Module Booklet

Course:EDEXCEL BTEC
Group: Ed excel HND Group
Module:Unit 23 Human Resources Development
Module type: Optional
Module Code:J/601/1269
Module Credit: 15
Teaching Period: (15+6 weeks)
QCF Level: 5
Contact Hours: (21*3 = 63)
Lecturers: 15 weeks
Assignment Support: 3 week
Feedback and assessment: 3 weeks
Module leader: Mr Dalton Vincent
Lecturer:

Magdalena Wronska

Start date:29/09/14
Day:
Time:
Term:Spring Term

CONTENTS
1. 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. INTRODUCTION
7. Human 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.
8.
9. 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.
10.
11. 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.

12.Aim:
13. 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.

14.

Key Objectives:

1. Understand learning theories and learning styles

2. Be able to plan and design training and development
3. Be able to evaluate a training event
4. Understand government-led skills development initiatives.
15.

16.Learning Outcomes and assessment criteria:

17. L01 Understand learning theories and learning styles:
18. 1.1 compare different learning styles
19. 1.2 explain the role of the learning curve and the importance of transferring learning to the
workplace
20. 1.3 assess the contribution of learning styles and theories when planning and designing a
learning event
21.
22. LO2 Be able to plan and design training and development:
23.
24. 2.1 compare the training needs for staff at different levels in an organisation
25. 2.2 assess the advantages and disadvantages of training methods used in an organisation
26. 2.3 use a systematic approach to plan training and development for a training event
27.
28. LO3 Be able to evaluate a training event:
29. 3.1 prepare an evaluation using suitable techniques
30. 3.2 carry out an evaluation of a training event
31. 3.3 review the success of the evaluation methods used
32.
33. LO4 Understand government-led skills development initiatives
34.
35. 4.1 explain the role of government in training, development and lifelong learning
36. 4.2 explain how the development of the competency movement has impacted on the public
and private sectors
37. 4.3 assess how contemporary training initiatives introduced by the UK government
contribute to human resources development for an organisation.
38.

39.Unit content
40.
41. 1 Understand learning theories and learning styles
42. Learning theories and learning styles: styles eg activists, reflectors, theorists, pragmatists,
43. (Honey and Mumford 1986); Kolbs learning style inventory; Myers Briggs Type
Indicator;learning theories eg behaviourist, cognitive, reinforcement, experiential, stimulusresponse;requirements for effective learning; informal learning; workplace learning; selfmanagedlearning; continuous learning and development; learning curve and transfer of
learning to theworkplace; impact of learning theories and styles when planning and
designing a learningevent
44. 2 Be able to plan and design training and development
45. Plan 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 costs
46. Training 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)
47. 3 Be able to evaluate a training event
48. Evaluation: the what, why, when, and who of evaluation; planning; design;
delivery;implementation; key stakeholders; achievement of objectives
49. Techniques: 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)
50. 4 Understand government-led skills development initiatives

51. General and vocational training schemes and initiatives: government approaches to
trainingand development in the UK; QCDA and Ofqual; Learning and Skills Council (LSC);
Sector Skills
52. Councils (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

53.

54.

55. Programme Specification

56. Accrediting Body: Pearson EDEXCEL
57. Course: BTEC HND IN BUSINESS
58. Unit: 23 Human Resource Development
59.

60. Lecture Schedule

61. Outcome of session

62. Activity/seminar and

formative assessment

64.

66. Introduction to human

1
65.

resources development
67.
68. learning styles:
69. Learning styleseg
activists, reflectors,
theorists, pragmatists,
(Honey and Mumford
1986); Kolbs learning
style inventory;

70. Introduction to the module,

awareness of awarding body, mode of
assessment, and assessment criteria
71.
72. Define learning
73. Explain the importance of learning in
workplaces
74. Explain Kolbs experiential learning
styles
75. Explain the learning style identified by
Honey and Mumford
76. Explain the implications of Kolb and
Honey and Mumfords theories to

88.

63. Resources

90. Learning theories

91. Behaviourists, cognitive, ;

learning in work places

92. Explain the behaviourist learning

77.
78. Ice breaking, getting to know
each other
79.
80. Listen and ask questions, Role

82.
83. handbook
84.
85. Lecture power points
86. White board
87.

play on how they learn and

use of the students own
learning experience
81. Reading, review of questions,
group discussion,
presentation. Case study,
homework.
97. Role play_ use of the

99. points
100. White board

2
89.

