BSBHRM512ADEVELOP AND MANAGE PERFORMANCE MANAGEMENT PROCESSESPRESENTATION 4

PRESENTATION OBJECTIVES

At the end of this presentation you will be able to:

• Create learning and development plans

• Understand how to deliver these plans

• Recognise the learning and development specialists

• Know how to monitor training

• Negotiate remedial actions

• Analyse reports and success

LEARNING AND DEVELOPMENT PLANS

A learning and development plan is similar to other organisation

plans. It requires:

• Goals and objectives, actionable strategies, milestones and some

method of measuring progress and results

• Needs to be delivered within appropriate timeframes

• Managers should consult with learners to identify and agree on

learning needs

Prior to instigating training/learning, organisations need to conduct a

training needs analysis

A training needs analysis identifies knowledge and skills that people

require to perform their jobs

LEARNING AND DEVELOPMENT PLANS Training needs analysis

Based on identified needs

LEARNING AND DEVELOPMENT PLANS

Employee competencies can be assessed by:

• Referring to training records held in the organisation

• Observing employee work practice

• Monitoring and measuring employee outputs

• Asking employees to submit a self-assessment

• Holding formal and informal discussions about work requirements

• Conducting tests and competency assessment

Competencies should be assessed against expected work standards.

These might be industry, organisational, legislative or accredited

standards.

DESIGNING AND DEVELOPING LEARNING PLANS

Contingency needs Quality requirements

Political, Environmental

social or market

changes

Career pathsProblem solutions

Individual requirements

Workplace reform

The need for changes/ improvement including new technology

Organisational goals

The first step in designing the program is to prioritise the training/learning needs.

DESIGNING AND DEVELOPING LEARNING PLANS

The next steps in the learning plan are to determine:

• Target group

• Level of competence

• Type of training that best suits the needs of individuals or groups

• Costs of training/learning and how they will be met

• Times that best suit learners and the organisation

• Checking existing programs for training/learning needs

• If no training materials already exist, who will develop the training material

• Who should deliver the training and how the training/learning will be

delivered

• Length and duration of the training/ timeframes

• Venue for training/learning

• Methods of evaluating the effectiveness of training/learning

DESIGNING AND DEVELOPING LEARNING PLANS

The learning plan should be mapped against the organisation's needs

and should be reflected in organisational, department and individual

KPIs. Formal training programs might require the expertise of

experienced and accredited training consultants who will have:

• Experience in designing and sourcing appropriate training

materials

• Experience in tailoring learning to organisational needs

• A good understanding of adult learning requirements

• A suitable depth of industry expertise

• The ability to motivate learners

• Demonstrate competence with regards to the tasks/performance

DELIVERING LEARNING AND DEVELOPMENT PLANS

Because people are not all the same and they perceive things

differently, training needs to accommodate and value diversity. It is

necessary for those organising and designing the training to take this

into consideration.

Some people prefer visual learning; others auditory learning/listening.

When imparting information to learners and/or instructing, mentoring

or coaching employees, communication and interpersonal skills are

extremely important.

The information delivered needs to be clear, relevant and presented

at the correct level for the audience to understand.

DELIVERING LEARNING AND DEVELOPMENT PLANS

Delivery Methods

Consideration should be given to the appropriate content and

delivery method for training, learning and development.

Induction Training

Action Learning

Buddy system

Mentoring Job shadow Simulation Class room

training

E-learning

Ensure new staff are productive as quickly as possible. Inform about the organisationIntroduce key staff members

Small groups, meet and help each other to learn from experiencesFocus group actions, updates, success or solutions

New employeeSupport.Communication relationship building

Similar to buddy system.Experience and trust, advisor and guide. Provide a network for the learner soft skills

Following experienced employee. Observing work methods, cultural norms, values and work standards

Use of simulatorsUsed for high-riskroles

Traditional method.Max number of employeesMin number of instructorsHighly economical

Growing method.Effective for adult learners.flexible

LEARNING AND DEVELOPMENT SPECIALISTSBefore finding a training provider:

• Organisational review of goals/ objectives and skills needed to

meet them

• Identify suitable external training or learning and development

providers

• There are more than 5000 Registered Training Organisations

(RTOs) in Australia, and many more training consultants to

develop bespoke non-accredited courses for your organisation

• Training providers can be sourced through:

• Training directories

• The Internet

• Trade shows

• Word of mouth referrals

• Colleagues

• Government bodies

• Academic institutions

• Professional associations

LEARNING AND DEVELOPMENT SPECIALISTS

In order to properly assess which provider is for you, you will need

to establish a range of facts:

Number, skills and experience of instructors and designers

References and previous contractor experience

Accreditations and memberships

Training duration and impact on business

Costs

Course materials provided

Delivery method and mode and assessment methodology

Location

Availability of participants (consider shifts, regional disbursement etc.)

