Module BookletCourse:EDEXCEL BTECGroup: Ed excel HND Group Module:Unit 23 Human Resources DevelopmentModule type: OptionalModule Code:J/601/1269Module Credit: 15Teaching Period: (15+6 weeks)QCF Level: 5Contact Hours: (21*3 = 63)Lecturers: 15 weeksAssignment Support: 3 weekFeedback and assessment: 3 weeksModule leader: Mr Dalton VincentLecturer:Magdalena Wronska Start date:29/09/14Day:Time:Term:Spring Term

CONTENTS1. INTRODUCTION, AIMS AND OBJECTIVES

2. MODULE OUTLINE AND TEACHING METHODS

3. READING AND COURSE PREPRATION

4. LECTURE WITH DETAILED COURSE PROGRAMME AND OBJECTIVES

5. ASSESSMENT DETAILS

6. INTRODUCTIONHuman resource development contributes to the overall success of an organisation through providing learning, development and training opportunities to improve individual, team and organisational performance. Training and development affects everyone in the organisation and it is appropriate at every level from office junior to senior executive. Learning is complex and this unit explores the related theories and their contribution to the process of transferring learning to the workplace. It is important; therefore, for learners to appreciate that all staff should be encouraged to develop their skills and knowledge to achieve their potential and. in doing so, enable the organisation to meet its strategic objectives.

Learners need to appreciate that successful organisations recognise that their training programmes need to be planned and managed. All training has a cost to the organisation and managers need to be able to provide training programmes within their training budgets. Through planning and designing a training and development event, this unit aims to develop knowledge and understanding of these key areas. Learners will examine how to identify training needs across the organisation, as well as understand how government-led vocational and general training initiatives contribute to the emphasis on lifelong learning and continuous development.

The outcomes of training programmes need to be evaluated. Managers need to devise appropriate ways of assessing or measuring the impact of staff training. The process of managing the training cycle is important to an organisation. If it is well managed, staff will have the correct of up-to-date skills and knowledge that will allow them to perform their jobs effectively.Aim:This unit will develop the skills and understanding needed for planning and designing training and development, through understanding how people learn and the suitability of different training methods and initiatives. Key Objectives:1. Understand learning theories and learning styles2. Be able to plan and design training and development3. Be able to evaluate a training event4. Understand government-led skills development initiatives.

Learning Outcomes and assessment criteria:L01 Understand learning theories and learning styles:1.1 compare different learning styles1.2 explain the role of the learning curve and the importance of transferring learning to the workplace1.3 assess the contribution of learning styles and theories when planning and designing a learning event

LO2 Be able to plan and design training and development:

2.1 compare the training needs for staff at different levels in an organisation2.2 assess the advantages and disadvantages of training methods used in an organisation2.3 use a systematic approach to plan training and development for a training event

LO3 Be able to evaluate a training event:3.1 prepare an evaluation using suitable techniques3.2 carry out an evaluation of a training event3.3 review the success of the evaluation methods used

LO4 Understand government-led skills development initiatives

4.1 explain the role of government in training, development and lifelong learning4.2 explain how the development of the competency movement has impacted on the public and private sectors4.3 assess how contemporary training initiatives introduced by the UK government contribute to human resources development for an organisation.

Unit content

1 Understand learning theories and learning stylesLearning theories and learning styles: styles eg activists, reflectors, theorists, pragmatists,(Honey and Mumford 1986); Kolbs learning style inventory; Myers Briggs Type Indicator;learning theories eg behaviourist, cognitive, reinforcement, experiential, stimulus-response;requirements for effective learning; informal learning; workplace learning; self-managedlearning; continuous learning and development; learning curve and transfer of learning to theworkplace; impact of learning theories and styles when planning and designing a learningevent2 Be able to plan and design training and developmentPlan and design approaches: the systematic approach (identify training needs, define thelearning required, set objectives, plan and implement training, evaluate training), planningissues eg numbers, location, content, internal/external trainers, administration; trainingbudget, training costsTraining and development methods: on/off-the-job; delivery methods (mentoring, coaching,action learning, assignments, projects, shadowing, secondments, training courses,conferences, seminars, e-learning and outdoor development)3 Be able to evaluate a training eventEvaluation: the what, why, when, and who of evaluation; planning; design; delivery;implementation; key stakeholders; achievement of objectivesTechniques: benefits and limitations of methods eg questionnaires, observation,trainer/trainee feedback, customer comments, training audits, achievements of awards bytrainees; indicators, eg labour turnover, productivity measures, quality improvements,performance indicators (sales figures, customer service feedback)4 Understand government-led skills development initiativesGeneral and vocational training schemes and initiatives: government approaches to trainingand development in the UK; QCDA and Ofqual; Learning and Skills Council (LSC); Sector SkillsCouncils (SSCs); Learn direct; Investors in People (IiP); National Skills Academies;apprenticeship schemes; New Deal; Train to Gain; NVQs; impact of the competence movement on the public and private sector

