Contribute To The Development of Self and Others

LG THHCOR0073A CONTRIBUTE TO THE DEVELOPMENT OF SELF AND OTHERS
LEARNERS GUIDE
CONTRIBUTE TO THE DEVELOPMENT OF SELF AND OTHERS
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA
*** 2003***
Version 1 LRDU NOV. 03

TABLE OF CONTENTS
PAGE
Introduction.......................................................................................................................... 1
Welcome ................................................................................................................... 1
This Competency Unit.................................................................................................... 1
Before You Start ............................................................................................................. 2
Planning Your Learning Programme ............................................................................. 2
Self-Assessment Checklist ............................................................................................. 3
How To Use This Learners Guide ................................................................................ 5
Using the Computer and Other Resources..................................................................... 7
Method of Assessment.................................................................................................... 7
Element 1: Develop self within the job role ....................................................................... 8
Self-Assessment Checklist ........................................................................................... 13
Element 2: Plan, implement and evaluate staff training ................................................. 15
Element 3: Assess staff achievement and provide feedback............................................ 25
Version 1 LRDU NOV. 03

LG THHCOR0073A
CONTRIBUTE TO THE
DEVELOPMENT OF SELF AND
OTHERS
INTRODUCTION
Welcome
Welcome to the Learners Guide for Unit of Competency Contribute to the

development of self and others. This is just one of a number of Learners Guides
produced for the Linen Room Attendants Skills stream of the Tourism and Hospitality
Industry, and it is designed to guide you, the learner, through a series of learning
processes and activities that will enable you to achieve the specified learning outcomes
for the competency unit.
The content of this guide was developed from the Competency Standard
THHCOR0073A, which is one of the basic building blocks for the National Vocational
Qualification of Jamaica (NVQ-J) certification within the industry. Please refer to your
Learners Handbook for a thorough explanation of standards and competencies, and how
these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard and Assessment Instrument for
a better understanding of what is required to master the competency.
This Competency Unit
Contribute to the development of self and others addresses the knowledge and skills
required for effectively contributing to the development of the self and others. The
competency unit is comprised of the following elements:
Element 1: Develop self within the job role
Element 2: Plan, implement and evaluate staff training
Element 3: Assess staff achievement and provide feedback
Element 4: Monitor guest rooms and public areas
As you go through each element, you will find critical information relating to each one.
You are advised to study them carefully so that you will be able to develop the necessary
knowledge, skills and attitudes for contributing to the development of self and others.
Version 1 LRDU NOV. 03 1

Before you start
Before you start this Learners Guide, you need to:
a. Obtain a Learners Logbook that will be used to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and
have your learning facilitator sign off on them. This will allow you provide evidence
of your competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
c. Ensure that your learning resources are available.
d. Know and observe the occupational health and safety standards/practices for the
industry. For example, ensure that you are wearing suitable clothing, that tools and
equipment are safe, and that the correct safety equipment is used.
e. Plan your learning programme (see below)
f. Understand how to use this Learners Guide (see below)
Planning your learning programme
The following self-assessment checklist will assist you in planning your learning
programme as it will help you to think about the knowledge and skills needed to
demonstrate competency in this unit. As you go through the checklist will be able to find
out what elements you have already mastered which ones you will need to pay more
attention to as you go through the learning process.
To complete the checklists simply read the statements and tick the Yes or No box.

Self-Assessment Checklist
- Contribute to the development of self and others
Element 1 Develop self within the job role Yes No
1. I can identify current competence and potential areas for

development with staff ( ) ( )
2. I can identify strengths and weaknesses correctly ( ) ( )
3. I can base the identification of strengths and weaknesses on

appropriate evidence ( ) ( )
4. I can set objectives, achievable, realistic, challenging and

non-discriminatory ( ) ( )
5. I can identify realistic amounts of time and resources

necessary to achieve set objectives ( ) ( )
6. I can review progress and performance in achieving set

objectives regularly ( ) ( )
7. I can use feedback to enhance future development and to

establish targets ( ) ( )
Element 2 Plan, implement and evaluate staff training Yes No
1. I can identify, prepare and use appropriate learning

environment ( ) ( )
2. I can undertake appropriate consultation with staff,

assessment of demand and identification of needs ( ) ( )
3. I can arrive at training objectives with worker and

management input ( ) ( )
4. I can use appropriate training resources and materials to aid

the learning process ( ) ( )

