BSBLED401A Develop Teams and Individuals - 2

BSBLED401A DEVELOP TEAMS AND INDIVIDUALS

PRESENTATION 2

2.1 SELECT LEARNING DELIVERY METHODS

Once you have developed your learning plans you will need to select and apply the appropriate methods of learning/training delivery.

The methods that are applied must be appropriate to the learning goals and learning styles of the participants.


Training delivery can include various techniques, including:

• Group Work.

• Case Studies.

• Demonstration.

• Discussion.

• Role Plays.


• Work experience.

• Formal courses.

• Induction.

• Coaching and mentoring.

Some training can be conducted on-the-job and some training will need to be conducted externally


If you intend on providing the training internally, you will need to consider the equipment and resources needed. Your considerations may include:

• Facilities.

• Funding.

• Guest speakers.

• Technological tools and equipment.

• Time.

• Training equipment such as whiteboards and audio- visual equipment.


There are various ways to find an appropriate training provider to conduct the training.

You can try searching on the internet using a search engine.

There are numerous training providers. When choosing a training provider, look for accredited training providers.


Training providers may either be accredited through your state or territory safety authority, as a Registered Training Organisation (RTO), or both.

Try searching the website for your state or territory work safety authority or contacting them for recommendations.


This will mean that there are strict provisions on who may conduct the training and/or perform the required assessments to issue a licence.

If this is the case, check with the body who issues the licenses about the requirements for training organisations. In most cases they will be able to put you in touch with appropriate training organisations.

In some cases, training may be part of licensing requirements.


The following are some of the methods you could use to deliver training:

• Presentation/demonstration.

• Case studies.

• Discussion.

• Group work.

• Role plays.

• Work experience.

• Formal courses.

• Induction.


Delivery Methods: Description:

Presentation/Demonstration

Presentation or demonstration involves physically showing the audience how to do something. This may be a work process or use of a product.This is a visual training method that allows the audience to see how things work. It is used to:

Appeal to more than one sense.Set performance standards.Emphasise sequences.Provide guidance.



Case Studies

Case studies tell the story of a real person or group to explain a problem and how they dealt with it. They can be used to:

Provoke interest.Help the audience identify with the information.Illustrate key points.Provide a context for a particular point.Motivate the audience to take action.

Discussion

Facilitating a discussion is a good way for you to encourage your audience to participate and for you to interact with them. It also helps you to determine their understanding of your key points and to clarify any points of confusion.



Group WorkGroup work can be used to encourage discussions and audience interaction. It allows the audience to support each other and fosters an informal peer learning system.

Role Plays

Role plays generally involve the audience acting out defined roles in a set scenario. The scenario is usually set around a point that needs to be more closely examined.Role plays can be used to:

Convey core information in a way that is easy to understand.Appeal to more senses to help the audience remember the information.Entertain the audience.



Role Plays

Inject humour into the training.Simulate questioning.Present multiple arguments.Analyse problems from different perspectives.Convey complex ideas relating to ethical or emotional decisions.Provide insight and sympathy.Stimulate audience to present opinions.



Work Experience

Work experience, as the name suggests, involves an individual gaining experience performing a type of work that they are unfamiliar with. In a workplace setting, work experience may relate to the individual working alongside or under a more experienced peer to develop their skills and knowledge.

Formal courses

Often in a workplace, individuals and teams will be encouraged to participate in professional development opportunities. Professional development includes attending conferences and seminars, and participation in formal learning courses.Most professional development will be conducted externally to the workplace, and will often be organised by the workplace.



Induction

Before starting a new position, or a new role within your workplace, you may be required to participate in an induction. The induction process is designed to familiarise new employee(s)/worker(s) to the business, their roles and responsibilities, legal requirements, and the workplace processes.The induction process should allow an individual to become an integrated member of a team quickly, rather than being ‘thrown in the deep end.’

2.2 IDENTIFY RESOURCES AND TIMELINES

To effectively implement your training you will need resources.

Resources are anything you need to achieve your goals.

This can include everyday items or specific resources required for particular tasks.

2.2 IDENTIFY RESOURCES AND TIMELINES

In most cases, the resources needed will fall into these categories:

• Work and storage space.

• Communications.

• Equipment.

• Financial.

• Purchasing.

• Human resources.

2.2.1 HUMAN RESOURCES

One of the most important resource requirements is human resources. These are the people who help to achieve your goals and objectives.

When determining the resource requirements, the following questions need to be considered:

• What is the current workload of personnel/workers?

• Will the workload of the team allow them to complete all of their required tasks?


• What are the required skills?

• What are the current skills of the team?

• Will training be required in order for the work to be completed?