Myers Briggs Type

Indicator;

theory
93. Explain the cognitive learning theory
94. Explain the basics of the Myers Briggs

students learning
experience,

101. Internet
102. http://www.myersbriggs.
org/my-mbti-personality-

Type Indicator (MBTIs)

95. Establish own personality using the

98. listening, reading, review of

MBTIs
96. Explain the implications of learning

Myers Briggs Type Indicator

type/mbti-basics/

questions, role play - use the

(MBTIs) to establish learners

theories to learning in work places

own personality, presentation

103.
3
104.

105.
106. Requirements for
effective learning;
107. Types of learning informal learning;
workplace learning; selfmanaged learning;
continuous learning and
development;
108. Learning curve and
transfer of learning to
the workplace
109. Impact of learning
theories and styles when
planning and designing
a learning event

110. Discuss the requirement for effective

learning

118. listen, reading, review of

questions, review of different

111.

learning curve from a case

112. Explain informal learning, formal

study and apply those curves

learning, work places, self-managed

to their own learning

learning; continuous learning and

experience at work

development
113. Explain what is meant by learning
curve

questions on learning

114. explain the role of the learning

curveto

the

learner

and

the

organization
115. explain

119.
120. listen, reading, review of

theories, review of impact of

learning theories and styles
and ask students experience

the

importance

of

transferring learning to the workplace

116. evaluate the contribution of learning

on how they have applied

their current and previous
learning to their workplaces.

121.
122.
123.
124.
125.
126.
127.

Lecture power points

White board

Lecture power points

White board

styles and theories when planning and

designing a learning event
128.
4
129.

130.
131. Plan and design
approaches: the
systematic approach
(identify training needs,
define the learning
required, set objectives,
plan and implement
training, evaluate
training),

147.
5

148.
149. Recap for tasks 1

117.
132. Define the term training,
development and education
133. Describe the stages in the training
and development process
134. Identify methods for carrying out
needs assessment or analysis
135. Use various methods to carry out
training needs analysis for staff at
different levels in an organisation
136.
137.

138. Listen and ask questions

139.
140. Role play , spider diagrams
141. Watch a video on planning

142.
143.
144.
145.

Power points
White board
Internet, Videos
http://www.youtube.com

/watch?

process, reading, ask students

v=85RVEas4AXs&feature=re

to identify their own training

lated
146. http://www.youtube.com

needs or use their past

experience or their

/watch?

commercial contacts, case

v=Vvuc9nXPcFY&feature=e

150.

study
151.

158. Explain the planning issues involved

163. Question and answer,

ndscreen&NR=1
152.

addressing 1.1, 1.2 and

1.3

153.

155. Planning issuese.g.

6
154.

numbers, location,
content,

in organising a training event

159.

group discussion
164.
165.

166. Power points

167. White board
168. Internet

internal/external
trainers, administration;

160.
161.
162.

training budget, training

169.
170.
7
171.

costs
156.
157.
172.
173. Training and
development
methods:Training
methods: on/off-the-job;
delivery methods
(mentoring, coaching,
action learning,
assignments, projects,
shadowing,
secondments, training
courses, conferences,

175.
176. Identify

on/off-the-job

training

methods
177. assess

186.
187.
188. Reading and open

196.
197. Power points
198. White board, flip chart

discussion on the various

the

disadvantages

advantages
of

and

on/off-the-job

training methods
178.
179.
180.
181.
182.
183.
184.
185.

training methods and their

advantages and
disadvantages
189. Case study, question and
answer
190.
191.
192.
193.
194.
195.

seminars, e-learning and

199.
8

outdoor development)
174.
200. Review of task two

201. Review of task LO2.1, 2.2 and 2.3

202. Listen and ask questions

203.

204.

205. Evaluation of training:

the what, why, when,

and who of evaluation;
planning; design;
delivery; implementation;

206. Explain What is meant by the term

evaluation
207. How can the effectiveness of a
training event be evaluated?
208. prepare an evaluation using suitable
techniques

key stakeholders;
214.
10
215.

achievement of objectives
216. Techniques for
evaluating
Training:benefits and
limitations of
methodseg
questionnaires,
observation,

209.
210.

