| | MSc Human Resource Training and Development Management. MSc Human Resource Training and Development Management - Trainer Training Seminar: Training For Trainers Seminar or Course; education, training and development, ‘Learning Organisation’, taxonomy of educational objectives, designing effective training programme in Trainer Training - available in Hong Kong, MSc Human Resource Training and Development Management - Trainer Training Seminar: Training For Trainers Seminar or Course; education, training and development, ‘Learning Organisation’, taxonomy of educational objectives, designing effective training programme in Trainer Training - available in Hungary, MSc Human Resource Training and Development Management - Trainer Training Seminar: Training For Trainers Seminar or Course; education, training and development, ‘Learning Organisation’, taxonomy of educational objectives, designing effective training programme in Trainer Training - available in Iceland, MSc Human Resource Training and Development Management - Trainer Training Seminar: Training For Trainers Seminar or Course; education, training and development, MSc Human Resource Training and Development Management - Incorporating Training Needs Analysis, Human Resource Demand (Manpower Demand) and Human Resource Planning (Manpower Planning). - An Intensive 1-year ProgrammeMSc Human Resource Training and Development Management Introduction: Human Resource Training and Development Management is of inestimable value to forward-looking organisations, where their vision, mission and objectives form the bases for human resource demand forecast and a determination of training needs. This course is designed to empower delegates to understand, predict and manage the ranges of processes involved in the investment in education, training and development of the workforce, so as to ensure maximum return on investment (ROI). It provides a combination of practical, conceptual and analytical frameworks to prepare delegates to deal with strategic, tactical and operational issues within their organisations. Organisation and Methodology As an advanced specialist course, it is intensive – spreading over 2 semesters, facilitating direct tutor contact, assisted course-work, in-module assessment and supervised research. The direct tutor-contact sessions incorporate practical and in-basket simulated activities, with much use being made of Film Cases (Video/DVD), to set the context for conceptual analysis. While only 3 weeks are set aside for a ‘block industrial placement’, industrial visits and practical exposure are built into some modules. Assessment The programme is assessed continuously, with the External Viva associated with the Dissertation being the most formal element. All modules are assessed, with 50% minimum requirement for a pass. 2 resubmissions are allowed for each module, within a delegate-tutor mutual time-frame. Delegates are expected to pass at least 70% of the modules. Dissertation Dissertation preparation starts at the begging of Semester 2, with Research Methodology modules. By this point, the delegate is expected to have a reasonable idea of his or her research interest. These sessions will enable them to formalise or review their interests, paving the way for supervised research work, leading to the completion of their dissertation. Delegates are expected to meet with their assigned main dissertation supervisor at least once every two weeks and their supervisor and mentor together at least once per month. It is always a good idea to send work to the tutor two to three days before each meeting. The Masters Degree Regulations below provides some details, with the Dissertation Guidelines providing specific information on the research – presentation, presentation and examination of the dissertation. Event/Activities, etc | Details | Cost | General Tuition | | | Industrial Placement | 3 Weeks = Optional | | Research Supervision | Supervision for MSc Dissertation, External Examination and Re-examination or Dissertation Revision | £10,000.00 | SPSS | SPSS (Statistical Package), Software Licence | £1,500.00 | | Total | | £44,860.00 + VAT at 17.5% | | | Cost Includes: u Three Core Texts u 1 Computer Laptop u Microsoft Office Suite u Examination u Stationery u Snacks and Hot Lunch During Lecture Delivery Days and Industrial Placement |
