Name: Tyeni Ndityeyo

Surname: Angula

Student number: 21610351

Subject code: TRM201

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Table of Contents
Section A..................................................................................................................................................................3
Section B..................................................................................................................................................................5

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Section A
Mentoring: Mentoring is an indefinite, relationship based activity with several specific but wide ranging
goals. It does not have to be a formal process. The mentor is a facilitator who works with either an
individual or a group of people over an extended time period. The agenda is open and continues to
evolve over the longer term. Mentoring seeks to build wisdom the ability to apply skills, knowledge
and experience to new situations and processes.

Mentoring is often longer-term with some mentoring relationships lasting 6+ months and in several
cases mentoring can last years or even decades. Mentoring and coaching can be ‘standalone’
activities, but they can also be used to complement each other.

An example of a mentor-mentee relationship is one between a law firm senior partner and a young
associate. Throughout the relationship, the young lawyer learns the nuances of a law firm practice
and how to be more effective in the courtroom. This type of mentor-mentee pairing can last for years
during the young lawyer's entire time on the partnership track.

Coaching focuses on achieving very specific goals within a specific time frame. Coaching focuses on
improving performance and developing specific skills. It usually occurs on a one-on-one basis and
serves a very specific purpose. The learning goals are usually determined in advance because there
is usually a planned program with a much shorter timeframe than mentoring. Coaching is a form of
professional growth. Its goal is to assist adult learners in improving their practice, whether it's teaching
or leadership. As a result, coaching differs significantly from mentoring in terms of structure. Goals
(the coach's goals, the school's goals, and student goals) are at the heart of effective coaching. At the
start of the coaching relationship, formal agreements are made about meetings, confidentiality, and
processes.

Coaching, unlike mentoring, is non-directive, which means it focuses on asking the right questions
and giving the individual being coached the space, trust, and confidence to think about how they can
achieve more, meet their goals, and discover new abilities within themselves.

For example, if an employee's behavior is interfering with their or others' work, they may need
coaching to change their behavior. A late-turning-in-work employee, for example, can put a project
behind schedule, but a coach can help the employee develop time management skills and increase
productivity. When company policy changes, coaches may provide one-on-one training to assist

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employees in changing their behavior and adapting to innovations. This facilitates transitions and
makes employees feel more at ease.

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Section B
The recent COVID-19 pandemic has forced MTN CC to navigate unprecedented challenges and find
new solutions across many areas of our operations. Our company had already made the necessary
changes to adapt to the new business environment. However, these changes have reduced employee
motivation, increased employee uncertainty, and jeopardized the company's performance and
viability. Management must motivate and re-energize their employees in each department. Everyone
knows that great managers inspire through their vision, passion, and logic. As long as the right
incentives are in place, employees will eagerly follow. Our textile department will hold a three-day
management training.

1.1 The type of learning (training) intervention that will be held is soft skill training. Communication,
collaboration, and problem-solving skills are all developed through soft skills training. Other soft skills
include emotional intelligence, a positive attitude, and initiative. This type of training will assist
managers in encouraging their employees to adapt to the new changing environment that the
pandemic has created.

1.2 The goal of learning and development is to align employee goals and performance with the
organization's goals and performance. The goal of this training is to motivate, strengthen, and
integrate the workforce in order to adapt to new workplace regulations and improve employee
performance.

1.3 After completing the training program, managers will be able to:

 Outline factors that motivate employees to adapt to the new working environment.
 Formulate methods that assist management in reintegrating all employees for normal working
hours.
 Determine how to ensure that the core business continues to operate with the new
performance indicators.

I used Bloom's taxonomy throughout the three learning outcomes. The first learning outcome involved
the use of the outline, which is a recollection action verb. Outlining implies that managers will be able
to retrieve, recognize, and recall relevant information from the meeting in order to motivate their
employees. According to Bloom's taxonomy, remembering is the lowest level of learning in the
cognitive domain, and it usually does not result in a change in behavior. It entails fact memorization
and recall with no evidence of comprehension.

In the following learning outcome, the word "formulate" is used, implying that managers will create or
prepare methods methodically. This means that managers will have to put together elements to form
a logical or functional whole, reorganizing elements into a new pattern or structure by generating,

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planning, or producing them. Management often creates their own programs to meet the needs of
their employees and the goals of the company, whether it's making their own applications, writing
macros, or coming up with ways to use applications in structured environments.

Determine was another action word that was used in the learning outcome. It means carrying out or
using a procedure by executing or implementing it. The term "determine" is under the application
taxonomy, which refers to situations where managers use what they learned in training to make
products like models, presentations, interviews, and simulations of what they learned in uplifting their
workforce.

