Research Articles Base: Human Resource Approaches

Training and Development : Case Study of Motorola

Training and Development   Table of Contents    TOC \o “1-3″ \h \z \u 1      Introduction. PAGEREF _Toc29147390 \h 2 2      Training and Development PAGEREF _Toc29147391 \h 3 3      Changes and Development in Human Resource Approaches. PAGEREF _Toc29147392 \h 3 4      Roles of Different Entities in T&D.. PAGEREF _Toc29147393 \h 7 4.1       Employers. PAGEREF _Toc29147394 \h 7 4.2       Training Professionals. PAGEREF _Toc29147395 \h 7 4.3       Employees. PAGEREF _Toc29147396 \h 8 4.4       Labor Unions. PAGEREF _Toc29147397 \h 8 4.5       Government PAGEREF _Toc29147398 \h 9 5      Application and Benefits of T&D.. PAGEREF _Toc29147399 \h 9 6      Conclusion. PAGEREF _Toc29147400 \h 11 7      References. PAGEREF _Toc29147401 \h 12      1      Introduction As of now, the business environment is facing different changes, thus as the dawn of new millennium, a very vital and famous movement in the business had been long considered as the huge resurrection of the interest both in the training and development aspects. Most of the organizations are tired and do not have that much money to waste in their ineffective as well as unproductive development. In addition, individuals are already considered as less equipped in order to take time out from the work for jolly because of the fact that everyone is in great need of detectable changes (Landale 1999). On the other hand, some years ago, and up until now, T&D programs is consists of a trainer and other experts that are standing in group of students or trainees and lecturing and teaching different knowledge and subjects. Thus, the choice of words that both the parties will use relies on the different educative types regarding the approach and meaning that are being taught, whether they like it or not (Rae 1999, p. 3) . Thus, T&D process is a vital factor or aspect of the company that helps to maintain the effectiveness and efficiency of the human resource. It can also help in the process of improvement and development of the entire performance and productivity that can help to maintain competitive advantage that will helps to maintain the organization’s current position in the market. It is important to consider that without the help of an effective T&D program, organization can quickly fall behind in the process of getting the skill sets and the knowledge that are required in order to ensure the competitiveness of the work force (Buhler 2002, p. 142).   2      Training and Development T&D program or agenda is applied and implemented in a company when a new skills and knowledge were done or when one of the existing skills or knowledge has been deemed (Arthur 1995, p. 245). It is an approach or method that is used in order to ensure that the employees are focusing on the specific subject or skill that is needed to be learned. For example, T&D program can be designed in order to prepare the employees to use new technology or system (Sims 2002, p. 175). However, it is important to take note that the success of any T&D programs relies greatly on the different efforts, knowledge, skills as well as devotion of the instructor and other entities that are involved in the entire process, specifically the employees and the management in the process of creating the instructions. That is the reason why it is very important to assign great time as well as effort in the process of selecting the right instructors or trainers (Sims 2002, p. 175). As a result, it can be said that the entire T&D cn help the process of change management that can help to prevent any refusal or negative response of the employees.   3      Changes and Development in Human Resource Approaches Due to the different changes in the business environment, most of the businesses or organizations are focusing on the importance of the labor force or human resource as the most important resources. Thus,  Human resource development or HRD plays a vital role in the modern organizations, this is due to the fact that HRD is the organized learning activities that were arranged in the organization to improve the performance as well as personal growth in order to improve the performance, personal growth that will help to improve the job, individual as well as the entire organization. Currently the HRD environment is facing different problems as well as conflicts that make the HRD profession one of the challenging careers. This is due to the fact that inside the workforce, the entire demographics are changing, thus many organizations are realizing that the workforce diversity is considered as one of the most important source of competitive advantage (Sims 2006). The said condition shows that changes in the HRD are  enormous. This is connected to the different issues about ethnicity, cultural and languages as well as prejudice that are related to the said subjects, or in simple term it is associated with differences. As a result, it shows that the different developmental opportunities are being focused not just on the organizational learning but also on the different acculturation process between the foreign and old employees. Another important thing that must be considered is the growing number of populations of women that are emerging or entering the workforce. Thus, it is important for any company to consider that the interests of the women in the process of seeking positions must be considered, and their vulnerability must be protected. Above all, it is also important to consider the ageing workforce that will push different HRD programs to focus on the needs and demands of younger as well as older employees (Sims 2006). Aside from that said demographic changes, it is also important to consider the two most important and visible factors that affect the entire HRD and pushes the intensive T&D program: globalization and competition. This is due to the fact that it changes the process of HRD, and it is helpful in order to ensure maintenance of both global and local balance. This is due to the fact that companies nowadays are discovering that it is always important not only to focus on the global changes, but also focus on the different local events and trends in order to communicate with their customers. Thus, HRD must also hit the different process of sharing information as well as transfer of knowledge that will drive the process of research and innovation (Sims 2006). As a result, it is important to align the HRD with the technical and technological requirements, thus the needs for more knowledgeable, experienced as well as skilled workers is vital. In connection to that, different technological trends like the demand and growth of more knowledge-intensive goods as well as services; changes in the competencies of human; global network; streamlining of business; rapid response; quicker innovations; quality improvement as well as revolution, shows that companies and organizations as of now are more connected with each other, thus must synergized (Sims 2006). The said development is connected with the T&D processes and programs, this is due to the fact that most of the organizations nowadays are focusing on improving the knowledge and abilities of the individual. As a result, the process of closing the skills gap is considered as one of the most critical and crucial area of HRD for any organization in terms of penetrating the market in continuous manner. This is because skills gap can threatens the productivity as well as competitiveness in the level of organization and operation that requires the entire HRM professional to start on cultivating the workforce from the period of recruitment. On the other hand, the said process is not easy because there are different works that require customization of different skills, that not all of the newly hired employees acquire social skills aside from the basic skills (Sims 2006).             