Business, Accounting and Finance

BSBLED401 Develop teams and individuals

Learner Materials and Assessment Tasks

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Table of Contents

About BSBLED401 Develop teams and individuals

........................................................................................... 4
Systematically identify and implement learning and development needs in line with
organisational
requirements ...............................................................................................................................................................
8 Activity 1
........................................................................................................................................................................ 9
Learning Organisations ..........................................................................................................................................
10
Activity 2 .....................................................................................................................................................................
17
Ensure that a learning plan to meet individual and group training and development needs is
collaboratively developed, agreed to and implemented..............................................................................
18
Activity 3 .....................................................................................................................................................................
20
Activity 4 .....................................................................................................................................................................
35
Encourage individuals to self-evaluate performance and identify areas for improvement
................ 41
Activity 5 .....................................................................................................................................................................
43
Collect feedback on performance of team members from relevant sources and compare with
established team learning needs
.........................................................................................................................44 Activity 6
..................................................................................................................................................................... 49
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
........................ 50
Activity 7 .....................................................................................................................................................................
53
Ensure that learning delivery methods are appropriate to the learning goals, the learning
style of
participants, and availability of equipment and resources
........................................................................... 54
Activity 8 .....................................................................................................................................................................
58

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Provide workplace learning opportunities, and coaching and mentoring assistance to
facilitate
individual and team achievement of competencies.......................................................................................
59
Lifelong learning .......................................................................................................................................................
61
Self-directed learning (SDL) ..................................................................................................................................
62
The cycle of learning ...............................................................................................................................................
62
Learning styles ..........................................................................................................................................................
66
Learning styles questionnaire ...............................................................................................................................
67
Work-based Learning .............................................................................................................................................
73
Mentoring...................................................................................................................................................................
74
Activity 9 .....................................................................................................................................................................
76
Create development opportunities that incorporate a range of activities and support
materials
appropriate to the achievement of identified competencies
...................................................................... 77
Activity 10 ....................................................................................................................................................................
82 Identify and approve resources and time lines required for learning activities in
accordance with
organisational requirements .................................................................................................................................
83 Activity 11
.................................................................................................................................................................... 83
Use feedback from individuals or teams to identify and implement improvements in future
learning arrangements ...........................................................................................................................................
85
Assess and record outcomes and performance of individuals/teams to determine the
effectiveness of development programs and the extent of additional development support
.................................... 92
Activity 12 ...................................................................................................................................................................
101
Negotiate modifications to learning plans to improve the efficiency and effectiveness of
learning
.....................................................................................................................................................................................
102

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Activity 13 ..................................................................................................................................................................
104
Document and maintain records and reports of competency according to organisational
requirements ...........................................................................................................................................................
105 Activity
14.................................................................................................................................................................. 107
ASSESSMENT...........................................................................................................................................................
109
Assessment Outcome record .............................................................................................................................
155

About BSBLED401 Develop teams and individuals

Application

This unit describes the skills and knowledge required to determine individual and team
development needs and to facilitate the development of the workgroup.

It applies to individuals with a broad knowledge of learning and development who apply
their skills in addressing development needs to meet team objectives. They may have
responsibility to provide guidance or to delegate aspects of tasks to others.

No licensing, legislative or certification requirements apply to this unit at the time of

publication.

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT PERFORMANCE CRITERIA
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.

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1. Determine 1.1 Systematically identify and implement learning and
development needs 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 2.1 Identify learning and development program goals and
and teams 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 3.1 Use feedback from individuals or teams to identify and
workplace learning 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
Foundation Skills

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 This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.
Skill Performance Description

Criteria
Learning 1.1-1.4, 2.1-2.4, 3.1, • Uses structured approaches to set goals,
3.3 monitor progress and adjust learning
approaches for self and others
• Builds on knowledge and experience to
facilitate interaction and learning with others

Reading 1.1, 1.2, 1.4, 2.1, 2.2, • Analyses textual information from a range of
2.4, 2.5, 3.1-3.4 sources to identify organisational requirements
• Analyses information from a range of sources to
evaluate performance

Writing 1.1, 1.2, 1.4, 2.1, 2.5, • Develops materials to suit the requirements of
3.1-3.4 different roles and individuals in the
organisation
• Maintains records using correct technical and
organisational vocabulary
Oral 1.2, 1.3, 1.4, 2.3, 3.1, • Uses vocabulary appropriate to context and to
Communication 3.3 establish a supportive and learning
environment
• Uses listening and questioning techniques to
confirm or show understanding of different
perspectives

Navigate the 1.1, 2.5, 3.4 • Recognises and responds to explicit and
world of work implicit organisational procedures and
protocols Understands how own role meshes
with others and contributes to broader goals

Interact with 1.2, 1.3, 1.4, 2.2, 2.3, • Selects and uses appropriate conventions and
others 3.1, 3.3 protocols when communicating with co-
workers in a range of work contexts
• Recognises the importance of building rapport
to establish effective working relationships
• Collaborates with others to achieve joint
outcomes, playing an active role in facilitating
effective group interaction
• Negotiates with others to achieve
joint/agreeable outcomes playing an active
role in facilitating consensus in potentially
contentious situations

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Get the work 1.1, 1.2, 1.4, 2.1, 2.2, • Uses logical planning processes to organise,
done 2.3, 2.5, 3.1, 3.2, 3.4 implement and monitor learning and
development needs
• Systematically gathers and analyses all relevant
information and evaluates options to make
informed decisions
• Evaluates outcomes of decisions to identify
opportunities for improvement

Unit Mapping Information

Code and title Code and title Comments Equivalence status
current version previous version

BSBLED401 Develop BSBLED401A Develop Updated to meet Equivalent unit

teams and teams and individuals Standards for
individuals Training
Packages
Links

Companion volumes available from the IBSA website:

http://www.ibsa.org.au/companion_volumes
- http://www.ibsa.org.au/companion_volumes
Assessment requirements

Performance Evidence

Evidence of the ability to:

• systematically identify and implement learning opportunities for others

• collect feedback on team and individual performance
• give and receive feedback from team members to encourage participation in and
effectiveness of the team
• collaboratively develop learning plans to match skill needs of individuals and groups
• provide mentoring and coaching assistance to teams and individuals
• monitor and review workplace learning.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least
once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

• describe facilitation techniques to encourage team development and improvement •

outline organisational policies, plans and procedures for developing teams

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 • identify career paths and competency standards relevant to the industry.

Systematically identify and implement learning and development needs

in line with organisational requirements
To compete successfully in today's business environment, companies have to be lean, flexible
and responsive to their clients.

To achieve this, organisations are changing their traditional ways of working (i.e. Hierarchical
and functionally driven structures) in favour of team based approaches which emphasize the
empowerment of employees and sharing of leadership responsibilities.

In the past, many organisations rushed to form teams and did not invest sufficient time,
training and resources to lay the groundwork for effective team development.

What happens before a team gets started and in the first few meetings often determines
whether the team survives!

An essential component for team success is the establishment and acceptance of a Team
Charter.
This serves to provide team members, management and relevant stakeholders with:

• The necessary information required to understand clearly what work is being

undertaken
• Clarity about the team structure, its members and their roles
• A basis for determining team goals and performance measures
• The boundaries of operation
• Processes to manage the team's organisational relationships and interfaces

Research indicates that the number one source of conflict on cross- functional teams centres
on goal or priority definition.

In today's work environment, individuals find themselves serving on a variety of project

teams while continuing to report to their functional managers.

When organisational and team priorities are unclear, are not communicated effectively, or
are ignored or frequently changed by management, people become confused and less
productive team members.

Therefore, agreeing to the team's Charter is a pivotal role for senior executives in the team's
setup phase. The following is a startup checklist that organisations can use to develop a
Team Charter:

1. Is there an agreed team purpose with written objectives?

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 2. Is there an agreed team purpose with written objectives?
3. Have the team's key stakeholders been identified? - That is people both within and
outside the organisation who can contribute to and/or are affected by the team.
What level of support and cooperation is needed from the various stakeholders? -
keep informed, get involved and help make decisions, gain approval before moving
forward.
4. Have the team's boundaries been determined and agreed to? - for example what is
the team's scope of authority? - recommendation only, develop solution, implement
pilot, execute program, monitor and evaluate
5. Have the team's boundaries been determined and agreed to? - for example what is
the team's scope of authority? - recommendation only, develop solution, implement
pilot, execute program, monitor and evaluate
6. 6. Has the team structure, membership, roles and team leadership been defined?
7. What training will team members need? Commonly occurring needs are in the areas
of group dynamics, personal communication, meeting skills, problem solving and
decision making.
8. Does the team have a set of agreed ground-rules by which it operates?- For example
how will decisions be made?
9. Has the team agreed upon the logistics for when, where and for how long it will
meet?
10. Will the team be developing a work action plan by which major, critical phases of its
work are planned, milestone and evaluated? How will records be maintained?
11. How will the team's success be measured?
12. What reward and recognition processes are available for the team and its members?

Activity 1

What are the purposes of a team charter?

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Activity 1

Learning Organisations1

The concept of The Learning Organisation is quite new and there is no commonly agreed
definition of what one is. It is certainly an organisation that promotes learning amongst its
employees and also an organisation that itself learns from that learning. This is vague and
unhelpful. It is more fruitful to try to understand the concept by looking at organisations that
we recognise as learning organisations (whatever that means) and then seeing if they display
common attributes or parameters which can guide us to a better understanding of the term.

If we look at organisations that are acknowledged exemplars for the training and
development of their workforces, we can identify the key characteristics that seem to identify
such an organisation.

These characteristics are that the organisation:

 values individual and organisational learning as a prime means of delivering the
organisational mission;

1
Sources: Institute of Management Services, as at http://www.ims-
productivity.com/page.cfm/content/Learning-Organisations/, as on 5th August, 2015; Mold Making
Technology, as at http://www.moldmakingtechnology.com/articles/how-to-compete-by-becoming-a-
learningorganization-part-i, as on 5th August, 2015.
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  involves all its members through continuous reflection in a process of continual review
and improvement;
 structures work in such a way that work tasks are used as opportunities for continuous
learning.

Looking at these characteristics, one can see that the concept of a learning organisation
shares many of the attributes that could be said to characterise a quality organisation. In fact
a cynic might suggest that the learning organisation is a concept invented by human
resource professionals to wrest some of the initiative for organisational improvement away
from the disciples of TQM. However, since we are not cynics, it is perhaps worth investigating
the concept a little further.

Changing an organisation into a learning organisation, as with implementing TQM, requires a

culture change. It is unlikely to take place in a traditional, heavily-hierarchical organisation in
which the line structure is seen as the only vehicle for communication and control.

A learning organisation will not feature a highly formalised command and control structure
which is used as the dominant managerial device. Similarly, the organisation will not have the
traditional view of the people it employs and the way in which it works. The organisation is
less likely to view the workforce as a collection of passive, hired hands and less likely to
believe that technology will solve future organisational problems.

The learning organisation understands the capability and potential of all its employees and
attempts to release that potential. It also understands that it must adapt and respond to
change, and not resist it.
The learning organisation places value on the concept of "key professionals" and rewards
professional development alongside hierarchical development. It is an oft quoted complaint
that professionals have to leave their professional work to achieve promotion and reward.
Whether they like it or not, in most organisations to achieve advancement, they must
become managers. Designers, chemists, librarians or whatever are important for the function
they carry out so they should be encouraged to perform that function well and rewarded
when they do, and that function contributes to organisational well-being.

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Culture
The most defining attribute of a learning organization is its culture. The culture is a support
system for learning, change and improvement. An authoritarian culture, where decisions on
what needs to be done are driven by people in authority rather by people with the most
knowledge, stifles learning and leads to negative behaviors and tendencies. Following are
examples of what might be heard in a company that operates in an authoritarian culture:
 "It's not my job."
 "It's not my or my department's problem."
 "They'll shoot the messenger, I'd better keep quiet."
 "It's a serious problem, but pointing it out will only make everybody mad." 
"They wouldn't listen anyway."
 "Why isn't anyone motivated?"
 "We need to crack the whip more often."

The list could go on; these are merely illustrations. The key to counteracting defeatist
rationalizations and thinking patterns is to harness them as learning opportunities rather
than interpreting them as cause for criticism or disciplinary action.

Shared Authority
In a business, imposed authority, where decisions are imposed upon people based on
authority rather than technical rationale or proficiency, does not work. Authority must be
earned from those over whom it is exercised. It means giving power to those closest to the
action.

Learning initiatives are the responsibilities of the individuals or groups within the framework
of company support. Nothing motivates learners more than empowering them with the task
of designing their own training program, deciding what to learn and how to learn it. Cookie
cutter, HR-driven programs rarely yield results, because training is seen as something
employees have to do rather than something they choose to do because it is relevant to the
problems at hand. In most cases, failure to learn is the fault of the system, not the student.

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Courage
Businesses should not be afraid to challenge their own deep-seated convictions about what
is, and need to ask themselves challenging questions. Is China a friend or a foe? Should we
abandon a competitive stance toward international establishments and instead see them as
resources? Is the customer just looking for a machined hunk of metal? Are we interested in
the customer's customer, or are we solving the problem for the end user? Does what the
customer wants match with what he/she needs?

Occasionally, the best learning is unlearning. Unlearning is driven faster by challenging

yesterday's habits, generalizations, solutions, technologies and assumptions. Challenging our
deep-seated mental models and organizational habits requires courage.

Physical Environment
The physical design of a business should encourage interaction, communication, social
interaction and peer-to-peer learning. Learning can be hampered by inadequate learning
and gathering facilities. In most practical or shop-oriented tasks, learning occurs by doing
rather than by sitting at a desk or listening to a lecture. Ideally, passive learning, or learning
in a classroom or through a lecture, should be balanced with active learning—learning that
involves doing and participation. Learning by doing is more powerful than any other form of
education or training when implementing solutions, changing processes, developing
products, testing concepts and satisfying customers. Active learning, where the learner is
personally involved with what is being learned, is considerably more effective than passive
class-room learning.

Innovation and Continuous Improvement

As discussed earlier, learning requires open-mindedness, experimentation and the courage
to try new ideas. Mold shops that do this are innovators, constantly experimenting and
refining products, services and systems. Contrary to common belief, innovation is rarely the
result of sudden insight. Wide-scale innovation takes disciplined effort, constant
experimentation and relentless adaptation. In deficient areas, mold shops study failures,
constantly adapt and improvise. Continuous improvement is not a project or a short-term
goal, but should be a way of life for a shop. Mold shops should focus on incremental
improvements such as cost reduction, task-time improvements, downtime reduction and
quality enhancements as a matter of routine, without being specifically directed to these
assignments by their customers, or worse, by their competitors.

Team Think and Teamwork

Last but not least, learning organizations take a positive role in improvement by exercising
curiosity, experimentation, forgiveness, trust and togetherness; a team is more competent,
intelligent and able than any individual. Team members complement each other's strengths
and compensate for each other's weaknesses. Team members also recognize and understand
the system in which they operate and how they can influence it collectively. An organization
that has the ability to learn faster than its competition holds an important competitive
advantage.

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A fired-up team with a unified vision, armed with the magic of systems thinking, can identify
what they need to do to maintain and enhance their business. Organizational learning
requires answering some uncomfortable questions about the business current reality and
defining what needs to improve in order to survive and thrive. The five disciplines can serve
as road map to diagnose and devise strategies for survival. Organizations that fail to learn
somehow learn to fail. Learning is not an option; it is a survival strategy.

Learning Organizations
A learning organization has been defined as an "organization with an ingrained philosophy
for anticipating, reacting and responding to change, complexity and uncertainty". Learning
organizations have the following characteristics:

 People continually expanding their capacity to create the desired results.

 New and out-of-the-box thinking is nurtured and encouraged.
 People are given enough rope to work out their collective aspirations. 
Individuals continually learn how to learn together.

As business becomes increasingly dynamic, complex and challenging, the shops that will
truly excel will be the ones that discover how to tap people's commitment and capacity to
learn at all levels in an organization.

The Five Disciplines

A true learning organization is a result of five interrelated disciplines: personal mastery,
shared vision, team learning and mental models, which make up the foundation of the
organization, and systems thinking is the cement that holds it all together.

Personal Mastery
Personal mastery is one of the core disciplines for building a learning organization. It refers
to an individual commitment to life-long learning; it is a continuous and never-ending
process. The three important elements of personal mastery are personal vision, creative
tension and commitment to truth.4Personal mastery allows individuals to continuously focus
and clarify their personal vision for the desired future (personal vision), look at their current
reality and desired future (commitment to truth and reality) and use these gaps to create the
dynamic energy to get to their desired future (creative tension).

Mental Models
Mental models are the deeply ingrained ideas, assumptions, generalizations and images that
influence how we understand the world. Mental models are tremendously powerful as they
affect our perceptions, thinking and behavior. Why do good new ideas rarely get put into
practice? Often because they conflict with deep-seated internal images of how the world or
the company works. It is essential to re-evaluate our mental models and preconceived ideas.
Sometimes learning requires unlearning.

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Building Shared Vision
Although goals, values and purpose are important for business yearning for greatness, a dry
vision or mission statement alone is not enough. Genuine commitment starts with a shared
vision of the future. Building shared vision is necessary for a mold shop where key individuals
have bought into and share the leader's vision. The leader's role is to share his/her own vision
with the rest of the shop. The vision should not be forced on others, but rather describe what
the mold shop stands for or wants to become. Encouraging other individuals to participate in
this process allows them to share in the vision and therefore, allow it to take shape.

It would be naive to expect that the entire business would adopt the vision of its leaders, by
simply reading the vision statement set up for display. When an organization has a shared
vision, the driving force for change comes from knowing the difference between the shared
vision and what is currently happening in the shop—creative tension. Truly committed
employees will drive the business toward its goals.

Team Learning
Team learning has been described as "the process it takes to develop a team to create the
desired results." Team learning actually provides a forum for growth, rapid learning for
participants and can be faster and multifaceted compared to individual learning, contributing
to personal mastery. The discipline of team learning starts with dialogue and the capacity of
members of a team to think together.

Systems Thinking
Systems thinking is the cornerstone of a true learning organization, integrating the above
disciplines. Often, shops are looked upon as a collection of departments rather than the
complex network of interrelationships between departments and the outside world. Mold
shops are complex adaptive systems. Systems thinking is a way of approaching solutions to
complex problems. It is somewhat counterintuitive to the typical approach of breaking
complex tasks into simpler subtasks. The systems-thinking approach does not take away the
manageability of dividing complex tasks, but it avoids oversimplification. It allows patterns
and interrelationships between work systems, procedures, departments and teams to be
seen.

These five disciplines are key ingredients for fostering learning within an organization and for
building and sustaining learning organizations. It starts with individual learning. In a learning
organization individuals strive to contribute toward a shared vision. Well-adjusted mental
models are constantly challenged and refined in pursuit of personal mastery. Personal,
department or business unit goals are aligned with the mission of the organization.
Furthermore, in learning organizations teams are empowered to learn together and see their
work as a part of a whole, with respect for interrelationships and processes that are
dependent on one another. Group or team learning leads to additional individual learning
and higher levels of personal mastery. Thus, a powerful learning loop is created. Lifelong
commitment to organizational learning and the

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continuous learning cycles leads to competitive advantages and higher levels of
organizational success

Many would suggest that our organisations are already learning organisations. We run a
variety of training programmes for our staff. We have a staff development process perhaps
linked to an appraisal process and we offer our staff every opportunity to develop their skills.
There is, however, a significant difference between a learning organisation and an
organisation that simply pays attention to training although the latter is important and is
almost certainly part of every learning organisation.

In most organisations that have good training programmes, training is something given to
employees by the organisation. It is the organisation in the shape of the management and
supervisory hierarchy that determines and then fulfils training needs.

Within a learning organisation, on the other hand, employees are likely to have some
significant degree of self-determination of their own development rather than simply having
the training imposed on them from above in this way. Employees within a learning
organisation would be and would feel empowered to take responsibility for their own work
area and/or work tasks and for their own career and personal development.

The learning they undertake develops not only their direct technical and work-related skills
but their social, organisational and communication skills. They learn, both directly and
indirectly through the nature of the culture of the organisation, to take responsibility for their
work and for themselves.
We cannot turn an organisation into a learning organisation overnight. A learning
organisation may well have different divisions/departments at different maturity stages.
Neither can we turn an organisation into a learning organisation unless it wants to be
transformed. This means that the very top levels of management must understand the nature
of the change that must be made, and how to make it. It may be recognised as a good idea
in isolation. However, many organisations or parts of organisations become learning
organisations not because they identify it as a strategy for organisational development but
as a result of a set of circumstances. Often these include the existence of an external threat,
although this is not a pre-requisite.

One common characteristic of Learning Organisations is the presence of a key individual who
champions the move towards becoming and remaining a learning organisation. This key
individual is likely to be near the top of the management structure but not necessarily at the
very top. His/her pivotal role is in establishing ownership of the concept throughout the
management team and in keeping enthusiasm going when the benefits have not yet accrued
and some people are losing faith.

All learning organisation deal with individuals. Individuals are valued for what they are and
for what they can contribute. However, the learning organisation goes further. It attempts to
set individual learning in a framework that values all learning and attempts to learn
additional lessons and add additional value to the individual learning that takes place.

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The value of individual learning is maximised and multiplied by systems that allow the
organisation to learn from the process of learning and to collect that learning for the benefit
of others. One simple example might be to set up a database of skills. As individuals add to
their own skill levels, the database is updated. This raises their status within the system adds
to their self-esteem and provides an organisational resource. Departments or divisions that
need people with particular skills, permanently or temporarily, can use the database to find
current employees who might have the right blend of skills.

