Telefonicafinalwm

Running head: THE COMPLETE TRAINING PROCESS
The Complete Training Process: Telefnica Oun Miller Platt, Chester Norris, Dan ODonnell & Sean ODonohue Colorado State University PSY 668 May 12, 2013
THE COMPLETE TRAINING PROCESS
Part 1: Company Selection
THE COMPLETE TRAINING PROCESS Company Background Telefnica is a global broadband and telecommunications provider; it is the fifth largest
mobile network provider in the world with commercial brands such as Telefnica, Movistar, O2, and Viva. Telefnica is present in 25 countries within Europe and Latin America, its main office is located in Madrid and the company is the former sole service provider of telecommunications in Spain (Telefnica, n.d.). Telefnica employs over 285,000 professionals, its services and products include fixed and mobile phone services, internet services, pay TV and cable services. Telefnica provides information technology for direct consumer, wholesale, and corporate customers. The company is one of the world leaders in technological change in a rapidly evolving telecommunications industry, founded in 1924, with more than 85 years of transformation, the company continually expands into other regions worldwide (Telefnica, 2013). Telefnica has one of the most international profiles in the telecommunications sector, a publicly held company with more than 1.5 million direct shareholders. Telefnica thrives in Spanish and Portuguese speaking markets. Its capital is traded on the Spanish Stock Exchanges as well as in London, New York, Lima, and Buenos Aires. As of September 2012, Telefnica gives service to more than 210.1 million customers in Latin America and 313.8 million customers worldwide (Telefnica, 2013). Strategic Initiative Telefnica implemented a strategic initiative to draw on a long-term vision of the business dynamics in 2011. This new program created fresh vision and action plans to update the processes of the company, it is called Bravo!+. Telefnica intends to lead the global digital world by staying ahead of the competition by focusing more on the customers. Telefnica
acknowledges that business success hinges on its customers and the company growth strategy for the upcoming years is centered on improving the customer experience. The goal of the strategy is to continually increase customer access and drive business growth through innovation and development, venture capital, global alliances, and digital services in areas such as cloud computing and enhanced mobile access (Telefnica, 2013). Due to the companys large scale and international presence, Telefnica must optimize this advantage to generate efficiency through simplification, standardization, and consolidation to be the most competitive and profitable. The human resources department has become even more crucial to the business operations to positively impact employees through this restructuring process (Telefnica, 2013). Learning Culture Telefnica fosters the exchange of know-how and best practices among its various companies and prioritizes talent mobility as a defining factor in organizational and personal development. The Global International Placement Management Model was launched in 2008; a global rotation program that encourages cross-cultural training by allowing an employee to be transferred to a foreign office for up to six months. All employees who have been in their position for more than one year are eligible to apply for the rotation. Expatriate employees gain international business experience by working on a specific project to grow their skill set, and develop a better knowledge of the companys global network. The host team receiving an international employee benefits from the program by gaining new perspective and best practices from the new team member (Unique Best People Practice, 2005).
THE COMPLETE TRAINING PROCESS Training Resources and Infrastructure Telefnica invested 67.4 million in employee training and development in 2011, 14% more than the year before. Employees received over 18 million hours of training in 2011, averaging 62 hours per employee, 38% increase in training hours provided in the year before. This enhancement was largely due to the ongoing endorsement of the companys e-learning initiatives. Telefnica keeps their employees and professionals duly informed about the companys ethical code, ethical standards, and business principles through an obligatory e-training training program (Telefnica, 2013). Telefnica organizes both online and face-to-face training to reaffirm company business principles among its employees; the company also holds workshops in many countries in order to demonstrate the use of Telefnicas business principles in day-today decision making. Telefnica has its own training facility; Universitas Telefnica. The 2011 Universitas team was redesigned to emphasize excellence, improve content relevance for the company, and encourage networking among the diverse participants within the global company. The team continues to focus on e-learning as a training platform to promote social learning and to enhance participation. The Universitas team will also implement model schools to teach English, finance, and information technology to strengthen their employees knowledge within the rapidly growing industry (Telefnica, 2013). Training and Development Needs Telefnica is an ideal company that will benefit from partnering with our consulting firm
because it is in a rapidly evolving market, it is a mature company that is still growing globally, it values employee development, and it is one of the leaders in the telecommunications field. The
THE COMPLETE TRAINING PROCESS new company strategic initiative Bravo!+ creates more opportunities to enhance the training infrastructure at Telefnica. Our consulting firm can elevate the quality of training for Telefnica to meet its corporate goals of exceptional customer experience and becoming a more
knowledge-based company. Telefnica fosters innovation and learning in order to strengthen its position in the digital world, by partnering with our firm to improve the skillset of its employees, Telefnica can better drive innovation and growth opportunities to maximize profit. Our consulting firm can aid Telefnica in developing motivated and committed professionals to become future leaders within the company. Our firm can also address the industry trend of declining existing customer base to help the company proactively keep and increase its subscribers (Telefnica, 2013). The training areas for Telefnica include cross-cultural training, leadership development, customer service focusing on retention, and technical knowledge-based training. Cross-Cultural Training Cross-cultural training is an essential component of the training program for Telefnica, as it aligns with the company culture of open global knowledge exchange. This particular training will set up expatriate employees for success during their six months rotation by narrowing the gap between expectations and reality. This approach will get the employees ready for their new assignment and fully prepared to maximize their learning experience. Leadership Development The Bravo!+ initiative includes the companys desire to lead and set trends to become the best communications company in the world. In doing so, Telefnica intends on challenging its employees to take a step further by transmitting passion and positive energy to each other and developing a stronger corporate culture with motivated and committed professionals (Telefnica,
THE COMPLETE TRAINING PROCESS 2013). This training initiative aligns with the Universitas Telefnica team of social learning which will build upon the companys value of knowledge exchange and also create long-term leaders within the company. Customer Service Customer service training with emphasis on subscriber retention addresses the important issue within the telecommunications industry. Due to its ever changing nature, the communications sector is constantly challenged with new competing innovations and technology. The Bravo!+ initiative of improving the customer experience will highly benefit from heighten skilled customer service representatives. The training will highlight areas of solution-centered approaches and streamlining the call process to reduce customer wait time. Technical Knowledge-Based Training This training program builds upon the Universitas Telefnica language, finance, and information technology courses. This training will utilize the knowledge structure that already exists within the company by utilizing Telefnicas social learning concept, leadership
development, and global rotation. To maximize employee participation and promote the learning community at Telefnica, this program facilitates knowledge sharing for professionals from different departments and regions within the company to encourage open line of communications. Additional training resources will be provided where necessary to fill learning gaps and to keep employees informed of new industry trends and technology. The four main training areas mentioned above will address many of the challenges that Telefnica will face in the near future. Our consulting firm can enhance the companys existing learning culture and improve employees skill set to remain competitive in the digital market.
Part 2: Needs Assessment
THE COMPLETE TRAINING PROCESS Needs Assessment Overview
A needs assessment is a necessary process to determine if training is required at Telefnica. The most comprehensive method to determine training need is through organizational analysis, person analysis, and task analysis. Needs assessment is the primary step in our instructional design process, once conducted properly; our firm can help Telefnica improve employee performance regarding motivation, enhance job design, and better communication of performance expectations, which will then increase companys bottom line. The needs assessment will appropriately guide the training content, objectives, methods, and set employees up for success with proper prerequisite skills and boost their confidence to learn (Noe, 2010). The assessments will determine the amount of funding and resources needed in order to deliver results that the company expects. The organizational analysis involves looking into Telefnicas business strategy and direction and determining appropriateness of training. This initial assessment will direct frequency and type of training. Person analysis is designed to answer questions regarding employees readiness to train and which employees need training. Person analysis also determines if performance deficiencies derived from lack of knowledge, skills, or ability, or from lack of motivation or a work-design issue. Finally, task analysis identifies the important tasks, knowledge, skills, and behaviors that need to be focused in training for employees to successfully complete their tasks (Noe, 2010). Organizational Analysis Organizational analysis involves identifying if training supports Telefnicas strategic direction, if managers and employees support training activities, and if the company has the
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budget, time and expertise for training. Organizational analysis sets the tone for the other steps in the needs assessment. Strategic Direction Understanding Telefnicas strategic direction and company goals for the near future is the key to conducting organizational analysis; business strategy will influence frequency and type of training events. Telefnica recently launched a strategic initiative called Bravo!+ to revamp the organizational structure and improve the customer experience in order to capture new markets and become a global leader in the broadband telecommunications industry. The Bravo!+ initiative places significance on customer service to thrive against the competitions. Telefnica values an empowered workforce as the company encourages its employees to continuously improve by acknowledging their contribution (Telefnica, 2013). Telefnica believes that the company can only grow and advance if its employees are accountable and engaged. The company prides itself on employee growth and is truly vested in developing leaders from within and talent retention. This is evident due to Telefnicas company culture which relies on its motivated professionals to be capable of providing solutions and innovations by taking risks. Telefnicas employees are team-oriented and the company fosters a friendly, knowledge-driven environment where all ideas are evenly balanced (Telefnica, 2013). Telefnicas mission is to improve the lives of people, to facilitate business development, and to contribute to social progress and enhance the communities where the company operates. Telefnica continues to invest in telecommunications infrastructure, in order to create jobs and develop services that improve productivity and competition, the company intends to make
THE COMPLETE TRAINING PROCESS business success parallel with social progress as way to give back and bring value to the community (Telefnica, 2013). Telefnicas business strategy is to continually increase customer access and drive business growth through innovation and development, venture capital, global alliances, and digital services in areas such as cloud computing and enhanced mobile access (Telefnica,
