learning guide leadership and management in...•learning outcome 2: children are connected to and...

Learning Guide

Leadership and Management

in

Children’s Services

BSBLED401 Develop Teams and Individuals

This is a sample only.

Some pages have been omitted from this preview.

© Childcare Resources Australia

LMCRA-036 BSBLED401 Develop Teams and Individuals 2

Designed by

Childcare Resources Australia

Authors

Karen Atkinson

Brie Foote

Tony Atkinson

Lindy Williams



©Childcare Resources Australia Pty Ltd (2016)

All rights reserved.

This Learning Guide has been compiled for training purposes to meet the needs of Australian National Training

Packages. Additional owners of copyright have been referenced throughout the guide or used as recommended

reading. Every effort has been made to acknowledge copyrighted material. The authors apologise for any

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Table of Contents

BSBLED401 Develop Teams and Individuals ..................................................................... 1

How to Use This Learning Guide......................................................................................... 5

Learning Guide Icons .......................................................................................................... 6

Tips for Successful Study! ..................................................................................................... 7

Welcome to Develop Teams and Individuals .................................................................. 8

Learning Outcomes .......................................................................................................... 10

Developing a Learning Organisation .............................................................................. 11

What is Learning and Development? ............................................................................. 11

Benefits of Learning and Development ......................................................................... 11

Theories Related to Learning and Development.......................................................... 12

Children’s Services: Ongoing Learning and Reflective Practices .............................. 12

Hierarchy of Needs -Abraham Maslow (1908-1970) ..................................................... 14

How Leaders Can Use Theory in Learning and Development .................................... 15

Learning From Mistakes .................................................................................................... 16

Five Stages of Team Development ................................................................................. 17

Determine Development Needs ...................................................................................... 19

What is a ‘Systematic Approach’? ................................................................................. 19

Learning and Development Cycle ................................................................................. 20

What Is A Learning And Development Plan? ................................................................ 22

Reasons for Designing Specific Learning and Development Activities ..................... 22

Ensure Learning Plans Are Collaboratively Developed, Agreed to and

Implemented ..................................................................................................................... 24

Implement a Participative/ Democratic Leader .......................................................... 25

Quality Improvement Plan (QIP) ..................................................................................... 26

Feedback Forms ................................................................................................................ 26

Self-Evaluation and Reflection ........................................................................................ 27

Situational Leadership ....................................................................................................... 32

Hersey and Blanchard’s Task Readiness Theory ............................................................ 33

Blanchard’s Task Readiness - Skills Audit ........................................................................ 37

Leadership Skills Audit ....................................................................................................... 40

Provide and Receive Feedback ..................................................................................... 44

Develop Individuals and Teams ...................................................................................... 47

What Is a Learning and Development Plan? ................................................................ 47



What To Consider When Planning Learning And Development Opportunities ....... 47

What are Learning Styles? ................................................................................................ 48

Learning and Development Plan .................................................................................... 50

Steps in Developing A Learning And Development Plan ............................................ 52

What Is A Goal? ................................................................................................................. 52

What Is An Objective? ...................................................................................................... 53

Tips For Writing Objectives ................................................................................................ 53

Advantages of Objectives ............................................................................................... 53

Disadvantages Of Objectives ......................................................................................... 54

Competency Based Training ........................................................................................... 55

Coaching Principles and Techniques ............................................................................. 60

Individual Training Plan and Schedule ........................................................................... 64

Trusted Support Websites and Links Related to Training and up to Date

Information ......................................................................................................................... 65

Monitor and Evaluate Workplace Learning .................................................................... 69

Using Feedback to Identify Future Learning .................................................................. 69

What should be evaluated? ............................................................................................ 70

How is feedback obtained? ............................................................................................ 70

Workshops Evaluation (Example Feedback Sheet) ...................................................... 72

Medication Administration Demonstration Checklist ................................................... 75

Evaluation Of Your Skills As A Mentor Or Coach ........................................................... 78

Evaluation of Leader’s Coaching and/or Mentoring Skills .......................................... 78

Your Turn! ............................................................................................................................ 82

Useful Resources ........................................................................................................... 84

Useful Online Videos ......................................................................................................... 85

Reading List ....................................................................................................................... 86



How to Use This Learning Guide

In this Learning Guide, you will find the information you need to develop the skills and

knowledge to become a confident, professional leader in Children’s Services.

