Introduction
Volkswagen Group is one of the leading companies in automobile manufacturing that includes twelve famous car, motorcycle, and commercial vehicle brands. The company has 122 production sites all over the world, with the majority of them concentrated in Europe (Volkswagen Group 2019a). Currently, the company is going through a recovery process after an environmental scandal in 2015 (Boudette 2017).
Environmental Protection Agency in the US found that Volkswagen installed software in their cars that could detect when the engine was being tested for emission to demonstrate improved results (Boudette 2017). Since then, the company had to change its priorities and pledge to become the most environment-friendly vehicle manufacturer. According to Matousek (2019), the company aims to have 40% of its revenues from selling electric vehicles (EVs) by 2030. In 2018, the company sold 10,834,012 vehicles, employed 655,722 people, and reported €17.1 billion of operating profit (Volkswagen Group 2019a). A short PESTLE analysis is provided below to identify the environment in which the company operates.
The political environment is unstable since it is associated with considerable threats. The United States and the United Kingdom are major markets for the company; however, future political relationships with these countries are unclear due to Brexit and the willingness of the US to put tariffs on goods from the EU (Bush 2019). As for the economic factor, its effect is mixed due to two contradicting trends.
While consumer spending is growing in the majority of parts of the world (Bush 2019), the passenger vehicle market has experienced a significant drop in the previous two years (Bullard 2019). However, it should be noticed that the EV market is growing rapidly, which is a positive sign considering the shifting priorities of the company (Bullard 2019). In terms of the socio-cultural environment, the environment-friendly business model is well received by the public (Matousek 2019). However, the desire to drive cars is decreasing, and people give up cars for scooters, bicycles, and public transportation (Bush 2019).
Technological, legal, and environmental factors all revolve around the increased need to reduce the emission of greenhouse gases, which is identified as the top priority by Volkswagen. In short, the external environment is associated with both considerable threats and opportunities and the company has selected a viable strategy to address these matters.
Considering the push for environment-friendly technologies and policies, front-line sales personnel must be aware of the company’s identified priorities. Therefore, the present paper aims at identifying training needs and designing a training program for the sales department to close the gap. Moreover, it also explains how the program should be delivered and evaluates its effectiveness and efficiency using relevant theories and frameworks.
Design
Learning Needs Analysis
Learning needs analysis (LNA) is a vital process associated with considerable benefits for companies. LNAs aims at accomplishing three essential matters, including deciding what skills are required to be effective, evaluating the skills of staff, and identifying the gap in skills (Beevers and Rea 2016). Human resource (HR) managers usually perform LNAs at the end of a year to plan training activities for the next year (Morrison 2019).
LNAs are also beneficial for identifying knowledge gaps before they become a problem and ensures that training priorities correlate with the company’s goals and objectives (Beevers and Rea 2016). Moreover, Morrison (2019) suggests that LNAs are also vital for highlighting training that had not been considered before, ensuring that training is focused on the relevant areas, and helping to decide who should attend which training sessions. Even though LNA can be overly formal and often focuses on wants rather than needs (Gurdjian, Halbeisen, and Lane 2014), the advantages of LNA surpass its flaws. In short, LNA plays a central role in informing other stages of the training cycle.
There are different approaches to LNA associated with various advantages and limitations. However, it has been selected that LNA for the sales department of Volkswagen will be based on the three-tier model (TTM) with additional environmental analysis. TTM rests upon Bloom’s (1956) domains of learning, which are knowledge, skills, and attitudes (KSA). TTM includes organizational analysis, job analysis, and individual analysis (Stewart and Cureton 2014). One of the major flaws of the approach is that it does not assess environmental factors (Stewart and Cureton 2014. Four following paragraphs describe how the needs analysis was performed.
First, environmental factors were identified using PESTLE to appreciate how they can influence training needs for the sales department. The primary sources of information were recent publications in authoritative newspapers and journals concerning the outside threats and opportunities for Volkswagen Group. The overview of the PESTLE analysis is provided in the introduction to the present paper.
The primary conclusion made from the analysis is that ecology is the primary concern of the external environment, and Volkswagen can win more customers by providing environment-friendly products and services. Therefore, sales managers, as first-line personnel, are to be aware of the matter and focus more attention on the environmental impact while providing service. For instance, they should provide extensive information on the emission levels of Volkswagen’s cars and compare them to emission levels of vehicles manufactured by other companies. This would be beneficial for gaining the trust and interest of customers and increase sales.
Second, the assessment on the organizational level was conducted using Volkswagen’s annual report and the company’s press releases. According to the report, the company identified four target dimensions in future development, including promoting the excitement of customers, remaining an excellent employer, being a role model for the environment, safety and integrity, securing competitive profitability (Volkswagen Group 2019a).
