Facebook Lead Generation Training in Lim Chu Kang

Lim Chu Kang Productivity Improvement Courses

There are various startup schemes and government grants provided by the government in Lim Chu Kang Singapore that you can benefit from. There are a number of business support grants for companies to help them overcome obstacles in their growth. Overall aim of these grants is to help businesses in capability upgrading and internationalization.

Government knows the important role that its startups and SMEs play in its economy and hence support these entities with business support grants. Financing is one of the most fundamental aspects of starting and growing your business. There are hundreds of government grants available for small businesses that help in saving money, lowering startup costs and helping grow your business.

Business support grants are small amount of seed money that further the goals of federal, state, or non-profit organizations. Unlike a loan, you don’t have to repay it. Most business support grants in Lim Chu Kang are awarded to help launch a start-up or new business, with the aim to generate jobs and stimulate the economy. There are fewer grants available for established businesses.

Training And Education Savings Grant Deadline

Public Tech Innovation with Real-world Implementation

Government can assist businesses in two ways- financial help and administrative support. Understand what government grants are available to businesses. Grants are available to sole traders, partnership, limited companies and social enterprises.

Now grants aren’t just government funded as more and more organizations develop grants program in Lim Chu Kang. Grants are now offered by government, private agencies, universities, corporations and humanitarians.

Business grants are available in all kinds of forms. Generally, business support grants are either a direct grant, equity finance or a soft loan. Direct grant is money given to your new business to cover startup essentials such as investment in equipment, training or reaching new markets. Equity finance, not strictly a grant, offers reduction in income tax on investment made in new businesses. Soft loans are actually loans with lower interest rates and more generous terms than other lending.

A successful New Employee Orientation Program:

takes time to develop
uses a systematic approach to gathering information
is supported by top management
is a single, yet readily customizable program

The key points to remember about well-planned program are:

Successful orientation programs take time to develop. This is not an over-night or quick solution to your employee retention and engagement challenges. In some cases, it may take months to gather the necessary information and prepare an effective program. Be prepared to spend the necessary time and resources if you're committed to creating a valuable program.

You must use a systematic approach to collecting information to ensure that everyone affected by the new program has an opportunity to contribute and that the true needs of the new employee are discovered and addressed.

Many of the same techniques that your organization currently uses to research their clients will be easily leveraged to determine the likes, dislikes, needs and wants of your employees.

Don't skimp on this process. If the program you eventually launch doesn't obviously address the new employee's needs, it will be flung to the wayside and departments will again use their own processes. Can you imagine the money that will have cost your company if you've spent even six months developing the "company-wide" New Employee Orientation Program?

Like any other company-wide initiative, the New Employee Orientation program must have the support of top management, supervisors and the HR team. Gaining this support is crucial for the development team to proceed with surveys etc and to be allotted a project budget but an equally important reason for gaining executive support is to gain company-wide "buy-in". Without everyone in the organization fully understanding that this initiative has top management support and really is a company-wide initiative, individual departments or work groups will continue to use their own "ad hoc" methods of bringing on new staff.

Also keep in mind that it is one thing to have management support on paper, perhaps buried in the middle of some minutes to a meeting somewhere, but it's another completely to have this support clearly and unequivocally communicated through out the organization. Make sure that your New Employee Orientation Program initiative is well known by marketing the idea in your company intranet and newsletters. Include letters from executives endorsing the project and outlining the its benefits. Maybe consider an official launch party and inviting everyone.

The goals of the program must also be clearly communicated to everyone in the organization and be in line with the organization's goals. The goals of any project that your organization is prepared to pay for should align with the needs of the organization. There must be a clear business reason for spending the time and money to develop an effective New Employee Orientation Program. If one of the business' needs is t reduce Employee Turnover by 20% in the next three months for example, then one of the goals of the New Employee Orientation Program needs to be to reduce Employee Turnover by 20% within that time.

The heart of the program must be a single, multipurpose program that has been designed for the level of employee hired most often. But, your New Employee Training Program must also be flexible enough to meet your organization's changing needs. An entirely new program is not needed for every level of employee that joins. By developing your program for the most common cases using easily customizable components, re-inventing the wheel is minimized and therefore reduces the start-up cost of a taking on a new employee.

