| Learning and Developing Design | Trisco Foods | |

|

Contents Executive Summary 3 Recommendations 3 1. Introduction 4 2. Learning Objectives 4 3. On or Off The Job Approach 5 4. On The Job Process 6 5. Off The Job Process 7 6. Program Schedule 8 Conclusion 8 Reference List 9 Appendix A Hierarchy of Need and Learning Objectives 10 Appendix B Learning Contract 11 Appendix C Session Plan Coversheet 13 Appendix D Program Schedule 16

Executive Summary
Trisco Foods has a performance gap between the actual performance of syrup makers and the expectations of management to these makers. This kind of performance gap leads to a growth reduction over the last few years with the percentage of 10, which is a big organizational problem to this company. This report intends to design a learning and developing program in order to fill the gap and achieve better performance. This program will include on the job approach and off the job approach. During the design, both on the job method and off the job methods are taken into account and generate a combination to receive a better influence. It is important to evaluate the learning program and guarantee the designed program is applied to the reality, which are considered in the recommendations.
Recommendations
After the learning and development design program has been designed, it was designed on the basis of meeting the learning need of compliance because they do not have a good understanding of compliance on regulations and standards. As a result, it is recommended that compliancethis is the priority in any learning program.

Though the learning and developing program has been designed, it is important to evaluate the effects of these programs. Once in reality there are some biases, or cannot achieve the expected goals, it is recommended to redesign and improve these programs.

1. Introduction
Trisco foods is a family owned business since 1870’s developing from a small soft drinks manufacturing business to a boutique food manufacturer with all kinds of products including cordials, toppings, bakery fillings and sweet fillings.
As to the management philosophy, Trisco foods has been more aware of the importance of human resources, which focuses on managing the employees in a more effective way, instead of the ‘grassroots’ approach that cares little about the human resource management. There are evidence that the new strategy has improvement. However, while Trisco foods has been larger competitor in the Australian market, there are still problems in performance field. One of the most important problem is the performance gap between the actual performance of the syrum makers and the expected performance of the managers.
The purpose of this report is to design a learning and developing program according to the need analysis of the employees in order to meet their needs and improve the human resources capital of this company. In this report, both on the job approach and off the job approach have been considered and the combination design program is supposed to have a positive effect on these employees. 2. Learning Objectives
By doing the Training Needs Analysis, the performance gap between the actual employee performance and the expected performance has been clarified. The learning objectives have been set for the training program which is going to be put on Trisco. The hierarchy of learning objectives of this company is as follows. The most important learning objective is to make the trainees to gain the competency of compliance, which includes three main parts. The first is to be able to comply with regulations such as OHS and manufacturing regulations. The second is to show a willingness to perform tasks as required by line manager. The third is to be able to comply with quality control standards including hygiene of tools and work areas.

3. On or Off The Job Approach
In order to achieve the learning objectives, several learning approaches have to be decided and arranged. The first thing to do is to decide whether the objectives are best meeting with the on job approach or off the job approach. Gagne (1985) classifies the learning outcomes as verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. The verbal information is declarative knowledge, which helps leaners how to state and describe, while intellectual skills is a kind of procedure knowledge focusing on the procedures that learners must use to carry out tasks in the right way (Gagne, 1985). Cognitive strategy is a kind of strategic knowledge that helps learners to work out what information is needed to do something (Gagne, 1985). Motor skills helps learners to coordinate their bodies to do the work, that is, learn to manipulate (Gagne, 1985). The last outcome is internal states of the learners’ mind, which can make the leaner to have a positive attitude to do the work (Gagne, 1985). According to the learning objectives decided before, the syrum makers have much need to acquire the competency of compliance, which indicates the procedural knowledge, motor skills and positive attitudes towards their work. However, how to achieve these objectives can have different approaches, including both on the job and off the job.
On the job approaches and off the job approaches both have advantages and disadvantages so that it is better to combine these two approaches together to get greater outcome. Learning on the job has many benefits. Workers can generate their own strategic knowledge and practical skills in the process of problem-solving, while they can get used to the cultural and social environment and norms more quickly by learning on the job (Billett, 2003; Tennant & Pogson, 1995; Valsiner, 1998). However, it is hard to control the working environment, which is difficult for the learners who want to learn certain things. For example, the learning objectives require the learners to be able to comply with the manufacturing regulations, which is proper to be applied to the on the job approach. Only by practicing on the job, the learners can actually know these manufacturing regulations correctly. Off the job approach also has some advantages and disadvantages. Take the lecture method, one of the off the job method as an example, the advantages include the effectiveness of information transformation in a short time period with little cost (Arthur et al., 2003) and correct information transformation. However, this kind of method is not proper for learning of long-lasting skills and attitudes. As for the Trisco foods company, the off the job approach can deal with the compliance problem with effectiveness and little cost. But on the job approach is also inevitable for the convenience of actual working environment. Taking the learning needs and objectives, learner’s characteristics and the company’s financial condition into account, the combination of on the job and off the job approaches differs from different leaners. James has problems on quality control and housekeeping standards, so it’s better to apply mainly the off the job approach. Alexander and Anthony are good enough and have no need to be trained. David has much common with James. In addition, Anthony has many excellent performances.

