【培訓(xùn)對(duì)象】


【培訓(xùn)收益】
培 訓(xùn) 收 益Training benefit
企    業(yè)：    Enterprises
1，養(yǎng)成高素質(zhì)和具競爭力的一線管理團(tuán)隊(duì)，提高管理效率和降低管理成本
    Forming high-quality and competitive management team to improve management efficiency and reduce management cost
2，提升公司管理的有效性，增強(qiáng)公司的贏利能力的競爭能力  
     Improving management efficiency of the enterprises, strengthening  profit-earning ability and competitiveness ability
受訓(xùn)員工：     Trainees
1， 迅速提升管理核心技能，具備優(yōu)秀管理者的勝任力，提升個(gè)人績效和促進(jìn)個(gè)人職業(yè)發(fā)展  
              Quickly improving core management techniques, possessing KCI of excellent management personnel, improving individual performance and promoting individual career development


一線主管管理技能勝任力(初級(jí))訓(xùn)練營(TWI-KCIs)
一線主管管理技能勝任力(初級(jí))訓(xùn)練營(TWI-KCIm)
一線主管管理技能勝任力(初級(jí))訓(xùn)練營(TWI-KCIh)
（TWI-KCI）
（學(xué)員經(jīng)實(shí)際工作模擬測試合格后，獲頒發(fā)相應(yīng)級(jí)別《一線主管管理勝任力》證書TWI-KCI
After trainees pass practical job sampling test, they will obtain relevant certificate of TWI-KCI
培 訓(xùn) 收 益Training benefit
企 業(yè)： Enterprises
1，養(yǎng)成高素質(zhì)和具競爭力的一線管理團(tuán)隊(duì)，提高管理效率和降低管理成本
Forming high-quality and competitive management team to improve management efficiency and reduce management cost
2，提升公司管理的有效性，增強(qiáng)公司的贏利能力的競爭能力
Improving management efficiency of the enterprises, strengthening profit-earning ability and competitiveness ability
受訓(xùn)員工： Trainees
1， 迅速提升管理核心技能，具備優(yōu)秀管理者的勝任力，提升個(gè)人績效和促進(jìn)個(gè)人職業(yè)發(fā)展
Quickly improving core management techniques, possessing KCI of excellent management personnel, improving individual performance and promoting individual career development
TWI-KCI訓(xùn)練特色
TWI-KCI
Training characteristics TWI（Training Within Industry），即為督導(dǎo)人員的現(xiàn)場管理訓(xùn)練，或稱為一線主管技能培訓(xùn)，TWI是實(shí)施精益生產(chǎn)、豐田生產(chǎn)方式、TPM、5S等各項(xiàng)工具和系統(tǒng)的基礎(chǔ)，是企業(yè)管理理論的“世界語”。
TWI, namely on-site management training of supervisor or skills training of on-site training, is the foundation of various tools and systems such as excellent manufacturing, Toyota mode, TPM, 5S and “world language” of enterprise management theory.
TWI源于1920年的英國，二戰(zhàn)后,美國生產(chǎn)局幫助重建日本經(jīng)濟(jì),發(fā)現(xiàn)日本技術(shù)勞動(dòng)力潛力極為雄厚,但缺乏有效的督導(dǎo)人員,故引進(jìn)TWI訓(xùn)練,培訓(xùn)了大量的督導(dǎo)人員的能力,日本政府認(rèn)識(shí)到此培訓(xùn)的重要性,為此專門組織成立（社團(tuán)法人）日本產(chǎn)業(yè)訓(xùn)練協(xié)會(huì),并由日本勞動(dòng)省大力推廣,對(duì)二戰(zhàn)后日本經(jīng)濟(jì)得以迅速發(fā)展起到了極大的促進(jìn)作用，現(xiàn)已是歐美日韓等發(fā)達(dá)國家訓(xùn)練企業(yè)現(xiàn)場管理人員的必備教程。
TWI origins from British in 1920.After great war II, Production Administration of US helped Japan rebuild economy, finding that Japan is endowed with great potential technical labor but it is short of effective supervisors. Therefore, US helped introduce TWI training improving many supervisors’ abilities. Japanese government also realized the importance of it and set up (corporation aggregate) Japan Manufacturing Training Association specially to promote by MHLW which played an important role in promoting Japanese development. Now, TWI has become a necessary program to train on-site supervisors for developed countries like Europe, US, Japan and Korea.
TWI自1950年由日本政府引入日本產(chǎn)業(yè)界以來，至少有1000萬人以上的日本企業(yè)界領(lǐng)導(dǎo)及員工都受到了TWI的培訓(xùn)，覆蓋了90%以上的日本企業(yè),為日本產(chǎn)業(yè)的發(fā)展做出了重大的貢獻(xiàn)。在中國，有數(shù)千萬家企業(yè)面臨著如何快速提升數(shù)億員工的素養(yǎng)和基本管理技能的困境。
Since 1950, Japanese government introduced TWI, more than 10 million enterprise leaders and employees have got TWI training covering 90% of Japanese enterprises which makes great contribution to the development of Japanese enterprises. In China, thousands of enterprises face the difficulty to improve the quality of numerous employees and the basic management skills.
傳統(tǒng)的TWI的主要培訓(xùn)內(nèi)容包括四個(gè)模塊：
Main training content of traditional TWI including the following 4 modules:
工作教導(dǎo)(JI)——使基層主管能夠用有效的程序，清楚的教部屬工作的方法，使部屬很快的接受到正確、完整的技術(shù)或指令。
Job instruction-making on-site supervisors clearly teach subordinates work method to let them receive right and complete technology and order by using effective process
工作關(guān)系(JR)——使基層主管與部屬建立良好人際關(guān)系，部屬發(fā)生人際或心理上的問題時(shí)，能冷靜的分析，合情合理的解決。
Job relationships-making on-site supervisors set up good relationships with subordinates, solve problems reasonably through calm analysis when subordinates have interpersonal and psychological problem.
工作改善(JM)——使基層主管能用合理的程序，思考現(xiàn)場工作上的問題與缺失，并提出改進(jìn)方案，提升工作的效率與效能。
Job method-making on-site supervisors think about the problem about on-site work and come with improvement plan to improve work efficiency by using reasonable process.
工作安全(JS)——使基層主管學(xué)習(xí)如何使類似災(zāi)害事件杜絕不再犯的對(duì)策和方法。