Semester 1 | Week | Module Title | Objectives | Contents | | 1 | Human Resource and Personnel Management | By the conclusion of the established learning activities, delegate will be able to: ¨ Demonstrate understanding of distinction between personal management and human resource management. ¨ Indicate the significant aspects in development of human resource management and personal management. ¨ Demonstrate an appreciation of important of welfare in the development of personal management and human resource management. ¨ Relate the part played by Cadburys Round tree in the development of personal management and human resource management. ¨ Manage the strategic role. ¨ Illustrate the difference between the Hard approach to HRM and Soft approach to HRM. | ¨ The Development Of HRM. ¨ Personnel and HRM: A Distinction. ¨ The advent of welfare management. ¨ The role of Rowntree in industrial welfare development. ¨ Welfare workers and recruitment and selection. ¨ The development of professional personnel and human resource management. ¨ Concerns of personnel management: ¨ Recruitment and Selection ¨ Workers’ Welfare and Benefits ¨ Industrial Relations ¨ Staff Appraisal ¨ Training. ¨ The strategic significance of human resource management. ¨ Concerns of human resource management: ¨ Recruitment ¨ Selection ¨ Motivation ¨ Human Resource Planning ¨ Workforce Management Strategy ¨ E.g. Workforce Flexibility ¨ Flexible Working Strategy | | Human Resource Planning | ¨ By the conclusion of the established learning activities, delegate will be able to: ¨ Suggest the importance of human resource planning in organisation management. ¨ Illustrate the significance of effective human resource. ¨ Determine the links between corporate planning and human resource planning. ¨ Indicate how human resource planning can support business systems. ¨ Determine when there is a need to review an organisation human resource plans. ¨ Determine the factors influencing human resource planning. | ¨ The rationale for human resource planning (HRP). ¨ The link between HRP and corporate planning. ¨ The investigation and forecasting processes-understanding contextual influences. ¨ Designing, implementing and reviewing the effectiveness of HRP. | | The Strategic Significance of Employee Resourcing & Approaches to Employee Resourcing | ¨ By the conclusion of the established learning activities, delegate will be able to: ¨ Demonstrate their understanding of the importance of employee Resourcing in an organisational context ¨ Demonstrate their understanding of the different employee resourcing strategy ¨ Demonstrate their understanding of the benefits and drawbacks of individual employee Resourcing strategy ¨ Draw a parallel between material and facilities Resourcing and people Resourcing, from the standpoint of organisational effectiveness ¨ Defend the strategic importance of employee Resourcing ¨ Link employee Resourcing with business and organisational development ¨ Devise an effective employee Resourcing strategy. | ¨ The role of employee resourcing in contributing to corporate strategies and goals ¨ The role of internal and stakeholders in the employee resourcing process ¨ Managing the potentially conflicting concerns of stakeholders in employee resourcing ¨ Dealing with stakeholders’ values and expectations ¨ Traditional approaches to employee resourcing ¨ Emergent and contingency approaches to employee resourcing ¨ The role of employee resourcing in business and subsystem strategy ¨ The role of employee resourcing in the development of organisational strategy ¨ Organisational strategy and employee resourcing strategy compatibility. | 2 | Employee Flexibility and Workforce Flexibility | ¨ By the conclusion of the established learning activities, delegate will be able to: ¨ Demonstrate understanding of different type and levels of organisational flexibility, from an Industrial Relation or Employee Relations prospective. ¨ Suggest what Numerical Flexibility means. ¨ Indicate the benefits of functional flexibility of workers and managers ¨ Indicate the relationship between Temporal Flexibility and Financial Flexibility. ¨ Decide what workers or managers are likely to gain from Geographical Flexibility. | ¨ Alternative patterns of work and the increase in the non-standard contracts: ¨ The different forms of worker flexibility ¨ Elements of Workforce Flexibility ¨ Numerical Flexibility ¨ Functional Flexibility ¨ Temporal Flexibility ¨ Financial Flexibility ¨ Geographical Flexibility ¨ Hard and Soft HRM ¨ The flexibility debate: ¨ The concept of the ‘flexible firm’ ¨ The strategic use of flexible workers ¨ Flexibility strategies for economic development. | | Job Design and Recruitment and Selection: The Legal Parameter | By the conclusion of the established learning activities, delegate will be able to: ¨ Demonstrate their understanding of an effective job design system ¨ Relate the factors to be taken into account to ensure that job design tribute to organisational success ¨ Illustrate the legal bases of job design ¨ Distinguish between the different types of job design ¨ Demonstrate an understanding of ergonomics in job design ¨ Indicate the factors that contribute to fatigue and fatigue reduction ¨ Create a match between individual capabilities and orientation, on the one hand, and job design features, on the other ¨ Distinguish between the different types of job design ¨ Relate job design factors to the law ¨ Demonstrate an understanding of ‘reasonable support’ ¨ Illustrate the ‘balance’ that might be made between candidate immediate suitability and the possibility of Continuous Professional Development (CPD). | ¨ Effective job design- ¨ HRP and job design; ¨ Difference approaches to job design; ¨ Mechanistic job design ¨ Biological job design ¨ Perceptual job design ¨ Motivational job design ¨ Linking job design with motivation theory ¨ The recruitment process and the law ¨ Job analysis as a basis for effective recruitment and selection ¨ Job description; ¨ Personnel specification and the law ¨ Measuring the effectiveness of recruitment and selection: Validating recruitment and selection methods, ¨ Recruitment Method reliability, ¨ Monitoring recruitment and selection Policy, ¨ Recruitment and selection and continuous professional development (CPD). | | Employee Resourcing: Recruitment and Selection | ¨ By the conclusion of the specific learning & development activities, delegates will be able to: ¨ Exhibit an understanding of the desirability of a limited turnover of staff. ¨ Demonstrate their ability to determine the type of commitment that motivates particular individuals to join an organisation. ¨ Have designed ways of stabilizing staff turnover/high turnover. ¨ Be aware of how personnel demand forecast (PDF) is conducted. ¨ Demonstrate their ability to conduct a human resource audit. ¨ Be aware of the non-conventional selection methods. ¨ Be able to conduct periodic and exit interviews. ¨ Demonstrate their ability to conduct job analysis. ¨ Be able to design job description and personnel specification for particular roles. ¨ Be able to weight a candidate assessment form, on the basis of job description and personnel specification. ¨ Be able to use candidate assessment form in short listing and Interviews. ¨ Be able to conduct individual and panel interviews. ¨ Be capable of arriving at objective decisions in personnel Selection. ¨ Be able to analyse education, training and development programmes. ¨ Be able to design an effective induction package. ¨ Demonstrate an understanding of the legal bases of Employee Resourcing. ¨ Relate specific recruitment, selection, retention and exit issues to UK and European legislation. ¨ Cite Specific legislation and related cases relevant particular job design issues. ¨ Demonstrate their ability to lead a recruitment and Selection team. | ¨ Staff turnover and negative and positive impact on the organisation; ¨ Levels of Individual Commitment of potential and new recruits. ¨ Moral Commitment. ¨ Remunerative Commitment. ¨ Calculative Commitment. ¨ Recruitment and Selection as a Resourcing activity. ¨ Training, Education, Development as facilities for new recruits. ¨ The importance of Human resource Forecasts. ¨ Methods of forecasting human Resource needs of the Organisation. ¨ Strategic Operational Review’ (SOR) as prerequisite for Human resource forecasting. ¨ The legal bases of Recruitment and Selection. ¨ Importance of Human Resource Audit. ¨ Conducting Human Resource Audit. ¨ Periodic and Exit Interviews. ¨ Systematic Recruitment and Selection Process. ¨ Conducting Job Analysis. ¨ Designing Job Description. ¨ Designing Personnel Specification. ¨ Market Targeting. ¨ Designing and placing Advertisement. ¨ Weighting and Using Candidate Assessment Form (CAF). ¨ Conducting Interviews. | | | ¨ Suggest the constraints that specific UK Protective Legislation place on the recruitment, selection and management of employees. ¨ Be able to manage recruitment and selection within a ‘Resourcing context’. | Non-conventional Personnel Selection. 