BSBLED 401 Develop Teams and Individuals Assignment

BSBLED 401 Develop Teams Individuals Assignment

BSBLED 401 Develop Teams and Individuals Assignment

Assessment 1

Part A: Training need analysis for each situation:

1. Increased use of Copper wire for the same production volume: Wastage of the resources is the important section to be considered for control the wastage of the cost incurred in the production process of the organisation. Therefore, it is required to train the employees on the Six Sigma process and the lean production process. The off job training should be offered to them, and the assessment of the training should be done with the implementation of the six sigma and the lean production process(Pyzdek & Keller, 2014).

2. Not wearing the personal protection equipment: The health and the safety measures are important to be maintained so that both the professional and the personal lives can be balanced. So, the proper training regarding the important of the maintenance of the health and the safety issues at the workplaces should be offered to the employees(Robson, et al., 2012). With the help of this training, the employees will be able to help themselves by warning the personal protection equipment at the workstation.

3. Unsafe handling of the Forklift: Ill-mannered handling of the Forklift may cause the accidents to the employees and the people associated with the production process. Hence, in this aspect, the safety issues and the tips for operating the Forklift safely should be offered to the employees as well as to the truck Drivers. At the same time, the training to deal with the Hazards at the workplace also should be offered to the employees as well as to the drivers(Robson, et al., 2012).

4. Heated verbal communication: The teamwork is the most essential for the production house of the organisation. Usage of the heated verbal communication may cause the lack of the teamwork and it also may impact on the production capacity(Mainiero & Jones, 2013). So, it is required to offer the employees with the training about the teamwork and also the usage of the proper motivating and cooperative languages along with the ethical aspects of working in a team.

5. The increased lateness of the workers: The lateness of the workers may reduce the production capacity and also may demotivate the other employees to work in an effective manner. So, it is required to offer the disciplinary training to the employees under the certain rules and strict regulations to be followed by them in a proper manner(Tynjälä, 2013).

6. A rise in the absenteeism among the workers: Likely the lateness of some workers the absenteeism also may influence other employees to follow the same path. As a result, the productivity also is likely to get decreased. To control the situation, the employees should be trained enough with the disciplinary principals so that the absenteeism rate will be decreased(Tynjälä, 2013). The concept of the overall development of the organisation which is linkedto the development of the individual employees also should make them understand in proper training methods.

Part B:Required skills and knowledge

  • The knowledge and the skills for the Six Sigma training are defining, measuring the problem, analysing the same, improvement of the process, and controlling(Pyzdek & Keller, 2014).
  • Assessing the risk, controlling the risk, consultation with others, and execution of the proper planning are the required skills and knowledge for thehealth and Safety measures.
  • Assessing the risk, understanding the negative effects and the skill to adopt the change for the betterment are the required skills for the health related safety tips(Robson, et al., 2012).
  • Listening to others, understating their issues, place themselves in the position of others and usage of the proper communication techniques are the required skills for the verbal communication process.
  • Obeying the supervisors, understanding the requirement of the disciplinary acts and the following the rules and regulations are the required skills for the disciplinary act in the workplace to avoid the rate of absenteeism and late coming in workstations.

Assessment 2

Part B: Evaluation plan

  • The long term session planning for six months will be assessed with the help of the feedback forms: The feedback forms after the completion of the training program should be distributed among the candidates to identify that whether the session was beneficial for them or not. It has been observed that candidates were satisfied with the sessions as per their requirements (Phillips & Phillips, 2016).
  • The evaluation of the training session also can be conducted with the help of the supervisor of the managers on the daily performance of the employees those attended the workshops. Supervisors have observed 70 percent improvement in the performance of the employees after the session(Phillips & Phillips, 2016).
  • After getting the feedback from the supervisors, the gap identification again will be assessed to plan for the further training and development program. The gaps have been identified by them(Phillips & Phillips, 2016).
  • The further improvement will be based on the guidelines to be offered to the candidates based on the legislations of the workstations issued by the government and also the promotional offer to the candidates with the termination as well. Further training need has been identified after the evaluation(Phillips & Phillips, 2016).
  • The evaluation of the training program also can be assessed by the peer reviews about the interactive sessions of the training. The colleagues of the trainers have identified the sessions as the most interactive and the successful one(Phillips & Phillips, 2016).
  • Even after the completion of the session, it is required to continuously measure the performances of the candidates to check the effectiveness of the training offered to the candidates(Phillips & Phillips, 2016).
    Evaluation plan | Develop Teams and Individuals Assignment