Job safety-making supervisors learn the policy and method to prevent similar disasters
經(jīng)過10多年的培訓(xùn)實(shí)踐及一線主管全新的管理角色承擔(dān)和管理要求，把TWI發(fā)展成為16個(gè)模塊的TWI-KCI一線主管系統(tǒng)性管理技能體系訓(xùn)練體系！
Through more than 10 years of training practice, management trainer team of Goodcareer consulting group has developed TWI into TWI-KCI systematic management skills training of on-site supervisor with 16 modules!
培訓(xùn)方法
Training method 1.講師講解（強(qiáng)調(diào)重點(diǎn)、要點(diǎn)和難點(diǎn)，將專業(yè)術(shù)語平民化，幫助學(xué)員理解）
Coacher’ explanation ( stressing importance, key point and difficult point, popularizing professional terms to help employees understand)
2.錄像觀看（通過精彩錄像片段欣賞，給予學(xué)員啟發(fā)）
Watching videos (inspiring trainees through appreciating excellent video clip)
3.現(xiàn)場演練（幫助發(fā)現(xiàn)問題，進(jìn)行精確點(diǎn)評(píng)，從而達(dá)到學(xué)以致用的目的）
On-site drill ( helping find problems and criticize accurately to apply what they have learned for practice)
4.游戲互動(dòng)（將深?yuàn)W的理論融入輕松的游戲之中，在笑聲中學(xué)習(xí)和領(lǐng)悟）
Interactive game ( learning and comprehending with laughter through mixing the deep theory into relaxed games)
5.問題討論和實(shí)戰(zhàn)案例分析（剖析經(jīng)典實(shí)戰(zhàn)案例，充分啟發(fā)學(xué)員）
Question discussion and practical case analysis(Classic case analysis to inspire trainees)
培訓(xùn)時(shí)間
Training time 初級(jí)4天、中級(jí)4天、高級(jí)3天；共11天
4 days of elementary training, 3 days of intermediate training, 3 days of advanced training; 9 days totally
培訓(xùn)日期
Training date 內(nèi)訓(xùn)時(shí)間按企業(yè)要求而定
Internal training time depends on the enterprises’ need
培訓(xùn)費(fèi)用
Training fee 企業(yè)內(nèi)訓(xùn)：人民幣20,000元/班.1天；公開課：人民幣1,800元/人.1天。含訓(xùn)練導(dǎo)師開發(fā)的培訓(xùn)教材1套和培訓(xùn)費(fèi)費(fèi)。
Internal training of enterprises: 20,000 each class, one day; public class 1,800 yuan each people. (including 1 set of training materials developed by Goodcareer coacher and training fee)
適合人員
Suitable person 1. 企業(yè)一線管理人員
Senior management personnel of the enterprise
2. 企業(yè)準(zhǔn)備提升為一線管理人員的員工
Employees who are going to be promoted in the enterprise
3. 有志于成為職業(yè)經(jīng)理人的從業(yè)人士
Person aspiring to become International Professional Trainer
課程模塊
（初級(jí)）
Course modules
(elementary) 模塊一： 一線主管管理角色和勝任力要求
Module1: management roles and KCI requirement of first-site supervisors
模塊二：工作教導(dǎo)(JI)技能(I)
Module2: JI skills
模塊三：工作改善(JM)技能(I)
Module3: JM skills
模塊四：工作關(guān)系(JR)技能
Module4: JR skills
模塊五：工作安全(JS)管理技能
Module: JS management skills
模塊六：工作問題(JQ)處理技能
Module6: JQ handling skills
課程模塊
（中級(jí)）
Course modules
(intermediate) 模塊一：工作教導(dǎo)(JI)技能(II)
Module1: JI skills
模塊二：工作改善(JM)技能(II)
Module2: JM skills
模塊三：工作效率(WE)管理技能
Module3: WE management skills
模塊四：工作成本(WC)管理技能
Module4: WC management skills
模塊五：工作品質(zhì)(WQ)管理技能
Module5: WQ management skills
模塊六：工作團(tuán)隊(duì)(WT)管理技能
Module6: WI management skills
課程模塊
（高級(jí)）
Course modules
(advanced) 模塊一：目標(biāo)管理(MBO)技能
Module1: MBO skills
模塊二：計(jì)劃與執(zhí)行(PDCA)管理技能
Module2: PDCA management skills
模塊三：有效溝通(EC)技能
Module3: EC skills
模塊四：員工激勵(lì)管理(EIM)
Module4: EIM
模塊五：團(tuán)隊(duì)建設(shè)(TB)
Module5: TB
模塊六：工作文化管理(WCM)
Module6: WCM
學(xué)員福利
Trainees’ benefit 1. 獲頒發(fā)由訓(xùn)練導(dǎo)師簽名的相應(yīng)級(jí)別的《一線管理人員管理勝任力培訓(xùn)》證書
Obtaining certificate of TWI-KCI signed by coacher
2. 成為Goodcareer 終身會(huì)員，享受會(huì)員的“十大收益”（詳請(qǐng)請(qǐng)登閱本公司網(wǎng)站）
Being the life-long members of Goodcareer, enjoying “10 benefits” of the members( log in our website to search the details)
3. 免費(fèi)成為本公司“HR Party”會(huì)員
Being members of our “HR Party” freely
4. 9折參加Goodcareer年度“人力資源管理論壇”
Getting 10% discount for Goodcareer annual “HRM Summit Forum”
培訓(xùn)課程安排
(初級(jí))
Training course arrangement
(elementary) 第一天、每二天 The first and second day
3.5小時(shí)3.5 hours 7小時(shí)7 hours
模塊一：一線主管管理角色和勝任力要求
Module 1: management roles and KCI demands of supervisor
— 自我管理技能測試
Skills test of self management
— 錄像觀摩
Watching videos
— 一線主管日常管理內(nèi)容
Daily management content of first-line supervisor
— 重新認(rèn)識(shí)一線主管
Rediscover first-line supervisor
— 現(xiàn)場管理職責(zé)
On-site management responsibility
— 一線主管的多重角色
Multiple roles of first-line supervisor
— 一線主管的職責(zé)權(quán)限
Responsibility and authority of first-line supervisor
— 一線主管的管理勝任力要求
Management KCI requirement of first-line supervisor
— 卓越一線主管之技能要求
Skills requirement of excellent first-line supervisor
— 卓越一線主管心態(tài)要求
Attitude requirement of first-line supervisor
— 卓越一線主管素質(zhì)要求
Quality requirement of excellent first-line supervisor
— 一線主管的終極使命
Ultimate mission of first-line supervisor
— 工作模擬：簡單任務(wù)
Job sampling: simple task
— 訓(xùn)練效果測評(píng)
Training achievement test
— 課后演練
Drill after class 模塊二：工作教導(dǎo)(JI)技能(I)
