BSBCMN404A

Develop Teams and Individuals

Big Picture

To ensure a competitive edge organisations need to embrace the rapidly changing technologies in the workplace. This, however, can make employees

obsolete. By focusing on the organisational culture and encouraging a continuous learning cycle within

the organisation, the staff feel valued & more inclined to actively contribute to continuous

improvement to further enhance the organisations point of difference.

Benefits

This unit covers the skills and knowledge to determine individual and team development needs and to

facilitate the development of the workgroup using accepted adult learning & assessment methods.

Outcomes

• Determine development needs

• Develop individuals and teams

• Monitor and evaluate workplace learning

Section 1

Determine development needs

Determine development needs

•Systematically identify and implement learning and development needs in line with organisational requirements

•Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented

•Encourage individuals to self-evaluate performance and identify areas for improvement

•Collect feedback on performance of team members from relevant sources and compare with established team learning needs

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Organisations and learning

An organisation is a group of people with a common purpose, who come together to pool their resources in order to achieve

business objectives.

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Organisations and learning

Strategies to meet today’s business challenges:

•Have a true customer focus•Reduce the hierarchical structures and layers of management•Be prepared to respond and adapt•Delegate authority and responsibility to lower levels of the organisation•Develop cross-functional teams

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Organisations and learning

Strategies to meet today’s business challenges:

•Manage quality, innovation and new technologies•Constantly question, critically evaluate and continuously improve•Eliminate processes and procedures which do not contribute to business goals

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What is a learning organisation?

Developing a Learning Organisation creates an environment that supports the organisation to implement

strategies to meet these challenges

Learning organisations use learning to improve quality and performance in an ongoing continuous process.

In a learning organisation, managers work toward creation of a learning culture that encourages employees to avail

themselves of learning opportunities

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What do learning organisations do?

Learning organisations

•Endorse workplace cultures which encourage people to question the status quo

•Encourage experimentation and risk taking

•Constantly provide opportunities for individuals, teams and the enterprise to develop new skills, competencies and experience

•Value learning

•Share information and knowledge

•Encourage individuals to challenge themselves and others

•Recognise that learning contributes to their ability to expand and shape their own future

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What do learning organisations do?

Paradigm shift

•The paradigm shift required here is to acknowledge that learning and the growth of knowledge at all levels in the organisation benefit the organisation as a whole

•Managers must learn to perceive training and learning as an investment not as a cost in time and resources

(*paradigm: a set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline)

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What is learning?     

•Cognitive development asserts that thinking depends on how a person sees the world and learning determines the ways in which we act upon this.

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What is learning?     

What is learning?     Can you see the Dolphins?

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Can you see the hidden tiger?

Objective is to close the GAP

Determining learning needs     

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Desired SituationOrganisational goalsFuture intentionsEmployee consultation

Desired SituationOrganisational goalsFuture intentionsEmployee consultation

Current situationSkills auditTraining needs analysisEmployee consultation

Current situationSkills auditTraining needs analysisEmployee consultation

Training and

development: strategies

designed to meet individual, team

and organisational learning needs.

Training and

development: strategies

designed to meet individual, team

and organisational learning needs.

Training needs analysis (TNA)     

•Identifies the skills individual employees need in order to be productive, relative to the organisation's quality control, continuous improvement strategies and ability to operate at optimum efficiency

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Training needs analysis (TNA)     

It includes:

•Conducting a job analysis•Breaking roles/ jobs down into their component parts•Determining the specific competencies required to perform the analysed tasks•Assessing the current competency levels of employees against the task components and required standards

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Competence and knowledge

KEY TERMS

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•Competence is the ability to consistently perform a task, under specified conditions, to an agreed standard.

•Skills audit is a systematic process intended to determine the developmental needs of an organisation and the people who work in it. It might be used to identify problems and develop improvement strategies, particularly in the case who work in it.

