Introduction: The Purpose Of Unit Assignments Is To Broaden ✓ Solved

Introductionthe Purpose Of Unit Assignments Is To Broaden Your Compreh

The purpose of unit assignments is to broaden your comprehension of the unit material. The unit assignments provide an opportunity for you to explore areas that might benefit your own organization or studies and also help you broaden your exposure to the different elements of training and development. Unit Learning Outcomes include evaluating the role of succession planning in organizational learning and synthesizing scholarly research to complete required assignments.

Review Case Incident – Management Training at IKEA (Chapter 2). Conduct scholarly research to answer the assigned questions. Formulate a 2-3-page response in an APA (7th edition) formatted report. Review the grading rubric for expectations.

Sample Paper For Above instruction

The management training program at IKEA exemplifies a comprehensive approach to developing managerial competencies in a fast-paced retail environment. IKEA, a Swedish-based home furnishings chain, faces the significant challenge of rapidly training new managers across its numerous stores in North America. To address this, IKEA has established centers of excellence that serve as learning hubs, focusing on specific management competencies essential for successful store operations.

At the core of IKEA’s manager training are structured curricula and online modules. Trainee managers participate in a 17-module online learning program, which covers nine core management competencies. These modules facilitate self-paced learning, allowing managers to acquire foundational knowledge critical to their roles. After mastering the online content and completing practicums, managers shadow experienced managers to observe real-world application, thereby bridging theory and practice. This method aligns well with experiential learning principles, enabling trainees to observe, imitate, and reflect on observed behaviors.

Following the online and shadowing phases, managers undergo two weeks of classroom training at IKEA Business College. This phase introduces them to IKEA's philosophies and operational theories, emphasizing the company’s vision and strategic approach. Managers learn about the “big picture” of IKEA’s store operations, which helps in aligning individual performance with corporate goals. Six months post-store opening, managers also participate in advanced training, which ensures continuous development and adaptation to evolving operational demands.

The learning outcomes of the IKEA manager training program include mastering key management competencies, understanding IKEA’s operating philosophies, and integrating theoretical knowledge with practical application. Managers learn via a combination of online modules, shadowing, classroom instruction, and subsequent on-the-job training. This multimodal approach caters to diverse learning styles and ensures comprehensive skill development.

In terms of learning theories, the IKEA program demonstrates principles consistent with the ACT (Adult Cognitive Theory) model, which emphasizes experiential learning, active participation, and reflection. The shadowing component embodies real-world experiential learning, allowing managers to observe and practice management behaviors in a safe environment. The classroom sessions at IKEA Business College facilitate cognitive processing of complex theories and philosophies, which aligns with the stages of ACT, including concrete experience, reflective observation, abstract conceptualization, and active experimentation.

However, to enhance alignment with ACT theory, the program could incorporate more deliberate reflection phases after shadowing and classroom learning, encouraging managers to assess their experiences critically and plan next steps. For example, structured reflection journals or debrief sessions could reinforce learning, ensuring the transition from concrete experience to reflective observation is robust.

Regarding Kolb’s experiential learning cycle, the IKEA management training program involves several of Kolb’s four modes: concrete experience (shadowing and practicum), reflective observation (discussions and evaluations), abstract conceptualization (theories at IKEA Business College), and active experimentation (application in actual store settings). Nonetheless, the program might benefit from explicitly integrating all four modes more intentionally. For instance, designing activities explicitly aimed at each mode—for example, case studies to promote abstract conceptualization or hands-on simulations for active experimentation—could deepen learning experiences.

To incorporate all four of Kolb’s learning modes and ensure the cycle is fully engaged, modifications could include scheduled reflection sessions post-shadowing, case-based exercises during classroom training, and opportunities for managers to experiment with new management techniques actively. Such steps would foster a more holistic learning process, leading to sustained behavioral change and improved performance.

In conclusion, IKEA’s management training program effectively combines online learning, shadowing, and classroom instruction to develop managerial competencies aligned with experiential and transformational learning theories. The program’s structure supports multiple learning styles, but deliberate enhancements to reflection and active experimentation could deepen learning and adherence to Kolb’s cycle. Implementing these changes would likely produce more adaptive, reflective, and competent managers, better equipped to meet the evolving needs of IKEA’s retail environment.

References

• Zemke, R. (2004). Training top 100: Editor’s choice: IKEA U.S.A. Training Magazine, 41(3), 70.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
• Armstrong, M. (2009). Armstrong's handbook of human resource management practice. Kogan Page.
• Noe, R. A. (2017). Employee training & development. McGraw-Hill Education.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Caffarella, R. S. (2009). Planning programs for adult learners: A practical guide. John Wiley & Sons.
• Gentry, W. A. (2018). Motivating employees for top performance: What really works. Business Expert Press.
• McLeod, S. A. (2017). Kolb's learning styles and experiential learning. Simply Psychology.
• Kolb, A., & Kolb, D. A. (2009). The experiential learning cycle. In S. B. Merriam, R. S. Caffarella, & L. Baumgartner (Eds.), Learning in adulthood (pp. 27–44). Jossey-Bass.
• Saks, A. M., & Burke, L. A. (2015). Managing performance through training and development. SHRM Essential Guide to Performance Management.