The Blossoming Garden Centre - Case Study Example

? Critically review the blossoming garden centre case study Table of Contents Introduction 3 Identification of Needs 4 Planning 6 Design/Delivery 7 Evaluation 9 Recommendations and Conclusion 10 Appendices 12 Appendix 1 12 Appendix 2 13 Reference 14 Introduction In recent years organizations have been increasingly talking about organizational learning and development. The swiftness of changes coupled with the stiffness of global competition has caused the emphasis on human capital in organizations and the ways of imparting more knowledge to this capital. Today knowledge is considered as the most reliable sources of competitive advantage for firms which have been operating in the global market scenario. This has called for the emphasis on training and development of the workforce too. Consequently organizations have been observed to be making huge investments in conducting training needs analysis, developing training modules, and delivering the same to its human capital. Organizations constantly creating new knowledge and imparting the same through effective training and development to employees are seen to be providing better services and products to customers than others. Constant learning and development has become the key for success of the organizations (Vemic, 2007, p.1). This project seeks to bring forth the present HR conditions in Blossoming Garden City. For this purpose it conducts an evaluation of the organizations’ learning and development issues in the organization. The first issue which is observed is that the organization easily finds staff for itself but lacks the desirable skills or the willingness of these staff to get hands on experience with customers. The organization primarily faces difficulty in finding executives at the management and supervisory level. It is also expected that restructuring the management responsibility would be a difficult issue when Gordon would retire, who has been the Managing Director of the company since 1985. Moreover the nature of the business reveals that staffs need to be in constant touch with customers. This demands the right kind of customer skills which in turn demands adequate training on the skills. Training is considered to be an ongoing process in the organization, however, inadequacy of a formal training structure has been observed. Identification of Needs The report focuses on the learning cycle presented by Kolb, in terms of identifying the training needs, planning, delivering and evaluating the elements of learning and development. According to Kolb, every individual needs and responds to the stimulus of various types of learning styles to certain extent or the other. Depending on the best learning styles that fit the employees’ organizations set their learning strategies and preferences (Harrison, 2005, p.83). The following diagram provides Kolb’s learning cycle (Please refer Appendix 1). Researchers and practitioners have realized the requirement for training needs analysis as being an integral part of the organizations. In order to utilize resources successfully, it is important for organizations to determine the exact scope, location and magnitude of the training needs. Researchers have highlighted on the fact that there exists no justification of investments in training programs if it does not end up enhancing or improving the efficiency of the workforce of the organization (Moore & Dutton, 1978). Training needs analysis accounts for the very first step in the cyclical process of the overall education and training strategy staffs in organizations. According to the views of Gould, Kelly & White & Chidgey, (2003), training needs analysis begins with the systematic consultation of identification of learning needs of the staff which is consecutively followed by the program planning, delivery and evaluation of the training programs. Research was conducted on micro and macro level organization for evaluating their training needs and assessments. It was revealed that in spite of their limited and small scope, the micro level organizations demonstrated greater methodological approach in their training needs assessments. They also provided greater emphasis on the perspectives of the shareholders to provide the basis for influencing the remaining part of the training cycle (Gould, Kelly & White & Chidgey, 2003). A study was conducted by Mahler and Monroe in 1952 to follow the trends in the industry on various aspects of training. They were of the opinion that most of training provided in organizations was informal. Among ten organizations only one out of them were found to implement formal means of training their employees. The situation resembles the condition in Blossoming Garden Centre. Lack of any formal means of training seems to be one of the key issues of the organization at present. It is seen that finding the right talents in the organization is not difficult; however developing the talent is a more difficult process. Training and developmental activities continues round the year, however, the degree of effectiveness of the programs is the question requiring concern at the moment. Researchers have found a direct link between formal means of training and effectiveness of the same in driving employee and organizational performance. This seems to be significantly lacking in the case of Blossoming Garden Centre (Moore & Dutton, 1978). A BNA survey which was conducted in the year 1962 revealed that only 41% of the total number of organizations surveyed used analysis of job performance to determine training needs of employees. This can be considered as an alarming figure as performance at the workplace must be predominantly used for determining the training needs and requirement of employees. However, later on a more gradual shift of this trend has been noted as firms were found to use training needs analysis in a more systematic manner. They moved towards more formalized means of training their employees (Marchington & Wilkinson, 2005, p.243). Researchers have increasingly emphasized on the needs to understand the reasons for skill shortage in the organization. The