Here is a sample checklist for those who are developing a New Employee Orientation. For maximum results, a clear Project Management approach should be taken including Work Breakdown Structures, Milestones and Gantt Charts. The times listed are for guidelines only and will probably vary in different organizations and by whether the program is delivered in a group meeting, online, individually or a combination. The point here is to start developing the plan well in advance of your new employee's first day.

Also note that the tasks listed in the first eight months are for program development. Once you have the program in place, only items in the last two weeks need to be repeated for each employee.

SIX TO EIGHT MONTHS Before Launching the Program

Decide the best time to deliver each part of the program content based on interviews with recently hired employees. Also consider obligatory timing requirements as set by industry or union standards.
Determine the goal(s) of the program. Remember to align these goals, with the business goals, mission and vision of your organization. This awareness will help "sell" the orientation program to the executives/managers in the organization who will be paying for it. Be sure to answer the question, "What are the current/future business needs that orientation will meet?"
Determine the specific Learning Objectives that the orientation program needs to meet. What does the new employee need to know, do, and believe when they're finished the program? Align these Learning Objectives with the goals of the program.
Identify the supervisors, subject matter experts, managers, course developers, trainers, web master, human resource professionals, and employees who could contribute and ask for their support.
Interview employees with one to two years of experience. What was their experience as a new employee? Remember to leverage your organization's current client research methods.
Perform a Target Audience Analysis (TAA). A TAA provides you with enough relevant information to design an effective orientation program and identify the most common audience characteristics and spotlight how many (if any) customized modules you will need to create.
Review exit interviews of the employees who left within a year of being hired and identify what could have been done differently during orientation to improve retention. Determining why the left will give you some very good insight into what should be included in the New Orientation Program. For example, if they stated that they did not feel they were trained well enough to perform as needed, then be sure to incorporate a comprehensive On the job training component in your New Employee Orientation Program. This is a basic example, but I think you get the idea.

FOUR TO SIX MONTHS Before Program Launch

Coordinate logistics. Speak with the appropriate people to arrange tours of their departments. Book classrooms, technical equipment, and other training aids.
Create a detailed plan for the new employee's first day.
Create activities for both the Orientation Sessions and the "at the desk" time. Include the goal/purpose and the timing for each.
Decide on how the content will be delivered (large group, small group, self-directed, etc.) taking into consideration when the information needs to be delivered. Not all of the information needs to be delivered the same way. Using a variety of means provides the new employee a wider and more comprehensive learning experience.
Decide what is to be done for the family of the new employee. This step is not necessary for all types of work but for some such as jobs that requires long absences from home, it's necessary to include the family in the orientation process.
Determine how to represent the organization's "corporate culture".
Develop written material such as the employee manual or workbook. Prepare audiovisual scripts, visuals, etc.
Identify the best presenters for in-person portions of the content.
Prepare presenter's materials.
Review Learning Objectives and delivery methods with the presenters.

THREE TO FOUR MONTHS Before Program Launch

Decide how you will evaluate the new orientation process to ensure that the program has met the stated goals.

ONE TO TWO MONTHS Before Program Launch

Run a Beta-Teach of the new program with newly hired employees who did not receive an orientation.
Make adjustments as required.
Recognize members of the advisory board/task force for their efforts.
Train New Employee Orientation facilitators and supervisors.

TWO WEEKS Before New Employee Arrives

Arrange for computer/software and phone installation.
Assemble relevant organizational materials
Coordinate a meaningful first work assignment.
Identify and contact possible "buddies".
Identify and contact possible mentors.
Order business cards.
Order company credit cards or set up expense account.
Order name plate/security pass.
Order supplies.
Prepare job standards (Check with HR Team and/or Union Rep).
Prepare work area/desk; remove signs of previous employee.
Schedule New Employee Orientation sessions.
Send internal memo to co-workers announcing new employee's name, position, arrival date and duties.
Send welcome letter confirming reporting time, date, and place.
Send welcome letter.
Set up an email/Voice mail accounts.
Set up network id.

