858 Gloria Marshall Human Resources Development Assignment 1790 47559269

Fairfield School Of Business
Qualification Unit number, title and Level

Pearson BTEC Level 5 HND Diploma in Unit 23: Human Resources Development
Business (QCF) Level 5
Student name and ID number Module Leader
Gloria Marshall
Kunal Chan Mehta
F1501041
Date issued Completion date Submitted on
25th January 2016 22nd April 2016 before midday 29/04/2016
Internal Verifier Mehroo Humayun
Assignment title Training and Development
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Student signature: G. Marshall Date: 29/04/2016
Gloria Marshall F1501041

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Gloria Marshall Student ID: F1501041
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Introduction and guidance
Welcome to the Human Resource Development Assessment paper.
In a fast-paced, ever-changing work environment organisations need to be constantly

expanding and evolving their knowledge and skill base in order to build organisational and
individual performance. And yet so often, they are faced with changes in the external
environments that lead to severe budget cuts and ultimately impact on the training and
development of their staff. Research shows that in order to survive and thrive in a volatile
environment, many organisations are investing in learning and development that are
aligned to their business so they can respond quickly to the business needs while
continually keeping their own skills up to date (CIPD, 2015).
McDonaldss is a leading global food service retailer, with more than 36,000 local
restaurants serving approximately 69 million people, in more than 100 countries each day.
In the UK McDonalds has over 1,250 restaurants, serving more than 3.5 million customers
every day. McDonaldss UK has introduced a new development programme designed to
build performance consulting skills across the business. This is complemented by a Learning
and development skills framework which focuses on the need to build relationships and
work strategically (CIPD, 2015).
This paper consists of four tasks.

You will need to read each scenario carefully and address the merit and distinctions
criteria within your answers in order to achieve a higher grade in this module.
Task 1 and Distinction One: Essay
Task 2:Report
Task 3, Merit Two and Distinction Two: Reflective paper
Task 4 and Distinction Three: Short Structured answers
Merit one and Merit Three: PowerPoint Presentation

Task One: Essay Format ( Approximately 1000 words)

LO1: Understand learning theories and learning styles
Briefly compare the four main learning styles in human resource development theory that
McDonalds can apply across its workforce.(1.1)
Explain (i) the role of the learning curve in McDonalds and the (ii) importance of transferring
learning to the workplace.(1.2)
Assess the contribution of both learning styles and learning theories when planning and
designing a learning event in McDonalds.(1.3)
Guidelines
In order to complete the above task, you will need:
Briefly compare the learning styles (for example, Kolb, Myers Briggs, Vark, Honey and
Mumford).
Describe and illustrate the learning curve
Explain the role of the learning curve
Explain the importance of transferring learning to the workplace
Critically analyse (positively and negatively) how both learning theories and styles can
contribute the planning and designing of learning events in McDonalds.
Distinction One
Based on your answer provided in 1.1, critically evaluate the two most appropriate learning
styles that would help McDonalds in designing their training according to their business needs.
Guidelines
In order to complete the above task, learners will have to select two learning styles from
their answer provided in Question 1 and justify their choice.
Use appropriate Harvard Referencing technique and reliable academic source to answer
this criterion.

Task Two: Write a report ( Approximately 1000 words)

LO 2: Be able to plan and design training and development
Using a report format,
Compare the training needs for the restaurant manager, shift floor manager, and customer
service assistant of McDonalds.(2.1)
Assess the advantages and disadvantages of using different training methods in McDonalds.(2.2)
Using a systematic approach, plan the training and development for the restaurant manager, shift
floor manager, and customer service assistant of McDonalds.(2.3)
Guidelines
In order to complete the above task, you should write a report using the appropriate
headings:
Describe and compare the training needs of the three stated employees at different levels
(Top, Middle and Lower) of McDonalds.
Evaluate the advantages and disadvantages of different types of training using reliable
source and appropriate Harvard referencing techniques.
Prepare a brief plan with heading and actions. (ii)Describe the major steps in the
systematic approach to training in your plan (i.e. identify training needs, define the learning
required, set objectives, plan and implement training, evaluate training). (iii)Describe some
of the key planning issues that you may face when designing the training plan (e.g. number
of trainees, location, content, internal/external trainers, administration; training budget,
training costs).

MERIT ONE AND MERIT THREE
Based on your analysis provided in 2.2, critically evaluate the most appropriate training method
and techniques that would help McDonalds provide the best customer service in the next five
years. Your answer needs to be presented using a PowerPoint presentation.
Guidelines: In order to complete the above task, you should:
(i) Choose a professional PowerPoint template (no more than 10 slides).

(ii) Identify the different types of training briefly.
(iii) Advise McDonalds on the best method and techniques of training that will provide the
best customer service.
(iv) Conclude your presentation by stating why you think your chosen method is the best.
(v) Use reliable academic sources and appropriate Harvard referencing techniques to
answer these criteria.

Task Three: Reflective paper (Approximately 1000 words)
LO 3: Be able to evaluate a training event

Using the following link: https://www.youtube.com/watch?v=1mARKTY_LVo : A
Career with McDonalds's - Restaurant Manager
Prepare and carry out an evaluation for the training of the staff identified in the video using
suitable techniques. Review the success of the evaluation methods used in conducting the
above training event (3.1,3.2 and 3.3)
Guidelines
In order to complete the task 3.1 and 3.2 you should describe:
i) Why do we need an evaluation?
ii) Who should evaluate the training?
iii) What should be evaluated?
iv) When should evaluation take place?
v) How will the data be gathered?
vi) The evaluation models used to assess the training event.
In order to complete task 3.3, you should:

Describe all the evaluation models (Kirkpatrick Model, The CIRO model and the ROI model)
that are used as evaluation tools in organisations.
MERIT TWO
Select and evaluate three most appropriate formal and informal evaluation techniques that
McDonalds can use to improve its training program globally.
Guidelines
In order to complete the above task, you should:
Identify and analyse three most appropriate formal and informal evaluation techniques used
during a training event.
DISTINCTION TWO
In your reflective report, critically evaluate two models of evaluation that McDonalds could
use for its training programmes across its franchises.
Guidelines
Introduce each evaluation models.

Analyse the two evaluation models identified.
Conclude with a recommendation on the models that McDonalds could use to
evaluate its training programmes across the franchises.

Task Four: Short structured answers (Approximately 1000 words)
LO4 Understand government-led skills development initiatives
Explain the role of the UK government in training, development and lifelong learning for the
under 25s sector. (4.1)
Explain how the development of the competency movement has impacted on both the public
and private sectors of the UK economy after the recession. (4.2)
Analyse how contemporary training initiatives introduced by the UK government has

contributed to the human resource development of both public and private companies. (4.3)
Guidelines
Explain the actions that the government is actually taking to encourage training,
development and lifelong learning for the under 25s sector.(4.1)
Define the competency movement and explain its impact on both the public and
private sectors. (4.2)
Assess the contemporary training initiatives such as Learning and skills council, Train
to gain, Apprenticeships, University for Industry and National skills Academics and
show how they contribute to HRD for SMEs.(4.3)
DISTINCTION 3
Critically evaluate how McDonalds is helping to bridge the skills gap of its restaurant
managers in the UK.
Guidelines
Demonstrate online research on the degree course in business management that
McDonalds is offering for its restaurant managers in the UK in order to fulfil the skills
gap and provide better customer service.

Merits and Distinctions
M1 Identify and apply Effective Based on your analysis provided in

strategies to find judgements have 2.2, critically evaluate the most
appropriate been made appropriate training method and
solutions techniques that would help McDonalds
M2 Select/design and A range of sources provide theevaluate
Select and best customer service in
three most
apply appropriate of information has appropriate formal and informal
methods/technique been used evaluation techniques that McDonalds
s can use to improve its training
program globally.
M3 Present and The appropriate Based on your analysis provided in

communicate structure and 2.2, critically evaluate the most
appropriate approach has been appropriate training method and
findings used techniques that would help McDonalds
D1 Use critical Conclusions have Based on your answer provided in 1.1,
reflection to been arrived at critically evaluate the two most
evaluate own through synthesis appropriate learning styles that would
work and justify of ideas and have help McDonalds in designing their
valid conclusions been justified training according to their business
D2 Take Substantial needs.
In your reflective report, critically
responsibility for activities, projects evaluate two models of evaluation that
managing and or investigations McDonalds could use for its training
organising have been planned, programmes across its franchises.
activities managed and
D3 Demonstrate organised and
Convergent Critically evaluate how McDonalds is
convergent/later lateral thinking helping to bridge the skills gap of its
al/ creative have been applied restaurant bosses in the UK.
thinking

Unit 23
Human Resource Development
Learning outcomes Assessment criteria for pass

On successful completion of The learner can:
this unit a learner will:
LO1 1.1 compare different learning styles
Understand learning theories 1.2 explain the role of the learning curve and the
and learning styles importance of transferring learning to the workplace
1.3 assess the contribution of learning styles and
theories when planning and designing a learning
event
LO2 2.1 compare the training needs for staff at different

Be able to plan and design levels in an organisation
training and development 2.2 assess the advantages and disadvantages of
training methods used in an organisation
2.3 use a systematic approach to plan training and
development for a training event
LO3 3.1 prepare an evaluation using suitable techniques

Be able to evaluate a 3.2 carry out an evaluation of a training event
training event 3.3 review the success of the evaluation methods used
LO4 4.1 explain the role of government in training,

Understand government-led development and lifelong learning
skills 4.2 explain how the development of the competency
development initiatives movement has impacted on the public and private
sectors
4.3 assess how contemporary training initiatives
introduced by the UK government contribute to
human resources development for an organisation.