Throughout the guide you will find links to videos and other website resources to help

you transfer your skills into practice. We recommend you take time to explore these.

All CRA Learning Guides link to the National Quality Frameworks (NQF) for each unit.

This includes the National Regulations, Standards and Approved Frameworks you will

need to use as an Educator working in regulated Children’s Service in Australia. We

recommend you have these available on your computer or print out a copy so they

are available at all times.

On the following page is a list of icons you will see throughout the Learning Guide that

will direct you to important and additional activities. These activities will help support

your understanding of the topic.



Learning Guide Icons

Reading

When you see our reading icon, go to the document specified

and read to expand your knowledge of the topic.

Recommended Videos

When you see our video icon, you can watch great resources

online. If the link does not work, (as website links will change

over time) we have provided the full name of the video and

location so you can do a web or YouTube search.

Reflection

Our reflection icon gives you a chance to think about your own

experiences or about a question posed. This help will help you to

link new knowledge to your past experiences and encourage

reflection of your current practice.

Check your answers

When you see our memo icon, you can compare your ideas,

from completing activities, with ours. These provide some

feedback to you help assess your understanding of the topic.

Helpful Websites

When you see our computer icon, follow the link for additional

information.

Your Turn!

When you see our pencil icon, you can write in your Learning

Guide or in a personal notebook. The exercises help to develop

your knowledge and skills. They are not part of your assessment.



Tips for Successful Study!

1. Active Reading Don’t just read - you will fall asleep: it’s very relaxing, you know!

a) Read the Learning Outcomes first

b) Read “Welcome to the unit” second

c) Read the assessment task.

These will tell you what you need to learn and why it’s important. As you read, your

brain will notice what you need. You may even think “hey, that’s the answer to

question 4!” or “this is the type of Educator I want to be!”

2. Set yourself goals “Today by 11am, I will have read up to Chapter 2” or “I will have completed the first

two questions in my assessment!” Set a clear, realistic goal for the time you have to

study. Write down your goal. Tell everyone you are unavailable and turn off your

phone and social media! Try and finish each session on a positive.

3. Reward yourself Reward yourself for reaching a goal. This does not need to involve cake as

we are going to reward ourselves a lot! It could be a walk to the park, a

break for a cuppa, going shopping or just time off. Whatever says to you:

“Well done! You have achieved”.

4. I’m not getting this! If you are not understanding something or finding something frustrating.

Good!

It means you are learning something new! Sometimes your views of life may be

challenged! It means you are moving out of your comfort zone, growing and

stretching in your knowledge and skills. At times this may even feel scary. It can

sometimes feel easier to run away, however this is only a temporary solution!

It’s ok. Think back to a time when you didn’t know how to do something and

then you achieved it i.e. riding a bike, driving a car etc. How great did you feel

when you could do it? You can do this.

Here are some ideas to help:

Ease up on yourself. It’s ok not to know everything – you are learning! Particularly if you are

changing careers and you were an expert in your past field. Remember, you will be learning

and building on your past skills but the information may be new to you.

Watch a video related to the topic whilst having a cuppa - this can help your understanding.

Relaxing helps you learn.

Leave that bit and move to another bit! This is particularly important if stuck on a question. You

can always come back to that one.

Sleep on it. We process information at night whilst we sleep. You may find when you wake up

the next day, it will all make sense!

Contact your trainer for help. You are not alone and they are there to help.

5. I should be spending time with others If you have enrolled in a course it’s because you have a bigger goal and made a decision. How will

achieving your goal benefit others in your life? Achieving your goals will contribute to the happiness of

yourself and others. Most of all, studying in front of others, including children, models lifelong learning,

resilience and provides a positive role model for their own learning.

Happy Learning!



Welcome to Develop Teams and Individuals

Professional development is vital to an organisation’s growth and sustainability. Upon

completing this unit of study you will have information to:

Identify, plan and implement effective learning and development

opportunities for teams and individuals

Work collaboratively with others to encourage self-evaluation and

commitment to ongoing learning and reflection

Plan and implement a range of delivery methods

Mentor and coach others

Use feedback to monitor and evaluate workplace learning

Work with management to identify, plan, implement and evaluate

effective learning and development opportunities.