Reading about the various

evaluation techniques
including the Kirkpatrick
model, listen and ask
questions, self evaluation

211. Power points

212. White board, flip chart
213. http://www.youtube.com
/watch?
v=cb1hDxT_caM&feature=fv
wrel

homework
217. Identify various methods used in
evaluating a training event
218. Evaluate the benefits and limitations
of each method
219. Carry out an evaluation of a training
event

220.
221. Reading,
222. Students to reflect on their

226. Power points

227. White board, flipchart

own previous training

experience, case study
223.
224.
225.

trainer/trainee feedback,
customer comments,
training audits,
achievements of awards
228.
11
229.

by trainees;
230. Indicators,eg labour
turnover, productivity
measures, quality
improvements,

232. Use various indicators to evaluate

the success of the training
233.
234.

238.

Reading, listening and

asking questions, case study

239. Power points

240. White board,

performance indicators
(sales figures, customer

241.
12
246.
247.
13

258.
14
259.

235.
236.
237.

service feedback)
231.
242. Review of task 3

243. Review of task LO3.1, 3.2 and 2.3

248. Role of government in

249. Role of government in training and

training and
development
260. General and
vocational training

development

presentations
264.
265. Reading, carry out online

training and development in the UK

Funding Agency; Sector Skills

to training and

Councils (SSCs); Learndirect; Investors

development in the UK;

in People (IiP); National Skills

and Ofqual; Skills

Academies; apprenticeship schemes;

Funding Agency; Sector

Flexible New Deal; Train to Gain;

Skills Academies;
apprenticeship schemes;
Flexible New Deal; Train

role of the UK government in

251.
261. Explain government approaches to

government approaches

People (IiP); National

Group discussion on the

training and development, group

262. explain the role ofOfqual; Skills

Learndirect; Investors in

252.

245.

250.

schemes and initiatives:

Skills Councils (SSCs);

244.

NVQs
263.

search of UK government
general and vocational
training schemes and
initiatives

253.
Power point
254.
255. White board
256. Computer lab
257. Use of internet
266. Power points
267. White board
268.

to Gain; NVQs
269.
15
270.

271. The impactof the

competency movement
on the public and private
sectors
272.
273.
274. Review of task 4
275.

276. Explain the term competence and

competency
277. Explain the development of the
competency movement in UK
278. explain how the development of the
competency movement has impacted
on the public and private sectors
279.
280.
281. Review of task 4 covering LO4.1,4.2,

283. Listen and ask questions,

284.
285. Reading, group discussion,
group presentation
286.
287.
288.
289.
290.
291. Practical Discussion,

292. Power points

293. White board,
294.
295.
296.
297.
298.
299.
300.
301. Computer lab

completing assignment,
student presentations

and 4.3
302.

303. Assignment support

282.
304.

16
307.

308. Assignment support

309.

310.

311.

17
312.

313. Assignment support

314. Assignment submission

315.

316.

18
317.

318. Feedback

319.

320.

321.

19
322.

323. Feedback

324.

325.

326.

20
327.

328. Feedback

329.

330.

331.

305.

306.

21

332. 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.

333. Recommended text and links

334. Learners should use the latest edition if available.
335. Armstrong Michael (2009) A Handbook of Human Resource Management Practice, 11th Edition, Kogan page, LondonISBN: 9780749452421
336. Beardwell J and Claydon T (2007), Human Resource Management: A contemporary Approach, 5th Edition, FT Press.
337. Boxall et al editors, (2008), The Oxford Handbook of Human Resource Management, Oxford University Press, Oxford.
338. Foot M and Hook C (2005) Introducing Human Resource Management, 4th Edition, FT Prentice Hall, Harlow, Essex
339. Mankin D. Human Resource Development,2009, OUP Oxford, ISBN: 9780199283286
340. Reid M, Barrington H and Brown M 2004 Human Resource Development,CIPD, ISBN: 9781843980131
341. Magazines, journals and newspapers: The Financial Times, The Guardian and other daily newspapers which contain a business section and market
reports
342. Websites
343. http://www.cipd.co.uk

Chartered Institute of Personnel and Development

344. http://www.ofqual.gov.uk Office of Qualifications and Examinations Regulation

