Workplace Training Program for ABC Recycle Trading Pty Limited - Example

Workplace training program report for ABC Recycle Trading Pty Limited Name Course Instructor’s Name Date Table of Contents Executive summary 2 Introduction 3 Factors that the Organisation should consider 4 ABC Recycle trading company background information 6 Training needs analysis 7 Training program design rationale 10 Facilities and equipment 11 Program design 11 Audience analysis 12 Evaluation 13 Conclusion 14 References 15 Appendix 2 Session plan 21 Appendix 3 DSC Manual 22 Executive summary This paper seeks to integrate theoretical workplace training principles with an isolated training need to formulate a workplace training program. ABC Recycle trading company found out that its purchasing department employees used rudimentary methods of testing qualitative plastics that could be recycled. A training needs analysis was conducted to find out the real problem and draft a solution. The analysis found out that there was need to train the employees on how to use Polymer DSC machine which was not being utilised. This was costing the company some money since poor quality plastics were being purchased at sometimes and the company had to compensate the buying companies sometimes. The program design was based on behaviourist learning theory. This is because there is need for changing the behaviour of employees in terms of methods of testing plastics and this theory views learning process as being aimed at changing behaviour. In addition, the learning process, according to this theory, is stimulated by the environment. This is in line with ABC company situation in that the poor performance of purchasing process of plastics at the company has necessitated the implementation of this learning program. The evaluation of the training will be done to determine its effectiveness in reducing company losses associated with buying of poor quality plastics. In conclusion proper training on the use of and maintenances of Polymer DSC machine is expected to lower the loses of the company associated with buying poor quality plastics. Introduction Workplace training is usually aimed at providing employee with new knowledge and skills to perform their tasks. However, most of these corporate trainings do not sick. Training follow-ups also fail to motivate employees in most cases (Kramar, 1999). To make employees to be motivated with what they learn, they need to be made accountable for the skills they acquire during workplace training. Employees need to be supported through the learning process and post learning process to avoid situations where employees revert to old ways of carrying out their duties (Jerling, 1996). This is because change is usually difficult to embrace and hence requires great effort and time dedication. Managers need to be consulted during the need analysis process for them to be able to encourage employees to apply whatever skills they learn during the training program (Jerling, 1996). For the workplace training to be beneficial to the company, five factors need to be taken into account. Factors that the Organisation should consider First, the company needs to create a learning culture. A company that fosters learning is better placed in the business environment than the one, which does not. Emphasis on continuous workplace learning should come from the upper management of the firm. A company that has adopted continuous learning culture is likely to see its employees applying the skills learned and is also able to recognize such efforts by the employees (Kramar, 1999). Such company expects that learning is part of daily business activities of the company. In such cases, employees are often reminded by the company CEO that they ought to keep on adapting and responding to changing environment in the market. This calls for learning process to be an ongoing activity instead of ones in a blue moon activity (Sun, 2007). In such learning culture, new job recruits assessment is based on their ability to be contributing learners in addition to their experience and education. Research has shown that most successful firms in the world, value their people and how they learn (Jerling, 1996). These researches point out that continuous workplace learning enables and stimulate transformation of the organization to take place. The second factor is that a thorough needs assessment need to be undertaken prior to carrying out any training. Thus, training at firms should be selected or designed based on company’s real needs (Biagi, 2000). Such an assessment involves consulting the stakeholders concerned to be able to able to understand the issues that should be addressed during the training intervention. The stakeholders here should include project managers, managers and employees who will be affected by the training program (Sun, 2007). Failure to consult all stakeholders involved during needs assessment may result in inability of the designers of the program to meet the needs of the company. The information from stakeholders will be instrumental in providing a formidable foundation for the training program to be engaging, relevant and timely (Jerling, 1996). The third factor is to use practical hands on activities during the training process. Training programs fully of activities are efficient and effective in engaging the employees during the learning process (Kramar, 1999). Practice is the training process that enables the employees to apply confidently what they have learned; thus, practice makes a training intervention