BSBLED401 - Learner Guide

Learner Resource & Assessment
Develop Teams and Individuals

BSBLED401
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BSBLED401
Develop Teams and Individuals
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2 BSBLED401 Develop Teams and Individuals

Learner Resource © Precision Group (Australia) Pty Ltd
Table of Contents
3 About BSB
5 Introduction
7 BSBLED401/01 Determine Development Needs
1.1 Systematically identify and implement learning and development
needs in line with organisational requirements
1.2 Ensure that a learning plan to meet individual and group training
and development needs is collaboratively developed, agreed to and
implemented
1.3 Encourage individuals to self evaluate performance and identify areas
for improvement
1.4 Collect feedback on performance of team members from relevant
sources and compare with established team learning needs
22 Key Points
23 ‘True’ or ‘False’ Quiz
25 BSBLED401/02 Develop Individuals and Teams

2.1 Identify learning and development program goals and objectives,
ensuring a match to the specific knowledge and skill requirements of
competency standards relevant to the industry
2.2 Ensure that learning delivery methods are appropriate to the learning
goals, the learning style of participants, and availability of equipment
and resources
2.3 Provide workplace learning opportunities, and coaching and
mentoring assistance to facilitate individual and team achievement of
competencies
2.4 Create development opportunities that incorporate a range of activities
and support materials appropriate to the achievement of identified
competencies
2.5 Identify and approve resources and timelines required for learning
activities in accordance with organisational requirements
40 Key Points
43 BSBLED401/03 Monitor and Evaluate Workplace Learning

3.1 Use feedback from individuals or teams to identify and implement
improvements in future learning arrangements
3.2 Assess and record outcomes and performance of individuals/teams to
determine the effectiveness of development programs and the extent
of additional development support
3.3 Negotiate modifications to learning plans to improve the efficiency and
effectiveness of learning
3.4 Document and maintain records and reports of competency according
to organisational requirements
BSBLED401 Develop Teams and Individuals

Learner Resource © Precision Group (Australia) Pty Ltd 1
Table of Contents (continued)
52 Key Points
54 Summary
55 Bibliography
57 Assessment Pack

About BSB Business Services
Training Package
“The purpose of
education is to
replace an empty
mind with an open
one.” Malcolm Forbes
About the Business Services Industry

The BSB Business Services Training Package covers a diverse range of industries
and occupations. Business Services covers a range of cross-industry functions and
services supporting the commercial activities of all industries.
Defining Qualifications
When units of competency are grouped into combinations that meet workplace roles,
they are called qualifications. These qualifications are aligned to the Australian
Qualifications Framework (AQF). Each qualification will have ’packaging rules’ which
establish the number of core units, number and source of elective units and overall
requirements for delivering the qualification.

About BSB Business Services Training Package (continued)
Delivery and Assessment of Qualifications

RTOs must have the qualifications (or specific units of competency) on their scope
to deliver nationally recognised training and assessment. RTOs are governed by and
must comply with the requirements established by applicable national frameworks and
standards. RTOs must ensure that training and assessment complies with the relevant
standards.
Qualification Training Pathways

A pathway is the route or course of action taken to get to a destination. A training
pathway is the learning required to attain the competencies to achieve career goals.
Everyone has different needs and goals, and therefore requires a personalised and
individual training pathway.
Foundation Skills
Foundation Skills are the non-technical skills that support the individual’s participation
in the workplace, in the community and in education and training.
Australian Core Skills Framework (ACSF)

This Assessment meets the five ACSF core skills as described in the Foundation Skills
mapping.

Introduction
“Knowledge
is of no value
unless you put
it into practice.”
Anton Chekhov
This unit of competency is all about being able to develop individuals and teams in
your workplace. It will help you with the skills you need to demonstrate competency
for the unit BSBLED401 Develop Teams and Individuals.
This manual is broken up into three Elements. They are:
1. Determine development needs: First we will examine the training needs

analysis process which allows you to determine what needs to be trained. We
will then look at resource requirements for training.
2. Develop individuals and teams: Then we will examine how you go about
selecting training methods and techniques that will suit the learning needs of
your learners.
3. Monitor and evaluate workplace learning: In the final section we will examine
how you can monitor the performance of your training and assess how well
learners are performing.

Introduction (continued)
At the conclusion of this training you will be asked to complete an Assessment Pack
for this unit of competency. The information contained in this resource will assist you
to complete this task.
On conclusion of this unit of competency you will have demonstrated your ability to
determine individual and team development needs and facilitate the development of
the workgroup.

ELEMENT 1:
Determine Development
Needs
Performance Criteria Element 1

1.1 Systematically identify and implement learning and development needs in
line with organisational requirements
1.2 Ensure that a learning plan to meet individual and group training
and development needs is collaboratively developed, agreed to and
implemented
1.3 Encourage individuals to self evaluate performance and identify areas for
improvement
1.4 Collect feedback on performance of team members from relevant sources
and compare with established team learning needs.

Element 1: Determine Development Needs
Determine Development Needs
Systematically Identify and Implement Learning

and Development Needs in line with Organisational
Requirements
Introduction to Training and Development
In this manual, we will be examining how to train and develop your staff. This is
generally accomplished through the application of the training cycle. The process of
providing training takes place in a cycle of steps, which is outlined below:
Evaluate Assess
Training Training
Needs
Conduct Set Training

Training Objectives
Decide on
Training
Methods
The first step involves attempting to ascertain the training needs of the organisation
and then setting training objectives to meet those needs. This will be covered in this
section of this manual. You then decide on appropriate training methods and conduct
the training. We will cover this in the second section of this manual. Finally, the training
(and the learner) is evaluated – this is the subject of the third section of this manual.
The Learning and development needs of individuals may include:
• Career planning/development
• Coaching, mentoring and/or supervision
• Formal/informal learning programs
• Internal/external training provision
• Performance appraisals
• Personal study
• Recognition of current competence/skills recognition
• Work experience/exchange/opportunities
• Workplace skills assessment.

But the needs of the organisation must also be considered. Organisational requirements
may include:
• Access and equity principles and practices
• Anti-discrimination and related policy
• Business and performance plans
• Confidentiality and security requirements
• Defined resource parameters
• Ethical standards
• Goals, objectives, plans, systems and processes
• Legal and organisational policies, guidelines and requirements
• Work, Health and Safety (WHS) policies, procedures and programs
• Quality and continuous improvement processes and standards
• Quality assurance and/or procedures manuals.
What Do They Know?

