An Overview of TechG
TechG is an entity with a global outlook; it leverages innovational techniques to achieve its milestones. TechG was established in 1976. It is situated in Cupertino, Florida. TechG produces and sells an array of electronic devices across the globe. Some of the products that TechG is known for include music gamers, phones, pcs among others.
TechG explores innovation to stay ahead of competition; it also makes durable and appealing gadgets purposefully to maintain its foothold into the global market. TechG’s mission statement summarizes its services. The mission statement highlights an array of products that it designs while its vision reads as follows, as TechG, we believe that we are on the face of the earth to make great products and that's not changing.”
TechG’s corporate culture is rooted on the believe that self-motivated individuals would inherently work hard to realize desired outcomes. TechG has competitors that include Google, Hewlett-Packard, Research in Motion, Dell, Amazon. Among the risk factors that TechG grapples with from time to time include but not limited to highly competitive global market subject to rapid technological change, and reliance on third-party intellectual property and digital content.
TechG’ organizational framework is an embodiment of product-based grouping, function-based grouping, and spoke-and- wheel hierarchy. An example, TechG has uses product-based grouping strategy to create a somewhat divisional type of organization where one vice president oversees the affairs of say an operating system while another VP oversees the manufacture of a given product line such as a phone.
The product-based grouping goes hand in hand with the function bases grouping that puts immense responsibility on the vice-presidents that represent distinct commodities. They shoulder the responsibilities associated with failures or successes associated with the products are them. Lastly, TechG employs spoke-and-wheel hierarchy that underpins the need for cooperation among varied components of the organization. For, instance, the hardware group must work in collaboration with the software teams to achieve certain desired outcomes.
Tasks(S) For Which the Training is Being Developed
TechG needs training exercises in order to improve employee skills, to enhance team spirit, to enhance organizational culture, to secure organizational climate, to maintain healthy work environment, to improve employee morale and to enhance health and safety at the workplace.
Of the areas that often manifest with training needs, enhancing team spirit and educating employees on matters of health and safety seem vital. While, the other areas highlighted that often require employees to be retrained such as improving employee skills help organizations meet organizational goals, issues around health and safety often dictate whether a workforce would have healthy employees to steer its operations to the next level. Unhealthy employees sometimes perform dismally and may impact an organization’s profitability.
Also, the amounts that would go into compensations in case of injuries would most likely weigh negatively on TechG’s bottom line. In order to ensure that employees work in safe environments, the training modules on health and safety issues should educate employees on the need to keep their work environments adequately aerated at all time in order to wade off occupational exposure to air pollutants.
Also, it would be imperative to train them on how to handle broken cables and electronic wastes of any sorts. Further, it would essential to train employees on how to forge team spirit at all times. Some of the steps that would keep team spirit alive include educating employees on the need to embrace diversity so that stereotypes and conflicts are diminished adequately. In addition, the employees would be taught on conflict resolution mechanism and the impacts of employee relations in the workplace. Keeping team spirit alive would ensure that quality standards are maintained at all times; it would also birth harmonious working conditions.
Characteristics of The Intended Audience for The Training
The audience are TechG employees; people who are generally well read and overly motivated. They stem from varied cultures because the company embraces all cultures are strives to have a workforce that is a microcosm of its market base. In addition, the company leverages the strength that comes with diversity in a bid to stay ahead of competition ("Inclusion & Diversity", 2019). The audience for each training module organized by the company brings on board both male and female employees in almost equal proportions. While the employees are capable of speaking more than one language, for the most part, English remains the official language of communication at TechG.
Since most employees appreciate the essence of training in helping bridge various gaps in skill set, they have been immensely receptive to various trainings that have been held at the organization over time. Also, because the employees were brought on board following rigorous and competitive selection processes, a majority of the employees are well versed with technology considering that they also work for a tech giant. The employees at TechG are generally visual learners and the reason for that assertion is that the company has often recorded impressive training outcome whenever charts, graphs, illustrations, maps and Videos are coopted in the training session.
The Degree to Which the Members of The Intended Audience
Are Self-Directed in Their Learning Overall
My intended audience is overly self-directed. The workforce is a pool of highly competitive individuals who desire to improve themselves at all times. Their motivation would ostensibly arise from the need for a better job, better pay, internal job satisfaction, self-esteem, quality work outcome. The training modules improves employees competency levels; employees often leverage their competencies as bargaining chips when asking for raises from their employers.
Others would look at the training opportunities as a chance to improve their portfolio for even more lucrative opportunities from other companies within the same niche as theirs. According to (Long 2009), because the training opportunities offer not only a mutual self-diagnosis tool, but also a mutual negotiation and mutual measurement tool, employees would likely embrace the training because of the odds that that would likely come out of such trainings with improved skillsets.
Andragogy as The Theoretical Basis for The Planned Training
And the Rationale for selecting Andragogy
The planned training would take the form of andragogy. In the view of Knowles (1980), the underpinnings of andragogy describe the adult learner as someone motivated to learn by internal factors as opposed to external factors (Gibbons, 2002). It also explains that the need to learn is invariably inspired by the need to resolve a problem. It also a linkage between learning and the need for change. Lastly, Knowles (1980) explains that adults have lifetime experiences and often exhibit independent self-concept and would have the willpower to direct their own learning.
The underpinnings of andragogy as outlined by Knowles (1975) corresponds with the reality that exist at TechG; there are inherent gaps that employees might be aware of; they would also be upbeat about receiving training to address such gaps. Some of such challenges could revolve around lack of adequate knowledge around occupational hazards and the general health and safety practices. The training may cover areas related to the actual roles outlined for each employee if need be.
Two (2) strategies to incorporate key aspect of the selected
theoretical model into the design and delivery of the planned training
While exploring andragogy in training employees at TechG, it would be imperative to articulate time frames for learning activities so that employees could prepare adequately for the training. In addition, frequent contacts between employees and the trainers would be forged to create room for consultations. It would also be prudent to encourage reciprocity and cooperation among students as well the use of active learning techniques that guarantee desired outcomes.
References
Gibbons, M. (2002). The Self-Directing learning handbook: Challenging adolescent student to excel. San Francisco: Jossey-Bass Publishers
Inclusion & Diversity. (2019). Retrieved 29 July 2019, from https://www.apple.com/diversity/
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. (2nd ed.). New York: Cambridge Books.
Knowles, M.S. (1975) Self Directed Learning. New York: Associated Press
Long, H.B. (2009) Skills for Self-Directed Learning. Retrieved November 21, 2009 from http://faculty-staff.ou.edu/L/Huey.B.Long-1/Articles/sd/selfdirected.html
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