Module2: JI skills
— 案例研討：3小時(shí)生產(chǎn)600多個(gè)廢品
Case study: producing more than 600 wastes for 3 hours
— 選擇的重要性：做管理者還是教導(dǎo)員
Importance of selection: becoming a manager or instructor
— 什么是教導(dǎo)
What is instructing
— 教導(dǎo)的重要性
Importance of instructing
— 為什么要教導(dǎo)您的下屬（公司VS教導(dǎo)者VS被教導(dǎo)者）
Why do you instruct your subordinates (company VS instructor VS tutee)
— 優(yōu)秀教導(dǎo)員的三大特質(zhì)
3 characteristics of excellent instructor
— 常用的低效教導(dǎo)方法回顧
Reviewing of usual inefficient instructing method
— 教導(dǎo)經(jīng)驗(yàn)分享
Sharing experience of instructing
— 有的放矢：正確選擇教導(dǎo)對(duì)象
To shoot the arrow at a target: correctly selecting instructor
— 見機(jī)行事：如何選擇教導(dǎo)時(shí)機(jī)
Play something by ear: how to select instructing occasion
— 如何高效教導(dǎo)：四步法
How to effectively instruct: four-step method
— 經(jīng)驗(yàn)性練習(xí)：工作分解表的制作及四步教導(dǎo)法
Experience practice: design of work analysis form and four-step instructing method
— 高效教導(dǎo)應(yīng)規(guī)避的八大誤區(qū)
8 misunderstanding that effective instruction should avoid
— 工作教導(dǎo)體驗(yàn)活動(dòng)：T字之謎
Job instructing experience activities: puzzle of word T
— 訓(xùn)練成果測評(píng)
Training achievement test
— 應(yīng)用實(shí)踐
Application practice
— Q&A
Questions and answers
第二天、第三天 The second, third day
7小時(shí)7 hours 3.5小時(shí)3.5 hours
模塊三：工作改善(JM)技能(I)
Module3: JM skills
— 自我測試：您每天是在管理還是在改善?
Self test: do you manage or improve every day
— 工作為何要改善（意義）
Why do you need to improve work(meaning)
— 為何不想改善（心理障礙剖析）
Why do not you improve( psychology obstacle analysis)
— 改善：從什么地方入手
Improvement: where is the staring
— 經(jīng)驗(yàn)分享：4M法：發(fā)現(xiàn)問題的改善點(diǎn)
Sharing experience: 4M method: improvement point of finding problems
— 工作改善的前提：發(fā)現(xiàn)問題
Premise of job improvement: finding problems
— 面對(duì)問題的心態(tài)探析
Deep attitude analysis in facing problems
— 影響問題發(fā)現(xiàn)與解決的十大錯(cuò)誤觀念
10 wrong concepts of influencing finding and solving problems
— 面對(duì)紛繁復(fù)雜的工作--如何突破困境
How to overcome difficulties in sophisticated work
— 思考問題的五個(gè)維度
Five dimensions of thinking problems
— 如何進(jìn)行工作改善：四步法
How to improve work: 4-step method
— 工作模擬：工作改善實(shí)踐
Job sampling: work improvement practice
— 工作改善七手法簡介
7-method brief introduction of work improvement
— 實(shí)例分享：某公司生產(chǎn)流程改善
Sharing examples: production process improvement of one company
— 激發(fā)改善創(chuàng)意的10把金鑰匙
10 gold keys of incentivizing improvement creativity
— 改善體驗(yàn)活動(dòng)：傳真機(jī)
Improving experience activities: fax machine
— 訓(xùn)練收益測評(píng)
Training benefit test
— 應(yīng)用性練習(xí)
Application practice
— Q&A
Questions and answers
模塊四：工作關(guān)系(JR)技能
Module4: job relationship skills
— 人際關(guān)系自我測試：我的人際關(guān)系能力？
Self test of interpersonal relationship: my interpersonal relationship abilities?
— 案例研討：法叔的故事
Case study: the story of French uncle
— 工作關(guān)系問題含義及類型
Meaning and style of job relationships problems
— 人際關(guān)系改善的四項(xiàng)基本原則
Four basic principles of improving interpersonal relationships
— 工作關(guān)系問題四階處理法
Four-stage handling method of job relationships
— 人際溝通的重要性
Importance of interpersonal communication
— 定義溝通
Definition communication
— 問題：為什么要溝通？
Question: why do we need to communicate?
— 溝通對(duì)象確定－與誰溝通？
Confirmation of communication object－communication with whom
— 體驗(yàn)性活動(dòng)：形象競猜
Experience activities: impression guess
— 工作溝通中的常見障礙
Common obstacle in job communication
— 高效溝通的關(guān)鍵：7 55 38
Key of efficient communication:
— 有效溝通之面對(duì)面溝通
Effective communication-face-to face communication
— 如何與下級(jí)、上司、平級(jí)良好溝通
How to communicate with subordinate, boss and lateral employees
— 經(jīng)驗(yàn)分享：報(bào)告、聯(lián)系、商討技巧
Sharing experience: report, communication, conferring skills
— 下屬犯錯(cuò)了，如何批評(píng)？
How to criticize when subordinates make mistakes
— 情景模擬訓(xùn)練：批評(píng)下屬常用八法
Situation simulation training: 8 method of criticizing subordinates
— 經(jīng)驗(yàn)性練習(xí)：小芳怎么啦?
Experienced practice: what is wrong with xiao Fang?
— 化干戈為玉帛：沖突管理－認(rèn)識(shí)沖突/接受沖突/管理沖突
to bury the hatchet and work for peace: conflict management
— 工作分派技巧
Job distribution skills－realization conflict/receiving conflict/management conflict
— 分派工作的原則
Principles of job distribution
— 分派工作的步驟
Steps of job distribution
— 分派工作中的潛在問題
Potential problems in work distribution
— 工作模擬：工作關(guān)系與溝通體驗(yàn)活動(dòng)—戰(zhàn)國七雄
Job sampling: job relationships and communication experience activities－the seven states in the Epoch of Warring States
— 訓(xùn)練成果測試
Training achievement test
— 應(yīng)用性練習(xí)
Application practice
— Q&A
Questions and answers
第三天、每四天The third and fourth day
3.5小時(shí)3.5 hours 3.5小時(shí)3.5 hours
模塊五：工作安全(JS)管理技能