Element 2 Contd Yes No
5. I can support demonstrations of activity/task by clear,

accurate and complete descriptions of methods use and
related knowledge ( ) ( )
6. I can provide training at the time and speed appropriate to

the needs of individuals and of the setting ( ) ( )
7. I can give individuals constructive feedback on their

progress ( ) ( )
8. I can ascertain and log individuals feedback on training

process ( ) ( )
9. I can complete and analysis evaluations to track trainees

progress, correctly interpret and appropriate action taken ( ) ( )
Element 3 Assess staff achievement and provide feedback Yes No
1. I can organize and communicate assessment process to

relevant personnel ( ) ( )
2. I can carry out assessments according to specific

competence and knowledge requirements ( ) ( )
3. I can complete assessment records accurate and available

for verification ( ) ( )
4. I can assess staff being given effective feedback on

performance according to result of the assessment decisions ( ) ( )
5. I can encourage and assisted staff to evaluate their own

performance and make appropriate suggestions for
improvement, and to set realistic targets ( ) ( )
6. I can identify additional evidence of competence and

knowledge requirements and arrangements make to carry
out necessary assessments ( ) ( )
7. I can organize and carry out any necessary re-assessments

in agreed time period ( ) ( )

If you ticked all or most of the Yes boxes then you might not need to go through the
entire guide. Ask your learning facilitator to assist you in determining the most
appropriate action you should take.
If you ticked a few of the Yes boxes or none at all then you should work through all of
the guide, even though some of the material may be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator
in the planning process.
How to use this Learners Guide
This Learners Guide is designed to assist you in working and learning at your own pace.
We suggest that you:
Go through the sections/elements as they are presented (starting at Section 1)
Check your progress at each checkpoint to ensure that you have understood the
material
Observe the icons and special graphics used throughout this guide to remind you of
what you have to do to enhance your learning. The icons and their meanings are as
follows:

Complete Assessment Exercise

This exercise requires you to think about the knowledge
and skills that you have or will develop in this
competency unit.
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with
the assistance of your learning facilitator.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
Ask your learning facilitator for help if you have any problems with the interpretation
of the contents, the procedures, or the availability of resources
Stop and complete each activity as you come to it. If the activity requires you to
perform an actual task, be sure to tell your learning facilitator when you get to that
activity so that he/she can make any arrangements
Get your learning facilitator to sign and date the Learner Logbook when you have
completed an activity

Read the summary and complete the self-assessment checklist at the end of each
section or element.
When you have worked through all sections of the guide, complete the assessment
exercise at the end of the document. When you can tick every Yes box, you are ready
for assessment and should ask your learning facilitator to assist you in making the
arrangements to have your performance assessed.
Using the Computer and Other Resources
Where your activities refer you to the library, computer and Internet resources, ask your
learning facilitator to assist you with locating these resources. If you are getting your
training in an institution, there may be a library and computer laboratory. If this is not
the case, visit the local library and find out what resources are available.
If you are new to the computer and the Internet, someone should be able to show you
how to use these resources.
Please note that in many of your activities you have been referred to information on the
Internet. This is because the Internet has a vast amount of information that can help you
in acquiring the particular competencies. We would like to advise you, however, that we
cannot guarantee that all the sites will be available when you need them. If this happens,
ask your learning facilitator to assist you with locating other sites that have the
information you require.
Method of Assessment
Competency will be assessed while you are actually performing the tasks and related to
this competency, this may be in a real work place or a simulated situation that accurately
relates to the work situation. You are advised to consult the associated competency
standard and assessment instrument for further details relating to the assessment
strategies.
You may now start your learning. Have fun while you work!

