BSBLED401A Develop Teams and Individuals - 1

BSBLED401A DEVELOP TEAMS AND INDIVIDUALS PRESENTATION 1

1.1 INTRODUCTION

This training course is based on the national unit of competency BSBLED401A: Develop Teams And Individuals.

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

This unit applies to individuals with a broad knowledge of learning and development, who apply their skills in addressing development needs to meet team objectives.

1.1 INTRODUCTION

Individuals may have the responsibility to provide guidance or to delegate aspects of tasks to others.

After completing this course participants will have knowledge of:

•Determining development needs.

•Developing individuals and teams.

•Monitoring and evaluating workplace learning.

1.2 IDENTIFY LEARNING AND DEVELOPMENT NEEDS

In order to effectively organise learning and development, you will need to identify where it is needed.

1.2 IDENTIFY LEARNING AND DEVELOPMENT NEEDS

The training needs will differ for individuals at different levels and may include:

• Career planning/development.

• Coaching, mentoring and/or supervision.

• Formal/informal learning programs.

• Internal/external training provision.

1.2 IDENTIFY LEARNING AND DEVELOPMENT NEEDS

• Personal study.

• Performance appraisals.

• Recognition of current competence/skills recognition.

• Work experience/exchange/opportunities.

• Workplace skills assessment.

1.2.1 TASK ANALYSIS

The first step in identifying training needs is to perform a task analysis.

You need to identify the key skills and knowledge requirements of the tasks that you need completed.

Next, you need to compare employee/worker performance to expectations. To do this, you will need to observe employee(s)/worker(s) perform their tasks.

1.2.1 TASK ANALYSISYou need to identify any discrepancies between the expected processes and the way that tasks are actually completed. When you identify a discrepancy, consider the reason for it. It may be due to:

1.2.1 TASK ANALYSIS

Once you have identified all of the training needs, you should categorise them. Group particular skills or knowledge together.

Use the categorised lists to prioritise your training needs. You will need to refer to the organisation’s objectives and determine which needs are most critical.

Next you should ask employee(s)/worker(s) for their ideas on where training is required.

During these consultations you should share your own opinions and seek feedback as well as solicit the ideas of the employee(s)/worker(s).

1.2.2 ORGANISATIONAL AND LEGISLATIVE REQUIREMENTS

The training needs you identify need to be consistent with the organisation’s purpose and objectives.

You will need to ensure that you are familiar with relevant organisational and legislative requirements. The following are some examples:

• Anti-Discrimination.

• Privacy Laws.

• Occupational Health & Safety/Work Health & Safety (OHS/WHS).

1.2.2 ORGANISATIONAL AND LEGISLATIVE REQUIREMENTS

• Business plans.

• Codes of practice.

• Quality standards.

• Ethical Principles.

• Organisational policies and procedures.

1.2.2.1 ANTI-DISCRIMINATION

Laws about anti-discrimination are made at both the Commonwealth and State or Territory levels.

These laws provide a range of grounds for a person to lodge a complaint if they feel they have been discriminated against on the basis of:

• Race.

• Age.

• ex.

• Disability.

1.2.2.2 PRIVACY LAWS

There are federal and state and territory legislation and regulations surrounding privacy.

Under these laws, you will need to be careful how you handle, store and dispose of personal information.

You may also be required to keep certain information confidential.

1.2.2.3 OCCUPATIONAL HEALTH & SAFETY/WORK HEALTH & SAFETY

Safety in the workplace is critical to every organisation. Any work conducted should be undertaken is a safe manner.

There are various federal and state and territory legislation and regulations surrounding OHS/WHS.

To find out more about OHS/WHS, go to the website for your state or territory workplace health authority.

1.2.2.3 OCCUPATIONAL HEALTH & SAFETY/WORK HEALTH & SAFETY

In response to industry calls for greater national consistency, the Commonwealth, states and territories have agreed to implement nationally harmonised Work Health & Safety (WHS) legislation to commence on 1 January 2012.

While not all states and territories have actually implemented the model WHS legislation as of the start of 2012, it is important to be aware of these changes, as all states and territories will eventually implement them.

