The training program for Brumby’s (The Pines) Bakery and their employees

MBG 331 Program Design – Individual Training Program Project

Table of contents

TOC \o “1-3″ \h \z \u Executive Summary. 1

Recommendation. 2

Introduction. 3

Training Needs. 4

Methods of Instruction. 5

On the Job Learning Activities. PAGEREF _Toc195241568 \h 6

Off-the-Job Learning Activities. 7

Training Methods. 9

Learning principles. PAGEREF _Toc195241569 \h 11

Evaluation of the Training Session. PAGEREF _Toc195241569 \h 14

Criticisms of Kirkpatrick’s Model PAGEREF _Toc195241569 \h 15

Training Evaluations: Methods to be used. PAGEREF _Toc195241569 \h 16

Evaluating the Training Initiative. PAGEREF _Toc195241569 \h 18

Conclusion. PAGEREF _Toc195241569 \h 19

References. 20

Appendix. PAGEREF _Toc195241569 \h 22

Executive Summary

This report outlines the training program for Brumby’s (The Pines) Bakery and their employees. This will provide key facts of the report related to the training needs, methods of instruction, on the job learning activities, off the job learning activities, seminars that can be attended, training methods, games and exercises, learning principles and evaluation of the training and training methods that have been considered. In order to meet the company’s goals and objectives and in order to ensure that customer service is of the highest level, it has been decided that the employees undergo training. A questionnaire was sent to the trainees after the training program to get feedback on how they feel about the program.

Recommendations

As can be seen from the analysis of the report, every aspect of the employees skills need to be improved especially in the communication and ability to sell products area. The organization should consider implementing the following strategies to rectify the current situation. These strategies include:

Job enrichment activities

Customer service & Communication skills

Product- knowledge

Organizational Health and Safety Knowledge

Applying these recommendations we can then apply them differently to the employees whether class room, demonstrations or case studies or any other effective methods are of the best and effective use of helping an employee improve their skills in the workplace.

Introduction

Through the training needs evaluation, it has been found that the employees of Brumby’s (The Pines) Bakery are lacking in customer service skills and communication skills. The employees and the management also both agreed that the employees need to have a deep knowledge of the company’s products and be educated on health and safety in the workplace. Employee training is seen as a critical part of human resource management that aims to enable the company’s employees to efficiently fulfill their tasks and prepares them to handle future responsibilities. Employee training as beneficial to both the company and the employees.

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)

Training Needs

One identified training need is customer service, which is considered by both management and employees as the top priority. Other needs are product knowledge and communication. Another important aspect of the proposed training program is educating the employees in Organizational Health and Safety. The aim of the training program is to ensure that the employees achieve the knowledge, skills, and abilities to perform their work efficiently and to help them to make the work environment enjoyable and safe for customers and employees.

Methods of Instruction

The training program will include both on-the-job and off-the-job training methods. On-the-job training is an individualized training program, designed and conducted at the actual work site. On-the-job training usually involves an experienced employee directly instructing a new employee on how to complete the job. This method of training is popular among firms as the likelihood of successful skills transfer is high. Though OTJ is often associated with the development of new employees, it can also be used to update or broaden the skills of existing employees when new procedures or work methods are introduced (Sims 1998). Off-the-job training programs provide group-based learning opportunities on a variety of topics at a site other than where the work is actually done. Of-the-job training can be conducted in an off-site training classroom near the job setting, in an adjoining facility dedicated exclusively to training, or in corporate or private facility located far way from the work setting (Jacobs 2003).

In the proposed training program, it is recommended that on-the-job and off-the-job techniques be combined in order to effectively facilitate learning among the trainees. On-the-job training will require trainees to work on-site and apply the knowledge, skills, and abilities they learned in work settings. Off-the-job training will facilitate group learning in which the trainees will be trained in a facility away from their workplace. Off-the-job training will facilitate learning of theories and techniques that are necessary for performing the trainees’ jobs.

On-the-Job Learning Activities

1. Product Knowledge

Objective: By the end of this training activity, the trainee will be able to demonstrate in-depth knowledge of the product range, its important features and uses.

The training course is intended to help employees gain customer trust and influence customer buying decision through product knowledge. The course is intended to train the employees to translate product features into benefits and make emotional connections that influence customers to purchase.

2. Job Enrichment

Objective: By the end of this activity, the trainee will gain in-depth knowledge of the company, its business processes, and its departments. The trainee will also have more control over and demonstrate expertise in his/her work.

The aim of the job enrichment activity is to expose the trainees to the different departments and processes within the organization. It is expected that through the job enrichment activity, the employees will develop a sense of ownership and will appreciate different departments of the organization.

Off-the-Job Learning Activities

1. Stress Management Training

Objective: By the end of the training activity, the trainee will understand the nature of stress and specific techniques to apply during times of stress.

In the area of health and safety one issue rose as the main concern of employees, this was stress management. The course is intended to equip the employees with the coping skills to eliminate stress and its harmful consequences. The trainees will learn to identify the different stress triggers and to deal with these.

