2 MANAGEMENT Table of Contents Task 1.........................................................................................................................................3 Part-A: Legislation.................................................................................................................3 1. Site of the Commonwealth Government body...................................................................3 2. Questions............................................................................................................................3 a. Name of the anti-discrimination body................................................................................3 b. Titles of different legislation..............................................................................................3 c. Administrator of the Fair Work Act 2009..........................................................................3 d. Title and administration of anti-discrimination body.........................................................4 e. Description of unlawful discrimination..............................................................................4 f. Scenario...............................................................................................................................4 i. Ethical consideration of Helen’s employer.........................................................................4 ii. Advise of state and federal authority to Helen...................................................................5 Part-B: Evaluate performance and learning needs.................................................................5 2. Self evaluation of Mary......................................................................................................5 3. Feedback on Mary’s performance......................................................................................5 Construct a self-evaluation form............................................................................................6 1. Script of conversation with Mary.......................................................................................6 2. Self-assessment form for Mary..........................................................................................6 3. Self evaluation form for Mary............................................................................................7 Collect feedback from relevant sources.................................................................................8
3 MANAGEMENT 1. Develop a client feedback form..........................................................................................8 Part-C: Compare feedback on performance...........................................................................9 2. Competencies of Mary.......................................................................................................9 3. Self-evaluation needs..........................................................................................................9 4. Appropriate training required for Mary............................................................................10 Task 2.......................................................................................................................................10 Part-A: Mentoring and coaching..........................................................................................10 Q&A.....................................................................................................................................10 1. Questions..........................................................................................................................10 a. Description of mentoring..................................................................................................10 b. Situation required for mentor...........................................................................................10 c. Description of coaching....................................................................................................11 d. Benefit of a person from coaching...................................................................................11 e. Difference between role of a mentor and a coach............................................................11 Role-play..............................................................................................................................12 4. Training plan template.........................................................................................................12 5. Conduct role-play.............................................................................................................12 a. Engage with Maria............................................................................................................12 b. Overcome resistance.........................................................................................................12 c. Conclusion........................................................................................................................13 d. Planning process required.................................................................................................13
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4 MANAGEMENT e. Training template..............................................................................................................13 Part-B: Learning styles.........................................................................................................14 1. Identify behavioural traits.................................................................................................14 3. Questions..........................................................................................................................14 Assess the learning style of the people.................................................................................14 Strategies for training...........................................................................................................14 Part-C: Develop individuals and teams................................................................................15 3. Training strategy...............................................................................................................15 a. Objectives.........................................................................................................................15 b. Gaps between the objectives and current state.................................................................15 c. Actions to close the gap....................................................................................................15 d. Monitoring of activities....................................................................................................15 Task 3.......................................................................................................................................16 Part-A: Plan development opportunities..............................................................................16 3. Selection of a program......................................................................................................16 4. Training schedule.............................................................................................................16 5. Reflection.........................................................................................................................17 a. Explaining meeting the needs of Gino..............................................................................17 b. Explaining the needs of the organisation..........................................................................17 c. Explaining approval of the programme............................................................................17 Part-B: Collect feedback from individuals...........................................................................18
5 MANAGEMENT 1. Review objectives of the training strategy.......................................................................18 2. Create a questionnaire......................................................................................................18 Part-C: Assess performance, negotiate future learning........................................................18 2. Preparation for the role-play.............................................................................................18 3. Conduct the role-play.......................................................................................................19 4. Report of Gino’s performance..........................................................................................19 a. Discuss Gino’s performance.............................................................................................19 b. Discuss professional development activities....................................................................19 c. Identify gaps in Gino’s performance................................................................................19 d. Discuss next steps for Gino’s professional development.................................................20 e. Evaluate the success of professional development...........................................................20 f. Organisational policy procedures......................................................................................20 Bibliography.............................................................................................................................21
6 MANAGEMENT Task 1 Part-A: Legislation 1. Site of the Commonwealth Government body The site of the Commonwealth Government body of Australia that determines the anti-discriminationlawincludes https://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/Australias-Anti- Discrimination-Law.aspx 2. Questions a. Name of the anti-discrimination body The name of the anti-discrimination body in Australia is the Australian Government Guidelines on the Recognition of Sex and Gender. b. Titles of different legislation The titles of the different legislation and the years include: 1.Age Discrimination Act 2004 2.Disability Discrimination Act 1992 3.Racial Discrimination Act 1975 4.Sex Discrimination Act 1984 c. Administrator of the Fair Work Act 2009 The Administrator of the Fair Work Act 2009 is the State or Territory that is controlled by the respective Government of a State. The administrator can be the Minister of the State or Territory of the respective legal governance of the country. In terms of the
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7 MANAGEMENT workplace, the law helps to maintain equality of work among the employees and at the same time, ensure that discrimination is prevented at the work place (Fredman, 2017). d. Title and administration of anti-discrimination body The title of the anti-discrimination body that is located in the state includes: 1.Age Discrimination Act 2004 2.Disability Discrimination Act 1992 3.Racial Discrimination Act 1975 4.Sex Discrimination Act 1984 The administrators of each of the acts can help in the development of work place ethics and ensure that the acts are implemented for the betterment of the policies that are developed at a workplace. It provides every employee with an opportunity to work in a positive manner. e. Description of unlawful discrimination As per the Federal and State Legislation, unlawful discrimination occurs if someone or a group of people is treated in a less favourable manner than other people in a group owing to differences in race, colour, nationality as well as culture. Such a form of discrimination is seen mostly at a workplace or any social gathering (Australia’s anti-discrimination law, 2019). As stated byCohen (2017)in terms of training, the unlawful discrimination can occur if people of a certain ethnicity or culture are favoured over others and thus, more and proper training is provided to such people over the others.
