TRM 201
TRM 201
NAME NOLABABALO
SURNAME MTWEBANA-
MDLUNYA
STUDENT NUMBER 22012122
SUBJECT CODE TRM 201
DUE DATE 27 SEPTEMBER 2021
Section A
Question 1
The evaluation phase consists of two parts: formative and summative. Formative
evaluation is present in each stage of the ADDIE process. Summative evaluation
consists of tests designed for domain specific criterion-related referenced items an
providing opportunities for feedback from the users.
2.1. Training needs analysis is concerned with addressing skills gaps at the
organizational level, the group level and the individual level, and falls under the remit
olearning and development. Training needs analysis should be conducted at all three
levels to ensure the maximum return from training and skills throughout the
organization.
A TNA pinpoints the required level of skill/knowledge and the current level of
skill/knowledge – the ground in between is the gap. As well as identify this gap,
training needs analysis is also designed to identify the most appropriate training to
bridge this gap. Furthermore the techniques used in training needs analysis can vary
and include SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis, one
to-one interviews and SMART objectives.
In text: (HRZone, 2019)
2.2.
Organisational – training and development needs are those relating to the
competence of individuals in their jobs, what those individuals do in their jobs, and
what they should do to ensure that the organization is able to meet its objectives. An
example of this could be the ability to care for customers.
Occupational – training needs are those which relate to skills, knowledge and
attitudes an individual must have to carry out a job irrespective of who he or she is.
An example could be a typist requiring word-processing skills, or a operator in a call
centre knowing how to use the software and the knowledge of relevant products or
services.
Individual (personal) – needs relate to the needs of the individual jobholders. For
example, a manager may wish to learn keyboard skills in order to be more effective
in his or her job, even if this is not a prerequisite for the job. This will also include
interpersonal skills development.
Section B
1. SAPS Academy and training Programmes
Introduction
Education, Training and Development embraces a variety of method, which are
helpful in developing employees in the South African Police Service. Employees who
are trained for a specific purpose are being developed in the process, and training
programmes contain some elements of education. Ultimately the main aim is to
improve the performance of the SAPS and an integrated approach to these concepts
is necessary to achieve the Division Training objectives. Policing demands the
employees of South African Police Service act with integrity for people diversity and
the law, thereby enhancing service excellence to the approval of the members within
the organization. Members of SAPS are need educating technology on how to us
internet by workshop computer courses to improve skills.
Mission
The auditing of skills in the SAPS.
The determining of training of needs in the SAPS.
The research, design and development of outcomes based curricula.
The setting and assurance of quality standard.
The provisioning of basic, advanced and specialized training.
Appendix B