Research Topics: Uniqlo

BUSINESS STRATEGY

Business Strategy   Part I: Business Strategies Introduction             As companies grow and move in the international market, challenges and opportunities are encountered. Different factors affect organizations. Now more than ever, companies need to focus on developing strategies that will address the different threats posed by the internal and external environment and at the same time explore the opportunities the new business environment provides. Strategy is the direction that a company seeks to pursue. Strategies are geared toward the achievement of business goals. A company’s success rely on it ability to manage its resources and capabilities and its ability to change and develop according to the demands of the business environment.   International Business Strategy: Ford Motor Company             International business strategy reflects the managerial thinking of the company’s overseas operations as some kind of extension of its domestic operations, which is to be supported. Hence, overseas operations are designed to contribute the sales of the domestic product lines or supplying raw materials or components to the domestic operations. Companies with international strategy view domestic market as the primary market but perceive overseas markets as accessories. As a result, the parent company dictates the strategic directions by providing the blueprints for policies and operational guidelines and assigning expatriate managers to overseas posts. Strategic decisions concerning foreign operations tend to be made opportunistically or on an unplanned basis (Bartlett and Ghoshal 1992 cited in Culpan 2002).             Ford used to implement an international strategy. During the 1970’s Ford’s position as the second largest vehicle producer in the United States was threatened by the industry crisis. Its products suffered from serious quality problems. The company did not have the financial resources to develop the products that were being demanded by US consumers. Ford’s international operations kept it afloat. Ford used an international strategy in order to support its US (domestic) operations. Its foreign sales provided the cash flow needed by the parent company to survive (Studer-Noguez 2002).             Multinational Business Strategy: Unilever A Multinational company means that a company recognizes the importance of overseas markets and makes a greater commitment than an international company by considering local market characteristics. This type of firm leverages foreign market opportunities by responding to the needs of the local market while it faces local competition. Consequently, it adjusts its strategy, products, and even management practices country by country. Its fundamental strategy evolves around having a number of national subsidiaries sensitive and responsive to each national market. As an extension of this strategic approach, each subsidiary is run autonomously by making its own entrepreneurial decisions concerning the new initiatives (Bartlett and Ghoshal 1992 cited in Culpan 2002).             Unilever is the second largest consumer goods company in the world. This British-Dutch firm currently markets over 1,500 brands of food, home and personal care products in 158 countries and has annual revenue of more than billion. Much of this success can be attributed to its high national responsiveness and low economic integration strategy. Unilever’s strategy is to remain close to customers in the local markets while giving regional managers authority to make operating decisions in these geographic areas (Rugman and Hodgetts 2001).   Global Business Strategy: UNIQLO A global business emphasizes production efficiency rather than responsiveness to the local market. This type of company exploits the scale economy advantages by making and selling products worldwide. To achieve worldwide efficiency, a global company sets up its production facilities in selected countries and distributes its products across countries. The underlying assumption of the global company is that worldwide consumer demand is similar, and therefore there is no need to modify its products country by country (Bartlett and Ghoshal 1992 cited in Culpan 2002). UNIQLO offers high quality, fashionable clothes at a very affordable price. UNIQLO focuses on limited product range to achieve economies of scale. UNIQLO clothes are made under licence in mainland China and South East Asia under strict design and quality controls. The company maintains close control over every aspect of the business, from product planning, development and procurement of fabrics and clothing design, all the way through manufacturing, distribution and sales. The company integrates all its production sites in China and other countries and UNIQLO stores in more than 700 distant locations around the world in order to achieve the organizational objectives (Fast Retailing Annual Report 2005).   Transnational Business Strategy: Asea Brown Boveri A transnational company combines both the benefits of production efficiency and local responsiveness. This type of company aims at accomplishing production efficiency while making necessary changes in product design, manufacturing, and distribution because of the local market conditions. It combines multinational and global strategic mentalities into single strategic orientation (Bartlett and Ghoshal 1992 cited in Culpan 2002).             A transnational strategy is useful in achieving the benefits of both global and multinational strategies. The overseas subsidiaries are incorporated into the overall structure across several proportions. Every subsidiary is empowered to respond to the local market (Zwass 1998). The transnational company is characterized by unique contributions by all its entities integrated into worldwide operations.             One prominent example of a transnational company is Asea Brown Boveri (ABB). ABB is an electrical-equipment giant that demonstrates a portrait of a geocentric organization at work. It balances global scale and state-of-the-art technology with strong local-market bonds. It is a multicultural organization with headquarters in Sweden and Switzerland. It is managed as a flexible network unit and the management functions as facilitator of information and knowledge flows. ABB optimizes business globally through product specialization, expanding cross-border economies of scale in learning and solving problems. At the same time, it maintains local roots, building products in the countries where they are sold, recruiting the best local talent, conducting research in labs around the world, and working with local governments to increase exports (Kadzban and Motwani 1995).   Part II: Strategic Management Strategic Position Analyzing the strategic position of the company gives a clear understanding about the impact and effects of the external environment, the company’s strategic capability and the expectations and influence of stakeholders on the company’s overall business strategy. 1. Environmental Factors – environmental influence and trends are considered as layers around the organization. The most general layer is the macro-environment where the understanding of political, economic, social, technological, environmental and legal influences (PESTEL) can provide an overall picture of the variety of factors that affect the organization. The sources of competition are also an important concern for the organization. The five forces framework aims to identify the sources of competition in terms of barriers to entry, the power of the buyers and suppliers, the threat of substitutes and the extent of competitive rivalry. 2. Strategic Capability – strategic capability is concerned with the adequacy and sustainability of resources and competences required for an organization to survive and prosper. Companies who effectively use their strategic capabilities achieve competitive advantage. Strategic capabilities comprise tangible and intangible resources and competences – the way such resources are used and deployed. In dynamic conditions, strategic capabilities are hard to maintain. Success will depend on the companies ability to change strategic capabilities.             For example, ABB considers Research and Development (R&D) as its core strategic capability. The company spends large amount of resources in building this strategic capability. Research and Development has helped the company to constantly innovate and upgrade its operations and businesses. Along with its strong research and development efforts, ABB develops other strategic capabilities through innovation, quality, proximity to customers and speed. In 2006, the company completed its biggest project – the Estlink power connection between Estonia and Finland. Using environmentally friendly technology pioneered by ABB, the company was able to deliver the power link in just 19 months, a record for this type of installation. This only shows that ABB is able to use its strategic capabilities and is able to develop and change these capabilities in order to maintain its leading market position. 3. Expectations and Purposes – expectations and purposes are influenced by four main factors: corporate governance, stakeholder expectations, business ethics and culture. The corporate governance arrangements determine whom the organization is there to serve an how the purposes and priorities should be decided.             ABB’s corporate governance principle is committed to the highest international standards for corporate governance, and supports the general principles as set forth in the Swiss Code of Best Practice, as well as those of the capital markets where its share are listed and traded. In addition to the provisions of the Swiss Code of Obligations, ABB’s principles and rules on corporate governance are laid down in ABB’s Articles of Incorporation, the ABB Ltd Board Regulations, the regulations of ABB’s board committees and the ABB Code of Conduct. The Board of Directors amend those documents to reflect the most recent developments and practices, as well as top ensure compliance with applicable laws and regulations.             Stakeholders differ in terms of the power that they hold and the extent to which they are actively interested in the strategies that an organization is pursuing. For example, customers look to ABB for innovation, reliability and integrity. The company’s standards of behavior aim to ensure that the company and its people deliver those values. The employees as stakeholders are also given importance by the company. ABB strives to give employees the tools they need – equipment and information – to be effective. Employee safety, training and development are also given particular attention by top management. How ABB does business is crucial to its reputation and success and business partners are views as allies. ABB expects fair competition in its markets and applies the same standard in dealing with suppliers.   