1.4

Topic: Introduction to motivation

Unit 1: Motivation of employees

Unit 2: Ways to motivate employees

Unit 3: Integrating employees

Topic: Leadership and Coaching/Management Styles

Unit 1: Leading organizational change

Unit 2: Moving beyond generational change

Unit 3: Conflict management

1.5

The content will be sequenced in a way that it gradually meets the knowledge level and learning
needs of the audience. For example we shall first start with introduction of the content (subject matter)
before going on to the basic terms and then dealing with complex concepts and then role playing
exercises.

1.6 Day 1: Employee motivation and management styles

09:00 – 10:00 welcoming remarks and introduction of the training course

10:00 -10:30 background and general information on covid 19 management

10:30 – 11:15 Recap

11:15 – 11:30 Tea time

11:30 – 12:15 What is Motivation

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12:15 – 13:00 types of motivation

13:00 – 13:30 Lunch break

13:30 -13:45 How to motivate employees

13:45 - 14:15 Recap

Day 2: Leadership and Coaching/Management Styles

09:00-10:00 What is leadership ?

10:00 -10:30 types of leadership styles

10:30 -11:15 Recap

11:15 -11:30 Tea time

11:30 -12:15 What is Management?

12:15 -13:00 difference between leadership and management?

13:00 -13:30 Lunch break

13:30 -13:45 how can we use leadership and management to foster organisational change?

13:45: - 14:15 Recap

Day 3: Employee performance management

09:00 – 10:00 Moving beyond generational change

10:00 -10:30 Integrating employees

10:30 – 11:15 Conflict management

11:15 – 11:30 Tea time

11:30 – 12:15 how to manage conflict and improve employee performance

12:15 – 13:00Diversity and organisational performance

13:00 – 13:30 Lunch break

13:30 -13:45 Recap of the 3 days learning topics and group presentations.

13:45-14:15Handing out of certificates

1.7 Budget for 3 days for 35 managers and supervisors at Hilton Hotel

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 Sn Budgeted Items Unit cost budget

1 Venue conference N$ 5,000 per day N$ 15,000

2 Boarding and lodging N$4,225 per person N$ 50,700

3 Food and drinks N$6,666.67 per day N$ 20,000

Publications N$50.00 per publication N$ 2000.00

4 Other costs N$ 3,333.30 N$ 10,000.00

TOTAL COSTS N$19,274.97 N$ 97,700

2.

2.1 The coronavirus pandemic has disrupted organizations and caused management to think
differently about their role as they adjust to a new work environment with so many adjustments.
Different protocols were implemented such as rotation of personnel, implementation of different
working hours, change of working venues. Budgets were cut, some people were laid off and no or
very low salary increases were implemented. Most of the employees are affected by this changes to
leaving them demotivated to carry on their responsibilities. This project was

A need assessment is a systematic process for determining and addressing needs, or gaps between
current conditions and desired conditions or wants. The disrepancy between the current condition and
wanted condition must be measured to appropriately identify the need.

The purpose of a training need assessment is to identify performance requirements and the
knowlwdge, skills and abilities needed by an agency workforce to achieve the requirements. An
effective training needs assessment will help direct resources to areas of greatest demand. The
assessment should address resources needed to fulfill oraganisational mission, improve productivity
and provide quality products and services. When a difference exists, it explores the causes and
reasons for the gap and methods for closing or eliminating the gap. A complete need assessment also
considers the consequence sfor ignoring the gaps.

Organisational analysis is the process of reviewing the development, work environment , personnel
and operation of a business or another type of association. Performing of periodic detailed

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organisational analysis of a company can be useful way for management to identify the problems or
inefficiencies that may have arisen. Thus this help to develop strategies in dealing with them.

A person analysis is the process of studying employee behaviour , to determine whether performance
meets standards . It examines how well an employee performs critical tasks and their knowledge,
skills and abilities to perform it.

A task analysis is the process of learning about ordinary users by observing them in action to
understand in detail how they perform their tasks and achieve their intended goals.

Organisational training helps to identify and remove the obstacles that may make the training less
effective and then task analysis is a systematic breakdown of a job into its component parts. The task
analysis after the removal of obstacles perform a particular job, and then for each task, to identify the
skills and competencies needed to perform the task. At last the person analysis identifies who has
mastered and who need to learn the skills and competencies that were determined oin the previous
task analysis step. This will help you to target your training at those areas with the widest gaps
between the status quo and the desired outcome.

It means that the information collection and findings are generated over 4 days to 6 weeks. This rapid
production of findings involves compromises and requires special attention to methodology if the
findings are to be accurate and meaningful.

At my work place both employees and their managers are responsible for continuous learning.
Employees are told that they should show willingness to improve by asking their managers for
direction and advice. Managers also should do the same with their own superiors, while encouraging
and mentoring their subordinates. For me this policy is not good because not everyone can afford the
huge fees that levied upon univeristies on students.

