LOGO WOLAITA SODO ATVET COLLEGE

TVET PROGRAMME NAME: Crops Production & marketing management Level IV

Unit of Competence:
Develop Teams and

Individuals
Module Title: Developing Teams and Individuals
LG Code: AGR CPM4 M16 LO1-05
TTLM Code: AGR CPM4 TTLM 0717v1

LO 1: Provide team leadership

LO 2: Foster individual organizational growth
L03: Monitor and evaluate workplace learning
L04: Develop team commitment and cooperation

L05: Facilitate accomplishment of organizational goals

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Wolaita Soddo ATVET College
Prepared By: Mohammed Ibrahim September, 2017
INSTRUCTION SHEET 1 Learning Guide -------
This learning guide is developed to provide you the necessary information regarding the
following contents coverage and topics –
 Providing team leadership
 Foster individual organizational growth
 Monitor and evaluate workplace learning
 Develop team commitment and cooperation
 Facilitate accomplishment of organizational goals
This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to: –
 Provide team leadership
 learning & development needs that inline with the organization
requirements.
 learning plan & developmental needs for individual & group training
 self evaluation & area of improvement
 feedback on performance of team members
 Foster individual organizational growth
 learning & development program goals & objectives
 learning delivery methods
 workplace learning opportunities & coaching or mentoring
 resources & timeliness for learning activities in the organization
 Monitor and evaluate workplace learning
 individual & team feedback for future learning arrangement
 assessment of outcomes & performance of individuals /teams
 efficiency & Effectiveness of Learning
 records and reports of competency in the organization
 Develop team commitment and cooperation
 open Communication Process
 team decisions based on agreed roles & responsibilities
 mutual concern & camaraderie in teams
 Facilitate accomplishment of organizational goals

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  active participation of team members

 individual & joint responsibility in teams

 collaborative efforts to attain organizational goals
Learning Activities

1. Read the specific objectives of this Learning Guide.

2. Read the information written in the “Information Sheets-1

3. Accomplish the “Self-check 1” in page ----

4. If you earned a satisfactory evaluation proceed to “Information Sheet -2”. However, if your
rating is unsatisfactory, contact your teacher for further instructions or go back to Learning
Activity #1.

5. Submit your accomplished Self-check. This will form part of your training portfolio.

6. Read the information written in the “Information Sheet 2”.

7. Accomplish the “Self-check 2” in page ----

8. If you earned a satisfactory evaluation proceed to “Information Sheet -3”. However, if your
rating is unsatisfactory, contact your teacher for further instructions or go back to Learning
Activity #2

9. Submit your accomplished Self-check. This will form part of your training portfolio.

10. Read the information written in the “Information Sheet 3”.

11. Accomplish the “Self-check 3” in page

12. If you earned a satisfactory evaluation proceed to “Information Sheet -4”. However, if your
rating is unsatisfactory, contact your teacher for further instructions or go back to Learning
Activity #3

13. Submit your accomplished Self-check. This will form part of your training portfolio.

14. Read the information written in the “Information Sheet 4”.

15. Accomplish the “Self-check 4” in page

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16. If you earned a satisfactory evaluation proceed to “Information Sheet 5”. However, if your
rating is unsatisfactory, contact your teacher for further instructions or go back to Learning
Activity #4

17. Submit your accomplished Self-check. This will form part of your training portfolio.

18. Read the information written in the “Information Sheet 5”.

19. Accomplish the “Self-check 5” in page ---

20. If you earned a satisfactory evaluation, that is the end of this competency. However, if your
rating is unsatisfactory, contact your teacher for further instructions or go back to Learning
Activity #5

21. Submit your accomplished Self-check. This will form part of your training portfolio

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 Information Sheet-1  Provide Team Leadership

1. Providing Team Leadership

1.1 Learning & development needs that inline with the organization requirements.

Needs Assessment is the process to identify "gaps" between current performance and
department/organizational objectives.

Steps to Conducting a Needs Assessment

Step 1 -- Perform a "Gap" Analysis

The first step is to check the actual performance of our organizations and our people against
existing standards, or to set new standards. There are two parts to this:

Current Situation

We must determine the current state of skills, knowledge, and abilities of our current and/or
future employees. This analysis also should examine our organizational goals, climate, and
internal and external constraints.

Desired or Necessary Situation

We must identify the desired or necessary conditions for organizational and personal success.
This analysis focuses on the necessary job tasks/standards, as well as the skills, knowledge and
abilities needed to accomplish these successfully. It is important that we identify the critical tasks
necessary, and not just observe our current practices. We also must distinguish our actual needs
from our perceived needs -- our wants. The “gap” between the current and the necessary will
identify our needs, purposes and objectives.

What are we looking for? Here are some questions to ask to determine where training and
development or even human resource development (HRD) may be useful in providing solutions:

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  Problems or deficits. Are there problems in the organization which might be solved by
training or other HRD activities?
 Impending change.  Are there problems which do not currently exist but are likely due to
changes, such as new processes and equipment, outside competition and/or changes in
staffing?
 Opportunities:  Could we gain a competitive edge by taking advantage of new
technologies, training programs consultants or suppliers?
 Strengths: How can we take advantage of our organizational strengths, as opposed to
reacting to our weaknesses? Are there opportunities to apply HRD to these areas?
 New directions: Could we take a proactive approach, applying HRD to move our
organizations to new levels of performance? For example, could team building and
related activities help improve our productivity?
 Mandated training:  Are there internal or external forces dictating that training and/or
organization development will take place? Are there policies or management decisions
which might dictate the implementation of some program? Are there governmental
mandates to which we must comply?

Step 2 -- Identify Priorities and Importance

The first step should have produced a list of needs for training and development, career
development, organization development and/or other interventions. Now we must examine these
in view of their importance to our organizational goals, realities and constraints. We must
determine if the identified needs are real, if they are worth addressing, and specify their
importance and urgency in view of our organizational needs and requirements. For example:
identify interim of :

 Cost-effectiveness: How does the cost of the problem compare to the cost of

implementing a solution? In other words, we perform a cost-benefit analysis.
 Legal mandates:  Are there laws requiring a solution? (For example; safety or regulatory
compliance.)
 Executive pressure: Does top management expect a solution?
 Population: Are many people or key people involved?
 Customers: What influence is generated by customer specifications and expectations?

