training snippets

This page allows you to access the free learning material covering topics in the area of training and development.

Take advantage of this opportunity to learn as much as you can.

» Learning Needs
» Formal Appraisal Systems
» Learning Action Plans
» Mentoring System
» Occupational skills
» Managing employees and work activities
» Team leading skills
» Supervisor skills
» Management skills
» Managing people
» Managing resources
» Recruitment
» Identifying learning needs
» In-house trainers
» External providers
» Coaching skills
» Instructional skills
» Training skills
» Planning training
» Assessing performance
» Evaluating effectiveness of training
» Customised/Bespoke training
» Tailored in-house training programmes
» Attending external courses/training events
» Open learning
» E-Learning
» Blended Learning
» Day release
» Block release
» The internet
» Search engines
» Chat rooms or discussion forums
» Broad range of skills
» Progression within the organisation
» Core skills
» Broadband
» Certification

Learning Needs

The term 'learning needs' covers any gaps that may arise in knowledge or skills that prevents your business from functioning as effectively as it might.

For example:

• Knowledge of purchase order procedures are important to ensure goods are ordered appropriately and to allow an audit trail to be followed when necessary. Staff who would be involved with ordering goods would need to know the system and their role within it. New staff would usually automatically be introduced to the system as part of induction. Any changes made to the system for whatever reason would, however, be a learning need for all the staff involved.
• Introduction of new legislation and its implications would indicate a training need for all staff to whom it applies.
• Introduction of new machinery or equipment will usually require training for staff that will be using it.

Changes in systems or the introduction of new ways of working are likely to affect a number of staff and these learning needs can be identified in advance.

Learning needs may also be identified on an individual basis. For example, concerns about the way in which a member of staff deals with clients could require customer service training or could mean the individual is not up to date with procedures

Some learning needs, such as purchase order procedures, may be comparatively small and can be addressed quickly and easily. Others may require a longer term solution, for example, developing some management or supervisory skills.

Formal Appraisal Systems

Appraisal systems are formal review systems used to measure performance against agreed objectives. They usually focus on work activities and objectives set for a given period and consider the individual's performance against the objectives agreed. Targets not achieved are discussed. This may result in learning needs being identified

Appraisal systems are usually based on a line manager's assessment of a staff member's performance. Some systems, however, seeking views from peers, colleagues, other managers and senior managers who would be aware of the impact of the individual's actions.

Learning Action Plans

Learning plans identify what learning needs to take place, how the learning will be provided, when and by whom. A learning plan may be drafted for the individual and for the organisation.

Individual learning plans are sometimes referred to as:

• Personal Development Plans
• Individual Development Plans

You may use other terms for the same activity.

Individual learning plans provide a record for the individual of learning it has been agreed they will undertake. Learning may be required to improve workplace performance, prepare an individual for career progression or develop an interest relevant to the workplace. The learning plan can provide a focus for review and may be used as part of an appraisal system.

Organisational learning plans are sometimes referred to as:

• Staff development plans
• Training and development plans
• Training plans

Again you may use other terms to describe this activity.

Organisational learning plans provide a record of the totality of training that the organisation has agreed will take place within a given time period – usually a year. It allows training for the business as a whole to be quantified, monitored and appropriate budgets to be allocated. The organisational learning plan will include information from individual learning plans and will also take into account any developments or initiatives an organisation intends introducing that will have learning implications. The training plan will usually consider peaks of work and anticipated business priorities in planning when training will take place.

Mentoring System

Mentoring is a form of development support usually carried out by more experienced colleagues who can provide advice & guidance

Mentoring is increasingly being used to provide support and development to individuals within the workplace. A mentor will often be selected because he/she will provide a positive role model and has the ability to help an individual reflect and identify actions that will lead to skills and/or knowledge development. A mentor may also support an individual through coaching.

Occupational skills

The term 'occupational skills' refers to those skills that are specific to a particular occupational area and are not general across different sectors. This could, for example, refer to the specific skills or knowledge required to be a hairdresser, laboratory technician or accountant.

There can be many different reasons for wanting to improve occupational skills. For example:

• Development of new techniques
• Changes to equipment
• Broadening of work role

These days most people experience regular changes in their work roles and need opportunities for updating and reviewing knowledge and skills in order to maintain their competence. The concept of Continuous Professional development (CPD) is being highlighted by more and more Professional Bodies.

Managing employees and work activities

Managing employees and work activities is usually carried out by staff at a variety of levels within an organisation. These can range from team leaders to managing directors. Activities can include managing people, managing resources, managing finance, recruitment and identifying training needs.

