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22002754661535Contribute to the development of learning and development strategies00Contribute to the development of learning and development strategies

20834353963670BSBHRM613

00BSBHRM613

20574002918460Learner Resource

00Learner Resource

19773907542692Unit title

Write unit title exactly as it appears on TGA00Unit title

Write unit title exactly as it appears on TGA

Precision Group (Australia)

Level 13, 269 Wickham St, Fortitude Valley 4006

Email: info@precisiongroup.com.auWebsite: www.precisiongroup.com.au 2021 Precision Group (Australia)

BSBHRM613 - Contribute to the development of learning and development strategies (Release 1)

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Version Control & Document History

Date Summary of modifications Version

21 April 2021 Version 1.0 released for publishing. 1.0

Table of Contents TOC o "1-3" h z u About the Business Services Training Package PAGEREF _Toc69463486 h 6About this Unit of Competency PAGEREF _Toc69463487 h 8Chapter 1: Contribute to Learning and Development Strategy Formation PAGEREF _Toc69463488 h 91.1 Evaluate Methods of Learning and Development Against Organisational Requirements PAGEREF _Toc69463489 h 101.2 Analyse Impact of Organisational Learning and Development on Organisation, and Consult Relevant Stakeholders PAGEREF _Toc69463490 h 311.3 Examine and Review Options for Deploying Quality Policies and Processes in Organisational Learning PAGEREF _Toc69463491 h 371.4 Analyse and Plan Requirements for an Organisational Learning Strategy to Support Organisational Strategic and Policy Requirements PAGEREF _Toc69463492 h 461.5 Analyse and Plan Technological and Systems Requirements for an Organisational Learning Strategy PAGEREF _Toc69463493 h 511.6 Analyse and Align Organisational Learning Strategy With Human Resources and Learning Requirements and Plans PAGEREF _Toc69463494 h 551.7 Develop Procedures to Liaise With Educators, Learners and Others and Monitor Learning and Development Strategies and Learning and Development Resources PAGEREF _Toc69463495 h 59Key Points: Chapter 1 PAGEREF _Toc69463496 h 68Activity 1: True or False Quiz PAGEREF _Toc69463497 h 69Activity 2: Fill in the Blanks PAGEREF _Toc69463498 h 70Activity 3: Formative Activity PAGEREF _Toc69463499 h 71Activity 4: Word Search PAGEREF _Toc69463500 h 72

Chapter 2: Contribute to Design of Organisational Learning and Development Strategy PAGEREF _Toc69463501 h 732.1 Design, Collaboratively With Relevant Stakeholders, Organisational Learning and Development Strategy PAGEREF _Toc69463502 h 742.2 Design and Develop Flexible Learning, Development and Assessment Strategies to Support Organisational Requirements PAGEREF _Toc69463503 h 802.3 Establish Processes and Procedures for Allocating and Managing Resources and Staff Required to Implement Organisational Learning Strategy PAGEREF _Toc69463504 h 852.4 Contribute to Development of Compliant Assessment Processes According to Organisational Requirements PAGEREF _Toc69463505 h 88Key Points: Chapter 2 PAGEREF _Toc69463506 h 92Activity 1: True or False Quiz PAGEREF _Toc69463507 h 93Activity 2: Formative Activity PAGEREF _Toc69463508 h 94Activity 3: Matching Type PAGEREF _Toc69463509 h 95Chapter 3: Recommend Improvements to Strategies PAGEREF _Toc69463510 h 963.1 Evaluate Current Organisational Learning Strategy PAGEREF _Toc69463511 h 973.2 Review Performance of Resources and People Supporting Organisational Learning Strategy PAGEREF _Toc69463512 h 1043.3 Construct and Present Plans for Improving Organisational Learning Strategy PAGEREF _Toc69463513 h 107Key Points: Chapter 3 PAGEREF _Toc69463514 h 111Activity 1: True or False Quiz PAGEREF _Toc69463515 h 112Activity 2: Formative Activity PAGEREF _Toc69463516 h 113Activity 3: Word Scramble PAGEREF _Toc69463517 h 114Activity 4: Complete the Process PAGEREF _Toc69463518 h 115Summary PAGEREF _Toc69463519 h 116References PAGEREF _Toc69463520 h 118

About the Business Services Training Package

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.

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 individuals 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.

About this Unit of Competency

BSBHRM613 - Contribute to the development of learning and development strategiesThis unit, BSBHRM613 Contribute to the development of learning and development strategies, describes the skills and knowledge required to contribute to improving organisational learning, and the quality of training and assessment products and services. It covers contributing to strategy formation; designing, developing and implementing an organisational learning strategy, and reviewing and improving overall organisational learning and development.

The unit applies to individuals working in an enterprise where learning is used to build capabilities and contribute to organisational strategies, business plans, goals and values.

This Learner Resource is broken up into three elements. These include:

Contribute to learning and development strategy formationContribute to design of organisational learning and development strategy

Recommend improvements to strategiesAt the end of this training, you will be asked to complete an assessment pack for this unit of competency. You will need to access a supervisor, a manager, or your assessor who can observe you perform project or workplace tasks and verify your competency or performance.

On competent completion of the assessment, you must have demonstrated skills and knowledge required to contribute to the development of learning and development strategies.

Chapter 1: Contribute to Learning and Development Strategy Formation

Learning and development is a systematic process of empowering employees with skills, knowledge, and attitudes to drive better performance at the workplace. It aligns individual goals and performance with the overall goals and performance of the organisation, setting the foundation for its success.

To contribute to the learning and development strategy formation for your organisation, you must first evaluate existing methods of learning and development being used. The following sections will explain how to evaluate learning and development methods against organisational strategic and policy requirements and analyse their impact on the organisation using relevant business metrics.

You will become familiar with options for deploying quality policies and processes to achieve consistent levels of excellence in organisational learning and understand how to select the options most suited to your organisational context. You will gain insight into the requirements that must be considered for developing a learning and development strategy, including strategic, policy and people requirements, technological and systems requirements, existing capabilities of its human resources, and their future learning requirements.

You will also learn how to develop certain procedures, including those for consultation and communication with stakeholders during design, implementation, and review of the learning and development strategy and for monitoring learning and development strategy and resources.

1.1 Evaluate Methods of Learning and Development Against Organisational RequirementsIn this subchapter, you will gain an understanding of the methods adopted by an organisation for the learning and development of employees and learn how to evaluate these methods against organisational requirements. You will discover how to identify organisational requirements for learning and development in your workplace context, including those mandated by relevant legislation, codes of practice, and national standards. You will become familiar with ways to examine and review organisational policies and procedures relevant to learning and development strategies, training, and assessment.

Learning and development is a systematic process of empowering employees with skills, knowledge, and attitudes to drive better performance at the workplace. It is a specialised human resources function and an integral part of an organisations overall talent management strategy. Learning and development aligns individual goals and performance with the overall goals and performance of the organisation. It sets the foundation for the success of the human resources and the organisation as a whole.

Training, learning, and development are often used interchangeably. Training and learning are both important for an organisation and play a key role in the development of employees. While these concepts are intricately linked, there are subtle differences between their meaning and the context in which each can be applied, as explained below.

Concept Explanation

Training Training is a set of activities aimed at teaching applicable knowledge, skills, or attitudes for the current or future requirement of a job. It is typically aimed at teaching individuals how to carry out their day-to-day responsibilities using job-specific information, tools, instruction, and supervision. In an organisational context, training develops specific or practical abilities of employees beyond imparting theoretical or abstract knowledge. It is a short-term process and is limited in its scope.

Learning Learning is the acquisition of knowledge, skills, or attitudes through study, teaching, training, or experience. It equips individuals to enhance their capabilities to perform better and achieve their long-term goals. In an organisational context, individual learning is aligned with the overall goals of the organisation. It includes developing or reinforcing organisational values and culture among employees.

Development Development is a continuous process aimed at maximising the potential of individuals, enhancing their performance and role at the workplace, and supporting them to build a successful professional career. While an organisation may facilitate the development of employees through various initiatives, including training and providing opportunities for learning, it is voluntary and driven by the individuals themselves. Development is a long-term, holistic process and is wide-ranging in scope.

Before you can evaluate the methods of learning and development for your organisation, it is important to understand the organisations requirements for undertaking learning and development. The specific requirements for learning and development vary based on the nature of the organisation and its area of operations. However, organisational requirements for learning and development can be broadly categorised as depicted and explained below.

Enhanced brand image and reputation

As competition for intellectual capital is fierce, organisations need to demonstrate commitment to the interests of their employees. Learning and development is an effective tool to position an organisation as a people-focussed and supportive workplace. It is preferable and economical for individuals to gain access to practical learning within their workplace and earn while building their capabilities, rather than seeking it externally. An organisation known for its genuine focus on the learning and development of its employees is likely to be a preferred employer for new talent.

Employee satisfaction and retention

Employees value learning and personal growth in the workplace and feel a sense of autonomy and confidence in their capabilities if they are provided with adequate opportunities for learning and development. Employees are more inclined to stay with an organisation that has a thriving culture of learning and development. Retaining productive employees is more cost-effective than the selection, recruitment, and training of new hires until they reach the desired level of productivity and competence. Hence, it is advisable for organisations to invest in the learning and development of their employees.

Superior business performance

In todays competitive business environment, human resources are vital to an organisations success. Learning and development bridges knowledge and skill gaps and enhances productivity, creativity and innovation. It equips employees to do their jobs better and in alignment with the organisations overall goals, thereby driving business performance and profitability.

Improved customer satisfaction

Frontline employees who are proficient in technical as well as customer service skills can discuss, present, and sell an organisations products or services knowledgeably and authoritatively. In fact, employees that do not work directly with customers also impact customer experience through their work, be it product design, production, or support services. Learning and development can ensure that all business activities of an organisation are geared towards enhancing customer experience and satisfaction.

Risk mitigation

Employees with inadequate knowledge, skills, or attitudes necessary for their jobs may put the organisation at risk. Learning and development addresses weaknesses in the knowledge, skills, or attitudes of employees to bring them to the desired level of competence. It is especially critical for organisations to provide sufficient learning to employees for areas that require compliance to prescribed standards, such as health and safety at the workplace. Legislation, codes of practice, and Australian national standards relevant to organisational learning and development are elaborated in the next section.

1.1.1 Legislation, Codes of Practice, and National Standards Relevant to Job Role

Compliance with applicable legislation and regulations is a basic requirement for an organisation. Legislation consists of Acts of Parliament and can refer to a single law or a collection of laws. They are specific directives that must be complied with for an organisation to be within legal boundaries. After legislation is passed in Parliament, regulators or government bodies enforce and support its requirement through regulations. It can be said that regulations are rules for making legislation practical and actionable. Legal and regulatory obligations need to be met for the learning and development function as for all other activities and work practices. Any violations may lead to penalties or severe implications.

Besides basic compliance, an organisation can enhance its learning and development function and its outcomes by adhering to relevant codes of practice and national standards. Codes of practice are not legally binding but provide detailed guidance to put regulations into practice. National standards in Australia are voluntary guidelines provided for various job roles and functions by Standards Australia, in alignment with internationally recognised standards such as the ISO standards (developed by the International Organisation for Standardisation). These national standards support the quality and consistency of products and services, improve health and safety, and ensure better value for businesses and consumers. While standards are usually voluntary, you must bear in mind that in some cases, the federal or state/territory governments reference Australian Standards (AS) or joint Australian/New Zealand standards (AS/NZ) in their legislation. In such cases, compliance with standards can become mandatory.

Legislation, codes of practice, and national standards relevant to learning and development in an organisation are listed in the table below.

Purpose Legislation/Codes of practice/National Standards

Work health and safety HYPERLINK "https://www.legislation.gov.au/Series/C2011A00137" Work Health and Safety Act 2011

WHS legislation of each state/territory

Approved codes of practice to support WHS legislation

Workplace protection HYPERLINK "https://www.legislation.gov.au/Series/C2009A00028" Fair Work Act 2009

National Employment Standards

Anti-discrimination HYPERLINK "https://www.legislation.gov.au/Series/C2004A01302" Age Discrimination Act 2004

HYPERLINK "https://www.legislation.gov.au/Series/C2004A03366" Australian Human Rights Commission Act 1986

Disability Discrimination Act 1992Racial Discrimination Act 1975Sex Discrimination Act 1984Purpose Legislation/Codes of practice/National Standards

Protection of privacy Privacy Act 1988Assessment AS ISO 10667

Work health and safety

The Work Health and Safety Act 2011 involves the management of risks to the work health and safety (WHS) of everyone at a workplace, including employees, customers, visitors, and suppliers. Some of the broad responsibilities of organisations as per this legislation are to provide a safe work environment, provide, and maintain safe machinery and structures, provide safe ways of working and provide and maintain adequate facilities at the workplace. Each state and territory has enacted its own WHS legislation and assigned a regulator for enforcement.

Safe Work Australia has developed model codes of practice to support the WHS Act and regulations. These are practical guides to achieving the standards of health and safety required under the Act and regulations. Various states/territories have approved their own codes of practice. Compliance with the codes of practice is not mandatory as it is recognised that equivalent or better ways of achieving desired work health and safety outcomes may be possible. To identify organisational requirements for learning and development in accordance with WHS legislation, regulations, and codes of practice applicable in your context, you can follow these simple steps:

Identify your state or territory and the industry in which your organisation operates. You could refer to the list of industries on the Fair Work Commission website to help you identify your industry.

Check which regulating agency is responsible for administering WHS laws in your state or territory. The list of regulators is available on the Safe Work Australia website.

Look up the website of the identified regulating agency to get information on WHS laws and regulations in the state or territory and the applicable codes of practice for your industry.

For example, if your organisation provides residential construction services in New South Wales, the regulating agency for administering the NSW Work Health and Safety Act 2011 across industries, except for mines and petroleum sites, is SafeWork NSW. The corresponding industry would be building, metal and civil construction. One of the states approved codes of practice that will be applicable for this industry is the Code of Practice Construction Work August 2019. It recommends that the organisation must provide employees with relevant information, training, instruction, and supervision to protect from risks to their health and safety, such as:

General construction induction training delivered by a Registered Training Organisation (RTO)

Workplace specific induction training

Training programs as relevant such as for safe work procedures, site rules, using new equipment, and using personal protective equipmentJob rotation system as an administrative control measure to minimise exposure of individuals from hazardous tasksFair Work Act 2009

The Fair Work Act 2009 is one of the primary pieces of legislation governing all workplaces in Australia. It consists of rules and obligations with respect to employment and employers, known as the national workplace relations system. It is administered through the Fair Work Commission and enforced through the office of the Fair Work Ombudsman. Some of the key provisions of the Act that are relevant to determine organisational requirements for learning and development are:

Employees are entitled to effective performance management through regular performance reviews, clear communication from supervisors or managers in case of underperformance, formal or informal training, and changed duties if appropriate.

Employees must be paid the right pay for the number of hours spent on formal or informal training since training is required for employees to have the right skills and knowledge to perform their job. If there is no employment relationship in place, then unpaid work may be lawful, for example, when people are being trained for unpaid work experience or internships, such as graduates seeking work experience after completing a tertiary qualification, overseas students or migrants looking for local work experience, or workers who are changing careers. However, you must carefully check the indicators on the Fair Work Ombudsman website to determine whether there is an employment relationship in place in specific cases.

National Employment Standards

The National Employment Standards (NES) are a set of 11 minimum entitlements for employees in Australia who are covered by the Fair Work Act 2009. The NES, along with the modern awards that came into effect on 1 January 2010, make up the safety net that cannot be changed to the disadvantage of employees. The entitlements include areas such as annual leave, maximum hours of work, requests for flexible working arrangements, and notice of termination. Modern awards provide entitlements such as pay, hours of work, rosters, breaks, allowances, penalty rates, and overtime. As all individuals who have an employment relationship with an organisation are covered under the Fair Work Act 2009, the minimum entitlements are also applicable when employees are undergoing any learning or development activities apart from their day-to-day responsibilities.

Further Reading

For more information on Australias anti-discrimination legislation, refer to this quick guide published by the Australian Human Rights Commission.

A quick guide to Australian discrimination lawsPrivacy Act 1988

This Act promotes and protects the privacy of individuals and regulates how Australian Government agencies and private organisations handle personal information. It includes thirteen Australian Privacy Principles (APPs), which govern standards, rights, and obligations around the handling of personal information of individuals. The APPs impose obligations on organisations regarding the collection, use, disclosure, storage, and disposal of personal information of individuals and give individuals the right of access and correction to their personal information. Any breach of the APPs is considered as interference with the privacy of an individual and can invite regulatory actions and penalties.

Employees who directly interact with customers or deal with personal and sensitive customer information, such as health records, must be provided adequate training for understanding key privacy obligations under the Act and APPs. Employees must learn how to recognise protected information and handle it appropriately. They must also be provided with sufficient knowledge of the organisations privacy compliance framework, such as privacy policy, procedures, notices, and consents.

AS ISO 10667

Standards Australia has adopted the two-part ISO standard 10667:2020 Assessment service delivery - Procedures and methods to assess people in work and organisational settings and published as AS ISO 10667.1:2020 and AS ISO 10667.2:2019. The first part, AS ISO 10667.1:2020 Requirements for the Client, is of more relevance to organisations running internal assessment programs or are interested in buying services of assessment providers. The second part, AS ISO 10667.2:2019 Requirements for service providers, is relevant to the actual assessment service providers.

The standard outlines best practices for conducting an assessment of potential employees, such as psychometric evaluations and structured interviews to make hiring decisions and assessment of existing employees to support their development. A periodic assessment provides a good understanding of any gaps in knowledge, skills, and attitudes required to be addressed for employees to meet the overall organisational objectives or engage in specific business initiatives, enhance their performance, and support their career progression. The standard explains:

How to identify when to use assessment

How to access, use and store assessment results

The conditions under which assessment should be conductedThe rights and responsibilities of individuals under assessment

Sample assessments that can be used

1.1.2 Organisational Policies and Procedures Relating to the Development of Learning and Development Strategies

An organisation will have multiple policies and procedures relating to the development as well as the implementation of learning and development strategies. These policies and procedures must be carefully examined against the organisational requirements for learning and development that have been previously established.

It is worthwhile to note the difference between policies and procedures to help you gain clarity. Policies are general statements, rules, and principles to guide thinking and decision-making across the organisation. Procedures are guides to action or performance in compliance with organisational policies. Procedures detail a step-wise sequence of activities that must be followed to perform given tasks correctly. A policy may consist of multiple procedures. For instance, an organisations employee conduct policy can be supported by procedures regarding the official dress code, workplace safety, computer and internet usage, and disciplinary action in case of inappropriate behaviour. An organisation may have an overarching employee learning and development policy in place, supported by procedures such as induction training, onboarding, training need analysis, participating in external learning events, job rotation, and employee coaching.

Before you can identify, examine, and review policies and procedures relating to learning and development against organisational requirements, you must have a good understanding of the various methods of learning and development that can be deployed in an organisation.

Some of the most important methods of learning and development in an organisation are listed below.

The methods of learning in an organisation are further explained below.

Induction and onboarding

Induction is a systematic process of introduction to an organisation for new employees to support their transition into the workplace and job role and is typically outlined in a staff induction policy. It is usually a short-term program in the initial days when new employees formally join the organisation to welcome the new hires and provide them with important information about the organisation and their job. Induction should ideally be planned to be delivered on the day of joining or within the first few days of joining of new recruits to make a positive first impression about the organisation and establish a strong foundation. A formal induction training program is also a legal requirement or recommended code of practice for many industries, particularly for work health and safety. Professional service providers such as a Registered Training Organisation (RTO) may be engaged by the organisation to conduct these aspects of formal induction training.

A well-planned induction program covers the following elements:

General information relating to the organisation, including its history, values, vision, mission, culture, goals, basic policies and guidelines, organisational structure, and an introduction to different business units and core functions.

Mandatory training to meet legal requirements or essential areas such as work health and safety.

Job training relating to the role that the new employee will be performing in the organisation.

Induction training is usually delivered through multiple lectures or classroom sessions. Some of the aspects, especially on organisational values, vision, mission, culture and goals, if delivered by senior leader or managers, provide a great opportunity for new employees to interact and get inspired by role models within the organisation. Many organisations follow induction training with orientation, where the new recruits are introduced to their workplace colleagues. The formal induction training sessions can be supported by supplementary reading material, case studies, or eLearning modules. A staff handbook and welcome kit with basic supplies that the employee may need for the job can be presented during induction.

New employee onboarding is delivered over a period of time after induction so that the new hires are integrated within the organisation and adjust to the social and performance aspects of their jobs smoothly. It is beneficial for the organisation if employees reach the desired level of productivity and contribute to organisational objectives in a short period of time. Onboarding involves further training on technical aspects of the job, socialisation with colleagues, and cultural integration.

Training

Training is a structured and organised process of organisational learning available to employees. Effective training programs are guided, systematic, and have a definitive goal. An educator and learner work together to effectively transfer information from the educator to the learner, to enhance the learners knowledge, skills, and attitudes so the learner can perform better at the job. The content for formal training events is designed beforehand, delivered in a planned setting, and usually assesses the learner at the end to check if the learning objective has been met. This structured process is depicted below.

