Student Workbook

HLTHIR405B
SHOW LEADERSHIP IN HEALTH
TECHNICAL WORK

HLTHIR405B Show leadership in health technical work

Model performance standards
Demonstrate compliance with workplace health and safety and responds to events
in the room in accordance with established procedures and organisational policies
and procedures

This section addresses the following performance criteria:

Demonstrate compliance with relevant WH&S and organisation policies and

procedures.
Ensure work is appropriately sequenced in accordance with organisation requirements.
Coordinate own work effectively with work undertaken by others.
Ensure work meets identified requirements.
Respond to unplanned events or conditions in accordance with established procedures

Identifying workplace hazards

Occupational health and safety legislation
Health and safety in a workplace is governed by the occupational health and safety
legislation of the State or Territory in which it is located. Under the legislation, a duty of
care is imposed on workplace supervisors. This involves:
Detecting unsafe conditions and behaviours
Fixing them, or when you do not have the authority, reporting them to management
together with suggestions for control.

Subsidiary legislation
Subsidiary parts of the legislation are:

Regulations
Codes of practice
Standards.

Regulations
Regulations are specific rules stating things that must be done to comply with the Act.

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Codes of practice
Codes of practice are practical documents, which set out safe workplace practices. For
example, there is a code of practice for manual handling.
Codes of practice may be used by the courts in determining whether duty of care has been
exercised. Sometime codes of practice are mentioned in the Act.

Standards
Standards specify minimum requirements. Often they are mentioned in the regulations.
One of your key roles in occupational health and safety as a supervisor is to identify
hazards in your workplace.

What is a hazard?
A hazard is anything with the potential to cause harm to life, health or property. For
example, cluttered and unmarked hallways are a hazard in a workplace. They increase the
risk of injury.

What is risk?
Risk is the probability that the hazard will actually result in injury or disease.
For example, the probability of a sprained or broken limb is increased if walkways are
cluttered and unmarked.
A major role for supervisors in occupational health and safety is identifying hazards in the
workplace and eliminating or minimising the risks they pose.
Some hazards may be obvious and immediate in their effect.
They may be simple to deal with, for example water on the floor.
But many hazards are hidden, for example dust, and therefore may take time to have an
effect.
So we need to identify the different types of hazards in the workplace. We do this by:

Regular inspections
Accident and sickness records
Accident investigation.

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INSPECTIONS
Inspection control hazards by:

Being systematic in covering all areas of the workplace

Highlighting safety problems, which are not revealed by day-to-day observations
Checking the application of relevant regulations, codes of practice and standards
Checking actions have been carried out
Discussing health and safety with workers, which encourage their involvement in health
and safety activities.

TYPES OF INSPECTIONS
General
Using checklists enables you to look at the workplace on a regular basis.
A checklist helps to identify hazards.
Specific
These concentrate on a specific hazard, e.g. dangerous chemicals.
Accident inspections
These are done after a near miss or an accident and are used to identify the hazard.

Recording and reporting workplace incidents and/or

dangerous occurrences
As a supervisor, it is important to record and report all the information on occupational
incidents, disease and injury to help you monitor workplace hazards. For example, an
employee slips on an oil patch.
Wiping up the oil may not be the answer. Is it?

Bad housekeeping?
Poor maintenance (carpet lifting, steps, sharp corners)?
Faulty management (supervisor is on leave and no one renewed the maintenance
contract)?

You can get accident/injury information from:

Incident, Injury, compensation and accident investigation forms

Minutes of the OH&S Committee meetings
Reports on the outcomes of accident investigations
A copy of the records in the first aid book
Maintenance schedules of plant and equipment.

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Accident investigation procedures

Unfortunately accidents happen and there will be a procedure to follow in your workplace.
For further information refer to Australian Standard 1885.1 Accident and Reporting
Systems.
The investigation is usually undertaken by a supervisor and a health and safety
representative as soon as possible
The chart below gives an example of how to conduct an investigation after an incident.
Steps to be taken
Check the site

Interview co-workers and the injured person

as soon as possible
Observe the task being performed

Draw a diagram of the site

Discuss the incident with the Health and

Safety Committee

Special note
Secure the site. Government inspectors will
need to inspect, and ensure other workers
are not at risk of injury.
Use a checklist to ensure full history is
obtained
Observe for failures in system, ie, what
were some of the factors that could have
contributed to the accident?
Include:
Layout
Work operations
Materials involved
How the accident happened
Did failures occur due to:
Poor training methods?
Poor design of safety equipment?
Poor machinery design?
Lack of warning signs?
Insufficient maintenance?
Workflow problems?
Unsafe operation of equipment?

What actions can be taken to avoid the

same accident?

What questions should the supervisor and the health and safety representative ask?
These questions may help you.

