Business Case for HRM Initiative Free-Samples for Students

Question: Discuss the Importance of Cost-Benefit Analysis, Return on Investment (ROI) and short/long term Evaluation. Answer: HRM initiative The Chief Executive Leadership Development program is a HRM initiative that was designed to help develop creative leadership skills among the Chief Executive Officer. Through the Centre for Creative Leadership, the Chief Officer Development Program (CODP) has emerged to be essential in improving the performance of leader. This study examines the anticipated outcomes of the development program on the participants. It also examines the contributions of the program on the positive development of the clients. The paper is thus established based on a research-oriented audience thus enhance the evaluation of the development program on the leadership. This business case is based on the program that was conducted on various leaders as explained Anderson (2007). Interestingly, over forty-one superintendents participated in the program and completed the leadership-training program (Rees 2015). However, for the evaluation purposes, this paper has focused on 38 superintendents. Given the signifi cance of the program, it has attracted additional trainees. Without a doubt, it would be prudent to describe the program and its rationale. Based on the study, the findings will be discussed, evaluated, and presented, as well as provide the implications of such findings for the program. The Leadership Development Program Chief Officer Development Program is an important HRM initiative that offers the leadership development experience for the superintendents in California. The anticipated beneficiaries of this program are the public school superintendents. The Californian Education Department has always emphasized the significance of developing the school principals to ensure they meet the expected leadership or superintendent level as a natural step (Monarth 2015). Since the adoption of the leadership development program, it has expanded the leadership capacity of superintendents thus stimulating their continued efforts for career and personal growth. Through the Centre of Creativity, the Department Education has helped to design the leadership program to help it in meeting the expectations and market demand. Program Description The leadership development program encompasses several initiatives meant to develop the leaders and market them productive to the society. It entails the classroom portion, the follow-up year back program, and the reflecting the public leadership development initiatives (Day 2014). In this year, the admitted superintendents have been enhanced to work towards the set goals upon the completion of every classroom session. This effort is never a walk in the park, as the superintendents have to work with the executive facilitators assigned to each superintendent. The available superintendent must have relevant experience to fill the developmental roles, such as supporter, advisor, confidant, and guide (Castelli 2016c). Besides, the executive facilitators seem to encourage the superintendents to continue reflecting and introspecting through the journal writings to understand the concept. The classroom sessions offer the superintendents the six-day residential experience. However, the superintendent must first complete various personality-type measures while their co-workers undertake their tests on the perceptions, skills, and behaviours (White, Hilliard, Jackson 2011). This is important because the training program empathizes on improving the participants understanding of the superintendents styles and preferences as well as their strengths and weaknesses as leaders and managers (Dunoon Langer 2011). The assessment is conducted on the first day, after the staff members have observed the leaderless group-discussion exercises. Based on the anticipated feedback and interaction, the training program is intensive. Interestingly, it involves the feeding back of the scores of assessment and measures thus ensure the superintendents integrate and understand the leadership-training program. It is upon the participants to offer feedback regarding the behaviours they have observed throughout the week through the provided models for understanding and interpreting the managerial role. For instance, the superintendents are expected to understand the managerial roles, such as leadership styles, decision-making, planning, controlling, and providing feedback. The group-exercise experience illustrates the platform upon which the models are applicable. The executive facilitators encourage the superintendents to practice the lessons they have learned at the end of every session to help them in setting the goals. The most important factor is the establishment of the goals based on the learned concepts. The individual goals are always set by the superintendent in the public leadership development programs to facilitate career growth. In these goals, the trainees have to in the leadership development program would focus on accomplishing the goals, such as improving physical fitness, pursue doctoral programs, and become visible. The executive facilitators have to encourage the superintendents to choose goals that focus on career development, personal growth, community involvement, and family relationships. The learning project goals are also important during the leadership-training program (Ladewig Rohs 2000). These goals ensure the trainee develop skills relevant to the organizational improvement. Under this program, the executive facilitators encourage superintendents to identify projects that focus on their personal development. For instance, the projects that impart the coaching skills can help improve the relationship in the institution, in particular, between the principal