1. The value of Staff Induction. 2. Organising an induction programme. 3. Running an induction Programme. 4. Short-listing candidates. 5. Conducting Interviews. 6. The value of and problems of e-recruitment. 7. The different types and levels of e-recruitment. 8. Conducting periodic interviews. 9. Conducting exit interviews. 10. Job design and the law. | 3 | Employee Retention: An Introduction To Talent Management | | ¨ Career management: career theory, career development, management and succession planning: ¨ Management succession charts ¨ Psychometric testing ¨ The psychological contract and the impact on employee retention. | | Human Resource and Performance Management | | ¨ Assessing the nature and causes of performance problems: ¨ Managing poor performance ¨ Managing absence ¨ Dealing with harassment ¨ The effective management of retirement, redundancy, dismissal and voluntary turnover. ¨ Evaluating the mechanisms available for preventing or alleviating poor performance. | 4 | Organisational Development | | ¨ What is Organisational Development (OD)? ¨ OD and Organisational Effectiveness: ¨ Differing Perspectives ¨ Micro-OD ¨ Macro-OD ¨ OD Interventions ¨ Determining OD Success | | Dynamics of Organisational Change Management | By the conclusion of the specific learning & development activities, delegates will be able to: ¨ Demonstrate their awareness of the inevitability of organisational change. ¨ Demonstrate the need for a proactive stance in relation to Organisational change. ¨ Determine the factors, which contribute to workers’ resistance to change. ¨ Suggest the efforts, which an organisation might employ to reduce workers’ resistance to change. ¨ Demonstrate their awareness of change management and human resource implications. ¨ Distinguish between change strategies and approaches to change. ¨ Illustrate the advantages and disadvantages of each strategy. ¨ Manage latent and manifest resistance to change. ¨ Determine the situations when a particular approach might be appropriate. ¨ Determine the most effective ways of communicating change decisions to workers. ¨ Illustrate the advantages and drawbacks of group involvement in decisions related to change. ¨ Design measures, which will ensure change institutionalisation. ¨ Demonstrate leadership in the implementation of change, whilst avoiding whilst avoiding Human and Organisational Casualties. | ¨ Change and Its Inevitability. ¨ Anticipating The Need For Change. ¨ Resistance To Change: ¨ Latent & Manifest. ¨ Change Management And Human Resources Implications. ¨ Pertinent Factors Associated With Change Implementation. ¨ Approaches To Change: ¨ Their Merits & Demerits. ¨ The Big Bang Approach. ¨ The Incremental Approach. ¨ Strategies For Effecting Change. ¨ Influence Change Strategies: ¨ When They Should Be Used Or Avoided. ¨ Control Change Strategies: ¨ When They Should Be Used Or Avoided. ¨ Communicating Organisational Change. (Organisational change). ¨ Communication Media: ¨ Mass or Personalised Communication? ¨ Mode and Channels of Communication. ¨ Getting The Message Right. ¨ Timing of Communication. ¨ Who Should Communicate What, When? ¨ Use of Groups In Change Process. ¨ Managing latent and manifest resistance to change. ¨ Effective, overall, change leadership. ¨ Leading change implementation. ¨ Selecting the Appropriate Change Agent. ¨ Internal or External. ¨ Speed of Change. ¨ Change Acceleration: ¨ Averting Organisational (organizational) and Individual casualties. ¨ Confidence. ¨ Change Tolerance and Individual Stress Levels. | | | | Managing the External Environment: ¨ Improving Perception and Instilling ¨ Stakeholders, generally. ¨ Shareholders and Funding Agents. ¨ Customers and Clients. ¨ Potential Customers and Clients. ¨ Change Institutionalisation: ¨ Returning To Normality. | 5 | Trainer Training | By the conclusion of the specific learning & development activities, delegates will be able to: ¨ Be conversant with the theories of learning and memory crucial to the development and implementation of training programmes. ¨ Be aware of the taxonomy of educational objectives and translate these into individual capability and achievements. ¨ Determine the most appropriate way to organise training and development courses. ¨ Be able to equip a training room for maximum impact and effectiveness, within organisational budget and other constraints. ¨ Design