Human Resource Training N 5 Module 1 Training

Human Resource Training N 5

Module 1: Training and development in the RSA QUALIFICATIONS Various definitions exist for what comprises a qualification. • It is the capacity, knowledge or skill that is used within a specific situation. • It gives a person the eligibility to perform a duty, fulfil a position, or have a specific status. • It is conveyed on a person after completing a period of schooling or training or acquiring a certificate, diploma or degree. • It is supposed to convey competence. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) ADULT EDUCATION (AE) Adult Education is the umbrella term for all education of adults. This includes all formal instruction of persons who are beyond the age of compulsory school attendance and who have either not completed or who have interrupted their formal education. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) FORMAL SECTOR OF RSA ECONOMY The formal sector is also known as the “recorded” sector. This means that information regarding the enterprises which operate in this sector is known to the authorities. The enterprises in this sector follow regulations laid down by legislation for businesses. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) INFORMAL SECTOR OF RSA ECONOMY The informal sector is also known as the “unrecorded” sector since information regarding people doing business in this sector are not on record with the appropriate authorities. Cash is usually a key characteristic for payment in the informal sector. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) PUBLIC SECTOR Enterprises managed and owned by the government fall within the public sector. The aim of the public sector is to provide services to the public. These services are usually too expensive and extensive to be provided by an individual or company. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) PRIVATE SECTOR The private sector refers to enterprises within the economic system that operate on the basis of private initiative. This means that private individuals are the owners of the enterprises. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) LABOUR MARKET A labour market is a situation where the demand for labour and the supply of labour are expressed and where there is an exchange when the individual supplying the labour will become an employee, and where the group demanding the labour will become the employer. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) LABOUR FORCE The labour force is defined as all individuals who want to work. The labour force, therefore, includes individuals who are unemployed and those who at a given point in time do have work. The labour force is also defined as the “economically active population”. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) SKILLED LABOUR Skilled labour refers to the part of the labour force which possesses the skills to do the job that they have been employed for. Skilled labour often refers to a line of work that requires technical skills or specialized training. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) UNSKILLED LABOUR Unskilled labour is a segment of the workforce associated with a limited skill set or minimal economic value for the work performed. Unskilled labour is generally characterized by a lower educational attainment, or lack thereof, and typically results in smaller wages. Unskilled labour is where work requires no special training or experience. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) LABOUR PRODUCTIVITY Productivity is not always related to people. Simply put, productivity is the ratio of output to input. It is a measure, which can be expressed positively or negatively, of how well all resources at the input stage are combined and used in order to reach a specific needed result. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) LABOUR INTENSIVE PRODUCTION Labour intensive production refers to the method of production in which more labour is used in relation to the technology. This will then ensure short-term savings since technology will be more expensive than the wages of unskilled labourers. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) CAPITAL INTENSIVE PRODUCTION Capital intensive production refers to the method of production in which more capital is invested in the production in relation to the wages and salaries of workers. This situation occurs when the enterprise concentrates on long-term investment of expensive equipment and technology. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) TRAINING AND DEVELOPMENT SITUATION IN THE RSA The productivity of the RSA needs to be addressed and can be done through several methods such as: • Development of a culture of primary school education; • Coordination between informal and formal sectors; • Programmes to train different categories of unemployed persons; and • Programmes of funding to provide incentive for employees to support practical training. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) TENDENCIES IN SA LABOUR MARKET Critical skills refer to specific skills within an occupation. South Africa has two groups of critical skills: • Generic skills which include problem solving and learning to learn; language, literacy and mathematical skills and working in teams; and • Particular occupational skills which are required for performance within that occupation. This situation usually emerges when a firm experiences technological changes or reorganize production methods. www. futuremanagers. com

Module 1: Training and development in the RSA (continued) TRAINING ENVIRONMENT The manpower (workforce) structure in RSA can be described as a tri-partite relationship, which means that there are three major stakeholders involved in the relationship: • Government; • Various training bodies; and • Employer and employees. www. futuremanagers. com

Module 2: Adult learning ANDROGOGIC TRAINING A term used to describe the adult training and development actions is ‘androgogics’. The education and teaching of children, on the other hand, is known as pedagogics. Androgogics, then, is the process of assisting/facilitating adults to discover knowledge. www. futuremanagers. com

Module 2: Adult learning (continued) PREREQUISITES FOR ADULT LEARNING • Self-concept of the adult; • Experience; • Readiness to learn; and • Orientation to learning. www. futuremanagers. com

