Training and simulation

Training and simulation,This article consists of 9 pages and 1500 words. In order to have full access to this article, email us at thedocumentco@hotmail.co.uk

Ref No: 3385

 

Introduction:

In the modern era of industrialisation, companies usually acquire dynamic individuals, those are productive, efficient and skilled to achieve the desired results of the organizations. The motto behind this intention is to get competitive edge in today’s job market. However, it requires a synergy between an employee and management for obtaining optimal growth.

In this connection proper training of an employee is needed which includes expansion of the mind and character along with the development of skills to prepare employee for a particular job as per requirements. This study discusses some of the key concepts of training and simulation ato understand the principal theories and issues in the context.

The System Approach to Training:

Just as system represents a set of complex things which catalyse together for achieving results. Similarly, the system approach to training (SAT) provides a structure to develop a set of different process with the assistance of valid assumption, applied in a training process [1]. However, it helps to direct different sorts of training issues as well.  The series of process and process sub-components in a SAT enlighten by the generic SAT model. There are four major phases of such series of actions that lead to a particular course i.e. analysis, design, delivery and evaluation.

Fig 1 Generic SAT model

Phase 1: Analysis

The first and foremost phase of generic SAT model involves with the discrimination of the potentiality of audience while completing their training programme. The two constraints are used to explicit particular results through different instructions which have to be specified by means of: the performance required; condition required; and the level of performance required for execution. Some other aspects which need to be identifying before the completion of analysis are; resource availability, cost, time, geographical distribution of audience etc.

Phase 2: Design

The next phase is a design phase which concerned with the progression of all the instructions, data, entities which already have been identified in the analysis phase for the purpose of meeting the objectives. Design usually occurs on the basis of a high level or low level entity, depending upon the overall strategy of instructions.

Phase 3: Delivery

After the completion of a design phase, delivery phase to take and hold of it. The most difficult phase to be reckon as it requires both skilful management and skilful credential percept.

Phase 4: Evaluation

At last but not the least, the final phase which is evaluation. It’s about evaluating the final result usually the outputs which have to be executed from the SAT processes. Once the loop is closed, the system is considered to be self-correcting.

Team and Collective Training Needs Analysis:

As compare to a conventional SAT process, team and collective training needs analysis (TCTNA) is much more complex. It has to be noted that for individual training analysis, the detailed model achieved is almost in a perfect manner. While TCTNA team found some complexities and difficulties during the time of approaching the model.

In order to eliminate such complexities, special task team i.e. HSIG has been introduced. Moreover, the team provides a supporting structure to Training Needs Analysis (TNA) for collective training. In this regard, six different components are attained which includes Project initiation, Collective Task Analysis, Constraints Assumptions Risk Opportunities (CARO) Analysis, Training Environment Analysis, Training Overlay Analysis, Training Option Analysis.

Training Analysis and Design:

In order to scrutinize Training Analysis and Design, there are a few things which help the cause big time includes the identification of a group of people, individuals that are involved in a particular task to achieve definite objectives, explain the essence of learning through real instruction, data required for accomplishing task etc. Following are the behavioural aspect through which one can analyse the training design;

• Cognitive or intellectual skills
• Psychomotor skills
• Affective skills

Cognitive or intellectual skills:

Cognitive or intellectual skills involve such mental activities (i.e. thinking, understanding, learning, analysing, evaluating etc) which are based on factual knowledge. The concerned area where such type of skills widely being tested is in the Crew Resource Management Module.

Psychomotor skills:

Psychomotor skills involve such action which is directly advancing from mental activity such as reflex movements, fundamental moments, perception, physical abilities, skilled movements, non-discursive communication etc.

Affective skills:

Affective skills involve such emotional feelings, attitude, beliefs, interpersonal skills, interest, motivation that can be learn from a particular significance.

Training Delivery and Evaluation:

Training delivery enlightens some of the most important issues while training evaluation seeks to face the exception to get better results through it. Let’s discuss both things rather closely.

Training Delivery:

The main goal is to achieve high standard designed work, when training is delivered. Just to make sure that the training audience fulfil its desired outcome for the particular course[2]. Training and simulation Different variables which can directly influence the rate of success contain: The instructor, the instructional media and material, the training audience, organisational actors etc.

The instructor:

The most important person to have in that list is the instructor, considering the fact that he has all the compulsory knowledge and understanding of the things to car…