Above all, it is important to take note that the process of building the organization is considered as a vital for existence and the survival of the organization in the modern industry. Time and time again, most of the companies must invest on the different internal customers and employees that help them to take advantage of the entire human capital management. In addition, the sense of ownership is a vital aspect that requires the HRD professionals to develop different strategies that will guarantee superior knowledge, skills as well as experience that must be settled inside the workforce. This can be done by focusing on the different learning skills that will put the skills enhancement and will develop assignment and focus on the process of developing career and empowerment (Sims 2006, p. 19).   4      Roles of Different Entities in T&D 4.1    Employers The main responsibility of the employer is to ensure that the T&D process are connected to their entire strategy and goal. It is also important for the employers to ensure that the T&D program to be implemented is beneficial not only for the company but also for employees’  individual development growth. It is also the responsibility of the employers to inform the employees regarding the T&D process and how it can affect their position or their performance in the company. This is to prevent any conflict and misunderstanding. Above all, it is the responsibility of the employers to hire or employ training professionals that is suitable to the current organization and inform them regarding the different issues that are connected with the different rules and regulations as well as policies of the company. 4.2     Training Professionals In the entire T&D program and process, the training professionals have the most important role this is due to the fact that they are the one that set the pace of the program. Aside from that, they are also responsible in guiding and giving assistance to the trainees and employees, and focuses on furnishing the subject-matter expertise. Above all, they are accountable or responsible in the process of evaluating the entire training and development program (Sims 2002, p. 177). That is why, an effective instructors must have the ability to deliver the different content of the T&D program in manner that they assists and make the entire learning process easier for the trainee employees. This focuses on the different skills such as the ability to: speak well, write convincingly, systematize and put into order the different works of other, creative, imaginative and inventive, and more importantly encourage others in greater performance and success and smoothen the progress of the climate for learning (Sims 2006, p. 176). 4.3     Employees Employees play one of the most vital roles in the process of T&D, due to the fact that they are the direct player or beneficiaries of the program. Thus, it is important for the employees to focus on how they can help themselves in acquiring or absorbing the different subjects and knowledge that are being offered by the training professionals. As a support to the effort of the employer and the training professionals it is important for the employees to participate in the entire program. This is because learning is considered as quicker and more long-lasting when the learner can participate in active manner (Sims 1990).  4.4     Labor Unions            Labor union is considered as an organization of workers that have banded and gathered together in order to accomplish common goals in different areas like wages, hours as well as working conditions. Through the leadership of the labor union, it deals and negotiates with the employers (Lewis 2001). As a result, it is the responsibility of the labor unions to make sure that the different policies and rules and regulations that are connected with the training or development process or initiatives, are fair for the employees. It is also their responsibilities to ensure that the programs that are being implemented are conducive for the learning process and flow of the employees, in connection to good working environment. 4.5     Government The government plays a very crucial or vital role in the entire process and aspect of human resource or HR. This is due to the fact the government focuses on ensuring that a respective organization or firm is following the given standards or procedures of the local as well as international law. Thus, the government is responsible in ensuring that the entire T&D process, together with the policies and procedures are following the standard of both the local, national as well as international standards. 5      Application and Benefits of T&D There are different organizations and companies that are focusing on the process and programs of T&D in order to improve the products and services that they are offering towards their customers. All of them are realizing that it has a great impact over their performance. One of the most well-known brand or figure in the field of T&D is Motorola. It is the company that brings up the popularity of applying Six Sigma in their management process. As a result, the company had been able to establish their Motorola University that focuses on developing the learning process and knowledge of their employees, as well as outsiders regarding the benefits of Six Sigma. Motorola University has long been the equivalent of Harvard or MIT in the organization. It is considered as highly respected in terms of corporate universities due to the fact that it offers leading-edge thinking that is related to the goals of Motorola. It was crafted as an internal development course to be used in a blended learning environment. Thus, the principles about leadership are all explained in different practical terms that are easily translated and applied in the actual workplace (Motorola Inc. 2009). As a result, T&D programs are not just valuable for the organization alone, but also for the individual employees, due to the fact that it helps to develop the current abilities and skills. T&D development helps to improve the profitability as well as positive attitudes towards profit orientation that eventually leads to improvement of the job knowledge and skill all levels of management in the organization. Aside from that, it can also help to improve the morale of the workforce, therefore helps the employees to identify the goals of the organization. On the side of the employees, it can help individual to make better decision and have an effective problem solving technique that helped them to encourage and achieve self-development as well as self-confidence that will help individual to handle stress, tension, frustration as well as conflict. This will increase the satisfaction of the employee that will cause motivation for better performance (Sims 1990).       6      Conclusion T&D process and program focuses on improving the performance of each and every individual employee by feeding them new skills and information that will help them to grow. As a result, when employees are more skilled and knowledgeable, they are intended to develop more self-confidence and self-esteem that enables them to work and perform well.      7      References   Arthur, D 1995, Managing Human Resources in Small & Mid-Sized Companies, AMACOM Div American Mgmt Assn   Buhler, P 2002, Streetwise Human Resources Management: All Information You Need to Manage Your Staff and Meet Your Business Objective, Adams Media   Landale, A (ed.) 1999, Gower Handbook of Training and Development, Gower Publishing Ltd.   Lewis, J 2001, Academic Literacy: Readings and Strategies, Houghton Mifflin   Motorola Inc. 2009, Motorola University, viewed 2 January 2008, < http://www.motorola.com/content.jsp?globalObjectId=3084>   Rae, L 1998, Using Training Aids in Training and Development: A Practical Guide, Kogan Page   Rae, L 1999, Using Activities in Training and Development, Kogan Page   Rae, L 2000, Effective Planning in Training and Development, Kogan Page   Sims, R. (1990). An Experiential Learning Approach to Employee Training Systems. New York: Quorum Books.   Sims, R 2002, Organizational Success Through Effective Human Resources, Quorum Books, Westport   Credit:ivythesis.typepad.com

Training and Development : Case Study of Motorola

Training and Development Table of Contents TOC \o “1-3″ \h \z \u 1 Introduction . PAGEREF _Toc29147390 \h 2 2 T...

