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Bsbled401 a develop_teams_and_individuals_sah 2012
- 1. BSBCMN404A Develop Teams and Individuals
- 2. Big Picture To ensurea 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.
- 3. Benefits This unit coversthe skills and knowledge to determine individual and team development needs and to facilitate the development of the workgroup using accepted adult learning & assessment methods.
- 4. Outcomes • Determine developmentneeds • Develop individuals and teams • Monitor and evaluate workplace learning
- 5.
- 6. 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 05
- 7. 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. 07
- 8. 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 08
- 9. 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 08
- 10. What is alearning 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 10
- 11. 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 08
- 12. 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) 10
- 13. 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. 12
- 14.
- 15. What is learning? Can you see the Dolphins? 13
- 16. Can you seethe hidden tiger?
- 17. Determining learning needs Desired Situation Desired Situation Organisational goals Organisational goals Future intentions Future intentions Employee consultation Employee consultation Training and Objective is to development: close the GAP strategies designed to meet individual, team Current situation Current situation and organisational Skills audit Skills audit learning needs. Training needs analysis Training needs analysis Employee consultation Employee consultation 18
- 18. 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 18
- 19. 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 19
- 20. Competence and knowledge KEY TERMS •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. 14
- 21. Questions prior toskills 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? 18
- 22. Assessment of jobcompetence 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 23
- 23. Assessment of jobcompetence Testing Evidence must be: •Current •Reliable •Valid •Consistent •Fair •Equitable •Sufficient •Accurately benchmarked •Compatible with enterprise and industry standards 23
- 24. Assessment of jobcompetence Generic skills testing Includes: •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 24
- 25. Assessment of jobcompetence Generic skills testing Includes: •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 24
- 26. Learning plans Type of training On or off the job Mentoring, coaching Formal, informal Target group Groups/individuals Training needs Level of competence Accredited or non-accredited Venue In-house, on the floor, external Verification of learning Assessment methods Competency records Facilitation Internal/external Time frames Short or long term 27
- 27. 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 28
- 28. 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. 29
- 29. 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 32
- 30. Targeted training Adult versus compulsory learners 32
- 31. Adult or post-compulsorylearners Compulsory learners learners. Targeted training who require direction Prefer active learning and are often self-directed Are passive learners from others. Need to know why they are learning and what the Do not necessarily learn things because of relevance of the learning content is – why and how their relevance or projected use and generally the learning will be useful. allow others to decide what learning is important. Find participatory learning most useful and prefer to have some control over the learning content in Need to be taught how to learn and how to order to decide the importance/priorities of apply knowledge for problem solving. learning for themselves. Do not require control over learning situations Have a repository of expertise to which new Mostly take information at face value, without learning can be added and seek to validate extensively questioning what are presented as information against their theories / paradigms/ established facts. knowledge. Do not need to apply knowledge directly and Wish to set their own pace for learning and have a do not have expectations regarding longer- greater need for feedback during the learning term application of information. process. Start with a relatively “clean sheet of paper” Are often task oriented, therefore expect they have less prior experience and fewer knowledge to be immediately useful to them. fixed views that might inhibit or interfere with new learning. Can contribute past experience and diversity to active learning situations, for the benefit of Have limited ability to actively contribute to themselves and others. their own learning experience or that of others Prefer instructional methods that provide variety. 32
- 32. Section 2 Develop individualsand teams
- 33. Develop individuals andteams •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 37
- 34. Why people learn? Humans are natural learners who seek knowledge and learning in many ways on many occasions 38
- 35. Why people learn? •Needs and learning: Maslow’s Hierarchy of Needs 38
- 36. Maslow`s hierarchy ofneeds Maslow Reaching full potential Human needs Value, respect Love/friendship Freedom from threat Food, water, shelter 38
- 37. 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 39
- 38. Why and howare 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 46
- 39. 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 46
- 40. Essential elements of learning Effective learning requires: – Instruction/ demonstration – Development of procedures – Practice/ repetition – Constructive feedback – Reinforcement 49
- 41. 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 49
- 42. Learning styles Include: 1. Body/ Kinaesthetic learner/Feeling 2. Interpersonal learner 3. Logical/ Mathematical learner 4. Verbal/ Linguistic learner 58
- 43. Competency assessment Assessment enables judgment of whether learning has occurred and the stated or required training objectives have been met. 60
- 44. 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 60
- 45. Section 3: Monitor andevaluate workplace learning
- 46. 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 63
- 47. Evaluation of trainingprograms 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 64
- 48. Evaluation of trainingprograms Evaluating training Determining the appropriateness and effectiveness of: – The training objectives – The content of the session – The learning of participants – The trainer’s skills 66
- 49. Evaluation of trainingprograms Evaluating training Asks the questions: 1. Was the learning successful? 2. How was it successful? 3. What does this mean for: o The organisation o The individuals involved 66
- 50. Evaluation of trainingprograms Evaluation process will consider: •Training objectives •Content of the session •Learning of participants •Trainer`s skills 67
- 51. 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 67
- 52. Evaluation processes Evaluation information from stakeholders: •Participants •Trainers •Supervisors •Customers •Coaches •Mentors 67
- 53. Evaluation methods Evaluation methods must be: •Valid •Reliable •Brief •Benchmarked 69