensive plan forretraining.

Some workers are placed in separateeducational programs to upgrade basicskills or to prepare them for specific jobopportunities. Such a program is found inthe Buick Employee Development Centerin Flint. Through joint efforts of Buick andUAW, the Center provides availableeducational resources in the community soworkers can complete a high schooldiploma, pursue technical training, orattend one of the community colleges. TheCenter is located in a former junior highschool building.

'Rained counselors assist each employeewith a personal development program andschedule related to needs and aspirations.Most of the instructors are former Flintpublic school teachers, with experience inthe urban setting, who are both flexibleand supportive. Some instruction is on aone-to-one basis, but most is throughorganized classes.

As with any adult education experience,there is a tremendous need for patience andskill on the part of the instructional staff.Many workers find it difficult to return to

Workers who have not attendedschool for years often find it dif-ficult and frustrating.school and the discipline of instruction.Many high school dropouts have enjoyedthe benefits of a relatively high-payingproduction line job without the costs ofadvanced education. Shocked that theirjobs are being replaced by robots, somestudents reluctantly attend classes.

Other unemployed workers approach theclassroom with insight and enthusiasm.Although some are lacking basic skills,their determination and perseverancebecome a model to others. Youngerworkers often msider an opportunity foracademic work funded by the corporationas a real benefit. For the worker who lacksthe personal financial resources to acquirean education, the P.A.T. Program becomesa boon to his or her future security andlivelihood.

The major goal is placement for workerswho have completed training in the P.A.T.Program. The Center works in cooperationwith th. Michigan Employment SecuritiesCommission, a private-sector employercommittee, and representatives of the

1

Chamber of Commerce, NationalManufacturers Association, and EconomicDevelopment Commission. In essence, theCenter has developed a local resourcenetwork of private industry, governmentagencies, and educational institutions toprovide training and placementopportunities for laid-off General Motorsworkers.

For workers who possess undergraduatedegrees, inservice opportunities are offeredas an incentive to explore new areas ofexpertise related to their specific jobs or toinvestigate topics that will enhance their

inservice is based on needsassessment.

performance in the workplace. As a result,training and development directors contractwith outside agencies to deliver specializedservices.

Needs assessment tests are administeredto ascertain the interests of theseemployees and to identify appropriateinservice programs. This testing is done byan external agency contracted by GeneralMotors. Consulting firms are encouraged topresent their resources to training anddevelopment directors to provide optionsand more flexibility in the selection andscreening of inservice programs appropriateto the needs, desires, and interests ofemployees.

The specific needs of individual studentsare a top priority. Mastery of oral andwritten communication skills is a goal forsome program participants. Productionworkers who previously could not readdirections for the machines on which theyworked have experienced new securityafter instruction in the basic fundamentalsof reading. In contrast, college graduateshave opportunities for renewal withexposure to current literature and newtechnology.

The UAW-GM 'Raining and PlacementProgram has fostered a closer relationshipbetween management and labor. Jointcooperative efforts between the two groupshave opened communication lines.Management and labor have exhibitedcommon goals through specific training

rograms.

39

THIRTY-EIGHT

Implications for TeacherEducators

There are many implications for teachereducators in the General Motors-UnitedAuto Workers training program. First andforemost is the realization that teachereducator's skills are not limited to publicschool or university classrooms. Educatorsmust become more confident in theirability to share their expertise with othersoutside their own immediate school oruniversity setting. They need to be awarethat they possess skills that are vpluablenot only in schools but in other agencies aswell.

With massive changes occurring insociety, learning must be a lifelongexperience. A few years ago, for example,computers appeared complex to many; yettoday, with their common use, computersare no longer foreign and frightening tothose who have learned about them.Teacher educators have an obligation tonurture and support the concept of life-longeducation. Only with a positive approach

In a rapidly changing society, ret-raining is v major educationalfunction.to learning can an unemployed auto workerface change and retraining with optimismand conviction.

Education and industry have much togain from a close association. In thisfast-paced technological society, industry isseeking new ways to accomplish new goalsin production and in community service. InMint, cooperation between the schools andGeneral Motors has created ways forstudents to work in industry throughcooperative programs administered by the

school district. Students are oriented toindustry needs and cultures as well asbeing provided with opportunities todevelop skills used in business Teachereducators have an obligation to seek outopportunities such as these for prospectiveteachers. Industry and education cannotwork alone or in a vacuum; throughsymbiotic and cooperative efforts, thepotential of prospective teachers will beenhanced. Summer internships in pnvateindustry could enable teachers to becomemore aware of industrial needs and securemeaningful learning materials forclassroom use.

Teacher educators can play an importantrole in developing training programs forbusiness and industry. 'Raining andretraining are essential ingredients forfuture economic security. With theincreasing need for lifelong education, andwith the massive changes in technologyand culture, concepts of teacher educationonce thought of as immutable are beingchanged. Teacher educators, individuallyand collectively, will choose the extent towhich they are current and contributing tofuture needs.

THIRTY-NINE

REFERENCESCrow, C. (1945). The city of Flint grows

up. New York: Harper & Brothers.General Motors. (1983). General Motors:

The first 75 years of transportationproducts. Detroit: General Motors.

General Motors. (1984). lbition assistanceplan. Detroit: UAW-GM NationalTraining and Development Program,General Motors.

Sanger, D.E. (October 14, 1984). Hightech: Narrow sector of the economy thataffects many American industries. NewYork limes.

40

Renee Tipton CM'Unlverstty of Hot:-;an- University Park

The Southwest Houston office ofHarris-Lanier was chosen as a research sitebecause it is the home base of the SouthCentral Regional Vice-president forThought Processing, the divisionresponsible for sales and service ofdictation and telecommunicationsequipment. Although this particular officeis not prototypical of all offices, theinformation provided by the regionaldivision and sales levels, in addition toinformation provided by the sales staff,pern.'s a more detailed analysis of thiscomp-ny's training program.

In these pages, the Harris-LanierCompany and the formal and informaltraining provided by the SouthwestHouston office will be described. Datacollection strategies included: ethnographicfieldnotes of office routines, sales cans,customer relate and applicant interviews;focused intervi ',vs with salesrepresentatives and sales managers; and"valid ty checks" (a manager readfieldnotes and drafts of this study to checkaccuracy). The data were summarizedthroughout the data collection period topermit exploration of emerging patterns.

*Part of the data for this paper wascollected by Mreilyn Meell, a doctoralcandidate studying the motivational factorsin formal training at Harris-Lanier.

The Harris-I .:der FamilyThe Lamer company began in 1934 in

Tennessee as a small wholesaler ofdictation equipment. In 1983 Laniermerged with Harris, a companyspecialiiing in communications. TheHarris-Lamer Corporation nowmanufactures computers, copiers (under the3M trademark), telecommunicationsequipment, and dictation equipment. Thus,Hams-Limier encompasses three separateproduct lines: computers, copiers, and

-",

FORTY

thought processors. Thought Processirgsales is organized trite , geographicregions, with Houston the South Centralregional headquarters. The rsgionalvice-president is respor..ible for all sales inTexas and Louisiana. Each office is run bya district manager and up to two salesmanagers one for telecommunicationsand one for dictation. Sales managers areresponsible for hiring and supervisingterritory representatives. In some casessales superviszr who reports to the salesmanager is responsible for two or threeother salespeople in addition to havinghis/her own sales territory. Onlysupervisors and sales people are in dailycontact with the sales territory. Salesmanagers are in the field weekly but arenot directly responsible for selling. Districtmanagers are in the field less often, but noone in a region is out CS mainline actionfor long periods.

The Southwest HoustonThought Processing Office

Houston has two offices; out is locatedin southwest Houston and the other, a newoffice in northwest Houston, openedbecause of the rapidly-expanding Houstonmarket. The South, -st office, fifteenminutes from downtown Houston, isidentifiable by a bright, "Lanier blue" signat the parking lot entrance. Finding theThought Processing office takes somework; the company does not appear toexprct many visitors.

The reception area is crowded by areceptionist's desk, a monitor stand, anextra table filled with papers, a telephonestand, and two uncomfortable plastic

Salespersons present a sharp con-trast to drab office.chairs. Visitors, intrequent clients, andmany job applicants are invited to sit andwait. To wait is to become invisible, forfew people talk to the straiger. One is notincluded in the Lanier family until after the"marriage" of job offer and lob acceptance.

..;. 41

With few exceptions, salespeople presenta sharp contrast to the drab office. Bothwomen and men are dressed for success.Rolex watches can be seen peeking fromunder a few monogrammed shirt cuffs Aperson introduced to anyone on the salesforce is awarded a warm smile,accompanied by a firm handshake Withoutthe people, the office presents adepressing, ::most offensive environment.Witn the people, it takes on intensity,per.;onaiity, and a sense of shared purposeHarris-Lanier prides itself on being a"people" business.

To understand employees' investment intheir company and their contributions to

The major role of managers is toteach salespersons.the company's successful sales record, it ishelpful to look at the first stage of training.An intensive selection process eliminatesmarginal candidates and builds theHarris-Lanier image in the minds of thosewho eventually beconr salespeople. It isalso helpful to examin t the officeenvironment. That same environment thatdiscourages salespeople from relaxingpromotes information sharing andcommunal problem solving. Hams-Lanierteam members compete with othercompanies far more than with each other.Managers are expected to providecontinued training and assistance for allsales representatives. These "leadteachers" were, at one time, leading salesrepresentatives.

Training at Harris-Lanier'Raining and learning never end at

Harris-Lanier. This is a conscious,intentional state. When a new product isintroduced or when sales are down, salesmanagers and the office manager usuallyconduct formal evening sessions orSaturday sessions to address the issue. Buts'ich formal sessions are incidental to thedaily, informal educational events occurringat all levels in the office. On my rst visit,I observed three informal teachiaemoments within a two-hour penod.

FORTY-ONE

John, the morning "receptionist," isalso in chaise of linking Harris-Lanierequipment to Southwestern Bell. With-out that link, the customer has tele-phones, but no service. Mary, a newtelecommunications sales representative.is lost in the paperwork required toprovide John with the necessary infor-mation for a system that is to be in-stalled this week. John sees that she islost and patiently gives her line-by-lineinstructions. He ends with an encourag-ing, It takes a long time to learn; besure to come back if you have anyquestions."

Two sales people are talking in thehall. One has a customer who is havir.gtrouble operating a dictation unit. Theother is explaining several potentialcauses of the problem and is giving ad-vice on the best ways to explain thesituation to the customer. This conver-sation lasts approximately ten minutes.

Howard, the regional vice-president,is talking to me in his office When atelephone call interrupts us, he listensvia the speaker phone so that I canhear, too. A sales manager has just lostthe sale of a major system. Howard isstern, but not intimidating, as he takesthe manager back through the events ofthe past few days. One key event was atelephone call that was never returned.Howard explains the necessity of check-ing through every sa?..person's tele-phone calls (kept in a log book) to keepon r ip of sales work and to spot poten-tial problems ,,uch as this one. Themanager listens and replies, "OK,Howard, I'll do that."