Critically Evaluate The View That Flexible Workforce Is Both A Desirable And Achievable Goal Of Organization’s Resourcing Strategies

Resourcing Strategies of HRM to Achieve a Flexible Workforce in the Organization   An organization employs human resource or personnel to conduct and coordinate employee resourcing. Human resourcing strategies of HRM have been a focal part of human resource management. And, in order to have an effective human resourcing, reallocating tasks among employees is crucial so that existing employees can do more different responsibilities from the new hired employees.  The focus on the flexibility of the employees in working different tasks must require multi-faceted skills of workers; as well as high standard evaluation and development programs in the work place. Some international companies usually assigned their existing employees to a higher post in the organization such as supervisory and managerial positions.  This is common organizational practice in German and Japanese companies. Additionally, it is best to recruit new staff from the external job market.  Majority of the countries in the globe are getting new employees outside   the organization. (http://www.hrmguide.co.uk/hrm/chap7/ch7-links2.htm)   In this connection, there are several types of Human resourcing strategy.  First is the high performance work system (HPWS), it focuses on the staffing principles and training of the employees.  This kind of HR strategy helps the employees’ performance in the organization and works well for different types of tasks of the employees. The commitment strategy utilizes techniques such as employing very skilled employees, clearly defined responsibilities and higher pay and benefits. The control strategy focuses on low requirements for employment, micromanaging and low pay and benefits.  Subsequently, in order to achieve a flexible performance of the work force, the human resource strategy determines as well the programs and systems that the company will use for the productivity and advancement of the working people. Accordingly, to be able to measure the firm’s effectiveness as well as the flexibility of the people; an organization must use a scorecard measurement approach to determine the achievement of the strategic human resourcing strategy. Additionally, (http://www.ehow.com/about_6662953_importance-human-resource-strategy.html) Correspondingly, the Human Resources Strategy is hence, focused on the delivery of the strategic goals and objectives that are innovative in all areas in the organization.  The flexible integration of products and services by the   workforce is well equipped with the responsive and efficient organizational principles and structures that the HR department has developed in order to meet the human resource issues and requirements.  It is also crucial to understand the impact of a good leadership and management change in delivering operational plans and implementation of the resourcing strategy in the HR.  HR managers should ready to face new challenges in honing their people’s skills and abilities through various trainings and seminars inside and outside the organization.  This is a very significant element in preparing the working people to become more flexible to different tasks in the organization.  Being flexible is one of the best traits of a successful organization.  The development of a business culture may encourage all employees to be highly committed to the company and to its continuous improvement and   growth.    (http://www.qmu.ac.uk/hr/human%20resources%20strategy%202007%20-%202012.pdf) Furthermore, being a flexible organization needs a complete mutual trust between the management and the workforce.  Also, team building; as well as team working; so as to team cooperation is necessary for a close supervision among people. The managers must see to it that their employees are continually developing new skills in order to achieve both personal growth and task flexibility in the company.  Aside from that factor,    the good and harmonious relationship of the management and the employees must be a focal point in promoting flexibility within the organization; the interpersonal treatment of one another in the workplace is very essential in obtaining favorable expectations from one another.  In the same token, performance of each individual is likely to be good and   in satisfactory level because of the values loyalty and respect that everyone in the organization shows for one another.  It is always important to always take into serious consideration the rights and duties of everyone in the company in order to achieve a mutual respect and satisfaction.  Plus, the demands and needs of the employees must be always considered and most of the time should be met with full support from the human resource area. More than anything else, a very satisfactory remuneration scheme must be fairly given to the old or new employees.  However, this   largely depends on the following factors such as the work experience, educational background or attainment, and the   personal and working skills that the employee has acquired.  Along with these, motivation and commitment to the company as well as to the job   are two major considerations in promoting existing employees in the organization.  (http://www.ehow.com/about_6662953_importance-human-resource-strategy.html)   References: http://www.hrmguide.co.uk/hrm/chap7/ch7-links2.htm http://www.ehow.com/about_6662953_importance-human-resource-strategy.html http://www.qmu.ac.uk/hr/human%20resources%20strategy%202007%20-%202012.pdf http://www.ehow.com/about_6662953_importance-human-resource-strategy.html       Credit:ivythesis.typepad.com

Critically Evaluate The View That Flexible Workforce Is Both A Desirable And Achievable Goal Of Organization’s Resourcing Strategies

Resourcing Strategies of HRM to Achieve a Flexible Workforce in the Organization An organization employs human resource or personnel t...

Excellent HRM is more beneficial to the organization rather than cost-cutting strategies in the area of Human Resources