and the school board. For the elected superintendents, the Californian Education Department considers those who have completed the programs to enjoy additional benefits. For example, when the elected superintendent completes the training successfully, such as utilize the facilitators, attend classroom, make progress, and engage in journal writing, such a trainee would receive an increase in salary of about $4,500. Program Design Rationale The development program is designed to teach the leadership skills and strategies to the superintendents. It thus supports and enhances the continued leadership expansion and capacity. Without a doubt, this training program offers the best opportunities for the principals to understand their personal growth potentials thus improve their effectiveness as leaders as explained by Said, Pemberton, and Ahmad (2013). It begins with the traditional feedback mechanism experience based on classroom environment (Kirchner Akdere 2014). The assumption in this approach shows that an individual would develop upon understanding his or her weaknesses and strengths. With the weaknesses knowledge, it becomes possible for an individual to exert effort to build the strengths and improve knowledge. As a result, they can build their self-confidence thus maximizes their strengths. The classroom experience is a motivational component. With the feedback, the participants can get motivated on the leadership development program. 2.Cost-benefit analysis The cost benefit analysis is one of the methods that have been used to assess or investigate the benefits of an investment with respect to the costs. Without a doubt, the leadership program can be beneficial or costly. However, through the cost/benefit analysis, it is possible to determine the costs or benefits of such a program (Wang et al. 2003). This process will involve the superintendents who will be asked to justify the whether the leadership training is beneficial or costly. The Leadership Training Centre had convened the leadership development evaluators and funders to help in exploring the benefits and costs of investing in this program. The organization had conducted the least study on the program thus called for a comprehensive calculation of the costs and benefits (Persky 2001). Like other companies, the learning institutions also wish to demonstrate the results of leadership training on their principals through the costs/benefit analysis process. The leadership development evaluators, facilitators, funders, and staff discovered that most non-profit organizations rarely consider the cost-benefit evaluation process on its leadership development program. The institution sought the opinions of various stakeholders on the costs that the program was costing the participants. According to the respondents, the participants or superintendents incurred $1000-50000 and $50000-100000 on the leadership development programs. Although the cost incurred by the participant is never the only parameter used to measure the significance of the course, it respondents must determine the results or benefits to justify the costs. It is important to use an intermediate assessment method to measure the long-term benefits of these programs at different levels, such as community, individual, and organizational levels. In the current model of training, the superintendents will participate in seminars, individualized learning plans, individualized and collaborative projects, customized assignments, and teamwork programs. Cost-benefit relationship In the current model, the cost per superintendent stood at $80,000 per year, especially for the non-residential leadership-training program. With this cost, it is evident that the current program is a revised approach that can benefit the targeted audience. Importantly, the institution offers some free services and programs that are never considered (Wang et al. 2003). For example, the online brochures indicate that the training institute only charge on tuition and related programs. However, it offers free travelling for travelling from one program hall to another. The learning institution also covers other expenses. Technical and financial support has formed the basis of learning plan and project. The institution of learning has described benefits using stories and data. For example, the leadership trajectories involved the use of career tracks, reviewed resumes and self-report. With the self-report, the superintendents were expected to identify the career growth program. Career progression is part of the benefits associated with the program. The value-added programs form the basis of career success. The anticipated benefits may be beyond the financial value. However, the overall benefits will be $4,000,000 evident in the improved performance, productivity, and reduced costs. Return on Investment (ROI) As part of the human resources development program, measuring the ROI is essential in determining the significance of the training and development programs (Botchkarev Andru 2011). Interestingly, the leadership educators or executive facilitators would ask for RIO information based on the program offered. Measuring the return of a training program is indisputable. According to various studies, most professionals engage in the development and training have shared challenges relating to the returns relating to the training investment (Castelli 2016b). The executive facilitators no long used the traditional evaluation methods to measure the returns. The HR professionals and leadership educators use different methods to evaluate the returns thus determine the worth of the training program. Regarding the leadership development program, the institutions spend fortunes on the employee development (Botchkarev Andru 2011). For instance, the schools sponsor superintendents to pursue