These examples illustrate four recurrentthemes at Harris-Lanier: a) the business ofsuccessful selling is everyone's businessoffice-wide; b) every staff member must

..,M

Needing help or making a mistakeis not condemned; failure to im-prove is.

help other members in a manner thatencourages asking for help when it isneeded; c) needing help or making a mis-take is not condemned, but failure to im-prove can result in termination or nopromotion; d) a manager or a vice-pres-ident, although the premier teacher ortrainer within each office or region by vit-rue of a superior sales record and years ofexperience, is nevertheless expected tocontinue learning at all times.

42

These expectations become apparent asprospective employees go through their in-terviews, and they are reinforced contin-ually as employees stay with the company

I began learning about Harris Lanierfrom a unique vantage point known at thetime only to the vice-president and me. Iapplied for a job and went through all ofthe procedures that lead to an offer, or arejection. The people who interviewed andmade recommendations about my employ-ment had no idea that I was not a seriouscandidate for a sales position.

Selecting SalesRepresentatives

Harris-Lamer 13, sales pet4le. Onerepresentative wifi soon be promoted tomanager. two others have just left the com-pany, and two more are having difficultieswith their sales temtories. To draw an edu-cational analogy, there is a sales personshortage. For one week, I was being con-sidered for a position in sales. I was notoffered the job. As the sales manager put Itlater, "Howard (the vice-president) keptsaying, 'but she has a Ph.D.!' And I said,'I've known you a long time and I respectyour judgment, but this time I think you'remaking a mistake. This lady doesn't wantto sell.' " Even though Harris -L anier needspeople, they are still looking for sales rep-resentatives who will succeed with thecompany. I watched six people nterviewfor sales pos.. 'our were invited backfor more in,cnsi... .creening, none werehired.

Every applicant must pass the initial in-terview. Following this, the applicant takesa senes of tests the tests take approx-imately two hours. These tests are sent to aconsultant for analysis and used for indi-

Applicant screening is rigorous.vidualized training if a person is employed.The applicant then is invited on a day-longfield ride with a sales representative. Thesales representative reports his or her opin-ions of the applicant; and if all is still fa-vorable, the applicant is subjected to atwo-hour, in-depth interview r:nth the salesmanager id the office manager. At the

. 3

FORTY-TWO

end of this interview, the applicant is eitheroffered a job or told that Hams-Lanier hasnc place for him or her. The applicantmust make a decision whether to accept theoffer at that time. As Howard put it, "Ifthey can't make a decision by that time,we don't want them."The First Interview. The Initial interviewprovides a quick survey of an applicant'swork history, motives for leamg presentemployment, motives for interviewing withHams-Lamer, and general sales orienta-tion. Appearance is important. George, thesales manager, asks an employment servicerepresentative, "Was he wearing a sportscoat?" Appearance is often the differencebetween getting past the receptionist to seethe purchasing agent. Those people who donot dress appropriately for an interview areprobably not seriously Interested in a posi-tion with Harris-Lanier and are usually awaste of interviewing time.

lksting the Applicant Pool. Goingthrough the selection process was the mostpainful experience for me. For two hours Isat in a room answering questions aboutmy values, my judgment in ethical situa-tions, my judgment in business situations,and my attire to drive fa. and compete insports. I als3 took a timed test on my ver-bal and qua ititative abilities. By the time Iwas through, I did not want to work forsuch a prying, intrusive company ever.

Howard (the vice-president) explainedthat the tests are not used as conclusiveevidence of someone's ability to work withthe company, but they are a useful aid inmeasuring a person against the image Har-ris-Lanier seeks. From my experience Iwould also add that they begin to bindone's commitment to the company. If oneis willing to submit to such close scrutiny- however valid oh reliable psychometric-ally one is beginning to make a personalcommitment to the company ideal. Thefield ride can strengthen that commitment.

Beginning to Learn the ikrritory. "Iwanted that job so bac' that I went in sick.I didn't want them to think I wasn't com-mitted." Donna, a most successful salesperson in telecommunications, discussesher own field ride. She had been workingwith a smaller company and wanted tomove to something like Harris-Lanier. "Iknew I could cold call; I knew I could sell.And I wanted a chance to prove it." Thefield ride introduces novices to the skill of"cold calling" walking into an unfamiliar

office, taking note of the equipment. andintroducing oneself and one's product.Sales representatives move through endlessoffice building comdors, smiling, askingquestions and trying to be of some help."If someone cannot take rejection, thatsomeone cannot cold call. Donna, who didnot know my purpose for interviewing,tested me within one hour of our morningtogether. "Here, you take the next one I

passed the test, the only factor in my favorduring our ride.

By the end of the day I had made mydecision. If I did v: ant a job in outside

The intensive screening leads tobonding and commitment to com-pany ideals.sales, Harris-Lanier was the company towork for. Even now, whenever I walk intoa new office I look at the office telephonesystem and think, "Would a Lanier systembe better for these people?" The field ridehas made a strong imprint on the way Iinterpret office environments. Training hadtruly begun.

The Final Step: the In-depth Inter-view. The final interview is not a time forapplicants to gather information. For twohours I answered questions I had alreadyanswered regarding my educational history,my work experience, sources of job satis-faction, and my opinions about Harris-Lanier. Howard and George werecross-checking my answers, probing forfalsehoods, making one last attempt to dis-cover any problem that had not emergedduring the earlier interviews.

The application process had taught meabout the lines of equipment sold by theThought Processing Division, the areas ofHouston in which I might be selling, theclients I might meet, and some of the tech-niques I could use to transform unfamiliaroffice personnel into valued clients. I hadleaned that although my primary responsi-bility was sales, I was also expected totrain clients and assist them as they learnedto use their new equipment. I also learnedthat I would be part of a somewhat intru-sive but concerned family. My new familywould help me, would push me, and wouldsupport me if I came through for them.They had made two things very explicit:(a) I was chosen (or in my case, cot chosen) because I would be a good familymember, and therefore, (b) I would made agood family member.

FORTY-THREE

Formal TrainingFor two weeks, a new employee works

at the office before he or she is sent to thetraining center in Atlanta, Georgia, for cor-porate training. Employees receive a set ofinstructional materials that explain thcompany. provide instruction in sales tech-niquPs, and guide novices through a line ofequipment. Although employees vary in

Applicant screening is concen-trated and intense.their desire and ability to work through thebooks, their early learning can make theAtlanta experience easier and more reward-ing in terms of recognition and prestige.

The training in Atlanta is intense. Em-ployees sign a pledge to refrain from drink-ing, to stay on training grounds, and todress appropnately for the entire week oftraining. Their days are scheduled from 8a.m. until 5 p.m., but they are also givenenough to keep them busy far into thenight. 11amees compete for top test scoreson equipment and procedural knowledge;they also compete for applied sales tech-niques during role-played sales demonstra-tions. All of this is conducted in anatmosphere where the rhetoric is positiveand upbeat, the food is plentiful (and good)and the cost 1, borne by your district.Rainees in the first course feel the pressurefor results; they know that failure toachieve means certain job loss.

New sales people visit Atlanta for threeseparate training sessions: basic sales skills(START): polishing basic skills and explor-ing new ter itories (PACESETTER); andsystems instruction (SYSTEMS). Each visitis interspersed with several tr 711IIIS fieldwork in th home office. Costs of this ex-tensive tra..iing process at: me by thedivision; thus, the careful se ccuan processseeks to envre that the cos .11 be re-covered throt h sales. The SouthwestHouston office has a record of low turn-over, about A) percent per year. George,the sales manager, air; Robert, the district

.c., credit this 'heir screening abil-it; And to the less fu, .al training con-ducted in 'tie office.

4

Continuous Training "On TheJob"

Earlier in this chapter I discussed the"informal teaching moments" that occur inthe Southwest Houston office. In additionto the informal help sessions, there arethree forms of institutionalized on-the-jobtraining: formal training sessions conductedby a sales manager; field rides with a salesmanager; and blitzes with sales representa-tives from other offices. The formal train-ing sessions are not the most pcwerfulmethods of training at this time, but thelatter two are quite evident throughout theoffice.

The Formal Training Sessions. Thesales manager is responsible for after-work(or Saturday) gatherings. Motivating salesrepresentatives to attend and to participateis somewhat difficult. Employees are tiredand are more concerned vviiii immediate.events, such as painting the office, sale;contests, or office parties, than with training. Sometimes sales people attempt to di-rect the focus away from scheduled events.

Field Rides. When an employee's salesare down, 01 when another problem anses,a sales manager rides with he sales repre-sentative to observe sales technique, tohelp close a sale, or to provide expert as-sistance. Riding with an employee is morecomplex than simply modeling a sale, criti-quing a technique, or advising on theprices or functions of equipment. The fieldride provides an extended period of unin-terrupted time for conversation and for in-dividual personal contact not possible inthe busy office.

The field rides provide 'me `or diag-nosis, analysis, and communication be-tween representative and stipervisoi. Thistime is a valuable respite from the pressureof sell, sell, sell and is perhaps the onlytime in which competition is formally sus-pended as the supervisor works to save apotentially good sales person. However,the expectation that one will improve ex-erts a tremendous pressure in and of itself.A blitz, another informal training opportu-nity, is high pressure and pure competitioncoupled with many opportunities for socialinteraction.

Sales Blitzes. During a blitz, personnelfrom one office invite managers and lead-ing sales people from other offices in a di-vision to co,npete for prizes and forrecognition. Eden blitz, whether a one-daymotivator or a week-long event, is organ-ized around a sports theme. For example,

FORTY-FOUR

in a baseball blitz, individual sales reps tryto earn "runs." A cold call is worth a sin-gle, an office survey is worth a double, arequest for a proposal is worth a triple, anda sale is a home run. Each day of the blitz,an office sales representative is paired witha guest sales representative. Pairs are re-configured every day so that one workswith at least three other people. The mostproductive pair wins a prize for that day;the most productive sales person for theoffice wins a trip for two to some desirableresort. Each day, winners and leaders areannounced and are celebrated with drink-ing, dining, and joking about "next time."

Blitzes have two major benefits: theoffice members generate a wealth of poten-tial clients, and they observe some of thebest sales people in the division in action.The combination of modeling, motivation,

Sales blitzes encourage salespeopleto sharpen their skills throughmodeling and critiquing.

and potential new sales make blitzes one ofthe most powerful forms of insemice train-ing in the company. But blitzes a'so servean evaluative function. Sometimes theguests do not live up to their billing as ex-pert sales people. Then the office managersnotify sales managers about potential atti-tude problems, ethical problems, or otherareas that were problematic during theblitz. This feedback within the larger "di-vision family" provides an external qualitycontrol that is not possible within the dailyoffice operations.

In summary, Harris-Lanier emphasizesknowledge, education, and training fromthe first interview. This emphasis is min-forced throughout one's career with thecompany, explicitly through some formaltraining sessions and implicitly through in-formal contacts and contests. AlthoughHarris-Lanier is certainly different from atypical school system, there are enoughsimilarities to permit several useful ideasfor teacher education.

