DEVELOP TEAMS AND INDIVIDUALS FACILITATOR MANUAL & ASSESSMENT BSBLED401A

Transcription

1 DEVELOP TEAMS AND INDIVIDUALS FACILITATOR MANUAL & ASSESSMENT BSBLED401A

2 Precision Group (Australia) Pty Ltd 9 Koppen Tce, Cairns, QLD, info@precisiongroup.com.au Website: BSBLED401A Develop Teams and Individuals ISBN: Copyright Notice No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying or recording, or by an information retrieval system without written permission from Precision Group (Australia) Pty Ltd. Legal action may be taken against any person who infringes their copyright through unauthorised copying. These terms are subject to the conditions prescribed under the Australian Copyright Act Copying for Educational Purposes The Australian Copyright Act 1968 allows 10% of this book to be copied by any educational institute for educational purposes, provided that the institute (or the body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act. For more information, info@copyright. com.au or visit for other contact details. Disclaimer Precision Group has made a great effort to ensure that this material is free from error or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. Precision Group (Australia) Pty Ltd is not responsible for any injury, loss or damage as a result of material included or omitted from this material. Information in this course material is current at the time of publication.

3 Table of Contents 2 Legend 3 Qualification Pathways 4 Qualification Rules 5 Introduction 7 BSBLED401A/01 Determine Development Needs Key Points Systematically identify and implement learning and development needs in line with organisational requirements Ensure that a learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented Encourage individuals to self-evaluate performance and identify areas for improvement Collect feedback on performance of team members from relevant sources and compare with established team learning needs 19 True or False Quiz 21 BSBLED401A/02 Develop Individuals and Teams Key Points Identify learning and development program goals and objectives, ensuring a match to the specific knowledge and skill requirements of competency standards relevant to the industry Ensure that learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate individual and team achievement of competencies Create development opportunities that incorporates a range of activities and support materials appropriate to the achievement of identified competencies Identify and approve resources and time lines required for learning activities in accordance with organisational requirements 35 True or False Quiz 37 BSBLED401A/03 Monitor and Evaluate Workplace Learning Key Points Use feedback from individuals or teams to identify and implement improvements in future learning arrangements Assess and record outcomes and performance of individuals/teams to determine the effectiveness of development programs and the extent of additional development support Negotiate modifications to learning plans to improve the efficiency and effectiveness of learning Document and maintain records and reports of competency according to organisational requirements 45 True or False Quiz 46 Summary 47 Bibliography 49 Assessment Pack 1

4 Use considered risk taking in your grey area...and others will follow you! Legend This symbol indicates the beginning of new content. The bold title matches the content of the competency and they will help you to find the section to reference for your assessment activities. Activity: Whenever you see this symbol, there is an activity to carry out which has been designed to help reinforce the learning about the topic and take some action. This symbol is used at the end of a section to indicate the summary key points of the previous section. This symbol is used to indicate an answer to the Candidate s questions or notes to assist the Facilitator. 2

5 Qualification Pathways There are always two choices. Two paths to take. One is easy. And its only reward is that it s easy. Source Unknown This unit of competency is provided to meet the requirements of BSB07 Business Services Training Package although it can be used in a range of different qualifications. The BSB07 Business Services Training Package does not state how a qualification is to be achieved. Rather, Registered Training Organisations are required to use the qualification rules to ensure the needs of the learner and business customer are met. This is to be achieved through the development of effective learning programs delivered in an order that meets the stated needs of nominated Candidates and business customers. 3

6 Qualification Rules You re either part of the solution or part of the problem. Eldridge Cleaver Qualification requirements include core and elective units. The unit mix is determined by specific unit of competency requirements which are stated in the qualification description. Registered Training Organisations then work with learners and business customers to select elective units relevant to the work outcome, local industry requirements and the qualification level. All vocational education qualifications must lead to a work outcome. BSB07 Business Services Training Package qualifications allow for Registered Training Organisations (RTOs) to vary programs to meet: Specific needs of a business or group of businesses. Skill needs of a locality or a particular industry application of business skills. Maximum employability of a group of students or an individual. When packaging a qualification elective units are to be selected from an equivalent level qualification unless otherwise stated. 4

