Importance of Training and Development - Essay Example

Reflective Essay on Training and Development Name: Course: Tutor Date: Introduction Training is one among the key features of learning and development. Training is defined as a planned process of modifying attitudes, knowledge or skills behaviour through a learning experience in order to attain effective performance in any given activity or range of activities. It can also be regarded as phenomenon of making learning happen (Reid, Barrington & Brown 2004, p.179).There are many techniques of identifying learning needs that are available to human beings. These go hand in hand with the training needs. According to Truelove (1997), a training need is the difference between actual and required human performance at work and this forms the basis of need (quoted from Anderson 1993). Training need can also be regarded as the performance gap in learning (Truelove 1997, p.1). This essay will reflect on a training process that was done in which I participated as a learner being taught how dress babies with reusable baby diapers and where I also acted as a trainer in sign language. Importance of training and development According to Sims (1998), there is no single training initiative, much less an entire function, that can fulfil its rationale without a needs analysis. Needs analysis is applied to identify the areas of performance in which additional training is needed (as well as if no training is needed). This pinpoints the individuals or groups that are supposed to benefit from the training process. The objective of my learning process was to gain skills on how to dress babies with reusable diapers and disseminate the same knowledge to other people in the community by training them to be empowered with the prerequisite skills. This was in line with the objectives of training and development as stated by Sims (1998), which are gaining knowledge, having an understanding of various issues, gaining the prerequisite skill and abilities in performing various tasks, developing appropriate attitudes and values for achieving various targets, and change in behaviour towards a given task (p. 13). Reflection on the training process The training process was planned such that the aims, objectives and outcomes were clearly stated and defined in order to have a particular target. In addition, the training method was selected based on the fact that the activities involved could meet the outcomes stated earlier. Along this line, appropriate methods of assessment and evaluation were selected to ensure that the participants actually grasped whatever they were taught. Along this line, a training plan was dawn too schedule all the training activities as well as outcomes. In the planning process, ethical issues were put into consideration, including how to ensure that baby diapers are clean all the time and that babies are dressed with properly fitting diapers. Ethical issues were also considered on the part of the trainers and the trainees to ensure that each played their respective roles appropriately. All these were done with consideration of the point that the training solutions provided should be motivational and that the training process should give people attention, and thus be very motivating (Rae 2000; Truelove 1997, p. 3). Aspects of being a trainee As a trainee, I was taught the importance of using reusable cloth diapers over single use diapers. The point behind this is that babies that are diapered using cloth have a tendency to train more quickly since they always realize when they are wet. Toilet training was emphasized as a means of ensuring that children live comfortably. Trainees like me were taught on the importance of increasing competence as well as confidence when dealing with babies since this would boost their self image. As a trainee, interacted with children, ensuring that they got used to reusable diapers rather than the single use pull-ups that so inefficient that even after being in use for a while children of age between fours years and five years are still not wholly potty trained. My aim during the training process was to determine what exactly I would achieve in the training as regards learning and intervention. It is with this in mind that both the trainer and trainee can decide the best means to achieve the set objectives, apply appropriate tactics, plan the necessary intervention accordingly, and implement the outcomes of the training process as necessary (Reid, Barrington & Brown 2004, p. 179). In the training, I learned that late intervention in potty training has many disadvantages in the context of impacting negatively on children’s self esteem. The trainers used three stages of determining behavioural objectives of the training process as stated by (Reid, Barrington & Brown 2004, p.179; Rees & Porter 2008). These are (1) specifying the behaviour that the learner is required to demonstrate, and (2) determining the important conditions in which the behaviour must be demonstrated. This may involve a wide range of equipment to be used as well as the respective environmental constraints. The third point is determining the standard to which the learner must perform. This can vary from defined specification to varying criteria such as differences in various aspects of reusable diapers. Aspects of being a trainer According to Rae (2000), in order for a trainer to serve effectively as a trainer, he or she must be received to be trustworthy and one who understands what is happening and can be relied upon to prevent conflict or any kind of personal antagonism getting out of hand (p.13). With this in mind, I performed various duties as a facilitator and trainer. Along this line, I ensured that Bloom’s (1956) six domains were followed. These are evaluation of the training process, synthesis of gathered information, analysis, application of the information, understanding the process and gaining relevant knowledge (Martin & Briggs, p.75). We picked sign language as one of the things to train others in class. My group was composed of four members, three boys and a girl. We were allocated 20 minutes for the training session. We also made presentations during the training session. During our meetings prior to the presentation, we contributed equally in doing research, making slides and gathering a variety of other resources. I was in charge of monitoring the group members during the presentation time to avoid going beyond the allocated time and ensured that the group members concluded the training sessions by making good summaries and distributing feedback questionnaires. Learning outcome of the training Our main objective was to know the importance of presentations and why presentation is a useful way of disseminating information. We also aimed at gaining useful knowledge on how to use sign language. Our main focus was on using British sign language. We learned many things among them the fact that one has to use his or her dominant hand during the process of signing. In addition, we learned that body language and facial expressions are an essential part of sign language. We also learned that if sign language grammar is too difficult then a set of selected signs can be used to compliment the effectiveness of the messages that to be relayed across (Marschark & Spencer 2003). Reasons for the learning process We decided to learn more about sign language because currently there are many deaf children in both residential and mainstreamed schools. The knowledge gained would therefore be helpful in ensuring that such children get the necessary assistance that is usually given to the deaf people. In recognition of this, we paid more attention to diversity and equality in the working environment to ensure that the public would embrace these two virtues. With the training on sign language came many benefits. One is that as a group, we broadened the scope of having access to careers that demand experience in use of sign language. This is because we learned the real aspects of sign language communication that can be applied in day to day experiences. During the training session, we were interested in the most important aspects of sign language, and we began by first understanding the alphabet as well as numbers. We also learned the basic concepts of communication with deaf people such as saying hello and goodbye. We were also involved in getting engrossed with deaf people by saying terms such as “How are you?” and “How old are you?” In particular, we were interested in knowing how one can get closer to deaf person by asking as questions such as “What do you study?” in order to know the person’s interests. Conclusion The training session was very important and relevant since it entailed things that happen in real life. My participation in the process gave me an opportunity to interact with trainers and therefore understand the various attributes of good trainers. My role as a trainer made me understand the concept of sign language and the common mistakes that we make during preparation for a given presentation as well as the actual mistakes that we make during real presentations. References Marschark, M & Spencer P E 2003, Oxford handbook of deaf studies, language, Oxford University Press US, New York Martin, B L & Briggs, L J 1986, The affective and cognitive domains: integration for instruction and research, Educational Technology, New York. Rae, L 2000, Effective planning in training and development, Kogan Page Publishers, London. Rees, W D & Porter 2008, Skills of management (6th edition), Cengage Learning EMEA, New York. Reid, MA, Barrington, H & Brown M 2004, Human resource development (7th edition), CIPD Publishing, London. Sims, R R 1998, Reinventing training and development, Greenwood Publishing Group, New York. Truelove, S 1997, Training in practice, Wiley-Blackwell, London. Read More