8 MANAGEMENT f. Scenario i. Ethical consideration of Helen’s employer The act of Helen’s employer is unethical mainly because the person indulged in discrimination in terms of age. The reason about Helen being too old to learn something new indicates the discrimination that continues in the organisation and at the same time breaks, the laws related to discrimination at the workplace during training. Hence, it can be said that overall assessment is that the employer of Helen has no regards towards the application and practise of the anti-discrimination act and law. ii. Advise of state and federal authority to Helen The advice provided that need to be considered for Helen includes filing a legal complaint against the authorities and the employer involved in the anti-discrimination act. Helen needs to ensure that she gets the training and at the same time, develop her competence as a technically sound person. Other advice can be for Helen to quit working at the organisation and seek new challenges wherein she can use her experience and hope to learn new things. Part-B: Evaluate performance and learning needs 2. Self evaluation of Mary The self-evaluation of Mary need to based on the competencies that is possessed by her and at the same time, the demand of the market. It can be seen from the case study that Mary has gained enough experience in the field and is capable of maintaining a positive relationship with every member. However, she needs to develop her competency in terms of the speaking directly over the phone so that more customers can be brought in for services provided.
9 MANAGEMENT 3. Feedback on Mary’s performance The feedback from the performance of Mary can be attributed to the fact that Mary need to develop her competency while speaking to customers over the phone as she does directly. She needs to develop relevant experience after learning to use modern technologies and possess the ability to manage any conflicting demand that may hamper the work. Therefore, focus need to be made on improving her ability communicate via phone and at the same time, process the accounts payable which can help in prioritising the work. Construct a self-evaluation form 1. Script of conversation with Mary Question 1: How long have you been working here? Question 2: What are your hobbies? Question 3: How have you been able to work for the past few days? Question 4: Do you feel the need for training? Question 5: How are you going to self-evaluate yourself? Question 6: What mitigation techniques are adopted to improve yourself? Question 7: Why will you be using the self-evaluation tests? 2. Self-assessment form for Mary Below averageSatisfactoryAbove averageSuperior I know accounting in a professional manner I know who my supervisor is I knowtheresponsibilitythathas
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10 MANAGEMENT been given to me I know about using technologies Iknowhowtomakeproper communication I feel have had enough training Table 1: Self-assessment form of Mary (Source: Created by author) 3. Self evaluation form for Mary Date: 25thMay 2019 Employee name: Mary Purpose: Self-evaluation Daily duties of Mary Building trust AcceptableExceeds expectation Behaves rationally Expresses oneself Shares accurate information Delivering results AcceptableExceeds expectation Delivers quality results Stays focused Maintains job knowledge Requires improvement Collaboration
11 MANAGEMENT AcceptableExceeds expectation Respects others Strives to resolve interpersonal conflict Demonstrates respect for culture Communication AcceptableExceeds expectation Shares important information quickly Listens carefully Clear and concise communication Table 2: Self-evaluation form of Mary (Source: Created by author) Collect feedback from relevant sources 1. Develop a client feedback form Title:Feedback form Purpose of the form:Obtain feedback for Mary Name:Mary Date:25thMay 2019 Position:Administrative officer Below averageSatisfactoryAbove averageSuperior Placement by orders by phone Providing good services Follow up of the services Maintaining customer relationship Table 3: Client feedback form of Mary
12 MANAGEMENT (Source: Created by author) Part-C: Compare feedback on performance 2. Competencies of Mary The competencies of Mary that require to be improved include development of Microsoft Office that can help in the development of knowledge in the technical expertise. She needs to be provided with training that can help in development of responsibility after a feedback has been received. At the same time, gaining knowledge of the technologies can help in organising the records maintained by Mary. 3. Self-evaluation needs GoalsObjectivesDelivery modeSuggested improvement Improvementin accounting Tounderstandthe accounting responsibilities required to be taken Onthejob training Startwiththebasic trainingfacilityand continuetowardsthe development of advanced accounting Improvetechnical skills Togainknowledge aboutthe technologiesaswell astheeffective methodtousethe technology Onthejob training Implementtrainingin termsofMicrosoftas wellasprovidean opportunity to understand effectivemannerto organise records Table 4: Training needs (Source: Created by author)
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13 MANAGEMENT 4. Appropriate training required for Mary On the job training, can provided value to Mary as she can learn while applying the concepts in a practical manner. She can be promoted as a senior administrative officer based on the performance and excel the training facilities so that the competency standard of Mary in the industry can improve further. Thus, on the job training can provide Mary with the ability to improve her competency in the organisation along with an improvement in the standard. Task 2 Part-A: Mentoring and coaching Q&A 1. Questions a. Description of mentoring In mentoring, an experienced person assists another in developing specific skills and knowledge that can help in enhancing the less experienced person in a professional and personal growth.Pearl, Puhl and Dovidio (2017) stated thatmentors could be people that have experienced and excelled in a professional field and at the same time, can help in guiding the less experienced people in a critical workplace area. b. Situation required for mentor Mentors can be appointed in situations after encountering new situations or problems. As stated byHamilton (2017) it is required to take the situation in a timely manner so that development of the less experienced person can take place. It is also necessary that the mentor be appointed in a situation that demands improvement in the business strategies such as not performing well in the organisation.
