STORE OPERATIONS CASE MODEL RETAIL EMPIRE, INC. LEARNING & DEVELOPMENT STRATEGIC PLAN APRIL 18-23, 2012 Sample PHASE 4: Future L&D System Architecture

STORE OPERATIONS CASE MODEL

RETAIL EMPIRE, INC.

LEARNING & DEVELOPMENT STRATEGIC PLAN

APRIL 18-23, 2012

Sample

PHASE 4:Future L&D

System Architecture

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RAY SVENSON CONSULTING, INC. • 112 Two Mile Bridge Road • Roberts • MT • 59070www.raysvensonconsulting.com • e-mail: [email protected] phone: 406-446-1861 • Mobile phone: 406-425-4013

©2012 RAY SVENSON CONSULTING, INC.

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Store Operations Case Model TABLE OF CONTENTS

PHASE 4:Future L&D

System Architecture

Introduction 3

Page

Store Operations Population 4

Stores: The Challenges 5

Stores: The Solutions 6

Store Operations L&D Needs and Strategies 10

Store Performance Improvement 12

Store Operations Workplace Learning System Design & Description 20

Store Operations L&D Implementation Timeline 8

Store Start-Up Learning System 31

Design Exercise 33


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Store Operations Case ModelINTRODUCTION

Successfully addressing the learning and development needs in Field Operations is the largest learning and development challenge in Retail Empire, Inc. and will require the largest investment of resources.

Store Operations/Field Operations contains the largest segment of the Retail Empire workforce distributed over 10,000 stores

There is also a relatively large number of roles involved in each store, each with unique learning and development needs

There is one expansion program in motion, the Mega-RE expansion

This section provides summaries of the population to be served, the challenges, and the proposed solutions.

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Store Operations Case ModelSTORE OPERATIONS POPULATION

Each person entering a new role needs training on how to successfully perform in the role

Each incumbent needs annual training to keep up with new processes, policies, and merchandise

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StoresApproxima

te Population

Number of Specialtie

s

Estimated

Turnover

New (Per Year)

Region managers/VPs 25 2 15% 5

District managers (operations and loss control) 1,000

5 15%100

Store directors/managers10,000

4 15%300

Assistant managers15,000

10 15%3,000

Hourly management50,000

40 25%15,000

Total management75,000

5020,000

Hourly associates500,000

100 125%625,000


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Store Operations Case ModelSTORES: THE CHALLENGES

10,000 stores Many are underperforming 500,000 associates with 125% turnover There are many new initiatives and policies hitting the stores The stores need specialized skills to dominate the “Gardening Glory” market The annual line reviews drive needs for new product and merchandising skills These factors drive a high need for training at all levels within the stores There is a body of useable store training material which needs to be updated and

expanded There is an organization in place to design and develop store training material There is no delivery/implementation system There is no accountability for training/learning

Mega-RE expansion program Hundreds of stores will be converting to Mega-RE Successful execution depends on training Mega-RE Teams prior to start-up

Major competitors appear to have comprehensive curricula and very robust field training delivery capability

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Store Operations Case ModelSTORES: THE SOLUTIONS

Store performance improvement: jump start underperforming stores Portfolio of intervention strategies

— Training/Model Stores— Mentoring— Workout Teams— Turnaround Teams— Communities of Practice

Trials to evaluate the interventions in 2006 Full-scale intervention in 2007 Monthly or bi-monthly experience-sharing conferences Cross-functional, centralized steering team

Sustaining Learning and Development System: maintain world-class performance Common curriculum with standard learning paths and certification requirements Workplace learning system in each store

— Learning and Change Team— Learning facilities and resources (largely individualized and computer-based)— Associates and managers serve as coaches— Support from the district Learning and Development Partner (trainer)

Retail Empire University Learning Centers (RE University Regional Centers)— Off-the-job training to prepare for management roles (department manager through

division manager/VP) Interactive Distance Learning (IDL) to broadcast new information/training to all stores Communities of Practice to manage continuous improvement across the business

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Store Operations Case ModelSTORES: THE SOLUTIONS (cont.)

