learning guide leadership and management in...•learning outcome 2: children are connected to and...
TRANSCRIPT
Learning Guide
Leadership and Management
in
Children’s Services
BSBLED401 Develop Teams and Individuals
This is a sample only.
Some pages have been omitted from this preview.
© Childcare Resources Australia
LMCRA-036 BSBLED401 Develop Teams and Individuals 2
Designed by
Childcare Resources Australia
Authors
Karen Atkinson
Brie Foote
Tony Atkinson
Lindy Williams
This is a sample only.
Some pages have been omitted from this preview.
©Childcare Resources Australia Pty Ltd (2016)
All rights reserved.
This Learning Guide has been compiled for training purposes to meet the needs of Australian National Training
Packages. Additional owners of copyright have been referenced throughout the guide or used as recommended
reading. Every effort has been made to acknowledge copyrighted material. The authors apologise for any
infringement that may have accidentally occurred. No part of this publication is to be reproduced or passed on to
any third party by any process without current licence and permission of Childcare Resources Australia Pty Ltd.
Copyright owners will take legal action against a person who infringes on their copyright through unauthorised
copying or breaches of licence. All information was correct at time of publication.
Purchasing and entering into a Licencing agreement with CRA allows the licensee to use PDF learning guides with
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changed, translated, or converted into any other format. The document is not to be sold or given to any third party
without expressed written permission by Childcare Resources Australia Pty Ltd.
Purchasing and entering into a Licencing agreement with CRA to use Assessment documentation allows the
licensee to change any part of the document for their own purposes. In line with National Standards it is the
responsibility of RTO to ensure validity of assessments for their learners. The document is not to be sold or given to any
third party without expressed written permission by Childcare Resources Australia Pty Ltd.
To purchase and obtain a licence visit our website www.childcareresourcesaustralia.com.au
© Childcare Resources Australia
LMCRA-036 BSBLED401 Develop Teams and Individuals 3
Table of Contents
BSBLED401 Develop Teams and Individuals ..................................................................... 1
How to Use This Learning Guide......................................................................................... 5
Learning Guide Icons .......................................................................................................... 6
Tips for Successful Study! ..................................................................................................... 7
Welcome to Develop Teams and Individuals .................................................................. 8
Learning Outcomes .......................................................................................................... 10
Developing a Learning Organisation .............................................................................. 11
What is Learning and Development? ............................................................................. 11
Benefits of Learning and Development ......................................................................... 11
Theories Related to Learning and Development.......................................................... 12
Children’s Services: Ongoing Learning and Reflective Practices .............................. 12
Hierarchy of Needs -Abraham Maslow (1908-1970) ..................................................... 14
How Leaders Can Use Theory in Learning and Development .................................... 15
Learning From Mistakes .................................................................................................... 16
Five Stages of Team Development ................................................................................. 17
Determine Development Needs ...................................................................................... 19
What is a ‘Systematic Approach’? ................................................................................. 19
Learning and Development Cycle ................................................................................. 20
What Is A Learning And Development Plan? ................................................................ 22
Reasons for Designing Specific Learning and Development Activities ..................... 22
Ensure Learning Plans Are Collaboratively Developed, Agreed to and
Implemented ..................................................................................................................... 24
Implement a Participative/ Democratic Leader .......................................................... 25
Quality Improvement Plan (QIP) ..................................................................................... 26
Feedback Forms ................................................................................................................ 26
Self-Evaluation and Reflection ........................................................................................ 27
Situational Leadership ....................................................................................................... 32
Hersey and Blanchard’s Task Readiness Theory ............................................................ 33
Blanchard’s Task Readiness - Skills Audit ........................................................................ 37
Leadership Skills Audit ....................................................................................................... 40
Provide and Receive Feedback ..................................................................................... 44
Develop Individuals and Teams ...................................................................................... 47
What Is a Learning and Development Plan? ................................................................ 47
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LMCRA-036 BSBLED401 Develop Teams and Individuals 4
What To Consider When Planning Learning And Development Opportunities ....... 47
What are Learning Styles? ................................................................................................ 48
Learning and Development Plan .................................................................................... 50
Steps in Developing A Learning And Development Plan ............................................ 52