Reading List
BPP Learning Media, Business Essentials : Human Resource Development and Employee
Relations, 2010, BPP Learning Media Ltd
Other references*
Barrington H and Reid MA Training Interventions 6th Ed (CIPD,1999)

Moorby E How to Succeed in Employee Development 2nd ED (McGraw Hill, 1996)
Redman T and Wilkinson A Contemporary Human Resource Management (Harlow, FT:
Prentice Hall, 2001)
Foot M and Hook C Introducing Human Resource Management 3rd ED (Harlow, FT:
Prentice Hall, 2002).
NCCER Basic Employability Skills: Trainee Guide 00108-09 (Prentice Hall, 2009)
Armstrong, M., & Armstrong, M. (2011). Armstrong's Handbook of Strategic Human

Resource Management, Kogan Page, London
Taylor, S., & Hall, L. (2008). Human Resource Management, Pearson Education UK
Online Resources
www.cipd.co.uk
www.newdeal.co.uk
www.dfes.gov.uk
www.iipuk.co.uk
Answer sheet
TASK 1 Understand learning theories and learning styles
AC 1.1 Compare different learning styles
AC1.1
Briefly comparing different learning styles
Introduction:
There are four diverse adult learning styles, these are the VARK (Visual, Auditory, Read/Write,
Kinaesthetic) learning styles, Kolb learning styles, Myers Briggs learning styles, and Honey and
Mumford learning styles.
VARK learning styles:

Visual:
A visual learner is someone whom tends to notice things, pictures, demonstrations, films, in order
to improve their level of knowledge
Characteristics
Most adults tend to work best in environments allowing them to absorb information both visually,
and in a written language format with the use of overhead projectors, creating a virtual learning
environment. Written hand-outs are the best way to assist students in understanding, processing,
and retaining information.
Visual:

The VARK theory elements:
Visual: In the event that you are a Visual/Non-Verbal learner, you will demonstrate an inclination
to work best when data is exhibited to you outwardly in a photo or visual computerization design.
You handle data best when there are visual guides like film and maps to help you. On
chalkboard, understudies who learn best by visual/non-verbal means can profit by the gathering
exchange discussions and the web visit sessions pre-organized by members through the virtual
learning environment
Auditory: The Auditory/Verbal learner advantages from listening to an address or presentation

and after that taking an interest in a gathering dialog about it. This strategy is all around
incorporated inside of board that offers a wide assortment of mixed media learning materials
Read/Write:
A preference for learning by reading and writing.
Kinaesthetic:
Kinaesthetic learners learn best by moving their bodies, activating their muscles as they
learn. These are the "hands-on learners" or the "doers" who actually concentrate better
and learn more easily when movement is involved.
Visual:
As a Visual learner, you will demonstrate an inclination to work best when data is exhibited
to you outwardly in a photo or visual computerization design. You handle data best when
there are visual guides like film and maps to help you. On chalkboard, students who learn
best by visual means can profit by the gathering exchanged discussions and the on-line
web sessions pre-organized by trainers through the virtual learning environment
Auditory/Verbal:
The Auditory/Verbal learner advantages from listening to an address or presentation and

after that taking an interest in a gathering dialog about it. This strategy is all around
incorporated inside of board that offers a wide assortment of mixed media learning
materials
Read/Write

A preference for learning by reading and writing.
Myers-Briggs
The Myers-Briggs Style Indicator (MBSI) is based on a psychometric evaluation of personality
which is based on Jungs theory of psychological type. It groups subjects in sixteen carefully
defined types based on four dichotomies of characteristics.
Extroversion/introversion
A preference for the external environment of behavior and people, or the internal environment of
concepts and thinking.
Sensing/Intuition:
A predilection for conscious, or unconscious insight of the world
Thinking/Feeling:
Preferring logical and reasoned learning processes, or other internal processes, including
emotion-based reactions.
Judgement/Perception:
Preferring to base decision making on perception and instinct.
Kolb (1984) documented that people have a tendency to incline towards a certain stage of the
experiential learning cycle, which he determined to be a favored learning style.
The Kolb learning style consists of four-stage cycle:

Concrete Experience (CE) Loves being involved in a new experience
(Doing/have an experience)
Reflective Observation (RO) Develops observations about one experience
(Reviewing/reflecting on the experience)
Abstract Conceptualization Creating theories to explain observation
(AC)
(Concluding/learning from experience)
Active Experimentation (AE) Using theories to solve problems, and also make
decisions
(Planning/trying out what you have learnt)
Honey and Mumford (1992) also discerned that people differ not only in their learning skills but
also in their learning styles. Why otherwise might two people, matched for age, intellect and
necessity, participating in the same learning, have a contrasting reaction? Honey and Mumford
devised a widely-favored categorization of learning styles in terms of the attitude that set a
persons favored method of learning.
Learning styles developed by Peter Honey and Alan Mumford:
Activists Activists learn best when they have the challenge of new experiences. They
are by temperament risk-takers and thrive on exploring new ways of working
and being given new experiences in the workplace. They get a buzz out of
discovery by exposure to new situations, doing things in new ways and
generating new ideas, but their down side can be that they dont have the
staying power to see through new ideas. They get bored and cant stay the
course for the long term as they want to get on to the next new thing.
Reflectors Reflectors are very analytical people and they learn best when things are
presented to them in a logical and analytical way. They are cautious about
accepting new ideas and even in learning would need to weigh up the pros
and cons of any new ideas before deciding whether it is useful or not.
Because they are so analytical they can take a long time in coming to
decisions about acceptance or rejection of new ideas presented in learning.
Theorists Theorists love theories and have strong abilities in getting to grips with
complex information and theorising. In learning, they will be content to spend
all of their time exploring theories. They are usually weak on application as it
is the theorising that motivates them.
Cognitive Learning Theory
The Cognitive Learning Theory explains why the brain is the most incredible network of
information processing and interpretation in the body as we learn things.
The ability of the brain is such that anybody can learn anything at any stage of life.
Cognitive learning is based on mental processes by which the learners take in, interpret, store
and retrieve information
Informal learning
Informal learning is learning that takes place outside a dedicated learning environment and which
arises from the activities and interests of individuals and groups, but which may not be
recognized as learning.
Learning opportunities in the workplace:
Continuous learning
Continuous learning is about the constant expansion of skills and skill-sets through learning and
increasing knowledge. As life changes the need to adapt both professionally and personally is as
real as the changes themselves.
Conclusion
By examining all four learning styles, it is clear that there are strong similarities between Honey
and Mumfords learning style and the Kolb learning styles. Honey and Mumford adapted Kolbs
learning style, but used a different way to interpret the learning styles. As an example, factors
Kolb states amount to a concrete experience, Honey and Mumford will assert are activist, and
both terms mean to do. The VARK model is also essentially a blend of the learning styles listed
above, because it addresses different methods by which different people like to learn. As an
example; the kinaesthetic style, learning through practicing. The kinaesthetic learning style also
pertains to Kolb and Honey and Mumford, while Myers Briggs modelling is founded on
personality factors and how people arrive at particular decisions (BPP, 2013).
AC 1.2 Explain the role of the learning curve and the importance of
transferring learning to the workplace
The Learning Curve

The learning curve represents the rate of improvement and the relation to the proficiency with
which the learner is able to perform tasks, the more experience they are at it, and the
increasing level of expertise they acquire. This is a technical way of saying the more often
someone does something, the better they become at it.
The learning curve is generally used to:
Measure trainees progress against averages

Identify any patterns of skills of trainees
By studying the learning curve diagram, a higher curve shows that faster and easier learning is
occurring. However, a flatter, shorter curve shows that slower, and more difficult learning is taking
place.
It is essential for learners to understand the goals within an organisation for them to be motivated
to complete tasks delegated to them. Managers should ensure that tasks given to employees are
instructed in steps, with clear objectives and outcomes listed.
The learning curve is very useful to the workplace in hiring and training new employees and
managers. It also raises the efficiency of production levels and in forecasting and budgeting
costs. By participants transferring what they have learnt into the workplace it helps with
investments of organizations resources. Feedback provided to learners is important as it allows
them to measure their own progress (BPP, 2013).
The rate of progress is generally depicted in a diagram (as shown below):

The Learning Curve and its role in McDonalds, and transferring learning to the workplace
Learning curves are graphs showing the relationship between the time spent learning a task and
the level of competence achieved. Thus, it describes the progress and variable rate of learning
(people common say that they are on a steep learning curve when they have to absorb a lot of
new knowledge or learn quickly.
McDonalds can use the learning curve in its training evaluation processes.
The importance of transferring learning to the McDonalds workplace:
Transfer of Learning
Transfer of learning means the transfer of learning from one context to another.
Transfer is a core concept in learning and relates to both process and outcome.
It helps McDonalds learn by facilitating the storage, processing, remembering, and retrieving of
information.
Learning and training is a costly commitment for McDonalds, and where McDonalds do not
derive the benefits of investments of learning and training they have provided for their employees
in the actual workplace, this represents a squandering of both financial and other resources.

