Research Articles Base: Uniqlo

UNIQLO

UNIQLO

Title: What makes UNIQLO as a popular casual wear brand in Hong Kong Table of Contents 1. Executive Summary 2. Introduction 3. Industry...

Sample Essay Fast Retailing Corporation Limited a Leading japanese apparel retailer

UNIQLO UNIQLO is a brand name owned by Fast Retailing Corporation Limited, a leading Japanese apparel retailer. The name in itself is an example of Japanese inventiveness, combining English words ‘unique’ and ‘clothing’. UNIQLO’s emergence both on the Japanese and International retailing scenes has been spectacular and swift. UNIQLO’s segmentation encompasses lower to mid-price sensitive middle class, which virtually can include anyone in Japan. UNIQLO has a line of products that can be considered innovative and distinctive. The clothes, for example are not branded on the outside. The reason behind this is that the company wants to promote the customers’ sense of style. The company has made basic staple fashion items acceptable to an extremely brand-conscious market (2003).    This report aims to analyze and determine the strategic capability of UNIQLO, a leading Japanese apparel retailer. To launch our discussion let us first define what ‘strategic capability’ is. According to Saint-Onge (2001), strategic capability is the capacity to create value based on the intangible assets of the firm. The tangible assets of the firm are readily visible, rigorously quantified, form an integral part of the balance sheet, can be easily duplicated, and depreciate with use. Intangible assets on the other hand are invisible, difficult to quantify, not tracked through accounting, have to be developed in a path-dependent way over time – they cannot be obtained instantaneously, bought, or imitated. Examples of intangible assets include technological know-how, customer loyalty, branding, and business processes. A firm’s strategic capability according to Higgins (1996) is determined by the soundness of its corporate strategy and the effectiveness of its strategic planning process. A strategic capability offers a company a sustained competitive advantage when substantial time and effort is required for competitors to develop the same capability (1992). Credit:ivythesis.typepad.com

Sample Essay Fast Retailing Corporation Limited a Leading japanese apparel retailer

UNIQLO UNIQLO is a brand name owned by Fast Retailing Corporation Limited, a leading Japanese apparel retailer. The name in itself is an e...