The matter is confirmed by a recent press release which states that the company is planning to introduce 34 new models in 2020 to decrease environmental impact and improve customer satisfaction (Volkswagen Group 2019b). Therefore, a salesperson needs to be aware of the characteristics of the new vehicles and their performance in terms of greenhouse gas emissions. This training will support three out of four dimensions identified by the company, except addressing the aim of being a top employer.
Third, job analysis aimed at revealing critical KSA of sales personnel by overviewing relevant scientific literature and interviewing authorities. The job analysis revealed that collaboration, relationship management, finance, business, and consultative skills are of most importance for sales personnel (Singh, Manrai, and Manrai 2015). At the same time, the interviews revealed that a successful salesperson is to be skillful in oral communication, integrity, self-confidence, tact, decision-making, and listening.
The interviews appeared to be flexible and relevant for the purpose that helped to acquire a large amount of data. However, according to Stewart and Cureton (2014), stakeholder interviews are hard to generalize and draw conclusions from; therefore, an overview of literature was added to address the weakness of the method.
Finally, a survey among a randomly selected sample of salespersons was conducted to identify the gap between the expected skillset and the actual skill set. According to Stewart and Cureton (2014), surveys are inexpensive and can reach a large number of people from the population of interest. At the same time, the acquired data can be conveniently analyzed using qualitative methods. The assessment of qualitative data is associated with increased reliability; however, there are significant drawbacks associated with the matter. The problem is that acquired data is self-reported; therefore, it is associated with a certain degree of bias. Additionally, Stewart and Cureton (2014) claim that surveys do not provide in-depth information, and causes of matters are hard to explain. In short, the results of surveys are often inconclusive, which hinders the decision-making process about what needs are to be addressed.
LNA among sales personnel of Volkswagen group revealed several needs that needed addressing. In particular, the personnel needed to learn about new products, go through customer satisfaction training, and acquire relevant environmental awareness. After the analysis of data, it was decided to prioritize in favor of ecological awareness due to environmental threats and the company’s priorities. Customer satisfaction training is of extreme importance because of the mixed socio-cultural environment and developmental dimensions identified by the company. However, environmental training is a more urgent skill and it will affect customer satisfaction as well.
As was determined by the PESTLE analysis, ecology is a growing concern among customers. Therefore, sales personnel demonstrating increased awareness of the matter may positively influence customer satisfaction and improve Volkswagen’s image in the long run. While it may be argued that receiving training about the new products of the company should be prioritized over environmental training due to its urgency, it is worth mentioning that employees do not need to know about all the new products released by the company. New vehicles will be introduced under various brands in different countries; therefore, formal training is not required to address the need.
Strategy
The primary aim of the training and development program is to address the identified need. The goal of the program is to improve the environmental awareness of sales personnel of the Volkswagen Group in Europe. Three following objectives were formulated to achieve the goal:
- Ensure awareness about the influence of human activities on the environment;
- Identify the technologies used in automobile manufacturing that help to address environmental issues;
- Establish the advantages of Volkswagen vehicles over the competitors in terms of emissions.
The delivery process will be divided into four sessions, which will be delivered in a hybrid environment. The training process will have online elements, including a webinar and a discussion board, and face-to-face activities, including a workshop and a presentation of a project. A combination of different approaches is expected to improve learning outcomes.
The first training session will be a webinar that touches upon the critical environmental issues and their influence on legal policies and business strategies. The webinar will consist of a lecture and a question-answer session. During the first part, the lecturer will deliver fundamental issues identified by Greenpeace. These problems are deforestation, global warming, decreased biodiversity, ocean and air pollution, and food sustainability (Greenpeace no date).
The lecture will also overview recent changes in law and business strategies that aim to address the identified problems. During the second part, the participants will be given a chance to ask questions, and the lecturer will also ask questions to the audience. At the end of the session, the trainer will provide information about the second step in the program.
During the second session, the participants will be offered to calculate their ecological footprint and reflect upon the matter. Footprint calculator is an online application designed by Global Footprint Network (no date) and Schneider Electrics. It calculates how much land and sea area is needed to provide the resources a person needs and absorb their carbon dioxide emissions (Global Footprint Network no date).
The calculator processes the answers to a questionnaire and tells how many Earths would humanity need if everyone lived the way the interviewee is living. The reflection will be done in the form of an initial post on an online discussion board, where participants will be offered to share their results and thoughts about them. After that, everyone will be encouraged to comment on the posts of the others to facilitate an in-depth contemplation of the ecological problems and lifestyle choices. After the discussion is over, the leader of the program will declare the online part of training finished and will announce a time a place for the face-to-face component.
The offline portion will start with a workshop that will include different teaching techniques. The workshop will begin with a short lecture about Volkswagen’s mission to deliver customer-centered services with an emphasis on ecological sustainability (Volkswagen Group 2019a). After that, an expert speaker will be given word to tell about the latest technological advancements in research and development concerning the reduction of emissions of greenhouse gases of Volkswagen’s vehicles.