What Is A Goal? ................................................................................................................. 52
What Is An Objective? ...................................................................................................... 53
Tips For Writing Objectives ................................................................................................ 53
Advantages of Objectives ............................................................................................... 53
Disadvantages Of Objectives ......................................................................................... 54
Competency Based Training ........................................................................................... 55
Coaching Principles and Techniques ............................................................................. 60
Individual Training Plan and Schedule ........................................................................... 64
Trusted Support Websites and Links Related to Training and up to Date
Information ......................................................................................................................... 65
Monitor and Evaluate Workplace Learning .................................................................... 69
Using Feedback to Identify Future Learning .................................................................. 69
What should be evaluated? ............................................................................................ 70
How is feedback obtained? ............................................................................................ 70
Workshops Evaluation (Example Feedback Sheet) ...................................................... 72
Medication Administration Demonstration Checklist ................................................... 75
Evaluation Of Your Skills As A Mentor Or Coach ........................................................... 78
Evaluation of Leader’s Coaching and/or Mentoring Skills .......................................... 78
Your Turn! ............................................................................................................................ 82
Useful Resources ........................................................................................................... 84
Useful Online Videos ......................................................................................................... 85
Reading List ....................................................................................................................... 86
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LMCRA-036 BSBLED401 Develop Teams and Individuals 5
How to Use This Learning Guide
In this Learning Guide, you will find the information you need to develop the skills and
knowledge to become a confident, professional leader in Children’s Services.
Throughout the guide you will find links to videos and other website resources to help
you transfer your skills into practice. We recommend you take time to explore these.
All CRA Learning Guides link to the National Quality Frameworks (NQF) for each unit.
This includes the National Regulations, Standards and Approved Frameworks you will
need to use as an Educator working in regulated Children’s Service in Australia. We
recommend you have these available on your computer or print out a copy so they
are available at all times.
On the following page is a list of icons you will see throughout the Learning Guide that
will direct you to important and additional activities. These activities will help support
your understanding of the topic.
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LMCRA-036 BSBLED401 Develop Teams and Individuals 6
Learning Guide Icons
Reading
When you see our reading icon, go to the document specified
and read to expand your knowledge of the topic.
Recommended Videos
When you see our video icon, you can watch great resources
online. If the link does not work, (as website links will change
over time) we have provided the full name of the video and
location so you can do a web or YouTube search.
Reflection
Our reflection icon gives you a chance to think about your own
experiences or about a question posed. This help will help you to
link new knowledge to your past experiences and encourage
reflection of your current practice.
Check your answers
When you see our memo icon, you can compare your ideas,
from completing activities, with ours. These provide some
feedback to you help assess your understanding of the topic.
Helpful Websites
When you see our computer icon, follow the link for additional
information.
Your Turn!
When you see our pencil icon, you can write in your Learning
Guide or in a personal notebook. The exercises help to develop
your knowledge and skills. They are not part of your assessment.
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LMCRA-036 BSBLED401 Develop Teams and Individuals 7
Tips for Successful Study!
1. Active Reading Don’t just read - you will fall asleep: it’s very relaxing, you know!
a) Read the Learning Outcomes first
b) Read “Welcome to the unit” second
c) Read the assessment task.
These will tell you what you need to learn and why it’s important. As you read, your
brain will notice what you need. You may even think “hey, that’s the answer to
question 4!” or “this is the type of Educator I want to be!”
2. Set yourself goals “Today by 11am, I will have read up to Chapter 2” or “I will have completed the first
two questions in my assessment!” Set a clear, realistic goal for the time you have to
study. Write down your goal. Tell everyone you are unavailable and turn off your
phone and social media! Try and finish each session on a positive.
3. Reward yourself Reward yourself for reaching a goal. This does not need to involve cake as
we are going to reward ourselves a lot! It could be a walk to the park, a
break for a cuppa, going shopping or just time off. Whatever says to you:
“Well done! You have achieved”.
4. I’m not getting this! If you are not understanding something or finding something frustrating.
Good!
It means you are learning something new! Sometimes your views of life may be
challenged! It means you are moving out of your comfort zone, growing and
stretching in your knowledge and skills. At times this may even feel scary. It can
sometimes feel easier to run away, however this is only a temporary solution!
It’s ok. Think back to a time when you didn’t know how to do something and
then you achieved it i.e. riding a bike, driving a car etc. How great did you feel
when you could do it? You can do this.