We will be examining the ways in which you, as a manager, can assist in developing
learning and development programs for individuals and teams within your organisation.
Like so much of business, this is most effective when you have a system in place.
An effective system will enable you to ensure that you are able to determine exactly
what needs to be taught, how best to teach it and finally ensure that the learning and
development program is assessing what you need it to assess. In this first section we
will address how to ensure you determine learning needs.
To begin this process of establishing learning and development needs, you should
attempt to make an assessment of the competencies of the individual or individuals
that make up your team. This should also include an analysis of whether they will
require any additional training to become competent or whether improvement can be
sought using other methods such as motivational techniques (if they have the skills
but are not using them effectively).
Attempting to establish where competencies exist and where improvement is required

is known as a training needs analysis. A training need can be defined as being where
there is a gap between what is required of a person to complete their duties and what
they are actually able to do. The training needs analysis is the method that is used to
determine whether a training need exists and what training or development is required
to fill that gap. Generally, a training needs analysis will highlight the subject matter
which needs to be covered during the training.

Carrying out a training needs analysis is a matter of getting the right information from
people. How this information is gathered is generally up to the person carrying out
the analysis. There may exist restrictions in terms of cost or time which need to be
considered however. It is generally accepted that a training needs analysis is formally
instigated by management when a problem becomes noticeable.
By way of an example, let’s say that management has asked us to investigate a

problem that needs to be solved. We would begin the training needs analysis by
interview or discussing with management to find out the exact nature of the problem.
At the same time we would attempt to determine whether or not the problem is a
training problem and not a problem caused by something else (for example by the way
the company is being managed). In this case, the ‘problem’ may exist because a new
team or work group is being brought together.
After the details of the problem have been gathered the next important step is to
check with the workers where the actual problem is, to make sure they do in fact have
a training need. If they seem to be able to perform the required tasks, or show the
required skills without training, it is not a training problem and so should be referred
to management who may need to look further at the problem and determine the real
cause. In order for you to determine that it is an actual training problem, you must
determine that there is a gap in knowledge, skills or attitudes of the employees. There
are a number of other items that you may be able to use to determine whether there
is a training need, these include:
Methods of Determining Training Needs
Performance appraisals
Complaints and market research (what do customers think of the performance of

the workers)
Direct observation
Job analysis
Exit interviews (what do staff who have left think about the company’s training)
Legislation (what is required by law?)
Rejection or error rates
Accident reports (to determine whether accidents are being caused through lack
of knowledge)
Company plan, or policy (what does the company expect of its employees?)

Another important method used in attempting to determine training needs is the use
of a questionnaire. This can be used as an appraisal tool whereby staff members
can rate their own, or subordinates skill levels directly. Once the information from
all the required sources has been gathered, it needs to be processed. The results
are then analysed carefully to ensure that training is the appropriate answer to the
problem. When this has been decided on, the training needs analysis is again used
to determine what training is required. The trainer can use the analysis to develop
suitable training. When the need has been identified, it is easier to determine the
general content required of the training, although this may be refined with consultation
with management and the learners.
You may use a table similar to that depicted below when determining where training
needs exist. You will notice that in this table, where an individual possesses a given
skill, a box has been checked, and where they lack that skill the box has been left
unchecked. Each unchecked box represents an opportunity for improvement in the
team.
Operate Cash Deal with

Stock Shelves Order Goods
Register Customers
Jason
(store person) 0 -
Cindy
(manager)
- 0
Stephanie
(shop
assistant)
Key
Can do skill well
+ Can do, but needs more training
0 Cannot do and does not need to know
- Cannot do, but needs to know

Activity One: Identifying Training

Needs
Using the training needs analysis provided, identify the key training needs in your
organisation.
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Where training needs are identified, using the methods outlined in the previous
section, objectives need to be set out to make sure that any training that is provided
will meet the needs that were identified. The first thing to do is attempt to determine
whether training is in fact the appropriate solution, or whether the need is in fact a
management problem which should be solved by a manager or supervisor.
Once you have made a definitive decision that the problem lies with a lack of skill,
and that training can in fact assist in closing the gap between actual and required
competence, training proposals should be drawn up. This process should begin with
a very clear idea of what the training is to accomplish and how this goal relates to the
demands of the learner’s actual job.
“All Leadership
is influence.”
John C. Maxwell

Ensure that a Learning Plan to Meet Individual

and Group Training and Development Needs
is Collaboratively Developed, Agreed To and
Implemented
Encourage Individuals to Self Evaluate Performance
and Identify Areas for Improvement
Collect Feedback on Performance of Team Members
from Relevant Sources and Compare with Established
Team Learning Needs
Training Objectives
In conjunction with the Learner, you should now begin to develop a list of written
objectives that state what skills or behaviours the training will produce in the learner
as well as any improvements that should be apparent after the training has been
completed. We cannot start to prepare any training material, or establishing methods
of training until we have established the objectives, after all how do you know which
road you are taking to meet a specific goal, if you do not know the goal?
Writing the training objectives is one of the most difficult things about training. All
objectives should be stated in terms of measurable behaviour or performance. They
should not simply describe what the learners would have learnt or become familiar
with during the training sessions. The second requirement of a good objective is that
it should be measurable in some form, so that we can determine whether or not the
learner has actually improved their skills.
The skill objectives should:
• Identify the particular areas to benefit from the training. For example if a
learner is given a list of parts for a particular item, the area to benefit should be
the ability to assemble those items into the required object. To identify the areas
to benefit from training, you will need to collect information. This information on
performance may include:
○ ○ Formal/informal performance appraisals
○ ○ Feedback from clients
○ ○ Feedback from supervisors and colleagues
○ ○ Personal, reflective behaviour strategies of the learners themselves
○ ○ Routine organisational methods for monitoring service delivery.
• Identify the particular benefits to the learner as a result of the training,

rather than the general area of knowledge in which the employee will be
instructed. For example a good objective may be, to ‘learn to recognise and
respond to certain error messages on your computer system’, ‘not simply to gain
knowledge of error messages’.

If the objectives are aimed at improving a skill, this should also be clearly stated and
where possible quantified to identify the contributions that training will make to overall
productivity of the employee. The objectives should identify the:
• Time savings that will result from an increase in knowledge and confidence.
• The extent to which employees will learn to handle more complex problems.
• The extent to which problems will be reduced (or errors will be reduced).
Desirable Attributes of a Training Objective.
Measurable
Attainable Directly
related to a
Qualities job
of good
objectives
Specific
Contribute to the
organisation’s
requirements Clear
Clear and specific objectives facilitate the evaluation of the worth of a training program
also, as we will learn later in this manual. Writing objectives can be confusing at first
for a new trainer, but there is a simple formula which you may wish to follow to help
get you started:
By the end of this training session the trainee will be able to
Insert an action word
Insert an item
Insert a condition
Insert a standard

