Next generation development plan
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This document outlines a 5-step process for identifying and developing a successor for a family business: 1. Identify suitable candidates early and introduce them to the business to understand its culture and identify their interests. This will help guide their education and integration within the company. 2. Place suitable candidates interested in the business on a management trainee program to gain experience in different departments with mentorship from directors and managers. 3. Have candidates complete projects focused on innovation and improvement in their departments and undergo performance evaluations. They will then propose an overall company plan which is assessed. 4. The managing director will identify the most suitable successor based on their performance and plan utilizing leadership and business framework components.
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The document discusses how companies can prepare for an economic upturn using Lean principles. It suggests that now is the time for companies to think Lean by identifying and eliminating waste to become more responsive to customer demand. Applying Lean can help companies free up cash flow and resources without hiring or purchasing excess inventory, allowing them to better capitalize on opportunities when demand increases. The article cautions against simply applying Lean tools without understanding customer value and mapping the entire value stream from end to end.
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This document provides a summary of an individual's skills, qualifications, and work experience. Some key details include:
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Get in touch with us at www.LSIB.co.uk via Live Chat.
Pay fee in easy flexible instalments:
Monthly / Quarterly or half yearly
Payment can be made online using credit / debit card
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Extra 5% discount available for those paying in full.
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This document discusses strategic training and the strategic training development process. It discusses:
1. The evolution of training's role from a program focus to broader focus on learning, knowledge creation and sharing.
2. A 4 step strategic training development process: 1) Identify business strategy, 2) Identify strategic training initiatives, 3) Translate initiatives into training activities, 4) Identify metrics to measure outcomes.
3. Organizational characteristics and HR planning influence training needs and development activities. Questions are also provided to assess potential training providers.
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1 Saint Leo University Graduate Studies in Business .docx
1
Saint Leo University
Graduate Studies in Business
MBA 599
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Course Description:
This capstone course integrates knowledge gained in previous graduate business courses. It centers on
the theme that organizations achieve sustained success when their managers have astute, timely
strategic game plans and they implement these plans with proficiency. Strategic management theory is
used in the analysis of companies operating in the domestic and global marketplace. This course is to be
taken in the student’s last term, unless otherwise approved by the Director of the MBA program.
Additional Details:
Unlike other business courses that concentrate narrowly on a particular function or piece of the business
(accounting, finance, marketing, production, human resources, or information systems), strategic
management is a “big picture” course. It cuts across the whole spectrum of business and management.
The center of attention is the total enterprise—the industry and competitive environment in which it
operates, its long-term direction and strategy, its resources and competitive capabilities, and its prospects
for success.
Throughout the course, the spotlight will be trained on the foremost issue in running a business
enterprise: “What must managers do, and do well, to make the company a winner in the game of
business?” The answer that emerges, and which becomes the theme of the course, is that good strategy-
making and good strategy-execution are the key ingredients of company success and the most reliable
signs of good management. The mission of the course is to explore why good strategic management
leads to good business performance, to present the basic concepts and tools of strategic analysis, and to
drill you in the methods of crafting a well-conceived strategy and executing it competently.
You will be called on to probe, question, and evaluate all aspects of a company’s external and internal
situation. You will grapple with sizing up a company’s standing in the marketplace and its ability to go
head-to-head with rivals, learn to tell the difference between winning strategies and mediocre strategies,
and become more skilled in spotting ways to improve a company’s strategy or its execution.
In the midst of all of this, another purpose is accomplished: to help you synthesize what you have learned
in prior business courses. Dealing with the grand sweep of how to manage all the pieces of a business
makes strategic management an integrative, capstone course in which you reach back to use concepts
and techniques covered in previous courses. For perhaps the first time, you will see how the various
pieces of the business puzzle fit together and why the different parts of a business need to be managed
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Pay fee in easy flexible instalments:
Monthly / Quarterly or half yearly
Payment can be made online using credit / debit card
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Extra 5% discount available for those paying in full.
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The first step in the training process for any organization is to assess the objectives of the training program and then device a strategy or method to administer the same.
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The document discusses how a company's business strategy and goals should drive its strategic training and development process, including initiatives to diversify learning, improve customer service, and align training with the company's direction. It also outlines factors like employee roles, management support, and organizational structures that influence training, and stresses the importance of marketing training programs to overcome resistance to change. Successful implementation requires addressing issues like resistance to change, control, power imbalance, and redefining tasks.