During times of economic uncertainty or decline, organizations are pushed to look for cost-cutting strategies to drive down cost and to increase the business’ chances of survival. In the area of Human Resource Management, the common contribution that the HR department can give during tough economic times is downsizing the human resources or other cost-cutting approaches.             IT has been argued that during economic uncertainty, instead of looking for cost-cutting strategies, the HR department must focus more on excellent Human Resource Management. This paper explores the proposition that during times of economic uncertainty organizations should be focusing even more on excellent HRM rather than looking to cut costs in this area.               Lawler (2003) asserts that if the organization wants to be more competitive, it needs to treat its people right (cited in Burke and Cooper 2004). When an organization is faced with economic uncertainty, the key is not downsizing or restructuring but on how its treats people. According to Lawler, it is common believed that there is a conflict between what is good for an organization and what is good for people. While sometimes true, when people are treated right the likelihood of such conflict is reduced. Lawler sees this as a two-way street. Organizations must adopt new attitudes; employees have a responsibility in meeting goals or high organizational performance. Perhaps, what Lawler is trying to make us understand is that no matter what the organization is undergoing (such as economic uncertainty) the organization can benefit from treating its employees right, meaning the organization can benefit from having a more streamlined and strategic human resource management. Employees need to take responsibility for their knowledge, skills, development and performance. These efforts foster virtuous spiral success. When organizations value and reward people, those people are committed to performing well. As a result, the organization accomplishes more and it can then reward employees more and attract and retain more talented employees. This leads to even higher organizational performance. This involves developing a variety of HRM practices that motivate people to peak performance with accompanying rewards. Employees, in return, are more committed to the organization and more responsible for their own behaviors.               Excellent HRM is more beneficial to the organization rather than cost-cutting strategies in the area of Human Resources. I think the foundation of this proposition is the view of human resources as a source of the company’s competitive advantage. This perspective is also commonly termed as ‘resource-based perspective’. Looking at the firm in a resourced-based view has given birth to the idea that Human Resource can be a source of competitive advantage for the firm. The importance of HR as a source of competitive advantage sprung up from the resourced-based view of the firm, which presents a notion that firms develop competitive advantages through valuable and inimitable internal resources. The resource-based view is a conceptualization of firms as unique bundles of accumulated tangible and intangible resource stocks. Resource stocks are defined as internal attributes, including assets, capabilities, processes, routines, and knowledge, that are tied semi-permanently to or controlled by a firm (Barney 1991; Wernerfelt 1984 cited in Niehaus 1995). Examples of resources according to Niehaus (1995) are brand names, in-house knowledge of technology, employment of skilled personnel, trade contracts, machinery, efficient procedures and capital.             Viewing HRM as a source of competitive advantage provides a strong argument supporting the proposition that in times of economic uncertainty, it is more advantageous to develop excellent HRM practices and procedures instead of cost-cutting. Firms must focus on attracting the right people. Streamlining the recruitment and selection process, will lessen the cost spent on attracting applicants that the company does not need. Attracting the right people will make training of new hires more effective, thereby avoiding the necessity to constantly look for applicants. Effective training and development strategies are expected to increase employee performance. Increased employee performance has positive effects on organizational performance and earnings.               HRM is particularly linked with all the activities that contribute to successfully attracting, developing, motivating, and maintaining a high-performing workforce that adds to an organization’s competitive advantage (Sims 2002, p. 2-3). HRM is involved with the institution and implementation of policies, programs, and procedures that affect the performance, competences, and loyalty of the organization’s workforce. Through these policies and procedures, individuals are attracted, retained, motivated, and developed to perform the work of the organization. It is through these policies and procedures that the organization seeks to mold and shape the actions of the employees to operate successfully, comply with various public policies, provide satisfactory quality of employment, and improve its position in the market place through strengthened ability to compete and serve (Clardy 1996, p.1).   HRM practices according to Sims (2002) are increasingly viewed as a means to contribute profitability, quality, and other organizational goals through enhancing and supporting organizational operations. Mannix and Peterson (2003), argues that a carefully crafted human resources strategy can be or at least can result in, a source of competitive advantage in the market place.   According to Sims (2002), incorporating the top management’s goals to the HRM practices and policies will bring out and reward the types of behaviour necessary for achieving an organizations’ strategy. Effective HRM practices can enhance an organization’s competitive advantage by creating both cist leadership and differentiation. The HRM function focuses its activities on ways to help the organization achieve corporate goals like growing through recruiting and hiring employees, orienting and training them and making their initial and future job assignments. HRM contributions to a cost leadership strategy focus on recruiting and retaining employees who can work as efficient and productive as possible. HRM contributes to the successful use of differentiation strategy by recruiting and retaining employees who can perform high quality work and who can provide exemplary customer service (Sims 2002).   Human Resource Management is a source of an organization’s competitive advantage because: 1. It provides the right kinds of talent to the organization at the right time. HRM is expected to assure that a supply of qualified labor in a timely fashion (Clardy 1996, p.20). 2. It ensures that the organization is properly staffed. When done effectively, the staffing, recruitment, and selection process provides a flow of qualified individuals for filling open positions within the organization on a timely and efficient basis (Clardy 1996, p. 41). 3. Using appraisals, the employees are assesses and evaluated. Employee appraisals have very profound implications for both the employees and for the future success of the organization (Clardy 1996, p.58). 4. Using effective pay systems, the management can focus employees’ efforts toward desired organizational goals (Clardy 1996, p.79). 5. Ensures that the employees are properly skilled to perform their tasks and supports the organization’s growth through career development. The goal of training as part of the human resources management processes is to create cost-effective programs that build the skills to perform effectively (Clardy 1996, p.103).   Over the years, HRM has taken a more active role in the decision-making and management processes of the organization. HRM is now viewed by more and more organizations as a strategic partner and thus Strategic Human Resource Management arose. Strategic human resource management aims at the improvement of the way human resources are managed strategically within organizations, with the definitive goal of improving organizational performance, as judged by its impact on the organization’s declared corporate strategy, the customer or shareholders (Brewster et al 2000, p.6). Strategic human resource management (SHRM) is a philosophy of people management based on the belief that human resources are uniquely important to sustain the success of a business. SHRM can be defined as the process of linking the human resource functions with the strategic objectives of the organization in order to improve performance (Ahmed et al 2006). According to Sims (2002), effective SHRM planning aids in creating a competitive advantage for an organization (p.30). SHRM planning when done correctly provides a number of direct and indirect benefits for an organization. <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Identification of gaps between an organization’s current situation and 	desired future</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Explicit communication of organizational goals</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Encouragement of proactive instead of reactive behavior</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Stimulation of critical thinking</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Creation of common bonds and a sense of shared values and expectations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Identification of the potential problems and opportunities </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">HRM 	costs may be lower because management can anticipate imbalances before they 	become unmanageable and expensive</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">More 	time is available to locate talent because needs are anticipated and 	identified before the actual staffing is required</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Better 	opportunities exist to include women and minority groups in future growth 	plans.