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GBCA PPT BSBLED401 Develop teams and individuals-Parmjit

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BSBLED401
Develop teams and individuals
Global Business College of Australia Pty Ltd | RTO number: 41292 | CRICOS number:
03443D | 337-339 La Trobe Street, Melbourne VIC 3000 |T: +61 3 9041 3050 | E:
[email protected] | www.gbca.edu.au
Elements
The following elements define the essential outcomes of
this unit:
 Element 1 Determine development needs
 Element 2 Develop individuals and teams
 Element 3 Monitor and evaluate workplace learning
Develop Teams and Individuals
• https://www.youtube.com/watch
?v=i3YAApxlItE
• Reflect on what you learnt from
this video
What is a team in Childcare?
• A ‘group of people who cooperate with each other to work
towards achieving an agreed set of aims, objectives or goals
while simultaneously considering the personal needs and
interests of individuals’.
Types of teams
All employees – educators and support staff (administrative
assistance, cook, cleaner, handy person/gardener) led by a Director,
Co-ordinator (manager).
Room teams – educators led by a room or team leader, senior
educator teams – room leaders and manager.
Administrative and management team – manager, administrative
assistant and management (owner, committee, board etc.).
Developing an Effective Team
• Get to know each other.
• Do something social together.
• Carry out a task together.
• Disclose personal information about yourself.
• Express feelings about being in a team.
• Identify your strengths and weaknesses as a team.
• Identify your skills which may be useful to the team.
• Identify your preferences about how you like to work with others.
• Do something creative together.
NQS in regards to Leadership and service
management-element 7.2.2
Aim – 7.2.2
• The approved provider, nominated supervisor, educators, co-ordinators,
staff members, families and children benefit when performance plans,
under a regular cycle of review, are in place.
• This planning and review ensures that knowledge, skills and practices
are current and areas requiring further development are addressed.
Activity:
1. Explore Guide to the National Quality Standard - See Quality Area 7 Leadership and
Service Management: Element 7.2.2 - the performance of educators, co-ordinators
and staff members is evaluated and individual development plans are in place to
support performance improvement.
2. How an education and care service can demonstrate Element 7.2.2 to Assessors?
Functions for developing teams
Category
Functions
Group/Team. Setting standards ; Maintaining discipline; Building team spirit; Encouraging, motivating,
giving sense of purpose. ; Appointing roles ; Ensuring communication within the group ;
Training the group.
Individual.
Attending to personal problems ; Praising individuals ; Giving status; Recognising and using
individual abilities ; Training the individual.
Advantages
• Forming, Storming, Norming, and
Performing - Your 10-Minute
Guide to Developing an Effective
Team
• https://www.youtube.com/watch
?v=mlz__wfNpVM
Team formation - Forming, Storming, Norming,
and Performing
Forming.
• Direct the team, and establish clear objectives, both for the team as a whole and for
individual team members.
Storming.
• Establish processes and structures.
• Build trust and good relationships between team members.
• Resolve conflicts swiftly if they occur. Provide support, especially to those team members
who are less secure.
• Remain positive and firm in the face of challenges to your leadership, or to the team's
goal.
• Explain the "forming, storming, norming, and performing" idea, so that people
understand why problems are occurring, and so that they see that things will get better
in the future. Coach team members in assertiveness and conflict resolution skills, where
this is necessary.
Team formation - Forming, Storming, Norming,
and Performing
Norming.
• Step back and help team members take responsibility for progress towards the goal.
• This is a good time to arrange a team-building event.
Performing.
• Delegate tasks and projects as far as you can. Once the team is achieving well, you
should aim to have as light a touch as possible.