Programme SpecificationAccrediting Body: Pearson EDEXCEL Course: BTEC HND IN BUSINESS Unit: 23 Human Resource DevelopmentWkLecture ScheduleOutcome of sessionActivity/seminar and formative assessmentResources

1

Introduction to human resources development

learning styles: Learning styleseg activists, reflectors, theorists, pragmatists, (Honey and Mumford 1986); Kolbs learning style inventory; Introduction to the module, awareness of awarding body, mode of assessment, and assessment criteria

Define learning Explain the importance of learning in workplacesExplain Kolbs experiential learning styles Explain the learning style identified by Honey and MumfordExplain the implications of Kolb and Honey and Mumfords theories to learning in work places Ice breaking, getting to know each other

Listen and ask questions, Role play on how they learn and use of the students own learning experienceReading, review of questions, group discussion, presentation. Case study, homework. handbook

Lecture power pointsWhite board

2

Learning theoriesBehaviourists, cognitive, ; Myers Briggs Type Indicator;Explain the behaviourist learning theoryExplain the cognitive learning theoryExplain the basics of the Myers Briggs Type Indicator (MBTIs)Establish own personality using the MBTIsExplain the implications of learning theories to learning in work placesRole play_ use of the students learning experience, listening, reading, review of questions, role play - use the Myers Briggs Type Indicator (MBTIs) to establish learners own personality, presentationpointsWhite boardInternet http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

3

Requirements for effective learning; Types of learning - informal learning; workplace learning; self-managed learning; continuous learning and development; Learning curve and transfer of learning to the workplaceImpact of learning theories and styles when planning and designing a learning eventDiscuss the requirement for effective learning

Explain informal learning, formal learning, work places, self-managed learning; continuous learning and developmentExplain what is meant by learning curveexplain the role of the learning curveto the learner and the organizationexplain the importance of transferring learning to the workplaceevaluate the contribution of learning styles and theories when planning and designing a learning event

listen, reading, review of questions, review of different learning curve from a case study and apply those curves to their own learning experience at work

listen, reading, review of questions on learning theories, review of impact of learning theories and styles and ask students experience on how they have applied their current and previous learning to their workplaces. Lecture power pointsWhite board

Lecture power pointsWhite board

4

Plan and design approaches: the systematic approach (identify training needs, define the learning required, set objectives, plan and implement training, evaluate training), Define the term training, development and educationDescribe the stages in the training and development processIdentify methods for carrying out needs assessment or analysis Use various methods to carry out training needs analysis for staff at different levels in an organisation

Listen and ask questions

Role play , spider diagramsWatch a video on planning process, reading, ask students to identify their own training needs or use their past experience or their commercial contacts, case studyPower pointsWhite boardInternet, Videoshttp://www.youtube.com/watch?v=85RVEas4AXs&feature=relatedhttp://www.youtube.com/watch?v=Vvuc9nXPcFY&feature=endscreen&NR=1

5Recap for tasks 1 addressing 1.1, 1.2 and 1.3

6

Planning issuese.g. numbers, location, content, internal/external trainers, administration; training budget, training costs

Explain the planning issues involved in organising a training event

Question and answer, group discussion

Power pointsWhite boardInternet

7

Training and development methods:Training methods: on/off-the-job; delivery methods (mentoring, coaching, action learning, assignments, projects, shadowing, secondments, training courses, conferences, seminars, e-learning and outdoor development)

Identify on/off-the-job training methodsassess the advantages and disadvantages of on/off-the-job training methods

