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Essay: A.P. Moller-Maersk Group organisational objectives and human resource needs

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A.P. Moller – Maersk Group is a shipping company, founded in 1904 and headquartered in Copenhagen.  In 2012, A.P. Moller -Maersk was easily identified as the largest company in Denmark due to operating in 130 countries with approximately 110,000 employees (Groysberg & Abbott, 2013).  The company has other businesses involving oil and gas exploration, APM terminals, offshore drilling, land rig operations, supply services, logistics, salvage/towing operations, liquefied natural gas carriers and other similar endeavors (Groysberg & Abbott, 2013).
For this training program, the company wants to focus on the mission critical group.  At A.P. Moller-Maersk, the top 120 positions are known as the mission critical/high performing group.  The positions were sorted and compared across all of the business units to reveal the importance of certain positions within a specific unit and the importance of the unit in relation to the organization overall (Groysberg & Abbott, 2013).
ASSESSMENT
PURPOSE: The purpose of conducting this assessment is to examine the organization, clarify instructional issues, determine organizational needs or gaps, define organizational objectives, identify the learning environment, and determine the existing knowledge, skills, and abilities of the learner(s).  The identification of job tasks and performance will also be included in the assessment phase. In the Assessment phase, it is also necessary to take human resource development (HRD) needs due to change in technology and non-HRD system issues into consideration.
To begin A.P. Moller-Maersk’s assessment, I will determine what the organization is trying to accomplish and identifying present or future needs that are or are not being met.  By conducting level-based analyses, I will gain a better understanding of what the organization is doing well at, what can be tweaked for future improvements, and how to help pave the way for the organization to successfully accomplish its goals and objectives through the training development program.
To properly create an effective training development program for the Mission Critical Group I will be performing assessments to aide in the description, identification, and prediction of effective leadership and management level attributes through areas such as job performance, behaviors, ability to meet/exceed organizational expectations, intellectual stimulation, ability to form effective relationships, and individual development (Werner, 2017). A successful leadership program will ensure development is responsive to organization’s needs, performing assessments of competencies needed to effectively perform, establish objectives, involvement and support of management, activity participation/motivation, effectiveness evaluation (Werner, 2017).  There are a variety of different techniques such as games, experimental exercises, and assessment centers.  There are a range of training topics that can be used in developing employees for management roles in the workplace such as leadership, motivation, decision-making, technical knowledge and interpersonal skills (Werner, 2017).
TOOLS AND METHODS
A.P. Moller – Maersk’s Mission Critical Group Assessment will be divided into three categories: Strategic/Organizational, Task Analysis, and Person Analysis. All assessment methods will include observation, questionnaires/survey, interviews, focus groups, and documentation/records (Noe, 2009).
Strategic/Organizational: The Strategic/Organizational level analysis identifies where training or learning in the organization is necessary and under what circumstances the training/learning will be conducted.  The analysis should identify four major factors that provide the following information: organizational goals, resources, constraints, and climate that will be used for the development and planning of A.P. Moller-Maersk’s HRD program (Werner, 2017).
Typically, the following methods of data collection are recommended for a Strategic/Organizational analysis based on the organization: organizational goals and objectives, human resource (manpower) inventory, skills inventory, organizational climate indexes, attitude surveys, customer complaints, analysis of efficiency indexes, changes in system/subsystem, management requests, exit interviews and work planning/review systems (Werner, 2017).  Based on the circumstances the Strategic/Organizational analysis will include: organizational goals/objectives and organizational climate indexes (turnover).
Task Analysis: The task analysis, otherwise known as operations analysis, is a collection of data about a set of jobs or a specific job that is used to identify what should be taught to maximize performance.  After performing a task analysis, results will include suitable performance standards, how tasks need to be done to meet these standards and the necessary knowledge, skills, and abilities (KSAO’s) an individual must have to meet/exceed areas outlined by the organization.