Part C

C.1: Session plan for six months based on the above situations

Topic: Training and the development programs for the workplace behavioural functions

Topic Outline

Suggested teaching activities

Training duration

Suggested resources

Points to note

Training and development for Six Sigmaimplementation

  • The trainers would demonstrate the importance and the practical implementation of the six sigma approach
  •  The controlling fact and the proper measurement of the six sigma application should be taught to the candidates
  • Teaching about the negative effects for not considering the six sigma approach in production process

 

1stSeptember 2016 – 1stNovember 2016

  • Personal specifications and training to the professionals as per the job responsibility(Pyzdek & Keller, 2014)
  • Access to the internet for representation of the practical examples(Evans & Lindsay, 2014)

The focusing on the importance of the six sigma and lean production to stop the wastage of the resources for the production process.

Training and development for the health and safety issues

  • The need for the usage of the safety tools during the production process to avoid any injury
  • To teach about the general rules and the regulations for the HSE

2nd November – 1stDecember 2016

  • Internet access for the valuable information for HSE rules(HSE, 2016)
  • Internet access for the practical benefit of the usage of the safety measures

Required to avoid the accidents and injury at the workstations

Training and development for the behavioural attitude in workstation

  • Teach about the positive effects of the teamwork facility
  • Teach about the ethical considerations and the behavioural aspects in the workstations

2nd December– 1stJanuary 2016

  • The theories about the behavioural theories as per the Human resource rules and regulation using the journal source and website source (RCOG, 2016)

Required assisting the employees to work in a proper manner in workstations

Training and development for the disciplinary act maintenance

  • Disciplinary acts in the workstation will be taught based on the HR rules and regulations

2nd January – 1stFebruary 2016

  • Theoretical aspects using the book references(RCOG, 2016).

Blended learning style will be applied in this context

C.2: Long-term learning Planning:

After the session plan, it is required to check that whether the change was intended to be met that has been done or not. In that case, it is required to take an assessment among the candidates those have participated and was the part of the 6 months long session plan. The assessment can be in the following forms:

  • Written test on the handing of the equipment at the workstation and also the code of the practice inside the working premises.
  • Role play also is the important assessment task that can evaluate that how effectively the candidates have absorbed the workplace etiquette so that they will be able to maintain the rules and regulations at the work place.

Assessment 3

1.Differences between coaching and mentoring

Coaching

Mentoring

Coaching is offered to the people based on the task orientation

Mentoring is offered to the people based on the relationship with the mentees

Coaching is the short term process

Mentoring is the long term process

Coaching is the process with performance driven

Mentoring is the process of the development driven

Coaching is the process which does not require the design

Mentoring is the process which required a design to complete

The immediate partner of the coaches is the critical partner in coaching process(Garvey, et al., 2014)

In the mentoring process; theimmediatemanageris involved in the process(Garvey, et al., 2014).

2.Benefits of having both coach and mentor in organisations

As per the view ofAlred (2014), coaching and mentoring are the process offering benefits to the people, but hey are also adding the value to the organizations.  Coaching and mentoring are sources of the awareness and responsibility of the people in the organisation. Both the processes are efficient enough to release the potential for the innovative quality needed by the people of the organisation to meet the organisation objectives in the changing environment. Overall, coaching and mentoring use to develop the talent and the capability by making strong the staffs and the organisation.

