OL211 Southern New Hampshire Unit 6 CARE Business Partner Job Posting HW

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Uhegare05

Business Finance

OL211

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This is a continuation of the original milestone 1 project submission. The same case study that you read for the first part applies to the second part so there's no need to read anything new unless you need to skim for refreshing. Similar format as the first one. I am attaching the rubric and the appropiate documents indiciated

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OL 211 Final Project Milestone Two Guidelines and Rubric Overview: For this milestone, review the case study, A.P. Moller-Maersk Group: Evaluating Strategic Talent Management Initiatives, through page 13 (up to HRCustomer Initiative at Maersk) and the job posting for a Customer Service – CARE Business Partner. View the SHRM PowerPoint presentation and its note pages: Unit 6: Training Methods, Experiential Learning and Technology. Using the material on needs assessment and training strategies provided in this week’s lesson and the case study, in a short paper you should:      Illustrate the value of a training needs assessment in an organization in general, supporting your response. Describe the components of a needs assessment used to determine the training requirements of a Customer Service – CARE Business Partner at Maersk. Describe the importance of creating Specific, Measurable, Achievable, Realistic, and Time-oriented (SMART) objectives for a training plan. Explain the importance of developing learning activities for a Maersk Customer Service – CARE Business Partner training program. Describe how you would incorporate adult learning principles and methods of experiential learning from this course into the Maersk Customer Service – CARE Business Partner training program. Guidelines for Submission: Your submission should be 2–3 pages in length and double-spaced using 12-point Times New Roman font. Be sure to list your references at the end of your paper. Submit journal assignment as a Word document. Critical Elements Training: Needs Assessment Exemplary (100%) Meets “Proficient” criteria and description is clear and detailed Proficient (85%) Describes the components of a needs assessment used to determine the training requirements of the organization Training: Learning Activities Meets “Proficient” criteria and exhibits keen insight into the needs of adult learners Training: Training Needs Assessment Meets “Proficient” criteria and uses scholarly research to contextualize claims Training: SMART Meets “Proficient” criteria and description is clear and detailed Explains the importance of developing learning activities, and incorporates adult learning principles and methods of experiential learning Illustrates the value of a training needs assessment in an organization, and supports response Describes the importance of creating SMART objectives for a training plan Needs Improvement (55%) Describes the components of a needs assessment used to determine the training requirements of the organization, but description is cursory or inaccurate Explains the importance of developing learning activities, but does not incorporate adult learning principles and methods of experiential learning Illustrates the value of a training needs assessment in an organization, but does not support response Describes the importance of creating SMART objectives for a training plan, but description is cursory or inaccurate Not Evident (0%) Does not describe the components of a needs assessment used to determine the training requirements of the organization Value 23 Does not explain the importance of developing learning activities 23 Does not illustrate the value of a training needs assessment 23 Does not describe the importance of creating SMART objectives for a training plan 23 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas Earned Total 8 100% OL 211: Customer Service – CARE Business Partner Job Posting Maersk Line is the world’s largest container shipping company, known for reliable, flexible, and eco-efficient services. We provide ocean transportation in all parts of the world. We serve our customers through 374 offices in 116 countries. We employ 7,000 seafarers and 25,000 landbased employees and operate 580 container vessels. We market our services through the following brands: Maersk Line, Safmarine, MCC Transport (Intra-Asia), Seago Line (IntraEurope), Mercosul (Brazil), and SeaLand (From 2015 Intra-Americas). Maersk Line, the global containerized division of the Maersk Group, is dedicated to delivering the highest level of customer-focused and reliable ocean transportation services. Our vision, built from a strong heritage of uprightness, constant care, and innovation, has guided our business operations since the first Maersk Line vessel sailed in 1904. By remaining committed to that vision we have expanded our business to become the world’s largest ocean carrier. And we are consistently recognized as the most reliable container shipping company. We are looking for a Customer Service CARE Business Partner in our Charlotte, NC office. You must be authorized to work for any employer in the US. Local candidates only; no relocation assistance is provided. We Offer Maersk Line offers you an exciting career opportunity in an international, challenging business environment characterized by high pace and diversity with focus on creating valuable relations with our current and new customers. We offer a competitive salary and benefit package, such as health insurance, dental and vision insurance, a 401K savings plan with an