Task and Individual Needs Analysis for Tesla The rapidly evolving electric vehicle (EV) industry demands expertise in advanced battery systems, artificial intelligence (AI) for autonomous driving, and cutting-edge software integration, among many other aspects. It is thus necessary to improve the workforce with the required knowledge and skills to navigate these technological advances and maintain the company's innovative edge. Revolutionizing transportation through sustainable energy solutions, which is Tesla's mission, can be achieved by bridging the gap between current employee knowledge and skills and the requirements of Tesla's evolving innovations. A focused task-level analysis is required to identify the specific knowledge and skills essential for employees working with hazardous materials to mitigate the safety concerns arising from improper handling that leads to accidents and disruptions. DeCenzo et al. (2016) emphasize that injuries resulting from inadequate training impede human resources, financial goals, and overall production efficiency. Tesla has been keen to identify safety incidents related to hazardous material handling using data collected through surveys to gauge employee performance and knowledge, providing insights into existing gaps. The company has realized the primary culprit, leading to security concerns, incidents, and subsequent impacts on profitability, thorough task analysis, and assessments of compliance with the Occupational Safety and Health Administration (OSHA) and Labor Educational Health Regulations. Providing extensive training in the safe handling of hazardous chemicals can alleviate challenges hindering the company's objectives of maintaining production demand. Tesla Inc.'s individual-level analysis focuses on employees' performance and how well they execute their roles. The company’s technology involves many departments that handle equipment and raw materials of distinct hazard levels, making it necessary to identify individuals
who directly hold these materials. Since January 2019, Tesla initiated a targeted training program to cater to every employee's well-being, recognizing the specific challenges they face in their duties (Johnson et al., 2020). The commitment to safety should be embedded in Tesla's recruitment and selection processes, whereby prospective employees undergo a test during the recruitment phase, evaluating their existing knowledge of hazardous material handling. These trainings should align with adult learning styles by staying dynamic, collaborative, and adaptable to consider the cultural influences within the Tesla company. Objectives and tactics Tesla’s commitment to strengthening safety protocols associated with handling hazardous materials within the organization is necessary to enhance production efficiency and effectively meet occupational demands. Tailored training programs based on each group's specific roles and responsibilities while utilizing a blended learning approach, incorporating online modules and hands-on sessions, can ensure a comprehensive learning experience. Real-world Scenarios and Simulations that mimic potential hazards in handling hazardous materials can provide practical experience and reinforce safety practices in these training programs (Tasantab et al., 2023). Open communication should be adopted within the organization by establishing a feedback mechanism to collect input from employees and facilitating a channel to address any concerns or challenges related to safety procedures. This way, areas of improvement can be sought and safety protocols refined. The certification process for employees who complete hazardous material handling training can serve as a reward for their commitment to safety. The certification requirements
should be continually updated to align with evolving safety standards, necessitating periodic refresher training for continuous learning, resulting in a safer working environment.
References DeCenzo, D. A., Robbins, S. P., & Verhulst, S. L. (2016). Fundamentals of human resource management. John Wiley & Sons. Johnson, J., Whittington, R., Regnér, P., Angwin, D., Johnson, G., & Scholes, K. (2020). Exploring strategy. Pearson UK. Tasantab, J. C., Gajendran, T., Owi, T., & Raju, E. (2023). Simulation-based learning in tertiarylevel disaster risk management education: A classroom experiment. International Journal of Disaster Resilience in the Built Environment, 14(1), 21-39.