assignment Leadership & Management

Application

This unit describes the skills and knowledge required to encourage and support the development of a learning environment in which work and learning come together. Particular emphasis is on the development of strategies to facilitate and promote learning and to monitor and improve learning performance.

It applies to individuals who have a prominent role in encouraging, supporting and facilitating the development of a learning environment in which work and learning come together.

At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

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

Unit Sector

Workforce Development – Learning and Development

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

Performance Evidence

Evidence of the ability to:

· Collaboratively review performance development needs of individuals and teams

· Plan professional development for individuals and teams that enhances organisational performance

· Develop and implement learning plans

· Liaise with training and development specialists

· Recognise workplace achievement by giving feedback, recognition and rewards

· Monitor and improve workplace learning

· Record and report workplace learning outcomes

Knowledge Evidence

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

· Explain how management of relationships can achieve a learning environment

· Identify principles and techniques involved in the management and organisation of:

· Adult learning

· Coaching and mentoring

· Consultation and communication

· Improvement strategies

· Leadership

· Learning environment and learning culture

· Monitoring and reviewing workplace learning

· Problem identification and resolution

· Record keeping and management methods

· Structured learning

· Work-based learning

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

· Workplace policies and procedures

· Workplace equipment and resources

· Case studies and, where available, real situations

· Interaction with others

Assessors must satisfy NVR/AQTF assessor requirements.

LinksCompanion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes - http://www.ibsa.org.au/companion_volumes

Your trainer will inform you of the following:

Where the toilets and fire exits are located, what the emergency procedures are and where the breakout and refreshment areas are.

Any rules, for example asking that all mobile phones are set to silent and of any security issues they need to be aware of.

What times the breaks will be held and what the smoking policy is.

That this is an interactive course and you should ask questions.

That to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s how we learn.

Ground rules for participation:

Smile

Support and encourage other participants

When someone is contributing everyone else is quiet

Be patient with others who may not be grasping the ideas

Be on time

Focus discussion on the topic

Speak to the trainer if you have any concerns

Discover how to create learning opportunities

Know how to facilitate and promote learning

Learn how to monitor and improve learning effectiveness

Gain skills and knowledge required for this unit

1.1 Identify potential formal and informal learning opportunities

1.2 Identify learning needs of individuals in relation to the needs of the team and/or enterprise and available learning opportunities

1.3 Develop and implement learning plans as an integral part of individual and team performance plans

1.4 Develop strategies to ensure that learning plans reflect the diversity of needs

1.5 Ensure organisational procedures maximise individual and team access to, and participation in, learning opportunities

1.6 Ensure effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance

In a dynamic globalised economy dominated by technological innovation, you are forever faced with new challenges. To keep up with these changes, you should ensure that you take advantage of any formal or informal learning opportunities that you are offered. An opportunity missed, could lose you that job that you have been waiting for.

Learning should be a lifelong aim whereby everything you learn and experience impacts on your knowledge, attitudes, skills and behaviours. (Cobb, J). In turn, it is important that you embed this philosophy into your staff. It is only through learning that you will remain competitive, and it is only through learning that your team will be able to learn the skills required to be responsive to market demand.

Many people fail to understand the distinction between learning and training. Training is a passive, stop/start process that relies on the external environment and will not succeed if it is not implemented as soon as the need for training is identified due to the fact that it is not applied.

Conversely, learning is an active and internally driven process that is relevant because the knowledge is continuous and often transferrable across a variety of situations. Just because an individual is trained, it does not necessarily mean that they have learned anything unless they have gained experience utilising the skills and knowledge learned.

Formal Learning

In a formal learning environment your training and learning department set the goals and objectives (Coffer 2000).

Informal Learning

Informal learning means that the learner sets the goals and objectives (Coffer 2000).

Non-formal Learning

Non-formal learning is when goals and objectives are set by people from within the organisation, but from a different department.

Both intentional and incidental learning refer to the intent to learn. They mean:

An intentional learning environment has a self directed purpose in that it has goals and objectives on what and/or how to learn (Good &Brophy, 1990).

Incidental learning occurs when the learner picks up something from someone else in the learning environment (Good &Brophy, 1990). This type of learning is often ignored by trainers, which is not really recommended. Incidental learning is important because it can lead to learning that can motivate other learning. For instance you teach your administrative assistant a new software function.

( Formal )While you are teaching them, a question arises about another function that the assistant performs regularly. You take advantage of the unplanned question and use it to reflect on the software function you are teaching. This training may lead to more interest in the software program and lead the assistant into learning more about the program, which assisted you in allowing her to perform more tasks for you.

( Training and Learning Department )

( Nonformal )

( Planned or intent of goals ) ( Organisation )

( Direction of control ) ( Incidental ) ( Intentional )

( Informal )

( Learner )

learning is always structured and organised. It also has learning objectives. This means that from the learner’s view, the learning is intentional .i.e. the explicit objective of the learner is to gain knowledge, skills and/or competences. For example, you identify that an employee in your team does not have sufficient skills to meet their job requirements, so you enrol the employee in a traineeship/apprenticeship.

Formal learning which has goals include: training programs, online learning, on job structured learning, meetings and seeking feedback.

learning has no objectives, is not planned or organised in any way. This learning is incidental from the learner’s viewpoint. For example, two workers are discussing an occupational health and safety issue regarding a recent incident. You walk past them and hear that one of them is confused about the risk assessment completed. You stop and explain the process so they can understand.

Examples of informal learning include reading with intent, mentoring, coaching and self-reflection.

Half way between formal and informal learning, there is nonformal learning. Nonformal learning is organised and can have learning objectives. The advantage of nonformal learning is that this form of learning may occur at the initiative of the individual but also happens to be a by product of more organised activities, irrespective of whether or not they were a learning objective or not. For example, you arrange for staff to participate in training of the new technology in your office. A line of conversation may include safety procedures. The safety procedures would motivate them and help them in ensuring that the workplace is safe. At the same time, a learner may become interested in safety.

Peter Senge (1990) defines a learning organisation “as a group of people who are continually enhancing their capabilities to create what they want to create.” The aim of a learning organisation is to change at all levels by being responsive to the changes in the environment in which the organisation operates.”

The Fifth Discipline as written by Peter Senge in relation to the learning organisation is that the organisations learn through five disciplines including:

Systems theory

Systems theory aims to comprehend and address the whole and integrate the disciplines. Make sure that you know three things:

1. Systems theory looks at connections and to the whole – allowing people to look beyond their own actions and to understand how their actions impact on others

2. While the building blocks of systems theory are simple, they can build into a rather more sophisticated model – By moving beyond the parts, you should see the organisation as a whole and appreciate it as a dynamic process.