7 Introduction Whether as an individual, or as part of a group, real progress depends on entering whole-heartedly into the process and being motivated to make you a more deeply satisfied human being. Source Unknown This unit of competency is all about being able to develop individuals and teams in your workplace. It will help you with the skills you need to demonstrate competency for the unit BSBLED401A Develop teams and individuals. This is one of the units that make up the Certificates in Business. This manual is broken up into three distinct sections. They are: 1. Determine development needs: First we will examine the training needs analysis process which allows you to determine what needs to be trained. We will then look at resource requirements for training. 2. Develop individuals and teams: Then we will examine how you go about selecting training methods and techniques that will suit the learning needs of your learners. 3. Monitor and evaluate workplace learning: In the final section we will examine how you can monitor the performance of your training and assess how well learners are performing. At the conclusion of this training you will be asked to complete an Assessment Pack for this unit of competency. The information contained in this resource will assist you to complete this task. On conclusion of this unit of competency you will have demonstrated your ability to determine individual and team development needs and facilitate the development of the workgroup. 5

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9 PART 1: Determine Development Needs Key Points Section 1 In order to determine learning needs, it is important that you systematically identify learning and development needs using training needs analysis techniques in your organisation. A learning plan to meet individual and group training and development needs should be collaboratively developed, agreed to and implemented. Individuals must be encouraged to self evaluate performance and identify areas for improvement. Feedback on performance of team members should be collected from relevant sources and compared with established team learning needs. 7

10 Introduction to Training and Development In this manual, we will be examining how to train and develop your staff. This is generally accomplished through the application of the training cycle. The process of providing training takes place in a cycle of steps, which is outlined below: The Training Cycle Evaluate Training Assess Training Needs Conduct Training Set Training Objectives Decide on Training Methods The first step involves attempting to ascertain the training needs of the organisation and then setting training objectives to meet those needs. This will be covered in this section of this manual. You then decide on appropriate training methods and conduct the training. We will cover this in the second section of this manual. Finally, the training (and the learner) is evaluated this is the subject of the third section of this manual. What Do They Know? We will be examining the ways in which you, as a manager, can assist in developing learning and development programs for individuals and teams within your organisation. Like so much of business, this is most effective when you have a system in place. An effective system will enable you to ensure that you are able to determine exactly what needs to be taught, how best to teach it and finally ensure that the learning and development program is assessing what you need it to assess. In this first section we will address how to ensure you determine learning needs. To begin this process of establishing learning and development needs, you should attempt to make an assessment of the competencies of the individual or individuals that make up your team. This should also include an analysis of whether they will require any additional training to become competent or whether improvement can be sought using other methods such as motivational techniques (if they have the skills but are not using them effectively). 8

11 Attempting to establish where competencies exist and where improvement is required is known as a training needs analysis. A training need can be defined as being where there is a gap between what is required of a person to complete their duties and what they are actually able to do. The training needs analysis is the method that is used to determine whether a training need exists and what training or development is required to fill that gap. Generally, a training needs analysis will highlight the subject matter which needs to be covered during the training. Carrying out a training needs analysis is a matter of getting the right information from people. How this information is gathered is generally up to the person carrying out the analysis. There may exist restrictions in terms of cost or time which need to be considered however. It is generally accepted that a training needs analysis is formally instigated by management when a problem becomes noticeable. By way of an example, let s say that management has asked us to investigate a problem that needs to be solved. We would begin the training needs analysis by interview or discussing with management to find out the exact nature of the problem. At the same time we would attempt to determine whether or not the problem is a training problem and not a problem caused by something else (for example by the way the company is being managed). In this case, the problem may exist because a new team or work group is being brought together. After the details of the problem have been gathered the next important step is to check with the workers where the actual problem is, to make sure they do in fact have a training need. If they seem to be able to perform the required tasks, or show the required skills without training, it is not a training problem and so should be referred to management who may need to look further at the problem and determine the real cause. In order for you to determine that it is an actual training problem, you must determine that there is a gap in knowledge, skills or attitudes of the employees. There are a number of other items that you may be able to use to determine whether there is a training need, these include: Methods of Determining Training Needs Performance appraisals Complaints and market research (what do customers think of the performance of the workers) Direct observation Job analysis Exit interviews (what do staff who have left think about the company s training) Legislation (what is required by law?) Rejection or error rates Accident reports (to determine whether accidents are being caused through lack of knowledge) Company plan, or policy (what does the company expect of its employees?) 9

12 Another important method used in attempting to determine training needs is the use of a questionnaire. This can be used as an appraisal tool whereby staff members can rate their own, or subordinates skill levels directly. Once the information from all the required sources has been gathered, it needs to be processed. The results are then analysed carefully to ensure that training is the appropriate answer to the problem. When this has been decided on, the training needs analysis is again used to determine what training is required. The trainer can use the analysis to develop suitable training. When the need has been identified, it is easier to determine the general content required of the training, although this may be refined with consultation with management and the learners. You may use a table similar to that depicted below when determining where training needs exist. You will notice that in this table, where an individual possesses a given skill, a box has been checked, and where they lack that skill the box has been left unchecked. Each unchecked box represents an opportunity for improvement in the team. Stock Shelves Order Goods Operate Cash Register Deal with Customers Jason (store person) 0 - Cindy (manager) Stephanie (shop assistant) - 0 Key Can do skill well + Can do, but needs more training 0 Cannot do and does not need to know - Cannot do, but needs to know 10