the leadership development program at a cost. It is thus critical for the institution to ascertain the benefits and costs of the training initiative. Sen (2000) has demonstrated the technical trainings and sales offered the best ROI than managerial training programs. For example, the institution evaluated its training programs with respect to the profitability. To calculate the return on investment, the facilitator can use the following formula: The provided formula shows that the amount of organizational results in dollars based on the increased revenues and organizational savings that result from training. This outcome or benefits of training have been divided by the operational or training costs (Botchkarev Andru 2011). For example, the total costs that the superintendent has to incur to complete the training program are $80,000. This cost is inclusive of all other relevant courses pursued. The benefits of this training are incomparable. However, upon the completion of the program, the quality and productivity of the principal will stand at $4,000,000. To this effect, the return on investment would be: =525% The result thus indicates that each dollar invested would give a return of $5.25 beyond the program cost. Unfortunately, some benefits have no financial connotation thus the researcher has to convert them into financial benefits. This is possible only where there is precision and source is reliable (Botchkarev Andru 2011). Nevertheless, the leadership program is beneficial to the superintendents as it improves their managerial roles and responsibilities. The overall benefits will be evident in the productivity and performance of customers or students. Rees (2015) held that training programs should be in tandem with the needs and expectation of the organization. It has to be expressed as organizational results. The return on investment offers an important strategy to validate the significance of training effectiveness in achieving organizational needs. With the help of the actual and costs of the leadership training program, it is possible to confirm the benefits as predicted from th e planning stage. Training solutions are evident in the organizational results. It is thus important for the stakeholders to track results by identifying the relations between organizational results and training (Castelli 2016a). To make these actions viable, it is critical to determine the performance indicators to place the financial value. In the case study, the performance indicators include quality improvement, productivity improvement, work procedures and habits, and time saving (Atwell 2006). Evaluation The training program is essential in improving the quality and capability of the participants. Nevertheless, the principles will justify their performance through evaluation. The leadership-learning program has enhanced the leadership outcomes by evaluating the outcomes using different methods. Leadership Outcomes Categories The evaluation process of the leadership outcomes will be possible by seeking and promoting: Organizational Leadership Capacity Personal Transformation and Mastery Community Leadership Capacity Core Leadership Competencies Short-term and long-term outcomes The outcomes associated with this leadership-training program are founded on transforming the community and organizational capacity building. To achieve the training goal, the leadership participation program by developing and deepening the time. Without a doubt, the short-term impact is difficult to measure (Cutler, Jessup, Kenkel, Starr, 2015). The society has recognized the challenges and opportunities relating to develop approaches and projects to capture transformation and change. The stage of growth is critical in developing benchmark thus assess the organizations, communities, and individual thus nurture the leadership capacity. Possible Steps The possibilities of improving the community requires creativity in thinking through learning and understanding the impact of the leadership training programs. The possibilities expected in this program include: Elaborating and refining indicators and questioning Sharing experience to evaluate outcome Business Case Summary Leadership training program is essential for the development and improvement of the management of institutions. Through the training program, the superintendents will emerge as the winner. The training outcomes have defined the leadership capacity of principals. The HRM initiative is to improve the performance of institutional through capacity building (Day 2014). The HRM initiative takes care of the career progression and growth form the basis of development. Nevertheless, the institutions need to invest in the personnel training programs to remain competitive. To make the vision realistic, the learning institutions have to offer relevant programs. As such, the superintendents would benefit from the continued support and efforts to train them on new management capacity. Critical Reflective Analysis The Business Case is never an easy task, because I had to understand the significance of leadership training development program. Business case required the skills and broader knowledge of relating to professional training. Despite the challenges, I had to maximize the potential and costs of every training program. For instance, I ensured that I focused on the deliverable relating to leadership training program. Through an extensive research, I managed to access the relevant information to meet the expectations of the trainees. This process was essential as I managed to acquire skills and knowledge required to manage the institutions. The major lesson learned from this business case is that capacity building and training would improve performance. Reference List Anderson, S. 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