BSBLED501 Beatrice Academy of Beauty Workplace Learning Environment Essay Develop a workplace learning environment tasks (CASE STUDY) needs to be completed

BSBLED501 Beatrice Academy of Beauty Workplace Learning Environment Essay Develop a workplace learning environment tasks (CASE STUDY) needs to be completed, it’s a queite silple task we just needs to follow the steps hich are stated in the learners book. CRICOS Code: 03595K | RTO Provider ID: 70252
BSBLED501
Develop a workplace learning
environment
Case Studies
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Table of Contents
BSBLED501 ………………………………………………………………………………………………………………………… 0
Develop a workplace learning environment …………………………………………………………………………. 0
Table of Contents …………………………………………………………………………………………………………. 1
Instructions ………………………………………………………………………………………………………………… 2
Case Study A – Smoothpop ………………………………………………………………………………………………. 3
Case Study B – Sales Meeting Email…………………………………………………………………………………… 4
Case Study C – Natalie Niven ……………………………………………………………………………………………. 5
Case Study D – Learning Plan ……………………………………………………………………………………………. 6
Case Study E – Organising the Learning Space ……………………………………………………………………. 7
Case Study F – Sales and Knowledge Program ……………………………………………………………………. 8
Case Study G – Range of Learning……………………………………………………………………………………… 9
Case Study H – Marketing Team Leader …………………………………………………………………………… 10
Case Study I – Waning Support for Learning …………………………………………………………………….. 11
Case Study J – Rewards ………………………………………………………………………………………………….. 12
Case Study J – Monitoring Learning Sessions ……………………………………………………………………. 13
Case Study K – Feedback from Training Specialists ……………………………………………………………. 14
Case Study L – Documentation ……………………………………………………………………………………….. 15
Case Study M – Employee Learning Needs ……………………………………………………………………….. 16
Case Study N – Employee Information …………………………………………………………………………….. 17
Case Study O – Employee Information …………………………………………………………………………….. 18
Case Study P – Michael’s Learning Opportunity ………………………………………………………………… 20
Case Study Q – Development needs of individuals and teams …………………………………………….. 21
Case Study R – Development Specialists ………………………………………………………………………….. 22
Case Study S – Improvements…………………………………………………………………………………………. 23
Case Study T – Monitoring Learning ………………………………………………………………………………… 24
Case Study U – Record and Report Outcomes …………………………………………………………………… 25
Australian Health and Management Institute
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Instructions
This document contains all of the case studies available in this unit.
It is to be used when referred to in the Learner Workbook, to help answer the relevant questions.
Australian Health and Management Institute
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Case Study A – Smoothpop
You are an employee at Smoothpop, a medium-sized beverage company in Adelaide selling drinks
into retail. In its main office, there are 25 employees in total, with eight each in the sales and
marketing team; the rest is made up of staff in other departments (accounts, IT, management, etc.)
It’s important for staff to have knowledge of the following:
➢ The beverage industry and the wider world of food and drink, to inform company
decisions
➢ Health, safety and hygiene laws and changes, to maintain legal practice of the
company and the beverage-producing factories
➢ Marketing trends and techniques, in order to stay competitive with other brands
➢ Their own performance and targets, to help them improve their skills
➢ The latest IT updates, as almost everyone works on a computer
➢ Up-to-date training for their role, including any new developments in their field.
Employees are encouraged to think creatively, with ideas for new campaigns, drinks and flavours
being accepted from all departments (although management inevitably have the power to decline
them. Its environment is that of a typical office, with work being completed on both Windows and
Mac computers that receive regular updates to their operating systems and programs.
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Case Study B – Sales Meeting Email
After observing sales figures, the following results were collected about the sales team’s
performance. Each stat is in comparison to last year’s performance:
➢ Units of new products sold: -19%
➢ Units of existing products sold: +10%
➢ Retailers now stocking Smoothpop drinks: -4%
➢ Retailers considering stocking Smoothpop drinks: +8%
➢ Enquiries into existing products: +15%
➢ Enquiries into new or upcoming products: -20%
➢ Difference in sales between highest-selling and lowest selling team members: 56%
Employee comments:
“I’m just not sure how to describe the flavour of our new drinks.”
“It’s embarrassing when a retailer will ask “so it’s like this other drink” and I don’t what that other
drink is, meaning I have to bluff it.”
“The industry is so overwhelming that I’ve just latched onto our old products and stuck with them.”
Australian Health and Management Institute
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Case Study C – Natalie Niven
Natalie Niven is a member of the customer service team at Smoothpop, who’s been with the
company for two years. She has received several criticisms from within the customer service team
about her abrasive behaviour towards them. It’s also known that she has issues with anger at work,
particularly with some of the office equipment when performing slowly or malfunctioning (printers,
monitors, etc.)