13 Activity One - Identifying Training Needs Using the training needs analysis provided above, identify the key training needs in your organisation. Facilitator s Notes for Activity One In this example, the Candidate should have identified training that would be related to their organisational function. Only cannot do, but needs to know represent skill gaps. 11

14 Where training needs are identified, using the methods outlined in the previous section, objectives need to be set out to make sure that any training that is provided will meet the needs that were identified. The first thing to do is attempt to determine whether training is in fact the appropriate solution, or whether the need is in fact a management problem which should be solved by a manager or supervisor. All Leadership is influence. John C. Maxwell 12

15 Once you have made a definitive decision that the problem lies with a lack of skill, and that training can in fact assist in closing the gap between actual and required competence, training proposals should be drawn up. This process should begin with a very clear idea of what the training is to accomplish and how this goal relates to the demands of the learner s actual job. Training Objectives You should now begin to develop a list of written objectives that state what skills or behaviours the training will produce in the learner as well as any improvements that should be apparent after the training has been completed. We cannot start to prepare any training material, or establishing methods of training until we have established the objectives, after all how do you know which road you are taking to meet a specific goal, if you do not know the goal? Writing the training objectives is one of the most difficult things about training. All objectives should be stated in terms of measurable behaviour or performance. They should not simply describe what the learners would have learnt or become familiar with during the training sessions. The second requirement of a good objective is that it should be measurable in some form, so that we can determine whether or not the learner has actually improved their skills. The skill objectives should: Identify the particular areas to benefit from the training. For example if a learner is given a list of parts for a particular item, the area to benefit should be the ability to assemble those items into the required object. Identify the particular benefits to the learner as a result of the training, rather than the general area of knowledge in which the employee will be instructed. For example a good objective may be, to learn to recognise and respond to certain error messages on your computer system, not simply to gain knowledge of error messages. If the objectives are aimed at improving a skill, this should also be clearly stated and where possible quantified to identify the contributions that training will make to overall productivity of the employee. The objectives should identify the: Time savings that will result from an increase in knowledge and confidence. The extent to which employees will learn to handle more complex problems. The extent to which problems will be reduced (or errors will be reduced). 13

16 Desirable Attributes of a Training Objective. Measurable Attainable Contribute to the organisation s requirements Qualities of good objectives Clear Directly related to a job Specific Clear and specific objectives facilitate the evaluation of the worth of a training program also, as we will learn later in this manual. Writing objectives can be confusing at first for a new trainer, but there is a simple formula which you may wish to follow to help get you started: By the end of this training session the trainee will be able to Insert an action word Insert an item Insert a condition Insert a standard Briefly, the action word is something that we can observe; the item is normally an object or item from the training session, the condition is what s given and describes any other variables and the standard is the measurable criteria. So to give an example: By the end of this training session the trainee will be able to calculate (action word) the standard deviation (items) given a list of numbers and a calculator (condition) at least 9 out of 10 attempts (standard). By following this type of formula you can quickly write training objectives which meet all the requirements of a good objective. 14

17 It is also important that you discuss the training requirements with the learner. The individual involved will be the first person you should consult regarding the training decision. It is their position that has been analysed, and they need to have a say in how their training will be implemented. You should organise a meeting with the learner to discuss your findings, and what they believe can be done to improve their performance in their position. It is also important to ensure that the learner is happy with the training program you have put in place. If they are not willing to participate in external programs you may need to persuade them of the reasons why it is important, and how it will benefit both themselves and the organisation as a whole. The meeting to confirm their training program is a good opportunity to address any concerns they may have about the training about to be implemented for them. There are a range of skills that are required to be an effective member of a work group, and each of these should be confirmed and addressed with the individuals and team. The major skills are outlined on the table below. Skill Problem Solving Skills Discussion Essentially a team will usually be brought together to solve a problem, therefore a good knowledge of problem solving skills is an essential requirement of any individual in a team. Problem solving skills involve an understanding of the problem solving process, as well as some of the techniques involved in problem solving such as brainstorming, and Charette procedure. Also important here is the ability to make effective decisions and teams may need to be taught effective decision making as an integral part of developing their problem solving skills. Information Skills When trying to solve a problem, you usually have more information than you quite know what to do with, therefore skills in sorting through information and determining what is useful and what isn t is another vital skill for a team. You should assess the skills team members and the teams as a whole possess in taking information, sifting through it and finding that information which they actually require, and what isn t useful in terms of achieving their goals. Communication Skills Communication is a vital team skill. Oral, written and non-verbal communication are all important in a team situation, and training if required should be geared at making all team members able to communicate in such a way that is clear, concise and easily understandable. Self and Team Management Skills Skills specifically required for a goal may need to be addressed, as may skills relating to team management, including some of the skills of leadership. Social and Co-operative (meeting) requirements These are mainly concerned with behaviour, and because much time in a team will be spent in meetings with other team members, all of the team need to ensure that they know the rules of conduct which are acceptable. 15

