Question 1

My previous workplace conducted an e-training method that comprised of webcasts that

were aimed at imparting knowledge on the importance of effective communication. The training

was carried out weekly, and all the employees would avail themselves at the conference room

and take notes. Some of Gagne’s Nine Levels of Learning were not utilized. Gagne’s Nine

Levels of Learning provides a checklist that should be used for training. The first level is

concerned with gaining the audience attention, while the second level has to do with notifying

learners of the need for training. Level 3 addresses the stimulation of previous learning while

levels 4 and 5 have to do with presenting the information to the learners (Gagne, 2013). Levels 6

and 7, which are concerned with the requirement that learners should present the learnt

information and the provision of feedback were not conducted. Levels 8 and 9, which have to do

with the assessment of performance and the retention of the learnt information were also left out.

With regards to the adult learning theory, some of the assumptions were not emphasized

upon. The adult learning theory makes the assumption that adults are self-directed, they have

accumulated experience, they are ready to learn, their learning is problem-centered, and that their

motivation to learn is internal (Knowles, Holton, & Swanson, 2014). The assumption that

learning should be problem-centered was not emphasized upon as the trainees were not required

to apply training on real-life situations. Training could have been improved by emphasizing on

feedback and the assessment of learning in order to highlight any topics that were not adequately

understood by the learners. In addition, practical strategies should have been implemented to that

could have ensured that the learnt information was retained. With regards to the practical

application of the new knowledge, the trainer should have required the trainees to take part in

practical exercises that would replicate real-life situations where communication would be used.
 References

Gagne, R. M. (2013). Instructional technology: foundations. Routledge.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive
classic in adult education and human resource development. Routledge.
 Question 2

The Just-in-Time training by Agnvall (2006) explains how companies use mobile devices

to deliver training. According to the article, advanced technology has brought about influential

changes in the field of human resource. Companies have leaped from providing information via

podcasts to providing podcasts to the employees. Purchasing the mobile devices is quite costly,

and some organizations may prefer to channel the funds into other revenue-generating activities.

However, the adoption of mobile devices to assist with training could have immeasurable

benefits.

One of the benefits of adopting mobile devices to deliver training is that employees can

access information wherever they are, a change from the traditional approach of disseminating

information in a physical environment. Training need not be constrained by time and availability,

as the employees can access training content even when they are not in the workplace. Woodill

(2014) adds that media devices are preferable to traditional methods of training as the employees

can refer back to already-learnt material. In case the employee did not effectively understand the

information, they can always Agnvall (2006) argues that most employees own mobile devices,

and presenting training on a familiar platform will enhance learning. The article cites the Pew

Internet and American Life , which indicates that 11% of U.S. consumers own an iPod or MP3

player. The statistics highlight the progression of technology, a tool that could also be used in the

workplace to enhance learning. Another advantage of providing training is that it does not lower

the organization’s productivity as employees do not have to spend work hours in training forums

(Agnvall, 2006). As a result, the organization’s performance is boosted as less time will be spent

on training.
 References

Agnvall (2006). Just-in-Time Training. Retrieved on 2 November 2006 from

https://www.shrm.org/hr-today/news/hr-magazine/pages/0506sragnvall.aspx

Woodill, G. (2014). Using Mobile Devices to Leverage Social Media for Learning. Mastering
Mobile Learning, 237-241.
 Question 3

The Teaching Perspectives Inventory (TPI) focuses on beliefs, intentions, and actions.

After taking the TPI test, I attained a mean score of 38.4 out of a maximum of 45. The dominant

teaching areas were transmission, nurturing, and development. Social reforms skills were

average, while apprenticeship skills were recessive. However, the scores were balanced, as the

highest score was 42 while the lowest score was 35 (Teaching Perspectives, n.d.). The scores on

my teaching perspectives were surprising as I did not expect such high scores on the nurturing

aspect of teaching. I was also surprised that I had high scores on the developmental aspect of

teaching. I also expected higher scores on social reforms. Nevertheless, the results of the test are

consistent with my competencies.

My teaching style would be more appropriate for face-to-face interactions than for online

teaching as nurturing and developing the learner requires constant communication so that

mistakes done by the learner can be easily identified and corrected. Pratt (2002) cautions against

a one-size-fits-all approach to teaching, indicating that there is no single view of what good

teaching should be. Instead, he indicates that there should be five perspectives on teaching

including developmental, transmission, nurturing, apprenticeship, and social reform. The TPI

assesses an individual’s teaching perspectives based on the five qualities. Varying degrees of

each perspective indicate where the instructor could maximize their potential. TPI is different

from other assessments that I’ve previously taken, as it does not pinpoint a particular teaching

style, but rather, it highlights a trainer’s strengths and shortcomings that can be aligned with the

corresponding teaching techniques. In this way, TPI is useful to T&D professionals as it assists

the in identifying their potential so as to maximize their productivity.

