Organizational Training Design - Assignment Example

Organizational Training Design A. Organization Analysis 1. How does this program align with the strategic needs of the business? The strategic need of the business that has been identified is that of more effective sales management. The business offers financial services to clients, and in the modern environment for financial systems, there is a need to develop a bond of trust and confidence between the firm and its individual and institutional customers. The company’s cross-functional task force assessed that there is an imperative for the firm to build stronger contact with its customers to form a basis for this fiduciary relationship. The training program is conceptualized to introduce key personnel to the rudiments of the customer contact software package (SAM) chosen by the team. The trial run, scheduled for a single day, would provide preliminary insights into crafting a better program for larger scale integration. In this manner, the trial training will help the firm realize better results while avoiding costly errors that may have been encountered without the trial program. 2. What features of the work environment might interfere with training and should be assessed prior to implementation? The firm is in the midst of its regular operations. In the financial services industry, the stock market, currencies market, and securities trading are constantly moving. Prices of the traded assets are always being bidded up or sold down in any one trading session, for which reason the brokers, traders and analysts are always focused on the market. Obviously, training is going to come into direct interference with this. Clients may be calling during the course of trading to speak with their own traders or analysts (who may be managers), for feedback, advice, or transaction in the markets. If such person were pulled out of the firm’s operations for one day, then customers will find this disconcerting because they have established trust with their usual contact and may not want to transact with others. Prior arrangements and coordination should therefore be made with substitute personnel if any, or better yet, arrangements should be made to hold the training during a non-trading day, or possibly broken down to be accommodated into non-trading hours during work days. 3. Will employees likely perceive the training program as an opportunity? reward? punishment? Depending upon the individual manager’s perspective, he may consider the training as either opportunity, reward or punishment. Employees who are engaged and motivated, and who feel an empathy with the market and the needs of the firm, will only look at the training program as an added opportunity. Training programs, after all, provide the individual worker with added tools by which he could more effectively address his work. In a sense, the trainee-manager may feel that the training program may be a reward. Oftentimes, being in the pilot batch of a program may be construed as an honor, because it is an acknowledgement of the above-average capabilities and skills of the trainee. After all, the best subjects are usually chosen for the trial of a new innovation, to assess the best possible chances for success of the prospective change. Seldom, if ever, will the training program be considered as punishment, but in such case, it may be due to the perceived withdrawal of the trainee from the workplace, affording him less change for output performance for the day in case there is some competitive (as against others) or evaluative (as in chances for promotion or raise) implication of such foregone output. 4. Which persons or groups have an interest in seeing training succeed? Why? All persons or groups who may have a strong faith in computerization and are convinced that the firm’s sales will be improved by added technology will definitely have an interest in seeing it succeed. Also, those employees who are in touch with market developments and are aware of competitive advantages of their company’s competition will praise and root for the success of the installation, training, and implementation activities with regard to SAM. In both instances, there is a conviction that the program is capable of attaining its strategic objective. Beyond these employees, the management, shareholders, the suppliers (particularly of the software), customers who will be served by it, and other stakeholders will have strong interest in seeing the training succeed, because the successful implementation of the overall innovation will allow the company to prosper, create value in terms of better service, and earn more profits. B. Objectives The training program to be implemented aims to achieve a concrete and tangible set of objectives in the performance of the trainee employees. Using Kirkpatrick’s four level framework, the objectives will pertain to four levels of outcomes, namely reactions, learning, behaviour (or, alternatively, performance) and results. Reactions refer to the learner’s personal disposition towards the training program. Learning pertains to the extent to which the trainees improve their knowledge and skills. Behavior or performance refers to the application of learned skills or knowledge in the context of the workplace. Finally, Results means the effectiveness of the training programs as seen from the impact it has created. Level 1: Reactions - Trainee satisfaction Objective 1: The trainee will exhibit