BSBHRM613 Contribute to the development of learning and development strategies

BSBHRM613 Contribute to the development of learning and development strategies

Supplementary Assessment Learner Workbook

Version 1.0

5823963040369899491670370

Course: BSB80120 - Graduate Diploma of Management (Learning)

Student Name: Student ID Number: Trainer/Assessor Name: Due Date: Date Submitted: Student Details and Declaration (GAP Assessment)

Context and Conditions of Assessment Information for Students

This assessment will ensure that the elements, performance criteria, performance evidence and knowledge evidence required and conditions are adhered to demonstrate competency in this unit assessment task.

Read the assessment carefully before commencing.

This is an open book assessment and students can complete this in their own time outside of the Institute or at Mastery Institute Australia Brisbane Campus at Level 5 and 6, 119 Charlotte Street, Brisbane, Queensland 4000.

You must answer ALL the questions correctly in the assessment tasks in your own typed words and own handwriting.

Your Trainer / Assessor will inform you of the due date for this assessment task.

Your Assessor will grade as either S Satisfactory or NS Not Satisfactory for the assessment. In all cases your Assessor will provide you with feedback.

Only when all assessment tasks have been graded as S Satisfactory you will be deemed C Competent in the final result of the unit of competency; if you do not satisfactorily complete all the assessment tasks you will be deemed NYC Not Yet Competent.

Assessment Appeal Information for Students

Students have access to an assessment appeals process to challenge the outcome within 10 working days of the assessment decision being made.

The appeal is required to be submitted in writing with relevant evidence documentation provided.

The Institute will respond within 10 working days of the receipt of appeal to confirm it has been received.

The Institute will review the appeal and inform student of the outcome within 10 working days of the receipt of appeal.

The outcome will outline information on students next steps including process for further appeal process.

Reasonable Adjustments Information for Students

Reasonable adjustment refers to adjustments made for students with a disability, condition or special learning need.

Students can make a request for reasonable adjustment during their enrolment.

Each case is considered individually and the all relevant circumstances are considered in making the decision

The Institute reserves the right, after the review of the needs of the student with a disability, to not provide services that would impose unjustifiable hardship upon the Institute or the activities provided during the course of operations.

The range of reasonable adjustments made may include (but not limited to):

the use or loan of adaptive/assistive technology or equipment for use by people with a disability or illness to enable them to undertake their training/assessment in a fair and equitable manner (e.g. seating, personal computer access)

alternative methods of assessment (e.g. verbal assessment, practical demonstration)

individual conditions of assessment (e.g. seating arrangements, additional 10 minutes per hour, toilet/rest/exercise breaks, bite sized food/drink)

accessible learning formats (e.g. large print materials, coloured exam paper)

provision of a scribe

referral to additional services.

Re-Assessment Process and Plagiarism, Collusion and Cheating Information for Students

Re-Assessment Process

If the evidence is graded as NS Not Satisfactory you will be required to re-submit the evidence. In this case, you will be provided with clear and constructive feedback based on the assessment decision so that they can improve your skills / knowledge prior to reassessment.

Where a NS Not Satisfactory judgement is made, you will be given guidance on steps to take to improve your performance and provided the opportunity to resubmit evidence to demonstrate competence. The assessor will determine and discuss the reasons for NS Not Satisfactory on any of the criteria and will assess you through a different method of assessment e.g. verbal/oral questioning, problem solving exercises.

You will be notified within 10 working days of undertaking an assessment of your result in achieving competency

If a student does not complete the assessment, they should notify their trainer as to why they did not complete the assessment and if due to illness, a medical certificate must be produced and apply for Special Consideration.

In the above scenario, student will be given an opportunity for reassessment within 5 working days with no reassessment fee charged.

Students who are deemed to be Not Yet Competent (NYC) will be provided with information identifying the areas in which they failed to achieve competency. Students will then have the opportunity to repeat the assessment task and relevant reassessment fees will apply for the unit.

If a student is deemed NYC in the reassessment, then the student is required to reenrol for the entire unit of competency and relevant reenrolment fees will apply for the unit. Plagiarism, Collusion and Cheating

Plagiarism means: taking someones words, ideas, work or other materials and present them as your own.

Collusion means: understanding or agreement between two or more people to intentionally cooperate and gain an unfair advantage in assessment.

Cheating means: seeking to obtain an unfair advantage in an examination or assessment.

If a student is found to be cheating, plagiarising or colluding during their assessment, the student will immediately be deemed NS for the assessment task. The student will have to follow the reassessment process and relevant reassessment fees will apply for the unit.

If the student is found to be plagiarising, cheating or colluding again after the initial instance, the student will be deemed NYC for the entire unit of competency. The student will be required to reenrol for the entire unit of competency and relevant reenrolment fees will apply for the unit.

Any further instances of plagiarism, cheating or collusion will result in the suspension or cancellation of the students enrolment

The Institute has intervention strategies, including student support services available to enable students to complete qualification in the expected time frame. Students at risk of not completing within this time frame are identified as early as possible and an intervention strategy is put in place. All students are encouraged to speak to the trainer/assessor and/or Student Services Officer in regards to any issues about their course.

The Institute will ensure access to:

A safe environment that meets the training package requirements and conditions of assessments by having adequate access to:

relevant workplace documentation and resources

case studies

interaction with other students for discussions

Evidence to be submitted by the student: -

Completed written responses to all questions in the assessment task

Assessment Decision Making Rules

Your assessor will be looking for the following in this assessment task:

Correctly answering all questions in this task.

Your assessor may seek additional information or clarification from you of questions that you may not have answered fully.

NOTE:

The above pages reflect the changes in the two versions of documents. Students have been informed of the changes and completed revised declarations accordingly.

Changes made in layout and location of student declaration for:

prior to assessment commencement

plagiarism/cheating/collusion

final unit assessment record sheet

This document has identified the gap assessment to be completed in order to meet the performance criteria of the impacted unit of competency fully.

STUDENT DECLARATION

Student to complete the below prior to commencing assessment

The assessment process and tasks were fully explained. Yes / No

I am aware of which evidence will be collected and how. Yes / No

I am aware of appeals process of an assessment decision (outlined in this document under Assessment Appeal) Yes / No

I am aware of the consequences for plagiarism, cheating or collusion (outlined in this document under Re-Assessment Conditions and Plagiarism, Collusion and Cheating) Yes / No

I am aware of the reassessment processes if deemed not yet satisfactory for this assessment task or not yet competent for the entire unit of competency (outlined in this document under Re-Assessment Process and Plagiarism, Collusion and Cheating) Yes / No

I have discussed any additional educational support or reasonable adjustments I require in order to undertake this assessment with the Student Services Officer and Trainer / Assessor, (if applicable) (outlined in this document under Reasonable Adjustments) Yes / No

I have access to all required resources? Yes / No

Student Declaration: - I declare that I was adequately informed of the assessment process prior to commencing this assessment task. I understand that if I disagree with the assessment outcome, I understand the appeals process available.

Student Name Student Signature Date Assessor Declaration: - I verify that I have adequately explained the above prior to commencing assessment and provided clarifications to students as required.

Assessor Name Assessor Signature Date About this Supplementary Assessment

A supplementary assessment is an additional and new assessment task or tasks. A supplementary task is specifically designed and targeted to assess the Performance Evidence in which the student has not sufficiently demonstrated achievement in one of the assessment tasks for the unit.

This Supplementary Assessment should be read together with BSBHRM613 Learner Workbook V10.1 as amended on 30 May2024.

This supplementary assessment is intended to cover the gaps identified in assessing students of this unit of competency. This supplementary assessment is given to you to confirm your Competency achieved in this unit. All students are required to complete and submit this supplementary assessment by the 21 June 2024.

Task Instruction:

Assessment Task 4

Activity 5: Evaluate the effectiveness of that learning and development strategy

This activity is a continuation of the earlier Activity 2 and Activity 4.

This activity requires you to evaluate the effectiveness of the learning and development strategy when implemented and recommend improvements.

1024432152685For trainer/assessor:

The trainer/assessor must ensure that the learning strategy developed by the student is implemented in the training organisation. This includes providing the following training to two (2) staff members using the learning resources modified in Activity 3:

Leadership and management training

Professional development training

The student must be provided with the opportunity to assess the staff members who participated in the training.

For trainer/assessor:

The trainer/assessor must ensure that the learning strategy developed by the student is implemented in the training organisation. This includes providing the following training to two (2) staff members using the learning resources modified in Activity 3:

Leadership and management training

Professional development training

The student must be provided with the opportunity to assess the staff members who participated in the training.

To evaluate the effectiveness of the learning and development strategy, you are required to:

Step 7: Implement plans and make the recommended changes for improving organisational learning strategies using Template 22 and complete the following:

Implement the improved organisational learning strategy and explain how you have implemented them by completing Template 27

Submit this Supplementary Assessment to the trainer/assessor by completing:

Template 27: Plan and implement improved organisational learning strategy

Template 27: Plan and implement improved organisational learning strategy

Plan and Implement improving organisational learning strategy (Explain in detail.)

PLANNING AND IMPLEMENT ORGANISATIONAL LEARNING STRATEGY

Implementation Implementation goal(s)

Why is this important? Strategies

How will we accomplish this goal? Timeline

StartFinish Person(s) responsible Resources needed Anticipated adaptive challenges How will we know if were making progress?

What data will be used?

BSBHRM613

Contribute to the development of learning and development strategies

Learner Workbook

Version 10.1

left1016000

Student Name:

Student ID Number:

Trainer/Assessor Name:

Class:

Table of Contents TOC o "1-3" h z u Table of Contents PAGEREF _Toc69986236 h 2Instructions to Learner PAGEREF _Toc69986237 h 3Assessment instructions PAGEREF _Toc69986238 h 3Assessment requirements PAGEREF _Toc69986239 h 6Assessment Cover Sheet PAGEREF _Toc69986240 h 7Observation/Demonstration PAGEREF _Toc69986241 h 8Assessment Task 1: Knowledge Test PAGEREF _Toc69986242 h 9Q1 PAGEREF _Toc69986243 h 9Q2 PAGEREF _Toc69986244 h 11Q3 PAGEREF _Toc69986245 h 12Q4 PAGEREF _Toc69986246 h 14Q5 PAGEREF _Toc69986247 h 15Q6 PAGEREF _Toc69986248 h 15Q7 PAGEREF _Toc69986249 h 16Q8 PAGEREF _Toc69986250 h 17Q9 PAGEREF _Toc69986251 h 20Assessment Task 2: Skills Test Research Report PAGEREF _Toc69986252 h 21Assessment Task 3: Skills Test PAGEREF _Toc69986253 h 28Activity 1: Contribute to learning and development strategy formation PAGEREF _Toc69986254 h 44Activity 2: Develop a learning and development strategy PAGEREF _Toc69986255 h 64Activity 3: Contribute to the development of compliant assessment processes according to organisational requirements PAGEREF _Toc69986256 h 81Activity 4: Examine and review organisational policies and procedures relevant to training and assessment PAGEREF _Toc69986257 h 84Activity 5: Evaluate the effectiveness of that learning and development strategy PAGEREF _Toc69986258 h 86Assessment Task 4: Work Placement Task PAGEREF _Toc69986259 h 89Activity 1: Contribute to learning and development strategy formation PAGEREF _Toc69986260 h 98Activity 2: Develop a learning and development strategy for your training organisation PAGEREF _Toc69986261 h 119Activity 3: Contribute to the development of compliant assessment processes according to organisational requirements PAGEREF _Toc69986262 h 132Activity 4: Examine and review organisational policies and procedures relevant to training and assessment PAGEREF _Toc69986263 h 135Activity 5: Evaluate the effectiveness of that learning and development strategy PAGEREF _Toc69986264 h 137Appendix A: Reasonable Adjustments PAGEREF _Toc69986265 h 141Instructions to LearnerAssessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Address each question including any sub-points

Demonstrate that you have researched the topic thoroughly

Cover the topic in a logical, structured manner

Your assessment tasks are well presented, well referenced and word processed

Your assessment tasks include your full legal name on each and every page.

Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

Presenting any work by another individual as one's own unintentionally

Handing in assessments markedly similar to or copied from another learner

Presenting the work of another individual or group as their own work

Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learningCandidates will be able to have their previous experience or expertise recognised on request.

Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirementsAssessment can either be:

Direct observation

Product-based methods e.g. reports, role plays, work samples

Portfolios annotated and validated

Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Assessment Cover SheetStudents: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work.

Student Name: Unique Student Identifier (USI): Email: Units: BSBHRM613

Contribute to the development of learning and development strategies

Trainer/Assessor Name: Due Date: Declaration:

I declare that:

These tasks are my own work

None of this work has been completed by any other person

No part of these tasks has been copied from another persons work, except where document or work is listed/ referenced.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me

Students Signature: Date of Submission:

Observation/DemonstrationThroughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

Performing a work-based skill or task

Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Assessment Task 1: Knowledge Test

Provide your response to each question in the box below.

Q1: You are working as a HR manager in your training organisation.

You are responsible for developing and managing human resource processes and operations of your training organisation.

Considering your job role, answer the questions given below.

1.1. What are the ten (10) minimum entitlements as specified in National Employment Standards (NES), which must be provided to all employees in Australia? Write your answer in detail.

1.2. Discuss the following different types of legislation related to employment in Australia. Write your answer in detail.

Fair Work Act 2009

State and Federal Anti-Discrimination Laws

1.3. What methods can you use to deliver the codes of practice to the employees? Discuss any five (5) and briefly write your answer.

1.1 1.2

1.3

1) 2) 3) 4) 5) Q2: Explain the following organisational information technology and systems requirements in supporting organisational learning strategy in detail.

Learning management systems

Knowledge management systems

Decision support systems

Q3: Answer the following questions:

3.1. Briefly explain the purpose of consultation and communication processes in developing organisational learning and development strategies?

3.2. Explain the process of developing communication and consultation plans. Write your answer in detail.

3.1

3.2

Q4: Answer the following questions:

4.1. Briefly explain the organisational learning and development strategy.

4.2. Explain the seven (7) key considerations in the development of organisational learning and development strategy design.

4.1

4.2

1) 2) 3) 4) 5) 6) 7) Q5: Briefly explain the structured approaches to develop learning and development strategy design.

Q6: Explain the following relevant continuous improvement processes associated with organisational learning and development strategies in detail.

PDCA cycle

Total Quality Management

Q7: Briefly explain strategies to evaluate organisational learning implementation based on Kirkpatricks Four Levels of Evaluation.

Q8: Answer the following questions:

8.1. What is a quality management system (QMS)? What are the key elements and requirements of a quality management system (QMS)? Write your answer briefly.

8.2. What are the eight (8) principles of the quality management system as per ISO 9001:2015 standard that must be followed to meet the compliance requirements? Write your answer in detail.

8.3. How can a quality and compliance policy address organisational compliance requirements related to organisational learning? Briefly write your answer.

8.1

8.2

1) 2) 3) 4) 5) 6) 7) 8) 8.3

Q9: Explain the purpose of the following organisational policies and procedures relating to the development of learning and development strategies in the VET sector.

Validation policy and procedures for training/learner material

Assessment standard policy and procedures

Assessment Task 2: Skills Test Research ReportSkills Test Research Report

This assessment requires you to take on the role of a HR Manager in your training organisation.

You are required to complete a research report on the development and analysis of learning and development strategies for your training organisation.

During the preparation of the research report, you will be required to:

Consult a range of internal stakeholders to identify the training organisations policies and procedures relating to the development of learning and development strategies.

Conduct online research to identify and develop change management processes for your training organisation.

Note: The purpose of this research report to participate and carry out workplace-related activities and tasks, using your training organisation as an example of existing workplace and workplace personnel such as trainers/assessors and other nominated individuals by them as the stakeholders required to complete this assessment task. The research report should be based on the information provided in the scenario and description sections.

Scenario

To be a sustainable training organisation, all training organisations must develop a learning and development strategy that sets out the workforce capabilities, skills and competencies the organisation needs.

The workforce capabilities, skills and competencies are assessed based on the following factors:

Internal environment.

External environment

Training organisations strategy.

The existing learning and development strategy is outdated. To address the workforce gaps and plan for the achievement of strategic objectives, the management wants to develop a new learning and development strategy.

They want the HR Manager to develop a research report on the development of learning and development strategy that they will use as a baseline for the development of the training organisations learning strategy.

As an HR Manager, your job role requires you to:

Assess the workforce capabilities, skills and competencies the training organisation needs.

Analyse the legislation, code of practice and national standards that the training organisation must comply with during the development of learning and development strategy.

Evaluate the existing learning and development strategies used at the training organisation.

Assess quality management requirements and opportunities for implementation of quality policies and procedures to address compliance requirements.

Research and assess approaches to learning strategy design, including flexible learning, development and assessment strategies

Review and examine existing organisational policies and procedures relating to the development of learning and development strategies.

Description of the activity:

This activity requires the student to complete a research report on the development and analysis of learning and development strategies for your training organisation.

You will take on the role of the HR Manager at your training organisation.

Your report must follow the below-given guidelines:

The report must be prepared using Template 1 provided. The word limit to complete the report.

Start with an introduction, then move on to supporting body paragraphs. Write a conclusion and cite your sources.

You must only use authentic and verifiable information.

The report should be presented in the provided format.

Proofread it.

Always make sure to run your ideas by your trainer/assessor to make sure that it is okay that you approach the report in this way.

Your report must contain original content and should not be a copy of someone elses work.

You must use Harvard style referencing in the report.

To prepare the report, you must use the templates attached and follow the steps given below:

Assess the workforce capabilities, skills and competencies the training organisation needs.

Assess the training organisations operations.

Consult the training organisations internal stakeholders, such as your trainer/assessor, and assess the workforce capabilities, skills and competencies that the training organisation needs.

Discuss the sources you used to assess the workforce capabilities, skills and competencies the training organisation needs.

Conduct online research and identify the legislation, codes of practice, and national standards that the HR Manager (You) must comply with during your training organisations learning strategy development.

Assess the training organisations operations.

Discuss the legislation, codes of practice and national standards that the HR Manager (You) must comply with during your training organisations learning strategy development.

Assess the need for communication and consultation processes to support and encourage stakeholder input into design, implementation and review of organisational learning and development strategy

Discuss the need for communication and consultation processes.

Discuss the key stakeholders to be consulted in the following phases of the learning and development strategy:

Design phase.

Implementation phase

Review phase

Discuss the sources used to gather the information.

Conduct research and identify common approaches to learning strategy design. Assess the most common approaches to learning strategy design based on the assessment of existing competitors in the market.

Document two (2) common approaches to learning strategy design.

Assess the existing organisational learning and development strategy design, conduct a SWOT analysis and recommend changes to the learning and development strategy design.

Consult with relevant internal stakeholders to identify organisational learning and development strategy design.

Conduct a SWOT analysis on organisational learning and development strategy design.

Recommend changes, including the addition of flexible learning, development and assessment strategies based on the SWOT analysis conducted.

Assess and analyse the organisational technology and systems requirements to support an organisational learning strategy based on the changes recommended in the previous step.

Assess the outcomes of the SWOT analysis conducted in the previous step.

Analyse and document the organisational technology and systems requirements to support the change recommendations to organisational learning strategy

Analyse and examine continuous improvement processes associated with organisational learning and development strategies

Evaluate the existing training organisations continuous improvement processes associated with organisational learning and development strategies.

Assess what improvement can be made to the continuous improvement processes based on the analysis of previous steps.

Develop strategies for evaluation of learning and management strategies.

Research and develop a framework for review and evaluation of learning and development strategies.

Discuss the KPIs that will be used to evaluate the learning and development strategies.

Conduct research and identify the quality management compliance requirements as it relates to organisational learning

Identify the quality management compliance requirements related to organisational learning.

Analyse the quality management standards that the training organisation can use to monitor compliance with its learning and development strategy.

Analyse the policies and procedures that your training organisation would require to manage the development, implementation and review of learning and development strategies.

Document three (3) policies and procedures to manage the development, implementation and review of learning and development strategies.

Discuss the purpose of each policy and procedures.

The student must complete a research report on the development and analysis of learning and development strategies for your training organisation. Your report must contain all of the following:

Introduction to the report. Include the following information:

Your research topic

Background information

Objectives of writing the report

Body of the report:

Workforce capabilities, skills and competencies the training organisation needs.

Training organisations operations.

Workforce capabilities, skills and competencies that the training organisation needs.

Sources you used to assess the workforce capabilities, skills and competencies the training organisation needs.

Legislation, codes of practice, and national standards that the HR Manager (You) must comply with during your training organisations learning strategy development.

Legislation

Codes of practice

National standards

Need for communication and consultation processes to support and encourage stakeholder input into design, implementation and review of organisational learning and development strategy

Need for communication and consultation processes.

Key stakeholders to be consulted in the following phases of the learning and development strategy:

Design phase.

Implementation phase

Review phase

Sources used to gather the information.

Common approaches to learning strategy design.

Most common approaches to learning strategy design based on the assessment of existing competitors in the market.

Two (2) common approaches to learning strategy design.

Assessment of the existing organisational learning and development strategy design

Organisational learning and development strategy design.

SWOT analysis on organisational learning and development strategy design.

Changes, including the addition of flexible learning, development and assessment strategies based on the SWOT analysis conducted.

Technology and systems requirements to support an organisational learning strategy

Organisational technology and systems requirements to support the change recommendations to organisational learning strategy

Continuous improvement processes associated with organisational learning and development strategies

Evaluation of the existing training organisations continuous improvement processes associated with organisational learning and development strategies.

Improvement that can be made to the continuous improvement processes based on the analysis of previous steps.

Strategies for evaluation of learning and management strategies.

Framework for review and evaluation of learning and development strategies.

KPIs that will be used to evaluate the learning and development strategies.

Quality management compliance requirements as it relates to organisational learning

Quality management compliance requirements related to organisational learning.

Quality management standards that the training organisation can use to monitor compliance of its learning and development strategy.

Analysis of the policies and procedures to manage the development, implementation and review of learning and development strategies.

Three (3) policies and procedures to manage the development, implementation and review of learning and development strategies.

Purpose of each policy and procedures.

References and bibliography (Harvard style Any five references)

Template 1: Research report:

Research report (3-4 pages)

Introduction to the report

Your research topic

Background information

Objectives of writing the report

Workforce capabilities, skills and competencies the training organisation needs.

Training organisations operations.

Workforce capabilities, skills and competencies that the training organisation needs.

Sources you used to assess the workforce capabilities, skills and competencies the training organisation needs.

Legislation, codes of practice, and national standards that the HR Manager (You) must comply with during your training organisations learning strategy development.

Legislation

Codes of practice

National standards

Need for communication and consultation processes to support and encourage stakeholder input into design, implementation and review of organisational learning and development strategy

Need for communication and consultation processes.

Key stakeholders to be consulted in the following phases of the learning and development strategy:

Design phase.

Implementation phase

Review phase

Sources used to gather the information.

Common approaches to learning strategy design.

Most common approaches to learning strategy design based on the assessment of existing competitors in the market.

Two (2) common approaches to learning strategy design.

Assessment of the existing organisational learning and development strategy design

Organisational learning and development strategy design.

SWOT analysis on organisational learning and development strategy design.

Changes, including the addition of flexible learning, development and assessment strategies based on the SWOT analysis conducted.

Technology and systems requirements to support an organisational learning strategy

Organisational technology and systems requirements to support the change recommendations to organisational learning strategy

Continuous improvement processes associated with organisational learning and development strategies

Evaluation of the existing training organisations continuous improvement processes associated with organisational learning and development strategies.

Improvement that can be made to the continuous improvement processes based on the analysis of previous steps.

Strategies for evaluation of learning and management strategies.

Framework for review and evaluation of learning and development strategies.

KPIs that will be used to evaluate the learning and development strategies.

Quality management compliance requirements as it relates to organisational learning

Quality management compliance requirements related to organisational learning.

Quality management standards that the training organisation can use to monitor compliance of its learning and development strategy.

Analysis of the policies and procedures to manage the development, implementation and review of learning and development strategies.

Three (3) policies and procedures to manage the development, implementation and review of learning and development strategies.

Purpose of each policy and procedures.

References and bibliography (Harvard style Any five references)

1) 2) 3) 4) 5) Assessment Task 3: Skills Test

Skills Test:

This assessment task requires the student to take on a HR in Online Media Solutions.

As the HR Manager, the student will be required to:

Contribute to developing a learning and development strategy.

Evaluate the effectiveness of learning and development strategy while implementation and recommend improvement.

This includes:

Examining and reviewing organisational policies and procedures relevant to training and assessment.

Developing consultation and organisational processes that support and encourage stakeholder input into design, implementation and review of organisational learning and development strategy.

Sourcing learning resources or assessment tools and make modifications, if required, to meet the requirements of organisational learning strategies.

Implementing plans for improving organisational learning strategies.

Case study

Online Media Solutions is a marketing and web development business based in Melbourne, Australia. From idea to design, development and marketing, we achieve results for our clients and grow their business.

We have ventured into the web service industry to offer our superior and unique services to small businesses and organisations. Our experience and expertise in web sales and e-commerce give us the backing to provide solutions that are currently lacking in the market.

There is an all-time high demand for web development and marketing for small businesses with signs of rising further. Interestingly, few web developers have taken advantage of this opportunity, leaving the industry with no dominant provider.

The high costs of the projects and the focus on more prominent companies and organisations could be the contributing factor as to why this market remains untapped. We have a system that will reduce the project costs dramatically, giving us the opportunity to offer quality services at reduced prices.

Mission

Our professional team of specialists with industry expertise deliver solutions not only for leading brands but also for non-profit organisations and innovative start-up businesses. We aim to reach success by providing unique yet creative solutions to our customers that will elevate their online presence.

Our vision

Quality web solutions with a sound technical foundation that enable our clients to impress their customers and improve their online image worldwide. We want to make our customers stand out in the online environment and become the leading provider of online services for small and medium-sized businesses.

Keys to success

We will offer quality web services to small businesses and organisations at affordable prices.

Customised and tailored services.

Establishment of alliances and partnerships with internet service providers and organisations involved in computer consultancy

Services offered

We offer the following services to our clients:

Interface and Web Design Services

E-commerce

Web development

Responsive web design

WordPress Development Solutions

HTML and CMS Development Services

Coding

Graphic Design

Application development

Online marketing

Search Engine Optimisation

Pay Per Click (PPC) Marketing

Content marketing

Social media marketing

Online Email Marketing

Copyrighting

Content and Production Copyright

Web hosting and support

Values

Quality service to our clients

Integrity and accountability

Reliability

Quality

Innovation

Respect

Organisational hierarchy

Strategic objectives and operational plan

Strategic objectives:

The strategic objectives of Online Media Solutions are as follow:

Increase brand awareness/presence by at least 20%

Send out newsletters to potential clients

Place adverts on various business publications and journals with a wide readership.

Use social media platforms for marketing our services

Establishing a reputation for exceptional customer service and end to end solutions and achieve a customer satisfaction rate of 90%.

Providing excellent customer services by resolving the customer issues within 24 hours

Ensure quality services are delivered within the specified timelines

Implement loyalty programs to retain clients

Enhance our customer value proposition

To target net profit margins of 30% in the first year and 40% in the second year by improving operational efficiency

Reduce cost and improve process efficiencies

Improve operating margins

Improve cash flow and reduce debts

Supporting staff performance by offering ongoing training and professional development

Conducting performance reviews on a regular basis and address the areas of development by offering training and professional development

Ensure the currency is knowledge is in accordance with the industry standards.

Have continuous improvement systems in place that focus on employees skills development

Operational plan: Customer service department

Objective: Establishing a reputation for exceptional customer service and an end to end solutions and achieve a customer satisfaction rate of 90%.

Strategy Actions KPIs Responsibility Date

Provide training and developing excellent customer service skills Provide appropriate coaching and training to the team members. Employee ratings

Increase in customer satisfaction rates Customer service and HR team Q1

Developing a survey for customers to rate different skills to assess areas of improvement. Assessing the customer rating of each staff member Implement loyalty programs Planning the loyalty program % increase in revenues

Customer retention life span Customer service team Q1

Developing the loyalty program considering the organisational requirements and analysis of customer preferences Implement the customer loyalty program Team members and their roles and responsibilities

The roles and responsibilities of the customer service team members are as follow:

Customer service Manager:

Track individual and team metrics: productivity, revenue

Delegate tasks to individual sales representatives

Monitor and provide a strategy for performance improvement with logged calls, performance metrics, revenue metrics

Access data for goal setting analytics, team meetings, and reporting to executives

Update and override account and individual contacts

Customer service representative

Track customer interactions

Keep contact information up to date

Set tasks and reminders for follow-up with contacts

Creates and builds workflows for a faster task and contact management

Identify bundling and upsell opportunities for current customers

Produce quotes and contracts

Organisations commitment to performance management

Online Media Solutions is committed to improve its operations and manage the performance of its employees to stay competitive in the industry.

Online Media Solutions has an existing performance management system to ensure that that employees perform to a high standard. The objective of this performance management system are as follow:

Clarifying job responsibilities and expectations.

Enhancing individual and group productivity.

Developing employee capabilities to their fullest extent through effective feedback and coaching.

Driving behaviour to align with the organisations core values, goals and strategy.

Improving communication between employees and managers.

Performance management system and processes

The following are the performance management system and processes used at Online Media Solutions.

Performance management - Policy and procedures

Purpose The purpose of this policy is to guarantee that performance management is executed in a coherent, fair, and translucent manner by the organisational requirements.

Scope The scope of this policy encompasses the performance management process by the employees and any external contractor of the company.

Resources The express procedures for the execution of this policy are available below and additionally listed on the companys intranet.

Responsibility Managers are to:

conduct formal performance review conferences twice a year

observe individual performance every month, noting significant performance (positive, negative, or both) observations

employ the performance management documents to log both formal and informal performance reviews

allow employees the chance to strengthen their professional development also allowing for personal growth too

allow for pathways for training and development, which would be indicated by the individuals development plan

assign underperforming employees with extra coaching sessions (whether formal or informal) and allow room for development throughout the review process

give opportunities to employees to disclose their future career advancement objectives

Relevant legislation, etc. Privacy Act 1988 (Cwlth)

Equal Opportunity Act 2010 (Vic)

Fair Work Act 2009 (Cwlth)

AS ISO 15489: 2002 Records management

Method to conduct performance reviews

The employees conduct and workplace efficiency will be observed and assessed systematically throughout the working year. The performance review includes three key elements:

formal review meeting

a monthly follow-up consultation

progressive monitoring of the employees performance.

Formal review meeting

This formal review meeting is an essential stage in the performance review process. Fundamentally, this stage includes collating all the files on observations and assessments from the employees performance records.

These are the essential components of the discussion:

reflect on productivity and efficiency

refresh the required responsibilities involved in the job description

review achievements, and discuss areas that require improvement or need focus

appoint mutually agreed objectives

acknowledge the critical areas for development for increased effective performance

Documentation

The performance review document files is an essential manual to observe the standards expected of the staff, their job-related objectives, and their development plans. Using specific documents maintains the morality of the information and also assists the managers and employees in being certain that the review is completed accurately.

Timing

The performance of employees is required to be formally evaluated every six months, with a follow-up review within one month of the review meeting.

Monthly follow-up discussion

The follow-up evaluation allows for managers and their employees to re-consider goals and objectives, standards and development plans to:

establish development is in progress

pinpoint any changes influencing the achievement of the purposes set out

build a development plan, if not done so, and examine the plan strategically

modify standards and targets, if required.

Implementation of the performance review process

Coaching underperforming employees

What do we coach?

Generally, performance issues can be fixed through constructive communication between managers and their employees. Broadly, coaching applies to any ability at any point so that most employees will benefit from a form of mentoring in some way. It is an uncomplicated way to set, explore and examine goals in a collective manner.

When do we coach?

There is a difference between formal training and coaching, so the real question is, where do you intervene, or do you allow the employees to solve the problems for themselves? So it is essential to:

Monitor the employees work and be observant of peculiar triggers. A classic example is noticing an attitude change in the employee or a decline in the employees KPIs.

Instruct when you want to direct attention to a particular feature of the employees performance.

Do it immediately without hesitation. Coaching is a method that is proven to be most effective when it happens quickly.

How do we coach?

Valuable coaches confront and quiz the employee to aid them to identify how to improve.

Meetings should concentrate on no more than two or three features of the employees performance, and employees will not retain the crucial impact of the meeting.

Coaching conversations should be limited to briefly between 5 to 15 minutes in length.

A successful coach understands what motivates team members and comprehends that people are motivated in alternative ways. Sensitivity is essential when thinking about employee motivation.

Good coaching is guiding and steering in the right direction, not expressly telling or doing.

Allow the employee to take responsibility for the problem and the solution following it.

Ensure that any critical aspects noted from coaching sessions are noted and filed in the employees file.

The GROW Model

A model that is commonly used during coaching sessions is GROW; it is simple but proven to be effective. GROW is an acronym that stands for: Goal (current) Reality Options Will.

Goal

Firstly, the aspect of performance that needs to be changed needs to be identified, then structure this as an objective to accomplish.

Reality (Current)

Investigating the origin of problems leads to studying what is happening and how the issue is impacting them. At this stage, it is important not to jump to a conclusion for the performance problem, rather use some useful questions such as:

How is this change affecting your work?

If things changed, do we need to revisit how we planned to approach this?

Options

Once the current reality has been examined, the next step is to explore options to solve the issue. At this stage, employees should be reassured to share their ideas and opinions about what might be done.

Ask questions like:

What other alternatives have you thought out on how we might handle this?

What are the options?

What are the other ways we could tackle this? Are there risks are involved? If so, what are they?

If any, what are the constraints?

Will

By this stage, the employee should have an obvious idea of how to handle the situation. The final step of coaching is to get the team member to execute their conduct.

Questions to aid this stage and how will they be able to take this forward?

What are the ways youre going to accomplish this?

What obstacles could impede this from happening?

What else will you do?

Staff training and assessment policies and procedures

Purpose

Whilst the company employs skilled personnel to deliver quality services to clients, the organisation recognises and plans for further training and development of all staff with the view of improving critical thinking skills and values.

Through staff development, the company will train employees to get ready for future leadership roles.

Policy

Staff engaged by the company are required to be proactive in their own development and will be provided with opportunities to advance their own development.

This will be achieved by:

Undertaking of an initial Training Needs Analysis negotiated during the staff orientation;

Creating a learning environment that encourages development in critical thinking;

Providing opportunities to develop capabilities through undertaking training;

Monitoring and improving learning effectiveness

Staff employed by the company will have future leadership roles.

This will be achieved through:

Formal and informal activities;

Providing validation and feedback on current critical thinking skills;

A learning system for the organisation that clearly supports the application of critical thinking methods

The employees are required to undertake an ongoing learning system to develop critical thinking skills.

Training is to be undertaken by the HR Manager.

HR Manager will:

Identify the learning needs of employees and team members concerning critical thinking skills by asking questions to identify knowledge gaps.

Identify the learning opportunities based on the learning needs identified.

Develop a learning system for the organisation.

Ask questions of self and others to broaden knowledge and understanding of the team member cohort.

Undertake monitoring activities of team skill development and apply relevant legislation and organisation policies for the development of staff.

Improvement processes

By undertaking the monitoring activities of the team skill development, the company will identify further improvement in critical thinking activities.

This will be done by:

Monitoring team and individual performance to determine the type and extent of any additional work-based support required to enhance critical thinking

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

Incorporate areas identified for further improvement when undertaking future planning

Workplace simulated scenario (Current training and assessment requirements)

The customer service department of Online Media Solutions has been unable to achieve the customer service satisfaction targets set in the strategic objectives and the operational plan.

Based on the analysis of the customer survey conducted, it was identified that the main reason behind the customer service department unable to achieve the satisfaction targets was the lack of the ability of customer service representative to handle complex customer issues.

To address this issue, the customer service manager provided the required coaching based on the performance development policy and procedures. However, the coaching proved to be ineffective, and similar customer ratings were achieved in the next month.

The management wants to address this issue in the short and long term to work towards the achievement of its strategic objective.

The management wants the HR Manager to develop and implement learning and development strategies that closely links with its overall strategic objectives and operational plan related to the customer service department.

Your job responsibilities

As part of your job role, you have the following job responsibilities:

Evaluate methods of learning and development against organisational requirements and analyse the impact of organisational learning and development on organisation, and consult relevant stakeholders

Examine and review options for deploying quality policies and processes in organisational learning and analyse and plan requirements for an organisational learning strategy to support organisational strategic and policy requirements

Analyse and plan technological and systems requirements for an organisational learning strategy and ensure the organisational strategy align with human resources and learning requirements and plans

Develop procedures to liaise with educators, learners and others and monitor learning and development strategies and learning and development resources

Design, collaboratively with relevant stakeholders, organisational learning and development strategy and develop flexible learning, development and assessment strategies to support organisational requirements

Establish processes and procedures for allocating and managing resources and staff required to implement an organisational learning strategy

Contribute to the development of compliant assessment processes according to organisational requirements

Evaluate current organisational learning strategy and review performance of resources and people supporting organisational learning strategy

Construct and present plans for improving organisational learning strategy.

Skills Test:

This assessment task requires the student to take on a HR in Online Media Solutions.

This assessment task requires the student to:

Contribute to developing a learning and development strategy.

Evaluate the effectiveness of learning and development strategy while implementation and recommend improvement.

In the course of the above, the student must:

Examine and review organisational policies and procedures relevant to training and assessment.

Develop consultation and organisational processes that support and encourage stakeholder input into design, implementation and review of organisational learning and development strategy.

Source learning resources or assessment tools and modify, if required, to meet the requirements of organisational learning strategies.

Implement plans for improving organisational learning strategies.

To do so, you must complete the following activities:

Activity 1: Contribute to learning and development strategy formation

Activity 2: Develop a learning and development strategy

Activity 3: Contribute to the development of compliant assessment processes according to organisational requirements

Activity 4: Examine and review organisational policies and procedures relevant to training and assessment

Activity 5: Evaluate the effectiveness of that learning and development strategy

The roles and their responsibilities: Relationships with stakeholders such as Operations Manager and Customer Service Manager

The assessment task requires you to communicate with a number of organisational stakeholders. The main roles applicable to the assessment task includes:

Role number 1: Operations Manager: The Operations Manager will:

Assign a team to you to complete the project

Assist you in understanding the task requirements

Collaborate with you to analyse the impact of organisational learning and development on organisation

Collaborate with you to design development and assessment strategies to support organisational requirements

Provide you information about job roles and responsibilities

Supervise you completing the assessment task and requirements

Role number 2: Customer Service Manager: The Customer Service Manager is the students co-worker or workfellow. Their job role and responsibilities are:

Assist you in completing the project on time

Collaborate with you to analyse the impact of organisational learning and development on organisation

Collaborate with you to design development and assessment strategies to support organisational requirements

Participate in a healthy and open discussion

Note:

The trainer/assessor will take on the role of Operations Manager.

Each student will be assessed individually for all assessment activities.

Task requirements

You will be assessed on your technical knowledge and skills to complete this project

You will be assessed on working in a team environment and meeting your job role and responsibilities

You must follow the instructions provided by the trainer/assessor.

All individuals must complete their role and assigned responsibilities and meet the specified deadlines

The task must be completed in the specified timeframe

Your trainer/assessor will supervise and observe you completing the above activities.

Activity 1: Contribute to learning and development strategy formationThis activity requires the student to contribute to developing a learning and development strategy for the customer service department of Online Media Solutions.

To do so, you are required to complete the following parts:

Part A: Evaluate methods of learning and development against organisational requirements

Part B: Analyse the impact of organisational learning and development on organisation

Part C: Examine and review options for deploying quality policies and processes in organisational learning

Part D: Analyse and plan requirements for an organisational learning strategy

Part E: Analyse and plan technological and systems requirements

Part F: Develop consultation and communication processes

Part A: Evaluate methods of learning and development against organisational requirements

This part of the activity requires you to evaluate learning and development methods against the current training and assessment requirements given in the Workplace simulated scenario and document the outcomes using Template 2.

To do so, you are required to:

Evaluate the formal and informal learning and development methods against the organisational requirement given in the Workplace simulated scenario.

Document any three (3) learning and development methods that best suit the requirements of the organisation.

Provide reason for selection of each learning and development method.

Complete Template 2.

Template 2: Evaluation of learning and development methods

Evaluation of learning and development methods

Evaluation of the formal and informal learning and development methods against the organisational requirement.

Three (3) learning and development methods that best suit the requirements of the organisation along with the reason for selection.

1) 2) 3) Part B: Analyse the impact of organisational learning and development on organisation

This part of the activity requires you to analyse the impact of organisational learning on the customer service department of the Online Media Solutions and consult the following stakeholders:

Operations Manager

Customer service Manager

For trainer/assessor:

The trainer/assessor will take on the role of the Operations Manager.

The trainer/assessor will allocate the role of the customer service manager to the staff member.

To do so, you are required to follow the steps given below:

Step 1: Research and analyse five (5) positive impacts of organisational learning on the customer service department of Online Media Solutions and document using Template 3.

Step 2: Develop a procedure to measure the impact of learning and development and document using Template 3.

Step 3: Present your analysis to the stakeholders and consult them regarding potential improvements to the procedure to measure the impact of learning and development on the customer service department of Online Media Solutions. Document their feedback using Template 3.

Step 4: Make amendments to the procedure presented in Step 3 based on the feedback using Template 3 and gain approval from your trainer/assessor (Operations Manager).

Template 3: Impact of organisational learning and development

Impact of organisational learning and development

Five (5) positive impacts of organisational learning on customer service department of the Online Media Solutions.

1) 2) 3) 4) 5) Procedure to measure the impact of learning and development on the customer service department of the Online Media Solutions. (Write your answer in detail.)

Amended procedure to measure the impact of learning and development on the customer service department of the Online Media Solutions. (Write your answer in detail.)

Part C: Examine and review options for deploying quality policies and processes in organisational learningThis part of the activity requires you to examine and review options for deploying quality policies and processes in organisational learning and develop principles of quality management using Template 3.

To do so, you are required to follow the steps given below:

Step 1: Examine and review three (3) options for deploying quality policies and processes in the organisations learning based on ISO 9001: 2015 Quality Management standard and document using Template 4.

Step 2: Develop the principles of the quality management system as per ISO 9001:2015 standard that must be adhered to so as to meet the compliance requirements and document using Template 4.

Template 4: Options for deploying quality policies and processes in organisational learning

Options for deploying quality policies and processes in organisational learning

Three (3) options for deploying quality policies and processes in the organisations learning.

Document the outcomes of the review conducted for each option. (Write your answer in detail.)

Principles of the quality management system as per ISO 9001:2015 standard. (Write your answer in detail.)

Part D: Analyse and plan requirements for an organisational learning strategyThis part of the activity requires you to plan requirements for an organisational learning strategy to support organisational strategic and policy requirements given in the case study.

To do so, you are required to follow the steps given below and document the outcomes using Template 5:

Step 1: Analyse the information given in organisational strategic objectives and policies and procedures given in the case study.

Step 2: Discuss how the organisational learning strategy will support organisational strategic objectives and policies and procedures for the customer service department?

Step 3: Plan requirements, including training and human resource requirements for an organisational learning strategy to organisational strategic objectives and policies and procedures for the customer service department.

Template 5: Requirements for an organisational learning strategy to support organisational strategic and policy requirements

Requirements for an organisational learning strategy to support organisational strategic and policy requirements

How will the organisational learning strategy support organisational strategic objectives and policies and procedures for the customer service department? (Briefly explain your answer)

Requirements, including training and human resource requirements for an organisational learning strategy to organisational strategic objectives and policies and procedures for the customer service department. (Write your answer in detail.)

Part E: Analyse and plan technological and systems requirements

This part of the activity requires you to analyse and plan technological and systems requirements to develop and implement the learning and development strategy for Online Media Solutions customer service department.

To do so, you are required to follow the steps given below and document the outcomes using Template 6:

Step 1: Analyse and document the technological and systems requirements to develop and implement the learning and development strategy for Online Media Solutions customer service department.

Step 2: Complete Template 6.

Template 6: Technological and system requirements

Technological and system requirements

Technological and systems requirements to develop and implement the learning and development strategy for Online Media Solutions customer service department (Briefly explain your answer.)

Part F: Develop consultation and communication processesThis part of the activity requires you to develop the following consultation and communication processes:

Consultation and communication process 1: Design stage of the learning and development strategy

Consultation and communication process 2: Implementation and review of organisational learning and development strategy.

The purpose of consultation process 1 is to support and encourage stakeholder input into the design of organisational learning and development strategy for the customer service department of Online Media Solution. The purpose of consultation process 2 is to support and encourage stakeholder input into implementing and reviewing organisational learning and development strategy for the customer service department of Online Media Solution.

You must design consultation and communication processes using Template 7 and Template 8.

Each consultation and communication process must include the following details:

Communication and consultation objectives

Stakeholders to be consulted

The message that needs to be communicated

Communication channel

Timelines for communication

Template 7: Communication and consultation process (Design stage)

Communication and consultation process

Communication and consultation objectives Stakeholders to be consulted The message that needs to be communicated Communication channel Timelines for communication

Template 8: Communication and consultation process (Review and implementation stage)

Communication and consultation process

Communication and consultation objectives Stakeholders to be consulted The message that needs to be communicated Communication channel Timelines for communication

Activity 2: Develop a learning and development strategy

This activity is a continuation of Activity 1.

This activity requires you to develop a learning and development strategy for the customer service department of Online Media Solutions.

To do so, you are required to complete the following two (2) parts:

Part A: Design a learning and development strategy in collaboration with the relevant stakeholders

Part B: Develop a learning and development strategy for the customer service department of Online Media Solutions.

Part A: Design a learning and development strategy in collaboration with the relevant stakeholdersThis part of the activity requires you to collaborate with the following stakeholders and design a learning and development strategy:

Operations Manager

Customer Service Manager

The trainer/assessor must observe the student conducting the meeting.

The trainer assessor must further brief the student and the staff members of their roles and responsibilities and Script to be followed before the meeting.

The roles and responsibilities are as below:

Roles and responsibilities (HR Manager/Student)

Discuss the need for organisational learning and development strategy.

Consult the stakeholders and seek regarding the key elements to be included in the learning and development strategy design.

Uses listening and questioning to confirm and clarify understanding.

Conduct the meeting based on the Script provided.

Answer the questions asked by the Stakeholders.

Roles and responsibilities (Operations Manager and Customer Service Manager)

Ask questions to understand and clarify information regarding the need for organisational learning and development strategy.

Provide feedback to the HR Manager based on the Script provided.

To conduct the meeting, you must follow the meeting process and the meeting script provided below.

Meeting process:

Before the meeting 1. Create a meeting agenda.

Confirm the meeting time and place with the trainer/assessor.

Use the meeting agenda template provided to prepare the meeting agenda.

2. E-mail the meeting agenda to the meeting participants and request confirmation for the meeting.

During the meeting 1. Welcome the participants

2. Discuss the need for organisational learning and development strategy.

3. Clarify the understanding of the stakeholders.

4. Conduct the meeting based on the Meeting script provided.

After the meeting 1. Summarise the agreed outcomes using the meeting minutes template provided.

Meeting script:

Script: Meeting

The Operations Manager will first discuss the need for organisational learning and development strategy.

The Operations Manager will then answer the questions asked by the stakeholders to clarify their understanding.

After answer the questions, the Operations Manager will then discuss the following questions to seek feedback on the key elements to be included in the organisational learning and development strategy.

Q1. What should be the organisational learning and development strategy align with?

Q2: What key elements should be included in the organisations learning and development strategy?

Script for the participants: Note: The stakeholders (Operations Manager and Customer Service Manager) will ask the following questions to clarify information regarding organisational learning and development strategy:

Q1: What are the preferred learning and development methods?

Q2: What are the organisational strategic and policy requirements for learning and development strategy?

After clarifying the information regarding the organisational learning and development requirements, the participants will then discuss the following response to the question asked by the HR Manager:

1. The learning and development strategy must align with human resources and learning requirements and plans.

2. The learning and development strategy must include the following elements:

Introduction to the learning and development strategy.

Human resources and learning requirements and plans

Procedures to liaise with educators, learners and others

Procedures to monitor learning and development strategies and learning and development resources.

Flexible learning, development and assessment strategies to support organisational requirements

Processes and procedures for allocating and managing resources and staff required to implement the organisational learning strategy.

Strategies to evaluate the effectiveness of learning and development strategy.

MEETING AGENDA TEMPLATE: Meeting 1

Meeting/Project Name: Date of Meeting: (MM/DD/YYYY) Time: Meeting Facilitator: Location: 1. Meeting Objective

2. Attendees

Name Department/Division E-mail Phone

3. Meeting Agenda

Topic Owner Time

4. Pre-work/Preparation (documents/handouts to bring, reading material, etc.)

Description Prepared by

MEETING MINUTES: Meeting 1

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 1. Meeting Objective

2. Attendance at Meeting

Name Department/Division E-mail Phone

3. Agenda and Notes, Decisions, Issues

Topic Owner Time

4. Action Items

Action Owner Due Date

5. Next Meeting (if applicable)

Date: (MM/DD/YYYY) Time: Location: Objective:

Part B: Develop a learning and development strategy

This part of the activity is a continuation of Activity 1 and part A of this activity.

This part of the activity requires you to develop a learning and development strategy for the customer service department of Online Media Solutions. You must develop the learning and development strategy using Template 9.

When developing the learning and development strategy, you must incorporate the outcomes of Activity 1 and part A of this activity.

To develop the learning and development strategy, you must:

Analyse the development of organisational learning strategy and ensure it aligns with the human resources and learning requirements and plans.

Develop procedures to liaise with educators, learners and others.

Develop procedures to monitor learning and development strategies and learning and development resources

Design and develop flexible learning, development and assessment strategies. Ensure the learning, development and assessment strategies support organisational requirements.

Establish processes and procedures for allocating and managing resources and staff required to implement the organisations learning strategy.

Develop strategies to evaluate the effectiveness of learning and development strategy.

Your learning and development strategy must include the following:

Introduction to the learning and development strategy.

Provide background to the learning and development strategy.

Organisational strategic and policy requirements

Human resources and learning requirements and plans

Procedures to liaise with educators, learners and others

Procedures to monitor learning and development strategies and learning and development resources.

Flexible learning, development and assessment strategies to support organisational requirements

Processes and procedures for allocating and managing resources and staff required to implement the organisational learning strategy.

Strategies to evaluate the effectiveness of learning and development strategy.

After preparing the learning and development strategy, you must also complete Template 10 to demonstrate knowledge of the development process of learning and development strategy.

Template 9: Learning and development strategy

Learning and development strategy (3-4pages)

Introduction to the learning and development strategy.

Provide background to the learning and development strategy.

Organisational strategic and policy requirements

Human resources and learning requirements and plans

Procedures to liaise with educators, learners and others

Procedures to monitor learning and development strategies and learning and development resources.

Flexible learning, development and assessment strategies to support organisational requirements

Processes and procedures for allocating and managing resources and staff required to implement the organisational learning strategy.

Strategies to evaluate the effectiveness of learning and development strategy.

Template 10: Set of questions based on the development process of the learning and development strategy

Answer the following set of questions

How you ensured the development of the learning strategy aligned with the human resources and learning requirements and plans? (Briefly explain your answer.)

How you ensured that the learning, development and assessment strategies support organisational requirements?

Activity 3: Contribute to the development of compliant assessment processes according to organisational requirementsActivity context:

Based on the learning and development strategy developed, formal learning is required to address learning requirements (handling complex customer issues Based on training and assessment requirement given in the case study)

The management wants the HR manager to identify, research and source learning resources and modify, if required, to meet the requirements of organisational learning strategies.

Description of the activity:

This activity requires the student to contribute to the development of compliant assessment processes.

To do so, you are required to follow the steps given below:

Step 1: Research and identify the unit of competency that would best address the needs of the learning requirements of the customer service department of Online Media Solutions. (Based on the information given in the Activity context)

Step 2: Communicate with your trainer/assessor to source learning resources for the identified unit of competency.

Step 3: Check the learning resources against the following organisation requirements:

Ensure learning resources is compliant with the training requirements as specified in the Activity context.

Ensure the learning resources l covers the requirements specified on the Training.gov.au website. (Your trainer/assessor will guide you through this process)

Modify the resources to meet the requirements of organisational learning strategies.

Submit the modified learning resources to the trainer/assessor.

Step 4: Document the outcomes of Step 1 to Step 3 using Template 11.

Template 11: Contribution to the development of compliant assessment processes

Two (2) units of competency that would best address the needs of the learning requirements of the organisation

1) 2) Learning resources sourced

How you contributed to the development of compliant assessment processes? (Briefly explain your answer.)

What checks did you perform to ensure the learning resources are compliant with the organisational learning requirements? (Briefly explain your answer.)

What modifications did you make to the learning materials? (Briefly explain your answer.)

Activity 4: Examine and review organisational policies and procedures relevant to training and assessmentThis activity requires you to examine and review the performance management policies and procedures of Online Media Solutions (given in the case study) and ensure it aligns with the learning and development strategy prepared in Activity 2.

To do so, you are required to follow the steps given below:

Step 1: Analyse the outcomes of Activity 2.

Step 2: Analyse the performance management policies and procedures of Online Media Solutions (given in the case study)

Step 3: Examine and review performance management policies and procedures of Online Media Solutions against the learning and development strategy prepared in Activity 2.

Step 4: Make changes to the organisations performance management policies and procedures of Online Media Solutions and ensure it aligns with the learning and development strategy prepared in Activity 2.

Step 5: Document the revised performance management policies and procedures of Online Media Solutions using Template 12.

Template 12: Revised performance management policies and procedures of Online Media Solutions

Revised performance management policies and procedures of Online Media Solutions (Explain in detail.)

Activity 5: Evaluate the effectiveness of that learning and development strategy Activity context:

The learning and development strategies for handling complex customer issues were implemented. After analysing the outcomes of the implementation of learning and development strategies, it was identified that the learning and development strategies were effective.

However, it was analysed that the addition of interpersonal skills training along with training to resolve complex customer issues could be a great addition to the learning and development strategy.

Description of the activity:

This activity requires you to evaluate the effectiveness of the learning and development strategy based on the information given in the activity context.

To evaluate the effectiveness of the learning and development strategy, you are required to follow the steps given below:

Step 1: Analyse the information given in the Activity context.

Step 2: Evaluate the effectiveness of the current organisational learning strategy prepared in (Prepared in Activity 2 Template 9) against the information given in the activity context and complete Template 13. Step 3: Construct plans for improving organisational learning strategy using Template 14 and present the plans to the trainer/assessor.