As you can see, developing a comprehensive New Employee Orientation Program really is not an over-night or quick solution to your employee retention and engagement challenges but following these checklists and a clear Project Management methodology will make the process far more manageable. And, it really is worth the effort. A well designed and delivered program increases employee engagement and retention. And, increased employee engagement and retention let's you keep and earn more money.

Federal Grants In Asia Pacific Countries

Many programs can assist small business to access professional advice and support in critical early stages of establishing a business. While there are a lot of grants available, getting a business support grant from the government can be a challenge. Government grants are often complex with lots of processes and stages, and each grant will have its own requirements and criteria for applying.

While being awarded a grant is winning, they are notoriously hard to acquire. Not only are grants programs highly competitive, they can take months to process. Aside from finding one you’d be eligible for, you have to compete with other companies for the same. The other downside is that grants usually come with specific instructions on how you can use the money.

A grant for companies in Lim Chu Kang Singapore can give your business a huge leg up and can be a great alternative to traditional finance. To apply for grants, first become familiar with the process. Eligibility for grants will vary depending on the grant in question.

Do your research. Identify programs that are a match for your business. Apply for the grant and submit eligibility requirements. Keep in mind that you’ll need to meet certain criteria to be eligible.

In two independent studies,actually, I did two. I am in the class of the Sloan Fellows '18. I just graduated two weeks ago. So when I came here to Sloan, I was interested, and I was super focused on working in intersection of government,technology, innovation, and entrepreneurship. When I started doing my research, I realized that there was a super interesting space, that it's about the startups doing work in selling to governments to improve the service delivery.

So my research, my independent study, has been focused on this space. So to narrow the topic of my independent study, the key was the work that I did with Anjali. Actually, she helped me a lot. And when you come hereto the university, you have a lot of interests.

And everything is super broad. You want to do everything,and you can't in this kind of independent study. So having these kind of conversations every week, several hours per week, helped me a lot. So what I wanted to do with my independent study was a combination of research to see which was the academic or these research papers already made in the market, in this market, or in this specific space,but also see and take advantage of the connections that you have here at MIT to see what was going on in the market.

So with Anjali, we decided to create what we call Public Techat MIT Series of speakers, that it was a good excuse for us to go out there, say, OK, I'm doing this research. I'm doing these lines of research about these, these,and these things. But I want to know what you are doing in this space. So please, can you come here to MIT and explain us what you are doing? And I mean, that was amazing. I don't think that no one is coming nowhere if you as a student go. But if you go and you say, I'm studying what you are doing here at MIT. They come. So with this excuse,we had several people, super level people doing super interesting stuff, that came here to explain us what they were doing.

And afterwards, we had the opportunity, of course, to take all that experience and all that information to put it, in my case,in my research paper. And that was amazing. Here in Sloan, you come, and suddenly, you have an entire ecosystem for you. The challenge here is to understand the ecosystem and to know where is your tribe of people that are interested in the same things that you are interested in and to be super efficient with your time.

Because at the end of the day,you have so many things to do. So that combination of good classes-- I mean like the state of the art of many things in these classes-- and this ecosystem on opportunities to do and action learning and to have this kind of interaction and debates and conversations with people that are already doing these kind of things, it's amazing. I don't think that you will have these in many other universities.

Well, I learned many things during this process, especially because I was interested in something super, super specific and not necessarily very common in this school. So I was coming from the public sector. This is a business school. But it still is a business and administration school, right? So in Australia, you have also in the government.

So what I had the chance with this independent study was like to focus on a specifically this space that maybe I didn't have too many chances or too many opportunities to work on in other classes or in another events or whatever that they had in the school.

So the structure, the work, in independent study is kind of complicated. I think that it's the most challenging thing. Why? Because at the end of the day, you have a lot of classes with a lot of a homework and assignments due tomorrow or yesterday. So when you have these independent studies that you know that you have the whole term to do it, you are always having other kind of priorities.