a greater enthusiasm in using SAM with proficiency to attend to develop favourable customer relations. Objective 2: The trainee will display a sense of confidence in employing SAM to generate added sales in the course of dealing with clients. Level 2: Learning – Acquisition of knowledge, skills, attitudes and behaviour Objective 1: The trainee displays a mastery of linking the features of SAM with the existing backroom database. Objective 2: The trainee exhibits the ability to modify parameters or set program details in SAM so as to customize the software features to individual customers. Level 3: Behavior – Performance on the job Objective 1: The trainee acquires proficiency in manipulating SAM [behavior] so that he is able to access customer profile, execute a transaction, and verify the status of the customer account simultaneously [criterion] during the speed and confusion of trading [condition]. Objective 2: The trainee is able to quickly decide market action and allow or disallow transactions [behaviour] without exposing the company to unnecessary risk [criterion] during the extremely volatile market movements [condition]. Level 4: Results – Business results achieved by trainees Objective 1: The trainee will contact dormant clientele and convince them to activate, [behaviour] closing at least three transactions from at least one-fourth of his presently dormant clientele [criterion] during a period of market calm when risks of loss are low [condition]. Objective 2: The trainee will generate [behaviour] at least 15 per cent more sales revenues than his/her sales for the past year [criterion], for the year after the installation and implementation of the SAM platform [condition]. C. Detailed Lesson Plan Course Title: SAM training program Lesson Title: Introduction and familiarization with the SAM program Lesson length: One full day Learning objectives: 1. Introduce the SAM program to the trainors and dispel their initial misconceptions. 2. Demonstrate the capabilities of the programs and allow the trainers an opportunity to master them. Target audience: Relational managers Prerequisites: Trainee: An understanding of the relevant operational problems and contexts to which SAM is to be applied. Trainor: Mastery of the SAM software, and familiarity with the operational contexts in the organization to which SAM is to be applied. Room arrangement: Lecture room for the talk and presentations, computer room for the workshop Materials and equipment needed: Video equipment, computers, training kits, writing material Evaluation and assignments: Class exercises, case group presentation Lesson outline Instructor activity Trainee activity Time Registration of trainees Distribution of training kits, familiarization with trainees Sign registry, secure training kit, familiarization with instructor/s 7:30– 8:00 a.m. Overview of SAM on broad capabilities of the new platform Video presentation, power point presentation with talk, open forum for questions and discussion View the video and participate in the talk, ask questions and provide comments 8:00– 10:00 a.m. Break & refreshments Socialization Socialization 10:00 – 10:20 a.m. Hands-on exercises, interactive instruction and walk-through Instruct and facilitate on a one-on-one basis Execute exercises, discuss and ask questions from the trainer, learn to use SAM 10:20 – 12:00 noon Lunch, group formation Arrange to form groups 12:00 – 1:30 p.m Casework by group: Case situation is given Facilitate on a group by group basis Work out the case in groups, discuss, form a solution 1:30 – 3:00 p.m Break 3:00 – 3:30 p.m Group presentations of case solutions Facilitate, ask questions and provide comments Present and discuss own group’s case; ask questions and comment on other groups’ presentations 3:30 – 4:45 p.m Summation Final comments and observations, closing remarks Final questions and comments 4:45 – 5:00 p.m Description of each step in the lesson outline 1. Overview of SAM In this section of the lesson, SAM is officially introduced to the trainee group for the first time. The purpose of this segment is for the group to gain a concept and appreciation of the broad capabilities of the software, and have a general idea of how it may be used to the advantage of the company. Prior to the training program, the trainees would have heard about SAM and would have formed some impression about it, both positive and negative, based on the hearsay. The formal introduction of the program in a comprehensive way, using a video presentation and in greater detail with the power point presentation, would eliminate the misconceptions and provide the facts about the program. The visuals are necessary because things viewed provide a greater impact and more lasting impression of the message. The provision of training kits would eliminate the need for note taking, and allow the trainees to follow the discussion with the written manual and take it with them afterwards for quick reviews in the work place. 