Bright Star College

Teachers Teaching and Learning Materials Development

Ethiopian TVET-System
ACCOUNT AND BUDGET SERVICE
Level - IV
Learning Guide #20
Unit of Competence: Develop Individuals and Team
Module Title: Developing Individuals and Team
LG Code: BUF ACB4 20 0812

Lo-1: Provide team leadership

Lo-2: Foster individual and organizational growth
LO-3: Monitor and evaluate workplace learning
LO-4:Develop team commitment and cooperation
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LO-5:Facilitate accomplishment of organizational goals

Unit Descriptor

This unit covers the knowledge, skills and attitudes required to determine individual and
team development needs and facilitate the development of the workgroup.

Elements

Performance Criteria

1. Provide team leadership

1.1 Learning and development needs are systematically identified and implemented in
line with organizational requirements
1.2 Learning plan to meet individual and group training and developmental needs is
collaboratively developed and implemented
1.3 Individuals are encouraged to self-evaluate performance and identify areas for
improvement
Feedback on performanceof team members is collected from relevant sources and
compared with established team learning process

2. Foster individual and organizational growth

2.1 Learning and development program goals and objectives are identified to match the
specific knowledge and skills requirements of Competence standards
2.2 Learning delivery methods are appropriate to the learning goals, the learning style of
participants and availability of equipment and resources
2.3 Workplace learning opportunities and coaching/ mentoring assistance are provided to
facilitate individual and team achievement of competencies
2.4 Resources and timelines required for learning activities are identified and approved in
accordance with organizational requirements

3. Monitor and evaluate workplace learning

3.1 Feedback from individuals or teams is used to identify and implement improvements
in future learning arrangements
3.2 Outcomes and performance of individuals/teams are assessed and recorded to
determine the effectiveness of development programs and the extent of additional
support
3.3 Modifications to learning plans are negotiated to improve the efficiency and

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effectiveness of learning
3.4 Records and reports of Competence are maintained within organizational requirement

4. Develop team commitment and cooperation

4.1 Open communication processes to obtain and share information is used by team
4.2 Decisions are reached by the team in accordance with its agreed roles and
responsibilities
4.3 Mutual concern and camaraderie are developed in the team
5. Facilitate accomplishment of organizational goals
5.1 Team members actively participated in team activities and communication processes
5.2 Teams members developed individual and joint responsibility for their actions
5.3 Collaborative efforts are sustained to attain organizational goals

LO-1 Provide Team Leadership

Information Sheet-1 Provide Team Leadership

Introduction to team and Individual

What is team?

A group of people with a full set of complementary skills required to complete a task, job, or
project.
Team members need to
 operate with a high degree of interdependence,
 share authority and responsibility for self-management,
 Be accountable for the collective performance, and
 Work toward a common goal and shared rewards(s).

A team becomes more than just a collection of people when a strong sense
of mutual commitment creates synergy, thus generating performance greater than the sum of the
performance of its individual members.

Characteristics of team

1. Meaningful Common Purpose: Individual contributors must collectively understand and

commit to their team’s purpose. Therefore, it is up to the manager to clearly define the
expectations and responsibilities for each role, and ensure alignment between the person and the
role.
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2. Clear Performance Goals: What does success look like? What is the group trying to
accomplish? What work needs to be done to achieve the desired outcome? In high functioning
teams, managers make sure that all contributors understand and accept both the end goal and the
game plan for getting there.
3. Diversity of Skill and Personality: While managers should strive to have some consistencies
in teams bringing different people together who can offer different skills and perspectives will
helps drive creativity and innovation. Moreover, it will help bring balance to the team in terms of
tasks, people, risk and rules.
4. Strong Communication and collaboration: Effective communication between team
members and from the manager to the team sets the foundation for collaboration. Behavioral
data can help managers get a better understanding of communication styles and motivating
drives, all of which can help managers better predict how the group will interact, potential
challenges that may arise and how they may approach shared goals.
5. Trust and Commitment: One of the key building blocks of successful teams is a strong sense
of shared trust among team members. A lack of trust impedes on individuals ability to build
rapport and trust thereby jeopardizing productivity. It is clear much of what makes teams
successful is rooted in understanding the individual behaviors and motivating needs of the team
members. Using assessments to obtain this data can impact a manager’s ability to predict
performance and improve the effectiveness of the team.