Harmonisation Of Work Health & Safety Legislation

1.2.2.3 OCCUPATIONAL HEALTH & SAFETY/WORK HEALTH & SAFETY

Harmonisation aims to develop consistent, reasonable and effective safety standards and protections for all Australian workers through uniform WHS laws, regulations and codes of practice.

1.2.2.3 OCCUPATIONAL HEALTH & SAFETY/WORK HEALTH & SAFETY Key Elements Of The Work Health & Safety Legislation

The following key elements of the WHS legislation will impact the way you do your job, and the responsibilities of your workplace:

There is a primary duty of care requiring persons conducting a business or undertaking (PCBU) to ensure, so far as is reasonably practicable, the health and safety of workers and others who may be affected by the carrying out of work.

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A requirement that officers of corporations and unincorporated bodies exercise due diligence to ensure compliance.2Workers must exercise reasonable care that their acts or omissions do not adversely affect the health and safety of persons at a workplace.

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1.2.2.3 OCCUPATIONAL HEALTH & SAFETY/WORK HEALTH & SAFETY

The legislation also outlines requirements for:

• The reporting requirements for notifiable incidents.

• Licences, permits and registrations (e.g. for persons engaged in high risk work or users of certain plant or substances).

• Provision for worker consultation, participation and representation at the workplace.

• Provision for the resolution of health and safety issues.

• Protection against discrimination.

1.2.2.3 OCCUPATIONAL HEALTH & SAFETY/WORK HEALTH & SAFETY

Many specific details relating to WHS will be negotiated within the workplace in accordance with the legislation.

It is important that you speak with your Health and Safety Representative or supervisor for more information on how these elements will effect your day-to-day operations, or if you have any concerns relating to health and safety.

1.2.2.4 CODES OF PRACTICE

Codes of practice are a set of ethical principles guiding the way the organisation operates. They may use an industry code of practice.

These codes are not mandatory like laws but are honorary codes.

Alternatively, the organisation might have its own code of practice that it expects you to operate within.

1.2.2.5 QUALITY STANDARDS

Many organisations comply with international or industry quality standards, such as ISO9001.

These standards focus on continual improvement and involve reviewing and monitoring work processes in order to improve the efficiency and effectiveness of the organisation.

Quality standards such as ISO9001 have a strong focus on identifying and meeting customer needs and development of personnel/worker.

1.2.2.6 ETHICAL PRINCIPLES

Ethical principles are focused on values such as trust, good behaviour, fairness and kindness. Organisations usually set their own ethical standards.

1.2.2.7 ORGANISATIONAL POLICIES AND PROCEDURESYour organisation’s policies and procedures should provide a framework for its activities. Topics covered should include:

1.2.2.8 BUSINESS PLANS

Your organisation’s business plan should detail the organisation’s:

• Goals.

• Objectives.

• Strategies.

• Resource plan.

• Key performance indicators.

• Budgets.

The business plan will provide you with guidance on your key objectives and targets. All team goals and objectives should relate to the business plan.

1.3 ENCOURAGE SELF-EVALUATION

When you are determining the learning needs of teams or individuals, it is important to get them involved in the process.

A good way to start is to encourage them to perform a self-evaluation.

This involves getting them to consider how they are progressing towards meeting their goals and objectives.

1.3 ENCOURAGE SELF-EVALUATION

A self-assessment may be as simple as having them check their progress against specified targets. If they do not have specific targets to meet, ask them to consider their objectives and how they are meeting them.

You could also ask them to check:

• Their ability to stick to their budget.

• The quality of their work.

• Their ability to satisfy their clients.

• Their ability to stick to schedules.

One way to assess performance is to benchmark. This involves having them compare their own performance to others in the team or in similar work roles.

1.3.1 GAIN TRUST AND CONFIDENCE

You will need to establish effective relationships with individuals or teams if you want them to discuss their own performance and ways of improving with you.

If they do not trust you, they will not be willing to speak openly about their own strengths and weaknesses.

To gain trust and confidence from your team you will need to demonstrate high standards of business practices.

1.3.1 GAIN TRUST AND CONFIDENCE

Fair and ethical behaviour and following through on your promises are crucial in gaining trust and confidence.

Confidence is the ability of others to believe in your business. It is this confidence that you will need to succeed.