She will be called into a meeting to discuss her future learning on the 4th of March, and her halfyearly evaluation will be on 26th of May
Name:
Role:
Length of employment:
Work issues:
Learning opportunities:
Target date for improvement:
Review date:
Date of signing:
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Case Study D – Learning Plan
Name: Jay Bauman
Role: sales team member
Length of employment: 3 years
Work issues: sales 15% lower than team average, difficulty using computers and IT systems relating
to his job, lack of knowledge of beverage industry.
Learning opportunities: attending a sales course, IT education, company systems education and
trying new beverages
Employee responsibilities: attendance of education and application of the lessons learned
Target date for improvement: 16th of July
Review date: 30th of July
Date of signing: 15th of May
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Case Study E – Organising the Learning Space
Smoothpop is now looking to create a learning environment, and in it to teach its sales staff about
new sales techniques. Evaluation has begun on who will conduct the learning sessions, along with
where, when and how they’ll take place.
The budget has been set to $4,000 for the entire sales techniques course, with the learning having to
take place within Adelaide, preferably in the Smoothpop offices. The learning must take no longer
than three months.
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Case Study F – Sales and Knowledge Program
After the information gathered at the meeting, it has been decided that a series of sales lessons,
called the Sales and Knowledge Program, will take place over three months. It will feature five
lessons mandatory for all sales staff run by a professional teacher, to learn new sales techniques and
deeper knowledge of the beverage industry. Afterwards, three voluntary lessons to supplement
skills; these are open for all staff to attend and learn about the industry. The mandatory lessons are
scheduled during work time. However the voluntary lessons take place outside of office hours and
are run by an employee instead of the teacher.
Management is also looking to perpetuate the learning after it’s been completed, in order to not
only keep the knowledge learned circulating in the company but also to share newly-learnt
information a that’s pertinent to the company (new drinks on the market, avenues for marketing,
trending flavours, etc.)
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Case Study G – Range of Learning
Smoothpop has now implemented a range of learning opportunities in the company:
➢ IT training, which develops employees’ current IT skills whilst teaching them new
things about programs they use daily
➢ Teambuilding exercise, teaching effective communication and trust in fellow
employees
➢ Meetings about the beverage industry, where employees can learn more about
recent developments happening in the beverage and catering industries.
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Case Study H – Marketing Team Leader
The marketing team leader notices that one of their team members, Josie, is struggling with their
work and is underperforming in comparison to other members. The team leader regularly has oneto-one discussions with her, and she takes part in training activities and appraisal meetings. Josie has
not, however, mentioned any reasons for her performance or has talked about it at all. The team
leader feels that self-evaluation will be able to shed light on the matter.
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Case Study I – Waning Support for Learning
In the last few months, there have been a number of learning opportunities being run at
Smoothpop, to help educate the staff in a number of different areas pertaining to their work and the
wider industry. Attendance to these opportunities has been gradually declining, however, despite
tangible results being noticed in those who have been educated in areas such as efficiency,
familiarisation with products and targets achieved in their area. This is exemplified by the results of
the Sales and Knowledge Program (see Case Study F).
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Case Study J – Rewards
Since signing his learning plan and committing to it, Jay Bauman has made a significant improvement
in his skills and knowledge. He has attended the Sales and Knowledge program and stood out during
activities, where he attempted every one no matter the difficulty or skills required. This has not gone
unnoticed in his evaluation, where management has noted his sales have increased by 25%, no
longer has any difficulty using IT systems and has the best knowledge of the beverage industry
amongst non-leader staff in sales.
Since the course, Jay has also started sending weekly emails to all staff featuring information on new
beverages on the market.
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Case Study J – Monitoring Learning Sessions
Sam, a senior employee who runs the IT learning sessions at Smoothpop, has been asked to monitor
team and individual performances in their sessions, to learn if any changes or improvements are
needed.
The sessions they conduct take place in the office conference room for 90 minutes, where he shows
a presentation on IT updates that are taking place within the company. The learners only have
notepads and pens to take notes; they do not use computers during the session. There are no breaks
or refreshments during the sessions.
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Case Study K – Feedback from Training Specialists
Dear Harriet,
As requested, our learning specialists have examined the IT learning sessions that take place in your
company very carefully. We have identified the following areas as being problematic:
➢ The goal of “staying up-to-date with It updates” could be seen as broad or
overwhelming
➢ Lack of practical activities or equipment to conduct activities on (at the moment it is
simply note-taking)
➢ While Sam has excellent It knowledge, he has difficulty talking to a room of people
➢ Same is slow to respond to enquiries outside of the sessions
➢ Conducting two sessions a week puts pressure on learners to quickly take in
information before the next session.
One of our specialists will be visiting very soon with more information on how to best make use of
your work education.
Regards
Arthur Morgan,
Lead Specialist, Professional Qualifications Ltd.
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Case Study L – Documentation
Smoothpop uses the following processes regarding documenting outcomes of learning:
➢ Create a detailed log of the learning opportunity that took place, including
individual’s response
➢ Gain feedback from those involved using the template feedback form.