Growth and change support system: ensure successful growth, start-ups, and change implementation Mega-RE expansion Customer bonus initiatives Annual line review cycle Short-term store manager training

Executive-level Field Operations Learning Council: provide business direction Set policies Set priorities Allocate resources Review results

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Store Operations Case Model

STORE OPERATIONS L&D IMPLEMENTATION TIMELINE

2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q

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Store Performance NeedsStore Performance Needs

1. Store performance improvement

Training/Model Stores Mentoring Workout Teams Turnaround Teams Communities of Practice

2. Sustaining Learning and Development System

Organize and plan

Trial phase Full-scale implementation

2006 planning

2007 planning

2008 planning

Workplace Learning System rollout

Develop courses and modules on a priority basisCurriculum defined

Workplace Learning System start-up kit

Recruit Learning and Development Partners

Ramp-up learning centers as curriculum comes online

3. Learning Centers (divisional and satellite)

Organize Learning Council and plan 2006

Spring review

2007 plan

Spring review

2008 plan

2005 2006 2007


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STORE OPERATIONS L&D IMPLEMENTATION TIMELINE (cont.)

2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q

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Change-Driven NeedsChange-Driven Needs

1. Store manager short-term training

2. Training Store Management Teams for Mega-RE expansion

3. Support Customer Bonus Initiatives

2005 2006 2007

District Managers training rollout to Store Managers

Program improvementsProgram development

Rollout to 20 stores Rollout to 500 stores Rollout to ? stores

Develop modules

Rollout training

Develop game plan

Game plan and materials

Implementation by District Human Resources Managers

Support 15 critical lines for 2006 cycle

Support additional lines for 2007 cycle

4. Train all Store Management on Human Resources related tasks


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STORE OPERATIONS L&D NEEDS AND STRATEGIES

Change-Driven Needs Learning & Development Strategies

1. Rollout of District Manager training to Store Managers complete by September, 2005

10 one-way video broadcasts (2 hours each) covering 20 modules

Computer-based training On-the-job coaching and reinforcement CD-ROM simulation for all Store Managers at 2006

Summer Conference

2. Training Store Management Teams (25 critical positions) for Mega-RE expansion (early program ready to implement by 6/05 with improvements added during the year; gear up to support 15 stores in 2005, 300 stores in 2006)

Develop a mini-curriculum Combine classroom training and in-store training in

an established Mega-RE location Use specialized implementation staff

3. Support customer bonus initiatives Develop mini-curriculum Deliver via IDL CBTs Job aids

4. Train store management on HR-related tasks to support elimination of HR managers in stores (game plan and training material needed by 7/05)

Train the District HR Managers to train Store Management Teams

5. Support annual Line Review cycle with training for the stores (game plan by 9/05, support 15 critical lines in 2006 and expand to more lines in 2007)

Use IDL for the rollout plan Use CBT and job aids for specific products

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STORE OPERATIONS L&D NEEDS AND STRATEGIES (cont.)

People Learning Their Jobs Learning & Development Strategies

1. Establish standard curriculum and learning paths for each role (curriculum designed for critical roles by 6/05, other roles by year end 2005, build curriculum modules on a priority basis over 12–24 months)

Learning Center curriculum for basics of each management role

CBTs, job aids, and coaching for in-store learning

2. Establish Store Workplace Learning Systems (develop a start-up kit by 7/05, rollout schedule based on hiring the field Learning and Development Partners)

Focus on low performing stores first; avoid spreading small numbers of Learning and Development Partners over too many stores

3. Establish Learning Center facilities and staffing (time the ramp-up of facilities and staffing to the availability of curriculum)

Provide 1 week of training for people entering each management role, department manager through district manager

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Store Operations Case ModelSTORE PERFORMANCE IMPROVEMENT