employer match, and paid time off. Key Responsibilities • Act as the customer’s primary point of contact, be the customer’s internal advocate. • Be fully responsible for customer satisfaction, own, manage all customer facing activities, while working with Sales, GSC, One Team, Finance, etc. • As part of Commercial Intelligence - build strong relationships with customers, gain an understanding for their business, service needs, drivers and desires and leverage this to engage in discussions about new business opportunities and competitor/market intelligence. • Ensure smooth execution of the whole shipment lifecycle, by working closely with customers and internal support groups to achieve customer satisfaction goals through pro-active resolution handling and Issue resolution ownership. Process improvement focus is essential— look for waste • Understand claims policy and its impact on company assets and guide customers best possible through any potential claim situation • Utilize Care business partner relationships to encourage fast equipment turnaround and collection of applicable charges as required. • Understand and be familiar with KPIs and act in line with set targets. Drive continuous improvements opportunities and opportunities to lower costs. • Monitor agreed service levels, and identify root cause when targets are not met, advise management of potential service failures and / or trends. • Share thoughts with team at VMS reviews • To always perform in a manner consistent with and loyal to the A.P. Moller – Maersk values. Who we are looking for • Direct call-handling experience • Demonstrated relationship attributes • Practiced listening techniques • Negotiation skills • Conflict resolution skills • High school diploma or equivalent (4 year degree preferred) • 1–2 years of experience in transportation highly desirable • Proficiency in Microsoft Suite Unit 6: Training Methods Experiential Learning and Technology ©SHRM 2009 1 Unit 6, Class 1: Training Methods, Experiential Learning and Technology • At the end of this unit, students will be able to: > Describe the experiential learning cycle. > Use the experiential learning cycle in an activity. > Apply learning criteria in choosing teaching methods and activities. > Identify and use elements of effective e-learning. > Choose appropriate methods and activities for training. 2 ©SHRM 2009 Training Methods • Traditional training: > Presentation methods. > Hands-on methods. > Group building methods. • Technology-based training: > Synchronous learning. > Asynchronous learning. • Blended learning. 3 ©SHRM 2009 Training Methods • The training program must be: > Developed or purchased. > Available when needed. > Within budget. > Appropriate to trainees’ needs and abilities. > Liked by trainees. > Such that learning occurs. > Such that learning is transferred to the workplace. 4 ©SHRM 2009 Presentation Methods • In a presentation method, content is presented to trainees who are passive recipients of information: > Lecture. > Lecture enhanced through audiovisual methods. 5 ©SHRM 2009 Hands-on Methods (OJT) • Hands-on methods require the trainee to be actively involved in learning: > On-the-job training. > Self-directed learning. > Apprenticeship. 6 ©SHRM 2009 Other Hands-on Training Methods • • • • • Simulations Case studies Business games Role plays Behavior modeling 7 ©SHRM 2009 Group-Building Methods • Group-building methods are designed to improve team or group effectiveness. • Experiential learning process: 1. 2. 3. 4. Gain conceptual knowledge and theory. Take part in a behavioral simulation. Analyze the activity. Connect the theory and activity with on-the-job situations. 8 ©SHRM 2009 Group-Building Methods • Adventure learning: > Outdoor activities. > Wilderness training. • Team training: > Cross training. > Coordination training. > Team leader training. • Action learning. 9 ©SHRM 2009 Experiential Training • Learner-centered training that uses active participatory methods. • Relevant to adult learning needs. • Provides opportunities for the learner to: > Engage in an activity. > Critically review the activity. > Draw useful insight from the analysis. > Apply the result in a practical situation. 10 ©SHRM 2009 Experiential Learning Cycle Source: Learning-Theories.com 11 ©SHRM 2009 Let’s Work Through an Example • Group process: > We’re going to work on a project as a group. > Everyone has some experience with groups – some more successful than others. > What kinds of groups have you been a member of? > How did the groups work? > We’re going to complete an experiential learning activity. 12 ©SHRM 2009 The Experience: Step 1 • In your groups, solve this problem: > Cut a piece of paper to look like the shape shown on the next slide. > There are only two rules: • You are only allowed to make ONE cut with the scissors and • It must be a straight cut. > You have seven minutes to complete the task. 13 ©SHRM 2009 The Desired Shape 14 ©SHRM 2009 The Solution 15 ©SHRM 2009 Observation and Reflection: Step 2 • • • • Was the task completed? What helped you to achieve the task? What got in the way? How did your group members work as a team? 16 ©SHRM 2009 Forming Abstract Concepts: Step 3 • Draw conclusions. • What did you learn about teamwork in dealing with this problem? • What conclusions can you draw about how teams work? 17 ©SHRM 2009 Testing in New Situations: Step 4 Now what? Apply what you’ve learned: • What would you do differently the next time you work with a team? • How does what you learned about teams affect how you would facilitate a training session? • What kind of action planning might be undertaken? 