Strategic Choices             Strategic choices involve the analysis of the essential factors that shape future strategies in both the business unit and corporate levels and the choices that are available for the organization in order to efficiently and effectively implement its strategies (ABB Code of Conduct 2007). 1. Business-Level             Business-level strategy is about competing better or, in the public services, providing best value services. Organizations consist of a number of strategic business units (SBUs) and business-level strategy need to be developed for each of these SBUs.             ABB is a leader in power and automation technologies that aims at performance improvement while at the same time taking the impact on the environment into consideration. The business units of ABB have different strategies. Each SBU aims to achieve overall organizational objective and mission. <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Power Products – the unit incorporates ABB’s manufacturing network for transformers, switchgear, circuit breakers, cables and associated equipment. The aim of the SBU is to offer components to transmit and distribute electricity.</li> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Power Systems – offers turnkey systems and services for power transmission and distribution grids and power plants. In power generation, Power Systems offers the instrumentation, control and electrification of power plants.</li> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Automation Products – this ABB business serves customers with energy efficient and reliable products to improve customers’ productivity, including drives, motors and generators, low voltage products, instrumentation and analytical, and power electronics.</li> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Process Automation – the main focus of this business is to provide customers with integrated solutions for control, plant optimization, and industry-specific application knowledge.</li> </ul> Corporate-Level             Corporate strategy is concerned with decisions of the parent about the product and international scope; and how they seek to add value to that created by their business units. The corporate parent is concerned with decisions and activities above the level of business units. Direction Development             There are three broad methods of strategy development: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Internal development has the major benefit of building organizational competences through learning. It can result in overstretched resources and the loss of the advantages of specializations.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Mergers and acquisitions may have advantages of speed and the ability to acquire competences not already held ‘in-house’.  </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Strategic alliances have many different forms. The most successful alliance appear to be those where partners have positive attitudes managing and developing the partnership. </li> </ul> Strategy into Action 1. Organizing – organizing for success is about an organization’s configuration. This is composed of three related strands: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="color: #333399; text-align: justify; line-height: 200%"> Structures – there are many structural types. Each structure responds differently to the challenges and demands of the company’s internal and external environment. ABB recognizes that traditional structure of transnational companies, with smaller versions of the parent company are replicated in countries around the world. To be successful and compete in longer term, ABB is developing a globally-integrated structure where jobs are allocated to those best suit the challenge. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Processes – there are different processes that an organization can use in order to facilitate strategy. </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Relationships – like structures and processes, relationships are also necessary in order to achieve success. Internally key issues are centralization versus devolution and strategy style. Externally, there are choices around outsourcing, alliances, virtuality and networks which may help or hinder success.</li> </ul>               2. Enabling – the organization’s resources are important factors in the achievement of success. Managers and individuals who are below senior managers in organizations usually control resources activities and business processes that are crucial in enabling strategic success. Resource management is important in enabling strategic success. Systems and procedures are important in resource management. People are also important. Information plays a significant role in the enabling of success. Information technology is of particular attention at the moment with continuing rapid advances in information technology. Finance is a resource of central importance in all organizations. Technology development affect the competitive forces on an organization and also its strategic capability.             ABB invests in a core group of local manager who are open-minded, respectful, and appreciative of other countries. Moreover, these managers are generous, patient, persevering, and imaginative. Management seeks opportunities to innovate and goes so far as to ‘overinform’ employees with the sharing of information. ABB promotes worldwide people-rotation teams, which facilitate synergetic opportunities. Countries and individuals realize their own roles, appreciate one another, and know that each business unit complements the next.             The ultimate goal of ABB is to enhance competitiveness by fostering innovation, increasing customer orientation and driving efficiency by using its global reach and resources. In production, the company has assigned global responsibility for product development to particular factories around the world. The company is also streamlining its operations in human resources, information technology and finance to raise efficiency. In view of dynamic global markets and the consistently high quality of research staff in emerging countries in Asia, ABB has significantly expanded its research base in India and China, where about 40 per cent of ABB’s research resources are now spent. 3. Managing Change             A recurrent theme in strategic management is the management of change. Change include the need to understand how the context of an organization should influence the approach to change.             Leadership has played a critical role in bringing about culture change at ABB. Leaders are characterized by competence, ambition, courage and integrity. They lead by example and help to motivate their colleagues. ABB operates in an environment where constant change and innovation are important. Through its world-class research and development facilities and its innovative technology, ABB pursues change. ABB is a world leader in the development of sophisticated computer and software and systems needed to provide secure Internet power trading between producers and consumers. A decade ago, buying and selling electricity as a commodity was technically impossible. However, advances in computing and internet-based trading have encouraged the deregulation of utilities and introduced the world to competitive electricity markets. ABB was able to manage change effectively and the company was able to deal with the new demands of the customers and the changes in the microenvironment. For example, with the launch in 2006 of energy trading markets in the Philippines and Western Australia, ABB put seven systems around the world based on its Network Manager BMS solution. The change in ABB was successful.   Part III: Effective Implementation of Strategy 1. Resources must be Adequate to Support Strategic Intent             Because strategy must be implemented in the future as well as the present, resources, present and intended will determine the scope of the strategy that is feasible. If a firm’s resources are stretched thin and fully utilized in the present, it will be difficult to build reserves for the future, let alone respond effectively to unanticipated exigencies. Thus, management must build surplus resources that can be developed for competition in the future while deploying other assets effectively in the present. 2. Well-Aligned Organizational Structure             The structure must be able to integrate a wide variety of specialized skills for its strategy to be accomplished. As competitive environments become more dynamic and organizations grow in complexity, integrating mechanisms become correspondingly more important. The organization structure must also be adaptable because rates of change are accelerating and competition is growing rapidly. 3. Motivation of Individuals at all Levels             This means that strategy managers must be able to overcome the natural resistance of people to change and a wide range of cultural barriers (Roney 2004).   Conclusion             In a global economy where boundaries are non-existent, many organizations have begun to exploit different markets. Companies are starting to expand their operations. Many companies established subsidiaries and business units abroad. There are different strategies that companies are implementing when they choose to expand – international, multinational, global and transnational. International strategy reflects the managerial thinking that views overseas operations as extension to domestic operations. The strategies of the company remains focused on the domestic market. In multinational strategy, the company recognizes the importance of overseas markets. Each business unit is run autonomously in order to respond to the demands of the local markets. A global business on the other hand emphasizes production efficiency rather than local responsiveness. The ultimate goal of global strategy is global efficiency. Lastly, a transnational strategy seeks to combine the benefits of both multinational and global strategies. A transnational company aims at accomplishing production efficiency while making necessary changes in product design, manufacturing, and distribution. We see in the case of ABB that transnational companies encounter different challenges and issues. ABB was able to grow and expand its operations in different countries because it managed its resources and capabilities effectively. ABB continues to change and improve. ABB analyzes both its external and internal environment in order to determine and further enhance its strengths and effectively deal with its weaknesses. The success of the organization with different SBUs in different parts of the world is because of integration and well-designed strategic plans.   Credit:ivythesis.typepad.com

BUSINESS STRATEGY

Business Strategy Part I: Business Strategies Introduction As companies grow and move in the international market, challeng...

