BSBHRM523 Coordinate The Learning and Development of Teams and Individuals Final Draft.

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PACI FIC INSTITUTE OF LEADERSHIP

AND GOVERNANCE
Learner Workbook
Diploma of Government Human Resource
Management.
Unit of Competency
Coordinate the Learning and Development of Teams

and Individuals.
Coordinate the Learning and Development of Teams and Individuals

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Version Control
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1.0 Bob Arie Creation
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samples/BXLED501.pdf
Table of contents

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Using this Learner Workbook

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Icon Usage
The following icons are used in this Learner Workbook:
Overview.

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This unit describes the skills and knowledge required to coordinate the learning and
development of teams and individuals. Particular emphasis is on the coordination of
strategies to facilitate and promote learning and to monitor and improve learning
performance.
The unit applies to individuals who have a role in coordinating the development of a
learning environment in which work and learning come together. At this level work will
normally be carried out within complex and diverse methods and procedures, which require
the exercise of considerable discretion and judgement, using a range of problem solving and
decision-making.
The training is targeted at Learning & Development Officers in the Human Resource
Divisions of organizations.
Unit Learning Outcomes.

Upon on completion of this unit you should be able to:
 Coordinate creation of learning opportunities

 Coordinate Learning
 Monitor and improve learning effectiveness
How will I be assessed?

The following assessments will be designed and administered as per the training:
 Simulated assessment tasks
 Oral presentations
 Case studies / scenarios
 Demonstrations / role plays
Workplace assessments.
 Projects

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Module 1. Coordinate creation of learning

opportunities.
Introduction.
Importance of Learning and Development?
Learning at the workplace is a strategy to re-skill or up-skill and add qualification for the
workforce so that the employees can add quality to the standard of performance as expected
to contribute positively to the overall business outcomes of the organizations.
The organization should ensure to open opportunities of learning to the employees so they
can have excess to a formal or informal learning and development opportunities available.
Learning and development as a fundamental human resource process should embrace and
transform organizations’ stages of development given the current and future trends to ensure
that the workforce is equipped and positioned to meet the challenges with minimal negative
impact. Thus, our role in learning and development is absolutely essential in realising a
utopian organization.
Learning Outcomes.
By the end of the session the participants should be able to:
 Identify potential formal and informal learning opportunities
 Identify learning requirements of teams and individuals according to requirements of
organization and available learning opportunities.
 Coordinate implementation of learning plans and ensure that learning plans reflect
diversity of needs.
 Review relevant organizational procedures and ensure they support individual and
team access to learning opportunities.
1.1. Identify potential formal and informal learning opportunities.

1.1.1. Learning culture.
To maintain a competitive position in its industry, an organisation needs to perform in
an effective and efficient manner. Essential to this is having informed, enthusiastic
and creative employees who continue

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to develop their knowledge, skills and attitudes so they remain proactive staff
members who can adapt to change, and continue to contribute to the organisation.
To help them do this, the organisation should create a culture that values employee
learning by providing regular workplace monitoring and feedback, formal
performance appraisals, support programs and
planned professional development programs.
1.1.2. Formal learning opportunities.

Formal learning is learning that is "intentionally delivered in a structured format." It is
designed and directed by a L&D officer 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, instructional designer, and/or
trainer(s) identify the objectives and goals.
Structured learning or synchronous learning is also called formal learning. Classroom
training, web-based training, remote labs, e-learning training, conferences, seminars,
training courses, etc. are examples of structured learning.
Often a structured learning activity leads to a formal qualification in accordance with
the PNG National Qualification Framework or Australian Qualification Framework
(AQF) or a documented outcome delivered by a Registered Training Organisation
(RTO). The type of workplace training delivered now is the Competency Based
Training and Assessment (CBTA).
In PNG Government Public Service, each Government agency has a Learning and
Development officer or Senior Staff development officer whose role is to identify
training need, plan, design, develop and deliver on the job formal learning
opportunities. The Government RTO that provides long term CBTA training is the
Somare Institute of Leadership and Governance in accordance with the Legislations
and Policy direction of the Executive Government as per General Order 5 and 6.
1.1.3. Informal learning opportunities.

On the other extreme, 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, experiential learning, unpredictable 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 training room 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 unsynchronised learning. Informal

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learning is a learning method in which the learner sets their own expectations and
goals.
Informal learning and training can occur on a regular basis where guidance,
information and/or instruction are provided to an employee as they perform their
regular daily duties. Informal learning is dependent on the willingness of people to
accept the guidance and instruction provided by those with greater knowledge of
organisational policies and procedures, broader experience and more highly
developed skills. It is the learning culture within an organisation, or department or
team, that determines the success of informal learning.
You can assist a staff member to be more effective in the execution of their duties
through:
• providing advice or responding to a question (increasing knowledge)
• demonstrating techniques (improving skills)
• addressing shortcomings in their approach (adjusting attitudes and providing a safer
work environment).
Activity. List the types of formal and informal learning opportunities experienced at
the workplace.
Formal learning Informal learning
Question and answer. Discuss the following questions in your table groups and provide
appropriate answers to them.
1. List the advantages of both types of learning.
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2. List the disadvantages of both types of learning.
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This diagram below illustrates the distinction between these 2 learning opportunities.
Figure 1.
Formal learning is: Informal learning is:
Structured Un-planned
Goal - orientated No set goals
Facilitator - led Self- directed
Methods: Methods:
Face – to - face Un-planned

Coaching, On-the -job Forum, conversations,
learning,Coaccching
tutorials, group on-line communication
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When should formal and informal learning be used?