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2013). Telefnica is a socially conscious organization that places importance on developing its employees, the primary goal for the company is to be the best global telecommunications company in the digital world. Telefnica plans on further expanding its services into evolving regions around the world starting with Latin America and Asia. Some of the new products and services introduced in 2013 in Latin America include; increased mobile telephone service coverage, Firefox browser compatible mobile devices, enhanced cloud computing services for corporate customers, mobile payment solutions for customers without bank accounts, and global video platform that offers television services in both managed and non-managed network (Telefnica, 2013). Participants and Methods Organizational analysis will require the assistance of upper-level managers, mid-level managers, and trainers to conduct. Upper-level managers are involved to identify the role of training in relations to other human resource practices within Telefnica, upper-level managers also view the needs assessment from a broader company perspective to make certain that training efforts align with the companys business strategy. Upper-level managers include directors, chief executive officers, and vice presidents. Mid-level managers are more aware of how much of their budgets will devote to training, mid-level managers are vital in selecting the type of employees to train and determining where
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training can make a difference in the organization (Noe, 2010). Trainers aid in decision making in regards to outsourcing the training programs or if Telefnica can utilize the in-house training facility, Universitas Telefnica. Methods to be used to conduct organizational analysis include management focus group, referencing company website, and reviewing company financial documents. Organizational analysis will provide answers to key questions such as: How does this program align with the strategic needs of the business? Should organizational resources be devoted to this program? How will employees perceive the training program? Which persons or groups within Telefnica have an interest in seeing training succeed? Do we have experts who can help us develop the program content and ensure that we understand the needs of the business as we develop the program? If Telefnica decides to explore outsourcing to help develop their training program and seek expertise with our firm, during this phase of the assessment, we can answer vendor services questions such as: How much experience does your firm have in designing and delivering training? What are the qualifications and experiences of your staff? Can you provide examples of training programs you have developed? Can you provide references of clients for whom you have worked? What evidence do you have that your programs work? How do your services fit our needs?
THE COMPLETE TRAINING PROCESS Post-Analysis Expectations
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After a thorough organizational analysis, we anticipate that Telefnica will fully support the training initiative. The company values education and employee development, therefore, management support, employee support, and financial support can be expected. Telefnica fosters a learning environment; employees as well as managers see value in training and in professional growth. Employees seek training as an opportunity to invest in their own personal development. The company already promotes a culturally diverse training program, the Global International Placement Management Model. This training platform was launched in 2008, a global expatriate rotation program that encourages cross-cultural training by allowing an employee to be transferred to a foreign office for up to six months. Telefnica has also been increasing its training budget from year to year as the company believes in employee education (Telefnica, 2013). Telefnica has a strong footprint in the European telecommunications sector as Spain houses the company headquarters, however, in 2011-2012 the European region has weakened with little economic growth due to market saturation (Telefnica, 2013). Emerging economies such as Asia and Latin America are growing; the market that has the potential to yield highest growth is in Latin America. We have identified that within Latin America, Brazil is a possible focus due to the countrys size and access, large population, prosperous economy, growing middle class, government assistance, and few industry competitive threats (Barchfield, 2012). Telefnica already has one location in China and some locations in Latin America but after reviewing the companys business trends and current revenue stream, Latin America has tremendous growth potential with many untapped markets. In 2012, Brazil alone has higher technology access rate than even Spain or Europe. Brazils sole revenue figure is almost the
THE COMPLETE TRAINING PROCESS same as the whole European and Latin American regions (Telefnica, 2013). Global diversification will provide Telefnica its greatest competitive advantage and growing market share in Brazil is a promising start. Prioritizing training efforts toward preparing key employees for foreign assignments, improving customer service, enhancing leadership development, and increasing technical knowledge-based competency is in line with Telefnicas corporate growth strategy. We
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propose that with a strong training program and the right level of expertise, our consulting firm will help Telefnica become the global leader in the broadband telecommunications industry. Telefnicas further expansion into Latin America and other regions will require specialized cross-cultural training and language courses in English, Portuguese, and Spanish. We have identified that Telefnicas current training system in place is a great base to build upon but it is not yet equipped to handle such large scale regional growth. Telefnica may not have internal trainers with enough expertise and skills to accommodate the companys new strategic direction and training needs. The companys training facility, Universitas Telefnica, is located in Spain and is currently being utilized mainly for corporate employees and may not be appropriate to train regional employees (Telefnica, 2013). We recommend that the expatriate program be strengthened to entice strong talents to accept more foreign assignments, our firm can improve Telefnicas existing programs that are in place as well as significantly enhance their overall training structure. Our consulting firm has over 38 years of expertise in international corporate training with focus on breaching linguistic and cultural barriers. Our staff has vast experiences in training implementation in multiple industries including: information technology, business services, consumer goods, pharmaceutical giants, broadband telecommunications, security,
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manufacturing, the military, government agencies, universities, and many more. We have over 70% of our business as repeat customers and 85% of our new business is generated through direct referrals. We have a strong track record of success and our training methods are effective and current. Our firm has worked with several large companies to aid in their global development, many of which were in Latin America. We have access to resources and a network of training professionals in order to easily adapt our training program to Telefnicas corporate goals. Our firm has targeted several key areas that can greatly benefit from additional training based on the organizational analysis; these areas are explained in the Training Needs Against Measurable Outcomes section. It would be in Telefnicas advantage to outsource the training services to our consulting firm in order to propel the company into foreign regions. We can create a customized training program to be up and running quickly to respond to rapid business requirements and build a long-term training infrastructure to fortify the companys competitive edge. Person Analysis Person analysis helps to identify employees or employee groups who need training as well as help determine employees readiness for training. Readiness for training looks into whether employees have the personal characteristics necessary to learn training content and apply it back to the job as well as looks into if the work environment will facilitate learning on the job (Noe, 2010). Person analysis also assesses whether or not training is the solution to solving problems. The need for training may result from pressure points of the company. Based on the organizational analysis, Telefnicas pressure points include new company landscape with corporate expansion into Latin America and other regions, improve the customer experience
THE COMPLETE TRAINING PROCESS through higher performance standards in customer service, and increase employee technical knowledge-based competency due to rapidly changing competitive environment. In order to
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successfully expand the company into foreign regions, Telefnica highlights customer service as a focus area to enhance the customer experience and to stand out from the competition. Improving customer service is a massive undertaking considering the size and differentiation across major markets where the company operates. As stated on the company website, Telefnica must optimize this advantage to generate efficiency through simplification, standardization, and consolidation to be the most competitive and profitable (Telefnica, 2013). For Telefnica to thrive in emerging markets, such as Latin America, our firm will look at specific key employees and identify where training gaps may exist and ultimately aligning employee training with the companys vision for success. We will first examine the areas where training is needed most and then determine who is in need of that training. Finally, we will gauge whether or not the current level of training is sufficient to move the company forward into the next phases of expansion or if the company would benefit more from our tailored training program. Telefnicas current training platform consists of ethical code, ethical standards, and business principles through an obligatory e-training training program (Telefnica, 2013). However, according to the companys strategic direction, there is a clear need for cross-cultural, leadership development, customer service and technical knowledge-based training. The employees who fall within the scope of these needs are whom we will focus our training around. Participants and Methods In order to identify who needs training and employees readiness for training, Telefnica will need assistance from subject-matter experts (SMEs). SMEs are knowledgeable individuals who understand the companys needs, processes, language, tools, products, services, and are
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familiar with the employees in areas that need improvement. SMEs who can conduct the person analysis are direct supervisors, technical experts, employees, and our consulting firm. Before we begin person analysis, we need to analyze factors that influence performance and learning such as person characteristics, input, output, consequences, and feedback. Person characteristics refer to the employees knowledge, skills, ability, and attitudes about learning. Input relates to the resources given to employees to aid in their performance, output is the performance standards of the job, consequences are incentives that employees receive for good performance, and feedback refers to the information that employees receive while they are performing (Noe, 2010). All of these factors influence employees motivation to learn, understanding them will help with correctly designing an effective training program. Observations, interviews or questionnaires can be used to measure learning factors but the best tool for conducting person analysis is the 360-degree feedback process because many of the behavioral indicators and competencies comes from the inputs from peers as well as from subordinates (Noe, 2010). 360-degree feedback is the best method to know about the individuals existing behavioral competencies from all corners in order to be able to identify who needs training. In order to assess employees readiness to train we must look into personal characteristics of the employees and their basic skills. Basic skills are skills needed for employees to successfully perform on the job and learn the training content. Basic skills include cognitive ability (verbal comprehension, quantitative ability, and reasoning ability), reading, and writing skills (Noe, 2010). Observations, interviews, and questionnaires are also appropriate methods for measuring employees personal characteristics.
THE COMPLETE TRAINING PROCESS Direct supervisors or managers need to analyze personal characteristics of their employees to make certain that training is the right solution for Telefnica. The following questions must be answered: Do the employees know how to perform effectively? Can the employees demonstrate the correct knowledge or behavior? Were performance expectations clear? Were positive consequences offered for good performance? Did employees receive timely, relevant, accurate, constructive, and specific feedback about their performance? If employees lack the knowledge and skill to perform the job and other factors are satisfactory, then training is needed but if employees have the knowledge and skill to perform
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but input, output, consequences, or feedback is inadequate, then training may not be the solution (Noe, 2010). Post-Analysis Expectations The main focus areas for training within Telefnica came from the result of organizational analysis; these areas are cross-cultural training, leadership development, customer service, and technical knowledge-based training. The completion of person analysis will reveal that training is the solution for Telefnicas upcoming direction, employees are ready to be trained, and the groups of employees who need training have been identified. Cross-cultural training will be aimed specifically at executive level management and expatriate employees. The rationale behind this selection is the level of exposure they have in dealing in high-level tasks within the company that may require communication with the home office in Madrid, Spain or other major regional offices. The primary focus of the training would