Further information on each of these activities can be accessed by clicking the 'yes' box in response to Question 7 of this questionnaire.

Team leading skills

Team leading skills include organising, communicating and motivating others to achieve specified outcomes.

Team leaders play an important part in motivating the members of their team and achieving agreed targets. They need skills in the following:

• Organising and improving the work of the team
• Ensuring their actions reduce health and safety risks
• Maintaining and developing working relationships
• Organising and communicating information

• Resolving customer service problems
• Organising resources for the team
• Helping team members develop their performance
• Entering and finding data using information technology

Supervisor skills

Supervisor skills include planning and monitoring work activities, managing teams and resources within agreed structures.

Supervisors carry out a first line management role. The extent of a supervisor's responsibilities will depend on their employing organisation and usually include skills in the following

• Planning and monitoring the work of staff
• Managing teams
• Creating effective working relationships
• Dealing with conflict in the workplace
• Time management
• Managing resources
• Managing information for action
• Ensuring Health and Safety procedures are followed

• Selecting and recruiting staff
• Developing teams and individuals
• Taking action to address poor performance in the team
• Identifying improvements for efficiency
• Providing advice and support for the development and implementation of quality systems

Management skills

Management skills include agreeing appropriate work structures; managing people, finance and resources.

Managers have a wider span of control and greater accountability for performance than supervisors. The extent of a manager's responsibilities will depend on their employing organisation and will usually include responsibility for determining resource allocations and operational methods. Effective managers will need skills in the following:

• Managing activities to meet requirements
• Contributing to improvements at work
• Developing staff
• Developing productive working relationships
• Providing information to support decision making
• Managing the use of physical resources
• Managing the use of financial resources

• Selecting and recruiting staff
• Allocating staff to activities
• Developing teams and individuals to enhance performance
• Managing the performance of teams and individuals
• Responding to poor performance in the team
• Facilitating meetings
• Identifying improvements in the workplace
• Providing advice and support for the implementation of quality policies
• Implementing quality assurance systems

Managing people

Managing people requires skills in motivation, communication, developing and maintaining good working relationships.

Managers are responsible for ensuring employees are well equipped and able to carry out job roles effectively. A variety of staff can be employed in managing people including team leaders, supervisors and managers. The role they carry out and the extent of their responsibilities will depend on their employing organisation and usually changes as they progress through the different levels of management.

In general managing people will involve skills in the following:

• Motivating staff
• Allocating work
• Monitoring work activities against targets
• Ensuring procedures e.g. Health and Safety are followed
• Developing and maintaining good working relationships
• Communicating clearly
• Managing conflict
• Dealing with poor work performance

Managing resources

Managing resources includes identifying staffing, materials and equipment required, matching to budgets and monitoring their use

A variety of staff can be involved in managing resources including team leaders, supervisors and managers. The role they carry out and the extent of their responsibilities will depend on their employing organisation and usually changes as they progress through the different levels of management.

In general managing resources will involve the following:

• Identifying staff needs
• Allocating staff to work areas
• Managing and monitoring work activities
• Identifying materials and equipment needed
• Organising and monitoring the use of materials and equipment
• Budget control
• Ensuring procedures for ordering and using resources are followed

Recruitment

Recruitment includes defining job descriptions, identifying selection criteria, interviewing and questioning skills.

A variety of staff can be involved in recruitment including supervisors, managers and personnel staff. The role they carry out and the extent of their responsibilities will depend on their employing organisation. In general recruitment involves skills and knowledge in the following:

• Identifying staff requirements
• Writing role briefs or job descriptions
• Drafting job advertisements
• Identifying selection criteria
• Planning the interview
• Questioning skills
• Inducting staff selected
• Keeping up to date with relevant employment legislation e.g. Employmnen Law, Data Protection, Disability discrimination Act

Identifying learning needs

Identifying learning needs is the process of matching an individual's existing skills against the requirements of the job role.

A "Learning Need" can be defined as a gap in an individual's skills, knowledge and understanding required to perform a task or job role. Identifying learning needs can be carried out at a variety of levels. At the simplest level a team leader or supervisor may recognise that an individual is not doing something correctly and will work with the member of staff to improve his/her performance. This may be handled in an informal way with no requirement for detailed planning or recording. On the other hand learning needs may be identified through formalised processes.

In general identifying learning needs involves:

• Matching the existing skills of staff against the requirements of the job
• Identifying any skills or knowledge gaps
• Identifying what needs to happen for the skills or knowledge gap to be filled

In-house trainers

'In-house trainers' refers to training staff employed by your organisation.

