ASSESSMENT 1

Part A: Training need analysis

Training Needs Analysis A Training Needs Analysis (TNA) is a process that defines

the training required for an individual, for a position, group, team, department,

organisation or industry sector..

This analysis can focus on the job role, and the training needed to achieve competence

in the job role, or on the individual and their training needs, or on the organisation,

and its training requirements, depending on the methodology used.

The TNA at the three levels of job role, individual and organisation have a distinct

and particular focus and use the training needs methodology for different outcomes.

These outcomes have to be synthesised into a cohesive program of workforce

development that meets the objectives of the organisation as a whole entity.

Integrating the needs and requirements of the individual and organisation is an

essential component in planning for a relevant and accurate TNA.

Complete the skills analysis table below for your role at your workplace.

POSITION/ JOB ROLE: CAFÉ MANAGER

 Note 4 main tasks of your job (note each Skill level - For each task,
task under the applicable category below) note a score of between 1
and 5 (refer table below
for the description of the
scores)
4
1. Communication (give an example of a task)

Task:

 Coordinate with vendors and order

supplies, as needed (like takeaway cups,
coffee, milk and other ingredients)

 Nurture friendly relationships with

customers to increase loyalty and boost
our reputation

5
2. Technical (give an example of a task)

Task: Managing day-to-day operations of the

cafe

3
3. Training and mentoring (give an example of
a task)

Task: Training employees on drinks

preparation and proper use of coffee equipment
3
4. Administration (give an example of a task)
Part
Task: Maintain updated records of daily,
weekly and monthly revenues and expenses

B:Required skills and knowledge

TRAINING NEEDS ANALYSIS (TNA) AND SKILLS ANALYSIS ON A

STAFF MEMBER

Complete the skills analysis table below for a staff member at your workplace.

Note 4 main tasks of their job (note each task under the Skill level - For each
Staff member name: AMY CHEE Staff member job/role: BARITSA
task, note a score of
applicable category below) between 1 and 5
(refer table above for
the description of the
scores)
5
1. Communication (give an example of a task)

Task:

 Welcomes customers by determining their coffee interests

and needs.
 Educates customers by presenting and explaining the coffee
drink menu; answering questions.

5
2. Technical (give an example of a task)

Task:

Prepares and sells coffee drinks by following prescribed recipes and

preparation techniques for coffee drinks, such as, expresso,
expresso lungo, caffe latte, and cappuccino.
3
3. Training and mentoring (give an example of a task)

Task:

Updates job knowledge by participating in educational

opportunities; reading coffee, retail trade, and food service
publications; maintaining personal networks.
2
4. Administration (give an example of a task)

Task: Order, receive, or stock supplies or retail products.

ASSESSMENT 2

Part A: Evaluation plan

Training evaluation

My team have undertaken some training and he now needs to assess the effectiveness

of the training by reviewing feedback and assessing other factors. Evaluation of the

training and feedback may result in the need to modify the training development

program. I will also need to establish a system for managing records related to

learning and development.

My staff have recently attended a conflict resolution seminar. As the owner of the

business, what feedback should I seek from the staff to determine the quality and

effectiveness of training?

Modify the training program

The feedback from staff about the conflict resolution seminar was fairly positive.

However, a couple of employees mentioned that the concepts were too easy and have
expressed an interest in further training, as they would like to progress to a frontline

management position.

Professional development system

Outline an approach I could use in keeping records for the professional development

plan negotiated with his receptionist. Detail the information I will need to track in

order to monitor progress through the learning program.

i. Program selection

Consider the case study and profiles in Assessment Task 1.

After collecting the self-evaluation form and discussing professional

development needs at a meeting with Amy, I have both agreed that me and the

team require her to upgrade her time management skills.

I have been advised by Amy that the organisation requires all issues to be

addressed by the end of this quarter (eight weeks only). A review of progress in

four weeks from now, to monitor the progress of the development program and

the extent of any additional development support, if needed, will be conducted by

Amy and myself.

Amy has supplied me with a shortlist of three courses that he believes will

address his learning needs and assist her to manage the current the workload he

has mounting up.

 Select the course that provides the best value, considering the various

requirements that Amy is seeking as well as organisation needs.