When developing learning plans for your organisation, one thing about formal and informal
learning is crucial to understand - they are not mutually exclusive.
The following features can influence the type of learning that fulfils the training needs of the
individual, the job performed and the organisation goals.
Formal learning Informal learning
Eager and self- motivated learners
The learners are generally motivated and Informal learners are usually continuously
eager to learn. However, formal learning motivated, more attentive and eager to learn
requires strategic content to maintain the the
level of motivation of students throughout skill, in contrast to formal learning because
the course. they learn in a contextual environment and
from experiences
Spontaneous learning
Informal learning is spontaneous and occurs
wherever and whenever. The learner has
impetus to get acquainted with a new topic
Process of life-long learning
Formal learning does not continue through A spontaneous and lifelong learning activity
life, but a pre-defined time frame provides is informal learning. We learn from seniors,
results for a period and guidelines to be team members, or from co-workers. It
followed with the set program to achieve the continues throughout our working career.
targeted goal.
Quantifiable learning
Formal training/learning is always Informal learning is quite difficult to
measurable. it is a learning or transfer of quantify and measure in a set time frame, it
KSA, imparted by is not measurable or pre-designed to
qualified instructors in which you acquire accomplish a set of KSA.
certain levels of competency or
qualifications.
When deciding which one is appropriate, ensure it should be measurable? For training such
as compliance training, onboarding, job skills training, soft skills training and product
training. These courses affect the success of your organisation and it is an essential metric to
be tracked to know that your employees get the information they need to perform effectively
in their roles.

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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. So, it's a stage in the right direction if your employees feel supported in
learning, no matter the method.
1.2. Identify learning requirements of teams and individuals according to

requirements of organization and available learning opportunities.
Organisation Learning model.

The 70/20/10 Model.
Before we dive into more comprehensive discussions of this unit it would be
advisable to explore this model, which is used as a general guide line for
organisations seeking to maximise organisational learning and new programs, which
is widely deployed and often referred to when it comes to Learning& Development.
Figure2.
Talent
Management
70% 20 %
Experiential Learning or Social learning or learning
Learning through doing. Advance from others.
Performance support & Access to experts or social
Knowledge management networking & collaboration
10%
Formal structured learning.
Learning courses, classes and training
programs
Activity. Give examples of one of this method of learning model that you have been
engaged in at your workplace.
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1.2.1. Learning and development strategy

All workplace learning and development interventions must be designed to impact the change
in the following:
 The employee or person
 The job and the level of performance
 The organisation in accomplishing its goals.
Figure 3. The strategic role of learning and development.
The 5 key areas of talent development.
Attract &
retain talent
Motivate &
Develop people
engage
capabilities
employees
Learning &
talent
development.
Build an
Create a value
employer
based culture
brand
The strategic role of L&D is to manage the development of people, and to do so in a way that
supports the key business priorities of the organisation.
A learning and development strategy outlines the processes of upskilling or re-skilling
employees to develop their capabilities, skills, and confidence. The goal of learning and
development (L&D) is to ensure that employees have the right knowledge and skills to
succeed in their roles and contribute to the organisation’s wider business performance.
Therefore, identifying the valid training need is essential in identifying accurate skills sets
that will develop the KSA of the employee to improve performance to contribute effectively
to the overall organisation goals.

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1.2.2. Here are 4 Benefits of Effective Learning & Development Strategies:

1. Strategic Alignment
Strategic alignment for employers, having a clear strategy helps ensure that learning and
development initiatives and the teams who run them coordinate to support overall business
goals and better performance.
2. Success Measurement
A learning and development strategy helps you plan how to measure the initiatives’ success.
For example, whether you will monitor attendance, completion rates, or employee retention
to determine if a program is successful. The defining of goals also comes under the umbrella
of measurement, and a clear strategy can help learners and leaders recognize their priority
business goals and how to meet them.
3. Retaining Talent
Hiring a new employee can be as expensive as 6-9 months of their salary. Instead, a learning
and development strategy can help you develop and retain your existing staff to help maintain
a lower turnover rate. Employee morale and motivation are closely linked with higher
productivity. L&D strategies are a great way to engage employees and show that you care
about them.
4. Brand and Culture
Companies that invest in learning and development strategies attract new talent and job
seekers. They also contribute to a positive brand image and help develop a culture of support
and inclusion.
1.2.3. Conducting Training Need Analysis.
Your ability to match the required skills and knowledge of team members with the
requirements of the organisation is a key factor in the successful management of learning and
development in your team. To get the best performance from your team you need to follow a
structured process that allows you to systematically identify the learning needs of your team
members according to set criteria. This way you can be confident that the needs you identify
will match the organisation’s short- and long-term skill requirements, as well as the team’s
and individual team members’ requirements.
This can emerge for a number of reasons in the following range of areas.
Skills Tasks
Task-specific skills Learning how to carry out a task; for example, writing a report,

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taking stock of inventory

Process skills Understanding and applying organisational processes; for example,
processing invoices, completing a new leave form
Interpersonal skills Understanding and applying organisational processes; for example,
processing invoices, completing a new leave form
Team skills Improving the way, the team works; for example, setting goals,
dealing with changes
Individual team Improving the skills of team members; for example, time
member skills management, writing a business case, using a software program.
1.2.4. Identifying Training Needs.

A Training needs analysis or skills audit identifies the following features
Current skills -The skills and knowledge a person has at

the time the audit is carried out
Competency level - The level of competency the person

has achieved
Relevance - The importance of the persons skills and

knowledge to their job role.
Required skills - The skill level required by the person

doing the job.
Where to get the data when undertaking Training needs analysis or skills audit.