Sales and Marketing Strategies for Key Account Managers and Sales Managers

Executive Summary             This paper tackles the different sales and marketing concepts as applied to organizational setting. The objective of this paper is to analyze the sales and marketing strategy of UNIQLO an apparel manufacturer and retailer in Hong Kong. The discussion includes the analysis of the internal and external environments, the analysis of the marketing mix of the organization, analysis of its major competitors, and analysis of its consumers. Sales and Marketing Concepts             In order to form a foundation for the later discussions, the author aims to present the sales and marketing concepts that will be used and discussed all throughout the paper. This section seeks to provide basic definitions and descriptions of the concepts that the author learned in the module. This section will also serve as a learning journal for the author. Marketing             Marketing in a nutshell, is defined as the art of selling products. However, marketing does not only aim to sell products. It involves a deep understanding of the customer and identification of products or services that will satisfy their needs and wants. Marketing according to Bradley (2003) is a philosophy that leads to the process by which organizations, groups, and individuals obtain what they need and want by identifying value, providing it, communicating it and delivering it to others. Marketing is strategically concerned with the direction and scope of the long-term activities performed by the organization to obtain a competitive advantage. Marketing according to Proctor (2000) is about satisfying wants and needs and in the course of doing so facilitating the achievement of an organization’s objectives. By paying attention to customer wants and needs, organizations are more likely to achieve their objectives in the marketplace. Segmentation             Market segmentation, according to Applbaum (2004), is the act of dividing distinct groups of buyers who might require separate products and/or marketing mixes (p. 32). According to Mochis (1994), market segmentation refers to subdividing the market into several groupings, with each group being recognized for its preferences regarding products/services and methods of delivery (p.41). Market Segmentation is a marketing management technique which can help firms find ways of establishing competitive advantage. A market segment is a section of a market which possesses one or more unique features that both give it an identity and set it apart form other segments. Market segmentation amounts to partitioning a market into a number of distinct sections, using criteria, which reflect different and distinctive purchasing motives and behaviour of customers. Segmentation makes it easier for firms to produce goods or services that fit closely with what people want (Proctor, 2000). Segmentation enables marketers to divide prospective customer groups into segments that consist of people with similar demographic, psychographic or usage patterns (Locke, 2001).       Targeting             Targeting follows segmentation and gives a clear indication of market opportunities, refines the design of a product or service and focuses the sales and marketing efforts on those segments with the greatest potential. Positioning             Positioning refers to the decisions and activities intended to create and maintain a firm’s product concept in the customer’s minds. Market positioning amounts to arranging for a product or service to occupy a clear, distinctive and desirable place relative to competing products – in the minds of target customers (Proctor, 200). Positioning is the process of distinguishing a company or product from competitors along such dimensions as product characteristics or values that are meaningful to consumers. Positioning strategy aids customers in evaluating product attributes that are of significance or value to them (Michman et al 2003). Once the segment is determined then a decision has to be made as to how to position the product. The idea of positioning is to find out how the consumers/ consumers in particular segments are going to perceive the product and service and the company’s message about these products and service (Kermally, 2003). According to Paley (2006), positioning is not what you do to a product, it is what you do to the mind of the prospect. Positioning is the act of designing the company offer and image so that it occupies a distinct and valued place in the target customers’ minds.     Needs, Wants and Demands             Marketing deals with the identification of the needs and wants of the consumers including their demands. Needs describe basic human requirements such as food, air, water, clothing, and shelter. People also have strong needs for recreation, education, and entertainment. These needs become wants when they are directed to specific objects that might satisfy the need. Demands are wants for specific products backed by an ability to pay. Product or Offering             People satisfy their needs and wants with products. A product is any offering that can satisfy a needs or want. Products include offerings such as goods, services, experiences, events, persons, places, properties, organizations, information, and ideas. Marketing Mix             Achieving a favorable position in the minds of the consumers and making the product or service attractive to the target market entails careful formulation of the marketing mix. Getting the right mixture of the product, promotion, price, and distribution is important in marketing. The goal of the marketing mix is to portray an image for the product or service that will match with how the organization wants the product or service to be visualized in people’s minds. Marketing mix according to Kotler (2001) is the set of marketing tools that the firm uses to pursue its marketing objectives in the target market. Product – The products or services of an organization help in creating an image of the firm in the mind of the consumer. This image is reflected in the customer’s perceptions and feeling about its products or services. The product is the element in the marketing mix that includes all of the issues surrounding the development of the product or service. Price – where market demand and the cost of producing the product or service come together and determines the profitability or lack of it. Promotion – Promotion is consist of all of the methods of communicating the product offering to the target market, such as advertising, publicity, and sales promotion. Place – Place is the task of getting the goods to market.     The Organization             UNIQLO is a brand name of the Fast Retailing Corporation Limited, a Nikkei listed Japanese fashion retailer. The name is itself an example of internationalized Japanese inventiveness, combining the English words ‘unique’ and ‘clothing’. Uniqlo’s emergence on the Japanese (and now International) clothes retail markets has been spectacular and sudden. Sales quadrupled in fiscal 2001 – a remarkable performance given the state of the Japanese retail trade. Uniqlo’s segmentation encompasses lower to mid-price sensitive middle class, which can mean just about everyone in Japan except the extremely rich or the extremely poor. The 2002 advertising slogan ‘Our clothes are not branded on the outside, because we want to promote your sense of style, not our brand name’, illustrates Uniqlo’s inclusive customer focus. The company has made basic staple fashion items acceptable to a highly brand-conscious consumer group and has been credited with, among other things, ‘turning fleece into fashion’ (Jackson & Tomioka, 2003). My Role in the Organization             I work in the organization as a sales and marketing personnel. I work in the sales and marketing department. As sales personnel, I work with store managers and supervisors in creating marketing strategies and sales promotion. Company Mission and Objectives             The mission and vision of UNIQLO is to continuously offer fashionable, high quality, basic casual clothing that everyone can wear at reasonable prices (Fast Retailing, Annual Report 2006). The company has undergone an extensive growth campaign that spanned from Asia to Europe to America. The company has opened stores in strategic locations. The company has expanded its production and operations in different locations around the world. All these were guided by the company’s objective of becoming the premiere manufacturer and retailer of affordable, fashionable and quality apparel. The company’s mission is to provide quality clothing to everyone and to provide a wide selection of products that will enhance the individual consumer’s personality and style. Giving quality clothing at affordable prices is the company’s overall mission. The goal of the company is to expand its operation to other locations around the world. It aims to establish a strong position in the market and to reach other market segments.   Company Orientation             The marketing activities of the company is carried out under a well-thought-out philosophy of efficient, effective, and socially responsible marketing. There are different concepts that guide organizations in conducting their marketing and sales activities. These concepts are production concept, product concept, selling concept, marketing concept and societal marketing concept. The company has both product and marketing orientation. Product Orientation             The product concept holds that consumers favor those products that offer the most quality, performance, or innovative features. The marketing activities of the company focus on making superior products and improving them over time, assuming that buyers can appraise quality and performance (Kotler 2001). Marketing Orientation             The marketing concept agrees with sales that the most important and successful philosophy is to identify the wants and needs of the customer and provide services and products to satisfy those needs. The marketing concept according to Kotler (2001) holds that the key to achieving organizational goals consists of the company being more effective than its competitors in creating, delivering, and communicating customer value to its chosen target markets.               The organization integrates both concept successfully to its overall marketing plan. The organization makes sure that its products are of superior quality and that they are what the customers really want. The organization, through its research and development capabilities was able to come up with products that are affordable yet very competitive when it comes to quality, design and durability. Through a series of marketing activities, the organization was also able to communicate customer value to the target markets and to other potential customers.   The UNIQLO Difference             UNIQLO has a differentiation strategy. It aims to differentiate itself from its competitors. Differentiation is achieved through:   <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Strategy – Systematically deriving their marketing effort (as opposed, for example, to product development) from foreign rivals; notably GAP and to a lesser extent Benetton (Jackson & Tomioka, 2003). </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Segmentation – Addressing and setting trends simultaneously for the freeter (Japanese expression for people between the age of 15 and 34) generation and for consumers of all ages currently motivated by the ‘quality of life’ trend in Japan. For example, Uniqlo’s ‘Precision Basics’ are designed to appeal to a wide range of consumer age groups in Japan by being well made, affordable, fashionables, and international and assume growing opportunities for leisure time and demand for ‘smart casual’ wear (Oumi, 2000 cited in Jackson & Tomioka 2003).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Price – Consciously differentiating their products with a lower retail price against foreign rivals’ benchmark price while simultaneously recognizing that there is virtually no tradition of wearing ‘cheap’ or throwaway casual clothes in Japanese public life (Jackson & Tomioka, 2003).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Product – focusing on limited product range to achieve economies of scale. Uniqlo clothes are made under licence in mainland China and South East Asia under strict design and quality controls. In doing this, they confront a common consumer prejudice that clothes ‘Made in China’ must be cheap and therefore of low quality (Jackson & Tomioka, 2003). </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Packaging – Conforms to high Japanese standards: is understated and effective and carries English language translations of important product specifications and marketing concepts: appears confident and future-oriented (Jackson & Tomioka, 2003).