Recommend the changes that should be made to the existing learning, development and assessment strategies (Prepared in Activity 2 Template 9) based on the analysis of the information given in the Activity context.

Step 6: Gain approval from the trainer/assessor to make changes to the organisational learning strategy (Prepared in Activity 2 Template 9).

Step 7: Implement plans and make the recommended changes for improving organisational learning strategies using Template 9.

Revise the learning, development and assessment strategies using Template 9.

Step 8: Submit the following document to the trainer/assessor:

Template 13: Evaluation of the effectiveness of learning, development and assessment strategies

Template 14: Plans for improving organisational learning strategy

Template 9: Revised organisational learning strategy

Template 13: Evaluation of the effectiveness of learning, development and assessment strategies

Evaluation of the effectiveness of learning, development and assessment strategies (Briefly explain your answer.)

Template 14: Plans for improving organisational learning strategy

Plans for improving organisational learning strategy (Briefly explain your answer.)

Assessment Task 4: Work Placement Task

Work placement task

This assessment task requires the student to take on the role of a HR in your training organisation.

As the HR Manager in the training organisation, the student will be required to:

Contribute to developing a learning and development strategy for the training organisation.

Evaluate the effectiveness of learning and development strategy while implementation and recommend improvement.

This includes:

Examining and reviewing organisational policies and procedures relevant to training and assessment.

Developing consultation and organisational processes that support and encourage stakeholder input into design, implementation and review of organisational learning and development strategy.

Sourcing learning resources or assessment tools and make modifications, if required, to meet the requirements of organisational learning strategies.

Implementing plans for improving organisational learning strategies.

Setting the scene:

This assessment task will take place at your training organisation. Your training organisation will be your actual workplace.

Note: The student will participate and carry out workplace-related activities and tasks in the training organisation.

The requirements for the workplace environment

Your trainer/assessor will ensure that the training organisation meets the following assessment criteria.

The training organisation must meet the following criteria:

Opportunities for students to: Yes/No/NA

Follow standard operating/workplace procedures Use up-to-date software and equipment Work within stated timelines to meet deadlines Gain experience in the challenges and complexities of dealing with multiple tasks Experience prioritising competing tasks and dealing with contingencies Workplace environment to work with others in a team Workplace environment to sufficient to communicate with diverse groups Workplace sufficient to work independently and manage workload Resources, tools, and equipment requirements

The following resources, tools and equipment will be made available by the training organisation to complete this assessment task:

Access to the simulated workplace to carry out the skills assessment

A team consisting of the following team members:

Training manager

Two (2) staff members

Staff training and assessment policies and procedures (given in the assessment task)

Workplace documents and resources and information on current training and assessment requirements

Values statement (given in the assessment task)

Organisational strategic and policy requirements (Based information given in the workplace simulated scenario)

Your role and team

You will take on the role of the HR Manager at your training organisation.

Your trainer/assessor will assign a team to you. The team will have the following stakeholders:

Training Manager

Two (2) staff members.

Your job responsibilities

As part of your job role, you have the following job responsibilities:

Evaluate methods of learning and development against organisational requirements and analyse the impact of organisational learning and development on organisation, and consult relevant stakeholders

Examine and review options for deploying quality policies and processes in organisational learning and analyse and plan requirements for an organisational learning strategy to support organisational strategic and policy requirements

Analyse and plan technological and systems requirements for an organisational learning strategy and ensure the organisational strategy align with human resources and learning requirements and plans

Develop procedures to liaise with educators, learners and others and monitor learning and development strategies and learning and development resources

Design, collaboratively with relevant stakeholders, organisational learning and development strategy and develop flexible learning, development and assessment strategies to support organisational requirements

Establish processes and procedures for allocating and managing resources and staff required to implement an organisational learning strategy

Contribute to the development of compliant assessment processes according to organisational requirements

Evaluate current organisational learning strategy and review performance of resources and people supporting organisational learning strategy

Construct and present plans for improving organisational learning strategy.

Simulated workplace scenario

You have been appointed as the HR Manager at your training organisation. Your training organisation wants to focus on developing and implementing learning and development strategies that closely links with its overall strategic plan.

Existing issues (Based on an excerpt from the strategic plan):

The training organisation wants to ensure that the strategic plan is a useful and relevant tool to guide an organisations activity. To ensure the effectiveness of the strategic plan, it must respond to the various issues that influence the organisations business environment.

The following issues are some of the more critical ones that impact the operations of the training organisation and need to be addressed through the learning and development strategic planning process.

Development of leadership capability

A number of factors, external to the specialised nature of the industry, have led to the training organisation experiencing great difficulty in attracting suitable candidates for senior operational positions from outside sources. Strong, competent operational leadership is a critical element in any success the training organisation might achieve in relation to delivering on its overall strategic purpose and achieving its vision. In short to medium term, a priority must be given in the learning and development planning process to the growth of leaders from within the workforce of the training organisation.

Focus on the continuous professional development of staff members

To remain competitive and achieve the strategic objectives, the training organisation must focus on the continuous professional improvement of the staff members.

Organisational strategic and policy requirements

The training organisation wants to ensure that the learning and development strategy address the existing issues to ensure alignment with the strategic plan and comply with the training organisations staff development policy and procedures.

Further, the learning and development strategy must focus on the following five areas of talent development:

Focus on developing leadership and management skills of the staff members through formal learning opportunities.

Motivating and engaging employees

Creating a values-based culture

Developing personal and professional capabilities of the staff members.

Training organisations values

The Values that will drive the learning and development strategy will be the same values that drive the organisations strategic plan. These include:

Integrity

We seek to act ethically, honestly, impartially and in the best interest of the organisation and its clients.

Accountability

We are prepared to be held publicly accountable for our actions.

Working together

We value working in collaboration with our colleagues and stakeholders.

Learning

We value creativity, innovation, flexibility and continual improvement in the pursuit of excellence.

Diversity

We treat all people with respect and value differences.

Staff training and assessment policies and procedures

Purpose

While the training organisation employs skilled personnel to deliver quality services to clients, the organisation recognises and plans for further training and development of all staff to improve critical thinking skills and values.

Through staff development, the training organisation will train employees to get ready for future leadership roles.

Policy

Staff engaged by the training organisation are required to be proactive in their own development and will be provided with opportunities to advance their own development.

This will be achieved by:

Undertaking of an initial Training Needs Analysis negotiated during the staff orientation;

Creating a learning environment that encourages development in leadership and management and professional development skills

Providing opportunities to develop capabilities through undertaking training;

Monitoring and improving learning effectiveness

Staff employed by the company will have future leadership roles.

This will be achieved through:

Formal and informal activities;

Providing validation and feedback on current critical thinking skills;

A learning system for the organisation that clearly supports the application of critical thinking methods

The employees are required to undertake an ongoing learning system to develop critical thinking skills.

Training is to be undertaken by the HR Manager.

HR Manager will:

Identify the learning needs of employees and team members concerning critical thinking skills by identifying knowledge gaps.

Identify the potential formal and informal learning opportunities based on the learning needs identified.

Explain critical thinking concepts and approaches and their application to a workplace context and encourage questions and discussion from team members.

Develop a learning system for the organisation that supports the application of critical thinking methods.

Ask questions of self and others to broaden knowledge and understanding of the team member cohort.

Undertake monitoring activities of team skill development and apply relevant legislation and organisation policies for the development of staff.

Improvement processes

By undertaking the team skill development monitoring activities, the training organisation will identify further improvement in leadership, management and professional development.

This will be done by:

Monitoring team and individual performance to determine the type and extent of any additional work-based support required to enhance critical thinking

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

Incorporate areas identified for further improvement when undertaking future planning

Training organisations human resource plan excerpt

This plan is designed to bring together in a uniform planning document the Human Resources goals and objectives as may be set forth in the training organisations strategic plan.

In addition to setting forth those goals and objectives established in other plans, this plan establishes four key areas for long-term and/or ongoing goals. These four areas are:

Recruitment and Selection;

Workforce Excellence;

Work Environment;

Employer-Employee Relations;

Key human resources areas- Goals

Human resources area 1: Recruitment and Selection:

Goal 1: Provide guidance on staffing needs identified through annual program reviews and/or the annual implementation plan.

Goal 2: Enhance the Diversity of the training organisations workforce.

Goal 3: Maintain the integrity of the recruitment and selection procedures to ensure a legally sound and equitable hiring process

Human resources area 2: Workforce Excellence:

Goal 1: Provide professional development opportunities to further develop the excellence of the training organisations employees, managers and supervisors.

Goal 2: Enhance the knowledge and skills of employees, managers and supervisors in the areas of human resources management and employee-employer relations.

Human Resources Area 3: Work Environment:

Goal 1: Maintain an equitable work environment.

Goal 2: (from the Training organisations Strategic Plan)

Strategic Objective: Develop an orientation program for new hires at both organisation-wide and division/department levels.

Human Resources Area 4: Employer-Employee Relations:

Goal 1: Foster a positive working relationship to resolve potential issues/conflicts in a timely and professional manner.

Goal 2: Engage in negotiations with the employees in a professional and courteous manner.

Skills Test:

This assessment task requires the student to take on a HR in your training organisation.

This assessment task requires the student to:

Contribute to developing a learning and development strategy for the training organisation.

Evaluate the effectiveness of learning and development strategy while implementation and recommend improvement.

In the course of the above, the student must:

Examine and review organisational policies and procedures relevant to training and assessment.

Develop consultation and organisational processes that support and encourage stakeholder input into design, implementation and review of organisational learning and development strategy.

Source learning resources or assessment tools and modify, if required, to meet the requirements of organisational learning strategies.

Implement plans for improving organisational learning strategies.

To do so, you must complete the following activities:

Activity 1: Contribute to learning and development strategy formation

Activity 2: Develop a learning and development strategy for your training organisation

Activity 3: Contribute to the development of compliant assessment processes according to organisational requirements

Activity 4: Examine and review organisational policies and procedures relevant to training and assessment

Activity 5: Evaluate the effectiveness of that learning and development strategy

The roles and their responsibilities: Relationships with stakeholders such as staff members, trainer/assessor and training manager

The assessment task requires you to communicate with a number of organisational stakeholders. The main roles applicable to the assessment task includes:

Role number 1: Trainer/assessor: The trainer/assessor will:

Assign a team to you to complete the project

Assist you in understanding the task requirements

Provide you information about job roles and responsibilities

Supervise you completing the assessment task and requirements

Role number 2: Staff members and training manager: The staff members and training manager are students co-worker or workfellow. They are associates that the candidate works with. Their job role and responsibilities are:

Assist you in completing the project on time

Collaborate with you to analyse the impact of organisational learning and development on organisation

Collaborate with you to design development and assessment strategies to support organisational requirements

Participate in a healthy and open discussion

Note:

The trainer/assessor will assign the staff members to the student.

Each student will be assessed individually for all assessment activities.

Timeframe to complete the project:

Two weeks (You have two weeks to complete the project): Changes to be made by the training organisation)

Task requirements

You will be assessed on your technical knowledge and skills to complete this project

You will be assessed on working in a team environment and meeting your job role and responsibilities

You must follow the instructions provided by the trainer/assessor.

All individuals must complete their role and assigned responsibilities and meet the specified deadlines

The task must be completed in the specified timeframe

Your trainer/assessor will supervise and observe you completing the above activities.

Activity 1: Contribute to learning and development strategy formationThis activity requires the student to contribute to developing a learning and development strategy for your training organisation.

To do so, you are required to complete the following parts:

Part A: Evaluate methods of learning and development against organisational requirements

Part B: Analyse the impact of organisational learning and development on organisation

Part C: Examine and review options for deploying quality policies and processes in organisational learning

Part D: Analyse and plan requirements for an organisational learning strategy

Part E: Analyse and plan technological and systems requirements

Part F: Develop consultation and communication processes

Part A: Evaluate methods of learning and development against organisational requirements

This part of the activity requires you to evaluate learning and development methods against the organisational requirements given in the Workplace simulated scenario and document the outcomes using Template 15.

To do so, you are required to:

Evaluate the formal and informal learning and development methods against the organisational requirement given in the Workplace simulated scenario.

Document any three (3) learning and development methods that best suit the requirements of the organisation.

Provide reason for selection of each learning and development method.

Complete Template 15.

Template 15: Evaluation of learning and development methods

Evaluation of learning and development methods

Evaluation of the formal and informal learning and development methods against the organisational requirement. (Briefly explain your answer.)

Three (3) learning and development methods that best suit the requirements of the organisation along with the reason for selection. (Explain in detail.)

1) 2) 3) Part B: Analyse the impact of organisational learning and development on organisation

This part of the activity requires you to analyse the impact of organisational learning on your training organisation and consult the following stakeholders:

Training Manager

Two (2) staff members

To do so, you are required to follow the steps given below:

Step 1: Research and analyse five (5) broader impacts of organisational learning on your training organisation and document using Template 16.

Step 2: Develop a procedure to measure the impact of learning and development on training organisation and document using Template 16.

Step 3: Present your analysis to the stakeholders and consult them regarding potential improvements to the procedure to measure the impact of learning and development on training organisation. Document their feedback using Template 16.

Step 4: Make amendments to the procedure presented in Step 3 based on the feedback using Template 16 and gain approval from your trainer/assessor.

Template 16: Impact of organisational learning and development on the training organisation

Impact of organisational learning and development on the training organisation

Five (5) broader impacts of organisational learning on your training organisation (Explain in detail.)

1) 2) 3) 4) 5) Procedure to measure the impact of learning and development on training organisation. (Explain in detail.)

Amended procedure to measure the impact of learning and development on training organisation. (Explain in detail.)

Part C: Examine and review options for deploying quality policies and processes in organisational learning

This part of the activity requires you to examine and review options for deploying quality policies and processes in organisational learning and develop principles of quality management using Template 17.

To do so, you are required to follow the steps given below:

Step 1: Examine and review three (3) options for deploying quality policies and processes in training organisations learning based on ISO 9001: 2015 Quality Management standard and document using Template 17.

Step 2: Develop the principles of the quality management system as per ISO 9001:2015 standard that must be adhered to so as to meet the compliance requirements and document using Template 17.

Template 17: Options for deploying quality policies and processes in organisational learning

Options for deploying quality policies and processes in organisational learning

Three (3) options for deploying quality policies and processes in training organisations learning.

Document the outcomes of the review conducted for each option. (Explain in detail.)

1) 2) 3) Principles of the quality management system as per ISO 9001:2015 standard (Explain in detail.)

Part D: Analyse and plan requirements for an organisational learning strategy

This part of the activity requires you to plan requirements for an organisational learning strategy to support organisational strategic and policy requirements given in the Workplace simulated scenario.

To do so, you are required to follow the steps given below and document the outcomes using Template 18:

Step 1: Analyse the information given in organisational strategic and policy requirements given in the Workplace simulated scenario.

Step 2: Discuss how the organisational learning strategy will support organisational strategic and policy requirements?

Step 3: Plan requirements, including training and human resource requirements for an organisational learning strategy to support organisational strategic and policy requirements.

Template 18: Requirements for an organisational learning strategy to support organisational strategic and policy requirements

Requirements for an organisational learning strategy to support organisational strategic and policy requirements

Organisational strategic and policy requirements (Briefly explain your answer.)

How will the organisational learning strategy support organisational strategic and policy requirements? (Briefly explain your answer.)

Requirements, including training and human resource requirements for an organisational learning strategy to support organisational strategic and policy requirements. (Explain in detail.)

Part E: Analyse and plan technological and systems requirements

This part of the activity requires you to analyse and plan technological and systems requirements for the training organisations learning strategy.

To do so, you are required to follow the steps given below and document the outcomes using Template 19:

Step 1: Analyse the training organisations existing technology and systems.

Step 2: Analyse and document the technological and systems requirements for the training organisations learning strategy development and implementation.

Step 3: Complete Template 19.

Template 19: Technological and system requirements

Technological and system requirements

Training organisations existing technology and systems

Technological and systems requirements for the training organisations learning strategy development and implementation.

Part F: Develop consultation and communication processes

This part of the activity requires you to develop the following consultation and communication processes:

Consultation and communication process 1: Design stage of the learning and development strategy

Consultation and communication process 2: Implementation and review of organisational learning and development strategy.

The purpose of consultation process 1 is to support and encourage stakeholder input into the design of organisational learning and development strategy.

The purpose of consultation process 2 is to support and encourage stakeholder input into implementing and reviewing organisational learning and development strategy.

You must design consultation and communication processes using Template 20 and Template 21.

Each consultation and communication process must include the following details:

Communication and consultation objectives

Stakeholders to be consulted

The message that needs to be communicated

Communication channel

Timelines for communication

Template 20: Communication and consultation process (Design stage)

Communication and consultation process

Communication and consultation objectives Stakeholders to be consulted The message that needs to be communicated Communication channel Timelines for communication

Template 21: Communication and consultation process (Review and implementation stage)

Communication and consultation process

Communication and consultation objectives Stakeholders to be consulted The message that needs to be communicated Communication channel Timelines for communication

Activity 2: Develop a learning and development strategy for your training organisation

This activity is a continuation of Activity 1.

This activity requires you to develop a learning and development strategy for your training organisation.

To do so, you are required to complete the following two (2) parts:

Part A: Design a learning and development strategy in collaboration with the relevant stakeholders

Part B: Develop a learning and development strategy for your training organisation

Part A: Design a learning and development strategy in collaboration with the relevant stakeholders

This part of the activity requires you to collaborate with the following stakeholders and design a learning and development strategy:

Training Manager

Two (2) staff members

The trainer/assessor must observe the student conducting the meeting.

The trainer assessor must further brief the student and the staff members of their roles and responsibilities and Script to be followed before the meeting.

The roles and responsibilities are as below:

Roles and responsibilities (HR Manager/Student)

Discuss the need for organisational learning and development strategy.

Consult the stakeholders and seek regarding the key elements to be included in the learning and development strategy design.

Uses listening and questioning to confirm and clarify understanding.

Conduct the meeting based on the Script provided.

Answer the questions asked by the Stakeholders.

Roles and responsibilities (Training Manager and the staff members)

Ask questions to understand and clarify information regarding the need for organisational learning and development strategy.

Provide feedback to the HR Manager based on the Script provided.

To conduct the meeting, you must follow the meeting process and the meeting script provided below.

Meeting process:

Before the meeting 1. Create a meeting agenda.

Confirm the meeting time and place with the trainer/assessor.

Use the meeting agenda template provided to prepare the meeting agenda.

2. E-mail the meeting agenda to the meeting participants and request confirmation for the meeting.

During the meeting 1. Welcome the participants

2. Discuss the need for organisational learning and development strategy.

3. Clarify the understanding of the stakeholders.

4. Conduct the meeting based on the Meeting script provided.

After the meeting 1. Summarise the agreed outcomes using the meeting minutes template provided.

Meeting script:

Script: Meeting

The Operations Manager will first discuss the need for organisational learning and development strategy.

The Operations Manager will then answer the questions asked by the stakeholders/meeting participants to clarify their understanding.

After answer the questions, the Operations Manager will then discuss the following questions to seek feedback on the key elements to be included in the organisational learning and development strategy.

Q1. What should be the organisational learning and development strategy align with?

Q2: What key elements should be included in the training organisations learning and development strategy?

Script for the participants: Note: The stakeholders/meeting participants will ask the following questions to clarify information regarding organisational learning and development strategy:

Q1: What are the preferred learning and development methods?

Q2: What are the organisational strategic and policy requirements for learning and development strategy?

After clarifying the information regarding the organisational learning and development requirements, the participants will then discuss the following response to the question asked by the HR Manager:

1. The learning and development strategy must align with human resources and learning requirements and plans.

2. The learning and development strategy must include the following elements:

Introduction to the learning and development strategy.

Human resources and learning requirements and plans

Procedures to liaise with educators, learners and others

Procedures to monitor learning and development strategies and learning and development resources.

Flexible learning, development and assessment strategies to support organisational requirements

Processes and procedures for allocating and managing resources and staff required to implement the organisational learning strategy.

Strategies to evaluate the effectiveness of learning and development strategy.

MEETING AGENDA TEMPLATE: Meeting 1

Meeting/Project Name: Date of Meeting: (MM/DD/YYYY) Time: Meeting Facilitator: Location: 1. Meeting Objective

2. Attendees

Name Department/Division E-mail Phone

3. Meeting Agenda

Topic Owner Time

4. Pre-work/Preparation (documents/handouts to bring, reading material, etc.)

Description Prepared by

MEETING MINUTES: Meeting 1

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 1. Meeting Objective

2. Attendance at Meeting

Name Department/Division E-mail Phone

3. Agenda and Notes, Decisions, Issues

Topic Owner Time

4. Action Items

Action Owner Due Date

5. Next Meeting (if applicable)

Date: (MM/DD/YYYY) Time: Location: Objective:

Part B: Develop a learning and development strategy for your training organisation

This part of the activity is a continuation of Activity 1 and part A of this activity.

This part of the activity requires you to develop a learning and development strategy for your training organisation. You must develop the learning and development strategy using Template 22.

Word-limit to complete the learning and development strategy.

When developing the learning and development strategy, you must incorporate the outcomes of Activity 1 and part A of this activity.

To develop the learning and development strategy, you must:

Analyse the development of organisational learning strategy and ensure it aligns with the human resources and learning requirements and plans.

Develop procedures to liaise with educators, learners and others.

Develop procedures to monitor learning and development strategies and learning and development resources

Design and develop flexible learning, development and assessment strategies. Ensure the learning, development and assessment strategies support organisational requirements.

Establish processes and procedures for allocating and managing resources and staff required to implement the training organisations learning strategy.

Develop strategies to evaluate the effectiveness of learning and development strategy.

Your learning and development strategy must include the following:

Introduction to the learning and development strategy.

Provide background to the learning and development strategy.

Organisational strategic and policy requirements

Human resources and learning requirements and plans

Procedures to liaise with educators, learners and others

Procedures to monitor learning and development strategies and learning and development resources.

Flexible learning, development and assessment strategies to support organisational requirements

Processes and procedures for allocating and managing resources and staff required to implement the organisational learning strategy.

Strategies to evaluate the effectiveness of learning and development strategy.

After preparing the learning and development strategy, you must also complete Template 23 to demonstrate knowledge of the development process of learning and development strategy.

Template 22: Learning and development strategy

Learning and development strategy (3-4pages)

Introduction to the learning and development strategy.

Provide background to the learning and development strategy.

Organisational strategic and policy requirements

Human resources and learning requirements and plans

Procedures to liaise with educators, learners and others

Procedures to monitor learning and development strategies and learning and development resources.

Flexible learning, development and assessment strategies to support organisational requirements

Processes and procedures for allocating and managing resources and staff required to implement the organisational learning strategy.

Strategies to evaluate the effectiveness of learning and development strategy.

Template 23: Set of questions based on the development process of the learning and development strategy

Answer the following set of questions

How you ensured the development of the training organisations learning strategy aligned with the human resources and learning requirements and plans? (Briefly explain your answer.)

How you ensured that the learning, development and assessment strategies support organisational requirements?

Activity 3: Contribute to the development of compliant assessment processes according to organisational requirementsActivity context:

Based on the learning and development strategy developed, formal learning is required to address the following learning requirements based on the strategic plan.

Development of leadership capability

Continuous professional development of staff members

The management wants the HR manager to identify, research and source learning resources and modify, if required, to meet the requirements of organisational learning strategies.

Description of the activity:

This activity requires the student to Contribute to the development of compliant assessment processes.

To do so, you are required to follow the steps given below:

Step 1: Identify two (2) units of competency that would best address the needs of the learning requirements of the training organisation (Based on the information given in the Activity context)

Step 2: Communicate with your trainer/assessor to source learning resources for the identified unit of competency.

Step 3: Check the learning resources against the following training organisation requirements:

Ensure learning resources is compliant with the training requirements as specified in the Activity context.

Ensure the learning resources l covers the requirements specified on the Training.gov.au website. (Your trainer/assessor will guide you through this process)

Modify the resources to meet the requirements of organisational learning strategies.

Submit the modified learning resources to the trainer/assessor.

Step 4: Document the outcomes of Step 1 to Step 3 using Template 24.

Template 24: Contribution to the development of compliant assessment processes

Two (2) units of competency that would best address the needs of the learning requirements of the training organisation

Learning resources sourced

How you contributed to the development of compliant assessment processes? (Briefly explain your answer.)

What checks did you perform to ensure the learning resources are compliant with the organisational learning requirements? (Briefly explain your answer.)

What modifications did you make to the learning materials? (Briefly explain your answer.)

Activity 4: Examine and review organisational policies and procedures relevant to training and assessmentThis activity requires you to examine and review the training organisations staff training and assessment policies and procedures and ensure it aligns with the learning and development strategy prepared in Activity 2.

To do so, you are required to follow the steps given below:

Step 1: Analyse the outcomes of Activity 2.

Step 2: Analyse the training organisations staff training and assessment policies and procedures (Refer to the staff training and assessment policies and procedures given in the assessment task)

Step 3: Examine and review training organisations staff training and assessment policies and procedures against the learning and development strategy prepared in Activity 2.

Step 4: Make changes to the training organisations staff training and assessment policies and procedures and ensure it aligns with the learning and development strategy prepared in Activity 2.

Step 5: Document the revised training organisations staff training and assessment policies and procedures using Template 25.

Template 25: Revised training organisations staff training and assessment policies and procedures

Revised training organisations staff training and assessment policies and procedures (Explain in detail.)

Activity 5: Evaluate the effectiveness of that learning and development strategy

This activity is a continuation of Activity 2 and Activity 4.

This activity requires you to evaluate the effectiveness of the learning and development strategy when implemented and recommend improvements.

For trainer/assessor:

The trainer/assessor must ensure that the learning strategy developed by the student is implemented in the training organisation. This includes providing the following training to two (2) staff members using the learning resources modified in Activity 3:

Leadership and management training

Professional development training

The student must be provided with the opportunity to assess the staff members who participated in the training.

To evaluate the effectiveness of the learning and development strategy, you are required to follow the steps given below:

Step 1: Develop the following two (2) questionnaire (10-15 Questions each) to assess the performance of resources and people supporting organisational learning strategy.

Questionnaire 1: To assess the performance of resources and people supporting organisational learning strategy in learning and management training.

Questionnaire 2: To assess the performance of resources and people supporting organisational learning strategy in professional training.

Note:

The questionnaires must include questions to assess the knowledge of the staff members based on the training provided.

The questionnaires must ask questions to staff members about how satisfied they are with the learning resources and training provided.

Step 2: Request the staff members to document their response to the questionnaires.

Step 3: Review the performance of resources and people supporting organisational learning strategy based on the response to the questionnaires.

Step 4: Evaluate the effectiveness of the current organisational learning strategy prepared in (Prepared in Activity 2 Template 22).

Evaluate the effectiveness of learning, development and assessment strategies (Prepared in Activity 2 Template 22) and complete Template 26.

Step 5: Construct plans for improving organisational learning strategy using Template 27 and present the plans to the trainer/assessor.

Recommend the changes that should be made to the existing learning, development and assessment strategies (Prepared in Activity 2 Template 22).

Step 6: Gain approval from the trainer/assessor to make changes to the organisational learning strategy (Prepared in Activity 2 Template 22).

Step 7: Implement plans and make the recommended changes for improving organisational learning strategies using Template 22.

Revise the learning, development and assessment strategies using Template 22.

Step 8: Submit the following document to the trainer/assessor:

Complete Questionnaires.

Template 26: Evaluation of the effectiveness of learning, development and assessment strategies

Template 27: Plans for improving organisational learning strategy

Template 22: Revised organisational learning strategy

Template 26: Evaluation of the effectiveness of learning, development and assessment strategies

Evaluation of the effectiveness of learning, development and assessment strategies (Explain in detail.)

Template 27: Plans for improving organisational learning strategy

Plans for improving organisational learning strategy (Explain in detail.)

center-5065BSBLDR811

Lead strategic transformation

Learner Workbook

Version 10.1

00BSBLDR811

Lead strategic transformation

Learner Workbook

Version 10.1

2870797603800

Student Name:

Student ID Number:

Trainer/Assessor Name:

Class:

Table of Contents TOC o "1-3" h z u Table of Contents PAGEREF _Toc90383682 h 2Instructions to Learner PAGEREF _Toc90383683 h 3Assessment instructions PAGEREF _Toc90383684 h 3Assessment requirements PAGEREF _Toc90383685 h 6Assessment Cover Sheet PAGEREF _Toc90383686 h 7Observation/Demonstration PAGEREF _Toc90383687 h 8Assessment Task 1: Knowledge Test PAGEREF _Toc90383688 h 9Q1 PAGEREF _Toc90383689 h 9Q2 PAGEREF _Toc90383690 h 11Q3 PAGEREF _Toc90383691 h 13Q4 PAGEREF _Toc90383692 h 14Q5 PAGEREF _Toc90383693 h 15Q6 PAGEREF _Toc90383694 h 16Q7 PAGEREF _Toc90383695 h 17Assessment Task 2: Skills Test Research Report PAGEREF _Toc90383696 h 18Assessment Task 3: Skills Test PAGEREF _Toc90383697 h 24Activity 1: Prepare to undertake strategic change PAGEREF _Toc90383698 h 38Activity 2: Lead strategic change PAGEREF _Toc90383699 h 46Activity 3: Review strategic outcomes and incorporate feedback into the leadership style PAGEREF _Toc90383700 h 63Assessment Task 4: Work Placement Task PAGEREF _Toc90383701 h 73Activity 1: Prepare to provide strategic leadership to undertake business change PAGEREF _Toc90383702 h 79Activity 2: Lead strategic change PAGEREF _Toc90383703 h 88Activity 3: Review strategic outcomes and incorporate feedback into the leadership style PAGEREF _Toc90383704 h 105Instructions to LearnerAssessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Address each question including any sub-points

Demonstrate that you have researched the topic thoroughly

Cover the topic in a logical, structured manner

Your assessment tasks are well presented, well referenced and word processed

Your assessment tasks include your full legal name on each and every page.

Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

Presenting any work by another individual as one's own unintentionally

Handing in assessments markedly similar to or copied from another learner

Presenting the work of another individual or group as their own work

Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learningCandidates will be able to have their previous experience or expertise recognised on request.

Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirementsAssessment can either be:

Direct observation

Product-based methods e.g. reports, role plays, work samples

Portfolios annotated and validated

Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Assessment Cover SheetStudents: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work.

Student Name: Unique Student Identifier (USI): Email: Units: BSBLDR811

Lead strategic transformation

Trainer/Assessor Name: Due Date: Declaration:

I declare that:

These tasks are my own work

None of this work has been completed by any other person

No part of these tasks has been copied from another persons work, except where document or work is listed/ referenced.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me

Students Signature: Date of Submission:

Observation/DemonstrationThroughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

Performing a work-based skill or task

Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Assessment Task 1: Knowledge Test

Provide your response to each question in the box below.

Q1: Answer the following questions:

1.1. What is a change management strategy? Discuss the process for developing and implementing a change management strategy. Write your answer in detail.

1.2. Discuss the key content of a change management strategy (Briefly explain your answer)

Satisfactory response

Yes No 1.1

1.2

Q2: Answer the following questions:

2.1. Briefly explain the purpose of an organisations mission, vision and value statements. Write your answer.

2.2. How does the mission, vision and values guide the strategic direction of the organisation? (Briefly write your answer.)

2.3. What is the purpose of an organisational purpose statement? Why is it important? Write your answer in detail.

Satisfactory response

Yes No 2.1

2.2

2.3

Q3: Explain the key characteristics of the following types of leadership styles:

Laissez-Faire Leadership

Democratic leadership

Autocratic leadership

Which leadership style usually gets the best response when managing change within an organisation? Write your answer in detail.

Satisfactory response

Yes No Q4: Answer the following questions:

4.1. How can stakeholder analysis help you to identify the key stakeholders involved in strategic change? Briefly write your answer.

4.2. Briefly explain the roles and responsibilities of the following stakeholders in leading and managing change.

Supervisors

Human resources

Satisfactory response

Yes No 4.1

4.2

Q5: Answer the following questions:

5.1. Discuss four (4) major strategic change risks. (Briefly write your answer.)

5.2. What mitigation strategies, including learning and communication processes, can you implement to address the strategic change risks identified in question 5.1? Briefly write your answer.

Satisfactory response

Yes No 5.1

1)

2)

3)

4)

5.2

Q6: Answer the following questions:

6.1. What are personal development planning methodologies? Briefly write your answer.

6.2 Briefly explain the then (10) different steps in a personal development planning methodology.

Satisfactory response

Yes No 6.1

6.2

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

Q7: Answer the following questions:

7.1. What are the four (4) four stages of transformational change in an organisation? How can these stages be managed? (Briefly write your answer.)

7.2. Explain the four (4) different stages of change management in datail.

Satisfactory response

Yes No 7.1

1)

2)

3)

4)

7.2

1)

2)

3)

4)

Assessment Task 2: Skills Test Research ReportSkills Test Research Report

This assessment requires you to take on the role of a Change Manager in your training organisation.

You are required to complete a research report on the development of strategic change management processes for your training organisation.

During the preparation of the research report, you will be required to:

Consult a range of internal stakeholders to identify the training organisations objectives, processes and policies and procedures related to change management.

Conduct online research to identify and develop change management processes for your training organisation.

Note: The purpose of this research report to participate and carry out workplace related activities and tasks, using your training organisation as an example of existing workplace and workplace personnel such as trainers/assessors and other nominated individuals by them as the stakeholders required to complete this assessment task.

The research report should be based on the information provided in the scenario and description sections.

Scenario

To be a sustainable training organisation, all training organisations must research, read, and understand the changes occurring within the training sector. The changes can be internal or external to the training organisation but must require transformational organisational change that demand leadership controls, understanding of why changes are required or needed, dedication, involvement of stakeholders, constant communication, planning, leadership, management, and maintenance of all changes.

Your job-role requires you to:

Evaluate and comprehend the need for, as well as the effects of, change

To support the transition, align resources within the company.

Control the varying costs of transition

Reduce the amount of time it takes to introduce a shift

Staff should be supported and helped to appreciate the transition process.

Plan and carry out a successful communication strategy

Minimise resistance to change by improving cooperation and collaboration in your company

During times of transition, keep the company going smoothly by sticking to a schedule.

Productivity, morale, and reliability should be maintained, if not improved.

Reduce the fear and tension that comes with change

Reduce the threats and disruptions that come with transition

Reduce the risk of change failure by responding more quickly to challenges.

Description of the activity:

This activity requires the student to complete a research report on the development of change management processes for your training organisation.

You will take on the role of the Change Manager at your training organisation.

Your report must follow the below-given guidelines:

The report must be prepared using Template 1 provided.

Start with an introduction, then move on to supporting body paragraphs. Write a conclusion and cite your sources.

You must only use authentic and verifiable information.

The report should be presented in the provided format.

Proofread it.

Always make sure to run your ideas by your trainer/assessor to make sure that it is okay that you approach the report in this way.

Your report must contain original content and should not be a copy of someone elses work.

You must use Harvard style referencing in the report.

To prepare the report, you must use the templates attached and follow the steps given below:

Research and develop the content of and process for developing a change management strategy.

Consult the training organisations internal stakeholders, such as your trainer/assessor, and identify the training organisations objectives, processes, and policies and procedures related to change management.

Conduct research and document the content you would include in the training organisations change management strategy.

Discuss the process you would follow to develop a change management strategy for your training organisation.

Conduct a stakeholder analysis of your training organisation and identify the key stakeholders you would involve in a strategic change.

Conduct discussion with the internal stakeholders.

Complete a stakeholder matrix.

Consult the training organisations internal stakeholders, such as your trainer/assessor, and identify the training organisations organisational mission, purpose, and values.

Discuss how the mission, vision and values guide the strategic direction of the organisation.

Research and analyse the four (4) potential strategic change risks that the training organisation can face when implementing a change and develop mitigation strategies, including learning and communication processes for each identified potential strategic change risk.

Research and analyse four (4) different leadership styles that can be used when implementing a strategic change in the training organisation. Discuss the advantages and disadvantages of each leadership style.

Develop a personal development planning methodology.

Include the steps to be implemented in the development and implementation of personal development planning methodology.

Conduct an analysis of each step in personal development planning methodologies.

Conduct research on organisational transformation and the management of the stages of change:

Analyse and discuss the four (4) four stages of transformational change in an organisation.

Discuss how you would manage each stage of transformational change in your training organisation.

The student must complete a research report on the development of performance development processes for your training organisation. Your report must contain all of the following:

Introduction to the report. Include the following information:

Your research topic

Background information

Objectives of writing the report

Body of the report:

Content of and process for developing a change management strategy.

Training organisations objectives, processes, and policies and procedures related to change management.

Sources used to gather information on the training organisations objectives, processes, and policies and procedures related to change management.

The content you would include in the training organisations change management strategy.

The process you would follow to develop a change management strategy for your training organisation.

Outcomes of stakeholder analysis based on the following:

Discussion with the internal stakeholders.

Stakeholder matrix.

Training organisations organisational mission, purpose and values.

Sources used to gather information on the training organisations mission, purpose and values.

Discuss how the mission, vision and values guide the strategic direction of the organisation.

Four (4) potential strategic change risks that the training organisation can face when implementing change and mitigation strategies, including learning and communication processes for each identified potential strategic change risk.

Four (4) different leadership styles for implementing a strategic change in the training organisation. Advantages and disadvantages of each leadership style.

Personal development planning methodologies.

Steps to be implemented in the development and implementation of personal development planning methodology.

An analysis of each step in personal development planning methodologies.

Organisational transformation and the management of the stages of change:

Four (4) four stages of transformational change in an organisation.

Steps to manage each stage of transformational change in your training organisation.

References and bibliography (Harvard style Any five references)

Template 1: Research report:

Research report (3-4pages)

Introduction to the report

Your research topic

Background information

Objectives of writing the report

Content of and process for developing a change management strategy.

Training organisations objectives, processes, and policies and procedures related to change management.

Sources used to gather information on the training organisations objectives, processes, and policies and procedures related to change management.

The content you would include in the training organisations change management strategy.

The process you would follow to develop a change management strategy for your training organisation.

Outcomes of stakeholder analysis.

Training organisations organisational mission, purpose and values.

Sources used to gather information on the training organisations mission, purpose and values.

Discuss how the mission, vision and values guide the strategic direction of the organisation.

Four (4) potential strategic change risks that the training organisation can face when implementing change and mitigation strategies, including learning and communication processes for each identified potential strategic change risk.

Four (4) different leadership styles for implementing a strategic change in the training organisation. Advantages and disadvantages of each leadership style.

Personal development planning methodologies.

Steps to be implemented in the development and implementation of personal development planning methodology.

An analysis of each step in personal development planning methodologies.

Organisational transformation and the management of the stages of change:

Four (4) four stages of transformational change in an organisation.

Steps to manage each stage of transformational change in your training organisation.

References and bibliography (Harvard style Any five references)

Assessment Task 3: Skills Test

Skills Test:

This assessment requires the student to complete a set of activities given in this assessment task based on the information given in the case study. These activities will provide an opportunity for the student to lead a strategic business transformation for the organisation given in the case study. This includes:

Preparing to provide strategic leadership during a business change process

Reviewing strategic outcomes and incorporating feedback into leadership style.

Introduction

Online Media Solutions is a marketing and web development business based in Melbourne, Australia. The business started in operations in 2015 and has seen exponential growth since its establishment.

The business operates in the web service industry to offer superior and unique services to small businesses and institutions (B2B business model). Our experience and expertise in web sales and e-commerce give us the backing to provide solutions that are currently lacking in the market.

There is an all-time high demand for web development and marketing for small businesses with signs of rising further. Interestingly, few web developers have taken advantage of this opportunity, leaving the industry with no dominant participants.

The projects high costs and the focus on more prominent companies and institutions could contribute to why this market remains untapped. We will have a system that will reduce the project costs dramatically, allowing us to offer quality services at reduced costs.

Business plan

Business plan excerpt

Company details:

Company name: Online Media Solutions, Pty. Ltd

Company address: 2/10 Lawn court, Craigieburn, 3064, VIC

Mission

Provide best-in-class design services

Make a positive impact on our customer businesses

Be respected and admired by peers

Our vision

To provide best-in-class web design and development services in a simple, effective, and cost-effective manner to the target audience.

Objectives

The objectives of Online Media Solutions are as follow:

To exceed customer expectations.

To provide cost-effective and quality services to our clients.

Build and maintain long-term relationships with the clients.

To increase operational efficiency.

Keys to Success

We will offer quality web services to small businesses and institutions at affordable prices.

To build and tailor our services to small businesses.

Positioning as a viable solution alternate to more established brands

Services

We currently offer the following services to our clients:

Interface and Web Design

Graphics design

Website development

Domain and web hosting

Video editing

Blog development

Search engine optimisation

E-commerce

Values

Quality service to our clients

Integrity & Accountability

Reliability

Quality

Innovation

Respect

Strategic directions

The strategic direction of ONLINE MEDIA SOLUTIONS is to achieve its mission and vision is through:

Increasing operational efficiency

Engaging with customers through quality research and understanding supported by marketing techniques.

Establishing a reputation for exceptional customer service and end to end solutions

Supporting people to perform via training and performance management

Controlling costs through operational efficiency

Organisational structure and expertise

The foundation team has 30 team members. The business has three (3) departments:

IT department

Marketing department

Sales department

The finance and human resource work are outsourced.

All three (3) departments are managed by Managers who are experienced and experts in commercial web development and business-to-business sales. Further, the team members have years of experience working for MNCs.

All the departmental managers report to the Operations.

Roles and responsibilities:

IT Manager

Coordinate and supervise IT staff members

Handle annual budget and ensure cost-effectiveness for the IT department

Manages and coordinates all IT-related matters, including data, wireless communications, mobile technology, telephony, security, and computer hardware and software

Trouble-shoots and solves problems related to hardware, software, and network problems

Researches and recommends acquisition of network hardware and software

Monitors network utilisation and performance, implement procedures for network optimisation, reliability, and availability

Identify problematic areas and implement strategic solutions in time

Build long term relationships with outside vendors for IT related products and services

Marketing Manager:

Working with the executive team to set the marketing strategy for the business.

Hiring and managing the performance of a more junior marketing team.

Researching and analysing market trends and competitors.

Overseeing marketing campaigns.

Tracking the effectiveness of marketing campaigns and reporting findings to the executive team.

Negotiating and liaising with third-party marketing agencies.

Writing and delivering content and social media plans.

Managing the design and production of promotional materials, such as websites and brochures.

Sales Manager

Build and maintaining client relations

Work with internal departments such as the Marketing or Product teams to engage audiences and clients more deeply

Meet and exceed KPIs and sales targets

Possess deep knowledge of business product offering and value proposition

Follow organisational policies and regulations that affect the Sales department

Proactively pursue new business and sales opportunities

Solve problems for clients and customers by developing innovative and tailored sales solutions

Be a brand ambassador and reflect company values at all times

Business model

Online Media Solutions is a full-service web solutions provider for businesses. The company offers services through the mode of its B2B engagements.

B2B services:

Online Media Solutions service portfolio includes Web Design, Graphics design, Website development, Domain and web hosting, 2d & 3d animation, Blog development, Search engine optimisation and E-commerce. The project cost will be estimated by the appropriate number of hours needed to complete the project.

The sales team will aggressively track prospective clients and sell the services provided for businesses.

Operational model and strategies

B2B engagements

Lead generation Lead generation refers to creating and generating prospective consumer interest or inquiry into a businesss products or services. This will be done by building a database of prospective customers using social networks, business listings, internet search etc.

Sales pitch A sales pitch is a line of talk that attempts to persuade someone or something with a planned sales presentation strategy of a product or service designed to initiate and close a product and service sale. Sales professionals prepare and give a sales pitch using the following methods:

Face to face meetings

E-mailing marketing contacts from the leads

Marketing plan

Marketing plan excerpt

The growth of the web and graphics design industry is huge. Over the last five years, it has grown almost by 30%. The web has become a tool for communicating, interaction and the growth of businesses.

Existing situation

Online Media Solutions has successfully established itself in the web development and marketing industry with signs of rising further.

Online Media Solutions implemented a system for cost reduction that reduced the project costs dramatically and helped us offer quality services at reduced costs.

We targeted the small businesses, assessed their needsand provided them with quality services at reduced costs.

Existing customers

The company focuses on small businesses and institutions that are looking to develop or upgrade their web presence.

Our service brings onboard any small business that needs an internet presence, but we concentrate more on those that need more details about their operations online.

Such companies most likely go for all or some of the following services:

A shopping cart or e-commerce.

Dynamic features and content.

Aggressive marketing of products online.

Market opportunity

Opportunity

Online Media Solutions has successfully ventured into B2B engagements. Based on the analysis conducted, the organisation sees exponential growth in developing B2C products and selling them to customers.

These products include:

Web templates

CMS templates

Graphic templates

Brochure

Flyers

Business cards

Logo templates

Solution

Online Media Solutions will focus on developing the B2C products (specified in the opportunity section) and selling them to the end-users using its website. The organisation will focus on reducing operational costs and provide the products to the clients at prices cheaper than the market.

SWOT analysis

Strengths

Experience team

Market demand

Known market

Weaknesses

Highly competitive market

Low margin

Opportunity

B2C engagement to sell web-based products

Threats

Price wars

Market share of existing players

Competitor analysis

Online Media Solutions has an advantage over its competitors as there are not many competitors in the market that provide the products at such a reasonable cost.

Further, the organisation has a very good reputation in the market and well-established links that will help them venture into the B2C segment and successfully conduct its operations.

Target market segment strategy

We will focus our marketing efforts on attracting end-users and small businesses. We reached this decision after careful market analysis and identifying the needs of this market segment.

Marketing objectives

To generate 60-70% revenue from small businesses and institutions

To increase brand awareness in the market

To generate 20-30% revenue from the new market segment (B2C engagements)

Pricing Strategy

Online Media Solutions will establish a pricing system to guide our clients on the nature of the services and the corresponding prices. Since we will be dealing with a market segment that tries to reduce costs, we will charge our services on an hourly basis. It will make the clients understand the services that will most likely cost them more.

Expected costs, profits and sales

As the organisational pricing strategy, Online Media Solutions will charge for its products and services on an hourly basis.

Following are the expected costs associated with the production and delivery of its products and services:

Expected costs for its products and services:

Labour cost: $35/hour

Indirect costs: $40/hour

Net-profit targets: 35%

Expected time to develop its products: 10-15 hours.

Strategic business transformation

Strategic business transformation

Online Media Solutions is a full-service web solutions provider for businesses. The company offers services through the mode of its B2B engagements.

Online Media Solutions further want to venture into B2C engagement by selling its products. The products that the business will develop and sell to the end-users include:

Web templates

CMS templates

Graphic templates

Brochure

Flyers

Business cards

Logo templates

B2C Products

Online Media Solutions product portfolio includes Web Templates, CMS Templates, Graphics Templates, Brochures, Flyers, Business cards and Animated logo templates. The prices are typically listed on the online shop where customers can either take monthly subscription or pay per download as per need.

The business will have a database that will act as the repository for all the products.

Budget requirements for operating B2B engagements

Budget requirements for operating B2B engagements Start-up expenses Legal $2500

Stationery $1500

Insurance $2000

Website re-development $30000

Recruitment $10000

Software and hardware $25000

Marketing and advertisements $20000

Total Start-up expenses $96000

Start-up assets

Cash required $200000

Other current assets $25000

Long-term assets $250000

Total assets $475000

Total requirements $571000

Operational model and strategies

The business will focus on B2C engagements along with the existing B2B engagements.

B2C engagements

The B2C engagement is primarily done through a dedicated online shop where customers can browse through the repository, select designs or templates or download. The steps in the process are as follow:

Key strategic metrics

Price

Quality

Network

Service

Relationship

Customer-centric goals

Strategic initiatives

Attractive portfolio

Aggressive marketing

Excellent service

Service

Relationship

Customer-centric goals

Policies and procedures for strategic change

Online Media Solutions has a risk management plan in place to manage risks associated with strategic change or transformation.

Risk management plan excerpt

The organisations risk management plan is prepared in accordance with the ISO 31000 risk management framework.

Purpose of the Risk Management plan

The purpose of the risk management plan is to allow Online Media Solutions to identify and record potential risks.

The plan also allows mitigation strategies to be developed and tracked.

Risk strategy

In order to ensure that risks are identified in a consistent manner across the organisation, a Risk Assessment Model will be applied. This will rank the risks in priority order, and those risks considered important to track will be recorded on the Summary of Risks. Mitigation strategies will be developed, recorded and monitored on a monthly basis by the Operations Manager. If new major risks are identified, these shall be recorded. The Summary of Risks will be reported to the board on a weekly monthly basis.

The following diagram represents the process to be followed:

Risk matrix to be used:

The following risk matrix should be used to determine the priority of risks.

Your role and responsibilities

You are working as Operations Manager in Online Media Solutions. You report to the General Manager of the organisation.

The General Manager wants you to lead the strategic business transformation.

As part of your job role, you have the following responsibilities:

Identify personal responsibilities in the strategic transformation process and develop a strategic change strategy in collaboration with the departmental managers

Brief internal and external stakeholders of strategic change processes and intended outcomes and establish communication channels for organisational personnel to contact management

Analyse and confirm the capacity and competence of relevant individuals to contribute to change processes and plans

Identify and resolve risks in the change management process and develop learning and communication processes for addressing problems and risks arising during organisational change

Make changes to change management process according to risks and inform stakeholders of updates

Review strategic outcomes and incorporate feedback into leadership style.

Skills Test:

This assessment task requires you to demonstrate skills to lead a strategic business transformation for Online Media Solutions.

In the course of the above, you must:

Prepare to provide strategic leadership during a business change process

Review strategic outcomes and incorporate feedback into leadership style.

To do so, you must complete the following activities:

Activity 1: Prepare to undertake strategic change

Activity 2: Lead strategic change

Activity 3: Review strategic outcomes and incorporate feedback into the leadership style

The roles and their responsibilities: Relationships with stakeholders such as staff members and General manager

The assessment task requires you to communicate with a number of organisational stakeholders. The main roles applicable to the assessment task includes:

Role number 1: General Manager: The General Manager is the individual who supervises or is in charge of the organisation. They belong to a higher rank or status. Their job role and responsibilities are:

Assign a team to you to complete the project

Assist you in understanding the task requirements

Provide you information about job roles and responsibilities

Supervise you completing the assessment task and requirements

Role number 2: Departmental Managers: The departmental managers (IT Manager, Marketing Manager and Sales Manager) are the students co-worker or workfellow. They are associates that the candidate works with. Their job role and responsibilities are:

Assist you in completing the project on time

Collaborate with you to develop a strategic change strategy

Participate in a healthy and open discussion

Note:

The trainer/assessor will take on the role of General Manager.

The trainer/assessor will assign the roles of team members for each activity.

Each student will be assessed individually for all assessment activities.

Timeframe to complete the project:

Two weeks (You have two weeks to complete the project)

Task requirements

You will be assessed on your technical knowledge and skills to complete this project

You will be assessed on working in a team environment and meeting your job role and responsibilities

You must follow the instructions provided by the General Manager.

All individuals must complete their role and assigned responsibilities and meet the specified deadlines

The task must be completed in the specified timeframe

Activity 1: Prepare to undertake strategic changeDescription of the activity

This activity requires you to prepare to provide strategic leadership during a business change process.

To do so, you are required to complete the following three (3) parts:

Part A: Identify personal responsibilities in the strategic transformation process

Part B: Develop a strategic change strategy

Part C: Brief internal and external stakeholders of strategic change processes and intended outcomes

Part A: Identify personal responsibilities in the strategic transformation process

You are the Operations Manager at Online Media Solutions. You are responsible for managing the strategic transformation process.

Considering your role as an Operations Manager, discuss your personal responsibilities in the strategic transformation process.

You must document your responsibilities in the Template 1 provided below.

Template 1: Personal responsibilities in the strategic transformation process

Personal responsibilities in the strategic transformation process (Briefly write your answer.)

Part B: Develop a strategic change strategy

This part of the activity requires you to collaborate with the following stakeholders and develop a strategic change strategy.

IT manager

Marketing Manager

The trainer/assessor will allocate the role of IT Manager and Marketing Manager to the staff members. The trainer/assessor must brief the staff members regarding the case study information and strategic change requirements.

The trainer/assessor will observe the student performing this part of the activity.

You must use Template 2 provided to develop a strategic change strategy.

In collaboration with the stakeholders, you are required to:

Prepare an introduction to the change management. Discuss the background, link to strategic goals and other changes.

Discuss your responsibilities as Operations Manager in the strategic change process (As defined in part A of this activity)

Discuss and document the change objectives and principles, including the following:

What will the change process achieve?

Principles that underpin the change plan.

Discuss and establish change plan elements, including the following:

Positions and roles during the change process.

Change management process to be followed.

Develop a rationale for the change.

Drivers and constraints for change.

Risks for the change process.

Conduct a stakeholder analysis.

Identify the key stakeholders in the change process.

Complete a stakeholder mapping/matrix.

Establish communication channels for organisational personnel to contact management:

Identify the preferred media for communicating or consulting with the key stakeholders identified about the change.

Consult the stakeholders and develop a change plan

Develop a change plan for next three (3) months, including performance measures [how will you know the change plan is effective?. Ensure the plan is adequately resourced.

Discuss and establish evaluation criteria:

How will the change be evaluated in relation to the achievement of the planned objectives?

How will the change management processes be evaluated consider summative as well as final evaluations, how can you assess your change management strategies as you implement them?

How will the evaluation outcomes be circulated and promoted to stakeholders?

During the collaboration, you must use the Script provided to gather information regarding the key elements of the strategic change strategy.

The trainer/assessor will observe you performing this activity.

Your strategic change strategy must include the elements:

Introduction

Change manager responsibilities

Change objectives and principles

Change plan elements

Stakeholder analysis

Communication channels for organisational personnel to contact management

Change plan

Evaluation criteria

Template 2 Strategic change strategy/Change management process

Introduction

Provide background to strategic goals and other changes within the organisation.

Change manager responsibilities

This person leads the change project and is accountable for ensuring the project and change plan are implemented.

Change objectives and principles

Provide details of:

What will the change process achieve?

Principles that underpin the change plan [e.g. inclusiveness, timeliness]; and

Change plan elements

What are the main elements in the change plan?

Positions and roles during the change process.

Change management process to be followed.

Rationale for change

List the drivers and constraints for change.

What are the risks of the change process?