Moreover, the speaker will also mention the future of electric cars and Volkswagen’s dedication to EVs. When the guest speaker is finished, the participants will be offered a roleplaying game, where customers will be asking about the ecological characteristics of cars, and sales personnel will need to reply to the questions using the information from the training sessions. The session will end with a short discussion of the most important skills and knowledge touched upon during the workshop.
The final session will be a presentation of a project that participants will need to prepare at home. While developing the project, the participants will need to choose one vehicle manufactured by Volkswagen and compare it to the competitors’ cars of the same class in terms of environmental impact. The project will include an in-depth description of a vehicle and a comparison to at least two competitors. After all the projects are presented, the training leader will give out certificates signifying that the employees have completed the environmental awareness learning program.
The combination of methods was chosen due to their effectiveness and efficiency. According to Malik et al. (2015), webinars are vital for companies to “improve skills of their employees and to meet the demand of life-long learning” (p. 1760). They are easy and convenient to use, which is vital for adult learners busy with their family and professional activities (Malik et al. 2015). Discussion boards were identified as critical in letting everyone in the program be heard. According to Hall (2015), online discussion boards help the participants to apply critical thinking and escape social anxiety when stating their opinions.
Moreover, discussion boards are vital for encouraging everyone’s participation (Hall 2015). At the same time, workshops with a wide variety of activities can help to develop new skills and gather instant feedback (Tomorrow’s World Today no date). Even though attending workshops can be stressful, they are beneficial for making new friends and improving teamwork (Tomorrow’s World Today no date). A presentation of a project was included to provide a sense of completion and provide the participants with the chance to apply the knowledge to their everyday situations.
When designing a training program, it is vital to consider strategies for learning transfer to ensure positive outcomes. According to Malamed (2017), learning transfer is most effective when a positive climate is promoted, pre-training motivation is created, and the program is relevant. Therefore, during the program, the participants will be provided varied opportunities to apply new knowledge and skills, strong alignment between the company’s goals and the program will be emphasized, and peer and supervisor support will be promoted. Moreover, the participants will know explicit educational purposes, and they will be encouraged to provide input. Finally, the idea that new skills will improve the performance of employees will be promoted, and new information will be used in everyday situations. Malamed (2017) states that these practices will ensure optimal learning transfer.
Delivery
Before delivering a program, learners are to be prepared to increase the effectiveness of the design. First, it is vital to provide holistic information about the course, including its goals, objectives, expected outcomes, applicability, and importance (Malamed 2017). Moreover, participants are to know if the training is mandatory or optional and should be aware of the time and place of training to be able to arrange all their business.
Second, employees should be motivated to attend the program. According to Hoffman (2017), employees embrace training only when they are provided with a good reason for education, and the element of fear of failure is excluded. In other words, the participants will learn the logic behind the program through information posters, and personal emails, and the idea that the failure in training will not be punished will be promoted. Third, feedback concerning the time and place of the training will be gathered to schedule the event at everyone’s convenience if possible. In short, the first step of the preparation process will be dealing with the learners.
When the time and place for the training program are set, it will be appropriate to start preparing the settings. First, the online environment will be prepared to ensure that everyone can participate in the program. The webinar software, together with the discussion board application, will be tested, and the trainees will be sent a link and instructions about how the online environment should be used. The instructions will include a short video to make sure that everyone is aware of the utilized technology. At the same time, everyone will be encouraged to ask questions to guarantee that the online environment is not a barrier to the learning process.
Second, the physical environment will be prepared, including furnishing, lighting, sound, visual support, air conditioning, and refreshments. First, all the tables will be put in a semicircle around the lecturer or leader. While such formation of tables may be associated with decreased ability for the speaker to keep all the participants in the line of sight, the setup is convenient for discussion in small groups.
The program leader should also prepare all the needed equipment, such as a projector, microphones, and speakers if needed, and a computer or a laptop. Lighting should also be appropriate, which not too dim to make notes and not too bright to see the projected screen. The temperature should also be appropriate; therefore, the environment should be supplied with air conditioning or a heater depending on the circumstances. Refreshments after the project presentation will be offered to celebrate the end of the program and promote informal discussion of the results.
Safety is a central concern when preparing both an online and offline environment. In online settings, the leader should make sure that all personal information is protected using the latest means and techniques. In the physical environment, the leader should make sure that the room adheres to fire safety standards and accident prevention techniques. The leader should consider consulting with professionals in the sphere to ensure the health and safety of participants.
