HRM560 - Training and Development Environment Session 1 2017 Faculty of Business, Justice and Behavioural Sciences School of Management and Marketing Internal Mode What is your subject about? A brief overview The development and delivery of effective training within an organisational context is a key strategy in employee and organisational success. This subject explores the forces influencing Australian organisations in this regard, and their strategic responses. Needs assessment, learning theories, and the design, delivery and evaluation of training are also addressed in this practically focussed subject, as are evolving directions of training and development within Australian organisational contexts. Learning outcomes On successful completion of this subject, you should: be able to identify and critically evaluate the environmental forces influencing Australian organisations and their strategic training responses; be able to recommend suitable learning theories that can be utilised in specific organisational environments; be able to conduct a strategic needs analysis for an organisation; be able to design and evaluate a training and development program for a specific organisational context; and be able to contextualise evolving directions of training and development within Australian organisational contexts, including emerging best practices. Pass Requirements You must obtain a total mark of at least 50% in order to pass this subject. To be eligible for the grade AA you must have submitted all assessment items in this subject . If you choose not to complete an assessment item and receive an overall mark between 45and 49 then you will not be granted an AA. Key Subjects Passing a key subject is one of the indicators of satisfactory academic progress through your course. You must pass the key subjects in your course at no more than two attempts. The first time you fail a key subject you will be 'at risk' of exclusion; if you fail a second time you will be excluded from the course. The Academic Progress Policy (https://policy.csu.edu.au/view.current.php?id=00250) sets out the requirements and procedures for satisfactory academic progress, for the exclusion of students who fail to progress satisfactorily and for the termination of enrolment for students who fail to complete in the maximum allowed time. Assumed knowledge Academic integrity means acting with honesty, fairness and responsibility, and involves observing and maintaining ethical standards in all aspects of academic work. This subject assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a new student we expect you to complete the modules called Academic Integrity at CSU ( https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true Prescribed Text Noe, R. and Winkler, C. Training and Development: Learning for Sustainable Management ISBN: 978-0-071-01627-8 McGraw Hill, Australia 2e 2012 The textbooks required for each of your enrolled subjects can also be found via the Student Portal Textbooks (http://student.csu.edu.au/study/study-essentials/textbooks) page. Please upload your assignment in Word format, not pdf. Assessment item 3 Training Program Design Value: 50 % Due date: 26- May -2017 Return date: 19- Jun -2017 Length: approx. 2500 words excluding items listed below Submission method options Alternative submission method Task This assessment requires you to design and develop an in-house training program to address the training and / or development need that was identified from the Needs Assessment in Assessment 2. As a minimum, you will need to include the following information: Organisation ⦁ A brief description of the organisation; and ⦁ explain the importance of the training and/or development need that was identified. Participants ⦁ Identify participants; ⦁ an explanation of the cohort of who need to participate in the program; and • how would the participants (and the organisation) benefit from the program. Program Plan ⦁ A detailed plan based on your choice of learning theories; ⦁ program objectives (no more than four objectives); ⦁ schedule and planned activities; ⦁ method of delivery; ⦁ instructions for the trainer; and ⦁ feedback / evaluation. Resources Required ⦁ outline all the resources required that would facilitate design, implementation and evaluation of the program's success or failure; ⦁ hand outs, notes and/or powerpoints or other material for trainees; ⦁ technologies required; ⦁ location; ⦁ staff; and ⦁ what do you think it will cost. Possible Barriers ⦁ management support; ⦁ perception and participation; ⦁ finance; and ⦁ conflicting priorities. Please be realistic about the scope of the project that you select, and keep this to a manageable level. Whilst it is hypothetically assumed that you will be the trainer of the program, it needs to be develop at a level where any trainers could easily understand and used it for training purposes. You should also explain and justify your choice of various learning theories used to design the program. Rationale This assessment is designed to foster reflective thinking and collaborative professional engagement. This assessment task covers topics 6 – 12 and builds on what was learned from topics 1 – 5. More specifically it seeks to assess your ability to: ⦁ Recommend suitable learning theories that can be utilised in specific organisational environments; ⦁ design and evaluate a training and development program for a specific organisational context; and • contextualise evolving directions of training