Fluent Essays

For this milestone, review the case study, A.P. Moller-Maersk Group: Evaluating Strategic Talent Management Initiatives, through page 13 (up to HRCustomer Initiative at Maersk) and the job posting for a Customer Service – CARE Business Partner. View the SHRM PowerPoint presentation and its note pages: Unit 6: Training Methods, Experiential Learning and Technology. Using the material on needs assessment and training strategies provided in this week’s lesson and the case study, in a short paper you should: Illustrate the value of a training needs assessment in an organization in general, supporting your response. Describe the components of a needs assessment used to determine the training requirements of a Customer Service – CARE Business Partner at Maersk. Describe the importance of creating Specific, Measurable, Achievable, Realistic, and Time-oriented (SMART) objectives for a training plan. Explain the importance of developing learning activities for a Maersk Customer Service – CARE Business Partner training program. Describe how you would incorporate adult learning principles and methods of experiential learning from this course into the Maersk Customer Service – CARE Business Partner training program. Guidelines for Submission: Your submission should be 2–3 pages in length and double-spaced using 12-point Times New Roman font. Be sure to list your references at the end of your paper. Submit journal assignment as a Word document. ol_211_customer_service_care_business_partner_job_posting.pdf unit_6_training_methods_elearning_and_tech.pptx _pdf_eng.pdf Unformatted Attachment Preview OL 211: Customer Service – CARE Business Partner Job Posting Maersk Line is the world’s largest container shipping company, known for reliable, flexible, and eco-efficient services. We provide ocean transportation in all parts of the world. We serve our customers through 374 offices in 116 countries. We employ 7,000 seafarers and 25,000 landbased employees and operate 580 container vessels. We market our services through the following brands: Maersk Line, Safmarine, MCC Transport (Intra-Asia), Seago Line (IntraEurope), Mercosul (Brazil), and SeaLand (From 2015 Intra-Americas). Maersk Line, the global containerized division of the Maersk Group, is dedicated to delivering the highest level of customer-focused and reliable ocean transportation services. Our vision, built from a strong heritage of uprightness, constant care, and innovation, has guided our business operations since the first Maersk Line vessel sailed in 1904. By remaining committed to that vision we have expanded our business to become the world’s largest ocean carrier. And we are consistently recognized as the most reliable container shipping company. We are looking for a Customer Service CARE Business Partner in our Charlotte, NC office. You must be authorized to work for any employer in the US. Local candidates only; no relocation assistance is provided. We Offer Maersk Line offers you an exciting career opportunity in an international, challenging business environment characterized by high pace and diversity with focus on creating valuable relations with our current and new customers. We offer a competitive salary and benefit package, such as health insurance, dental and vision insurance, a 401K savings plan with an employer match, and paid time off. Key Responsibilities • Act as the customer’s primary point of contact, be the customer’s internal advocate. • Be fully responsible for customer satisfaction, own, manage all customer facing activities, while working with Sales, GSC, One Team, Finance, etc. • As part of Commercial Intelligence - build strong relationships with customers, gain an understanding for their business, service needs, drivers and desires and leverage this to engage in discussions about new business opportunities and competitor/market intelligence. • Ensure smooth execution of the whole shipment lifecycle, by working closely with customers and internal support groups to achieve customer satisfaction goals through pro-active resolution handling and Issue resolution ownership. Process improvement focus is essential— look for waste • Understand claims policy and its impact on company assets and guide customers best possible through any potential claim situation • Utilize Care business partner relationships to encourage fast equipment turnaround and collection of applicable charges as required. • Understand and be familiar with KPIs and act in line with set targets. Drive continuous improvements opportunities and opportunities to lower costs. • Monitor agreed service levels, and identify root cause when targets are not met, advise management of potential service failures and / or trends. • Share thoughts with team at VMS reviews • To always perform in a manner consistent with and loyal to the A.P. Moller – Maersk values. Who we are looking for • Direct call-handling experience • Demonstrated relationship attributes • Practiced listening techniques • Negotiation skills • Conflict resolution skills • High school diploma or equivalent (4 year degree preferred) • 1–2 years of experience in transportation highly desirable • Proficiency in Microsoft Suite Unit 6: Training Methods Experiential Learning and Technology ©SHRM 2009 1 Unit 6, Class 1: Training Methods, Experiential Learning and Technology • At the end of this unit, students will be able to: > Describe the experiential learning cycle. > Use the experiential learning cycle in an activity. > Apply learning criteria in choosing teaching methods and activities. > Identify and use elements of effective e-learning. > Choose appropriate methods and activities for training. 