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TPM精(jing)細化設(she)(she)備(bei)維(wei)(wei)護(hu)公開(kai)課授課對象(xiang)：總工(gong)程師，制(zhi)造總監，生(sheng)產/設(she)(she)備(bei)/工(gong)程部經理，生(sheng)產/設(she)(she)備(bei)/工(gong)務主(zhu)管，維(wei)(wei)修(xiu)(xiu)/工(gong)務工(gong)程師，維(wei)(wei)修(xiu)(xiu)班(ban)長及(ji)維(wei)(wei)修(xiu)(xiu)技師等企業設(she)(she)備(bei)管理和維(wei)(wei)修(xiu)(xiu)的人員(yuan)，TPM推進辦主(zhu)任及(ji)專員(yuan)等。課程背景(jing)
設備改善培訓
內驅力(li)(li)管理員(yuan)(yuan)(yuan)工(gong)(gong)(gong)(gong)(gong)課程背景：為什么員(yuan)(yuan)(yuan)工(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)作(zuo)積極(ji)性難以調動？如何促使員(yuan)(yuan)(yuan)工(gong)(gong)(gong)(gong)(gong)實現從(cong)安心工(gong)(gong)(gong)(gong)(gong)作(zuo)向積極(ji)主(zhu)動工(gong)(gong)(gong)(gong)(gong)作(zuo)轉(zhuan)變？如何能(neng)夠有(you)效(xiao)提升員(yuan)(yuan)(yuan)工(gong)(gong)(gong)(gong)(gong)的工(gong)(gong)(gong)(gong)(gong)作(zuo)能(neng)力(li)(li)？員(yuan)(yuan)(yuan)工(gong)(gong)(gong)(gong)(gong)的工(gong)(gong)(gong)(gong)(gong)作(zuo)行為是受工(gong)(gong)(gong)(gong)(gong)作(zuo)意(yi)愿引(yin)導和工(gong)(gong)(gong)(gong)(gong)作(zuo)能(neng)力(li)(li)制約(yue)的，只(zhi)有(you)正確地識別員(yuan)(yuan)(yuan)工(gong)(gong)(gong)(gong)(gong)態
管(guan)理(li)(li)思(si)(si)維(wei)(wei)提升課(ke)程背景：為什(shen)么(me)我們努力工作卻沒有思(si)(si)路？為什(shen)么(me)我們總會受到思(si)(si)維(wei)(wei)定式(shi)的(de)束縛？怎樣才能開拓管(guan)理(li)(li)思(si)(si)維(wei)(wei)角度？思(si)(si)維(wei)(wei)決(jue)定行為，行為決(jue)定結果，有效管(guan)理(li)(li)要從建立正確的(de)思(si)(si)維(wei)(wei)意識(shi)開始。管(guan)理(li)(li)思(si)(si)維(wei)(wei)，要遵循管(guan)理(li)(li)的(de)本
高效(xiao)的(de)團隊建設管(guan)理課程背(bei)景：什(shen)么樣的(de)組(zu)織才能(neng)(neng)稱為團隊？如何提(ti)(ti)高團隊凝(ning)聚力(li)使組(zu)織成員(yuan)從合作(zuo)(zuo)共事(shi)到協(xie)作(zuo)(zuo)共贏？怎樣才能(neng)(neng)使個人(ren)(ren)能(neng)(neng)力(li)在(zai)團隊中得到有效(xiao)的(de)發揮最終(zhong)提(ti)(ti)高團隊整體(ti)的(de)工作(zuo)(zuo)效(xiao)率？沒(mei)有完(wan)美(mei)的(de)個人(ren)(ren)，只有完(wan)美(mei)的(de)團