• Would it be more cost effective to outsource work?

• Can the workload of the existing resources be balanced differently?


A good way to do this is to use a skills sheet that matches the skills of individuals to the required activities. Remember to include their names, start dates and the cost of their labour. Look at the following example:

ActivitySkills

neededName of person

Skill level DeliverableEffort days

Start date

End date

Cost

Workplace inspection

ObservationAnalysis Adam Intermediate Completed checklist 1 Apr 7 Apr

20 500

Staff inductions Training Meg Intermediate

Completed induction checklists for all new employee(s)/worker(s)

2 Apr 10

Apr 30 1,600

Development of safe work instructions

Technical writing George Expert Edited procedures 5 May 4 May

20 4,000

2.2.2 PHYSICAL RESOURCES

You will also need to consider the physical resources required to complete the work.

Consider the following questions:

• Do you know where you can get the necessary resources?

• Will you need to hire equipment?

2.2.2 PHYSICAL RESOURCES

• What resource costs are involved?

• Are there limitations to the size or types of resources you can use?

• Are there safety considerations or requirements regarding the resources?

2.2.2 PHYSICAL RESOURCESTo determine the requirements for the physical resources, use an availability sheet similar to the one below:

Activity Resource neededTime in hours

Date(s) needed

Workplace inspection

ChecklistAccess to all of work areaAccess to records

4 4 to 29 April

Staff inductions

Meeting room with computer connected to projectorSafety equipment for demonstrationSafety procedures

3 4 May

Develop of safe work instructions Computer 20 5 May

When determining the required resources you will need to ensure that you stick within budget and financial guidelines.

2.2.3 MEETING TIMELINES

Often your training will be required to be completed within a designated timeline. This may be:


If you have a deadline for your training, you must meet it. To help do this, you will need to schedule your time.

You need to look at the time you have available and plan how you will use it to complete your training.


Effective scheduling will help you to:

• Understand what you can realistically achieve.

• Make the best use of your time.

• Leave enough time to meet you highest priorities.

• Leave enough time to manage contingencies.

• Minimise stress.

2.2.4 SCHEDULING TOOLS

There are many scheduling tools available to help you. These include:

• Diaries.

• Calendars.

• Paper-based organisers.

• Personal Digital Assistants (PDAs).

• Microsoft Outlook.

• GoalPro6.


The type of tool you use is up to you. It will depend on your preference and your budget.

To be most effective, you should schedule at the start of every week.

Scheduling should be done in the following order:

• Identify the time you have available.

• Block in the actions you have to do.


• Review your tasks and add in your high-priority items.

• Block in some contingency time.

• Leave the remaining time as discretionary time, which can be used to present work or follow-up on activities.

• Once you have completed your schedule, remember to stick to it.

• You may need to review it if you have fallen behind or your priorities have changed.

2.3 SELECT AIDS AND SUPPORT MATERIALS

In providing learning opportunities in the workplace you may be required to use appropriate aids and support materials.

You will need to consider the aids, materials and techniques that you will use to support your key concepts.

These should enhance the audiences’ understanding and illustrate your key points.


The following are some examples of the aids, materials and techniques that you could use:

• Computer simulations and presentations, including animation.

• Diagrams, charts and posters, which may be in colour.

• White boards.


• Guest speakers.

• Models.

• Paper-based materials.

• Music and sound effects.

• Humour.

2.3.1 COMPUTER SIMULATIONS AND PRESENTATION

The most commonly used computer presentation software is PowerPoint.

This can be used to prepare a slide show to support your training.

It should summarise the key points of the speech.


The slides need to be carefully formatted. They will use large fonts and bold colours. The text needs to be easy to read from a distance.

Lots of graphs and images should be used to illustrate points and provide a visual reference.

Speaker notes are usually prepared for the person presenting the speech. These contain more detail about the topics covered and specific statistics or factual information that needs to be presented.


Overhead projectors were commonly used before PowerPoint gained popularity. Previously, the slide show was prepared on transparencies and displayed on a projector.

Overhead projectors can still be used to show diagrams or charts in conjunction with other trainings.

2.3.1.1 ANIMATION

Animations can be used to bring slides to life and to break up long sequences of dry or complex information. It can be used to:

Do not overuse animation in business trainings. This can make your training look unprofessional.

2.3.2 DIAGRAMS, CHARTS AND POSTERS

Diagrams, charts and posters can be used to provide a visual retraining of key points and to reinforce ideas. Visual re-trainings help to present ideas in a simplistic form that is easy to remember.

2.3.2.1 COLOUR

Colour can be used in posters, slides, text, headings or graphics.