The following methods of data collection are recommended for the Task analysis: job descriptions, job specifications, performance standards, performing the actual job, job-work sampling through observation, literature review on the job, asking questions about the job, training committees/conferences, analysis of operating problems and card sorts (Werner, 2017).  There is also a simplified five-step task analysis process that can be used.  For this five-step process the following needs to be completed: develop job description, task identification, describe KSAO’s necessary to perform the job, determine where training would be beneficial and prioritize these areas (Werner, 2017). Due to this being a leadership development program, the attributes of an effective leader will need to be identified.  Based on the A.P. Moller-Maersk’s Mission Critical Group’s circumstances the following will be used for the Task analysis: job descriptions, performing the job, performance standards, and job specifications.
Person Analysis: The Person Analysis identifies an individual’s need(s) for training.  This analysis focuses on the employee’s performance of major job tasks and how well these tasks are performed.  During the analysis there may be a variety of common and unique HRD needs uncovered.  The best person to conduct this analysis is someone who observes the employee on a regular basis.
The following methods of data collection are recommended for the Person analysis: performance data, performance appraisals, work sampling through observation, interviews, questionnaires, attitude surveys, job knowledge tests, checklists, progress charts, rating scales, critical incident observations, work diaries, diagnostic ratings, assessment centers, coaching and work planning review systems (Werner, 2017).  Due to focusing on a management program, the identification of attributes in relation to leadership and management need to be addressed from a personal and organizational stand point in order to be effective. Based on the A.P. Moller-Maersk’s Mission Critical Group’s circumstances the following will be used for the People analysis: interviews, questionnaires, coaching, and performance data/appraisals.
ASSESSMENT DATA & ANALYSIS:
Strategic/Organizational: By analyzing and outlining the organization’s goals and objectives, the overall training and HRD need(s) implications are to promote leadership development, increase employee retention rates (reduce attrition), integrate experienced external hires, and build an inclusive corporate culture. First, we assessed core competencies and whether the organization had appropriate resources available such as expertise, materials, facilities, and finances to move forward with training.  Analyses were conducted through skill assessments, self-assessments, and assessments from supervisors/peer which outlined strengths, weaknesses, and areas where improvement could be made to positively impact the organization as a whole.  The assessments were filled with different style questions seeking the Mission Critical employee’s and management level opinions, thoughts and suggestions for areas of improvement.
Incorporating organizational climate indexes, specifically focusing on turnover and attitude surveys, allowed for the identification of discrepancies and we were able to establish standards/expectations regarding behaviors that management seeks to improve. The main discrepancies and deficiencies seemed to be between management/supervisor expectations vs. what actually occurs or is perceived.  Due to time constraints and limitations is made it difficult to perform a high-level analysis.
Task Analysis: In this analysis the focus was on identifying what needs to be done to successfully perform a/the job(s) and how to appropriately complete tasks associated with the job.  First, overall job descriptions were created or revamped for the Mission Critical Group.  Developing job descriptions, job specifications, performing the job, and performance standards helps define performance discrepancies.
The job descriptions identified job(s) duties, responsibilities, and conditions in which the activities are to be performed but it was noted that they were not all-inclusive. Job specifications and specific tasks required for the job were determined.  These specifications were more specific than the job descriptions themselves and extended into the KSAO’s realm.  Next, performance standards and expectations were outlined for jobs, tasks, and how these areas are gauged by the organization.  The development of these job specifications and appropriate performance standards was completed by having someone perform the job from start to finish while management observed.
Person Analysis: We identified who needs to be trained and sort of training is needed. Even though all of the groups within the organization would benefit from training, the only participants will be employees from the Mission Critical Group.  The training specified for this group is ultimately management and leadership development and improving the KSAO’s and attributes needed to effectively lead within the organization while energizing and motivating peers.
The performance data/appraisals identified strengths, weaknesses, areas that need improvement, and other necessary attributes that are desired of a leader. These also brought awareness to what attributes need to be polished or gained in relation to becoming a more effective leader.  The employee interviews gave management an idea of what the employee believes he or she needs to learn.  The one-on-one interviews with constructive feedback also serve as a motivation to learn and allow employees to strive for personal and organizational growth. Questionnaires served a similar purpose as the interviews but were tailored specifically to attributes and characteristics as outlined by the organization.
