{"id":17824,"date":"2023-04-05T08:34:33","date_gmt":"2023-04-05T08:34:33","guid":{"rendered":"https:\/\/essays.homeworkacetutors.com\/2023\/05\/subject-of-human-resource-development-management-essay\/"},"modified":"2025-02-20T11:39:26","modified_gmt":"2025-02-20T11:39:26","slug":"subject-of-human-resource-development-management-essay","status":"publish","type":"post","link":"https:\/\/www.colapapers.com\/us\/subject-of-human-resource-development-management-essay\/","title":{"rendered":"Subject Of Human Resource Development Management Essay"},"content":{"rendered":"
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This report provides an understanding of the subject of Human resource Development . In this report we explain the different learning style and explain the learning theories and its contribution to the planning and design of learning events. and it has been describe the implications of the learning curve and the importance of ensuring the transfer of learning to workplace.<\/p>\n

Methods of analysis include HRD policy of Nestle\u2019,HR practices, types of flexibility could be seen in the organisation, methods of training, and stages of training cycle. And finally analysis of suitable evaluation model for<\/p>\n

In the second part of the report it has been clearly identified the systematic approach of training methods practiced at Nestle\u2019 and factors to take into account when planning a training and development event.<\/p>\n

In the final part of the report it has been explored the evaluation needs, and review the key stakeholders in the evaluation process and evaluation techniques could be practised at Nestle\u2019 and finally the influencing role of UK government in training and development and the growing emphasis on lifelong learning and continuous development. And examine the range of contemporary training initiatives introduced by the UK government.<\/p>\n

Table of Contents<\/p>\n

Introduction<\/h2>\n

The demand of industry and commerce are continually changing and are reflected in the activities of the training department and the training and development programmes. New approaches, skills, operations and procedures require either new training programmes or modifications of existing ones. This in turn affects the members of the training department.- planners, designers, authors, trainers, administrators- who have to develop different programs. Only too frequently the steps proceeding the training event are rushed or inadequate and the training itself is entered into without an effective design<\/p>\n

The training process in complex and starts at a decision making event. This might be a senior manager meeting at which a new operation or procedure is decided; a personnel report on suspicions of problems gleaned from performance reviews; line managers\u2019 concerns that they or their staff may be performing at less than total effectiveness ; or staff themselves who realize that they need support, guidance and training to perform their roles or develop beyond their current levels. Whatever the source of the need requirement, if effective training and development is to result , the activities to achieve the needs must be planned in a capable manner.<\/p>\n

This report describe Nestle\u2019 training and development policy all over the world and how the successful approaches of training methods and evaluation techniques contribute to the overall success of the companyhttp:\/\/t1.gstatic.com\/images?q=tbn:ANd9GcQR_Q1qZpCFk9kfvuK5e67m89By3msSMXwXTeXl4UHYEsS_YOza<\/p>\n

Task 01<\/h2>\n

Importance of comparing learning style<\/h2>\n

In practice, effective learning requires that trainees adopt a flexible style, sometime serialist, and sometime hoslist. However, this may not be possible for many people. The implication for differing learning styles for course designers is that training methods should be varied to meet the differing approaches for their course members. Thus, although trainers themselves may wish to use experiential and participative forms of training, these may not always be welcomed by their trainees, who may prefer to opt for traditional methods.<\/p>\n

Mayo suggests that organizations need to recognize the simple fact that different people learn different ways should take the following actions.<\/p>\n

Give people the opportunity to discover their most learning style<\/p>\n

Offer learning opportunities that suit people with different learning style<\/p>\n

Recognize to complete the full learning style<\/p>\n

Help people to translate the learning cycle into a continuous spiral of learning<\/p>\n

Honey and Mumford simplified Kolb\u2019s learning cycle and refined his learning style questionnaire. The result is that managers can identify whether they are predominantly:<\/p>\n

Activist- What\u2019s new? I \u2018m game for anything<\/p>\n

Reflector- I\u2019d like to think about this<\/p>\n

Theorist- How does this relate to that?<\/p>\n

Pragmatist- How can I apply this is practice?<\/p>\n

The researchers claim that an understanding of one\u2019s learning style will enhance learning effectiveness, whether as a trainee or as a tutor.<\/p>\n

Different learning theories<\/h2>\n

The way in which people learn best will differ according to the type of person. There are several competing theories about how people learn, and how you can assess your natural learning style.<\/p>\n

