PMU Job Family Issue Poor Problem Solving Paper

User Generated

nzwnq_fnyrz

Humanities

Prince Mohammad bin Fahd University

Description


Unformatted Attachment Preview

1. Please read the following scenario: BinDawood is about to launch an Initial Public Offering [IPO] in Saudi Arabia and wants to make sure that all levels of staff, in all 14 branches in Saudi Arabia; show the appropriate behavior when serving customers. All staff are assessed during the 6 monthly performance review cycle, and behaviors are scored out of 12. The following behaviours are not supporting the BinDawood IPO and Strategic plan, and impacting profitability in a negative manner: 1. Poor Problem Solving Skills 2. Not following Standard Operating Procedures [SOPs] 3. Poor Recovery and Complains Handleing skills The average PMP scores [per job family] identified some common problems in the following job categories: Job Family / Performance Poor Problem Solving Issue Not Following SOPs Poor Recovery / Complaints Handling Supervisors 5 / 12 10 / 12 9 / 12 Bookkeepers 4 /12 11/12 Not Applicable Counter Service Staff 7 / 12 8 / 12 3 / 12 Bakery Staff Not Applicable 5 / 12 7 / 12 Assessment Tasks: 4. Select one [1] performance issue, and two [2] job families to adress in your report 5. Analyze a workplace problem. 6. Research, develop and document an effective training delivery methods [ 2 or 3] 7. Justify your selected training method[s] and 8. Plan for the evaluation of the training solution. The written report should be approx. 1500 words in length and MUST be submitted on time via SafeAssign. Due date: 11th Nov [Draft checking is available unti; 4th Nov by 4pm]. Late submission will loose 10% per day. In-text and end-text referencing is required Review the Marking Rubric for more detailed grading criteria Chapter 7 Traditional Training Methods McGraw-Hill/Irwin Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved. Presentation Methods ❖Methods in which trainees are passive recipients of information, which may include: ❖facts or information ❖processes ❖problem-solving methods ❖It includes lectures and audio-visual techniques. 7-2 Presentation Methods (cont.) ❖Lecture ❖Trainers communicate through spoken words what they want the trainees to learn. ❖Least expensive and least time-consuming ways to present a large amount of information. ❖It is easily employed with large groups of trainees. ❖Supports training methods such as behavior modeling and technology-based techniques. 7-3 Table 7.1 - Variations of the Lecture Method 7-4 Presentation Methods (cont.) Advantages Disadvantages Team teaching Brings more expertise and alternative perspectives to the training session. Require more time on the part of trainers. Guest speakers Motivate learning by bringing to the trainees relevant examples and applications. Presentation does not relate to the course content. Panels Good for showing trainees different viewpoints in a debate. Trainees who are relatively naive about a topic may have difficulty understanding the important points. Student presentations Increase the material’s meaningfulness and trainees’ attentiveness. Can inhibit learning if the trainees do not have presentation skills. 7-5 Presentation Methods (cont.) ❖Lecture ❖Lacks participant involvement, feedback, and meaningful connection to the work environment. ❖Appeals to few of the trainees’ senses because trainees focus primarily on hearing information. ❖It is difficult to judge quickly and efficiently the learners’ level of understanding. ❖Is often supplemented with question-andanswer periods, discussion, video, games, or case studies. 7-6 Presentation Methods (cont.) ❖Audiovisual instruction - includes overheads, slides, and video. ❖Video is a popular instructional method used for improving communications skills, interviewing skills, and customer-service skills and for illustrating how procedures should be followed. 7-7 Hands-on Methods Advantages Video ❖Flexibility in customizing the session depending on trainees’ expertise. ❖Trainees can be exposed to equipment, problems, and events that cannot be easily demonstrated. ❖Trainees are provided with consistent instruction. ❖Provides immediate objective feedback. ❖It requires minimal knowledge of technology and equipment. Disadvantages ❖ Too much content for the trainee to learn. ❖ Poor dialogue between the actors. ❖ Overuse of humor or music, and drama that makes it confusing for the trainee to understand the important learning points emphasized in the video. 7-8 Hands-on Methods (cont.) ❖Training methods that require the trainee to be actively involved in learning. ❖On-the-job training (OJT) - new or inexperienced employees learning in the work setting and during work by observing peers or managers performing the job and trying to imitate their behavior. ❖Can be useful for training newly hired employees, upgrading experienced employees’ skills, crosstraining employees, and orienting transferred or promoted employees to their new jobs. 7-9 Hands-on Methods (cont.) On-the-job training (OJT) Advantages Disadvantages ❖ Customized to the experiences and abilities of trainees. ❖ Training is immediately applicable to the job. ❖ Save costs. ❖ Can be offered at any time, and trainers will be available because they are peers. ❖ Managers and peers may not use the same process to complete a task. ❖ Overlooks that demonstration, practice, and feedback are important conditions for effective on-the-job training. ❖ Unstructured OJT can result in poorly trained employees. 