Key stakeholder analysis

Identify the key stakeholders.

Complete a stakeholder matrix/mapping.

Communication channels for organisational personnel to contact management

Identify the preferred media for communicating or consulting with them about the change [e.g. sessions involving dialogue about the changes, newsletters, briefings from project team members, frequently asked questions].

Develop a change plan

Develop a change plan for next three (3) months, including performance measures [how will you know the change plan is effective?]. Ensure the plan is adequately resourced.

Actions Who When Performance Measures

Evaluation

How will the change be evaluated in relation to the achievement of the planned objectives?

How will the change management processes be evaluated consider summative as well as final evaluations, how can you assess your change management strategies as you implement them?

How will the evaluation outcomes be circulated and promoted to stakeholders?

Comments:

Part C: Brief internal and external stakeholders of strategic change processes and intended outcomes

This part of the activity is a continuation of Part B of this activity.

This part of the activity requires you to brief internal and external stakeholders on strategic change processes and intended outcomes and request approval.

To do so, you are required to write an e-mail to the following internal and external stakeholders:

Internal Stakeholders:

General Manager

IT Manager

Marketing Manager

External Stakeholders

Investors (Any two)

For trainer/assessor:

The trainer/assessor must provide the student with five (5) different college e-mail addresses.

These e-mail addresses can be college e-mail addresses of the staff members/colleagues.

Guidelines for writing the e-mail:

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

Write an appropriate subject line.

The text must brief internal and external stakeholders on strategic change processes and intended outcomes and request approval.

Attach strategic change strategy/change management process (Template 2) to the e-mail.

Activity 2: Lead strategic changeDescription of the activity:

This activity is a continuation of Activity 1.

This activity requires you to lead strategic change. To do so, you are required to complete the following four (4) parts:

Part A: Analyse and confirm the capacity and competence of relevant individuals to contribute to change processes and plans

Part B: Identify and resolve risks in the change management process

Part C: Develop learning and communication processes for addressing problems and risks arising during organisational change

Part D: Make changes to change management process according to risks and inform stakeholders of updates

Part A: Analyse and confirm the capacity and competence of relevant individuals to contribute to change processes and plans

Context:

Before implementing the change, the management wants the Operations Manager to analyse and assess the line managers capacity and competence to contribute to change processes and plans established so that gaps in capacity and competence can be addressed by providing the line managers required training.

Description:

This part of the activity requires you to analyse and confirm the capacity and competence of the IT Manager and Marketing Manager to contribute to the change processes and plans (Prepared in Activity 1 Part A).

To do so, you are required to arrange a one-on-one meeting with the following line managers:

Meeting 1: IT Manager

Meeting 2: Marketing Manager

The trainer/assessor will assign the role of the IT Manager and Marketing Manager to the staff members.

The trainer/assessor must observe the student conducting the meeting.

The trainer assessor must further brief the student and the staff members of their roles and responsibilities and script to be followed before the meeting.

The roles and responsibilities are as below:

Roles and responsibilities (Operations Manager/Student)

Conveys information about the organisations change processes and plans (developed in Activity 1) using language, format and style appropriate to the audience

Uses listening and questioning to confirm and clarify understanding.

Discuss the competency requirements to implement the change processes and plans based on the Script provided.

Analyse, assess, and confirm the IT Manager and Marketing Managers capacity and competence to implement the change processes and plans.

Identify any training requirements to achieve the required competency in consultation with the relevant manager.

Answer the questions asked by the IT Manager and Marketing Manager.

Roles and responsibilities (IT Manager/Staff member 1)

Understand and clarify information regarding the organisations change processes and plans discussed by the Operations Manager.

Answer the questions asked by the Operations Manager based on the Script provided.

Discuss the training requirements based on the script provided and agree on the training requirements.

Roles and responsibilities (Marketing/Staff member 2)

Understand and clarify information regarding the organisations change processes and plans discussed by the Operations Manager.

Answer the questions asked by the Operations Manager based on the Script provided.

Discuss the training requirements based on the script provided and agree on the training requirements.

To conduct the meeting, you must follow the meeting process and the meeting script provided below.

Meeting process:

Before the meeting 1. Create a meeting agenda.

Confirm the meeting time and place with the trainer/assessor.

Use the meeting agenda template provided to prepare the meeting agenda.

2. E-mail the change management plan and processes developed in Activity 1 along with the meeting agenda to the line manager/participants and request confirmation for the meeting.

During the meeting 1. Welcome the participants

2. Discuss the change management plans and processes.

3. Clarify the understanding of the line manager/participants.

4. Conduct the meeting based on the Meeting script provided.

5. Analyse and confirm the capacity and competence of line managers to implement change processes and plans

6. Identify the training requirements to achieve the desired competency requirements.

After the meeting 1. Summarise the agreed outcomes using the meeting minutes template provided.

Meeting script: Meeting 1 (IT Manager)

Script: Meeting 1 (IT Manager)

The Operations Manager will first discuss the change management processes developed in Activity 1.

After discussing key features of the change management processes, the Operations Manager will ask the following questions to confirm their understanding or gather feedback:

1. What are your thoughts about the change management processes developed?

Ask the following questions to analyse and confirm the capacity and competence of the IT Manager to contribute to change processes and plans

2. How will you communicate about change to the team members?

3. How will you advocate for the change?

4. How will you support employees through the process of change?

5. How will you manage resistance during the change?

6. Do you need any training to meet the desired competency to implement the change?

Script for IT Manager: Note: The IT Manager will provide the following responses to the questions asked by the Operations Manager:

1. The change management processes developed looks detailed and will surely reap benefits for the business.

2. I will ensure that the change management team are provided with pertinent information about the change and ensure they are clear about the processes to be followed to implement and manage the change.

3. I will demonstrate support in an active and observable way. I will further ensure that I am on board with the change and support employees during the change.

4. I will ensure that the employees are provided with the required coaching and support during the change management process and change management operations.

5. I am not so sure how to manage resistance during the change.

6. I would like to have training or coaching on managing resistance during the change.

Meeting script: Meeting 2 (Marketing Manager)

Script: Meeting 2 (Marketing Manager)

The Operations Manager will first discuss the change management processes developed in Activity 1.

After discussing key features of the change management processes, the Operations Manager will ask the following questions to confirm their understanding or gather feedback:

Ask the following questions to analyse and confirm the capacity and competence of the Marketing Manager to contribute to change processes and plans

1. How will you communicate about change to the team members?

2. How will you advocate for the change?

3. How will you support employees through the process of change?

4. How will you manage resistance during the change?

5. Do you need any training to meet the desired competency to implement the change?

Script for Marketing Manager: Note: The Marketing Manager will provide the following responses to the questions asked by the Operations Manager:

1. The change management team will be provided with the required details regarding the change to be implemented and will be requested for feedback to ensure that they feel part of the change.

2. Not sure how to advocate for change.

3. I will ensure that the employees are provided with the required coaching and support during the change management process and change management operations.

4. To manage resistance, I will ensure that the team members are taken into confidence, and their feedback is valued, and their concerns are addressed in the change management process.

I can use the ADKAR Model to hone in on which element of the change process is driving resistance and address it accordingly.

5. I would like to have training or coaching on advocating for change.

MEETING AGENDA TEMPLATE: Meeting 1

Meeting/Project Name: Date of Meeting: (MM/DD/YYYY) Time: Meeting Facilitator: Location: 1. Meeting Objective

2. Attendees

Name Department/Division E-mail Phone

3. Meeting Agenda

Topic Owner Time

4. Pre-work/Preparation (documents/handouts to bring, reading material, etc.)

Description Prepared by

MEETING MINUTES: Meeting 1

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 1. Meeting Objective

2. Attendance at Meeting

Name Department/Division E-mail Phone

3. Agenda and Notes, Decisions, Issues

Topic Owner Time

4. Action Items

Action Owner Due Date

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 5. Next Meeting (if applicable)

Date: (MM/DD/YYYY) Time: Location: Objective:

MEETING AGENDA TEMPLATE: Meeting 2

Meeting/Project Name: Date of Meeting: (MM/DD/YYYY) Time: Meeting Facilitator: Location: 1. Meeting Objective

2. Attendees

Name Department/Division E-mail Phone

3. Meeting Agenda

Topic Owner Time

4. Pre-work/Preparation (documents/handouts to bring, reading material, etc.)

Description Prepared by

MEETING MINUTES: Meeting 2

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 1. Meeting Objective

2. Attendance at Meeting

Name Department/Division E-mail Phone

3. Agenda and Notes, Decisions, Issues

Topic Owner Time

4. Action Items

Action Owner Due Date

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 5. Next Meeting (if applicable)

Date: (MM/DD/YYYY) Time: Location: Objective: Part B: Identify and resolve risks in the change management process

This part of the activity requires you to identify and resolve potential risks in the change management process.

To do so, you are required to conduct a risk assessment and document the outcomes using Template 3: Risk assessment.

To conduct the risk assessment, you need to:

Identify five (5) potential risks to change management.

Calculate risk rating and prioritise risks.

Develop and document mitigation strategies to resolve risks

Template 3: Risk assessment

Risk assessment

Five (5) potential risks to change management Risk assessment Risk priority Mitigation strategies to resolve risks

Likelihood Consequence Rating Part C: Develop learning and communication processes for addressing problems and risks arising during organisational changeThis part of the activity is a continuation of part B of this activity.

This part of the activity requires you to develop learning and communication processes for addressing problems and risks (identified in part B of this activity) arising during organisational change.

You must develop learning and communication processes using Template 4.

To do so, you are required to:

Identify the problems and risks to be addressed (Based on the outcomes of part B of this activity)

Develop a learning and communication process for addressing each problem and risk arising during organisational change.

Complete Template 4.

Template 4: Learning and communication processes

Learning and communication processes

Problems and risks (Any five) Learning and communication processes to address the problems and risks (Briefly explain each process)

Part D: Make changes to change management process according to risks and inform stakeholders of updates

This part of the activity is a continuation of Part A Part C of this activity.

This part of the activity requires you to:

Analyse the risks identified and mitigation strategies (Refer to outcomes of Part B)

Analyse the learning and communication process (Refer to outcomes of Part C)

Update the strategic change strategy/change management process developed in Activity 1 Part B.

E-mail the updated strategic change strategy/change management process to the following stakeholders:

IT Manager

Marketing Manager

General Manager (Trainer/assessor)

Note: The trainer/assessor will provide the details regarding the college e-mail addresses of the stakeholders.

For trainer/assessor:

The trainer/assessor must provide the student with the staff members college e-mail addresses playing the IT Manager and Marketing Managers roles.

Guidelines for writing the e-mail:

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

Write an appropriate subject line.

The text must provide a summary of the attachment.

Attach updated strategic change strategy/change management process to the e-mail.

Activity 3: Review strategic outcomes and incorporate feedback into the leadership styleThis activity requires you to review strategic outcomes and incorporate feedback into your leadership style.

To do so, you are required to complete the following three (3) parts:

Part A: Self-evaluation

Part B: Feedback from the staff members

Part C: Incorporate feedback into the leadership style

Part A: Self-evaluation

This part of the activity requires you to self-evaluate your personal leadership style and analyse the impacts on the change management process.

Y You must complete Template 5: Self-evaluation.

To do so, you are required to:

Identify your leadership style and document using Template 5.

Evaluate the strengths and weaknesses of your leadership style, considering their impact on the change management process. Document your analysis using Template 5.

Identify two (2) areas of improvement considering the weaknesses identified and document using Template 5.

Template 5: Self-evaluation

Self-evaluation

Leadership style

Strengths and weaknesses of your leadership style (Three each)

Strengths:

Weaknesses:

Two (2) areas of improvement considering the weaknesses identified

Part B: Feedback from the staff members

This part of the activity requires you to seek feedback on leadership during the change management process from the following staff members:

IT Manager

Marketing Manager

Sales Manager

Note: The above-given staff members will be the same participants who participated in previous activities.

To seek feedback from the staff members, you are required to conduct an individual feedback session with each staff member.

During each feedback session, you are required to:

Discuss the following:

How effective is your leadership style?

Do I serve as a positive role model?

What are the key areas that I can improve in my personal leadership style?

Document the feedback using Template 6.

Template 6: Feedback sessions

Outcomes of feedback sessions

Feedback session: Staff member 1

Name: Position: Feedback received

How effective is your leadership style?

Do I serve as a positive role model?

What are the key areas that I can improve in my personal leadership style?

Feedback session: Staff member 2

Name: Position: Feedback received

How effective is your leadership style?

Do I serve as a positive role model?

What are the key areas that I can improve in my personal leadership style?

Feedback session: Staff member 3

Name: Position: Feedback received

How effective is your leadership style?

Do I serve as a positive role model?

What are the key areas that I can improve in my personal leadership style?

Part C: Incorporate feedback into the leadership style

This part of the activity is a continuation of Part B of this activity.

This part of the activity requires you to incorporate feedback into your personal leadership style.

To do so, you are required to:

Identify any three (3) areas of improvement considering the feedback received in Part B of this activity.

Discuss how would you incorporate or address each area of improvement in your leadership style.

Complete Template 7.

Template 7: Incorporate feedback into your leadership style

Incorporate feedback into your leadership style

Areas of improvement (Any three) Strategies to incorporate or address each area of improvement in your leadership style. (Briefly explain each strategy)

Assessment Task 4: Work Placement Task

Work placement task

This assessment task requires the student to take on the Change Manager's role in your training organisation and lead a strategic business transformation based on the information given in the Workplace simulated scenario section below.

Setting the scene:

This assessment task requires you to lead the strategic business transformation for your training organisation.

Your training organisation will be your actual workplace.

The requirements for the workplace environment

The assessment task will be completed at your training organisation. Your training organisation will be your actual workplace.

Your trainer/assessor will ensure that the training organisation meets the following assessment criteria.

The training organisation must meet the following criteria:

Opportunities for students to: Yes/No/NA

Follow standard operating/workplace procedures Use up-to-date software and equipment Work within stated timelines to meet deadlines Gain experience in the challenges and complexities of dealing with multiple tasks Experience prioritising competing tasks and dealing with contingencies Workplace environment to work with others in a team Workplace environment to sufficient to communicate with diverse groups Workplace sufficient to work independently and manage workload Resources, tools, and equipment requirements

The following resources, tools and equipment will be made available by the training organisation to complete this assessment task:

Access to the simulated workplace to carry out the skills assessment

A team consisting of the following team members:

Academic manager

Learning management system administrator

Policies and procedures relevant to strategic change (Appendix C).

Access to legislation, regulations and codes of practice relevant to business strategic change.

Your role and team

You will take on the role of the Change Manager at your training organisation.

Your trainer/assessor will assign a team. The team will have the following team members:

Academic manager

Learning management system administrator

Your job responsibilities

As part of your job role, you have the following job responsibilities:

Analyse task objectives and identify personal responsibilities in the strategic transformation process

Develop strategic change strategy in collaboration with relevant stakeholders and brief the internal and external stakeholders of the strategic change processes and intended outcomes.

Establish communication channels for organisational personnel to contact management

Analyse and confirm the capacity and competence of relevant individuals to contribute to change processes and plans

Identify and resolve risks in the change management process and develop learning and communication processes for addressing problems and risks arising during organisational change

Make changes to the change management process considering the risks identified and inform stakeholders of the updates.

Conduct self-reflection and analyse the impacts of leadership on the change management process.

Seek feedback on leadership during the change management process from staff and apply feedback to the leadership style.

Simulated workplace scenario

Your training organisation has a number of courses of its scope. All the courses are delivered on-campus. Due to the COVID-19 situation, there has been an increasing demand for online courses. Your training organisation has decided to add online courses to its scope.

The objectives of the e-learning or online courses are as follow:

Enhance the quality of learning and teaching

Meet the learning style or needs of students

Improve the efficiency and effectiveness

Improve user accessibility and time flexibility to engage learners in the learning process

The online courses will be delivered using a learning management system (LMS). The roles and responsibilities while the delivery of online courses are as follow:

Learning management system administrator:

Defining user roles.

Creating learning courses.

Building custom certification.

Providing personal feedback for the learners

Make consultations with other teams in order to implement the best learning practices.

Keep track of the freshly uploaded relevant courses, materials, and workshops within the LCMS.

Recognise and resolve the issues that may appear when it comes to course design, configuration, or infrastructure.

Make sure that the LMS works properly and act fast if it comes to bugs and unexpected errors.

Help the learners with any issues.

Lecturers/Trainers/assessors:

Use learning management systems to deliver online courses.

Use learning management systems to support course delivery and provide online learning and blended learning opportunities for students.

Complete and maintain all training records accurately, document assessment results and submit to the training organisation for input into the LMS.

Change Manager (You)

The training organisation wants the Change manager to lead the strategic business transformation. The objectives of the change management task are as follow:

Support timely and effective implementation of the strategic business transformation

Appropriately manage risk related to the change

Minimise the negative impact of changes to/for the training organisation

Ensure changes achieve desired training organisation objectives for e-learning

Ensure governance and compliance expectations are met.

Skills Test:

This assessment task requires you to demonstrate skills to lead a strategic business transformation for your training organisation based on the information given in the Workplace simulated scenario section.

In the course of the above, you must:

Prepare to provide strategic leadership during a business change process

Review strategic outcomes and incorporate feedback into leadership style.

To do so, you must complete the following activities:

Activity 1: Prepare to undertake strategic change

Activity 2: Lead strategic change

Activity 3: Review strategic outcomes and incorporate feedback into the leadership style

The roles and their responsibilities: Relationships with stakeholders such as staff members and General manager

The assessment task requires you to communicate with a number of organisational stakeholders. The main roles applicable to the assessment task includes:

Role number 1: Trainer/assessor: The trainer/assessor will:

Assign a team to you to complete the project

Assist you in understanding the task requirements

Provide you information about job roles and responsibilities

Supervise you completing the assessment task and requirements

Role number 2: Academic managers and learning management system administrator: The Academic managers and learning management system administrator are the students co-worker or workfellow. They are associates that the candidate works with. Their job role and responsibilities are:

Assist you in completing the project on time

Collaborate with you to develop a strategic change strategy

Participate in a healthy and open discussion

Note:

The trainer/assessor will assign the team members to the student.

Each student will be assessed individually for all assessment activities.

Timeframe to complete the project:

Two weeks (You have two weeks to complete the project)

Task requirements

You will be assessed on your technical knowledge and skills to complete this project

You will be assessed on working in a team environment and meeting your job role and responsibilities

You must follow the instructions provided by the trainer/assessor.

All individuals must complete their role and assigned responsibilities and meet the specified deadlines

The task must be completed in the specified timeframe

Your trainer/assessor will supervise and observe you completing the above activities.

Activity 1: Prepare to provide strategic leadership to undertake business change

Description of the activity

This activity requires you to prepare to provide strategic leadership to undertake business change during the change management process.

Before initiating this activity, you must analyse the information given in the Workplace simulated scenario.

After analysing the information given in the Workplace simulated scenario, you are required to complete the following three (3) parts:

Part A: Identify personal responsibilities in the strategic transformation process

Part B: Develop a strategic change strategy

Part C: Brief internal and external stakeholders of strategic change processes and intended outcomes

Part A: Identify personal responsibilities in the strategic transformation process

This part of the activity requires you to identify personal responsibilities as a Change Manager in the strategic transformation process.

To do so, you must:

Analyse the task objectives given in the workplace simulated scenario section.

Identify the personal responsibilities in the strategic transformation process and document using Template 8.

Template 8: Personal responsibilities in the strategic transformation process

Personal responsibilities in the strategic transformation process (Briefly write your answer)

Part B: Develop a strategic change strategy

This part of the activity requires you to collaborate with the following stakeholders and develop a strategic change strategy.

Academic manager

Learning management system administrator

During the collaboration, you must use the Script provided to gather information regarding the key elements of the strategic change strategy.

The trainer/assessor will observe you performing this activity.

Script:

The Change Manager will first discuss the following questions with the stakeholders:

1. What are the potential barriers to change management?

2. What are the potential risks of the change process?

3. How will we manage resistance during the change?

Script for stakeholders:

The stakeholder will provide the following details based on the questions asked by the Change Manager:

1. The stakeholders will discuss the following barriers to change management:

Lack of employee involvement

Lack of effective communication strategy

A bad culture shift planning.

Unknown current state.

Organisation complexity.

2. The stakeholders will discuss the risks during the change process:

High levels of resistance.

Lack of awareness or desire to support thechange.

Lack of stakeholder commitment.

Lack of mid-level and group leadership support.

3. The stakeholder will discuss the following strategies to overcome resistance:

Effectively engage employees.

Implementchangein several stages.

Communicatechangeeffectively.

You must use Template 9 provided to develop a strategic change strategy.

In collaboration with the stakeholders, you are required to:

Prepare an introduction to change management. Discuss the background, link to strategic goals and other changes.

Discuss your responsibilities as Operations Manager in the strategic change process (As defined in part A of this activity)

Discuss and document the change objectives and principles, including the following:

What will the change process achieve?

Principles that underpin the change plan.

Discuss and establish change plan elements, including the following:

Positions and roles during the change process.

Change management process to be followed.

Develop a rationale for the change.

Drivers and constraints for change.

Risks for the change process.

Conduct a stakeholder analysis.

Identify the key stakeholders in the change process.

Complete a stakeholder mapping/matrix.

Establish communication channels for organisational personnel to contact management:

Identify the preferred media for communicating or consulting with the key stakeholders identified about the change.

Consult the stakeholders and develop a change plan

Develop a change plan for next three (3) months, including performance measures [how will you know the change plan is effective? Ensure the plan is adequately resourced.

Discuss and establish evaluation criteria:

How will the change be evaluated in relation to the achievement of the planned objectives?

How will the change management processes be evaluated consider summative as well as final evaluations, how can you assess your change management strategies as you implement them?

How will the evaluation outcomes be circulated and promoted to stakeholders?

During the collaboration, you must use the Script provided to gather information regarding the key elements of the strategic change strategy.

The trainer/assessor will observe you performing this activity.

Your strategic change strategy must include the elements:

Introduction

Change manager responsibilities

Change objectives and principles

Change plan elements

Stakeholder analysis

Communication channels for organisational personnel to contact management

Change plan

Evaluation criteria

Template 9 Strategic change strategy/Change management process

Introduction

Provide background to strategic goals and other changes within the organisation.

Change manager responsibilities

This person leads the change project and is accountable for ensuring the project and change plan are implemented.

Change objectives and principles

Provide details of:

What will the change process achieve?

Principles that underpin the change plan [e.g. inclusiveness, timeliness]; and

Change plan elements

What are the main elements in the change plan?

Positions and roles during the change process.

Change management process to be followed.

Rationale for change

List the drivers and constraints for change.

What are the risks of the change process?

Key stakeholder analysis

Identify the key stakeholders.

Complete a stakeholder matrix/mapping.

Communication channels for organisational personnel to contact management

Identify the preferred media for communicating or consulting with them about the change [e.g. sessions involving dialogue about the changes, newsletters, briefings from project team members, frequently asked questions].

Develop a change plan

Develop a change plan for next three (3) months, including performance measures [how will you know the change plan is effective?]. Ensure the plan is adequately resourced.

Actions Who When Performance Measures

Evaluation

How will the change be evaluated in relation to the achievement of the planned objectives?

How will the change management processes be evaluated consider summative as well as final evaluations, how can you assess your change management strategies as you implement them?

How will the evaluation outcomes be circulated and promoted to stakeholders?

Comments:

Part C: Brief internal and external stakeholders of strategic change processes and intended outcomes

This part of the activity is a continuation of part B of this activity.

This activity requires you to brief internal and external stakeholders of the strategic change processes and intended outcomes.

To brief internal and external stakeholders, you are required to write an e-mail to two (2) internal and external stakeholders.

Guidelines for writing the e-mail:

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

Write an appropriate subject line.

The text must brief internal and external stakeholders on strategic change processes and intended outcomes and request approval.

Attach strategic change strategy/change management process (Template 9) to the e-mail.

Your trainer/assessor will provide you with details regarding two (2) internal stakeholders and two (2) external stakeholders and their respective e-mail addresses.

Activity 2: Lead strategic changeDescription of the activity:

This activity is a continuation of Activity 1.

This activity requires you to lead strategic change. To do so, you are required to complete the following four (4) parts:

Part A: Analyse and confirm the capacity and competence of relevant individuals to contribute to change processes and plans

Part B: Identify and resolve risks in the change management process

Part C: Develop learning and communication processes for addressing problems and risks arising during organisational change

Part D: Make changes to change management process according to risks and inform stakeholders of updates

Part A: Analyse and confirm the capacity and competence of relevant individuals to contribute to change processes and plans

Context:

Before implementing the change, the management wants the General Manager to analyse and assess the line managers/academic managers capacity and competence to contribute to change processes and plans established so that gaps in capacity and competence can be addressed by providing the required training.

Description:

This part of the activity requires you to analyse and confirm the capacity and competence of the line managers/academic managers to contribute to the change processes and plans (Prepared in Activity 1 Part A).

To do so, you are required to arrange a one-on-one meeting with two (2) line managers/academic managers. These line managers/academic managers will be trainer/assessors co-workers or training organisations staff members.

The trainer/assessor must observe the student conducting the meeting.

The roles and responsibilities are as below:

Roles and responsibilities (Change Manager/Student)

Conveys information about the organisations change processes and plans (developed in Activity 1) using language, format and style appropriate to the audience

Uses listening and questioning to confirm and clarify understanding.

Discuss the competency requirements to implement the change processes and plans based on the Script provided.

Analyse, assess, and confirm the line managers/academic managers capacity and competence to implement the change processes and plans.

Identify any training requirements to achieve the required competency in consultation with the line managers/academic managers.

Answer the questions asked by the line managers/academic managers.

Roles and responsibilities (Academic manager 1/Staff member 1)

Understand and clarify information regarding the organisations change management processes discussed by the Change Manager.

Answer the questions asked by the Change Manager based on the Script provided.

Discuss the training requirements based on the script provided and agree on the training requirements.

Roles and responsibilities (Academic manager 2/Staff member 2)

Understand and clarify information regarding the organisations change management processes discussed by the Change Manager.

Answer the questions asked by the Change Manager based on the Script provided.

Discuss the training requirements based on the script provided and agree on the training requirements.

To conduct the meeting, you must follow the meeting process and the meeting script provided below.

Meeting process:

Before the meeting 1. Create a meeting agenda.

Confirm the meeting time and place with the trainer/assessor.

Use the meeting agenda template provided to prepare the meeting agenda.

2. E-mail the change management plan and processes developed in Activity 1 along with the meeting agenda to the line managers/academic managers and request confirmation for the meeting.

During the meeting 1. Welcome the participants

2. Discuss the change management plans and processes.

3. Clarify the understanding of the Academic manager/line manager.

4. Conduct the meeting based on the Meeting script provided.

5. Analyse and confirm the capacity and competence of line managers/academic managers to implement change processes and plans

6. Identify the training requirements to achieve the desired competency requirements.

After the meeting 1. Summarise the agreed outcomes using the meeting minutes template provided.

Meeting script: Meeting 1 (Academic manager/Line Manager)

Script: Meeting 1

The Change Manager will first discuss the change management processes developed in Activity 1.

After discussing key features of the change management processes, the Change Manager will ask the following questions to analyse and confirm the capacity and competence of the Academic/Line Manager to contribute to change processes and plans:

1. How will you communicate about change to the team members?

2. How will you advocate for the change?

3. How will you support employees through the process of change?

4. How will you manage resistance during the change?

5. Do you need any training to meet the desired competency to implement the change?

Script for Academic/Line Manager 1: Note: The Academic/Line Manager will provide the following responses to the questions asked by the Change Manager:

1. I will ensure that the change management team are provided with pertinent information about the change and ensure they are clear about the processes to be followed to implement and manage the change.

2. I will demonstrate support in an active and observable way. I will further ensure that I am on board with the change and support employees during the change.

3. I will ensure that the employees are provided with the required coaching and support during the change management process and change management operations.

4. I am not so sure how to manage resistance during the change.

5. I would like to have training or coaching on managing resistance during the change.

Meeting script: Meeting 2 (Academic/Line Manager 2)

Script: Meeting 2

The Change Manager will first discuss the change management processes developed in Activity 1.

After discussing key features of the change management processes, the Change Manager will ask the following questions to analyse and confirm the capacity and competence of the Academic/Line Manager to contribute to change processes and plans:

1. How will you communicate about change to the team members?

2. How will you advocate for the change?

3. How will you support employees through the process of change?

4. How will you manage resistance during the change?

5. Do you need any training to meet the desired competency to implement the change?

Script for Academic/Line Manager 2: Note: The Academic/Line Manager will provide the following responses to the questions asked by the Change Manager:

1. The change management team will be provided with the required details regarding the change to be implemented and will be requested for feedback to ensure that they feel part of the change.

2. Not sure how to advocate for change.

3. I will ensure that the employees are provided with the required coaching and support during the change management process and change management operations.

4. To manage resistance, I will ensure that the team members are taken into confidence, and their feedback is valued, and their concerns are addressed in the change management process.

I can use the ADKAR Model to hone in on which element of the change process is driving resistance and address it accordingly.

5. I would like to have training or coaching on advocating for change.

MEETING AGENDA TEMPLATE: Meeting 1

Meeting/Project Name: Date of Meeting: (MM/DD/YYYY) Time: Meeting Facilitator: Location: 1. Meeting Objective

2. Attendees

Name Department/Division E-mail Phone

3. Meeting Agenda

Topic Owner Time

4. Pre-work/Preparation (documents/handouts to bring, reading material, etc.)

Description Prepared by

MEETING MINUTES: Meeting 1

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 1. Meeting Objective

2. Attendance at Meeting

Name Department/Division E-mail Phone

3. Agenda and Notes, Decisions, Issues

Topic Owner Time

4. Action Items

Action Owner Due Date

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 5. Next Meeting (if applicable)

Date: (MM/DD/YYYY) Time: Location: Objective:

MEETING AGENDA TEMPLATE: Meeting 2

Meeting/Project Name: Date of Meeting: (MM/DD/YYYY) Time: Meeting Facilitator: Location: 1. Meeting Objective

2. Attendees

Name Department/Division E-mail Phone

3. Meeting Agenda

Topic Owner Time

4. Pre-work/Preparation (documents/handouts to bring, reading material, etc.)

Description Prepared by

MEETING MINUTES: Meeting 2

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 1. Meeting Objective

2. Attendance at Meeting

Name Department/Division E-mail Phone

3. Agenda and Notes, Decisions, Issues

Topic Owner Time

4. Action Items

Action Owner Due Date

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 5. Next Meeting (if applicable)

Date: (MM/DD/YYYY) Time: Location: Objective: Part B: Identify and resolve risks in the change management process

This part of the activity requires you to identify and resolve potential risks in the change management process.

To do so, you are required to conduct a risk assessment and document the outcomes using Template 10: Risk assessment.

To conduct the risk assessment, you need to:

Identify five (5) potential risks to change management.

Calculate risk rating and prioritise risks.

Mitigation strategies to resolve risks

Template 10: Risk assessment

Risk assessment

Five (5) potential risks to change management Risk assessment Risk priority Mitigation strategies to resolve risks

Likelihood Consequence Rating Part C: Develop learning and communication processes for addressing problems and risks arising during organisational change

This part of the activity is a continuation of part B of this activity.

This part of the activity requires you to develop learning and communication processes for addressing problems and risks (identified in part B of this activity) arising during organisational change.

You must develop learning and communication processes using Template 11.

To do so, you are required to:

Identify the problems and risks to be addressed (Based on the outcomes of part B of this activity)

Develop a learning and communication process for addressing each problem and risk arising during organisational change.

Complete Template 4.

Template 11: Learning and communication processes

Learning and communication processes

Problems and risks (Any five) Learning and communication processes to address the problems and risks (Briefly explain each process)

Part D: Make changes to change management process according to risks and inform stakeholders of updates

This part of the activity is a continuation of Part A Part C of this activity.

This part of the activity requires you to:

Analyse the risks identified and mitigation strategies (Refer to outcomes of Part B)

Analyse the learning and communication process (Refer to outcomes of Part C)

Update the strategic change strategy/change management process developed in Activity 1 Part B.

E-mail the updated strategic change strategy/change management process to the following stakeholders:

Academic Manager

Trainer/assessor

Learning management system administrator

Note: The trainer/assessor will provide the details regarding the college e-mail addresses of the stakeholders.

Guidelines for writing the e-mail:

Ensure the text written in the e-mail is grammatically correct and free of errors.

Use business style writing.

Write an appropriate subject line.

The text must provide a summary of the attachment.

Attach updated strategic change strategy/change management process to the e-mail.

Activity 3: Review strategic outcomes and incorporate feedback into the leadership styleThis activity is a continuation of Activity 1-Activity 3.

This activity requires you to review strategic outcomes and incorporate feedback into your leadership style.

To do so, you are required to complete the following four (4) parts:

Part A: Self-evaluation

Part B: Feedback from the staff members

Part C: Incorporate feedback into the leadership style

Part D: Demonstrate application of feedback to leadership style

Part A: Self-evaluation

This part of the activity requires you to self-evaluate your personal leadership style and analyse the impacts on the change management process.

You must use Template 12 to complete self-evaluation.

To do so, you are required to:

Identify your leadership style and document using Template 12.

Evaluate the strengths and weaknesses of your leadership style, considering their impact on the change management process. Document your analysis using Template 12

Identify two (2) areas of improvement considering the weaknesses identified and document using Template 12.

Template 12: Self-evaluation

Self-evaluation

Leadership style

Strengths and weaknesses of your leadership style (Three each)

Strengths:

Weaknesses:

Two (2) areas of improvement considering the weaknesses identified

Part B: Feedback from the staff members

This part of the activity requires you to seek feedback on leadership during the change management process from the following staff members:

Academic Manager

Trainer/assessor

Note: The above staff members will be the same participants who participated in previous activities.

To seek feedback from the staff members, you are required to conduct an individual feedback session with each staff member.

During each feedback session, you are required to:

Discuss the following:

How effective is your leadership style?

Do I serve as a positive role model?

What are the key areas that I can improve in my personal leadership style?

Document the feedback using Template 13.

Template 13: Feedback sessions

Outcomes of feedback sessions

Feedback session: Academic Manager

Name: Position: Feedback received

How effective is your leadership style?

Do I serve as a positive role model?

What are the key areas that I can improve in my personal leadership style?

Feedback session: Trainer/assessor

Name: Position: Feedback received

How effective is your leadership style?

Do I serve as a positive role model?

What are the key areas that I can improve in my personal leadership style?

Part C: Incorporate feedback into the leadership style

This part of the activity is a continuation of Part B of this activity.

This part of the activity requires you to incorporate feedback into your personal leadership style.

To do so, you are required to:

Identify any three (3) areas of improvement considering the feedback received in Part B of this activity.

Discuss how would you incorporate or address each area of improvement in your leadership style.

Complete Template 14.

Template 14: Incorporate feedback into your leadership style

Incorporate feedback into your leadership style

Areas of improvement (Any three) Strategies to incorporate or address each area of improvement in your leadership style. (Briefly explain your answer.)

Part D: Demonstrate application of feedback to leadership style

Scenario:

A trainer/assessor in his late 60s has difficulty taking classes on the learning management system. The trainer/assessor approached the Academic Manager and requested to provide guidance on operating the learning management system.

The Academic Manager was very unpleasant with the trainer/assessor. The Academic Manager asked the trainer/assessor to approach the learning management system administrator and did not respond to further questions from the trainer/assessor.

There have been such incidents where the Academic Manager has refused to help the trainer/assessors that are direct-reports.

Description:

This part of the activity requires you to conduct a meeting with the Academic Manager. The purpose of conducting the meeting is to direct the Academic Manager on managing these situations better.

The role of the Academic manager will be played by the same staff member who participated in the previous activities.

The trainer/assessor must brief the staff members regarding the roles and responsibilities and the script to be followed. The roles and responsibilities, and script for the meeting are provided below.

Timeframe to complete the meeting is 15-20 minutes.

The trainer/assessor must observe the student conducting the meeting.

The roles and responsibilities are as below:

Roles and responsibilities (Change Manager/Student)

Discuss how to handle the situations given in the scenario better.

Uses listening and questioning to confirm and clarify understanding.

Conduct the meeting based on the Script provided.

Answer the questions asked by the line academic managers.

Roles and responsibilities (Academic manager 1)

Participate in the meeting following the script provided

Answer the questions asked by the Change Manager.

To conduct the meeting, you must follow the meeting process and the meeting script provided below.

Meeting process:

Before the meeting 1. Create a meeting agenda.

Confirm the meeting time and place with the trainer/assessor.

Use the meeting agenda template provided to prepare the meeting agenda.

2. E-mail the change management plan and processes developed in Activity 1 along with the meeting agenda to the Acadamic Manager and request confirmation for the meeting.

During the meeting 1. Welcome the participants

2. Discuss the issue.

3. Conduct the meeting based on the Meeting script provided.

4. Discuss the leadership style they can use in the situation specified in the scenario.

After the meeting 1. Summarise the agreed outcomes using the meeting minutes template provided.

Meeting script:

Script:

The Change Manager will first the issues based on the information given in the scenario provided.

After discussing the issue, the Change Manager will then discuss the following questions:

1. Why were you unable to provide support to the trainer/assessor?

2. Do you think you should have responded better?

3. Does your response provide a good reflection on your leadership?

After discussing the key questions provide above, the Change Manager will discuss what leadership style the Academic Manager can adapt in such situations and what changes can the Academic Manager to his leadership.

Script for Academic/Line Manager 1: Note: The Academic Manager will provide the following responses to the questions asked by the Change Manager:

1. I will very busy handling the student files, so I could not provide support to the trainer/assessor as my mind was focusing on something else.

2. I am extremely sorry. I could not provide the required support to the trainer/assessor. I should have listened to him and provide direction on further steps.

3. No, It does not provide good reflection in my leadership. I should have responded better.

MEETING AGENDA TEMPLATE:

Meeting/Project Name: Date of Meeting: (MM/DD/YYYY) Time: Meeting Facilitator: Location: 1. Meeting Objective

2. Attendees

Name Department/Division E-mail Phone

3. Meeting Agenda

Topic Owner Time

4. Pre-work/Preparation (documents/handouts to bring, reading material, etc.)

Description Prepared by

MEETING MINUTES:

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 1. Meeting Objective

2. Attendance at Meeting

Name Department/Division E-mail Phone

3. Agenda and Notes, Decisions, Issues

Topic Owner Time

4. Action Items

Action Owner Due Date

Meeting Minutes: Date of Meeting: (MM/DD/YYYY) Time: Minutes Prepared By: Location: 5. Next Meeting (if applicable)

Date: (MM/DD/YYYY) Time: Location: Objective:

rightcenter00right8561212TAELED803

Implement improved learning practice00TAELED803

Implement improved learning practice-824230-4876800095257799070LEARNER GUIDE

00LEARNER GUIDE

Version Control

Unit code Document version Release date Comments/actions

TAELED803 1.0 22.03.2021 First edition

Copyright

Copyright 2021 by CAQA Resources.

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Enquiries should be addressed to: CAQA Resources 2/10 Lawn Ct Craigieburn, Victoria 3064 Australia www.caqaresources.com.au

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Table of Contents TOC o "1-3" h z u

Table of Contents PAGEREF _Toc67311836 h 2Introduction PAGEREF _Toc67311837 h 3CHAPTER 1: EVALUATE WAYS TO IMPROVE LEARNING PRACTICE PAGEREF _Toc67311838 h 41.1Review advances in learning practice within a given vocational, training, educational or content area PAGEREF _Toc67311839 h 211.2Review and challenge existing learning practice to develop, and test, improved approaches PAGEREF _Toc67311840 h 241.3Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice PAGEREF _Toc67311841 h 281.4Research how a range of appropriate learning theories and instructional design principles can improve learning practice PAGEREF _Toc67311842 h 301.5Ensure learning practice reflects the qualification requirements for nominated qualification/s PAGEREF _Toc67311843 h 32 CHAPTER 2: MANAGE AND MONITOR THE MEANS TO IMPROVE LEARNING PAGEREF _Toc67311844 h 372.1Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies PAGEREF _Toc67311846 h 462.2Evaluate the role, and impact of, new technologies on learners and training techniques PAGEREF _Toc67311847 h 502.3Plan improved learning practice based on how learners currently learn PAGEREF _Toc67311848 h 522.4Plan improved learning practice based on the experience and personal interests of the learner PAGEREF _Toc67311849 h 54CHAPTER 3: ANALYSE AND ADVANCE THE ADOPTION OF IMPROVED LEARNING PRACTICE PAGEREF _Toc67311850 h 583.1Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics PAGEREF _Toc67311852 h 613.2Advocate for improved VET learning practice PAGEREF _Toc67311853 h 643.3Initiate research into improved learning practice PAGEREF _Toc67311854 h 663.4Design and test improved learning practice in real-world situations PAGEREF _Toc67311855 h 683.5Mentor colleagues to promote improved learning practice PAGEREF _Toc67311856 h 69References PAGEREF _Toc67311857 h 72

Introduction

This unit describes the skills and knowledge required to initiate, and implement, practices that support the improvement of learning strategies in an organisational context. It includes:

evaluating ways to improve learning practice, managing and monitoring the means by which to improve learning, analysing, and advancing adoption of improved learning practice

methods for improving learning practice, including developing individual staff members from the perspective of the organisations needs and imperatives, and enhancing outcomes for learners and candidates.

It applies to leaders or managers who use research, theoretical analysis and professional investigation, to identify ways in which to implement learning practices that build organisational capabilities within a small to medium-sized organisation, or to a significant unit of activity in a large organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

293370109220 What will I learn?

This learning guide will provide you the skills and knowledge required to:

Evaluate ways to improve learning practice

Manage and monitor the means to improve learning

Analyse and advance the adoption of improved learning practice

What will I learn?

This learning guide will provide you the skills and knowledge required to:

Evaluate ways to improve learning practice

Manage and monitor the means to improve learning

Analyse and advance the adoption of improved learning practice

right-83248500-4876807556500CHAPTER 1: EVALUATE WAYS TO IMPROVE LEARNING PRACTICE

Learning

The method of gaining new understanding, skills, practices, habits, capabilities, beliefs, perceptions, and desires is learning. People, animals, and certain machines possess the capacity to learn; there is also evidence that some plants may also have developed ways to use learning. Learning in simple terms is explained as the process to change yourself (changes or additions to ones thinking) according to the environment and situation.

Workplace learning

Workplace learning helps workers develop their skills in their business and become better performers. Many individuals in a company, including skilled trainers and assessors, organisational development experts, human resources staff and managers, contribute to the availability of workplace learning.

Learning opportunity

Learning opportunity means any course of study (classroom-based or non-classroom-based supervised teaching and training activities), training, education or training (such as distance learning and correspondence courses), professional advancement at the workplace, made available to the employee by a trained professional;Learning goals

The learning goals can be defined as the behaviours, understanding or comprehension which learners consider to be essential for their learning. They can connect to particular working practices, particular topics, or areas of learning or a combination of these activities.

For example, for a trainer or lecturer, the learning goals are associated with how they can provide the best world-class training and teaching to their students. Trainers can work hard to achieve this through practice and going through professional learning and training development.

Learning goals start with the most fundamental question, what do you want to achieve?

The concept of Learning strategy

As academics and professionals become aware of the role of learning in society, the concept of a learning strategy continues to evolve dynamically (and partially automatically). Learning isn't limited to the 'Industrial Age' where people are 'empty vessels' and they need to be filled with skills but not the knowledge to play an active role in society. In the face of the digital technology revolution and social change, that kind of belief has eroded, even though educational systems and organisations are still struggling to evolve and adapt change according to the needs of the time.

Furthermore, learning continues to be influenced and sustained by on-going social transformations. One such example is the technology and the emergence of the digital economy. Technology is changing the operational structure of organisations. It also calls for new learning solutions to improve what can occur, when, where and how. This circular relationship between cause and effect places enormous stress on educational providers and those in charge of leading the implementation of the learning strategy to adapt to increasing speeds. There is no one-size-fits-all solution available in terms of implementing the learning strategy. Most processes for the development of learning strategies begin with client needs assessment, setting learning priorities and objectives that trigger the design and delivery of learning materials and conclude with an evaluation of how well a training, education or development solution meets the needs of learners. However, this process can also be subject to a remarkable range of variations in one organisation. Variations caused by the individual, group and organisational needs competing with each other and differences in context and how people learn, use technology and interact with each other add complexity to the process of implementing the learning strategy.

Learning has always been linked to changing societies, organisations and individuals. Against the backdrop of accelerated change, it must be realised that the fundamental nature of learning has to change as well. The shift away from a classroom, public education and training to a more flexible, responsive, context-centred, personal learning response is partly evidence of this.

This is supported by trends such as:

About 70% of what an employee needs to know to do his or her work successfully is learned outside of formal training, usually from colleagues in informal interaction and structured work experience. (Kaplan 2002). Kaplan.

Much of the' high-ranking' knowledge required for work is tacit, not only difficult to codify into content but deeply embedded in people's context and behaviour, attitude and culture in this community (Ambrosini & Bowman 2001). Such knowledge is difficult to teach or move to the workplace in the classroom (Eraut, 2004: 203).

Over 60 per cent of the learning activity in the Australian industries (e.g. transport, utility, IT, telecommunications) and over 80 per cent of learning costs come from recognised and unrecognised training and development sponsored by the employer, rather than from officially funded formal education and training (Bowles 2012). This has resulted in the recognition of the importance of a trade market and authentic learning, which is not only linked to skills but also the way that graduates are thinking and applying knowledge.

The definition of learning and development strategy

The conception of a learning and development strategy continues to develop dynamically as academicians and researchers become conscious of the role of learning in society (and partially automatically). Learning is not confined to the industrial era in which people are 'hollow shells,' and in order to play an active role in society, they have to be loaded with skills but not knowledge. This form of conviction has been undermined in the face of the digital media revolution and social change, even as educational systems and institutions are still trying to develop and adapt change to the needs of the moment.

In addition, learning continues to be impacted and maintained by on-going social changes. Technology and the rise of the digital economy are one such example of the case. The organisational structure of companies is being modified by technology. It also calls for new solutions for learning to strengthen what can occur, where, where and how. This circular link between cause and effect puts tremendous stress on providers of education and those responsible for leading the implementation of the learning strategy to adjust to growing speeds. In terms of applying the learning method, there is no one-size-fits-all practical alternative. Many learning plan development processes begin with the assessment of customer requirements, setting learning goals and priorities that activate the design and delivery of teaching activities and end with an assessment of how well a solution for training, education or development meets learners' requirements. That being said, in one organisation, this mechanism may also be subject to a remarkable variety of variations. Variations created by the conflicting human, community and organisational needs and variations in context and how people learn, use technology and connect with each other add complexity to the learning strategy implementation process.

Learning has always been correlated with changing cultures, institutions and citizens. It must be understood, against the backdrop of rapid change, that the basic essence of learning must also change. This is partly demonstrated by the transition from classrooms, public training and education to a more versatile, sensitive, context-centred, personal learning approach.

This is backed up by patterns such as:

Outside formal training, approximately 70% is what a staff member learns to do his or her job successfully, typically from peers in casual contact and organised work experience.

Much of the 'high-ranking' information needed for work is implicit, not only hard to codify into the material, but deeply rooted in the meaning and actions, attitude and culture of people in this group. In the classroom, such information is hard to teach or transfer to the workplace.

More than 60% of the learning operation in the Australian industries (e.g. transport, services, IT, telecommunications) and more than 80% of the learning costs come from recognized and unrecognized employer-sponsored training and development rather than from officially supported formal education and training. This has contributed to the understanding of the value of a business market and genuine learning, which is not only related to skills but also to the manner in which graduates think and apply knowledge.

Learning practice

Practice is the act of regularly repeating an action or engaging in an activity for the intention of promoting or mastering it, as in the expression "practise makes perfect." Learning practice, therefore, refers to the act of repeating learning until an individual achieves satisfactory strategic outcomes or objectives.

Learning practice is also referred to as the applicable pedagogy or learning theories and their relationship to the vocational, training and educational strategies, techniques and approaches that can be used to improve learning.

Appropriate pedagogy or learning theories

In this section, we will cover the appropriate pedagogy and learning theories.

Action science

Action science is a type of action research in which the aim is to produce knowledge that people can use to establish behavioural environments that are marked by valid evidence and experiences, educated opinions and decisions, and internal commitment.

Applied learning models

Applied learning involves learning experiences that encourage learners to think, collaborate, and connect in order for them to interact with and contribute to society surrounding them. These learning experiences occur in a variety of settings, such as the classroom, the workplace, the community, and on the land, and enable students to apply and incorporate theoretical knowledge as well as personal, realistic, and professional skills. The learning exercises should ideally mimic real-world scenarios or be set in a real-world context.

The Applied Learning Model is based on eight applied learning concepts according to the National Society for Experiential Education:

1. Intention/ Purpose

2. Curriculum preparation and planning/ Curriculum development and planning

3. Authenticity/ Reliability

4. Reflection/ Introspection

5. Group orientation and training/ Group orientation and preparation

6. Monitoring and continuous improvement/ Tracking and quality improvement

7. Assessment and evaluation/ Evaluation and assessment

8. Acknowledgement/ Recognition

Behavioural learning theory

The behavioural learning theory, also known as behaviourism, is a common philosophy that focuses on how students are learning. The theory behind behaviourism is that all behaviours are acquired by interaction with the environment. According to this learning theory, habits are learned from their environment and that innate or hereditary influences have very little impact on actions.

Positive reinforcement is a general example of behaviourism. If a student achieves a perfect score on their spelling exam, they will be given a small reward. Students will work hard and prepare for their exams in the future in order to earn the reward.

Behaviorism is important for educators because it affects how learners react and behave in the learning environment and implies that educators may have a direct effect on how their learners behave. It also assists educators in understanding how a participant's home atmosphere and lifestyle can influence their actions, allowing them to see it critically and work to help with change.

Educators can use relational learning approach strategies in their workshops in a variety of ways, including:

Drills are performed. Educators may use drill patterns to make the students understand the repetition and reinforcement that behavioural learning theory employs.

Question and response session To assist students, teachers should use a question as a prompt and an answer as a response, progressively increasing the difficulty of the questions.

Work with a guide. Teachers should be actively active in supporting students with issues in order to include the motivation and action demonstration that you want them to obey.

Review on a regular basis The significance of reviews in behavioural learning theory cannot be overstated. Going over content again and again, as well as offering positive reinforcement, would help students remember knowledge even better.

Encouragement is a good thing. Positive reinforcement is used often in behaviourist schools. This may include verbal affirmation and praise, incentive programmes, additional rights, and other methods.

Cognitive learning theory

Cognitive Learning Theory (CLT) is necessary to better understand how the human mind functions while learning. The theory focuses on how the brain processes knowledge and how learning happens as a result of the internal processing of information. It is focused on the premise that people psychologically interpret the information they receive rather than actually reacting to environmental stimuli.

The Cognitive Learning Theory is a broad theory that describes mental processes and how they are affected by both internal and external factors to produce learning in a person. Jean Piaget, an educational psychologist, is credited with developing the theory. He assumed that information is deliberately built by learners based on their pre-existing cognitive structures.

Piaget was opposed to behaviourist philosophy, which focuses solely on observable behaviour. He paid more attention to what was going on inside the learner's head rather than how they responded.

Constructivist

Constructivism is an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner (Elliott et al., 2000, p. 256).

In elaborating constructivists ideas Arends (1998) states that constructivism believes in personal construction of meaning by the learner through experience, and that meaning is influenced by the interaction of prior knowledge and new events.

Constructivism is a key learning theory that educators use to help their learners understand. Constructivism is founded on the premise that people consciously construct or create their own knowledge, and that your experiences as a learner decide reality. Essentially, learners use their prior knowledge as a base and expand on it with new information. As a result, everyone's individual experiences influence their learning.

Constructivism is important for educators to consider because it affects how all of the students learn. Educationists who appreciate constructivist learning theory know that each day, their learners bring their own specific experiences to the learning environment. Their history and prior experience affect how they learn. Educators should use constructivist learning theory to assist their learners realise what they already know. If you are a current or aspiring educator, it is vital that you receive the requisite education and qualifications. However, it is also important to consider learning theories and how they affect you and your students. This guide will explain the constructivist learning theory and how it can benefit you as a teacher.

Discovery learning

The discovery Learning is a form of inquiry-based learning originally developed by Jerome Bruner. This influential theory encourages learners to understand and focus on previous experiences and knowledge, to use their intuition, imagination, and ingenuity, and to seek out new information in order to uncover facts, connections, and new truths. Learning does not mean passively absorbing what is said or read, but rather actively finding answers to problems.

Learners may use their cognitive abilities to learn new concepts through Discovery Learning. In other words, learners may not always be at the same level of learning; each student may achieve a different level of knowledge on a subject in his or her own way while still achieving the instructor's expected outcome. Discovery learning is inquiry-based; educators may pose a question about a subject to learners, and the students must work together to uncover the facts and make connections in order to understand the content. It is essential that educators take active learners and are learning in the right direction through Discovery Learning; educators must constantly try and see if learners are collecting misconceptions about a subject and then correct those misconceptions.

What practises do learners participate in during Discovery Learning?

Learners may be:

investigating facts, manipulating objects, and carrying out experiments

holding conversations and/or debates

looking at other points of view and posing more in-depth questions

conversing with the teacher about new ideas or myths

What are the benefits of Discovery Learning perceived to be?

Discovery Learning has many benefits. This may include:

Learners are more actively engaged; they are improving problem-solving skills; they are taking responsibility for their learning; and they are rising in innovation.

Learners who are self-motivated gain more details. Students who are autonomous will have to collaborate with others to explore, interpret, and debate knowledge and or issues with understanding.

Learning activities and content can be adapted to the performance of the learners.

Humanistic

Abraham Maslow, Carl Rogers, and James F. T. Bugental founded the humanistic learning theory in the early 1900s. Humanism emerged as a reaction to the prevailing educational philosophies of the time, which were behaviourism and psychoanalysis. Abraham Maslow is regarded as the movement's founder, with Carl Rogers and James F.T. Bugental contributing to psychology later on.

The humanistic theory of teaching and learning is a school of thought that believes in educating the "whole" child. A humanist approach will put a heavy emphasis on learners' emotional well-being and will often consider learners as innately good "at their core."

The teaching approach of a humanist educator will be based on four conceptual foundations. These foundations will guide the educator's values and, eventually, the way they educate. These four foundations are as follows:

We have the freedom to do and think whatever we want.