1.3.1 GAIN TRUST AND CONFIDENCE

To instil trust and confidence, you need to be accountable for your actions.

This involves:

•Knowing your responsibilities.

•Facing facts honestly.

•Admitting your mistakes.

•Doing something about your mistakes.

1.3.1 GAIN TRUST AND CONFIDENCE

Being accountable will help people to trust you.

They will see that you are being honest and telling them the truth.

You need to be honest and direct at all times, and maintain a consistent approach. This will help develop a sense of integrity.

1.3.1 GAIN TRUST AND CONFIDENCEYou also need to ensure that you follow the quality standards of your organisation and produce consistently high quality products and services. If your products or services fall below your quality standards, you will lose the trust and confidence of your customers.

1.4 COLLECT FEEDBACK ON PERFORMANCE

As part of developing a learning plan, you need to collect feedback on the individual or team’s performance.

1.4 COLLECT FEEDBACK ON PERFORMANCE

There are several ways that you can do this:

• Consultation.

• Monitor staff.

• Performance appraisals.

• Communicating with individuals and team.

1.4.1 CONSULTATION

• All staff.

• Internal and external stakeholders.

• Senior management.

• Specific teams or business units.

• Technical experts.

• Clients.

You can collect feedback by consulting with relevant parties. Relevant parties may include:

1.4.1 CONSULTATION

Consultation is a two-way exchange of information. It should involve:

• Sharing information with employee(s)/worker(s).

• Giving employee(s)/worker(s) the opportunity to express their views or concerns.

• Taking those views into account and reporting back to employee(s)/worker(s) on the final decisions.

1.4.1 CONSULTATION

Employee(s)/worker(s) must play a genuine part in the consultation process. Involving relevant parties in the allocation of work activities helps those parties to feel that they have a say.

This then helps to build trust and a sense of ownership and responsibility.

Consultation does not mean simply handing out information, telling employees/workers what is required or listening to the views of the employees/workers.

1.4.1 CONSULTATION

The first stage in consultation is to provide information to those being consulted about:

• What is being considered.

• The process for consideration.

• How a final decision will be made and who will make this decision.

1.4.1 CONSULTATIONThere are varying degrees of formality in consultative processes. Consultation may be as informal as a one-off meeting between a manager and a team member. However, it could also be a more formal process where all team members are canvassed.

1.4.2 MONITOR STAFF

Many organisations monitor staff to ensure they are following procedures and meeting standards.

Monitoring staff can be used to:

• Check that staff are following your organisation’s policies and procedures.

• Check the quality of customer service.

• Find out if staff need more training.

• Review staff skills and knowledge.

• Check that staff are safe.

• Check that legal and regulatory requirements are being met.

1.4.2 MONITOR STAFF

You can monitor staff by:

• Reading staff emails.

• Checking logs of websites visited by staff.

• Observing them while they are working.

• Recording telephone calls.

• Listening to voice messages.

• Checking logs of telephone numbers called.

• Looking at the work area, desks or equipment.

• Looking at service records, such as number of customers, sales margins, timesheets etc.

1.4.2 MONITOR STAFF

Staff can feel mistrusted or uneasy if they are monitored frequently. To avoid this, you must first think about:

• The purpose of monitoring staff.

• The benefits of monitoring staff.

• Any personal information that will be reviewed.

• Minimising the intrusion.

• Making the process fair.

• What will be achieved as a result of the monitoring.

1.4.2 MONITOR STAFF

When monitoring staff, you need to:

• Tell staff why you are monitoring them.

• Make sure the monitoring is justified.

• Ensure the monitoring is proportionate.

• Tell staff they are being monitored and what information you are collecting.

• Take care to balance the intrusion with staff privacy.

Always remember the purpose of what you are doing and the information you are trying to obtain. This will help you to stay on track.

1.4.3 PERFORMANCE APPRAISALS

There are numerous ways to conduct appraisals, including:

Types of performance appraisals:

Description:

Self-appraisalsThe employee/worker is asked to evaluate his/her own work.

Peer appraisalsStaff of equal rank within the organisation evaluate each other.

Team appraisalsEmployee(s)/worker(s) within a specific team evaluate the team.