45

Douglas M. BrooksMiami Universtty, OhioKathy BrIstcraMary Kay ConsultantMuncie, Indiana

Mary Kay Cosmetics is motivation.Mary Kay's Consultant 'Raining Model ismotivational. The Monday night meeting is

The Monday night meeting: heartof training.the organizational structure that permits memessage of motivation to be delivered,enjoyed, and absorbed. The Mary KayDirector is the human being inside thestructure that manages the motivationalmessage to become involved, trained,competent, and successful.

Teacher education also has anorganizational structure. The profession hascertification programs. Teacher educationalso has professionals who carry themessage o: motivation to become involved,trained, competent, and successful Yetwhy are teachers so periodically andcollectively despairing about theirprofession, while Mary Kay consultants areso universally and collectively excitedabout their profession? Analysis of theMary Kay Cosmetics' training andinduction model highlights the importanceof planned, positive, professionalmotivation as a critical element in teachertraining and induction programs.

Planned MotivationThe Mary Kay people are the first to

point out that from the moment someoneIndicates an interest in being a consultantto the moment a consultant decides not to

FORTY -FIVE

continue, Mary Kay organizes and deliversmotivation. They never leave a consultantor prospective consultant alone to beshrouded by the perception of failure.Mary Kay has developed a consultantrecruitment, samitg. and developmentprogram that anticipates questions, fears,needs, and moments of discouragement tomaximize the self-perception of success.Regional directors are trained to minimizethe self-perception of failure.

Fears and questions come fromprospective consultants in predictablecategories and times. The first fear ofmany prospective consultants is, "Can I doit?" Mary Kay responds with a liveexample of how it can be (tone: theregional director. She has been successfulwith Mary Kay Cosmetics. She has thepink car, the awards, the jewelry, and thesmile of someone who enjoys what shedoes. Prospective consultants experience amodel of success immediately. They alsosee a film that chronicles the Mary Kayorganization and the personal climb ofMary Kay. First question: "Can I?" Firstanswer: "Yes, you can. We did." T e, nextquestion is, "What's in it for me?" TheMary Kay people know this will be thenext question, and they have the answer.They answer with words like pride,

Mary Kay engenders pride, self-respect, independence, and profes-sional competence in newconsultants.self-respect, independence, personal worth,and professional competence.

As the prospective consultant listens,forms impressions and reacts, the MaryKay organization has anticipated theemergent questions, needs, and fears. "Youare probably worried about how much timeall this world take away from your family.We'll help you set up a schedule aroundyour family needs so Mary Kay activitiesdon't cause a problem."

"You may wonder how we know whento offer assistance. We have acommunication and record keeping systemthat lets you call us if you a-e discouragedand lets us sense some discouragement. Wewill do everything we can to help you besuccessful."

"You may be wondering how you getand stay trained in current trends andproducts. We'll show you later tonight."Episodes such as this occurred at everystage of the first get-acquainted Mondaynight meeting.

Monday Night MotivationThe heart and spine of the Mary Kay

Cosmetics motivational plan is the weeklyMonday night meeting. The meeting is anorganizational structure designed with twoprimary objectives: (a) create a climate tobuild high motivation for those participantsconsidering becoming a Mary Kayconsultant; and (b) teach new sales skills,update cosmetics knowledge, rewardperformance, and rejuvenate consultantmotivation to set goals and sell products.With these objectives as a focus, thestructure and sequence of the meeting takeson enormous significance.

As an observer, I considered watchingthe veterans trade tips, but I wasencouraged by tie consultant to experiencethe meeting as if I were considenng beinga consultant. My status external to themeeting was immediately neutralized whenthe regional director put a stick-on, pink"warm-fuzzy" on my sports jacket as areward for coming to the meeting. I feltawkward at first, but as the meetingprogressed and took shape, the significanceof feeling no different from anybody elseand the deliberate sequence of the meetingresulted in contagious enthusiasm andmotivation.

The meetings begin at 6:30 p.m. everyMonday. Meetings are called and led by aformer Mary Kay consultant who, as aresult of considerable success, has risen inthe organization to regional director. Theregional director is the organizationalequivalent of the public school buildingprincipal. She has organizational guidelinesfor specific practices and policies. She hasa cumculum to manage in the form of theintroductory film, orientation of guests,sequencing of activities, distribution ofrewards, and goal setting for Individualsand regions. The atmosphere of themeetings reflects the communication andmotivational skill of the regionai director.

Reams for the weekly meetings areorganizationally derived. Mary Kay needs

It's motivation with a big M atMary Kay.

a constant flow of new consultants toexpand markets and replace formerconsultants. If the consultant has lost themotivation to initiate contacts with the

r47

FORTY-SIX

public, cosmetics will not be sold and theprofits of the company will be directlyaffected. If the consultant has had aproductive week. the maintenance of thatproduction will be enhanced by anopportunity for direct, immediate, publicapproval and reward orchestrated by aprimary authority figure in the organization

the regional director. Last, theorganization has to keep consultants ctsrentin product knowledge, sales techniques,and product management.

The structure of the meeting supports theobjectives of the meeting. During the firsthour, prospective consultants and theirsponsors meet with the regional director.They all watch a motivational film thatchronicles the Mary Kay story and theMary Kay Cosmetics Company Theregional director then presents the companyand the steps for becoming a consultant;she concludes with an inspirationalself-disclosure of her fears, needs, andsuccesses as she moves through the MaryKay experience. Veteran consultantswithout new prospects are in an adjoiningarea sharing tips and receiving advancedtraining. They may be with a technicalconsultant from the Mary Kay home :Ewe,but often are simply swapping ideas forintroductions to clients, follow-ups, andshows.

In the second hour, the experienced con-sultants combine with potential recruits in aone-hour, director-led session. This sessivriinitially features upcoming training ses-sions. Next, and perhaps most significant,

Accomplishments are acknowl-edged publicly.

there is public acknowledgement of accom-plishments from the regional director. Theacknowledgement takes the form of verbalpraise and "hole group reinforcement. Theprospective consultants see all this. Thegroup stands and sings. They clap. Thegroup is given the opportunity to experi-ence individual accomplishments. Themore cohesive the group, the more each in-dividual's success becomes a group suc-cess. This feeling of oneness is constantlyreinforced. The feeling of oneness is con-tagious and supportive.

Finally, group goals are set andreinforced by the director. She applies themost direct encouragement at this point inthe meeting. Individual goals are publicpronouncements by some consultants. Not

meeting a publicly stated goal does notresult in negative reviews. Instead, theother consultants offer tips and suggestionson how to meet the goal.

This last hour gives poteotial recruits anopportunity to see how the goal-setting andreward systems actually work. They get tosee firsthand, and in concert with a highlymotivational introduction, the innerworkings of weekly motivationalmaintenance. Recruits see the veteransreceiving rewards, talking about problems,congratulating each other, consoling eachother, and supporting each other. I becameso personally excited by the atmosphere ofsuccess and support in the room that Ifound myself clapping, singing, standing,and praising as though I were actually aMary Kay consultant.

Planned ProfessionalMotivation

The first Monday night meeting for aprospective consultant could be comparedto the first two years of undergraduateteacher education. Developmentally, bothtl.. prospectiv consultant and :heprospective teacher are at the sanie stage ofinterest and curiosity. Both the prospectiveteacher and consultant think they might beinterested in a career. Each wants to knowmore about how the system for trainingworks. They both would like to be assuredthat some reward system is in place, thatthe reward system works, and that there isa probability of their participating in therewards. They both seek models ofexcellence. Mary Kay Cosmetics isorganized to answer these questions aprovide the models in a well-plannedadministered climate of high motivation.

In contrast, teacher education institutionsare not organized to work directly withstudents to answer these questions.Curriculums are not designed to highlightexcellence. The motivational climatecreated by undergraduate experiences israrely examined or considered beyond thelevel of course sequence and credit h.urs.The effect of this negligence is lowmotivation during formative training, lesscomplete training, and a fragileprofessional self-concept.

The last half of the weekly Mary KayMonday night meeting for new andexperienced consultants could be comparedto the last two years of undergraduateteacher training. Consultants committed tothe profession seek and receive training inthe tasks and activities most related to their

FORTY-SEVEN

professional success. They are shown howto introduce themselves, present theirproducts, encourage long-term contacts,solve problems, and function effectively in

Experienced consultants receivecontinued training.the company. To problems such as "I'mbashful and worry about feeling sillyIntroducing myself," the director mightrespond, "I was, too! I tried thinking moreabout how the product might help theclient than worrying about being bashful,and it helped me be more confident.""V do I say first?" "Say, 'Hello.'

y Kay Cosmetics is organized toa- k..r higher level questions, too, in av,,ii-planned and administered climate ofhigh motivation. Teacher educationinstitutions are not committed toprogrammatic development of instructionaland managerial skills within the specifictasks and activities intrinsic to classroominstruction. Curriculums rarely train forspecific teacher-behavioral initiations andresponses that increase the probability orstudent cooperation and learning. Themotivational consequences for this absenceof grade level/content area training is afragile professional self-concept.

The last half of the Mary Kay Mondaymeeting is, for experienced consultants theequivalent of staff development forexperienced teachers. Experiencedconsultants seek the subtle skill nuances ofthe craft. They seek the skills that willamplify their success and cuitinue theirdevelopment as professional consultants.Questions like, "Which shade of liner goesbest with the rouge?" are answered by tcbest trainers the conipan; ..an provide.Mary Kay Cosmetics is ca,ganiz.i toanswer these questions. Dalliers areavailable to the "pros" at their request.The company knows that these experiencedprofessionals are beyond the need for entrylevel skills, but that they still profit fromproduct updates.

Staff development activities andinservice responsibiliftl for experiencedteachers may be the profession's darkesthour. The specialized enhancement soughtby experienced professional teachers israrely provided in large group, ,

general-topic sessions. Most teachers are

, t. 4 8

insulted by the focus and quality ofinservice education. The profession'sapproach to inservice ensures diminishedprofessional motivation because it fails torecognize the "craft" specialization andneeds of effective experiencedprofessionals.

Mary Kay Cosmetics has a keen grasp ofhuman motivation. High motivation isdirectly associated with high performanceHigh performance is enhancc:. whenreward structures are developmentallysensitive and obtainable. Support systemsthat make rewards obtainable maintain theorganizations they support. Mary KayCosmetics recognizes that different rewardswill motivate at different levels ofdevelopment; and thus they Insure highmotivation at all levels of development.Teacher education institutions and publicschool systems have much to learn aboutprofessional motivation and its relationshipto professional development andperformance.

Teacher education has not beensuccessful in keeping its developingconstituency motivated, interested,performing, an_ competent. Programs andexperiences must encourage and heightenprofessional motivation. Planned structuresand motivational experiences, when theydo occur, are more Idiosyncratic,professor-specific, and random thin theyshould be. A field experience where thestudent winds up talking with adiscouraged, frustrated, incompete..tteacher will crush a budding, smart, youngundergraduate. A structured experienceplanned to generate professionalenthusiasm and evaluated for itseffectiveness can stimulate and encourage apotentially- gifted young educator. MaryKay does not leave motivation to chance;neither should teacher education programs.

