Planning training and development requirements

Organisational priorities

A workforce may be a business’s greatest asset; however, to provide the value a business requires, they must be able to undertake their jobs correctly.

To undertake a job correctly, a worker must be able to:

• Demonstrate the skills required to do the job
• Have any prerequisite knowledge of the industry, task or subject matter
• Understand and follow policies and procedures relating to the business (this will include following any legislative framework, guidelines or other regulatory requirements).

Each job will have a different set of capabilities that the business requires. These capabilities may be at the individual, team, and business levels. For example, the skills of an educator, team leader and Director are different. Just as there are differences in capability requirements, there are also shared capability requirements. These shared capability requirements are at the team and business levels. For example, team members may share the same team's business plan and goals. Similarly, a person from the babies' room may share the same business goals as someone from the kindy room due to an overall corporate vision, mission and goals and objectives that are the responsibility of all workers. Therefore, assessing the capability requirements and learning and development opportunities should be undertaken at the individual, team and business levels.

The link between organisational plans and training and development

Organisational plans and training and development are both necessary for an organisation to achieve its goals and be successful. 

Organisational plans may include:

• Business plan
• Strategic plan
• Operational plan
• Staff management plan
• Learning and development plan
• Continuous improvement plan.

A business or strategic plan provides clear direction for the organisation, outlining its mission, objectives and strategies. On the other hand, training and development plans ensure that staff have the necessary skills and knowledge to implement the plan and achieve the organisation’s goals.

For example, if an organisation’s goal is to expand into new markets, training and development programs would be necessary to ensure that employees have the essential knowledge and skills to work effectively in those new markets.

Additionally, organisational plans and training and development plans work together to foster a culture of continuous learning, skill development and growth, which is essential for the company to stay competitive and adapt to change.

Policies and procedures for developing teams

Organisational policies, plans, and procedures for developing teams typically include guidelines for recruiting and selecting team members, training and development, setting goals and objectives, communication, and performance management. These policies, plans, and procedures can vary depending on the type and size of the organisation.

Key workplace policies that must be considered when developing teams include:

1. Recruitment and selection: Guidelines for identifying the qualifications and skills required for team members, as well as the process for selecting and onboarding new team members.
2. Training and development: A plan for providing team members with the knowledge and skills they need to be successful in their roles, including opportunities for ongoing learning and professional development.
3. Work health and safety: A policy and procedure to ensure the health and safety of employees, contractors and other people affected by its operations. Provides information about training to employees on how to work safely.
4. Privacy and confidentiality: The requirement to protect the personal information and data of its employees, customers, clients and other individuals whose information it may collect or handle during its operations. Staff must be trained in how to collect, store, use and disclose personal information and data.
5. Access, equity and anti-discrimination: ensure all individuals have equal access to goods, services, and opportunities and are treated fairly and without discrimination. Staff must be trained about these policies and procedures to prevent discrimination based on race, gender, age, sexual orientation, disability and other characteristics.
6. Equal opportunity: an organisation must provide equal employment opportunities to all employees and job applicants. All staff must be trained to handle discrimination situations and accommodate individuals with disabilities. Training opportunities may be given to employees to provide an inclusive work environment.
7. Communication: Procedures for fostering effective communication within the team and stakeholders, including guidelines for holding team meetings and sharing information.
8. Performance management: A process for evaluating team member performance, including setting performance expectations, providing feedback, and addressing performance issues.
9. Conflict Resolution: Procedures for addressing and resolving conflicts that may arise within the team.

In determining individual and team development needs and facilitating the development of your workgroup, you must follow the requirements of your organisation. All training must incorporate policies and procedures relating to individual job roles and organisational requirements.

