Part A
Major role players for this project are the HR Department, IT Department, and employees at Customer Support. The project’s objectives are to offer the employees training materials to learn Microsoft Office and CRM software and develop an HR software system to facilitate the assignment, tracking, and completion of training courses. Ultimately, this integration is expected to boost productivity by 10-15% across the workforce.
Support, Inc. recently gained clear insights into the necessities of MS Office and new software by analyzing employee resumes, feedback, and internal data. Training on such fundamentals is the direct way of increasing labor productivity between 10% and 15%. The IT group has a plan for the project, which will provide people with training materials from another vendor and integrate them with Customer Support’s HR software systems.
The project costs approximately $150,000; the deadline’s five-month magnification is calculated. The agile approach was selected because it offers flexibility to modify training needs and the software’s integration features as the project progresses. The iterative method makes it possible for status workers and feedback from them constantly within five months.
The project’s objective is to particularize the project’s detailed requirements and then use the skill gap assessment already conducted to serve as the project’s foundation. It is up to the HR department to analyze staff member’s strengths and weaknesses and recommend which skills to develop. The IT department is expected to develop tech requirements to be included in HR software integration. Staff and managers’ feedback shall help define learning units, the formats, and the logic that will be used in their creation.
A list of vendors is available to provide the required materials to cover the skill gaps. The vendor’s short-listing will be based on factors like content and format quality, price, and compatibility with the HR software. Evaluation of the training platforms will encompass various platforms’ demos, including provision for the trial classes. Negotiations will be the next stage, and the vendor will be chosen through them.
HR software integration will cover information about training courses, including what data to integrate with the vendors. The software functionality will enable administrators to assign courses to employees’ profiles, assess and track the course completion status, and link courses to annual reviews (Jacobsen et al., 2022). Reports, dashboards, and charts will be generated for employees and management to check registered courses and progress.
The pilot group will be the test team, and they will be the first to use the implemented new practices before the full implementation. The pilot team will help identify pitfalls that need improvement and recommend changes (Brennan et al., 2020). This will be in place to keep a grip on integrating software and teaching material. The recorded responses shall be taken into account for future modifications.
All employees and managers will be trained in responding to theoretical courses on the indicated suppliers and features of HR software. The participants will be allowed to ask questions about the system as they gradually start to use it (Hayat et al., 2021). When the project has ended, the project team will evaluate how well the training was implemented and how these ideas were integrated. These documentation evaluations will be documented, and the best practices and lessons learned will be noted.
The agile methodology’s iterative approach allows flexibility so that renewed studies are made, feedback is integrated, and training and software are delivered in a way that is the most beneficial to the staff of Customer Support. Besides stakeholder participation, the consequent leverage on usage and engagement will also be witnessed.
References
Brennan, P. A., Holden, C., Shaw, G., Morris, S., & Oeppen, R. S. (2020). Leading article: How can we improve individual and team situational awareness to benefit patient safety? British Journal of Oral and Maxillofacial Surgery, 58(4), 404-408.
Hayat, A. A., Keshavarzi, M. H., Zare, S., Bazrafcan, L., Rezaee, R., Faghihi, S. A., … & Kojuri, J. (2021). Challenges and opportunities from the COVID-19 pandemic in medical education: a qualitative study. BMC Medical Education, 21(1), 247.
Jacobsen, C. B., Andersen, L. B., Bøllingtoft, A., & Eriksen, T. L. M. (2022). Can leadership training improve organizational effectiveness? Evidence from a randomized field experiment on transformational and transactional leadership. Public Administration Review, 82(1), 117-131.
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