14 MANAGEMENT c. Description of coaching Coaching can be considered as a form of development in which a person supports a learner or client while trying to achieve specific personal or professional goals.Noeet al., (2017) stated that this is done by providing the required training or guidance, which often means the informal relationship between two or more people involved in gaining huge experience as well as expertise than others, offers to provide advice, and guides the inexperienced person. d. Benefit of a person from coaching At times situation occurs in which getting help from mentors may not be enough and thus, coaching experience can be required.Bellet al., (2017) stated that support of highly qualified as well as certified and well experienced trainers in the form of coach can help in providing better guidance that may serve the purpose of the person being provided with the training. In such situations, mentors are not effective. e. Difference between role of a mentor and a coach The basic differences between the roles of a mentor or coach can be considered as: ActivityMentorCoach FocusIndividualPerformance RoleFacilitator with no agendaFacilitatorwithspecific agenda RelationshipSelf selectingComes with the job Source of influencePerceived valuePosition ArenaLifeTask Table 5: Difference between mentor and coach (Source: Created by author)
15 MANAGEMENT Role-play 4. Training plan template Team member: Maria Team leader: Seamus Skillstobe developed Trainingdelivery descriptions Actualskill level Desiredskill level Scheduled date/timeline Developmentof financial competence On the job training None Required to be efficientin finance Withinthe next week Table 6: Training plan template (Source: Created by author) 5. Conduct role-play a. Engage with Maria Engaging with Maria can be done by using questionnaire method in which the listening talent is required. It is necessary that Maria that the type of learning that Maria requires be identified from her competency as well as the questionnaire that can help in the development of the candidate so that she can continue with the development of her roles and competencies. b. Overcome resistance In order to train with persistence and interpersonal skills, it is necessary that Maria consider the adoption of on the job training so that her competency as well as her talent can be developed. The resistance can be overcome by the fact that effective training be developed
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16 MANAGEMENT which can help Maria to develop her competency and at the same time, ensure that interpersonal skills are developed by regular interactions in the training activities. c. Conclusion From the conversation, the conclusion that can be drawn includes the development of financial skills for Maria so that she can ensure that she completes her work on time and remains healthy throughout her career. The over work due to the incompetence can lead her to succumb to illness which can be considered as negatively effective for the development of her competency. d. Planning process required The planning process that is required for the success of Maria is to provide her with a basic financial training that can help her to continue with the development of her competence. Maria needs to be accustomed to the fact that the financial invoices are as easy as the other competencies in the business mainly because she needs to develop accurate ideas for remaining fit in her career. Negotiation of time frames can be done based on the requirement of training for Maria. e. Training template Team member: Maria Team leader: Seamus Skillstobe developed Trainingdelivery descriptions Actualskill level Desiredskill level Scheduled date/timeline Developmentof financial competence On the job trainingNone since she isreluctantto undertake finances Required to be efficientin finance Withinthe next week
17 MANAGEMENT Table 7: Training template (Source: Created by author) Part-B: Learning styles 1. Identify behavioural traits The behavioural traits that can be seen from Maria include facts that she is able to maintain a proper schedule as well as a dairy for the salespersons with customers and suppliers. The fact that finance is not the favourite area of Maria accounts for her being lazy and at the same time lead to over work, which in turn leads to sickness. 3. Questions Assess the learning style of the people For Graham the learning style is auditory since case study evidence is that he likes to listen to people and talk with them. For Maria it is the kinaesthetic learning style since she likes to maintain records and salesperson’s diary. For Gino, it is the visual learning style as he is an extremely capable communicator who maintains the best sales record. Strategies for training The strategy that can be adopted for suiting each of the learning styles includes on the jobtrainingsessionsothatalltheauditorylearningcandidatescanlearnaboutthe development of its competencies. At the same time, ensure that of the job training can also help in the development of the skills of the employees with visual learning style. For the kinaesthetic learning style, the training can be classroom training so that the candidate can be made to sit in place for providing training.