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Vivien Greenlees is a highly experienced Deputy Head of School seeking a new challenging role in education, coaching, or consultancy. She has over 20 years experience in designing and delivering learning solutions across business, management, and computing subjects at Northern Regional College. Her career includes lecturing experience, managing staff and programs, and strong relationships with corporate clients. She holds an MBA and is a qualified Chartered Manager seeking an opportunity aligned with her values of autonomy, authenticity, and altruism.
traning and development
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Cheminova India Ltd is a wholly owned subsidiary of a Danish agrochemical company that manufactures and markets crop protection solutions in India; the document outlines their 4 step training process which includes needs analysis, design, implementation through various methods like classroom, on-the-job and outside seminars depending on the employee level, and evaluation of training effectiveness.
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Get in touch with us at www.LSIB.co.uk via Live Chat.
Pay fee in easy flexible instalments:
Monthly / Quarterly or half yearly
Payment can be made online using credit / debit card
You can also pay through bank transfer/ EFT
Extra 5% discount available for those paying in full.
Roles and Responsibilities - Team A
The document outlines the roles and responsibilities of staff in a new Instructional Design and Information Management Department. It describes seven full-time staff roles including a Training Manager, IT Specialist, LMS Administrator, Trainer, Media Specialist, and two Instructional Designers. It provides details on each role and an organizational chart. Budgeted salaries for each role are also included, ranging from $42,000 for the Media Specialist to $85,000 for the Training Manager. Equipment needs like computers, internet access, and software are also summarized.
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Naresh Kumar B N has over 25 years of experience in education and learning & development. He is currently the Director of Acharya School of Management in Bangalore, where he is responsible for establishing processes, developing academic and research quality, and making the PGDM program one of the top 30 in India. Previously, he held leadership roles at Thomson Reuters, AIMS Bangalore, and Alliance Business Academy, where he successfully managed teams, launched new programs, and achieved organizational accreditations and rankings.
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The document provides an overview of a training process framework that defines key processes for managing a training organization. It includes 8 functional groups (administration, strategic planning, client relationship management, etc.) and associated processes. For example, administration processes include strategic planning, financial billing, and reporting/metrics. Content processes relate to creating and managing content through instructional design, content development and curation. Delivery processes cover trainer recruitment and development, instruction, and classroom/facilities support. The framework is intended to assist training specialists and managers in understanding the inherent processes for effectively managing a training organization.
6963377
This document discusses strategic training and the strategic training development process. It discusses:
1. The evolution of training's role from a program focus to broader focus on learning, knowledge creation and sharing.
2. A 4 step strategic training development process: 1) Identify business strategy, 2) Identify strategic training initiatives, 3) Translate initiatives into training activities, 4) Identify metrics to measure outcomes.
3. Organizational characteristics and HR planning influence training needs and development activities. Questions are also provided to assess potential training providers.
Sunbeam Capital Research
This document describes a 3-month training program offered by Sunbeam Capital Research for MBA and BBA students. The program aims to provide practical experience in corporate workings and financial markets. Students will apply financial strategies to real-life situations, develop industry contacts, explore career options, and have the opportunity to join the organization after completing the paid training program.
Training and development
The document outlines the key roles and responsibilities of a training department. It discusses working with management on corporate plans and strategies, producing training policies and budgets, selecting trainees, arranging induction programs, conducting job analyses to identify training needs, organizing training programs, evaluating and following up on training, and advancing the field of training as a profession. The training department is responsible for ensuring training is aligned with business goals and integrated with corporate objectives. It assesses training needs through analyzing the organization, jobs, and individuals.
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The document outlines the career path and roles at ValueScope, including Associates, Senior Associates, Managers, Senior Managers, Directors, and Principals. Associates are entry-level positions responsible for data input and analysis. Senior Associates take on more complex analyses and client responsibilities. Managers supervise Associates and Senior Associates and begin developing expertise. Senior Managers lead client engagements and mentor more junior staff. Directors manage engagements and generate new business. Principals are responsible for bringing in new clients and managing key relationships.
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1 Saint Leo University Graduate Studies in Business .docx
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Saint Leo University
Graduate Studies in Business
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Course Description:
This capstone course integrates knowledge gained in previous graduate business courses. It centers on
the theme that organizations achieve sustained success when their managers have astute, timely
strategic game plans and they implement these plans with proficiency. Strategic management theory is
used in the analysis of companies operating in the domestic and global marketplace. This course is to be
taken in the student’s last term, unless otherwise approved by the Director of the MBA program.