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Distribution – Individual store managers appear to have considerable opportunities for responding to local customer demand: The point-of-scale inventory system is directly linked to production, storage and transport operations in mainland China. Delivery usually takes less than a month. Shop displays are changed on average very two months (Okamoto, 2000 cited in Jackson & Tomioka, 2003).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Customer Service – Customers are allowed to shop freely, without the immediate and individual attention of shop assistants, as is normally expected in the Japanese retail sector. Online shopping is also available, thus further freeing up time and space for individual customer choice (Jackson & Tomioka, 2003).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Brand/Overall Image – Uniqlo appears young and dynamic without appearing brash and aggressive. It presents itself as international but also as Japanese (Jackson & Tomioka, 2003).</li> </ul>     SWOT Analysis STRENGTHS <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Highly Efficient store operation</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Expertise in inventory control</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Expertise in distribution and store development</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Global materials procurement</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">High quality products</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Devotion to low-cost management and the direct coupling of production and sales at the fastest possible speed and lowest possible cost (Fast Retailing Annual Report, 2005).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Directly engages in all product planning, production, quality control, distribution, sales and sales promotion activities (Fast Retailing Annual Report, 2005).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">UNIQLO products are inspired and shaped by a great variety of information such as customer opinions and market trends around the world (Fast Retailing Annual Report, 2005).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">UNIQLO stores offer comprehensive selection of men’s wear, women’s wear and clothing for children and infants, making them the ideal spot for families of all ages to shop (Fast Retailing Annual Report, 2005).</li> </ul> Weaknesses <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">UNIQLO entered the American market in 2005. Analysts argue that the most difficult adjustment for the Japanese Apparel Retailer is the very thing that made it a huge success in Japan – its focus on basic rather than cutting edge clothes. American consumers differ from their counterparts in Japan. American consumers demand more than the basics. Analysts believe that one of UNIQLO’s weaknesses is its limited fashion elements (Roberts, 2005). </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Corporate Acquisition – Fast Retailing engages in Merger and Acquisition (M&A) activities as one of its management strategies for the expansion of its operations. Through these activities, the Group seeks to pursue synergies with companies and operations that are the objects of its M&A activities and optimize its business portfolio, thereby aiming to maximize the Group’s business value. However, in cases where the Group is unable to realize the expected profit and benefits of M&A activities, this could have an adverse impact on the business results.</li> </ul> Opportunities <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Emerging trends in the fashion and apparel markets; companies operating in the global arena are expanding their business activities</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Free trade zone has grown and the fashion and apparel markets have become increasingly borderless</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Globalization has spurred greater simultaneity in fashion trends around the world; trends spread like wildfire around the globe</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Innovations in information technology have increased the speed with which information travels throughout the world</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Low-price apparel market remains underdeveloped in Japan, presenting a huge business opportunity</li> </ul> Threats <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Intense Competition – In each of its businesses, the customers of the Group are consumers who are always highly discriminating about merchandise, services and price, and the Group engages in tough competition with other companies in its industry in Japan and overseas (Fast Retailing Annual Report, 2006).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Production Regions – The largest percentage of merchandise sold in UNIQLO business operations, which are the core activity of the Group, is manufactured in China and other countries in Asia and then imported into Japan. For this reason, in the event that major changes occur in the political, economic and/or legal environment and natural disasters are experienced in China and other producing countries, this could have an adverse impact on business results (Fast Retailing Annual Report, 2006).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> International Operations – UNIQLO operates in the UK, China, Hong Kong, the United States and South Korea. If the Group is unable to deal with the uncertainties of changes in market needs and product trends in its overseas markets or if economic fluctuations occur, political and economic conditions become turbulent, or changes occur in legal regulations and/or other conditions, these could have an adverse impact on business results (Fast Retailing Annual Report, 2006).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Foreign Currency – The majority of product imports of the UNIQLO business, which is the Group’s core business, are dominated in U.S. dollars. If there is a major trend toward a weaker yen and a stronger U.S. dollar and this trend persists for a prolonged period, this could have an adverse impact on business results (Fast Retailing Annual Report, 2006).</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Changes in economic conditions and consumption trends</li> </ul>   Marketing Mix Product             The products of the company is currently positioned as one of the top choices when it comes to affordable yet quality and fashionable apparel in Hong Kong. However, the competition in the apparel industry is very stiff. The trends indicate that the demand for affordable yet quality and fashionable apparel in Hong Kong will continue to rise. The products of UNIQLO are marketed as quality apparel with innovative concepts and design that are competitively priced. The prime benefit of the products are their affordability, innovative design, quality. The products also accentuates the personality of the consumer. The products are also seen as very fashionable. Price             The company maintains a competitive pricing philosophy. The company has streamlined its value chain in order to come up with products that are affordable without compromising the quality. The wide range of products attract different consumers with different tastes and different budget. Compared to other competitors, the price of UNIQLO’s products can be considered more affordable considering the quality and the prestige of the brand. Place             UNIQLO is a company that produces and retails its own products. The company has established a very effective and efficient distribution channel that integrates stores in different locations around the world and different production plants in strategic locations. Distribution takes place through a multi-level channel system. UNIQLO stores are the most direct link to its customers. UNIQLO creates distinctive merchandise and sales floors that faithfully project the heart and soul of the company. UNIQLO operates both stand-alone roadside stores in suburban areas and stores in shopping centers. A familiar sight in neighborhoods all across Japan, UNIQLO stores have become a popular shopping destination for the entire family (Fast Retailing Annual Report, 2005). Promotion             The advertising and marketing strategies of the company is intended to communicate the benefits that the consumers will get by purchasing the products. There are different sales promotion strategies that the company employs in order to attract both the target markets and other potential consumers.   Consumer Profile             UNIQLO has become a household name in Japan and is now making a big impact on the international market. It has gain a good reputation in the United Kingdom, China, Hong Kong, Korea and the United States. UNIQLO is committed in providing customers with true excellence and innovation in casual wear, from design and functionality to the fit and color choices. The target consumers of UNIQLO are lower to mid-price sensitive middle class. The target consumers are very brand conscious and have varying styles and demands when it comes to clothing.   Competitor Analysis         UNIQLO has a number of competitors. There are different manufacturers and retailers that offer the same products as UNIQLO. These competitors have their strengths and weaknesses. This section aims to analyze the different competitors of UNIQLO. Bossini             Bossini is a brand of casual apparel owned by Bossini International Holdings Limited. The company is headquartered in Hong Kong. Over the years the company has established an extensive international operating platform and distribution network that extended to more than 1,000 outlets around the world (Bossini Annual Report, 2006). Bossini has established a reputation for manufacturing casual wear that is comfortable, easy to mix-and-match, colorful and energetic. Bosinni aims to provide products to different market segments by creating a full range of value for money casual apparel. Bossini built a ‘Familiy-Fit’ brand which aims to cater to the needs and wants of every family member.   Giordano             Giordano is among the most popular and established casual retailer in Asia Pacific. Giordano started as a small manufacturer of casual clothing based in Hong Kong. Now, the fashion retailer has grown to over 1,300 outlets in different parts of the world. Giordano is one of Hong Kong’s most successful homegrown retail stories and the company has won numerous honors for its groundbreaking achievements in the fields of marketing, branding, retailing and service. Unique among local retail operators, Giordano has built a pan-regional and international footprint. It operates successful retail networks in 13 Asian countries as well as 75 shops in the Middle East. From its early days, Giordano helped write a new code of practice for the Hong Kong retailing scene and introduced innovations to the retail industry. Giordano was the first mass retailer to offer unconditional returns and refunds. It was the first to individually greet customers when they enter the store and say goodbye when they leave. Giordano’s ‘For the People’ philosophy has served the company well since 1981 as it has grown from local manufacturer of casual clothes into an international retailer of men’s, women’s and children’s apparel. By providing comfortable and casual everyday fashion in a fun and lovely environment, it has built a brand name synonymous with customer service and value in clothing. The Giordano name today reflects the contemporary lifestyle choices – simplicity in design and quality in substance – of its core 20 to 35-year old target market. the energetic and vibrant Giordano shopping experience reinforces the brand, and has allowed the company to expand both geographically and horizontally, establishing successful retail operations in 26 markets and developing the sub-brands Giordano Ladies and Giordano Junior, each with its own individual market positioning and retail identity.   How Does the Company Deal with the Stages of the Buying Process?             The buying process involves different stages. This section analyzes how UNIQLO deals with the different stages of the buying process. 1. Problem Recognition – In this stage, the prospective purchaser experiences a need to buy a certain product. There are different things that may trigger the need. The company deals with this stage by identifying the factors which give rise to the recognition of the problem and using these in marketing communications about a particular product.             