ELEMENT 1: DEVELOP SELF WITHIN THE JOB
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the knowledge, skills
and attitude necessary for develop self within the job role. Your learning facilitator will
assist you through the various activities. Upon completion you will be able to:
1. Identify current competence and potential area for development

2. Identify strengths and weaknesses based on appropriate evidence
3. Set achievable, realistic, challenging and non-discriminatory objectives
4. Review progress and performance in achieving set objectives
5. Identify realistic amounts of time and resources necessary to achieve set
objectives
6. Establish targets through feedback
CURRENT COMPETENCE AND POTENTIAL AREA FOR DEVELOPMENT
When trying to identify current competence and potential areas for development the
following should be undertaken:
A needs assessment should be done by HR to find out the areas that need to be
developed
Supervisors should also make recommendations based on their observation
Organizational goals and strategic plans should help to guide Management in
assessing the manpower needs of the organization.
Staff at all levels should be empowered to deliver superior customer service by
delivering quality products and service.
Employees should have a Mastery of Basic work place skills (Reading, writing,
Communication skills Mathematical skills and Technological skills.
You can develop a mentoring or coaching programme to improve staff
performance
Regular ongoing on the job training is necessary for staff
Field trips to similar departments both in house and in other organizations.

IDENTIFY STRENGTHS AND WEAKNESSES BASED ON APPROPRIATE EVIDENCE
In order to adequately develop staff, individuals strengths and weaknesses have to be

determined:
When recruiting staff it is recommended that you assess new recruits by doing a
psycho-metric test. There are many different tests such as Myers Brigg which
assesses your personality. This will give you an idea of which personalities work
well together should you decide to form teams.
Employees application forms can be used for a closer examination of qualifications

and skills which can help to determine the training needs
Encourage individuals to develop their career development portfolios
Use performance appraisals to identify strengths and weaknesses
Department plans or general organizational plans can be used to determine what

should be done
CHECKPOINT:
Why is it important to identify strengths and weaknesses in

individual staff members based on critical evidence?
ACTIVITY 1:
Do research on the Myers Brigg test, following which you complete a

sample of the test, saving your profile. You will then be required to
access the jobs recommended for your personality type. Discuss your
findings with facilitator and peers.

Mentoring
Megginson &Clutterbuck(1999) define mentoring as an offline help by one person to

another in making significant transactions in knowledge, work or thinking. (p13). A
mentor is usually a more senior or defines mentoring as a holistic process that facilitates
the personal experienced person than a learner although there have been cases of peer
mentoring. The learner is referred to as the mentoree . Hutchins (1996) points out that
the mentoring relationship has as its core purpose the professional development of the
protg through the counsel and guidance of the mentor (p.1) and Resource Net (Issue
36) 2001aptly defines mentorship as a holistic process that facilitates the personal and
professional development of an individual. (p.1)
Implementing a mentorship programme
You can start a mentorship programme in your department for the young and
inexperienced employees
Mentors will help new recruits to get confidence in carrying out the job
Mentors will also help to pass on both interpersonal skills and other skills
Coaching
Simply put, coaching is the process of helping a single employee improve a particular
aspect of her performance.
Coaching is an empowering process
Skills of a good coach
Possesses the know-how

Willing to show how
Passes on his knowledge to the team
Encourages and acknowledges good performance
Qualities of a good coach:
Patient
Supportive
Interested
Good listener
Attendance
Retentive
People centred
Open in communication

SETTING OBJECTIVES
When Setting objectives ensure that they are achievable, realistic, challenging and non-
discriminatory:
Set SMART goals that can be achieved within a specified time frame.
Use objective criteria based on needs assessment to determine who gets trained
You may need to consider a cost benefit analysis of training the individuals
Provide the atmosphere for workers to be organized in teams. High performing
organizations are now emphasizing and instituting teams. This creates flatter
structures in the organization and has numerous benefits.
CHECKPOINT:
What is a team? How can organizations benefit from having teams?
ACTIVITY:
Find cases that demonstrate how organizations have improved based

on high performing teams
SETTING ASIDE TIME AND RESOURCES TO ACHIEVE OBJECTIVES\
Set realistic time and provide resources.