THE COMPLETE TRAINING PROCESS be language competency, with a goal of being proficient in two or more languages, English,
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Spanish, and Portuguese, with other languages being emphasized as well depending on feedback from the current executives and their specific needs. A secondary focus would be cultural norms and customs of each country that the participants may work in. Leadership development training will apply to those who have been identified through regular corporate recognition channels such as Bravo!+ awards, as future leaders within the company. Bravo!+ awards recognizes excellent performance by the individuals and teams that make up the organization (Telefnica, 2013). Employees identified by their management as future leaders would also be ideal candidates for the leadership development training. Leadership development training is important because it keeps high performers motivated while setting them up for success as future leaders for the company. Talent retention is one of the priorities for Telefnica during this new strategic direction. Individuals chosen to participate in this program are also likely candidates to also engage in expatriate assignments. Customer service has been identified through the Bravo!+ initiative as a keystone focus of Telefnica. Although current internal training at Universitas Telefnica does focus around customer service, the program needs to be mobile to move into the new markets. Employees who have direct contact with customers are the demographic for this training, these employees are; telephone-based customer service representatives, inside and outside sales personnel and technical field-based installation employees. A large part of the customer service training mentioned above will be the technical and knowledge-based training. Employees with responsibilities relating to technical tasks will be expected to participate in the knowledge-based training in varying degrees dependent upon their job titles. Currently, there is training for employees specific job responsibilities but very little
THE COMPLETE TRAINING PROCESS that covers adjacent parts of the business. By expanding the depth of knowledge across more employees, Telefnica can accomplish a two-fold strategy. First, basic knowledge of other job
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functions may encourage teamwork and shared-ownership, for example, if sales representatives understand which factors make an installers job easier and run more smoothly they can better serve the customers by asking the right questions ahead of time to streamline the whole installation process. Second, knowledge-based training will also allow employees to speak more intelligently across more scope of the business instead of passing the buck if a customer has questions, this will ultimately increase customer satisfaction. Currently, there is little training in place at Telefnica for cross-referencing customer service functions to technical knowledge. The training would be continuous throughout an employees career for continuous improvement. This method for shared-knowledge aligns with Telefnicas corporate learning culture to enhance employees competencies and improve customer satisfaction. Lastly, Telefnicas new hires will be assessed through the interview process for their ability to accomplish not only the job responsibilities but also their motivation to learn. Current employees have illustrated a readiness for training through a robust new-employee training program that already exists. Telefnica invested 67.4 million in employee training and development in 2011, an average of 62 hours per employee, and an increase of 38% from the year before (Telefnica, 2013). Our consulting firm can easily adapt the existing training platform into the new system while maintaining Telefnicas corporate learning culture and global expansion goals by selecting the right personnel to participate in the right training programs and maximize the companys return on investment.
THE COMPLETE TRAINING PROCESS Task Analysis Task analysis identifies the important tasks and knowledge, skills, and behaviors that need to be emphasized in training for employees to complete their tasks. A task is the employees work activity in a specific job. To complete tasks, employees must have specific
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levels of knowledge, skill, ability, and other considerations (KSAOs). Knowledge includes facts or procedures, skill indicates competency in performing a task, ability includes the physical and mental capacities to perform as task, and others refers to the conditions under which tasks are performed (Noe, 2010). Telefnicas strategic direction and goals have been identified through organizational analysis, the employees who will participate in training have been identified through person analysis, and in task analysis; our consulting firm will isolate jobs with direct customer contact to analyze. Participants and Methods Task analysis is a time-consuming process that involves a large time commitment to gather and summarize data from many different sources in the company. The best individuals who can conduct a task analysis are subject matter experts (SMEs), those experts include; managers, job incumbents, employees familiar with the job, and customers. Task analysis should identify both what the employees are actually doing and what they should be doing on the job and it begins by breaking the job down into duties and tasks. Two or more methods should be used to increase the validity of the analysis; we will conduct Telefnicas task analysis using observation, employee survey questionnaires, and call monitoring to gain insight into customer satisfaction levels. Below are four steps in conducting a task analysis (Noe, 2010):
THE COMPLETE TRAINING PROCESS Select the job or jobs to be analyzed; the chosen job titles are customer service representative and field service technician. Develop a preliminary list of tasks performed on the job by observing and interviewing
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expert employees and their managers and talking with others who have performed a task analysis. Confirm the preliminary list of tasks with the SMEs in the form of task analysis questionnaire, this information is used to determine which tasks will be focused on in the training program, the types of questions that may be asked include: o How frequently is the task performed? o How much time is spent performing each task? o How important or critical is the task for successful performance on the job? o How difficult is the task to learn? o Is performance of the task expected of entry-level employees? Once the tasks have been identified, we must identify the knowledge, skills, or abilities necessary to successfully perform each task. This information can be collected through interviews and questionnaires. Customer Service Representative The ultimate goal is to make Telefnicas customer service world class and next to none, by elevating the quality standards of the customer service representative. For this particular position, our consulting firm will discuss Telefnicas customer service goals with identified Subject Matter Experts (SMEs) from the company. We will also survey customers after they have had contact with Telefnicas employees to understand what was done well and what could be improved. Tasks that relate to the customer service representative position are (O*Net, 2013):
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Confer with customers by telephone to provide information about Telefnicas products and services or obtain details of complaints.
Keep record of customer interactions or transactions, recording details of inquiries, complaints, comments, as well as actions taken.
Check to ensure that appropriate changes were made to resolve customers problems. Determine charges for services requested, collect deposits or payments, or arrange for billing.
Refer unresolved customer grievances to designated departments for further investigation.
Review insurance policy terms to determine whether a particular loss is covered by insurance.
Contact customers to respond to inquiries, to notify them of claim investigation results, or to notify them of any planned adjustments.
Resolve customers service or billing complaints by performing activities such as exchanging merchandise, refunding money, or adjusting bills. Customer Service Representatives should possess knowledge such as: customer and
personal service, clerical, and language. English, Spanish, and Portuguese are the three main dialects that are critical to know, other languages may apply to other regions. Customer Service Representatives should have these skills: active listening, speaking, service orientation, persuasion, reading comprehension, critical thinking, writing, coordination, social perceptiveness, and negotiation skill. Customer Service Representatives should have the following abilities: oral comprehension, oral expression, speech clarity, speech recognition,
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written expression, near vision, problem sensitivity, written comprehension, deductive reasoning, and inductive reasoning (O*Net, 2013). Field Service Technician Subject Matter Experts (SMEs) will also aid in identifying duties and tasks for the field service technician position. The field service technicians will then be surveyed to ascertain their level of competency at each task in order to develop training materials for each task. Below are the identified tasks for Telefnicas field service technician personnel (O*Net, 2013): Note differences in wire and cable colors so that work can be performed correctly. Test circuits and components of malfunctioning telecommunications equipment to isolate sources of malfunctions, using test meters, circuit diagrams, polarity probes, and other hand tools. Test repaired, newly installed, or updated equipment to ensure that it functions properly and conforms to specifications, using test equipment and observation. Drive crew trucks to and from work areas. Repair or replace faulty equipment such as defective and damaged telephones, wires, switching system components, and associated equipment. Demonstrate equipment to customers and explain how it is to be used, and respond to any inquiries or complaints. Analyze test readings, computer printouts, and trouble reports to determine equipment repair needs and required repair methods. Adjust or modify equipment to enhance equipment performance or to respond to customer requests.
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Field Service Technicians should have knowledge of telecommunications, computers and electronics, customer and personal service, mechanical, public safety and security, country specific language, technology, mathematics, as well as administration and management. Necessary skills for Field Service Technicians are operation monitoring, quality control analysis, troubleshooting, active listening, problem solving, critical thinking, equipment maintenance, repairing, active listening, as well as operation and control. The following abilities are necessary to successfully perform the job function: finger dexterity, manual dexterity, problem sensitivity, visual color discrimination, near vision, arm-hand steadiness, oral comprehension, inductive reasoning, information ordering, and multi-limb coordination (O*Net, 2013). Post-Analysis Expectations After the completion of a thorough task analysis, our consulting firm will have a clear picture of what knowledge, skill, behavior, and other factors are necessary to perform the targeted jobs successfully. The collected data can then be used to help design the training content, determine the delivery format, frequency of training, how training should be evaluated, and how to facilitate transfer of training. Language, Cultural, and Expatriates Accommodations English will be the primary focus for language training, even though the heart of the company is in Spain, English is the common language of business. As mentioned in the person analysis process, once Telefnica expands into other regions around the world, other language courses will be provided to encourage key professionals to become trilingual. With future plans to expand into Brazil, Portuguese lessons are included into instructional design for that region. It is important for Telefnica to adapt to different markets especially understanding specific dialects of each country. Customer service representatives and marketing materials will mainly
THE COMPLETE TRAINING PROCESS be communicated in English while specific marketing materials in different languages will be produced when appropriate. These special circumstances and needs will be handled through local regional offices. Another special accommodation that we will attend to is cross-cultural training; this particular training will mainly be available to expatriate employees who re-locate to foreign
