Basic Competencies: This Portion Of Your Project Connects Wi

Basic Competenciesthis Portion Of Your Project Connects With A Problem

Basic Competenciesthis Portion Of Your Project Connects With A Problem

Basic competencies. This portion of your project connects with a problem that many organizations are facing today—the skills gap. The skills gap refers to the difference between the skill requirements of available jobs and the skills possessed by job applicants. Vice President Cindy Kramer has highlighted that two of the office personnel you are planning to train lack basic workplace competencies. These employees struggle with all new technology introduced over the past several years. Since they grew up in the late 50s and early 60s, they were not familiar with computers at an early age, unlike many younger workers today.

For example, even appliances such as the coffee maker and electric stapler are intimidating to these employees. They also lack skills to answer and manage multiple phone lines due to the advanced technology of such equipment. Cindy wants you to document how your training will help bridge the skills gap for these employees. She is interested in how you might assist them with the technical training they need in connection with your chosen training topic. Additionally, Cindy mentioned that another employee, Maria, has limited English skills but is highly valuable in organizing paperwork, scheduling, and maintaining logbooks. Cindy seeks confirmation that you have a plan to help Maria benefit from the training equally. You might consider options such as hiring an interpreter, coaching Maria directly, or training a coach to assist her. Your suggestions should include reasons why you believe these approaches will be beneficial for Maria.

Cindy Kramer has expressed concerns about training older employees, who have not attended school for many years, in a classroom setting, fearing they might feel infantilized. Your task is to develop a statement to Cindy and upper management explaining the importance of understanding adult learning styles, and how to ensure training is accessible and comfortable for older employees to learn alongside younger ones. Your statement should address:

• The distinctive ways adults learn compared to children,
• Strategies to meet these needs in training design,
• Why it is important to consider adult learner characteristics such as trainability, motivation, perception of the work environment, personality, and attitudes,
• How you will accommodate individual learning styles, and
• The significance of meeting each learner’s needs for effective training.

Finally, you are to design a training session based on the simple task you selected earlier, such as answering a phone or using a stapler. Your plan must include:

1. Clear objectives derived from your task analysis,
2. The duration of the training session,
3. The types of training materials and media you will use, along with reasons for your choices,
4. A detailed lesson plan outlining step-by-step how the training will be delivered, including content presentation, skills practice, and methods to ensure learners gain knowledge, skills, and abilities.

Paper For Above instruction

The challenges faced by organizations in bridging the skills gap among employees are both pressing and multifaceted. As industries evolve with rapid technological advancements, a significant portion of the current workforce may find themselves lacking essential skills required to operate new tools and systems. This discrepancy not only hampers productivity but also affects employee morale and organizational growth. Therefore, designing effective training programs that consider diverse learning needs, especially among older employees and non-native English speakers, becomes vital for organizational success.

Understanding Adult Learning Styles and Characteristics

Adults learn differently from children and youth, owing to their life experiences, motivation levels, and cognitive development. Malcolm Knowles' theory of andragogy emphasizes that adult learners are self-directed, bring prior knowledge to learning, and favor practical, problem-centered learning over abstract theories (Knowles, 1984). Unlike children, adults often require training that recognizes their existing responsibilities and leverages their previous experiences, making learning more relevant and immediately applicable.

To ensure that training is effective for adult learners, it must be tailored to accommodate their unique characteristics. These include their trainability, which can vary based on confidence, motivation, and openness to change; motivation, which is often driven by the need to improve job performance or adapt to organizational changes; perception of the work environment, which influences receptiveness to learning; and personality and attitudes, which affect engagement and willingness to participate (Merriam & Bierema, 2014).

Strategies for Meeting Adult Learners’ Needs

In designing training programs for adult employees, it is critical to incorporate flexible learning methods that respect individual differences. For example, providing a mix of visual, auditory, and kinesthetic learning activities caters to diverse learning styles (Kolb, 1984). Incorporating real-world scenarios and practical exercises can enhance relevance and engagement, thereby increasing motivation (Knowles, 1984). Furthermore, creating a supportive and non-threatening learning environment encourages participation and reduces resistance, especially among those who may feel insecure about their technological skills.

For older employees, fostering a respectful and collaborative training atmosphere is essential. This includes avoiding a condescending tone, encouraging sharing of experiences, and providing continuous feedback. Offering options such as self-paced modules, peer learning, or mentorship can also accommodate varying comfort levels and learning speeds (Merriam & Bierema, 2014).

Accommodating Individual Learning Styles

Recognizing that each employee has a preferred learning style is crucial in effective training design. Visual learners benefit from diagrams, demonstrations, and written instructions; auditory learners prefer discussions, lectures, and verbal explanations; kinesthetic learners learn best through hands-on activities and practice (Kolb, 1984). To address this, the training sessions should include diverse instructional methods, such as multimedia presentations, group work, role-playing, and practical demonstrations, to ensure all learners can engage meaningfully.

Furthermore, incorporating assessment tools allows trainers to identify participants’ preferred learning modalities and adapt accordingly. This personalized approach not only promotes better understanding but also boosts confidence and motivation.

Importance of Meeting Learners’ Needs

Adapting training to meet individual needs enhances learning outcomes, increases retention, and fosters a positive attitude towards organizational change. When employees feel that training acknowledges their abilities and respects their learning paces, they are more likely to participate actively and apply new skills confidently. Moreover, inclusive training minimizes resistance, reduces turnover, and improves overall organizational culture by demonstrating a commitment to employee development (Merriam & Bierema, 2014).

Designing a Practical Training Session

Based on the selected simple task—answering a phone—the training session aims to equip employees with the skills necessary for effective communication and handling multiple lines. The primary objectives are to ensure employees can answer calls professionally, identify caller needs, transfer calls accurately, and manage multiple lines efficiently.

The training will last approximately 60 minutes, including introduction, demonstration, practice, and feedback. Materials will include a detailed trainer guide, scripted dialogues, visual aids such as diagrams of phone functions, and role-play exercises. The media will encompass PowerPoint presentations for visual explanation, videos demonstrating proper phone techniques, and printed handouts for reference.

The lesson plan begins with an overview of the importance of good communication, followed by a demonstration of the correct way to answer the phone, transfer calls, and handle multiple lines. Participants will then practice these skills in simulated scenarios, with the trainer providing immediate feedback. To ensure mastery, the session will include repetition, peer feedback, and a short quiz to assess comprehension. Time will be allotted for addressing questions, clarifying doubts, and reinforcing key concepts. The goal is to create a supportive environment where employees can build confidence and competence in handling telephonic communication effectively.

References

• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
• Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.
• Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory with practice. Jossey-Bass.
• Mezirow, J. (1991). Transformative learning: Theory to practice. New directions for adult and continuing education, 1991(89), 5-12.
• Fleming, N., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11(1), 137-155.
• Tannenbaum, S. I., & Yukl, G. (1992). Training and Development in Work Organizations. Annual Review of Psychology, 43(1), 399-441.
• Knowles, M., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development. Routledge.
• Everett, G. E. (2012). Designing learning for adult learners. New Directions for Adult and Continuing Education, 2012(134), 69-78.
• Kasworm, C. E. (2003). Adult Learners in Higher Education: Charting New Terrain and Developing New Understandings. New Directions for Higher Education, 2003(124), 5-12.
• Caffarella, R. S. (2002). Planning programs for adult learner critical perspectives. John Wiley & Sons.