1.Why is it necessary to reflect on what the team needs and wants to achieve? (150–200 words)
All members of the team must know what are the specific goals and work objectives, that need to be achieved, when they must be completed and the standard to which they should be completed. It is necessary for every team of an organization to set directions on work goals and objectives that will contribute to the achievement of the overall organizational goals
2 Identify 10 things that might come under consideration when determining the needs of innovative teams.
? Start by building a bigger box rather than trying to think outside it!
? Select your team for who they know as well as what they know
? Pick one leader and provide him or her the autonomy they need to be successful
? Build a team that can both identify gaps in the market and markets in the gap
? Find team members who tell great stories!
? Understand the difference between good and bad conflict
? Supplement the innovation core team with an external provocateur
? Remember to set goals and measure progress
? Think like a startup entrepreneur
? Ensure team members have “both feet in”
3.Why is it necessary to gather information about current or potential team members’ work in the context of developing a more innovative team? (50–75 words).
it can make good teamwork and create effective team
4.One team member is not good at certain aspects of the team’s role but excels in other areas of team responsibility. What would you say about their ability to contribute to or enhance the team? (75–100 words)
In order to lead a top-performing team, you need to do more than direct and delegate work. Truly effective managers are able to recognize the unique strengths of each team member and optimize all those natural gifts. If you’re in a leadership position, it might sound like a daunting task, but it’s not. The first step is paying attention, identifying each person’s strength and then managing around those essential skills. The results include increased productivity, improved performance and higher employee engagement and retention.
Benefits of focusing on strengths
Research from the Gallup Organization’s State of the American Workplace found that building on employee strengths is much more effective in raising performance than trying to improve weaknesses.
Gallup also found that when employees become aware of their strengths, they become 7.8 percent more productive. Teams that focus on strengths every day have 12.5 percent greater productivity, while individuals who use their strengths every day are six times more likely to be engaged on the job and less likely to leave their company.
Taken together, those measures are powerful drivers for higher levels of performance, profitability and productivity for organizations.
5 Explain how a team leader might establish ground rules for team operations. What are the types of issues ground rules should relate to? (100–150 words) .
6. Explain why you think the methods you described will work to the advantage of team members and of the organisation. (75–100 words)
7. Identify five things you think team leaders should do to help team members carry out their responsibilities in a way that encourages and reinforces team based innovation.
8. How can you encourage employees to think, challenge, and collaborate? Provide at least three suggestions. These suggestions do not have to be the same as the ideas presented in the text.
9.When should team members be rewarded? (40–60 words)
10. When is it appropriate to reward the whole team? (50–75 words)
11.Why is it necessary for teams to have effective leaders who can delegate and who provide appropriate role models? (100–150 words)
12. From what sources might ideas to feed into team activities be gathered from? Provide at least five examples in a bullet point list.
13. Have you ever worked with people who refused to share their knowledge/ experience? Who does this benefit? Why do you think this might happen? (25–50 words)
14. Why should team members be encouraged, by team leaders, to share information, knowledge and skills and to collaborate? Provide an example of when this might be done. (100–150 words)

15. Why is it necessary to proactively discuss and explore ideas for change or innovation with other team members on an ongoing basis? (75–100 words)
16. Why is it necessary to hold debriefing activities, to allow teams the opportunity to reflect on activities and the time to think about opportunities for improvement and innovation? (100–150 words)

17. For what reasons is it a good idea to seek feedback from a range of sources to generate discussions and debate? (1 page)
18. Using bullet points, list 10 methods that you think can be used to encourage team members to innovate and to overcome the challenges of being innovative.
19. Why is it necessary to build improvement ideas and activities into future processes? (20–30 words)

20. What might happen to an organisation that fails to take ideas for improvement and build them into future activities? (100–125 words)
21. Why should successful innovations be recognised and celebrated? (50–75 words)
22. Explain what innovation is. Identify three of the benefits of innovation. List the five different types of innovation. (100–150 words)
23. Describe how diversity amongst team members contributes to a team becoming and remaining innovative. (100–125 words)
24. Identify five types of recognition that might help to encourage innovation in a team.
25. Project 1
• Recently the production levels of your work group or team appear to have decreased. You need, therefore, to increase the quality and quantity of outputs. Write a paper answering each of the following questions in detail. (2,000–2,500 words)
1. How would you determine if it were necessary to make the team more diverse or to bring in other team members? How could diversity amongst existing team members be utilised to address this issue? What else might the team need to achieve acceptable production and quality levels?
2. Explain the strategies you might use to create opportunities to innovate within the team to solve the problem. Give reasons for using these methods. Why do you consider that they are the most efficient and effective ways of involving the team in the problem solution? How should you ensure that the team members cooperated and collaborated?
3. How would you support and guide team members to come up with innovative problem solutions?
4. How could you encourage the team to look further than the immediate problems and to consider innovative improvement activities that could be built into future work initiatives?
5. How would you reward and recognise innovative ideas and contributions from team members and why is it necessary to do this?