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Development of managers can be better planned</li> </ul>   Viewing SHRM in a resource-based perspective, Wright and McMahan (1992) argues that human resources have the ability to provide sustained competitive advantage through the fulfillment of four basic requirements. 1. Human Resources can be a source of competitive advantage if they are able to add value to the production processes of the firm. 2. Human Resources can be a source of competitive advantage if they are equipped with rare skills. 3. Human Resources can be a source of competitive advantage if they are able to yield a human capital that is hard to imitate. Although human resources are not subject to the same degree of imitation as equipment of facilities, the firm can invest on its human capita to in order to further decrease the probability of such imitation by qualitatively differentiating a firm’s employees from those of its competitors. 4. Human Resources can be a source of competitive advantage if they are not subject to replacement by technological advances or other substitutes.   Viewing human resources as a resource that has the potential to contribute to the achievement of sustainable competitive advantage, Burke and Cooper (2004) argued that SHRM has emerged as a major approach to improving the competitive advantage of the firm. As an approach to improving the competitive advantage of the firm, the aim of SHRM is to attract, train and develop and retain employees of the highest quality. Over time and throughout rapidly changing circumstances, organizations must be able to sustain the competitive advantage that the knowledge and skills of these employees provide. In the past, competitive advantage could be gained through finding better, cheaper access to financial capital, or marketing a new product, or inventing some new technologies. While cheap and ready access to capital, high-quality products, and new technology remain important components of any organization’s competitive advantage, today’s business environment requires a greater focus on the human resources element in business. Out of this realization has come SHRM (Sims 2002). Sims (2002) considers human resources as a source of competitive advantage for the firm. Thus, he views SHRM as a contributor in developing and retaining this source of competitive advantage.   The strategic view of human resources as a source of competitive advantage has given birth to new roles for the HR department especially the HR manager. Ulrich’s (1997) model of HR roles seeks to focus HR delivery on a framework that promotes specialist knowledge and positions it to deliver on the challenges presented to HR. These challenges are: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Strategy</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Financial Performance</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Change 	Management</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	Business Performance Improvement</li> </ul> In Ulrich’s model, each role combines to focus on delivering improvement with the function and within the business. The new roles of the HR manager according to Ulrich (1997) are: 1. Strategic Partner – by having a strategic partner who clearly focuses ob strategic issues, HR is able to tackle them. As strategic partners, HR managers understand the critical factors affecting organizational competitiveness and communicate benefits that change strategies and interventions provide to the firm. Strategic partners thoroughly understand business fundamentals, core processes, operations and procedures (Gilley and Maycunich 2000). 2. Administrative Expert – through an administrative expert, the HR function is able to demonstrate it is supporting financial goals of the company by focusing on having efficient and high quality service. 3. Employee Champion – through the employee champion role, the HR function is able to focus on the employee relationship and improving employee capability. Human resource managers, according to Ulrich (1997), are in a unique position to serve as employee champions. As such, they reveal the correct balance between work demands and resources, identifying legitimate demands on employees and helping these workers focus by setting priorities. Employee champions also distinguish creative ways of leveraging resources so that employees do not feel overwhelmed by what is expected of them. 4. Change Agent – the change agent role allows the function to meet the challenges of the changing business environment and positioning the business to execute strategy. In the role of change agent, HR managers exercise the greatest organizational impact and influence. When HR managers act as change agents, they establish high credibility within the organization and great influence with key decision makers, line managers, and employees (Gilley and Maycunich 2000).   Shrinking HR vs. Transforming HR             Many companies will make across-the-board budget cuts to respond to mandates from senior management to lower costs. This strategy achieves short-term results, but dies not necessarily help a company achieve its long-term goals for greater efficiency. Although a short-term solution to reducing HR costs might be to cut “discretionary” programs like training, college relations, and health and wellness initiatives, forward-looking companies understand that these types of cuts will hurt the business in the long term. Delaying investment in HR can ultimately increase a company’s people-related costs (Rison and Tower 2005). Firms that have cost-reduction strategies do not invest in human resources. This in turn can result to lower levels of training, teamwork, internal labor markets, employee participation and pay (Marchington and Wilkinson 2005).             On the other hand, there are companies that instead of shrinking HR opt to transform HR. Transforming HR means closely aligning HR practices, policies, goals and objectives with the goals and objectives of the company. Thinking holistically about how HR delivers services is the most effective way to reduce costs over the long term. This means looking beyond the current costs to understand how work gets done and delivers value to the organization. It also means holding tenaciously to the goal of providing value through HR, even in a time of intense budget scrutiny (Rison and Tower 2005).       References   Ahmed, F.. Ullah, M. H. and Uddin, M. K.  (2006), Strategic Human Resources Management: Linking HR Practices with the Business Strategy, 34(3), 15-30.   Barney, J. (1991). Firm Resources and Sustained Competitive Advantage. Journal of Management, 17, 99-120.   Brewster, C, Mayrhofer, W. and Morley, M. (Eds.) (2000). New Challenges for European Human Resource Management. Basingstoke, England: Macmillian.   Burke, R. and Cooper, C. (Eds.) (2004). Reinventing Human Resources Management: Challenges and New Directions. New York:Routledge.   Clardy, A. (1996). Managing Human Resources: Exercises, Experiments, and Applications Workbook. Mahwah, NJ: Lawrence Erlbaum Associates.   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 Publishing.   Lawler, E.E. III (2003) Treat People Right. San Francisco, CA: Jossey-Bass.   Mannix, E. and Peterson, R. (Eds.) (2003). Leading and Managing People in the Dynamic Organization. Mahwah, NJ: Lawrence Erlbaum Associates,   Marchington, M. and Wilkinson, A. (2005). Human Resource Management at Work: People Management and Development. CIPD Publishing.   Niehaus, R. (1995). Strategic HRM. Human Resource Planning, 18(3), 53+.   Rison, R. P. and Tower, J. (2005). How to Reduce the Cost of HR and Continue to Provide Value, Human Resource Planning, vol. 28, no. 1, 14+.   Sims, R. (2002). Organizational Success through Effective Human Resources Management. Westport CT: Quorum Books.   Ulrich, D. (1997). Human Resource Champions: The Next Agenda for Adding Value and Delivery Results. Harvard Business School Press.   Wernerfelt, B. (1984). A Resource Base View of the Firm. Strategic Management Journal, 5, 171-180.   Wright, R. M. and McMahan G. C. (1992). Theoretical Perspectives for Strategic Human Resources Management. Journal of Management, 18(2): 292-320.                   Credit:ivythesis.typepad.com

