This document provides information on the Diploma in Human Resources Management and Practices offered by Business Management Training College. The 2-year diploma has a minimum credit value of 249 and is accredited by SAQA and the South African Board for People Practices. Entry requirements include a matric certificate, NC(V) qualification, NQF Level 4 qualification, or relevant work experience of 5 years. The diploma covers key HR processes and practices through 9 modules, assignments, and a final integrated project. Successful graduates will be eligible for HR management positions and can register as HR Associates with the professional body SABPP.
Designing Training Programs is important. The fourth chapter of Effective HR discusses the meaning and significance of training design. In this chapter, Training design models and the factors involved for designing a training program is discussed. Understand the motivation dynamics of trainees and the process of training design from this presentation by Welingkar’s Distance Learning Division.
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Designing Training Programs is important. The fourth chapter of Effective HR discusses the meaning and significance of training design. In this chapter, Training design models and the factors involved for designing a training program is discussed. Understand the motivation dynamics of trainees and the process of training design from this presentation by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Business Training Evaluation: Application andEffects on Trainee Competenciesiosrjce
This study was designed to assess the effects of business training evaluations on the competencies of
business trainees in Marsabit Central and South Districts of Marsabit County, Kenya.The researcher used
descriptive survey research design alongside simple random,proportionate and census sampling techniques. The
study had 345 business trainees and 81trainers respondents. The study used structured survey questionnaires to
elicit responses from sampled respondents coupled with secondary data. A regression model was developed and
used to compute the effects of training evaluation techniques on the competencies of the business trainees in the
study areas. The study revealed that business trainers in the study areas moderately evaluated the reaction and
the skills and knowledge levels of their trainees. However, they least evaluated behavioural and impact factors
of the business training on the trainees. The business trainers also use mainly experimentation and observation
evaluation techniques as opposed to popularly used four-factor and three-factor comparison methods. It was
further established that at 95% level of confidence all the training evaluation techniques used by the business
trainers in the study areas did not have significant effects on the competencies of the business trainees. Thus,
other training evaluation techniques could be explored for use in the study areas. In addition, further research
can be carried out to establish reasons why the training evaluation techniques did not have significant effects on
the competencies of the business trainees in the study areas.
Research on HRM Project for Training and Development in any Industry. Whether Training and Developement Programs in the Organisations are necessary or not? How Training Needs Analysis is done?
We are happy to introduce ourselves as a member of ICFAI University Sikkim. The university has been established under section 4(2) of the Institute of Chartered Financial Analysts of India University Sikkim Act 2004 (Act 9 of 2004) passed by legislative assembly of Sikkim.The ICFAI University is empowered by the UGC to award degrees under section 22 of UGC Act 1956.The University is also a member of AIU (Association of Indian Universities) New Delhi and the Federation of
Universities, India.
The University believes in creating and disseminating knowledge and skills in core and frontier areas through innovative educational programs, research, consulting, publishing, and developing a new cadre of citizens with a high level of competence and deep sense of ethics
and commitment to the code of professional conduct.
The university offers MBA program in
Marketing,Finance,HR,Operation,International Business,Information
Technology & General Management,MBA/MMS/Executive MBA/PGDFA/BBA/Diploma In Management/ MBA Sectoral (Telecom/ Pharma/ Hospital) through distance learning mode.
For further detail, please visit our site : http://www.icfaiuniversity.in/index.html
or you may contact on below given number....