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If some of our needs are of relatively low importance, then we would do better to devote our
energies to addressing other human performance problems with greater impact and greater value.

Step 3 -- Identify Causes of Performance Problems and/or Opportunities

Now that we have prioritized and focused on critical organizational and personal needs, we will
next identify specific problem areas and opportunities in our organization. We must know what
our performance requirements are, if appropriate solutions are to be applied. We should ask two
questions for every identified need:

1. Are our people doing their jobs effectively?

2. Do they know how to do their jobs?

This will require detailed investigation and analysis of our people, their jobs and our
organizations — both for the current situation and in preparation for the future.

Step 4 - Identify Possible Solutions and Growth Opportunities

If people are doing their jobs effectively, then perhaps we should leave well enough alone. (“If it
ain’t broke, don’t fix it.”) However, some training and/or other interventions might be called for
if it's important enough to move our people and their performance in new directions.

But if our people are not doing their jobs effectively, then training may be the solution if there is
indeed a knowledge problem. Organization development activities may provide solutions when
the problem is not based on a lack of knowledge and is primarily associated with systematic
change. These interventions might include strategic planning, organization restructuring,
performance management and/or effective team building.

Learning and development needs may include:

 career planning/development
 coaching, mentoring and/or supervision

 formal/informal learning programs

 internal/external training provision

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  performance appraisals

 personal study

 recognition of current competence/skills recognition

 work experience/exchange/opportunities

 workplace skills assessment

Organizational requirements may include:

 access and equity principles and practices

 anti-discrimination and related policy

 business and performance plans

 confidentiality and security requirements

 defined resource parameters

 ethical standards

 goals, objectives, plans, systems and processes

 legal and organizational policies, guidelines and requirements

 OHS policies, procedures and programs

 quality and continuous improvement processes and standards

 quality assurance and/or procedures manuals

The needs can be identified by using one of the following tool/s or method/s:
 Needs Assessment Questionnaire
 Needs Analysis
 Employee Interviews
 Employee Opinion/Climate Surveys

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 Exit Interviews
 Employee Grievances/Complaints
 Customer Returns/Calls
 Accidents & Scrap
 New Equipment / Software
 Changes in Procedures
 Re-organization
 Job Re-design
 Performance Appraisal Results
 Promotions & Terminations
 Observations
 Assessment Centers
 Employment/Skills Tests
 Focus Groups
1.2 Learning plan & developmental needs for individual & group training

A learning plan is a way of documenting planned and agreed staff development of individuals
and teams. It may be called different things in different workplaces, such as a professional
development plan, a staff development plan or a group development plan.

A learning plan matches specific learning opportunities with identified needs and the names of
groups or individuals who will undertake the learning.

Development needs can be defined at three levels:-

A. Organizational level,
B. Group level and  
C. Individuals level

A. Organizational level,

1. What do you want to change about the company?

Organizational assessment evaluates the level of organizational performance. An assessment of

this type will determine what skills, knowledge, and abilities an agency needs. It determines what

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is required to alleviate the problems and weaknesses of the agency as well as to enhance
strengths and competencies, especially for Mission Critical Occupation's (MCO). Organizational
assessment takes into consideration various additional factors, including changing demographics,
political trends, technology, and the economy

B. Group level and  

2. What do you want to change about your team(s)? (eg we want improved communication
between sales and production)

Occupational assessment examines the skills, knowledge, and abilities required for affected
occupational groups. Occupational assessment identifies how and which occupational
discrepancies or gaps exist, potentially introduced by the new direction of an agency. It also
examines new ways to do work that can eliminate the discrepancies or gaps.

C. Individuals level

3. How do you want individuals  to develop? (eg change their attitude; acquire a skill)
All too often, while addressing things at one or all of the above levels when we should be
tackling it at another level. For instance, in some situations it may be easier to address behaviour
through the team rather than through the individual. It is important to focus on the target level
before deciding on the type of training and development activity, because different levels may
need different activities.

Individual assessment analyzes how well an individual employee is doing a job and determines
the individual's capacity to do new or different work. Individual assessment provides information
on which employees need training and what kind of training.

1.3 Self evaluation & area of improvement

A self-evaluation is your thoughtful and considered written review of your performance during
the evaluation cycle. It involves rating established goals, competencies, and overall performance.
Self-evaluation means taking the initiative to understand and assess the work that you do. It is a
way of learning from experience so that resources can be used in the most productive and
effective way.

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Self-evaluation provides employees with an opportunity to showcase their accomplishments and
have their opinions heard. All employees must be afforded the opportunity to self-assess, and
supervisors should strongly recommend they take advantage of that opportunity.
A self-evaluation is a great opportunity for employees to honestly and objectively consider and
document their performance. Having said that, employees must also know how to complete a
self-evaluation and be comfortable with the process. Properly conducting a self-evaluation can
make the difference between a meaningful evaluation and one that is less effective.

By regularly evaluating your program of work you can:

 learn systematically from experience
 improve short-term and long-term planning
 assess how your organization is performing
 improve your decision making in regards to the allocation of resources, the training of
staff and volunteers, and the overall management of provision
 Maximize both overall effectiveness and staff’s capacity to improve and innovate.

To be fully effective, self-evaluation should be an ongoing process rather than an add-on activity
carried out at one particular point in the year. You should build in both the criteria and the
arrangements for evaluation from the earliest planning stages of an activity. Self-evaluation
should always lead to quality improvement.

To be effective, the self-evaluation process requires staff, volunteers, managers and users of
services to reflect on the quality of each aspect of provision.
It involves:
 A broad view of performance across what are known as Key Areas
 A closer look at specific areas viewed as successful or causing concern.
By reviewing all Key Areas over a number of years, providers of community learning and
development are able to use clearly defined measures of success to see what needs to be
improved or maintained.
What Are The Benefits of a Self-Evaluation?
When you self-assess, you become an active participant in your own evaluation. Your
involvement enables you to honestly assess your strengths and also areas you need to improve.
You then can participate more constructively in the evaluation meeting with your supervisor.