Little.ly Early Learning Centre, a simulated childcare centre. Access information and policy and procedure documents associated with Little.ly. This can be done by logging in to the Educator Hub on Little.ly's website with the following credentials: Username: SOE Password: earlychildhood

Source information about the performance of team members

Team members must be able to perform their roles to the expected standards and in a safe way. There are several ways to collect information on the performance of team members, including:

1. Self-evaluation: Team members can complete a self-evaluation form or answer a survey detailing their own performance, strengths, and areas for improvement.
2. Supervisor evaluations: Team members' immediate supervisors or managers can evaluate their performance, provide feedback, and give a rating on their job performance.
3. Peer evaluations: Team members can be asked to evaluate their peers' performance, which can provide valuable insights into how the team member works with others.
4. Customer or client evaluations: Feedback from customers or clients who interact with the team member can provide feedback about their customer satisfaction and how effectively the team member represented the organisation.
5. Data and metrics: Quantitative data and metrics like sales figures, productivity, attendance, completion rates, etc., can provide an objective view of team members' performance.
6. Observation: The team leader or the manager can observe how the team member performs the job, the problem areas and the best practices the team member is doing.

To evaluate a team member’s performance, gather information from multiple sources, as this will give a more well-rounded and accurate picture of their performance.

In collecting this information, a manager must act with professionalism and fairness. They must not disclose private information about the worker (this includes the results of their performance reviews or any performance discussions).

Identify individual and team learning and development needs

Many organisations will have procedures to assess the individual and team learning needs in performance management policies.

Methods to identify individual and team learning and development needs include:

1. Performance evaluations: Performance evaluations can identify areas where team members need to improve their skills or knowledge to meet organisational goals and objectives.
2. Surveys and assessments: Surveys and assessments can gather information on team members' knowledge, skills, and abilities and identify areas where they need to improve.
3. Interviews: Interviews with team members, supervisors, and managers can provide valuable insights into areas where team members need to develop their skills and knowledge.
4. Job analysis: A job analysis is the process of gathering and analysing information about the responsibilities, duties, skills and requirements of a job role. Methods used to determine the knowledge, skills and abilities of a job role include:
   1. Interviews – conducting interviews with individuals who currently hold the job or with those who are familiar with the job
   2. Surveys – surveying individuals and those who are familiar with the job

You will need to consider the best method to use to identify learning needs, considering the information you already have available and the time required to conduct a detailed job analysis, surveys and interviews.

Communicating with co-workers and team

Listening and questioning techniques

It is important to establish rapport with others when identifying, confirming, monitoring and reviewing learning and development needs.

Here are some tips to effectively communicate with co-workers:

• Use active listening skills: Active listening involves paying full attention to the person speaking without interrupting or allowing your mind to wander. This can include verbal cues such as nodding, making eye contact, and paraphrasing what the other person has said to show that you are engaged and understanding.
• Ask open-ended questions encouraging the other person to share their thoughts and feelings. These questions typically begin with words such as "how," "what," "why," or "tell me about." Avoid asking leading questions that suggest a specific answer.
• When talking with someone, try to understand their point of view and emotions, and ask open questions to gain more information and clarification. Avoid making assumptions or jumping to conclusions.
• Reflect on your biases and be open-minded and empathetic towards the other person's perspective.
• Be professional by keeping negative comments to yourself and keeping confidence when required.

In summary, active listening and effective questioning can be beneficial in understanding different perspectives as they encourage the other person to share their thoughts and feelings.

Negotiation skills

There will always be situations where there are differing opinions about learning and development needs, priorities and solutions. Negotiating with others to achieve agreed outcomes and actively facilitating consensus in potentially contentious situations requires you to use negotiation skills.

Some of the key strategies for effective negotiation include:

• Prepare thoroughly: Before entering a negotiation, gather all relevant information and anticipate the other party's concerns and interests.
• Understand your own goals and limitations: Be clear about what you want to achieve and be realistic about what you are willing to give up.
• Communicate effectively: Listen actively, express your points of view clearly, and seek to understand the other party's perspective.
• Be flexible: Be willing to compromise and be open to creative solutions that meet the needs of all parties involved.
• Be respectful and professional: Always maintain a respectful and professional demeanour, even in potentially contentious situations.
• Identify common ground: Attempt to identify common ground and areas of agreement to build a foundation for productive negotiation.
• Seek a win-win solution: Look for a solution that meets the needs of all parties involved; a win-win solution is the most sustainable in the long run.
• Seek assistance if needed: If the situation becomes too contentious and the parties cannot agree, seek help from a mediator or neutral third party.

