Contemporary Training Initiatives of the UK Government - Essay Example

Assignment Front Cover Sheet PART To be completed by the AMAZONA ABAZI ID Number LON131107018 Module (e.g Business Environment) HUMAN RESOURCES DEVELOPMENT Course (e.g. HND Business ) HND-BUSINESS Assignment Title HRD (INDIVIDUAL ASSIGNMET) Module Lecturer JOHN OWEN Assignment Due Date 17TH APRIL 2015 Submission Date 17TH APRIL 2015 First submission [Y/N] …. Resubmission (as per lecturer’s instruction) [Y/N] …. No cheating, dishonesty or plagiarism will be accepted from any learner who enrols for a qualification/course. All sources must be properly referenced using the Harvard Referencing System. Failure to properly reference any source constitutes plagiarism whereby the learner will be subject to disciplinary action, and will likely refer (fail) a unit. All assignments must be submitted in electronic format through http://moodle.lsbm.ac.uk. This allows the College to check for plagiarism. PART 2 – Student declaration By submitting this work to LSBM, I confirm that I have read and understood the Dishonesty and Plagiarism Policy that is applicable to all assessments and assignments submitted by me. I also confirm further that the work submitted here is my own work, save for where indicated by proper referencing. Should I not abide by the policy and be found guilty of plagiarism by my course lecturer or any other LSBM or appointed staff member I shall be bound by the decision of that lecturer and/or staff member as well as the terms of the Dishonesty and Plagiarism Policy. Contents Contents 2 Introduction 3 Task 1. Learning theories and learning styles 3 Task 2. Plan and design training and development 8 Task 3. Evaluating a training event 12 Task 4. Government-led skills development initiatives 14 Conclusion 15 Reference 16 Introduction Human resources development (HRD) can be considered as one of the essential part of any organisation’s growth. HRD can be described as a framework that assists the workforce of any organisation to develop their personal as well as organisational skills, abilities and knowledge. This procedure provides various opportunities to the workforce of any organisation such as employee training, learning assistance, performance development and management, mentoring and coaching. The HRD procedure assists organisations to develop a superior workforce by providing proper learning opportunities through various training and development plans. This framework also ensures the proper evaluation of the training outcomes to assess the impact of training on the employees (Armstrong and Taylor 2014). Further discussion in the study will evaluate various theoretical aspects and organisational applications of the different approaches of human resources development such as learning, training and evaluation of training procedure. The report will also illustrate the importance of different approaches of human resources development program in the growth and success of any organisation. This study will also explain the role of government in the training and development procedure of any organisation. Finally, it will evaluate the contemporary training programmes designed by the UK government and its efficacy within the organisation. Task 1. Learning theories and learning styles AC1.1 Learning styles Learning process in any organisation defines the act of gaining new knowledge, skills, behaviour or values through different experiences. Learning also emphasises on reinforcing and modifying the acquired knowledge that enforces changes within the behaviour of the workforces. Learning style depicts the preferred method of an individual in terms of gaining knowledge and approaching learning (Dochy et al., 2012). The analysis of learning style of any workforce illustrates that the preference of knowledge acquiring technique differs from person to person. The human resources personnel need to understand different types of learning styles to provide proper training and learning methodology according to different employee needs (Riding and Rayner, 2013). According to David Kolb, learning can be described as the process of accruing knowledge through the transformation of different types of experiences. David Kolb has offered four learning styles based on the four-staged learning cycle. These learning styles are diverging, accommodating, converging and assimilating (Riding and Rayner, 2013). Learning style by David Kolb (Source: Riding and Rayner, 2013) The different learning styles designed by Honey and Mumford (1982) are largely influenced by the Kohl’s four stage learning styles. There are four major learning styles introduced by Alan Mumford and Peter Honey, such as theorist, activist, reflector and pragmatist that resemble the understanding of assimilation, accommodation, diverging and converging respectively (Manolis, Burns, Assudani and Chinta, R., 2013). Reflector: This type of learning style depends on extensive observation towards any particular situation. Individual with this learning style prefers to consider various learning experiences from different perspectives. This individual tends to gather information rather than performing any task. Reflectors tend to take their own decision but they are comfortable to share their knowledge with others (Manolis, Burns, Assudani and Chinta, R., 2013). Theorist: This learning style influences individuals to seek for structured approach that includes system, theories, models and concepts. This learning style demonstrates conscience and logical approach. Individual with this learning style are inclined towards logical theories rather than practical values. They are very attracted towards abstract concepts and ideas (Manolis, Burns, Assudani and Chinta, R., 2013). Pragmatist: Employees with this kind of learning style are more focused towards solving problems and finding solutions by using their learning. This learning style influences them to search for practical use of