For example, one of the problems of the consumers is that they are looking for casual clothing that is affordable yet very fashionable and of quality. The consumers are also looking for clothing items that can be easily mix-and-match with other items or brands. Because of this, UNIQLO came up with its products that will satisfy the needs and wants of the consumers and solve their problems. In this stage, segmentation and targeting take place. During segmentation, the market is divided into several groups. During this stage, the company identifies the market segment that it will focus on. Different criteria are used in this stage in order to come up with segmented markets that have distinct needs, wants and demands. Targeting is also important in the buying process. In this stage, the company identifies the target market/s and identify their needs, wants and demands. This stage is very important. 2. Information Search – Once the problem has been recognized, prospective purchasers search for information about the product in question. This stage is very critical for the company. In this stage, the company has to communicate the benefits that it can give the consumers. In this stage positioning takes place. Positioning is important in the buying process. Positioning is about creating a favorable product concept in the customer’s minds. During the positioning phase, the company conducts an internal and external environment analysis. In order to make a favorable position in the consumers’ minds, the company uses different marketing tools and strategies such as advertising, web marketing and sales promotions. 3. Evaluation of Options – In this stage, the consumers evaluate the product of the company and compare it with the products of the competitors. In this stage marketing communication is very important. The company communicates with the consumers and make them aware of the different aspects of the products. The consumers must get the impression that the company’s product is better that its competitors’. 4. Purchase Decision – the attitudes of other people often influence intending purchasers. In this stage, the marketing team analyzes what influences a consumer to buy. One of things that can influence a consumer to purchase the product of UNIQLO is the location and the design of the store. In order to strengthen the reputation of UNIQLO as a manufacturer and retailer of fashionable and quality clothing, the stores are strategically located and the design embodies elegance, comfort and style. 5. Post Purchase Behavior – this stage is very critical as it leads to repeat purchase and positive word-of-mouth. In order to make sure that purchase leads to positive results, the company makes sure that it fulfills its promise to the consumers. The consumers are assured that the product of UNIQLO are really of high quality.     Conclusions             UNIQLO’s success has been phenomenal. UNIQLO was able to achieve success because it was able to fulfill its mission of  continuously offering fashionable, high quality, basic casual clothing that everyone can wear at reasonable prices. UNIQLO holds a strong position in the market because of its affordable yet fashionable and high quality products. The company was successful because it effectively identified the needs, wants, and demands of its target markets. It developed an expertise in producing products that satisfy the consumers and was able to create a unique product line that has a favorable position in the minds of the consumers. The company also knows its strengths and weaknesses and its competitors, the company analyzes its environments and through this analysis, the company was able to create a sales and marketing plan that is effective and efficient. The marketing mix of the company was well-planned and it follows the company’s philosophy. The marketing communication is also effective and the company is able to reach its target markets. New products and innovative concepts are always introduced in order to make sure that the company is at pace with the changing needs, and wants of the consumers.   Recommendations Influencing Buying Decision Process 1. Importance of Motivation             It is important that the marketers identify what motivates people to buy the product. Given this information, it may be possible to gain competitive advantage in the design and/or marketing of a product. This can be done through persuading consumers that the product is better able to satisfy their wants and needs on account of the benefits it offers. 2. Importance of Social Factors             The marketing team must also identify the social factors that affect the buying behavior of the consumers. Social factors according to Proctor (2000) exert an influence on the purchase behavior of consumers. The social factors that must be analyzed are the following: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Roles and Status Symbols – people often buy products that relate to or reflect their role and status. Status symbols vary for different social groupings and it is the job of the marketer to recognize what the status symbols are for different groups of people (Proctor 2000). </li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Age and Life Cycle – different buying patterns are exhibited at every stage in the life cycle.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Reference Groups – reference groups are made up of people who directly or indirectly influenced an person’s attitudes or behaviors. The marketing team must identify the reference groups of the target consumers and make use of opinions reflected by such groups in the marketing communications. </li> </ul>     References Applbaum, K 2004, The Marketing Era: From Professional Practice to Global Provisioning, Routledge, New York.   Bradley, F 2003, Strategic Marketing: In the Customer Driven Organization, Wiley, Hoboken, NJ.   Fast Retailing Annual Report 2005, FAST RETAILING group, viewed 23 June, 2008, <http://www.fastretailing.com/jp/ir/library/pdf/annual2005.pdf>.   Fast Retailing Annual Report 2006, FAST RETAILING group, viewed 23 June, 2008,<http://www.uniqlo.co.uk/dynamic/company_reports/report/annual2006.pdf>.   Jackson, K and Tomioka, M 2003. The Changing Face of Japanese Management, Routledge, New York.   Kermally, S 2003, Gurus on Marketing, Thorogood, London.   Locke, C 2001, Gonzo Marketing: Winning through Worst Practices, Perseus Publishing, Cambridge, MA.   Machis, G 1994, Marketing Strategies for the Mature Market, Quorum Books,             Westport CT.   Michman, R, Mazze, E, and Greco, A 2003, Lifestyle Marketing: Reaching the  New American Consumer, Praeger, Westport CT.   Proctor, T 2000, Strategic Marketing: An Introduction, Routledge, London.   Kotler, P 2000, Marketing Management Millennium Edition, 10th edn, Prentice Hall.   Okamoto, H 2000. The UNIQLO System, PAL, Tokyo.   Oumi, N 2000. The Secret of UNIQLO’s Rapid Growth, Apple, Tokyo.                   Credit:ivythesis.typepad.com

Sales and Marketing Strategies for Key Account Managers and Sales Managers

Executive Summary This paper tackles the different sales and marketing concepts as applied to organizational setting. The ob...

Learning and Development of UNIQLO store in Hong Kong

Abstract         This report is about the learning and training programs at an apparel manufacturer and retailer in Hong Kong. The report aims to analyze and assess the current learning and training programs of the company and present recommendations to develop and to improve the programs. Trough investigation and analysis, it has been found that the current training programs needs to be redesigned. This paper presents specially designed training programs focusing on customer relationship management, sales, and communication skills. This report is about UNIQLO a popular apparel manufacturer and retailer. UNIQLO is a Japanese company that expanded its operation in different parts of the world. The focus of the report is the UNIQLO store in Hong Kong located IN Tsim Sha Tsui shopping district.   Introduction         Organizational learning has become an important issue these past decades. Organizations that find themselves working in an environment where changes are constant and competition is fierce are beginning to put a premium on their human resources. Employees are now considered as a major source of competitive advantage. The success of an organization is believe to rest on the knowledge, skills and abilities of its employees. Organizations with talented workforce that can adapt to the changes and demands of the external and internal environment are succeeding. Training and development is now considered as one of the most important areas in human resource management. In this section, the author aims to present the readers with a brief discussion about training and development and the related concepts. The importance of training and development will also be discussed. Let us commence our discussion with the definition of learning. Learning is defined as a relatively permanent change in an attitude or behavior that occurs as a result of repeated experience. Knowles et al (1984) developed assumption regarding the adult learner. According to them: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Adults are motivated to learn as they develop needs and interest that learning will satisfy. Learners’ needs and interest are the appropriate starting points for organizing adult learning activities.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Adult orientation to learning is life o work-centered. The appropriate frameworks for organizing adult learning are life-or work-related situations.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Experience is the richest resource for adult learning.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Adults have a deep need to be self-directing.</li> </ul> Training and Development             Training and Development are planned learning experiences that teach employees how to perform their current and future jobs. Training focuses on present jobs, whereas development prepares employees for possible future jobs (Sims 2002). The objective of training and development is to contribute to the organization’s overall goals. Learning Styles             Honey and Mumford (1982) have suggested four basic styles of learning. The four basic styles of learning are Activist, Reflector, Theorist, and Pragmatist. Activists prefer to learn from immediate experiences and new challenges. They are bored with implementation and longer-term consolidation (Sims 1990). Activists learning best in group settings and they value interactive learning activities like role-plays, simulations, and case studies. Reflectors prefer observing data before making conclusions. They like to consider possible angles and implications before making a move, so they tend to be cautious (Sims 1990). Reflectors think before they act and they require information to analyze. They are good in writing reports, analytical documents and other materials. Reflectors tend to be uncomfortable in group learning situation. Theorists adapt and integrate information in an objective manner. They prize rationality and logic, tend to be detached and analytical, and are unhappy with subjective or ambiguous experiences. They assemble disparate facts into coherent theories (Sims 1990). Theorists prefer structural situations with clear objectives. They like to explore underlying concepts and enjoy being challenged by complex activities and projects. They tend to dislike unstructured learning experiences. Pragmatists prefer to test ideas and theories in practice. They respond to problems and opportunities as a challenge (Sims 1990). Pragmatists like strong links between learning and real life. They like to try new skills and get feedback. They respond positively to learning with practical advantages. Phases of Learning and Development 1. Needs Assessment – In the needs assessment phase the organization conducts a systematic analysis of job-related needs and specifies the objectives of the training effort. The organization’s strategy, the resources it has available for training, and its general philosophy regarding employee training and development needs to be assessed. The different sources of information for the needs assessment are individual or group interviews, survey questionnaires, observations, focus groups and organizational records and documents (Sims 2002). 2. Goal Setting – The establishment of training or development objectives or goals is one of the most important steps in any program (Sims 2002). Learning objectives or goals describe the performance that the organization wants learners to exhibit (Sims 1998).   3. Design and Implementation – After the training needs are identified and the goals and objectives determined, the next step is the design and implementation of training or development programs that will achieve those objectives. This is accomplish by outlining and defining training and development program content, then selecting the most appropriate instructors to complete the process, and then selecting training methods and developing training materials that convey the knowledge, skills and abilities identified in the training objectives. 4. Evaluation – Evaluation is the final phase in the training and development process. Evaluation is the determination of the extent to which the training and development activities have met their goals.             