Playing an active role in facilitating consensus in potentially contentious situations requires good communication, an understanding of perspectives and interests, and the ability to be creative and flexible in finding mutually beneficial solutions.

Use appropriate vocabulary

When communicating with co-workers, it is important to use appropriate conventions and protocols to ensure your message is clear and well-received. This may include using formal language and tone in an email or written correspondence and being mindful of cultural differences and communication styles when working with colleagues from different backgrounds. Additionally, it is important to be aware of any protocols or conventions specific to your workplace, such as using jargon or following a particular format for reporting or presenting information.

Always use vocabulary that co-workers can understand and explain new terminology.

Individual, team and business assessment

Self-evaluation

Self-evaluation allows individuals to take ownership of their own performance, identify areas where they need to improve and take steps to address those areas.

There are several ways to provide opportunities for individuals to self-evaluate their performance and identify areas for improvement:

1. Self-assessment forms: Self-assessment forms can be used to gather information on an individual's own perception of their performance, strengths, and areas for improvement. This can be done at regular intervals, such as annually, semi-annually, or quarterly.
2. Self-reflection exercises: Encourage individuals to reflect on their own performance by providing self-reflection exercises. This can include journaling, writing a self-reflection report, or conducting a self-evaluation interview.
3. Self-reviews: Allow individuals to review their own performance by providing them with access to performance data and metrics, such as sales figures, productivity metrics, or customer feedback.
4. Self-improvement plans: Encourage individuals to develop their own self-improvement plans, which should include specific, measurable goals and strategies for achieving them.
5. Use of 360-degree feedback: A 360-degree feedback tool allows an individual to receive feedback from multiple sources, such as peers, managers and subordinates, on their performance; this helps get a more well-rounded picture of their performance.

It is essential to provide individuals with clear guidelines and criteria for evaluating their performance and a structure for giving feedback and support. A combination of regular self-assessments, self-reflection exercises, and performance data and metrics can help individuals gain a more accurate and well-rounded understanding of their performance.

Note: When someone is interested in a particular topic, their engagement, enthusiasm and commitment are often heightened. Therefore, exploring the interests of individuals in their jobs, and allocating tasks accordingly, can be an effective method to improve morale and success in business priorities.

Self-evaluation tools

Workers can use various self-evaluation tools to help them understand their strengths and weaknesses.

The two most popular examples include:

• Myers-Briggs Type Indicator—This comprehensive tool helps workers understand their personality type. There are 16 personality combinations that Carl Jung originally proposed.
• DISC—This behavioural model groups personality types into four quadrants.

These types of self-evaluation personality tools may be helpful to provide to staff when wanting to identify strengths and weaknesses. They may also be useful when undertaking career-planning activities, team relationship-building exercises, or when considering learning and development opportunities suited to the learning preferences of individuals.

Activity 1A

Take a Personality Test

Complete the free personality test from 16 personalities. Read the comments about your personality type.

Complete Activity 1A worksheet to document your personality type and provide a comment if you agree with the personality description. The purpose of this activity is to learn about different personality types within teams. Save the document to record your learnings for future reference. This is an individual learning activity, and you are not required to submit the activity for marking.

The personality type of a worker may contribute to their learning and development preferences or the opportunities that may suit them. For example, some personality types are highly ambitious and committed career-wise, whereas others may have motivations in other areas. There have also been studies that show that personality type can affect the learning style of an individual.

Training Needs Analysis

A training needs analysis (TNA) is a process used to determine the gap between the knowledge, skills, and abilities that an organisation requires and its employees' current knowledge, skills, and abilities. A TNA aims to identify specific training and development opportunities to help employees acquire the necessary knowledge, skills, and abilities to meet the organisation's goals. The TNA process often involves gathering data from various sources, such as employee assessments, job analysis, and performance evaluations, and then analysing the data to identify areas where training is needed.

