This document is an outline of a Needs Analysis solution for CIGNA. It has been designed to offer solutions for the Target population of Customer Service Representatives. Following are the proposed learning theories that will be applied to this particular job group. Because the customer service representatives are of a mixed age group we will be using 2 theories in particular: Adult learning Theory and Needs Theory. According to Noe (2013) Adult learning Theory is basically a theory that explains how adults learn and the Andragogy is the “value process of learning” There a 6 principles on how adults learn which are: adults are normally self-directed, life experiences and knowledge can be apply to learning situations, adults are goal oriented, content needs to be relevant and practical and adult learners value respect among all. The reason we will like to use this theory in the training session is because adult learning theory emphasizes in the collaborative and problem based nature of the learning process and it also emphasizes the facilitator-students relationship making it feel more leveled (Merriam, 2001) The teacher is there to facilitate the information to the student and the second theory that we will be using is Needs Theory. This theory assumes that behavior is learned if the trainer points out to the trainee ways in which the training meets their needs (Noe, 2013). According to this objective the lead or manager’s job is to be able to identify what the employee’s needs are and make sure that the employee’s working conditions meet those needs in order to be successful in the job. To be able to transfer the learning process into the trainee, student needs to understand the expectations and how it will meet their needs. I the training address how this need is met; it may be more effective in its goal to increase trainee's ability to learn (Ryan & Deci, 2008) In order to train this specific group we have developed 4 learning program objectives based on employee needs and company objectives which are: Enhance how the customer service representatives interact with customers and communicate between each other in a collaborative environment, develop problem solving skills, foment an open and trustworthy environment and enhance product knowledge. Over the course of 3 months we will do a total of 20 sessions with an average of 20 participants that will be divided in 4 action/learning groups per session. Each session will have a learning coach; each of the learning groups will be assigned case studies so they can discuss topic, problem, recommendations and outcomes. During the program, the will meet for a minimum of 5 days for a period of 6 weeks, the other 6 weeks will be devoted to self-paced learning activities. What makes this exercise unique is that it will foster camaraderie within their teams and it will sharpen their problem solving skills to be able to assist customers will their concerns (Brown, 2002) In order for this training to be implemented successfully it needs to have 4 major criteria. First, it needs to be learner focused. A training that it’s effective identifies and addresses issues that are important to the learner, while it focuses on the learner strengths. It also includes opportunities for active participation by the learner, at the same time that it recognizes and draws on the experience and knowledge of the learner. The learning process is facilitated through peer exchange, at the same time it’s need to be culturally and ethnically relevant. All trainees are incorporated in to the discussion. The specific training needs to demonstrate productive behavior and effective life skills. Training that is effective needs to integrate planning, organization, decision-making and implementation skill building. It needs to reinforce and model workplace productive time and ethics. Community resources are an integral part of the learning environment. According to McLagan (1997)...
References: Brown, J. (2002). Training needs assessment: A must for developing an effective training program. Public Personnel Management, 31(4), 569-578.
McLagan, P. A. (1997). Competencies: the next generation. Training & development, 51(5), 40-47.
Merriam, S. B. (2001). Andragogy and self‐directed learning: Pillars of adult learning theory. New directions for adult and continuing education, 2001(89), 3-14.
Noe, R.A. (2012). Employee Training and Development, 6th edition. McGraw-Hill
Pike, R. W. (1994). Creative training techniques handbook: Tips, tactics, and how-to 's for delivering effective training. Lakewood Books.
Ryan, R. M., & Deci, E. L. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior.
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