7-10 Table 7.2 - Principles of On-theJob Training 7-11 Hands-on Methods (cont.) Advantages Disadvantages Self directed ❖ Allows trainees to learn at ❖ Trainees must be learning – their own pace and motivated to learn on receive feedback about their own. employees take the learning performance. ❖ Higher development responsibility for all aspects of learning ❖ Requires fewer trainers, costs. including when it is reduces costs associated ❖ Development time is conducted and who with travel and meeting longer. will be involved. rooms, and makes multiple-site training more realistic. ❖ Provides consistent training content. ❖ Makes it easier for shift employees to gain access to training materials. 7-12 Hands-on Methods (cont.) Advantages Apprenticeship ❖ Learners can earn pay while they learn. work-study training method ❖ Involves effective learning with both onabout “why and how.” the-job and ❖ Results in full-time classroom employment for trainees training. when the program is completed. ❖ Meets specific business training needs and help attract talented employees. Disadvantages ❖ High development costs. ❖ Increased time commitment required of management and journey workers. ❖ Limited access for minorities and women. ❖ No guarantee of fulltime employment. ❖ Training results in narrow focus expertise. 7-13 Hands-on Methods (cont.) ❖Simulation - training method that represents a real-life situation, with trainees’ decisions resulting in outcomes that mirror what would happen if they were on the job. ❖Is used to teach production, process skills, management, and interpersonal skills. 7-14 Hands-on Methods (cont.) ❖Case studies - description about how employees or an organization dealt with a difficult situation. ❖Trainees are required to analyze and critique the actions taken, indicating the appropriate actions and suggesting what might have been done differently. ❖Assumes that employees are most likely to recall and use knowledge and skills if they learn through a process of discovery. 7-15 Hands-on Methods (cont.) ❖Appropriate for developing higher order intellectual skills such as analysis, synthesis, and evaluation. ❖Help trainees develop the willingness to take risks given uncertain outcomes, based on their analysis of the situation. ❖The case may not actually relate to the work situation or problem that the trainee will encounter. 7-16 Table 7.5 - Process for Case Development 7-17 Hands-on Methods (cont.) ❖Business games - require trainees to gather information, analyze it, and make decisions. ❖Is primarily used for management skill development. ❖Stimulates learning because participants are actively involved and games mimic the competitive nature of business. 7-18 Hands-on Methods (cont.) ❖Involves a contest among trainees or against an established criterion such as time or quantity. ❖Designed to demonstrate an understanding of or application of a knowledge, skill, or behavior. ❖Provides several alternative courses of action and helps estimate the consequences of each alternative with some uncertainty. 7-19 Hands-on Methods (cont.) ❖Rules limit participant behavior. ❖Should be simple enough and should be debriefed by a trainer to ensure learning and transfer of training. 7-20 Hands-on Methods (cont.) ❖Role plays - have trainees act out characters assigned to them. ❖For role plays to be effective, trainers need to engage in several activities before, during, and after the role play. ❖Role plays differ from simulations on the basis of response choices available to the trainees, the level of detail of the situation given to trainees, and the outcomes of the trainees’ response. 7-21 Hands-on Methods (cont.) ❖Behavior modeling ❖Demonstrates key behaviors to replicate and provides trainees with the opportunity to practice the key behaviors. ❖Is based on the principles of social learning theory. ❖Is more appropriate for teaching skills and behaviors than for teaching factual information. 7-22 Hands-on Methods (cont.) ❖Developing behavior modeling training programs requires determining: ❖the tasks that are not being adequately performed due to lack of skill or behavior ❖the key behaviors that are required to perform the task. ❖Key behavior - set of behaviors that are necessary to complete a task. 7-23 Table 7.7 - Activities in a Behavior Modeling Training Program 7-24 Hands-on Methods (cont.) ❖Behavior modeling ❖Modeling display - key behaviors that the trainees will practice to develop the same set of behaviors. ❖The display presents models engaging in both positive use of key behaviors and negative use. ❖Application planning - prepares trainees to use the key behaviors on the job. ❖It involves having all participants prepare a written document identifying specific situations in which they should use the key behaviors. 