A TNA includes a formal assessment of what training needs are required per individual or job roles based on the major tasks required within their position in the business.

The skills required to perform their duties are collated and input into a TNA matrix. This shows training needs at both the individual and team levels. The business may then categorise these skills into components such as:

• Essential skills—These are highlighted within the matrix as needing priority training. This will include any training requirements relating to health and safety issues. For example, for a trade that requires a company vehicle, a defensive driving course may be considered essential training by the business.
• Important skills—These needs are prioritised based on specific criteria the business develops. These criteria may include elements such as
• Training requirements relating to health and safety issues
• Budget
• Business priorities
• Strategic value
• Gaps within the business due to the movement of staff.
• Additional skills—These are skills that are usually nice to have but are not essential to carrying out the duties of the position. Training for these skills is likely to be allocated once all essential skills have been obtained—and subject to budget. Sometimes, suppose a large number of staff require the same additional skills. In that case, this may elevate the priority of training, especially where group training can be conducted, or one person can attend training to become a champion who will then train other team members based on their learnings.

In addition to the skills required in the role that a worker undertakes, leaders and managers may choose to select particular staff, based on their performance, for further types of training that will benefit the employee and the business. An example is when managers nominate particular staff to undertake leadership-style training or training that will make them a subject matter expert in their field. Further, staff may be encouraged to nominate training they would like to undertake that is relevant to the business, such as fire warden and first aid training.

TNAs are reviewed and updated regularly and, in best practice, will align with the workplace plan.

360-degree feedback and manager’s input

Managers have a responsibility to help identify and support the learning and development needs of their workers.

One tool that may be effective in gaining information from the above sources is a 360 Degree Feedback Survey.

Quote

Preparation required prior to developing the plan

Before creating a learning and development plan, it will be helpful to understand as much of the following information as possible (all of which has already been discussed):

• Business goals—Business goals are critical to understanding to ensure the outcomes of the learning and development activities align with the priorities and direction of the business.
• Business policies and procedures—Policies and procedures will contain important information that guides the business on what is and is not acceptable about all of its facets.
• Individual capability requirements (or collective capability requirements if developing a learning and development plan for a team)—The position description(s) of an individual or team will set out the requirements of the role. Understanding the skills required to fulfil these requirements and how the individual or team rates will help to identify earning and development opportunities.
• Team goals—A team's goals will filter down from the business goals. Deciphering learning and development opportunities for team goals will require consideration of individual team members' capabilities and business requirements.
• Feedback, including—
  • Self-evaluation from the worker—The worker will be able to provide valuable input as to their learning and development requirements and business interests.
  • Manager’s or 360 Degree Feedback will provide insight into where an individual or team requires development.
• Personality type—Personality type can impact the activities that may suit an individual and their learning style.
• Learning style—Learning and development activities should be suitable for the preference of the individual’s learning style. 

Activity 1B

Understanding learning styles

Complete Activity 1B worksheet to match the learning activity with the preferred learning style. The purpose of this activity is to learn about learning styles. Save the document to record your learnings for future reference. This is an individual learning activity, and you are not required to submit the activity for marking. 

Collaborating with others to develop the plan

The Learning Plan should be developed in collaboration with individuals and groups considering the organisation’s needs, individual needs and competency standards to be achieved in the industry. 