Here are some ideas to help:
Ease up on yourself. It’s ok not to know everything – you are learning! Particularly if you are
changing careers and you were an expert in your past field. Remember, you will be learning
and building on your past skills but the information may be new to you.
Watch a video related to the topic whilst having a cuppa - this can help your understanding.
Relaxing helps you learn.
Leave that bit and move to another bit! This is particularly important if stuck on a question. You
can always come back to that one.
Sleep on it. We process information at night whilst we sleep. You may find when you wake up
the next day, it will all make sense!
Contact your trainer for help. You are not alone and they are there to help.
5. I should be spending time with others If you have enrolled in a course it’s because you have a bigger goal and made a decision. How will
achieving your goal benefit others in your life? Achieving your goals will contribute to the happiness of
yourself and others. Most of all, studying in front of others, including children, models lifelong learning,
resilience and provides a positive role model for their own learning.
Happy Learning!
© Childcare Resources Australia
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Welcome to Develop Teams and Individuals
Professional development is vital to an organisation’s growth and sustainability. Upon
completing this unit of study you will have information to:
Identify, plan and implement effective learning and development
opportunities for teams and individuals
Work collaboratively with others to encourage self-evaluation and
commitment to ongoing learning and reflection
Plan and implement a range of delivery methods
Mentor and coach others
Use feedback to monitor and evaluate workplace learning
Work with management to identify, plan, implement and evaluate
effective learning and development opportunities.
Reading Time
Please read these helpful documents throughout this unit. These
will guide your practices and principles.
National Quality Standards
National Quality Framework
Education and Care Services National Regulations
(National Regulations)
Early Years Learning Framework for Australia (EYLF)
My Time, Our Place: Framework for school age care in
Australia
National Quality Standard Professional Learning Program
(NQS PLP)
Code of Ethics (ECA)
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Links to NQF
• NQF Standards•Quality Area 1: Educational program and practice
•Quality Area 2: Children's Health and Safety
•Quality Area 3: Physical environment
•Quality Area 4: Staffing arrangements
•Quality Area 5: Relationships with children
•Quality Area 6 Collaborative partnerships with families and communities
•Quality Area 7: Leadership and service management
• Education and Care Services National Regulations•Chapter1.7 - 1.13 Definitions
•Chapter 2.3 - Supervisor Certificates
•Chapter 3 - Assessment and ratings
•Chapter 4 -Operational requirements
•Chapter 5 - Review, enforcement and compliance
Links to Frameworks
• Links to Frameworks•Learning Outcome 1: Children have a strong sense of identity
•Learning outcome 2: Children are connected to and contribute to their world
•Learning Outcome 3: Children have a strong sense of well being
•Learning Outcome 4: Children are confident and involved learners
•Learning Outcome 5: Children are effective communicators
Links to Policies
• Authorisations
•Governance
•Information exchange
•Information to be exchange
•Information to be displayed
•Interactions
•Policy Development and review
•Quality/Continuous Improvement
•Responsible person
•Workplace health and safety
UN Rights of the Child
• Article 3
•All organisations concerned with children should work towards what is best for each child.
•Article 6
•Children have the right to live a full life. Governments should ensure that children survive and develop healthily.
•Article 12
•Children have the right to say what they think should happen when adults are making decisions that affect them and to have their opinions taken into account.
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Learning Outcomes
Upon completion of the unit BSBLED401 Develop Teams and Individuals, you should
be able to successfully do the following:
1. Determine development needs 1.1 Systematically identify and implement learning and
development needs in line with organisational requirements
1.2 Ensure that a learning plan to meet individual and group
training and development needs is collaboratively
developed, agreed to and implemented
1.3 Encourage individuals to self-evaluate performance and
identify areas for improvement
1.4 Collect feedback on performance of team members
from relevant sources and compare with established team
learning needs
2. Develop individuals and teams 2.1 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
2.2 Ensure that learning delivery methods are appropriate to
the learning goals, the learning style of participants, and
availability of equipment and resources
2.3 Provide workplace learning opportunities, and coaching
and mentoring assistance to facilitate individual and team
achievement of competencies
2.4 Create development opportunities that incorporate a
range of activities and support materials appropriate to the
achievement of identified competencies
2.5 Identify and approve resources and time lines required for
learning activities in accordance with organisational
requirements
3. Monitor and evaluate workplace
learning
3.1 Use feedback from individuals or teams to identify and
implement improvements in future learning arrangements
3.2 Assess and record outcomes and performance of
individuals/teams to determine the effectiveness of
development programs and the extent of additional
development support
3.3 Negotiate modifications to learning plans to improve the
efficiency and effectiveness of learning
3.4 Document and maintain records and reports of
competency according to organisational requirements
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Developing a
Learning
Organisation
What is Learning and Development?