Reading and open discussion on the various training methods and their advantages and disadvantagesCase study, question and answer

Power pointsWhite board, flip chart

8Review of task twoReview of task LO2.1, 2.2 and 2.3Listen and ask questions

9Evaluation of training: the what, why, when, and who of evaluation; planning; design; delivery; implementation; key stakeholders; achievement of objectivesExplain What is meant by the term evaluationHow can the effectiveness of a training event be evaluated?prepare an evaluation using suitable techniques Reading about the various evaluation techniques including the Kirkpatrick model, listen and ask questions, self evaluation homework Power pointsWhite board, flip charthttp://www.youtube.com/watch?v=cb1hDxT_caM&feature=fvwrel

10

Techniques for evaluating Training:benefits and limitations of methodseg questionnaires, observation, trainer/trainee feedback, customer comments, training audits, achievements of awards by trainees;Identify various methods used in evaluating a training eventEvaluate the benefits and limitations of each methodCarry out an evaluation of a training eventReading, Students to reflect on their own previous training experience, case study

Power pointsWhite board, flipchart

11

Indicators,eg labour turnover, productivity measures, quality improvements, performance indicators (sales figures, customer service feedback)

Use various indicators to evaluate the success of the training

Reading, listening and asking questions, case studyPower pointsWhite board,

12Review of task 3Review of task LO3.1, 3.2 and 2.3

13Role of government in training and developmentRole of government in training and development

Group discussion on the role of the UK government in training and development, group presentations Power point

White boardComputer labUse of internet

14

General and vocational training schemes and initiatives: government approaches to training and development in the UK; and Ofqual; Skills Funding Agency; Sector Skills Councils (SSCs); Learndirect; Investors in People (IiP); National Skills Academies; apprenticeship schemes; Flexible New Deal; Train to Gain; NVQsExplain government approaches to training and development in the UKexplain the role ofOfqual; Skills Funding Agency; Sector Skills Councils (SSCs); Learndirect; Investors in People (IiP); National Skills Academies; apprenticeship schemes; Flexible New Deal; Train to Gain; NVQs

Reading, carry out online search of UK government general and vocational training schemes and initiativesPower pointsWhite board

15

The impactof the competency movement on the public and private sectors

Review of task 4

Explain the term competence and competency Explain the development of the competency movement in UKexplain how the development of the competency movement has impacted on the public and private sectors

Review of task 4 covering LO4.1,4.2, and 4.3

Listen and ask questions,

Reading, group discussion, group presentation

Practical Discussion, completing assignment, student presentations Power pointsWhite board,

Computer lab

16Assignment support

17Assignment support

18Assignment supportAssignment submission

19Feedback

20Feedback

21Feedback

The unit is internally assessed and will be assessed through submission of an assignment. In order to achieve a pass the learner MUST achieve all the learning outcomes specified by the awarding body.Recommended text and linksLearners should use the latest edition if available. Armstrong Michael (2009) A Handbook of Human Resource Management Practice, 11th Edition, Kogan page, LondonISBN: 9780749452421Beardwell J and Claydon T (2007), Human Resource Management: A contemporary Approach, 5th Edition, FT Press.Boxall et al editors, (2008), The Oxford Handbook of Human Resource Management, Oxford University Press, Oxford.Foot M and Hook C (2005) Introducing Human Resource Management, 4th Edition, FT Prentice Hall, Harlow, EssexMankin D. Human Resource Development,2009, OUP Oxford, ISBN: 9780199283286Reid M, Barrington H and Brown M 2004 Human Resource Development,CIPD, ISBN: 9781843980131Magazines, journals and newspapers: The Financial Times, The Guardian and other daily newspapers which contain a business section and market reportsWebsiteshttp://www.cipd.co.ukChartered Institute of Personnel and Developmenthttp://www.ofqual.gov.uk Office of Qualifications and Examinations Regulationhttp://www.investorsinpeople.co.uk Investor in Peoplehttp://www.qcda.gov.uk Qualification and Curriculum Development Agency www.bized.ac.ukprovides case studies appropriate for educational purposeswww.ft.comThe Financial Times business sectionswww.books.google.com/booksGoogle books http://www.education.gov.uk/Department for Educationwww.dti.gov.ukDepartment of Trade and Industrywww.guardian.co.uk provides links to news items and reportwww.iipuk.co.ukInvestors in People UKwww.incomesdata.co.ukup-to-date intelligence on employment issues (Incomes Data Services)http://skillsfundingagency.bis.gov.uk/Skills Funding Agency www.learndirect.co.uk learndirecthttp://www.dwp.gov.uk/welfarereform/docs/PMNewDeal2-01-08.pdf. Flexible New Dealwww.dwp.gov.ukDepartment for Works and Pensionswww.berr.gov.ukDepartment for Business, Innovation and Skillswww.nto-nc.org the National Training Organisation National Councilwww.peoplemanagement.co.ukbi-monthly journal of the Chartered Institute of Personnel and Developmentwww.personneltoday.comrelevant articles and statisticswww.trainingjournal.comrelevant articles on current training and development topics

