Dynamics_of_Organisational_Change_Management_Trainer_Training_Motivating_Workers_Employee_Resourcing_Diversity_Management_Organisationa_Management_Managing_Individual_Perfor
mance_Advanced_Financial_Accounting_Training_Needs_Analysis_Key_Success_Factors_KSFs_Strategic_Planning_Business_Planning_and_Budgeting_Current_and_Recurrent_Issues_in_HRM
Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
# 010
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
For Whom This Programme is Designed
This Programme is Designed For:
 Human Resource Professionals;
 Human Resource Managers;
 Human Resource Specialists who need to expand their knowledge and expertise in
all aspects of human resources management;
 Executives;
 Directors;
 Managers who need current, specialized knowledge Supervisors;
 Experienced managers who are new to the HR field;
 Other mid-level managers pursuing a career change or promotion;
 Business consultants;
 MBA students;
 Those considering entering the field of Human Resource Management Early- to mid-
career professionals who need to manage the increasing complexity of interpersonal
or organizational dynamics in their jobs;
 Entrepreneurs who want to learn about human resource management;
 Small business owners who do not have in-house professional Human Resource
Management expertise.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
Programme Co-ordinator:
Prof. Dr. Crawford – Director HRODC Postgraduate Training Institute
 PhD (University of London),
 MEd. M. (University of Bath),
 Adv. Dip. Ed. (University of Bristol),
 PGCIS (Thames Valley University),
 ITC (UWI),
 Member of the Standing Council of Organisational Symbolism (MSCOS);
 Member of the Asian Academy of Management (MAAM);
 Member of the International Society of Gesture Studies (MISGS);
 Member of the Academy of Management (MAOM);
 LESAN;
 Professor, HRODC Postgraduate Training Institute;
 Visiting Professor, Polytechnic University of the Philippines (PUP)
Duration:
3 Months Intensive Full-Time or
6 Months Full-Time
Cost:
 £38,000.00 Per Delegate for UK Delivery
 £45,000.00 Per Delegate for Delivery outside the UK
Please Note:


V.A.T. (Government Tax) does not apply to Corporate Sponsored Individuals, taking Programmes or
Courses in any location - within or outside the UK.
It applies only to Individuals and Corporations based in the UK and to Non-UK Individual Residents
taking courses in the UK.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
Cost includes:

Free Continuous snacks throughout the Event Days;

Free Hot Lunch on Event Days;

Free City Tour;

Free Stationery;

Free On-site Internet Access;

Postgraduate Diploma in Human Resource Management; or

Certificate of Attendance and Participation – if unsuccessful on resit.
HRODC Postgraduate Training Institute’s Complimentary Products include:
1. HRODC Postgraduate Training Institute’s Leather Conference Folder;
2. HRODC Postgraduate Training Institute’s Leather Conference Ring Binder/
Writing Pad;
3. HRODC Postgraduate Training Institute’s Key Ring/ Chain;
4. HRODC Postgraduate Training Institute’s Leather Conference (Computer –
Phone) Bag – Black or Brown;
5. HRODC Postgraduate Training Institute’s 8GB USB Flash Memory Drive, with
Programme Material;
6. HRODC Postgraduate Training Institute’s Metal Pen;
7. HRODC Postgraduate Training Institute’s Polo Shirt, at Programme Start and
End.
**Please see product images, as a separate file - Complimentary Products For Students
and Delegates, from HRODC Postgraduate Training Institute.**
Location: Central London – UK and International Locations
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
Dates: Schedule attached or at:
Schedule - Part 1:
http://hrodc.com/HRODC_Seminar_Schedule_0607.International_Seminar_Schedule_UK_Seminars.htm
Click to book this course:
http://www.hrodc.com/Course_Booking_Form_London_Dubai_Kuala_Lumpur_Paris
_Johannesburg_Cairo_Jeddah_Abu_Dhabi_Kuwait_MBA_MSc_MA_Course.htm
Course Programme for Human Resource Management: A Practitioner’s Approach
Leading to Postgraduate Diploma in Human Resource Management
Module
Number
Pre-existing
Course #
1
001
2
003
3
004
4
005
5
006
6
7
8
032.B1
032.B6
037
9
056
10
131
11
147
Module Title
Dynamics of Organisational Change
Management
Trainer Training: Training for Trainers
Motivating Workers: Intrinsic and Extrinsic
Rewards
Employee Resourcing: Recruitment and
Selection
Diversity Management: A Value-Added
Inclusion
Organisation Management: An Introduction
Managing Individual Performance
Advanced Financial Accounting
Training Needs Analysis: Determining
Training Needs
Strategic Planning, Business Planning and
Budgeting for Organisational Effectiveness
Current and Recurrent Issues in Human
Resource Management (HRM)
Page #
Credit
Value
7
Single
11
Double
20
Single
23
Single
25
Single
29
33
36
Single
Single
Single
42
Single
47
Single
56
Single
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
Module 1
Dynamics of Organisational Change Management
This change management seminar seeks to empower corporate and operational managers,
and change agents, in particular, to manage the change process effectively.
 While I am aware of their general popularity, this is not just another change
management seminar. It is a change management seminar with major
differences, the first of which is the fact that the one on offer is research-driven.
 For example, the concept of 'change acceleration' is new, emerging out of Prof.
Dr. Crawford's empirical research. The 'Dynamics of Organisational Change
Management' is the first change management seminar in which 'change
acceleration' is discussed.
 Delegates of this change management seminar will, therefore, benefit from the
new knowledge and expertise that this seminar guarantees, improving their
value to their organisations, as they strive towards acquiring and, or,
maintaining their competitive advantage.
 They will benefit immensely from the expertise of Dr. Crawford, as a senior
academic, consultant and trainer.
 The delegate activities of the seminar are carefully designed to ensure that the
objectives of this change management seminar are achieved.
 They are based on sound principles of learning and development, taking
individual variants into account.
 These activities also address the levels of competence that delegates achieve,
and will be measured continuously throughout the seminar, with a view to
enhancing their improvement.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Demonstrate their awareness of the inevitability of organisational change;
 Demonstrate the need for a proactive stance in relation to Organisational
change;
 Demonstrate their ability to conduct an Internal environmental analysis—SW;
 Exhibit their ability to conduct an external environmental analysis—OT;
 Synthesize the relationship between Internal and external environmental
analyses—SWOT;
 Determine the factors, which contribute to workers’ resistance to change;
 Suggest the efforts, which an organisation might employ to reduce workers’
resistance to change;
 Demonstrate their awareness of change management and human resource
implications;
 Distinguish between change strategies and approaches to change ;
 Illustrate the advantages and disadvantages of each strategy;
 Manage latent and manifest resistance to change;
 Determine the situations when a particular approach might be appropriate;
 Determine the most effective ways of communicating change decisions to
workers;
 Illustrate the advantages and drawbacks of group involvement in decisions
related to change;
 Design measures, which will ensure change institutionalisation;
 Demonstrate leadership in the implementation of change, whilst avoiding whilst
avoiding Human and Organisational Casualties.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Defining and Exploring Organisational Change Context;
 Perspectives of Organisational Change;
 Organisational Change as Organisational Development;
 What Is Organisational Development?;
 OD and Organisational Effectiveness;
 Concerns of Organisational Development;
 Teams and Groups;
 Group: A Definition;
 Teams;
 Autonomous Team;
 Team Dynamics;
 Types Of Groups;
 Command Teams;
 Committees
 Task Force;
 Boards;
 Group/Team Formation:

Stage 1: Forming;

Stage 2: Storming;

Stage 3: Norming;

Stage 4: Performing;

Stage 5: Disbandment.
 Dysfunctional Behaviour;
 Group Building and Maintenance Roles;
 Organisational Climate;
 Organisational Culture;
 Open System of Communication;
 Resonation;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Strategic Operational Review;
 Change and Its Inevitability;
 Anticipating the Need for Change;
 Resistance to Change - Latent and Manifest;
 Change Management and Human Resources Implications;
 Internal and External Environmental Analysis—SWOT;
 Internal Environmental Analysis—SW;
 External Environmental Analysis—OT;
 PESTEL Analysis:

Political Context;

Economic Context;

Social Context;

Technological Context;

Environmental Context;

Legal Context.
 Change Planning and Implementation;
 Pertinent Factors Associated with Change Implementation;
 Approaches to Change: Their Merits and Demerits;
 The Big Bang Approach;
 The Incremental Approach;
 Strategies For Effecting Change;
 Influence Change Strategies: When They Should Be Used or Avoided;
 Control Change Strategies: When They Should Be Used or Avoided;
 Communicating Organisational Change (organizational change);
 Communication Media: Mass or Personalised Communication?;
 Mode and Channels of Communication;
 Getting the Message Right;
 Timing of Communication;
 Who Should Communicate What, When?;
 Use of Groups in Change Process;
 Managing Latent and Manifest Resistance to Change;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Effective, Overall, Change Leadership;
 Leading Change Implementation;
 Selecting the Appropriate Change Agent – Internal or External;
 Speed of Change;
 Change Acceleration: Averting Organisational (organizational) and Individual
Casualties;
 Change Acceleration Case Studies:

Hellshire University;

Dixie University;