Thanks & Regards,
Lalit Tiwari
Mobile: +91-9990307263, +91-9873392616
ICFAI Group
Business Training Evaluation: Application andEffects on Trainee Competenciesiosrjce
This study was designed to assess the effects of business training evaluations on the competencies of
business trainees in Marsabit Central and South Districts of Marsabit County, Kenya.The researcher used
descriptive survey research design alongside simple random,proportionate and census sampling techniques. The
study had 345 business trainees and 81trainers respondents. The study used structured survey questionnaires to
elicit responses from sampled respondents coupled with secondary data. A regression model was developed and
used to compute the effects of training evaluation techniques on the competencies of the business trainees in the
study areas. The study revealed that business trainers in the study areas moderately evaluated the reaction and
the skills and knowledge levels of their trainees. However, they least evaluated behavioural and impact factors
of the business training on the trainees. The business trainers also use mainly experimentation and observation
evaluation techniques as opposed to popularly used four-factor and three-factor comparison methods. It was
further established that at 95% level of confidence all the training evaluation techniques used by the business
trainers in the study areas did not have significant effects on the competencies of the business trainees. Thus,
other training evaluation techniques could be explored for use in the study areas. In addition, further research
can be carried out to establish reasons why the training evaluation techniques did not have significant effects on
the competencies of the business trainees in the study areas.
Research on HRM Project for Training and Development in any Industry. Whether Training and Developement Programs in the Organisations are necessary or not? How Training Needs Analysis is done?
We are happy to introduce ourselves as a member of ICFAI University Sikkim. The university has been established under section 4(2) of the Institute of Chartered Financial Analysts of India University Sikkim Act 2004 (Act 9 of 2004) passed by legislative assembly of Sikkim.The ICFAI University is empowered by the UGC to award degrees under section 22 of UGC Act 1956.The University is also a member of AIU (Association of Indian Universities) New Delhi and the Federation of
Universities, India.
The University believes in creating and disseminating knowledge and skills in core and frontier areas through innovative educational programs, research, consulting, publishing, and developing a new cadre of citizens with a high level of competence and deep sense of ethics
and commitment to the code of professional conduct.
The university offers MBA program in
Marketing,Finance,HR,Operation,International Business,Information
Technology & General Management,MBA/MMS/Executive MBA/PGDFA/BBA/Diploma In Management/ MBA Sectoral (Telecom/ Pharma/ Hospital) through distance learning mode.
For further detail, please visit our site : http://www.icfaiuniversity.in/index.html
or you may contact on below given number....
Thanks & Regards,
Lalit Tiwari
Mobile: +91-9990307263, +91-9873392616
ICFAI Group
Chapter 1 Introduction to Training and Development.pptDr. Nazrul Islam
Training means the process of increasing the knowledge and skills of an employee for doing a particular job. It seeks to improve the job performance and work behaviour of those trained.
Training is any planned activity to transfer or modify knowledge, skills, and attitudes through learning experiences. Personnel may require training for a variety of reasons, including the need to maintain levels of competence and respond to the demands of changing circumstances and new approaches and technologies. Training by itself cannot solve structural, organizational, or policy problems within an organization, although supportive supervision and the use of motivational strategies can help sustain performance improvement derived from training (www.who.int/medicinedocs/documents).
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies (www.businessballs.com).
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Running Head TRAINING AND DEVELOPMENT PROPOSALTRAINING AND DE.docxagnesdcarey33086
Running Head: TRAINING AND DEVELOPMENT PROPOSAL
TRAINING AND DEVELOPMENT PROPOSAL
11
Training And Development Proposal
Katrina A. Kinlow
Dr. T.A. Swinney
335 – Training and Development
February 1, 2015
Training and Development Proposal
Introduction
Computer Aided Design
Solution
s is a small business that has been started to provide solutions to design problems. The scope of the business ranges from design of machinery and structures like buildings to household vessels. The design program has to be taught to individuals to enable them to inductively participate competently in the market of design solutions. I always get invited to offer consulting services in this field. I will draw heavily from my experience when I provide training and development services to this business. There are numerous challenges to be overcome for one to be successful as I will show herein.
Training Methods to Be Used
Good learning and development initiatives in the Design field always feature a combination of many methods that, blended together, produce one effective training program. Below are some of the ways of delivering training and development activities for the consulting services.
Orientation
Orientation will familiarize the new trainees with the field of Computer Aided Design. It will be conducted through training manuals, a one-on-one meeting with a consultant who will give a lecture. Newcomers will receive information on our company's history and strategic position, the key people in authority at the business, the structure of departments and how they contribute to the overall mission of the enterprise, and the employment policies, rules, and regulations.