18 MANAGEMENT Part-C: Develop individuals and teams 3. Training strategy a. Objectives Toensurethatcustomerservicebeprovidedinaneffectivemannerforthe development of competencies Toidentifytheinternalprocessesthatcanhelpinthedevelopmentofthe organisational competencies To make recommendations which can help in improving the customer service as well as develop competency b. Gaps between the objectives and current state The gap is that the team does not have proper coordination and this can prove as a vital problem for the organisation. The strength is that the individual members are brilliant but as a team they cannot continue to progress. The current competency is that a mixed bag of talent in the learning competency can be made and the required competency can be based on the development of team training. c. Actions to close the gap Team activities and working together as a group can help in reducing the gap. The programs that can help to close the gap includes developing a team culture by developing sporting events which can help in building a sense of team spirit for the development of the organisation as well as working as a group. d. Monitoring of activities The monitoring of activities is done by assessing the development as a team not as individuals. The success can be measured based on the increase in sales as each of the
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19 MANAGEMENT member have positive competency and unmatched skill in the sales department and hence, working as a team can help in the development of the team competency within the organisation. Task 3 Part-A: Plan development opportunities 3. Selection of a program The program that can be best suited for Gino includes the delivery of training by instructor classroom-style over two half-days in the CBD of your closest capital city at a cost of $695. Some of the key contents of the program include: • The value of time management • Analysing your time usage • Setting work goals • Setting work priorities 4. Training schedule Dates and timesResources neededBreakdown of costs 26thMay 2019, 12:00 pmFinancialresources, measuring tools, books and projectors Financial resources=$45 Measuring tools=$67 books and projectors=$100 27thMay 2019, 1:00 pmTeam development activities, salespersonnelexamples, sales tools Teamdevelopment activities=$35 Salespersonnel
20 MANAGEMENT examples=$66 Sales tools=$32 Table 8: Training schedule (Source: Created by author) 5. Reflection a. Explaining meeting the needs of Gino The program can meet the needs of Gino by offering a range of development activities in terms of the financial perspective. As seen from the case study, he has already stated his claim as one of the best sales person and the fact that financial development along with working in a team can develop his competency can provide a huge boost for the employee. SupportingmaterialslikeexamplesofsalespersonnelcanhelpGinatodevelophis competency. b. Explaining the needs of the organisation The objective is to work as a team and the development of strategies along with the competencies can help in the development of the activities in the organisation. The proposed timeline and the resources can help in improving the skills of the employees and provide the organisation with an opportunity to develop self-competency and at the same timework for the development of the competency of the organisational requirements. c. Explaining approval of the programme The approval of the programme can be attained from the managers. It is necessary that the approval provided take into consideration the necessities of the organisation and ensure that organisational requirement in terms of budget is met. Hence, it can be said that the
21 MANAGEMENT approval can take into consideration the development of the programme based on the competencies that are held and possessed by the managers. Part-B: Collect feedback from individuals 1. Review objectives of the training strategy The objectives of the training strategies include understanding the competency level of Gino. The training strategy is to ensure that Gino gets excess financial knowledge and at the same time, improve on the sales performance so that he can become one of the best sales people in the organisation. This can help in understanding the development of Gino. 2. Create a questionnaire Question 1: What type of course is you required to undertake? Question 2:Are you aware of your competencies? Question 3:How will you implement the development of professional conduct with the competency? Question 4:Are you aware of working as a team member? Question 5:Is there any professional development that you need to undertake? Question 6:How will you cope up with the changes in the training provided? Part-C: Assess performance, negotiate future learning 2. Preparation for the role-play The role-play can be conducted within the premises of the organisation so that improvement of the process that can help Gino can take place and at the same time meeting can be taken place for the development of the organisation and future training programmes.