courses that account for individual training needs and learning curve. ¨ Design learning objectives, mindful of what can be realistically achieved in terms of the experience and motivation of delegates. ¨ Be able to design learning experiences that will ensure that learning objectives are met taking account of relevant factors associated with established principles of learning. ¨ Be able to design appropriate delegate activities relevant to the stated learning objectives. ¨ Demonstrate their ability to prepare for and make effective oral presentations. ¨ Demonstrate their ability to conduct individual, team and organisational training needs analysis. ¨ Be able to use different internal sources of information to assess individual, team and organisation-wide immediate and future training and development needs. ¨ Be capable of designing evaluation questionnaire for individual courses, training programmes, and presenters. ¨ Be able to determine when training intervention is necessary. | ¨ Learning And Memory. ¨ Conditions Conducive To Learning And Memory. ¨ The Taxonomy Of Educational Objectives. ¨ Establishing Learning Objectives. ¨ Value Of Varied Learning Experiences. ¨ Determining The Content Of Training Programmes. ¨ Designing Delegate Activities, In Line With Established Objectives. ¨ Effective Oral Presentations. ¨ Designing Training Courses. ¨ Designing Icebreaker And Closure Activities. ¨ Creating An ‘Ideal’ Setting. ¨ Designing Course Evaluation Questionnaires. | | | ¨ Be able to link organisational and subsystem business strategy to training and development strategy. ¨ Be able to position the training department within organisational corporate structure. ¨ Be able to design appropriate in-course evaluation. ¨ Design appropriate assessments and assessment strategy of award-bearing components of training programmes. ¨ Effectively structure training courses to incorporate formal presentations, delegate activities and evaluation. ¨ Be able to incorporate appropriate 'Ice-breaker' and 'Closure' activities that will enhance the effectiveness of individual training courses. ¨ Demonstrate exceptional leadership in the management of the learning environment. ¨ Effectively manage commissioning relationships. ¨ Effectively manage a training department. | | 6 | Consolidation – Independent Study | 7 | Consolidation – Independent Study | 8 | Motivating Workers: Intrinsic and Extrinsic Rewards | By the conclusion of the specific learning & development activities, delegates will be able to: ¨ Demonstrate an understanding of the concept of motives and their value in organisational and subsystem effectiveness. ¨ Distinguish between the different sets of motivation theories, notably content, process and reinforcement. ¨ Demonstrate their ability to translate motivation theory into practice. ¨ Evaluate the appropriateness of the application of particular theoretical aspects of motivation to specific situations. ¨ Demonstrate their ability to formulate a comprehensive motivation strategy. ¨ Critically appraise existing motivation strategy within their organisations, identifying and addressing gaps. ¨ Formulate a workable motivation strategy. ¨ Follows the common trends in the popular motivation theories. ¨ Demonstrate their appreciation of the need for a variance in intrinsic and extrinsic values if motivation. ¨ Demonstrate how popular motivation theories have contributed to our understanding of worker behaviour. ¨ Locate performance related pay, productivity bonuses and other remuneration inducement within existing motivation theory. ¨ Indicate the part that training and development play in worker motivation. ¨ Manage the process of motivation, taking account of socio cultural and economic differences. ¨ Apply the ‘equity’ theory to work situation from a ‘differentiation perspective’, rather than and equality perspective’. | ¨ Directing Or Leading. ¨ The Concept of Motivation. ¨ Theories of Motivation. ¨ Content Theories & Some of Their Contributors. ¨ Maslow’s Hierarchy of Needs. ¨ Analysis of Maslow’s Claims. ¨ McClelland's Studies. ¨ Taylor: Money & Motivation. ¨ Motivator-Hygiene Factor: Hertzberg’s Contribution. ¨ Process Theories. ¨ Equity Theory. ¨ Goal-Setting Theory. ¨ Expectancy Theory. ¨ Equitable Reward Systems. ¨ Reinforcement Theories. ¨ Reinforcement Theory. ¨ Motivation & Contingency Theory. ¨ Designing An Effective Motivation Strategy. ¨ The collectivist Vs the individualist perspective