Lectures
Lecturers are a verbal method of presenting information; lectures are mainly useful in situations when the goal is to impart the same information to a large number of people at one time.
Case Study
The Case study method of training is a non-directed method of study where trainees are given practical case reports with similar situations and facts as the current situation to analyze. The case report includes a thorough description of a simulated or real-life situation.
Role Playing
Students assume a role outside of their current role and responsibilities and play out that role within a group. A facilitator creates a scenario that is to be acted out by the participants under the guidance of the facilitator. While the situation might be contrived, the interpersonal relations are genuine. In addition, participants receive immediate feedback from the facilitator and the scenario itself, allowing better understanding of their behavior.
Computer-Based Training
This method of training will involve the use of computers and computer-based instructional materials as the primary medium of instruction. Computer-based training programs will be useful to structure and present instructional materials, as well as facilitate the learning process for the trainee.
Elements of Training and Developmen.
South UniversityfileCUsersCWATKIMDesktopWhat20Is.docxwilliame8
South University
file:///C|/Users/CWATKIM/Desktop/What%20Is%20Good%20Training.html[6/12/2020 12:23:22 PM]
What Is Good Training?
In order for training to be effective and efficient, both learning and transfer are needed. Learning is a
permanent change in human proficiencies that include knowledge, skills, attitudes, behaviors, and
competencies. Transfer is a trainee effectively, efficiently, and continually applying what was learned in
training on jobs. There are two important goals for transfer—generalization and maintenance. Effective
learning and transfer require that consideration be paid to trainee characteristics, training design, and
characteristics of the work environment.
Specific Learning Outcomes:
Verbal information includes names, labels, facts, and bodies of knowledge.
Intellectual skills include concepts and rules to solve problems, serve customers, and create
products.
Motor skills include coordination of physical movements.
Attitudes include beliefs and feelings that prompt a person to behave in a certain way.
Cognitive strategies include strategies that regulate thinking and learning, determine what to
attend to, regulate how to remember, and regulate how to solve problems.
Understand both the reinforcement and social learning theories noted in your text. A need is a
deficiency that one experiences. A need motivates one to behave to satisfy the deficiency. Need
theories help explain the value that one places on outcomes.
Need Theories
Effective and efficient employees provide the avenue to intensify profits, viability, and growth.
Numerous theories by people, including Maslow, Herzberg, McClelland, and Alderfer, proffer
employees’ satisfaction, and therefore, their performance is grounded by the efficiency and
effectiveness with which the company fulfills employees’ needs.
Review each theory to learn more.
These theories suggest that understanding learners’ needs will facilitate their motivation to learn.
Implications of the learning process and transfer of training for instruction include:
Employees need to know the objectives.
Employees need meaningful training content.
Employees need opportunities to practice.
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South University
file:///C|/Users/CWATKIM/Desktop/What%20Is%20Good%20Training.html[6/12/2020 12:23:22 PM]
Employees need a number of pre-practice conditions.
Employees need practice involving experience.
Employees need to commit training content to memory.
Employees need feedback.
Employees learn through observation, experience, and interaction.
Employees need training programs to be properly coordinated and arranged.
Employees need encouraged trainee responsibility and self-management.
The work environment should support learning and transfer.
Additional Materials
From your course textbook, Employee Training and Development, read the following chapters:
Needs Assessment
Learning and Transfer of Training
Local DiskSouth University
South Unive.
Training & Development - Designing a training program - key factors, strategi...ShatakshiSingh17
This presentation is related to Training and Development which talks about the key factors of designing a training program, the strategies which are faced by the training design managers while designing an effective training program and also the challenges which the design manager has to face on a daily basis while designing the training program.
Designing a training module and analysing its effectiveness a study in hinda...ShreeAyush
Training and development module project report for MBA students.