7-25 Group Building Methods ❖Training methods designed to improve team or group effectiveness. ❖Involve experiential learning. Four stages of this are: ❖gain conceptual knowledge and theory. ❖take part in a behavioral simulation. ❖analyze the activity. ❖connect the theory and activity with on-thejob or real-life situations. 7-26 Group Building Methods (cont.) ❖Adventure learning - focuses on the development of teamwork and leadership skills through structured activities. ❖Includes wilderness training, outdoor training, drum circles, and even cooking classes. ❖Best suited for developing skills related to group effectiveness such as self-awareness, problem solving, conflict management, risk taking. 7-27 Group Building Methods (cont.) ❖Adventure learning ❖To be successful: ❖Exercises should be related to the types of skills that participants are expected to develop. ❖After the exercises, a skilled facilitator should lead a discussion about: ❖ what happened in the exercise. ❖ what was learned. ❖ how events in the exercise relate to job situation. ❖ how to apply what was learned on the job. 7-28 Group Building Methods (cont.) ❖Team training coordinates the performance of individuals who work together to achieve a common goal. ❖Teams that are effectively trained, develop procedures to identify and resolve errors, coordinate information gathering, and reinforce each other. ❖The three components of team performance: knowledge, attitudes, and behavior. 7-29 Figure 7.3 - Main Elements of the Structure of Team Training 7-30 Group Building Methods (cont.) ❖Action learning ❖Gives teams or work groups an actual problem, has them solve it and commit to an action plan, and holds them accountable for carrying out the plan. ❖Addresses how to change the business, better utilize technology, remove barriers between the customer and company, and develop global leaders. 7-31 Table 7.9 - Steps in Action Learning 7-32 Choosing a Training Method ❖ Identify the type of learning outcome that you want training to influence. ❖ Consider the extent to which the learning method facilitates learning and transfer of training. ❖ Evaluate the costs related to development and use of the method. ❖ Consider the effectiveness of the training method. 7-33 Chapter 8 E-Learning and Use of Technology in Training McGraw-Hill/Irwin Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved. Technology’s Influence on Training and Learning ❖New technologies have made it possible to: ❖reduce the costs associated with delivering training. ❖increase the effectiveness of the learning environment. ❖help training contribute to business goals. 8-2 Technology’s Influence on Training and Learning (cont.) ❖New training delivery and instructional methods include: ❖online learning (e-learning) ❖distance learning ❖simulations ❖virtual reality ❖expert systems ❖electronic support systems ❖learning management systems 8-3 Technology’s Influence on Training and Learning (cont.) ❖Benefits of Technology ❖Employees can gain control over when and where they receive training. ❖Employees can access knowledge and expert systems on an as-needed basis. ❖The learning environment can look, feel, and sound just like the work environment. ❖Employees can choose the type of media they want to use in a training program. 8-4 Technology’s Influence on Training and Learning (cont.) ❖Benefits of Technology ❖Paperwork and time needed for administrative activities is reduced. ❖Employees’ accomplishments during training can be monitored. ❖Traditional training methods can be delivered to trainees rather than requiring them to come to a central training location. 8-5 Technology’s Influence on Training and Learning (cont.) ❖Digital collaboration ❖use of technology to enhance and extend employees’ abilities to work together regardless of their geographic proximity. ❖can be synchronous or asynchronous. 8-6 Technology’s Influence on Training and Learning (cont.) ❖Prior to the introduction of new technology: ❖Trainees played a passive role in learning. ❖Interaction among learners occurred primarily outside the training room and tended to be limited. ❖Due to technology, learning has become a more dynamic process. ❖Instructor is more of a coach and resource person. 8-7 Figure 8.1 - Types of Learning Environments 8-8 Figure 8.1 - Types of Learning Environments 8-9 Figure 8.1 - Types of Learning Environments 8-10 Technology and Multimedia ❖Multimedia training - combines audiovisual training methods with computer-based training. 