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offices. This step in the process is secondary to the language competency courses but it is very critical in the success of the expatriate program. The person analysis process selects the right employees for this training, the selected personnel will then receive full support before, during, and post assignment accommodations in order to ease the transition from one location to the next. The scope of this training will include basic cultural and customs knowledge, location specific information, international accounting services, re-location assistance, spousal acclimation support, and children educational assistance where necessary (Bernardin, 2009). Our firm, along with Telefnica, recognizes that with these special circumstances, employee care must extend beyond the office to ensure program success. Training Needs Against Measurable Outcomes Identify training need based on measurable outcomes is a way to benchmark program progress and success. The most pertinent areas or pressure points for training are below, they relate to Telefnicas plan to expand into other regions and capturing foreign markets, retaining talents, improving products and services offered, and acquiring new customers. Improve Customer-Centered Services In 2012, Telefnica Latin America registered a solid performance, reinforcing its growth profile with a gradual efficiency improvement driven by the strategic focus on maximizing customer value. The company managed a total of 212 million accesses in the region at the end
THE COMPLETE TRAINING PROCESS of December 2012, 6% higher than in 2011 (Telefnica, 2013). Continuing on this business
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growth trend by improving customer service and enhancing the customer experience will prove to be a financially lucrative move for Telefnica. Increase Revenue and Profit Telefnicas total revenue has been declining annually at 0.8% on average in the past few years, largely due to challenging trading environment in Europe but revenue from the mobile telephone services segment and revenue in the Latin American region grew 0.7% each in the past few years. The majority of that growth came from Brazil, from 2011-2012; mobile telephone services in Brazil grew 65%. Telefnica Brazil ended 2012 as the market leader by increasing its contribution to the company in high value segments and maintaining a solid position in coverage, network quality, and brand image. The company has successfully expanded its leadership in 2012 in areas such as customer satisfaction in the mobile business to significantly improve its position in the fixed business sector (Telefnica, 2013). Focusing efforts to grow other segments in Brazil by providing superior customer service, increase access, and better products will certainly launch total company revenue forward. New Customer Acquisition and Current Customer Retention The annual churn rate for the telecom industry averages between 10-67%, according to the industry surveys, customers leave their service provider because of dissatisfaction with the way they are treated (Hughes, 2007). Telefnicas churn rate increased approximately 1% overall in 2012 from 2011 (Telefnica, 2013), although better performance than the industry average, reducing churn rate aligns with the strategic goal for the company moving forward. Training resources devoted to improving customer service and customer satisfaction will increase skilled employees who can aid in reducing companys churn rate.
THE COMPLETE TRAINING PROCESS Reduce Employee Turnover and Increase promotable leaders Telefnica values its employees as people are the most important asset in the company; recognizing and rewarding accomplished employees are ways to motivate and retain talents. Funding training programs is a growth strategy for the company as an investment in its people, decreasing redundancy programs and cutting unnecessary personnel costs is another business
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strategy to save money. Telefnica reduced personnel costs by 3.3% in 2011 by optimizing the workforce to retain only the best employees (Telefnica, 2013). The selected training program should increase employee motivation and company loyalty in order for Telefnica to promote leaders from within and keep the most talented professionals engaged. Some challenges that face Telefnica as the company expands into Brazil include high employee turnover and low productivity growth. As the Brazilian economy and the middle class grow; more companies are investing and building locations in the country which generate a massive growth in the job market (The Economist, 2011). Increased competition for qualified employees creates an urgent need for Telefnica to attract and retain loyal personnel. These specific measurable organization outcomes can be measured prior to the start of the training program and monitored throughout the duration of the program. The identified areas have the potential to make a drastic difference in the companys bottom line if executed successfully. Our consulting firm can truly provide a tailored training program for Telefnica to support companys strategic goals and address problematic pressure points, our business is to improve Telefnicas business through professional development of its employees.
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Part 3: Training Program
THE COMPLETE TRAINING PROCESS Telefnica Training Overview This training program is systematically designed to build stronger customer-centered service employees for Telefnica. Training has been identified as essential through the needs assessment, specific employees were targeted for training and they are ready with necessary skills and motivation to enter into the program. Our consulting firm has the detailed training program below to create a learning environment that has the features needed for learning to occur and to ensure that employees apply the training content to their jobs (Noe, 2010). Training Goals and Objectives Customer Service Training Goals: When Telefnica employees come into direct contact with customers they will offer an
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experience that is pleasant and customer-centric. Upon completing the training trainees will be able to recognize opportunities for quality customer service. Participants will be able to analyze their customer centric solutions and self-critique their actions. Objectives: 1) Customer service representatives will be required to maintain an 80% customer satisfaction score. 2) Customer service representatives should be able to resolve a customer complaint within 10 minutes of the beginning of the call. 3) Customer service representatives will have full working knowledge of all of Telefnicas products and services offered. Cross-Cultural Training Goals: Telefnica employees who work outside their native region will be able to adapt to other cultural norms and customs they work with. The skills received in training will allow employees
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to realize their own native cultural norms and to better adapt to the host country. Employees in the program will be able to identify and respect other cultural differences in order to improve working rapport with colleagues. Expatriate employees will be proficient in the foreign language with on-going language training. Objectives: 1) Expatriate employees will be required to increase their language proficiency by one level of Common European Framework of Reference for Languages (CEFR) every six months. 2) Expatriate employees will be required to demonstrate increasing intercultural competency within the first six months. Technical and Knowledge-Based Training Goals: Telefnica technical service employees will have working knowledge of other departments and other positions that are relevant to their role in order to be more informed while on the job. Employees will be required to demonstrate a minimum proficiency level on technology, tools, or programs used for their jobs. Technical service employees will be punctual and offer a pleasant and customer-centric experience when in direct contact with customers. Objectives: 1) Technical service employees must arrive to customer locations within the scheduled time block at least 90% of the time. 2) Technical service employees must maintain a 90% customer satisfaction score. 3) Technical service employees must score at least 90% on their monthly technical knowledge tests.
THE COMPLETE TRAINING PROCESS Training Design This training program is designed to provide opportunities for employees to practice and
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receive feedback, to offer meaningful content, to ensure that employees have proper prerequisite skills needed to complete the program, and to allow employees to learn through observation and experience (Noe, 2010). Many training methods will be used for customer service training, expatriate training, and technical training; however, the learning outcome for all three positions is for employees to acquire new skills to enhance their job performance. Several learning theories that relate to how people learn are described below. Our consulting firm utilizes learning theories as the foundation for designing this training program. Reinforcement Theory Reinforcement theory is the idea that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors. Behavior modification is a training method that is based on the reinforcement theory, for learners to change behavior, modify skills, or acquire knowledge, trainer needs to identify what outcomes the learner finds most positive (Noe, 2010). This learning theory is incorporated into our customer service training and technical knowledge-based training. Social Learning Theory The social learning theory is part of the on-the-job training model, post formal training, as behavior that is reinforced over time or rewarded tends to be repeated. Social learning theory emphasizes that people learn by observing other persons whom they believe are credible and knowledgeable (Noe, 2010). Learning new skills or behaviors comes from directly experiencing the consequences of using that behavior or the process of observing others and seeing the consequences of their behavior. This learning theory will be used in the form of mentorship and
THE COMPLETE TRAINING PROCESS refresher coursework for the customer service representatives and for the technical employees. The social learning theory will also help employees with knowledge transfer as training is ongoing over the course of their career. Goal Setting Theory Goals influence a persons behavior by directing energy and attention, sustaining effort
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over time, and motivating the person to develop strategies for goal attainment. This theory will directly influence the training design for customer service representatives in order to help them better perform their tasks. Setting goals for measures such as the number of customer served during a shift, amount of calls handled without management supervision, or customer retention number can greatly improve employee motivation on a day to day basis as well as help during training motivation. Goal setting theory suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives (Noe, 2010). Adult Learning Theory Adult learning theory was developed to understand how adults learn; Malcolm Knowles is most associated with adult learning theory. This theory is important to consider in developing our training program because many of our customer service representatives and technical employees may not have spent a lot of time in a formal education setting. This learning theory promotes mutuality; the learner and trainer are both involved in creating the learning experience to improve the learning environment. Knowless adult learning theory is based on several assumptions (Noe, 2010): Adults have the need to know why they are learning something. Adults have a need to be self-directed. Adults bring more work-related experiences into the learning situation.
THE COMPLETE TRAINING PROCESS Adults enter into a learning experience with a problem-centered approach to learning. Adults are motivated to learn by both extrinsic and intrinsic motivators.
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Information Processing Theory Information processing theory emphasizes the internal processes that occur when training content is learned and retained. Information processing theory proposes that information taken in by learners undergo several transformations in the brain, the information moves from shortterm to long-term memory for storage (Noe, 2010). By understanding this theory, the design of the training program can be structured to ensure optimal delivery processes to fully aid transfer of knowledge. This learning theory will influence the design of the technical knowledge-based employee training. Edward Halls Concepts Edward Halls learning concepts such as proxemics, polychronicity, and high and low context culture have influenced in the training design for cross-cultural expatriate positions. Proxemics is a term used by Hall to designate his observations and theories of ones use of space as an elaboration of culture (Hall, 1966). Proxemics is a cross-cultural theory of how different cultures use space and language to build rapport and relationships; it is a concept that relates to reading body language, observing different usage of personal space, and how different cultures view time management. Hall used the term polychronic to describe ones ability to attend to multiple events simultaneously or multi-tasking. This particular concept is built around cultural differences in time orientation and how cultures structure their time. Polychronicity focuses on multiple tasks being handled at one time as well as how time is subordinate to interpersonal relations (Hall, 1983). Polychronicity covers cultural differences in the way people manage relationships,
THE COMPLETE TRAINING PROCESS activities, task handling, breaks on the job, temporal structure, work and personal time separability, and organization perception.