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Self-evaluation also serves to increase commitment to goal setting/achievement, competency
development, and career planning.
What Do You Need To Do In Order to Complete Your Self-Evaluation?
Time. Allow about an hour to complete the self-evaluation. That hour includes time you may
need to review documentation that you have kept throughout the year relating to your goals and
competencies.
Quiet. Conduct the self-evaluation in a quiet place without interruptions so you can devote your
full attention and reflection to the process.
Relax. Try to relax and reflect upon individual goals, experiences, and incidents. No one is
perfect, and it is very likely that you will recall both good and bad experiences. The purpose of
the evaluation process is to highlight strengths, correct performance weaknesses, and develop
unused skills and abilities. In order to do this, you must be willing to recognize areas that need
improvement or development.
Highlight the highlights. Don't be shy about letting your supervisor know where you shone
during the year. The self-evaluation is the place to boast with grace and diplomacy and, naturally,
without putting any of your colleagues down. Don't be modest; state your accomplishments
objectively and accurately.
Don't forget about achievements made early on in the evaluation period. Your supervisor cannot
possibly remember all of your projects and your participation throughout the year. Go back over
documents and e-mails to help you remember your earlier accomplishments.
Don't be stuffy. One of the benefits of a self-evaluation is its tendency to lead to constructive
dialogue between you and your supervisor. Therefore, try to write in a conversational style, one
that is as natural as the verbal back-and-forth that occurs throughout the year.
Solicit feedback from coworkers. Consider asking your colleagues what they think of your
performance. Be careful, of course, to avoid platitudes, overly critical comments, and any other
remarks that could take away rather than enhance your self-evaluation.
Use appropriate language. Choose words that demonstrate some objectivity and distance. Yes,
you're writing about yourself, but you can still stand back and offer a little perspective. For
example, instead of mentioning your sparkling personality, document specific behaviors like
your ability to get along well with others. Rather than say how much you like your job, include
the ways that you have grown and improved during the evaluation period.
Suggest specific improvements. The self-evaluation is a good opportunity to identify specific
ways to improve your performance. Don't be afraid to mention ways that you can do your job

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more effectively. Making suggestions like this is not the same as holding something up as a
weakness. Indeed, it is a mark of strength and professional maturity for employees to identify
ways to grow and improve.
Complete the Career Development Plan. Choose, complete, and apply knowledge you gain from
development activities to support your performance goals, your competency development and
your career direction
Write more than one draft. The self-evaluation is part of your employment record so you want
to get it right. Make certain you are thorough and professional in your approach and language,

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Be objective. It's awfully tempting to give yourself high marks across the board, but it's a little
unlikely that you've done everything right. Instead of evaluating yourself based on how you
wished you had performed, offer the results and quantify them as much as possible by using
facts, figures, and specific dates. Ask yourself some specific questions: What difference did my
efforts make to organization. What did I do to contribute to my organization/units goals and
success? Did my efforts further the organization’s mission? Did I take a leadership role when the
opportunity arose?
Don't use the self-review as a bargaining chip. This is the time to show not tell. So, it's not the
time to talk about your compensation. Be clear about your accomplishments and save salary
discussions for later.
1.4 Feedback on performance of team members

Feedback on performance may include:

 formal/informal performance appraisals

 obtaining feedback from clients

 obtaining feedback from supervisors and colleagues

 personal, reflective behaviour strategies

 routine organizational methods for monitoring service delivery

Self-Check 1 Written Test

Name: _________________________ Date: _______________

Directions: Answer all the questions listed below.

1. What are the learning and development needs?
2. What is learning plan? (8 points)
3. What do you mean by self-evaluation?
4. Feedback on performance of team members may include many things. List at least three
examples of these.
5. Why organizations develop work groups/teams?

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6. What are the strategies that one should consider in setting learning and development
plan?
7. Discuss the methods that can be used to identify learning needs.
8. What are the benefits of self-evaluation?

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 Information Sheet-2  Foster Individual & Group Organizational Growth

2. Foster Individual & Group Organizational Growth

Learning objectives:

The details included in this information sheet will help you:

 To identify and set learning and development program goals and objectives in your
organization.

 To identify methods of meeting learning needs

 To create opportunities for the enhancement of workplace learning.

 To identify resources required for work place learning

2.1 Learning & development program goals & objectives

What are program goals and objectives?

Developing an effective assessment plan begins with being clear about what program faculty are
trying to accomplish. A clear statement of learning goals and objectives serves as the foundation
for the entire plan shaping the kinds of questions you will ask, the assessment methods you will
employ, and determining how useful your assessment results are for making programmatic
changes.
Goals describe broad learning outcomes and concepts (what you want students to learn)
expressed in general terms (e.g., clear communication, problem-solving skills, etc.). Objectives
are the specific skills, values, and attitudes students should exhibit that reflect the broader goals
(e.g., for students in a freshman writing course, this might be "students are able to develop a
cogent argument to support a position").

Program objectives should be accepted and supported by members of the department.

Developing appropriate and useful objectives is an iterative process; it's not unusual to go back a

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number of times to refine objectives. In most cases, it is only when you try to develop assessment
techniques for program objectives that the need for refining those objectives becomes apparent.

What is a Learning Objective?

A learning objective answers the question: “What is it that your students should be able to do at
the end of the hour that they could not do before?”A learning objective makes clear the intended
learning outcome or product of instruction, rather than what form the instruction will take.
Learning objectives focus on student performance. Action verbs that are specific, such as list,
describe report, compare, demonstrate, and analyze, should be used to describe the behaviors
students will be expected to perform.
Goals and Objectives Should Be SMARTER

SMARTER is an acronym, that is, a word composed by joining letters from different words in a
phrase or set of words. In this case, a SMARTER goal or objective is:

Specific:
For example, it's difficult to know what someone should be doing if they are to pursue the goal to
"work harder". It's easier to recognize "Write a paper".
Measurable:
It's difficult to know what the scope of "Writing a paper" really is. It's easier to appreciate that
effort if the goal is "Write a 30-page paper".
Acceptable:
If I'm to take responsibility for pursuit of a goal, the goal should be acceptable to me. For
example, I'm not likely to follow the directions of someone telling me to write a 30-page paper
when I also have to five other papers to write. However, if you involve me in setting the goal so I
can change my other commitments or modify the goal, I'm much more likely to accept pursuit of
the goal as well.
Realistic:
Even if I do accept responsibility to pursue a goal that is specific and measurable, the goal won't
be useful to others or me if, for example, the goal is to "Write a 30-page paper in the next 10
seconds".

