Comprehensive Report: Training and Development of Managerial Skills

This report provides an in-depth analysis of training and development strategies for enhancing managerial skills, focusing on the 'bishop hat napkin fold' training program as a case study. It examines the application of the VARK modalities theory (visual, aural, read/write, and kinaesthetic) in the training process, assessing its effectiveness and identifying areas for improvement, particularly the need for more kinaesthetic elements. The report also explores the relevance of andragogy (adult learning theory), highlighting the importance of self-concept, experience, readiness to learn, and motivation in adult learning environments. Furthermore, it delves into Gardner's multiple intelligence theory, evaluating how different intelligences (visual-spatial, bodily-kinaesthetic, linguistic, etc.) were addressed in the training. The report concludes by emphasizing the importance of feedback and continuous improvement in training programs to maximize their effectiveness and align them with the learning styles of the participants.

TRAINING AND
DEVELOPMENT OF
MANAGERIAL SKILLS

Table of Contents
The VARK modalities theory...............................................................................................3
Andragogy ............................................................................................................................5
Multiple intelligence.............................................................................................................6
REFERENCE........................................................................................................................8

As per my opinion development of skills and knowledge is a basic requirement for
employees and even for managers. Training and development is one of the most crucial
and critical part for an organization which is mutually generate benefits for the employee
and employer. The improvement in the skills and knowledge is assuming ever necessary
role because of advancement of the technology which brings the fierce competition for the
organization and also important in order to prepare the workers. The training programme
for folding the bishop hat napkin for the employees done in a chunk of the structure.
I observe the training plan is based on the various strategies such as Vark
modalities theory, Gardener multiple intelligence theory and the adult learning theory. The
bishop napkin fold training process was very keenly focused on the various steps which
helps in increasing the skills of employees. For gaining more information about the
training programme I study various theories regarding it.
The VARK modalities theory
As per according to my observation the bishop napkin fold training programme
was held by the use of VARK modalities. The VARK modalities is focused on the various
aspect while training programme is going on, as VARK stands for visual, aural, Read,
write and kinaesthetic sensory modalities which are very helpful in developing prudent
learning while training programme is going on.
Visual, In bishop napkin fold training programme the communication of the
information to the employees start from visual presentation of how to fold the napkin.
Trainer clearly indicate in the starting by taking white napkin in their hand that the colour
of bishop hat napkin will be white. The overall training process was visual as the trainer
was communicating the instruction by doing the folding activity. Trainees are grasping the
knowledge by looking at the folding process and try to understand what required to do. I
observe that the trainer clearly define the steps with visual orientation, through selection
of the napkin to flipping the napkin over all the process was visual. As the Visual
orientation is include pictures, shapes and other formats so according to me napkin fold
training become more effective and efficient by the use of visual
orientation(ALSHEHRY, Sedlmayr and Cork, 2016).

Aural/Auditory, For any training programme as per the my opinion only visual
presentation is not enough to create an understanding this is why trainer is describing each
and every process before folding the napkin and try to make clear understanding for the
trainees. The Bishop napkin fold training programme cannot be completed without the
aural presentation as it is necessary to develop the understanding on the each and every
stage of the training. There are various folds taking place in the napkin which may be
seem confusing to the trainees so for reducing the confusion trainer is describing the
process verbally. The main pattern of the training was lecture which is effective enough to
create an understanding in trainees mind(Leung and et.al, 2014).
Read/Write, The process of reading and writing is mostly done by the trainees as
this is convenient in the information grasping process to write and read the information.
This is the reason why teacher and students mostly use blackboard or copies. I think
teacher can easily describe critical part of the syllabus in front of the students by reading
and writing the required information. I observed that the bishop hat napkin folding
training programme was long and there are various folds before the napkin is ready to use,
so it is the requirement by the side of the trainee to write the steps so that they cannot be
confused in the future. The trainer also share all the insights in the manner of reading so
that trainee can easily write down the information(Shah and et.al, 2017).
Kinaesthetic- As per according to my opinion people usually learn from the
experience the information practically. I observed that in the bishop napkin folding
training programme mostly part is done by the trainer in the form of lecture and
presentation. The elements of kinaesthetic was missing in the overall training programme.
It is an important element as trainees need to apply the technique of folding the napkin on
the spot so that they can ask about the doubts and confusion to the trainer on the spot,
otherwise the possibility of mistake is increased(Kim and Gilbert, 2015).
I feel that the bishop napkin folding training programme was effective enough to
train the hotel staff about how to fold the napkin and what other factors are required in it.
All the factors consisting the VARK modalities model are use apart from the kinaesthetic,
as the trainer should instruct the trainees to fold the napkin with him so that the learning
process can be more effective.