For a manager, it is important to provide relevant training to employees/trainees, and to be able
to evaluate the training both whilst it is in progress and once completed. As training contributes to
the development of individuals so that the organisation as a whole performs better and is more
competitive, transference of learning to the workplace is essential for accomplishing an
organisations objectives and mission.
It is estimated by various studies that only a small percentage of learning and training
provided to employees of organisations and businesses alike is ultimately to the work
place. Therefore the vast majority of learning and training programs within these
organisations is futile. This has serious implications for commercial marketing, competitive
advantage and the overall objectives of the organisations and the businesses providing it.
Unless organisations and businesses takes steps to ensure that learning and training is
transferred to the work place they will suffer diminished viability.
AC 1.3 Assess the contribution of learning styles and theories when

planning and designing a learning event
Learning events are learning, training, or development activities that can be accomplished by
attending a workspace, course, seminar, or mentoring session, the duration of which would need
to be a minimum of two hours for it to be of any significance.

Learning events are designed to equip students and trainees with new skills,
competencies, abilities, and patterns of behaviour.
Types of learning events include:
Experimentation
Coaching
Discussion groups
Exploration
Imitation
Understanding the learner

McDonalds first recognise that individual learners are all different, and must seek to
understand the characteristics of individual learners.
Planning and designing the learning content

The content must be developed initially.
Specific topics that will be addressed must be decided upon.
Planning and designing the specific learning event

Blending methods (i.e. formal instruction, stimulating presentations/videos, team
problem solving, collaborative discussion; role playing) should, ideally, be
incorporated into training events.
Blends must be used to cater to different learning styles.
Planning workplace transference

All learning is of little use unless it is transferred to the workplace.
Some people attend learning events but are given no opportunity to apply the
learning at work.
Transference into the workplace should be well planned
D1
Critically evaluate the two most appropriate learning styles that would help
McDonalds in designing their training according to their business needs

McDonalds business model, that of providing cheap, fast food, drinks, and snacks to the general
public in clean dining environments means it has unique characteristics and will require modes of
training for its staff conducive to its core mission and vision.
With respect to appropriate learning styles for McDonalds staff, the Kolb and Honey and
Mumford styles are perhaps best suited to facilitate McDonalds business purposes.
Kolbs model was designed to be used whilst the subject is in a new experience by consciously
going through the steps of experiencing, reflecting, conceptualising, and doing. This is entirely
suitable for McDonalds training requirements, as it permits the direct acquisition of the skills
needed to operate much of McDonalds strategies and practices in-store.
Honey and Mumfords Learning Style Questionnaire has been proposed as an alternative to
Kolbs Experiential Learning Style Model (ELM), and a later version (LSI-1985) (Duff & Duffy,
2002). The Learning Style Questionnaire is designed to probe the relative strengths of four
different learning styles (Honey & Mumford, 1992):
Activist
Honey and Mumfords intention was that learners should become proficient in all four
stages of the learning cycle.
The Honey and Mumford activist learning style is, again, the most appropriate for
incorporation into McDonalds business model, relying as it does on employees able to
apply the McDonalds procedures and methods they have been taught in practical
situations.
AC 2.1
Compare the training needs for the restaurant manager, shift floor manager,
and customer service assistant of McDonalds
To: Chief Executive
From: Gloria Marshall
Subject: Comparing the training needs for the restaurant manager, shift floor
manager, and customer service assistant of McDonalds
Date: 28 April 2016
The training needs for the restaurant manager, shift floor manager, and customer service
assistant of McDonalds have common factors, such as understanding of and familiarity with
McDonalds general modes of operation and requirements of its staff, and also factors peculiar to
each role. All three positions require training in health and safety aspects, for instance.
Using SMART goals in planning:

In planning for training, trainers should determine the objectives of the training based on SMART
goals:
Using SMART goals means setting out objectives that are clearly SPECIFIED, that can be
measured against credible standards capable of being evaluated (such as, the goal of a
salesman to achieve three sales within three days), that are capable of actual accomplishment
(achievable), that have a likely prospect of success in the circumstances prevailing (realistic), and
can be achieved within a timescale that maintains the value of the objective. For example, there
would be no use in achieving the objective of earning the money to pay the rent on Friday if the
landlord will evict you on Monday. These are the principles of the SMART goals.
The training needs for these three positions differ in several key respects, as shown in the table:
Position Job description Training needs analysis
Restaurant manager Restaurant managers need to The training needs of

be comfortable rolling up their Restaurant Managers are that
sleeves and getting involved they must be equipped with
with each area of the the skills to delegate, take
restaurant. They need be really decisions, devise and
quick learners, with logical implement strategy, and
minds, and good people skills. exercise authority.
Restaurant managers are The restaurant manager will

based on the shop floor, and need to be trained in:
learn how each area of the
business works. One minute Management
theyre serving customers, the Recruitment and
next theyre be learning about
selection
stock control. They work
alongside crew, crew trainers, Stock control
customer care teams, and
assistant managers Business decision
making
The restaurant manager is
responsible for: Training
Staff hiring, training, Perform health and

and disciplinary safety functions
actions.
Stock, and materials
ordering
Strategic planning,
business needs, and
the goals of the
organisations.
Food service and

administrative duties.
Shift floor manager Shift Floor Managers work to The training needs of
ensure McDonalds customers McDonalds Shift Floor
are served hot fresh food, in a Managers are that they must
clean and friendly restaurant, be equipped with the skills to:
giving customers a great
experience on each visit, at Supervise, inspect,
every time. and evaluate the
performance of junior
It is their job to manage shifts staff.
consistently deliver the highest
standards of quality, service Communicate
and cleanliness, reinforcing the McDonalds restaurant
McDonald's brand. policies
Shift Floor Managers can be Manage shifts

required to work any hours of
Coach and motivate
the day and must have the
junior staff
ability to travel at will without
restriction. Perform health and
safety functions
They also need the ability to
manage and direct as well as
coach and motivate junior staff
through observation and
action.
McDonald's Shift Floor

Managers are responsible
for:
Checking whether an
employee is
performing at desired
level or not (under-
performing).
Communicating
McDonalds restaurant
policies to the
workers, scheduling
shifts, and calling in
workers when there
are gaps in shift
coverage.
Ensuring customers
have a clean and
welcoming dining
environment.
Customer service McDonalds Customer Service The training needs of

assistant (crew Assistants (Crew Members) McDonalds customer service
member) need to be confident in assistants (crew members) are
approaching and dealing with that they must be equipped
diverse groups of people. If with the skills to:
friendly, courteous, and helpful
behaviour comes naturally to Approach and deal
them, theyll work well as part with diverse groups of
of a team. Effective people
communication skills such as Communication
attentive listening, face-to-face effectively
verbal communication and eye
contact are a must. They also Maintain high
need to understand the standards
importance of maintaining high
standards of quality and Maintain high energy
service as well as cleanliness. levels whilst working
The ability to maintain high both efficiently and
energy levels whilst working productively
both efficiently and
Perform health and
productively is essential.
safety functions
McDonalds Customer
Service Assistants are
responsible for:
Preparing food for

serving.
Serving customers.
Operating till
machines.
Ensuring that
customers visits to
McDonalds are

enjoyable.
Looking after
customers in the
dining areas.
Making sure that

customers are dining
in a clean and
welcoming
environment.
Maintaining good
customer service
skills.
AC 2.2
Assess the advantages and disadvantages of using different training

methods in McDonalds
The planning and designing of training needs to be underpinned by a systematic and
methodical approach, incorporating the following key steps:
Identification of training needs (as shown in AC 2.1, above)

Defining the learning required
Setting of training objectives (at individual and organizational level)
Detailed planning and implementation
Ensuring the effectiveness of learning programmes
Evaluation by learners and managers alike
There are a number of methods of training employees, and these include:
On the job training
Off the job training
On the job training
On-the-job training, also called OJT, is teaching skills, knowledge, and competencies to
employees to perform a specific job within a workplace. It uses regular or existing workplace
tools, machines, documents, equipment, knowledge, and skills required for an employee to do
their job effectively.
It takes place in the normal working environment employees experience on the job. It can take
place as the employee does actual work, or it can happen elsewhere within the workplace using
training areas, training workrooms, or training equipment.