1.4.3 PERFORMANCE APPRAISALS

Types of performance appraisals:

Description:

Assessment centreEmployee(s)/worker(s) are evaluated by professional assessors using assessments such as work simulations and activities.

Full circle appraisalsInformation is gathered from all groups the employee/worker interacts with and is used to review the employee(s)/worker(s) work.

Management by objectivesThe employee’s/worker’s work objectives are set in collaboration between the manager and the employee/worker.

1.4.4 COMMUNICATING WITH INDIVIDUALS AND TEAMS

These skills will include:

• Maintaining eye contact, except where eye contact may be culturally inappropriate.

• Speaking clearly and concisely, using appropriate language and tone of voice.

• Using appropriate non-verbal communication (body language).

• Actively listening to the other person.

• Questioning and paraphrasing to clarify.

• Responding in the necessary manner.

In order to collect and supply feedback with individuals and teams you will need to have effective communication skills.

1.4.4 COMMUNICATING WITH INDIVIDUALS AND TEAMS

You may have individuals in your team from diverse backgrounds or with diverse abilities. You need to be able to communicate with all of these people.

Without clear communication you do not have understanding.

There are many barriers to communication that can create difficulties. These barriers can occur in many ways and may be verbal or non-verbal barriers.

1.4.4.1 VERBAL COMMUNICATION BARRIERSVerbal barriers to communication may include:

1.4.4.1 VERBAL COMMUNICATION BARRIERS

Even if two parties speak the same language, there can still be verbal communication barriers. Local slang or sayings may make communication difficult. To avoid verbal communication barriers, you can:

• Speak slowly and clearly.

• Use simple words and avoid using jargon/local expressions.

• Use short sentences.

• Ask questions.

• Paraphrase to check understanding.

1.4.4.2 NON-VERBAL COMMUNICATION BARRIERS

Non-verbal communication barriers relate to:

• Touching.

• Facial expressions.

• Gestures.

• Personal space.

• Posture.

1.4.4.2 NON-VERBAL COMMUNICATION BARRIERS

In different cultures, non-verbal communication cues we are used to may have different meanings.

For example, in some cultures individuals signal “no” by nodding their head. Also, in some cultures raising your thumb is a vulgar sign.

To avoid problems, watch your non-verbal communication cues. Be courteous and polite and stay aware that the person you are communicating with may have different meanings or social norms for communication.

1.5 DEVELOP LEARNING PLANS

Once you have identified the learning and development needs, you will need to consult with the team or individual to determine an appropriate learning plan for them.

1.5 DEVELOP LEARNING PLANS

The learning plan should include all the information that the team or individual need to understand the proposed learning opportunity.

This should include:

• The goals and objectives of the learning.

• The competencies or performance criteria to be covered.

• The learning strategy.

1.5 DEVELOP LEARNING PLANS

• Timeframes for completing the learning and achieving the competency.

• Location of training.

• Details of who will be providing the training.

• Details of who will be participating.

• The learning plan needs to be documented and reviewed with the individual or team regularly.

1.5.1 COMPETENCY STANDARDS

A competency standard is a document that specifies how people should complete their job.

Competency standards are used by organisations to:

• Nominate how they expect work roles to be performed.

• Judge how competent individuals are in their job role.

Reviewing competency standards can help you to determine the skill level required.

1.5.1 COMPETENCY STANDARDS

There are 2 common types of competency standards:

• Nationally recognised standards that are used throughout the country as a basis of assessment for formal qualifications.

• Standards developed internally at specific organisations.

1.5.1 COMPETENCY STANDARDS

To locate any internal competency standards, ask your employer/PCBU or your human resource manager to help you.

To locate nationally recognised competency standards, you can search on the training.gov.au website.

1.5.2 REVIEW THE LEARNING PLAN

After the learning plan has been developed, it will need to be proofread and reviewed to ensure it meets your requirements.

To do this you will need to use your literacy skills to:

• Read through the document first to check it meets your requirements.

• Check through the document more thoroughly for errors or inaccuracies.

• Read it aloud to gauge how it flows.

1.5.2 REVIEW THE LEARNING PLAN

• Read backwards through the document looking at the headings.

• Double-check the names that were used.

• Double-check any numbers in the document.

• To proofread thoroughly, it may be easier to print the document first.