3. Systems thinking allows us to realise feedback mechanisms in organisations

Personal mastery

Personal mastery is the foundation on which organisational learning is built. It is about personal learning and growth. It is the gap between current reality and personal desired growth. Individuals with personal mastery are recognised through the following characteristics, including that individuals’:

Are inquisitive

See change as an opportunity

Are system thinkers as they see that they are part of the whole

Accurately assess their current reality

Have a sense of purpose

Mental models

Mental models are ingrained assumptions and generalisations that influence the way in which we see the world and the actions that we take. These assumptions and generalisations relate to mind set, beliefs and perspectives and are the greatest barrier to implementing new ideas. To develop your mental models, you can learn and also teach your employees the:

Skills of reflection. Ask the questions:

Are my beliefs inaccurate?

What data do I base my beliefs and generalisations on?

What evidence can be used to prove my beliefs wrong?

Skills of inquiry shape how we operate face-to-face. Mutual learning can be practiced by:

Testing your assumptions by providing evidence

Sharing information so we can see the whole

Focusing on interests and outcomes, not positions

Considering what you base your actions on

Building shared vision

By sharing vision is where everyone finds meaning, direction and reasons to exist.

Team learning

Senge believes that “teams, not individuals are fundamental learning units in modern organisations. They are pivotal in stretching the ability of the organisation to develop and grow."

Senge (1990) The Fifth Discipline

A learning opportunity in business is any departure from your plan and can include: Any situation which generates outcomes that are better than expected or worse than expected, presents an opportunity to understand why!!

We need to understand performance that is not up to expectations so that we can avoid repeating it.

We need to understand performance that exceeds expectations so that we can repeat it.

Within the definition of learning organisation, the environment of the organisation needs to ensure that all learning opportunities are identified. As a manager it is your responsibility to ensure that your team is encouraged to access learning opportunities to meet organisation and individual objectives. Once these objectives have been accessed, you need to ensure that you provide team members with the support required to ensure the objectives of the learning is successful.

Learning opportunities may include:

Accredited training such as OHS and driver training

Action learning

Short courses

Training through Registered Training Organisations (completed relevant qualifications that are recognised nationally under the Australian Qualification Training Framework (2010).

Workplace learning activities such as inductions, coaching and shadowing; and

Workshops

To achieve success, intentional learning should be geared towards meeting the businesses objectives and improving the performance of staff within the organisation. Learning is necessary and training contributes to the success of a business, and like the business investment that they are, organisations spend significant amounts of money on training. Training is a key factor in assisting the organisation in meeting its goals.

Organisations need to have the ability to identify the need for training; to prioritise learning and determine what training is necessary in meeting these goals in a cost effective manner. The first tool which can assist your organisation in ensuring that the correct skills, experience and knowledge are developed to meet the organisations goals are learning needs analysis.

All staff have different learning needs. As a manager, you should understand how to bridge the gap between individual current needs and the future desired needs of the organisation. For example:

As a part of your organisations continuous improvement process, computers have been installed on the production line. All team leaders have basic computing skills. To perform their duties, the team leader must have intermediate skills. The gap between the current skill level and the desired skill level is providing the learning opportunity and training to ensure that your team leaders can meet the required skill level for their position.

Learning needs are usually defined at three levels which are:

Individual needs required to overcome underperformance

Group or job specific needs due to the changing demand of customers, the environment or trends.

Organisational needs arising from technological innovation, restructuring or new legislative requirements

Before starting a LNA, there are 3 elements you need to consider, which are:

The skills required to carry out the analysis

This includes Process, People and Content Skills

The needs of the stakeholders that you are doing an analysis on

Who needs to be considered before you start?

The size and scope of the analysis

Ask the following questions:

What is the purpose of the analysis?

What are the areas to be covered?

Who are the people directly involved?

What information is required?

Which areas need to be visited?

What time is required to this and when do you need to complete this?

What techniques and tolls are needed and what expertise is required?

The planning of the LNA includes:

What gaps are you addressing?

What opportunities are there?

What are the aims of the LNA? .i.e. to increase retention and motivate the team, increase quality assurance

What levels are there in a LNA? In this, you need to identify the learning needs of the analysis. The four levels are:

1. Individual or team needs

2. Job or group needs

3. Legislative needs

4. Organisational needs

Make sure that your LNA is linked to your employer’s business strategy. As a Manager, you need to have the ability to:

Identify the stakeholders

Identify current and future business goals so you can identify the needs of your LNA. In short, what skills need to be developed?

To demonstrate strategic alignment, use this matrix to identify the key drivers of performance in the organisation and rated for their contribution to current performance

If you are trying to obtain funding through the organisations budget, this tool is an effective way in which to demonstrate that the LNA supports the business. The list provided under Key factors within the table is suggested headings that may drive the organisation. For example, the drivers to marketing could include, brand image, customer service, quality service and distribution effectiveness.

Steps that you should follow include:

Do not forget the mission, vision and values of the organisation

Do not forget compliance and potential business needs – The training recommended should consider the impact of your training on the organisation

Completing a job analysis to identify what skills are lacking

If this is a task related analysis. A task analysis produces a structured and reliable way in which to describe the task needed and identified the behaviour that is measure in the performance of each task

Complete a needs analysis to identify the parts of the system and processes that might influence performance

Identify team and individual needs by completing a skills analysis, knowledge analysis, using competences, identifying the potential of the skills, teams.

Mathis and Jackson (2008) writes that a “A skills audit starts with identifying the jobs performed in the organisation.” In completing a comprehensive analysis of the current jobs in the organisation that provides a basis for forecasting what jobs will be needed in the future.

You should be able to answer:

What jobs are currently being performed?

The number of individuals performing each job.

What are the reporting relationships of the jobs?

How important is each job?

What jobs will be required to meet the needs of future organisational strategies?

What are the characteristics of anticipated jobs?

The answers to these questions can usually be drawn from current employees and the organisations database.

DACUM means Developing a Curriculum . The key to DACUM is your ability to identify the main tasks needed for the carrying out of a job. DACUM is a form of task analysis using decision making trees and focus groups. It can assist you in forecasting future requirements and is appropriate for setting up training programs or changing occupations.

As a Manager, it is important that you understand DACUM. If you are not familiar with DACUM and your employer is using it as a tool as training will provide you with the skills to draw out people ideas over a long period of time.

The DACUM process comprises of the following steps, which include:

1. Step One: Plan the meeting

i. Select the panel for the meeting

ii. Where is the meeting to be held?

iii. Convene the panel

iv. Introduce panel, ground rules and expected outcomes

v. What are bands on the DACUM Chart?

vi. What are the tasks for each band?

vii. Review these tasks

viii. Review the final structure of the DACUM Chart

2. Has the DACUM chart been verified externally?

Please example on the following page

For example:

Summarise your findings for management, so they know what is happening with the industry and know what training goals will need to be addressed in the future.

Source: Adapted from the work of Thomas and Altschuld (1988)

Competency rating scales are the preferred mode of competency assessment as it tends to be completed through behavioural observation or rating techniques. Below is an example of a simple competency-based Graphics Rating Scales.