Horatio Manufacturing Company.
 Change Tolerance and Individual Stress Levels;
 Managing the External Environment: Improving Perception and Instilling Confidence
 Stakeholders, Generally;
 Shareholders and Funding Agents;
 Customers and Clients;
 Potential Customers and Clients;
 Change Institutionalisation: Returning to Normality.
Module 2
Trainer Training: Training for Trainers
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Be conversant with the theories of learning and memory crucial to the development
and implementation of training programmes;
 Be aware of the taxonomy of educational objectives and translate these into
individual capability and achievements;
 Determine the most appropriate way to organise training and development courses;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Be able to equip a training room for maximum impact and effectiveness, within
organisational budget and other constraints;
 Design courses that account for individual training needs and learning curve;
 Design learning objectives, mindful of what can be realistically achieved - in terms of
the experience and motivation of delegates;
 Design learning experiences that will ensure that learning;
 Meet the objectives - taking account of relevant factors associated with established
principles of learning;
 Design appropriate delegate activities relevant to the stated learning objectives;
 Demonstrate their ability to prepare for and make effective oral presentations;
 Demonstrate their ability to conduct individual, team and organisational training
needs analysis;
 Use different internal sources of information to assess;
 Be equipped with the immediate and future training and development needs;
 Be capable of designing evaluation questionnaire for individual courses, training
programmes, and presenters;
 Determine when training intervention is necessary;
 Link organisational and subsystem business strategy to training and development
strategy;
 Position the training department within organisational corporate structure;
 Design appropriate in-course evaluation;
 Design appropriate assessments and assessment strategy of award-bearing
components of training programmes;
 Effectively structure training courses to incorporate formal presentations, delegate
activities and evaluation;
 Incorporate appropriate 'Ice-breaker' and 'Closure' activities that will enhance the
effectiveness of individual training courses;
 Demonstrate exceptional leadership in the management of the learning environment
 Effectively manage commissioning relationships; and
 Effectively manage a training department.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
M2 - Part 1: Education, Training and Development

Education Defined;
General Education;
Specialist Education and Special Education.

Training Defined;

Development Defined;

Behavioural Objectives:
Learner;
Participant or Delegate;
Examples of Specific Behavioural Objectives.

Education, Training and Development as Organization Development:
Organizational Development Defined
Emphasis and Concerns
Organisational Effectiveness Defined
M2 - Part 2: Learning Theory

Learning Defined;

Factors Affecting Learning:

Learning Curve:
Definition;
Factors affecting individual learning progress:

Aptitude, Treatment Intervention (ATI):
Aptitude Defined;
ATI Defined;
Views of ATI:
Universalist View;
Contingency View.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management

Reinforcement Theory;

Levels of Learning:
The Learning Hierarchy
Simple Recall;
Comprehension;
Application;
Problem Solving;
Synthesis.

Other Related Factors:
Kolb’s Model;
Learning Approaches;
Learning & work motivation.
M2 - Part 3: Learning & its Application to Organisations

Bases of Learning Theories;

Examples of Learning Theories;
Classical Conditioning;
Operant Conditioning;
Instrumental Conditioning;
Learning Reinforcement;
Memory Acquisition;
Retention of Memory;
Memory Retrieval;
Skill Acquisition;
Inductive Learning.

Historical Contributions to Learning Theories:
Herman Ebbinghaus (1850 -1909)
Memory;
Retention Curve;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
Negative Acceleration;
Learning Curve.
Ivan Petrovich Pavlov (1849 – 1938)
Classical Conditioning (US, UR, CS, CR);
Acquisition;
Conditioning Curve;
Extinction;
Spontaneous Recovery;
Temporal Ordering.
Edward Thorndike (1874 – 1949)
Instrumental Conditioning
Reinforcer;
Law of Effect;
Law of Exercise;
Principle of Belongingness.
Clark Hull (1884-1952)
Reaction Potential;
Habit Strength;
Drive;
Incentive Motivation;
Inhibition.
Edward Tolman (1886-1959)
Latent Learning;
Cognitive Map.
B. F. Skinner
Instrumental Conditioning or Operant Conditioning;
Free Operant;
Cumulative Response Record;
Scalloped Function.
Atkinson & Shiffrin
Short – Term Memory;
Rehearsal;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
Long – Term Memory.
M2 - Part 4: Role of Internal Trainer

Identification of Individual and Organisational Training Needs;

Plan Training & Development Programmes;

Establish Training & Development Objectives;

Organise and Deliver Training Programme;

Liaise with External Training Consultants & Training & Educational Organisations;

Evaluate Effectiveness of Training Programme;

Recommend External Programs;

Recommend &, or, Commission Training Consultancy;

Identify Potential Internal Training Facilitators;

Engage in Internal Training Facilitators;

Evaluate effectiveness of Internal and External Training Consultants;

Evaluate effectiveness of Specific Training Activities;

Prepare other Trainers;

Manage the Training Environment;

Motivate Delegates & Potential Delegates;

Provide Consultation Service to Managers & other Individuals;

Devise & or Influence Training Policy;

Interpret & Adhere to Training Policy;

Ensure that Training is Related to Immediate and Long Term Organisational
Strategy;

Monitor the Training Operation;

Ensure that Training Standards are Established, Enforced & Monitored;

Ensure that Associated Administrative Functions are Effective.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
M2 - Part 5: Training Interventions

Formal Training Interventions:
Attributes and Methods;
Out-door Adventure;
Computer-based Training;
Programmed Interactive Learning;
Distance Learning;
Job Rotation and Job Shadowing: Formal or Informal?;
Coaching;
Incidental Learning;
Trial and Error;
Informal Observation;
Modelling Informal Mentors.
Application and Disadvantages.
M2 - Part 6: Training Policy and Strategy

Training Policy Vs. Business Strategy;

Training Policy:
Matched with Specific Organisational Needs;
Response to Existing Organisational Ineffectiveness.

Linking Training Policy to Business Strategy:
The Element of Finite Resources;
Good Business Sense;
Enhancement of Organisational Objectives.
Other Arguments.

Education & Training for Personal Development:
Relation to Micro OD;
The Spin-off of Micro OD;
Policy: Aligned to Business Strategy;
Improved Effectiveness.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management

General Questions:
Contribution
to
Competitive
Advantage
or
Improved
Organisational
Functioning;
Training and Unemployment.
M2 - Part 7: Assessed Delegate Activity

Trainer Training Delegate Activity:
The Scenario;
The Application.
M2 - Part 8: Induction, Appraisal and Probation
 Induction:
Definition;
Importance;
Formal Training;
Commitment:
Moral;
Remunerative;
Calculative.
 Probationary Period:
Fixed Term;
Assessment;
Confirmation.
 Performance Appraisal:
Types of Performance Appraisal
Ranking Scales;
Force Ranking;
Paired Comparison;
Self Appraisal;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
Paired Comparison;
Self Appraisal;
Critical Incident;
Management by Objectives;
360 Degree Feedback.
M2 - Part 9: Learning Organisation: An Introduction

Learning Opportunity;

Circumvention of Formal Communication Channels;

Effective Technology – Based Communication System;

Effective Control System;

Component Supplier – Producer Collaboration;

Effective and Swift Environmental Response;

Flexible Reward System;

Effective Boundary Management;

General Organisational Development: Macro & Micro;

Efforts to Maintain & Improve Organisational Health.
M2 - Part 10: Organisational Learning & Learning Organisation

Organisational Learning & Learning Organisation: A Distinction;

Implicit Learning & Tacit Knowledge:
Characteristics of Implicit & Tacit Knowledge.

Organisational Learning:
Organisation as Individuals;
Benefits;
Learning from One to Many or Many to One;
Social Learning;
Self Adjustment.

Individual & Organisational Learning;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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
Learning Organisation:
Acknowledges;
Facilitates;
Exploits.
Module 3
Motivating Workers: Intrinsic and Extrinsic Rewards
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Demonstrate an understanding of the concept of motives and their value in
organisational and subsystem effectiveness;
 Distinguish between the different sets of motivation theories, notably content,
process and reinforcement;
 Demonstrate their ability to translate motivation theory into practice
 Evaluate the appropriateness of the application of particular theoretical aspects
of motivation to specific situations;
 Demonstrate their ability to formulate a comprehensive motivation strategy;
 Critically appraise existing motivation strategy within their organisations,
identifying and addressing gaps;
 Formulate a workable motivation strategy;
 Follow the common trends in the popular motivation theories;
 Demonstrate their appreciation of the need for a variance in intrinsic and extrinsic
values if motivation;
 Demonstrate how popular motivation theories have contributed to our
understanding of worker behaviour;
 Locate performance related pay, productivity bonuses and other remuneration
inducement within existing motivation theory;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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 Illustrate how the contingency approach to motivation might be applied to
different situations;
 Indicate the part that training and development play in worker motivation;
 Manage the process of motivation, taking account of socio cultural and economic
differences;
 Manage the motivation process, taking account of the differences in preferences
and expectation of workers;
 Apply the ‘equity’ theory to work situation from a ‘differentiation perspective’,
rather than an ‘equality perspective;’ and
 Demonstrate the need to balance the ‘individualist’ and ‘collectivist’ perspective
to motivation.

