OL-211 Milestone II Essay

I am needing a 2 page paper written on the following:Overview: For this milestone, review the case study A.P. Moller-Maersk Group: Evaluating Strategic Talent Management Initiatives (attached) through page 13 (up to HRCustomer Initiative at Maersk) and the job posting for a Customer Service – CARE Business Partner (attached). View the SHRM PowerPoint presentation and its note pages: Unit 6: Training Methods, Experiential Learning and Technology (attached).Using the material on needs assessment and training strategies provided in this week’s lesson and the case study, in a short paper you should:- Illustrate the value of a training needs assessment in an organization in general, supporting your response. Please provide examples and cite relevant sources. – Describe the components of a needs assessment used to determine the training requirements of a Customer Service – CARE Business Partner at Maersk. Please provided examples to support your answer.- Describe the importance of creating Specific, Measurable, Achievable, Realistic, and Time-oriented (SMART) objectives for a training plan.- Explain the importance of developing learning activities for a Maersk Customer Service – CARE Business Partner training program. Please provided examples to support your answer.- Describe how you would incorporate adult learning principles and methods of experiential learning from this course into the Maersk Customer Service – CARE Business Partner training program. Please provided examples to support your answer.Guidelines for Submission: Your submission should be 2–3 pages in length and double-spaced using 12-point Times New Roman font. Be sure to list your references at the end of your paper.**Please cite all of the documents and sites used to complete this paper in MLA format. Must use proper grammar and original work. **
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OL 211: Customer Service – CARE Business Partner Job Posting
Maersk Line is the world’s largest container shipping company, known for reliable, flexible, and
eco-efficient services. We provide ocean transportation in all parts of the world. We serve our
customers through 374 offices in 116 countries. We employ 7,000 seafarers and 25,000 landbased employees and operate 580 container vessels. We market our services through the
following brands: Maersk Line, Safmarine, MCC Transport (Intra-Asia), Seago Line (IntraEurope), Mercosul (Brazil), and SeaLand (From 2015 Intra-Americas).
Maersk Line, the global containerized division of the Maersk Group, is dedicated to delivering
the highest level of customer-focused and reliable ocean transportation services. Our vision,
built from a strong heritage of uprightness, constant care, and innovation, has guided our
business operations since the first Maersk Line vessel sailed in 1904. By remaining committed
to that vision we have expanded our business to become the world’s largest ocean carrier. And
we are consistently recognized as the most reliable container shipping company.
We are looking for a Customer Service CARE Business Partner in our Charlotte, NC office. You
must be authorized to work for any employer in the US. Local candidates only; no relocation
assistance is provided.
We Offer
Maersk Line offers you an exciting career opportunity in an international, challenging business
environment characterized by high pace and diversity with focus on creating valuable relations
with our current and new customers. We offer a competitive salary and benefit package, such
as health insurance, dental and vision insurance, a 401K savings plan with an employer match,
and paid time off.
Key Responsibilities
• Act as the customer’s primary point of contact, be the customer’s internal advocate.
• Be fully responsible for customer satisfaction, own, manage all customer facing activities,
while working with Sales, GSC, One Team, Finance, etc.
• As part of Commercial Intelligence – build strong relationships with customers, gain an
understanding for their business, service needs, drivers and desires and leverage this to engage
in discussions about new business opportunities and competitor/market intelligence.
• Ensure smooth execution of the whole shipment lifecycle, by working closely with customers
and internal support groups to achieve customer satisfaction goals through pro-active
resolution handling and Issue resolution ownership. Process improvement focus is essential—
look for waste
• Understand claims policy and its impact on company assets and guide customers best possible
through any potential claim situation
• Utilize Care business partner relationships to encourage fast equipment turnaround and
collection of applicable charges as required.
• Understand and be familiar with KPIs and act in line with set targets. Drive continuous
improvements opportunities and opportunities to lower costs.
• Monitor agreed service levels, and identify root cause when targets are not met, advise
management of potential service failures and / or trends.
• Share thoughts with team at VMS reviews
• To always perform in a manner consistent with and loyal to the A.P. Moller – Maersk values.
Who we are looking for
• Direct call-handling experience
• Demonstrated relationship attributes
• Practiced listening techniques
• Negotiation skills
• Conflict resolution skills
• High school diploma or equivalent (4 year degree preferred)
• 1–2 years of experience in transportation highly desirable
• Proficiency in Microsoft Suite
Unit 6: Training Methods
Experiential Learning and Technology
©SHRM
2009
1
Unit 6, Class 1: Training Methods,
Experiential Learning and Technology
• At the end of this unit, students will be
able to:
> Describe the experiential learning cycle.
> Use the experiential learning cycle in an
activity.
