Management Assignment: Evaluating Performance and Workplace Learning

This management assignment report addresses key aspects of workplace learning and development. Task 1 focuses on determining development needs by researching anti-discrimination legislation, creating feedback forms, and evaluating performance. Task 2 delves into mentoring and coaching, including answering questions, participating in a role-play, and assessing learning styles to develop a training strategy. Task 3 involves planning development opportunities, collecting feedback, and assessing performance through role-play, ultimately negotiating future learning and evaluating the success of professional development initiatives, including a training schedule and reflection on meeting organizational and individual needs. The report covers topics such as self-evaluation, client feedback, training needs analysis, mentoring, coaching, and the development of individuals and teams within a management context. The assignment includes the development of a training plan and its implementation, and also focuses on monitoring and evaluating workplace learning.

Running head: MANAGEMENT
Management
Name of the student
Name of the university
Author’s note

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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

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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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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

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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

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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-discrimination law includes
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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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 by Cohen (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.

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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.

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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 average Satisfactory Above average Superior
I know accounting in a professional
manner

I know who my supervisor is 
I know the responsibility that has 

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been given to me
I know about using technologies 
I know how to make proper
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: 25th May 2019
Employee name: Mary
Purpose: Self-evaluation
Daily duties of Mary
Building trust
Acceptable Exceeds expectation
Behaves rationally 
Expresses oneself 
Shares accurate information 
Delivering results
Acceptable Exceeds expectation
Delivers quality results 
Stays focused 
Maintains job knowledge 
Requires improvement
Collaboration

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Acceptable Exceeds expectation
Respects others 
Strives to resolve interpersonal conflict 
Demonstrates respect for culture 
Communication
Acceptable Exceeds 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: 25th May 2019
Position: Administrative officer
Below average Satisfactory Above average Superior
Placement by orders by phone 
Providing good services 
Follow up of the services 
Maintaining customer relationship 
Table 3: Client feedback form of Mary

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(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
Goals Objectives Delivery mode Suggested improvement
Improvement in
accounting
To understand the
accounting
responsibilities
required to be taken
On the job
training
Start with the basic
training facility and
continue towards the
development of advanced
accounting
Improve technical
skills
To gain knowledge
about the
technologies as well
as the effective
method to use the
technology
On the job
training
Implement training in
terms of Microsoft as
well as provide an
opportunity to understand
effective manner to
organise records
Table 4: Training needs
(Source: Created by author)

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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 that mentors 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 by Hamilton (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.

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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. Noe et 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. Bell et 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:
Activity Mentor Coach
Focus Individual Performance
Role Facilitator with no agenda Facilitator with specific
agenda
Relationship Self selecting Comes with the job
Source of influence Perceived value Position
Arena Life Task
Table 5: Difference between mentor and coach
(Source: Created by author)

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Role-play
4. Training plan template
Team member: Maria
Team leader: Seamus
Skills to be
developed
Training delivery
descriptions
Actual skill
level
Desired skill
level
Scheduled
date/timeline
Development of
financial
competence
On the job training
None
Required to be
efficient in
finance
Within the
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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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
Skills to be
developed
Training delivery
descriptions
Actual skill
level
Desired skill
level
Scheduled
date/timeline
Development of
financial
competence
On the job training None since she
is reluctant to
undertake
finances
Required to be
efficient in
finance
Within the
next week

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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
job training session so that all the auditory learning candidates can learn about the
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.

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Part-C: Develop individuals and teams
3. Training strategy
a. Objectives
 To ensure that customer service be provided in an effective manner for the
development of competencies
 To identify the internal processes that can help in the development of the
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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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 times Resources needed Breakdown of costs
26th May 2019, 12:00 pm Financial resources,
measuring tools, books and
projectors
Financial resources=$45
Measuring tools=$67
books and projectors=$100
27th May 2019, 1:00 pm Team development activities,
sales personnel examples,
sales tools
Team development
activities=$35
Sales personnel

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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.
Supporting materials like examples of sales personnel can help Gina to develop his
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

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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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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.

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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.

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