Many times managers are guilty of giving a heavy and unrealistic job description
which does not give the employee time to upgrade himself or herself
Special times should be given on the job to participate meaningfully
Set up resource center or training rooms to accommodate workers
Provide on the job training
Training could also be arranged after work
Encourage self-directed learning where employees work from manuals or on the
internet during their own time and at their own pace
Attend other external courses at your own cost

ACTIVITY:
Your friend who is a manager has set objectives for himself,

however, he has not set aside any time or resources to achieve these
objectives. Advise your friend on the importance of devoting a
realistic amount of time and resources to achieve set objectives.
REVIEW PROGRESS AND PERFORMANCE
As a Manager you should always evaluate the training undertaken to see if the
objectives were achieved
You should also check to see if there is a change in attitude or an increase in job
performance
You should ensure that the Training Department provides the necessary support
for staff
Supervisors should also exercise flexibility
CHECKPOINT:
Why do you think it is important to regularly review progress and

performance in achieving set objectives.
Encourage feedback
Communication is one of the main responsibilities of Management and feedback is a

critical component of communication. It would be useless for a programme to be
designed and employees views are not sought:
Management needs to know how relevant the programme was to the target group
Suggestions should be encouraged for improvement
Targets should be set by individuals and Management and should be
communicated in different forms both orally and in writing.

ACTIVITY:
Create a career development plan. Include the foll. Personality

profile, Write a profile of yourself where you are and where you
would like to go. Rank the jobs that you like most and why.
READY TO PROVE YOUR COMPETENCY?
Now that you have completed this element, see if you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
1. I understand how to identify current competence and

potential areas for development with staff ( ) ( )
2. I understand how to identify strengths and weaknesses

correctly ( ) ( )
3. I know how to set objective achievable, realistic,

challenging and non-discriminatory ( ) ( )
4. I understand how to identify realistic amounts of time

and resources necessary to achieve set objectives ( ) ( )
5. I know how to review progress and performance in

achieving set objectives regularly ( ) ( )
6. I know how to use feedback to enhance future

development and to establish targets ( ) ( )

Checklist 2 Yes No
1. Current competence and potential areas for

development are identified with staff ( ) ( )
2. Strengths and weaknesses are correctly identified ( ) ( )
3. Ensure that the identification of strengths and

weaknesses are based on appropriate evidence ( ) ( )
4. Objectives set are achievable, realistic, challenging and

non-discriminator ( ) ( )
5. Realistic amounts of time and resources necessary to

achieve set objectives are identified ( ) ( )
6. Progress and performance in achieving set objectives

are regularly reviewed ( ) ( )
7. Feedback is used to enhance future development and to

establish targets ( ) ( )

ELEMENT 2: PLAN, IMPLEMENT AND EVALUATE STAFF TRAINING
LEARNING OUTCOMES
and attitude necessary for plan, implement and evaluate staff training. Your learning
facilitator will assist you through the various activities. Upon completion you will be able
to:
1. Prepare and identify and use appropriate learning environment.

2. Identify needs after appropriate consultation with staff.
3. Arrive at training objectives with worker and management input.
4. Use appropriate training resources to aid learning process
5. Support demonstration of activity with clear, accurate and complete descriptions
of methods used and related knowledge
6. Provide training that is timely.
7. Giver individuals constructive feedback on their progress
8. Ascertain and log individuals feedback on the training process
9. Complete and analyze evaluations to tract trainees progress and appropriate action
taken
IDENTIFY PREPARE AND USE APPROPRIATE LEARNING ENVIRONMENT
As organizations attempt to modernize to meet the needs of globalization and the new
requirements of the new economy Management has been leading the way by setting up
various training programmes to enhance basic organizational skills. There has been a
paradigm shift and it is no longer business as usual. This means that a great deal of effort
and thought have to be put in place to recruit and retain the right cadre of workers to
carry out the new job specifications. Organizations have realized that Human resource
will have to be a strategic partner in the new paradigm.
As is expected any successful training programme to be undertaken involves carrying out

a successful needs assessment
CHECKPOINT:
What is needs assessment?

Outline the steps to be taken when conducting needs analysis

Here are some important steps in doing a needs analysis

Learner setting and job analysis (learner analysis, analysis of setting, Job task
analysis
Design (Objectives specification, test development, sequencing, strategies and
tactics selection
Development (materials preparation, users manuals, protoype testing,
Production
Implementation (installation and maintenance
Evaluation
The Setting
g is very important when undertaking a training exercise. This has a significant impact
on both the delivery and development of the programme. Training can take place in
different settings. There is on the job training which can be conducted in the direct
environment of the employee. There is job rotation, training off site depending on
whether the level of staff to be trained is Management, Supervisors or other lower level
staff the setting might vary according to the target audience. In the case of Senior
Managers there training could take place at Luncheons, Strategic Meetings and so on and
these are referred to as Learning events.
Another important determinant of the setting is the cost, how many persons can it
accommodate, visual aids and so on.
ACTIVITY 1:
Do thorough research on procedures to follow when carrying out

assessment. Following which you will discuss your findings with
your facilitator and peers.
ACTIVITY 2:
Working in groups of two you will be required to identify and

prepare the environment to train 10 employees in stocking a linen
cart. This setting will be assessed by your facilitator, following which
you will have a discussion with peers.