Training may be provided in a wide variety of ways, for example:

• Coaching on the job by a more experienced member of staff
• Off - the - job training by staff who have a designated training role
• Mentoring - where a more experienced member of staff helps develop colleagues' skills by providing advice and guidance

In-house trainers may spend all or only some of their time training others.

External providers

'External providers' refers to trainers who are employed by other organisations

External providers can include:

• Private training companies
• Individuals who provide training within specific areas for a fee
• Colleges and Universities

Coaching skills

Coaching is a method of training frequently used where on-the-job training for a small number of staff is required. Coaching will often require one to one support and usually focuses on the development of specific skills to improve their performance.

An effective coach will need the following skills:

• Good personal skills and knowledge in the activity or activities being addressed
• Ability to identify learning needed
• Ability to break learning needed into manageable chunks
• Planning skills
• Good communication skills
• Ability to provide constructive feedback on performance

Instructional skills

Instructors are usually involved in training people in practical skills off-the-job. Instructors are likely to be working with groups of learners. An effective instructor will need the following skills and abilities:

• Good personal skills and knowledge of the topics they are teaching
• Ability to plan training
• Ability to use a variety of training methods
• Ability to demonstrate skills effectively
• Ability to identify training needs
• Good communication skills

• Evaluating training
• Designing training materials
• Designing training programmes
• Assessing performance

Training skills

Training skills is a general term used to cover the variety of methods of providing training. You may, therefore, also want to look at the following links:

• Coaching skills
• Instructional skills

• Good personal skills and knowledge in the topics they are teaching
• Ability to plan training
• Ability to present information clearly
• Ability to demonstrate skills clearly
• Ability to use a variety of training methods
• Ability to facilitate group activities
• Knowledge of different learning styles
• Ability to identify training needs
• Good communication skills

• Evaluating training
• Designing training materials
• Designing training programmes
• Assessing performance

Planning training

Planning training involves identifying the purpose of the training, delivery methods, time required and who will be involved.

Planning training programmes can be done at a number of different levels. The skills and people involved will vary depending on what aspect of planning is being considered.

Planning an organisational training programme is usually carried out by the organisation's Training Manager or Staff Development Officer. Their role will usually include:

• Collating training needs identified through staff reviews
• Defining training objectives
• Agreeing whether training is to be provided in-house or at other premises
• Agreeing whether training can be provided by in-house staff or whether external deliverers will be needed
• Sourcing external deliverers if required
• Managing the training budget
• Agreeing dates and times for training to take place
• Drafting the organisation's training plan for the period agreed
• Identifying how training will be evaluated.

• Deciding the topics that need to be covered to meet the training objectives or training outcomes identified.
• Planning how the topics can be managed to fit into the timescales available.
• Planning the sequence in which topics will be delivered
• Identifying the training methods that will be used
• Selecting and/or designing training materials and resources
• Agreeing evaluating methods

Assessing performance

Assessing performance measures how well an individual is able to carry out defined tasks. This can be done in a variety of ways. For example:

• Observing an individual carrying out tasks at work. For example supervisors of Call Centre staff listen in to a sample of the calls transacted as a means of monitoring the accuracy and professionalism of the service being provided.
• Examining the outcomes of an individual's work. For example, sampling a percentage of items made is standard practice in manufacturing to ensure quality.
• Measuring the amount of work done in a given time can provide an assessment of an individual's work output.
• Reviewing feedback from customers

1. To confirm existing skills and identify whether training is needed
2. To measure whether the learning provided has been effective
3. To measure the performance of an individual for certification

• A1: Assess candidates using a range of methods
• A2: Assess candidates' performance through observation

Evaluating effectiveness of training

Evaluating the effectiveness of training seeks to ensure that learning has achieved the required objectives.

In order to evaluate the effectiveness of training you need to identify at the start what you hope the training will achieve. This will help identify criteria that can be used to measure effectiveness.

Evaluation will usually involve ensuring participants have been satisfied with the content and delivery of training provided.

In addition organisations will hope to see an improvement in workplace performance as a result of training. Such improvement could take a variety of forms. For example:

• Improved staff morale.
• Improved workplace performance – fewer mistakes, quicker response times.

• Questionnaires
• Interviews
• Discussions
• Comparison of relevant statistics e.g. numbers of customer complaint before and after training

Customised/Bespoke training

This term refers to training that has been designed to meet the specific requirements of an organisation.

