Creating Employer Branding - Assignment Example

Human Resource Development Question 5 There are various factors that affect training transferring back to the business are: Creating Employer Branding: This basically means how devoted the employee is to the company. If he is more devoted, then the chances are higher that the training will translate into results for the company. Make it relevant to the employee: If the training is relevant to the employees’ needs, they are more likely to use them for the benefit of the company. Training should be an opportunity for personal development of the employee. Design or obtain employee training that has clearly stated objectives with measurable outcomes. Make sure all the employees know the aims and objectives of the training. They should be given proper feedback and supervisors should take an active interest in the employees, this promotes a sense of ownership. Keep training an ongoing process to facilitate ongoing improvement of employees of the company. Out of these, the most importantly will be, making the training relevant to each employee and promoting a sense of ownership of the company. This is because, when the employees have the feeling that the organization is caring for the needs they strive to perform better and give back to the organization. Making sure that the employees’ needs for development are taken care off is an important variable that most companies over-look and in that case training may not transfer back to the company. Secondly, if they have a high sense of ownership of the organization they are more likely to learn from the training and apply themselves for the betterment of the company. Question 6 Although this still remains a very complex topic we have concluded that brain function seems to change as a result of the interaction of two opposing processes, one is the way the brain deteriorates with age, and the other is the way in which it continues to remodel itself in order to compensate for that change. Empirical and rigorous scientific evidence demonstrates that functional deterioration of many tissues begins in early adulthood and progresses throughout life. Other biological changes include changes in micro-vascular density, plasticity and the dynamic blood flow through the vasculature. What managers must understand that this reduced learning capability must be catered to if the training is to be affective. One of the biggest factors that supervisors must consider is the duration of the training. Older people have been known to have shorter concentration spans, hence the training sessions should incorporate regular breaks. This may increase the length of the training session (and in most cases the cost too), however the learning is much better and will transfer back to the organization. Secondly, another important variable that they should understand is with regards to trainings on technological topics. Older people may tend to be slower in learning the different aspects hence their trainings should be at a slower pace. They should be encouraged to practice after the training sessions and understand the topics the way they feel comfortable. It is essential that the individuals not be over-burdened with too much information at once, as this reduces the affectivity of the training program. Question 7 The convergent manager looks to all the available sources of information and tries to find the best solution. However, there is a constant need for correct, consistent and reliable information. However, in the case of a divergent manager, there is a need to elaborate on ideas based on a creative stimulus. He looks to build on ideas that are generated internally. Divergent managers are more suited to creative thinking and problem solving. Similarly, convergent managers tend to favor informed decisions that are based on the best possible information available. A training session that should incorporate both styles would ask the managers to review a certain situation, look at all the information available on similar problems and then come up with the best solution which is unique and different. This ensures that that both styles of managers will have to go over all the literature, i.e. related information, however they will have to use some intuition to come up with the final solution. This process can be repeated several times before it becomes the standard norm for both of them. Question 8 Out of the various strategies been taught throughout the chapter, the two most prominent ones would be grouping similar ideas under a single heading and making acronyms. Both are extremely helpful in getting the right ideas to flow in the right order when needed. The first one, i.e. grouping similar ideas takes place at a later stage i.e. when the literature is being reviewed for the second time. Grouping similar subjects allows the reader to recall all the points because they all follow a similar theme. This is very easy when learning large amounts of information as the person can merge large amounts of information under a single heading hence recalling is easier. Revision also becomes easier when ideas are grouped because if a person remembers one idea of the group then there is a high probability that he/she remembers all the ideas in the group. The second one, i.e. making acronyms is useful when there are specifics of a topic or a subject that must be learnt. Learning exact information can become easier with the use of acronyms because the person can associate each letter with some piece of information. It is easier to memorize the acronyms because they are shorter and it is easy to recall the information. It is beneficial to make acronyms that make more sense to the learner as they can be recalled with greater ease when needed. Question 9 The first most important thing is identifying the audience to which the training is being given to. Many times, trainers will forget the type of audience they are training, i.e. their learning speeds. Trainers should allow for significant time for all the participants to learn from the training. Any extreme should not be catered to i.e. not going too fast or too slow. If this method is adopted, it usually means that a certain section is learning while the remaining loses interest and does not learn much. Secondly, trainers have to take into consideration that many people have different learning methods. Each has his own style of memorizing and encoding information. Most trainers forget this factor and try to enforce a certain method of learning which only leads to poor results of the training as many of the participants are unfamiliar with that method. Trainers should make sure that the program be structured in a manner that all the members can apply their own learning techniques and benefit from the session. Some experts say that using a variety for training approaches is also a good counter to this problem as since there are more styles, all of the audience will pick up the sessions which match their style and try to make an effort to learn from the other styles also. Lastly, the person should look into the demographics of the audience. Recent studies have suggested that elders have the same ability to learn however, they only have a different method of learning. They take more time in comprehension and understanding. Trainers should be aware of this prominent difference and should make a training program that allows older individuals to take their time and use their own method for learning. Also trainers should make sure not to overload the older individuals with too much information as this generally leads to lower comprehension and retention. Bibliography Werner, J. M. & DeSimone, R., 2006. Human Resource Development, 5th edition. South-Western Cengage Learning Read More