49

FORTY -EIGHT

Bizaboth S. ManeraArizona State University

Preparing people to handle jobs not yetconceived of, much less on the drawingboard, is part of the responsibility ofschools as they educate today's students tobe employed in seven to ten differentpositions in their lifetimes. In a similarfashion, Motorola is constantly called uponto develop training courses for employeeswho will manufacture products beingresearched and developed for a multitudeof micro-electronics applications. As theproduct line is expanded, redesigned andreoriented to capitalize on marketowortunities, the training department ischallenged to prepare people tomanufacture successfully the productsdeveloped. As education and industry facethe future, they can gain considerably bymoving forward in a collaborative stance,each learning from and supporting theother.

Data for this study were gathered fromsix of the 19 different Motorola facilities inthe Phoenix metropolitan area and from theMotorola corporate office in Schaumburg,Illinois. Observations of training programs,examination of resources, and interviewswith personnel were conducted in thesefacilities.

Tomorrow's CommitmentMotorola. an international electronics

products manufacturing corpora.ion, facescontinually increasing worldwidecompetition. By 1990, Motorola products

Motorola readies its people for thefuture.will be competing in markets that do notyet exist. Such challenges require Motorolato examine new ways of thinking and toseek the most innovative ideas that can beimplennted. These new technologies,processes, and management systems

FORTY-NINE

developed through an ongoing trainingprogram are necessary to help Motorolaaeieve its corporate goals (MTEC,1984b).

lb understand the impact of this trainingprogram, it is important to know thestructure of the firm. There are five majordivisions within the corporation.

The Semiconductor Products Sectorproduces more than 50,000 differentsemiconductor devices for use in computer,consumer, automotive, industrial, military,and communication products.

The Communications Sector controls ahigh percentar of its markets withproducts ranging .from pagers to the highlycomplex equipment used in cellulartelephone systems and emergency radionetworks.

The Automotive industrial Groupmanufactures a diverse product line rangingfrom compaerized engine control modulesto video display monitors.

The Information Systems Group buildsa wide portfolio of data-processing,office-automation, anddata-communications ucts and systems.

The Government Eli ctronIcs Groupdevelops and manufactures extremelysophisticated electronics contracts forvarious agencies of the government(Discrete, 1984).

Motorola also maintai.is a nurr..ber ofoverseas plants which assemble and testproducts. Of the above, theCommunications and the SemiconductorProducts Sectors are the two largest interms of product sales volume and numberof people employed.

Motorola operates on the premise thatthe future of the world will be influencedstrongly by its electronics capabilitiesTherefore, Motorola has established as oneof its primary goals involvement indeveloping these electronics products sothe company will continue to be a worldleader well into the twenty-first century(Annual Resport, 1984).

To achieve such an ambit' us goal and toensure corporate growth, Motorola'srespect for people and interest in theirlearning is a paramount concern. Eachdepartment is encouraged to develop atraining plan for each employee, and

50

employees are encourged to view theseplans as opportunities to enhance theirpositions within the corporation, not just asa benefit to the company. Each departmentpays for its employees' training out of itsown budget through chargebacks from thetraining department. When training isprovided, supervisors send personnel whowill gain the most from the trainingexperience, rather than just the mostexpendable employees. Those sent areexpected to achieve their own growth goalsas well as those of the department.

Motorola ltalnIng andEducational Center

In excess of 1.5 percent of Motorola's1984 payroll budget was spent on training.The corporate goal for 1986 is to have eachMotorola employee average 40 hours oftraining per year for a total of more than 3million training hours. For this reasonMotorola has developed an ongoingtraining body, the Motorola 'Raining andEducational Center (MTEC), a group of 40trainers who serve the whole organization(MTEC, 1984).

Daining supports goals of thebusiness.

MTEC designs and delivers trainingservices that support Motorola's businessgoals. lb achieve those goals, MTEC hascreated the following groups and programs.

I. Research and Development Servicesplan training so it will meet targetedMotorola objectives and also dealwith changes in the work lives ofemployees.

2. Planning and Evaluation Servicesplan and evaluate MTEC programs aswell as to assist local training groupsto develop and evaluate their plans.

3. Regional Paining Consultants,geographically based at key domesticand international operating units,provide information and supportservices to local training organizationsand line managers.

4. Functional Raining Managersrepresent and interface with thecorporation's manufacturing,engineering, finance, personnel, andsales and marketing populations.

51

FIFTY

5. Professional Course Designerscombine knowledge of evchprogram's functional area withstate-of-the-art training technology,and who manage program design anddevelopment.

6. Seminar Delivery Services provideand coordinate course deliverythroughout the corporation.

7. Staff Development Services trainpersonnel throughout the corporationto ensure the consistently high qualityof training at Motorola.

8. Residential Programs for seniorMotorola executives and keymanufacturing managers (MTEC,1984b).

MTEC does not exist in an ivory tower.MTEC's business is to go to the place

Ivory towers are out; reality is in.where training is to be done and to find themost skilled people to do it. Each yearhundreds of Motorolans work with MTECspecialists as subject-matter experts toensure that i aining programs developed atthe Motorola 'paining and EducationCenter meet the needs of the people on thejob.

MTEC training is performance based.'Mainers analyze circumstances that affectthe way people perform their jobs, pinpointbehaviors that make the difference betweenavers performance and proficiency, andthen design training that builds skills forsuccess. The many groups of pe,pleinvolved in developing such traininginclude the following.

I. Paining Advisory Councils.Motorola's top executives sit onMTEC's policy-making ExecutiveAdvisory Council. FunctionalAdvisory Councils provide input anddirection from the corporation'smanufacturing, engineering,management, sales, and marketingorganizations.

2. Project Committees. Whenever a newcourse is being developed, membersof the target population work closelywith MTEC staff to identify trainingneeds and to approve each phase ofthe developmental process from initialresearch through final pilot tests.

3. Motorola SubjectMatter Experts. lbmake sure that every training programmeets the actual needs of the peopleon the job, Motorolans with specialknowledge or skills act as fieldconsultants to MTEC researchers andcourse designers

4. On-Site Researcher /Analysts.Whenever new training is planned,on-site researchers analyze the broadorganization, the jobs people do, andthe tasks they perform to ensure thatthe program to be developed willaddress the real needs of the peopleon the job.

5. Consultants on State-of-the-ArtResearch. MTEC consults withresearchers, technical experts, andtraining professionals around theglobe to make sure that each of thetraining programs reflectsstate-of-the-art thinking in theprogram's functional area.

6. Training Designers. MTEC coursedesigners coordinate researchactivities and identify the mosteffective way to teach the subjectmatter. Whether the final programinvolves computer-aided instruction,classroom training, self-pacedworkbooks sir other techniques, theteaching methods are carefullymatched to the needs of the targetpopulation.

7. Target - Population Testers. Before anytraining program is approved, thedesign is tested and validated bymembers of the target population.Motorolans from all areas of thecorporation participate in these criticaltest runs of MTEC courses.

8. MTEC implementers. Once a coursehas been approved, MTEC's ClientService Organization selects andtrains trainers, schedules coursedelivery dates, and releases programmaterials and information to trainingorganizations throughout thecorporation.

9. Evaluators. All MTEC programs areevaluated on a regular basis. Oftenthis "routine maintenance" includesrevisions and refinements in thetraining design to reflect the changingeeds of the corporation and the

people on the job. Specializedsampling techniques may be used toevaluate further the effectiveness ofstrategic training programs (MTEC,1984b).

paining Widely DiversifiedMotorola's commitment to improving all

its employees is seen in the estimated39,335 people scheduled for training in1985 at Semiconductor facilities alone. Awide variety of courses was offered at

FIFTY-ONE

these facilities for executives, engineers/technicians, manufacturing/materials per-

Raining is big business at MTEC.

sonnel, middle managers/supervisors, directlabor, and saps and marketing personnel.These courses were developed by a varietyof sources, including MTEC, internal plantemployees, external professional traininggroups, local college and university staffmembers, and commercial software devel-opers of computer assisted instruction(Facts, 1984).

Arrangements were made to use externalcommunity college courses for electronicsand equipment technicians, computer users,and so forth. All courses are job-relatedand some are in enough demand thatcommunity college instructors teach themat the plant. Others must be pursued byinterested employees at the localcommunity college. While home-studycourses are provided for some employees,others receive computer-assisted instructionwhile on the job. Half the required workmust be done on the employee's own timeand half on company time. All training ispaid for by Motorola.

At the Motorola facilities in Phoenix,general areas of jurisdiction and specificroles are outlined for each of three trainingfunctions: t-a) manufacturing, (b) equipmentservices/maintenance engineering, and (c)management/rotational. At many sites, anadministrator supervises all phases oftraining. The administrator also supportsdirect-labor-training groups, conducts needsassessments, develops a site-training plan,delivers the training, provides supportfunctions, and coordinates mup-trainingresources. In some locations, additionalpersons designated asinstructor- development specialists designcourses, determine site needs, choose andcertify instructors, pilot courses, andinstruct in selected courses.

Examining the kinds of training providedby three of Motorola's divisions reveals thevariety of seminars and workshopsconducted. Personnel for whom courses areoffered by the Semiconductor 'RainingDepartment and kinds of training availablewere described earlier.

52

The Communications Sector covers thesame training areas as the SemiconductorGroup, but adds finance/accounting andadministration/secretarial seminars. TheAutomotive Industrial Group makes thefollowing training available: direct labor,engineering, executive,manufacturing/materials, middlemanagement, sales and marketing,supervisory, technicians, and designers

Sample ProgramsA closer look at several specific

programs shows the diversity and intensityof Motorola's training programs.

Direct-line Thdining. The direct-labortrainers are skilled line personnel who havebeen successful on the job and are then

Skilled line personnel train newemployees.

asked Instruct another line employeeUsually they have been on the line a yearor longer. The typical orientation programstart, with an overview of the machineoperation or line job, followed oy a tour ofthe specific work area. Instruction forspecific job responsibilities then isprovided. In addition, safety is emphasizedheavily. After the orientation program,each trainer first demonstrates on the jobthe skills needed, then supervises one tosix trainees for a week while they learn'hose job skills. The trainer monitors atrainee's progress to ensure skillproficiency.

Each department offers the amount andtype of training deemed necessary for earlysuccess. Each trainer uses materialsdeveloped by the training staff forclassrrom instruction and then develops hisor Ler own technique for demonstratingline work.

Materials Management Bo'. 'ion. Man-agement and development programs are de-signed for recent college engineeringgraduates. Following employment, they areplaced in four assignments for threemonths each. In addition to learning thejob thoroughly, each trainee attends amonthly training session to facilitateprofessional growth. Each trainee makestwo presentation. a year to otherparticipants as part of mutual professionalgrowth.

Engineering Rotational Program. The20 top college engineering graduatesemployed in 1984 spent one year in threedifferent jobs. Following this yea{ pf

FIFTY-TWO

diverse experiences, each selected one ofthe three positions as a continuing job.During this first year, the .tmployees areencouraged to pursue cow ses at ArizonaState Univenity and Motorola. Motorolapays for books and tuition.

Minorities and Women CareerChange. Begun in 1979 for employmentadvancement, this program provides for theselection of women and minorities forI4-months of special training. Motorolacontinues to pay participants their currentsalaries while they attend class eight hoursa day, five days a week. The courses leadto an Associate of Arts degree. Thoughthey are taught at a Motorola facility, thecourses are accredited by the cow, 'tycollege.