WkSession UpdateDateSignature

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

Lecturer: Magdalena Wronska Campus: Contact details: magdalenawronska@hotmail.comAssessment: The unit is internally assessed and will be assessed through submission of an assignment. In order to achieve a pass the learner MUST achieve all the learning outcomes specified by the awarding body.The module will be assessed meeting all the LO as specified by the awarding body, Pearson Ed Excel.Please read the instructions carefully while addressing the tasks specified. Contribution: 100% of the moduleOutline Details: Individual report approx 4000 -4500 words. Details enclosed in the assignment brief.

Teaching and Learning ActivitiesThe module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.2.3 Teaching EthosThe colleges approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career.

2.3.1 Methods of Delivery:LECTURES:These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively. SEMINARS:These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills.CASE STUDIES:An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learners ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.Plagiarism:Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies regulations. In this context the definition and scope of plagiarism are presented below: Plagiarism is presenting someones work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another students coursework; stealing coursework form another student and submitting it as your own work.Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

Assessment:The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.Please read the instructions carefully while addressing the tasks specified. Contribution: 100% of the moduleOutline Details: Individual report approx 4000 to 4500 words. Details enclosed in the assignment brief.

ASSIGNMENT FRONT SHEETUnit: 23 Human Resource Development

Learning Hours: 60 Hours. Self-learning hours: 90 hours.Course: HND Business Level 4CREDIT VALUE: 15 CREDITSTerm:

Module Leader:Mr Dalton VincentLecturer: Magdalena Wronska Internal Verifier: Mr Dalton Vincent

ASSIGNMENT TITLE:

Learners NameTerm:Batch:Intake:

Registration NumberCampus:

Hand out Date: Submission Date:

Learning Outcome

Assessment CriteriaIn this assessment you will have the opportunity to present evidence that shows you are able to: Task Number

Evidence Page number

LO 1: Understand learning theoriesand learning styles1.1Compare different learning styles1

1.2Explain the role of the learning curve and the importance of transferring learning to the workplace1

1.3Assess the contribution of learning styles and theories when planning and designing a learning event1

LO2 : Be able to plan and design training and development2.1Compare the training needs for staff at different levels in an organisation2

2.2Assess the advantages and disadvantages of training methods used in an organisation2

2.3Use a systematic approach to plan training and development for a training event at your organisation2

LO3: Be able to evaluate a trainingevent3.1Prepare an evaluation using suitable techniques3

3.2Carry out an evaluation of a training event3

3.3Review the success of the evaluation methods used for the training event3

3.4Prepare a cash budget3

LO 4: Understand government-ledskills development initiatives4.1Explain the role of government in training, development and lifelong learning4

4.2Explain how the development of the competency movement has impacted on the public and private sectors4

4.3Assess how contemporary training initiatives introduced by the UK government contribute to human resources development for an organisation of your choice4

Please see that you include the Turnitin report. This work will not be accepted without the Turn it in report.Report attached: Yes NoIf no Reason:% of the turn it in report.

