Overview on training and development training
- 2. 2 Overview – Training & Development ● Overview : Training & Development (T&D) ─Objectives ─ Benefits ─ T&D Methods ─ Framework ● T&D Guidelines ● T&D Roles ● Implementation Timeline
- 3. 3 T&D Objectives ● To create a competitive capability by engaging, developing and continuously grow employees’ potential and capabilities ● To implement a structured T&D approach which is practical, realistic and meets the needs of the position ● To deliver focused and relevant training & development initiatives ● To equip employees with the necessary knowledge and skills that will allow them to effectively perform their jobs and to be able to achieve/exceed performance expectations ● To build employees competencies so that they can better serve the needs of the organization and it’s clients Overview – Training & Development
- 4. 4 Company HOD Employee ● T&D programs are aligned with Company’s vision and business objectives ● Creates “capability advantage” ● Enhances talent retention ● Strengthens alignment by linking performance and employee development ● Enables HODs to support the career goals of team members through proper planning and implementation of T&D plans ● Provides an organized approach to T&D plans for team members ● Allows for efficient allocation of T&D ● Takes responsibility for individual T&D needs ● Aware of his personal T&D map to progress his career ● Supports cross learning opportunities ● Involvement in planning for continuing professional growth and T&D Benefits Overview – Training & Development
- 5. 5 ● T&D takes place through a combination of methods: ─ On-the-job training and working experience ─ Formal training programs (internal/external/distance-learning) ─Coaching & mentoring from Managers and more experienced colleagues ─ Specific projects as development assignments ─ Conducting training workshops ─Attending conferences, workshops, trade shows etc ─ Continuing business and professional education ● Managers should use a variety of T&D methods beyond the customary reliance on “training courses” to equip employees with the necessary skills and knowledge T&D Methods Overview – Training & Development
- 6. 6 T&D Framework Overview – Training & Development Aligned withCorporate Vision Support business priorities Facilitate organizationculture building Enhance talent retention Contribute to business results andworkforce/ organizationeffectiveness Business Alignment Employee Commitment Acquire new skills & knowledge Support employee’s career growth Help developmasteryof functionalcompetencies Build employee’s self- confidence todoan effective job •T&D Strategy& Priorities •T&D Process •T&D Resources •T&D System Measurement of T&D Effectiveness CompanyContribution: Sustainable Growth Client Contribution: Value Creation Individual Contribution: Capability Advantage
- 7. 7 ● The T&D framework is to build the organization capabilities which contributes to value creation for employees, clients and stakeholders ● The T&D strategies enhances employee engagement and commitment ● The most critical part of T&D intervention is to ensure that learning is actually transferred back to the job and the participant can demonstrate a measurable change in the job performance ● The T&D metrics help measure overall effectiveness in achieving the desired learning objectives of T&D programs Overview – Training & Development T&D Framework
- 8. 8 T&D Guidelines ● Annual T&D Cycle ● Processes for developing T&D Programs ─Phase 1: Training Needs Analysis Survey ─Phase 2: Initiation ─Phase 3: Program Design & Development ─Phase 4: Program Implementation ● T&D Evaluation ─ Level 1: Program Response ─ Level 2: Degree of Learning ─ Level 3: Business Impact ● Documentation of T&D Activities ─ Maintaining documentation
- 9. 9 T&D Guidelines Annual T&D Cycle Timing Identification of Training Needs & Implementation of Training Plan Dec-Jan During the Annual Performance Review, HOD & employee review development progress and agree on development goals and actions for coming year Feb Based on inputs from Performance Review, HOD completes Training Needs Analysis Survey taking into consideration the status of development action plans and priorities for coming year. Submits completed Training Needs Analysis Survey Form to Training Manager Training Manager prepares T&D Plan based on priority of programs and considers the appropriate approach for delivery of program a) Prepares Training Calendar for the current year b) Submits to CEO for approval Apr Training Manager sends Training Calendar to HOD as a reference for identifying training programs May Jun Aug Sep Oct Nov Dec Mar Implement Training Programs: a) Training Manager provides regular update of upcoming training programs b) Invites nominations for training programs
- 10. 10 Function /Area Survey Results Function /Area Survey Results Function /Area Survey Results Consolidated T&D Needs Report Consolidated T&D Plan Annual T&D Calendar Consolidated T&D Plan approved by Management T&D Guidelines Processes for Developing T&D Programs Phase 1: T&D Needs Analysis Survey
