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  • 1. 2012MGT HR Training and Development 044/02/MGT Semester 2, 2002 FACULTY OF COMMERCE AND MANAGEMENT SCHOOL OF MANAGEMENT COURSE OUTLINE - SEMESTER 2, 2002 2012MGT: HR TRAINING AND DEVELOPMENT COURSE CODE: 2012MGT COURSE TITLE: HR Training and Development PROGRAMS: Bachelor of Commerce STATUS OF COURSE: Elective, HRM Major CREDIT POINT VALUE: 10CP SEMESTER(S) OFFERED: Two RELATED COURSES Prerequisites: 1016MGT Business Communication or an equivalent course. However, students may study Business Communication and HR Training and Development concurrently. Co-Requisites: Nil Prior Assumed: Nil Incompatibles: FF13H60, FF12H40, OBH3004, MGT3014 Group Facilitation and Training. CROSS REGISTRATION STATUS: Unrestricted TIMETABLING INFORMATION*: This course is normally offered Night in even years and Day in odd years *This timetabling information may be subject to change STAFFING Course Convenor: Arthur Poropat Ph: (07) 3875 7757 Room: N 50 (Business Building) 0.12 Email: Arthur.poropat@mailbox.gu.edu.au Other Members of Teaching Team: TBA 1
  • 2. 2012MGT HR Training and Development 044/02/MGT Semester 2, 2002 BRIEF DESCRIPTION OF COURSE: This course develops theoretical understandings and practical skills in training and development processes. It covers group facilitation and training, adult learning theories and principles, and individual and organisational development. The course focus is on the critical issues of training and skills development faced by today's organisations as they strive to meet the changing needs of their competitive environments. OBJECTIVES OF COURSE: Training and development is a core activity of the human resource function. The effectiveness of employees and organisations is to a large extent dependent upon having well-targeted and high quality training. This becomes more important as job requirements change, requiring an upgrading of knowledge and skills for large numbers of the workforce. The technologies of providing this training are relatively complex, and extensive. This course will provide initial learning in this important human resource activity. While both individual and group methods of training will be addressed in the course, the focus will be on the latter. This is because a large amount of training uses group methods. Further, there is a trend towards increased use of work teams within organisations, and these are now an important locus for workplace- based learning. Group facilitation skills are a key element of these approaches to training and learning. These skills are also useful in other areas of organisational functioning, such as in self-managing work teams, and processes in organisational learning. The central questions to be addressed in this course are: a) What are the major theories relating to adult learning, training and group processes? b) What are the processes which assist and hinder the effectiveness of training? c) Which training methods and processes that lead to effective training? This course is a link between two courses already in place, Business Communication and Organisational Change and Development. It also builds on the course Organisational Process which has a component which focuses on learning processes. Business Communication teaches the theories and skills of one to one interaction within an organisational setting, many of which will be built upon in this course. Organisational Change and Development addresses issues and teaches skills related to intervening in organisations, often through training and development activities. The Karpin Report (Karpin, 1995) identified development of management skills in group facilitation and training as important factors that need to be addressed to ensure the future economic growth in Australia. As a consequence of this and because of ongoing pressures of globalisation and restructuring, staff training and development is currently undergoing rapid growth in Australia. It is often group-based, and is increasingly flexible and modularised around both generic and specific knowledge, skills and competencies. An emphasis on work teams that take responsibility for their own learning in contemporary organisations also requires a new synthesis of group facilitation and training skills in workplace-based learning. A course of this nature therefore provides an ideal bridge between Business Communication and Organisational Change and Development in a way that addresses national skills requirements. 2
  • 3. 2012MGT HR Training and Development 044/02/MGT Semester 2, 2002 CONTENT: The course content encompasses key elements of the theory and practice of training in contemporary workplaces. A particular emphasis is the use of group facilitation skills in the design and delivery of training, including workplace-based learning. The following topics will be covered: • The role of training and development in Australian organisations. Topics will include: The Australian Training Agenda; Competency-Based-Training; cost-effectiveness of training and development activities. • Models of training and development. Topics will include: Kolb’s learning cycle; adult learning, traditional learning models, facilitation models (content, process and meta-process models), role of facilitation and training in the workplace; workplace-based learning; and facilitation and training within the learning organisation. • Management of training groups. Topics will include training needs analysis; goal/agenda setting; competency-based training and transfer of training. • Learning processes. Topics will include retention; transfer and generalisation of learning; demonstration; instruction; practice; feedback; and coaching, counselling, and mentoring. • Training methods. Topics will include lectures, active/experiential methods, problem-based learning, skills development, cognitive learning. • Outsourcing, consulting and tendering in respect of training. • Evaluation of training. ORGANISATION and TEACHING METHODS OF COURSE: ASSESSMENT The assessment is designed to both bench-mark progress and to enhance the learning process. Type % Length Due date Reflective Learning Journal 25 1,500 words Week 6 (individual assignment) Training Workshop Presentation as a 20 45 minute team Week 10/11/12 member of a Training Team, including presentation Critique and Re-design (group assignment) First workshop critique 10 500 words One week after presentation (individual assignment) Second workshop critique 10 500 words One week after presentation (individual assignment) Individual presentation review and redesign 35 2,000 word COB (including revised session plan) Friday Week 14 (individual assignment) 3