• You will now be able to start focusing on other goals and areas of work.
Adjourning.
• Take the time to celebrate the team's achievements – you may work with some of your
people again, and this will be much easier if people view past experiences positively
Building relationships through trust
How to implement strategy in practice?
1. Dialogue.
• Focus on opening the lines of communication. Get people talking and make it a safe
atmosphere for employees to share their honest opinions. Discuss the importance of
open communication with all.
2. Acknowledge the unspeakable.
• Touchy issues need to be resolved and openly discussed. Be sure not to point fingers
and remember to always stick to the facts. Consider what’s been happening, why, and
what you plan to do about it.
Building relationships through trust
How to implement strategy in practice?
3. Secrecy breeds suspicion.
When information or activity is kept secret, it is open to misinterpretation, so communication is essential. Any
new discussion or planning should be shared with all those involved or effected as soon as possible. Develop
tools that communicate what’s going on. Regular email, meetings, and newsletters help to keep people in the
know.
4. Keep promises.
Make fewer and better agreements, don’t commit to something you cannot follow through with. If you can’t
make a promise due to an inability to follow through, then communicate this clearly and renegotiate.
5. Model trust.
Be a role model of appropriate behaviour.
Team Development – Adult Learning Styles
Like children, all adults learn in different ways ?
1.
Adults are internally motivated and self-directed.
2.
Adults bring life experiences and knowledge to learning experiences.
3.
Adults are goal oriented.
4.
Adults are relevancy oriented.
5.
Adults are practical.
6.
Adult learners like to be respected.
Activity:
1. Read in your resources: Adult Learning Theory and Principles.
2. Answer Q4 in part 002
3. Reflect on yourself – Which learning style do you prefer and why?
4. Log on Moodle and share your answer in the Forum: What is your preferable learning style?
SWOT Analysis
Strengths
(Internal)
Weaknesses
(Internal)
 A personal strength is an asset to you as a product and can be used as
a way to differentiate yourself from others.
 A personal weakness is a liability or an area of opportunity for
growth.
Opportunities  Comparing yourself to people you’ll likely compete against for that
(External)
next job or promotion. Then, as objectively as possible, judge your
threats and determine possible ways to overcome them.
Threats
(External)
 Comparing yourself to people you’ll likely compete against.
How To Conduct A Personal SWOT
Analysis
Weaknesses
Opportunities
• What tasks do you usually avoid because you
don't feel confident doing them?
• What new technology can help you? Or can you get
help from others or from people via the Internet?
• Is your industry growing? If so, how can you take
advantage of the current market?
• Do you have a network of strategic contacts to help
you, or offer good advice?
• What trends (management or otherwise) do you
see in your company, and how can you take
advantage of them?
• Are any of your competitors failing to do something
important? If so, can you take advantage of their
mistakes?
• Is there a need in your company or industry that no
one is filling?
• Do your customers or vendors complain about s
• What will the people around you see as your
weaknesses?
• Are you completely confident in your
education and skills training? If not, where
are you weakest?
• What are your negative work habits (for
example, are you often late, are you
• Do you have personality traits that hold you
back in your field? For instance, if you have to
• conduct meetings on a regular basis, a fear of
public speaking would be a major weakness.
How To Conduct A Personal SWOT
Analysis
Threats
• What obstacles do you currently face at
work?
• Are any of your colleagues competing
with you for projects or roles?
• Is your job (or the demand for the things
you do) changing?
• Does changing technology threaten your
position?
• Could any of your weaknesses lead to
threats?
• Activity
Reflect on yourself and answer Q1
b and c in part 003
SMART Goal
Element
Definition
Specific.