Competency based rating scale for mid level management

If you look at the scale, it gives you the competence that is to be assessed and three levels of behaviour varying from:

1. Underperformance

2. Acceptable Behaviour and

3. Exceeding required expectations of the job.

Once you have rated each team member, then you should assess them. From that assessment, you should consider the training and learning options available to you and determine the best avenue to train or teach the learner to the level in which they all exceed expectations.

Once you have identified the needs of your team or individuals, you should start developing your learning plan. For the rest of this section, we shall be addressing how to develop and process your learning plan.

A learning plan can be used as a self development tool or a tool to develop your team. By working with your team to develop a learning plan, you are ensuring the growth of competencies for team members and the team’s themselves. This in turn, leads to greater effectiveness and satisfaction in the team’s current roles and it also prepares team members for future career opportunities.

Building a learning plan involves the process of identifying:

Areas in which the individuals and/or their teams requirement improving to better service their job roles

Present opportunities for future growth

And committing actions that will address the needs and opportunities by building relevant knowledge, skills and/or other qualities.

Learning plans are developed for several reasons including self development, ensuring that your current learning is relevant in achieving current or future desired competences and as a way in which to improve projects. Learning is too important. By developing a learning plan you are ensuring that your team and team members are getting the training they need.

The steps in a learning plan should cover:

Step One – Who are the learners?

Use your Learning Needs Analysis outcomes to identify who your learners are. The skills, competences and knowledge may be similar or they may be completely different.

Step Two – What do they need to learn?

Learning needs of the audience should be identified in the LNA. Be clear on what skills, knowledge and competences they should learn.

Step Three – When do they need to learn it?

The learning required may vary according to when the skills, competence and knowledge are required. For example, one learner needs to learn how to read and understand the budget, while procedures for finalising the project would need to be learnt at closer to the end of the project. This means that you would prioritise this individuals training in the following manner:

1. Budget analysis

2. Finalising the project

Step Four – Who will facilitate the learning?

The answer to this will vary according to method of learning or training you choose. For example; your organisation may offer individuals the opportunity to complete a Diploma or Certificate in Project Management. Conversely, if the organisation has experienced personnel, they may be allocated as a Mentor or coach.

Step Five – How long will the learning take?

The timeline for learning will vary according to the needs of the organisation and in most cases will be quite clear. The training and/or learning will vary according to the budget that has been allocated to the individual/team and/or department. You should also indicate the timeframe required to complete the learning sessions.

Step Six – How will learning be measured?

Tools and/or methods should be identified and utilised to measure whether the training has met its goals.

Step Seven – What resources will you need during the learning process?

The resources required will vary according to the learning needed. Resources can include: space, equipment and materials etc.

Step Eight – What learning methods will you be using?

Kinaesthetic Learningis a learning style in which learners actually carry out physical activities rather than listening to a lecture or watching a demonstration.

Step Nine – Decide how learning will continue for new employees

If employing new employees is part of meeting future needs, you should decide whether the new employees will have the skills required when they start or will they learn the skills after they start their employment.

Step Ten – Determine how ongoing learning is supported

What ongoing support should the staff be provided with and how long should they get this support?

Learning plans may include:

Codes of conduct

A code of conduct sets out the roles and responsibilities of both the learner and the trainer/teacher. Both parties are given clear instruction or may be given a code of practice, so they know what acceptable behaviour is during the learning process.

Key performance indicators

Key performance indicators define and measure the progress of learners in regards to meeting their goals. These indicators must be quantifiable and reflect the goals of the organisation.

Negotiated agreement with individual/s

It is important to ensure that all parties agree with the set goals. You may have a learning plan that requires all parties sign off on the plan and agree to the organisations goals.

OHS requirements

An employer’s duty of care is to provide not only a safe workplace environment, but also provide learners with the training required to performance their roles and responsibilities safely.

Performance standards

Performance standards state what results and behaviours are expected to be competent. These standards are the criteria upon which your performance will be judged. Standards should be:

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· Attainable

· Meaningful

· Measurable

· Observable

· Specific; and

·

· Stated in terms of quality, cost and timeliness

Team competencies

Team must have a clear set of competencies from which they can be successful and learn from their experiences. The competencies need to be developed through individual and team experiences. It is better for the team’s cohesiveness to ensure that more than one member achieve competency as it will strengthen the team.

A tool that you may consider using to define the competencies of the team is the following document:

Write the competencies that your team are required to achieve and the team member that is aiming to achieve that competency. Make sure that you cover all of the competencies and have a list of the team members with that competency.

Team roles and responsibilities

The roles and responsibilities of your team will assist you in determining the competencies that your team would like to achieve. If your team does not have the competencies listed, then read the team’s job description and then consult with your team.

Work outputs and processes

Work output is the physical activities performed, the equipment and vehicles operated to achieve a specific task. The process is the way in which the task is performed.

For example, controlling machines and processes includes using control mechanisms or direct physical activity to operate a machine or processes.

A LMS is a great way in which to ensure that your team is receiving the training and support they require to perform their duties to the best of their abilities. A properly trained team is more productive than a team that does not feel that they have the skills and support to complete the learning charged of them.

As we have already established, competition is intense today. To gain and retain a competitive advantage, organisations have to utilise their human resources in the most efficient way possible. Human resources are one of the most vital assets of your organisation and it is only through correct training they will perform to the best of their abilities.

To achieve this end, you should research and identify a LMS suitable to your needs. The software application should handle the administration, documentation, tracking and reporting of the learning program.

1.4 - Develop strategies to ensure that learning plans reflect the diversity of needs

In the last chapter, we considered the three learning styles; visual, kinaesthetic and auditory. These unfortunately are not the only considerations that you should address when you are developing a learning plan. Workplace diversity relates to age, language, ethnicity, cultural background, disability, sexual orientation and religious belief.

Diversity also refers to the myriad of ways in which we are different including educational level, job function, marital status, socio-economic background, personality profile, location and whether or not one has social responsibilities or not.

It is illegal in business to discriminate against any of these characteristics. EEO is Equal Employment Opportunity. It means that all employees have equal access to jobs and benefits and prospective employers within the workplace.

Fair practices in the workplace

Management making decisions without bias

Recognition and respect for all social and cultural backgrounds of both staff and customers

Employment practices that produce customer satisfaction, job commitment and the delivery of quality services to customers.

As a supervisor/manager you have the responsibility to make sure that:

· The work environment is free from all forms of harassment

· Staff are provided with information to assist in their duties

· All staff members are given an equal responsibility

· Attend training courses

· Apply for all available jobs.

www.hreoc.gov.au

For resources on discrimination and cultural diversity, contact the Australian Human Rights Commission at:

URL Address

Organisational procedures are the steps involved in performing a task. All employees; whether individual or part of a team; must have access to procedures within their level of authority; so that they know what order in to perform a task and how to perform it. Procedures are a historical record of the organisation.