Briefly, the action word is something that we can observe; the item is normally an
object or item from the training session, the condition is what’s given and describes
any other variables and the standard is the measurable criteria. So to give an example:
By the end of this training session the trainee will be able to calculate (action
word) the standard deviation (items) given a list of numbers and a calculator
(condition) at least 9 out of 10 attempts (standard).
By following this type of formula you can quickly write training objectives which meet
all the requirements of a good objective.
It is also important that you discuss the training requirements with the learner. The
individual involved will be the first person you should consult regarding the training
decision. It is their position that has been analysed, and they need to have a say
in how their training will be implemented. You should organise a meeting with the
learner to discuss your findings, and what they believe can be done to improve their
performance in their position.
It can be very useful to encourage the learner to self-evaluate before telling them what
they need to improve. You will get better ‘buy-in’ from participants if they believe that
it was their idea or in the very least that they were able to contribute and be heard.
It is also important to ensure that the learner is happy with the training program you
have put in place. If they are not willing to participate in external programs you may
need to persuade them of the reasons why it is important, and how it will benefit both
themselves and the organisation as a whole. The meeting to confirm their training
program is a good opportunity to address any concerns they may have about the
training about to be implemented for them. There are a range of skills that are required
to be an effective member of a work group, and each of these should be confirmed and
addressed with the individuals and team. The major skills are outlined on the table
below.
Skill Discussion
Essentially a team will usually be brought together

to solve a problem, therefore a good knowledge of
problem solving skills is an essential requirement
of any individual in a team. Problem solving skills
involve an understanding of the problem solving
process, as well as some of the techniques involved
Problem Solving Skills
in problem solving such as brainstorming, and
Charette procedure. Also important here is the
ability to make effective decisions and teams may
need to be taught effective decision making as an
integral part of developing their problem solving
skills.

Skill Discussion
When trying to solve a problem, you usually have

more information than you quite know what to do
with, therefore skills in sorting through information
and determining what is useful and what isn’t is
another vital skill for a team. You should assess
Information Skills
the skills team members and the teams as a whole
possess in taking information, sifting through it and
finding that information which they actually require,
and what isn’t useful in terms of achieving their
goals.
Communication is a vital team skill. Oral, written

and non-verbal communication are all important
in a team situation, and training if required should
Communication Skills
be geared at making all team members able to
communicate in such a way that is clear, concise
and easily understandable.
Skills specifically required for a goal may need

Self and Team to be addressed, as may skills relating to team
Management Skills management, including some of the skills of
leadership.
These are mainly concerned with behaviour, and

Social and Co- because much time in a team will be spent in
operative (meeting) meetings with other team members, all of the team
requirements need to ensure that they know the rules of conduct
which are acceptable.
Ensure that all areas of working in a team are assessed for any areas which require
further attention and these are confirmed with the learner, so that they fully understand
why they need the training, what they will gain from the training, and how this training
will take place.
Resources Available for Training

A significant factor that may determine the extent and type of training being given is
the availability of resources as well as certain constraints that exist in terms of money,
time and expertise.
The available resources a given firm has will determine the type of training that can
be given. Large organisations are likely to have resources and expertise in the form of
a training department that will enable them to conduct large-scale training, and easily
develop new training programs. Smaller organisations may not have this expertise
and be forced to purchase training from an external organisation to meet their training

needs. If the expertise isn’t present in the form of formal training departments, then the
firm may be able to use other forms of development such as coaching and mentoring
as an alternative to formal training. So a consideration of the expertise (which may
assist or constrain training) is important.
Also important are the physical resources required, where will the training take place?
Is there a room large enough for group training? Will training need to take place on
the workshop floor? A consideration of the location is important. Other considerations
include the training resources that may be required, and prepared for the training.
These will need to be prepared in advance.
Another constraint may be time, when is this training required to be completed? This
may constrain the type of training system you adopt, as well as place constraints on
the program’s development. Time is always a significant constraint in any project.
Consider how long you have, and alter the type of training you are preparing
accordingly. Perhaps the quickest type of training to develop is On-the-job training,
while formal training courses with handouts and formal assessment take the longest
to prepare.
The nature of the task to be trained will also affect the type of training to be employed.
This will be discussed in more detail in a following section, but it is important to
consider whether the skill being trained is practical or theoretical, whether it can
be taught on the job, or if it requires classroom training. This can be a significant
constraint.
Your staff are like cogs in a machine. Without effective training and development
your organisation is likely to grind to a halt!
Finally, money. Money or a formal budget can be a significant constraint. The degree of
complexity involved in teaching a skill can be an important component in determining
how much the training will cost. A very complex skill, which requires classroom and
practical training, as well as formal assessment, can be a complex training program to
develop. If the budget allocated does not cover the expected costs, then the training
program may need to be altered.
Bearing in mind all of the resources and constraints that are having an effect on the
training program, you should now begin to prepare a plan which outlines the following:
• What skills are to be trained?
• What types of training will be used?
• Who will be conducting the training?
• What resources will be required?
• What the expected budget for the program will be?

You should bear in mind that this plan is not set in stone. As you learn more about
what is being trained, you may need to revise your initial plan, using the factors listed
above, and considering any changes in the workplace or in the levels of funding. You
may also learn more about health and safety requirements which may make some
areas of training (such as workplace training) more difficult, and you will have to
revise the plan to overcome these constraints.
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Notes

Activity Two: Conduct a training

analysis on yourself!
For your job, think of a number of skills that you must possess, and then determine
how well you are able to undertake these skills. Think critically, and be honest with
yourself. Then discuss where you feel you could use some training or development.
This exercise is designed to get you thinking about how to conduct a training needs
analysis, and to focus your thinking on improvement in your organisation.
Can do,
Write skills required for your job but need
Can Do Cannot do
in this column more
training
Describe where you need improvement:
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Key Points Element 1

• In order to determine learning needs, it is important that you
systematically identify learning and development needs using training
needs analysis techniques in your organisation.
• A learning plan to meet individual and group training and development

needs should be collaboratively developed, agreed to and implemented.
• Individuals must be encouraged to self evaluate performance and

identify areas for improvement.
• Feedback on performance of team members should be collected from

relevant sources and compared with established team learning needs.

Element 1 – ‘True’ or ‘False’ Quiz

True False
Q Training is a cyclical process.
Q A training needs analysis attempts to determine what training methods

will be most appropriate for a given team or individual.
Q A training need can be defined as being the gap between what is required
of a person to complete their duties and what they are actually able to do.
Q You can assess training methods from exit interviews.
Q You should not allow a learner to assess their own skill level.
Q A skill gap exists when a learner can’t perform a task but is not required
to do so by their job.
Q A skill gap must only identify the particular areas to benefit from the
training.
Q Clear and specific objectives facilitate the evaluation of the worth of a

training program.
Q A significant factor that may determine the extent and type of training
being given is the availability of resources.
Q Once written, a training plan should not be changed.

ELEMENT 2:
Develop Individuals and
Teams

2.1 Identify learning and development program goals and objectives, ensuring
a match to the specific knowledge and skill requirements of competency
standards relevant to the industry
2.2 Ensure that learning delivery methods are appropriate to the learning
goals, the learning style of participants, and availability of equipment and
resources
2.3 Provide workplace learning opportunities, and coaching and mentoring
assistance to facilitate individual and team achievement of competencies
2.4 Create development opportunities that incorporate a range of activities
and support materials appropriate to the achievement of identified
competencies
2.5 Identify and approve resources and time lines required for learning
activities in accordance with organisational requirements.

