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Attached.
Running head: LEARNING AND TALENT DEVELOPMENT
Learning and Talent Development Report
Name:
Date:
University Affiliation
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LEARNING AND TALENT DEVELOPMENT
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Part Two; Learning Intervention (Case 1)
Introduction
As a learning and talent development team our focus is to facilitate the shift from a local
company in North London to a national wide organization. The main problem is an inadequate
knowledge management system that does not enable the sharing of information which has
culminated in safety issues in the organization. According to the principles of human-centered
design, we came up with an opportunity area. How might we help our construction company
facilitate knowledge management and sharing among site Management Officers and employees
to increase workplace safety? We also understand that the solution to this, calls for collaboration
between the managers, workers, and trainers. We, therefore, apply a systematic approach to
training in solving this problem which we have consequently discussed below.
Needs Analysis
The safety problem in the company is attributable to inadequate knowledge management.
The safety and health issues are core to the company and will go a long way in the attainment of
its vision of nation-wide expansion. As good and applicable as it is, training is not a solution for
everything. The general criteria for deciding whether training could solve a problem is deeply
rooted in the distinction of tasks. Problems with routine tasks would not need training as it would
be of little or no help. Such problems would be better left to procedural adjustments as solutions.
On the other hand, nonroutine tasks cannot be solved by procedure, and this is where learning
and training comes ("What Is Knowledge Management? | School of Information | Kent State
University", 2019).
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Health and safety are not a routine task, and therefore, training would solve the problem
as opposed to the procedure. After determining the applicability of training, it is important to
consider what is required. The needs, in this case, should focus on the Operational manager's
duties and responsibilities. The operation managers are in charge of the sites; they are therefore
responsible for the smooth running of operations and ensuring safety in the workplace. Also, if
there were safety rules and regulations, they would be the primary enforcers of such rules. The
position also gives them a unique understanding of the workplace and potential areas of concern
("What Is Knowledge Management? | School of Information | Kent State University", 2019).
In light of the above duties, these managers need to have first aid skills, be motivating
factors towards the attainment of safety standards as well as be able to share ideas and interact
with each other. They also need excellent communication skills to effectively convey their ideas
to both the workers and higher management in a clear and concise manner.
Design
Learning Objectives
We hope that the operational managers will be able to;
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Understand the need for empathic listening in understanding employees and the situations
they are in and use that to promote safety.
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Learn how to communicate procedures and ideas in a clear and concise manner to ensure that
things are done at the right time and in the right way.
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Employ design thinking to come up with simple and workable solutions to the diverse day to
day workplace problems
LEARNING AND TALENT DEVELOPMENT
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Competence in the use of a new online platform that facilitates the sharing of ideas,
challenges, and experiences that they face with other operations managers.
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Master first aid training and procedures to be used in emergencies and gain basic disaster
management skills.
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Understand basic teaching skills to ensure that they pass on the contents of what they learn to
those working under them.
It is Important to note in each of the above-listed objectives has a terminal aspect and an
enabling aspect. The terminal aspect is the skill they learn while the enabling/ specific aspect
refers to what they will be able to accomplish with that skill after the training (Easterby-Smith,
2011).
Mode of Delivery
The curriculum will include compulsory training sessions for the managers; the managers
will work together during these training workshops. They will be required to turn in both group
and individual assignments. The sessions in the workshops will be highly participatory with, and
learners will be graded. In addition to this Microsoft PowerPoint presentations will be used to
deliver content in class to create a lasting impression on the managers while keeping the sessions
fun and enjoyable (Easterby-Smith, 2011).
There is also a need to use videos as a mode of delivery to ensure that the learners can
connect with content. The videos will also be a useful tool in post training continuous learning.
The reason for this is that videos are fun and hence go around the barriers posed by boredom. It
will also be useful in breaking the monotony in the sessions (Easterby-Smith, 2011).
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Pre-recorded notes saved in flash disks is also important as it will give the learners a
reference point should they need to refer to their notes in the future. This mode will be further
complemented by emergency practical emergency drills from time to time in the workplace
which will enable everyone to know what to do in the event of emergencies. Another way of
achieving this will be to issue emergency procedure workbooks in the sites. First aid simulations
will also be required to impart the staff with first aid skills the staff will be required to as part of
their work schedule spend two hours a week in the simulator (Easterby-Smith, 2011).
Testing
The course will be a continuous one; the individual will be graded on workshops
attendance, participation in sessions and a safety compliance section will be introduced in the
performance appraisal forms. For the in-class sessions the grading system will be as follows;
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10% of the total mark will be on attendance. To be considered to have finished they must
have a 100% attendance record.
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25% Participation in sessions and turning in assignments in time and also participation in
group assignments.
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35% in course assessment tests. Which will either be written or practical depending on the
field of study?
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30% continuous post-training tests may either be scheduled or random measuring how well
one is applying the learned concepts.
LEARNING AND TALENT DEVELOPMENT
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Development
Our focus in this phase will be to develop a curriculum that inculcates disaster
management skills and increases the effectiveness of the managers as well as staff at all levels in
the company. To enable this, the company will partner with Saint John Ambulance. The
organization will train our staff on disaster preparedness.
The organization will also install simulators at every site to ensure that the skills learned
are regularly practiced. There will also be the printing of job-specific safety books. In the
d...