345. http://www.investorsinpeople.co.uk Investor in People

346. http://www.qcda.gov.uk Qualification and Curriculum Development Agency
347. www.bized.ac.uk
348. www.ft.com

provides case studies appropriate for educational purposes

The Financial Times business sections

349. www.books.google.com/books

Google books

350. http://www.education.gov.uk/

Department for Education

351.www.dti.gov.uk

Department of Trade and Industry

352.www.guardian.co.uk

provides links to news items and report

353.www.iipuk.co.uk

Investors in People UK

354.www.incomesdata.co.uk

up-to-date intelligence on employment issues (Incomes Data Services)

355. http://skillsfundingagency.bis.gov.uk/
356.www.learndirect.co.uk

Skills Funding Agency

learndirect

357. http://www.dwp.gov.uk/welfarereform/docs/PMNewDeal2-01-08.pdf.
358.www.dwp.gov.uk

Flexible New Deal

Department for Works and Pensions

359.www.berr.gov.uk Department for Business, Innovation and Skills

360.www.nto-nc.org

the National Training Organisation National Council

361.www.peoplemanagement.co.uk

bi-monthly journal of the Chartered Institute of Personnel and Development

362.www.personneltoday.com

relevant articles and statistics

363.www.trainingjournal.com

relevant articles on current training and development topics

364.
365.
366.
367.
368.
369.
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371.
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373.
374.
375.
376.

377.

378. Session Update

379. Date

380. Signature

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487.

21
488. Lecturer: Magdalena Wronska
489. Campus:
490. Contact details: magdalenawronska@hotmail.com

491. Assessment: 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.
492. The module will be assessed meeting all the LO as specified by the awarding body, Pearson Ed Excel.
493. Please read the instructions carefully while addressing the tasks specified.
494. Contribution: 100% of the module
495. Outline Details: Individual report approx 4000 -4500 words. Details enclosed in the assignment brief.
496.

497. Teaching and Learning Activities

498. The 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.
499. 2.3

Teaching Ethos

500. The 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.
501.

502. 2.3.1 Methods of Delivery:

503. LECTURES:
504. 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.
505. SEMINARS:
506. 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.
507. CASE STUDIES:
508. 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.
509. Plagiarism:

510. 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:
511.

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 .)
512.

513. Assessment:
514. The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.
515. Please read the instructions carefully while addressing the tasks specified.
516. Contribution: 100% of the module
517. Outline Details: Individual report approx 4000 to 4500 words. Details enclosed in the assignment brief.
518.
519.
520.
521.
522.

523.

524.
525. ASSIGNMENT FRONT SHEET
526. Unit: 23 Human Resource Development
527. Learning Hours: 60
528. Course: HND Business
Hours.

529. CREDIT VALUE: 15 CREDITS

530. Term:

Level 4

Self-learning hours: 90
hours.
531. Module Leader:Mr Dalton

532. Lecturer: Magdalena Wronska

533. Internal Verifier: Mr Dalton Vincent

Vincent
534. ASSIGNMENT TITLE:
535.
536.
540.
542.
543.

Learners Name
Registration Number
Hand out Date:
Learning

537. Term:
541. Campus:

538. Batch:

Submission Date:
546. Asse
547. In this assessment you will have the

539. Intake:

548. Ta

550. Evidence

544. Outcome

ssment

opportunity to present evidence that

sk

Page

545.

Criteri

shows you are able to:

Nu

number

mbe
r

551. LO 1: Understand learning theories

553. 1.1

554. Compare different learning styles

549.
555. 1

556.

552. and learning styles

558. 1.2

559. Explain the role of the learning curve

560. 1

561.

565. 1

566.

568. 2.1

designing a learning event

569. Compare the training needs for staff

570. 2

571.

573. 2.2

at different levels in an organisation

574. Assess the advantages and

575. 2

576.

580. 2

581.

583. 3.1

event at your organisation

584. Prepare an evaluation using suitable

585. 3

586.

588. 3.2

techniques
589. Carry out an evaluation of a training

590. 3

591.

593. 3.3

event
594. Review the success of the evaluation

595. 3

596.

598. 3.4

methods used for the training event

599. Prepare a cash budget

600. 3

601.