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Time frame:
It may mean more to others if I commit to a realistic goal to "Write a 30-page paper in one
week". However, it'll mean more to others (particularly if they are planning to help me or guide
me to reach the goal) if I specify that I will write one page a day for 30 days, rather than
including the possibility that I will write all 30 pages in last day of the 30-day period.

Extending:
The goal should stretch the performer's capabilities. For example, I might be more interested in
writing a 30-page paper if the topic of the paper or the way that I write it will extend my
capabilities.
Rewarding:
I'm more inclined to write the paper if the paper will contribute to an effort in such a way that I
might be rewarded for my effort.
The learning objectives should be designed in such way that ultimately accomplishes overall
training and development goals. To determine, your learning objectives and activities, you need
to consider the following points.
Identify some preliminary learning objectives for each new area of knowledge or skills that you
need to learn.
Carefully consider each of your training goals. What specifically must be accomplished (that is,
what objectives must be reached) in order for you to reach those goals? Which of these objectives
require learning new areas of knowledge or skills? These objectives are likely to become learning
objectives in your training plan. Similar to the nature of training goals, learning objectives should
be designed and worded to be "SMARTER as explained above.
In what sequence should the learning objectives be attained?
Usually, learning builds on learning. It may be useful to learn certain areas of knowledge and
skills before learning new areas.
Carefully consider -- When you have achieved all of your learning objectives, will you indeed
have achieved all of your overall training goals?
What are the best learning activities (methods) for you to achieve your learning objectives?
Do the methods match your particular learning style, e.g., reading, doing or listening? Do the
methods stretch your styles, too? Are the methods readily accessible to you? Do the methods take
advantages of real-life learning opportunities, e.g., use on-the-job training opportunities, real-life

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problems that occur at work, use of projects and programs at work? Note that learning activities
do always match learning objectives on a one-for-one basis.
Do your learning activities include your ongoing reflections about your learning?
You (and your supervisor, if applicable) will benefit from regularly taking time to stand back and
inquire about what is going on in your training, what are you learning and how, if anything
should be changed, etc. Skills in reflection are critical for ongoing learning in your life and work.
What observable results, or evidence of learning, will you produce from your learning activities
that can be reviewed for verification of learning?

Who will verify that each of your learning objectives was reached?
Ideally, your learning is evaluated by someone who has strong expertise in the areas of
knowledge and skills required to achieve your training goals.
Now that you know what activities that will be conducted, think again about any costs that will
be needed, e.g., for materials, facilities, etc.

How will you handle any ongoing time and stress management issues while implementing your
plan?
Overall Objective/

Types of Objectives
There are three types of learning objectives, which reflect different aspects of student learning:
Cognitive Objectives — what do you want your graduates to know?
Affective Objectives — what do you want your graduates to care about?
Behavioral Objectives — what do you want your graduates to be able to do?

2.2 Learning delivery methods

There are numerous delivery methods, some of these includes:

1. Small Group Discussion -from classroom to video conferencing
In ancient times this type of delivery was a favorite of philosophers such as Plato and Socrates
(469-399 BC) aimed at developing critical thinking on a variety of topics by discussion and
questioning discourse. Today this is still favored as a means of brainstorming, inquiring, sharing
knowledge and analysis and resolution of issues.

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2. Apprenticeship
A time proven favorite method of delivery is an apprenticeship. In this method, a novice seeks to
learn from a master often on a one-to-one relationship. The master (sage) is expected to instruct
the novice in techniques, tools and best practice. The novice is expected to gradually take over
some of the master’s work as competency increases. Apprenticeships aim to provide a cognitive
and behavioral development. However, this delivery method is expensive in time and resources
because of the necessity of the close proximity of instructor and the requirement for both parties
to be in the same physical environment.

3. Lecture (large Group)

When social expectations brought education to the masses, formal talks to large groups (lectures)
became necessary as an economy of time. The lecturer is expected to be a sage on the stage with
relatively little discussion or participation from the audience. During a lecture the audience is
expected to experience the reality of the lecturer during what is generally considered by
universities to be the optimal method for conveying concepts and information to large groups.
Although this delivery is more economical in terms of time and effort on the part of the
instructor, because the participants are housed in the same environment, this delivery lacks the
social interaction considered advantageous for cognitive and behavioral development.

4. Film
Used by the Military as a means of propaganda and morale boosting during World War II, the
use of film was recognized as an effective method of training combatants. As technology
improved, this method migrated to education. Latterly the film medium has progressed from 35
mm cinematography to videos, DVDs and movies. The use of training films has been shown to
speed the training processes, but the film has to be tailored or constructed to address the learning
needs of the trainees. Film development can be expensive, inflexible, and, for some subject
material can date rapidly.

5. Computer Assisted Learning

In this delivery method, the learning is achieved by interacting with software packages which
have predetermined answers or responses. The preparation of the content is designed to allow
learning that is asynchronous with the designer’s/lecturer’s instruction. This delivery method

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allows for matching an individual student’s knowledge and skills to the level of instruction. This
method is implemented by directed activities with practice and feedback, placing it in the
discovery learning sphere. Computer-assisted instruction appears more appropriate in settings
where teachers' content knowledge and skills are quite low.

6. Computer Mediated Conferencing (CMC)

This delivery method is also known as online threaded discussion groups. In this delivery, which
allows for socially constructed learning and meaning, topics for discussion are posted on a
communally accessible online area. Within these discussion areas, participants are expected to
post regular contributions which add to the general community of knowledge or pose questions
that extend the topic. This collaborative method of electronic conferencing results in “greater
inquisitiveness, expressiveness, risk taking, decreased inhibition, reduction of gender barriers and
increased social connectedness”.

7. E-learning
E-learning can be defined “…as a generic term describing the integration of information and
communications technology into … learning and teaching both on and off campus.” This
delivery method has been adopted to serve non-traditional students who, for various reasons, are
unable to attend on campus structured tuition. E-learning can range from static pages of course
notes displayed on the Internet to complex multimedia interactive productions and can include
online discussion groups as described above. Education theorists are divided over pedagogical
issues in e-learning delivery. Because of the diversity in instructional design or lack of it, sites
vary in their ability to promote learning.