Module 5: JS management skills
— 測試：安全嗎？
Test: is it safe?
— 問題探討：3秒鐘作答
Question discussion: 3 seconds of answers
— 生產(chǎn)安全的重要性與含義
Importance and meaning of production safety
— 測試性調(diào)查：有趣的10 和6
Testing survey: interesting 10 and 6
— 安全工作
Safe work
— 發(fā)生安全事故源泉
Reason of safety incident
— 基層干部的安全責(zé)任
Safety responsibility of basic cadres
— 生產(chǎn)安全的本質(zhì)
Essence of production safety
— 經(jīng)驗(yàn)分享：安全管理檢查表
Sharing experience：check form of safety management
— 事出必有因：造成事故的原因分析
There is no smoke without fine: reason analysis of incident
— 案例研討：某公司生產(chǎn)部安全事件原因分析
Case study: reason analysis of safety incident in one company’s production department
— 預(yù)防安全事故的三大利器
Three method to prevent safety incident
— 經(jīng)驗(yàn)性分享：經(jīng)常出事的人
Sharing experience: people who often take accident
— 案例重演：搬運(yùn)工作安全事故的預(yù)防
Case reviewing: prevention of safety incident in carriage work
— 安全管理操作流程：四階段法
Operation process of safety management: four-stage method
— 工具：安全生產(chǎn)檢查記錄表
Tools: record of safety production check
— 持之以恒：如何塑造安全文化
Persistence: how to set up safety culture
— 事故案例-錄相：潘永益VS林正權(quán)手切傷事故
Incident case-video: Pan Yongyi VS Lin Zhengshuang hand hurting incident
— 訓(xùn)練成果測評(píng)
Training achievement test
— 應(yīng)用性練習(xí)
Application exercise
— Q&A
Questions and answers 模塊六：工作問題(JQ)處理技能
Module6: JQ handling skills
— 問題處理能力自我測試：我的問題態(tài)度
Self test of problem solving ability: my attitude toward problem
— 案例研討：這是問題嗎？
Case study: is it a problem?
— 一線問題綜述
Summary of first-line problems
— 問題解決的原則和方法
Principles and methods in solving problems
— 人、物、機(jī)器與流程問題的不同性質(zhì)
Different characteristics of human, objects, machine and process problems
— 80、與90工作問題與對(duì)策
Job problems and countermeasure for employees who were born in 1980th and 1990th
— 經(jīng)驗(yàn)分享：目標(biāo)導(dǎo)向的問題解決思路
Sharing experience: solving method of target-oriented problem
— 問題解決的態(tài)度
Attitude to solve problems
— 問題的預(yù)測與預(yù)防
Forecast and prevention of problems
— 成為問題解決專家
Becoming an expert in solving problems
— 情景模擬訓(xùn)練：你的看法
Situation simulation training: your ideas
— 經(jīng)驗(yàn)性練習(xí)：問題分析與處理
Experienced exercise: problem analysis and handling
— 跨部門/小組問題及處理方法
Cross-department/team problem and handling methods
— 令工作順利進(jìn)行的秘訣
Secret of fluent work
— 工作模擬：如何令問題不成為問題
Job sampling: how to solve problems
— 訓(xùn)練成果測試
Training achievement test
— 應(yīng)用性練習(xí)
Application exercise
— Q&A
Questions and answers
培訓(xùn)課程安排
(中級(jí))
Training course arrangement
(intermediate) 第一天The first day
3.5小時(shí)3.5 hours 3.5小時(shí)3.5 hours
模塊一：工作教導(dǎo)(JI)技能(II)
Module1:JI skills
— 自我教導(dǎo)技能測試
Test of self instructing skills
— 案例研討：從教導(dǎo)到教練
Case study: from instructing to coaching
— 一線主管的新角色定位：從考試導(dǎo)走向教練
New roles localization of supervisor: from testing to coaching
— 教練角色定位
Roles localization of coaching
— 教練角色技能
Roles skills of coaching
— 經(jīng)驗(yàn)性練習(xí)：裁判與教練
Experience practice: referee and coach
— — 教練經(jīng)驗(yàn)分享
— Sharing experience of coaching
— 教練技術(shù)
Coaching technique
— 教練心態(tài)
Coaching attitude
— 經(jīng)驗(yàn)性練習(xí)：目標(biāo)—教導(dǎo)—教練
Experienced practice: objectives—instructing —coaching
— 工作教練教導(dǎo)體驗(yàn)活動(dòng)：當(dāng)好“靈魂工程師：
Experience activity of job coaching and instructing : being a “ sprit engineer”
— 訓(xùn)練成果測評(píng)
Test of training achievement
— 應(yīng)用實(shí)踐
Application practice
— Q&A
Questions and answers 模塊二：工作改善(JM)技能(II)
Module 2: job improvement skills
— 自我測試：我的工作改善技能
Self test: my skills of job improvement
— 經(jīng)驗(yàn)分享：工作改善的要領(lǐng)
Sharing experience: gist of job improvement
— 消除“摸索”的時(shí)間
Eliminating trial time
— 實(shí)行圖面管理制度
Implementing drawing management systems
— 觀察工作方法
Observing job method
— — W.S.(Work Sampling)的觀察步驟
Observing steps of work sampling
— 作業(yè)動(dòng)作的經(jīng)濟(jì)化
Economization of operation action
— 活用作業(yè)日?qǐng)?bào)表
Flexible use of daily job report
— 動(dòng)作的經(jīng)濟(jì)原則
Economic principle of action
— 提供舒適的作業(yè)環(huán)境
Providing comfortable operating environment
— 如何降成本、提高效率？
How to reduce cost and improve efficiency?
— V.E.(Value Engineering)
— VE計(jì)劃的推動(dòng)
Promotion of VE plan
— 以ABC分析進(jìn)行有效的管理
Effective management through ABC analysis
— 清除物品搬運(yùn)時(shí)間
Removal time of cleaning articles
— 善用圖表，積極檢討與改進(jìn)
Being good at chart: positively reviewing and improving
— 工作模擬：自我啟發(fā)
Job sampling: self inspiration
— 實(shí)例分享：如何縮短作業(yè)時(shí)間
Sharing experience: how to reduce operation time
— 改善體驗(yàn)活動(dòng)：SOP
Improve experience activities: SOP
— 訓(xùn)練收益測評(píng)
Training benefit assessment
— 應(yīng)用性練習(xí)
Application practice
— Q&A
Questions and answers