What is Individual?

An individual is a person or a specific object. Individuality (or selfhood) is the state or quality
of being an individual; particularly of being a person separate from other persons and possessing
his or her own needs or goals.

1.1. Learning and development needs are systematically identified and implemented in line
with organizational requirements

How are learning and development needs identified?

Identifying learning and development needs is based on a formal or informal assessment of prevailing
levels of skills, attitudes and knowledge, and on any current or anticipated gaps. Such an analysis will
enable decisions about what learning provisions are needed at individual, team or organizational level.
These gaps should be interpreted and prioritized in connection with the wider organizational strategy.

Implementing a formal learning needs analysis (LNA) - also sometimes known by alternative terms such
as training needs analysis (TNA) or training and learning needs analysis (TLNA) - may be seen as a
health check on the skills, talent and capabilities of the organization (or part of the organization). It is
based on the systematic gathering of data about employees’ capabilities and organisational demands for
skills, alongside an analysis of the implications of new and changed roles for changes in capability.

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Such a process should flow from business strategy, and its aim is to produce a plan for the organisation
to make sure there is sufficient capability to sustain business performance. It is also important to consider
statutory requirements, for example certain positions require specified levels of health and safety
expertise.

Why Understand Individual Needs?

Clearly, some training needs will be universal, and will apply to many, if not all, of your team
members. However, everyone on your team is unique; they have different skills, different levels
of understanding, and different responsibilities and objectives.
Therefore, training and development shouldn't follow a "one size fits all" approach if you want it
to be effective. Instead, you need to take the time to understand the training that each individual
needs, so that you can provide the right training for the right people. As well as improving
performance, this saves time, resources, and money.
With this tailored approach, your people will also feel more empowered, and they'll be able to
link what they learn to their own personal objectives. This boosts well-being and morale.

Identifying Developmental Needs

operation Sheet-1 Identifying Developmental Needs

The six steps below, which we've adapted from the American Society for Training and
Development's Strategic Needs Analysis will help you better, understand people's training needs:
1. Reviewing team members' job descriptions.
2. Meeting with them.
3. Observing them at work.
4. Gathering additional data.
5. Analyzing and preparing data.
6. Determining action steps.
Learning and development needs

 Coaching, monitoring and/or supervision

 Formal/informal learning program
 Internal/external training provision
 Work experience/exchange/opportunities
 Personal study
 Career planning/development

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 Performance evaluation
 Workplace skills assessment
 Recognition of prior learning

Organizational requirements

 Quality assurance and/or procedures manuals

 Goals, objectives, plans, systems and processes
 Legal and organizational policy/guidelines and requirements
 Safety policies, procedures and programs
 Confidentiality and security requirements
 Business and performance plans
 Ethical standards
 Quality and continuous improvement processes and standards

1.2. Learning plan to meet individual and group training and developmental needs is
collaboratively developed and implemented
A Learning Plan is a document (possibly an interactive or on-line document) that is used
to plan learning, usually over an extended period of time.
Any entity can have a learning plan. They are often used by individuals to plan and
manage their own learning, but they can also be used by teams, communities of practice or
organizations. An organizational level plan can be the aggregate of its individuals plans or
it can add information on the emergent learning needs of the overall organization.
The active development and maintenance of a learning plan can enrich a person's life and
the sharing of learning plans can help to strengthen a community.