The company also uses the following processes to maintain records:
➢ Produce a paper and digital copy of relevant document and store within the
relevant folder.
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Case Study M – Employee Learning Needs
Michael Schofield, sales team leader:
➢ Poor management skills
➢ Difficulty adapting to new IT processes.
Pamela Bosworth, office administrator:
➢ Easily distracted from work
➢ Difficulty organising large workloads.
Kevin Matthews, Accounting
➢ Poor work ethic
➢ Aggressive towards other team members.
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Case Study N – Employee Information
Angela Milne, marketing team member
Stats:
➢ Emails responded to within an hour of receiving: 20% less than the team average
➢ Typing speed: 35% less than the team average.
Employee comments:
“Angela seems to struggle with staying on top of things when it comes to work coming in.”
“She only types using one finger on each hand. Doesn’t she know how to touch type?”
“She clearly has marketing knowledge, but she struggles to keep the pace with the rest of the team
currently.”
Date of next evaluation: 20th of September.
Ryan Howard, graphic designer
Stats:
➢ Amount of work returned more than twice for amendments: 35% more than the
team average
➢ Amount of workplace social incidents involving Ryan: 20% more than the company
average.
Employee comments:
“He can get so bristly when it comes to design: he always thinks he knows what’s best.”
“I always see Ryan sigh and massage his temples when one of his designs gets sent back.”
“Ryan just can’t take criticism; he always takes it personally.”
Date of next evaluation: 14th of September.
NOTE: when producing learning plans, please use formal language and do not quote the comments
in the plan. Refer to the individuals as “employee” and do not refer to their needs negatively, e.g.
“they did not meet their target in sales,” instead of “they are bad at sales.”
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Case Study O – Employee Information
To the sales team,
As you may be aware, the sales of our newest products have been under our predicted targets for
the last two quarters. This has been disappointing, but we are keen to push forward and to learn as
much as we can to help alleviate the situation. Therefore, it has been decided to conduct a
development meeting with the entire sales time. This will take place next Monday at 10:00am in the
conference room, for two hours.
This will be a meeting where we will highlight particularly low areas of sales and the speculated
reasons for them, along with hearing your views and ideas about improving sales. We will first
present our information, followed by hearing your feedback, both generally and about the questions
below. From this discussion we hope to have enough information and ideas that we can formulate a
plan to improve sales, potentially seeking education of staff in the process.
This is not at all condemnation of the sales team: we understand there are more factors at work
here, and so we wish to speak to those on the front line to better learn where the problems lie, and
to educate you all on potentially beneficial information about the products and other sales strategies
that could be implemented. No one person, or issue, is to blame.
Please bear in mind the following rules during the meeting:
➢ Be polite and let your fellow team members talk and share ideas uninterrupted, and
with the assurance they will be heard and their ideas considered fully
➢ Stay focus on the topics at when and not be distracted by devices or anything else
➢ Have answers ready to a few (or all) of the following questions:
o
are there any flaws in our current marketing strategy?
o
are there any avenues for sales we have not tapped enough, or at all?
o
what are our strengths as a sales team?
o
where do you feel we need to improve, both as a team and as a company?
While perhaps not all answers to the above question will be discussed at the meeting due to time
constraints, they will be collected for consideration by management. These will be also shared in a
collated document via email sometime after the meeting.
To reiterate, we wish to hear all ideas from all team members – we want input from even our
quietest salespeople and learn what they think of our progress. We will also be sharing our
knowledge of the situation, sales techniques and the beverage industry.
The culmination of this meeting will be a plan based both on what we’ve learned and what we need
to do to right the course in time for the next quarter. We will, of course, agree on these steps with
the sales team, and as such we will also be on the lookout for volunteers to take on additional
responsibilities for our next steps, based on their additional skills.
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There will also be a continued communication between management and sales going forward, for
the sake of transparency and to keep everyone in the loop regarding these matters.
Thank you very much for reading, and we look forward to hearing your input.
Regards,
Senior management, Smoothpop drinks.
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Case Study P – Michael’s Learning Opportunity
Michael is planning to conduct an IT learning opportunity by himself, without cooperation from
anyone else. He plans to run it for members in the office over the age of 40 (of which there are 6) to
better familiarise them with new devices and computers on the market. No one under the age limit
is allowed to attend.
Smoothpop has some policies in regards to learning opportunities:
➢ Learning opportunities must be directly relevant to Smoothpop work or the
beverage industry
➢ Permission must be given by management before the opportunity can take place
➢ A group opportunity must benefit at least four members of staff.
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Case Study Q – Development needs of individuals and teams
Management has been evaluating the members of the graphic design team, looking at both their
abilities as individuals and as a team.
Ryan Howard, graphic designer
Stats:
➢ Amount of work returned more than twice for amendments: 35% more than the
team average
➢ Amount of workplac…
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