Customised or bespoke training will provide a programme uniquely suited to the needs of a specific organisation. It will involve deliverers in development activities before the programme can start. This may include:

• Programme design. This ensures that content, timing and sequencing of learning fit with workplace activities
• Development of learning materials and activities that reflect the organisation's practices and procedures
• Packaging of materials and resources to match the organisation's house style

Tailored in-house training programmes

This term refers to programmes that have a core of 'standard' learning activities but include amendments to reflect your organisation's needs. For example:

• Case studies may have been developed to reflect your work practices
• The breakdown of the content may have been adjusted to suit your specified requirements
• The timing and pattern of delivery may have been adjusted to suit your specified requirements

Attending external courses/training events

External courses are available to individuals from a variety of organisations at a fixed venue.

These courses are offered by a variety of training organisations. Dates are set in advance and delegates will usually come from a variety of organisations. The course content is set and is not amended/tailored to the individual/organisational requirements.

Open learning

Open learning allows individuals to choose the time and pace at which they learn. It can therefore be appropriate for people who find it difficult to regularly attend training events and who prefer to study independently. Self-study packs are designed to encourage the learner to be actively engaged in the learning process and will include exercise and activities as well as reading references and text.

People who study in this way need to be:

• Good at keeping themselves motivated
• Disciplined in planning their learning
• Good at taking in information with limited opportunities for discussing ideas

E-Learning

E-Learning is an approach to facilitate and enhance learning by means of personal computers, CDROMs, and the Internet. This may include email, discussion forums, and interactive learning materials.

E-learning may also be used to support open learning. Courses can be tailored to specific needs and can allow people to learn in their own time and allow remote communication with their tutor and other learners. In order to access learning in this way participants need only have very basic computer skills.

Blended Learning

Blended learning refers to learning delivered using a combination of approaches usually including e-learning. Examples include combining online materials and traditional print materials, group and individual study, self-study, tutorial and coaching. This approach has been available and widely used in education and training for many years. The key difference now is the wide range of opportunities and resources available online, eg interactive materials, online discussion groups/notice boards.

Day release

This the term given to a course of learning that is carried out away from the workplace one day per week for an extended period.

Many colleges offer certificated programmes in this way to allow people to gain qualifications while still spending the majority of the week at work.

Block release

This term is given to courses where attendance is planned for several consecutive days at a time.

For some organisations releasing staff for blocks of time is easier to arrange than day release for an extended period. For example, it can allow organisations to fit in training at times when work activity is lighter.

The internet

The internet is a system that links computers to other computers worldwide.

It can be compared to a "plumbing system" that will allow individual users access to information and records stored on other computers linked up to the same network. Users of this system need to possess basic computer skills and their computers would have to be linked up to the internet network.

Search engines

A search engine is designed to help find information stored on a computer system such as the World Wide Web. The search engine allows one to access a list of references that match a given word or phrase.

Chat rooms or discussion forums

Chat rooms/discussion forums are a method of communication using computer technology.

Chat rooms and discussion forums can be accessed via the internet . They are a popular method of communication used to explore and share ideas. Messages can be "posted" (typed into the computer) and will be viewed by others accessing the same chat room/discussion forum. Normally a password will be given to all those involved in the subject up for discussion and it is a great way to share ideas and opinions and is favoured by learners who are involved in E-learning, blended learning or distance learning.

Broad range of skills

This refers to general skills that may be needed in addition to specific technical or craft skills.

Examples can include:

• Supervisory skills
• Management skills
• Negotiating skills
• Ability to write reports

Progression within the organisation

This may include promotion or opportunities to become involved with new areas of work.

When individuals move to different jobs within an organisation they will often need to develop new skills. Where progression opportunities can be identified in advance it can be beneficial for an organisation to provide training opportunities before an individual starts a new post. This can boost confidence, make the transition easier and allow the individual to be effective more quickly.

Core skills

This is a general term to describe basic skills needed to do any job.

The term is used most frequently to cover the following areas:

• Numeracy - working with numbers
• Communication skills - written and oral
• Problem solving
• Working with others
• Information technology - covering a variety of skills needed to use computers effectively

Broadband

Broadband is a telecommunication service that allows data to be transmitted at a high speed.

This results in a fast internet connection allows on-line learning to work more smoothly.

Certification

Certification refers to learning that leads to a recognised qualification. Achievement of qualifications will involve assessment activities but this does not necessarily mean that examinations have to be taken. Some qualifications, such as National or Scottish Vocational Qualifications (NVQ or SVQ), relate directly to the work place and require candidates to provide evidence of having carried out specified activities in real work situations. Other qualifications can be academic in nature and develop general knowledge and skills in particular areas, while others can be linked to particular industry standards and requirements.