Coordinate the Learning

Student’s Name:

Trainer

Date:

Teacher Remarks:

BSBHRM523

Coordinate the Learning and Development of Teams and Individuals

(Assignment)

LEARNER’S Workbook

BSB50320 Diploma of Human Resource Management

BSBHRM523 Coordinate the Learning and Development of Teams and Individuals

Mode | Classroom Delivery

BSBHRM523 Coordinate the Learning and Development of Teams and Individuals

Supporting: BSB50320 Diploma of Human Resource Management; May also support other qualifications based on respective packaging rules

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A complete validation report is filed and available for reference.

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Table of Contents

Introduction 4

Unit Overview 4

Competency Standards 5

AQF Descriptor 5

Delivery Plan 8

Delivery Arrangement 8

Delivery Conditions 8

Lesson Topics and Plan 8

Suggested Learner Resources 10

Assessment Plan 17

Assessment Method 17

Submission of Work 18

Assessment Tasks and Schedule 19

Assessment Tasks 20

Assessment Task 1 20

Assessment Task 2 25

Assessment Task 3 27

Assessment Task 4 29

Academic Policies and Processes 32

Assignment Cover Sheet 34

Unit of Competency

:

BSBHRM523 Coordinate the Learning and Development of Teams and Individuals

Total Delivery Hours

:

TBA

Schedule

:

TBA

Cluster/Term

:

TBA

Introduction

Welcome to the learner’s guide for this unit of competency for the qualification BSB50320 Diploma of Human Resource Management. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:

Provide you with information on delivery schedule and plan of this unit

Ensure that you understand how students will be assessed in this unit

Provide information on assessment methods, strategies, and evidence requirements

Provide information on learning activities and assessment tasks

List resources which may assist in student learning and assessment tasks

Unit Overview

This unit describes the skills and knowledge required to coordinate the learning and development of teams and individuals. Particular emphasis is on the coordination of strategies to facilitate and promote learning and to monitor and improve learning performance.

The unit applies to individuals who have a role in coordinating the development of a learning environment in which work and learning come together. At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision-making strategies.

Learning Outcomes

On successful completion of this unit, the learner/trainee will be able to;

Coordinate creation of learning opportunities

Coordinate learning

Monitor and improve learning effectiveness

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.

Prerequisite Requirements

This unit does not have a pre-requisite.

Skill Recognition and Credit Transfer

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the

Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.

Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy

is available either through the faculty coordinator or college’s website.

Competency Standards

This unit is derived from the Business Service training package BSB for the qualification BSB50320 Diploma of Human Resource Management.

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.

They can also be viewed at:

View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.

AQF Descriptor

The Diploma qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of a Diploma will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.

Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

Analyse information to complete a range of activities

Interpret and transmit solutions to unpredictable and sometimes complex problems

Transmit information and skills to others

Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.

Performance Criteria

The following performance criteria specify the required level of performance for each of the elements of competency:

Element

Performance Criteria

1. Coordinate creation of learning opportunities

Identify potential formal and informal learning opportunities

Identify learning requirements of teams and individuals according to requirements of organisation and available learning opportunities

Coordinate implementation of learning plans and ensure that learning plans reflect diversity of needs

Review relevant organisational procedures and ensure they support individual and team access to learning opportunities, where required

Consult with training and development specialists and use their advice to contribute to learning opportunities

2. Coordinate learning

Coordinate strategies to ensure workplace learning opportunities are used by teams and individuals

Coordinate implementation of policies and procedures to encourage team members to assess their own competencies and identify their own learning and development needs

Communicate benefits of learning with others in the team and organisation

Recognise workplace achievement by relevant recognition, feedback and rewards

3. Monitor and improve learning effectiveness

Monitor team and individual learning performance to determine type and extent of any additional work-based support required

Use feedback from individuals and teams to identify and recommend improvements in future learning arrangements

Suggest adjustments, negotiated with training and development specialists, for improvements to learning

Record and report learning and development of teams and individuals

Performance Evidence

Evidence of the ability to:

Coordinate learning and development for at least one team and for at least one individual.

In the course of the above, the candidate must:

Liaise with training and development specialists

Recognise workplace achievement by giving feedback, recognition and rewards

Monitor and recommend improvements for workplace learning

Record and report workplace learning outcomes.

