BSBCMN404A DEVELOP TEAMS AND INDIVIDUALS

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BSBCMN404ADEVELOP TEAMS AND INDIVIDUALS
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WORKSHOP STRUCTURE

• SECTION 1 DETERMINE DEVELOPMENT NEEDS
• SECTION2 DEVELOP INDIVIDUALS AND TEAMS
• SECTION 3 MONITOR AND EVALUATE WORKPLACE
  LEARNING

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ASSESSMENT

• Assessment for this unit will be based on
• Your workshop participation and contribution
  levels.
• The completion of the learning activities during
  the workshop.
• Completion of a final assessment task which will
  be explained at the end of the training.

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UNIT OVERVIEW

• In this unit we will discuss
• The ways in which learning can and should be
  encouraged as a means to improving personal and
  organisational performance.
• What learning is and how it can best be
  facilitated in the workplace.
• Tools you will take away from this session
  include
• Strategies for ensuring that formal and informal
  workplace learning needs are identified and
  catered for
• Competency and skills assessment methods
• Procedures for maximising the effectiveness of
  learning opportunities
• Techniques designed to cater for adult learning
  needs and for a diversity of learning styles
• Methods of implementing policies and procedures
  designed to build learning organisations
• Strategies for monitoring and evaluating the
• effectiveness of training/learning.

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SECTION 1DETERMINE DEVELOPMENT NEEDS

• In this section we will discuss
• The ways in which continuous learning benefits
  individuals and the organisations in which they
  work.
• Tools you will take away from this session
  include
• Understanding of the ways in which adults learn
• Understanding of the necessary links between
  learning needs and performance assessment
• The ability to design learning plans and
  contribute effectively to the development of
  learning opportunities.

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ACTIVITY 1

• Individually
• Respond
• Record
• Hand in question sheets
• Discuss later
• 10 minutes

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BUSINESS SUCCESS

• Through effective learning we increase our
  knowledge base. When we put learning into
  practice we increase our competence.
• Knowledge and competence are vital resources for
  business success they can be tapped in order to
  open up a wider range of opportunities.
• Productive decision-making processes must be
  underpinned by high internal levels of knowledge
  and competence.
• The greater the amount of knowledge held within
  the organisation the more likely it is that
  opportunities will be identified and acted upon.
• LEARNING, therefore, is a key component of
  ORGANISATIONAL SUCCESS.

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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
• Utilise learning and organisational knowledge for
  the benefit of all stakeholders.

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FOR INTERACTIVE DISCUSSION

• How does your organisation fit with these
  descriptors?
• How do you think learning contributes to widening
  the range of options a person, or an
  organisation, is able to choose from when making
  decisions?

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LEARNING

• Learning is behavioural change
• changes or additions to our thinking which are
  anchored in behaviours that demonstrate
  particular learning or knowledge.

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FOR INTERACTIVE DISCUSSION

• Smart managers hire staff who want to learn, want
  to contribute and want to improve.
• They then allow them to do so.
• What do these statements mean to you?

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FOR INTERACTIVE DISCUSSION

• Consider the concept of the baby and the coin.
• What are your current perceptions regarding a
  coin that is, what would you use it for?
• Why and, more importantly, how have your
  perceptions changed or been changed?

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ACTIVITY 2

• Individually
• Discuss
• 5 minutes

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WHAT IS COMPETENCE?

• Competence, in the workplace, refers to
• the knowledge, skills and attitudes demonstrated
  by organisational members.
• It is the ability to consistently perform, over
  time, a discrete task, under specified
  conditions, to an agreed standard.
• Standards are set by industries, enterprises and
  accrediting bodies.

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SPECIFIC AND GENERAL SKILLS

• Competencies are behaviourally anchored skills.
  This means that they are observable in our
  actions.
• They are either
• Specific - applicable to practical tasks or
  technical functions or
• Generic related to unspecialised skills such as
  communication, conflict management and problem
  solving.

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ACTIVITY 3

• Individually or in groups
• Record
• Present
• Discuss
• 20-25 minutes

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FOR INTERACTIVE DISCUSSION

• Is this type of communication and knowledge
  transfer encouraged in your organisation?
• Give some examples of how people assist each
  other in informal learning situations at work.

• Have you ever worked with people who refused to
  share their knowledge/experience?
• Who does this benefit?
• Why do you think this might happen?