Learners Declaration: I certify that the work submitted for this unit is my own and the research sources are fully acknowledged.Learners Signature: Date:Plagiarism:Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies regulations. In this context the definition and scope of plagiarism are presented below: Plagiarism is presenting someones work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another students coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

Due Dates

Issue Date22.10.2015Final Due Date18th week

Due Task- 11nd week NovFinal due date where e-learning will be blocked for JUNE 2015 intake19th week28th Jan 2016

Due Task- 24th week Nov

Due Task- 32nd week of Dec

Due Task - 42nd week of Jan

ASSIGNMENT BRIEF SECTION

ASSIGNMENT BRIEFUnit Number and titleHuman Resource Development

QualificationBTEC HND Business (Level 5)

Term Start Date14th September 2015

Deadline/ Hand-in28th January 2016

LO1 Understand learning theories and learning styles:

TASK 1: ScenarioYou have been recently appointed as an HR assistant and your organisation is planning on holding several training and development workshops for staff. You have been asked to work with the planners. Required:Write a report to advice the training planners;1.1 Comparing different learning styles1.2 Explain the role of the learning curve and the importance of transferring learning to the workplace1.3 Assess the contribution of learning styles and theories when planning and designing a learning event.(Word count: approximately 1200 -1500 words in total)

LO 2 Be able to plan and design training and development:

TASK 2: ScenarioA new HR Manager has recently been appointed in your organisation to improve staff and put in place a training and development plan for staff across the organisation. The HR Manager has asked you to investigate the training needs for staff across the organisation and to organise a training and development workshopaccording to the training needs identified.Required:Tasks 2.1 and 2.2 you are required to prepare a short report2.1 Comparing the training needs for staff at different levels in the organisation 2.2 Assess the advantages and disadvantages of training methods used in an organisationTask 2.3 you are to plan a training event2.3 Use a systematic approach to plan training and development event

(Word count: approximately 700- 1000 words in total)

LO 3 Be able to evaluate a training eventTASK 3: Practical taskEvaluation of training is an important process in finding out if the training event has been a success. If a training event is to be effective, it must meet the needs of participants and there are many ways to determine these needs.Continuing from the training event planned in Task 2.3;Required3.1 Prepare an evaluation using suitable techniques** This may be feedback sheets, questionnaires, observation forms etc3.2 Carry out an evaluation of a training event** Undertake the evaluation using the forms designed in task 3.13.3 Review the success of the evaluation methods used**Analyse the completed returned forms to determine the success of the evaluation methods used

LO 4 Understand government-led skills development initiativesTASK 4: EssayYou are required to carry out a practical research work using a local organization of your choice; this may be your place of work or any other organisation you are familiar to answer the following questionsRequired:Write separate essays for tasks 4.1, 4.2 and 4.3.4.1 Explain the role of government in training, development and lifelong learning4.2 Explain how the development of the competency movement has impacted on the public and private sectors4.3 Assess how contemporary training initiatives introduced by the UK government contribute to human resources development for an organization of your choice.

(Word count: approximately 1000 to 1500wordsin total)Assignment Guidelines: Use a standard report structure, Word-process the report and use Normal script of a proper font size 12. Produce an academic report, detailing the above issues with a word limit of approx 4000 to 4500 words. Complete the title page and sign the statement of authenticity. The Assignment sheet should be attached in the front. Submit the document in a folder in the form of a file as well as a soft copy on the submission date. It should be uploaded on E-Learning platform before the deadline and submitted to -------- and sign the submission form of the college. Assignments submitted after the deadline will not be accepted unless mitigating and may be entitled for a late fee. Collusion and Plagiarism must be avoided. Start each answer on a new page and pages should be numbered. Highlight each question clearly. Include a Bibliography at the end of the assignment and use the Harvard referencing system. All work should be comprehensively referenced and all sources must be fully acknowledged, such as books and journals, websites (include the date of visit), etc. Try to give the page numbers, publishers' details and the year of publication In order to pass you need to address all the LO In order to get a merit you need to address the characteristics of M1, M2,M3 In order to get a Distinction you need to address the characteristics of D1, D2 and D3. Use a common format for the questions, for example: Introduction (analyze the question.) Underpinning Knowledge (write about the relevant theory/points) Applied knowledge(Data Analysis) Conclusions and Recommendations (summarizing the whole scenario keeping in view pass, merit, distinction criteria.)