18 ©SHRM 2009 Closure • What were the main messages of the session? • Any other questions? 19 ©SHRM 2009 What Else Do We Know About Learning? 20 ©SHRM 2009 Edgar Dale: The Cone of Learning • ©SHRM 2009 Source: Mesa Community College 21 Advantages and Disadvantages of Training Methods Method Pros Cons Demonstration Opportunity to provide feedback. Does not involve everyone. Role play Good practice for participants and involvement. May be dominated by a few participants. Lecture Good for high Passive and not content if stimulating. presenter is good. Case study Panel discussion Good focus and high involvement. May be dominated by a few participants. High content and variety of perspectives. Low learner involvement. 22 ©SHRM 2009 What About Lectures? • Active lectures gain the learner’s attention. • To maximize understanding and retention: > Include an opening summary. > Use examples and analogies. > Include visual backup. > Involve participants. > Reinforce the lecture. 23 ©SHRM 2009 What About Activities? • Activities should have a(n): > Objective > Method > Format • Activities should be related to instructional objectives. 24 ©SHRM 2009 Pros and Cons of VariousTraining Activities Method Pros Cons Field trips Allow for sensory perception. Needs prior preparation. Small group tasks Highly participatory and task oriented. May be dominated by a few participants. Video or film Good focus and predesigned. May enhance content. Little participant interaction. Large group discussion Highly energizing and high May be dominated participation. by a few participants. Fishbowl activities Develops understanding of concepts and differing perspectives. ©SHRM 2009 Limited active participation in activity. 25 Choosing the Training Method • What learning outcome do you want to influence? > Verbal information. > Intellectual skills. > Cognitive strategies. > Attitudes. > Motor skills. • What method best facilitates transfer of training? • What will it cost? 26 ©SHRM 2009 Training Methods and Activities Plan training methods and activities for your training project. 27 ©SHRM 2009 Unit #6 – Class #2 – E-Learning and Technology in Training • Technology in training • Economic considerations 28 ©SHRM 2009 Why Use E-Learning? • Organizational benefits > Cost-effective – reduces training costs per employee • No travel costs for employees > Information can be readily updated > Easy tracking • Can generate statistical reports. – How many employees receive training? – Who receives training, how often and how are they doing? – Track return on investment > Can pinpoint training where it is needed 29 ©SHRM 2009 Why Use E-Learning? • Learner benefits: > Training available 24/7 > No travel or time away from home > More variety in training > Training can incorporate games, Internet resources and social networking > Wider access to resources – not just the trainer 30 ©SHRM 2009 E-Learning • Asynchronous: > Most responsibility for learning is placed on the learner. > Learning available 24/7; any time, any place. • Synchronous: > Virtual learning; live and online. > The learner must participate on a schedule through message boards, video conference, text-chat or instant polling. > Still, any place, but not always any time. 31 ©SHRM 2009 Technology-Based Training • Levels of technology-based training: > Communication. > Online referencing. > Testing assessment. > Computer-based training. • Asynchronous. • Synchronous. > Blended learning. > Expert systems. 32 ©SHRM 2009 Features of E-Learning • Content: > Text, video, graphics, sound. • Learner control. • Collaboration between learners and trainers. • Link to resources. • Delivery: web-based or intranet. • Administrative: > Tracking and monitoring. > Return on investment. 33 ©SHRM 2009 Effective E-Learning • Organization must provide: > Management support. > Technology resources and ongoing support. > Employee time away from work for learning to occur. > Employee training in the use of e-learning technology. 34 ©SHRM 2009 Training Design: Which One? • Traditional classroom. • E-learning. • Blended learning. 35 ©SHRM 2009
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Hi, please see the attached paper. Have a look at it and in case of any edit, please let me know. Otherwise, it is my pleasure to have you as my buddy now and future. Until the next invite, Bye!

Running Head: HUMAN RESOURCE TRAINING

Human Resource Training
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Institution
Date

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HUMAN RESOURCE TRAINING

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Human Resource Training
Value of a training needs assessment
A training needs assessment identifies the various skills that employees need to learn to
improve their overall productivity for personal and organizational benefits. One of the
importance of a training needs assessment is that it helps the organization identify the areas in
which it is lagging. These areas usually prevent the organization from reaching its maximum
value. A needs assessment also helps to examine which areas need the most allocation of
resources when it comes to training (Ludwikowska, 2018). These might be the areas with the
most significant performance gaps. They may also be the areas that bring in maximum returns.
Through a needs assessment, an organization realizes the costs of ignoring some of the
differences evident in their workforce requirements. Consequently, they can take actions that will
not hurt the organization.
Components of a needs assessment used to determine the training requirements of ...


Anonymous
I was struggling with this subject, and this helped me a ton!

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