important fact is to identify if the skills possessed by the employee is adequate to meet the skill demands of the organization. In this context it is crucial to realize if employees are adequately motivated to perform the job. It is seen that employees are underperforming in spite of having the requisite skills and talents. It primarily happens because of lack of motivation which might arise due to various reasons like improper compensation structures, working conditions, employee management relationships etc. According to the case at Blossoming Garden Centre, it is seen that staffs are reasonably content with the organizational conditions which is the reason why attrition rates in the organization is also low. Thus it can be concluded that the lack of performance is primarily due to inadequate skills or improper utilization of those skills too. It is crucial that employees are directed towards using their skills in the right direction which would be gainful for the organization and help in the attainment of organizational goals and objectives (Huselid, 1995, p.635). Planning Organizations are confronted with the challenge of developing, initiative, confidence, problem solving, and solution finding capabilities of people. It is important that they have staffs that are more resourceful, autonomous and creative. This behavior of organizations enables their staffs to perform at higher strategic levels, consequently making organizations more competitive and productive. This calls for developing the skills of people through training on new methods and techniques which develops their maturity, belief and courage to meet the strategic objectives. The training needs analysis is followed by the planning the training session. This includes developing the training targets and objectives and communicating the same with employees. The first step would include determining the audience for the training programs. In this case, the staffs, management and supervisors would be chosen as the audience. However, different groups would be trained at different sessions and not all at the same time. This would be followed by scheduling the time for each session. In this case, the training would be imparted during the office or work hours as workers might find it inconvenient to extend beyond their usual hours of work. However, the venue for the training sessions needs to be settled in order to ensure that the sessions do not clash with each other and that each one gets the required amount of training (Joyce, 1996, p.2-4). The aims and objectives for the training sessions are also to be determined in this phase. The first objective is to improve the staff customer relationship skills. This accounts for the first and foremost objective because a considerable amount of the growth of the business depends on how well the staffs are able to impress customers and enhance relationships with them. This is a common skill which needs to be imparted to all including, managers, supervisors and the staffs. The second objective is to improve the technical expertise of the staffs. It is realized that the business cannot only thrive on the basis of customer relationships. It is crucial that the staffs are able to adapt themselves to the changing technologies and are adept with the new technological tools and equipments that the organization uses. This means that the overall knowledge base of the organization needs to be taken at a greater height (Bramley, 2003, p.60-62). Design/Delivery The design of the learning system is broken down into steps as follows. It primarily consists of the design of the learning event which would be applied in the organizational context. Step 1: The training and learning design would begin with a warm up session in which one of the Directors in the company would define the key objectives of framing the learning sessions for employees. This would be followed by a brief elaboration of the business objectives of the firm and consequently the expectations from the employees. After doing this, the most important part would be discussion of the present issues faced by the firm. This would include defining the role of employees and highlighting on the gaps or the shortage which was reflected in their performance and how this was affecting on the business performance and productivity. In this case, the shortage of customer specific skills which were noted among employees would be highlighted (Mayo, 1998, p.7). Step 2: This step would include creating the training or the development specification. Having identified the training needs in the previous sections, organizations must specify what it wants to train and develop people. This would include breaking down the training module or requirements into manageable elements. In this case staffs would be trained on technical skills and customer relationship skills or interpersonal relations. They would be made to learn working on different tools and equipments and machineries. They would also be trained on different technologies or softwares which might be required for day to day operations of the business. The Managers and supervisors would be provided with problem solving skills, time management skills, communication skills, leadership skills, motivational skills and planning and organizing skills etc (Calvert, 2004, p.79). Step 3: This step includes planning the training evaluation. This implies setting targets and standards for the purpose. This includes the before and after measurements. Evaluation can be done based on individual performance or team performance. This step would be based on Kirkpatrick’s training evaluation module. Step 4: This step would include designing the materials and methods and delivering the training. This can be done using modern methods of presentations, workshops or even training templates can be used for the purpose. Evaluation Training evaluation would be conducted through Kirkpatrick’s four levels of training evaluation. The model is explained through the following figure (Refer Appendix 2). According to the first step in the model, the training would be evaluated by measuring the participant’s reactions to the training