DEVELOP A WORKPLACE LEARNING ENVIRONMENT CANDIDATE RESOURCE & ASSESSMENT BSBLED501A

Transcription

1 DEVELOP A WORKPLACE LEARNING ENVIRONMENT CANDIDATE RESOURCE & ASSESSMENT BSBLED501A

2 Precision Group (Australia) Pty Ltd 9 Koppen Tce, Cairns, QLD, info@precisiongroup.com.au Website: BSBLED501A Develop a Workplace Learning Environment 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 BSBLED501A/01 Create Learning Opportunities Key Points Identify potential formal and informal learning opportunities Identify learning needs of individuals in relation to the needs of the team and/or enterprise, and available learning opportunities Develop and implement learning plans as an integral part of individual and team performance plans Develop strategies to ensure that learning plans reflect the diversity of needs Ensure organisational procedures maximise individual and team access to, and participation in, learning opportunities Ensure effective liaison occurs with training and development specialists and contributes to learning opportunities which enhance individual, team and organisational performance 15 True or False Quiz 17 BSBLED501A/02 Facilitate and Promote Learning Key Points Develop strategies to ensure that workplace learning opportunities are used and that team members are encouraged to share their skills and knowledge to encourage a learning culture within the team Implement organisational procedures to ensure workplace learning opportunities contribute to the development of appropriate workplace knowledge, skills and attitudes Implement policies and procedures to encourage team members to assess their own competencies, and to identify their own learning and development needs Share the benefits of learning with others in the team and organisation Recognise workplace achievement by timely and appropriate recognition, feedback and rewards 27 True or False Quiz 29 BSBLED501A/03 Monitor and Improve Learning Effectiveness Key Points 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 Use feedback from individuals and teams to identify and introduce improvements in future learning arrangements Make adjustments, negotiated with training and development specialists, for improvements to the efficiency and effectiveness of learning 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 33 True or False Quiz 34 Summary 35 Bibliography 37 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 a learning environment in your workplace. It will help you with the skills you need to demonstrate competency for the unit BSBLED501A Develop a Workplace Learning Environment. 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. Create Learning Opportunities: First we will examine the process of establishing what learning opportunities exist in your organisation and how to determine learning needs. 2. Facilitate and Promote Learning: Then we will examine strategies and programs that your organisation can put in place to ensure the learning process is ingrained in your organisation s culture. 3. Monitor and Improve Learning Effectiveness: In the final section we will examine how you can monitor the performance of your learning programs and ensure that the effectiveness of these programs and systems is continually improved. 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 competent completion of the assessment, you will have demonstrated your ability to encourage and support the development of a learning environment in which work and learning come together. 5

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9 PART 1: Create Learning Opportunities Key Points Section 1 When developing a workplace learning environment it is crucial that you are able to identify any formal and informal learning opportunities that may exist for your staff. Learning needs of individuals within your organisation should be identified in relation to the needs of the team and your organisation. This can be achieved through a Training Needs Analysis. Learning plans are an integral part of individual and team performance plans. They outline where there are skill deficits and what can be done to overcome these deficits (through training and other learning techniques). Strategies should be developed to ensure that learning plans reflect the diversity of needs of your organisation and of the individuals concerned. Organisational procedures should maximise individual and team access to, and participation in, learning opportunities. Effective liaison must occur between training and development specialists in your organisation and those responsible for training management. This liaison should contribute to learning opportunities which enhance individual, team and organisational performance. 7

10 Part 1: Create Learning Opportunities Learning Opportunities Every job has different learning requirements. To effectively match the opportunity and need is about finding ways to marry opportunities such as coaching and mentoring, or initiating a formal training program or perhaps even encouraging teams to buddy each other. It is all dependent on the type of skill or learning required. Continuous assessment, including but not restricted to the annual performance review is crucial. You need to know: What skills are needed for the team to perform their role more competently? Where do the weaknesses within the team lie? How can we determine exactly what skills, rules, knowledge or attitudes need to be developed or learned? Once these questions have been answered, you will have identified learning that is required in the workplace. We might have a well-developed training program that teaches new abilities effectively, but if these abilities are not needed on the job, the training will prompt neither job performance nor satisfaction. Conversely, if these are needed job abilities but individuals already have them, the organisation will have absorbed unnecessary costs that contributed little to performance or satisfaction. The design of an effective program depends on our ability to measure the types and amounts of various skills, rules, knowledge and attitudes required by the job and possessed by the employee. The next step is to decide what is the best and potentially successful method of learning. Learning can occur in the absence of a formalised training program. Employees can learn to operate machines without training, but such learning may be haphazard and often dangerous. A formalised process for learning is more likely to achieve the desired new skills and behaviours. There are ranges of learning opportunities that exist for employees in an organisation. Formal Training When we think of learning, we usually think of formal training, that is, employing someone to develop and deliver a program. An assessment is usually done at the completion of training to assess learning and provide feedback to the designers and management. This training may be conducted in a classroom setting, often using books or manuals and may also include the use of components for assembly. Off-job training methods are useful because they can be cost effective (many can be trained at the same time) and are more useful for training soft skills (interpersonal relationship development). 8