The learning organisation is one of many approaches to the management of change. It

emphasises the value of employees and of structures and mechanisms which help employees
to feel valued and contribute to the development of their own work area and of the
organisation. If an organisation can establish a workforce that genuinely uses team working
and a process of reflective, aggressive, self-transformation to become an adaptive flexible
force for delivering its mission, it could claim to be a learning organisation. Any genuine
effort in that direction is almost certain to be beneficial.

Activity 2

What is a learning organisation? Are all businesses learning organisations?

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Activity 2

Ensure that a learning plan to meet individual and group training and
development needs is collaboratively developed, agreed to and
implemented
In order for staff to perform to the expectations of the organisation and to their maximum
potential, managers and team leaders should ensure that they have the appropriate training
and development.

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People will benefit from both an individualised learning plan to meet their specific needs in
the workplace, as well as gaining valuable knowledge from group training sessions where
they learn not only from instruction, but through a sharing and development of ideas.

Such development not only benefits the individual, but the group and the organisation as a
whole.

When developing a learning plan the following steps can be followed:

Step 1: Get to know the learner

Spend time with the learners and get to know them. Some learners may participate in a
documented introduction process that offers a structure for finding out about each person.

Step 2: Assess what knowledge they require

Step 3: Prioritise the basic skills needs

Establish which basic skills are priorities for the learner - for instance, something the learner
has asked to learn. This information may be linked to individual planning processes.

Step 4: Obtain agreement

Ensure that there is a mutual decision between the team leader and the learner about the
education that they will participate in.

Step 5: Break down the objective(s)

Break the objective(s) down into small steps. This will help you to think about the skills
required and how to teach them. It will provide a means of recording progress and a way of
highlighting achievements along the way.

Step 6: Decide the teaching approaches

Discuss what will be the appropriate means for them to acquire the knowledge they require.

Step 7: Decide how to record progress

Decide on a method of recording progress. This may be achieved using a recording form. It
may include collecting the learner's work into a portfolio. Evaluation by the learner and by
others involved is an important part of the process. Evaluation comments may also be
recorded, to help you to identify approaches or objectives that need adjusting.

Once all of these have been established then the team leader should then take the final step
of putting the planned activities into practice and implementing the training process.

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Activity 3

Discuss the advantages of individual and group training.

Activity 3

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Identifying employee needs
When evaluating the training that's required to achieve your business goals, you should also
identify the training needs of your employees.

There are training options for all staff - from entry level workers to board level executives.
Training needs vary based upon how your business is structured, and how responsibilities are
shared and distributed.

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First you should assess the nature of your employees' work and the competencies that your
business requires to run efficiently.

Consider the following questions:

• What skills and knowledge are required to perform the work of your staff?
• What are the measures of successful performance of their work?
• Are your employees reaching these levels?
Your employees will be the best resource for this information. They will be able to tell you
what is and isn't working.

You should ensure that your employees have a job description that clearly describes the
skills and knowledge required to do the job. This will help your assessment of training
needs.

Use Training Packages

If you need help determining which competencies your staff need to achieve, you may find
ideas in one of the many Training Packages that are offered across all industries.

Training Packages outline the skills and knowledge a person must demonstrate at work, and
provide guidelines for assessing competencies.

Consider your employees' response

For the training to return maximum benefits the training should also meet the needs of your
employees individually. For example, answer these questions:

• How will your employees accept the training?

• How do your employees prefer to learn?
• What expectations do they have about the training?
• How will training impact on your employees' regular job functions?
• How will the age, gender, skills and experiences of your employees affect the nature
of the training?
This information will come directly from your employees, or your personal knowledge of
them.
You may conduct a questionnaire or informal interview to include in your training records.

Procedure

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Types of Individual Needs
Learning needs cover a wide array of factors including:
• career needs
• development needs
• physical needs
• emotional needs
• literacy and numeracy needs
• inclusion needs
• qualification needs
• study path needs
• personal needs
• language needs

The needs of a diverse range of individuals cover a wide array of factors including:
• cultural needs
• learning ability
• language, literacy and numeracy
• career aspirations
• physical capabilities
• attention spans and other intellectual characteristics

Methods to Identify Learning Needs

Details of learning needs and the needs of a diverse range of individuals can be identified via
one or more of the following methods:
• interviews
• questionnaires
• notes from teaching sessions
• speaking with career advisors at the college
• speaking with groups of candidates
• liaising with industry
• liaising with professional bodies
• comparing curricular
• one on one meetings with candidates
• discussions and meetings with parents and interested parties
• assessment tools
• other sources

23 | P a g e
Training Needs Analysis2

A Guide for Supervisors and/or Managers.

As a supervisor or manager you are responsible for the effective functioning of your work
area and this includes the effectiveness of your staff. You may have a change in overall
function of your area or a new staff member may have joined the team. In either case it may
be obvious that your staff may not have all the skills or knowledge required to perform their
tasks at an optimal level. This process will help you identify these missing skills, knowledge or
abilities as well as determine ways to acquire them. It is best completed in partnership with
your staff member.

Step 1. Analyse the Job

Discuss with the staff member the existing resources that describe the job such as the current
position description, the Position Classification Descriptors, the outcome of the most recent
Performance Review & Development discussion, position description templates and also
position descriptions of recently advertised positions. All these resources will provide
information about key responsibilities of the position and indicators of the skills, knowledge
and abilities required to competently perform the job. Identify phrases which specify key
skills, processes or areas of knowledge. Also consider whether the job has changed from
when the position description was made as this may result in new key responsibilities /
outcomes being considered.

Examples:

1. Develop budgets to ensure there are adequate resources available for the section
2. Use the internal telephone system to ensure that calls and messages are efficiently
and effectively handled
3. Provide leadership to the team by setting priorities and communicating information
to allow effective work participation
4. Follow the organizations occupation health and safety guidelines to minimise risk and
maximise safety
5. Provide feedback to unsuccessful applicants

Step 2. Analyse the person’s current skills and knowledge

Together with the staff member, identify the skills and knowledge the person currently has.
This information can be sourced in three main ways:

1. From your own observations – what have you noticed them doing well. What key
responsibilities are they currently expected to perform that may need improvement.

2
Source: Flinders University, as at http://www.flinders.edu.au/profdev/training-needs-analysis.cfm, as on 5th
August, 2015.

24 | P a g e
 2. From information obtained from the individual such as formal qualifications, training
courses completed and tasks performed in previous positions.
3. From data available from the Human Resource information system.

Examples:

1. Can report on budget activity including surpluses and shortfalls but cannot prepare
annual budgets at the start of the financial year.
2. Manages the phone system well except when transferring caller to an answering
service/mobile phone connection.
3. Can set priorities but information is not passed down in a timely manner with some
staff constantly omitted.
4. Has not had any manual handling training.
5. Is not consistent with the information provided when giving feedback to unsuccessful
applicants.
6. Has poor communication skills when responding to patrons.

Step 3. Decide on the skills/knowledge gaps

By the time Step 2 is completed a 'list' of areas where some training would be required to
improve the effectiveness of your staff member may already have started to formulate. You
need to decide whether there is a gap in the staff member’s skills or knowledge or whether
some revision is required to 'bring them up to scratch'.
It is also recommended that you ask the staff member which areas they consider need
addressing. This way you identify tasks that you may have missed or refine tasks so that the
training can be more effective.
If there are several items that need addressing, they need to be prioritised so that a working
plan can begin to be formulated.

Step 4. Identify training solutions

This involves finding out the best way of closing the skills/knowledge gaps that you
identified in the previous step. There may be many different options available such as:

1. One on one training or coaching in the workplace.

2. Secondment – to another department/section in the organisation.
3. Self directed learning – eg. Using written instructional material or written guidelines
or instructions.
4. Short-term training courses – internal – look at the Organisation’s Professional
Development Unit’s offerings.
5. Short-term training courses – external – identify suitable training providers for your
needs.
6. Long term courses eg. Certificate, Diploma, Degree or Higher Degree courses.
7. Short term projects.
8. Mentoring.

Step 5. Evaluate performance after training.

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Once the training has been completed it is important to consider whether or not the key
responsibilities can now be completed competently. This can be achieved by:

1. Asking the staff member to evaluate his or her own effectiveness in the task.
2. Ask yourself whether the performance gaps that were the reason for the training are
still there.
Examples:
1. The staff member can now prepare annual budgets that accurately reflect the
operations of the section.
2. The staff member can now transfer calls to answering services and mobile
phones without cutting the caller off.
3. The staff member has a system in place, which ensures that all receive the
same information at the same time.
4. The staff member can now lift heavy material in line with occupation health
and safety guidelines.
5. The staff member can now provide feedback using a feedback criteria list so
that all unsuccessful applicants are treated equally.
3. Look at the work area to determine whether there is still evidence of a deficiency in
skills or knowledge.

If the performance gap is still there then you need to look more closely at the reasons for it
and determine whether the training solution selected was correct for the identified problem
or whether there is another performance issue that needs addressing.

Sample Training Needs Analysis and Skills Audit3

Your organisation may be new to the Equal Opportunity for Women in the Workplace Act,
1999 (the Act) and just starting to develop a workplace program. Or there may be a
workplace program in place but your organisation wants help to action any Training and
Development issues. Perhaps your organisation has traditionally been a male or female
dominated workplace and there is a need to identify the skills required for the job.

Wherever you’re at in your workplace program, EOWA’s easy Seven Step plan, in conjunction
with our Training Needs Analysis and Skills Audit, can quickly identify any gaps in your
employees’ skills level and help you adapt training programs to suit.

It’s as easy as … falling off a ladder!

Step 1 How should I consult?

3
Source: Equal Opportunity for Women in the Workplace Agency, as at
http://www.eowa.gov.au/Developing_a_Workplace_Program/Six_Steps_to_a_Workplace_Program/Step_2/Tr
aining_Needs_Analysis_and_Skills_Audit.asp, prior to 5th August, 2015,
http://docslide.us/business/trainingneeds-analysis-and-skills-audit-word-2000-110.html, as at 5th August, 2015.
26 | P a g e
Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

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 EOWA suggests that employers consult with all staff on an annual basis to assess
organisational training and development needs. Depending on your
organisational needs, budget and time factors, the way you consult could be via
a focus group, one-on-one meetings, or a questionnaire.
Focus groups and one-on-one meetings involve a carefully planned discussion
with a small number of participants and are designed to obtain thoughts on specific issues,
programs or products in a permissive and non-threatening environment. They provide
qualitative data, giving insights into attitudes, perceptions and opinions of participants.
Information is sought through open-ended questions and through observing respondents
during the discussion.
Questionnaires provide quantitative information and the first level of broad data.
Issues can be followed up in detail through other mechanisms such as focus groups.
Analyse the survey results
After consulting with your employees, analyse the results of the questionnaire, focus group or
one-on-one meetings to determine where the staff skill gaps lie. Compare skills already
obtained with skills required to do the current job and those required for future development.
You may find that an employee is better suited to a different role than that which they are
currently employed to do.
Create a training profile
Create a training profile by recording your analysis in an easily retrievable format such as a
table. Depending on the size of your organisation, you may wish to record data on a
sectional or divisional basis. Identify the types of courses or on-the-job experiences
requested, the number and levels of people requiring training (for example, shop floor,
managers), and the number of sessions needed. Distinctions made between full and part-
time staff will allow session times to be scheduled in working hours.
Devise a Training and Development plan
Once all requirements have been worked out, draw up a Training and Development plan to
facilitate commitment to the process. The plan should list all of the courses scheduled, the
types of employees identified as ideal participants, the dates, venue and session times.
Publicise the Training and Development plan
Publicise the training and development plan to all staff, preferably providing individuals with
personalised notice. This ensures that all employees are advised of the available learning
opportunities and provides equal access to developmental opportunities.
Implement the training
Subject to operational needs, make sure your organisation delivers the training sessions!
Evaluate the training
Evaluate the effectiveness of the training at a specific later date to ensure management and
employees are satisfied with the outcomes. Performance feedback sessions may also provide
a good opportunity to assess whether all recommended training sessions were delivered.

General Survey Information

The questionnaire (on the following pages) is divided into various parts to address a variety
of organisational needs. Before you distribute the questionnaire, it is recommended that you

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amend the format to suit the individual job requirements by deleting any non-applicable
sections.

Depending on individual preference, the questionnaire can either be completed separately

by the staff member or done in conjunction with their supervisor. HR practitioners may also
wish to use the questionnaire as a planning guide.

The areas covered by the questionnaire include:

• Confirmation of the staff member’s current job description

• A job analysis, if one is required to define the job
• Skills needed to perform the present job
• Skills needed to perform other roles in the organisation
• Future career aspirations
• The identification of prior learning obtained
• Agreed actions for training delivery

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 Organisation’s Name:
Name of staff member:

Section: General
1. Are you a new employee or a long-standing
employee of the company?

2. How long have you been in your present job?

Confirmation of Current Duties

3. Yes
Do you have a duty statement for your job? 6) No (Go to Q

4. Is your job accurately described in the duty

statement?
Yes (Go to Q 14) No
5.A If no, what extra duties do you do that need to be
added to your duty statement?

5.B What duties are no longer part of your job and can be deleted from your duty statement?

Job Analysis
6. Describe the tasks you regularly perform that are critical to carrying out your job
effectively.

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7. Describe the type of equipment you are required to use (for example, keyboard,
machinery, tools of trade, etc).

Do you require a high degree of technical Yes No

knowledge for your job?

How do you work? Please circle

Alone Part of a team

Other (specify below)

8.

9.

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10. If you work as part of a team, do you perform the same of different work to members
of your team?

11. To what extent does your job require you to work closely with other people, such as
customers, clients or people in your own organisation? Please circle.

Very little Moderately A lot

12. How much autonomy is there in your job, ie, to what extent do you decide how to
proceed with your work? Please circle.

Very little Moderately A lot

13. How much variety is there in your job, ie, to what extent do you do different things at
work, using several skills and talents? Please circle.

Very little Moderately A lot

Training Needs
14. To perform your current job: What training do you still need (either on-the-job or a
formal course) to perform your current job competently (eg, Excel, bookkeeping,
English as a second language, etc)?

15. To perform other jobs in the organisation: What other roles in the organisation would
you be interested in doing if a vacancy became available (eg, transfer to another
section, supervisor position, etc)?

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16. To perform other jobs in the organisation: What training or experience would be
required
(eg, machine operation, negotiation skills, Occupational Health and Safety Awareness, etc)?

Future Development Needs

17. What are your career aspirations?

18. What training or development do you need to help make this happen (eg, external
degree study, formal meeting procedures, leadership training, etc)?

Recognition of Prior Learning

19. What training have you attended within the last three years? (This will help identify if
any training sessions have been missed or if any refresher training is required.)

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 20. What training or skills have you acquired outside your current job that may be relevant
to the wider organisation?

Action Plan

Agreed training and development to be provided over the next 12 months:

(Record the details of training courses, on-the-job experiences, buddy systems or
mentor arrangements, and include the recommended dates the staff member can
expect these to occur.)
Training Date

Signature of Staff
Member : Date :

Signature of Supervisor : Date :

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Identification of training needs using competencies
Competency standards provide a ready-made tool or currency for the identification of
training needs. They can also be used to profile not only the learning need, but also the
people and the positions being examined.

For educators it is important to note that basing TNA on competencies in stead of learning
outcomes has major implications. The most important is the assumption the need is not just
learning driven. It is about outcomes and standards of performance at a level of
employment. Learning in such cases makes a strategic contribution to all stakeholders.
Equally, it is not a formal process that can link learning to courses and qualifications. It can
be tied to careers and reward systems.

One important use of the standards is as a means to identify an individual's job related
training needs using the process listed below.

The training and assessor competency standards provide a ready-made tool for the
identification of training needs for assessors. At this, the Diploma level of learning and
performance, standards can be used as a means to identify an individual's job and career
related training needs. A systematic means to do this can use of the following steps:

1. Establish the competency standards relevant to the level of

employment/occupational context.
2. Map competencies to specific learning requirements.
3. Confirm existing competence held by the individual.
4. Assess competency gaps that may impact job performance .
5. Assess competency gaps that may limit personal development.
6. Confirm individual and job related training needs.
7. Isolate non-competency issues that impinge upon performance against job or work
requirements.

The above process 'folds back' on itself. This is because it is often assumed that an individual
that holds a competency can perform in all contexts, or that the competency is current or
held to the required level of proficiency. Equally, there may be factors that prevent
competency being demonstrated that are outside the control of the individual. No amount
of development can necessary promote competence in these circumstance. The figure below
illustrates the training needs analysis and overall competency profiling process.

35 | P a g e
 Figure 5 Using Standards to Identify an Enterprises' Training Needs.

Closing a true performance gap between individual competency and position performance
requirements can also have wider impact. Training moves to a strategic role by underpinning
a company's effort to amend its culture or assist it to meet the challenges of change. For the
individual the matter may be strategic in the sense that it is about promoting improved
career pathways.

Priorities for development can be set by deciding where the closing of a gap will impact:

• Job performance;
• Compliance requirements;
• Personal career development needs; • Management/ company preferences;
and/or,
• Personal needs.

Training needs do not reside purely at the individual level. The greatest impact from
conducting a systematic training needs analysis must be the confirmation of competencies
required to achieve more effective performance at different levels. This may include
competencies for the individual, the team or operational area, the department, and/ or
company-wide levels.

The above model permits competency standards to become a 'common' learning and
performance currency in the organisation. The inclusion of standards in position
specifications, the design of training modules, and profiling of an individual's current
competencies ensures any gap between individual competencies and current job
competency requirements are filled by a training module that directly closes this competency
gap. Thus training can also be packaged to not only close performance needs of individual

36 | P a g e
but ensure training plans are covering individual and job (including career/ succession)
planning needs.

Activity 4

Describe one workplace situation where management would decide to undertake training
needs analysis.

37 | P a g e
Activity 4

Setting priorities for performance and learning

If a training need is a gap between current and required performance, the aim must be to
use training as a means of removing performance deficiencies. Priorities can be set by
deciding where the closing of a performance gap will impact either:

• job performance
• personal career development needs • management/ company preferences
• personal needs.

It could also have wider impact where training supports the introduction of change such as
that initiated by:

• new technology
• revised processes
• new market/ customer demands
• cultural or structural change
• organisational redesign
• societal or legislative changes

Performance deficiencies, or deviations from standards of performance expected by the

company and customers, may exist for a job or jobs across the company. Obviously where
performance deficiencies exist for a number of individuals the impact of a single training
'solution' on performance can be very profound. Priorities may therefore simply follow the
level of need/ impact a training solution may have for the:
• company
• major functional or occupational area (eg. Finance Department or clerical work)
• job specific skills, (eg. clerical or accountant)

38 | P a g e
 • operational unit (eg. Section, business unit, team, division, etc,)
• an individual

All companies make training decisions based on the trade-off between the cost of training
and the cost of not completing the training. In effect this can be expressed as the cost:risk
ratio. The aim is to maximise the impact of training in a cost effective manner. Collecting,
analysing and contrasting data collected on training needs is critical to ensuring training of
an individual does not occur in isolation from parallel training efforts that could be joined.
Workplace training often resides with coaches and one-to-one delivery effort. However it
may be as cost effective to flag employees with the same training need and gain a 'multiplier
effect' by train all the employee's as a 'class' or 'group'.

Planning a TNA response

The fundamental aim in organising training is to ensure it delivers the identified needs of
individuals and enterprises. The following 8 questions are posed as a means to ensure the
organisation of training is focussed.

1. What is the best location for the training?

• in the workplace.
• in the workplace but off-the-job in a training room.
• off-the-job in an agreed location.
• Blended mode (electronic and face to face)
• Electronic or distance based learning

2. What is the required level of competency?

The level of competency required as an outcome of the training is an essential question. Is

the aim of training to achieve job-ready competency or a higher level of competency? A
trainee may have already made some progress towards competence in the required
application of the skills, knowledge or attitude. The employer or enterprise may require
competent performance that exceeds simply having an employee or trainee job-ready. The
employer may require the industry competency standard to be acquired to a level of mastery
or unconscious competence. In learning organisations the aim is to ensure all individuals
achieve a level of unconscious competence that ensures the organisation as a whole can
respond to new contingencies with a confidence in their existing capabilities.

Table 4 Differentiating levels of competence

Levels of Competence
Mastery - Unconscious
competence
Defined by:
Ability to demonstrate competent performance,
integrating all aspects of the required skills,
knowledge and attitude, on a consistent basis
across a range of conditions and variables,
without full concentration

39 | P a g e
Conscious competence
Conscious incompetence
Unconscious incompetence
3. Who can best provide this training (types of providers)?
Ability to demonstrate competence in
performance while concentrating on
requirements, integrating most aspects of the
required skills, knowledge and attitude, with
prompting on various conditions and variables
Aware of task and performance requirements
but unable to achieve the performance standard.
Unaware of the performance requirement or that
own performance falls below required standards.

Today, there are many types of providers of training. Unlike in the past where we had to rely
on institutional providers for accredited training (TAFE and Universities) or not be able to
access accredited training, we now can access accredited training from a number of
registered providers. Under the Australian Quality Training Framework Registered Training
Organisations (RTOs) are the designers, deliverers, managers and assessors of accredited and
nationally recognised vocational education and training. Enterprises may also become an
RTO or simply source others to provider their training and assessment requirements. Training
providers may include:

• Registered Training Organisations

• Technical and Further Education (TAFE)
• Private providers
• Community or adult learning providers
• Universities
• Group Training Companies
• Industry training bodies
• Other bodies

4. How can the training be designed to best encourage access?

This question should encompass the trainee's access not only to the training program but
also the resources and time required to complete the training.