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Review Interview and /ask

documentation,including employee or team to
qualifications, licences, staff report via a self-
files, training records and assessment tool.
annual performance reviews
including team performances.
Review Interview
Observe Survey Carry out a survey of

Observe employee collegues, supervisors,
performing their job clients/customers and
and /or assess others in the organisation
completed work. with whom they interact in
relation to their job.
Once you have a list of requirements and a list of the employee’s current competences via a
skills audit, you can compare the two. This gap analysis or training needs analysis (TNA)
effectively identifies the training needs of those teams and individuals working in your area
of responsibility.
The result of the TNA should be a record of:
• the training that is required
• priority and timing against each training need identified
• options for the delivery of the training – use the list of formal and informal options to
determine the most appropriate in terms of meeting the organisations and the person’s needs,
cost and time effectiveness, and the most appropriate location.
Team learning needs.
If you have identified a training need for the whole team, you need to plan an effective
approach that encourages learning and maintains the team’s enthusiasm and confidence. It is
not appropriate to discuss or single out the performance of an individual in such a setting.
Maintain the focus on team delivery with due recognition of outstanding performance and
meeting of targets, if warranted.
Training needs analysis questionnaire tools

A training needs analysis (TNA) focuses on the skills, knowledge and attributes that need to
be developed and the type of training most appropriate to fill the learning gap. A skills audit
form is used to gather information when doing a TNA. Some forms also include questions on
people’s career paths and the training they need to assist them in this area. Depending on the

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organisation’s requirements, you might divide the questions into those for the job, those
relating to professional development needs and those that concern career paths.
Before you start, be clear about the purpose of the TNA, what type of questions you want to
ask and how you are going to collate the responses.
A skills audit form includes the following information about candidates:
• Whether they need training in a specific area.
• What type of training they need.
• How important they consider the training need.
• How urgent the need is for training or development.
• Their training delivery and/or location preference.
• Their time preference for undertaking the training.
1.2.5. Benefits of undertaking learning opportunities.

The key benefit for an organisation in providing relevant learning opportunities is increasing
productivity through improved effectiveness and efficiencies. For staff, there should be a
sense of accomplishment, a positive attitude towards work and increased confidence. Some of
the benefits of undertaking learning opportunities can be seen here. The range of learning
opportunities that organisations offer to employees generally depends on the size and nature
of their business. All organisations acknowledge that, whatever training is provided, it must
contribute to the organisation’s strategic goals through alignment with the operational plan.
However, in addition to meeting the organisation’s needs, learning opportunities need to
satisfy a number of other criteria.
When identifying potential learning and development programs, use this list to ensure they
cover these essential elements.
Does the learning program:
• cater for individual employee needs and aspirations?
• have support at all levels of the organisation?
• support membership and involvement with professional networks?
• contribute to change and improved work practices?
• provide encouragement for participation in workplace learning, value a positive
workplace culture and overcome barriers to learning?
• provide an efficient feedback system dedicated to analysing and evaluating learning?

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• offer cost-effective training
1.2.6. Learn how to identify learning and development needs at a range of levels, and
leverage the results to enable greater business performance.
Develop and implement learning plan.
Once learning needs have been identified, you need to prepare appropriate learning plans to
outline the relevant opportunities and related activities to address these needs. Learning plans
are used as a record of the knowledge and skills that need to be gained, and the chosen
mechanism for meeting these.
The development of a learning plan is best undertaken jointly by the person or team to be
trained, yourself, human resources staff and training specialists, if relevant. Once a learning
plan is developed, you may need to seek approval prior to implementing the plan. Areas for
training could be focused on part of the current job responsibilities and also towards
succession planning and future job options. Many organisations have an appropriate
procedure to follow and a template that you complete.
Develop an individual learning plan

List the learning needs of the individual inclusive of their short-term and long-terms goals
and objectives.
Confirm that the organisation is supportive of meeting these needs.
Meet with each person involved and discuss their needs and best options for undertaking the
necessary learning.
Complete a comprehensive learning plan that includes learning opportunities, dates, the
location of the training, costs and space for feedback after the training has been completed.
Review the learning plan with the individual and obtain their signature, if required.
1.2.7. Individual learning needs.

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A learning plan should be completed for each individual even if they are part of a team. The
individual should be familiar with the template and have input in terms of ideas and options
for completing the plan.
In general, an individual learning plan should contain:
 details of the employee, their position and team role, and their supervisor’s name
 the competences required and the area for training, the learning activities to be
undertaken and justification of the area and activities
 details of how the training will contribute to personal goals and performance
 details of the learning activities, including when, where, duration, cost and resources
required.
Example: A standard learning plan template.
Learning plan
Employee Supervisor
Name: Name:
Position: Position:
Location: Location:
Learning/training need and To understand new legislative compliance requirements that
standard to be achieved. will affect the organisation’s operations
Organisational fit and priority 1
ranking (1 = High to 5 = Low)
Preferred option for training External workshop to be held on 17 November at Melbourne
(Include: when, where, duration Conference Centre from 9 am to 5 pm. Cost of the session is
and cost). Attach documents if K180 plus John’s wages for the day.
applicable
Organisational support (for Training will occur through a full-day external workshop and
example, resources, access to mentoring sessions with direct manager following workshop.
equipment, time away, WHS These sessions will allow for consolidation of skills and
issues knowledge and ensure that progress towards deadlines is
being
met. Mentoring sessions will be held twice a week
Any special needs or English is John’s second language, so he may need assistance
requirement in understanding terms and meanings. This will be provided
during mentoring sessions.

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Supervisor’s comments and John will be required to implement changes to organisational

justification for support policies and procedures prior to changes being implemented
to meet compliance standards.
Planned review of training Manager will look at project objectivities and John’s progress
(include method of review and towards these on 19 January 2016 and determine the level of
date). support required for him to complete the project.
Employee’s signature Supervisor’s signature
Joe Blow Peter Posa
24/10/201 Date 24/1/2023.
Team Learning Plans.
You may need to develop a learning plan for the whole team by focusing on the area/skills
needed, who needs to be trained, and when and where the training will take place. Creating a
table in addition to the individual learning plans can be very useful for tracking team learning
requirements. This table can be linked to the individual plans and reviews on the outcome of
training included in the evaluation and review of the training.
Group Activity.
Let us assume you are the learning and development officer of a certain government
department. You are now tasked to identify training needs for a group of junior officer and
match this with the Unit of competency from the training package then develop a training
plan.
1. Conduct training needs analysis
2. Match the skills gaps with the Unit of competency
3. Develop a training plan.
Your facilitator will assist you with this activity.
Notes.