Excellent HRM is more beneficial to the organization rather than cost-cutting strategies in the area of Human Resources

During times of economic uncertainty or decline, organizations are pushed to look for cost-cutting strategies to drive down co...

Strategic Management of Human Resources

Question 2: Learning Approach to Development               For a developmental activity to be deemed ‘strategic’ organizations need to shift the focus from a ‘training’ to a ‘learning’ approach. Organizations today must deal with a plethora of challenges and problems such as changing business environments, stiff competition among firms, volatile economic conditions and the intensifying race for talents. In order to succeed in the current situation, organizations are starting to focus on their human resources. The organization’s human resources or its people is now considered as a source of sustainable competitive advantage. In order to use the full potential of their human resources, organizations are training and developing their people – helping them acquire the skills, knowledge and abilities that are sure to yield positive results. But, there is a growing acceptance among practitioners, managers and employees that training is not enough. In order for the organization to keep its competitive advantage and in order for its employees to remain competitive, the organization must adapt a learning approach to human resources development (HRD). Thus, lifelong learning emerged as a new approach to developing employees. Training is considered as planned learning experiences that teach employees to perform their current jobs. Training focuses on present jobs (Sims 2002). Based on this definition of training, we can assume that training is more focused on short-term acquisition of knowledge, skills and abilities. Trainings are planned learning activities. So form this definition, it is clear that training is not enough to ensure the success of the organization and it is enough to keep the workforce at pace with the changes in the business environment. So now, organizations are beginning to adapt a learning approach to employee development. Learning is defined as a relatively permanent change in an attitude or behavior that occurs as a result of repeated experience. Organizations must encourage learning through both formal and informal circumstances. Organizations must encourage employees to continue learning inside and outside their work settings. Thus, Human Resource Development (HRD) and lifelong learning emerged.               Human Resources Development according to Eggland and Gilley (1998) can be defined as the introduction of organized activities designed to foster increased knowledge, skills, and competencies and improved behavior. HRD refers to learning and to the activities that bring about desired change (p.5). Training alone is not enough to develop and prepare the employees for their present and future responsibilities. HRD according to Smith (1988) is a series of programs and activities, direct and indirect, instructional and/or individual that positively affects the development of individual and the productivity and profit of the organization. According to Donaldson and Scannel (2000), training is an attempt to transfer skills and knowledge to trainees in such a way that the trainees accept and use those skills in the performance of their jobs while learning is a lifelong process in which experience leads to changes within the individual. Learning is a change in behavior resulting from experience. Learning is the act of acquiring knowledge or skill. It is a mental activity by which skills, habits, ideas, attitudes, and ideals are acquired, retained, and utilized, resulting in the progressive adaptation and modification of behavior. HRD is the filed of study and practice responsible for fostering of long-term, work related learning capacity at the individual, group, and organizational levels. As such, it includes but is not limited to training, career development, and organizational development. According to Nadler and Wiggs (1986) HRD is a comprehensive learning system that releases the organization’s human potential; a system that is both experience and experiential, on-the-job experiences that are keyed to the organization’s reason for survival.             From the discussion above, it can be said that HRD is primarily a ‘learning’ approach to employee development. As such it facilitates organizational learning through training and development of individuals, groups, and organization as a whole. HRD is composed of a series, a lifelong learning that aims to increase the capability of the employees and the organization through performance based activities. HRD can then be described as a comprehensive learning system designed to enhance individual performance for improving organizational efficiency.             Lifelong learning (or continuous learning) provides extensive continuing training, from basic remedial skills to advanced decision-making techniques throughout employees’ careers. Tannenbaum (1997) defines continuous learning as the process by which individual and/or organizational learning is fostered on an ongoing basis. One of the major tenets of continuous learning philosophy is that employees at all levels of the company must actively pursue training and development activities. Continuous learning also requires employees to understand the relationship between their jobs and work units and the company’s mission. Continuous learning is an ongoing acquisition of new skills, which happens as the person senses the need for updating, as opposed to a less frequent, massive reskilling process. Continuous learning focuses on helping the employees to develop and update their knowledge and skills. Just as the current business environment demands that organizations unleash employee potential by empowering them and delegating authority and responsibility for meeting customer needs, employee also needs to be given responsibility, autonomy, and resources for his or her own continuous learning and development (Craig and Hall 2004).   Macquarie maintains a flexible management and organizational set-up so as to be able to change according to the demands of the business environment. During the 1980s and 1990s changes occurred in the environment of Australian financial institutions. These included rapid deregulation of the financial services sector by the Australian Labour Government. The critical moves involved were the floating of the Australian dollar; progressive removal of restrictions on competition between banks, building societies, merchant banks and other institutions which offer financial and financially related services; approval of new banking licences including licences to 16 foreign-owned banks to operate in Australia. Macquarie Bank manages to remain successful by introducing incremental adjustments while operating in a rapidly changing environment.       Question 3: Strategic Performance Management             In the recent years, Strategic Human Resource Management (SHRM) increased in popularity among researchers, practitioners, and managers. SHRM is defined as linking the HRM function to the strategic goals and objectives of the organization to improve business performance and develop organizational cultures that foster innovation and flexibility (Verweire and Berghe 2004). The main objective of SHRM is to strategically improve the way human resources are managed within the organization. The definitive goal of SHRM is to improve organizational performance as judged by its impact on the organization’s declared corporate strategy, the customer or shareholders (Brewster et al 2000, p. 6).             