M3 - Part 1: Conceptual and Contextual Motivation Issues
 Directing or Leading: Setting The Stage;
 The Conceptual Bases of Motivation;
 Theoretical Bases of Motivation: An Overview;
 Distinguishing Between Knowledge and Skills;
 Competence and Performance: A Conceptual Exploration;
 Is there a Definitive Relationship between Competence and Motivation?.
M3 - Part 2: Motivation Theories and Their Protagonists (1)
 Content Theories and Some of Their Contributors;
 Maslow’s Hierarchy of Needs;
 Analysis of Maslow’s Claims;
 McClelland's Studies;
 Taylor: Money and Motivation;
 Motivator-Hygiene Factor: Herzberg’s Contribution.
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M3 - Part 3: Motivation Theories and Their Protagonists (2)
 Process Theories;
 Equity Theory;
 Goal-Setting Theory;
 Expectancy Theory;
 Equitable Reward Systems;
 Reinforcement Theories.
M3 - Part 4: Universalist and Contingency Approaches to Motivation
 Motivation and Contingency Theory;
 The Contingency Approach to Motivation;
 The Collectivist vs. the Individualist Perspective of Motivation;
 Common Trends in Motivation Theories;
 Intrinsic and Extrinsic Values of Motivation;
 Motivation and Worker Behaviour.
M3 - Part 5: Contextualising Motivation: Intrinsic and Extrinsic Values
 The Extent to Which Salary or Wages Inducement Motivate Workers;
 Performance Related Pay (PRP);
 Productivity Bonuses;
 Efficiency Gains;
 Profit Share;
 Social Differentiation in Motivation;
 Culture Differentiation in Motivation;
 Wealth as a Factor in Motivation;
 Class as an Issue in Motivation;
 Individual Expectation and Motivation;
 Individual Preferences as a Motivating Factor;
 Designing an Effective Motivation Strategy.
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Module 4
Employee Resourcing: Recruitment and Selection
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Exhibit an understanding of the desirability of a limited turnover of staff;
 Demonstrate their ability to determine the type of commitment that motivate
particular individuals to join an organisation;
 Have designed ways of stabilizing staff turnover/high turnover;
 Be aware of how personnel demand forecast (PDF) is conducted;
 Demonstrate their ability to conduct a human resource audit;
 Be aware of the non-conventional selection methods;
 Be able to conduct periodic and exit interviews;
 Demonstrate their ability to conduct job analysis;
 Design job description and personnel specification for particular roles;
 Weight a candidate assessment form, on the basis of job description and personnel
specification;
 Use candidate assessment form in short listing and interviews;
 Conduct individual and panel interviews;
 Be capable of arriving at objective decisions in personnel selection;
 Analyse education, training and development programmes;
 Design an effective induction package;
 Demonstrate an understanding of the legal bases of Employee Resourcing;
 Relate specific recruitment, selection, retention and exit issues to UK and European
legislation;
 Cite Specific legislation and related cases relevant particular job design issues;
 Suggest the constraints that specific UK Protective Legislation place on the
recruitment, selection and management of employees;
 Demonstrate their ability to lead a recruitment and Selection team; and
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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 Be able to manage recruitment and selection within a ‘resourcing context’.
 Staff Turnover and Negative and Positive Impact On the Organisation;
 Levels of Individual Commitment of Potential and New Recruits;
 Moral Commitment;
 Remunerative Commitment;
 Calculative Commitment;
 Recruitment and Selection as a Resourcing Activity;
 Training, Education, Development as Facilities for New Recruits;
 The Importance of Human Resource Forecasts;
 Methods of Forecasting Human Resource Needs of the Organisation;
 Strategic Operational Review’ (SOR) As Prerequisite For Human Resource
Forecasting;
 The Legal Bases of Recruitment and Selection;
 Job Design;
 Types of Job Design:

Mechanistic Job Design;

Biological Job Design;

Motivational Job Design;

Perceptual Job Design.
 Importance of Human Resource Audit;
 Conducting Human Resource Audit;
 Periodic and Exit Interviews;
 Systematic Recruitment and Selection Process;
 Conducting Job Analysis;
 Designing Job Description;
 Designing Personnel Specification;
 Market Targeting;
 Designing and Placing Advertisement;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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 Weighting and Using Candidate Assessment Form (CAF);
 Non-Conventional Personnel Selection;
 The Value of Staff Induction;
 Organising an Induction Programme;
 Running an Induction Programme;
 Short Listing Candidates;
 Conducting Selection Interviews;
 The Value of and Problems of E-Recruitment;
 The Different Types and Levels of E-Recruitment;
 Conducting Periodic Interviews;
 Conducting Exit Interviews.
Module 5
Diversity Management: A Value-Added Inclusion
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Distinguish between equal opportunities and diversity management;
 Demonstrate an understanding of the Equal Opportunities Legislation and its
implications for organisational operation;
 Demonstrate their awareness of the bases for racial, ethnic and gender
discrimination, focusing on the social identity perspective;
 Be able to determine the organisational benefits of organisational diversity, on the
bases of cost, resource acquisition, marketing, creativity & system flexibility;
 Be aware of vital diversity factoids, useful to their organisation’s effective operation;
 Be able to design a system by which organisational diversity will be managed;
 Have devised a managed approach to organisational culture;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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 Have devised a strategy for the creation of a bias-free human resource
management;
 Have devised ways to encourage a ‘gender friendly’ work environment - manifest in
a bias-free career & promotion system and reduction in work-family conflict;
 Demonstrate their understanding of ‘sentience’ as a basis for discrimination;
 Have devised a system by which gender, racial and ethnic heterogeneity are
promoted;
 Be aware of the de-moralising effect of ‘resonation’;
 Be able to recognise resonation, taking the necessary steps to avert or prevent its
reoccurrence;
 Demonstrate their ability to manage complaints and disciplinary systems in such a
way that all opportunities for discrimination are removed
 Demonstrate their ability to apply their knowledge of organisational diversity to
reducing the likelihood of ‘sentience’;
 Have applied their understanding of organisational diversity to promote a desirable
level of cohesiveness, reducing the likelihood of ‘groupthink’;
 Have demonstrated competence in ‘diversity counselling’;
 Have demonstrated expertise in ‘relationship management’;
 Have exhibited the ability to detect tendencies towards ‘sentience’ as a direct result
of diversity;
 Have demonstrated the ability to effectively manage in situations where sentience
exists, progressing towards its elimination;
 Have demonstrated their ability to formulate, implement and monitor an effective
diversity policy.
 Demonstrate exceptional leadership in the management of a diverse workforce.
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 The Concepts of Equal Opportunities and Diversity Management;
 Equal Opportunities in Employment and the British Legislation;
 Exploring Workforce Diversity;
 Cultural Diversity, Generally;
 Gender Diversity;
 Racial Diversity;
 Ethnic Diversity;
 Age Diversity;
 Perceptual and Mental Diversity;
 Physical Diversity;
 Sexuality Diversity;
 Sentience as a Basis for Racial, Ethnic and Gender Discrimination;
 Racial, Ethnic and Gender Discrimination: The Social Identity Perspective;
 Gender and Sex Discrimination;
 Age Discrimination (Ageism and Reverse Ageism);
 Disability Discrimination;
 Racial Discrimination;
 Discrimination as Social Identity;
 Understanding and Dealing with Sentience;
 The Effectiveness of the British Legislation in Protecting the Rights of the
Disadvantaged Groups;
 Gender Disparity in Organisations: An Analysis of the Status of Women in the
Workplace;
 Diversity Mismanagement and Its Consequence for Organisational Survival: Some
Case Examples;
 Beyond Equal Opportunities: Towards Diversity Management;
 Diversity Management and Effective Human Resource Utilization;
 Constitution of Committees and Task Forces;
 Gate Keeping: Avoiding ‘Resonation’;
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 Utilizing Marketing Intelligence;
 Activities Necessary for an Effective Management of Organisational Diversity:
Managing Organisational Culture;
 Ensuring Human Resource Management System Is Bias Free;
 Managing Diversity through Recruitment, Training, Education & Development;
 Managing Diversity in Appraisal, Compensation and Benefits;
 Promotion;
 Creating a Higher Career Involvement of Women: Eliminating Dual Career Routes;
 Managing Diversity through the Prevention of Subtle Sexual Harassment;
 Managing Racial, Ethnic and Gender Diversity through the Elimination of the
Opportunities for Discrimination That Are Created By the ‘Complaints System’;
 Reducing Work-Family Conflict;
 Promoting Heterogeneity in Race, Ethnicity, Nationality;
 Being Mindful of the Effect of Homogeneity on Cohesiveness and Groupthink;
 Effective Diversity Management and Organisational Success;
 Some Effective Diversity Initiatives;
 Mummy Tracks;
 Granny Crèche;
 Employment of Older People;
 Example of Organizations with Diversity-Enhanced Environments:

Wall Street Journal;

Lockheed Martin Aeronautics Company;

Clairol;

Quaker Oats;

IBM;

Ciba-Geigy;

Pacific Telesis;

Mercedes Benz;

Levi Strauss.
 Managing Cultural Differences: Promoting An Understanding Of Sensitivity
Towards Differences Existing Among Workers, e.g. in:
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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
Culture;

Gender;

Ethnicity;

Race;

Sexuality;

Age;