Professional development is an important aspect of any business’ ongoing growth
and sustainability. A systematic learning and development strategy refers to an
organisation’s well documented and organised approach to providing professional
development to individuals and teams to extend their workplace knowledge, skills
and competencies to the required standards to ensure a sustainable, competitive
and compliant organisation.
Benefits of Learning and Development
Organisations value professional development as a way to:
Ensure compliance with legislative changes, industry standards and best
practice
Adapt organisations practices in light of new research and innovation
Ensure product and services remain relevant and competitive in the market
Implement a change in the organisation
Be aware of gaps in skills and knowledge of individuals
Have competitive edge over competition
Promote innovation in the team
Provide staff motivation and increase staff work satisfaction levels
Provide staff advancement and promotion
Promoting ongoing, lifelong learning and stimulates the development of brain
synapses providing positive mental health
Attract new staff
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Theories Related to Learning and Development
Promoting A Learning Organisation
There is an old saying: “You can lead a horse to water but you can’t make it drink!”
This applies well to individuals and teams in an organisation. As a leader, you can
make a range of learning and development opportunities available however each
individual has to want to learn. They must feel empowered, value learning, be
motivated to engage and develop new knowledge, and be willing to transfer it into
practice. As leaders, how do we promote an environment where learning and
development is valued.
The term ‘Learning Organisation’ was first used by Arie de Geus. He suggested that
the most important asset in any business was capability not capital. He suggested that
the knowledge, insights and information of all employees at all levels should be valued
and utilised, not just those of upper management.
Dr Peter Senge refers to a learning organisation as a group of people who work
together collectively to enhance their capacity to recreate results they really care
about. Creating a holistic learning environment occurs when the following 5
principles work together:
Mental models: Opportunity for employees to recognise, reflect and challenge
on their current mind sets and learn from others. It can also include challenging
the culture of an organisation.
Personal Mastery: Refers to an individual’s commitment to value and engage in
learning. It includes opportunity for self-improvement and training.
Shared vision: This is a common vision of what the organisation is trying to
achieve and feeling of ownership and contribution by individuals which
encourages them to learn.
Team learning: This is where individuals working together as a team, sharing and
collaborating together to learn and achieve their goals.
Systems thinking: This refers to Management and the organisation’s philosophy
and commitment to learning and development. When learning and
development is valued and promoted, this flows through the organisation. De-
valuing by cutting learning and development as a useful strategy for business
growth may result in short term savings but long term damage to the business. It
is considered an ‘integrated process’.
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Children’s Services: Ongoing Learning and Reflective Practices
The National Quality Framework recognises the value and need for ongoing learning
and development in Children’s Services. It is often referred to as ‘professional
development’.
Standard 7.2 of the National Quality Standards and EYLF and MTOP Principle 5 refers
to ‘Ongoing Learning and Reflective Practices’. It focuses on continuous
improvement, ensuring Educators and staff in Children’s Services will be constantly
reflecting and discussing their practice as a team to gain greater understanding on
utilising the framework and increase their knowledge and skills as Educators. Some
may have reflective journals, use staff meetings or online blogs to share thoughts.
Remember, we all have different perspectives on life.
As Educators, we need to stay up to date with research which often means changing
what we have done in the past. Reflecting on practice means discussing different
perspectives; challenging our own beliefs and values, listening to and sharing the
different views we are developing to expand our own perspectives of the world.
Reflective practice is a form of ongoing learning. Critical reflection involves closely
examining all aspects of our practice from different perspectives. What are we doing
well? What else could we do? What are other people’s opinions on what we do? How
does our practice compare with the standards set in the NQF?
Reading Time!
Read the ‘My Time, Our Place’ Educators Guide and ‘Early
Years learning Framework’: ‘Ongoing Learning and
Reflective Practice for Improvement’.
This provides another great process for reflection that you may
wish to include in your service!
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.
This is a sample only.
Some pages have been omitted from this preview.
