Athika Ali

1211

Maldives Business School

Cover Page

ASSIGNMENT BRIEF
BTEC HND/Associate Degree in Business (Management/HR/Marketing)
The student must fill the relevant parts of the following table.
Student
Last Student Task Date
Student First Name Name
ID
No.
submitted

Athika

Ali

1211

02

28/06/2016

Date issued
08 May 2016

Statement of authenticity
I, the above named student, hereby confirm that this assignment is my own work and not copied or
plagiarized. It has not previously been submitted as part of any assessment. All the sources, from
which information has been obtained for this assignment, have been referenced in the Harvard
format. I further confirm that I have read and understood the Maldives Business School rules and
regulations about plagiarism and copying and agree to be bound by them.
Assignment summary information
Unit 23 Human resource development
Unit
Assignment reference
1
Assignment type This is an individual assignment.
Task
Submit file on
Orally present on
Task 1: Presentation: LO1, LO2
11th June 2016
18th June 2016
th
25 June 2016
NA
Task 2: Report: LO3, LO4, M1, D1.
An extension must be applied for in writing by individual students and will only
Extensions
be granted for valid reasons.
Late submissions Late submissions will be marked for all grades but will incur a fine of MVR 500.
Resubmissions:

Each resubmission will be charged MVR 50.

Assessor(s):

Libin Sunny

Internal verifier:

Assessor(s) please fill the table below AFTER the evaluation.

Assessment Feedback
criteria
P1.1
P1.2
P2.1
P2.2
P3.1
P3.2
P4.1
P4.2
M1
D1

Adam Umar
Assessors
Decision

IV
Comments

Athika Ali

1211

Athika Ali

1211

EXECUTIVE SUMMARY
This report is based on a training and development plan for a training program, taking into account
the needs of people at two different levels of the organization at Aasandha Company Ltd. In this
report the training program is conducted and an evaluation of the training program is carried out using
a survey.

Athika Ali

1211

TABLE OF CONTENTS

1. Executive Summary .................................................................................................................. 3

2. Introduction ............................................................................................................................... 5
3. Systematic approach to plan training and development for a training event. (P3.1) ................... 6
4. Evaluation of a training event using suitable techniques. (P3.2) ................................................ 7
5. The role of government in training, development and lifelong learning. (P4.1)........................... 9
6. How the development of the competency movement has impacted on the public and private
sectors (P4.2) ........................................................................................................................... 11
7. References .............................................................................................................................. 13

Athika Ali

1211

INTRODUCTION
Aasandha Company Ltd is an organization which provides the universal health insurance scheme of
the Maldives. Previously, it was managed by Allied Insurance Company of the Maldives in a publicprivate partnership, which began its services on 1st January 2012. Later, Aasandha Company was
officially separated from Allied Insurance on 1st March 2015 and functions under the government as a
public-private organization.
However, this report is based on interviews and surveys on the training program held in the
organization. Looking into some more detailed account of the interviews and surveys, it is
investigated on the training needs assessment, training plan, training program design, a description of
how the training program was carried out and the training program evaluation, taking into account the
needs, policies and procedures of the organization.
As this report is based on the training and development, it can be defined 'the systematic
development of the attitude, knowledge, skill and behavior pattern required by an individual in order to
perform adequately a given task or job.

Athika Ali

1211

SYSTEMIC APPROACH TO PLAN TRAINING AND DEVELOPMENT FOR A TRAINING EVENT

(P3.1)
An effective training program is assembled by following a systematic, step-by step process. This is
fundamentally a rational approach which starts from identifying the aim of the organization and after a
certain stage it finishes at implementing the training program.
Training & Development Plan
The training and development plan for Aasandha Company Limited are as follows
Step1 The Organizations Aim
As Aasandha Company Limited ids the universal health insurance provider for Maldivian locals in
corporate with government, the main aim of the company is to increase the productivity and efficiency
of the company.
Step 2 Setting Up the Training Need
To increase the productivity and efficiency of the company, employees of management level,
customer service level and operation level need to be more capable in performing their jobs than
now.
Step 3 Designing the Training Strategy
Aasandha Company has designed a job mentoring training method for the employees of the
aforementioned levels, to develop the skills they need for their present tasks and new tasks. It will
also help them to get used to their new positions.
Also, some employees need to undergo job rotation training method, to experience all aspects of the
company to give them a complete overview of how Aasandha Company functions.
While designing the training strategies Aasandha Company reflects on the success and financial plan
of the training events.
Step 4 Implementing the Training Program
Aasandha Company has carried out both of the training programs for the set date and place.

The training event was held at the Conference Room of Fen Building, 3 rd Floor on a Saturday so that
it would not interrupt official working hours. Most of the employees were able to participate in the
training event.