2 ©SHRM 2009 Training Methods • Traditional training: > Presentation methods. > Hands-on methods. > Group building methods. • Technology-based training: > Synchronous learning. > Asynchronous learning. • Blended learning. 3 ©SHRM 2009 Training Methods • The training program must be: > Developed or purchased. > Available when needed. > Within budget. > Appropriate to trainees’ needs and abilities. > Liked by trainees. > Such that learning occurs. > Such that learning is transferred to the workplace. 4 ©SHRM 2009 Presentation Methods • In a presentation method, content is presented to trainees who are passive recipients of information: > Lecture. > Lecture enhanced through audiovisual methods. 5 ©SHRM 2009 Hands-on Methods (OJT) • Hands-on methods require the trainee to be actively involved in learning: > On-the-job training. > Self-directed learning. > Apprenticeship. 6 ©SHRM 2009 Other Hands-on Training Methods • • • • • Simulations Case studies Business games Role plays Behavior modeling 7 ©SHRM 2009 Group-Building Methods • Group-building methods are designed to improve team or group effectiveness. • Experiential learning process: 1. 2. 3. 4. Gain conceptual knowledge and theory. Take part in a behavioral simulation. Analyze the activity. Connect the theory and activity with on-the-job situations. 8 ©SHRM 2009 Group-Building Methods • Adventure learning: > Outdoor activities. > Wilderness training. • Team training: > Cross training. > Coordination training. > Team leader training. • Action learning. 9 ©SHRM 2009 Experiential Training • Learner-centered training that uses active participatory methods. • Relevant to adult learning needs. • Provides opportunities for the learner to: > Engage in an activity. > Critically review the activity. > Draw useful insight from the analysis. > Apply the result in a practical situation. 10 ©SHRM 2009 Experiential Learning Cycle Source: Learning-Theories.com 11 ©SHRM 2009 Let’s Work Through an Example • Group process: > We’re going to work on a project as a group. > Everyone has some experience with groups – some more successful than others. > What kinds of groups have you been a member of? > How did the groups work? > We’re going to complete an experiential learning activity. 12 ©SHRM 2009 The Experience: Step 1 • In your groups, solve this problem: > Cut a piece of paper to look like the shape shown on the next slide. > There are only two rules: • You are only allowed to make ONE cut with the scissors and • It must be a straight cut. > You have seven minutes to complete the task. 13 ©SHRM 2009 The Desired Shape 14 ©SHRM 2009 The Solution 15 ©SHRM 2009 Observation and Reflection: Step 2 • • • • Was the task completed? What helped you to achieve the task? What got in the way? How did your group members work as a team? 16 ©SHRM 2009 Forming Abstract Concepts: Step 3 • Draw conclusions. • What did you learn about teamwork in dealing with this problem? • What conclusions can you draw about how teams work? 17 ©SHRM 2009 Testing in New Situations: Step 4 Now what? Apply what you’ve learned: • What would you do differently the next time you work with a team? • How does what you learned about teams affect how you would facilitate a training session? • What kind of action planning might be undertaken? 18 ©SHRM 2009 Closure • What were the main messages of the session? • Any other questions? 19 ©SHRM 2009 What Else Do We Know About Learning? 20 ©SHRM 2009 Edgar Dale: The Cone of Learning • ©SHRM 2009 Source: Mesa Community College 21 Advantages and Disadvantages of Training Methods Method Pros Cons Demonstration Opportunity to provide feedback. Does not involve everyone. Role play Good practice for participants and involvement. May be dominated by a few participants. Lecture Good for high Passive and not content if stimulating. presenter is good. Case study Panel discussion Good focus and high involvement. May be dominated by a few participants. High content and variety of perspectives. Low learner involvement. 22 ©SHRM 2009 What About Lectures? • Active lectures gain the learner’s attention. • To maximize understanding and retention: > Include an opening summary. > Use examples and analogies. > Include visual backup. > Involve participants. > Reinforce the lecture. 23 ©SHRM 2009 What About Activities? • Activities should have a(n): > Objective > Method > Format • Activities should be related to instructional objectives. 24 ©SHRM 2009 Pros and Cons of VariousTraining Activities Method Pros Cons Field trips Allow for sensory perception. Needs prior preparation. Small group tasks Highly participatory and task oriented. May be dominated by a few participants. Video or film Good focus and predesigned. May enhance content. Little participant interaction. Large group discussion Highly energizing and high May be dominated participation. by a few participants. Fishbowl activities Develops understanding of concepts and differing perspectives. ©SHRM 2009 Limited active participation in activity. 