BMA324 Human Resource Development

Transcription

1 BMA324 Human Resource Development Semester 1, 2011 Teaching Team: Ms Christine Adams & Dr Harvey Griggs CRICOS Provider Code: 00586B

2 Contact Details Unit Coordinator: Campus: Ms Christine Adams Hobart Room Number: Phone: Fax: Consultation Time: Thursday 10am 11am Lecturer: Campus: Room Number: Dr Harvey Griggs Launceston A258 Phone: Fax: Consultation Time: To be advised 2

3 Contents Contact Details Page 2 Unit Description. Page 4 Intended Learning Outcomes and Generic Graduate Attributes.... Page 5 Learning Expectations and Teaching Strategies Approach.. Page 7 Learning Resources.. Page 8 Details of Teaching Arrangements Page 10 Assessment Page 11 Submission of Coursework Page 15 Academic Misconduct and Plagiarism.. Page 16 Tutorial Program.. Page 17 Study Schedule Page 19 3

4 Unit Description The development of an organisation s human resources is now widely recognised as a critical component for gaining competitive advantage in the global marketplace. Today s HRD professional is expected to have business acumen, including an understanding of profitability and organisational effectiveness, as well as a sound knowledge of, and experience in, the traditional areas of human resource management. In light of the evolving field of HRD, this unit examines the strategic roles of human resource development in organisations: training; management and career development and organisational development. Theories and factors affecting training outcomes are also considered. Pre-Requisite/Co-Requisite Unit(s) BMA101 Introduction to Management and appropriate base level for relevant major (e.g., BMA151 Principles of Marketing, BMA181 Introduction to International Business, BMA121 Management of Human Resources); for another degree, successful completion of any two 100-level units (ie. 25% of level 100) in a relevant social science discipline. Enrolment in the Unit Unless there are exceptional circumstances, students should not enrol in BMA units after the end of week two of semester, as the School of Management cannot guarantee: That any extra assistance will be provided by the teaching team in respect of work covered in the period prior to enrolment; and That penalties will not be applied for late submission of any piece or pieces of assessment that were due during this period. 4

5 Intended Learning Outcomes and Generic Graduate Attributes Learning Outcomes Assessment Criteria In assessing this learning outcome I will be looking at student ability to: Assessment Methods Graduate Attribute Outcomes Explain the strategic importance of HRD in the success of organisations. Evaluate the nature and importance of theories of learning in the development of training programs. Explain the strategic training and development process Identify strategic training and development initiatives that support organisational strategy Determine training needs in various organisational situations Identify factors that influence training decisions Describe the implications of learning processes on the design of training programs List and describe the elements of training program design Exam Group Presentation and Critique Essay Exam Group Presentation and Critique Essay The assessments in this unit have been designed to develop the following graduate attributes in students: Group Presentations, evaluations, critiques and essay Knowledge (3) - Transfer knowledge to complex and uncertain business situations and transmit that knowledge to professional peers for critical discussion. Show extensive functioning knowledge in: Specific discipline and its application to the business environment. The legal, regulatory and ethical framework of business and organisations. Functional lifelong learner for professional and personal career aspirations. Engage in persuasive, succinct oral and written discussions to communicate and defend a position held both individually and as part of a group, and to effectively respond to audience questions. Communication (3) - Written communication skills create clear and detailed analyses and non-biased recommendations for executives and CEO s. Determine HRD needs, develop objectives and evaluate programs. Explain needs assessment and develop training objectives Identify the factors that influence employee performance and learning Choose evaluation criteria and identify evaluation design Exam Group Presentation and Critique Essay Problem-solving skills(3) - Apply logical, critical and creative thinking to complex business related problems. Grasp integrated and different theoretical frameworks and practices and apply them to problem resolution in a business context. Locate, analyse, evaluate and effectively use information from a range of media and in a number of different formats. Global Perspective (3) Apply group and interpersonal skills to sensitively connect, collaborate and negotiate with people from diverse global cultures and backgrounds in a professional context. Use business knowledge and theories to evaluate decision-making in the 5