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1.

Who:
Was injured?
Saw the accident?
Was working with the injured person?
Else was involved (and how)?
Who was the persons supervisor?

2.

What
Was the injury/damage/potential injury?
Was the worker doing at the time of injury?
Machinery/tools were involved in the incident?
Was the workers task and were they following correct procedure?
Communication took place between worker, supervisor and/or co-workers
prior to the accident?
Action had been taken to prevent the incident?
Previous near misses or similar incidents have occurred?
Personal/protective equipment was in use? (Was it adequate)?

3.

When
Did the accident occur/damage become evident?
Did the person commence the job?
Did the person last receive an explanation of the hazards?

4.

Where
Did the injury/incident occur?
Was the supervisor at the time?
Were the witnesses at the time?

5.

How
Did the injury occur?
Could the incident/injury have been prevented?
Could changes in the way the job was done, machinery, plant or equipment
have prevented the accident

6.

Why
Did the incident/injury occur?
Did communication fail?
Was training not given?
Were unsafe conditions permitted?
Was the hazard not identified?
Was personal/protective equipment not provided or used?
Was the way the job was done unsafe?
Was the injured person in that location at that time?
Were specific safety instructions not given?

You may have noted that causes of hazards can be a combination of factors.

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For example, oil spilt on the floor, can be a combination of poor training and/or poor
maintenance, and/or poor housekeeping.
Now a method of control needs to be put into place. To begin with, you need to convince
management that there is a problem.
One way of convincing management is to prepare a report that presents the facts in a
clear and logical fashion and offers solutions to control the hazard.

What are control methods for eliminating hazards?

There is a hierarchy of hazard controls. The Hierarchy of Hazard control methods are
illustrated on the next page.
In order to use the chart for hazard control, you must start at control measure number 1Elimination.
That is, eliminate the hazard at the source. If this is not possible or is impractical, you
would then move on to control measure number 2- Substitution.
That is, substitute the process or product for one that does not produce hazards.
If this is not possible or is impractical you would move to control measure number 3Enclosure. That would be to enclose the process to reduce the hazards.
The process follows down the list in sequence until a suitable method of hazard control is
achieved.
However, Elimination of the hazard altogether is the SAFEST and best method of control
and is the method that should be aimed for.
Personal protective equipment should only be viewed as a VERY SHORT TERM solution.

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ELIMINATION
at the source

SUBSTITUTION
of materials/process

ENCLOSURE
of materials/process

ISOLATION
of materials/process

ENGINEERING METHODS
for example: guards, ventilation

WORK PRACTICES
for example: maintenance, housekeeping

ADMINISTRATIVE CONTROLS
for example: work schedules, job rotation, monitoring

TRAINING/EDUCATION
for example: specific hazards, emergency response

PERSONAL PROTECTIVE EQUIPMENT

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Organising and maintaining workplace safety procedures

One of your key responsibilities as a supervisor is to organise and maintain health and
safety procedures in the workplace.
Safe work and emergency procedures must be in writing so that new and existing staff can
have ready reference to them.
Procedures are rules, which are written documents, to guide the health and safety
behaviour of all workers.
Following is a list of procedures (rules) that your workplace may have:

Housekeeping
Use of forklifts
Use of machinery
Use of personal protective equipment
Maintenance procedures
Accident reporting
First aid attention
Fire protection
Use of tools and equipment
Smoking and drinking
Authorised entry and usage (certificates, licences).

Monitoring work procedures

As a supervisor, you are responsible for maintaining your workplace safety procedures.
You need to monitor work procedures to ensure occupational health and safety standards
are maintained.
You will need information from:

Preventative maintenance checks

Completed checklists
Minutes from the Health and Safety Committee
Statistics from incident/injuries, and compensation claims from your work area
Regulations and standards relevant to your workplace, eg storage of hazardous
substances, code for manual handling.

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Promoting workplace health and safety practices

A supervisor's WH&S responsibilities lie in the day-to-day management of all health and
safety issues. Therefore, you are responsible for:

Making sure all your workers' health and safety is being maintained
Training for new workers in your area
Training for all workers when new equipment or work practices are introduced.

This means that for promotion of occupational health and safety, you are involved in:

Monitoring occupational health and safety policies and procedures

Providing information for the work area
Consulting with workers, management, occupational health and safety representatives
and committees, and if appropriate, unions

Model ethical work practices

Demonstrate compliance with ethical standards and agreed ethical practices
within the workplace delivery of services and encourages others to reflect the
same.
This section addresses the following performance criteria:

Demonstrate compliance with processes to ensure confidentiality of client information

is maintained.
Follow up and rectify variations from agreed ethical practices.
Model work practices that show respect for clients and others
Model ethical work practices which support a professional delivery of services.
Encourage others to work in a way that reflects ethical work practices.