> Apply learning criteria in choosing teaching
methods and activities.
> Identify and use elements of effective
e-learning.
> Choose appropriate methods and activities
for training.
2
©SHRM
2009
Training Methods
• Traditional training:
> Presentation methods.
> Hands-on methods.
> Group building methods.
• Technology-based training:
> Synchronous learning.
> Asynchronous learning.
• Blended learning.
3
©SHRM
2009
Training Methods
• The training program must be:
> Developed or purchased.
> Available when needed.
> Within budget.
> Appropriate to trainees’ needs and abilities.
> Liked by trainees.
> Such that learning occurs.
> Such that learning is transferred to the workplace.
4
©SHRM
2009
Presentation Methods
• In a presentation method, content is presented
to trainees who are passive recipients of
information:
> Lecture.
> Lecture enhanced through audiovisual methods.
5
©SHRM
2009
Hands-on Methods (OJT)
• Hands-on methods require the trainee to be
actively involved in learning:
> On-the-job training.
> Self-directed learning.
> Apprenticeship.
6
©SHRM
2009
Other Hands-on Training Methods
•
•
•
•
•
Simulations
Case studies
Business games
Role plays
Behavior modeling
7
©SHRM
2009
Group-Building Methods
• Group-building methods are designed to
improve team or group effectiveness.
• Experiential learning process:
1.
2.
3.
4.
Gain conceptual knowledge and theory.
Take part in a behavioral simulation.
Analyze the activity.
Connect the theory and activity with on-the-job
situations.
8
©SHRM
2009
Group-Building Methods
• Adventure learning:
> Outdoor activities.
> Wilderness training.
• Team training:
> Cross training.
> Coordination training.
> Team leader training.
• Action learning.
9
©SHRM
2009
Experiential Training
• Learner-centered training that uses active
participatory methods.
• Relevant to adult learning needs.
• Provides opportunities for the learner to:
> Engage in an activity.
> Critically review the activity.
> Draw useful insight from the analysis.
> Apply the result in a practical situation.
10
©SHRM
2009
Experiential Learning Cycle
Source: Learning-Theories.com
11
©SHRM
2009
Let’s Work Through an Example
• Group process:
> We’re going to work on a project as a group.
> Everyone has some experience with groups – some
more successful than others.
> What kinds of groups have you been a member of?
> How did the groups work?
> We’re going to complete an experiential learning
activity.
12
©SHRM
2009
The Experience: Step 1
• In your groups, solve this problem:
> Cut a piece of paper to look like the shape shown on
the next slide.
> There are only two rules:
• You are only allowed to make ONE cut with the scissors and
• It must be a straight cut.
> You have seven minutes to complete the task.
13
©SHRM
2009
The Desired Shape
14
©SHRM
2009
The Solution
15
©SHRM
2009
Observation and Reflection: Step 2
•
•
•
•
Was the task completed?
What helped you to achieve the task?
What got in the way?
How did your group members work as a team?
16
©SHRM
2009
Forming Abstract Concepts: Step 3
• Draw conclusions.
• What did you learn about teamwork in dealing
with this problem?
• What conclusions can you draw about how
teams work?
17
©SHRM
2009
Testing in New Situations: Step 4
Now what?
Apply what you’ve learned:
• What would you do differently the next time you
work with a team?
• How does what you learned about teams affect
how you would facilitate a training session?
• What kind of action planning might be
undertaken?
18
©SHRM
2009
Closure
• What were the main messages of the session?
• Any other questions?
19
©SHRM
2009
What Else Do We Know About Learning?
20
©SHRM
2009
Edgar Dale: The Cone of Learning
•
©SHRM
2009
Source: Mesa Community College
21
Advantages and Disadvantages of
Training Methods
Method
Pros
Cons
Demonstration
Opportunity to
provide feedback.
Does not involve
everyone.
Role play
Good practice for
participants and
involvement.
May be dominated
by a few
participants.
Lecture
Good for high
Passive and not
content if
stimulating.
presenter is good.
Case study
Panel discussion
Good focus and
high involvement.
May be dominated
by a few
participants.
High content and
variety of
perspectives.
Low learner
involvement.
22
©SHRM
2009
What About Lectures?
• Active lectures gain the learner’s attention.
• To maximize understanding and retention:
> Include an opening summary.
> Use examples and analogies.
> Include visual backup.
> Involve participants.
> Reinforce the lecture.
23
©SHRM
2009
What About Activities?
• Activities should have a(n):
> Objective
> Method
> Format
• Activities should be related to instructional
objectives.
24
©SHRM
2009
Pros and Cons of VariousTraining
Activities
Method
Pros
Cons
Field trips
Allow for sensory
perception.
