MODULE SPECIFICATION FORM
Module Title:
Human Resource Development
Module code:
BUS743
Existing/New:
Semester(s) in which to
be offered:
New
Originating Subject:
Module duration
(contact hours/
directed/directed
private study:
Level:
M
Credit Value:
1&2
With effect
from:
20
Sept 2010
Title of module being
replaced (if any):
Business / HRM
75/125
Module
Leader:
Status: core/option/elective
(identify programme where
appropriate):
Christopher Burgess
Core
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Programme(s) in which to be
offered:
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
MA HRM, , PG Dip HRM
Module Aims:
This module will develop a critical understanding of the potential and limitations of the
contribution of learning and talent development policies and strategies to formulating and
achieving objectives at national, organisational, group and individual levels.
Requiring learners to reflect critically on theory and practice from an ethical and professional
standpoint, exploring the implications for professional practice, and providing opportunities for
applied learning and continuous professional development.
To ensure adherence to the CIPD standards the content and assessment of this module, as
with the other modules on the postgraduate diploma stage, incorporates the learning
outcomes and content of the ‘Investigating a business issue from a human resources
perspective’ (CIPD standard module). Therefore the content and assessment of the module
reflect these needs and this is shown in both the learning outcomes and the Research
report assessment that straddles the three modules at this level.
Expected Learning Outcomes
Knowledge and Understanding
At the end of this module, students should be able to critically analyse and evaluate:
1. The processes and range of learning and talent development strategies, policies, and
methods for achieving future organisational effectiveness with reference to relevant
contextual factors.
2. Initiation, development ,and implementation of learning strategies, by building
relationships with key internal and external partners and stakeholders to diagnose and
manage learning and talent development.
3. The role of equality of opportunity and diversity in learning and talent development
and the promotion of continuous personal and professional development.
4. A range of philosophies, approaches and strategies for undertaking empirical
research ,distinguishing the validity of a methodology for a specific investigation.
Generate, compile, interpret and evaluate data in a comprehensible manner.
Transferable/Key Skills and other attributes:
1. Think critically and creatively: analysing, synthesising and critically appraising current
and predicted changes in the external environment as they relate to attitudinal,
behavioural, and skill requirements of employees. Students will be enabled to
formulate innovative learning solutions to the learning requirements of one of
employees in an organisational context.
2. The ability to conduct research into business and management issues. Students will
learn the skills of researching the learning needs of organisations by taking account of
the needs and aspirations of employees and other stakeholders.
3. Effective two-way communication. Students will learn, through practical simulations of
training activities, the importance of dialogue with trainees, and building relationships
with them to develop their learning and performance.
4. Effective performance within team environments. Students will learn through practice
the importance of team learning, and how motivation and learning can be influenced
and accelerated by students’ peers
5. Leadership and performance management. Students will learn from simulations the
vital importance of well led training programmes, and how learning can contribute to
improved performance.
This module maps against the CIPD modules 7LTD Learning and Talent Development and
7IBI Investigating a Business Issue from a Human Resources Perspective
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
Assessment 1 will be a report providing a critique of how an organisation develops its
learning and talent development approaches to encompass all stakeholders interests,
equality of opportunity and diversity and the opportunity for continuous personal and
professional development.
Assessment 2 is a research report on an agreed business issue from a HR perspective. The
report will be compiled to meet a mix of learning outcomes across the employee reward
management, managing employee relations and human resource development modules.
The report will have a maximum word count of 7,000. In addition to the other assessment
associated with the individual modules, the report will require to be completed successfully in
its entirety in order for the student to receive credit for each of the three modules.
Assessment
Learning
Outcomes
to be met
Type of assessment
Weighting
Duration
(if exam)
Word count
or equivalent
if appropriate
1
1,2,3
Report
100%
3,000
2
4
Research report
Pass/refer
7,000
Learning and Teaching Strategies:
The teaching and learning strategy supports the concept of trying to develop thinking
performers, who can manage their own learning needs. The nature of the module, aimed at
studying human resource development theory and practice, lends its self to take a learner
centred approach to cover the learning aims. The range of teaching practices deployed would
include, lectures, presentations, case studies, were the expectation would be that these
would facilitate the students knowledge and awareness while discussions, seminars
presentations, feedback and coaching will support the formative and summative learning
outcomes and skills.
