Training and Development Environment

Executive Summary of Training and Development Environment

Training and development is an organization’s function that puts special focus on enhancing individual and community efficiency. Training is an instructional cycle involving the creation, change of skills, principles and expertise to enhance employee results. Training is about realizing where you are now and where you are going to develop your skills for some time. Via teaching, people can learn new things, new methodologies and upgrade current skills and knowledge. As a result, the quality of research is significantly increased and enhanced. The explanation for the development is to generate an effect which stretches beyond the final stages of the training itself and updates employees with the new trend. Education for people and communities may be offered as skills development. Organizational growth is a mechanism aimed at developing the capacity to accomplish a new desirable state that supports the individual, society and the environment around it.

Table of Contents


Wesfarmers profile.

Strategic needs analysis.

3.1. Necessity of training program..

3.2. Forms of need analysis.

Design, evaluation and process of training program..

1. Training and development approach of Wesfarmers.

4.2. Training and development process of Wesfarmers.

4.3. Methods of training and development adopted by Wesfarmers.




1. Introduction to Employee Training and Development

Employee training and development is a expensive job, because teachers as well as staff require a lot of quality material. Nevertheless, with the changing world, the organization has to update its goals and effectiveness. Any key explanations why the company endorses training and growth meetings are given here. To order for businesses to grow more, continuing training and development plans for their workers are essential for organizations. Competition and the business environment continue to change, and it is therefore crucial that we continue to learn and learn new skills. For optimal human capital use, growing skills such as time control, teamwork and team building, to boost efficiency and inspire workers, to have the spirit of teamwork for the enhancement of the corporate community, consistency, health, competitiveness, morality and corporate identity.

2. Wesfarmers Profile

Wesfarmers has grown into one of Australia's biggest listed companies since its inception in 1914 as an agricultural co‐operative in Western Australia. Its head office in Western Australia encompasses its varied commercial interests, including home and outdoor living, clothes and consumer goods, office equipment and the Industrials business sector of chemicals, oil and fertilizer firms and automotive and defense products. Wesfarmers has around 484 000 owners and is one of Australia's largest employers (, 2020). The business strives to meet the needs of its clients to deliver affordable products and services, to provide its staff members with respect and to provide a secure, healthy working atmosphere, to communicate equally with its vendors and to provide responsible and healthy procurement, to provide support and help to their communities, to protect the environment and to behave with honesty.

Wesfarmers provide job-specific and professional growth preparation that covers technical expertise, understanding of products, customer support, team management and leadership. The programs can be offered to team members in full, part-time and casual time (, 2020). The talent team in Wesfarmers concentrates on connecting members with our driving values and strategic focus areas and other members in the community. In cooperation with the organizations in which it is working, they intend to promote the growth of their members.

3. Strategic Needs Analysis

An overview of your training criteria is a process that helps one to review the condition of your business. One should recognize the information holes to be filled by your business. Training is necessary if workers do not reach a specified level of success or planned standard. As stated by Noe & Kodwani (2018), the discrepancy between the real level of employment performance and the predicted level of employment performance reveals a need for improvement. The first phase towards a standardized system of instruction is defining teaching needs. An effective review of training requirements determines those that need training and what training is needed. It is inefficient to have instruction or the incorrect form of preparation for those who do not require it. An overview of curriculum requirements allows making effective use of the training tools. The basic three levels of need analysis are organizational assessment, task assessment and person assessment.

3.1. Necessity of Training Program

The most important stage of any preparation program is training needs review. It helps organization to-

Develop the most necessary areas: It allows them to realize how the company wants to improve its expertise and actions. As per the view of Bell et al. (2017), they will then decide which of those competencies and behavior.

Avoid waste of time on irrelevant workout: It provides them with a good understanding of the great picture. You will recognize training that's not required with that knowledge, saving them time and resources.

Increasing return on investment: They should be able to improve the L&D approach after they have identified the areas of highest need and identified excess capacity. This helps to ensure that they are making the highest returns in the regions. It also means they stop using inadequate preparation to drain their money (Larsen, 2017).

3.2. Forms of Need Analysis

Organization analysis: This review examines and describes some gaps in the performance of the company as a whole. It is used to define the expertise, experience and abilities that the organization requires to resolve any deficiencies. As stated by Armstrong & Landers (2018), external considerations like climate, environmental policy, technical advancements and increasing population of workers, as well as corporate assessments are also taken into consideration. Such tests decide where, how and when training is needed. It analyzes the training needs in the Wesfarmers Company and effectiveness inside the firm of proper training implementations.

