ASSESSMENT 1

Part A: Training need analysis for each situation:

1. Increased use of Copper wire for the same production volume: Wastage of the

resources is the important section to be considered for control the wastage of the cost

incurred in the production process of the organisation. Therefore, it is required to train

the employees on the Six Sigma process and the lean production process. The off job

training should be offered to them, and the assessment of the training should be done

with the implementation of the six sigma and the lean production process.

2. Not wearing the personal protection equipment: The health and the safety measures

are important to be maintained so that both the professional and the personal lives

can be balanced. So, the proper training regarding the important of the maintenance of

the health and the safety issues at the workplaces should be offered to the employees.

With the help of this training, the employees will be able to help themselves by

warning the personal protection equipment at the workstation.

3. Unsafe handling of the Forklift: Ill-mannered handling of the Forklift may cause

the accidents to the employees and the people associated with the production process.

Hence, in this aspect, the safety issues and the tips for operating the Forklift safely

should be offered to the employees as well as to the truck Drivers. At the same time,

the training to deal with the Hazards at the workplace also should be offered to the

employees as well as to the drivers.

4. Heated verbal communication: The teamwork is the most essential for the

production house of the organisation. Usage of the heated verbal communication may

cause the lack of the teamwork and it also may impact on the production capacity. So,

it is required to offer the employees with the training about the teamwork and also the
usage of the proper motivating and cooperative languages along with the ethical

aspects of working in a team.

5. The increased lateness of the workers: The lateness of the workers may reduce the

production capacity and also may demotivate the other employees to work in an

effective manner. So, it is required to offer the disciplinary training to the employees

under the certain rules and strict regulations to be followed by them in a proper

manner.

6. A rise in the absenteeism among the workers: Likely the lateness of some workers

the absenteeism also may influence other employees to follow the same path. As a

result, the productivity also is likely to get decreased. To control the situation, the

employees should be trained enough with the disciplinary principals so that the

absenteeism rate will be decreased. The concept of the overall development of the

organisation which is linkedto the development of the individual employees also

should make them understand in proper training methods.

Part B:Required skills and knowledge

The knowledge and the skills for the Six Sigma training are defining, measuring the

problem, analysing the same, improvement of the process, and controlling.

Assessing the risk, controlling the risk, consultation with others, and execution of the

proper planning are the required skills and knowledge for the health and

Safety measures.

Assessing the risk, understanding the negative effects and the skill to adopt the change

for the betterment are the required skills for the health related safety tips.

Listening to others, understating their issues, place themselves in the position of

others and usage of the proper communication techniques are the required skills for
the verbal communication process.

Obeying the supervisors, understanding the requirement of the disciplinary acts and

the following the rules and regulations are the required skills for the disciplinary act in

the workplace to avoid the rate of absenteeism and late coming in workstations.

ASSESSMENT 2
Part A: Evaluation plan

The long term session planning for six months will be assessed with the help of the

feedback forms: The feedback forms after the completion of the training program

should be distributed among the candidates to identify that whether the session was

beneficial for them or not. It has been observed that candidates were satisfied with the

sessions as per their requirements.

The evaluation of the training session also can be conducted with the help of the

supervisor of the managers on the daily performance of the employees those attended

the workshops. Supervisors have observed 70 percent improvement in the

performance of the employees after the session.

After getting the feedback from the supervisors, the gap identification again will be

assessed to plan for the further training and development program. The gaps have

been identified by them.

The further improvement will be based on the guidelines to be offered to the

candidates based on the legislations of the workstations issued by the government and

also the promotional offer to the candidates with the termination as well. Further

training need has been identified after the evaluation.

The evaluation of the training program also can be assessed by the peer reviews about

the interactive sessions of the training. The colleagues of the trainers have identified

the sessions as the most interactive and the successful one.

Even after the completion of the session, it is required to continuously measure the

performances of the candidates to check the effectiveness of the training offered to the

candidates.

