BSBLED501 Workplace Learning Environment Report Writing – Management Assignment Help

Assignment Task

Task

Activity 1:

Q1: What is learning?

Q2: Give an example of a personal learning experience that you have had recently. Describe what it was that you learned, how you learned it and how easy or difficult was it to learn.

Q3: What is a learning organisation?

Q4: Explain the advantages a business gains by being a learning organisation.

Q5: List some of the learning opportunities that you might observe taking place in a learning organisation. Describe how they take place and how formal or informal they are. 

Activity 2:

You are the manager for the debt recovery section of a regional bank. The bank is experiencing unprecedented levels of customers defaulting on their loans as a result of an international credit crisis, soaring house prices and rising petrol prices. A recent strategic decision made by the bank’s board means that the bank will reduce the leniency that it has previously shown to long-term customers and will now collect loan securities as soon as they are defaulted. The board also decided to go ahead with implementation of a new IT system that will be deployed across the organisation in order to improve tracking and reporting.

As a direct result, you have been given resourcing to hire an additional 10 collection agents taking your team to 20. You are expecting that the existing team members will resist the change to a new IT system, as they were heavily involved in the design of the current one. You are also expecting that all collection agents will be faced with personal stress as a result of increased workload and conflict with angry or upset customers.

Discuss in 220 to 250 words the processes and tools that you will use to determine the learning and development requirements of the:

• Bank as an organisation
• Debt recovery section
• Existing team members
• New employees

Activity 3:

Q3.1  What role does performance management play in creating a learning organisation?

Q3.2  Identify and explain the differences: good performance management and poor management.

Activity 4:

You are the clinical manager for a large team of 115 professionals that encompass doctors, nurses, physiotherapists, administration staff, cleaners and catering staff. They all work in shifts and have varying education levels. Some of the staff are newly arrived to Australia and English is their second language, some are single parents and others are contract staff working for multiple organisations.

Your hospital has recently been audited by the health standards authority and there is a range of aspects that it has scored particularly well on, but also a small number that have been identified as needing improvement. You have been asked by the organisation’s management to put together a project team representing your department in order to promulgate the good practice throughout the rest of the organisation and to identify processes to improve the action areas.
    

You need to:

• Convey the results of the audit to all staff
• Make them aware of areas of good practice
• Advise them of areas needing improvement
• Alert them to the strategy being used to look at future procedures, ie the project team
• Call for nominations to participate in the project team

Q1: Discuss in 220 to 250 words how you will ensure all staff obtains the information that is needed by the organisation in a manner that facilitates their understanding, encourages participation and minimises disruption to hospital operations.

Q2: How could knowing your employees’ preferred learning styles be of benefit to you, the employee and the organisation?

Activity 5:

In a short paragraph for each, answer the questions.

1. Have you ever participated in a training program which has enthused you and helped you develop ideas for increasing productivity and/or building better relationships in the workplace?

2. What happened when you tried to put these ideas into practice at work? Did you meet so many obstacles that you just gave up? Why do you think this happens? How does it make you feel?

3. Reflect on an organisation that you are familiar with. Do the procedures of this organisation help or hinder the learning and development of individuals? Why?

Activity 6:

In a short paragraph for each, answer the questions.

Q1: Why are you completing this course and what do you hope to gain from it?

Q2:  What are the factors that will assist you to apply your learning in a workplace setting?

Q3: What might be the barriers to your learning and to applying this knowledge in the workplace? Why are they barriers?

Q4: How can you overcome these barriers?

Q5: What can your manager do to facilitate your learning?

Q6: Given your responses to the previous questions, what can you, as a manager, do to support the learning of your team members?

Activity 7:

Q1: Some individuals choose not to share their experience and knowledge for a variety of reasons. Describe what these reasons might be and what could help to negate them. Comment on the place of such people in learning organisations.

Q2: In this section of the workbook three different types of networks were mentioned. Comment on which of these networks you have observed and how effective they have been at sharing knowledge. Where possible, give a practical example of how a network has increased an organisation’s efficiency or effectiveness.

Q3: You and your team of 15 people have been asked to take on board a project to decrease the carbon footprint of your organisation. The CEO has given you two months to come up with a workable plan that will see operations in all states take practical steps to being more environmentally friendly—they want the whole organisation’s culture changed so that each employee is an environmental guardian. Nothing is to be considered as untouchable.

Activity 8:
Q1: Why is it important to recognise employee achievement and how catching people doing good can aid learning? 

Q2: Describe a situation where somebody gave you feedback about your performance that motivated you. Specifically, describe:

• What it was that you had done
• Who gave you the feedback
• What was said and how it was said
• How the feedback was given
• Why it motivated you
• What actions you took as a result of being motivated

Activity 9:

Q1: Explain why it is important to evaluate a learning activity; what should you look for, how can you determine how effective it has been and what impact will the information have on what you do as a manager?

Q2: Tim is a young accounting graduate who has been working in your department for nearly six months. He is technically very competent and his accounting work is good, but his written communications lack the professionalism that is needed for dealing with clients. You sent him to a business writing skills course a few weeks ago and he came back full of enthusiasm for what he had learned, but you are yet to see a noticeable improvement in his letters and emails.

Activity 10:

Q1: If you were delivering training to a group of employees, what kind of feedback would you require and how would you use that feedback? 

Q2: If you were a manager who had sent a group of employees off to attend an external course, what sort of feedback would you seek and how would you solicit it? 

Q3: Critically evaluate each of the feedback sheets previously given as examples and state whether you consider they would provide a suitable evaluation for workplace training. Justify your conclusions.

Q4: Describe a workplace learning activity that you were recently involved in. (Involvement can be as a participant or as an organiser.) Design a feedback sheet that you feel would be appropriate to evaluate the effectiveness of the activity.

Q5: Describe an instance where it is preferable to use verbal questioning to elicit feedback in order to evaluate a learning activity.

Q6: It can sometimes seem to participants that feedback sheets are only used to gather positive comments for the training facilitator. Give an example of when you have made adjustments to a learning program as a result of the feedback that you gained.

Activity 11:

Q1: What training records should be kept by an organisation?

Q2: Why is it important to keep training record ?

Q3: Who should have access to these records? Why?

Question 1:

How can learning and development specialists help managers design and develop effective learning programs? 

Question 2:

Why is it desirable to maximise individual and team participation in learning events and how can this be done?

Question 3:

What role do managers play in facilitating and promoting learning?

Question 4:

How can monitoring the outcomes of workplace learning contribute to it being a learning organisation?