of motivation. ¨ Common trends in Motivation theories. ¨ Intrinsic and extrinsic values of motivation. ¨ Motivation and worker behaviour. ¨ The extent to which salary or wages inducement motivate workers. ¨ Performance Related Pay (PRP). ¨ Productivity Bonuses. ¨ Efficiency Gains. ¨ Profit Share. ¨ The contingency approach to motivation. ¨ Social differentiation in motivation. ¨ Culture differentiation in motivation. ¨ Wealth as a factor in motivation. ¨ Class as an issue in Motivation. ¨ Individual expectation and motivation. ¨ Individual preferences as a motivating factor. | | | ¨ Illustrate how the contingency approach to motivation might be applied to different situations. ¨ Manage the motivation process, taking account of the differences in preferences and expectation of workers. ¨ Demonstrate the need to balance the ‘individualist’ and ‘collectivist’ perspective to motivation. | | 9 | Training Needs Analysis: Determining Training Needs – Part 1 | | ¨ Rationale For and Definition of Training Needs Analysis (TNA) ¨ Organisational Training Needs Analysis ¨ Subsystem Training Needs Analysis ¨ Individual Training Needs Analysis ¨ Approaches, Methods and Techniques of Training Needs Analysis. ¨ Approaches to and Methods of Training Needs Analysis ¨ Approaches to Training Needs Analysis ¨ Methods of Training Needs Analysis ¨ Focus Groups ¨ Action Learning ¨ Learning By Doing; ¨ Experiential Learning; ¨ Reflecting On Practice; ¨ Being Open; ¨ Sharing Ideas; ¨ Collaborating | Training Needs Analysis: Determining Training Needs – Part 2 | | ¨ Methods of Training Needs Analysis continued. ¨ Action Learning - ¨ Synergy; ¨ Learning To Learn; ¨ Life-Long Learning; And ¨ Learning In The Workplace. ¨ “Improved Strategic Thinking Ability; ¨ Understanding Group Processes And Organisational Change; ¨ Improved Understanding Between Sections Of The Organisation; ¨ Development Of New Skills (E.G. Leadership, Problem-Solving, Communication, Questioning. Presentation And Process Facilitation Skills); ¨ Ideas For Future Projects And Programs; ¨ A Concrete Outcome Of Benefit To The Organisation And Program Participants; And ¨ High Proven Returns On Investment In The Action Learning Program”. ¨ Action Research ¨ Process Management ¨ Assessment Centres ¨ TNA 2000 ¨ Techniques of TNA ¨ Sources of Information for Training Needs Analysis (TNA) ¨ Strategic Plans ¨ Tactical Plans ¨ Operational Plans ¨ Strategic Operational Review ¨ Human Resource Plan ¨ Succession Plan ¨ Human Resource Audit ¨ Critical Incident Reports ¨ Individual Performance Appraisal Reports ¨ Personnel Deployment Charts ¨ Business Plans ¨ Strategic Plans ¨ Job Evaluation or Job Tasks and Role Analysis ¨ Client or Customer Feedback. ¨ Throughput Accounting ¨ Throughput Accounting: An Introduction ¨ Determining whether a Programme or event Increases Throughput ¨ Effect of Reducing Investment (Inventory) (money that cannot be used) in Business and Non-Business Organisations ¨ Reducing Operating Expense | Training Needs Analysis: Determining Training Needs – Part 3 | | ¨ Efficiency Gains ¨ Defining Efficiency Gains ¨ Measuring Efficiency Gains ¨ Improving Efficiency Gains ¨ Substituting the concept of ‘Efficiency Gains’, in Throughput Accounting, for the Concept of Net Profit in Training Departments, as in: ¨ Net profit (NP) = Throughput - Operating Expense = T-OE ¨ Return on investment (ROI) = Net profit / Investment = NP/I ¨ Productivity (P) = Throughput / Operating expense = T/OE ¨ Investment turns (IT) = Throughput / Investment = T/I ¨ Difference Between Education, Training and Development ¨ Training and ‘Opportunity Cost’ ¨ Calculating Rate of Return From Training Investment ¨ Investors In People (IIP): The British Model | 10 | Training Expenditure or Investment?: Training Needs Analysis, Costing & Budgeting For Accelerated Rate of Return – Part 1 | | ¨ Organisational Control ¨ Organisational Control Systems ¨ Operational Control ¨ Loading – ¨ Sequencing - ¨ Detailed Scheduling: ¨ Other control mechanism include: ¨ Inventory control ¨ Cost control ¨ Quality control ¨ Budgeting As an Control Mechanism ¨ Budgeting and the Controlling of Organisational Resources ¨ Traditional methods of resource allocation. ¨ Modern Approaches To Resource Allocation - Based on Assessment of the Potential of Subsystem to Succeed, In relation to prevailing environmental situation Responsibility centres in the form of: ¨ Revenue centres, ¨ Expense or cost