Knowledge Evidence

The following knowledge must be assessed as part of this unit:

How management of relationships can achieve a learning environment

Principles and techniques involved in the management and organisation of:

Adult learning

Coaching and mentoring

Consultation and communication

Improvement strategies

Leadership

Learning environment and learning culture

Monitoring and reviewing workplace learning

Problem identification and resolution

Record keeping and management methods

Structured learning

Work-based learning.

Delivery Plan

Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning and/or project sessions. Within the class room environment, delivery is supported by classroom-based activities, tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.

Delivery Arrangement

The unit will be delivered over a prescribed period (term/semester) in a class-room training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and class-room based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.

It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.

Delivery Conditions

Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in-class activities and tasks are planned

On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency

This unit of competency must be completed within the prescribed duration at the beginning of this document. Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners

The learners have the responsibility to maintain the required attendance and participate in all the in- class activities and assessment/project tasks to be able to develop the required skills and knowledge.

The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas

On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if required.

Lesson Topics and Plan

The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.

The following topics are covered in the classroom training sessions. The topics for this unit include.

The following topics are covered in the classroom training sessions. The topics for this unit include;

Lesson

Topics

Activities

1

Unit overview

Assessment plan, assessment conditions Key concepts and definitions

The concept of workplace learning Learning environment and learning culture Structured learning

Work-based learning

Examples of structured and work-based learning

Sharing workplace learning experiences

2-3

Principles and techniques:

Adult learning

Coaching and mentoring Consultation and communication Improvement strategies Leadership

Monitoring and reviewing workplace learning Problem identification and resolution

Record keeping and management methods

Examples and discussion

Video presentation:

Bandura’s Social Cognitive

Theory

Class discussion

4-5

Create learning opportunities:

Establishing a workplace which is conducive to learning Developing learning strategies for a workplace Identifying learning needs

Selecting and using work activities to create learning opportunities Identifying formal and information learning opportunities

Learning needs of teams

Conducting learning needs assessment Dealing with workplace diversity Taking help from specialists

Conducting a learning need analysis: Tools and techniques

Examples and exercises

6-7

Facilitate and promote learning:

The learning organisations Senge’s Fifth Discipline Learning-by-doing model

Developing strategies for workplace learning Developing learning plans

Individual and team learning plans Implementing learning plans

Negotiating learning arrangements with training and development specialists

Using coaching and mentoring to support learning

Review sample learning plan

Convert own learning ideas or needs into broad goals

Discuss in the class

8-9

Monitor and improve learning effectiveness: Monitoring learning performance

Evaluating the effectiveness of learning

Bloom’s Taxonomy: Examples and discussion

Barriers to learning

Case-and-effect techniques

Observational learning theory: Attention, Retention, Reproduction,

Motivation

identifying and introducing improvements in future learning arrangements Maintaining records and reports of competency

10

Review and Revision

Assessment follow up and feedback

Student Q&A

Suggested Learner Resources

Malloch M. et. al, 2013, The Sage Handbook of Workplace Learning, SAGE Publications

Paine N., 2019, Workplace Learning: How to Build a Culture of Continuous Employee Development, Kogan Page

Burns M. and Griffith A., 2018, The Learning Imperative: The Essential Guide to Improving Performance In Organisations By Improving Learning, Crown House

Other Resources and Readings

Kotter J. P., 2012, Leading Change, Harvard Business Review Press

Biech E., 2008, ASTD Handbook for Workplace Learning Professionals, ASTD Press

Kenon V. H. and Palsole S. V., 2019, The Wiley Handbook of Global Workplace Learning. Wiley

Senge P.M, 1994, The Fifth Discipline: The Art & Practice of the Learning Organization, Doubleday Business

Knowles M.S., Swanson R.A, and Holton E.F, 2015, The Adult Learner, Seventh Edition: The definitive Classic in Adult Education and Human resource Development, Taylor & Francis

Bandura and his Social Cognitive Theory (Video): http://video.google.com/videoplay?docid=-2953790276071699877 http://www.youtube.com/watch?v=JtzkN3bbrZQ (Baby Doll Experiment)

Bloom’s Taxonomy: http://www.ibe.unesco.org/publications/ThinkersPdf/bloome.pdf http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm http://www.dailymotion.com/video/x3blt3_blooms-taxonomy (video) David A. Kolb on experiential learning:

http://www.infed.org/biblio/b-explrn.htm http://www.reviewing.co.uk/research/experiential.learning.htm#axzz1snDef1Re

Referencing Guide

Harvard Referencing Generator:

http://www.harvardgenerator.com/

http://www.citethisforme.com/au/referencing-generator/harvard

Misc. Videos and Online Educational Channels (General ref)

List of some of the online educational channels. Search for the relevant topics and concepts.

