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□ ‘Submitted’ entered in database (Staff initial ______ Date _________) Saurabh: _________ _________________ □ Results emailed to student (Staff initial ______ Date _______) Results entered in database (Staff initial ______ Date _______) □ Updated results emailed to student (Staff initial ____ Date ______) □ Final results entered in database (Staff initial ______ Date_____) ASSESSMENT COVER SHEET QUALIFICATION: BSB80615 Graduate Diploma of Management (Learning) UNIT CODE: BSBLED802 Lead learning strategy implementation Candidates: Submit this entire document CANDIDATE to complete this section Name: JUAN CAMILO GIRALDO Student ID: 01-1796 Email address:
[email protected] Trainer name: CATHERINE GAVIGAN Date submitted: Date resubmitted (1) Date resubmitted (2) IF ASSESSMENT TAKEN HOME BY STUDENT FOR CORRECTIONS: I confirm that I am taking the marked assessment home to make corrections. In case the assessment is misplaced or lost, I understand that it is my responsibility to resubmit the assessment again. Signature: Date: Candidate declaration—By signing/ initialing below, I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I have understood and accept the assessments Signed: ___________________________ Date: __________________________ ASSESSOR to complete this section RESULT IN EACH ASSESSMENT ITEM Comments Satisfactory Unsatisfactory Did not submit Assessment 1 Assessment 2 Assessment 3 ASSESSOR to complete this section Name of assessor: Date portfolio review completed: Overall Results Competent Not Yet Competent Assessor signature Oral testing (if applicable) Assessors may ask the candidate oral questions to gather further supporting evidence, where written evidence is deemed to be incomplete or insufficient. Comments: ASSESSMENT GUIDELINES FOR STUDENTS · You will receive your results in an email (or face- to-face in class) from your trainer/ assessor within 3 weeks after submission · In case you are not able to achieve a ‘Satisfactory’ grade in any assessment task, you will be given three (3) attempts to resubmit your assessment. Your trainer will be available to assist you in any areas of difficulty. Please discuss the assessment with your trainer to seek advice on how you can achieve competency in the unit. · Where relevant, oral questions may be asked to gather more information on your knowledge, skills and competence in the unit. · A holistic approach is used to assess your skills relevant to this qualification. The skills are assessed across the different units offered within this qualification. Where a skill relevant to this unit is not assessed within this assessment pack, please note that the skill will be assessed in another unit · You have the right to appeal the decision. Please discuss with your trainer in the first instance. If not satisfied, please follow the ACTB Complaints and Appeals Policy available on the website;
[email protected] IMPORTANT: Your answers must be typed and submitted via email Assessment 1: Theory Questions . This assessment has TWO parts. PART A: Refer to the research article: ‘Developing and Delivering a Learning Strategy’ and answer the following questions. 1. List any five trends in the way organisations are approaching ‘learning’ 2. What are some of the barriers to implementing a learning strategy within organisations? 3. Define ‘learning’ and ‘strategy’ 4. Write a brief summary of the key points made in Michael Eraut’s article- ‘Learning in the Workplace’ 5. If you were the learning management consultant in an organization, how would you develop a learning strategy and action plan for the organization (Hint: Refer to Martyn Sloman’s article on ‘From training to learning- the new driver of excellence’ PART C: Read the chapter on ‘Training and Development’ and answer the following questions. 1. Define the following terms in the ‘human resource development’ or learning context a. Training b. Development c. Education d. Learning 2. Why is learning/ training and development important in an organisation? 3. Describe and explain the steps you would use to determine training and development needs within your organisation? 4. Explain any three types of on-the-job training methods 5. What is the difference between ‘coaching’ and ‘mentoring’? 6. Explain any four types of training methods that may be used for formal company training programs 7. Research Question: Conduct an Internet search for the ‘Standards for Registered Training Organisations (RTOs) 2015. Download the ‘Standards’ and find the answers to the ‘compliance’ related questions below: a. What is the purpose of the Standards? b. How is the term ‘Competency’ defined in the Standards? c. What are RTOs required to do under Standard 1? 8. Explain some of the methods you can use to evaluate learning programs, in terms of changed behavior or performance. 9. What is action learning? 10. Why is it important to develop management skills on an ongoing basis? 