Course Outline (Undergraduate):

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1 Course Outline (Undergraduate): Course Title Training and Development Course Code HRM312/512/720 Faculty of Business Semester 1, 2007 DISABILITY AND LEARNING SUPPORT SERVICES The University offers a range of services and supports for students with a disability and it is important that these are negotiated early in the semester. Students who require alternative arrangements such as Special Exam Arrangements and assessment or study support should discuss their needs with the Disability Services Officer and/or the Course Coordinator as soon as possible. The university offers a range of academic skills services to assist students with the development of writing and study skills. Workshops on topics such as critical thinking, clearer writing and essay writing are held most weeks throughout the semester. Learning fact sheets are also readily available on the intranet ( Students can also make an appointment with an academic skills adviser at Student Services for one-on-one assistance with study and academic writing skills.

2 Course Outline (Undergraduate): HRM312/512/720 Training and Development Page 2 FIELD OF EDUCATION FUNDING CLUSTER 2 WORK EXPERIENCE IN INDUSTRY Indicate whether this course involves work experience in industry by ticking () one of the following boxes: This course involves work experience in industry. This course does not involve work experience in industry. If the course involves work experience in industry, indicate the basis on which this occurs by ticking () one of the following boxes: Learning and performance is directed by USC or persons engaged by USC. Learning and performance is supported by USC or persons engaged by USC. No support is provided for learning and performance by USC or persons engaged by USC. PROGRAM(S) Bachelor of Business MAJORS AND MINORS Human Resource Management Major Human Resource Management Minor Health Promotion Major REQUIRED COURSE IN PROGRAM Bachelor of Business (Human Resource Management) Bachelor of Health (Health Promotion) CONTACT HOURS 1 Hour Lecture 2 Hour Tutorial PRE-REQUISITES Nil MODE Internal: Students who undertake all courses in which they are enrolled through attendance on campus, either in Australia or at an offshore location. UNITS 12 credit points ENROLMENT RESTRICTIONS Nil

3 Course Outline (Undergraduate): HRM312/512/720 Training and Development Page 3 COURSE COORDINATOR Dr Paul Corcoran Office: K2.08 Telephone: (07) Consultation Times: Tuesdays, 2:00pm; Fridays, 2:00pm COURSE LECTURER Ms Leigh Rachow Office: To Be Advised Telephone: (07) or Consultation Times: To Be Advised COURSE MODERATOR Dr John Whiteoak Office: K.1.05 Telephone: (07) Consultation Times: By Appointment COURSE DESCRIPTION TO BE USED FOR STUDENT HANDBOOK This course deals with the process of training and developing people in organisations. It covers a variety of approaches to instruction and learning and contrasts these with their practical application. It also includes the study of core functions of human resource development and the development of an understanding of workplace competency standards. Students will learn to design and conduct needs analyses and to plan, implement and evaluate training programs. Students will also learn training techniques and the skills required to deliver a training program.

4 Course Outline (Undergraduate): HRM312/512/720 Training and Development Page 4 LEARNING OUTCOMES USC Graduate Attributes To understand To have relevant, disciplinebased knowledge, skills and values To be able to apply and evaluate knowledge To think To value and respect reason To be able to reason competently To learn To be self-aware, independent learners To be able to collect, organise, analyse, evaluate and use information in a range of contexts To interact To be able to interrelate and collaborate To value and respect difference and diversity To communicate To speak, listen and write competently To be competent users of information and communication technologies Learning Objectives Understand theories and practices relevant to training and development in organisations. Design training programs based on needs analyses. Training Needs Analysis Learning/Assessment Tasks Training Program Design Creative solutions to organisational problems. Oral Presentation Final Exam Understand the process of learning. Apply consultancy and liaison skills. Display presentation skills. Create visual aids and other training materials. To initiate To be constructive and creative To be enterprising Market skills to potential clients. LEARNING/ASSESSMENT DETAILS Learning/Assessment Tasks Submission via Due Date Word Length Assessment Weighting Hard Copy Safe Assignment 1. Training Needs Analysis Week 5 2. Training Program Design Week 9 3. Oral Presentation Weeks 11, 12 & Final Examination Exam period 1,500 words 3,000 words 20% 30% 10% 40% Safe Assignment is used by universities for preventing plagiarism and ensuring that all students are fairly assessed on their own learning achievements. Learning/Assessment Tasks ticked above in the Safe Assignment column are to be submitted electronically to Safe Assignment via Blackboard.