- 11. 11 ●Part I: Business Needs Assessment – Identify key business challenges for the year – Explore key performance and competency gaps in overcoming these business challenges – Evaluate T&D programs in line with business requirements and to bridge performance gaps ●Part II: Training Programs – Provide details of training programs which are necessary to bridge the performance and competency gaps T&D Guidelines Processes for Developing T&D Programs Phase 1: T&D Needs Analysis Survey
- 12. 12 ●Part III: Curriculum Planning – Identify training programs to be implemented ●Part IV: Other T&D Activities – Provide details of T&D activities outside the T&D curriculum which are necessary to bridge the performance and competency gaps Team related T&D activities should be incorporated T&D Guidelines Processes for Developing T&D Programs Phase 1: T&D Needs Analysis Survey
- 13. 13 Training & Development Needs Analysis Survey Form Company: Department/Function: Department head/Function head: Part I: Business Needs Assessment 1. Name 3 key challenges your business unit is facing in Year XXXX - - - 2. What are the key skills/knowledge/behaviors your staff should develop in order to be overcome the challenges? - - - 3. Regarding the key skills/knowledge/behaviors required and mentioned in Q2, what are the major performance gaps your people have shown? - - - 4. Name 3 key training & development activities* which can bridge these gaps (overcome the challenges). - - - Part II: Key Competency Assessment – by Functions Apart from business challenges in Part I, we also need to evaluate staff capabilities and performance against key competencies of each job banding level. This part on Key Competency Assessment will help you discover their performance gaps (areas of improvements) in respective competencies which are necessary for their current job. The assessment will also allow you plan for staff who have potential to achieve next level of hierarchy. Competencies/Behaviours No of potential staff who need enhancement (Namesininitialse.g.THforTomHanks) Suggested Training Programs E.g. Understanding of internal and external clients 1 2 3 Understanding of internal and external clients 1 2 3 Gives friendly, cheerful service 1 2 3 Takes responsibility for action 1 2 3 Demonstrates discretionary effort to help or serve others 1 2 3 Keeps up to date with clients affairs, e.g. via website, company report, monitoring of new products or new ad campaigns 1 2 3 Intends to have a specific effect or impact 1 2 3 Expresses one’s actions with reasonable rationales 1 2 3 Local programs like basic communication skills Expresses oneself with confidence 1 2 3 Local activities like Toastmaster Generates ideas for improvements 1 2 3 Challenges status quo 1 2 3 Seeks opportunities for self improvement 1 2 3 Participates in extra-curricular activities at own will 1 2 3 Makes decisions independently 1 2 3 Feels strong emotions, such as anger or extreme frustration; controls these emotions and gets over these in a short period of time 1 2 3 Uses stress management techniques to control response 1 2 3 Shows concern for own performance 1 2 3 Adapts to different types of environment easily 1 2 3 Takes on a leadership role in projects or teamwork 1 2 3 Works well with others in a team 1 2 3 Shows respect for others 1 2 3 1. Using the key below, please rate the overall importance of each competency/behavior in your department/function by underlining your choice. Please be open and honest. 2. For each competency/behavior, please input the no. of curent staff (with name initials) who have performance gaps and no. of potential staff (with name initials) who need further enhancement in respective columns Behavioral Assessment by Competencies Function: Total No. of staff in your dept. who need enhancement: Instructions: Importance Key: 1 (Least Important); 2 (Important); 3 (Most Important) 3. To bridge the performance gap for each competency, please suggest training programs for your staff. B. Influencing and Persuading C. Initiative D. Personal Effectiveness E. People Management/ Leadership A. Client Relationship Management Trainin g Needs Analysi s Survey Form E x a m p l e ManagedCare to decide on Competencies
- 14. 14 Training Needs Analysis Survey Form E x a m p l e Course Code Job Level Curriculum Programs No. of staff who need to attend the program in Year XXX (Names in initials e.g. TH for Tom Hanks) 1 2 3 CS103 Translating Data into Decision Making Information & Effective Communication of Eg: TH CS104 Business Diagnostics CS107 Introduction to Client Management Process CS109 Branding and Marketing 101 CS114 Branding Seminar CS116 Leading Creative Workshops for Clients CS101 Client Service Essentials Eg: TH CS105 Analytical Process CS106 Professional Selling Skills CS110 Doing Business Cross Culturally CS111 Professional Sales Negotiation CS112 Selling and Basics of Proprietary Products CS113 Client Management Program (CMP) CS115 Senior-Level Selling: Achieving Business Results CS117 Advanced Business Negotiation Skills CS118 The Winning Pitch – Securing Major