1.3. Individuals are encouraged to self-evaluate performance and identify areas for
improvement
Self-evaluation of performance enables individuals to have personal development.
Personal development includes the following activities:

 improving self-awareness
 improving self-knowledge

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 improving or learning new skills

 becoming a self-leader[2]

 building or renewing identity/self-esteem

 developing strengths or talents

 improving wealth

 spiritual development

 identifying or improving potential

 building employability or human capital

 enhancing lifestyle or the quality of life

 improving health

 fulfilling aspirations

 initiating a life enterprise or personal autonomy

 defining and executing personal development plans

 improving social abilities

1.4. Feedback on performanceof team members is collected from relevant sources and
compared with established team learning process

Getting feedback from multiple sources helps employees know when they are doing something
really well, and when it would be helpful to do something a little differently. Multiple sources of
feedback could include one or more of the following:
 Self-evaluation
 Upward feedback (people who report to you)
 Peer feedback (people with whom you work)
 Customer feedback (people you serve both in and outside the unit).
 Work environment surveys (an expanded form of upward feedback)

Every employee should receive feedback from at least one other source in addition to their
supervisor and their own self-evaluation.

Why Collect Feedback from Multiple Sources?

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Gathering feedback information from multiple sources regarding an employee’s performance can
serve the following purposes:
 To determine instances of great or poor performance
 To identify the causes of performance problems
 To ascertain the factors behind excellent performance
 To provide evidence to determine whether the employee has achieved his or her
objectives and met standards

Feedback on performance may include:

 Formal/informal performance evaluation

 Obtaining feedback from supervisors and colleagues
 Obtaining feedback from clients
 Personal and reflective behavior strategies
 Routine and organizational methods for monitoring service delivery

LO-2- Foster individual and organizational growth

Information Sheet-2 Foster individual and organizational growth

Strong leaders are very good at aligning individual interests, strengths, and goals with the
work that needs to be done.
When a team member approaches the leader with an improvement suggestion, the leader
will first probe to see how deep his or her passion might be for the change. If it’s
reasonably strong and the idea merits testing, the leader will often give the team member
responsibility for trying out or implementing the change. This creates higher ownership
and nurtures a team of people who get directly and actively involved in making
improvements. This high-involvement leadership sharply contrasts with the traditional
approach of frontline people making suggestions for management or other departments to
implement — and then grumbling in the hallways that nobody ever acts on their
suggestions.

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Leaders care deeply about the people in their organization. Team members feel their care
and reciprocate it.

2.1. Learning and development program goals and objectives are identified to match
the specific knowledge and skills requirements of Competence standards

Each training session should have a clear goals statement which introduces the concepts
that will be delivered in the session – in general terms, an answer to the question “why is
this session occurring?”, for example, ‘To define the concept ‘violence against women
‘or ‘To facilitate an understanding of the variety of human rights legal instruments for
addressing violence against women’. The model session contains example of a goals
statement presented in the facilitator’s [introduction to the session] [link to the model
session “What is Gender-Based Violence intro].

The next step in developing a training program is to identify the training objectives. The
training objectives should be based on the findings of the needs assessment and the goals
statement. They should be the central focus of the facilitator's preparation and should be
explained clearly to the participants. Clarifying these objectives will aid in the process of
selecting the appropriate content and structure for each session.

A learning objective is the response expected from the participant. It is not:

 a goals statement;
 a course title; or
 What the instructor intends to do.