Participative Management Program.This program is similar to the JapaneseQuality Circle idea in which all employeesare involved in the problem-solving anddecision-making processes. The premisesupon which success is based include thefollowing.

I Really listening2 Knowing what you have to do3. Learning to trust and respect others,. Taking time to think about how you

feel about others5. Giving people suggestions that help

them and letting them know younotice the good things

6. Net 1:.:*og afraid to ask questions norembarrassing those who do

7. Working to get along8. Caring9. Congratulating people10. Being part of the teamII. Understanding that people are

different and have different ways oflooking at things

The 11aining Department offers specifictraining in how to master these skillseffectively.

The philosophy espoused by MTEC is:Nothing Happens in a Vacuum, and no

53

single factor causes effective or ineffectiveperformance. It is assumed that mostpeople want to do a good job and that theystart a job with the desire to succeed. Fivecritical factors affect effective performance:(a) resources; data, time, tools, materials,money and manpower; (b) job clarity;knowing when to perform, what isexpected, and what can be attained;(c) feedback; relevant, immediate, andfrequent responses to job expectatior.s;(d) consequences; which can be positive,negative, or neutral for performingcorrectly or incorrectly; and (e) employees;their physical or mental ability, knowledgeand skills, and willingness to perform.

These critical factors form a performancechain; each one can be seen as a link inthat chain. Effective performance occurswhen the performance links are strong; thatis, the task is clear, the resources areavailable, the individual has the necessarycapacity, and there is sufficient feedback(MTEC, 1984b).

This philosophy underlies much of whateducators believe in and use as a guide inworking with students in schools.Apparently both MTEC programs andacademic community programs aregrounded in the same belief system andcould support and aid each other formutual success.

FIFTY-THREE

REFERENCESAnnual report. (1984). Schaumburg, IL:

Motorola, Inc.Discrete and special technologies group

training and education programs andservices catalog. (1984). Se:kiumburg,IL: Motorola, Inc.

Facts. (1984). Schaumburg, IL: Motorola,Inc.

Motorola training design anddevelopment system. (1984).Schaumburg, IL: Motorola, Inc.

MTEC executive advisory board meetingnotes. 'December 12, 1984a).Schaumburg, IL: Motorola, Inc.

MTFC programs and services.(Fall/Winter 1984b). Schaumburg, IL:Motorola, Inc.

54

Janet Tows lee LaterGoorgia State University

Content and Culture1 want SCS to be best at whatever we do..1 want to create an environment where

ideas are freely exchanged .. . where tal-ented people can succeed. So declaresA.W. (Bill) Dahlberg, president of South-en Company Services, Inc. k JCS), withoffices in Atlanta, Birmingham, New York,and Washinton, D.C.

SCS is i service company for six clients:the Southern Company, the Southern Elec-tric International Company, and fouroperating companies Alabama Power,Georgia Power, Gulf Power, and Missis-sippi Power. The Southern Company is aholding company for the other five. Thiselectric system is one of the nation's largestinvestor-owned electric-utility groups. To-gether the companies of the Southern elec.tnc system employ more thar 30,000persons a.acl provide energy to more than2.7 million customers.

SCS, which .-raploys some 3,200 indi-viduals, was fu-med in 1949 for specializedcoordination (such as purchasing fuel), de-sign of facilities 'ystems planning, dataprocessing, research, and training. Each ofthese rules is seriously approached sinceSCS is a non-profit company with only sixclients. SCS cannot add companies to itsclient group; however, the Southern Com-pany, Southern Electric International, andthe four power companies can go else-woere tor ary and all of the servicesprovided by SCS.

When asked how he planned to promotebetter coordination of activities betweenSCS and the operating companies, Dahl-berg replied, "Above all, I hope to com-municate well. By that, I morn I'm goingto listen to our clients, to our m,. 3gers, toour employees. I want to hear ideas fromeveryone, because I want to communicateto the operating companies the best of whatwe (SCS) have to offer."

55

FIFTY-FOURThe focus of this ethnographic study is

the Employee Development and 'DrainingDepartment of the Southern CompanyServices, Inc. and those elements of theirenculturaticn that have some transfer to theteacher and th iucational setting.

Welcome to SC:,When why they have chosen to

work for SCS, employees most commonlyrepond that it is because of the company'sgood reputation as an employer; they giveless credit to the attraction of the utilitiesprofession. The focus is not just financialbut a belief that the company will allow forgrowth and development of each indi-vidual. This feeling permeates therianization.

On the very first day, no, employeesattend an orientation including an upbeatdeotape that gives a verbal, pictorial

Media plays major hie in encut-turating new employees.

"welcome." Consider wt...t new employeeswould do and how they would feel. Thepresident and various mployees have letthem know how pleied they are ' tat thenew persons have chosen to join the team.After nine minutes, they know enough totell a friend about this great company, andthey cannot wait to meet all tht personswith smiling faces and read all the fantasticcommunications. They leave Orientation Iwith a positive view of the company, knowa little more about the utilities field, andhave enough information to answer mostquestions associated with entryemploy ment.

Shortly after emplo-yment, the new teammembers attend an hour-and-a-half groupsession whitii begins with a short, concise,well-organized videotape summarizing theproud histo.ry of the company. Media playsa major role in the enculturation of newemployees, who are introduced to theutilities profession. This is a non-profit,limited-client, operation-based company. Ifthe company is to be successful, SCS nitztattract high-quality employees, provide ex-emplary staff development and providebenefits commensurate with worth ofthe position. Employees leaving Orier'tion II want to do the very best to m.atainthis positive image, keep power cc sts low,and tell friends and neighbors what a bar-gain "power" really is.

1

No matter what the assigned position, allemployees go through the same informa-tion session: Economic Services; Marketingand Energy Martigment; Design Engineer-ing; Operations/System Support; Informa-tion on Resources Organization; Finance,Research and Development; Internal Audit;Administra..on; and Public Relations. Thiscompany-specific information presented byfellow employees includes a tour of agenerating plant (fossil-fueled facility), afirst-hand example of the coordination nec-essary to run efficiently just one generatingplant in the Southern electric system. Theeducation analogy would be a tour of thecommunity where a school is located, toget to know the culture of the pupils.

Focusing on the information provided invarious orientation stages exemplifies thephilosophy of the company and the moodthat permeates all development and trainingprograms. SCS is a large electric-systemnetwork committed to providing the bes.,most efficient service to satisfied custom-ers; this is done by well-qualiiied, satisfiedemployees who use the latest technologicaladvances and are supported by exemplarytraining and development. SCS is a quietculture passing on the vales c: the utilitiesprofession.

Training ProgramsSCS makes every effort to hire the most

qualified persons, so one might ques'ionthe necessity of a training and developmentprogram. At SCS, however, learning isconsidered a life-long experience; there iscommitment to develop a professional plan.11116

Each employee has a professionalplan for life -lor, learning.for each employee. This could include in-dependent reading and study, utilizing ma-terials available through the Le.irningResources Center; seminars taught by out-side consultants; workshops designed anddeveloped by SCS trainers and/or collegecourses for those seeking degrees; profes-sional certification and licensing; or mas-tering technical skills to meet job-related..;id personal needs.

The Employee Development and 'Rain-ing Department at SCS tormulates com-pany training policies and develops andimplements training and educational pro-

FIFTY-FIVE

grams to meet assessed needs of companyemployees. In addition, the department,when requested, is responsible for assistingsystem companies to provide training. Toachieve this mission, the departmentprovides corporate, departmental, and sys-tem employee development and training. In1984, a staff of 34 provided these servicesby offzring 488 courses (term encompassesworkshops and seminars) for 5,769participants.

Personal ExperiencesIt was dunng the developmental phase of

this study that Jess Morado, head of theEmployee Development and 'Raining De-partment, outlined a schedule to allow me,an outside observer, to experience entryinto the company and be exposed to allranks of employees as well as to a varietyof training courses. Four courses are high-lighted here: Grid Overview, EffectiveWriting, Putting Your Best Word Forward,and Nuclear Overview.

How many persons have gone into anew position wondering how things werereally managed, so they could, in turn, be-come a viable part of the system? At SCSthat is exactly what happens. The Grid is amanagement style adopted by SCS thatprovides a mechanism for sorting outsupervisory styles and the resultingproduc:s.

All new employees go through a trainingsession to learn about managerial styles.The group I accompanied was from dataprocessing and included all levels of em-ployees. Since data processing is somewhatof an auxiliary service group within SCS,it was most interesting to see the interest ofthe group in how SCS views its organiza-tional culti We were told that all man-agers go through Grid training to have theirmanagement styles analyzed, allowing forpersonal adjustment of working relatiort-ships with employees or other members ofthe management hierarchy. Knowing :lemanagement style allows for conflict reso-:ution and provides a known vehicle forgetting dilemmas settled; a major goal is tokeel: the company running smoothly andefficiently. As a culminating activity, thereal management team for those attendingthe workshop joined in the group activities,answering questions very professionallyand demonstrating personal commitmec.. IfI had been a member of that department, Iwould have bten most pleased to know mymanager had this level of expe.tise. Iwould also know how he or she wouldreact in a given situation.

ds

A good example of forward thinking atSCS came with the implementation of amajor performance-improvement program;a systematic approach to improve the qual-ir of work, increase productivity, reduce

Paining is keyed to performanceexpectations. IIIcost, and identify the most significantproblems and prevent their reoccurence.Teams are organized on different levels,having the flexibility to choose their ownproblems and attack root causes. The ult:-mate goal is to improve the quality of serv-ice at a competitive rate, affectingeveryone through self-esteem, job satisfac-tion, and, in the long run, the cost of serv-ice to the customer. What a great idea!

Putting Your Best Word Forward empha-sizes communications and human relations:'mowing the appropriate ways to respondto human relations situations that arise onthe job; knowing how to make a tactful re-sponse; respecting the rights of the indi-vidual; and increasing confidence in givingfeedback when appropriate. Practice usingreal work situations is important to thiscorporate culture.

My fellow classmates were secretaries.Itvo days of role playing gave me real in-sight into the key roles secretaries play inthe image of an organization via their tele-phone answering and written correspon-dence. I also gained insight into their , 'ein keeping the office communication on apositive, even keel. Providing such trainingin necessary skills shows the total commit-ment of SCS to all employees. Communi-cation Ild well be a major key to thesuccess ui. SCS.

Effective Writing gives participants anopportunity to understand better the com-municative processes in written form. Allemployees who write memos, letters, and/or technical reports in the normal routineof their assigned job have an opportunity toparticipate. As in the Best Word Forward

All employees are provided skillsto succeed.

course, the goal is to provide the employeewith the necessary skills, via initial teach-ing or ret,iew, to communicate effectively

.57

FIFTY-SIX

in writing to fellow employees and con-sumers. Classmates for this four-day course(management and staff level employees) re-viewed grammar and punctuation,structure, clarity, conciseness, and con-cluded with effective report writing. Thereis ample opportunity to write awl have thewriting reviewed and/or critiqued. The firsttwo days are basically review and prepara-tion of sample writings; then there is atwo-week lapse followed by two more daysof class. In the interim, the instructor isable to review personally all work doneduring the initial phase of the class in orderto individualize the final two days. Thecourse, taught by a former public schoolEnglish teacher, is excellent.