BUSINESS STRATEGY

Business Strategy   Part I: Business Strategies Introduction             As companies grow and move in the international market, challenges and opportunities are encountered. Different factors affect organizations. Now more than ever, companies need to focus on developing strategies that will address the different threats posed by the internal and external environment and at the same time explore the opportunities the new business environment provides. Strategy is the direction that a company seeks to pursue. Strategies are geared toward the achievement of business goals. A company’s success rely on it ability to manage its resources and capabilities and its ability to change and develop according to the demands of the business environment.   International Business Strategy: Ford Motor Company             International business strategy reflects the managerial thinking of the company’s overseas operations as some kind of extension of its domestic operations, which is to be supported. Hence, overseas operations are designed to contribute the sales of the domestic product lines or supplying raw materials or components to the domestic operations. Companies with international strategy view domestic market as the primary market but perceive overseas markets as accessories. As a result, the parent company dictates the strategic directions by providing the blueprints for policies and operational guidelines and assigning expatriate managers to overseas posts. Strategic decisions concerning foreign operations tend to be made opportunistically or on an unplanned basis (Bartlett and Ghoshal 1992 cited in Culpan 2002).             Ford used to implement an international strategy. During the 1970’s Ford’s position as the second largest vehicle producer in the United States was threatened by the industry crisis. Its products suffered from serious quality problems. The company did not have the financial resources to develop the products that were being demanded by US consumers. Ford’s international operations kept it afloat. Ford used an international strategy in order to support its US (domestic) operations. Its foreign sales provided the cash flow needed by the parent company to survive (Studer-Noguez 2002).             Multinational Business Strategy: Unilever A Multinational company means that a company recognizes the importance of overseas markets and makes a greater commitment than an international company by considering local market characteristics. This type of firm leverages foreign market opportunities by responding to the needs of the local market while it faces local competition. Consequently, it adjusts its strategy, products, and even management practices country by country. Its fundamental strategy evolves around having a number of national subsidiaries sensitive and responsive to each national market. As an extension of this strategic approach, each subsidiary is run autonomously by making its own entrepreneurial decisions concerning the new initiatives (Bartlett and Ghoshal 1992 cited in Culpan 2002).             Unilever is the second largest consumer goods company in the world. This British-Dutch firm currently markets over 1,500 brands of food, home and personal care products in 158 countries and has annual revenue of more than billion. Much of this success can be attributed to its high national responsiveness and low economic integration strategy. Unilever’s strategy is to remain close to customers in the local markets while giving regional managers authority to make operating decisions in these geographic areas (Rugman and Hodgetts 2001).   Global Business Strategy: UNIQLO A global business emphasizes production efficiency rather than responsiveness to the local market. This type of company exploits the scale economy advantages by making and selling products worldwide. To achieve worldwide efficiency, a global company sets up its production facilities in selected countries and distributes its products across countries. The underlying assumption of the global company is that worldwide consumer demand is similar, and therefore there is no need to modify its products country by country (Bartlett and Ghoshal 1992 cited in Culpan 2002). UNIQLO offers high quality, fashionable clothes at a very affordable price. UNIQLO focuses on limited product range to achieve economies of scale. UNIQLO clothes are made under licence in mainland China and South East Asia under strict design and quality controls. The company maintains close control over every aspect of the business, from product planning, development and procurement of fabrics and clothing design, all the way through manufacturing, distribution and sales. The company integrates all its production sites in China and other countries and UNIQLO stores in more than 700 distant locations around the world in order to achieve the organizational objectives (Fast Retailing Annual Report 2005).   Transnational Business Strategy: Asea Brown Boveri A transnational company combines both the benefits of production efficiency and local responsiveness. This type of company aims at accomplishing production efficiency while making necessary changes in product design, manufacturing, and distribution because of the local market conditions. It combines multinational and global strategic mentalities into single strategic orientation (Bartlett and Ghoshal 1992 cited in Culpan 2002).             A transnational strategy is useful in achieving the benefits of both global and multinational strategies. The overseas subsidiaries are incorporated into the overall structure across several proportions. Every subsidiary is empowered to respond to the local market (Zwass 1998). The transnational company is characterized by unique contributions by all its entities integrated into worldwide operations.             One prominent example of a transnational company is Asea Brown Boveri (ABB). ABB is an electrical-equipment giant that demonstrates a portrait of a geocentric organization at work. It balances global scale and state-of-the-art technology with strong local-market bonds. It is a multicultural organization with headquarters in Sweden and Switzerland. It is managed as a flexible network unit and the management functions as facilitator of information and knowledge flows. ABB optimizes business globally through product specialization, expanding cross-border economies of scale in learning and solving problems. At the same time, it maintains local roots, building products in the countries where they are sold, recruiting the best local talent, conducting research in labs around the world, and working with local governments to increase exports (Kadzban and Motwani 1995).   Part II: Strategic Management Strategic Position Analyzing the strategic position of the company gives a clear understanding about the impact and effects of the external environment, the company’s strategic capability and the expectations and influence of stakeholders on the company’s overall business strategy. 1. Environmental Factors – environmental influence and trends are considered as layers around the organization. The most general layer is the macro-environment where the understanding of political, economic, social, technological, environmental and legal influences (PESTEL) can provide an overall picture of the variety of factors that affect the organization. The sources of competition are also an important concern for the organization. The five forces framework aims to identify the sources of competition in terms of barriers to entry, the power of the buyers and suppliers, the threat of substitutes and the extent of competitive rivalry. 2. Strategic Capability – strategic capability is concerned with the adequacy and sustainability of resources and competences required for an organization to survive and prosper. Companies who effectively use their strategic capabilities achieve competitive advantage. Strategic capabilities comprise tangible and intangible resources and competences – the way such resources are used and deployed. In dynamic conditions, strategic capabilities are hard to maintain. Success will depend on the companies ability to change strategic capabilities.             For example, ABB considers Research and Development (R&D) as its core strategic capability. The company spends large amount of resources in building this strategic capability. Research and Development has helped the company to constantly innovate and upgrade its operations and businesses. Along with its strong research and development efforts, ABB develops other strategic capabilities through innovation, quality, proximity to customers and speed. In 2006, the company completed its biggest project – the Estlink power connection between Estonia and Finland. Using environmentally friendly technology pioneered by ABB, the company was able to deliver the power link in just 19 months, a record for this type of installation. This only shows that ABB is able to use its strategic capabilities and is able to develop and change these capabilities in order to maintain its leading market position. 3. Expectations and Purposes – expectations and purposes are influenced by four main factors: corporate governance, stakeholder expectations, business ethics and culture. The corporate governance arrangements determine whom the organization is there to serve an how the purposes and priorities should be decided.             ABB’s corporate governance principle is committed to the highest international standards for corporate governance, and supports the general principles as set forth in the Swiss Code of Best Practice, as well as those of the capital markets where its share are listed and traded. In addition to the provisions of the Swiss Code of Obligations, ABB’s principles and rules on corporate governance are laid down in ABB’s Articles of Incorporation, the ABB Ltd Board Regulations, the regulations of ABB’s board committees and the ABB Code of Conduct. The Board of Directors amend those documents to reflect the most recent developments and practices, as well as top ensure compliance with applicable laws and regulations.             Stakeholders differ in terms of the power that they hold and the extent to which they are actively interested in the strategies that an organization is pursuing. For example, customers look to ABB for innovation, reliability and integrity. The company’s standards of behavior aim to ensure that the company and its people deliver those values. The employees as stakeholders are also given importance by the company. ABB strives to give employees the tools they need – equipment and information – to be effective. Employee safety, training and development are also given particular attention by top management. How ABB does business is crucial to its reputation and success and business partners are views as allies. ABB expects fair competition in its markets and applies the same standard in dealing with suppliers.   