Athika Ali

1211

EVALUATION OF TRAINING EVENT USING SUITABLE TECHNIQUES (P3.2)

During training, participant progress should be monitored to ensure that the program is effective. The
training program should be continually monitored. At the end, the entire program should be evaluated
to determine if it was successful and met training objectives. Feedback should be obtained from all
stakeholders to determine program and instructor effectiveness and also knowledge or skill
acquisition. Analyzing this feedback will allow the company to identify any weaknesses in the
program. At this point, the training program or action plan can be revised if objectives or expectations
are not being met.
Techniques or methods used for training evaluation are listed below.

Interviews
Questionnaires
Direct Observation
Written Tests
Performance Tests
Performance Data
Training Audit

A training evaluation plan was prepared using some of the aforesaid methods. The plan is further
clarified as follows.
Aims of the Evaluation
The main objective of the evaluation is to assess whether the training was effective or not and to
check whether the performance of employees have increased compared to before.
General Indicators & Performance Indicators
Indicators are signs of progress they are used to determine whether the program is on its way to
achieving its objectives and goal. It is a specific, observable and measurable characteristic that can
be used to show changes or progress a program is making toward achieving a specific outcome.
Some of the indicators that Aasandha Company set are as follows.

The number of employees trained

The number of training sessions organized
The number of invoices received daily
The number of invoices finished on time
Average training costs per employee
Percentage of employees receiving regular performance and career development reviews

Athika Ali

1211

Aasandha Company decided to evaluate both the trainings using the following techniques.

Performance Tests

This technique was used as it relates to the work and performance, including cognitive and skillbased learning. Also, this allows for evaluation of interpersonal skills, which means this technique can
be easily used to evaluate the skills of employees.

Performance Data

As previous individual performance records are accessible, this technique will be easy to review.
Furthermore, by this technique individual performance can be straightforwardly compared and
criticized.

Interviews

As this is a flexible focus and style, it has more opportunities for the clarification of doubts. Besides,
this technique can be applied to all levels of employees and face-to-face discussions encourage
personal feedback.
The Success of the Evaluation Methods Used
It is much more effective to evaluate by using several methods rather than one method as it
guarantees more accurate results. Aasandha Company used 3 different methods for the evaluation of
the two training programs. The benefits are described as follows.

As the training was conducted to develop the employees individual personal skills, it is directly
associated with the acquirement of knowledge. This was measured to find an in-depth impact
of the training.
The indicators acted as an essential tool for the success of the training programs.
The main goal was to improve the efficiency of the company, so previous records was
collected and compared with the new records obtained, which was an effective instrument in
evaluation of efficiency.
Employees individual performance can be understood by this tool and it flawlessly evaluates
the development.
Individual feedbacks were collected which managed to solve the issues that were present
during the trainings.

Conclusion
Evaluation methods used for both of the training programs were successful as this enhanced the
roles of the employees in attaining organizational aims and objectives more efficiently. Also, these
methods have put a great emphasis on developing the employees of the company in expanding the
scope of the companys training initiatives.
8

Athika Ali

1211

THE ROLE OF GOVERNMENT IN TRAINING, DEVELOPMENT AND LIFELONG LEARNING

(P4.1)
Governments emphasize on the importance of training and development as they aim to remove the
barriers of employability of those that have fewer opportunities to do so. This is where the idea of lifelong learning is becomes the main initiative of the government to create such opportunities to a widerange of communities and backgrounds.
The aim of life-long learning is to:

To undertake any job effectively, it is clearly essential to have the appropriate skills, and jobs in
local and regional government

Increase the demand for learning, using vocational learning to create a fun and stimulating
learning process

Give people the opportunity to re-develop their skills, without having to continually take
courses, but to simply update their current skills and knowledge

It is also increasingly being realized that it is no longer sufficient to rely on the skills and qualifications
acquired at or before the start of a career. Instead employees need to be able to update and adapt
their skills to changing circumstances, including potentially changing employment, through lifelong
learning and continuing vocational training. This has wide ranging benefits for all concerned. It
enables employees to do their jobs effectively, but it also makes it easier for them to transfer between
jobs aiding restructuring; it allows older workers to acquire and develop new skills aiding
retention; and it makes jobs more interesting and varied aiding recruitment.
The Qualifications and Curriculum Authority (QCA) developed the National Qualification Framework
and was the regulatory authority in charge of the formal recognition of all standards and qualifications
in education and training.
The Learning and Skills Council was set up in April 2001, bringing various learning providers together
under a single funding regime. It was responsible for funding and planning all education and training
for over 16-year-olds in England, other than in universities.
It has been succeeded by the Young Peoples Learning Agency and the Skills Funding Agency.
(a) The Young Peoples Learning Agency supports the delivery of education and training to young
people in England by providing