The behaviour of every member of society is governed by the law. As a health care
worker, you may become involved with the law in different ways. You may be the subject
of complaint and face a lawsuit, or you may be asked to act as a witness in a court case.
Patients need health carers so that they feel secure in the health care setting. In return,
carers need to understand their duty of care towards the patients.
A breach in your duty of care to a patient can result in a charge of negligence. It is every
Phlebotomists nightmare to face a charge of negligence, and can impact heavily on our
lives.
Informed consent and management of patient information are particular areas of concern.
Anything that you do or fail to do that causes damage to a patient, for whom you have a
duty of care, can result in a negligence claim.

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Statute and Common Law

Law is a set of rules and principles that are produced by social forces. The law provides
society with a measure of stability.
Laws are prescriptive when they tell people what they must do or not do, and is punitive
when it provides for punishment of people who disobey them.
Every society has laws that are developed & promoted. Citizens are expected to have an
understanding of their legal system. In fact, it is considered that ignorance is no excuse for
breaching laws.

Functions of Law
Laws serve three basic functions.
1. They regulate activities of members of society
2. They maintain law and order by prescribing punishment (sanctions) that may be
applied if laws are breached.
3. They provide enforceable solutions to problems.

Sources of Law
In Australia there are two sources of law.
1. Acts and Regulations produced by government-legislation passed by the parliaments at
both state & federal levels. Law legislated by Acts of Parliament is called Statute Law.
2. Law handed down by the court system. It is based on decisions & interpretations of
previous court cases. This is known as Common Law.

Statute law
Statute law is made by politicians in State Parliaments and Federal Parliament. A Bill is
presented to parliament for debate after a need for it is established. It becomes an Act of
Parliament when it has passed all stages of debate, and receives assent of the Governor
in Council (State parliament) or Governors General (Federal parliament).
There are a number of Acts relevant to the health care system. You will also notice that
there are Regulations that apply to some Acts. Regulations are what guide us so that we
dont breach a particular Act.

Here are some Acts that have consequences for health care workers
The Nurses Act 1993 (Vic)
Drugs Poisons and Controlled Substances Act 1981 (Vic)
Equal Employment Opportunity Act 2010 (Vic)
Medical Treatment Act 1998 (Vic)
Occupational Health and Safety Act 1991 (Vic) revised 2011
Aged Care Act 1997 (Cth)
Health Records Act 2001 (Vic)
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Freedom of Information Act 1982(Cth)(Vic)

Disability Discrimination Act, 1992 (Cth)

You will find most of these acts at <http://www.vic.gov.au>

Pathology collector standards are akin to the profession of nurses. Therefore they are
obligated under the same codes of practices as nurses.
Our parliament has made laws relating to the registration and control of nurses, eg, The
Act of Parliament that governs the practice of nursing is called the Nurses Act of Victoria
1993.
In Victoria, the body that controls standards and registration of nurses is the Nurses Board
of Victoria. The Board is constituted by the Act of Parliament

Common Law
Common law was based originally on the common, unwritten customs of the country. It is
law made by judges as a result of decisions in cases that come before the courts. Australia
inherited British common law at white settlement. Prior to and following Federation, the
Australian legal system has continued to develop a large body of judge made law.
Australia is often referred to as a common law country.
Different types of law in everyday life govern members of society. Industrial law, contract
law, family law, criminal law, torts law and constitutional law affect us all.
The law distinguishes between civil and criminal law.
Civil Law

Common Law

Purpose:
Regulates the actions of individuals in their
dealings with each other and enforces the
rights of the parties involved.

Purpose:
Enforces (by the state) laws designed to
protect society. Determines the guilt and
punishment of the wrongdoer.

Who can bring action?

One citizen against another citizen, eg,
patient against a nurse or hospital

Who can bring action?

The State against a defendant, eg, the
police against the person alleged to have
committed a crime.

What standard of proof is required?

On the balance of probabilities.

What standard of proof is required?

Beyond reasonable doubt.

Where does the burden of proof rest?

With the plaintiff.

Where does the burden of proof rest?

With the state (prosecutor)

What is the purpose of action?

Compensation of wrongs done.

What is the purpose of action?

Punishing the wrongdoers.