603. 4.1

604. Explain the role of government in

605. 4

606.

and the importance of transferring

563. 1.3

learning to the workplace

564. Assess the contribution of learning
styles and theories when planning and

567. LO2 : Be able to plan and design training

and development

disadvantages of training methods

578. 2.3

used in an organisation
579. Use a systematic approach to plan
training and development for a training

582. LO3: Be able to evaluate a trainingevent

602. LO 4: Understand government-ledskills

development initiatives

training, development and lifelong

learning
608. 4.2

609. Explain how the development of the

610. 4

611.

615. 4

616.

competency movement has impacted on

613. 4.3

the public and private sectors

614. Assess how contemporary training
initiatives introduced by the UK
government contribute to human
resources development for an

617. Please see that you include the Turnitin

report. This work will not be accepted

organisation of your choice

619. Report attached: Yes
621. If no Reason:
620.

No

622. % of the turn it in

report.

without the
618. Turn it in report.
623. Learners Declaration: I certify that the work submitted for this unit is my own and the research sources are fully acknowledged.
624. Learners Signature:

Date:

625. Plagiarism:
626. 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:
627.

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.)
628.
629.
630. Due Dates
633. Issue
634. 22.10.2015

631.
635. Final Due Date

632.
636. 18th week

Date
637. Due

640. Final due date where e-learning will be blocked for JUNE 2015

641. 19th week

638.
639. 1nd week Nov

Task- 1

intake

642. 28th Jan

2016

th

643. Due

644. 4 week Nov

645.

646.

Task- 2
647. Due

648. 2nd week of Dec

649.

650.

Task- 3
651. Due

652. 2nd week of Jan

653.

654.

Task - 4
655.
656.
657.

658.
659.
660.
661.
662.
663.
664.
665.
666.

667.
668.

ASSIGNMENT BRIEF SECTION

669.
670.
671.
672.
673.
674.
675.
676.
677.
678.
679.
680.
681.
682.
683.
684.

27

685. ASSIGNMENT BRIEF

686. Unit Number and title
688. Qualification
690. Term Start Date
692. Deadline/ Hand-in

687. Human Resource Development

689. BTEC HND Business (Level 5)
691. 14th September 2015
693. 28th January 2016

694.

695. LO1 Understand learning theories and learning styles:

696.
697. TASK 1: Scenario
698. 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.
699. Required:
700. Write a report to advice the training planners;
701. 1.1 Comparing different learning styles
702. 1.2 Explain the role of the learning curve and the importance of transferring learning to
the workplace
703. 1.3 Assess the contribution of learning styles and theories when planning and designing a
learning event.
704. (Word count: approximately 1200 -1500 words in total)
705.

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

707.
708. TASK 2: Scenario
709. A 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.
710. Required:
28

711. Tasks 2.1 and 2.2 you are required to prepare a short report
712. 2.1 Comparing the training needs for staff at different levels in the organisation
713. 2.2 Assess the advantages and disadvantages of training methods used in an organisation
714. Task 2.3 you are to plan a training event
715. 2.3 Use a systematic approach to plan training and development event
716.
717. (Word count: approximately 700- 1000 words in total)
718.

719. LO 3 Be able to evaluate a training event

720. TASK 3: Practical task
721. Evaluation 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;
722. Required
723. 3.1 Prepare an evaluation using suitable techniques
724. ** This may be feedback sheets, questionnaires, observation forms etc
725. 3.2 Carry out an evaluation of a training event
726. ** Undertake the evaluation using the forms designed in task 3.1
727. 3.3 Review the success of the evaluation methods used
728. **Analyse the completed returned forms to determine the success of the evaluation
methods used
729.

730. LO 4 Understand government-led skills development initiatives

731. TASK 4: Essay
732. You are required to carry out a practical research work using a local organization of
29

your choice; this may be your place of work or any other organisation you are familiar to
answer the following questions
733. Required:
734. Write separate essays for tasks 4.1, 4.2 and 4.3.
735. 4.1 Explain the role of government in training, development and lifelong learning
736. 4.2 Explain how the development of the competency movement has impacted on the
public and private sectors
737. 4.3 Assess how contemporary training initiatives introduced by the UK government
contribute to human resources development for an organization of your choice.
738.
739. (Word count: approximately 1000 to 1500wordsin total)

740. 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.

30

 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.)
741.
742.
743.
744.
745.
746.
747.
748.
749.
750.
751.
752.