In every profession and in every indus-try, there is content-specific informationthat must be taught and updated as theknowledge base grows. In addition, auxil-iary persons need to know technical termsand have a working knowledge of a subjectto perform assigned tasks better. Finally,for our group there was a two-day NuclearOverview Fossil-fueled and nuclear-fueledgenerating plants are at the heart of theSouthern elect; /stem in providingpower to custc .s. The course is taughtby engineers tc her professionals whomay or may not have had an engineering/nuclear background but whose positionsre!y heavily on an understading of what thegeneration of nuclear power involves. Thisis again an example of a quiet way to passon the val: .s of the company and knowthe environment has a strong foundation, toknow about the entire operation even whenone is not directly involved.

An extension of the attention to :rainingand employee self-development is the suc-cessful professional association formed toserve SCS. Among other activities, thisgroup has a dinner meeting once a month'o allow SCS employees to gather in anon-SCS setting and have a speaker ad-dress a timely topic. I was fortunate toattend the dinner where A.W. Dahlberg ad-dressed this group for the first time aspresident. This came near the end of mydata gathering, hence it was rewarding tosee the president of SCS stand before hispeers (having served 25 years in the South-ern electric system, beginning with GeorgiaPower as a meter installer) and reiterate allthe positiveness that I had been discoveringthrough interviews: SCS is a caring com-pany with a product to sell, but it willensure that the people in the system repre-sent the profession in a positive way.

PublicationsOver and over, throughout my time at

SCS, communication was emphasizedin interviews, in classes, on tours of thefacilities. Employees' rest and work areas

Communication is key to success.aTe furnished with updated information onbulletin boards; a hot-line number is avail-able for daily information. A journal,Southern Highlights, is published monthlyby SCS for managers, supervisors, andstaff employees of the Southern electricsystem. The March INS issue, as an ex-ample, contains: "Memories of Mentors --Employees Recall Leaders Whose LessonsEndure," "The Iacocca Story An Auto-motive Magnate Shares the Secrets of HisSuccess," "The Making of a Leader AnIndustrial Psychologist Defines Good Man-ager', a.," "Facts and Finds AnecdotalInformation Specific to the Industry," and"Southern People Promotions andPictures."

Inside is a magazine published monthlyfor the employees of SCS. The Febnary1985 issue features a cover picture of A.W.(Bill) Dahlberg. This same issue included"Changing Gears: Pre-retirement PlanningSeminars Show How to Get the Most Outof Life After Work," "Computerese SpokenHere Client Automation Services HelpEmployees Better Understand Theft Com-puter Options." "Cash Reserves BetterSafe than Sorry," and "Currents," a columnhighlighting (with pictures) promotions, re-tirement, speeches, newcomers, departures,and names in the news. The educationcommunity could leain from business inthis area.

SummaryThis ethnographic study has included a

description of the Employee Developmentand Training Department at SCS. its mis-sion and scope. examples of courses avail-able, and a brief overview of the SCSprofessional-development association.Coupled with the orientation sessions, afacet of the context and culture of SCS, thefour courses described exemplify the suc-cessful philosophy of SCS and the underly-ing educational programs to ensureon-going effectiveness

Once an employee exits Orientations 1II, and Ill, there is a real understanding ofthe culture of the organization, personalbenefits, and educational opportunities A

FIFTY -SEVEN

weil-defined career path is ahead, with fewunknowns. The management overviewallows employees to know the managementmodel for the company, L:come familiarwith the style of the immediate supervisor,and know the acpropriate channels of com-munication. How many ..:acheis and ad-mininstrators have this workingknowledge?

Communication, both verbal and written,may well be the major key to the successof SCS. The two workshops outlined heregive any individual the opportunity to self-evaluate and to receive peer feedback forimprovement a positive approach.

Familiarization with company operationsand continued updating of communicationskills are very important, yet because SCSis in the business of providing power, itdoes not underemphasize the technicaltraining. During 1984, 94 technical educa-tional courses were taken by 1,018 partici-pants. Courses are one way to upgrade andupcbte employees; professional organiza-tions and company publications are an-other. Employees, kept abreast of theday-to-day happenings within the companyand within the industry, are encouraged tocontact key individuals at any time forclarification and supplemental information.At all times, employees are expected to bepositive and courteous to fellow employeesand to customers and potential customers.Company integrity and quality pervade theservice provided.

Implications to; TeacherEducation

The purpose of this ethnographic studyhas been to glean from the non-school-based corporate education comme..i.., thoseelements that might foster effective teach-ing and schooling. Below is a listing ofpositive factors I observed at S uthemCompany Services, Inc.

The Chief Executive Office and mem-bers of the management team.

I. Have a clear vision of long-rangegoals.

2. Set achievement of goals as a priority.3 Ensure that all employees of the com-

pany understand the importance ofservices SCS provides.

,,58

4. Ensure there is in place a sy.-Acm foremployment, retention, andadvancement.

5. Establish policies and proceduresknown to all.

6. Crea:e an atmosphere where em-ploye can openly discuss issueswith colleagues

7. Encourage employees to share theirstrategies for work improvement

8. Work closely with new employees onskills needed to 'oecome moreeffective.

The Employee Development and Train-ing team furnished educational opportuni-ties to:

I. Help employees identify their ownstrengths and weaknesses.

2 Help identify a career plan fin eachemployee.

3. Encourage attendance in courses thatare human relations, communications.or technically oriented. .

4 Exhibit high expectations for devel-opment and job achievement

5. Provide copies of all training and de-velopment materials applicable to theemployee

6 Provide for a high rate of success bycourse assignment and assessment

7. Channel employee time on task8. Serve as a role model or train role

models.9. Communicate effectively (both ver-

bally and in writing).10 Create r sul vortive work atmosphere

showing concern and respect for alllevels of employees.

11 Provide training in monitoring em-ployee performance

12. Recognize employeeaccomplishments

13. Provide inde 'dual feedback.14 Follow up on short-term and long-

term goals.There is relatively little satisfaction with

the status quo Right now a system-wide

59

FIFTY-EIGHT

employee development committee is work-ing on a position p..per which focuses onhow technology, social change, and other

Status quo is continuallyquestioned.

factors within the environment will influ-ence training as SCS approaches the year2000.

Like effective school administrators, themanagement team of SCS has establishedlong-range goals and maintains a goodworki:.g relationship even during times n'less-than-positive publicity, while con-tinuously striving to "be the best at what-ever we do ... creating an environmentwere ideas arc. fully exchanged ... wheretalented people can succeed" (kW. Dahl-1-erg). When asked "What can employeesdo to make your job easier?" the presidentof SCS replies, "Talk to me. Tell me whatyou honestly think. I'm interested in yourideas, your suggestions. If we car create alimate where people express themselves

freely, a lot of f:esh ideas will emerge.And that will clad to a more productiveand positive work environment."

This philosophy has, in turn allowed thetraining and development staff to assume arole similar to that of public school educa-tors in providing educational support in atimely, cost-effective fashion.

.9

FIFTY -NINE

60

tOtIttIA

C13"""Citp,C10

OtPOSE30

tiAGFS0W. Robert HoustonUniversity of Houston-University Park

Billy G. DixonSouthern Illinois University

One of Marshall McLuhan's rhetoricalquestions, "Who invented water? It wasn'ta fish," provides the rationale for this

Who invented water? It wasn't afish.study. A team of 17 educators studied thetraining structures of ten corporations andgovernmental agencies over a six-monthperiod. The study team observed and par-ticipated in training programs and inter-viewed participants, trainers, andexecutives. This study identifies practicesthat might have implications for teachereducation, staff development, and person-nel practices in schools and colleges. In ef-fect, each researcher stepped out of his orher own environment to become sensitiveto potential practices that might improvethat environment.

In a day-long debriefing following indi-vi..;ual ethnographic studies of these tenorganizations, several common and/or uni-que practices were identified that seemedrelevant to education in schools and col-leges of education. Conclusions in thi.chapter summarize findings and suggestimplications for schools and colleges.

Mission and CultureEach of the organizations studied has a ma-jor mission and each has a culture that iscongruent with that mission. All are largeand complex, with a wide array of trainingoptions and clientele. The focus is primar-ily on training related to manufacturing atBoeing Aircraft, Motorola, and GeneralMotors. Pride in work, accuracy, and de-pendability are emphasized to achieve qual-ity products. The Harris-Lanier ThoughtProcessing Division and Mary Kay Cos-metics are concerned primarily with sales.In both organizations, the reward system isclosely tied to increased sales. Nurses at

SIXTY

M.D. Anderson Hospital are concernedwith their duties in the health field. AtWalt Disney World Co., the purpose isentertainment; employees are expected toenhance guests' enjoyment through positiveattitudes, a clean wholesome atmoschere,and a carefree environment. The BorderPatrol focuses on pride and integrity in itsemployees as they enforce immigrationlaws. Arthur Andersen accountants provideworld-wide uniformity in accounting prac-tices, attention to detail, and support fortheir cheats. Southern Company Services isa service unit for six utility companies inthe southeastern United Sta.,Is and is dedi-cated to political action, p .1c relations,research, and employee training. Their's isa "quiet" culture, for their mission is sup-port for the utility companies for whomthey devleop better trained employees andgreater public support.

However different their goals and organ-izational cultures, these ten corporationsand agencies have a number of commonpractices.

I. All have training that :mphasizespride in the company as well as skilldevelopment.

2. All require uniform procedures,whether it is accounting at ArthurAndersen, eating with handicappedpersons at Walt Disney World Co.,manufacturing electronic equipment atMotorola, monitoring patient care atM.D. Anderson Hospital, or pro-viding conc,..crii service at SouthernCompany Services.

3. Most have an advanced, centralizedtraining facility.

4 individual units pay costs of training,regardless of where the trainingoccurs.

5 Employees are expected to continuetheir education throughout theircareer.

6. Employees are kept informed of re-cent developments and future plans ofthe organization.

7 The enormous -osts of employee de-velopment have been shown to resultin a more effective and efficientorganization

These and other principles will be dis-cussed in relation to school and collegeimprovement.

§

Focus on School and Its StaffRecent research in teacher and school i-

fectiveness establishes the school as themost effective unit upon which to build im-proved programs; within the school, theprincipal is the most important person set-ting the tone. This study of business andindustry supports a parallel conclusion.This finding could also apply to the pro-gram-level unit in colleges, rather than tothe college as a whole.

Each of the agencies or corporationsstudied was organized into small, relativelycoherent, manageable units, divisions, or

Small, coherent, manageable unitsmatter.

offices. These could include a sales officewith a sales manager and a dozen salespersonnel, a section of the manufacturingprocess, e a unit in a hospital or corpora-tion. Each was headed by a person whoknew intimately the jobs of everyone in theunit. In tcm, this person reported to some-one higher in the organization. The unitmanager was judged by how well the unitfunctioned with respect to the organi .1-tion's mission

At Walt Disney World Co., for at leastone week during peak periods, all man-agers (including top executives) perform ajob that brings them into direct contactwith guests (customers are referred to asguests, while employees are called hosts orhostesses). Managers may take tickets,wo.ic in an information booth, or serie hotdogs and scoop ice cream. They contactguests directly, thus experiencing differentroles and stature in the company while in-creasing their understanding of day-to-dayproblems M.D. Anderson Hospital trainersare assigned regularly as nurses, whileBorder Patrol agents are trainers only fortwo to three years before returning to thefield.

