Evaluative Report and Project Plan

Evaluative Report and Project Plan


Question:

Discuss about the Evaluative Report and Project Plan.

Answer:

Introduction:

With the increase in the level of economic reformation and globalization in the world’s economic and political systems, the need for information and knowledge within those systems have changed (Cogburn, n.d.). The need for education in terms of curriculum and approach, function and structure at every educational level, especially at tertiary, have also changed. For the future employees, these educational requirements are extremely significant (Cogburn, n.d.). Therefore, the development of educational system for information gain especially for adult beginners who intend to engage in long life learning are very crucial. 
Globalization is definitely a powerful force; this is the basic reality at my work place. Generally, international integration extent varies widely across companies and countries and commonly remains more limited than is supposed (Ghemawat, 2017). The rapid emerging markets growth with combined lower development in the underdeveloped economies is increasing the level of globalization in a number of companies in different countries (Ghemawat, 2017).  However, metrics on markets of globalization record that 10 to 25 percent of trade, information, people and capital moves across borders nationally. While internationally movements are significantly dampened by geographic distance as well as cross-country disputes. For example, the trade between US and Chile has a likelihood of 6 percent increment in extent if the two countries were as close as the United States and Canada are (Ghemawat, 2017). Also, the difference in the language spoken by two countries slashes the volume of trade between them by 30%.
Education, knowledge and learning have a significant distinctive contrast between them (Ghemawat, 2017). Generally, education is an official process of instruction, centered on the theory of teaching with the main aim of imparting formal knowledge to students. Whereas learning as a process can occur without or with formal institutional education (Ghemawat, 2017). Knowledge accusation and accusation of skills using ICTs will occur significantly outside the traditional institutions of formal education (Ghemawat, 2017). The accusation and accumulation for Learning in the workplace through collaborations sometimes traverse the global. Globalization will become a more common place through the accumulation of more knowledge from local communities with same interests.

Developing Global Management Skills

As organizations range across borders, leadership capacity globally is surfacing more and more often as a binding restriction (Bartlett, & Ghosha, 2003). According to senior executive’s studies, 76 percent of them believe their firms need to develop leadership capabilities globally while 7 percent believe they are effectively doing very well currently (Bartlett, & Ghosha, 2003). Close to 30% Australian companies admits of failing to fully exploit their opportunities in international business due to insufficient competent international personnel.
Most of the current business and academic ideas concerning global leadership indicates leadership experts’ efforts to acclimate the perception of their field to the global platform. A number of learning institutions targets to create a transcultural leadership (Bartlett, & Ghosha, 2003). This means that the leaders trained in this kind of institution can effectively manage to work anywhere in the world. However, cross-cultural management scholars argue that it unrealistic to have that kind of objectives.  As much as the global leadership is still considered a promising field, its common hypothesis incorporates some myths are based on globalization misconceptions. By correcting these myths organizations can double their efforts concerning global leadership position.
The reading and analyzing the globalization effects by a certain firm in a given industry, is definitely an integral global leadership requirement (McCall, & Hollenbeck, 2002). Similarly, the appreciation by a given employees in a given organization of being far from complete globalization is invaluable. To understand this concepts, there are a number of issues that should be put into consideration. For instance, the trust which is also referred to as leadership currency by some individuals, sharply reduces in relation to the distance. A recent study conducted in Southern Australia indicates that, in comparison between own and foreign countries, citizens trust their fellow citizens twice as much as they trust neighboring countries’ citizens. The citizens far away from their mother country, earn lowest trust. Another aspect to put in consideration is the flow of information. In Australia, 95% of the citizen access new information from local news sources that focuses on local stories more than the foreign sources ("Chapter 3: Skills and innovation - The importance of skills to innovation and productivity | Australian Innovation System Report 2012 | Department of Innovation, Industry, Science, Research and Tertiary Education", 2012). In addition, 85% of friends on Facebook and 98% of minutes used on telephone-calling are domestic.
The leaders at global level should not worry or hide their own roots for the sake of becoming global citizens. This is because there is a surprising implication of continuous rootedness of both employees and organizations ("Performance Management", 2017). In fact, the global leaders by nurturing their roots they should embrace multiculturalism. They should focus on going out to connect with colleagues in other parts of the world who are rooted in distinct cultures and places ("Performance Management", 2017). The current studies indicate that those leaders who identify with both the host and home cultures exhibit exemplary performance than leaders who majorly identifies with only one culture.

