TRAINING & DEVELOPMENT

Khalila Rehman
MBA 2 YEAR  03-122182-004
 Describe the different types of instructional characteristics that you
believe each level of this program should have for learning to occur
and workers to pass the oral standardized test.
Summary:
Oral standardized test of workers has a purpose to present their skills,
knowledge, interpersonal and communication skills and it can be formal
and informal that require careful listening and proper response to
presenter. During training program U.S. plastic companies must planned a
high quality or effective program management that can be start from a
person. Before planning of effective program management a program
manager must be able to understand the need of organization to fulfill
specific goal. Communication regarding safety measures should be
understandable. Readiness of trainees and cognitive skills are priority of
training.
In level one, when it’s necessary for workers to gain the knowledge of
company with limited processing instruction a trainer should emphasis on
social learning theories that allow to trainees to observe other person
whom they believe are knowledgeable. A learner should know that what I
am trying to teach my learner and is it the need of organization. Social
learning theories explains how an individual can learn from other act and
seeing the consequences of others.
In level two a worker need to concentrate on manufacturing procedure and
should have the knowledge to maintain product quality and trainer
emphasis on goal setting theory. Goal setting theory is used in training
program to make more focused their workers on their objectives and their
goals. The goal setting theory can influence the development plain and it’s
motivate employees to make strategies for attain goals.
In third Level, information processing theory prevail when a worker should
be able to use relevant information on the manufacturing floor. An instructor
should provide verbal instructions and display pictures or diagrams to
trainee that can be easily stored in memory. An instructor provide examples
of problems and meaningful learning context that can create cues that
facilitate memorization of training context. Demonstration or verbal
instructions helping to organize the learner’s response as well as facilitating
the selection of the correct response.