KOMBOLCHA POLYTECHNIC COLLEGE

DEPARTMENT OF AUTOMOTIVE TECHNOLOGY

Assignment of Develop Teams and Individuals

Prepared by:-

1. Haylome Tasew
2. Eyasu Fentaw
3.
4.
5.

Summated to: Mr. Muluken

 Introduction

This course describes the skills and knowledge required to determine individual and team
development needs and to facilitate the development of the workgroup.

It applies to individuals with a broad knowledge of learning and development who apply their
skills in addressing development needs to meet team objectives. They may have responsibility
to provide guidance or to delegate aspects of tasks to others.

Elements and Performance Criteria

ELEMENT PERFORMANCE CRITERIA
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.
1. Determine development 1.1 Systematically identify and implement learning and development
needs needs in line with organisational requirements
1.2 Ensure that a learning plan to meet individual and group training
and development needs is collaboratively developed, agreed to and
implemented
1.3 Encourage individuals to self-evaluate performance and identify
areas for improvement
1.4 Collect feedback on performance of team members from relevant
sources and compare with established team learning needs
2. Develop individuals and 2.1 Identify learning and development program goals and objectives,
teams ensuring a match to the specific knowledge and skill requirements of
competency standards relevant to the industry
2.2 Ensure that learning delivery methods are appropriate to the
learning goals, the learning style of participants, and availability of
equipment and resources
2.3 Provide workplace learning opportunities, and coaching and
mentoring assistance to facilitate individual and team achievement of
competencies
 2.4 Create development opportunities that incorporate a range of
activities and support materials appropriate to the achievement of
identified competencies
2.5 Identify and approve resources and time lines required for learning
activities in accordance with organisational requirements

3. Monitor and evaluate 3.1 Use feedback from individuals or teams to identify and implement
workplace learning improvements in future learning arrangements
3.2 Assess and record outcomes and performance of individuals/teams
to determine the effectiveness of development programs and the
extent of additional development support
3.3 Negotiate modifications to learning plans to improve the
efficiency and effectiveness of learning
3.4 Document and maintain records and reports of competency
according to organisational requirements

Developmental Needs

Help your people reach peak performance.

What's worse than training your workers and losing them? Not training them and keeping them.
– Zig Ziglar, author and motivational speaker.

Most managers know that training is essential for team success. But many don't take the time
to understand team members' individual needs, even though it is the only way to ensure that
their people have the skills and knowledge they need to perform well and meet their objectives.

However, how do you know who needs what training? And how do you avoid wasting time
and money on unnecessary training activities? In this article we'll explore the importance of
understanding your people's developmental needs, and we'll look at a process that you can use
to do this effectively.

Why Understand Individual Needs?

Clearly, some training needs will be universal, and will apply to many, if not all, of your team
members. However, everyone on your team is unique; they have different skills, different levels
of understanding, and different responsibilities and objectives.

Therefore, training and development shouldn't follow a "one size fits all" approach if you want
it to be effective. Instead, you need to take the time to understand the training that each
individual needs, so that you can provide the right training for the right people. As well as
improving performance, this saves time, resources, and money.

With this tailored approach, your people will also feel more empowered, and they'll be able to
link what they learn to their own personal objectives. This boosts well-being and morale.

Identifying Developmental Needs

The six steps below, which we've adapted from the American Society for Training and
Development's Strategic Needs Analysis, will help you better understand people's training
needs:

1. Reviewing team members' job descriptions.

2. Meeting with them.
3. Observing them at work.
4. Gathering additional data.
5. Analyzing and preparing data.
6. Determining action steps.

Let's look at each step in greater detail.

Step 1: Review Team Members' Job Descriptions

Start by thinking about what work your team members should be doing – this will be defined
by their job descriptions. Identify the skills that they may need to do things well.
Tip:

Job descriptions can get out of date. Before using them to think about training, ensure that they
fairly reflect what individual team members actually do.

Step 2: Meeting with Team Members

Your next step is to meet one-on-one with each member of your team. Your goal here is to have
an open talk about the kind of training and development that they think they need to work
effectively and develop their career.

