TRM 201

ASSIGNMENT
NAME NOLABABALO
SURNAME MTWEBANA-
MDLUNYA
STUDENT NUMBER 22012122
SUBJECT CODE TRM 201
DUE DATE 27 SEPTEMBER 2021
Section A
Question 1
Definition: The ADDIE model is the generic process traditionally used by

instructional designers and training developers. The five phases—Analysis, Design,
Development, Implementation, and Evaluation represent a dynamic, flexible
guideline for building effective training and performance support tools.
Five Phases of the ADDIE model:

1.1. Analysis Phase
In the analysis phase, instructional problem is clarified, the instructional goals and
objectives are established and the learning environment and learner’s existing
knowledge and skills are identified. Below are some of the questions that are
addressed during the analysis phase:
* Who is the audience and their characteristics?

* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?
1.2. Design Phase

The design phase deals with learning objectives, assessment instruments,
exercises, content, subject matter analysis, and lesson planning and media
selection. The design phase should be systematic and specific. Systematic means a
logical, orderly method of identifying, developing and evaluating a set of planned
strategies targeted for attaining the project’s goals. Specific means each element of
the instructional design plan needs to be executed with attention to details.
These are steps used for the design phase:

* Documentation of the project’s instructional, visual and technical design strategy
* Apply instructional strategies according to the intended behavioral outcomes by
domain (cognitive, affective, psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)
1.3. Development Phase
The development phase is where the developers create and assemble the content
assets that were created in the design phase. Programmers work to develop and/o
integrate technologies. Testers perform debugging procedures. The project is
reviewed and revised according to any feedback given.
1.4. Implementation Phase

During the implementation phase, a procedure for training the facilitators and the
learners is developed. The facilitators’ training should cover the course curriculum,
learning outcomes, method of delivery, and testing procedures. Preparation of the
learners include training them on new tools (software or hardware), student
registration. This is also the phase where the project manager ensures that the
books, hands on equipment, tools, CD-ROMs and software are in place, and that the
learning application or Web site is functional.
1.5. Evaluation Phase
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.
In Text: (InstructionalDesign.org, 2019)

Question 2
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.
2. SOUTH AFRICAN POLICE SERVICES

Service delivery by SAPS as whole, to achieve this goal focus on the real needs that
province and divisions have in the effort to create a safe and securing environment
for all people. This do by assisting them identify and develop programmes to deal
with real needs, as approved to simply acting on perceived needs. It is now time for
delivery and decisive advances towards that all important goal, securing the safety
and security of all people. Government commitment to the National Skills
Development Strategy, the Sector Education Training Authorities and further and
higher education and training is aimed at raising the skills levels of all our people.
It is the responsibility of all government structure to work at improving the
effectiveness of their skills development structure to ensure the implementation of
the Human Resource Development Strategy. Service Orientated, Teamwork,
Integrity, Commitment and Quality. The Division Training’s vision and mission are
synergized in value which is aimed at developing an organizational culture of
learning. This value System-Service Orientation, Teamwork, Integrity Commitment
and Quality _ is best displayed in the behavior of the team players, who are integral
to the organization and its values. The integrity is placed in the centre to capture the
significance of an individual’s contribution toward education, training and
development as a profession and it is through these dedicated teams members that
the organization is able to deliver an improved service and higher quality of learning.
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
3. Interview Questions to ask training manager

Tell me about yourself
Why should we hire you?
What is your greatest strength?
What is your greatest weakness?
What are your salary expectation?
Why do you want this job?
How do you handle stress and pressure?
Can you tell more about the day-to-day responsibilities of this job?
What do you think are the most important qualities for someone to excel in this
role?
What are your expectations for this role during
the first 30 days, 60 days, year?
The Project Manager
Plan and define scope
Identify and allocate roles and responsibilities
Assemble project team members based on the experience and strategic knowledge
context relevant to the project at hand
Manage a project in accordance with project management principles
Plan day to day running of the project within the terms of the project brief

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ASSIGNMENT

Definition: The ADDIE model is the generic process traditionally used by

Five Phases of the ADDIE model:

* Who is the audience and their characteristics?

1.2. Design Phase

These are steps used for the design phase:

1.4. Implementation Phase

In Text: (InstructionalDesign.org, 2019)

2. SOUTH AFRICAN POLICE SERVICES

3. Interview Questions to ask training manager

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