2. Hands-on exercises, interactive instruction and walk-through The first segment was introductory, and while that part of the lesson provided a good deal of factual information, it does not yet constitute real and lasting learning because it was conducted from a distance. Hands-on exercises allow the trainee the opportunity to know the subject of the training program intimately. The trainees in this segment navigate their way through the program, get to execute the instructions, and see the effects of their actions through the software’s interactive environment. The trainees are allowed to make mistakes, and having made them, are guided into how to address the mistakes that have been made and return to the right track. The walk-through is a component whereby the trainer acts as a guide and provides the trainers a step-by-step instruction that would enable them to experience the salient features of SAM, from start up to shut down. Because the trainees had been able to experience reacting with the software, there is a greater familiarity fostered with the guidance of the trainer. 3. Casework by group The second segment allowed the trainees to manipulate the software, but with the guidance of the instructor. Therefore, the trainees did not fully get to exercise their judgment in the use of SAM, and know it in much the same way as a tourist would get to know a location he or she visited on a guided tour. The third segment of the program allows the trainees the freedom to explore SAM by themselves, so that they are immersed in the subject in which they are training. The trainee is still very much the tourist, but one who has been left on his/her own to discover the pathways and alleys, so to speak, and gain a deeper insight into the use of the program. The provision of a case situation gives a contextual basis to the use of the software, so that the software ceases to be the principal object and becomes a tool to the solution of the case. This is the situation mirroring the conditions in the workplace. Finally, the use of a group rather than doing the case individually is meant to multiply and expedite the learning experience, because one learns faster from one’s peers, uses them as sounding boards, and relies upon their suggestions in cases where one is lost in the analysis. 4. Group presentation of case solutions Finally, the group presentations validates the learning experience by allowing the trainees to explain their handiwork. This is where learning is shared and magnified, since the trainees could be the source of new insights even to the trainer. In the course of explanation, the issues become clearer, the techniques are better discussed for their merits and weaknesses, the alternatives are explored more thoroughly, and these are all learning experiences that may be brought to the workplace and immediately applied. The questions and responses, aside from affording the trainers exposure to principled debate, provide a testing ground for the trainers to defend their ideas; where the ideas are applied correctly the trainer gains confirmation, and where they are applied incorrectly then the trainer’s misconception is corrected before he gets to apply it to the actual work where such may create greater damage. The case presentation thus becomes the labwork for what would later be the actual field work. The lesson is also designed so that the maximum benefit may be derived as far as development of camaraderie and esprit de corps among the participants is concerned. This is accomplished through the process of socialization that takes place through the group case activity that the lesson requires the individual participants to do for the entire second half of the training program. This is designed to bring together the staff from the different units in the firm in an activity that allows them to use their individual specialized knowledge and expertise in a simulated work situation. The interactions among them forge bonds of friend and communication which would be beneficial for them and for the company. D. Before, During, After Matrix The different actors who have a relevant connection to the training program are the trainer, the trainee, and the manager of the trainee. The three parties are charged with certain responsibilities before, during, and after the conduct of the training program. The proper discharge of these responsibilities is founded on a two-fold purpose: first, the maximization of the benefits that may be derived from the training program; and second, the minimization of any disruption or damage that might occur as a result of the withdrawal of the trainee from his regular post for the duration of the training. Each of the specific responsibilities presented below is designated in the interest of accomplishing one or both of the mentioned objectives. Specific responsibilities in the course of training Before Training During Training After Training Manager Selection of trainee to send based on HR’s specifications Scheduling of workload of trainees to substitutes Monitoring of workload to ensure proper execution Identification of potential problems and setting pre-emptive solutions Debriefing of trainee to determine the prospects of implementation Setting of echo seminar to share new learning with other relevant personnel in the unit Trainer Designing and preparing handouts and training kit, and planning out the delivery of the talk. Preparation of video, power point presentation, case and talk Delivery of the training subject matter and the presentations Directing discussion, facilitating and spearheading of activities Assess the results of the training program Recommend or revise improvements in the training program for the purpose of its continuation with other employees Trainee Delegation of duties to substitute Coordination with the manager on the status of pending activities for the day of the training. Participate actively in the discussion in the