different theories and ideas (Pritchard, 2013). Activist: People with this learning style generally tend to get involved in different projects or assignments to develop new skills for the particular tasks. They are very open-minded towards any type of new learning. The attributes of activists involve brainstorming, problem solving and group discussions. This learning style depends on intuition rather than logic. Employees with this kind of style prefer to utilize other’s analysis in their learning process. They also attracted towards new experiences and challenges (Pritchard, 2013). Merits and limitations of different style of learning Learning type Advantages Disadvantages Activist Open minded and flexible, Seek exposure to new situations Optimistic Do not prefer to resist changes. Very inclined toward taking risks. Tend to take actions without analysing the consequences. Reflector Good observers and listeners. Very careful and methodical in their approaches. Efficient in assimilating information. Very slow in terms of making any important decisions. Theorist Logical and rational. Generally take calculative and disciplined approach. Not a good performer in uncertain situations. Do not prefer lateral thinking. Pragmatist Very practical and realistic. Prefer to test every step and situation. Generally provide practical solutions. Impatient in nature. Not interested towards theories and principles. (Source: Pritchard, 2013) Learning style of Xenon Groups Ltd. Xenon Groups Ltd. is a well-known provider of training and consultancy services for facilities management organisations. The main motives of the organisation are to develop careers of individuals and increase the effectiveness of employees in any organisation (Xenon Group, 2015). The organisation mainly follows two major learning style such as pragmatic and theoretic. These learning styles assist them to generate more confidence and responsibilities within their learners. It also allows them to inspire the learners to achieve in challenging work situations. All of the tutors of Xenon Groups Ltd. are senior facilities managers. This facility assists the learners to gather practical knowledge. Their off-the-job training and consultancy procedure also influences logical and rational thinking within the learners. It enables them to proper and calculative decisions (Xenon Group, 2015). AC1.2 Role of the learning curve and transfer learning Learning curve is a graphical representation of different learning methods and learning progress against the required time. Learning curve mainly denotes continuous improvement of the learner through the gathered experience. Learning curve assists to analyze the perfection and efficiency of the employees. The collaboration of experience in task performance assists the employees to develop new skills and values. It also allows them to design their career path (Manolis, Burns, Assudani and Chinta, R., 2013). Due to the changing businesses environment managements and employees are continuously facing a number of challenges to acquire required sets of skills and values that can enhance their performance in any organisation. The new learning curve of Xenon Groups Ltd. assists the workforce to learn advanced competencies to fulfil the target of the organisation (Xenon Group, 2015). The learners are provided with a number of practical educations and experiences that enhances their expertise as well as allow them to build a practical and rationale career path. Organisational learning curve (Source: Manolis, Burns, Assudani and Chinta, R., 2013). This learning curve of Xenon Groups Ltd. depicts that the collaboration of experiences in the learning process increases the efficiency in learning skills and competencies while it decreases the required time (Xenon Group, 2015). Transfer learning describes the process where past experiences influence the performance and learning in the new situation. The on-the-job experiences of senior facilities managers and performance coaching of the Xenon Groups Ltd. assist the employees in transfer learning regarding necessary skills, areas of improvements as per the requirements of organisations. The transfer learning allows the employees to enhance their knowledge and increase their efficiency. Therefore, transferring learning is not only categorized under sharing the past experiences with the learners, it also emphasizes on the building necessary skills within the workforce. The proper use of learning curve and transfer learning has enabled the learners to identify their performance level. Therefore, it assists them to develop their practical and technical skills and design the suited career path (Cowling and Mailer, 2013). AC1.3 Contribution of learning styles and theories on training process Learning theories provide the conceptual framework for the requirements of multiple learning processes. On the other hand, the selection of learning style depends on the preferred way and frequency of the learning adaption of the employees. Therefore, prior to the planning and designing any training program the organisation need to analyse the learning theories and styles as per the organisation’s expectations and employees capabilities (Truss, Mankin and Kelliher, 2012). The proper selection of theoretical aspects of learning and learning styles denotes the efficiency of the human resources development. Learning theories depict various learning styles and structures while the learning styles illustrate the effective ways of learning to achieve the organisational target within minimum time and cost. Organisations generally require different skills and capabilities such as leadership skills, efficiency, team work and decision making skills. Each of these skills requires different learning style. Therefore, choosing only one learning style may not be suitable for the development of the workforce. Organisations require a combination of different learning style which will assist the