Behaviourism theory<\/h2>\n

As the name suggests, researched were interested Learner must be able to respond actively and it concerned with behaviour than with thinking, feeling, or knowing. Simply it focuses on the objective and observable components of behaviour. Of the trainee. learning is facilitated when objectives are clear and to acquire more skills the frequency of repetition of responses is more important.<\/p>\n

Cognitive theory<\/h2>\n

Cognitive psychologists saw learning as a complex process involving the exercise of problem solving capacity , mental mapping, intuition, imagination , perception, and purpose. They also held that learning could be latent. i.e stored away until required for use.<\/p>\n

Social learning approach<\/h2>\n

This theory suggests people learn by watching others. The term \u201cmodelling\u201d was coined by Miller and Dollard\u201d to explain learning by imitating others and \u201crole models\u201d as a label for those individuals who are held up as examples of good practice.<\/p>\n

The willingness to learn is the key condition that is required by Nestle\u2019. And they consider people are they most valuable asset, so when they design a training program, they ensure that by adopting which learning theory will maximise the potential; of the Nestle\u2019s employees so that they could able to achieve the following objectives through training and development strategy.<\/p>\n

ensure that a pool of talent team are at the right place at the right time<\/p>\n

to enable experience through exposure; either through on-the-job training, overseas assignments or project participation.<\/p>\n

Generate meaningful learning which improve the organisational and personal performance of the employee through effective training programmes<\/p>\n

(Source :- http:\/\/www.nestle-family.com\/media\/english\/people-development.aspx)<\/p>\n

1.3 Importance of Learning curve and the transfer of learning<\/h2>\n

Learning curve is a graph showing the relationship between time spent in learning and the level of competence achieved. It describes the progress and variable pace of learning. It basically state the more you learn less steps will be taken to increase the time and effort to complete a given task. in order to get the maximum utilization from the learning it is important to make sure there is motivation and interest is established on the activity that the employee learn, otherwise there could be an imbalance between the learning process and the ultimate performance of the employee .<\/p>\n

The ability to utilize previous learning in the service of a new learning is called \u201ctransfer of learning\u201d .it is an important factor in any learning , but especially so when basic principles are being learned. Transfer can be two types: positive and negative.,<\/p>\n

Simply nestle\u2019 encourage people to learn, where it has a strong culture to develop the people from all over the world. So willingness to learn is the most important condition to be employed by Nestle\u2019. Their training programmes are purpose oriented and designed to improve relevant skills and competencies. They continuously develop the specific skills to perform the work activities efficiently with minimal time taken. Nestle provide motivation in various ways to their employees, such as providing opportunity to upgrade the literacy skills, on job training, establishment of residential training centres are aimed at improving the learning capacity of Nestl\u00e9\u2019s employees. This will result in higher productivity and efficient work force and having a competitive global market. And the organisation makes sure the employees applied the skills and knowledge learned from the training and work place activities in the task given to them. And update of new skills taught to them http:\/\/t1.gstatic.com\/images?q=tbn:ANd9GcTSQ8OQctP8TEJK-5ypua5dpnc1r-tjUNUHoZ6mrYRnce5-AQB7<\/p>\n

(Nestle\u2019 case study)<\/p>\n

Task 02<\/h2>\n

2.1 Nestl\u00e9\u2019s Approach to training<\/h2>\n

Training is the necessary part at Nestle\u2019 from the top management to the bottom level. and training is provided continually to develop the individuals who are employed at Nestle\u2019 throughout the world.<\/p>\n

e-Learning, classroom courses, management courses and executive courses), are provided by each and every country where Nestle\u2019 has its operations and it has five training centres including in France, UK, Spain, Mexico and Brazil.<\/p>\n

Nestle provides the following-<\/p>\n

Literacy training is provided to upgrade the necessary literacy skills those who missed a large part of their elementary school. This is specially designed for employees who handle new technical equipments and work in independence work teams<\/p>\n

Nestle Apprenticeship Programs.<\/h2>\n

Apprenticeship programs have been an essential part of Nestle; training where the young trainees spent three days a week at work and two at school.<\/p>\n

Local Training Programs-<\/h2>\n

On issues ranging from technical, leadership, and communication and business economics. Two third of all Nestle\u2019 employees work in factories most of which organize continuous training to meet their specific needs. in addition , an number Nestle\u2019 operating companies run their own residential training centres.<\/p>\n