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1.3. Coordinate implementation of learning plans and ensure that

learning plans reflect diversity of needs.
1.3.1. Recognize learners’ needs
It is important for those who are delivering training to employees to have an understanding of
their learners’ needs. If delivering the training in-house, this key information can be accessed,
where applicable and appropriate, through the learners’ human resources files. If engaging an
external trainer, ensure that you provide them with the relevant information relating to the
needs of the individuals. This will allow the trainer to accommodate for needs and adjust the
training program as required.
1.3.2. People with different learning styles.

Understand people’s differing learning preferences and styles. Adapt your training style and
learning activities to suit different styles and provide multi-sensory materials; for example,
offer handouts, pictures and diagrams to those who need to visualize; provide hands-on
training to those who prefer the kinesthetic approach; and read, ask questions and run a
debate for those who like to hear the information.
Activity. Table group activity.
Case Study.
You have just been tasked the role of facilitating a short training for a group of participants.
You have consulted the profile for each participant and deduced the following information
about the participants.
Total of 20 participants attending the training. 12 females and 8 males. One participant a
male is bound to the wheel chair, a female has hearing problem and uses a hearing aid
inserted on her ear. This training is a practical session on how to bake a cake and the training
is conducted in a kitchen in a controlled training environment.
Questions.
1. what would you state in your training plan?

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2. How would you conduct the training taking into account the individual learning needs?
3. How would you organize learning for persons with special needs?
4. How would you evaluate the skills level of each learner?
1.4. Review relevant organizational procedures and ensure they support individual
and team access to learning opportunities where required.
The policies and procedures related to the organizational the learning strategy should be
reviewed in order to ensure they remain relevant and contribute to the overall organizational
effectiveness. These policies and procedures should be then changed to make sure that
processes are taken to identify any gaps between current policies and procedures and what
is necessary to address them.
Policies and procedures are only as operative as they can be applied and are thus known and
understood and regularly reviewed and/or updated by all the relevant personnel. Policies are
the stated position of the organization on a particular issue. They provide the written basis for
the operations of an organization and are secondary to legislation and the governing
document of the organization only.
1.4.1. Mechanisms for implementing policies and procedures

The policies are influenced by the strategic direction of the organization, laws, views of
stakeholders such as the governing and funding agencies, service users, the management
systems and the organization’s values.
Policies highlight the principles / position of the organization in the matter and procedures
outline the exact response that the organization expects. As such, the organization, its staff,
volunteers and other stakeholders remain protected. Consequently, policies and procedures
should stay relevant and up-to-date at all times.
1.4.2. Benefits of having most up-to-date policies and procedures

• Provide an ethical framework for all those participating in the organizational processes and
procedures.
• Provide continuity over time and across the organization
• Provide consistency and fairness of practice (it is acceptable within and beyond the
designated limits).
• Offer most up-to-date industry and regulatory guidelines and framework.
Policies and procedures are live documents that need to be developed and changed within a
company, whenever changes may occur. While the core policy elements may remain the
same, the details according to the industry and the organizational changes should vary.
The oversight and revision of the policies is a crucial element of an effective management
policy and procedure plan.

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1.4.3. Why do policies and procedures need to be reviewed and updated?

Outdated policies can put an organization at risk. The updated laws and regulations may not
be addressed by the old policies. They cannot tackle new systems or technology
advancements that can lead to inconsistent practices.
Regular reviews of policies and procedures keep the organization’s regulations, technology
and best practices up to date. Policy review ensures consistency and effectiveness of the
policies. Policy and procedures review is particularly important for high-risk or highly
regulated industries such as health, safety, banking and more. However, organizations in
every industry should review and revise their organizational policies on a regular basis.
1.4.4. Strategic outcomes

The results of the organizational learning strategy go beyond simply building a plan or
strategy. Indeed, it is a series of outcomes that ultimately transform the organization to their
desired future potential. What can be categorically said about the planning process is that it
isn't just a plan or strategy. It's about addressing the organization’s needs, creating a plan and
aligning the organization with a process to achieve the future state.
Group Activity.
1. List down all the relevant legislations and policies governing learning and development in
the workplace.
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2. Who are the roles of other stakeholders affected by these legislations and policies?
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3. Discuss your experience in effective use of legislations and policies at your workplace.
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1.5. Consult with training and development specialist and use their advice
to contribute to learning opportunities.
1.5.1. Organizational learning.

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The process of creating, retaining and transferring knowledge within an organization is

known as “organizational learning”. An organization enhances its experience over time. It
can create knowledge from various experiences. The knowledge organization usually acquire
is extensive and covers any topic that an organization may use to improve their products and
services. Examples can include ways to improve production efficiency or to develop
positive relationships with stakeholders.
Organizational learning is based on the experience of an organization and enables the
organization to remain competitive in a changing environment. Organizational learning is a
process that improves efficiency, precision and profitability.
1.5.2. The key stakeholders

In relation to an organizational learning strategy, key stakeholders in an organization are
those who are either affected or who take decisions in relation to the organization. A
stakeholder analysis may be necessary to identify the key stakeholders in relation to the
organizational learning strategy.
Key stakeholders may include:
● clients/ consumers
● learners/ students
● subject matter experts/ instructional designers
● trainers/ instructors
● the staff and management of the organization
● peers
● public
● public agencies and bodies, especially regulators
● suppliers and third-party partners
Key Learning Points.

 Learning and Development is essential for organizational development.
 Learning can be achieved in formal and informal learning environment.
 Learning can be identified through well-coordinated learning plans.
 Conduct training needs analysis to identify performance skill gaps
Module 2. Coordinate Learning.