25 Choosing the Training Method • What learning outcome do you want to influence? > Verbal information. > Intellectual skills. > Cognitive strategies. > Attitudes. > Motor skills. • What method best facilitates transfer of training? • What will it cost? 26 ©SHRM 2009 Training Methods and Activities Plan training methods and activities for your training project. 27 ©SHRM 2009 Unit #6 – Class #2 – E-Learning and Technology in Training • Technology in training • Economic considerations 28 ©SHRM 2009 Why Use E-Learning? • Organizational benefits > Cost-effective – reduces training costs per employee • No travel costs for employees > Information can be readily updated > Easy tracking • Can generate statistical reports. – How many employees receive training? – Who receives training, how often and how are they doing? – Track return on investment > Can pinpoint training where it is needed 29 ©SHRM 2009 Why Use E-Learning? • Learner benefits: > Training available 24/7 > No travel or time away from home > More variety in training > Training can incorporate games, Internet resources and social networking > Wider access to resources – not just the trainer 30 ©SHRM 2009 E-Learning • Asynchronous: > Most responsibility for learning is placed on the learner. > Learning available 24/7; any time, any place. • Synchronous: > Virtual learning; live and online. > The learner must participate on a schedule through message boards, video conference, text-chat or instant polling. > Still, any place, but not always any time. 31 ©SHRM 2009 Technology-Based Training • Levels of technology-based training: > Communication. > Online referencing. > Testing assessment. > Computer-based training. • Asynchronous. • Synchronous. > Blended learning. > Expert systems. 32 ©SHRM 2009 Features of E-Learning • Content: > Text, video, graphics, sound. • Learner control. • Collaboration between learners and trainers. • Link to resources. • Delivery: web-based or intranet. • Administrative: > Tracking and monitoring. > Return on investment. 33 ©SHRM 2009 Effective E-Learning • Organization must provide: > Management support. > Technology resources and ongoing support. > Employee time away from work for learning to occur. > Employee training in the use of e-learning technology. 34 ©SHRM 2009 Training Design: Which One? • Traditional classroom. • E-learning. • Blended learning. 35 ©SHRM 2009 9-412-147 REV: MAY 5, 2013 BORIS GROYSBERG SARAH L. ABBOTT A.P. Møller - Maersk Group: Evaluating Strategic Talent Management Initiatives At the start of 2012, Maria Pejter, senior director of Maersk Group’s Human Resources department, and Bill Allen, head of Human Resources (HR), sat down to consider some key aspects of Maersk’s talent management strategy. Through 2008, Maersk had experienced several years of rapid growth and strong profitability. The global recession in 2008 had negatively impacted both Maersk’s top line and its returns; however, operating results had since improved, and Maersk earned record profits in 2010. In recent years, Maersk had seen a rise in its unusually low historic employee turnover rate. And Maersk had experienced a notable change in its corporate culture as it transitioned from a family-owned Danish shipping company into a global, publicly-traded conglomerate. Allen and Pejter were evaluating Maersk’s talent management priorities in the context of the increasingly competitive and fast-moving talent market of the 21st century. As Maersk continued to grow, finding, developing, and retaining high-quality talent was becoming a bigger challenge. In particular, Maersk was experiencing five notable talent challenges. The first of these was increased employee turnover. Maersk had traditionally relied heavily on employees who started with the Group as trainees and then spent the entirety of their careers there. However, with competition in the labor market increasing, a greater number of Maersk employees were leaving the Group for external opportunities. Maersk estimated that, of the approximately 400 trainees it brought on board each year, only 20\% of them were still with the Group after five years. In light of this rise in attrition, Maersk’s HR had increased its efforts to bring in experienced hires from the outside. Allen and Pejter needed to better understand how much of a problem this higher attrition rate was creating. How did it compare with what other firms were experiencing? And was it possible that this higher turnover also provided an opportunity to bring in high-quality talent and to further diversify the Group’s employee base? The second challenge centered on what to do with Maersk’s training and development programs. The training that Maersk had traditionally provided to its trainees was extensive, and included both formal courses and on-the-job training, including rotational programs that allowed employees to move across geographies and business units. This training was costly, but had been considered a solid investment because many employees stayed with Maersk throughout their careers. However, with employee attrition rates rising, and industry competitors targeting Maersk employees because of their strong training, perhaps this strategy needed to be rethought. Additionally, as the need arose to ________________________________________________________________________________________________________________ Professor Boris Groysberg and Research Associate Sarah L. Abbott prepared this case. HBS cases are developed solely as the basis for class discussion. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management. Copyright © 2012, 2013 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-5457685, write Harvard Business School Publishing, Boston, MA 02163, or go to www.hbsp.harvard.edu/educators. This publication may not be digitized, photocopied, or otherwise reproduced, posted, or transmitted, without the permission of Harvard Business School. This document is authorized for use only by Victoria Fleury in OL-211-X5410 Human Resource Management 20EW5 at Southern New Hampshire University, 2020. 412-147 A.P. Møller - Maersk Group: Evaluating Strategic Talent Management Initiatives hire more experienced individuals, should more emphasis be placed on the training needs of these individuals? What other types of training should Maersk be offering its employees to ensure they were well equipped to meet the business challenges of the 21st century? Third, should Maersk continue to hire experienced individuals from outside the firm? In recent years, the percentage of senior positions filled by external hires had increased from virtually none to 30\%. What were the pros and cons associated with hiring from outside? How should Maersk think about integrating these external hires? Feedback on Maersk’s integration efforts to date had not been positive. Was it Maersk’s responsibility to integrate these senior hires, or was it a matter of hiring the type of people who understood what it took to be successful in an environment like the one at Maersk? Many companies practiced “natural integration.” What practices should Maersk put in place to integrate experienced hires, if any? Fourth, one way of bringing in external talent, while potentially reducing the associated integration risk, was by rehiring former Maersk employees (“boomerangs”). While Maersk had no formal policy on rehiring, it had historically been considered taboo. However, given Maersk’s significant talent needs, Maersk had reversed its position on this policy a few years back. Pejter and Allen planned to look at how this policy was working and determine whether or not the change had been a good one for the Group. Should it rehire former employees? If so, under what conditions? And, at what level should they be brought in? Finally, Maersk was becoming a more diverse company with a more diverse customer base, and was operating in an increasingly diverse business environment. In light of this, how did Maersk build an inclusive culture? Did one already exist? Or was it something they needed to continue to work on? A.P. Møller - Maersk Group: Company Background The A.P. Møller - Maersk Group (“Maersk” or “the Group”) was founded as a shipping company in 1904 by Arnold Peter Møller and his father, Captain Peter Maersk Møller. Arnold Peter Møller served as CEO of Maersk until his death in 1965. He was succeeded by his son, Maersk Mc-Kinney Møller, who served as CEO until 1993 and chairman of the board until 2003. In 1993, Jess Søderberg, who had been with the Group since 1969, became CEO, but resigned in 2007 after a rumored clash with Mc-Kinney Møller.1 He was replaced by Nils S. Andersen, an external hire who had been with Carlsberg A/S for over 20 years—most recently as president and CEO—but had served on Maersk’s board of directors since 2005. Headquartered in Copenhagen, by 2012, Maersk was the largest company in Denmark, and operated in 130 countries with nearly 110,000 employees. Maersk comprised over 1,000 companies, and operated one of the largest container shipping businesses globally as well as oil and gas exploration and container terminals operations. Additionally, Maersk held a 68\% stake in Dansk Supermarket Group and a 20\% interest in Danske Bank. Maersk’s businesses included:  Maersk’s container services businesses—Maersk Line, Safmarine, MCC Transport, and Seago Line—which contributed 40\% of Maersk’s revenues. These operations consisted of 645 owned and chartered vessels with aggregate capacity of 2.5 million twenty-foot equivalent units (TEU).  Maersk Oil, Maersk’s oil and gas exploration and production (E&P) operations, which contributed 20\% of revenues. Maersk had E&P operations in the United Kingdom, Denmark, Qatar, and Algeria. 2 This document is authorized for use only by Victoria Fleury in OL-211-X5410 Human Resource Management 20EW5 at Southern New Hampshire University, 2020. A.P. Møller - Maersk Group: Evaluating Strategic Talent Management Initiatives 412-147  APM Terminals, which owned and operated container terminals globally and contributed 7\% of revenues. Its network included 55 container terminals and 154 inland facilities in 64 countries.  Maersk Drilling, offshore drilling and land rig ope ... Purchase answer to see full attachment