Element 2: Develop Individuals and Teams
Develop Individuals and Teams
Identify Learning and Development Program Goals

and Objectives, ensuring a Match to the specific
knowledge and skill requirements of Competency
Standards relevant to the Industry
Ensure that Learning Delivery Methods are
Appropriate to the Learning Goals, the Learning
Style of Participants, and Availability of Equipment
and Resources
In this section, we will move on to the implementation of training in your workplace.
We will examine training methods in detail, and look at how you can ensure that your
training methods are aligned with the objectives that you set earlier in the process, as
well as with the needs of the learners.
Learning Styles
As we will learn in this section, there are a wide range of methods that can be used to
conduct training of your staff. This is a useful thing, as not everyone learns the same
way. We all have preferences in the way in which we prefer to be taught, and this
means that the training methods that we adopt should be aimed at providing learners
with the more appropriate training for their specific needs. Let’s now look at some of
the most common learning styles and how you can adapt your training methods to suit
them. We outline the most common learning styles overleaf.
If you can identify your learners as visual, auditory, reading/writing or kinaesthetic

learners, and align your overall learning plan with these learning styles, it will be
beneficial for your entire group.

Learning Styles
Visual Auditory
Visual learners prefer Auditory learners best

the use of images, maps understand new content
and graphic organisers to through listening and
access and understand speaking in situations such
new information. as lectures and group
discussions. Aural learners
use repetition as a study
technique and benefit from
the use of mnemonic devices.
Read and Write Kinaesthetic

Kinaesthetic learners
Learners with a strong
best understand
reading/writing preference
information through
learn best through words.
tactile representations of
These Learners may
information. These are
present themselves as
hands-on learners and learn
copious note takers or avid
best through figuring things
readers, and are able to
out by hand (i.e. finding out
translate abstract concepts
how a clock works by putting
into words and essays.
one together.)
By understanding what kind of learner your Learners are, you can gain a better
perspective on how to implement these learning styles into your lesson plans and
study techniques.
LEARN STRATEGIES
Strategies for Visual Learners
• Utilise graphic organisers such as charts, graphs and diagrams.
• Redraw your pages from memory.
• Replace important words with symbols or initials.
• Highlight important key terms in corresponding colours.
Strategies for Aural Learners
• Record your summarised notes and listen to them on tape.
• Talk it out. Have a discussion with others to expand upon your understanding of
a topic.
• Reread your notes and/or assignment out loud.
• Explain your notes to your peers/fellow ‘aural’ learners.
Strategies for Read/Write Learners
• Write, write and rewrite your words and notes.

• Reword main ideas and principles to gain a deeper understanding.
• Organise diagrams, charts and graphic organisers into statements.
Strategies for Kinaesthetic Learners
• Use real life examples, applications and case studies in your summary to help
with abstract concepts.
• Redo lab experiments or projects.
• Utilise pictures and photographs that illustrate your idea.
At this point you have to consider what resources you have to work with. Just
considering the learning types, you can see that each requires different resources.
Equipment and resources may include:
• Facilities
• Funding
• Guest speakers
• Technological tools and equipment
• Time
• Training equipment such as whiteboards and audio-visual equipment.
When you select your training method, you will have to ensure that appropriate
resources are available.
These four learning styles are very different to each other and thus when training your
staff it is important that you know what the learning styles of your staff are in advance.
If you are not fully aware of how your learners will learn best, you may find that you
lose your learners and they have difficulty understanding what you are trying to say.
While we all have learning preferences, it is safe to say that your learning process
should incorporate all four learning styles to some degree.
According to education experts, people only retain a certain proportion of

what they are taught. The proportion is dependent on the methods used to
train. You will remember:
• 10% of what you read
• 20% of what you hear
• 30% of what you see
• 50% of what you see and hear
• 70% of what you see and describe
• 90% of what you describe while you are doing.

The implication of this is that as a trainer you need to ensure that you supplement
or replace simple reading assignments and lectures with more effective means of
training, particularly those that will get your learners involved in the learning process.
That is not to say lectures and reading assignments do not have their place, we will
address this later in this section.
Provide Workplace Learning Opportunities, and

Coaching and Mentoring Assistance to Facilitate
Individual and Team Achievement of Competencies
Create Development Opportunities that Incorporate a
Range of Activities and Support Materials Appropriate
to the Achievement of Identified Competencies
Identify and Approve Resources and Time Lines
required for Learning Activities in accordance with
Organisational Requirements
Training Methods
The major methods that can be used to train individuals are depicted below:
Lectures
On the job and
training Modified
Coaching Mentoring
Lectures
Group Demonstrations
discussions Role Play
and and Games
Meetings

The three key options that exist for any organisation when determining the type of
training which may be useful for them are on-the-job training, coaching and mentoring.
Each of these types of training can play an important role in the training process.
Generally, these types of training are the easiest to implement, as they do not require
too much in the way of preparation.
On-the-job training
On-the-job training involves training in the workplace based on specific skills. In On-
the-job training, someone is assigned to be with the learner as they are taught the
skill. This person will show the learner how to perform their work task, and then allow
them to do it. Thus it is purely practical training in a skill. This type of training is best
suited to those jobs which have very little theory knowledge required, for example in
factories, or as machine operators.
On-the-job training should be sequenced in such a way that the learner gets the
maximum amount of information about the job task or skill being taught. A good
sequence to follow is to explain, demonstrate, practice and review. This sequence will
allow you as a trainer to introduce variety into the learning process. You just aren’t
talking, but rather explaining, showing, using visual aids, providing checklists and
giving feedback. Using a variety of methods will ensure that you are able to hammer
home key points, without boring the learner by repeating yourself over and over again.
On-the-job training is best incorporated into a training and development plan if the
skill being taught is essentially a practical skill, where you can show the individual
being taught, by demonstrating, and then getting them to perform the skill themselves.
In on-the-job training, you will work closely with a learner, in their normal work
environment, performing normal work tasks.
Coaching
This is particularly useful for training a new employee. Getting an experienced

employee to coach a new employee is an effective means for a new employee to learn
the actual work they will be required to do, and the work routines that are present in
a workplace.
When selecting a coach, ensure that the individual will be a good role model for the
new employee, after all you do not want them picking up bad habits from the coach.
The coach you select should be an experienced worker, and one who is very able
and has a positive work attitude, they should obey all the rules and consider the
organisation to be a good place to work.