Reading Time

Please read these helpful documents throughout this unit. These

will guide your practices and principles.

National Quality Standards

National Quality Framework

Education and Care Services National Regulations

(National Regulations)

Early Years Learning Framework for Australia (EYLF)

My Time, Our Place: Framework for school age care in

Australia

National Quality Standard Professional Learning Program

(NQS PLP)

Code of Ethics (ECA)

http://www.acecqa.gov.au/Quality-Areas

http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard

http://www.acecqa.gov.au/Article.aspx?pid=301&gcpid=2&acpid=372

http://www.acecqa.gov.au/Article.aspx?pid=301&gcpid=2&acpid=372

http://education.gov.au/early-years-learning-framework

http://education.gov.au/my-time-our-place-framework-school-age-care-australia

http://education.gov.au/my-time-our-place-framework-school-age-care-australia

http://www.earlychildhoodaustralia.org.au/nqsplp/

http://www.earlychildhoodaustralia.org.au/nqsplp/

http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html



Links to NQF

• NQF Standards•Quality Area 1: Educational program and practice

•Quality Area 2: Children's Health and Safety

•Quality Area 3: Physical environment

•Quality Area 4: Staffing arrangements

•Quality Area 5: Relationships with children

•Quality Area 6 Collaborative partnerships with families and communities

•Quality Area 7: Leadership and service management

• Education and Care Services National Regulations•Chapter1.7 - 1.13 Definitions

•Chapter 2.3 - Supervisor Certificates

•Chapter 3 - Assessment and ratings

•Chapter 4 -Operational requirements

•Chapter 5 - Review, enforcement and compliance

Links to Frameworks

• Links to Frameworks•Learning Outcome 1: Children have a strong sense of identity

•Learning outcome 2: Children are connected to and contribute to their world

•Learning Outcome 3: Children have a strong sense of well being

•Learning Outcome 4: Children are confident and involved learners

•Learning Outcome 5: Children are effective communicators

Links to Policies

• Authorisations

•Governance

•Information exchange

•Information to be exchange

•Information to be displayed

•Interactions

•Policy Development and review

•Quality/Continuous Improvement

•Responsible person

•Workplace health and safety

UN Rights of the Child

• Article 3

•All organisations concerned with children should work towards what is best for each child.

•Article 6

•Children have the right to live a full life. Governments should ensure that children survive and develop healthily.

•Article 12

•Children have the right to say what they think should happen when adults are making decisions that affect them and to have their opinions taken into account.



Learning Outcomes

Upon completion of the unit BSBLED401 Develop Teams and Individuals, you should

be able to successfully do the following:

1. Determine development needs 1.1 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. Develop individuals and teams 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. Monitor and evaluate workplace

learning

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



Developing a

Learning

Organisation

What is Learning and Development?

Professional development is an important aspect of any business’ ongoing growth

and sustainability. A systematic learning and development strategy refers to an

organisation’s well documented and organised approach to providing professional

development to individuals and teams to extend their workplace knowledge, skills

and competencies to the required standards to ensure a sustainable, competitive

and compliant organisation.

Benefits of Learning and Development

Organisations value professional development as a way to:

Ensure compliance with legislative changes, industry standards and best

practice

Adapt organisations practices in light of new research and innovation

Ensure product and services remain relevant and competitive in the market

Implement a change in the organisation

Be aware of gaps in skills and knowledge of individuals

Have competitive edge over competition

Promote innovation in the team

Provide staff motivation and increase staff work satisfaction levels

Provide staff advancement and promotion

Promoting ongoing, lifelong learning and stimulates the development of brain

synapses providing positive mental health

Attract new staff



Theories Related to Learning and Development

Promoting A Learning Organisation

There is an old saying: “You can lead a horse to water but you can’t make it drink!”

This applies well to individuals and teams in an organisation. As a leader, you can

make a range of learning and development opportunities available however each

individual has to want to learn. They must feel empowered, value learning, be

motivated to engage and develop new knowledge, and be willing to transfer it into

practice. As leaders, how do we promote an environment where learning and

development is valued.