Financial support for young learners

Funding for Academies

Support for local government commissioning of education and training

9

Athika Ali

1211

(b) The Skills Funding Agency funds and regulates adult further education and skills training in
England.
The UK government launched 'Modern Apprenticeship' in 1994 in an attempt to involve industry more
closely in the process of vocational training. Apprenticeships (traditionally available in crafts and
engineering sectors) are available in childcare, tourism, travel, retail and a range of other industries.
Apprentices are attached to a particular employer for the purposes of training. Usually there is no
guarantee of employment at the end of the training period.
The basic education provided by schooling only provides a foundation for learning; conversely there
are gaps in the skills essential for young people to develop the skills that they are able to transfer into
the workplace. This is also aimed at adult learners, whom have not been able to seek and sustain
employment due to their gaps in skills. The life-long learning project aims to eliminate the barrier of
the lack of skills and tries to help those that are not equipped for workplace environments to gain the
confidence to do so.
The encouragement to keep life-long learning an significant part of someone's life is being
encouraged by the government's continuous investment in education and training; not just for young
people but also for adults with no basic skills which are needed in the workplace.

10

Athika Ali

1211

HOW THE DEVELOPMENT OF COMPETENCY MOVEMENT HAS IMPACTED ON THE PUBLIC &
PRIVATE SECTORS (P4.2)
The idea of the competency movement is to look in developing skills and knowledge of trainees and
workers at the job in-hand. The competence development looks at:

Knowledge

Skills

Performance abilities; performing these skills and improving those that they already do day-today

Competence-based training and assessment is fully promoted by the government, looking to also
promote management development i.e. MCI. Their general aim is:

Supporting the career and development aspirations of learners without the historical bias
towards formal academic achievement; i.e. there are no formal pre-entry qualifications required
for NVQ, therefore removing the barriers of learning

Supporting flexible and job-relevant learning, through on-going training and assessment in the
workplace, with no pre-determined time frame and completion, and potentially minimal inputs
from education providers

Supporting employers objectives for HRD, by focusing on relevant job skills. Competence
frameworks and assessments also support a range of HR planning and performance
management applications.

Supporting employees employability objectives. NVQ for example are structured to meet the
needs of the organization through continuous training on updating their knowledge on the
equipment and technology the learner users at work

11

Athika Ali

1211

The Public Sector

A wide variety of generic competency models are available for performance improvement when
driven by a strategic planning process in both the private and public sectors (Bryson, 1995; Dror,
1997; Dubois, 1996; Lado and Wilson, 1994; Snell & Youndt, 1995). These models typically link
organizational core competencies with employee core competencies, as distinguished from employee
job-specific competencies, in order to establish a direct linkage between the organization's priorities
and employee behaviors. Creating effective linkages can be problematic and the above mentioned
potential advantages and disadvantages of the competency approach also apply to competency
programs in the public sector. For example, the British civil service designed a competence checklist
to replace its traditional, centrally-controlled selection criteria and it resulted in a pattern of strengths
and weaknesses similar to those reported in the North American literature on competencies (North,
1993). The aim within the public sector is to create a more capable workforce that is better placed to
deliver governments goals. In the Skills Strategy, the benefits of workforce segmentation to both
employers and employees are highlighted.
A similar typology of functions unique to the public sector provided by Carroll (1997) includes:
reconciling differences, achieving agreement, and using legitimate authority to carry agreements into
effect. Dror suggest that these core capacities can be actualized through utilization of six attributes -super-professionalism, innovation-creativity, merit-elitist but society reflecting, virtuous, autonomous
but subordinated, and mission-oriented -- (employee core competencies) of the senior executive
cadre. Dror believes that these executive core competencies are required to carry out higher order
tasks which have strategic importance in determining the relative success of government in an era of
globalization and rapid change.
The Private Sector
Recent surveys indicate widespread use of competency-based human resource models by banks,
insurance companies, management consulting firms, technology companies, transportation
companies, utility companies, delivery companies, retail eating outlets, manufacturing industries, and
mining companies. Industry publications suggest ongoing use of competencies in the private sector,
but the extent of use remains uncertain.
For example, North American Life (NAL) used the Hay system in 1995 (Orr, 1995) to link
competency, performance management, and pay. They came up with a short list of 10 competencies
-- analytical thinking, conceptual thinking, customer focus, developing people, flexibility, information
seeking, listening and understanding and responding, performance excellence, team leadership, and
teamwork -- specific to NAL using a standardized menu of competencies to survey employees and
identify proficiencies relevant to each job. In the latter case, gap analysis provides the basis for
behavioral-based interviews to select candidates who fit with their core competencies, for an
individual development process, for succession planning, and for job definition determined by the
competencies an employee applies.

12

Athika Ali

1211

REFERENCES

BPP Learning Media. 2010. Business essentials human resource development. London:
BPP Learning Media.

Honey, P. & Mumford, A. (1982) Manual of Learning Styles London: P Honey

Academy of Human Resource Development. (1998). Human Resource Development

International, 1(2), pp.253-253.

Grieves, J. (2003). Strategic human resource development. London: Sage Publications.

Werner, J. and DeSimone, R. (2009). Human resource development. Mason OH: SouthWestern Cengage Learning.

13