A colleague often provides on-the-job training. The co-worker is qualified in that they can
competently perform the job that they are teaching. However, interpersonal skills, company
policies, company requirements, leadership training, and more are also factors that managers or
co-workers can demonstrate on-the-job or in the workplace.
1. Mentoring
Mentoring relationships are a win-win for all parties: the employee who needs
a mentor, the mentor, and organizations that employ them. Mentoring is also a
powerful type of job training and can enthuse experience, skills, and
knowledge to an employee to enchance and expand employee development.
Mentoring, whether by the boss or another experienced employee, is central in

employee development in an organization.
Advantages
Acclimatisation:
An advantage of mentoring is that it helps to acclimate a new worker to the job and
organization. By having a "go to" person to ask questions, discuss scenarios and
generally learn the nuances of the company, the mentee can become a productive
member much more quickly and never feel that he has nowhere to turn for help. If the
mentor serves in a supervisory capacity or needs to depend on the performance of the
mentee to reach certain objectives, he can be sure the mentee is trained properly.
Disadvantages
Personality clash:
A possible disadvantage is that if the mentor-mentee relationship is forced, such as when
a supervisor assigns an experienced employee to tutor a new hire, it is possible that the
two may not hit it off, or that the mentor may feel he doesn't have the time to fulfil the role
while still carrying out his normal job duties. The strained relationship can be
counterproductive and even make the mentee feel he is not a welcome addition to the
company.
2. Coaching
With coaching, trainees are assigned a particular senior member of staff to instruct them in the
functions they will need to be able to execute to perform their jobs. Senior executives, managers,
and others interested in employee development turn increasingly to business coaches, whether
internal or external, for a uniquely-tailored development process for themselves or junior
employees.
Coaching by a boss or other manager is always useful on the job training. Coaching also uses a
different delivery system for training, since training, especially with long-term managers and
people who are further along in their careers, is not the same as working. The coach works with
managers to tailor job training programs in those areas of skill that the organisation requires.
Advantages
The coaching technique is on the job and involves; guidance, advice, correction,
and feedback. This is all given with a view which will be on the improving of
improvement in specific areas of skill.
The coaching method is invariably placed in the content of learning that will suit
the training needs and the training analysis.
Disadvantages
Instruction given to trainees can be limited to the abilities of the coach (BPP,
2013).
The trainee may pick up bad habits the coach exhibits.
3. Sitting Next To Nellie
Sitting Next To Nellie is where a trainee is shadowed by a more experienced member of staff who
is able to perform and demonstrate particular tasks that the trainee can observe and imitate.
Advantages
Trainee works with the actual materials and equipment that are involved in the
job.
Instant feedback is usually taken and applied to any adjustments that need to be
made.
Learning is in the context of the actual work, which means there is a high
transfer of learning rate (BPP, 2013).
Disadvantages
Can be ineffective if the skill is not amendable to the observation.

Can be ineffective if Nellie lacks instruction skills, and the job requires detailed
explanation (BPP, 2010).
Off the job training
Off the job training trains employees in performing functions required in their jobs, and takes
place at locations external to the workplace.
It can take the following forms:
Role play:
Role play is where trainees act out the performance of the tasks they would perform on the job.
The simulation of an interpersonal scenario, allowing trainee to experiment with learned

behaviours and skills and to observe their effects in interpersonal encounters (BPP, 2013, p 55).
Advantages:
Experimental learning is usually seen as being more powerful than

instructions (BPP, 2013).
Disadvantages:
Participants can sometimes overreact in the role play and show off to the
observers which mean that observers are unable to observe well or take
notes of the trainee (BPP, 2013).
Outdoor Development:
Trainees are involved in physical tasks and activities in environments that are challenging, this
can be useful for team bonding and management development. Outdoor development is centred
on real outdoor/adventure experiences, with the aim of accomplishing goals and achieved by
working co-operatively with others in a team students will develop
Motivation
Leadership Skills
Group dynamics
Advantages:
Personal and social communication skills are enhanced simply because there is
a huge amount of communication going on all around you (BPP, 2013).
Identifying ways of transference to work situations and action planning for
workplace transference of learning.
Experiential learning principles are often integrated in outdoor development
Learn to work under pressure
All Outdoor Development training are held under the supervision of outdoor
experts.
Disadvantages:

More practical tasks have been in place with less theory learning which can be a
downfall (BPP, 2013).
Outdoor development programmes are expensive
Distant learning
Employees receive training by accessing instruction assisted technology where-ever it suits them
best. By using; training manuals, workbooks, videos (BPP, 2013).
(BPP, 2013).
Advantages:
Employers are able to ensure that trainees in different locations all receive
exactly the same training and monitor the results. It can be useful for
introductory of new skills, procedures etc (BPP, 2013).
Disadvantages:
The cheapest method of training available to trainees (BPP, 2013).
TO: Resource manager

FROM: Gloria Marshall
DATE: 10 March 2016
SUBJECT: How electronic media can be used to improve the learning curve during a learning
event.
Introduction
Electronic tools are used today to facilitate the learning curve. The three electronic tools identified
are; Internet, Television and E-books.
Internet: a means of connecting a computer to anyone other computer anywhere in the world via
dedicated routers and servers (Business Dictionary, n.d).
More resources
The internet is a limitless supply of knowledge form the younger to the older generation. By
individuals using the internet to learning, it can improve the learning experience and the use of
internet is beneficial to them as it can introduce them to new things without them having to leave

their home (BPP, 2013).
More interaction
The use of internet improves interaction and brings more collaboration for example; and
employer is able to email staff training information through the use of the internet without meeting
them face to face. Which means that staff can learn from home in their own comfortable
environment, and more interaction improves ones social skills which is vital for growth and future
success (BPP, 2013).
Unfortunately there are limitations in using the internet for learning and that is:
It can be extremely time-consuming for searching and learning on the internet.