8-11 Table 8.2 - Advantages and Disadvantages of Multimedia Training 8-12 Computer-Based Training ❖It is an interactive training experience in which: ❖the computer provides the learning stimulus. ❖the trainee must respond. ❖the computer analyzes the responses and provides feedback to the trainee. ❖It includes interactive video, CD-ROM, and online learning. ❖CD-ROMs and DVDs utilize a laser to read text, graphics, audio, and video off an aluminum disk. 8-13 Computer-Based Training (cont.) ❖Interactive video - instruction is provided one-on-one to trainees via a monitor connected to a keyboard. ❖Online learning, or e-learning - instruction and delivery of training by computer online through the Internet or the Web. ❖Internet-based or Web-based, training training delivered on public or private computer networks and displayed by a Web browser. ❖Intranet-based training - training that uses the company’s own computer network; accessible only to the company’s employees. 8-14 Figure 8.3 - Potential Features of E-Learning 8-15 Table 8.3 - Advantages of ELearning 8-16 Table 8.4 - Research Results Regarding the Effectiveness of Online Learning 8-17 Table 8.5 - Factors Limiting the Use of E-Learning 8-18 Table 8.6 - Tips for Developing Effective Online Learning 8-19 Table 8.6 - Tips for Developing Effective Online Learning 8-20 Table 8.7 - Principles for Designing E-Learning 8-21 Computer-Based Training (cont.) ❖Technology for collaboration and linking ❖Bandwidth - number of bytes and bits (information) that can travel between computers per second. ❖Online learning should try to build in interactivity without requiring the use of plug-ins - additional software that needs to be loaded on the computer to listen to sound or watch video. 8-22 Computer-Based Training (cont.) ❖Technology for collaboration and linking ❖Hyperlinks - links that allow a trainee to access other Web sites that include printed materials as well as communications links to experts, trainers, and other learners. ❖Learning portals – Web sites or online learning centers that provide, via e-commerce transactions, access to training courses, services, and online learning communities from many sources. 8-23 Table 8.8 - Common Ways of Collaboration in Online Learning 8-24 Blended Learning ❖It combines online learning, face-to-face instruction, and other methods for distributing learning content and instruction. ❖In comparison to classroom delivery, blended learning: ❖provides increased learner control. ❖allows for self-directedness. ❖requires learners to take more responsibility for their learning. 8-25 Blended Learning (cont.) ❖In comparison to pure online learning, blended learning provides: ❖more face-to-face social interaction. ❖ensures that at least some of the instruction is presented in a dedicated learning environment. 8-26 Blended Learning (cont.) Advantages ❖ Provides live feedback from peers which is preferable to feedback received online. ❖ Capitalizes on the positive learning features inherent in both face-to-face and Web-based instruction. Disadvantages ❖ Demanding—requires greater time commitment. ❖ Fast-changing technology. ❖ Insufficient management support and commitment. ❖ Difficult to understand and implement. 8-27 Simulations ❖Avatars - computer depictions of humans that are used as imaginary coaches, coworkers, and customers in simulations. 8-28 Table 8.9 – Types of Simulations 8-29 Simulations (cont.) Advantages ❖ Eliminates the need to travel to a central training location. ❖ Meaningful—gets trainees involved in learning, and are emotionally engaging. ❖ Simulators provide a consistent message of what needs to be learned. ❖ Can safely put employees in situations that would be dangerous in the real world. ❖ Results in positive outcomes as shorter training times and increased ROI. Disadvantages ❖ High development costs. ❖ Trainees may not be comfortable in learning situations that lack human contact. 8-30 Simulations (cont.) Advantages Virtual reality computer-based technology that provides trainees with a threedimensional learning experience allowing them to experience presence. Disadvantages ❖ Allows trainees to ❖ Poor equipment practice dangerous that results in a tasks without reduced sense of putting themselves presence. or others in danger. ❖ Poor presence may ❖ More memory result in the trainee available for experiencing learning. simulator sickness. 8-31 Simulations (cont.) Advantages Virtual worldscomputer-based, simulated, three dimensional representation of the real world and a place to host learning programs or experiences. ❖ Imitates an actual workplace without any harm. ❖ Provides a place to meet with trainers, managers, or other employees who can serve as teachers. ❖ Useful for teaching interpersonal skills. ❖ Motivates learners by making learning fun and interactive. ❖ Enhances transfer of training. ❖ Used for e-learning, collaboration, and meetings. Disadvantages ❖ Lack of ease of use for first-time users. ❖ Potential risk of a difficult keyboard and mouse interface. ❖ High investment of time and money required for programming content. ❖ Lack of evidence supporting its effectiveness for learning. 