Organisations have procedures to:

Ensure that they meet their legal obligations

Ensure that the quality and outcomes are continuously improving

To keep a record of feedback which is used as a way in which to improve performance

Ensure that timeframes and goals and objectives are met

The operational, tactical and strategic goals meet the needs of both and vision and mission statements.

To maximise your individual or teams participation in learning opportunities, it is necessary for procedures to take into consideration their resistance to change.

In the 1980s, any form of change was perceived as the precursor for the termination of their job. If they improved their workplace and increased productivity, the consensus was that their position would be terminated. Now the need to change is embedded in organisational procedures. If the organisation does not change fast enough they may lose their competitive edge in the market place.

However, the attitudes from the past mean that managers need to recognise the barriers and take steps to minimise the change. Kotter and Schlesinger identified the basic causes of resistance to change.

They are:

Self interest

If you have an individual that is more interested in how change will impact on them, try to make them aware of the impact where they do not see the change from an organisation wide perspective. To remain in business today, organisations need to have the ability to identify a need to change and change faster than their competitors. Let them consider that if they fail to change, they may end up without a job. Not because they are not responsive to change, but because the job will no longer be there for them.

Misunderstanding

If learners do not receive correct information, if the correct information is not communicated to them, then productivity will decrease and the organisations responsiveness to change will slow down. To ensure that information is consistent, learners need to know what and where they can find policies and procedures. There will be times when learners will receive conflicting information. It is at this time that procedures will assist your learners. Let your learners know that they can ask you questions at all times and provide them with ongoing feedback to negate the misunderstanding.

Low tolerance to change

Learners can have a low tolerance to change. This lack of tolerance may stem from insecurity or by having different perceptions of the problem. To overcome the sense of security, use empowerment to build learner confidence. Statistics show that lack of confidence can have a negative impact on performance. Empowerment is where individuals obtain more power over their lives.

Insecurity, lack of confidence and different perceptions may stem not only from pre existing misconceptions, but also stem may from a lack of information. Providing learners with the means to access the information they need to make an informed decision and empowering the learning through positive reinforcement and feedback. When a learner is given the information they need, when they are provided with feedback then they can become empowered and in turn become more tolerant of change.

Disagreement over the need for change

When the need to change arises, the way in which change is implemented could cause conflict, especially when the team’s perception of the advantages and disadvantage of change are not the same. One way in which to ensure that conflict does not arise is through the use of teams and clear procedures in how the decision making process should be addressed.

Other organisational barriers and individual barriers to change can include:

No involvement by employees in the change management process

Unclear processes and procedures regarding goals

Inefficient leadership and leadership strategies

Ineffective communication with employees

Incorrect resource management

All of these barriers can be overturned by ensuring that team members are provided with the correct procedures to ensure that they have access to an environment. Use procedures as an opportunity to provide a positive work environment and overcome the barriers to change.

Learning can be enhanced through the development of teams. A cohesive team is an effective team that have the ability to than individuals. For teams to develop co-operation and cohesion, they need to:

A team cannot be cohesive unless all individuals within the learning have a clear consistent path to follow. Communication procedures, team decision making, and prioritising tasks to meet the organisational vision of a company will give the team and individuals within the team, the support structure to gain the confidence to participating proactively in the learning process.

By reinforcing team members by giving them feedback and providing them with the information they need, you shall empower them. Some of that feedback might be beyond your experience, so then it is important that you consult with and seek specialist feedback to reinforce or improve the procedures of the organisation.

By ensuring that learners are not resistant to change, you are assisting them in ensuring that they take advantage of learning opportunities in the organisation.

Training is a learned process involving the gathering of knowledge to enhance the skills, concepts, rules or changing attitudes and behaviours in employee’s performance. Training is about knowing your current skills and how they will be used. Training is about the developments of your Knowledge – Skills and Abilities (KSA) through professional development.

Role of Training

In recent years, there has been a trend towards outsourcing services in regards to specialist external providers. The main reasons for the move is:

Management – it is easier to manage external providers than internal staff, especially if the management knowledge needed for compliance

Availability – organisations with more than one site may require the same training at the same time

Flexibility – training is provided where it suits the needs of the business

Quality – accredited training provider must comply with the best practices and industry standards

Cost – with all training costs considered (personnel, administration and management) the cost of outsourcing is lower.

The use of external providers is called outsourcing. Outsourcing saves on training costs, gives access to practical and technical proficiency on core competences and offers employees enhanced training. Companies are able to provide their employees with the best training and get the best clients.

The key to increase customer turnover is customer satisfaction through the use of improved customer services

In certain circumstances there are times when in-house training is more cost effective. When a large organisation has a constant flow of turnover and staff operator training, then the organisation may find it more viable to have internal instructors. In most cases, the organisation will usually determine if the costs are worth it in the end.

Training and development options

Though there are more options, these are the ones that seem to be in vogue at the moment.

When you choose either an in-house training option or you outsource, it is clear that you need to consider the different delivery styles and consider their advantages and disadvantages. They will influence the option that you choose.

Your organisation may have policies and procedures in place in regards to training and development. Learn these procedures, but do not hesitate to consider other options if you do not believe that the training offered is appropriate to the team and the KSAs that they need to meet the organisations objectives.

2.1 Develop strategies to ensure that workplace learningopportunities are used and that team members areencouraged to share their skills and knowledge toencourage a learning culture within the team

2.2 Implement organisational procedures to ensure workplacelearning opportunities contribute to the development ofappropriate workplace knowledge, skills and attitudes

2.3 Implement policies and procedures to encourage teammembers to assess their own competencies, and toidentify their own learning and development needs

2.4 Share the benefits of learning with others in the team andorganisation

2.5 Recognise workplace achievement by timely and appropriate recognition, feedback and rewards

Remember Peter Senge’s five disciplines of a learning culture covered in Section 1.1. As a manager, it is important to ensure that the employees in your team accept the attitudes, values and practices required to support a continuous learning process within the organisation. Training is a key element to continuous learning. It is only through learning that you will empower your team to challenge the organisations methods and way of doing things.

To adopt a culture of learning, it is important to make sure that staff are responsive to the pressures of the external environment so that they grow through innovation. As a manager it is important to understand the advantages of learning so that you can respond to the client’s needs and answer employee questions.

Globalisation and technological innovation are words that you have probably been exposed to in some depth. In the 1990s they changed the way in which organisations operated. As customer’s became exposed to more technology and with the introduction, exposed to more information, they became more knowledgeable. Research allowed them to learn what they wanted and when they wanted it.

In response to these changes, demand for products shifted. The ability to sell a product was no longer guided by the organisations lead. Instead organisations dropped the reigns and the customer took over. As time moved along, demand increased and the whole face of the organisation shifted with it.