Emotions have an effect on learning: In order to reach our full potential, we must be in a healthy emotional state.

Intrinsic Motivation: We all have an intrinsic drive to better ourselves.

Innate Goodness: Humans are inherently good.

Information processing theory

Information Processing Theory is a cognitive theory that examines how information is stored in our memories. The theory explains how our brains process information, from what we are paying attention to in the present moment to what is stored in our short-term or working memory and, finally, what is stored in our long-term memory.

The concept of Information Processing Theory is that long-term memory formation occurs in stages: first, we perceive everything through our sensory memory, which is all we can see, hear, feel, or taste in a given moment; then, we use our short-term memory to remember things for very short periods of time, such as a phone number; and finally, long-term memory is stored permanently in our brain.

The information processing theory, in its most simplistic form, compares the human brain to a machine or basic processor. The brain, like a computer, is thought to operate in a predetermined sequence. The sequence is as follows: "receives input, processes information, and produces output."

According to this theory, humans can process knowledge in a similar manner. The mind can interpret information through the senses in the same way as a machine does. If the information is concentrated on, it will be passed to short-term memory. The mind will address its environment when in short-term memory, also known as working memory. The information is then encoded and sent to long-term memory, where it is stored. When required, the information can be retrieved using the central executive. The conscious mind can be thought of as the central executive. The central executive will transfer information from long-term memory to working memory for use. This is how our minds are thought to interpret knowledge in the same way as a machine does. A computer's output can be compared to the mind's output of knowledge by actions or action.

Problem-based

Barrows and Tamblyn (1980) coined the term "Problem-Based Learning" (PBL) for use in medical education. It is very much based on the Constructivist Learning Theory.

Problem-based learning (PBL) is a learner-centered pedagogy in which learners learn and understand a topic by solving an open-ended problem from trigger content. The PBL method does not emphasise problem solving with a predetermined solution, but it does allow for the creation of other valuable skills and attributes. This includes improved community coordination and connectivity, as well as information acquisition. The PBL method was created for medical education but has since been expanded to include applications for other types of learning. The method encourages learners to develop skills that will be useful in their future practise. It improves critical thinking, retrieval of literature, and promotes ongoing learning in a team environment.

Situational

One of the theories advanced to describe the learning process is the situational learning theory. According to the theory, learning happens unconsciously and is often rooted in an objective activity, context, and culture. Jean Lave, a leading social anthropologist with a keen interest in social theory, was the first to advance the theory. She contends that learning is rooted in individual events, meaning, and history, and that it is learned unconsciously rather than deliberately. This method of learning is referred to as legal peripheral involvement by Lave and Wenger. There has been research to see if the principle of situational learning can be used to enhance human resource development practise in organisations. The primary aim of this paper would be to examine whether the situational learning theory can be used to improve HRD in organisations by building on previous research works and reviewing some of the theory's shortcomings that should be discussed in order to improve it.

Social learning

Social learning theory is a learning and social behaviour theory that argues that new habits can be learned through watching and imitating others. According to it, learning is a cognitive process that occurs in a social context and may occur solely through observation or direct guidance, even in the absence of motor reproduction or direct reinforcement.

Learning happens not only through observation of actions, but also through observation of rewards and punishments, a phenomenon known as vicarious reinforcement.

When a specific behaviour is consistently praised, it is more likely to persist; conversely, when a specific behaviour is continually punished, it is more likely to cease.

The theory builds on conventional behavioural theories, which hold that action is primarily regulated by reinforcements, by stressing the vital functions of multiple internal mechanisms in the learning person.

The ways to improve learning practice

There are a number of ways through which you can improve your learning practice. Some of these ways and strategies are mentioned below. Please note this is not an exhaustive list and provided as a reference only purposes.

Change up your learning schedule, environments, and learning materials.

Many learners have a set time and venue for learning. Interestingly, studies have shown that shifting your learning environment at home in a different room, at university, or in a computer lab will help you learn better. Similarly, adjusting the time of day you research and the tools you use - laptop, pen and paper, speaking into a voice recorder - will help you learn more effectively.

Get a required 8 to 10 hours night sleep.

However, your sleep schedule should be adjusted based on what you are studying.

If you want to learn names, formulas, and dates, go to bed early and sleep deeply in the early evening. Then, wake up early and go over what you learned the day before.

The best sleep for consolidating creative thought and motor skills occurs in the morning before awakening. So, in order to learn these skills, you might want to go to bed a little more later than usual and sleep in a little.

Schedule your learning time period.

It is best to split the learning time into two one-hour sessions rather than a single two-hour session. You will remember more if you work for an hour today and another hour tomorrow, particularly if you get enough sleep at night.

"Cramming" for an exam can be successful.... for your exam results.

This is a last resort technique that has been shown to work in the short term, so you will most likely do better on standardised examination tests. But you won't remember anything in the long run. We do not recommend this strategy either.

Make use of self-testing.

This is a strong, time-tested learning method. You can put yourself to the test by trying to recall what you were learning or explaining it aloud to yourself or someone else who is willing to listen. You can ask your colleagues to challenge you. One of the advantages is that you will get instant suggestions and advice on whether you are correct or incorrect.

Don't be worried with short breaks or distractions while learning.

Learning scientists realise that taking a short break when attempting to solve a challenge is one of the most successful skills needed to succeed. When you take a break, the brain will continue to work on the issue subconsciously, free of any preconceived notions you might have had.

Create learning sessions that combine different knowledge areas or skills.

When you concentrate on learning one thing at a time, it is the quickest way to learn, however it can restrict the scope of your learning.

Working on the history of vocational education and training, understanding competency based learning and assessment, and creating a PowerPoint presentation about vocational learning through online platforms in a single learning session would sharpen your grasp on all of them more than if you used the session for one specific information field/ knowledge area alone.

289435115155 What will I learn?

In this chapter, you will learn about the following:

Review advances in learning practice within a given vocational, training, educational or content area

Review and challenge existing learning practice to develop, and test, improved approaches

Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice

Research how a range of appropriate learning theories and instructional design principles can improve learning practice

Ensure learning practice reflects the qualification requirements for nominated qualification/s.

What will I learn?

In this chapter, you will learn about the following:

Review advances in learning practice within a given vocational, training, educational or content area

Review and challenge existing learning practice to develop, and test, improved approaches

Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice

Research how a range of appropriate learning theories and instructional design principles can improve learning practice

Ensure learning practice reflects the qualification requirements for nominated qualification/s.

Review advances in learning practice within a given vocational, training, educational or content area

Learn what has been happening in the vocational education and training sector

Vocational Education and Training (VET) is a broad term that is described in the different manner across countries and by leading international organisations on an Australian and worldwide scale.

Over the second half of the twentieth century, the interpretation of VET transformed from representing a fairly specific training or retraining for particular jobs to a very broad concept, overlapping with general education and encompassing, at least in theory, secondary schooling, adult learning both general and in conjunction with active job market initiatives, most of higher education, and lifelong learning as a wholly separate philosophy.

Defining VET's boundaries and scope is becoming more complicated as our perception of it evolves.

The two conventional markers used in educational classifications, programmes from the 1970s, such as VET is a terminal programme that does not have access to HE' and VET focuses on the middle level of schooling,' have clearly lost ground.

Nonetheless, despite major cross-country variations, a recent review of VET concepts in Thirty European countries revealed that in most countries, VET is viewed as occupations-specific education and training geared towards securing a supply of skilled labour that primarily addresses younger generation, offers academic credentials at the middle level of education, and is financed by education budgets. Other relevant aspects of VET at the upper secondary level to consider include: First, VET is far more complex than general education, with students having to select from a far wider variety of programs; second, learning results are less standardised; and third, there are variations between general education and VET programs in terms of control, with business interest groups and labour unions often having a strong say on vocational tracks specific to a given industry.

You can read more information about changes and advancements in the vocational education and training sector at https://www.ncver.edu.au/__data/assets/file/0020/2765/china.pdf and The vocational education and training sector: a quick guide Parliament of Australia (aph.gov.au)

Review advances in learning practice

It is critical that you review all advancements happening in the learning sector and learning practice.

Technological advances in the field of learning

Every industry in the world is rapidly evolving as a result of technological advances, and learning is no exception. Many face-to-face courses have migrated to online learning over the last five years in the Vocational Education and Training (VET) market, but as concepts like gamification and virtual reality gain traction, our education sector is undergoing a revolution.

In their early stages, online learning systems were mostly used to store digital course notes rather than to improve the learning experience. As a result, completion rates for online courses in the VET sector were and continue to be lower than for face-to-face equivalents. However, as technology progresses, a major change in the opposite direction is anticipated.

There are many opportunities.

While classroom learning will continue to play a role, it is already giving way to innovations that allow students to learn where, when, and how they want. I saw this firsthand when my son showed an interest in studying Chinese. Instead of enrolling in a course, he downloaded applications to teach himself the basics of the language, and then expanded his experience by communicating online with native speakers. He also changed the language on his phone to Chinese as he progressed, immersing himself in it through technology.

Self-paced and personalised learning is what the digital native generation desires, and it can benefit employers as well, particularly in rural areas. It is not unusual for a regional employer to be required to send an apprentice or trainee to a city for training, resulting in the loss of a resource and the student having to study in an unfamiliar setting, away from their support network. As things stand now, certain courses are not available in rural areas, requiring students to migrate to cities or follow a different career path. Online learning has the ability to make courses and career options accessible to a larger audience.

Artificial intelligence and gamification, in which gaming elements such as point scoring and token collection are incorporated into tests, provide engaging educational experiences. When done correctly, they can be used to teach vocational skills while also building problem-solving and critical thinking skills and improving digital literacy.

Lifelong learning is important.

Digital learning is much more adaptable, enabling people to dip in and out of schooling during their careers, researching smaller units to help with a project or solve a pressing issue. It is often said that the only constant in life is change, and this is more true now than ever before lifelong learning is important for keeping up with the rapid speed of technology.

This is a global problem. Christine Lagarde, the head of the International Monetary Fund, recently addressed the need for the global education sector to reinvent itself, saying, "This is not just about adding a few more coding lessons." It is about encouraging critical thinking, independent problem solving, and lifelong learning in order to help people respond to change.

Face-to-face encounters will evolve.

Although technology can supplement classroom experiences, it cannot replace face-to-face instruction. Face-to-face encounters are crucial for improving communication and work-related skills, so they must evolve rather than be removed.

Compliance with regulatory and legislative requirements

Learning practice should comply with all of the following requirements and guidelines at all times.

Available technologies

Access and equity guidelines and practices

Learning systems

Recording and reporting procedures

Business and performance plans

Legal framework and guidelines

Collaborative or partnership arrangements

Quality and continuous improvement guidelines

Privacy requirements

WHS/OHS requirements

Defined resource parameters

Efficiency and effectiveness of supply arrangements with third-party suppliers (i.e. procurement arrangements)

Ethical standards

Strategic, operational and functional needs;

Review and challenge existing learning practice to develop, and test, improved approaches

Challenge existing learning practices

You must review and evaluate all the existing learning and teaching practices in the academic environments. The review should occur to understand how learner-centred concepts and principles are followed by the educators and the organisation.

Some of the existing learning practices that should be avoided may include but are not limited to the following:

Asking the questions and seeking volunteers to answer them, this is quite common, where educators ask a question and seek response from anyone who knows the answers. The learners (most of them) either do not give a response or think about the question as they know there will be someone in the classroom who will probably answer it correctly.

Calling on learners cold when you are in the middle of discussing something and learners are not mentally ready to answer the questions. Some learners might feel comfortable with this tactic but others simply do not like it. This practice is very much like cold calling your learners, and putting them in a very uncomfortable position.

Turning your learning sessions into a powerpoint show: This happens when an educator opens a powerpoint and reads sentence by sentence what is written on the slides and sometimes they have 150-200 slides for each session. These kinds of sessions are simply a waste of time as learners can not interact with concepts, educators or fellow learners.

Failing to offering a variety in instruction: Nonstop lecturing usually offers very limited learning at the end. As the powerpoint shows are not very effective, so are the learning sessions where the educator is not able to offer a variety of instruction through different learning tools, methods and theories. The educators should also include visuals, diagrams, animations, photos, video clips and other interactive and animated content in the training sessions.

Make sure the learning is sufficiently challenging for everyone.

You must also make sure that the learning is sufficiently challenging for each and every learner. Learners must be given sufficiently demanding work in order to engage in a constructive challenging environment. The definition of Zone of Proximal Development (ZPD) by Lev Vygotskythe difference between what a learner can do without help and what they can't dois important for successful lesson design and goal-setting with students. When students work inside their ZPD, they may use prior experience, skills, and techniques to help them learn more effectively. Teachers must design learning environments that are versatile enough to accommodate a wide variety of abilities and needs in order to insure that all students are working within their ZPD the majority of the time.

One approach for achieving this versatility is to provide students with learning options. Academic Choice, a method used to arrange lessons that give students choices in content or procedure, or often both, is used by teachers in the Responsive Classroom approach. Students in this Academic Choice math lesson had the option of working alone or with a partner. The instructor did not have any content options; everyone was practising measuring the perimeter and area of rectangles. Offering options, as this instructor did, is one way for teachers to meet a wide variety of learning needs while also ensuring that all students feel developmentally acceptable difficulty and achievement.

Introduce learners to opportunities that will aid in their autonomy and exploration.

Begin by assisting learners in imagining what a fruitful struggle could involve. Assist them in anticipating future obstacles and what it may feel like to be "stuck." Then, invite students to brainstorm tools they could use if they were in a pinch. During a research lesson, this might sound like:

As professional measurers, you are becoming more at ease measuring the area and perimeter of rectangles. I've noticed how you're all honing different skills and techniques to get through new tasks, such as making graph paper visuals and using manipulatives to compute.

Before we begin, let us imagine some problems that might emerge during our practise today and brainstorm tools that people might use to solve them. A common question may be, Do I need to measure area or perimeter here?' What services may be available to assist anyone in that situation?

Teach learners how to understand and use tools that are accessible to them, such as:

Anchor diagrams (ideally ones students have helped to create, or feel a sense of ownership of)

Manipulatives/ Instruments of manipulation (blocks, beans, counting bears, toothpicks)

Library (books, newspapers, magazines)

Papers of various forms (graph, lined, plain, poster, sticky notes, graphic organizers)

Peer assistance (teach language of learning skills such as how to craft an argument, asking and answering questions, the art of agreeing and disagreeing)

Tools for the digital age (apps, devices, search engines)

Methods of learning (outlining, summarizing, ordering, sorting, eliminating, synthesizing)

Time management applications (clock, individual agenda, timer, sand jar)

Coach with caution.

Despite our best efforts to instil perseverance and grit in learners, we occasionally disrupt their practise. Many teachers have a tendency to jump in to "save" a child from a dilemma, maybe by hinting at the solution or suggesting an "idea" that the student should pursue instead. Teachers must note that sufficiently demanding work can be difficult. Learners must learn to navigate struggle in order to persevere.

Years ago, on a bright spring afternoon, one of my wise kindergarten learners taught me an important lesson: the value of being a cautious coach.

Our discussion took place, ironically, during a lesson intended to help students individually practise a repertoire of problem-solving techniques in preparation for the year-end math evaluation. The room was alive with intent and concentrated attention, with each of the 28 children working individually and energetically. As students worked, I went around the room, reinforcing the different skills and creative techniques I witnessed them employing. I noticed Kevin across the room, peering skeptical at his manipulatives, his eyes moving up to a nearby anchor map and back again, as one child finished telling me about their creative use of graph paper. Assuming Kevin was in over his head, I hurried over to save him from what I perceived to be impending frustrationor, worse, failure. The interaction went something like this:

(I scurried over on my knees, dodging kids and materials strewn across the carpet before landing, a little out of breath, at Kevin's side) "Hey Kevin! You seem to be putting in a lot of effort over here... Have you tried rearranging the bits in a different order? Perhaps by scale rather than colour?

Kevin: (after a short pause, focusing his attention on the map in front of him and sighing an annoyed sigh) "But, Ms. Lindsey, I wasn't done worrying about that for myself yet!"

In my hurry to escape pain, I had deprived Kevin of his hard-won learning.

It is not easy to establish environments under which learners can take control of their learning, but it does not have to be challenging. To begin, consider your own teaching style, current teaching practises, and potential strengths and opportunities when facilitating student-directed learning. Try answering the following questions for yourself to see where you can start:

How at ease am I with allowing learners to choose what and how they will learn?

What tools in the classroom could support my learner's autonomy and discovery?

How can I teach and model tools so that learners can use them responsibly and independently?

How comfortable am I with allowing learners to explore and problem-solve for themselves?

Continue to put existing learning methods to the test.

Learning habits become more complex when they are challenged. That is one of the reasons why you should allow your learners to enter the learning pita state of cognitive conflict that pushes them to think more intensely, objectively, and strategically before they have their eureka! moment.

Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice

Every learner has their own goals, learning needs, abilities, and interests, and educators must cater to each learner and their specific characteristics with high expectations for achievement. One way to do this is to provide personalised learning and tailored assistance.

Personalised learning consists of four components that reflect the teaching and learning cycle:

Consultation and collaboration with the learner and/or their parents, guardians, or caregivers evaluating and determining the learner's needs providing changes to meet the learner's defined needs tracking and reviewing the effect of adjustments made to ensure learners receive effective learning and training opportunities.

Consult with and work with the learner, as well as their parents, guardians, or caregivers.

Consultation and collaboration are critical components of personalised learning and support. The following measures are taken by educators or training organisations.

Identify the learner's expectations, interests, abilities, and needs in collaboration with the learner and their parents, guardians, or caregivers. The training organisation keeps track of these consultations, including agreed-upon actions and anticipated outcomes. These should be labelled, dated, and signed off on.

Seek professional advice on the learner's needs, including medical, personal, physical, communication, sensory, and learning requirements, if applicable. Ensure that all relevant workers receive guidance, and that all personal information, as well as its storage and dissemination, complies with privacy requirements.

Consult with the learner on an ongoing basis when his or her needs alter.

Assess and recognise the learner's needs and create their individual learner profile

The next step is to evaluate and define the learner' needs. The following measures are taken by educators or training organisations.

Utilise available data, including consultation with the learner and their parents, guardians, or caregivers, to identify places where the learner requires changes or additional help (this may include curriculum access, engagement, behaviour support, medical needs, and/or learning supports). Records of this data's analysis act as a baseline for ongoing review.

Identify options, approaches, and other changes to the curriculum, learning experiences, and atmosphere that meet defined learning or other needs while capitalising on the learner's strengths.

When evaluating and designing changes, seek professional guidance if necessary, such as from inclusive education experts or other appropriate support staff, such as the learner's therapist.

Make changes for the learner based on their defined needs.

The following measures are taken by educators or training organisations.

Make changes to enable the learner to participate on the same level as other learners. The results of the introduced changes are well established.

Incorporate tailored changes and differentiated learning practise into teaching and learning systems as well as whole-learning experiences that take place inside and outside of the learning environment.

Monitor and assess the effect of the given changes.

The following move is carried out by educators or training organisations.

Evaluate the efficacy of personalised changes, including those made to the climate, on a regular basis to ensure they are still appropriate and necessary for the learner and to decide if additional support measures should be implemented.

Consultation with the learner and their parents, guardians, or caregivers should be included in the review of changes.

Research how a range of appropriate learning theories and instructional design principles can improve learning practice

According to research, relevant learning equals effective learning, and this should encourage us to reconsider how and what we deliver in our learning sessions and lesson plans. As it turns out, the old drill-and-kill strategy is neurologically ineffective. Related, meaningful experiences that both emotionally involve learners and interact with what they already know are what assist in the development of neural connections and long-term memory storage.

What exactly are learning theories?

According to Harasim (2017), "a theory is an explanation for why or how something happens." A learning theory, according to her, is one that seeks to "help us understand both how information is produced and how people learn." According to Lefranois (2019), a learning theory seeks to "systematise and organise what is understood about human learning." He contends that a good learning theory helps to clarify, predict, and even form or modify learner behaviour.

According to several philosophers, all learning theories fall into one of two classes focused on epistemology. There are theories founded on objectivist epistemology (Behaviourism, Cognitivism, and Connectivism) or constructivist epistemology (Behaviourism, Cognitivism, and Connectivism) (Constructivism and Online Collaborative Learning). According to Harasim (2017), most theories can be classified into two types: scientific (hypothesis-driven or experimental theories) and social or critical theories. These classifications reflect the wider theoretical debate of hard' science (STEM) versus soft' social science theories, as well as quantitative versus qualitative scientific study. This divide is still present in educational debate, but attempts are being made to narrow it.

Most learning theories have an analytical component as well as a formalised method of testing, interpretation, and conclusion (Harasim, 2017). They create a vocabulary and dialogue that has an impact on both educational study and practise. They do, however, have drawbacks because learning is a dynamic phenomenon. While learning theories cannot offer full and conclusive answers to pedagogical questions, they can help us better understand how people learn.

It is also worth noting that these theories did not develop in a linear fashion, and that the most recent theories do not supplant older ones: the earliest theories continue to have a profound impact on existing theories and research (Lefranois, 2019).

Theories provide a foundation for understanding how people learn as well as a means of explaining, describing, analysing, and forecasting learning. A theory, in this sense, assists us in making more informed decisions about the design, production, and delivery of learning.

There are several learning theories (behaviourism, cognitivism, constructivism, connectivism, etc.). These thinkers have given extensive thought to learning and have contemplated and studied it thoroughly. This awareness can be used by curriculum designers to think critically about learning and education.

Learning theories provide frameworks for understanding how information is used, knowledge is generated, and learning occurs. Learning designers may use these structures to tailor their instructional practises to various learning and learner needs, allowing them to make more educated decisions about the instructional practises to employ.

There is no single best' learning theory because: each theory provides a specific perspective on learning and the necessary ingredients that allow learning to occur. Learning designers can understand and explain the role of the learner, the role of the instructor/teacher/facilitator, and how learning occurs in various ways by using these theories as lenses. Each theory has affected and developed instructional practises and processes, and new theories can do the same.

Different theories include the framework for learning, underlying motivation, and teaching techniques, all of which have implications for planning and providing instruction. Furthermore, various theories are ideally suited to different learning results and audience profiles.

Since theory is made up of facts and assumptions, learning planners must start the training design process by determining the purpose of the training and then selecting the best theoretical structure to help achieve those learning outcomes.

The five (5) instructional design principles include:

Learning is promoted when learners are engaged in solving real-world problems.

Learning is promoted when existing knowledge is activated as a foundation for new knowledge.

Learning is promoted when new knowledge is demonstrated to the learner.

Learning is promoted when new knowledge is applied by the learner.

Learning is promoted when new knowledge is integrated into the learners world.

Ensure learning practice reflects the qualification requirements for nominated qualification/s

Qualification requirements

Qualification requirements have two main definitions, in the context of learner enrolment into a VET course.

Pre-Enrolment

A qualification requirement is a required skill level as a prerequisite, licence, certificate or other credentials required to enrol or successfully complete a qualification.

The second definition of qualification requirements is:

A qualification requirement sets out the minimum qualification and educator to learner ratio requirements for learners to successfully complete a qualification according to the industry needs and expectations.

These requirements are mentioned by the federal or state regulatory body, training package, training organisation or other stakeholders responsible for delivering and managing the training delivery. Each state and territory can have their own qualification requirements.

Ensuring learning practice reflects the qualification requirements

Each qualification has its own requirements and expectations from the learners. The educators are therefore required to:

Evaluate course materials are suitable for each qualification level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. AQF level 1 has the lowest complexity and AQF level 10 has the highest complexity.

The AQF level summaries are statements of the typical achievement of graduates who have been awarded a qualification at a certain level in the AQF.

For more information, please refer to https://www.aqf.edu.au/aqf-levels

Your role as an educator is to ensure that all course materials appropriately cover all summary knowledge, skills, application of knowledge and skills at the appropriate AQF level. Summary of level 1 criteria is mentioned below for your knowledge purposes.

All criteria such as prerequisite, licence, certificate or other credentials required to enrol in a course are clearly outlined

You must make sure the learners are aware of all the requirements to enrol and complete a course in a successful manner. The requirements should be advertised online through the website of the training organisation or provided as a marketing material to the prospective learners.

Validation of learning practice

Learning practice should be validated on a regular basis, including self validation of the learning practice.

The method of evaluating the quality of your learning practice is known as validation of learning practice. Validation is the method of ensuring that the learning practice is current, compliant and according to learner needs and requirements.

Standards for learning practice

Before you can begin evaluating and validating your learning practice, your organisation or you must first develop observable standards. The performance patterns that educators must demonstrate before training outcomes can be checked are referred to as standards. Until assessing learners, the expectations must be clearly explained to them. Expected pace and accuracy, for example, must be thoroughly clarified. Evaluators must explicitly clarify to learners how and when they have met the criteria, as well as whether or not there is a rating scale that recognises adequate or superior results.

Protocols for assessment

To maintain objectivity, training evaluators such as educators adopt a set of standard assessment protocols. Protocols allow consistent testing any time a training programme or learning practice is evaluated. Education evaluators are expected to implement evaluation procedures, which are step-by-step checklists. Consistent training assessment drives training process progress by finding gaps and inconsistencies throughout training. The similar ways the gaps can be identified in the learning practices. Consistent assessment allows training managers to communicate to senior management that training is being delivered in accordance with expectations or not, what attributes of the learning practice require to change and why, what is working and what needs to be improved in the training program.

Processes of validation

Validation is the strategic process that ensures educators have provided training according to set standards and expectations. These expectations can be set by the Government body, training organisation or other regulatory bodies. The process of validation also ensures that the learners have learned the skills and expertise intended by the educators in a competent and prescribed way. The instructions and guidelines of how training can be provided is usually available through the organisational policies and procedures, training materials, written and assumed learning practice protocols, and so on. A session plan is an important document from the training materials that educators can use to provide effective and efficient training and learning experiences.

Validation confirms not only the end results of preparation or process, but also that the whole training curriculum, training approach and training environment is planned correctly. Learners should be able to move on to the next phase in their education or succeed in their job after completing a training session.

Competency based training and assessment

Competency based training and assessment is a relatively recent development in training assessment and learning systems. Rather than having a written score, this form of training is more concerned with learners' ability to display or demonstrate specific skills or expertise over a time period using different assessment methods

Competency based training and assessment establishes expectations that learners should achieve in a step-by-step fashion. The competency scoring level must be clearly understood by the learners and easily measured by the educators. This form of training programme relieves the learners of the tension associated with conventional scoring approaches, allowing them to focus on learning the skills necessary to succeed in the learning and training program.

299720127000 Self-check assessment

QUESTION 1

What is learning practice? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

List various ways to improve learning practice. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

What is competency based training and assessment ? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Self-check assessment

QUESTION 1

What is learning practice? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

List various ways to improve learning practice. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

What is competency based training and assessment ? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

right-83439000-481330-23277900 CHAPTER 2: MANAGE AND MONITOR THE MEANS TO IMPROVE LEARNING

Learning structures

There is one main objective for every learning and development team. They want to make sure that every learner is provided with the opportunity to learn.

Two contrasting learning styles are formal and informal learning. Pragmatic and structured is one. Casual and unstructured, the other.

Formal Learning

Formal learning is learning that is "intentionally delivered in a structured format." It is designed and directed by a teacher and it typically takes place in a face-to-face environment or, via a learning management system (LMS), through an online learning platform.

Think about structured training in a work environment in the sense of compliance training or new recruit onboarding. There are forms of training that require structure, have deadlines, and there's a definite purpose.

Formal learning involves the type of learning activities in which the training department, curriculum designer, and/or teacher identify the objectives and goals. Structured learning or synchronous learning is also called formal learning. Classroom teaching, web-based training, remote labs, e-learning classes, conferences, seminars, training courses, etc. are examples of structured learning.

Informal Learning

At the other end of the scale, informal learning is unstructured, most of the times unexpected, unintentional and accidental, and it happens outside a typical learning environment. Importantly, it is self-directed, unpredictable, asynchronous, and does not have real aims and specific objectives, but it just occurs over time.

It can happen anytime and wherever within your organisation. You can chat with a coworker, for instance, and they state that they have discovered a more effective system that can automate a manual process that you can also use. While it was not intentional, there is still something you have learned.

Informal involves learning that takes place away from a formal, organised classroom environment. There are many ways of informal learning, including watching videos, self-study, reading posts, engaging in forums and chat rooms, encouragement for success, coaching sessions and games. It is known that informal learning is a type of asynchronous learning. Informal learning is a learning method in which the learner sets their own expectations and goals.

Formal and informal methods of learning

Both have very different methods of delivery when we compare formal and informal learning. Here are the most common ways of using each of them in the workplace:

Methods of formal learning

1. Face-to-face

Formal learning takes place face-to-face or in a classroom-like setting, a more traditional delivery method, but still ubiquitous. However, face-to-face training, such as seminars, coaching, and on-the-job training, has its drawbacks, as it adds a level of immediate interactivity. It is costly and time-consuming to run and to do the training, your students often need to miss full days of work.

2. Training via the world wide web

Online training delivery, done with the help of a learning management system, has become the new norm for companies looking to deliver a formalized learning strategy. The big draw is that it's easy and quick. Learners only need to log in to the LMS and train whenever they need to. There is no work that is missing, no travel. Online training options are also available, as you can provide a blended learning model with ILT's and webinars and use social learning through forums.

The holy grail feature of an LMS is that it makes it easily measurable for training. Say, for instance, your company provides compliance training, which is training that needs to be formal. With an LMS, to ensure your organisation is compliant, you can track and record every step of the training.

3. Other formal learning opportunities

completing set learning work, with or without the assistance of an instructor,

participating in group learning activities,

internal training and coaching sessions

performance appraisals

Formal goal setting

Workplace coaching

Informal methods of learning

Since informal learning is organic and unplanned, the tangible ways in which it is used within your organization are more difficult to identify. It's important to note, however, that informal learning is already going on in your company. You just might not be conscious of it. Every time an employee chooses Google ways to enhance a process or every time there is a conversation about a task between co-workers, learning occurs.

There are some ways to nurture informal learning within your organisation, having said that. Firstly, it encourages casual learning to develop a well of resources for your employees to dip in and out of when needed. Then there's social learning, whether it's face-to-face chats, through a messaging app like Slack, or a forum in your LMS, encouraging ways to communicate with your employees increases their learning chances.

The informal learning opportunities

Informal learning opportunities may include:

On-the-job training

desktop research

feedback

job rotations

personal research

mentoring

employee questioning

professional development conferences

observations

shadowing

sprint or project participation

When should formal and informal methods of learning be used?

When it comes to learning strategies within a company, one thing about formal and informal learning is crucial to understand - they are not mutually exclusive. Within your organisation, each has its own advantages and has a role. It's just a case of knowing which method to use is suitable.

When deciding which one is appropriate, there are a few rules to follow. It should be based, most critically, on one question: Does the training need to be measurable? The answer is yes for such things as compliance training, onboarding, job skills training, soft skills training and product training. These are all courses that affect the success of your company and it is an essential metric to be tracked to know that your employees get the information they need to perform effectively in their role.

When the material is' nice to know' but not necessarily essential, informal learning typically comes into practice. What is more important here is to nurture conversations and promote independent learning so that your staff feel that they can acquire information in a self-directed manner.

It's up to you to decide what processes of learning fit your organization best. But, remember: the most successful organizations, regardless of the form it takes, make learning a priority. So, it's a step in the right direction if your employees feel supported in learning, no matter the method.

Eager and self-motivated Learners

In the formal learning environment, in the initial phases of the learning course, the learners are generally motivated and eager to learn. However, the learners start losing the eagerness to excel gradually and in the absence of any specific activities to keep the audience engaged. In other words, formal learning requires strategic content to maintain the level of motivation of students throughout the course.

Informal learners are always motivated, more attentive and eager to learn the skill, in contrast to formal learning. They are not only interested in acquiring deeper knowledge, because they learn in a contextual environment and from experiences, but they get a better understanding of the subject under discussion.

Spontaneous Learning

Informal learning is spontaneous and occurs wherever and whenever. The learner is self-motivated and eager to learn about any particular subject or can get an impetus to get acquainted with a new topic. From the point of view of an instructor, the instruction is conscious of the need to share the skills or knowledge with the learner in a context during informal learning.

For example, if a new employee has no idea of operating a copy machine, some other colleague can show it in practice and how to get the job done instantly. For the new worker, this informal way of obtaining knowledge is a quick help and one of the best examples of the spontaneous and informal context of learning.

The learning is, however, planned, direct, non-contextual and formulated during a formal learning situation. Intentionally and with a clear objective in mind, the instructor and learners take up the learning course. Learning is time-framed and has certain limits, prohibiting complete control over the framework of learning.

Process of lifelong learning

Formal learning is not a life-long process, but a pre-defined time frame provides results. Students who take a certification course for a period of two months, for example. This is not a process of learning which will continue throughout life. The program is designed for a period and guidelines to be followed with the set to achieve the targeted goal.

A spontaneous and lifelong learning activity is informal learning. We learn from our parents at an early age as a child. We learn from peers, friends, a job or from co-workers as we grow older. The learning process continues as you get old, and you continue to learn from younger people, for example, using new technology.

It may be said that informal learning keeps people around the world vibrant, interested, and mentally active. Nonetheless, for intellectual self-development, it is something that is extremely crucial.

Quantifiable Learning

Formal teaching/learning is always measurable. It can be measured and formulated. In a proper university or classroom setup, it is a learning or transfer of knowledge, offered by qualified instructors and up to a certain degree. For example, to gain the required knowledge, if you need to take a course, you must take the beginner, advanced or master level courses. The results are measurable, and after taking a certain level of formal training, you know the skill set that you can achieve.

Nonetheless, informal learning is quite difficult to quantify. In a set time frame, it is not measurable or pre-designed to accomplish a set of abilities. Therefore, since it is not a tangible learning approach, there is no monitoring or examinations to measure the skill set, just like certifications or degree courses. It is hard to measure the results. Indeed, this is one of the biggest challenges of informal learning, i.e. the validation and recognition of knowledge acquired informally to make it valid, valuable and visible to others for their proper use.

Managing and monitoring the means to improve learning

To assess the effectiveness, suitability, and feasibility of learning, all learning sessions must be comprehensively evaluated. Evaluations help you to assess whether or not your learning session, time allocated and used, training expenditure was worthwhile. Evaluations will allow you to assess if your learners benefited from the training provided. The evaluation must be sufficiently organised so that you can obtain valuable inputs from the process and outcome. There are a range of assessment scales and basic evaluation parameters that can be used to assess the success of the training programme in the most appropriate way.

Evaluation of the learning outcomes

Asking the learners what they think of the training is a vital aspect of the curriculum assessment and understanding if the learning session addressed or meets their expectations and learning outcomes. An important method is a training assessment questionnaire that learners fill out after completing the session. To get a full picture of training performance, organisations and educators must combine such data with objective measurements.

Performance

An objective indicator is an assessment of learners and learning session success and a reference to standards for analysing and evaluating the knowledge and skills learners had before learning session and after the learning session. If the issue is, say, a high error rate in an assessment, the organisation sets a goal for change and implements subsequent preparation. Following the training, the company remeasures the error rate and compares it to the goal. If the measurements reach or exceed the goal, the training is accurate.

Behaviour

Learner behaviour issues can have a negative impact on a learning sessions success. In addition to monitoring performance, the educator and training organisation must identify the inappropriate behavioural traits, implement training that explicitly addresses the questionable behaviour, and set realistic success goals.

Understanding

Also learners with a positive attitude may lack the knowledge needed to complete their assigned tasks. Effective preparation ensures that every learner has the skills and knowledge necessary to achieve performance goals.

Small assessments conducted by the subject matter experts are one of the popular methods for assessing such information. Training systems must identify the knowledge needed for a particular job, assess learners accordingly, and set competency requirements. The evaluations determine the training's efficacy. Excellent training programmes ensure that all learners gain the necessary skills and achieve competency in the enrolled training modules.

Questions That Can Be Measured

When creating an assessment or evaluation system, focus on the observable outcomes, you must design the questions so that they can be answered with predetermined answers. Such questions can be multiple-choice answers or a selection of responses from which the participant could choose. Measuring the training's effectiveness will then include measuring the number of respondents who selected each answer. The efficacy of the training can then be measured based on the percentage of respondents who responded within a given range.

The Likert Scale

The Likert Scale allows for a variety of responses that show whether the training participant agrees or disagrees with the argument. In general, there are five responses, each suggesting a different level of agreement or disagreement. The five options are strongly disagree, somewhat disagree, moderate, somewhat agree, and strongly agree. Using this scale, you can objectively assess the efficacy of the training based on the response estimation statistics. Questions must be phrased in such a way that they can be addressed on this scale.

Kirkpatrick Evaluation

The Kirkpatrick Evaluation assesses the progress and efficacy of the training programme at different points following completion. The Kirkpatrick method has four stages, starting with an assessment performed immediately after training and progressing to the final level, which evaluates outcomes such as enhanced job performance that resulted as a direct result of the training. The second level assesses how much experience was obtained from the training. The third stage assesses behavioural changes that occurred as a direct result of the training programme for the client.

Open-ended questions

Open-ended questions allow you to elicit non-quantifiable details from training participants. An open-ended question is one that does not include answer options and instead invites write-in responses. The use of open-ended questions on training reviews helps participants to share their thoughts or make suggestions. For example, you might use open-ended questions to solicit ideas for future training programmes. These responses cannot be used in a data spreadsheet to display outcomes, but they can be helpful in designing potential programmes to address the unique needs of trainees.

28880189077 What will I learn?

In this chapter, you will learn about the following:

Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies

Evaluate the role, and impact of, new technologies on learners and training techniques

Plan improved learning practice based on how learners currently learn

Plan improved learning practice based on the experience and personal interests of the learner.

What will I learn?

In this chapter, you will learn about the following:

Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies

Evaluate the role, and impact of, new technologies on learners and training techniques

Plan improved learning practice based on how learners currently learn

Plan improved learning practice based on the experience and personal interests of the learner.

Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies

You must observe and assess the learner styles and their preferred learning styles to participate and get benefitted from the learning sessions.

The learner style may include but are not limited to the following:

activist

auditory

global, analytical

kinaesthetic

left and right brain

pragmatist

theoretical

reflective

visual

To understand learner styles, we will be required to understand learning styles.

The concept of different learning styles first gained attention in the mid-1970s, and it has since transformed how education and learning are viewed. Many people assume that there are different ways to learn and understand new information, just as there are different learning methods.

Despite criticism, many people began studying various methods of learning and evaluating their own learners' prefered learning experience.

Everyone's approach to learning is formed by a particular combination of abilities and interests. And, at various times, we learn and apply new ideas, abilities, and knowledge in different ways.

So, as useful as it would be to learn how each of us does it "best," there are many explanations why even asking the question is challenging.

After all, how we learn is heavily influenced by what we learn. And our favourite learning strategies can not be the most efficient. Regardless, several scientists, psychologists, and educators have attempted to recognise distinct, inherent "learning styles."

However, significant concerns have been raised about some of the more common models, especially how they have been implemented. There are also worries that the "labels" they build would hinder people's ability to learn.

Many parents of struggling students who are considering homeschooling as an educational choice for the first time typically begin by learning more about the various types of learning styles and how children learn best.

The Seven Learning Styles

Visual (spatial): You choose to use photographs, pictures, and spatial awareness.

Aural (auditory-musical): You choose to use music and sound.

Verbal (linguistic): You tend to express yourself through words, both verbally and in writing.

Physical (kinesthetic): You tend to communicate with your body, hands, and sense of touch.

Logical (mathematical): You are more comfortable with logic, reasoning, and structures.

Social (interpersonal): You learn best in groups or with others.

Solitary (intrapersonal): You tend to work alone and research on your own.

What is the meaning of Learning Styles? Recognize the fundamentals of learning styles

Your learning styles have a greater effect than you can know. Your prefered learning styles guide how you learn. They also alter how you internally represent memories, remember facts, and even the words you use. This chapter delves further into these features.

According to study, each learning style engages various sections of the brain. We recall more of what we learn as we involve more of the brain during learning. Using brain-imaging technology, researchers were able to define the main areas of the brain responsible for each learning style.

As an example:

The visual sense is managed by the occipital lobes in the back of the brain. The occipital and parietal lobes both regulate spatial orientation.

Aural material is handled by the temporal lobes. For music, the right temporal lobe is particularly critical.

Verbal: The temporal and frontal lobes, especially two specialised areas known as the Broca and Wernicke areas (in the left hemisphere of these two lobes).

Physical activity is regulated by the cerebellum and the motor cortex (located at the back of the frontal lobe).

Logical thought is driven by the parietal lobes, especially the left side.

Social: Most of our social interactions are conducted by the frontal and temporal lobes. The limbic system (shown separately from the hippocampus) affects both social and solitary behaviour. The limbic system is strongly involved in thoughts, moods, and violence.

Visual learners are those who learn by sight. These students benefit from:

Diagrams and photos

Graphics and photos

Maps and charts

Mind Maps are visual representations of ideas.

Cards with images

Auditorium

These students benefit from:

Paying attention

Speaking,

Discussions in groups

Repetition of words

Recordings of sounds

Tools for Memorization

Read and write

Learners who read and write gain awareness by reading and writing. These students benefit from:

Reading and writing

Take careful notes

Notes are being rewritten in order to be revised.

Viewing data in written form

The word kinaesthetic refers to the sense of touch.

Kinaesthetic learners are those that learn by touch. These students benefit from:

The act of moving

Tactile simulations

Materials and models

Interactions with real structures

Hands-on methods

Experimentation and practise

Evaluate the role, and impact of, new technologies on learners and training techniques

Technologies can make learning more immersive and collaborative, which can help learners communicate with course content more effectively. The learners get the opportunity to learn by doing rather than memorising information and facts. This may be as easy as taking an interactive quiz in an online classroom or engaging in tech-enabled community discussions, or as complicated as playing educational games, conducting scientific experiments in a virtual or simulated assessment environment, or going on a virtual field trip.

However, if you require your training session to be genuinely entertaining, it must be truly interactive. Doing math on a machine is the same as doing math with a pencil and a pad of paper. However, using augmented reality to animate math problems is a completely different story. Interactivity increases the learning environment for certain students.

The possibilities for educators are limitless, ranging from using modelling software to show how a hurricane grows to using virtual reality to perform medical procedures. When more medical schools incorporate virtual reality into the classroom, students are discovering that it is an important way to learn complex subject matter, such as anatomy, that is much easier to understand with hands-on practise, writes Chris Hayhurst for EdTech Magazine.

Technology has the potential to broaden the scope of the classroom.

The classroom no longer has walls, due to technical advances. There are no longer any barriers in the learning world. In addition to the individual teaching the course, guidance may be offered by any number of subject matter experts.

Students in a rural classroom, for example, can learn about the Arctic by following the exploration of a team of scientists in the area, reading the scientists' blog postings, viewing images, emailing questions to the scientists, and even talking live with the scientists via videoconference. According to a Purdue University report on technology in education, students will share what they are studying with students in other classrooms in other states who are tracking the same expedition.

Technology has the potential to promote self-paced learning.

Students who struggled to learn new concepts in a typical classroom would easily fall behind their peers. Online assignments, on the other hand, encourage students to progress at their own speed. Those that need additional time or assistance will practise outside of class by supervised exercises or additional coursework. Learners who want a greater challenge will do so as well.

Since technology is always available, students can access resources online whenever they need to, and teachers can see which students can require additional assistance. Self-paced learning also teaches students digital literacy and 21st-century skills that will be useful as they join the workforce.

Technology may help to encourage new teaching methods.

Technology alters not only how we receive knowledge, but also how we are taught that information. The teacher transitions from being a "sage on stage" to a "guide on the side." Technology allows for teaching creativity, from interactive community work to flipped and hybrid classes, from viewing course materials online to watching video-recorded lectures. Classroom response systems may also be used by instructors to evaluate students' comprehension of course material and change the speed or content as required in real time.

Plan improved learning practice based on how learners currently learn

You must be able to plan improved learning practice based on how the learners require training programs or learning sessions to be delivered.

For this, you will be required to focus on a number of learning and training aspects, including but not limited to the following parameters:

What is the intention for students/learners to enrol or complete the course?

It is one of the main parameters for you to understand how well you can meet the learner needs and requirements. If the intention is to find job/employment at the end, for example, you can improve your learning practice by offering more employment based examples, scenarios and real-life scenarios for them to understand what and how employment opportunities should be looked for.

Interactive learning or traditional learning methods

Another most important aspect is to review and understand if the learning practice includes interactive methods of providing training or they just include traditional, boring methods, where learners learn less and get frustrated more.

Active learning

Active learning refers to any learning activity in which the learners actively participates or engages with the learning process, as opposed to passively consuming knowledge.

Improve memory

There are a lot of things you can do to help learners improve their memory. Simple ways like improving their concentration, preventing cram sessions, and formulating their learning time are a good starting point, although there are more psychological lessons that can significantly increase your learners' academic performances.

Continue to learn and practise new skills.

Simply continuing to learn is one sure-fire way to become a more successful learner. According to one Nature article, people who learned to juggle increased the amount of grey matter in their occipital lobes, the region of the brain associated with visual memory. This grey matter disappeared when these people started practising their new abilities.

Learning through a variety of ways

Another effective method of learning is to concentrate on learning in more than one way. Rather than just listening to a podcast, which includes auditory learning, students should find a way to practise the knowledge both orally and visually. This may include telling a friend about what they've heard, taking notes, or creating a mind map. They are further cementing their expertise in their minds by studying in more than one way.

Teach it to someone else if you can.

Educators have long observed that teaching anything to someone else is one of the best ways to understand it. Begin by rephrasing the details in your own words. This mechanism alone aids in the consolidation of new information in your brain. Next, figure out how you're going to share what you've heard. Instruct the learners to do the same.

Rational learning

Relational learning, which includes applying new knowledge to things you already know, is another excellent way to become a more successful learner.

For example, when you're learning Romeo and Juliet, you could connect what you're learning about the play to prior knowledge you have about Shakespeare, the historical period in which the author lived, and other related details.

Gaining hands-on experience

Many learners learn by reading textbooks, attending classes, or doing study in the library or online. While seeing and writing down information is valuable, putting new knowledge and skills into practise can be one of the most successful ways to enhance learning.

Ask the learners to stop multitasking.

For several years, it was believed that people who multitask (do more than one thing at the same time) had an advantage over those who did not. However, recent research indicates that multitasking can potentially decrease the efficacy of learning.

Participants in the study lost large amounts of time switching between different tasks, and they lost even more time as the tasks became more complex. You can learn more slowly, become less effective, and make more mistakes if you move from one activity to another.

Plan improved learning practice based on the experience and personal interests of the learner

Interest is a powerful motivator that energises learning, directs academic and career paths, and is critical to academic performance. Interest is both a psychological state of focus and affect towards a specific object or subject, as well as a long-term proclivity to re engage.

Defining the term "Interest"

The word interest can refer to two distinct (though often co-occurring) experiences: an individual's brief experience of being captivated by an object, as well as longer-lasting feelings that the object is enjoyable and worthy of further investigation. Thus, interest is both a psychological state marked by increased focus, effort, and affect encountered in a specific moment (situational interest) and an enduring proclivity to re engage with a specific object or subject over time. This duality not only illustrates the richness of the interest term, but it also adds to the difficulty of precisely identifying interest. Situational interest incorporates affective qualities such as feelings of pleasure and enthusiasm with cognitive qualities such as concentrated attention and perceived importance, both of which are fostered by situational features. For example, a learner can be entertained by a lecture about tsunamis, become intrigued by their power, become more engaged in the class, and appreciate the subject's personal relevance. Thus, being in a state of interest implies that affective responses, perceived meaning, and cognitive functioning all interact, and that focus and learning are effortless. Self-regulation, mission commitment, and persistence are all linked to situational interest.

Experiencing situational interest can boost learning directly by growing focus and interaction. A student seeing a Monet painting for the first time in an art history class may be captivated by the bright colours and unique brushstrokes, and as a result, pay more attention and engage more deeply. If that curiosity grows into a personal interest, the student is more likely to return to the material and delve deeper into the subject. As a result, interest predicts conventional indicators of educational achievement, such as potential course enrolment and performance.

Individual interest highlights people's consistent tastes for unique material. In this case, the immediate experience of interest represents a well-developed personal preference to appreciate and respect a specific topic or activity in a variety of contexts. Individual interest is therefore a stable, underlying disposition that is triggered in unique circumstances. Students interested in geophysics, for example, will be more likely to be engaged during a lecture on tsunamis, whether the lecture is exciting or not, since their curiosity is more mature and less reliant on situational factors.

Engagement = Readiness + Interest

The power of student interest in a subject is enormous. When a subject is related to something that students enjoy doing, their interest grows as they enthusiastically spend time thinking, dialoguing, and generating ideas in meaningful ways. Making learning applicable to real-world situations is an important learning strategy for differentiating student interests. The core material and principles are often portrayed in the environment outside the classroom or school building in ways that students cannot see, as if they were walking through life blindfolded. When teachers prepare for information, processing, and product, differentiating by interests helps eliminate the blindfold, allowing students to see those previously invisible concepts rendered visible.

Incorporating student preferences into instructional preparation that is focused on readiness and learning profiles works well. Readiness coupled with interest results in students doing work of a fair difficulty level with knowledge of a subject to which they can relate. Students may, for example, write persuasive reviews about games or things they are familiar with, or they could explore science concepts using LEGO Robotics. Matching learning profiles to student interests helps students to process concepts across various modalities based on their own experiences. One example is students watching videos, listening to speakers, and journaling to draw parallels between historical social injustices and types of bullying in today's schools and communities.

The first step in differentiating for interests is to discover what students are interested in and enjoy doing. Data collection tools include student surveys and learning profile cards. Parents and students who provide this information send a message that their experiences are important. That is a strong message to begin the school year or semester.

Providing students with options allows them to choose their own path.

Allow students to choose from a range of options based on their interests. Many students can share a mutual interest, implying that there is always something for everyone. For students who are severely disengaged, I've organised activities based on their interests, either as a focused readiness activity or as something the whole class can participate in. The advantage is that disengaged students will make the connections they need, while the others will see the learning goal in a new light. Differentiating goods are a popular location for preferences to be embedded. As a result, some students choose a product choice that is more difficult than anything they would usually choose, but the subject makes the tasks worthwhile. Among the methods for structuring choice alternatives are:

Think dots

Task cards

Worksheets

Menus for learning

Learning centres

Menus with tic-tac-toe

Empowering learners contribution to training design

Having learners present their own ideas for goods and events generates a higher degree of triggering interest. This constructivist approach encourages students to do more difficult work and devote more time to the challenge than they would usually. Some teachers are also concerned about how to quality control the wide range of products that students can create. That's a problem worth getting, in my view, but here's a realistic two-step solution:

Establish specific learning objectives and ensure that students understand them.

Determine which academic skills and concepts must be included in the product. Keep an eye out for evaluation fog. Once students grasp the objectives, they can effectively develop their own goods with coaching assistance for some but not all.

Reduce the number of choices to a reasonable number.

Begin cautiously by offering two standardised choices. Then, based on the learning requirements, invite students to develop their own alternative. When a suggestion is not feasible, the teacher listens to it and proposes improvements, or sends students back to the drawing board. When plans are accepted, set a deadline. Students who miss the deadline must choose one of the original two choices.

Caring Makes a World of Difference

We are all inspired by tasks that we find important. When we care, we, like our students, happily spend hours studying, crafting, and revising our work. Learners are less intimidated by tackling challenging work with daunting challenges if the subject concerns them and they have a say in how the work is completed. If this method works for practitioners, why not apply it to our learners?

299720127000 Self-check assessment

QUESTION 1

What is formal learning? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

What is informal learning? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

When should formal and informal methods of learning be used? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Self-check assessment

QUESTION 1

What is formal learning? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

What is informal learning? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

When should formal and informal methods of learning be used? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

right-88350300-647585431300CHAPTER 3: ANALYSE AND ADVANCE THE ADOPTION OF IMPROVED LEARNING PRACTICE

Traditional learning environments are giving way to more modern, collaborative, creative and immersive approaches. Learners have the freedom to learn in the way they want thanks to the variety of formats and individualised learning available on e-platforms and in the workplace. Technology-enhanced learning is becoming increasingly relevant in educational institutions and corporate training.

Many people have disagreed about the efficacy of technology-enhanced learning, and others are worried that it is just a fad in training and education. Nonetheless, because of its versatility, cost-effectiveness, and relevance, companies and educators are rapidly embracing technology-enhanced learning.

Autonomy is particularly important in training and adult education because it allows adult learners to select their desired time and speed of learning to accommodate other commitments from work and family. Furthermore, what makes blended learning appealing is its ability and promise in creating an authentic learning environment. If correctly developed and implemented, it has the ability to increase learner involvement and participation, resulting in improved learning outcomes.

For businesses, blended learning can broaden the scope of training in terms of accessibility and versatility by incorporating a variety of formats and elements to insure that all learning styles (visual, auditory, kinaesthetic) are met in order to keep workers engaged in learning and give them easy access to learning at any time and from any place.

301009116840 What will I learn?

In this chapter, you will learn about the following:

Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics

Advocate for improved VET learning practice

Initiate research into improved learning practice

Design and test improved learning practice in real-world situations

Mentor colleagues to promote improved learning practice.

What will I learn?

In this chapter, you will learn about the following:

Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics

Advocate for improved VET learning practice

Initiate research into improved learning practice

Design and test improved learning practice in real-world situations

Mentor colleagues to promote improved learning practice.

Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics

You will not have all learners at the same skill and expertise level to enrol or successfully complete a course or learning session. Some learners you will find, learn more easily through reading. Others learn more easily by practically doing activities. Others learn more effectively when they communicate or talk about the things. You may also find learners that are unable to speak or read. Some might not have worked in the industry. Others might have performed several job roles. Some learners have very short attention spans. They might be dealing with memory issues or other health related matters. Some learners, on the other hand, can focus for hours on learning topics. Some learners cannot sit still and must be very busy to find time for the learning activities. Others are unable to stand at all. Hopefully, you get the picture of what we want to say, all learners are different, with their unique characteristics and we must recognise these and respect the differences and plan, prepare and deliver the learning sessions accordingly.

Learners can learn in a variety of ways, and they may have a variety of needs. The learning requirements are determined by their other characteristics. This is because individual learners can:

Practice learning concepts in a number of ways

Learn at their own pace.