第二天、第三天The second and third day
7小時(shí)7 hours 7小時(shí) 7 hours
模塊三：工作效率(WE)管理技能
Module3: management skills of working efficiency
—自我技能測評(píng)
Self skills test
—錄像觀摩
Watching videos
—討論與點(diǎn)評(píng)
Discussion and comment
—對(duì)工作效率(Working Efficiency )的理解
Understanding of working efficiency
—工作效率與競爭力
Working efficiency and competiveness
—工作效率改善辦法
Improving method of work efficiency
—經(jīng)驗(yàn)分享：如何縮短制造時(shí)間
Sharing experience; how to reduce manufacturing time
—實(shí)踐經(jīng)驗(yàn)分析：工作效率改善技巧
Practical experience analysis: skills of improving working efficiency
—經(jīng)驗(yàn)性練習(xí)：定員定額
Experienced practice: fixed number of workers and fixed quotas
—學(xué)習(xí)成果測試與點(diǎn)評(píng)
Test and comment of learning achievement
—工作模擬：效率報(bào)表與分析
Job sampling: efficiency report and analysis
—技能訓(xùn)練1：IE工程與生產(chǎn)計(jì)劃
Skills training 1: IE project and production plan
—技能訓(xùn)練2：有效時(shí)間與機(jī)器效率
Skills training 2: effective time and machine efficiency
—訓(xùn)練成果檢驗(yàn)
Training achievement check
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—Q&A
Questions and answers 模塊四：工作成本(WC)管理技能
Module4: WC management skills
—自我技能測評(píng)：我具有成本意識(shí)嗎？
Self skills test: do I have awareness of cost?
—錄像與點(diǎn)評(píng)
Videos and comments
—工作成本(Working Cost)的組成
Composition of working cost
—工作成本的特征與表現(xiàn)形式
Characteristics and manifestation of work cost
—現(xiàn)場工作成本改善辦法
Method of improving on-site work cost
—經(jīng)驗(yàn)分享：標(biāo)準(zhǔn)工時(shí)可以減少嗎？
Sharing experience: can standard work time be reduced?
—經(jīng)驗(yàn)分享：改善“人”的成本
Sharing experience: improving “ human” cost
—經(jīng)驗(yàn)分享：改善“物”的成本
Sharing experience: improving “ object” cost
—經(jīng)驗(yàn)分享：改善“流程”成本
Sharing experience: improve “process” cost
—經(jīng)驗(yàn)分享：改善“品質(zhì)”成本
Sharing experience: improvement “ quality” cost
—學(xué)習(xí)成果測試與點(diǎn)評(píng)
Test and comment of learning achievement
—工作模擬：成為一名成本改善高手
Job sampling: becoming an expert in cost improvement
—技能訓(xùn)練1：合格率
Skills training 1: qualification rate
—技能訓(xùn)練2：早會(huì)
Skills training 2: morning meeting
—訓(xùn)練成果檢驗(yàn)
Training achievement check
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—Q&A
Questions and answers
第四天The fourth day
3.5小時(shí) 3.5 hours 3.5小時(shí)3.5 hours
模塊五：工作品質(zhì)(WQ)管理技能
Module5: WQ management skills
—案例研討：iphone4 事件
Case study: iphone4 event
—自我技能測評(píng)：我的品質(zhì)管理技能
Self skills test: My quality management skill
—工作品質(zhì)(Working Quality)和內(nèi)涵
Working quality and its connotation
—工作品質(zhì)改善方法
Improvement method of working quality
—工作品質(zhì)改善要訣
Improvement tips of working quality
—循序漸進(jìn)、質(zhì)量并重
Improving quality step by step
—TQM與工作品質(zhì)改善
TQM and working quality improvement
—QCC與工作品質(zhì)改善
QCC and working quality improvement
—經(jīng)驗(yàn)分享：入職培訓(xùn)
Sharing experience: orientation training
—學(xué)習(xí)成果測試與點(diǎn)評(píng)
Test and comment of learning achievement
—行為模擬：成為一名有品質(zhì)的管理者
Behavior sampling: becoming a qualified manager
—技能訓(xùn)練1：品質(zhì)改善無處不在
Skills training 1: quality improvement is everywhere
—技能訓(xùn)練2：改變對(duì)品質(zhì)的思維
Skills training 2: changing the thinking of quality
—訓(xùn)練成果檢驗(yàn)
Training achievement check
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—Q&A
Questions and answers 模塊六：工作團(tuán)隊(duì)(WT)管理技能
Module6: WT management skills
—案例研討：計(jì)劃者與執(zhí)行者
Case study: planner and performer
—自我現(xiàn)狀測評(píng)：我團(tuán)隊(duì)工作能力
Self present situation test: my team work ability
—工作團(tuán)隊(duì)(Working Team)的意義
Meaning of working time
—團(tuán)隊(duì)工作的藝術(shù)
Art of team work
—高效團(tuán)隊(duì)工作經(jīng)驗(yàn)分享
Sharing experience of efficient team work
—團(tuán)隊(duì)工作要總結(jié)
Summarizing team work
—學(xué)習(xí)成果測試與點(diǎn)評(píng)
Test and comment of learning achievement
—行為模擬：有效率的工作團(tuán)隊(duì)
Behavior sampling: efficient work team
—技能訓(xùn)練1：團(tuán)隊(duì)意識(shí)
Skills training 1: team awareness
—案例分析：加班事件
Case study: overtime events
—技能訓(xùn)練2：工作分配
Skills training 2: work distribution
—技能訓(xùn)練3：團(tuán)隊(duì)目標(biāo)