753.

31

754. Unit: Human Resource Development

755. Outcomes
/criteria:

756. Indicative
characteristics

757. Contextualisation

759.

758. In this assessment you will

760. Possibl

have the opportunity to present

evidence that shows you are

evidence

able to :
761. L1.

767. As per the

775. Addressing 1.1, 1.2 and 1.3 as

Understand

assessment criteria

instructed, you are to exhibit an

learning

specified for pass

understanding of learning

theories and
learning

the context of the given

scenario.

770. Do

762.
763. L2.

theories and learning styles in

768.
769.

styles

Be

able to plan
and design

research work using an

Do

training and

773.

developmen

774. Do

t
764.
765. L3 Be able
to evaluate a
training
event
766. L4.
Understand
government
-led skills
developmen

776. Addressing 2.1, 2.2, 2.3 and

2.4 as instructed with practical

771.
772.

780.

organisation of your choice to

plan and design training and
development
777.
778. Addressing 3.1, 3.2 and 3.3 as
instructed with evidence of
attending a training event in an
organisation, evaluate a
training event.
779. Addressing 4.1, 4.2, 4.3 and
4.4 as instructed with evidence
towards Understanding
government led skills
development initiatives

32

t initiatives.
781. Merit

782.

783.

784.

786. . Relevant

787. To achieve M1, you will make

788.

Description:
785. M1
Identify and

theories and

use of relevant theories (1.3),

apply

techniques have

effective judgements have been

strategies to

been applied.

made (3.3) and an effective

find

790. . Effective

approach of study with good

appropriate

judgments have

research skills being used across

solutions.

been made.

the assignment to address the

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

792.

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.

797. M2Select/

798. . Appropriate

799. To achieve M2, you will have

design and

learning methods

used suitable techniques to

apply

and techniques

prepare an evaluation of a

appropriate

have been applied.

training event (3.1). Intelligent

methods/

attempt at analysing and

techniques.

evaluating information. Well

800.

argued with appropriate

amount of evidence,
substantiated opinions are
given.

33

801. M3Present

802. . Appropriate

803. To achieve M3 the work you

and

structure and

present should be appropriate

communicat

approach has been

and the presentation and

used.

communication across the tasks

appropriate

1 to 4 should be appropriately

findings.

structured addressing the

804.

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.
805. Distinctio

806.

807.

808.

n
Description:

34

809. D1. Use

810. Realistic

811. To achieve D1 you will have

critical

improvements have

addressed the Criterias with

reflection to

been proposed

valid conclusions and

evaluate

against defined

characteristics, justifying success

own work

characteristics for

towards understanding different

and justify

success

learning theories and learning

valid

styles. You will also require

conclusion.

carrying out practical research

812.

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.
813. D2. Take

814. Autonomy/inde

815. To achieve D2 you will have

responsibilit

pendence

demonstrated autonomy across

y for

demonstrated

your assignment, with effective

managing

818. The importance

independent research and

and

of interdependence

interdependence with each

organizing

has been

learning outcome has been

activities.

recognized.

demonstrated. Exceptionally

822.

816.

well-organised presentation
which develops flow and
progression in a well-structured
argument. Syntax and grammar
indicate a high level of maturity.

35

825. D3.

826. Ideas generate

827. Your work demonstrates new

Demonstrate

and decisions

ideas or suggestions for the

convergent,

taken

Organisation of your choice and

lateral and

830.Receptiveness to new

828.

your research should show some

creative

ideas has

creative thinking and

thinking

demonstrated.

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.

36

833.

834. Achievement Summary

835. The Following Sections to be completed by the assessor:
836.
838.
840.
842.

Centre Name:
837. UKCBC
Campus:
839.
Centre Number:
841.
Please note that the assessors signature below denotes conformation that he/she has in no way

influenced the outcome of the assessment:

843. Assessors Name:
845. Assessors Signature:
847. Learners Name (to be filled by the

844.
846.
848.

Assessor)
849. Intake:

851. Term:

850. Batch:

853. Learners Edexcel Reference

854.

Number
855. Has the unit been Internally Verified?
856.
857.
858.
859.

852. Campus:

Y/N

Date of verification:
Name of the Internal Verifier:
Internal verifiers signature:
If Sampled ,Internal verifiers comments on the assignment brief:

860.
861. Evidence
Checklist
864. Task 1
867. Task 2
870. Task 3
873. Task 4
876.