  • 4. 2012MGT HR Training and Development 044/02/MGT Semester 2, 2002 ASSESSMENT RATIONALE Assessment in this course is designed to reflect the process of learning described by Kolb (1984) and others, namely the learning cycle of reflection, conceptualisation, planning, and experience. Reflective Learning Journal The Reflective Learning Journal will allow students the opportunity to develop their understanding of the training and learning process from a personal perspective. Students will be required to identify a significant incident of personal learning which is relevant to the course. Incidents which occur during information presentations or workshops are particularly apt. In analysing this incident the students will need to apply concepts and theories from the course, text book and other sources in order to develop their understanding of the learning process. Training Workshop Presentation Students will present a training workshop relevant to the needs of the student group during tutorial workshop times. This presentation allows students to apply their understanding of the principles of training and development to a practical activity. The workshops will be assessed on the extent to which they coherently reflect all aspects of training and development from needs analysis through to evaluation. Workshop Critiques The workshop critiques serve a dual function. Firstly, by critiquing the presentations of others students will develop their skills in recognising effective application of training and development principles. Secondly students will receive additional feedback on their performance in the Training Workshop Presentations, in addition to the feedback they receive directly from their teachers. Individual Presentation Review and Redesign The final aspect of the assessment requires students to integrate all of their learnings from the previous assessment activities. In reviewing their performance students apply and extend the feedback they have received, and by redesigning the workshop they have the opportunity to complete the learning cycle, and demonstrating what new insights they have gained. TEXT BOOKS AND SUPPORTING MATERIALS Prescribed Text Smith, A. (1998). Training and Development in Australia. Chatswood, NSW: Butterworths. Recommended Reading Buckley, R. and Caple, J. (1990) The theory and practice of training, London: Kogan Page. Camp, R.R., Blanchard, P.N. and Huszczo, G.E. (1986), Toward a more organizationally effective training strategy and practice. New Jersey: Prentice-Hall. Delahaye, B. and Smith, B. (1998) How to be an Effective Trainer: Skills for Managers and New Trainers. Wiley: New York. Dick, B. (1984), Helping groups to be effective, Interchange: Chapel Hill, Brisbane. Dick, B. (1990), Design for learning, Interchange: Chapel Hill Etington, J. (1996) The Winning Trainer: Winning Ways to Involve People in Learning, 3rd edition. Houston: Gulf. 4
  • 5. 2012MGT HR Training and Development 044/02/MGT Semester 2, 2002 Johnson, D., & Johnson, F. (1997), Joining together, Boston: Allyn & Bacon. Karpin, D. (1995) Enterprising Nation: Renewing Australia’s Managers to Meet Challenges of the Asia-Pacific Century, Report of the Industry Taskforce on Leadership and Management Skills. AGPS: Canberra. Malouf, D. (1994), How to Teach Adults in a Fun and Exciting Way, Warriewood, B&PP Raelin, J. (2000) Work-Based Learning: The New Frontier of Management development. Prentice Hall: New Jersey. Tovey, M. (1997) Training in Australia. Sydney: Prentice Hall. Tyson, T. (1998) Working with Groups. MacMillan Education Australia Pty Ltd: South Yarra. 5
  • 6. 2012MGT HR Training and Development 044/02/MGT Semester 2, 2002 ADMINISTRATION: Course Evaluation This course will be evaluated through surveys run by the School in accordance with University and Faculty policy. Submission Of Assignments All the written assignments should be typed and submitted only through the Off-Campus and Assignment Handling Service (previously known as Griffith Flexible Learning Services or GFLS) at the Nathan Campus (located near to the Enternet Café). Please ensure that your assignment is submitted well before the close of business hours on the due date. Any other method of submission (including email, mailbox of staff etc) will not be accepted. This rule would apply even for early or late submissions. All students must keep a copy of their assignment until it is marked and returned to them. Late Penalties & Extensions Requests for an extension of time for submission of an assessment item must be lodged before the due date for the assessment item. Requests received on or after the due date will only be considered in exceptional circumstances. Extension requests must be made in writing to the Course Convenor, and be accompanied by appropriate supporting documentation. Extensions will only be given on medical grounds (a medical certificate is required) or extreme personal emergencies. Extensions will not be given on the basis of work or other commitments. All extensions must be requested in writing to the Convenor and received prior to the date the assessment is due. Work that is submitted after other students’ assignments have been assessed and returned to them will not be accorded a mark. Written assignments submitted late will incur penalties deducted at the rate determined by the faculty of Commerce and Management: 10% each day for the first 3 days, 100% for 4 days late. Each weekend (from Saturday and Sunday) will count as one day. Plagiarism / Academic Misconduct Students must conduct their