Strategic human resource management (SHRM) is a philosophy of people management based on the belief that human resources are uniquely important to sustain the success of a business. SHRM can be defined as the process of linking the human resource functions with the strategic objectives of the organization in order to improve performance (Ahmed et al, 2006). Strategic human resource management involves the linking of HRM with the strategic goals and objectives of the organization in order to achieve a progressive business performance and achieve an organizational structure that promotes innovation and flexibility (Buyens and de Vos 1991). Strategic HRM according to Burke and Cooper (2004) has emerged as a major approach to improving the competitive advantage of the firm. The goals and objectives of HRM are aligned with the strategic objectives and plans of the organization. The role of HRM is to determine the human resources needed to support strategic objectives and to ensure that employees are selected, trained, evaluated, and rewarded in ways that further the achievement of business objectives. Strategic HRM is frequently described as a linear, balanced process that begins with the identification of goals that will guide human resource practices. The integration of the HR programs with the goals of the organization will result to the organization’s increased value. The recruitment, compensation, performance appraisal, promotion, training and other functions are designed and managed so that they work towards the strategic objectives of the firm (p.92). Strategic HRM has the purpose of improving the way that human resources are managed within firms. The main objective of strategic HRM is to improve organizational performance as judged by its impact on the organization’s declared corporate strategy (Brewster et al 2004, p. 29). Strategic human resources management means accepting the HRM function as a strategic partner in both the formulation of the organization’s strategies and the implementation of those strategies through activities such as recruiting, selecting, training, and rewarding personnel (Sims 2002, p. 27). The enhanced value of innovation in determining competitive advantage requires organizations to attract, train and develop, and retain employees of the highest quality. Over time and throughout rapidly changing circumstances, organizations must be able to sustain the competitive advantage that the knowledge and skills of these employees provide. In the past, competitive advantage could be gained through finding better, cheaper access to financial capital, or marketing a new product, or inventing some new technologies. While cheap and ready access to capital, high-quality products, and new technology remain important components of any organization’s competitive advantage, today’s business environment requires a greater focus on the human resources element in business. Out of this realization has come SHRM (Sims 2002).               In order for a performance management system to become strategic, it should be designed in such a way that it develops the potential of staff, improve their performance and, through linking an employee’s individual objectives top business strategies, improve the company’s performance. Performance management is about directing and supporting employees to work as effectively and efficiently as possible in line with the needs of the organization (Williams 2002).   Performance management helps organizations sustain or improve performance, promote greater consistency in performance evaluation, and provide high-quality feedback. Performance management helps organizations link evaluations to employee development and to a merit-based compensation plan. Moreover, it form a basis for coaching and counseling, permits individual input during the evaluation process, and allows for a blend of qualitative and quantitative expectations of job demands and factors that reveal how well the job is done (Gilley and Maycunich, 2000). Performance management is the integration of performance appraisal systems with broader HRM systems as a means of aligning employees’ work behaviors with the organization’s goals. Thus, a performance management system consists of the processes used to identify, encourage, measure, evaluate, improve, and reward employee performance at work (Sims, 2002).             Performance management is founded in the following intentions and expectations: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">It 	transforms organizational goals to individual, team and unit goals</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">It aids 	in clarifying the organizational goals</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">It 	supplies a process for measuring outputs compared with objectives but also 	examines the inputs needed to achieve the objectives</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">It 	relies on consensus and co-operation</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">It 	encourages self-management of individual performance </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">It is a 	continuous and evolutionary process and achieves improvement over time</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">It is 	strongly associated with development and especially identifying what 	development is needed (Thomson 2002)</li> </ul>               As an instrument of strategic human resource management (SHRM), a system of performance management is predicted on the need to take the wide, strategic goals of the organization, and translate them into goals for smaller groups and individuals (Mabey et al 1998).   In the case of Macquarie Bank, the firm hurdled through the different challenges imposed by the changing business environment. The firm has taken a strategic approach in management of its human resources. Studying the history of the bank from its inception up until now, it is evident that the bank has undergone restructuring and changes. It was first established as a merchant bank that later on diversified. Macquarie continuously adjusted its operations and strategies depending on the demands of the business environment. The bank demonstrates features of SHRM.             The bank views its people as a source of competitive advantage and important to its success. The goals and objectives of the HR department are linked with the overall goals and objectives of the organization. This is evident on the amount of attention the bank is giving on developing its Recruitment and Selection, Performance Appraisal, Rewards and Compensation, and Organization and Development. The bank began to expand in the 1980s and 1990s. This created problems of co-ordination. In order to deal with the problems, the bank took a strategic approach to HRM by creating a ‘Goals and Values’ statement. The goals and values statement is an articulation of deeply held values about cultural and business behavior, including how the process of change should be managed. The values statement is essentially a set of values and norms; internal controls, that substitute for external control systems.  This was supplemented by developing business units into highly autonomous profit centres and then creating cross-functional synergies through more systematic communication by management across these centres.               The bank also maintains its small size, and align all its strategies with its business philosophy. The management also believes that as the bank grows, the management philosophy, policies, procedures and Human Resource Management must be assessed and developed.      References Ahmed, F., Ullah, M. H. and Uddin, M. K. (2006). ‘Strategic Human Resources Management: Linking HR Practices with the Business Strategy, 34(3),15-30.   Brewster, C. Mayrhofer, W. and Morley. M. (eds.) (2000). New Challenges for European Human Resource Management. England: Macmillan, Basingstoke.   Buyens, D. and De Vos, A. (1999). ‘The added value of the HR department’, in C Brewster & H  Harris (eds.), International HRM: Contemporary Issues in Europe (31-47). New York: Routledge.   Craig, E. and Hall, D. (2004). The New Organizational Career Too Important to be Left to HR? In R. J. Burke and C. L. Cooper (Eds.), Reinventing Human Resources Management: Challenges and New Directions (pp. 115-132). New York: Routledge.   Donaldson, L. and Scannell, E. (2000). Human Development: The New Trainer’s Guide. Cambridge, MA: Perseus Books.   Eggland, S. and Gilley, J. (1998). Principles of Human Resource Development. Reading MA: Addison Wesley.   Mabey, C., Salaman, G. and Storey, J. (1998). Human Resource Management: A Strategic Introduction. Wiley-Blackwell.   Nadler, L. and Wiggs, G. (1986). Managing Human Resource Development: A Practical Guide. San Francisco: Jossey-Bass.   Sims, R. (2002). Organizational Success through Effective Human Resources Management. Westport CT: Quorum Books.   Tannenbaum, S. (1997). Enhancing Continuous Learning: Diagnostic Findings from Multiple Companies. Human Resource Management. 36, 437-452.   Thomson, R. (2002). Managing People. Butterworth-Heinemann.   Verweire, K. and Berghe, L. (2004). Integrated Performance Management: A Guide to Strategy Implementation. SAGE.   Williams, S. (2002). Managing Employee Performance: Design and Implementation in Organizations. Cengage Learning EMEA.             Credit:ivythesis.typepad.com