Level of customisation available to you

Guarantees on offer and insurances

MONITORING LEARNING AND DEVELOPMENT ACTIVITIES

Now the organisation has to monitor training and suppliers to

ensure that the supply specifications are complied with.

This quality assurance role will include:

Achieving supplier sign off against the

specification/ contract

Monitoring supplier performance to

ensure compliance with the specification /

contract

Reviewing outcomes to ensure agreed

outcomes are achieved

Reviewing employee satisfaction with

suppliers

Reporting to managers on supplier

compliance

Reporting to managers on training

progress

Conducting progress meetings with

suppliers to maintain quality supply

Checking whether business projects and

results are being achieved as planned

following training

NEGOTIATE REMEDIAL ACTIONS

Where a training

provider or supplier

does not comply with

agreed specification,

the organisation

needs to take action.

Negotiate remedial

action with training

provider

Remedial action is

any action designed

to rectify a particular

problem. Its process

is:

Organisation provides training supplier

formal notification of a non-compliance, with agreed quality

standards

Specific details of non-compliance are

provided

Reference made to breach of

specification and/or contract

Organisation requires training

provider to identify primary cause of

the problem

Organisation requires formal

response to notification

Organisation requires training

provider take action within specific

timeframe

Organisation requires supplier

provide a strategy for total elimination

of problem

PROGRESS REPORTS AND SUCCESS

Training/ learning success is dependent upon the selection and implementation of

sound programs and learning activities as either formal programs or continuous

learning activities within an organisation.

Methods of collecting evaluation information and measuring the success of

training include:

• Questionnaires / verbal and written and feedback sheets

• Open forum discussions and small group discussions

• One-to-one feedback sessions and focus groups

• Continuous review sessions

• Post-training surveys

• Comparing achievement of performance indicators before and after training

• Conducting a post training needs analysis

• Analysing normal monitoring results

EVALUATING TRAINING

LearnersAble to personally evaluate effectiveness of

training/learning + provide feedback regarding trainer, content + structure of program + any

improvements.

CustomersInternal + external customers + stakeholders give feedback on improvements or changes in

productivity after training.

Trainers, coaches, mentors Able to offer valuable information regarding

training program, as facilitators of learning, their reflections on how well the material was

presented and worked with the learners is important.

Supervisors, managers, assessorsWill not be able to evaluate the trainer or content

unless involved in development. They can evaluate how well skills have been applied in the workplace + any other improvements as a result

of training.

Evaluation informatio

n

Post-training evaluation enables organisations to measure learning success

PROGRESS REPORTS AND SUCCESS RATES

Example of evaluations ask the questions:

• Was the learning successful?

• How was it successful?

• Were the projected goals realistic / practical?

• Was it cost-effective?

• Will training contribute to the achievement of performance

indicators?

This evaluation can be very complex and the results are not

necessarily clear cut.

For more examples, refer to the eBook

EVALUATING TRAININGEvaluations elicit quantitative and qualitative data.

• Quantitative data is related to numbers i.e. outputs, costs, number of participants, number of people who achieved competency, time taken to develop specific skills

• Qualitative data comes from opinions, ideas, suggestions, feelings and attitudes of the people from whom you gather information. This data is difficult to measure but is necessary to give a complete picture of what you are evaluating

Information collected should be communicated to:

- Managers/Supervisors

- HR or involved organisational personnel

- Training or technical experts

- Management from the training organisation

PROGRESS REPORTS AND SUCCESS RATES

These reports will be used to make recommendations, allocate resources, identify and implement further training and development pathways for individuals and the organisation.

Might include:

• Who has been involved as a trainer or trainer

• The subject areas/skills gap address by training

• The types of training used

• The cost of the training

• The results of the training

• Qualifications and accreditations (employees)

• Evaluation of training

• Before and after training performance

PRESENTATION SUMMARY

Now that you have completed this presentation you will know about:

• Creating learning and development plans

• Understanding how to deliver these plans

• Recognising the learning and development specialists

• How to monitor training

• Negotiating remedial actions

• Analysing reports and success