6 Explain models of career management and other emerging HRD trends Identify reasons for organisations supporting employees to manage careers Explain the development tasks and activities in the career development process Essay Group Presentation and Critique Exam global economic environment and incorporate its influence in work practices and decisions. Social responsibility (3) - Consider social groups in business practices. Show ethical values through confidential and honest practices, and respectful behaviour. Aware and consider the public interest in business practices, policy development and decision making. Research and identify emerging trends in HRD Communicate HRD theory and practice Write clearly using the language of HRD Communicate in the format of group presentations and essays Essay Group Presentation, and Critique Exam 6

7 Learning Expectations and Teaching Strategies/Approach On completion of this unit, you should be able to: Analyse the strategic importance of HRD in the success of organisations Demonstrate understanding of current issues in HRD Evaluate the nature and importance of theories of learning in the development of programs Develop skills in identifying HRD needs, the development of objectives, and the design, development and evaluation of programs Explain and apply models of career management and other emerging HRD themes Communicate HRD theory and practice. In order to achieve these learning outcomes, the unit will comprise a 13 week lecture series and a 12 week tutorial program (commencing in Week 2). The assessment of the learning outcomes will occur through two (2) pieces of assessment. Expectations Assignment 1: Group presentation and group self-critique based on a topic from the tutorial program Assignment 2: Essay on one of a range of topics critical to effective human resource development. The University is committed to a high standard of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers. The University s Code of Conduct for Teaching and Learning states: Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time. Occupational Health and Safety (OH&S) The University is committed to providing a safe and secure teaching and learning environment. In addition to the specific requirements of this unit you should refer to the University s policy at: 7

8 Learning Resources Prescribed Text Noe, R.A., & Winkler, C Employee training and development for Australia and New Zealand (1 st ed.). Sydney: McGraw-Hill. Recommended Texts The publications listed below are highly recommended for further reading on the topics covered in the unit. Argyris, C On organizational learning. Cambridge, Mass.: Blackwell. Burns, R The adult learner at work (2 nd ed.). Sydney: Business & Professional Publishing. Craig, R.L. (Ed.) The ASTD training and development handbook: A guide to human resource development (4 th ed.). New York, McGraw-Hill. Delahaye, B.L Human resource development: Adult learning and knowledge management (2 nd ed.). Milton, Queensland, Wiley. Field, L. & Ford, B Managing organisational learning. Melbourne: Longman. Goldstein, I.L. & Ford, J.K Training in organisations: Needs assessment, development and evaluation (4 th ed.). Belmont, California Wadsworth. Greenhaus, J.H., Callanan, G.A. & Godshalk, V.M Career management (3 rd ed.). Orlando: Dryden. Hartley, S The trainer s toolbox: Authentic case studies and vignettes for trainers, educators and facilitators. Sydney, Prentice Hall. Howard, R. & Haas, R.D The learning imperative: Managing people for continuous innovation. Boston: Harvard Business Review. Knowles, M. S., Swanson, R. A., & Holton, E. F. III The adult learner: The definitive classic in adult education and human resource development (6 th ed.). California, Elsevier Science and Technology Books. Kolb, D Experiential learning: Experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall. Laird, D Approaches to training and development. Reading, Massachusetts: Addison-Wesley. Mabey, C. and Finch-Lees, T Management and Leadership Development. London, Sage Publications. 8