Task analysis: The task assessment gathers data on a particular role or occupational category. This review describes the key tasks, competencies and abilities required for the most effective execution of the work. According to Stephens et al. (2017), such tests are used to explore unique preparation requirements through task descriptions, experience assessments and task inventory questionnaires. This kind of research is especially helpful as a company transitions or undergoes transformation in a new direction. The assessment again decides that there are any differences between current and required skills for better results. It analyzes the job requirement and technical requirement for the post inside Wesfarmers.

Person analysis: A particular employee is the focus of the individual assessment to find out how well they perform. This kind of evaluation determines the existing skills and competences of the individual, its learning style and its new work capability. In respect to the view of Seidle, Fernandez & Perry (2016), the individual review determines who needs training and what sort of training is expected within the company. 360 degree tests are useful for individual reviews in determining the abilities of the person and changes in attitudes, attitudes and behavior. A tailored preparation and build strategy for the employee should be built on a basis for individual evaluations. It analyzes the skills of employee and required training for the individual staffs of Wesfarmers Company.

4. Design, Evaluation and Process of Training Program

4. 1. Training and Development Approach of Wesfarmers

They have around 223,000 employees worldwide, including over 203,000 in Australia. Wesfarmers are the largest private sector employer in Australia. Any 68 per cent of our workers are permanently working and 32 per cent are lightly hired. They hired 58,695 staff in a number of fixed, part-time and casual positions within the company in the 12 months to 30 June 2017 (, 2020). In the same period, their total employee numbers have net increased by about 4,600. Their Group-wide voluntary turnover rate was 18%. In view of the group's large retail focus, the employment number varies according to the seasonal periods, with the broader retail industry peaking throughout Christmas / summer. Their branches also include vendors in a variety of positions in addition to our workers. Their divisions are looking for re-employment opportunities where employee reductions are necessary and if this is not successful, they offer the employees concerned redundancy and out-placement services. Where needed, their divisions provide transitional end-of-career services like outplacement services (, 2020).

Wesfarmers is committed to providing its staff with good preparation and leadership skills. Besides on-the-job preparation, Wesfarmers offer job-specific instruction and more general training programs addressing fields such as professional skills, customer support, communication and leadership. Such services may be used by full-time, part-time and unpaid workers.

The Wesfarmers training model and the development approach do not have the goal of following a standard of leadership's 'perfection.' Rather, they support their leaders to become aware of and continue to learn about their strengths and areas of development. They build their leadership strategy through individual engagement in growth, including 360 evaluation, preparation and growth, outside coaching and mentor ship. As identified by Fletcher, Alfes & Robinson (2018), they also deliver mutual learning experience through business schools and excellent managers. Their suite of services, including seminars, interactive classes and online courses, continue to be updated. They also make sure they associate their members with Wesfarmers, our principles and each other as well as improve their leadership. They achieve so by the coordination of breakfasts and lunches with the Company Managing Director, Company Finance Director and Chief Human Resources Officer for new general managers. Moreover, several times a year we host 'WES talks,' where senior leaders make personal stories carry our beliefs to life. We are now working to prepare our junior staff leaders, whether full or part-time. We offer first-aid, Microsoft Excel classes, preparation for people management, unconscious biasness preparation and the design of the LinkedIn profile based on the position and obligations of our team members (Jabbal & Baxter-Jones, 2017).

4.2. Training and Development Process of Wesfarmers

The training and development process of Wesfarmers is given below,

Step-1 Analyzing training requirement: One crucial step in the development process is to decide whether a question can be overcome by preparation. As per the view of Behnke et al. (2019), training is performed to enhance job skills or transfer into a new role for an company to be productive and profit-oriented, for one or more of these purposes if required, lawfully or through law or direction. When workers refuse to work adequately, they are also expected to undergo regular instruction. That might not be the case often. Ideally, preparation should be offered in order to ensure quality compliance prior to difficulties or incidents.

Step-2 Selecting training type: The workers should provide useful knowledge on the preparation that they require. You know what you need to do / want to make your jobs better. Only ask them! Only ask them! In some industries and/or job classifications, regulatory considerations may also require certain training. According to Khan et al. (2016), it is equally important to determine what type of training is required once the type of training is established. Training will reflect on certain steps that need to be changed. It removes needless waste of time and concentrates preparation to meet the demands of workers.

Step-3 Training goal setting: After the recognition of the training needs of workers, managers should plan for the training. Clearly defined curriculum targets should help managers connect, enhance or avoid what they want their workers to do (Clarke & Higgs, 2016). The learning aims must not be written, but they should be clear and thought-out before the training begins, so that the training is as successful as possible.