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Another concept by Edward Hall that is very useful in cross-cultural training is the high and low context cultures. This concept refers to differences in communication style between high context and low context messages in routine communication. High context cultures tend to leave many things unsaid and allow the culture to explain the missing links, few words can communicate a complex message (Hall, 1959). In low context cultures, the communicator needs to be more explicit to get the same message across. A high context culture will typically be relational, collectivist, intuitive, and contemplative, high context cultures place a high value on interpersonal relationships (Hall, 1976). Expatriate employees can directly benefit from acknowledging how different cultures communicate, operate their time, and personal space boundaries in order to fully understand their new work environment as well as new co-workers. Cross-cultural employees will be able to navigate through their foreign assignments successfully after this training program. Geert Hofstedes Cultural Dimensions Geert Hofstedes dimensions of culture derived from his extensive organizational anthropology research, the dimensions are useful for cross-cultural training because they help in understanding that members of various societies are likely to behave in different ways in a given situation (Hofstede, 2001). The cultural dimensions in the research include: Power Distance Index The extent to which the less powerful members of organizations within a country expect and accept that power is unequally distributed. Individualism Pertains to societies in which ties between individuals are loose, where everyone is expected to look after himself or herself and his or her immediate family.
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Masculinity The degree to which masculine values such as competitiveness and wealth acquisition are valued over feminine values such as relationship building and quality of life.
Uncertainty Avoidance Index The level of ambiguity and uncertainty tolerance within the society.
Long-Term Orientation Focuses on the degree the society embraces, or does not embrace, long-term devotion to traditional values.
Trompenaarss Cultural Dimensions Fons Trompenaars is a Dutch author, public speaker, and consultant in the field of crosscultural communication. He has over 25 years of success with helping Fortune 500 leaders manage and solve their business and cultural dilemmas to increase global effectiveness and performance. His expertise is in the areas of globalization, mergers and acquisition, human resources and leadership development. Trompenaars cultural dimensions will help shape the design of the expatriate training for Telefnica. He has developed a model of cultures with seven dimensions, there are five orientations covering the ways in which people deal with each other (Trompenaars, 2000): Universalism vs. Particularism What is more important, rules or relationships? Individualism vs. Collectivism Do we function in a group or as individuals? Neutral vs. Emotional - Do we display our emotions? Specific vs. Diffuse How we keep our private and working lives separate. Achievement vs. Ascription Do we have to prove ourselves in order to receive status? Or is it given to us? Sequential vs. Synchronic Do we do things one at a time or several things at once?
THE COMPLETE TRAINING PROCESS Internal Control vs. External Control Do we control our environment or are we controlled by it? The Learning Process The learning process addresses three questions: What are the physical and mental
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processes involved in learning? How does learning occur? Do employees have different learning styles? The learning process includes expectancy, perception, working storage, semantic encoding, long-term storage, retrieval, generalizing, and gratification (Noe, 2010). Learning depends on the learners cognitive processes, including attending to the training content, organizing the training content into a mental representation, and relating the training content into existing knowledge from long-term memory. Below is the breakdown of the learning process: Expectancy The mental state that the learner brings to training, factors such as readiness to learn and an understanding of the purpose of the instruction and benefits resulting from successful completion of the program. Perception The ability to organize the message from the environment so that it can be processed and acted upon. Working Storage Rehearsal and repetition of information occur, allowing material to be coded for memory, working storage is limited by the amount of material that can be processed at any one time. Semantic Encoding The actual coding process of incoming messages. Long-Term Storage After messages have been attended to, rehearsed, and coded, they are ready for storage in long-term memory. Retrieval Involves identifying learned material in long-term memory and using it to influence performance.
THE COMPLETE TRAINING PROCESS Generalizing A process of not being able to reproduce exactly what was learned but also being able to adapt the learning for use in similar but not identical situations. Gratification The feedback that the learner receives as a result of using the training content. From what we know of the learning process and our knowledge from the 25 learning principles, Salas et al. (2008) principles and Noe (2010) best practices for the training process,
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our firm has designed the program that will be the most conducive for learning, effective, entice employee engagement, and create the best environment for training transfer. In order to accomplish this, the training program will provide preparatory work for employees to self-direct prior to the formal sessions in order to fully prepare them for training (Salas et al., 2008). We will present a clear agenda/schedule and provide training manuals to guide employees through training and help shape their expectations. We will inform the employees of the lesson objectives, present stimuli with distinctive features as to emphasize the features of the subject to be perceived and use formatting and figures in text to emphasize features. We will limit the amount to be learned at one time to avoid over loading the working memory, chunk lengthier material, provide a visual aid, and allow practice to help with information attainment and automation (Noe, 2010). Learning guidance will be provided with diagrams and models to show relationships among concepts. The content will vary in context, setting, and difficulty to help with retention and recall, relate newly learned material to previously learned information, and provide a variety of contexts and situations during role-plays or simulation practices. Lastly, our training program will provide continuous feedback about performance correctness and confirm whether original expectancies were met (Noe, 2010).
THE COMPLETE TRAINING PROCESS Training Program The purpose of this training program is to help customer service representatives and technical employees learn so they can perform their jobs successfully. This program will also better prepare expatriate employees for their foreign assignments and strengthen Telefnicas learning culture. Some stages of the program will require extra participation from direct supervisors and qualified managers to attend the training, this process will prepare the learning platform for employees by having on-going support after program completion. Post-training
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support will also be in the form of peer mentors, online employee forums, and online e-learning courses with unlimited access to aid with training transfer.
Customer Service Representatives Training Customer service representatives are employees with direct contact with Telefnicas current and new customers, they are the voice of the company and improving employees performance as customer service representatives will certainly improve the customer experience. This training program is an important new platform for the company. The initial step in the program will require supervisors and managers within the customer service department to first attend the training in order to experience first-hand what their employees will learn. The management training will prepare supervisors and managers to provide on-going support and feedback for employees during the post-training stage. Participants The employees identified for customer service training will include: employees working in customer service positions as direct-hires or transferred employees, experienced customer
THE COMPLETE TRAINING PROCESS service representatives who need to improve job performance, and other employees who have direct contact with customers whom wish to improve or expand their skill set. Prerequisite The prerequisites for customer service representatives are identified in their job
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descriptions and the expectation would be for the individuals to meet all those requirements prior to training. Those requirements may be but not limited to: Telefnicas full time hires who passed all of the company new-hire screens such as drug tests, employees who have the physical ability to work in the office environment with the phone and ability to perform job duties, employees with previous customer service experience as required within their job descriptions, and employees who possess strong aptitude and motivation to learn and improve their skill set in their respective target areas of knowledge. Training Timeframe The timeframe for customer service representatives training will be one week total of prework preparation and classroom formal training. Current customer service representatives with poor performance will enter into a one-day refresher course or the full course as needed according to their supervisors discretion. Post-training will occur as on-going support throughout their career in the form of peer mentor, supervisor continuous coaching, online refresher courses, as well as online support forum. Methods We will use a variety of methods to conduct the customer service representatives training. The methods to be used during this program include classroom lectures, online computer based training, role-plays, videos and visual aids, online wiki to reference best practices, training
THE COMPLETE TRAINING PROCESS manuals, discussion, online company-wide discussion forum, and on the job mentorship program. Detailed Curriculum The customer service training program will begin with two days of pre-work online
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courses, during this time, employees will gain basic knowledge of company policy, procedures, basic phone operations, and customer service terminology. Below outlines the formal classroom daily schedule for this training program: Day 1 8:00-9:00 9:00-10:30 10:30-12:00 1:00-2:30 2:30-4:00 4:00-5:00 Day 2 8:00-11:30 1:00-5:00 Day 3 8:00-11:30 1:00-3:00 3:00-5:00 Day 4 8:00-10:00 10:00-11:30 1:00-3:00 3:00-5:00 Day 4 10:00-11:30 1:00-3:00 3:00-5:00 Day 5 10:00-11:30 1:00-3:00 3:00-5:00 am pm pm Internet and TV service and plans Problem solving Role-plays am pm pm Telefnica systems in depth practice Fixed landline service and plans Mobile phone service and plans am am pm pm Handling disgruntle customers Sales techniques, building customer rapport Best-practices Role-plays am pm pm Telephone etiquette Problem escalation procedures Role-plays am pm Value of customer service Telefnica phone and computer systems overview am am pm pm pm pm Orientation Telefonica Presentation Movistar Presentation O2 Presentation Vivo Presentation Panel Q&A
THE COMPLETE TRAINING PROCESS Post-Training Once employees complete the necessary coursework and successfully acquire all of the knowledge provided during the formal training program, they will be equipped with proper job aids to reference on the job. Post-training will consists of online refresher courses that can be
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accessed at any time with unlimited frequency; employees will also be able to take e-courses to update their skills on new products, procedures, and services. New employees will be provided with a veteran colleague who will serve as a peer mentor, supervisors and managers will also be valuable resources for new employees. Telefnica supports open communication between employees and shared knowledge, there are many online company-supported forums for employees to offer peer support and troubleshooting. Cross-Cultural Training Telefnicas cross-cultural training program requires the most financial investment for the company and most often done on a case by case program due to the unique nature of each foreign assignment. The employees chosen for the cross-cultural training will have a valuable opportunity to experience working in other locations within Telefnica, bring their own unique perspective to the new office, network with global leaders, learn new languages, advance their career, and gain personal growth. Participants The employees who are qualified to participate in the cross-cultural program are those with at least one year in their current role as a full time employee. In order to work in a foreign location, employees must be willing to relocate to another country and learn new languages. Typical expatriate employees possess the enthusiasm for travel and have an adventurous spirit.
THE COMPLETE TRAINING PROCESS Prerequisite
