Reference no: EM133165626
BSBHRM523 Coordinate the Learning and Development of Teams and Individuals
Learning Outcome 1: Coordinate creation of learning opportunities Coordinate learning
Learning Outcome 2: Monitor and improve learning effectiveness
Assessment Plan
Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.
The purposes of this assessment are;
To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements
To provide feedback to the learners/trainees indicating the areas of improvement and professional development
To measure the effectiveness of the delivery plan and evaluate the learning outcomes The required assessment criteria are provided in each assessment task for learner's information. Assessment Method
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.
These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as "Portfolio" tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.
Description:
Tesco is the largest British retailer and is also the world's third largest grocery retailer with outlets across Europe, USA and Asia. The business began in 1919 with one man, Jack Cohen, selling groceries from a stall in the East End of London. In the UK Tesco has over 2,200 stores ranging from the large Extra hypermarket style stores to small Tesco Express high street outlets. 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.
You will be analysing a TESCO case study "How training and development Supports Business Growth" for this assessment task (Case Study Source: Times 100 Business Case Studies).
This case study looks at how Tesco provides training and development opportunities for its employees.
The complete case study is provided separately. Ensure that you receive a copy from your trainer/assessor. This task must be completed during a designated session in presence of a trainer/assessor.
Read the attached case (Case Study: "TESCO: How training and development Supports Business Growth") and
answer the following questions;
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?