Step-4 Implementation: Experts with experience and skills in the relevant subject area will perform training period. Nothing is worse than being in a classroom with a teacher who doesn't know what to say. In respect to the view of Sundstrom et al. (2016), the best option is to use an internally experienced talent or an external vocational training facility. The training should be presented so that employees can understand its organization, and its significance. The successful training program encourages staff to engage and exercise their skills and/or expertise in the training process. Employees should be empowered to partake in the training process by conversation, questions, expertise and professional know-how, experience-based learning and even role play games.

Step-5 Evaluation: An evaluation of the training of students and instructors should help ensure that the training program fulfills its aims by using a method to evaluate the effectiveness of the training both. According to Rowland, Hall & Altarawneh (2017), this training should form part of its fundamental elements. Evaluations can help managers and supervisors assess how much they have changed and how the work performance of an employee has increased as a result.

4.3. Methods of Training and Development Adopted by Wesfarmers

As stated by Wingreen & Blanton (2018), during the continuous development of new techniques, various common training methods have proven to be extremely effective. Successful ongoing learning and growth programs also incorporate different approaches, combined to create an efficient training plan by Wesfarmers.

Introduction program: Guidance training is important to ensure new employees' progress. If training is performed in an employee's handbook, lecture or one-on-one consultation with a boss, novices should be told about the context and strategic role of the organization, key staff in the firm, its department structure and how it relates to its mission and its policies, regulations and rules on jobs (Kraiger et al., 2020).

Role playing: Through jobs, workers perform an additional role and play the role in a community. With the direction of the facilitator, a facilitator establishes a situation that participants will obey. The condition can be rethought, but there are real interpersonal connections. In turn, Armstrong & Landers (2018) said that the facilitator and the situation itself should then provide participants with input to help interpret their actions. This method of training is economic and is frequently applied to teaching in marketing and management.

IT based training: The primary education medium includes computer-based training, the use of computer-based training materials. Computer driven training systems are structured to plan, present and promote the student's training process. According to Fletcher, Alfes & Robinson (2018), a major advantage of CBT is that it allows employees during convenient times to learn at their own pace. Primary CBT uses include computer hardware, software, and operating equipment instruction. Lastly, because CBT can provide employees with simulated experience in operating a certain equipment, while avoiding the risk that a trainee and even a novice user might damage expensive equipment. In addition, practical utilization of the real hardware is maximized because it does not have to be used as a teaching tool. Using computer-based training helps a small company to reduce training expenses and increase training quality. Costs are minimized by reducing transportation, preparation, hardware downtimes, equipment injury, and trainers.

Self-training: Self-training describes a method of training where students are primarily responsible for themselves. In contrast to instruction led by teacher or facilitator, students retain a more controlled degree in subject matter, the learning sequence and the rate of education. The students will reach a high degree of individual learning based on the nature of the instructional materials (Noe & Kodwani, 2018). Self-learning forms include programmed learning, customized education, personalized teaching systems, study of correspondence and learning control. Good network management, direct reviews and systematization are the advantages.

Team work: The development and management of successful working groups with common goals and priorities is an important activity for team building. Team building is a systematic method of formalizing and formulating the priorities and objectives, usually implemented by a third-party manager, not to be confused with the spontaneous and ad hoc creation and use of teams in the workplace. In respect to the view of Larsen (2017), team building is typically conducted to address weak community management, workplace ties, efficiency and profitability. With knowledge of the challenges and issues inherent in forming work teams, team building offers a organized and directed mechanism, the benefits of which are to be strengthened by the ability to handle challenging tasks and procedures, flexibility to adapt to evolving circumstances, and encouragement within the team members. A wide range of training methods from outside immersion exercises to brainstorming can be included in team building. The biggest downside with the structured formation of teams is the risk of using professional consultants and excluding a community of individuals from their educational program.

5. Recommendation on Training and Development Environment

Here are some recommendations that Wesfarmer can adopt for better training and development activities-