International Training<\/h2>\n

Rive-Reine, their International Training and Conference Centre in Switzerland is where Nestl\u00e9 people from all over the world meet to exchange information and ideas in seminars and training courses .<\/p>\n

2.2 training contribution of training and development policy<\/h2>\n

A systematic approach to training and development will generally follow a logical sequence of activities commencing with the establishment of a policy and the resources to sustain it, followed by an assessment of training needs, for which appropriate training is provided and ending with some form of evaluation and feedback.http:\/\/t3.gstatic.com\/images?q=tbn:ANd9GcRs5jKLDUyRUvn_xrvqj46c73oxrFqFyXsoMEBLaa7uNPCx9cqC<\/p>\n

By providing a systematic training Nestle could expect to enjoy the following potential benefits<\/p>\n

Maintenance of a sufficient and suitable range of skills amongst employees<\/p>\n

The development of knowledge and skills in the workforce<\/p>\n

The harnessing of work experience and other forms of on the job development in a planned way<\/p>\n

Achievement of improvement job performance and productivity<\/p>\n

Increase value of employee in the labour market<\/p>\n

Nestle has a decentralised training and learning nature which provide the opportunity to acquire knowledge and tools they need to respond to local needs, which country they are work in. and it has a culture which motivate their people to work with different people with different country ,which leads to a multinational organisation. Training programs are generally purpose oriented and designed to improve relevant skills and competencies which will help them to move on to the next managerial level in their organisations. Specially management and executive courses are provided for managers. Nestle\u2019 mainly focus on on the job training methods by the Nestle; people it self not by the professional outside trainers, which means part of the training structure in every company focused on developing managers\u2019 own coaching skills, so in many cases the manager is personally involved in teaching and mentoring practices as a way of communicating knowledge to their fellow members.<\/p>\n

2.3 factors Nestle\u2019 need to take into account when planning a training and development event<\/h2>\n

The introduction of a systematic approach to training and development at Nestle\u2019 implies the following sequence of activities:<\/p>\n

Establishing a policy for employee development<\/p>\n

Setting up an appropriate training function<\/p>\n

Developing the means for identifying learning needs\u2019<\/p>\n

Planning and designing learning activities<\/p>\n

Implementing and subsequently evaluating these activities in their context.<\/p>\n

The Human resource policy of Nestle\u2019 is give priority to develop the people of their organisation. This simply deals with the recruitment, remuneration, and training and development and emphasizes individual responsibility and strong leadership and a commitment to lifelong learning. At the next stage when identifying the training needs, Nestle\u2019 need to consider the following factors<\/p>\n

Since the company has a diverse culture , must encourage employees to work with people from many different countries and cultures in the course of their career.<\/p>\n

Education in understanding the culture and values of members of a diverse workforce<\/p>\n

In order to update with the new level of technology , training should be aimed at overall factories<\/p>\n

Training should be designed to improve relevant skills and competencies<\/p>\n

A learning need from Nestle\u2019s point of view is any shortfall in the employee\u2019s knowledge, skills or attitudes compared with the requirements of the job, and any consequential requirements to adapt to organisational change. In order to satisfy training needs, training plans need to be established. A plan usually has the following components: aims, target group and numbers of employees across the world, diverse culture, nature of employee and their skills, filling the knowledge gap , programme content , including objectives, programme evaluation. Since at Nestle\u2019 managers are responsible for coaching and guiding their employees as a part of their work so it would not require formally designed programs but learning targets, timescales and evaluation still need to be planned. The content of the training programme should be geared to the knowledge or skills required by the work responsibilities of the target group. The level at which the training pitched will depend on the current level of knowledge and skills of the trainees. And also nestle\u2019 basically depend on the job training methods. This method of learning includes learning from experience, colleagues\/workmates, coaching and special projects. And finally training can be evaluated at all levels at Nestle\u2019 from the level of the training activity itself up to its impact, if any on organisational goals. The subject matter of evaluation embraces the following:<\/p>\n

