Introduction
Learning and Development in the context of training means the process through which an organisation can help its employees to hone their skills, change their attitudes and enhance their performance (Burke and Noumair, 2015). Learning and development has a strategic role to play in organisations as it equips an organisation with the skills, work ethics, work culture and orientation that is needed to meet both the current and future challenges.This report evaluates the training that was delivered in week six and how it would serve the strategic goals of the case study organisation – McDonald’s. It presents an overview and a critical analysis of the training need analysis and the training method that was employed to deliver training to the managerial level employees of the organisation. It also contextualises the training method of 4MAT to the specific training needs of McDonald’s, Woolwich, and evaluates the effectiveness of the model in terms of improving the organisational performance and culture. McDonald’s Woolwich, UK, is the oldest branch of McDonald’s in the UK and started in the year 1974. The company has consistently served the local community through its efficient and standardised delivery service model. However, with the expansion of its customer base, the need to serve customers more efficiently has arisen. The report focuses on this organisations’ training need analysis and critiques the methods employed in terms of their effectiveness.
Findings and Analysis
Critical Analysis of Learning Needs Analysis and Method of Training
The training was delivered to the managers of McDonald’s, Woolwich, with the aim of enabling them to reduce customer wait times. The need for training was identified as a result of a need analysis exercise conducted by the researcher. The need analysis was however requisitioned after a large number of customer complaints were received by the store in charge, regarding delays in orders and lack of quality of service. While it was easy to identify the end objective of the training – to improve the managers’ ability to reduce customer wait time and improve service quality – it was difficult to identify the specific training needs for them. As such, a need analysis was conducted which was based on observation of the way managers spent their time during the workday, in order to find their performance gaps and then to evaluate the root cause of their performance gap. Conducting performance gap analysis is a useful first step in conducting training need analysis (Noe, Hollenbeck, Gerhart and Wright, 2017). The next step is to conduct the root cause analysis, which traces the lack of performance to the specific underlying causes. The next phase includes conducting an exact need analysis to identify the training content and methods. Finally, the last stage consists of developing training recommendations that could address the root cause (Kwek and Cheung, 2015).
Training Need Analysis Steps
The above process of need analysis is rooted in the literature on developing training and learning content, which situates any training in the context of the learning needs of the target audience (Kwek and Cheung, 2015). Conducting a need analysis by assessing the current performance against expected performance is expected to highlight the training gaps (Noe et al, 2017), which in turn can guide the development of the training content and methodology appropriate to the trainee audience (Frost, 2016). While it is possible for organisations to acquire standardised training content or hire external trainers, organisations are able to obtain better results if their training initiatives are customised to fit the specific training gaps as they exist in the context of their employees (Kwek and Cheung, 2015). Conducting a training need analysis using the above approach is expected to positively enhance the accuracy and relevance of the training methodology that is chosen (Larsen, 2017).
Training Method
Once the training need analysis is conducted and training needs identified, the next stage was that of choosing the right training method. The 4MAT model was found appropriate in the context of the current organisation.
The 4MAT Model
The 4MAT modelwas developed by (McCarthy, 1989) and it takes into consideration the functionality of the left and the right brain as well as incorporates the different learning styles of individuals (Kaewkiriya, 2017; (Cengizhan & Özer, 2016). The first phase is experiencing or engagementstage– where the trainer needs to engage the trainee in experiencing the content through multi-media approach (Irfan, Almufadi and Brisha, 2016), and ensures that the learners’ attention and interest is retained (Hare and Reynolds, 2017). Conceptualisation or Share stage, is where the trainer shares his own experiences and enables the trainees to link their current experience with their values and past learnings, and to conceptualise their ideal performance and skills. Practice stageis done by letting trainees practice new skills in different contexts. The final Performance stagerequires performance evaluation and feedback (Kaewkiriya, 2017).
The 4MAT model has found extensive scope in diverse contexts, including development of training content and delivery modules (Kanadli, 2016). As it engages both the left and the right brain, it allows for inclusive learning and greater retention (Kanadli, 2016).
Application of Training Needs Analysis at McDonald’s, Woolwich
The need analysis was conducted by the trainers employing the 4 stages as outlined in the previous section – identifying the performance gaps, delving into the root causes, identifying the specific actions that need to be taken to rectify the root cause, and finally, to make recommendations for specific training needs that need to be addressed.
Stage 1 – Performance Gap Analysis
The activity started with an observation period over a period of seven days, where the trainers simply observed how the customers placed their orders and how their orders were serviced. This led to the revelation that almost 1 in 5 customers were experiencing delays in service. The lines were found to be moving at a very low pace, and the delay was caused at the counter as the customer agents struggled with the automated online ordering and payment systems. Also, often prolonged discussions were observed as the customers had difficulty in choosing their order or explaining their requirements to the agent. In addition, customers were also found to be waiting for more than 10 minutes to receive their orders. During the observation period, the managers were observed to be interacting with employees when there was a critical incident (like, an angry customer). The observation method was also supplemented by interviews with managers, who were asked to discuss their own opinion and perceptions of the cause of delay. According to the managers, the employees were slow in operating the customer ordering system, and often lacked the motivation to service the customers. The gap in performance that were observed were therefore:
Stage 2 – Root Cause Analysis
A root cause analysis of the manifested problem – extended employee waiting time and loss of customer satisfaction and revenue – led to the identification of the root cause as lack of employee motivation and ability to perform at their optimum. Since the current report is targeted at the Managers, a further backward analysis of the root causes was found to be located in the following:
Managers’ Inability to Lead and Mentor Employees
Employees’ inability to perform is rooted in their lack of training and development as well as in their lack of motivation (Anra, Y. and Yamin, 2017; Gold et al, 2013). Both these causes can be traced to ineffective leadership. Effective leaders are able to provide hands on and continuous guidance to their employees and support them to develop their skill sets (Shin, Sung, Choi and Kim, 2015). In addition, good leaders are able to act as facilitators for creating a workplace environment and culture that supports employees (Donate and de Pablo, 2015). Leadership effectiveness is also reflected in the fact that employees are enthusiastic in customer focus, and have the tools, resources and training to give high quality service.