Video Time!
Want to know more about ‘reflecting on practice’?
Visit Early Childhood Australia:
http://www.earlychildhoodaustralia.org.au/nqsplp/e-
learning-videos/talking-about-practice/
Watch the video:
Reflecting on practice
This is located under E Learning Video: Talking About
Practice
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How does professional development motivate and promote job satisfaction?
Hierarchy of Needs -Abraham Maslow (1908-1970)
Maslow, born in New York, was a leader of the humanistic
movement in American Psychology in the 1950’s. He was
dedicated to researching alternatives to the negative side of
psychology to finding the positive outcomes of human beings.
Maslow presented his theories and concepts into what he called his
‘hierarchy of needs’. He believed that people have a number of
needs and that some needs are of greater importance than others.
He created a ‘pyramid’ showing the levels of importance. The first
four levels he called ‘deficiency needs’. He believed that people needed to meet
these or they feel anxious or stressed.
As leaders we can consider how Maslow’s hierarchy of needs impacts on what is
important to individuals.
Self
Actualisation
Self-Esteem
Love & Belongingness
Safety & Security
Biological & Physiological Needs
(Food/Shelter/Sex)
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Main Points of Theory:
Maslow's hierarchy of needs is often shown as a pyramid consisting of five levels.
The first level represents physiological needs, (i.e. physical needs and safety
needs) while the top levels are associated with psychological needs such as
esteem and self-actualisation. Lower needs need to be met before higher needs
are satisfied. For example, once a person has food, shelter and physiological
needs met, they will then work on other higher needs. If the person loses their
shelter or food, they will temporarily re-prioritize their lives to focus attention on the
unfulfilled needs. This focus is only temporary. They do not permanently regress to
that level. For example, if a person who is at the self-esteem level is diagnosed
with a serious illness they will spend time concentrating on their health (i.e.
physiological needs), however they will still value their own work performance
(esteem needs) and will return to work when feeling better even if not cured.
Social needs. The third level refers to social needs. It emphasises the need for
emotionally based relationships such as friendship, family, intimacy, support and a
sense of belonging and acceptance. This can come from large social groups (e.g.
Clubs) or small groups such as family. Maslow believes there is a need to be loved
by others. If these needs are not met the person can be left feeling lonely, suffer
anxiety and depression. This need may be considered stronger than the need for
food or safety.
Esteem needs. The fourth level relates to our need
to be respected, have self-respect and a positive
self-esteem. People need to contribute to gain this
sense of respect. Imbalances at this level can result
in low self-esteem or inferiority complexes. Maslow
believes that self-esteem is not derived by fame or
external measures, it occurs internally within people
as a result of their contribution. For example, a
person may do something nice for someone else,
they feel proud of themselves and the type of person they are, building a positive
self-esteem.
Growth needs, Self-Actualisation. Self-actualization is referred to as a ‘growth’
need. Maslow describes Self-Actualisation as ‘The desire for self-fulfilment. This
tendency might be phrased as the desire to become more and more what one is,
to become everything that one is capable of becoming’ (Maslow, 2006). It is here
that a person is aware of their own potential and strives to do what makes them
All motivational theories
believe as a leader you
need to know about your
team’s individual desires
and feelings. This can put
you in a stronger position
to identify and satisfy their
needs.
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LMCRA-036 BSBLED401 Develop Teams and Individuals 17
happy. These may include choosing to meet appealing needs such as being
around aesthetically pleasing environments.
How Leaders Can Use Theory in Learning and Development
The third level, Social Needs, outlines our need to be loved and accepted by others.
In a team environment this includes being listened to, respected and valued. Taking
the time to get to know each team member provides them with a sense of belonging,
commitment to organisational and team goals, and job satisfaction which leads to
the development of team learning and personal mastery.
Individuals focused on the forth level of ‘Esteem Needs’ will be motivated by and
appreciate collaboration as this will lead to feelings of self-worth. Involving them in
self-assessment and the planning and implementation of learning and development
activities for themselves and the team can be helpful.
Individuals focused on the fifth level of ‘self-actuation’ value growth and ‘self-
development’ therefore will enjoy participating in relevant learning and development
activities. It is important that they have an opportunity to collaborate, identify and
plan training to ensure that it meets self-development needs.
Esteem need
• People on this level will appreciate collaboration
• Involve person in self evaluation and planning of learning and development activities.
