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People Management (OLDL/6HR003): Importance of Training and Development

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People Management (OLDL/6HR003): Importance of Training and Development

Instructions:

Assessment brief: Strategies for People Management
Academic Year: 2015 / 2016 - Semester 1 / OLDL
Module assessment detail
Module code & title 6HR003 Strategies for People Management
Module Learning outcomes: Indicate if tested here

Describe and discuss the key activities associated with developing people during the employment cycle, identifying strengths and limitations according to context
Identify and discuss how organisations engage with employees from strategic, practical and behavioural perspectives Yes
Critically review case studies associated with human resource management practice and to offer workable solutions to the problems posed X
Assessment type Weighting (%) 
Assessment type, weighting and LOs tested by this assessment indicated in the shaded area above 
Important requirements (Delete where appropriate, if other please provide detail)
Mode of Working: Individual 
Presentation Format: Essay
Method of Submission: WOLF submission 
Mark required to pass this coursework: 40%

Hand in date & time to be uploaded by 11.59pm on 11th December 2015 via WOLF
Date & method by which you will receive feedback 
Hand in date plus 20 working days

Do clearly state your student number when submitting work but do not indicate your name. Always keep a copy of your work.Always keep a file of working papers (containing, for instance, working notes, copied journal article and early drafts of your work, etc.) that show the development of your work and the sources you have used. You may need to show this to tutor at some point so notes should be clear and written in English. This is an important requirement. There may be circumstances where it is difficult to arrive at a mark for your work. If this is so you may be asked to submit your file within 3 working days and possibly meet with your tutor to answer questions on your submission. 
Explanation of submission requirements and further guidance
• Assessments are subject to a word limit to ensure consistency of approach across all modules. Your work should not exceed the limit indicated (excluding references and appendices). Do not feel that you have to “achieve” this word count in your work. What is important is that the work satisfies the stated learning outcomes which are articulated through the assessment criteria (see following page).
• Care is taken to ensure that work has been marked correctly. Checks are conducted by both a second lecturer and an independent expert from outside the University on batches of work.
• Your work will not be returned to you but you will receive detailed feedback explaining how your mark has been arrived at and how your work could have been improved upon.
• Always use the Harvard style referencing system. The University’s Learning Information Services have produced a series of guides covering a range of topics to support your studies and develop your academic skills including a guide to Harvard referencing http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx
• Expensive or elaborate bindings and covers for hard copy submissions are not required in most instances. (Refer to guidelines however in the case of dissertations).
• The Business School has a policy of anonymous marking of individual assessments which applies to most modules. You should not identify yourself directly in the work you submit and you may need to use phrases such as “the author of this assignment ….” in your submitted work.
Avoid academic misconduct
Warning: Collusion, plagiarism and cheating are very serious offences that can result in a student being expelled from the University. The Business School has a policy of actively identifying students who engage in academic misconduct of this nature and routinely applying detection techniques including the use of sophisticated software packages.
• Avoid Collusion. The Business School encourages group working, however to avoid collusion always work on your own when completing individual assessments. Do not let fellow students have access to your work at any stage and do not be tempted to access the work of others. Refer to your module tutor if you do not understand or you need further guidance.
• Avoid Plagiarism. You must use available and relevant literature to demonstrate your knowledge of a subject, however to avoid plagiarism you must take great care to acknowledge it properly.Plagiarism is the act of stealing someone else`s work and passing it off as your own. This includes incorporating either unattributed direct quotation(s) or substantial paraphrasing from the work of another/others. For this reason it is important that you cite all the sources whose work you have drawn on and reference them fully in accordance with the Harvard referencing standard. (This includes citing any work that you may have submitted yourself previously). Extensive direct quotations in assessed work is ill advised because it represents a poor writing style, and it could lead to omission errors and a plagiarism offence could be committed accidentally.
• Avoid the temptation to “commission” work or to cheat in other ways. There are temptations on the internet for you to take “short cuts”. Do not be tempted to either commission work to be completed on your behalf or search for completed past academic work.
When you submit your work you will be required to sign an important declaration that the submission is your own work, any material you have used has been acknowledged and referenced, you have not allowed another student to have access to your work, the work has not been submitted previously, etc.



Assessment Brief / Task

The detailed requirements for this task are as follows:



SELECT ONE OF THE TWO QUESTIONS BELOW (EITHER QUESTION 1 OR QUESTION 2)



EITHER:

1) Can an argument be developed to justify the value added to organisations by investing in learning and development and what strategies might organisations adopt to achieve this cost effectively? You should refer to theory and use examples from a profession or sector of your choosing to support your argument.