and development within Australian organisational contexts, including emerging best practices. This assignment is designed to assess learning outcomes: be able to design and evaluate a training and development program for a specific organisational context; and be able to contextualise evolving directions of training and development within Australian organisational contexts, including emerging best practices. Marking criteria Criteria Comprehension and analysis: Prepare and justify proposed program to address training/development need identified in Needs Assessment. Demonstrate breadth and depth of knowledge with justification of arguments using academic literature and practical examples Coverage of all the required areas listed HD D C P 3 . Training Program Design (50% ) Program is well Program is well Program is designed Program is designed Pr designed and offers a designed and offers and offers a with noticeable gaps fu logical, succinct and a thorough analysis reasonable analysis in the analysis of sho thorough analysis of of organisation’s of organisation's organisation's organisation's situation and it’s situation and it's situation and it's org situation and it's training and/or training and/or training and/or an training and/or development needs. development needs. development needs d development needs In With the use of With the use of With the use of Gaps in the use of o academic academic literature, academic literature, academic literature, literature,training training program, training program design, training r program objectives, objectives, schedule objectives, schedule program objectives, schedule and required and required and required schedule and resources are well resources are well resources are required resources justified and designed justified or reasonably justified designed. and designed. O Breadth and depth of Sufficient Basic knowledge on knowledge on the knowledge of the the topics is topics demonstrated Breadth and depth topics is demonstrated and/ sug 50 marks through thorough and of knowledge on the demonstrated or not all required kn succinct explanation topics is through explanation areas are explained of each required area. demonstrated of most required fully. through thorough areas. explanation of each required area. Evidence Base: Incorporate Research is broad and Research is relevant Shows evidence of Significant gaps in Li academic relevant and includes and includes a wide reading and quality and/or range literature and, a wide range of range of academic application of a of evidence from evi possible use of academic literature literature beyond wide range of relevant academic ac technology beyond core materials. academic literature resources provided su core materials beyond the core to support Appropriate materials. discussions. Appropriate academic academic references Lit references are are integrated into Appropriate An attempt has been be seamlessly integrated the discussion and academic references made to refer to ap into the discussion provide a clear base are appropriate li and provide a clear, of evidence to integrated into the academic literature, re comprehensive base support and justify discussion and and/or references of evidence to the design of the provide a clear base are not used to support and justify training and/or of evidence to support and justify the design of the development support and justify the design of the Recommendation training and/or program. the design of the training and/or of learning development training and/or development theories program. development program. th Provides a clear and program. t Provides a clear, convincing a convincing and justification of the 30 marks succinct choice of Provides a Justification for the Justification of the recommended convincing choice of learning choice of learning theories. justification for theories is recommended choice of Limited and not learning theories recommended fully explained. learning theories Presentation: Evidence of The content has been The content has The content has The content has T professionalism in logically and been logically been logically been partially pa the design and succinctly structured structured to create structured to create structured to create cre presentation of the to create a cohesive a cohesive and a cohesive and a predominately d training program. and coherent analysis. coherent analytical coherent piece of descriptive piece of Formal academic piece of work. work. Formal work that lacks F language and precise Formal academic academic language somewhat in lan and correct discipline language and has been used to coherency. and professional precise and correct clearly An attempt to use me terminology has been discipline and communicate mostly formal ar used to clearly professional meaning. There is academic language communicate terminology has mostly consistent has been used to T meaning. There is been used to clearly adherence to communicate m consistent adherence communicate grammatical meaning. to grammatical meaning. There is conventions. Grammatical conventions. consistent Although some conventions have Professionally adherence to minor errors remain. been adhered to in presented report grammatical format. Report is presented in conventions. L Presentation Your submission should utilize visual communication devices as appropriate in order to better engage the reader and more effectively communicate your message. These could include: tables and/or graphs, and/or figures