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Motors& More Inc. Training and Development Plan Group 1

Motors&ampMore Inc. Training and Development Plan

Group1

FrankAbdel, Shane Asbel, Raisa Alstodt, Brittany Auclair, Marla Bassette,and Karen Hogard

SaintLeo University

MBA533

Motors&ampMore Inc. Training and Development Plan

Motorsand More, Inc. has never had an actual human resource developmentplan, thus the stagnation, high turnover rates and decreasedproductivity. The purpose of creating a human resource developmentplan is to &quotindicate how resources will be allocated and whichactivities will be funded, encouraged and implemented so [employeeswill meet and achieve] developmental goals&quot (Sofo, 1999). Thehumanresources development plan includes the broader range of activitiesto develop personnel inside of organizations, e.g., careerdevelopment, training, and organization development (Shaw, n.d.). Inour established HR organization design, we concluded that Motors andMore, Inc. has two HR managers, one whose main responsibility isheading up employment and career development. This manager willcontinuously work on the never-ending cycle of planning, hiring,orienting, training, and development of both new and old employees.This is also known as the training and development plan. Employeetraining and development plans directly impact the organization`sbottom line (AllenCommunications Learning Services, 2015).According to Allen Communications Learning Services, &quotOrganizationswith high-impact [training and development plans] delivered profitgrowth three times greater than their competitors because it keepsemployees accurate and up to date on their skills&quot (2015).

Figure1

Planning is the first step in this continuous circle. Discussed priorin Motors and More, Inc. recruitment and retention plan, theplanning, and hiring of employees is imperative to the growth andsuccess of the company. The planning process does not end there. TheHR manager must plan and assess each candidate based on the company`sneeds. Once the needs are established, candidates are chosen to fitthose needs, and the candidate is hired. The planning processcontinues throughout the four other steps in the HR development plan,which include hiring (already discussed in the recruitment andretention plan), orienting (orientation), training, and development.The planning process is never ending and always changing.

Duringthe hiring process, the new employee is given the opportunity toattend an orientation. During the orientation phase, new employeesare oriented to the goals of the organization and may be givenstrategic tests, which help to map out his/her ability to perform andachieve the requirements of the job. Basic information about theorganization such as coveringcompany policies and time management, for instance, will be coveredwith all employees. Breakout sessions during orientation withspecific job types within the organization will occur to minimize andrespect the involved employee`s time. These breakout sessionsemployee categories include technicians, management, and officepersonnel. Examples may include both hard and soft skills such as howto use machinery, office equipment or a process (hard skills), ortime management, conflict resolution, harassment or company policies(soft skills)&quot (McKay, n.d.). Goals of orientation include butare not limited to reduction of new employee anxiety, reduceturnover, save time, and help to develop realistic job expectationsfor employees (Ivancevich&amp Konopaske, 2013).

Accordingto Ivancevich and Konopaske, training and development are “twodifferent processes that attempt to provide an employee withinformation, skills, and an understanding of the organization and itsgoals” (2013). The differences between training and developmentare: “training, helps employees to do their current work betterdevelopment, prepares and individual for the future focusing onlearning and personal development” (Ivancevich &amp Konopaske,2013). In our training and development plan, the training portionwill be completed in many different sections, the first being inorientation.

Organizationsusually follow a formal approach to training, which is systematic,and consistent which enables and helps employees’ master specificskills and abilities that are needed to be successful. A commontraining model that organizations use and Motors and More, Inc. hasadopted is the ADDIE model. ADDIE stands for Assessment,Design,Development,Implementation,and Evaluation(Shaw, n.d.).

Duringthe initial phase, the assessment phase, organizations must completea needs assessment. According to the Human Resources Library, A needsassessment is a &quotsystematic exploration of the gaps between thecurrent situation and the desired or necessary situation in relationto the issue in question (in our case, this is training anddevelopment)&quot (2010). The needs assessment &quotsets criteriafor determining how best to allocate available money, people,facilities, and other resources&quot (U.S. Department of Education,1995). This assessment includes an examination of &quotthe presentstate of skills, knowledge, and abilities of the current and future[employees] and also reviews specific goals, climates, andinternal/external constraints&quot (Human Resource Library, 2010).This is where a distinction is made between an organization`s actualneeds versus their perceived needs and wants it &quotsetspriorities and determines criteria for solutions&quot (U.S.Department of Education, 1995). Questions that organizations need toconsider during the needs assessment include but are not limited to:&quotWhat do the employees expect from training and developmentwhat administrative support and materials are already available whatdo the employees already know what do the facilitators/trainersknow what are the goals and objectives of the training anddevelopment plans how can these plans be evaluated to assess if thegoals and objectives have been met&quot (Human Resources Library,2010). Needs assessments are vital to determine the needs of theorganization. If the assessment is done correctly, it will lead toappropriate action being taken and will improve the organization`sprograms, services, organizational structure, and operations (U.S.Department of Education, 1995).