Lack of internet access, sometimes the internet connection may be down which will
slow down the learning process (BPP, 2013).
Also learners who are not computer literate will find it hard to use the internet so
this method of learning is only beneficial to those who are computer literate (BPP,
2013).
E-Books: An electronic printed book that can be read on a computer or it can also be read on a
specifically designed hand held device (BPP, 2013).
E-Books are accessible anywhere at any time, so you can learn on transport and it is small
enough to carry around. So it also allows learning to take place at any time.
E-Books allow learners to download books when you need them, and is extremely beneficial if a
book you want is out of stock. And the design is small and compact, which means it can be
carried in your hand bag so learning is always taking place at all times (BPP, 2013).
However, there are limitations in using the E-Books as a learning tool:
E-Books are simple documents mainly consisting of text. And because of the size of the
reader device, the formatting of the E-Book changes if the book downloaded is very
detailed (BPP, 2013).
To: HR Manager
From: Gloria Marshall
Date 2 March 2016
Subject: Evaluation of the value of on the job and off the job training on retention
strategies
Introduction
The organisation that I have chosen to evaluate the value of on the job and off the job
training on retention strategies is McDonalds.
Main
Strategic Level: Off the job training is best applied for people at the strategic level and this is
because off the job training is a wider range of both skills or qualifications that can be obtained,
and it can also be learnt from outside work hours which is extremely beneficial for people at CEO
level as they are usually always busy during work hours and they play a big role in the company
by directing all employees of the company (BPP, 2014).
However, on the job training will not be beneficial for top level simply because, it involves direct
instruction training including observational training coaching etc. And staffs at the top level are
expected to be extremely experienced, based on the level, off the job training is best for retention
of staff (BPP, 2014).
Middle level (Finance manager)
Off the job training is best suitable for a finance manager at middle level in McDonalds for
example;
Finance managers in McDonalds are in high positions because they have to instruct staff that are
in that department and also train them. And on the job training is best applied for staff whom are
new to the work, needing instruction and demonstrations. At middle level, finance managers
should have high knowledge of leadership skills, communication skills for the ability to take
charge and manage co workers. And they are required to have a certain level of experience
and qualification to have a manager role in McDonalds (BPP, 2013).
So off the job training will be best applied for finance managers at middle level like for example;
Programmed learning: A structure learning by which a trainee, working at his or her own pace,
works through a carefully ordered sequence of units or operations, each with objectives,
instructions, testing and consolidation which allows the trainee to master one unit before
progressing to the next. Finance managers are able to widen their computer based skills by using
training programmes, where they can also learn new skills and techniques. Modern technology is
changing rapidly which means there will always be something new to learn about computers.
Computers are used a lot in the finance department for things like cash flows, budgeting, revenue
etc. As the finance department deals with all the money sides for the company (BPP, 2013).
Bottom level (delivery driver)
Off the job training and on the job training can be both applied to delivery drivers at Tesco. Staffs
at the bottom level are new to the organisation. They are in the learning process, which means
both on the job and of the job methods can be used to train staff at the bottom level for example;
Sitting with Nellie training can be best applied ... With this type of training, the trainee is seated
beside experienced workers and can learn from them by observing and imitating their operations
and methods under close supervision. This can help delivery drivers with their communication
skills. It also a high transfer of learning, immediate feedback, and adjustment is given. It also
helps establishes working relationships as well as skills (BPP, 2013).
Also role-play training can be given to delivery drivers, this type of training is beneficial to workers
at the bottom level; at Mc Donalds as it will help enhance skills such as;
Customer service skills: Delivery drivers need to ensure that they have excellent customer
service skills as they are communicating with customers on regular bases and they are
continuously representing the Mc Donalds Company (BPP, 2013).
Conclusion:
In conclusion, as mentioned above, I feel that off the job training is best applied for workers at
both top and middle level simply because they should be at advanced level at the stage they are
in and should not need any close monitoring hands on training, also because they are always
busy, off the job training is best as they will be out of work. Whereas both on the job and off the
job training is best applied for those at bottom level simply because they are at learning stage
and all training methods that suit their needs should be addressed (BPP, 2013).
AC 2.3
Using a systematic approach, plan the training and development for the
restaurant manager, shift floor manager, and customer service assistant of
McDonalds
The global success of McDonald's is built on the very highest standards of quality, service, and
clean dining environments for customers in each of its restaurants. Recruiting and training crew
members and managers to a high calibre are the first steps to achieving these standards.
It is McDonald's policy to offer career opportunities allowing employees to fulfil their potential.
This includes comprehensive training programmes for crew and operations managers, and
career advancement that enables 'first job' employees to develop their careers through to senior
managerial positions via promotion on merit.
All McDonald's staff require training to high standards, and the training programmes for crew
members, Shift Floor Managers, and Restaurant Managers is relevant to their respective
responsibilities:
Restauran The Restaurant Managers role focuses on the strategic planning, business
t Manager needs, and the goals of McDonalds:
Responsible for every aspect of the hiring process for all

employees

Involved in interviewing, hiring, and training.
Responsible for food service, and administrative operational

duties.
Shift Floor The floor manager checks if employee are performing at the
Manager required level or not (under-performing).
Managing employees requires training and communicating

McDonalds restaurant policies to the workers, scheduling
shifts, and calling in workers when there is a gap in shift
coverage.
Customer McDonalds Customer Care Assistants have the significant responsibility of

Service making sure that McDonalds customers visits to their restaurants are
assistant enjoyable:
Responsible for catering to customers interests in dining areas
Making sure that McDonalds customers are dining in a clean,

tidy, and welcoming environment.
Requires good customer service skills, which are essential to

the job.
McDonalds Customer Care Assistants are expected to provide

their customers with friendly and personal service. One of their
roles is to try to anticipate the customers requirements and be
respond sensitively to any individual customer needs.
Requires a knack for taking the initiative on customer service,

and a natural ability to engage cordially with new and regular
McDonalds customers and make them feel welcome.
The initial stages of training are called Welcome Meetings. These induct trainees on the
company's standards and expectations. This stage is followed by a planned development
programme that gives learners training in all areas relevant to their roles. Crew trainers work
closely with trainees as they are taught the skills required to run the eleven workstations in
McDonalds restaurants, from front counters to the grill areas. All employees trained in operating
high-technology food service equipment, acquiring extensive knowledge of McDonald's operating
procedures and processes. The training is primarily floor-based, or "on-the-job" training statistics
show that people tend to learn more and are much more likely to retain information when they are
able to practice as they learn. Every new McDonald's employees undergoes an initial training
period, where they are instructed in the basics and encouraged to develop their skills to the level
that they are sufficiently competent in all areas of the restaurant. The time scale for this will be
dependent on their status i.e. full or part-time. Trainees also attend classroom-based training
sessions where completion of workbooks for quality, service and cleanliness are assessed.

After the initial training period all employees receive ongoing training. This is achieved by using
an "Observation Checklists" for the areas of work. The rating received will go towards their
appraisal grading. McDonald's promote crew members to hourly-paid management positions that
carry accountability for areas within the restaurant, or responsibility for a shift.
In addition trainees attend regular development days. On successful completion of a
management entrance exam, trainees attends training courses at McDonald's regional offices
prior to returning to their restaurant in a management position.
Management Development:
The McDonald's Management Development Curriculum guides new recruits from trainee
manager status to Restaurant Manager. This comprises on-the-job training and open learning
development modules, supported by courses and seminars at McDonald's National and Regional
Training Centres. The Management Development Curriculum is aimed at people aged 21 or over,
whether graduates or individuals with previous experience in management. It offers a direct
pathway into restaurant management, with an intensive and structured training programme, and
is divided into four key programmes:
Shift Management:
Developing trainee managers in the skills and techniques required to become effective in all
aspects of running a shift.
Systems Management:
Targeting second assistant and newly promoted first assistant managers. This programme covers
all areas of McDonald's systems, increasing the manager's business knowledge. It also develops
individual techniques.
Restaurant Leadership:
Introducing managers to the key skills needed to become effective restaurant leaders e.g. team-
building, communication, decision-making.
Business Leadership:
Focusing restaurant/general managers on the need to develop a business strategy that
encompasses both internal and external factors.

MERIT ONE AND MERIT THREE
The training method and technique that would help McDonalds provide the best customer
service in the next five years:



TASK 3 Be able to evaluate a training event
AC 3.1 Prepare an evaluation using suitable techniques
Evaluating training programmes can help organisations meet different objectives during the
lifespan of training programmes. Evaluation of training programme has two basic aims:
1. Assessing training effectiveness

2. Using it as a training aid

The principal object of evaluation is to develop training by determining which training processes
are successful in accomplishing their specified objectives. As evaluation affects training, it can
also be put to use as a training aid (knowledge of results facilitates effective learning).
Other purposes of training evaluation include:
To assess whether the training and development objectives are being met
To assess the effectiveness of the different components of training and development

programme (e.g. contents, training aids, facilities and environment, programme schedule,
presentation style, the instructor etc.)
To assess whether the training and development programme justifies the cost.
To decide who (number and type of potential participants) should participate in future
programme.
To assess which participants gained the most or the least from specific programmes.
To gain practical insight in order to design, develop and deliver more effective future
programmes.
To ensure conformity to policy guidelines and documentation of training and development

efforts.
To assess the extent of transfer of learning i.e. the extent to which a trainees applies to
his/her job.
To determine if the training programme maps to the needs the trainees. Bramley and
Newby (1984) identify four main purposes of evaluation.
Feedback: Linking learning outcomes to objectives and providing a form of quality control
Control: Making links from training to organisational activities and to consider cost
effectiveness
Research: Determining the relationship among learning, training and transfer of training to
the job
Intervention: The results of the evaluation influence the context in which it occurs
Evaluation of Training and Development: An Analysis of Various Models
There are various models to assess training, but training evaluation is the most under-resourced
and most under-developed aspect of training.
There are several reasons for under-developed evaluation, including:

Evaluation means different things to different people
It is perceived to be difficult
Tedious and time consuming task which trainers do not like to pursue
People tend to assume the training will simply work
Trainers feel threatened by the prospect of an objective evaluation of training and
its outcome (Sims, 1993).
Research reveals that the main reasons for failure of evaluations are:
Inadequate planning
lack of objectivity
Evaluation errors of some sort
Improper interpretation and inappropriate use of results
Other related issues are:
Failure to train the assessors on the techniques of evaluation

Inappropriate data gathering mechanisms
Focus on insignificant details.
Different models are used by organisations to evaluate training effectiveness
according to the nature and budgets of the business.
Some of the most commonly used models are:
Kirkpatrick Model:
The Kirkpatrick Model introduced in 1959 by Donald Kirkpatrick, is a popular model focused on
measuring four kinds of outcomes - outcomes in four levels that should result from highly
effective training programmes.
Kirkpatrick (1977) divided his evaluation model into four components:
Reaction
Learning
Behaviour
Results
Reaction evaluates how trainees feel about the programmes they attend. The evaluation would
assess the degree to which the trainees took in the information and acquired the skills, the
behavioural assessment would evaluate the extent to which their job behaviour changed as a
result of the training. The results assessment would evaluate the extent to which the results have
been affected by the training.
The Kirkpatrick four level evaluation model is still one of the most commonly used evaluation
frameworks, and its main strength its focus on behavioural outcomes of the learners involved in
the training (Mann & Robertson, 1996).
The four levels are:
1. Reaction level:

Programme evaluation entails assessment by two general principles: Formative evaluation
(internal) and summative evaluation (external). Similarly, reaction evaluation is a type of
formative evaluation where the results are used to determine elements requiring programme
modification, and the reformatting of contents, course materials, and presentations (Antheil &
Casper, 1986; Robinson & Robinson, 1989). Reaction can also be summative. In these cases,
the purpose of reaction evaluation is to ascertain the value, effectiveness, or efficiency of
training programmes (Smith & Brandenburg, 1991), and to make decisions on programme
continuity, cessation, enlargement, alteration, or implementation (Worthen & Sanders, 1987).
Summative evaluation provides programme managers and potential customers with
judgements about a programmes value or worth (Worthen, Sanders & Fitzpatrick, 1997). The
main objective of reaction evaluation is to augment the quality of training, leading to enhanced
performance by evaluating the participants reactions to training. This measurement should be
taken immediately after completion of the programme.
2. Learning level:
At this level, evaluation seeks to distinguish between what trainees already knew before
training, and what they learned during the training programme.
To put it another way, it can be argued that learning evaluation measures the increase in
knowledge or intellectual ability prior to, and subsequent to, the learning experience. The
results of learning can include acquiring new skills, knowledge, or attitudes.
Some training events stress knowledge, others emphasize skills, others emphasise attitudes,
and others emphasise multiple learning outcomes. The evaluation should centre on
measuring the subjects covered in the training events, (the learning objectives).
As the questions at this level have a pre-test before practicum and a post-test after practicum.
Some of the tools and techniques that can be used for evaluating learning level are:
Assessment
Tests before and after training
Interviews
Observations can be made before or after, but this can be inconsistent and time-consuming.
3. Behaviour level:
Behaviour evaluation measures the extent to which the learning changed the behaviour of
trainees, and induced them to apply it. This can be assessed immediately, or even several
months after training, depending on the circumstances. The behaviour level evaluation seeks
to measure the transfer that has taken place in the learners job behaviour/job performance as
a result of the training programme. This performance testing is intended to measure learners
abilities to apply what they have learned in the classroom. It involves measuring the learners
capacity to perform newly-acquired skills on the job, rather than in the learning environment.
Changes in their job behaviour can be difficult to measure because peoples behaviour
patterns change in diverse ways at different times, and it is also more difficult to quantify and
interpret than reaction and learning evaluation.
Observation and interview over time are required to assess change, the relevance of the
change, and the sustainability of the change in the behaviour of participants. The opinion of
trainees in the form of self-assessment feedback is a useful method of evaluation at this level.
4. Result level:
Result level evaluation is the impact on the business or environment that results from the
trainees improved performance. Level four outcomes are not limited returns on training
investment (ROI). It can also include other major benefits that contribute to the well-
functioning of an organisation, and includes any outcome that people would reasonably agree
is good for the business.
Outcomes are changes in financial outcomes (such as a positive ROI rate, or increased
profits), or changes to the variables that should have a direct reliability effect on financial
outcomes at the same point in the future. The intention at this level is to evaluate the costs
against the benefits of training programme, such as:
Organisational impact in terms of reduced costs

Improved quality of work
Higher productivity
Reduction in turnover
Improved human relation
Increased sales
Fewer grievances
Lower absenteeism
Higher work morale
Fewer accidents
Greater job satisfaction
Collecting, organising and analysing level four information can be difficult, time-consuming and
more costly than the other three levels, but the results are often quite worthwhile when viewed in
the full context of its value to the organisation. A process evaluation provides information that can
be used to guide the implementation of programme strategies, procedures and activities as well
as a means to identify successes and failures.
The CIRO approach:
The CIRO model for the evaluation of training was proposed in 1970 (Warr, Bird, and Rackson).
This model was based on the evaluation of four aspects of training:
1. Context
2. Input
3. Reaction
4. Outcomes
According to Tennant, Boonkrong and Roberts (2002), the CIRO model focuses on measurement
both before and after the training has been carried out.
The main strength of the CIRO model is that the objectives (context) and the training equipment
(input) are considered.
Context:
Evaluation focuses on factors such as the correct identification of training needs and the setting
of objectives in relation to the organisations culture and climate.
Input:

Evaluation is concerned with the design and delivery of the training activity.
Reaction:
Evaluation looks at gaining and using information about the quality of training experiences.
Outcome:
Evaluation focuses on the achievement gained from the activity and is assessed at three levels:
Immediate
Immediate evaluation attempts to measure changes in knowledge, skills or attitude before

a trainee returns to the job.
Intermediate
Intermediate evaluation refers to the impact of training on the job performance and how
learning is transferred back into the workplace.
Ultimate evaluation
Ultimate evaluation attempts to assess the impact of training on departmental or

organisational performance in terms of overall results.
Although the ROI can be expressed in several ways, it is usually presented as a percent or
cost/benefit ratio.
AC 3.2 Carry out an evaluation of a training event
Evaluation for employees at McDonalds

What Why When Who Tools/Methods
How to utilize To increase Formative Restaurant ROI
the machinery efficiency in evaluation before Manager The method
production. the trainee starts the used is
job, so they are Shift Floor observation
aware of how to use Manager
relevant equipment
in order to complete Trainers, and
the job. And training
summative manager
evaluation to see if
trainee has taken in
training effectively.
How to utilize To increase Formative Kirkpatrick -The
the clocking efficiency in evaluation method used is
machine. production. summative observation
evaluation
Grasp of To ensure all Formative Trainees and KIRK Patrick
health and stakeholders evaluation shift/store The method
safety are safe on summative managers used is
requirements working to evaluation. questionnaires
on this avoid any
particular government
site. fines etc.
AC 3.3 Review the success of the evaluation methods used
The methods identified that managers can use to evaluate a training event are:
Questionnaires
Questionnaires are a list of researched questions that are designed to ask questions to
respondents to extract specific information?
Questionnaires are used to:
Collect the right appropriate data
Make all data comparable and analysis
Minimize any bias information in formulating and asking questions
To ensure that all questions are engaging and varied (BPP, 2013).
Advantages
Questionnaires are extremely practical.
A lot of information is able to be collected from large amount of people in a
short period of time and is cost effective.
Data that is collected form the questionnaire can be used to compare and
contrast and may also be used to measure change (BPP, 2013).
Disadvantages
It can be difficult to understand some forms of information, i.e. changes of
emotions, feelings, behaviour etc.
It is hard to tell if the respondent is being truthful
There is no way to tell if the respondent has put thought into completing the
questionnaire (Oxford dictionary, n.d).

Observation
This is the action or process of closely observing or monitoring something or someone
The method of observation is:
of training(for example; assessors sitting in)
Off post-training behaviour (BPP, 2012, p 64).
Advantages
Its a very good way to measuring peoples change in behaviour
It is non instructive on personal responses.
More access to different situations and people in which questionnaires and
interviews are in appropriate to use.
More access to peoples real life experiences and situations (BPP, 2013).
Disadvantages
The process can be very disruptive
It can also be subjective meaning that they may require trained observers
Can influence the behaviour of people (BPP, 2013).
Trainer/trainee feedback etc.
There are benefits to using the Kirkpatrick model within an organisation, and the advantage of
companies who apply the Kirkpatrick model is as follows:
Improved quality of work from staff
Higher productivity for the organisation
Reduction in staff turnover
Higher staff morale (DPG, n.d).
However, there is some limitations involved in applying the Kirk Patrick model and they are:
It can be interpreted as focusing on post-training or summative evaluation, rather than formative
evaluation, for the purpose of programme design and inter-stage adjustments and improvements
(BPP, 2012, p 66).
Many organisations evaluate only at the easiest and least costly level 1: using smiles tests
which are meaning less in terms of justifying trainings contribution (level 4) (BPP, 2012, p 66).
The benefits of using the ROI to measure performance are as follows:
It is widely used by businesses today as it is in line with the ROCE which is also frequently
used to assess a businesss overall performance.
It allows and enables comparisons to be made with divisions or companies of all types of
sizes.