Follow these steps to develop a learning plan:

1. Identify the skill needs of the individuals and groups: Use performance evaluations, surveys, assessments, and interviews to identify the specific skills and knowledge that individuals and groups need to improve to meet organisational goals and objectives.
2. Align with industry standards: Research and review industry standards, such as those set by professional associations or accrediting bodies, to ensure that the learning plan aligns with the competency standards relevant to the industry.
3. Involve team members in the planning process: Involve team members in the learning plan development process; this will help identify any specific needs and preferences that they have in terms of learning and development.
4. Create a collaborative learning plan: Design a learning plan that addresses the skill needs of the individuals and groups and aligns with industry standards. This plan should be flexible and allow for collaboration, such as group work, teamwork activities, and peer-to-peer learning.
5. Incorporate different learning methodologies: include different learning methodologies such as online learning, self-paced learning, mentoring, coaching, on-the-job training and classroom training etc.
6. Regularly evaluate and adjust the plan: Regularly monitor and evaluate the progress of the learning plan, and use feedback to make adjustments as needed. This will ensure that the plan remains effective and continues to meet the learning and development needs of the team over time.

A collaborative learning plan that aligns with industry standards and addresses the specific skill needs of the individuals and groups will help ensure that the team is equipped with the skills and knowledge necessary to meet organisational goals and succeed in the industry. It is essential to regularly evaluate and adjust the plan to ensure that it remains effective and responsive to the changing needs of the team and industry.

SMART goals

When assigning learning and development activities, keep SMART goals in mind. SMART goals are Specific, Measurable, Achievable, Realistic and Timely. When developing SMART goals, consider whether they meet the test below:

• Specific—Is your goal specific regarding what, when, how, why and where?
• Measurable—Is your goal able to be measured in a tangible way? Do you have a baseline to measure? What data will you use to track progress?
• Achievable—Is the goal achievable within your budget and timeframes?
• Realistic—Is the goal realistically achievable, or do you need to adjust some aspects? It is great to set stretch targets; however, these can be demotivating if unrealistic.
• Timely—Is the goal going to be achieved at the optimum time, considering business needs?

To make your learning and development goals and measures tangible, it is a good idea to use baseline information and data metrics. Baseline information is the information you will use as your starting point. It is information from a specific point in time that will be compared against future results to show how far the worker has come in their capabilities.

Data metrics are the information you keep on how the worker is progressing with their activity. It is

the information that will allow you to compare how far they have come compared to the baseline. For example, if the goal is to complete four course modules in one year, your data metrics may be a log of the completion dates of each module. This information can be compared against the baseline to see how the worker is progressing, how they are currently tracking against their deadline and how many modules are left to complete compared to the deadline.

An example of a goal and measure is below:

Strategy	Goal	Measure
Build policy development expertise	Complete four modules of the policy development course in one year (Note: in the actual plan, you should be specific with the date).	Pass mark or above achieved for each module as provided by the learning institution (Note: in the actual plan, the learning institution would be specifically identified, so there is no ambiguity on whether the outcome has been achieved).

Career paths and competency standards to be considered in the Learning Plan

When considering learning and development opportunities, consider the bigger picture for the worker within the business. Are they a worker who is likely to advance? Do their interests point to a specific role or skillset, or could they be moulded to fit a particular role?

In a business, organisational policies and procedures often set out the terms for workers' career progression. This may be accompanied by instruments such as a workforce plan or a progression agreement:

• Workforce plan—A workforce plan sets out the requirements of the business compared to the staff who will achieve it. A workforce plan may detail plans for career progression and capability requirements that need to be met. Obviously, different career paths require different levels of capabilities. A workforce plan is useful where a specific career path is defined, and specific capabilities or qualifications are needed to undertake the role. Through proper workforce planning, the number of staff required to undertake specialist roles can be identified, and staff can be developed according to the competency standards of the industry ahead of time to ensure there are no skills gaps.
• Progression agreement—A progression agreement is an agreement when a worker may be able to progress through banded levels or salary bands. It is usually administered in line with a performance agreement where the worker shows exceptional performance.

If a worker sees a career path ahead of them, they are more likely to want to invest their time into learning and development opportunities to achieve their goal.

Another learning opportunity provided by many businesses is to provide a worker with autonomy for a task that will stretch them. In doing this, the worker is left to their own devices and learns how to perform the task on the job. Support is offered if the worker asks for it. This can be an effective method of developing staff as it shows management how the worker is likely to perform under pressure and how they go about problem-solving.