So for me, it was key to create an outline from the beginning and create a schedule for that outline. So at least I knew, and I was tracking my performance and my development. And that helped a lot. It's true that at the end of the day you take this last week that you have at the end of the term to focus or to create,to edit, or to make it the substantial thing of the independent study, but I think that I did a very good job of doing these all these research and everything before.

I would say in the first part of the term. Talking about the challenges that I had when working my independent study, I would say that maybe in my second independent study that it was about,as I said before, taking a case, areal case, and use the research and the academic content that I was studying, apply it, and see what could happen.

And so I started with,let's say, with an idea, thinking that that was the right thing to do and that it could work in that specific context. For a specific example there,I was studying in Peru. And when I went through all the research, I was realizing that it was not going to work. And that's super complicated because it's a real case.

It's real people working with a lot of engagement and a lot of ideas or are super positive about doing something like that. And I was seen studying different cases, studying the research done,studying all the information that I could get from the MIT, that thing that they were doing. And I was studying. It was not going to work. So for me, it was kind of struggling in the process because I didn't want to tell them that, but I could not do it. So I remember that I went through all the process of writing everything. And at the end of the day, at the end of the process, I said, I need to put down my recommendations and hard recommendations. Like saying, OK, so there are some baselines that you are taking from random that are not OK-- blah, blah, blah, this kind of things that it was kind of; And I had a conversation with them.

It was hard. But you can see there the real value of the independent study and the process that you are doing, right? At least I guess that; I don't think that they are doing any more this project because the conversation that we had because the research that I did. And that has value. But it was hard.

Each scheme is different. Check you meet the general terms and conditions. Talk to the grant body to assess chances of success. Read grant objectives carefully. Have a great business plan.

Lim Chu Kang Training Careers Allowance

Public Tech Innovation with Real-world Implementation

1.On-the-job Training and Lectures

The two most frequently used kinds of training are on-the-job training and lectures, although little research exists as to the effectiveness of either. It is usually impossible to teach someone everything she needs to know at a location away from the workplace. Thus on-the-job training often supplements other kinds of training, e.g., classroom or off-site training; but on-the-job training is frequently the only form of training. It is usually informal, which means, unfortunately, that the trainer does not concentrate on the training as much as she should, and the trainer may not have a well-articulated picture of what the novice needs to learn.

On-the-job training is not successful when used to avoid developing a training program, though it can be an effective part of a well-coordinated training program.

Lectures are used because of their low cost and their capacity to reach many people. Lectures, which use one-way communication as opposed to interactive learning techniques, are much criticized as a training device.

2. Programmed Instruction (PI)

These devices systematically present information to the learner and elicit a response; they use reinforcement principles to promote appropriate responses. When PI was originally developed in the 1950s, it was thought to be useful only for basic subjects. Today the method is used for skills as diverse as air traffic control, blueprint reading, and the analysis of tax returns.

3. Computer-Assisted Instruction (CAI)

With CAI, students can learn at their own pace, as with PI. Because the student interacts with the computer, it is believed by many to be a more dynamic learning device. Educational alternatives can be quickly selected to suit the student's capabilities, and performance can be monitored continuously. As instruction proceeds, data are gathered for monitoring and improving performance.

4. Audiovisual Techniques

Both television and film extend the range of skills that can be taught and the way information may be presented. Many systems have electronic blackboards and slide projection equipment. The use of techniques that combine audiovisual systems such as closed circuit television and telephones has spawned a new term for this type of training, teletraining. The feature on " Sesame Street " illustrates the design and evaluation of one of television's favorite children's program as a training device.

5. Simulations

Training simulations replicate the essential characteristics of the real world that are necessary to produce both learning and the transfer of new knowledge and skills to application settings. Both machine and other forms of simulators exist. Machine simulators often have substantial degrees of. physical fidelity; that is, they represent the real world's operational equipment. The main purpose of simulation, however, is to produce psychological fidelity, that is, to reproduce in the training those processes that will be required on the job. We simulate for a number of reasons, including to control the training environment, for safety, to introduce feedback and other learning principles, and to reduce cost.