The term ‘Learning Organisation’ was first used by Arie de Geus. He suggested that

the most important asset in any business was capability not capital. He suggested that

the knowledge, insights and information of all employees at all levels should be valued

and utilised, not just those of upper management.

Dr Peter Senge refers to a learning organisation as a group of people who work

together collectively to enhance their capacity to recreate results they really care

about. Creating a holistic learning environment occurs when the following 5

principles work together:

Mental models: Opportunity for employees to recognise, reflect and challenge

on their current mind sets and learn from others. It can also include challenging

the culture of an organisation.

Personal Mastery: Refers to an individual’s commitment to value and engage in

learning. It includes opportunity for self-improvement and training.

Shared vision: This is a common vision of what the organisation is trying to

achieve and feeling of ownership and contribution by individuals which

encourages them to learn.

Team learning: This is where individuals working together as a team, sharing and

collaborating together to learn and achieve their goals.

Systems thinking: This refers to Management and the organisation’s philosophy

and commitment to learning and development. When learning and

development is valued and promoted, this flows through the organisation. De-

valuing by cutting learning and development as a useful strategy for business

growth may result in short term savings but long term damage to the business. It

is considered an ‘integrated process’.

https://en.wikipedia.org/wiki/Peter_Senge



Children’s Services: Ongoing Learning and Reflective Practices

The National Quality Framework recognises the value and need for ongoing learning

and development in Children’s Services. It is often referred to as ‘professional

development’.

Standard 7.2 of the National Quality Standards and EYLF and MTOP Principle 5 refers

to ‘Ongoing Learning and Reflective Practices’. It focuses on continuous

improvement, ensuring Educators and staff in Children’s Services will be constantly

reflecting and discussing their practice as a team to gain greater understanding on

utilising the framework and increase their knowledge and skills as Educators. Some

may have reflective journals, use staff meetings or online blogs to share thoughts.

Remember, we all have different perspectives on life.

As Educators, we need to stay up to date with research which often means changing

what we have done in the past. Reflecting on practice means discussing different

perspectives; challenging our own beliefs and values, listening to and sharing the

different views we are developing to expand our own perspectives of the world.

Reflective practice is a form of ongoing learning. Critical reflection involves closely

examining all aspects of our practice from different perspectives. What are we doing

well? What else could we do? What are other people’s opinions on what we do? How

does our practice compare with the standards set in the NQF?

Reading Time!

Read the ‘My Time, Our Place’ Educators Guide and ‘Early

Years learning Framework’: ‘Ongoing Learning and

Reflective Practice for Improvement’.

This provides another great process for reflection that you may

wish to include in your service!



.



Video Time!

Want to know more about ‘reflecting on practice’?

Visit Early Childhood Australia:

http://www.earlychildhoodaustralia.org.au/nqsplp/e-

learning-videos/talking-about-practice/

Watch the video:

Reflecting on practice

This is located under E Learning Video: Talking About

Practice

http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/talking-about-practice/

http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/talking-about-practice/

http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/talking-about-practice/reflecting-on-practice/



How does professional development motivate and promote job satisfaction?

Hierarchy of Needs -Abraham Maslow (1908-1970)

Maslow, born in New York, was a leader of the humanistic

movement in American Psychology in the 1950’s. He was

dedicated to researching alternatives to the negative side of

psychology to finding the positive outcomes of human beings.

Maslow presented his theories and concepts into what he called his

‘hierarchy of needs’. He believed that people have a number of

needs and that some needs are of greater importance than others.

He created a ‘pyramid’ showing the levels of importance. The first

four levels he called ‘deficiency needs’. He believed that people needed to meet

these or they feel anxious or stressed.

As leaders we can consider how Maslow’s hierarchy of needs impacts on what is

important to individuals.

Self

Actualisation

Self-Esteem

Love & Belongingness

Safety & Security

Biological & Physiological Needs

(Food/Shelter/Sex)



Main Points of Theory:

Maslow's hierarchy of needs is often shown as a pyramid consisting of five levels.