9 Mercer, M.W Absolutely fabulous organizational change: Strategies for success from America's best-run companies. Lake Zurich, IL : Castlegate Publishers. Reid, M.A., Barrington, H., and Brown, M Human resource development: Beyond training interventions. London, Chartered Institute of Personnel and Development Publishing. Saks, A.M. and Haccoun, R.R Managing performance through training and development. (4 th ed). Toronto, Canada, Thomson Nelson. Schein, E Organisation culture and leadership. San Francisco: Jossey-Bass. Stewart, J Employee development practice. London: Financial Times/Pitman Publishing. Swanson, R. & Holten, E Human resource development research handbook. San Francisco: Koehler. Tovey, M.D. & Lawlor, D.R Training in Australia: Design, delivery, evaluation, management (2 nd ed.). Frenchs Forest, N.S.W., Pearson Prentice Hall. Werner, J.M. & DeSimone, R.L Human resource development (4 th ed.). Mason, OH: Thomson South-Western Publishers. Wexley, K.N Developing and training human resources in organisation (3 rd Saddle River, New Jersey, Prentice Hall. ed.). Upper Wilson, J.P Learning and training for individuals and organizations (2 nd ed.). London, Kogan Page Ltd. Journals and Periodicals Apart from books, you will find it valuable to get into the practice of reading relevant articles from journals and periodicals (including newspapers and magazines) for example: Academy of Management Executive Academy of Management Journal Academy of Management Review Asia Pacific Human Resource Management HRD Quarterly Human Resource Management Journal of Organisational Change Management Journal of Organizational Behaviour Personnel Psychology Training & Development Journal Training & Development Review 9

10 Useful Websites My Learning Online (MyLO) MyLO software has been incorporated into the delivery of this unit to enhance the learning experience by providing access to up-to-date course materials and by allowing for online discussion through this web based environment. To access MyLO from your own computer you will need the appropriate software, and hardware to run that software. See Learning Online at for computer software you will need. Note: Older computers may not have the hardware to run some of the required software applications. Contact your local IT support person or the Service Desk on if you experience difficulties. The School of Management has prepared a MyLO Information Sheet which includes access guidelines and contact information. It is available to download as a word document from the School of Management website: Privacy Policy and Notice The School of Management takes the utmost care to protect the privacy and security of your personal information and to ensure its accuracy. If you have any concerns about your privacy in MyLO please contact the unit coordinator of this unit or view the University of Tasmania MyLO Privacy Policy Statement available from the university website on Details of Teaching Arrangements Lectures There will be a series of 13 x 2 hour lectures held weekly throughout the semester (with the exception of the School of Management Study Week in Week 9). Tutorials There will be a series of 12 twelve tutorials held throughout the semester. The tutorial program will commence in Week 2. All students are required to enrol in a tutorial for this unit. Tutorial enrolments will be completed through MyLO during the first week of semester. Students who have not enrolled in a tutorial by the end of Week 1 of semester will be allocated a tutorial by the Unit Coordinator. Communication, Consultation and Appointments Consultation with the Lecturer will be by appointment. 10

11 Study Week This unit is scheduled to include a study week. The purpose of the study week is to allow students the opportunity to consolidate their studies thus far, and to research coming assignments. The study week for this unit will be held in Week 9 (18 22 April). Assessment Assessment Schedule In order to pass this unit you must achieve an overall mark of at least 50 per cent of the total available marks. Details of each assessment item are outlined below. Assessment Item Value Due Date Length Assignment 1 Group Presentation and Critique 20 marks 10 marks Each group will choose or be allocated a date for their presentation. Topics are those outlined in the Tutorial Program and presentations will be held on the corresponding date to the tutorial. Groups will submit their self-critique immediately following their presentation. Presentation minutes. Group self-critique 700 words Assignment 2 Essay 20 marks 13 May words Exam 50 marks * Word Limit: The word count includes such items as headings, in-text references, quotes and executive summaries. It does not include the reference list at the end of the assignment. Assessment Item 1 Group presentation and Critique Task Description: Students will choose or be allocated to a group, a date and its associated presentation topic based on the tutorial program. Each group will plan the presentation session, including (but not confined to) the roles of all group members, and the preparation and presentation of any audio-visual aids. The group s presentation will be evaluated by each individual in the remainder of the tutorial group on a set of criteria provided in the first tutorial. These evaluations will be given to the presenting group immediately following their presentation. Each group will prepare a written self-critique of not more than 700 words setting out what they considered to be the positive features of their 11