Your goal must be clear and well defined. Vague or generalised goals are unhelpful because they
don’t provide sufficient direction. Remember, you need goals to show the way. Make it as easy as
you can to get where you want to go by defining precisely where you want to end up.
Measurable.

Include precise amounts, dates, and so on in your goals so you can measure your degree of success.
Attainable.

Make sure that it’s possible to achieve the goals you set. If you set a goal that you have no hope of
achieving, you will only demoralise yourself and erode your confidence. However resist goals that
are too easy.
Relevant.

Goals should be relevant to the direction you want your life and career to take. By keeping goals
aligned with this, you’ll develop the focus you need to get ahead and do what you want. Set widely
scattered and inconsistent goals, and you’ll fritter your time away.
Timely.

Your goals must have a deadline. Again, this means that you know when you can celebrate success.
When you are working on a deadline, your sense of urgency increases and achievement will come
Leadership role
• Get to know each other.
• Do something social together.
• Carry out a task together.
• Disclose personal information about yourself.
• Express feelings about being in a team.
• Identify your strengths and weaknesses as a team.
• Identify your skills which may be useful to the team.
• Identify your preferences about how you like to work with others.
• Do something creative together
• Start with good news.
• Use positive body language.
• Prioritise your ideas.
Giving and
receiving
effective
difficult
feedback
• Concentrate on the behaviour, not the
person.
• Be descriptive.
• Be specific.
• Be helpful.
• Balance the content.
• Be realistic.
• Own the feedback.
• Be timely.
• Offer continuing support.
• Get the person’s point of view.
• Set a standard.
• Agree to an action plan.
Activity:
1. Read in your resources: Giving
and Receiving Effective Feedback.
2. Reflect what you learnt in
scenarios Q1b and Q5 in part 005.
Management Tasks
•
•
•
•
•
•
•
Assessment of performance.
Evaluation of performance.
Feedback.
Performance counselling.
Coaching.
Mentoring.
Learning and development plans for both
individuals and teams.
Assessing Employees’ performance
•
•
•
•
•
The objectives and philosophy of the organisation.
The legislative requirements that must be met by approved children’s services.
The expectations of services users (i.e. families).
The job role and responsibilities of each educator.
The standards or benchmarks that educators are expected to achieve in the
execution of their role.
• The specific challenges of the service – large services; infant/toddler care;
children with additional needs; geographical isolation; challenging families, etc.
• Individual educator differences - age, cultural background, qualifications,
experience, skills and knowledge.
• The team structure.
WHY Performance Review????
• Legislative compliance – in children’s services evaluation of educator performance is a
requirement of the NQS.
• To ensure employees are working towards the goals of the organisation.
• To ensure employees are reflecting the philosophy of the organisation in their day-to-day
practices.
• To identify areas where work task, procedures or polices need to be adjusted to reflect
current best practices or legislative compliance.
• To ensure that the required roles and responsibilities of employees accurately reflect the
work being undertaken.
• To encourage employee feedback and innovation.
• To identify the strengths of team members.
• To identify training needs of individuals and teams.
• To provide constructive, timely feedback to improve performance and/or acknowledge
WHY Performance Review????
• To ensure that the employer is meeting its obligation in relation to employment
conditions as well as WHS requirements.
• To ensure that each employee is able to carry out her/his role to the required standards
as set out by the organisation.
• To ensure that each employee understands her/his obligations in relation to legislative
compliance.
• To support employees to maximise their skills/knowledge and engage in a process of
ongoing learning and development and support career aspirations.
• To provide documentation/evidence in the event of disputes, conflict or termination of
an employee.
• To assess the effectiveness of communication systems between management, manager
and employees.
• To benchmark performance.
• To assess organisational culture and morale of employees.
• To improve relationships with and among employees.
Gathering Information must be ETHICAL!!!
• Make sure that you don't undermine the person's dignity, and that
you respect the context. For example, in some cultures, it may be
acceptable to talk openly to co-workers. In others, you will have to do
this with a lot of sensitivity, if you do it at all.
• Avoid unfocused generalizations. Ask people to back up their
comments with specific examples.
How to identify an
individual needs of
training?
• Reviewing team
members' job
descriptions.
Training
Needs
• Meeting with them.
• Observing them at
work.
• Gathering additional
data.
• Analysing and
preparing data.
• Determining action
steps.
Helpful Questions:
• What challenges do you
face every day?
• What is most frustrating
about your role?
• What areas of your role,
or the organization, do
you wish you knew
more about?
• What skills or additional
training would help you
work more productively
or effectively?
Training needs Analysis
• A training needs analysis is a process that defines the training
required for an individual, for a position, group, team, department,
organisation or industry sector.
• Three levels for analysis:
• Job role level.
• Organisational level.
• Individual level.
Training options
Training options
Definition
On-the-Job Training.

When team members shadow more experienced team members to learn a new
skill. This type of training is easy and cost-effective to set up.
Instructor-Led Training.