management to improve the skills of workforce for the growth of the business (Armstrong. and Taylor, 2014). Different learning styles as well as theories of Xenon Groups Ltd. allow the management to design effective training programs for all the learners (Johnston, 2012). This procedure further assists the learners to improve individual skills and competencies. Their focus on the best learning options assists them to design successful training events that prioritize the needs of each learner. The organisation accustoms each individual as per their different learning pattern (Cath Everett, 2015). Task 2. Plan and design training and development AC2.1 Comparison of training needs The training needs differ as per the different level of organisations due to their multiple roles and responsibilities. The employees of Xenon Groups ltd. are mainly divided into three different levels such as management, consultants and operational levels (Xenon Group, 2015). Different levels of staff Training needs Management level These staffs need various off-the-jobs training to build up their management skills and capabilities. Various workshops also can assist these employees to evaluate their management competencies. These staffs need practical training such as discussion with other senior management to develop decision making capabilities and team management skills. Operational level The training procedure of operational level employees requires extensive performance reviews as well as appraisal procedure. This procedure will allow the employees to work more efficiently without incurring maximum costs. Consultant level Role paying and performance coaching are the essential training procedures for the staffs of these categories. This process will allow them to build up skills to provide better consultancies to the customers of the organisation. AC2.2 Advantages and disadvantages of training methods Xenon Groups Ltd. provides a number of training procedures as per the requirement and learning styles of different staff groups. Theses training procedure includes role playing, discussion, performance coaching, appraisals and workshops. These training methods possess various disadvantages besides their effectiveness towards building a strong workforce. Training procedures Advantages Disadvantages Role Playing Role playing in the consultant level assist the employees to analyze the practical way of learning. It also allows them to consult the proper management roles to the consumers of the organisation (Salas et al., 2012). Various employees may face nervousness in playing different roles in this training procedure. Therefore, it can reduce their performances as well (Salas et al., 2012). Discussion Discussion with senior management levels allow the employees to develop their own skills and competencies in terms of team management and decision making (Salas et al., 2012). Lack of support and positive attitude from the senior managements may harm the discussion procedure (Ford, 2014). Performance coaching This training procedure assists to understand the performances of employees. Therefore, it enables the trainers to provide suggestions by identifying the area of improvements (Salas et al., 2012). Presence of biasness in the assessment procedure may manipulate the performance coaching process (Salas et al., 2012). Appraisals Performance appraisals allow the employees to understand their positions in comparison to the required skills and competencies. This training procedure can create de-motivation within the non-performing employees (Ford, 2014). Workshops This procedure provides required training materials to the employees. It also allows them to experience practical knowledge regarding different functions (Ford, 2014). It can increase the cost of the company (Ford, 2014). AC2.3 Systematic approaches of training and development Systematic training approaches allow the human resources department of any organization to properly execute all the levels of a training and development program to assure that all the requirement of employees and organisation has been taken under consideration (Ford, 2014). The training and development of new employees in the organisation must begin with the induction procedure to clear their knowledge about the organisational vision, mission and core values. After this stage, the new employees need to be segregated as per the assessment of their job roles, learning style and training needs (Grohmann and Kauffeld, 2013; Bernardin and Wiatrowski, 2013). Then the training needs for various employees are to be identified by the organization. The employees from different departments of the organizations are to be trained according to their job roles. The training methodology should be such that at the end of the training period the participants are assessed for the skills that they have developed during the training period. The training program should be designed by professionals such that they are useful in inculcating skills among the newly hired candidates such that they are able to perform well (Lee-Kelley and Blackman, 2012). The training programs must be well implemented experienced mangers such that it involves large number of participants. Systematic approaches of training plan (Source: Ford, 2014) Task 3. Evaluating a training event AC3.1 & AC3.2 Techniques of evaluation and carry it out through training event The evaluation method for a training process can be well assessed using the Kirkpatrick’s method of evaluation. The model comprises of four stages. This model specifies that the evaluation should begin with the initial level and then depending on the time and budget the process should move further to the next levels. Information from the previous level serves as the base for the next level of evaluation. Thus each level is very time-consuming and comprises of a detailed analysis of the levels. Level 1 Evaluation-Reaction This session involves the participants reaction to the