Skills training 3: team objectives
—訓(xùn)練成果檢驗(yàn)
Training achievement check
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—Q&A
Questions and answers
培訓(xùn)課程安排
(高級(jí))
Training course arrangement
(advanced) 第一天 The first day
3.5小時(shí) 3.5 hours 3.5小時(shí)3.5 hours
模塊一：目標(biāo)管理(MBO)技能
Module1: MBO skills
—案例研討：質(zhì)量差異
Case study: quality difference
—自我現(xiàn)狀測評(píng)：目標(biāo)管理能力測評(píng)
Test of self situation: MBO skills testing
—目標(biāo)管理
MBO(Management by Objective)
—目標(biāo)管理的作用
Function of MBO
—目標(biāo)管理的工作流程
Work process of MBO
—目標(biāo)設(shè)定的五大原則 (SMART)
Five principle of designing objectives
—實(shí)操經(jīng)驗(yàn)分享：目標(biāo)卡的制作與填寫
Sharing practical experience: designing and filling in objective card
—目標(biāo)的修正時(shí)機(jī)
Revising time of objectives
—目標(biāo)的執(zhí)行過程
Implementing process of objectives
—目標(biāo)跟蹤檢查
Follow-up check of objectives
—目標(biāo)執(zhí)行結(jié)果的反饋與改進(jìn)
Feedback and improvement of objective implementation result
—學(xué)習(xí)成果測試與點(diǎn)評(píng)
Test and comment of learning achievement
—行為模擬：目標(biāo)管控
Behavior sampling: objective control
—實(shí)例訓(xùn)練1：目標(biāo)分解與目標(biāo)溝通
Practice training 1: objective decomposition and objective communication
—案例分析：王經(jīng)理的自白
Case analysis: confession of Mr. Wang
—技能訓(xùn)練2：目標(biāo)承諾與目標(biāo)執(zhí)行
Skills training 2: objective commission and objective implementation
—問題思考：個(gè)人目標(biāo)不是團(tuán)隊(duì)目標(biāo)？
Thinking question: individual objective is not team objective?
—訓(xùn)練成果檢驗(yàn)
Training achievement check
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—Q&A
Questions and answers 模塊二：計(jì)劃與執(zhí)行(PDCA)管理技能
Module2: PDCA management skills
—計(jì)劃能力自我測試
Self test of planning ability
—案例研討：煩忙的一天
Case study: a busy day
—科學(xué)管理的精神
Sprit of scientific management
—什么是計(jì)劃
What is plan
—計(jì)劃的種類
Category of plan
—計(jì)劃的特性
Characteristics of plan
—制定有效計(jì)劃的步驟
Steps of making effective plan
—工作計(jì)劃流程
Process of work plan
—計(jì)劃管理的過程
Process of plan management
—制訂計(jì)劃的工具
The tool of making plan
—經(jīng)驗(yàn)分享：計(jì)劃跟進(jìn)表
Sharing experience: follow-up form of plan
—計(jì)劃的實(shí)施與跟進(jìn)
Implementation and follow-up of plan
—PDCA循環(huán)
PDCA circle
—案例：計(jì)劃與例外事件
Case: plan and exceptional case
—學(xué)習(xí)成果測試與點(diǎn)評(píng)
Test and comment of learning achievement
—行為模擬：成為有執(zhí)行力的計(jì)劃者
Behavior sampling: becoming a planner with executive power
—實(shí)例訓(xùn)練1：新的一天
Example training 1: a new day
—角色扮演：如果我是王組長
Playing roles: If I were group leader Wang
—技能訓(xùn)練2：計(jì)劃、執(zhí)行與考核
Skills training 2: planning, implementing and checking
—訓(xùn)練成果檢驗(yàn)
Training achievement check
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—Q&A
Questions and answers
第二天 The second day
上午Am 上午Pm
模塊三：有效溝通(EC)技能
Module3: EC skills
—自我現(xiàn)狀測評(píng)：我是溝通高手？
Test of one’s present situation: am I a communication expert?
—案例研討：質(zhì)量事故誰負(fù)責(zé)
Case study: who is responsible for quality incident
—什么是有效溝通
what is efficient Communication
—溝通的過程模式
Process mode of communication
—常見的12種溝通障礙及產(chǎn)生的原因
12 kinds of common communication obstacles and its reason
—溝通的編碼能力訓(xùn)練（游戲：我來比劃，你來猜）
Code capacity training of communication(game: I make hand gestures and you guess
—回饋的作用
Function of feedback
—回饋時(shí)需注意的事項(xiàng)
Items requiring to pay attention to in feedback
—我們?nèi)绾握f服對(duì)方，進(jìn)而改變對(duì)方的行為
How should we persuade opponents and change their action
—工作溝通與人際溝通技能
Skills of work communication and interpersonal communication
—經(jīng)驗(yàn)分享：待料事件誰負(fù)責(zé)？
Sharing experience: who is responsible for material supply
—行為模擬：有效溝通的行為特征
Behavior sampling: action characteristics of effective communication
—實(shí)例訓(xùn)練1：200還是2000
Example training 1: 200 or 2000
—角色扮演：客戶的品質(zhì)投訴
Playing roles: quality complain of client
—技能訓(xùn)練2：生產(chǎn)與研發(fā)的沖突
Skills training 2: conflict of production, research and development
—總結(jié)性考評(píng)
Summative evaluation
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—Q&A