Module 2: Adult learning (continued) PRINCIPLES Some of the essential principles in learning are: • Guidance and recall; • Reinforcement and exercise; • Knowledge of results; • Learning motor skills, knowledge (concepts) and attitudes; • Learning curves and plateaus; and • Going at own pace. www. futuremanagers. com

Module 2: Adult learning (continued) DIDACTICS PRINCIPLES Didactic/teaching principles relate directly to the trainer/instructor. These are the aspects about the training situation and process that the trainer must keep in mind when assisting an adult to learn. www. futuremanagers. com

Module 2: Adult learning (continued) LEARNING PROBLEMS Learning problems during the INPUT stage: Learning problems during the • Inability to recognise words. THROUGHPUT stage are: • Inability to recognise information. • Incorrect associations. • Poor concentration. • Poor short-term memory. • Impaired eyesight and/or hearing. • Poor long-term memory. • Behavioural problems. • Not enough information. • Physical noise and or internal noise. www. futuremanagers. com

Module 2: Adult learning (continued) LEARNING PROBLEMS (CONT) Learning problems that could occur during Learning problems that occur the OUTPUT stage are: during the FEEDBACK stage are: • Illegible, or uncoordinated writing. • Breakdown in communication • Slow writing speed. • Low or inaudible speech. links. • The receiver of the message • Lack of language skills or vocabulary. not responding to the message • Stammer or stutter. from the sender. www. futuremanagers. com

Module 2: Adult learning (continued) NATURE OF LEARNING The four learning styles are the following: • Activists, reflectors, theorists, and pragmatics. The four areas of experiential learning are the following: • Concrete experience abilities, reflective observation abilities, abstract conceptualisation abilities, and active experimentation abilities. The combinations of modes fall into the following learning styles: • Convergent, divergent, assimilation, accommodative. www. futuremanagers. com

Module 3: The management of training SYSTEMS APPROACH TO TRAINING The objective of any training is to improve performance. Training should take place purposefully. The systems model is useful in this regard, since it can test the relationship between the training need and the eventual result of the training. When using the systems approach in training, care should be taken that initial objectives which had been set for the training are based on the specific training needs that had been identified as part of a needs analysis. www. futuremanagers. com

Module 3: The management of training (continued) ROLE OF THE TRAINING PRACTITIONER Some of the roles that the training practitioner has to be competent to carry out are: • Needs analyst, • Media specialist, • Programme designer, • Subject specialist, • Group facilitator, • Supervisor, trainer, and instructor • Evaluator, and • Method specialist, • Marketer. www. futuremanagers. com

Module 3: The management of training (continued) THE EFFECTIVE TRAINER The effective trainer will have two definite sides. The one side is a “being” side, which refers to the skills and competencies that the trainer has to have. The “doing” side refers to how the trainer uses his skills and competencies. www. futuremanagers. com

Module 3: The management of training (continued) SKILLS/COMPETENCIES OF THE EFFECTIVE TRAINER Skills/competencies that an effective trainer needs can be classified into the following four broad categories: • Technical competencies; • Business competencies; • Interpersonal competencies; and • Intellectual competencies. www. futuremanagers. com

Module 4: Training methods PHASES OF TRAINING The first phase is the introductory phase where the participants in the training intervention will get to know each other and the trainer. The second phase is usually the reason for the training, and includes the specifics relating to the training objectives. The third phase will usually deal with the conclusion. www. futuremanagers. com

Module 4: Training methods (continued) DEMONSTRATION A demonstration is an illustrated lecture or presentation. During a demonstration, a trainer will first tell the trainees what to do and how to perform a specific task, and then show the trainees how to do it. The trainees then have to perform the task. www. futuremanagers. com

Module 4: Training methods (continued) CASE STUDIES In a case study, trainees read, study and analyse a hypothetical business problem which contains real-life elements. It usually contains a problem that the real-life enterprise is experiencing. The trainees have to put forward alternative solutions, choose one and implement it. www. futuremanagers. com

Module 4: Training methods (continued) ROLE PLAY Role play is a simulated exercise. The role play requires that the trainees act out the roles of persons involved in a problem situation. A small number of people are usually involved in the “acting out” of the problem, and the rest of the group will usually observe. A simulated situation will be sketched by the trainer, problem will be explained, and character roles are assigned to various participants. The participants have to act out the problem as they see it and embellish (add to) the story as they see fit. www. futuremanagers. com