Training the human resources of the company; setting goals, empowering and motivating the team, and creating awareness, organisations learned to meet customer demand through innovation. To remain responsive to market demand, and to retain a competitive edge; organisations had to learn how to learn.

When an organisation has a learning culture it will obtain a sustainable competitive advantage by delivering:

Superior performance

Better quality of product and services

Better customer satisfaction

Committed and result focused workforce

Greater ability to change.

Conner and Clawson support this need to change by saying “If organisations can sense and respond to emerging opportunities, there is a good chance they will endure.” Other than changing an organisation into a learning culture, it is also important that adults learn in the organisational setting they are working in.

This can be done in several ways and they are:

1. Adults should learn the pragmatic approach to learning whereby learners are given the knowledge, learning skills and dissemination of moral values to get the information themselves. This is one of the reasons information sharing is encouraged now. By giving the learner the information they require, they are likely to learn what they need to learn to do their jobs better

2. Learn using the appropriate learning style as not everyone learns the same way. By giving them the means to learn using the three learning styles – auditory, visual and kinaesthetic you are supporting their need to learn

3. Do not push adults. They will learn at their own pace. Just give them the support they need while they are learning.

4. Be aware that learners’ interest in learning will vary. You can identify what will motivate the learner to use that motivation to fuel their interest.

5. Empowerment gives them an opportunity to be in charge of their learning. A good instructor will give them choices so that they feel that they are taking charge of their life.

6. Learning should occur during the course of the day.

7. Build relationships as they will assist in the transference of learning in the organisation.

As a manager it is important that you foster relationships within your teams and within the learners to foster the transference of information that leads to learning. A learning culture creates a sustainable competitive edge, however it is important that you not only foster learning, but remain aware of the inherent dangers within the learning organisation and those barriers are to learning.

The barriers to learning are:

Motivation

Access

Finance

Time

Concerns over quality

To overcome these barriers, you can:

Provide a link between learning and career development

Creating a buddy system where learning is a shared experience

Link incentive schemes to learning participation and achievement

Improve recognition of needed skills, in some cases offer certification

Work with learners to give them choices of learning

Provide information to managers so they can enhance their own and their teams awareness of learning opportunities

Create tailored courses to suit the needs of the team

Provide meetings where team members can highlight skills deficits and desired learning

Reduce bureaucracy and paperwork

Recognise cultural differences and ensure these factors are factored in to the training

Provide financial incentives to staff participating in non essential learning

Advertise the costs of training courses and any forms of funding, tax breaks or grants offered for such courses

Increase awareness of employer subsidies available to encourage more training being offered to teams.

Provide flexibility in course provision such as weekends or part time and/or distance education.

Make sure that all staff has a learning and development plan to assist in formal and informal learning.

Use accredited/ recognised training

Ensure quality standards are clear

Make the targets realistic for the skill levels

If you are interested in this topic and would like to read more; look up the recommended readings below:

Recommended further reading

Infed (1998): Participation in learning projects and programmes A good overall discussion of why we learn and barriers to participation in learning.

OECD (2005): Education and Training Policy Promoting Adult Learning. Source: OECD Education & Skills, No.14. Gives an excellent overview of barriers to learning, looking at 9 OECD countries, and how they can be addressed by changing policy and practice.

As a manager, it is important that you make sure that your team has access to learning opportunities so that they have the skills, knowledge and attitudes required to performance their tasks.

These learn opportunities may include:

Lecture method

Discussion method

E-learning

Simulations

Equipment Simulators

Business games

In-basket technique

Case study

Role play

Behaviour Modelling

On the job training

Job-instruction technique (JIT)

Apprenticeship

Coaching

mentoring

The learning methods will be discussed in more detail in the next section on Knowledge, Skills and Attitudes.

Your organisational procedures should be designed to meet objectives. When a learning development plan is designed, it usually has learning objectives that are required to ensure team members meet the goals of the organisational, irrespective of the fact of whether they are long term strategic goals, or short term operational goals.

There are three categories of learning objective. They are knowledge, skills and attitudes.

As a manager, no matter what training methods are used, you should foster learning by acknowledging learners efforts. Most organisations will have procedures and specified training methods to resolve specific issues. The assignment of training does not mean that you can now ignore the learner. The level of success that the learner obtains will usually be based on the level of support that you provide them with. As such, you should:

Encourage new ideas

Provide learners with positive reinforcement

Break learning into smaller pieces to ensure that the learner retains more

Provide support

Give learners opportunities to learn

Provide time for learners and teams to reflect on learning

Provide time for questioning

Value cultural differences and diversity

Change pace of learning to suit learners needs.

Competency-based assessment (CBA) is commonly a part of competency-based training and forms the basis of the Vocational Education and Training (VET) system in Australia.

When you make an assessment under CBA, you are gathering information to obtain evidence that the learner has the appropriate skills and knowledgeto be competent.

The major differences between CBA and other forms of assessment are:

competency-based assessment is criterion based - a person is assessed not in competition with others but against standard criteria or benchmarks;

competency-based assessment is evidence based - decisions about whether a person is competent are based on the evidence they provide to the assessor; andcompetency-based assessment is participatory - the person being assessed is involved in the process of assessment and has the scope to negotiate with the assessor the form that assessment activities take.

Another form of assessment is Peer assessment. Peer assessment is when learners assess the performance of other learners who work together in the organisation. This form of assessment can assist in the assessment of peers. In a group, relevant skills are used in the process of producing the group product. When skills are assessed by peers and by the trainer, there is an opportunity for different marks for individual group members.

As ongoing learning and develop is the essential tool for sustainability in every organisation and you are cultivating a culture of learning, staff should be also encouraged to identify their own needs in terms of learning and developmental needs. To assist staff in reaching their full potential; to improve quality of the teams outputs, to create opportunities for staff, to increase the level of staff retention and enhance work experience, organisations’ need to provide both informal and formal learning programs that address staff learning and developmental needs.

Learning and developmental needs may include: in-house learning, technical training, leadership training, study assistance and financing graduate programs. To retain staff, you need to give them a reason to stay.

Etienne Wenger first penned the term community of practice. Within a community of practice, he believed that there are three elements to distinguish one community from another or another group of communities and they are:

A community is a group that you have a connection with called a shared domain. Membership to the domain implies a commitment to the domain and therefore shared competence that distinguishes members from other people.

Relationships are built based on the information shared through discussions and joint activities

Over time the community members share resources, experiences, stories and tools to address recurring problems.

From these shared experiences, knowledge, communities are developed. Within a work environment these tools are the procedures of the organisation that address problems, tell stories and share experiences to meet the goals and objectives of the organisation.

The correlation between the communities of practice and learning organisations was picked up in the late 1990s. The apprenticeship model made a strong connection with the traditions of the organisation and became a way in which to think about training and development. The community of practice seemed to overcome the problem with the tradition hierarchy of that error and made the organisation more responsive to change. By acknowledging the community of practice, performance improved as workers became motivated to apply the skills that they learned (Lesser and Storck, 2001).