When choosing colours, consider the theme and layout of the document.

Too much colour can look unprofessional.

2.3.2.1 COLOUR

Be wary of using light coloured fonts for text or headings on white or light coloured backgrounds. It makes the writing difficult to read.

Bright colours, such as yellow are energetic and attention grabbing. However, be cautious in using too many vibrant or piercing colours as they can be off putting.

2.3.3 MODELS

Models can be used to provide a visual retraining of your products or services. These are commonly used for architecture or construction projects or in engineering.

2.3.4 PAPER-BASED MATERIALS

Paper-based materials can be provided to your audience. These can be taken away and referred to later.

You might like to provide:

• Print outs of slideshows.

• Brochures.

• Publicity materials.

• Newsletters.

• Forms.

• More detailed information sheets.

2.3.5 WHITEBOARDS

Whiteboards are particularly useful for brainstorming activities or to write key points as you speak. This can help the audience keep track of your training and highlights the key concepts.

2.3.6 MUSIC AND SOUND EFFECTS

It can help to capture attention and make a rather mundane training more entertaining and appealing.

Sound effects can be used to highlight or emphasis key points. They can also help to entertain the audience or add a comic element to dry information.

Using music can help to promote an emotional response in your audience.

2.3.7 GUEST SPEAKERS

Guest speakers are an effective way of providing expertise on a particular subject or showing a different point of view.

They can also provide endorsements for your products or services.

2.3.8 HUMOUR

Humour can be used to entertain your audience and to help them remember the training. Humour can be very effective in getting your message across.

However, humour can also be damaging to your training if not exercised correctly.

Remember that humour is culturally and socially diverse. What you think is funny may be offensive or inappropriate to others.

2.4 PRESENTING INFORMATION TO OTHERS

Before presenting information to your team, make sure you are well informed. Gather all the information you need to clearly explain your topic. Be prepared to answer questions.

When presenting the information, maintain eye contact with your team.

Try not to look at the floor or focus all your attention on any equipment or machinery you might be demonstrating.


Signs of boredom include yawning, leaning on tables and fidgeting.

If your team is losing interest, try asking a few questions to get them involved. Watch your own body language as well. Try to avoid any jerky or unnecessary movements.

Watch the body language of your team. Try to identify any signs of boredom. This could indicate a lack of understanding or loss of focus.


If you are getting side-tracked by questions from team members, suggest they discuss them further with you at a later stage.

If the question is irrelevant to the topic, tell the team member that their question does not apply to this situation but you will happily discuss it with them at another time.

Make sure you allow time for relevant questions. You can ask questions too. This will help you to check your team understood.

When presenting information, try not to rush. Keep an eye on the time, but don’t try to speed up your speech or skip over parts of the policy or procedure.

2.5 PROVIDE COACHING AND MENTORING

As part of the workplace learning opportunities that you can provide, coaching and mentoring can be highly effective in assisting individuals and teams to develop and achieve competencies.

2.5.1 PROVIDING COACHING

• Ask permission to establish the boundaries of the relationship between the coach and the learner.

• The coach is not in control – they should influence the learner through their knowledge, effective communication techniques and relationship with the learner rather than making decisions for them.

Coaching involves supporting an individual or team through the process of achieving a specific result. The following are some tips for effective coaching:


• Be knowledgeable, as the learner will seek information when they are most uncertain, often already knowing the answer. Enhance their abilities by asking for their opinion. If you don’t know the answer, admit that you don’t know, check and find out.

• Help the learner develop their own solutions by providing options and recommending resources. Give your opinion and discuss what you would do, but allow the learner to make up their own mind.


• Use effective communication skills, including listening to the specific needs of the learner and what the learner is not saying verbally.

• Be an educator, your goal is to make the learner self-sufficient by giving them the tools they need to complete the tasks on their own.

2.5.2 PROVIDING MENTORING

Mentoring involves a personal development relationship between a person with less skills or knowledge in the use of the resources working with a more experienced person.

The focus of mentoring is on changing behaviour.

2.5.2 PROVIDING MENTORING5 techniques commonly used by businesses for mentoring are:

2.5.2 PROVIDING MENTORING

The techniques you use for coaching or mentoring should depend on the needs of the learner. Remember that learners will have their own unique learning style.

Also remember that any coaching or mentoring should be provided in a fair and ethical manner, using non-discriminatory processes and practices. Participation should be encouraged and achievements rewarded.

2.5.2.1 COMMUNICATION AND COACHING/MENTORING

Communication skills are essential in coaching and mentoring. You need to be able to ensure that the information is presented clearly and accurately and that the desired outcomes are understood.

