Date of Submission: 04/12/2012

Candidate Number: 850829

Module Coordinator: Helen Shipton

Module Code: BHM351

Module Title: Learning and Talent Development

Table of Contents

Page No.

Executive Summary 4

Question 1 5

Introduction 5

1. Establishing the Partnership 6

1.1. Organisational Drivers 6

1.2. Key Business Outcomes 6

1.3. Partnership 6

2. Integrating Planning and Evaluation 7

2.1. Forging a Causal Chain 7

2.2. Collecting the Baseline Data 7

3. Identifying Training and Learning Needs 8

3.1. Analysing Training and Learning Needs 8

3.2. Analysing Workplace Context 9

4. Agreeing Learning Principles and Strategy 10

5. Designing and Delivering Training 12

5.1. Programme Enablers 12

5.2. Structure of the Training Programme 12

5.3. Training Delivery 12

6. Monitoring and Evaluating Outcomes 14

Question 2 15

7.1. Informal Learning 15

7.2. Why a Formal Training Event is more Practical 16

7.3. Combining Formal and Informal Learning 17

2

Conclusion 19

Appendix A 20

Timetable for Training Event (4i Sales Agent Acadamy) 20

References 21

3

Executive Summary

In this report, a training day is designed for and organisation called 4i Security, a small

organisation, which currently has no learning and development strategy in place. After

employing 10 new sales agents and getting feedback that better training is needed, the

managing director and senior managers have realised that a formal training intervention is

needed to prepare sales agents for their new role and for the organisation to meet their

objectives. The training event takes into account Harrison’s (2009) six-stage value-adding

training cycle which includes establishing the partnership, integrating planning and

evaluation, identifying learning and training needs, agreeing learning principles and strategy,

training design and delivery and monitoring and evaluation outcomes. After the training

event was designed, a new CEO was appointed who has queried the need for a formal

training intervention. To address this, informal learning techniques are discussed along with

why in they are not practical in this organisational context. Lastly, it is suggested an approach

should be taken where the organisation has a pro-active intervention along with providing

support to employees for naturally occurring learning as this would combine formal and

informal learning.

4

To design a one- day training event at an organisation of your choice. The training can

be on any topic you choose. (2000 words max)

Introduction

4i Security is an organisation that provides security and health and safety solutions to a range

of commercial and public sector organisations. It is currently a small organisation which has

1 Chief Executive and 3 Senior Managers who make up the Senior Board along with 30 sales

agents who are located in many different areas of England and work from home. Currently,

the chief executive has no formal learning and development strategy in place and sales agents

have previously been trained over the telephone. The company has recently taken on 10 more

sales agents who started the job with the old training procedures and complained the training

they received was not adequate.

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1. Establishing the Partnership.

1.1 Organisational drivers

A training intervention is needed within 4i Security as the organisation is currently not

meeting their organisational objectives which include raising their company awareness,

meeting sales targets and maintaining a low level of employee turnover. Although the board

agrees this could be due to companies not being interested in upgrading their security alarms

systems they feel the performance of their sales agents should be higher and recognises that if

a structured training programme was in place for sales agents before they started their role

this could lead better performance.

1.2 Key business outcomes

The key business outcomes a training event would produce are an increase in the number of

meetings arranged with potential companies by sales agents which could increase sales and

raise company awareness. An agreement was reached between the board members that the

focus of this training programme would be to equip sales agents with the knowledge and

skills to perform well in their job role.

1.3. Partnership

The Managing Director of 4i Security has committed to providing a budget for a 1 day

training programme off site and one of the Senior Managers has taken on the role of

designing the programme. The board members have also agreed to employ an external trainer

specialising in sales calling training to deliver some of the workshop sessions. The trainees

will be the 10 sales agents who have recently been employed and the training day will be

booked before the Christmas period.

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2. Integrating Planning and Evaluation.

2.1 Forging a causal chain

Spitzer (2005) states organisation level outcomes should be linked with key indicators as this

forms a ‘causal chain’. If the sales agents develop their knowledge of the company, the

product and the security market this will improve their sales skills, which will then result in

an increase in the amount of sales they make, adding value to the organisation. Performance

will be assessed by comparing January 2013 sales figures with December 2012 and the

overall 2013 sales figures to 2012 as the board have a target to increase sales by 20% in 2013.