studies at the University honestly, ethically and in accordance with accepted standards of academic conduct. Any form of academic conduct which is contrary to these standards is academic misconduct for which the University may penalise a student. Specifically it is academic misconduct for a student to:  present copied, falsified or improperly obtained data as if it were the result of laboratory work, field trips or other investigatory work;  include in the student's individual work material which is the result of significant assistance from another person if that assistance was unacceptable according to the instructions or guidelines for that work;  assist another student in the presentation of that student's individual work in a way that is unacceptable according to the instructions or guidelines for that work;  cheat; (Cheating is dishonest conduct in assessment);  plagiarise; (Plagiarism is knowingly presenting the work or property of another person as if it were one's own.)  On determination that academic misconduct has taken place, the penalty which may be imposed on the student is one or more of the following: a. a reduced or nil result for the assessment item affected by the academic misconduct; b. a fail grade for the course in which academic misconduct occurred; c. exclusion from enrolment in the program for a specified period; d. exclusion from the program; readmission to the program is at the discretion of the Faculty based on consideration of the student's case for readmission. 6
  • 7. 2012MGT HR Training and Development 044/02/MGT Semester 2, 2002 Where a student has been found guilty of academic misconduct on more than one occasion and has previously been penalised as set out in above a. - c., the penalty shall normally be exclusion from the program as set out in d., unless in the opinion of the relevant Assessment Board there are mitigating circumstances. To avoid accusations of plagiarism, students should take notes carefully. Quotes should be clearly indicated by quotation marks (either single or double) if less than 30 words, and by indenting if more than 30 words. Quotes and other key items of information need to be appropriately referenced, indicating the author, date of publication and page number (i.e. Bloggs, 1999: 15). Where 2 papers are submitted containing sections that are same or substantially similar, BOTH papers will receive a fail grade. Group Assessments: Arrangements when members make substantially different efforts Normally all students will receive identical marks for group assessments. However in cases where concerns are raised about students failing to adequately participate in the group assessment, the following options are available. However you should always consult with your tutor or course convenor about any group problems when they first appear, rather than waiting for the assessment deadlines. 1. No contribution or extremely minimal contribution If a student fails to make any substantial contribution to group assessment(s) (for whatever reason) the remaining students can elect to submit group assessment(s) without the non-contributing student's name on the assessment(s). The non-contributing student will then receive no marks for these assessments and will have to, if possible, make alternative arrangements for submission of the relevant assessments. NB. Groups must consult with their tutor and/or the course convenor prior to submitting an assessment without a group member's name on the assessment. 2. Disproportionate contributions The following group contract approach will apply to the marking scheme when there are disproportionate contributions made by group members (ie one member contributes substantially less than other members): • Seventy percent (70%) of the total assignment weighting will be a shared mark between team members; and • Thirty percent (30%) will be awarded on an individual team member basis if there is not equal contribution to the submitted assignment. Normally it is assumed that there is equal contribution to the project workload and this mark will be shared equally between team members. When there is not agreement to equally share the mark a one to two page team report outlining the proposed mark distribution, the reason(s) for this proposal and signed off by each team member is to accompany the submitted project. The course convenor will meet with the team to discuss the individual mark allocation. Further Information Students are advised to consult the Griffith University Enrolment Guide for further information on the University’s administration of assessment. Learning Assistance Unit The Learning Assistance Unit (LAU) provides free learning assistance services to Griffith University students. This includes help with writing assignments, developing effective writing strategies, critical thinking, exam preparation, and much more! To find out more about the range of resources and study skills programs visit the website at http://www.gu.edu.au/ins/lils/lau/home.html or call in to the offices. Alternatively you can e-mail at lau@mailbox.gu.edu.au or phone a learning adviser on any of the numbers listed on the web site. 7
  • 8. 2012MGT HR Training and Development 044/02/MGT Semester 2, 2002 APPENDIX ONE 2012MGT HR Training and Development Semester 2 2002 RESOURCE DOCUMENT. Is the course manageable within existing staff resources? Yes. COURSE APPROVAL The course outline must be reviewed each semester. The resource implications of any changes should be considered and detailed in the above documentation. The course has been reviewed , and all changes have been indicated. _____________________Course Convenor date The changes to the course outline, and the resource documentation are approved / not approved _____________________Head of School date The changes to the course outline, and the resource documentation are approved / not approved _____________________Program Convenor date The changes to the course outline, and the resource documentation are approved / not approved _____________________ Dean, Faculty of CAM date 8

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