CONCLUSION:
A.P. Moller-Maersk’s Mission Critical employees will benefit from the HRD training program.  As noted, the Mission Critical employees strive to exceed organizational expectations but the employees within the group and management agree there is always room for improvement.  The results of the assessments came as no surprise to management. By conducting these assessments, the following areas may benefit from training: leadership, individual/personal development, retention rates, and overall workplace culture inclusivity/diversity.
NON-HRD ISSUES: Issues preventing effective performance not addressed by training and development interventions effectively are: environmental influences (i.e., work groups, company itself, and cultural values), family/home-life, individual employee characteristics (i.e. intelligence, emotions, motivation, and physical characteristics), economy, stress, technology issues, etc. (Miner, 1964).
DESIGN
PURPOSE: To define criteria, objectives, lesson plan, methods, trainers, materials and media for the training development program.
TRAINING OBJECTIVES: Upon completion of this training course, participants will: (1) improve interpersonal and communication skills, (2) maximize performance by recognizing needs and human behaviors, (3) gain an understanding of what leadership is and a leader’s responsibilities, and (4) have the ability to strengthen performance through empowering and motivating others.
EVALUATION CRITERIA: The training objectives will be evaluated through pre- and post-tests, questionnaires, focus groups, interviews, surveys, structured situational interviews, test/quiz, checklist, rating scales, and self-report measures (Roberts, 2008).
TRAINER SELECTION & CRITERIA: There have been four trainers selected (two internal & two external) for the leadership/management development program. The following will serve as criteria for selection of trainer(s): cost, content, training competency, subject matter expertise, possess advanced expertise level as instructor/facilitator, credibility/credentials, background, and professionalism (Stolovitch & Keeps, 2014).
LESSON PLAN: **SEE APPENDIX TABLE 1.1 ON PAGE 11**
PRELIMINARY TRAINING METHODS & MEDIA: Group discussions, PowerPoints, lectures/classroom format, role playing/management games, and film/videos are the preliminary sources of training methods and media.
TRAINING MATERIALS: The following will be used as training materials: note cards for group discussion and role playing, program announcements, activities/games, PowerPoint handouts, PowerPoint slides, videos, and program outlines/syllabi.
PROGRAM SCHEDULE: **SEE APPENDIX TABLE 1.2 ONPAGE 12**
DEVELOPMENT
Videos/films, and some of the motivation and communication/interpersonal skills content were purchased from the contracted/outsourced trainers. Handouts, icebreaker games, leadership, problem-solving and the remainder of the content was created in-house from previous training modules.  All of the material(s)/content was made to be enticing, engaging, and logically ordered keeping visual, auditory, and kinesthetic learning in mind. Throughout this phase we made sure the concepts were being completely understood before moving to the next section. The overall course will be reviewed, revised and agreed upon through feedback.
IMPLEMENTATION
PURPOSE: Determines in-house vs. outsourced facilitator(s), training delivery type, facility type, technology usage, scheduling, activities, constraints, materials and equipment that will be used.
SELECTION: A.P. Moller-Maersk’s current resources will be used to develop in-house training but in addition, supplemental material will be purchased through an external source will to ensure the absolute best program.  Two external trainers have been contracted and will begin working with the two in-house trainers to collaborate, develop and implement a cohesive program.
To be all inclusive of all personalities and learning styles there will be a variety of methods and media used.  Instructional methods will be analogies, elaboration, visual graphics, handouts, PowerPoints, and problem-based learning. Audio-visual media will consist of PowerPoints with audio/visuals and films/videos. After training, on-the-job training/coaching and the development of an online computer-based/self-paced training program to hone and improve leadership/management skills at a later date will be used.  The physical environment will be a medium/large, spacious, indoor air-conditioned facility with little to no room for external sources.
EVALUATION
PURPOSE: Using Kirkpatrick’s framework to evaluate and review participants performance(s).
KIRKPATRICK LEVELS DATA EVALUATION & CRITERIA:
Reactions: Evaluations for this will be conducted through surveys, feedback, and one-on-one interviews to gain insight on his/her perceptions of the training.