5. Is the training need personal or work related?

Setting personal priorities for training should encompass personal as well as work related
training needs. If training needs identification seeks responses from individuals on work and
personal training needs the overall design of training should not ignore the personal needs.
For instance training may be required for personal development or career path needs. This
may in fact prove an investment the company wishes to make to improve staff satisfaction or
increase the flexibility of its workforce over the long term.

6. Who should arrange/ sponsor/ deliver the training?

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The identification of training needs should indicate whether the deliverer of the training
program should be at the individual, team or working group, or enterprise-wide level. This
includes who should conduct the training and where it should occur.

7. How difficult will the acquisition of competency in this training be for the trainee? Is the
level of difficulty appropriate?

The level of difficulty for a trainee to acquire a competency through formal training should
not be ignored. The design of a training session, program or course must ensure adequate
consideration can be given to both individual and collective perceptions of how difficult
training will be.

This is not to say training should always be easy. Rather the design of a session should reflect
the learning styles, requirements for practice, and the building of confidence in the trainees.

8. Can the training timetable meet work commitments?

The need for training to accommodate work commitments is critical in competency-based

training systems. The training design must ensure there is enough time for practice and for
an individual to move from learning into practice in a manner and pace that reflects their
own learning styles.

Setting priorities and goals based on TNA data: Developing learning

plans using SWOT analysis
TNA data can assist frame who needs to do what training, when and where. However, setting
priorities for action requires careful consideration of how learning plans are framed. Learning
plan is a document that sets out clearly what it is that an individual or group hopes to learn
in a set amount of time. Because different people have different skills, abilities, interests and
needs it is important to develop a plan in close consultation with those who are expected to
carry it out. It is also important to consider organisational concerns such as the availability of
resources, long term strategy and culture that may impact on the practicality of a learning
plan.

As a result of the large number of considerations that must be taken into account it is useful
to have a structured framework for developing a learning plan. The framework that is
introduced here is called 'SWOT analysis' which stands for:

Strengths (what is it that you do well ?)

Weaknesses (what needs improvement?)
Opportunities (how can you apply your talents in your workplace?)
Threats (what factors may prohibit you from applying your talents?)
SWOT may be used for many different business applications, such as project management,
but it is also very useful in assessing learning needs and opportunities. It involves
systematically working through the four key areas, in partnership with the individual or team
that is the focus of the learning plan, and answering the questions below.

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Strengths

• What does the individual/team do well?

• What is the individual/team really interested in, what motivates them?
• Are there any strengths that are not being used to their full potential?
• What does the organisation do well?

Weaknesses

• What does the individual/team need to improve upon?

• Are these weaknesses holding the individual/team back or do they have minimal
effect?
• Are any of their strengths also weaknesses? (this may occur when strengths are used
at an inappropriate time or place)
• Is the organisation supportive of learning?

Opportunities

• How can the individual/team use their strengths to full advantage?

• Are there any organisational resources that may help develop the individual/team?
• Are there any forthcoming workplace changes that may be used to the
individual/teams advantage?
• In what areas does the organisation's strategy support learning?

Threats

• Does the individual/team have any weaknesses that may prevent them utilising their
opportunities? Can these weaknesses be controlled?
• Will the organisation support learning and the changes that will follow?
• Will other employees or departments be adversely affected by changes?
• Do the proposed opportunities contribute to organisational goals?

Hints

Remember always to keep the goals and vision of the organisation in mind when conducting
a SWOT analysis.

By openly discussing these elements with all concerned a picture should emerge of how an
individual or team may develop their skills and abilities. The next step in developing a
learning plan is to define exactly how the individual/team may improve by providing learning
goals. Appropriate learning goals have the following characteristics:
Specific

Goals must be written down in such a way that it is clear exactly what the individual/team
hopes to achieve.

Measurable

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Goals must include some way of objectively measuring whether or not they have been
achieved. How will you know that you have met your goal? Receiving an FMI qualification is
one such objective measure.

Achievable

The best goals are challenging but not too hard. Easy goals don't motivate because they are
easy to put off and impossible goals are not worth pursuing.

Relevant

For individuals/teams to commit to a learning goal it has to be important to them and they
have to understand what the benefits of achieving the goal are for them.

Time limited

Goals must have a time limit. If it is a long-term goal then include a time line for when you
hope to achieve milestones along the way.

Remember, the best goals are SMART ( S pecific, M easurable, A chievable, R elevant, T ime
limited).

By conducting a SWOT analysis, and refining the ideas that it generates using SMART goals,
a learning plan will emerge that defines exactly what is expected of individuals/teams and
utilises the attributes of individuals and their workplace. A manager can then keep track of
how the individual/team is progressing towards their goals and reward successful
completion.

Encourage individuals to self-evaluate performance and identify areas for

improvement
Performance management and the responsibilities of managers

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Performance management, in the context of people management, is about helping people to
work more effectively and, by improving individual and team performance, increasing the
overall effectiveness and productivity of your agency.

Effective managers are good people managers. It is your responsibility to foster a workplace
culture in which people can maximise and maintain their level of work performance.

To do so, it is essential that you establish clear communication with your staff; counselling
and feedback are two very important tools that you can use in that process

As a manager, it is your responsibility to continually monitor the way your staff are
performing and provide them with appropriate guidance and support.

Managers should also encourage staff to self evaluate and think critically about their own
performance in the workplace.

It is easy to take good work for granted and only provide negative feedback when something
goes wrong.

But if people are to feel that their work has value, their achievements must also be
acknowledged. Regular, positive feedback can be a powerful tool to motivate and enhance
the performance of your staff.

The following list gives important characteristics of effective performance management:

 Managers provide leadership and integrate performance management with other
aspects of their work in managing people.
 People understand that their performance directly contributes to the ongoing success
and viability of their agency.
 Individual and team responsibilities and their performance are clearly linked to the
attainment of program and corporate goals and the needs of clients.
 Individuals and teams have a clear understanding of their work responsibilities and the
standards of work expected of them.
 Individuals and teams meet the standards of behavior expected of public servants.
 Managers monitor and assess the performance of their people.
 Managers seek to improve poor performance and address continuing poor
performance.
 Improved and valued performance is recognised and rewarded.
 Managers make use of the potential of all their people and develop their skills in
encouraging individual career planning.
 Individuals and teams receive regular feedback on their performance against program
and corporate goals.

44 | P a g e
Activity 5

Describe one method managers can use to identify areas for improvement.

Activity 5

45 | P a g e
Collect feedback on performance of team members from relevant
sources and compare with established team learning needs
Recognition
Recognition is about feeling appreciated. It is “knowing” that what you do is seen and noted,
and preferably by the whole team as well as by you, the manager.

In opposite terms, if people do something well and then feel it is ignored - they will not
bother to do it so well next time (because "no one cares").

The feedback you give your team about their work is fundamental to their motivation. They
should know what they do well (be positive), what needs improving (be constructive) and
what is expected of them in the future (something to aim at). And while this is common
sense, ask yourself how many on your team know these things, right now?

Your staff members need to know where they stand, and how they are performing against
your (reasonable) expectations. You can achieve this through a structured review system, but

46 | P a g e
such systems often become banal formalities with little or no communication. The best time
to give feedback is when the event occurs.4

Since it can impact greatly, the feedback should be honest, simple, and always constructive. If
in doubt, follow the simple formula of:

• Highlight something good

• Point out what needs improving
• Suggest how to improve

You must always look for something positive to say, if only to offer some recognition of the
effort which has been put into the work.

• When talking about improvements, be specific: this is what is wrong, this is what I
want/need, and this is how you should work towards it
• Never say anything as unhelpful or uninformative as "do better" or "shape up" - if
you cannot be specific and say how, then keep quiet

While your team will soon realise that this IS a formula, they will still enjoy the benefits of the
information (and training). You must not stint in praising good work. If you do not
acknowledge it, it may not be repeated simply because no one knew you approved.

The work itself

Work should be interesting and challenging. If the work is interesting, staff are more likely to
engage their attention. If the work is challenging this maintains the interest and provides a
sense of personal achievement when the job is done. Unfortunately not all work is interesting
and challenging, and there will be times when boring and mundane tasks will have to be
allocated by management.

This is a management problem for you to solve. You must actually consider how interesting
are the tasks you assign and how to deal with the boring ones. Here are two suggestions.

• Firstly, make sure that everyone (including yourself) has a share of the interesting and
of the dull. This is helped by the fact that what is dull to some might be new and
fascinating to others - so match tasks to people, and possibly share the worst tasks
around. For instance, taking minutes in meetings is dull on a weekly basis but quite
interesting/educational once every six weeks (and also heightens a sense of
responsibility)

4
Source: See, as at http://www.see.ed.ac.uk/~gerard/Management/art6.html, as prior to 7 th April, 2016.

47 | P a g e
 • Secondly, if the task is dull perhaps the method can be changed - by the person
given the task. This turns dull into challenging, adds responsibility, and might even
improve the efficiency of the team5

Responsibility
Responsibility is a positive, powerful and lasting motivator. One reason is that gaining
responsibility is itself seen as an advancement which gives rise to a sense of achievement
and can also improve the work itself: a multiple motivation!

Assigning staff with responsibility can prove a difficult task for managers and leaders, for if
the person does not have the capabilities and the confidence, then they will be the ones
responsible for any resultant failures.

Advancement
There are two types of advancement: the long-term issues of promotion, salary rises, job
prospects and the short-term issues (which you control) of increased responsibility, the
acquisition of new skills, broader experience.

Your team members will be looking for the former. You have to provide the latter and
convince them that these are necessary (and possibly sufficient) steps for the eventual
advancement they seek.

As a manager, you must design the work assignment so that each member of the team feels:
"I'm learning, I'm getting on".

Problems
Let’s look at a simple system for addressing people-problems. It is a step-by-step procedure
which avoids psychological models, which managers really shouldn’t have to handle, and
focuses upon tangible and therefore controllable quantities.

This technique is often referred to as Behavioural Modification (BM) and many managers
tend to shy away because of the connotations of management-directed mind control.

In any group of people problems will inevitably surface. Management will often have the
unenviable task of having to solve or at least contain them. Ignoring them and hoping they
will go away can be a dangerous practice. Such problems are usually described in terms like:
"Tom is just lazy" or "Sue is a bad-tempered old has-been".

Not only can such people poison the working environment; furthermore, these descriptions
are totally unhelpful. The underlying philosophy of BM is that you should concentrate upon
specific, tangible actions over which you have influence. For instance "Tom is lazy" should be
transformed into "Tom is normally late with his weekly report and achieves less than Alice

5
Source: See, as at http://www.see.ed.ac.uk/~gerard/Management/art6.html, as prior to 7th April, 2016.
48 | P a g e
does in any one week". Thus we have a starting point and something which can be
measured. No generalities; only specific, observable behaviour.

Before proceeding, it is worth checking that the problem is real - some "problems" are more
appearance than substance, some are not worth your time and effort.

• So, stage 1 is to monitor the identified problem to check that it is real and to seek
simple explanations. For instance Tom might still be helping someone with his old
job.
• Stage 2 is often missed - ask Tom for his solution. This sort of interview can be quite
difficult because you run the danger of making personal criticism.

Now you may feel that Tom deserves criticism, but does it actually help? Your objective is to
get Tom to work well, not to indulge in personal tyranny.

If you make it personal, Tom will be defensive. He will either, deny the problem, blame
someone else, blame the weather, or tell you that he knows best or some combination of the
above.

If, on the other hand, you present the situation in terms of the specific events, you can focus
upon Tom's own view of the problem (why is this happening?) And Tom's own solution (what
can Tom do about it - can you help?).

Stage 2 will sometimes be sufficient. If Tom had not realised there was a problem, he might
act quickly to solve it.
If he had thought his behaviour would pass unnoticed, he now knows differently. By giving
Tom the responsibility for solving his own problem, you can actually motivate him beyond
the specific problem, he may suggest on improved reporting system, or a short training
course to deal with a technical short-coming.

Finally, the demonstration alone that you are interested in Tom's work may be enough to
make him improve. Never assume that you know better, always ask first - then if no solution
is forthcoming, proceed to...

• Stage 3 is the analysis stage and is based upon a simple model of behaviour: every
action is preceded by a trigger, and is followed by a consequence or pay-off.

Thus baby is hungry (trigger), baby wails (action), baby gets fed (pay-off); or the report is due
today (trigger), Tom goes for coffee break "to think about it" (action), Tom has a relaxing
afternoon (pay-off).

Sometimes, good behaviour is blocked by negative pay-offs. For instance, if every time Bill
informs his boss Wendy about a schedule change (action), Diane vents her annoyance on Bill
(pay-off), then Bill will be less inclined to approach Wendy with information in the future.

• Once you have analysed the problem, stage 4 is to find a solution.

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With most people-problems at work, you will find that the "bad" behaviour is reinforced by a
payoff which that person finds attractive. There are two solutions: 1) modify the pay-off
either by blocking it, or by adding another consequence which is negative, or 2) create a
positive pay-off for the alternative, desired "good" behaviour. In the long term, the latter is
preferable since it is better for motivation to offer encouragement rather than reprimand;
optimally you should implement both.6

This is where you have to be creative. BM provides a manageable focus and a framework for
analysis; you, as manager, must provide the solution. It is best to work on one problem at a
time because this simplifies the analysis. Further, by addressing one, other related problems
are often affected also. Let us consider "late reporting".

• Firstly, add a negative consequence to Tom's current behaviour. State explicitly that
you need the report by 3.30 on Friday (so that you can prepare your weekly schedule
update) - and, if this does not happen, summon Tom at four o'clock to demand the
report before
he leaves for the weekend. This will probably ruin his "hour before the weekend" and
he will wish to avoid it.
• Secondly, if Tom does get the report in by 3.30 make a habit of responding to it on
Monday morning: if there is an issue raised, help Tom to solve it; if there is a schedule
change, talk it over - but make it clear (say it) that you are only able to do this
because you had time on Friday to read over his report.

Thus Tom learns that he will receive help and support IF he gets the report in on time.

Activity 6

Describe 3 sources of feedback on staff performance that you could use to determine
individual development needs.

6
Source: See, as at http://www.see.ed.ac.uk/~gerard/Management/art6.html, as prior to 7 th April, 2016.
50 | P a g e
Activity 6

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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
How to Build Quality into your Team
Quality is primarily viewed in terms of corporate culture, multi-departmental ad- hoc task
forces and the salvation of entire companies. This article, instead, will view these ideas as
they might be applied by a Team Leader with a small permanent staff.

Quality has become the cornerstone of management practice with consultants and gurus
attempting to turn corporations into gold-winning champions.

Stories abound of base companies with morose workers and mounting debts being
transformed into happy teams and healthy profits; never a day goes by without a significant
improvement, a pounds-saving suggestion or a quantum leap in efficiency.

With this professed success of "Quality" program’s, there has evolved a proscriptive
mythology of correct practise which has several draw backs:

• The edicts call for nothing less than a companywide, senior- management led programs
• The adherence to a single formula has a limited effect, precludes innovation outside
these boundaries, and reduces the differentiation which such programs profess to
engender
• The emphasis on single-task, specially formed groups shifts the focus away from the
ordinary, daily bread-and-butter

Of course, these criticisms do not invalidate the ideas of Quality but are simply to suggest
that the principles might well be viewed from a new angle - and applied at a different level.

What is "Quality"?
Quality management may be defined as: The act of overseeing all activities and tasks needed
to maintain a desired level of excellence. This includes creating and implementing quality
52 | P a g e
planning and assurance, as well as quality control and quality improvement. It is also referred
to as total quality management (TQM).7

Team Quality
While the ongoing survival of a corporation may rest primarily with Senior Management, the
team leader is responsible for the fate of the rest of the team. The Team Leader has the
authority and the power to determine the work culture of the workers.

By deliberately applying the principles of quality the Team Leader can gain for the team the
same benefits which Quality can provide for a corporation.

The team themselves often provide the ideas that are best for them. The team leader should
aim to be a catalyst, by prompting the team members, and at the same time leading by
example.

Getting Started
Quality is not something that will be achieved overnight. In order for quality to be sustained,
it must be habitual and become an accustomed practice. The achievement of quality requires
ongoing training which does not necessarily have to be formal.

Below are two methods by which management can ensure that the concept of quality
becomes habitual to their staff.

• The first idea is to become enthusiastic about one aspect at a time, and initially look
for a quick kill. Find a problem and start to talk about it with the whole team; do not
delegate it to an individual but make it an issue for everybody. Choose some work-
related problem like "how to get the right information in time" and solicit
everybody's views and suggestions - and get the problem solved. Demand urgency
against a clear target. There is no need to allocate large amounts of resource or time
to this, simply raise the problem and make a fuss. When a solution comes, praise it by
rewarding the whole team, and ensure that the aspects of increased efficiency
/productivity /calm are highlighted since this will establish the criteria for "success".
• Next, find another problem and repeat. The second idea is the regular weekly
meeting to discuss Quality. Of course meetings can be complete time wasters, so this
strategy requires care.

The benefits are that regularity will lead to habit, the formality will provide a simple
opportunity for the expression of ideas, and the inclusion of the whole group at the meeting
will emphasise the collective responsibility.

By using the regular meeting, you can establish the "ground rules" of accepted behaviour
and at the same time train the team in effective techniques.

7
Source: Investopedia, as at http://www.investopedia.com/terms/q/quality-management.asp, as on 7th April,
2016.

53 | P a g e
One problem is that the focus on any one particular issue may quickly loose its efficacy. A
solution is to have frequent shifts in focus so that you maintain the freshness and enthusiasm
(and the scope for innovative solutions).

Further benefits are that continual shifts in emphasis will train your team to be flexible, and
provide the opportunity for them to raise new issues. The sooner the team takes over the
definition of the "next problem", the better.

Activity 7

Discuss two ways in which a team leader can establish a culture of quality within the
organisation.

54 | P a g e
Activity 7

Ensure that learning delivery methods are appropriate to the learning

goals, the learning style of participants, and availability of equipment and
resources
Initial Phases
The initial phases are delicate. The team will be feeling greater responsibility without extra
confidence. Thus you must concentrate on supporting their development.

Managers and team leaders have the responsibility of being the trainer of other staff in their
management skills. Whilst they may choose to use outside help in the process, by doing the
job themselves, they are able to maintain a greater sense of control and shape the team in a
way that reflects their own style. Later they will develop themselves, but even then they will
understand your thinking and so your decisions.

One trap to avoid is that the team may focus upon the wrong type of problem. It should be
made clear that any problem which they tackle should be:

• Related to their own work or environment

• Something which they can change

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This precludes gripe sessions about wages and holidays.

In all work groups the biggest problem faced is achieving clarity. Managers should provide
the team with a notice board and flip- charts specifically for Quality problems. These can
then be left on display as a permanent record of what was agreed. If possible they should
steer the group first to some problem which has a simple solution and with obvious
(measurable) benefits. A quick, sharp success will motivate.

Team Building
To succeed, a Quality push must engage the enthusiasm of the entire team; as Team Leader,
you must create the right atmosphere for this to happen. Many aspects of team building can
be addressed while Quality remains the focus.

There needs to be an environment where each team member feels free to express an idea or
concern. This can only be achieved if there is no stigma attached to being incorrect. No idea
is wrong - merely non- optimal.

Every suggestion should be considered valid and someone should point it out and, if
possible, build upon it. Behaviour which seeks laughter at the expense of others must not be
tolerated.

One method is to write down agreed ground rules and to display them as a constant
reminder for everyone, something like:

• All criticism must be kind and constructive

• All our-problems are all-our problems
• If it saves time later, do it now

Another method is to use the term ‘WE when addressing the group. This is particularly
effective if it is used in conversation with outsiders (especially management) within ear-shot
of the team.

Importantly, you must make accommodations for failure at times, even if it’s not a desirable
outcome. If the team is unable to try out ideas without rebuke for errors, then the scope of
their solutions will be severely limited. Instead, a failure should be viewed as an opportunity
to gain knowledge and to praise any safe-guards which were included in the plan.

Implementing a learning plan

The implementation of a learning plan often requires the use of organisational resources
such as extra funding for new equipment, the cost of training, time off work, the use of
existing equipment or personnel, etc. In order to gain access to these resources it is
important to be able to show whoever is in charge of training and development that the
learning plan is cost effective. A detailed plan that includes costings will help you to
demonstrate that your learning project is worthwhile. The following steps will help you to
56 | P a g e
negotiate with training personnel in order to gain approval. This is relevant to either those
working within large organisations, or managers working in small businesses.

Step 1 Prepare a learning project brief

The first step is to prepare a document that outlines the reasons why you have chosen to
undertake your learning project. This may be only a summary of the key points because the
learning project will probably change many times before it is implemented and you will have
to revisit your initial estimates many times. You may include the following points:

• A brief background of the current situation and why it presents a

problem/opportunity; • What the costs are of the current situation;
• How your learning project will address these problems/opportunities; • Who will be
involved;
• How much it will cost (estimate);
• What the outcomes will be;
• How this learning project will affect other sections of the organisation; and
• How the project will help to achieve the goals of the organisation.

Step 2 Discuss your plan with training personnel

The second step is to approach whoever is responsible for training and development in your
organisation and ask them if you can informally discuss your learning project with them.
Present your brief to them and be prepared to negotiate the details and include suitable
changes. By involving training personnel you may be able to learn a great deal about the
resources that are available and differing learning methods that you may be able to use.
They will also be able to advise you whether your plan fits in with organisational goals and
strategy. This may require revising your learning plan but it may also provide unforeseen
opportunities and helps to enlist the support of a key stakeholder.

