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IOP3706 EXAM PACK 2023
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IOP3706EXAM PACK
2023
QUESTIONS WITH
ANSWERS
, IOP3706/201/3/2021
Dear Student
This is the final tutorial letter (Semester 1 and 2) for all students enrolled for IOP3706. We
hope that you have enjoyed the module so far, and that you found the assignments to be both
interesting and challenging. Assignments 01 and 02, as well as 03 (self-assessment) will assist
you in your preparation for the upcoming examination.
As you are aware, due to the ministerial request to extend the 2021 registration dates, Unisa
had to amend both the semester dates and the assessment arrangements for the 2021
academic year. During the year 2021, we only had one semester and only one tuition and
assessment period. This information was shared with you via a tutorial letter titled TL001 which
communicated the new assessment requirements for module IOP3706 for students registered
for both Semester 1 and Semester 2, which were condensed into one semester. Therefore,
all students registered in the year 2021 had to complete two compulsory assignments, namely
assignment 1 and assignment 2 respectively. Assignment 3 was a self-assessment task. Thus,
in light of the above, the purpose of this tutorial letter is to:
• provide feedback on Assignment 01
• provide feedback on Assignment 02 and
• provide some general guidelines for the upcoming examination
1. FEEDBACK ON ASSIGNMENT 01:
QUESTION 1
Study material: Coetzee and Schreuder (2016)
Since taking over, your new CEO has decided that not enough emphasis is placed on training
and development. She has since appointed you to investigate the way forward. To determine
which on-the-job training methods would be appropriated, you have to compile a short
feedback report. In your report, you need to address the following:
(a) Distinguish between the on-the-job, off-the-job training methods and management training
methods. (15)
(b) Describe the appropriateness, together with the relative advantages and disadvantages,
of the different training methods. (10)
Subtotal: [25]
On-the-job training
On-the-job training is generally less formal training conducted by experienced colleagues and
supervisors, which occurs while the employee is at work. Workplace training methods are
very popular in basic skills training and management training and development. A distinction
, IOP3706/201/3/2021
can be made between unstructured on-the-job training which tends to be fairly informal,
without clear objectives and structured on-the-job training which refers to: “The planned
process of developing competence on units of work by having an experienced employee train
a novice employee at the work setting or a location that closely resembles the work setting.”
(Jacobs, 2003: 29)
Table 10.11 Workplace based training approaches (Coetzee and Schreuder, 2016)
Approach Description
Orientation Introducing new employees to the organisation by explaining things such as
training behaviours, attitudes, norms, culture and systems. Also referred to as induction
or socialisation.
Learnerships/ A structured learning programme that leads to a nationally recognised
apprenticeships qualification on the NQF. It is an integrated occupation-directed programme that
combines learning (a combination of skills programmes that lead to a nationally
recognized qualification) at a training institution with practical on site experience
and learning at the workplace.
On-the-job Informal training by experienced peers and supervisors that occurs on the job
training and during job tasks.
Near-the-job Training that duplicates the materials and equipment used on the job but takes
training place in an area away from the actual job situation.
Job rotation A training method whereby employees are given the opportunity to perform
several different jobs in an organisation
Understudy A training method whereby an understudy relieves a senior executive of selected
assignments responsibilities, thereby allowing him or her to learn certain aspects of the
executive’s job
Coaching A new employee is assigned to an experienced employee, who is told to “show
the kid the ropes. The experienced employee guides the less skilled employee.
Mentoring Similar to coaching, but here the mentor acts as an advisor and role model for an
employee. This is particularly useful in management development.
Performance The supervisor meets with an employee to discuss the strengths and
appraisal weaknesses of his/her job performance. Once the weaknesses have been
feedback identified, the supervisor and employee can determine what training methods
would best help employees to improve their job knowledge or skills.
Off-the-job training
The most widely used form of off-the-job training is classroom-based training. In this context
the role of the trainer can vary quite significantly depending of the training method being used.
On the one extreme of the continuum, the trainer simply presents information to the learners
with little or no interaction, to the other extreme, where the trainer acts as a facilitator where
he/she interacts with learners in order to draw out their knowledge and ideas and leads them
to particular outcomes.
, IOP3706/201/3/2021
Table 10.9 Classroom training methods and their use (in Coetzee and Schreuder, 2016 -
adapted from Molenda & Russell, 2006)
Method Description Use
Presentation One-way flow from trainer to learners – Lectures and presentations with:
(by trainer) Typically verbal with visual aids - Whiteboard
- Overheads
- Power-Point slides
- Videos
Demonstration One-way flow ‘showing’ as opposed to Showing ‘how to do it’ using
‘telling’ – Device or behaviour trainer, learner or device.
Tutorial Two-way interchange between trainer and - Learnerships/Apprentices
learner – Learner exerts some control and hips
instructor must respond flexibly - Coaching
- Structured tutorials
- Technology-assisted
training
Reading Learner reads text at own pace - Textbooks, modules,
handouts
- Web pages
- Self-study modules
Reflection Learner examines own performance and - Case studies
experience - Experiential learning
- Debriefing exercises and
games
Presentation Learner creates a verbal product or Learner demonstrates knowledge
(by learner) physical performance of subject or mastery of technique
Construction Learner creates a tangible product - Art, painting or sculpture
- Model
Discussion Two-way interchange between learners – - Seminar
Trainer initiates and facilitates - Buzz-groups
- Small-groups
- Debate
- Panel discussions
Drill and practice Learner practices skills repeatedly – - Memorisation drill
usually at own pace - Language laboratory
- Physical or cognitive skills
Laboratory Learner acts in ‘real’ environment with raw - Science experiments
materials - Directly supervised
performance
Simulations and Learner acts in artificial environment - Physical simulator
games - Computer-based
simulator
- Training games
The effective delivery of training in the classroom depends on both the selection of an
appropriate delivery method as well as the selection of learning materials that are used to
support the delivery of learning. There are also then a number of advantages and
accompanying disadvantages that accompany the use of classroom-based training.
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