Implementing a Generic Induction Program - UK NVET Policy - Case Study Example

Student’s Name: Instructor’s Name: Course Code: Date of Submission: 1. Implementing a generic induction program A generic program is the designed program that intends to introduce employees to new safety measures of the organization and the rules of the organization. The main aim of conducting the generic induction program is to undertake training of employees so that they will be able to acquire safety skills in their workplaces (Valerie 2003). This training helps to develop the skills of the employees hence it aims to develop the employees’ skills concerning the satiety precautions. The need for generic induction program is to ensure that an employee is well conversant with safety measures at the workplace. This is done because the employee is thought on the how to take care of the safety measures while working. The generic induction program also enables the employees to develop a positive attitude towards the industry (Valerie 2003). Generic programs enhance that the employees do understand the industry well which will encourage them to work in the industry. Before the generic induction program, employees may associate an industry with high risks but after the induction the risk lowers and they can now work in the industry with less fear. Finally the generic induction program aims to eliminate the need further induction training. This program equips learners with adequate safety knowledge in the relevant industry. This reduces the need for fresh training about the safety training in the field. The following is the plan for the generic induction program; first ensure that all the necessary equipment are put I place like the uniforms and the nameplate. Inform the participant employees on the date to start the program, inform the mentors and remind them of the issues they will tackle, decide on how to tackle the industry issues, plan how to conduct the induction program, plan for meetings so that all employees will be introduced to their areas of interest and conduct the induction program and finally plan a meeting for all new employees to meet their respective heads of departments (Hazewinkel 2001). The following is the program for delivering generic induction program; I. Pass the greetings to all who are in the meeting II. Explain the need of the induction program and provide all the details of the whole programme III. Confirm that all the induction arrangements for the program have been met IV. Do the introduction of the mentors V. Finally the induction program commences Evaluation of the induction can be done during or after the program has been executed and it involves the following aspects. Firstly, asses the procedures and processes used to conduct the induction program to see if they are effective. Secondly, conduct assessment to see if the objectives have been met or not. If the objectives are met then the program was effective but if not then the program was not effective. Finally, conduct some research on employees to see if the induction programs enabled them to improve their skills. If the program was effective they will improve in their tasks but if there is no improvement then program was not effective. 2. Learning organization A learning organization is the organization that changes with change in technology and grows fast with innovation and the changes in the environment (Edmond 2000). The learning organization encourages the culture in an organization that leads to continued learning of new skills like the improved thinking, better ways of managing risks, contribution of employees to solving mistakes and developing an attitude where employees accept mistakes and are ready to learn from them. This organization operates continuously in the learning process. There are two aspects in which learning takes place and they include single loop and double learning. Single learning is the learning that aims to identify and correct a mistake only while double learning is the learning that aims at changing the fundamentals of the organization like the norms and cultural values. The following are the benefits of learning organization to contemporary organizations. Learning organizations prepare employees to handle errors that may arise within the organization. This is because all employees have access to equal opportunities for developing their skills through learning and through experience. In this regard the employees will be equipped to solve some errors by learning from others. Learning organization enables organizations to be innovative by encouraging creativity among the employees. The employees acquire new skills by learning from others and they use these skills learnt from them to be creative in his or her operations. Through creativity and innovation, the organization will remain competitive hence maintain its market share (Edmond 2000). Through learning organization will be able to tackle the external factors which affect the production process. This is because continues learning help the organization to forecast on the possible future changes like the change in technology and respond appropriately to the changes by putting all the measures in place to handle the changes. This ensures that customer preferences are met hence the organization will be able to maintain its customers and attract more. Learning organization leads to production of quality products. This is because the employees continuously acquire new skills which they implement during the production process to improve the features of the products. Quality of products is also achieved through creativity of employees which add new valuable features to the product thus increasing the quality of the product. Learning organization increases the rate at which changes take place in the organization (Edmond 2000). The organization that gives opportunity to employees to advance their skills stands at a chance of growing very fast. New skills will accelerate growth by introducing new ideas in production which improves customer satisfaction leading to increased sales therefore the organization will grow fast from introduction stage through to maturity stage. Learning organization leads to workforce development. Employees are given opportunity to advance their knowledge through education and exchange programs hence they improve their competency at their work places. 