5 Course Outline (Undergraduate): HRM312/512/720 Training and Development Page 5 LEARNING/ASSESSMENT TASKS Learning/Assessment Task 1: Training Needs Analysis Report (1500 words) Description: Students can select either of the following tasks: 1. You are to conduct a Training Needs Analysis (TNA) (may just be to establish a training need) on an associate (workmate, family member, fellow working student etc). You will need to ensure you have gathered appropriate information about the organisation and the person for inclusion in your report, OR 2. Identify a situation in your workplace and discuss how you would go about collecting data to identify a training need. Construct at least one data collection instrument that will provide the information you need. In your answer identify any potential obstacles to data collection and discuss how these will be overcome. Students are to complete the written work in report format with the general composition including a front page, executive summary, an introduction, background issues, information about the organisation (remember, the person reading this report does not know the organisation), the position and the job incumbent, recommendations, a training plan (if relevant), your findings, data collection and analysis methods, process used to identify/conduct a TNA, and the perceived benefit to the organisation and the job incumbent. The body of the report should be approximately 1,500 words in length (not including any attachments or reference list). In preparing written material for assessment students should use the Harvard System for referencing. We recommend that students refer to Summers, J & Smith, B 2004, Communication Skills Handbook: How to Succeed in Written and Oral Communication, 5 th edn, John Wiley, Brisbane. on issues of referencing, form, and presentation Assessment Criteria: Marks will be allocated as follows: Particulars Full Marks Presentation: Neatness, layout, legibility, and readability 2 Content: All key issues of relevance covered 4 Research: Evidence of sufficient research to correctly identify organisational needs 4 Analysis: Logical development of arguments, integration of various sections, Interrelationship of ideas presented; logical conclusions 10 Total marks 20 Learning/Assessment Task 2: Training Program Design Description: You have been given the challenge of designing the training sessions for the case study organisation (Refer to Appendix A in the HRM312 Workbook). 1. Prepare a report (word count 3,000 words maximum excluding appendices and Reference List) which includes a. The outcomes the organisation would expect in relation to the training need. b. The training objectives for a series of 3 training sessions which you recommend to address this training need. c. Adult learning theories and principles used (justify).

6 Course Outline (Undergraduate): HRM312/512/720 Training and Development Page 6 d. Key issues to be considered in the design of these 3 (three) sessions, including instructional methods, trainee characteristics, and any special requirements or constraints for the sessions (examples of this may include task language, literacy or numeracy requirements, trainee language, literacy or numeracy requirements). e. Descriptions of the specific evaluation activities you would use to assess the learning and performance outcomes of your 3 (three) sessions. Design a simple reaction-style questionnaire covering ONE of your sessions. You must provide (as appropriate to the above answers) theoretical underpinnings and literature references which support your recommendations/design. 2. Based on the training objectives: a. Develop and attach as appendices a series of 3 session plans. One of these will be fully fleshed out and will form the basis of your oral presentation. The content sections of the other two session plans will list in bullet point form only, the issues which will be addressed (without further development). Assessment Criteria: Marks will be allocated as follows: Particulars Full Marks Presentation: Neatness, layout, legibility, and readability 2 Aids & Materials: Slides, graphs, teaching and instructional materials 6 Content: All key issues of relevance covered 5 Analysis: Logical development of arguments, integration of various sections, skilful use of research materials, use of Charts/diagrams, interrelationship of ideas presented 10 Technical: Referencing, sources of information, synopsis and cover-page 3 Research: Evidence that the student has researched widely enough to have adequate information for the essay 3 Total Marks 30 Learning/Assessment Task 3: Oral Presentation Description: Students are required to do a 10 minute oral presentation. The presentation and range of topics/activities will be discussed with the tutor and undertaken during the tutorial sessions. This presentation should be supported by appropriate presentation tools (i.e. P/Point Presentation; OHPs, handout materials etc). Assessment Criteria: Marks will be allocated as outlined in the marking guide (below). Particulars Full marks Ability to convey a cogent argument, in a structured manner 3 Delivery: Volume, speed, variety of interaction, gestures 2 Content: Centred on required topic / role; covered key points 2 Analysis: Identification and understanding of key issues; explanation and application of theory / facts 3 Total marks 10

7 Course Outline (Undergraduate): HRM312/512/720 Training and Development Page 7 Learning/Assessment Task 4: Final Examination Description: The final examination will test the student s overall comprehension of the course. It will be of three hours duration and will consist of two parts. Part 1 will examine students knowledge of the theoretical and conceptual material covered in the course. Students will be required to provide short answers of no more than 100 words to five of the eight questions. Part 2 will examine students ability to apply their knowledge and analytical skills. Students will be required to write essays of at least 500 words each for two of the five essay topics. Assessment Criteria: Marks for this Learning / Assessment Task will be allocated on the basis of relevance and completeness of answer. The maximum marks for each question will be included in the exam paper. ANY ADDITIONAL ASSESSMENT REQUIREMENTS To achieve a pass in this course students must: 1. Complete all items of assessment; 2. Perform satisfactorily in all items of assessment; 3. Achieve at least a Pass level in the exam; 4. Achieve at least a Pass level overall; 5. Submit specified assessment items via Safe Assignment COURSE SCHEDULE Week Comm Teaching Week Content Focus of Week 19 Feb 1 Course Overview and Learning Principles 26 Feb 2 Approaches to Training Needs Analyses Learning/Teaching Activities Workbook Exercises Workbook Exercises 5 Mar 3 Instructional Design Principles Workbook Exercises 12 Mar 4 Program Design Workbook Exercises 19 Mar 5 Competency-Based Training and Training Packages Workbook Exercises 26 Mar 6 Approaches to Training I Workbook Exercises 2 Apr 7 Approaches to Training II Workbook Exercises Mid Semester Break 9 April 15 th April 16 Apr 8 Delivery Techniques Workbook Exercises 23 Apr 9 Assessment Techniques I Workbook Exercises 30 Apr 10 Assessment Techniques II Workbook Exercises 7 May 11 Program Evaluation Workbook Exercises 14 May 12 Program Re-design Workbook Exercises 21May 13 Revision Workbook Exercises 29 May 30 May Study Break 31 May 17 Jun Exams 18 Jun 15 July Inter Semester Break