It may be necessary to offer a class or brief course to teach basic training approaches,
and to get them to understand learning problems and ways of overcoming these
obstacles.
Generally the roles of a coach are:
• Expresses their expectations in terms of training to the employee
• Encourages and provides opportunities for the success of the employee
• Reinforces the goals that are required
• Having an interest in the learner succeeding
• Gives feedback on their learning.
A coach should be adopted when the learning goals are fairly broad. They can be very
useful in a newly formed team, whereby they become an ad-hoc leader, providing
guidance and support based on their experiences in the past. Coaches can be a
very useful addition to the training and development plan in cases where one-on-one
training is required.
The Coaching Process
Observe employee’s
performance
Is employee meeting Yes Praise employee and

consider opportunity
expectations?
for further
development
No
Describe the
problem
Decide with
employee how to
correct the problem

Mentoring
A mentor is someone from within the organisation (but who is not generally directly
involved with the learner) who helps to teach or develop an employee’s abilities. The
mentor relationship is generally short-lived, and sometimes it may even be informal,
where an employee simply finds someone new as a role model. Generally a mentoring
role is for someone whose performance is considered standard or average, you are
seeking to inspire them to do their job better, through building a relationship, setting
boundaries, planning an approach to improvement, and selecting the areas where the
improvement is most needed.
To be a role model to the employee:
• Be accessible at any time to question and listen
• To provide guidance and support
• To share experience.
A mentor is useful for someone who possesses the right skills, but simply is not using
those skills effectively. This is where the difference between a coach and mentor lies,
a coach is teaching a new skill, and a mentor is attempting to raise the standards on
skills that already exist. So if your learner has the right skills, but isn’t living up to their
potential, a mentoring relationship may be included in their training and development
plan.
In either case, mentoring or coaching it must be remembered that respect for the
Learner is paramount. It must be:
• Fair and ethical practice
• Non-discriminatory processes and activities
• Presenting and promoting a positive image of the collective group
• Problem-solving
• Providing encouragement
• Providing feedback to another team member
• Respecting the contribution of all participants and giving credit for achievements.
A mentor works closely to develop an individual in the workplace to improve

their overall workplace performance.

Selecting Appropriate Methods

The key to selecting the training type which best suits the job or work skill in question
is to look at whether or not there is an underlying body of knowledge which is required
before the person can be seen as being able to conduct the skill. Sometimes, there is
not and so practical training with a buddy works effectively. But in cases where there
is some underlying knowledge required, the use of classroom training is essential.
Mentoring is the best alternative where the learner knows the skill, but other problems
exist which hinder the effective utilisation of that skill.
We have addressed the three types of training which are conducted in the workplace,
by other members of the staff of the organisation. In this section we will deal with
training that is performed by the training staff themselves (internal training) or by an
outside training organisation (external training).
“None of us
is as smart
as all of us.”
Ken Blanchard

External Training
There are a huge number of training providers, who offer an even wider range of
training programs in the marketplace today. When deciding on whether to send
employees on an external training program, consider the program in light of those
objectives that you prepared earlier in the training process:
• Will the program help employees acquire the identified skills?
• Is outside training the best approach for meeting the training needs?
• Is outside training needed for the employee to keep up with the changes or to
develop professionally (for example through formal qualifications)?
Once you have made a decision that the learner will best be served through the use
of an external training program, you need to begin to assess the different training
programs.
Program Content
• Is the course content, design and emphasis in line with what the organisation
needs?
• Is the approach and methodology that will be used in line with the requirements
of those who will be attending it?
• Are any important areas missing? Can we customise the course if required?
• Are the readings and written material that will be provided to learners in line with
the overall training objectives?
Credentials of the Training Provider
• Is the training provider accredited?
• Will the training lead to, or be a part of a certificate or qualification?
• Has the provider been recommended to you?
• What are the training programs that are being used by other organisations?
• Do the tutors and trainers have appropriate qualifications?
• What do past clients of this training provider think of the service they provided?
Course Scheduling
• Do the workload and pace of the program meet the requirements of the organisation,
is it too slow? Will the workload affect normal work for the employee?
• Is the course length and depth of coverage of the material appropriate?
• Will the learner have difficulty fitting this training into their normal work program?

Some Other Factors Worth Considering
• Is the cost of this training program (a constraint outlined earlier) justified?
• Has management approved the budget and dates?
Internal Training
Planning and designing internal training programs is an area of expertise that is most
often simply gained by trial and error, but training programs are in fact best designed
by people who are experts in training delivery. Trainers who are familiar with delivery
are likely to understand the needs, reactions and phases of learning of a learner.
The structure of a training program will depend on the training objectives, the subject
material, the size of the group, and time constraints.
When assessing the internal training program, you need to pay attention to the location
that will be used. Some organisations have a dedicated training room, you should
ensure that it is available for your training session. If you do not have a training room
at your disposal, other venues such as a board room, or even an external venue such
as a hotel or conference centre may need to be organised.
The training environment should also be considered. It needs to be:
• Decorated in light colours which will not distract the employees
• Carpeted (to keep down noise)
• Have windows and natural light
• Have plenty of power points if required
• Be clean, welcoming and fresh
• Have lighting which can be easily controlled.
The layout that you decide to utilise for your training will depend on the content of the
training (we will look at the types of activities shortly), but the trainer must be able to
make eye contact with all the learners easily. The room should be comfortably full of
people, but never overcrowded, and the learners should be seated close to the trainer.
Training Techniques
There are a wide range of training techniques which can be employed in an internal
training course (and which will be used by external trainers). Each of these will suit
different types of content, and the training goals should be considered when looking
at the type of method and activities to be employed during training.

Lectures
This is talking to, or talking, at the group of learners. To be effective, the lecturer
needs to be interesting to the audience, they also need to use analogies, and the
correct level of language as well as a logical progression in the material so that the
learner does not become confused by the material. Lectures are generally best used
for straightforward information, which needs to be presented quickly.
Modified Lecture
The modified lecture is similar to a lecture, but instead of the lecturer just talking,
they encourage group participation. This is the most common form of training in
adult situations. Often the lecturer will rely on the learner’s experiences to get some
discussion going. In order for this method to be successful it has to be clear to the
learners that their participation is welcome. This form of training is useful for presenting
theoretical information in a very interactive way.
Demonstration
The demonstration allows the learner to observe what the presentation is all about.
Most demonstrations are conducted for manual skills (such as operating a machine)
but this can be extended to cover areas such as interviewing. A demonstration should
follow a planned sequence – explanation, showing the skill, allowing the learner to
practice the skill and feedback on their effort. This type of activity is most appropriate
to On-the-job training and areas where the skill is practical.
Group Discussion
These can take three major forms, open-ended discussion, structured discussion and
a panel discussion. In an open discussion the trainer will act as a referee, and is useful
for learners who wish to discuss their feelings towards a topic in the open. Any area
is open for discussion. In a structured discussion, the discussion is aimed at meeting
a specific objective, so the trainer will state the topic and the objectives, and the
learners and the trainer will work together to further the learners’ understanding of the
topic. In a panel discussion, a group of trainers and experts are brought together, and
they have their own discussion (with regards to the objectives) and their discussion
is listened to by the learners who take the required information from the discussion.
Generally structured discussion is most appropriate, and it should be ensured that the
trainer takes steps to ensure that objectives are met, and that the discussion stays
focused.
Group discussions allow you as a trainer to work towards a specific objective

with all learners contributing to the discussion. This is excellent for those
learners who like to get involved.