The Challenge

Retail Empire has 10,000 stores holding a workforce of approximately 500,000 people with annual turnover of up to 125%. Each of these individuals requires training on basic skills, customer service, and product knowledge and some 100,000 of them need additional training on leadership and management-related skills. The stores as a whole are underperforming today, creating the need for an intensive focus on performance improvement. In addition, change initiatives are creating a large body of new processes, policies, and technologies, each with its own learning requirements. Currently, the Field Operations have very little in terms of training assets. Many modules of learning materials exist, yet most of these modules are out of date at least in terms of organizational terminology and philosophy. The stores typically have one learning station, but no trainers or training facilities, and no in-store learning system in place. There are no local or regional Learning Centers established to train store management. Given all of this, how can we design a series of interventions to make a difference quickly?

Potential Solutions

Based on the current situation, Field Operations needs more than a learning and development strategy—there is a need for an aggressive performance improvement strategy with a strong learning and development component. The pages that follow present the concept of a cross-functional Store Performance Improvement Team and a portfolio of interventions this team could implement along with a description of the overall approach. Following is a proposed team structure, with membership, responsibilities, support requirements, and a governance board, and a projected timeline.

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Store Operations Case ModelSTORE PERFORMANCE IMPROVEMENT (cont.)

Store Performance Improvement Team

Purpose

This team is a joint operation between Field Operations, Learning and Development, and OE. The team’s purpose is to manage a portfolio of tactical interventions to improve store performance via models of successful performance, learning and development interventions, recruiting and selection methodologies, rewards and recognition, role and job design, etc. Their job is to learn and deploy approaches that will work in the stores to improve performance.

Possible Portfolio of Interventions

Workplace Learning System with Learning and Development Partners Holistic Learning and Development System in each store featuring:

— A Learning and Change Team structure in each store— Defined roles and responsibilities for learning and development; e.g., Store Manager, Assistant

Manager, Department Manager, coaches, learners, Learning and Change Team— Learning materials in the store— Standard learning paths, processes, and expectations for all positions— Support from a “Learning and Development Partner” provided by Learning and Development (up to 1

per district)— Results measurement and accountability

Training/Model Stores Specially selected stores where a model operations and learning environment is established. Managers

from other stores come here to learn just as doctors and nurses do in teaching hospitals. These stores would also be the trial locations for new and better ways of doing business including new technology. Training/Model Stores could be established in each type of market, e.g., urban, suburban, rural.

Turnaround Teams A temporary management team takes over store operations and installs new ways of doing business

with existing management team shadowing them until ready to take over operation under new approach This approach is currently being used successfully to turn around underperforming schools in Chicago

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Store Performance Improvement Team (cont.)

Possible Portfolio of Interventions (cont.)

Workout Teams Workout Teams are assigned in specific stores to correct specific deficiencies. They go through a

facilitated “workout” process in which they have access to experts who can help them design and then implement their solutions

Learning Centers Department Managers, Assistant Store Managers, and Store Managers come to learning events of one to

two weeks to learn a combination of best practices in the areas of:— How to manage the department, store, etc.— How to lead people— The behavior profile expected to support the new Retail Empire core beliefs— How to address the “Gardening Glory” market successfully

The Learning Center approach can be combined with the Training/Model Store approach

Mentors Experts who work with Store Managers, Front End Managers, Lawn and Garden Managers, etc., to

develop their capabilities for high performance. These mentors could work in teams, concentrating on several stores at once, or they could work alone focusing on supporting specific individuals

Communities of Practice Teams of people who cross store, district, and division boundaries for the purpose of building and sharing

best practices models. These Communities of Practice can be focused on any area of store performance, such as:— Front end— Lawn and Garden— Automotive— Photofinishing

Communities of Practice can take advantage of the Knowledge Management capabilities of MyRetailEmpire.com

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Overall Approach

During 2005: Organize the Performance Improvement Teams Design a portfolio of trial interventions Recruit and train the trial teams Conduct and evaluate the trials Plan the portfolio of interventions for 2006 Develop the Retail Empire University Curriculum