They might not feel that they need any training at all, so it's important to be up front about your
discussion. Use your emotional intelligence, as well as good questioning techniques and active
listening, to communicate with sensitivity and respect.

Ask the following questions to get a better understanding of your people's training needs:

• 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?

Then, talk to them about what they would like to get out of additional training, and ask them to
visualize the outcomes that they'd like to achieve. What does this future look like to them?

Also, find out more about their personal goals and think about how well these goals align with
the organization's objectives. Ideally, training and development will help them in both of these
areas.

Tip 1:

You can pick up some important clues about people's needs by observing their body language.
For instance, if they start to fidget and lower their eyes when you talk about their computer
skills, it could indicate that they don't feel comfortable in this area.

Tip 2:
You may find it easier to incorporate this step into a feedback session or appraisal.

Step 3: Observing Team Members at Work

Next, keep an eye on how well your team members are doing with key tasks. (If appropriate,
use an approach like Management by Walking Around to do this.).

For instance, could they be quicker with key tasks, or are they procrastinating on projects? This
might indicate that they're not confident in their abilities, or are not sufficiently well trained in
key skill areas.

Try to be fair and straightforward when you do this. If team members know that you're watching
them, they might act differently, but if they discover that you're watching secretly, it could
damage the trust they have in you. So be sensitive, ask open questions, and, where appropriate,
explain your actions.

Tip:

Once you've observed people working, it can be useful to confirm your assessment by setting
specific, time-bound tasks that give them the opportunity to demonstrate their skills and
abilities. Do this positively, though – don't set people up to fail.

Step 4: Gathering Additional Data

If you approach data gathering in a sensitive way, you can learn a lot from others who work
closely with the person you want to assess.

These people could include internal or external clients, past bosses, or even peers and co-
workers.

Remember the following while gathering information from these sources:

• 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.
You can also use information from past appraisals or feedback sessions.

Step 5: Analyzing and Preparing Data

Now, look closely at the information you gathered in the first four steps. What trends do you
see? What skills did your team members say they needed? Are there any skills gaps?

Your goal here is to bring together the most relevant information, so that you can create a
training plan for each team member.

Step 6: Determining Action Steps

By now, you should have a good idea of the training and development that each person on your
team needs. Your last step is to decide what you're going to do to make it happen.

There are several training and development options to consider:

• On-the-Job Training – this is 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-Learning – this can be particularly convenient and cost-
effective.
• Cross-Training – this teaches team members how to perform the tasks of their
colleagues. Cross-training helps you create a flexible team, and can lead to higher
morale and job satisfaction.
• Active Training – 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 and learn new skills.

Make sure that you take into account people's individual learning styles before you commit to
any one training program. Remember, everyone learns differently; your training will be most
effective if you customize it to accommodate everyone's best learning style. A cost benefit
analysis might also be helpful here, especially if the training you're considering is expensive.
Also, help your team members get the most from their training. Encourage them to arrive on
time, take notes, and communicate with their instructor and each other, about what they have
learned. It might also be helpful to perform a type of "after action review" to see how the
training went.

Tip 1:

Our article on Engaging People in Learning has additional tips and strategies that you can use
to get your team members excited about their training and development.

Tip 2:

You can also use a Training Needs Assessment to identify your people's needs. This help you
look at training and development from the perspective of your organization's objectives.

Tip 3:

Take our How Well Do You Develop Your People? self-test to boost your overall people
development skills.

Key Points

Most managers understand that they need to train and develop their people to help them excel.
However, it's hard to know where to begin, and sometimes it's even harder to know who needs
what training.

Use this process to understand the training and development needs of your team:

1. Review people's job descriptions.

2. Meet with team members.
3. Observe team members at work.
4. Gather additional data.
5. Analyze and prepare data.
6. Determine action steps.

With this tailored approach, people will feel more empowered, and they'll be able to link what
they learn to their own personal objectives.
Training, Development and Career Management

Organizations and their employees must constantly expand their knowledge, skills and
behaviour to meet customer needs and compete in today’s demanding and rapidly changing
business environment. More and more companies operate internationally, requiring that
employees understand different cultures and customs. More companies organise work in terms
of projects or customers, rather than specialised functions, so employees need to acquire a
broad range of technical and interpersonal skills.