8-32 Mobile Technology and Training Methods: iPods, PDAs ❖Mobile technology consists of: ❖Wireless transmission systems (Wi-Fi and Bluetooth) ❖Mobile devices (PDAs, GPS, RFID, etc.) ❖Software applications ❖Challenges: ❖Ensuring employees know when and how to take advantage of the technology. ❖Ensuring employees can connect to a variety of networks irrespective of their location or mobile device. 8-33 Intelligent Tutoring Systems (ITS) ❖They are instructional systems that use artificial intelligence. ❖Three types of ITS environments: ❖Tutoring ❖Coaching ❖Empowering 8-34 Intelligent Tutoring Systems (ITS) (cont.) ❖Different from other new training technologies in several ways: ❖Has the ability to match instruction to individual student needs. ❖Can communicate and respond to the student. ❖Can model the trainee’s learning process. ❖Can decide, on the basis of a trainee’s previous performance, what information to provide. 8-35 Intelligent Tutoring Systems (ITS) (cont.) ❖Different from other new training technologies in several ways: ❖Can make decisions about the trainee’s level of understanding. ❖Can complete a self-assessment resulting in a modification of its teaching process. 8-36 Figure 8.4 - Components of Intelligent Tutoring Systems 8-37 Distance Learning ❖It involves two types of technology: ❖Teleconferencing - synchronous exchange of audio, video, and/or text between two or more individuals or groups at two or more locations. ❖Interactive distance learning (IDL) latest generation of distance learning, which uses satellite technology to broadcast programs to different locations and allows trainees to respond to questions posed during the training program using a keypad. 8-38 Distance Learning (cont.) ❖Advantages: ❖Company saves on travel costs. ❖Allows employees in geographically dispersed sites to receive training from experts who would not otherwise be available to visit each location. ❖Disadvantages: ❖Lack of interaction between the trainer and the audience. ❖Technology failures. ❖Unprepared trainers. 8-39 Table 8.10 - Conditions When Training Support Technologies are Most Needed 8-40 Technologies for Training Support ❖Expert systems - technology that organizes and applies the knowledge of human experts to specific problems. ❖It has three elements: ❖A knowledge base. ❖A decision-making capability. ❖A user interface. 8-41 Technologies for Training Support (cont.) ❖Groupware - enables multiple users to track, share, and organize information and to work on the same document simultaneously. ❖Companies use groupware to improve business processes, to improve meeting effectiveness, as well as to identify and share knowledge in the organization. 8-42 Technologies for Training Administration ❖Interactive voice technology - uses a conventional personal computer to create an automated phone response system. ❖Imaging - scanning documents, storing them electronically, and retrieving them. ❖Training software applications - used to track information related to training administration, employee skills, employees’ training activities, online learning, and transfer of training. 8-43 Learning Management Systems: Systems for Training Delivery, Support, and Administration ❖Learning management system (LMS) - a technology platform that can be used to automate the administration, development, and delivery of all of a company’s training programs. 8-44 Table 8.12 - Features of Learning Management Systems (LMSs) 8-45 Learning Management Systems: Systems for Training Delivery, Support, and Administration (cont.) ❖Advantages of LMSs: ❖Reduces travel and training related costs. ❖Reduces time for program completion. ❖Increase employees’ accessibility to training across the business. ❖Provides administrative capabilities to track program completion and course enrollments. ❖Allows companies to track all learning activity in the business. 8-46 Learning Management Systems: Systems for Training Delivery, Support, and Administration (cont.) ❖The major reasons that companies adopt an LMS are: ❖To centralize management of learning activities. ❖Track regulatory compliance. ❖Measure training usage and employee performance. 8-47 Learning Management Systems: Systems for Training Delivery, Support, and Administration (cont.) ❖Developing on LMS ❖Senior management needs to be convinced that an LMS will benefit employees, improve business functions, and contribute to overall business strategies and goals. ❖The company must have an e-learning culture. ❖The online learning environment needs to be under the control of the learner. 8-48 Choosing New Technology Training Methods ❖New technology training methods should be considered when: ❖Sufficient budget and resources are provided. ❖Trainees are geographically dispersed. ❖Trainees are comfortable using technology. ❖It is a part of the company’s business strategy and suits its culture. ❖Employees have a difficult time attending scheduled training programs. ❖Current training methods allow limited time for practice, feedback, and assessment. 8-49 Table 8.13 - Comparison of Technology-based Training Methods 8-50
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