8. Experience - In situ and contrived

These two methods are basically the same, where the participant is able to enjoy a live or
authentically contrived experience. In these methods of delivery, live experience is considered
the most beneficial to learning. “The opportunity for a learner to use a variety or several senses
(sight, smell, hearing, touching, movement) is considered in the cone. Direct experience allows
us to use all senses... Verbal symbols involve only hearing…Perceptual learning styles are
sensory based. The more sensory channels possible in interacting with a resource, the better the
chance that many students can learn from it.” This delivery method, while one of the best, is an

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organizational challenge when dealing with large numbers of students. Matching the experience
with the learning required is not always possible.

9. Blended Learning
Blended learning is a mix of delivery methods that have been selected and fashioned to
accommodate the various learning needs of a diverse audience in a variety of subjects. This
method can include any combination of any of the above delivery methods. It allows flexibility in
adapting learning instructional methods to meet the needs of students who respond to repetition
of subject matter provided in different modes of delivery. This accommodates different learning
styles and different speeds of cognitive learning. Subject material can be presented in a variety of
formats, each reinforcing another, and can utilize subject experts for sections of the delivery. A
well designed blended method can make use of physical and virtual classrooms using technology
ranging from primitive to state-of-the-art. This variety in delivery methods, ranging from
experiential to instructional, and structured to unstructured, can re-vitalize subjects that have lost
their appeal. The variety in methods increases the interest, resulting in more effective learning. It
is imperative that the delivery methods are matched to the subject matter and the audience. When
one looks at the fundamentals of learning, it is clear that no single approach or method can
achieve maximum learning across a variety of learners. Only a blend of methods and approaches
can produce the richness and achieve the desired learning outcomes. On the negative side, poor
instructional design and implementation, including too much variety or the wrong medium, can
detract from the learning experience. A poor design of blended learning may even result in a
decrease in effective learning compared with a delivery single method.

10. Books and journals

Sometimes the learning need can be met simply by reading a suitable book or buying an
appropriate toolkit. Where the need is to keep up to date with current developments, a journal
subscription and allowing time for reading as part of the working week can be a simple and
effective way to keep learning current.

11. Action Learning

Action Learning is a form of learning by doing. It involves working in small groups of around 6-
8 people meeting on a regular basis, working through real problems with the support of the
group.

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2.3 Workplace learning opportunities & coaching or mentoring

 Learning opportunities vary for different people and different jobs. Creating learning
opportunities is a question of attempting to spot the opportunities for learning in the jobs of those
in your organization. In order to achieve this, you should think about what your organization is
good at and ways in which they can be taught to maintain or even improve their current skill
base. And think about what your organization needs to get better at and how.
In the literature there are a number of different definitions of workplace learning - and they are
not always consistent with each other.  Here, workplace learning defined as mean the acquisition
of knowledge or skills by formal or informal means that occurs in the workplace (rather than
knowledge or skills acquisition outside the workplace - for example in classrooms).  It includes
both formal on-the-job training and informal workplace learning.

Why is workplace learning important?

Education and training is no longer seen as being solely the realm of educational institutions.
Education and training is increasingly viewed in terms of a broader system involving workplaces,
educational institutions, individuals and a variety of other government and community
organizations.
The increasingly competitive nature of the economy, and demographic, occupational and
workplace change have had a significant impact on the nature of the workplace. These changes
have meant that the skill level of employees must be continuously developed. The skill mix
required by organizations is changing, with employers demanding generic skills such as
communication and problem-solving skills, in addition to technical skills. As such, workplace
learning, both formal and informal, is taking on an increasingly important role in the education
and training of the workforce (Johnston et al. 2002).
Currently, much of the training in the workplace is not accredited; however, the total extent and
diversity of workplace learning is vast.

2.4 Resources & timeliness for learning activities in the organization

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Effective professional learning activities requires adequate resources, including time, people,
facilities and equipment, and money. Careful planning can identify what resources are needed
and ensure that they are available when they are needed. When these resources are not available
of if they are not available when they are needed, the effectiveness of the activity and its impact
on participants will be diminished.

Resources should be sufficient and specified to support or to ensure that the professional learning
activities, related follow-up, and evaluation will take place as planned

Self-Check 2 Written Test

Name: _________________________ Date: _______________

Directions: Answer all the questions listed below.

1. What are program goals and objectives?
2. What is learning objectives?
3. There are numerous learning delivery methods. What are they?
4. Why is workplace learning important?
5. What resources for learning activities in the organization are required?
Note: Satisfactory rating - 25 points and above Unsatisfactory - below 25points
You can ask your teacher for the copy of the correct answers.

Information Sheet-3  Monitor and Evaluate Workplace Learning

3. Monitoring & Evaluate Workplace Learning

3.1 Individual & team feedback for future learning arrangement

Individual Feedback

By introducing formal individual feedback sessions, we aim to increase the transparency, clarity
and overall effectiveness of individual development and career management in the company.

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The feedback on your team roles can be used to help you:
• Understand your own identity in terms of team roles and how you behave in teams.
• Manage your strengths and development needs in a team or individually.
• Project yourself in the best possible way.
• Work better with your colleagues.
• Work more effectively in a range of different teams

Team Feedback
 
Team Feedback specifically addresses the need for teams to achieve at the highest level and
assesses team member’s contribution to the team as perceived by other team members. It
enhances teams by helping team members to gain insights from colleagues feedback and thus to
improve their contribution to the team. Team Feedback is a web based tool that gives anonymous
feedback from peers, managers and team members, about team members.

Thus, Team Feedback is specifically designed for you and your team, to help each team member
to develop and grow within the team and to create a successful, cohesive team unit. 
 
Team Feedback can be used as part of a team building or team development process or as part of
an individual development process for the team member.
 
What can be measured in Team Feedback?
 
A host of items relating to the team can measure. These include:
 
 Contribution to the team
 Flexibility
 Willingness to change
 Willingness to learn, grow and develop
 Work quality and output/quantity
 Timeliness of delivery
 Customer impact

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  Respect for others
 Integrity, trust, credibility, professionalism
 Emotional intelligence
 Approachability
 Conflict management
 Sharing knowledge and information / informing colleagues
 Listening
 Self-development
 Self-knowledge
 Working effectively within the team
 Understanding others

What is Team Feedback used for?

 It aids in the development of team members and in the creation of a cohesive and
collegiate environment for team success.
 It can also be used to focus on performance of individual team members as part of
performance improvement and development.
 The ability to customize the Team Feedback Questionnaire allows it to be adapted around
core competencies and values important to your organization and team.
 
