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BSB50615 BSBLED501: Workplace Learning Environment - Human Resources Management Assignment Help

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Develop a workplace learning environment | Human Resource Management This unit describes the performance outcomes, skills, and knowledge required to encourage and support the development of a learning environment in which work and learning come together. Particular emphasis is on the development of strategies to facilitate and promote learning, and to monitor and improve learning performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. This unit applies to managers. All managers have a prominent role in encouraging, supporting and facilitating the development of a learning environment in which work and learning come together. At this level, work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgment, using a range of problem-solving and decision-making strategies. Evaluation of training The training program with the business development team has been successfully completed and you are back in Eileen’s office where she is debriefing you on the program. The training was generally a success though there were some issues which reduced the value and effectiveness of the learning. “Well,” she says, "I noticed you also had some problems getting all team members involved in the sessions?” You explain that some team members missed sessions due to pressing commitments with clients, or simply poor personal organisation – small things, such as not including digital reminders in their electronic devices. Eileen suggests that you conduct an evaluation report on the successes of the training program. You review the training session feedback forms the team have submitted. They include the following comments:
  • workload commitments are high and I feel like I am having to catch up on my workload after I attend the training
  • my time management and daily priorities do not always leave time for mentoring sessions
  • I don’t think I’m getting the level of support from my mentor
    1. How would you negotiate adjustments addressing each of these issues to improve the efficiency and effectiveness of the program in the future?
    2. Who would you negotiate with?
    3. What WHS issues do you need to consider from the feedback you received?
    4. What strategies will you use to gather ongoing feedback and suggestions?
  2.  What procedures can you use to ensure the training programs are:
    1. reviewed regularly to ensure they contribute to the development of required workplace knowledge, skills and attitudes?
    2. conducted regularly for new and existing members of the team, making certain  Workplace Health & Safety is covered?
  3.   Record a conversation (audio or video) of you and one of the external specialists you identified in Question 3, Assessment 1, discussing training strategies. Take into consideration the strategies you have already implemented, and discuss how you could adjust the training to make it more efficient and/or effective.
    1. Your recording must be simulated as a role-play according to the scenarios provided. You will need to engage an individual to participate and play the role outlined in the question.
    2. Submit your recorded session to Open Colleges for assessment using the assessment upload button on OpenSpace.
Case study: Data Mine You have recently been appointed to the position of Training Manager for a company called Data Mine. Your company collates and repurposes pharmaceutical data – specifically, the sales of all prescription drugs sold through chemists. The data is repackaged and modelled to meet clients’ requirements – who then use it to build their sales and marketing strategies. The data would include, for example, buying trends of certain prescription drugs for particular demographics in certain geographical areas. Your clients are pharmaceutical companies looking for opportunities to increase their market share. Data Mine is a subsidiary of a French company and opened its office in Sydney two years ago. It has grown to about 100 employees. The employees of Data Mine include:
  • management
  • business development
  • customer service
  • business and statistical analysis
  • information technology
  • associated support staff.
You were previously working as a Human Resources Assistant with Data Mine, but had always had a strong interest in training. You expressed this interest to management, and after completing the Certificate IV in Training & Assessment, you applied for an internal training position. You attained the role of ‘Training Manager’ for Data Mining, reporting to the Director of Human Resources. Business is tough within the pharmaceutical industry with the deregulation of ‘patented’ drugs and the consumer trend towards ‘generics’. Pharmaceutical companies are slashing their sales and marketing budgets – with a smaller discretionary budget to spend on the services supplied by companies such as Data Mining.  Subsequently, the business development (BD) team has missed their quarterly targets for the past two quarters. They were recently told by their sales manager that the CEO of Data Mining was ‘very concerned’ and said unless the team made their targets for the final two quarters of the sales year, ‘changes would be made’. Team morale is understandably low. This team currently consists of a National Sales Manager and three BD consultants, who are all based in Sydney. The majority of the business is carried out in Sydney and Melbourne so the accounts are divided amongst consultants who commute as needed. Each consultant has been set key performance indicators (KPIs) and is awarded bonuses on a quarterly basis based on sales targets. The Director of Human Resources, Eileen, has taken you aside and prioritised the up-skilling of the business development team as your first task in your new role. “Look,” Eileen, explained, “we basically have very little training budget for the remainder of the financial year, so you will need to make do, wherever you can, with the resources within the team. I suggest you instigate a mentoring program and draw on the talents within the team. Your overall goal is to increase sales to meet quarterly targets.” She added, “It’s also a great opportunity to initiate a mentoring program and maybe lift morale a bit.” Aside from the morale problem, Eileen pointed out some other key issues within the team that were contributing to its poor performance. These included:
  • business information and leads not being shared amongst team members,
  • a disparity in skills amongst team members,
  • skill gaps within team members, and
  • poor communication between the sales manager and team members.