2. Customer Service

Objective: By the end of the training, the participant will gain a comprehensive understanding about customer service and what it takes to provide the best customer service.

This training course will be geared towards the education of employees about the importance of effective customer service to the organization and its impacts on the customer, the organization and the employee. Trainees will learn how to render quality service. The customer service training course will teach employees the basics of customer service. Employees will learn how to develop and maintain a positive attitude, be attentive to the customers, use customer-friendly language, and deal effectively with customer complaints and problems.

3. Inter-Personal Communication Training

Objective: By the end of the training, the participant will demonstrate deeper understanding of interpersonal communication and be able to communicate effectively with different people.

This training course will teach students about interpersonal communication styles and techniques. Trainees will learn how to communicate with individuals who hold different positions in an organization, such as peers, supervisors, subordinates, and customers.

Training Methods

1. Lecture/Presentation Method

Lecture is a traditional training method. In the lecture method, the trainer transmits information orally to an audience. Lectures are unidirectional because the trainer is the primary communicator who conveys information to the group, while the group’s role is to listen. The primary advantage of the lecture method is that it is an efficient way to transmit a large amount of information to learners in a short time. Lecture can be an appropriate way to raise awareness or supply information. The lecture method is useful when training involves many learners. Information can be conveyed in a time-effective manner from trainer-as-expert to learners-as-novices (King et al 2001).

2. Individual Exercise

Individual exercise is any activity performed by individual learners. Learners work independently on exercises, activities, or other scenarios to master subject matter or reinforce what they have learned. Examples include assessments, reading assignments and in-basket exercises (King et al 2001).

3. Role Playing/Skill Practice

Roles plays, which are sometimes called skill practices, provide learners with the opportunity to apply new skills in a safe environment. Role plays sometimes involves the learners acting the part of other people so they can practice newly learned skills. Sometimes the role play is preceded by a demonstration of the skill by the trainer, who models appropriate behaviors, thereby helping learners picture the intended outcomes before they try the skills and become confident in their ability to use them (King et al 2001).

4. Discussion Method

A discussion is usually effective in engaging learners and encouraging participation. Peer learning is one of the most direct benefits resulting from the discussion method. Discussions can involve small groups of two to eight people, or they can be structured for larger groups. Typically, discussions center around problems, questions, ideas, or issues presented to the group for consideration and verbal exploration. During the discussion, the trainer acts as facilitator and pose questions, encourage involvement, manage the environment, and summarize conclusions reached by the group (King et al 2001).

5. Games and Activities

Games and activities are rule-governed activities that require cooperation between members to achieve some task or goal that pit learners against each other or another group in competition. Games can be very exciting for learners. The game is conducted to achieve training objectives, which are usually introduced before the game, and reinforced during the debriefing that follows the game (King et al 2001).

Application of Training Methods

1. Product Knowledge

In the product knowledge training, the primary training method to be used is lecture/presentation method. The trainer will discuss various product attributes and uses. This is considered as an efficient way to impart knowledge of the company’s product range. In order to ensure that participants achieve in-depth product knowledge, the trainer will also employ the discussion method in the form of question and answer. The trainer will distribute several materials (such as catalogs, brochures, and other company documents) that will help the participants in familiarizing themselves with the company and its products.

2. Job Enrichment

In the job enrichment activity, the trainer will use the lecture/presentation method using short lectures, videos and demonstrations. The aim is to demonstrate to the participants the proper way of performing their tasks. Role-plays will provide the participants with the opportunity to apply new skills.

3. Stress Management

In the stress management training, the trainer will make use of lecture and discussion methods. There will also be role-plays in order to help trainees in applying what they learned.

4. Customer Service

The customer service training will make use of lecture and discussion methods as well as role-playing. To make learning more fun and exciting for the trainees, various games and exercises will be integrated in the program. The games will conducted to achieve training objectives, which are usually introduced before the game, and reinforced during the debriefing that follows the game.

5. Interpersonal Communication

This training will mostly use role plays, games, and various activities. Participants will be required to complete individual exercises and to work in groups.

Rationale for the Program

The reasons and motivation behind the proposed training program 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.

Learning Principles

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 over learning (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 ‘over learned’.

5. Application – training is useless unless learning can be applied. One of the metrics by which we measure the effectiveness of a training program is how the learned skills and knowledge are being applied by the participants. In developing a training program, it is important that the skills being taught are applicable to the workplace.

The above mentioned principles serve as the foundations in designing the training program and in the choice of training methods.