Strategic Management of Human Resources

Question 2: Learning Approach to Development For a developmental activity to be deemed ‘strategic’ organizations need to shi...

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: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Job enrichment activities</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Customer service & 		Communication skills</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Product- knowledge</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Organizational Health and 		Safety Knowledge </li> </ul> 	  	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: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Leads to improved profitability and/or 		more positive attitudes toward profit orientation</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Improves the job knowledge and skills 		at all levels of the organization</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Improves the morale of the workforce</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; 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; text-justify: inter-ideograph; line-height: 200%"> 		Helps individual in making better 		decisions and effective problem solving</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Aids in encouraging and achieving 		self-development and self-confidence</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Helps a person handle stress, tension, 		frustration, and conflict</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Increases job satisfaction and 		recognition</li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> 		Moves a person toward personal goals 		while improving interaction skills (Sims 1990)</li> </ul>   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 			1 			Apply relevant computer skills 			To the work setting 			Prepare documents and files using 			different computer applications <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph"> 				Word </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph"> 				PowerPoint </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph"> 				Excel </li> </ul> 			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 			2 			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 	  	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 <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Classroom Instruction </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				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; text-justify: inter-ideograph; line-height: 150%"> 				Classroom Instruction </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Question and Answer </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Projector </li> </ul> 			  			10:00 – 11:00 			Customer decision-making process 			Factors that affect customer 			decision making 			Customer behavior and attitudes <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Classroom Instruction </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Demonstrations </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				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; text-justify: inter-ideograph; line-height: 150%"> 				Classroom Instruction </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Group Discussion </li> </ul> 			  			12:30 – 1:30 			LUNCH 			  			  			1:30 – 3:00 			Making a sales call 			Phone etiquette 			Selling to customers using the 			telephone <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Demonstrations </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Hands-on </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Group Discussion </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Question and Answer </li> </ul> 			  			3:00 – 4:00 			Answering sales calls 			Answering customer inquiries 			Up-selling <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Demonstrations </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Hands-on </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Group Discussion </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				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; text-justify: inter-ideograph; line-height: 150%"> 				Case studies </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				Demonstrations </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				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; text-justify: inter-ideograph; line-height: 150%"> 				Flip Chart </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 				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; text-justify: inter-ideograph; line-height: 150%"> Projector </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 		Power-point presentations </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Movie 		Clips </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Case 		Studies </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Hand-outs </li> </ul> 	 	   	 	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: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Facts </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Ideas </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Principles </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Rules </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 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; text-justify: inter-ideograph; line-height: 150%"> Quiz </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Summary of the 	things learned </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 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; text-justify: inter-ideograph; line-height: 150%"> Problem 	solving </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Using the 	principles on other situations </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Ability to 	bring together relevant knowledge and skills </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 	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; text-justify: inter-ideograph; line-height: 150%"> Role plays </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Demonstrations </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Observations </li> </ul>   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: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Identify 	learning outcomes </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Diagnose 	program’s strengths and weaknesses </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 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          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 <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Do you think 	that the content of the training session met the stated objectives? </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 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; text-justify: inter-ideograph; line-height: 150%"> 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; text-justify: inter-ideograph; line-height: 150%"> 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; text-justify: inter-ideograph; line-height: 150%"> Do you think 	that the presentation technologies used in class effective? </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 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; text-justify: inter-ideograph; line-height: 150%"> Did the 	instructor present materials clearly? </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 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; text-justify: inter-ideograph; line-height: 150%"> Were the 	course exercises relevant to the training session’s objectives? </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> 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; text-justify: inter-ideograph; line-height: 150%"> Was the length 	of the session appropriate for the stated objectives? </li> <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 150%"> Was there 	enough time to practice course content? </li> </ul>   Training Program Schedule   		 		 		Week 1 		 		 		Week 2 		 		 		Week 3 		  		  		  		  		  		  		 		 		Week 4 		 		 		Week 5 		 		 		Week 6 		  		  		  		  		  		      Credit:ivythesis.typepad.com

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 ...