 How does this option offer a range of development opportunities that

incorporate activities and support materials appropriate to the achievement of

identified competencies?
 Ensure that proposed timelines and resources required for the learning

activity satisfy organisational requirements. Justify your responses.

Part B : Professional development session evaluation

Create a questionnaire (on a separate sheet) that can be used by team members to

evaluate and assess any professional development courses and/or events that they

have attended. This feedback will also be used by me to evaluate the worth of the

event to the team member and my organisation. I will use this process to decide

whether or not to book this professional development opportunity again.

Leadership

Can I influence the other employees and motivate them to participate in the proposed

projects?

Do I understand the diversity of personalities and can I bring out the best in each one?

Moral Integrity

Work ethically

Do I seek impartiality and justice when there is a conflict of opinions?

Versatility

Do I motivate people on the team who are part of the solution to the problems of my

departments?

Do I not shy away from new responsibilities and face difficulties with creativity?

Relationship

Do I know how to unite collaborators in the search for true teamwork?

Do I seek to reconcile opinions and bring people together when conflicts occur?

Systemic Look

Do I see solution needs for customer and business problems and ask for help from
leaders?

Do I see the importance of connecting with other departments of the organization to

fulfil their tasks?

Teamwork

Seek dialogue and exchange of opinions in the group so that everyone can find the

best solution together?

Can I work in groups without causing conflict and stimulating collective

participation?

Responsibility

Do I meet my deadlines and seek to achieve my goals while performing my work?

Looking to achieve high levels of quality according to the standard established by the

company?

Communication

Do I provide the necessary information for my work group?

Communicates with loyalty, without hiding facts or omitting information?

Focus on results

Engage the group in pursuit of the goals?

Do I direct my efforts to achieve my company goals?

Organization

Can I set priorities to allocate my time so I can perform multiple tasks efficiently at

the same time?

Do I know how to use my time properly?

Review of progress
Four weeks have passed, and Amy has completed the time management course. She

also has expressed satisfaction and noted the improvements in the performance of my

team, but a concern still remains. The mid-term review with Amy has also been

conducted and I have made the following notes summarising progress and concerns:

There has been a noticeable improvement in the schedule for client visits being kept

by Amy, but this morning a complaint was received regarding a meeting Amy missed.

Amy has demonstrated that the strategies she learnt from the time management course

to address the original concerns have improved her knowledge and strategies in this

area. However, concerns remain about certain situations he is experiencing in the

workplace.

All documentation required by the Finance Department has been submitted on time.

 To determine the effectiveness of development programs, outline how I would

assess the outcome of the program in regards to the objectives originally sought,

and the extent of additional support required.

 Outline how I could provide additional development support in the workplace to

help Amy at this stage of her development.

Outline a program that could be provided in the workplace, aimed at improving the

application of what Amy has learnt. How would I negotiate a modification to the

professional development program?

Outline a practical schedule aimed at achieving improvements within the remaining

time frame.
ASSESSMENT 3

QUESTION
1 Explain what coaching and mentoring is and the differences between

the two.
Coaching Extending traditional training methods to include focus on an individual's

needs and accomplishments, close observation, and impartial and non-judgmental

feedback on performance. Mentoring Employee training system under which a senior

or more experienced individual (the mentor) is assigned to act as an advisor,

counselor, or guide to a junior or trainee. The mentor is responsible for providing

support to, and feedback on, the individual in his or her charge.

Coaching is task oriented. The focus is on concrete issues, such as managing more

effectively, speaking more articulately, and learning how to think strategically. This

requires a content expert (coach) who is capable of teaching the coachee how to

develop these skills.

Mentoring is relationship oriented. It seeks to provide a safe environment where the

mentoree shares whatever issues affect his or her professional and personal success.

Although specific learning goals or competencies may be used as a basis for creating
the relationship, its focus goes beyond these areas to include things, such as work/life

balance, self-confidence, self-perception, and how the personal influences the

professional.

Coaching is short term. A coach can successfully be involved with a coachee for a

short period of time, maybe even just a few sessions. The coaching lasts for as long as

is needed, depending on the purpose of the coaching relationship.