Strategic Choices             Strategic choices involve the analysis of the essential factors that shape future strategies in both the business unit and corporate levels and the choices that are available for the organization in order to efficiently and effectively implement its strategies (ABB Code of Conduct 2007). 1. Business-Level             Business-level strategy is about competing better or, in the public services, providing best value services. Organizations consist of a number of strategic business units (SBUs) and business-level strategy need to be developed for each of these SBUs.             ABB is a leader in power and automation technologies that aims at performance improvement while at the same time taking the impact on the environment into consideration. The business units of ABB have different strategies. Each SBU aims to achieve overall organizational objective and mission. <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Power Products – the unit incorporates ABB’s manufacturing network for transformers, switchgear, circuit breakers, cables and associated equipment. The aim of the SBU is to offer components to transmit and distribute electricity.</li> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Power Systems – offers turnkey systems and services for power transmission and distribution grids and power plants. In power generation, Power Systems offers the instrumentation, control and electrification of power plants.</li> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Automation Products – this ABB business serves customers with energy efficient and reliable products to improve customers’ productivity, including drives, motors and generators, low voltage products, instrumentation and analytical, and power electronics.</li> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Process Automation – the main focus of this business is to provide customers with integrated solutions for control, plant optimization, and industry-specific application knowledge.</li> </ul> Corporate-Level             Corporate strategy is concerned with decisions of the parent about the product and international scope; and how they seek to add value to that created by their business units. The corporate parent is concerned with decisions and activities above the level of business units. Direction Development             There are three broad methods of strategy development: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Internal development has the major benefit of building organizational competences through learning. It can result in overstretched resources and the loss of the advantages of specializations.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Mergers and acquisitions may have advantages of speed and the ability to acquire competences not already held ‘in-house’.  </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Strategic alliances have many different forms. The most successful alliance appear to be those where partners have positive attitudes managing and developing the partnership. </li> </ul> Strategy into Action 1. Organizing – organizing for success is about an organization’s configuration. This is composed of three related strands: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Structures – there are many structural types. Each structure responds differently to the challenges and demands of the company’s internal and external environment. ABB recognizes that traditional structure of transnational companies, with smaller versions of the parent company are replicated in countries around the world. To be successful and compete in longer term, ABB is developing a globally-integrated structure where jobs are allocated to those best suit the challenge. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Processes – there are different processes that an organization can use in order to facilitate strategy. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Relationships – like structures and processes, relationships are also necessary in order to achieve success. Internally key issues are centralization versus devolution and strategy style. Externally, there are choices around outsourcing, alliances, virtuality and networks which may help or hinder success.</li> </ul>               2. Enabling – the organization’s resources are important factors in the achievement of success. Managers and individuals who are below senior managers in organizations usually control resources activities and business processes that are crucial in enabling strategic success. Resource management is important in enabling strategic success. Systems and procedures are important in resource management. People are also important. Information plays a significant role in the enabling of success. Information technology is of particular attention at the moment with continuing rapid advances in information technology. Finance is a resource of central importance in all organizations. Technology development affect the competitive forces on an organization and also its strategic capability.             ABB invests in a core group of local manager who are open-minded, respectful, and appreciative of other countries. Moreover, these managers are generous, patient, persevering, and imaginative. Management seeks opportunities to innovate and goes so far as to ‘overinform’ employees with the sharing of information. ABB promotes worldwide people-rotation teams, which facilitate synergetic opportunities. Countries and individuals realize their own roles, appreciate one another, and know that each business unit complements the next.             The ultimate goal of ABB is to enhance competitiveness by fostering innovation, increasing customer orientation and driving efficiency by using its global reach and resources. In production, the company has assigned global responsibility for product development to particular factories around the world. The company is also streamlining its operations in human resources, information technology and finance to raise efficiency. In view of dynamic global markets and the consistently high quality of research staff in emerging countries in Asia, ABB has significantly expanded its research base in India and China, where about 40 per cent of ABB’s research resources are now spent. 3. Managing Change             A recurrent theme in strategic management is the management of change. Change include the need to understand how the context of an organization should influence the approach to change.             Leadership has played a critical role in bringing about culture change at ABB. Leaders are characterized by competence, ambition, courage and integrity. They lead by example and help to motivate their colleagues. ABB operates in an environment where constant change and innovation are important. Through its world-class research and development facilities and its innovative technology, ABB pursues change. ABB is a world leader in the development of sophisticated computer and software and systems needed to provide secure Internet power trading between producers and consumers. A decade ago, buying and selling electricity as a commodity was technically impossible. However, advances in computing and internet-based trading have encouraged the deregulation of utilities and introduced the world to competitive electricity markets. ABB was able to manage change effectively and the company was able to deal with the new demands of the customers and the changes in the microenvironment. For example, with the launch in 2006 of energy trading markets in the Philippines and Western Australia, ABB put seven systems around the world based on its Network Manager BMS solution. The change in ABB was successful.   Part III: Effective Implementation of Strategy 1. Resources must be Adequate to Support Strategic Intent             Because strategy must be implemented in the future as well as the present, resources, present and intended will determine the scope of the strategy that is feasible. If a firm’s resources are stretched thin and fully utilized in the present, it will be difficult to build reserves for the future, let alone respond effectively to unanticipated exigencies. Thus, management must build surplus resources that can be developed for competition in the future while deploying other assets effectively in the present. 2. Well-Aligned Organizational Structure             The structure must be able to integrate a wide variety of specialized skills for its strategy to be accomplished. As competitive environments become more dynamic and organizations grow in complexity, integrating mechanisms become correspondingly more important. The organization structure must also be adaptable because rates of change are accelerating and competition is growing rapidly. 3. Motivation of Individuals at all Levels             This means that strategy managers must be able to overcome the natural resistance of people to change and a wide range of cultural barriers (Roney 2004).   Conclusion             In a global economy where boundaries are non-existent, many organizations have begun to exploit different markets. Companies are starting to expand their operations. Many companies established subsidiaries and business units abroad. There are different strategies that companies are implementing when they choose to expand – international, multinational, global and transnational. International strategy reflects the managerial thinking that views overseas operations as extension to domestic operations. The strategies of the company remains focused on the domestic market. In multinational strategy, the company recognizes the importance of overseas markets. Each business unit is run autonomously in order to respond to the demands of the local markets. A global business on the other hand emphasizes production efficiency rather than local responsiveness. The ultimate goal of global strategy is global efficiency. Lastly, a transnational strategy seeks to combine the benefits of both multinational and global strategies. A transnational company aims at accomplishing production efficiency while making necessary changes in product design, manufacturing, and distribution. We see in the case of ABB that transnational companies encounter different challenges and issues. ABB was able to grow and expand its operations in different countries because it managed its resources and capabilities effectively. ABB continues to change and improve. ABB analyzes both its external and internal environment in order to determine and further enhance its strengths and effectively deal with its weaknesses. The success of the organization with different SBUs in different parts of the world is because of integration and well-designed strategic plans.   Credit:ivythesis.typepad.com