11. Research and list at least three relevant laws or Standards that apply to most workplaces in Australia in terms of human resource management and/or training Assessment 2- Southwood School Case Study Read the Southwood School Case Study below. Answer the questions that follow: (Source: Fiona L Robson, 2008, Society of Human Resource Management) © 2008 Society for Human Resource Management. Fiona L. Robson 5 Introduction Southwood school administrators realized that a newly designed performance management system for their support staff1 would require a formal training program. Designing and implementing the new performance management system was a challenge for the organization; the last system was unpopular with employees, and negative feelings about the value of performance management linger. Case Overview As discussed in the first Southwood case study, some of the issues identified with the previous performance management system included: Annual deadlines to complete the process were missed by many staff members. n Some staff members were confused about what exactly needed to be completed and n when. There were complaints that the previous system was a “waste of time” and that n there were no measurable outputs. A trade union representative felt the system was not appropriate for all staff n members. Criteria on the forms were irrelevant to support staff. For example, support staff n could not set objectives in pupil progress or have lessons observed. There was little attention on identifying training needs, and where needs had been n identified, there was no follow-up with appropriate actions. Appraisals were led by teachers with little knowledge of their appraisees’ jobs. n Performance meetings were a one-way process; often, performance goals were n identified before the meeting and without the appraisee’s input. A new system was designed in consultation with all stakeholders to address the issues raised with the previous system. School leaders felt that a formal training program was vital to ensure all employees supported the new system. This case study demonstrates how the training was designed and delivered and some of the complexities involved in this process. Case Study Narrative Examples of support staff jobs include: administrative positions (secretaries, administrators); student support 1. positions (learning mentors, learning support assistants, special needs assistants, computer technicians); teacher support positions (teaching assistants, departmental assistants such as science technicians); and strategic/management positions (HR manager, finance manager, director of administration, director of information technology). 6 © 2008 Society for Human Resource Management. Fiona L. Robson Case Details The case study consists of two parts: I. Designing the training program for managers (appraisers). II. Designing the training program for appraisees. I. DESIGNING THE TRAINING PROGRAM FOR MANAGERS (APPRAISERS). The managers in this case study are the appraisers in the new performance management process. In some cases, they will be teachers with no formal management qualifications. In other cases, they will be support staff with specific management responsibilities in the organization. Needs Analysis Initially, the director of administration recommended that a selection of managers complete a standard Internet-based training program provided by an online training organization. Managers who completed the online training would receive a certificate of achievement. Based on input from the HR manager, however, it was decided that a custom-designed program would be more appropriate because it would better meet managers’ needs. A custom-designed program would also allow the school to relate the training back to their new performance management system and provide flexibility in the program’s delivery. There were a number of options available to determine who would design and deliver the program: The HR manager could design and deliver the training. n The HR manager could design the content, and the training could be conducted n by a member of the school’s senior management team. An external consultant could design and deliver the training. n An external consultant could design the content, and the HR manager could n conduct the training. In the end, it was decided that the HR manager would design and develop the program with support from the senior management team, if necessary. The reasons for this decision: Specialized knowledge. n The HR manager had developed the new performance management system and was therefore the most knowledgeable about it. Experience. n The HR manager was experienced in developing training programs. Cost. n This was the least expensive option; no direct costs would be incurred. Context. n It would be easier to include specifics about the new performance management system if the training was designed by an internal person. Flexibility. n The sessions could be run at the times convenient to managers, which may have been more difficult to accommodate with an external trainer. PLEASE NOTE: From this point forward, the HR manager is referred to as the trainer. note © 2008 Society for Human Resource Management. Fiona L. Robson 7 Designing the Training A focus group was held with five managers to find out what they wanted from the training and to assess their concerns about performance management. This was a useful process. The managers wanted to include training in how to deal with difficult people, which otherwise may not have been included in the program. Including this also assured managers that their views were important and had been considered in the program’s design. The training would take place in-house and outside the normal workday. It was agreed that the most appropriate