Nestle culture and structure\u2019<\/p>\n

On the job training methods\u2019<\/p>\n

The managers and the employees at nestle<\/p>\n

Changes in trainee behaviour<\/p>\n

Course content<\/p>\n

And learning methods<\/p>\n

2.4 suitable training method based on HRD managers point of view<\/h2>\n

As a HRD manager the first and most important decision concern the type of training approach that will be used to satisfy the agreed objectives for a particular group of learners. At Nestle\u2019 most of the training programs are provided in house and managers are required to act as coaches . so coaching is a training and or development approach in which learner follows a learning process at work, usually with the involvement of the manager but using real work projects. This learning at work is different from traditional methods, it is achieved by the use of actual work, as opposed to the more artificial nature of training course activities. Coaching techniques are similar to those of many forms of training and development. In summary these will be:<\/p>\n

Identify the individuals requiring training and development<\/p>\n

Confirm that coaching will be best and most cost effective form of satisfying the training needs<\/p>\n

Discuss with the learner what is needed and agree with them that a coaching process should be followed,<\/p>\n

Agree with them the terminal objectives for the coaching and the most effective ways of achieving them<\/p>\n

Construct an agreed coaching plan that will be supported by both of you as the manager and the learners<\/p>\n

Agree starting and finishing dates for the process<\/p>\n

Agree interim progress discussions and also the final discussions on completion of the project at which , it is hoped, the results of the project will be accepted<\/p>\n

Review with the learners the learning resulting from the event and discuss future action<\/p>\n

The HRD manager as a coach must offer full support to the learners and above all must not \u201clook over their shoulder\u201d all the time, but remembering that this is basically a training exercise and that they still retain the final responsibility for the success of the task .<\/p>\n

Task 03<\/h2>\n

3.1 importance of evaluation of training and development programs to Nestle\u2019<\/h2>\n

Evaluation is an activity which attempt to assess either the intrinsic merit of a learning event, i.e whether it was worth doing in the first place or the worth of an event in terms of whether it was useful or not in the circumstances. Evaluation that focuses on training processes and training progress is called\u201d formative evaluation\u201d , evaluation that focuses on the ultimate worth of training is called \u201csummative evaluation\u201d.<\/p>\n

Importance of evolution<\/h2>\n

To determine the effectiveness of the training (whether training objectives met)<\/p>\n

To help improve the design of training<\/p>\n

To support accountability (determine the cost benefit ratio or return on investment of the event)<\/p>\n

Gather information on nature, experience and outcomes of training events so that they can be effectively marketed within the organisation.<\/p>\n

To allow stakeholders in the training process to give feedback<\/p>\n

To provide management information<\/p>\n

Nestle human resource policy mainly emphasis the ongoing learning and the training process to develop the skills of the their employees. It is important to ensure that the trainee is provided the expected outcome at the end of the training session. Since Nestle\u2019s approach for training is differ in different nations and cultures, it is important to evaluate the different training approaches aimed at different people at different nations. As per the case study learning is an integral part of Nestle\u2019 culture , in that training and development plays a major role. The effectiveness of evaluating training programs directly contribute the overall success of the company. Effective workforce evaluation helps in ascertaining the relationship between acquired knowledge, transfer of knowledge at the work place, and training.it will maximise the training ROI and help to determine the future from of training programs<\/p>\n

3.2 evaluation to be one off or an ongoing process<\/h2>\n

Evaluation does not considered the last process at the end of training and development. It is too important to be treated in this cavalier fashion and it starts long before the end of a training programme. Its important is such that I contend that if you do not evaluate your training and development programs to the maximum extent to which you are allowed or are capable , then it is virtually useless to run the training , if you do not evaluate , apart from highly subjective and personal thoughts, you have no evidence of the success or otherwise of your training.<\/p>\n

At Nestle\u2019 pre testing or pre knowledge measures of the learners existing skills and knowledge when it comes to recruit people who have missed their large part of elementary schooling , and in order to develop their skills special development programs are provided by the company.<\/p>\n

Rive -Reine international Training Center has brought together managers from around the world to learn from senior Nestle\u2019 managers and from each other. This is a continues evaluation arrangement technique made by Nestle to have midterm evaluation by visiting by the Nestle\u2019 managers.<\/p>\n

End of programme evaluation- at the end of the on the job training , employees at Nestle\u2019 required to perform in a highly technical competencies with adopting to a new working practices.<\/p>\n

This success is not a measure only of an enjoyable training course that has achieved its objectives. Training is the process of changing people to a more effective state so that the business aspects of the organisation are improved. Training without business improvement is usually training for training\u2019s sake. Evaluation is the process to its final and continued successful application in the workplace. Because of this evaluation over the whole training process, it must be considered early in the design and planning , and must start long before the training event.<\/p>\n