Step 3 Break down your learning plan into its basic elements
The next step is to detail each stage of your learning plan and indicate how long it will take
to complete each stage, who will be involved, and what resources are required at each stage.
Developing a time line with each stage mapped out will help to give you, and those who you
hope will fund it, a clearer idea of what is involved. A sample time line for learning how to
install a new office telephone system is provided below:

Table 5 Time line for learning how to install an office telephone system
Activity Time to Personnel Resources
complete involved required
Day 1 • Read manual • 1 hour Bob • manual
Introduction to basic
1 hour • phone
operations with operator Bob, Kim system, office
supervision

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Day 2 • Learn how to install 4 hours Bob, Viv • phone
wiring system

• workshop

• wiring
Day 3 • Learn how to connect 2 hours Bob, Lee • phone
phone system

• manual
Day 4 • Learn how to handle 1 hour Bob, Kim • manual
customer enquiries
Day 5 • Demonstrate 2 hours Bob, Kim • phone
competency system

• workshop

• wiring

• manual
Step 4 Provide costings for each element
Once you have an idea of all the resources that will be required for your project it is
necessary to work out how much they will cost. Provide an estimate of how much it will cost
to buy new equipment or additional resources, how long it will take to train an employee
and how much time equipment will be tied up with training. If you can, put a dollar amount
next to each item.

Step 5 Provide a list of benefits derived from the learning intervention

Once you have worked out how much the project will cost it is time to list the benefits of the
project. Provide an estimate of the time saved through increased efficiency and savings in
the cost of raw materials. Don't forget to mention other benefits that are harder to value in
dollar terms, such as increased employee motivation, greater creativity and innovation, better
customer service, improved team work and multi-skilling. These have very real benefits for an
organisation, through factors such as greater staff retention, but are harder to quantify.

Step 6 Discuss your findings with training personnel

Once you have completed your analysis it is time to present your findings to the training and
development personnel. At the very least they will be impressed that you have done your
homework, have considered the costs as well as the benefits, and are serious about
implementing your project. You may need to revise your plan after further negotiation,
however, undertaking this process provides a useful framework for justifying your project.

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Activity 8

Outline a learning delivery method that would be suitable to a process worker working on a
production line.

59 | P a g e
Activity 8

Provide workplace learning opportunities, and coaching and mentoring

assistance to facilitate individual and team achievement of competencies
Mutual Coaching
Mutual support is an important aspect of the interaction within the team. Furthermore if
team members can be made to understand that all problems are owned by the entire team,
then members will be more comfortable seeking help and advice when needed from every
other team member. Mutual coaching is one way of promoting this idea.

If one team member has particular skills or information which would be beneficial to the rest,
then encourage them to share with the other members. This will raise the profile, confidence
and selfesteem of the instructor at the same time as benefiting the entire group. And if there
is a member who might never seem to have anything useful to impart - sending them to a
conference or training session may be beneficial both to themselves, along with them being
able to contribute by passing on their newly acquired information to the rest of the team.
This will no doubt boost their confidence and self-esteem.

Statistics
One of the central concepts of Quality programs is monitoring the problem being addressed:
Statistical Quality Control. Quite simply, if you can't measure an improvement, it probably
isn't there.

Gathering statistics has several benefits in applying Quality:

• It identifies (the extent of) the problem
• It allows progress to be monitored
• It provides an objective criterion for the abandonment of an idea
• It can justify perceived expense in terms of observed savings/improvements
• It motivates staff by providing a display of achievement
60 | P a g e
 • And, of course, some problems simply disappear when you try to watch them

The statistics must be gathered in an objective and empirical manner, the outcome should be
a simple table or graph regularly updated to indicate progress, and these results must be
displayed where all the team can watch. For example, if your team provides product support
then you might monitor and graph the number of repeat enquires or the average response
time, or if you are in product development, you might want to monitor the number of bugs
discovered (i.e. Improvement opportunities).8

In the long term, it may be suitable to implement the automatic gathering of statistics on a
wide range of issues such as complaints, bug reports, machine down-time, etc.

Eventually these may either provide early warning of unexpected problems, or comparative
data for new quality improvement projects. It is vital, however, that they focus upon an
agreed problem and not upon an individual's performance or else all the positive motivation
of staff involvement will be lost.

Role Change
As the team develops; your role as their leader changes somewhat. Your role is multifaceted,
providing vision and the values while still having to coach the team.

Whilst you may still retain authority (that is your responsibility), the team begins to make
decisions. The most difficult part, as with all delegation, is in accepting the group decision
even though you disagree.

Never countermand marginal decisions. In situations where you may need to over-rule the
team, it is vital that you explain your reasons very clearly so that they understand your
decision. This will not only justify your intervention, but also coach the team in good
decision-making practices.

Your role will also mean that you are both a buffer and interface between the team and the
rest of the company. You are a buffer in that you protect the team from the inexplicable
changes and decisions of less enlightened managers, and an interface by keeping the team
informed about factors relevant to their decisions.

Ultimately, the team will be delegating to you tasks which only you, acting as manager, can
perform.

8
Source: Stanford University, as at https://ccrma.stanford.edu/~kuangzn/uc/.../PMwebsite.pdf, as prior to 7 th
April, 2016.

61 | P a g e
Lifelong learning9
In the past we have made rather clear distinctions between places where we learn (schools,
college and university) and places where we work. On the other hand we know that we learn
throughout our lives and in almost all situations. Some of this learning is incidental and
largely subconscious, such as finding a new route to work. However, a large amount of our
learning is purposeful – we identify a learning need and plan to address this need. This is
known as lifelong learning.

One of the most profound areas of change in most people’s lives occurs in the world of work.
For example, in your work a number of specific learning challenges may include:
• the requirements of the Supported Accommodation Assistance program with its emphasis
on case management and the ‘continuum of care’
• the emphasis on innovative models of intervention such as community-based care and
outreach support
• the increasing use of standards, accreditation and regulations in the sector
• the use of sophisticated databases and websites for finding and using information.

When practices and processes can change so rapidly, knowledge and skills learnt at school or
in formal education can quickly become obsolete. How do we manage this increasing
complexity and never-ending change?

The dimensions of lifelong learning

It is important to stress that lifelong learning is not lifelong schooling or studying! The
concept stresses the importance of us taking responsibility for our own learning and there is
a wide range of ways that we can do this.

The lifelong learner is someone who recognises the need for ongoing learning, is motivated
to engage in the process, and has the necessary confidence and learning skills. Lifelong
learning includes the following dimensions:
• learning is active, not passive
• learning occurs in formal and informal settings
• people learn with, and from, peers
• people integrate ideas from different fields
• learners locate and evaluate information from a wide range of sources
• people use different learning strategies as appropriate
• learning addresses real-life issues
• the process of learning is as important as the content
• people identify, plan and monitor their own learning
• learners engage in reflection and self-evaluation • feedback is critical for change and
improvement.

9
Source: Department of Health, as at
http://www.health.gov.au/internet/main/publishing.nsf/content/A7B7C68F206BB2C1CA256F58001A2FCB/$Fi
le/21-94.pdf, as at 31st December, 2012.
62 | P a g e
Many of the above strategies stress the role of the individual learner taking responsibility for
their own learning.

Self-directed learning (SDL)

In lifelong learning, we have seen the importance of taking responsibility for our own
professional development. In self-directed learning (SDL), learners are actively involved in
critically analysing, reflecting on, and responding creatively to, their situations. Probably the
most important skill for today's rapidly changing workforce is skills in self-reflection. The
highly motivated, self-directed learner with skills in self-reflection can approach the
workplace as a continual classroom from which to learn.

SDL can be described as a process in which learners:

• take the initiative
• use the support and collaboration of others
• diagnose their learning needs
• formulate relevant learning goals
• identify human and material resources
• choose and develop appropriate learning strategies
• reflect on and evaluate their learning.

Of course, the transition to self-direction and self-management does not happen overnight.
The journey towards self-direction will require a number of strategies. It will also require an
understanding of the process of learning.

The cycle of learning

The experiential learning cycle
So what is ‘learning’? Basically learning is about:
• Growth – in knowledge
• Development – of skills
• Change – in attitudes, values and perceptions

Given the range of human diversity there are no formulas or packages that can totally
encompass the complex process of learning. However, let’s spend some time exploring the
Experiential Learning Cycle developed by Kolb (1984).

The Kolb learning model describes learning as a never-ending cycle comprising four stages.
It shows how experience is translated through reflection into concepts, which in turn are
used as guides for active experimentation and new experiences.

These stages follow each other in the learning cycle.

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While the cycle may be entered at any point, the stages should be followed in
sequence. The learning cycle thus provides feedback, which is the basis for new action
and evaluation of the consequences of that action. As learners ideally go through the
cycle several times, it may be thought of as a spiral of cycles.

Let’s use a simple example of how we can use the cycle:

Example: Riding a horse and falling off

Key dimensions of the cycle of learning

Kolb’s model explains how we link theory to practice. The model highlights:
• that experience is a critical part of our learning

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• that learning cannot take place without reflection – it results from making sense of our
experience
• the importance of feedback to reinforce learning.

Let's consider these points in more detail.

Experience
Kolb (1984) suggests that learning starts with experience. However, the model explains that
experience alone is not sufficient for us to learn. We need to reflect on our experience:

• concrete experience - having an experience

• reflection - reviewing the experience
• conceptualisation - concluding from the experience
• active experimentation - planning the next step

Critical reflection
A central part of self-directed learning is the capacity to reflect. What does this actually
mean?

Reflection is an essential part of the learning process because it results in making sense of or
extracting meaning from the experience. Critical reflection or critical thinking focuses on
becoming aware of our own faulty assumptions and thinking processes.

To engage in critical reflection requires moving beyond the acquisition of new knowledge, to
a questioning of existing assumptions, values and perspectives. Of course, critical reflection
can lead to self-doubt and feelings of isolation and uncertainty. Learners who engage in
activities to facilitate critical reflection must be supported in their efforts.

Engaging in reflective practice takes time and effort but the rewards can be great. The
following list summarises reflective practice processes (Roth 1989):
• Questioning what, why, and how one does things and asking what, why and how others do
things
• Seeking alternatives
• Keeping an open mind
• Comparing and contrasting
• Seeking the framework, theoretical basis and/or underlying rationale • Viewing an issue
from various perspectives
• Asking ‘what if...’?
• Asking for others' ideas and viewpoints
• Considering consequences
• Hypothesising
• Synthesising and testing
• Seeking, identifying, and resolving problems

Feedback

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Feedback plays an important part in the reflection process and is an important aspect of
professional development. Feedback is necessary to check your progress towards your goals.
Selfassessment is one way of receiving feedback but it is important to involve others as well.
Of course, there is no point in asking others to give you feedback unless you are prepared to
be open to it and consider comments which differ from your own perspective. Here are some
of the characteristics of a good receiver of feedback:
• be explicit - Make it clear what kind of feedback you are seeking. If necessary indicate what
sort of feedback you do not want to receive.
• be attentive - Concentrate on what is being said. Focus on what the person wants you to
know, not on what you would like to hear.
• be aware - Take note of your reactions, both intellectual and emotional. Note any reactions
of rejection on your part.
Do not dismiss the viewpoint if it is different to yours. It is important to be aware of the
reactions of others even if you think they are wrong.
• be silent - Don't even begin to frame a response until you have listened carefully to what
has been said. Don't be distracted by the need to explain or correct factual errors. If you
need to give an explanation, do it after the feedback session once you have attended to all
that has been said.
This ongoing cycle of learning and reflection is known as action learning.
Action learning is an approach to the development of people in organisations and it is based
on the premise that there is no learning without action and no purposeful action without
learning!

Another important feature of the learning cycle theory is that different stages are associated
with distinct learning styles.

Recognising that individuals differ in their preferred learning styles is the first stage in raising
your awareness of alternative possible approaches which will help you to become more
flexible. Let's look at these learning styles in more detail.

Learning styles
Identifying your personal learning style
We’re now going to spend some time thinking about how we, as individuals, learn. It is
important to distinguish between learning and training. Training is often conceived as
something that is ‘done to’ the learner whereas learning is the process by which the learner
takes responsibility for the ‘doing’.

People differ from one another in maturity, knowledge, motivation, responsibility and
learning skills. This impacts on the way that they learn. Think about some of the training
courses that you have attended with a group of colleagues, all with similar experiences and a
desire to learn as much as possible. At the end of the course, some may have thought that it
was a most enjoyable and useful experience. Others may have thought that it was a waste of
time. How can this be? Different people have different ways of learning. The course would
have catered for the preferred learning style of some of the participants but not others.

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There are many different models of how people learn. Honey and Mumford (1992) have built
on Kolb's model using more everyday language:

The four different ways in which people prefer to learn that Honey and Mumford have
identified, relate to a different stage in the learning cycle. These are Activist, Reflector,
Theorist and Pragmatist.

In this model Mumford and Honey describe the learning styles as a continuum that one
moves through over time. However, over time, people usually come to prefer and rely on
one, or more, style(s) above the others. Research has shown that there is no evidence that
one preference is better than another – indeed the diversity of our learning styles adds value
to team work and organisational functioning.

Activists – Activists involve themselves fully and without bias in new experiences. They enjoy
the here and now and are happy to be dominated by immediate experiences.
Reflectors – Reflectors like to stand back to ponder experiences and observe them from
many different perspectives. They collect data, both first-hand and from others, and
prefer to analyse them thoroughly and think about them from every possible angle
before coming to any definite conclusions.
Theorists – Theorists like to analyse and synthesise. They assimilate and convert disparate
facts and observations into coherent, logical theories. Their philosophy prizes rationality and
logic above all.

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Pragmatists − Pragmatists are keen on trying out ideas, theories and techniques to see if
they work in practice. They search out new ideas and take the first opportunity to experiment
with applications.
Do you know your preferred learning style? Can you guess your learning type from having
read the brief descriptions above?
Once you know your areas of strengths and weaknesses, you are in a much better position to
choose learning experiences and opportunities that suit you, as well as strengthen your
weaker styles.

Learning styles questionnaire

Take some time to review your preferred styles by completing the following questionnaire. This
questionnaire is designed to find out your preferred learning style(s). Over the years you have
probably developed learning ‘habits’ that help you benefit more from some experiences than
from others. Since you are probably unaware of this, this questionnaire will help you pinpoint
your learning preferences so that you are in a better position to select learning experiences
that suit your style? There is no time limit to this questionnaire. It will probably take you 10-15
minutes to complete. The accuracy of the results depends on how honest you can be. There
are no right or wrong answers. If you agree more than you disagree with a statement, put a
tick by it (√). If you disagree more than you agree with a statement, put a cross by it (X). Be
sure to mark each item with either a tick or a cross. The statements are purposely broad and
general, to encourage you to make some general judgements about yourself.

( ) 1. I have strong beliefs about what is right and wrong, good and bad.
( ) 2. I often act without considering the possible consequences.
( ) 3. I tend to solve problems using a step-by-step approach.
( ) 4. I believe that formal procedures and policies restrict people.
( ) 5. I have a reputation for saying what I think, simply and directly.
( ) 6. I often find that actions based on feelings are as sound as those based on careful thought
and analysis.
( ) 7. I like the sort of work where I have time for thorough preparation and implementation.
( ) 8. I regularly question people about their basic assumptions.
( ) 9. What matters most is whether something works in practice.
( ) 10. I actively seek out new experiences.
( ) 11. When I hear about a new idea or approach I immediately start working out how to apply
it in practice.
( ) 12. I am keen on self-discipline, such as watching my diet, taking regular exercise,
sticking to a fixed routine, etc.
( ) 13. I take pride in doing a thorough job.
( ) 14. I get on best with logical, analytical people and less well with spontaneous, ‘irrational’
people.
( ) 15. I take care over the interpretation of data available to me and avoid jumping to
conclusions.
( ) 16. I like to reach a decision carefully after weighing up many alternatives.
( ) 17. I am attracted more to novel, unusual ideas than to practical ones.
( ) 18. I do not like disorganised things and prefer to fit things into a coherent pattern.

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( ) 19. I accept and stick to laid down procedures and policies so long as I regard them as an
efficient way of getting the job done.
( ) 20. I like to relate my actions to a general principle.
( ) 21. In discussions I like to get straight to the point.
( ) 22. I tend to have distant, rather formal relationships with people at work.
( ) 23. I thrive on the challenge of tackling something new and different.
( ) 24. I enjoy fun-loving, spontaneous people.
( ) 25. I pay meticulous attention to detail before coming to a conclusion.
( ) 26. I find it difficult to produce ideas on impulse.
( ) 27. I believe in coming to the point immediately.
( ) 28. I am careful not to jump to conclusions too quickly.
( ) 29. I prefer to have as many sources of information as possible – the more data to mull over,
the better.
( ) 30. Flippant people who do not take things seriously enough usually irritate me.
( ) 31. I listen to other people’s points of view before putting my own forward.
( ) 32. I tend to be open about how I am feeling.
( ) 33. In discussions I enjoy watching the manoeuvrings of the other participants.
( ) 34. I prefer to respond to events on a spontaneous, flexible basis, rather than plan things out
in advance.
( ) 35. I tend to be attracted to techniques such as network analysis, flow-charts,
branching programs, contingency planning, etc.
( ) 36. It worries me if I have to rush out a piece of work to meet a tight deadline.
( ) 37. I tend to judge people’s ideas on their practical merits.
( ) 38. Quiet, thoughtful people tend to make me feel uneasy.
( ) 39. I often get irritated by people who want to rush things.
( ) 40. It is more important to enjoy the present moment than to think about the past or
future. ( ) 41. I think that decisions based on a thorough analysis of all the information are
sounder than those based on intuition.
( ) 42. I tend to be a perfectionist.
( ) 43. In discussions I usually produce lots of spontaneous ideas.
( ) 44. In meetings I put forward practical, realistic ideas.
( ) 45. More often than not, rules are there to be broken.
( ) 46. I prefer to stand back from a situation and consider all the perspectives.
( ) 47. I can often see the inconsistencies and weaknesses in other people’s arguments.
( ) 48. On balance I talk more than I listen.
( ) 49. I can often see better, more practical ways to getthings done.
( ) 50. I think written reports should be short and to the point.
( ) 51. I believe that rational, logical thinking should win the day.
( ) 52. I tend to discuss specific things with people, rather than engaging in social discussion.
( ) 53. I like people who approach things realistically rather than theoretically.
( ) 54. In discussions I get impatient with irrelevancies and digressions.
( ) 55. If I have a report to write I tend to produce lots of drafts before settling on the final
version.
( ) 56. I am keen to try out things to see if they work in practice.
( ) 57. I am keen to reach answers via a logical approach.
( ) 58. I enjoy being the one that talks a lot.

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( ) 59. In discussions I often find I am the realist, keeping people to the point and avoiding wild
speculations.
( ) 60. I like to ponder many alternatives before making up my mind.
( ) 61. In discussions with people I often find I am the most dispassionate and objective.
( ) 62. In discussions I am more likely to adopt a ‘low profile’ than to take the lead and do most
of the talking.
( ) 63. I like to be able to relate current actions to a longerterm, bigger picture.
( ) 64. When things go wrong I am happy to shrug it off and ‘put it down to experience’.
( ) 65. I tend to reject wild, spontaneous ideas as being impractical.
( ) 66. It is best to think carefully before taking action.
( ) 67. On balance I do the listening rather than the talking.
( ) 68. I tend to be tough on people who find it difficult to adopt a logical approach.
( ) 69. Most times I believe the end justifies the means.
( ) 70. I do not mind hurting people’s feelings so long as the job gets done.
( ) 71. I find the formality of having specific objectives and plans stifling.
( ) 72. I am usually one of the people who put life into a party.
( ) 73. I do whatever is expedient to get the job done.
( ) 74. I quickly get bored with methodical, detailed work.
( ) 75. I am keen on exploring the basic assumptions, principles and theories underpinning
things and events.
( ) 76. I am always interested to find out what people think.
( ) 77. I like meetings to be run on methodical lines, sticking to laid-down agendas, etc.
( ) 78. I steer clear of subjective or ambiguous topics.
( ) 79. I enjoy the drama and excitement of a crisis situation.
( ) 80. People often find me insensitive to their feelings

Learning styles questionnaire – scoring

You score one point for each item you ticked ( ). There are no points for items you crossed
(X). Look back over your responses and circle those questions you ticked in the lists below:

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Understanding your learning styles:
Questionnaire result
Before we proceed, it is assumed that you have already completed the questionnaire and
scored it. You therefore have four scores, ranging from nought to twenty, for Activist,
Reflector, Theorist and Pragmatist. The question is: what do these four scores tell you?

Since the maximum score for each style is 20, at first sight you might conclude that the
highest of your four scores indicates your predominant learning style. This, however, is not
necessarily so. Before drawing a conclusion you need to view your scores in relation to
those obtained by other people who have completed the questionnaire. Norms, as they are
called, have been calculated for various groups of people and you need to decide which
group you will select to compare your scores. If in doubt use the general norms below
which are based on the scores obtained by well over a thousand people. The norms are
calculated on the scores obtained by:
A. The highest scoring 10 percent of people
B. The next 20 percent of people
C. The middle 40 percent of people
D. The next 20 percent of people
E. The lowest scoring 10 percent of people

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The general norms are as follows:

To illustrate how to use norms to interpret your LSQ result let us suppose your scores are
Activist 11, Reflector 11, Theorist 11 and Pragmatist 11. (We have chosen these scores
deliberately because they admirably demonstrate the importance of using norms to reach an
interpretation). The norms give the identical raw scores of 11 different weightings as follows:
A score of 11 for Activist falls in the B range indicating a strong preference for this style.
A score of 11 for Reflector falls in the D range indicating a low preference for this style.
A score of 11 for Theorist falls in the C range indicating a moderate
preference. A score of 11 for Pragmatist falls in the D range indicating a low
preference.