Open and honest communication helps to develop trust and respect. This in turn will develop an interest in the information you are communicating.


• Effective communication means getting information to the people who need it to complete work safely.

• To be effective, you will need to encourage feedback and clarify that the message has been understood.

• Employee(s)/worker(s) who are fully informed are more likely to be motivated and work effectively.


• The information must be communicated in a manner that the learner understands. It is not enough to provide complex technical documents and expect them to read it.

• A verbal explanation and visual communication, such as signs and symbols, will also be required to convey

the meaning.

2.6 EVALUATE TRAINING

You will need to monitor and evaluate the learning and development opportunities that you provided to ensure that you met your objectives in the training, and to identify improvements for future learning arrangements.

2.6 EVALUATE TRAINING

The following are some ways of gathering feedback and evaluating learning:

• Surveys or questionnaires.

• Interviews.

• Observation.

• Focus groups.

2.6.1 SURVEYS OR QUESTIONNAIRES

• Surveys or questionnaires can be used to find out the opinions of various people. They could be used to gauge satisfaction or gain feedback from teams, individuals or stakeholders.

• Surveys are usually used to gain a lot of information in a non-threatening way.

• In most cases, the respondents have the option to remain anonymous. This gives them more comfort to answer honestly.


Advantages and disadvantages of surveys include the following:

Advantages of surveys

Respondents can complete them anonymously.

They are cheap to administer.

They are easy to compare and analyse.

You can get information from a wide variety of people.

You can gain a lot of data.

Many templates for questionnaires already exist so they can be easy to develop.


Advantages and disadvantages of surveys include the following:

Disadvantages of surveys

You might not get careful feedback.

The way questions are worded can bias responses.

They are impersonal.

You may need a sampling expert.

You don’t always get full and complete information from respondents.

Not all surveys may get returned for analysing.


• The way the questions are worded will heavily impact the results of your surveys.

• It is important that the questions are carefully considered.

• It is a good idea to workshop them with your team to make sure they are well understood.

2.6.2 INTERVIEWS

• Interviews can be conducted with team members individually or in a group setting.

• They provide an in depth understanding of the interviewees opinions.

• As such, they are sometimes used to learn more about responses to surveys or questionnaires.

2.6.2 INTERVIEWS

Advantages and disadvantages of interviews include the following:

Advantages of interviews

You can get a full range and depth of information.

It helps to develop relationships with teams or individuals.

They can be flexible in their approach.

They can be conducted with groups or individuals

Disadvantages of interviews

They can take a lot of time.

They can be hard to analyse and compare responses from different people.

They can be costly.

The interviewer can bias an individual or teams’ responses.

2.6.3 OBSERVATION

• Observations can be conducted in the workplace to see how processes are carried out.

• You can identify if your training has

made an impact.

• Observations provide first hand information about how a business or department actually operates.

2.6.3 OBSERVATION

Advantages and disadvantages of observations include the following:

Advantages of observations

You can view work activities as they are actually occurring.

You can adapt to events as they occur.

Disadvantages of observations

It can be difficult to interpret seen behaviours.

It can be complex to categorise observations.

You can influence the behaviours of the person being observed.

2.6.3 OBSERVATION

Some workers may feel uncomfortable being observed.

To make them feel more at ease, tell them what you are doing and why.

Where possible, seek their permission first. Try to stay out of their way as they perform their tasks.

2.6.4 FOCUS GROUPSFocus groups are used to explore a topic in depth through group discussion, such as reactions to an experience or suggestion, or understanding common complaints.

2.6.4 FOCUS GROUPS

Advantages and disadvantages of focus groups include the following:

Advantages of focus groups

You can quickly and reliably get common impressions.

They can be an efficient way to get a range and depth of information in short time.

Disadvantages of focus groups

It can be hard to analyse and compare responses from different groups.

You may need a good facilitator for it to be effective and to keep the group on topic.

2.6.4 FOCUS GROUPS

When using focus groups, make sure you are very clear about the purpose of the group.

Formulate very clear questions or topics and try to keep the group on track in their discussions.

2.7 REVIEW PERFORMANCE OUTCOMES

As part of your learning program, you need to review and assess the performance outcomes of those undertaking the learning.

You should use the same methods you used to identify the learning needs to determine if the desired level of competency has been achieved.

2.7.1 PERFORMANCE IMPROVEMENT PLANS

A performance improvement and development plan should be designed to facilitate constructive discussion between the manager/supervisor and the employee/worker and to provide an action plan for improving performance.

It is used when an employee/worker is not performing at the required standard.

2.7.1 PERFORMANCE IMPROVEMENTPLANS

• State the performance to be improved and provide specific examples.