Some common mechanisms to deliver training are conventional classroom sessions guided by an educator or instructor, seminars, group workshops and online training, or eLearning modules. Training is one of the most important methods of organisational learning, as it has a positive impact on employee performance, structures knowledge sharing, is measurable, and creates a learning culture. However, it has certain disadvantages as it can entail high cost and employees need to take time off work for learning. Increasingly, organisations manage the costs associated with training through the use of online learning or eLearning. The online format also provides employees with the flexibility to undergo training at their convenience within a broad stipulated timeframe.

On-the-job training

On-the-job training is a method of experiential training provided while employees are in their normal work environment. There is no transfer of knowledge or skills required from a formal training environment to the actual workplace. Employees learn in an environment where they will need to practice the knowledge and skills obtained during the training. Existing workplace equipment, tools, and resources are used to handhold employees for performing the given job. On-the-job training is provided by an experienced supervisor or manager with the requisite knowledge and skills. In some cases, external trainers may be required, such as for using specialised equipment or systems. For example, if an organisation is deploying a new document management system, the vendor can provide on-the-job training to the Information Technology (IT) team, selected managers, and supervisors. The rest of the team members can then be trained internally by the organisation.

The primary goal of on-the-job training is to impart workplace skills. However, it is also an effective way to instil organisational culture, propagate values, and set performance expectations with the employees.

676275111188570% from on-the-job challenging experiences and assignments

20% from other people, near-the-job supervision, and coaching

10% from formal learning events

0070% from on-the-job challenging experiences and assignments

20% from other people, near-the-job supervision, and coaching

10% from formal learning events

The 70-20-10 model for learning and development (Lombardo and Eichinger, 2006) depicted below suggests a proportional breakdown of how people learn effectively. It indicates that training the workforce while they are actively performing their jobs is the primary route by which employees learn, grow, and change over the course of their careers.

The advantages of this method are:

It is easy to implement.

It is cost-effective.

It gears up the employees to perform day-to-day responsibilities quickly.

There are, however, certain drawbacks, such as the supervisors having to take time off their other responsibilities and the possibility of gaps in the training imparted based on the limitations of the knowledge and communication skills of the supervisor.

Programmed instructionProgrammed instruction is a method of self-study that provides employees with the opportunity to learn individually at their own pace. It was originally developed by B.F.Skinner in the mid-1950s as an educational technique to be applied through teaching machines and computer-assisted instruction. It is delivered through a structured set of resources consisting of learning materials, an in-built mechanism of evaluation, and suggested answers of the evaluation to provide immediate feedback. Learners go through the learning resources at their own pace. After every concept or step, they test their comprehension by answering certain questions or filling in the information in pre-defined templates. Learners are then immediately shown the benchmark answers so that they can reinforce or correct their understanding as required.

Skinner proposed a linear model for this technique wherein the learning or instructional material is arranged in a logical, progressive sequence with repetition of core concepts.

Another model for programmed instruction is branching, which was introduced by Norman Crowder. It is based on a problem-solving approach. In the branching model, learners have to address a situation through a set of alternative options. If they select the correct option, they can proceed to the next set; else, they are directed to remedial study depending on their error.

Skinner advocated that certain principles must be followed for effective learning through linear programmed instruction, as listed below.

While linear programmed instruction can be delivered through conventional printed resources, the approach is ideally suited to online learning or eLearning. Online learning fits the principles laid out by Skinner for programmed instruction as it ensures:

Active learning: Questions can be included after explaining each concept to confirm comprehension. The level of understanding achieved by the employee undertaking the online learning module is reflected in the responses given.

Immediate feedback: Employee can know whether their responses to questions were correct and get on-the-spot feedback. They can then decide whether to revisit the learning module, take a re-evaluation, or move forward.

Gradual steps: Employees can learn and get assessed on bite-sized chunks of information. This strategy indicates to the employees that they are making progress and encourages them for further learning. Lengthy online courses can be frustrating for employees as they would need to take significant time off their regular duties. Learning in small, gradual steps also provides employees with the information they need quickly so that they can apply the knowledge or skills gained to their day-to-day responsibilities.

Self-pacing: Employees can undertake and complete online training modules at their own pace, within a broad stipulated timeframe. Unlike conventional classroom training, each employee can participate in the training as per their convenience.

Learner verification: Employees can give feedback on the online learning module they have completed and whether learning has been established. This feedback can be looped back into the design of the online learning modules.

Learning management system

A learning management system (LMS) is a software application or web-based solution that an organisation can use to plan, implement, and assess each employees learning process. It provides a single-window interface to employees as well as their supervisors to view and track their learning. Each employee can have a customised learning process based on various inputs such as learning needs reflected in performance appraisals or requirements determined by their supervisor. Learning can be planned and tracked through the LMS and delivered through eLearning modules or conventional training programs.

A learning management system may also provide interactive features such as discussion boards to facilitate peer-to-peer learning. Learning management systems provide several benefits, such as the ability to monitor individual progress and performance, uniform accessibility, and a personalised learning experience. With advances in technology, learning management systems have evolved to include gamification and augmented reality and provide an innovative learning experience.

The methods of development offered to employees in an organisation are explained below.

Job rotation

Job rotation is a planned process of delegating employees to work across job roles or assignments for a period within the same organisation before circling back to their original role. It is an effective method to explore the right fit of new employees within the organisation, as well as to impart new knowledge and skills to existing employees. It promotes flexibility and deeper employee engagement by reducing the monotony and boredom caused by repetitive tasks. Job rotation typically does not signify a promotion but lateral movement across job roles. Job rotation has many benefits, such as enhancing employee satisfaction and retention as employees do not have to move to a new organisation to gain a different experience, motivating employees to deal with new challenges and building redundancy in the organisation in case of attrition. The disadvantages of this method include delays and interruptions before an employee can reach the desired level of productivity, incomplete or unclear understanding of the jobs, and delayed opportunity for upward career progression.

Coaching

Coaching is a highly personalised method by which experienced supervisors or managers guide employees from one level of competency to another. It is a customised process tailored to the performance level of the employee being coached. When an organisation promotes a coaching culture beyond formal learning, supervisors can effectively communicate, manage, and guide employees leading to continuous improvement in performance. In fact, many organisations use coaching as a strategic tool to identify and correct under-performance issues in employees. A supervisor or manager works with the employee to enhance specific skills, solve performance issues, and improve the quality of work. In such cases, coaching has defined outcomes and timelines for completion. Coaching is also effective when the organisation is introducing a new system or program, and employees need to become proficient in specific areas.

Mentoring

Mentoring is a method by which experienced supervisors or managers are designated as mentors to specific employees for regular guidance and advice. Mentoring is a continuous counselling process targeted at helping employees develop their knowledge and skills and support their career progression. It is generally informal and subjective, with open-ended guidelines provided by the organisation. Mentors need to have a keen interest in the overall welfare of the employees under their guidance for the process to be effective and transformational. There is less interest in specific, measurable results and more interest in the overall development of the employees. The key difference between coaching and mentoring, therefore, is that coaching is performance-driven while mentoring is focussed on long-term career development. Mentoring is highly effective when the organisation is seeking to develop additional skills and abilities in employees beyond the requirements of their job, develop new leaders, or a talent pool for succession planning.

Performance management

Performance management is a system or set of processes aimed at the overall development of an employee within the organisation. The relationship between performance management and learning and development may not be clear at first, but they are, in fact, intricately linked. Traditionally, performance management has been considered a semi-annual or annual exercise of conducting performance reviews or appraisals linked to promotions and salary increases. However, in todays scenario, to attract, motivate, and retain the best talent and meet the needs of the business in a dynamic environment, a continuous performance management system coupled with ongoing learning and development is essential. Going beyond performance reviews or appraisals, performance management aligns the goals of an individual with that of the organisation. It is the responsibility of management to cascade organisational goals into smaller, individual goals. Performance management can then be applied as a strategic and formal process to measure, manage, and improve the contribution of an individual employee to organisational goals and objectives.

For employee performance management to be effective, it needs to be designed as a cyclical process, as depicted below. It includes the periodic setting of goals and objectives for each employee. The learning and development needs of the employee must then be identified, and suitable opportunities provided. Regular feedback and any additional support required in terms of learning and development should be provided. Key accomplishments must be noted through interim gestures such as spot awards and other recognition mechanisms. Semi-annual or annual performance reviews must be conducted, and the loop completed by revisiting goals and objectives.

The methods of learning and development described in this section are usually detailed in organisational policies or procedures listed below. You must note that these are indicative titles, and the actual titles of policies or procedures at your workplace might differ. You should check with the learning and development or human resources function in your organisation to get a list of all policies and procedures relevant to the development of learning and development strategies at your workplace.

Method of learning and development Sample organisational policies/procedures

Induction and onboarding Corporate/staff induction

New employee onboarding guide

Staff handbook acknowledgement

Training Employee/staff training

External training and certification

On-the-job training Workplace training

In-service training

Programmed instruction Employee/staff training

eLearning

Method of learning and development Sample organisational policies/procedures

Learning management system Employee/staff training

Learning management system use

Job-rotation Transfer and job-rotation

Coaching Coaching

Performance improvement program

Mentoring Mentoring

Career progression

Performance management Employee/staff performance management

Employee performance review/appraisal

360 degrees feedback

Career progression

Employee/staff development

1.1.3 Examine and Review Organisational Policies and Procedures Relevant to Training and Assessment

Now that you have a clear understanding of the various methods for learning and development that can be deployed in an organisation, the next step is to learn to identify the specific methods in use at your workplace. You can identify the methods of learning and development prevalent in your organisation by examining and reviewing textual information relevant to training and assessment, primarily organisational policies and procedures relevant to training and assessment. You can consult with relevant personnel in your organisations human resources or learning and development function to identify the policies and procedures used by your organisation. You can also refer to the sample list of policies and procedures provided earlier and check for corresponding policies and procedures on the company intranet or document management system. Other textual information from the organisation that you can review include:

Standard operating procedures

Strategic plans

Training plans

Workforce plans

Consider the case study of a virtual organisation, Zip Cool Inc, which manufactures and supplies cooling systems for equipment used by the mining industry. Zip Cool has deployed the following learning and development methods to meet the learning needs of its employees across different job roles:

Induction training for new employees which includes general information about the organisation and work health and safety.

Training and assessment for specific job roles. For instance, shop floor employees are provided training on production processes and using specialised machinery, while sales representatives are provided training on product specifications, making sales demonstrations, and written and verbal communication skills.

On-the-job training and supervision for shop floor employees.

Employee performance management system including setting annual goal setting for each employee, annual performance appraisal, and identification of learning needs.

The methods of learning and development that you have identified can now be evaluated against organisational requirements established earlier. To recap, organisational requirements for learning and development can include enhanced brand image and reputation, employee satisfaction and retention, superior business performance, risk mitigation, and improved customer satisfaction. While an organisation may have more than one requirement from learning and development, each method may not necessarily contribute to all the requirements. Each method must, however, contribute significantly to at least one organisational requirement to justify its use and allocated resources.

You can create a structured framework by making a matrix of in-use learning and development methods and organisational requirements. Mark the applicable organisational requirements for each learning and development method in the matrix. For instance, the framework for Zip Cool is depicted below.

Method of learning and development Organisational requirements

Business performance Customer satisfaction Employee retention

Induction

Training On-the-job training Performance management system

The process of evaluation for each learning and development method will vary based on the exact method used. In general, you can conduct two levels of evaluation for each method:

Subjective evaluation

You can consult with executive management and selected personnel from different departments or functions within the organisation to get their views on whether the learning and development method is contributing positively to organisational requirements. While subjective evaluation may be biased and influenced by the opinions of each individual, it can provide valuable insights as employees can relate the outcomes from learning and development to their actual experience. In the Zip Cool example, sales representatives would be able to relate whether the training programmes made a significant difference in their knowledge, skills, and attitudes to meet customer requirements and succeed in their job roles.

Objective evaluation

Next, you must determine the criteria for quantitative or objective evaluation of the learning and development method. For this purpose, you would need to identify critical business metrics or key performance indicators that your organisation measures and tracks. You would also need to understand the objectives set for the current business cycle against these key performance indicators. For indicators, Zip Cool may have set an objective of increasing revenue by 20% by the end of 2022. Organisational documents such as business plans, strategic plans, and annual reports will help you identify the relevant key performance indicators and organisational objectives. You can then evaluate whether the learning and development method being used is contributing effectively to the achievement of organisational objectives along with the key performance indicators. For instance, in the case of Zip Cool, on-the-job training may have led to improved product quality and increased productivity of employees, directly contributing to improved sales and revenue. One of the approaches for analysing the impact of learning and development on the organisation objectively will be explained in the next subchapter.

1.2 Analyse Impact of Organisational Learning and Development on Organisation, and Consult Relevant Stakeholders

Learning and development methods, particularly integrated solutions such as a learning management system, can easily measure and track metrics such as training hours, training scores, learning retention, and educator assessment. However, it seems difficult at first glance to relate these metrics with those relevant to determine the success of the business. Business metrics may include revenue, profit, customer satisfaction, cost per unit and return on capital, among others. This subchapter will help you analyse the impact of organisational learning and development on parameters relevant to the organisations business. You will also come to know the relevant internal and external stakeholders that you can consult to support this process.

1.2.1 Relevant Stakeholders for Consultation

To understand which business metrics are relevant in your organisational context, you could refer to organisational documents such as business plans, strategic plans and annual reports, as explained earlier. However, to get a better understanding of business metrics and how to tie in performance of learning and development activities to these metrics, the best approach is to consult with relevant stakeholders.

Stakeholders are defined as individuals or groups of individuals who can make an impact on or those who can get impacted by an organisations business operations. Consultation with relevant stakeholders allows you to learn from their experience, make informed decisions, mitigate any potential risks, and build trust and goodwill, which will smoothen the process of implementation of the learning and development strategy later.

Stakeholders can be internal or external to the organisation, as shown below.

Internal stakeholders, especially heads of departments and senior management, have access to an organisations internal information, have direct influence over decisions, and actively participate in the management of the organisation. Therefore, they are likely to have a good understanding of the organisations objectives and the business metrics or key performance indicators, which are monitored, tracked, and reported to determine progress against the stated objectives. Senior managers are also usually responsible for cascading overall departmental or business unit objectives to those of the employees reporting to them. They determine the learning needs of employees so that each individual can be supported and enabled for meeting his or her respective performance goals.

External stakeholders are entities outside the organisation. They can provide additional understanding to measure the impact of organisational learning, especially relating to compliance requirements of legislation, regulations, codes of practice, and Australian or international standards which may be applicable to your organisational context. External stakeholders, such as certified trainers, industry bodies, and associations, can also provide guidance on best practices used by other organisations in the industry or new methods, knowledge, skills, or approaches that may be relevant to your organisation.

1.2.2 Approaches to Analyse Impact of Organisational Learning and Development on Organisation

197485103060500To analyse the contribution of organisational learning and development to the success of the organisations business, structured evaluation models are available. The Kirkpatrick model of evaluation (Kirkpatrick, 2016) is one of the most popular approaches for evaluating the impact of learning and development on an organisation. It covers four levels of evaluation, as shown below.

Level 1: Reaction

Gathering reaction data is a common evaluation approach that learning and development professionals adopt. Reaction data captures the responses of participants to a learning method, usually a training event. It indicates whether the participants found the learning method relevant, engaging, and as per their expectations. It is typically measured by using feedback forms or short surveys to be filled by employees after they undergo training. Since this level of evaluation requires minimal effort and cost, it can be adopted as a basic practice. However, it does not indicate whether an employees performance has improved after the training.

Level 2: Learning

The next level of evaluation indicates whether employees have gained the required knowledge and skills after undergoing organisational learning. It is usually done as an assessment of participants after a training event to determine if they have cleared the required threshold of learning. In some cases, such as for the operation of specialised machinery, licenses can be granted only after employees pass certain tests. While it may not always be practical or cost-effective, pre-training assessments can provide a baseline against which an employees improvement in learning after undergoing training can be measured.

Level 3: Behaviour

This level of evaluation indicates whether employees are adopting different attitudes or behaviours on their jobs after undergoing organisational learning. Gathering on-the-job evaluation data is more difficult than the first two levels, but it is important when you are analysing the impact of organisational learning on business performance. Some of the ways in which this evaluation can be carried out include reviewing employee performance metrics, directly observing employees, and conducting regular performance appraisals for employees to determine on-the-job performance improvements resulting from organisational learning.

Level 4: Results

Results data shows how a learning method contributed to the success of the organisation as a whole and is, therefore, most valuable in analysing the impact of organisational learning on the business. Metrics such as customer satisfaction ratings and sales figures can be tracked to determine this impact. One of the ways in which data can be generated at this level is through control groups. In this approach, employees with similar knowledge and skills are divided into two groups. One of the groups is provided with a learning experience such as a training program, while the second group performs the job routinely without undergoing the training program. Comparing the performance of the two groups can give useful insights on whether organisational learning is directly contributing to the success of the business.

Kirkpatricks four levels of evaluation will help you arrive at an overview of the outcomes of the learning and development function in your organisation. The next step is to dig deeper into level-four results data, to check whether learning and development practices and initiatives are aligned with organisational goals and objectives. Learning and development is expected to enhance the knowledge, skills, and attitudes of employees and increase productivity and efficiency at the workplace. Some quantitative business metrics that can be evaluated to assess the impact of organisational learning on the overall organisation are:

Sales or revenue growth with more products/services sold to customers due to superior knowledge and skills of employeesCost reduction due to increased employee productivity and efficiency

Employee retention rate due to enhanced employee satisfaction

Internal promotions to senior management positions due to availability of advanced capabilities within the organisation

Customer satisfaction ratings due to better job performance by employees

You can further add a fifth level of evaluation based on the RoI approach (Phillips, 2003), which is especially relevant for high-cost learning events such as training programs. Return on investment (RoI) is a performance measure to check the efficiency or profitability of an investment. It is calculated by dividing the investments benefits or return by the total cost associated with that investment.

Since a learning event such as a training program has a high cost to the organisation, the training programs return on investment (RoI) can provide a check on whether the training results outweigh the associated costs. RoI is typically expressed as a cost-benefit ratio or percentage. The steps to calculate RoI based on Phillips approach are outlined below.

If the benefits from training exceed the associated costs, the RoI will be positive. Whereas, if the cost of training is more than the benefits achieved, the organisation must make changes to the training program accordingly. If you decide to use the Phillips approach to analyse the impact of a learning event in your organisation, you must involve relevant stakeholders and use only credible sources to estimate the monetary value of benefits and costs.

It is vital to isolate the benefits to the organisation resulting from the training program. Any other factors, such as a change in the competitive environment or seasonal influences that may have affected the results must be filtered out. Given this complexity, the RoI approach is not suited for every training program. It must be applied to high-cost or the most critical programs that are required to provide tangible benefits to the organisation in terms of saving costs or increasing earnings.

2476501743710Customer Satisfaction Score = (Sum of score) / (Sum of maximum possible scores) * 100

00Customer Satisfaction Score = (Sum of score) / (Sum of maximum possible scores) * 100

As an example of analysing the impact of organisational learning on the organisation, consider the mock case study of Answer Prime, a company providing technical call centre support for specialised software applications. The organisation conducts an annual survey of its key customer accounts to check how satisfied they are with Answer Primes service on a scale of 1 to 5, with 1 being highly dissatisfied and 5 being highly satisfied. Responses from all key customer accounts are collected, and an average Customer Satisfaction Score is calculated as illustrated below. Based on its annual strategic plan, Answer Prime has set the objective of increasing the Customer Satisfaction Score by 30% by the end of 2022.

Answer Prime conducts regular training events for its customer service representatives to ensure that they have adequate knowledge and skills to provide technical support to customers. It has deployed an integrated learning management system in the organisation where employees can log in and manage their learning and development journey. They can enrol in classroom-based or online training based on their individual learning needs. Mandatory training programs are also assigned directly to employees by their supervisors.

The organisation launched a new screen-sharing mechanism to aid troubleshooting of the issues faced by their customers. Since this was a new feature adopted by the organisation to enhance their customer service, the customer service staff had to undergo mandatory training. They were trained in batches on when and how to use the feature and the privacy disclaimers to be given to customers. The participants were assessed after the training through a test. Feedback was taken from the participants and trainers on the training program to enhance its efficacy for subsequent batches. The post-training assessment was enhanced to include a role-play exercise so that trainers could check whether the participants had understood the feature well.

Over the next few months, supervisors observed how well the representatives were using the screen-sharing mechanism on customer calls by listening in to randomly selected calls. This helped the organisation confirm that its customer service representatives had assimilated the skills gained from the training program and adopted the new feature as part of their day-to-day job. Finally, when the customer satisfaction survey was rolled out to key customers, a specific section was included in the questionnaire to get customer feedback on the new screen-sharing mechanism. This way, Answer Prime could directly relate the impact of its learning and development efforts on customer satisfaction.

1.3 Examine and Review Options for Deploying Quality Policies and Processes in Organisational Learning

In the context of learning and development, quality management denotes that all learning and development activities maintain a desired and consistent level of excellence. Specific quality policies and processes can be deployed to ensure consistent excellence in organisational learning. In this subchapter, you will become familiar with options for deploying quality policies and processes in organisational learning. You will also understand how to examine and review these options to determine those most suited to your organisational context.

1.3.1 Quality Policies and Processes Relevant to Organisational Learning

22288546609000Some of the most relevant and effective options for quality management in organisational learning are listed below.