BUSINESS STRATEGY

Business Strategy Part I: Business Strategies Introduction As companies grow and move in the international market, challeng...

This report is about the learning and training programs at an apparel manufacturer and retailer in Hong Kong

Abstract         This report is about the learning and training programs at an apparel manufacturer and retailer in Hong Kong. The report aims to analyze and assess the current learning and training programs of the company and present recommendations to develop and to improve the programs. Trough investigation and analysis, it has been found that the current training programs needs to be redesigned. This paper presents specially designed training programs focusing on customer relationship management, sales, and communication skills. This report is about UNIQLO a popular apparel manufacturer and retailer. UNIQLO is a Japanese company that expanded its operation in different parts of the world. The focus of the report is the UNIQLO store in Hong Kong located IN Tsim Sha Tsui shopping district.   Introduction         Training and development is now considered as one of the most important areas in human resource management. In this section, the author aims to present the readers with a brief discussion about training and development and the related concepts. The importance of training and development will also be discussed.       Learning and the Adult Learner             Learning is defined as a relatively permanent change in an attitude or behavior that occurs as a result of repeated experience. Knowles et al (1984) developed assumption regarding the adult learner. According to them: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Adults are motivated to learn as they develop needs and interest that learning will satisfy. Learners’ needs and interest are the appropriate starting points for organizing adult learning activities.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Adult orientation to learning is life o work-centered. The appropriate frameworks for organizing adult learning are life-or work-related situations.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Experience is the richest resource for adult learning.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Adults have a deep need to be self-directing.</li> </ul> Training and Development             Training and Development are planned learning experiences that teach employees how to perform their current and future jobs. Training focuses on present jobs, whereas development prepares employees for possible future jobs (Sims 2002). The objective of training and development is to contribute to the organization’s overall goals. Learning Styles             Honey and Mumford (1982) have suggested four basic styles of learning. The four basic styles of learning are Activist, Reflector, Theorist, and Pragmatist. Activists prefer to learn from immediate experiences and new challenges. They are bored with implementation and longer-term consolidation (Sims 1990). Activists learning best in group settings and they value interactive learning activities like role-plays, simulations, and case studies. Reflectors prefer observing data before making conclusions. They like to consider possible angles and implications before making a move, so they tend to be cautious (Sims 1990). Reflectors think before they act and they require information to analyze. They are good in writing reports, analytical documents and other materials. Reflectors tend to be uncomfortable in group learning situation. Theorists adapt and integrate information in an objective manner. They prize rationality and logic, tend to be detached and analytical, and are unhappy with subjective or ambiguous experiences. They assemble disparate facts into coherent theories (Sims 1990). Theorists prefer structural situations with clear objectives. They like to explore underlying concepts and enjoy being challenged by complex activities and projects. They tend to dislike unstructured learning experiences. Pragmatists prefer to test ideas and theories in practice. They respond to problems and opportunities as a challenge (Sims 1990). Pragmatists like strong links between learning and real life. They like to try new skills and get feedback. They respond positively to learning with practical advantages. Phases of Learning and Development 1. Needs Assessment – In the needs assessment phase the organization conducts a systematic analysis of job-related needs and specifies the objectives of the training effort. The organization’s strategy, the resources it has available for training, and its general philosophy regarding employee training and development needs to be assessed. The different sources of information for the needs assessment are individual or group interviews, survey questionnaires, observations, focus groups and organizational records and documents (Sims 2002). 2. Goal Setting – The establishment of training or development objectives or goals is one of the most important steps in any program (Sims 2002). Learning objectives or goals describe the performance that the organization wants learners to exhibit (Sims 1998).   3. Design and Implementation – After the training needs are identified and the goals and objectives determined, the next step is the design and implementation of training or development programs that will achieve those objectives. This is accomplish by outlining and defining training and development program content, then selecting the most appropriate instructors to complete the process, and then selecting training methods and developing training materials that convey the knowledge, skills and abilities identified in the training objectives. 4. Evaluation – Evaluation is the final phase in the training and development process. Evaluation is the determination of the extent to which the training and development activities have met their goals.             Methods         The investigation of the training and development policies and practices in the organization are done through observation, interview and through surveys. These was done informally. As an employee in the said organization, I have access to information and possess knowledge and experience regarding the training programs in the company. Secondary research was done in order to apply theories to practice. I consulted published materials such as books and journals in order to adequately assess and analyze the training and development programs in the company.   Current Practices The Organization: UNIQLO             UNIQLO is a leading casual wear retailer that is based in Japan. The company has expanded to different parts of the world, Hong Kong included. UNIQLO offers high quality, fashionable clothes at a very affordable price. The company is committed to quality above all. It aims to provide high quality products to the customers. Part of its commitment to quality is providing quality service.         The organization is one of the apparel manufacturer and retailer in Hong Kong. The organization is a Japanese company that has expanded in different parts of the world including China, Hong Kong, South Korea, UK and the United States. The organization is known for being an innovator when it comes to product design. The products are competitively priced yet high in quality. The management focuses on the manufacturing process and research and development in order to develop unique clothing products in a fast and efficient way.             The organization considered its people as a source of competitive advantage. As a source of competitive advantage, the organization has set HR processes and policies that aim to attract, retain, and motivate its people. Of significant importance to the company are the sales staff or the people that man the stores. These people are considered as the front liners of the organization. The sales staff are the ones who deal with the customers and they are responsible in making sure that the experience of the customers inside every store will be smooth and pleasant. They are the ones that encourage the customers to purchase the products. The organization has an effective training and development programs for the sales staff. Training programs include customer management and sales training. These programs are being used for the past eight (8) years. Although the training programs are considered effective, there is a need to update the programs in order to make them more applicable to the current internal and external situations. Customer management needs to be updated and needs to focus on the current changes in the needs, wants and demands of the consumers. Sales management must also be applied to the present situation.   