The types of learning objectives include the following:

 Cognitive - what the participant will perceive, comprehend or remember. The

participant should clearly receive information and develop knowledge.
 Affective (attitudinal) - what the participant will feel, value, become committed to
or enthusiastic about. The participant will become sensitized to the issue in
question.
 Behavioral - what the participant will be able to do, perform, demonstrate, use or
explain. The participant will acquire or reinforce skills.
2.2. Learning delivery methods are appropriate to the learning goals, the learning style of
participants and availability of equipment and resources

Learning delivery methods

There are numerous methods and materials available to help you prepare and equip
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employees to better do their jobs. Indeed, with so many choices out there, it can be
daunting to determine which methods to use and when to use them. And using several
methods for each training session may actually be the most effective way to help
employees learn and retain information. In this article, we take a close look at each of the
myriad techniques, and examine their advantages and disadvantages. We also explain how
you can combine the various methods into an effective blended learning approach.
Overall Considerations

Before considering specific training techniques, ask yourself these questions:

 What are your training goals for this session?

o New skills
o New techniques for old skills
o Better workplace behavior
o A safer workplace
o A fair and equal workplace free of discrimination and harassment
 Who is being trained?
o New employees
o Seasoned employees
o Upper management
 What is your training budget?
 How much time has been allocated for training within your organization?
 What training resources and materials do you have at your disposal?

Your answers to these questions begin the narrowing process for your training choices. Now let’s
examine those training methods, their pros and cons, and where they best fit in a training
program.

Learning delivery methods may include:

 On the job coaching or monitoring

 Problem solving
 Presentation/demonstration
 Formal course participation
 Work experience and involvement in professional networks
 Conference and seminar attendance

2.3. Workplace learning opportunities and coaching/ mentoring assistance are provided to
facilitate individual and team achievement of competencies

Workplace learning opportunities

Performance management discussions are a good opportunity to talk to your
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supervisor/manager about learning and development opportunities. Sometimes your

current position may not provide you with the chance to develop skills that you identify as
an area of development.
Job rotation can be an invaluable learning opportunity. For example, if you are in a
situation where you are not dealing directly with clients, and have identified this as an area
of development, the you could ask your supervisor if you can swap with a colleague on the
service desk for a couple of hours a week so you can develop and demonstrate the skills
necessary to show competency. This is particularly useful if you are further enhancing your
skills in anticipation of a change in your work area or career direction.
Alternatively, you could ask to participate in a new project or be included on a steering
committee.
Agencies will at times offer employment opportunities within the organisation through an
‘expression of interest’, which allows employees to indicate their interest for the role.
These processes are often shorter than more formal selection processes and may be limited
to the organizations’ staff where a short-term or immediate need has arisen.
Remember that your performance conversation is meant to be an opportunity for two-way
communication regarding all aspects of your development and contribution in the
workplace. Use it to your advantage.

2.4. Resources and timelines required for learning activities are identified and approved
in accordance with organizational requirements

LO-3- Monitor and evaluate workplace learning

Information Sheet-3 Monitor and evaluate workplace learning

3.1. Feedback from individuals or teams is used to identify and implement

improvements in future learning arrangements

All managers have a prominent role in encouraging and developing an environment that
brings work and learning together.

Requirements

1. Create learning opportunities

a. Identify the learning needs of individuals in relation to team needs and available
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learning opportunities.
b. Identify potential formal and informal learning opportunities
c. Develop written learning plans and implement them as an integral part of individual
and team performance plans. They also need to improve the performance of your
organization.
d. Develop strategies to ensure that learning plans reflect the diversity of needs.
e. Make sure that your organization's procedures give individuals and teams
maximum opportunity to learn.
f. Negotiate learning arrangements with training and development specialists, and
then make sure that:
o you or your staff liaise effectively with them and

o Their advice improves your team's learning opportunities.

2. Facilitate and promote learning

a. Develop strategies to:

o establish a workplace culture that is conducive to learning

o Ensure that team members take workplace learning opportunities.

o Encourage team members to share their skills and knowledge.

b. Share the benefits of learning with others in the team and organization
c. Encourage team members to assess their own skills and identify what they need to
learn. (Follow your organization's policies and procedures to do so.)
d. Select work activities to create learning opportunities and use them to develop
learning plans.
e. Use coaching and mentoring to support learning.
f. Make sure that workplace learning helps your team members to develop
appropriate knowledge, skills and attitudes. (Follow your organization's procedures
to do so.)
g. Recognize your team's workplace achievement by giving timely and appropriate
recognition, feedback and rewards.