3.Different staff motivation techniques in staff development

The four different staff motivation techniques are as below:

  • Offering the meaningful and the most challenging work so that the differences than the regular flow of the work pattern will motivate the people to reflect their performance for the achievement, responsibility, enjoyment, and recognition(Hopkins, 2015).
  • Setting of the clear targets and expectation to the employees and then measuring the performance to offer the recognition to them.
  • The offering of the regular, direct, and the supportive feedback also use to motivate the staffs in the workplace.
  • Designing of the role of the people for a particular assigned task at the workplace is required so that people will be motivated to reflect their strength level for the same(Hopkins, 2015).

4.Importance of the feedback form for development skill evaluation

The feedback form is filled with the required feedbacksto be offered to the people required for the skill development. It helps to make the target people understand regarding the present skill level and also use to motivate the people to further develop their skills. The feedback form also is required to make the action plan, and the plan for the further follow up so that the people can develop their skills as per the requirement to meet the standard of skills(Phillips & Phillips, 2016). It also helps the people to increase their performance with the initiative to develop their skills than others.

5.Learning and development needs in organisation

The requirements are as below:

  • Legislative Requirement: Requirement of any new legislation to be implemented in the organisation.
  • Organisational need: Requirements for the organisation to deliver the expected outcome to the customers with their desired products or services.
  • The groupneeds: Requirements to carry out a specific job in the organisation by thegroup.
  • Team or individual needs: Requirements of the new skills that the individual or the team will use for the enhancement of the performance of the organisation(Cummings & Worley, 2014).

6.different learning delivery methods and their benefits

  • Instruction led training session (public and on site): it is the most practical form of the learning delivery method instructions are offered by the outsourced delegates to add the value to the skills of the organisation staffs(Hopkins, 2015).
  • E – Learning method: It offers the flexibility in delivering the course content as per the requirement of the staffs in the organisation irrespective of the place with the help of the internet and the audio – visual media.
  • Community learning portals: It offers the range of the learning courses regarding the forums and blogs among the created community in an effective manner.
  • Blended learning: It is either the classroom or the e – learning or the combination of both of them which is offering the flexible learning delivery methods as per the requirement of the organisation(Hopkins, 2015).

7.Benefits of Goal setting and the application of this process

The benefits of the goal setting are as below:

  • Clearly set goals to use to set the intention and the desires to be implemented in practical in organisations.
  • It also helps in the optimum use of the resources by knowing the target to be met with the existed resources.
  • The goal setting also helps in the effective usage of time with the help of the time scheduling technique.
  • It helps in the measurement of the skills and the goals those are required to fulfil the organisation goal
  • Goal setting also helps the easier and the smooth communication within the organisation(Kiresuk, et al., 2014).

With the help of the effective planning and evaluating the required outcome from the organisation, the goals use to be established in the organisation to meet.

8.Principles and techniques of performance measurement

The principle of the performance measurement area as below:

  • The purpose of the performance measurement is linkedto the improvement of the overall performance.
  • If the goals are not determining the measurements, then performance measurement use to determine the goals.
  • The performance measurement must be the mixture of the process data and the outcome data to check the effectively(Zairi, 2012).

The techniques are:

  • Graphic rating scales: list of jobs are listed and are ranked as per the achievement.
  • Management rating by objective met. Here, the manager’s use to access the performance level of the people and then use to rank them based on the achievement personally(Zairi, 2012).

9. Types of the Honey & Mumford’ theory

9.1 Activist: Activist is the type of the people who use to learn the concepts by performing their tasks. They use to get involved with the work completely without any hesitation with the open – minded approach(Gold, et al., 2013).
9.2 Pragmatist: These set of people use to concentrate on the fact that how the theories and the learnings are put into the practical platform. They concentrate on the theories and the new concepts in a wide range(Gold, et al., 2013).
9.3 Reflector:This set of people gives the previous experiences preference. They use to observe and think about the previous happenings to rectify and implement in the current practice. They prefer in the collection of data for the successful implementation of the plan into reality.
9.4 Theorist: They prefer to think about the learnings behind the theory that they have learnt.   They need the models of learning contents, in a systematic or the logical way. Background information with the statistical data is required to carry out their process execution(Gold, et al., 2013).