Methods         The investigation of the training and development policies and practices in the organization are done through observation, interview and through surveys. These was done informally. As an employee in the said organization, I have access to information and possess knowledge and experience regarding the training programs in the company. Secondary research was done in order to apply theories to practice. I consulted published materials such as books and journals in order to adequately assess and analyze the training and development programs in the company.   Current Practices The Organization: UNIQLO             UNIQLO is a leading casual wear retailer that is based in Japan. The company has expanded to different parts of the world, Hong Kong included. UNIQLO offers high quality, fashionable clothes at a very affordable price. The company is committed to quality above all. It aims to provide high quality products to the customers. Part of its commitment to quality is providing quality service.         The organization is one of the apparel manufacturer and retailer in Hong Kong. The organization is a Japanese company that has expanded in different parts of the world including China, Hong Kong, South Korea, UK and the United States. The organization is known for being an innovator when it comes to product design. The products are competitively priced yet high in quality. The management focuses on the manufacturing process and research and development in order to develop unique clothing products in a fast and efficient way.             The organization considered its people as a source of competitive advantage. As a source of competitive advantage, the organization has set HR processes and policies that aim to attract, retain, and motivate its people. Of significant importance to the company are the sales staff or the people that man the stores. These people are considered as the front liners of the organization. The sales staff are the ones who deal with the customers and they are responsible in making sure that the experience of the customers inside every store will be smooth and pleasant. They are the ones that encourage the customers to purchase the products. The organization has an effective training and development programs for the sales staff. Training programs include customer management and sales training. These programs are being used for the past eight (8) years. Although the training programs are considered effective, there is a need to update the programs in order to make them more applicable to the current internal and external situations. Customer management needs to be updated and needs to focus on the current changes in the needs, wants and demands of the consumers. Sales management must also be applied to the present situation.   Customer Relationship Management             The goal of the customer management program is to equip the participants with knowledge, information and expertise in dealing with customers. Sales Training             The sales training aims to develop the training skills of the participants and to help them build effective sales strategies that will generate positive results.       Problems in Training and Development             Through assessment it was also found out that there are problems that affects the training programs of the organization. It has been observed that there are different reasons why training programs fail and why learning is difficult for the participants. Some of the problems or barriers to training and learning are: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Lack of time</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Work-Life balance issues</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Bureaucracy</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Lack of confidence</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Costs of learning</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Lack of interest</li> </ul>   Findings and Discussion             Through research and assessment, I found out that there are key areas in which the organization needs to focus on. These are customer service, communication skills, and sales. Currently, the organization has in place a set of training programs that aims to develop the skills of the employees in these areas. However, I believe that in order for the employees to be more effective, more motivated and more productive, they should be equipped with the knowledge and skills that they need to perform their current jobs and fulfill future responsibilities. It is recommended that the organization device intensive training programs that will focus on the aforementioned areas.    Customer Relationship Management             In the area of customer management, it has been found out that the staff need to update their skills in dealing with different clients. Based on the interview that I conducted with the staff, I found out that some of the lessons and activities in the training program are not applicable to their current jobs. They also complain that the lessons are repetitive and that they want to be able to apply the skills and knowledge that they learned through lively and challenging activities. Sales Training             The store staff are also responsible for selling to the customers. They need to encourage the customers and the make them see the good qualities and benefits of the products. Moreover, they must be able to effectively apply selling techniques in dealing with customers. The current training program needs to be updated and it should focus more on the application rather that on the theories.   Recommendations         Through the investigation, the researcher found several areas that need to be given priority. The researcher also found that the current training programs need to be redesigned and developed in order to be effectively applied to the current situation and environment of the organization. The researcher recommends the following training programs: 1. Customer Relationship Management Training 2. Communications Skills Training 3. Sales Training *Appendix 1 illustrates the hierarchy of training needs.*   Rationale for the Programs             The reasons and motivation behind the proposed training programs are: 1. To improve performance – in order to correct deficiencies in the performance of the staff, training must be conducted. One of the rationales for the training programs is to remove current and avoid future career deficiencies. Although training cannot solve all the problems of ineffective performance, a sound training program is instrumental in minimizing those problems.       2. To update employees’ skills – in order to keep up with the advances and changes in the external and internal environment, the skills of the employees must be updated. Employee skills must be updated through training so that changes are successfully integrated into the organization. 3. To promote job competency – in order to update the knowledge, skills and abilities of a newly promoted employee, training is necessary. Training can be used to fill the gap between the new employee’s predicted and actual performance. Importance of Learning and Training in the Organization Benefits for the Organization             Learning and Training has many benefits for the organization. Learning and training: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Leads to improved profitability and/or more positive attitudes toward profit orientation</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Improves the job knowledge and skills at all levels of the organization</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Improves the morale of the workforce</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Helps the employees identify with organizational goals (Sims 1990)</li> </ul> Benefits for Individual Employees             The employees who participate in training programs also benefit from it. Learning and training: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Helps individual in making better decisions and effective problem solving</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Aids in encouraging and achieving self-development and self-confidence</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Helps a person handle stress, tension, frustration, and conflict</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Increases job satisfaction and recognition</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Moves a person toward personal goals while improving interaction skills (Sims 1990)</li> </ul> Principles of Learning             Another rationale for the design and the choice of training methodologies are the principles of learning. The recommended training programs are built around the learning principles that are discussed below. Learning can be defined as knowledge obtained by self-directed study, experience, or both; the art of acquiring knowledge, skills, competencies, attitudes, and ideas retained and used; or a change of behavior through experience (Gilley and Eggland 1989 cited in Gilley and Maycunich 2000, p. 207). Senge (1990) believes that learning has little to do with taking in information; rather it is a process that enhances capacity. Learning is about building the capacity to create that which one previously could not create. Principles of learning are the guidelines to the ways in which people learn most effectively. The more the principles are included in training, the more effective training is likely to be (Sims 1990). 1 Motivation – in order to learn, a person must want to learn. In the context of training, motivation influences a person’s enthusiasm for training, keeps attention focused on the training activities, and reinforces what is learned. 2. Behavior Modeling – majority of what an individual learns is gained through observation of others. One will imitate other people’s actions when they lead to desirable outcomes for those involved (Sims 1990). 3. Participation – another way to inspire trainees is through their active participation in the training process. Activities that facilitates active participation enable trainees to become directly involved in the act of learning. Learning usually is quicker and more long-lasting when the learner can participate actively. Participation improves motivation and apparently engages more senses that help reinforce the learning process (Sims 1990). 4. Repetition of Practice – regardless of individual differences and whether a trainee is learning a new skill of acquiring knowledge of a given topic, the person should be given opportunity to practice what is being taught. Practice is also essential after the individual has been successfully trained (Sims 1990). There are two aspects of practice – active practice and overlearning (Cascio 1989). Active learning allows the trainees to repeatedly to perform the task or use the knowledge being learned. Over learning occurs when trainees are given the opportunity to practice far beyond the point where the task becomes ‘second nature’ and is said to be ‘overlearned’. 5. Application – training is useless unless learning can be applied. Learning Objectives Customer Relationship Management             The objective of the training program is to help the employees understand the importance of providing excellent service. At the conclusion of the training program, participants should be able to: 1. Identify the features of excellent customer service. 2. Learn how employee behaviors and actions affect consumers. 3. Learn how to communicate respectfully to customers and co-workers. 4. Explain different customer behavior styles and know how to adjust to each. 5. Know how to measure customer satisfaction levels and increase them as needed. 6. Learn techniques in dealing with difficult customers. 7. Develop personal action plan to improve customer service.   *To enable the participants to understand what is expected of them and what they can expect from the training session, a learning contract must be filled out. Please refer to Appendix 2A*         Sales Training             The sales training aims to provide the participants with the knowledge and skills in dealing with customers. At the conclusion of the training program, the participants should be able to: 1. Learn how to build trust and credibility. 2. Learn how to adapt to social styles. 3. Learn how to sell to multiple buyers. 4. Learn how to identify decision makers. 5. Learn to uncover needs accurately. 6. Learn to utilize strategic questioning.   *To enable the participants to understand what is expected of them and what they can expect from the training session, a learning contract must be filled out. Please refer to Appendix 2B* Communication Skills Training             Participants are expected to learn the secret of communication and be able to build personal credibility, deliver positive and negative feedback, improve listening skills, dealing with difficult people and handling negative situations. At the conclusion of the training program the participants should be able to: 1. Explain the four basic behavioral styles and adapt to each. 2. Capitalize on personal style for more effective communication. 