2,500 words.



OR



2) As organisations employ people on different types of contracts, are there implications for the psychological contract of workers? What should organisations be doing to ensure they have sustainable, engaged and productive workforces?



2,500 words 



The following information is important when:

• Preparing for your assessment

• Checking your work before you submit it

• Interpreting feedback on your work after marking. 

Assessment Criteria

The module Learning Outcomes tested by this assessment task are indicated on page 1. The precise criteria against which your work will be marked is as follows: 

• Using information: Identify and use relevant academic literature to support analysis and to inform discussion of theories and concepts 

• Analysis:Use of argument, models, evidence and techniques in the development of theory and practice

• Critical thinking: Objectively assess the relative contribution of different analytical approaches and theoretical perspectives.

• Presentation:Clarity of portfolio presentation, using appropriate English, with correct grammar, spelling and punctuation, with appropriately referenced sources using the Harvard Referencing Methodology



Performance descriptors

Performance descriptors indicate how marks will be arrived at against each of the above criteria. The descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated

Generic criteria - level 6

Indicator % Work will often demonstrate some of the following features

1 70-100

The work varies from very good (70-79%), excellent (80-89%) to outstanding (in excess of 90%). Full response to the assignment with all content relevant and focused, possibly to an exceptional level. Very good, possibly outstanding demonstration of linked understanding and application of relevant theory, concepts and models. Clear and well-structured with high level of analysis. Critical use of independently sourced contextual material and full response to the assignment brief, demonstrating independent thinking and study. Mature understanding and application of relevant theory, concepts and models. Few if any errors in referencing or grammar or syntax.

2:1 60-69

Answers most if not all detailed aspects of the question. Content mainly relevant and accurate. Good knowledge and understanding of relevant theory and concepts and application of theoretical models. Evidence of a developing appreciation of contextual issues. Some small repeated errors in applying the Harvard referencing standard and/ or grammar or syntax.

2:2 50-59

Main issues addressed and solid attempt to answer question. Some relevant content applied. Sound knowledge and understanding of relevant theory and concepts and identification of main issues. Some repeated errors in grammar or syntax, possibly failure to apply Harvard referencing standard correctly in places..

3 40-49

Satisfactory attempt to address question/issues with some content relevant to assignment topic. Material engages with relevant module materials, but largely repeats taught input and lacks development or personal interpretation. Possibly failure to apply Harvard referencing standard correctly. Some general understanding of topic theory and concepts. Lacks coherence.

Fail 30-39

Some learning outcomes and / or assessment criteria not met. Questions not answered fully. Content not wholly relevant. Little or no evidence of understanding of relevant theory. Very repetitive of taught input – no development or application. The use of extensive quoted passages evident. Possibly failure to apply Harvard referencing standard correctly. Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.

Fail 0-29

No learning outcomes fully met. Little or no attempt to engage with the assignment brief and/or the module materials and ideas. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice. Possibly failure to apply Harvard referencing standard correctly. 





Module specific criteria - 6HR003

Assessment Criteria Pass 70% - 100% Pass 60% - 69% Pass 50% - 59% Pass 40% - 49% Fail 30% - 39% Fail 0% - 29%

Using information The essay varies from very good (70%-79%), excellent (80%-89%), to outstanding ((90%+).. Full response to questions with all content relevant and focused to a very high or exceptional level. Very good demonstration of linked understanding and application of relevant theory, models and concepts to contextual practice. The essay addresses most detailed aspects of the questions. Content mainly relevant and accurate. Good knowledge and understanding of relevant theory/concepts.and application of theoretical models. Evidence of a developing appreciation of contextual factors. Identifies main issues and relevant theory. Coverage of most of assignment issues. Competent application of relevant theory and states obvious links to practice. Some repeated errors in grammar or syntax possibly failure to apply Harvard referencing standard correctly in places Makes few links between theory and contextual practice. Answers question in a very basic way. Describes relevant theory accurately, and some relevant ideas offered. Possibly failure to apply Harvard referencing standard correctly. Limited coherence of structure. Some learning outcomes and / or assessment criteria not met. Inadequate content with issues not addressed; insufficient evidence of understanding of relevant theory and concepts and only partial understanding shown. Very limited application of theory to contextual practice. Use of extensive quoted passages is evident. Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission. No learning outcomes fully met. No demonstration of adequate knowledge or understanding of key concepts or theories. There is no recognition of the complexity of the subject. Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice. 