11 Part 1: Create Learning Opportunities On-Job Training On-job training is the most common form of training conducted by organisations. This is usually conducted by the employee being shown a new skill, given the opportunity to practice and then returning to their work stations to continue under supervision. The type and level of supervision differentiates on-job training. On-job training is useful to organisations because they often require little additional effort and some production is maintained while the employee is learning. Several skills may be learned at the same time, maximising the value of the training. Coaching Coaching is when the training is done by an experienced employee or the manager. It is their task to demonstrate the task operations, to answer questions and to provide guidance in developing the understanding of the learner. Coaching without the support of other approaches is not particularly effective. However, when combined with on-job training it is conducive to learning. Job Rotation Job rotation is the process of training employees by rotating them through a series of related tasks. The trainees are exposed to various coaches and different points of view. It is not as useful for training technical skills, such as welding or computer programming as it does not focus on that skill, but rather on the general process. Training Needs Analysis A Training Needs Analysis is a formal method of regularly examining the needs and requirements of staff. If organisations do not regularly invest in learning, they will not be reactive to change and competition. This should be done regularly to avoid a knee-jerk reaction to altering situations. A well conducted Training Needs Analysis will better ensure that the real needs of the organisation and individual are met, that specific targets are met. A Training Needs Analysis will also allow organisations to plan the future skills of teams in relation to organisational goals and planned future change. If training is targeted and individuals get the specific training they need, the outcomes or returns will be better and participants will be more motivated. Each will know that they have been considered individually, rather than just as a number in a group and this will engender loyalty and motivation. 9

12 Part 1: Create Learning Opportunities Performance appraisals should be used in conjunction with other information to evaluate performance and determine training needs. It is usually the supervisor who will determine these needs. Plans for future development discussed during the appraisal, and agreed by all parties, will enable the learner to feel some control over their own learning and build buy in or encourage the cooperation of the learner in the process. This process may be further enhanced by setting goals around future learning. Data which influences the training decisions is available from a number of sources both internal and external. To ensure that the right training is delivered to the right individual there must be enough data gathered as one-off situations may be as a result of a coincidence or anomaly rather than a genuine need. If training recommendations are made on the basis of an opinion, rather than based on verifiable facts or figures, check to see they are justified. Sources such as activity logs, appraisal documents, consultants, current employees, customer feedback forms, employee satisfaction surveys, focus groups, health and safety audits, interviews, management information systems, personal development plans, observation, questionnaires, personnel records, sales figures or training records are good sources of such information. Team Occupational Needs Learning is not just needed by individuals. Within a team there are needs which may be specific to that group of people. The ability to solve problems, communicate, make decisions and simply work together are all characteristics of productive teams and are skills that may need to be learned. The training needs of teams may be better known to the team leaders and will need to be addressed on a collective basis. Team leaders may have responsibility for the training and development. If learning activities will enhance achievement of organisational or team goals, then they must be considered. Checking if there is actually team work among the members or whether they are too independent, and if coaching would be as or more effective than actual training, should be done. Do the members of the teams understand their value in achieving goals? Does everyone clearly understand the expectations of them? Organisations operate in a continually changing environment and it is essential that employees have the skills and behaviour to address these issues. Performance should be regularly assessed to determine what training and development are necessary. The annual appraisal interviews are a good start, and should include on-going learning development plans, but there really needs to be more frequent checks made. The development of individual learning plans for those for whom you have responsibility is a process that ensures inclusion of necessary skills and behaviours. The Training Needs Analysis is a good method for ensuring that all points are covered and needs met. 10