Introduction.
Governments, industry leaders and educational specialists now firmly believe that learning is
a lifelong activity. Workers need to continually improve their knowledge, skills and attitudes
so that they, and the teams they work in, maintain a competitive position in their organization
and industry. They must also want to learn, be prepared to share their learning and have the

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broad generic skills to participate in the giving and receiving associated with learning.
Continuous learning also contributes to an employee’s career path.
Learning outcomes.
 Coordinate strategies to ensure workplace learning opportunities are used by teams
and individuals.
 Coordinate implementation of policies and procedures to encourage team members to
assess their own competencies and identify their own learning and development
needs.
 Communicate benefits of learning with others in the team and organization.
 Recognize workplace achievement by relevant recognition, feedback and rewards.
2.1. Coordinate strategies to ensure workplace learning opportunities are

used by teams and individuals.
In order to provide a strong foundation for the formation of an organization that values
learning and growth, it is critical to evaluate all the approaches and strategies to learning and
training in the workplace against organizational strategic directions within the organization.
2.1.1. What is Strategic Planning?

Strategic planning is an organizational management tool that is used by a business to set their
priorities and strengthen its operations. This method of strategic planning allows an
organization to focus its energy and resources to achieve the desired outcomes and results for
their objectives and goals. With an organization having a clear plan that ensures employees
and other stakeholders are working towards common goals that have been
established and agreed on for the success of the business. Strategic planning helps an
organization to assess and adjust its direction in a challenging environment that is continually
changing. These disciplined efforts which assist an organization in the fundamental decision-
making process to provide
actions that will guide and shape the business. The organization will be able to answer such
questions as,
Who are we?
Who do we serve?
What do we do?
Why do we do what we do?
An effective strategic plan allows an organization to articulate, not only where an
organization is heading but also the actions, they need to make to maintain focus on their
direction to achieve a successful future.
2.1.2. What is a Strategic Plan?

A strategic plan is an organization’s written document that is developed during the planning
process to outline the crucial elements and actions needed for the desired outcomes and
results for their goals to be achieved. The strategic plan is used to communicate the
organization’s goals to all relevant parties.
2.1.3. Vision and mission statement

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Each vision and mission statement will be part of the strategic planning process but have
different objectives for your organization. These statements may be written for the whole
organization or relevant to individual department.
A mission statement is the precise explanation for your organization’s existence and
describes the organization’s purpose and overall intentions. The mission statement supports
the vision and provides communication of the purpose and direction to employees, customers,
vendors and other stakeholders.
Questions to consider when creating mission
statements should include:
• Why does our organization exist?
• What is the purpose of our organization?
A vision statement looks to the future and creates an image of the organization and what they
want to achieve. It should be aspirational, inspirational and offer challenges to your
employees.
Questions to consider when creating vision statements should include:
• Where is the organization headed?
• What problem are we seeking to solve?
• If we accomplished all strategic goals, what would we look like in ten years?
Management committees must ensure that the organization is operating in a way that is
consistent with their mission, vision and purpose, as well as their values or ethical principles.
Businesses should be planning, monitoring and reviewing these values statements as the basis
for their policies, activities, decision-making and expenditures. Reviews should be done
periodically, according to current and impending circumstances of the business environment,
and to assist committee members in staying familiar with the organization’s mission, vision
and values.
2.1.4. Learning and Development Aligned to Strategic Goals.

Training the human resources of the company; setting goals, empowering and motivating the
team, and creating awareness, organizations learned to meet customer demand through
innovation. To remain responsive to client’s demand, and to retain a competitive edge;
organizations had to learn how to align the learning and development needs with the strategic
goals of the organization by forecasting on the development trends, designing jobs and
conducting learning that is future orientated. As a result, it develops a learning culture and it
will obtain a sustainable competitive advantage by delivering:
 Superior performance
 Better quality of product and services
 Better customer satisfaction
 Committed and result focused workforce
 Greater ability to change.
Group Activity.
Complete this simple workforce plan in line with your organization strategic goals.
Current Jobs Organization Likely Future Skills Required Learning and

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Strategic Goals. Jobs Development

Needs.
2.2. Coordinate implementation of policies and procedures to encourage

team members to assess their own competencies and identify their own
learning and development needs.
It is essential to examine and review options for deploying quality policies and processes in
organizational learning.
These options may include:
• Quality management plans when compiling the policy framework
• Information checked according to the framework and regulatory requirements
• Regular internal checks
• Stakeholder feedback
• Influence of internal and external environments (quality assurance steps)
• Mapping the regulatory guidelines to the policies and procedures
As part of the organizational learning strategy, a variety of quality requirements will need to
be established to ensure that the learning is appropriate for the organization and that all
learning is achieved and recorded according to the requirements specified in the documented
policy framework.
A quality management plan should be developed as part of the organizational learning

strategy. In order to meet the quality requirements that have been implemented, a variety of
monitoring, measurement and control activities must be carried out which can be integrated
into the Quality Management Component of the learning strategy.
Quality management systems include a number of comprehensive and documented policies,

procedures and actions. These are implemented within an organization to ensure that every
phase of every task performed within an organization is planned and controlled so that

P a g e | 27
specific quality benchmarks can be consistently achieved throughout all organizational

operations.
The policies and procedures should include the following:
• Internal research
• Market segmentation
• Commissioned research
• Demographics
• Political influences
• Social influences
• Economics
• Technological changes and advancements
• Products and services
2.3. Communicate benefits of learning with others in the team and

organization.
For several reasons, people want to learn. As a Project Manager, you can help assess the
advantages of learning in your workplace by knowing the reasons people learn. You should
sell the learning method to your team and top management with this concept to foster their
help and buy in.
Learning helps people to:
● Enhancing their skills
● Boost their capacity to advance in their professional career and be rewarded
● Satisfy their individual ambitions.
Learning helps teams to:

