Introduction
Training is the conventional means for dealing with knowledge gaps in the information cells of Gilbert’s behavior engineering model. How does training fit into the lean manufacturing practices and how can lean organizations reap optimal benefits from training programs? One case study examines how capacity (ability), motivation, and opportunity moderate the effects of training and sheds light on the systemic nature of workplace learning.
Article
Sterling, A., & Boxall, P. (2013). Lean production, employee learning and workplace outcomes: A case analysis through the ability-motivation-opportunity framework. Human Resource Management Journal, 23(3), 227-240. doi: http://dx.doi.org/10.1111/1748-8583.12010
Background
Lean manufacturing relies on total quality management (TQM), continuous improvement, and team autonomy (efficacy) to streamline production, minimize waste, and ensure timely delivery of products to meet demand. Workers must adopt behaviors beyond the scope of technical/functional expertise and “soft” people skills. The transition from a traditional mass production environment to a lean manufacturing environment involves ongoing training, and the extent to which workers learn from that training is tied to several employee attributes such as ability (A), motivation (M), and the opportunity to perform (O).
Previous research has suggested that work environments most conducive to learning are those in which workers have a high level of psychological demand, but are granted sufficient latitude in making decisions that allow them to respond to those demands creatively. Conversely, workers in passive positions (low decision-making latitude and low demands) are less receptive learners. Learning is even more diminished in environments where psychological demands are high, but autonomy is low, resulting in stressful situations where workers are granted no opportunities to address problems. In each instance, employee learning is mediated by worker ability, motivation, and opportunity to perform.
The researchers in this study sought to investigate how lean implementation affected employee learning and the quality of working life for employees of a New Zealand manufacturer after the organization adopted lean practices as part of a 2010 initiative with three principles: 1. training, 2. establishment of teams, and 3. alignment/tracking of key performance indicators.
Research
Researchers used a qualitative approach to explore the experiences of 5 managers and 55 front-line workers at the manufacturing facility. The participants had worked for the company for 1 to 10 years and represented 51% of the total workforce. Participants were predominantly male (N = 40). The ethnic distribution was Maori or Pacific Islander (N = 41), European or New Zealander (N = 11), and other (N = 8). Although the researchers did not screen for English for Speakers of Other Languages, they were able to estimate that more than 50% of study participants spoke English as a second language. Participation was voluntary, and there was initially some concern that only workers more confident in their English fluency would come forward. However, this proved not to be the case. The researchers tailored semi-structured interviews to each participant’s language ability, making adjustments to language and pacing, and prompting them to clarify their statements. The respondents were asked open-ended questions concerning changes in responsibilities, decision-making powers, and use of skills. Follow-up questions asked why changes occurred and the effects those changes had on their learning at work.
Researchers used a mind-mapping technique to identify key themes from interview data. A tally of key points was kept to validate consistency of key themes. Quantitative data on absenteeism, turnover, customer complaints (quality), delivery levels (speed), and overhead (cost) were used for triangulation purposes.
Findings and Implications
(The learning aspect of the research findings is summarized below.)
The researchers were able to identify disparate themes that revealed three distinct learning categories among teams:
- Strong learning teams: highly autonomous, a greater sense of order, consistent application of problem-solving and efficient work processes. High levels of learning and motivation.
- Moderate learning teams: better organization and improved teamwork. Fewer work stoppages due to pre-emptive problem solving. However, literacy issues exacerbated by lean model requiring meetings for collaborative problem solving. Lack of English ability caused workers to skip meetings altogether.
- Weak learning teams: workers report greater responsibility but lack autonomy or opportunity to make decisions. Time pressures and work intensity make discussion and problem-solving sessions impossible. Literacy problems result in people getting “lost” in team meetings and or avoiding them altogether.
As shown above, the quality of employee learning was mixed during this lean implementation, which seems tied to worker ability (A), motivation (M), and opportunity (O) on learning in lean environments (i.e., AMO). The research confirms that the autonomous collaborative nature of lean environments can present challenges to some workers. Thus, managers would do well to consider the three-way interaction of the AMO factors. Using the AMO framework to analyze workers’ situations can help identify areas of need (in this case, English literacy) that require intervention. The significant improvement in production quality was also attributed to the overall improvement in the opportunity and motivation to learn. Employees expressed increased awareness of how their work contributes to organizational results, increased motivation to meet the target goals, and greater pride in their contribution.
Questions for OPWL-N Members
Has your organization adopted lean practices? Do you see the AMO framework (ability-motivation-opportunity) as a useful managerial (mediating) tool for improving training effectiveness during lean implementation?
Workplace Oriented Research Central (WORC)
Prepared by OPWL Graduate Assistant, Susan Virgilio
Directed by OPWL Professor, Yonnie Chyung
Posted on November 20, 2013