3. Monitor and improve learning effectiveness

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a. Monitor and evaluate team and individual learning performance to determine:

o what kind of extra help they need, and

o any occupational health and safety (OHS) issues

b. Make sure that your or others keep written records and reports of competency to
inform future planning. (Follow your organization’s systems and procedures.)
c. Use feedback from individuals and teams to identify ways of improving learning
arrangements and make them more efficient and effective. (If necessary, negotiate
these changes with training and development specialists.)
d. Introduce the improvements.

4. Communicate well

a. You will need to communicate well to:

o deal with people openly and fairly

o encourage colleagues to share their knowledge and skills

o gain the trust and confidence of colleagues

o use consultation skills effectively

3.2. Outcomes and performance of individuals/teams are assessed and recorded to

determine the effectiveness of development programs and the extent of additional
support

Evaluating outcomes
The reason for monitoring achievements is to evaluate the outcomes. In
practice the two activities go hand in hand and are often one and the
same. However, we will now focus on evaluation by itself in order to
get a clearer view of it. Essentially, evaluating means comparing
something in terms of something else. In our discussion we are
comparing the outcomes of learning experiences against the outcomes
of others or against an objective standard. We look first at evaluating
people, then teams. We briefly consider the ultimate standard-what
stakeholders expect.

The basis of evaluation

Evaluating training outcomes entails, firstly, assessing people to see if
they need training, then assessing again after training to find out what
they have learned from the training.
A more structured form of assessment is usually carried out during and

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at the conclusion of training. This is to determine whether the trainee

has acquired the desired knowledge and skills. If the result is yes, then
that person is presumably ready to carry out certain tasks and activities;
if not, more training is usually required.
Assessment is the measurement or judgment of a person's performance.
It is the process of collecting evidence and making judgments about a
person's progress towards a required standard of performance.
There are two ways of assessing people for training purposes

 against the outcomes of other people ('norm-referenced')

 against an objective standard ('criterion-referenced')

Norm-referenced assessment
This is where we compare learners with each other. The test results of a
group of trainees or class of students or participants are ranked. This
sort of ranking is called norm-referenced assessment because it is based
on an idea of what constitutes the norm, or the average performance.
This norm is dependent upon the nature of the group; so if you have a
group of very good performers the norm will be high, and if you have a
group of poorer performers the norm will be low.
Norm referenced assessment is more suited to large scale formal
assessment situations where statistics can be employed to determine
means and standard deviations. It is not applicable to individual training
and rarely suitable in small group training, particularly in the vocational
context.

Criterion-referenced assessment
This compares learners not with each other but against some agreed
standard of performance or criteria. For example, if you were
considering buying a car you would probably make a list of the features
you wanted. For example:

 ability to tow a trailer

 room for four people
 good fuel economy
 retain resale value
 Good all-round safety.

These become your criteria for evaluating or assessing each car you

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consider.
In the same way, criteria can be developed for measuring a trainee's
performance. For example, if the task is to write a report, the desired
criteria might be:

 use clear, accurate language

 use correct grammar and spelling
 set out the report in the standard format
 produce a list of recommendations
 justify all recommendations
 Produce the report within the agreed timeframe.

Any particular trainee's production of a report can then be measured

against these criteria quite independently of any other trainee.

3.3. Modifications to learning plans are negotiated to improve the

efficiency and effectiveness of learning

3.3. Records and reports of Competence are maintained within organizational

requirement

LO-4- Develop team commitment and cooperation

Information Sheet-4 Develop team commitment and cooperation

What does commitment and cooperation mean?

Commitment means acceptance of the responsibilities and duties and cooperation means
help and assistance. By developing team commitment and cooperation in a work team you
are assisting the team to meet its goals and objectives. Work teams that are committed and
cooperative are more likely to achieve the goals the business has set.