Disability.
 Taking Advantage of the Opportunities Which Diversity Provides;
 Organisational Diversity and the Issue of ‘Sentience’;
 Relationship Management;
 Diversity Management, Workforce Flexibility and Flexible Working Practices;
 Developing, Monitoring and Enforcing Equal Opportunities and Diversity Policies;
 The Adaptation of a Leadership Style That Is Conducive To an Effective Diversity
Management System.
Module 6
Organisation Management: An Introduction
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Distinguish between formal & social organisations;
 Distinguish between business and non-business organisations;
 List at least three characteristics of a formal organisation;
 List the key features of a collegia;
 Distinguish between power and authority;
 Distinguish between social and business objectives;
 Distinguish between internal and external accountability;
 State at least three agencies to which an organisation is accountable;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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 Demonstrate an awareness of the difference between managing in stable and
turbulent times;
 Be aware of the different elements, which constitute the role of a manager;
 Demonstrate a general understanding of how these fundamental elements of
management are performed;
 Demonstrate their ability to establish an effective co-ordinating mechanism;
 Have designed a ‘leadership strategy’, which has a high probability of greatly
enhancing worker motivation and improving their morale - factors crucial to
organisational success;
 Be able to influence their leadership style in such a way that they develop the
flexibility to manage their organisations and subsystems effectively, in stable and
turbulent times;
 Be aware of some key issues in designing effective organisations;
 Be aware of the importance of organisational design and communication
effectiveness;
 Be able to establish objectives, designing the mechanism for their accomplishment;
 Apply effective time management to competitive situations;
 Be aware of the importance of delegation in human resource & organisational
development;
 Be aware of the benefits of delegation to delegates;
 Have exhibited confidence in delegating;
 Be aware of the importance of communication in the process of delegation;
 Be able to determine the factors that delegates should ascertain before delegating
tasks; and
 Be better able to determine the support that delegates should give to their delegates
during their performance of the specified tasks.
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M6 - Part 1: Fundamentals of Organisational Analysis
 Introduction to Formal Organisations;
 Definition; Objectives – Social and Business;
 Tasks;
 Division of Work/Labour;
 Delegation;
 Responsibility;
 Accountability;
 Authority;
 Power;
 Roles;
 Informal Organisations;
 Case Study Analysis.
M6 - Part 2: The Functions of Management: An Introduction
 The Functions of Management;
 The Management Process: Its Universality;
 Planning: The Basis for the Emanation of Subsequent Functions;
 The Different Types and Levels of Planning;
 Planning As Objective Establishment;
 Planning As a Procedural Issue;
 Organising Process, People and Subsystems;
 Fundamental Issues in Designing Organisations;
 Management Implications for Tall and Flat Structures;
 An Introduction to Basic Organisational Forms:

Simple Structure;
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
Functional Structure;

Divisional Structure;

Matrix Structure.
 Organisational Design as a Function of Organisational Dynamics;
 Important Considerations in Organisational Design;
 Designing For Effective Product/Service Management;
 Designing For Communication Effectiveness;
 Designing For Effective Client/Customer Focus;
 Importance of Vertical and Horizontal Relationships;
 Directing or Leading;
 Directing or Leading? : A Question of Leadership Styles and Administrative
Strategies;
 Directing or Leading? : Managerial Control vs. Worker Autonomy;
 The Relationship between Leadership and Worker Motivation;
 Co-ordinating - Mintzberg’s Bases of Co-Ordination;
 Mutual Adjustment;
 Direct Supervision;
 Output;
 Standardisation of Input;
 Standardisation of Work Process;
 Managing Organisations in a Stable Environment;
 Managing Organisations in an Unstable Environment;
 Increased Leisure Time;
 Enhanced Job Satisfaction;
 Reduced Stress;
 More Opportunity to Switch Off After Hours;
 More Room for Forward Planning & Long-Term Solutions;
 Higher Creativity;
 Time Management Tips for Managers;
 Reducing Time Spent On Meetings;
 Meeting Management;
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 The Trading Game Scenario.
M6 - Part 3: Delegating for Organisational Effectiveness
 What is Delegation?;
 Advantages of Delegation to Delegates;
 What Might Be Delegated?;
 Benefits of Delegation to Delegates;
 Prerequisites for Effective Delegation;
 Support Necessary during Task Performance;
 Importance of Communication in Delegation;
 Importance of Power and Authority in Delegation;
 Problems of Ineffective Delegation.
Module 7
Managing Individual Performance
By the conclusion of the established learning activities, delegates will be able to:
 Locate performance management in an appropriate context;
 Discuss the factors that are associated with poor performance;
 Exhibit their ability to take appropriate measures to improve individual and team
performance;
 Establish and monitor targets;
 Determine the resources necessary to enhance individual and team performance
 Determine the appropriate extrinsic reward that might contribute to improve
performance;
 Develop a strategy manage poor performance;
 Locate performance appraisal within performance management structure;
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 Determine the objectives of performance appraisal;
 Illustrate the organisational individual and subsystems benefits of performance
appraisal;
 Explain at least three appraisals systems;
 Evaluate the effectiveness of individual appraisal systems;
 Conduct an appraisal interview;
 Implement a 360 degree appraisal programme;
 Customise, through a synthesis of existing systems, and an appropriate appraisal
scheme that takes account of their unique cultural setting;
 Address some of the short coming s of traditional appraisal systems;
 Demonstrate their ability to avert the halo and thorny effects in appraisal;
 Define reward in an employee relation context;
 Suggest the importance of reward management in organisation;
 Explain the bases of reward management;
 Explain the reward model;
 Provide an appraisal of a specific remuneration system;
 Determine the factors that negatively or positively affect remuneration systems;
 Formulate and evaluate a recommended remuneration package;
 Understand and formulate pay or remuneration structures;
 Determine the criteria that are used to evaluate remuneration structure; and
 Explain and evaluate the rationale for performance related pay.
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M7 - Part 1: Human Resource and Performance Management
 Managing Poor Performance;
 Managing Absence;
 Dealing with Harassment;
 The Effective Management of Retirement, Redundancy, Dismissal and Voluntary
Turnover;
 Evaluating the Mechanisms Available For Preventing or Alleviating Poor
Performance;
 Working From Corporate Mission and Strategy;
 Performance Targets;
 Tactical Performance Targets;
 Operational Performance Targets;
 Linking Performance Management with Operational Processes and Systems;
 Initiate Appropriate Reward Systems;
 Individual Development Plans;
 Performance and Reward Cycle.
M7 - Part 2: Staff Performance Appraisal
 Performance Appraisal: A Definition;
 Objectives of Performance Appraisal;
 Why Some Managers Are Afraid To Appraise;
 Performance and the Halo Effect;
 Performance Appraisal and the Thorny Effect;
 Organisational Benefits and Performance Appraisal;
 Individual Benefits of Performance Appraisal;
 Subsystem Benefits of Performance Appraisal;
 The Appraisal Cycle;
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 Systematising Performance Appraisal;
 Some Problems with Performance Appraisal;
 Punitive Aspects of Performance Appraisal;
 Some Popular Appraisal Systems;
 Graphic Rating Scales;
 Ranking;
 Paired Comparison;
 Self Appraisal;
 Critical Incident;
 Management by Objectives (MBO);
 360 Degree Appraisal;
 The Appraisal Setting.
M7 - Part 3: Reward Management: Developing an Effective and Equitable Career
Structure
 Employee Reward: A Definition;
 Defining Reward Management;
 The Basis of Reward Management;
 Reward Management Strategies: Provide Support for Corporate Values;
 Reward Management Derived From Business Strategy and Goals ;
 Reward Management and Its Links to Organisational Performance;
 Reward Management and the Driving Force for Individual Behaviour;
 Reward Management and Its Relationship to Leadership Styles;
 Reward Management and Competition;
 Reward Management and the Attraction to High Calibre Personnel;
 Encouraging Positive and Effective Organisational Culture;
 Culture and Organisational Values;
 Level and Type of Motivation Customer or Clients, Product or Service;
 Degree of Learning That Is Encouraged and General Identity;
 Remuneration Systems;
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 Factors Affecting Remuneration Systems:

Government’ Reduced or Increased Spending;

Increased or Decreased Labour Force Availability;

Increased Demand for Quality;

Organization’s Expansion, Contraction or Diversification Plans;

Increased Competition.
 Remuneration Packages, Including Salary and Welfare Benefits and Payments;
 Pay or Remuneration Structures;
 Pay Structures, Purpose, Criteria and Types;
 Performance Related Pay (PRP).
Module 8
Advanced Financial Accounting for Non-Accountants
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Determine the uses and purpose of accounting;
 Identify who are the users of accounting and financial information;
 Identify the different internal and external users;
 Explain some accounting language and terminology;
 Distinguish cash and profit;
 Explain the concept of accruals and monetary concepts;
 Understand the principle of profit and profitability;
 Draft accounting reports and statements;
 Determine the different parts of the balance sheet;
 Know the information contained in the balance sheet pertaining to the company;
 Specify the limitations of the conventional balance sheet;
 Define profit;
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 Be familiar with the different components of the profit and loss account;
 Ascertain the information contained in profit and loss account pertaining to the
company;
 Establish the links between the profit and loss account and balance sheet;
 Identify the components of cash flow statement;
 Prepare a cash flow statement for their company;
 Determine the importance of is cash flow;
 Be familiar with the structure of the cash flow statement;
 Establish the links between three accounting statements: the cash flow statement,
profit and loss account and balance sheet;
 Identify the key elements of published reports and accounts and explain each;
 Explain the following aspects of ratio analysis:

Profitability;

Efficiency and performance;

Liquidity;

Investment;

Cash flow;

The DuPont system.
 Differentiate cash from profit as a measure of performance, EBITDA;
 Learn how to predict business failure using the ALTMAN z-score;
 Identify the different sources of financial information;
 Determine the use of non-financial information together with financial information;
 Establish the cost/volume/profit (CVP) relationships;
 Learn how to perform break-even analysis;
 Identify the single and mixed products;
 Ascertain the impact of cost structure changes;
 Determine the limitations of CVP analysis;
 Enumerate the purposes of budgeting;
 Know the budget process, including activity based budgeting;
 Identify the possible uncertainty and risk in budgeting and planning;
 Explain the motivation and the behavioural aspects of budgeting;
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 Suggest solutions to some problems in budgeting;
 Define investment;
 Differentiate between investment appraisal criteria and investment decisions;
 Understand the time value of money;
 Define free cash flows and identify the inclusions thereof;
 Explain the concept of capital rationing and control of capital investment projects;
 Utilise the sensitivity analysis in decision-making to overcome risk and uncertainty;
 Learn about organisational and accounting control systems;
 Identify the standard costs of a company;
 Realise the value of standard costing as a management tool;
 Discover how variance analysis helps management understand the present costs
and control future costs;
 Determine the benefits of the organisation out of the flexed budgets;
 Enumerate the types of variances and give the reasons for their occurrence;
 Identify the different planning and operational variances;
 Enumerate the sources of finance;
 Define gearing;
 Calculate Weighted Average Cost of Capital (WACC) using the correct formula;
 Determine how cost of debt is measured;
 Ascertain the importance of equity capital;
 Perform risk analysis;
 Be familiar with the outline of strategic management accounting;
 Ascertain the importance of competitor information and strategic positioning towards
the success of an organisation;
 Learn how to develop competitive advantage;
 Establish the relationship between strategic accounting systems, and the balanced
scorecard; and
 Specify the new role for managers and accountants.
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M8 - Part 1: A Strategic View of the Business Environment
TThhee A
Accccoouunnttiinngg E
Ennvviirroonnm
meenntt
 The Uses and Purpose of Accounting;
 Users of Accounting and Financial Information;
 Various Groups of Stakeholders: Internal and External Users;
 Accounting Language and Terminology;
 Cash versus Profit, Accruals and Monetary Concepts;
 Profit and Profitability;
 Accounting Reports and Statements.
S
Sttaatteem
meenntt 11:: TThhee B
Baallaannccee S
Shheeeett –– TThhee FFiinnaanncciiaall P
Poossiittiioonn
 The Structure of the Balance Sheet;
 What Does The Balance Sheet Tell Us About The Company?;
 Limitations of the Conventional Balance Sheet.
S
Sttaatteem
meenntt 22:: TThhee P
Prrooffiitt A
Anndd LLoossss A
Accccoouunntt ((IInnccoom
mee S
Sttaatteem
meenntt)) –– FFiinnaanncciiaall
P
Peerrffoorrm
maannccee
 What Is Profit?;
 The Structure of the Profit and Loss Account;
 What Does The Profit And Loss Account Tell Us About The Company?;
 The Links between the Profit and Loss Account and Balance Sheet.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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M8 - Part 2: The Financial Statements and Financial Analysis
S
Sttaatteem
meenntt 33:: TThhee C
Caasshh FFlloow
wS
Sttaatteem
meenntt –– FFiinnaanncciiaall FFlloow
w
 Cash vs. Profit;
 What Is Included In The Cash Flow Statement?;
 Why Is Cash Flow So Important?;
 The Structure of the Cash Flow Statement;
 The Links between Three Accounting Statements: The Cash Flow Statement,
Profit and Loss;
 Account and Balance Sheet.
TThhee A
Annnnuuaall R
Reeppoorrtt aanndd FFiinnaanncciiaall A
Annaallyyssiiss
 The Key Elements of Published Reports and Accounts;
 Ratio Analysis: Profitability; Efficiency and Performance; Liquidity; Investment;
Cash Flow; the DuPont System;
 Cash vs. Profit as a Measure of Performance, EBITDA;
 Predicting Business Failure – The Altman Z-Score;
 Sources of Financial Information;
 The Use of Non-Financial Information Together With Financial Information.
M8 - Part 3: Budgeting and Short-term Planning
B
Brreeaakk--E
Evveenn A
Annaallyyssiiss:: C
Coosstt//V
Voolluum
mee//P
Prrooffiitt A
Annaallyyssiiss
 Cost/Volume/Profit (CVP) Relationships;
 Break-Even Analysis;
 Single And Mixed Products;
 The Impact of Cost Structure Changes;
 Limitations of CVP Analysis.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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B
Buuddggeettiinngg
 Purposes of Budgeting;
 The Budget Process, Including Activity Based Budgeting;
 Uncertainty and Risk – Worst and Best Outcomes;
 Motivation and the Behavioural Aspects of Budgeting;
 Problems in Budgeting.
M8 - Part 4: Budgetary Control, and Long-Term Planning DCF and Capital Investment
Appraisal
C
Caappiittaall IInnvveessttm
meenntt D
Deecciissiioonnss
 What Is An Investment?;
 Investment Appraisal Criteria and Investment Decisions;
 Time Value of Money;
 Free Cash Flows;
 Capital Rationing and Control of Capital Investment Projects;
 Risk and Uncertainty and Decision-Making – Sensitivity Analysis.
B
Buuddggeettaarryy C
Coonnttrrooll
 Organisational and Accounting Control Systems;
 Standard Costing;
 Flexed Budgets and Variance Analysis;
 Types of Variances and the Reasons They Occur;
 Planning and Operational Variances.
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M8 - Part 5: Financing the Business and Strategic Accounting
IInntteerrnnaall aanndd E
Exxtteerrnnaall S
Soouurrcceess ooff FFiinnaannccee
 Financing the Business:

Sources of Finance;

Gearing;

Weighted Average Cost of Capital (WACC);

Cost of Debt and Equity Capital;

Risk Analysis and CAPM.
 Strategic Accounting:

Outline of Strategic Management Accounting;

Competitor Information and Strategic Positioning;

Competitive Advantage;