Needs prior
preparation.
Small group
tasks
Highly participatory and
task oriented.
May be dominated
by a few participants.
Video or film
Good focus and predesigned.
May enhance content.
Little participant
interaction.
Large group
discussion
Highly energizing and high May be dominated
participation.
by a few participants.
Fishbowl
activities
Develops understanding
of concepts and differing
perspectives.
©SHRM
2009
Limited active
participation in
activity.
25
Choosing the Training Method
• What learning outcome do you want to
influence?
> Verbal information.
> Intellectual skills.
> Cognitive strategies.
> Attitudes.
> Motor skills.
• What method best facilitates transfer of
training?
• What will it cost?
26
©SHRM
2009
Training Methods and Activities
Plan training methods and activities for your
training project.
27
©SHRM
2009
Unit #6 – Class #2 – E-Learning
and Technology in Training
• Technology in training
• Economic considerations
28
©SHRM
2009
Why Use E-Learning?
• Organizational benefits
> Cost-effective – reduces training costs per employee
• No travel costs for employees
> Information can be readily updated
> Easy tracking
• Can generate statistical reports.
– How many employees receive training?
– Who receives training, how often and how are
they doing?
– Track return on investment
> Can pinpoint training where it is needed
29
©SHRM
2009
Why Use E-Learning?
• Learner benefits:
> Training available 24/7
> No travel or time away from home
> More variety in training
> Training can incorporate games, Internet resources
and social networking
> Wider access to resources – not just the trainer
30
©SHRM
2009
E-Learning
• Asynchronous:
> Most responsibility for learning is placed on the
learner.
> Learning available 24/7; any time, any place.
• Synchronous:
> Virtual learning; live and online.
> The learner must participate on a schedule through
message boards, video conference, text-chat or
instant polling.
> Still, any place, but not always any time.
31
©SHRM
2009
Technology-Based Training
• Levels of technology-based training:
> Communication.
> Online referencing.
> Testing assessment.
> Computer-based training.
• Asynchronous.
• Synchronous.
> Blended learning.
> Expert systems.
32
©SHRM
2009
Features of E-Learning
• Content:
> Text, video, graphics, sound.
• Learner control.
• Collaboration between learners and trainers.
• Link to resources.
• Delivery: web-based or intranet.
• Administrative:
> Tracking and monitoring.
> Return on investment.
33
©SHRM
2009
Effective E-Learning
• Organization must provide:
> Management support.
> Technology resources and ongoing support.
> Employee time away from work for learning
to occur.
> Employee training in the use of e-learning
technology.
34
©SHRM
2009
Training Design: Which One?
• Traditional classroom.
• E-learning.
• Blended learning.
35
©SHRM
2009
For the exclusive use of T. Johnson, 2017.
9-412-147
REV: MAY 5, 2013
BORIS GROYSBERG
SARAH L. ABBOTT
A.P. Møller – Maersk Group: Evaluating Strategic
Talent Management Initiatives
At the start of 2012, Maria Pejter, senior director of Maersk Group’s Human Resources
department, and Bill Allen, head of Human Resources (HR), sat down to consider some key aspects
of Maersk’s talent management strategy. Through 2008, Maersk had experienced several years of
rapid growth and strong profitability. The global recession in 2008 had negatively impacted both
Maersk’s top line and its returns; however, operating results had since improved, and Maersk earned
record profits in 2010. In recent years, Maersk had seen a rise in its unusually low historic employee
turnover rate. And Maersk had experienced a notable change in its corporate culture as it
transitioned from a family-owned Danish shipping company into a global, publicly-traded
conglomerate.
Allen and Pejter were evaluating Maersk’s talent management priorities in the context of the
increasingly competitive and fast-moving talent market of the 21st century. As Maersk continued to
grow, finding, developing, and retaining high-quality talent was becoming a bigger challenge. In
particular, Maersk was experiencing five notable talent challenges.
The first of these was increased employee turnover. Maersk had traditionally relied heavily on
employees who started with the Group as trainees and then spent the entirety of their careers there.
However, with competition in the labor market increasing, a greater number of Maersk employees
were leaving the Group for external opportunities. Maersk estimated that, of the approximately 400
trainees it brought on board each year, only 20% of them were still with the Group after five years. In
light of this rise in attrition, Maersk’s HR had increased its efforts to bring in experienced hires from
the outside. Allen and Pejter needed to better understand how much of a problem this higher
attrition rate was creating. How did it compare with what other firms were experiencing? And was it
possible that this higher turnover also provided an opportunity to bring in high-quality talent and to
further diversify the Group’s employee base?
The second challenge centered on what to do with Maersk’s training and development programs.
