Total quality performance requires investment in human capital through a significant training
which results in a measurable increase or improvement in a person's contribution to the organisation's goals (Warren 1969:2). With a view to optimise effectiveness of training , existing skill level needs to be assessed keeping in constant view the specific requirements of the organisation before designing a training package. Training is perceived as a means towards an end and therefore it needs to focus on developing new attitudes so as to enable the employees to equip themselves with self-directed as well as transferable skills. In the absence of internal receptivity, implementation of managerial innovations equated with progress may prove to be a wild goose chase. This simple truth is brought out metaphorically by Mao-Tse-tung (1967:213-214) as follows:
External causes are the conditions of change and internal
cause are the basis of change.... External causes become
operative through internal causes. In a suitable temperature
an egg changes into a chicken, but no temperature can
change a stone into a chicken, because each has a different
basis.
Training therefore must attempt not only to cultivate an effective relationship between the men who manage and the men whom they manage, but also to educate employees about the nature of quality initiatives expected of them, with focus on continuous learning and improvement in
performance of a job.
LEADERSHIP
As quality becomes the central theme, commitment to quality can be fostered through leadership. Leadership with risk taking proclivities help accomplish extraordinary things by ordinary people and such leadership may be viewed as possessing the ability to turn sand into gold or failure into success. Bennis (1993) refers to this disposition as
'wallenda factor'.
As one of the basic components of training, leadership is cast with the task of imparting problem-solving techniques aimed at quality improvement and empowerment of employees. This leads to development of grass root level of leadership.'To win the customers and keep them for life' (LeBoeuf 1989), quality mind set becomes an essential component among senior managers (Feigenbaum 1993). Development, on the one hand involves acquisition of broader knowledge and skills (Brown and Moburg 1980: 397) either on the job or in simulated work. 'On the job' training may be used for the purpose of reinforcement of training. The true test of training is to gear effectivenss towards quality performance and therefore establishing a linkage between training and quality performance is a function of human resource practices. To put it differently, development with its essentially distinguishable characteristics focuses on bringing about a perfect match between individual growth and organisational success. Such a focus help prepare people to perform work far beyond that which engages them and to accept responsibilities greater than they have now (McGehee and Thayer 1961:12). It is believed that development of quality strategy paves the way for training.
COMMUNICATION
'Creating Total Quality Improvement that Lasts' lies precisely in communication. Communication and incentives are the two-ways by which employees are motivated to perform tasks and pursue organisational objectives (Walker 1992: 473-478; Kerr and Slocum,Jr 1981: 116-134).
It is precisely here that leadership irrespective of the level at which it is positioned can surely be seen as the key to good human relations. However, the missing link is identified to be communication of a common
'quality vocabulary' that help to provide company wide quality definitions (Barclay 1993: 87-98) based on customer expectations. The responsibility of closing the missing links to perfection with a strong intent to promote quality as a strategic advantage devolves on leadership.