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Expatriate employees must currently be in a managerial position with at least one year of full time employment with the company, although three to four years is preferable. Employees must have the necessary skill set or expertise to fill in the needs of the foreign office; this is to be determined by the goals and nature of the projects. Training Timeframe Training timeframe for expatriate employees vary, depending on the employees readiness and familiarity to that particular foreign office and culture. The relocation process time frame is also determined by the amount of time it takes to sell a home, find a new residence, amount of time to finish proper legal documents and visas, on-site visits, and language training. Typically, expatriate training ranges between 3-6 months with 2-3 days one-on-one training session with subject-matter-experts, 1-3 days of cultural knowledge, 3-5 days on-site visit, and realistic job preview sessions. The subject-matter-experts include previous expatriate employees, employees who work at the foreign office, international accountants, international human resources personnel, and a language coach. Post-training support can range between 6-10 months or until the end of the foreign assignment. Methods We will use a variety of methods to conduct the cross-cultural training for expatriate employees. The methods to be used during this program include classroom lectures, online computer based language training, one-on-one with subject-matter-experts, role-plays, videos and visual aids, training manuals, online company-wide expat discussion forum, and on the job mentorship program.
THE COMPLETE TRAINING PROCESS Detailed Curriculum
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Expatriate employees will begin with three days of cultural knowledge training, below is an example of the daily schedule of the formal portion of this training program: Day 1 8:00-9:00 9:00-10:30 10:30-11:30 1:00-2:30 2:30-5:00 Day 2 8:00-11:30 1:00-3:00 3:00-5:00 Day 3 8:00-9:30 9:30-11:30 1:00-2:00 2:00-5:00 am am pm pm Cultural theories review: Hall, Hofstede, Trompenaar Life in the host country realistic job preview Family accommodations SME Q&A am pm pm Country overview In depth language review, common greetings and phrases Language role-play am am am pm pm Orientation Culture overview what is culture? Location business overview Location leadership SME Q&A
After completion of this formal session, expatriate employees may seek more time with subject-matter-experts to answer more questions about living abroad, banking, housing, tax information, relocation package, and any other questions. Spouses are also welcome to ask questions with subject-matter-experts as employees with children will have more concerns with schooling abroad as well as lifestyle changes that will occur. Language coaching and online language tools will be available for spouses and children for one year. Expatriate employees are allowed two on-site visits with their spouses and children as a first-hand experience with the culture, food, customs, housing, language, and to meet prospective co-workers. During the onsite visits, expatriate employees may inquire about realistic job preview and can better make an informed decision to relocate.
THE COMPLETE TRAINING PROCESS Post-Training Once the expatriate employees complete the formal cross-cultural training course,
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satisfied with the site visits, negotiated the relocation package, and successfully relocated to the foreign office, post-training will begin. The expatriate employees will have access to a language coach who will provide daily lessons or on an as needed basis, online language learning program is also available. A personal driver is available as needed or for as long as it takes for the employees to be accustomed to driving in the foreign country. The employee will be assigned a peer mentor who is bi-lingual to aid in living arrangement and other set-up that arise during the first 6 months on the foreign assignment, provide support in the office, share local knowledge, and help with continuous adaptation for the employees. Expatriate employees will also have support from management and human resources professionals within the foreign office. There are online expat forums supported by the company to be another resource for expatriate employees. Technical Employees Training Technical service employees have the challenge of mastering all of Telefnicas technological needs in the rapidly evolving industry. The learning domains for this particular training program deal in the psychomotor and cognitive realms, the curriculum for technical and knowledge-based employees will heavily base in simulation. Four stages in experiential learning are (1) gain conceptual knowledge and theory, (2) take part in behavioral simulation, (3) analyze the activity and (4) connect the activity with on-the-job or real-life situations (Noe 2010). Our training program will fulfill all these stages to allow the employees to have some hands-on experiences.
THE COMPLETE TRAINING PROCESS Participants The employees identified for technical training will include: employees working in
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technical positions as direct-hires or transferred employees, other employees who work within a technical capacity who wish to improve or expand their skill set, and employees whose increased technical knowledge would be beneficial to other branches of Telefnicas business. For example, customer service representatives may better serve new customers at the point of sale if they have basic technical knowledge of Telefnicas products and services. Prerequisite The prerequisites for technical employees are identified in their job descriptions and the expectation would be for the individuals to meet all those requirements prior to training. Those requirements may be but not limited to: Telefnicas full time hires who passed all of the company new-hire screens such as drug tests, employees who have the physical ability to work in the field and ability to perform job duties, employees with technology experience as required within their job descriptions, and employees who possess strong aptitude and motivation to learn and improve their skill set in their respective target areas of knowledge. Training Timeframe The time frame for technical and knowledge-based training for technical employees will be three days of formal curriculum with two days of pre-work. On-going support on the job training will also be available throughout their career. Prior to the formal classroom training program, new hires and transferred technical employees will begin preparatory work with a twoday home study covering basic knowledge of Telefnicas procedures, code of conduct, company values, and company vision. The three days formal classroom training will cover specific job responsibilities, rules and regulations, company policy, products and services. There
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will also be ongoing e-learning modules and on-site training sessions designed to refresh training contents and keep employees up to date on new products or services. Adjacent positions such as customer service representatives, will attend a two day condensed training session to acquire basic technical knowledge of companys products and services as well as to gain first-hand insight into a technical position. The first day will be a general overview of what the technical positions entail as well as technical terminologies that may be useful, and the second day will be an on-site job shadow with a technical employee on their typical day. On-site training will be done within the same week as the general overview. Methods We will use a variety of methods to conduct the Technical and knowledge-based training. The methods to be used during this program include classroom lectures, online computer based training, hands-on and computer based simulations, practicum, role-plays, videos and visual aids, online wiki to reference technical how-tos, training manuals, discussion, online companywide technical discussion forum, and on the job mentorship program. Detailed Curriculum Below outlines the formal classroom daily schedule for this training program: Day 1 8:00-9:00 9:00-10:30 10:30-12:00 1:00-2:30 2:30-4:00 4:00-5:00 Day 2 8:00-11:30 1:00-5:00 Day 3 8:00-11:00 1:00-5:00 pm pm Cell tower operations and maintenance* Cell tower practicum am pm Landline installs and issues* Landline install practicum am am pm pm pm pm Orientation Telefonica Presentation Movistar Presentation O2 Presentation Vivo Presentation Panel Q&A
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*These trainings will be condensed into 1 day for customer service employees with the second day in the field. The lectures around infrastructure, product and future developments will allow for various departments to present their own business and present how their branches relate to the overall Telefnica company profile. Telefonica, Movistar, O2 and Vivo are the four main brands of the company and will be presented independently with their own mission statements, product lines and future developments. Following the day of presentations the department representatives will participate in a question and answer session. Day 2 and 3 will be in the same format with differing subject matters. The morning sessions will consist of videos and visual aids, lectures and classroom discussion around the respective subjects. All will be led by a trainer and a senior staff person with experience around the issues. The content itself will change as the needs or challenges of the business change. However, a consistent format would allow employees to attach to the process and know what to expect throughout future trainings. Videos and Visual Aids The videos will be a collective effort from management in the field. Experienced employees were asked to take pictures and/or record typical technical issues that may arise in the field. The videos capture the problem visually, explanations of the issue are given, and step-bystep instructions on how to fix the error, this method is very advantageous for new employees because they have the experience of the veteran to rely on. In the classroom format, the pictures could be shown then discussed as a group as to what the possible fix may be and then ultimately revealed. This method is also beneficial in the classroom setting because it allows employees to be engaged in the situation, involve their critical thinking skills, and have some visual aids.
THE COMPLETE TRAINING PROCESS Lecture The lecture method is focused around the video/picture issues presentations, new
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equipment and program installs, as well as other maintenance requirements. The process for new installs and routine maintenance would be described and illustrated through the lectures. The employees would follow along in a workbook and have the opportunity to dialogue and ask questions regarding any of the set processes the company has in place. Discussion The discussion will be a continuous process that is allowed to occur anytime during the training. There will also be a designated time towards the end of each section for active employee discussion, during this time, any question can be asked or any previously discussed section can be re-visited. Practicums The practicums exist to offer the employees an experiential opportunity to hone the skills they have been taught through the rest of the training. They will simulate routine maintenance, new installs and common problems. The simulation will involve real tools, equipment and customer interaction role-plays to make it as close to real life as possible. Employees will have the opportunity to practice a number of times while watching and analyzing others as well. At the end of the simulations the trainees will be assessed on their ability to accomplish the tasks and certified at the end upon completion. Post-Training Once employees complete the necessary coursework and successfully acquire all of the knowledge provided during the formal training program, they will be equipped with proper job aids to bring into the field on the job. Post-training will consists of online refresher courses that
THE COMPLETE TRAINING PROCESS can be accessed at any time with unlimited frequency; employees will also be able to take ecourses to update their skills on new products, procedures, and services.
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New employees will be partnered up with a veteran colleague who will serve as a mentor. Supervisors and managers will also be valuable resources for new employees. Telefnica supports open communication between employees and shared knowledge, there are many online company-supported forums for employees to offer peer support and troubleshooting. This posttraining step is essential for training transfer and for strengthening Telefnicas learning culture across departments and locations. Training Transfer One of the most critical steps in training design is to ensure that the knowledge acquired during training is applied to the job. Transfer of training refers to the employees ability to effectively and continually apply what they learned in training to their jobs (Noe, 2010). Transfer of training includes both the generalization of training to the job itself as well as the maintenance of learned material. Three factors that influence learning and transfer of training are training design, trainee characteristics, and the work environment. Trainees must be ready to learn, have all of the necessary pre-requisites to the program, have high self-efficacy and are motivated to learn. The training design has been developed to increase the chances that transfer of training will occur by having meaningful content, clear objectives, provide opportunities for practice, feedback, and the program is based on proven learning principles and theories. Lastly, the work environment heavily influences transfer of training post-program, feedback and ongoing support is crucial for successful knowledge transfer. Strategies that our firm will emphasize to ensure transfer of training include theory of identical elements, stimulus