Managers’ Inability to manage employee performance
In addition to the employees’ lack of motivation, another underlying cause that was detected was related to their performance management. The managers were seen to intervene only in case of critical incidence, and not manage performance consistently. In organisations where performance management and control systems are not robust, lack of employee engagement and commitment has been observed (Deschamps, Rinfret, Lagacé and Privé, 2016; Armstrong and Taylor, 2016).
Stage 3 – Training Need Analysis
Based on the above root cause analysis, the managers’ training needs can be segregated into two categories:
Stage 4 – Recommendations for Training
The 4MAT Model of Training is recommended based on the identification of the skill gaps in the managerial level workforce at McDonald’s Woolwich branch, UK.
Evaluation of the 4MAT Model of Training at McDonald’s, Woolwich
The training model was prepared to develop leadership skills and to enable managers to manage their staff’s performance in a systematic manner. The specific training outcomes were set as:
- To enable managers to mentor and guide their employees
- To manage their time through activities like prioritising tasks, delegating
- To keep journal for self-improvement
- To operate as a team
- To involve employees in decision making
- To improve their communication skills
- To enable managers to manage employee performance
- Set daily and weekly goals for individual employees
- To include employees in goal setting
- To develop employee recognition program
- To ensure that employees are trained on the online systems
The training was conducted in two sessions, and each session led the trainee through the 4 MAT model of engaging, sharing, practicing and performance evaluation. The setting for the training was classroom, and both audio-visual aids, and speech/lectures were used to deliver the training content. In addition, the training included several activities where the trainees were asked to role-play, reflect, and write their opinions. The 4MAT model of training is evaluated using the Kirkpatrick model (Kirkpatrick, 1950 in Xie, 2016), in terms of its effectiveness in helping to improve organisational performance. The Kirkpatrick model is used to evaluate the effectiveness of training using 4 levels of change that are expected as an outcome of the training – reaction, learning, behaviour and results
Level 1 Evaluation – Reaction
The trainees exhibited enthusiasm and actively participated in the training. Their body language indicated that they were engaged with the trainer and paid attention to the content.
Level 2 Evaluation – Learning
The trainees exhibited an eagerness to ask questions that revealed that they were learning new things and trying to connect with past learning or assess its usage for future. The trainees also actively engaged in activities, made notes, and received material on improving communication skills, time management, scheduling and delegating. The training was accompanied by question-answer follow-up, which indicated that the trainees had received the needed guidance that can help them improve their performance and make a positive impact on customer service.
Level 3 Evaluation – Behaviour
Post training evaluation of behaviour needs to be assessed by follow up observation
Level 4 Evaluation – Result
Post training evaluation of impact on customer service can be assessed over a period of time
Critical Overview of Limitations of the Training Plan
The training plan was limited in the fact that a post-training evaluation of change in behaviour as well as results related to impact on customer wait times was not undertaken. However, the managers’ feedback on the training was taken and they rated the training content as well as the trainer highly. This though, could not be taken as an indication of the effectiveness of training. Nevertheless, 4MAT training has been proven to bring about a positive change in the behaviour and skill set of trainees (Hare and Reynolds, 2017) and it can be presumed that the current training did have a positive impact.
Critical Overview of the Role of Learning/Training Function
Organisations that have a learning culture and orientation invest substantially in continuously benchmarking themselves against the industry standards and conducting skill gap analysis. The learning and development practitioners play a significant role in organisations as they are equipped to design andimplement learning and development solutions.Learning and development practitioners are also skilled at conducting evaluations programsso as to develop the training content that is closely aligned with the understanding of the skill gaps that emerge in the organisation.Through consistent commitment to the organisational learning, these practitioners are able to empower employees to take on additional roles and help the organisation as well as individuals in their growth. By understanding the linkages between employee behaviour and performance, the learning and development practitioners are able to target behavioural change with their training and modify employees’ attitudes as well as work-behaviours to conform to the organisational needs (Armstrong, 2014).
Conclusion
The report conducted a critical analysis of the training need analysis process and the 4MAT training method with the objective of evaluating their scope and utility for improving organisational effectiveness. The report also contains a critical review of the need analysis process and skill gaps that were found related to the employees’ lack of motivation and ability to provide high quality customer service. The root cause analysis led to the underlying causes of managerial lack of leadership skills and performance management skills, which were identified as the targets for training. The training method of 4MAT was deployed to deliver the training and an evaluation of the method using the Kirkpatrick model was conducted. This led to the conclusion that the training was likely to produce a positive impact on behaviour change and obtain desired results related to a reduction in customer wait times and enhanced customer satisfaction.
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