Feedback
Feedback is part of the leader’s routine. Effective leaders take time at lulls in the mission and at
the debrief to provide constructive critiques. This includes explaining some of the leader’s
actions so the team can better understand and anticipate the leader’s point of view. It is important
to provide both positive and negative feedback.
Positive Feedback: Focuses on what an individual or team does well. Positive feedback lets
the person know what they should continue to do.
Negative Feedback: Focuses on problems that one or more team members perceive. Negative
feedback lets the person know what they should start or stop doing, or change. Negative feedback
is not punishment it is constructive criticism.
How To Give Effective Feedback

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Feedback does not happen by accident; it is the result of a deliberate, on-going questioning
process engaged in by the sender. Feedback must be given so that a person receiving it
can hear it in the most objective and least distorted way possible.
To make team members open to TIMELY feedback, the feedback must have the following
characteristics:
Descriptive, not Evaluative.
Well Intended, not Hurtful.
Specific, not General.
Well timed, not Delayed.
Balanced, not One-Sided.

Describe the behavior, Don't evaluate the individual.

Feedback has more meaning when it is descriptive. Behavior or performance should be compared
to successful performance or an objective standard. What success looks like and how it can be
achieved should be stated. This will emphasize actions leading to a desired course of action.
Avoiding evaluative language reduces the need for a defensive response.

3.2 Assessment of outcomes & performance of individuals /teams

Performance management involves more than simply providing an annual review for each
employee. It is about working together with that employee to identify strengths and weaknesses
in their performance and how to help them be a more productive and effective worker. Learn
how to develop a performance management system so that you can help everyone in your
organization work to their full potential.

Steps

1 Evaluate your current performance appraisal process.

Look at what type of feedback you are providing to your employees. Determine if there is
anything you need to change or add to the evaluation itself. You may decide to build on what you
already have or to develop a new system altogether.

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2 Identify organizational goals. Performance management systems help rally staff members
around your organization's goals because they help staff know how they are to be involved in
reaching that goal. Take the time to clarify what your goals are for the next year as a company.

o Identify processes or procedures that could be simplified or done more effectively.

o Declare your sales goals for the next year or new products you would like to
develop.
o Share your hope for better communication between departments and staff
members.

3 Set performance expectations. As you sit down with each employee, clearly lay out
your expectations for them.

o Acknowledge what they are already doing well. Use this to encourage them.
o Share some weaknesses that you have observed in them and in their work habits,
and how overcoming those would help their performance in the company.
o Identify specific things you would like them to accomplish over the next year, or
whatever time frame works best for you. Prioritize these so the staff member
knows which is most important and make sure to give them a deadline for each
task.

4 Monitor and develop their performance throughout the year. As employees begin
to work on their performance, keep an eye on how they are doing. If they appear to be
struggling to meet performance expectations, talk with them and see if you can offer any
support or coaching.

5 Evaluate their performance. At each performance review, let the employee know how
they are doing. It is often helpful to assign a numeric value on a scale, rating the
employee from "not meeting expectations" to "meets expectations" to "exceeds
expectations."

o Provide feedback on their performance. Be as specific as possible, noting key

examples of when they demonstrated a certain quality.

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 o Talk about the consequences or rewards of their performance. Let them know if
they are on probation, are getting a raise in pay, changes in vacation days, or any
other relevant action.
o Discuss any problems they may be having. Listen to their concerns or worries as
you talk through potential solutions.

6 Set new performance expectations for the next year. Some items may be the
same. However, since these are also based on organizational goals, you will need
to re-examine your goals for the upcoming year.

Assessment must ensure:

 Access to an actual workplace or simulated environment

 Access to office equipment and resources

 Examples of learning and development plans, policies and procedures

 Examples of documents relating to diversity policies and procedures.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The
following examples are appropriate for this unit:

 direct questioning combined with review of portfolios of evidence and third party
workplace reports of on-the-job performance by the candidate
 analysis of responses to case studies and scenarios

 oral or written questioning to assess knowledge of career paths and competency standards
relevant to the industry

 review of records and reports of competency.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is
recommended, for example:
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  management units
 Other learning and development units.

3.3 Efficiency & Effectiveness of Learning

Efficiency in Learning offers a road map of the most effective ways to use the three fundamental
communication of training: visuals, written text, and audio. Regardless of how you are delivering
your training materials—in the classroom, in print, by synchronous or asynchronous media—the
book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-
learning screens.

Learning effectiveness provides a wide variety of learning effectiveness solutions with the
highest levels of quality and service. We are dedicated to supporting the University's mission,
initiatives and priorities by enhancing the capability of the student to achieve their objectives
and to further their professional development.

Why Effectiveness is so important?

If you develop or deliver learning content, you have to be judged against the effectiveness of
your learning intervention. This effectiveness has to be measured against the short and long-term
business strategies. So the logic is that if your learning is not aligned, you can never be truly
effective.

Tips from Psychology to Improve Learning Effectiveness & Efficiency

1. Memory Improvement Basics

2. Keep Learning (and Practicing) New Things
3. Learn in Multiple Ways
4. Teach what you’ve learned to Another Person
5. Utilize Previous Learning to Promote New Learning
6. Gain Practical Experience
7. Look up Answers Rather Than Struggle to Remember
8. Understand How You Learn Best
9. Use Testing to Boost Learning
10. Stop Multitasking

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 3.4 Records and reports of competency in the organization

What is a record?
A record can be either a tangible object or digital information: for example, birth certificates,
medical x-rays, office documents, databases, application data, and e-mail. Records management
is primarily concerned with the evidence of an organization's activities, and is usually applied
according to the value of the records rather than their physical format. A record consists of all
information and documentation pertaining to a village, an organization, or a group and its
activities.
What is record keeping?
Records keeping involve a set of procedures for recording, sorting, filing, retrieving, monitoring,
storing, and maintaining all information and documentation relating to a village, an organization,
or a group, and its activities.

Why is record keeping important?

 It provides information needed for making decisions, planning, implementing,

monitoring, evaluating and reporting the activities of a village, an organization, or a
group.
 It contributes to the overall efficiency of operations of a village, an organization, or a
group.
 It reflects the growth and accomplishment of a village, an organization, or a group
through time and its officers and members can take pride with this knowledge.
 It helps a village, an organization, or a group to remember important information, events,
and activities.
 It is necessary for the continuity of operations particularly when there are changes in the
leadership of a village, an organization, or a group. It serves as future reference for new
officers and members of a village, an organization, or a group.