3. Describe the impact pf body language and voice tones on communication. 4. List strategies for dealing with difficult behaviors. 5. Develop an action plan to improve communication skills.   *To enable the participants to understand what is expected of them and what they can expect from the training session, a learning contract must be filled out. Please refer to Appendix 2C* Learning Methodologies 1. Classroom Instruction             Classroom instruction can be used to educate and train the employees. Classroom lectures are presentations that cover different topics and concepts. Discussions can also be used. Discussions encourage participants and trainers to freely exchange knowledge, ideas and opinions on a particular subject. Discussions work well when the information presented can be applied in different ways. Discussions also give trainers feedback on how employees are using the knowledge or skills they have learned (Sims 2002). 2. Demonstrations/ Role Plays             Demonstrations are visual instructional techniques. In demonstrations, the instructor performs the behavior or skills to be learned, and the trainees learn by watching. After the trainer models the desired skills or behaviors, trainees are asked not just to imitate the trainer’s performance, but also to apply these skills and behaviors to a sample situation in which different individuals play a certain role. Solving and discussing problems helps trainees learn technical material and content, and role plays are excellent way of applying the interpersonal skills being emphasized in the training (Sims 1998). 3. Case Studies             Case studies use factual, real-life events to illustrate organizational problems and issues. Case studies can be presented through lecture, film, or video, but most case studies are written and handed out as a course materials. Participants read the case study and use what they have learned in the program to analyze the situation (Sims 1998). 4. Games and Exercises             Games and exercises are one of the most creative and enjoyable training methods. Most training games and exercise have competition, playing rules, and a designated finish time or final score. As learning activities, games offer a number of advantages. They add variety and zest to training programs and get learners actively involved. They allow trainees to acquire knowledge, practice and apply skills, review materials, and ultimately achieve course objectives. They are versatile and easily incorporated into different types of training, whether an instructor-led classroom course or a computer-based instructional program (Sims 2002).   Evaluation of Training             Kirkpatrick’s four level hierarchy(1959a, 1959b, 1960a, 1960b) model is among the widely used approach to training evaluation. According to Kirkpatrick (1959a) the drive for his evaluation guidelines came during his term as American Society of Training Development (ASTD) president, when he was constantly asked by members for suggestions on how to evaluate their training programs. Drawing primarily on personal experience, he responded with a series of four papers published in the association’s training journal, prescribing the assessment of the following: 1. Reaction – How well did the trainees like the program? 2. Learning – What principles, facts, and techniques were learned? 3. Behavior – What changes in job behavior resulted from the program? 4, Results – What were the tangible results of the program in terms of reduced cost, improved quality, improved quantity and others? (Kirkpatrick 1976)   *For an example of evaluation form please refer to Appendix 5*           The hierarchical nature of the approach indicates that ‘higher levels’ should not be assessed unless satisfactory results are achieved at lower levels. That is, if trainees do not like the course, there is little reason to measure learning; if trainees show no learning during training, changes in on-the-job-behavior are not likely. The notion of hierarchy also implies that changes at higher levels are better, or more beneficial, to the organization than changes at lower levels (Kraiger 1993; Kraiger 2002). Part of the evaluation is the measurement of Learning (Please refer to Appendix 4).     Quality Service Training – Draft Specifications Background             As the company moves to a new stage, its people needs to be equipped with the knowledge, skills and expertise that they need to fulfill their present jobs and to make them ready for future tasks. Aside form innovative products and competitive pricing, service quality is a source of competitive advantage for the company. In this regard, the management aims to improve the KSAs of the store staff in customer service, sales, and communication skills. This program is part of the Company’s Strategic Improvement Plan. The principal purpose of this initiative is to provide store staff with the tools to facilitate and maintain high service quality.             Stage 1: Organize a Customer Relationship Management training                                                 program.             Stage 2: Improve communication skills of the participants through training                                   and lectures.             Stage 3: Conduct training for developing skills in Sales.   Target Group             The target group includes all the store staff from the store of UNIQLO in Hong Kong.       Scope of Works Stage One             The training manager shall develop a training program that aim to develop the customer management skills of the participants. Learning Outcomes: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Identify the features of excellent customer service.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how employee behaviors and actions affect consumers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to communicate respectfully to customers and co-workers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Explain different customer behavior styles and know how to adjust to each.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Know how to measure customer satisfaction levels and increase them as needed.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn techniques in dealing with difficult customers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Develop personal action plan to improve customer service.</li> </ul> Key topics may include: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">What is customer relationship management? How can customer relationship be managed?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">How to render exceptional service</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Understanding the features that define excellent service</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">How to communicate to customers clearly</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Building relationships with customers</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Meeting customer expectations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">How to deal with difficult customers</li> </ul> Structure             The program will include both classroom instruction and hands-on activities in an interactive environment. The participants will be given ample time every session to apply the knowledge and skills they have learned. Training materials shall be made available to participants to allow them to have access to useful information on their return to workplace.    Stage Two             The training manager shall develop a training program that aims to develop and improve the communication skills of the participant. The aim of the program is to equip the participants with the necessary knowledge and skills that will enable them to communicate clearly with the customers and their coworkers. Learning Outcomes <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to build trust and credibility.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to adapt to social styles.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to sell to multiple buyers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn how to identify decision makers.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn to uncover needs accurately.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Learn to utilize strategic questioning.</li> </ul> Structure             The program will include classroom instruction and hands-on activities. Other interactive activities such as demonstrations, role plays, case studies, games and exercises will be employed.   Stage Three             The training manager shall develop a training program that aims to develop and improve the sales skills of the participant. The aim of the program is to equip the participants with the necessary skills and knowledge that will enable them to effectively sell the products to the customers. Learning Outcomes <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Explain the four basic behavioral styles and adapt to each.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Capitalize on personal style for more effective communication.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Describe the impact pf body language and voice tones on communication.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">List strategies for dealing with difficult behaviors.</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Develop an action plan to improve communication skills.</li> </ul> Structure             The program will include classroom instruction and hands-on activities. Other interactive activities such as demonstrations, role plays, case studies, games and exercises will be employed.   *For an example of a training session plan for sales training please refer to Appendix 3*           Qualitative Requirements CRITERIA WEIGHT % Demonstrated expertise in Customer Relationship Management   40% Demonstrated expertise in Communication   30% Demonstrated expertise in Sales   30% Total 100%               Conclusion         Learning is a permanent change in an attitude or behavior that occurs as a result of repeated experience. The focus of the paper is about adult learners. Adult learners are motivated to learn as they develop needs and interest that learning will satisfy. The center of adult orientation to learning is work and personal life. There is a great possibility of learning from experience in adults. Having these things in mind, the recommendations presented in this paper aims to maximize learning and to encourage employees to participate in learning and training programs that will benefit them and the organization as well. The design of training programs take may factors into consideration. One of these factors is learning styles. The four basic styles of learning are activist, reflector, theorist, and pragmatist. Each display different characteristics and respond to different learning environments and methodologies.   Bibliography Cascio W. F. (1989). Managing Human Resources: Productivity, Quality of Work Life, Profits. New York: McGraw-Hill.   Gilley, J. W., and Eggland, S. A. (1989). Principles of Human Resource Development. Cambridge, Mass.: Addison-Wesley.   Gilley, J. W. and Maycunich, A. (2000). Beyond the Learning Organization: Creating a Culture of Continuous Growth and Development through State-Of-The-Art Human Resource Practices. Cambridge, MA: Perseus Books.   Honey, P. and Mumford, A. ( 1982). The Learning Styles Questionnaire. Maidenhead, Berkshire: Peter Honey.   Kirkpatrick, D. L. (1959a). Techniques for Evaluating Training Programs. Journal of American Society of Training Development, 13 (11), 3–9.   Kirkpatrick, D. L. (1959b). Techniques for Evaluating Training Programs: Part 2—Learning. Journal of American Society of Training and Development, 13 (12), 21–26.   Kirkpatrick, D. L. (1960a). Techniques for Evaluating Training Programs: Part 3—Behavior. Journal of American Society of Training and Development, 14 (1), 13–18.   Kirkpatrick, D. L. (1960b). Techniques for Evaluating Training Programs: Part 4—Results. Journal of American Society of Training and Development, 14 (2), 28–32.   Kirkpatrick, D. L. (1976). Evaluation of Training. In R. L Craig (Ed.), Training and Development Handbook: A Guide to Human Resource Development (2nd ed., pp. 18.1–18.27). New York: McGraw-Hill.   Kraiger, K. (2002). Decision-Based Evaluation. In K. Kraiger (Ed.). Creating, Implementing, and Managing Effective Training and Development: State-Of-The-Art Lessons for Practice (pp. 331-375). San Francisco: Jossey Bass.   Kraiger, K., Ford, K. and Salas, E (1993). Application of Cognitive, Skill-Based and Affective Theories of Learning Outcomes to New Methods of Training Evaluation. Journal of Applied Psychology, 78 (2), 311-328.   Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday.   Sims, R. (1990). An Experiential Learning Approach to Employee Training Systems. New York: Quorum Books.   Sims, R. (1998). Reinventing Training and Development. Westport CT: Quorum Books.   Sims, R. (2002). Organizational Success through Effective Human Resources Management. Westport CT: Quorum Books.     Appendices  Appendix 1 Hierarchy of Training Needs        Appendix 2A Learning Contract Training Program: Customer Relationship  Management   Trainee’s Name: Training Activity: Customer Relationship Management: Dealing with Customers   Task Learning Objectives Resources and Actions Evidence/Outcomes   1 Identify the features of excellent customer service.       2 Learn how employee behaviors and actions affect consumers       3. Learn how to communicate respectfully to customers and co-workers.       4. Explain different customer behavior styles and know how to adjust to each.       5. Know how to measure customer satisfaction levels and increase them as needed.       6. Learn techniques in dealing with customers.       7. Develop personal action plan to improve customer service           Follow up Actions: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________   Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________   Appendix 2B Learning Contract Training Program: Sales Training   Trainee’s Name: Training Activity: Selling for Organizational Growth Task Learning Objectives Resources and Actions Evidence/Outcomes   1 Learn how to build trust and credibility.       2 Learn how to adapt to social styles.       3. Learn how to sell to multiple buyers.       4. Learn how to identify decision makers.       5. Learn to uncover needs accurately.       6. Learn to utilize strategic questioning.           Follow up Actions: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________   Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________     Appendix 2C Learning Contract Training Program: Communication Training   Trainee’s Name: Training Activity: Communication Skills: Theories and Practice Task Learning Objectives Resources and Actions Evidence/Outcomes   1 Explain the four basic behavioral styles and adapt to each.       2 Capitalize on personal style for more effective communication.       3. Describe the impact pf body language and voice tones on communication.       4. List strategies for dealing with difficult behaviors.       5. Develop an action plan to improve communication skills.           Follow up Actions: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________   Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________     Appendix 3 Training Session Plan   Title: Sales Training                                                                       Date: Session: Applying Sales in Retail Stores Trainer: Equipment: Projector, Laptop, Whiteboard, Pens, Flipchart, Participatory Learning and Action Training Aids, Telephone Training Session Objectives <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Make effective sales in the retail store</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Answer customer inquiries effectively</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Explain the customer decision-making process</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Building rapport with the customer</li> </ul>   Time Table Duration of Time Content Methods/Equipments Notes 9:00 – 9:30 Introduction to the Course <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Classroom Instruction</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Projector</li> </ul>   9:30 – 10:00 Definitions and principles <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Classroom Instruction</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Question and Answer</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Projector</li> </ul>   10:00 – 11:00 Customer decision-making process Factors that affect customer decision making Customer behaviour and attitudes <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Classroom Instruction</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group discussion</li> </ul>   11:00 – 12:30 Customer Analysis Preparing and using customer information <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Classroom Instruction</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group Discussion</li> </ul>   12:30 – 1:30 LUNCH     1:30 – 3:00 Selling to the customer <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Hands-on</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group Discussion</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Question and Answer</li> </ul>   3:00 – 4:00 Answering customer inquiries Up-selling <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Hands-on</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group Discussion</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Question and Answer</li> </ul>   4:00-5:00 Dealing with difficult customers <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Case studies</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Group Discussion</li> </ul>   5:00 – 5:15 BREAK     5:15 – 5:45 Review <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Flip Chart</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Team game</li> </ul>       Training Materials             The following are the training materials to be used: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Projector</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Power-point presentations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Movie Clips</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Case Studies</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Hand-outs</li> </ul>   Appendix 4 Measurement of Learning   Purpose of Assessment             The purpose of the learning outcomes assessment is to monitor progress and provide feedback for trainees and trainer. The assessment will be used in order to assess achievement at the conclusion of each training session.   Learning Objectives Customer Management – at the end of the training session, the participants are expected to understand customer service and possess knowledge in dealing with different types of customers. Communication Skills – at the end of the training session, the participants are expected to possess knowledge, skills and abilities that will enable them to effectively communicate with customers both verbally and non-verbally. The participants are expected to understand the communication process and how communication affects customer service and sales. Sales – at the end of the training session, the participants are expected to learn the theories and principles of sales. The trainees are also expected to effectively apply these theories and principles in the work setting.   Measuring Declarative Knowledge             At the end of the training session, the participants will be able to state or describe: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Facts</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Ideas</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Principles</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Rules</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Recognize incorrect information or errors</li> </ul> The measurement methods that will be used are: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Quiz</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Summary of the things learned</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Interview</li> </ul> Measuring Application Skills and Cognitive Strategies             At the end of the training session, the participants are expected to effectively acquire the following skills: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Problem solving</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Using the principles on other situations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Ability to bring together relevant knowledge and skills</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Troubleshooting approach</li> </ul> The measurement methods to be used are: <ul style="margin-top: 0in; margin-bottom: 0in" type="circle"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Role plays</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Demonstrations</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> Observations</li> </ul>   Appendix 5 Evaluation of the Training Programs               At the end of every training session, an evaluation will take place. The evaluation aims to determine the effectiveness of each training program and to determine ways to further improve each. The evaluation will provide information about how the training can be improved and whether it is able to meet its goals and objectives. The training evaluation is intended to: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Identify learning outcomes</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Diagnose program’s strengths and weaknesses</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Pinpoints needed improvements</li> </ul>    Measuring the Response of the Participants             In order to evaluate the effectiveness of the training session, a questionnaire will be designed and will be given to each participant at the end of the training session. The questionnaire will assess the effectiveness of the training session as viewed by the participants. A questionnaire using a Likert Scale with five response scale where in respondents check in a scale of 1 to 5 whether they strongly agree, agree, are undecided, disagree or strongly disagree with the statements. The equivalent weights for the answers will be: Range                                                Interpretation             4.50 – 5.00                                        Strongly Agree 3.50 – 4.00                                        Agree 2.50 – 3.49                                        Uncertain 1.50 – 2.49                                        Disagree          0.00 – 1.49                                        Strongly Disagree    Appendix 6 Evaluation Questionnaire                         The evaluation questionnaire will be given to the trainees after the training session. The training questionnaire aims to evaluate the training content and to assess the trainees’ reactions and observations of the training session. The questionnaire will be made up of the following questions: 1. Program Objectives – To evaluate program objectives against participants’ expectations and the appropriateness, structure, level, and timelines of the program content <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think that the content of the training session met the stated objectives?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think the content was up-to-date?</li> </ul> 2. Program Materials – To determine effectiveness, efficiency and usefulness of written materials and other aids. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think that the learning materials used were consistent with the objectives of the training session?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Did the handouts provide easy to understand information and contents?</li> </ul> 3. Delivery Methods or Technologies – To judge the appropriateness of delivery methods, including media technologies. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think that the presentation technologies used in class effective?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Do you think the visual aids were helpful?</li> </ul> 4. Instructor or Facilitator – To rate the ability, preparation, and effectiveness of the trainer or facilitator in leading the program. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Did the instructor present materials clearly?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Was the instructor responsive to participants’ questions?</li> </ul> 5. Instructional Activities – To evaluate the appropriateness and helpfulness of in-class activities. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Were the course exercises relevant to the training session’s objectives?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Were the group discussions helpful to participants in exchanging ideas with each other?</li> </ul> 6. Program Time and Length – To asses the length of the session for schedule change and considerations of the session length. <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Was the length of the session appropriate for the stated objectives?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%">Was there enough time to practice course content?</li> </ul>     Credit:ivythesis.typepad.com

Learning and Development of UNIQLO store in Hong Kong

Abstract This report is about the learning and training programs at an apparel manufacturer and retailer in Hong Kong. The report...