4. On The Job Process
Thanks to the excellent performance of Anthony, on the job coaching can be used to help James to better meet the requirements of housekeeping and quality control standards. The on the job coaching means a knowledgeable employee and an unknowledgeable employee work together. By working closely, the fresh men can gradually develop his or her skills, motivation and improve himself or herself by getting feedbacks from the coach in time. The on the job coaching has four phases, that is, modeling, coaching, scaffolding, fading (Billett, 2001). To carry out this process, the managers should talk to Anthony first of all to find out whether he is willing to be the coach of James. Familiarly, the manager should talk to James as well to acknowledge him that. Once the coaching process starts, James should work with Anthony together and pay attention to how Anthony does in terms of housekeeping and quality control. After building a model, James can do the work by following Anthony. At the same time, Anthony should observe James’ behavior and give some feedbacks to him two or three times peer week. This process is supposed to last half a month. Then Anthony can just observe James and give feedbacks once a week lasting another half a month. Assuming one month later, James has changed his mind and have a good performance on the housekeeping and quality control work, it’s time to fade this coaching process. If not, the process should last longer until the objective has been achieved. 5. Off The Job Process
As for the off the job approach, there are kinds of methods to do this process, including training session, lecture, group discussions, role plays, case studies and so on. Different off the job methods match different kinds of learning objectives. In order to achieve long-lasting changes, the combination of lectures, group discussion and a variety of role-plays can be a good way (Burke & Day, 1986). Instead of the single lecture method, group discussion and role plays can make the learners more engaged in the learning process, by which way they can better change their old behaviors and get used to new behaviors. However, when the learning objective is meaningful learning content, the probable method is role plays and case studies with practices (Noe & Colquitt, 2002). For content learning, practices are very much important. Though there are different combinations of off the job methods, role-plays seem to be always a lot significant for learning and developing for its full engagement.

As to the employees in Trisco foods, the learning objective of the compliance of regulations and quality control standards are the most important problems, which are long –lasting behaviours and are best met with the process of off the job approach. At the same time, there are also some problems in motivation and attitudes. So a combination of kinds of off the job methods including lectures, role –plays, group discussion and trainer feedbacks are very beneficial to these problems. The trainers can introduce basic regulations and quality control standards by lectures, which is a very effective way to teach the learners the needed knowledge with little cost. Then role play can be hold to let learners be different employees and managers in the daily working days and experience why they do kind of a thing and what results the actions will lead to. What’s more, learner will practice the right procedures. By role playing, the learners can have a better understanding of the working regulation and a better understanding of their colleagues. After the role play, group discussion can be hold to summarize the role play and the leaners can have the opportunity to have a deeper discussion about the problems they have. This kind of communication can also help learners to know themselves and find ways to solve their problems. Last but not the least, feedbacks are important. With the feedbacks from trainers, learners can receive objective suggestions. That will be very crucial to the improvement and development of these learners.

This training needs analysis for Trisco Foods have been conducted at organisational, operational and personal levels. It has identified a range of skill sets that are required training for the position of syrup maker. The compliance training need is recognised as the area that requires most training. The training needs have been identified have a strong implication for this company in developing the training programs in the future.
6. Program Schedule
As a whole program schedule, before the program starts, the managers should talk to the coach and learners and trainers to make it clear what they will do and what the learning objectives are. Then the on the job coaching process will last for a month. At the same time, the off the job method combination will also starts. Considering the time constraint, the off the job process will take place in Friday afternoon each week lasting three hours. With the combination of on the job and off the job learning processes, the four employees will all have chance to improve themselves and be a better qualified employee.