Based on the quality management options that you select for ensuring consistent excellence in your organisational learning and development, you would need to write corresponding quality policies and quality processes. It would be useful to recapitulate the difference between policies and processes before moving forward. A policy sets out the strategic course of action to be adopted by the organisation. It does not provide guidance on how this course of action is to be executed. Processes are a series of inter-connected actions or steps taken to achieve a particular end. These documents lay down guidelines on what to do, but now how to do it. The how is covered by procedures, which are detailed guidelines, or the established way of doing something.

The quality management options for organisational learning, which will determine the quality policies and processes to be deployed, are examined in detail below. Kaizen or continuous improvement

Kaizen (Imai, 1986) is a Japanese philosophy of ongoing or continuous improvement. It is derived from two Japanese words, kai which means change, and zen which means good, and is interpreted as change for the better. It encourages an incremental improvement culture that gradually increases the quality of work practices leading to higher efficiencies and profitability. While the Kaizen approach was originally applied in manufacturing, it has been adapted across work practices. This approach or culture of continuous improvement is suited for application to learning and development practices.

Kaizen is an iterative, four-stage approach for continually improving processes or work practices, as depicted below.

To explain these four stages, consider the example of an organisation that needs to develop a learning course for its customer service team, using the Kaizen or continuous improvement approach. The following steps would need to be followed to develop this learning course:

Plan: The first step is to identify the learning needs of the customer service team, such as improving their call handling skills or using customer relationship management software. The planning stage will determine the desired outcomes from the learning course, which will influence the design of the learning course.

Do: This step is about executing the plan. Content for the learning course should ideally be precise and short since the customer service team needs to learn quickly and refer to it as the need arises.

Check: After the plan has been executed, feedback is taken from learners to check whether the course has achieved desired results and further improvements needed.

Act: This is the final step where the action is needed on things that must be changed. Based on learner feedback, actual results, and other learnings from earlier stages, incremental changes can be made to the learning course, and the process started over.

Kaizen recommends spending time on improving the work in progress rather than spending time on documenting processes. It encourages collaboration with people instead of focusing on tools and processes. In this regard, it is different from quality assurance and quality control processes which will be discussed next. Using the Kaizen approach means responding to changes quickly and not necessarily following a step-by-step plan. Hence, if, for instance, you select development of learning resources as an area for applying the Kaizen approach, the content or format of the learning resources can be changed based on feedback from relevant stakeholders, including content developers, educators, and learners, without going through a lengthy review process. However, you must bear in mind that Kaizen is a long-term approach and requires sustained buy-in from executive and senior management. There may be instances when results after changes may not immediately reflect on key performance indicators.

The following tips and guidelines can help as you explore Kaizen for deploying quality policies and processes for learning and development in your organisation.

Start small: It would be a good idea to pilot the Kaizen approach with a single focus area within the learning and development function. This will give you time to streamline the approach and check if the changes are working well for organisational learning. If your organisation has a modern, agile learning management system in place, eLearning may be a good place to test Kaizen. Legacy learning management systems have long content development workflows and cycles and therefore are not amenable to Kaizen, which requires speed and agility.

Build on existing research: There is a considerable literature, research, and case studies available in the public domain on the Kaizen approach. It would save you time and effort if you tap into these available resources, as well as the expertise of people within the organisation, to customise the approach for learning and development at your workplace.

Be open to ideas: Kaizen involves everyone in the workplace and embraces all ideas as good ideas. You would need to be open to ideas and suggestions from employees across all levels. By bringing relevant stakeholders on board for the initial pilot and involving them in the process and delivery, it is possible to achieve good results and further the case of adopting Kaizen.

Align with the strategic plan: It is important to always keep the stated organisational goals, as well as the learning and development goals and objectives in mind. You must set clear targets for the initial pilot and track its progress to determine whether it was successful.

Be prepared for iterations: It is possible that your pilot does not yield desired results in the first instance. Kaizen is a way of thinking rather than a specific solution and, therefore, requires learning and improving along the way.

Quality circles

A quality circle (Deming, 1982) can be defined as a group of individuals from the organisation who do similar work and who meet regularly to identify, analyse, and resolve work-related problems. It is usually a small, voluntary group of five to eight employees. The quality circle meets in a formal setting at pre-defined intervals, say for an hour every week. The group is expected to utilise problem-solving techniques and innovative ideas to achieve control or improvement in their work area.

From a learning and development perspective, a quality circle can be structured, as shown below.

The base of the quality circle is formed by members from the learning and development or human resources function. One member can be nominated by senior management as a facilitator to guide the activities of the group. The members may also nominate a leader by rotation. Management or a steering committee should oversee the progress of the quality circle. The steering committee can liaise with top management to update them on the progress and recommendation from the quality circle. In some cases, non-members can also participate in quality circle recommendations, though they may not formally be a part of the working group.

Some issues that a quality circle can work on include improving the quality of learning resources, improving the productivity of educators, or reducing the cost of delivering training programs.

The basic premise of quality circles is that the people who do a job as part of their day-to-day responsibilities know more about it than anyone else. Hence, the voluntary involvement of such people is the best approach to solve their work-related problems. This approach is also beneficial for the self and mutual development of the members of the quality circle, as working together to resolve issues builds trust and cooperation.

The characteristics of effective quality circles are depicted below.

Quality assurance and quality control

The learning resources used in the organisation, such as for training events and eLearning modules, must be developed correctly and in the right way to achieve the desired results in terms of employee learning. A total quality cycle approach can be effectively applied for this purpose. The total quality cycle approach requires deploying quality assurance and quality control processes for the development of learning resources used in an organisation.

Quality assurance (QA) defines the standards against which the quality of the end deliverables is assessed and the process that must be used to meet those standards. QA is proactive and process-oriented. It can help prevent errors during the production phase itself.

For the development of learning resources, a comprehensive quality checklist and style guide can be provided for QA. Content developers and educators simply need to adhere to the quality checklist and style guide as they design and develop each learning resource. Style guides are especially helpful to ensure learning resources are consistent and provide a seamless learning experience to employees by defining standards for language, design, and functionality. A style guide includes rules about elements such as language, standardised terminology, use of graphics, punctuation, capitalisation, bullet lists, and fonts. It is recommended to spend time and resources in creating these standards upfront so that the final learning resources will be consistent.

Quality control (QC) is then used to review and check the learning resources against defined QA standards and processes. Deliverables are also tested to ensure that they work smoothly and in the desired manner. Therefore, it can be said that QC is reactive and product-oriented. For instance, in the case of eLearning modules or video tutorials, QC check will ensure that all buttons work correctly, the sound is timed appropriately, navigation is in sequence, animations perform as expected, images are clear and as per specifications, and grammar, language, and punctuation meet standards. Any errors or gaps found during QC are rectified before deploying the learning resource for use by learners.

It may be useful to conduct QC reviews in phases while the learning resource is being developed, as issues can be resolved quickly and with relative ease, if caught earlier in the development process. An illustrative example of QC in three phases is shown below.

A quality control system needs to be put in place for logging issues, tracking whether they have been addressed and ensuring their closure. Since different individuals may be involved in QA, creation of learning resources, and conducting QC reviews, existing project management tools within the organisation such as SharePoint or collaboration tools such as Slack, Trello, or Google Drive can be used.

A typical QC system should record the following:

The person who logged the issue, along with a timestamp.

A way to identify the location of the issue, such as slide number, or section title.

Description of the issue in brief, and if possible, the desired solution.

The person who fixed the issue, along with a timestamp.

Any additional comments by the person who fixed the issue.

Initials and timestamp of an authorised person to indicate that the fix has been validated and the issue closed.

Learnings from the QC process should be compiled and looped back to the learning and development team. This can be used to further strengthen the QA standards and processes for continuous improvement in the quality of learning resources.

1.3.2 Quality Management Compliance Requirements as it Relates to Organisational Learning

As described above, an organisation can deploy one or more quality policies and processes to achieve and maintain the desired level of excellence in organisational learning. Irrespective of the specific approaches deployed, it is important to have set quality management standards and guidelines against which compliance can be evaluated. For example, if an organisation aims at achieving certification for ISO 9001:2015, the international standard for quality management, it needs to perform internal and external audits of all functions and business activities to check compliance with the requirements specified by the standard. In the same way, for quality management policies and processes set internally by the organisation, certain elements such as standards and guidelines must be put in place.

For learning and development practices, the steps that can be followed to ensure quality management compliance are depicted below.

The advantage of a well-documented quality management system is that any non-compliant practices can be identified and corrective actions taken in the regular course of work. To further enhance the effectiveness of the process, management reviews and internal audits can be conducted periodically.

An example of ensuring quality in the regular course of work is defining the quality assurance standard and taking corrective action based on quality control reviews for the development of learning resources. Another example is conducting pre-training and post-training assessment of participants. This can be done through specified assessment templates and feedback forms for each training event so that areas to improve the quality of training can be identified.

1.4 Analyse and Plan Requirements for an Organisational Learning Strategy to Support Organisational Strategic and Policy Requirements

In this subchapter, you will understand the need for a coordinated organisational learning strategy. You will also learn how to analyse and address the overall strategic and policy requirements of the organisation through the organisational learning strategy.

1.4.1 Organisational Strategic and Policy Requirements

As explained earlier in this chapter, an organisation can have one or more requirements to use learning and development activities, such as to enhance its brand image, attract and retain talent, comply with legal and regulatory obligations, improve business performance, and strengthen customer satisfaction. It is evident that these requirements are, in fact, organisational strategic requirements critical for its business. These strategic requirements are driven by the overall goals and objectives of the organisation and the changing needs of a dynamic business environment.

Similarly, an organisation can use learning and development activities to support various policy requirements such as work health and safety, employee performance management, career progression, and succession planning. These requirements are guided by the policies or rules, and regulations of the organisation, which, in turn, are determined by the nature of the industry in which the organisation operates and its core values and culture.

An organisations strategic and policy requirements will change as its objectives and policies evolve over time.

1.4.2 Requirements for Organisational Learning Strategy

Besides supporting strategic and policy requirements, another key aim of learning and development is enhancing the intangible assets of the organisation, which are its people or human resources. As explained earlier, learning and development not only provides people with the requisite knowledge and skills to do their jobs, but it is invaluable in enhancing employee satisfaction and retention.

To effectively support organisational strategic, policy and people requirements, ad hoc learning and development activities cannot be employed. It is critical to develop a comprehensive and coordinated organisational learning strategy instead of spreading the organisations time and resources on disconnected learning and development efforts.

276225732790Strategy to bridge the gap

Current state

Desired state

Strategy to bridge the gap

Current state

Desired state

In simple terms, a strategy is deciding what to do to achieve each stated requirement of an organisation. It bridges the gap between where you are to where you want to be. It is the general direction with a set of actions that will lead to a future desired state.

An organisational learning strategy must align all learning and development practices such that organisational requirements are met. A strategic approach will ensure that learning and development practices are designed and delivered to support these requirements.

To summarise, the main requirements for an organisational learning strategy are depicted below.

Typically, organisations have an annual cycle of business planning where strategic goals and objectives for the financial year are defined. As an organisations executive and senior management create an annual plan for the overall business, the learning and development function must also create its annual strategic plan. For example, if an organisation has identified digital transformation as its primary objective for a given year, it becomes a strategic requirement of the organisation to enhance the capabilities of its personnel to make digital transformation possible. The learning and development strategic plan must account for necessary knowledge, skills, and capabilities to be provided to employees so that they are equipped to handle digitisation of the workplace and its business activities. The organisational learning strategy must be developed based on this learning and development strategic plan.

As mentioned above, the requirements for organisational learning strategy are the strategic, policy, and people requirements of the organisation. The foundation for alignment with requirements must be laid in the planning stage before developing the organisational learning strategy. Otherwise, the organisations learning and development practices may be outdated or out of sync with the actual needs of the business and its people. Preparing the learning and development strategic plan gains significance so that it can guide the design and implementation of the strategy.

To analyse and plan requirements for organisational learning strategy, you can follow these guidelines:

Organisational strategic requirements: You must access and review relevant organisational documents such as the business plan and annual strategic plan to understand overall organisational objectives and strategic requirements. Be sure to validate the requirements with senior leaders and managers so that there are no gaps in understanding.

Organisational policy requirements: You can review essential policies included in the employee handbook or company intranet to gather policy requirements that must be met through learning and development. An important policy requirement for most industries and businesses is work health and safety. You must pay special attention to any new policies announced to cater to changes in market conditions, legislation, or business strategy.

Organisational people requirements: You must gather the learning and development needs of the organisations employees from relevant systems and processes within the organisation that identify these needs. For example, an organisation may use an employee performance management system where managers or supervisors identify the areas of improvement for their team members to be addressed by learning and development interventions. Besides supporting basic people requirements from learning and development, you should also check with senior leaders and managers on any additional people-related requirements that are relevant for the organisation. For example, the organisation might be facing attrition of talent, in which case employee retention becomes a key requirement. Analysis and planning of people or human resources requirements for organisational learning strategy will be covered in detail later in this chapter.

To illustrate analysis and planning for requirements of organisational learning strategy with an example, consider the mock case study of Gracy Shoes, a retail chain of womens footwear. Gracy Shoes recognised that consumer behaviour and buying patterns had changed dramatically since the advent of E-commerce. Buying from a physical retail store is no longer the predominant method of shopping as consumers increasingly prefer the convenience of online shopping. Given this emerging need of the marketplace, Gracy Shoes decided to launch its own E-commerce or online selling platform. In the business plan for the current financial year, the strategic objectives stated were to enhance the reach of the Gracy Shoes brand and achieve 25% sales from online selling by the end of the financial year. The organisation also developed specific policies to meet legal and regulatory obligations for the online business unit, such as handling customer information in accordance with the Privacy Act 1988.

In this context, the organisational learning strategy for Gracy Shoes would need to be aligned with its strategic, policy, and people requirements. That is, the strategy to address any critical strategic, policy and people requirements that can be met with learning and development methods would need to be laid out. For instance, senior managers must now learn to track and interpret E-commerce metrics such as website traffic, conversion rate, bounce rate, exit rate, average order value, shopping cart abandonment rate, and customer lifetime value. They would also need to understand the organisational policies developed to meet legal and regulatory obligations such as handling of personal information as enforced by the Privacy Act 1988. The learning and development strategic plan must include details of how these capabilities will be developed among senior management.

1.5 Analyse and Plan Technological and Systems Requirements for an Organisational Learning Strategy

Traditionally, learning experiences in an organisation were mostly delivered by educators or trainers in a classroom setting, followed by supervision and support on the job. However, excessive reliance on classroom learning is no longer feasible for most organisations. Given the increasing size of organisations and the wide range and complexity of people capabilities required at the workplace, most organisations are adopting technological solutions to provide a seamless learning journey to each individual employee. This subchapter will introduce you to the technological and systems requirements that must be considered before designing the organisational learning strategy.

As described earlier in this chapter, organisations can adopt an integrated learning management system (LMS) to plan, implement, and assess the learning process of each employee. It usually provides a single-window interface to users through a secure login process. Actual learning is delivered through a blend of eLearning modules and conventional training programs.

Some of the key features of a typical learning management system are listed below.

1.5.1 Organisational Technology and Systems Requirements to Support an Organisational Learning Strategy

Modern learning management systems can provide innovative learning experiences through features such as gamification, mobile learning, and augmented and virtual reality. However, deploying and maintaining these technologies and systems requires the allocation of valuable organisational resources. Hence, it is important for an organisation to plan technological and system requirements in a way that meet the needs of its learning and development strategic plan.

The technologies and systems adopted for learning and development must deliver the requirements that are truly needed and will add value to the organisation. For example, most organisations would want a course authoring feature in their learning and development system so that they can create in-house learning content, activities, videos, and assessments relevant to the work context within an integrated system. There must be adequate provision of storage systems to manage the created content. Another example could be if an organisation needs to train external users such as channel partners or resellers; in this case, it must ensure that the learning and development system is geared to allowing multiple concurrent users.

30797546355000Key elements of technological and systems requirements for learning and development are depicted below.

Each of the key features of technological and systems requirements for learning and development is further explained below.

Accessibility

Accessibility implies that all potential users, including learners, educators, and administrators, are able to access and use the technology or system conveniently. As one of the most important features to be considered while designing or selecting a learning and development system, here are some aspects to keep in mind:

The learning and development system must be easily accessible on a variety of devices such as computers and mobile phones. The system must be fully functional and responsive to different screen sizes and input mechanisms. This is especially important if an organisation has personnel deployed across various locations or projects sites.

The system should be user-friendly with easy settings and navigation controls.

The system design must be disability-friendly for the inclusion of all employees. For instance, learning content can be made available in audio format for people with visual impairment.

Number of users

This refers to the number of users that would need access to the learning and development system. A user may be defined as an active user on the system or a person simply enrolled in the system irrespective of usage. You can determine the number of users for the system by getting a good estimate of the current as well as future staffing needs of the organisation. LMS service providers may offer variable pricing and licensing structure depending on the estimated number of users for the system.

Concurrent system users

This refers to the number of users that could potentially access the learning management system at the same time. It is useful to estimate this aspect before deciding on the technological and systems infrastructure required for learning and development. For example, a learning management system can be hosted on a company server or on a cloud-based platform by a service provider. Servers on company premises may not be able to support multiple concurrent system users.

Storage systems

The system must have the necessary storage systems, including content management systems and learning object repositories, to organise multiple courses, learning materials, resources, and assessments, so that users can navigate through their learning process effectively. Usually, a learning and development system will have built-in content management provision to allow administrators and educators to create content for learning courses, activities, and assessments. Learning object repositories or electronic databases are required to hold, share, and use the learning content. The organisation may also want to provide access to external content such as research reports and videos.

Industry learning and eLearning standards

There are certain industry learning and eLearning standards, which you must consider for determining the technology and systems requirements for your learning and development strategy. Some widely recognised standards include:

Sharable content object reference model (SCORM): SCORM is a set of technical eLearning standards that enable inter-operability of learning content. It makes sure that learning content directly uploaded or imported from other sources is compatible with the organisations learning management system. This allows organisations to deliver and track the learning of employees that takes place within the learning management system.

Tin-Can/xAPI: Tin-Can, now commonly known as xAPI, is a protocol for tracking learning activity in any context within or outside a learning management system. It enables the recording and tracking of customised learning activities. It can also be used to link individual learning experiences to on-the-job performance. For example, if an organisation wants to track and improve the performance of its sales staff, an xAPI-compliant system can pull together data from sources such as leads data from the customer relationship management system, results from data from eLearning, and call recordings. This can provide a holistic view of the learning needs of each member of the sales team so that their learning journey can be accordingly customised.

1.6 Analyse and Align Organisational Learning Strategy With Human Resources and Learning Requirements and Plans

As discussed in the preceding subchapters, it is imperative to align the learning and development strategy of an organisation with the organisational strategic, policy, and people requirements. The technological and systems requirements must also be considered. The people or human resources aspect merits deeper attention given its importance for the success of the organisation. This subchapter will help you understand how to align the learning and development strategy of your organisation with the existing capabilities of its human resources and their future learning requirements.

1.6.1 Human Resources Linkages with Learning and Development

An organisation may have a dedicated learning and development function depending on the scale and scope of its operations, or the human resources function may include learning and development as one of its responsibilities. There are significant synergies as well as key differences between the two functional areas. Learning and development personnel have specialised knowledge and expertise in designing learning solutions and delivering learning and assessments. For example, the human resources function is responsible for the recruitment of new talent, while learning and development ensures that the new employees acquire the necessary knowledge, skills, and behaviours to succeed within the organisation through mechanisms such as onboarding, training, and mentoring. Another example is that performance evaluation and career planning is the responsibility of the human resources function while enabling the employees to enhance their capabilities to move to senior roles within the organisation is facilitated by learning and development.

Irrespective of whether learning and development is a separate function or integrated within the human resources function, it is critical that the activities of learning and development are co-owned or in perfect alignment with the human resources function of the organisation. Some of the key reasons for this include:

The human resources function is responsible for specifying the job description of each role in the organisation. Job description or specification clearly states the duties and responsibilities for each job role and the skills required to perform in the role. In some cases, the job description also covers how success is determined for the role. The capability requirements of employees, covering knowledge, skills, and attitudes, are derived from their job descriptions and, therefore, drive the learning and capability-building agenda.

The human resources function plays a key role in propagating organisational culture, or a shared set of beliefs and values across the organisation. Human resource policies for employee rewards, recognition, and career progression help infuse a learning culture across all levels in the organisation. This sets the right conditions for employees to appreciate the need for, and commit to, their personal learning and development.

The employee performance management system is led by the human resources function. At the beginning of each appraisal cycle, managers set individual goals and key performance indicators for each employee reporting to them, based on the guidelines and direction of the human resources function. These individual goals and objectives are in alignment with the overall goals and objectives of the organisation. Any gaps in knowledge, skill, or attitudes required for the employees to perform their given jobs better and achieve targets set during their performance evaluation will need to be addressed by the organisational learning strategy. This continuous cycle of performance evaluation and enhancement of capabilities is the primary mechanism for the career progression of every individual in the organisation.

The human resources function can support all stakeholders such as managers, educators, experts, and learners plan their respective schedule and make time for organisational learning. Many organisations do not have dedicated educators to deliver every learning method. Employees with specialised knowledge and skills are recruited internally to facilitate training and coach or supervise others in their respective areas of expertise. Human resources function can ensure effective use of the time and capabilities of employees involved in various learning and development methods such as training, on-the-job supervision, coaching, and mentoring.

The outcomes from learning and development can be effectively related to employee performance by the human resources function and communicated to supervisors or managers. This way, corrective measures can be taken in case of any further capability gaps.