Khan Academy Channel

https://www.youtube.com/user/khanacademy

#Education

https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g

TED Talks

https://www.youtube.com/user/TEDtalksDirector/channels

TED ED

https://www.youtube.com/user/TEDEducation

Massachusetts Institute of Technology (MIT)

Channel

https://www.youtube.com/user/MIT

Google for Education

https://www.youtube.com/user/eduatgoogle

Big Think

https://www.youtube.com/user/bigthink/videos

CrashCourse

https://www.youtube.com/user/crashcourse/videos

Microsoft Education

https://www.youtube.com/user/Microsoftedu

Stanford University Channel

https://www.youtube.com/user/StanfordUniversity/videos

Management Skills Courses

https://www.youtube.com/channel/UChA8eZO-

WYhdLsv8HlBrJcg/videos

Harvard Business Review

https://www.youtube.com/user/HarvardBusiness/videos

Note: Learning and training materials and resources are not limited to the above. Additional resources may be used to support classroom sessions and specific topics/lessons. Trainers and assessors should also review and enhance the above resources list as needed (in accordance with specific sessions/lessons); and also check and update external links. Links to educational channels are generic and specific topics/discussion should further be sourced as needed for each session.

All additional resources/materials must be saved on the faculty drive/folder or provided to the Academic Manger.

Assessment Plan

Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.

The purposes of this assessment are;

To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements

To provide feedback to the learners/trainees indicating the areas of improvement and professional development

To measure the effectiveness of the delivery plan and evaluate the learning outcomes The required assessment criteria are provided in each assessment task for learner’s information. Assessment Method

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.

For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;

Written Assessment Tasks

Practical/Analytical Tasks

Test/Examinations

Projects

Observation

Integrated Assessment

The Written Assessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge.

The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in-class assessments, enabling the trainers to observe the work being undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.

The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.

The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions.

Observation forms part of in-class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.

Workplace Verification through RPL application

Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.

Submission of Work

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar.

Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule

The following assessments are planned for this unit;

#

Assessment Task/Activity

Type

Assessment Method

1

Case Study: How training and development Supports Business

Growth

Individual

Written

2

Develop Learning Strategies for a Workplace

Individual

Written

3

Identify Professional Development Needs

Individual

Written

4

Project: Develop a Learning Plan

Individual

Written

These assessment tasks/activities have been described in detail in the following section. Task schedule to be advised by trainer/assessor based on the lesson and session plans.

Assessment Tasks

Assessment Task 1:

Assessment Task

Case Study: How training and development Supports Business Growth

Schedule

TBA

Outcomes Assessed

Performance Criteria:

1.1, 1.2, 1.5, 2.3, 2.4

Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

Tesco is the largest British retailer and is also the world’s third largest grocery retailer with outlets across Europe, USA and Asia. The business began in 1919 with one man, Jack Cohen, selling groceries from a stall in the East End of London. In the UK Tesco has over 2,200 stores ranging from the large Extra hypermarket style stores to small Tesco Express high street outlets. From one man and a stall, Tesco now has approximately 280,000 employees in the UK and over 460,000 worldwide. To serve its widening markets it needs flexible and well-trained staff that can recognise the needs of the customer.

You will be analysing a TESCO case study “How training and development Supports Business Growth” for this

assessment task (Case Study Source: Times 100 Business Case Studies).

This case study looks at how Tesco provides training and development opportunities for its employees.

The complete case study is provided separately. Ensure that you receive a copy from your trainer/assessor. This task must be completed during a designated session in presence of a trainer/assessor.

Read the attached case (Case Study: “TESCO: How training and development Supports Business Growth”) and

answer the following questions;

Explain the difference between training and development. How have changes in customer expectations affected Tesco and its need to train staff?