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Unlike other business courses that concentrate narrowly on a particular function or piece of the business
(accounting, finance, marketing, production, human resources, or information systems), strategic
management is a “big picture” course. It cuts across the whole spectrum of business and management.
The center of attention is the total enterprise—the industry and competitive environment in which it
operates, its long-term direction and strategy, its resources and competitive capabilities, and its prospects
for success.
Throughout the course, the spotlight will be trained on the foremost issue in running a business
enterprise: “What must managers do, and do well, to make the company a winner in the game of
business?” The answer that emerges, and which becomes the theme of the course, is that good strategy-
making and good strategy-execution are the key ingredients of company success and the most reliable
signs of good management. The mission of the course is to explore why good strategic management
leads to good business performance, to present the basic concepts and tools of strategic analysis, and to
drill you in the methods of crafting a well-conceived strategy and executing it competently.
You will be called on to probe, question, and evaluate all aspects of a company’s external and internal
situation. You will grapple with sizing up a company’s standing in the marketplace and its ability to go
head-to-head with rivals, learn to tell the difference between winning strategies and mediocre strategies,
and become more skilled in spotting ways to improve a company’s strategy or its execution.
In the midst of all of this, another purpose is accomplished: to help you synthesize what you have learned
in prior business courses. Dealing with the grand sweep of how to manage all the pieces of a business
makes strategic management an integrative, capstone course in which you reach back to use concepts
and techniques covered in previous courses. For perhaps the first time, you will see how the various
pieces of the business puzzle fit together and why the different parts of a business need to be managed
in strategic harmony for the organization to operate in a winning fashion.
Prerequisites:
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...
Course Outlines for Strategic Marketing Fall-2018-19
This document outlines the course details for a Strategic Marketing class at Dow University of Health Sciences. The course will be taught on Wednesdays from 6-9pm by Professor Dr. Akhlas Ahmed. It will focus on strategic thinking, analysis, leadership, communication and cross-functional integration. Students will learn about corporate planning, implementation, structures and change management. Assessment methods include quizzes, assignments, presentations, and exams. The course aims to help students understand strategic management concepts, analyze marketing issues, work in teams, and develop a marketing plan.
Learning tool M4T4: Assesment and improving the program
This learning tool was created in the framework of the Erasmus+ TOTVET project financed with the support from the European Commission.
Finian assignment
Finian Paints is a global paint manufacturing company with decorative, marine, protective and powder coatings. It has 37 production facilities across 100+ countries. The document outlines Finian's values, product basket, competitors in Bangladesh, and its 5-step employee selection process involving planning, advertising, assessing candidates, making a selection, and onboarding. It also details the competencies assessed at each step, such as communication and problem-solving skills, to identify the best candidates through behavioral interviews.
Sales Force Transformation: Developing a Customer-Focused Growth Organization
This document discusses an approach for building a winning sales force through training. It involves five key phases:
1. Connecting with stakeholders to understand goals, culture, and participant needs.
2. Engaging participants in the change process through collaboration, communication and assessing capabilities.
3. Developing customized training materials and preparing trainers to address potential resistance.
4. Delivering interactive training aligned with business goals using various styles.
5. Ensuring skills and behaviors stick through follow-up activities like reconnect days and coaching.
Measuring outcomes at various levels can demonstrate training delivers sustainable results. The overall approach aims to equip participants with skills to make a successful transition.
TSI Recent Workshops Oct. 2013
The document provides an overview of programs offered by Transformational Synergies International (TSi), which include in-house, on-site, tailored, and one-on-one programs that are customized to meet client needs while developing skills for the 21st century global environment; it also lists contact information for TSi and requests interested parties to contact TSi to design a customized program.
Final assignment brief (1) (1)
ESSAYLINK.NET/ORDER
TASK
A) Read the case study below:
SAR Health Services (SARHS) are part of a multi-national enterprise based in Switzerland. They supply sophisticated diagnostic equipment to hospitals across Europe and have recently entered new marks in Asia. SARHS’s relationship with its customers is based on high trust, high quality products and in Europe on 24/7 servicing. The company employs around 3000 staff, consisting of technicians, production, office staff (sales, marketing, distribution) managers and drivers.