Questions and answers 模塊四：員工激勵(lì)管理(EIM)
Module 4: EIM
—案例研討：80員工的需求
Case study: needs of employees who were born in 1980th
—自我現(xiàn)狀測評(píng)：我的激勵(lì)指數(shù)
Test of self present situation: My incentive indicator
—正確理解員工激勵(lì)(Employee Incentives)的意義
Correctly understanding the meaning of employee incentives
—員工需求的理解
Understanding of employees’ need
—員工需求、激勵(lì)與行為
Employees’ need, incentive and action
—改善員工行為
Improving employees’ action
—經(jīng)驗(yàn)分享：馬斯洛需要理論的應(yīng)用
Sharing experience: application of Maslow's need hierarchy theory
—員工激勵(lì)技巧
Skills of incentivizing employees
—視頻案例：部屬的工作表現(xiàn)每況愈下，如何激勵(lì)
Video case: how to incentive subordinates when they perform from bad to worse
—什么是負(fù)激勵(lì)
What is negative incentive
—負(fù)激勵(lì)對(duì)部屬的利弊
Advantage and disadvantage of negative incentive to subordinates
—案例：正激勵(lì)與負(fù)激勵(lì)
Case: positive incentive and negative incentive
—行為模擬：成為激勵(lì)高手
Behavior sampling: becoming a incentive expert
—實(shí)例訓(xùn)練1：善用負(fù)激勵(lì)
Example training 1: being good at using negative incentive
—案例研討：工傷事件
Case study: working injury event
—角色扮演：分割領(lǐng)導(dǎo)權(quán)
Playing roles: partitioning leadership authority
—技能訓(xùn)練2：工作與激勵(lì)
Skills training 2: work and encouragement
—訓(xùn)練成果檢驗(yàn)
training achievement check
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—Q&A
Questions and answers
第三天The third day
上午 Am 上午 Pm
模塊五：團(tuán)隊(duì)建設(shè)(TB)
Module5: TB
—案例研討：團(tuán)隊(duì)建設(shè)與團(tuán)隊(duì)精神
Case study: team building and team sprit
—自我現(xiàn)狀測評(píng)：我具備團(tuán)隊(duì)領(lǐng)導(dǎo)的特質(zhì)嗎？
Test of self present situation: do I
possess the characteristics to lead team
—團(tuán)隊(duì)的定義
Definition of team
—理想團(tuán)隊(duì)建設(shè)的原則
Principle of ideal team building
—團(tuán)隊(duì)建設(shè)的領(lǐng)導(dǎo)誤區(qū)
Instructing error of team building
—合格的團(tuán)隊(duì)領(lǐng)導(dǎo)
Qualified team leader
—管理的十三種誤區(qū)及對(duì)策
13 kinds of errors and countermeasure
—樹立共同目標(biāo)
Setting up common obstacles
—培養(yǎng)相互信任精神
Cultivating mutual trust sprit
—培養(yǎng)團(tuán)隊(duì)成員的責(zé)任感和信心
Cultivating responsibility and confidence of team members
—促進(jìn)團(tuán)隊(duì)中各種技能的組合，并提高技術(shù)水平
Promoting skills combination in team and improving skills level
—搞好與外部人員關(guān)系，其中包括為團(tuán)隊(duì)的
展清除障礙
Getting along well with external people,
including clearing obstacles for team
development
—為團(tuán)隊(duì)中的其他成員創(chuàng)造機(jī)會(huì)
Creating more opportunities for other team members
—經(jīng)驗(yàn)分享：創(chuàng)建高效團(tuán)隊(duì)
Sharing experience: creating an effective team
—學(xué)習(xí)成果測試與點(diǎn)評(píng)
Test and comment of learning achievement
—行為模擬：成為優(yōu)秀的團(tuán)隊(duì)領(lǐng)導(dǎo)
Behavior sampling: becoming an excellent team leader
—實(shí)例訓(xùn)練1：目標(biāo)與團(tuán)隊(duì)
Example training 1: objective and team
—角色扮演：管理與團(tuán)隊(duì)建設(shè)
Playing roles: management and team building
—技能訓(xùn)練2：建立共同的信念
Skills training 2: setting up common belief
—總結(jié)性考評(píng)
Summative evaluation
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—Q&A
Questions and answers 模塊六：工作文化管理(WCM)
Module 6: WCM
—案例研討：跨文化管理難題
Case study: problem of cross-culture management
—自我現(xiàn)狀測評(píng)：我對(duì)文化的理解
Test of self present situation: my understanding of culture
—理解工作文化
Understanding work culture
—文化的成因
Reason of culture formation
—工作文化的形成
Formation of work culture
—引導(dǎo)正向的工作文化
Guiding the right work culture
—價(jià)值觀與行為規(guī)范
Values and code of conduct
—小團(tuán)體文化
Culture of small group
—工作文化養(yǎng)成
Cultivation of work culture
—經(jīng)驗(yàn)分享：評(píng)比第一名
Sharing experience: To select the No.1
—角色扮演：老板文化
Playing roles: boss culture
—學(xué)習(xí)成果測試與點(diǎn)評(píng)
Test and comment of learning achievement
—行為模擬：成為被信任的人
Behavior sampling: becoming a trusted person
—總結(jié)性考評(píng)
Summative evaluation
—課后問題演練
Problem drill after class
—課后工作模擬
Job sampling after class
—實(shí)踐行動(dòng)計(jì)劃
Implementing action plan
—畢業(yè)論壇：當(dāng)名成功的管理者！
Graduation forum: becoming a successful manager
課程開發(fā)
團(tuán)隊(duì)和主
.