1.6.2 Human Resources and Learning Requirements for Organisational Learning Strategy

Bearing the inter-linkages between human resources and organisational learning in mind, you must analyse human resources and learning requirements and plans for designing and developing the organisational learning strategy. You can follow the steps given below for this purpose.

Review human resources documents and policies to understand the primary learning requirements and plans for the organisation. The documents and policies to review include job descriptions for key roles across functions and departments, workforce plans, and management reports from performance review data with identified capability gaps to meet organisational objectives.

Consult with stakeholders or key personnel from the human resources function to validate the learning requirements and plans for the organisation.

Identify human resources within the organisation with the required knowledge and skills who can contribute to learning and development as educators, content developers, or assessors.

Ensure plan for effective utilisation of the time and capabilities of these human resources is included in the learning and development strategic plan, in consultation with the human resources function and the identified individuals.

Consider the example of Gracy Shoes given earlier. The organisation had decided to create a business unit to launch and operate an E-commerce platform for their range of footwear. Some employees were reassigned to different roles in the new business unit and needed to build additional skills. Employees in centralised or support functions also needed to develop certain technical and behavioural skills to perform as per expectations. For example, marketing managers needed to upgrade their capabilities to include data analytics, digital marketing, and search engine optimisation. The learning and development strategic plan in this context would need to ensure that the essential learning requirements and plans for people across functions are addressed.

1.7 Develop Procedures to Liaise With Educators, Learners and Others and Monitor Learning and Development Strategies and Learning and Development Resources

In this subchapter, you will learn how to develop procedures to consult and communicate with stakeholders such as educators, learners, and others during the design, implementation, and review of the organisational learning strategy. Organisational learning strategy can also be used interchangeably with learning and development strategy. You will also gain insights on the need for review or monitoring of learning and development strategies and resources and the process that can be used for monitoring.

1.7.1 Consultation and Communication Processes to Support and Encourage Stakeholder Input into Design, Implementation, and Review of Organisational Learning and Development Strategy

As mentioned earlier, procedures are detailed guidelines or an established way of doing something. They include detailed instructions for doing a specific task. This section will explain the benefits of liaising with key stakeholders to encourage their input throughout the process of design, implementation, and review of organisational learning strategy. To ensure consistency in the task of liaising, it is recommended to write procedures that can be followed. However, before developing detailed instructions for liaising, it is important to take a step back and set broad guidelines on what is to be done. Consultation and communication processes are key to engaging and liaising with stakeholders. Both consultation and communication are processes of interaction with key stakeholders and play a crucial role across the life cycle of design, implementation, and review of any organisational strategy.

Consultation is about seeking the active engagement of stakeholders for their inputs while planning or implementing a particular change in the organisation. In the learning and development context, consultation implies seeking the active participation of stakeholders in the development, implementation, and review of learning and development strategies. It requires asking educators, learners, and other relevant stakeholders such as content developers or experts from industry associations for their ideas and suggestions on what needs to be done. In comparison, communication refers to sharing of information primarily to confirm understanding.

The consultation process with key stakeholders to encourage their inputs in organisational learning and development strategy is recommended to be carried out in four stages as depicted below.

Formulate draft learning and development strategyIn this stage, you would need to develop the first draft of the learning and development strategy for your organisation through research, review of organisational information, and applying industry best practices and standards. This stage does not necessarily require consultation.

Consult stakeholders on the draft strategy

Once the draft strategy has been developed, consult stakeholders such as business unit leaders and senior managers on the feasibility of implementation of the strategy. Techniques ranging from polls, surveys, focus group discussions, brainstorming sessions, meetings to the formulation of a steering group can be adopted for consultation.

Review responses and provide feedbackCollate and review the information received from stakeholders to check how it can be applied to the learning and development strategy. It is important to provide feedback to stakeholders so that they are aware of how their inputs are being considered.

Make a final decision and executeAt this stage, authorised personnel would need to make the final decision and execute the decision taken.

It is recommended to keep key stakeholders engaged throughout the design, implementation, and review cycle of the organisational learning and development strategy through an ongoing communication process. Communication is central for sharing information, views, facts as well as feelings and helps people reach a common understanding. A shared understanding among stakeholders, including employees and management, will reduce friction at the workplace and enable smoother implementation.

You can choose multiple communication techniques to keep key stakeholders informed of the key decisions taken and progress made. These techniques will allow you to celebrate interim successes and milestones and keep the stakeholders motivated. It is a good idea to use two or more communication techniques such as town hall meetings, email updates, or newsletters on an ongoing basis so that relevant information reaches all stakeholders and is reinforced through multiple channels. Illustrative communication techniques are shown below.

You may like to use this opportunity and align the communications directed at stakeholders to deepen their commitment to organisational learning and development. When drafting the communications, be sure to include organisational benefits as well as individual stakeholder benefits so that people are assured of their interests being considered. For example, at the conclusion of an important training program, you could circulate an email giving the highlights of the program and celebrate its success. The email communication could include feedback from trainers and senior managers on the workplace application of the training and how it aligns with organisational priorities. It can also include testimonials from learners on how the training program has helped them advance their individual career goals.

Keep the communications to stakeholders meaningful, but do ensure that there are no long gaps between subsequent communications. This will help to keep the momentum and interest of stakeholders intact, as organisational learning and development is a long-term, ongoing activity.

1.7.2 Develop Liaison Procedures for Educators, Learners and Others

While you can adopt a series of high-level actions or steps for stakeholder consultation and communication, it is vital to develop official procedures, especially for liaison with relevant stakeholders for learning and development. Relevant stakeholders in this context will include educators, learners, and others such as heads of business units, heads of departments, or senior management. External stakeholders, such as content providers, technology providers, or experts from industry associations, could also be relevant. Procedures will provide the necessary detail on how to liaise with these different stakeholders to ensure consistency and limit human error.

Some illustrative scenarios or liaison tasks for which you can develop procedures are:

Incorporating individual requirements for identification of learning needs during organisational learning and development strategy design.

Gathering feedback from educators, learners, and supervisors after a specific learning event such as a training program.

Documenting success case studies after implementation of a specific learning method to capture learnings and improve the learning method.

Seeking inputs of educators for developing or sourcing learning resources and assessment tools

Remember to use document processing software such as MS Word to write procedures. Features of document processing software such as styles, lists, and table of contents are needed to write clear procedures. If your organisation has set templates for documenting procedures, you must use the template.

Key features or characteristics of an effective procedure are outlined below.

A sample procedure for gathering feedback after a training program for a fictitious software services organisation, AllMist Technologies, is given below for your reference.

Post-training Feedback Procedure

Purpose The post-training feedback procedure outlines instructions for gathering feedback from relevant personnel after completion of a training event.

Allway Technologies values feedback as our main mechanism for driving continuous improvements to ensure best-in-class training provided to our employees.

Scope This procedure is applicable to all classroom-based, instructor-led training events organised and delivered by the learning and development function within office premises or external venues. Any third-party training events attended by employees and sponsored by Allway Technologies are also covered within the scope of this procedure.

Definitions Feedback refers to statements of opinions, positive or negative comments, and general responses regarding a training event.

Related policies Learning needs evaluation policy

Training policy

Complaint and feedback management policy

Instructions/ Steps Learning and development manager must provide printed feedback forms to the instructor assigned for training.

Instructor should handover feedback forms to each participant at the end of the training event and encourage them to respond.

Participants must submit duly filled feedback forms to the instructor.

Instructor must hand over the completed feedback forms to the learning and development manager.

Assigned personnel from the learning and development team must send a feedback template to supervisors of training participants through email, one week after the training event, specifying a due date for email responses.

Feedback from training participants and email responses of supervisors must be collated by assigned personnel in a training evaluation form and forwarded to the personnel assigned to training design.

1.7.3 Monitor Learning and Development Strategy and Resources

After implementation of the organisational learning and development strategy, regular monitoring is needed to check the progress of the learning and development strategy and whether organisational resources are being used effectively. Monitoring is a useful mechanism to learn from experience, identify gaps or challenges in implementation, and steer decision making. Monitoring frameworks must be tailor-made specifically for your organisational context and should address the elements shown below.

To monitor learning and development strategies, the first step would be to identify the relevant data to be collected. Data collected before implementation will serve as the baseline against which future progress can be measured. Some of the outcomes that are relevant in the context of learning and development, and data that must be monitored for each, are listed below.

Outcome Explanation

Capability building One of the key reasons for deploying learning and development in the workplace is to enhance capabilities, including knowledge, skills, and attitudes of employees. Progress on capability building can be measured by introducing markers before and after providing learning. For example, pre and post-assessment tests to be taken by learners in a training program.

Workplace application Employees must display evidence of applying the knowledge or skill that they have gained in their day-to-day responsibilities. This can be observed by supervisors. Employee productivity can be tracked using indicators such as the number of work products created within a given time.

Behaviour change Individual behaviours must reflect the attitudes acquired through learning and development. Employee satisfaction rating and specific quantitative metrics, such as on-time attendance, can be tracked to monitor behaviour change.

Performance One of the main requirements from learning and development is to enhance employee performance, contributing to organisational goals. Employees performance, as measured against key performance indicators (KPIs) through performance appraisals, must be tracked before and after the provision of learning opportunities.

Procedures to monitor learning and development strategies would, therefore, need to provide detailed guidance on the relevant data to be collected, staff responsibilities, and the frequency of data collection. Other guidelines to be included in the procedures are:

Recording actual outcomes from various learning and development interventions.

Comparing outcomes with the target metrics or key performance indicators set at the design stage.

Tracking status of compliance of learning and development interventions against organisational requirements specified in the strategy.

Tracking status of compliance of learning and development interventions against any quality processes and procedures adopted by the organisation.

Implementation of a learning and development strategy in an organisation requires a significant investment of resources, including financial and human resources. It is important to monitor learning and development resources regularly to ensure that the resources allocated are being used effectively and in alignment with organisational goals.

The most important aspect of enabling monitoring is setting up appropriate systems to track and record resource usage at periodic intervals. The records generated from monitoring can then be compared with the objectives set in the learning and development strategy to determine progress and the level of success achieved. Since resources can be tangible, such as equipment, tools, or supplies, or intangible, such as staff, or finances, you would need a variety of monitoring systems to track relevant metrics for each type of resource. For instance, you can monitor occupancy data to check if meeting rooms and workspaces allocated for training are being used as required.

Procedures to monitor learning and development resources can, therefore, provide guidelines on recording actual resource utilisation versus budgeted resource allocation. The template for recording and analysing data and the reports to be generated must also be provided so that there is consistency and uniformity in the monitoring process.

Notes

FORMTEXT

Key Points: Chapter 1Methods of learning and development must be evaluated against organisational requirements, which can range from enhanced brand image and reputation, employee satisfaction and retention, superior business performance, risk mitigation through legal and regulatory compliance to improved customer satisfaction.

It is important to analyse the impact of organisational learning and development on parameters relevant to the organisations business in consultation with relevant stakeholders.

Options for quality management in learning and development must be examined and reviewed and appropriate quality policies and processes deployed to ensure consistent excellence in organisational learning.

Prior to designing the organisational learning and development strategy, a strategic plan must be developed to analyse and plan requirements from the strategy, including organisational strategic, policy and people requirements, technological and systems requirements, existing human resource capabilities and future learning requirements.

Stakeholder input obtained through the application of structured procedures is critical throughout the process of design, implementation, and review of the organisational learning and development strategy.

It is prudent to monitor learning and development strategies and resources on an ongoing basis to ensure outcomes are aligned with stated objectives and resources are being used effectively.

Activity 1: True or False QuizLets review what youve learnt from this Chapter. Read each statement below.

Tick True if the statement is correct, and False if not.

Statement True False

Learning and development aligns individual goals and performance with the overall goals and performance of the organisation. It is not required to consult with stakeholders to identify business metrics for analysing the impact of learning and development on an organisation. Kaizen recommends spending time on improving the work in progress rather than spending time on documenting processes. The quality assurance process is used to review learning resources after they have been developed. A learning management system provides a single-window interface to users through a secure login process and is integrated with the performance management system. Learning and development must be co-owned or in perfect alignment with the human resources function of an organisation. A high-level policy is sufficient to guide liaison with relevant stakeholders for learning and development.

Activity 2: Fill in the BlanksComplete the statement given below by filling in the blanks with appropriate responses from the selection options provided.

FILL IN THE BLANKS

For developing a coordinated and impactful learning and development strategy, various requirements must be considered, including FORMTEXT requirements for alignment with organisational strategic objectives, FORMTEXT requirements to comply with organisational rules and regulations, FORMTEXT requirements to provide seamless learning to each employee, current capabilities of FORMTEXT , their FORMTEXT , and future FORMTEXT .

SELECTION

Strategic Learning needs

Technological and systems Learning plans

Human resources Policy

Activity 3: Formative Activity

In your own words, briefly describe quality management in the context of learning and development.

FORMTEXT

List any two options of quality policies and processes in organisational learning.

FORMTEXT

List any two parameters to analyse the impact of learning and development on an organisation.

FORMTEXT

Activity 4: Word SearchSearch and identify different methods of learning and development that can be used in an organisation in the grid below.

I I C R V W K L W X M W T T A H S U S N

Y W B V E E S Y R G E M N C L R Z X Y J

Q Y I N D U C T I O N O Z N Y X P C E O

L R Z Q V R P Q R D T P R R V P Q G T B

B B X Z U N S J H F O U D N D C U Q N R

N G L C L G V R O R R U N H Q S P V Y O

Y T L I B P I C G G I W V T G C A E I T

O C O A C H I N G A N Y K R A K Y V H A

T B O S D A B M G L G T O A Y T R P G T

J V O G T G I I S Q H Q Q I R K J Z W I

H I M T N V C C P U A Q M N Q G M K T O

C V Q K M F L Y K S I S A I M X E V J N

R O M W M E N U H T D O K N Y M R B L I

R T N L U F Y B V Q S X E G B P A E T I

I C V C U V L H D R Z W Q R S L U C Z X

B E H U X L Y K S Y H G A T T B Y G B D

O N T H E J O B T R A I N I N G N V R E

H T G H E D A X O D M J A G F T M Q M D

Chapter 2: Contribute to Design of Organisational Learning and Development Strategy

As established earlier, it is recommended to develop a comprehensive and coordinated strategy for learning and development, given its strategic relevance for an organisation. All learning and development practices will be guided by the organisational learning and development strategy. The following subchapters will provide guidance on designing your organisational learning and development strategy in collaboration with key stakeholders. You will understand how to address all individual components analysed and planned in the previous chapter, including strategic and policy requirements, technological and systems requirements, existing capabilities of its human resources, and their future learning requirements.

This chapter will explain the ways in which strategies designed to support organisational learning, including the strategies for learning, development, and assessment of employees, can be made flexible and open to continuous improvement.

As it requires a significant investment of resources and staff for the implementation of a learning and development strategy, this chapter will also explain the processes and procedures for allocating and managing these resources and staff.

Finally, you will understand how to develop assessment processes to measure the learning needs and progress of employees in compliance with organisational requirements.

2.1 Design, Collaboratively With Relevant Stakeholders, Organisational Learning and Development Strategy

In this subchapter, you will learn about designing your organisational learning and development strategy by addressing all the individual components analysed and planned in the previous chapter. Common approaches to learning and development strategy design will be introduced to serve as a basic guide for selecting the approaches or methods for implementation of the learning and development strategy best suited in your organisational context.

You will also get to know certain helpful pointers and a suggested format for designing your organisational learning and development strategy.

It is important to note that the learning and development strategy cannot be designed in isolation by the learning and development function. It requires collaboration with several key stakeholders from business units and other departments or functions within the organisation. A collaborative approach helps to get a collective view on the learning and development needs to be addressed within the organisation and aids decision making on best approaches to be used for providing organisational learning. It enhances the quality of decisions, shapes the learning and development strategy effectively, and builds greater commitment for its implementation within the organisation.

2.1.1 Common Approaches to Learning Strategy Design

There are several options available for an organisation while designing its learning strategy, from learner-driven to organisational performance-driven approaches. Some common approaches to learning strategy design are listed below.

Self-directed learning

In this approach, learners own and manage their own learning process. Learning goals, as well as activities to meet these goals, are determined by the learners themselves. It is suited to an organisation that comprises seasoned professionals or experts or small organisations without a formal learning and development function. Employees are encouraged to identify their specific learning objectives, which will be met by self-directed learning. Learners can select a learning option best suited to meet their workplace learning requirements. They can simply review learning materials such as research reports, complete an online learning module, enrol in an instructor-led training course, or seek coaching support, depending on the budget and guidelines set by the organisation.

The organisation may provide an in-house or outsourced learning concierge service to support the learning process of individual employees. The learning concierge operates in a similar fashion as a concierge service for hotel guests. For example, if a hotel guest wants advice on local sightseeing, the hotel concierge will first understand the exact requirements of the guest. Based on the interests and available time and preferences of the guest, the concierge may mark relevant local attractions to visit on a map, recommend a walking route, or hire a car or a bus tour service for the guest. The concierge ensures that the recommendations are aligned with the individual requirements of the guest. Similarly, a learning concierge provides customised advice to learners on addressing their learning and performance needs in the best way suited to them.

Conventional stand-alone techniques

Organisations that employ a large number of people in entry-level jobs, or jobs with specific knowledge and skills requirement, would want their employees to achieve set learning milestones. The approach of using conventional stand-alone techniques to deliver specific learning needs works well in such a scenario. These techniques include training, on-the-job training, eLearning, coaching, and mentoring.

This approach determines overall capability requirements for a department or function and specific job roles. A learning curriculum is set and delivered through a set of classroom training or eLearning. Employees must undergo assessments at every level before moving on to the next level of competency. Workplace supervision, coaching, or mentoring are formalised and made available to employees. Hence, employees have their learning process clearly laid out for them.

Learning ecosystem

An ecosystem approach applies a variety of techniques towards the same learning objectives in a comprehensive manner. Organisations that require their employees to build complex skills, or build knowledge and skills over time, may adopt this approach. Some of the techniques that lend themselves to this approach include blended learning, learning experiences, and learning environments.

In this approach, while capability requirements and associated learning needs are determined by the organisation, learners have some flexibility in selecting the learning methods and customise their learning process. For example, an employee may begin a course with an eLearning module to understand basic concepts, enrol for subsequent classroom training, and refer to specific microlearning resources such as videos and infographics to reinforce the learning.

70-20-10 approach

This approach is based on the 70-20-10 model for learning and development (Lombardo and Eichinger, 2006) introduced in the previous chapter. The guiding principle in this approach is that 70% of learning comes from experience and reflection, 20% is derived by working with others, and only the balance 10% come from formal learning interventions. It is also referred to as the on-the-job, social and formal or OSF ratio to show the distribution of sources of learning. The organisation does not rely mainly on the provision of structured learning techniques for enhancing the capabilities of its workforce but rather integrates learning with the workflow. Employees primarily learn and refine their skills directly on the job and receive immediate feedback on performance from supervisors. Employees are encouraged to address challenges in the workplace, ask questions, and learn from their mistakes. They are given opportunities for social learning through mechanisms such as coaching, mentoring, peer reviews, and collaboration on assignments.

The effectiveness of this approach relies on the culture within the organisation, given the emphasis on practical and social learning.

2.1.2 Organisational Learning and Development Strategy Design

In the previous chapter, you were introduced to the concept of a learning and development strategic plan. The learning and development strategic plan, together with the broad approach suited to your organisational context, will help you design your organisational learning and development strategy.

While designing your organisational learning and development strategy, it would be useful to follow the guidelines outlined below.

Formalise the strategyA formal document, signed-off by authorised personnel, allows the learning and development function to have a clear vision and objectives in alignment with the organisation as a whole. A clearly drafted strategy will help gain buy-in from senior management and employees across levels in the organisation.

Set clear objectives

The learning and development strategy must have clearly defined SMART objectives in alignment with overall organisational goals. The SMART acronym refers to specific, measurable, attainable, relevant, and time-bound objectives. Target metrics or key performance indicators should be set, and the outcomes of the strategy evaluated post-implementation for continuous improvement. Metrics could relate to employee satisfaction, business performance, cost reduction, or customer satisfaction, as relevant in the organisational context.

Keep an employee focus

The learning and development strategy should be designed keeping employees as the central focus. This reflects the understanding that individuals want to enhance their knowledge and skills to support their professional development and career progression. The strategy should support the requirements of employees from learning and development.

Select appropriate delivery and implementation methods

Based on the plan developed and the resources available for implementing the learning and development strategy, appropriate delivery methods must be selected. Broadly, an organisation must decide whether it wants to deliver learning internally, outsource it to a service provider, or offer a mix of both. Also, specific techniques to be deployed, such as classroom training, eLearning, and on-the-job training, must be decided as part of the strategy design.

Provide for review and evaluation mechanismsWhile the outcomes from the learning and development strategy must be monitored and measured against the set objectives, the strategy itself should be evaluated to ensure that it is working well for the organisation. It is also useful to keep mechanisms in place for ongoing feedback from stakeholders. The strategy can then be suitably modified for the next business cycle.

It is important to design the learning and development strategy in collaboration with relevant stakeholders. As described earlier, relevant stakeholders are individuals or groups of individuals who can make an impact on or those who can get impacted by an organisations business operations. You must identify the stakeholders relevant in your organisational context and seek their input in the learning and development strategy design. Some stakeholders with whom you may need to collaborate for designing the learning and development strategy are listed below.

