Staffing, Training, and Development– BUSS 1702 – Spring – 17 – CW2–QP BUSS 1702 (QP) Page 1 of 6 Instructions to Student:  Students should read the case study carefully and have to answer all questions.  Individual report needs to be generated and submit individually.  Proposals must be submitted in Week 5 though Moodle  Submission date: week 8  The weightage of this assessment is 20% of the module Case Study Answering the Phone Jim Mullens likes supervising the Customer Service Unit. This unit is responsible for updating customer accounts and files as well as for providing information to customers and other employees. Typically, the customer service representatives (CSRs) he supervises answer questions about the services offered, provide information about the customer’s account, and modify the files so that they are up-to-date and correct. This unit was formed only recently, to handle the increasing volume of direct customer calls more efficiently by using the newly installed on-line customer information system. Unfortunately, the planning for the new unit was not done well. The on-line computer system was purchased and installed before the actual operations people were brought in. As a result, Jim was given the responsibility for getting the unit up and running within one week. He had to make some quick personnel selections and take care of a lot of administrative details within a short period of time. Now, three weeks after receiving the assignment, Jim feels quite a sense of accomplishment. He has been lucky that things have worked out as well as they have. In fact, the only thing Jim is concerned with now is the way in which his reps handle customers over the phone. In Semester Individual Assignment Spring 2017 Module: Staffing, Training and Development (BUSS 1702) Level: 2 Max. Marks: 100 Duration: 5 weeks Staffing, Training, and Development– BUSS 1702 – Spring – 17 – CW2–QP BUSS 1702 (QP) Page 2 of 6 Jim knows that good telephone etiquette is essential to the successful accomplishment of his unit’s mission, yet his reps use many different styles in answering the phone and do not follow basic rules. For examples, the reps commonly neglect to put customers on hold while they search for information. When asking questions, they do not explain the reason for the inquiry; they do not verify information; and, at times, they may react defensively when they don’t know the answers. These are the major – but not the only things they do wrong. Jim knows that he must train them in the techniques of proper phone etiquette. There is no available training program to which he can send his personnel. Therefore, he must provide the training and coaching to the reps while they are on the job. Answer the following questions 1. Prepare a training plan for Jim to use A. Carry out job analysis on this job (10 marks) B. Conduct training needs analysis (10 marks) C. Outline the objectives of the training program (10 marks) D. Design the training program (10 marks) E. Conduct the training (10 marks) F. Outline problems that Jim might encounter in conducting the training program and suggest suitable solutions to the problems identified (10 marks) G. Evaluate the effectiveness of the training program using various methods of evaluation (10 marks) H. Discuss employees’ development problems in this organization and suggest suitable solutions to the problems (10 marks) Source: Clardy, A. B, (2007). 50 Case Studies in Management Training. Mumbai, Jaico Publishing House. Staffing, Training, and Development– BUSS 1702 – Spring – 17 – CW2–QP BUSS 1702 (QP) Page 3 of 6 Instructions for the assignment: 1. This is individual assignment. Individual report needs to be generated and submit individually. 2. Total words count should not exceed 2000 words. 3. The assignment should have a cover page, table of contents, introduction, answers to the questions, conclusion, and appropriate references. 4. The report should be done in Word, font size 12, font style Times New Roman, text colour black, colours can be used ONLY in appendices; main body of the report should be black and white. 6. Last date of submission: 8th week of the semester 7. The assignment should be submitted on time through Moodle. Late submission shall be penalised as per the norms of MEC mentioned in the Module Information Guide. 8. Plagiarism Policy. Plagiarised documents, in parts or whole, submitted by the students will be rejected. However, if the plagiarism is found to be accidental the student may be advised to re-submit the work only once within one week from the date of rejection. A penalty of 25% of the total marks on the specific coursework assessment component will be imposed on the re-submitted work. If the re- submitted work is also found to be plagiarised the student will be awarded a zero mark in the respective assessment. If the work submitted is found to be intentionally plagiarised to gain an unfair advantage in any form, such work will be automatically rejected and a mark of zero will be awarded. If the student is found to consistently submit plagiarised work it will be dealt with seriously and may warrant suspension for a period or expulsion as may be recommended by the committee set for the purpose. 9. Evaluation criteria Evaluation Criteria Marks Introduction 10 A. Carry out job analysis on this job 10 B. Conduct training needs analysis 10 C. Outline the objectives of the training program 10 D. Design the training program 10 E. Conduct the training 10 Staffing, Training, and Development– BUSS 1702 – Spring – 17 – CW2–QP BUSS 1702 (QP) Page 4 of 6 F. Outline problems that Jim might encounter in conducting the training program and suggest suitable solutions to the problems identified 10 G. Evaluate the effectiveness of the training program using various methods of evaluation 10 H. Discuss employees’ development problems in this organization and suggest suitable solutions to the problems 10 Format of the report and referencing 10 Total Marks 100 9.1 Assessment Grading Criteria Level 5 90-100% Outstanding Exceptionally detailed and original response to the assignment, with critical use of independently sourced contextual material. Outstanding demonstration of linked understanding of relevant theory, concepts and models. Extremely well structured with high level of analysis. No obvious errors in referencing or grammar or syntax as appropriate. 80-89% Excellent Very full, independent response to the assignment with totally relevant material which is well beyond any module input, demonstrating independent study. Excellent understanding of relevant theory, concepts and models. Very clear logical structure. Very few errors in referencing or grammar or syntax as appropriate 70-79% Very good Full response to the assignment with all content relevant and focused. Very good understanding of relevant theory, concepts and models. Application of appropriate theory to examples/practice, demonstrating a rigorous approach to a variety of ideas, contexts and frameworks. Few errors in referencing or grammar or syntax as appropriate. Staffing, Training, and Development– BUSS 1702 – Spring – 17 – CW2–QP BUSS 1702 (QP) Page 5 of 6 60-69% Good Answers most if not all detailed aspects of the question. Content mainly relevant. Good knowledge and understanding of relevant theory and concepts and application of theoretical models. Evidence of a developing appreciation of contextual issues. Some small repeated errors in referencing or grammar or syntax as appropriate 50-59% Competent Main issues addressed and solid attempt to answer question. Some relevant content applied. Sound knowledge and understanding of relevant theory and concepts and identification of main issues Some repeated errors in referencing or grammar or syntax as appropriate. 40- 49% Basic Satisfactory attempt to address question/issues with some content relevant to assignment topic. Material engages with relevant module materials, but largely repeats taught input and lacks development or personal interpretation. Some general understanding of topic theory and concepts. Lacks coherence. 30-39% Fail Some learning outcomes and / or assessment criteria not met. Questions not answered fully. Content not wholly relevant. Little or no evidence of understanding of relevant theory. Very repetitive of taught input – no development or application. The use of extensive quoted passages evident. Evidence of sufficient grasp of learning outcomes to suggest that the participant will be able to retrieve the module on resubmission. 20-29% No learning outcomes fully met. Little attempt to engage with the module materials or ideas. 10-19% Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice. 0-9% No real attempt to address the assignment brief or learning outcomes Staffing, Training, and Development– BUSS 1702 – Spring – 17 – CW2–QP BUSS 1702 (QP) Page 6 of 6 Proposal Template Name of the student Assignment Deliverables Tasks Expectation (What are you asked to do under this task?) Plan of Task Completion (How are you going to complete the task?) Task A Task B Task C Task D Task E Task F Task G Task H