6. Business games

They are the direct progeny of war games that have been used to train officers in combat techniques for hundreds of years. Almost all early business games were designed to teach basic business skills, but more recent games also include interpersonal skills. Monopoly might be considered the quintessential business game for young capitalists. It is probably the first place youngsters learned the words mortgage, taxes, and go to jail.

Topics Covered in New Employee Training Programs

Suzie was a new hire business-to-business sales representative. She had just completed the company's two-week basic training course. After the training, her sales manager met with her.

"Suzie, congratulations on completing the training," he said. "Remember, you have three months to make your quota. We have provided base salary, cell phone, laptop, desk and car allowance. Now go sell something!

What does Suzie do next? She probably will run around like crazy, trying to find anyone who might have the slightest interest in buying her product, while the quota clock relentlessly ticks. What did the company that employed Suzie miss? It failed to understand the fundamental difference between marketing and sales. This misunderstanding may cause Suzie to waste a lot of time, the company to incur unnecessary expense, and adversely impact operations. Here is what every business should know:

• Marketing is about finding prospective buyers with a need, want or desire to which you can sell. Marketing is finding.
• Sales is about helping an identified prospective buyer fill a need, want or desire from which they benefit. Sales is filling.

If this distinction didn't hit, go back and read it again. It's that important.
By having Suzie find her own prospects (someone that may have interest in buying), the company has placed the marketing responsibility on her shoulders. You may think, well that's what salespeople are supposed to do.

That's the common misconception. About 50 percent to 70 percent of a salesperson's time is spent trying to find a prospect. That's mostly wasted time. If Suzie's "finding time" could be re-allocated to "filling time" - being in front of more prospects, selling, she probably would close more business.
Without any certainty that Suzie will make a sale, the company will invest at least $3,000 in hiring, time, salary, equipment and car allowance before Suzie begins seeking sales prospects. If she's fired after three months, the company will have to go through the entire process again, resulting in additional expenses.

Here is a quick example on how expenses can add up. By placing the "finding" burden on the sales rep, a company will wind up replacing 30 percent of its sales force every three months.

Suppose there are 10 sales people on staff. That means spending $36,000 to hire new sales people in a 12-month period. Perhaps that company may be better off taking that $36,000 and investing it into marketing to find new customers.

Without business owners or executives realizing it, the sales / marketing misconception can cause flaws in a business plan as well as operational issues.

Here's an example. In the 1990's, telecommunications was exploding. Many new companies hired armies of sales reps, who had to find perspective customers and sell them.
They were given three months to make quota or be fired. Each day, they had to bring back 50 business cards - walking into businesses where they didn't know anyone - to prove they had satisfied their cold-calling requirement.

Sure enough, every three months, 30 percent of the sales force was fired.
What happened to these companies? Some went bankrupt while others eventually were rescued in buyouts. These were all well-funded companies. But the top executives failed to understand the distinction between marketing and sales.

What was the Marketing Department doing if the sales reps were doing marketing? Well, it thought it was doing marketing. In one case, it spent a lot of money hiring a well-known sports figure and holding fancy parties for big customers to attend, where they could hobnob and get an autograph.

Also, the Marketing Department was busy analyzing the kinds of customers that sales was selling.
Marketing is a vast area. But at it core, it needs to find people to turn into customers. Otherwise, marketing has probably drifted off into analysis dreamland.

Here's an example in which marketing hit a home run for a startup company.

To kick off sales efforts, the marketing manager found a shopping mall that was hosting a local business day. Space was purchased at the mall show for $500. A mailer was sent just before the show, inviting residents and business owners to stop by the table to enter a drawing for a free gift. The mailer cost $400. Sales reps greeted people who stopped by the table. The result was 30 new customers. The event was a big success.

Go through all the business cards that sales representatives have given you and look at their titles. If it says "sales representative," call the rep and ask them if they have to find their own prospects.

But if it says "marketing representative," you can bet the company is confused about the distinction between sales and marketing. Make sure that the mixed-up company isn't yours, whether you're a one-person operation, small business or large organization.

Each scheme is different. Check you meet the general terms and conditions. Talk to the grant body to assess chances of success. Read grant objectives carefully. Have a great business plan.