3.3 key stakeholders in the evaluation process and discuss the different roles they play<\/h2>\n

Senior management- the senior group must be involved in evaluation at the earliest stage and should be encouraged to be interested , rather than be considered as nuisances. They should<\/p>\n

State clearly and authoritatively the responsibilities for evaluation<\/p>\n

Require evaluation analyses and review these regularly<\/p>\n

The training manager- he performs a range of evaluation activities, principally control measures , including:<\/p>\n

The control of evaluation strategy and practice<\/p>\n

Assistance with practical evaluation measures, particularly, when a more neutral assessor than the trainer is needed<\/p>\n

Presentation of analytic results to senior management<\/p>\n

The trainer- trainers in spite of their considerable involvement in training itself, must be particularly involved in a large proportion of the evaluation. Their responsibilities include:<\/p>\n

Designing and implementing validation approaches<\/p>\n

Designing implementation evaluation measures and supporting these activities<\/p>\n

Supporting line managers in their briefing and debriefing roles as required<\/p>\n

The line manager- traditionally , line management has considered the responsibility for evaluation as the training department alone. But the line managers must have an input , if only because of their staff are involved in the training and there is a cost for the training services on their budgets. Ideally line managers should participate in:<\/p>\n

Evaluation design with the training department- essential as they are a significant party to whatever process is arranged.<\/p>\n

Pre-programme briefing sessions with their members of staff<\/p>\n

Post programme debriefing sessions with members of their staff<\/p>\n

The learner<\/h2>\n

Last but not least, the learners must be involved as far as possible- they have to be relied on for reliable , accurate and honest reporting and comments<\/p>\n

3.4 compare and contrast evaluation techniques available to nestle\u2019<\/h2>\n

There are so many certain techniques could be used to evaluate the training programms<\/p>\n

Interviews<\/p>\n

Questionnaires<\/p>\n

Direct observation<\/p>\n

Written test<\/p>\n

Performance test and etc<\/p>\n

By activity observation<\/h2>\n

One method of assessing the skill levels of the learners at the start of a training programme is the observation by the trainer of a relevant activity. the basic approach will be assess the skill performance of the learners against some form of pre- planned checklist or analytical instrument. Simply at nestle;\u2019 on the job training method is used to develop the specific skills to operate more advanced equipment. Technical and behavioural processes are frequently combined for assessments at this early stage, more detailed observation taking place at later stage. when they employed the skills what ever they develop at the early stage.<\/p>\n

Structured follow up interviews<\/h2>\n

The other main method of performing a medium and longer term evaluation is by follow up interview. Interviews are usually more expensive than questionnaires, particularly if the learners are located throughout the country, or internationally. This may be a difficult task of evaluating trainers at international level for Nestle\u2019 since it is a multinational company Many of the cost problems can be avoided if the line manager conducts the interview rather than a remote trainer , but you must be assured that the line manager is not too close to the learner, and has the necessary skills to conduct effective interviews.<\/p>\n

Performance tests<\/h2>\n

This is the most simplest and obvious method of evaluating . under this method the applicants are asked to demonstrate their ability to do the job. These tests are however, useful only for selecting experienced workers. These tests are aimed to find out whether the applicant can perform the job successfully by asking him to do it. this measure work and performance, and include cognitive and skill based learning. Nestle\u2019 would adapt performance test method to evaluate their trainees , because the on the job training method provide in- house training to their employee while their at work. Apprenticeship programs provide training to young people three days a week at work and two at school. Formal training programs at Nestle\u2019 generally designed to improve relevant skills and competencies. local training aimed to develop coaching skills of the managers.<\/p>\n

Performance tests include work sampling methods under which applicants are asked to demonstrate the necessary skills, which they possess by actually doing the tasks. And assessment specially designed to evaluate a candidate\u2019s managerial potential , is administrated in assessment centres. here where applicants go through a serious of exercises and are appraised by line executives, practicing supervisors, and or trained psychologists. This can be used to evaluate the managers at nestle\u2019 who act as coachers and mentors and provide continues training to the home grown employees and leaders who provide training at Rive -Reine International training center.<\/p>\n