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SABPP Human Resources Management 072014
1. Diploma in
Human Resources Management and Practices
SAQA ID: 46962 | NQF Level 5 | 249 Credits
Type: National Diploma
LQA : South African Board for People Practices (SABPP)
Minimum Duration: 2 Years
www.bmtcollege.edu.za
Business Management Training College (Pty) Ltd 2005/011378/07
Directors: B.A. van der Linde, J.J.J. Poolman, M. Turner
BMT CollegeFORTUNA PER SCIENTIUM
TEL: 011 708 0159 | FAX: 086 639 4687 | E-MAIL: INFO@BMTCOLLEGE.EDU.ZA
PRIVATE BAG X100; BRYANSTON; 2021 | 147 SECOND RD; CHARTWELL; 2191
ENTRY REQUIREMENTS:
National Senior Certificate (NSC) OR
National Vocational Certificate (NC(V)) (in a
relevant field) OR
NQF 4 qualification (in a relevant field) OR
Relevant work experience of 5 years or more
- to be assessed and approved by the
Academic Council
OTHER REQUIREMENTS:
Prescribed textbooks. (Not included)
TO OBTAIN THIS QUALIFICATION A
STUDENT MUST:
Pass all assignments with a minimum of 65%
Full Programme Duration:
Minimum duration of 2 years
Maximum duration of 6 years (including all
allowable extensions)
AWARD
Human Resources Management is one of the core management areas of any
organisation. The National Diploma in Human Resources Management and
Practices presents you with the quickest road to become eligible for a
management position in Human Resources by mainly focusing on the related
processes and practices involved in successfully managing the HR of an
organisation.
We have exceptional academic support that goes beyond just covering
programme content. The support team also ensures that the latest HR
information and practices are incorporated in the study material to better prepare
you for the evolving workplace. This programme also meets the qualification
requirements to register as an HR Associate (HRA) with the SA Board for People
Practices (SABPP), the professional body for human resources with its
designations officially recognised by SAQA.
You will be able to practically apply the skills and knowledge across the four
principle processes and practices of Human Resources Management:
Strategic Planning for human resources management and practices.
Acquisition, development and utilisation of people.
Establishment and improvement of labour and employee relations.
Compensation and administration related to human resources
management and practices.
Programme Content:
9 Module Study Guides
8 Formative Assignments
4 Summative Assignments
1 Final Integrated Summative Assignment (FISA)
1 Portfolio Assignment for US 115753
Prescribed and Recommended Textbooks not included
Possible Career Paths:
Human Resources Manager
Labour Relations Officer
Productivity Manager
Payroll Administrator
Labour Consultant
Please Note: This Diploma is issued
by SABPP and not by BMT College.
2014
Easy Terms (Debit Order):
R 675 x 18
= R 12150 per academic year
START STUDYING
NOW
2. Diploma in Human Resources Management and Practices
MODULES and STRUCTURE
Module 1: Disciplinary procedures / Labour relations
The major purpose and application of the Basic Conditions of Employment Act are covered with practical examples such
as the regulation of working hours, leave, remuneration, termination of employment and legal effects of sectorial
determinations. Transgressions are identified and disciplinary procedures are explained, with regard to dismissible and
non-dismissible offences. You also gain on knowledge on representing an employee at a disciplinary hearing, as well as
on conducting a disciplinary hearing. The CCMA, its functions and powers and duties. The understanding and functioning
of the Bargaining Council. Knowledge is gained about collective agreements, and their composition, as well as the
different types of collective agreements.
Module 2: Personnel Planning 1
In this module students will learn how to gather information for individuals with the goal to manage and facilitate career
planning for individual employees. Career advancement strategies are identified and linked to individual development
plans. The process of performance management is covered in detail and different systems to monitor performance is
discussed and evaluated. The process of recruitment and selection is explained by analysing current sources of
manpower, assessing future need for human resources and by developing a programme to meet the need for future
human resources. After completion of this module student will have a good understanding of recruitment, screening,
selection, appointment, placement and induction of employees as well as the legal requirements that impacts on
personnel planning.