Many companies expect employees at all levels to perform roles once reserved for
management. Modern organisations are expected to provide development opportunities to
employees without regard to their sex, race, ethnic background or age so that they have equal
opportunity for advancement. In this climate, organisations are placing greater emphasis on
training and development. To do this, organisations must understand development’s
relationship to training and career management. To determine the skills required, the skills
needed for the changes occurring in the organisation in the future and for the development of
the individual a training needs analysis (TNA) should be carried out. Assessment of the
individual can help to determine the employees’ current skills and the skills that they need for
development.

Employee development is the combination of formal education, job experiences, relationships

and assessment of personality and abilities to help employees prepare for the future of their
careers. Training is more focused on improving performance in the current job, but training
programs may support employee development. In modern organisations, the concept of a
career is fluid – a protean career that changes along with changes in a person’s interests,
abilities and values and changes in the work environment. To plan and prepare for a protean
career requires active career management, which includes planning for employee development.

Organisations may use formal educational programs at the workplace or off-site, such as
workshops, university courses and degree programs, company-sponsored training or programs
offered by independent institutions. Organisations may use the assessment process to help
employees identify strengths and areas requiring further development. Assessment can help
the organisation identify employees with managerial potential or identify areas in which teams
need to develop. Job experiences help employees develop by stretching their skills as they
meet new challenges. Interpersonal relationships with a more experienced member of the
organisation – often in the role of mentor or coach – can help employees develop their
understanding of the organisation and its customers.

Organisations collect information and provide feedback to employees about their behaviour,
communication style and skills. The information may come from the employees, their peers,
managers and customers. Many organisations use performance appraisals as a source of
assessment information. Appraisals may take the form of 360-degree feedback. Some
organisations use psychological tests designed for this purpose, including the MBTI tests and
the Benchmarks assessment. Assessment centres combine a variety of methods to provide
assessment information. Managers must share the assessments, along with suggestions for
improvement.

Job experiences contribute to development through a combination of relationships, problems,

demands, tasks and other features of an employee’s jobs. The assumption is that development
is most likely to occur when the employee’s skills and experiences do not entirely match the
skills required for the employee’s current job, so employees must stretch to meet the demands
of the new assignment. The impact varies according to whether the employee views the
experience as a positive or negative source of stress. Job experiences that support employee
development may include job enlargement, job rotations, transfers, promotions, downward
moves and temporary assignments with other organisations.

A mentor is an experienced, productive senior employee who helps develop a less-experienced

employee. Although most mentoring relationships develop informally, organisations can link
mentoring to development goals by establishing a formal mentoring program. A formal
program also provides a basis for ensuring that all eligible employees are included. Mentoring
programs tend to be most stressful when they are voluntary and participants understand the
details of the program. The organisation should reward managers for employee development,
carefully select mentors based on interpersonal and technical skills, train them for the role and
evaluate whether the program has met its objectives.

A coach is a peer or manager who works with an employee to motivate the employee, help him
or her develop skills, and provide reinforcement and feedback. Coaches should be prepared to
take on one or more of three roles: working one-on-one with an employee helping employees
learn for themselves and providing resources, such as mentors, courses or job experiences.
First, during data gathering employees use information to determine their career interests,
values, aptitudes and behavioural tendencies, looking for opportunities and areas needing
improvement. Data gathering tools often include psychological tests or exercises that ask about
career status and plans. The second step is feedback, during which the organisation
communicates information about the employee’s skills and knowledge and how these fit into
the organisation’s plan. The employee then sets goals and discusses them with his or her
manager, who ensures that the goals are specific, challenging and attainable. Finally, the
employee works with his or her manager to create an action plan and follow-up for
development activities that will help the employee achieve the goals.

The glass ceiling is a barrier that has been observed preventing women from achieving top jobs
in an organisation. Development programs can ensure that these employees receive access to
development resources, such as coaches, mentors and developmental job assignments.
Succession planning ensures that the organisation prepares qualified employees to fill
management jobs as managers retire. It focuses on applying employee development to high-
potential employees. Effective succession planning includes methods for selecting these
employees, providing them with developmental experiences and getting the CEO actively
involved with employees who display qualities associated with success as they participate in
the developmental activities. For dysfunctional managers who have the potential to contribute
to the organisation, the organisation may offer development targeted at correcting the areas of
dysfunction. Typically, the process includes collecting information about the manager’s
personality, skills and interests; providing feedback, training and counselling; and ensuring that
the manager can apply new, functional behaviours on the job.

