Bus 375 Week 4 Assignment Traditional Training Methods

BUS 375 Week 4 Assignment Traditional Training Methods Training Methods Traditional Versus Technological Based Training Methods Traditional Versus Technological Based Training Methods There are various methods and materials accessible to help an organization prepare and equip its employees to better carry out their functions. Indeed, with numerous choices out there, it is daunting to establish which methods to employ as well as when to use them. The use of several methods for every training session may in fact be the most effective means to assist employees learn and retain knowledge. Today, organizations realize that they cannot use only traditional training methods, especially if they want to remain competitive (Noe, 2012). In the information period also, learning opportunities across a lifetime from one’s childhood to adulthood. The skills and knowledge of people need constant refreshing, so as to keep up with the new technologies and trends. Currently, the radical change in the workforce structure and the reinventing of traditional work, in either the factory or in the large-scale repetitive clerical operations, develop the use of advanced technologies as a prerequisite for successful training (Papani, n.d). Recently, facilities for education and training at a distance have been recognized as a way of offering access to knowledge as well as learning facilitation for people for whom if otherwise might be denied. Such facilities include intranets, extranets, e-learning, online training, and m-learning. This essay aims at comparing and contrasting the differences between traditional and technology based training methods. The main differences are flexibility, cost effectiveness, personal training, the trainees’ size, computer literacy and accessibility and the interactive capacity. The most remarkable difference between these two types of training methods is their flexibility. Technology based training methods are much more flexible because a trainee can learn at his or her own pace as well as...

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Bus 375 Week 3 Dq 1 The Learning Organization

BUS 375 Week 3 DQ 1 The Learning Organization Learning Organizations – Fad or Future Learning Organizations: Fad or Future? Senge was able to distill years of research and practice in the field of organization development into a clear and concise theory for creating profound organizational change. So, are learning organizations the wave of the future or will the theory fall by the wayside like so many other business and management fads (management by objectives, reengineering, etc.)? The answer to that question is a resounding, “It depends.” It depends on an organization’s willingness to commit the time and energy to changing its behavior. Before delving into the area of changing organizational behavior, however, let’s first define a learning organization. Learning organizations are those that are able to integrate the following five disciplines: • • Personal mastery: Personal mastery is the ability to continually clarify and deepen personal vision, focus energies, develop patience, and see reality objectively. Mental models: Mental models are deeply ingrained assumptions or generalizations that influence how we understand the world and how we take action. Working with mental models involves surfacing and examining organizational assumptions, in order to understand organizational systems better and to develop more effective solutions. Building shared vision: This discipline entails building and holding a shared picture of the future and developing the capacity to meet that vision. Team learning: Team learning involves engaging in dialogue and the process of thinking and learning together. Systems thinking: Systems thinking, what Senge refers to as the “fifth discipline,” is the cornerstone of organizational learning that ties the other four disciplines together. In a nutshell, systems thinking is the study of system structure and behavior. It focuses on the interrelationships of organizational systems, looking at the whole rather than the individual parts. Marty Jacobs – President Systems...

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Bus 375 Week 2 Learning Theories Paper

BUS 375 Week 2 Learning Theories Paper Learning Theories Theories of learning There are many different theories of how people learn. What follows is a variety of them, and it is useful to consider their application to how your students learn and also how you teach in educational programmes. It is interesting to think about your own particular way of learning and to recognise that everyone does not learn the way you do. Burns (1995, p 99) ‘conceives of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions.’ It is clear that Burns includes motivation in this definition of learning. Burns considers that learning might not manifest itself in observable behaviour until some time after the educational program has taken place. Sensory stimulation theory Traditional sensory stimulation theory has as its basic premise that effective learning occurs when the senses are stimulated (Laird, 1985). Laird quotes research that found that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses — touch, smell and taste — account for 12% of what we know. By stimulating the senses, especially the visual sense, learning can be enhanced. However, this theory says that if multi-senses are stimulated, greater learning takes place. Stimulation through the senses is achieved through a greater variety of colours, volume levels, strong statements, facts presented visually, use of a variety of techniques and media. Reinforcement theory This theory was developed by the behaviourist school of psychology, notably by B.F. Skinner (Laird 1985, Burns 1995). Skinner believed that behaviour is a function of its consequences. The learner will repeat the desired behaviour if positive reinforcement (a pleasant consequence) follows the behaviour....

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Bus 375 Week 1 Assignment Training Models.

BUS 375 Week 1 Assignment Training Models Wayne Mondy defines training as “Activities designed to provide learners with the knowledge and skills needed for their present jobs.” Training, therefore, is job specific and is concerned with the day to day performance improvement of the employee. Teaching a new employee hired for the R&D department the use of design software training or teaching a plant worker the operation of a machine constitutes training. Training is also project related. Suppose a new project has arrived at an organization and very few people possess the technical know-how to execute the project. They are then entrusted with the task of spreading the knowledge of the skills required and ensuring that the right people know the right things required to execute the project. This constitutes training. A newly promoted employee needs training to be able to fit into his/her new role and perform as expected. A technically competent designer may have been promoted to a managerial or executive job on request or due to exceptional performance. He may not be comfortable with the use of for example, MS Office. He will then require training for the same. Development is defined as “Learning that goes beyond today’s job and has a more long-term focus.” It prepares every employee to keep pace with the organization’s pace of growth. In today’s world, where customer focus and changing customer needs are the key drivers for growth, development plays a pivotal role. It looks towards enhancing or adapting the skills of an individual to the changing dynamics of the industry. Also, the individual needs of the employees are taken care of through development initiatives which provide the opportunity for the individual to grow within the organization. With employee retention and succession planning becoming increasingly difficult for HR managers, promoting and...

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Bus 372 Week 3 Dq 2 Grievance And Arbitration.

BUS 372 Week 3 DQ 2 Grievance and Arbitration Grievances and Arbitration Grievance Process Introduction: A grievance is a claim that the employee feels that the employer has violated an express provision of this agreement. No employee will be discriminated against or in any manner disciplined because of this filing a grievance pursuant to any provision within this agreement. An employee covered under this agreement may discuss any provision in this contract agreement with this or her supervisor without invoking the formal grievance procedure. Any facts not represented by the Union, Employer, or the grieving during the grievance process may not be presented or relied upon by any parties in any grievance or arbitration meetings and or hearings. 1. All grievances must be submitted in writing, the grievance must state all of the sections of this agreement that the employer has violated the grievant feels has been voiolated. 2. The grievance must be filed with the employer within one (1) working day (24 hours), holidays excepted, after the aggrieved employee or any shop steward knew, or should have know, the facts which gave rise to the grievance. The grievance will be submitted employee’s immediate supervisor, or, if he or she is not available, the employer’s personal department. 3. Within the same working day after filing of the grievance, the grievance shall be discussed between the aggrieved employee, the shop steward, if the aggrieved employee desires his presence, and the aggrieved employee’s supervisor. The supervisor must give his or her answer, via in writing to the grieve ant and the shop steward within two working days after holding of such meeting. 4. If unsatisfied with the supervisors reply, within one (1) working day (24 hours) after receipt by the grievant and the shop steward of the supervisors answer, request the employer’s...

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