Mentoring is always long term. Mentoring, to be successful, requires time in which

both partners can learn about one another and build a climate of trust that creates an

environment in which the mentoree can feel secure in sharing the real issues that

impact his or her success. Successful mentoring relationships last nine months to a

year.
2 What are the benefits of having both coaches and mentors in

organization?
 Team efficiency can be developed by Coaching and mentoring. The process

enables managers to identify the strengths and weaknesses of each employee.

This allows the organization to capitalize on the resources at hand to keep the

whole team working smoothly.

 Reduced employee turnover boosts productivity in an organization. High

employee turnover costs organizations money in the form of recruitment hiring

and training of replacements. Companies should weigh the costs of implementing

a Mentoring/Coaching program against the inflated cost of employee turnover to

determine the benefits of coaching and mentoring.

3 List and describe 4 different staff motivation techniques you could put

into a workplace to assist in staff development.

1. Radiate Positivity

I'm always pumping energy through the office. I'm really enthusiastic and want my
staff to feed off that positive energy. Because culture is so important to me, I play

music, have fun, joke around, and play games. We work hard, but we play hard too.

You have to be in the moment and high-energy all the time!

2. Be Transparent

I am very open with employees about what's happening at the highest level so there

are no surprises and everyone has a chance to ask questions and give feedback. I want

employees to feel included in big decisions and committed to the direction our

company takes. This has helped to sustain motivation and increased company loyalty

and pride.

3. Motivate Individuals Rather Than the Team

Aligned incentives are the only true way to ensure everyone on a team is working

toward a common goal. Framing the strategy in multiple ways ensures each

stakeholder has a clear, personal understanding of how working together benefits

himself and the team. This technique allows you to motivate the team to accomplish

amazing things.

4. Learn What Makes Each Employee Tick

Ask what they do and don't like working on, share the big picture company goals, and

respond to their questions. Discern their goals and then invest in their professional

growth. During one-on-one check-ins, listen to their ideas, because they're the best at

what they do. Respect their personal schedules and non-work time, and don't ever pit

their goals/timelines against each other.

4 What are the importance of feedback forms when evaluating skill

development.
1. Feedback forms is always there

If you ask someone in your organization when feedback occurs, they will typically

mention an employee survey, performance appraisal, or training evaluation. In

actuality, feedback forms is around us all the time. Every time we speak to a person,

employee, customer, vendor, etc., we always using a feedback forms. In actuality, it’s

impossible not to give feedback.

2. Feedback forms is effective listening

Whether the feedback is done verbally or via a feedback survey, the person providing

the feedback needs to know they have been understood (or received) and they need to

know that their feedback provides some value. When conducting a survey, always

explain why respondents’ feedback is important and how their feedback will be used.

3. Feedback forms can motivate

By asking for feedback forms, it can actually motivate employees to perform better.

Employees like to feel valued and appreciate being asked to provide feedback that can

help formulate business decisions. And feedback from client, suppliers, vendors, and

stakeholders can be used to motivate to build better working relations

4. Feedback forms can improve performance

Feedback forms is often mistaken for criticism. In fact, what is viewed as negative

criticism is actually constructive criticism and is the best find of feedback that can

help to formulate better decisions to improve and increase performance.

5 What learning and development needs may you identify within the

organization (list 4).

 Legislative: External factors should be identified – namely, the legal imperatives

and regulatory requirements that are applicable to your industry.

 Organisational: Taking into account the current organisational climate, its wider

goals and the future market, what skills are necessary for the organisation to
 provide the best possible service? And, looking at future forecasts – including

new technology and structural changes – how might this change or develop over

time?

 Job: In order to enhance the performance of certain roles, you’ll need to consider

what capabilities are required to carry out a specific job, or group of jobs, in the

organisation. This includes skills, knowledge and attitude.

 Individual/Team: Look at the profile of individuals or small teams. What personal

skills, knowledge and attitude does each employee (or team) need to perform

their tasks to the required level; and what new skills might they need to continue

working effectively in the future?

6 Detail 4 different learning delivery methods, and their benefits.
BUDDY LEARNING:

On the job training and having someone available to provide immediate answers to

role-related questions can fast-track the induction of a new employee and the ongoing

development of rising stars. Although this mode of learning has long had a stigma, it

can be an extremely effective learning method when applied in the right context and

seen more as a mentoring relationship than one of hand-holding.