Module 3: Organisational Behavior
Organisational Behaviour is a field of that investigates the impact that individuals, groups and structures have on
behaviour within organizations for the purpose of applying such knowledge towards improving an organisations
effectiveness. This module enables learners to effectively develop structures and procedures to resolve employee
grievances. The structures and procedures comply with all legal requirements and codes of good practice. The student
needs to monitor the application of the grievance procedures and adjust when required, evaluate, analyse and address
grievance patterns. It is very important to be able to apply principles of employment equity to organisational
transformation, the link between employment equity and the business strategy of an organisation. The students will also
learn to describe, communicate and apply the code of conduct.
Module 4: Training and Development 1
Training and development is seen as a key factor in meeting the employer’s strategic, business and operational goals. In
this module, the student needs to recognise areas in need of change, to recognise, and make the necessary
recommendations by implementing change in teams and departments. Training and development methodologies are
covered as well as how to plan and prepare for training and development. It is important to develop a skills profile and
define a skills gap by establishing the skills priorities. Students needs to promote a learning culture in the organisation by
investigating and analysing the status within the organization. On completion of this model, the student should be able to
plan and prepare for facilitation and evaluate learning.
FIRST ACADEMIC YEAR R10530
QUALIFICATION STRUCTURE:
FIRST YEAR:
Component 1
Module 1: Labour Relations
Module 2: Personnel Planning
Component 2
Module 3: Organisational Behaviour I
Module 4: Training and Development I
SECOND YEAR:
Component 3
Module 5: Productivity and Supervision
Module 6: Personnel Planning and
Administration
Component 4
Module 7: Organisational Behaviour II
Module 8: Training and Development II
Module 9: Conduct Outcomes-based
Assessment
ASSIGNMENT STRUCTURE:
Each Module has a Formative Assignment.
The purpose of formative assignments is to
test your knowledge on the content of the
modules.
Each Component has a Summative
Assignment. Summative Assignments test
your understanding and ability to apply the
concepts and theory of the relevant
subjects.
A Final Integrated Summative Assignment
(FISA) will test your knowledge,
understanding and application of the various
subjects.
Module 9 requires a portfolio assignment.
We provide you with detailed instructions on
how to complete the portfolio successfully.
Module 5: Productivity
This module will equip the successful student with the ability to improve service delivery, profitability and
competitiveness by examining factors that impact on the productivity of an organisation as well as measures and
strategies to assess current levels of labour productivity and improving productivity. This module will also prepare a
student to effectively plan, organise and allocate work to individuals and teams and how to supervise the
achievement of goals by planning, running and monitoring projects and teams.
Module 6: Personnel Planning and Administration 2
Upon completion of this module, students will be able to determine organisational objectives and how to formulate and
implement plans and policies to achieve the organisation’s goals. The design and development of an information system
for human resources management is covered by having a look at how to organise, control and monitor the storing,
recording, maintenance and retrieval of collated information. Students will also obtain more knowledge on payroll and
basic calculations for salary and wage purposes as well as how to develop and monitor an office supply budget.
Module 7: Organisational Behaviour
Students who completed this module will be able to perform or assist with the implementation of a generic
communication strategy, to advise on the implementation of a QMS for skills development purposes, to evaluate current
practices against best practices, to monitor and advise on substantive conditions of employment. Successful students will
also be able to analyse and record business performance and activity to give business advise and to write a basic
business plan.
Module 8: Training and Development
In this module concepts related to skills development and the Employment Equity Act is covered as to enable
students to provide information and advice with regard to skills development and related issues. Students will also learn
how to advise an organisation on the alignment of skills development practices to reach organisational goals. Students
who successfully completed this module will be able to identify and prioritise learners’ learning requirements, to plan,
organise and coordinate learning interventions.
Module 9: Conduct Outcomes-Based Assessment
Outcomes-Based education and training covers both classroom and the workplace learning. This module is grouped into
different lessons. Assessment is a process whereby the quality of a learner’s achievements can be judged, recorded and
reported, therefore the purpose of this module is to guide students through the training material, which will instruct
students how to plan and prepare for assessments, conduct assessments, provide feedback and review assessments.
On completion of this module, the student will be able to explain the outcomes-based approach to education and training
and develop a broad plan for implementing the NQF within an organisation.
SECOND ACADEMIC YEAR R10530