Part B : Session plan for six months based on the above situations
Topic: Training and the development programs for the workplace behavioural

functions

Topic Suggested Training

Suggested resources Points to note
Outline teaching activities duration
 The trainers
would
demonstrate
the importance
and the
practical
implementatio
n of the six  Personal
sigma specifications and
approach training to the The focusing
 The controlling professionals as on the
fact and the per the job importance of
Training and proper responsibility(Pyz the six sigma
1stSeptember
development measurement dek & Keller, and lean
2016 –
for Six of the six 2014) production to
1stNovember
Sigmaimplem sigma  Access to the stop the
2016
entation application internet for wastage of the
should be representation of resources for
taught to the the practical the production
candidates examples(Evans process.
 Teaching about & Lindsay, 2014)
the negative
effects for not
considering the
six sigma
approach in
production
process

 The need for

the usage of
 Internet access for
the safety tools
the valuable
during the
information for
Training and production Required to
HSE rules(HSE,
development process to 2nd November avoid the
2016)
for the health avoid any – 1stDecember accidents and
 Internet access for
and safety injury 2016 injury at the
the practical
issues  To teach about workstations
benefit of the
the general
usage of the safety
rules and the
measures
regulations for
the HSE
  Teach about
the positive  The theories about
effects of the the behavioural
Training and teamwork theories as per the Required
development facility Human resource assisting the
 Teach about 2nd December rules and
for the employees to
the ethical – 1stJanuary regulation using
behavioural work in a
considerations 2016 the journal source proper manner
attitude in
workstation and the and website in workstations
behavioural source (RCOG,
aspects in the 2016)
workstations

 Disciplinary
Training and acts in the  Theoretical
development workstation aspects using the Blended
2nd January –
for the will be taught book learning style
1stFebruary
disciplinary based on the references(RCOG, will be applied
2016
act HR rules and 2016). in this context
maintenance regulations

ASSESSMENT 3
 QUESTIONS
1 Explain what coaching and mentoring is and the differences between

the two.
The difference between coaching and mentoring isn't clear-cut. A mentor may draw

on a number of approaches: teaching, coaching, and counselling. Nonetheless, one

significant difference between mentoring and coaching and other forms of

development is the relationship forged between two people.

Mentoring is a partnership between two people and emphasises a mutuality of

learning. However, mentoring is sometimes confused with coaching, teaching, or

counselling.

The focus of coaching is usually task and performance. The role of

a skills or performance coach is to give feedback on observed performance.

Consequently, coaching usually happens at the workplace.

The coach is likely to set or suggest goals for the learner; measuring performance

periodically as the learner develops new skills. This needs a good working

relationship between learner and coach.

Coaching is performance driven. The purpose of coaching is to improve the

individual's performance on the job. This involves either enhancing current skills or

acquiring new skills. Once the coachee successfully acquires the skills, the coach is

no longer needed.

Mentoring is development driven. Its purpose is to develop the individual not only for

the current job, but also for the future. This distinction differentiates the role of the

immediate manager and that of the mentor. It also reduces the possibility of creating

conflict between the employee's manager and the mentor.

2 What are the benefits of having both coaches and mentors in

organization?
 Companies can assign a mentor or coach to new employees during the initial
 period of settling down in an organization to help them get used to the culture of

the company as well as bring them up-to speed on company procedures and

policies. Mentoring also provides the worker with a leader he can turn to with

questions. The coach can provide the new employee with information on the

corporate culture, organizational structure and procedures that will help the

younger professional settle into his role in the business.

 Employee Growth and Development is achieved by providing the individual who

is mentored or coached with practical knowledge that bridge the gap between

educational theory and actual business practices.

 Mentoring generally helps boost employee morale and engagement, experts say.

From increased morale to increased organizational productivity and career

development, the benefits of an organization that actively supports mentoring are

numerous.
3 List and describe 4 different staff motivation techniques you could put

into a workplace to assist in staff development.

1. Gamify and Incentivize

Although we haven't implemented it yet, we're developing a feedback system that

rewards employees for engaging with our wiki and for learning how to use our

application via our training videos. We further reward performance based on meeting

certain goals. A proven motivator for students and employees alike is earning a

"badge" or points for committing to certain tasks.

2. Let Them Know You Trust Them

If you let them know you trust and depend on them, they will fill those shoes sooner

than you think. A vote of confidence can go a long way. Let them know you trust
them to do the best job possible and they will rarely disappoint you.