3.5 evaluation models based on each of their contribution<\/h2>\n

There are various approaches for training evaluation<\/p>\n

Kirkpatrick model<\/h2>\n

Kirkpatrick model is one of the evaluation model used by many companies to evaluate the training programs . the framework classify for levels of which consist , reaction, learning, behaviour, results.<\/p>\n

The first level reaction evaluate the trainees reaction to the programme. And the next level it measure the whether the trainee learn the principles, skills, and facts that the supervisor given to him, thirdly it look at the behaviour change occur on the job and finally the last level focus on the entire performance of the trainee after the training programme. and whether it has helped to achieve organisational objectives.<\/p>\n

Each level has its own pros and cons, still it the simple and the practical way of evaluating the training programs, IBM and AT&T companies also used evaluation models similar to Kirkpatrick model. but this model is only suitable for the lower level of the management, but it is highly costly to implement this system to the higher managerial levels.<\/p>\n

http:\/\/t2.gstatic.com\/images?q=tbn:ANd9GcQHMeF-0U7a0UQnSgOAdlRwT0kIaCfHsSo7nMxiqnKL43QeCUmZZg<\/p>\n

CIRO model<\/h2>\n

The abbreviation for CIRO is- Context, Input, Reaction, Outcome. The context level<\/p>\n

The context level identify the performance needs or desired outcomes from the training and the knowledge and skills or attitude needed to change the behaviour of the trainee. Input level identify the resources to be used and training methods, so that the most suitable method will be chosen the reaction level measure the participants reaction and the satisfaction with the training programmes so that appropriate feedback and suggestion could be provided to improve the performance .the final outcome level will measure the results of the programme in terms of context requirement<\/p>\n

http:\/\/4.bp.blogspot.com\/-50Fi2xbcTM4\/UIqZ1o3FabI\/AAAAAAAAALo\/AQ-358emSAw\/s1600\/Stages+of+Evaluvation.JPG<\/p>\n

\u201cThis approach is similar to Kirkpatrick in a few aspects. The reaction level is similar to Kirkpatrick\u2019s but here the focus has been shifted on getting suggestions from participants. Moreover, the Outcome level of CIRO model encompasses learning, behaviour and end results which are three individual levels in Kirkpatrick. CIRO Model is considered to be a softer approach to evaluation of training. By focusing on analysing the need for training and participants\u2019 suggestion to improve training program, this model covers the shortcoming in Kirkpatrick\u2019s model but then lacks the evaluation of impact of training on business.\u201d<\/p>\n

based on the above analysis we could see that CIRO model is suitable to Nestle\u2019 since it measure the final outcome, the change in behaviour and the learning. Training and developing is the fundamental aspect of Nestle\u2019 success.so it is important not only to provide training to the employees over the counter , but evaluating the performance, their learning abilities as well the main feature of CIRO model is to provide feedback and the suggestion to improve the employees performance, simply this is very essentials since, the Nestle managers act as mentors and coachers, so it a part of the managers to provide feedback to the trainees.<\/p>\n

Task 04<\/h2>\n

4.1 Influencing role of UK government in training and development and the growing emphasis on lifelong learning and continuous development.<\/h2>\n

Government is emphasizing 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 \u2018life-long learning\u2019 is becoming the main initiative of the government to create such opportunities to a wide-range of communities and backgrounds. The life-long learning aim is remove and combat social exclusions which will then help to promote employability and active citizenship amongst communities.<\/p>\n

The aim of life-long learning is to:<\/p>\n

Increase the demand for learning, using vocational learning to create a fun and stimulating learning process<\/p>\n

Develop world class training, to satisfy the UK and European domestic markets, and also to satisfy the needs of the economy<\/p>\n

Give people the opportunity to re-develop their skills, without having to continually take courses, but to simply update their current skills and knowledge.<\/p>\n

The basic education provided by schooling only provides a foundation for learning, however there are then gaps in the skills required for young people to development 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 remove 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.<\/p>\n

The encouragement to keep life-long learning an important part of someone\u2019s life is being encouraged by the government\u2019s 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.<\/p>\n

Strategies to encourage lifelong learning:<\/p>\n

Skills for life priority group: the priority group includes the unemployed, prisoners and those supervised in the community, low-skilled employees and others\u2019 at risk including:<\/p>\n

Gypsy\/travellers<\/p>\n

homeless people<\/p>\n

refugees<\/p>\n

asylum seekers<\/p>\n

drug users<\/p>\n

Literacy help is also available t<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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