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Morals
Morals is derived from the Latin Morales customs, conventions or social norms
Definition:
Concerned with goodness or badness of character or disposition, or with the distinction
between right and wrong (Oxford dictionary)
Ethics
Ethics deals with values relating to human conduct about the rightness and wrongness of
actions, and the goodness and badness of motives and results of actions. (Random House
Dictionary).
Ethics principles such as autonomy, beneficence, privacy, confidentiality, justice and rights
give us the basis for ethical decision making.
Definition:
Relating to morals, treating of moral questions (Oxford Dictionary)
Ethics is derived from the Greek ethikos ethos, habit, and pattern of behaviour or
prevailing attitude
Principles of ethics
Principles of ethics go back to ancient Greek times. Ethics in health care is often referred
to as Bioethics.
Bioethics (bio-life) examines ethical and legal dimensions of issues which include abortion,
euthanasia, organ transplantation, cloning, stem cell research and biotechnology.
Ethics is a branch of Philosophy, a study of morality and human conduct that attempts to
extract from our moral codes and traditions our most basic beliefs, the concepts on which
morality rests. What "should" be done it is primarily an academic discipline. Ethics forms
of reasoning rather than conduct, reflects on, compares and analyses rules and traces
logical connections between fundamental principles and moral commitments.
Ethics is concerned with human well being and the maintenance of a peaceful society. It
is basically a systematic approach using reasoning as moral justification and embodies
principles which are "universalisable(relevant to all). It is of overriding importance, of
greater significance than the law, politics or self interest
Ethics is not:

professional code of ethics. In ancient times, doctors sense of justice was guided by
oaths, the best known of these is the Hippocratic Oath (460B8. C.).They defined
medical practice and responsible/irresponsible medical conduct.
Professional codes are best seen as a public statement of behavioural standards
Professional etiquette - decorum, reputation, custom, convention and courtesy
Religion

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Ethics has a strong association with religion. It has been a major source of moral
guidance; the best known in the Christian religion is the Ten Commandments. All religions
share certain principles:
to avoid harm to others
to look after the needy
to avoid acts like murder, theft and sexual harm

Dealing with unethical behaviour

Discuss your concerns with your manager/supervisor

Follow Policy and Procedures
Document your actions outline the reason for taking this course of action

Consent

Comes from the Latin word consensere meaning to agree

Consent is an agreement between two parties and requires a level of common
understanding
It is generally stated that it is necessary for the client to give a valid consent and
denotes that the consent given should comprise of certain elements

Ways to give consent

Implied consent
Given in a variety a variety of ways, eg, holding an arm out for an injection etc. However
there has to be an element of common knowledge not just the fact that they have turned
up.
Verbal consent
The most common form of consent is usually accompanied by a medical examination.
After consultation and/or explanation regarding their condition the client agrees to take
some tests.
Consent in writing
Is documentary evidence of what the client has already agreed to verbally. It is only of
value if a dispute occurs regarding treatment. A written consent in no way guarantees that
it is a valid one.

Guidelines for Phlebotomists

Obtain informed consent before collection of specimens

Adhere strictly to accepted procedures and policies
Use proper safety containers and devices
Listen and respond appropriately to patients requests
Accurately document patient information
Document incidents
Maintain skills through ongoing education and training

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Perform at the highest standard of care

Maintain professional skills and knowledge

Manage work priorities
Demonstrate an ability to assess ones own skills and maintain both by
participating on professional development programs as required and respond to
feedback .
The use of technology is used with the workplace in accordance with
organisational policies and procedures and standards are monitored in
association with the requirements of others .
This section addresses the following performance criteria:

Assess own skills and knowledge against identified work requirements to determine
personal training needs.
Respond to feedback on competence as a basis for identifying personal training needs
in accordance with established procedures.
Participate in professional development programs and associated development
opportunities to enhance competence in line with organisation policies and procedures.
Organise work priorities in accordance with organisation policies and procedures.
Manage work effectively to achieve identified objectives.
Use information technology to improve efficiency in accordance with organisation
policies and procedures.
Manage personal skills development in the workplace in line with organisation
requirements.
Monitor work standards and communicate work priorities and associated requirements
to others.

Training and development can be initiated for a variety of reasons for an employee or
group of employees. For example:

When a performance appraisal indicates performance improvement is needed

To "benchmark" the status of improvement so far in a performance improvement effort
As part of an overall professional development program
As part of succession planning to help an employee be eligible for a planned change in
role in the organisation
To "pilot", or test, the operation of a new performance management system
To train about a specific topic (see below)

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Typical Topics of Employee Training

1. Communication: The increasing diversity of today's workforce brings a wide variety of
languages and customs.
2. Computer skills: Computer skills are becoming a necessity for conducting
administrative and office tasks.
3. Customer service: Increased competition in today's global marketplace makes it
critical that employees understand and meet the needs of customers.
4. Diversity: Diversity training usually includes explanation about how people have
different perspectives and views, and includes techniques to value diversity
5. Ethics: Today's society has increasing expectations about corporate social
responsibility. Also, today's diverse workforce brings a wide variety of values and
morals to the workplace.
6. Human relations: The increased stresses of today's workplace can include
misunderstandings and conflict. Training can people to get along in the workplace.
7. Quality initiatives: Initiatives such as Total Quality Management, Quality Circles,
benchmarking, etc., require basic training about quality concepts, guidelines and
standards for quality, etc.
8. Safety: Safety training is critical where working with heavy equipment, hazardous
chemicals, repetitive activities, etc., but can also be useful with practical advice for
avoiding assaults, etc.
9. Sexual harassment: Sexual harassment training usually includes careful description of
the organisation's policies about sexual harassment, especially about what are
inappropriate behaviours.