Integrated Contracts CS119 Developing & Managing Business Relationships CS120 Maintaining the Complex Client Relationship A) Functional/ Technical Programs B) Programs related to Behavioral Assessment Part 3: Curriculum Planning for Year XXXX Importance Key: 1: (Least Important) 2: (Important) 3:(Most Important) Instructions: Please estimate the no. of staff with name intials who need to attend the respective programs in Year XXXX. Suggested Topics/Programs Target Group Estimated No. of Participants (Names in initials e.g. TH for Tom Target Fulfilment Schedule 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. c) Sharing activities (like Cross Dept Luncheon Sharing Session etc.) Please kindly provide the details of other T&D activities which you are planning to organize in Year XXX in the table below. For individualized T&D activities like on-the-job coaching, mentoring, individual job expansion and special conference attending by individual staff, they should be indicated in the individual Development Plan during Performance Review Exercise. Part 4: Other T&D Activities (for Group/Function/Area/Dept) Apart from programs in the curriculum, performance gaps can be overcome by other T&D activities namely: a) Conference/Seminars/Workshop/Certification (Internal/External; Regional/Local) b) Special Cross Dept/Function Projects/Development Assignments
- 15. 15 Manager makes nomination for training programs by issuing a Training Request Form ● In order to assist the process of conducting a training need diagnosis, the following questions may be helpful: Why employees don’t do what we want them to do? Possible Reasons Issue Interventions relating to Individual does not know what to do Performance Management Job Structure or Performance Expectation Individual does not know how to do Knowledge + Skills Training & Development Individual knows what to do and how to do but does not do it Attitude & Motivation Coaching, Mentoring, or Counselling, Practicing Individual knows what to do &how to do and wants to do it but cannot get it done Environment Organization Design Individual knows what to do and how to do and wants to do it and environment conducive but still cannot get it done Capability Job Fit T&D Guidelines Processes for Developing T&D Programs Phase 2: Initiation
- 16. 16 ● Based on the learning objective, the Training Manager and participant’s HOD will consider the following related to the design and development of the training program: ─ identify internal or external experts on related subject ─ whether the program should be developed and delivered internally or externally by vendors ─ format of the program (classroom training, workshop, seminar, e-learning or other formats) ─ duration of the program ● If the program is to be developed internally, to work with the subject expert for the development of the program agenda and materials (including training materials), role plays, exercises, pre-course assignment, post-course assignment, projects etc T&D Guidelines Processes for Developing T&D Programs Phase 3: Program Design & Development
- 17. 17 ● When a training program is confirmed, the Training Manager will notify HOD about the program details and to invite nominations ● The Training Manager will coordinate the nominations and confirm the participant list based on the target participant criteria and space availability ● The Training Manager will confirm the enrollment with participants along with a notification to the participant’s HOD ● The Training Manager can commence on the logistics arrangement for the implementation of the program, using a Checklist for Organizing Training T&D Guidelines Processes for Developing T&D Programs Phase 4: Program Implementation
- 18. 18 Level of Evaluation Relevant Tools Program Response • End of Program through Evaluation Form Degree of Learning • Pre and post program survey/tests • Post program examination • Certification (based on test/exam) Effectiveness of Learned Behaviour • Post program behaviour review based on behaviour measurements identified • Mid-term and End of Year Performance Review • Client Satisfaction Measurement Index • Certification (based on practices) • Audit • Post Project Evaluation Form Business Impact • Measurements related to business benefits (T&D Balanced Scorecard) T&D Evaluation T&D Guidelines
- 19. 19 Training programs are evaluated for the following reasons: ● To ensure that the program is delivering the desired behavior change ● To monitor the quality of the program and ensure continuous improvement ● To ensure cost effectiveness of the development activities Level 1: Program Response ● The immediate reactions of participants on the program are captured in the Training Evaluation Form ● Results are consolidated and summarized ● Reviewed by the program facilitator and organizer for follow-up actions and program enhancement in the future T&D Guidelines T&D Evaluation