Module 4: Training methods (continued) IN-BASKET In-basket exercises are another form of simulation. A designated group of participants will all receive a similar array of documentation, ranging from highly confidential and important to daily newspapers, in a typical in-tray/inbasket similar to an in-tray/in-basket one finds on any manager’s desk. The documentation must then be handled, decisions made, etc. until all the items are in the out-basket. All the participants will receive a similar pile of documentation so that comparisons can be made. www. futuremanagers. com

Module 4: Training methods (continued) GAMES Business games are competitive simulations and take many forms. The primary objective is to engender team spirit, and thereby teamwork, by each team trying to make better decisions than another team. Some games are created for competitive individuals. www. futuremanagers. com

Module 4: Training methods (continued) SELF-STUDY Self-study is when the student undertakes the responsibility for him/herself to acquire theoretical knowledge by him/herself from existing sources. Selfstudy is usually undertaken by persons who are too far removed from existing educational institutions, by persons who are working full-time and can only study part-time, or by persons who wish to study in a direction not available at an educational institution close to them. www. futuremanagers. com

Module 4: Training methods (continued) LECTURE AND LESSON A lesson plan is structured, which will include different lectures that will form a continuous process. Lesson plans will differ according to the learning objectives. A lesson plan will usually concentrate on one theme or training aspect. A lecture is a meaningful and logical grouping of information with a specific aim, and is intended for presentation to trainees in one session, usually of 30 minutes to 3 hours’ duration. www. futuremanagers. com

Module 5: Training media and materials SELECTING TRAINING MEDIA AND MATERIALS Media/equipment and materials are used frequently during training to facilitate the learning process. The type of training will usually specify the type of medium and materials to use. The type of training media used depends on the lesson plan, environment, budget, and need. www. futuremanagers. com

Module 5: Training media and materials (continued) CATEGORIES OF MEDIA (DEPENDING ON THE USE) • Speaker aid: this is when the trainer totally controls the direction and pace of the lesson. The trainer decides at which point a medium is to be introduced and used. • Shared time: this is when the trainer and the media will share the training time equally. • Stand alone: this is training without any intervention by the trainer. Computer-assisted training is an example of this category. www. futuremanagers. com

Module 5: Training media and materials (continued) USING TRAINING MEDIA Some guidelines when using training media are fairly general and apply to all types of audio-visual media, for example: • Environment: Must be comfortable and free from distraction. • Lighting: Must be adequate for note-taking. • Screens: Must be big enough for the size of the room. • Additional equipment: Should always be ready. For example, a spare globe for an overhead projector. www. futuremanagers. com

Module 6: Presentation skills QUESTIONING TECHNIQUES AND SKILLS Learners must be involved in the learning intervention if they are to understand internalise the content matter. Learners can learn from each other and from the thinking generated by questions. Questions maintain the involvement and the participation of all the trainees in the communication process. www. futuremanagers. com

Module 6: Presentation skills (continued) HANDLING RESPONSES AND CONTROLLING TRAINING A trainer will find that individuals will react differently during training. It is imperative that the trainer handle all responses, whether they are positive or negative, in such a way as to be a learning experience for the group. For example: When a trainee volunteer answers a correct question, the trainer should praise the trainee and add more relevant information. www. futuremanagers. com

Module 6: Presentation skills (continued) GETTING PEOPLE INVOLVED Some ways of getting people involved are: • Creating a climate of trust, friendliness and helpfulness. • Being open-minded. • Carefully listening to trainees. • Not criticising any efforts. • Being aware of non-verbal cues and acting on them. • Asking easier questions of those not involved. www. futuremanagers. com

Module 7: Planning and organising a presentation TYPES OF GATHERINGS • Conventions, • Conferences, • Workshops, • Seminars, • Buzz-groups, • Symposiums, • Syndicates, and • Meetings, • Courses. • Congress meetings, www. futuremanagers. com

Module 7: Planning and organising a presentation (continued) VARIOUS PRESENTATION ROOM ARRANGEMENTS Different reasons for gatherings require different environments and room layouts. There are several arrangements, such as: • Circle arrangements, • Rectangular arrangements, and • Classroom setups. www. futuremanagers. com

Module 7: Planning and organising a presentation (continued) ARRANGING PRESENTATIONS People gather with the purpose of learning and obtaining information. The gathering can take many forms. Participants to these events have to be invited or notified about the event. A particular format of event will dictate the method of invitation or notification. www. futuremanagers. com

Module 7: Planning and organising a presentation (continued) FACILITIES, EQUIPMENT AND MATERIALS In order for the programme to be successfully initiated and completed, many supporting actions have to take place. Planning ensures that all the many administrative details, which result in a successful and productive training session, are paid attention to and dealt with. www. futuremanagers. com