(PC 1.5) Discuss the role of the training consultants and specialists in a workplace learning environment.
Although it is common to underestimate the role of training consultants and specialist in a workplace learning environment, in reality it can be quite significant. Their main activities involve the design of customized training plans for the staff as well as the audits of employee skills. The effect of external experts on the in-company development primarily relates to the skills and expertise that these specialists and consultants have developed over time. (Precision Group, 2012, p.7). Most companies are not able to accumulate such knowledge due to financial constraints or due to their limited scope of business activities. In some companies hiring training consultants and specialists is considered too expensive, however, it is important to take into consideration also the opportunity cost of relying solely on in-house expertise. As organizations try to accumulate the necessary knowledge and to develop own workplace learning programs, they lose money due to the hours of guesswork and learning plan development that can be significantly accelerated by the use of external consultant and specialists in workplace learning (Precision Group, 2012, p.7). (PC 2.1) Briefly research and discuss workplace learning culture.
Workplace Learning culture aims to promote continuous learning on the workplace. The core objective of such culture is to ensure that there is a process for constant improvement of employee skills, capabilities and knowledge. Moreover, workplace learning culture should ensure that future employee development leverages current expertise and competencies (Hutchins, 2011, p.2).
There are several ways to develop and strengthen workplace learning culture within the organization. Thus, sharing knowledge in team meetings or by providing performance reviews will help to integrate learning into daily routines. Important aspects of this process are information transparency and knowledge sharing. Only if people are confident that information is not withheld and that learning is highly encouraged, they will become more proactive in asking questions and in seeking to improve their performance on the job (Griffith, 2009, p.62).
It is important to remember, however that some kind f learning culture exists in nearly every working place. It is the kind of culture that makes a difference in the learning outcomes. In the companies with a negative learning culture training is imposed on employees, thus creating a hostile attitude to it. In organizations with positive learning culture, however, training and knowledge sharing is encouraged and deeply embedded into organizational values. It facilitates personal growth and inspires people to learn and improve.
(PC 2.2) Discuss coaching and mentoring for the development of workplace knowledge, skills and attitudes.
Coaching can be defined as a hands-on learning activity that mostly deals with tangible information, such as IT—knowledge, and lasts only for a short time. Unlike coaching, mentoring is relationship-based. It implies both the transfer of tangible and intangible information and often involves the transfer of personal expertise and experience (Robertshawe, 2009, p. 22).
Table 1: Differences between Mentoring and Coaching
Facilitator with no agenda
Specific agenda
Relationship
Self-selecting
Comes with the job
Source of influence
Perceived value
Position
Personal returns
(Matt and Starcewich, 2009)
An example of the organization that successfully uses both coaching and mentoring is a Registered Training Organisation (RTO). Coaching in RTO is achieved through clear objective setting and the explanation of the learning path. The success of RTO classes is achieved by encouraging employee participation in the education process and by facilitating positive attitude to learning (Griffith, 2009, p. 21).
RTO training contains also a mentoring element. Learners work closely together with their trainers in order to complete their tasks. Trainers have a dual role in this case. On the one hand, they answer questions that student may have during the completion of their tasks. After task completion, on the other hand, mentors need to provide feedback both on the outcome and on the task-completion process. Trainers should show the learners both their strong areas and to give suggestions for further improvement (Griffith, 2009, p. 23).
(PC 2.3) How should team members assess their own competencies, and identify their own learning and development needs?
There are several methods that team members can use in order to assess their competencies and learning gaps. The most effective way is to combine the evaluation of each team members by the rest of the team and their self-evaluation into a SWOT analysis. Thus, it is effective to meet the members of the team to discuss what skills should be developed and how both parties could benefit from the program. Careful evaluations of the other team members could also become a valuable source of information for the managers. The combination of the two into the framework of a SWOT analysis could help to assess the team in a more structured way. Such evaluation helps to reduce costs of information collection and to speed up the process of goal achievement (Griffith, 2009, p. 76).
References
Griffith, S., 2009. Develop a Workplace Learning Environment. BSBLED501A. Software
Publications: Australia
Hutchins, R., 2011. Culture. National Adult Literary Database Inc., 3 Feb. 2011, pp.1-8
Matt, M. And Starcewich, 2009. Is There a Difference. Available at:
<http://www.coachingandmentoring.com/Articles/mentoring.html>
[Accessed 06 March 2012].
Precision Group, 2012. Develop A Workplace Learning Environment, Precision Group
(Australia) Pty Ltd, [online]. Available at:
<http://anrl.com.au/samples/BFLED501AC_S.pdf> [Accessed 1 May 2012].
Robertshawe, P., 2009, Manage information or knowledge management system, Software
Publication Australia.