Business leaders and senior managers can support the mapping of organisational objectives to learning and development objectives.

Human resources managers can provide specific details of the capability-building needs of employees. They can also provide valuable guidance on the existing knowledge and capabilities of people that may be tapped for learning and development.

Learners can provide inputs on designing engaging and relevant learning and development strategy.

Educators, including trainers, content developers, supervisors, and assessors, bring in proficiency on the actual approaches to be used for the implementation of the strategy.

IT managers bring in the expertise of technology and systems that would best suit the learning and development strategy.

The learning and development strategy design must address all the individual components that were analysed and planned in the previous chapter, including organisational strategic and policy requirements, technological and systems requirements, human resources and learning requirements and plans, and monitoring learning strategies and resources. A suggested format for designing a learning and development strategy is provided below.

2.2 Design and Develop Flexible Learning, Development and Assessment Strategies to Support Organisational Requirements

The learning and development requirements within an organisation change over time. Therefore, the strategies designed to support learning and development needs must be flexible and open to continuous improvement. This includes the strategies for learning, development, and assessment of employees. This subchapter will provide guidance on how to design and develop learning, development, and assessment strategies such that they are flexible and amenable to improvement over time.

2.2.1 Learning Resources and Assessment Tools to Meet Requirements of Organisational Learning Strategies

To implement a learning and development strategy, two of the most fundamental requirements are learning resources and assessment tools. It would be worthwhile to understand these in some detail before moving forward.

Learning resources: Any resource which supports organisational learning can be classified as a learning resource. This includes print materials, lesson plans, online or eLearning modules, videos, and webinars. It is important for an organisation to develop or source customised learning resources to deliver the exact learning requirements of its employees. Otherwise, educators and learners will waste valuable time trying to locate content that fits their requirements. It is vital to note that learning resources must not only provide information or knowledge but also contextualise it so that the learner understands how to apply the information at the workplace.

Assessment tools: One of the main objectives of a learning and development strategy is to help the human resources of an organisation upgrade their skills and capabilities to support the future growth and performance of the organisation. The first step in identifying the required skills and capabilities and, therefore, learning requirements is to understand where the employees currently stand. This assessment brings clarity on the broad skill gaps and learning requirements of each department, function, or job role, as well as the specific learning needs of each employee. There are multiple ways to conduct a skill gap analysis, including behavioural, cognitive, and technical methods. The tools using one or more of these ways to assess the knowledge, skills, and attitudes of a learner are called assessment tools. A variety of assessment tools can be used, as indicated below.

Using assessment tools, educators can not only get an understanding of the learners capabilities but also get valuable insights into the process of learning itself. Using these insights, the learning resources or process can be suitably modified to enhance their effectiveness.

With the above context, it is evident that learning resources and assessment tools must be customised to meet the requirements of the learning and development strategy designed for the organisation. They must be relevant, contextualised, and organised appropriately to meet the needs of the target audience.

Given the fast pace of the business environment today with changing market conditions, customer needs, technologies, and trends, the organisational requirements for learning and development are also evolving rapidly. Also, each individual has specific learning needs and constraints. Learning resources and assessment tools are the two key resources that can be adapted to ensure that organisational learning, development, and assessment are flexible to adapt to the needs of the environment as well as each individual. In the next section, you will learn how to retain flexibility while designing the organisational learning, development, and assessment strategies.

2.2.2 Flexible Learning, Development, and Assessment Strategies

As mentioned above, it is prudent to ensure that organisational learning, development, and assessment strategies are flexible enough to easily incorporate any necessary modifications as organisational requirements change. Some examples where flexibility is relevant are:

provision to quickly incorporate up-to-date information in learning resourcesability to add recent case studies in learning resourcesthe adaptability of learning resources to suit delivery through new technologies such as eLearning and mobile learningability to adapt assessment tools to changes in critical performance measuresprovision to quickly modify assessment tools in case of additional licensing requirements

Common approaches for organisational learning and development strategy design have been covered in detail earlier. These included self-directed learning, conventional stand-alone techniques, a learning ecosystem, and the 70-20-10 approach. Recommended guidelines while designing the organisational learning and development strategy were also listed. You must bear in mind that pre-learning and post-learning assessment is also an integral part of the strategy. Assessment helps to gather the learning requirements of employees as well as to judge the effectiveness of the learning provided. Learning must benefit the employees as well as the organisation to meet their respective objectives.

It is evident that learning, development, and assessment strategies must also be flexible to meet varying organisational and individual requirements. To ensure that learning, development, and assessment strategies are flexible, here are a few important guidelines to keep in mind.

Keep an inclusive approachAs organisations have recognised the importance of hiring diverse talent, it is increasingly important that organisational learning, development, and assessment strategies respect that diversity. Every individual must be able to participate and benefit from available organisational learning and development initiatives and assessment tools. People differ not only in terms of attributes such as backgrounds, educational qualifications, age, race, ethnicity, or gender but also in terms of their beliefs, opinions, inherent abilities, and ways of thinking. Any rigidity in the organisational learning, development, and assessment strategies can impair the value of or reduce the quality of the learning experience.

Build in flexibility in learning resources and assessment toolsAs learning resources and assessment tools are the primary means of delivering learning and conducting evaluations, it is crucial that there is built-in flexibility in both. This implies that the format of learning resources and assessment tools must not be a barrier for anyone to be able to access and use them. For example, learning resources can provide an option of choosing a language if there is a significant non-English speaking employee base. Content can be made available in audio format for visually impaired learners. Similarly, for those with hearing disabilities, video content must provide the option of subtitles or transcripts. It is important to remember that disabilities might be mental or intellectual in nature as well. For instance, dyslexia is a fairly common learning impairment wherein affected individuals may have trouble with word recognition and reading comprehension. Learning content can be made available in the form of interactive video tutorials to address their requirements.

Offer flexible options

Learners must have the flexibility of choosing the time, space, and pace at which they can learn. It is imperative to lay down boundary conditions within which the learning and assessment must be completed. For example, a licence to operate a specialised system will not be provided until the individual has completed the required certification, or the employee must be competent in certain skills by the end of the financial year. However, within these boundary conditions, employees must be provided with flexible options. Even in the case of conventional classroom training, you must ensure that a schedule of the training sessions is made available to employees so that they can register themselves for a date and time that is convenient to them.

Use appropriate technologies and systemsAs explained in the previous chapter, modern learning management systems have the required technological sophistication to provide flexibility in learning resources and assessment tools. There is a wide variety of formats as well as delivery options available to ensure accessibility, inclusivity, and flexibility to learners as well as to educators and administrators. You must remember to keep these criteria in mind when evaluating technologies and systems to be adopted for organisational learning, development, and assessment.

2.3 Establish Processes and Procedures for Allocating and Managing Resources and Staff Required to Implement Organisational Learning Strategy

As established in the previous chapter, it requires significant resources and staff for implementing a learning and development strategy in an organisation. While you have been introduced to the development of procedures for monitoring learning and development resources, it is recommended to adopt set processes and procedures for allocating and managing resources and staff on a real-time basis. Remember that processes provide guidance on what to do, while procedures provide guidance on how to do it.

2.3.1 Allocating Resources and Staff for Learning and Development

Resource allocation is to recognise and assign the best available resources for a given project or activity. This includes both tangible resources such as equipment, materials, and finances, as well as an intangible resource such as staff and time. Appropriate allocation optimises the use of available resources in an organisation. You must be mindful of allocating only required resources as there is a significant cost involved for the organisation.

Before you allocate resources, you must first determine the scope of the activities to be undertaken as part of implementing the learning and development strategy. Based on the scope, you can make informed decisions on how to allocate organisational resources. You may have to procure certain resources if they are not available internally, such as specialised equipment, tools, or supplies.

You might be familiar with the three basic constraints that affect the quality of a given project. These constraints are scope, time, and cost, usually represented as shown below. Resource allocation is one of the primary mechanisms by which these constraints can be addressed and the quality of the given project enhanced, which is learning and development in this context.

2.3.2 Managing Resources and Staff to Implement Learning and Development Strategy

Once resources have been allocated to designated learning and development strategy, they need to be actively managed. Ongoing resource management will ensure that you are maximising efficiency and monitoring the utilisation of allocated resources.

Some of the advantages of actively managing resources and staff during the implementation of learning and development strategy are outlined below.

Given that resource management for learning and development can be complex, especially for large-scale or geographically dispersed organisations, it may be a good idea to adopt technological solutions or tools such as enterprise resource management, project management, or scheduling software. These solutions, when used correctly, can ensure effective resource utilisation throughout the implementation of the organisational learning and development strategy.

Whether your organisation uses modern or legacy tools, it is highly desirable to set defined processes and procedures for allocating and managing resources and staff to ensure consistency and minimise human errors. The following tips can give you useful pointers while developing these processes and procedures.

Gathering the right information

The resource allocation and management processes and procedures must provide guidance on the comprehensive information that is required to be collected for making effective decisions. For instance, to allocate staff for conducting a training program, it would be required to match their skills and experience with the unique demands of the training program. Hence, the coordination mechanism with the human resources function to get a mapping of employee and their skills and experience must be defined.

Tools to be used

If your organisation uses specific resource management, project management, or scheduling software, the processes and procedures must prescribe the tools to be used. If legacy tools are used, then it may be a good idea to provide organisational templates to ensure uniformity and ease of understanding.

Ensure best-fitIt is preferable to assign resources based on best fit with requirements instead of only considering factors such as availability or cost. For example, a project management certification might be preferable for project managers, even if another training is available at a lower cost. Certified project managers can bring in best-in-class practices aligned with industry standards, which will benefit the organisation in the long term.

Resource levelling

Under or overallocation of resources must be avoided. If, for example, some members of staff are under-allocated, it may lead to loss of productivity and low confidence in the employees. If some members of staff are over-allocated, it can cause fatigue, poor quality of work, or unplanned attrition. This is especially significant because taking on activities such as conducting training, coaching, or mentoring other employees are not directly billable or revenue-generating activities. Sometimes, it may be necessary to adjust the overall timeframe or start and finish dates of planned learning and development activities to account for constraints in resource availability.

2.4 Contribute to Development of Compliant Assessment Processes According to Organisational RequirementsIn this subchapter, you will learn about processes used for the assessment of knowledge, skills, and attitudes of employees. You will also understand the need for these assessment processes to be compliant with organisational requirements and how to contribute towards the development of compliant assessment processes.

2.4.1 Organisational Requirements for Assessment in Learning and Development

Assessment is an integral component of learning and development in an organisation. It is a systematic and continuous process of collecting and using data to measure the learning needs and learning progress of employees. Learning needs relate to the gaps identified in the knowledge, skills, and attitudes of employees for performing their job responsibilities. Progress relates to the level of knowledge, skills, and attitudes acquired by the employees through various learning and development methods.

As explained earlier, learning needs are closely tied to organisational requirements. Employees are empowered to contribute to larger organisational goals and objectives by ensuring and supporting them in building the required capabilities. The organisational learning and development strategy is adapted to suit the changing learning needs of employees identified by assessment processes. In simple words, assessment helps organisations determine what to teach their employees, how to teach, and how effectively they taught at the end. As continuous assessment is the foundation of the learning and development strategy and practices, it is important for assessment processes to be compliant with organisational requirements.

In general, assessment can be categorised as formative and summative, depending on the stage of learning and development at which assessment is carried out, as explained below.

Formative assessment

Formative assessment is the evaluation of learning before beginning the learning process and during the delivery of the learning process. Pre-assessment is critical for determining the learning needs of employees across levels in the organisation to guide the organisational learning and development strategy. In-process assessment is useful to get continuous feedback about the efficacy of the learning methods being used, such as training or coaching so that the methods can be changed suitably. There may be changes required in the training materials, tools, approaches, or support mechanisms.

Summative assessment

Summative assessment is the evaluation of learning outcomes at the end of the learning process. For example, a test, role-play exercise, or a workplace assignment given to participants at the end of a training program to determine how well have they learned the required knowledge or skills. It is usually possible to quantify the indicators of performance in summative assessment. A quiz at the end of an eLearning module, for instance, can judge the level of learning acquired by the participant depending on the score and provide a grade or tag such as beginner, intermediate, and expert to the participant.

2.4.2 Compliant Assessment Processes for Organisational Learning and Development

Based on the above understanding of the stage at which assessment can be conducted and the capabilities that must be assessed, various assessment processes can be used as part of organisational learning and development.

Assessments processes provide a holistic view of individual and organisational capabilities. They help reduce bias and bring in objectivity about an employees capabilities to perform a given role and identify employees with high potential who are likely to succeed when promoted to a higher level. Assessment processes evaluate different types of capabilities to provide a holistic or comprehensive view, as shown below.

Aptitude

Aptitude assessment can help identify an individuals inherent qualities, regardless of formal qualifications or work experience. Aptitude can provide a good indication of whether the person is likely to perform well and succeed in a given job role or work environment. Resume reviews, job interviews, and pre-employment or screening tests administered to potential candidates are examples of processes used for aptitude assessment.

Attitudes

Most organisations understand the need for and use various methods for assessment of an individuals soft skills or attitudes required to excel in a job role, team, or work context. Some of these skills are written communication, verbal communication, interpersonal, critical thinking, teamwork, ethics, and problem-solving. While it may be difficult to quantify measures for assessment, these soft skills, in fact, drive the employability and career progression of individuals.

Technical skills

Assessment help evaluate an individuals theoretical knowledge and understanding and proficiency in applying this knowledge to the job. Technical skills are also referred to as hard skills, talent, or expertise in a specific area such as software programming, data analysis, financial accounting, or operating heavy machinery. A classic example of technical skills assessment is certification at the conclusion of a learning course.

While developing assessment processes for your organisation, it is advisable to adhere to the basic principles of assessment as outlined below.

Notes

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Key Points: Chapter 2Organisational learning and development strategy design will need to address all the individual requirements analysed as part of the strategic plan, including strategic and policy requirements, technological and systems requirements, existing human resource capabilities, and future learning requirements.

A collaborative approach with relevant stakeholders helps to get a collective view on the learning and development needs, aids decision-making on best approaches to be used, and shapes the learning and development strategy effectively.

The strategies designed to support learning, development, and assessment should be flexible and open to continuous improvements, given a dynamic business environment and varying individual requirements.

Learning resources and assessment tools must be customised to meet the requirements of the learning and development strategy designed for the organisation.

It is recommended to develop well-defined processes and procedures for allocating and managing resources and staff for learning and development for effective resource utilisation, greater consistency, and minimal chances of human error.

Assessment processes that measure the learning needs and learning progress of individuals are an integral component of learning and development in an organisation and must be aligned with organisational requirements.

Activity 1: True or False QuizLets review what youve learnt from this Chapter. Read each statement below.

Tick True if the statement is correct, and False if not.

Statement True False

The guiding principle of the 70-20-10 approach is that 70% of learning comes from experience and reflection, 20% is derived by working with others, and only the balance 10% come from formal learning interventions. Designing the organisational learning and development strategy requires collaboration with several key stakeholders from business units and other departments or functions. The learning and development strategy does not need to state specific objectives. Organisational learning, development, and assessment strategies must be flexible to incorporate any changes due to changing market conditions or organisational priorities. Effective resource allocation can address the constraints of scope, budget, and time and enhance the quality of a learning intervention. It is necessary to assign resources for learning and development based only on the availability or cost of resources. Formative assessment is the evaluation of learning at the end of the learning process.

Activity 2: Formative Activity

Name any two common approaches to learning and development strategy design.

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List any two advantages of allocating and managing resources and staff during the implementation of a learning and development strategy.

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Outline any two basic principles for the development of compliant assessment processes according to organisational requirements.

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Activity 3: Matching TypeMatch each element of learning and development strategy design with the appropriate content to be included in it.

DESCRIPTION SELECTION

Purpose Process for tracking resource utilisation and reviewing the strategy

Objectives Technological and systems, and human resource requirements

Coverage Specific results or outcomes to be achieved

Resource requirements A statement of the overall purpose of the learning and development strategy

Implementation plan Strategic or policy requirements to be met and capability gaps to be addressed

Monitoring process Links to related policies and procedures

Related information Approaches to be used, and plan of action with assigned responsibilities

Chapter 3: Recommend Improvements to Strategies

An organisational learning and development strategy must be evaluated against relevant business metrics or key performance indicators after implementation to ensure that it is effective and aligned with organisational requirements. You were introduced to certain evaluation approaches to analyse the impact of learning and development on the organisation. This chapter will outline further approaches for the evaluation of current organisational learning and development strategy.

An organisation may need a significant investment of resources to support the learning and development strategy, including financial and human resources. It becomes important to make sure that all resources are being used judiciously and effectively. This chapter will explain how to review the performance of resources and people supporting the learning and development strategy for the organisation.

Based on the application of the evaluation approaches, continuous improvement opportunities identified through quality policies and processes, and performance review of associated resources and people, you will gain a comprehensive view of potential improvements possible in the organisational learning and development strategy. This chapter will also provide guidance on how to construct meaningful plans for improving organisational learning strategy. Finally, you will gain helpful tips on presenting these plans to relevant stakeholders within the organisation.

3.1 Evaluate Current Organisational Learning Strategy

You were introduced to Kirkpatricks evaluation model and the Phillips RoI model in Chapter 1 to evaluate the impact of organisational learning strategy on the organisation. In this subchapter, you will learn about additional approaches for evaluating current organisational learning strategy.

It is important to evaluate the learning and development strategy against relevant business metrics or key performance indicators after it has been implemented. As outlined earlier, these indicators could range from employee retention rate, employee satisfaction ratings, sales or revenue growth, cost reduction to customer satisfaction ratings. Structured evaluation will ensure that the organisational learning strategy is effective and aligned with organisational requirements. Any gaps or issues identified during evaluation can be addressed, and the strategy modified suitably.

Evaluation of the organisational learning strategy will involve asking questions such as:

How much progress has been made towards the overall objectives?

Which of the learning requirements has been met?

What is the feedback from stakeholders, including both educators and learners?

How has the provision of learning resulted in better performance at the workplace?

Are the identified learning and development focus areas still relevant?

Are resources being used effectively for implementing the strategy?

Are the key performance indicators still effective for measuring progress towards the overall objectives?

3.1.1 Evaluate Effectiveness of Organisational Learning Strategy when ImplementedBesides Kirkpatricks evaluation model and the Phillips RoI model introduced earlier, there are other approaches that can be used to evaluate the effectiveness of organisational learning strategy. Additional evaluation approaches that can be customised as per organisational context are explained below.

The CIRO Model

The CIRO model (Warr et al., 1979) focuses on measuring learning needs before deploying learning interventions and measuring learning outcomes after the learning interventions. The CIRO acronym stands for context, input, reaction, and outcome. It is generally considered to be more suitable for evaluating learning opportunities provided at the managerial level rather than a broad range of roles and positions in an organisation. Using this model, it is possible to evaluate learning at the following three levels:

Immediate: Targeting urgent knowledge or performance requirements.

Intermediate: Relating to change in actual work performance.

Long-term: Relating to change in organisational work practices.

The CIRO model of learning evaluation is depicted below.

Brinkerhoffs Success Case Method (SCM)

The success case method (Brinkerhoff, 2003) for learning evaluation focuses on qualitative insights based on discussions with a limited set of affected individuals. The method is based on the idea that you can learn from those who have been most successful in applying organisational learning to their jobs, as well as from those who have been unsuccessful.

You must keep in mind that the SCM method is not designed to evaluate the overall success of an organisational learning strategy but to extract learnings and celebrate successes of learners, and apply required changes in the strategy. The SCM method can be used along with other quantitative measures to paint a complete picture of how the strategy has fared after implementation.

This method is manageable, cost-effective, and easily applicable to evaluate specific training or coaching programs. It is purely focussed on the performance of the participants or learners rather than the broad scope of impact on business metrics.

The steps involved in SCM are depicted below.

Andersons Value of Learning Model

Andersons value of learning model (Anderson, 2007) is a three-stage evaluation cycle that can be applied at an organisational level rather than to specific learning interventions. The underlying assumption is that the modern workplace will implement a variety of learning approaches and interventions to meet its strategic requirements. Hence, it makes sense to evaluate the value added by the overall learning strategy, as opposed to determining which specific learning interventions were successful and which were not successful.

This approach is specifically concerned with aligning the learning and development objectives with the organisations strategic requirements. Only if the goals of learning and development are aligned with that of the organisation can you then evaluate the success of the learning strategy in meeting those goals. For instance, if a learning strategy led to an increase in production by 20%, you might consider the strategy as successful if you look at this result in isolation. However, if the organisation already had surplus inventory and is not generating enough sales, the learning strategy is poorly aligned to the organisations priorities.

The three stages suggested in the evaluation cycle are outlined below.

The model does not detail the range of methods or approaches to be used for evaluation in stage two. Instead, it suggests four areas of evaluation that can be adopted. These suggested areas of evaluation are:

Return on investment the cost of the learning interventions compared with the bottom-line of the organisation.

Return on expectation whether the expectations from the learning strategy have been met.

Benchmark and capacity measures how is the organisation doing compared to its peers in the industry.

Learning function measures how efficient is the learning strategy.

This approach recognises that each organisation is different, and, therefore, the measures of evaluation will depend on the specific needs of the organisation. The actual measures of evaluation to be adopted will also depend on whether the learning strategy is directed at short-term or long-term benefits and the values of key stakeholders, as depicted in the matrix below.