The first level represents physiological needs, (i.e. physical needs and safety

needs) while the top levels are associated with psychological needs such as

esteem and self-actualisation. Lower needs need to be met before higher needs

are satisfied. For example, once a person has food, shelter and physiological

needs met, they will then work on other higher needs. If the person loses their

shelter or food, they will temporarily re-prioritize their lives to focus attention on the

unfulfilled needs. This focus is only temporary. They do not permanently regress to

that level. For example, if a person who is at the self-esteem level is diagnosed

with a serious illness they will spend time concentrating on their health (i.e.

physiological needs), however they will still value their own work performance

(esteem needs) and will return to work when feeling better even if not cured.

Social needs. The third level refers to social needs. It emphasises the need for

emotionally based relationships such as friendship, family, intimacy, support and a

sense of belonging and acceptance. This can come from large social groups (e.g.

Clubs) or small groups such as family. Maslow believes there is a need to be loved

by others. If these needs are not met the person can be left feeling lonely, suffer

anxiety and depression. This need may be considered stronger than the need for

food or safety.

Esteem needs. The fourth level relates to our need

to be respected, have self-respect and a positive

self-esteem. People need to contribute to gain this

sense of respect. Imbalances at this level can result

in low self-esteem or inferiority complexes. Maslow

believes that self-esteem is not derived by fame or

external measures, it occurs internally within people

as a result of their contribution. For example, a

person may do something nice for someone else,

they feel proud of themselves and the type of person they are, building a positive

self-esteem.

Growth needs, Self-Actualisation. Self-actualization is referred to as a ‘growth’

need. Maslow describes Self-Actualisation as ‘The desire for self-fulfilment. This

tendency might be phrased as the desire to become more and more what one is,

to become everything that one is capable of becoming’ (Maslow, 2006). It is here

that a person is aware of their own potential and strives to do what makes them

All motivational theories

believe as a leader you

need to know about your

team’s individual desires

and feelings. This can put

you in a stronger position

to identify and satisfy their

needs.



happy. These may include choosing to meet appealing needs such as being

around aesthetically pleasing environments.

How Leaders Can Use Theory in Learning and Development

The third level, Social Needs, outlines our need to be loved and accepted by others.

In a team environment this includes being listened to, respected and valued. Taking

the time to get to know each team member provides them with a sense of belonging,

commitment to organisational and team goals, and job satisfaction which leads to

the development of team learning and personal mastery.

Individuals focused on the forth level of ‘Esteem Needs’ will be motivated by and

appreciate collaboration as this will lead to feelings of self-worth. Involving them in

self-assessment and the planning and implementation of learning and development

activities for themselves and the team can be helpful.

Individuals focused on the fifth level of ‘self-actuation’ value growth and ‘self-

development’ therefore will enjoy participating in relevant learning and development

activities. It is important that they have an opportunity to collaborate, identify and

plan training to ensure that it meets self-development needs.

Esteem need

• People on this level will appreciate collaboration

• Involve person in self evaluation and planning of learning and development activities.

Self Actualisation

• People focused on the "growth needs" level will appreciate the opportunity to participate in relevant learning and development practices.

• Involve person in self evaluation and planning of learning and development activities.



Learning From Mistakes

In education, we value children using a range of learning processes to acquire new

knowledge and skills including hypothesising, experimentation and through trial and

error. Children who are not allowed to make mistakes will often avoid new

experiences, evade change, develop anxiety and a fear of failure. The same can

applies to adults.

Bauer, Gruber, and Harteis believe that mistakes can have a positive effect on future

growth.

To learn from mistakes, we need to:

Be allowed to trial new ideas in the workplace

Reflect or critically analyse the reasons for the mistake

Problem solve alternative action or solutions

Listen to and accept constructive feedback

Adapt our behaviour and transfer to future experience.

Five Stages of Team Development

There is not much point having a great knowledge of the range of leadership styles if

there is no one to lead! As a leader, is important to understand group dynamics, how

to facilitate team interactions (i.e. meetings) and to implement delegation and

effective communication within your team.

In 1965, psychologist Bruce Tuckman developed a concept known as Stages of Team

Development. He believed that teams go through 5 stages in their development.



These include:

● Forming. Coming together for a specific purpose. Individuals have a desire to

be accepted and rely heavily on the team leader to provide a safe

environment (physically, socially, emotionally and politically). Often people in

this stage avoid controversy and conflict, and serious topics are often

sidestepped.