— In-store

— Learning Center Conduct experience sharing and best practices conferences for the intervention teams

During 2006/2007 Full-scale assault on all underperforming stores Full implementation of Store Workplace Learning System and other permanent Retail Empire University

learning systems (e.g., Learning Center, Training/Model Stores)

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Membership – Full-Time

Field Operations representative as leader of the group

2 Store Operations experts – probably store manager level

1 Organizational Effectiveness person

Performance Consultant from learning and development group

Program Manager – keeping track of everything

Membership – Part-Time

Store Operations Implementation Director from Learning and Development (heavy % of time)

Store Operations DVP from Learning and Development

HR, Field Operations Marketing representative to test marketing ideas Merchandising representative

IT representative

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Responsibilities

The Store Performance Improvement Team responsibilities include:

Develop and maintain success models, including work processes and practices; store management practices; learning and development methodologies; recruiting methodologies and practices; reward and recognition; organization, job, role, and team design

Move new technology into the store environment, and integrate the technology into the store performance models

Develop and experimentally try out different tactical approaches or interventions (workplace learning system, turnaround teams, workout teams, satellite Learning Centers, training stores)

Recruit, train, and support whatever operatives and teams are put into the field to do these interventions

Monitor the effectiveness of each of these interventions—keep changing and improving the interventions until they get a portfolio that is a sharp set of tools; report out on this portfolio

Develop the overall operational plan and resource budget for which stores to target over which time period with which intervention

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Support for this Team in Terms of Learning Materials

Retail Empire University curriculum In-store learning materials (IDL, WBT, CBT, conventional learning, and job aids) Learning Center curriculum

Training for the Turnaround Teams

Training for the Workout Teams

All the learning necessary to support the Store Learning and Change Teams

Training for the Learning and Development Teams

Training for Learning Center faculty

Governance Board

EVP, Field Operations, chair

Four divisional VPs

EVP, Human Resources

Marketing representative

Merchandising representative

IT representative

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Store Operations Case ModelSTORE PERFORMANCE IMPROVEMENT TIMELINE

6/1/05 7/1/05 8/1/05 9/1/05 10/1/05 11/1/05 12/1/05 1/1/06 1/1/07

Organizing Phase

PlanCurriculum Developme

nt

Evaluate Existing Curriculu

m Materials

Define Retail Empire

University Curriculum

2006Planning

Trial Phase: Training/Model Stores Workplace Learning System Turnaround Team Workout Team Learning Centers Mentoring Communities of Practice

Organize Store Performance Improvement Team

Organize trials

Full Scale Implementation

Training/Model Stores Workplace Learning

System Turnaround Teams Workout Teams Learning Centers Mentoring Communities of

Practice

Experience Sharing Conferences

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Develop curriculum courses, modules Update curriculum materials to current content Convert learning materials to CBT


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Store Operations Case ModelSTORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION

Purpose

To create a holistic learning culture in the stores with local ownership and accountability for learning and development results.

Key Features

Sponsorship by Store Manager

A Learning and Change Team in each store to implement learning and development and manage the learning and change initiatives

Store-level comprehensive responsibility for training and certifying people in new roles, implementing change initiatives, and continuous improvement

Coaches assigned to develop and certify individuals within the store

One Retail Empire University Learning and Development Partner for each district to support the Store Workplace Learning System in individual stores

Support from Retail Empire University Standard curriculum and learning products Learning and Development Partners Electronic learning system for administration, tracking, and delivering learning Learning Center programs

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Store Operations Case ModelSTORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)

Description

The Store-level Workplace Learning System is a field extension of Retail Empire University. The list below identifies the roles within this store system, and the following paragraphs provide a brief description of how the system works. Associate Store Managers, Assistant Managers, and Department Managers Coach Learning and Change Team Learning and Development Partner

How Individual Associates Move from the Hiring Event to Full Certification

The first goal is to bring an associate from the hiring event through full certification. Once an associate is hired, a coach will be assigned to guide him/her through “Retail Empire University” by providing the knowledge, opportunities for practice, feedback, and tools necessary for associates to provide our customers with the best possible experience and further each associate’s career within Retail Empire.