CONDUCT NEEDS ANALYSIS AND CONSULT STAFF
When planning training activities for staff include the staff by asking them to fill
out questionnaires to state what they want to have included . Discuss the merit of
it
Do needs analysis by looking on staff files
Have discussions with supervisors
When you have selected topics for training allow staff to have an input as to what
they see as priority and then reach a compromise
TRAINING OBJECTIVES
Shared goals are important when organizing training. Therefore both workers and
management should be involved. Managers conduct training based on needs and with
the aim of improving productivity and to increase the knowledge asset. Companies that
have the competitive advantage are high on knowledge and transform themselves into
learning organizations. On the other hand workers should make their input to the process
to address any personal need that they might have to increase the demands of the
organization . It is important to integrate the voice of the employee and the management
so that a collaborative culture can be fostered.
CHECKPOINT:
Why is shared goals important in organizing training?
Job task analysis
This is where the analyst develops a thorough understanding of the task to be learned The
analysis includes sequence and parts of the job. This is conducted by observing expert
performance, interviewing expert and scrutinizing technical documentation.

Objectives Specification
Set performance objectives which will describe what the learner will be able to
complete after the training.
Objectives can include:
Instructor and student goals
Provide a basis for measures and approaches to be used to carry out the
programme
Guide the selection of strategies that will be used
TRAINING RESOURCES
Appropriate training resources and material should be used to aid the learning process.
The method of presentation in training will depend on the needs and educational
background of the audience. Some presentation methods include:
Teleconferencing
Video presentations
Simulations
Flip chart
Power point presentation
Self directed learning
Case Studies
Project based learning
Teams
On the job training
Job rotation
Create learning event
Lectures
ACTIVITY:
Visit at least 2 organizations that are currently undergoing training

and critically access the presentation methods used and the
usefulness of each method. Make recommendations. Your facilitator
will access this exercise.

PROVIDE TRAINING
Training should be provided in a timely manner, appropriate to the needs of the

individual.
Andragogy - The art and science of

helping adults learn
ASTD Training and Development
Manual
P 254
How adults learn
Adults must know why they need to learn something

Adults have a need to be self-directing
Adults have a broader base of experience to which to add new ideas and skills
Adults become ready to learn when they experience in their life situation a need to
know
Adults enter a training experience with a task centred approach
Adults are motivated to learn booth extrinsically and intrinsically
CHECKPOINT:
List four factors that should be in place for learning to be effective.
SELF DIRECTED LEARNING
Self Directed Learning -This is a

training design in which trainees work at
their own pace, without the aid of an
instructor, to master predetermined
material. Piskurich (ASTD Manual and
Handbook)

Advantages of self-directed learning
Trainee works at his or her own pace

Choice of material is made individually
Provides an opportunity for review and feedback
Trainer-Developer
More time to develop
Corporation
Multiple-site training
Requires fewer trainers Reduced trainer travel cost
Reduced meeting room cost
Disadvantages of self directed learning
Trainee
No instructor present
Lack of team development
Frequent feedback on training and progress
Trainers should set time aside to discuss individual progress in the course.
Individuals should also have time to ask questions both in and out of class.
Technology could be used to enhance the process through emails or e-
learning.
Employees could also make suggestions as to ways of improving session.
Management also needs to measure the results of training to see if there is
return on investment (ROI).
Log trainees responses and note evaluation given at the end.
Liaise with Supervisors, staff and management to observe if there is a
change in attitude and a general performance.
Various methods can be used to assess achievement and ROI
Some of these methods include questionnaires, interviews, focus groups observations,

performance records tests, measuring customer satisfaction
ACTIVITY:
An organization has employed you as a training manager and you

have developed a self directed training program for the organization.
You now have to report to the manager about the program you have
developed paying close attention to the advantages and disadvantages
of such a program.

