CHAPTER 1
ACTIVITY 1
| Statement | True | False | |
| A team is a group of individuals that are working together to accomplish a specific goal and can comprise two or more individuals. | ☐ | ☐ | |
| Individual performance refers to your team’s capacity to meet its goals according to your expectations and the resources allocated to your team. | ☐ | ☐ | |
| Coaching is a short-term process that focuses on improving your team members’ performance on a specific task. | ☐ | ☐ | |
| Mentoring is a long-term process that focuses on improving your team members’ skills for personal or professional development. | ☐ | ☐ | |
| Confirming your existing learning plan with your team members is a process of little importance. | ☐ | ☐ | |
| The process of reviewing the learning plan allows you to gloss over any concerns your team members | ☐ | ☐ | |
| may have about the training to be implemented for them. | |||
| Experience involves scheduling tasks, setting deadlines, and estimating task timeframes. | ☐ | ☐ | |
| To help your team members self-evaluate their communication skills, they can use peer reviews, observations, or customer feedback. | ☐ | ☐ |
ACTIVITY 2
| FILL IN THE BLANKS |
| a. observational data refers to information gathered from directly observing your team members and your team as a whole. |
| b. Also known as performance appraisals, performance reviews refer to the evaluation of your team members’ individual performance. |
| c. formal learning is a structured type of learning that is typically facilitated by an instructor and occurs through face-to-face sessions or through an online learning platform. |
| d. informal learning is a spontaneous type of learning that is conducted outside of a conventional learning setting. |
| e. Areas for improvement refer to any skills or abilities that your team members may be lacking in and have room for growth. |
ACTIVITY 3
| For your job, think of a number of skills that you must possess, and then determine how well you are able to undertake these skills. Think critically and be honest with yourself. Then, discuss where you feel you could use some training or development. This exercise is designed to get you thinking about how to conduct a training needs analysis and to focus your thinking on improvement in your organisation. | |||
| Skills Required for Your Job | Skills You Can Do | Skills You Need Training for | Skills You Cannot Do |
| Sales | Communication | Collaboration | Learning |
| Marketing | Leadership | Decision making | Public speaking |
| Communication | Teamwork | Writing | Conflict resolution |
| Problem solving | Time management | Management | Technology |
| Critical thinking | Critical thinking | Customer service | Data analysis |
| Describe where you need improvement. |
| There is main area of work are as follows – learning, technology, data analysis, conflict resolution, public speaking. |
ACTIVITY 4
| Based on the discussion from this chapter, group the concepts according to their parent concept. | ||
| Sources of Information on Team and Individual Performance | Learning and Development Needs | Areas for Improvement |
| KPI | Performance appraisals | Time management |
| Observational data | Career planning/development | Communication |
| Productivity data | Internal/external training provision | Engagement |
| Operational data | Reception of feedback | Experience |
| Complaint and grievance documents | Formal/informal learning opportunities | |
| Work experience/exchange/ opportunities | ||
CHAPTER 2
ACTIVITY 1
| Statement | True | False | |
| Your learning plans must be developed individually. | ☐ | ☐ | |
| Timeframes refer to the individuals and groups targeted by your learning plan. | ☐ | ☐ | |
| On-the-job coaching is ideal for training on technical, professional, managerial, and safety skills. | ☐ | ☐ | |
| Web-based training are informal lunchtime training sessions that focus on improving professional skills. | ☐ | ☐ | |
| Helping your team members improve will allow your team members to achieve your industry’s competencies individually and holistically. | ☐ | ☐ | |
| Workplace learning opportunities should only benefit your team members at the moment. | ☐ | ☐ | |
| Learning activities refer to activities that you can use to support your learning delivery methods. | ☐ | ☐ | |
| Learning activities can be used to determine how effective your training is and to see if your team members understood your training. | ☐ | ☐ | |
ACTIVITY 2
| What learning style suits you best? Think of the last training you participated in. How well do you believe the training suited this style? What improvements do you feel could be made to make the training more appropriate for you as an individual learner? |
| The theory as well as practical base learning style suits best to the most. In comparison it is almost same and indeed have much in common as both focuses on the overall development. More frequent sessions regarding the practical learning is one of the best way to learn things fast. |
ACTIVITY 3
| Using the given clues and discussion in this chapter, unscramble the words below. | ||
| Clue | Scrambled Word | Answer |
| These standards are typically developed in consultation with their relevant industry to ensure that these standards reflect the needs of the workplace. | PTEMCCEOYN | Competency |
| This refers to an estimation of financial resources that is allocated for your learning plan. | GBTUDE | Budget |
| These skills refer to knowledge and abilities relevant to your industry that can be developed through education or work experience. | AESRINFLOPSO | Professional |
| These programs refer to activities where your team members can learn skills in a given field and apply their acquired
knowledge in a workplace setting. |
TGNAINIR NHPTEISIERPPAC | Training
apprenticeship |
| These refer to activities where you can ask questions that facilitate discussion among your team members. | NUISCOSSSDI | Discussion |
CHAPTER 3
ACTIVITY 1
| Statement | True | False | |
| Monitoring your learning plan allows you to neglect your team members’ learning efficiency and effectiveness. | ☐ | ☐ | |
| The frequency of your monitoring will depend on your organisation’s requirements and the work that your team does. | ☐ | ☐ | |
| You should assure your team members that their feedback responses will be strictly confidential, or they may be unwilling to make any criticisms of their training. | ☐ | ☐ | |
| Seeking feedback will assist you in determining the extent to which the training meets the requirements of the organisation. | ☐ | ☐ | |
| The effectiveness of your development programs refers to how quick these programs were conducted. | ☐ | ☐ | |
| Records of your team members’ outcomes and performance can simply be discarded due to their lack of purpose. | ☐ | ☐ | |
| Indirect assessments focus on your team members’ behaviours to determine how well they can apply their knowledge in the workplace. | ☐ | ☐ | |
| Consistency ensures that your record of your team members’ outcomes and performance is free from bias. | ☐ | ☐ | |
ACTIVITY 2
| A learning outcome that you have been given is ‘Is able to give a five-minute presentation on a known topic’. Try writing a comment that describes how well you are able to perform this task. |
| Time management
It is one of the most important things which everyone must know so that they can do and achieve things in their given deadline not only that a person who can manage the time well will never going to be get in situation where he is getting trouble because of lacking in time management his work will going to be finish in the time and along with it the roer balance of work lay and rest could be manage by it and can do better in every work it do. |
ACTIVITY 4
| 1. Identify the three items that must be noted when making adjustments to your learning plan. |
| a. Clear goal |
| b. Anticipate challenges |
| c. Lesson assessment |
| 2. Identify the three methods of direct assessment. |
| a. Standardized testing |
| b. Curriculum based testing |
| c. exams |
| 3. Identify the three methods of indirect assessment |
| a. surveys |
| b. exit interviews |
| c. focus group |
| d. external reviewers |