Have various backgrounds (educational, ethnic, employment, etc)

Have various reasons for studying

Are driven in various ways and by various things

Responding to problems posed in learning programmes in a number of ways

We often discover that the training we are preparing is targeted at a specific community of learners who share at least some characteristics. This is not to suggest that they are all the same or that they have the same learning requirements. It does, however, suggest that we can need to prepare for a limited range of learning needs.

We often encounter the following types of learners:

Employees

School leavers

New entrants to the workforce

Trainees and apprentices

Individuals who want to better their own abilities

People who are unemployed

New migrants to Australia

Employees who need to satisfy ethical and legal obligations and criteria

The actual characteristics of the learners themselves are the third aspect we consider before developing our learning programme. These are the factors that will have a significant impact on how each learner responds to every aspect of your learning programme.

You need to make sure that the training program or course that you develop should meet all the learner characteristics and needs.

Lets understand this concept using a table, highlighting the learner characteristics and the best ways to manage, evaluate and adjust your learning and training program.

Learner characteristics Best ways to manage, evaluate and adjust your learning and training program

Poor vision providing the required enrolment details in enlarged text to a learner with low vision

Intellectual disability providing additional teaching and mentoring sessions planning the key words and key concepts

New migrant offering English language sessions before commencing the main course

Please note this is not an exhaustive list and provided for reference purpose only.

You must focus on the following aspects of learner to understand and assist the with their needs and requirements:

Writing

Speaking

Reading

Hearing

Communication with others

Getting ideas and thoughts across

Moving or manipulating objects

Focussing on particular concepts or paying attention in general

Staying on track

Sitting for long periods of time

Moving around the learning environment

Remembering of facts and information

Retention of facts and information

Managing frustration, anger and confusion

Asking for help and assistance

Even with adequate accommodations, a learner can struggle to meet the course's inherent requirements. For example, Workplace Health and Safety regulations can prohibit learners from participating in certain core course activities.

Even after all necessary modifications have been made and professional assistance has been obtained, the course may still be unsuitable for the learner. RTOs should raise these questions explicitly with learners in order for them to make educated decisions regarding enrolment and participation. RTOs may also provide guidance on alternative preparation and career paths.

Advocate for improved VET learning practice

Defining leadership: roles; relationships and responsibilities

It is very important that you have defined roles, responsibilities and relationships established. Aside from any legal grounds for providing job descriptions, practical reasons outweigh the legal ones. Job descriptions, for instance, can be powerful communication tools for educating employees of the tasks a training organisation expects them to complete. Job specifications can also provide information about the consistency or quantity of performance requirements, as well as work rules that apply to a specific job. Employees may fail to meet your standards if their performance is not measured against the set benchmarking standards and guidelines. If a training organisation requires their educators to perform the advocacy role or have leadership capabilities, they must describe and include them in the position description. This would assist the educators and other job roles to respect the decisions and job requirements set by an organisation.

Advocating improved learning practices

As an educator it is critical for you to advocate improved learning practices. You can participate in the advocacy through making sure:

Learners are participating in the courses that meet their individual needs and requirements

Course materials are suitable and appropriate for the learners

Fostering strong communication and relation between learners, educators and management of the organisation

Thinking creatively about the systems and processes

Being vocal to understand, communicate and recognise learner needs, requirements and choices

Providing the best possible state-of-the-art technologies and programs for learners

Ensuring suitable training support system is in place to manage learner inquiries and issues

Participate in ongoing professional development sessions

Participation in management meetings

Participating in trainer meetings and conferences

Understanding the changes in the education and training sector and communicating them to all stakeholders

Ensuring the learning programs are delivered according to the best standards and practices in the education and training industry

Initiate research into improved learning practice

It is in everyone's best interests to scale up successful learning initiatives, practices and services. Who says learning practices should not be improved? And research results also highlight areas where changes are possible and learning can be more successful. However, scaling up research resultshaving the findings contribute to larger-scale actionsis a challenge.

The results of research on learning practices are seldom clear and immediate. There are few conclusive studies, as there are in other areas, but rather a systematic accumulation of information drawn from overlapping studies in many fields of study, performed over a long period of time, punctuated by the occasional breakthrough.

Initiating the research

The research can be initiated by:

State the objectives and significance of the research

Create a mind map or outline

Start broadly and then narrow down

Understand the current practices

Receive and evaluate the stakeholders feedback

State the objectives and significance of what, where, why, how and when improvements are required in learning practices

Cite thoroughly but not excessively

Avoid giving too many citations for one point of reference

Gather all information

Read information carefully

Add the beginning and end

Write the central points and main ideas

Proofread

Edit

Research may be compiled through:

Evaluations of existing products

Focus groups

Informal discussions

Internet

Interviews

Literature reviews

Questionnaires

Workshops

The research should include all stakeholders and relevant individuals, such as:

Employers

Employees, staff

Government agencies and departments

Industry associations, employer bodies

Industry representatives

Learners/students

National industry skills councils

Professional associations

Regulatory, licensing, compliance authorities

Research agencies

State and territory industry training advisory bodies

Subject or technical specialists and experts

Unions

Universities

Design and test improved learning practice in real-world situations

You will be required to design and test improved learning practice using the real-world scenarios.

Your learning practices should be able to:

Support and assist you to provide effective and efficient learning experiences and opportunities

Demonstrate the knowledge and skills needed in the real world at large

Prepare learners to roles, responsibilities, tasks, skills, performance sets as required

Assist with problem-solving, and decision-making skills

Assist through the real-world contingencies

Interpersonal and communication skills

Team-based competencies

Mentor colleagues to promote improved learning practice

Educators have a major impact not only on the success of learners, but also on the performance of other educators and work colleagues. For several, peer-to-peer best practises and action studies have much more effect than reading journal papers or even undergraduate or graduate courses.

This confirms what has previously been stated: direct observation of educator' professional activities by educators must become the new basis of professional growth.

Encouragement of educator mentors: When educators have a concern about education, testing, teaching, or classroom management, they would like to ask first a peer rather than the management or the administration.

The skills and knowledge requirementsTo be a mentor, you must ensure, you demonstrate the following skills, understanding and knowledge:

Ability and willingness to listen

Empathy

Be empathetic

Be supportive

Demonstrate good communication skills

Experienced educator

Active learner

Build effective, trusted, positive relationships

Be able to provide honest and constructive feedback

Demonstrate role modelling skills

Be patient

Above all, in order to foster respect and challenge in the learning environment, educators must trust their colleagues and have confidence that they will be assisted in making the required changes and improvements to ensure the best learning practices.

Mentoring colleagues

Mentoring involves demonstrating your colleagues, why, how, where, when and what should be changed, improved or implemented. Mentoring is a vital component of what we "do" as educators. It has a huge influence whether we serve as a mentor to a colleague or a learner, or whether we seek out a mentor to help us with problems or simply to provide a system of support in our personal and professional lives. We are all mentors to another, whether we know it or not at times.

299720127000 Self-check assessment

QUESTION 1

What is a traditional learning environment? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

How can you advocate improved learning practices ? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

List various skills and knowledge required to mentor your colleagues. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Self-check assessment

QUESTION 1

What is a traditional learning environment? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

How can you advocate improved learning practices ? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

List various skills and knowledge required to mentor your colleagues. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

51754-68370ReferencesLearning Theories Knowledgebase (2011, April). Discovery Learning (Bruner) at Learning-Theories.com. Retrieved April 14th, 2020 from http://www.learning-theories.com/discovery-learning-bruner.html

Gladwell, M. (2002). The Tipping Point: How Little Things Can Make a Big Difference. New York, NY: First Back Bay.

Tomei, L. (2004, October 20). Learning Theories -- A Primer Exercise An Examination of Cognitivism: The Psychology of Knowledge and Strategies. Retrieved April 14, 2020, from http://academics.rmu.edu/~tomei/ed711psy/c_bruner.htm

Reeves, D. B. (2008). Reframing Teacher Leadership to Improve Your School. Alexandria, VA: Association for Supervision & Curriculum Development.

Timperley, H. (2011). Realizing the Power of Professional Learning. New York, NY: Open University Press.

00TAELED803

Implement improved learning practice

Learner Workbook

Version 10.1

00TAELED803

Implement improved learning practice

Learner Workbook

Version 10.1

2870797603800

Student Name:

Student ID Number:

Trainer/Assessor Name:

Class:

Table of Contents TOC o "1-3" h z u Table of Contents PAGEREF _Toc96000182 h 2Instructions to Learner PAGEREF _Toc96000183 h 3Assessment instructions PAGEREF _Toc96000184 h 3Assessment requirements PAGEREF _Toc96000185 h 6Assessment Cover Sheet PAGEREF _Toc96000186 h 7Observation/Demonstration PAGEREF _Toc96000187 h 8Assessment Task 1: Knowledge Test PAGEREF _Toc96000188 h 9Q1 PAGEREF _Toc96000189 h 9Q2 PAGEREF _Toc96000190 h 10Q3 PAGEREF _Toc96000191 h 11Q4 PAGEREF _Toc96000192 h 12Q5 PAGEREF _Toc96000193 h 13Q6 PAGEREF _Toc96000194 h 14Q7 PAGEREF _Toc96000195 h 16Q8 PAGEREF _Toc96000196 h 18Q9 PAGEREF _Toc96000197 h 20Q10 PAGEREF _Toc96000198 h 22Q11 PAGEREF _Toc96000199 h 24Assessment Task 2: Project PAGEREF _Toc96000200 h 26Activity 1: Consider how to improve learning practise PAGEREF _Toc96000201 h 30Activity 2: Journal activity PAGEREF _Toc96000202 h 32Activity 3: Manage and track the tools and practices for better learning PAGEREF _Toc96000203 h 34Activity 4: Journal activity PAGEREF _Toc96000204 h 38Activity 5: Analyse and promote the implementation of better/improved learning practises PAGEREF _Toc96000205 h 40Instructions to LearnerAssessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Address each question including any sub-points

Demonstrate that you have researched the topic thoroughly

Cover the topic in a logical, structured manner

Your assessment tasks are well presented, well referenced and word processed

Your assessment tasks include your full legal name on each and every page.

Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

Presenting any work by another individual as one's own unintentionally

Handing in assessments markedly similar to or copied from another learner

Presenting the work of another individual or group as their own work

Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learningCandidates will be able to have their previous experience or expertise recognised on request.

Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirementsAssessment can either be:

Direct observation

Product-based methods e.g. reports, role plays, work samples

Portfolios annotated and validated

Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Assessment Cover SheetStudents: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work.

Student Name: Unique Student Identifier (USI): Email: Units: TAELED803

Implement improved learning practice

Trainer/Assessor Name: Due Date: Declaration:

I declare that:

These tasks are my own work

None of this work has been completed by any other person

No part of these tasks has been copied from another persons work, except where document or work is listed/ referenced.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me

Students Signature: Date of Submission:

Observation/DemonstrationThroughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

Performing a work-based skill or task

Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Assessment Task 1: Knowledge Test

Provide your response to each question in the box below.

Q1: Answer the following questions regarding the adult learning practice:

1.1. In detail, research and explain, the adult learning practices and principles we use today.

1.2. In detail, research and discuss the difference between andragogy and pedagogy.

Satisfactory response

Yes No 1.1

1.2

Q2: Answer the following questions regarding the contemporary policy and approaches to vocational learning and assessment:

2.1. In detail, research and discuss, of the following contemporary policy and approaches to vocational learning and assessment:

1. A change in the emphasis of educational policy and practise away from institutions and towards learners, as well as away from teaching and towards learning.

2. A greater emphasis on work and workplaces as important places of learning.

2.2. In detail, research and explain the contemporary workplace learning practices.

Satisfactory response

Yes No 2.1

2.2

Q3: Answer the following questions regarding the content and requirements of the relevant delivery and assessment strategies:

3.1. What information must be included in a training and assessment learning strategy? Answer in detail.

3.2. What are training and assessment strategies? Provide a detailed explanation according to the vocational education and training legislation and regulatory guidelines.

Satisfactory response

Yes No 3.1

3.2

Q4: Answer the following questions regarding the content of learning resources and learning materials:

4.1. Research and justify in detail how you will evaluate the learning resources and learning materials tailored to the various learner cohorts and appropriate AQF levels.

4.2. Research and explain in detail the knowledge and expertise required to develop the content of learning resources and learning materials in vocational education and training sector.

Satisfactory response

Yes No 4.1

4.2

Q5: Answer the following questions regarding the design and management of learning objects and content:

5.1. Research and explain in detail the importance of designing and management of learning objects and content.

5.2. Research and explain in detail the main components of learning objects and content.

Satisfactory response

Yes No 5.1

5.2

Q6: Answer the following questions regarding the different learning styles, and how to encourage learners, including:

theoretical learners

pragmatic learners

activist learners

reflective learners

kinaesthetic learners

audio learners

visual learners

tactile learners

left and right brain learners

6.1. Complete the table below to explain each of the learning styles, and how to encourage learners.

Satisfactory response

Yes No 6.1

Learning style Detailed explanation How to encourage learners(Discuss 4-8 strategies)

Theoretical learners Pragmatic learners Activist learners Reflective learners Kinaesthetic learners Audio learners Visual learners Tactile learners Left and right brain learners Q7: Answer the following questions regarding the learning strategies, teaching, and assessment methods:

7.1. Research and explain in detail three (3) types of learning strategies.

7.2. Research and explain in detail three (3) modern methods of teaching.

7.3. Research and explain in detail the different types of modern methods of assessment.

Satisfactory response

Yes No 7.1

1)

2)

3)

7.2

1)

2)

3)

7.3

1)

2)

3)

Q8: Answer the following questions regarding the research relating to pedagogical theory and practice, learner interests and changing learning styles, and the application of information and communications technology (ICT) to learning and teaching:

8.1. Research and explain in detail pedagogical theories and practices.

8.2. Research and explain in detail the factors that may affect the learner interests.

8.3. Research and explain in detail how to accommodate changing learning styles.

8.4. Research and explain in detail the application of information and communications technology (ICT) to learning and teaching.

Satisfactory response

Yes No 8.1

8.2

8.3

8.4

Q9: Answer the following questions regarding the sources and availability of relevant learning resources and learning materials:

9.1. Research and explain in detail four (4) relevant learning resources and materials which can be used in a learning environment.

9.2. Research and explain in detail four (4) ways you can make learning resources and materials attractive to learners.

Satisfactory response

Yes No 9.1

1)

2)

3)

4)

9.2

1)

2)

3)

4)

Q10: Answer the following questions regarding the theory and practice relating to adult learning:

10.1. Research and explain in detail the adult learning theory or andragogy.

10.2. Research and explain in detail six (6) adult learning theories.

Satisfactory response

Yes No 10.1

10.2

1)

2)

3)

4)

5)

6)

Q11: Answer the following questions regarding the training techniques that enhance learning and when to use them, including:

instruction and explanation

questioning

practice

written information

group, pair and team activities

individual activities

demonstration.

11.1. Complete the table below to explain each of the training techniques that enhance learning and when to use them.

Satisfactory response

Yes No 11.1

Training technique Detailed Explanation When to use them

(Provide four (4) reasons)

Instruction and explanation Questioning Practice Written information Group, pair and team activities Individual activities Demonstration Assessment Task 2: ProjectProject

In this assessment task, you are required to demonstrate your skills and knowledge to formulate and update Information and Communications Technology (ICT) client support procedures to be included within organisational policy.

In this assessment task, you are required to demonstrate your skills in a computer lab. Your assessor will assess your skills according to the performance criteria below.

Assessment criteria

In this assessment task, you are required to complete the following assessment activities:

Consider how to improve learning practise.

Examine advancements in learning practise in a specific vocational, training, educational, or content field.

Examine and challenge current learning practises in order to build and test improved approaches.

When encouraging better learning practises, consider the interests, abilities, relationships and the contextual needs of relevant individuals.

Explore how different relevant learning theories and instructional design principles can improve learning practise.

Ensure that learning experience corresponds to the qualification criteria for the nominated qualification/s.

Manage and track the tools and practices for better learning.

Analyse and compare learner types in relation to the suitability of existing vocational, training, and educational learning strategies.

Assess and evaluate the effect and influence of emerging technology on learners and training methods.

Develop better learning practises based on how students already study.

Develop improved learning practises based on the learner's knowledge and personal preferences.

Analyse and promote the implementation of better/improved learning practises

Develop vocational, teaching, and educational (VET) learning practises in accordance with learner characteristics.

Speak out/advocate in support of better VET learning practises.

Begin research into better learning practises.

Build and test enhanced learning scenarios in real-world settings.

Act as a mentor to colleagues in order to encourage better learning practices.

You must complete this task based upon the information provided in the scenario and other relevant sections of this assessment task.

You will be required to demonstrate that you have successfully participated and completed two client support activities.

Templates

You must use the templates wherever provided as part of the assessment activity.

Assessment conditions:

The student must demonstrate their skills according to the marking criteria checklist.

Ensure all students have access to computers, internet and required software and equipment.

Students are encouraged to ask questions to understand the concepts and gain knowledge of how things can be done.

Each student must have a clear view of what is expected from them in terms of getting the work done.

Each student is required to complete all assessment activities.

Students must save their files with the activity name and your name - for example, Activity1_john_smith.

You are entitled to ask for help if you dont understand a requirement or question or the language used is not clear to you. You can ask your assessor to explain the criteria in a simpler language if you need to have this help.

General conditions:

The student must have permission to use the computer lab.

Enter and exit computer lab quietly

You are required to sign in and out of the computer lab

Food, drink or use of tobacco, in any form, is strictly prohibited

Be respectful to your trainer and assessor and classmates.

All cords should be placed on the tables (not hanging off the sides). Headphones should be placed on the CPU/tower or monitor. The chair should be pushed under the tables. All trash, papers, and pencils should be picked up.

Please do not change computer background or settings without a trainer and assessors permission or if it is not required for your assessment task.

Before commencing ensure you adjust your workstation according to work health and safety requirements.

Always log-off the computer after you finish.

Scenario

You have recently started working as a senior trainer/assessor for a vocational education and training provider. Your job role and responsibilities include:

Observing the trainers and assessors when delivering training and conducting assessments

Recognising and evaluating training needs of the learners

Drawing an overall or individualised training plan for learners

Deploying a wide range of training and assessment methods, techniques and tools

Mentoring and coaching other trainers and assessors

Identify and analyse existing and potential training needs through role review/job analysis, career pathways, annual performance appraisals, and collaboration with top management.

Create a comprehensive or individualised training and development plan that addresses objectives and goals.

Use a number of teaching/training strategies.

Organise efficient induction and orientation sessions.

Periodically review and report on the efficacy, performance, and ROI of the training program.

Monitor the training budget.

Make prospects for ongoing development.

Resolve any issues associated and customise training programmes as required.

Keep abreast of training patterns, innovations, and best practises.

In one of the sessions that you have attended, you noticed that learners were disengaged and not interested in the training session, the trainer was using a powerpoint presentation to deliver the training and reading word by word what was written in the powerpoint.

You also noticed that a six and half hours training session without any break and with above 550 slides was way too much information that was presented at one occasion.

You have conducted your research and submitted a report to your supervisor. An excerpt of the report is provided below.

The ineffective ways of using Powerpoint presentation program in classroom

Confusing graphics, slides with too much text, and presenters whose idea of a successful presentation is to read 550 slides out loud are all major contributors to completely ineffective ways to train learners. Death by PowerPoint is easily detected by witnessing audience members' glazed eyes, covert smartphone use, and trips to the toilet.

When an audience is emotionally detached from the material being discussed, it is possible that the speaker has either not spent enough time and effort contemplating which key points they want the audience to take away or they have spent far too much time and effort setting up the presentation in PowerPoint, integrating every function and display option the program. Death by PowerPoint can be avoided if the speaker uses the technology as a visual aid to complement what is being said rather than as the main focus of the presentation.

The existing learning and assessment practices also do not consider interests, abilities, relationships and the contextual needs of relevant individual learners. You believe the learning practices do not reflect the qualification requirements of the appropriate AQF levels, learner styles, current best practices in the education and training industry.

You are now required to complete the following assessment activities to demonstrate your skills and knowledge.

Note: You must demonstrate your skills in each of the assessment activities, to your trainer/assessor, before recording your responses in the templates provided.

Activity 1: Consider how to improve learning practise

In this assessment activity you will be required to consider how to improve the learning practises in the training and education institute or organisation.

You must read and understand the criteria carefully before you write your response in the templates provided below.

Training Improvement plan

Discuss the existing training and assessment practices in detail and in your own words.

What were the objectives of reviewing the training and assessment practices in detail and in your own words.

Identify underlying issues

Discuss the reasons behind poor performance and underlying issues in detail.

Advances in learning practices

Provide a detailed explanation on how learning practices have changed and improved.

Challenging the learning practices

Explain in detail how you can review and challenge the existing learning practices to develop, and test, improved approaches.

Meeting the needs and requirements of individual learner

Explain in detail the changes you have made in the training and assessment practices to meet the interests, abilities, relationships and the contextual needs of relevant individuals.

The learning theories and instructional design principles

Explain in detail how you have incorporated a range of appropriate learning theories and instructional design principles to improve learning practice.

Explain in detail how in your practice you have made sure learning practice reflects the qualification requirements for nominated qualification/s?

Activity 2: Journal activity

In this activity you are required to write a journal entry based on the skills and knowledge you have demonstrated to your trainer/assessor regarding each of the criteria mentioned below.

Examine advancements in learning practise in a specific vocational, training, educational, or content field.

Discuss how the vocational, training, educational or content area has been advanced.

What are the advancements in learning practices?

Examine and challenge current learning practises in order to build and test improved approaches.

Review the existing learning and assessment practices and present your views.

Challenge the existing learning and assessment practices and discuss how can they be improved?

Explain how existing learning practices are developed, tested and improved? Discuss the approaches to improve learning practices.

Based on the information provided in the scenario and assessment, explain how have you carried out the following

When encouraging better learning practises, consider the interests, abilities, relationships and the contextual needs of relevant individuals:

How have you taken into consideration the interests, abilities, relationships and the contextual needs of relevant individual learners?

What is the importance of taking into consideration the interests, abilities, relationships and the contextual needs of relevant individual learners?

Explore how different relevant learning theories and instructional design principles can improve learning practise.

How have you completed the research on a range of appropriate learning theories and instructional design principles to improve and enhance the learning practices?

Mention the range of appropriate learning theories and instructional design principles you have considered to carry out this part of the assessment activity.

Ensure that learning experience corresponds to the qualification criteria for the nominated qualification/s.

How have you ensured the learning practice reflects the qualification requirements for nominated qualification/s?

What is the need to ensure learning practice reflects the qualification requirements for nominated qualification/s?

Activity 3: Manage and track the tools and practices for better learning

This is in continuation to the previous assessment activities.

You will be assessed on the following criteria:

Analyse and compare learner types in relation to the suitability of existing vocational, training, and educational learning strategies.

Assess and evaluate the effect and influence of emerging technology on learners and training methods.

Develop better learning practises based on how students already study.

Develop improved learning practises based on the learner's knowledge and personal preferences.

You must read and understand the criteria carefully before you write your response in the templates provided below.

Part 1: Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies.

You will be required to observe and assess three (3) learners with different learner styles and complete the table below.

Your trainer/assessor can provide you with the learners to complete this assessment activity. The learners can be staff members from the training organisation or learners that are not completing this course/training.

Note: Each learner must complete a learning style questionnaire.

Learner ID

Allocate an ID to each learner, do not mention the real name.

For example: L1001 Section one score (Visual) Section two score (Auditory) Section three score (Kinesthetic) Learner style of each learner

Part 2: Evaluate the role, and impact of, new technologies on learners and training techniques

You will be required to conduct your research (online and/or offline) and complete the following table:

Note: You must identify three (3) new technologies to complete this part of the assessment activity successfully. The technologies can be:

New technology The role it plays in education and training, learners and training techniques The impact it has on education and training, learners and training techniques

Part 3: Plan improved learning practice based on how learners currently learn

In this part of the assessment activity, you are required to plan improved learning practice based on how your learners are currently learning.

You will be required to use the information provided in the scenario or conduct your own research to complete this part of the assessment activity.

You must identify three existing training practices which you believe should be rectified and/or improved.

Existing training practices Issues identified with each training practice How have you planned improved learning practice based on how learners currently learn

Part 4: Plan improved learning practice based on the experience and personal interests of the learner

In this part of the assessment activity, you are required to plan improved learning practice based experience and personal interests of the learner.

You will be required to use the information provided in the scenario or conduct your own research to complete this part of the assessment activity.

You must identify three existing training practices which you believe should be rectified and/or improved.

Existing training practices Issues identified with each training practice How have you plannedimproved learning practice based on experience and personal interests of the learner

Activity 4: Journal activity

In this activity you are required to write a journal entry based on the skills and knowledge you have demonstrated to your trainer/assessor regarding each of the criteria mentioned below.

You will be assessed on the following criteria:

Analyse and compare learner types in relation to the suitability of existing vocational, training, and educational learning strategies.

Assess and evaluate the effect and influence of emerging technology on learners and training methods.

Develop better learning practises based on how students already study.

Develop improved learning practises based on the learner's knowledge and personal preferences.

Analyse and compare learner types in relation to the suitability of existing vocational, training, and educational learning strategies.

Discuss how you have analysed and compared learner types in relation to the suitability of existing vocational, training, and educational learning strategies.

Assess and evaluate the effect and influence of emerging technology on learners and training methods.

Assess and review the effect and influence of emerging technologies on learners and training methods.

How do they improve or enhance?

Develop better learning practises based on how students already study.

What are the improved learning practises you used based on how students already study?

Develop improved learning practises based on the learner's knowledge and personal preferences.

What are the improved learning practises you used based on the learner's knowledge and personal preferences?

Activity 5: Analyse and promote the implementation of better/improved learning practises

This is in continuation to the previous assessment activities.

You will be assessed on the following criteria:

Develop vocational, teaching, and educational (VET) learning practises in accordance with learner characteristics.

Speak out/advocate in support of better VET learning practises.

Begin research into better learning practises.

Build and test enhanced learning scenarios in real-world settings.

Act as a mentor to colleagues in order to encourage better learning practices.

You must successfully complete the template below to be deemed satisfactory in this assessment activity.

How have you developed vocational, teaching, and educational (VET) learning practises in accordance with learner characteristics?

Discuss the learner characteristics

Discuss the learning practices that you have implemented/developed

How have you spoken out/advocated in support of better VET learning practises?

Discuss the three (3) VET learning practises you have advocated and spoken out?

Why have you raised your concerns and selected these VET learning practices?

Begin research into better learning practises.

Discuss how have you conducted your research in understanding and carrying out better learning and training practices.

What did you analyse and find out through your research?

Build and test enhanced learning scenarios in real-world settings.

How have you built and tested enhanced learning scenarios in real-world settings?

Act as a mentor to colleagues in order to encourage better learning practices.

How have you acted as a mentor to colleagues in order to encourage them better learning practices?

You must complete the attached mentor training session to ensure you completed this activity.

Discuss your experience and findings.

Template: Mentor training session

Purpose and objectives of the mentoring program plan (50-70 words).

Key requirements of the mentoring program plan

Anticipated outcomes

Program design principles

Mentees learning style

Mentor skills requirements

Method or mode of interaction to deliver the mentoring program

Reporting requirements

Timelines

Roles and responsibilities of the mentors and mentees

Evaluation criteria

Purpose and objectives of the mentoring program plan (50-70)

Key requirements of the mentoring program plan

Anticipated outcomes

Program design principles

Mentees learning style

Mentor skills requirements

Method or mode of interaction to deliver the mentoring program

Reporting requirements

Timelines

Roles and responsibilities of the mentors and mentees

Evaluation criteria

Ground rules for the mentoring relationships (50-100 words)

rightcenter00right8561212TAELED803

Implement improved learning practice00TAELED803

Implement improved learning practice-824230-4876800095257799070LEARNER GUIDE

00LEARNER GUIDE

Version Control

Unit code Document version Release date Comments/actions

TAELED803 1.0 22.03.2021 First edition

Copyright

Copyright 2021 by CAQA Resources.

Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed Attention: Permissions Coordinator, at the address below.

Enquiries should be addressed to: CAQA Resources 2/10 Lawn Ct Craigieburn, Victoria 3064 Australia www.caqaresources.com.au

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Acknowledgement

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Table of Contents TOC o "1-3" h z u

Table of Contents PAGEREF _Toc67311836 h 2Introduction PAGEREF _Toc67311837 h 3CHAPTER 1: EVALUATE WAYS TO IMPROVE LEARNING PRACTICE PAGEREF _Toc67311838 h 41.1Review advances in learning practice within a given vocational, training, educational or content area PAGEREF _Toc67311839 h 211.2Review and challenge existing learning practice to develop, and test, improved approaches PAGEREF _Toc67311840 h 241.3Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice PAGEREF _Toc67311841 h 281.4Research how a range of appropriate learning theories and instructional design principles can improve learning practice PAGEREF _Toc67311842 h 301.5Ensure learning practice reflects the qualification requirements for nominated qualification/s PAGEREF _Toc67311843 h 32 CHAPTER 2: MANAGE AND MONITOR THE MEANS TO IMPROVE LEARNING PAGEREF _Toc67311844 h 372.1Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies PAGEREF _Toc67311846 h 462.2Evaluate the role, and impact of, new technologies on learners and training techniques PAGEREF _Toc67311847 h 502.3Plan improved learning practice based on how learners currently learn PAGEREF _Toc67311848 h 522.4Plan improved learning practice based on the experience and personal interests of the learner PAGEREF _Toc67311849 h 54CHAPTER 3: ANALYSE AND ADVANCE THE ADOPTION OF IMPROVED LEARNING PRACTICE PAGEREF _Toc67311850 h 583.1Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics PAGEREF _Toc67311852 h 613.2Advocate for improved VET learning practice PAGEREF _Toc67311853 h 643.3Initiate research into improved learning practice PAGEREF _Toc67311854 h 663.4Design and test improved learning practice in real-world situations PAGEREF _Toc67311855 h 683.5Mentor colleagues to promote improved learning practice PAGEREF _Toc67311856 h 69References PAGEREF _Toc67311857 h 72

Introduction

This unit describes the skills and knowledge required to initiate, and implement, practices that support the improvement of learning strategies in an organisational context. It includes:

evaluating ways to improve learning practice, managing and monitoring the means by which to improve learning, analysing, and advancing adoption of improved learning practice

methods for improving learning practice, including developing individual staff members from the perspective of the organisations needs and imperatives, and enhancing outcomes for learners and candidates.

It applies to leaders or managers who use research, theoretical analysis and professional investigation, to identify ways in which to implement learning practices that build organisational capabilities within a small to medium-sized organisation, or to a significant unit of activity in a large organisation.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

293370109220 What will I learn?

This learning guide will provide you the skills and knowledge required to:

Evaluate ways to improve learning practice

Manage and monitor the means to improve learning

Analyse and advance the adoption of improved learning practice

What will I learn?

This learning guide will provide you the skills and knowledge required to:

Evaluate ways to improve learning practice

Manage and monitor the means to improve learning

Analyse and advance the adoption of improved learning practice

right-83248500-4876807556500CHAPTER 1: EVALUATE WAYS TO IMPROVE LEARNING PRACTICE

Learning

The method of gaining new understanding, skills, practices, habits, capabilities, beliefs, perceptions, and desires is learning. People, animals, and certain machines possess the capacity to learn; there is also evidence that some plants may also have developed ways to use learning. Learning in simple terms is explained as the process to change yourself (changes or additions to ones thinking) according to the environment and situation.

Workplace learning

Workplace learning helps workers develop their skills in their business and become better performers. Many individuals in a company, including skilled trainers and assessors, organisational development experts, human resources staff and managers, contribute to the availability of workplace learning.

Learning opportunity

Learning opportunity means any course of study (classroom-based or non-classroom-based supervised teaching and training activities), training, education or training (such as distance learning and correspondence courses), professional advancement at the workplace, made available to the employee by a trained professional;Learning goals

The learning goals can be defined as the behaviours, understanding or comprehension which learners consider to be essential for their learning. They can connect to particular working practices, particular topics, or areas of learning or a combination of these activities.

For example, for a trainer or lecturer, the learning goals are associated with how they can provide the best world-class training and teaching to their students. Trainers can work hard to achieve this through practice and going through professional learning and training development.

Learning goals start with the most fundamental question, what do you want to achieve?

The concept of Learning strategy

As academics and professionals become aware of the role of learning in society, the concept of a learning strategy continues to evolve dynamically (and partially automatically). Learning isn't limited to the 'Industrial Age' where people are 'empty vessels' and they need to be filled with skills but not the knowledge to play an active role in society. In the face of the digital technology revolution and social change, that kind of belief has eroded, even though educational systems and organisations are still struggling to evolve and adapt change according to the needs of the time.

Furthermore, learning continues to be influenced and sustained by on-going social transformations. One such example is the technology and the emergence of the digital economy. Technology is changing the operational structure of organisations. It also calls for new learning solutions to improve what can occur, when, where and how. This circular relationship between cause and effect places enormous stress on educational providers and those in charge of leading the implementation of the learning strategy to adapt to increasing speeds. There is no one-size-fits-all solution available in terms of implementing the learning strategy. Most processes for the development of learning strategies begin with client needs assessment, setting learning priorities and objectives that trigger the design and delivery of learning materials and conclude with an evaluation of how well a training, education or development solution meets the needs of learners. However, this process can also be subject to a remarkable range of variations in one organisation. Variations caused by the individual, group and organisational needs competing with each other and differences in context and how people learn, use technology and interact with each other add complexity to the process of implementing the learning strategy.

Learning has always been linked to changing societies, organisations and individuals. Against the backdrop of accelerated change, it must be realised that the fundamental nature of learning has to change as well. The shift away from a classroom, public education and training to a more flexible, responsive, context-centred, personal learning response is partly evidence of this.

This is supported by trends such as:

About 70% of what an employee needs to know to do his or her work successfully is learned outside of formal training, usually from colleagues in informal interaction and structured work experience. (Kaplan 2002). Kaplan.

Much of the' high-ranking' knowledge required for work is tacit, not only difficult to codify into content but deeply embedded in people's context and behaviour, attitude and culture in this community (Ambrosini & Bowman 2001). Such knowledge is difficult to teach or move to the workplace in the classroom (Eraut, 2004: 203).

Over 60 per cent of the learning activity in the Australian industries (e.g. transport, utility, IT, telecommunications) and over 80 per cent of learning costs come from recognised and unrecognised training and development sponsored by the employer, rather than from officially funded formal education and training (Bowles 2012). This has resulted in the recognition of the importance of a trade market and authentic learning, which is not only linked to skills but also the way that graduates are thinking and applying knowledge.

The definition of learning and development strategy

The conception of a learning and development strategy continues to develop dynamically as academicians and researchers become conscious of the role of learning in society (and partially automatically). Learning is not confined to the industrial era in which people are 'hollow shells,' and in order to play an active role in society, they have to be loaded with skills but not knowledge. This form of conviction has been undermined in the face of the digital media revolution and social change, even as educational systems and institutions are still trying to develop and adapt change to the needs of the moment.

In addition, learning continues to be impacted and maintained by on-going social changes. Technology and the rise of the digital economy are one such example of the case. The organisational structure of companies is being modified by technology. It also calls for new solutions for learning to strengthen what can occur, where, where and how. This circular link between cause and effect puts tremendous stress on providers of education and those responsible for leading the implementation of the learning strategy to adjust to growing speeds. In terms of applying the learning method, there is no one-size-fits-all practical alternative. Many learning plan development processes begin with the assessment of customer requirements, setting learning goals and priorities that activate the design and delivery of teaching activities and end with an assessment of how well a solution for training, education or development meets learners' requirements. That being said, in one organisation, this mechanism may also be subject to a remarkable variety of variations. Variations created by the conflicting human, community and organisational needs and variations in context and how people learn, use technology and connect with each other add complexity to the learning strategy implementation process.

Learning has always been correlated with changing cultures, institutions and citizens. It must be understood, against the backdrop of rapid change, that the basic essence of learning must also change. This is partly demonstrated by the transition from classrooms, public training and education to a more versatile, sensitive, context-centred, personal learning approach.

This is backed up by patterns such as:

Outside formal training, approximately 70% is what a staff member learns to do his or her job successfully, typically from peers in casual contact and organised work experience.

Much of the 'high-ranking' information needed for work is implicit, not only hard to codify into the material, but deeply rooted in the meaning and actions, attitude and culture of people in this group. In the classroom, such information is hard to teach or transfer to the workplace.

More than 60% of the learning operation in the Australian industries (e.g. transport, services, IT, telecommunications) and more than 80% of the learning costs come from recognized and unrecognized employer-sponsored training and development rather than from officially supported formal education and training. This has contributed to the understanding of the value of a business market and genuine learning, which is not only related to skills but also to the manner in which graduates think and apply knowledge.

Learning practice

Practice is the act of regularly repeating an action or engaging in an activity for the intention of promoting or mastering it, as in the expression "practise makes perfect." Learning practice, therefore, refers to the act of repeating learning until an individual achieves satisfactory strategic outcomes or objectives.

Learning practice is also referred to as the applicable pedagogy or learning theories and their relationship to the vocational, training and educational strategies, techniques and approaches that can be used to improve learning.

Appropriate pedagogy or learning theories

In this section, we will cover the appropriate pedagogy and learning theories.

Action science

Action science is a type of action research in which the aim is to produce knowledge that people can use to establish behavioural environments that are marked by valid evidence and experiences, educated opinions and decisions, and internal commitment.

Applied learning models

Applied learning involves learning experiences that encourage learners to think, collaborate, and connect in order for them to interact with and contribute to society surrounding them. These learning experiences occur in a variety of settings, such as the classroom, the workplace, the community, and on the land, and enable students to apply and incorporate theoretical knowledge as well as personal, realistic, and professional skills. The learning exercises should ideally mimic real-world scenarios or be set in a real-world context.

The Applied Learning Model is based on eight applied learning concepts according to the National Society for Experiential Education:

1. Intention/ Purpose

2. Curriculum preparation and planning/ Curriculum development and planning

3. Authenticity/ Reliability

4. Reflection/ Introspection

5. Group orientation and training/ Group orientation and preparation

6. Monitoring and continuous improvement/ Tracking and quality improvement

7. Assessment and evaluation/ Evaluation and assessment

8. Acknowledgement/ Recognition

Behavioural learning theory

The behavioural learning theory, also known as behaviourism, is a common philosophy that focuses on how students are learning. The theory behind behaviourism is that all behaviours are acquired by interaction with the environment. According to this learning theory, habits are learned from their environment and that innate or hereditary influences have very little impact on actions.

Positive reinforcement is a general example of behaviourism. If a student achieves a perfect score on their spelling exam, they will be given a small reward. Students will work hard and prepare for their exams in the future in order to earn the reward.

Behaviorism is important for educators because it affects how learners react and behave in the learning environment and implies that educators may have a direct effect on how their learners behave. It also assists educators in understanding how a participant's home atmosphere and lifestyle can influence their actions, allowing them to see it critically and work to help with change.

Educators can use relational learning approach strategies in their workshops in a variety of ways, including:

Drills are performed. Educators may use drill patterns to make the students understand the repetition and reinforcement that behavioural learning theory employs.

Question and response session To assist students, teachers should use a question as a prompt and an answer as a response, progressively increasing the difficulty of the questions.

Work with a guide. Teachers should be actively active in supporting students with issues in order to include the motivation and action demonstration that you want them to obey.

Review on a regular basis The significance of reviews in behavioural learning theory cannot be overstated. Going over content again and again, as well as offering positive reinforcement, would help students remember knowledge even better.

Encouragement is a good thing. Positive reinforcement is used often in behaviourist schools. This may include verbal affirmation and praise, incentive programmes, additional rights, and other methods.

Cognitive learning theory

Cognitive Learning Theory (CLT) is necessary to better understand how the human mind functions while learning. The theory focuses on how the brain processes knowledge and how learning happens as a result of the internal processing of information. It is focused on the premise that people psychologically interpret the information they receive rather than actually reacting to environmental stimuli.

The Cognitive Learning Theory is a broad theory that describes mental processes and how they are affected by both internal and external factors to produce learning in a person. Jean Piaget, an educational psychologist, is credited with developing the theory. He assumed that information is deliberately built by learners based on their pre-existing cognitive structures.

Piaget was opposed to behaviourist philosophy, which focuses solely on observable behaviour. He paid more attention to what was going on inside the learner's head rather than how they responded.

Constructivist

Constructivism is an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner (Elliott et al., 2000, p. 256).

In elaborating constructivists ideas Arends (1998) states that constructivism believes in personal construction of meaning by the learner through experience, and that meaning is influenced by the interaction of prior knowledge and new events.

Constructivism is a key learning theory that educators use to help their learners understand. Constructivism is founded on the premise that people consciously construct or create their own knowledge, and that your experiences as a learner decide reality. Essentially, learners use their prior knowledge as a base and expand on it with new information. As a result, everyone's individual experiences influence their learning.

Constructivism is important for educators to consider because it affects how all of the students learn. Educationists who appreciate constructivist learning theory know that each day, their learners bring their own specific experiences to the learning environment. Their history and prior experience affect how they learn. Educators should use constructivist learning theory to assist their learners realise what they already know. If you are a current or aspiring educator, it is vital that you receive the requisite education and qualifications. However, it is also important to consider learning theories and how they affect you and your students. This guide will explain the constructivist learning theory and how it can benefit you as a teacher.

Discovery learning

The discovery Learning is a form of inquiry-based learning originally developed by Jerome Bruner. This influential theory encourages learners to understand and focus on previous experiences and knowledge, to use their intuition, imagination, and ingenuity, and to seek out new information in order to uncover facts, connections, and new truths. Learning does not mean passively absorbing what is said or read, but rather actively finding answers to problems.

Learners may use their cognitive abilities to learn new concepts through Discovery Learning. In other words, learners may not always be at the same level of learning; each student may achieve a different level of knowledge on a subject in his or her own way while still achieving the instructor's expected outcome. Discovery learning is inquiry-based; educators may pose a question about a subject to learners, and the students must work together to uncover the facts and make connections in order to understand the content. It is essential that educators take active learners and are learning in the right direction through Discovery Learning; educators must constantly try and see if learners are collecting misconceptions about a subject and then correct those misconceptions.

What practises do learners participate in during Discovery Learning?

Learners may be:

investigating facts, manipulating objects, and carrying out experiments

holding conversations and/or debates

looking at other points of view and posing more in-depth questions

conversing with the teacher about new ideas or myths

What are the benefits of Discovery Learning perceived to be?

Discovery Learning has many benefits. This may include:

Learners are more actively engaged; they are improving problem-solving skills; they are taking responsibility for their learning; and they are rising in innovation.

Learners who are self-motivated gain more details. Students who are autonomous will have to collaborate with others to explore, interpret, and debate knowledge and or issues with understanding.

Learning activities and content can be adapted to the performance of the learners.

Humanistic

Abraham Maslow, Carl Rogers, and James F. T. Bugental founded the humanistic learning theory in the early 1900s. Humanism emerged as a reaction to the prevailing educational philosophies of the time, which were behaviourism and psychoanalysis. Abraham Maslow is regarded as the movement's founder, with Carl Rogers and James F.T. Bugental contributing to psychology later on.

The humanistic theory of teaching and learning is a school of thought that believes in educating the "whole" child. A humanist approach will put a heavy emphasis on learners' emotional well-being and will often consider learners as innately good "at their core."

The teaching approach of a humanist educator will be based on four conceptual foundations. These foundations will guide the educator's values and, eventually, the way they educate. These four foundations are as follows:

We have the freedom to do and think whatever we want.

Emotions have an effect on learning: In order to reach our full potential, we must be in a healthy emotional state.

Intrinsic Motivation: We all have an intrinsic drive to better ourselves.

Innate Goodness: Humans are inherently good.

Information processing theory

Information Processing Theory is a cognitive theory that examines how information is stored in our memories. The theory explains how our brains process information, from what we are paying attention to in the present moment to what is stored in our short-term or working memory and, finally, what is stored in our long-term memory.

The concept of Information Processing Theory is that long-term memory formation occurs in stages: first, we perceive everything through our sensory memory, which is all we can see, hear, feel, or taste in a given moment; then, we use our short-term memory to remember things for very short periods of time, such as a phone number; and finally, long-term memory is stored permanently in our brain.

The information processing theory, in its most simplistic form, compares the human brain to a machine or basic processor. The brain, like a computer, is thought to operate in a predetermined sequence. The sequence is as follows: "receives input, processes information, and produces output."

According to this theory, humans can process knowledge in a similar manner. The mind can interpret information through the senses in the same way as a machine does. If the information is concentrated on, it will be passed to short-term memory. The mind will address its environment when in short-term memory, also known as working memory. The information is then encoded and sent to long-term memory, where it is stored. When required, the information can be retrieved using the central executive. The conscious mind can be thought of as the central executive. The central executive will transfer information from long-term memory to working memory for use. This is how our minds are thought to interpret knowledge in the same way as a machine does. A computer's output can be compared to the mind's output of knowledge by actions or action.

Problem-based

Barrows and Tamblyn (1980) coined the term "Problem-Based Learning" (PBL) for use in medical education. It is very much based on the Constructivist Learning Theory.

Problem-based learning (PBL) is a learner-centered pedagogy in which learners learn and understand a topic by solving an open-ended problem from trigger content. The PBL method does not emphasise problem solving with a predetermined solution, but it does allow for the creation of other valuable skills and attributes. This includes improved community coordination and connectivity, as well as information acquisition. The PBL method was created for medical education but has since been expanded to include applications for other types of learning. The method encourages learners to develop skills that will be useful in their future practise. It improves critical thinking, retrieval of literature, and promotes ongoing learning in a team environment.

Situational

One of the theories advanced to describe the learning process is the situational learning theory. According to the theory, learning happens unconsciously and is often rooted in an objective activity, context, and culture. Jean Lave, a leading social anthropologist with a keen interest in social theory, was the first to advance the theory. She contends that learning is rooted in individual events, meaning, and history, and that it is learned unconsciously rather than deliberately. This method of learning is referred to as legal peripheral involvement by Lave and Wenger. There has been research to see if the principle of situational learning can be used to enhance human resource development practise in organisations. The primary aim of this paper would be to examine whether the situational learning theory can be used to improve HRD in organisations by building on previous research works and reviewing some of the theory's shortcomings that should be discussed in order to improve it.

Social learning

Social learning theory is a learning and social behaviour theory that argues that new habits can be learned through watching and imitating others. According to it, learning is a cognitive process that occurs in a social context and may occur solely through observation or direct guidance, even in the absence of motor reproduction or direct reinforcement.

Learning happens not only through observation of actions, but also through observation of rewards and punishments, a phenomenon known as vicarious reinforcement.

When a specific behaviour is consistently praised, it is more likely to persist; conversely, when a specific behaviour is continually punished, it is more likely to cease.

The theory builds on conventional behavioural theories, which hold that action is primarily regulated by reinforcements, by stressing the vital functions of multiple internal mechanisms in the learning person.

The ways to improve learning practice

There are a number of ways through which you can improve your learning practice. Some of these ways and strategies are mentioned below. Please note this is not an exhaustive list and provided as a reference only purposes.

Change up your learning schedule, environments, and learning materials.

Many learners have a set time and venue for learning. Interestingly, studies have shown that shifting your learning environment at home in a different room, at university, or in a computer lab will help you learn better. Similarly, adjusting the time of day you research and the tools you use - laptop, pen and paper, speaking into a voice recorder - will help you learn more effectively.

Get a required 8 to 10 hours night sleep.

However, your sleep schedule should be adjusted based on what you are studying.

If you want to learn names, formulas, and dates, go to bed early and sleep deeply in the early evening. Then, wake up early and go over what you learned the day before.

The best sleep for consolidating creative thought and motor skills occurs in the morning before awakening. So, in order to learn these skills, you might want to go to bed a little more later than usual and sleep in a little.

Schedule your learning time period.

It is best to split the learning time into two one-hour sessions rather than a single two-hour session. You will remember more if you work for an hour today and another hour tomorrow, particularly if you get enough sleep at night.

"Cramming" for an exam can be successful.... for your exam results.

This is a last resort technique that has been shown to work in the short term, so you will most likely do better on standardised examination tests. But you won't remember anything in the long run. We do not recommend this strategy either.

Make use of self-testing.

This is a strong, time-tested learning method. You can put yourself to the test by trying to recall what you were learning or explaining it aloud to yourself or someone else who is willing to listen. You can ask your colleagues to challenge you. One of the advantages is that you will get instant suggestions and advice on whether you are correct or incorrect.

Don't be worried with short breaks or distractions while learning.

Learning scientists realise that taking a short break when attempting to solve a challenge is one of the most successful skills needed to succeed. When you take a break, the brain will continue to work on the issue subconsciously, free of any preconceived notions you might have had.

Create learning sessions that combine different knowledge areas or skills.

When you concentrate on learning one thing at a time, it is the quickest way to learn, however it can restrict the scope of your learning.

Working on the history of vocational education and training, understanding competency based learning and assessment, and creating a PowerPoint presentation about vocational learning through online platforms in a single learning session would sharpen your grasp on all of them more than if you used the session for one specific information field/ knowledge area alone.

289435115155 What will I learn?

In this chapter, you will learn about the following:

Review advances in learning practice within a given vocational, training, educational or content area

Review and challenge existing learning practice to develop, and test, improved approaches

Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice

Research how a range of appropriate learning theories and instructional design principles can improve learning practice

Ensure learning practice reflects the qualification requirements for nominated qualification/s.

What will I learn?

In this chapter, you will learn about the following:

Review advances in learning practice within a given vocational, training, educational or content area

Review and challenge existing learning practice to develop, and test, improved approaches

Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice

Research how a range of appropriate learning theories and instructional design principles can improve learning practice

Ensure learning practice reflects the qualification requirements for nominated qualification/s.

Review advances in learning practice within a given vocational, training, educational or content area

Learn what has been happening in the vocational education and training sector

Vocational Education and Training (VET) is a broad term that is described in the different manner across countries and by leading international organisations on an Australian and worldwide scale.

Over the second half of the twentieth century, the interpretation of VET transformed from representing a fairly specific training or retraining for particular jobs to a very broad concept, overlapping with general education and encompassing, at least in theory, secondary schooling, adult learning both general and in conjunction with active job market initiatives, most of higher education, and lifelong learning as a wholly separate philosophy.

Defining VET's boundaries and scope is becoming more complicated as our perception of it evolves.

The two conventional markers used in educational classifications, programmes from the 1970s, such as VET is a terminal programme that does not have access to HE' and VET focuses on the middle level of schooling,' have clearly lost ground.

Nonetheless, despite major cross-country variations, a recent review of VET concepts in Thirty European countries revealed that in most countries, VET is viewed as occupations-specific education and training geared towards securing a supply of skilled labour that primarily addresses younger generation, offers academic credentials at the middle level of education, and is financed by education budgets. Other relevant aspects of VET at the upper secondary level to consider include: First, VET is far more complex than general education, with students having to select from a far wider variety of programs; second, learning results are less standardised; and third, there are variations between general education and VET programs in terms of control, with business interest groups and labour unions often having a strong say on vocational tracks specific to a given industry.

You can read more information about changes and advancements in the vocational education and training sector at https://www.ncver.edu.au/__data/assets/file/0020/2765/china.pdf and The vocational education and training sector: a quick guide Parliament of Australia (aph.gov.au)

Review advances in learning practice

It is critical that you review all advancements happening in the learning sector and learning practice.

Technological advances in the field of learning

Every industry in the world is rapidly evolving as a result of technological advances, and learning is no exception. Many face-to-face courses have migrated to online learning over the last five years in the Vocational Education and Training (VET) market, but as concepts like gamification and virtual reality gain traction, our education sector is undergoing a revolution.

In their early stages, online learning systems were mostly used to store digital course notes rather than to improve the learning experience. As a result, completion rates for online courses in the VET sector were and continue to be lower than for face-to-face equivalents. However, as technology progresses, a major change in the opposite direction is anticipated.

There are many opportunities.

While classroom learning will continue to play a role, it is already giving way to innovations that allow students to learn where, when, and how they want. I saw this firsthand when my son showed an interest in studying Chinese. Instead of enrolling in a course, he downloaded applications to teach himself the basics of the language, and then expanded his experience by communicating online with native speakers. He also changed the language on his phone to Chinese as he progressed, immersing himself in it through technology.

Self-paced and personalised learning is what the digital native generation desires, and it can benefit employers as well, particularly in rural areas. It is not unusual for a regional employer to be required to send an apprentice or trainee to a city for training, resulting in the loss of a resource and the student having to study in an unfamiliar setting, away from their support network. As things stand now, certain courses are not available in rural areas, requiring students to migrate to cities or follow a different career path. Online learning has the ability to make courses and career options accessible to a larger audience.

Artificial intelligence and gamification, in which gaming elements such as point scoring and token collection are incorporated into tests, provide engaging educational experiences. When done correctly, they can be used to teach vocational skills while also building problem-solving and critical thinking skills and improving digital literacy.

Lifelong learning is important.

Digital learning is much more adaptable, enabling people to dip in and out of schooling during their careers, researching smaller units to help with a project or solve a pressing issue. It is often said that the only constant in life is change, and this is more true now than ever before lifelong learning is important for keeping up with the rapid speed of technology.

This is a global problem. Christine Lagarde, the head of the International Monetary Fund, recently addressed the need for the global education sector to reinvent itself, saying, "This is not just about adding a few more coding lessons." It is about encouraging critical thinking, independent problem solving, and lifelong learning in order to help people respond to change.

Face-to-face encounters will evolve.

Although technology can supplement classroom experiences, it cannot replace face-to-face instruction. Face-to-face encounters are crucial for improving communication and work-related skills, so they must evolve rather than be removed.

Compliance with regulatory and legislative requirements

Learning practice should comply with all of the following requirements and guidelines at all times.

Available technologies

Access and equity guidelines and practices

Learning systems

Recording and reporting procedures

Business and performance plans

Legal framework and guidelines

Collaborative or partnership arrangements

Quality and continuous improvement guidelines

Privacy requirements

WHS/OHS requirements

Defined resource parameters

Efficiency and effectiveness of supply arrangements with third-party suppliers (i.e. procurement arrangements)

Ethical standards

Strategic, operational and functional needs;

Review and challenge existing learning practice to develop, and test, improved approaches

Challenge existing learning practices

You must review and evaluate all the existing learning and teaching practices in the academic environments. The review should occur to understand how learner-centred concepts and principles are followed by the educators and the organisation.