training process conducted for them. Every program is to be evaluated at this level so that the programs can be further improved to make them suitable for the participants. Level 2 Evaluation-Learning This process involves assessing the extent to which the students have gained through the training process and how far they have developed their skills and knowledge. It involves self assessment of both formal and informal kinds. Level 3 Evaluation-Transfer This process involves that the testing needs to be done in how far the training process has helped the candidates and how far they are able to incorporate these in real life. However this level is difficult to be measured as it involves measuring the practical applications. Level 4 Evaluation-Results The process involves evaluating the final impact of the training process and the performance of the employees. The quality of goods produced by the companies and the profits decide the performance of the work force. AC3.3 Success of the evaluation methods Evaluation methods Benefits Limitations Feedbacks The feedbacks of trainees and trainers assist the organisation to find out the more applicable and practical training procedure. It also assists the organisation to modify each level of training process as per the learning process of the employees (Goetsch and Davis, 2014). The continuous changes in the training process due to the feedbacks can cause additional costs to the company (Goetsch and Davis, 2014). Observations This process will allow the trainers to closely monitor the overall performances of the employees. This evaluation procedure will allow the analysis of the training process in terms of internal as well as external environmental activities. Therefore, this process will allow the organisation to enhance the accuracy of the training programs to meet the desired result (Rao, 2014). This process will take moderately long time to assess the performance of the employees during the training (Rao, 2014). Tests Different tests at the end of the training process will quantify the learning of the employees. Therefore, it will denote the success of the training process (Rao, 2014). The test ranking procedure may demoralize the new employees in their assigned job roles (Rao, 2014). Task 4. Government-led skills development initiatives AC4.1 Role of government in training and development The government of the United Kingdom has demonstrated a significant role in the tainting process of public as well as private organisational sectors. The government of the UK has designed a particular training program by assigning efficient trainers to ensure that all the employees of every sector meet a certain standard of performance (Personnel Today, 2014). The aim of these training and development program of government is to fulfil the needs to develop the economy and the European domestic market (Lee-Kelley and Blackman, 2012). This training scheme also assists them to re-develop their skills of the workforces of the UK by updating their current knowledge and capabilities. Organisations are eligible to apply online for these governmental training procedures. The various learning schemes of the UK government include National Skill Academies, Sector Skill Council, learning and skill council and train to gain (Personnel Today, 2014). These training programs are assisting a large number of organisations in the UK to improve their HR development procedures. Therefore, it is enabling rapid growth within the economy industries due to the HR effectiveness and improved output quality (Personnel Today, 2014). AC4.2 Impact of competency movement Competency movement has generated the concern within organisations regarding the gap between desired and achieved performances. Private sector of the UK is investing more to the competency movement to gain the competitive advantages in the local as well as global market (Green, 2012). For example, private consulting firm, Deloitte, is investing huge amount every year to improve the training facilities for the new joiners as well as the existing employees. NVQs are qualifications that reflect the work related skills of that of the candidates that are suitable for the organizations. However these are achieved through assessment and training within an organization. The candidates are assessed on various basis by the companies in order to test their NVQs and decide whether the employee has the competence to perform well or not. AC4.3 Contemporary training initiatives of the UK government The contemporary training procedures introduced by the UK government are designed to provide proper and beneficial training and development procedure to the small and the medium organisations. The training procedure is such that it inculcates various skills within the employees such that they would perform well (Lee-Kelley and Blackman, 2012). The NVQs for the newly hired employees are assessed and the employees are trained accordingly. The UK Government has ordered to establish various training institutions for the prospective candidates and the institutions should also take initiatives of making them employable. The companies are also expected to conduct basic skill development programs that would help the employees overcome challenges (Matlay, 2002). Conclusion The report has illustrated various learning styles and learning theories to introduce effectiveness in the training procedure of any organisation. The study has illustrated the efficacy of assessing the learning style of the workforce to design a proper training procedure for the improvement of the employee performances. This procedure allows evaluation of various theoretical knowledge of the learning procedure to apply in the practical scenario of the organisation. The report has therefore, has evaluated the learning procedure of different employee segments of Xenon Groups Ltd. and designed the training procedure accordingly. 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