862. Summary of the evidence required by the

863. Evidence presented

student
865.
868.
871.
874.

866.
869.
872.
875.

877. Learning Outcomes

878. Outcome

879. Evidence for the criteria to pass.

880.
881. Assessors
decision

882. Interna
l
verificati
on

37

883.
884. TASK 1:
885. 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;
886. LO 1 :

888. P 1.1 compare different learning styles

Understand
learning
theories
887. and
learning
styles

894. P 1.2 explain the role of the learning curve

and the importance of transferring learning

889. P1.1

891. P1.1

890. (P,M,D)

892. (P,M,D)

895. P1.2

897. P1.2

896. (P,M,D)

898. (P,M,D)

901. P1.3

903. P1.3

902. (P,M,D)

904. (P,M,D)

to the workplace
900. P 1.3 assess the contribution of learning
styles and theories when planning and
designing a learning event

905. Summari

906.

zed
Feedback
for Task 1
(Contextual
ised
feedback
for 1.1, 1.2
and 1.3,
Pass merit
and
distinction.)
907. IV

910.

comments
towards
908. Task 1
909.
911. 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
38

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.
912. LO2: Be

913. P 2.1 compare the training needs for staff

able to plan

at different levels in your chosen

and design

organisation

training

919. P 2.2 assess the advantages and

and

disadvantages of training methods used in

developme

your chosen organisation

nt

925.

P 2.3 use a systematic approach to plan

training and development for a training

914. P2.1

916. P2.1

915. (P,M,D)

917. (P,M,D)

920. P2.2

922. P2.2

921. (P,M,D)

923. (P,M,D)

926. P2.3

928. P2.3

927. (P,M,D)

929. (P,M,D)

event at your organisation

930. Summari

931.

zed
Feedback
for Task 2
(Contextual
ised
feedback
for 2.1, 2.2
and 2.3,
Pass merit
and
distinction.)
932. IV

935.

comments
towards
933. Task 2
934.

39

936. 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.
937. TASK 3
938. LO3 Be
able to
evaluate a
training
939. event
958. Summari

940. P 3.1 prepare an evaluation using suitable

techniques
941.
947. P 3.2 carry out an evaluation of a training
event
953. P 3.3 review the success of the evaluation
methods used

942. P3.1

944. P3.1

943. (P,M,D)

945. (P,M,D)

948. P3.2

950. P3.2

949. (P,M,D)

951. (P,M,D)

954. P3.3

956. P3.3

955. (P,M,D)

957. (P,M,D)

959.

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

963.

comments
towards
961. Task 3
962.

40

964. 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.
965. 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
966.
967. TASK 4
968. LO 4
Understand
government
-led
969. skills
developme
nt
initiatives
987. Summari

970. P 4.1 explain the role of government in

training, development and lifelong learning
976. P4.2 explain how the development of the
competency movement has impacted on the

971.

P4.1

973. P4.1

972. (P,M,D)

974. (P,M,D)

977.

979. P4.2

P4.2

978. (P,M,D)

980. (P,M,D)

983. P4.3

985. P4.3

984. (P,M,D)

986. (P,M,D)

public and private sectors

982. P 4.3 assess how contemporary training
initiatives introduced by the UK government
contribute to human resources development
for an organisation of your choice.
988.

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

992.

comments
towards
990. Task 4
991.

41

993. Pass

994. P

grades
1001. Merit

995.

996.

997.

998. P3

999.

1000. P4

P2

1002.

1003.

1004. M1

1005. M2

1006. M3

1008. D1

1009. D2

1010. D3

1011. Resubm

1012.

grades
1007. Distinct
ion

ission

grades
1013. Any other comment

1014.

Grade given by the tutor:

1015.

Pass

Merit

Distinction

Resubmission
1016.
1017.

Tutors Signature:

Date:

1018.
1019. IV Grading Check:

Comments if any:

1020. Agree
1021. Disagree

Modify grade to

1022. IV signature:
1023. Date:
1024. Students feedback:
1025.
1026.
1027. Student Signature:

Date:

1028. 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:

42

1029. 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.)
1030.
1031.
1032.

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

distinction:
1033.

43