Evaluation of the Training Session

In evaluating each training session, Kirkpatrick’s (1959a, 19595, 1960a, 1960b) model will be used. Kirkpatrick’s model assesses the following:

1. Reaction – the degree of trainee acceptance of the program

2. Learning – the principles, facts, and techniques the trainee learned

3. Behavior – the resulting changes in behavior of the trainee

4. Results – the concrete results of the program in terms of decrease in costs, quality improvement, etc. (Kirkpatrick 1976)

Reasons for Choosing Kirkpatrick’s Model

Kirkpatrick’s model is among the widely used and easy to implement evaluation models today. The model addresses the need for training professionals to understand training evaluation in a systematic way. It provides a straightforward system or language for talking about training outcomes and the kinds of information that can be provided to assess the extent to which training programs have achieved certain objectives. The bottom-line focus of the model is seen as a good fit with the competitive profit orientation of their sponsors. The four level model has a potential for simplifying the complex process of training evaluation. The model represents a straightforward guide to the kinds of questions that should be asked and the criteria that may be appropriate. The model reduces the measurement demands for training evaluation (Mathison 2004).

References

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.

Jacobs, R. L. (2003). Structured On-The-Job Training: Unleashing Employee Expertise in the Workplace. Berret-Koehler.

King, S. B., King, M. and Rothwell, W. J. (2001). The Complete Guide to Training Delivery: A Competency-Based Approach. New York: AMACOM.

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.

Mathison, S. (2004). Encyclopedia of Evaluation. SAGE.

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.

Appendices

Appendix A: Description of the organization

Brumby’s Bakeries Limited is a specialty bread retailer and one of Australia’s largest and most successful franchise groups. Brumby’s is proud to have been among the first Australian companies to successfully embark on a franchising program not only when franchising was in its infancy but when the specialty or hot bread shop market was also just beginning. Like most successful businesses, Brumby’s had a modest beginning. The first store, known then as “Old Style Bread Centre,” was opened in the Victorian suburb of Ashburton in 1975. Over the next decade the “Old Style Bread Centre” was introduced and expanded in Queensland. During the ’80s, it was believed that the brand would be stronger with a “truly Australian” identity” – so the Brumby’s brand was born. By the early ’90s, Brumby’s had become a true franchise success story.

Appendix B: Hierarchy of training needs

Learning Objectives

Learning Contract

Training Program: Computer Skills Training

Trainee’s Name:

Training Activity:

Task

Learning Objectives

Resources and Actions

Evidence/Outcomes

Sign off/on

Apply relevant computer skills

To the work setting

Prepare documents and files using different computer applications

Word

PowerPoint

Excel

Provide both soft and hard copy of the prepared documents and files

Attach a list of the things learned

Prepare 1 page report summarizing the activity

Coach:

Trainee:

Date:2008-3-8

Apply relevant internet and communication technologies (electronic mail and online-chatting) to the work setting

Use the internet to gather information about the target market, about the industry, and the recent trends in similar business.

Use the internet and communication technologies to reach the customers and to build strong relationships with business partners and co-workers

Provide print-outs of transactions done over the internet

Send electronic-mails to different people in the organization

Provide print-outs of the gathered information about the topic provided by the super visor

Coach:

Trainee:

Date:2008-3-8

Follow up Actions:

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Comments:

SESSION PLAN COVERSHEET

Training Session Title:

Learning Objectives:

Number of Participants:

Session Duration:

Out of the ordinary costs: (Specify if applicable, e.g. venue hire, equipment or training aids)

Resources:

Faciitator

Participants:

Facilitator actions before the training session:

Actions after the session:

Facilitator:

Participants:

Records management:

Record trainees’ results:

Advise HR/supervisors:

Session Plan designed by: ______________________________________ Date: ___________

Training Session Plan

Title: Sales Training Date:2009-03-05

Session:

Trainer:

Equipment: Projector, Laptop, Whiteboard, Pens, Flipchart, Participatory Learning and Action Training Aids

Training Session Objectives

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 behavior 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

Making a sales call

Phone etiquette

Selling to customers using the telephone

Demonstrations

Hands-on

Group Discussion

Question and Answer

3:00 – 4:00

Answering sales calls

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

Training Hazard Report – Sales Training

Person Completing Form: (Print)

Family/Surname____________________

Given Name/s______________________

Phone Number___________________ Position Title____________________

Signature______________________

Describe the problem:

No identifiable hazards to trainees

Measurement of Learning – Sales Training

Purpose of Assessment

The purpose of the learning outcomes assessment is to monitor progress and provide feedback to trainees and trainer. The assessment will also be used in order to assess achievement at the end of the training session.

Requirements of the Learning Objectives

At the end of the training session, the trainees are expected to learn the theories of and principles in sales. The trainees are also expected to apply this theories and principles in the work settings. The focus of the training session are building declarative knowledge and application skills.

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

Evaluation – Sales Training

Purpose of the Evaluation

The purpose of the evaluation is to determine the effectiveness and to ascertain whether the training program can be improved. The evaluation of the training program will aid in the decision-making of the organization. The outcomes of the evaluation can be used by the organization in making decisions about aspects of training such as course retention, course revision, and personnel decisions. Another purpose of the evaluation is to provide feedback to course designers and trainers. 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

Evaluation Questionnaire – Sales Training Session

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