List the methods of training carried out by Tesco. Describe how training needs are identified.

Analyse Tesco’s method of developing its employees. Consider the strengths and weaknesses of such a programme.

Evaluate the benefits for Tesco in providing a structured training programme. To what extent do you think the training has achieved a Return on Investment?

Answer the questions in the last section of this assignment file.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

Answered all the case study questions in presence of an assessor

The answers are within the context of the case situation and reflect understanding of the concepts of organisational learning, training and development

Explained the relationship between customer service needs and staff training and development

Distinguished between concepts of training and development using explanations/references from the case study

Described TESCO’s process and method of employee training need analysis

Described key factors that affect its workforce planning

Identified and listed training methods employed by TESCO to provide training to its staff

Training methods identify and explain both on-the-job and off-the-job training

Training methods identify and explain induction training for new employees

Described TESCO’s method of employee development

Highlighted contributions by both staff and line managers in development

Explained how staff assess their skills and ability to progress

Compared strengths and weaknesses of the company’s development program

Evaluated the overall training and development environment at TESCO and showed link with

company’s growth

Outlined benefits for TESCO to provide structured learning programs to its employees

Provided own opinion on how the programs affect company’s Return in Investment

Answer the questions in the last section of this assignment file.

Assessment Task 2:

Assessment Task

Develop Learning Strategies for a Workplace

Schedule

TBA

Outcomes Assessed

Performance Criteria:

1.1, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1

Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

Peter Senge (1994) defined the learning organisations as, “organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn

together”.

For such learning to take place organisations need to establish a workplace which is conducive to learning and encourage a culture of collaboration and shared learning at all levels.

In this assessment task, you will assume the role of a training office in a growing organisation that has recognised the need to create a learning culture and facilitate development opportunities to its employees. You may use you current or past workplace as a model to create a real-life context. Alternatively, you may choose a sample organisation for the task.

You task would be to develop strategies to ensure that learning opportunities across the organisation are identified and addressed through a systematic learning program. Work completed in this assessment task will provide inputs into following tasks in this unit and the students are advised to retain copies of their works for reference.

In order to develop strategies, you will need to first develop organisational learning goals and objectives. In this assessment task, you will;

Develop organisational learning goals and objectives (SMART)

Develop strategies to realise the objectives

Develop a policy and a procedure that sets the guidelines for implementing the strategies (Note: ensure that your policy and procedure include options for professional development and training of staff)

Explain how the strategies will help achieve organisational learning goals and objectives and contribute to the development of appropriate workplace knowledge, skills and attitudes

Ideally, you will complete this assessment task concurrently with learning sessions where you will develop the required knowledge and skills to complete this task.

Assessment schedule can be adjusted by the trainers/assessors to align with class room learning and to allow the student to practice prior to undertaking this task.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

Developed or used an organisational context to support the strategies

Developed organisational learning goals

Organisational objectives are specific, measurable, achievable, and time bound

Organisation objectives reflect a learning culture and environment

Adequate strategies are developed to realise the stated objectives

Strategies are realistic and applicable in a real-life situation

Strategies encourage a collaborative and learning environment across the organisation

Developed a policy (e.g. Staff Development Policy) that sets a framework for implementation of the strategies

Developed step-by-step procedures that supports implementation of the policy

Policy and procedure set options for learning and staff development

Explained how workplace learning contributes to the development of appropriate workplace knowledge, skills and attitudes

The strategies and policy documents create opportunities for staff to identify learning and development needs and access training

The strategies and policy documents provide an effective support mechanism for learning and development

The document is appropriately structured and written in a formal style

Submission Guidelines:

This task must be prepared and submitted in a word-processed layout. Handwritten documents cannot be accepted for this task.

Submit:

Organisational learning strategy document including copies of relevant policies and procedures developed

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the teacher/assessor.

Assessment Task 3:

Assessment Task

Identify Professional Development Needs

Schedule

TBA

Outcomes Assessed

Performance Criteria:

1.1, 1.2, 3.4

Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix

INSTRUCTIONS FOR TRAINERS/ASSESSORS:

Many businesses see staff training and development as critical to their success and long-term competitiveness. Many professions require qualified people to undertake continuing professional training and it benefits businesses to encourage and support employees in building professional competencies and qualifications while on the job.

