1. 38 May/June 20141 March/April 2014
AIN COORDINATOR SUPPLY CHAIN
TOR MATERIALS PLANNER PRODU
R MASTER SCHEDULER DEMAND P
SENIOR BUYER MANAGER WAREH
GER LOGISTICS COORDINATOR LOG
ER PRODUCTION PLANNER OPERA
NVENTORY PLANNER INVENTORY
SPORT COORDITRANSPORT SCHED
TICS MANAGER TRANSP PLAN
ING MANAGER SIHIFT MANAGWAR
SOR PROCUREMENT DIRECTOR MA
ION CENTER MANAGER CUSTOMER
T PRODUCTION MANAGER MANUFA
ER CUSTOMER SERVICE MANAGER
NALYST EXPEDITORLOGISTICS SOF
ER WAREHOUSE OPERATIONS MA
RECTOR OF SUPPLY CHAIN VENDO
ITOR MATERIALS PLANNER PRODU
MASTER DIRECTOR WAREHOUSE M
THAT’S
NOT MY
JOB
SURE, IT IS
CHEDULING
NGINEER
DISTRIBUTION
ER ANALYST DEMAND
COORDI

2. apics.org/magazine 2
In the typical organization, employees are assigned specific tasks that they
perform every day, over and over again, in pretty much the same way.
Employee A works the assembly line, employee B does quality control,
employee C handles packing and storing, and so on. This plan can be
successful—unless one day employee A is recruited by another company,
employee B gets the flu and is out for a week, and employee C finally decides
that he really is tired of doing the same thing hour after hour ad infinitum.
Thanks to a greater understanding of the numerous advantages of cooperative educa-
tion, more business leaders today are providing ways for their employees to learn about one
another’s roles, responsibilities, and fields of expertise. Workers benefit from the opportunity
to explore different disciplines, gain tools to advance professionally, and provide added value
to the business. Furthermore, organization-wide communication and collaboration can be
significantly improved through such endeavors, eliminating the dreaded silo mentality.
Cross-training—defined by the APICS Dictionary as “providing training or experience
in several different areas”—shatters barriers and promotes the sharing of, rather than the
guarding of, important information. The spirit of this form of learning is defined by
• the harmonious and free-flowing transmission of information on methods, processes,
and technologies
• thoughtful listening and interpretation by the parties involved
• making associations among formerly disparate concepts
• participants arriving at mutually beneficial, creative ideas.
“Cross-training presents a great opportunity for individuals to engage in rich experiences
and for organizations to support professional development while simultaneously addressing
skills gaps,” says Charles Allis, CPIM, CSCP, supply chain manager at Pratt & Whitney. Allis
holds a master’s in adult learning from the University of Connecticut, where his focus was
on workplace and organization learning and adult learning theory.
“An adaptive organization is essential for today’s business environment, where change
is often the only constant,” he says.“Cross-training reinforces specific jobs or skills in the
N MANAGER
UCTION
PLANNER
HOUSE
GISTICS
ATIONS
Y MANAGER
DULER
NNER
REHOUSE
ANAGER
R SERVICE
ACTURING
R SUPPLY
FTWARE
ANAGER
OR MAN
UCTION
MANAGER
By Elizabeth Rennie
DINATOR
apics.org/magazine 39

3. 40 May/June 2014
workplace, and it also allows the business to continue operations if
there is an unexpected absence or labor disruption.”
Celeste Ayers, CFPIM, CSCP, division sourcing and procure-
ment manager for the Parker Hannifin Racor Division, says
cross-training is encouraged at her company—so much that it has
become a “foundation of success” for Parker Hannifin’s manufac-
turing operations. “I see cross-training as the means for improving
overall supply chain competitiveness. The intent is not to create
a jack-of-all-trades type of professional; it is to enhance process
efficiency and profitability.”
Allis agrees, adding that the ideal cross-training program will
consider the needs of learners and connect with individual develop-
ment plans; offer employees hands-on education; ensure the teach-
ers are motivated, effective, and highly regarded; and align closely to
company culture.
THE LEARNERS
Patricia Wickham is managing director of Education Nonpareil,
an organization that provides international business management
consulting and education. Her clients include the US military at
Fort Bliss, Texas; nonprofit organizations such as the Humane
Society and Doctors Without Borders; and multinational com-
panies including Siemens and Dow Corning Europe. Wickham
believes strongly in the worth of providing employees with the
education they need to be successful via cross-training. “Company
value statements always include a bullet that, in essence, states,
‘Our people are our most important assets,’” she says. “We must
follow this up with action.”