Customer Relationship Management             The goal of the customer management program is to equip the participants with knowledge, information and expertise in dealing with customers. Sales Training             The sales training aims to develop the training skills of the participants and to help them build effective sales strategies that will generate positive results.       Problems in Training and Development             Through assessment it was also found out that there are problems that affects the training programs of the organization. It has been observed that there are different reasons why training programs fail and why learning is difficult for the participants. Some of the problems or barriers to training and learning are: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Lack of time</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Work-Life balance issues</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Bureaucracy</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Lack of confidence</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Costs of learning</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Lack of interest</li> </ul>   Findings and Discussion             Through research and assessment, I found out that there are key areas in which the organization needs to focus on. These are customer service, communication skills, and sales. Currently, the organization has in place a set of training programs that aims to develop the skills of the employees in these areas. However, I believe that in order for the employees to be more effective, more motivated and more productive, they should be equipped with the knowledge and skills that they need to perform their current jobs and fulfill future responsibilities. It is recommended that the organization device intensive training programs that will focus on the aforementioned areas.    Customer Relationship Management             In the area of customer management, it has been found out that the staff need to update their skills in dealing with different clients. Based on the interview that I conducted with the staff, I found out that some of the lessons and activities in the training program are not applicable to their current jobs. They also complain that the lessons are repetitive and that they want to be able to apply the skills and knowledge that they learned through lively and challenging activities. Sales Training             The store staff are also responsible for selling to the customers. They need to encourage the customers and the make them see the good qualities and benefits of the products. Moreover, they must be able to effectively apply selling techniques in dealing with customers. The current training program needs to be updated and it should focus more on the application rather that on the theories.   Recommendations         Through the investigation, the researcher found several areas that need to be given priority. The researcher also found that the current training programs need to be redesigned and developed in order to be effectively applied to the current situation and environment of the organization. The researcher recommends the following training programs: 1. Customer Relationship Management Training 2. Communications Skills Training 3. Sales Training *Appendix 1 illustrates the hierarchy of training needs.*   Rationale for the Programs             The reasons and motivation behind the proposed training programs are: 1. To improve performance – in order to correct deficiencies in the performance of the staff, training must be conducted. One of the rationales for the training programs is to remove current and avoid future career deficiencies. Although training cannot solve all the problems of ineffective performance, a sound training program is instrumental in minimizing those problems.   2. To update employees’ skills – in order to keep up with the advances and changes in the external and internal environment, the skills of the employees must be updated. Employee skills must be updated through training so that changes are successfully integrated into the organization. 3. To promote job competency – in order to update the knowledge, skills and abilities of a newly promoted employee, training is necessary. Training can be used to fill the gap between the new employee’s predicted and actual performance. Importance of Learning and Training in the Organization Benefits for the Organization             Learning and Training has many benefits for the organization. Learning and training: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Leads to improved profitability and/or more positive attitudes toward profit orientation</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Improves the job knowledge and skills at all levels of the organization</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Improves the morale of the workforce</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Helps the employees identify with organizational goals (Sims 1990)</li> </ul> Benefits for Individual Employees             The employees who participate in training programs also benefit from it. Learning and training: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Helps individual in making better decisions and effective problem solving</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Aids in encouraging and achieving self-development and self-confidence</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Helps a person handle stress, tension, frustration, and conflict</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Increases job satisfaction and recognition</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Moves a person toward personal goals while improving interaction skills (Sims 1990)</li> </ul> Principles of Learning             Another rationale for the design and the choice of training methodologies are the principles of learning. The recommended training programs are built around the learning principles that are discussed below. Learning can be defined as knowledge obtained by self-directed study, experience, or both; the art of acquiring knowledge, skills, competencies, attitudes, and ideas retained and used; or a change of behavior through experience (Gilley and Eggland 1989 cited in Gilley and Maycunich 2000, p. 207). Senge (1990) believes that learning has little to do with taking in information; rather it is a process that enhances capacity. Learning is about building the capacity to create that which one previously could not create. Principles of learning are the guidelines to the ways in which people learn most effectively. The more the principles are included in training, the more effective training is likely to be (Sims 1990). 1 Motivation – in order to learn, a person must want to learn. In the context of training, motivation influences a person’s enthusiasm for training, keeps attention focused on the training activities, and reinforces what is learned. 2. Behavior Modeling – majority of what an individual learns is gained through observation of others. One will imitate other people’s actions when they lead to desirable outcomes for those involved (Sims 1990). 3. Participation – another way to inspire trainees is through their active participation in the training process. Activities that facilitates active participation enable trainees to become directly involved in the act of learning. Learning usually is quicker and more long-lasting when the learner can participate actively. Participation improves motivation and apparently engages more senses that help reinforce the learning process (Sims 1990). 4. Repetition of Practice – regardless of individual differences and whether a trainee is learning a new skill of acquiring knowledge of a given topic, the person should be given opportunity to practice what is being taught. Practice is also essential after the individual has been successfully trained (Sims 1990). There are two aspects of practice – active practice and overlearning (Cascio 1989). Active learning allows the trainees to repeatedly to perform the task or use the knowledge being learned. Over learning occurs when trainees are given the opportunity to practice far beyond the point where the task becomes ‘second nature’ and is said to be ‘overlearned’. 