The training that Maersk had traditionally provided to its trainees was extensive, and included both
formal courses and on-the-job training, including rotational programs that allowed employees to
move across geographies and business units. This training was costly, but had been considered a
solid investment because many employees stayed with Maersk throughout their careers. However,
with employee attrition rates rising, and industry competitors targeting Maersk employees because of
their strong training, perhaps this strategy needed to be rethought. Additionally, as the need arose to
________________________________________________________________________________________________________________
Professor Boris Groysberg and Research Associate Sarah L. Abbott prepared this case. HBS cases are developed solely as the basis for class
discussion. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management.
Copyright © 2012, 2013 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-5457685, write Harvard Business School Publishing, Boston, MA 02163, or go to www.hbsp.harvard.edu/educators. This publication may not be
digitized, photocopied, or otherwise reproduced, posted, or transmitted, without the permission of Harvard Business School.
This document is authorized for use only by Tareesa Johnson in OL-211 Human Resource Management 17EW2 taught by Lindsay Conole, Southern New Hampshire University from
September 2017 to December 2017.
For the exclusive use of T. Johnson, 2017.
412-147
A.P. Møller – Maersk Group: Evaluating Strategic Talent Management Initiatives
hire more experienced individuals, should more emphasis be placed on the training needs of these
individuals? What other types of training should Maersk be offering its employees to ensure they
were well equipped to meet the business challenges of the 21st century?
Third, should Maersk continue to hire experienced individuals from outside the firm? In recent
years, the percentage of senior positions filled by external hires had increased from virtually none to
30%. What were the pros and cons associated with hiring from outside? How should Maersk think
about integrating these external hires? Feedback on Maersk’s integration efforts to date had not been
positive. Was it Maersk’s responsibility to integrate these senior hires, or was it a matter of hiring the
type of people who understood what it took to be successful in an environment like the one at
Maersk? Many companies practiced “natural integration.” What practices should Maersk put in place
to integrate experienced hires, if any?
Fourth, one way of bringing in external talent, while potentially reducing the associated
integration risk, was by rehiring former Maersk employees (“boomerangs”). While Maersk had no
formal policy on rehiring, it had historically been considered taboo. However, given Maersk’s
significant talent needs, Maersk had reversed its position on this policy a few years back. Pejter and
Allen planned to look at how this policy was working and determine whether or not the change had
been a good one for the Group. Should it rehire former employees? If so, under what conditions?
And, at what level should they be brought in?
Finally, Maersk was becoming a more diverse company with a more diverse customer base, and
was operating in an increasingly diverse business environment. In light of this, how did Maersk build
an inclusive culture? Did one already exist? Or was it something they needed to continue to work on?
A.P. Møller – Maersk Group: Company Background
The A.P. Møller – Maersk Group (“Maersk” or “the Group”) was founded as a shipping company
in 1904 by Arnold Peter Møller and his father, Captain Peter Maersk Møller. Arnold Peter Møller
served as CEO of Maersk until his death in 1965. He was succeeded by his son, Maersk Mc-Kinney
Møller, who served as CEO until 1993 and chairman of the board until 2003. In 1993, Jess Søderberg,
who had been with the Group since 1969, became CEO, but resigned in 2007 after a rumored clash
with Mc-Kinney Møller.1 He was replaced by Nils S. Andersen, an external hire who had been with
Carlsberg A/S for over 20 years—most recently as president and CEO—but had served on Maersk’s
board of directors since 2005.
Headquartered in Copenhagen, by 2012, Maersk was the largest company in Denmark, and
operated in 130 countries with nearly 110,000 employees. Maersk comprised over 1,000 companies,
and operated one of the largest container shipping businesses globally as well as oil and gas
exploration and container terminals operations. Additionally, Maersk held a 68% stake in Dansk
Supermarket Group and a 20% interest in Danske Bank.
Maersk’s businesses included:
?
Maersk’s container services businesses—Maersk Line, Safmarine, MCC Transport, and Seago
Line—which contributed 40% of Maersk’s revenues. These operations consisted of 645 owned
and chartered vessels with aggregate capacity of 2.5 million twenty-foot equivalent units (TEU).
?
Maersk Oil, Maersk’s oil and gas exploration and production (E&P) operations, which
contributed 20% of revenues. Maersk had E&P operations in the United Kingdom, Denmark,
Qatar, and Algeria.
2
This document is authorized for use only by Tareesa Johnson in OL-211 Human Resource Management 17EW2 taught by Lindsay Conole, Southern New Hampshire University from
September 2017 to December 2017.
For the exclusive use of T. Johnson, 2017.
A.P. Møller – Maersk Group: Evaluating Strategic Talent Management Initiatives
412-147
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