BMA324 HUMAN RESOURCE DEVELOPMENT

Transcription

1 BMA324 HUMAN RESOURCE DEVELOPMENT Semester 1, 2012 THIS UNIT IS BEING OFFERED IN HOBART & LAUNCESTON Teaching Team: Ms Karin Mathison CRICOS Provider Code: 00586B 1

2 Contact Details Unit Coordinator: Campus: Room Number: Ms Karin Mathison Hobart A206 (Annexe building) Phone: Fax: Consultation Time: By appointment Hobart and Launceston 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 6 Learning Resources.. Page 6 Details of Teaching Arrangements Page 9 Assessment Page 10 Submission of Coursework. Page 12 Academic Misconduct and Plagiarism.. Page 13 Tutorial Programme. Page 14 Study Schedule Page 15 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 HR 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. This unit focuses on the theory and practice of learning and development in the workplace. Students will learn how to manage and/or deliver each of the stages of the human resource development (HRD) process. The unit covers a variety of approaches to learning and development; students will learn how to reflect on their own workplace situations and incorporate theory and reflection into the creation and implementation of effective HRD strategies. 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 penalties will not be applied for late submission of any piece or pieces of assessment that were due during this period. Enrolment in Tutorials and Workshops Students will be able to enrol in tutorials electronically through MyLO. Tutorial enrolments will be open until the end of the first week of semester (Friday 2 March 2012). Students who have not enrolled in a tutorial by this time will be allocated a tutorial by the unit coordinator. Variations in tutorial enrolments will not be permitted after this time. 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 training and development process The assessments in this unit have been designed to develop the following graduate attributes in students: Explain the strategic importance of HRD in the success of organisations. Identify strategic training and development initiatives that support organisational strategy Determine training needs in various organisational situations Essay Training proposal 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. Evaluate the nature and importance of theories of learning in the development of training programmes. Identify factors that influence training decisions Describe the implications of learning processes on the design of training programmes List and describe the elements of training programme design Essay Training proposal Reflective journal 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 CEOs. Explain needs assessment and develop training objectives Problem-solving skills(3) - Apply logical, critical and creative thinking to complex business related problems. Determine HRD needs, develop objectives and evaluate programmes. Identify the factors that influence employee performance and learning Choose evaluation criteria and identify evaluation design Essay Training proposal 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. Essay Communicate HRD theory and practice. Write clearly using the language of HRD Training proposal Reflective journal 5

6 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 programmes Develop skills in identifying HRD needs, the development of objectives, and the design, development and evaluation of programmes Explain and apply models of career management and other emerging HRD themes Communicate HRD theory and practice. Expectations 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 specific requirements of this unit you should refer to the University s policy at: Learning Resources Prescribed Text Noe, RA & Winkler, C 2009, Employee training and development for Australia and New Zealand, 1 st edn, McGraw-Hill, Sydney. Recommended Texts Burns, R 2002, The adult learner at work, 2 nd edn, Business & Professional Publishing, Sydney. 6

7 Delahaye, BL 2005, Human resource development: adult learning and knowledge management, (2 nd edn, Wiley, Milton, Queensland. Goldstein, IL & Ford, JK 2002, Training in organisations: needs assessment, development and evaluation, 4 th edn, Wadsworth, Belmont, California. Greenhaus, JH, Callanan, GA & Godshalk, VM 2000, Career management, 3 rd edn, Dryden, Orlando. Hartley, S 2002, The trainer s toolbox: authentic case studies and vignettes for trainers, educators and facilitators, Prentice-Hall, Sydney. Knowles, MS, Swanson, R A & Holton, EF III 2005, The adult learner: the definitive classic in adult education and human resource development, 6 th edn, Elsevier Science and Technology Books, California. Kolb, D 1984, Experiential learning: experience as the source of learning and development, Prentice- Hall, Englewood Cliffs, New Jersey. Laird, D 2003, Approaches to training and development, Addison-Wesley, Reading, Massachusetts. Mabey, C & Finch-Lees, T 2008, Management and leadership development, Sage Publications, London. Mercer, MW 2000, Absolutely fabulous organizational change: strategies for success from America's best-run companies, Castlegate Publishers, Lake Zurich, IL. Reid, MA, Barrington, H, & Brown, M 2004, Human resource development: beyond training interventions, Chartered Institute of Personnel and Development Publishing, London. Saks, AM & Haccoun, RR 2007, Managing performance through training and development, 4 th edn, Thomson Nelson, Toronto, Canada. Tovey, MD & Lawlor, DR 2004, Training in Australia: design, delivery, evaluation, management, 2 nd edn, Pearson Prentice-Hall, Frenchs Forest, NSW. Werner, JM & DeSimone, RL 2006, Human resource development, 4 th edn, Thomson South-Western Publishers, Mason, OH. Wexley, KN 2002, Developing and training human resources in organisations, 3 rd edn, Prentice-Hall, Upper Saddle River, New Jersey. Wilson, JP 2005, Learning and training for individuals and organizations, 2 nd edn, Kogan Page Ltd, London. 7

8 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 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 at 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 coordinator of this unit or view the University of Tasmania MyLO Privacy Policy Statement available from the university website at 8