6. Would you give feedback to team members who made suggestions that were not feasible or could not be used? How? Why?
7. Having come up with a solution, how would you review how effective the team was in working together to come up with and innovate to solve the problem? Why might it be important to discuss any challenges met?

Part 2……………………………..
1. Identify four possible consequences of inadequate training or training that does not meet an organisation’s needs or requirements.
2. It is necessary to systematically identify and implement learning and development needs in line with organisational requirements. To do this a training needs analysis would be conducted. Explain what a TNA is, how it would be conducted, who would be involved and how it would be used. (250–300 words)
3. Training needs should be considered at five levels. State what these levels are and give an example for each.
4. List at least 12 factors that should be considered when developing a learning plan.
5. A learning plan that meets individual and group training and development needs will be collaboratively developed, agreed to and implemented. Draw on your own experience and that of others, plus independent research, to determine why prospective learners should be consulted about the type of learning to be delivered and the structure of the learning process. (250–300 words)
6. What are the likely repercussions if employees are not consulted and involved in the design, development and targeting of training or learning opportunities? (25–50 words)
7. Provide an example of a learning plan for an individual. This plan might be for someone you work with. Alternately, it might be for a friend or family member who needs to or wants to obtain certain knowledge or develop specific skills to join the workforce.
Comment on:
a. The level of detail provided in the plan.
b. Whether the plan was created in consultation with the intended participant and how this consultation was carried out.
c. In general, how effective the plan was (or you believe will be) in achieving the stated goals. Explain why you think it will be or will not be effective.
8. Evaluating competencies and continually improving one’s skills is the responsibility of everyone in an organisation. Comment on this statement. (25–50 words)
9. What advantages are there when an individual self-evaluates their competence and identifies what is needed to learn, grow and improve knowledge and skills? (50–60 words)
10. Technical skills can be taught, but attitude implies habits and habits are hard to change. What do you think this means? (25–50 words)
11. How do you think attitude assessment does, or should, impact on an organisation’s performance evaluations, its recruitment and selection processes, and on any training programs that might be implemented? (25–50 words)
12. Comment on this statement (75–100 words):
13. Effective managers do not wait for a defined time to gather feedback on their team members’ performance; they do it continually using formal and informal methods and relevant sources to build-up a complete picture of competence of the team as a whole and for each member of that team.
14. You are the senior coach of the A Grade basketball team. You have been concerned lately that the team, although still winning matches, are not performing as well as they could be. You feel that they have the capability to win convincingly, but instead some players are making silly mistakes that are costing the team important points. You are unsure what is causing the performance issue and decide to pay closer attention in order to get to the bottom of it. What feedback processes could you use to uncover the problem? (75–100 words)
15. How does collecting regular feedback on the performance of team members, from relevant sources assist managers in identifying the learning needs of individuals and teams? (100–150 words)
16. Why is it important to have clearly defined work standards? (25–50 words)
17. In a short sentence explain why trainers must clearly understand the learning and development program goals and objective
18. Choose a task for which you can create a competency list; for example doing the laundry. List all of the competencies (skills, knowledge and behaviours) that must be covered in this task. Then state the best learning methodology to teach a person who has never done this task before exactly how to do it. (Approx. 1 page)
19. Why is it important to clearly identify learning and development program goals and objectives? (90–100 words)
20. What processes can be used to determine the training needs of individuals and teams? (25–50 words)
21. What types of formal and informal training can be offered in an organisation? (25–50 words)
22. Explain the difference between specific and generic competencies. (100–150 words)
23. Why is it beneficial to identify learning styles? (60–100 words)
24. Why is it necessary to consider, when designing a program, the physical resources that might be needed? Use examples where appropriate. (120–150 words)
25. List six reasons why it is beneficial for management to provide workplace learning, coaching or mentoring opportunities.
26. Compare and contrast the roles of coaching and mentoring. (80–100 words)
You are the senior coach for the A Grade basketball team. The team is having trouble competing at the required level. They are underperforming.
You have determined that there are several causes for the way the team is playing, including:
a. Tension between four of the players means that they are reluctant to pass to each other.
b. A preference for taking long shots rather than working the ball in closer.
c. A 60% average catch rate on bounce passes.
Suggest some learning opportunities that might be appropriate to address these difficulties and improve the performance of the team.
27.All people need feedback because it lets them know what they are doing well and what should improve.
Even unsatisfactory performance can be explained in positive terms, pointing toward improvement methods, rather than dwelling on what was done incorrectly. Feedback provides the recipient with an opportunity to learn from their experience.
For example, when someone you are training to drive a car takes a corner too sharply, you could respond in at least two ways:
a. ‘That turn was too sharp.’
b. ‘Your driving is getting much better but try to make the next turn more gradual. I did notice that you slowed down when you approached the corner. That was excellent.’
Which is most helpful? Why?
28.Provide five examples of feedback that could be used as positive learning experiences
29.Effective training will incorporate a range of activities and support materials appropriate to the achievement of identified competencies. Explain what this means. (200 words)
30. Choose a topic around which you could create a development opportunity. For example:
a. A procedure that you need team members to follow.
b. A piece of information that you have to convey.
c. A skill that a team member needs to use.