2.2 Collecting the baseline data

Data will be collected from the main stakeholder groups which include the board and the

trainees, as being involved at this stage should clarify the added value training can contribute

and enhance their commitment to the training project. This is important as many training

initiatives are organised without the gathering of clear baseline data to measure the training’s

organisational outcomes against (Spitzer, 2005, CIPD 2008a). Therefore, a survey will be

sent out to the board to understand how they perceive the training will help the organisation

meet its goals and telephone interviews will be carried out with the trainees as it is important

to analyse what their training needs and training expectations are from the training day

(Fairburns, 1991; Anderson, 2007).

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3. Identifying Training and Learning Needs.

3.1 Analysing training and learning needs

Kessels & Harrison (1998) discuss the importance of involving all the stakeholders when

identifying the training and learning needs of the organisation as they are the people the

training will effect. The senior manager designing the training, as the central figure, has

decided that the most valuable stakeholder that can identify learning and training needs

would be the new sales agents as they have experienced the job without adequate training. In

this context, problem-centred analysis is an appropriate approach to use as the training

programme needs to be developed quickly and it would help to gain the trainees’

commitment to training (Harrison, 2008).

The problems found as a result of this approach are that sales agents are currently having

difficulty talking to customers and selling the product. The cause of this could be lack of

awareness of security market and of the product advantages and could be tackled by

providing sales agents with information on the current security market, the 4i security product

and competitive positioning against similar companies. Another problem occurring is that

sales agents are unwilling to talk to companies who they are unfamiliar with which could be

addressed by providing guidance on approaching different types of companies. Additionally.

sales agents are contacting potential customers but not booking any appointments which

could be the result of having an ineffective sales pitch which can be tackled by having

guidance from an established and successful sales agent. Lastly, there are administration

problems where sales agents have successfully sold the product but not completed the correct

documentation. This could be due to a lack of knowledge on procedures and can be addressed

by providing guidance about what to do in this situation.

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3.2 Analysing workplace context

The current workplace context involves sales agents working from home which means they

are extremely isolated. They are also paid on a commission basis and have the flexibility of

working as many or as few hours per week. The workplace outcomes linked to a formalised

training programme would include more efficient results from each sales agent. In addition,

as payment is commission based, it is anticipated sales agents will make more sales which

would increase their monthly wage and motivate them to commit to working more hours each

week, resulting on a lower level of employee turnover for the organisation.

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4. Agreeing Learning Principles and Strategy.

After identifying the learning and training needs of the organisation, it is evident that an

intervention is needed to increase the knowledge sales agents need to perform well in their

job role. It is also important to select learning principles that are able to deliver the outcomes

needed. This training event will take into account cognitive learning theories and the learning

objectives for the day are:

1. To educate the sales agents what the training programme aims to achieve

2. To educate sales agents about the security market outlining the security

landscape and what companies in the sector are doing and why

3. To educate sales agents about 4i’s company background, heritage and existing

clients

4. To educate sales agents about the 4i security product grid, including key

product features, benefits and advantages

5. To educate sales agents about the clients 4i security currently has and to identify

where the product has been successful.

6. To educate sales agents about the correct procedures to follow after making a

sale

As these learning objectives will be accomplished by the use of lectures, cognitive

learning theory is useful as it describes three phases in the learning process. Firstly, the

learner orientates their attention to the trainer, then they organise what they have observed

into a coherent mental pattern or structure and lastly, organise information in their own

minds. This is related to Piaget’s (1950) idea of assimilation and accommodation as

Piaget believed individuals possess mental structures that assimilate external events, and

convert them to fit their mental structures. Additionally the mental structures

accommodate themselves to new aspects of the external environment.

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7. To educate sales agents on how to perform an effective sales pitch

For this learning objective, social cognitive theory (Bandura, 1977) is relevant as the trainee

sales agents will watch an experienced sales agent perform a successful sales call which will

influence their own ability to do this and increase their self-efficacy as they will learn the

expected outcomes and strategies for effective performance.