 References

Pratt, D. D. (2002, Spring). Good teaching: One size fits all? In J. M. Ross-Gordon (Ed.),
Contemporary viewpoints on teaching adults effectively. New Directions for Adult and
Continuing Education, 98, 5-15

Teaching Perspectives Inventory (n.d.). TPI Profile Sheet. Retrieved on 2 November, 2016 from
http://www.teachingperspectives.com/tpi/#/reflect-items
 Question 4

After completing the Cultural Competency Survey for Managers and Supervisors, I was

able to assess the cultural competence of my organization. The survey is effective for analyzing

various aspects of organizational competence. The test not only covered the knowledge

component, but it also entailed the effective awareness and attitude competence that are required

in the management of a diverse workforce. The survey was effective in pointing out the

organization’s strengths regarding diversity training. All the employees were required to undergo

diversity training during orientation. Periodic training initiatives were also conducted to impart

best industry practices regarding diversity. Other than that, the organization’s hiring practices

accommodated all the members of a diverse workforce. Lastly, the organization’s physical

infrastructure accommodated the needs of a diverse workforce, as it included special facilities for

people living with disabilities.

Despite the positive attributes of the organization with regards to diversity, there were

also weaknesses that could be corrected so as to enhance the diversity of the organization.

Training was conducted without practical applications of the new skills and knowledge. Laursen,

Moreira, and Markus (2015) indicate that although it is commendable to possess knowledge in

diversity, it is more important to apply that knowledge in a manner that fosters inclusivity. One

of the organization’s weaknesses was that organization-wide training was conducted on

diversity initiatives, but nothing was done to implement the acquired knowledge practically. As a

result, the organization’s norms and behavior still acted as an obstacle to the achievement of

diversity. Roberson, Kulik, and Tan (2013) hold the view that it is important to be aware about

personal biases as they determine the extent to which a person in a managerial position relates

with subordinates from diverse origins.

 References

Laursen, K., Moreira, S., & Markus, A. (2015). Knowledge diversity, transfer and coordination:
the effect of intrafirm inventor networks on the speed of external knowledge
recombination. In The 36th DRUID Celebration Conference 2015, Rome, Italy.

Roberson, L., Kulik, C. T., & Tan, R. Y. (2013). Effective diversity training. The Oxford
handbook of diversity and work, 341-365.
 Question 5

Dolezalek (2008) indicates that “Inclusion is a skilled response to diversity”. The author

emphasizes upon the inclusion of employees from diverse backgrounds as a step towards

adopting diversity. As a HR manager, the first inclusion strategy that I would adopt is to

formulate a mission that values human dignity. This way, all the employees will consider each

other as human beings who deserve dignity. Such a strategy would eliminate discrimination and

foster a culture of inclusiveness. According to Trivisonno and Barling (2016), leadership

commitment to diversity rubs off on the subordinate workers as they rely on the leader for the

organization’s vision. As a leader, I would introduce a conducive environment for inclusivity by

assessing all the HR processes from the hiring phase, training, development, and the termination

phase. I would ensure that employees belonging to diverse backgrounds are accorded similar

opportunities to those belonging to the mainstream cultures.

The success of the inclusion strategies depends on the organization’s readiness to adopt

the new changes. For instance, HR processes need to be changed so that they can reflect the

organization’s new values. However, management consent is needed before processes can be

changed. There would be hindrances associated with the implementation of the inclusion

strategies as some of the organizational members would oppose the strategies. In order to

overcome such an opposition, Simons (2013) indicates that a communication plan would be used

to impart pertinent information pertaining to the new strategies. This way, organizational

members would realize the benefits associated with the inclusion strategies. A cost-benefit

analysis should be performed so that they can establish that the gains outweigh the cost. There

are no major costs involved in the implementation of the new strategies as only the policies will

be changed.
 References

Dolezalek, H. (2008). The path to inclusion. Training-New York then Minneapolis then New
York-, 45(4), 52.

Simons, R. (2013). Levers of control: how managers use innovative control systems to drive
strategic renewal. Harvard Business Press.

Trivisonno, M., & Barling, J. (2016). 22. Organizational leadership and employee commitment.
Handbook of Employee Commitment, 305.