HRD STRATEGIES IN PRACTICE

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMN624079
Module Leader Irene Mains
School Glasgow School for Business and Society
Subject Human Resource Management
Trimesters
  • B (January start)
  • A (September start)

Summary of Content

Organisations today recognise the critical importance of developing and utilising staff capabilities. The extent and reach of globalisation has brought into focus the role played by the skilled workforce in terms of securing and maintaining competitive advantage. The aim of the module is to equip the student with a comprehensive understanding of the key concepts and practices of Human Resource Development. In addition to this, it's role and contribution to organisational strategy is examined. This is achieved by examining and then exploring the fundamental principles of adult learning theory, focusing on how these can shape the design, implementation and evaluation of organisational learning initiatives. The student is then further introduced to a range of contemporary learning initiatives, encompassing topics such as management development, coaching & mentoring, and technology based learning. These will be evaluated and discussed in the context of the global environment. The module assessment provides the student with the opportunity to consolidate their learning and develop their practical skills through design, delivery and evaluation of a learning intervention. .This is intended to reflect the current and future professional skills required by roles which encompass human resource development. Key PRME themes of sustainability, ethics and lawful professional practice will underpin the syllabus.

Syllabus

The first few weeks of the syllabus introduces HRD and analyses the historical development of HR in organisations; considering it's critical role and impact on strategy formulation, in an international context: -360b7 Introduction to Module b7 Critical Analysis of the development and future evolution of HR b7 Critical evaluation of the role of HRD - aims, objectives, contribution b7 Dimensions of global HRD Following this, the syllabus develops critical discussion around the underlying concepts related to analysis, planning, design and evaluation of learning interventions in a workplace context: -360b7 Adult Learning Theory b7 Learning Needs Analysis b7 Critical Evaluation of HRD Methods and Strategies on a global dimension b7 Design and Delivery of Facilitated Learning Events: Creating Learning Bytes A number of contemporary HRD interventions are then critically evaluated and explored: e.g. -360b7 Management Development b7 Coaching and Mentoring b7 Technology based learning Finally, detailed consideration is undertaken in relation to the specific design and delivery methods of the student led facilitated learning bytes, culminating in the skills event.

Learning Outcomes

On successful completion of the module students should be able to: 1. Critically discuss the historical development and potential future evolution of the HR function within a global context2. Critically analyse the aims of the HRD function and its contribution to organisational strategy and effective performance within a global context3. Critically evaluate contemporary learning interventions utilised within a workplace setting4. Critically discuss approaches and practices utilised in HRD to effectively plan, design, deliver and evaluate adult learning interventions5. Demonstrate knowledge and skills of designing, delivering and evaluating a learning intervention

Teaching / Learning Strategy

Given the subject content of this module the teaching team will adopt a highly interactive, student-centred approach. Classes will combine both lecture and seminar activities e.g. the lecturer will introduce the theoretical and/or contextual underpinning for each topic, which will then be reinforced by a range of learning activities. Many of these learning activities will be informed by the research and/or consultancy experience of the module team including: case studies; problem solving; debates; individual and group exercises. Many of these activities will be informed by our international knowledge, research and experience. Throughout the module, students will be asked to compare and critique what is being discussed in class and on GCULearn, with their own experiences as a learner, employee, current or future HR professional. Given the growing use of technology or digital-based technology in learning, the module team will also embed various tools and processes into the module. This will consist of a dedicated module Twitter feed which will provide numerous applied organisational examples. This can be used for independent student research or provide a stimulus for seminar activities. Web based interactive tools such as Socrative, will also be used to facilitate class discussion and provide an opportunity to review understanding. There will be three elements to ensure all learning outcomes are assessed in the module. The first will be a one hour unseen class test, taking place half way through the module; where students will be required to answer one question relating to the first few weeks of the syllabus covering analysis of the historical development of HR in organisations; considering it's critical role and impact on strategy formulation, in an international context. The weighting for this assessment is 30%. This will assess the first two learning outcomes of the module. The second element of assessment will be in the form of the skills session. Students will be given a choice of HRD skills to develop and be assessed on, reflecting our student-centred approach and allowing students to select the learning activity of most benefit to them and their stage of learning and career. These skills sessions will either involve the students working in small learning groups to create 40 minute workshops to engage line managers with a specific HRD practice e.g. e-learning; or will take the form of the design and facilitation of a coaching session with an undergraduate HR student to help them address a particular career or development issue e.g. preparing for an assessment centre; starting a career in HR. These skills event will be assessed as a Pass or Fail. Feedback will be given verbally on the day, followed by written feedback normally within 3 weeks. This assessment will meet the requirements of L04 and L05. The third assessment, will be a 2000 word individual essay which will ask students to critically analyse a HRD intervention utilised within an organisation the student is familiar with. Students will be required to include consideration of the relevance and organisational impact of the intervention. This will allow students to align the theory with practice and will assess L03 and LO4. Formative feedback will be offered to students by requesting them to outline their planned approach to this assignment, in a proforma. The feedback will relate to the appropriateness of the organisation and learning intervention chosen for analysis, as well as their planned approach to critical analysis.