The first step for new associates is the on-boarding/indoctrination process that covers New Associate Orientation/Retail Basics. During this orientation, each new associate is exposed to the Store Learning and Development System, which includes the creation of a Personal Development Plan (PDP). This PDP will guide the associate along an individual learning path and timeline, and record learning goals and accomplishments throughout the associate’s career.

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Description (cont.)

How Individual Associates Move from the Hiring Event to Full Certification (cont.)

After the associate is certified on the first level of learning, the coach works closely with him/her to support training efforts and certify the associate on each subsequent training module. The process involves providing the time for associates to study the learning material for a module, providing the opportunity for the associate to demonstrate the required skill and knowledge, receive feedback on performance, and if necessary, demonstrate the skill and knowledge again. This process repeats until the coach acknowledges that the associate has met certification requirements. The coach then records this certification on the associate’s file, and gives the associate the appropriate colored star to attach to his/her name badge in recognition of the accomplishment. The learning process doesn’t end here—coaches are always available to associates to provide additional guidance and support at all levels of training.

All information about an associate’s learning path, completions, and certifications will be stored in a central Learning Management System (LMS) where the information can be retrieved and sorted to provide valuable information on the learning and development results and progress towards goals at the district, store, and individual level.

Standard progression for Team Member Training: Everything you need to learn during your first 90 days Level 1: Orientation (orange) Level 2: Register Training (green) Level 3: Job-specific Training (gray) Level 4: Selling and Service Skills (red) Level 5: Product Knowledge (blue)

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Description (cont.)

How Associates Advance to Management

Once an associate is ready to advance to the position of Department Manager, he/she will leave the store for a portion of the next level of training. The associate will attend a two-week intensive training course at the nearest REU Learning Center, where he/she will be trained in department-specific management skills and leadership skills, and indoctrinated in Retail Empire culture and beliefs. Upon returning to the store, he/she will become certified on department-specific management skill and leadership skills by demonstrating them on the job. Once certified on both of these elements, the associate will be prepared for the job of Department Manager.

Prior to taking the positions of Assistant Manager or Store Manager, associates will again go off-site to attend management training at the REU Learning Center, and Store Managers will attend training at REU Central. All of these programs will be an integrated combination of job-specific management skills and leadership skills.

Standard progression for in-store Department Manager Training

Level 6: Advanced Store Operations

Level 7: Coach/Department Manager Training

How the Learning and Change Team Works

The Learning and Change Team is comprised of store team members and is led by the District Learning and Development Partner. Its purpose is to drive and support learning and change in the store. The team’s scope includes all learning needs, change initiatives, and continuous improvement efforts in the store. The Learning and Change Team owns the system and materials for Store Learning and Development. The members are responsible for ensuring that the system is working and for monitoring the results at the store level. They work with the Learning and Development Partner to analyze data and propose potential solutions.

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Description (cont.)

How the Learning and Development Partner Works

The Learning and Development (L&D) Partner leads the Learning and Change Team at the store. Each L&D Partner is assigned to a district and has approximately 15 stores. They are experts in structured on-the-job learning methodologies and have strong competencies in the following areas:

Performance problem identification and analysis

Continuous improvement/quality methods and tools

Team development and facilitation skills

Coaching managers for learning

Customer account management

The L&D Partners are responsible for implementing, monitoring, and continuously improving the Store Learning and Development System. They function as a coach for the Learning and Change Team members and prepare coaches in the store to coach store associates. The Learning and Development Partner works closely with the Store Manager to monitor, interpret, and respond to reports generated from the Learning Management System (LMS) database. The Learning and Development Partner is accountable for district- and store-level learning and development results.