Games and Activities
For games to be effective they need to be directly related to the task involved. You
may for example try a competition that involves attempting to perform the task most
accurately. If games are made to be competitive they should not focus on having
winners and losers but rather on encouraging a variety of ideas and thoughts, and
allowing you to show how these different ideas can be put to use. Trainers often use
games after session breaks (such as a lunch break) to get the learners motivated
again and ready to learn.
Learner Reading
This type of activity can be used effectively, or it can simply be a waste of time.
You may assign the learner to do some reading before the training sessions (or
during the sessions) from resources that you have prepared, or some other source of
information. When preparing resource material, you need to ensure that it specifically
meets the needs of the training objectives. For this reason often it is better to create
your own reading rather than assigning a book – as much of a book may be irrelevant
to the needs of the learner. Assigning reading before a course is a particularly useful
means of getting a learner ready for the session, and will assist them in having the
understanding for discussions in the session itself. This type of activity is useful when
the training objectives state knowledge of a theoretical topic is required before the
practical skill can be attempted.
Learner reading can take many forms. You may read manuals such as this one,
or complicated textbooks which introduce you to a topic.
Role-Play
A role-play is a situational example. It normally involves the trainer and the group
designing a situation that they then must act out. This acting out of the situation
is conducted using previous experience and knowledge gained from the training.
This method is most useful for situations that involve interpersonal situations such
as meeting a customer, or dealing with a troublesome employee. You can assist by
providing feedback on each role-play and then allowing others to try it, and seeing
how different people attempt the same activity.

Videos
Videos are a useful means of support for a trainer, however they should not be used
as the only activity in a training session. Often a video can be used to reinforce the
main points of the training presentation, or they can be used as a change of pace. All
videos that you decide to use must be previewed to ensure that they are relevant and
that they cover all the training objectives. You may begin the session by stating what
to watch for in the video, and then review the ideas covered and clarify any points
after the video is complete. Videos can also be a useful means of demonstrating tasks
that are difficult to do in a classroom situation.
Question and Answer Sessions
This is a very useful activity after each major section of training, in that they allow the
trainer to clarify any questions that the learners may have. You can also use them to
ask questions of the learners, allowing you to gauge their understanding.
The activities that you select for the learners to complete during a training session
must all be relevant
to the objectives set at the beginning of the training plan. You need to look at what
needs to be taught, and then evaluate what methods and activities can best be adopted
based on the type of skill or knowledge that is being trained.
As we mentioned above, each of the different types of training activity are useful
in different situations. After you have determined what types of activity you should
employ, it is important to evaluate how well these activities will meet the training and
development plan that you established. Ask yourself:
• Do the activities that I selected contribute to the learners’ overall understanding

of the topic?
• Are the activities simply a means of keeping the learner busy?
• What will the learner take from each activity?
• Will the resources required for use in the activity be easily accessible or available?
• Is there another method that could be adopted which will be more suitable for the
particular topic area?
• Am I attempting to train a practical skill or teach knowledge? Is the activity or

method adopted suited to this?
If you are sure that methods adopted are the most suitable, you can begin preparing
a session outline which places the material to be presented in the best order, and
inserts the appropriate activities in the plan at the best time.

Activity Three
What learning style suits you best? Think of the last training you undertook. How well
do you believe the training suited this style? What improvements do you feel could be
made to make the training more appropriate for you as an individual learner?
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• Learning and development program goals and objectives should
be identified to match specific knowledge and skill requirements of
competency based standards relevant to the industry.
• Learning delivery methods must be appropriate to the learning goals,
the learning style of participants, and availability of equipment and
resources.
• Workplace learning opportunities and coaching and mentoring
assistance are methods that can be used to facilitate individual and
team achievement of competencies.
• Development opportunities for your staff should incorporate a range
of activities and support materials appropriate to the achievement of
identified competencies.
• Resources and timelines required for learning activities should
be identified and approved in accordance with organisational
requirements.


True False
Q Everyone learns the same way.
Q A theorist likes to get stuck in and do things while they learn.
Q A reflector likes to learn through observation.
Q You learn best when you read something.
Q On-the-job training involves training in the work place based on specific

skills.
Q On-the-job training works best for teaching theoretical concepts.
Q A coach does the same thing as a mentor.
Q Attending a university course is an example of an external training

program.
Q A modified lecture is like a lecture, but is more interactive.
Q The demonstration allows the learner to observe what the presentation is

all about.

ELEMENT 3:
Monitor and Evaluate
Workplace Learning

3.1 Use feedback from individuals or teams to identify and implement
improvements in future learning arrangements
3.2 Assess and record outcomes and performance of individuals/teams to
determine the effectiveness of development programs and the extent of
additional development support
3.3 Negotiate modifications to learning plans to improve the efficiency and
effectiveness of learning
3.4 Document and maintain records and reports of competency according to
organisational requirements.

Element 3: Monitor and Evaluate Workplace Learning
Monitor and Evaluate Workplace Learning
In this section we will examine the evaluation process from two points of view. We
will begin by examining how you can go about evaluating your learners to ensure that
they have the required skills as well as evaluate the training program to ensure it is
as effective as possible.
Assess and Record Outcomes and Performance of

Individuals/Teams to Determine the Effectiveness of
Development Programs and the Extent of Additional
Development Support
Negotiate Modifications to Learning Plans to Improve
the Efficiency and Effectiveness of Learning
Document and Maintain Records and Reports
of Competency According to Organisational
Requirements
Confirming Skills and Competencies
One of the major aspects of any training is the fact that you must ensure that you
have a method in place to assess whether the learner is able to demonstrate a skill
or competency, and thus allow you to assess how well a learner is performing. Once
you have undertaken the assessment, it is important that you collect evidence of the
abilities of the learner in achieving the training outcomes set for them.
You will remember earlier in this manual we wrote the following training outcome:
By the end of this training session the trainee will be able to calculate (action
word) the standard deviation (items) given a list of numbers and a calculator
(condition) at least 9 out of 10 attempts (standard).
You may assess this by having a Learner perform ten standard deviation calculations
and ensuring that they got at least nine of these correct. Once you have assessed the
Learner this result should be recorded. You may use a form similar to that presented
below for collecting the evidence.
Yes No
The Learner can calculate standard deviation using