Indicative Reading

Core/Essential Text: Wilson, J (ed) (2012); International Human Resource Development: Learning, Education and Training for Individuals and Organizations; 3 rd edition; Kogan Page Recommended Text: Books Beever, K & Rea, A (2013); Learning and Development in Practice; 2 nd edition; CIPD Brewster C, Sparrow P, Vernon G & Houldsworth E (2011) International Human Resource Management, London, CIPD Francis, H, Holbeche, L & Reddington, M (2012); People and Organisational Development: A new agenda for organisational effectiveness; CIPD Gibb S (2008) Human Resource Development: processes, practices & perspectives, Basingstoke, Palgrave Macmillan Gilmore S & Williams S (2013) Human Resource Management, Oxford University Press, Oxford Gold,J, Holden,R; Iles,P, Stewart,J &,Beardwell, J (Eds), (2013); Human Resource Development: Theory and Practice,2 nd ed, Palgrave Macmillian Harrison R (2009) Learning & Development, (5th ed), London, Chartered Institute of Personnel & Development Jr?gensen, KM; McGuire, D (2011); Human resource development: theory and practice; SAGE Lucas, R., Mathieson, H & Lupton, B., et al (2006) Human Resource Management in an International Context, CIPD, London Marchington M & Wilkinson A (2008) Human Resource Management at Work, 4th ed, London, Chartered Institute of Personnel & Development McGuire, D (2014) Human Resource Development, 2nd ed, Sage Rees G & French R (2013) 4th ed, Leading, Managing & Developing People, London, Chartered Institute of Personnel & Development Simmonds D (2003) Designing & Delivering Training, London, Chartered Institute of Personnel & Development Stewart, J & Cureton, P (2014); Designing, Delivering and Evaluating L&D: Essentials for Practice; CIPD Taylor S (2011) Contemporary Issues in Human Resource Management London, Chartered Institute of Personnel & Development Torrington D, Hall L & Taylor S (2009) Fundamentals of Human Resource Management: managing people at work, Harlow, Financial Times Prentice Hall Truelove S (2006) Training in Practice, Oxford, Blackwell Journals/ publications Coaching at Work Human Resource Development International Human Resource Management Journal International Journal of Human Resource Management International Journal of Training & Development Journal of European Industrial training People Management Personnel Review Personnel Today Work, Employment & Society Chartered Institute of Personnel & Development www.cipd.co.uk <htp://www.cipd.co.uk/>

Transferrable Skills

By the end of this module students will have gained competence in the following key areas: -567 Critical thinking & problem solving Cognitive/ intellectual skills Knowledge & understanding in the context of the subject Information retrieval & research skills People management/ communication skills: written, oral, listening, verbal presentation/discussion Independent working Group working Lead and influence others more effectively IT/ PowerPoint

Module Structure

Activity Total Hours
Lectures (FT) 24.00
Assessment (FT) 40.00
Independent Learning (FT) 70.00
Practicals (FT) 4.00
Seminars (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 03 n/a 0.00 45% Planning and detailed design of content, delivery activities and evaluation strategy. Week 11 Pass/Fail
Course Work 01 1.00 30.00 45% Online open book Class Test. Week 6
Course Work 02 n/a 70.00 45% Critical Analysis of a HRD intervention utilised within an organisation. Week 15 2000 words