● Update their understanding and information
● Enhance the manner in which they function effectively
● Raising their efficiency
● Meet the team and organizational priorities.
Possible impact:
There will be times when people need training to learn a new skill, to boost efficiency or
minimize mistakes.
One-on-one training impacts by continuing to increase their workloads to cover the team
member off the phone, the remaining members of the team.
Team members will also help the learner by sharing their time and expertise to answer
questions and by providing input on the success of the learner. If the learning method is not
marketed to the other members of the team, their support is doubtful and the learning
process's effectiveness will be diminished.
So, for your team and the company as a whole, what are the advantages of learning?
Advantages:
The following benefits for the team and the organization as a whole are given by learning
opportunities for people and teams:
● Achievement of team and business priorities
● Enhanced performance

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● Improved human interactions

● Improved contact and coordination
● Establishment of personal trust
● Boost enthusiasm
● A healthier setting for work
You should communicate these benefits to all team members and management
representatives in your organization.
2.4. Recognize workplace achievement by relevant recognition, feedback

and rewards.
A hallmark of successful management has long been employee appreciation. But today, as
the talent market escalates, it has become more critical than ever how companies regard their
workers.
Developing a recognition program is a beginning, so that's a good first initiative if you're not
one! And it's not something that intelligent businesses do once and embrace as good.
The ways they compensate workers are continually reevaluated by great organizations. This
means that they fulfill both their people's and the market's expectations.
This becomes even more of a challenge as businesses expand, and leaders must reconsider
the way they add value to the experience of employee recognition.
Let's look at what employee appreciation entails before we jump forward.
What is recognition for employees?

Recognition of workers is a support method that makes employees realize that their efforts
are recognized and respected. Employees want to understand how they are performing, and
acknowledging staff reveals what efficiency looks like. For their successes, tenure or service,
or desired habits, organizations reward workers for going above and beyond.
Why does recognition of employee’s matter?

We earn for acceptance from parents, teachers, and peers from a very early age. Our need for
positive reinforcement is so strong that we can even interpret a neutral reaction as a negative
one, particularly during developmental times.
As we step into the workplace, this continues to hold true. Recognition of workers assists in:
● Retention of top talent
● Increase the commitment of employee
● Encourage high quality
The query "What is the most important thing that your manager or company currently does
that would cause you to produce great work?" was included in an employee survey.
Respondents replied, offering a range of answers in their own terms, but a consistent trend
developed. 37% of respondents said that they would be motivated to create better work more
frequently through more personal recognition. other themes such as autonomy and creativity
emerged, the most popular theme that emerged from responses was recognition. The research
found that reinforcement,
feedback and compensation are most successful in inspiring workers to do their best job.
Group Activity.
Questions and Answers.

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1. List down internal and external regulatory structures and bodies that regulate or quality
assure learning and development for organizations.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………..
2. What are some of the communication strategies you would use to disseminate information
of an upcoming training?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………
3. How would you rely information on the outcome of the training to the employees and the
senior management?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………
4. Name an example of an award or recognition you would initiate for excellent employees
for completing trainings.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………….
Module 3. Monitor and Improve Learning Effectiveness.

Introduction.
The organizations can establish their own Quality Management Plans, Policies and
Procedures and use their own templates. To ensure that the right information is recorded and

P a g e | 30
presented in the correct format, you need to monitor the organizational guidelines, protocols
and quality management processes properly. All requirements for organizational learning
strategy should be examined and planned to ensure that both policy and strategic
requirements can be met.
There are several components that should be included in the organizational learning strategy
and it is important that all of them are planned to ensure that the strategy's operating
efficiency is achievable. The components of the organizational learning strategy may include:
● Personnel in charge of the implementation
● Organizational goals, aims and objectives
● Integrated strategic activities
● Organizational policies and procedures
● Organizational control and assurance activities
● Organizational roles and responsibilities
The development of the organizational learning strategy is a good way to ensure that
organizational learning requirements can be analyzed and planned carefully for successful
learning outcomes.
Learning Outcomes.
 Monitor team and individual learning performance to determine type and extent of
any additional work-based support required.
 Use feedback from individuals and teams to identify and recommend improvements
in the future learning arrangements.
 Suggest adjustments, negotiated with training and development specialist, for
improvement to learning.
 Record and report learning and development of teams and individuals.
3.1. Monitor team and individual learning performance to determine type

and extent of any additional work-based support required.
3.1.1. Collect evidence

Use a range of strategies to determine whether there has been improvement in the efficiency
and effectiveness of individuals or teams in contributing to the organization. Comparisons
against prior performance reviews, job descriptions and expectations, deliverables, key result
areas (KRAs) or key performance indicators (KPIs) should all be recorded alongside the
evidence collected. From the evidence you collect, identify where further improvements need
to be made and the methods that can be used to assess this.

P a g e | 31
There are a variety of assessment methods you may choose to use that are required to be
relevant to the evidence you are collating, as shown here.
Observation
Observations of an individual performing or demonstrating a specific task or
set of tasks and a record of the performance via an observation checklist that highlights the
relevant knowledge and skills expected
Formal tests
Short-answer tests and multiple-choice quizzes to provide an indication of the
level of knowledge
Verbal tests
Questions and recorded answers (either by note-taking or audio recordings) to provide an
indication of the level of knowledge
Documentation
Reviewing and copying original documentation of completed courses such as degrees,
certificates or other qualifications, statements of attainment.
Work sample task

Production of a completed work sample; the sample may be kept or
photographic evidence used accompanied by written comments. In some cases (for example,
cooking as a chef) the product has a limited life – hence the photograph and assessor’s
comments as documentary evidence
3.1.2. Evaluate the learning program

Your focus should be to determine whether improvements have been achieved in line with
the objectives outlined in the learning plan, and the type and extent of additional training
needed.
Here are some questions that you may find useful when evaluating a learning program.
3.1.3. Useful questions for evaluating a learning program.