General Benefits from Employee Training and Development

There are numerous sources of on-line information about training and development.
Several of these sites suggest reasons for supervisors to conduct training among
employees. These reasons include:
1.
2.
3.
4.
5.
6.
7.

Increased job satisfaction and morale among employees

Increased employee motivation
Increased efficiencies in processes, resulting in financial gain
Increased capacity to adopt new technologies and methods
Increased innovation in strategies and products
Reduced employee turnover
Enhanced company image, e.g., conducting ethics training (not a good reason for
ethics training!)
8. Risk management, e.g., training about sexual harassment, diversity training

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Some contemporary principles of adult learning

The process of action learning, founded by Reginald Revans about 50 years ago in
England, is based on contemporary views of adult learning. Action learning asserts that
adults learn best when:
1.
2.
3.
4.

Working to address a current, real-world problem

They are highly vested in solving the current problem
They actually apply new materials and information; and
Exchange ongoing feedback around their experiences

In addition, adults often learn best from experience, rather than from extensive note taking
and memorisation.

To learn, you must be willing to grow, to experience

Learning often involves new skills, developing new behaviours. After many years of
classroom education, it's easy for us to take a course where all we must do is attend each
meeting, take notes and pass tests - and call this learning. One can complete a Masters in
Business Administration (MBA), but unless they're willing to actually apply new
information, they'll most likely end up with an office full of unreferenced textbooks and a
head full of data, but little knowledge and wisdom. For the learning process to succeed,
the individual must be willing to take risks. Stick your neck out, including by telling the
instructor when you're confused or disappointed in the course. Don't wait until the course
is over when nothing can be done about it.

Growth Involves the Entire Learner

If learning is to be more than collecting new information, then we must involve ourselves
completely in our learning experiences. Unfortunately, too many development programs
still operate from the assumption that the learner can somehow separate personal
development from professional development. So we end up getting a great deal of
information about finance and sales, but little help with stress and time management.
Then, after schooling, when we enter the hectic world of management, we struggle to keep
perspective and we're plagued with self-doubts. True learning involves looking at every
aspect of our lives, not just what's in our heads.

Growth Requires Seeking Ongoing Feedback

Many of us don't know what we need to learn - we don't know what we don't know.
Therefore, feedback from others is critical to understanding ourselves and our jobs.
Feedback is useful in more ways than telling us what we don't know. Feedback also
deepens and enriches what we do know. Research indicates that adults learn new
information and methods best when they:

Actually apply the information and methods, and

Exchange feedback around those experiences. However, we're often reluctant to seek
advice and impressions from others, particularly fellow workers. We're sometimes
reluctant to share feedback with others, as well.

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The courage to overcome our reluctance and fears is often the first step toward achieving
true meaning in our lives and our jobs.

Trust Your Instincts to Learn

Learning doesn't come only from other people telling you what you need to know and how
you need to learn it! The highly motivated, self-directed learner can make a "classroom of
life". Everything becomes an experience from which to learn. You can design your own
learning experiences! Think about what you want to learn, how you might learn it and how
you'll know if you've learned it.

Include Learners in Training and Development Planning

The learner will get the most out of the plan is he or she feels strong ownership in the plan.
Ownership comes from taking part in developing the plan. Also, professional development
rarely includes only gaining knowledge and skills about a job role. Professional
development often includes self-development, as well, e.g., admitting one's limits and
capabilities. Learners are often the best experts at realizing their own needs for selfdevelopment. Therefore, learners should be involved in as much as possible in developing
the plan.

If Available, Have Human Resources Representative Play Major Role

A trained human resources professional can be a major benefit in employee development.
The representative usually has a good understanding of the dynamics of training and
development. The representative often has strong working knowledge of the relevant
policies and procedures related to training and development. In addition, the
representative can an be an impartial confidant for the learner.

Provide Ongoing Feedback and Support

Even if things seem to be going fine, be sure to stop in and visit the learner on a regular
basis. Some learners may not feel comfortable asking for help. Supervisors should provide
any feedback, that is, timely and useful information for the learner. Provide ongoing
affirmation and support.