Questions prior to skills audit     

1. Are our goals realistic and achievable?

2. Do KPIs and KRAs match the goals?

3. Do processes need improvement?

4. Does current variation fit within the accepted parameters?

5. Are process designs in need of improvement?

6. Are current systems adequate?

7. Does quality need to increase?

8. Can productivity be increased?

9. Can waste be minimised?

10. Is resource use being maximise?

11. What innovations can or should be introduced?

12. What are our internal and external relationships like?

13. Are the individuals, teams and the organisation continuously developing their skills and knowledge?

14. Do we reward and recognise new learning?

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Assessment of job competence     

Assessment methods– Formal or informal testing – verbal or written– Performance evaluations/interviews based on KPIs– Practical tests/demonstration/observation of work

performance– Examination of work end-products– Self-assessment/peer assessment/supervisor

assessment against performance criteria– Evidence of formal qualifications and previous

measures– Attitudes surveys

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Assessment of job competence     

TestingEvidence must be:

•Current•Reliable•Valid•Consistent•Fair•Equitable•Sufficient•Accurately benchmarked•Compatible with enterprise and industry standards

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Assessment of job competence     

Generic skills testingIncludes:

•Innovations/creativity•Flexibility/ability to adapt to new situations and new technologies•Critical thinking, problem solving•Relations with workmates, management, customers/clients•Self-expectations, self-management•Knowledge/understanding of how learning occurs•Ability to transform theories and facts into procedures

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Assessment of job competence     

Generic skills testingIncludes:

•Interest in learning new skills•Acceptance of responsibility•Leadership abilities•Understanding of and support for organisational goals•Communication, interpersonal and information sharing skills•Ability to cope with change, to accept change as a constant and to use the opportunities presented by change•Team participation

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Learning plans     

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Type of training On or off the jobMentoring, coachingFormal, informal

Target group Groups/individualsTraining needs

Level of competence Accredited or non-accredited

Venue In-house, on the floor, external

Verification of learning Assessment methodsCompetency records

Facilitation Internal/external

Time frames Short or long term

Learning plans     

Design and development of learning/training programs

• Appropriate training materials• Tailored learning to organisational needs• Delivery, methodologies and techniques which enhance

learning of adults• Suitable depth of industry expertise from trainers• Demonstrated competence with regard to the

task/performance around which the training is based

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Coaching and mentoring     

•Mentors are generally people within the organisation who have expertise, access to organisational resources and the ability to guide and advise employees in a wide range of matters.

•Coaching is usually more task specific than mentoring. Coaches focus on helping and guiding development in a particular competency or area of growth.

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Targeted training     

•Develop learning strategies: best methods to address learning needs

•Difference between adult and compulsory learners: ensuring training learner needs associating it to intended use, past application and other learning situations

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Targeted training     

Adult versus compulsory learners

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Targeted training     

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Adult or post-compulsory learners Compulsory learners

Prefer active learning and are often self-directed learners.

Need to know why they are learning and what the relevance of the learning content is – why and how the learning will be useful.

Find participatory learning most useful and prefer to have some control over the learning content in order to decide the importance/priorities of learning for themselves.

Have a repository of expertise to which new learning can be added and seek to validate information against their theories / paradigms/ knowledge.

Wish to set their own pace for learning and have a greater need for feedback during the learning process.

Are often task oriented, therefore expect knowledge to be immediately useful to them.

Can contribute past experience and diversity to active learning situations, for the benefit of themselves and others.

Prefer instructional methods that provide variety.

Are passive learners who require direction from others.

Do not necessarily learn things because of their relevance or projected use and generally allow others to decide what learning is important.

Need to be taught how to learn and how to apply knowledge for problem solving.

Do not require control over learning situationsMostly take information at face value, without extensively questioning what are presented as established facts.

Do not need to apply knowledge directly and do not have expectations regarding longer-term application of information.

Start with a relatively “clean sheet of paper” they have less prior experience and fewer fixed views that might inhibit or interfere with new learning.