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22 MANAGEMENT 3. Conduct the role-play During the role-play, Gino was approached in a professional manner with emphasis firmly on the development of him career. However, agreement for asking questions based on her profession was adopted which can help Gino to continue with the development of him status and at the same time ensure that the organisational success is also developed. 4. Report of Gino’s performance a. Discuss Gino’s performance Gino’s performance at the sales has been impressive as example from the case study shows that he has the best sales record out of all the sales individuals. At the same time, the jovial nature of his approach can help him to gain success and face any challenge irrespective of its difficulty level. b. Discuss professional development activities Performance development activities in the form of ensuring that Gino does not go out of track is taken along with the development of a high interpersonal skill. The major backlog of Gino needs to be addressed so that he does not become sloppy and at the same time, help in the development of the effective communication which in turn can be effective for his development. c. Identify gaps in Gino’s performance The gaps in the performance of Gino is that he is usually sidetracked and can be sloppy a times. He needs to remain effective in terms of communication and at the same time, ensure that he does not fall behind in the work that he undertakes.
23 MANAGEMENT d. Discuss next steps for Gino’s professional development The next step for the professional development of Gino is to develop his financial abilities. He needs to understand the role of finances in the sales field so that he can contribute heavily for the success of the organisation. This can help Gino to meet the organisational requirements and professional requirement. e. Evaluate the success of professional development The success that can be achieved by Gino is that the chances of increase of sales can improve and it can help Gino to understand the competency he holds in the organisation with special emphasis on the development of his financial skills. f. Organisational policy procedures The policy is to separate the individuals and put them in teams so that they can continue to perform effectively. Legal policy approval is not required with the application of organisational policies for the development of Gino’s goals.
24 MANAGEMENT Bibliography Adekiya, A. A., & Ibrahim, F. (2016). Entrepreneurship intention among students. The antecedentroleofcultureandentrepreneurshiptraininganddevelopment.The International Journal of Management Education,14(2), 116-132. Australia’s anti-discrimination law | Attorney-General's Department. (2019). Retrieved from https://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/Australias-Anti- Discrimination-Law.aspx Bell, B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017). 100 years of training and development research: What we know and where we should go.Journal of Applied Psychology,102(3), 305. Buckingham, M., & Goodall, A. (2015). Reinventing performance management.Harvard Business Review,93(4), 40-50. Cohen, E. (2017). Employee training and development. InCSR for HR(pp. 153-162). Routledge. DeNisi,A.S.,&Murphy,K.R.(2017).Performanceappraisalandperformance management: 100 years of progress?.Journal of Applied Psychology,102(3), 421. Fredman, S. (2017). Disability equality: A challenge to the existing anti-discrimination paradigm?. InDisability and Equality Law(pp. 123-142). Routledge. Hamilton, J. (2017). 11 Anti-ageist legislation: the Australian experience.Ageism in work and employment. Kearney, R. (2018).Public sector performance: management, motivation, and measurement. Routledge.
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25 MANAGEMENT Larsen, H. H. (2017). Key issues in training and development. InPolicy and practice in European human resource management(pp. 107-121). Routledge. Mone, E. M., & London, M. (2018).Employee engagement through effective performance management: A practical guide for managers. Routledge. Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2017).Human resource management:Gainingacompetitiveadvantage.NewYork,NY:McGraw-Hill Education. Pearl, R. L., Puhl, R. M., & Dovidio, J. F. (2017). Can legislation prohibiting weight discriminationimprovepsychologicalwell‐being?Apreliminary investigation.Analyses of Social Issues and Public Policy,17(1), 84-104. Saks, A. (2015).Managing Performance Through Training & Development, (Canadian ed.). Nelson Education. Salmon, P. M., Stanton, N. A., & Jenkins, D. P. (2017).Distributed situation awareness: Theory, measurement and application to teamwork. CRC Press. Valentine, M. A., Nembhard, I. M., & Edmondson, A. C. (2015). Measuring teamwork in health care settings: a review of survey instruments.Medical care,53(4), e16-e30. Van Dooren, W., Bouckaert, G., & Halligan, J. (2015).Performance management in the public sector. Routledge.