There are a variety of career paths within the field of childcare, each with its unique responsibilities and requirements. Some common career paths in childcare include:

1. Educator: This is an entry-level position and one of the most common roles in childcare. Childcare workers are responsible for providing basic care for children, including feeding and supervising playtime. Record information about the child’s development and communicate with carers and parents. Qualification: must hold Certificate III in Early Childhood, Education and Care
2. Room leader: Communicates between staff and families and builds collaborative relationships. Establishes age-appropriate programs using the Early Years Learning Framework. Qualification: must hold a Diploma of Early Childhood, Education and Care
3. Service director or manager: Daycare centre directors are responsible for the overall management and operation of a daycare centre. They typically have a teaching or education background and experience in the field. They are responsible for administration, budgeting, staff management, and curriculum development.

Qualification: must hold Diploma or degree in Early Childhood, Education and Care or university qualification.

To work in early childhood education and care, staff must have some competency standards to complete either the Certificate III or Diploma in Early Childhood Education and Care.

To work competently, staff must have the appropriate knowledge and skills, including:

• Understanding child development and how to support the development of young children.
• Knowledge of age-appropriate activities and curriculum for young children.
• Understanding of child safety and health regulations.
• Knowledge of various cultures and how to create inclusive, diverse environments.
• Good communication and interpersonal skills to build positive relationships with children, families, and colleagues.
• Ability to manage activities, behaviour management, and classroom management.
• Ability to plan and implement developmentally appropriate practices and activities.
• Ability to reflect on own practice and evaluate it to improve it.

Ensure learning delivery methods are relevant to the participants

Once you have established the learning need, it is time to consider the best delivery methods to meet the needs of the participants.

Complete the following steps to ensure your delivery methods are relevant to the participants:

1. Conduct a needs analysis: Use performance evaluations, surveys, assessments, and interviews to identify the learning needs and preferences of the participants. This will help to ensure that the learning delivery methods are tailored to their specific needs.
2. Consider different learning styles: Use a variety of delivery methods to cater to different styles. For example, some people learn better through visual aids, while others prefer hands-on learning. There are three defined learning styles:
   1. Visual—People with this learning style learn best by sight. For example, they may learn by watching a person perform a task.
   2. Auditory—People with this learning style learn best by sound. For example, they may learn by hearing someone talk about a topic.
   3. Kinaesthetic—People with this learning style learn best from touching and doing. For example, they may learn by being hands-on in a task.
3. Use of technology: Use technology to deliver learning, such as online course platforms, virtual reality, and mobile learning. This allows for flexibility, and participants can access the learning at any time and place.
4. Incorporate practical examples and case studies: To make the learning relevant, use practical examples and case studies relevant to the participants' jobs and industries.
5. Provide opportunities for interaction and collaboration: Encourage interaction and collaboration among participants through group discussions, case studies, and peer-to-peer learning.
6. Encourage feedback and use it to improve: Encourage participants to provide feedback on the learning delivery methods and use it to make improvements and adjustments as needed.
7. Regularly evaluate the effectiveness of the methods: Regularly evaluate the effectiveness of the learning delivery methods and make adjustments as needed to ensure that they remain relevant to the participants.

It is important to consider the specific needs and preferences of the participants when choosing learning delivery methods and to use a variety of techniques that cater to different learning styles. Incorporating technology, practical examples, case studies, and opportunities for interaction and collaboration can make learning more relevant and effective. Regularly gathering feedback can help improve the delivery methods to ensure training is appropriate and effective.

Facilitation techniques

Learning programs should include a range of facilitation techniques to support team development and improvement.

Engage with participants by including the following techniques:

These are just a few examples of facilitation techniques that can support team development and improvement, and different methods may be more or less effective depending on the specific needs and goals of the team.