The program leader should act in the role of a facilitator rather than a trainer or an instructor. Trainers usually teach courses that require hands-on learning, repetitive tasks, or specific results, such as learning to use new equipment (Trainer, facilitator, or instructor? 2017). Do trainers have a set of goals and objectives and an approximate path to how these results should be achieved (Trainer, facilitator, or instructor? 2017). Facilitators also have a set of goals and objectives, but they let the learner decide how they should be achieved (Trainer, facilitator, or instructor? 2017). In other words, facilitators allow more creativity, which is appropriate for the methods utilized in the present project. The learners will be encouraged to provide feedback after face-to-face sessions to promote reflection about the learning process.
When delivering the program, it is also vital to consider group dynamics. For instance, it is critical to avoid the negative effect of domination of high contributors (Beevers and Rea 2016). At the same time, low contributors should be given more attention to promoting engagement (Beevers and Rea 2016). This can be done by making small discussion groups, providing low contributors to specific roles, and monitor their engagement (Beevers and Rea 2016).
The facilitator should be aware that delivering to the group may make an individual feel like the information does not concern him or her in particular. Therefore, the program leader must be aware of the relevant techniques to avoid the negative impact of the matter as well as the group conflict. Moreover, side talk or silence should be addressed with movement or creative engagement. In short, the facilitator is to continuously assess group dynamics and make timely interventions to ensure positive learner outcomes.
Evaluation
Evaluation is a crucial part of a training cycle that helps to assess the results. According to McGuire (2014), evaluation can be viewed as a means of understanding the effect of training in a work environment. However, some organizations do not engage in the evaluation due to the difficulty of distinguishing between the impact of training and other factors, the challenging nature of quantifying the effect, and the cost of the process (Beevers and Rea 2016). However, evaluation can help see the results of learning and identify future objectives, improving the self-confidence of employees and managers, and distributing the budget more effectively (Beevers and Rea 2016). In short, while evaluation is vital, there are reasons to avoid the procedure.
Evaluation for the program described in the present paper will be done using Kirkpatrick’s four levels model. The reaction level will be assessed immediately after the program since it seems to be the most appropriate time to share impressions about the program while the memory is fresh (McGuire 2014). The learning level will be assessed a month after the training to understand how much new knowledge is remembered by the participants (McGuire 2014). Transfer and results levels will be assessed six months after training to determine how much the behavior of employees has changed and how this change affected customer satisfaction and other key performance indicators (McGuire 2014). The timing of evaluation was chosen to let the long-lasting effects manifest themselves.
The first level of evaluation will be implemented using the end-of-program questionnaires, which will include questions whether the participants liked the program and if they are likely to use the information in their workplace. The employees will also be asked to highlight specific activities and pieces of information that were most helpful. The second level will be assessed using surveys that include inquiries about the contents of the program to assess how much information is still remembered after a month. The third level of evaluation will be performed using learner self-assessment, which will ask the participants to describe the changes in their professional behavior, which can be attributed to the completion of the training. Finally, the fourth level will be evaluated using metrics, such as customer satisfaction level and the number of sales.
While Kirkpatrick’s four levels model is an authoritative approach to evaluation, there is criticism of the model that should be mentioned. First, the method is supported by a limited body of scientific research (McGuire 2014). Second, the method does not specify the measures that should be used during the evaluation (McGuire 2014). Third, the approach is more like a classification rather than a model since the parts are not correlated (McGuire 2014). However, the model offers a holistic approach to evaluation, and the levels of evaluation can be addressed at a different time to ensure their appropriateness.
When analyzing the results, it will be vital to address several matters. First, it will be needed to assess what skills and knowledge were effective transferred what areas still need improvement (Beevers and Rea 2016). Second, the evaluation process should also identify techniques that were most helpful for transferring the new ideas and behaviors (Beevers and Rea 2016). Third, the process should acknowledge average scores of different learner groups and specify any unusual or inconsistent scores requiring further investigation (Beevers and Rea 2016). The results of training will be presented using a formal report with insertion tables, charts, and graphs to help the leaders of the company appreciate the results.
Conclusion
Volkswagen is a leading manufacturer and seller of motor vehicles in the world. The company is currently dealing with several aspects of the external environment, including political, socio-cultural, environmental, legal, and economic factors. The primary concern of the company is recovering from the ecological scandal in 2015, which made the company concentrate on customer satisfaction and environmental sustainability. LNA identified that the salesperson needs additional environmental awareness training is needed to comply with the company’s vision and development strategy.
The training program will consist of four sessions delivered in a hybrid environment. The design is expected to be most beneficial to achieve the goal and three identified objectives. The leader of the program should be a facilitator rather than a trainer since there no specific skills that should be learned. However, the facilitator should be a highly skilled professional who deals with group dynamics and possible conflicts. The evaluation of the program will consist of four parts coherent with Kirkpatrick’s four levels model. Even though the model is criticized, it seems the most appropriate for the endeavor due to its holistic approach to assessment.
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