Strategic Accounting Systems, and the Balanced Scorecard.
 New Role for Managers and Accountants.
Module 9
Training Needs Analysis: Determining Training Needs
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Be familiar with the underlying notions of organisational development and
establish how a successful training needs analysis can lead towards
organisational development;
 Describe training in the aspect of macro and micro organisational development;
 Identify the rationale for and definition of Training Needs Analysis (TNA);
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Demonstrate a heightened understanding of how organisational training needs
analysis, subsystem training needs analysis and individual training needs
analysis are conducted;
 Enumerate the approaches, methods and techniques of TNA and discuss each;
 Distinguish
among
education,
training
and
development
as
important
organisation investment;
 Determine the organisation’s opportunity costs in providing education, training
and development among its employees;
 Establish the efficiency gains derived by an organisation out of education,
training and development of its employees;
 Demonstrate their competence in the measurement of efficiency gains;
 Suggest ways on how to improve efficiency gains;
 Ascertain how return on investment can be achieved to justify the funding for the
employee’s training;
 Explain the underlying concept of Investors in People (IIP);
 Gather information and evidence from ‘Investors-in-People’;
 Calculate
Return
on
Investment
(ROI)
from
education,
training
and
development;
 Describe the organisational learning process as part of the training needs
analysis;
 Realise the importance of focus group in the learning process;
 Describe the key procedures and skills required to implement action learning;
 Know how an organisation can facilitate organisational development;
 Determine the training applications of experiential learning and learn how to
utilise effectively the powerful potential of learning from experience;
 Understand reflective practice as part of the training process;
 Develop the necessary skills through some collaborative learning opportunities;
 Know the different ways of developing a synergy in the learning process;
 Find out how learning to learn leads towards the improvement of an individual’s
ability to learn;
 Ascertain how lifelong learning mark a decisive turning point in the way that
people and organisations define and manage their learning;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Understand group processes and organisational change;
 Identify the sources of information for TNA and the factors which should be
taken into consideration when choosing which among the approaches will be
used;
 Demonstrate a heightened knowledge of how training needs might be devised
from Strategic Plans;
 Suggest how training needs might be derived from an examination of an
organisation’s Tactical Plans;
 Highlight the value of Operational Plans in the determination of departmental
training needs;
 Provided a practical guide with respect to the use of Strategic Operational
Review in determining organisational and departmental training needs;
 Demonstrate the use of Human Resource Plan in determination of individual
training needs;
 Elucidate the use of Management Succession Plans in the determination of
individual developmental needs;
 Explain the process and value of Human Resource Audit;
 Demonstrate a heightened understanding of Critical Incident Reports and their
value in training needs analysis;
 Practicalise the use of Individual Performance Appraisal Reports in the
individual and departmental training needs analysis;
 Demonstrate what Personnel Deployment Charts are an how the may be used
in the determination of departmental training needs;
 Work their way through Business Plans, determining the skills and expertise that
are needed to execute them, thereby identifying how they relate to current and
future roles, and the departmental and individual training gaps that exist;
 Demonstrate the relationship between Job Evaluation or Job Tasks and Role
Analysis and the determination of training gaps, in training needs analysis;
 Determine how Client or Customer Feedback can be used in determining gaps
that pre-exist in skills, knowledge and expertise;
 Explain the process of 360 Degrees Feedback, the data analysis process, and
the way in which the information that has been produced, might be used in
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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determining the know, skills and attitudes that need to be developed for the
individuals concerned;
 Explain how Supervisory Reports might best be used to determine the skills,
knowledge and attitude that an individual falls short of in his or her role
performance;
 Suggest how best Training Needs Analysis Questionnaires might be
constructed, analysed and used in determining knowledge, skills and attitude
gaps;
 Explain what Assessment Centres are and the way in which the information
from them might be used as a basis for determining individual competency
levels;
 Highlight the value of Training Needs Survey in training needs analysis;
 Determine how Task Competencies Analysis Report can be used in enhancing
the effectiveness of departmental and individual training needs analysis.
M9 - Part 1: Contextualising Training Needs Analysis
 Organisational Development in Context;
 Training an Macro Organisational Development;
 Training an Micro Organisational Development;
 Rationale for Training Needs Analysis (TNA);
 Training Needs as Gaps;
 Organisational Training Needs Analysis;
 Subsystem Training Needs Analysis;
 Individual Training Needs Analysis;
 Approaches to Training Needs Analysis;
 Methods of Training Needs Analysis.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
M9 - Part 2: Education, Training and Development as Investment
 Difference between Education, Training and Development;
 Education, Training and Development, and ‘Opportunity Cost’;
 Education, Training and Development for ‘Efficiency Gains’;
 Defining Efficiency Gains;
 Measuring Efficiency Gains;
 Improving Efficiency Gains;
 Training as Investment;
 Investors in People (IIP): The British Model;
 Evidence from ‘Investors-In-People’;
 Calculating Return on Investment (ROI) from Education, Training and
Development.
M9 - Part 3: Learning in Organisations and Organisational Learning
 The Organisational Learning Process;
 The Individual Learning Process;
 The Importance of Focus Groups in the Learning Process;
 The Action Learning in Organisational Learning;
 The
‘Learning
Organisation’
and
its
facilitation
of
Organisational
Development;
 Experiential Learning;
 Reflective Practice;
 Collaborative Learning;
 Synergy in the Learning Process;
 Learning to Learn;
 Life-Long Learning;
 Understanding Group Processes and Organisational Change.
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M9 - Part 4: Utilising Possible Sources of Information in Training Needs Analysis
(TNA)
 Strategic Plans;
 Tactical Plans;
 Operational Plans;
 Strategic Operational Review;
 Human Resource Plan;
 Succession Plan;
 Human Resource Audit;
 Critical Incident Reports;
 Individual Performance Appraisal Reports;
 Personnel Deployment Charts;
 Business Plans;
 Job Evaluation or Job Tasks and Role Analysis;
 Client or Customer Feedback;
 360 Degrees Feedback;
 Supervisory Reports;
 Critical Incident Report;
 Training Needs Analysis Questionnaires;
 Assessment Centres;
 Training Needs Survey;
 Task Competencies Analysis Report.
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Module 10
Strategic Planning, Business Planning and Budgeting for Organisational
Effectiveness
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Demonstrate an exceptional ability in planning;
 Define planning;
 Prepare a plan incorporating all the necessary requirements;
 Explain the concept of informal plan;
 Know the different purposes of planning;
 Classify plan;
 Identify the various contingency factors in planning to prepare their organisation
for any unforeseen or unexpected circumstances;
 Know the characteristics of planning;
 Discuss in proper order the steps in planning;
 Establish the relationship between planning and organisational control;
 Discuss the various components of operation management;
 Know the concept of, and prepare a tactical plan for their organisation;
 Draft a strategic plan for their organisation incorporating therein the key
components;
 Discuss the underlying concepts of Strategic planning;
 Use the different strategic planning tools in preparing their organisation’s
strategic plan;
 Illustrate the strategic planning process;
 Undertake tests to check the quality of their organisation’s strategic plan;
 Know the right period for doing strategic planning;
 Draft an operational or business plan for their organisation;
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 Differentiate between standing and single-use plan;
 Determine the issues involved in operational plan;
 Distinguish between strategic planning and operational/business planning;
 Distinguish between strategic planning and tactical planning;
 Adopt different strategies in drafting a plan;
 Explain and illustrate the planning cycle;
 Follow the steps in planning cycle;
 Realize the importance of setting objectives in the preparation of the plan;
 Draft a plan outline;
 Demonstrate an exceptional ability in budgeting;
 Realize how proper budgeting can help their management to keep in track with
the financial transaction and to manage the finance of their organisation for its
future growth and development by knowing the basic concept of budget and
budgeting;
 Know the two primary functions of budgeting;
 Identify the benefits of proper budgeting towards the success of their
organisation;
 Cite the classification of budgets and distinguish one from the other;
 Enumerate the different types of budget;
 Avoid common traps associated with budgeting;
 Develop ways to avoid damage caused by ineffective budgeting;
 Suggest ways on how to prevent budgeting overkill;
 Know the different strategies in making a good budget plan;
 Establish how proper budgeting and forecasting will lead in the preparation of a
good plan;
 Ascertain the relationship between budgeting and management for the proper
coordination of organisational activities;
 Prepare an efficient budget plan by knowing the principles and procedures for
successful budgeting;
 Specify the role of budgeting in the planning and communication process;
 Understand the nature and purpose of budgets for planning and control;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Ascertain how budgetary control helps in monitoring revenue and expense levels
in operating activities;
 Learn how variance analysis helps management to understand the present costs
and how to control the future costs;
 Know how the different responsibility centres promote effective financial control;
 Report a budget segment internally and externally
 Distinguish between fixed and flexed budget;
 Know the principles of a rolling budget;
 Explain the underlying concept of zero-based budgeting and its advantages and
disadvantages;
 Differentiate traditional-based budgeting and zero based budgeting;
 Give comments on the criticisms in zero-based budgeting;
 Determine how zero-based budgeting may assist in budgeting, planning and
control;
 Understand and explain the concept of Activity Based Budgeting (ABB);
 Appreciate the importance of ABB towards creating accurate forecast for the
organisation;
 Enumerate the financial and organisational benefits of ABB;
 Establish the relationship of ABB to operational planning and portfolio
management;
 Prepare a master budget for their organisation;
 Explain the underlying concept of paradigm-based budgeting, process-based
budgeting, priority-based budgeting and performance-based budgeting and
differentiate one form the other;
 Develop ways for innovative budgeting in credit crunch and economic recession;
 Analyse how behaviour influences forecasting cost and budget plan creation;
 Distinguish fixed, variable costs and mixed costs;
 Design an activity-based costing model in estimating the cost elements of the
organisation’s products or services;
 Know the different components of operating budget;
 Explain the concept of project and variable budget;
 Know the underlying concept of management by objectives;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Prepare/Draft an operating budget plan for the continued operation of their
organisation at current levels;
 Prepare/Draft a financial plan for the proper allocation of future income to various
types of expenses;
 Demonstrate understanding of distinction between personnel management and
human resource management;
 Indicate the significant aspects in development of human resource management
and personnel management;
 Demonstrate an appreciation of important of welfare in the development of
personnel management and human resource management;
 Relate the part played by Cadburys Rowntree in the development of personnel
management and human resource management;
 Manage the strategic role;
 Illustrate the difference between the Hard approach to HRM and Soft approach to
HRM;
 Suggest
the
importance
of
human
resource
planning
in
organisation
management;
 Illustrate the significance of effective human resource;
 Determine the links between corporate planning and human resource planning;
 Indicate how human resource planning can support business systems;
 Determine when there is a need to review an organization human resource
plans; and
 Determine the factors influencing human resource planning.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
M10 - Part 1: Key Issues in Planning
 Planning, Defined;
 Requirements of Planning;
 Planning Characteristics;
 Informal Plans;
 Purpose of Planning;
 Planning Misconceptions;
 Planning Variations:

According to Breath or Coverage;

According to Time Frame;

According to Specificity;

According to Frequency.
 Planning Contingency;
 Steps in Planning;
 Planning and Organisational Control;
 Planning in Operations Management:

Planning as the Link-Pin in Organisational Management;

Organising;

Directing;

Co-ordinating;

Controlling.
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M10 - Part 2: Types of Plan
 Pertinent Planning Concepts;
 Key Planning Components;
 Strategic Planning Process;
 Quality Tests for Strategic Plan;
 Timing Strategic Plans;
 Operational Plan as Business Plan:

Standing Plan;

Single-use Plan.
 Operational Planning Issues: Perfecting the Business Plan:

Operational, Production or Manufacturing Capabilities;

Cash flow Forecast;

Liquidity Ratio;

Facilities;

Inventory and Inventory Control;

Material Requirements Planning (MRP) VS Just-In-Time (JIT) Operation;

Distribution, 'Facilitation' and Relationship Management;

Maintenance or Service – Order Fulfilment and Client or Customer Service.
 Strategic Planning vs. Operational/Business Planning;
 Strategic Planning vs. Tactical Planning;
 Strategic Planning Tools:

SWOT Analysis;

Balanced Scorecard;

Scenario Planning;