The emphasis will be on shaping professionals who are not only able to perform effectively in
their present roles; but who have developed the skills, insight and confidence to develop and
learn the role and practices of HRD to utilise in future roles. This will be attempted by
supporting the formal inputs with by the tutor with class discussions and the use of learning
sets to allow the students to develop alternatives and solutions to problems that exist in their
organisations.
To support the learner centred focus on enhancing knowledge, analytical skills, business
awareness and interpersonal and collaborative abilities students will be provided with guided
reading, lists of appropriate web based research and information accessible from the vle.
Throughout they will be encouraged to take a collaborative approach to learning with peers
from a wide range of backgrounds to enable them to benefit from their varied perspectives as
well as being able to direct their own learning and development strategies
Syllabus outline:
1. The formulation and implementation of processes of learning and talent development
2.
3.
4.
5.
6.
strategies for defining and achieving current and future effectiveness at national,
organisational, group and individual levels. The notions of strategy, strategy
formulation and the strategy process and their application to learning and talent
development. The notions of strategic and critical HRD and their connections with
learning and talent development. The context of learning and talent development,
and their application to key employee groups. The nature and content of national and
organisational policies and strategies for learning and talent development.
The range of learning and talent development strategies, policies and methods with
reference to relevant contextual factors. The contextual historical, economic, social,
cultural, sector and organisational factors that influence the policy and practice in
learning and talent development. The positioning and contribution of corporate
learning and talent development in relation to future aspirations, and policy
formulation and content. The criteria for the selection and adoption of strategies and
methods including analytical tools, examples of common policies, a range of formal
and informal learning and talent development interventions and methods.
The initiation, development and implementation of learning and talent development
strategies, interventions and activities. A range of formal and informal learning and
talent development interventions and methods, and the application of a range of
learning theories. The design of learning and talent development plans and
programmes, including business plans and cases, and the allocation management of
resources. Budget planning and control, and the selection and management of third
party suppliers
Working effectively and collaboratively with key internal and external partners and
stakeholders to diagnose and manage learning and development responses to
problems and issues and ensure currency of role and contribution to agreed
responses. The influence of the politics of learning upon its policy and practice.
Understanding a range of stakeholder theories including models of stakeholder
analysis. Models of partnership working, diagnostic tools including problem
formulation and analysis. Notions of social, organisational and professional roles, and
the nature of performance measurement. The criteria for the selection and design of
learning and development solutions. The coverage of sources of power, interest
groups, coalitions and alliances in terms of influencing the decision makers
concerning learning and development strategies
Ethics, equality of opportunity and diversity in learning and talent development and to
continuous personal and professional development. Definitions and understandings of
ethics including their philosophical basis. The similarities and differences of notions of
equality and diversity. Notions of professionalism and professional practice, and the
implications for learning and talent development. Rationales for and the processes of
CPD and a range of the CIPD methods.
Relative merits of different research methods and their relevance in different contexts.
Systematic analysis of quantitative and qualitative information and presentation of
results in clear and consistent format
Bibliography
(please submit in Harvard referencing format)
Essential reading:
1. HARRISON, R. (2009) Learning and development. 5th ed. London: Chartered Institute of
Personnel and Development.
2. TANSLEY, C., TURNER, P. and FOSTER, C. (2007) Talent: strategy, management,
measurement. Research into practice. London: Chartered Institute of Personnel and
Development.
Other indicative reading:
1. GIBB, S. (2007) Human resource development: processes, practices and perspectives.
2nd ed. Basingstoke: Palgrave Macmillan.
2. HILL, R. and STEWART, J. (eds). (2007) Management development: perspectives from
research and practice. London: Routledge.
3. SMITH, P.J. and SADLER-SMITH, E. (2006) Learning in organizations: complexities and
diversities. London: Routledge.
Journals
1. Advances in Developing Human Resources
2. Human Resource Development International
Human Resource Development Quarterly
3. Human Resource Development Review
International Journal of Training and Development
Journal of European Industrial Training
Websites
1. www.ahrd.org
2. www.cipd.co.uk
www.lsc.gov.uk