As a manager to foster learning you need to demonstrate support for the learners. Change will be impeded if members of the community feel that they do not have a support structure.

Peter Senge (1990) writes that the accumulation of individual learning constitutes team learning. Shared learning means that staff grow faster and the problem solving capacity of the organisation will improve through better access to knowledge and expertise. These shared communities then ensure that as problems arise, the teams are better able to resolve problems. Your role is to empower the teams to ensure that they do not lose sight of their goals and objectives while motivating them to take responsibility or ownership of their own positions.

As Wenger discusses, we are not surrounded by only one community of practice. There are sometimes communities of practice within communities of practice. For example, how many separate teams are you connected to within your organisation?

Consider:

Your team, who is a community

The management team which is another community

The different departments that you associate with who are another team.

What about the network that you have developed with your suppliers? Do they not share information with you, that you may share back

No we are not talking about anything illegal. However, you say hello to the supplier and he lets you know that there is a strike overseas that may impact on their ability to meet your demand. You share this information with your management community who then talks to the team.

However, when you speak to your friend in another network, you find the answer to your problems in the form of a supplier that will not be affected by the strike. Yes, they are more expensive. However, if you have the choice between buying a part that is more expensive or stopping productions which way would you go.

Hence, you have shared information with several communities within your network and found an answer to your problem. You share the information with the management community and decide the course of action to take.

Meaning has been shared. You identified a problem; and then worked together to resolve the problem by consulting with other communities of practice. If the supplier problem escalates, you will now have another supplier to contact to purchase your part. For a short period, the new supplier will ensure that your organisation remans operational. From this a new procedure is developed whereby if supply is affected again the second supplier would be contacted to supply the part in the interim.

Hase (2010) states that “extensive psychological research at Carnegie’s bold assertion; that is; reward in the most powerful reinforcer of behaviour that we know. Not receiving a reward is a powerful motivator. Punishment has been shown to not reinforce behaviour at all.”

For a reward to be effective, it must be delivered as close as possible to the demonstration of behaviour. Feedback needs to occur as fast as possible. However be aware that people will vary in regards to the rewards that you give them. Acknowledging someone publicly may be perceived as a punishment rather than a reward. It all has to do with their personality and what motivates them.

Expectancy theory offers that:

1. When deciding what motivates them, individuals will choose the option with the greatest motivation

2. The motivational force for a behaviour, action, and/or task is a function of three distinct perceptions which are

Expectancy probability: based on the perceived effort-performance relationship. It is the expectancy that one's effort will lead to the desired performance and is based on past experience, self-confidence, and the perceived difficulty of the performance goal. Example:  If I work harder than everyone else in the organisation will I produce more?

Instrumentality probability: based on the perceived performance-reward relationship. The instrumentality is the belief that if one does meet performance expectations, he or she will receive a greater reward. Example:  If I produce more than anyone else in the organisation, will I get a bigger raise or a faster promotion?

Valence: refers to the value the individual personally places on the rewards. This is a function of his or her needs, goals, and values. Example:  Do I want a promotion? Is it really worth the extra effort?

Because the motivational force is the product of the three perceptions, if any one of their values is zero, the whole equation becomes zero.  Expectancy theory generally is supported by empirical evidence and is one of the more widely accepted theories of motivation.  Here's a quick questionnaire for you.  Rate your own job using the following scale:

0 = No linkage exists

1 = Some linkage exists

2 = Strong linkage exists

1. _____ If I work hard, I will do well. (Expectancy)

2. _____ If I do well, I will be rewarded. (Instrumentality)

3. _____ If I am rewarded, I will like the reward. (Valence)

Score this questionnaire out of the total possible which is 8.

_____Expectancy * _____ Instrumentality * _____ Valence = _____

For effective recognition:

1. Recognition must be open to all employees

2. Recognition must arise from behaviour and rewards that are recognised by both the employer and employee

3. Rewards are given to those who perform at the stated level

4. Recognise performance criteria as close as possible to it arises

5. Do not recognise based on “Select” i.e. select an employee of the month. This is viewed as favouritism

Effective feedbackincludes:

1. Do not wait too long, give feedback as close to the event as possible.

2. The saying was praise in public, criticise in private – Before following this rule think about the recipient. If they are shy for instance, this would be perceived more as a punishment than a reward.

3. Make a habit of acknowledging effort.

4. Judge the effort and reward appropriately.

5. Feedback that is positive is specific and sincere. Make sure the recipient knows what the feedback is for.

6. Do not make favourites. Make sure that everyone is treated equally.

7. Encourage positive actions by letting everyone know they are doing the right thing.

People work because they need to work. To create positive employee motivation, treat employees as if they matter because they do. Even if your employee is recognised through monetary means, taking the time to say thank you and well done can have just as much, if not more impact than a monetary reward.

3.1 Use strategies to ensure that team and individual learning performance is monitored to determine the type and extent of any additional work-based support required, and any occupational health and safety (OHS) issues

3.2 Use feedback from individuals and teams to identify and introduce improvements in future learning

3.3 Make adjustments, negotiated with training and development specialists, for improvements to the efficiency and effectiveness of learning

3.4 Use processes to ensure that records and reports of competency are documented and maintained within the organisation's systems and procedures to inform future planning

Policies and procedures cannot be improved if you do not know what you are improving. In the context, you need to evaluate the success of training programs in terms of whether the participants acquired the desired skill of knowledge. There are a number of strategies that can be used to measure learning. These methods are constrained by budgets, perceptions, time limitations and the ability to synthesise the learning and skill or simulate the actual setting sin which skills are applied.

There are four areas in which learning is an important tool in evaluating the success of a training program. Any of these by themselves can justify the need to measure learning, whereas together they provide a major thrust for measuring the amount of knowledge, skills or behavioural changes that would result from the training program.

The need to transfer learning

The lack of measurement in learning transfer from a training setting has made it critical to make sure that learning occurs and is transferred to the job. In many situations this does not happen. It is important to make sure that learning is measured as soon as it takes place to ensure transfer has taken place and to see if the level of transfer needs to improve.

Increase the emphasis on knowledge, expertise and competence

Many organisations develop initiatives with employees that use tools and techniques not previously used, while other programs focus on core competences to build the knowledge, skills and behaviours into the organisation. As workers are exposed to knowledge and more information, they need to identify the relevant information and utilise it in a productive way. This emphasis on employee knowledge and skills makes measuring learning important to a training program.

Change initiatives and their importance

Though change is not new, the human factor is critical as employees must learn in a new environment and develop new skills, knowledge and behaviours. Learning is becoming important because it requires a variety of tools, processes, techniques and technologies to implement. Learners learn in different ways outside of the classroom. Managers and others are expected to reinforce, coach and mentor the learners to ensure that learning is transferred and implemented as planned

Diagnosing what is wrong when a problem arises

When learning is measured in the training you need to identify the failure and look at it as a way to improve.