Learning styles - general descriptions

Activists
Activists involve themselves fully and without bias in new experiences. They enjoy the here
and now and are happy to be dominated by immediate experiences. They are open-ended,
not skeptical, and this tends to make them enthusiastic about anything new. Their
philosophy is ‘I will try anything once’. Their days are filled with activity. They tackle
problems by brainstorming. As soon as the excitement from one activity has died down they
are busy looking for the next. They tend to thrive on the challenge of new experiences but
are bored with implementation and longer-term consolidation. They are gregarious people,
constantly involving themselves with others but in doing so they seek to make themselves
the centre of all activities.

Activists learn best from novel experiences, from being encouraged to ‘have a go’ and from
being thrown into things. They enjoy relatively short ‘here and now’ learning activities, like
business games and competitive team exercises.

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Activists learn least well from passive situations like reading, watching, or listening to
lectures, particularly those on concept or theory. They do not enjoy solitary work, repetitive
tasks, situations that require detailed preparation, or being asked to review their learning
opportunities and achievements.

Reflectors
Reflectors like to stand back to ponder experiences and observe them from many different
perspectives. They collect data, both first hand and from others, and prefer to think about it
thoroughly before coming to any conclusion. These they postpone as long as possible. Their
philosophy is to be cautious. They enjoy watching other people in action and prefer to take a
back seat in meetings and discussions. They think before they speak. They tend to adopt a
low profile and have a slightly distant, tolerant, unruffled air about them. When they act, it is
part of a wide picture, which includes the past as well as the present and others’ observations
as well as their own.

Reflectors learn best from activities where they are able to stand back, listen and observe.
They like to have a chance to collect information and be given time to think about it before
commenting or acting. They like to review what has happened.

Reflectors learn least well when they are rushed into things with insufficient data or without
time to plan, when they are forced into the limelight by being required to role play or chair a
meeting, or when asked to take shortcuts or do a superficial job.

Theorists
Theorists adapt and integrate observations into complex but logically sound theories. They
think problems through in a vertical, step by step, logical way. They assimilate disparate facts
into coherent theories. They think problems through in a vertical, step-by-step, logical way.
They tend to be perfectionists who will not rest easy until things are tidy and fit into a
rational scheme. They are keen on basic assumptions, principles, theories, models and
systems thinking. They tend to be detached, analytical and dedicated to rational objectivity.

They feel uncomfortable with subjective judgements, ambiguity, lateral thinking and
anything flippant.

Theorists learn best when they are offered a system, model, concept or theory, even when
the application is not clear and the ideas may be distant from current reality. They like to
work in structured situations with a clear purpose, and be allowed to explore associations
and interrelationships, to question assumptions and logic and to analyse reasons and
generalise. They like to be intellectually stretched.

Theorists learn least well when asked to do something without apparent purpose, when
activities are unstructured and ambiguous, and when emotion is emphasised. They do not
learn well when faced with activities lacking depth, when data to support the subject are
unavailable and when they feel ‘out of tune’ with the rest of the group.

Pragmatists

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Pragmatists are keen on trying out ideas, theories and techniques to see if they work in
practice. They positively search out new ideas and take the first opportunity to experiment
with applications. They are the sorts of people who return from training courses bursting
with new ideas, which they want to try out in practice. They like to get on with things and act
quickly and confidently on ideas which attract them. They tend to be impatient with
ruminating and openended discussions. They are essentially practical, down-to-earth people
who like making practical decisions and solving problems. They respond to problems and
opportunities ‘as a challenge’. Their philosophy is ‘There is always a better way’ and ‘If it
works, it’s good’.

Pragmatists learn best when there is an obvious link between the subject matter and their
current job. They like being exposed to techniques or processes, which are clearly practical,
have immediate relevance and which they are likely to have the opportunity to implement.
Pragmatists learn least well when there are no immediate benefits or rewards from the
activity, and the learning events seem distant from reality.

Work-based Learning

What is work-based learning?

Work-based learning is the term used to describe a relationship between learning and work.
It emerges from the demands of work, rather than from formal educational programs (Gore,
2001). Workplace (or on-the-job) learning is much more than a training course or a single
on-the-job activity. It exists in a
variety of forms (such as teamwork, coaching, mentoring and computer-based learning)
which we will be exploring in this module.

Over the years, it has become increasingly clear that training is only a part of learning
and a number of factors are likely to influence the effectiveness of learning. These
include: • policies and procedures
• organisational and management structures
• resourcing levels
• organisational culture • professional supports.

The value of our everyday experiences in skill development is becoming increasingly

apparent and the role of work-based learning has expanded accordingly.

Learning opportunities
When you went through the process of identifying and analyzing your learning style(s) you
may have recognised that you do not always make full use of the opportunities available to
you - very few people do! The emphasis we have given to on-the-job learning arises from
our recognition that there are many more opportunities in the workplace than there ever will
be for off-thejob learning.

There is no problem ‘transferring’ what you learn on the job as there is from, say, a training
workshop. The range of opportunities that exists in the workplace, includes:
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• unplanned learning through current job
• planned, created learning within current job responsibilities
• planned learning through additions to current responsibilities
• planned learning through special assignments • planned learning by experience outside
work
• planned learning from boss or colleagues.

Mentoring

Mentoring can be done by anyone, at any time, and in almost any place. Many of you will be
able to recall a rewarding professional relationship that informed and enhanced your
learning and development. In this section we'll explore the formal mentoring relationship.

The mentoring process

Mentoring is usually defined as a relationship between an experienced and a less
experienced person in which the mentor provides guidance, advice, support and feedback to
the mentee.

It can be a focused, planned relationship where the mentor assists the mentee achieve
greater self-awareness, identify and plan alternatives and initiate and evaluate actions.
Mentoring relationships have a clear start, evolution and ending.

Coaching is the more specific process of learning from or about a task while actually
performing it. Coaches can be supervisors, experienced co-workers or colleagues.

Mentoring is a learning process which supports much of what is currently known about how
individuals learn, including the importance of experiential and work-based learning.
Technology is also assisting mentoring in organisations, as mentors and mentees connect
through electronic mail and videoconferencing.

The trend towards group mentoring, in which the mentor is the learning leader of a ‘learning
group’ is also proving popular.

The mentor relationship

Mentoring can be viewed as a partnership, with both parties freely contributing to the
discussion as equals working together.

The relationship is based on mutual respect, cooperation and acceptance.

The mentor relationship can be:

• flexible
• one-off, short or longer term
• formal or informal

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• structured or unstructured.

Your mentor may be:

• a supervisor
• colleague
• respected person outside the workplace.

What are the key skills of a good mentor?

Mentors should have a high level of competence and a willingness and commitment to help
another person develop.

Some of the key skills of a good mentor include:

• strong expertise in their specific area
• organisational knowledge
• strong interpersonal and communication skills
• status and prestige
• ability to share credit
• patience and risk-taking
• willingness to share responsibility for learning and personal development
• ethical practice
• strong supervisory skills.

What are the responsibilities of the mentee?

The mentee's role in the mentoring relationship is an active one in which they take a large
degree of responsibility for their own learning. This requires the mentee to:
• identify their own learning needs
• be willing to seek challenging assignments and new responsibilities
• be receptive to feedback and coaching.

What can go wrong?

It takes work to develop a successful mentoring relationship.
Possible pitfalls include:
• mentors fail to give sufficient time and attention to mentee
• mentees become too dependent on mentors
• mentees are unable to take responsibility for their own development.

A number of problems can be avoided by setting clear guidelines for the relationship at the
outset by negotiating a mentoring agreement.

What is a mentoring agreement?

The mentoring agreement will:
• specify the learning objectives which the mentee would like to achieve and an action plan
for how this can be achieved
• outline the duration of the relationship
• clarify roles and responsibilities of the mentee and mentor

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• outline agreements on time and frequency of meetings and feedback sessions
• outline the types of contact (e.g. this can include face-to-face meetings and contact by
telephone and e-mail)
• agree how sensitive issues will be handled (e.g. confidentiality)
• specify the procedure for dealing with difficulties that cannot be resolved between the
mentor and mentee
• set dates for reviewing the mentoring relationship.

Activity 9

How is work-based learning different from formal structured classroom learning?

Activity 9

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Create development opportunities that incorporate a range of activities
and support materials appropriate to the achievement of identified
competencies
Groups that Work
Groups form a basic unit of work activity throughout engineering and yet the underlying
process is poorly managed. This article looks at the basics of group work and suggests ways
to accelerate development.

There are two issues to take into consideration when people work in groups. Firstly there is
the task and the associated problems in getting the job done. This is often the only issue
considered by the team. The second is the process of the work of the team itself, i.e. the
mechanisms by which the team/ group acts as a unit and not as random individuals.

However, without the appropriate attention to this process, the value of the group can be
diminished or even destroyed. With the correct management of the process, it can enhance
the worth of the group to be more than the sum of the worth of its individuals.

The group should be viewed as an important resource whose maintenance must be

managed just like any other resource and that this management should be undertaken by
the group itself so that it forms a normal part of the group's activities.

What is a Group?

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Whether it be group of people working in the same room, or even on a common project,
does not necessarily invoke the group process. If the group is managed in a totally by one
person, there may be little opportunity for interaction relating to the work, if there is
separation within the group, the process may never evolve.

Ideally the group process should lead to a spirit of cooperation, coordination and commonly
understood procedures.

If these are present within the work group, then their performance will be enhanced by their
mutual support. Consider the opposite effect that someone who is self –opinionated and
cantankerous would have on your performance and then contrast that to working with
another who is friendly, open and helpful.

Why a Group?
Working in groups enables people to combine their talents and provide innovative solutions
to problems which may be unfamiliar. In situations where there may be no established policy
or procedure, there is a greater chance of the problem being solved by the group rather than
one individual.
A group may be viewed as a self-managing unit. Because of the broader skill base provided
by its members and the self-monitoring within the group, it is often a safer proposition to
delegate responsibility to a group than an individual. Even if a problem could be decided by
a single person, there are two main benefits in involving the people who will carry out the
decision.

• Firstly, having members of the work-group participate in the decision making process
will enhance their motivation and self esteem
• Secondly, if workers who are currently unskilled at participating in the decision
making process become trained through participation in group decision making this
will facilitate a better understanding of the objectives of the organisation, and in turn,
will be better equipped to solve work related problems

From the individual's point of view, there is the added incentive that through belonging to a
group each can participate in achievements well beyond his/her own individual potential.

Group Development
It is common to view the development of a group as having four stages:

• Forming
• Storming
• Norming
• Performing
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Forming is the stage at which group first comes together. Since the members of the group
may not be used to working with one another, individuals may be guarded in their own
opinions and generally reserved. This is particularly so in terms of the more nervous and/or
subordinate members. The group tends to defer to a large extent to those who emerge as
leaders.

Storming is the next stage, which can at times prove to be somewhat disruptive. Factions
form, personalities and personalities may clash. At this stage people are often considering
their own opinion only. Most importantly, very little communication occurs since no one is
listening and some are still unwilling to talk openly.

Then comes Norming. At this stage the sub-groups begin to recognise the merits of working
together and the in-fighting subsides. With a new sense of spirit of co-operation, members
begins to feel secure in expressing their own view points and these are discussed openly with
the whole group. The most significant improvement is that people start to listen to each
other. Work methods become established and recognised by the group as a whole.
Lastly: Performing. This is when the group has settled on a system which allows free and
frank exchange of views and a high degree of support by the group for each other and its
own decisions.

Group Skills
The group process is a series of changes which occur as a group of individuals form into a
cohesive and effective operating unit. If the process is understood, it can be accelerated.
There are two main sets of skills which a group must acquire:

• Managerial Skills
• Interpersonal Skills

And the acceleration of the group process is simply the accelerated acquisition of these.

As a self-managing unit, a group may have to undertake many of the functions of a Group
Leader collectively. Tasks that might be included are the organisation of meetings, making
budget decisions, strategic planning, setting goals, monitoring performance and reviewing
performance. It is unrealistic to expect an individual to suddenly assume managerial
responsibility without assistance. In the group, the situation is the same. Even if there are
practiced managers in the group, they must first agree on a method, and then convince and
train the remainder of the group.

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As a collection of people, a group needs to relearn some basic manners and people-
management skills.
Again, think of that self-opinionated, cantankerous loud- mouth; he/she should learn good
manners, and the group must learn to enforce these manners without destructive
confrontation.

Accelerating Development
It is common practice in accelerating group development to appoint, and if necessary train, a
"group facilitator".

The role of the group facilitator is to continually draw the attention of the group to its
process, and to suggest structures and practices to support and enhance the group skills.

This should only be a short term measure, since the existence of a single facilitator may
prevent the group from assuming collective responsibility for the group process.

The aim of any group should be that facilitation is performed by every member equally and
constantly. If this responsibility is recognised and undertaken from the beginning by all, then
the Storming phase may be avoided and the group development passed straight into
Norming.

The following is a set of suggestions which may help in group formation. They are offered as
suggestions, no more; a group will work towards its own practices and norms.

Clarification
In any project management, the clarity of the specification is of paramount importance - in
group work it is exponentially so.

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Suppose that there is a 0.8 chance of an individual understanding the task correctly (which is
very high). If there are 8 members in the group then the chance of the group all working
towards that same task is 0.17, and the same reasoning hold for every decision and action
taken throughout the life of the group.

It is the first responsibility of the group to clarify its own task, and to record this
understanding so that it can be constantly seen. This mission statement may be revised or
replaced, but it should always act as a focus for the group’s deliberations and actions.

The mouse
In any group, there is always the quiet one in the corner who doesn't say much. That
individual is the most underutilised resource in the whole group, and so represents the best
return for minimal effort by the group as a whole.
It is the responsibility of that individual to speak out and to contribute. It is the responsibility
of the group to encourage and develop that person, to include him/her in the discussion and
actions, and to provide positive reinforcement each time that happens.

The loud-mouth
In any group, there is always a dominant member whose opinions form a disproportionate
share of the discussion. It is the responsibility of each individual to consider whether they are
that person. It is the responsibility of the group to ask whether the loud-mouth might like to
summarise briefly, and then ask for other views.

Conclusion
Groups are like relationships - you have to work at them. In the work place, they constitute
an important unit of activity but one whose support needs are only recently becoming
understood. By making the group itself responsible for its own support, the responsibility
becomes an accelerator for the group process. What is vital is that these needs are
recognised and explicitly dealt with by the group.

Activity 10

How can staff benefit from working in groups?

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Activity 10

Identify and approve resources and time lines required for learning
activities in accordance with organisational requirements

Identifying learning resources

There is an ever-increasing range of resources available to support us in our learning

including:
• electronic networks
• journals
• web-sites
• books
• videos
• individuals, teams and organisations
• organisational intranet, library scheme, inter-library loan schemes
• workbooks.

As you work through this module it should be apparent that a range of skills are needed to
maintain learning. A key skill is the ability to locate and interpret information.

Information gathering skills

The use of research findings to inform daily practice is an ongoing process. Taking the time
to identify quality resources that meet your individual needs in terms of content and
relevance requires a range of skills. An increasingly important source of information is the
World Wide Web. There is a vast range of search tools and techniques available for you to
utilise.

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Learning the scope and functionality of relevant databases, web search engines and meta-
sites is becoming a necessary skill. Key organisations and services are other important
sources of potential information. This is where your networking skills can be particularly
beneficial.

Activity 11

Why is it necessary to identify learning resource requirements? How do these effect business
performance?

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Activity 11

Use feedback from individuals or teams to identify and implement

improvements in future learning arrangements
Feedback and counselling
The purpose of both counselling and feedback is to provide your staff with the information,
advice and assistance they need to contribute fully to the achievement of your organisation's
objectives and, where a person fails to make the required contribution, to demonstrate that
you have made an appropriate effort to assist them.

Many situations involve a combination of feedback and counselling, or a progression from

feedback to counselling. For example, when assessing how a probationer is performing, you
are expected to provide feedback. If, however, despite having given the probationer an
appropriate level of advice and assistance, you identify a problem with their work
performance or conduct, you may also need to initiate counselling.10

The following are particular situations where counselling and/or feedback may be
appropriate:

10
Source: Google Books, as prior to https://books.google.com.au/books?isbn=8182051010, as prior to 7 th
April, 2016.

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 • As part of a regular system of performance feedback
• Assessing the performance of a probationer
• In the context of performance appraisal
• Assessing staff training and development needs
• In connection with a referee's report
• After a selection process
• If a person is planning to retire or resign from the service
• Where there is a decline in work performance
• Where the standard of conduct is not being met
• Where there has been particularly good performance
• Where a difficulty has been overcome
• To maintain continuing good performance

Feedback
Feedback is generally informal and involves you and your staff member exchanging
information in a broad range of situations about how you can best work together to achieve
the goals of your organisation.

Feedback requires you to communicate clearly to the person what is expected in terms of
work performance and conduct and regularly inform them of the extent to which they are
meeting those expectations. Feedback ranges from oral comments on a person's
performance to written reports, such as probation, performance appraisal or referee reports.
Feedback should be a twoway process.

It is important for feedback to be a two-way process. Firstly, a feedback session should

provide a staff member the opportunity to express his or her views on your performance
also. You need to receive 'upwards' feedback from your staff in order to accurately gauge
how well you are fulfilling your own responsibilities.

By giving consideration to upwards feedback you can reinforce the message that individual
contributions to team performance are taken seriously. Secondly, if you have a concern
about a person's work performance it is usually more effective to work with the person to
develop a solution rather than attempt to impose one from above.

A co-operative, corrective approach will frequently achieve the best result. If feedback is
balanced and constructive, your staff members are more likely to respond to concerns about
their performance with an effort to improve.

Providing effective feedback

To be fully effective, feedback should be:

• Based on open, two-way communication

• Timely and regular

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 • Factual and specific
• Understood
• Honest
• Constructive
• Followed up

Timely and regular

Feedback is more effective if given on a regular, continuing basis. It need not, and should
not, be limited to structured processes.

Any concerns you have about a person's performance or conduct should be addressed
promptly. Early intervention can often prevent more serious problems developing. Similarly,
good performance should be promptly recognised.

Factual and specific

Focus should be placed on measurable performance. Avoid making unsubstantiated
judgements. Provide tangible, specific examples whenever possible, and avoid generalising. It
should also be ensured that any information that you provide is accurate.

Understood
Staff members need to understand why they are being given feedback. They need to
understand that individual performance is linked to the achievement of corporate objectives.

If you identify an aspect of a person's performance that requires improvement it is important

that you make the person clearly aware of the established standards and how you consider
that they are not being met.

When talking to staff about their performance you should clearly articulate your reasons for
doing so and outline possible consequences if improvements are not made.

If managers and staff place differing interpretations on a discussion, problems may arise. In
some cases a manager may feel that they have counselled a person while that staff member
is under the impression that it has simply been a routine discussion.

Inform the staff member prior to any discussion as to what issues you wish to discuss with
them and give them an opportunity to discuss them immediately or make another time
(although you should not allow the discussion to be deferred for an unreasonable period).

Constructive
You should be honest, without being coercive or offensive. The discussion should be
focussed upon ways to improve performance rather than focusing entirely on problems or
perceived shortcomings. Often when a person is experiencing performance problems, there
will be particular tasks which they still perform well.

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If the discussion begins by touching upon the positive aspects of their work, and then move
on to the areas which require improvement, a constructive outcome is more frequently
achieved.

Follow up
Feedback needs to be followed up or little will be achieved. It is important to continually to
monitor and evaluate the performance of your staff. When, following a feedback discussion,
you agree on a course of action to improve a person's performance, e.g. to investigate the
possibility of providing training or developmental opportunities, it is important that you
follow up your commitment.

It is equally important for staff to be committed to improvement and to follow up the actions
to which they have agreed.

Be positive
Some managers may tend to focus on the negative aspects of feedback. While it is important
to encourage improved performance in those not functioning to the required standard, you
should try to adopt a balanced approach by also recognising and rewarding good
performance.

Formal performance appraisal schemes provide an opportunity to recognise and reward

good performance.

There are many other informal opportunities, such as annotating a person's work with
positive comments, especially if those comments will be seen by senior management; taking
a few moments at a meeting to acknowledge someone's good work; allowing an individual
to take on more challenging and responsible tasks; or praising good work in the presence of
senior management.11

Motivate
Motivating your staff is an essential part of the job of managing people in the APS
environment. Recognition can be an important element of motivation. How a person
performs in the future will often be influenced by feedback on the way in which they have
performed in the past.
By acknowledging the achievements of your staff, and ensuring that they have as much
information as possible about the work they do and what is required to do it better, you
should be able to increase their motivation to perform well.

Develop

11
Source: Google Books, as on https://books.google.com.au/books?isbn=818205101, as prior to 7 th April,
2016.

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Regular discussions with your staff will enable you to assist them to identify any training they
may require to improve their work performance and will also provide you with the
opportunity to assist in their career development.

A personal development plan can be a useful tool to help your staff to develop realistic
training and development goals.

Participate
Performance problems can sometimes result from factors other than the capacity or
willingness of staff.

Limited resources, inappropriate job design and inefficient or outmoded procedures are
among a range of things that may contribute to poor performance.

Regular discussions with your staff will give them the opportunity to bring such factors to
your attention, and they are likely to be more willing to accept the measures taken to
address such problems if they have been able to participate in developing the solutions.12

It is important for managers and employees to understand each other's needs. You should
establish what your staff members need to do their jobs more efficiently and your staff need
to fully understand your requirements.