Some of the existing learning practices that should be avoided may include but are not limited to the following:

Asking the questions and seeking volunteers to answer them, this is quite common, where educators ask a question and seek response from anyone who knows the answers. The learners (most of them) either do not give a response or think about the question as they know there will be someone in the classroom who will probably answer it correctly.

Calling on learners cold when you are in the middle of discussing something and learners are not mentally ready to answer the questions. Some learners might feel comfortable with this tactic but others simply do not like it. This practice is very much like cold calling your learners, and putting them in a very uncomfortable position.

Turning your learning sessions into a powerpoint show: This happens when an educator opens a powerpoint and reads sentence by sentence what is written on the slides and sometimes they have 150-200 slides for each session. These kinds of sessions are simply a waste of time as learners can not interact with concepts, educators or fellow learners.

Failing to offering a variety in instruction: Nonstop lecturing usually offers very limited learning at the end. As the powerpoint shows are not very effective, so are the learning sessions where the educator is not able to offer a variety of instruction through different learning tools, methods and theories. The educators should also include visuals, diagrams, animations, photos, video clips and other interactive and animated content in the training sessions.

Make sure the learning is sufficiently challenging for everyone.

You must also make sure that the learning is sufficiently challenging for each and every learner. Learners must be given sufficiently demanding work in order to engage in a constructive challenging environment. The definition of Zone of Proximal Development (ZPD) by Lev Vygotskythe difference between what a learner can do without help and what they can't dois important for successful lesson design and goal-setting with students. When students work inside their ZPD, they may use prior experience, skills, and techniques to help them learn more effectively. Teachers must design learning environments that are versatile enough to accommodate a wide variety of abilities and needs in order to insure that all students are working within their ZPD the majority of the time.

One approach for achieving this versatility is to provide students with learning options. Academic Choice, a method used to arrange lessons that give students choices in content or procedure, or often both, is used by teachers in the Responsive Classroom approach. Students in this Academic Choice math lesson had the option of working alone or with a partner. The instructor did not have any content options; everyone was practising measuring the perimeter and area of rectangles. Offering options, as this instructor did, is one way for teachers to meet a wide variety of learning needs while also ensuring that all students feel developmentally acceptable difficulty and achievement.

Introduce learners to opportunities that will aid in their autonomy and exploration.

Begin by assisting learners in imagining what a fruitful struggle could involve. Assist them in anticipating future obstacles and what it may feel like to be "stuck." Then, invite students to brainstorm tools they could use if they were in a pinch. During a research lesson, this might sound like:

As professional measurers, you are becoming more at ease measuring the area and perimeter of rectangles. I've noticed how you're all honing different skills and techniques to get through new tasks, such as making graph paper visuals and using manipulatives to compute.

Before we begin, let us imagine some problems that might emerge during our practise today and brainstorm tools that people might use to solve them. A common question may be, Do I need to measure area or perimeter here?' What services may be available to assist anyone in that situation?

Teach learners how to understand and use tools that are accessible to them, such as:

Anchor diagrams (ideally ones students have helped to create, or feel a sense of ownership of)

Manipulatives/ Instruments of manipulation (blocks, beans, counting bears, toothpicks)

Library (books, newspapers, magazines)

Papers of various forms (graph, lined, plain, poster, sticky notes, graphic organizers)

Peer assistance (teach language of learning skills such as how to craft an argument, asking and answering questions, the art of agreeing and disagreeing)

Tools for the digital age (apps, devices, search engines)

Methods of learning (outlining, summarizing, ordering, sorting, eliminating, synthesizing)

Time management applications (clock, individual agenda, timer, sand jar)

Coach with caution.

Despite our best efforts to instil perseverance and grit in learners, we occasionally disrupt their practise. Many teachers have a tendency to jump in to "save" a child from a dilemma, maybe by hinting at the solution or suggesting an "idea" that the student should pursue instead. Teachers must note that sufficiently demanding work can be difficult. Learners must learn to navigate struggle in order to persevere.

Years ago, on a bright spring afternoon, one of my wise kindergarten learners taught me an important lesson: the value of being a cautious coach.

Our discussion took place, ironically, during a lesson intended to help students individually practise a repertoire of problem-solving techniques in preparation for the year-end math evaluation. The room was alive with intent and concentrated attention, with each of the 28 children working individually and energetically. As students worked, I went around the room, reinforcing the different skills and creative techniques I witnessed them employing. I noticed Kevin across the room, peering skeptical at his manipulatives, his eyes moving up to a nearby anchor map and back again, as one child finished telling me about their creative use of graph paper. Assuming Kevin was in over his head, I hurried over to save him from what I perceived to be impending frustrationor, worse, failure. The interaction went something like this:

(I scurried over on my knees, dodging kids and materials strewn across the carpet before landing, a little out of breath, at Kevin's side) "Hey Kevin! You seem to be putting in a lot of effort over here... Have you tried rearranging the bits in a different order? Perhaps by scale rather than colour?

Kevin: (after a short pause, focusing his attention on the map in front of him and sighing an annoyed sigh) "But, Ms. Lindsey, I wasn't done worrying about that for myself yet!"

In my hurry to escape pain, I had deprived Kevin of his hard-won learning.

It is not easy to establish environments under which learners can take control of their learning, but it does not have to be challenging. To begin, consider your own teaching style, current teaching practises, and potential strengths and opportunities when facilitating student-directed learning. Try answering the following questions for yourself to see where you can start:

How at ease am I with allowing learners to choose what and how they will learn?

What tools in the classroom could support my learner's autonomy and discovery?

How can I teach and model tools so that learners can use them responsibly and independently?

How comfortable am I with allowing learners to explore and problem-solve for themselves?

Continue to put existing learning methods to the test.

Learning habits become more complex when they are challenged. That is one of the reasons why you should allow your learners to enter the learning pita state of cognitive conflict that pushes them to think more intensely, objectively, and strategically before they have their eureka! moment.

Analyse interests, abilities, relationships and the contextual needs of relevant individuals, when promoting improved learning practice

Every learner has their own goals, learning needs, abilities, and interests, and educators must cater to each learner and their specific characteristics with high expectations for achievement. One way to do this is to provide personalised learning and tailored assistance.

Personalised learning consists of four components that reflect the teaching and learning cycle:

Consultation and collaboration with the learner and/or their parents, guardians, or caregivers evaluating and determining the learner's needs providing changes to meet the learner's defined needs tracking and reviewing the effect of adjustments made to ensure learners receive effective learning and training opportunities.

Consult with and work with the learner, as well as their parents, guardians, or caregivers.

Consultation and collaboration are critical components of personalised learning and support. The following measures are taken by educators or training organisations.

Identify the learner's expectations, interests, abilities, and needs in collaboration with the learner and their parents, guardians, or caregivers. The training organisation keeps track of these consultations, including agreed-upon actions and anticipated outcomes. These should be labelled, dated, and signed off on.

Seek professional advice on the learner's needs, including medical, personal, physical, communication, sensory, and learning requirements, if applicable. Ensure that all relevant workers receive guidance, and that all personal information, as well as its storage and dissemination, complies with privacy requirements.

Consult with the learner on an ongoing basis when his or her needs alter.

Assess and recognise the learner's needs and create their individual learner profile

The next step is to evaluate and define the learner' needs. The following measures are taken by educators or training organisations.

Utilise available data, including consultation with the learner and their parents, guardians, or caregivers, to identify places where the learner requires changes or additional help (this may include curriculum access, engagement, behaviour support, medical needs, and/or learning supports). Records of this data's analysis act as a baseline for ongoing review.

Identify options, approaches, and other changes to the curriculum, learning experiences, and atmosphere that meet defined learning or other needs while capitalising on the learner's strengths.

When evaluating and designing changes, seek professional guidance if necessary, such as from inclusive education experts or other appropriate support staff, such as the learner's therapist.

Make changes for the learner based on their defined needs.

The following measures are taken by educators or training organisations.

Make changes to enable the learner to participate on the same level as other learners. The results of the introduced changes are well established.

Incorporate tailored changes and differentiated learning practise into teaching and learning systems as well as whole-learning experiences that take place inside and outside of the learning environment.

Monitor and assess the effect of the given changes.

The following move is carried out by educators or training organisations.

Evaluate the efficacy of personalised changes, including those made to the climate, on a regular basis to ensure they are still appropriate and necessary for the learner and to decide if additional support measures should be implemented.

Consultation with the learner and their parents, guardians, or caregivers should be included in the review of changes.

Research how a range of appropriate learning theories and instructional design principles can improve learning practice

According to research, relevant learning equals effective learning, and this should encourage us to reconsider how and what we deliver in our learning sessions and lesson plans. As it turns out, the old drill-and-kill strategy is neurologically ineffective. Related, meaningful experiences that both emotionally involve learners and interact with what they already know are what assist in the development of neural connections and long-term memory storage.

What exactly are learning theories?

According to Harasim (2017), "a theory is an explanation for why or how something happens." A learning theory, according to her, is one that seeks to "help us understand both how information is produced and how people learn." According to Lefranois (2019), a learning theory seeks to "systematise and organise what is understood about human learning." He contends that a good learning theory helps to clarify, predict, and even form or modify learner behaviour.

According to several philosophers, all learning theories fall into one of two classes focused on epistemology. There are theories founded on objectivist epistemology (Behaviourism, Cognitivism, and Connectivism) or constructivist epistemology (Behaviourism, Cognitivism, and Connectivism) (Constructivism and Online Collaborative Learning). According to Harasim (2017), most theories can be classified into two types: scientific (hypothesis-driven or experimental theories) and social or critical theories. These classifications reflect the wider theoretical debate of hard' science (STEM) versus soft' social science theories, as well as quantitative versus qualitative scientific study. This divide is still present in educational debate, but attempts are being made to narrow it.

Most learning theories have an analytical component as well as a formalised method of testing, interpretation, and conclusion (Harasim, 2017). They create a vocabulary and dialogue that has an impact on both educational study and practise. They do, however, have drawbacks because learning is a dynamic phenomenon. While learning theories cannot offer full and conclusive answers to pedagogical questions, they can help us better understand how people learn.

It is also worth noting that these theories did not develop in a linear fashion, and that the most recent theories do not supplant older ones: the earliest theories continue to have a profound impact on existing theories and research (Lefranois, 2019).

Theories provide a foundation for understanding how people learn as well as a means of explaining, describing, analysing, and forecasting learning. A theory, in this sense, assists us in making more informed decisions about the design, production, and delivery of learning.

There are several learning theories (behaviourism, cognitivism, constructivism, connectivism, etc.). These thinkers have given extensive thought to learning and have contemplated and studied it thoroughly. This awareness can be used by curriculum designers to think critically about learning and education.

Learning theories provide frameworks for understanding how information is used, knowledge is generated, and learning occurs. Learning designers may use these structures to tailor their instructional practises to various learning and learner needs, allowing them to make more educated decisions about the instructional practises to employ.

There is no single best' learning theory because: each theory provides a specific perspective on learning and the necessary ingredients that allow learning to occur. Learning designers can understand and explain the role of the learner, the role of the instructor/teacher/facilitator, and how learning occurs in various ways by using these theories as lenses. Each theory has affected and developed instructional practises and processes, and new theories can do the same.

Different theories include the framework for learning, underlying motivation, and teaching techniques, all of which have implications for planning and providing instruction. Furthermore, various theories are ideally suited to different learning results and audience profiles.

Since theory is made up of facts and assumptions, learning planners must start the training design process by determining the purpose of the training and then selecting the best theoretical structure to help achieve those learning outcomes.

The five (5) instructional design principles include:

Learning is promoted when learners are engaged in solving real-world problems.

Learning is promoted when existing knowledge is activated as a foundation for new knowledge.

Learning is promoted when new knowledge is demonstrated to the learner.

Learning is promoted when new knowledge is applied by the learner.

Learning is promoted when new knowledge is integrated into the learners world.

Ensure learning practice reflects the qualification requirements for nominated qualification/s

Qualification requirements

Qualification requirements have two main definitions, in the context of learner enrolment into a VET course.

Pre-Enrolment

A qualification requirement is a required skill level as a prerequisite, licence, certificate or other credentials required to enrol or successfully complete a qualification.

The second definition of qualification requirements is:

A qualification requirement sets out the minimum qualification and educator to learner ratio requirements for learners to successfully complete a qualification according to the industry needs and expectations.

These requirements are mentioned by the federal or state regulatory body, training package, training organisation or other stakeholders responsible for delivering and managing the training delivery. Each state and territory can have their own qualification requirements.

Ensuring learning practice reflects the qualification requirements

Each qualification has its own requirements and expectations from the learners. The educators are therefore required to:

Evaluate course materials are suitable for each qualification level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. AQF level 1 has the lowest complexity and AQF level 10 has the highest complexity.

The AQF level summaries are statements of the typical achievement of graduates who have been awarded a qualification at a certain level in the AQF.

For more information, please refer to https://www.aqf.edu.au/aqf-levels

Your role as an educator is to ensure that all course materials appropriately cover all summary knowledge, skills, application of knowledge and skills at the appropriate AQF level. Summary of level 1 criteria is mentioned below for your knowledge purposes.

All criteria such as prerequisite, licence, certificate or other credentials required to enrol in a course are clearly outlined

You must make sure the learners are aware of all the requirements to enrol and complete a course in a successful manner. The requirements should be advertised online through the website of the training organisation or provided as a marketing material to the prospective learners.

Validation of learning practice

Learning practice should be validated on a regular basis, including self validation of the learning practice.

The method of evaluating the quality of your learning practice is known as validation of learning practice. Validation is the method of ensuring that the learning practice is current, compliant and according to learner needs and requirements.

Standards for learning practice

Before you can begin evaluating and validating your learning practice, your organisation or you must first develop observable standards. The performance patterns that educators must demonstrate before training outcomes can be checked are referred to as standards. Until assessing learners, the expectations must be clearly explained to them. Expected pace and accuracy, for example, must be thoroughly clarified. Evaluators must explicitly clarify to learners how and when they have met the criteria, as well as whether or not there is a rating scale that recognises adequate or superior results.

Protocols for assessment

To maintain objectivity, training evaluators such as educators adopt a set of standard assessment protocols. Protocols allow consistent testing any time a training programme or learning practice is evaluated. Education evaluators are expected to implement evaluation procedures, which are step-by-step checklists. Consistent training assessment drives training process progress by finding gaps and inconsistencies throughout training. The similar ways the gaps can be identified in the learning practices. Consistent assessment allows training managers to communicate to senior management that training is being delivered in accordance with expectations or not, what attributes of the learning practice require to change and why, what is working and what needs to be improved in the training program.

Processes of validation

Validation is the strategic process that ensures educators have provided training according to set standards and expectations. These expectations can be set by the Government body, training organisation or other regulatory bodies. The process of validation also ensures that the learners have learned the skills and expertise intended by the educators in a competent and prescribed way. The instructions and guidelines of how training can be provided is usually available through the organisational policies and procedures, training materials, written and assumed learning practice protocols, and so on. A session plan is an important document from the training materials that educators can use to provide effective and efficient training and learning experiences.

Validation confirms not only the end results of preparation or process, but also that the whole training curriculum, training approach and training environment is planned correctly. Learners should be able to move on to the next phase in their education or succeed in their job after completing a training session.

Competency based training and assessment

Competency based training and assessment is a relatively recent development in training assessment and learning systems. Rather than having a written score, this form of training is more concerned with learners' ability to display or demonstrate specific skills or expertise over a time period using different assessment methods

Competency based training and assessment establishes expectations that learners should achieve in a step-by-step fashion. The competency scoring level must be clearly understood by the learners and easily measured by the educators. This form of training programme relieves the learners of the tension associated with conventional scoring approaches, allowing them to focus on learning the skills necessary to succeed in the learning and training program.

299720127000 Self-check assessment

QUESTION 1

What is learning practice? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

List various ways to improve learning practice. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

What is competency based training and assessment ? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Self-check assessment

QUESTION 1

What is learning practice? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

List various ways to improve learning practice. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

What is competency based training and assessment ? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

right-83439000-481330-23277900 CHAPTER 2: MANAGE AND MONITOR THE MEANS TO IMPROVE LEARNING

Learning structures

There is one main objective for every learning and development team. They want to make sure that every learner is provided with the opportunity to learn.

Two contrasting learning styles are formal and informal learning. Pragmatic and structured is one. Casual and unstructured, the other.

Formal Learning

Formal learning is learning that is "intentionally delivered in a structured format." It is designed and directed by a teacher and it typically takes place in a face-to-face environment or, via a learning management system (LMS), through an online learning platform.

Think about structured training in a work environment in the sense of compliance training or new recruit onboarding. There are forms of training that require structure, have deadlines, and there's a definite purpose.

Formal learning involves the type of learning activities in which the training department, curriculum designer, and/or teacher identify the objectives and goals. Structured learning or synchronous learning is also called formal learning. Classroom teaching, web-based training, remote labs, e-learning classes, conferences, seminars, training courses, etc. are examples of structured learning.

Informal Learning

At the other end of the scale, informal learning is unstructured, most of the times unexpected, unintentional and accidental, and it happens outside a typical learning environment. Importantly, it is self-directed, unpredictable, asynchronous, and does not have real aims and specific objectives, but it just occurs over time.

It can happen anytime and wherever within your organisation. You can chat with a coworker, for instance, and they state that they have discovered a more effective system that can automate a manual process that you can also use. While it was not intentional, there is still something you have learned.

Informal involves learning that takes place away from a formal, organised classroom environment. There are many ways of informal learning, including watching videos, self-study, reading posts, engaging in forums and chat rooms, encouragement for success, coaching sessions and games. It is known that informal learning is a type of asynchronous learning. Informal learning is a learning method in which the learner sets their own expectations and goals.

Formal and informal methods of learning

Both have very different methods of delivery when we compare formal and informal learning. Here are the most common ways of using each of them in the workplace:

Methods of formal learning

1. Face-to-face

Formal learning takes place face-to-face or in a classroom-like setting, a more traditional delivery method, but still ubiquitous. However, face-to-face training, such as seminars, coaching, and on-the-job training, has its drawbacks, as it adds a level of immediate interactivity. It is costly and time-consuming to run and to do the training, your students often need to miss full days of work.

2. Training via the world wide web

Online training delivery, done with the help of a learning management system, has become the new norm for companies looking to deliver a formalized learning strategy. The big draw is that it's easy and quick. Learners only need to log in to the LMS and train whenever they need to. There is no work that is missing, no travel. Online training options are also available, as you can provide a blended learning model with ILT's and webinars and use social learning through forums.

The holy grail feature of an LMS is that it makes it easily measurable for training. Say, for instance, your company provides compliance training, which is training that needs to be formal. With an LMS, to ensure your organisation is compliant, you can track and record every step of the training.

3. Other formal learning opportunities

completing set learning work, with or without the assistance of an instructor,

participating in group learning activities,

internal training and coaching sessions

performance appraisals

Formal goal setting

Workplace coaching

Informal methods of learning

Since informal learning is organic and unplanned, the tangible ways in which it is used within your organization are more difficult to identify. It's important to note, however, that informal learning is already going on in your company. You just might not be conscious of it. Every time an employee chooses Google ways to enhance a process or every time there is a conversation about a task between co-workers, learning occurs.

There are some ways to nurture informal learning within your organisation, having said that. Firstly, it encourages casual learning to develop a well of resources for your employees to dip in and out of when needed. Then there's social learning, whether it's face-to-face chats, through a messaging app like Slack, or a forum in your LMS, encouraging ways to communicate with your employees increases their learning chances.

The informal learning opportunities

Informal learning opportunities may include:

On-the-job training

desktop research

feedback

job rotations

personal research

mentoring

employee questioning

professional development conferences

observations

shadowing

sprint or project participation

When should formal and informal methods of learning be used?

When it comes to learning strategies within a company, one thing about formal and informal learning is crucial to understand - they are not mutually exclusive. Within your organisation, each has its own advantages and has a role. It's just a case of knowing which method to use is suitable.

When deciding which one is appropriate, there are a few rules to follow. It should be based, most critically, on one question: Does the training need to be measurable? The answer is yes for such things as compliance training, onboarding, job skills training, soft skills training and product training. These are all courses that affect the success of your company and it is an essential metric to be tracked to know that your employees get the information they need to perform effectively in their role.

When the material is' nice to know' but not necessarily essential, informal learning typically comes into practice. What is more important here is to nurture conversations and promote independent learning so that your staff feel that they can acquire information in a self-directed manner.

It's up to you to decide what processes of learning fit your organization best. But, remember: the most successful organizations, regardless of the form it takes, make learning a priority. So, it's a step in the right direction if your employees feel supported in learning, no matter the method.

Eager and self-motivated Learners

In the formal learning environment, in the initial phases of the learning course, the learners are generally motivated and eager to learn. However, the learners start losing the eagerness to excel gradually and in the absence of any specific activities to keep the audience engaged. In other words, formal learning requires strategic content to maintain the level of motivation of students throughout the course.

Informal learners are always motivated, more attentive and eager to learn the skill, in contrast to formal learning. They are not only interested in acquiring deeper knowledge, because they learn in a contextual environment and from experiences, but they get a better understanding of the subject under discussion.

Spontaneous Learning

Informal learning is spontaneous and occurs wherever and whenever. The learner is self-motivated and eager to learn about any particular subject or can get an impetus to get acquainted with a new topic. From the point of view of an instructor, the instruction is conscious of the need to share the skills or knowledge with the learner in a context during informal learning.

For example, if a new employee has no idea of operating a copy machine, some other colleague can show it in practice and how to get the job done instantly. For the new worker, this informal way of obtaining knowledge is a quick help and one of the best examples of the spontaneous and informal context of learning.

The learning is, however, planned, direct, non-contextual and formulated during a formal learning situation. Intentionally and with a clear objective in mind, the instructor and learners take up the learning course. Learning is time-framed and has certain limits, prohibiting complete control over the framework of learning.

Process of lifelong learning

Formal learning is not a life-long process, but a pre-defined time frame provides results. Students who take a certification course for a period of two months, for example. This is not a process of learning which will continue throughout life. The program is designed for a period and guidelines to be followed with the set to achieve the targeted goal.

A spontaneous and lifelong learning activity is informal learning. We learn from our parents at an early age as a child. We learn from peers, friends, a job or from co-workers as we grow older. The learning process continues as you get old, and you continue to learn from younger people, for example, using new technology.

It may be said that informal learning keeps people around the world vibrant, interested, and mentally active. Nonetheless, for intellectual self-development, it is something that is extremely crucial.

Quantifiable Learning

Formal teaching/learning is always measurable. It can be measured and formulated. In a proper university or classroom setup, it is a learning or transfer of knowledge, offered by qualified instructors and up to a certain degree. For example, to gain the required knowledge, if you need to take a course, you must take the beginner, advanced or master level courses. The results are measurable, and after taking a certain level of formal training, you know the skill set that you can achieve.

Nonetheless, informal learning is quite difficult to quantify. In a set time frame, it is not measurable or pre-designed to accomplish a set of abilities. Therefore, since it is not a tangible learning approach, there is no monitoring or examinations to measure the skill set, just like certifications or degree courses. It is hard to measure the results. Indeed, this is one of the biggest challenges of informal learning, i.e. the validation and recognition of knowledge acquired informally to make it valid, valuable and visible to others for their proper use.

Managing and monitoring the means to improve learning

To assess the effectiveness, suitability, and feasibility of learning, all learning sessions must be comprehensively evaluated. Evaluations help you to assess whether or not your learning session, time allocated and used, training expenditure was worthwhile. Evaluations will allow you to assess if your learners benefited from the training provided. The evaluation must be sufficiently organised so that you can obtain valuable inputs from the process and outcome. There are a range of assessment scales and basic evaluation parameters that can be used to assess the success of the training programme in the most appropriate way.

Evaluation of the learning outcomes

Asking the learners what they think of the training is a vital aspect of the curriculum assessment and understanding if the learning session addressed or meets their expectations and learning outcomes. An important method is a training assessment questionnaire that learners fill out after completing the session. To get a full picture of training performance, organisations and educators must combine such data with objective measurements.

Performance

An objective indicator is an assessment of learners and learning session success and a reference to standards for analysing and evaluating the knowledge and skills learners had before learning session and after the learning session. If the issue is, say, a high error rate in an assessment, the organisation sets a goal for change and implements subsequent preparation. Following the training, the company remeasures the error rate and compares it to the goal. If the measurements reach or exceed the goal, the training is accurate.

Behaviour

Learner behaviour issues can have a negative impact on a learning sessions success. In addition to monitoring performance, the educator and training organisation must identify the inappropriate behavioural traits, implement training that explicitly addresses the questionable behaviour, and set realistic success goals.

Understanding

Also learners with a positive attitude may lack the knowledge needed to complete their assigned tasks. Effective preparation ensures that every learner has the skills and knowledge necessary to achieve performance goals.

Small assessments conducted by the subject matter experts are one of the popular methods for assessing such information. Training systems must identify the knowledge needed for a particular job, assess learners accordingly, and set competency requirements. The evaluations determine the training's efficacy. Excellent training programmes ensure that all learners gain the necessary skills and achieve competency in the enrolled training modules.

Questions That Can Be Measured

When creating an assessment or evaluation system, focus on the observable outcomes, you must design the questions so that they can be answered with predetermined answers. Such questions can be multiple-choice answers or a selection of responses from which the participant could choose. Measuring the training's effectiveness will then include measuring the number of respondents who selected each answer. The efficacy of the training can then be measured based on the percentage of respondents who responded within a given range.

The Likert Scale

The Likert Scale allows for a variety of responses that show whether the training participant agrees or disagrees with the argument. In general, there are five responses, each suggesting a different level of agreement or disagreement. The five options are strongly disagree, somewhat disagree, moderate, somewhat agree, and strongly agree. Using this scale, you can objectively assess the efficacy of the training based on the response estimation statistics. Questions must be phrased in such a way that they can be addressed on this scale.

Kirkpatrick Evaluation

The Kirkpatrick Evaluation assesses the progress and efficacy of the training programme at different points following completion. The Kirkpatrick method has four stages, starting with an assessment performed immediately after training and progressing to the final level, which evaluates outcomes such as enhanced job performance that resulted as a direct result of the training. The second level assesses how much experience was obtained from the training. The third stage assesses behavioural changes that occurred as a direct result of the training programme for the client.

Open-ended questions

Open-ended questions allow you to elicit non-quantifiable details from training participants. An open-ended question is one that does not include answer options and instead invites write-in responses. The use of open-ended questions on training reviews helps participants to share their thoughts or make suggestions. For example, you might use open-ended questions to solicit ideas for future training programmes. These responses cannot be used in a data spreadsheet to display outcomes, but they can be helpful in designing potential programmes to address the unique needs of trainees.

28880189077 What will I learn?

In this chapter, you will learn about the following:

Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies

Evaluate the role, and impact of, new technologies on learners and training techniques

Plan improved learning practice based on how learners currently learn

Plan improved learning practice based on the experience and personal interests of the learner.

What will I learn?

In this chapter, you will learn about the following:

Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies

Evaluate the role, and impact of, new technologies on learners and training techniques

Plan improved learning practice based on how learners currently learn

Plan improved learning practice based on the experience and personal interests of the learner.

Observe and assess learner styles with respect to the appropriateness of current vocational, training and educational learning strategies

You must observe and assess the learner styles and their preferred learning styles to participate and get benefitted from the learning sessions.

The learner style may include but are not limited to the following:

activist

auditory

global, analytical

kinaesthetic

left and right brain

pragmatist

theoretical

reflective

visual

To understand learner styles, we will be required to understand learning styles.

The concept of different learning styles first gained attention in the mid-1970s, and it has since transformed how education and learning are viewed. Many people assume that there are different ways to learn and understand new information, just as there are different learning methods.

Despite criticism, many people began studying various methods of learning and evaluating their own learners' prefered learning experience.

Everyone's approach to learning is formed by a particular combination of abilities and interests. And, at various times, we learn and apply new ideas, abilities, and knowledge in different ways.

So, as useful as it would be to learn how each of us does it "best," there are many explanations why even asking the question is challenging.

After all, how we learn is heavily influenced by what we learn. And our favourite learning strategies can not be the most efficient. Regardless, several scientists, psychologists, and educators have attempted to recognise distinct, inherent "learning styles."

However, significant concerns have been raised about some of the more common models, especially how they have been implemented. There are also worries that the "labels" they build would hinder people's ability to learn.

Many parents of struggling students who are considering homeschooling as an educational choice for the first time typically begin by learning more about the various types of learning styles and how children learn best.

The Seven Learning Styles

Visual (spatial): You choose to use photographs, pictures, and spatial awareness.

Aural (auditory-musical): You choose to use music and sound.

Verbal (linguistic): You tend to express yourself through words, both verbally and in writing.

Physical (kinesthetic): You tend to communicate with your body, hands, and sense of touch.

Logical (mathematical): You are more comfortable with logic, reasoning, and structures.

Social (interpersonal): You learn best in groups or with others.

Solitary (intrapersonal): You tend to work alone and research on your own.

What is the meaning of Learning Styles? Recognize the fundamentals of learning styles

Your learning styles have a greater effect than you can know. Your prefered learning styles guide how you learn. They also alter how you internally represent memories, remember facts, and even the words you use. This chapter delves further into these features.

According to study, each learning style engages various sections of the brain. We recall more of what we learn as we involve more of the brain during learning. Using brain-imaging technology, researchers were able to define the main areas of the brain responsible for each learning style.

As an example:

The visual sense is managed by the occipital lobes in the back of the brain. The occipital and parietal lobes both regulate spatial orientation.

Aural material is handled by the temporal lobes. For music, the right temporal lobe is particularly critical.

Verbal: The temporal and frontal lobes, especially two specialised areas known as the Broca and Wernicke areas (in the left hemisphere of these two lobes).

Physical activity is regulated by the cerebellum and the motor cortex (located at the back of the frontal lobe).

Logical thought is driven by the parietal lobes, especially the left side.

Social: Most of our social interactions are conducted by the frontal and temporal lobes. The limbic system (shown separately from the hippocampus) affects both social and solitary behaviour. The limbic system is strongly involved in thoughts, moods, and violence.

Visual learners are those who learn by sight. These students benefit from:

Diagrams and photos

Graphics and photos

Maps and charts

Mind Maps are visual representations of ideas.

Cards with images

Auditorium

These students benefit from:

Paying attention

Speaking,

Discussions in groups

Repetition of words

Recordings of sounds

Tools for Memorization

Read and write

Learners who read and write gain awareness by reading and writing. These students benefit from:

Reading and writing

Take careful notes

Notes are being rewritten in order to be revised.

Viewing data in written form

The word kinaesthetic refers to the sense of touch.

Kinaesthetic learners are those that learn by touch. These students benefit from:

The act of moving

Tactile simulations

Materials and models

Interactions with real structures

Hands-on methods

Experimentation and practise

Evaluate the role, and impact of, new technologies on learners and training techniques

Technologies can make learning more immersive and collaborative, which can help learners communicate with course content more effectively. The learners get the opportunity to learn by doing rather than memorising information and facts. This may be as easy as taking an interactive quiz in an online classroom or engaging in tech-enabled community discussions, or as complicated as playing educational games, conducting scientific experiments in a virtual or simulated assessment environment, or going on a virtual field trip.

However, if you require your training session to be genuinely entertaining, it must be truly interactive. Doing math on a machine is the same as doing math with a pencil and a pad of paper. However, using augmented reality to animate math problems is a completely different story. Interactivity increases the learning environment for certain students.

The possibilities for educators are limitless, ranging from using modelling software to show how a hurricane grows to using virtual reality to perform medical procedures. When more medical schools incorporate virtual reality into the classroom, students are discovering that it is an important way to learn complex subject matter, such as anatomy, that is much easier to understand with hands-on practise, writes Chris Hayhurst for EdTech Magazine.

Technology has the potential to broaden the scope of the classroom.

The classroom no longer has walls, due to technical advances. There are no longer any barriers in the learning world. In addition to the individual teaching the course, guidance may be offered by any number of subject matter experts.

Students in a rural classroom, for example, can learn about the Arctic by following the exploration of a team of scientists in the area, reading the scientists' blog postings, viewing images, emailing questions to the scientists, and even talking live with the scientists via videoconference. According to a Purdue University report on technology in education, students will share what they are studying with students in other classrooms in other states who are tracking the same expedition.

Technology has the potential to promote self-paced learning.

Students who struggled to learn new concepts in a typical classroom would easily fall behind their peers. Online assignments, on the other hand, encourage students to progress at their own speed. Those that need additional time or assistance will practise outside of class by supervised exercises or additional coursework. Learners who want a greater challenge will do so as well.

Since technology is always available, students can access resources online whenever they need to, and teachers can see which students can require additional assistance. Self-paced learning also teaches students digital literacy and 21st-century skills that will be useful as they join the workforce.

Technology may help to encourage new teaching methods.

Technology alters not only how we receive knowledge, but also how we are taught that information. The teacher transitions from being a "sage on stage" to a "guide on the side." Technology allows for teaching creativity, from interactive community work to flipped and hybrid classes, from viewing course materials online to watching video-recorded lectures. Classroom response systems may also be used by instructors to evaluate students' comprehension of course material and change the speed or content as required in real time.

Plan improved learning practice based on how learners currently learn

You must be able to plan improved learning practice based on how the learners require training programs or learning sessions to be delivered.

For this, you will be required to focus on a number of learning and training aspects, including but not limited to the following parameters:

What is the intention for students/learners to enrol or complete the course?

It is one of the main parameters for you to understand how well you can meet the learner needs and requirements. If the intention is to find job/employment at the end, for example, you can improve your learning practice by offering more employment based examples, scenarios and real-life scenarios for them to understand what and how employment opportunities should be looked for.

Interactive learning or traditional learning methods

Another most important aspect is to review and understand if the learning practice includes interactive methods of providing training or they just include traditional, boring methods, where learners learn less and get frustrated more.

Active learning

Active learning refers to any learning activity in which the learners actively participates or engages with the learning process, as opposed to passively consuming knowledge.

Improve memory

There are a lot of things you can do to help learners improve their memory. Simple ways like improving their concentration, preventing cram sessions, and formulating their learning time are a good starting point, although there are more psychological lessons that can significantly increase your learners' academic performances.

Continue to learn and practise new skills.

Simply continuing to learn is one sure-fire way to become a more successful learner. According to one Nature article, people who learned to juggle increased the amount of grey matter in their occipital lobes, the region of the brain associated with visual memory. This grey matter disappeared when these people started practising their new abilities.

Learning through a variety of ways

Another effective method of learning is to concentrate on learning in more than one way. Rather than just listening to a podcast, which includes auditory learning, students should find a way to practise the knowledge both orally and visually. This may include telling a friend about what they've heard, taking notes, or creating a mind map. They are further cementing their expertise in their minds by studying in more than one way.

Teach it to someone else if you can.

Educators have long observed that teaching anything to someone else is one of the best ways to understand it. Begin by rephrasing the details in your own words. This mechanism alone aids in the consolidation of new information in your brain. Next, figure out how you're going to share what you've heard. Instruct the learners to do the same.

Rational learning

Relational learning, which includes applying new knowledge to things you already know, is another excellent way to become a more successful learner.

For example, when you're learning Romeo and Juliet, you could connect what you're learning about the play to prior knowledge you have about Shakespeare, the historical period in which the author lived, and other related details.

Gaining hands-on experience

Many learners learn by reading textbooks, attending classes, or doing study in the library or online. While seeing and writing down information is valuable, putting new knowledge and skills into practise can be one of the most successful ways to enhance learning.

Ask the learners to stop multitasking.

For several years, it was believed that people who multitask (do more than one thing at the same time) had an advantage over those who did not. However, recent research indicates that multitasking can potentially decrease the efficacy of learning.

Participants in the study lost large amounts of time switching between different tasks, and they lost even more time as the tasks became more complex. You can learn more slowly, become less effective, and make more mistakes if you move from one activity to another.

Plan improved learning practice based on the experience and personal interests of the learner

Interest is a powerful motivator that energises learning, directs academic and career paths, and is critical to academic performance. Interest is both a psychological state of focus and affect towards a specific object or subject, as well as a long-term proclivity to re engage.

Defining the term "Interest"

The word interest can refer to two distinct (though often co-occurring) experiences: an individual's brief experience of being captivated by an object, as well as longer-lasting feelings that the object is enjoyable and worthy of further investigation. Thus, interest is both a psychological state marked by increased focus, effort, and affect encountered in a specific moment (situational interest) and an enduring proclivity to re engage with a specific object or subject over time. This duality not only illustrates the richness of the interest term, but it also adds to the difficulty of precisely identifying interest. Situational interest incorporates affective qualities such as feelings of pleasure and enthusiasm with cognitive qualities such as concentrated attention and perceived importance, both of which are fostered by situational features. For example, a learner can be entertained by a lecture about tsunamis, become intrigued by their power, become more engaged in the class, and appreciate the subject's personal relevance. Thus, being in a state of interest implies that affective responses, perceived meaning, and cognitive functioning all interact, and that focus and learning are effortless. Self-regulation, mission commitment, and persistence are all linked to situational interest.

Experiencing situational interest can boost learning directly by growing focus and interaction. A student seeing a Monet painting for the first time in an art history class may be captivated by the bright colours and unique brushstrokes, and as a result, pay more attention and engage more deeply. If that curiosity grows into a personal interest, the student is more likely to return to the material and delve deeper into the subject. As a result, interest predicts conventional indicators of educational achievement, such as potential course enrolment and performance.

Individual interest highlights people's consistent tastes for unique material. In this case, the immediate experience of interest represents a well-developed personal preference to appreciate and respect a specific topic or activity in a variety of contexts. Individual interest is therefore a stable, underlying disposition that is triggered in unique circumstances. Students interested in geophysics, for example, will be more likely to be engaged during a lecture on tsunamis, whether the lecture is exciting or not, since their curiosity is more mature and less reliant on situational factors.

Engagement = Readiness + Interest

The power of student interest in a subject is enormous. When a subject is related to something that students enjoy doing, their interest grows as they enthusiastically spend time thinking, dialoguing, and generating ideas in meaningful ways. Making learning applicable to real-world situations is an important learning strategy for differentiating student interests. The core material and principles are often portrayed in the environment outside the classroom or school building in ways that students cannot see, as if they were walking through life blindfolded. When teachers prepare for information, processing, and product, differentiating by interests helps eliminate the blindfold, allowing students to see those previously invisible concepts rendered visible.

Incorporating student preferences into instructional preparation that is focused on readiness and learning profiles works well. Readiness coupled with interest results in students doing work of a fair difficulty level with knowledge of a subject to which they can relate. Students may, for example, write persuasive reviews about games or things they are familiar with, or they could explore science concepts using LEGO Robotics. Matching learning profiles to student interests helps students to process concepts across various modalities based on their own experiences. One example is students watching videos, listening to speakers, and journaling to draw parallels between historical social injustices and types of bullying in today's schools and communities.

The first step in differentiating for interests is to discover what students are interested in and enjoy doing. Data collection tools include student surveys and learning profile cards. Parents and students who provide this information send a message that their experiences are important. That is a strong message to begin the school year or semester.

Providing students with options allows them to choose their own path.

Allow students to choose from a range of options based on their interests. Many students can share a mutual interest, implying that there is always something for everyone. For students who are severely disengaged, I've organised activities based on their interests, either as a focused readiness activity or as something the whole class can participate in. The advantage is that disengaged students will make the connections they need, while the others will see the learning goal in a new light. Differentiating goods are a popular location for preferences to be embedded. As a result, some students choose a product choice that is more difficult than anything they would usually choose, but the subject makes the tasks worthwhile. Among the methods for structuring choice alternatives are:

Think dots

Task cards

Worksheets

Menus for learning

Learning centres

Menus with tic-tac-toe

Empowering learners contribution to training design

Having learners present their own ideas for goods and events generates a higher degree of triggering interest. This constructivist approach encourages students to do more difficult work and devote more time to the challenge than they would usually. Some teachers are also concerned about how to quality control the wide range of products that students can create. That's a problem worth getting, in my view, but here's a realistic two-step solution:

Establish specific learning objectives and ensure that students understand them.

Determine which academic skills and concepts must be included in the product. Keep an eye out for evaluation fog. Once students grasp the objectives, they can effectively develop their own goods with coaching assistance for some but not all.

Reduce the number of choices to a reasonable number.

Begin cautiously by offering two standardised choices. Then, based on the learning requirements, invite students to develop their own alternative. When a suggestion is not feasible, the teacher listens to it and proposes improvements, or sends students back to the drawing board. When plans are accepted, set a deadline. Students who miss the deadline must choose one of the original two choices.

Caring Makes a World of Difference

We are all inspired by tasks that we find important. When we care, we, like our students, happily spend hours studying, crafting, and revising our work. Learners are less intimidated by tackling challenging work with daunting challenges if the subject concerns them and they have a say in how the work is completed. If this method works for practitioners, why not apply it to our learners?

299720127000 Self-check assessment

QUESTION 1

What is formal learning? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

What is informal learning? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

When should formal and informal methods of learning be used? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Self-check assessment

QUESTION 1

What is formal learning? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

What is informal learning? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

When should formal and informal methods of learning be used? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

right-88350300-647585431300CHAPTER 3: ANALYSE AND ADVANCE THE ADOPTION OF IMPROVED LEARNING PRACTICE

Traditional learning environments are giving way to more modern, collaborative, creative and immersive approaches. Learners have the freedom to learn in the way they want thanks to the variety of formats and individualised learning available on e-platforms and in the workplace. Technology-enhanced learning is becoming increasingly relevant in educational institutions and corporate training.

Many people have disagreed about the efficacy of technology-enhanced learning, and others are worried that it is just a fad in training and education. Nonetheless, because of its versatility, cost-effectiveness, and relevance, companies and educators are rapidly embracing technology-enhanced learning.

Autonomy is particularly important in training and adult education because it allows adult learners to select their desired time and speed of learning to accommodate other commitments from work and family. Furthermore, what makes blended learning appealing is its ability and promise in creating an authentic learning environment. If correctly developed and implemented, it has the ability to increase learner involvement and participation, resulting in improved learning outcomes.

For businesses, blended learning can broaden the scope of training in terms of accessibility and versatility by incorporating a variety of formats and elements to insure that all learning styles (visual, auditory, kinaesthetic) are met in order to keep workers engaged in learning and give them easy access to learning at any time and from any place.

301009116840 What will I learn?

In this chapter, you will learn about the following:

Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics

Advocate for improved VET learning practice

Initiate research into improved learning practice

Design and test improved learning practice in real-world situations

Mentor colleagues to promote improved learning practice.

What will I learn?

In this chapter, you will learn about the following:

Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics

Advocate for improved VET learning practice

Initiate research into improved learning practice

Design and test improved learning practice in real-world situations

Mentor colleagues to promote improved learning practice.

Develop improved vocational, training and educational (VET) learning practice, appropriate to learner characteristics

You will not have all learners at the same skill and expertise level to enrol or successfully complete a course or learning session. Some learners you will find, learn more easily through reading. Others learn more easily by practically doing activities. Others learn more effectively when they communicate or talk about the things. You may also find learners that are unable to speak or read. Some might not have worked in the industry. Others might have performed several job roles. Some learners have very short attention spans. They might be dealing with memory issues or other health related matters. Some learners, on the other hand, can focus for hours on learning topics. Some learners cannot sit still and must be very busy to find time for the learning activities. Others are unable to stand at all. Hopefully, you get the picture of what we want to say, all learners are different, with their unique characteristics and we must recognise these and respect the differences and plan, prepare and deliver the learning sessions accordingly.

Learners can learn in a variety of ways, and they may have a variety of needs. The learning requirements are determined by their other characteristics. This is because individual learners can:

Practice learning concepts in a number of ways

Learn at their own pace.

Have various backgrounds (educational, ethnic, employment, etc)

Have various reasons for studying

Are driven in various ways and by various things

Responding to problems posed in learning programmes in a number of ways

We often discover that the training we are preparing is targeted at a specific community of learners who share at least some characteristics. This is not to suggest that they are all the same or that they have the same learning requirements. It does, however, suggest that we can need to prepare for a limited range of learning needs.

We often encounter the following types of learners:

Employees

School leavers

New entrants to the workforce

Trainees and apprentices

Individuals who want to better their own abilities

People who are unemployed

New migrants to Australia

Employees who need to satisfy ethical and legal obligations and criteria

The actual characteristics of the learners themselves are the third aspect we consider before developing our learning programme. These are the factors that will have a significant impact on how each learner responds to every aspect of your learning programme.

You need to make sure that the training program or course that you develop should meet all the learner characteristics and needs.

Lets understand this concept using a table, highlighting the learner characteristics and the best ways to manage, evaluate and adjust your learning and training program.

Learner characteristics Best ways to manage, evaluate and adjust your learning and training program

Poor vision providing the required enrolment details in enlarged text to a learner with low vision

Intellectual disability providing additional teaching and mentoring sessions planning the key words and key concepts

New migrant offering English language sessions before commencing the main course

Please note this is not an exhaustive list and provided for reference purpose only.

You must focus on the following aspects of learner to understand and assist the with their needs and requirements:

Writing

Speaking

Reading

Hearing

Communication with others

Getting ideas and thoughts across

Moving or manipulating objects

Focussing on particular concepts or paying attention in general

Staying on track

Sitting for long periods of time

Moving around the learning environment

Remembering of facts and information

Retention of facts and information

Managing frustration, anger and confusion

Asking for help and assistance

Even with adequate accommodations, a learner can struggle to meet the course's inherent requirements. For example, Workplace Health and Safety regulations can prohibit learners from participating in certain core course activities.

Even after all necessary modifications have been made and professional assistance has been obtained, the course may still be unsuitable for the learner. RTOs should raise these questions explicitly with learners in order for them to make educated decisions regarding enrolment and participation. RTOs may also provide guidance on alternative preparation and career paths.

Advocate for improved VET learning practice

Defining leadership: roles; relationships and responsibilities

It is very important that you have defined roles, responsibilities and relationships established. Aside from any legal grounds for providing job descriptions, practical reasons outweigh the legal ones. Job descriptions, for instance, can be powerful communication tools for educating employees of the tasks a training organisation expects them to complete. Job specifications can also provide information about the consistency or quantity of performance requirements, as well as work rules that apply to a specific job. Employees may fail to meet your standards if their performance is not measured against the set benchmarking standards and guidelines. If a training organisation requires their educators to perform the advocacy role or have leadership capabilities, they must describe and include them in the position description. This would assist the educators and other job roles to respect the decisions and job requirements set by an organisation.

Advocating improved learning practices

As an educator it is critical for you to advocate improved learning practices. You can participate in the advocacy through making sure:

Learners are participating in the courses that meet their individual needs and requirements

Course materials are suitable and appropriate for the learners

Fostering strong communication and relation between learners, educators and management of the organisation

Thinking creatively about the systems and processes

Being vocal to understand, communicate and recognise learner needs, requirements and choices

Providing the best possible state-of-the-art technologies and programs for learners

Ensuring suitable training support system is in place to manage learner inquiries and issues

Participate in ongoing professional development sessions

Participation in management meetings

Participating in trainer meetings and conferences

Understanding the changes in the education and training sector and communicating them to all stakeholders

Ensuring the learning programs are delivered according to the best standards and practices in the education and training industry

Initiate research into improved learning practice

It is in everyone's best interests to scale up successful learning initiatives, practices and services. Who says learning practices should not be improved? And research results also highlight areas where changes are possible and learning can be more successful. However, scaling up research resultshaving the findings contribute to larger-scale actionsis a challenge.

The results of research on learning practices are seldom clear and immediate. There are few conclusive studies, as there are in other areas, but rather a systematic accumulation of information drawn from overlapping studies in many fields of study, performed over a long period of time, punctuated by the occasional breakthrough.

Initiating the research

The research can be initiated by:

State the objectives and significance of the research

Create a mind map or outline

Start broadly and then narrow down

Understand the current practices

Receive and evaluate the stakeholders feedback

State the objectives and significance of what, where, why, how and when improvements are required in learning practices

Cite thoroughly but not excessively

Avoid giving too many citations for one point of reference

Gather all information

Read information carefully

Add the beginning and end

Write the central points and main ideas

Proofread

Edit

Research may be compiled through:

Evaluations of existing products

Focus groups

Informal discussions

Internet

Interviews

Literature reviews

Questionnaires

Workshops

The research should include all stakeholders and relevant individuals, such as:

Employers

Employees, staff

Government agencies and departments

Industry associations, employer bodies

Industry representatives

Learners/students

National industry skills councils

Professional associations

Regulatory, licensing, compliance authorities

Research agencies

State and territory industry training advisory bodies

Subject or technical specialists and experts

Unions

Universities

Design and test improved learning practice in real-world situations

You will be required to design and test improved learning practice using the real-world scenarios.

Your learning practices should be able to:

Support and assist you to provide effective and efficient learning experiences and opportunities

Demonstrate the knowledge and skills needed in the real world at large

Prepare learners to roles, responsibilities, tasks, skills, performance sets as required

Assist with problem-solving, and decision-making skills

Assist through the real-world contingencies

Interpersonal and communication skills

Team-based competencies

Mentor colleagues to promote improved learning practice

Educators have a major impact not only on the success of learners, but also on the performance of other educators and work colleagues. For several, peer-to-peer best practises and action studies have much more effect than reading journal papers or even undergraduate or graduate courses.

This confirms what has previously been stated: direct observation of educator' professional activities by educators must become the new basis of professional growth.

Encouragement of educator mentors: When educators have a concern about education, testing, teaching, or classroom management, they would like to ask first a peer rather than the management or the administration.

The skills and knowledge requirementsTo be a mentor, you must ensure, you demonstrate the following skills, understanding and knowledge:

Ability and willingness to listen

Empathy

Be empathetic

Be supportive

Demonstrate good communication skills

Experienced educator

Active learner

Build effective, trusted, positive relationships

Be able to provide honest and constructive feedback

Demonstrate role modelling skills

Be patient

Above all, in order to foster respect and challenge in the learning environment, educators must trust their colleagues and have confidence that they will be assisted in making the required changes and improvements to ensure the best learning practices.

Mentoring colleagues

Mentoring involves demonstrating your colleagues, why, how, where, when and what should be changed, improved or implemented. Mentoring is a vital component of what we "do" as educators. It has a huge influence whether we serve as a mentor to a colleague or a learner, or whether we seek out a mentor to help us with problems or simply to provide a system of support in our personal and professional lives. We are all mentors to another, whether we know it or not at times.

299720127000 Self-check assessment

QUESTION 1

What is a traditional learning environment? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

How can you advocate improved learning practices ? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

List various skills and knowledge required to mentor your colleagues. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Self-check assessment

QUESTION 1

What is a traditional learning environment? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 2

How can you advocate improved learning practices ? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

QUESTION 3

List various skills and knowledge required to mentor your colleagues. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

51754-68370ReferencesLearning Theories Knowledgebase (2011, April). Discovery Learning (Bruner) at Learning-Theories.com. Retrieved April 14th, 2020 from http://www.learning-theories.com/discovery-learning-bruner.html

Gladwell, M. (2002). The Tipping Point: How Little Things Can Make a Big Difference. New York, NY: First Back Bay.

Tomei, L. (2004, October 20). Learning Theories -- A Primer Exercise An Examination of Cognitivism: The Psychology of Knowledge and Strategies. Retrieved April 14, 2020, from http://academics.rmu.edu/~tomei/ed711psy/c_bruner.htm

Reeves, D. B. (2008). Reframing Teacher Leadership to Improve Your School. Alexandria, VA: Association for Supervision & Curriculum Development.

Timperley, H. (2011). Realizing the Power of Professional Learning. New York, NY: Open University Press.

-3323566291BSBCRT611

Apply critical thinking for complex problem solving

Learner Workbook

Version 1.1

00BSBCRT611

Apply critical thinking for complex problem solving

Learner Workbook

Version 1.1

1016011407800

Student Name:

Student ID Number:

Trainer/Assessor Name:

Class:

Table of Contents TOC o "1-3" h z u

Table of Contents PAGEREF _Toc69389564 h 1Instructions to Learner PAGEREF _Toc69389565 h 2Assessment instructions PAGEREF _Toc69389566 h 2Assessment requirements PAGEREF _Toc69389567 h 5Assessment Cover Sheet PAGEREF _Toc69389568 h 6Observation/Demonstration PAGEREF _Toc69389569 h 7Activities PAGEREF _Toc69389570 h 8Activity 1A PAGEREF _Toc69389571 h 8Activity 1B PAGEREF _Toc69389572 h 9Activity 1C PAGEREF _Toc69389573 h 10Activity 1D PAGEREF _Toc69389574 h 11Activity 2A PAGEREF _Toc69389575 h 12Activity 2B PAGEREF _Toc69389576 h 13Activity 2C PAGEREF _Toc69389577 h 14Activity 2D PAGEREF _Toc69389578 h 15Activity 3A PAGEREF _Toc69389579 h 17Activity 3B PAGEREF _Toc69389580 h 18Activity 3C PAGEREF _Toc69389581 h 19Major Assessments PAGEREF _Toc69389582 h 20Section A: Skills Activity PAGEREF _Toc69389583 h 21Section B: Knowledge Activity (Q & A) PAGEREF _Toc69389584 h 25Section C: Performance Activity PAGEREF _Toc69389585 h 28Case Studies PAGEREF _Toc69389586 h 32Case Study A Risk register PAGEREF _Toc69389587 h 32Instructions to LearnerAssessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Address each question including any sub-points

Demonstrate that you have researched the topic thoroughly

Cover the topic in a logical, structured manner

Your assessment tasks are well presented, well referenced and word processed

Your assessment tasks include your full legal name on each and every page.

Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

Presenting any work by another individual as one's own unintentionally

Handing in assessments markedly similar to or copied from another learner

Presenting the work of another individual or group as their own work

Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learningCandidates will be able to have their previous experience or expertise recognised on request.

Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirementsAssessment can either be:

Direct observation

Product-based methods e.g. reports, role plays, work samples

Portfolios annotated and validated

Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Assessment Cover SheetStudents: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work.

Student Name: Unique Student Identifier (USI): Email: Units: BSBCRT611

Apply critical thinking for complex problem solving

Trainer/Assessor Name: Due Date: Declaration:

I declare that:

These tasks are my own work

None of this work has been completed by any other person

No part of these tasks has been copied from another persons work, except where document or work is listed/ referenced.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me

Students Signature: Date of Submission:

Observation/DemonstrationThroughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

Performing a work-based skill or task

Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

ActivitiesComplete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1AObjective To provide you with an opportunity to identify complex issue for resolution within scope of job role and in consultation with relevant stakeholders.

Equipment needed Access to peers.

This activity will require observation.