THE COMPLETE TRAINING PROCESS generalization, cognitive theory, employee self-management, and support from peer and managers. Identical Elements The theory of identical elements proposes that transfer of training occurs when the training environment is identical to work environment. This theory can be applied to training programs that deal with the use of equipment or that involve specific procedures that must be learned. The theory of identical elements is found in the use of simulation and role playing for
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customer service training and technical knowledge-based training for Telefnica. This theory is relevant in making sure that near transfer occurs, near transfer refers to trainees ability to apply learned capabilities exactly to the work situation (Noe, 2010). Our training program is designed to include critical elements in order for near transfer to occur: The program teaches specific concepts and procedures Employees are given an explanation as to any differences between training tasks and work tasks Employees are encouraged to focus only on important differences between training tasks and work tasks rather than unimportant differences Behaviors or skills that employees learn in the program will contribute to effective performance. Stimulus Generalization Approach The stimulus generalization approach proposes that the way to understand the transfer of training issue is to construct training so that the most important features or general principles are emphasized. This technique helps understanding by focusing on general principles that are applicable to many different work situations. Stimulus generalization approach can be seen in
THE COMPLETE TRAINING PROCESS the design of behavior modeling training by identifying key behaviors that are needed to be
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successful in a wide variety of situations. This approach also emphasizes far transfer, far transfer refers to the employees ability to apply learned capabilities to work environment that may or may not be identical to the training session (Noe, 2010). The stimulus generalization approach creates flexibility in the training program, it reinforces the cross-cultural training nicely because expatriate employees may or may not face identical situations in their foreign assignment as in the training program. This approach also supports the technical training for field technicians that will run into unexpected customer calls on the job. Cognitive Theory Cognitive theory of transfer is the idea that likelihood of transfer depends on the employees ability to retrieve learned abilities. This theory relates to the information processing theory that dictated training design. Having meaningful material and coding schemes or shortcuts will enhance storage and recall of training content. Asking employees to identify a work problem or situation and discuss the potential application of training content will greatly enhance transfer of training. Application assignments is another training activity that increase the likelihood that employees will recall the training content and apply it to the work setting. The use of application assignments in training helps the employees understand the link between the learned material and real-world application, which makes it easier to recall the capability when needed (Noe, 2010). Employee Self-Management Employees need to take accountability for training and transfer, which includes preparing for training, actively engaged during training, and consciously using training content back on the job. Self-management is a persons attempt to control certain aspects of decision making and
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behavior. Employees exposed to self-management strategies exhibit higher levels of transfer of behavior and skills than do employees who are not provided with self-management strategies. Employees may encounter obstacles on the job that inhibit transfer of training, therefore, selfmanagement is important. Manager and Peer Support Manager and peer support is one of the most important work environment characteristics that influence transfer of training. Managers can provide different levels of support for training activities to reinforce the importance of training material and stress the application of training content to the job, the greater level of support, the more likely that transfer of training will occur (Noe, 2010). A support network among employees also enhances transfer of training, a support network is a group of employees who meet and discuss their progress using learned capabilities on the job. Conclusion Our firm, along with Telefnica, is dedicated to building a stronger companys learning community and to increase companys intellectual capital (Noe and Colquitt, 2002). Our firm designed this training program from start to finish with the employees learning experience in mind. We have created the platform for success by preparing the employee for training with proper mindset and prerequisite, having appropriate learning environment, provide experienced and effective trainers, teach proven curriculum content for knowledge acquisition, and ensure training transfer upon program completion. On-going support is in place across all levels of the organization in order for the knowledge gained during the program to be implemented on the job to improve organizational performance. We utilize many training methods and medium to provide a comprehensive program for
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Telefnica and our firm also provides on-going support for the company as more training needs arise for Telefnica.
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Part 4: Training Evaluation
THE COMPLETE TRAINING PROCESS Training Evaluation Overview
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Training evaluation is a process that should take place both before and after the program is completed. It begins with a needs assessment to identify which knowledge, skills, abilities, or other characteristics are necessary in a training program, as well as identifying where the training is expected to have impact (Noe & Colquitt, 2002). Clear training purpose will be used as a guide to measure training effectiveness through training evaluation, to do so; measurable learning objectives are developed followed by choosing an evaluation strategy and ultimately executing the evaluation. Training effectiveness refers to the benefits that the company and its employees receive to determine the benefits of the training program. Training outcomes are measures to be used to evaluate the training program and training evaluation is the process of collecting the outcomes needed to determine training effectiveness (Noe, 2010). The benefits derived from training may include employees new skills acquisition, changed behaviors, and improved Telefnicas organizational performance. Training evaluation involves both formative evaluation and summative evaluation. Formative evaluation takes place during program development to help ensure organized training design, to aid in employee learning, and to assess employee satisfaction with the program. Formative evaluation provides insight into how to improve the training program by collecting qualitative data such as opinions, beliefs, and feelings about the program (Noe, 2010). This data collection process occurred after our firm performed the needs assessment for Telefnica in order to design the training program. Summative evaluation is conducted to determine the extent to which employees have changed as a result of engaging in the training program. This evaluation looks to see if
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employees have acquired necessary knowledge, skills, attitudes, behavior, or other characteristics identified in the training objectives (Noe, 2010). Our firm is collecting quantitative data through this evaluation process to determine training programs worth for future uses. The Importance of Training Evaluation Telefnica invests over 67 million in employee training and development annually to help gain a competitive advantage, with this type of investment, it is important to know that training efforts yield desired results. Training correlates to better human resources outcomes, organizational performance outcomes, or financial outcomes (Noe, 2010). The way to determine training programs worth is through training evaluation. Training evaluation determines Telefnicas return on investment in a training program by providing the data needed to demonstrate that training does offer benefits to the company. Training evaluation provides a way to understand the investments that training produces and provides information on how to improve training (Noe, 2010). The purpose of this training evaluation is not to merely assess perceived value of the training program but to also improve future training programs, reaffirm value of training to upper management, demonstrate impact on job performance and to demonstrate impact on Telefnicas organizational outcomes. Measurable Training Contructs Training evaluation determines whether or not the training achieved desired objectives. Training goals and objectives derived from conducting the needs assessment for Telefnica. Corporate objectives as well as emerging business initiatives correspond to specific identified goals and objectives for each training program. Customer service representatives and technical service representatives are measured on their customer service competency and their knowledge of company products and services. Expatriate employees are measured on language proficiency
THE COMPLETE TRAINING PROCESS and their ability to perform their required job functions in a foreign country. These desired measurable outcomes are collected pre-training as well as during evaluation and frequently thereafter to ensure validity. Customer Service Training Contructs Goals: When Telefnica employees come into direct contact with customers they will offer an
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experience that is pleasant and customer-centric. Upon completing the training trainees will be able to recognize opportunities for quality customer service. Participants will be able to analyze their customer centric solutions and self-critique their actions. Objectives: 4) Customer service representatives will be required to maintain an 80% customer satisfaction score. 5) Customer service representatives should be able to resolve a customer complaint within 10 minutes of the beginning of the call. 6) Customer service representatives will have full working knowledge of all of Telefnicas products and services offered. Measurement: Customer satisfaction score is measured by post-call customer survey, the score is reviewed quarterly with the direct supervisor. The monthly average call time for problem resolution will also be reviewed with the direct supervisor, this process allows for personal coaching and to address any underlying concerns with performance on a monthly basis. Customer service representatives will be rated bi-annually on their level of familiarity with Telefnicas services and product lines by a department-wide online test.
THE COMPLETE TRAINING PROCESS Cross-Cultural Training Constructs
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Goals: Telefnica employees who work outside their native region will be able to adapt to other cultural norms and customs they work with. The skills received in training will allow employees to realize their own native cultural norms and to better adapt to the host country. Employees in the program will be able to identify and respect other cultural differences in order to improve working rapport with colleagues. Expatriate employees will be proficient in the foreign language with on-going language training. Objectives: 3) Expatriate employees will be required to increase their language proficiency by one level of Common European Framework of Reference for Languages (CEFR) every six months. 4) Expatriate employees will be required to demonstrate increasing intercultural competency within the first six months. Measurement: CEFR is used as an international guideline to describe foreign language learning achievement (Cambridge English, 2013). Language proficiency will be monitored by a language coach who will also administer the bi-annual language test to measure progress. Employees will be required to demonstrate increase cross-cultural sensitivity in areas such as host country history, social norms and traditions, cultural values, leadership structure, current events, team orientation, customer values, and self-efficacy. These competencies will be measured with behavioral tests through an assessment center to ensure reliable and valid feedback on behaviors. Technical and Knowledge-Based Training Constructs Goals: Telefnica technical service employees will have working knowledge of other departments and other positions that are relevant to their role in order to be more informed while
THE COMPLETE TRAINING PROCESS on the job. Employees will be required to demonstrate a minimum proficiency level on