12 presentation and areas for development. This critique must incorporate a summary of the evaluations from the remainder of the tutorial group and include as an appendix all the actual evaluation sheets as completed by the remainder of the tutorial group. Assessment Criteria: Content of presentation includes evidence of research findings and links between research and key concepts and theories Research findings communicated to audience in an oral format Presenters defend research by responding to audience questions. Task Length: Due Date: Value: Group presentation minutes. Written group self-critique 700 words (excluding references). Various dates according to presentation topic and the tutorial program. Group presentation - 20 marks; Group self-critique - 10 marks. Assessment Item 2 Essay Task Description Choose one (1) of the following topics, ensuring that you clearly identify the topic on the Assessment Cover Sheet. If you have difficulties accessing any of the sources, please advise your tutor. Topic 1 Chapter 5 Transfer of Training Go to the website of Human Resources magazine at and access the article entitled: A Look Inside the Google Talent Machine, 25 July 2006, by John Sullivan. Using the information provided, as well as the characteristics listed in Table 5.7 of Chapter 5, write an essay considering how Google s work environment supports transfer of training and, in particular, which of the listed characteristics contribute to this. Topic 2 Chapter 7 - Traditional Training Methods Go to the Sabre Corporate Development website at Select Team Building Events. Choose one of the activities on this page, and review it. In an essay discuss what you would do to ensure that the team-building event you selected was successful. Topic 3 Chapter 8 - e-learning Go to the website for SkillSoft Asia Pacific, an organisation that specialises in providing e-learning solutions, at 12

13 Select Info Centre, then Demos, then Business Skills. Choose one of the e-learning courses and answer the following questions in an essay format: (a) Does the program create a positive learning environment? How? (or why not?) (b) What suggestions would you have for improving the program? Topic 4 Chapter 9 Employee Development Go to the website of Human Resources magazine and read Craig Donaldson s article : Plugged in HR: The General Electric Strategy. Write an essay responding to each of the points below: (a) Evaluate General Electric s policy of the organisation s leaders being encouraged to take ownership of the people development process. (b) Succession planning at GE is based on annual Session C leadership and reviews of organisational talent. Why are these reviews effective? (c) What is the 9 Block? Evaluate the effectiveness of this tool. Topic 5 Chapter 13 The Future of Training and Development Chapter 13 discusses several trends that will influence the future of training. Based on future social, economic, political, or technological factors, identify three (3) additional trends that you think will influence training. Write an essay summarising your ideas, ensuring you provide a rationale for your trends. Assessment Criteria: Analyse, assess and evaluate contemporary issues and strategies using HRD theories and concepts Write using the language of HRD in an essay format Adhere to referencing conventions Task Length: 1500 words Due Date: 13 May 2011 Value: 20 marks Assessment Item 3 Final Exam Format: There will be a closed book examination with a value of 50 percent at the completion of the semester. 13