Human Resource Management in Practice, Noe, Hollenbeck, Gehart, Wright, Steel, McGill,
Dein.

In a business or other organization, the monitoring and evaluation system determines whether
the organization is using its resources efficiently and effectively. The system collects
information, evaluates project performance and compares it to goals and plans for the company
and its departments. The better your monitoring and evaluation system, the more effective and
competitive your organization can become. Having a good monitoring and evaluation system
starts with developing the system that's most appropriate for your organization.
1. List the problems your organization wants to solve. If your organization already exists,
you will be looking at losses, risks and underperforming departments. If the
organization is still forming, you want to look ahead to problems you anticipate.

This step can also include listing the things you want to learn about how your
organization performs.

2. Make a list of indicators for each problem you want to solve. Indicators should be
concrete and measurable, as well as objective as possible. Without consistent
measurability, it's difficult to develop a meaningful framework for monitoring and
evaluating the different processes in your organization.

3. Determine how you will observe and measure the indicators you have chosen. This
includes the scale you will use, the points at which you will make observations, and the
frequency with which you will record and measure.

4. Write a brief job description for each observation task, for each indicator, for each area
you want to address. This can just be a sentence or two. At this stage, you're still
developing the plan, not writing a formal process document.

5. Assign somebody for each job description. Multiple people can hold multiple job
descriptions, or you can assign them to individuals best placed to make and understand
the observations.

It's best to assign a title to the job description rather than a specific individual. If the
line manager is responsible for a task, the task will get done by whomever the line
manager is. If it's Don's job, the task stops getting done when Don gets promoted or
retires.

6. Determine how you will use the information you gather from the previous steps. In
some cases, you'll base the analysis by comparing the reality to benchmarks you set. In
others, you'll base it on growth or decline as compared to other time periods. New
companies might use industry averages, or use the first set of measurements as a
baseline.
 7. Write a rough draft of the monitoring and evaluation system. Hand it off to somebody
you trust who hasn't been involved up to this point. Ask that person to read it and report
anything that doesn't make sense.

8. Make the necessary changes and clarifications, then format the document into a formal
process manual.

.1 Systematically identify and implement learning and development needs in line with
organisational requirements
1.2 Ensure that a learning plan to meet individual and group training and development needs is
collaboratively developed, agreed to and implemented
1.3 Encourage individuals to self-evaluate performance and identify areas for improvement
1.4 Collect feedback on performance of team members from relevant sources and compare
with established team learning needs
2.1 Identify learning and development program goals and objectives, ensuring a match to the
specific knowledge and skill requirements of competency standards relevant to the industry
2.2 Ensure that learning delivery methods are appropriate to the learning goals, the learning style
of participants, and availability of equipment and resources
2.3 Provide workplace learning opportunities, and coaching and mentoring assistance to facilitate
individual and team achievement of competencies
2.4 Create development opportunities that incorporate a range of activities and support materials
appropriate to the achievement of identified competencies
2.5 Identify and approve resources and time lines required for learning activities in accordance
with

organisational requirements

3.1 Use feedback from individuals or teams to identify and implement improvements in future
learning arrangements
3.2 Assess and record outcomes and performance of individuals/teams to determine the
effectiveness of development programs and the extent of additional development support
3.3 Negotiate modifications to learning plans to improve the efficiency and effectiveness of
learning 3.4 Document and maintain records and reports of competency according to
organisational requirements

ASSESSMENT ONE

For this project you will need to work collaboratively with an organisation to research their
approach to employee learning as well as to design, conduct and evaluate limited development
activities.

This organisation could be the company in which you are currently employed, or have a present
or past association. It could be a small business, community organisation, sporting team or
government department – the main requirement is that the organisation employs a team of
workers/players and that they are happy to have you undertaking an employee learning project
with them.

If you choose a large organisation, you will need to identify a section of the organisation, or
team within it, with which to work.