5. Application – training is useless unless learning can be applied. Learning Objectives Customer Relationship Management             The objective of the training program is to help the employees understand the importance of providing excellent service. At the conclusion of the training program, participants should be able to: 1. Identify the features of excellent customer service. 2. Learn how employee behaviors and actions affect consumers. 3. Learn how to communicate respectfully to customers and co-workers. 4. Explain different customer behavior styles and know how to adjust to each. 5. Know how to measure customer satisfaction levels and increase them as needed. 6. Learn techniques in dealing with difficult customers. 7. Develop personal action plan to improve customer service.   *To enable the participants to understand what is expected of them and what they can expect from the training session, a learning contract must be filled out. Please refer to Appendix 2A*         Sales Training             The sales training aims to provide the participants with the knowledge and skills in dealing with customers. At the conclusion of the training program, the participants should be able to: 1. Learn how to build trust and credibility. 2. Learn how to adapt to social styles. 3. Learn how to sell to multiple buyers. 4. Learn how to identify decision makers. 5. Learn to uncover needs accurately. 6. Learn to utilize strategic questioning.   *To enable the participants to understand what is expected of them and what they can expect from the training session, a learning contract must be filled out. Please refer to Appendix 2B* Communication Skills Training             Participants are expected to learn the secret of communication and be able to build personal credibility, deliver positive and negative feedback, improve listening skills, dealing with difficult people and handling negative situations. At the conclusion of the training program the participants should be able to: 1. Explain the four basic behavioral styles and adapt to each. 2. Capitalize on personal style for more effective communication. 3. Describe the impact pf body language and voice tones on communication. 4. List strategies for dealing with difficult behaviors. 5. Develop an action plan to improve communication skills.   *To enable the participants to understand what is expected of them and what they can expect from the training session, a learning contract must be filled out. Please refer to Appendix 2C* Learning Methodologies 1. Classroom Instruction             Classroom instruction can be used to educate and train the employees. Classroom lectures are presentations that cover different topics and concepts. Discussions can also be used. Discussions encourage participants and trainers to freely exchange knowledge, ideas and opinions on a particular subject. Discussions work well when the information presented can be applied in different ways. Discussions also give trainers feedback on how employees are using the knowledge or skills they have learned (Sims 2002). 2. Demonstrations/ Role Plays             Demonstrations are visual instructional techniques. In demonstrations, the instructor performs the behavior or skills to be learned, and the trainees learn by watching. After the trainer models the desired skills or behaviors, trainees are asked not just to imitate the trainer’s performance, but also to apply these skills and behaviors to a sample situation in which different individuals play a certain role. Solving and discussing problems helps trainees learn technical material and content, and role plays are excellent way of applying the interpersonal skills being emphasized in the training (Sims 1998). 3. Case Studies             Case studies use factual, real-life events to illustrate organizational problems and issues. Case studies can be presented through lecture, film, or video, but most case studies are written and handed out as a course materials. Participants read the case study and use what they have learned in the program to analyze the situation (Sims 1998). 4. Games and Exercises             Games and exercises are one of the most creative and enjoyable training methods. Most training games and exercise have competition, playing rules, and a designated finish time or final score. As learning activities, games offer a number of advantages. They add variety and zest to training programs and get learners actively involved. They allow trainees to acquire knowledge, practice and apply skills, review materials, and ultimately achieve course objectives. They are versatile and easily incorporated into different types of training, whether an instructor-led classroom course or a computer-based instructional program (Sims 2002).   Evaluation of Training             Kirkpatrick’s four level hierarchy(1959a, 1959b, 1960a, 1960b) model is among the widely used approach to training evaluation. According to Kirkpatrick (1959a) the drive for his evaluation guidelines came during his term as American Society of Training Development (ASTD) president, when he was constantly asked by members for suggestions on how to evaluate their training programs. Drawing primarily on personal experience, he responded with a series of four papers published in the association’s training journal, prescribing the assessment of the following: 1. Reaction – How well did the trainees like the program? 2. Learning – What principles, facts, and techniques were learned? 3. Behavior – What changes in job behavior resulted from the program? 4, Results – What were the tangible results of the program in terms of reduced cost, improved quality, improved quantity and others? (Kirkpatrick 1976)   *For an example of evaluation form please refer to Appendix 5*           The hierarchical nature of the approach indicates that ‘higher levels’ should not be assessed unless satisfactory results are achieved at lower levels. That is, if trainees do not like the course, there is little reason to measure learning; if trainees show no learning during training, changes in on-the-job-behavior are not likely. The notion of hierarchy also implies that changes at higher levels are better, or more beneficial, to the organization than changes at lower levels (Kraiger 1993; Kraiger 2002). Part of the evaluation is the measurement of Learning (Please refer to Appendix 4).     Quality Service Training – Draft Specifications Background             As the company moves to a new stage, its people needs to be equipped with the knowledge, skills and expertise that they need to fulfill their present jobs and to make them ready for future tasks. Aside form innovative products and competitive pricing, service quality is a source of competitive advantage for the company. In this regard, the management aims to improve the KSAs of the store staff in customer service, sales, and communication skills. This program is part of the Company’s Strategic Improvement Plan. The principal purpose of this initiative is to provide store staff with the tools to facilitate and maintain high service quality.             Stage 1: Organize a Customer Relationship Management training                                          program.             Stage 2: Improve communication skills of the participants through training                              and lectures.             Stage 3: Conduct training for developing skills in Sales.   Target Group             The target group includes all the store staff from the store of UNIQLO in Hong Kong.   Scope of Works Stage One             The training manager shall develop a training program that aim to develop the customer management skills of the participants. Learning Outcomes: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Identify the features of excellent customer service.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how employee behaviors and actions affect consumers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to communicate respectfully to customers and co-workers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Explain different customer behavior styles and know how to adjust to each.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Know how to measure customer satisfaction levels and increase them as needed.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn techniques in dealing with difficult customers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Develop personal action plan to improve customer service.</li> </ul> Key topics may include: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">What is customer relationship management? How can customer relationship be managed?