Self Actualisation
• People focused on the "growth needs" level will appreciate the opportunity to participate in relevant learning and development practices.
• Involve person in self evaluation and planning of learning and development activities.
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LMCRA-036 BSBLED401 Develop Teams and Individuals 18
Learning From Mistakes
In education, we value children using a range of learning processes to acquire new
knowledge and skills including hypothesising, experimentation and through trial and
error. Children who are not allowed to make mistakes will often avoid new
experiences, evade change, develop anxiety and a fear of failure. The same can
applies to adults.
Bauer, Gruber, and Harteis believe that mistakes can have a positive effect on future
growth.
To learn from mistakes, we need to:
Be allowed to trial new ideas in the workplace
Reflect or critically analyse the reasons for the mistake
Problem solve alternative action or solutions
Listen to and accept constructive feedback
Adapt our behaviour and transfer to future experience.
Five Stages of Team Development
There is not much point having a great knowledge of the range of leadership styles if
there is no one to lead! As a leader, is important to understand group dynamics, how
to facilitate team interactions (i.e. meetings) and to implement delegation and
effective communication within your team.
In 1965, psychologist Bruce Tuckman developed a concept known as Stages of Team
Development. He believed that teams go through 5 stages in their development.
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LMCRA-036 BSBLED401 Develop Teams and Individuals 19
These include:
● Forming. Coming together for a specific purpose. Individuals have a desire to
be accepted and rely heavily on the team leader to provide a safe
environment (physically, socially, emotionally and politically). Often people in
this stage avoid controversy and conflict, and serious topics are often
sidestepped.
● Storming. A time where people negotiate differences of opinions, perspectives
and values. Often involves conflict and competition between individuals. A
good leader must move their team through this stage by redirecting attention
onto the task and goals of the team.
● Norming. As roles are allocated and positions clarified, people become less
focused on their self and more on the task.
● Performing. Individual differences are quickly dealt with and the team are
focused on contributing to and achieving goals. Leaders who measure and
monitor progress of tasks and performance are able to maintain team focus.
● Adjourning. This applies to teams who are formed for specific projects or tasks
and the team disbands at the conclusion of the project. It includes a mourning
5 Stages of Team
Development
Forming
Storming
NormingPerforming
Adjourning
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LMCRA-036 BSBLED401 Develop Teams and Individuals 20
period where individuals can feel isolated and sad. It is important for the team
leader supports individuals to move to other projects or goals.
Facilitation techniques to encourage team development and improvement.
As a leader you can encourage team development and improvement by:
Modelling your commitment to continuous improvement and ongoing
learning by participating in training, embracing change and
implementing new research practice and innovations (systems
learning).
Foster a culture of innovation where new ideas are trialled and
mistakes are seen as opportunities for improvement.
Providing opportunity and time for teams to collaborate and share
knowledge.
Utilising a participatory leadership style
Establishing a code of conduct for team functioning (i.e. Positive
communication, respecting people’s opinions, providing constructive
feedback, strategies for handling conflict) (Team learning)
Providing an open, positive and strength-based communication
between staff members.
Collaborating with team members in identifying and planning their
future learning and development needs and opportunities.
Encouraging and modelling self-evaluation
Researching and introducing new ideas, research and technology
regularly to the team.
Getting to know your staff’s desires, goals and aspirations
Having clear organisational goals and philosophy to work towards
(shared Vision)
Systematically implementing a range of daily and scheduled ongoing
tasks for developing learning and development opportunities and
continuous improvement.
Implement theories related to staff motivation and development of a
learning organisation
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LMCRA-036 BSBLED401 Develop Teams and Individuals 21
Determine
Development
Needs
What is a ‘Systematic Approach’?
Systematically identify and implement learning and development
needs in line with organisational requirements
A systematic approach is a clear list of procedures for people to follow
to implement specific tasks as accurately as humanly possible. Most
organisations will have a detailed policy and scheduled procedure to
ensure that the professional development needs of staff are
accurately identified planned for and implemented.
The policy may include:
A statement of importance of learning and development to the organisation
Who is responsible for the planning
Standard and areas of training needed
Stakeholders to be consulted
What needs to be considered when planning learning and development
opportunities
Range of possible learning delivery methods including, on the job training,
workshops etc.