18 Ensure that all areas of working in a team are assessed for any areas which require further attention and these are confirmed with the learner, so that they fully understand why they need the training, what they will gain from the training, and how this training will take place. Resources Available for Training A significant factor that may determine the extent and type of training being given is the availability of resources as well as certain constraints that exist in terms of money, time and expertise. The available resources a given firm has will determine the type of training that can be given. Large organisations are likely to have resources and expertise in the form of a training department that will enable them to conduct large-scale training, and easily develop new training programs. Smaller organisations may not have this expertise and be forced to purchase training from an external organisation to meet their training needs. If the expertise isn t present in the form of formal training departments, then the firm may be able to use other forms of development such as coaching and mentoring as an alternative to formal training. So a consideration of the expertise (which may assist or constrain training) is important. Also important are the physical resources required, where will the training take place? Is there a room large enough for group training? Will training need to take place on the workshop floor? A consideration of the location is important. Other considerations include the training resources that may be required, and prepared for the training. These will need to be prepared in advance. Another constraint may be time, when is this training required to be completed? This may constrain the type of training system you adopt, as well as place constraints on the program s development. Time is always a significant constraint in any project. Consider how long you have, and alter the type of training you are preparing accordingly. Perhaps the quickest type of training to develop is On-thejob training, while formal training courses with handouts and formal assessment take the longest to prepare. The nature of the task to be trained will also affect the type of training to be employed. This will be discussed in more detail in a following section, but it is important to consider whether the skill being trained is practical or theoretical, whether it can be taught on the job, or if it requires classroom training. This can be a significant constraint. Your staff are like cogs in a machine. Without effective training and development your organisation is likely to grind to a halt! Finally, money. Money or a formal budget can be a significant constraint. The degree of complexity involved in teaching a skill can be an important component in determining how much the training will cost. A very complex skill, which requires classroom and practical training, as well as formal assessment, can be a complex training program to develop. If the budget allocated does not cover the expected costs, then the training program may need to be altered. 16

19 Bearing in mind all of the resources and constraints that are having an effect on the training program, you should now begin to prepare a plan which outlines the following: What skills are to be trained? What types of training will be used? Who will be conducting the training? What resources will be required? What the expected budget for the program will be? You should bear in mind that this plan is not set in stone. As you learn more about what is being trained, you may need to revise your initial plan, using the factors listed above, and considering any changes in the workplace or in the levels of funding. You may also learn more about health and safety requirements which may make some areas of training (such as workplace training) more difficult, and you will have to revise the plan to overcome these constraints. 17

20 Activity Two - Conduct a training analysis on yourself! For your job, think of a number of skills that you must possess, and then determine how well you are able to undertake these skills. Think critically, and be honest with yourself. Then discuss where you feel you could use some training or development. This exercise is designed to get you thinking about how to conduct a training needs analysis, and to focus your thinking on improvement in your organisation. Write skills required for your job in this column Can Do Can do, but need more training Cannot do Describe where you need improvement: 18

21 Section 1 - True or False Quiz True False Training is a cyclical process. A training needs analysis attempts to determine what training methods will be most appropriate for a given team or individual. Training needs analysis attempts to determine where training gaps exist. A training need can be defined as being the gap between what is required of a person to complete their duties and what they are actually able to do. You can assess training methods from exit interviews. You should not allow a learner to assess their own skill level. Self assessment is a useful source of information. A skill gap exists when a learner can t perform a task but is not required to do so by their job. In this case there is no skill gap. A skill gap must only identify the particular areas to benefit from the training. A skill objective must also identify the particular benefits to the learner as a result of the training. Clear and specific objectives facilitate the evaluation of the worth of a training program. A significant factor that may determine the extent and type of training being given is the availability of resources. Once written, a training plan should not be changed. No plan is set in stone. 19