● Storming. A time where people negotiate differences of opinions, perspectives

and values. Often involves conflict and competition between individuals. A

good leader must move their team through this stage by redirecting attention

onto the task and goals of the team.

● Norming. As roles are allocated and positions clarified, people become less

focused on their self and more on the task.

● Performing. Individual differences are quickly dealt with and the team are

focused on contributing to and achieving goals. Leaders who measure and

monitor progress of tasks and performance are able to maintain team focus.

● Adjourning. This applies to teams who are formed for specific projects or tasks

and the team disbands at the conclusion of the project. It includes a mourning

5 Stages of Team

Development

Forming

Storming

NormingPerforming

Adjourning



period where individuals can feel isolated and sad. It is important for the team

leader supports individuals to move to other projects or goals.

Facilitation techniques to encourage team development and improvement.

As a leader you can encourage team development and improvement by:

Modelling your commitment to continuous improvement and ongoing

learning by participating in training, embracing change and

implementing new research practice and innovations (systems

learning).

Foster a culture of innovation where new ideas are trialled and

mistakes are seen as opportunities for improvement.

Providing opportunity and time for teams to collaborate and share

knowledge.

Utilising a participatory leadership style

Establishing a code of conduct for team functioning (i.e. Positive

communication, respecting people’s opinions, providing constructive

feedback, strategies for handling conflict) (Team learning)

Providing an open, positive and strength-based communication

between staff members.

Collaborating with team members in identifying and planning their

future learning and development needs and opportunities.

Encouraging and modelling self-evaluation

Researching and introducing new ideas, research and technology

regularly to the team.

Getting to know your staff’s desires, goals and aspirations

Having clear organisational goals and philosophy to work towards

(shared Vision)

Systematically implementing a range of daily and scheduled ongoing

tasks for developing learning and development opportunities and

continuous improvement.

Implement theories related to staff motivation and development of a

learning organisation



Determine

Development

Needs

What is a ‘Systematic Approach’?

Systematically identify and implement learning and development

needs in line with organisational requirements

A systematic approach is a clear list of procedures for people to follow

to implement specific tasks as accurately as humanly possible. Most

organisations will have a detailed policy and scheduled procedure to

ensure that the professional development needs of staff are

accurately identified planned for and implemented.

The policy may include:

A statement of importance of learning and development to the organisation

Who is responsible for the planning

Standard and areas of training needed

Stakeholders to be consulted

What needs to be considered when planning learning and development

opportunities

Range of possible learning delivery methods including, on the job training,

workshops etc.

Templates which are to be used to document training needs, options and

effectiveness such as learning and development plans

Evaluation methods used

to assess effectiveness of training





Learning and Development Cycle

Establish culture of learning and development

Regular opportunities to identify training

needs

Belief in the imporatance of

ongoing learning

Continious improvement and

innovation is valued

Identify training needs

Skills and knowledge needed

Organisational requirements

Legislation requirments

Plan Training

Develop goals

Method of training

Implement training

Workbased

Accredited and non-accreditated.

Gain feedback on

training provided

Feedback sheets

Reflection by trainer

Transfer new skills and

knowledge into

workplace practices

Opportunities to carry out tasks involving new

skills

Monitoring and

Evaluating effectiveness

of training

Observe skills in workplace

Discussion with staff



Following is a cycle of learning and development which may be used in an

organisation.



Happy Learning!

For More Information…

For more information on current funding opportunities and

Governments commitment to upskilling in children services visit

https://www.education.gov.au/early-years-quality-fund

We hope you enjoyed this Learning Guide and

are now ready to implement your new ideas and

understandings into practice.

Want to know more?

Please see our recommended reading list for

additional websites on this topic.