SARHS puts particular emphasis on environmental education through staff training and induction. New staff receive a half-day session on sustainability. In addition, monthly departmental meetings in head office include a ‘green slot’ where updates and activities regarding environmental sustainability are discussed. The organisation also runs an internship, which has proved to be a useful source of ideas regarding green initiatives.
module handbook MBA Marketing
This document is a module handbook for an MBA Marketing course. It provides an overview of the course content, learning objectives, teaching methods, and assessment guidelines. The course aims to introduce students to fundamental marketing concepts and models to develop a critical understanding of marketing principles and activities. Key topics covered include the marketing planning process, market segmentation, consumer behavior, the marketing mix, integrated marketing communications, implementation, and ethics. Students will develop skills in analyzing case studies, participating in exercises, and demonstrating knowledge through written assignments. The handbook emphasizes the importance of academic integrity and prohibits plagiarism.
Chapter 1 Introduction to Training and Development.ppt
Training means the process of increasing the knowledge and skills of an employee for doing a particular job. It seeks to improve the job performance and work behaviour of those trained.
Importance of the Learning AgreementPurpose of the Learning
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified based on the concentration area. These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complete all field co ...
Getting CPD Ready
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, facilitating knowledge consolidation and future learning, and providing required documentation like agendas and evaluations. Becoming accredited will help activities better support professionals' ongoing development needs.
Getting CPD Ready
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, facilitating knowledge consolidation and future learning, and providing required documentation like agendas and evaluations. Becoming accredited will help activities better support professionals' ongoing development needs.
Getting CPD Ready
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
Getting CPD Ready
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
Getting CPD Ready
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure, learning value, and adherence to CPD guidelines. To ensure activities are "CPD Ready" for assessment, providers are instructed to define the activity, establish their authority and educational approach, and consider how the activity supports ongoing professional development beyond the initial training. The submission process requires completed forms and documentation about the activity's design, promotion, delivery, and evaluation.
Getting CPD Ready
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure and design. Key recommendations are made for activities to address, including defining the target audience and value, stating learning objectives, demonstrating the instructor's expertise, and providing opportunities for knowledge consolidation and future learning. Required documentation for submission and assessment is also listed.
Getting CPD Ready
This document provides guidance for preparing training and learning activities for independent accreditation by the CPD Standards Office. It outlines the assessment process and criteria considered, such as educational structure, learning value, and adherence to CPD guidelines. To ensure activities are "CPD Ready" for assessment, providers are instructed to define the activity, establish their authority and ensure an educational approach, and facilitate ongoing development beyond the activity. The submission process requires completing an assessment form along with copies of all documentation related to the activity's creation, promotion, delivery, and evaluation.
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Next generation development plan
- 1. Step 1: Distinguish Successor’s Development Stage 5 key objectives: business ownership skills and competencies, family business principles and practices, knowledge of the family business’s assets, understanding the family history and values, and developing personal leadership competencies. Suitable candidates should be identified and appropriately introduced to the family business during their development stage. This will allow suitable candidates to “grow” within the environment - critical to understand the business culture, practices and assets. With this direction, suitable candidates can make better informed choice in their development, especially when it comes to selecting a tertiary education - it will be much more ideal for a suitable candidate whose family business is involved in, for example, interior design, to enroll in courses such as interior design / architecture / furniture design etc as compared to english literature. As the suitable candidates grow within the environment, they may better understand the conditions and culture involved - and also identify possible areas of improvement. Integrating suitable candidates will enable owners to identify the keys skills / competencies and interests, and further define areas of interest where the candidate will be most suitable. Step 2: Learning to Develop the Entrepreneurial Leader After step 1, suitable candidates whom are still passionate and keen to be involved in the family business will be placed on a management trainee (MT) program. The MT program will aim to integrate suitable candidates into different departments and gain a deeper understanding on how they work. It will also enable candidates to identify areas to sync and enable better integration of the businesses. It is recommended that the candidates be mentored by both the company director as well as the head of department. Weekly meetings can be held to assess the progress. With on job training and mentorship, this fulfills different learning strategies in absorbing, interaction and reflection. Step 3: Measure Impact of the Results Based on the OJT - candidates will be required to submit a project based on their experience within the department. This project will focus on innovation & improvement.
- 2. An appraisal involving department staff will also be conducted. Combined together, this will allow greater insights to the capabilities of the candidate. Towards the end of the MT program - candidates will utilise their accumulated experience and department projects to introduce an overall company plan. This will be assessed by the management committee / board of directors. Step 4: The Plan The plan utilises all components of the 4 L framework - Business, About our Business, Leading & Letting Go. After assessing at stage 3, the managing director will be able to identify a suitable successor. Step 5: Conscious Use of Knowledge The step is covered at the end of the management trainee program - end assessment. However, there is a possibility that a successor may not be definitive at the end of the program. Suitable candidates may then take on managerial roles within the business and continue receiving mentorship.