It can be broken down by managers into secondary ratios in order for companies to do
more detailed analysis i.e.: profit margin and assesses turnover (Guzman, n. d).
However, there are a few limitations to the ROI model and they are:
ROI models that provide organisations with exclusively financial measures, may also fail to
identify and describe the intangible aspects of an opportunity.
If ROI models are not understood, this can cause investors to favour less- attractive
opportunities (Guzman, n. d).
M2 Select and evaluate three most appropriate formal and

informal evaluation techniques that McDonalds can use to
improve its training program globally
Use of assessment tools and methods help trainers measure the development and progress of
trainees. Assessment methods include the means by which a trainer endeavours to assess
trainees. Tools are the instruments of measurement for each method. Formal methods and tools
include standard tests, and age-related development milestones. Informal methods and tools
include the use of flash cards and anecdotal records.
Learner and trainee evaluation does not need to be conducted by formal means. There are both
formal and informal methods of evaluation assessing learner, trainee, and student progress, and
the three most appropriate techniques that McDonalds can use to improve its training program
globally are:
1. Tests
Tests are methods of assessing student's overall understanding of a subject. Tests can be
either formal or informal. Standard tests, like state assessment program tests, are formal
tools for measuring student progress. Standard tests use specific types of questions to
assess critical thinking and problem solving skills. Informal testing tools include the use of
flash cards, quizzes, and oral question and answer sessions.
2. Observation
Observation is another method for measuring trainees progress. Trainers must plan pro-
actively to use observation and have a rationale for doing so. Observations can be
compared to standard development milestone charts or rating scales they can be
produced in response to formal questionnaires or checklists designed to measure
development. Trainers can use event sampling, or time sampling to discern trainees
behaviour patterns exhibited during any particular event, or at different times of the day.
3. Grades
Grading is an assessment method used most commonly in training and education.

Trainers use grading as a means of scoring trainee performance on individual projects.
Grades, like tests, show how well trainees have learnt a subject and where they continue
to struggle in the learning process.
These assessment techniques are most appropriate for McDonalds to use to improve its training
programme globally.
TASK 4 Understand government-led skills development initiatives
AC 4.1 Explain the role of government in training, development, and

lifelong learning
The government has taken a leading role in training, development, and
lifelong learning. A plethora of government programmes and initiatives have
been instituted. Among these programmes and initiatives are NEET, the Work
Programme, and The Youth Contract:
NEET
The acronym NEET is used to apply to young people aged 18-24 and stands
for "Not in Employment Education or Training".
Figures for NEET fluctuate. The 16-18 age range NEET rate dropped by 0.6%
to 7.5% from April-June 2015 compared to the same period for the previous
year and is the lowest figure for the April-June since records began in 2000.
The 19-24 NEET age range fell 0.3% to 15.7% during the same period and
the overall 16-24 age range rate fell by 0.4% to 13.1%.
The Work Programme
The Work Programme is a government employment programme for benefit

claimants at risk of becoming unemployed long-term. It is administered by a
number of specialist employment support organisations in the private,
voluntary, and public sectors. Participating groups are afforded the flexibility of
delivering support tailored to the individual needs of jobseekers rather than
what Whitehall prescribes. In order to ensure value for money, providers are
only paid if they succeed in placing claimants into sustainable jobs. Jobcentre
Plus refers jobseekers requiring specialist employment support to the Work
Programme for up to two years.
The Youth Contract
The rationale behind the development of the Youth Contract programme for
16-17 year-olds is to engage those hardest to reach and support them in
getting into education, training, or a job with training. Implementation across
England began in September 2012. The programme culminated at the end of
March 2016, with recruitment to the programme having closed on 31 March
2015.
The Youth Contract offers support to 16-17 year-olds who are not in
education, employment, or training (NEET), and applies to:
Those with no GCSEs at A*-C

Those with 1 GCSE at A*-C
Young offenders released from custody, or serving a community

sentence (with 1 or more GCSEs at A*-C)
Young people in care or who were previously in care (with 1 or

more GCSEs A*-C)
Raising the Participation Age:
The age to which all young people are required to remain in learning has been
raised by the Government. Commencing from 2013, young people completing
Year 11 of school will have to remain in learning for another year, leaving at
17, instead of 16. Those due to finish school in 2015 will have to stay on until
they are 18.
AC 4.2 Explain how the development of the competency movement

has impacted on the public and private sectors
The last decade has witnessed the advance of the competence movement across all spheres
and levels of post-16 education and training, but its influence is deepest in the technical, and
vocational fields. It has gone furthest in areas where education meets vocational preparation,
whether at craft, technical, or professional levels. Thus, competence-based approaches have
been developed for occupations ranging from engineer to medicine.
The civil service in the UK embarked on a competency approach to human resources during the
early 1980s. The election of a Conservative Government led by Margaret Thatcher in 1979,
committed to radically reforming the role and size of the state and the civil service, saw major
reform of government departments. The government proceeded to implement performance
management and measurement to achieve economies, efficiencies, and effectiveness.
The reforms had an emphasis on moving from a concentration on inputs to outputs which called
for new skills with the civil service. Ideas about competencies and competency management
were being promulgated by management literature and promoted by management consultants
influenced by developments in the USA (Farnham & Horton, 2002).
The now defunct Office of Public Service, working with private advisors and government
departments identified the central competencies required for senior civil servants. Profiles of the
personal qualities and skills for each level of the higher civil service were used in the selection of
candidates for each particular position or for entry to the service as trainees. They were also
used for career development and training.
Parallel trends are evident in many other countries. But it is in Britain, however, where
competence has been wedded to a national system of qualifications that the movement has
become most clearly defined, consistent in its manifestations and most deeply embedded.
The hypothesis behind the competency movement is that competence results from possession of
the right combination of knowledge and skills, on the one hand, and contextual comprehension
on the other.
The term competence as used by the competency movement seems to infer that it is primarily
concerned with competence and Competency Based Learning in a way that other approaches
are not, but little academic attention was paid to the competency movement in its infancy.
According to John Burke (Competency Based Education And Training, 1989), One might have
surmised that Competency Based Learning would have assumed a prominent and important
focus for research and debate in British universities. This is not the case.
Competency frameworks
Competencies have to be structured in a logical way to render them meaningful, and they are
presented in a framework.
Competency framework are structures that set out and define each individual competency (such
as problem-solving or people management) required of individuals working in an organisation or
as part of an organisation.
A Professional Skills for Government Competency Framework:
Source: The Civil Service, 2009
Use of competency frameworks is now widespread across the British civil service. While there
are no standardised or common frameworks in government departments and agencies, their
competency frameworks usually comprise a combination of core and specialised competencies.
The first frameworks concentrated on the higher levels of management but eventually covered
other staff. But very few, however, have competency frameworks for their manual staff, but the
majority of clerical, administrative and managerial civil servants are included (Farnham & Horton,
2002).
The competency movements impact on the public sector
Competency movement has impacted the movement in the public sector, because there has
been a change in the attitudes to customer satisfaction, leaving the customer at the centre of the
process of the public sector.
For organisations today, delivering stakeholder value, is now the belief of many public sector
companies, which to deliver this they have decided to raise their performance by applying best
practices from the private sector which is another principle which is developed by the
competency movement (Choorumun, 2013).
FOCUSING ON DELIVERY: Achieving value for money and results
EFFECTIVE BEHAVIOUR INEFFECTIVE BEHAVIOUR
Organises the work to deliver to time, Commits to delivery regardless of

budget and agreed quality standards impact on team or self
Negotiates for the resources to do Focuses on the process rather than
the job getting results
Rigorous in monitoring and reviewing Avoids dealing with difficult problems
progress and performance Continually fire fighting
Puts customers first Takes sole credit for achieving results
Is not deflected by obstacles or Does not manage risks
problems
Shifts resources as priorities change
Seeks continuously to improve
performance
Makes best use of diverse talents,
technology and resources to deliver
results
The competency movements impact on the private sector
The benefits that the competency movement has on the private sector have been in greater
creativeness, innovation, and also in response to changes in the market demands and emerging
technologies (Choorumun 2013).
LEARNING AND IMPROVING: Drawing on experience and new ideas to improve

results

EFFECTIVE BEHAVIOUR INEFFECTIVE BEHAVIOUR
Aware of own strengths, weaknesses Cant see things from other peoples
and motivations perspectives
Applies learning from own and Assumes at the outset different
others experience perspectives need not be taken on
Builds productive relationships with board
people across and outside the Does not listen
organization Sticks to outdated methods
Understands, values and Unwilling to be exposed to risk or
incorporates different perspectives uncertainty
Seeks new or different ideas and
opportunities to learn
Readily shares ideas and information
with others
Encourages experimentation and
tries innovative ways of working
Works with partners to achieve the
best practical outcomes
Adapts quickly and flexibly to change
Benefits of Competency Frameworks:
Having a clear understanding of what defines a successful performer will

assure organisations hire, promote, develop and retain more high
performers.
Provides potential employees, current employees and managers with a