2.4

Date: 14th March, 2022

To: All Junior and senior level Managers

From: Hangula T, Human Resources

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Re: Supervisory Leadership Program: Invitation and Welcome!

Welcome to what I believe will be an incredible, fun, and rewarding learning journey as we all, working
together, learn and hone our “people” skills, “relationship” building, and learn together how to be
positive, effective, and authentic leaders.

As we kick off this new program through Business Training Experts (BTE) called The Leadership
Journey, you will be one of nearly 20 employees who will be working and learning their way through
this program that will span the next six months.

Some of you are already in supervisory positions, and others of you have been identified as potential
emerging leaders within your division. Either way, this program focuses on leadership. True
leadership is not about position or job title; it is about the influence each of us has to impact the
people and working environments that surround each of us every day, both at work and in our
personal lives.

I have attached a number of additional pieces of information to this invitation about The Leadership
Journey program and how it will work. As you are receiving this material, you will also be given a date
and time for a conference call between all of the participants within your Division and myself to briefly
review this information, talk about the program in general, and answer any questions you may have
about the program and your participation going forward.

Hopefully, you will be able to participate in this call. If not, your supervisor or General Manager will go
through the material with you. You may also be given other dates and times when you could join a
conference call with one of our other Divisions as this program is introduced throughout our
organisation.

As a participant in this program myself, we will be learning and exploring the world of leadership
together. I am excited about this program and believe it will be a personal, as well as a professional,
enriching experience. As with most things, the more we as individuals invest and embrace the
experience; the more powerful it can become for us. Enjoy!!

Checklist

i. Finding a suitable venue

ii. Contacting the venue
iii. Assigning roles and responsibilities
iv. Invitations drafting
v. Catering services
vi. Guest speakers

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vii. Buying of stationary
viii. Sending of invitations

I will ensure that the learning process is effective by making sure that everything is done on team and
that the facilitators are experts in the field of leadership.

Motivation means that all our learners will be motivated that they have instric and extrinsic motivation
for learning. Opportunities to Apply Learning means that we shall make sure that during the learning
process the students will be given a chance to apply what they learning. Feedback and Reinforcement
means that we are going to provide feedback and reinforce learning by acknowledge correct answers
and lastly we are going to do evaluation.

b.

Facilitation Plan-Prior to Class

. Outcomes (List 2-3 outcomes and underlying skills from different domains and describe
anticipated evidence that each has occurred.)





Activity Type

(See Activity Types and select the one which best aids outcome achievement.)

Roles

Preparation Assessment Plan time allocated

Activity Set-up Plan time allocated

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Group Work time allocated

Identify issues that may affect performance, link them to learning skills, and describe your
anticipated response.

Situation Skill Intervention

Cognitive: Social: Affective:

Closure time allocated

2.5

i. draw a concept map in class to represent their understanding of a topic.

ii. submit one or two sentences identifying the main point of a lecture.

2.6

Training Title: ___________________________ Date Attended: _______________

Please select the rating for the each section based on the following criteria:

5=excellent 4=good 3=average 2=fair 1=poor

Please rate the trainer(s) on the following:

1. Knowledge of the subject matter. 5 4 3 2 1

2. Ability to explain and illustrate concepts. 5 4 3 2 1

3. Ability to answer questions completely. 5 4 3 2 1

Open-ended comments (use the back if you need more space):

4. What specifically did the trainer do well?

………………………………………………………………

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5. What recommendations do you have for the trainer to improve?

……………………………………………………………….

Please rate the content and structure of the training:

4. The usefulness of the information received in training.

5 4 3 2 1

5. The structure of the training session(s). 5 4 3 2 1

6. The pace of the training session(s). 5 4 3 2 1

7. The convenience of the training schedule. 5 4 3 2 1

8. The usefulness of the training materials. 5 4 3 2 1

9. Was this training appropriate for your level of experience?

Yes No

If you said “No” to #9, please explain:

…………………………………………………………………………………..

Open-ended comments (use the back if you need more space):

10. What did you most like about the training?

…………………………………………………………………………………..

11. What can be improved with regard to the structure, format, and/or materials?

…………………………………………………………………………………..

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Your Name: _________________________________ (Optional)

Your Department: _________________________________ (Optional)

2.7 Conclusion

The recent COVID-19 pandemic has made our organisation face new problems and come up with
new solutions in many areas of our business. Our company had already made the changes it needed
to be able to work in the new business world. It has also lowered employee motivation, increased
employee uncertainty, and put the company's performance and viability at risk because of these
changes. Management must make sure their employees are excited and motivated in each
department. Everyone knows that great managers have a vision, passion, and logic that make people
want to work for them. The right incentives will make employees want to do their best work.

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