3. UK NVET policy UK NVET is a policy that ensures good educational standards of the people of the UK. The main aim of the program is to ensure equal opportunities for all the people of the UK regardless of their gender, religion and ethnic group so as to raise the living standards of the people (Tessaring & Wannam 2004). This program is in the track of achieving the learned society because of the following reasons; Vocational and educational training has led to acquisition of skills by young people as early as the age of nineteen years. For instance at the age of sixteen years by the year 2008, could attain five GCSEs. This is a great indication that the education system has really improved. Vocational and education training has improved the number of young people going to school. For example by the year 2010, the statistics showed that the number of students had increased. The percentage for young people unemployed had dropped to 2 percent indicating improvement in the training sector (Tom 2004). Statistics also showed that by the year 2008 at least 5 percent of the nineteen year of age could acquire education level 3. This is a great improvement made by the vocational and educational training program. This shows that it is moving towards achieving a learned society. This program has also increased the number of adults who have the skills to get employed. Fro example by the year 2010 the number of adults with relevant skills rose to 2.25 Million people. This is a significant figure to show the improvement in the training sector. In addition to the above evidences, by the year 2010 the number of adults who were lacking skills in their workplaces reduced to 40%. This figure shows that the vocational training sector managed to train the number of adults who used to work with no trained skills. Considering all, the above improvements made, it is clear that the vocational and education training sector is doing a great improvements in the educational life of the people of the UK and thus it moves towards achieving a learned society. 4. Management and trade union partnerships Trade unions play a big role in developing the workforce. Trade unions can form partnerships with management of organization to enhance the welfare of the staff (William & Collins 2001). First trade unions can negotiate with the management of organizations for the benefit of employees. Management and trade unions partnership can develop the skills of employees by agreeing on the better terms and conditions of the employment. They negotiate for better salaries and better jobs. Good terms and conditions for employment will enable the employees to have opportunities to advance their skills through further studies. A partnership between the trade unions and the management also can develop the skills of the employees by providing better systems for accomplishing their tasks (William & Collins 2001). Better management systems will offer the workforce opportunity to be innovative and thus develop and advance their skills. These can only be achieved when there is effective negotiation on the workforce welfare between the management and the trade unions. Trade unions bargain these systems on behalf of the workforce. For example in Single where the education system has performed very well the trade unions negotiated the teaching conditions on behalf of the teachers with the management of teachers and they improved the working systems which motivated teachers and gave them the opportunity to develop their skills hence they improved their deliver of services to students. Management and the trade unions can partner together to develop models for solving problems. A successful collaboration between the management and the trade unions lead to cooperation of the workforce and management. Through cooperation the workforce will find better opportunities to advance their skills because the management can hear their grievances and them well. It also motivates t the workforce to share ideas which will increase their creativity leading to the development of new ideas and skills. The partnership can also lead to designing of educational curriculums (William & Collins 2001). The management can develop the workforce by taking into consideration the grievances of the trade unions. For example, it will develop training programs for the workforce like the internships where the employees will be able to get new ideas from other workforce. In this regard they will be able to develop and advance skills. These partnerships also lead to sensitizing the workforce on their rights and ensuring that the management observes the human rights. By observing human rights, the management will give opportunity to employees to receive their rights like the right to education and socialization of the same profession leading to the development of their skills. The partnership between the management and the trade unions encourage the workforce to participate in the management of the organization. This is achieved by assigning some situations to the employees to make decisions hence they will develop new skills of handling situations. References Edmund, A. 2000, Race, Jobs, and the War: The FEPC in the Midwest .. Hazewinkel, M 2001, "Mathematical induction", Springer. Tessaring, M. Wannan, J 2004, Vocational education and training: key to the future: Lisbon-Copenhagen-Maastricht, Luxembourg. Tom, L 2004, achieving the Lisbon goal: the contribution of VET, Brussels. Valery, R 2003, Handbook of Induction, CRC Press. William, J & Collins, K 2001, Race, Roosevelt, and Wartime Production: Fair Employment In World War II Labor Markets, American Economic Review, Vol. 91, No. 1, p. 272–286 Read More