Individuals benefit from identifying learning and development opportunities and enhancing their current knowledge and skills that help them keep pace with changing industry and market requirements.

In this assessment task, you will assume the same role as one you used in Assessment Task2 (you may also use your current or a future target job role as an example) and identify professional development needs for yourself;

Analyse skills and knowledge required for the job role (current or targeted)

Identify and analyse own strengths, weaknesses, opportunities and threats

Identify gaps in skill and knowledge

Develop short and long-term professional development goals

The professional development need analysis should be clear, concise and appropriately structured. You may use PD need analysis templates from external sources. Ensure that you cite all the external sources used in your work using Harvard Referencing System.

Once you have completed the analysis, retain a copy for your next assessment task.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

Used an appropriate format for PD need analysis consistent with common practices (based on a template)

Need analysis is clear, concise and integrated

A current or future targeted job role is identified as an objective

Developed short and long term personal and/or professional goals

Goals are realistic and relevant to the current or future job roles and/or aspiration

Analysed and described the required skills and knowledge to achieve the job role

Conducted a self- SWOT analysis and identified own strengths and weaknesses

SWOT identifies external opportunities and threats that links to strengths and weaknesses

Used an appropriate format/template for SWOT

SWOT is clear, relevant and realistic; resembling a real-life approach

Conducted a gap analysis to identify gaps in knowledge and skills

Submission Guidelines:

This task may either be hand-written (filling in the templates) or word-processed. Submit:

A completed PD need analysis that includes a SWOT analysis

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the teacher/assessor.

Assessment Task 4:

Assessment Task

Project: Develop a Learning Plan

Schedule

TBA

Outcomes Assessed

Performance Criteria:

1.1, 1.2, 1.3, 1.4, 1.5, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4

Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

A learning plan is a way of documenting planned and agreed staff development of individuals and teams. It may be called different things in different workplaces, such as a professional development plan, a staff development plan or a group development plan. A learning plan matches specific learning opportunities with identified needs and the names of groups or individuals who will undertake the learning

From an organisational perspective, a professional development (PD) plan for staffs takes account of

organisation’s current and future workforce and skill needs.

This assessment task will require a team of two (2) students who will develop a learning plan for each other based on the PD need analysis conducted in Assessment Task3. You will need to develop the plan within an organisational context, where the learning plan aligns with organisational goals (Assessment Task2) and relevant to both individual and team development.

An individual learning plan (sometimes called a professional development plan or PDP) is likely to be based on:

Life and career goals

The current work situation

The organisation’s goals

A strategy to achieve personal and organisational goals

The individual staff member in consultation with their supervisor will usually develop this plan. To provide the real-life context, two team members will each play the role of the employee and the supervisor. Teams could be swapped for different roles to minimise repetition and overlapping of ideas.

The project should ideally commence in the 6-7 week of the term following the completion of Assessment Task3. Each student will complete this assessment in the role of a supervisor and help develop a learning plan for the employee. Your project tasks will involve;

PD Meeting:

Set up a PD meeting with your staff member (role-play)

Review staff PD need analysis

Identify learning and training needs

Develop strategies to achieve personal and/or professional goals

An action plan to implement the strategies

Required resources (e.g. training providers, mentor etc.)

Key tasks and priorities

An explanation of how the PD activities will help achieve organisational goals

An explanation of how the PD activities will help improve team performance

While most of the inputs for the plan will come from the team meetings, you, as supervisor will prepare the plan for the staff member (Role-play). In effect, each team member will be preparing a learning plan for the other in a supervisory role.

You will need to develop the professional development plan within an organisational context; e.g. one used in Assessment Task2 as well as the need analysis completed in Assessment Task 3. The idea is to align personal, team and organisational objectives in the plan.

The plan should be word processed and written in a formal style using an appropriate structure (headings, sub- headings etc.). The plan should state who it is for (your team member) and who has prepare it (yourself).