When Assessing Results of Employee's Learning, Maximise Feedback

about Performance
Consider getting feedback from the learner's peers and subordinates about the learner's
needs and progress to meet those needs. A 360-degree performance review is a powerful
practice when carried out with clarity and discretion. When first carried out, it may be wise
to get the help of an outside professional.

Budget Necessary Funds for Resources Learner Will Need

Funds may be required, e.g., for course tuition and materials, self-study materials, videos,
training fees, labour to attend courses, etc.

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Supervisor and Learner Should Set Aside Regular Times for Meetings
Scheduling meetings beforehand makes it much more likely that regular, ongoing
feedback will occur between the supervisor and learner.
As previously noted, training and development can be initiated to address a "performance
gap" (learning needed to meet performance standards for a current task or job), "growth
gap" (learning needed to achieve career goals) or "opportunity gap" (learning needed to
qualify for an identified new job or role).
The information frequently references supervisors and employees/learners. However,
information also applies to learners wanting to develop their own training and development
plan.
The terms "employee" and "learner" are used interchangeably in the following.

Planning - Some Considerations When Developing the Plan

Be Sure to Document a Training and Development Plan (Goals, Methods and
Evaluation)
Carefully consider using some form of a training and development plan, even if thinking
about informal means of training and development. Sketching out a plan with goals,
intended methods and evaluation, will at least give you a sense of what you want and how
you'll recognize if you've gotten it or not.
Don't Worry about Whether Your Plan is Perfect or Not - The Plan is Guide, Not Law
The key is to get started. Start simple, but start. Do the best that you can for now. There is
no perfect plan. You're doing the plan according to your nature and needs.
Also, it's not important to stick to the plan for the sake of the plan. Deviations from the plan
are to be expected. It's important that deviations are recognised and explained.
Remember that Development is a Process
Often, the ongoing reflection and discussions between supervisor and learner are far more
important than results produced by learners during the training and development process.
Appreciate this interaction as much as reaching any objectives in the plan.

GOALS - SELECTING TRAINING AND DEVELOPMENT GOALS

Select 2-4 Goals to Get Started
Each of these 2-4 goals will be associated with learning objectives that when reached by
the learner will result in the learner reaching the overall training goal. (More about learning
objectives later in a basic framework for developing a training and development plan.)
Determine the Goals Yourself - Don't Adopt Them from Another Program, Writer, etc.
It's very tempting to get a copy of a formal training program's goals and make them your
own. It's very tempting to read a writer's suggestions about what a leader should be and
adopt those suggestions as requirements in your program. Almost everyone wants to have

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more character, be charismatic, be more visionary, work well with groups, be more
communicative, support followers, etc.
But you may very well have already have met those goals! Because writer's suggestions
sounds very virtuous, e.g., to have more character, does not mean that you don't already
have a great deal of character that already incorporates the values needed for strong and
effective leadership in your organisation.
Therefore, give careful thought to your training and development goals. Ultimately, you
and your supervisor are the best judges of what you should aim to learn.
Set Realistic Expectations
As explained in previous information about Training Analysis, learning goals should be
established based on needed areas of knowledge and skills. These needs are established
by referencing relevant strategic goals, competencies lists, job descriptions, job analysis,
tasks analysis, etc. Be sure these goals are realistic.
There is a vast amount of management literature today, much of it asserting the need for
continued change among organisations and employees. Often, we're expected to achieve
total quality and total integrity. We're encouraged to transform ourselves and our
organisations. These expectations can serve as powerful visions to provide direction and
purpose. However, as these expectations become strong requirements in the workplace,
they must be carefully considered and planned. Otherwise, they can spawn a great deal of
despair and cynicism. Consequently, be realistic about training and development plans.
Particularly regarding development efforts such as leadership development, it can be very
seductive to have goals such as "total integrity". If you want "total integrity" as a goal, know
what behaviours will depict total integrity and then identify those behaviours in your
training and development plan.
Don't Forget the Most Important Sources of Suggestions - Supervisors and
Subordinates
When selecting training and development goals, ask your supervisor for feedback. For
example, if you're planning a leadership development program for yourself, ask your
supervisor for suggestions about how you could improve. He or she may be the best
person to give your ideas for goals and methods. He or she has had to develop leadership
skills and also has watched you over the years. Also, don't forget to ask your subordinates
for suggestions. They often have impressions about you that you'll never find out about,
unless you ask for them.
Integrate Results Expected from the Learner with Goals in the Performance Plan
Include the training and development goals in the performance review planning and
discussions. This affords ongoing tracking and discussion to ensure that training and
development results are actually carried over into the results in the workplace. If the
supervisor and employee have been conducting the employee performance management
process and perceived a "performance gap", then the performance review process already
includes the goals needed by the training and development plan. "Growth gap" and
"opportunity gap" training goals should also be included in the performance review process
as career development goals to ensure ongoing tracking and discussion. However, be very
careful about evaluating the employee on whether they achieved career goals or not.
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Many variables can occur which hamper the employee from achieving career goals.
Instead, focus performance evaluations on achievement of performance standards.