• State the expected level of work performance and explain that it needs to be demonstrated consistently.

• Identify and specify the support services and resources that will be offered.

• Communicate your plan for providing feedback, including specifying meeting times and the measurements that will be used.

• Specify the consequences of not meeting the performance standards and provide additional sources of information.

When writing a performance improvement and development plan you will need to:

2.7.2 FORMAL EMPLOYEE/WORKER FEEDBACK

Before the meeting date, talk to supervisors or other key parties to seek their input on the employee(s)/worker(s) performance.

In some cases, you might also ask the employee/worker to complete a self-assessment.

When you conduct a formal feedback session you need to be prepared and make sure that you have notified the person in advance of the meeting.


If you identify areas where improvement is required, gather samples of their work. This will help to illustrate your point.

You could also gather samples of work that does meet the performance requirements.

You may also need to gather other records of the employee(s)/worker(s) performance, including:

• Attendance logs.

• Minutes from meetings.


• Feedback from clients.

• Emails.

• Documentation completed by the employee/worker.

It is a good idea to also collect samples of good work completed by the employee/worker. This will help them to see where they are on track and performing to the required standard.


When you conduct the meeting, you need to:

• Let the employee/worker have an active role in assessing their performance and determining their own goals.

• Keep performance feedback well documented.

• Keep the review focussed on behaviours

and results.


• Design a meaningful system of coaching conversations that employee(s)/worker(s) find meaningful and valuable.

• Investigate causes that underlie poor performance – ask questions, don’t just assume you know the reason for it.

• Put a follow-up plan into place at the end of the meeting – keep it positive and practical.

• Avoid making the review process about both compensation to decide salary increase and coaching to improve development – it should be one or the other.


• Ensure the meeting is conducted by someone who has regular day-to-day contact with the employee/worker.

• The information and data gathered when evaluating the learning and development training provided can also be used to determine the effectiveness of development programs and make improvements.

2.8 MODIFY LEARNING PLANS

As you review learning, you may find you need to make changes to the original learning plans. These changes will be made to reflect the progress the learner has made, and the effectiveness of the training provided.

2.8.1 NEGOTIATING LEARNING PLANSWhen you make changes to learning plans, you will need to negotiate these with the learner. Before you enter a negotiation, you need to prepare. In preparing for the negotiation you may need to:

2.8.1 NEGOTIATING LEARNING PLANS

When negotiating it is important to separate the person from the problem.

You should be aiming to reach an agreement with the learner that is mutually acceptable.

For this reason the focus should not be on the learner as the problem, but what can be done to assist them.

2.8.1 NEGOTIATING LEARNING PLANS

They may be able to broaden the options available for improving learning.

When you are negotiating changes to learning plans, remember your goal of improving the efficiency and effectiveness of training, and developing the individual to the required competency levels.

Make sure that you are flexible, that you actively listen to the learner and that you acknowledge their ideas and opinions.

2.9 MAINTAIN RECORDS

All learning and development undertaken will need to be recorded.

This includes maintaining any reports or records of competency, as well as other required documentation in accordance with the systems used by your organisation, and following your organisational requirements.

Organisational documentation systems may include:

• Electronic systems.

• Paper-based systems.

2.9.1 ELECTRONIC SYSTEMS

There are many ways to store electronic records.

All records should be backed up for security and the back-ups stored in a different location.

There are many different storage platforms that can be used for files, including an organisation’s intranet.

2.9.1 ELECTRONIC SYSTEMS

Message board.

• Web sites or databases containing company news.

• Forms.

• Personnel/workers information and contact details.

• Ensure that you are familiar with the electronic systems used in your organisation, including how information and data must be input, saved, stored and maintained.

An intranet is a set of interconnected computers or networks within an organisation. It usually consists of: Internal email system.

2.9.2 PAPER-BASED SYSTEMS

Paper-based systems can be used to record and maintain learning development files.

It is important that you understand your requirements for completing pre-filled reports and other documentation, and use effective literacy skills such as clear and legible writing.

Most organisations choose to store the bulk of their information electronically.


Paper-based systems require a large amount of physical storage space. This can become costly.

The other problem with paper-based files occurs when more than one person wants to access the file at the same time.

Unless you photocopy the entire file and store it in another location, creating further costs, it is not possible to back up a paper-based file.


Being highly flammable and easily damaged by water, insects, vermin or other natural causes, paper is increasingly seen to be less reliable than electronic records.

If your organisation uses a paper-based approach, ensure that you understand how to complete reports, as well as your requirements for having the documents signed off, duplicated, and filed.

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BSBLED401A Develop Teams and Individuals - 2