Sales managers at Hams-Lamer regu-larly ride with salespersons to demonstratetechniques or new products. The trainer onthe production line at Motorola demon-strates for new employees procedures theyare to follow, then observes and assiststhem, particularly during the first weeks ofemployment. Head nurses demonstrate themedical procedures followed at M.D.Anderson Hospital, then monitor practice.

6

SIXTY-ONE

The implica.ion for schools and collegesis clear: the principal should be capable ofoutstanding teaching in the school (the"principal teacher"), and the teacher educa-tor should be able to demonstrate effec.ive

The principal should be the prin-cipal teacher.

instructional processes. Both shouldprovide helpful, insightful advice toteachers. Just as the manager is expected tobe the most knowledgeable person in a par-ticular setting, the principal and teachereducator should be the best teachers in theschool and/or department.

The second implication is 'hat they do it.Periodically and regularly, principals, aswell as every other administrator andsupervisor in the school district and everyteacher educator should teach. They shoulddemonstrate new procedures, be knowl-edgeable about curricular innovations, andbe able to translate these into classroomperformance. Principals should be teachersfirst and administrators second; they shouldget their priorities straight with respect tothe purpose and mission of the school.Teacher educators should be teachers first,able to model recent practices, not isolatedin university ivory towers where teachingcan be thought of as a logical process.

Cntics of education have charged thatneither teacher educators nor principals canteach, and that they have sought a differentrole to get out of the classroom. Perhapsthis asserticn is all too often accurate.

Prionties and practices should be con-gruent with the mission of the institution.The mission of schools is education. Fortoo long this has been obscured by ad-ministrative arrangements, budgets, build-ings, and buses; by functions that seemImportant because they are done, but whichpale in view of primary reponsibility. Thesuccess of the principal should be ju zednot in terms of the efficiency of theschool's organization, but the quality of itseducational program. The rewa,d system inschool districts should recognize principalsas instructional leaders who coutinuallywork with teachers in their classrooms andare where the action is. New administratorsand teacher educators should be selectedusing this criterion, while practicing ad-ministrators and teacher educators shouldundertake an intensive retraining programto ensure 'heir ability to function as effec-tive teachers.

Harris-Lanier has periodic sales blitzesin which managers and outstanding sales

people from other offices join the staff at aparticular office for a day cr a week. Dur-ing the blitz, teams of visitors and localpersonnel call on customers together. Asthey do so, 'hey learn new techniques,build expanded friendship patterns withinthe company, and increase sales because of

Why not a "learning blitz?" I.Ithe intensity of the campaign. At the endof each day they compare notes, enjoy thegroup's companionship, celebrate victories,tell stories, and plan for the next day.

Why not "learning blitzes?" Supervisors,administrators, service personnel, outstand-ing teachers, and teacher educators couldjoin the faculty of a school to work withevery chill expand the horizons of thegifted, provide special instruction for thestudent in need of special attention, anddemonstrate new ideas to all involved.

At Motorola, the trainer's desk is on theproduction line to maintain close relationswith employees. The new employee's workis carefully monitored during the first feuweeks of employment to be sure manufac-turing standards are met. At Harris-Lanierand Mary Kay Cosmetics, the approachused and the information given potentialcustomers by new employees are monitoredby management to assure quality control.Arthur Andersen makes cure its new em-ployees know company procedures and fol-low them. At Walt Disney World Co., newhosts are carefully prepared for the posi-tions into which they are cast. At SouthernCompany Services there is a well-planned,sequential orientation to the company andits products. A common characteristic ofall the agencies and companies observed isthe attention given to the use of correctprocedures by new employees. Managersare responsible for this training, and poorpractices are extinguished before they be-come bad or time-consuming habits.

In education, there is no such process.New teachers and new college professorsare left to their own devices during the iirstweeks of the school year. Accordingly,their goal often becomes one of survival.Administrators find too many organiza-tional details to attend to, instead ofproviding the support new faculty need. Itis a matter of pnority perhaps, but a prior-ity that should be changed.

63

SIXTY-TWO

The problem for most educational in-stitutions is the allocation of human re-sources. During the first few weeks ofschool such resources should be targeted tonew teachers to help them design programsand teach in an effective mauler, to sup-port them in diagnosis; students, org.anir-ing classes, and stnicturing theircurriculum; and to demonstrate effectiveteaching methods. Persons should be avail-able to take responsibility for classes whilebeginning teachers swat together or planfor the foKowing week:

The proposal is feasible; the number ofcentral office and building administrators inmany districts is greater than tire number ofnew teachers. Teacher educators from area

Teacher educators and adminis-trators should work in classroomsas the new school year begins.universities and professionals from inter-mediate edu Itional agencies could swellthis number even more.

In the process, beginning teachers wouldbe given support when they most need it;administrators and teacher educators coulddemonstrate their ability as teachers whileremaining close to the heart of schools andteacher education. Not only would theyhelp impre re practice, they would gain in-sights and maintain current teaching skills.Further, the number of new teachersn'eded each year might be decreased asstress during this survival period isdecreased.

Before administrators and teacher educa-tors can fulfill such roles, they must be ca-pable of effectively assisting teachers inimproving their teaching tactics. The strate-gies from instructional super ion mustbecome part of the preparation nrogramsfor such personnel. In short, fit: trainersmust be trained. lastractional leaders, notjust educational managers, must bedeveloped.

AccountabilityEach of the units in the organizations

studied was aeld accountable for its phaseof the system whether as a section ofthe production line, a sales office, or ashift at the hospital. For some, the bottomline is profit; for others it is the quality ofservice or positive responses by clients.The larger system holds each unit account-able for delivering its part of the institu-tion's mission. Members of the unit arerev/rutted primarily on the basis of howthey as individuals contribute and how well

their unit performs. The success of a unitmanager is judged almost entirely on thesuccess of the unit and the people inthat unit.

The implications of private sector prac-tices for schools and colleges arc clear:specify as clearly as possible the goals andpurposes of the organization, define clearlythe expectations for each school or ac-countable unit, provide each unit with re-sources to carry cut its functions, and holdthe individual unit responsible for its prog-ress. In practice this means, for example,

Should individual units be held re-1.ponsibk for student learning?Yes.

that budgets and resources are allocated toeach school or unit and centralized proce-dures are employed only when such prac-tices enhance or extend resources.

A centralized training facility is part ofmany organizations. Arthur Andersen haspurchased a college campus in St. Charles,Illinois. Employees come from throughoutthe world for initial training in the properAndersen accounting practices and for pe-riodic retraining to update their knowledgeof recent legislation and extend their ac-counting skills to new areas orspecializations.

Southern Company Services has a state-of-the-art training facility where employeesof the holding company come for special-ized training. After initial informal trainingin local sales offices, Harris-Lanier sendsemployees to its Atlanta training center.Motorola professional employees may besent to Schaumburg, Illinois, while BorderPatrol agents receive their major training atGlynco, Georgia

It is interesting to note, however, thatthese in-house education facilities competewith external consultants and collegeswhen training is needed. They must remaincurrent and responsive to the needs of thevarious units in the corporation, or theywill lose the business. For training units,being a part of the corporate structure doesnot guarantee they will be selected as thetrainer in a course.

Costs of such training are born by thesales office, division, or unit in which theemployee is assigned. Thus, each unit feelsa direct responsibility for the quality oftraining wherever it occurs. Partners inArthur Andersen, who are responsible foroffices around the world, determine train-ing practices and policies.

SIXTY-THREE

School-level accountability also impliesschool-level selection of employees. WhileInitial screening of teachers might occur in

If accountability is at the schoollevel, then staff selection alsoshould be there.

a central personnel office, the actual selec-tion should be made by the faculty of Indi-vidual schools.

In the Border Patrol, after having passeda preliminary examination, applicants aregrilled by agents with whom they would beworking. For over two hours, agents con-duct an intensive probe of an applicant'sdecision-making skills, for after employ-ment, the new agent's actions would affectthe team. Employees at Motorola, Eoeing,Walt Disney World Co., and ArthurAndersen can apply fu, a particular jobanywhere in the company, but selection isbased on the judgment of the manager andemployees of that section. Harris-Laniersales personnel not only interview prospec-tive employees, but they take them on a"sales drive" se he person can experiencelife as a salrspers'm while the current em-ployee can judge the potential of the appli-cant as a member of the sales team.

Like a fraternity initiation. the screeningand interviewing processes are rigorous,

,11

Screening interviews become partof employee bonding.

and like a fraternity initiation, fraternalbonding occurs. Following induction intothe inner circle, new employees feel theyhave made it. They are pleased to be partof the organization. The rigorousscreening, local control of assignment, andthe sense of having been successful moti-vate the new employee to feel good abouthimself or herself and the opportunities inthe new role. It ;s the first step in corpo-rate enculturation.

64. ;

Initial Induction andPreparation

The ten organizations have three basictypes of initial training programs: (a) orien-tation to company policies and procedures,(b) enculturation, and (c) skill devel-opment. The orientation process appearsto be spread over the first several weeks onthe job, is relatively brief, and relies heav-ily on printed materials that describe bene-fits and procedures to use to learn more.

Enculturation into the organization is avery important process. In most instances,it begins with the initial screening inter-view. At Harris-Lanier and Arthur An-dersen, employees are expected to dresssharply and rather conservatively; menwear suits, not sports jackets, and womenwear suits and business -like attire. Each is

Enculturation comes before skilldevelopment.expected to be well-groomed, successful,trustworthy a person whom clients willrely on for accurate information. Grooming;s important at Walt Disney World, also.Men are expected to be neatly attired withrelatively short, well-groomed haircuts.This clean-cut image is important, even forthe hundreds of short-term, temporary em-ployees who work during peak sumine- andvacation, periods.

The attitudes of all employees, particu-larly those who contact the public directly,az- very important at Walt Disney Worldand Southern Company Services. Beinghelpful, positive, and friendly are impor-tant attributes in addition to skillful com-pletion of jobs. The Border Patrol, on theother hand, emphasizes integrity, disci-pline, and pride. Its personnel often workalone or in pairs, contact the public in situ-ations that are often stressful, and must up-hold the laws of the United States. In theirinteractions, they must follow correct pro-cedures while being responsible, respectful,and resourceful. Like the business attire atHarris-Lanier and Arthur Andersen, thehighly-pressed uniform of the Border Patrolis important. A part of the enculturationprocess, worn even in training sessions, theuniform is a distinguishing characteristicthat sets the Border Patrol apart fromeveryone else.

The initial training at Walt Disney Worldfor all employees from temporary help tocompany executives includes two phases.liaditions I provides an overview of thecompany and its traditions and accomplish-

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ments. Traditions I is taught in specialclassrooms at Disney University. The pur-pose is to motivate new employees whileintroducing them to the *.alues and cultureof Walt Disney World. It works; employeesmay grumble about their supervisor, butthey love Disney.