PROVIDING FEEDBACK
Feedback This is the

process by which employees
are informed as to how they
have performed.
There are four types of feedback that can be given after a training session. These are;
Positive feedback recognizing a job well done
Re-directive feedback identifies incorrect performance/training outcome and reviews
the expected behaviour to discover what went wrong and how performance/training can
be improved
Negative feedback- identifies incorrect behaviour that serves to demotivate an employee.
As a result, negative feedback will not improve performance / training
Zero feedback No feedback is provided
After training, it is important that feedback be constructive and supportive.
CHECKPOINT:
What is feedback?
What is likely to occur if negative feedback is given to
colleagues after training?
What is positive feedback and why is it important to
employees?
ACTIVITY:
Working in groups of fours or sixes act out a simulated situation in

which positive, re-directive, negative or no feedback on the
employees performance/training is highlighted. Ask your learning
facilitator for assistance as is necessary. Your learning facilitator will
also assess your performance/training outcome.

Individual Feedback
Individual feedback on the training process should be ascertained and recorded, thus
providing management with useful information on how the training program was viewed
and what needs to be done to improve the programme.
There are five levels of evaluation:
Reaction and planned action

Learning
Job applications
Business Results
Return on investment
Questionnaires
Questionnaires are an important tool used in carrying out evaluation. Types of

questions include open and close ended and multiple choice.
Attitude surveys
These are also important in helping employers to get feedback on how well they are
balancing their responsibility
Build a database that can inform the organization about its talent pool
Tests
These are important tools to measure learning. One of the types of testing is performance
testing, this is a common approach, allows the participation

Checklist 1 Yes No
1. I understand how to identify, prepare and use

appropriate learning environment ( ) ( )
2. I understand now to undertake appropriate consultation

with staff, assessment of demand and identification of
needs ( ) ( )
3. I know how to arrive at training objectives with worker

and management input ( ) ( )
4. I use appropriate training resources and materials to aid

the learning process ( ) ( )
5. I know how to support demonstrations of activity/task

by clear, accurate and complete descriptions of methods
use relate to knowledge ( ) ( )
6. I know how to provide training at the time and speed

appropriate to the needs of individuals and of the setting ( ) ( )
7. I know how to give individuals constructive feedback

on their progress ( ) ( )
8. I know how to ascertain and log individuals feedback

on training process ( ) ( )
9. I know how to complete and analyse evaluations to

track trainees progress, correctly interpret and
appropriate action taken ( ) ( )
Checklist 2 Yes No
1. Appropriate learning environment is identified,

prepared and used ( ) ( )

Checklist 2 Contd Yes No
2. Appropriate consultation with staff, assessment of

demand and identification of needs are undertaken ( ) ( )
3. Training objectives are arrived at with workers and

management input ( ) ( )
4. Appropriate training resources and materials are used to

aid the learning process ( ) ( )
5. Demonstrations of activity/task are supported by clear,

accurate and complete descriptions of methods used and
related knowledge ( ) ( )
6. Training is provided at the time and speed appropriate

to the needs of individuals and of the setting ( ) ( )
7. Individuals are given constructive feedback on their

progress ( ) ( )
8. Individuals feedback on training process is ascertained

and logged ( ) ( )
9. Evaluations are completed and analysed to track

trainees process, correctly interpreted and appropriate
action taken ( ) ( )

ELEMENT 3: ASSESS STAFF ACHIEVEMENT AND PROVIDE

FEEDBACK
LEARNING OUTCOMES
and attitude necessary for assess staff achievements and providing feedback. Your
learning facilitator will assist you through:
1. Organize assessment process and communicate to relevant personnel.