Unit: Human Resource DevelopmentOutcomes/criteria:Indicative characteristicsContextualisationIn this assessment you will have the opportunity to present evidence that shows you are able to :Possible evidence

L1. Understand learning theories and learning styles

L2. Be able to plan and design training and development

L3 Be able to evaluate a training event L4. Understand government-led skills development initiatives.As per the assessment criteria specified for pass

Do

Do

DoAddressing 1.1, 1.2 and 1.3 as instructed, you are to exhibit an understanding of learning theories and learning styles in the context of the given scenario. Addressing 2.1, 2.2, 2.3 and 2.4 as instructed with practical research work using an organisation of your choice to plan and design training and development

Addressing 3.1, 3.2 and 3.3 as instructed with evidence of attending a training event in an organisation, evaluate a training event.Addressing 4.1, 4.2, 4.3 and 4.4 as instructed with evidence towards Understanding government led skills development initiatives

Merit Description:

M1 Identify and apply strategies to find appropriate solutions.. Relevant theories and techniques have been applied.To achieve M1, you will make use of relevant theories (1.3), effective judgements have been made (3.3) and an effective approach of study with good research skills being used across the assignment to address the criterias with reference to the Organisation of your choice. Has developed a sound understanding of the subject appropriate to this level. There is evidence of wider reading which goes beyond that gained from tutor contact.

. Effective judgments have been made.

. An effective approach to study and research has been used.

M2Select/ design and apply appropriate methods/ techniques.. Appropriate learning methods and techniques have been applied. To achieve M2, you will have used suitable techniques to prepare an evaluation of a training event (3.1). Intelligent attempt at analysing and evaluating information. Well argued with appropriate amount of evidence, substantiated opinions are given.

M3Present and communicate appropriate findings.. Appropriate structure and approach has been used.To achieve M3 the work you present should be appropriate and the presentation and communication across the tasks 1 to 4 should be appropriately structured addressing the Learning outcomes as specified with appropriate findings with special reference to an Organisation. Structure is coherent and logical showing progression to the argument. Is able to apply knowledge of research-informed literature to different contexts and generate a range of responses to given situations.

Distinction Description:

D1. Use critical reflection to evaluate own work and justify valid conclusion.Realistic improvements have been proposed against defined characteristics for successTo achieve D1 you will have addressed the Criterias with valid conclusions and characteristics, justifying success towards understanding different learning theories and learning styles. You will also require carrying out practical research work using an organisation of your choice to discuss realistic areas of improvements when evaluating a training event. Has an exceptional ability to analyse and evaluate information. Able to collate, categorise ideas and information with fluency and insight. Capable of developing and sustaining a coherent argument that is exceptional for this level of development.

D2. Take responsibility for managing and organizing activities.Autonomy/independence demonstratedTo achieve D2 you will have demonstrated autonomy across your assignment, with effective independent research and interdependence with each learning outcome has been demonstrated. Exceptionally well-organised presentation which develops flow and progression in a well-structured argument. Syntax and grammar indicate a high level of maturity.

The importance of interdependence has been recognized.

D3. Demonstrate convergent, lateral and creative thinkingIdeas generate and decisions taken Your work demonstrates new ideas or suggestions for the Organisation of your choice and your research should show some creative thinking and receptiveness to new ideas across the assignment making it look different and creative. Can generate a range of effective responses to given problems, some of which may demonstrate innovation and considerable insight that are unusual at this level; exceptionally good reference to and application of researchinformed literature.

Receptiveness to new ideas has demonstrated.

34

Achievement SummaryThe Following Sections to be completed by the assessor:Centre Name:UKCBC

Campus:

Centre Number:

Please note that the assessors signature below denotes conformation that he/she has in no way influenced the outcome of the assessment: Assessors Name:

Assessors Signature:

Learners Name (to be filled by the Assessor)

Intake:Batch:Term:Campus:

Learners Edexcel Reference Number

Has the unit been Internally Verified? Y/NDate of verification:

Name of the Internal Verifier:

Internal verifiers signature:

If Sampled ,Internal verifiers comments on the assignment brief:

Evidence ChecklistSummary of the evidence required by the studentEvidence presented

Task 1

Task 2

Task 3

Task 4

Learning Outcomes OutcomeEvidence for the criteria to pass.Assessors decisionInternal verification

TASK 1: You have been recently appointed as an HR assistant and your organisation is planning on holding several training and development workshops for staff. You have been asked to work with the planners. Using the scenario write a report advising the training planners on;

LO 1 : Understand learning theoriesand learning stylesP 1.1 compare different learning stylesP1.1(P,M,D)P1.1(P,M,D)

P 1.2 explain the role of the learning curve and the importance of transferring learning to the workplaceP1.2(P,M,D)P1.2(P,M,D)

P 1.3 assess the contribution of learning styles and theories when planning and designing a learning eventP1.3(P,M,D)P1.3(P,M,D)

Summarized Feedback for Task 1 (Contextualised feedback for 1.1, 1.2 and 1.3, Pass merit and distinction.)