- 20. 20 Level 2: Degree of Learning ● To verify the extent to which participants have increased knowledge and improved skills, the following evaluations are suggested: ─ Post Program examination ─ Accreditation (e.g. certifying the certifier) ─ Certification (given to those who have successfully passed an exam/test) ─ Skills demonstration/practice ─ Case Studies ─ Presentations ● The evaluation is done mostly after the program to ensure participants have captured the required T&D Guidelines T&D Evaluation
- 21. 21 Level 3: Business Impact ● Measurement based on business benefits are identified according to client and individual areas: ─ Employee Retention Rates (% staff turnover) ─ Operations improvement based on speed and quality objectives ─ % of staff with Development Plan ─ Client satisfaction regarding capability improvement ─ Client satisfaction index improvement (% CSI) T&D Guidelines T&D Evaluation
- 22. 22 T&D Balanced Scorecard T&D Success People Clients Business % Staff with T&D plan Post-program capability survey Improved Retention rates Client satisfaction regarding capability improvement Employee Engagement improvements Operations improvements Client satisfaction index improvements T&D Guidelines
- 23. 23 Documentation of T&D Activities To build high quality T&D systems, all documents related to T&D activities should be maintained with proper care These documents include: ● T&D record of each employee ● Completed and consolidated T&D Needs Analysis Survey Form & Report ● T&D Program ● T&D Calendar ● T&D Request Form ● Checklist for Organizing T&D Programs ● T&D Evaluation Form T&D Guidelines
- 24. 24 Maintaining an updated T&D documentation is a collaborative effort between the Company and employee ● Employee ─ Inventory of employee’s skills ─ Identification of individual capability strengths and areas for development ─ Career development and progression purposes ─ Evaluation of individual plans developed and status of implementation ● Company ─ Succession Planning ─ Effective talent management reporting ─ Identify company-wide capability strengths and gaps ─ Evaluation of T&D calendar and programs offered T&D Guidelines Documentation of T&D Activities
- 25. 25 T&D Roles T&D is a collaborative effort, a shared responsibility among HODs, the employee and the Training Manager ● Role of HOD ─ Demonstrate commitment and support in T&D ─ Partner in identifying T&D needs ─ Provide direction in developing T&D plan based on business needs ─ Provide coaching and support applications in learning ─ Be accountable for the effectiveness of on-the-job learning application ● Role of Employee ─ Take an active role in identifying own T&D needs ─ Ensure commitment in planning and implementing T&D goals ─ Active participation in T&D activities ─ Apply learning on-the-job
- 26. 26 T&D Roles ● Role of Training Manager ─ Organize T&D Needs Analysis Survey annually ─ Partner with HODs to identify T&D plans/initiatives aligned with the business ─ Link T&D plans with Performance Management System to support business needs ─ Review program effectiveness in the post T&D evaluation ─ Coordinate and communicate T&D activities ─ Maintain T&D documentation/records
- 27. 27 Implementation Timeline ● Discuss T&D Plan with CEO: ─ T&D Guidelines ─ T&D Roles ─ Implementation Plan ● Obtain approval to implement T&D Program Within mid-May 2024 Within May 2024 ● Launch T&D Needs Analysis Survey ● Consolidate training needs ● Discuss with HODs ● Proposed Training Programs to be implemented Within mid-May 2024 ● Discuss with CEO on proposed Training Programs (soft skills & functional skills training) ● Approval to implement Training Programs Within 3rd week of May 2024 ● Implement Training Programs ─ Soft skills training based on inputs from T&D Needs Analysis Survey in order of priority ─ Communicate T&D Programs with HODs ─ Organize training programs June 2024
- 28. 28 T&D Forms ● T&D Needs Analysis Survey Form ● T&D Program Request Form ● Checklist of Organizing T&D Programs ● T&D Program Evaluation Form ● T&D Calendar
- 29. 29 Training & Development Needs Analysis Survey Form Company: Department/Function: Department head/Function head: Part I: Business Needs Assessment 1. Name 3 key challenges your business unit is facing in Year XXXX - - - 2. What are the key skills/knowledge/behaviors your staff should develop in order to be overcome the challenges? - - - 3. Regarding the key skills/knowledge/behaviors required and mentioned in Q2, what are the major performance gaps your people have shown? - - - 4. Name 3 key training & development activities* which can bridge these gaps (overcome the challenges). - - - Part II: Key Competency Assessment – by Functions Apart from business challenges in Part I, we also need to evaluate staff capabilities and performance against key competencies of each job banding level. This part on Key Competency Assessment will help you discover their performance gaps (areas of improvements) in respective competencies which are necessary for their current job. The assessment will also allow you plan for staff who have potential to achieve next level of hierarchy. Competencies/Behaviours No of potential staff who need enhancement (Namesininitialse.g.THforTomHanks) Suggested Training Programs E.g. Understanding