7. To educate sales agents on how to deal with typical objections to the product

For this learning objective experiential learning theory (Kolb, 1948) can be applied as a role

playing exercise will be used where learners will experience a four-stage cycle of learning

whilst working in groups. Firstly, the learner will practice a phone call where they will be

given a typical objection (concrete experience). They will then review and reflect on the

experience (reflective observation) and then conclude and learn from the experience (abstract

conceptualisation). Lastly, they will plan how to apply what they have learned (active

experimentation).

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5. Training design and delivery

5.1 Programme enablers

Before the training programme takes place each trainee sales agent must have a short session

with a senior manager to establish the goals they would like to achieve from the training. In

particular, they will be encouraged to set individual goals which align with the overall

organisational goals. Locke and Latham’s (1990) goal-setting theory proposes that intentions

to work towards a specific, challenging and achievable goal are a good source of motivation.

Additionally, the senior manager responsible for the training design will need to work with

the trainer to create PowerPoint slides for the training day with relevant content.

5.2 Structure of the training programme

The structure of the programme will be an offsite 1 day training intervention. This is practical

as the sales agents are located in various locations of England and would have to travel to this

one day session. The day will consist of short sessions which cover different learning

objectives in order to comply with overall organisational and individual goals (see Appendix

A for a full plan of the day). Completion of this programme will ensure that sales agents have

required the basic knowledge and skills to start their job role.

5.3 Training delivery

The training will be delivered by the senior manager who designed the training and an

external trainer who specialises in sales calling training. This is appropriate as the senior

manager has expert knowledge about the security market, the company and procedures whilst

the external trainer has a background in effective sales calling. It is important to have

experienced trainers as the unpredictable and dynamic interaction between trainer and learner

will determine the success of the intervention overall (Korte, 2006). The training will involve

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a range of delivery methods including PowerPoint presentations with question and answer

sessions, a product demo, a sales calling demonstration and a workgroup activity.

.

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6. Monitoring and Evaluating Outcomes.

The outcomes of the training event will be evaluated by using the four-level Kirkpatrick

Framework (1975). This looks at outcomes in terms of reactions from learners, what the

learners learned and achieved, whether job performance has changed and whether there has

been a positive result on the organisation by assessing Return on Investment (ROI) and

Return on the Expectations (ROE) of stakeholders. For this training event, the trainees’

immediate reactions will be assessed by end of day evaluation sheets and the knowledge they

have learnt will be assessed by an online e-learning activity which they will be required to

complete within 3 days of the training event. Additionally, long term outcomes will be

assessed by having a performance appraisal system in place where the performance of sales

agents are reviewed every two months to review whether they are meeting their objectives

and targets. Lastly, as mentioned in section 2, ROI will be assessed by financial outcomes

and ROE will be assessed by surveying the board to see whether they feel the training has

helped the organisation to meet its goals and the trainees to see if the training programme met

their expectations.

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The organisation described above has a new CEO. She has queried the need for the

above event, having picked up at a recent networking event that informal, work-based

learning is more effective than formal, planned interventions. Present a reasoned case

to CEO to convince her that in this instance a formal, planned training event is likely to

yield the outcomes required. (1000 words max)

7.1 Informal Learning

Common types of informal workplace learning are action learning, communities of practice

and support from managers or mentors. Action learning facilitates learning for individuals as

it emphasises interacting with others and learning by “doing” by involving real experience

and observation. The advantages of working on real problems is that individuals find actual

solutions rather than hypothetical ones and this can contribute to their development of

leadership and team working. Secondly, there are instances where groups are formed over

common interests which are called communities of practice (COPs). This can be defined as

groups of people who share a concern, a set of problems or a passion about a topic, and who

deepen their knowledge and expertise in this area by interacting on an ongoing basis (Wenger

et al, 2002). The purpose of these groups are to learn but also to network and encourage

social interaction as individuals can come together to use the learning team to examine and

revise reasoning for problems in home groups . Thirdly, informal learning can occur when

individuals have support methods in the workplace such as mentoring and coaching which

can involve supporting leaders, rotating roles across teams and being provided opportunities

and challenges.

Informal learning differs from formal learning as it involves reflection on actual experience.