training module Conducting the activities and exercises Report the results of training to the unit manager Conduct an echo seminar as may be determined by the manager While the manager (i.e., the immediate superior of the trainee) is not a direct participant in the training program, many of the decisions that would have a major influence on the success of the training program depends upon his discretion. It is his prerogative to select the trainee to be sent, since it is his unit’s work that will be disrupted by the pull-out of one of his staff. Furthermore, it is his decision to select a temporary replacement of the trainee at the job that will be vacated for the day, thus coordination and collaboration will be important to ensure minimal displacement during the training. E. Evaluation Rating Rating form for Trainee (To be analysed and compared with the corresponding rating form accomplished by the manager of the trainee, and another to be accomplished by the project team.) Rating task: For each of the statements presented below, rate the frequency with which you are able to successfully accomplish the task described in the statement, considering the performance of your unit and yourself within the 60 days after the training program and the adoption of SAM in the operation of the firm. The rating shall be pursuant to the five point rating scale given as follows: 1 - Always 2 - Usually 3 - Sometimes 4 - Seldom 5 - Never I. Proficiency in manipulating SAM: By proficiency is the ease of use and speed of obtaining the desired results in executing specific actions, specifically in accessing the client’s personal profile, in executing the transaction pertaining to the customer’s order, and in verifying the status of the customer’s account updated in real time and adjusted to accommodate the transaction. _____ 1. I find it easy to use the SAM (i.e. easy to give the commands and obtain the results) _____ 2. I am easily able to quickly access the customer’s profile from the database during market activity. _____ 3. I am easily able to quickly execute the transaction through online access during market activity. _____ 4. I am easily able to quickly verify the status of the customer’s account and history of transacitons during market activity _____ 5. I am easily able to quickly do the three preceding activities, either in combination of twos or all three simultaneously, during strong market activity.. II. Decision making in market action. By this particular behaviour is meant that the trainee has been able to quickly arrive at the right decision concerning a pending market order (i.e. whether or not to execute a transaction at a discretionary price) by virtue of being in possession of the necessary information about the client and his/her account status, as may be provided by SAM. _____ 6. I am quickly able to decide market action based on the information provided by SAM. _____ 7. The information provided me is in the best possible format for me to provide a quick and accurate decision. _____ 8. The information provided me contains updated and accurate information sufficient for me to make an accurate and speedy decision. _____ 9. The software constantly performs predictably, thereby allowing me to relate to the client with the best possible chances of improving the volume of his transactions and increase company sales. _____ 10. The use of the software is a highly useful tool and an important factor in improving company’s sales revenues. If you would wish to qualify or explain any of your answers in the foregoing items, feel free to do so in the space below provided for the purpose. F. Cost Benefit Calculations The following cost summaries are assumed for the training program Fully Loaded Costs Needs Assessment (prorated over 4 years) $ 900 Program Development (prorated over 2 years) 2,000 Program Materials ($120 per participant) 7,200 Travel, Meals, Lodging ($1,600 per participant) 96,000 Facilitation and Coordination ($4,000 per day for 3 days) 12,000 Facilities and Refreshment ($890 a day) 2,670 Participants’ salaries (plus benefits at 25% of salary) for time involved in program 37,218 Training and Education Overhead ($625 per day) 1,875 Evaluation of Pilot program at Behavioral (Level 3) and Results (Level 4) levels 5,000 ----------- Total Costs 164,863 The following benefits summary, directly attributable to training, were achieved after your training program implementation. Total Benefits = $329,201 The Benefit-Cost Ratio (BCR) and the Return on Investment (ROI) Based on the preceding accounts, the relevant BCR and ROI are as follows: 1. Benefit Cost Ratio (BCR) = Total Benefits/Total Costs BCR = 329,201 / 164,863 = 2 2. ROI = Net Total Benefits (Benefits – Costs) / Total Costs ROI = (329,201 – 164,863) / 164,863 = 164,338 / 164,863 = 99.68% The benefit to cost ratio yields a value of 2, indicating that the benefit derived from the program is twice the value of the cost it took to plan and stage the training program. The return on investment is therefore nearly 100%, equivalent to a full return of the cost of the program incremented by a gain of equal to the investment devoted to the training program. In effect, the program that had been undertaken was not only beneficial to the individual participants by supplying them the needed skills, but was likewise financially successful in attaining its stated objective of increasing the sales revenues of the firm. G. Post-Project Peer Review Read More