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
Organizational learning has become an important issue these past decades. Organizations that find themselves working in an environment where changes are constant and competition is fierce are beginning to put a premium on their human resources. Employees are now considered as a major source of competitive advantage. The success of an organization is believe to rest on the knowledge, skills and abilities of its employees. Organizations with talented workforce that can adapt to the changes and demands of the external and internal environment are succeeding. 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. Let us commence our discussion with the definition of learning. 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:
- 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.
- Adult orientation to learning is life o work-centered. The appropriate frameworks for organizing adult learning are life-or work-related situations.
- Experience is the richest resource for adult learning.
- Adults have a deep need to be self-directing.
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:
- Lack of time
- Work-Life balance issues
- Bureaucracy
- Lack of confidence
- Costs of learning
- Lack of interest
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:
- Leads to improved profitability and/or more positive attitudes toward profit orientation
- Improves the job knowledge and skills at all levels of the organization
- Improves the morale of the workforce
- Helps the employees identify with organizational goals (Sims 1990)
Benefits for Individual Employees
The employees who participate in training programs also benefit from it. Learning and training:
- Helps individual in making better decisions and effective problem solving
- Aids in encouraging and achieving self-development and self-confidence
- Helps a person handle stress, tension, frustration, and conflict
- Increases job satisfaction and recognition
- Moves a person toward personal goals while improving interaction skills (Sims 1990)
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:
- Identify the features of excellent customer service.
- Learn how employee behaviors and actions affect consumers.
- Learn how to communicate respectfully to customers and co-workers.
- Explain different customer behavior styles and know how to adjust to each.
- Know how to measure customer satisfaction levels and increase them as needed.
- Learn techniques in dealing with difficult customers.
- Develop personal action plan to improve customer service.
Key topics may include:
- What is customer relationship management? How can customer relationship be managed?
- How to render exceptional service
- Understanding the features that define excellent service
- How to communicate to customers clearly
- Building relationships with customers
- Meeting customer expectations
- How to deal with difficult customers
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
- Learn how to build trust and credibility.
- Learn how to adapt to social styles.
- Learn how to sell to multiple buyers.
- Learn how to identify decision makers.
- Learn to uncover needs accurately.
- Learn to utilize strategic questioning.
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
- Explain the four basic behavioral styles and adapt to each.
- Capitalize on personal style for more effective communication.
- Describe the impact pf body language and voice tones on communication.
- List strategies for dealing with difficult behaviors.
- Develop an action plan to improve communication skills.
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.
Bibliography
Cascio W. F. (1989). Managing Human Resources: Productivity, Quality of Work Life, Profits. New York: McGraw-Hill.
Gilley, J. W., and Eggland, S. A. (1989). Principles of Human Resource Development. Cambridge, Mass.: Addison-Wesley.
Gilley, J. W. and Maycunich, A. (2000). Beyond the Learning Organization: Creating a Culture of Continuous Growth and Development through State-Of-The-Art Human Resource Practices. Cambridge, MA: Perseus Books.
Honey, P. and Mumford, A. ( 1982). The Learning Styles Questionnaire. Maidenhead, Berkshire: Peter Honey.
Kirkpatrick, D. L. (1959a). Techniques for Evaluating Training Programs. Journal of American Society of Training Development, 13 (11), 3–9.
Kirkpatrick, D. L. (1959b). Techniques for Evaluating Training Programs: Part 2—Learning. Journal of American Society of Training and Development, 13 (12), 21–26.
Kirkpatrick, D. L. (1960a). Techniques for Evaluating Training Programs: Part 3—Behavior. Journal of American Society of Training and Development, 14 (1), 13–18.
Kirkpatrick, D. L. (1960b). Techniques for Evaluating Training Programs: Part 4—Results. Journal of American Society of Training and Development, 14 (2), 28–32.
Kirkpatrick, D. L. (1976). Evaluation of Training. In R. L Craig (Ed.), Training and Development Handbook: A Guide to Human Resource Development (2nd ed., pp. 18.1–18.27). New York: McGraw-Hill.