Internal training

Once all of the above has been considered, you will likely have a clear idea of what types of training or development activities a worker may require. Activities may depend on the type of job and the industry, but generally, activities may include such things as:

Internal training (one on one or group)

• On-the-job learning (where an employee is trusted to figure it out)
• Shadowing an employee to learn on-the-job skills
• External training courses (short-term or long-term courses)
• Attending seminars
• Participating in workshops
• Listening to audio-based information such as podcasts
• Reading instructional guides
• Watching instructional videos.

Below is a list of learning and development methods and key features.

Learning and development methods	Key Features
Mentoring and coaching	Receiving mentoring from a more experienced worker, e.g.,  a subject matter expert or champion who imparts expert information, advice and support on a particular topic Receiving one-on-one coaching to set goals and problem-solving to improve work performance.
On-the-job training	On-the-job or work-based learning is informal learning opportunities that occur during the usual job task or role. It can include hands-on training, mentoring, coaching, buddying and modelling.
Job shadowing	A staff member is buddied with a more experienced staff member to watch and copy the work to learn the skills required for a task/process or to improve their practice
Classroom-based	Classroom-based training is planned and designed in terms of how it will be delivered, tracked and used by learners. It is face-to-face training that is facilitator lead and involves interaction with others.
Online learning	Online learning is accessed using a computer to read information, watch videos and complete activities to use and practice information that has been shared. It is often self-paced and can include facilitator-structured online delivery.
External seminars/ conferences/forums	Participating in seminars/conferences and forums allows learners to select topics and information they need or are interested in. Learning is semi-structured and can be a delivered paper or facilitated group discussion.
Reading instructional guides/ watching instructional videos	Provides step-by-step instructions for the learner to use/follow and is suitable for learners who absorb information better by reading or watching without distractions. Reading and watching instructional videos can be used as a future resource to be referred to when carrying out a required task/process.

It is important to consider the preferred learning style of individual and team participants when assigning learning and development activities. Doing so will ensure they comprehend the information to their full potential.

Coordinate workplace learning

You will need to coordinate various activities to implement your learning and development initiatives.

Your responsibilities may include the following:

1. Coordinate with internal and external resources: Coordinate with internal and external resources to schedule and facilitate learning opportunities. This may include working with internal trainers, external vendors, or professional associations to develop and deliver training programs.
2. Create a schedule: Create a schedule that outlines the learning opportunities, including the date, time, and location of the event, as well as the facilitator or trainer. When scheduling training for staff, where possible, it is a good idea to stagger the training appropriately so that the business is not in a position where all staff from a particular area, team or project are out of the office simultaneously. This can be achieved by creating and maintaining a training schedule or calendar showing the staff member’s name, name of training and date/time.
3. Coordinate logistics: Coordinate logistics, such as reserving a room, arranging for catering, and setting up equipment for the learning opportunities.
4. Communicate with participants: Communicate with participants to provide information on the learning opportunities and to ensure their availability.
5. Monitor attendance and participation: Monitor attendance and participation in the learning opportunities and make adjustments as needed to ensure that the learning objectives are met.
6. Encourage participation and track progress: Encourage participation in learning opportunities and track the progress of individuals and teams. This can be done through pre-and post-training assessments, evaluations, and performance metrics.
7. Provide support and follow-up: Provide support and follow-up to individuals and teams to ensure that they can apply the knowledge, skills, and abilities acquired through the learning opportunities on the job.
8. Continuously evaluate the effectiveness of the program and adjust accordingly. Continuously evaluate the effectiveness of the program, and make adjustments as needed to ensure that the learning opportunities continue to meet the learning and development needs of individuals and teams over time.

It is important to identify and coordinate various workplace learning opportunities that align with the learning and development needs of individuals and teams relevant to the industry. Coordinating with internal and external resources, encouraging participation, tracking progress and providing support and follow-up will increase the chances of individuals and teams achieving the competencies. Regularly evaluating the effectiveness of the program will allow for the necessary adjustments and improvements to be made, ensuring that the learning opportunities continue to meet the team's and the organisation's goals.