14 Duration: Three (3) hours. Date and Time: Your final examination for this unit will be held during the scheduled examination period as indicated by Student Administration in correspondence to you. Examinations will normally be scheduled Monday to Saturday inclusive. Examinations may be held during the day or evening and students should consult the university information which will be made available towards the end of semester. You are advised to make any necessary arrangements with employers now for time off during examination period to sit this examination. Your participation at the scheduled time is not negotiable unless there are exceptional circumstances. Note that you will be expected to sit the examination at your recorded study centre. Supplementary Exams: Except in special circumstances and on the recommendation of the unit coordinator or the Head of School, a student who fails will not be granted a supplementary examination. Special Consideration and Student Difficulties If a student is experiencing difficulties with their studies or assignments, have personal or life planning issues, disability or illness which may affect their course of study, they are advised to raise these with their lecturer in the first instance. Students may also contact the Student Adviser, who will be able to help in identifying the issues that need to be addressed, give general advice, assist by liaising with academic staff, as well as referring students to any relevant University-wide support services. The Student Adviser is located in room 318a in the Commerce Building in Hobart and is contactable by phone on In Launceston the Student Adviser is located in room A168 in Building A and is contactable by phone on There is also a range of University-wide support services available including Student Services, International Services and Learning Development. Please refer to the Current Students homepage at: Should a student require assistance in accessing the Library, visit their website for more information at Students who have completed their examinations and who feel that they have been disadvantaged due to illness or other circumstances affecting their study, may fill out a form to request that their lecturer takes this into consideration when marking the examination. Forms should be submitted directly to the relevant school, accompanied by appropriate supporting documentation, as soon as possible after the completion of the examination. Granting of special consideration is at the discretion of the lecturer and school. The relevant form can be found at the following website: Students with a non-english speaking background may be permitted to take a bilingual dictionary into an exam. This dictionary must not be annotated, that is, it must have no notes written in it. In order to use a bilingual dictionary students must request permission from the Student Centre. 14

15 Submission of Coursework Lodging Coursework All Coursework must have the School of Management Assignment Cover Sheet and Title Page attached, both of which are available as a blank template from the School of Management website: All assignments must include the tutor s name on the assignment Cover Sheets when they are submitted. If this is not done the assignment will not be accepted and therefore marked. Please remember that you are responsible for lodging your Coursework on or before the due date. We suggest you keep a copy. Even in the most perfect of systems, items sometimes go astray. Assignments must be submitted electronically through the relevant assignment drop box in MyLO. All coursework must be handed in by 2.00 pm on the due date. Requests for Extensions Written Coursework: Extensions will only be granted on medical or compassionate grounds and will not be granted because of work or other commitments. Requests for extensions should be made in writing to the unit coordinator prior to the due date. Medical certificates or other evidence must be attached and must contain information which justifies the extension sought. Late assignments which have not been granted an extension will, at the lecturer s discretion, be penalised by deducting ten per cent of total marks for each full day overdue. Assignments submitted more than five days late will normally not be accepted by the unit coordinator. In-class Tests: Students who are unable to sit a test on medical or compassionate grounds (work or other commitments are not considered 'compassionate grounds') may request that they be permitted to submit alternative Coursework. Please do not expect a special test to be held for you if you choose to go on holidays or undertake other activities on the scheduled date. If you do need to request alternative Coursework, you should do so in writing to the unit coordinator prior to the due date. Medical certificates or other evidence must be attached and must contain information which justifies the request. The telephone number of the doctor should also be included. Faculty of Business Late Assessment Policy A full copy of the Faculty of Business late assessment policy is available from the Faculty homepage - Academic Referencing and Style Guide Students must obtain the following electronic publications which are available from the School of Management website: 15

16 Writing Assignments: A Guide School of Management Referencing Style These resources should be used when completing coursework in this unit. Academic Misconduct and Plagiarism Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination and any other conduct by which a student: (a) seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or (b) improperly disadvantages any other student. Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in the Ordinance of Student Discipline Part 3 Academic Misconduct, see Plagiarism is a form of cheating. It is taking and using someone else s thoughts, writings or inventions and representing them as your own, for example: using an author s words without putting them in quotation marks and citing the source; using an author s ideas without proper acknowledgment and citation; or copying another student s work. If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity resources on the web at The intentional copying of someone else s work as one s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University. The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author s permission is required before a work within the database can be viewed. For further information on this statement and general referencing guidelines, see or follow the link under Policy, Procedures and Feedback on the Current Students homepage. 16

