Overview
The effective training and development of employees is critical for the sustainability and growth of organisations. This unit will provide you an understanding of the role of human resource training and development (T&D) function in an organisation, as well as the underlying concepts and principles upon which T&D is based. You will gain knowledge and skills to evaluate T&D needs, recommend appropriate interventions, evaluate T&D outcomes, and experience the role of a trainer and a trainee. The unit will also provide you an overview of contemporary developments in the field of T&D and the role of T&D in broader management and organisational strategy.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluations and email comments to Unit Coordinator.
Greater 'real time' interaction with distance students.
Schedule regular Zoom sessions or similar throughout the term.
Feedback from Student evaluations and email comments to Unit Coordinator
Additional support around working effectively in groups
Provide supporting material about 'working effectively in groups' and guidance on forming groups.
- Demonstrate understanding of the concepts, principles and theories of training and development
- Assess the link between training and development and broader organisational issues and strategies
- Evaluate training and development needs in a practical workplace context, design appropriate interventions, and evaluate the effectiveness of such interventions
- Examine training and development opportunities and challenges in contemporary workplaces
- Synthesise concepts and theories covered in the unit to develop training and development interventions for practical workplace contexts.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Group Work - 25% | |||||
2 - Presentation - 30% | |||||
3 - Written Assessment - 45% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Communication | |||||
2 - Problem Solving | |||||
3 - Critical Thinking | |||||
4 - Information Literacy | |||||
5 - Team Work | |||||
6 - Information Technology Competence | |||||
7 - Cross Cultural Competence | |||||
8 - Ethical practice | |||||
9 - Social Innovation | |||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Group Work - 25% | ||||||||||
2 - Presentation - 30% | ||||||||||
3 - Written Assessment - 45% |
Textbooks
EBOOK Employee Training & Development 7e
7th Edition (2017 )
Authors: Raymond Andrew Noe
McGraw Hill
Australia
ISBN: 9781309083345
Binding: Other
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.franettovich@cqu.edu.au
Module/Topic
Introduction to Training and Development
Chapter
Chapter 1
Events and Submissions/Topic
Module/Topic
Strategic Role of Training and Development
Chapter
Chapter 2
Events and Submissions/Topic
Module/Topic
Training needs assessment
Chapter
Chapter 3
Events and Submissions/Topic
Module/Topic
Learning and transfer of training
Chapter
Chapter 4
Events and Submissions/Topic
Module/Topic
Training program design
Chapter
Chapter 5
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
The Australian Training Context
Chapter
Readings
Events and Submissions/Topic
Module/Topic
Traditional methods of training
Chapter
Chapter 7
Events and Submissions/Topic
Module/Topic
Contemporary methods of training
Chapter
Chapter 8
Events and Submissions/Topic
Module/Topic
Training evaluation
Chapter
Chapter 6
Events and Submissions/Topic
Module/Topic
Employee Development and Career Management
Chapter
Chapter 9
Events and Submissions/Topic
Module/Topic
Contemporary challenges of training and development
Chapter
Chapter 10
Events and Submissions/Topic
Module/Topic
The future of training and development
Chapter
Chapter 11
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
There is no exam for this Unit.
Chapter
Events and Submissions/Topic
1 Group Work
Purpose
The primary purpose of this assessment item is to examine students' ability to work effectively and productively in a group, and report on a key training or development need of an organisation based on a Needs Assessment. The secondary purpose is to develop skills in analytical and critical thinking, problem solving, and written and personal communication, appropriate to the workplace context.
Description
As a group (minimum of 2 members, no more than 3) you are to create and deliver a personal presentation using an appropriate presentation tool (e.g. PowerPoint or similar and the accompanying written script) to communicate the findings of your Needs Assessment to the Senior Management Team.
Please do not commence this Assessment without referring to the Assessment Task Information provided on Moodle.
Week 6 Monday (16 Apr 2018) 11:45 pm AEST
All submissions must be uploaded through the assessment link in Moodle.
Marks and feedback usually will be returned within two weeks of submission for on-time submissions.
Assessment Item 1 - Marking Criteria for the Group Presentation
Your submission will be assessed on the extent to which it meets each of the following criteria.
CONTENT
- A thorough knowledge of the Needs Assessment, and critical analysis evident in the reporting within the presentation and the accompanying script. (20%)
- A critical review of the academic literature relevant to human resource training and development interventions integrated throughout to evidence the presentation and accompanying script. (20%)
- Appropriateness of the evidence based responses using relevant industry examples. (10%)
- Relevant and accurate use of the academic literature; (Minimum to pass this criterion [8/15] is SIX (6) scholarly references which must include the prescribed textbook, plus FIVE (5) relevant academic peer reviewed journal articles. (15%)
PRESENTATION
- Professionalism of the PowerPoint (and accompanying script) for the workplace context - overall design, structure demonstrates introduction, body, and conclusion, format and layout, including grammar, punctuation and correct spelling using Australian English. (15%)
- Presentation skills; appropriateness to audience of Senior Management Team; clarity of expression; voice projection; emphasis; engagement; speaker transitions. (10%)
- Referencing: strict conformity to the exact detail of the CQU APA Referencing Guide. References are used throughout the PowerPoint slides as appropriate and a dedicated slide provides the reference list. The written script must contain references to evidence the research. (5%)
- Group work and contribution; completion of the self and peer evaluation (SPA) via the link provided. (5%)
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Demonstrate understanding of the concepts, principles and theories of training and development
- Synthesise concepts and theories covered in the unit to develop training and development interventions for practical workplace contexts.