What are the guidelines for keeping the records of the organization?

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  Records keeping should be able to provide adequate and timely information needed by
the organization for decision-making, planning, implementation, monitoring, evaluating
and reporting of the organization’s activities.
 Records should be simple so that members can easily understand them. Well informed
members are likely to make better decisions than those members who are misinformed.
 There should be access and transparency of records to members.
 The procedures for recording, sorting, filing, retrieving, monitoring, storing, and
maintaining the organization’s records should be simple and adapted to the situation in
the village.
 There should be designated persons responsible and accountable for keeping the records
of the organization.

Competency Report Suite

Competency Report Suite is an assessment tool that speaks specifically to the qualities and
attributes needed for success in a particular role. This tool helps managers select the people they
need to achieve their organizational objectives, every time.
IPAT's model incorporates 20 competencies that are based on global research and our
many years of experience. You can choose those that most closely describe any role.
Or, we can help determine the strengths your organization requires, construct a
supporting competency framework, and then design one or more custom reports that
provide the exact information you need. Choose the competencies that are critical for
success.

Intellectual Drive and Resilience Interpersonal

 Analytical problem solving
 Innovation
 Strategic vision
 Commercial awareness
 Clear written communication
 Technological orientation
 Drive for excellent results
 Customer focus
 Continuous learning
 Coping with pressure
 Initiative
 Flexibility
 Decision-making
 Cooperative teamwork
 Influencing
 Clear oral communication
 Management of others
 Integrity and respect for others

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 Self-Check 3 Written Test

Name: _________________________ Date: _______________

Directions: Answer all the questions listed below.
1. What is the aim of introducing formal individual feedback sessions? (4 point)
2. What is Team Feedback used for? (5 point)
3. Why Effectiveness is so important? (4 point)
4. What is a record? What is record keeping? (7 points)
5. Why is record keeping important? (5 point)

Note: Satisfactory rating - 25 points and above Unsatisfactory - below 25points

You can ask your teacher for the copy of the correct answers.

Information Sheet-4  Develop Team Commitment & Cooperation

4. Develop Team Commitment & Cooperation

4.1 Open Communication Process

Open communication is an important tool businesses, universities, nonprofit organizations and

other organizations can use to improve their groups' efficiency and effectiveness. Organizations
that want to stay current with their structures and practices and those that have a desire to always
learn should implement open communication practices.

Successful partnerships cannot function without open communication. Ongoing communication

among partners enhances teamwork. Open communication that addresses problems and conflicts
also builds (or helps reestablish) trust. Strategies to establish and maintain open communication
include:

1. Define basic terms, acronyms, and jargon.

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Using jargon, technical terms, or acronyms and assuming that all team members understand these
terms can alienate important partners. Be certain to outline special terms or language in a non-
condescending way for the whole group.

2. Create a norm that encourages ongoing communication.

An environment in which partners are encouraged to continually communicate with each other
and where conflict resolution mechanisms are in place fosters information sharing and teamwork.
Make certain to establish and adhere to regularly scheduled meetings among partners, but also
implement ongoing informal communication. Let partners know that their opinions are valued
and that they can articulate opinions, both positive and negative, without repercussion. Make use
of technology to share information (e.g., fax, electronic bulletin boards, e-mail, networked data,
and online discussion groups). Solicit feedback on collaboration work products.

3. Practice sound communication skills.

Make certain that communication among partners involves listening, as well as speaking. Some
effective listening strategies include:
 Try first to understand and second to be understood.
 Avoid prejudging—keep an open mind. Maintain eye contact.
 Be aware of the messages you are sending and those being sent with body language, as
nonverbal communication can be even more powerful than the spoken word.
 Respond with brief encouraging remarks (“I see what you mean,” “Tell me more,”
“That’s interesting,” “Oh really,” etc.).
 Ask clarifying questions.
 Don’t interrupt.
 Confirm your understanding by paraphrasing what you have heard.

4. Create and adhere to guidelines on how to address conflicts.

Conflict is a natural outcome of change that will invariably arise throughout the project; conflict
can be channeled to improve project processes or outcomes. When conflict does arise, it may

30
help if partners understand the various ways of addressing conflict, in order to assess their own
behavior and make decisions to support the work of the team.

8.2 Team decisions based on agreed roles & responsibilities

Consensus decision-making is a group decision making process that seeks not only the
agreement of most participants but also the resolution or mitigation of minority objections.
Consensus is defined by Merriam-Webster as, first, general agreement, and second, group
solidarity of belief or sentiment. It has its origin in a Latin word meaning literally feel together. It
is used to describe both general agreement and the process of getting to such agreement.
Consensus decision-making is thus concerned primarily with that process. Consensus should not
be confused with unanimity.

As a decision-making process, consensus decision-making aims to be:

 Agreement Seeking: A consensus decision making process attempts to help everyone get
what they need.
 Collaborative: Participants contribute to a shared proposal and shape it into a decision
that meets the concerns of all group members as much as possible.
 Cooperative: Participants in an effective consensus process should strive to reach the
best possible decision for the group and all of its members, rather than competing for
personal preferences.
 Egalitarian: All members of a consensus decision-making body should be afforded, as
much as possible, equal input into the process. All members have the opportunity to
present, and amend proposals.
 Inclusive: As many stakeholders as possible should be involved in the consensus
decision-making process.
 Participatory: The consensus process should actively solicit the input and participation
of all decision-makers

The outcomes of the consensus process include:

 Better Decisions: Through including the input of all stakeholders the resulting proposals
can best address all potential concerns.

31
  Better Implementation: A process that includes and respects all parties, and generates as
much agreement as possible sets the stage for greater cooperation in implementing the
resulting decisions.
 Better Group Relationships: A cooperative, collaborative group atmosphere fosters
greater group cohesion and interpersonal connection.

4.3 mutual concern & camaraderie in teams

Shared concern and camaraderie means team members support each other to complete the team's
work. Your words and actions will do much to assist the development of this shared concern and
camaraderie. Team members need to trust each other and you can act as a role model for this
through your work with the team.

Team leaders build trust by:

 Behaving consistently
 Behaving with integrity
 Sharing control by delegating
 Including team members in decision making
 Providing accurate, clear information
 Explaining decisions
 Respecting the team's diversity
 Demonstrating consideration and sensitivity.