3. Set Smaller Weekly Goals

You want lofty ambitions, but set up smaller goals along the way to keep people in it.

Rather than make a billion this year, focus on getting 100 new customers this week-

something that will get you to that billion. Then reward the team for achieving the

goal with an afternoon off, a party, etc. They will see that your goals are realistic and

everyone benefits from working hard.

4. Give Your Employees Purpose

I am able to motivate my employees by giving them a purpose. When you accomplish

that, they understand the vision better and are able to execute more strongly. In

addition, by understanding their purpose and the purpose of the business, an employee

is better able to understand how they fit into the big picture.
4 What are the importance of feedback forms when evaluating skill

development.
Feedback forms is the cheapest, most powerful, yet, most underused management tool

when evaluating skill development. It helps people get on track and serves as a guide

to assist people to know how they and others perceive their performance.

Feedback forms can also be highly motivating and energising. It has strong links to

employee satisfaction and productivity. People like to feel involved and identified

with their organisation. Effective leaders have good listening and emotional

awareness – they understand the impact that their behaviour has on others.

When staff receive little feedback they tend to be self-critical or self-congratulatory as

they are relying upon events rather than specific feedback forms to measure their
performance and impact.
5 What learning and development needs may you identify within the

organization (list 4).

 Organizational Analysis. An analysis of the business needs or other reasons the

training is desired. An analysis of the organization's strategies, goals, and

objectives. What is the organization overall trying to accomplish? The important

questions being answered by this analysis are who decided that training should be

conducted, why a training program is seen as the recommended solution to a

business problem, what the history of the organization has been with regard to

employee training and other management interventions.

 Person Analysis. Analysis dealing with potential participants and instructors

involved in the process. The important questions being answered by this analysis

are who will receive the training and their level of existing knowledge on the

subject, what is their learning style, and who will conduct the training.Do the

employees have required skills? Are there changes to policies, procedures,

software, or equipment that require or necessitate training?

 Work analysis / Task Analysis. Analysis of the tasks being performed. This is

an analysis of the job and the requirements for performing the work. Also known

as a task analysis or job analysis, this analysis seeks to specify the main duties

and skill level required. This helps ensure that the training which is developed

will include relevant links to the content of the job.

 Content Analysis. Analysis of documents, laws, procedures used on the job. This

analysis answers questions about what knowledge or information is used on this

job. This information comes from manuals, documents, or regulations. It is

important that the content of the training does not conflict or contradict job

requirements. An experienced worker can assist (as a subject matter expert) in

 determining the appropriate content.

6 Detail 4 different learning delivery methods, and their benefits.

LEADER LED:

Your people are your best ambassadors and subject matter experts. Internal

knowledge should be leveraged as much as possible. By working with your in-house

experts, leaders or upcoming talent, we help them to share their knowledge in the

right way. To be truly effective we believe that it’s important to leave capability

behind to enable businesses to continue to grow. We actively look for ways to

develop the skills and abilities of your people to train your people.

FACE TO FACE:

Workshops, coaching, mentoring, keynote sessions and other face-to-face

opportunities are a great way to learn from internal and external subject matter

experts. We engage with the learner before and after the classroom, and ensure the

long tail of embedding the learning becomes part of their way of working. Wherever

practicable and appropriate to the content and your culture, our learning interventions

are short, sharp sessions to ensure that you don't have people off the job for long —

and to make sure that participants retain the maximum amount of learning.

BLUE SKY SESSIONS:

Blue Sky is all about explorative and prompted discussions. Facilitated by an expert,

the audience has the opportunity to discuss and challenge new and known ideas after

reading an article, watching a video or researching a topic. This is an opportunity to

explore and challenge existing thinking in a constructive, engaging way.

DIGITAL LEARNING:
Sometimes learning is best delivered via digital platforms. Large numbers of people

can receive and interact with the same content and a virtual learning environment

allows people the ultimate flexibility to choose when and where to learn. E-learning

also allows businesses to quickly assess and quantify the level of capability and

knowledge within particular teams and is particularly helpful with compliance based

content.