PESTEL Analysis.
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M10 - Part 3: Planning Strategies, Cycle and Outline
 Planning Strategies;
 Planning as a Cyclical and Continuous Process:

Initiate;

Identify Aim;

Explore Options;

Selection of Best Options;

Details Planning;

Plan Evaluation;

Implementation;

Closure;

Feedback.
 Objectives Setting: The Foundation of Planning:

Real vs. Stated Objectives;

Traditional Objective Setting;

Means-Ends Chain.
 The Plan Outline:

Setting goals & objectives;

Determining steps to achieve goals;

Setting start & completion dates;

Assigning responsibility.
M10 - Part 4: Planning Strategies, Cycle and Outline
 The Basic Concept of Budget and Budgeting;
 Two Primary Functions of Budgeting;
 Benefits of Budgeting;
 Classification of Budgets;
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 Different Types of Budget;
 Methods in Assessing the Project;
 Typical Budgeting Traps;
 Damage from budgeting and how to avoid it;
 Budgeting Overkill;
 Budget and Strategy;
 Budgeting and Forecasting;
 Budgeting and Management;
 Principles and Procedures for Successful Budgeting;
 Budget Construction and Control;

Budgeting As Part of Planning Process and As A Communication Process;

Nature and Purpose of Budgets for Planning and Control;

Budgetary Control and Variance Analysis.
 Responsibility Centres:

Revenue Centres;

Expense or Cost Centres;

Profit Centres;

Investment Centres.
 Segment Reporting Internally and Externally.
M10 - Part 5: Different Approaches to Budgeting
 Fixed and Flexed Budget (static and flexible budget);
 Rolling Budget;
 Zero-based Budgeting:

Concept;

Traditional-based Budgeting vs. Zero Based Budgeting;

Criticisms;

How Zero-based Budgeting May Assist in Budgeting, Planning and Control?.
 Activity Based Budgeting (ABB):

Concepts;
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
Importance;

Financial Benefits;

Organisational Benefits;

Relationship to Operational Planning;

Relationship to Portfolio Management.
 Master Budget;
 Paradigm-based Budgeting;
 Process-based Budgeting;
 Priority-based Budgeting;
 Performance-based Budgeting;
 Innovative Budgeting in Credit Crunch and Economic Recession;
 Policy, Planning and Budgeting System (PPBS);
 Zero-Base Budgeting.
M10 - Part 6: Nature and Behaviour of Cost and the Budget Preparation Process
 Cost Behaviour;
 Fixed Costs;
 Variable Costs;
 Activity-based Costing;
 Operating Budget:

Project Budget;

Flexible (Variable Budget);

Management by Objectives.
 The Preparation of Operating and Financial Budget:

Organization for Budget Preparation;

Budget Timetable;

Setting Planning Guidelines;

Preparing the Sales Budget;

Initial Preparation of Other Budget Components;

Negotiation;
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
Coordination and Review;

Final Approval and Distribution;

Revisions.
Module 11
Current and Recurrent Issues in Human Resource Management (HRM)
By the conclusion of the specified learning and development activities, delegates will be
able to:
 Demonstrate their understanding of the importance of employee Resourcing in an
organisational context;
 Demonstrate their understanding of the different employee resourcing strategy;
 Demonstrate their understanding of the benefits and drawbacks of individual
employee Resourcing strategy;
 Draw a parallel between material and facilities Resourcing and people Resourcing,
from the standpoint of organisational effectiveness;
 Defend the strategic importance of employee Resourcing;
 Link employee Resourcing with business and organisational development;
 Devise an effective employee Resourcing strategy;
 Demonstrate understanding of different type and levels of organisational flexibility,
from an Industrial Relation or Employee Relations prospective;
 Suggest what Numerical Flexibility means;
 Indicate the benefits of functional flexibility of workers and managers;
 Indicate the relationship between Temporal Flexibility and Financial Flexibility;
 Decide what workers or managers are likely to gain from Geographical Flexibility;
 Demonstrate their understanding of an effective job design system;
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 Relate the factors to be taken into account to ensure that job design tribute to
organisational success;
 Illustrate the legal bases of job design;
 Distinguish between the different types of job design;
 Demonstrate an understanding of ergonomics in job design;
 Indicate the factors that contribute to fatigue and fatigue reduction;
 Create a match between individual capabilities and orientation, on the one hand, and
job design features, on the other;
 Distinguish between the different types of job design;
 Relate job design factors to the law;
 Demonstrate an understanding of ‘reasonable support;’
 Illustrate the ‘balance’ that might be made between candidate immediate suitability
and the possibility of Continuous Professional Development (CPD);
 Manage the entry process of new employees in the organisation;
 Illustrate the management succession chart; and
 Determine the impact of psychological contract in employee’s retention.
M11 - Part 1: The Strategic Significance of Employee Resourcing & Approaches to
Employee Resourcing
 The Role of Employee Resourcing In Contributing To Corporate Strategies and
Goals;
 The Role of Internal and Stakeholders in the Employee Resourcing Process;
 Managing the Potentially Conflicting Concerns of Stakeholders in Employee
Resourcing;
 Dealing With Stakeholders’ Values and Expectations;
 Traditional Approaches to Employee Resourcing;
 Emergent and Contingency Approaches To Employee Resourcing;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
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 The Role of Employee Resourcing In Business and Subsystem Strategy;
 The Role of Employee Resourcing In the Development of Organisational
Strategy;
 Organisational Strategy and Employee Resourcing Strategy Compatibility.
M11 - Part 2: Employee Flexibility and Workforce Flexibility
 Alternative patterns of work and the increase in the non-standard contracts:

The Different Forms of Worker Flexibility;

Elements of Workforce Flexibility;

Numerical Flexibility;

Functional Flexibility;

Temporal Flexibility;

Financial Flexibility;

Geographical Flexibility;

Hard and Soft HRM;

The Flexibility Debate;

The Concept of the ‘Flexible Firm’;

The Strategic Use of Flexible Workers;

Flexibility Strategies for Economic Development.
M11 - Part 3: Job Design, Recruitment and Selection: The Legal Parameter
 Effective Job Design;
 HRP and Job Design;
 Difference Approaches to Job Design;
 Mechanistic Job Design;
 Biological Job Design;
 Perceptual Job Design;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Motivational Job Design;
 Linking Job Design with Motivation Theory;
 The Recruitment Process and the Law;
 Job Analysis as a Basis for Effective Recruitment and Selection;
 Job Description;
 Personnel Specification and the Law;
 Measuring
the
Effectiveness
of
Recruitment
and
Selection:
Validating
Recruitment and Selection Methods;
 Recruitment Method Reliability;
 Monitoring Recruitment and Selection Policy;
 Recruitment and Selection and Continuous Professional Development (CPD).
M11 - Part 4: The Newcomer: A Strategic View
 Managing Entry into the Organisation:

Induction Programmes: A Strategic View;

Transmitting Corporate Values;

Enhancing the Probationary Experience;

Valuing and Exploiting Intellectual Capital: A Strategic Perspective;

Intellectual Property Rights: Intellectual Property Law;

Learning from Early Leavers;

Using Exit Interviews/ Questionnaires.
M11 - Part 5: Employee Retention: An Introduction to Talent Management
 Career Management: Career Theory, Career Development, Management and
Succession Planning:

Management Succession Charts;

