Troy University Maersk Group: Evaluating Strategic Talent Management Case

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Business Finance

Troy University

Description

The Assigned Case - A.P. Moller - Maersk Group: Evaluating Strategic Talent Management Initiatives.

General Instructions Overview

The outcome of this assignment is a written report/research paper. The general paper should be an assessment and recommendation of the Case using the ADDIE Model. Do not over complicate the assignment. Read the Case then follow the ADDIE Model to write your paper. It's that easy. Details of the ADDIE Model and the rubrics used for grading are included in the module.

  • This is a ten point assignment and as such should be fairly comprehensive. I would expect about 1,000 words is sufficient.
  • You are to use at least 5 ACADEMIC references to support your paper. Include these in your Reference section.
  • Make sure you follow the APA guidelines and are appropriately documented in terms of references and in-text citations.

Additional information and detailed instructions are included below and in the module.

Detailed Instructions

Read the instructions very carefully. ALSO, open both Grading rubrics (2) and read over them carefully. Prepare an outline using only the headings of "Strategic Application"Rubric #1. Next, go to the Harvard Publishing website and purchase and download your case. Read it slowly and carefully the first time through. Then, read it again making notes along the way. As you progress through the text material, continue to review the case and start filling in the outline, keeping in mind the case instructions, the ADDIE model and the Rubric requirements. As you start to write your paper, review APA formatting requirements, grammar, punctuation, spelling, word usage, sentence structure, etc. Your grade will be based on these rubrics.

Assignment Details

This course focuses on the models, concepts, and phases of the ADDIE (ADiME) Model of assessing, designing, developing, implementing and evaluating a training and development program. This paper is an opportunity to apply the models and concepts to the case study entitled “A.P. Moller – Maersk Group: Evaluating Strategic Talent Management Initiatives.” The elements of your paper are to be helpful to Moller and Maersk (M&M); to improve their effectiveness through the development of a training program. A suggested way to accomplish this project is to read and become familiar with the case study first. As you learn about the concepts and models in the text, see how they may apply to the situation (case) to most benefit the organization. Do not wait to do all the writing during the last few days before the deadline. So, the idea is -- you learn and then you write (apply) the concepts/models to the case. If you do this week to week, writing the paper will be much more manageable.

Using the Training and & HRD Process Model (Figure 1-7 of text, page 27) as the roadmap, you are to develop a Leadership Development training program for the “mission critical” group which is part of the top 120 positions in M&M. Note the text has chapters providing detailed information about each phase of this model. Note that the text model is called ADiME (assessment, design, implementation {also includes development but not framed that way}, and evaluation), which folds in development as part of implementation. For the purposes of this paper, organize the paper around the ADDIE Model (Google it).

Also note that additional components (Coaching and Performance Management, etc.). These components are in addition to the ones provided in the author’s model (page 27). However the additional components added to the model below are included in other chapters of the text as well.

The grading rubric uses a slightly different model called ADDIE (assessment, design, development, implementation, and evaluation). So make sure that when you write your paper that you address the items in the ADDIE grading rubric!

As you write your paper, present the components in the order provided below/ next page. Headings are in bold and these must be included in your paper in the order displayed below. Additionally, APA formatting must be incorporated into the paper. In writing anything you must keep the readers in mind and write in such a way that the reader finds it easy to follow your writing without having to read 2-3 times in an effort to understand what you are trying communicate. You may use headings interspersed within and in addition to the headings (bold-below) that the paper requires.

After you write the introduction of your paper, you’ll need to include headers corresponding to the grading rubric – assessment, design, development, implementation, and evaluation. Certainly, you may have sub headers if that helps the organization of your paper. The statements below are from the grading rubric. You need to address these ADDIE Model phases as you develop a training program for M&M. These elements are listed below/ next page which include elements from the grading rubric.

General Outline

Assessment

Distinguishes current HRD gaps from systemic (non-HRD) gaps, anticipates HRD needs based on organizational strategy, and anticipates HRD needs due to changes in technology

Briefly tell how you would conduct an assessment. Then based on the case provide data from the case

Design your Proposed Solutions

For example ... strategy, objectives, method (fitted to the training target—skill, knowledge, interpersonal competency, or experiential growth), materials, and media (classroom or technological.) Only use that which is applicable to your proposals.