This is similar to a "class", where an experienced consultant, expert, or trainer
teaches a group.
Online Training and E-

This can be particularly convenient and cost-effective.

This teaches team members how to perform the tasks of their colleagues. Cross-
Learning.
Cross-Training.
training helps you create a flexible team, and can lead to higher morale and job
satisfaction.
Active Training.

Involves games, group learning, and practical exercises. This type of training is
often effective, because it pushes people to get involved and be engaged.
Mentoring or Coaching.

These can be effective for helping your team members develop professionally
• Activity:
• 1. Read in your resources: Understanding developmental needs – how
to help people reach peak performance..
• 2. Reflect what you learnt in scenarios Q2 in part 004.
The
legislative
requirements
in relation to
supervision?
• Compliance in relation to the National Quality
Framework:
-National Quality Standards.
-Education and Care Services National Regulations
2011.
• Reference to licensing regulations for staff:child
ratios and qualified educators.
• Compliance in relation to duty of care – ensure
children’s safety and wellbeing.
• Comply with the services current policy and
procedures in relation to supervision,
interactions, supporting children’s learning,
promoting development etc.
• Knowledge of policies and procedures related to outdoor play and supervision.
Skills/resources
and/or
knowledge are
necessary for the
educator to
adequately
perform outdoor
supervision
• Knowledge of the four principles of supervision:
-Being aware of where children are and the number of children being supervised.
-Being aware of activities and equipment that require special supervision.
-Listening for unusual sounds, crying or silence.
-Making sure each educator is correctly positioned to ensure all of the play area is
supervised.
-Being aware of where other adults involved in supervision are placed.
• Having a sound knowledge of child development – the skills children are likely to
have (or not have).
• Knowledge of the ‘rules’ for outdoor play behaviour.
• Supervision strategies should reflect: the conditions, the experiences being
provided, the equipment being accessed by the children, the children’s behaviour,
the children’s abilities and any other factors that may impact on the children’s
safety.
The potential risks to the educator while involved
in the performance of outdoor supervision
• Employees undertaking outdoor supervision should be protected from exposure
to the elements e.g. UV rays, strong winds.
• There must be an adequate number of staff to avoid stress.
• Risk to the safety and well-being of children
• Directors, co-Ordinator and nominated supervisor are responsible on monitoring
the effectiveness of educators’ knowledge and skill for outdoor supervision.
• List the items you could include on
a simple observation checklist that
would assist you when evaluating
the educators in their supervision
of the
Checklist may include:
-Correct positioning.
-Frequent scanning.
-Attending to supervision rather than
chatting to other team members.
-Wearing protective clothing.
Observing (evaluating
performance)
-Use of effective communication
skills to direct children
-Explain the four principles of supervision.
Questions that
you could ask
educators to
check for
underpinning
knowledge of
supervision of
the outdoor
environment.
-How do you determine the best place to position
yourself when supervising outdoors?
-What areas in our playground require special
supervision?
-What items of equipment may require you to more
closely supervise the children?
-Tell me the rules we have established with the
children in relation to outdoor play safety?
•
What would you do if you needed to go inside
to use the toilet when supervising outdoors
Examining Information
Analyse this information and
compare to written policies and
procedures to identify gaps, noncompliance or variations in
agreed practices.
Action Plan
•Ensure all educators receive training in supervision.
•Ensure all educators understand and comply with
policy and procedures.
•Ensure all educators are regularly monitored for
compliance.
•Ensure casual and new employees have an induction
including supervision.
• Written information – supervision plan, communication
book, newsletter.
•Staff meeting- agenda item.
•Coaching/mentoring of supervision points for both the team
and individuals.
Identifying the consequences
What could happen if supervision is not carried
out in accordance with policy and procedures?
•Serious injury to child or child leaving the
premises could result in legal action against the
service by licensing body and/or parent (if there has
been a breach of duty of care). Children could be
injured or climb over fence/gate.
1. Solve all the assessment questions
2. Forum: Log on Moodle, access the Forum for this unit and share
your reflection on yourself by discussing: What is your preferable
learning style?
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