Follow Up Meeting:

Once you have completed the plan, you will need to arrange another meeting with your team member and present the plan to them. Based on the discussion;

Explain the purpose, objectives and contents of the plan

Explain the learning and training solutions suggested, including external training providers

Explain the time frame and expected outcomes

Explain the benefits to the team member

Amend plan if needed according to staff member’s preferences and suggestions

Explain plan monitoring process to ensure continuous support

You will need to prepare a briefing document containing all of the above that you will use to explain the plan and its contents to the staff member. You must retain copies of all correspondences and notes as evidences. Your meetings will be observed by your assessor.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work.

Set up and attended a PD meeting with the staff member

Conducted meetings in presence of an assessor during designated assessment sessions

Assumed the role of a supervisor and acted in the manner appropriate in a formal business environment

Demonstrated communication and problem-solving skills in discussion

Reviewed PD needs and discussed learning and development options

Shortlisted learning and development options that best suit the staff member’s needs

Learning and development options use of external training providers and specialists

Developed strategies in consultation with the staff member

Strategies are realistic and applicable in a real-life situation

Developed action items that help implement the strategies

Developed an action plan that includes resources and time line

Identified and prioritised key tasks

Explained how the PD activities will help achieve organisational goals

Explained how the PD activities will help improve team performance

Conducted a follow up meeting

Explained the purpose, objectives and contents of the plan

Explained the learning and training solutions suggested, including external training providers

Explained the time frame and expected outcomes

Explained the benefits to the staff member

Amended plan if needed according to staff member’s preferences and suggestions

Explained plan monitoring process to ensure continuous support

The plan is appropriately structured and written in a formal style

Submission Guidelines:

This task may either be hand-written (filling in the templates) or word-processed. Submit:

A completed Learning Plan

Copies of the notes/minutes of the meetings

Meeting briefing document

Copies of correspondences

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the teacher/assessor.

Academic Policies and Processes

Students with Special Needs

If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:

Language, literacy and numeracy (LLN)

Assistive technology

Additional materials or tutorials

Assistance in using technology for online delivery components.

Reasonable adjustment

Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:

Personal support services, e.g. a reader, Auslan interpreter, a scribe

assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards

modifying the presentation method, e.g. visual, oral, print, electronic

adjustments to timeframes, e.g. providing materials prior to class, extended time limits

adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).

Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.

The college acknowledges skills and knowledge obtained through:

Formal training (conducted by industry or educational institutions in Australia or overseas)

Work experience

Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.

To be granted RPL, applicants will be asked to:

Present evidence of their achievement; and/or

Undertake a challenge test; and/or

Attend an interview with specialist staff.

This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing

Academic Policies and Procedures

Applicable policies and procedure related to this course including plagiarism, assessments, appeals and

complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the

college’s website.

ASSIGNMENT:

Please provide answers of all tasks under following, using appropriate headings:

Activity 1: TESCO CASE

Q1. Explain the difference between training and development. How have changes in customer expectations affected Tesco and its need to train staff?

Q2. List the methods of training carried out by Tesco. Describe how training needs are identified.

Q3. Analyse Tesco’s method of developing its employees. Consider the strengths and weaknesses of such a

programme.

Q4. Evaluate the benefits for Tesco in providing a structured training programme. To what extent do you think the training has achieved a Return on Investment?

Activity 2:

Activity 3:

Activity 4:

Assignment Cover Sheet

Student ID

Student Name

Unit

Assessment Task Title/Number

Trainer/Assessor

Date Submitted

Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism and Academic Misconduct Policy available in student handbook, college’s website and student administration.

Declaration of Originality: (Compulsory to sign)

By submitting this assignment for assessment, I acknowledge and agree that:

This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties attached to being found guilty of committing such offence

No part of this assessment task/work has been copied from any other source without acknowledgement of the source

No part of this assessment task/work has been written by any other person, except to the extent of team and/or group work as defined in the unit/assessment task

A copy of the original assessment task/work is retained by me and that I may be required to submit the original assignment to the trainer/assessor upon request

The trainer/assessor may, for the purpose of assessing this assessment task/work:

Provide a copy of this assignment to another member of the faculty for review and feedback; and/or

Submit a copy of this assignment to a plagiarism checking service. I acknowledge that a plagiarism checking service provider may then retain a copy of this assessment task/work on its database for the purpose of future plagiarism checking

Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and

may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment Policy.

I declare that this assessment is my own work.

Student signature:

Date:

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