to be strong (Wilson, 2005). The training environment should be comfortable, encouraging and supportive as the learners take risks to try out new skills of solving certain issues. In this case, the facilitator is expected to set the tone for learning (Biagi, 2000). Activities should enable the learners to delve and learn without the fear of the consequences. Such practice ensures that what is learned is transmitted into the work place. The forth factor is the development of action plans. Such plans should focus on how the employees will apply the acquired knowledge and skills in their tasks. Thus, training design should have these plans integrated in them (Harrison, 2005). Thus, designers of the program should hold discussions with the management concerning these skills and how they will be encouraged and evaluated. Employees could be allowed to create their own action plans based on the objectives of the training (Kramar, 1999). Once they develop them, employees should be encouraged to hold discussions with their managers on how such skills will be worked on. Managers should carry out coaching and reviews on performance to reflect the skills acquired during training process (Kock, 1999). Communication between the managers and employees in regard to the acquired skills ensures that the employees become proficient in the skills. This is also likely to encourage employees to develop and use the skills learned during the training process (Baker, 2007). The final factor is follow up with training coaching (Kubr & Prokopenko, 1989). Employees need to be supported while on the job to ensure they apply the skills acquired during training. A responsible coach should reach out to the employees and assist them as they strive to change (Baker, 2007). This enables them to embrace the newly acquired skills and work on them. The coach should be able to respond to questions timely and be available to trouble shoot and assist the employees as they learn through their trial and error (Harrison, 2005). They should also be patient and be approachable to ensure the process of transition is smooth or else the employees will shy away from trying if they are rebuked when they make a mistake. Feedback on the strengths of each employee should be provided by the coach. ABC Recycle trading company background information ABC Recycle Trading company buys recycle materials from one state and sells to other traders in other countries. The person in charge of purchasing the recycle material is expected to be able to identify quality recycle material from whatever is supplied to the company (Cowling, A. & Mailer, 1998). This is because low quality materials can make the company to incur great losses since it will be expected to compensate the buying company in case the company that buys from ABC discovers that the material are of low quality (Kramar, 1999). Two employees are involved in the purchasing process at ABC Recycle Trading Company. One of the employees in charge of purchasing is the manager who is involved in the training process and the other one is an ordinary employee who has experience in the purchasing process of more than fifteen year. Training needs analysis Previous ABC recycle trading company has been using crude methods such as the smell of burning plastic to identify quality plastic that can be recycled. This method was costing the company in terms of cost incurred to compensate buying companies which found out that some of the materials were of poor quality. Consequently, the company acquired Polymer DSC machine which is used to identify quality of plastics that can be recycled. The introduction of the machine was not accompanied with training on how to use it and employees were expected to use the manufacturer’s manual to operate the machine. The company found out that even with the introduction of the machine the situation had not improved. Due to this the company needed a Training Needs Analysis (TNA). There exists a training need where the employee is not able to operate the machine. TNA is a thorough investigation of a problem which is systematic aimed at identifying the dimensions of the problem and to determine if it can be addressed through training. TNA has seven steps as shown below. Step 1 Documentation of the request/Problem This step involves thorough investigation and documentation of the problem to facilitate decision making process on the issue. It also provides the boundaries and parameters of the investigation. ABC trading company acquired Polymer DSC machine in February 2010 to aid in testing of plastic’s quality following great losses incurred due to buying poor quality plastics. However, employees were expected to use manuals provided by the manufacturer to learn how to operate and maintain the machine and thus no training was provided. As a result the employees were unable to use the machine and relied on their traditional methods of smelling burning plastic to identify the quality of the material. This resulted in continued losses incurred for buying poor quality plastics. Using the Audience Analysis Sheet (Appendix 1) it was found that 90% of the employees in purchasing department were not conversant with how to use Polymer DSC machine. All respondents believed that training will be important and will enable them to be able to operate and maintain the machine improving the results of the department. Step 2 Investigate the request/problem Once the problem has been identified, further investigation is needed to be able to understand the problem more precisely. Thus