17 Tutorial Program Note that the tutorial program does not commence until Week two of semester. The topics listed below refer to the Discussion Question numbers in the prescribed text. There are occasional modifications in terminology these modifications should be used in preparing your answers. Week Two: Strategic Training (Chapter 2) (Questions 4, 5 & 8) Which strategic training and development initiatives do you think all organisations should support in today s economic climate? Why? Are any of the strategic training and development initiatives more important for small business? Explain. How could a SWOT analysis be used to align training activities with business strategies and goals? Week Three: Needs Assessment (Chapter 3) (Question 9) Discuss the types of evidence that you would look for in order to determine whether a needs analysis has been improperly conducted. Week Four: Learning: Theories and Program Design (Chapter 4) (Question 13) You have a one-day training room experience in which you need to help a group of engineers and software programmers learn to become project managers. After training, they will have to manage some significant projects. Discuss the instructional characteristics and activities you will use to ensure that the engineers and software programmers learn project management. Identify the course parameters and develop a sample training session plan. Week Five: Transfer of Training (Chapter 5) (Question 6 & 7) What technologies might be useful for ensuring transfer of training? Briefly describe each technology and how it could be used. How might you motivate managers to play a more active role in ensuring transfer of training? Week Six: Training Evaluation (Chapter 6) (Question 7) A group of managers (N = 25) participated in the problem-solving module of a leadership development program two weeks ago. The module consisted of two days in which the group focused on the correct process to use in problem solving. Each manager supervises 15 to 20 employees. The organisation is willing to change the program, and there is an increasing emphasis in the organisation to show that training expenses are justifiable. You are asked to evaluate this program. Your manager would like the results of the evaluation no later than six weeks from now. Discuss the outcomes you would collect and the design you would use. How might your answer change if the managers have not yet attended the program? 17

18 Week Seven: Traditional Training Methods (Chapter 7) (Questions 2 & 6) If you had to choose between adventure learning and action learning for developing an effective team, which would you choose? Defend your choice. Table 7.8 compares training methods on a number of characteristics. Explain why simulation and behaviour modelling receive high ratings for transfer of training. Week Eight: e-learning and the Use of Technology in Training (Chapter 8) (Question 8) Distance learning can be used to deliver a lecture to geographically dispersed trainees. How might distance learning be designed and used to avoid some of the learning and transfer of training problems of the traditional lecture method? Week Ten: Employee Development (Chapter 9) (Question 5) Your CEO is interested in hiring a consultant to help identify potential managers from current employees of a fast-food restaurant. The manager s job is to help wait on customers and prepare food during busy times, oversee all aspects of restaurant operations (including scheduling, maintenance, on-the-job training, and food purchase), and motivate employees to provide highquality service. The manager is also responsible for resolving disputes between employees. The position involves working under stress and coordinating several activities at one time. Your CEO asks you to outline the type of assessment program you believe would best identify employees who could be successful managers. What will you tell your CEO? Week Eleven: Special Issues in Employee Training and Development (Chapter 10) (Question 11) List and discuss the steps involved in developing a succession planning system. How might a succession planning system differ between high-potential employees and employees with mid-level managerial talent? Week Twelve: Careers and Career Management (Chapter 11) (Question 9) If you were asked to develop a career management system, what would it look like? How might you evaluate whether it was effective? What information would you use to develop the system? Week Thirteen: The Future of Training and Development (Chapter 13) (Question 2) What new skills will trainers need to be successful in the future? 18

19 Study Schedule Week Start of Week Text Chapter Topic Due Dates 1 21 February 1 Introduction to Training and Development 2 28 February 2 Strategic Training Group Presentation, peer evaluations and Group Self-Critiques to be completed throughout the semester 3 7 March 3 Needs Assessment 4 14 March 4 Learning: Theories and Program Design 5 21 March 5 Transfer of Training 6 28 March 6 Training Evaluation 7 4 April 7 Traditional Training Methods 8 11 April 8 e-learning and the Use of Technology in Training Mid-Semester 21 April -28 April May 9 Employee Development 11 9 May 10 Special Issues in Employee Training and Development Assignment 2 due 13 May before 2.00pm May 11 Careers and Career Management The Future of Training and Development Examination Period 4 June 21 June 2011 A Calendar/Study Planner showing dates is available from School of Management website at 19