Team commitment and cooperation is developed through good communication and

effective decision making, as well as fostering mutual concern and camaraderie between
team members.

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There are a number of signals that indicate the work team is committed and cooperating.
These include:

 maintaining or increasing quality

 reaching or exceeding production targets
 decreasing complaints from team members
 limited conflict between team members
 Fewer workplace injuries.

4.1. Open communication processes to obtain and share information is used by team

Good communication skills are essential for any team leader. An ability to communicate
with supported employees according to their preferences is a first step in developing team
commitment and cooperation. Without the skills and knowledge to talk and act in ways
that acknowledge the needs of supported employees in the work team, obtaining
commitment and cooperation in the work team is difficult.

Knowing how each member of your team prefers to gather information and how each
member prefers to get advice and to be given instructions will help you to communicate
the team goals appropriately to each team member.

No, at times you may find it difficult to identify the communication requirements as well
as the communication preferences of your team members.

A number of things can affect how a team member communicates with you and with other
team members. A specific style of communication, as a consequence of the supported
employee's disability, may be a constant factor. There may be other situations which may
arise, however, which have unexpected results. These could include such things as a
change in the medication or the side effects of a medication, the team member may be ill,
or there may have been changes in the work routines.

Team leaders are the people who spend the most time working with and observing team
members in the workplace, therefore they are usually the best person to identify
communication preferences and requirements. There will be situations where you are
unable to determine a supported employee's needs and will need to seek advice from other
people.

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4.2. Decisions are reached by the team in accordance with its agreed roles and
responsibilities

Team commitment and cooperation is also based on the team's capacity to make effective
decisions. Many teams need assistance to learn how to make effective decisions and it is
part of a team leader's role to provide this assistance.

Team leaders can help teams make effective decisions by encouraging a work environment
that supports the team and its members to make considered choices, act on them and
review the results of the action.

There are degrees of team involvement in decision making. Your knowledge of the skills
and abilities of the team members will guide your decision about the extent supported
employees can contribute to making a decision. There are no rules for when and how team
members should be involved. It is a matter for your judgement. The following diagram
shows the degrees of involvement team members may have. At the highest level of
involvement the team identifies and solves problems, and brings recommendations to the
supervisor. At the lowest level of involvement the team plays no role in the decision
making at all. Between these two extremes the supervisor and team may make the decision
together, or the supervisor may outline the problem and constraints for solving it (time,
money,etc) and hand it over to the team to solve.

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Involving team members in decision making, which can include problem solving, should
be based on whether one or more of the following is met:

 The need for acceptance. The greater the need for the team to accept your
decisions, the more you should involve them.
 The effect the decision will have on the team. The more the problem or decision
affects the team, the more you should involve them.
 Their involvement in implementing the decision. If the team will be implementing
or carrying out the decision, involve them.

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 The ability and desire of the group to become involved. If the team wants to be
involved, consider involving them, particularly if they have sufficient knowledge or
expertise in the issue involved. Even if they do not, it could be useful for training and
development purposes.

4.3. Mutual concern and camaraderie are developed in the team

Shared concern and camaraderie means team members support each other to complete the
team's work. Your words and actions will do much to assist the development of this shared
concern and camaraderie. Team members need to trust each other and you can act as a role
model for this through your work with the team.

Team leaders build trust by:

 behaving consistently
 behaving with integrity
 sharing control by delegating
 including team members in decision making
 providing accurate, clear information
 explaining decisions
 respecting the team's diversity
 Demonstrating consideration and sensitivity.

LO-5-Facilitate accomplishment of organizational goals

Information Sheet-5 Facilitate accomplishment of organizational goals

In order to facilitate accomplishment of organizational goals, performing the following

activities are helpful.
 Participate team members actively in team activities and communication process
 Team members and individuals develop joint responsibility for their action
 Sustain collaborative effort to attain organizational goal

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