9 Details of Teaching Arrangements Lectures HOBART 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 6). LAUNCESTON There will be 6 x 3 hour workshops held during the semester, in weeks 1, 3, 5, 9, 11 & 13. Tutorials HOBART There will be a series of 12 twelve tutorials held throughout the semester. The tutorial programme 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. LAUNCESTON There are no separate tutorial sessions scheduled for students in Launceston. Communication, Consultation and Appointments Consultation with the Lecturer will be by appointment. Consultation will be available on campus in both Hobart and Launceston, and via or phone at other times. 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 6 (2-4 & April). 9

10 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 Essay (individual) 30% Monday 30 th April 2000 words Training Proposal (group) 40% Monday 7 th May 3500 words Reflective Journal (individual) 30% Monday 21 st May 1500 words * 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 Essay (Individual) Task Description: Choose one (1) of the following topics, ensuring that you clearly identify your selected topic on the Assessment Cover Sheet. If you have difficulties accessing any of the resources, please advise your lecturer. TOPIC 1 Go to the Sabre Corporate Development website at Select Team Building Events. Choose one (1) 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 is successful. OR TOPIC 2 Based on social, economic, political, or technological factors identify three (3) trends that you think will influence the future of training. Write an essay summarising your ideas, ensuring you provide a rationale for your argument. 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 Cite at least five (5) academic sources and adhere to referencing conventions Task Length: Due Date: 2000 words Monday 30 th April 2pm. Value: 30% 10

11 Assessment Item 2 Training Proposal (Group) Task Description: Your task is to develop a training proposal to meet the needs of an identifiable group of individuals. This task provides an opportunity for you to apply the theoretical concepts introduced in the unit in a practical setting. A key objective is to present a proposal that would convince senior management that the proposed training course is both necessary and viable for funding. You will complete the project in groups of 3 students. Detailed task instructions will be provided in the first lecture/workshop. Assessment Criteria: Demonstrate insight, originality and practicality Task Length: Justify the recommended training course coherently and persuasively Design a training programme that is appropriate in terms of content and context (organisational and participant) Identify and integrate relevant theory Write using the language of HRD and present the proposal professionally Cite at least eight (8) academic sources and adhere to referencing conventions 3500 words Due Date: Monday 7 th May 2pm Value: 40% Assessment Item 3 Reflective Journal (Individual) Task Description: The reflective journal provides you with an opportunity to critically reflect on the lecture material, readings and your own experiences. Regular reflective and analytical writing facilitates active and continuous engagement with the course material. The reflective journal also challenges you to take responsibility for your own learning. Your journal must consist of five (5) separate entries relating to different topics in the study programme. At least two (2) entries must relate to topics covered in weeks 2-6. Assessment Criteria: Write clearly and in an active voice Reflect on course material (from lectures, tutorials and readings) Combine analysis with reflection to critique the course material Task Length: Due Date: 1500 words Monday 21 st May 2pm. Value: 30% 11

12 Special Consideration and Student Difficulties If a student is experiencing difficulties with their studies or assignments, has 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. Students must request permission from the Student Centre in order to use a bilingual dictionary. Submission of Coursework Lodging Coursework All Coursework must have the School of Management Assignment Cover Sheet, which is 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 will not be 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 2.00pm on the due date. 12

13 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. Faculty of Business Late Assessment Policy A full copy of the Faculty of Business late assessment policy is available from the Faculty homepage at Academic Referencing and Style Guide Before starting their assignments, students are advised to familiarise themselves with the following electronic resources. The first is the School of Management Guide to Writing Assignment, which can be accessed from the following site - : The guide provides students with useful information about the structure and style of assignments in the School of Management. The second is the Harvard Referencing System Style Guide, which can be accessed from the UTAS library ( The Harvard Referencing System will be used in all School of Management units, and students are expected to use this system in their assignments. 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. 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 13

14 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. Tutorial Programme Supplementary readings and tutorial discussion questions will be posted on MyLO weekly. You should download these materials and review them prior to attending class. Classes will run on the basis that you have read the required materials before each session and are coming to class prepared to discuss them. HOBART The tutorial programme commences in week two of semester. LAUNCESTON The 3 hour workshop sessions will combine lecture material and tutorial discussions. 14

15 Study Schedule Week Start of Week Text Chapter Topic Due Dates 1 27 February 1 Introduction to Training and Development 2 5 March 2 Strategic Training 3 12 March 3 Needs Assessment 4 19 March 4 Learning: theories and programme design 5 26 March 5 Transfer of Training 6 2 April STUDY WEEK Monday 2 April to Wednesday 4 April; Thursday 12 April and Friday 13 April Mid-Semester Break 5 April to 11 April 7 16 April - Classes resume 6 Training Evaluation 8 23 April 7 Traditional Training Methods 9 30 April 8 E-learning Essay due Monday 30 th April 10 7 May 9 Employee Development Training Proposal due Monday 7th May May 10 Special Issues in Learning and Development May 11 Careers and Career Management May 13 The Future of Training and Development Reflective Journal due Monday 21 st May Examination Period: 9 June 26 June 15