of internal and external clients 1 2 3 Understanding of internal and external clients 1 2 3 Gives friendly, cheerful service 1 2 3 Takes responsibility for action 1 2 3 Demonstrates discretionary effort to help or serve others 1 2 3 Keeps up to date with clients affairs, e.g. via website, company report, monitoring of new products or new ad campaigns 1 2 3 Intends to have a specific effect or impact 1 2 3 Expresses one’s actions with reasonable rationales 1 2 3 Local programs like basic communication skills Expresses oneself with confidence 1 2 3 Local activities like Toastmaster Generates ideas for improvements 1 2 3 Challenges status quo 1 2 3 Seeks opportunities for self improvement 1 2 3 Participates in extra-curricular activities at own will 1 2 3 Makes decisions independently 1 2 3 Feels strong emotions, such as anger or extreme frustration; controls these emotions and gets over these in a short period of time 1 2 3 Uses stress management techniques to control response 1 2 3 Shows concern for own performance 1 2 3 Adapts to different types of environment easily 1 2 3 Takes on a leadership role in projects or teamwork 1 2 3 Works well with others in a team 1 2 3 Shows respect for others 1 2 3 1. Using the key below, please rate the overall importance of each competency/behavior in your department/function by underlining your choice. Please be open and honest. 2. For each competency/behavior, please input the no. of curent staff (with name initials) who have performance gaps and no. of potential staff (with name initials) who need further enhancement in respective columns Behavioral Assessment by Competencies Function: Total No. of staff in your dept. who need enhancement: Instructions: Importance Key: 1 (Least Important); 2 (Important); 3 (Most Important) 3. To bridge the performance gap for each competency, please suggest training programs for your staff. B. Influencing and Persuading C. Initiative D. Personal Effectiveness E. People Management/ Leadership A. Client Relationship Management Trainin g Needs Analysi s Survey Form E x a m p l e ManagedCare to decide on Competencies
- 30. 30 Training Needs Analysis Survey Form E x a m p l e Course Code Job Level Curriculum Programs No. of staff who need to attend the program in Year XXX (Names in initials e.g. TH for Tom Hanks) 1 2 3 CS103 Translating Data into Decision Making Information & Effective Communication of Eg: TH CS104 Business Diagnostics CS107 Introduction to Client Management Process CS109 Branding and Marketing 101 CS114 Branding Seminar CS116 Leading Creative Workshops for Clients CS101 Client Service Essentials Eg: TH CS105 Analytical Process CS106 Professional Selling Skills CS110 Doing Business Cross Culturally CS111 Professional Sales Negotiation CS112 Selling and Basics of Proprietary Products CS113 Client Management Program (CMP) CS115 Senior-Level Selling: Achieving Business Results CS117 Advanced Business Negotiation Skills CS118 The Winning Pitch – Securing Major Integrated Contracts CS119 Developing & Managing Business Relationships CS120 Maintaining the Complex Client Relationship A) Functional/ Technical Programs B) Programs related to Behavioral Assessment Part 3: Curriculum Planning for Year XXXX Importance Key: 1: (Least Important) 2: (Important) 3:(Most Important) Instructions: Please estimate the no. of staff with name intials who need to attend the respective programs in Year XXXX. Suggested Topics/Programs Target Group Estimated No. of Participants (Names in initials e.g. TH for Tom Target Fulfilment Schedule 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. c) Sharing activities (like Cross Dept Luncheon Sharing Session etc.) Please kindly provide the details of other T&D activities which you are planning to organize in Year XXX in the table below. For individualized T&D activities like on-the-job coaching, mentoring, individual job expansion and special conference attending by individual staff, they should be indicated in the individual Development Plan during Performance Review Exercise. Part 4: Other T&D Activities (for Group/Function/Area/Dept) Apart from programs in the curriculum, performance gaps can be overcome by other T&D activities namely: a) Conference/Seminars/Workshop/Certification (Internal/External; Regional/Local) b) Special Cross Dept/Function Projects/Development Assignments
- 31. 31 Competencies ● Competencies is a compilation of applied skills and behaviors that are important for the personal effectiveness and success of the organization ● Competencies improve business results because high performance competencies build the organization’s capabilities and competitive advantage ● Competencies are expressed through our everyday “behavior” What we say What we do