Arthur Andersen employees go to St.Charles, Illinois, where the world-widecorporation has purchased a college cam-pus for its central training facility. Becauseteaming is important, the environment isstructured to facilitate team-building. NoTVs are found in rooms; participants areencouraged to visit together each eveningin a central lounge to become better ac-quainted. Even years later, employees re;f!rto persons who were in their St. Charlesclass. Mary Kay makes new employeesfeel welcome through devices such as a"warm fuzzy." This is attached to one'sjacket and signals to all that this person isnew and should be brought into the com-pany circle with special attention.

When one of the researchers for thisstudy first entered the sales office ofHarris-Lanier, she felt a tone ofcamaraderie among salespersons and asense of being ignored not part of thatinner circle. Later, following initial induc-tion, "cold calls" on potential customerswith a salesperson, and a week at Harris-Lanier's central training facility in Atlanta,she was welcomed into the family. It ispart of the system and an important part ofa successful sales office.

The third phase of initial trainingfocused on skill development. In WaltDisney World, new employees are trainedfor specific jobs in "ffaditions II. They re-port to a supervisor in that division, then tothe head, and finally, learn from the trainerwho works directly with them until theycan successfully do the job. This instruc-tional model is similar to that used atBoeing and Motorola on the productionline and at Mary Kay and Harris-Lanier,where a. seasoned employee takes responsi-bility for other salespersons.

Too often colleges and schools assumethat simply because a person works there

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assures commitment to the institution,motivation to improve practice, and knowl-edge about responsibilities and expecta-tioas. New teachers too often are givenempty classrooms with few Instructional re-sources, so little orientation to schoolpolicies and practices that they must rely

Just working there does not meancommitment.

on students to know what is expected, andno inspirational or motivational Inductionto teaching, the college, or the school.

All organizations in this study werecommitted to affective education. Whetherthrough formal or informal instruction,usually both, new employees are told aboutthe positive attributes of their employer.Expensive films or slide-tapes tell of ac-complishments, while top executives sharetheir enthusiasm and spark interest in mov-ing up the corporate ladder. By working atWalt Disney World, one assumes the auraof Walt Disney where everyone is positiveand happy, and the good wins out. Boeingemployees will tell you they build the fin-est airplanes in the world; Arthur Andersenaccountants are certain the only correctway to do an audit is theirs; and Harris-Lanier sales representatives know that "IfHarris-Lanier trains you, any other salesorganization wil; gladly hire you." Whethertruth or myth, these beliefs are part of thecultural framework that binds employees totheir company.

Related to this is the continued esprit decorps of school and college staffs. Too of-ten the negative features of a job are em-phasized; too often one or two negativePersons can influence an entire school at-mosphere. One of the things noted was theemphasis on positive achievemotts. In in-dustry, if 28 of 30 people are productive,the emphasis is cn the 28. In schools and

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colleges, all too often the emphasis is onthe two non-productive people. The privatesector sets the environment that the twocan eliminate themselves; non-productivepeople find employment elsewhere. But ineducation, negative and non-productivepeople tend to remain, not only ccntinuingto poison the system, but protected by anti-quated tenure rules, sympathetic col-leagues, or timid administrators.

As colleges and schools begin a processin which positive attributes of institutionsand individuals are emphasized, specialprograms may need to be conducted foreveryone in Me organization. 'Diming anorganization armed in its psychologicalonentation is a difficult but not impossibletask. It takes time anti energy for rede-velopment, but is is worth every ounce ofeffort.

Communication ImperativeAll of the agencies and businesses

studied had some form of regular com-munication with employees, but for South -em Company Fervices and Walt DisneyWorld, it is vital. Southern needs not onlyits employees but those from all the utilitycompanies it represents to be knowl-edgeable about energy issues, company ac-tions, and future plans. As one personindicated, "The most visible employee of apower company is the meter reader." Em-ployees are continually showered withnewsletters, posters, well-designed publica-tions, conversations with the president, anda hotline for answers to questions. Everypossible communication tool, formal andInformal, is used to ensure that every em-ployee has an opportunity to know what ishappening.

few months ago, Walt Disney WorldCo. announced a $300 million agreement%h MGM. Before it was announced pub-licly, every manager had been told the de-tails via the corporation's communicationsnetwork. A special issue of an internalnewsletter was distributed to every em-ployee prior to the public announcement sothat they could discuss and answer ques-tions about it. None would be caught thatevc....ing by neighbors asking questions andmaking comments about which the em-ployee knew nothing.

Most educators read about actions of ad-ministrators and school boards in the localnewspaper. Little attention is given tokeeping teachers and all other em-ployees informed of achievements, is-sues, the institution's stance, or future

board agenda and plans. When the onlycommunication with the executives in acollege or school is as interpreted by thenews media, colleges and schools are lim-

Communication . . . communica-tion . . . communication . . .

ited in the influence they have on their em-ployees. Further, it sends a message ofnon-caring; employees are not importantenough to be kept informed.

Cultu:a of ContinuedDevelopment

Continually stressed is the fact that ini-tial training is only the first educational ef-fort, and employees are expected to returnperiodically for further training. This ispart of the environment in which one con-tinues to grow and refine professional skillsand knowledge or find other employment.This principle applies to every employeeup through the company president. Peerpressure for participation is generally high.For some companies such as GeneralMotors, continued training is imperative.With thousands of workers being laid off,preparation for other fields or for otherjobs in GM is important.

Some continued training is informalthe joint sales calls by harris-Lanier sales-persons, the observations of production-lineemployees by area trainers, or the conver-sations of people discussig an issue orproblem. Om manager is quoted as tellinga recently-employed person, "Now thatI've told you what I know, and you add tothat what you knot% then you are twice assmart as I am; so tell me what you knowso 1, too, can learn."

Formal education beyond induction maytake many forms. Some are extensive andwell-developed. Creative instructionalstrategists work with conten specialists todesign and test formal training programs atBoeing and Motorola. Thousands of dollarsand months of development may be ex-pended on each program. Special films,film siips, computer programs, andtransparencies an produced and scriptswritten for trainers. These are tested, re-fined, and tested again, and then are ready

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for nondevelopers to deliver. The instruc-tional strategists know that each such pro-gram is going to produce the desired effectbecause it did so during development; itwill continue to be tested to assure that itcontinues to do so.

Several companies have contracts withlocal community colleges so employees canenroll for college credit (e.g., UAW-GM,Boeing, Motorola). Although Motorola em-ployees must have been promoted onceprior to enrolling n such courses, the sub-stance of classes does not have to be skill-related if it can be shown to be related tobeing an effective person. Some employeespursue the Associate in Arts degree, com-pleting it in a 14-month intensive program.The company pays if the person returns towork Motorola in any area. Consultantsor exte-r al training programs also provideemploy education.

Soufiern Company Services has com-fortable swivel chairs, well-designed class-rooms, and built-in audio-visual equipmentat its training facilities. Personalizing in-struction means readable name tags andcoffee readily available. Facilities at theBorder Patrol training site are traditionaltablet-arm chairs, while Motorola has awide range of sites from converted trailersto special conference rooms. A two-stationmicrocomputer training facility, lor.ted justoff the production line, is readily available.Hotels across the nation furnish rooms forhundreds of specialized seminars.

Such educational programs are con-ducted in a business-like manner during re-gular business hours (8 P.m.-5 p.m.) orlonger. As a rule, training is conducted oncompany time, although some programs re-quire shared business and person?! time.

Career-LadderWalt Disney World has an insightful

principle for promotion m the company:"The broader the base, the higher thepeak." Rather than the linear career ladderbeing implemented in schools, his conceptcalls for a wide base of experience touch-ing all aspects of the new role before as-suming that role. A second related axiom,is, "The first job is not the last job." Anewsletter lists available jobs. If an em-ployee expresses interest in moving to an-other part of the company, or up the careerladder, the personnel office facilitates suchaction.

The project director who supervised theconstruction of the American Pavilion atEpcot Center had previosly been assignedto the engineering, horticulture, and crafts

design departments and knew their poten-tial as well as limitations. She talked theirlanguage. The man in charge of floats be-gan as a welder. Subsequently, he learnedabout pneumatic devices and the fabrica-tion techniques used in animation. In thefu. he may become a manager withbroader responsibilities.

The current educational system is basedon the concept that the first teaching job islittle different from the last one, and thatone is promoted only by getting out of theclassroom. The evolving career-ladder con-

A teacher's first job must not con-tinue to be the last one.cept promises to provide opportunities tochange this, but as yet has not been con-ceptualized in such a way as to make Itmulti-dimensioned. Broadening the base inteaching implies special assignments suchas tutor, diagnostician, learning resour...ccenter teacher, team leader, school-basedteacher educator, instructional designer, andother responsibilities relateu to the manyfacets of instruction. With broader experi-ence, the master tea.,oer can function effec-tively as a lead teacher, principal, orsupervisor.

Commitment to TeacherEducation and StaffDevelopment

The private secto. expends huge sums totrain its employees. Studies have shownthat such preparation pays off in lowerturnover and recruiting costs. Rained em-ployees perform their jobs more effec-tively; contented and motivated employeesare more productive. When the bottom lineis increased profits, the corporations in thisstudy believe training pays off. Eventhough education is the business of schoolsand universities, actions do not demon-strate a belief that additior educationpays off in better teaching. Both under-graduate and inservice education ofteachers too often are given a low priority.A smorgasbord of courses, lectures, andtechniques is offered with little integrationor lirection. Requirements are stated interms of time spent in training rather thanFoal-directed performance-basedInstruction.

The profession often ignores the import-ance of motivation. In fact, discouragementmay be promoted when what should beprovided is systematic, organized encour-agement. Mary Kay doesn't miss the teach-

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able moment; the company recognizes andtakes advantage of the reeness of consul-tants to be motivated with ;ositive modelsand rhetoric. Mary Kay is atentive to waysin which consultants positively perceivethemselves and are perceived as beingcompetent. Do teachers' staff-developmentactivities provide an opportunity for, oreven encourage/reflec , such motivation? Isattentiot ,aid to assisting teachers to feelcompetent and so be perceived as beingcompetent? All too often the answer is aresounding "no."

The structure of education is dealt with,but not the substance. There is talk aboutteaching, but no focus on enhusiasm, ef-fective questioning, motivation, individuallearning styles, or the true basics of educa-tion effective thinking and problemsolving.

The notion that schools are for educationis agreed to by all, but practices belie thestatement. For example, while managers inthe private sector are promoted because ofexcellence in their former roles, and thuscould teach others their skills, school ad-ministrators and teacher educators achievetheir status for other reasons. Some are notable to hel? teachers improve instructionbecause they themselves cannot demon -state such skills. While the 'organizationsstudied deliberately kept management closeto the client, formal educational insitutionsch.en shield the administrator fromstudents.

Clarifying mission in student and teachereducation, then using this as the criterionfor organizational, fiscal, and procedural

Purpose and practice mustconverge.

policies and practices is a vital step today.This study of ten institutions highlights theneed for congruency between purpose andpractice in teacher education.

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