• TWI一線督導(dǎo)人員能力提升訓(xùn)練

   

  【課程背景】TWI（Training Within Industry For Supervisors）訓(xùn)練，是針對(duì)企業(yè)班組管理人員應(yīng)具備的知識(shí)及技巧而擬定的一套系列訓(xùn)練課程。二戰(zhàn)期間，由于*工廠內(nèi)許多熟練的技工和基層主管去服兵役，在工廠內(nèi)充斥著許多技術(shù)不熟練的工人，如何在這種情況下保持工廠的效率和品質(zhì)，成為企業(yè)界相當(dāng)困擾的事情。最后，*專家研究出..

  ￥   元/ 天

  人氣：738  

  

• TWI—一線主管技能提升訓(xùn)練

   

  單元一 工作指導(dǎo)JI(JOB INSTRUCTION)系列一.督導(dǎo)者的基本認(rèn)知工作教導(dǎo)的基本概念1.工作教導(dǎo)的意義2.為何要實(shí)施工作教導(dǎo) 3.部屬培育十原則 4.督導(dǎo)人員必備的五條件 5.培育部屬應(yīng)具備之條件 6.誰需要訓(xùn)練 二、工作教導(dǎo)的迷思 1.心態(tài)上的迷思 2.執(zhí)行上的迷思 三、如何引發(fā)學(xué)習(xí)興趣教育五..

  ￥   元/ 天

  人氣：2077  

  

• 工廠生產(chǎn)系統(tǒng)管理人員（TWI）的五項(xiàng)修煉

   

  第一項(xiàng)修煉 TWI的沿革及其設(shè)計(jì)的精神1.內(nèi)容簡易2.只分四點(diǎn)3.卡片教學(xué)4.背誦熟練第二項(xiàng)修煉 TWI在今日的活用JI工作教導(dǎo)–Job Instruction班組長教新人1.理解正確工作教導(dǎo)步驟 2.熟練工作教導(dǎo)的四階段指導(dǎo)法 3.作業(yè)分解的技巧與實(shí)作 4.強(qiáng)化教導(dǎo)的準(zhǔn)備事項(xiàng)5.主管對(duì)本身職務(wù)..

  ￥   元/ 天

  人氣：1799  

  

• TWI 煙草企業(yè)卓越現(xiàn)場管理者實(shí)戰(zhàn)技能提升

   

  第一部分、一線督導(dǎo)管理干部角色認(rèn)知與定位　 糾正一線督導(dǎo)干部的認(rèn)識(shí)誤區(qū)，自覺正確定位自身角色，并培養(yǎng)自身的管理技能，有效地樹立工作威信并激勵(lì)下屬員工。一、一線督導(dǎo)的角色認(rèn)知與素質(zhì)要求1、一線干部自我角色認(rèn)知　　2、一線干部的多重角色3、一線干部的重要作用4、一線干部日常管理事務(wù)探究6、優(yōu)秀一線干部的心態(tài)要求　案例討..

  ￥   元/ 天

  人氣：2419  

  

• TWI卓越現(xiàn)場管理者實(shí)戰(zhàn)技能訓(xùn)練營

   

  第一部分、一線管理干部角色認(rèn)知與定位　 糾正一線督導(dǎo)干部的認(rèn)識(shí)誤區(qū)，自覺正確定位自身角色，并培養(yǎng)自身的管理技能，有效地樹立工作威信并激勵(lì)下屬一、一線督導(dǎo)的角色認(rèn)知與素質(zhì)要求1、一線干部自我角色認(rèn)知　　2、一線干部的多重角色3、一線干部的重要作用4、一線干部日常管理事務(wù)探究6、優(yōu)秀一線干部的心態(tài)要求　案例討論：如何才..

  ￥   元/ 天

  人氣：2045  

  

• TWI督導(dǎo)人員管理才能培訓(xùn)

   

  〔第一天〕壹、工作教導(dǎo)與日常指導(dǎo)(Job Instruction & Coach)一、工作教導(dǎo)四階段法1.訓(xùn)練的需要性2.幾種教導(dǎo)方法的比較3.教導(dǎo)方法四階段的確立(實(shí)務(wù)案例研討)二、工作分解1.工作分解的需要性2.示范工作分解(實(shí)務(wù)案例研討)3.工作分解的摘要(實(shí)務(wù)案例研討)三、訓(xùn)練預(yù)定表1.訓(xùn)練預(yù)定..

  ￥   元/ 天

  人氣：1691