- 32. 32 ● Client Relationship Management Defined as proactively developing client relationships by making efforts to listen to and understand the client, anticipating and providing solutions to client needs, giving high priority to client satisfaction Behaviors to be possessed and demonstrated: ─ Understanding of internal and external clients ─ Gives friendly, cheerful service ─ Takes responsibility for action ─ Demonstrates effort to help or serve clients ─ Makes concrete attempts to add value to the clients ● Business Acumen Defined as using an understanding of the business and applies that knowledge effectively to set direction, maximize financial benefits and make sound decisions Behaviors to be possessed and demonstrated: – Demonstrates a thorough understanding of how the business operates, general knowledge of business issues and economic factors – Identifies business development opportunities and initiates and develops business contacts – Converts ideas into actions that have a positive impact on bottom line Competencies – for discussion
- 33. 33 ● Initiative Defined as proactively attempting to influence events to achieve goals, self-starting rather than accepting passively, taking action to achieve goals beyond what is required Behaviors to be possessed and demonstrated: ─ Generates ideas for improvements ─ Challenges status quo ─ Seeks opportunities for self improvement ─ Acts quickly and decisively in a crisis ● Personal Mastery Defined as individual's maturity in relation to others and to work which controls the effectiveness of the individual's performance and to always bring their best self Behaviors to be possessed and demonstrated: ─ Makes positive and conscious decisions ─ Actively builds own wellbeing and resilience ─ Has emotional intelligence to take feedback, manage emotions and build empathy for others ─ Responds to change, ambiguity and uncertainty openly ─ Sets high standards for themselves Competencies – for discussion
- 34. 34 ● People Management/Leadership Defined as using appropriate interpersonal styles and methods to inspire and guide individuals toward goal achievement by providing clear, specific performance feedback, effective coaching / mentoring and developmental opportunities Behaviors to be possessed and demonstrated: ─ Takes on leadership role in projects or teamwork ─ Gives adequate directions, makes needs and requirements reasonably clear ─ Shows respect for other's opinions and perspectives to explore alternative solutions for mutual agreement ● Manage Execution Defined as ensuring that work is completed to achieve the goals efficiently, effectively and according to group standards Behaviors to be possessed and demonstrated: ─ Asks questions to clarify assignments and priorities as necessary ─ Deals with high priority work activities first ─ Acts resourcefully to ensure that work is completed within specified time and quality parameters ─ Identifies action steps needed to accomplish objectives Competencies – for discussion
- 35. 35 ● Engage and Inspire Defined as demonstrating a “can-do” optimism and energizes others, encouraging high standards and acknowledging others’ effort and accomplishments Behaviors to be possessed and demonstrated: ─ Demonstrates a "can-do" spirit, a sense of optimism, ownership and commitment ─ Encourages high standards of performance ─ Acknowledges others efforts and accomplishments ─ Projects a positive image ● Foster Teamwork and Cooperation Defined as fostering collaboration to accomplish the unit goals Behaviors to be possessed and demonstrated: ─ Encourages people to draw on each other's strengths and experience to work together effectively, within and across teams ─ Contributes productively to group outcomes ─ Encourages others to understand and support the goals, interests, vision and values of the organization ─ Volunteers to help others when needed ─ Builds relationships to create a foundation for future collaboration Competencies – for discussion
- 36. 36 ● Consumer Love Defined as creating better future for our consumers everyday Behaviors to be possessed and demonstrated: ─ Brings the voice of the consumer into everything we do, always ─ Invests time inside and outside to understand the needs of consumers ─ Whatever their role, always looks for better ways to serve consumer ─ Fosters a customer-focused environment OR ● Customer Focus Defined as meeting customer needs with reliable responsiveness Behaviors to be possessed and demonstrated: ─ Identifies and anticipates customer requirements, expectations, and needs ─ Seeks and responds to customer feedback ─ Ensures that customer issues are resolved ─ Tracks performance against customer requirements ─ Fosters a customer-focused environment ─ Impresses customers with responsive service Competencies – for discussion
- 37. 37 ● Build Trust and Confidence Defined as showing consistency between words and actions, following through on commitments, accepts responsibility for own performance, not undermining others, but acting fairly, truthfully and consistently with policies Behaviors to be possessed and demonstrated: ─ Shows consistency between words and actions ─ Treats others fairly and consistently ─ Protects confidential information ─ Does not undermine others for own gain ─ Acts consistently with Group policies and practices ─ Follows through on commitments ─ Is honest and truthful in dealings with others Competencies – for discussion