This is a roleplay activity; you should work with a small group of peers who will play the role of relevant stakeholders, including a team leader and members of the work team.

As part of a 5-10 minute discussion with your group, identify a complex issue relating to a role that you are all familiar with.

Within your discussion, you will be required to:

Discuss the job role

Identify a complex issue within the job role

Make notes.

Activity 1BObjective To provide you with an opportunity to document task objectives and risks involved in pursuing identified issue.

This activity does not require observation.

Refer to Case Study A Risk Register

Using the risk you identified in Activity 1A, complete the risk register in Case Study A.

You must make sure that you:

Identify the task objectives

Identify the risks involved in pursuing the issue

Document all of the information on the form.

Attach a copy of the completed risk register to your workbook.

Activity 1CObjectiveTo provide you with an opportunity to research legislative frameworks and organisational policy or procedures applicable to identified issue.

Equipment neededComputer

Access to the internet

Access to organisational policies and procedures.

This activity does not require observation.

For this activity, you must refer back to Activity 1A and the complex issue that was identified.

Using the internet and any policies and procedures that your assessor has provided, research any legislative frameworks and policies that are relevant to your identified issue.

You must print off any research or make notes on what you have found, and attach to your workbook.

Activity 1DObjective To provide you with an opportunity to calculate required resources and present to relevant stakeholders.

Equipment needed Access to peers.

Question 2 of this activity will require observation.

Referring back to the complex issue identified in Activity 1A, develop a resource plan to calculate the resources that will be required.

Your plan should include:

The amount or cost of resources

The type of resources.

Attach your finished plan to your workbook and make two copies for Question 2.

This is a roleplay activity. Your peers will play the role of two stakeholders; a team leader and a manager.

Present the resource plan that you developed in Question 1 to the stakeholders.

Within your presentation, you will be required to:

Communicate the information clearly

Allow time for questions

Answer questions in a professional manner

Hand out a copy of the plan.

Activity 2AObjectiveTo provide you with an opportunity to facilitate ideation session with relevant stakeholders.

Equipment neededPens and paper for ideation techniques

Room to undertake ideation techniques.

Question 2 of this activity will require observation.

List five different ideation techniques.

1) 2) 3) 4) 5) This is a roleplay activity. You will need to work with 3-4 of your peers who will play the role of your team members, and you will be required to facilitate an ideation session.

Choose two of the five ideation techniques that you identified in Question 1 and lead a 10-15 minute ideation session to generate at least three solutions to the issue you identified in Activity 1A.

With your discussion, you should:

Introduce the session

Explain the process

Time each activity

Take notes and record ideas. Activity 2BObjective To provide you with an opportunity to evaluate formulated solutions for advantages and limitations using critical thinking techniques.

This activity does not require observation.

You should refer back to Activity 2A.

Evaluate three solutions that were identified in the previous activity and develop an advantages and limitations list for each of them.

You should:

Identify all possible advantages

Identify all possible limitations or negative effects

Consider the impact of the solution.

Attach your list to your workbook.

Activity 2CObjective To provide you with an opportunity to apply decision-making processes to select most viable solution.

This activity does not require observation.

You should refer back to Activity 2B.

Identify and use one decision-making process to select the most viable solution from the three you evaluated in Activity 2B.

You must document the process and attach it to your workbook.

Activity 2DObjective To provide you with an opportunity to prepare a brief on proposed solution according to organisational policy and present to key stakeholders.

Equipment needed Access to any resources required to develop the brief

Access to peers.

Question 2 of this activity will require observation.

Following on from Activity 2C, prepare a 1-2 page brief on the proposed solution you chose as a result of the decision making process.

Your brief must include:

The purpose of the brief

The main body which includes all information that has been gathered

What the solution is

Why it is the most viable

Recommendations for implementation.

Your brief should be presented clearly and be free from spelling and grammar errors. You must also take into account any organisational policies relating to the development of workplace briefs.

This is a roleplay activity where you will present the brief that you have developed in Question 1 to a small group of your peers who will play the role of key stakeholders to include team members, a team leader and a manager.

Within your presentation, you will be required to:

Speak clearly

Use positive body language

Explain the benefits of the solution so that everybody can understand.

Activity 3AObjective To provide you with an opportunity to develop a feedback register to systematically record feedback according to organisational requirements.

Equipment needed Access to any resources required to develop the feedback register.

This activity does not require observation.

This activity follows on from Activity 2D.

Develop a feedback register for each of the key stakeholders you presented to in Question 2 of Activity 2D, so that you can improve the proposed solution.

Your feedback registers must Include at least four open-ended questions which are relevant to each stakeholder.

Provide a register to each of the peers you worked with in Activity 2D and ask them to fill this out.

Attach the completed registers to your workbook.

Activity 3BObjective To provide you with an opportunity to refine proposal based on analysis of feedback.

Equipment needed Feedback forms from Activity 3A.

This activity does not require observation.

You must refer back to Activities 2D and 3A for this activity.

Analyse the feedback you gathered in Activity 3A and use any relevant information to make positive changes to the brief you developed and presented in Activity 2D.

Attach a copy of your amended brief to your workbook on completion.

Activity 3CObjective To provide you with an opportunity to seek necessary approvals to implement solution.

Equipment needed Access to a computer with an email program.

This activity does not require observation.

You will need to refer back to Activity 3B.

Prepare an email to seek approval for the solutions outlined in the brief you finalised in Activity 3B.

Your email must include:

The reason for the email

A brief summary of the proposed solution

A request to implement the solution

The revised proposed solution.

Print out a copy of the email and attach to your workbook as evidence of completion.

Major AssessmentsThe summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge, and performance may be termed as:

Skills skill requirements, required skills, essential skills, foundation skills

Knowledge knowledge requirements, required knowledge, essential knowledge, knowledge evidence

Performance evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). In some cases, skills will be demonstrated in writing, where the criteria fits.

It will demonstrate all of the skills required for this unit of competency your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios, or any evidence of competency to this workbook.

Section A: Skills ActivityObjective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

Learning:

evaluates own performance to identify opportunities for improvement

makes a range of critical and non-critical decision in relatively complex situations, taking a range of constraints into account

Numeracy:

interprets, analyses and presents numeric and financial information to identify patterns and trends

Oral communication:

identifies and articulates ideas and requirements clearly and persuasively using techniques appropriate to audience and environment

participates in a verbal exchange of ideas and elicits the views and opinions of others by listening and questioning

Reading:

gathers, interprets and analyses textual information when developing the proposal and monitoring operational performance

Writing:

communicates relationships between ideas and information, matching style of writing to purpose and audience

Planning and organising:

systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement

Technology:

uses main features and functions of digital tools to complete work tasks and access information.

Answer the activity in as much detail as possible.

Equipment needed:

Access to organisational policies and procedures

Access to resources required to prepare a brief

Opportunities to collaborate with others

Space for collaboration.

1. Identify a complex issue within your current role or one you are familiar with.

You must then develop a plan to solve the issue identified. This plan should:

Identify the task objectives

Identify the risks involved in pursuing the identified issue

Include a resource plan using top-down estimating.

Attach the information and resource plan to your workbook.

2. This activity must be observed.

Following on from Question 1, identify two ideation techniques and facilitate a 10-15 minute ideation session with a small group of your peers to generate a range of solutions to the issue identified in Question 1.

You must:

Introduce the session

Explain the two ideation processes you have chosen

Time each activity

Encourage others to participate by listening and asking questions

Take notes and record ideas.

Attach your notes to your workbook.

3. Following on from Question 2, use a T-Chart to identify the most viable solution.

Your T-Chart must include:

The advantages of each solution

The limitations of each solution.

Attach your chart to your workbook.

4. Prepare a 1-2 page brief outlining the proposed solution as chosen in Question 3.

Your brief must include:

An explanation of the purpose of the brief

The main body that gives all relevant information relating to the issue

Recommendations for implementation.

You will be provided with organisational requirements to follow when developing your brief.

Attach a copy of your brief to your workbook.

5. This activity must be observed.

This is a roleplay activity; you should work with five peers who will play the role of the following stakeholders; team members, a team leader and a manager

Following on from Question 4, present your brief to your peers.

Within your presentation, you must:

Speak clearly

Use positive body language

Explain the benefits of the solution.

Your presentation should be 5-10 minutes long.

6. Reflecting on Questions 1-5, write a short evaluation of your own performance during the development of the proposal brief.

Your evaluation must cover:

How you felt you performed

What you could have done differently

How you might improve for the next time.

Write your evaluation in no more than 200 words and attach it to your workbook.

Section B: Knowledge Activity (Q & A)Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

Legislative frameworks and organisational policy or procedures applicable to identified workplace problem

Critical and creative thinking techniques applicable to performance evidence

Advantages and risks in the development of solutions for identified workplace problems

Decision-making processes including barriers to effective decision-making

Sources of relevant information to identified issue, including desk research and stakeholder consultations

Organisational requirements for development and presentation of a brief and feedback register

Approval process for workplace solution.

Answer each question in as much detail as possible.

1. Briefly explain the workplace policies relevant to the complex issue chosen for the activities in this workbook.

2. List the relevant legislative frameworks that apply to the complex issue chosen for the activities in this workbook.

3. List four ideation techniques that can be used to improve performance.

1) 2) 3) 4) 4. Briefly explain the method you can use to identify the advantages of solutions.

5. List three types of risk that may occur when developing solutions to complex issues.

1) 2) 3) 6. List three decision making processes that can be used to make decisions on which solution to choose.

1) 2) 3) 7. List four barriers to decision making.

1) 2) 3) 4) 8. Briefly explain how bias can affect decision making.

9. Briefly explain the methods you can use to gather information on complex issues.

10. List three organisational requirements that may apply to the development of a brief.

1) 2) 3) 11. List four organisational requirements that relate to the development of a feedback register.

1) 2) 3) 4) 12. Briefly explain how you might seek approval for the proposed solution.

Section C: Performance ActivityObjective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

Lead the process for addressing at least one complex workplace issue up to the point of implementation.

In the course of the above, the candidate must:

Identify task objectives and risks involved with pursuing identified problem

Research legislative frameworks and applicable frameworks for identified problem

Calculate resources required for solution development process

Facilitate others in idea generation for possible solutions

Present proposed solution to key stakeholders

Use feedback to revise solution to achieve stakeholder approval

Seek necessary approvals for the implementation of the solution.

Answer the activity in as much detail as possible.

Equipment needed:

Access to organisational policies and procedures

Opportunities for group work

Resources for researching and developing a brief and a feedback register.

1. This activity will require observation.

As part of a small group (3-4), identify one complex workplace issue in your current role or one you are all familiar with and consider how this could be solved. (This should be different to any issues identified in previous activities).

You must:

Identify the task objectives

Identify the risks involved in pursuing the identified issue

Develop a resource plan.

Make notes and attach them to your workbook.

2. Following on from Question 1, carry out research into any legislation or workplace policies and procedures provided by your assessor that apply to the issue you have identified.

Make notes or print off any relevant information and attach them to your workbook.

3. This activity will require observation.

Identify two ideation techniques and facilitate a 10-15 minute ideation session with a small group (3-4 peers) in order to gather at least six solutions to the complex issue identified in Question 1.

To lead the session, you should:

Introduce the aim of the session

Explain the processes to be used

Time each activity

Takes notes and record ideas.

4. Following on from Question 3, create a T-Chart to identify the most viable solution.

Make sure your T-Chart includes:

The advantages of each solution

The limitations of each solution.

Attach your completed T-Chart to your workbook.

5. Prepare a brief on the proposed solution identified in Question 4.

Your brief must provide details of:

The purpose

Relevant information relating to the issue, including resources

Recommendations for how the solution might be implemented.

Attach your completed brief to your workbook.

6. This activity will require observation.

This is a roleplay activity. You should work with five peers who will play the role of key stakeholders; team members, a team leader and a manager.

Present the brief you developed in Question 5 to the stakeholders.

Throughout your presentation, you will be required to:

Speak clearly

Use positive body language

Explain the benefits of the solution

Answer any questions posed

Confirm understanding of their peers.

7. Develop a feedback form for the key stakeholders in Question 6 to complete so that you can improve your solution.

Make sure that your form includes:

Open-ended questions

At least four questions.

Attach your form to your workbook.

8. Make relevant changes to your proposal based on the feedback you have gathered in Question 7 and write an email to seek approval for the solution and the implementation.

You must:

Attach the revised proposal to the email

Explain why you are emailing

Seek approval for the solution

Seek approval for the implementation.

Attach a copy of the revised proposal and your email to your workbook.

Case StudiesCase Study A Risk registerObjective Risk description likelihood Rank Mitigating actions

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Apply critical thinking for complex problem solving

Learner Guide

00BSBCRT611

Apply critical thinking for complex problem solving

Learner Guide

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Table of Contents

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Unit of Competency PAGEREF _Toc67585385 h 3Application PAGEREF _Toc67585386 h 3Performance Criteria PAGEREF _Toc67585387 h 4Foundation Skills PAGEREF _Toc67585388 h 5Assessment Requirements PAGEREF _Toc67585389 h 61. Scope problem solving process PAGEREF _Toc67585390 h 81.1 Identify complex issue for resolution within scope of job role and in consultation with relevant stakeholders PAGEREF _Toc67585391 h 9Scope of job role PAGEREF _Toc67585392 h 9Complex issues PAGEREF _Toc67585393 h 9Consulting with stakeholders PAGEREF _Toc67585394 h 10Activity 1A PAGEREF _Toc67585395 h 121.2 Document task objectives and risks involved in pursuing identified issue PAGEREF _Toc67585396 h 13Task objectives PAGEREF _Toc67585397 h 13Risks PAGEREF _Toc67585398 h 13Documenting objectives and risks PAGEREF _Toc67585399 h 14Activity 1B PAGEREF _Toc67585400 h 161.3 Research legislative frameworks and organisational policy or procedures applicable to identified issue PAGEREF _Toc67585401 h 17Legislative frameworks PAGEREF _Toc67585402 h 17Organisational policies and procedures PAGEREF _Toc67585403 h 18Activity 1C PAGEREF _Toc67585404 h 201.4 Calculate required resources and present to relevant stakeholders PAGEREF _Toc67585405 h 21Resources PAGEREF _Toc67585406 h 21Calculating resources PAGEREF _Toc67585407 h 22Presenting to relevant stakeholders PAGEREF _Toc67585408 h 23Activity 1D PAGEREF _Toc67585409 h 252. Lead solution development process PAGEREF _Toc67585410 h 262.1 Facilitate ideation session with relevant stakeholders PAGEREF _Toc67585411 h 27Ideation PAGEREF _Toc67585412 h 27Activity 2A PAGEREF _Toc67585413 h 302.2 Evaluate formulated solutions for advantages and limitations using critical thinking techniques PAGEREF _Toc67585414 h 31Evaluating solutions PAGEREF _Toc67585415 h 31Critical thinking PAGEREF _Toc67585416 h 31Identifying advantages and limitations PAGEREF _Toc67585417 h 32Activity 2B PAGEREF _Toc67585418 h 332.3 Apply decision-making processes to select most viable solution PAGEREF _Toc67585419 h 34Decision-making processes PAGEREF _Toc67585420 h 34Barriers to decision making PAGEREF _Toc67585421 h 35Bias PAGEREF _Toc67585422 h 36Activity 2C PAGEREF _Toc67585423 h 372.4 Prepare a brief on proposed solution according to organisational policy and present to key stakeholders PAGEREF _Toc67585424 h 38Preparing a brief PAGEREF _Toc67585425 h 38Presenting to key stakeholders PAGEREF _Toc67585426 h 39Body language PAGEREF _Toc67585427 h 40Activity 2D PAGEREF _Toc67585428 h 413. Refine solution for implementation PAGEREF _Toc67585429 h 423.1 Develop a feedback register to systematically record feedback according to organisational requirements PAGEREF _Toc67585430 h 43Feedback PAGEREF _Toc67585431 h 43Asking for feedback PAGEREF _Toc67585432 h 43Recording feedback PAGEREF _Toc67585433 h 44Activity 3A PAGEREF _Toc67585434 h 463.2 Refine proposal based on analysis of feedback PAGEREF _Toc67585435 h 47Analysing feedback PAGEREF _Toc67585436 h 47Refining proposals PAGEREF _Toc67585437 h 48Activity 3B PAGEREF _Toc67585438 h 493.3 Seek necessary approvals to implement solution PAGEREF _Toc67585439 h 50Seeking approval PAGEREF _Toc67585440 h 50Implementing solutions PAGEREF _Toc67585441 h 50Activity 3C PAGEREF _Toc67585442 h 52Summative Assessments PAGEREF _Toc67585443 h 53References PAGEREF _Toc67585444 h 54

Unit of CompetencyApplicationThis unit describes the skills and knowledge required to apply critical thinking in order to develop solutions to complex issues arising in the workplace.

The unit applies to individuals who are required to think critically in order to develop structured and innovative solutions to overcome complex organisational issues. Individuals in these roles operate with a high degree of autonomy and may undertake non-standard work tasks involving escalated risks. These individuals are often responsible for a team or work area.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Mapping Information

No equivalent unit. New unit.

Supersedes but is not equivalent to BSBCRT601 Research and apply concepts and theories of creativity.

Unit Sector

Critical Thinking & Problem Solving Critical Thinking.

Performance CriteriaElement

Elements describe the essential outcomes. Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

Scope problem solving process Identify complex issue for resolution within scope of job role and in consultation with relevant stakeholders

Document task objectives and risks involved in pursuing identified issue

Research legislative frameworks and organisational policy or procedures applicable to identified issue

Calculate required resources and present to relevant stakeholders

Lead solution development process Facilitate ideation session with relevant stakeholders

Evaluate formulated solutions for advantages and limitations using critical thinking techniques

Apply decision-making processes to select most viable solution

Prepare a brief on proposed solution according to organisational policy and present to key stakeholders

Refine solution for implementation Develop a feedback register to systematically record feedback according to organisational requirements

Refine proposal based on analysis of feedback

Seek necessary approvals to implement solution

Foundation SkillsThis section describes those language, literacy, numeracy and employment skills that are essential to performance but not explicit in the performance criteria.

Learning:

Evaluates own performance to identify opportunities for improvement

Makes a range of critical and non-critical decision in relatively complex situations, taking a range of constraints into account.

Numeracy:

Interprets, analyses and presents numeric and financial information to identify patterns and trends.

Oral communication:

Identifies and articulates ideas and requirements clearly and persuasively using techniques appropriate to audience and environment

Participates in a verbal exchange of ideas and elicits the views and opinions of others by listening and questioning.

Reading:

Gathers, interprets and analyses textual information when developing the proposal and monitoring operational performance.

Writing:

Communicates relationships between ideas and information, matching style of writing to purpose and audience.

Planning and organising:

Systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement.

Technology:

Uses main features and functions of digital tools to complete work tasks and access information.

Assessment RequirementsPerformance Evidence

The candidate must demonstrate the ability to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including evidence of the ability to:

Lead the process for addressing at least one complex workplace issue up to the point of implementation.

In the course of the above, the candidate must:

Identify task objectives and risks involved with pursuing identified problem

Research legislative frameworks and applicable frameworks for identified problem

Calculate resources required for solution development process

Facilitate others in idea generation for possible solutions

Present proposed solution to key stakeholders

Use feedback to revise solution to achieve stakeholder approval

Seek necessary approvals for the implementation of the solution.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:

Legislative frameworks and organisational policy or procedures applicable to identified workplace problem

Critical and creative thinking techniques applicable to performance evidence

Advantages and risks in the development of solutions for identified workplace problems

Decision-making processes including barriers to effective decision-making

Sources of relevant information to identified issue, including desk research and stakeholder consultations

Organisational requirements for development and presentation of a brief and feedback register

Approval process for workplace solution.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the customer service field of work and include access to:

Organisational policies and procedures

Opportunities to collaborate with others throughout the concept development process

Resources required to undertake research, prepare a brief and develop a feedback register.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Companion Volume Implementation Guide is found on VETNet -https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

1. Scope problem solving process1.1. Identify complex issue for resolution within scope of job role and in consultation with relevant stakeholders

1.2. Document task objectives and risks involved in pursuing identified issue

1.3.Research legislative frameworks and organisational policy or procedures applicable to identified issue

19053543301.4.Calculate required resources and present to relevant stakeholders

1.1 Identify complex issue for resolution within scope of job role and in consultation with relevant stakeholdersBy the end of this chapter, the learner should be able to:

Identify a complex issue for resolution.

Scope of job role338455047434500The scope of your job role refers to the boundaries of your job. The scope is what is expected of you in the role that you have been assigned, and is usually outlined in your job description.

The scope may cover:

Your responsibilities

How activities should be carried out

Who you report to

Where you work

Your hours

When work should be done by.

It is important that you stick to the scope of your job role so that you only carry out tasks that you are able to do competently and with the level of experience required for the job. The scope may change over the course of your employment through training and development, but you should always make sure that you are aware of your role and responsibilities before making any major decisions.

Complex issuesComplex issues are those which have many different parts that affect many different aspects, which makes it difficult to find a clear cut and easy solution. There may be many different solutions to the issue, depending upon different perspectives.

Complex issues can be:

Difficult to solve

Viewed differently depending upon individual perspectives

Linked to other issues

The cause of further unknown issues.

Solutions to complex issues require a flexible and innovative approach that involves consulting with others who may be affected by them now, or in the future. The type of complex problem and the solution to them will differ depending upon the nature of the business. For example, a complex problem in the field of engineering is likely to be technical and may involve machinery. If the business was in retail, then a complex problem may have something to do with stock and supply chains.

Examples of common complex problems in the workplace may relate to:

Employee behaviour

Performance

Sustainability.

Consulting with stakeholders332105084455000A stakeholder is someone who has an interest in the business and can either affect or be affected by the activities. In order to identify a complex issue, it is important that the relevant stakeholders are consulted with to get different perspectives and viewpoints on the nature of the issue. The relevant stakeholders may be those who work in the area in which there are complex issues, or they may be those who may be affected by them now or in the future.

Relevant stakeholders may include:

Team members

Managers

Supervisors

Team leaders

Colleagues from other departments.

There are many ways in which you can consult with stakeholders. The method you choose will depend upon the nature of the business and the issues to be identified. Some methods are more appropriate for less complicated issues, while others allow more in-depth conversations to be had.

Methods of consultation include:

Face to face meetings

Presentations

Informal conversations

Online or virtual meetings

Emails

Telephone calls.

When consulting with stakeholders, it is important that you communicate in a way everyone can understand to ensure that the information being discussed is clear to everyone.

38417508255000When consulting with others, you should:

Match the level of formality to the audience

Practice active listening by asking and answering questions to determine understanding

Avoid swearing

Avoid using slang

Speak slowly and clearly if communicating with someone whose first language is not English.

Gathering as many different perspectives as possible will enable you to have a good overall idea of the issue that has been identified and who the stakeholders are that it may affect. A thorough discussion can help to understand the level of complexity and identify the actual issue and not the one you think is an issue because of a lack of understanding.

19050201930Activity 1A

1.2 Document task objectives and risks involved in pursuing identified issueBy the end of this chapter, the learner should be able to:

Identify the task objectives and complete a risk register.

Task objectivesOnce the complex issue has been identified, it will need to be determined what the objective is. The objective is the outcome you would like to achieve, and the tasks are how you are going to get there. It is important that any objectives or tasks are set so they can be achieved. A common format that may be used to do this is the SMART format.

SMART stands for:

Specific they state exactly what is to be achieved

Measurable it should be possible to measure whether objectives and tasks are being achieved

Achievable objectives and tasks need to be attainable and achievable

Realistic they can be achieved with the resources and skills available

Timely it should be determined if there is there a specific time by which the tasks need completing.

41452807620000RisksWhen dealing with any issue, there is always a risk involved. When it comes to complex issues, the risks are likely to be multiplied due to the interconnected nature of complex risks. Making changes to one issue could cause further issues somewhere else in the process.

Risks might be related to:

Finances

Quality

Health and safety

Environment.

A risk management plan helps to identify the risks and determine whether they are acceptable or not. The first step would be to identify the possible risks, which can be as simple as thinking about what could go wrong, how it could go wrong and why that might be the case. There are other things you can consider when going through this process.

They include:

Similar past issues

Previous risks

Possible changes in the future

Incident or hazard logs

Customer feedback or complaints.

Identifying the risks is step one of the five common risk management steps that can be taken when determining the risks involved in making decisions.

The other four steps include:

Analysing the risk determining what the likelihood of each risk happening is, and then rating each risk on a scale from most likely to least likely

474662539370000Evaluating or ranking the risk you can evaluate the risks you have identified by determining the risk magnitude. This is the combination of the likelihood of the risk occurring, and the consequences if it does occur

Treating the risk a plan should then be developed to treat any risks that have been identified. This can include:

preparing strategies to treat each risk

determining who will be responsible for each part of the treatment of risk

identifying any resources that are required

identifying any future action that needs to be taken

Monitor and review - monitoring and reviewing risks so that if there are any changes, they are immediately visible to everyone. Doing this means that plans can be updated or put into place quickly, whilst causing the minimum disruption to the business.Documenting objectives and risksThere may be workplace policies and procedures for documenting the task objectives and risks already in place, so they should always be checked before further documentation is created. One method of documenting objectives and risks involves using a risk management plan, which is a written document that businesses may use to document the objectives and associated risks. This plan allows the objectives to be documented after consultation with the relevant stakeholders, and also includes a risk register for documenting the risks that have been identified.

A risk register includes all of the information about each identified risk so that it can be tracked and monitored. This can take the form of a simple spreadsheet with different headings for information.

A risk register might include information like:

Risk description

Date raised

Risk rank

Who is responsible for the risk

Mitigating actions

Progress report.

A risk register may look like this:

Date Objective Risk description likelihood Rank Mitigating actions Who is responsible Progress

To reduce quality issues Longer production times Medium High More staff could be used in the production department Team leader To be reviewed weekly

It is important to document the task objectives and risk involved in pursuing the identified issues so that nothing is missed and decisions can be made on how to proceed, based on a good understanding of the possible risks involved.

19050354330Activity 1B

1.3 Research legislative frameworks and organisational policy or procedures applicable to identified issueBy the end of this chapter, the learner should be able to:

Research legislative frameworks and organisational policies and procedures.

Legislative frameworksLegislative frameworks will differ depending on the type of business and its activities. There are some that may be more common than others and apply to most businesses, and others that are more specific and specialised.

Workplace legislative frameworks can cover subjects such as:

Work health and safety

Environmental protection

Fair work

3261360762000Privacy and data protection

Race, sex, age, disability

Competition

Advertising

Intellectual property

Product safety.

The business may already have information on the legislative frameworks that apply to the specific activities, and there may be procedures for how you go about accessing this. It may be kept in a HR department or accessed using the business website, intranet or shared folders.

You might also research more specific industry legislation by looking online using trustworthy sources of information.

These may include:

https://business.gov.au/planning/industry-informationhttps://www.austrade.gov.au/International/Invest/Guide-to-investing/Running-a-business/Understanding-Australian-business-regulationhttps://www.legislation.gov.au/(Accessed 16.03.2021)

You must make sure that you are aware of any specific legislation that relates to any identified issues, so that you comply with it. Failure to comply with certain legislation can lead to serious consequences, both for the individual and the business.

3644900-4445000Non-compliance can lead to:

Fines

Prosecution

imprisonment

Loss of reputation

Loss of productivity.

Organisational policies and proceduresOrganisational policies and procedures provide guidelines and frameworks for the ways in which work should be carried out. They help to provide a decision-making framework so that everyone is treated fairly and issues are dealt with in a consistent manner. Policies and procedures can cover many areas, so it is important that you check all of the ones which may apply to the issues that have been identified.

Workplace policies and procedures may include:

Code of conduct

Recruitment

Internet and email

Mobile phone

Smoking

Health and safety

Grievance

Procurement

Alcohol and drugs

Flexible work.

It is important that the relevant policies and procedures are identified and followed so that the business can continue to run smoothly. If everyone follows the same policies and procedures, there is less chance that errors will be made. If they are not adhered to, there could be consequences for the business, if for example, a health and safety policy wasnt followed and the result was that an employee was injured. The business could be fined, and the person who did not follow the correct policies and procedures could also be fined, prosecuted or lose their job.

The workplace policies and procedures may be accessed in a variety of ways, depending upon the nature of the business and their procedure for communicating them.

3757295635000You might access policies and procedures by:

Reading the employee handbook

Accessing digital files on the intranet

Downloading files from the website

Accessing documents stored on a shared drive.

19050201930Activity 1C

1.4 Calculate required resources and present to relevant stakeholdersBy the end of this chapter, the learner should be able to:

Develop a resource plan to calculate the resources that are required

Present the resource plan to relevant stakeholders.

Resources331533569024500The resources that are required will vary depending upon the issues that have been identified and the nature of the business activities. Resources usually come under four different categories that can be identified in the workplace.

Resources usually come under these categories:

Physical

Financial

Intellectual

Human.

Physical resources

Physical resources are those assets that the business owns and which are necessary for the business to function. All types of businesses will have some physical resources in order to operate.

These might include:

Equipment

Materials

Machinery.

Financial resources

Financial resources refer to the money that the business has so that it can produce or deliver its products and services.

This can include:

Money in the bank

Overdrafts

Loans

Credit accounts

Stocks and shares which can be cashed in

Investors.

Intellectual resources

Intellectual resources are those which are non-physical, but they are an important part of the business that can take years to develop and perfect.

2603500635000They can include:

The brand

Patents

Copyrights

Customer databases

Systems and processes

Certain, unique methods of operating.

Human resources

Employees are potentially the most important aspect of any business; without people, most businesses could not survive. The success of a business relies on the talents, skills and expertise of its people and would struggle to meet its business objectives without them.

Calculating resourcesThe resources that are required will vary depending upon the issue to be resolved and the business type. A resource plan should be made of all of the resources that are relevant to the issue so that you can start to work out the cost and amount of resources. A resource plan helps you to identify all of the resources that are required and list them so that the work can go ahead without any unforeseen resource issues.

A resource plan may follow these steps:

Listing the resources required, including:

human resources covering all of the roles involved

equipment such as machinery, office equipment including computers and phones and any other physical resources

materials resources such as wood, steel or concrete if you were building something

Estimating the number of resources that are required:

how many hours or people

how many pieces of equipment

how much material

Construct the plan the information gathered will form an overall picture of what is required and any timeframes for each resource.

When developing the resource plan, you may find that some resources may be easier to calculate and acquire than others.

These include:

Equipment

Materials

Machinery.

The costs of these physical items can be researched and easily determined quickly. It is harder to calculate the cost of any intangible resources, such as methods of working and new processes. You may also require additional human resources to assist with any identified issues, so the costs of that will need to be calculated.

The resource plan method of calculating resources can be described as bottom-up estimating, as it allows you to create an estimate for the project as a whole. The larger tasks are broken down into detailed individual tasks and resources calculated for each task. They are then combined to make a plan for the overall resources required.

Another method is called top-down estimating, where you use past projects or previous experience to help you estimate the resources needed and the cost of them. For example, if a new piece of machinery is needed and a similar one has been purchased in the past, you would use that information to help you calculate the resources you would need and how much they would cost.

Presenting to relevant stakeholders339725040830500Once the resources have been calculated, they will need presenting to the relevant stakeholders. In situations where resources are required, it is likely that the relevant stakeholders will be those in a position to authorise or sign them off.

Relevant stakeholders may include:

Managers

Team leaders

Supervisors

Directors.

You may be asked to present the resource requirements as part of a formal presentation, which you will need to plan for and structure the information to ensure it runs smoothly. You may be given a timeframe to work to, and you might use aids to support your presentation.

This could include:

Using a PowerPoint presentation

Handouts

Demonstrations of processes or products

Video clips.

You should ensure that you communicate the information clearly and accurately, so that everyone is clear about what you are presenting. It is usual for presentations to have time allocated at the end for any questions and further clarification.

2661920109537500Information can also be presented in a more informal manner at team meetings or briefings. This a more relaxed approach where the information still needs to be clearly and accurately communicated, but it is done in a more conversational manner. There may be interruptions after each delivery of information where questions are asked and clarification sought. Usually, this method of presenting has a flexible time frame and is finished when all questions have been answered, and no one has any other input to give.

19050201930Activity 1D

2. Lead solution development process2.1. Facilitate ideation session with relevant stakeholders

2.2.Evaluate formulated solutions for advantages and limitations using critical thinking techniques

2.3.Apply decision-making processes to select most viable solution

2.4.Prepare a brief on proposed solution according to organisational policy and present to key stakeholders

-254034290

2.1 Facilitate ideation session with relevant stakeholdersBy the end of this chapter, the learner should be able to:

List different ideation techniques

Facilitate an ideation session.

IdeationIdeation is the process of generating ideas and solutions to issues. The aim is to generate as many ideas and solutions as possible so that there are plenty from which to choose the best, most practical or most innovative. The challenge is to think outside of the box and explore ideas, angles and avenues that wouldnt normally be the first ones you think of. Doing this as part of a team enables you to gather different insights and perspectives, ensuring a diverse range of ideas. In order to facilitate out of the box thinking, you may need to think about the environment for the session. This can help to prepare others to share their ideas.

The environment can include:

The physical space to hold the session

The surrounding environment.

Changing the physical setting from the usual places can help to stimulate creativity and idea generation. This could be as simple as using a meeting room or boardroom that isnt usually used, or moving the meeting outside. A different view can contribute to different ideas. The surrounding environment needs to be free from distractions to enable relaxation and concentration on the issue at hand.

There are many different ideation techniques that can be used to generate ideas. Some will work better than others, depending on the issue or the group undertaking the session.

333057514605000Ideation techniques include:

Brainstorming

Method 6-3-5

Brainwriting

Brainwalking

Mindmapping

Worst possible idea.

Brainstorming

This is the most common way of generating ideas as part of a group. In a brainstorming session, you verbally discuss an issue to generate ideas and solutions. Sometimes you have one person who writes down the information discussed either on paper or on a whiteboard.

Method 6-3-5

Similar to a round-robin, this technique involves passing a piece of paper between six people. They get five minutes to write six ideas before passing it to the next person who builds upon what they have written.

Brainwriting

An alternative to brainstorming is brainwriting. Instead of sharing ideas verbally, they are written down and passed to someone else to read and then add their ideas to. Once everyone in the group has had a chance to write down their ideas, they are given to the group to discuss.

Brainwalking

A number of stations are placed around a room with paper and pens at them, so that participants can walk around each station and write their ideas down, before moving to the next one. Physical activity can help to provide some energy and stimulate ideas.

Mindmapping

This technique focuses on creating a visual map of interconnected ideas. A keyword related to the issue is written in the middle of a piece of paper, which is then surrounded by words or ideas that come to mind. These can then be connected by drawing lines and curves.

Worst possible idea

A simple technique, worst possible idea focuses on generating a list of terrible, ridiculous, outrageous ideas that are the worst that participants can come up with. The challenge then is to get the group to try to turn them into good ideas either by considering the opposite or by finding something good within the bad idea. This is an unusual method of creating ideas but one that might relax the group and create a sense of fun.

Facilitating an ideation session

340423546228000There are a number of things to consider when planning an ideation session. To start with, you must consider who the relevant stakeholders are that will make up the group. Ideally, the group should be as diverse as possible, to encourage different types of activities.

Stakeholders might include:

Those with experience of the issue

Those affected by the issue

People from other departments with similar issues.

Care should be taken when determining the number of participants as if the group is too large, it could be very time-consuming. A group that is too large or too small could also prevent people from speaking up and sharing their ideas and being comfortable with the process.

337693066040000As the facilitator, you will be responsible for keeping everyone on track and guiding them through the ideation exercises that you have chosen. It is important that the session is started off by an emphasis on the fact that it is a judgement-free zone, and that there is no such thing as a bad idea. It is the job of the facilitator to put everyone at ease and encourage participation.

The facilitator may also need to:

Introduce the session

Create and explain a clear itinerary

Time each activity

Take notes and record ideas.

The session will need structure. otherwise too much time could be spent on one technique or not enough time spent on another. It is important to think about how long each session may last, and factor in time for breaks and for moving between stations if you have them set up.

It is important to remember that an ideation session is not the time to evaluate the ideas that have been generated or choose the ones you think are the best, it is for generating as many ideas as possible in the time that you have. At the end of the session, the facilitator may wish to read out all of the ideas that have been generated to ensure that none have been missed.

19050201930Activity 2A

2.2 Evaluate formulated solutions for advantages and limitations using critical thinking techniquesBy the end of this chapter, the learner should be able to:

Evaluate solutions using an advantages and limitations list.

Evaluating solutionsAll of the solutions that have been put forward will need to be evaluated to determine which are the most viable and will solve the issue. Evaluating means that you will need to measure the worth of each idea and come to some conclusions about the quality of them.

You will need to determine:

Whether the solution is appropriate

If it solves the problem

The practicalities of the solution

Whether it is easy to implement.

363220050419000In order to do this, you will need to look at each solution and ask a series of questions that will provide the answers and information you need to be able to identify the advantages and disadvantages of the solution.

Types of questions may include:

Does this solve the issue?

How can I evidence this?

Is the information unbiased?

What will the impact be?

What are the risks involved?

What are the benefits of this solution?

Critical thinking

Critical thinking involves analysing facts to understand a subject thoroughly and make decisions based on the possible consequences of it. You need to be able to reflect on ideas or issues and apply reason and make logical connections between ideas. Critical thinkers question ideas and assumptions, digging deeper into them, rather than just accepting them at face value.

A critical thinker:

Understands the links between ideas

Determines the importance and relevance of ideas

Identifies inconsistencies in reasoning

Reflects on own assumptions and beliefs

Builds arguments supported by evidence.

Identifying advantages and limitationsIn order to identify the advantages and limitations of the solutions, critical thinking needs to be applied so that they become clear. There are steps that you can take to ensure you have considered all of the advantages and limitations and that you are thinking about the solution in an objective and critical way.

The steps include:

371411516002000Identifying the argument

Evaluating the solution to determine how strong or valid it is

Recognising the weaknesses

Recognising the strengths

Noticing any bias behind the solution

Providing reasoning and support for the solution.

It is also important to use the benefit of foresight which is where you pause to consider the impact of the solution on the business, the employees and anyone else who may be affected by any changes. This can help to identify further advantages or limitations.

A method of evaluating solutions to identify the advantages and limitations is by making a list that weighs up the pros and cons. This approach can help to evaluate the solutions objectively without allowing personal influences to affect the decision.

The process involves writing the solution at the top of a piece of paper, and creating two separate columns, which will make up the list of advantages and the list of limitations for each solution. Every possible positive consequence should be listed along with every possible limitation or negative effect. Once this has been done, you can see which column has the most points and, therefore, maybe the most viable solution.

19050259080Activity 2B

2.3 Apply decision-making processes to select most viable solutionBy the end of this chapter, the learner should be able to:

Identify and use a decision-making process to select the most viable solution.

Decision-making processesOnce any solutions have been evaluated, it will narrow down those that are the most likely to be appropriate. From there, it will need to be determined which is the most viable solution. Decision-making processes allow you to weigh up the evidence and evaluate your options to make a final decision. There are many different decision-making processes that you can use to help you select the most viable solution. The one you use will vary depending upon the type of business and the solutions you have to choose from.

Decision-making processes include:

Decision matrix

Decision tree

T-Chart

Cost-benefit analysis.

Decision matrix

A decision matrix can help to make complex decisions by using logic to determine which is the best solution based on criteria that is important to you. Once the criteria have been selected, you apply a rating for each idea, which can be from 0, which would be poor, to 5, which would be good. This would then give a score for each of the solutions.

You will then need to decide which of the criteria that you have selected is the most important. This is done by allocating an additional score between 0, being least important, and 5 being the most important. This will give you the weighting for each criteria. You then multiply each score by the weight of the factor to give you the final total.

A decision matrix may look like the one below:

Factors: Cost Time Viability Difficulty Effectiveness Score Total

Weighting: 5 1 2 3 4 Solution 1 2

(x 5 = 10) 3

(x 1 = 3) 4

(x 2 = 8) 2

(x 3 = 6) 3

(x 4 = 12) 14 39

Solution 2 5 4 4 3 3 19 58

Solution 3 3 4 3 1 5 16 48

Decision tree

A decision tree is a visual method of analysing the solutions that you have and determining a clear pathway to a decision. Decision trees are a type of flowchart that breaks down the complex information into more manageable, smaller parts. Squares are usually used to represent the decisions and circles to represent the outcomes. A decision tree shows all of the possible courses of action that can be taken and all of the possible outcomes for each of them.

T-Chart

A T-Chart is used to weigh up the pros and cons of a particular solution. It is so named because you separate the pros and cons with a T so that they appear side by side. This decision-making technique is also called a pros and cons list. This tool allows you to see a visual representation of the details of each solution, as you will be able to see at a glance which side of the T-Chart is the longest.

Cost-benefit analysis

A cost-benefit analysis is a process of determining the cost of a course of action and comparing it with the benefits of choosing it. There are steps that you would need to follow in order to gather the information required for a cost-benefit analysis.

Steps include:

Listing all of the possible costs such as resources, hours or equipment

Listing all of the possible benefits of the course of action

Assigning a monetary value to each of the costs

Assigning a monetary value to each of the benefits

Comparing the two to see whether the benefits outweigh the costs.

It can be difficult to put a monetary value on some benefits, for example, if a benefit was that a particular course of action would lead to better teamwork. You would need to think outside of the box in order to assign a value. In this instance, perhaps you would calculate the amount of time spent dealing with team issues, and how much that costs.

Barriers to decision making445071527622500Decision-making is not always straightforward, and there can be many barriers that can affect the process.

Barriers may include:

Lack of time to consider the decision

Budget constraints

Not enough information

Too much information

A desire to avoid conflict

Resistance to change.

It is important that these barriers are overcome so they do not affect the quality of the decision. Using decision-making processes can help to remove some of the barriers, particularly those barriers which could be classed as emotional barriers, such as a desire to avoid conflict, which could lead to choosing a decision that would maintain the status quo rather than make changes that may upset others. The choice of decision may not cause conflict, but it may not be the most viable solution.

Bias

Another barrier to effective decision-making is cognitive bias. Biases rely on past experiences and the ways in which we have made decisions previously. The more experiences you have had in thinking or doing things a certain way, the harder it can be to think differently and imagine alternatives. Therefore you may naturally choose certain decisions based on your thinking and experiences. There are different types of bias that can affect decision-making.

These include:

Confirmation bias being more likely to make a decision that confirms or is consistent with our beliefs and ignoring any evidence which isnt

Anchoring bias a piece of information is fixed on and all other judgements must be made with that in mind, which limits the possibility of interpreting new information

Loss aversion bias making decisions that avoid a loss rather than see the gains that might be made

Status quo bias wishing things to stay the same, so making decisions that are as close to the current way of doing things as possible.

Limiting the effects of bias can be difficult, the use of decision-making models can help to focus on the facts and avoid the personal elements. Being aware that you may be biased and challenging yourself to look for new perspectives is one way of limiting the effects of bias on the decision-making process.

4038600762000Other ways of limiting bias include:

Using information from a range of sources

Challenging what you see or read

Considering decisions carefully rather than rushing them.

19050268605Activity 2C

2.4 Prepare a brief on proposed solution according to organisational policy and present to key stakeholdersBy the end of this chapter, the learner should be able to:

Prepare a brief on a proposed solution

Present a brief to key stakeholders.

Preparing a briefA brief is designed to provide information effectively about an issue and is often used to either influence a decision or offer solutions on an issue. A briefing can either be a short, written document or presented in person to the key stakeholders. In some cases, a brief is delivered as part of a presentation, and then a written copy is given at the end for reference.

The brief should be structured and include all of the information that relates to the issue you are proposing to solve. The structure of the brief may vary, but it should have clear sections.

The structure may include:

The purpose of the brief

Main body

Recommendations.

The main body of the brief should include background information on the issue, what the proposed solution is and why it is the most viable one. In the recommendations section, a summary should be made of the key points and the next steps explained. So, for example, how the proposed solution might be implemented in the future.

408305073152000The information should be written clearly and concisely so it is easy to follow, and should not contain jargon or overly complicated technical language. The brief should be professional, and therefore you should make sure that it is free from spelling and grammar errors. There may be organisational policies that apply to the development of a brief and what should be included.

Organisational requirements may include:

Using specific templates

Applying any house styles

Consulting with different departments

Proofreading by other members of staff.

Presenting to key stakeholders399415099504500The key stakeholders that you present the brief to are likely to include those who are in a position to agree to or sign off any solutions to ideas. Those who the solution would affect may also be present so that they can be aware of the proposed solution and how it might impact them. These are the people who will be involved in the implementation of any solutions, so it is important that they are kept informed.

Key stakeholders may include:

Managers

Team leaders

Supervisors

Team members

Colleagues from different departments

Directors.

When presenting the brief, it is important that you are properly prepared and have everything that you need ready.

This may include:

Any equipment, such as a laptop

Access to a smartboard or projector

Copies of the brief

Any other relevant items.

You should also practice the presentation so that you are clear about what you are going to say and you are prepared for any questions that may be asked at the end. The aim of the brief is to explain the issue, the solution to it, and why it is the most viable option. You want the key stakeholders to agree with your decision making so you should ensure that the key points are explained clearly.

Using software such as PowerPoint will allow you to put the main points on the screen and provide additional information where needed, such as images or links to videos or other information. These should be checked to make sure that they work before the presentation starts.

A good PowerPoint presentation:

Is clearly laid out

Is simple and covers only the key points

Steers clear of complicated slides with effects or noises

Has text that is large enough for those at the back to read

Is short and to the point.

You are trying to explain why a solution is needed and why the one you have decided upon is the best option, so the tone of your presentation should be persuasive in order to get your point across.

Persuasive techniques include:

Showing enthusiasm for your solution

Comparing and contrasting your solution with the current situation

Explaining the benefits

Using facts to back up your points.

Body language342265049593500You should pay attention to your body language when presenting to the stakeholders. You want to get your point across clearly and persuasively, so you do not want your body language preventing the message from being conveyed.

Good body language includes:

Standing tall

Smiling

Maintaining eye contact

Speaking clearly

Hand gestures such as pointing at information on the screen.

It is important to consider the level of formality when presenting. If you are presenting important information to key stakeholders, you should keep your tone professional and steer clear of jokes, slang or bad language. They could detract from the information you are trying to communicate and also make the presentation difficult to understand. There may be people in the audience whose first language isnt English, so any communication of that nature may be confusing for them and difficult to understand.

19050265430Activity 2D

3. Refine solution for implementation3.1. Develop a feedback register to systematically record feedback according to organisational requirements

3.2. Refine proposal based on analysis of feedback

3.3.Seek necessary approvals to implement solution

08890

3.1 Develop a feedback register to systematically record feedback according to organisational requirementsBy the end of this chapter, the learner should be able to:

Develop a feedback register to record feedback from a presentation.

FeedbackThe aim of feedback is to help to improve performance and prevent mistakes from occurring. Feedback can provide insight into what works and what could be improved to better meet the objective. Reflecting on your work and taking into account other perspectives and ideas enables you to look at the issue in a different light and consider alternatives to those put forward.

It is important to keep an open mind when receiving feedback and not become defensive or angry. Both positive and negative feedback must be considered so that you can improve. It is more beneficial to look at feedback from an improvement point of view rather than a personal one.

The benefits of feedback include:

Improved performance

Opportunities for learning and development

Better decision-making.

There are different ways of giving and receiving feedback, depending upon the type of feedback, the business and any organisational policies and procedures that may already be in place.

3981450571500Methods of giving and receiving feedback include:

Formal face to face meetings

Informal conversations

Written comments

Completing online forms

Emailing or responding to emailed requests.

Asking for feedbackThe timing of feedback is important in order to make sure that it is as effective as possible. If it is asked for straight after a presentation, there may not be enough time for it to be well thought out and considered. If too much time has elapsed between the presentation and the feedback, then the main points might not be as clear in the mind, and any additional clarification given at the end may not be remembered. Finding the right balance can be difficult, so some thought should be given as to how you may ask for feedback.

The method of asking for feedback may depend upon any organisational requirements already in place. There may be policies and procedures that you must follow in order to ask or record feedback, so you should check these before you proceed.

Organisational requirements may relate to:

Use of specific forms

Methods of distribution

Timeframes for giving and receiving feedback

Recording and storing information.

When asking for feedback, you should make sure that every opportunity is given for it to be as detailed and effective as possible. Developing questions for stakeholders to answer and giving additional opportunities to add comments will enable the feedback to be as useful as possible.

4249420635000You should give some thought to what you actually want to know from the feedback, and prepare questions to elicit this information.

Examples of questions you might ask include:

Does the proposed solution solve the issue?

How could the solution work better?

What did you like about the solution?

What would you change?

Is there anything you think has been overlooked?

You want to gather as much information as possible, coming up with questions that cannot be answered with a Yes or No will encourage stakeholders to give more details. These types of questions are called closed questions, and should be limited, as they do not really provide the details that are required in order to make changes and develop.

Recording feedbackThe way feedback is recorded is important, it needs to be accessible and easy to read, and it also needs to be easy for stakeholders to complete. If a system is too difficult or complicated to use then, it may deter people from completing it fully, or at all.

Developing a feedback form can help you steer the feedback in the direction that you want. It gives you the chance to get answers to the questions that you have, which will improve the solution and develop your own performance for future decision making. It also gives the stakeholders a chance to think about what they would like to say before committing to giving feedback.

Feedback forms can be:

Handed out at the end of the presentation

Emailed to participants.

There may already be a business template for collecting feedback, which you could personalise with the questions you would like to ask.

It is important to make sure that you get the feedback forms back from each stakeholder. You should set a deadline for completion and ensure that you investigate any missing forms.

384175060261500The business may have procedures in place for how feedback forms are stored, so you should familiarise yourself with them. Hard copies may be stored in relevant feedback files, or uploaded into a shared folder on the computer so that they are easily accessible for future reference.

Activity 3A1905052705

3.2 Refine proposal based on analysis of feedbackBy the end of this chapter, the learner should be able to:

Analyse feedback and refine a proposal.

Analysing feedbackOnce you have received the feedback relating to the proposed solution, it will need to be analysed to help you develop the solution and move forward to incorporate it where relevant.

There are steps you can take to analyse the feedback to determine what action needs to be taken.

Steps include:

Analysing all of the feedback that has been given

Identifying the positive and negative feedback

Putting the feedback into categories

Looking for trends is the feedback all similar?

Ignoring data that doesnt relate to the issue at hand.

You should take the time to reflect on your proposal to determine how your solution differs from the feedback you have been given, and how the changes will develop it. This will help to inform future decision-making and enable more effective decisions to be made.

397510062039500It is important that you question the feedback as part of the analysis. You need to understand the thought processes behind it so that you can determine whether it is useful or whether it is something that you have already considered and disregarded.

You could ask yourself:

Does this feedback improve the proposal?

Have I considered this already?

What were my reasons for doing it this way?

Is that feedback relevant to what I want to achieve?

Has this person experienced this issue before?

Thinking critically about the feedback will enable you to make decisions on what information will be useful for this particular issue, what might be useful in the future and what isnt relevant.

When you are incorporating the feedback, is it important to make sure that you do not disrupt the parts of the solution that work well. You are looking to develop and improve the process and not necessarily change it completely. You will need to decide what parts of the feedback you will incorporate and what parts are useful but not relevant to the overall solution.

Refining proposals354330040894000Once you have analysed the feedback and compared it to the proposal you have developed, you should be able to develop a plan for incorporating the improvements that have been suggested.

Refining the proposal may include:

Including new processes

Removing processes

Increasing, removing, or adding resources

Adapting the solution to include additional information.

Making a plan should enable you to develop a clear map for where the feedback is to be incorporated so that it doesnt affect any areas that are working well, but it improves the areas that have been identified as requiring additional input.

You should make sure that you consider the changes and their impact before you complete the adjustments to the proposal as a whole so that you can be sure the changes have been made appropriately.

Activity 3B1905043180

3.3 Seek necessary approvals to implement solutionBy the end of this chapter, the learner should be able to:

Seek approval to implement a solution.

Seeking approval3244850117856000Once you have refined the proposal and incorporated the feedback, you will need to seek approval from the relevant stakeholders so that the solution can be implemented. There are likely to be procedures in place for approval depending upon the nature of the issue. For example, there may only be certain people who can authorise any significant changes that may involve purchases, resources, or staffing changes. However, it may also be that those who are directly affected by the issue are the ones who need to approve the solution.

Relevant stakeholders may include:

Team leaders

Managers

Directors

Supervisors

Team members.

The method of seeking approval can vary, depending upon many factors such as policies and procedures and the nature of the issue. Your refined proposal should be given to those who need to give approval so that they can see the changes that have been made and agree to them. This can be done by giving out hard copies, emailing or uploading files into a shared folder. Once access has been given to the refined proposal, you can seek approval so that the changes can be implemented.

You might seek approval by:

Email

Face to face meetings

Telephone calls.

Whichever method you select for seeking approval, you should make sure that you summarise the reason you are seeking approval and request permission to proceed.

Implementing solutionsAfter the solution has been approved by the relevant stakeholders, the solution will need to be implemented. This can be done in many ways depending upon the type of issue.

Implementation may include:

Purchasing new resources

Organising training

Reassigning staff members or recruiting new ones

Changing processes.

325120066167000You will likely have an implementation plan outlined in the proposal brief, so it is important that you follow the procedures and processes you have identified for implementation. This will ensure that the solution works as well as possible and is put in place as soon as it can be, so that the issue does not continue to affect the business.

Activity 3C63501905

Summative AssessmentsAt the end of your Learner Workbook, you will find the Summative Assessments.

This includes:

Skills Activity

Knowledge Activity

Performance Activity.

This holistically assesses your understanding and application of the skills, knowledge and performance requirements for this unit. Once this is completed, you will have finished this unit and be ready to move onto the next one well done!

ReferencesThese suggested references are for further reading and do not necessarily represent the contents of this unit.