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Description (cont.)

How Store Managers, Assistant Managers, and Department Managers Participate

Store Managers, Assistant Managers, and Department Managers all have critical roles within the Learning and Development System, but not all are necessarily members of the Learning and Change Team. The Store Manager sponsors the Learning and Change Team, functions as a coach for the Assistant Managers, and is accountable for store-level learning and development results. He/she works closely with the Learning and Development Partner to monitor, interpret, and respond to reports generated from the LMS. The Assistant Managers function as coaches for the Department Managers and are accountable for department-level learning and development results. They also work closely with the Learning and Development Partner to monitor, interpret, and respond to LMS reports. The Department Managers are the core of the Learning and Change Team. All Department Managers function as coaches for associates within the stores. Each Department Manager is accountable for department-level learning and development results. Many Department Managers will function as members of the Learning and Change Team and work together to implement new change initiatives and learning needs.

How Continuous Improvement Works

In addition to supporting learning and development needs at the store level, the Store Learning and Development System is the point of entry into the store for all continuous improvement initiatives originating outside the store, and the point of origination for in-store continuous improvement efforts. When work improvements are identified though continuous improvement efforts, they’re made known to the other stores through the Communities of Practice.

How Communities of Practice Work

Communities of Practice are established across stores, districts, and divisions to identify, validate, and deploy best practices. They are the continuous improvement link with the Learning and Change Teams in the stores.

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Learning and Development Processes at the Store Level

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Process Purpose Key Players Tools

Personal Development Plan (PDP) and tracking

To create a learning plan for each associate and track progress towards goals

Associate Coach

Personal Development Plan (PDP)

Learning Management System (LMS)

On-boarding and orientation To orient new employees to Retail Empire and the Store Workplace Learning System

AssociateCoach

Orientation modules On-boarding materials

Learning and Certification (includes pre- and post-coaching)

To certify associates on each module of learning according to PDPs

AssociateCoach

PDPs Learning materials LMS

Analyzing & reporting learning and development results

To analyze data from the LMS and generate meaningful reports for management in order to take appropriate corrective action

Coach Learning and Development

Partner Store Manager Assistant Manager

LMS

Managing facilities and equipment

To manage the learning facilities and equipment at the store level

Learning and Change Team Facilities and equipment standards

Managing learning materials To manage the learning materials and system at the store level

Learning and Change Team Learning and Development

Partner

Master curriculum model Store Workplace Learning

System curriculum model Change request forms

Implementing change (new products, procedures, technologies, etc.)

To implement and support change initiatives originating both inside and outside the store

Learning and Development Partner

Learning and Change Team

Learning needs analysis To conduct needs analyses to determine root causes of performance deficiencies and identify the most appropriate corrective actions


Learning and Change Team Learning and Development

Partner Department Manager

LMS Analysis tools

Continuous improvement To continuously improve the Store Workplace Learning System in order to continuously improve store performance



LMS Continuous improvement

tools

Registration for scheduled classes (IDL or Learning Center)

To manage registration process for store management


LMS


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Roles, Responsibilities, and Accountabilities

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Role Responsibilities Accountabilities

Associate Manage personal learning and development Personal learning and development results

Department Manager Support learning and development at the department level

Coach associates Monitor results and progress through reports from the

LMS Hold associates accountable for results

Department-level learning and development results

Assistant Manager Support store-wide learning and development Coach Department Managers Monitor results and progress through reports from the

LMS Hold Department Managers accountable for results

Area-level learning and development results

Store Manager Sponsor the Store Learning and Development System Coach Assistant Managers Monitor results and progress through reports from the

LMS Hold Assistant Managers accountable for results

Store-level learning and development results

Division Manager Support the Store Learning and Development System Monitor results and progress through reports from the

LMS Coach District Managers Hold District Managers accountable for results

Division-level learning and development results

District Manager Support the Store Learning and Development System Monitor results and progress through reports from the

LMS Coach Store Managers Hold Store Managers accountable for results

District-level learning and development results

Senior Learning and Development Partner

Implementation of Store Learning and Development System

Support Communities of Practice Coach Learning and Development Partners Coach Division Managers on Learning and Development


Division-level learning and development results



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Roles, Responsibilities, and Accountabilities (cont.)