Complete these steps:
• define the goal of the learning opportunity by completing this statement (use bullets if there is more than one goal): At the end of this learning opportunity participants will...
• describe what you will cover—the learning/ training content
• describe the learners (eg age, experience, education level, industry in which they work)
• describe the methodology, activity or development opportunity that you will use—why you have chosen that methodology, activity or development opportunity
You need to create a range of activities. What activities would you create? Explain how and why these are relevant and useful.
What materials could be used to support the learning? Describe them or provide examples.
31.Explain what action learning sets are and how they work. Provide two examples of how action learning sets could be used. What are the advantages of action learning sets when compared with other learning facilitation methods?
32.Managers and supervisors must approve the resources and timelines required for learning activities in accordance with organisational requirements. Explain why this is necessary. (150 words)
33.The operations manager is planning to send all employees across the nine different stores to a two-day course on customer service. The aim is to develop a customer centric culture across the organisation as well as provide instruction on exactly how to interact successfully with customers.
How can the operations manager gather feedback to measure the effectiveness of the training at all four of Kirkpatrick’s levels to improve future learning programs? Describe some tools and techniques that could be used. (150–160 words)
34. Comment on the retrospect methodology of gathering feedback. (200 words)
Explain:
• what it is and how it should be used
• how beneficial would it be in terms of building a learning culture
• how it could be applied in work based training
• whether it would work well in a situation where the training was not face to face
If necessary, conduct independent research. (300 words)
35.List six ways in which feedback collected from individuals and teams at the conclusion of a training program can be used.
36. Provide an example of an activity in which you might be assessed as being:
a. Unconsciously incompetent (you will need to ask a friend or colleague to help you with this as you will not be aware of activities in which you are unconsciously incompetent).
b. Consciously incompetent.
c. Consciously competent.
d. Unconsciously competent.
37.What type of additional support would you require to move from conscious incompetence to unconscious competence? (200–250 words)
38. In a previous activity the operations manager organised customer service training for the whole staff. Suggest some additional support mechanisms that could be put in place for the following groups of employees in order to effect the desired change in culture:
a. Senior executives in head office.
b. Store management.
c. Frontline sales staff.
39.Why is it necessary to assess and record the outcomes and performance of individuals/ teams as a result of training? Give four reasons.
40.If a member of your team had created a learning and development plan for themselves that involved undertaking a lengthy and expensive course that had little direct relevance to their work, or the work of the team, how would you handle this?
41.Learning plans might need to be modified to improve the efficiency and effectiveness of learning and the circumstances under which it might occur. Explain what this means. Give examples, where relevant. (100 words)
42.Create a learning and development register that could be used to record training history and employee competency. What details should it contain? Who should manage it? Who should have access to it? Are there other ways that learning and development outcomes should also be recorded?
43.Describe three facilitation techniques that will encourage team development and improvement. (300–400 words)
44.How could participation of staff in training and learning opportunities contribute to the development of organisational policies, plans and procedures for developing teams? (50–75 words)
45.Explain how trainers can identify career pathways and competency standards relevant to the industry and why it is necessary for them to do this. (100 words)
46.Project 1
• You can choose to base this project on an actual workplace such as your current or previous workplace, or you can complete the project hypothetically.
Your CEO is keen to make your organisation a learning organisation and has identified a range of priorities where they think improvements can be made. As a manager it is now your responsibility to take those organisational priorities and translate them into productivity improvements. You will need to create a training plan to be submitted to the CEO for approval. The plan should cover:
1. Identify training needs
Identify the top three priority learning and development needs of the organisation.
Identify the top priority learning and development needs of your team.
Document the specific goals and objectives of your intended learning and development program.
2. Determine the learning plan
Describe how you will collaboratively develop and get agreement on a learning plan.
List the learning delivery methods you want to use and explain why they are appropriate to the learning goals, and the learning style of participants.
Document the timeline and budget for the training.
List the equipment and resources required for the training.
3. Evaluate the result of the training
Document how you will determine whether the training achieved its goals.
Describe how you will record the resulting performance of the training participants.
List the tools you will use to encourage individuals to self evaluate their performance after having attended the training.
List the records of this training that you will keep and explain why.
47. Project 2
• Brian Ellis, aged 57, has been driving for a taxi company for 14 years. He considers that he is a competent driver.
He has not been involved in any major accidents and believes that his trip times reflect efficiency and good driving skills.
However, the company recently conducted a client satisfaction survey. The results of the survey showed that the clients who responded felt uncomfortable with the speed and potential danger of Brian’s driving. Brian is unlikely to accept his driving skills need to be changed and he needs to learn new skills. How would you, as a manager, deal with a situation like this?
Although Brian is a long-term employee, the survey demonstrates a poor level of customer service skill. How would you approach this problem and what learning and development activities and materials could you possibly recommend? As his manager, how will you support Brian to make the necessary changes?
Also consider aspects of business operations, such as:
o anti-discrimination legislation
o ethical principles
o codes of practice
o health and safety
48.