Websites

Australian business and environment laws:

https://www.austrade.gov.au/International/Invest/Guide-to-investing/Running-a-business/Understanding-Australian-business-regulation/

Australian legislation:

https://www.legislation.gov.au/

Cognitive bias:

https://www.boardofinnovation.com/blog/16-cognitive-biases-that-kill-innovative-thinking/

Critical thinking:

http://www.openuniversity.edu/sites/www.openuniversity.edu/files/brochures/Critical-thinking-Open-University.pdf

Critical thinking skills:

https://au.indeed.com/career-advice/career-development/critical-thinking-skillsDecision making:

https://www.businessballs.com/problem-solving-and-decision-making/decision-making-and-problem-solving/

Decision making and problem solving:

https://www.cliffsnotes.com/study-guides/principles-of-management/decision-making-and-problem-solving/personal-decisonmaking-styles

Decision matrix:

https://www.businessnewsdaily.com/6146-decision-matrix.html

Ideation:

https://www.interaction-design.org/literature/topics/ideation

Industry information:

https://business.gov.au/planning/industry-information

Legal framework and legislation:

https://www.imrg.org/australia-legalities/

Risk management:

https://www.business.gov.au/risk-management/risk-assessment-and-planning/how-to-manage-risk

Tackling wicked problems:

https://www.apsc.gov.au/tackling-wicked-problems-public-policy-perspective

The Art of Feedback: Giving, Seeking and Receiving Feedback:

https://www.cmtedd.act.gov.au/__data/assets/pdf_file/0003/463728/art_feedback.pdf

Understanding Australian business regulation:

https://www.austrade.gov.au/international/invest/guide-to-investing/running-a-business/understanding-australian-business-regulation

Why brainstorming is a crucial element in business:

https://www.aib.edu.au/blog/innovate/why-brainstorming-is-a-crucial-element-in-business/

All references accessed on and correct as of 25.03.2020 unless otherwise stated.

center0BSBLDR601

Lead and manage organisational change

Learner Workbook

Version 1.1

00BSBLDR601

Lead and manage organisational change

Learner Workbook

Version 1.1

527051270000

Student Name:

Student ID Number:

Trainer/Assessor Name:

Class:

Table of Contents TOC o "1-3" h z u

Table of Contents PAGEREF _Toc69393530 h 1Instructions to Learner PAGEREF _Toc69393531 h 2Assessment instructions PAGEREF _Toc69393532 h 2Assessment requirements PAGEREF _Toc69393533 h 5Assessment Cover Sheet PAGEREF _Toc69393534 h 6Observation/Demonstration PAGEREF _Toc69393535 h 7Activities PAGEREF _Toc69393536 h 8Activity 1A PAGEREF _Toc69393537 h 8Activity 1B PAGEREF _Toc69393538 h 9Activity 1C PAGEREF _Toc69393539 h 10Activity 2A PAGEREF _Toc69393540 h 11Activity 2B PAGEREF _Toc69393541 h 12Activity 2C PAGEREF _Toc69393542 h 13Activity 3A PAGEREF _Toc69393543 h 14Activity 3B PAGEREF _Toc69393544 h 15Activity 3C PAGEREF _Toc69393545 h 16Major Assessments PAGEREF _Toc69393546 h 17Section A: Skills Activity PAGEREF _Toc69393547 h 18Section B: Knowledge Activity (Q & A) PAGEREF _Toc69393548 h 22Section C: Performance Activity PAGEREF _Toc69393549 h 25Case Studies PAGEREF _Toc69393550 h 29Case Study A Change requirements PAGEREF _Toc69393551 h 29Case Study B Rebranding PAGEREF _Toc69393552 h 30Case Study C Investor support PAGEREF _Toc69393553 h 31Case Study D Restructuring PAGEREF _Toc69393554 h 32Case Study E Communication issues PAGEREF _Toc69393555 h 33Case Study F Change requirements PAGEREF _Toc69393556 h 34Case Study G Company closure PAGEREF _Toc69393557 h 35Instructions to LearnerAssessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Address each question including any sub-points

Demonstrate that you have researched the topic thoroughly

Cover the topic in a logical, structured manner

Your assessment tasks are well presented, well referenced and word processed

Your assessment tasks include your full legal name on each and every page.

Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

Presenting any work by another individual as one's own unintentionally

Handing in assessments markedly similar to or copied from another learner

Presenting the work of another individual or group as their own work

Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learningCandidates will be able to have their previous experience or expertise recognised on request.

Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirementsAssessment can either be:

Direct observation

Product-based methods e.g. reports, role plays, work samples

Portfolios annotated and validated

Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Assessment Cover SheetStudents: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work.

Student Name: Unique Student Identifier (USI): Email: Units: BSBLDR601

Lead and manage organisational change

Trainer/Assessor Name: Due Date: Declaration:

I declare that:

These tasks are my own work

None of this work has been completed by any other person

No part of these tasks has been copied from another persons work, except where document or work is listed/ referenced.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me

Students Signature: Date of Submission:

Observation/DemonstrationThroughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

Performing a work-based skill or task

Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

ActivitiesComplete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1AObjective To provide you with an opportunity to identify major operational change requirements according to organisational objectives, performance gaps, business opportunities or threats, and management decisions.

This activity does not require observation.

Refer to Case Study A Change requirements

Write a 250-word report on how you will address the issues within this restaurant and determine what changes you will need to make to ensure that the restaurant improves staff leadership and performance to meet the company objectives.

In your report, you will need to include:

How you will meet the companys objective in terms of:

the performance gaps within the team

the threat to restaurant performance in line with company expectations

the decisions made by the store manager on staff protocol.

Your report should be neat, concise, and free from spelling and grammatical errors.

Activity 1BObjective To provide you with an opportunity to assess risks and opportunities presented by operational change requirements.

This activity does not require observation.

Refer to Case Study A Change requirements

Thinking about the case study, answer the following questions:

After the implementation of the organisational changes in the restaurant, outline one risk that could emerge for the company. Explain your answers clearly.

After the implementation of the organisational changes, what opportunities could emerge? List three.

1)

2)

3)

Activity 1CObjective To provide you with an opportunity to consult stakeholders, specialists, and experts to confirm the change management opportunities and process.

This activity does not require observation.

Refer to Case Study B Rebranding

Write an email addressed to relevant stakeholders, specialists, and experts, outlining the actions that you are going to take in a rebranding process to improve your companys opportunities.

Your email must:

Be suitable for all recipients

Explain the reasons why you are rebranding and the process you will take

Explain the risks and the opportunities associated with the process

Contain only significant information

Be accurate, concise, clear, and without spelling or grammatical errors.

Activity 2AObjective To provide you with an opportunity to assign resources to the project and confirm reporting protocols with relevant stakeholders.

This activity does not require observation.

Refer to Case Study C Investor support

In a short summary, briefly outline how you will meet the requirements of your investor.

You must include:

What resources you will need to manage the company finances

How you will report regularly to your investor.

Activity 2BObjective To provide you with an opportunity to develop communication or education plan, in consultation with relevant personnel.

Equipment needed Access to peers

Suitable space for a roleplay.

This activity will need to be observed. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity to be conducted in groups of three to four, with you playing the role of the manager and your peers playing the team members.

Lead a mind-mapping session to develop a communication plan or an education plan for one of the following work task scenarios:

A plan to increase employee communication across your organisation

Arrange training for all team members to deal with operational change

A relevant workplace scenario for your industry.

Ensure all participants contribute to the meeting and adjust your communication according to the requirements of the team members.

Note the final plan in your workbook.

Activity 2CObjective To provide you with an opportunity to arrange and manage activities for delivery of communication or education plans.

This activity does not require observation.

Refer to Case Study D Restructuring

Taking on the role of the owner of the company, you will need to arrange an update on the new procedures for the staff members.

Write a short summary of how you will implement and manage this task.

Your summary must cover the following points:

The introduction of the new team manager

How the day-to-day procedures will change

How you will monitor and update the staff members.

Activity 3AObjective To provide you with an opportunity to assess performance of communication or education plan against objectives.

This activity does not require observation.

Refer to Case Study E Communication issues

Read the case study and write a report that specifies the communication issues and what needs to be resolved to meet the company objective.

In your report, you must identify:

The number of issues

Who is involvedWhat the issues are

How this impacts the company objective.

You can write this in the space below or on separate paper, which must be attached to your workbook. (Explain in detail)

Activity 3BObjective To provide you with an opportunity to identify and respond to barriers to the change according to risk management plans and organisational objectives.

This activity does not require observation.

Refer to Case Study E Communication issues

You have found that the three members of staff are not complying with the suggestions you have already made to improve the communication in the team. They are continuing to work individually and are not coming together to help meet the organisational objective.

Outline in detail, three different reasons you could identify why the team is not communicating with each other and then explain how you can respond to the issues to ensure your team is meeting the company objective.

Activity 3CObjective To provide you with an opportunity to modify communication or education plan according to change program objectives.

This activity does not require observation.

Refer to Case Study F- Change requirements

Explain in your own words how you will modify the two change requirements to meet the company objectives.

This must include:

Arranging training for 15 members of the team to work in the new corporate room

Explaining how you will select five members of the team for redundancy.

(Explain in detail)

Major AssessmentsThe summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge, and performance may be termed as:

Skills skill requirements, required skills, essential skills, foundation skills

Knowledge knowledge requirements, required knowledge, essential knowledge, knowledge evidence

Performance evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). In some cases, skills will be demonstrated in writing, where the criteria fits.

It will demonstrate all of the skills required for this unit of competency your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios, or any evidence of competency to this workbook.

Section A: Skills ActivityObjective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

Reading:

interprets detailed information that may deal with complex ideas related to issues both within and outside the workplace context

Writing:

uses clear and precise language to develop information about objectives, requirements, activities and recommendations

develops complex plans and strategies in appropriate format for the audience and purpose

Oral communication:

discusses and seeks information using appropriate structure and language for the audience

uses questioning and active listening to clarify or confirm understanding

Numeracy:

interprets, analyses and presents numeric information in complex documents

Initiative and enterprise:

takes a lead role in the execution of organisational strategic goals and associated roles and responsibilities

develops new and innovative ideas through exploration and lateral thinking

Teamwork:

uses a variety of communication tools and strategies to build and maintain effective working relationships

uses inclusive and collaborative techniques to seek feedback, negotiate and consult with a range of stakeholders

Planning and organising:

plans, organises and implements activities required to achieve strategic priorities and outcomes, including consulting with others and sequencing events to minimise uncertainty for staff

uses problem-solving skills to identify and analyse issues or barriers, and develop responses.

Equipment needed:

Access to a computer, printer, and the internet.

Access to a suitable space for roleplay

Access to peers.

Answer the activity in as much detail as possible.

1. Using your industry as a guide, research three reasons why you would need to make operational changes and write a summary report on how each of these may affect your organisation.

Your report should be no longer than one A4 side of paper.

You should attach a printed copy of your report to your workbook making sure that you check spelling, grammar and punctuation are correct. This should be neatly presented with headings and clear paragraphs or section spaces.

2. Refer to Case Study G Company closure

Looking at the issue raised, assess the information and identify what actions you will need to take to implement the required changes. You should conduct some basic research on the internet to help you address the issues raised. For example, checking the lawful regulations when making redundancies.

Write up your findings on the computer into a report, making sure you check your spelling, grammar, and punctuation. You must follow the organisational format provided below:

Black text in Helvetica (or an equivalent sans serif font)

Body text 11 point, headings 14 point and underlined

Margins on either side are 2 cm

Margins at the top and bottom to be 2 cm

Text aligned to the left, and paragraph spacing is one line space between text.

The report should be no longer than one A4 side of paper; this must be printed out and attached to your workbook. (The assessor may also request this as an electronic file).

3. The activity will require observation. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity to be conducted in groups of three to four, with you playing the role of the manager and your peers playing relevant stakeholders.

Using the information gathered from Question 2 to help you hold a short meeting with stakeholders to inform them of the following points:

The facts related to the change requirements

The appropriate method for communication when making redundancies

The assessment of the required changes, including ensuring it is lawful and follows organisational policies and procedures.

Section B: Knowledge Activity (Q & A)Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

Events or trends that may impact on the achievement of organisational objectives

Existing policies and practices to guide organisational change

Methods for conducting cost-benefit analysis for high priority change requirements and opportunities

Methods for conducting risk analysis, including barriers to change and relevant mitigation strategies

Content of communication and education plans, including:

promotion of benefits of organisational change

Change management processes or cycles and strategies for communicating and embedding change

Organisational behaviour and how the external environment can impact on change strategies

Components of a change management project plan.

Answer each question in as much detail as possible.

1. List five events that could impact the outcomes of an organisational objective.

1) 2) 3) 4) 5) 2. In your own words, explain why it is important to be fully prepared for an operational change.

3. In your own words, explain why it would be beneficial to conduct a cost-benefit analysis before implementing a change.

4. What is the most effective method you could choose to use to guard against potential barriers to the change process?

5. Briefly escribe in your own words why it is important to keep communication open during the following changes:

Implementation of new processes

Staff resistance

Change of management structure.

6. As a manager, how might you embed a vision for change in your organisation?

7. Name three external factors that could drive operational changes in your organisation.

1) 2) 3) 8. What are the four main components of a change management plan?

1) 2) 3) 4) Section C: Performance ActivityObjective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

Develop and implement a change management plan to lead and manage organisational change.

In the course of the above, the candidate must:

Analyse and interpret information about the organisations internal and external environment and consult with stakeholders to identify requirements and opportunities for changes that support organisational objectives

Prioritise opportunities for changes with input from relevant stakeholders

Develop a change management project plan for the priority changes incorporating resource requirements, risk management and timelines

Develop strategies to communicate or educate the changes and embed them

Obtain approvals and agree reporting protocols with relevant managers and implement the plan including addressing barriers to change

Review and evaluate the change management project plan and modify as needed to achieve objectives.

Equipment needed:

Access to a suitable space for roleplay

Access to peers.

Answer the activity in as much detail as possible.

1. Produce a change management action plan to help you prepare to lead a business meeting with relevant stakeholders regarding an operational change. This will demonstrate that you can take the appropriate action when implementing a specific operational change.

You may choose a change that could occur in your industry, or your assessor will have a list of generic ideas you could choose to complete the activity.

Your change management plan must:

Outline the changes required

Determine the overall objective

Outline tasks required to implement the change

List the resources you will require

Determine an appropriate timeframe

List the people who will be responsible or involved.

2. This activity requires observation. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity to be conducted in groups of three to four, with you playing the role of the manager and your peers playing relevant stakeholders.

Using your action plan from Question 1 as a guide, you must lead a business meeting with relevant stakeholders to present your plan and seek opinion.

During the meeting with relevant stakeholders, you must:

Demonstrate that you have planned and developed a change management action plan that you can share with the relevant stakeholders

Demonstrate that you have planned and developed concise content in your plan that is appropriate and relevant

Use problem-solving skills to negotiate and resolve any risk challenges to the change that are identified

Acknowledge stakeholder input as necessary

Demonstrate that you have followed any relevant organisational and legislative requirements if applicable.

3. As a final task, you must evaluate how the change process went.

Evaluate your change management processes as a continuous improvement activity. You should produce a written report to document this. You must outline the progress made during the meeting and ensure your report will be relevant to both external and internal stakeholders who have an interest in the change management process.

The report must include:

Detail of the overall objective

Details of the change management action plan

Any unresolved risk issues

Details of what went well during the meeting

Details of where improvement in change management could be made in the future

A summary of the final outcomes.

Your final work should be checked for spelling, grammar, and punctuation, and then printed out and attached to your workbook.

Case StudiesCase Study A Change requirementsYou are an area manager for a fast-food restaurant chain, and one of your restaurants is underperforming in terms of:

Poor management

Poor customer service

Underperforming in terms of profit month on month.

You have also received numerous customer complaints about:

Customers being left waiting for too long

Rude or unresponsive team members

Order errors

Staff leaving early and arriving late for shifts.

On further investigation, you have established that members of the service team are being allowed to leave early on their shifts, and are not getting reprimanded when they arrive late. They are often left to talk amongst themselves when customers are waiting in the restaurant. These actions are affecting the day-to-day operations of the restaurant, and the restaurant is underperforming month on month in comparison with similar size restaurants in your area.

Your company objective is to improve customer and operational services within this restaurant, and you need to address the issues of poor leadership and incompetent staff.

Case Study B Rebranding

You run your own business in painting and decorating, and you have recently decided to rebrand your business. This is due to another painting and decorating company with a similar name that receives negative feedback and has a bad reputation. You have found that customers are getting you mixed up and are leaving you bad reviews instead of them.

Rebranding seems the most appropriate action to disassociate yourself from the negative publicity.

However, due to the rebranding, you will need to:

Be prepared to spend money on the rebrand

Rename your company

Reconsider your companys slogan

Change the signage on your company vehicle

Contact all current customers to inform them of the changes

Rebuild your brand identity.

Case Study C Investor supportYou run a small family company with three employees, including yourself, selling T-shirts online. You have recently found that you are struggling with the rising costs of running the business, and you need to make some operational changes to ensure you can keep going.

Your investor has said they will help you with the required funds to ensure your company is more secure, but they want to know what resources you will need to manage the company finances and how you will report back to them regularly to keep them updated on the progress.

Case Study D RestructuringYou are the owner of a small company that provides cleaning services for local bed and breakfast accommodations. You currently have five cleaners working for you, and you have found recently that your time is being consumed by the management of your personnel rather than the needs of the business.

To rectify this problem, you have recently appointed a new team manager that will take care of the day-to-day running of the company and the care of your five personnel. The appointment will allow your company to become more competitive and continue to function more practically, freeing up more time for you to manage the financial and operational sides of the business.

Case Study E Communication issuesYour company has released the latest key objective for staff:

To improve communication between employees.

You are a team leader and you have found that your work team is not communicating well together through an operational change. A new system has been utilised to monitor traffic on your social media pages and requires the team to work together to ensure important information is captured.

You have identified three members of the team who are not engaging with the others:

Anna does not communicate with the rest of the team; she expects the others to know what she is doing, and she often fails to update the others on her progress

Adam is reluctant to speak to others and keeps himself to himself. He has good technical knowledge that could help others but often fails to share this with his team

Clara is seen as being unfriendly and a little unapproachable; she does not make eye contact with others, and often keeps her head down when she is working. She only speaks when she is spoken to and never offers to help others.

Case Study F Change requirements

You are the manager of a hotel that currently employs 20 team members. To increase revenue, your senior management team had initially released a plan to refurbish a large room at the back of the hotel and start offering the opportunity for companies to hold corporate events.

Your current hospitality team members are fully trained to work in the restaurant, and the bar and you were in the process of arranging training for the existing staff to work in the new function room.

However, due to financial constraints, the senior management team has now decided that they can afford to retain and train only 15 members of the team, and you must take action to make the other five redundant.

Case Study G Company closure

You own a family caf that employs five members of staff. The caf, situated on a busy high street has been doing well over the last couple of years with an annual turnover of $600.000.

Since the beginning of the Covid pandemic, you have struggled to keep the staff on your books only using government help to keep you afloat. However, it has become very clear in recent weeks that you can no longer continue to trade and you will need to close your doors for good. You will need to tell your staff that the cafe is closing permanently and they will need to find themselves a new job.

You will need to do the following:

Notify your stakeholders

Notify your staff

Handle the redundancies appropriately.

7359658890BSBLDR602

Provide leadership across the organisation

Learner Workbook

Version 1.1

00BSBLDR602

Provide leadership across the organisation

Learner Workbook

Version 1.1

left1206500

Student Name:

Student ID Number:

Trainer/Assessor Name:

Class:

Table of Contents TOC o "1-3" h z u

Table of Contents PAGEREF _Toc76653057 h 1Instructions to Learner PAGEREF _Toc76653058 h 3Assessment instructions PAGEREF _Toc76653059 h 3Assessment requirements PAGEREF _Toc76653060 h 5Assessment Cover Sheet PAGEREF _Toc76653061 h 6Observation/Demonstration PAGEREF _Toc76653062 h 7Activities PAGEREF _Toc76653063 h 8Activity 1A PAGEREF _Toc76653064 h 8Activity 1B PAGEREF _Toc76653065 h 9Activity 1C PAGEREF _Toc76653066 h 10Activity 1D PAGEREF _Toc76653067 h 11Activity 2A PAGEREF _Toc76653068 h 12Activity 2B PAGEREF _Toc76653069 h 13Activity 2C PAGEREF _Toc76653070 h 14Activity 2D PAGEREF _Toc76653071 h 15Activity 3A PAGEREF _Toc76653072 h 16Activity 3B PAGEREF _Toc76653073 h 17Activity 3C PAGEREF _Toc76653074 h 18Activity 3D PAGEREF _Toc76653075 h 19Activity 4A PAGEREF _Toc76653076 h 20Activity 4B PAGEREF _Toc76653077 h 21Activity 4C PAGEREF _Toc76653078 h 22Activity 4D PAGEREF _Toc76653079 h 23Major Assessments PAGEREF _Toc76653080 h 24Section A: Skills Activity PAGEREF _Toc76653081 h 25Section B: Knowledge Activity (Q & A) PAGEREF _Toc76653082 h 28Section C: Performance Activity PAGEREF _Toc76653083 h 30Case Studies PAGEREF _Toc76653084 h 32Case Study A Investigation PAGEREF _Toc76653085 h 32Case Study B Communication PAGEREF _Toc76653086 h 33Case Study C Technology PAGEREF _Toc76653087 h 34Case Study D Resource procurement PAGEREF _Toc76653088 h 35Case Study E Leadership styles PAGEREF _Toc76653089 h 36Instructions to LearnerAssessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Address each question including any sub-points

Demonstrate that you have researched the topic thoroughly

Cover the topic in a logical, structured manner

Your assessment tasks are well presented, well referenced and word processed

Your assessment tasks include your full legal name on each and every page.

Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

Presenting any work by another individual as one's own unintentionally

Handing in assessments markedly similar to or copied from another learner

Presenting the work of another individual or group as their own work

Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learningCandidates will be able to have their previous experience or expertise recognised on request.

Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirementsAssessment can either be:

Direct observation

Product-based methods e.g. reports, role plays, work samples

Portfolios annotated and validated

Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Assessment Cover SheetStudents: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work.

Student Name: Unique Student Identifier (USI): Email: Units: BSBLDR602

Provide leadership across the organisation

Trainer/Assessor Name: Due Date: Declaration:

I declare that:

These tasks are my own work

None of this work has been completed by any other person

No part of these tasks has been copied from another persons work, except where document or work is listed/ referenced.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me

Students Signature: Date of Submission:

Observation/DemonstrationThroughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

Performing a work-based skill or task

Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

ActivitiesComplete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1AObjective To provide you with an opportunity to identify how to confirm objectives, values and standards according to organisations strategic direction, and establish links between organisational objectives, values and standards and the responsibilities of relevant groups and individuals.

Equipment needed Organisational documents.

This activity does not need to be observed.

Briefly summarise and clarify your organisations main objectives, values and standards (or use an example organisation for this question).

Using the information from question one, identify three ways you can establish links between organisational objectives, values and standards and the responsibilities of relevant groups and individuals.

1)

2)

3)

Activity 1BObjective To provide you with an opportunity to identify how to confirm that media and language used for communicating organisational mission and goals meets the needs of individuals and groups.

Equipment needed Organisational documents.

This activity does not need to be observed.

Identify three different audiences that may view or otherwise access your organisations media. You may use an example organisation instead.

1)

2)

3)

How would you adapt your use of media for each of the three audiences you have identified? Explain in detail which media you would use and why?

Briefly explain how you would adapt your use of language for employee emails, and why?

Activity 1CEstimated Time 40 Minutes

Objective To provide you with an opportunity to identify how to state expectations of internal groups and individuals.

This activity does not need to be observed.

List three ways that you can ensure expectations for internal groups and individuals are stated clearly.

1)

2)

3)

Briefly describe how you would confirm that expectations have been understood in an organisation.

In detail, explain how expectations be stated in a manner that builds commitment to an organisation?

Activity 1DObjective To provide you with an opportunity to identify how to investigate incidents and communicate results to relevant groups and individuals according to organisational policies and procedures.

Equipment needed Case study

Access to peers

Suitable space for a roleplay.

This activity will need to be observed. Your assessor has a list of criteria to base your assessment on.

Refer to Case Study A Investigation

This will be a roleplay activity. You should work with two of your peers who will play the role of team members in the organisation.

Imagine you are the manager of D&N Printing investigating the incident. Conduct a one-to-one meeting with Jonathon about his behaviour and offer feedback. Next, conduct a one-to-one meeting with Yasmine explaining what actions you have taken to investigate and resolve the incident.

Briefly explain how you could communicate the results of the investigation to the wider company, with regards to the prevalent problem?

Activity 2AObjective To provide you with an opportunity to identify how to make decisions according to organisational policies and procedures and work task timeframes.

Equipment needed Organisational documents and information.

This activity does not need to be observed.

Identify five ways you could involve team members in the decision-making process in an organisation.

1)

2)

3)

4)

5)

Make a decision on a work task according to organisational policies and procedures and work task timeframes.

You may focus on your own organisation, or you will be provided with an example where this isnt possible. Briefly summarise your decision and reasoning behind this.

Activity 2BObjective To provide you with an opportunity to identify how to facilitate improvements to organisational and workplace policies and procedures.

This activity does not need to be observed.

Refer to Case Study B Communication

How could you facilitate improvements to the communication issue found in D&N Printing? Outline your ideas in a detailed summary.

Detail the steps you would take to embrace, resource, and effectively implement a positive change to the company and workplace policies and procedures.

Activity 2CEstimated Time 30 Minutes

Objective To provide you with an opportunity to identify how to facilitate integration of global environment and new technology into work activities.

This activity does not need to be observed.

Refer to Case Study C Technology

Name at least three items of interest in the global environment.

1)

2)

3)

In a detailed explanation, what would be the benefits of upgrading D&N Printings CRM system to a digital alternative?

Activity 2DObjective To provide you with an opportunity to identify how to represent organisation in the media and community.

This activity does not need to be observed.

Identify three different types of media a company could be represented in.

1)

2)

3)

In detail, outline how you can represent an organisation positively in the media and the community.

Activity 3AObjective To provide you with an opportunity to identify how to assign accountabilities and responsibilities to teams according to competencies and operational plans.

Equipment needed Organisational documents and information.

This activity does not need to be observed.

List three methods in which accountability can be conveyed and assigned to team members.

1)

2)

3)

Create a one-page operational plan for a team based on their current competencies. This can be a team from your organisation or an example organisation provided by the assessor.

You should list a teams competencies in relation to organisational strengths and weaknesses. Attach the plan to your workbook.

Activity 3BObjective To provide you with an opportunity to identify how to resource teams to allow them to achieve their objectives.

This activity does not need to be observed.

Refer to Case Study D Resource procurement

List six types of resources that you could provide to teams.

1)

2)

3)

4)

5)

6)

Create a one-page resource allocation plan for D&N Printing based on the information and guidelines provided in the case study. Attach to your workbook once completed.

Activity 3CObjective To provide you with an opportunity to identify how to create and maintain a positive work environment.

This activity does not need to be observed.

In detail, explain how a leader can ensure they are a positive role model for others to maintain a positive environment.

List four ways you can create and maintain a positive work environment.

1)

2)

3)

4)

Activity 3DObjective To provide you with an opportunity to identify how to encourage teams and individuals to develop innovative approaches to work tasks.

This activity does not need to be observed.

Give four examples of how you can promote and encourage teams to develop innovative approaches to work tasks. Provide a brief explanation for each one.

1)

2)

3)

4)

Activity 4AObjective To provide you with an opportunity to identify how to model ethical conduct in own work and encourage others to adopt business ethics.

Equipment needed Organisational documents and information.

This activity does not need to be observed.

Give two examples of ways you can model ethical behaviour as a leader.

1)

2)

Identify the code of conduct from your organisation or an example organisation provided by the assessor. Identify and summarise in detail the guidance relating to the behaviour of its members.

List three ways a manager can encourage others to adopt business ethics.

1)

2)

3)

Activity 4BObjective To provide you with an opportunity to identify how to adapt interpersonal and leadership styles to meet circumstances and situations.

This activity does not need to be observed.

Refer to Case Study E Leadership styles

Provide an example of a leadership style that would be suitable to use in these two situations in the workplace. Briefly explain why.

Activity 4CObjective To provide you with an opportunity to identify how to set and aim to achieve personal objectives and work program outcomes.

This activity does not need to be observed.

Identify and set five personal goals and objectives for yourself as a leader/manager.

1)

2)

3)

4)

5)

Set a SMART goal for yourself around leadership and briefly explain the process of setting it.

Activity 4DObjective To provide you with an opportunity to identify how to engage in professional development activities and industry and professional networks and groups.

This activity does not need to be observed.

Give three examples of different professional development activities you could engage in.

1)

2)

3)

List five types of industry/professional networks and groups a leader can participate in.

1)

2)

3)

4)

5)

Outline a way you can personally participate in a professional network or group as part of your role.

Major AssessmentsThe major assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge, and performance may be termed as:

Skills skill requirements, required skills, essential skills, foundation skills

Knowledge knowledge requirements, required knowledge, essential knowledge, knowledge evidence

Performance evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). In some cases, skills will be demonstrated in writing, where the criteria fits.

It will demonstrate all of the skills required for this unit of competency your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios, or any evidence of competency to this workbook.

Section A: Skills ActivityObjective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

Learning:

seeks ways to maintain and improve own skills and knowledge

identifies systems, devices and applications with potential to meet current and/or future needs

Reading:

evaluates and integrates facts and ideas to construct meaning from a range of text types

Writing:

researches, plans and prepares documentation using format and language appropriate to the audience

Self-management:

works autonomously making high level decisions related to the achievement of organisational goals

identifies designation of roles and responsibilities and their contribution to broader organisational goals

identifies implications of ethical and other organisational responsibilities in carrying out own role

Teamwork:

identifies strengths and limitations of own interpersonal skills and addresses areas that would benefit from further development

collaborates and cooperates with others, playing an active role in leading and facilitating effective group interaction and influencing direction

facilitates a work environment in which others feel comfortable to identify, explore and build on a variety of perspectives in order to achieve shared outcomes

Planning and organising:

accepts responsibility for planning and sequencing complex tasks and workload of self and others, negotiating key aspects with others taking into account capabilities, efficiencies and effectiveness

Problem solving:

applies problem-solving processes to identify risks, evaluate options and determine solutions.

Answer the activity in as much detail as possible.

This activity will need to be observed. Your assessor has a list of criteria to base your assessment on.

Equipment needed:

Access to a computer, printer and the internet

Example organisational documents (if required)

Opportunities for interaction with others

Suitable space for interactions/roleplays.

1. Prepare and deliver a seminar to communicate your organisations mission, goals and objectives to a team.

This activity may be conducted as a 15-minute roleplay with 2-4 other learners playing the role of team members. You may complete this activity based on your own organisation, or an example organisation provided by the assessor.

You will need to:

Research, plan and prepare material for a seminar

Prepare a PowerPoint presentation for the roleplay

Allocate time for a question and answer session with teams, allowing individuals to talk freely and engage with you directly while creating a rapport

Concisely prepare materials that both engage and inform colleagues about the organisations mission statement, goals, and objectives.

Attach the seminar materials to your workbook and submit them to the assessor.

2. Organise a 30-minute departmental meeting to discuss and showcase a departments achieved goals, and to give staff an opportunity to discuss ideas on how to improve the workplace environment and meet organisational objectives.

This activity may be conducted in a workplace, or a simulated workplace environment through a roleplay with at least three other learners playing the role of staff members. You may complete this activity based on your own organisation, or an example organisation provided by the assessor.

You will need to:

Organise meeting location and time (if conducted in the workplace)

Invite relevant staff to the meeting

Consider the timing of meetings based on the departments own workloads (if conducted in the workplace)

Ensure staff have plenty of opportunities to contribute to the discussion by having a suggestions segment of the meeting

Discuss achieved goals

Assess designation of roles and responsibilities

Plan and structure complex tasks and workloads

Identify appropriate systems, devices and resources that may be required

Gather feedback on your performance as a leader and seek ways to improve

Use problem-solving skills to identify risks, evaluate options and come up with solutions.

Section B: Knowledge Activity (Q & A)Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

Organisational and workplace policies and procedures related to providing leadership in the organisation

Business ethics and its application to leadership styles and the organisations mission, objectives and values

Organisational research and implementation methods

Processes to establish and maintain a positive work environment for individuals and teams

Organisational mission, purpose and values

Organisational objectives, plans and strategies and regulatory requirements

Organisational change processes.

Answer each question in as much detail as possible.

1. In detail, review your organisational and workplace policies and procedures related to providing leadership. Provide a summary of them. Alternatively, you may use an example organisation provided by the assessor.

2. In detail, explain why its important to have good business ethics and how this can affect leadership and the organisations mission, objectives and values.

3. Identify organisational research and implementation methods for integrating new technology.

4. Identify five processes for creating and maintaining a positive work environment

5. Briefly explain your organisations (or an example organisations) mission, purpose and values.

6. Describe your organisations (or an example organisations) main objectives, plans and regulatory requirements.

7. List your organisations (or an example organisations) change processes.

Section C: Performance ActivityObjective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

Influence, support and provide resources for at least two individuals

Influence, support and provide resources for at least one team.

In the course of the above, the candidate must:

Communicate the organisations objectives, values, and standards to a range of stakeholders using appropriate media and language

Assign accountabilities to teams according to competencies and operational plans

Resource teams according to work objectives

Demonstrate ethical conduct and professional competence and continuing professional development

Encourage others to adopt business ethics and build their commitment to the organisation.

Answer the activity in as much detail as possible.

This activity will need to be observed. Your assessor has a list of criteria to base your assessment on.

Equipment needed:

Access to a computer, printer and the internet

Example organisational documents (if required)

Opportunities for interaction with others

Suitable space for interactions/roleplays.

1. Present an objectives workshop within your organisation or in a simulated workplace environment. You will need to influence, support, and provide resources for at least two individuals and one team. If there is no workplace, this may be conducted as a roleplay with at least four other learners acting as stakeholders/team members.

You must demonstrate that you can:

Clearly communicate the organisations objectives, values, and standards to a range of stakeholders using appropriate media and language

Assign accountabilities to teams according to competencies and operational plans

Resource teams according to work objectives

Demonstrate ethical conduct, professional competence, and professional development

Encourage others to adopt the same ethics and values as the organisation.Documents created for the roleplays should be attached to the workbook and submitted to the assessor.

Case StudiesCase Study A InvestigationD&N Printing is a one-stop-shop for printing requirements.

The company is currently expanding and they have hired new staff members at the shop.

Recently there was an altercation between two members of staff called Yasmine and Jonathon, regarding inappropriate language and actions. It has been decided that Jonathon was at fault.

However, the problem appears to be prevalent in other parts of the company.

It is against the company policy to use inappropriate language and actions in the workplace. The organisational policy states that members of staff must conduct themselves professionally at all times. They must also display courteous behaviour towards others.

Case Study B CommunicationThe director of D&N Printing believes there is not enough face-to-face communication happening in the company, and that this is having a detrimental effect on team-building, communication and understanding.

Staff tend to gravitate towards using instant messaging and emails for their communications, instead of face-to-face interactions.

Case Study C TechnologyCurrently, D&N Printing does not use a digital customer relations management (CRM) system. This means that clients details need to be written down and stored in paper files.

The company is currently looking into ways they can become more modern and efficient by integrating new technology into work activities.

Case Study D Resource procurementDue to the company expansion and integration of new technology, the team at D&N Printing require extra resources to meet their objectives.

The resources required by the team include financial backing, additional staff, new hardware and software, and further training.

For those wanting to request resources, they must adhere to the following guidelines:

Any direct requests for money must be submitted directly to the finance department

Any requests for IT resources must be made directly to the IT department

Requests for resources needed for work must be made to a manager

All requests must be reasonable and include a reason for needing the resources

If the resources required are crucial to your work, this fact must be made apparent in requests to the appropriate department

Denied requests cannot be made multiple times.

Case Study E Leadership stylesThe following situations have occurred recently in the D&N Printing workplace:

A team member was caught stealing food from several places in the communal kitchen; this included other peoples lunches and prepared snacks. There will be disciplinary action taken

The director requires members of your team to cover the Christmas holidays; there will need to be at least half of your eight team members present.

center-1905BSBOPS601

Develop and implement business plans

Learner Workbook

Version 1.1

00BSBOPS601

Develop and implement business plans

Learner Workbook

Version 1.1

left825500

Student Name:

Student ID Number:

Trainer/Assessor Name:

Class:

Table of Contents TOC o "1-3" h z u

Table of Contents PAGEREF _Toc69908128 h 1Instructions to Learner PAGEREF _Toc69908129 h 2Assessment instructions PAGEREF _Toc69908130 h 2Assessment requirements PAGEREF _Toc69908131 h 5Assessment Cover Sheet PAGEREF _Toc69908132 h 6Observation/Demonstration PAGEREF _Toc69908133 h 7Activities PAGEREF _Toc69908134 h 8Activity 1A PAGEREF _Toc69908135 h 8Activity 1B PAGEREF _Toc69908136 h 9Activity 1C PAGEREF _Toc69908137 h 10Activity 1D PAGEREF _Toc69908138 h 12Activity 1E PAGEREF _Toc69908139 h 13Activity 1F PAGEREF _Toc69908140 h 14Activity 2A PAGEREF _Toc69908141 h 15Activity 2B PAGEREF _Toc69908142 h 16Activity 2C PAGEREF _Toc69908143 h 17Activity 2D PAGEREF _Toc69908144 h 18Activity 2E PAGEREF _Toc69908145 h 19Activity 3A PAGEREF _Toc69908146 h 20Activity 3B PAGEREF _Toc69908147 h 21Activity 3C PAGEREF _Toc69908148 h 22Activity 3D PAGEREF _Toc69908149 h 23Major Assessments PAGEREF _Toc69908150 h 24Section A: Skills Activity PAGEREF _Toc69908151 h 25Section B: Knowledge Activity (Q & A) PAGEREF _Toc69908152 h 30Section C: Performance Activity PAGEREF _Toc69908153 h 33Case Studies PAGEREF _Toc69908154 h 39Case Study A SWOT analysis PAGEREF _Toc69908155 h 39Case Study B Coaching PAGEREF _Toc69908156 h 40Instructions to LearnerAssessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

Address each question including any sub-points

Demonstrate that you have researched the topic thoroughly

Cover the topic in a logical, structured manner

Your assessment tasks are well presented, well referenced and word processed

Your assessment tasks include your full legal name on each and every page.

Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

Presenting any work by another individual as one's own unintentionally

Handing in assessments markedly similar to or copied from another learner

Presenting the work of another individual or group as their own work

Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.

If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learningCandidates will be able to have their previous experience or expertise recognised on request.

Special needsCandidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirementsAssessment can either be:

Direct observation

Product-based methods e.g. reports, role plays, work samples

Portfolios annotated and validated

Questioning.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Assessment Cover SheetStudents: Please fill out this cover sheet clearly and accurately for this student workbook. Make sure you have kept a copy of your work.

Student Name: Unique Student Identifier (USI): Email: Units: BSBOPS601

Develop and implement business plans

Trainer/Assessor Name: Due Date: Declaration:

I declare that:

These tasks are my own work

None of this work has been completed by any other person

No part of these tasks has been copied from another persons work, except where document or work is listed/ referenced.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me

Students Signature: Date of Submission:

Observation/DemonstrationThroughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

Performing a work-based skill or task

Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

Performing a skill or task that is asked of you

Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

ActivitiesComplete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).

Activity 1AObjective To provide you with an opportunity to identify organisational and legislative frameworks relevant to development of a business plan.

Equipment needed Access to relevant workplace documentation or examples of it

Access to a computer and the internet for researching.

This activity does not require observation.

Identify a product or service related to your current industry, or an industry you are planning to work in.

Make notes and attach to your workbook.

Identify any frameworks that are relevant to developing a business plan for the product or service you have identified.

Make sure you research:

Organisational frameworks

Legislative frameworks.

Print off or make notes of any information you gather and attach this to your workbook as evidence of completion.

Activity 1BObjective To provide you with an opportunity to review market requirements for the organisations products and service.

Equipment needed Access to a computer and the internet

Access to any relevant organisation marketing information.

This activity does not require observation.

This activity follows on from Activity 1A.

For this activity, you must write a 1-2 page review of the market requirements for the organisation, or prospective organisations, products and services.

Make sure that you review:

Any competitor changes

Market research

Pricing structures

Marketing approaches.

Attach your review to your workbook.

Refer to Case Study A SWOT Analysis

Using the template in the Case Study, conduct a SWOT analysis on the organisation or prospective organisation identified in Activity 1A.

Attach your completed analysis to your workbook.

Activity 1CObjective To provide you with an opportunity to identify and assess business requirements, objectives, competitors and established plans.

Equipment needed Access to a computer with the internet.

Question 1 will require observation. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity. You will be the manager, and a small group of peers will play the roles of the key stakeholders.

Hold a group discussion of around 10-15 minutes to gather information from the stakeholders on the business requirements and objectives.

Make sure that you gather information on:

Operational requirements

Technical requirements

Objectives.

Make notes and attach to your workbook.

Following on from Question 1, identify and assess any established plans that are relevant to the business.

Make notes and attach these to your workbook.

Identify two main competitors and undertake a 1-page competitor analysis report for each of them.

Make sure that you include:

What they sell or provide

Sales tactics

Pricing

Marketing activities.

Attach your completed analysis to your workbook.

1) 2) Activity 1DObjective To provide you with an opportunity to develop performance objectives and measures for business plan, in consultation with relevant stakeholders.

This activity will require observation. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity where you are the manager, and a small group of peers will play the role of relevant stakeholders.

Carry out a 15-20 minute discussion with the stakeholders to develop performance objectives and measures for the business plan.

Within this activity, you must:

Decide what to measure

Set measures using the SMART principles

Use listening and questioning to gather views.

You must take notes and attach them to your workbook.

Activity 1EObjective To provide you with an opportunity to identify financial, human and physical resource requirements for the business.

This activity does not require observation.

Continuing from the previous activities, make a list of the resources that you will require for the business product or service.

This includes:

Financial resources

Physical resources

Human resources.

Attach your completed lists to your workbook.

Activity 1FObjective To provide you with an opportunity to develop business plan.

Equipment needed Access to a computer.

This activity does not require observation.

Using the information you have gathered in the previous activities, write your business plan.

Make sure that you include:

A title pageSummary of the business

Business description

Market research

Operating strategy

Marketing plan

Financial information.

Attach your completed plan to your workbook.

Activity 2AObjective To provide you with an opportunity to communicate business plan to all relevant stakeholders.

Equipment needed Access to a computer with presentation software.

This activity will require observation. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity; your peers will play the role of stakeholders.

You must present the business plan you developed in Activity 1F to the group of stakeholders.

Within your presentation, you must:

Make use of presentation software

Speak clearly

Use a level of formality appropriate to the audience

Show positive body language, such as maintaining eye contact and standing tall

Allow time for any questions, and answer them appropriately.

Your presentation should be 10-15 minutes long.

Activity 2BObjective To provide you with an opportunity to confirm skilled labour is available to implement plan.

This activity will not require observation.

Continuing from previous activities, write a 1-2 page staffing plan to check that skilled labour is available to implement the business plan.

Within the plan, make sure that you:

Determine current staffing levels

Identify the skills and experience required

Confirm skilled labour is available.

Attach your completed plan to your workbook.

Activity 2CObjective To provide you with an opportunity to test performance measurement systems and refine, where required.

This activity does not require observation.

For this activity, you will need to test the performance measurement systems you developed in previous activities using the Plan-Do-Check-Act cycle.

Make sure that you:

Run the Plan-Do-Check-Act cycle

Review the performance

Take action if required.

Make notes of the process and attach them to your workbook as evidence of completion.

Activity 2DObjective To provide you with an opportunity to prepare reports on key aspects of the business.

This activity does not require observation.

Identify and list two key areas of the business providing the product/service you have explored in previous activities.

For the two areas you identified in Question 1, write a detailed report for each on the current performance.

Make sure your report includes:

Contents page

Executive summary

Main body

Findings/recommendations.

Attach your reports to your workbook.

Activity 2EObjective To provide you with an opportunity to identify how to report system failures, product and service failures and variances to the business plan as they occur.

This activity does not require observation.

Continuing from previous activities, explain the steps you would take to report any failures in the business as they occur.

Brifely write your answer.

Make sure that you include:

System failures

Product and service failures

Variances to the business plan.

Activity 3AObjective To provide you with an opportunity to analyse performance reports against planned objectives.

This activity does not require observation.

You will need to refer back to the reports on key areas of the business that you wrote in Activity 2D.

Briefly write a report on how the current performance compares with the planned objectives.

Within the report, make sure you:

Determine whether performance is meeting objectives

Identify the cause of any issues

Determine what action to take.

Attach your report to your workbook.

Activity 3BObjective To provide you with an opportunity to review performance indicators and refine, where required.

This activity does not require observation.

Following on from the analysis you undertook in Activity 3A, review the performance indicators from Activity 1D and 2C and amend them where required.

Write a short summary to include:

The reason for any amendments

Details of any amendments.

Brifely write your answer.

Activity 3CObjective To provide you with an opportunity to identify and coach under-performing staff.

This activity will require observation. Your assessor has a list of criteria to base your assessment on.

Refer to Case Study B Coaching

This is a roleplay activity where you are the manager, and you should work with a peer who will play the role of an underperforming team member.

Identify the underperforming team member from the Case Study, and discuss developing an informal coaching plan to help improve their performance.

You must discuss and include in the plan:

The goal to be achieved

The reality so far

The options

The way forward.

Attach the plan to your workbook.

Activity 3DObjective To provide you with an opportunity to establish ongoing review processes.

Question 2 of this activity will require observation. Your assessor has a list of criteria to base your assessment on.

Continuing from previous activities, identify the review processes that you will use to monitor performance.

Make a note of the type of processes you have chosen.

This is a roleplay activity. You will play the role of a manager, and a small group of your peers will play the role of team members.

Lead a 5-10 minute meeting with your team members, and explain the review processes that you identified in Question 1.

You must:

Explain what the process entails

Inform them of the frequency

Answer any questions.

Major AssessmentsThe summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge, and performance may be termed as:

Skills skill requirements, required skills, essential skills, foundation skills

Knowledge knowledge requirements, required knowledge, essential knowledge, knowledge evidence

Performance evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). In some cases, skills will be demonstrated in writing, where the criteria fits.

It will demonstrate all of the skills required for this unit of competency your assessor will provide further instructions to you, if necessary.

Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attach completed written answers, portfolios, or any evidence of competency to this workbook.

Section A: Skills ActivityObjective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

Reading:

gathers, interprets and analyses textual information when developing the business plan and monitoring operational performance

Writing:

communicates relationships between ideas and information, matching style of writing to purpose and audience

researches, plans and prepares business plan for relevant stakeholders

Oral communication:

presents information and seeks advice using language and features appropriate to audience

participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding

Numeracy:

extracts and evaluates mathematical information to review the market, research competitors and review pricing structures

Enterprise and initiative:

takes full responsibility for identifying and complying with legislative requirements applicable to self and the organisation

Teamwork:

collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role

provides support in field of expertise to colleagues, as required

Planning and organising:

sequences and schedules complex activities, monitors implementation and manages relevant communication

systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement

Answer the activity in as much detail as possible.

Equipment needed:

Access to any relevant workplace documentation

Access to a computer and the internet

Space for roleplays.

For this activity, you will need to prepare and develop a business plan based on a product/service provided by a business you are familiar with. You will need to access business information for some tasks.

1. Identify a product or service provided by the business you have chosen. This should be different to the product or service explored in previous activities.

Make a note of what you have identified.

2. You must undertake research in preparation for creating a business plan for the product or service you identified in Question 1.

Your research must include:

Any relevant organisational or legislative frameworks

Market requirements

Competitor information

Pricing information.

Make notes or print off the research and attach it to your workbook.

3. This question will need to be observed. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity where you are the manager, and a small group of peers will play the role of relevant stakeholders.

In a 15-20 minute discussion, you must gather information for your business plan.

Within this discussion, you must:

Develop performance objectives and measures

Identify business requirements

Identify human, physical, and financial resource requirements

Encourage others to contribute

Clarify or confirm understanding.

Make notes on the key points of the discussion and attach them to your workbook.

4. Using the information you have gathered in Questions 1, 2 and 3, write your business plan.

Your plan must:

Have structured sections that are listed in a contents page

Contain the information you have researched and gathered

Be free from spelling and grammar errors.

Attach your completed plan to your workbook.

5. This question will need to be observed. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity where you are the manager, and a small group of peers will play the role of relevant stakeholders.

Present the business plan that you developed in Question 4 to the group.

Within the presentation, you must:

Communicate the contents of the business plan

Answer any questions

Confirm that skilled labour is available to implement the plan.

6. Run a small Plan-Do-Check-Act cycle to test the performance measurement systems previously identified and make any necessary changes.

Write a short diary to document the process and include:

The steps that were taken

The outcome of the cycle

Any changes that were made.

Attach your diary to your workbook.

7. Identify two key aspects of the business which are related to your business plan and prepare a 1-2 page performance report for each of them.

The reports must include:

An executive summary

Main body

Findings

Recommendations.

8. Following on from Question 7, analyse the reports you developed against the planned objectives and identify where changes can be made to improve performance.

Write a short report to include:

Whether current performance is in line with the planned objectives

What issues there may be

How performance may be improved.

Attach your completed report to your workbook.

Section B: Knowledge Activity (Q & A)Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

Organisational and legislative frameworks required for the development of business plans, including:

pre-existing strategic, business and operational plans

business vision, mission, values and objectives

permits or licences that may be required for new activity

Processes for developing and monitoring business plans

Customer needs and budgeting information

Performance objectives and measures, including key results indicators

Stakeholders involved in the development of business plans.

Answer each question in as much detail as possible.

1. Identify and explain the two plans that a business plan is linked to.

1) 2) 2. Explain why it is important to analyse any existing business plans.

3. Explain why a business plan must take into account the business vision, mission and values.

4. Referring to a business plan that you have developed for this unit, list the permits and licences that were required for the new activity.

5. List the steps you must take to develop a business plan.

6. List four stakeholders you might present your business plan to.

1) 2) 3) 4) 7. Thinking about the previous Skills Activity, explain the steps that you took to monitor the business plan.

8. Explain the methods you can use to identify customer needs.

9. Explain two methods of determining budgets.

1) 2) 10. Explain the format that should be used to set performance objectives.

11. Explain who should be involved in developing objectives and why.

12. What method might you use to measure success against set objectives?

Section C: Performance ActivityObjective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

Develop and implement at least one business plan.

In the course of the above, the candidate must:

Analyse and research business vision, mission, values, objectives, goals, competitors, financial targets, management arrangements and marketing approaches

Write a business plan, including:

description of the business

products and services

financial, physical and human resource requirements

regulatory requirements

marketing strategy

financial indicators

productivity and performance targets for key result areas

Monitor and respond to business performance including evaluation of performance against key results indicators

Consult, communicate with and report to relevant stakeholders

Provide analysis of the strengths and weaknesses of a business plan.

Answer the activity in as much detail as possible.

Equipment needed:

Access to a computer and the internet

Space for roleplays

Peers for roleplays

Access to any relevant workplace documentation.

For the following activities, you will be required to prepare for and develop a business plan based on a product or service of your choice. This might be in reference to your own workplace, or a business you are familiar with.

1. Identify a product or service for your business plan. This should be different to previous activities.

Make a note of your choice.

2. Following on from Question 1, undertake research for the business plan.

You must consider:

Any relevant organisational or legislative frameworks

Business vision, mission, and values

Business requirements

Market requirements

Competitor information

Pricing information.

Make notes on the key points or print off any research and attach to your workbook.

3. Refer to Case Study A SWOT analysis

Following on from Question 2, undertake a SWOT analysis using the template provided.

Your analysis must include a list of the:

Strengths of the business

Weaknesses of the business

Opportunities for the business

Threats to the business.

Attach your completed analysis to your workbook.

4. This question will need to be observed. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity; you will play the role of the manager, and a small group of your peers will play the role of relevant stakeholders.

You should lead a 15-20 minute discussion with the group to gather information for the business plan.

Within the discussion, you must:

Develop performance objectives and measures

Identify business requirements

Identify human, physical, and financial resource requirements

Encourage others to contribute.

Make notes on the key points of the discussion and attach them to your workbook.

5. Using the information that you have gathered in the previous questions, develop and write your business plan.

The plan must include:

Description of the business

Products and services

Financial, human, and physical resources

Relevant legislation

Marketing

Budgets.

Attach a copy of your completed plan to your workbook.

6. This activity will be observed. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity; you will play the role of the manager, and a small group of peers will play the role of relevant stakeholders.

Present the business plan that you developed in Question 5 to the group.

Within your presentation, you must:

Explain the information in the business plan

Answer any questions

Confirm that labour is available for implementation.

Your presentation should be 10-15 minutes.

7. You must test the performance measures that are in place. To do this, you must start a small Plan-Do-Check-Act cycle and make any necessary changes.

Document the process in a diary making sure you include:

The steps that were taken

The outcome of the cycle

Any changes that were made.

Attach your diary to your workbook.

8. Identify two key aspects of the business and prepare a performance report of 1-2 pages for each of them to determine current performance.

The reports must include:

An executive summary

Main body

Findings.

Attach the reports to your workbook.

9. Following on from Question 8, use the reports you developed and compare your findings on current performance with planned performance and determine what changes need to be made.

Write a short summary to include:

Identification of any variances between current performance and planned objectives

Reporting of any system, product or service failures

A review of performance indicators and any refinements necessary.

Attach your plan to your workbook.

10. This question will need to be observed. Your assessor has a list of criteria to base your assessment on.

Refer to Case Study B Coaching

This is a roleplay activity where you will play the role of the manager, and a peer will play the role of an underperforming team member.

Identify the underperforming team member from the Case Study, and use the GROW model to put together an informal coaching plan to help improve their performance.

The plan must include:

The goal to be achieved

The reality so far

The options

The way forward.

Attach the plan to your workbook.

11. This activity will need to be observed. Your assessor has a list of criteria to base your assessment on.

This is a roleplay activity where you will play the role of the manager, explaining information to a small group of peers who are playing the role of team members.

You must identify an ongoing review process and explain it to the group in a 5-10 minute meeting.

You must:

Explain the review process

Inform them of the frequency of reviews

Answer any questions.

Case StudiesCase Study A SWOT analysisStrengths Weaknesses

Opportunities Threats

Case Study B CoachingA team member, Sam, has not been reaching their targets, and the quality of their work has declined. When questioned, they admit that they are finding the work too difficult and cannot seem to get the process right. They have tried to ask other team members for help, but they are too busy with their own work. The team member wants to meet their goals and produce quality work, but they do not know how.

A team member, Steven, has been managing his workload but is finding it quite difficult to keep up. He has asked for support to ensure that his targets continue to be met, and to see if there is anything he can do to speed up his response times.