Stakeholders trust in the learning contribution Stakeholders require learning value metrics

Emphasis on short-term benefits Learning function measures Return on investment measures

Emphasis on long-term benefits Return on expectation measures Benchmark and capacity measures

Now that you understand the various approaches available for evaluation of the organisational learning strategy, you need to determine which approach to use in your organisational context. It is important that you do not rely on simple evaluation methods such as cost of learning interventions or learner feedback in happy sheets filled after learning events. These simple measures will not indicate the effectiveness of your organisational learning strategy. An evidence-based approach can provide a clear structure and provide relevant data and insights for meaningful evaluation.

In practice, you can select one or more approaches based on your organisations unique requirements and limitations. You must also keep in mind that none of the approaches needs to be implemented in its entirety. You can adapt any one approach or use a blended approach to suit the needs and requirements of your organisation.

For example, the value of the learning model is high-level and adaptable to the needs of the organisation, but it does not offer practical guidance for the evaluation of specific learning interventions. It encourages organisations to evaluate the effectiveness of their overall learning strategy. Therefore, this approach will need to be combined with other approaches such as Kirkpatricks evaluation model or the Phillips RoI model to evaluate individual learning interventions to get a complete understanding of the effectiveness of the organisational learning strategy.

The Phillips RoI model can be applied only after learning interventions have taken place and may not be useful if the organisation wants to take corrective actions during the implementation of its learning strategy. It is recommended that RoI should be calculated only when the learning method deployed is over a long time, expensive in terms of cost or time, and has high visibility to senior management.

3.1.2 Relevant Continuous Improvement Processes Associated with Organisational Learning and Development Strategies

The concept of continuous improvement or Kaizen was introduced in Chapter 1. To recapitulate, Kaizen focuses on incremental improvements that gradually increase the quality of work practices leading to higher efficiencies and profitability. The main principles that support continuous improvement in organisational learning and development are:

Continuous improvement is a mindset and not an independent event.

Buy-in for continuous improvement is required across the organisation.

The process is iterative.

The iterative approach for continuous improvement includes the Plan - Do - Check - Act or the PDCA cycle explained earlier.

Plan: This stage is for identifying problems or future opportunities in organisational learning and development, collecting relevant data, and conducting a root cause analysis for problems. A hypothesis on the potential solution to the identified problems is developed, and a plan of action is determined.

Do: A solution is developed based on the plan and implemented. It is tested and results logged on a pre-determined measure or key performance indicator.

Check: Results are confirmed through comparison of before and after data, and the effectiveness of the solution is evaluated to check if it supports the hypothesis. Any corrective actions need to be taken at this stage to ensure that desired results are being achieved.

Act: The results are documented and findings communicated to stakeholders. Recommendations are made for future PDCA cycles. If the solution was successful, it is integrated as part of the implementation.

It would add significant value to the organisation if the cycle of continuous improvement is integrated with the evaluation of the organisational learning and development strategies. Evaluation of learning and development strategies will provide potential continuous improvement opportunities. To ensure that these opportunities are identified and solutions implemented for continuous improvement, structured processes can be put in place. Some examples of relevant continuous improvement processes associated with organisational learning and development strategies are outlined below.

Feedback loops

The learning and development function can initiate structured dialogues with heads of business units, senior managers, and supervisors to not only get feedback on learning events such as training programs but to check workplace application of the learning provided. Direct supervisors are best placed to confirm if a learning intervention resulted in the learner being able to apply newly acquired knowledge or skills to their work. Ongoing feedback loops will help strengthen the design and implementation of the learning process by making gradual improvements.

Learning needs analysis

To ensure that the organisational learning and development strategies are continuously aligned with the actual learning of each employee as well as the business unit or department and the organisation, structured learning needs analysis process can be put in place. This can be done in three parts, as indicated below. The learning and development strategies can be evaluated periodically to check if the identified learning needs are being met effectively, for example, by checking performance evaluation data of employees or monitoring impact on relevant business metrics such as customer satisfaction. Any course correction can then be applied to improve the learning and development strategies.

Periodic review of learning and development objectives

While you may have set SMART objectives while designing your organisations learning and development strategy, it is important to review the objectives themselves periodically. Sometimes, there is a change in the business environment or organisational priorities. This needs to be reflected in the revision of the learning and development objectives. The strategy can be accordingly modified to meet these objectives.

Audit of learning methods, resources, and assessment tools

Initial choices for learning methods to be employed are based on the learning and development strategy design. It is possible that alternate methods become available or relevant over time. For instance, an organisation may be conducting regular classroom training sessions for identified learning needs. But if the organisation is scaling up and recruits many employees, or if there is a cost-effective technological solution available, it may be a good idea to migrate a part of the training to eLearning. Similarly, learning resources and assessment tools should also be audited at periodic intervals to ensure continuous improvement in quality.

3.2 Review Performance of Resources and People Supporting Organisational Learning Strategy

You would now have a good understanding of how to design, develop, implement, and evaluate a learning and development strategy. It is vital to ensure that the resources deployed to support the learning and development strategy, including financial and human resources, are being used judiciously and effectively. In this subchapter, you will learn how to review the performance of resources and people supporting the learning and development strategy of an organisation.

3.2.1 Resources Involved in Organisational Learning and Development

Given that any resources deployed for learning and development will have direct cost implications, organisations need to be careful about resource management. Capacity utilisation of resources, as well as ensuring that their performance is as per expectations, are factors that are important for successful resource management.

Some of the common resources involved in organisational learning and development are:

people or human resources involved in various activities of learning and developmenttechnology, systems, equipment, or tools needed for implementation, such as learning management systemsfacilities or infrastructure required, such as training rooms or simulated work environmentsmaterials such as consumables required during training programs

budget to procure and maintain any of the above resources

3.2.2 Performance Review of Resources and People Supporting Organisational Learning

To enable performance review of resources and people involved in organisational learning and development, some of the options that you can use are given below.

Key performance indicators (KPIs)

Most organisations have a structured performance appraisal process for employees across departments and functions, where their performance is measured against key performance indicators set at the beginning of the process. The same appraisal process needs to be strictly followed for the human resources of the learning and development function as well. Also, individuals that are responsible for the provision of learning interventions, such as on-the-job supervision, coaching or mentoring, must have relevant KPIs set in their performance appraisal besides the responsibilities associated with their job role. This would give a clear indication of the actual performance of the people supporting the organisational learning and development strategy.

Comparison with benchmarks from industry or performance standards

It is a good idea to map best practices or performance standards prevalent in the industry and set benchmarks for comparison. For instance, peer organisations in the industry may employ people with certain certifications or qualifications to support organisational learning and development, such as training management, professional coaching, project management or learning and performance management. A classic example is the learning ecosystem approach that industry leaders are adopting, moving away from hiring permanent employees for the learning and development function. Organisations are developing relationships with external partners and experts to augment their in-house learning and development efforts. Another example could be the technology solutions being used by an industry. A review of in-house resources against these benchmarks will help you identify any gaps or opportunities for improvement.

Evaluation approaches

Using a combination of evaluation approaches described in the preceding section, you can review the performance of the resources supporting organisational learning and development. For example, the Phillips RoI model can help you review monetary performance for a specific learning intervention. Consider the example of a workplace safety training program that is targeted at reducing accidents and increasing profitability. The RoI from this program can be calculated by the benefit-to-cost ratio to understand if the program budget has been used effectively.

Processes and procedures

In the previous chapter, you learned how to establish processes and procedures for the allocation and management of resources and staff required for organisational learning. Review mechanisms to analyse whether resources are being allocated and used effectively can be built into these processes and procedures. For instance, a real-time scheduling software application or centralised booking system can ensure the efficient utilisation of physical facilities and infrastructure such as training rooms.

3.3 Construct and Present Plans for Improving Organisational Learning Strategy

The preceding subchapters outlined several approaches to evaluate organisational learning and development strategy, identify continuous improvement opportunities, and review the performance of associated resources and people. In this subchapter, you will learn to consolidate findings from the application of these approaches to construct meaningful plans for improving organisational learning strategy. You will also gain helpful tips on presenting these plans to the target audience within the organisation.

3.3.1 Construct Plans for Improving Organisational Learning Strategy

To construct structured plans for improving organisational learning strategy, the basic requirement is to Identify mechanisms to track outcomes and record findings from each of the evaluation or continuous improvement approaches deployed in the organisation. The findings can be presented to key stakeholders as a coherent plan for improving the strategy.

For instance, if your organisation follows Kirkpatricks evaluation model, the broad steps for constructing an improvement plan for organisational learning strategy include:

Review learning resources and materials across all learning methods.

Obtain feedback from learners for improvement of learning delivery methods.

Seek feedback from supervisors of employees to understand whether planned learning and development initiatives resulted in practical application at the workplace.

Analyse whether learning and development initiatives had a positive contribution to stated objectives.

Prepare evaluation reports in a prescribed format at the conclusion of each learning and development initiatives, such as a training program.

3.3.2 Present Improvement Plans for Organisational Learning Strategy to Key Stakeholders

The constructed improvement plans must be presented to key stakeholders who are authorised to make decisions. You could present your plans in scheduled one-on-one meetings or a group presentation. Given that the target audience is likely to be senior leaders and managers, it is important to prepare well for the presentation and ensure that the content is communicated clearly and enables sound decision making. Some useful tips that you could consider while presenting to stakeholders are given below.

Structure as per target audience

Since the presentation is aimed at senior personnel in the organisation, you may want to structure it in a way that is meaningful to them and utilises their time effectively. For example, instead of going through the stepwise methodology of how you arrived at the improvements, it may be a good idea to lead with an executive summary of the recommended improvements. You must also demonstrate big-picture thinking by linking your recommendations for the organisational learning strategy with an impact on relevant business metrics such as sales, employee performance, or customer satisfaction. In other words, start with the why before moving on to an explanation of how and what.

Use appropriate language and vocabularyThe language and vocabulary must be suited to the context as well as the profile of the target audience. You must avoid any technical jargon or abbreviations that the target audience may not be aware of. If any technical terminology is required to be used, make sure that it is defined and suitable references provided. Keep the presentation concise and relevant to the agenda.

Apply listening and questioning skillsThe most effective presentations are a two-way street. It is a valuable opportunity to get feedback from the stakeholders and drive consensus on the recommendations to be adopted. Hence, you must remember to invite questions from the target audience to seek their opinions and be receptive to feedback received. You should also clarify and confirm understanding of what is being said by asking open questions and paraphrasing or reiterating your understanding.

Practise presentation delivery

It is a good idea to rehearse the presentation in advance to check that the flow of thought and language is consistent and clear. Practising will make you mindful of whether you are pacing the delivery to be able to finish the presentation within the allotted time while leaving sufficient time for questions.

Review written materials and visual aidsYou must also review any written materials or visual aids to be used and ensure there are no proofing or other errors. You can also get your materials or presentation delivery reviewed by a colleague.

3.3.3 Implement Plans for Improving Organisational Learning Strategies

It is crucial to drive consensus among relevant stakeholders for the identified improvements to be accepted. In case of any resistance or disagreements, there may be a need for iterative discussions. Once consensus is reached, the improvement mechanism can be finalised and integrated with the organisational learning strategy. In the example of the training program given earlier, if the findings from the evaluation suggest that employees were not able to retain the information learned, a suggested improvement could be circulating follow-up microlearning modules to reinforce learning. Employees can refer to the modules while performing their day-to-day work until they get accustomed to using the information routinely. The steps for improving organisational learning strategy through this process are summarised below.

Notes

FORMTEXT

Key Points: Chapter 3An organisational learning and development strategy should be evaluated against relevant business metrics or key performance indicators after implementation to determine its success.

One or more evidence-based approaches must be customised to suit the organisational context for evaluation of its learning and development strategy.

Reviewing capacity utilisation and performance of resources and people associated with learning and development is an important aspect of the review process of the organisational learning strategy.

Findings from an evaluation of learning and development strategy using evidence-based approaches, identification of continuous improvement opportunities, and performance review of associated resources and people can be used to construct plans for improving organisational learning strategy.

The improvement plans must be presented to key stakeholders who are authorised to make decisions on changes to the organisational learning strategy.

Activity 1: True or False QuizLets review what youve learnt from this Chapter. Read each statement below.

Tick True if the statement is correct, and False if not.

Statement True False

The learning and development strategy of an organisation must be evaluated against relevant business metrics or key performance indicators after it has been implemented. Only one type of approach can be applied to evaluate organisational learning and development strategy.

Organisations need to be careful about resource management for learning and development, as any resources deployed will have direct cost implications. It is not important to map best practices or performance standards prevalent in the industry for learning and development. Employees that participate in the provision of learning interventions such as on-the-job supervision, coaching, or mentoring must have relevant KPIs set in their performance appraisal, besides the responsibilities associated with their job role. Outcomes and findings from evaluation or continuous improvement approaches deployed in the organisation can provide key inputs for constructing plans for improving organisational learning strategy. Improvement plans for an organisational learning strategy can be presented to stakeholders with generous use of technical jargon and abbreviations.

Activity 2: Formative Activity

Name any two evaluation approaches to determine the effectiveness of an organisational learning strategy.

FORMTEXT

List any two continuous improvement processes that may be deployed for organisational learning and development strategies.

FORMTEXT

Outline any two options for reviewing the performance of resources and people involved in organisational learning and development.

FORMTEXT

Activity 3: Word ScrambleUnscramble the words given below to reveal evidence-based approaches for evaluation of organisational learning and development strategy.

CKIRTPAKICS FORMTEXT

LLIPHSIP FORMTEXT

ROIC FORMTEXT

FFOBHKERRINS FORMTEXT

NOSANDERS FORMTEXT

Activity 4: Complete the ProcessPlace the steps involved in Brinkerhoffs success case method for learning evaluation given in the selection options in the correct sequence.

SELECTION

Create an impact model that defines the criteria for success Plan a success case study

Interview and document success cases Draw conclusions, communicate findings and write recommendations to stakeholders

Design and execute a survey to identify best and worst cases

Summary3483610413911The world rewards those who take responsibility for their own success.

Curt Gerrish

00The world rewards those who take responsibility for their own success.

Curt Gerrish

In this unit, you have been presented with an overview of organisational learning and development strategies and the skills and knowledge required to contribute to improving organisational learning and the quality of training and assessment products and services. Learning and development is a systematic process of empowering employees with skills, knowledge, and attitudes to drive better performance at the workplace. It aligns individual goals and performance with the overall goals and performance of the organisation and sets the foundation for the success of the organisation.

Before looking at strategy design, certain preparatory work must be done to set the context. The existing methods of learning and development in an organisation must be identified and evaluated against organisational requirements. Organisational requirements could range from enhanced brand image and reputation, employee satisfaction and retention, superior business performance, risk mitigation through legal and regulatory compliance to improved customer satisfaction. The impact of organisational learning and development on relevant business metrics must be analysed in consultation with relevant stakeholders. Options for quality management in learning and development must be examined and reviewed, so that appropriate quality policies and processes can be employed to ensure consistent excellence in organisational learning.

The first step towards contributing to improving organisational learning is strategy formation or developing a strategic plan, which includes analysing and planning for requirements from the strategy, including organisational strategic and policy requirements, technological and systems requirements, existing human resource capabilities, and future learning requirements. At this stage, consultation and communication processes and structured procedures must be developed, which can be used to seek inputs from key stakeholders throughout the process of design, implementation, and review of the organisational learning and development strategy. Procedures for monitoring learning and development strategies and resources should also be developed to ensure outcomes are aligned with stated objectives.

Next, organisational learning and development strategy should be designed in collaboration with relevant stakeholders while ensuring that all requirements analysed as part of the strategic plan or strategy formation process are addressed by the strategy. It is important that the strategies designed to support learning, development, and assessment are developed to be flexible and open to continuous improvements so that they can be easily adapted to the needs of a dynamic business environment as well as each individual. As part of the implementation of the strategy, learning resources and assessment tools need to be updated to meet the requirements of the learning and development strategy design. Relevant processes and procedures such as those for allocating and managing resources and staff for learning and development and assessment processes in compliance with organisational requirements must be developed and implemented.

After implementation, the organisational learning and development strategy should be evaluated against relevant business metrics or key performance indicators to determine its success. One or more evidence-based approaches can be customised as per the organisational context for evaluation of the strategy.

As part of the review process of the learning and development strategy, capacity utilisation and performance of resources and people supporting the strategy should be reviewed. Consolidated findings from evaluation of learning and development strategy using evidence-based approaches, identification of continuous improvement opportunities, and performance review of associated resources and people can be used to construct plans for improving organisational learning strategy. The improvement plans must then be presented to key stakeholders who are authorised to make decisions on changes to the organisational learning strategy to keep it up-to-date and relevant.

References

These are some references that we feel may be of assistance to you in completing the Assessment for this unit of competency:

A quick guide to Australian discrimination laws. (n.d.). Australian Human Rights Commission. Retrieved April 16, 2021, from https://humanrights.gov.au/our-work/employers/quick-guide-australian-discrimination-lawsAge discrimination act 2004. (2004). Federal Register of Legislation, Australian Government. https://www.legislation.gov.au/Series/C2004A01302Anderson, V. (2007). The value of learning: a new model of value and evaluation. Chartered Institute of Personnel and Development (CIPD).

Australian human rights commission act 1986. (1986). Federal Register of Legislation, Australian Government. https://www.legislation.gov.au/Series/C2004A03366Brinkerhoff, R. O. (2003). Success case method: Find out quickly whats working and whats not. Berrett-Koehler Publishers.

Deming, W. E. (2000). The new economics : For industry, government, education. Mit Press.

Disability discrimination act 1992. (1992). Federal Register of Legislation, Australian Government. https://www.legislation.gov.au/Series/C2004A04426Fair work act 2009. (2009). Federal Register of Legislation, Australian Government. https://www.legislation.gov.au/Series/C2009A00028

Imai, M. (1986). Kaizen: The key to japans competitive success (1st ed.). McGraw-Hill Education.

Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatricks four levels of training evaluation (1st ed.). Alexandria Atd Press.

Lombardo, M. M., & Eichinger, R. W. (2010). The career architect development planner (5th ed.). Lominger International, A Korn/Ferry Company.

Molenda, M. (2017). Programmed instruction. Pressbooks; https://lidtfoundations.pressbooks.com/chapter/programmed-instruction/National employment standards. (n.d.). Fair Work Ombudsman. Retrieved April 16, 2021, from https://www.fairwork.gov.au/employee-entitlements/national-employment-standardsPhillips, J. J. (2011). Return on investment in training and performance improvement programs. Routledge.

Privacy act 1988. (1988). Federal Register of Legislation, Australian Government. https://www.legislation.gov.au/Series/C2004A03712Racial discrimination act 1975. (1975). Federal Register of Legislation, Australian Government. https://www.legislation.gov.au/Series/C2004A00274Sex discrimination act 1984. (1984). Federal Register of Legislation, Australian Government. https://www.legislation.gov.au/Series/C2004A02868Warr, P., Bird, M., & Rackham, N. (1979). Evaluation of management training ; a practical framework, with cases, for evaluating training needs and results. Gower Press.

What is the 70:20:10 learning model? | A guide to the 70:20:10 model for learning and development. (n.d.). Sprout Labs. Retrieved April 16, 2021, from http://www.sproutlabs.com.au/elearning/planting-the-seeds-for-a-702010-learning-model-ebook/Work health and safety act 2011. (2011). Federal Register of Legislation, Australian Government. https://www.legislation.gov.au/Series/C2011A00137

End of Document

-423545-77851000right-97600right-914230002908705628332502227580744814600

20605755723255Learner Assessment Pack

00Learner Assessment Pack

22860007379970Contribute to the development of learning and development strategies

00Contribute to the development of learning and development strategies

20834356729730BSBHRM613

00BSBHRM613

Precision Group (Australia)

Level 13, 269 Wickham St, Fortitude Valley 4006

Email: info@precisiongroup.com.au

Website: www.precisiongroup.com.au 2021 Precision Group (Australia)

BSBHRM613 - Contribute to the development of learning and development strategies (Release 1)

This resource has been developed for Precision Group (Australia)

by Academy of Professional Excellence (APEX) Pty Ltd.