MENTORING AND CONSULTING:

We don’t just stop at the classroom; our specialists can get hands on too. Through

mentoring and consulting sessions, they embed and enhance the learning experience

and ensure further alignment with organisational goals.

COACHING:

Often part of our programmes, coaching is a great way of taking what has been learnt

in the classroom and supporting the participant to translate it into their workplace. Our
philosophy also requires of us to empower our clients and leave a greater level of

capability behind. In this vein, coaching is a skill we actively promote as part of our

programmes and engage leaders in the core skills as well as helping coachees

understand their role. We have found that leaders often coach others better when they

receive coaching themselves.

ACTION LEARNING:

We use real business challenges to support the development of skills and knowledge

within talent groups, leadership teams, emerging leaders or teams within business

units. Action learning occurs 'on the job', in the classroom, with a project group and

with coaches and mentors. Participants will develop problem-solving, project

management and execution skills while implementing the solution to an identified real

business challenge.

7 Describe Honey & Mumford’s Activist, Pragmatist, Reflector,

Theorist.
Activist

Activists involve themselves fully and without bias in new experiences. They enjoy

the here and now, and are happy to be dominated by immediate experiences. They are

open-minded, not sceptical, and this tends to make them enthusiastic about anything

new. Their philosophy is: "I'll try anything once". They tend to act first and consider

the consequences afterwards. Their days are filled with activity. They tackle problems

by brainstorming. As soon as the excitement from one activity has died down they are

busy looking for the next. They tend to thrive on the challenge of new experiences but

are bored with implementation and longer term consolidation. They are gregarious

people constantly involving themselves with others but, in doing so, they seek to
centre all activities around themselves.
Pragmatist

Pragmatists are keen on trying out ideas, theories and techniques to see if they work in

practice. They positively search out new ideas and take the first opportunity to

experiment with applications. They are the sort of people who return from courses

brimming with new ideas that they want to try out in practice. They like to get on with

things and act quickly and confidently on ideas that attract them. They tend to be

impatient with ruminating and open-ended discussions. They are essentially practical,

down to earth people who like making practical decisions and solving problems. They

respond to problems and opportunities 'as a challenge'. Their philosophy is "There is

always a better way" and "If it works it's good".

Reflector

Reflectors like to stand back to ponder experiences and observe them from many

different perspectives. They collect data, both first hand and from others, and prefer to

think about it thoroughly before coming to a conclusion. The thorough collection and

analysis of data about experiences and events is what counts so they tend to postpone

reaching definitive conclusions for as long as possible. Their philosophy is to be

cautious. They are thoughtful people who like to consider all possible angles and

implications before making a move. They prefer to take a back seat in meetings and

discussions. They enjoy observing other people in action. They listen to others and get

the drift of the discussion before making their own points. They tend to adopt a low

profile and have a slightly distant, tolerant unruffled air about them. When they act it

is part of a wide picture which includes the past as well as the present and others'

observations as well as their own.

Theorist

Theorists adapt and integrate observations into complex but logically sound theories.
They think problems through in a vertical, step-by-step logical way. They assimilate

disparate facts into coherent theories. They tend to be perfectionists who won't rest

easy until things are tidy and fit into a rational scheme. They like to analyse and

synthesize. They are keen on basic assumptions, principles, theories models and

systems thinking. Their philosophy prizes rationality and logic. "If its logical its

good." Questions they frequently ask are: "Does it make sense?" "How does this fit

with that?" "What are the basic assumptions?" They tend to be detached, analytical

and dedicated to rational objectivity rather than anything subjective or ambiguous.

Their approach to problems is consistently logical. This is their 'mental set' and they

rigidly reject anything that doesn't fit with it. They prefer to maximise certainty and

feel uncomfortable with subjective judgements, lateral thinking and anything flippant.
8 Describe the following learning styles.
 Visual: a visually-dominant learner absorbs and retains information better when it

is presented in, for example, pictures, diagrams and charts.

 Auditory: an auditory-dominant learner prefers listening to what is being

presented. He or she responds best to voices, for example, in a lecture or group

discussion. Hearing his own voice repeating something back to a tutor or trainer

is also helpful.
 Kinesthetic: a kinesthetic-dominant learner prefers a physical experience. She

likes a "hands-on" approach and responds well to being able to touch or feel an

object or learning prop.