Methods - Remember Basic Principles About Adult Learning

Adults Learn Best by Applying Information to Current, Real-World Needs
Therefore, select training and development methods that include the learner's actually
applying new information and methods in the workplace to a real-life problem. It's often
difficult for learners to translate discussion about simulated situations (e.g., case studies)
back to the workplace. On-the-job training can be very powerful when complemented with
new information and methods, and time for reflection.
Adults Learn Best by Exchanging Feedback About Experiences
Learners benefit a great deal from ongoing feedback around their experiences when
applying new information and materials. Ideally, training and development experiences
afford learners the opportunity to describe the results of applying new information and
methods, what they thought would happen, what actually happened and why, and what the
learner gained from the experience.

Methods - Some Basic Mistakes to Avoid

Particularly after 12 to 16 years of classroom education, we tend to fall pray to several
common myths about training and development. The following advice is geared to help
learners avoid those myths.
1. Don't mistake data and information for knowledge and wisdom
Too often, when we want to learn something, we take a course, carefully analyse the
material and consider ourselves as having learned the information. Yet how much of the
material from our courses have we really practiced? Paulo Freire, who is probably
responsible for educating more human beings than anyone in history, asserts that without
practice, there is no knowledge.
2. Don't mistake entertainment for enlightenment
Go to your library, look at the hundreds, maybe thousands of books there. How many did
you really need? How much of the authors' advice did you actually follow? How many
books met the strong promise you felt when you first read the title?
3. Don't mistake analysis for learning
Assignments over the years ask us to analyze the content and then write a paper. Yet,
Eastern philosophies that have existed thousands of years before ours, remind us of the
role of intuition, and of the role of reflection on our experiences (on our practices). Use
more than your brain, use your intuition and your heart.
4. Don't mistake education to occur only in classrooms
Research indicates that adults learn best when they apply information to meet current, real
needs in their lives, that is, when they ground their theories in practice. And they learn best
when exchanging ongoing feedback around these practices.

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General Suggestions to Build More Learning into the Plan

1. For every learning method, answer How will this learning affect the real world?
Have your supervisor or best friend hold you accountable to answer that question. It may
be the most important question in your plan and its answer may leave you feeling the most
fulfilled when the plan has been implemented.
2. Include learning activities that go well beyond the safety of reading and writing
papers
Take some risks. Have your spouse or close friends suggest what you most need to learn
and how. Ultimately, ensure that youre not engaged in extended arguments about How
many angels will fit on the head of a pin -- come the New Millennium?.
3. Take advantage of real-life learning opportunities in the workplace
Your life and job afford you numerous opportunities from which to learn. For example, if
you're designing a plan to develop leadership skills, then select learning methods that
involve leading efforts in your community. Volunteer to a local nonprofit or professional
organisation.
4. Practice principles of unconventional educators, such as Paulo Freire and Myles
Horton
Freire and Horton taught people to read, not just for the sake of learning, but to meet real
and current needs in the lives of their learners. Horton, who didnt write any scholarly
papers in his life, started the Highlander Folk School. The school had no classrooms, no
expert lecturers. Yet, Martin Luther King said that Highlander probably had more to do with
addressing desegregation than he did. In another case, after leaving Highlander, a young
black learner refused to go to the back of the bus - Rosa Parks.

General Considerations to Build More Learning into Our Lives

Many of us give far more attention to the learning we glean from our classrooms than we
do from the rest of our lives. Many of us come to realize this situation only after weve
graduated. Again, some suggestions:
1. Write Down Ten Most Important Things You've Learned - How Did You Learn Them?
Its ironic that, considering the thousands of exercises weve been assigned in our lives,
this exercise is never among them! Yet its probably one of the most important. Next to
each thing you learned, note what you did to learn it. Do you know? Did it occur in a
classroom? What theory spawned that learning?
2. Once a Week, Write Down a Key Learning Experience - What Did You Learn?
You will learn far more from your real-world experiences (or practices), including from your
intimate relationships with others, than you will from all of the classrooms and all of the
books in the world!
3. Involve Yourself in Community Service - Great "Classroom" in Life!
These services are powerful practices that soon spawn rich, deep learning in our lives!

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4. For One Minute, Stare At Yourself in the Mirror: Ask "How Do I Feel About Myself?"
Update your training and development plan to address any concerns you have about the
person staring back at you in the mirror. As with any successful therapy or managing or
teaching, you must first start with yourself.

