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BSBLED501 Develop A Workplace Learning Environment

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BSBLED501 Develop A Workplace Learning Environment

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Course Code: BSBLED501
University: Victoria University

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Country: Australia


In the UK Tesco now has over 2,200 stores ranging from the large Extra hypermarket style stores to small Tesco Express high street outlets. Tesco’s original product range of grocery and general merchandise has diversified to include banking, insurance services, electrical goods as well as telephone equipment and airtime. This move towards ‘one stop shopping’ means customers can meet all their purchasing needs from one place. Tesco has also expanded its customer base through its Tesco.com website which attracts one million regular users.
As the company has grown, so has its workforce. From one man and a stall, Tesco now has approximately 280,000 employees in the UK and over 460,000 worldwide. To serve its widening markets it needs flexible and well-trained staff that can recognise the needs of the customer. Tesco’s employees work in a wide range of roles in both store and non-store functions, such as:

Customer Assistants on the shop floor either directly assisting customers or preparing orders for delivery to customers who have ordered online
Department Managers leading a team of Customer Assistants
Warehouse employees who help catalogue and store clothing, food or brown goods in Tesco Distribution Centres or in stores
Office-based staff working in a range of functions at Head Office, including Finance, Purchasing, Personnel or Marketing
Logistics staff who plan and carry out the distribution of products to stores. Tesco recognises that increasing knowledge, improving skills and job satisfact

For the employee, on-the-job training is directly relevant to their work, they get to know the people in their area and feel part of the team faster. On-the-job training also has several advantages for the company:

It is cheaper than off-the-job training.
Managers see progress and can help when problems arise to resolve them quickly.
The employee is still working during training so is more productive.
The employee puts learning into practice.


Explain the difference between training and development. How have changes in customer expectations affected Tesco and its need to train staff?
List the methods of training carried out by Tesco. Describe how training needs are identified.
Analyse Tesco’s method of developing its employees. Consider the strengths and weaknesses of such a programme.
Evaluate the benefits for Tesco in providing a structured training programme. To what extent do you think the training has achieved a Return on Investment?


The assessment will be based on Tesla Company that has recognized the need for creating a learning culture and facilitates development opportunities to its employees.
Organizational learning goals
According to Hora and Hunter (2014 p. 8), Organizational learning is a process where a company builds a shared knowledge base and mechanism of development that retrieves and disseminates the knowledge. The organizational learning goals include;-

increasing training opportunities for employees by 50 percent
increasing number of team building and other brainstorming activities to twice per year
presentation of more internal employee annually to improve presentation skills and confidence
Improving the organizational products knowledge by drafting, creating and delivering projects quarterly.
Reviewing and reducing the number of conferences, seminars and meetings by fifty percent in order to create a room for monthly strategic planning.

SMART objectives

To provide job skills and knowledge to the employees
To support employees in their journey of career development through brainstorming programs such as team building’s
To identify and promote employee creativity and innovations
To maintain safeness in the workplace and reduce the number of accidents through safety training.
To improve organizational and employees productivity.
To bring change in the employee’s negative cultures and attitudes towards fellow workmates.
To prepare employees for higher jobs promotions by imparting them with advanced necessary skills and knowledge.

Strategies for realizing objectives
The strategies that identify the learning opportunities in the organization include key performance indicators, appraisals, quarterly monthly assessments, 360-Degrees reviews and through benchmarking performances. KPI determines how an individual contributes to the organization as an employee. Therefore, through KPI skills, gaps are identified and therefore the organization identifies non-performing employees. Conducting employee’s assessments test the employee’s progress by reviewing objectives and goals. If the employee is unable to hit daily tasks and other employees are hitting, then the training is required. Reviewing of 360 –Degree reviews is the same as appraisals. The strategy realizes the objectives by getting a feedback from employees themselves on which particular field needs training. As part of both long-term and short-term strategy, benchmarking compares the employee performances from competitors and therefore assist the organization realizing the objectives. Through benchmarking, the company may identify training opportunities of the staff.
Policy and a procedure that sets the guidelines for implementing the strategies
Employees training and development policy set guidelines for implementing the strategies and facilitates to organization’s learning and development activities. The policy and procedure apply to all employee including part-time and full-time. The policy elements state that managers, human resource and employees should collaborate in building a continuous professional development culture. Furthermore, employees are mandated to seek new learning opportunities with managers being responsible for training their teams and identifying development needs. Furthermore, the Human resource is also mandated to facilitate staff processes and development activities.
Assessment task 3
Skills and knowledge required for training office role
Training officer role requires a variety of skills and knowledge that are necessary for the organization to implement new strategies and run effectively. The current training job roles require strong interpersonal skills which enable the training officer to work with people from different hierarchical levels in the organization. Furthermore, through interpersonal skills, the training officer should motivate all the employees in the organization as well as changing people attitudes when necessary. The training office role also requires spoken and written communication skills which assist the training officer to advise and inform others about the changes and all activities taken place in the organization. Negotiation and Problem-solving skills is another key skill for the job role. Ability to offer and initiate new ideas is also essential skills for the role. The job role also requires planning and organizational knowledge and skills that assist training officer and other employees to meet objectives, goals, targets, deadlines and manage time. Furthermore, the role also requires good time-keeping skills that enable the training officer to manage training schedules effectively.
SWOT Analysis

· Creativity
· Great spoken and written communication skills
· Committed to success
· Team worker
· Quick learner
· Well educated
· Ability to multi-task

· Have little experience
· Distracted easily
· Lack of confidence when dealing with a large group of people.
· Impatient
· Poor time management  skills
· timid

· Used to work in an accredited organization that offers professional training.
· The company is expanding and entering into global markets creating an opportunity for potential candidates
· Seminars and conferences offer a solid background for career development.

· Being unrecognized in the organization that may slow down my career development pace.
· Competition from my colloquies for the available opportunities.
· Changing of the job roles in the organizations.
· Organizational policies, procedures and regulations.

Gaps in skills and knowledge
The gaps in skills and knowledge are narrow. The entry-level role offers low skills that are in comparison with the knowledge the undergraduate’s gains. The gap needs to be filled through job rotations and entry-level workers being exposed to the more responsible role.
Long and short-term professional development goals.
The short-term goals include increasing accuracy and speed while processing urgent documents, finishing of projects and assigned tasks in a timely manner, improvement of time management and attending more than 20 conferences and seminars which improves skills and knowledge. Other short-term goals include having a good attitude, cost-cutting, keeping the workplace clean and tidy always, learning new skills, hitting daily targets, staying away from any stressful situations and appreciating other’s work, avoiding of conflicts and working on my public communication skills.
Long-term developmental goals
The long-term developmental goals include continuing with education, trainng enrolment, employee assessments and benchmarking. Furthermore continuing with education also involves enrolling in formal masters, degree and Ph.D. programs and workshops. Enrollment in training programs is also another long-term goal that involves attending international, regional and local meetings and conferences. Furthermore, the developmental goal also involves serving as a board member, officer or committee member. Improvement in job performance is also a long-term goal that is accomplished by keeping up with technology, processes, systems, learning of new skills in the training field and improving the current skills. Other long-term goals include increasing duties and responsibilities and developing leadership capabilities.
Cummings, T. G., & Worley, C. G. (2014). Organization development and change. Cengage learning.
Hora, M.T., Hunter, A. (2014). Exploring the dynamics of organizational learning: identifying the decision chains science and math faculty use to plan and teach undergraduate courses. International Journal of STEM education, 2014(1), p.8

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