Identify and manage resources and timelines

To identify and manage resources and timelines relevant to learning activities according to organisational requirements, the following steps can be taken:

1. Create a project plan: Create a project plan that outlines the steps and resources needed to achieve the learning objectives. This should include a timeline for each step and a budget for associated costs.
2. Identify resources: Identify and acquire the resources necessary to support the learning activities, including instructional materials, equipment, facilities, facilitators, trainers, and coaches.
3. Coordinate with internal and external resources: Coordinate with internal and external resources, such as IT departments, procurement, and vendors, to ensure that the resources are available and delivered promptly.
4. Monitor progress and timelines: Monitor progress against the project plan and make adjustments as needed.
5. Regularly evaluate the effectiveness of the learning activities: Regularly evaluate the effectiveness of the learning activities, and make adjustments as needed to ensure that they continue to meet the learning and development needs of individuals and teams over time.
6. Continuously assess the budget and adjust as needed. Check the budget against planned and actual costs for learning activities to ensure resources are being used efficiently and effectively.

Managing resources and timelines for learning activities requires precise planning, coordination and monitoring to meet learning objectives. Aligning learning activities with the organisation's goals and requirements, identifying and acquiring necessary resources, and managing the timeline and budget will increase the chances of a successful outcome. Regular evaluations will help you to identify and make the required adjustments to ensure the learning activities continue to meet the needs of the organisation and the learners.

Feedback during the implementation of learning plans

Give feedback

Once you have implemented the training and development plan, it is important to provide feedback to individuals and teams.

Feedback may include the following:

• Positive feedback – praise for good work to encourage the worker to continue working to the required standard
• Evaluation feedback – feedback provided to the employee using a rating or evaluation scale.
• Constructive feedback – feedback provided based on information and observations. Constructive feedback provides meaningful and specific feedback to identify strengths and improvements in performance or behaviour.
• Performance reviews – a formal review of a worker’s performance against the job role requirements. Performance reviews are a structured process usually scheduled quarterly or annually to review an employee’s strengths, weaknesses and goals to improve future performance.

Here are some guidelines for giving feedback:

• Give feedback as soon as possible
• Provide feedback about specific behaviours and improvements
• Provide balanced feedback with a mix of positive and constructive feedback
• Use “I” language to express your feelings
• Give feedback with care.

A common approach to providing feedback is using the sandwich feedback method. It is called the sandwich feedback method, as the criticism is sandwiched between two layers of praise.

To use the sandwich feedback method:

• Start with positive comments and praise
• Address the problem
• Finish by reminding the worker of their strengths and move onto a positive note to focus on improvement. 

Activity 1C

Individual Learning and Development Plan Template

Complete the Activity 1C worksheet to research learning and development plans and create your own Learning and Development Plan template. The purpose of this activity is to help you practice developing a plan which will help you in your assessment. Save the document for your future reference. This is an individual activity, and you are not required to submit the activity for marking .

• Access the following learning and development plan templates:
  • Learning and Development Plan Templatesasa European Union,
  • How to write a professional development plan (with examples) by indeed
• Research the internet for examples of templates.

Activity 1D

Team Learning and Development Plan Template

Complete the Activity 1D worksheet to adapt a Team Learning and Development Plan. Access the plan you developed in Activity 1C and modify it so it can be used for a team. Save the document so you can use it in the future to help you complete your assessment. This is an individual learning activity, and you are not required to submit the activity for marking.

Activity 1E

Facilitate Team Learning and Development

Complete Activity 1E worksheet to identify your team's experience, needs and learning goals. From the information you documented about your team, access Activity 1D to develop a team learning and development plan. Save the document so you can use it in the future to help you complete your assessment. This is an individual activity, and you are not required to submit the activity for marking.

Activity 1F

Facilitate Individual Learning and Development

Complete Activity 1F worksheet to identify information about an individual learner. Consider someone you have worked with or know to practice developing a learning and development plan for an individual. Save the document so you can use it in the future to help you complete your assessment. This is an individual activity, and you are not required to submit the activity for marking.