Templates which are to be used to document training needs, options and
effectiveness such as learning and development plans
Evaluation methods used
to assess effectiveness of training
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LMCRA-036 BSBLED401 Develop Teams and Individuals 22
This is a sample only.
Some pages have been omitted from this preview.
Learning and Development Cycle
Establish culture of learning and development
Regular opportunities to identify training
needs
Belief in the imporatance of
ongoing learning
Continious improvement and
innovation is valued
Identify training needs
Skills and knowledge needed
Organisational requirements
Legislation requirments
Plan Training
Develop goals
Method of training
Implement training
Workbased
Accredited and non-accreditated.
Gain feedback on
training provided
Feedback sheets
Reflection by trainer
Transfer new skills and
knowledge into
workplace practices
Opportunities to carry out tasks involving new
skills
Monitoring and
Evaluating effectiveness
of training
Observe skills in workplace
Discussion with staff
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LMCRA-036 BSBLED401 Develop Teams and Individuals 23
Following is a cycle of learning and development which may be used in an
organisation.
This is a sample only.
Some pages have been omitted from this preview.
Happy Learning!
For More Information…
For more information on current funding opportunities and
Governments commitment to upskilling in children services visit
https://www.education.gov.au/early-years-quality-fund
We hope you enjoyed this Learning Guide and
are now ready to implement your new ideas and
understandings into practice.
Want to know more?
Please see our recommended reading list for
additional websites on this topic.
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LMCRA-036 BSBLED401 Develop Teams and Individuals 24
Useful Resources
Management Theory and Practice by Kris Cole (2010),
Mentoring for women in business
Business Articles & Resources:
http://www.womensnetwork.com.au/page.cfm?pageCode=mag-articles
Executive & Business Coaching & Mentoring - Carnegie Australia
Career coaching and mentoring: http://www.carnegiemg.com.au/career-
minded/index.htm
Leadership development – business coaching and mentoring :
http://www.carnegiemg.com.au/business-owners/leadership-development-coach-
and-mentor.htm
Dusseldorp Skills Forum: Home
Additional information related to Mentoring: http://www.dsf.org.au/tag/?tagID=45
MENTORING: Principles and Benchmarks for best practice:
http://www.dsf.org.au/resources/detail/?id=22
© Childcare Resources Australia
LMCRA-036 BSBLED401 Develop Teams and Individuals 25
Useful Online Videos
1. What do we mean by 'coaching and mentoring'?
4:03
https://www.youtube.com/watch?v=71zb3-MVc-Q&feature=related
2. What is Mentoring?
http://www.ehow.com/video_4755118_what-mentoring.html
3. How to Mentor an Employee
www.ehow.com
http://www.ehow.com/video_4984189_mentor-employee.html
© Childcare Resources Australia
LMCRA-036 BSBLED401 Develop Teams and Individuals 26
Reading List
Bauer, J., & Mulder, R. H. (2007). Modelling learning from errors in daily work. Learning
in
Health and Social Care, 6, 121-133.
Billett, S. (2006a). Work, change, and workers. Dordrecht: Springer Academics.
Billett, S. (2006b). Relational interdependence between social and individual agency
in work
and working life. Mind, Culture and Activity, 13(1), 53-69.
Billett, S., & Somerville, M. (2004). Transformations at work: Identity and learning. Studies
in Continuing Education, 26(2), 309-326.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of
learning.
Educational Researcher, 18(1), 32-42.
Cole, G. (2001). Organisational behaviour. London: Thomson.
Colin, K. (2004). Workplace’s learning and life. International Journal of Lifelong
Learning,
4(1), 24-38.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching
the
crafts of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowledge, learning
and instruction, essays in honour of Robert Glaser (pp. 453-494). Hillsdale, N J: Erlbaum
& Associates.
Evans, K., Hodkinson, P., Rainbird, H., & Unwin, L. (2006). Improving workplace learning.
London: Routledge.
Harteis, C. (2003). Learning organizations as seen by workers. European Journal for
Vocational Training, 29, 15-24.
Harteis, C., & Gruber, H. (2004). Competence-supporting working conditions. In H. P.
A.
Boshuizen, R. Bromme, & H. Gruber (Eds.), Professional learning: Gaps and transitions
on the way from novice to expert (pp. 251-270). Dordrecht: Kluwer Academic
Publishers.
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