Learning Objectives
The aim of this report is to create a lesson plan for a facilitator who will be picking up from this very instruction plan for training the managers to become trainers. The cosmetic company named NYZ cosmetics is among the emerging cosmetic organization in the market. Their sales associates need training from their managers to sell lipsticks as this product is unable to touch the profit margin in the last few months. Training managers are equally important because it will improve the results of the trainings delivered to the team members and further helps themselves to become more effective and flexible with their responsibilities (Aragon & Valle, 2013).
Therefore, for the training program the learning objectives are stated as below through which it can be highlighted what the managers can learn after successfully completing their training to become trainers-
- The mangers will learn the importance of training in the organization
- The mangers will become effective trainers
- The managers will learn to plan schedules for organizing training programs
- The managers will be expert in understanding which sales associate needs what kind of training
- The managers will be able to evaluate the learning outcomes after they provide the training.
After the training, the managers will be able to design and deliver adequate training to their sales associates, manage their learning functions, analyze and measure the outcome of the trainings of the sales associates along with managing the organizational knowledge (Bens, 2017). Moreover, they will also be able to carry out an analysis of the skill levels, knowledge and the training needs that the sales associates will be requiring in the different groups of staffs. It will further help the managers to determine the mix of the training techniques, which they will need to deliver. Thus, they will become efficient in planning schedules so that they can make the most successful use of the training facilities. Therefore, after the training the managers will be more effective in managing the functions that need to confirm that the training he is providing to his sales associates meets the objectives and are delivering a return on their investment (Koppett, 2013).
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Tools |
Time |
Situation |
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The tools, which will be used in the training program, are marker, board, papers, notebooks, pens, projector, job description details, and the product, computers, slides, chart papers, videos, modules, quiz and case scenario papers. |
The training will be provided for 1 day to the managers to become effective trainers. The training will start from 9am and will continue until 1pm with two breaks. |
1. This training plan has been created in a situation where the managers who will be training their sales associates are in need for more expert knowledge about what they will talk and how they will train their associates (Pearce et al., 2012). 2. In situations, which the training needs patience instructors who can appropriately allocate tasks as well as structure, the training plans. |
The level of acceptance of this training program will be reflected in the reaction, learning, behavior and outcomes of the manager’s roles and responsibility while training their sales associates (Belbin, 2012). There will be high level of acceptance among the trainees because they are in need of an effective training program so that they can have the clear roles after transiting from a manager to trainer. After the training, the performances will be measured through Q&A questions and employee surveys so that the training effectiveness can be measured and analyzed. The standard and criteria that has been set for the managers to become trainers are that they should have an MBA degree, thorough knowledge of the business, and two years of work experience in the organization along with proper communication as well as interpersonal skills.
Tools
The main activities that are planned throughout the training program in the first half of the training consists of a brief period of icebreaker among the trainees followed by a proper introduction of the organization, then the trainees, are told what their new job roles as a trainer within the organization would be (Silberman & Biech, 2015). This would be done through a small presentation of maximum 15 minutes. Then a short break will be allotted to the trainees. Therefore, in the first half the trainees will get to know each other and brush up what their organization is about and what their goals are. Along with this, they will also understand their roles and responsibilities after this training. However, in the second half of the training the trainees are given a lecture related to the product, which will enlighten them with appropriate knowledge about the product. Then there will be the demonstrations where the trainees will get to learn how they can perform better in an efficient way by operating various systems and software. Moreover, they must be taught with the help of real life experiences like how other companies provide great services to their customers. This will help the trainees understand that exactly what their organization means and expects from them when they are discussing about great customer services. After this, they will be provided a lunch break for 30 minutes, following which they will be assessed what they learned so that it can be ensured that the training was at all effective or not. The time frame is designed as below-
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Time |
Activity |
Materials required |
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9:00am-9:15am |
The trainees will be provided this time to introduce themselves and establish a rapport among them and settle comfortably. |
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9:15am-9:45am |
The main goal of the company is to reach as many customers as possible and retain them with their best products and customer services. Thus, in this brief time the trainees are reminded about the organizations goals and objectives along with a brief presentation on the organization itself. |