These following questions should be framed and asked to derive the response from the
learners and the stakeholders.
 Was the learning program appropriate or should it be adjusted?
 What adjustments would better reflect the needs of the organization and/or the
learners?
 Is ongoing learning required in this area to maintain currency?
 Are there other individuals or team members who would benefit from such learning
and how can this be achieved?
 Is additional personal support required for the learning and to enable
the additional knowledge, enhanced skills and improved attitude to be
implemented in the workplace?
 Was the budget sufficient or is more funding required to achieve the levels of
knowledge, skills and attitudes required to get the best performance?
 Are additional or updated physical resources required in the workplace to achieve the
desired outcomes and full implementation of the learning?

P a g e | 32
 Have any WHS issues arisen, such as the need for specific WHS resources
or the need for further WHS training?
Additional support
Once you have evaluated the feedback received from learning opportunities, you will be able
to analyze the data to determine whether and what additional support may be required in
future learning opportunities. The supports you identify may be applicable to an individual or
a whole team.
Additional support identified may include:
• additional coaching
• appointing a mentor
• refresher courses at appropriate intervals
• external consultants appointed to supplement in-house training
• time away from work tasks to practice the new skills
Notes.
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………….
3.2. Use feedback from individuals and teams to identify and recommend
improvements in the future learning arrangements.
After the strategy has been put into place, it will be necessary to ensure that a thorough
evaluation is made of the full implementation of the organizational learning strategy. Many
can be learnt from the end-to-end evaluation of implementation, including valuable
information to be used to enhance the current strategy and information to enhance future
strategy implementation activities.
Evaluation of learning strategies should verify the overall improvement contribution of the
strategy as determined by the measurement of an individual capacity development and
enhanced organization capacity (for example, as measured with human capital or employee
capacity measures).
The evaluation process takes place throughout the implementation process of the learning
strategy. It determines the efficiency and value-added efficiency of a strategy and related
programs.
The improvement phase provides evaluations, reviews and valid insights for the community,
organization or participating stakeholders (learners, facilitators / teachers, supervisors,
designers, providers, etc.) in order to determine the commitment, the desired result of their
investments and not only their involvement. Reporting and recording the ability to satisfy a

P a g e | 33
known' competency' deficiency is the only way to map and report that learning investment
has led to tangible improvements. The major challenge for the educational designer, learning
manager or learning provider, however, is to demonstrate that this added value occurred in
an effective, continuously improvable learning strategy.
One of the models used when conducting a summative evaluation is Kirkpatrick’s Four
Levels of Evaluation. Donald Kirkpatrick created the model specifically for evaluating
training programs. Today, it is considered a standard in the fields of education and training.
After completing this module, you will be able to:
● State Kirkpatrick's Four Levels of Evaluation and their purpose
● State the three most common target areas measured by a Level One evaluation
● Identify the item types used in Level One evaluation survey
● Create a Level One evaluation survey using the three evaluation item types
The four levels of evaluation
Level 1: Reaction
Level 2: Learning
Level 3: Behavior
Level 4: Results
Level One: Reaction

Was the learner satisfied?
Reaction evaluations measure the learners’ response to the training program. In other words,
this level measures customer satisfaction. At this level, you find out whether trainees liked
various aspects of training, such as the content, the trainer, and the overall experience.
Level Two: Learning

What did the learner learn?
Learning evaluations measure the learners’ knowledge gained from the training program. At
this level, you find out whether trainees learned the knowledge, skills, and/or attitudes
covered in the training program.
Level Three: Behavior

How did the learner's behavior change?
Behavior evaluations measure the change in the learners’ behavior or performance after
completing the training. At this level, you find out whether the knowledge, skills, and/or
attitudes learned are transferred to the job.
Level Four: Results

How did the learner impact the business?
Results evaluations measure the impact learners have on the business after completing the
training. At this level, you find out whether the training improved the learners’ productivity
and/or quality of work.
Notes.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

P a g e | 34
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………..
Sample evaluation Template.
SOMARE INSTITUTE OF LEADERSHIP AND

GOVERNANCE
NAME OF TRAINER:
DIVISION:
COURSE CODE & TITLE:
UNIT TITLE:
DATE:
RATING SCALE: (Be as honest as you can and rate your observations anywhere on the rating scale
between 1 and 10)
 Strongly disagree  Uncertain  Strongly Agree
PART 1: ABOUT YOUR EXPERIENCE HERE AT PILAG

Statements Ratings
1 2 3 4 5 6 7 8 9 10
PART 1: ABOUT PILAG LEARNING ENVIRONMENT
Your experience here at PILAG has
been beneficial.
PILAG’s client information services has
enabled you to access information
easily upon request.
PILAG management and staff have
been helpful and supported you well
throughout your learning experience.
The learning environment, training
room, sitting arrangements and other
facilities were good.

P a g e | 35
The training facilities, support services

and equipment has contributed
positively to your learning experience.
PART B: ABOUT YOUR TRAINING
The learning material was of high
standard and professionally presented.
The learning content was relevant and
met your needs.
The content was delivered to a certain
depth that met your needs.
The sequence of contents was logical
and easy to follow.
There was a lot of opportunity
provided to put into practice what was
learnt in training.
The training sessions were well
organised and linkages between
sessions were done well
There were lots of learning activities
3.3. Suggest adjustments, negotiated with training and development

specialist, for improvement to learning.
Flexible organizational strategies

The flexible organizational strategies, at any workplace, are developed according to the:
● Needs and requirements of end-user
● Organizational feedback and consultative processes including feedback loops, informal and
formal feedback processes
● Change management processes at an organization
● Mission, vision and values of an organization
● Providing a supportive environment and culture at the workplace
● Regulatory framework and legislative guidelines (to ensure they do not breach them)
● New professional roles and corresponding curricula.
What are flexible organizational strategies

The flexible organizational strategies permit and promote responsiveness of the organization
to changed circumstances and priorities. These strategies enable appropriate response from
the organization to meet the needs of the work-employees.
Examples of flexible organizational strategies:

● Specific tasks: what will be done and by whom; Who else can do the tasks?
● Specific environment: Do they need to be in the office environment to do the task?
● Support strategies: What support strategies can be used to ensure effective completion of
the tasks and activities?
● Time allocated: when will it be done; and
● Resource allocation: what funds and resources are required.
The framework continuum of responsiveness

P a g e | 36
Employee participation is necessary for the successful implementation of the flexible

organizational strategies. Organizations with a strong corporate culture have a better
understanding of employees involved. Businesses should be asking questions such as:
● Do their employees make discretionary efforts?