Learning needs to be monitored to ensure that the training program is teaching what the learner needs to learn. Performance of skills can be observed and knowledge can be demonstrated through questioning. However, some organisations may choose to be more formalised to ensure that learning is occurring at the required level.

Formal tests

Formal tests can be performed before or after training so that you can measure whether an improvement has occurred and a change is identified in the participants’ skill or knowledge level. There are three types of tests that can be performed. They are:

Computer based tests where learners answer questions of are given situations which they need to respond to.

Test the learners aptitude in regards to the objectives of the program

Use tests such as criterion based, oral questioning or performance tests.

Criterion referenced tests

CRT is based on measuring against the written objectives for the learning sections of the training program. It is useful as it ensures that the learner has learnt what they require as part of the training program. CRT may be developed using checklists to measure what has been learned and retained.

Simulations

Simulations give you real situations that relate close to your work. Participants use the simulation to try out their new skills and then are evaluated based on whether the task is accomplished.

This can include case studies, in-basket simulation, task and electrical/Mechanical simulation. These activities require that the learners use their skills. By reading their answers or observing their behaviour, you will be able to determine if they have learned the skills, knowledge and attitudes they need to.

Measuring learning with less-structured activities

Exercises/activities

Separate skills and integrated learning can be used to ensure that your learner has developed the appropriate skills. There are several ways in which to measure learning:

Activities/exercises are reviewed and scored to see if learning has taken place

Group discussions can be utilised to see how much each person has learned

Answers to questions can be shared with a group and the learners can perform a self-assessment on their answers

The trainer can review individual progress and determine their success

Self-assessment

Even if a learner is told they are competent by the trainer, they should still assess themselves to make sure that they have the skills they need and if they are comfortable with what they have learned. Encourage learners to say something if they would like more exposure to the learning. To make self-assessment effective:

Participants should remain anonymous so they can clearly express realistic and accurate results.

If the assessment is not satisfactory, try to find out why.

The participant must know the purpose of the self-assessment and what the data is used for.

Trainer assessment

Trainers can make a checklist to see if the learning has occurred. They need to assess the acquisition of skills, knowledge and attitude. This will ensure that the learner has learned what is necessary.

Administrative issues

Learning records must be maintained. Failure to maintain the records can lead to legislative repercussions. For example, if you train a participant and the paperwork is lost then you have no evidence that training has taken place. When you dismiss an employee for underperformance, you must demonstrate the learning/training has taken place. If the monitoring records are not maintained then the termination could be overturned and you would be liable to reinstate the employee and pay whatever fine the courts stated.

Consistency

Monitor all learners consistently so that you have a correct measure of their learning. If you are not consistent you will have unreliable data from which to analyse the effectiveness of the training process. In consequence to this, changes to training may do more harm than good.

Reporting results

In many cases, results may not be clear straight away. It is one thing to do an assessment straight after training. What you need to consider is whether the participants still need reinforcement or ongoing assistance from the learners.

Phillips and Stone

As with any program, it is essential that the learning objectives are keyed to the knowledge, skills and attitudes required so that learning can be measured. With each program run, as part of the continuous improvement process, benchmarks should be set.

Benchmarking

Benchmarking is the process of comparing one’s business processes and performance to industry bests or best practices. If you identify that learners are not as responsive as the benchmarks then you should continuously monitoring, review and evaluate learning until the learners demonstrate the level of skill, knowledge and attitude necessary to reach the benchmarks and hopefully exceed them.

The only way in which you will improve performance if it is not freely given is to ask for it.

Performance management is aimed at ensuring that your team has the skills, knowledge and attitudes to perform their tasks competently. When formal performance management feedback processes do not work or are not sufficient, you can use your initiative and go and look for the feedback.

There are four steps that you can follow to monitor their personal performance. They are to:

Seek recommendations

Seek suggestions on ways in which they could improve. In order to develop the skills, knowledge and attitudes required, they need to actively seek ideas and input to obtain a different point of view.

Ask for feedback

Feedback does not necessarily have to be from the trainer or manager. Encourage the team to ask anyone within their sphere of experience to critique the quality of their work.

Take steps to improve

Once feedback has been received, team members should look for a plan of action to improve their performance. Encourage team members to obtain feedback on a continuous basis from supervisors and co-workers.

Reciprocate

Team members need to build up a level of trust to share feedback.

This process will only work if team members understand that any negative feedback is not against them personally. All feedback should be taken as an opportunity to learn and not a personal attack on them. If they are unable to take this stance, then they should not actively seek feedback. Conversely team members should learn the importance of being courteous when they give feedback. Saying you talk too much so you don’t meet your goals does not provide them with constructive feedback.

Constructive feedback should be used to build confidence. Try to avoid destructive feedback which is demoralising and will cause the team member to never approach others again.

Feedback is important because it provides management and staff with information on areas where they can improve. There should be a system of ongoing feedback on issues of performance which creates an open dialogue with staff about concerns and allows them to make recommendations on how they can improve their performance.

Feedback is a two way process. Employee's need to be encouraged to seek out feedback; to ensure that sure they are performing to the expectations of the organisation. Feedback should be a positive learning experience, thus it should be given in a professional and tactful way.

Before giving feedback ask yourself the following questions:

1. Why are you assessing this staff member?

2. On what functions, skills, behaviours, or activities is this assessment based?

3. On what standards is this assessment based?

4. What are the facts of the situation?

5. What do you plan to do with the results of your feedback?

If you can answer all these questions satisfactorily, you can be sure that the need to provide feedback is appropriate in the situation, and you are doing it for all the right reasons.

Employees should also be given informal feedback. They become motivated and respond correctly when you are tactful and professional. The types of processes you might consider implementing include:

1. Regular written reports outlining a staff member’s progress;

2. Regular short meetings to discuss general performance issues and identify areas for improvement;

3. Periodic evaluation of your staff member’s output e.g. products or tasks they are responsible for;

4. Informal peer assessment; and

5. Spot checking for quality.

Using these types of procedures will provide you with an up-to-date and accurate picture of just how well any of your employees are performing at any given time, and will ensure that any feedback you give is relevant and based on fact rather than speculation.

Timely feedback provides you and your team members with an opportunity of remedying the behaviours or activities which have led to the poor performance- before it creates any major problems for the organisation. Poor performance will be much more difficult to rectify if it is not identified until a formal performance appraisal has been conducted.

Feedback should not only be ongoing, there should be times when it should be formal. For ongoing, informal feedback to be effective, it should be:

Timely

Provide feedback as soon as you can to when it occurred. If you wait until the annual performance appraisal to address poor performance, your staff will resent that you did not give them a chance to correct the problem.

Specific

Be specific and address the behaviour in a performance in terms of measureable outcomes. Staff will be less likely to dispute any perceived problem if they are involved in the goal setting process.