Summary of Above Suggestions to Enrich Training and Development

Some Basic Requirements of Learners

Learners must be willing to grow, to experience

Growth involves the entire learner
Growth requires seeking ongoing feedback

Some Basic Requirements of Supervisors

Include learners in development and training development plan

If available, have human resources representative play major role
Provide ongoing feedback and support
When assessing results of learning, maximize feedback about performance
Budget necessary funds for resources learner will need
Set aside regular times for supervisor and learner to meet

Developing the Training and Development Plan

Document a training and development plan (goals, methods and evaluation)

Don't worry about whether your plan is perfect or not - the plan is guide, not law
Remember that development is a process

What is Self-Directed Learning?

Self-directed training includes the learner initiating the learning, making the decisions
about what training and development experiences will occur, and how. The learner selects
and carries out their own learning goals, objectives, methods and means to verify that the
goals were met.
Probably the most important skill for today's rapidly changing workforce is skills in selfreflection. The highly motivated, self-directed learner with skills in self-reflection can
approach the workplace as a continual classroom from which to learn.
Supervisors and employees who work together to accomplish formal, self-directed learning
in the workplace, also accomplish continuous learning for continued productivity and
learning.

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Most Learning is Informal and Self-Directed in Nature

We buy a book and think about the writer's viewpoint. We attend a presentation given at a
local school. We take some time at the end of the day to think about our day and what we
learned from it. These are all informal forms of self-directed learning.
Self-directed learning becomes even more powerful when it's systematic, that is, when we
decide:
1. What areas of knowledge and skills we need to gain in order to get something done
(our learning needs and goals)
2. How we will gain the areas of knowledge and skills (our learning objectives and
activities)
3. How we will know that we've gained the areas of knowledge and skills (learning
evaluation)

Self-Directed Learning is Ideal for the Workplace

Self-directed learning programs hold numerous advantages over traditional forms of
classroom instruction for employees in the workplace, whether they be leaders, managers,
or individual contributors. Bouchard (Self-directed Learning in Organisational Settings
(working paper), Concordia University, Montreal, Canada) explains, Over the years, it has
become increasingly clear that traditional approaches to program design and delivery in
the workplace and in associative organisations present some important weaknesses.
Problem areas include: coping with the short life span of useful knowledge; passing down
acquired competencies to succeeding cohorts; accommodating the demands of
productivity while providing for a continuity of learning; [and] enabling learners to pursue
activities that correspond to their learning styles and needs
After many years of reflection about learning, eminent psychologist, Carl Rogers, founder
of self-directed therapy, asserted, anything that can be taught to another is relatively
inconsequential, and has little or no significant influence on behavior (On Becoming a
Person: A Therapists View of Psychotherapy, Houghton Mifflin, 1961, p. 276). He adds,
The only learning which significantly influences behavior is self-discovered, selfappropriated learning (p. 276).

Self-directed learning programs

1. Are more effective in development because learning accommodates employees
learning styles and objectives
2. Save substantial training costs because learners learn to help themselves and each
other with practical and timely materials
3. Achieve increased employee effectiveness in their jobs as they learn to learn from their
own work experiences and actually apply their learning in their places of work

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How Supervisors Can Help Employees Learn in the Workplace:

The supervisor's attitude and knowledge about learning has a tremendous impact on the
development of employees.
Thomas D. Fisher, in Self-Directedness in the Workplace: A Re-Examination cites
numerous suggestions (from Lowry) in order to better enable self-directed learning in the
workplace. Some of those suggestions are listed below, and are wonderful ways for
supervisors and learners to turn the workplace into a classroom (pp. 4-5):
1. Help the learner identify the starting point for a learning project and discern relevant
[ways] of examination and reporting.
2. Encourage adult learners to view knowledge and truth as contextual ... and that they
can act on their world individually or collectively to transform it
3. Create a partnership with the learner by negotiating a learning contract for goals,
strategies and evaluation criteria
4. Be a manager of the learning experience rather than an information provider
5. Teach inquiry skills, decision making, personal development, and self-evaluation of
work
6. Help learners develop positive attitudes and feelings of independence relative to
learning
7. Recognize learners' personality types and learning styles
8. Use techniques such as field experience and problem solving that take advantage of
adults' rich experience base
9. Encourage critical thinking skills by incorporating ... such activities as seminars
10. Create an atmosphere of openness and trust to promote better performance
11. Behave ethically, which includes not recommending a self-directed learning approach if
it is not congruent with the learner's needs
12. Obtain the necessary tools to assess learner's current performance and to evaluate
their expected performance
13. Provide opportunities for self-directed learners to reflect on what they're learning
14. Promote learning networks, study circles, and learning exchanges
15. Provide staff training on self-directed learning and broaden the opportunities for its
implementation
http://www.turningpointprogram.org/toolkit/pdf/SR_participants_guide.pdf

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