Kraiger, K. (2002). Decision-Based Evaluation. In K. Kraiger (Ed.). Creating, Implementing, and Managing Effective Training and Development: State-Of-The-Art Lessons for Practice (pp. 331-375). San Francisco: Jossey Bass.
Kraiger, K., Ford, K. and Salas, E (1993). Application of Cognitive, Skill-Based and Affective Theories of Learning Outcomes to New Methods of Training Evaluation. Journal of Applied Psychology, 78 (2), 311-328.
Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday.
Sims, R. (1990). An Experiential Learning Approach to Employee Training Systems. New York: Quorum Books.
Sims, R. (1998). Reinventing Training and Development. Westport CT: Quorum Books.
Sims, R. (2002). Organizational Success through Effective Human Resources Management. Westport CT: Quorum Books.
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
- Make effective sales in the retail store
- Answer customer inquiries effectively
- Explain the customer decision-making process
- Building rapport with the customer
Time Table
Duration of Time
Content
Methods/Equipments
Notes
9:00 – 9:30
Introduction to the Course
- Classroom Instruction
- Projector
9:30 – 10:00
Definitions and principles
- Classroom Instruction
- Question and Answer
- Projector
10:00 – 11:00
Customer decision-making process
Factors that affect customer decision making
Customer behaviour and attitudes
- Classroom Instruction
- Demonstrations
- Group discussion
11:00 – 12:30
Customer Analysis
Preparing and using customer information
- Classroom Instruction
- Group Discussion
12:30 – 1:30
LUNCH
1:30 – 3:00
Selling to the customer
- Demonstrations
- Hands-on
- Group Discussion
- Question and Answer
3:00 – 4:00
Answering customer inquiries
Up-selling
- Demonstrations
- Hands-on
- Group Discussion
- Question and Answer
4:00-5:00
Dealing with difficult customers
- Case studies
- Demonstrations
- Group Discussion
5:00 – 5:15
BREAK
5:15 – 5:45
Review
- Flip Chart
- Team game
Training Materials
The following are the training materials to be used:
- Projector
- Power-point presentations
- Movie Clips
- Case Studies
- Hand-outs
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:
- Facts
- Ideas
- Principles
- Rules
- Recognize incorrect information or errors
The measurement methods that will be used are:
- Quiz
- Summary of the things learned
- Interview
Measuring Application Skills and Cognitive Strategies
At the end of the training session, the participants are expected to effectively acquire the following skills:
- Problem solving
- Using the principles on other situations
- Ability to bring together relevant knowledge and skills
- Troubleshooting approach
The measurement methods to be used are:
- Role plays
- Demonstrations
- Observations
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:
- Identify learning outcomes
- Diagnose program’s strengths and weaknesses
- Pinpoints needed improvements
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
- Do you think that the content of the training session met the stated objectives?
- Do you think the content was up-to-date?
2. Program Materials – To determine effectiveness, efficiency and usefulness of written materials and other aids.
- Do you think that the learning materials used were consistent with the objectives of the training session?
- Did the handouts provide easy to understand information and contents?
3. Delivery Methods or Technologies – To judge the appropriateness of delivery methods, including media technologies.
- Do you think that the presentation technologies used in class effective?
- Do you think the visual aids were helpful?
4. Instructor or Facilitator – To rate the ability, preparation, and effectiveness of the trainer or facilitator in leading the program.
- Did the instructor present materials clearly?
- Was the instructor responsive to participants’ questions?
5. Instructional Activities – To evaluate the appropriateness and helpfulness of in-class activities.
- Were the course exercises relevant to the training session’s objectives?
- Were the group discussions helpful to participants in exchanging ideas with each other?
6. Program Time and Length – To asses the length of the session for schedule change and considerations of the session length.
- Was the length of the session appropriate for the stated objectives?
- Was there enough time to practice course content?
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