“owned’ by the giver

Use “I” and “my" when giving feedback so that you can take responsibility for your own thoughts and actions.

Understood by the receiver

Ask your employee to rephrase the feedback to ensure that they understood it. Offer them access to any resources or tools that are available that can assist them in fulfilling these expectations.

Delivered in a supportive environment

Provide support. Make it clear that the purpose of the feedback is to assist the employee in achieving success. Give the employee an opportunity to explain why their performance is lower than normal and discuss ways in which they can be motivated.

Followed-up with an action plan

Work with the employee to find ways to improve his or her performance or reinforce the positive behaviour that they have demonstrated. Agree to deadlines and goals and schedule any follow up meetings if they are required.

Given with no surprises

Do not put any surprises in the feedback session. If a problem is not discussed in feedback then it should not be discussed in the performance appraisal.

Formal reviews are an essential part of the performance management process for many organisations. Even though, managers offer ongoing feedback, when it comes to the formal review, there is a negative stigma to it. As managers, you need to make the formal review process a positive experience. This can be done by:

Focusing on the positive

Be objective; however discuss the positive feedback as it will lift performance considerably. Emphasise specific outcomes of the review such as rewards such as promotions, raises or bonuses.

Emphasise the future

Communicate their long-term potential within the organisation as staff are tending to stay longer in workplaces.

Discuss weaknesses without emphasising them

Move away from just giving negative feedback. Accompany negative feedback with suggestions on how they can perform their job better.

Do not emphasis the two extremes of the negatives and the positives. Find a balance and use it. As a manager, when you give feedback in formal reviews, make sure that:

Staff are given an opportunity to prepare for the review

Make sure that you have the experience to give the feedback constructively. Avoid being blunt, not discussing a subject because it might cause conflict and be clear and concise with the feedback you give.

Make sure that the review process is two ways. Let the employee also give you feedback

Don’t just concentrate on the last year, let the employee know what lies in their future

Follow up. You will lose credibility if you don’t follow up on the actions that you say you are going to make then you will have a long fight in regaining the integrity of the review process.

A performance plan can be utilised to assist you in the employee’s performance appraisal. It is a comprehensive written report that sets out all the outcomes and performance requirements on which that individual is to be assessed. Essentially, the performance plan is an agreement between managers, teams or individuals determining what needs to be achieved within the required time frame.

Performance plans can help provide staff members with an understanding of their roles and responsibilities and their link to the team and the organisation’s objectives. There will be times in which you will need to consult with specialists that can assist you in ensuring that the employee develops the knowledge, skills and attitudes that they require. For instance, a member of the team needs to update the knowledge in regards to financial services. As their manager, you have the skill to ensure that they meet their objectives. However, you may not have the experience to source and identify the skills and knowledge your employee requires.

In this instance, you should consult with another financial service professional who would be able to assist you in ensuring that the employee’s skills are maintained. You might also need to consult with them to find out industry processes used to measure the efficiency and effectiveness of their learning.

Individual performance plans must link the following elements:

An individual’s key result areas.

The various tasks an individual must perform.

The key performance indicators for each task (note: meeting performance standards should also be a key performance indicator.

Time-frames, deadlines.

Development plan.

To develop an individual performance plan, you must:

1. Review organisational goals associated with results in term of performance, its quantity, quality, cost and timeliness. Turn your goals into smart goals – Goals that are:

2. Specify the results that you require. Consult with both your internal and external customer.

3. Ensure that the desired results from your goals will contribute to the organisations results.

4. Prioritise the goals in the form of ranking, percentages, time spent. For example, 80 % of the employees role is customer service, 10 % is training and 10% is developing knowledge

5. Outline the measures used to evaluate if and how well the desired results are achieved. Without measures, you are unable to evaluate the results. Measures include timeliness, cost, quality and quantity. For example, to measure whether the customer service representative consistently met its 150 calls a day average.

6. Identify more specific measures for the first-level measures if needed from the measures in point 5. For example, if the customer service representative consistently received calls, were they processed in two minutes? If so, what percentage was processed in this time period?

7. Identify standards for evaluating how well the results were achieved. For example, did the customer service representative meet expectations?

8. Document the performance plan. You must include the desired results, measures and standards.

When you meet with staff members, the initial planning begins. Make sure that performance objectives are discussed, clarified and agreed upon. This makes sure that management and employees know what they and the rest of their team are doing. All changes to performance plans need to be documented and agreed upon. You may wish to invite the specialists to ensure that the staff members understand exactly what needs to be done. Specialists can answer any questions and clarify information to ensure that learners are comfortable with what goals they need to reach.

Make sure that you continuously monitor team members’ progress. Keep an open dialogue with the specialist to ensure that objectives are reached and weaknesses are identified so that variations can be made to ensure that the performance goals are met. Adjustments to training and development may be required of:

The learning activities

The learning methodology

Facilitator/trainer

Length of sessions

To resources required.

Records must be kept to ensure that training has taken place. Training is an important part of OHS law. Under Section 16 (1) (e), an employer has a legal obligation to provide the information, instruction, training and supervisor to enable the employee to work in a manner that is safe and without risk to their health. Under Section 5 (b) of the Act, your organisation must maintain appropriate information and records relating to the employee’s health and safety. Failure to comply with these laws may see you and your organisation liable.

If you are found liable, depending on the type of injury, you may be fined and in some cases jailed. For this reason all training records must be maintained to ensure that the law is not breached.

Records pertaining to learning and training should include that:

The learner is consistently competent in OHS issues

The date and who performed the assessment

The training received

How the learner was monitored

Any continuous improvement processes that arose from the training

The qualifications and experience of the trainer/coach or mentor

Records should be kept in learners’ personnel files in the Human resource office. If an electronic record of training is maintained, steps should be taken to ensure that all electronic information is updated and processed. For example, a skills matrix may have been developed from a learning needs analysis. As the learner obtains new skills, you should update the records to reflect that the skills have been learned and the learner is competent.

Nearly there...

At the end of your Learner Workbook, you will find an activity titled ‘Major Activity’. This is an opportunity to revise the entire unit and allows your trainer to check your knowledge and understanding of what you have covered. It should take between and 1-2 hours to complete and your trainer will let you know whether they wish for you to complete it in your own time or during session. Once this is completed, you will have finished this unit and be ready to move onto the next, well done!

Congratulations!

You have now finished the unit ‘Develop a workplace learning environment’

These suggested references are for further reading and do not necessarily represent the contents of this Learner Guide.

Bell, C. R. Informal Learning in Organizations. Personnel Journal, 56, no. 6 (June 1977): 280-283, 313. (EJ 160 136)

Bell, J., and Dale, M. (1999) Informal Learning in the Workplace. Department for Education and Employment Research Report No. 134. London, England: Department for Education and Employment, August 1999.

Cobbs, J.

A definition of Learning

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