Phasetwo consists of designing the training plans and learning objectives.During this phase, organizations must assess whatlearners must accomplish learning objectives in order to achieve theoverall outcomes, and what activities must be undertaken by trainersand learners to accomplish those objectives (Shaw,n.d.).

Phasethree&nbspconsistsof developing training activities and materials. Here, it isimperative that the educator has a clearunderstanding of company policies, job functions, goals and companyphilosophy (McKay, n.d.). According to Ivancevich and Konopaske, thelearning material must be meaningful and presented to the employee ina meaningful way (2013). Examples of different types of learningmethods that can be used include case studies, a classroom with aninstructor, computer-based learning, and performance support(Ivancevich &amp Konopaske, 2013). These learning materials must bemeaningful as well as presented in meaningful ways for employees tograsp the importance of the subjects. Training materials may bepurchased from outside companies or may be created within thecompany. Based on the needs of Motors and More, Inc., it is best thatthe development of training materials be created internally. BecauseMotors and More, Inc. is a hands-on company, most of the trainingwill be provided in a hands-on technical classroom both in-doors andout depending on the subject being taught. This allows the newemployees to get hands-on practice while receiving critiques on thetechniques being used. “It used to be that what you learned wasvaluable for years, but now, knowledge and skills can become obsoletewithin months”(Ferrazzi, 2015). Employees may also be assigned computer based learning annually,which provides continuing education. This continuing education willhelp to keep all employees up to date on the changes in the industry.

Phasefour is the implementation of the training program. Employees must bemotivated to learn. If an employee is not motivated, they will notlearn which defeats the purpose of the training program. Not onlymust the employee be motivated to learn, but they must also be ableto learn. Here it is important that all learning styles are addressedwhich include visual, audible, and hands on. If an employee has alearning disability, they must be trained and educated in the waythey learn best. Ways to keep employees engaged and eager to learninclude limiting the time for each training session/ section to nomore than 60 to 90 minutes. &quotOrganizations must strike a balancebetween giving the right information versus giving too much&quot(Ferrazzi, 2015). This helps to prevent the employee from informationoverload (McKay, n.d.). Provide employees with a training schedulethis allows the employee to be prepared for each section and willmake the schedule more predictable.

Phasefive is the evaluation of the training program. After the trainingprogram, evaluations should occur to assess the achievement of theoverall goals of the program. Evaluation should focus on short-term,intermediate and long-term outcomes (Shaw, n.d.). During theevaluation phase, the material taught during the training programmust also be able to be reinforced. Reinforcement of the trainingprogram may include a merit increase, employee recognition, and/orpromotions based on how successful the employee is in utilizing theinformation given to them (Ivancevich &amp Konopaske, 2013). Thiscan also help to increase productivity, enhance customer service,improve employee relation and morale, and create higher profits forthe organization. (McKay, n.d.). After any training or developmenteducation, paper and pencil evaluation forms will be completed.Employees will be able to assess the training performance. As theseassessments are examined, the process and materials for training anddevelopment will be kept or improved to fit the needs of theemployees better.

Employeedevelopment is a shared responsibility among management, HR, and theindividual employee. The responsibility of management is to providethe right resources and an environment that supports the growth anddevelopment of the needs of the individual employee (HRCouncil, n.d.). The role of HR is to place the employee on a probationary periodwhere their skill level can be improved. Development helps to preparethe employee for the future and focuses on learning and personaldevelopment (Ivancevich &amp Konopaske, 2013).

Duringthe acquisition of the new HR department and training and developmentplan, current employees of Motors and More, Inc. will be assessed ontheir current job skills and knowledge. Before any assessments begin,each employee will complete an individual development plan. Thepurpose of this is to establish and identify goals, priorities, and atimeline for each individual employees` career. These will beassessed, evaluated, and modified annually to meet the goals of theemployee. They will be placed in groups and rotate though therequired assessments. The group settings serve multiple purposes.They will help to prevent a decrease in productivity while othergroups are being assessed. The group setting will also allow for acomradery and a chance for employees to build rapport amongthemselves. If an employee is found to have a lower than expected jobskill/knowledge, the employee will be provided the opportunity fordevelopment and training program. This program will be closelyrelated to the new employee-training program but will focus on hardskills that are essential for improved quantity and quality of work.This may include working with another employee, such as peer-assistedlearning, who has strong skills and knowledge. This may take the formof on-the-job training, but based on how the employee learns best,the employee may benefit from off-the-job training such ascomputer-based learning, interactive video training, handouts, and/ordiscussion (Ivancevich &amp Konopaske, 2013). Motors and More, Inc.will adhere the following performance analysis tool when assessingcurrent employees.

