The implications of the learning curve is firstly, to suggest the typical patterns in a given skill or type of skill, the standard at which performance ‘levels out’ which means it does not improve further and the point at which performance ‘plateaus’ is where it levels out for a while and then it improves further. Secondly, is it illustrates the progress of a trainee’s learning during the training process which will help in monitoring and pacing the training. It also allows the different rates of learning and the steepness of the curve where necessary. The third is to plan the size of what is to be taught in one secession or stage of the learning process. It is to be considered the length of practice or consolidation periods before having to move to the next stage. In a standard learning curve it is normally steep; levelling out towards proficiency but in actual practice it will all depend on the design of the learning programme, aptitude and motivation of the learner. The curve will level off when the trainee reached proficiency level and to lift out again the organisation may have to inject new equipment and methods or fresh motivated people. Transfer of learning to the workplace is very important due to the fact that the main reason is to train staff to become more skilled and competent and give back to the workplace. Training is a type of learning where the organisation expects the staff to implement and use what they have learned in the training process. Making sure that what is learned is transferred to the workplace because that was the main point of the training, for the staff to put what they have learned into practice, while making sure the organisation gets value for their money spent on this training. This will make sure that what they have learnt in the training it can actually be implemented into the workplace which is why the training should be relevant to what the organisation wants there staff to accomplish. After the training and learning process once it is transferred to the workplace it can be determined if the training or learning process was a success or a failure. With success as a result, a change in behaviour can be seen within the workplace and with failure as a result there may be no change in behaviour.
TASK 2
The context that is influencing the role of government in training and development is social development factors, economic growth and also diversification and there is a rapid change in global and the local economic environment which the government has to keep up with. The main interest of the government is aimed at addressing competiveness issues, fostering economic diversification, promoting employment and reducing poverty which is all part of their Vision 2020. These factors all influence the government in training and development especially when it deals with the factors of promoting employment and reducing poverty. The government has many programmes implemented to help the citizens of Trinidad and Tobago to get educated which would in turn provide a skilled and diverse workforce within the country. The Ministry of Science, Technology and Tertiary Education (MSTTE) which was developed in the year 2001, where the government implements programmes such as GATE, Distance Learning and HELP programmes. The government, with these factors in mind, has implemented policy measures to try and combat these problems that they are faced with. This policy is Trinidad and Tobago’s government mechanism for rationalizing, harmonizing and modernizing the national higher education and training system in Trinidad and Tobago. Stated in the policy, it will guide “a comprehensive set of initiatives for the advancement of tertiary education, Technical and Vocational Education and Training (TVET) and lifelong learning through the development of a coherent, effective and integrated sector that provides multiple pathways for all citizens to navigate successfully through a seamless education and training system.” From this policy the government has implemented many training and development programmes to improve citizens from all age sectors to help in promoting education and training of different skills. The government has a very important role in training and development due to the fact that they have the resources, research and data available to implement programmes such as these. The government gives the citizens a chance to continuously improve in learning and development with some of the programmes available such as Prior Learning Assessment Recognition (PLAR), Multi-Sector Skills Training Programme (MuST) and Retraining Programmes.
In Trinidad and Tobago there is Trinidad and Tobago National Vocational Qualification (TTNVQ) which is a standardised national vocational qualification for courses that are pursued in the area of technical and vocational training and education. Presently, these TTNVQ’s are currently being developed and introduced in Trinidad and Tobago by the National Training Agency (NTA). NTA is the central coordinating agency for vocational and technical education and training. This agency conducts training for Assessors and Internal Verifiers for training providers offering programmes that are leading to the award of TTNVQ’s. TTNVQ’s main aim is based on a person’s competence within the world of work. The candidates are assessed under actual workplace conditions where there is more importance on competency based assessment. This program prepares the candidate with the required skills to competently perform the job in main accordance with the standards required by the industries. TTNVQ’s can be obtained from training institution, a social or community programme such as OJT, HYPE or MuST. TTNVQ’s are available to all age types which are meant to produce lifelong learning for all. The institutions that offer these programs are accredited by Accreditation Council of Trinidad and Tobago (ACTT) and ACTT is formed to assure there is quality in the system of education and training. The National Training Agency (NTA) and Ministry of Science, Technology, Tertiary Education (MSTTE) both work together in promoting best practices in education, training and development. Also, there is National Occupational Standards (NOS) and Regional Occupational Standards (ROS) this is where the TTNVQ’s and Caribbean Vocational Qualification (CVQ’s) have a standard of the minimum being best practices. All TTNVQ and CVQ are competency based qualifications where the candidate is assessed against the NOS/ROS standards which are similar to the UK Management Charter Initiative which involves standards and best practices. The competency movement involves the bias shown towards knowledge and educational institutions rather than practical skills. This is why the government has implemented many of these programmes to accommodate practical skills and be able to develop more practicable, demonstrable workplace competences. Competency based training and assessment is promoted by the government and professional bodies.