- 38. 38 ● Product & Service Knowledge Behaviors to be possessed and demonstrated: ─ Thorough understanding of the home care, medical concierge, and in-house physiotherapy services offered by the organization ─ Ability to articulate the benefits and features of these services to potential clients effectively ● Communication Skills Behaviors to be possessed and demonstrated: ─ Strong verbal and written communication skills to interact with clients, their families, and other healthcare professionals ─ Active listening skills to understand client needs and concerns accurately ● Empathy/Compassion Behaviors to be possessed and demonstrated: ─ Ability to empathize with clients and their families, demonstrating compassion and understanding in every interaction ─ Sensitivity to the unique challenges and situations faced by clients requiring home care and physiotherapy services Functional Competencies - Sales
- 39. 39 ● Business Entrepreneurship Behaviors to be possessed and demonstrated: ─ Ability to generate innovative ideas and solutions to address sales challenges and capitalize on market opportunities ─ Ability to persevere in the face of setbacks, learn from failures, and maintain a positive attitude amidst challenges ● Problem Solving Skills Behaviors to be possessed and demonstrated: ─ Capacity to identify client needs and develop customized care plans to address their specific requirements ─ Quick thinking and adaptability to resolve issues or challenges that may arise during service delivery ● Customer Relationship Management Behaviors to be possessed and demonstrated: ─ Building and maintaining strong relationships with clients and their families to foster trust and satisfaction ─ Proactive engagement to anticipate and address client needs, ensuring high levels of customer retention Functional Competencies - Sales
- 40. 40 Competencies & Performance Standards 40 Highly Effective Meets Expectations Needs Improvement Outstanding A B C Above Expectations At Expectations Close to Expectations Below Expectations Poor 6 5 4 3 2 1 C B A 1 2 3 4 5 Competencies & Performance Standards 3-point rating scale vs 6-point rating scale Example
- 41. 41 TRAINING & DEVELOPMENT PROGRAM REQUEST FORM Business Manager (Requester): ____________________________________ Business Unit / Department: _________________________________________________________ Date of Request: ____________________________________ Form Completed By (L&D Specialist): _________________________________________________________ Brief Statement of Request ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Performance Issues Analysis Specific Performance Issues (skills, knowledge, behaviour, etc.) Factors contributing to the performance problem Why is this request being made now? Any foreseeable obstacles Program Evaluation How will you know when the program is successful? How will solving the performance problem affect the following? ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Client Satisfaction: _____________________________________ Cycle Time: __________________________________________ Quality:______________________________________________ Quantity:_____________________________________________ Cost Savings:_________________________________________ Others: ______________________________________________ ____________________________________________________ Target Audience Group Key Resource People Job Function:_________________________________________ Job Band: ___________________________________________ Job Location:_________________________________________ Other specifications: ___________________________________ ___________________________________________________ ___________________________________________________ Decision maker (Business unit head): ______________________ ____________________________________________________ Program Sponsor (usually Requester): _____________________ ____________________________________________________ Potential Subject Experts :_______________________________ ____________________________________________________ Budget Available for the Program Development: _______________________________________________________ APPROVAL Requester: _________________________________ Signature / Date Approved by Executive Director-in- charge: __________________________ Signature / Date Reviewed by HR Department: _________________________________ Signature / Date Training & Developmen t Program Request Form E x a m p l e