Have limited ability to actively contribute to their own learning experience or that of others

Section 2

Develop individuals and teams

Develop individuals and teams

•Identify learning and development program goals and objectives ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry

•Ensure that learning delivery methods are appropriate to the learning goals, learning style of participants, and availability of equipment and resources

•Provide workplace learning opportunities, coaching and mentoring assistance to facilitate individual/ team achievement of competencies

•Create development opportunities that incorporates a range of activities and support materials appropriate to the achievement of identified competencies

•Identify and approve resources and timelines required for learning activities in accordance with organisational requirements

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Why people learn?     

Humans are natural learners who seek knowledge and learning in many ways on

many occasions

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Why people learn?     

•Needs and learning: Maslow’s Hierarchy of Needs

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Maslow`s hierarchy of needs

Maslow Reaching full potential

Human needsValue, respect

Love/friendship

Freedom from threat

Food, water, shelter

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Learning barriers     

•Psychological: personal, generally relating to past learning experiences, perceptions of ability

•Situational: hearing, sight, coordination, learning dysfunction, behavioral dysfunction

•Organisational barriers: factors or elements resulting from structures, systems or the culture of the organisation within which people work

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Why and how are the outcomes of group situations valuable for

individuals, teams and the organisation?

Group learning

•Bringing people together generates interest and excitement•A diversity of experiences and views will be present and exchanged leading to quality learning•Social cohesion makes learning more comfortable and enjoyable

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Training methods

Consider:•Demonstrations•Role plays, games, simulations•Discussions, presentations, brainstorming•Case studies, problem solving/ analysis activities•Field trips•Assignments, project and reports•Work-based learning – on the floor

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Essential elements of learning      

Effective learning requires:– Instruction/ demonstration– Development of procedures– Practice/ repetition– Constructive feedback– Reinforcement

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Essential elements of learning   

Feedback

•Feedback shows learners when they are doing the right or the wrong things.•Feedback is a reciprocal process, in the feedback process learners can ask questions, evaluate their own progress and provide feedback to the trainer regarding the training process, its relevance and progress

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Learning styles     

Include:

1. Body/ Kinaesthetic learner/Feeling

2. Interpersonal learner

3. Logical/ Mathematical learner

4. Verbal/ Linguistic learner

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Competency assessment     

Assessment enables judgment of whether learning has occurred and the stated or required training

objectives have been met.

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Competency assessment

Assessment techniques

•Observation of skills demonstrated in the training workshops•Observation of workshop participation levels•Written or verbal testing – short answer tests, projects or assignments•Practical testing simulations in the training situation or practical tests at work•Supervisor, peer or self-assessments•Other testing procedures agreed between trainers and learners

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Section 3:

Monitor and evaluate workplace learning

Monitor and evaluate workplace learning

 • Use feedback from individuals or teams to identify and

implement improvements in future learning arrangements

• Assess and record outcomes and performance of individuals/ teams to determine the effectiveness of development programs and the extent of additional development support

• Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning

• Document and maintain records and reports of competency within organisational requirements

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      Evaluation of training programs

Measuring training success

•It is necessary to evaluate specific programs and learning situations.•Post-training evaluation enables organisations to measure learning success, to determine future training needs and methods and to design and develop learning strategies that will benefit the organisation

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Evaluation of training programs

Evaluating training

Determining the appropriateness and effectiveness of:– The training objectives– The content of the session– The learning of participants– The trainer’s skills

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Evaluation of training programs

Evaluating training

Asks the questions:1. Was the learning successful?2. How was it successful?3. What does this mean for:

o The organisationo The individuals involved

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Evaluation of training programs

Evaluation process will consider:•Training objectives•Content of the session•Learning of participants•Trainer`s skills

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     Evaluation processes

Methods of collecting evaluation

•Questionnaires•Feedback sheets•Open forum discussions•Small group discussions•One-to-one feedback sessions•Continuous review sessions•Post-training surveys

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Evaluation processes

Evaluation information from stakeholders:

•Participants•Trainers•Supervisors•Customers•Coaches•Mentors

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     Evaluation methods

Evaluation methods must be:

•Valid•Reliable•Brief•Benchmarked

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