Learning and Development Results at the Store Level Completion of required learning and certification Correlation of learning to store business performance Associate and management satisfaction with the learning system Learning and development process performance

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Role Responsibilities Accountabilities


Set up and manage the Workplace Learning System Lead, coach, and support Learning and Change Team Analyze needs for new learning modules and

performance aids Troubleshoot learning system Implement new learning modules Monitor performance results via LMS Advise District Managers and store managers on

learning and performance Coach and support Communities of Practice



Coach Coach associates Verify completion of training modules Certify associates on specific competencies Enter completion and certification data into the LMS

Individual-level learning and development results

Department-level learning and development results


Manage the inventory of learning materials Track learning results and evaluate effectiveness Troubleshoot the system and processes Own the continuous improvement program


Communities of Practice Own the repository of best practices Evaluate and validate improvements Support deployment of best practices


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Recognition

Team members who become certified on content within the levels listed below will be presented with a recognition reward. These awards identify associates who are certified, as well as those who need additional training and coaching to achieve certification.

In addition, a recognition program will be established to recognize contributions to learning and development results for: Coaches Learning and Change Teams Stores Districts Divisions

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Materials Recognition Responsible Supporting

Level 1: Orientation RE tote bag for orientation materials

Coach (PAL) Learning and Development Partner

Level 2: Register training RE lapel pin Coach (PAL) Learning and Development Partner

Level 3: Job-specific training RE mug Coach (PAL) Learning and Development Partner

Level 4: Selling and Service skills One day off Coach (PAL) Learning and Development Partner

Level 5: Product Knowledge Special name page Coach (PAL) Learning and Development Partner

Level 6: Advanced Store Operations RE pen Assistant Store Manager Learning and Development Partner, Store Manager

Level 7: Coach/Department Manager training

RE leather portfolio Assistant Store Manager Learning and Development Partner, Store Manager


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Facilities and Equipment

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Facilities Equipment

One Learning and Development room to accommodate 20 associates at one time

2 PCs with IDL, CBT, and WBT capability

1 large table

20 chairs

One Learning and Development Partner office 1 PC

Printer

One Learning and Change Team conference room Table

Chairs

Not location specific… ___ wireless handhelds

Link to Learning Management System (LMS)

___ Printers


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Store Operations Case ModelSTORE START-UP LEARNING SYSTEM

Store and DC Workplace Learning Systems

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Recruiting / Pre-screening

Remote Instructor /

Coach

LMSAdministratio

n and Tracking of Learning

Universities and External Learning Providers

Learning Centers

RE University

Divisional & Satellites

Store & DC Mgmt

Store Manager

Assistant Manager

Department Manager

Coaching/Certification

Coaching/ Certification

Associates



Learning & Change Team

Learning & Development Partner

CMSRepository of

Learning Materials


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Store Operations Case ModelSTORE START-UP LEARNING SYSTEM (cont.)

Store Start-up Learning System

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Manager/Assistant Manager training

Start-up

Store Learning

Team selected

Store Management

Team development

Hourly Associates selected

Hourly training and certification

Store Management

Team selected


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DESIGN EXERCISE

Questions:

1. Based on what you read about the Case Company, which parts of the solution did you like the best? Why?

2. Which parts did you like the least? Why?

3. What do you think the major challenges will be for this company to implement a complex set of solutions like the ones presented in the case problem?

4. If it were your business, how would you approach this problem?

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Documents

STORE OPERATIONS CASE MODEL RETAIL EMPIRE, INC. LEARNING & DEVELOPMENT STRATEGIC PLAN APRIL 18-23, 2012 Sample PHASE 4: Future L&D System Architecture