  1. Until deciding to join a new project, business executives often want to learn what they do and whether they do more or less. As stated by Stephens et al. (2017), for training and growth, this is definitely real. It helps to communicate with qualified peers and organizations such as the Society for the Management of Human Capital to find out what other people do.
  2. Management has also organizational objectives: increased efficiency, profitability, price and happiness of the client. You will build tailored services until you know the targets. Look for those in the company who have requirements that can be addressed by training: legal enforcement typically supports regulatory training, marketing and advertising may enforcement efficiency and performance training and the majority of organizations accept training with supervisory skills that improve employee satisfaction (Behnke et al., 2019).
  3. They also found that certain workers definitely require a little help to improve those skills. It would be useful to perform a task analysis at this stage, so that they gain a better understanding of work requirements and can develop realistic and specific training goals. In other words, they can do that by analyzing the job description, by matching the qualifications for a particular position with the expertise that the person has learned or has not (Larsen, 2017). They may also make observations and they can see if the most effective employees are performing their jobs and then the situations where one worker can be less successful will be obvious to them.
  4. They know that time is a precious tool and that workers don't want to feel like they are losing time. They will therefore be more open to participating in a training program if they know how it can be useful for them in the work. Bear in mind that they do not want to learn the goals of the program, but instead, they are involved in its effect on your career, results and willingness to contribute to the company's objectives.
  5. If they choose internally, ensure that the person responsible has the requisite qualifications and experience. In the eyes of your peers who also will not take preparation so seriously, because they lack experience, they do not look so credibly. According to Armstrong & Landers (2018), the workers will have coaching qualities such as strong listening skills and the ability to relate to others. Often, a mentor who motivates his colleagues to be supportive and who is open to empathy seems most to use motivational development as an method to empower them.
  6. Badly targeted and unfitting training will not help them gain the benefits that they had hoped for and can therefore be considered a loss of time and money. Take the opportunity to assess requirements and pick appropriate subjects and strategies before recommending that the staff undergo this or that instruction. A well-conceived training and development strategy is a success, because it helps to develop the potential of Wesfarmer employees and to further your business.

6. Conclusion on Training and Development Environment

In essence, we all know that a organization wants training and learning systems to improve its workers. When a infant was born, parents required constant contact before it stood on its own foot. While flowered by society's creams, a quick technical improvement and a shift in ways of working also need preparation every day. Training aims to further employee self-development. Staff in an organisation are supposed to continue to grow. When an organization's workers are periodically established with all the new information so it is certainly a higher organization. As one of the best firm in Australia, Wesfarmer is a very advanced and well-established in training and development.

 7. References for Training and Development Environment

Armstrong, M. B., & Landers, R. N. (2018). Gamification of employee training and development. International Journal of Training and Development22(2), 162-169.

Behnke, M., Tomczak, M., Kaczmarek, L. D., Komar, M., & Gracz, J. (2019). The sport mental training questionnaire: Development and validation. Current Psychology38(2), 504-516.

Bell, B. S., Tannenbaum, S. I., Ford, J. K., Noe, R. A., & Kraiger, K. (2017). 100 years of training and development research: What we know and where we should go. Journal of Applied Psychology102(3), 305.

Clarke, N., & Higgs, M. (2016). How strategic focus relates to the delivery of leadership training and development. Human Resource Management55(4), 541-565.

Fletcher, L., Alfes, K., & Robinson, D. (2018). The relationship between perceived training and development and employee retention: the mediating role of work attitudes. The International Journal of Human Resource Management29(18), 2701-2728.

Jabbal, A. S., & Baxter-Jones, A. (2017). Does High Intensity Interval Training Improve Aerobic Power Development More Than Endurance Training?. USURJ: University of Saskatchewan Undergraduate Research Journal3(1).

Khan, A. A., Abbasi, S. O. B. H., Waseem, R. M., Ayaz, M., & Ijaz, M. (2016). Impact of training and development of employees on employee performance through job satisfaction: A study of telecom sector of Pakistan. Business Management and Strategy7(1), 29-46.

Kraiger, K., Passmore, J., dos Santos, N. R., & Malvezzi, S. (2020). The Wiley Blackwell handbook of the psychology of training, development, and performance improvement. John Wiley & Sons.

Larsen, H. H. (2017). Key issues in training and development. In Policy and practice in European human resource management (pp. 107-121). Routledge.

Noe, R. A., & Kodwani, A. D. (2018). Employee Training and Development, 7e. McGraw-Hill Education.

Rowland, C. A., Hall, R. D., & Altarawneh, I. (2017). Training and development: challenges of strategy and managing performance in Jordanian banking.

Seidle, B., Fernandez, S., & Perry, J. L. (2016). Do leadership training and development make a difference in the public sector? A panel study. Public Administration Review76(4), 603-613.

Stephens, T., De Silva, A. P., Beane, A., Welch, J., Sigera, C., De Alwis, S., ... & Abeynayaka, A. (2017). Capacity building for critical care training delivery: development and evaluation of the Network for Improving Critical care Skills Training (NICST) programme in Sri Lanka. Intensive and Critical Care Nursing39, 28-36.

Sundstrom, E. D., Lounsbury, J. W., Gibson, L. W., & Huang, J. L. (2016). Personality traits and career satisfaction in training and development occupations: Toward a distinctive T&D personality profile. Human Resource Development Quarterly27(1), 13-40. (2020), wesfarmers, retrieved on 10 May 2020 from

Wingreen, S. C., & Blanton, J. E. (2018). IT professionals' person–organization fit with IT training and development priorities. Information Systems Journal28(2), 294-317.

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