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Differences between the Four Main Learning Styles and How the Trainer can help each Type of Learner
There are four main types of learning styles. These are the sensory, intuitive, visual and verbal. There are various differences between these learning styles. To start with sensory learners prefer practical, procedural and concrete information while intuitive learners are comfortable with innovative, theoretical and conceptual information. Visual learners work with photos, graphs and diagrams while verbal learners work with what they have heard and read. The second difference lies in what learners who use these learning styles look for. Learners who use the sensory learning style look for facts while learning while intuitive learners look for meaning. Visual learners look for information that is presented visually while verbal learners prefer to listen and look for explanations with words. The third difference lies in the areas of specialisation of the learners that use these different learning styles. Sensory learners are science oriented while intuitive learners are good in humanities and social disciplines. Visual learners prefer the arts while verbal learners are good in languages.
Trainers should be aware of the nature, personalities and preferences of each type of learner and develop ways of helping them. This will ensure that the learners get a balanced experience of learning. For sensory learners, a trainer should try to provide them with hard facts and a lot of practical experiences. For the intuitive learners the trainer should acquaint them with general concepts and a lot of theoretical information for them to work with. For the visual learners, the trainer should try to use a lot of visual cues during the training, while for the verbal learners; a trainer should use verbal cues and also focus on providing information verbally because that is the main way they use to acquire information.
Differences between on the Informal job Training Program and the Formal Training Programs
There are several differences between on the informal job training program and the formal training programs. To start with, on the job training focuses on the acquisition of skills and competencies under the normal working conditions within a real work environment. In the traditional context it was known as apprenticeship where masters of different trades passed their skills to greenhorns who worked alongside them. On the other hand, formal training program focuses on giving the learners knowledge about a certain field away from the normal working conditions and normal working environment. The second difference between on the job training and formal training programs is that on the job training programs are more practical while formal training programs are purely theoretical. On the job training acquaints learners with skills that they can transfer from one job to the other practically and it involves instructions, demonstrations, hands on practice and observation. Formal training lacks the aforementioned forms of participation and the learners are usually passive. The third difference is that on the job training program involves one employee, may be a supervisor or an employee with experience passing knowledge and skills practically to a greenhorn or a less experienced employee within the normal working conditions and environment while formal training programs involves a teacher passing knowledge to a student theoretically outside the normal working conditions and environment (Blanchard & Thacker 2010).
Factors that should be Considered when Developing an Effective Computer Based Training (CBT) Program
Computer based training entails development of courses that be delivered using a personal computer. In the contemporary environment, computer based training is considered as a subset of distance learning because it is possible for the students to learn on their won using materials that a school or a commercial company has provide them with (Bates, 2003). CBT is quite different from classroom learning and has become a very common mode of learning today especially in the face on internet revolution. There are several factors that should be considered when developing an effective computer based training (CBT) program. To start with, the computer literacy of the learners is one thing that ought to be considered. This is because the computer based program can only be effective if the learners have basic computers skills. This means that developers of this program must factor in the computer literacy levels of the students who are targeted to take part in the program. If there are students whose literacy levels is not up to the expected levels, then there should be efforts made to ensure that the students gain these crucial computer literacy skills to enable them participate in the program. The second factor that should be considered is the availability of resources. Are there enough technological resources to be used in the program?
For the program to be effective, all the learners should have access to quality computers and even a good internet connection. Being a long distance program, internet connection is a very vital element because it will necessitate transfer of learning materials from the teachers to the students and will also make the communication between the supervisors and the students easy. The third factor that should be considered is the content of the program. What can be disseminated using computer based program and what cannot. It is very important to consider the issues raised in the above question because there are some contents that cannot be rendered effectively using the computer based training programs. This means that the developers of the programs must sit down and evaluate the content and decide which should be delivered through the computer based programs (OECD, 2005). The fourth thing that must be taken into consideration while developing the computer based training program is the manner in which the program is to be executed. This means that the developer must outline the different ways that will be used to arrive at the objectives of the training program. The developers should also indicate the goals that the training program wants to achieve and the different methods that would be used to achieve those goals. The expected outcomes of the program are another factor that should considered. The developers should also consider the impact of the computer based program on the learners.
Things an Organisation can do to Motivate a Trainee before the Trainee Starts the Training
There are several things that an organisation can do to motivate a trainee before the trainee starts the training. The first thing is induction and orientation. This means introducing the trainee to the organisational environment, including the people and the tools of work. It also involves acquainting the trainee with the elements of the organisational culture and protocol and also informing them about how the organisation works (Mortimer 1997). Induction and orientation brings the trainee closer to the organisation and how it operates and this makes the trainee more confident and prepares them to be part of the organisation. The other thing that an organisation can do to motivate a trainee before they attend training is to give them incentives. Trainees unlike other employees do not have enough monetary resources. An organisation can therefore provide them with things like free housing, free meals and free transport to their places of residence. This will send a message to the trainees that the organisation values them. As they start their training, they will be motivated to learn and serve the organisation because they have already witnessed that the organisation cares about them and is ready to make their experience there worth the while. The other thing that an organisation can do to motivate trainees before they start their training is to assure them of some remuneration. Though trainees cannot be compensated like ordinary employees, assuring them that they will get paid at the end of each month will undoubtedly motivate the trainees and will go into the training program with boosted morales. There are some organisations that do not pay their trainees yet they give valuable services during their training within the organisation. This really demotivates the trainees and they cannot serve the organisation whole heartedly.
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