programs. This can be done by taking the views of the participants orally or through the method of questionnaire. Questions would be included to assess the skills of the trainers. In is important to determine whether the trainers have adequate knowledge about the subject etc. Also questions would be used for assessing the relevance of the training materials and whether the information they provided were helpful. Also questions like whether the training helped them to perform their better and faster would be useful (Pynes, 2008, “Evaluating training”). The second step would seek to evaluate whether the participants had acquired the skills because of the training imparted. In order to ensure this, participants can be tested on the information which was provided. This can be done by interviewing the candidates on the specific skills, skills demonstration and even case studies to test the competencies of employees. The evaluation must necessarily include the fourth condition recommended by Kirkpatrick. This is employees must be provided rewards for incorporating the changes in their attitudes, functions and performances. This is because it is directly associated with feelings of achievement, satisfaction, proficiency, and pride which only occurs through successful change. Apart from monetary incentives, employees must be rewarded through praise from supervisors and managers, recognition from trainers or others, promotions or even possible merit rewards. Unless and until a reward structure is incorporated into the training system it would not be effective in terms of motivating employees to embrace the changes (Pynes, 2008, “Evaluating training”). The overall performance of the training module would be evaluated using a direct link with the organizational performance and productivity and the training provided. A significant change in the performance standards of the firm would ensure success of the training programs. Recommendations and Conclusion The most important recommendation for this case would be to ensure that the objectives with which the training modules were developed are met till the end. Keeping a strong focus is what is most important. The basic objective which was realized in this case was to develop a positive attitude of employees towards the customers. In all the activities which are incorporated it must be ensured that the focus remains the same and is not diverted. Since the business thrives on the way customers are treated and the level of interpersonal relationships employees have with their customers, a customer centric approach is most crucially needed in this case. It is seen that the success of any HR activity boils down to the extent to which helps to attain the participation of employees or the human resource of the organization. The success of ay learning and development program would primarily depend on how well employees are able to embrace the program and make it effective for the purpose. This calls for a concrete motivational strategy on the part of the employer to ensure that they are successful in this mission. Thus, in this case the learning and development program must be associated with a concrete rewards structure to motivate employees. It is apparent that unless employees got something very fruitful through the program they would lack the initiative to take part in it. Thus the employer must have a proper monetary and non monetary reward structure for the purpose. The third recommendation would be to ensure that the program must be supported with adequate tools, equipments and infrastructure to make it successful. Adequate and timely investments and in the right direction is needed. In other words the management must ensure that there are no hurdles in the process and that it proceeds smoothly. Occurrences of hurdles would only render the program unsuccessful and add to the costs consequently. Timely investments considerably help to remove all kinds of hurdles and obstructions, save time and money of the organization. Appendices Appendix 1 Figure 1: The Experiential cycle of learning (Source: Harrison, 2005, p.83) Appendix 2 Figure 2: Kirkpatrick's four levels of training evaluation (Source: Kirkpatrick & Kirkpatrick, 2009, p.9) Reference Bramley, P. (2003). Evaluating training. CIPD Publishing. Calvert, N. (2004). Gower handbook of call and contact centre management. Gower Publishing, Ltd. Gould, D., Kelly, D., & White, I. & Chidgey, J. (2003). Training needs analysis. A literature review and reappraisal. International Journal of Nursing Studies. Volume 41, Issue 5, July 2004, Pages 471-486. Harrison, R. (2005). Learning and development. CIPD Publishing. Huselid, M. A. (1995). The impact of human resource management practices on turnover, productivity, and corporate financial performance. The Academy of Management Journal. Vol. 38, No. 3, Jun., 1995. [Online]. Available at: http://www.jstor.org/pss/256741. [Accessed on November 10, 2011]. Joyce, B. (1996). The Evolution of Peer Coaching. Educational Leadership, March 1996 v53 n6 p12(5). [Pdf]. Available at: http://www.eggplant.org/pamphlets/pdf/joyce_showers_peer_coaching.pdf. [Accessed on November 10, 2011]. Kirkpatrick, J. D. & Kirkpatrick, W. K. (2009). Training on Trial: How Workplace Learning Must Reinvent Itself to Remain Relevant. AMACOM Div American Mgmt Assn. Marchington, M. & Wilkinson, A. (2005). Human resource management at work: people management and development. CIPD Publishing. Mayo, A. (1998). Creating A Training & Development Strategy. Universities Press. Moore, M. L. & Dutton, P. (1978). Training needs analysis: Review and critique. The Academy of Management Review. Vol. 3, No. 3, Jul., 1978. [Online]. Available at: http://www.jstor.org/pss/257543. [Accessed on November 09, 2011]. Pynes, J. E. (2008). Human Resources Management for Public and Nonprofit Organizations: A Strategic Approach. John Wiley and Sons. Vemic, J. (2007). Employee training and development and the learning organization. Economics and Organization Vol. 4, No 2, 2007, pp. 209 – 216. [Pdf]. Available at: http://facta.junis.ni.ac.rs/eao/eao200702/eao200702-13.pdf. [Accessed on November 09, 2011]. Read More