Reference no: EM132492898
BSBLED401 Develop teams and individuals
Activity 1 - Individual Performance Review
For this task you are required to access a copy of the service staff performance review/appraisal documents. Discuss these documents and the performance/review appraisal process with the person responsible for managing this process.
You are required to research and document:
• Who is involved in the review/appraisal process?
• How often are review/appraisals conducted?
• What are the steps in the review/appraisal process?
• How does the educator identify areas for improvement? How are goals set?What timeframe is recommended for the review of the goals?
• How are educators assisted to achieve improvements in their work performance? How is feedback given and received?
• What resources/equipment is made available for educator development?
• Describe the facilitation techniques for educator development such as coaching, demonstrating etc. How is the educators learning style identified to ensure they are assisted to achieve improvements in their work performance?
• What documentation is recorded and kept on the review/appraisal process and set goals?
• How are additional training needs managed after the review/appraisal? How are any changes or modifications to the review/appraisal goals managed?
• How does management evaluate the review/appraisal system? How is feedback gathered to identify if changes or improvements need to be made to the services review/appraisal system?
What are the steps in the review/appraisal process?
Step 1: Understand How Your Self Appraisal Will Be Used
Step 2: Don't Just Focus on Completing the Self Appraisal Form
Step 3: Identify Your Accomplishments
Step 4: Understand Your Challenges and Opportunities for Improvement
Step 5: Make Your Self Appraisal Rating
Step 6: Focus on the Future
Step 7: Make it Easy on Yourself for Next Time
How does the educator identify areas for improvement? How are goals set? What timeframe is recommended for the review of the goals?
1. By asking question to other educators and parents.
2. 4 to 6 weeks.
How are educators assisted to achieve improvements in their work performance? How is feedback given and received?
1. Search in internet
2. By asking question to other educators and parents.
What resources/equipment is made available for educator development?
1. Internet
2. Books
3. Magazines/Journals.
Describe the facilitation techniques for educator development such as coaching, demonstrating etc. How are the educators learning style identified to ensure they are assisted to achieve improvements in their work performance?
1. Compulsory training.
What documentation is recorded and kept on the review/appraisal process and set goals?
Setting goals is not just about documenting what we are hoping to accomplish so that we can measure against it later. Goal Setting is about motivating effort and action to facilitate high performance. The theory of Goal Setting is regarded as among the most valid and practical motivation theories in the fields of Industrial Organizational psychology and organization behaviour.
How are additional training needs managed after the review/appraisal? How are any changes or modifications to the review/appraisal goals managed?
1. At first assess the educator
2. Identify the needs
3. Arrange for additional training
How does management evaluate the review/appraisal system? How is feedback gathered to identify if changes or improvements need to be made to the services review/appraisal system?
1. By asking question to other educators and parents.
2. Arrange for online survey.
Group/Team Goals
Activity 1
A key role for mangers is to implement processes and systems that promote cooperative work practices and develop reflective practice to achieve workplace goals particularly in regard to a self-assessment and the development of a Quality Improvement Plan.
To complete this task you are required to investigate and document the range of systems used by the service to determine group/team training goals.
You are required to research and document:
• Who is responsible at the service for staff/team development?
• Does the service have group/team training goals? For example fire equipment training, group/team professional development relating to Quality Areas, programming, reflective practice etc.
• How does the group/team collaborate to set the training goals?
• What training/learning opportunities are there for the group/team to achieve the training goals?
• How are the teams learning styles catered to? For example a range of activities and support materials are provided.
• How are timelines determined to meet the group/team goals? Is there a budget attached to group/team training? If so, how is this budget monitored and used?
• How is the group/team training goal monitored, reviewed and evaluated?
• How are the group/team goals recorded and documented during the process?
• How is feedback given and received on the effectiveness of the training and the participation and involvement of the group/team members?
• How are achievements of set group/team goals celebrated? How is this information shared with the group/team?
Who is responsible at the service for staff/team development?
Director
Does the service have group/team training goals? For example fire equipment training, group/team professional development relating to Quality Areas, programming, reflective practice etc.
1. Fire safety training
2. OHS training.
How does the group/team collaborate to set the training goals?
1. By asking question to educators.
2. Arrange for online survey.
What training/learning opportunities are there for the group/team to achieve the training goals?
1. Face to face training programs
2. Online Training Programs
3. Multiple choice question
How are the teams learning styles catered to? For example a range of activities and support materials are provided.
Auditory: This is the basic learning style where students learn by hearing. They prefer to listen to lectures, speeches and audio clips as they can easily memories what they hear without taking notes. Even reading aloud to themselves helps cement in the data. Favoring constant dialogue, they are enthusiastic about group discussions, question-and-answer sessions and ask lots of questions for clarification. Such people are bound to be talkative too as they simply enjoy speaking out loud.
Visual: This is a spontaneous learner inclined towards seeing - be they notes, pictures, graphs, charts, diagrams, illustrations, transparencies, video clips or demonstrations. In other words, they need to see things written down to be able to remember it and are prone to color code or highlight notes. Such people tend to imagine and conceptualize new information and therefore prefer to study in solitude.
Tactile: This is the most common kind of learner who prefers to touch, feel and do things while learning. Hands-on, physical experiences help them to process information like - writing, drawing, and role-playing, doing projects or participating in group presentations. They tend to repeatedly practice for mastering any new task, concept or skill. Preferring to move around, they are also bound to get bored, fidgety and disengaged in the absence of a physical element in the instruction.
How are timelines determined to meet the group/team goals? Is there a budget attached to group/team training? If so, how is this budget monitored and used?
How is the group/team training goal monitored, reviewed and evaluated?
How are the group/team goals recorded and documented during the process?
How is feedback given and received on the effectiveness of the training and the participation and involvement of the group/team members?
How are achievements of set group/team goals celebrated? How is this information shared with the group/team?
Activity 2
Using the information from Activity 1 you are required to research additional information relating to the services current goal that the group/team is working together on. For example if the group/team is working on reflective practice your task will be to find supplementary information to add to the discussion to collaborate with the achievement of the group/team goal. This supplementary information could be websites, posters, readings, articles, photographs, power point presentations etc.
You are required to:
• Document the services group/team goal.
• List the information/resources/equipment that the group/team has sourced and used in their discussions and work on the goal to date.
• Document, describe or attach the three pieces of supplementary information relating to the services group/team goal. For each of the three pieces of supplementary information describe how it could be used with the group/team e.g. as a discussion prompt, a visual to assist in consistent practice, a checklist to identify areas for improvement etc.
• Describe how the supplementary information was presented to the group/team.
• Comment on any feedback from the group/team on your information and how it assisted in their progress towards the service goal.
• Have your workplace supervisor comment and sign off on your task.
Workplace Task 002 - Activity 2
Collaborating with Group/Team Goals
Describe the group/team goal.
List the information/resources/equipment that the group/team has sourced and used in their discussions and work on the goal to date.
Document, describe or attach the three pieces of supplementary information relating to the services group/team goal. For each of the three pieces of supplementary information describe how it could be used with the group/team e.g. as a discussion prompt, a visual to assist in consistent practice, a checklist to identify areas for improvement etc.
Describe how the supplementary information was presented to the group/team i.e. as a display or with your workplace supervisors permission you may present at a group/team meeting.
Insert photo of display.
Comment on any feedback from the group/team on your information and how it assisted in their progress towards the service goal.
Attachment:- Develop teams and individuals.rar