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">How to render exceptional service</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Understanding the features that define excellent service</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">How to communicate to customers clearly</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Building relationships with customers</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Meeting customer expectations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">How to deal with difficult customers</li> </ul>     Structure             The program will include both classroom instruction and hands-on activities in an interactive environment. The participants will be given ample time every session to apply the knowledge and skills they have learned. Training materials shall be made available to participants to allow them to have access to useful information on their return to workplace.    Stage Two             The training manager shall develop a training program that aims to develop and improve the communication skills of the participant. The aim of the program is to equip the participants with the necessary knowledge and skills that will enable them to communicate clearly with the customers and their coworkers. Learning Outcomes <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to build trust and credibility.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to adapt to social styles.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to sell to multiple buyers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to identify decision makers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn to uncover needs accurately.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn to utilize strategic questioning.</li> </ul> Structure             The program will include classroom instruction and hands-on activities. Other interactive activities such as demonstrations, role plays, case studies, games and exercises will be employed. Stage Three             The training manager shall develop a training program that aims to develop and improve the sales skills of the participant. The aim of the program is to equip the participants with the necessary skills and knowledge that will enable them to effectively sell the products to the customers. Learning Outcomes <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Explain the four basic behavioral styles and adapt to each.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Capitalize on personal style for more effective communication.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Describe the impact pf body language and voice tones on communication.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">List strategies for dealing with difficult behaviors.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Develop an action plan to improve communication skills.</li> </ul> Structure             The program will include classroom instruction and hands-on activities. Other interactive activities such as demonstrations, role plays, case studies, games and exercises will be employed.   *For an example of a training session plan for sales training please refer to Appendix 3*             Qualitative Requirements CRITERIA WEIGHT % Demonstrated expertise in Customer Relationship Management   40% Demonstrated expertise in Communication   30% Demonstrated expertise in Sales   30% Total 100%               Conclusion         Learning is a permanent change in an attitude or behavior that occurs as a result of repeated experience. The focus of the paper is about adult learners. Adult learners are motivated to learn as they develop needs and interest that learning will satisfy. The center of adult orientation to learning is work and personal life. There is a great possibility of learning from experience in adults. Having these things in mind, the recommendations presented in this paper aims to maximize learning and to encourage employees to participate in learning and training programs that will benefit them and the organization as well. The design of training programs take may factors into consideration. One of these factors is learning styles. The four basic styles of learning are activist, reflector, theorist, and pragmatist. Each display different characteristics and respond to different learning environments and methodologies.         Appendices                   Appendix 1 Hierarchy of Training Needs             Appendix 2A Learning Contract Training Program: Customer Relationship  Management   Trainee’s Name: Training Activity: Customer Relationship Management: Dealing with Customers   Task Learning Objectives Resources and Actions Evidence/Outcomes   1 Identify the features of excellent customer service.       2 Learn how employee behaviors and actions affect consumers       3. Learn how to communicate respectfully to customers and co-workers.       4. Explain different customer behavior styles and know how to adjust to each.       5. Know how to measure customer satisfaction levels and increase them as needed.       6. Learn techniques in dealing with customers.       7. Develop personal action plan to improve customer service           Follow up Actions: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________   Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________             Appendix 2B Learning Contract Training Program: Sales Training   Trainee’s Name: Training Activity: Selling for Organizational Growth Task Learning Objectives Resources and Actions Evidence/Outcomes   1 Learn how to build trust and credibility.       2 Learn how to adapt to social styles.       3. Learn how to sell to multiple buyers.       4. Learn how to identify decision makers.       5. Learn to uncover needs accurately.       6. Learn to utilize strategic questioning.           Follow up Actions: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________   Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________                                                     Appendix 2C Learning Contract Training Program: Communication Training   Trainee’s Name: Training Activity: Communication Skills: Theories and Practice Task Learning Objectives Resources and Actions Evidence/Outcomes   1 Explain the four basic behavioral styles and adapt to each.       2 Capitalize on personal style for more effective communication.       3. Describe the impact pf body language and voice tones on communication.       4. List strategies for dealing with difficult behaviors.       5. Develop an action plan to improve communication skills.           Follow up Actions: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________   Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________                       Appendix 3 Training Session Plan   Title: Sales Training                                                             Date: Session: Applying Sales in Retail Stores Trainer: Equipment: Projector, Laptop, Whiteboard, Pens, Flipchart, Participatory Learning and Action Training Aids, Telephone Training Session Objectives <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Make effective sales in the retail store</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Answer customer inquiries effectively</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Explain the customer decision-making process</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Building rapport with the customer</li> </ul>   Time Table Duration of Time Content Methods/Equipments Notes 9:00 – 9:30 Introduction to the Course <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Classroom Instruction</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Projector</li> </ul>   9:30 – 10:00 Definitions and principles <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Classroom Instruction</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Question and Answer</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Projector</li> </ul>   10:00 – 11:00 Customer decision-making process Factors that affect customer decision making Customer behaviour and attitudes <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Classroom Instruction</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group discussion</li> </ul>   11:00 – 12:30 Customer Analysis Preparing and using customer information <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Classroom Instruction</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group