Email: info@apexeducation.edu.au

Website: www.apexeducation.edu.auCopyright Notice

These terms are subject to the conditions prescribed under the Australian Copyright Act 1968 Copying for Educational Purposes

Disclaimer

Version Control & Document History

Date Summary of modifications Version

23 April 2021 Version 1 produced following assessment validation. 1.0

Table of Contents

TOC o "1-4" h z u Assessment Delivery PAGEREF _Toc70078623 h 5Learner Information PAGEREF _Toc70078624 h 6Steps for Learners PAGEREF _Toc70078625 h 8Reasonable Adjustment PAGEREF _Toc70078626 h 9Resources Required for Assessment PAGEREF _Toc70078627 h 10Accessing Intranet Pages PAGEREF _Toc70078628 h 13Assessment Agreement PAGEREF _Toc70078629 h 14Assessment Tasks PAGEREF _Toc70078630 h 16Short Answer Questions PAGEREF _Toc70078631 h 18Practical Assessment PAGEREF _Toc70078632 h 26Workplace Project Assessment PAGEREF _Toc70078633 h 27Project Overview PAGEREF _Toc70078634 h 27Task 1: Evaluate Existing Learning and Development Methods PAGEREF _Toc70078635 h 30Task 2: Analyse Impact of Learning and Development PAGEREF _Toc70078636 h 32Task 3: Determine Quality Management Policies and Processes for Learning and Development Strategy PAGEREF _Toc70078637 h 34Task 4: Update Learning and Development Strategic Plan PAGEREF _Toc70078638 h 36Task 5: Develop Processes for Learning and Development Strategy Formation PAGEREF _Toc70078639 h 38Task 6: Design Learning and Development Strategy for Identified Work Area PAGEREF _Toc70078640 h 41Task 7: Establish Processes and Procedures to Implement Learning and Development Strategy PAGEREF _Toc70078641 h 44Task 8: Implement Organisational Learning Strategy PAGEREF _Toc70078642 h 46Task 9: Evaluate Organisational Learning Strategy and Construct Improvement Plans PAGEREF _Toc70078643 h 47Task 10: Present and Implement Improvement Plans for Organisational Learning Strategy PAGEREF _Toc70078644 h 49Assessment Workbook Checklist PAGEREF _Toc70078645 h 50Assessment Workbook Checklist PAGEREF _Toc70078646 h 51Recording PAGEREF _Toc70078647 h 56Record of Assessment PAGEREF _Toc70078648 h 57

436880129842600

Learner Assessment Pack

Assessment Delivery

Learner Information

This Learner Assessment Pack is designed for you to complete the assessment for BSBHRM613 - Contribute to the development of learning and development strategies (Release 1). It may refer to your own workplace/organisation, or to a simulated business provided by your assessor.

The assessment tasks include Short Answer Questions where you need to demonstrate your knowledge and understanding of the unit, and the Practical Assessment, where you need to demonstrate your skills required in the unit. It is recommended that you complete the Practical Assessments in your own workplace/organisation. If you dont have access to a real workplace, you can complete the assessment in a simulated environment where resources and conditions similar to a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with the assessment.

Each Learner Assessment Pack is made up of four parts:

Assessment Delivery

Learner Information

Steps for Learner

Assessment Agreement

Assessment Tasks

Assessment Tasks, including:

Short Answer Questions

Practical Assessment

Assessment Workbook Checklist

Recording

Record of Assessment

Before you commence your assessment, ensure that you have a good knowledge of the subject, have thoroughly read your Learner Resource, and clearly understand the assessment requirements and the expectations of the industry to which the assessment is related.

Assessments are designed to be completed using your industry/organisation, but your Registered Training Organisation (RTO) may assist you by contextualising the unit to be completed in a simulated workplace environment.

You will be required to demonstrate knowledge and skills which must be observed directly by your assessor. Where the observation task may be difficult for the assessor to directly observed, a video recording of the practical observation task must be submitted as supplementary evidence. Verification from at least one third-party signatory, and preferably two or more witnesses is required to confirm your demonstration of these practical knowledge and skills. These witnesses would usually be your current or recent supervisors, or your assessor.

The practical assessment tasks may be completed using your own workplace, a simulated environment, or a mix of both, as instructed by your assessor. To contextualise this assessment to your industry/organisation, you may be asked by your assessor to provide additional information based on your industry/organisation.

Instructions are given for each task. If you have questions, or unclear how to proceed, consult with your assessor.

Records of all aspects of the assessment must be kept in your Learner Assessment Pack

The record of assessment is a legal document and must be signed, dated, and a copy stored as required by your Registered Training Organisation (RTO).

Steps for LearnersYour Learner Assessment Pack:

Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations and requirements of this assessment. You may also need to supply contact details of one or two work referees who can confirm your skills in the industry.

Discuss with your assessor if you intend to undertake the practical assessment tasks based on your employing organisation, in a simulated business, or in a mix of both.

Your Learner Assessment Pack is where you will get the task information. Complete each task as instructed using either your own workplace, or using a simulated business, as discussed with your assessor.

After you complete your assessment, gather and submit your evidence documents as detailed in the task(s) in the timeframe agreed with your assessor.

Your assessor will advise you if there are any further steps for you to take to satisfactorily complete this assessment.

Reasonable Adjustment

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

The same learning opportunities as learners without a disability, and

The same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

Customising resources and assessment activities within the training package or accredited course

Modifying the presentation medium

Learner support

Use of assistive/adaptive technologies

Making information accessible both before enrolment and during the course

Monitoring the adjustments to ensure learners needs continue to be met

Assistive/Adaptive Technologies

Assistive/Adaptive technology means software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note-takers.

IMPORTANT:

Reasonable adjustment made for collecting learner assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the learners competency in writing, allowing the learner to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

Resources Required for Assessment

To complete the Practical Assessment tasks, you will require access to:

Computer with internet and email access, and a working web browser

Installed software: Word, Adobe Acrobat Reader

A workplace, or a simulated workplace environment that will allow you access to:

Relevant information, including:

Printed and online sources relating to:

Options for quality management principles.

Common approaches for learning and development strategy design.

Continuous improvement processes associated with organisational learning and development strategies.

Documents/resources to determine compliance requirements for quality management policies and processes, such as quality management standards.

Workplace documentation, including:

Organisational policies and procedures relevant to learning and development strategies, training and assessment.

Standard operating procedures relating to learning and development.

Workplace documents to identify organisational requirements for learning and development, such as:

Strategic plans

Training plans

Workforce plans.

Performance data for resources and people supporting organisational learning strategy.

Performance data on relevant metrics/key performance indicators (KPIs) to review performance or measure success of learning and development strategy and methods.

Human resources documents and policies to identify human resources learning requirements.

Learning resources to support organisational learning, such as print materials, lesson plans, online or eLearning modules, videos and webinars.

Assessment tools to assess knowledge, skills and attitudes of learners, such as quizzes, aptitude tests, psychometric tests and live projects.

Workplace templates, including or similar to the following:

Learning and Development Methods Evaluation Report

Learning and Development Strategic Plan

Learning and Development Strategy

Standard Operating Process

Learning and Development Strategy Evaluation Report

People, including:

At least two relevant stakeholders to consult and verify analysis of impact of learning and development on organisation.

Relevant stakeholders are individuals or groups of individuals who can make an impact on, or those who can get impacted by decisions on organisational learning and development.

Stakeholders must include at least two personnel from the following categories:

Internal stakeholders or individuals within the organisation such as colleagues, team leaders, heads of departments or senior managers.

External stakeholder or individuals/entities external to the organisation such as trainers, industry bodies, industry associations or regulators.

At least two relevant stakeholders who will be involved in the following:

Verify analysis of impact of learning and development on organisation.

Provide inputs on learning and development strategy design for an identified work area.

Participate in the presentations of improvement plans for organisational learning strategy.

Relevant stakeholders for learning and development include educators, learners and others such as senior management, heads of departments IT staff, administrative staff, etc.

Legislation, codes of practice and national standards relevant to organisational learning and development, including:

At least one legislation

At least two codes of practice

At least two national standards

Opportunity to:

Contribute to learning and development strategy for at least one work area in the organisation/workplace.

Evaluate effectiveness of organisational learning and development strategy after implementation.

Recommend improvements to learning and development strategy.

Present improvement plans for learning and development strategy to key stakeholders.

Implement improvement plans for learning and development strategy.

Accessing Intranet PagesSome assessment tasks may require you to access specific pages from the simulated business, Bounce Fitness. Links to these pages are formatted in Blue Text.

To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users, directly click the link.

The simulated business, Bounce Fitness, can be accessed by going to http://bouncefitness.precisiongroup.com.au.

Assessment AgreementInstructions:

Discuss and accomplish this section with your assessor before commencing then sign the confirmation at the end of this Agreement.

Please tick at least one of the following for each section:

Delivery Method Classroom Small Group One-on-One Online Other (please describe) Assessment Pathway (for Practical Assessment) Learners Organisation (Pre-assessment meeting conducted) Simulated Workplace Environment (Contextualised by RTO)

Assessment Conditions Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry. This includes access to:

Relevant organisational policies and procedures Workplace documents and resources relevant to performance evidence Information on current training and assessment requirements. Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

I confirm that the activities and assessment completed for this unit are my own work, and comply with all relevant copyright and plagiarism rules.

I understand that if there is any doubt in the authenticity of any piece of my assessment submission, I can be orally examined, and the signatory of evidence records may be contacted.

Learners name FORMTEXT Learners signature FORMTEXT Date FORMTEXT

Assessors name FORMTEXT

Assessors signature FORMTEXT Date FORMTEXT

End of Assessment Agreement

13546671295400

Learner Assessment Pack

Assessment Tasks

Tasks

Complete all tasks in this assessment as instructed. If you have questions, consult with your assessor.

Contextualisation of Assessments by RTOs

Contextualisation is the process of modifying assessment tools to make learning more meaningful for your learners and their employers.

Precision Group (Australia) recommends that your RTO contextualise the assessment tools to suit particular industry requirements and specific organisational requirements before using them. Contextualisation must retain the integrity of the assessment and the outcome of the unit of competency.

Short Answer Questions

Preliminary Task

Question 1 of these Short Answer Questions requires you to refer to federal or state/territory legislation and national standards relevant to learning and development that are applicable to your job role. Question 1 also requires you to refer to approved codes of practice for the industry of your organisation/workplace.

For your assessors reference, indicate below which state/territory you are currently based or located in by ticking the box that corresponds to your answer. Also, identify other information required in the spaces below.

When answering Question 1, you must refer to the legislation and national standards that are applicable to your job role. Legislation can be federal or from the state/territory you ticked below. You must also refer to approved codes of practice applicable to the industry you provided.

The state/territory where your workplace/organisation is based or located in.

Australian Capital Territory South Australia

New South Wales Tasmania

Northern Territory Victoria

Queensland Western Australia

Workplace/organisation name: FORMTEXT Industry: FORMTEXT

Your work role: FORMTEXT

Question 1

Complete the table below about legislation, codes of practice and national standards relevant to your job role.

Legislation

Identify at least two federal or state/territory legislation relating to learning and development that are applicable to your job role.

Identify at least one provision of each identified legislation that must be followed when designing learning and development strategies for your organisation/workplace.

Legislation Provision Relevant to Learning and Development

FORMTEXT FORMTEXT

Codes of practice

Identify at least two codes of practice applicable to your organisation/workplace, or to the type of industry of your organisation/workplace.

Identify at least one provision of each identified code of practice that can be adopted when designing learning and development strategies for your organisation/workplace.

Code of Practice Provision Relevant to Learning and Development

FORMTEXT FORMTEXT

National Standards

Identify at least two national standards relevant to learning and development that are applicable to your job role.

Identify at least one provision of each identified national standard that can be adopted when designing learning and development strategies for your organisation/workplace.

National Standard Provision Relevant to Learning and Development

FORMTEXT FORMTEXT

Question 2

Answer the questions below about consultation and communication processes relevant to development of organisational learning and development strategies.

Outline the four recommended stages of the consultation process with key stakeholders to seek their inputs in developing organisational learning and development strategies.

FORMTEXT

Identify at least two communication techniques that can be used in an ongoing communication process with key stakeholders to share information with them about organisational learning and development.

FORMTEXT

Question 3

Complete the table below.

Identify at least four common approaches to designing learning strategies.

Briefly explain, in your own words, how each identified common approach to designing learning strategies can be applied at a workplace.

Common Approach to Designing Learning Strategies Application of the Common Approach to Designing Learning Strategies at the Workplace

FORMTEXT FORMTEXT

Question 4

Outline the five key guiding factors for organisational learning and development strategy design.

FORMTEXT

Question 5

Complete the table below.

Identify the four stages of Kaizen or iterative continuous improvement process that can be applied to organisational learning and development strategies.

Briefly explain, in your own words, how each stage of the Kaizen or iterative continuous improvement process can be applied to organisational learning and development strategies.

Kaizen or Iterative Continuous Improvement Process Stage Application of Kaizen or Iterative Continuous Improvement Process Stage to Organisational Learning and Development Strategies

FORMTEXT FORMTEXT

Question 6

Complete the table below.

Name any two evaluation strategies that can be applied at your organisation/workplace to evaluate effectiveness of an implemented organisational learning strategy.

Briefly discuss each identified evaluation strategy in your own words.

Evaluation Strategy Brief Discussion of Each Evaluation Strategy

FORMTEXT FORMTEXT

Practical AssessmentThe Practical Assessment is a set of tasks that must be completed in a workplace, or in an environment with conditions similar to that of a real workplace.

To be assessed for this unit of competency, you must demonstrate your skills and knowledge to contribute to improving organisational learning, and the quality of training and assessment products and services.

The Practical Assessments in this workbook include:

Workplace Project Assessment

A series of tasks assessing the learners practical knowledge and skills relevant to the unit of competency. This includes the learner completing workplace documents or similar as evidence of competent performance.

Workplace Practical Observation

A set of assessment tasks where the learner must demonstrate practical skills relevant to the unit of competency. These skills are to be demonstrated while being observed by the assessor.

IMPORTANT!

All signatures/initials in your submissions, including yours, must be handwritten and dated. Submissions with signatures/initials must be scanned.

The supervisor/observer who completes and signs your evidence submissions must provide their real name, contact number, and email address for your assessors reference.

Should you encounter issue or concerns regarding your assessment, contact your assessor.

Workplace Project AssessmentProject Overview

This workplace project assessment requires you to contribute to developing a learning and development strategy for at least one work area, evaluate effectiveness of that strategy when implemented, and recommend improvements.

This assessment is divided into ten tasks:

Task 1: Evaluate Existing Learning and Development Methods

Task 2: Analyse Impact of Learning and Development

Task 3: Determine Quality Management Policies and Processes for Learning and Development Strategy

Task 4: Update Learning and Development Strategic Plan

Task 5: Develop Processes for Learning and Development Strategy Formation

Task 6: Design Learning and Development Strategy for Identified Work Area

Task 7: Establish Processes and Procedures to Implement Learning and Development Strategy

Task 8: Implement Learning and Development Strategy

Task 9: Evaluate Organisational Learning Strategy and Construct Improvement Plans

Task 10: Present and Implement Improvement Plans for Organisational Learning Strategy

This project requires you to complete the assessment tasks in a real workplace, or in an environment with conditions similar to that of a workplace.

Each task comes with a set of instructions. You are to follow and perform these instructions while being observed by the assessor and/or submit any required documentation as evidence of task completion.

Before starting this assessment, your assessor will discuss with you these tasks, including instructions, resources, and guidance for satisfactorily completing them.

You are required to:

Complete the tasks within the time allowed, as scheduled in-class roll.

Evaluate existing methods of learning and development and analyse impact on the organisation.

Plan for development of learning and development strategy for at least work area in your organisation/workplace.

Determine quality management policies and processes, and organisational requirements for learning and development strategy.

Develop processes to liaise with key stakeholders during design, implementation and review of learning and development strategy.

Design learning and development strategy for identified work area.

Modify learning resources and assessment tools as per the strategy.

Establish processes and procedures to implement learning and development strategy.

Implement learning and development strategy.

Evaluate organisational learning strategy and construct improvement plans.

Present improvement plans for organisational learning strategy to key stakeholders.

Resources Required for Assessment

Resources you need to access to complete the project assessment are outlined in the Resources Required for Assessment section of this workbook, and in the corresponding Assessors Checklist and/or Observation Form of each task.

Discuss each requirement with your assessor before commencing with each task. They will organise the resources required for this assessment.

IMPORTANT: Additional workplace resources may be required upon the contextualisation of this assessment.

Forms and Templates

Generic forms and templates are provided in the project tasks, unless otherwise specified. These can be accessed from the following link:

BSBHRM613 Forms and TemplatesIf you are currently in a workplace, use similar workplace templates and forms used by your organisation to complete each assessment task.

Discuss with your supervisor and your assessor first to ensure that the forms/templates you will use cover all criteria required by each assessment task.

Review these forms and templates with your assessor before starting the task.

Task 1: Evaluate Existing Learning and Development Methods-374650-25781000ASSESSMENT INSTRUCTIONS

This task will require you to prepare a draft learning and development methods evaluation report by evaluating existing learning and development methods in your organisation/workplace against organisational requirements.

Use your workplace/organisations template to complete this task, or use the Learning and Development Methods Evaluation Report template provided at the Bounce Fitness site.

To complete this task, you must:

Access and review documents relating to learning and development, including:

Organisational policies and procedures relevant to learning and development strategies, training and assessment.

Relevant organisational documents can include corporate induction policy, new employee onboarding guide, transfer and job-rotation policy, employee performance management policy etc.

Relevant standard operating procedures.

Relevant information relating to organisational learning and development to evaluate methods of learning and development, including:

At least one legislation

At least two codes of practice

At least two national standards

Relevant organisational/workplace documents to identify organisational requirements for learning and development, such as:

Strategic plans

Training plans

Workforce plans

Identify the following:

At least two existing methods of learning.

Existing learning methods can include workplace practices such as instructor-led training, eLearning, on-the-job training, induction and internship.

At least two existing methods of development.

Existing development methods can include workplace practices such as coaching, mentoring, job-rotation and performance management.

Identify at least two organisational requirements for learning and development by reviewing relevant textual information from the documents accessed and reviewed above.

Organisational requirements may relate to strategic, policy or people requirements.

Evaluate each identified existing method of learning and each identified existing method of development against each of the identified organisational requirements.

Document the information outlined above in a draft learning and development evaluation report.

Review Workplace Project Task 1 Assessors Checklist before starting this task. This form outlines the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

Your assessor will discuss these resources with you, and the criteria outlined in this form prior to this assessment.

Review the template you will use to complete this task. If you are using a template from your workplace/organisation, discuss with your assessor to ensure that the template covers all requirements that apply to this task. Otherwise, use the Learning and Development Methods Evaluation Report template provided at the Bounce Fitness site.

Submit the draft learning and development methods evaluation report to your assessor. Leave the success metrics/KPIs and analysis of impact of learning and development on organisation sections blank.

Include any supplementary documents/sources used to create the learning and development evaluation report, such as:

Organisational documents such as policies, procedures and standard operating procedures used to identify existing methods of learning and development at the workplace.

Relevant textual information referenced to identify organisational requirements for learning and development, including organisational documents such as strategic plans, training plans and workforce plans.

Task 2: Analyse Impact of Learning and Development-374650-25781000ASSESSMENT INSTRUCTIONS

This task will require you to analyse impact of existing learning and development methods in your organisation/workplace identified in Workplace Project Task 1. You will also be required to consult with relevant stakeholders to verify results of analysis. To complete this task, you must:

Identify at least two relevant metrics/key performance indicators (KPIs) to measure success of learning and development methods.

Relevant metrics must correspond to the organisational strategic, policy and/or people requirements identified in Workplace Project Task 1.

Access and review

The draft learning and development methods evaluation report from Workplace Project Task 1.

Data/information used to review performance on identified metrics/KPIs to analyse impact of learning and development on organisation.

Analyse impact of learning and development on organisation by reviewing organisational performance on each identified metric/KPI.

Organisational performance on identified metrics/KPIs must be isolated to account only for impact of learning and development.

Consult with at least two relevant stakeholders to verify analysis of impact of learning and development on organisation.

Relevant stakeholders are individuals or groups of individuals who can make an impact on, or those who can get impacted decisions relating to organisational learning and development. Stakeholders must include at least two personnel from the following categories:

Internal stakeholders or individuals within the organisation such as colleagues, team leaders, heads of departments or senior managers.

External stakeholder or individuals/entities external to the organisation such as trainers, industry bodies, industry associations or regulators.

Update the draft learning and development methods evaluation report based on the verified analysis above.

Review Workplace Project Task 2 Assessors Checklist before starting this task. This form outlines the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

Your assessor will discuss these resources with you, and the criteria outlined in this form prior to this assessment.

Submit the completed learning and development methods evaluation report to your assessor. Include the data/information used to review performance on metrics/KPIs to analyse impact of learning and development on organisation, as supplementary evidence.

You must also submit evidence of consultation with at least two relevant stakeholders to verify analysis of impact of learning and development on organisation. Evidence must be at least one of the following:

Email correspondence

Meeting minutes

Video recording of the meeting conducted with the stakeholder.

When using this as evidence, ensure to inform the stakeholder of the purpose of the recording before doing so.

Task 3: Determine Quality Management Policies and Processes for Learning and Development Strategy-374650-25781000ASSESSMENT INSTRUCTIONS

This task will require you to determine quality management policies and processes, and prepare a draft learning and development strategic plan for at least one work area in your organisation/workplace.

Use your workplace/organisations template to complete this task, or use the Learning and Development Strategic Plan template provided at the Bounce Fitness site.

To complete this task, you must:

Identify at least one work area in your organisation/workplace for the development of learning and development strategy.

Work area could be a function in your organisation/workplace such as Finance, Accounts or Legal and Regulatory Affairs, or a specific job role in a business vertical such as sales managers or customer service representatives.

Access and review:

Printed and online sources relating to options for quality management principles.

Documents/resources to determine compliance requirements for quality management policies and processes, such as quality management standards.

Outline at least two options of quality management principles that could be applied to learning and development for the identified work area in the organisation/workplace.

Quality management principles are a set of rules and guidelines that form the basis for achieving and maintaining consistent excellence in organisational practices. Options of quality management principles can include:

Kaizen or continuous improvement

Quality circles

Total quality cycle or quality assurance and quality control (QA/QC).

Review the identified options of quality management principles to check suitability in your organisational context.

Select at least one quality management principle out of the options reviewed.

Criteria to determine suitability of quality management principles can include:

Ongoing application in other work areas/functions

Buy-in from senior management

Ease of implementation

Identify the following based on the selected quality management principle:

At least two new quality management policies to be developed.