Conclusion This reports designs a learning and developing program according to the training need analysis of Trisco foods company. In this report, on the job and off the job approaches are all considered. The on the job approach includes coaching process. The off the job approaches includes lectures, role-plays, group discussion and trainer feedback. The whole program will last for a month and will meet the learning needs for the employees.

Reference List

Billett, S. (2003) Toward a workplace pedagogy: Guidance, participation and engagement. Adult Education Quarterly, 53(1), 27-43.
Burke, M.J. & Day, R.R. (1986) A cumulative study of the effectiveness of managerial training. Journal of Applied Psychology, 71(2), 232-245
Gagne, R. (1985) The Conditions of Learning and Theory of Instruction. 4th ed. NY: Holt, Rinehart & Winston.
Noe, R. & Colquitt, J. (2002) Planning for Impact Training: Principles of Training Effectiveness, in K. Kraiger (Ed) Creating, Implementing and Managing Effective Training and Development. San Francisco: Jossey-Bass.
Tennant, M. & Pogson, P. (1995) Learning and Change in Adult Years: A developmental perspective. San Francisco: Jossey-Bass.
Valsiner, J. (1998) The guided mind: a sociogenetic approach to personality. Cambridge, Mass: Harvard University Press.

Appendix A Hierarchy of Need and Learning Objectives

Appendix B Learning Contract Training Objective | Resources & Actions | Agreed outcomes & measurement | Review date & sign off | By the end of this activity, trainees will be able to acquire all the knowledge of compliance in relevant areas. | Coach modelling and Feedbacks | Work together and learn from the coach.The coach observes the trainee and give feedbacks to him. | Trainee: JamesCoach: AnthonyDate: a month |

Appendix C Session Plan Coversheet
SESSION PLAN COVERSHEET

Training Session Title: Off the job methods

Learning Objectives: By the end of this session, employees should be able to learn the compliance knowledge in relevant areas, especially knowing to complying with regulation, quality control standards, and they are more willing to do what they are asked to do.

Number of Participants: 4 employees all participant

Session Duration: Three hours (including ten minute break)

Out of the ordinary costs: (Specify if applicable, e.g. venue hire, equipment or training aids)
Nothing special
Facilitator
1. one of the top manager
2. expert in manufacturing regulations and quality control standards
3. one clerk from human resource department
Participants:
1. Trainees to bring: paper & pen 2. Trainees should reflect their behaviours before the training session

Facilitator actions before the training session:
1.Contact participants and supervisors for pre-brief. Make them know what will happen.
2.set room up with tables and chairs, room at back for extra role play space

Actions after the session:
Facilitator:
Give feedbacks to trainees and other top managers of the company.

Participants:
Reflect their behaviour and change their attitudes.
Write reports about the training sessions.

Records management:
Record trainees’ results: Completed Date: ___/___/___

Advise HR/supervisors: Completed Date: ___/___/___

Session Plan designed by: ______________________________________ Date: ___________

Session Plan

Training Session Title:

Facilitator: one of the top manager and one expert in manufacturing regulations and quality control standards and one clerk from human resource department

Learning Objectives: By the end of this session, employees should be able to learn the compliance knowledge in relevant areas, especially knowing to complying with regulation, quality control standards, and they are more willing to do what they are asked to do.

Time(pm) | Method/Aids | Key Points | Details | 1：00-2：00 | lectures | The experts give lectures on the regulations and standards. | By lecturing, the expert will tell the trainees what is the correct manufacturing regulations and right quality control standards. | 2：00-3：00 | Role plays | The trainees role-play to practice the right regulations. | By role-play, the trainees will act as some different people with position to practice the correct regulations and standards to better understand them and learn them. | 3：00-3：10 | Break | | | 3：10-3：50 | Group discussion | The trainees hold a discussion on their behaviours. | By group discussion, the trainees can know deeper of their behaviors and know how to improve themselves. | 3：50-4：00 | Feedbacks | The trainers give feedbacks to the trainees. | By receiving feedbacks, the trainees have more access to improve their skills and attitudes in a more focused aspect. |

Appendix D Program Schedule

Week Before Program | Week 1- Week 2 | Weeks 3 - 4 | Briefing: for supervisors & coaches of participants | Trainees take the off the job process every Friday afternoon lasting three hours each time. | Trainee On-job:The frequency of the observation is decreasing and the trainees are acquiring the needed knowledge by following the coach. | Make it clear that trainees are aware of what will happen | Trainee On-Job: Prepare team communication checklist with coach | Trainee off-job process is hold every Friday afternoon. | | Start the on the job coaching with frequent observations. | | | | |