Developing and Evaluating Training Project Plan

The designing of a Form for Training Plan is made to help the organizations in understanding development of the training. In early planning stages, the form is very crucial. The form helps the organizations when envisioning the presenters, contemplating content ideas, and when they are revisiting feedbacks extracted from the previous training and surveys ("Implementing an Employee Training & Development Program | Learning, Training & Development | HR Toolkit | hrcouncil.ca", n.d.). The skill level of every participant is expected to increase after every training. The plan for training is constructed to help the participants identify the specific skills they should get after the training, and by doing so provide the guidance for the planned training activities.
The objectives used for training should be drafted in a language that comprises potentially measurable action words ("Implementing an Employee Training & Development Program | Learning, Training & Development | HR Toolkit | hrcouncil.ca", n.d.). For instance, the recommended words to be used should include: analyze, differentiate, design, define, explain, assess, formulate, describe, list, discuss or name. Upon the determination of clear training objectives, construct training activities that will facilitate the learner to achieve attain the expected skills ("Implementing an Employee Training & Development Program | Learning, Training & Development | HR Toolkit | hrcouncil.ca", n.d.). It is mandatory to have training activities, which should reinforce the objectives highlighted. The reason for having activities for training is to give participants time to apply in practice the learnt applications of the needed skills. Activities to be trained can be conducted in large or small teams and comprise role playing, discussion, problem-centered learning, discussion, and education-based games. The following are examples of training goals and objectives for global leadership management skills.
Examples
Goal: Participants will become familiar with the cost effective international management skills.
Objective: After completing the training, the participants will be able to assimilate Management for Profit Toolkit components into their current management systems.
Skills: How to manage an international corporate for increased revenues.
Training Activity: Methods to manage a global corporate through the use of Management for Profit program.
Training Evaluation Plan
The evaluation of the training will analyze the effects of learning that is skill-based, and facilitate the observation of the results across different organizations. For the management skill-based training, the template used for evaluation will be required ("Implementing an Employee Training & Development Program | Learning, Training & Development | HR Toolkit | hrcouncil.ca", n.d.). There will be a customization of the template so that the template must specific training objectives, training goals, and training skills. On the template, only additional questions can be added but not the removal of already existing questions. All participants will be given a one month survey follow-up template, which will be created as per the guidelines of the training objectives of global management skills.

Evaluation Activity Tracking Form and Critical Analysis

All project evaluations will be summarized and analyzed based on each team. For each training conducted, there will be a critical analysis of the results obtained from the evaluations. The final analysis should factor in the survey results summary and a short discussion. The evaluation will comprise a review of the results and a brief analysis on how the results will be relevant for the future activities and trainings.  The form for evaluating, activity has been established to help in the process of data collection. All the assessments in the training should be recorded in the evaluation ATF. The trainings should be recorded in the evaluation training worksheets separately.

References

Bartlett, C., & Ghosha, S. (2003). What Is a Global Manager?. Harvard Business Review. Retrieved 26 March 2017, from https://hbr.org/2003/08/what-is-a-global-manager
Chapter 3: Skills and innovation - The importance of skills to innovation and productivity | Australian Innovation System Report 2012 | Department of Innovation, Industry, Science, Research and Tertiary Education. (2012). Industry.gov.au. Retrieved 26 March 2017, from https://industry.gov.au/Office-of-the-Chief-Economist/Publications/Policy/AustralianInnovationSystemReport/AISR2012/chapter-3-skills-and-innovation/the-importance-of-skiills-to-innovation-and-productivity/index.html
Cogburn, D. Globalization, Knowledge, Education and Training. Unesco.org. Retrieved 26 March 2017, from http://www.unesco.org/webworld/infoethics_2/eng/papers/paper_23.htm
Ghemawat, P. (2017). Developing global leaders. McKinsey & Company. Retrieved 26 March 2017, from http://www.mckinsey.com/global-themes/leadership/developing-global-leaders
Implementing an Employee Training & Development Program | Learning, Training & Development | HR Toolkit | hrcouncil.ca. Hrcouncil.ca. Retrieved 26 March 2017, from http://hrcouncil.ca/hr-toolkit/learning-implementing.cfm
McCall, M., & Hollenbeck, G. (2017). Developing Global Executives - How To Train Leaders For a Global Perspective. HBS Working Knowledge. Retrieved 26 March 2017, from http://hbswk.hbs.edu/archive/2732.html
Performance Management. (2017). Ahri.com.au. Retrieved 26 March 2017, from https://www.ahri.com.au/assist/performance-management.

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