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SKILLS AUDITS
TO CLOSE THE GAP
GAP
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TASK OR ROLE ANALYSIS

• Analyse
• Practical skills
• Underpinning knowledge
• Personal traits related to performance
• Attitude
• Tools
• Equipment

Ability to use resources

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DACUM
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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
  training
• Monitoring and evaluation of productivity
  measures
• Attitude surveys.

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FOR INTERACTIVE DISCUSSION

• Technical skills can be taught, but attitude
  implies habits and habits are hard to change.
• What do you think this means?
• How do you think attitude assessment does or
  should impact on your organisations performance
  evaluations, its recruitment and selection
  processes and on any training programs that might
  be implemented?

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ACTIVITY 4

• In groups
• Respond
• Record
• Present 
• 15 minutes

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TRAINING PLANS

• Consider individual and group learning needs

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FOR INTERACTIVE DISCUSSION

• What role do coaching and mentoring activities
  play in your organisation?

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ACTIVITY 5

• In groups
• Respond
• Record
• Discuss
• 10 minutes

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TARGETED TRAINING

• Competency development is a strategic issue.
• In the final analysis organisations compete on
  the basis of competency sets.
• The higher the learning and skills levels of
  employees, the greater the organisations
  productivity and competitive ability.
• Training is effective when properly targeted and
  when organisational resources are used
  effectively to
• achieve targeted goals.

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FOR INTERACTIVE DISCUSSION

• In general terms, what are the benefits, for
  individuals in the workplace, of training?

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FOR INTERACTIVE DISCUSSION

• Why is employee consultation a necessary process
  when determining learning needs and addressing
  change?
• What are the likely repercussions if employees
  are not consulted and involved in the design,
  development and targeting of training or learning
  opportunities?

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FOR INTERACTIVE DISCUSSION

• Have you ever participated in a training program
  which has enthused you and helped you develop
  ideas for increasing productivity and/or building
  better relationships in the workplace?
• What happened when you tried to put these ideas
  into practice at work? Did you meet so many
  obstacles that you just gave up? Why do you think
  this happens? How does it make you feel?

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SECTION 2DEVELOP INDIVIDUALS AND TEAMS
In this section we will discuss How needs,
motivation and learning relate to each other
and how understanding the mechanics of learning
contributes to the development of
effective competencies.

• Tools you will take away from this session
  include
• Methods of contributing to a learning culture in
  the workplace
• Procedures that will ensure relevant learning
• Methods of delivering effective learning
• Strategies that will ensure that workplace
  learning meets the needs of individuals and the
  organisation.

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LEARNING AND NEEDS

• Why people learn.
• Humans are natural learners who seek knowledge
  and learning in many ways on many occasions.
• Motivation for learning relates to needs.

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FACILITATION

• A facilitator is someone who has responsibility
  for helping others to learn.
• The role of the facilitator concerns diagnosis,
  planning, assessing group and individual needs,
  then creating situations which encourage the
  achievement of learning objectives.
• Part of the planning function involves
  determining ways to overcome barriers to
  learning.

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PROVIDING LEARNING OPPORTUNITIES

• Frontline managers or supervisors have a
  responsibility for assisting others in the
  workplace with their learning.
• This might be in either formal or informal
  learning settings.

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FOR INTERACTIVE DISCUSSION

• Think about learning to drive a car.
• What was it like the first few times you actually
  sat behind the wheel? What has changed now? Do
  you have to consciously think about all the steps
  required to drive, or do they happen
  automatically and immediately?
• What are the cues or associations that make this
  knowledge accessible?
• Why is it now constantly available?

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THE LEARNING CYCLE
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FOR INTERACTIVE DISCUSSION

• Successful learning enhances peoples feelings
  of self-worth and self esteem.
• Why does training/learning enhance self- worth
  and make people in an organisation feel valued?
• How does this benefit the organisation?

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FOR INTERACTIVE DISCUSSION

• Why and how are the outcomes of group learning
  situations valuable for individuals, teams and
  the organisation?

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TRAINING DELIVERY FOR ADULTS

• Techniques and methodologies must relate directly
  to
• The needs of participants and of the organisation
• The training objectives pre-determined and
  communicated learning outcomes and performance
  criteria
• The necessary performance standards
• The resources available ( time, cost,
  availability of expert trainers etc.)
• The methods that will be used to assess
  competence as a result of training.