領導核心(xin)能力提升課程背景：如何(he)使組織中形形色(se)色(se)的人有(you)效的一起工作？如何(he)促使部屬從(cong)表面服(fu)從(cong)到(dao)真心(xin)奉獻？如何(he)使下屬盡快(kuai)成長成才？如何(he)有(you)效地向(xiang)下屬績效反饋？企業(ye)的管理(li)干部多數(shu)出身(shen)于業(ye)務骨干，其管理(li)工作更多是(shi)
工(gong)作(zuo)教導與部(bu)屬(shu)(shu)(shu)培育課(ke)程背景：如(ru)何激發下屬(shu)(shu)(shu)的工(gong)作(zuo)動力？如(ru)何提升下屬(shu)(shu)(shu)的工(gong)作(zuo)能力？如(ru)何使(shi)下屬(shu)(shu)(shu)在業務工(gong)作(zuo)中上快速成(cheng)長？杰(jie)克.韋爾奇(qi)說：“在你成(cheng)為(wei)領(ling)導以前(qian)，成(cheng)功只同自己的成(cheng)長有關。當你成(cheng)為(wei)領(ling)導以后，
塑造全員(yuan)(yuan)執(zhi)行(xing)(xing)力(li)(li)課程背(bei)景：為(wei)什么(me)(me)組織(zhi)(zhi)成(cheng)員(yuan)(yuan)在工(gong)(gong)作(zuo)中有(you)行(xing)(xing)動卻效果(guo)不佳(jia)？為(wei)什么(me)(me)事先(xian)的(de)(de)計劃不能(neng)(neng)得到(dao)有(you)效的(de)(de)執(zhi)行(xing)(xing)？能(neng)(neng)力(li)(li)強的(de)(de)員(yuan)(yuan)工(gong)(gong)就一定(ding)能(neng)(neng)完成(cheng)好工(gong)(gong)作(zuo)任務嗎(ma)？怎么(me)(me)才能(neng)(neng)把(ba)組織(zhi)(zhi)成(cheng)員(yuan)(yuan)個人能(neng)(neng)力(li)(li)在組織(zhi)(zhi)總體(ti)運行(xing)(xing)中得到(dao)有(you)效的(de)(de)發(fa)揮？執(zhi)行(xing)(xing)
工作(zuo)診斷(duan)(duan)與(yu)改(gai)善課程背景(jing)：實施工作(zuo)改(gai)善的(de)(de)關鍵是什么(me)？什么(me)是問(wen)(wen)題(ti)，怎么(me)才能(neng)發現問(wen)(wen)題(ti)？為什么(me)提出(chu)了問(wen)(wen)題(ti)卻(que)難以找出(chu)解(jie)決(jue)問(wen)(wen)題(ti)的(de)(de)辦(ban)法？研(yan)討問(wen)(wen)題(ti)時為什么(me)總是謀而無決(jue)，決(jue)而無斷(duan)(duan)？怎么(me)才能(neng)更有效率的(de)(de)研(yan)究問(wen)(wen)題(ti)、形成(cheng)問(wen)(wen)題(ti)解(jie)
企業(ye)(ye)運營沙(sha)盤模(mo)擬 課程(cheng)背景(jing)：企業(ye)(ye)經(jing)營面(mian)臨(lin)以下問題：面(mian)對激烈的(de)市場競爭，如何做(zuo)出(chu)正確的(de)企業(ye)(ye)經(jing)營決策？如何使各(ge)個(ge)業(ye)(ye)務(wu)部(bu)門(men)增強溝(gou)通與理解，做(zuo)到相(xiang)互支持(chi)和協調？如何能使各(ge)個(ge)業(ye)(ye)務(wu)部(bu)門(men)形成全局觀(guan)念，做(zuo)到
低成本自動化(hua)精英班
組織效能培訓課(ke)程背(bei)景： 企業的中(zhong)基層領導(dao)干(gan)部多數出(chu)身于生產技術骨干(gan)，其管理(li)工作更(geng)多是依靠(kao)學習、借鑒他人的經驗和(he)自(zi)身的經驗積(ji)累，缺乏系統的管理(li)心理(li)能力培養與(yu)
工業工程與效率改善
IE業工(gong)程與效率提升公(gong)開課
物(wu)流配送管理培訓(xun)課程(cheng)
領導力與執行(xing)力培訓課程
生產管理課(ke)程培訓
下屬(shu)激(ji)勵(li)培訓(xun)課(ke)程