A needs-based approach should help you to establish effective communication and thereby
improve performance in your workplace.

Counselling
Counselling is a formal process, initiated when a person has not responded to advice and
assistance you have provided on a less formal basis, and will usually involve your taking the
following steps:

• Advise the person in advance that a discussion about his or her work performance or
conduct is to be held at a given time and place, with sufficient notice to enable you
both to come to the discussion prepared
• Arrange for the meeting to be held in private, although a support person for the
person being counselled may be present, as well as someone you may have asked to
attend as an observer
• Keep a brief record of the meeting his could be a diary note13

12
Source: Northern Territory Government, as at
http://www.ocpe.nt.gov.au/__data/assets/pdf_file/0008/53675/counsellingbk.pdf, as on 7 th April, 2016.
13
Source: Google Books, as at https://books.google.com.au/books?isbn=8182051010, as on 7 th April, 2016.
14
Source: https://xisspm.files.wordpress.com/2012/03/hrd-pms-6-shared-by-ut.docx, as prior to 7th April,
2016..
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When to counsel
Determining at what point a decline in work performance or a failure to observe the
appropriate standard of conduct warrants formal counselling is a matter for your judgment.

It is not always easy to decide when to move from providing informal comments on a
person's work to a more formal approach. However, when you do decide to take that step,
make sure that you begin documenting the steps you are taking to address the situation.

By intervening at an early stage you can often prevent a problem escalating and requiring
more serious and possibly disruptive action further down the track.

If you encourage a free flow of information in the workplace and open, two-way
communication is the norm, it will be easier for you to identify performance problems when
and if they do arise, and deal with them promptly.

A good management style will not eliminate performance problems, but good workplace
communication should help you to identify some problems early, so you can do something
about them.

Who should give the counselling?

In most cases it is your responsibility as a manager to provide counselling to your staff in
relation to work performance and conduct.

However, in circumstances where performance is affected by factors outside the workplace,

for example if a person has a problem with drugs or alcohol or has difficulties in their private
life, it may be appropriate, after an initial discussion, to refer the person to a staff counsellor
or counsellor from an Employee Assistance Program (EAP).14

This does not mean that you should back away from the problem, but you should focus on
ways to improve the person's performance at work and not attempt to solve problems that
may be occurring in the individual's private life. In most cases, managers are not qualified to
take on such a role.
Apart from providing a counselling service for staff, EAPS can also help you as a manager.
For instance, if you are faced with having to give a person critical feedback about their
performance and you feel uncertain about your approach, you may wish to contact the EAP
to obtain advice on how to best frame the discussion.

You may also wish to consult a more senior manager or contact your human resources area
for advice.

In some cases it may be appropriate to involve a professionally qualified counsellor outside

your agency, such as a medical practitioner. If you are considering an external referral you
should not put pressure on the person to seek outside counselling. A referral should be
arranged only with the person's consent.

Where should you counsel and who should be present?

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Generally, people should be praised in public and criticised in private. However, some people
may be embarrassed by unexpected public praise, and so you need to be aware of this and
use your own judgement when delivering positive feedback. It is advisable first to let a
person know they have done a good job and then, for example, to tell them that you intend
to mention this at the next meeting.

Where formal counselling is to be done, the discussion should ideally be held in a place
which is private and free from distractions. Your office, if you have one, may be appropriate
but, in some situations, a more neutral meeting place away from the immediate work area
may be preferable.

Where possible, a suitable time for the discussion should be agreed in advance and sufficient
notice given to allow both yourself and the staff member to prepare adequately.

While it is desirable for a person to be given sufficient notice to prepare for a counselling
session, there may be occasions when you decide that a person's behaviour warrants
immediate action, particularly when the behaviour is causing disruption to other staff.
A counselling discussion usually involves a manager or supervisor and a staff member but, in
some situations, you may find that a person requests the presence of a support person or
independent observer. You may also wish to have an observer present. A person or persons
attending a session in this capacity would not normally take part in the discussion and their
presence and role should be clarified before the session commences.

The importance of agreed outcomes

To achieve the best results, counselling, like feedback, should be based on open, two-way
communication. You should work with a person to generate an agreed plan of action,
establishing and articulating the needs of both the manager and the staff member. Focus on
future outcomes rather than dwelling too much on what has happened in the past.14

Your aim is to produce an improvement in the person's performance or conduct and for this
to happen you should, first, agree that an improvement is required and, secondly, agree on
the steps which should be taken to achieve it.

14
Source: Northern Territory Government, as at
http://www.ocpe.nt.gov.au/__data/assets/pdf_file/0008/53675/counsellingbk.pdf, as on 7 th April, 2016.
91 | P a g e
It is also important that you establish a time frame to achieve your agreed goals and to
review the success of your strategy.

Assess and record outcomes and performance of individuals/teams to

determine the effectiveness of development programs and the extent of
additional development support
Developing individual and team development plans within the organisation is quite often
accomplished by performance appraisals, it is important that these appraisals are regularly
reviewed and updated.

INDIVIDUAL AND TEAM PERFORMANCE APPRAISAL AND COUNSELLING INTERVIEWS

Performance appraisal takes place in every organisation, whether there is a formal program
or not. Managers are constantly observing the way employees both individual and team's
carry out their duties and forming impressions about the worth of these employees to the
organisation.

Performance appraisal benefits both the organisation and the employees whose
performances are being appraised. For the organisation, employee appraisal is a
management feedback system that provides input that can be used for the entire range of
human resource activities. For the individual and team, appraisal provides the feedback
essential to good performance.

The structured cycle of setting performance targets and development activities which
support and appraise performance. Performance goals are reviewed and development
requirements are ascertained by tracking the employee's progress.

• A performance appraisal provides a periodic opportunity for communication

between the person who assigns the work and the person who performs it. They

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 discuss what they expect from each other and how well those expectations are
being met.
• Performance appraisals are neither adversarial nor social chit-chat. They are an
essential communication link between two people with a common purpose.
• Leading these discussions is not always easy, but the principles and techniques
for effective sessions can be learned and applied by everyone.15

Giving performance feedback or appraising performance is something which occurs every

day formally or more often informally. It really is a means of communication, and the
appraisal is a means of recording it.

WHAT CAN BE APPRAISED?

Almost any facet of a person’s work performance can be appraised, including:

• Productivity • Customer service • Leadership qualities

quality
• Communication skills • Relationships • Reliability
• Technical skills • Personal presentation • Work ethic
HOW CAN PERFORMANCE BE APPRAISED?
A wide variety of methods can be used to appraise work performance. An effective
system will often rely on a combination of available techniques. Here are some examples:
• Observe and record
• Results of surveys
• Self-evaluation
• 360° feedback
• Evidence based assessment

The following tools are used in the appraisal methods listed above:
• Rating scales, checklists and narrative reports
• Internal and external client surveys
• A range of people who interact with the employee providing input into the
appraisal • Employees collect a range of evidence that demonstrates their
performance

15
Taken from Effective Performance Appraisals CRISP SERIES
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FEATURES OF PERFORMANCE APPRAISAL

An effective appraisal and development system:

• Matches individual performance outcomes with goals of the organisation. This

ensures that individuals work in ways that contribute to the overall strategic
direction of their organisation
• Facilitates two-way communication, giving both employees and the supervisor an
opportunity to discuss performance expectations and requirements
• Improves employee motivation, by clearly establishing and agreeing on a set of
goals and discussing potential rewards or recognition
• Provides documented action plans which record the appraisal and agreed
outcomes • Provides feedback to employees
• Generates plans for future action, giving employees focus
• Identifies participants’ training and development requirements. Training gaps and
areas for skills enhancement are identified

THE PERFORMANCE APPRAISAL CYCLE

Employee appraisal and development is a process, not a one-off event. It operates as a

continuous cycle. The appraisal and development cycle appraises performance and progress
against activities and performance targets.

Developing Teams16
The phases of team development are commonly referred to as Forming, Storming, Norming
and Performing.

16
Sources: JISC, as at http://www.jiscinfonet.ac.uk/infokits/project-management/developing-teams, as on 31st
December, 2012; About Money, as at
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Your team members may have specialist experience in a particular function but they will also
bring to the team their own style of working and problem solving. Try to understand
individual approaches so you can make best use of the mix you have available.

Left and Right Brain Thinkers

The two sides of the brain function differently in terms of how they process information. Left
brain skills help people to function well in high tech environments, as they are adapted to
analysing things and introducing logic to a problem or challenge. Right brain thinking is
more holistic and intuitive. Left brain thinkers respond well to verbal messages and find it
easy to describe and define things whereas right brain thinkers respond better to nonverbal
imagery. Whilst left brain thinkers respond well to the meaning and context of words, right
brain thinkers are more likely to respond to the actual phrasing and tone of sentences. In
effect, skills develop within the left brain and values within the right.

Adaptors and Innovators

Professor Michael Kirton, in his Adaptation/Innovation theory, suggests that there is a

spectrum of creative style - illustrating the different ways in which individuals approach
bringing about change or problem-solving. Adaptors are at one end and Innovators are at
the other. Adaptors prefer 'to make improvements in existing ways of doing things' and
Innovators prefer 'to do things differently'.

Among many other characteristics, the Adaptor is likely to:

http://humanresources.about.com/od/teambuilding/f/team_stages.htm, as on 5 th August, 2015; About

Money, as at http://humanresources.about.com/od/involvementteams/a/twelve_tip_team.htm, as on 5 th
August, 2015
95 | P a g e
•Prefer improvement of existing structures over mould-breaking change
•Be methodical and prudent
•Put a high value on being efficient within a system
•Be interested in solving problems rather than looking for them

Whereas the Innovator, unsurprisingly given that they rest at the other side of the spectrum,
is likely to:
•Prefer mould-breaking change over improvement of existing structures
•Be seen as undisciplined and reckless
•Put greater value on thinking up new skills than on implementing them
•Enjoy seeking out problems

Adaptors approach problem-solving from the inside, and Innovators from the outside, in
relation to the status quo.

Insiders and Outsiders

Insiders in this instance are those members of the team who come from within the
environment or organisation the team is concentrating on. Outsiders are external to the
organisation or at least that part of it. Insiders will understand the status quo thoroughly but
can often be too close to the issue in hand to effect major change. Outsiders introduce an
element of objectivity and are more ready to question assumptions.

Traditionally, a team goes through five stages of development. Each stage of team
development presents its own special challenges to a group of people striving to work
together successfully by forming a cohesive team. The team and the organization can take
specific actions at each stage of team development to support the team’s success in
accomplishing the team mission.
At each stage, the behavior of the leader must be adapted to the changing and developing
needs of the group.

The model used was first developed by Dr. Bruce Tuckman who published his four stages of
team development: the Forming, Storming, Norming, and Performing model, in 1965. Dr.
Tuckman seems to have added a fifth stage, Adjourning, during the 1970s.

Stages of Team Development Model

• Forming: a group of people come together to accomplish a shared purpose.
• Storming: Disagreement about mission, vision, and approaches combined with the fact
that team members are getting to know each other can cause strained relationships
and conflict.
• Norming: The team has consciously or unconsciously formed working relationships
that are enabling progress on the team’s objectives.
• Performing: Relationships, team processes, and the team’s effectiveness in working on
its objectives are synching to bring about a successfully functioning team.

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 • Transforming: The team is performing so well that members believe it is the most
successful team they have experienced; or

Ending: The team has completed its mission or purpose and it is time for team
members to pursue other goals or projects.
Not every team moves through these stages in order and various activities such as adding a
new team member can send the team back to earlier stages. The length of time necessary for
progressing through these stages depends on the experience of the members, the support
the team receives and the knowledge and skill of the team members. These are the twelve
specific factors that must be present for a team to succeed.

People in every workplace talk about building the team, working as a team, and my team,
but few understand how to create the experience of team work or how to develop an
effective team. Belonging to a team, in the broadest sense, is a result of feeling part of
something larger than yourself. It has a lot to do with your understanding of the mission or
objectives of your organization.

In a team-oriented environment, you contribute to the overall success of the organization.

You work with fellow members of the organization to produce these results. Even though
you have a specific job function and you belong to a specific department, you are unified
with other organization members to accomplish the overall objectives. The bigger picture
drives your actions; your function exists to serve the bigger picture.

You need to differentiate this overall sense of teamwork from the task of developing an
effective intact team that is formed to accomplish a specific goal. People confuse the two
team building objectives. This is why so many team building seminars, meetings, retreats and
activities are deemed failures by their participants. Leaders failed to define the team they
wanted to build. Developing an overall sense of team work is different from building an
effective, focused work team when you consider team building approaches.

Twelve Cs for Team Building

Executives, managers and organization staff members universally explore ways to improve
business results and profitability. Many view team-based, horizontal, organization structures
as the best design for involving all employees in creating business success.

No matter what you call your team-based improvement effort: continuous improvement,
total quality, lean manufacturing or self-directed work teams, you are striving to improve
results for customers. Few organizations, however, are totally pleased with the results their
team improvement efforts produce. If your team improvement efforts are not living up to
your expectations, this self-diagnosing checklist may tell you why. Successful team building,
that creates effective, focused work teams, requires attention to each of the following.

• Clear Expectations: Has executive leadership clearly communicated its expectations

for the team’s performance and expected outcomes? Do team members understand
why the team was created? Is the organization demonstrating constancy of purpose
in supporting the team with resources of people, time and money? Does the work of

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 the team receive sufficient emphasis as a priority in terms of the time, discussion,
attention and interest directed its way by executive leaders?

• Context: Do team members understand why they are participating on the team? Do
they understand how the strategy of using teams will help the organization attain its
communicated business goals? Can team members define their team’s importance to
the accomplishment of corporate goals? Does the team understand where its work
fits in the total context of the organization’s goals, principles, vision and values?

• Commitment: Do team members want to participate on the team? Do team members

feel the team mission is important? Are members committed to accomplishing the
team mission and expected outcomes? Do team members perceive their service as
valuable to the organization and to their own careers? Do team members anticipate
recognition for their contributions? Do team members expect their skills to grow and
develop on the team? Are team members excited and challenged by the team
opportunity?
• Competence: Does the team feel that it has the appropriate people participating? (As
an example, in a process improvement, is each step of the process represented on
the team?) Does the team feel that its members have the knowledge, skill and
capability to address the issues for which the team was formed? If not, does the team
have access to the help it needs? Does the team feel it has the resources, strategies
and support needed to accomplish its mission?

• Charter: Has the team taken its assigned area of responsibility and designed its own
mission, vision and strategies to accomplish the mission. Has the team defined and
communicated its goals; its anticipated outcomes and contributions; its timelines; and
how it will measure both the outcomes of its work and the process the team followed
to accomplish their task? Does the leadership team or other coordinating group
support what the team has designed?

• Control: Does the team have enough freedom and empowerment to feel the
ownership necessary to accomplish its charter? At the same time, do team members
clearly understand their boundaries? How far may members go in pursuit of
solutions? Are limitations (i.e. monetary and time resources) defined at the beginning
of the project before the team experiences barriers and rework?

Is the team’s reporting relationship and accountability understood by all members of

the organization? Has the organization defined the team’s authority? To make
recommendations? To implement its plan? Is there a defined review process so both
the team and the organization are consistently aligned in direction and purpose? Do
team members hold each other accountable for project timelines, commitments and
results? Does the organization have a plan to increase opportunities for self-
management among organization members?

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• Collaboration: Does the team understand team and group process? Do members
understand the stages of group development? Are team members working together
effectively interpersonally? Do all team members understand the roles and
responsibilities of team members? team leaders? team recorders? Can the team
approach problem solving, process improvement, goal setting and measurement
jointly? Do team members cooperate to accomplish the team charter? Has the team
established group norms or rules of conduct in areas such as conflict resolution,
consensus decision making and meeting management? Is the team using an
appropriate strategy to accomplish its action plan?

• Communication: Are team members clear about the priority of their tasks? Is there an
established method for the teams to give feedback and receive honest performance
feedback? Does the organization provide important business information regularly?
Do the teams understand the complete context for their existence? Do team
members communicate clearly and honestly with each other? Do team members
bring diverse opinions to the table? Are necessary conflicts raised and addressed?

• Creative Innovation: Is the organization really interested in change? Does it value

creative thinking, unique solutions, and new ideas? Does it reward people who take
reasonable risks to make improvements? Or does it reward the people who fit in and
maintain the status quo? Does it provide the training, education, access to books and
films, and field trips necessary to stimulate new thinking?

• Consequences: Do team members feel responsible and accountable for team

achievements? Are rewards and recognition supplied when teams are successful? Is
reasonable risk respected and encouraged in the organization? Do team members
fear reprisal? Do team members spend their time finger pointing rather than
resolving problems? Is the organization designing reward systems that recognize
both team and individual performance? Is the organization planning to share gains
and increased profitability with team and individual contributors? Can contributors
see their impact on increased organization success?

• Coordination: Are teams coordinated by a central leadership team that assists the
groups to obtain what they need for success? Have priorities and resource allocation
been planned across departments? Do teams understand the concept of the internal
customer—the next process, anyone to whom they provide a product or a service?
Are cross-functional and multi-department teams common and working together
effectively? Is the organization developing a customer-focused process-focused
orientation and moving away from traditional departmental thinking?

• Cultural Change: Does the organization recognize that the team-based, collaborative,
empowering, enabling organizational culture of the future is different than the
traditional, hierarchical organization it may currently be? Is the organization planning
to or in the process of changing how it rewards, recognizes, appraises, hires,
develops, plans with, motivates and manages the people it employs?

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 Does the organization plan to use failures for learning and support reasonable risk?
Does the organization recognize that the more it can change its climate to support
teams, the more it will receive in pay back from the work of the teams?

Spend time and attention on each of these twelve tips to ensure your work teams
contribute most effectively to your business success. Your team members will love you,
your business will soar, and empowered people will "own" and be responsible for their
work processes. Can your work life get any better than this?

Activity 12

What would be included in a learning plan? Why?

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Activity 12

Negotiate modifications to learning plans to improve the efficiency and

effectiveness of learning

THE APPRAISAL CYCLE CAN BE BROKEN DOWN INTO FOUR STAGES

Stage 1: Performance planning meeting

Plan meeting:
• Provide at least 1 weeks’ notice of the forthcoming meeting
• Collect copies of unit business plans and the employee's job description
• Review previous appraisals
• Define purpose of the appraisal

Review duties:
• What is the employee's position?
• What are their development needs?
• What results are expected of them?

Set clearly defined performance targets and expectations:

• Discuss and agree on performance targets
• Decide how evidence will be collected (choose appraisal system)

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Identify development needs:
• What skills does the employee need to further develop their CURRENT position?
• Discuss and agree on development needs

Documentation:
• How will the appraisal be documented?
• Employer and employee to sign and date documented agreement of performance
targets

Stage 2: Supporting performance development activities

Employees need to be supported in their efforts to achieve performance targets.

Employers therefore need to:

• Monitor their performance
• Provide coaching and feedback
• Facilitate development opportunities

Feedback should be:

• Sensitive and helpful to the employee
• Well timed and prompt
• Actionable and objective
• Two way (inviting employees to comment)
• Easy to understand

Stage 3: Performance appraisal interview

• Decisions are made, documented and communicated to the employee. The formal
interview:
o Makes appraisal decisions regarding performance o
Consider current performance plans, relevant
standards o How does employee meet performance
targets?
o Provides honest (positive and negative) feedback
assesses progress against developmental activities
o Focus on the behaviour, not the personality of the
employee o Ask (open) questions to fill in any gaps
o Actively listen to employee's answers
• Confidentially documents appraisal decisions on relevant forms including:
o Employee's details o Employer's details o Review
dates o Key responsibilities o Main tasks o
Performance targets o Review of workplace conduct
o Training and support needs Stage 4: Monitor
outcomes and review the process The review stage:

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Monitors the outcomes of the appraisal:
• Action plans (e.g. job rotation)
• Self-development activities (e.g. training)
• New or refined goals for the next review
• Adjustment of performance measures and time frames
• Performance management (ongoing monitoring)

Evaluates the appraisal process:

• How well are you assisting people to work effectively?
• Collect and analyse information about how the appraisal process went

Activity 13

What is the purpose of performance appraisals?

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Activity 13

Document and maintain records and reports of competency according to

organisational requirements17
Record keeping is vital to keep track of the assessment of competence in order to manage
the system. The method of recording the assessments of competence should be reliable.
Emergency access to records of competencies should be possible within one hour.
Generally, records should be made available, following a request, within 24 hours. The
employing company should retain assessment records for twice the reassessment period,
along with the records of aptitude and significant events. Log books can record
competencies and activities carried out. Records must be made available to those with
authorised access. When staff change jobs or employers, some form of assessment will be
required.

FACTORS
The factors for consideration include:
(a) How to record the assessment of competence.
The method of recording information on competence should be accurate, reliable, easy to
access by authorised persons and open to audit. Records may be held on a computer or be
paper based. There should be adequate security to prevent nauthorised changes. Keeping
the records on a computer database has many benefits, especially for rapid access from

17
Source: Office of Rail Regulation, as at http://orr.gov.uk/__data/assets/pdf_file/0016/4264/sf-dev-staff.pdf,
as on 7th April, 2016.

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many locations. However, good database management, including regular backups of the
database, will be required.
(b) Who should hold the assessment records.
The employing company should keep its own assessment records, including the records of
staff competencies, assessment, aptitude and significant events for each member of staff.
Companies should hold or have access to the record of competencies for each individual,
and be able to verify that the information is genuine.
(c) Who keeps the original certificates.
In some cases a document may be issued to the person assessed or reassessed as
competent. This may be in the form of a certificate or licence. Staff should keep these
original certificates and licences safely. They may need to show them to supervisors or
people in charge before starting.