2. Carry out assessments according to competence and knowledge requirements.
3. Complete assessment records accurately and verify.
4. Give feedback to staff about assessment.
5. Encourage and assist staff to evaluate their own performance and set realistic
target
6. Identify further evidence of knowledge requirements and carry out assessments in
agreed time period
ORGANISE ASSESSMENT
It is important to organize the assessment process and communicate the results to the
appropriate personnel. Appraisals can be
Appraisal - is the process of making directed at the individuals performance or at
judgements about an employees the organizational performance. The appraisal
performance so that where form is usually divided into two sections .
performance needs to be improved One of the sections deals with personal
this will be done to the benefit of the attributes and the other deals with technical
organization attributes.
Seven methods of performance appraisal
Critical incident method

Graphic Rating Scale method
The paired comparison method
Forced Distribution method
Alternation Ranking method
The behaviourally Anchored Rated Skills (BARS)
Management by Objective (MBO)

Who should do the appraisal?
This should be done by the immediate Supervisor

The appraisal could also be done by ones peers
There could also be a self rating system where individuals rate themselves
How to conduct the appraisal interview

Collect the data, assemble then collate, study the persons job description,
compare the employees performance to the standards and review the files of
the employees previous appraisals.
Prepare the employee. You should give at least one weeks notice to review
their work, read over there job description, analyze problems and gather their
questions and comments.
Select the time and venue. Always ensure that there is mutual agreement on
the time and venue.
Communicate the assessment process to the Head of Department and employee.
CHECKPOINT:
What is performance appraisal?

Why should performance appraisal be done?
List 5 methods of performance appraisal
Carrying out assessments
You should carry out assessment according to competence and knowledge requirements.
You should not take more than an hour and a half to conduct assessment with lower level
employees.
Do not go overboard and get personal

Let the employee feel comfortable
Do not be abrasive with your criticisms instead use neutral terms
Try to evoke a response from employee
Be a very good listener
Ask the employee to point out his strengths or weaknesses
Point out the employees strengths then weaknesses
Suggest ways to improve weaknesses
Find creative ways to utilize strengths

ASSESSMENT RECORD
Complete assessment records carefully and make available for verification
As a good Supervisor, you should ensure that you complete the assessment record
accurately.
Before you sign off on it discuss with staff member to ensure that it is accurate
Complete assessment on time and give the employee enough time to reflect and
comment
Staff members are given feed back based on result of assessment
Feedback is very important to the Supervisor and to the employee as the
Supervisor needs to know how the worker feels about the assessment and vice
versa.
Here are some guidelines for giving feedback:
Be specific and focus on behaviours or outcomes that are correctable and within a
workers ability to improve.
Approach performance appraisal as an exercise in problem solving and solution
finding not criticizing
Express confidence in a subordinates ability to improve.
Provide performance feedback both formally and informally
Praise instances of high performance and areas of a job in which a worker excels
Avoid personal criticisms and treat subordinates with respect.
The appraisal feedback interview presents both an opportunity and a danger.
If the interview is handled poorly, the employee may feel resentment and conflict
may result, which probably will be reflected in future work.
Agree to timetable for performance improvements.
CHECKPOINT:
List 5 guidelines for giving feedback
ACTIVITY:
Assuming you are a supervisor who has just completed training of

linen room employees. Complete an assessment record for 5
employees. Ask your facilitator to assist you where necessary.

SELF ASSESSMENT
Staff should be encouraged to evaluate their own performance, make suggestions for
improvement and set realistic targets. Self appraisal is a self development tool that forces
employees to think about their strengths and weaknesses and set goals for improvement.
After employee has done the improvement plan examine to see how realistic the plan is
and encourage employee to implement.
Match employees individual rating with your own

Supervisor will act as coach
Performance interviews
There are three main types of performance interviews :
The performance is unsatisfactory but correctable

The performance is satisfactory but no promotion
The performance is satisfactory but promotable
IDENTIFYING ADDITIONAL EVIDENCE OF COMPETENCE AND KNOWLEDGE
Additional evidence of competence and knowledge should be identified and

arrangements made to carry out the necessary assessments:
After the agreed timetable for improvement has been carried out workers should
be given a fair chance for further reassessments
As the Supervisor you should monitor workers progress along the way
Include 360 degree appraisal
Allow employee the opportunity to re evaluate himself
If worker has received additional qualifications include that
If workers are members of teams ask the team members to assess as well.
Refer to: Dessler, Gary(1997). Human Resources Management, U.W.I/

Distance Education Centre MS 32 A- HRM, Units 7-8
Matthis R.& Jackson J. human Resource Management(7th edition)p. Chapter 12
Jones & George (2000). Contemporary Management (3rd edition).Mc Graw Hill
Irwin