Projection and brochure |
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9:45am-10:00am |
In this time the trainees will be get to know about their job roles as a trainer for which they are being trained. The managers here must be taught that they can present the information with the help of videos or printed brochures to their trainees to enhance their base of knowledge. They should plan the training program based on the trainees needs and lastly evaluate the outcome through feedbacks, quiz or Q&A questions. |
Job description pamphlet |
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10:00am- 10:15am |
Break |
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10:15am-11:15am |
The chosen product is a lipstick as the organization is of a cosmetic brand. Thus, the product should be displayed and the trainees should be given a brief idea about what value this product holds in this organization and how they are in demand to the women in the market. This will provide the trainees with valuable knowledge about the product. |
Product and PPT slides |
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11:15am- 11:35pm |
The sales associates who are going to be trained from this batch of trainees needs to have basic technological skills so that they can handle the E-marketing sales efficiently (Johnston & Marshall, 2016). Thus, the trainers should know themselves that how they can teach their future trainees about the ways to handle systems and software. Thus, it will be demonstrated in these 20 minutes. |
Videos |
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11:35pm-12:00pm |
Real life examples of popular cosmetic brands are given were they are found to have given best customer services. Through this, the trainees will have clear idea that what the company expects and how they can do that (Draelos, 2015). |
Projection, videos and case scenarios |
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12:00pm-12:30pm |
Break |
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12:30pm-1:00pm |
This time will be wisely used by a Q&A questions to assess that what the trainees have learned from this training program. |
Printed questions |
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Your opinion |
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1. What have you learned about the company’s mission and vision related to this particular product in the market? |
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2. Tell us about your contributions in this organization as a trainee. |
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3. What do you know about this product (the lipstick)? |
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4. How can you deliver the best customer services? |
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5. What are the systems and software that you must have thorough knowledge? |
Above are the basic Q&A questions in between the managers and the trainers that will help to know how much the trainers have been attentive throughout the training program. Moreover, these will help in observing that exactly how much successful this training program has been. Each trainee must be provided with the printed copies of the above Q&A question template so that everyone gets the equal opportunity to give their views on what they have learned. In this evaluation phrase the trainees must also given the opportunity to ask questions related to this training program in case they are in any kind of doubts or needs to resolve any query about their training (Basarab Sr & Root, 2012). There might be certain clarifications, which they need to proceed effectively as a trainer, which they must clarify immediately when given a chance. Lastly, this training program should end asking for a feedback from the trainees (Phillips & Phillips, 2016).
Conclusion
To conclude this report, it can be said that the learning objectives are very much important and so they must be divided into three parts, which are performance that states that the trainee will be benefited because they will be able to impart successful training to their sales associates followed by analyzing what the trainees have learned. The condition in which this training is provided is mainly because the sales associates are in need for a trainer who has expert knowledge and can be a patience instructor. The level of acceptance will also be high, as the managers need this training program to work effectively as trainers. After the one day, training of the managers their learning outcome is evaluated through the Q&A session.
References
Aragon, I. B., & Valle, R. S. (2013). Does training managers pay off?. The International Journal of Human Resource Management, 24(8), 1671-1684.
Basarab Sr, D. J., & Root, D. K. (2012). The training evaluation process: A practical approach to evaluating corporate training programs (Vol. 33). Springer Science & Business Media.
Belbin, R. M. (2012). Team roles at work. Routledge.
Bens, I. (2017). Facilitating with Ease!: core skills for facilitators, team leaders and members, managers, consultants, and trainers. John Wiley & Sons.
Draelos, Z. D. (Ed.). (2015). Cosmetic dermatology: products and procedures. John Wiley & Sons.
Johnston, M. W., & Marshall, G. W. (2016). Sales force management: Leadership, innovation, technology. Routledge.
Koppett, K. (2013). Training to imagine: practical improvisational theatre techniques for trainers and managers to enhance creativity, teamwork, leadership, and learning. Stylus Publishing, LLC.
Pearce, J., Mann, M. K., Jones, C., van Buschbach, S., Olff, M., & Bisson, J. I. (2012). The most effective way of delivering a Train?the?Trainers program: a systematic review. Journal of Continuing Education in the Health Professions, 32(3), 215-226.
Phillips, J. J., & Phillips, P. P. (2016). Handbook of training evaluation and measurement methods. Routledge.
Silberman, M. L., & Biech, E. (2015). Active training: A handbook of techniques, designs, case examples and tips. John Wiley & Sons.
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