● Do they have the ability or power to work as they see fit, to approach their
responsibilities in the best way possible?
● Are they properly paid or rewarded to enhance this effort?
A dedicated employee will most likely improve your business by improving himself and by
enhancing his role. If they do not have the authority or the space to do so, how can they
achieve any innovative results
3.4. Record and report learning and development of teams and

individuals.
Generating Progress Reports

A management representative or supervisor may be named at several places of work to gather
information in relation to the progress made after learning and growth opportunities and
communicate the results to other suitable management teams.
For a number of purposes, this should be carried out. They would like to remain informed
about professional processes, for instance, and have a deep interest in employee growth.
Leaders are responsible for managing expenses will worry as to whether the costs involved
will result in employee changes and whether the amount or quality of work will be
accomplished.
Another consideration why leadership figures would indeed be involved in the results and
success rates of operations could be to see how they could be incorporated within the
organization somewhere else. For instance, only a single team or department within the
company could have planned and performed learning and growth, and if it is viewed as a
success, the practices may be replicated elsewhere.
There may be a need to inform relevant leaders about:

● The number of workers who take part in various activities
● Performance difficulties faced in the workplace
● Levels of skill or experience prior to the beginning of learning activities
● Feedback from providers as well as from participants
● Success levels, where it is possible to assess
● Improvement areas
To present reports to superiors, you should follow the proper protocols, such as writing them
out and leaving them on their desk or delivering the details during a briefing.
Recording learning outcomes.

For a variety of reasons, it is important to preserve records and reports of competence:
● For internal/external certification or audit purposes, structured documents may be required
as proof that the tests have been completed.
● Records refer to an individual's job/learning background.

P a g e | 37
● Records may be used to illustrate the skill levels attained in a

department/organization
● If employees quit or transfer inside the company, the documents are still available to
provide the history of the employee.
● It is helpful for the individual's career plans to keep a record of their own levels of
competence, etc.
● They can be used to inform decisions about potential possibilities for learning.
Depending on the specifications of the organization and the sense of learning, the type and
structure of the documents used can differ. It is possible that the assessor would have a
standard format for recording their results from various forms of examination for a
certification. There might also be structured documents and templates in an organization that
has formal processes and an audit program that may be used to document training
practices and levels of competence. The learning plan may be a clear document in a less
formal environment that documents the learning objectives, the expected and actual learning
events, and the findings from skill evaluations.

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PACI FIC INSTITUTE OF LEADERSHIP

Coordinate the Learning and Development of Teams

Coordinate the Learning and Development of Teams and Individuals

Coordinate the Learning and Development of Teams and Individuals

Using this Learner Workbook

Coordinate the Learning and Development of Teams and Individuals

Coordinate the Learning and Development of Teams and Individuals

Unit Learning Outcomes.

 Coordinate creation of learning opportunities

How will I be assessed?

Coordinate the Learning and Development of Teams and Individuals

Module 1. Coordinate creation of learning

1.1. Identify potential formal and informal learning opportunities.

Coordinate the Learning and Development of Teams and Individuals

1.1.2. Formal learning opportunities.

1.1.3. Informal learning opportunities.

Coordinate the Learning and Development of Teams and Individuals

Formal learning Informal learning

Coordinate the Learning and Development of Teams and Individuals

Formal learning is: Informal learning is:

Goal - orientated No set goals

Facilitator - led Self- directed

Face – to - face Un-planned

When should formal and informal learning be used?

Coordinate the Learning and Development of Teams and Individuals

1.2. Identify learning requirements of teams and individuals according to

Organisation Learning model.

Coordinate the Learning and Development of Teams and Individuals

1.2.1. Learning and development strategy

Coordinate the Learning and Development of Teams and Individuals

1.2.2. Here are 4 Benefits of Effective Learning & Development Strategies:

Coordinate the Learning and Development of Teams and Individuals

taking stock of inventory

1.2.4. Identifying Training Needs.

Current skills -The skills and knowledge a person has at

Competency level - The level of competency the person

Relevance - The importance of the persons skills and

Required skills - The skill level required by the person

Coordinate the Learning and Development of Teams and Individuals

Review Interview and /ask

Observe Survey Carry out a survey of

Training needs analysis questionnaire tools

Coordinate the Learning and Development of Teams and Individuals

1.2.5. Benefits of undertaking learning opportunities.

Coordinate the Learning and Development of Teams and Individuals

• offer cost-effective training

Develop an individual learning plan

Coordinate the Learning and Development of Teams and Individuals

Example: A standard learning plan template.

Coordinate the Learning and Development of Teams and Individuals

Supervisor’s comments and John will be required to implement changes to organisational

Team Learning Plans.

1. Conduct training needs analysis

2. Match the skills gaps with the Unit of competency

3. Develop a training plan.

Your facilitator will assist you with this activity.

Coordinate the Learning and Development of Teams and Individuals

1.3. Coordinate implementation of learning plans and ensure that

1.3.2. People with different learning styles.

Activity. Table group activity.

Coordinate the Learning and Development of Teams and Individuals

1.4.1. Mechanisms for implementing policies and procedures