Staff should be allowed to keep certificates etc if they move to another company.

(d) Records of competencies.

The record of competencies for each member of staff or contractor should list, as a
minimum, the following information:
•each activity that the person has been assessed or reassessed as competent to
carry out;
•the standard achieved;
•name of assessor(s); and
•the expiry date of the current certificate or licence of competence.

(e) Records of assessment.

The records of competence assessment for each member of staff should include:
•the assessment record, made at the time of the assessment along with any
advice or feedback provided for further improvement and development;
•the standard(s) achieved and performance and knowledge criteria met;
•a copy of any certificate or licence issued;
•records that led to the issue of the certificate or licence;
•date(s) of assessment or reassessment;
•name of assessor(s);
•assessment locations and events;
•methods of assessment;
•deficiencies in competence identified and actions taken to rectify them;
•records of training given and any further planned; and
•records of development and any further planned.

(f) Records of aptitude and significant events.

Any records of aptitude and mental abilities should include information gathered during the
recruitment and selection of individuals (eg results obtained from the use of assessment
tools). The records of significant events should include details of any accidents, incidents and
other important events. Records should also be kept of reports of sub-standard

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performance, deficiencies in competence along with any feedback given and actions taken to
address substandard performance.

(g) Length of time for retaining records.

The length of time for retaining records can be difficult to determine. But as a general rule
records of competencies and the detailed records of assessment should be kept for a period
at least equal to twice the normal period between recertification (ie for a company that
normally reassesses a competence every three years, the detailed records of the assessment
should be kept for six years). Records of aptitude and significant events should also be
retained.

Activity 14

Provide an example of 3 records of competency that you would retain for staff. Describe the
records and where these would be kept

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Activity 14

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ASSESSMENT
BSBLED401 Develop teams and individuals

Student Name
Student ID
Unit commenced (Date)
Unit Completed (Date)
I hereby certify that I have undertaken these
assessment tasks utilising my own work without
assistance from any other parties. I have not
knowingly plagiarised any work in completing
these assessment activities.

Student Signature

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Knowledge Assessment (Written Tasks)

Research activity – research answers to the following questions:

Multiple Choice

1) Which of the following terms refers to a procedure for providing new employees with
basic background information about the firm?
A) recruitment
B) selection
C) orientation
D) development
E) arbitration

2) Which of the following terms refers to helping new employees appreciate the values and
culture of a firm?
A) onboarding
B) outsourcing
C) organizing
D) offshoring
E) outplacing

3) Which of the following is most likely NOT one of the goals of a firm's employee
orientation program?
A) making new employees feel like part of a team
B) helping new employees become socialized into the firm
C) assisting new employees in selecting the best labor union
D) teaching new employees about the firm's history and strategies
E) providing basic information to new employees to help them work

4) All of the following topics are typically addressed during employee orientation EXCEPT
________.
A) employee benefits
B) personnel policies
C) daily routine
D) wage curves
E) safety measures

5) The methods used to give new or present employees the skills they need to perform their
jobs are called ________.
A) orientation
B) training
C) development

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D) appraisal
E) management

6) If an employer fails to train an employee adequately and an employee subsequently

harms a third party, the court could find the employer liable for ________. A) negligent
hiring
B) discrimination
C) negligent training
D) occupational fraud
E) hazardous training

7) Which of the following steps will most likely NOT help employers protect themselves
against charges of negligent training?
A) confirming an employee's claims of skill and experience
B) providing extensive and appropriate training
C) evaluating the effectiveness of the training
D) paying employees for their training time
E) recruiting only at accredited schools

8) Surveys have found that ________ has the greatest influence on organizational performance
and employee productivity.
A) appraisals
B) feedback
C) training
D) goal-setting
E) screening

9) The first step in a training program is to ________.

A) assess the program's successes or failures
B) present the program to a small test audience
C) design the program content
D) conduct a needs analysis
E) estimate the program's budget

10) What is the second step in the training process?

A) evaluating the program's successes or failures
B) presenting the program to a small test audience
C) developing specific training objectives
D) identifying specific skills of the job
E) training the targeted group of employees

11) Which of the following will most likely occur during the third step of the training process?
A) conducting a needs analysis for a specific job
B) training employees with an online program
C) evaluating the success or failure of the program

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D) reviewing training workbooks and exercises
E) estimating a budget for the training program

12) What is the final step in the training process?

A) evaluating the program's successes or failures
B) rewarding employees for program participation
C) designing content for the training program
D) conducting a budget and needs analysis
E) training the targeted group of employees

13) James, an HR manager, is currently identifying the specific job performance skills
required for a telemarketing position at Newman Enterprises. He is also assessing the skills of
prospective trainees. James is most likely involved in which of the following aspects of the
training process? A) needs analysis
B) program evaluation
C) program implementation
D) instructional design
E) budget estimation

14) All of the following will most likely motivate trainees EXCEPT ________.
A) using as many visual aids as possible during the session
B) providing an overview of the material to be covered
C) teaching new terminology and technical concepts
D) utilizing a half or three-fourths day schedule
E) allowing trainees to set their own pace

15) Trainees should be provided adequate practice and be allowed to work at their own pace
during a training session in order to ________.
A) screen applicants based on ability
B) transfer skills more easily to the job
C) provide employers with feedback
D) determine appropriate pay scales
E) save the employer time and money

16) ________ is a detailed study of the job to determine what specific skills the job requires.
A) Needs analysis
B) Task analysis
C) Performance analysis
D) Training strategy
E) Development planning

17) Which of the following consolidates information regarding required tasks and skills in a
format that is helpful for determining training requirements?
A) performance record form
B) training assessment form

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C) task analysis record form
D) organizational skills sheet
E) work function analysis

18) Employers will most likely use all of the following methods to identify training needs
for new employees EXCEPT ________. A) analyzing job descriptions
B) reviewing performance standards
C) performing the job
D) questioning current job holders
E) conducting a work sampling

19) A graphic model that presents a precise overview of the knowledge, skills, and behaviors
someone would need to perform a job well is known as a ________.
A) benchmark
B) scatter plot
C) competency model
D) classification table
E) organizational chart
Answer: C

20) The process of verifying that there is a performance deficiency and determining if such
deficiencies should be corrected through training or through some other means is called
________. A) needs analysis
B) training assessment
C) performance analysis
D) training strategy
E) performance appraisal
Answer: C

21) Mark Caffrey, vice president of sales at Samson Pharmaceuticals, manages a sales team of
ten employees. Members of Mark's sales force vary in experience level. Four members of the
sales team have worked at Samson for less than one year. The other six salespeople have
been with Samson anywhere from three to seven years. Mark recently received the annual
sales report and noticed that sales have been dropping steadily over the last year. Mark is
considering the idea of providing training to his sales team as a way to boost sales.

Which of the following best supports the argument that the drop in Samson's sales can be
solved through training?
A) Attitude surveys sent to Samson personnel suggest that the firm's elimination of year-
end bonuses has angered many employees.
B) Recent studies suggest that sales of name-brand pharmaceuticals, such as Samson, are
dropping as more people are choosing to use generic drugs instead.
C) The rising costs associated with college recruiting have forced Samson to hire sales
associates through online job sites.

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D) Members of the sales team have expressed that they do not fully understand the
benefits and side effects of the latest medications released by Samson.
E) Samson provides laptops to its entire sales team so each salesperson can easily locate
necessary information while on sales calls.

22) Mark Caffrey, vice president of sales at Samson Pharmaceuticals, manages a sales team of
ten employees.
Members of Mark's sales force vary in experience level. Four members of the sales team have
worked at Samson for less than one year. The other six salespeople have been with Samson
anywhere from three to seven years. Mark recently received the annual sales report and
noticed that sales have been dropping steadily over the last year. Mark is considering the
idea of providing training to his sales team as a way to boost sales.

Which of the following undermines the argument that the drop in Samson's sales can be
solved through training?
A) The newest members of the Samson sales force are unfamiliar with the procedures used
by the firm to measure the effectiveness of new drugs.
B) Samson recently eliminated its long-standing policy of paying salespeople commissions
on top of base salaries, which angered employees.
C) Samson's most experienced salesperson retired after working at the firm for more than
twenty years.
D) Samson no longer requires salespeople to have medical backgrounds or science degrees.
E) Samson sales team members recently received their annual performance appraisals.

23) Mark Caffrey, vice president of sales at Samson Pharmaceuticals, manages a sales team of
ten employees.
Members of Mark's sales force vary in experience level. Four members of the sales team have
worked at Samson for less than one year. The other six salespeople have been with Samson
anywhere from three to seven years. Mark recently received the annual sales report and
noticed that sales have been dropping steadily over the last year. Mark is considering the
idea of providing training to his sales team as a way to boost sales.

All of the following questions are relevant to Mark's decision to implement a training
program for his sales team EXCEPT ________.
A) What methods are used for recruiting and interviewing individuals for sales positions?
B) Does every salesperson understand what his or her performance standards are?
C) What tools are available to sales team members to help them work efficiently?
D) What interpersonal competencies are expected of sales team members?
E) What were the results of attitude surveys distributed to the sales team?

24) Which of the following best describes the first step in a performance analysis?
A) comparing a person's performance to ideal performance
B) evaluating the productivity of each employee
C) investigating employee-related customer complaints
D) evaluating supervisor performance reviews
E) conducting job knowledge assessments
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25) An employer's decision to deliver on-the-job training or Web-based training is most
likely determined by which of the following?
A) task analysis
B) organizational culture
C) performance management
D) employee recruiting methods
E) budget considerations

26) ________ means having a person learn a job by actually doing

it. A) In-house training
B) On-the-job training
C) Socialization
D) Social learning
E) Modeling

27) Which of the following training methods is most frequently used by employers?
A) job instruction training
B) apprenticeship training
C) informal learning
D) on-the-job training
E) lectures

28) All of the following are types of on-the-job training EXCEPT

________. A) coaching method
B) programmed learning
C) understudy method
D) job rotation
E) special assignments

29) Rebekah was hired soon after graduation and assigned to complete a management
trainee program. She will move to various jobs each month for a nine-month period of time.
Her employer is utilizing the ________ form of training.
A) job rotation
B) understudy
C) coaching
D) special assignments
E) informal learning

30) Mario hopes to be promoted to the head of his department next year. In the meantime,
he has been assigned to spend a year as an assistant to the current department head. Which
type of training is most likely being used in this example?
A) job rotation
B) job instruction
C) coaching method

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D) special assignments
E) informal learning

31) Which of the following should be done first in the on-the-job training process?
A) explaining performance quality requirements
B) going through the job at the normal work pace
C) explaining quantity and quality requirements
D) familiarizing the trainee with equipment and tools
E) complimenting the trainee's good work

32) Which of the following should occur during the second step of the on-the-job training
process?
A) The supervisor puts the learner at ease and explains the purpose of the training.
B) The trainee explains the steps as the supervisor performs the task at a slow pace.
C) The supervisor explains the whole job and relates it to the trainee's other tasks.
D) The supervisor asks the trainee about any relevant knowledge or skills.
E) The trainee performs the job several times slowly as the supervisor observes.

33) All of the following are useful methods for ensuring success after on-the-job training has
occurred EXCEPT ________.
A) decreasing supervision
B) correcting faulty work patterns
C) complimenting the learner's good work
D) providing turnkey training packages for learners
E) designating to whom the learner should go for help

34) A structured process by which people become skilled workers through a combination of
classroom instruction and on-the-job training is called ________.
A) job instruction training
B) understudy training
C) programmed learning
D) apprenticeship training
E) coaching technique

35) Which form of on-the-job training usually involves having a learner study under the
tutelage of a master craftsperson?
A) job instruction training
B) understudy training
C) programmed learning
D) apprenticeship training
E) coaching

36) Which of the following occupations most likely does NOT use apprenticeship training to
prepare new employees?
A) chef

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B) electrician
C) dental assistant
D) fire medic
E) banker

37) When jobs consist of a logical sequence of steps and are best taught step-by-step, the
most appropriate training method to use is ________.
A) job instruction training
B) informal learning
C) job rotation
D) programmed learning
E) apprenticeship training

38) With job instruction training, which of the following should most likely be included
beside each step listed?
A) sources for more information
B) any legal requirements
C) responsible personnel
D) key points or guidelines
E) quality requirements

39) Which of the following is the primary advantage of lecturing as a method of training?
A) motivational for employees
B) effective for informal learning
C) corresponds with technology
D) appropriate for large groups
E) requires limited preparation

40) Which of the following will most likely improve the effectiveness of a lecture presented
for training purposes?
A) opening with a familiar joke
B) talking from a prepared script
C) watching the audience's body language
D) using hand gestures to emphasize points
E) giving a brief overview followed by a 1-hour speech

41) Which of the following is a systematic method for teaching job skills that involves
presenting questions or facts, allowing the person to respond, and giving the learner
immediate feedback on the accuracy of his or her answers?
A) job instruction training
B) programmed learning
C) apprenticeship training
D) on-the-job training
E) teletraining

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42) Which of the following is NOT an advantage of programmed
learning? A) Training time is significantly reduced.
B) Trainees are able to learn at their own pace.
C) The number of trainee errors is reduced.
D) Training is similar to the coaching method.
E) Trainees receive immediate feedback.

43) Which of the following terms refers to computer-based training systems that adjust to
meet each trainee's specific learning needs?
A) vestibule training
B) virtual learning systems
C) video-based simulations
D) multi-media training plans
E) intelligent tutoring systems

44) Wells Fargo and Company is a financial services firm that provides banking, insurance,
and mortgage services at 10,000 stores nationwide. Wells Fargo offers its employees many
professional development opportunities such as training programs and tuition
reimbursement. Wells Fargo executives are considering the expansion of the firm's existing
training programs after employees have expressed strong interest in the idea.

Which of the following, if true, best supports the argument that Wells Fargo should use
intelligent tutoring systems to provide training for loan officers?
A) Current Wells Fargo employees indicate that they prefer to work at their own pace and
have a variety of learning styles.
B) Since Wells Fargo stores are spread throughout the country, the firm needs to provide
training at a central location to a large group of current employees at once.
C) Wells Fargo loan officers are required to ask customers a string of questions regarding
their financial status and work history.
D) Wells Fargo's employee orientation program provides new employees with
information about the history, culture, and vision of the firm.
E) Wells Fargo's board of directors sets training policies and works closely with HR to
develop the most appropriate training programs for new employees.

45) Which of the following is the primary disadvantage of using audiovisual-based training
instead of lectures? A) boredom
B) high costs
C) ineffective teaching tool
D) limitations of technology
E) inappropriate for large groups

46) ________ training is a method in which trainees learn on actual or simulated equipment
but are trained away from the job.
A) Vestibule
B) Apprenticeship

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C) Virtual-reality
D) Programmed
E) Job instruction

47) American Airlines uses flight simulators to train pilots about airplane equipment and
safety measures. This is an example of ________.
A) apprenticeship training
B) on-the-job training
C) vestibule training
D) virtual reality training
E) programmed learning

48) Which of the following involves a trainer in a central location teaching groups of
employees at remote locations via television hookups?
A) audiovisual-based instruction
B) programmed learning
C) telecommuting instruction
D) vestibule training
E) teletraining

49) Travel agents at Apollo Travel Services follow a computer program that displays question
prompts and dialogue boxes with travel policies as the agent enters information about the
consumer's travel plans. This is an example of a(n) ________.
A) audiovisual-based training method
B) electronic performance support system
C) intelligent tutoring system
D) computer-managed instruction system
E) computer-based training module

50) All of the following are categorized as computer-based training techniques EXCEPT
________.
A) interactive gaming platforms
B) intelligent tutoring systems
C) computer simulations
D) virtual reality training
E) computer-managed instruction

51) Which of the following terms refers to a set of instructions, diagrams, or similar methods
available at the job site to guide the worker?
A) job description
B) task analysis record form
C) job aid
D) skills sheet
E) position replacement card

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52) United Airlines utilizes a checklist of things that pilots should do prior to take-off and
landing. This checklist is an example of a(n) ________.
A) job aid
B) skill sheet
C) task analysis form
D) work function analysis
E) electronic support system

53) Wells Fargo and Company is a financial services firm that provides banking, insurance,
and mortgage services at 10,000 stores nationwide. Wells Fargo offers its employees many
professional development opportunities such as training programs and tuition
reimbursement. Wells Fargo executives are considering the expansion of the firm's existing
training programs after employees have expressed strong interest in the idea.

Which of the following, if true, best supports the argument that Wells Fargo should integrate
computer simulations into its training program for bank tellers?
A) The Wells Fargo intranet-based learning portal provides employees with access to a
variety of training courses.
B) Newly hired Wells Fargo bank tellers are assigned to experienced tellers in order to
observe and learn the tasks of the job.
C) Wells Fargo is one of the few financial institutions to require all employees to
participate in at least 30 hours of training each year.
D) Wells Fargo bank tellers use electronic performance support systems to assist them
with handling complicated bank transactions.
E) Employee surveys indicate that many Wells Fargo bank tellers are uncertain about the
best methods for handling angry customers.

54) Which of the following terms refers to a section of an employer's Web site that
provides employees with online access to job-related training courses? A) virtual
classroom
B) videoconferencing
C) job simulation
D) learning portal
E) Web-based seminar

55) Which of the following terms refers to a teaching method that uses special collaboration
software to enable multiple remote learners to participate in live audio and visual discussions
via a PC or laptop?
A) computer simulation
B) virtual classroom
C) computer-managed instruction
D) intelligent tutoring system
E) learning portal

56) All of the following are literacy training methods used by employers EXCEPT ________.

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A) testing the basic skills of employees
B) providing computerized simulations
C) assigning employees writing exercises
D) holding math and reading classes at work
E) sending employees to adult education classes

57) ________ attempts to foster harmonious working relationships and to develop cross-
cultural sensitivity among the employees of a firm.
A) Literacy training
B) Adaptability screening
C) Multicultural seminars
D) Mandatory arbitration
E) Diversity training

58) Ellen, a nursing supervisor at a health insurance company, is unable to find a packaged
training program that matches the needs of her employees. As a result, Ellen has decided to
create her own training program. Ellen has already established the training objectives and
analyzed the job description. What should she do next?
A) create a job instruction sheet
B) compile a training manual
C) create a slide presentation
D) develop a task analysis record form
E) test employees to determine their skills

59) Any attempt to improve managerial performance by imparting knowledge, changing

attitudes, or increasing skills is called ________.
A) human resource management
B) on-the-job training
C) performance enhancement
D) management development
E) management coaching

60) Which process involves assessing the company's strategic needs, appraising the current
performance of managers, and developing the managers?
A) management development
B) performance management
C) programmed learning
D) strategic management
E) management by objectives

61) All of the following are on-the-job training methods used for managerial positions
EXCEPT ________.
A) job rotation
B) coaching method
C) action learning

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D) case study method
E) understudy approach

62) Which of the following enables management trainees to work full-time analyzing and
solving problems in other departments?
A) management games
B) action learning
C) role playing
D) job rotation
E) behavior modeling

63) Eric is in a group with five other management trainees at Coca-Cola. Eric's group is
competing against other management trainees at the firm in a simulated marketplace. Each
group must decide how much to spend on advertising and how many products to
manufacture over the next three years. In which of the following activities is Eric most likely
participating?
A) on-demand learning
B) vestibule training
C) apprenticeship training
D) management games
E) behavior modeling

64) According to Kurt Lewin, in order for organizational change to occur, which stage must
occur first?
A) unfreezing
B) moving
C) refreezing
D) shifting
E) freezing

65) According to Kurt Lewin, all of the following should occur in the moving
stage of organizational change EXCEPT ________. A) helping employees
implement change
B) developing a vision
C) mobilizing commitment
D) consolidating gains
E) creating a leading coalition

66) ________ is a special approach to organizational change in which the employees formulate
the change that's required and implement it.
A) Managerial development
B) Action research
C) Succession planning
D) Organizational development
E) Participative management

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67) The basic aim of ________ is to increase the participant's insight into his or her own
behavior and the behavior of others by encouraging an open expression of feelings in a
trainer-guided group.
A) laboratory training
B) action research
C) group therapy
D) diversity training
E) coaching

68) Which organizational development application involves methods like performance

appraisals, reward systems, and diversity programs?
A) human process
B) strategic
C) technostructural
D) human resource management
E) process consultation

69) Which of the following is most likely NOT measured when evaluating a training program?
A) what trainees learned from the program
B) participants' reactions to the program
C) overall organizational productivity
D) changes in on-the-job behavior
E) achievement of training objectives

70) Which of the following terms refers to formal methods for testing the effectiveness of a
training program?
A) electronic performance monitoring
B) factor comparison method
C) controlled experimentation
D) performance management
E) scientific management

True/ False

71. Employee orientation programs range from brief, informal introductions to

lengthy, formal courses. True/ False
72. Hiring highly-skilled employees with great potential eliminates the need to
provide orientation and training. True/ False
73. Studies show that trainees are distracted by visual aids presented during training
sessions. True/ False
74. Training sessions should be half-day or three-fourths day in length rather than a
full day, because the learning curve goes down late in the day. True/ False

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75. Evidence suggests that trainees are more likely to remember information
presented during an online training session when audio narration is combined
with on-screen text. True/ False
76. The main task in analyzing current employees' training needs is to determine
what the job entails, break the job down into subtasks, and then teach each
subtask to the employee. True/ False
77. Performance analysis is a detailed study of a job to determine what specific skills
the job requires. True/ False
78. Attitude surveys, employee diaries, tests, and performance appraisals are tools
for conducting a performance analysis. True/ False
79. Lower-level managers who are given firsthand experience working on existing
problems are being trained through the special assignments approach. True/
False 80. The American Society for Training and Development estimates that
approximately 20% of what employees learn on the job is learned through
informal means while the rest is learned through formal training programs. True/
False
81. Apprenticeship training is a step-by-step self-learning method which uses a
textbook, computer, or the Internet. True/ False
82. Evidence suggests that Web-based instruction is significantly more effective than
classroom instruction for teaching information about how to perform a job-
related task. True/ False
83. Providing learning content on demand through cell phones and laptops is known
as mobile learning. True/ False
84. With a lifelong learning account, employers and employees can contribute
money that can be used by employees to attend school. True/ False
85. Succession planning is a type of management development program that
focuses on planning and filling middle-management positions. True/ False
86. The case study method is an on-the job management development technique
that presents a manager with a written descriptions of an organizational problem
that needs to be diagnosed and solved. True/ False
87. Management games are considered an effective training tool because trainees
are actively involved, and the activities help trainees focus on planning and
solving problems. True/ False
88. Lewin's change process consists of unfreezing, moving, and refreezing. True/
False
89. According to Lewin's change process, unfreezing involves developing new
behaviors, values, and attitudes through organizational development methods
such as team building. True/ False
90. During the refreezing stage of Lewin's change process, managers are likely to use
new appraisal systems and incentives as a way to reinforce desired behaviors.
True/ False
91. During the unfreezing stage of organizational change, managers need to
establish a sense of urgency, which may be accomplished by providing
employees with reports indicating that the firm faces significant problems. True/
False

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 92. Sensitivity training seeks to increase participants' insight into their own behavior
and the behavior of others by encouraging an open expression of feelings in a
trainer guided t-group. True/ False
93. Organizational development is usually characterized by the use of action
research and the application of behavioral science knowledge. True/ False
94. Organizational development interventions in the area of human resource
management most likely involve changing a firm's formal structure. True/ False
95. Survey research and team building are technostructural organizational
development techniques. True/ False
96. Integrated strategic management is an organizational development method of
developing and implementing a strategic change plan. True/ False
97. Research suggests that most firms evaluate their training programs by measuring
the reactions of participants. True/ False
98. When designing a training evaluation study, most firms prefer to use a time
series design instead of a controlled experiment because the time series design
correlates change to training while the controlled experiment cannot. True/ False
99. A time series design is a training program evaluation tool that measures the
outcomes of a group that receives training with the outcomes of a group that
receives no training. True/ False
100. The four basic categories of training program outcomes that are typically
measured include reactions, learning, behavior, and results. True/ False

Essay/ Short Answer

101) What is the purpose of employee orientation? What role does training play in
employee orientation?