Checklist 1 Yes No
1. I know how to organize and communicate assessment

process to relevant personnel ( ) ( )
2. I know how to carry out assessments according to

specific competence and knowledge requirements ( ) ( )
3. I know how to complete assessment records accurate

and available for verification ( ) ( )
4. I know how to assess staff being given effective

feedback on performance according to result of the
assessment decisions ( ) ( )
5. I know how to encourage and assist staff to evaluate

their own performance and make appropriate
suggestions for improvement, and to set realistic targets ( ) ( )
6. I now how to identify additional evidence of

competence and knowledge requirements and
arrangements make to carry out necessary assessments ( ) ( )
7. I know how to organize and carry out any necessary re-

assessments in agreed time period ( ) ( )
Checklist 2 Yes No
1. Assessment records are complete, accurate and

available for verification ( ) ( )
2. Assessments are carried out according to specific

competence and knowledge requirements ( ) ( )
3. Assessment records are complete, accurate and

available for verification ( ) ( )

Checklist 2 Contd Yes No
4. Staff being assessed are given effective feedback on

performance according to result of the assessment
decisions ( ) ( )
5. Staff are encourage and assisted to evaluate their own

performance and make appropriate suggestions for
improvement, and to set realistic target ( ) ( )
6. Additional evidence of competence and knowledge

requirements is identified and arrangements made to
carry out necessary assessments ( ) ( )
7. Any necessary re-assessments are organized and carried

out in agreed time period ( ) ( )

Contribute To The Development of Self and Others

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LG THHCOR0073A CONTRIBUTE TO THE DEVELOPMENT OF SELF AND OTHERS

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

Version 1 LRDU NOV. 03

Element 1: Develop self within the job role ....................................................................... 8

Self-Assessment Checklist ........................................................................................... 13

Element 2: Plan, implement and evaluate staff training ................................................. 15

Self-Assessment Checklist ........................................................................................... 23

Element 3: Assess staff achievement and provide feedback............................................ 25

Self-Assessment Checklist ........................................................................................... 29

Version 1 LRDU NOV. 03

Welcome to the Learners Guide for Unit of Competency Contribute to the

This Competency Unit

Element 1: Develop self within the job role

Element 2: Plan, implement and evaluate staff training

Element 3: Assess staff achievement and provide feedback

Element 4: Monitor guest rooms and public areas

Version 1 LRDU NOV. 03 1

Before you start

Before you start this Learners Guide, you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learners Guide (see below)

Planning your learning programme

Version 1 LRDU NOV. 03 2

Element 1 Develop self within the job role Yes No

1. I can identify current competence and potential areas for

2. I can identify strengths and weaknesses correctly ( ) ( )

3. I can base the identification of strengths and weaknesses on

4. I can set objectives, achievable, realistic, challenging and

5. I can identify realistic amounts of time and resources

6. I can review progress and performance in achieving set

7. I can use feedback to enhance future development and to

Element 2 Plan, implement and evaluate staff training Yes No

1. I can identify, prepare and use appropriate learning

2. I can undertake appropriate consultation with staff,

3. I can arrive at training objectives with worker and

4. I can use appropriate training resources and materials to aid

Version 1 LRDU NOV. 03 3

Element 2 Contd Yes No

5. I can support demonstrations of activity/task by clear,

6. I can provide training at the time and speed appropriate to

7. I can give individuals constructive feedback on their

8. I can ascertain and log individuals feedback on training

9. I can complete and analysis evaluations to track trainees

Element 3 Assess staff achievement and provide feedback Yes No

1. I can organize and communicate assessment process to

2. I can carry out assessments according to specific

3. I can complete assessment records accurate and available

4. I can assess staff being given effective feedback on

5. I can encourage and assisted staff to evaluate their own

6. I can identify additional evidence of competence and

7. I can organize and carry out any necessary re-assessments

Version 1 LRDU NOV. 03 4

How to use this Learners Guide

We suggest that you:

Go through the sections/elements as they are presented (starting at Section 1)

Version 1 LRDU NOV. 03 5

Complete Assessment Exercise

Version 1 LRDU NOV. 03 6

Using the Computer and Other Resources

Version 1 LRDU NOV. 03 7

ELEMENT 1: DEVELOP SELF WITHIN THE JOB