and/or diagrams, and/or images etc..., as would be expected in a professionally submitted plan within an organisational context. Your document needs to be submitted through Turnitin. As this is a Masters level subject, it is assumed that you are familiar with the conventions of academic writing. In terms of requirements specific to this subject, you should observe the following: ⦁ Use report format and avoid dot point in your discussions. Visit this link to find information about academic writing: http://student.csu.edu.au/study/learning-support; ⦁ Include a title page that shows the subject code and name, your name and student number, the assignment title/number; ⦁ Provide a table of contents , a brief introduction and conclusion- these are not included in the word count; ⦁ Include a header showing the subject code, assignment number, your name and student number; ⦁ Number each page; ⦁ Use 12 point font, 1.5 line spacing; ⦁ Do not use footnotes or endnotes. ⦁ In-text citations and a reference list (not bibliography) must be provided when referencing information from the textbook; Use the APA system of referencing. A guide on how to reference using this system is provided in the Study tab of your student homepage. Word count does not include Executive Summary , Introduction , Conclusion,Material in Tables, Table of Contents, or References. Please upload your assignment in Word format, not pdf. Assessment Information Learning materials Details of learning materials that support your success in this subject can be found in the Interact2 Subject Site. Referencing Referencing is an important component of academic work. All assessment tasks should be appropriately referenced. The specific details of the referencing requirements are included in each assessment task description. Get referencing style guides and help ( http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments. Plagiarism CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for plagiarism. You can use Turnitin to check for plagiarism ( http://student.csu.edu.au/library/integrity/referencing-at-csu/checking) in your assessments before submission. How to apply for special consideration Academic regulations provide for special consideration to be given if you suffer misadventure or extenuating circumstances during the session (including the examination period) which prevents you from meeting acceptable standards or deadlines. Find the form on the Student Portal Special Consideration, Misadventure, Advice and Appeals (http://student.csu.edu.au/study/academic-advice) page. Extensions In order to ensure that students who hand their assignments in on time are not disadvantaged, and to enable the lecturer to comply with the requirement to return assignments to the class within 21 days, the following rules about extensions will be strictly enforced: ⦁ Extensions cannot be granted for online tests, as these have to be done within a specific time frame, after which the answers are released to the class automatically. ⦁ Computer problems and normal work-related pressures and family commitments do not constitute sufficient reasons for the granting of extensions. ⦁ If it becomes obvious that you are not going to be able to submit an assignment on time because of an unavoidable problem, you must submit your request for an extension to the Subject Coordinator in writing (email or post) prior to the due date. Requests for extensions will not be granted on or after the due date so you must make sure that any extension is requested prior to the day on which the assignment is due. You are expected to do all you can to meet assignment deadlines. Work and family related pressures do not normally constitute sufficient reasons for the granting of extensions or incomplete grades. ⦁ If you apply for an extension, you may be asked to email your lecturer on what you have done so far on the assignment. ⦁ You must be able to provide documentary evidence (such as a certificate from a doctor or counsellor) justifying the need for an extension as soon as practicable - but please note that if the circumstances giving rise to the request for an extension arise on a day when you cannot get documentary evidence, you must still apply for the extension before the due date and submit the documentary evidence afterwards. ⦁ Given the tight deadlines involved in returning assignments to students and putting feedback on Interact, the maximum extension granted generally will be seven (7) days from the due date. ⦁ Assignments received more than 10 days after the due date or extension date will not be marked unless the staff member decides otherwise. Items received late will be penalised at 10% of the mark available for the assessment item per day it is late (see below). ⦁ Note that for purposes of measuring lateness, the 'day' begins just after 00.00 hrs AEST - so an assignment received after midnight of the due date will be penalised 10% for lateness. This rule will be applied to all students uniformly. Penalties for Late Submission The Faculty of Business, Justice and Behavioural Sciences has determined that the penalty for the late submission of an assessment task (without obtaining the Subject Coordinator's approval for an extension) will be: 10% deduction per day, including weekends, of the maximum marks allocated for the assessment task, i.e. 1 day late 10% deduction, or 2 days late 20% deduction. An example of the calculation would be: Maximum marks allocated = 20 Penalty for one day late = 2 