At least two new quality management processes to be developed.

Identify at least two compliance requirements for the identified quality management policies and processes.

Examples of compliance requirements include setting key performance indicators, establishing monitoring mechanisms, ensuring stipulated documentation, etc.

Prepare a draft learning and development strategic plan based on the information outlined above.

Review Workplace Project Task 3 Assessors Checklist before starting this task. This form outlines the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

Your assessor will discuss these resources with you, and the criteria outlined in this form prior to this assessment.

Review the template you will use to complete this task. If you are using a template from your workplace/organisation, discuss with your assessor to ensure that the template covers all requirements that apply to this task. Otherwise, use the Learning and Development Strategic Plan template provided at the Bounce Fitness site.

Submit the partially completed learning and development strategic plan to your assessor. Leave the organisational requirements for learning and development strategy sections blank.

Include any supplementary documents/sources used to create the draft learning and development strategic plan, such as:

Printed and online sources relevant to options for quality management principles examined.

Documents/resources used to determine compliance requirements for quality management policies and processes, such as quality management standards.

Task 4: Update Learning and Development Strategic Plan-374650-25781000ASSESSMENT INSTRUCTIONS

This task will require you to update and complete the draft learning and development strategic plan from Workplace Project Task 3.

To complete this task, you must:

Access and review:

The final learning and development methods evaluation report from Workplace Project Task 2.

The draft learning and development strategic plan developed for one work area in your organisation/workplace in Workplace Project Task 3.

Human resources documents and policies to identify human resources learning requirements.

HR documents can include job descriptions for key roles, workforce plans and management reports from performance review data.

Outline identified organisational requirements for learning and development.

Identify additional organisational requirements as relevant to learning and development for the identified work area, including:

At least two technological or systems requirements

Technological or systems requirements refer to the needs of the organisation from any learning and development technologies to be deployed such as learning management systems or multimedia authoring tools. Technological or systems requirements may include specifications for:

Accessibility

Number of users

Concurrent system users

Industry learning and eLearning standards

Storage systems including learning content management systems and learning object repositories.

At least two human resources learning requirements.

These requirements refer to the existing capabilities of its human resources, and their future learning needs.

Update the learning and development strategic plan with the complete list of organisational requirements for learning and development strategy.

Review Workplace Project Task 4 Assessors Checklist before starting this task. This form outlines the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

Your assessor will discuss these resources with you, and the criteria outlined in this form prior to this assessment.

Submit the completed learning and development strategic plan to your assessor. Include any organisational documents such as human resources documents and policies used to identify human resources learning requirements.

Task 5: Develop Processes for Learning and Development Strategy Formation

-374650-25781000ASSESSMENT INSTRUCTIONS

This task will require you to develop processes and procedures to liaise with stakeholders. You will also be required to develop procedures to monitor learning and development strategies and resources.

Use your workplace/organisations template to complete this task, or use the Standard Operating Process template provided at the Bounce Fitness site.

To complete this task, you must:

Develop at least one consultation process to seek stakeholder input during design, implementation and review of learning and development strategy, including:

Definition of relevant stakeholders to be consulted.

Relevant stakeholders for learning and development include educators, learners and others such as senior management, heads of departments, IT staff and administrative staff.

At least two liaison procedures, including:

At least one procedure to support input of relevant stakeholders.

At least one procedure to encourage input of relevant stakeholders.

Process is a collection of inter-connected procedures. Procedures are detailed guidelines or stepwise instructions for doing a specific task.

Procedure to support inputs of relevant stakeholders will focus on providing stakeholders with what they need so that they can give effective inputs.

Procedure to encourage input of relevant stakeholders will focus on ensuring open and safe environment to allow stakeholders to give their inputs.

Develop at least one communication process to communicate with stakeholders during design, implementation and review of learning and development strategy, including:

Definition of relevant stakeholders for communication.

At least two liaison procedures for communication with relevant stakeholders.

Develop a process for monitoring learning and development for the identified work area in your organisation/workplace, including:

At least one procedure to monitor learning and development strategies.

The procedure to monitor learning and development strategies can include guidelines on:

Including date/timelines when the learning and development strategies were monitored.

Recording actual outcomes of the learning and development strategies against target KPIs and objectives.

Tracking status of compliance with organisational requirements as listed in the learning and development strategic plan in Workplace Project Task 4.

Tracking status of compliance with quality management policies and processes as outlined in the learning and development strategic plan in Workplace Project Task 4.

At least one procedure to monitor learning and development resources.

The procedure to monitor learning and development resources can be developed for resources such as

Budget

Staff

Learning resources

Assessment tools

The procedure to monitor learning and development resources can include guidelines on:

Including date/timelines when the learning and development resources were monitored.

Recording actual resource utilisation as compared to budgeted resource allocation.

Review Workplace Project Task 5 Assessors Checklist before starting this task. This form outlines the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

Your assessor will discuss these resources with you, and the criteria outlined in this form prior to this assessment.

Review the template you will use to complete this task. If you are using a template from your workplace/organisation, discuss with your assessor to ensure that the template covers all requirements that apply to this task. Otherwise, use the Standard Operating Process template provided at the Bounce Fitness site.

Submit the following completed documents to your assessor:

Stakeholder consultation process, including:

At least two liaison procedures to consult with relevant stakeholders, including:

At least one procedure to support input of relevant stakeholders.

At least one procedure to encourage input of relevant stakeholders.

Stakeholder communication process, including:

At least two procedures to communicate with relevant stakeholders.

Monitoring process for learning and development, including:

At least one procedure to monitor learning and development strategies.

At least one procedure to monitor learning and development resources.

Task 6: Design Learning and Development Strategy for Identified Work Area-374650-25781000ASSESSMENT INSTRUCTIONS

This task will require you to:

Develop a learning and development strategy for the identified work area in your organisation/workplace.

Source and modify learning resources and assessment tools to meet requirements of the learning and development strategy developed. Use your workplace/organisations template to complete this task, or use the Learning and Development Strategy template provided at the Bounce Fitness site.

To complete this task, you must:

Access and review:

The learning and development strategic plan finalised in Workplace Project Task 4 to recap:

Identified work area to develop learning and development strategy.

Organisational requirements for learning and development strategy.

The stakeholder consultation process developed in Workplace Project Task 5.

Relevant information on common approaches for learning and development strategy design.

Sources of relevant information can include printed and online sources.

At least two relevant learning resources to support learning and development strategy.

Learning resources refer to resources which support organisational learning, such as print materials, lesson plans, online or eLearning modules, videos and webinars.

At least two relevant assessment tools to support learning and development strategy.

Assessment tools refer to tools to assess knowledge, skills and attitudes of learners, such as quizzes, aptitude tests, psychometric tests and live projects.

Examine at least two common approaches to learning and development strategy design.

Common approaches refer to the options available for an organisation while designing its learning and development strategy, from learner-driven to performance-driven approaches. Common approaches can include:

Self-directed learning

Conventional stand-alone techniques

Learning ecosystem

70-20-10 approach.

Select the approach best suited to the work area identified in the learning and development strategic plan from Workplace Project Task 4.

Consult with at least two relevant stakeholders using the stakeholder consultation process developed in Workplace Project Task 5 to get their inputs on designing the learning and development strategy. Relevant stakeholders must be identified based on the definition of stakeholders in the consultation process developed in Workplace Project Task 5. Learner must use the procedures included in the consultation process to support and encourage input of relevant stakeholders on designing the learning and development strategy.

Design at least one flexible strategy each for:

Organisational learning

Development

Assessment

Ensure organisational requirements and stakeholder inputs are incorporated in the flexible strategies.

Flexible strategies support changing organisational learning, development and assessment needs over time, and are open to continuous improvement.

Prepare a learning and development strategy incorporating the flexible organisational learning, development and assessment strategies above.

Modify at least two learning resources to meet requirements of the learning and development strategy developed.Modify at least two assessment tools to meet requirements of the learning and development strategy developed

Review Workplace Project Task 6 Assessors Checklist before starting this task. This form outlines the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

Your assessor will discuss these resources with you, and the criteria outlined in this form prior to this assessment.

Review the template you will use to complete this task. If you are using a template from your workplace/organisation, discuss with your assessor to ensure that the template covers all requirements that apply to this task. Otherwise, use the Learning and Development Strategy template provided at the Bounce Fitness site.

Submit the following documents to your assessor:

Completed learning and development strategy.

At least two modified learning resources.

At least two modified assessment tools.

Include any supplementary documents/sources used, such as the original learning resources and assessment tools sourced.

You must also submit evidence of collaboration with at least two relevant stakeholders to get their inputs on learning and development strategy for the identified work area. Evidence must be at least one of the following:

Email correspondence

Meeting minutes

Video recording of the meeting conducted with the stakeholder.

When using this as evidence, ensure to inform the stakeholder of the purpose of the recording before doing so.

Task 7: Establish Processes and Procedures to Implement Learning and Development Strategy

-374650-25781000ASSESSMENT INSTRUCTIONS

This task will require you to establish processes and procedures to implement the learning and development strategy designed in Workplace Project Task 6. You will also be required to contribute to development of compliant assessment processes for learning and development.

Use your workplace/organisations template to complete this task, or use the Standard Operating Process template provided at the Bounce Fitness site.

To complete this task, you must:

Access and review:

Organisational requirements for learning and development listed in the learning and development strategic plan in Workplace Project Task 4.

Learning and development strategy designed in Workplace Project Task 6.

Develop at least two processes to implement the learning and development strategy designed in Workplace Project Task 6 for the identified work area, using logical processes and an intuitive understanding of organisational context, including:

Allocation process.

The allocation process must include at least two procedures, including:

At least one set of procedures for allocation of resources.

At least one set of procedures for allocation of staff.

Management process.

The management process must include at least two procedures, including:

At least one set of procedures for management of resources.

At least one set of procedures for management of staff.

Contribute to development of at least two assessment processes for organisational learning and development, ensuring compliance with organisational requirements listed in the learning and development strategic plan in Workplace Project Task 4.

Review Workplace Project Task 7 Assessors Checklist before starting this task. This form outlines the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

Your assessor will discuss these resources with you, and the criteria outlined in this form prior to this assessment.

Review the template you will use to complete this task. If you are using a template from your workplace/organisation, discuss with your assessor to ensure that the template covers all requirements that apply to this task. Otherwise, use the Standard Operating Process template provided at the Bounce Fitness site.

Submit the following completed documents to your assessor:

Processes to implement learning and development strategy.

Compliant assessment processes for organisational learning and development to which you contributed.

Task 8: Implement Organisational Learning Strategy

-374650-25781000ASSESSMENT INSTRUCTIONS

This task will require you to implement the organisational learning strategy developed in Workplace Project Task 6. To complete this task, you must:

Access and review:

Learning and development strategy designed in Workplace Project Task 6.

Processes and procedures to implement the learning and development strategy established in Workplace Project Task 7.

Implement the learning and development strategy designed in Workplace Project Task 6, by using the processes and procedures established in Workplace Project Task 7.

Document outcomes of implementation of learning and development strategy on at least two relevant metrics/key performance indicators (KPIs) in appropriate recording systems used within your organisation/workplace.

Examples of relevant success metrics/key performance indicators are employee retention rate, employee satisfaction rating, sales or revenue growth, cost reduction and customer satisfaction rating.

Review Workplace Project Task 8 Assessors Checklist before starting this task. This form outlines the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

Your assessor will discuss these resources with you, and the criteria outlined in this form prior to this assessment.

Submit evidence of implementation of the organisational learning strategy to your assessor, such as the documented outcomes of implementation of the strategy on at least two relevant metrics/KPIs in organisational recording systems. Evidence must be at least one the following:

System-generated report from a recording system used within the organisation/workplace.

Note from an authorised supervisor/manager certifying that the learning and development strategy was implemented.

Task 9: Evaluate Organisational Learning Strategy and Construct Improvement Plans

-374650-25781000ASSESSMENT INSTRUCTIONS

This task will require you to evaluate the organisational learning strategy implemented in Workplace Project Task 8, and construct plans for improving the organisational learning strategy based on the results from evaluation and relevant concepts from continuous improvement processes.

Use your workplace/organisations template to complete this task, or use the Learning and Development Strategy Evaluation template provided at the Bounce Fitness site.

To complete this task, you must:

Assess the organisational learning strategy implemented in Workplace Project Task 8 using logical processes and an intuitive understanding of organisational context, including review of:

Performance of at least two relevant resources.

Relevant resources refer to assets deployed to support the current organisational learning strategy. Performance of resources can be assessed by reviewing monitoring data from relevant organisational system, such as project management system or enterprise resource management system.

Examples of resources include:

Technology or systems

Equipment, machinery or tools

Facilities and infrastructure

Materials

Financial resources/budget

Performance of at least two people supporting the organisational learning strategy.

Performance of people can be assessed by reviewing performance appraisal/review data from relevant organisational system, such as employee performance management system.

Outcomes as measured by at least two relevant success metrics/key performance indicators in your organisational context.

Outcomes must be measured by accessing performance data on the same success metrics/key performance indicators which were documented in Workplace Project Task 8 after implementing the organisational strategy.

Identifies at least two relevant continuous improvement processes associated with organisational learning and development strategies.

Examples of relevant continuous improvement processes associated with organisational learning and development strategies include:

Feedback loops

Learning needs analysis

Periodic review of learning and development objectives

Audit of learning methods, resources and assessment tools.

Analyses the continuous improvement processes to identify at least two key concepts that can be adapted to the organisational context.

Construct at least two plans for improving organisational learning strategy based on:

Results of evaluation of organisational learning strategy above.

Key concepts identified from relevant continuous improvement processes.

Review Workplace Project Task 9 Assessors Checklist before starting this task. This form outlines the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

Your assessor will discuss these resources with you, and the criteria outlined in this form prior to this assessment.

Review the template you will use to complete this task. If you are using a template from your workplace/organisation, discuss with your assessor to ensure that the template covers all requirements that apply to this task. Otherwise, use the Learning and Development Strategy Evaluation template provided at the Bounce Fitness site.

Submit the completed learning and development strategy evaluation report to your assessor.

Include any supplementary documents/sources used to create the learning and development strategy evaluation report, such as:

Performance data for resources and people supporting organisational learning strategy.

Performance data on at least two relevant metrics/key performance indicators (KPIs) to measure success of organisational learning strategy and methods.

The continuous improvement processes associated with organisational learning and development strategies analysed to identify key concepts.

Task 10: Present and Implement Improvement Plans for Organisational Learning Strategy

-374650-25781000ASSESSMENT INSTRUCTIONS

Your assessor will observe you as you present the improvement plans for organisational learning strategy constructed in Workplace Project Task 9 to at least two relevant stakeholders.

You will be assessed on your practical skills to:

Select and use appropriate communication practices to present ideas and encourage participation from all levels of stakeholders.

Appropriate communication practices include a formal presentation to a group of stakeholders, or one-on-one meetings with individual stakeholders.

Use vocabulary and features appropriate to audience.

Use listening and questioning techniques to seek opinions and confirm understanding.

Review the following before starting this task:

Workplace Project Task 10 Assessors Checklist

Workplace Project Task 10 Observation Form

These forms outline the following:

Resources you are required to access to complete the task.

All criteria your submission must address to satisfactorily complete this task.

All the practical skills you need to demonstrate to satisfactorily complete this task.

Your assessor will also discuss with you the practical skills outlined in this form prior to the assessment.

Submit any of the following written presentation materials that you used to discuss the improvement plans for organisational learning strategy:

PowerPoint presentation

Handouts

It is recommended to have your assessor review first the presentation material will you used before presenting with the key stakeholders to ensure that all information is covered.

You must also submit evidence of implementing the improvement plans constructed in Workplace Project Task 9, such as updated processes and procedures relating to the organisational learning strategy.

438150-14605

Learner Assessment Pack

Assessment Workbook Checklist

Assessment Workbook ChecklistInstructions:

Your assessor will review your submissions against the checklist below. This section is to be completed by your assessor.

The learner has completed the Short Answer Questions in this workbook

Short Answer Questions The learner has completed the Practical Assessments in this workbook and has submitted all the required evidence:

Workplace Project Assessment Task 1: Evaluate Existing Learning and Development Methods Draft Learning and Development Methods Evaluation Report Organisational documents used to identify existing methods of learning and development at the workplace

Specify evidence submitted: FORMTEXT Relevant textual information referenced to identify organisational requirements for learning and development

Specify evidence submitted: FORMTEXT Task 2: Analyse Impact of Learning and Development Final Learning and Development Methods Evaluation Report Data/information used to review performance on metrics/KPIs to analyse impact of learning and development on organisation

Specify evidence submitted: FORMTEXT Evidence of consultation with at least two relevant stakeholders to verify analysis of impact of learning and development on organisation

Specify evidence submitted: FORMTEXT

Task 3: Determine Quality Management Policies and Processes for Learning and Development Strategy Draft Learning and Development Strategic Plan Printed and online sources relevant to options of quality management principles examined.

Specify evidence submitted: FORMTEXT Documents/resources used to determine compliance requirements for quality management policies and processes

Specify evidence submitted: FORMTEXT Task 4: Update Learning and Development Strategic Plan Final Learning and Development Strategic Plan Organisational documents used to identify human resources and learning requirements and plans

Specify evidence submitted: FORMTEXT Task 5: Develop Processes for Learning and Development Strategy Formation Stakeholder consultation process, including at least two procedures to consult with educators, learners and others Stakeholder communication process, including at least two procedures to communicate with educators, learners and others Monitoring process, including a procedure to monitor learning and development strategies and a procedure to Procedure to monitor learning and development resources

Task 6: Design Learning and Development Strategy for Identified Work Area Learning and Development Strategy At least two modified Learning Resources

Specify evidence submitted:

FORMTEXT

FORMTEXT At least two modified Assessment Tools

Specify evidence submitted:

FORMTEXT

FORMTEXT Original learning resources and assessment tools sourced.

Specify evidence submitted:

FORMTEXT

FORMTEXT Evidence of consultation with at least two relevant stakeholders to get their inputs on learning and development strategy for the identified work area.

Specify evidence submitted: FORMTEXT Task 7: Establish Processes and Procedures to Implement Learning and Development Strategy Allocation process, including at least two procedures to allocate resources and staff. Management process, including at least two procedures to manage resources and staff. Compliant assessment processes for organisational learning and development to which the learner contributed.

Specify evidence submitted:

FORMTEXT

Task 8: Implement Organisational Learning Strategy Evidence of implementation of organisational learning strategy.

Specify evidence submitted:

FORMTEXT

FORMTEXT Task 9: Evaluate Organisational Learning Strategy and Construct Improvement Plans Learning and Development Strategy Evaluation Report Performance data for resources and people supporting organisational learning strategy.

Specify evidence submitted:

FORMTEXT

FORMTEXT Performance data on at least two relevant metrics/key performance indicators (KPIs) to measure success of organisational learning strategy and methods.

Specify evidence submitted:

FORMTEXT

FORMTEXT Continuous improvement processes associated with organisational learning and development strategies analysed to identify key concepts.

Specify evidence submitted:

FORMTEXT

Task 10: Present and Implement Improvement Plans for Organisational Learning Strategy Written presentation materials

Specify evidence submitted:

FORMTEXT

FORMTEXT Evidence of implementation of improvement plans for organisational learning strategy.

Specify evidence submitted:

FORMTEXT

FORMTEXT Video recording of the presentation

Only if direct observation is not possible.

13536711295400

Learner Assessment Pack

Recording

Record of AssessmentInstructions:

This section is to be completed by your assessor.

Assessment Details

Learner Course Code Unit of Competency BSBHRM613 - Contribute to the development of learning and development strategies

Assessor Name RTO Assessment Activity Satisfactory Needs more evidence

Short Answer Questions

Short Answer Question 1 Short Answer Question 2

Short Answer Question 3

Short Answer Question 4

Short Answer Question 5

Short Answer Question 6

Assessment Activity Satisfactory Needs more evidence

Workplace Project Assessment

Task 1: Evaluate Existing Learning and Development Methods Task 2: Analyse Impact of Learning and Development Task 3: Determine Quality Management Policies and Processes for Learning and Development Strategy Task 4: Update Learning and Development Strategic Plan Task 5: Develop Processes for Learning and Development Strategy Formation Task 6: Design Learning and Development Strategy for Identified Work Area Task 7: Establish Processes and Procedures to Implement Learning and Development Strategy Task 8: Implement Organisational Learning Strategy Task 9: Evaluate Current Organisational Learning Strategy and Construct Improvement Plans Task 10: Present and Implement Improvement Plans for Organisational Learning Strategy

Context Details Satisfactory Needs more evidence

Supervisor/Observer Verification Log

Supervisor/Observer Name Role in the Assessment Contact Details Date of Contact Supervisor/Observer verifies the learners submissions

Yes No

Assessors Comments

Remarks/feedback

Details of further evidence required

Please tick the appropriate box. Yes No

Comments and further action required are noted in the Learner Assessment Pack Results discussed and agreed to by the learner

You have the right to appeal the outcome of your assessment. The Learner is Competent

Not Yet Competent

Assessors signature Date signed

I further confirm that I have verified the learners submissions by contacting the learners supervisor and/or observer whose names appear in the Supervisor/Observer Verification Log above.

After reassessment, the Learner is: Competent Not Yet Competent

Assessors signature Date signed

Learners Comments

The signature confirms that I have submitted all my own work, and agree with the assessment decision and feedback.

Learners signature Date signed

End of Document

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