She suggested that you concentrate on three main aspects
  • determining learning and training opportunities to fit the needs of  the team,
  • developing strategies to build a learning culture, and
  • implementing and monitoring how effective the training has been.
She hands you a short report containing information on the team members. “David is going to be problem for you – he’ll say the whole thing is a waste of time and the team should be out closing business.” She adds, “He does have a point though - the key measure of the consultant’s role is to be out talking to customers and bringing in business.” Eileen throws her hands in the air, and says, “They could be anywhere in Sydney or Melbourne on any particular day. You’ll need to devise a workaround with David for this. Just let him know you have the full support of the CEO and can factor in up to six hours of training for each consultant per week. How and where you do this is completely up to you.” The report reads:
  • Sales Manager: David Lane has been with the company since its inception. He has more than 30 years experience in the pharmaceutical industry and has been in management roles for the past 10 years. He has deep industry and sales experience – but an aversion to technology (with the exception of email). He’s been known to shout “that damn database!” on more than one occasion, before slamming shut his office door. He subsequently uses minimal functionality within Data Mining’s customer relationship management (CRM) database. David is an ‘old school’ manager who worked his way up from a sales coordinator role. He has not undertaken further formal training since leaving university 30 years ago and scoffs at in-house training as ‘the world’s biggest time waster’. He adopts a management style focusing on asking consultants to provide weekly written reports and adopts an attitude of ‘don’t come to see me unless you have a problem’. He is well supported within his team but is considered a bit remote and unapproachable. He tends to communicate via email (which he does very well) and likes to review all client briefs and proposals, but provides little feedback.
  • Business Consultant 1: Jillian Ho has recently graduated with a Business/Information Technology (IT) Degree from a university in Sydney. She has little direct sales experience, having only worked in part-time retail sales roles to supplement her income while undertaking her studies. She also has little industry experience. Jill has been employed in a junior/trainee role. Jill was hired for her strong general business knowledge and skills. Her IT knowledge is also strong and she enjoys using the CRM database and taking advantage of its functionality. She really enjoys working with data and has become the unofficial technology mentor for the team. She is also incredibly well organised and uses a variety of time management tools to improve her efficiency. Jill lacks strong selling and presentation skills however, and subsequently lacks confidence in front of customers.
  • Business Consultant 2: Leanne Fulton has been working in the pharmaceutical industry for the past 10 years as a business consultant and is incredibly focused. She is the top sales performer in the team and always ranks very highly, in this respect, wherever she works. She is extremely well organised with great sales skills, from prospecting to closing business. She is not only meeting her quarterly sales targets, but exceeding them. Leanne can be abrasive with internal customers and other members of the team, however. By her own admission she is not a team player. Members of customer service and business analysis teams have particular issues with her written communication style and have complained to the Sales Manager about ‘demanding emails’. Leanne says she is “all about the business – and if we’re not all that way – we won’t be here much longer!”
  • Business Consultant 3: Cameron Mubarak has been working as a business consultant for two years with Data Mining. He is performing moderately well within the team, but has not met any of his sales targets within the current calendar year. He is very well liked within the company but lacks the confidence and assertion to hurry work along internally (with the business and statistical analysis team), respond to customer complaints, prospect, and close business. His interpersonal and team skills are excellent though his time management and personal organisation is poor. English is his second language and his written communication (for example reports, client briefs, and proposals) can lack focus and clarity.
Eileen then hands you two position descriptions (PDs) for the roles of ‘Sales Manager' and ‘Business Development Consultant’ (Appendix B). “I have just updated the PDs for both of these positions.” She looks up over her glasses and says, “As you can see, the skill set is broad – managing people, researching, selling, customer service and IT technical skills. Use the skills wherever you can within the team. Where you can’t – let me know. We can look at contracting out some limited external training.” She smiles for the first time in the meeting. “You have about a month to complete this training beginning January 7, 20XX and finishing on February 10, 20XX. Good luck with it. This training is vital for the business – we’re really in a bad spot with sales.”

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