8 Course Outline (Undergraduate): HRM312/512/720 Training and Development Page 8 PRESCRIBED TEXT(S) Blanchard, N.P. & Thacker, J Effective Training: Systems, Strategies and Practices, 3 rd edn, Prentice Hall, Upper Saddle River, N.J. RECOMMENDED READINGS Biech, E. 2004, Training for Dummies, Wiley Publishing Inc., New York. Burns, R., 2002, The Adult Learner at Work: A Comprehensive Guide to the Context, Psychology and Methods of Learning for the Workplace, Business and Professional Publishing, Sydney. Delahaye, B.L. 2000, Human Resource Development, John Wiley & Sons, Brisbane. Delahaye, B.L. & Smith, B.J How to be an Effective Trainer, John Wiley & Sons, Brisbane. DeSimone, R.L., Werner, J.M., & Harris, D.M. 2002, Human Resource Development, 3 rd edition, South- Western. Foley, G. 2000, Understanding Adult Education and Training, 2 nd edition, Allen & Unwin, Sydney. Foley, G. 2004, Dimensions of Adult Learning, Allen & Unwin, Sydney. Goldstein, I.L. & Ford, K. 2002, Training and Development in Organizations Needs Assessment, Development, and Evaluation, 4 th edition, Thomson / Wadsworth. Gordon, S.E Systematic Training Program Design, Prentice Hall, Englewood Cliffs, N.J. Hackett, P Training Practice, CIPD, London. Noe, R.A. 2002, Employee Training and Development, 2 nd edition, McGraw Hill, New York. Phillips, J.J. 1997, Handbook of Training Evaluation and Measurement Methods, Gulf Publishing Houston. Piskurich, G., Beckschi, P. & Hall, B The ASTD Handbook of Training Design and Delivery, McGraw- Hill, New York. Pont, T Developing Effective Training Skills, CIPD, London. Rainbird, H. 2000, Training in the Workplace, Macmillan, Basingstoke. Saks, A.M. & Haccoun, R.R Managing Performance Through Training and Development, 4 th edn, Nelson, Toronto. Simmonds, D Designing and Delivering Training, CIPD, London. Stewart, J., McGoldrick, J. & Watson, S. (eds), 2002 Understanding Human Resource Development, Routledge, London. Stibbard, J Training Games, Business and Professional Publishing, Chatswood. Tamblyn, D. & Weiss, S The Big Book of Humorous Training Games, McGraw Hill, New York. Tovey, M.D. & Lawlor, D.R Training in Australia, 2 nd edn, Pearson Education Australia, Frenchs Forest, NSW. Truelove, S Training in Practice, CIPD, London. Journals Asia-Pacific Journal of HRM Australian Training Review HR Monthly Human Resources Update Human Resource Management Training and Development Training and Development in Australia Electronic Sources Australian Institute of Training & Development Australian National Training Authority CCH Australia Ltd International Labour Organisation

9 Course Outline (Undergraduate): HRM312/512/720 Training and Development Page 9 ASSESSMENT CONDITIONS (Faculty of Business Undergraduate Standard) Faculty of Business guidelines and information relating to the administration of courses are located on the Student Intranet as follows: Student Assessment Items - Guidelines sment_items_guidelines.doc Faculty of Business Assessment Item Cover Sheet ment_item_cover_sheet.doc. Do not make up your own assessment item cover sheet. Variations to Assessment - Guidelines Assessment_Guidelines.doc Plagiarism Where specified in the Learning/Assessment Details, submit assessment items through Safe Assignment via Blackboard: Brief step-by-step instructions at: /usc/business/aa_safe_assignment/safe_assignment_instructions_for_bb.pdf Hard copies of the above guidelines and information are also available from the Faculty of Business Reception and Administration Office. Grade Levels Grades shall be awarded on the following basis: HIGH DISTINCTION where a student achieves an exceptionally high level of performance and / or competence plus the production of original work and demonstrated awareness of all significant elements of the course. DISTINCTION CREDIT PASS FAIL where a student achieves a high level of performance and / or competence plus the production of original work and demonstrated awareness of all significant elements of the course. where a student achieves a level of performance and / or competence substantially above the minimum requirements of the course. where a student achieves a level of performance and / or competence which satisfies the minimum requirements of the course. where a student has not satisfied the minimum requirements of the course.

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