7 Describe Honey & Mumford’s Activist, Pragmatist, Reflector,

Theorist.
Activist

Activists are those people who learn by doing. Activists need to get their hands dirty,

to dive in with both feet first. Have an open-minded approach to learning, involving

themselves fully and without bias in new experiences.

 brainstorming

 problem solving

 group discussion

 puzzles

 competitions

 role-play
Theorist

These learners like to understand the theory behind the actions. They need models,

concepts and facts in order to engage in the learning process. Prefer to analyse and

synthesise, drawing new information into a systematic and logical 'theory'.

 models

 statistics

 stories
 quotes

 background information

 applying theories
Reflector

These people learn by observing and thinking about what happened. They may avoid

leaping in and prefer to watch from the sidelines.  Prefer to stand back and view

experiences from a number of different perspectives, collecting data and taking the

time to work towards an appropriate conclusion.

 paired discussions

 self analysis questionnaires

 personality questionnaires

 time out

 observing activities

 feedback from others

 coaching

 interviews
Pragmatist

These people need to be able to see how to put the learning into practice in the real

world. Abstract concepts and games are of limited use unless they can see a way to

put the ideas into action in their lives. Experimenters, trying out new ideas, theories

and techniques to see if they work.

 time to think about how to apply learning in reality

 case studies

 problem solving

 discussion
8 Describe the following learning styles.
Auditory

Auditory learners often talk to themselves. They also may move their lips

and read out loud. They may have difficulty with reading and writing tasks.

They often do better talking to a colleague or a tape recorder and hearing

what was said. To integrate this style into the learning environment:

o Begin new material with a brief explanation of what is coming. Conclude with

a summary of what has been covered. This is the old adage of “tell them what

they are going to lean, teach them, and tell them what they have learned.”

o Use the Socratic method of lecturing by questioning learners to draw as much

information from them as possible and then fill in the gaps with you own

expertise.

o Include auditory activities, such as brainstorming, buzz groups, or Jeopardy.

Leave plenty of time to debrief activities. This allows them to make

connections of what they leaned and how it applies to their situation.

o Have the learners verbalize the questions.

o Develop an internal dialogue between yourself and the learners.

Visual

Visual learners have two sub-channels—linguistic and spatial. Learners who

are visual-linguistic like to learn through written language, such as reading

and writing tasks. They remember what has been written down, even if they

do not read it more than once. They like to write down directions and pay

better attention to lectures if they watch them. Learners who are  visual-

spatial usually have difficulty with the written language and do better with
charts, demonstrations, videos, and other visual materials. They easily

visualize faces and places by using their imagination and seldom get lost in

new surroundings. To integrate this style into the learning environment:

o Use graphs, charts, illustrations, or other visual aids.

o Include outlines, concept maps, agendas, handouts, etc. for reading and taking

notes.

o Include plenty of content in handouts to reread after the learning session.

o Leave white space in handouts for note-taking.

o Invite questions to help them stay alert in auditory environments.

o Post flip charts to show what will come and what has been presented.

o Emphasize key points to cue when to takes notes.

o Eliminate potential distractions.

o Supplement textual information with illustrations whenever possible.

o Have them draw pictures in the margins.

o Have the learners envision the topic or have them act out the subject matter.

Kinaesthetic

Kinesthetic learners do best while touching and moving. It also has two sub-

channels: kinesthetic (movement) and tactile (touch). They tend to lose

concentration if there is little or no external stimulation or movement. When

listening to lectures they may want to take notes for the sake of moving their

hands. When reading, they like to scan the material first, and then focus in on

the details (get the big picture first). They typically use color high lighters

and take notes by drawing pictures, diagrams, or doodling. To integrate this

style into the learning environment:

o Use activities that get the learners up and moving.

o Play music, when appropriate, during activities.

o Use colored markers to emphasize key points on flip charts or white boards.

o Give frequent stretch breaks (brain breaks).

o Provide toys such as Koosh balls and Play-Dough to give them something to

do with their hands.

o To highlight a point, provide gum, candy, scents, etc. which provides a cross

link of scent (aroma) to the topic at hand (scent can be a powerful cue).

o Provide high lighters, colored pens and/or pencils.

o Guide learners through a visualization of complex tasks.

o Have them transfer information from the text to another medium such as a

keyboard or a tablet.