- 42. 42 CHECKLIST FOR ORGANIZING TRAINING & DEVELOPMENT PROGRAMS Program Title: __________________________________ Program Manager / Host: __________________________ Proposed Dates / Duration: _______________________ Proposed Location: ______________________________ Number of Participants: __________________________ Number of Other Attendees (Trainers, Guests, etc.): ___________________________________________ Program Coordinator:____________________________ Logistics Planning Meeting Room Requirements Audio Visual Requirements Food Arrangements Accommodation 1. Set up (U-shape, classroom, pods, round, etc.) _________________________ 2. Break-out rooms (number, size, days needed) _________________________ 3. Signage in lobby / meeting room ________________________ 4. Others _________________________ 5. Flip charts 6. Computer projector 7. Traditional overhead projector 8. Projection screen 9. VCR & TV 10. DVD 11. CD Player 12. Others ______________________ 13. Breakfast 14. AM & PM breaks 15. Lunch (in room, on-site restaurant) _______________________ 16. Dinner _______________________ 17. Others _______________________ 18. Hotel accommodation for participants 19. Hotel accommodation for trainers 20. Others __________________________ Materials Pre-Course Materials On-site Program Materials for Participants Trainers 21. Any pre-course materials? If yes, who is the coordinator for the pre-course materials? _________________________________ 22. Others _________________________________ 23. Order binders / manuals 24. Arrange printing of materials, handouts 25. Name tags / Name place cards 26. Others _________________________________ 27. Computer with presentation files loaded 28. Certificates signed by trainers 29. L&D Program Evaluation Form 30. Others _________________________________ Confirmation of Attendance Participants Trainers Other Attendees 31. Send hotel information and registration form to participants 32. Confirm all registration forms are returned and make hotel reservations accordingly 33. Send pre-course information to participants (if applicable) 34. Others ______________________ 35. Send hotel information and registration form to trainers 36. Confirm all registration forms are returned and make hotel reservations accordingly 37. Others ______________________ 38. Send hotel information and registration form to other attendees 39. Confirm all registration forms are returned and make hotel reservations accordingly 40. Others ______________________ Checklist for Organizing Training & Development Program E x a m p l e
- 43. 43 TRAINING EVALUATION FORM 培訓評估表 Please complete this form which is to assess the quality of the training offered. 請填寫此表格，以評估培訓的品質。 A. PARTICIPANT DETAIL 參與者資料 Name： Designation： 姓名： 職稱： Department： 服務部門： B. TRAINING PROGRAM DETAIL 培訓課程資料 Name of Training： Trainer Name： 培訓課程名稱： 職稱： Venue： Date & Time： 地點： 日期與時間： Please tick (√) in the appropriate box to indicate your rating of the items listed below. 請在適當的格子畫勾（√） 以表明你對下列事項的評分 Poor Fair Good Excellent C. TRAINING CONTENT 差 均等 好 優等 1 The training objectives were identified 培訓目的明確 2 Relevant topics covered 相關培訓項目覆蓋 3 The curriculum content were presented and explained clearly and concisely 課程內容以簡明的方式呈現和解釋 4 Opportunity for interaction was sufficient 鼓勵充分的互動和交流 5 The Trainer was knowleageable 培訓導師的知識淵博 6 Training materials were comprehensive 培訓教材很詳細 7 Facilities in the training venue 培訓場地和設施很完善 8 Goals of training met 培訓有達到預期的目標 i) What was the most thing you learned in this course? i) 在該培訓課程裡， 你獲益和學到最多的是什麼？ ii) Was the length of the presentation sufficient for the topic? ii) 該培訓課程的時間是否足夠覆蓋所有的課題？ iii) The knowledge and skills I gained from this program will be useful in my job? If YES, then list one item from the training that you are going to implement or review iii) 從該課程所學到的知識和技能是否對你有所幫助？如是，請列明一個你會運用在工作上的新知識 vi) Any comment for improvement (Training content, venue, facilities and etc). Any program that you wish to have in future? Pls indicate:- vi) 任何意見（課程內容，培訓地點，設施和其他。 在未來的日子裡，你是否有任何感興趣的課程？請列明：- Training Program Evaluation Form E x a m p l e
- 44. 44 Program Code (only for training) Minimum Job Banding (only for training) Jan 2024 Feb 2024 Mar 2024 Apr 2024 May 2024 Jun 2024 Jul 2024 Aug 2024 Sept 2024 Oct 2024 Nov 2024 Dec 2024 Organizer SLD101 2 Leadership: Inspiring Commitment Hong Kong LDS105 3 Regional Leadership Institute Hong Kong (Jun 20-22) LDS103 4 Leadership Effectiveness Accelerated Program Bangkok (Mar 27-29) Bangkok (July 11-13) CS107 7 Professional Selling Skills CS111 6 Professional Sales Negotiation CS113 5 Strategic Branding Seminar CS116 4 Advanced Business Negotiations Skills (similar to Business Negotiations by Tony Shepherd's) Bangkok Singapore (Apr 24-25) CS117 4 The Winning Pitch - Securing Major Integrated Contracts QLR110 (with meeting) N/A Quali Leadership Meeting + Advance Quali Training (Sequential) Kuala Lumpur (Mar 23-24) QLR103 8 Fundamental Qualitative School CRS103 8 Quantitative School Bangkok CRS109 (TtT) 8 Online/Internet Research - Train-the-Trainer CRS110 (TtT) 7 Wining Brands -Train-the-Trainer (Upgrade Modules) Webex CSO112 (with conference) N/A CRS Operations Conference + Job Budgeting & Cost Managfement for Operations training N/A IPG/IR Meeting Bangkok IR101 7 International Research Operation IR102 4 International Business Development AUT101 7 Auto IPG Workshop AUT102 4 Auto IPG Trainer Training Asia Pacific Communications meeting Bangkok Regional Leadership Meeting Bangkok Bangkok TBC TBC TBC TBC Bangkok Singapore (TBC) Australia, Melbourne Bangkok, Singapore or Hong Kong Bangkok, Singapore or Hong Kong China, Australia LEADERSHIP / MANAGEMENT CLIENT SERVICING CUSTOMISED RESEARCH SERVICES COMMUNICATIONS OPERATIONS T&D Calendar E x a m p l e