This is different from a job description because a job description describes the job whilst a person specification describes the person needed to do the job. A person specification also helps to during the selection process because it helps pick out the suitable person. A person specification is found on an application form to inform the applicant whether they are the right person for this job. This document can also be used to during appointing staff because the owner can use this as a checklist to see whether the person they are choosing is right for the job. It is important that the skills and experience is included in the person specification and is relevant to the job role because there is a risk that someone may be recruited on a wrong basis.
Role playing is another method to ensure the new information is retained by trainees. Determine how this information was learned originally and what types of changes have occurred with technology. Analyze different methods of training and how it will be understood by trainees. Recall important facts, definitions, dates, and names
Transfer of training is more likely to occur when the trainees works on tasks during training (e.g., knowledge, equipment, of processes) that are very similar, if not identical, to the work environment (near transfer). Three theories of transfer of training have implications for training design. (the learning environment): which are listed below; Identical Elements- Training environment is identical to work environment. It was proposed in which it was postulated that transfer between activities would take place only if they shared common elements or features. Thus it was predicted that one’s training in addition would transfer to his ability to learn how to multiply.
Unit 301 - Understanding the principles and practices of assessment Learner Name: Steven Hoyle Understand the principles and requirements of assessment 1.1 - Explain the functions of assessment in learning and development The main purpose of assessment is to establish a person`s level of knowledge or skill in a particular field. This can take place before during or after a process of learning. The feedback given during this process is helpful to the learner to improve their performance as they progress with their work. Assessment is also a useful tool for employers to see whether employees are capable of performing their given roles. Assessment should be provided in an unbiased and objective manner regardless of personal association to the learner.
When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment. Initial assessment is about finding out the learner’s needs and particular learning requirements which should be done prior to the programme commencing to see if any support and guidance is required. It also involves ascertaining the learner’s particular learning styles, competence as well as gaining information on the learner’s prior knowledge and misconceptions through diagnostic assessments. It may also be beneficial to find out why the learner wants to take the course. Skills scans can be used to measure the skill level of the learner both vocationally and for employability.
To achieve this, Coaching and mentoring should be applied to the area you want to develop, such as motivating staff, delegating, problem solving, relationship issues, team building, and staff development. It focuses on what people being coached want, what their goal is and how they can achieve it. The main objective is to develop the person being coached. This can be achieved through increasing self-confidence, indentifying suitable topics for coaching and developing planned tasks as part of job
An outline of what is meant by ‘agreed ways of working’. The term ‘agreed ways of working’ relates to the way an employee must work and the rules that they must adhere to. As an employee you should work in a way that is clearly set out in the job description – this will then mean that you know what areas of care you would be responsible for and those that should be reported to a higher member of staff etc. Bii) Limits of role There are limits of this role as this has to ensure safety of clients as well as members of staff. The job description outlines the limits and if this is not exceeded, this may result in dismissal or disciplinary action.
The general purpose of training analysis in the field of human resource education and training is to identify needs and describe the gap between current and optimal individual or organizational performance. You also consider how to use a needs assessment to identify areas of learning opportunities, and then select the appropriate training methods to optimize training effectiveness. You also need to explore strategies for evaluating employee training and development activities to ensure they are achieving the intended purpose. Training Program content and objectives The following training items will be covered in the training program for
1)." Allen 1998 "Supervisors develop an effective training program by assessing training needs and designing training programs to meet those needs (para. 13)." Â An effective orientation and training program needs to incorporate the employee's job function. By breaking down what is required of an employee and assessing what skills the employee already has one can implement an orientation and training program that will benefit the company as well as the
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care