1
a calculator with 90% accuracy

Evidence collected: The learner was provided with ten sets of numbers and from
this information was able to correctly calculate ten standard deviation calculations.
Calculations and working provided were all correct when compared to the model
answers.
This form should be prepared for each outcome. For each outcome from the training,
you should tick to indicate whether the learner has met the required skill level (as
outlined by the training outcome) and list what evidence you have collected. You
should briefly comment on how the evidence collected demonstrates the ability of the
learner to meet the training outcome.
For example in the example provided, the trainer has listed that the Learner provided
ten standard deviations and working for each of the ten calculations, and stated that
their answers were accurate when compared to the model answers provided.
By utilising a form of this type, the trainer is able to gather evidence together that
shows the Learner has the required capabilities. You should attach copies of any
plans, or written documentation to your evidence collection sheets. This is useful for
reviewing the training at a later date.
The type of evidence that you collect may vary considerably, and thus the type of
material that you enter into the ‘evidence collected’ field will be different depending
on the type of evidence required. For example, for a work sample you would state:
“John submitted a completed widget. The widget was put together using the correct
steps, and was not flawed in any way. It met the quality checklist points completely
as set by the organisation and was assembled within one hour as required by the
organisation”.
To comment on an interpersonal skill:
“Learner demonstrated the ability to actively listen, by providing feedback, not

interrupting the speaker, and accurately reading non-verbal communication cues”.
Precision Group (Australia) Pty Ltd prides itself on the quality of this product. If
you believe that you have received an inferior quality or photocopied book, please
contact our office on +61 7 3351 6336, info@precisiongroup.com.au, or send the
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HILL DC, QLD 4055, and we will despatch a new copy the next working day.

Activity Four
A learning outcome that you have been given is ‘Is able to give a five minute presentation on a
known topic’. Try writing a comment that describes how well you are able to perform this task.
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Once you have collected the evidence, you need to use the evidence to determine
whether or not the learner has met the learning outcomes. Once again this is indicated
on the evidence record. You should check either the ‘yes’ or ‘no’ box depending on
whether or not the Learner met the required level. As mentioned above, the level
of specificity of the training outcomes will be a considerable help in making this
determination. Well thought through training outcomes will be specific enough for you
to make a judgement, however if the outcome is very broad, you may need to add
extra comments to show how you believe the evidence demonstrates competence.
The final stage of the assessment process involves informing the learner of the result
of their assessment. Were they considered competent or not? For this purpose, you
could develop a form similar to that following. This form lists the training outcomes,
tells the Learner whether they are competent or not, and provides space for you to
briefly comment on their assessment. The form allows you to quickly make the overall
assessment of the Learner’s performance and will ensure consistency in assessment
across a group of learners. By having a form to fill in, there is less room for errors of
judgement to be made, as all Learners will be subject to the same criteria.
This form should be completed as quickly as possible after the assessment, and
should be distributed to the learner, and all legally entitled individuals. This distribution
should be restricted to those who absolutely require it. Therefore copies should be
distributed to the learner’s immediate manager or supervisor, the training manager
and the human resources department. A copy of the assessment should also be
held by you, along with copies of evidence records and the actual evidence you have
collected, so that if at any point the learner wishes to dispute the assessment, you
have all the evidence available to you.
C NYC Outcome Comment
This was good. You managed to determine

Determine
where training needs existed, and did so using
development needs
appropriate methods.
You presented a training plan that covered all

training needs that exist in your organisation.
Develop individuals You ensured that your training methods and
and teams techniques were appropriate for individual
learning styles as well as the types of skills
that needed to be taught.
The assessment process that you presented

in order to assess a Learner was adequate for
the task, and outlined each learning objective
in detail. However your questionnaire to
Monitor and evaluate assess the program as a whole would not be
workplace learning appropriate as you only addressed how well
the trainer did. You need to look at learning
materials, whether all the topics were covered,
whether the environment was right. Resubmit
this after you have broadened the scope.

You will note from the example above that it is important that for each training
outcome, you briefly make comments on the performance. This should be positive and
constructive, and if the learner was found to be not yet competent, ensure that you
make comments on how their performance can be improved during the reassessment,
as shown above.
Use Feedback from Individuals or Teams to Identify

and Implement Improvements in Future Learning
Arrangements
Reviewing the Training
The learner is the primary target for any training in an organisation; it is for this reason
that their feedback should be sought on a range of topics after the training has been
completed. Their feedback on the training experience and the learning environment
will be crucial in determining how you will undertake On-the-job training in the future.
The information that they provide should be assessed, and any changes that you feel
are necessary included.
Begin the evaluation process by seeking the learner’s reaction to the training. You may
undertake this through a short interview with them, or through a written questionnaire.
An example of such a questionnaire is provided overleaf.
You should assure the learner that any comments you make with regards to the
trainer will be strictly confidential or they may be unwilling to make any criticisms of
their technique, which may be useful in making the training more effective. In your
questionnaire or interview you should consider the following aspects of the training:
• Delivery: How well did the trainer deliver the information? Was the learner confident
in the trainer’s ability to teach the skill or task? Did the trainer communicate
clearly? Would you recommend that your trainer train other employees?
• Content: Did the trainer follow the training outcomes? Did he or she explain each
key point? Did the trainer demonstrate the task? How many times? Do you feel
that the content of the training assisted you in understanding the task or skill,
and how to perform it?
• Interaction: Did your trainer allow you to ask questions during the training? Or
did you feel like you shouldn’t ask questions? Did the trainer ask you questions?
Was the feedback that the trainer gave you useful in improving your skills or
ability to undertake the task?
• Practice: Did the trainer give you enough opportunity to practice before the
assessment was made? Were all the required equipment and materials needed
available during your practice sessions? Do you feel the final assessment of your
competency was fair? If not, why not?
• Assessment: Was the assessment fair? Did the assessment results come back
quickly? Were constructive comments and feedback provided?

Evaluation Questionnaire
Title of the Program ____________________________________________________
Date ___________________________ Job Title ___________________________
Directions: Please indicate your responses to each of the following questions and
return this questionnaire to your trainer. Your responses are confidential.
Do not sign your name on the Evaluation Questionnaire.
1 In my opinion, this program was (check one)
Excellent Very Good Good Fair Poor
2 Did the program meet the objectives stated in the outline given to you? (check one)
Yes No
3 Did the program meet your expectations? (check one)
Yes No If you checked no, please explain
4 Were the training facilities adequate? (check one)
Yes No If you checked no, please explain
5 In my opinion, the trainer was (check one)
Excellent Very Good Good Fair Poor
6 To what extent did you participate in the program? (check one)
A lot Just enough Somewhat Not at all
How much will the content on the program help you to perform your job and
7
responsibilities? (check one)
A lot Just enough Somewhat Not at all

8 What other types of training programs are of interest to you?
9 How can this program be improved?
10 Any other comments or suggestions?