Self-Check 4 Written Test

Name: _________________________ Date: _______________

Directions: Answer all the questions listed below.

1. What is open communication?
2. What are the Strategies used to establish and maintain open communication?
3. What do we mean by Consensus decision-making?
4. As a decision-making process, what is the aim of consensus decision-making?

32
5. Define Shared concern and camaraderie mean?
Note: Satisfactory rating - 25 points and above Unsatisfactory - below 25points
You can ask your teacher for the copy of the correct answers.

Information Sheet-5  Facilitate Accomplishment of Organizational Goals

9. Facilitate Accomplishment of Organizational Goals

5.1 Active participation of team members

Leaders have found that meetings where team members openly communicate on business topics
and participate in problem solving yields better results than those where people sit and
listen. There are different levels of participation in meetings; the most desirable is a fully
interactive environment. Voting in a meeting to make decisions is a level of participation, but
consensus decisions or compromise building results in more active involvement. Where meetings
require increased participation, there are a few things a leader can choose from in order to
increase group participation and member involvement. 

1. Get their input on agenda topics prior to the meeting. This can be done outside the
meeting by sending the proposed agenda in an email asking for comments or with a
phone call to each person after it is sent. Another way to get their inputs is to always plan
the next meeting agenda together at the end of each meeting.
2. Encourage active participation by writing it into the team's ground rules. Jointly creating
ground rules and posting them at all meetings will emphasize the need for complete
involvement.
3. Use short icebreakers or team-building exercises at the beginning of the meetings to get
people talking right away. Icebreakers help team members to get to know each other and
increase comfort levels. Group or paired exercises can be related to a problem within the
team to overcome or to the primary topic of the meeting.
4. Always explain the purpose of the meeting and tell members and how it affects them or
their job. This helps the meeting meet the "what's in it for me" question and encourages
their aid to accomplish the best results in the meeting.

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 5. When doing idea generation in the meeting, always use the round robin brainstorming
technique. This technique insures everyone takes turns contributing until most people
begin to run out of ideas.
6. Create a safe respectful environment for open exchange of ideas and opinions. One way
to do this is to never allow belittling of a person's questions or input - everyone can add
value even the devil's advocate.
7. Use structured activities or processes when problem solving to focus everyone on equally
participating. This includes taking visible notes of what is said during the meetings
because seeing their thoughts captured lets members know their contributions are valued
and encourages others to build upon things they see and hear in the meeting.
8. For any meeting topics that warrant discussion, plan extra time to allow everyone 2-3
minutes of talk time each. Be sure to encourage everyone to share thoughts, opinions,
pros and cons during the discussion time.
9. Consider changing meeting times to wake up the group. If always meeting after lunch,
perhaps people are too tired to focus and participate. Whereas if meetings are just prior to
lunch, people may be too hungry to think and interact appropriately.
10. Ask the group for ideas to make meeting more interactive. Members may have particular
exercise they want to try or techniques they have used before that the team may benefit
from. Be sure to try some of the different ideas in following meetings.

Consider and choose different ways to increased participation in meetings. Another idea often
suggested to increase participation is providing treats or meals during the
meetings. Refreshments at a meeting may encourage attendance, but remember attendance does
not mean active participation.   For active participation in problem solving and decision making,
leaders should build an environment where team members feel comfortable communicating and
participation.

5.2 Individual & joint responsibility in teams

What is responsibility?
Responsibility is an acknowledgment that a person who will be held accountable if things go
wrong, taking measures to prevent things from going wrong, and reducing the damage if it does
anyway.

34
Being responsible means that others can depend on you. You are willing to be accountable for
your actions. When things go wrong and you make a mistake, you make amends instead of
excuses. When you are responsible, you keep your agreements. You give your best to any job.
Responsibility is the ability to respond capably.

It is important to have a defined formal structure for the project and for the project staff. This
provides each individual with a clear understanding of the authority given and responsibility
necessary for the successful accomplishment of project activities. Project team members need to
be accountable for the effective performance of their assignments and achievement of the project
goals and objectives.
A successful project requires that the project team have the authority to complete a project, be
participants (at some level) in the planning process, have ownership and buy-in to the project
plan, and be responsible and accountable for completion of the project.

The duties and responsibilities of project participants will vary. The requirements placed on
participants will be determined and defined during the project planning process phase, however,
the following is a good “rule of thumb” perspective:

 On a large project, individual role assignments may require full-time attention to the
function.
 On smaller projects, role assignments may be performed part-time, with staff sharing in
the execution of multiple functions.
 Tasking and individual responsibilities are often covered in the Organizational Breakdown
Structure (OBS) as activity assignments are defined during the planning phase. Typically
these assignments are shorter term and exist only to the completion of the activity
deliverable.

Therefore, duties and responsibilities are allocated regarding to the skills, knowledge and
aptitude required to properly undertake the assigned task and according to organization/company
policy.
Moreover, there should be individual preference, domestic and personal considerations,
whenever possible.

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 5.3 Collaborative efforts to attain organizational goals

Collaboration joins the efforts of team members to share their perspectives and opinions to create
an expanded vision of the problem or mission at hand. This effort should produce solutions and
achievements that are greater than anyone could produce individually. Although methods to
introduce collaboration into an organization often begin and end with the deployment of
software, collaboration requires a much stronger foundation. Software by itself is not
characteristic of effective collaboration. Methods of collaboration that are effective work with
individual conduct, personal and team work ethics, organizational culture, team management,
and organizational values and goals to produce exceptional results. If any of these characteristics
of effective collaboration are lacking, executives and managers can take steps to improve
collaboration methods.

Effective collaboration depends on the behavior of team members. Teams will generally reflect
the character and behavior of their members. This means that how each person behaves is
important to the outcome of the mission. Until an individual is prepared to behave in a
collaborative manner, the efforts of the team will be limited. People must learn to trust each other
and recognize that efforts in support of the team are more valuable than efforts that promote
themselves. Teams with members that are unwilling to share information or coordinate their
efforts with others are a sign that ineffective collaboration methods are in place. Here are just a
few personal attributes that are characteristic of effective collaboration.

Self-Check 5 Written Test

Name: _________________________ Date: _______________

Directions: Answer all the questions listed below.

1. What should be done in order to maintain active participation of team members?
2. What is responsibility?
3. What are the characteristics of effective collaboration?

36