The Psychological Contract and the Impact on Employee Retention.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
Synopsis of Diploma – Postgraduate, Postgraduate Diploma and
Postgraduate Degree Regulation
PPoossttggrraadduuaattee D
Diipplloom
maa aanndd D
Diipplloom
maa –– PPoossttggrraadduuaattee:: T
Thheeiirr D
Diissttiinnccttiioonn
aanndd A
Asssseessssm
meenntt R
Reeqquuiirreem
meenntt
Delegates studying courses of 5-9 days duration, equivalent to 30-54 Credit Hours (direct
lecturer contact), will, on successful assessment, lead to the Diploma – Postgraduate. This
represents a single credit at Postgraduate Level. While 6-day and 7-day courses also lead
to a Diploma – Postgraduate, they accumulate 36 and 42 Credit Hours, respectively.
Delegates and students who fail to gain the required level of pass, at Postgraduate Level
will receive a Certificate of Attendance and Participation. The Certificate of Attendance and
Participation will not count, for cumulative purpose, towards the Postgraduate Diploma.
Courses carry varying credit values; some being double credit, triple credit, quad credit and
5-credit, etc. These, therefore, accumulate to a Postgraduate Diploma. As is explained,
later, in this document, a Postgraduate Diploma is awarded to students and delegates who
have achieved the minimum of 360 Credit Hours, within the required level of attainment.
Credit Value and Credit Hours examples of Diploma – Postgraduate Courses are as
follows:
CCrreeddiitt VVaalluuee
CCrreeddiitt H
Hoouurrss
Single-Credit
30-36
Double-Credit
60-72
Triple-Credit
90-108
Quad-Credit
120-144
10-Credit (X36 Credit-Hours) to 12Credit (X30 Credit-Hours)
360
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
Other Credit Values are calculated proportionately.
Because of the intensive nature of our courses and programmes, assessment will largely
be in-course, adopting differing formats. These assessment formats include, but not limited
to, in-class tests, assignments, end of course examinations. Based on these assessments,
successful candidates will receive the Diploma – Postgraduate, or Postgraduate Diploma,
as appropriate.
In the case of Diploma – Postgraduate, a minimum of 70% overall pass is expected. In
order to receive the Award of Postgraduate Diploma, candidate must have accumulated at
least the required minimum ‘credit-hours’, with a pass (of 70% and above) in at least 70%
of the courses taken.
Delegates and students who fail to achieve the requirement for Postgraduate Diploma, or
Diploma - Postgraduate - will be given support for 2 re-submissions for each course. Those
delegates who fail to achieve the assessment requirement for the Postgraduate Diploma or
Diploma - Postgraduate - on 2 resubmissions, or those who elect not to receive them, will
be awarded the Certificate of Attendance and Participation.
D
Diipplloom
maa –– PPoossttggrraadduuaattee,, PPoossttggrraadduuaattee D
Diipplloom
maa aanndd
PPoossttggrraadduuaattee D
Deeggrreeee A
Apppplliiccaattiioonn R
Reeqquuiirreem
meennttss
Applicants for Diploma – Postgraduate, Postgraduate Diploma and Postgraduate Degrees
are required to submit the following documents:
 Completed Postgraduate Application Form, including a passport sized picture
affixed to the form;
 A copy of Issue and Photo (bio data) page of the applicant’s current valid
passport or copy of his or her Photo-embedded National Identity Card;
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Copies of credentials mentioned in the application form.
A
Addm
miissssiioonn aanndd EEnnrroollm
meenntt PPrroocceedduurree
 On receipt of all the above documents we will make an assessment of the
applicants’ suitability for the Programme for which they have applied;
 If they are accepted on their Programme of choice, they will be notified
accordingly and sent Admission Letters and Invoices;
 One week after the receipt of an applicant’s payment or official payment
notification, the relevant Programme Tutor will contact him or her, by e-mail or
telephone, welcoming him or her to HRODC Postgraduate Training Institute;
 Non-European Students will be sent immigration documentation, incorporating a
Visa Support Letter. This letter will bear the applicant’s photograph and passport
details;
 Applicants will be notified of the dates, location and venue of enrolment and
orientation;
 Non-UK students will be sent general information about ‘student life’ in the UK
and Accommodation details.
M
Mooddeess ooff SSttuuddyy ffoorr PPoossttggrraadduuaattee D
Diipplloom
maa CCoouurrsseess
There are three delivery formats for Postgraduate Diploma Courses, as follows:
1. Intensive Full-time Mode (3 months);
2. Full-time Mode (6 month);
3. Video-Enhanced On-Line Mode.
Whichever study mode is selected, the aggregate of 360 Credit Hours must be achieved.
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Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
CCuum
muullaattiivvee PPoossttggrraadduuaattee D
Diipplloom
maa CCoouurrsseess
All short courses can accumulate to the required number of hours, for the Postgraduate
Diploma, over a six-year period from the first registration and applies to both general and
specialist groupings. In this regard, it is important to note that short courses vary in length,
the minimum being 5 days (Diploma – Postgraduate) – equivalent to 30 Credit Hours,
representing one credit. Twelve 5-day short courses, representing twelve credits or the
equivalent of 360 Credit Hours are, therefore, required for the Award of Postgraduate
Diploma.
A six-day course (Diploma – Postgraduate) is, therefore, equivalent to 36 hours Credit
Hours, representing one credit. Therefore, ten short courses, of this duration, equates to
the required 360 Credit Hours, qualifying for the Award of Postgraduate Diploma. While
double-credit courses last between ten and fourteen days, triple-credit courses range from
fifteen to nineteen days. Similarly, quad-credit courses are from sixteen to nineteen days.
On this basis, the definitive calculation on the Award requirement is based on the number
of hours studied (aggregate credit-value), rather than merely the number of credits
achieved. This approach is particularly useful when a student or delegate studies a mixture
of courses of different credit-values.
For those delegates choosing the accumulative route, it is advisable that at least two
credits be attempted per year. This will ensure that the required number of credit hours for
the Postgraduate diploma is achieved within the six-year time frame.
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P
Prrooggrreessssiioonn ttoo P
Poossttggrraadduuaattee D
Deeggrreeee –– M
MA
A,, M
MB
BA
A,, M
MS
Scc
 On the successful completion of the Postgraduate Diploma, students may register
for the Masters Degree, after their successful completion of Course #7: Research
Project: Design, Conduct & Report.
 The students’’ Degree Registration Category will be dictated by the courses or
modules studied at Postgraduate Diploma Level. The categories relate to Master of
Business Administration (MBA); Master of Arts (MA) Master of Science (MSc);
Executive Master of Business Administration (Executive MBA).
S
Sppeecciiaalliissm
m aanndd D
Deeggrreeee A
Aw
waarrdd TTiittlleess
The title of the degree will be indicative of the specialism studied or its generalist nature,
as exemplified below:
 Master of Science - Advanced Oil and Gas Accounting: International Petroleum
Accounting (MSc Advanced Oil and Gas Accounting: International Petroleum
Accounting);
 Master of Science - Accounting and Finance (MSc Accounting and Finance);
 Master of Science - Real Estate Management (MSc Real Estate Management);
 Master of Science
- Tourism and International Relations (MSc Tourism and
International Relations);
 Master of Science
– Human Resource Training and Development Management
(MSc HR Training and Development Management);
 Master of Business Administration (MBA);
 Executive Master of Business Administration (Executive MBA);
 Master of Business Administration – Finance (MBA Finance);
 Master of Business Administration – Accounting (MBA Accounting);
 Master
of Arts - Human Resource Management (MA Human Resource
Management);
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Dynamics_of_Organisational_Change_Management_Trainer_Training_Motivating_Workers_Employee_Resourcing_Diversity_Management_Organisationa_Management_Managing_Individual_Perfor
mance_Advanced_Financial_Accounting_Training_Needs_Analysis_Key_Success_Factors_KSFs_Strategic_Planning_Business_Planning_and_Budgeting_Current_and_Recurrent_Issues_in_HRM
Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 Master of Arts - Information and Communication Management (MA Information and
Communication Management).
D
Diisssseerrttaattiioonn:: TTooppiiccss,, S
Suuppeerrvviissiioonn aanndd E
Exxaam
miinnaattiioonn
 The knowledge and skills gained from the research methods course will enable
students to formulate their research proposal.
 With the guidance of their research methods tutor, they will submit a Synopsis or
Research Proposal
 On the approval of their synopsis, their Masters Degree Registration will be
formalised and they will, in earnest, begin their dissertation research.
 Students’ choice of Dissertation area and topic must closely reflect their specialism
and expected Award Title;
 The Postgraduate Degree Award Board, which will convene twice during each
Academic Year, will determine whether the rules have been complied with, in this
regard, and will, where necessary, change a registered Award Title, to reflect the
reality of a programme choice;
 The length of the Dissertation will be between 15,000 and 20,000 words. Higher or
lower limits will be accepted through special dispensation only, tabled through their
Dissertation Supervisors;
 Students will each be assigned one Main Dissertation Supervisor, for formal tuition,
and a Dissertation Mentor, who will provide them with informal advice, in conjunction
with their Main Dissertation Supervisor;
 Each Dissertation Mentor will also mediate the relationship between the Student and
his or her Dissertation Supervisor;
 Students’ Viva Voce, or Oral, Examination will be conducted within 3 months of the
submission of their Dissertation;
 The Dissertation Examination will be conducted by an External and an Internal
Examiner;
Page 67 of 68
Dynamics_of_Organisational_Change_Management_Trainer_Training_Motivating_Workers_Employee_Resourcing_Diversity_Management_Organisationa_Management_Managing_Individual_Perfor
mance_Advanced_Financial_Accounting_Training_Needs_Analysis_Key_Success_Factors_KSFs_Strategic_Planning_Business_Planning_and_Budgeting_Current_and_Recurrent_Issues_in_HRM
Human Resource Management: A Practitioner’s Approach – Leading to Postgraduate Diploma in Human Resource
Management, Progressing to MA Human Resource Management
 The External Examiner will be drawn from a recognized University and will be an
Academic in the Discipline being examined, who is not otherwise associated with
HRODC Postgraduate Training Institute;
 The Internal Supervisor will be an HRODC Postgraduate Training Institute’s tutor,
who is neither
the Students’ main Dissertation Supervisor or their Dissertation
Mentor;
 The submission date of a Masters Dissertation is expected to be within 12 calendar
months of a candidate’s initial registration for the Degree but can be extended, on
application, to a period not exceeding 24 months;
 In the event that Students are not successful on their first attempt, they will be given
the opportunity to make minor amendments to, or revise, their Dissertation, with the
guidance of their Dissertation Supervisors.
 The maximum total submission and resubmission period should not exceed 36
calendar months from the date of first registration for a particular Masters Degree;
 Additional details and general aspects of these regulations are contained in the
document: Masters Degree - Dissertation Guidelines.
Terms and Conditions
HRODC Policy Terms and Conditions are Available for viewing at:
http://www.hrodc.com/COSTS.htm
Or Downloaded, at:
http://www.hrodc.com/Brochure_Download_Centre.Company_Brochures_Seminar_Brochu
res_Seminar_Schedule.htm
The submission of our application form or otherwise registration by of the submission of a
course booking form or e-mail booking request is an attestation of the candidate’s
subscription to our Policy Terms and Conditions, which are legally binding.
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