Other questions that you should consider include:
• Did they rate the presentation highly?
• Was the training relevant to their job?
• Would they recommend that others like themselves receive this training?
• What changes would they like to see made to the training session that they just
undertook?
You should also consider how well each of the learners now meets the training
objectives set in the training and development plan. You have previously assessed the
learners to see how well they met their objectives. If the learners managed to meet all
of the requirements set out in your training requirements; this is an excellent indicator
that the training was appropriate and met the requirements.
If the training requirements were not achieved during the time that the learners were in
training, you would need to analyse why there was a discrepancy. Was it the trainer?
Was the content not appropriate? Were there issues with the way the course was run?
After you have established where the problems lie, you can make adjustments to the
training plan so that they meet the objectives designed earlier in the training process.
These questions will assist you in determining the extent to which the training
meets the requirements of the organisation – as the organisation is the group who
has invested considerable resources in the training, their opinions should also be
considered. Therefore both your client organisation and the learners should be given
the opportunity to provide feedback on the training.
As the trainer, you also should assess how well you did your job. Ask yourself the
same questions that you asked your learners. When assessing your work training,
you should examine all aspects of your planning and delivery, and not be afraid to find
fault in your training methods and techniques. By finding areas where improvements
can be made, you will be able to strengthen your presentation and delivery after each
training session.
When reviewing your training, you should analyse the results of all feedback – from
yourself, your learners and your organisation – you should attempt to group comments
together. Use headings such as delivery, content, presentation, interaction, practice
and assessment. Place all comments under each heading, and each time a comment
comes up more than once, you should place a check mark next to it.
After you have summarised all comments, those with the most check marks next to
them are the areas that will require the most attention. Carefully look at each item,
and think of methods for improving your delivery. Treat all comments as constructive.
They are there to assist you in improving your technique, and will ultimately make you
a stronger trainer.


• You should gather feedback from individuals or teams which can
be used to identify and implement improvements in future learning
arrangements.
• Outcomes and performance of individuals/teams must be assessed

and recorded to determine the effectiveness of development programs
and the extent of additional development support.
• Modifications to learning plans should be negotiated with learners and

managers to improve the efficiency and effectiveness of learning.
• Records and reports of competency must always be documented and

maintained within organisational requirements.


True False
Q Evaluation only involves evaluating a learner’s skills.
Q You should prepare an evaluation form that lists each outcome.
Q In order to assess a learner you need to gather evidence together that

shows the Learner has the required capabilities.
Q Well thought through training outcomes will be specific enough for you to
make a judgement as to a learner’s competencies.
Q Learners should not be involved in the assessment of their skills.
Q Training results should be publicly notified.
Q The trainer is the primary target of any training.
Q The evaluation process should begin by seeking the learner’s reaction to

the training.
Q Evaluation should concentrate on the trainer.
Q An evaluation of training should be used to improve training in an

organisation.

Summary
“Though no one “The can go

world
back and make
rewards a new those
start, anyone can start
who take
from now and make a
responsibility
new ending.” forCarltheir
Bard
own
success.”
Curt Gerrish
This unit of competency has been about how to develop individuals and teams in your
workplace. The process of training is a cyclical one, which will involve you undertaking
a number of tasks. The key tasks that you must undertake are:
• Training Needs Analysis: You should begin by determining the training needs
of your group. This should involve establishing what skills are required in your
staff, and then examining whether or not they have these skills or whether further
improvement is needed.
• Training Plan: You should then develop a training plan that outlines exactly what
skills need to be improved for each individual in the group. This may include a
discussion of what training methods should be included to bring their skill level
up to the required level. You should also write training objectives for your staff.
• Determine training methods and techniques: All learners have a different way
of learning. You should aim to find ways of training your staff that will allow them
to reach their highest potential.
• Assess learners and programs: You should finally examine the skill level of the
learners and determine whether they have met the learning objectives set and
whether the training program was appropriate.
If any deficiencies are still noticed, you should begin the process again, finding
improved methods of training that will enable your staff to reach their full potential.

Bibliography
These are some books that we feel may be of assistance to you in completing the
Assessment for this unit of competency. Your local library may hold these publications.
Biech, E. (2001) Training for Dummies
Charles, C.L. (2001) Instant Trainer
Conway, K. (2001) The Trainers’ Tool Kit
Goad, T.W. (1997) The First-Time Trainer: A Step-By-Step Quick Guide for Managers, Supervisors, and New Training
Professionals
Hart, L.B. (1991) Training Methods That Work: A Handbook for Trainers
Klatt, B. (2003) The Ultimate Training Workshop Handbook: A Comprehensive Guide to Leading Successful Workshops
and Training Programs
Lawson, K. The Trainer’s Handbook
Phillip, J. & Stone, R. (2001) How to Measure Training Results : A Practical Guide to Tracking the Six Key Indicators
Stolovitch, H. & Keeps, E.J. (2002) Telling Ain’t Training
Van Daele, C.A. (1996) 50 One-Minute Tips for Trainers: A Quick and Easy Guide


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Learner Resource & Assessment

Develop Teams and Individuals

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25 BSBLED401/02 Develop Individuals and Teams

43 BSBLED401/03 Monitor and Evaluate Workplace Learning

BSBLED401 Develop Teams and Individuals

2 BSBLED401 Develop Teams and Individuals

About the Business Services Industry

BSBLED401 Develop Teams and Individuals

Delivery and Assessment of Qualifications

Qualification Training Pathways

Australian Core Skills Framework (ACSF)

4 BSBLED401 Develop Teams and Individuals

This manual is broken up into three Elements. They are:

1. Determine development needs: First we will examine the training needs

BSBLED401 Develop Teams and Individuals

6 BSBLED401 Develop Teams and Individuals

Performance Criteria Element 1

BSBLED401 Develop Teams and Individuals

Determine Development Needs

Systematically Identify and Implement Learning

Introduction to Training and Development

Conduct Set Training

The Learning and development needs of individuals may include:

• Coaching, mentoring and/or supervision

• Formal/informal learning programs

• Internal/external training provision

• Recognition of current competence/skills recognition

• Workplace skills assessment.

8 BSBLED401 Develop Teams and Individuals

• Access and equity principles and practices

• Anti-discrimination and related policy

• Business and performance plans

• Confidentiality and security requirements

• Defined resource parameters

• Goals, objectives, plans, systems and processes

• Legal and organisational policies, guidelines and requirements

• Work, Health and Safety (WHS) policies, procedures and programs

• Quality and continuous improvement processes and standards

• Quality assurance and/or procedures manuals.

What Do They Know?

Attempting to establish where competencies exist and where improvement is required

BSBLED401 Develop Teams and Individuals

By way of an example, let’s say that management has asked us to investigate a

Methods of Determining Training Needs

Complaints and market research (what do customers think of the performance of

Legislation (what is required by law?)

Rejection or error rates

10 BSBLED401 Develop Teams and Individuals

Operate Cash Deal with

+ Can do, but needs more training

0 Cannot do and does not need to know

- Cannot do, but needs to know

BSBLED401 Develop Teams and Individuals

Activity One: Identifying Training

12 BSBLED401 Develop Teams and Individuals