Exhibit13-4 Performance Analysis: Assessing Training Needs (Ivancevich&amp Konopaske, 2013)

Thedevelopment of managers is a continuous process. According toIvancevich and Konopaske, “management development is the process bywhich managers gain the experience, skills, and attitudes to becomeor remain successful leaders in their organization” (2013).Management and professional development’s goal is to increaseemployee satisfaction and productivity while eliminating unnecessaryprocesses. As with all employees, managers and supervisors will gothrough strict hard and soft skill assessments. Managers andsupervisorsshould be assessed on time management, conflict resolution,progressive discipline, and how to properly conduct employeeinterview and performance reviews (Stark, n.d.). Keepingstrong and knowledgeable leaders in places of authority and guidanceis key to employee success and increased productivity. Prior to thechanges made to the HR training and development plan, employees werepromoted based on seniority, not necessarily job skill and ability tolead others.

Throughoutthis assessment, all employees, not just those in management andsupervisory positions, will be gauged for their ability to teach,lead, motivate, provide and receive constructive criticism, andpractice managerial job duties. Employee history, such as prioremployee performance reviews, received rewards, education, skilllevel, job competency, and peer reviews will be taken intoconsideration when assessing for managerial and supervisorypositions. People crave transparency, openness, and honesty fromtheir leaders (Ferrazzi,2015).

Exhibit13-8 Diagnostic Steps in Developing Programs (Ivancevich&amp Konopaske, 2013)

Conclusion

Developingan efficient training and development plan is essential to anyorganization and Motors and More Inc. is no exception. A training anddevelopment plan will greatly facilitate their operations towardsachieving their set goals and objectives. A proper development planwill involve the various steps illustrated in this paper, and it isparamount that the organization`s management ensures that all thesteps are addressed efficiently and effectively. Employee andmanagement development play a crucial role in this aspect and themanagement, HR and individual employees have to work in coordinationto ensure the desired outcomes are realized. However, relateddevelopment and training need to be approached with the awareness oftheir differences to avoid a situation of confusing the intendedobjective of either. The various steps involved in training serve asa guide to ensure the trainees involved get the maximum level ofknowledge, skills, and experience required for the organization.Development, on the other hand, has been described as a continuousprocess that applies to both the employees and the management.

Inthe decision-making process, the management has to monitor andmotivate the employees to facilitate this constant process ofdevelopment. Motors and More Inc. should, therefore, employ all thisillustrated measure if they are to help their employees and themanagement achieve their specific results in the organization.Applying the development plan will also facilitate effectivedecision-making process in terms of marketing strategies, sales, andfostering a healthy relationship between the employees. A goodworking environment is also enhanced. If Motors and More Inc.successfully comes up with a good development plan and employs it,they will avoid the stagnation, minimize the high turn-over rates andincrease productivity.

References

Allen Communications Learning Services. (2015). What is Employee Training and Development? Retrieved from AllenComm: http://www.allencomm.com/resource/what-is-employee-training-development/

Ferrazzi, K. (2015, July 31). 7 Ways to Improve Employee Development Programs. Retrieved from Harvard Business Review: https://hbr.org/2015/07/7-ways-to-improve-employee-development-programs

HR Council. (n.d.). Learning, Training &amp Development. Retrieved from HR Council: http://hrcouncil.ca/hr-toolkit/learning-implementing.cfm

Ivancevich, J., &amp Konopaske, R. (2013). Human Resource Management, 12 ed. New York: McGraw-Hill Irwin.

McKay, M. (n.d.). Developing an Effective Employee Training Program. Retrieved from Small Business: http://smallbusiness.chron.com/developing-effective-employee-training-program-1181.html

Shaw, J. (n.d.). All About Training and Development (Learning and Development). Retrieved from Free Management Library: http://managementhelp.org/training/index.htm

Sofo, F. (1999). Human Resource Development Plans. Retrieved from Encyclopedia of Life Support Systems: https://www.eolss.net/Sample-Chapters/C11/E1-10-02-04.pdf

Stark, C. (n.d.). Developing a Training Program for New Employees. Retrieved from North Carolina State https://projects.ncsu.edu/project/feedmill/pdf/E_Employee_Training_Final_tagged

The Human Resources Library. (2010). Guidelines for Developing a Training Program. Retrieved from The Human Resources Library: http://www.stopvaw.org/guidelines_for_developing_a_training_program

U.S.Department of Education. (1995). ComprehensiveNeeds Assessment.Retrieved from U.S. Department of Education:https://www2.ed.gov/admins/lead/account/compneedsassessment.pdf