She advises her clients to focus on creating an environment in
which education is the mantra for the organization.“Actively listen
to your staff. They do the work eight hours a day. Trust me—they
know the areas for improvement, they know how to get there, and
they know what changes need to be made to a product or service to
enhance its quality or performance.”
She also stresses the importance of recognizing differences in
learning styles, noting that it’s necessary to evaluate the proficiency
levels of each employee, help them identify their own particular
talents and strengths, and provide opportunities for them to aug-
ment their expertise. “Cross-education is the most cost-beneficial
method to accomplish these things,” she says. “The more employ-
ees know, the more they can participate in corrective actions and
decision making.”
Allis agrees that the most meaningful education is designed to
guide smart decision making. To that end, he advises implement-
ing a training program that always centers on the learner: “With
consideration of the organization’s skill gaps, managers and
employees should agree upon a self-directed plan for each partic-
ipant, which fulfills organizational needs and provides career-ori-
ented development,” he explains.
He cites mandated job assignments that do not align with
one’s own professional goals or objectives. The more resilient
individuals will find a way to make the best of these situations;
however, many others will lose interest and may begin to exhibit
poor behaviors. “Conversely, employees who can make their own
decisions, set goals, and monitor progress toward those goals will
have higher motivation and be energized to support the organiza-
tion,” Allis says.
At all times be aware of the importance of wisely selecting which
employees to train. Some people are truly happy doing the same
job for their entire careers, so focus on those who possess a genuine
interest in obtaining new skills.
HANDS-ON LEARNING
“It is a simple fact that adults learn by doing, not by being told
how to do things. Yet, it is amazing how many organizations fail
to incorporate self-directing learning into their training programs
and thus potentially waste considerable resources,” Allis says. “It
is not enough to simply provide manuals, procedures, and work
instructions; a robust cross-training program will provide oppor-
tunities to practice in an environment where mistakes are toler-
ated and even encouraged.”
Consider giving employees educational opportunities that are
related to their own fields of expertise. If employee A excels at a
particular software program, perhaps it’s time to teach her how
to use another one. Once she is comfortable, give her a what-if
scenario that would require her to use that new tool. This will build
her confidence when she is able to apply what she has learned—and
give her time to ask questions before she is in an urgent, real-life
situation.
Wickham notes that successful hands-on cross-training also con-
tributes to expanding product knowledge in that it gets “new blood”
involved in a process and encourages creative ideas that can lead to
new and better ways to accomplish a task.“‘Why do we do it this
way?’ is a great question—and the response should not be,‘Because
that’s the way we’ve always done it,’” she says. Rather, the response
should be one that inspires reevaluation and improvement.
THE TRAINERS
Identifying the strongest teachers is just as important as selecting
the right people to teach.“It is not always the most experienced
person who is best suited for this responsibility,” Allis says.
In order to connect with learners and guide effective training,
the chosen educators must be employees who can set the right
tone. Ayers believes there is one essential trait that successful
instructors possess—a personal commitment to continuous
improvement. “Leading by example, being passionate about your
career, and celebrating successes when goals are accomplished
are the three physical manifestations of this trait,” she says.
“People are attracted to success; if there are successful instructors,
students will be encouraged that they, too, can be successful …
Personality does matter.”
SUPPLY CHAIN COORDINATOR SUPPLY CHA
MANAGER EXPEDITOR MATERIALS PLANNE
PRODUCTION PLANNER MASTER SCHEDULE
DEMAND PLANNER BUYER SENIOR BUYER
MANAGER WAREHOUSE MANAGER LOGISTI
COORDINATOR LOGISTICS ENGINE PRODUCT
PLANNER OPERATIONS MANAGER INVENTO
PLANNER INVENTORY MANAGER TR TRANSP
COORDITRANSPORT SCHED LOGISTICS MAN
PLANNER SCHEDULING MANAGER S
MANAGWAREHOUSE SUPERVISOR PROCUREM
DIRECTOR MANAGER DISTRIBUTION CENTER MA
CUSTOMER SERVICE ASSISTANT PRODUCTIO
MANAGER MANUFACTURING MANAGER CUSTO
SERVICE MANAGER SUPPLY CHAIN ANALYS
EXPEDITORLOGISTICS SOFTWARE MANAGE
WAREHOUSE OPERATIONS MANAGER EFDDIRE
“The intent is not to create
a jack-of-all-trades type of
professional; it is to enhance
process efficiency and
profitability.”