Learning (Retention): This will be evaluated through pre-tests, and post-tests.  If their scores were better on their post-test compared to pre-test scores, than their knowledge and skills improved from training.
Behavior (Transfer): This will be evaluated through on-the-job observations and viewing records to notice changes in behavior and whether or not aspects of training are being used while working.
Organizational-Level Results:  This will be evaluated through economic and operating data to show how the organization is benefiting from training (i.e. higher productivity, fewer complaints, etc.)
RESEARCH DESIGN: Is the plan for conducting the evaluation study for training. The following will be included in the research design due to time constraints: pre-tests and post-tests.  At a later date time series design and Solomon four-group design will be used.
DATA COLLECTION METHODS: Data collection methods will be evaluated through post-training interviews, questionnaires, self-report data, and direct observations of training, tests/simulations.
HRD MONETARY ASSESSMENT: Through a thorough training cost analysis, A.P. Moller-Maersk’s total spent was $10,000 for everything which means it costs approximately $83 per participant. The overall ROI was greater than one (1.18), meaning the training course was effective and returns to the organization is more than training cost.
OVERALL EVALUATION DATA INTERPRETATION: The leadership/management training course was designed to help the Mission Critical Group develop the essential skills, knowledge, abilities and attributes to lead, influence, and motivate peers to achieve outstanding/higher performance levels.  Based on our results, the training course was successful! The existing group talent, content, exercises, material, trainers, environment, and learning methods played a major role in the success of the program.  There was a 96% increase in effective KSAO’s and understanding of content based on pre- and post-tests, surveys, questionnaires, focus group, observations, structured situational interviews.
APPENDIX 1.1 – LESSON PLAN DRAFT
Program Title: Leadership and Management Development
Objectives of Lesson: Upon completion of this training course, participants will: improve interpersonal and communication skills, maximize performance by recognizing needs and human behaviors, gain an understanding of what leadership is and a leader’s responsibilities, and have the ability to strengthen performance through empowering/motivating others.
Preparation Required: No preparation required for trainees; material//content preparation required of instructors; catering/facility required of A.P. Moller-Maersk.
1. Physical Environment: Medium/Large, spacious environment, indoor air-conditioned facility with little to no room for external sources. Supportive work environment that will allow the group to thrive and be successful in training.
2. Equipment & Materials: Coaching/Mentoring, group discussions, PowerPoints, lectures/classroom format, role-playing/management games, icebreaker games, and film/videos.
3. Instructor(s): In-House: Brian K. & Andrea L.; External- Norah B. & Caden R.
4. Trainees: 120 employees in the Mission Critical Group at A.P. Moller-Maersk
APPENDIX 1.2 – DRAFT PROGRAM SCHEDULE
Training is scheduled for two days at an in-house facility on Friday from 5:00 p.m. – 8:00 p.m., and Saturday from 8 a.m. – 12:00 p.m. (Kumar, n.d.).
FRIDAY
TIME ACTIVITY
5:00 – 6:30 p.m. DINNER
6:30 – 6:45 p.m. RESTROOM BREAK
6:45 – 8:00 p.m. – Program introduction
– Pre-Questionnaires/Pre-test
– Ice-Breaker Activity: Alphabetic Introductions & Master Architects
– Discussion of what happened during activity and how issues were handled by the group and individually.
-Discussion of the plan for Saturday’s training session and goals/objectives for the program.
SATURDAY
TIME ACTIVITIY
8:00 – 9:00 a.m. BREAKFAST
9:00 – 10:00 a.m. – Brainstorming – What is Leadership?
– Effective Leader Attributes
– Principles of Leadership & Management
– How to Lead, Motivate, Influence and Empower peers
– What is your leadership style? (with quiz)
10:00 – 11:00 a.m. – Motivation Principles
– Motivation & Influencing Techniques
– Productive Relationship Building & Maintenance
– Concepts of Conflict Management & Application
11:00 – 12:00 a.m. – Importance of Communication & Interpersonal Skills (methods/styles)
– Problem-Solving Approaches
– Effective Decision Making
– Effective Performance Management

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