IV comments towards Task 1

TASK 2, Your organisation has recently seen a decline in staff performance level and an increase in customer complaints. Upon investigation it was found out that this is due to the introduction of the new operating system which staff are not comfortable with. The HR manager has asked you to investigate the training needs for staff in the organisation and to plan a training event to help raise performance and reduce customer complaints. Compare the training needs for staff at different levels in an organisation, assess the advantages and disadvantages of training methods used in an organisation, and use a systematic approach to plan training and development a training event.In your report, please answer P 2.1, P 2.2 andP 2.3.

LO2: Be able to plan and design training and developmentP 2.1 compare the training needs for staff at different levels in your chosen organisationP2.1(P,M,D)P2.1(P,M,D)

P 2.2 assess the advantages and disadvantages of training methods used in your chosen organisationP2.2(P,M,D)P2.2(P,M,D)

P 2.3 use a systematic approach to plan training and development for a training event at your organisationP2.3(P,M,D)P2.3(P,M,D)

Summarized Feedback for Task 2 (Contextualised feedback for 2.1, 2.2 and 2.3, Pass merit and distinction.)

IV comments towards Task 2

Task 3: Show evidence of attending a training event in a local organization of your choice; this may be your place of work or any other organisation you are familiar with. If a training event is to be effective, it must meet the needs of participants. There are many ways to determine these needs. For this task you are required to prepare an evaluation fit for purpose using suitable techniques, carry out an evaluation of a training event, review the success of the evaluation methods used.

TASK 3LO3 Be able to evaluate a trainingeventP 3.1 prepare an evaluation using suitable techniques

P3.1(P,M,D)P3.1(P,M,D)

P 3.2 carry out an evaluation of a training eventP3.2(P,M,D)P3.2(P,M,D)

P 3.3 review the success of the evaluation methods usedP3.3(P,M,D)P3.3(P,M,D)

Summarized Feedback for Task 3 (reflecting 3.1, 3.2 and 3.3, Pass merit and distinction.)

IV comments towards Task 3

TASK 4Youare required to carry out a practical research work using an organization of your choice; this may be your place of work or any other organisation you are familiar with and submit a report.Assuming you work in the Human resources department in your organization and you have been asked to make a report to your manager about the UK government led skills development initiatives. You are required to carry out a research using supportive materials like books, websites, etc., and give a presentation of the findings. In your report you need to address the requirements of task P4.1, P4.2, and P 4.3. Answers without application to an organization(s), or appropriate examples drawn from UK will be marked as referred

TASK 4 LO 4 Understand government-ledskills development initiativesP 4.1 explain the role of government in training, development and lifelong learning P4.1(P,M,D)P4.1(P,M,D)

P4.2 explain how the development of the competency movement has impacted on the public and private sectors P4.2(P,M,D)P4.2(P,M,D)

P 4.3 assess how contemporary training initiatives introduced by the UK government contribute to human resources development for an organisation of your choice.P4.3(P,M,D)P4.3(P,M,D)

Summarized Feedback for Task 4 (reflecting 4.1, 4.2 and 4.3, Pass merit and distinction.)

IV comments towards Task 4

Pass gradesP1P2P3P4

Merit gradesM1M2M3

Distinction gradesD1D2D3Resubmission

Any other comment

Grade given by the tutor:Pass Merit Distinction Resubmission

Tutors Signature: Date:

IV Grading Check: Comments if any:Agree Disagree Modify grade toIV signature:Date:

Students feedback:

Student Signature: Date:I assure that this is my work.Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies regulations. In this context the definition and scope of plagiarism are presented below: Plagiarism is presenting someones work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another students coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

Student feedback form with the Assessment Grid indicating their pass, merit and distinction:

40