Analysis Clear and well-structured with high level of analysis. Very good to excellent application of theory to assignment issues Evidence of a developing appreciation of contextual issues demonstrated through some appropriate analysis and application of theory to practice, with examples given where appropriate Some attempt to apply theory to practice, but limited critical appraisal demonstrated. Tendency towards description Largely descriptive and lacking in critical analysis and application of theory.

Tends to be descriptive or repetitive, with some assertions made but not supported by appropriate evidence Very repetitive of taught input. No development or application of theory to contextual issues No critical analysis

Critical thinking Critical use of a wide and appropriate range of independently sourced contextual material and full response to the assignment brief, demonstrating synthesis of ideas, independent thinking and study. Mature understanding and application of relevant theory, concepts and models Ability to compare and contrast issues, ideas, theories, models, and to analyse more complex ideas. All parts clearly linked and contributing to the argument Evidence of reading and understanding of key concepts but limited comparison and synthesis of ideas Some general understanding of topic theory and concepts but very little or no real comparison or synthesis of ideas. Some evidence of reading from set list, however, materials not used effectively to support work Little or no critical thinking. Wholly descriptive. No attempt at analysis or evaluation. Little or no linkage of ideas. Assertions, where present, are not supported No evidence of critical thinking or engagement with theory. No assertions made or merely anecdotal claims presenrt.

Presentation Few if any errors in referencing or grammar or syntax. Excellently structured, well-organised material. Logical progression of argument and sequencing of ideas. Full supporting evidence for all assertions

Excellent grammar, punctuation and spelling throughout. Wholly appropriate style for task and audience Excellent presentation, the approach is clear, fluent and precise.

All citations correctly made and complete list of references/ bibliography. Excellent management and appropriate use of information Referencing generally accurate, but possibly some small or repeated errors in applying the Harvard referencing standard and/ or grammar or syntax. Clear evidence of appropriate reading indicating independent research. Accurate reference list /bibliography. Very good management and appropriate use of information Some repeated errors in grammar or syntax or possibly a failure to apply Harvard referencing standard correctly in places, Generally clear structure, but some lapses in coherence. Possibly some lapses in grammar, spelling or punctuation.

Meanings always clear but not always explained in a fluent and concise way. Most arguments supported by evidence/ references Some attempt at referencing source material using Harvard Referencing standard but limited list of references. Lacks fluency and clarity, with repeated errors in grammar and syntax, or demonstrates a failure to apply Harvard referencing consitently and correctly. Struture is weak Inaccurate references or lacks referencing using Harvard standard correctly. No list of references or very limited list.

Poor structure or sequencing of ideas. Evidence of sufficient grasp of learning outcomes to suggest that the student may be able to retrieve the module on resubmission Unclear or inappropriate structure. Possibly failure to apply Harvard referencing standard correctly. Very poor structure. Little grasp of learning outcomes demonstrated.



To help you further (reading):

GUIDED READING: You should read widely from the reading list in the module guide and from additional academic texts and journals, that are available in the University Learning Centres. 

To help you further (module):

• Refer to the WOLF topic for contact details of your module leader/tutor, tutorial inputs, recommended reading and other sources, etc. Resit details will also appear on WOLF. 

• The University’s Learning Information Services offer support and guidance to help you with your studies and develop your academic skills http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

Content:

Training and development Name: Instructor: Course: Date: Introduction If the recent development in technology are to go by, the job market and the various elements associated with productivity are constantly changing. The nature of most professionals have changed in the last decade more than they ever did in the previous decades. Firms now have more complex objectives to meet the needs of their clients. The clients also evolving quickly with the changes in the social and economic sectors. As such, firms are under immense pressure to deliver on different platforms (Ucsfhr.ucsf.edu, 2015). The legal platforms have also changed and thus firms have to make sure that their employees are up to date with the current changes and development in their respective industry. There are challenges associated with the level and speed of change in the nature of work as well as the changes in the working environment. With the rapid change in the working environment, it is crucial that this counteracted with development of better skills and knowledge, which take on an adaptive, focused and flexible approach towards the future developments. For managers is becomes very crucial that they take up the challenge to encourage the employees to seek growth and development in their career, through coaching them as well as helping them to achieve their personal goals (Howard, 1985). As such the elements of training and development in any institution is a shared responsibil...


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