13 Part 1: Create Learning Opportunities A well-thought out and developed Training Needs Analysis is a method for reducing the subjective elements of training decisions and focussing training more accurately. To conduct such an analysis, the tasks of a job must be analysed to identify the range of skills necessary for the employee to perform their jobs in the organisation. This may be done through a survey listing each skill and asking several questions about it. The questions will relate to a perceived need for training in each skill and the perceived importance of the skills in the employees jobs. The objective is to determine the training needs and to be able to order those needs on the basis of importance. An example is shown below. Each item numbered would be altered to reflect the needs, skills or jobs of your organisation. Training Needs Survey 1 Measuring performance for subordinates (a) Need for Training 1 Almost No Need 2 Some Need 3 Average Need 4 Strong Need 5 Very Strong Need Measuring performance for subordinates (b) Importance of Skill to Your Job 1 Unimportant 2 Relatively Unimportant 3 Average Importance 4 Important 5 Very Important 2 Developing Plan (a) Need for Training 1 Almost No Need 2 Some Need 3 Average Need 4 Strong Need 5 Very Strong Need Developing Plan (b) Importance of Skill to Your Job 1 Unimportant 2 Relatively Unimportant 3 Average Importance 4 Important 5 Very Important 11

14 Part 1: Create Learning Opportunities Once identified, learning plans need to be developed to achieve the desired outcomes. Training is generally focussed on a relatively narrow aspect of the total employment environment and the job being done. Although some jobs may be quite complex and require several skills, training applies itself to particular aspects that the employee is likely to face in the job. Certain elements will need to be covered by more formal education (classroom style) rather than training but the more routine and expected job situations and skills can be specified. Therefore training tends to focus on the specific applications of a relatively narrow set of skills, rules, knowledge and attitudes. These will comprise the basic and predominant activities allowing one to function effectively in the job environment. Learning Plans There are many means of which we could attempt to have employees learn the new skills, but some methods are better than others. Effective training programs are designed around logic and sound learning theories. Certain conditions must exist to enhance learning: 1. Need: The employee acknowledges their need to learn. They must be driven to acquire information to enhance their skills. 2. Motivation: Something triggers a response in the individual to cause them to choose to act on their need. Perhaps disapproval from superiors or fellow team members, perhaps they feel less productive than others. 3. Action: Learning at this point becomes the correct response to the perceived need of the employee. 4. Positive Response: After the training is undertaken, comments of approval, and improved outputs will all reinforce that the training was a successful undertaking for the employee. Encouraging employee participation in the appraisal process aids the implementation of training through early acknowledgment of training needs. When conducting annual performance appraisals include a component where the employee volunteers their perceived deficit areas. Ask them to identify ways in which these deficit areas could be improved. Again, discussions with teams will enable managers to provide training that is desired by the team, thereby enhancing learning and application. This could be done during tail-gate or weekly job instruction meetings. Currently health and safety applications are often included. Extending the focus on seeking continuous improvement will enable team input into their personal and team development and encompass the diverse needs of the team. Including guest speakers to talk on areas nominated by the team as a need, and team brainstorming on deficit areas and their resolution are both effective means of encouraging input into future training plans. 12

15 Part 1: Create Learning Opportunities Learning is a treasure that will follow its owner everywhere. Chinese Proverb Managing your training Involving all members of your organisation in your training is critical to its success. It allows those involved to get a feel for what needs to be done. It also: Allows those involved in the learning to know what is being done: You are likely to find that when you involve the people who are learning in their own learning, they feel empowered and will want to undertake the learning processes more and more. It also encourages them to get everything they can out of their learning. Learning occurs most effectively when individuals know that they have something to learn and want to learn it. Support and feedback: Those involved in learning need to feel involved in the process. They need to feel like they are being supported in their learning and want to feel like the organisation cares about what they are doing. Feedback also provides them with motivation to proceed. Feedback also allows the organisation to learn what is occurring in the learning process from all those around the learner. In doing this, you can be sure that the learner is progressing as quickly as possible and really understanding what it is they are being taught. Budgets: Unfortunately, learning is expensive and so you will need to be sure that those involved have a good understanding of the funds needed so that you can budget for the learning that is to take place. Sometimes you can reduce the cost of training by implementing different learning methods rather than the traditional expensive classroom training methods. Reviews: Making regular appointments with those involved in learning allows you to see how far they have progressed and where changes need to be made. 13

16 Part 1: Create Learning Opportunities Activity One What learning strategies does your organisation use? How successful do you feel each of these is? 14

17 Part 1: Create Learning Opportunities Section 1 - True or False Quiz Please tick True False Learning opportunities vary for different people and different jobs. Learning opportunities are all formal. Most employers believe their staff are not up to standard. A Training Needs Analysis allows training needs to be prioritised. The learning cycle begins with learning design. Team leaders or heads of departments have responsibility for performance in their areas. Introduction of new systems or technology are good opportunities for skill analysis. Skill and training need analysis data can only be collected from internal sources. Job Rotation is a career development strategy where an individual temporarily moves laterally into an established or shadow position. The learner will get the most out of the plan if they feel strong ownership in the plan. 15