the purchasing manager was contacted to establish the scope of the problem at ASBC recycle trading company. The manager reported that the equipment was installed without training and that the workers were expected to use the manuals provided to maintain and use the Polymer DSC machine. Step 3 Plan the needs analysis At this step time, budget and resources to be used are identified and the analysis is designed on what to do and how and when it will be conducted. Since the problem at hand involved skills and competencies the management of ABC made a decision that a “person analysis” was needed. Analysis was to take two weeks in the month of May 2010. The program was to cost a total of $400. Step 4 Select the analysis technique Observation and interviews were to be used to carry out a person analysis. This was in line with the recommended minimum of two techniques for collecting high quality information. Observation The employees were observed individually while carrying out analysis of the quality of plastics. Interviews Purchasing department employees involved in the purchase of plastics at ABC recycle trading company were interviewed face to face. Step 5 Conduct analysis The management was informed about the analysis and its requirements. Approval was given to carry out the analysis. Observations and interviews were done for one week. Step 6 Analyse the data The data was analysed and used to compile a report to management. From observations, it was established that most workers used traditional methods of testing plastics such as smelling burning plastic instead of using Polymer DSC machine. Very few employees attempted to use the machine. Interviews revealed that the employees lacked the necessary training and the use of manuals was difficult to follow without prior tyraining. To avoid damaging and getting results that were not reliable the workers used traditional methods of testing the quality of recycle plastics. The results of analysis identified that there was need to train employees on how to operate and maintain the Polymer DSC machine. Step 7 Report the findings This paper outlines the findings of the TNA and provides the necessary training documentation and structure. Training program design rationale The method to be used for this program will be based on behaviourist learning theory. This is because there is need for changing the behaviour of employees in terms of methods of testing plastics and this theory views learning process as being aimed at changing behaviour. In addition, the learning process, according to this theory, is stimulated by the environment. This is in line with ABC company situation in that the poor performance of purchasing process of plastics at the company has necessitated the implementation of this learning program (Cowling & Mailer, 1998). Furthermore, behaviourist theory values education as a tool for producing behavioural change in a desired direction (Harrison, 2005). The ABC Company desires to change the behaviour of its employees in purchasing department from using the old-fashioned methods of testing quality of plastics to more effective modern methods and thus this theory is appropriate. Moreover, at ABC the trainers want to elicit desired response by arranging the necessary environment, which is in line with behaviourist theory. Apart from this, behaviourist manifestation in adult learning involves behavioural objectives, skills development and training and competency based (Kramar, 1999). The training program is aimed at changing behaviour, develop skills and improve competency of employees. Thus basing training on this behaviourist theory is bound to yield the objectives of this program at ABC Company. Finally, research has shown that behaviourist theory is efficient in instructing and managing resources and thus this method is favourable in ABC Company case. Facilities and equipment Facilities The ABC workshop will be used for training purpose. Equipment Polymer DSC machine Different types of plastics Resources Session plan Polymer DSC machine manual Assessment form Evaluation form Pens Note paper Program design Following the TNA results, it was decided that the training was to take four days. This would allow comprehensive training of the participants through explanation, demonstration and practice at their own time. Training introduction The training program will train three employees in the purchasing department on how to operate and maintain the Polymer DSC machine. Audience analysis The analysis of the audience was carried out before the development of the training to establish the kind of training to be developed. During analysis the following was established: a) Participants were not familiar with the use of manuals b) There was a varying degree on the familiarity with the Polymer DSC machine c) The participants were grouped at the primary level thus training was to be developed from theoretical to technical level. The training was to take slow pace to enhance the outcomes. Learning objectives To be able to operate and maintain the Polymer DSC machine in the testing of the quality of plastics. Learning outcomes The participants will have the necessary skills and knowledge to operate and maintain the Polymer DSC machine effectively. Number of participants Three employees will participate in the training Entry level skills of participants The audience analysis established that the participants were not familiar with the basic of Polymer DSC machine hence the level of their skills was determined to be primary. This