How Will You Develop Your Solution (above)

Organizes content assets (developed in the design phase) to plan timely and logical delivery of all learning components with proper integration.

How Will You Implement Your Solution

Such as contractor versus in-house facilitator, type of facility, use of technology, equipment, materials, scheduling/sequencing, constraints, and pilot test if feasible.

How Will You Evaluate The Effectiveness of Your Solution

SUGGESTION: use the four Kirkpatrick levels—reactions, learning (retention), behavior (transfer), and organization-level results

Model phase !

1. Assessment

Distinguishes current HRD gaps from systemic (non-HRD) gaps, anticipates HRD needs based on organizational strategy, and anticipates HRD needs due to changes in technology

You are to briefly tell how you would conduct an assessment. Then based on the case provide data from the case as well as “dummy” data you need to create to demonstrate evidence of assessment (results). What did the assessment look like as well as your interpretation of it. Address the italicized rubric statement above.

2 Define Purpose

Define Assessment Tools/Methods to Use

Collect and Compile Assessment Data – (if needed create dummy data for analysis)

Strategic/organizational

Task Analysis

Person Analysis

Anticipate HRD needs due to changes in technology

Provide Data Analysis & Conclusions/Prioritization

Identify system (non-HRD) issues that are preventing effective performance that cannot be effectively addressed by training and development interventions

3. Design

Defines strategy, objectives, method (fitted to the training target—skill, knowledge, interpersonal competency, or experiential growth), materials, and media (classroom or technological.) You need to address the italicized rubric statement above. You are to have no more than 4 training objectives (Mager criteria).

Define Purpose/strategy

Write Training Objectives

Define Criteria for evaluation

Select Trainers (Criteria for selection)

Draft Lesson Plan (see text for example-p. 153; Figure 5-2)

Select Training Methods and Media (preliminary)

Draft Training Materials

Draft Schedule Program/course

4.Development

Organizes content assets (developed in the design phase) to plan timely and logical delivery of all learning components with proper integration.

You need to address the italicized rubric statement above.

5.Implementation

Determines contractor versus in-house facilitator, type of facility, use of technology, equipment, materials, scheduling/sequencing, constraints, and pilot test if feasible

Define Purpose

Decide Make or Buy: Justify

Select Instructional Methods for Training Delivery

Select Any On the Job Methods

Select Job Instruction Training

Select Classroom Instruction

Select Audiovisual Media

Select Computer Based Training (Classroom-Based)

Select Self-Paced/Computer-Based Training Media and Methods

Select Arrangements for the Physical Environment

You need to address the italicized rubric statement above.

6.Evaluation

Evaluates data using the four Kirkpatrick levels—reactions, learning (retention), behavior (transfer), and organization-level results

You need to address the italicized rubric statement above.

Define Purpose

Select Criteria and Methods of Evaluation

Choose Research Design

Choose Data Collection Methods

Identify Means of Assessing HRD in Monetary Terms

Present Evaluation Data and Interpretation-Was the Training Successful? Why or Why Not?