https://www.education.gov.au/early-years-quality-fund



Useful Resources

Management Theory and Practice by Kris Cole (2010),

Mentoring for women in business

Business Articles & Resources:

http://www.womensnetwork.com.au/page.cfm?pageCode=mag-articles

Executive & Business Coaching & Mentoring - Carnegie Australia

Career coaching and mentoring: http://www.carnegiemg.com.au/career-

minded/index.htm

Leadership development – business coaching and mentoring :

http://www.carnegiemg.com.au/business-owners/leadership-development-coach-

and-mentor.htm

Dusseldorp Skills Forum: Home

Additional information related to Mentoring: http://www.dsf.org.au/tag/?tagID=45

MENTORING: Principles and Benchmarks for best practice:

http://www.dsf.org.au/resources/detail/?id=22

http://www.siteadvisor.com/sites/womensnetwork.com.au?premium=false&client_uid=39326250&client_ver=3.0.1.163&client_type=IEPlugin&suite=true&aff_id=105&locale=en_au&os_ver=6.0.0.0&ref=safesearch

http://www.siteadvisor.com/sites/carnegiemg.com.au?premium=false&client_uid=39326250&client_ver=3.0.1.163&client_type=IEPlugin&suite=true&aff_id=105&locale=en_au&os_ver=6.0.0.0&ref=safesearch

http://www.siteadvisor.com/sites/dsf.org.au?premium=false&client_uid=39326250&client_ver=3.0.1.163&client_type=IEPlugin&suite=true&aff_id=105&locale=en_au&os_ver=6.0.0.0&ref=safesearch




http://www.womensnetwork.com.au/page.cfm?pageCode=mentoring

http://www.womensnetwork.com.au/page.cfm?pageCode=mag-articles

http://www.carnegiemg.com.au/

http://www.carnegiemg.com.au/career-minded/index.htm

http://www.carnegiemg.com.au/career-minded/index.htm

http://www.carnegiemg.com.au/business-owners/leadership-development-coach-and-mentor.htm

http://www.carnegiemg.com.au/business-owners/leadership-development-coach-and-mentor.htm

http://www.dsf.org.au/

http://www.dsf.org.au/tag/?tagID=45

http://www.dsf.org.au/resources/detail/?id=22















Useful Online Videos

1. What do we mean by 'coaching and mentoring'?

4:03

https://www.youtube.com/watch?v=71zb3-MVc-Q&feature=related

2. What is Mentoring?

http://www.ehow.com/video_4755118_what-mentoring.html

3. How to Mentor an Employee

www.ehow.com

http://www.ehow.com/video_4984189_mentor-employee.html

http://www.siteadvisor.com/sites/ehow.com?premium=false&client_uid=39326250&client_ver=3.0.1.163&client_type=IEPlugin&suite=true&aff_id=105&locale=en_au&os_ver=6.0.0.0&ref=safesearch


http://www.youtube.com/watch?v=71zb3-MVc-Q&feature=related




http://www.google.com.au/url?q=http://www.ehow.com/video_4984189_mentor-employee.html&ei=bH58S8D3GJCTkAWCrIXYBA&sa=X&oi=video_result&resnum=4&ct=thumbnail&ved=0CBgQuAIwAw&usg=AFQjCNEKcShBBVz6Iv31YTz4qPJU9u9Oag


http://www.ehow.com/












Reading List

Bauer, J., & Mulder, R. H. (2007). Modelling learning from errors in daily work. Learning

in

Health and Social Care, 6, 121-133.

Billett, S. (2006a). Work, change, and workers. Dordrecht: Springer Academics.

Billett, S. (2006b). Relational interdependence between social and individual agency

in work

and working life. Mind, Culture and Activity, 13(1), 53-69.

Billett, S., & Somerville, M. (2004). Transformations at work: Identity and learning. Studies

in Continuing Education, 26(2), 309-326.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of

learning.

Educational Researcher, 18(1), 32-42.

Cole, G. (2001). Organisational behaviour. London: Thomson.

Colin, K. (2004). Workplace’s learning and life. International Journal of Lifelong

Learning,

4(1), 24-38.

Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching

the

crafts of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowledge, learning

and instruction, essays in honour of Robert Glaser (pp. 453-494). Hillsdale, N J: Erlbaum

& Associates.

Evans, K., Hodkinson, P., Rainbird, H., & Unwin, L. (2006). Improving workplace learning.

London: Routledge.

Harteis, C. (2003). Learning organizations as seen by workers. European Journal for

Vocational Training, 29, 15-24.

Harteis, C., & Gruber, H. (2004). Competence-supporting working conditions. In H. P.

A.

Boshuizen, R. Bromme, & H. Gruber (Eds.), Professional learning: Gaps and transitions

on the way from novice to expert (pp. 251-270). Dordrecht: Kluwer Academic

Publishers.



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