A theory that promotes informal learning is Honey and Mumford’s (1992) cycle where it is

described that an individual firstly, enters the role of an activist role by having a learning

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experience. They then become a reflector where they review their experience before moving

on to being a theorist where they become aware of our own learning processes to conclude

from the experience. Lastly, they take a pragmatist role where they plan their next steps.

Workplace learning can also be viewed as a natural process for human development and Vaill

(1997) specified seven criteria. Firstly, the criteria states learning should be self-directed so

the learner has control over purpose, content, form and evaluation. Secondly, learning should

be creative so no pre-set goals or methods should be put into place to make sure the learner

finds and solves problems. Thirdly, learning should be expressive so it can occur on the

process of doing. The remaining four criteria suggest learning involves feeling so the learner

cares about what they do and what is accomplished, that learning is in a real environment

rather than artificial, it is a continual process and lastly, that it is reflective so the learner

becomes more aware of their learning processes.

7.2 Why a formal training event is more practical

In this instance there are a number of reasons why a formal planned training event would be

more likely to achieve the outcomes required compared to informal learning. Firstly, action

learning is unlikely to occur for sales agents due to them to working alone and not being able

to observe and learn from others whereas on a formal training day they would have the

opportunity to experience group interaction and openly discuss ideas and problems. With

regards to COPs, there are presently not any set up as workers are located in different regions

of England. A formal training day would enable COPs to be formed as individuals would be

able to network with other new sales agents. Additionally, implementing mentoring and

coaching procedures is not a practical solution due to there only being 3 senior managers, as

each individual trainee would require a high level of attention and support.

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Additionally, when evaluating Vaill’s criteria it is further emphasised that informal learning

is not the best option in this situation. This is because it wouldn’t be appropriate for learning

to be self-directed due to the learners being unaware of what expectations the organisation

expects from them. Therefore, formal learning would support the organisational objective of

giving individuals the basic skills and knowledge to carry out their job role effectively.

Additionally, the organisation cannot rely on individuals to learn at their own pace, due to

sales agents working remotely, as it would be extremely hard to monitor each trainee.

Therefore, having a formal intervention would make it easier to identify who needs extra

support after the training day. It would also be extremely risky for the organisation to let

individuals learn on the job as mistakes being made should be avoided when sales agents are

communicating with potential clients as they need to make a good impression in order to

achieve the organisational aims of increasing company awareness and making sales. Lastly,

as informal learning involves a feeling of accomplishment, if individuals started their job role

without formal training they are likely to by unsuccessful in reaching their sales targets due to

a lack of knowledge which could result in low confidence and a higher likelihood for

employee turnover which the organisation is trying to avoid.

7.3 Combining formal and informal learning

An ideal solution would be for 4i Security to take the 4-quadrant approach to learning by

having a proactive intervention in place to work towards their change in strategic direction

and to also to recognise and provide support for naturally occurring learning (Shipton, 2006).

They could do this by creating a visible learning culture within the organisation by having a

strong push to innovation in the workplace, creating new structures that provide employees

with possibilities for linking work and learning and having the board active in establishing

and communicating new organisational vision and values (Tjepkema, 2002). The view that it

is beneficial to be a learning organisation is supported by Ellinger (2002) who found a

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significant relationship between organisations who described hemselves as 'learning

organisations' and a range of financial performance outcome measures.

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Conclusion

In conclusion, a formal training event is needed in response to the request for better training

by the new sales agents and to ensure they feel more confident within their job role and

overall, for the organisation to meet its objectives. It would also be extremely useful due to

the nature of the job role where individuals work alone and remotely as it could facilitate

group interaction and networking. Although informal learning may be useful in some

instances, in this situation it would be more beneficial to introduce and promote informal

learning within the organisation alongside the formal training event as this would encourage

the trainee sales agents to continue to learn and improve their skills after starting their role. A

recommendation would be to repeat this formal intervention and incorporate it as part of a

future learning and development strategy for the organisation in the future when employing

new sales agents. Additionally, the outcomes of this training event should be evaluated to

conclude whether it was successful and whether it can the improved.

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Appendix A

Part 1

20

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