Unformatted Attachment Preview

The ADDIE model The ADDIE model is a framework that lists generic processes that instructional designers and training developers use.[1] It represents a guideline for building effective training and performance support tools in five phases. • Analysis • Design • Development • Implementation • Evaluation ADDIE is an Instructional Systems Design (ISD) model. Most current ISD models are variations of the ADDIE process.[2] Other models include the Dick & Carey and Kemp ISD models. Rapid prototyping is a commonly accepted improvement to this model. This is the idea of reviewing continual or formative feedback while creating instructional materials. This model strives to save time and money by catching problems while they are still easy to fix. This rapid prototyping is also called SAM, or successive approximation model. Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning, and cognitivism help shape and define the outcome of instructional materials. History Florida State University initially developed the ADDIE model to explain, “...the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity.”[3] The model originally contained several steps under its five original phases (analyze, design, develop, implement, and evaluate).[3] The idea was to complete each phase before moving to the next. Over the years, practitioners revised the steps, and eventually the model became more dynamic and interactive than the original hierarchical version. By the mid-1980s, the version familiar today appeared.[4] ADDIE Model Phases of ADDIE Analysis phase The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills. Questions the analysis phase addresses include: • • • • • • • Who are the learners and what are their characteristics? What is the desired new behavior? What types of learning constraints exist? What are the delivery options? What are the pedagogical considerations? What adult learning theory considerations apply? What is the timeline for project completion? Design phase The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan must be executed with attention to details. In the design phase, developers: • • • • • Document the instructional, visual, and technical design strategy Apply instructional strategies according to intended behavioral outcomes by domain (cognitive, affective, and psychomotor) Design the user interface and user experience Create a prototype Apply visual design (graphic design) Development phase In the development phase, instructional designers and developers create and assemble content assets blueprinted in the design phase. In this phase, the designers create storyboards and graphics. If e-learning is involved, programmers develop or integrate technologies. Testers debug materials and procedures. The project is reviewed and revised according to feedback. Implementation phase The implementation phase develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation for learners includes training them on new tools (software or hardware) and student registration. Implementation includes evaluation of the design. This is also the phase where the project manager ensures that books, hands-on equipment, tools, CD-ROMs, and software are in place, and that the learning application or website functions. Evaluation phase The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Formative assessment or diagnostic testing is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.[1] It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance.[2] It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.[ Images of ADDIE Models are shown at: https://www.google.com/search?q=ADDIE+Model&client=firefoxa&hs=s7p&rls=org.mozilla:enUS:official&channel=sb&tbm=isch&tbo=u&source=univ&sa=X&ei=RAiVJiQNYHLggSP0IGgAg&ved=0CCwQsAQ&biw=1365&bih=638. You Tube Video of the ADDIE Model Assessment/Analysis Phase: http://www.youtube.com/watch?v=JZdv5lrJs4U&list=PLtrvQatFkeq3KJguPX3SEfZUCJHOrcaH&index=1. Design Phase: http://www.youtube.com/watch?v=BhLIiF9QyTo&index=6&list=PLtrvQatFkeq3KJguPX3SEfZ UC-JHOrcaH. Development Phase: http://www.youtube.com/watch?v=VzYDNWhQWYA&list=PLtrvQatFkeq3KJguPX3SEfZUCJHOrcaH&index=19. Implementation Phases: http://www.youtube.com/watch?v=BhLIiF9QyTo&index=6&list=PLtrvQatFkeq3KJguPX3SEfZ UC-JHOrcaH. Evaluation Phase http://www.youtube.com/watch?v=CBoI0wBo4vw&list=PLtrvQatFkeq3KJguPX3SEfZUCJHOrcaH&index=116.
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Running head: THE ADDIE MODEL

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The ADDIE Model
Student’s Name
Institutional Affiliation

THE ADDIE MODEL

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The ADDIE Model

A.P. Moller - Maersk Group: Evaluation of the Strategic Talent Management Initiatives
Introduction
ADDIE is a common instructional technological tool applied in both education and
business fields. It covers every part of the training by separating it into various groups; Analyze
(A), Design (D), Development (D), Implement (I), and Evaluation (E) (Nadiyah & Faaizah,
2015; Cheung, 2016). Through this model, a research project can be divided into manageable
phases that result in a programmed objective. This lesson plan will use the model to assess the
initiatives for strategic talent management at Maersk Group in order to improve their
effectiveness through the development of a training program.
ADDIE Model
Analysis
Problem Identification
The challenges being addressed by this lesson plan are on the evaluation of initiatives for
strategic talent management because Maersk has been experiencing increased turnover of
employees. Secondly, the Human Resources Management (HRM) department lacks knowledge
on what to do with the company’s programs for training and development. Thirdly, the HRM
intends to understand if to move on employing skilled employees from other companies. Fourth,
they intend to know if they can bring in outside talent, while possibly reducing the related
additional risk, which was brought by re-hiring former employees ...


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