102) In a brief essay, discuss how mobile devices, such as iPhones, are used by firms to
facilitate both employee orientation and employee training.

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103) What are the four steps involved in the training process? After a training program has
been established, how can managers make the training material more meaningful for
employees?

104) What is the difference between a task analysis and a performance analysis? What is the
purpose of each in regards to training?

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105) What is on-the-job training? What types of on-the-job training methods are most
frequently used by employers?

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106) What are the advantages and disadvantages of audio visual-based training? Under
what circumstances is audio visual-based training especially effective?

Assessment Outcome
Question Correct ( )
1
2
3
4
5
6
7
8
9
10
11
12
13

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14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37

Question Correct ( )
38
39
40
41
42
43

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44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
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76
Question Correct ( )
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
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Assessed by _________________________ Assessor Signature_______________ Date _________

Skills Assessment (Practical Tasks)

ASSESSOR NOTE
These instructions must be followed when assessing the student in this unit. The checklist
on the following page is to be completed for each student. Please refer to separate
mapping document for specific details relating to alignment of this task to the unit
requirements.

This competency is to be assessed using standard and authorised work practices, safety
requirements and environmental constraints.
Assessment of essential underpinning knowledge will usually be conducted in an off-site
context. Assessment is to comply with relevant regulatory or Australian standards'
requirements.
Resource implications for assessment include:
• an induction procedure and requirement
• realistic tasks or simulated tasks covering the mandatory task requirements
• relevant specifications and work instructions
• tools and equipment appropriate to applying safe work practices
• support materials appropriate to activity
• workplace instructions relating to safe work practices and addressing hazards and
emergencies
• material safety data sheets
• research resources, including industry related systems information.

Reasonable adjustments for people with disabilities must be made to assessment processes
where required. This could include access to modified equipment and other physical
resources, and the provision of appropriate assessment support.

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

The assessment process is designed to answer the question “has the participant satisfactorily
demonstrated competence yet?” If the answer is “Not yet”, then we work with you to see how
we can get there.

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In the case that one or more of your assessments has been marked ‘NYC’, your Trainer will
provide you with the necessary feedback and guidance, in order for you to resubmit/redo your
assessment task(s).

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to an assessment of your competency. An
appeal should only be made if you have been assessed as ‘Not Yet Competent’ against specific
competency standards and you feel you have sufficient grounds to believe that you are entitled
to be assessed as competent.

You must be able to adequately demonstrate that you have the skills and experience to be
able to meet the requirements of the unit you are appealing against the assessment of.

You can request a form to make an appeal and submit it to your Trainer, the Course
Coordinator, or an Administration Officer. The RTO will examine the appeal and you will be
advised of the outcome within 14 days. Any additional information you wish to provide may
be attached to the form.

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate
competence in this unit, speak with your Trainer, as you may be able to apply for Recognition
of Prior Learning (RPL).

Credit Transfer
Credit transfer is recognition for study you have already completed. To receive Credit Transfer,
you must be enrolled in the relevant program. Credit Transfer can be granted if you provide
the RTO with certified copies of your qualifications, a Statement of Attainment or a Statement
of
Results along with Credit Transfer Application Form. (For further information please visit
Credit Transfer Policy)

Task 1 – Training Needs Identification

Work through the following scenarios alone or, preferably, in a small group. Appoint a
member of the group to record group responses and ideas. Examine the two situations and
work through to determine the following:

Has the training need been correctly identified? If not what may have influenced the choice
of training as the 'solution'?

What would you like to know about the design of the training session to be comfortable the
trainees performance would meet performance requirements?
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SCENARIO 1

Lee has just commenced work at the water board. Lee is to become a specialist in small boat
handling and work for the board patrolling a large river in a rural location. However in the
initial 3 weeks he will be rotated through the board's large capital city port operations with
all the other trainees commencing the traineeship with the enterprise. Unfortunately Lee has
shown little aptitude in completing daily safety checks and dealing with customers moored
at local mariners.

The station manager has decided Lee needs to do two short one-day courses. One is to be
on time management. The other is to cover customer service in order to promote an
understanding of quality and customer service.

SCENARIO 2

Drag line operators (coalmine staff) are always conscious of the need to apply operational
and safety procedures to everything they do. The mine supervisor, however, recognised
without long term experience most new employees and a few of the full time workers only
applied all the elements of the operational and safety procedures in the short period after
they were assessed against the unit of competency "Conduct Dragline Operations". The
decision was made to structure a short 10 minute on-the-job session at the coal face
(literally) for each shift supervisor and the operators responsible for relocating the drag line.
The session aimed to identify the importance of the operational and safety procedures in the
"Operate a Dragline" and "Relocate a Dragline" elements under the unit of competency. Of
real concern were the safety requirements that impacted how draglines were relocated. The
session was also used to confirm how staff felt about their own use of the operational and
safety procedures and if they desired further training on the other two elements under the
unit of competency such as "Conduct Operator Maintenance" or "Preparing for Operations"
on the dragline.

Each group should note findings and later report back to the other groups. They will provide
feedback and critically assess the other group's analysis.

Observation Checklist
Observation Criteria S NS
Systematically identified and implemented learning and development
needs in line with organisational requirements
Identified learning and development program goals and objectives,
ensuring a match to the specific knowledge and skill requirements of
competency standards relevant to the industry
Ensured that learning delivery methods were appropriate to the
learning goals, the learning style of participants, and availability of
equipment and resources

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 Created development opportunities that incorporate a range of
activities and support materials appropriate to the achievement of
identified competencies
Worked effectively within a team and contributed to group

Outcome
 Satisfactory  Unsatisfactory

Comments:

Date ______________________

Signed _____________________________ (Assessor)

Signed ______________________________(Student)

Task 2 – SWOT Analysis

Using the table below complete a SWOT analysis on a team or group with which you are
familiar on Strengths, Weaknesses, Opportunities and Threats. Use it to develop at least one
learning goal and write it in the space below.

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 Strengths Weaknesses

Opportunities Threats

My SMART learning goal is to:

These learning plan goals are the end point for the TNA process. They represent the
outcomes generated through the TNA process. Achieving these goals should overcome the
needs or gaps the TNA identified.

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 Observation Checklist
Observation Criteria S NS
Systematically identified and implemented learning and
development needs in line with organisational requirements
Ensured that a learning plan to meet individual and group training
and development needs is collaboratively developed, agreed to and
implemented
Encouraged individuals to self-evaluate performance and identify
areas for improvement
Identified learning and development program goals and objectives,
ensuring a match to the specific knowledge and skill requirements of
competency standards relevant to the industry
Strengths, weaknesses, opportunities and threats identified and
noted
SMART learning goal defined

Outcome
 Satisfactory  Unsatisfactory

Comments:

Date ______________________

Signed _____________________________ (Assessor)

Signed ______________________________(Student)

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Task 3 – Work Based Learning and Mentoring
A. Outline the concept of Work Based Learning and state its benefits.

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B. What are the benefits of mentoring? Describe at least 5.

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 Observation Checklist
Observation Criteria S NS
Clearly defined the concept of work based learning
Determined methods to provide workplace learning opportunities,
and coaching and mentoring assistance to facilitate individual and
team achievement of competencies

Outcome
 Satisfactory  Unsatisfactory

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Comments:

Date ______________________

Signed _____________________________ (Assessor)

Signed ______________________________(Student)

Task 4 – Work Related Goals

Outline for a specific work related goal:
What are the forces that can help in achieving your goal?

What are the factors that may hinder achievement of your goal?

Review the hindering factors and identify those over which you have some level of control
(e.g. lack of time, lack of motivation).

Cross out the factors that you have no control over (e.g. no easily accessible library).

List strategies (at least five) to overcome these hindering factors. (Remember to draw on the
helping factors when developing these strategies e.g. a helping factor may be the existence
of policies on professional development; a hindering factor may be that you are unaware of
the detail.
So, develop a strategy to overcome this.)

This process can be helpful in identifying and articulating the constraints and opportunities
to your ongoing learning. Did you find it useful? No doubt you have come up with a fairly
comprehensive list of possible barriers to your learning. There may be some particular areas
that you wish to discuss further with your module facilitator/coordinator.

Clearly you need to have an understanding of yourself, and your environment, if you are to
seriously address your ongoing learning and development. You can then realistically plan
within the context of your personal and professional life. You also need to think about what
resources can assist in your learning.

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 Observation Checklist

Observation Criteria S NS
Encouraged individuals to self-evaluate performance and identify
areas for improvement through definition of processes and
strategies
Identified learning and development program goals and objectives,
ensuring a match to the specific knowledge and skill requirements of
competency standards relevant to the industry
Developed strategies that provided workplace learning
opportunities, and coaching and mentoring assistance to facilitate
individual and team achievement of competencies
Used feedback from individuals or teams to identify and implement
improvements in future learning arrangements
Negotiated modifications to learning plans to improve the efficiency
and effectiveness of learning

Outcome
 Satisfactory  Unsatisfactory

Comments:

Date ______________________

Signed _____________________________ (Assessor)

Signed ______________________________(Student)

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Task 5 – Learning Resources
Develop a list of learning resources available to you for a specific learning activity. This can
include individuals and organisations as well as a list of books or manuals and online
resources.
Learning activity overview/context

Resources

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143 | P a g e
Observation Checklist
Observation Criteria S NS
Identified and approved resources and time lines required for
learning activities in accordance with organisational requirements
Learning activity/context was defined
At least 3 sources of resources identified
Resources relevant to learning activity/context

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Outcome
Satisfactory Unsatisfactory

Comments:

Date ______________________

Signed _____________________________ (Assessor)

Signed ______________________________(Student)

Task 6 – Case Study

ValleyView18

ValleyView is a fictional publishing company which specialises in producing Australian

regional tourist guides.

18
Source:
http://toolboxes.flexiblelearning.net.au/demosites/series12/12_13/toolbox1213/tasks/task_04/sit14/index.ht
m, as at 31st December, 2015
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The establishment of the new multimedia publishing operation is a vital step in the further
development of ValleyView Publishing, and having the right people is important. A lot of
work has gone into determining the best location for the new operation, setting up the office
and administrative systems and finding the right staff.

Some people might think that the hard work is over, but you know that making sure staff are
appropriately inducted and trained is a vital part of helping staff to work effectively.

PART 1

Identify the development needs of staff and facilitate the development of staff at ValleyView

1. Consider that you are about to employ an administrative assistant for the new
multimedia operations at ValleyView. For this position provide the following:

• an induction checklist that covers how you will induct the person to your workplace
and your team
• a list of their work responsibilities and performance requirements
• any relevant team roles and responsibilities you would expect the person to have
• their obligations and rights, including any relevant legislation, policies, regulations,
awards or enterprise agreements they should be aware of
• relevant training options that would be available to a person in this position
• a draft learning plan for the position.

2. You have reached the final round of selection for the position of Team Manager at
ValleyView Publishing’s new multimedia operations. As part of the final selection
process, you have been asked to make a presentation on how you would manage a
team. Write a report outlining:

• how you will build team morale

• how you will support and coach the team
• how you will monitor the team’s progress
• how you will incorporate the needs of individuals
• how you will evaluate the team’s achievements.

PART 2

Develop a plan to improve work performance at ValleyView

You are nearing the end of the Valley View project and have applied for the position of Team
Leader.

You have received a memo from Norta Diessen, Manager of Human Resources and Finance
at ValleyView Publishing. Please do as she asks.

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 Memorandum

To You

Copy

From Norta Diessen, Manager HR and Finance

Telephone

Date June 20 XX

Records ref. no.

Subject Application for position of Team Manager

I am pleased to advise you that you have reached the final round of selection for the
position of Team Manager for the ValleyView Marketing Expo.
As part of the final selection process, we would like to get an idea of how you would
manager a team. Attached is some information on the proposed ValleyView Market
Expansion Project. We would like you to show us:

 how Yo Mandon’s responsibilities and tasks are linked to the project team goals and
ValleyView’s goals

 an appropriate timeline for Yo’s tasks

 how you would monitor the team’s progress

 how you would support and coach your team

 how you would incorporate the needs of part-time and casual staff

 how you would maintain team morale

 how you would evaluate the team’s achievements.

We would like you to present this information in report format. You may present a written
report or you may choose another format, for example, an oral presentation via
videoconference, teleconference or PowerPoint presentation.

Norta

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Market expansion project

Project brief

Background

A meeting of ValleyView’s Board of Directors and senior management resolved to establish a

team to investigate the feasibility of ValleyView expanding its publishing list to include
ecotourism resources and Australian ‘real life’ travel stories.

Objectives

The team will investigate the feasibility of ValleyView entering the ecotourism and Australian
‘real life’ travel stories market.
The team will identify potential opportunities and threats and examine the sustainability of
the markets, both in the short term and the long term.
The team will report to the Board of Directors and make recommendations based on its
findings. The report will include:

 identification of recent trends in the publishing arena, particularly in ecotourism and

Australian travel stories

 identification of competitors or likely competitors in the proposed markets

 an evaluation of the current and likely future demand for ecotourism-based resources
and
Australian travel stories

 identification of the potential market

 identification of likely titles for publication (if agents have any)

 predicted costs for entering the proposed markets

 potential staffing issues  recommendations.

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Team members

Team manager: (to be appointed)

Yo Mandon Research Officer (part-time)
Jacinta Del Rio Marketing Executive (full-time)
Mariella De Silva Editor (part-time)
Vanitha Vismartali Accounts Clerk (part-time)
Judi Hoffman Senior Desktop Publisher (part time/casual)
The team manager will report to Manager, Sales and Distribution Geoff Ryder and Manager,
Editing and Publishing Sophia Kysu at regular intervals throughout the investigation.

Timelines

Proposed commencement date: Monday 4 September, 2003

Proposed date for handover of report: Friday 8 December, 2003

Responsibilities of team members

Team manager (to be appointed)

The responsibilities of the Team Manager will include:

 overall project management

 budget control

 setting timelines

 monitoring the performance of team members

 evaluating progress

 providing feedback to team members

 quality management

 reporting to the Manager, Sales and Distribution and the Manager, Editing and
Publishing

 finalising recommendations to the Board of Directors

 identifying any potential staffing issues

 providing costings for entering new markets.

Jacinta Del Rio, Marketing Executive

The Marketing Executive will be responsible for:

 identifying recent trends in the publication of ecotourism resources and Australian ‘real
life’

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 travel stories

 identifying competitors or likely competitors in the proposed markets

 evaluating current and future demand for ecotourism-based resources and Australian
travel stories.

Yo Mandon, Research Officer

The Research Officer will be responsible for:

 providing research assistance to the Marketing Executive in identifying recent trends in

the publication of ecotourism resources and Australian ‘real life’ travel stories

 providing the Marketing Executive with current sales figures in relation to the publication
of above resources

 providing information relating to competitors or likely competitors in the proposed

markets identified by the Marketing Executive

 contributing to recommendations regarding ValleyView’s proposed entry into defined

markets  defining a potential customer base for the proposed areas.

Mariella De Silva, Editor

The Editor will have responsibility for:

 providing a list of potential titles for publication.

Vanitha Vismartali, Accounts Clerk

The Accounts Clerk will have responsibility for:

 assisting the Team Manager with budget control

 assisting the Team Manager in providing costings.

Judi Hoffman, Senior Desktop Publisher

The Senior Desktop Publisher will have responsibility for:

 designing a template for the presentation of the report

 collating information into report format  publishing the report.

Approval
Approved and authorised by:

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Angus Smissen
General Manager

Date:

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PART 3

Within your practice environment, identify a learning and development need through a
process of training needs analysis (TNA). Use an evaluation of team performance to confirm
the identified need. Record the TNA and support performance reviews.

Develop a learning plan to meet the needs of the individual(s) or group. Ensure the plan
identifies all resource requirements and provides for participant feedback and recording
participation outcomes and competence development through the program.

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 Observation Checklist
Observation Criteria S NS
Systematically identified and implemented learning and development
needs in line with organisational requirements
Ensured that a learning plan to meet individual and group training
and development needs was collaboratively developed, agreed to
and implemented
Encouraged individuals to self-evaluate performance and identified
areas for improvement
Collected feedback on performance of team members from relevant
sources and compare with established team learning needs
Identified learning and development program goals and objectives,
ensuring a match to the specific knowledge and skill requirements of
competency standards relevant to the industry
Ensured that learning delivery methods are appropriate to the
learning goals, the learning style of participants, and availability of
equipment and resources
Provided workplace learning opportunities, and coaching and
mentoring assistance to facilitate individual and team achievement of
competencies
Created development opportunities that incorporate a range of
activities and support materials appropriate to the achievement of
identified competencies
Identified and approved resources and time lines required for
learning activities in accordance with organisational requirements
Used feedback from individuals or teams to identify and implement
improvements in future learning arrangements
Assessed and recorded outcomes and performance of
individuals/teams to determine the effectiveness of development
programs and the extent of additional development support
Negotiated modifications to learning plans to improve the efficiency
and effectiveness of learning
Document and maintained records and reports of competency
according to organisational requirements

Outcome
 Satisfactory  Unsatisfactory

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Comments:

Date ______________________

Signed _____________________________ (Assessor)

Signed ______________________________(Student)

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BSBLED401 Develop teams and individuals

Assessment Outcome Record

In order to be deemed competent in this unit, the candidate must answer all written
questions correctly and satisfactorily complete all practical tasks. In order to complete all
practical tasks, all Observation Criteria need to be satisfied, i.e. demonstrated and marked as
an 'S'. The task summary outcome must be noted as satisfactory to note the demonstration
of a satisfactory outcome for each practical task requirement.

Student Name

 Not Yet  Competent

Competent

Comments

Assessor (Name)

Assessor Signature

Date

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 Student Feedback Form
Unit BSBLED401 Develop teams and individuals
Student Name: Date
Assessor Name:
Please provide us some feedback on your assessment process. Information provided on this
form is used for evaluation of our assessment systems and processes.
This information is confidential and is not released to any external parties without your
written consent. There is no need to sign your name as your feedback is confidential.
Strongly Strongly
Agree
Disagree Agree

I received information about the assessment

1 2 3 4 5
requirements prior to undertaking the tasks

The assessment instructions were clear and easy to

1 2 3 4 5
understand

I understood the purpose of the assessment 1 2 3 4 5

The assessment meet your expectation 1 2 3 4 5

My Assessor was organised and well prepared 1 2 3 4 5

The assessment was Fair, Valid, Flexible and Reliable 1 2 3 4 5

My Assessor's conduct was professional 1 2 3 4 5

The assessment was an accurate reflection of the

1 2 3 4 5
unit requirements
I was comfortable with the outcome of the
1 2 3 4 5
assessment

I received feedback about assessments I completed 1 2 3 4 5

Too Great Too

The pace of this unit was:
Slow Pace Fast
Comments:

Please return this completed form to Reception once you have completed this unit of
competency.

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