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ACTIVITY 6

• In pairs
• Respond
• Discuss
• 20 minutes

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LEARNING ELEMENTS

• Effective learning requires
• Instruction/demonstration
• Development of procedures
• Practice / repetition
• Constructive feedback
• Reinforcement
• Practice/repetition.

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FOR INTERACTIVE DISCUSSION

• Even unsatisfactory performance can be explained
  in positive terms - pointing toward improvement
  methods, rather than dwelling on what was done
  wrongly. For example, when someone you are
  training to drive a car takes a corner too
  sharply, you could respond in at least two ways

• "That turn was too sharp."
• "Try to make the turns more gradual.
• Which is most helpful?
• Think of some more examples applicable to
  training or
• coaching in your workplace.

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PREFERENCES

• People have individual learning needs we all
• perceive our needs differently and have preferred
• learning styles.
• Learning style preferences relate to the ways in
• which people internalise perceptions and to the
• tools they best utilise to develop their
  learning.
• Learning tools include books, lectures, videos,
• games, practical tasks, research activities,
• reflection, discussion etc.

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ACTIVITY 7

• Individually
• Respond
• Record
• Discuss
• 20 minutes

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ASSESSING LEARNING

• During or following training some form of
  assessment must take place whether the training
  is individual, group training, formal or
  informal.
• Assessment enables judgement of whether learning
  has occurred and the stated or required training
  objectives have been met.

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FOR INTERACTIVE DISCUSSION

• Assessment evidence, collected as a result of
  training, must be

What do these evidence criteria mean in practical
terms?
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SECTION 3MONITOR AND EVALUATE WORKPLACE
LEARNING

• In this section we will discuss
• Why it is necessary to monitor and evaluate
  learning and how these processes contribute to
  the development of learning organisations.
• Tools you will take away from this session
  include
• Strategies for monitoring and evaluating training
  and learning opportunities
• Methods of gathering feedback and evaluation
  information
• Methods of incorporating evaluation results into
  strategic development procedures.

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MONITORING AND EVALUATION

• Measures of success on both individual and
  organisational levels are an essential element of
  training/learning.
• Monitoring and evaluation processes ensure that
  training achieves its objectives, the learning
  outcomes are met and the expected benefits are
  achieved.
• Training and learning becomes an integral part of
  the organisations quality processes.

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EVALUATION INFORMATION

• Both formal and informal evaluations are
  important.
• Methods of collecting evaluation information
  include
• questionnaires
• feedback sheets
• open forum discussions
• small group discussions
• one to one feedback sessions
• continuous review sessions
• post training surveys.

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FOR INTERACTIVE DISCUSSION

• If you were delivering training to a group of
  employees, what kind of feedback would you
  require and how would you use that feedback?
• Give some examples of feedback questions you
  might ask and some ideas on how feedback
  responses could be used to develop future
  training strategies.

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FOR INTERACTIVE DISCUSSION

• How can you benchmark training, coaching,
  mentoring or even informal training?
• What would you measure the training against and
  what sorts of questions would you ask
  participants in order to gain measurements of
  training success?

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ACTIVITY 8

• In groups
• Respond
• Record
• Present
• 30 minutes

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ACTIVITY 1A

• The sheets you completed at the beginning of the
  workshop (Activity 1) will be handed out so that
  your questions can be answered.
• Discuss
• 10 minutes

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SUMMARY

• To sustain viable business organisations and
  their personnel must participate in continuous
  learning
• Learning opportunities, which are aligned with
  the organisation's goals and objectives, can be
  formal, informal, on or off the job
• Before initiating training/learning programs a
  skills audit and training needs analysis should
  be conducted
• Learning opportunities should take into account
  individual needs, organisational needs, adult
  learning principles and learning preferences
• Training and learning will only be successful if
  they are supported at all levels in the
  organisation, by a workplace learning culture
• Learning, which implies shared knowledge and
  information, should be part of the organisation's
  strategic plan
• Learning and training opportunities are subject
  to the same quality strictures as any other
  organisational process - monitoring, evaluation
  continuous improvement.

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ASSESSMENT

• Assessment for this unit will be based on
• Your workshop participation and contribution
  levels.
• The completion of the learning activities during
  the workshop.
• Completion of a final assessment task which will
  be explained at the end of the training.