Andragogy
The adult learning theory or the andragogy is helpful for the learner through the
observation process. The adult learning theory was also comply with the bishop napkin
folding training programme. I observed various elements in the training which relates top
the andragogy.
Self concept, The adult learning theory is totally different from the pedagogy or
child learning theory, The bishop napkin fold training programme is based on the
andragogy concept as all the trainee in the programme are adults and self directed, the
trainer was also approach them accordingly(Wendt and Evers, 2014).
Adult learner experience, The person is matures through encountering with the
various experiences here in the hotel training programme for folding the bishop hat napkin
it was necessary for the the trainees to learn through the experiences, as per my opinion
perfection can only be achieved after the experience.
Readiness to learn, The trainer can only communicate the lecture effectively if
the trainees are in a position where they want to learn, if they are not than there is no logic
behind giving the training. The training programme for folding the napkin will only be
successful if the trainees are willingly participate to learn this technique(Cox, 2015).
Orientation of learning, The trainees can be participate in the training
programme with the different perspective of mind. I observe some of the trainee are exited
enough to learn the napkin folding process while other are not seem that much interested it
was like they are participating in the training programme in very formal manner.
Motivation to learn, As per my opinion if trainee have enough motivation in
learning the new technique of how to fold the napkin then the effectiveness of the training
programme is increased. The motivation is internal factor which foster a person to learn
more(Illeris, 2017).
The Adult learner theory is very well versed for structuring the training
programme as per the my point of view as it will directly invite the participants who wants
to learn and implement it. For those who just doing the formality training will not able to
increase their efficiency of working.

Multiple intelligence
Multiple intelligence theory provided by gardener is a well versed process which
was also use effectively in the training programme set for the bishop napkin fold process.
As the multiple intelligence theory is consist with seven different factors of intelligence.
Visual-spatial, The training process was totally base in the element that the
learning and understanding will be created by the visual presentation. The trainer was
using the concept of live presentation of the entire process of folding the napkin. The
trainee who loves the puzzled situation are having fun to watch the whole training
process(Johnson, 2016).
Bodily-kinaesthetic, The training requires from trainer that he use the hand
gesture and body move so that trainee can easily learn the process of how to fold the
napkin correctly. The trainee who loves to making things and physical activities are facing
minimum problem while other were confused about the folding process from the
beginning.
Musical, In the bishop napkin folding programme there was no requirement of the
music but instead of these the trainer was was verbally describe the overall process of
folding the napkin(Ansari, Nikneshan and Farzaneh, 2015).
Interpersonal-Intrapersonal, As per my point of view the interaction is required
while someone is learning new things it creates better understanding and bring favourable
outcome out of the process whereas for the increasing the effectiveness of the training it is
important that trainee have self interest to learn new things.
Linguistic, Linguistic factor was the most important factor in the training process
of folding the napkin otherwise it will become very cumbersome task to develop
understanding for the trainee.
Logical -Mathematical, The task of folding the napkin was very balanced as the
trainer describes how napkin will fold and what will be the next step, so trainee who are
good in the reasoning ability understand the process easily other are facing some
difficulties(Lee, Lee, and Kim, 2015).
As per according to me the overall training programme for folding the bishop hat
napkin was effective and learner who are interested enough make good outcome out of it.

As it is necessary to take the feedback after the training programme so that valuable
insights can be uncovered which will be helpful for the future training programme.

REFERENCE
ALSHEHRY, S., Sedlmayr, J. and Cork, J., 2016. VARK LEARNING STYLES OF
FIRST YEAR DENTAL STUDENTS. The FASEB Journal. 30(1 Supplement). pp.569-6.
Leung, A., McGregor, M., Sabiston, D. and Vriliotis, S., 2014. VARK learning styles and
student performance in principles of Micro-vs. Macro-Economics.Journal of Economics
and Economic Education Research. 15(3). p.113.
Shah, K., Ahmed, J., Shenoy, N. and Srikant, N., 2017. How different are students and
their learning styles?. International Journal of Research in Medical Sciences. 1(3).
pp.212-215.
Kim, R.H. and Gilbert, T., 2015. Learning style preferences of surgical residency
applicants. Journal of Surgical Research. 198(1). pp.61-65.
Wendt, J.T. and Evers, S.G., 2014. Incorporating Adult Learning Theory Into Law
Classrooms: Using a Local High Profile Case to Engage Students.Business Journal for
Entrepreneurs, 2014(1).
Cox, E., 2015. Coaching and adult learning: theory and practice. New Directions for Adult
and Continuing Education, 2015(148), pp.27-38.
Illeris, K., 2017. Peter Jarvis and the understanding of adult learning.International Journal
of Lifelong Education, 36(1-2), pp.35-44.
Johnson, J.A., 2016. Enhancing Taekwondo Pedagogy through Multiple Intelligence
Theory. Ido Movement for Culture. Journal of Martial Arts Anthropology, 3(16), pp.57-
64.
Ansari, M., Nikneshan, S. and Farzaneh, M., 2015. Study of Predictability of Gardner's
Multiple Intelligence Theory in Selecting Major between Medical and Non-Medical
Sciences Students (2014). Journal of Health Policy and Sustainable Health, 1(4).
Lee, I.Y., Lee, J.H. and Kim, M.H., 2015. The Effect of Nutrition Education based on
Theory of Multiple Intelligence in Elementary School Students. The Korean Journal of
Food And Nutrition, 28(1), pp.134-142.