common language and a shared understanding of the factors critical for
organisational success.
Provides the glue for integrating related HR systems and programs to

provide a more systemic, unified approach to overall talent management.
Establishes expectations for performance excellence.
Provides a clear foundation for dialogue between managers and

subordinates on performance excellence and development.
AC 4.3 Assess how contemporary training initiatives introduced by

the UK government contribute to human resources
development for an organisation
The government has undertaken a wide variety of initiatives on all categories of training, such as
apprenticeships, and on the job training. These initiatives are implemented and managed by a
number of different agencies.
Skills Funding Agency
SFA is also known as Learning and Skills Council. SFA fund skills training for further education.
They provide more than 4 billion pound funding for establishments such as:
Colleges
Private training
Organisations
Employers
Apprenticeships
Apprenticeships are on the job training which can sometimes coincide with studying. Apprenticeships
are government led schemes for training a new generation of practitioners of professions (Mehta
2015).
D3 Critically evaluate how McDonalds is helping to bridge the

skills gap of its restaurant managers in the UK
How McDonalds addresses the managerial skills gap:
McDonalds Business Management course
The skills gap is a serious problem that McDonald's and many other organisations have to
grapple with. If unaddressed, this issue will inevitably impact on McDonalds future profitability.
McDonalds and other organisations are taking measures to address this deficiency. McDonald's
have introduced its own degree course in business management for its trainee managers in the
UK. Manchester Metropolitan University will provide accreditation for the foundation course,
which marks the company's latest foray into education.
The two-year course in managing business operations shows how seriously McDonald's takes its
staff training. The degree is a modified version of Manchester Metropolitan University's
management development programme. It means that McDonald's staff will be able to earn a
qualification that is nationally recognised without having to leave their jobs.
The course will be a combination of classroom study, e-learning, and workplace training.
McDonald's, which has 85,000 staff in the UK, says they intend to be a corporate leader in
providing education to their employees. The company is set to publish a company education
prospectus, which it believes is the first of its kind. McDonald's was given awarding body status
two years ago, enabling it to develop and award their own qualifications.
The McDonald's Peoples Prospectus says, Everyone who works at McDonalds has the
opportunity to take part in structured training, whether thats in customer service, team work, or
financial management. We believe these skills will serve them well, wherever their career takes
them.
During the programme each person builds business knowledge and understanding and creates
action plans to improve the restaurants they're running.
The core syllabus is supplemented by additional study, which is completed online, at face-to-face
tutorial workshops and by independent reading/self-study.
Whilst on the course all students build business knowledge and understanding, and develop
action plans to enhance the restaurants they're managing.
The core curriculum is supplemented by additional study, conducted online, in face-to-face

tutorial sessions, and by independent reading and self-study.

Trainee Manager Scheme
McDonald's recruits on qualities, not qualifications, and both graduates, and those with two years
relevant retail management experience are eligible to apply for the Trainee Manager Scheme.
McDonald's accepted over 50 graduates to the Trainee Manager scheme in 2015
Archways to Opportunity Academic Programs
The Archways to Opportunity scheme is available to eligible McDonalds employees in directly-

owned restaurants, and the restaurants operated by franchisees.
English as a Second Language program
The English as a Second Language (ESL) program is provided freely, and gives McDonalds
employees the opportunity to learn essential English phrases they will need to communicate
effectively with colleagues, and most importantly, with McDonalds customers.
College Completion
McDonalds College Completion assists their employees complete college courses. It is a

nationally accredited Career Online College program available to eligible restaurant managers
and crew that allows them to obtain their qualification. McDonalds Tuition Assistance Program
covers all costs.
University Access and Completion
McDonalds provides a wide range of resources and support to their staff to help eliminate
barriers for eligible employees returning to university. The program assists eligible restaurant
crew and managers identify their most efficient and affordable pathways to earning degrees.
Conclusion
McDonalds believe that education is the true game-changer, and the company says they are
proud to offer developmental opportunities, and world-class training that helps people succeed
and grow, both personally, and professionally.
McDonalds Recruitment and Training at McDonalds document says In working for McDonalds,
employees not only become part of one of the largest global brands, but a constantly evolving
organisation that offers a culture of flexibility, opportunity, equality, and diversity.
McDonalds says they want to use their operational scale to be part of the solution in closing the
skills gap in the UK. Their stated vision is to lead the industry in facilitating workforce education.
As a step to achieving this goal, they created Archways to Opportunity, a comprehensive
education strategy that accommodates people at their current position on their education journey,
whether its learning English, finishing college, or earning a degree.
McDonalds are passionate about helping employees succeed and advance, whether at
McDonalds, or somewhere else. Working in conjunction with education partners, McDonalds
intends to extend the education and training culture throughout the company.

References:
Santos, and M. Stuart, Employees Perceptions and Influence on Training Effectiveness, Human
Resource Management Journal, 13(1), 2003, 27-45.
A. Smith, Evaluation of Management Training - Subjectivity and the Individual, Journal of

European Industrial Training, 14(1), 1990.
J. Philips, Handbook of training evaluation and measurement methods (Butterworth- Heinemann,

Oxford, 1991).
J. Hashim, Training Evaluation: Clients Roles, Journal of European Industrial Training, 25(7),
2001, 374 397
Matlay, H., 1999, Vocational Education and Training in Britain: A Small Business Perspective,
Education and Training, 1999, 41, 1, pp.6-13
Matlay, H., (2000c)

The Future of Workplace Learning and Knowledge Management: A Small Business Perspective',
Journal of Management Research, 23, 11, p.110
Coughlan, S (2010)
McDonald's to launch own degree
BBC
Available online: http://www.bbc.co.uk/news/education-11810930
Accessed: 24/04/2016
McDonalds (2015)
The McDonald's Peoples Prospectus
Available online: http://www.mcdonalds.co.uk/content/dam/McDonaldsUK/People/Meet-our-
people/mcd_prospectus.pdf
McDonalds (2015)
McDonalds Education
Available online: http://www5.mcdonalds.com/teachers/home.htm
McDonalds (2015)
McDonalds questions
Available online:
http://www.mcdonalds.co.uk/ukhome/whatmakesmcdonalds/questions/work-with-
us/qualifications/what-does-a-mcdonalds-foundation-degree-involve.html
Chartered Institute of Personnel and Development (2016)

Competency frameworks
Available at: http://www.cipd.co.uk/hr-resources/factsheets/competence-competency-
frameworks.aspx
Accessed: 26/04/20126

Burke, J (2005)
Competency Based Learning, pp 9-20
The Falmer Press
Sussex
About Money
On the job training
Available online: http://humanresources.about.com/od/educationgeneral/g/on-the-job-
training.htm

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Fairfield School Of Business

Qualification Unit number, title and Level

Assignment title Training and Development

Instructions An electronic copy of your assessment must be fully uploaded by

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PLAGIARISM DECLARATION FORM

Plagiarism is presenting somebody elses work as your own. It includes: copying

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Introduction and guidance

Welcome to the Human Resource Development Assessment paper.

In a fast-paced, ever-changing work environment organisations need to be constantly

This paper consists of four tasks.

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Task One: Essay Format ( Approximately 1000 words)

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Task Two: Write a report ( Approximately 1000 words)

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Guidelines: In order to complete the above task, you should:

(i) Choose a professional PowerPoint template (no more than 10 slides).

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i) Why do we need an evaluation?

ii) Who should evaluate the training?

iii) What should be evaluated?

iv) When should evaluation take place?

v) How will the data be gathered?

vi) The evaluation models used to assess the training event.

In order to complete task 3.3, you should:

In order to complete the above task, you should:

Introduce each evaluation models.

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Analyse how contemporary training initiatives introduced by the UK government has

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M1 Identify and apply Effective Based on your analysis provided in

M3 Present and The appropriate Based on your analysis provided in

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Learning outcomes Assessment criteria for pass

LO2 2.1 compare the training needs for staff at different

LO3 3.1 prepare an evaluation using suitable techniques

LO4 4.1 explain the role of government in training,

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Barrington H and Reid MA Training Interventions 6th Ed (CIPD,1999)

Armstrong, M., & Armstrong, M. (2011). Armstrong's Handbook of Strategic Human

AC 1.1 Compare different learning styles

VARK learning styles:

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The VARK theory elements:

Auditory: The Auditory/Verbal learner advantages from listening to an address or presentation

A preference for learning by reading and writing.

The Auditory/Verbal learner advantages from listening to an address or presentation and

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The Kolb learning style consists of four-stage cycle:

Cognitive Learning Theory

The Learning Curve

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The learning curve is generally used to:

Measure trainees progress against averages

The rate of progress is generally depicted in a diagram (as shown below):

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The importance of transferring learning to the McDonalds workplace:

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AC 1.3 Assess the contribution of learning styles and theories when

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