A range of contemporary training initiatives introduced by the Trinidad and Tobago government is firstly, the On- the- Job Training Program (OJT) where it targets person between ages 16-35 who are graduates of secondary and technical/vocational institutions. The aim is to provide young persons with work experience so they should develop the necessary skills and attitudes for their entry or re-entry into the work environment. The cycle of the OJT last for two years and the candidates would be required to work the minimum of 40 hours a week and will be paid a stipend which is jointly paid by the employer and the government. In this program the applicants are screened and their skills are matched with the job availability which would give them experience in their field of knowledge. The second contemporary training is called The Retraining Programme which targets retrenched or displaced workers between the ages 25-45 years. The aim of this programme is to develop potential workers who are retrained to industry standards and changing industry needs. It focuses on re-skilling and retooling individuals to enhance their opportunities which would help them in accessing sustainable employment and also self-employment. Many courses are offered such as computer repairs, television and video production, aquaculture and welding just to name a few. This programme promotes life-long learning and it seeks to develop human resources of the country by building a pool of trained, empowered and efficient workers. The third contemporary training is Multi-Sector Skills Training Programme (MuST) which focuses on the ages between 18-50 years; the candidate must be a citizen of Trinidad and Tobago and could apply if they are a displaced or retrenched worker, a disabled person or a former inmate of any Prison Service facility. This programme provides training in construction, hospitality and tourism. It offers levels I and II in the construction cycle and level I in tourism where the training is received actually on construction sites and trainees are trained in hospitality and tourism establishments. They receive training in any category that is chosen and also are paid a stipend. All the trainees are certified to the National Occupational Standards (NOS) through the Trinidad and Tobago National Vocational Qualification (TTNVQ) Framework. With the new national accreditation system for vocational education this will enable the past and future trainees to pursue further education and training.
TASK 3
The management style used by Mr. Smith is a style where he does not believe in models but likes to be involved fully in new experiences. He is open-minded and enthusiastic about new things but he may act first and think of the consequences after. His management style prefers to tackle problems by brainstorming and likes to centre activities on themselves. Mr. Smith may learn best from certain activities such as; when presented with new experiences or problems, likes to be involved in short term activities and prefers in generating new ideas without constraints of structure. From his statement, ‘I don’t need theory or models. I just need financial resources.’ It can be said that his style of management is the Activist style because he does not believe in models or theories but all that is needed for him to accomplish his job or task is financial resources. With the financial resources being available he will be able to work with his new experience and accomplish the goals and objectives of what is wanted from the organisation. Compared to Anna who is the Assistant CEO of EBC, is a Reflector which is a person that will stand back to observe and ponder all implications and angles of a certain situation. She is always analysing available data before reaching to a conclusion or making any moves on that situation. She always adopts a low profile in meetings and discussions and listens and observes others carefully. Unlike Mr. Smith he jumps into new experiences whilst Anna ponders on what to do next. The Reflector style learns in ways such as encouraging observation and reflection, giving them space to stand back from events. They should be able to think before acting. She is also involved in painstaking research and she likes the opportunity for review. Anna likes to exchange views with others without risk and structure. The Reflector is quite, on-going and afraid, where she only believes in reflecting on past experiences or the present ones, whereas, Mr. Smith, where he is only concerned with new experiences and does not believe that he needs any theory or model just the financial resources to get the job done. It can be seen that the two styles of used here were opposite to each other in decision making, behaviour and learning.
TASK 4
The government of Trinidad and Tobago could improve the workforce skills in the country by firstly, stimulating employer demand for skills and investment in training and education and researching and promoting the business case for learning and development. They should have or promote a benchmark for HRD standards. By encouraging investment in skills and education the country will become a diverse workforce and having a benchmark standard it will raise the standard and quality of training and education.
Secondly, is developing the national training infrastructure which would be the establishment of an integrated framework of vocational qualifications based on national standards. Trinidad and Tobago government has established some programmes in the vocational and technical areas which are proved to be very successful in the past and present. Third, with these programmes implemented, the government should have policy measures for consultants. They should have a board to choose consultants because they have standards on what consultants should meet when training and developing. The government should get people that are qualified and competent and should have a regulatory body to set standards for consultants. Fourth, the government should also establish a national network of regionally-based institutions which would co-ordinate, finance and administer delivery of the national training programmes. This network will allow links between local authorities, career services in schools and local job centres which would foster business support and community awareness. These provided will aid the public in choosing a path for development and training opportunities. A fifth improvement that can be made in the government is it should provide funding for specific initiatives to support HRD, where the local or regional market alone fails to maintain sufficient levels of demand and investment. A number of initiatives are presently aimed at enhancing the employability of young people and their access to training and development. The last improvement is to stimulate the demand for learning which would set out the government’s vision which is ‘lifelong learning’. This should be able to drive up the demand for learning with all types of individuals. Once individuals are encouraged to develop and learn, it may improve their employability and the individuals will have openness to learning and developing continuously.
BIBLIOGRAPHY
Business Essentials.(2007) Human Resource Management. London; BPP Learning Media Ltd.
National Training Agency (n.d.) [Internet]. Available from:[Accessed 20 March 2011]
STTE (n.d.) [Internet] .Available from:<www.stte.gov.tt/About STTE.aspx.> [Accessed 8 March 2011]
PLAGIARISM REPORT
The plagiarism detector has analyzed the following text segments, and did not find any instances of plagiarism:
Text being analyzed
Result
Institutions that offer these programs are accredited by Accreditation Council
OK
Focuses on re-skilling and retooling individuals to enhance their opportunities
OK
National accreditation system for vocational education this will enable the
OK
Third contemporary training is Multi-Sector Skills Training Programme (MuST) which
OK
Chief Operating Officer has the characteristics of the Activist style
OK
Secondly, is developing the national training infrastructure which would be
OK
Central coordinating agency for vocational and technical education and training
OK
Also, there is National Occupational Standards (NOS) and Regional Occupational
OK
Results: No plagiarism suspected