means that training will be at a slow pace and detailed one. Trainer notes All the required facilities/equipment and resources will be set up before the training session. Session plan The session plan is as shown in appendix 2 and the DSC manual is shown in appendix 3 Evaluation Evaluation process will involve determination of the effectiveness of the employees to use Polymer DSC machine to assess the quality of recycle plastics (Harrison, 2005). Evaluation involves four levels: reaction level, learning level, behaviour or skill change level and outcome or organizational level. The participants will be asked questions which will enable the training to meet the needs of the organization and participants. This will constitute reaction level evaluation. During the training sessions, the participants will be assessed based on the objectives of the session to ensure that the set objectives have been attained. The behavioural level evaluation will involve observation of the participants as they use the polymer DSC machine on daily basis. The outcome evaluation will be determined by how much the company reduces losses associated with buying of poor quality plastics. This training program is aimed at ensuring that no low quality plastics are bought by the company by employing proper use of Polymer DSC machine. Conclusion In recent past, most of recycle plastics sold by ABC Recycle Company have been found to be of low quality by buying companies. In some instances, the buying companies have demanded compensation from ABC Company. On carrying out the needs assessment, it was found that the methods used for assessing quality of plastics are outdated and needs some review. Thus, this training program is essential to alleviate the losses the company has been incurring in purchase and selling of these products. The methods currently used are healthy hazard to employees since the smell of burning plastic contains carcinogenic chemicals that can impact negatively on the health of worker. Thus, training in safe methods will motivate the workers who will feel valued by the company and will also enable management process to be efficient and effective. The training on how to use Polymer DSC machine is expected to take ABC to another level in terms of competition for provision of high quality plastics for recycling and save the company from recent losses incurred during compensation process necessitated by poor determination of recycle plastic quality. References Baker, H. 2007. Employee Training. Available at http://books.google.co.ke/books?id=g2Po_wcWL1cC&pg=PP1&dq=employee+training+and+development&cd=7#v=onepage&q=employee%20training%20and%20development&f=false Biagi, M. 2000. Job creation and labour law: from protection towards pro-action. Available at http://books.google.co.ke/books?id=2Ut9wc_zgwMC&pg=PA119&dq=organisation+training+program+and+report+australia&hl=en&ei=nJdvTPyJF8OQjAeEhcH7CA&sa=X&oi=book_result&ct=result&resnum=10&ved=0CGcQ6AEwCQ#v=onepage&q=organisation%20training%20program%20and%20report%20australia&f=false Cowling, A. & Mailer, C. 1998. Managing human resources, 3rd Ed. Available at http://books.google.co.ke/books?id=c8W5hxkSL-UC&pg=PA66&dq=organisation+training+program&hl=en&ei=-5ZvTJLZN8yNjAedtPn7CA&sa=X&oi=book_result&ct=result&resnum=10&ved=0CGsQ6AEwCQ#v=onepage&q=organisation%20training%20program&f=false Harrison, R. 2005. Learning and development. Available at http://books.google.co.ke/books?id=oRtxQKXbqJoC&printsec=frontcover&dq=employee+training+and+development&cd=8#v=onepage&q=employee%20training%20and%20development&f=false Jerling, K. 1996. Education, training, and development in organization. Available at http://books.google.co.ke/books?id=8Rp6_pCBUDgC&printsec=frontcover&dq=organisation+training+and+development&hl=en&ei=79FwTKjDHo6Mswal04m5Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCwQ6AEwAA#v=onepage&q&f=false Kubr, M. & Prokopenko, J. 1989. Diagnosing management training and development needs: concepts and techniques. Available at http://books.google.co.ke/books?id=ydqbjPHq1pgC&pg=PA153&dq=organisation+training+and+development&hl=en&ei=79FwTKjDHo6Mswal04m5Bg&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDIQ6AEwAQ#v=onepage&q=organisation%20training%20and%20development&f=false Kramar, R. 1999. Australian human resources management: current trends in management practice, Volume 2. Available at http://books.google.co.ke/books?id=E2mx_U-GauAC&pg=PA92&dq=organisation+training+program&hl=en&ei=-5ZvTJLZN8yNjAedtPn7CA&sa=X&oi=book_result&ct=result&resnum=9&ved=0CGUQ6AEwCA#v=onepage&q=organisation%20training%20program&f=false Kock, N. 1999. Process improvement and organizational learning: the role of collaboration technologies. Available at http://books.google.co.ke/books?id=Q2MWwin1QSYC&pg=PA135&dq=employee+training+and+development&cd=9#v=onepage&q=employee%20training%20and%20development&f=false Sun, T. 2007. Survival tactics: the top 11 behaviors of successful entrepreneurs. Available at http://books.google.co.ke/books?id=AjAmkZgqz0IC&pg=PA101&dq=employee+training+and+development&cd=10#v=onepage&q=employee%20training%20and%20development&f=false Wilson, J. 2005. Human resource development: learning & training for individuals & organizations. Available at http://books.google.co.ke/books?id=zpNc_GZIiikC&pg=PA10&dq=organisation+training+and+development&hl=en&ei=79FwTKjDHo6Mswal04m5Bg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CD8Q6AEwAw#v=onepage&q=organisation%20training%20and%20development&f=false Appendix 1 – Audience Analysis Sheet