2 Presentation
Presentation - Training Video (individual)
You are required to plan and create a short training video. Online training videos are becoming more prevalent due to technological advances, increased electronic communications and the diversity and geographical spread of workplaces. You are required to plan a short training session for a particular skill, and based on the session plan, you are to deliver the training and record it for online viewing. The training video must be complete and stand alone.
You should identify a particular skill that will be the content focus of your training video. Given the skill, the intended audience (participants in the training), and any context, consider the most appropriate approach. Document this in the session plan. The skill you select should not require any expert knowledge or resources (i.e. anyone should be able to watch your training video and participate in the training you are providing).
Please do not commence this Assessment without referring to the Assessment Task information provided on Moodle.
Week 9 Tuesday (8 May 2018) 11:45 pm AEST
All submissions must be uploaded through the assessment link on Moodle.
Marks and feedback usually will be returned within two weeks of submission for on-time submissions.
Assessment Item 2 - Marking Criteria for Online Training Video and accompanying Session Plan
Your submission will be assessed on the extent to which it meets each of the following criteria.
- Presentation: professionalism of delivery, conduct, language, engagement, impact, duration and use of time; (20%)
- Content: effectiveness of the training video in meeting its specified purpose - skills based training; (20%)
- Delivery: appropriateness use of training delivery concepts and techniques in relation to the content, audience, and context; creativity and innovation; (20%)
- Structure: training is conducted according to the session plan; (20%)
- Session Plan: professional presentation, complete - contains elements of session plan, structure of content, logical flow, language; (10%)
- Research: list of sources consulted - the reference list is prepared according to the CQU APA Referencing Guide; (10%)
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Demonstrate understanding of the concepts, principles and theories of training and development
- Assess the link between training and development and broader organisational issues and strategies
- Evaluate training and development needs in a practical workplace context, design appropriate interventions, and evaluate the effectiveness of such interventions
- Examine training and development opportunities and challenges in contemporary workplaces
- Synthesise concepts and theories covered in the unit to develop training and development interventions for practical workplace contexts.
3 Written Assessment
Purpose
The primary purpose of this assessment item is to assist students develop skills in critical thinking in the analysis of training and development interventions and application in the modern workplace setting. The secondary purpose of this assessment task is to give students the opportunity to enhance their analytical and critical thinking, and written communication skills, particularly in the areas of developing argument and report writing.
Description
You are required to prepare a Business Report for the Senior Executive Team in relation to a training and development intervention in the contemporary workplace. You are expected to engage in extensive research of the academic literature relating to the topic and evidence your argument from scholarly sources.
Please do not commence this assessment without referring to the Assessment Task information provided on Moodle.
Review/Exam Week Monday (4 June 2018) 11:45 pm AEST
All submissions must be uploaded through the assessment link in Moodle. Your submission must be uploaded in Word format as a .doc or .docx file. Do not upload a PDF file.
Assessments will be returned and marks released after grade certificaton.
Assessment Item 3 - Marking criteria for individual Business Report
Your submission will be assessed on the extent to which it meets each of the following criteria.
CONTENT
- A thorough and critical analysis of the topic within a well developed business report. (20%)
- A critical review of the relevant academic literature to the topic integrated throughout the report to evidence the argument. (20%)
- Relevant and appropriate industry/organisational examples have been incorporated to highlight application in the real world setting. (20%)
- Appropriate use of argument supported by evidence, including a properly constructed introduction, comprehensive conclusion, and specific recommendations. (10%)
- Relevant and accurate use of the academic literature; Minimum to pass this criterion [8/15] is SEVEN (7) scholarly references, which MUST include the prescribed textbook, plus SIX (6) relevant academic peer reviewed journal articles. (15%)
PRESENTATION
- Professionalism of the business report; clarity of expression; language; grammar; punctuation, and correct spelling using Australian English. (5%)
- Strict conformity to the exact detail of the CQU APA Referencing Guide. (5%)
- Appropriate report presentation including formatting as required by the Report Guide and presented within the word count. (5%)
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Demonstrate understanding of the concepts, principles and theories of training and development
- Assess the link between training and development and broader organisational issues and strategies
- Evaluate training and development needs in a practical workplace context, design appropriate interventions, and evaluate the effectiveness of such interventions
- Examine training and development opportunities and challenges in contemporary workplaces
- Synthesise concepts and theories covered in the unit to develop training and development interventions for practical workplace contexts.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.