4. apics.org/magazine 41
In the same way, Wickham stresses the value of upbeat, cheerful
instructors, noting that humor stimulates active listening and partici-
pation.“Nothing de-motivates a participant more than hearing some-
one drone on and on or be unable to respond to questions,” she says.
Ayers often meets with fellow instructors, and they share the joys
of when a student finally learns a new skill or grasps the material.
“Those proverbial light-bulb-on moments validate our reason for
teaching in the first place,” she says.
Finally, remember that it’s vital to reward trainers. First, this
can help alleviate any hesitation they may feel over spending their
own work hours training someone else. Beyond that, a monetary
bonus, extra vacation time, or the opportunity to train in an area of
personal interest are all excellent incentives.“Many organizations
develop specific job roles where providing training is expected, and
these roles are often associated with leadership progression in the
organization,” Allis says.“The individuals providing training should
be rewarded and praised for their efforts to ensure that they are
well respected by all members of the organization.”
ALIGNMENT WITH CULTURE
Effective cross-training programs must clearly connect to the
organization’s business strategy and individuals’ professional
advancement plans. “When done right, this translates to building
permanent bridges between strongholds of knowledge reposito-
ries,” Allis says.
Ayers notes that management support is vital, and she urges
company leaders to stand behind mandatory attendance when
instruction is being given, performance-based incentives, and
a commitment to avoid scheduling meetings that conflict with
cross-training schedules. “Programs should be encouraged to be
part of the workday in order to allow a seamless transition from
work to school,” she notes.
This also helps overcome what both Ayers and Wickham say is the
biggest challenge learners and trainers face—time. Often, decision
makers fail to recognize that setting aside ample time for educa-
tion is an investment in the company’s future. “It is a mind-set
change that, in many cases, is difficult to address,” Wickham says.
“Organizations must provide a forum for employees to learn.”
It’s also a good idea to begin cross-training when people have
just recently been hired. In this way, they will know there is little
chance of them getting stuck in the routine or—worse yet—getting
a “that’s not my job” mentality. Let new hires know that they will be
learning new skills often, and they will be more likely to appreciate
the opportunity for professional development.
THE GOAL
Perhaps the most important thing to keep in mind when imple-
menting a cross-training program is to have a clear goal.“I liken it
to someone training for a 5K run, but expecting to be able to com-
plete a marathon,” Ayers says. Skills set development needs to match
the desired company goal or career direction.
Make sure to include workers in the strategy formation. After
all, they are the ones who will be implementing that strategy. The
more you share with them, the better equipped they will be to
exceed the objectives.
In order to develop this winning game plan, Wickham says
business leaders must define specific steps and tasks to achieve the
necessary deliverables.“Whether you’re manufacturing a car or pro-
viding a mobile dog-grooming service, the thought process for staff
and organizational development is consistent,” she adds.
Wickham recommends that participants ask the following ques-
tions when setting their cross-training strategy:
• What is the end product or service?
• What is the process flow?
• Is the supply chain integrated with and to our needs?
• Are our staff members equipped with the skills needed to
perform the required tasks?
• Can we translate our strategy to our employees in a way that
will be understood?
“You can’t hold people accountable for things they do not know,”
she says.“But once they feel ownership, success is inevitable.”
Elizabeth Rennie is managing editor for APICS magazine. She may be
contacted at editorial@apics.org.
To comment on this article, send a message to feedback@apics.org.
In addition to her role as division sourcing and procurement
manager at Parker Hannifin, Celeste Ayers, CFPIM, CSCP, is
an adjunct professor at Golden Gate University, where she
teaches supply chain and operations management courses
that explore the latest theories and standards in the field.
“Through this work, I sharpen my skills and stay relevant
just as much as my students; whereas, my role at Parker is
practice—I practice what I teach,” she explains.
Ayers also served as the vice president of education for
the APICS Gold Rush Chapter and is an APICS Instructor
Development Program (IDP) designee. “One thing that is
fantastic about the APICS IDP is being required to take the
Train the Trainer and Learning Dynamics for Instructors
curricula. These two courses equip instructors with tools to
truly engage participants.”
In fact, Ayers says she encourages colleagues who do not
necessarily intend to teach—but who are in management
or leadership roles—to take the instructor training courses.
She says the information is relevant to team building,
coaching, and mentoring. “We are all learners,” she says.
“Some are passive and others active. Learning to engage
others on those two levels leads to a seamless transition of
knowledge into experience.”
To learn more about this program, visit apics.org/idp.
LEARNING TO
AIN
ER
ER
R
ICS
TION
ORY
PORT
NAGER
SHIFT
MENT
ANAGER
ON
OMER
ST
ER
ECTOR
TEACH