Discussion</li> </ul>   12:30 – 1:30 LUNCH     1:30 – 3:00 Selling to the customer <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Hands-on</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group Discussion</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Question and Answer</li> </ul>   3:00 – 4:00 Answering customer inquiries Up-selling <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Hands-on</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group Discussion</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Question and Answer</li> </ul>   4:00-5:00 Dealing with difficult customers <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Case studies</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group Discussion</li> </ul>   5:00 – 5:15 BREAK     5:15 – 5:45 Review <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Flip Chart</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Team game</li> </ul>       Training Materials             The following are the training materials to be used: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Projector</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Power-point presentations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Movie Clips</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Case Studies</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Hand-outs</li> </ul>                           Appendix 4 Measurement of Learning   Purpose of Assessment             The purpose of the learning outcomes assessment is to monitor progress and provide feedback for trainees and trainer. The assessment will be used in order to assess achievement at the conclusion of each training session.   Learning Objectives Customer Management – at the end of the training session, the participants are expected to understand customer service and possess knowledge in dealing with different types of customers. Communication Skills – at the end of the training session, the participants are expected to possess knowledge, skills and abilities that will enable them to effectively communicate with customers both verbally and non-verbally. The participants are expected to understand the communication process and how communication affects customer service and sales. Sales – at the end of the training session, the participants are expected to learn the theories and principles of sales. The trainees are also expected to effectively apply these theories and principles in the work setting.   Measuring Declarative Knowledge             At the end of the training session, the participants will be able to state or describe: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Facts</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Ideas</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Principles</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Rules</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Recognize incorrect information or errors</li> </ul> The measurement methods that will be used are: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Quiz</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Summary of the things learned</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Interview</li> </ul> Measuring Application Skills and Cognitive Strategies             At the end of the training session, the participants are expected to effectively acquire the following skills: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Problem solving</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Using the principles on other situations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Ability to bring together relevant knowledge and skills</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Troubleshooting approach</li> </ul> The measurement methods to be used are: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Role plays</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Observations</li> </ul>   Appendix 5 Evaluation of the Training Programs               At the end of every training session, an evaluation will take place. The evaluation aims to determine the effectiveness of each training program and to determine ways to further improve each. The evaluation will provide information about how the training can be improved and whether it is able to meet its goals and objectives. The training evaluation is intended to: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Identify learning outcomes</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Diagnose program’s strengths and weaknesses</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Pinpoints needed improvements</li> </ul>                       Measuring the Response of the Participants             In order to evaluate the effectiveness of the training session, a questionnaire will be designed and will be given to each participant at the end of the training session. The questionnaire will assess the effectiveness of the training session as viewed by the participants. A questionnaire using a Likert Scale with five response scale where in respondents check in a scale of 1 to 5 whether they strongly agree, agree, are undecided, disagree or strongly disagree with the statements. The equivalent weights for the answers will be: Range                                                Interpretation             4.50 – 5.00                                        Strongly Agree 3.50 – 4.00                                        Agree 2.50 – 3.49                                        Uncertain 1.50 – 2.49                                        Disagree          0.00 – 1.49                                        Strongly Disagree               Appendix 6 Evaluation Questionnaire                         The evaluation questionnaire will be given to the trainees after the training session. The training questionnaire aims to evaluate the training content and to assess the trainees’ reactions and observations of the training session. The questionnaire will be made up of the following questions: 1. Program Objectives – To evaluate program objectives against participants’ expectations and the appropriateness, structure, level, and timelines of the program content <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think that the content of the training session met the stated objectives?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think the content was up-to-date?</li> </ul> 2. Program Materials – To determine effectiveness, efficiency and usefulness of written materials and other aids. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think that the learning materials used were consistent with the objectives of the training session?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Did the handouts provide easy to understand information and contents?</li> </ul> 3. Delivery Methods or Technologies – To judge the appropriateness of delivery methods, including media technologies. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think that the presentation technologies used in class effective?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think the visual aids were helpful?</li> </ul> 4. Instructor or Facilitator – To rate the ability, preparation, and effectiveness of the trainer or facilitator in leading the program. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Did the instructor present materials clearly?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Was the instructor responsive to participants’ questions?</li> </ul> 5. Instructional Activities – To evaluate the appropriateness and helpfulness of in-class activities. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Were the course exercises relevant to the training session’s objectives?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Were the group discussions helpful to participants in exchanging ideas with each other?</li> </ul> 6. Program Time and Length – To asses the length of the session for schedule change and considerations of the session length. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Was the length of the session appropriate for the stated objectives?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Was there enough time to practice course content?</li> </ul>     Credit:ivythesis.typepad.com

This report is about the learning and training programs at an apparel manufacturer and retailer in Hong Kong

Abstract This report is about the learning and training programs at an apparel manufacturer and retailer in Hong Kong. The report...