10. Learning styles with examples

10.1 Auditory: This is the learning style in which a person use to learn new things through listening. An auditory learner use to depend on the speaking and hearing systems as the main ways of learning things for the surroundings(Sternberg & Zhang, 2014). Telephonic conversation with the supervisors is the great example of the auditory learning style.

10.2 Visual: With this learning style, people use to prefer to learn things with the help of the images, pictures, colours. They use to organise the information through these sources to communicate with each other. This learning style also uses to help to memorize the things in a better way. The video conferencing is one of the visual forms of the learning style(Sternberg & Zhang, 2014).

10.3 Kinaesthetic: This is the learning style is based on the concept of doing the physical activities rather than focusing on listening or visualizing the demonstration. Example: Physical activities by eh students to keep them fit(Sternberg & Zhang, 2014).

11. Description of the following principles

11.1 Equal Opportunity: Equal opportunities are required to be offered to all the people in the team and individual developments so that the people will feel that they are equally valued and preferred in the learning and development process(Barak, 2013).

11.2 Ethical principle: maintaining the ethical considerations are the fundamental rights of the individual and the team development(Dolgoff, et al., 2012).

11.3 Codes of Practice: The codes of practices are required to implement so that everyone will amend the same for the practical implementation without any discrimination and biases(Kadushin & Harkness, 2014).

11.4 Privacy Laws: Privacy laws are important so that the misuse of the information required in the team and the individual development will be prohibited(Dipboye & Colella, 2013).

11.5 Work health and safety: Properhealth and safety measures are required to be maintained so that the people will be aware regarding the requirement of the proper balancing of the health and the safety factor in the personal and the professional life.

11.6 Anti – discrimination ( 4 types of legislations): The lawagainst the direct discrimination: As per the law the employers are bound to treat all the employees in an equal manner.

  • The Law against the Harassment: As per the law, the employees are eligible to report their harassments at the authority to get the justice.
  • The law against the Victimisation: As per the law, any people who are discriminated at the workplace can report the complaints.
  • The law against the indirect discrimination: It is unlawful under the Equality Act 2010 section. Discrimination based on the gender and sex are under the guidelines of the law(Thompson, 2016).

References

Alred, G., 2014. Mentoring pocketbook. United States: Management Pocketbooks.
 Barak, M., 2013. Managing Diversity: Toward a Globally Inclusive workplace. London: Sage Publications.
Cummings, T. & Worley, C., 2014. Organization development and change. London: Cengage Learning.
Dipboye, R. & Colella, A. e., 2013. Discrimination at work: The psychological and organizational bases.London: Psychology Press.
Dolgoff, R., Harrington, D. & Loewenberg, F., 2012. Brooks/Cole Empowerment Series: Ethical Decisions for Social Work Practice. London: Cengage Learning.
Evans, J. & Lindsay, W., 2014. An introduction to Six Sigma and process improvement. London: Cengage Learning.
Garvey, B., Stokes, P. & Megginson, D., 2014. Coaching and Mentoring: Theory and practice. London: Sage.
Gold, J. et al., 2013. Human resource development: Theory and practice. London: Palgrave Macmillan.
Hopkins, D., 2015. Improving the quality of education for all: A Handbook of staff development activities.London: Routledge.
HSE, 2016. Regulations. [Online]
Available at: http://www.hse.gov.uk/pubns/regindex.htm
[Accessed 10 August 2016].
Kadushin, A. & Harkness, D., 2014. Supervision in social work. Columbia: Columbia University Press.
Kiresuk, T., Smith, A. & Cardillo, J., 2014. Goal attainment scaling: Applications, theory, and measurement. United States: Psychology Press.