View attached explanation and answer. Let me know if you have any questions.have a look and tell me what you think

PERFORMANCE ISSUE
Counter service work
JOB FAMILY’S ISSUE
a. Supervision
b. Book keeping
Workplace problems
TRAINING DELIVERY METHOD
a. The traditional method
E-learning and use of technology
JUSTIFICATION OF METHODS
a. Traditional method.
E-learning and use of technology
Importance
EVALUATION
CONCLUSION
REFERENCE


STUDENT NAME
UNIT CODE
UNIT NAME
LECTURER'S NAME
SCHOOL NAME

PERFORMANCE ISSUE
Counter service work
The counter is the introduction to the whole company. That is because it is the backbone of the
entry office, and I have an issue with its rating.
First of all, it has poor problem-solving skills. Whenever a client walks in and has an issue, the
counter is the first place they go. Therefore, the first step in which their problems are solved is at
the counter, when the counter cannot solve issues that will raise an eyebrow with me because
that will mean that most of the clients will not be satisfied with the kind of services that we offer
and that is not a good thing.
I also have an issue with the counter staff's high rating of not following the standard operating
procedures. Business is run with a code of ethics. That means that we have clients because we
are a standard company, and we do things by a given code. Whenever a staff member seems to
be deviating from any of those standards that will raise the alarm with me because that means
that they are not acting based on our code of conduct.
It's unbelievable that the counter staff cannot handle complaints well. I think that needs to be
considered and the staff coached on improving these services.
JOB FAMILY'S ISSUE
I believe that there are two issues that the family can be involved in, supervising and
bookkeeping.

Supervision
I have to say that the rating is not that bad yet not that convincing. I attribute this to the fact that
the family expects to be at the pilot position of making sure that the business runs smoothly. But
if all they have is a 50/50 chance of solving the pro...


Anonymous
Really useful study material!

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Related Tags