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technology, tools, or programs used for their jobs. Technical service employees will be punctual and offer a pleasant and customer-centric experience when in direct contact with customers. Objectives: 4) Technical service employees must arrive to customer locations within the scheduled time block at least 90% of the time. 5) Technical service employees must maintain a 90% customer satisfaction score. 6) Technical service employees must score at least 90% on their monthly technical knowledge tests. Measurement: Technical service employees punctuality will be monitored by the electronic calllogs and will be reviewed by the direct supervisor on a monthly basis. The customer satisfaction score is measured by post-service customer survey, the score is reviewed quarterly with the direct supervisor. Technical service employees are required to pass their monthly online technical knowledge tests at 90% or higher in order to maintain high level of knowledge relevancy. The technical knowledge score is also reviewed with the direct supervisor, this process allows for personal coaching and to address any underlying concerns with performance on a monthly basis. Kirkpatricks Evaluation Model Telefnicas training department will be evaluated through the use of Kirkpatricks fourlevel framework for categorizing training outcomes. Our firm uses the Kirkpatrick evaluation model as the structure for developing Telefnicas evaluation model because it is simple and easy to customize to specific programs. Donald Kirkpatrick developed one of the original frameworks for identifying and categorizing training outcomes in 1959. The Kirkpatrick
THE COMPLETE TRAINING PROCESS training evaluation model is considered industry standard in human resources and training practitioners. Kirkpatrick evaluation model essentially measures four levels: reaction, learning, behavior, and results. These basic and measurable outcomes are based upon five foundational
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principles: the end is the beginning, return on expectation, business partnership, value creation, and a compelling chain of evidence demonstrates the bottom line. Kirkpatricks Five Foundational Principles 1. The end is the beginning - Training evaluation is a process that begins before the actual training is performed, it begins with a needs assessment. Trainers must begin with desired results in mind prior to training in order to determine what behavior or change in behavior is needed to accomplish them. 2. Return on expectation (ROE) is the ultimate indicator of value After the initial needs assessment has been performed it is important to establish stakeholder expectations which will later be developed into measurable success outcomes. 3. Business partnership is necessary to bring about positive ROE - Having shared ownership with stakeholders before, during, and after the program is vital for training program success. This effort includes helping to identify successful outcomes before, during the process, and ensuring transfer of training by working with employees to use the new skills on the job afterwards. It has been shown that 70% of learning takes place on the job (Kirkpatrick & Kirkpatrick, 2009). 4. Value must be created before it can be demonstrated Trainers must ensure that their expertise and value is put into later levels.
THE COMPLETE TRAINING PROCESS 5. A compelling chain of evidence demonstrates the bottom line Data and metrics are to be collected at all stages of the program to demonstrate that the program brings value to the company. Telefnicas Evaluation Model Level 1 Reaction: How did the participants react? This information can be collected through surveys, interviews, and smile sheets. Level 2 Learning: Did the participants acquire the intended knowledge, skills, and attitudes? Testing for the required abilities and knowledge post-training whether on language, customer service interaction, cross-cultural, or technical skills will allow Telefnica to have an accurate
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measure of learned material immediately after the training. The competence tests can be used as a benchmark to personalize further training for each employee by identifying areas for improvement. Level 3 Behavior: Are employees demonstrating the required behavior and skills once they are back on the job? Supervisors will rate and review employees use of these skills and behaviors during the transfer period and provide any necessary coaching to ensure they stick and become ongoing and permanent knowledge. Level 4 Results: Has the learning and post training reinforcement brought about the desired outcomes initially designated earlier in the assessment and design process? Results can be obtained through regular evaluations of performance, customer satisfaction surveys, organizational performance, company bottom-line, and employee satisfaction surveys. If the results are not satisfactory, the training program can be modified accordingly. The benefit of this model is that it is a time tested and simple framework to evaluate Telefnicas complicated and financially vested training program. Each level of the model is
THE COMPLETE TRAINING PROCESS helpful to managers, trainers, and employees in monitoring employees progress and to
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understand which part of training is effective and which is not. This evaluation model can also help demonstrate or improve stakeholders return on expectations and investment. Training Evaluation Resistance Training evaluation is important especially when so much financial resources have been poured into training, yet many companies neglect the evaluation part of the training process. Training evaluation is a critical step to make certain that training investment is worthwhile. Some of the reasons for evaluation resistance according to Kraiger (2002) are that training investment is too much to lose if the evaluation reveals undesired results as being ineffective and that not all training organizations have the skills to perform a complete evaluation of their training programs. Companies may not view a thorough training evaluation as being important or urgent and consequently upper management may not support evaluation efforts. Other obstacles for evaluation are that training evaluation is not a requirement for many companies in the training curriculum, additional costs associated with the process, perceived difficulty, lack of time, and lack of training on evaluation also contributes to training evaluation being overlooked (Kraiger, 2002). Evaluation Follow-Through Techniques Lack of training evaluations is a costly pitfall for any training program because without a proper program appraisal, companies may be inefficiently allocating their funds. Training evaluation serves as a check point to assess the effectiveness of a training program. It can be used to identify areas of improvement needed to change in order to strengthen the training process. There are many techniques to help motivate companies to follow through with training evaluation, one of the best motivators is to focus on return on investment because evaluation
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results can legitimize the training program or identify areas for modification. Cost of the training program is a great motivator for key stakeholders to place value on training evaluation, assessing financial impact means determining whether training costs were worthwhile. A cost-benefit analysis can be used to determine return on investment for training programs. Other techniques include establishing why evaluation is necessary by clarifying the purpose, use the purpose of evaluation as future decision making guides for the process, understanding evaluation obstacles in order to overcome them, and finding the trigger point in the organization to move evaluation forward (Kraiger, 2002). Training evaluation purpose must be clear in order to establish why training evaluation is necessary. Asking questions of trainers, training function managers and key organizational stakeholders to determine how the results will be used (Kraiger, 2002). Engaging individuals involved with the training process will encourage shared ownership and mutual accountability in the evaluation and in the training program as a whole. The results from the evaluations should be the driving force behind what to ask in all subsequent evaluations, this gives the opportunity to adjust and look for better ways to evaluate. The purpose of training evaluation should be used as a guide for future decision making about evaluation, what is measured and how data is collected must be consistent with the purpose of evaluation (Kraiger, 2002). Understanding training evaluation obstacles will help reduce the probability of future obstacles. It is imperative to get input from key stakeholders early on in the evaluation process to detect and anticipate obstacles that may arise during training evaluation. Lastly, identifying trigger points for decision making will help in understanding political forces that may hinder or facilitate evaluation efforts (Kraiger, 2002).
THE COMPLETE TRAINING PROCESS Influential Factors for Implementing Evaluation Findings Implementation of evaluation is crucial to the future success of the training but often times is overlooked and considered the most difficult. The evaluation findings are valuable for training program validation and for improving the program in the future. One of the most
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effective ways to influence implementing evaluation findings is to engage key stakeholders early on in the process. As mentioned earlier, key stakeholders involvement is a technique in following through with the evaluation, but having decision makers support will also move along the process of implementing findings. Another influential factor is Telefnicas financial investment, focusing on the cost-benefits of training will also add pressure to implementing evaluation findings as these findings are critical for future training decision making. Return on investment calculations will shed light on whether training has yielded desired results and whether changes are necessary going forward with the training program. Our firm is committed to deliver a successful training program that will include training evaluation as a vital component. Clear evaluation purpose, financial cost-benefit transparency, and a strong business partnership with Telefnicas key stakeholders in each critical training step will ensure implementation of evaluation findings to enhance the overall program.
THE COMPLETE TRAINING PROCESS References Barchfield, J. (2012, August 11). Thriving Middle Class Boosts Brazils Economy. Herald News. Retrieved March 16, 2013, from http://thechronicleherald.ca/world/125735thriving-middle-class-boosts-brazil-s-economy Bernardin, J.H. (2009). Human resources management: An experiential approach (5th ed.). New York, NY: McGraw-Hill. Cambridge English. (2013). Retrieved May 9, 2013 from, http://www.cambridgeenglish.org/cambridge-english-for/visas-and-immigration/ Hall, E. T. (1983). The dance of life: The other dimension of time. Garden City, N.Y: Anchor Press/Doubleday. Hall, E. T. (1959). The silent language. Garden City, N.Y: Doubleday. Hall, E. T. (1976). Beyond culture. Garden City, N.Y: Anchor Press. Hall, E. T. (1966). The hidden dimension. Garden City, N.Y: Doubleday.
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Hofstede, G. H. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations. Thousand Oaks, CA: Sage Publications Hughes, A.M. (2007, January 24). Churn Reduction In The Telecom Industry. Direct Marketing News. Retrieved March 16, 2013, from http://www.dmnews.com/churn-reduction-in-thetelecom-industry/article/94238/# Kirkpatrick, J. & Kirkpatrick, W. (2009, April). The Kirkpatrick Four Levels: A Fresh Look After 50 Years 1959-2009, 1-13. Kraiger, K. (2002). Decision-Based Evaluation. Creating, Implementing, and Managing Effective Training and Development, 331-375. Noe, R. (2010). Employee training and development (5th ed.). New York, NY: McGraw-Hill.
THE COMPLETE TRAINING PROCESS Noe, R. & Colquitt, J. (2002). Planning for training impact. Creating, Implementing, and Managing Effective Training and Development, 53-79. O*Net OnLine (2013). Retrieved March 17, 2013, from http://www.onetonline.org/ Salas, E., Wilson, K., Lazzara, E., King, H., Augebstein, J., Robinson, D., & Birnbach, D.
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(2008). Simulation-based training for patient safety: 10 principles that matter. Journal of Patient Safety, 4(1), 3-8. Telefnica. (2013). Retrieved February 13, 2013, from http://www.telefonica.com/en/home/jsp/home.jsp Telefnica. (n.d.), In Wikipedia. Retrieved February 14, 2013, from http://en.wikipedia.org/wiki/Telefonica The Economist (2011, March 10). Brazil Labour Laws, Employer, Beware. Retrieved March 16, 2013, from, http://www.economist.com/node/18332906 Trompenaars, A., & Hampden-Turner, C. (2000). Riding the waves culture: Understanding cultural diversity in business. London: Nicholas Brealey Pub. Unique Best People Practice. (2005). Retrieved February 15, 2013, from http://www.greatplacetowork.net/best-companies/worlds-best-multinationals/profiles-ofthe-winners/1534-13-telefonica

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Running head: THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

Part 1: Company Selection

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

Part 2: Needs Assessment

THE COMPLETE TRAINING PROCESS Needs Assessment Overview

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS Post-Analysis Expectations

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

Refer unresolved customer grievances to designated departments for further investigation.

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

Part 3: Training Program

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS Prerequisite

THE COMPLETE TRAINING PROCESS Detailed Curriculum

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS

Part 4: Training Evaluation

THE COMPLETE TRAINING PROCESS Training Evaluation Overview

THE COMPLETE TRAINING PROCESS

THE COMPLETE TRAINING PROCESS Cross-Cultural Training Constructs

THE COMPLETE TRAINING PROCESS

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