marks (so, a score of 18/20 becomes 16/20 and a score of 12/20 becomes 10/20). If an assignment is due on a Friday but is not submitted until the following Tuesday, then the penalty will be four days (40% deduction or 8 marks in the example above). Submissions more than 10 days late will be acknowledged as received but will not be marked. Resubmission Under normal circumstances resubmission of assessment items will not be accepted for any of the assessments required in this subject. Online Submission Assignments should be submitted through TurnItIn. Please meet with your respective lecturer to enroll in the Turnitin (If you do not receive any email from Turnitin). Assessments such as Blogs, Quizzes and Journals are required to submit in the Interact2. TurnItIn does not accept Excel files and PDF files. Assignment/s must be submitted through Turnitin by midnight (AEST) according to the date mentioned in the subject outline. Postal Submission Under normal circumstances postal submissions will not be accepted for any of the assessments required. Hand Delivered Submission Under normal circumstances hand delivered submissions will not be accepted for any of the assessments required. Feedback Feedback for assessment items will be provided by subject lecturer/s. Assignment Return You should normally expect your marked assignment to be returned to you within 15 working days of the due date, if your assignment was submitted on time. If you submitted your assignment on time but have not returned by the return date, you should make enquiries in the first instance to the subject lecturer. If the subject lecturer is not available, contact Level 1, Reception. Student Feedback and Learning Analytics Evaluation of Subjects CSU values constructive feedback and relies on high response rates to Subject Experience Surveys ( SES) to enhance teaching. Responses are fed back anonymously to Subject Coordinators and Heads of Schools to form the basis for subject enhancement and recognition of excellence in teaching. Schools report on their evaluation data; highlighting good practice and documenting how problems have been addressed. You can view a summary of survey results via the Student Portal SES Results ( https://student.csu.edu.au/study/subject-experience-survey-results) page. We strongly encourage you to complete your online Subject Experience Surveys. You will be provided with links to your surveys via email when they open three [3] weeks before the end of session. Changes and actions based on previous student feedback We use the information from the SES scores to update and improve the subject. Please ensure that you do complete it as I have made some changes to the subject this session and I would like your feedback. Things what we often change are updating assignments, increasing practicality of assignments, and improving marking criteria. Learning analytics in this subject Learning Analytics refers to the collection and analysis of student data for the purpose of improving learning and teaching. It enables the University to personalise the support we provide our students. All Learning Analytics activities will take place in accordance with the CSU Learning Analytics Code of Practice. For more information, please visit CSU’s Learning Analytics ( http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/learning-analytics ) website. Data about your activity in the Interact2 site and other learning technologies for this subject will be recorded and can be reviewed by teaching staff to inform their communication, support and teaching practices. Services and Support Your Student Portal (http://student.csu.edu.au) tells you can how you can seek services and support. These include study, admin, residential, library, careers, financial, and personal support. Develop your study skills Develop your study skills (https://student.csu.edu.au/study/skills) with our free study services. We have services online, on campus and near you. These services can help you develop your English language, literacy, and numeracy. Library Services CSU Library (https://student.csu.edu.au/library) provides access to the eBooks, journal articles, books, and multimedia resources needed for your studies and assessments. Get the most out of these resources by contacting Library staff either online or in person, or make use of the many Library Resource Guides, videos and online workshops available. CSU Policies and Regulations This subject outline should be read in conjunction with all academic policies and regulations, e.g. Student Academic Misconduct Policy, Assessment Policy – Coursework Subjects, Assessment Principles Policy, Special Consideration Policy, Academic Progress Policy, Academic Communication with Students Policy, Student Charter, etc. Please refer to the collated list of policies and regulations relevant to studying your subject(s) (http://student.csu.edu.au/administration/policies-regulations-subjects) which includes links to the CSU Policy Library (http://www.csu.edu.au/about/policy) – the sole authoritative source of official academic and administrative policies, procedures, guidelines, rules and regulations of the University. Subject Outline as a Reference Document This Subject Outline is an accurate and historical record of the curriculum and scope of your subject. CSU's Subject Outlines Policy (https://policy.csu.edu.au/view.current.php?id=00267) requires that you retain a copy of the Subject Outline for future use such as for accreditation purposes.