Audience Analysis Sheet How to use a polymer DSC Machine Name: __________________________________________ Rank: _________________________ Employee No: _________________________ How long have you been testing plastics? ___________________________ (circle appropriate response) Have you used a polymer DSC machine before? Yes / No Are you confident in the use and maintenance of the polymer DSC machine? Yes / No Please explain why:________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________ Do you believe a training session on the use and maintenance of a polymer DSC machine would be beneficial? Yes / No Please explain why:________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________ Are you willing to participate in the practical components of the training session? Yes / No Do you have any injuries or physical conditions that may prevent or limit your ability to complete training on the use of a polymer DSC machine? Yes / No If Yes, please specify? ______________________________________________________________________ _______________________________________________________________________________________________ IN CASE OF EMERGENCY Please state any allergies or medical conditions: Appendix 2 Session plan Time Content Delivery method Learner activity Resources Day 1 Introduction to polymers Types of polymers Lecture and practical Question and answer session Identify different types of polymers Different types of polymers pieces Day 2 Properties of polymers Recyclable polymers Lecture and practical Question and answer session Identify recyclable polymers from a group provided Different types of polymers pieces Day 3 Distinguishing properties of recyclable polymers Methods of for assessing quality of recyclable polymers Lecture and practical Question and answer session Carry out practical to illustrate different properties of recyclable plastics Different types of polymers pieces Day 4 Use of Polymer DSC to assess polymer (plastic quality) Lecture and demonstration Operate Polymer DSC Different types of polymers pieces Polymer DSC machine Appendix 3 DSC Manual DSC Manual Krystyna Brzezinska (kbrzez@mrl.ucsb.edu) 08/14/2006 1. POWER should be always ON. 2. Turn ON- Cooling system and the Heater. Push STOP on the instrument to disconnect the DSC from the computer. 3. Check the purge gas (nitrogen). The recommended flow rate is 120 and 40. 4. Open TA Thermal Advantage. Be sure that you have DSC page. You can use DSC and DMA at the same time. 5. After turning ON the DSC please run “TEST” to keep the DSC at room temperature. Run 1 cycle, temperature 24-25 °C, save as test in your file (see RUN EXPERIMENT). RUN EXPERIMENT 1. Prepare and load a pan with 5-20 mg of the polymer (see Table 1). Never open DSC if the cell is cold because you will condense moisture. Don’t touch pans with your fingers. 2. Select the instrument mode: click the mode button on the tool bar. You can select the mode you want to use (Standard or Modulated). 3. Summary Page: Enter Sample Name, Sample Size (mg). Enter Comments, Data Filename by clicking on the browse button to the right of the Data File, then select the desired storage location and enter in the filename. Click OK when finished. Choose one of the common test templates on the Summary Page (Cyclic, Custom, Heat/cool/Heat etc.). If Cyclic test was selected a preprogrammed test template will display notes specific to the test chosen. Click the Apply button to apply the information on this page to the current run. 4. Procedure Page: enter Test, Notes, Start Temp., Heating and Cooling Rate (10 °C/min typical rate- see Table 1). Enter Final Temperature. Select a final temperature that does not cause decomposition of the sample in a DSC cell. Degradation products can condense in the cell and cause corrosion of the cell and baseline problems. For unknown polymer TGA MUST BE used to determine stability of the polymer. Insert number of cycles (3-5). Check the Post Test. If desired, you can change the conditions that will apply at the end of the run. Click Apply button when finished to save these changes. 5. Notes Page: Enter the name of Operator. Specify the pan type used for this experiment from the list of available pans. Add “extended text” to include additional information about sample or experiment, sample treatment, data sampling parameters. Gas #1: Nitrogen, Flow Rate 40 mL/min. Gas #2 NO. Click the Apply button to apply the information on this page to current run. 6. START from the tool bar. Experiment will be saved automatically. 7. Write your name/advisor name/ VLID account # / time (from- to) in the LOGBOOK! If error occurs, make a note of the test number in which the error occurred. 8. When you finish TURN OFF cooling system. After 10-15 min TURN OFF HEATER and push STOP on the DSC. ANALYSIS 1. Open TA UNIVERSAL ANALYSIS from the desktop. File- Open. Data/ DSC / Users / your File. Make any corrections needed to the information displayed on the screen. You can change size or exoterm up or down. Click OK. 2. Use the Analyze menu to choose the type of analysis that you want to perform on the current data file (Tm or Tg). Use the Tools menu to select from the list of different types of functions that can be performed on the graph. You can smooth, shift, and/or rotate the curve. TA Instrument Manual is available on the Desktop. Table 1. Type of Measurements Sample Size (mg) Heating Rate (ºC/min) Glass transition 10-20 10-20 Melting point 2-10 5-10 Heat capacity 10-70 20* Purity 1-3 0.5-1 Crystallinity Or oxidative stability 5-10 5-10 Read More