centres, ¨ Profit Centres ¨ Investment centres ¨ Managing Organisational Resources ¨ Relationship Between Strategic Management And Resource Management ¨ Conflict Between Corporate And Operational Management In Relation To Resource Utilisation | Training Expenditure or Investment?: Training Needs Analysis, Costing & Budgeting For Accelerated Rate of Return – Part 2 | | ¨ The Functions of Management ¨ Planning As A Function Of Management ¨ Strategic Plans ¨ Tactical Plans ¨ Operational Plans ¨ Standing Plans ¨ Co-ordinating as a Function of Management: Training and Development Modification ¨ Co-ordinating through Mutual adjustment ¨ Co-ordinating through Direct supervision ¨ Co-ordinating through Standardisation of work Process ¨ Co-ordinating through Standardisation of input - skills, knowledge and attitudes ¨ Co-ordinating through Standardisation of output ¨ Costing and Cost-Benefit Analysis ¨ Activity-Based Costing ¨ Policy Planning and Budgeting Systems (PPBS) ¨ Zero Base Budgeting ¨ Paradigm-Based Budgeting ¨ Process-Based Budgeting ¨ Priority-Based Budgeting ¨ Performance-Based Budgeting ¨ Activity-Based Budgeting ¨ Efficiency Gains ¨ Defining Efficiency Gains ¨ Measuring Efficiency Gains ¨ Improving Efficiency Gains ¨ Substituting the concept of ‘Efficiency Gains’, in Throughput Accounting, for the Concept of Net Profit in Training Departments, as in: ¨ Net profit (NP) = Throughput - Operating Expense = T-OE ¨ Return on investment (ROI) = Net profit / Investment = NP/I ¨ Productivity (P) = Throughput / Operating expense = T/OE ¨ Investment turns (IT) = Throughput / Investment = T/I ¨ Difference Between Education, Training and Development ¨ Training and ‘Opportunity Cost’ ¨ Calculating Rate of Return From Training Investment ¨ Investors In People (IIP): The British Model | 11 | Staff Performance Appraisal | By the conclusion of the established learning activities, delegates will be able to: ¨ Locate performance appraisal within performance management structure ¨ Determine the objectives of performance appraisal ¨ Illustrate the organisational individual and subsystems benefits of performance appraisal ¨ Explain at least three appraisals systems ¨ Evaluate the effective ness of individual appraisal systems ¨ Conduct an appraisal interview ¨ Implement a 360 degree appraisal programme ¨ Customise, through a synthesis of existing systems, and an appropriate appraisal scheme that takes account of their unique cultural setting ¨ Address some of the short coming s of traditional appraisal systems ¨ Demonstrate their ability to avert the halo and thorny effects in appraisal | ¨ Performance appraisal: A definition ¨ Objectives of performance appraisal ¨ Why some managers are afraid to appraise ¨ Performance and the halo effect ¨ Performance appraisal and the thorny effect ¨ Organisational benefits and performance appraisal ¨ Individual benefits of performance appraisal ¨ Subsystem benefits of performance appraisal ¨ The appraisal cycle ¨ Systematising performance appraisal ¨ Some problems with performance appraisal ¨ Punitive aspects of performance appraisal ¨ Some popular appraisal systems ¨ Graphic rating scales ¨ Ranking ¨ Paired comparison ¨ Self appraisal ¨ Critical incident ¨ Management by objectives (mbo) ¨ 360 degree appraisal ¨ The appraisal setting | | Reward Management: Developing an effective and equitable career structure | By the conclusion of the established learning activities, delegates will be able to: ¨ Define reward in an employee relation context ¨ Suggest the importance of reward management in organisation ¨ Explain the bases of reward management ¨ Explain the reward model ¨ Provide an appraisal of a specific remuneration system ¨ Determine the factors that negatively or positively affect remuneration systems ¨ Formulate and evaluate a recommended remuneration package ¨ Understand and formulate pay or remuneration structures ¨ Determine the criteria that are used to evaluate remuneration structure ¨ Explain and evaluate the rationale for performance related pay | Employee reward: A definition Defining reward management The basis of reward management ¨ Reward management strategies: provide support for corporate values ¨ Reward management derived from business strategy and goals ¨ Reward management and its links to organizational performance ¨ Reward management and the driving force for individual behaviour ¨ Reward management and its relationship to leadership styles ¨ Reward management and competition ¨ Reward management and the attraction to high calibre personnel ¨ Encouraging positive and effective organisational culture ¨ Culture and organisational values ¨ Level and type of motivation customer or clients, product or service, ¨ Degree of learning that is encouraged and general identity ¨ Remuneration systems: ¨ Factors affecting remuneration systems: ¨ Government’ reduced or increased spending ¨ Increased or decreased labour force availability ¨ Organization’s expansion, contraction or diversification plans ¨ Increased competition ¨ Increased demand for quality ¨ Remuneration packages, including salary and welfare benefits and payments ¨ Pay or remuneration structures ¨ Pay structures, purpose, criteria and types ¨ Performance related pay (PRP) | 12 | Research Project: Design, Conduct & Report – Part 1 | By the conclusion of the specified learning activities, participants will demonstrate their ability to: ¨ Design a research project, taking account of important issues ¨ Choose sources of information appropriate for the type of research being conducted ¨ Assess the value of secondary sources of information as a prelude to the conduct of primary research ¨ Choose the methodology that best suits the type of investigation being conducted & appropriate to the research objectives ¨ Choose the most appropriate data elicitation techniques, in relation to the sampling frame, sampling unit, sample size & time span, among other factors. ¨ Advise others of the situations in which participant observation, conversation analysis, documentary analysis, focus groups, interviews & questionnaires, respectively, are appropriate. ¨ Design interviews & questionnaires that will elicit information appropriate to the research objectives | Research Design: Important Considerations ¨ Sources of Information ¨ Secondary Sources ¨ Primary Sources ¨ Reviewing Literature ¨ Choosing The Methodology ¨ Qualitative Approaches ¨ Quantitative Approaches ¨ ‘Triangulating’ The Methodology Data Elicitation Techniques ¨ Surveys ¨ Participant Observation ¨ Conversation Analysis ¨ Documentary Analysis ¨ Focus Groups ¨ Interviews ¨ Questionnaires
Sampling As An Important Element of Research Design ¨ The Sampling Frame ¨ Sampling Techniques ¨ Convenience Or Non-random Samples ¨ Quota Sample ¨ Systematic Sample Probability Or Random Samples ¨ Simple Random Sample ¨ Stratified Sampling ¨ Multi-stage Sampling Interview Or Questionnaire? ¨ Using Unstructured Questions ¨ Using Open-ended Questions ¨ Designing Closed-ended Questions ¨ Avoiding Forced-choice | 13 | Consolidation – Independent Study: Research Design | 14 | Consolidation – Independent Study: Research Design | 15 | Research Supervision: Research Design – End of Semester |
Semester 2 | Week | Module Title | Objectives | Contents | | 1 | Personnel and Occupational Testing Part 1 | By the conclusion of the specified learning and development activities, delegates will be able to: ¨ Appreciate the value of employment testing ¨ Determine measures to enhance test security ¨ Ensure that the highest ethical standards are maintained for test users ¨ Exhibit their ability to use test administration guide, appropriately ¨ Effect percentile classification of test and test scores ¨ Indicate the measures that need to be taken in advance to ensure the effective administration of the test ¨ Demonstrate their ability to score different types and level of test ¨ Verbalise their interpretation of a variety of tests ¨ Exhibit their ability to write psychological reports ¨ Able to select test batteries which are general conformance with test norms ¨ Indicate the value of test to applicants and or employees ¨ Verbalise the value of test to organisations ¨ ‘Make a case’ for diagnostic employment interviewing ¨ Explain why personnel testing is immense value to organisational improvement and worker’s continuous professional development ¨ Establish the characteristics of a good test | ¨ Value of Employment Testing ¨ Test Security ¨ Ethical Standards for Test Users ¨ Test Administration Guide ¨ Percentile Classification ¨ Administration of Test ¨ Scoring of Tests ¨ Interpretation of Test ¨ Writing Psychological Reports ¨ Test Naming ¨ Value of Test to the Applicant or Employee ¨ Value of Test to Organizations ¨ Diagnostic Employment Interviewing ¨ Personnel Testing ¨ Characteristics of a Good Test ¨ Verifying Test Standardization ¨ Checking Test Objective ¨ Test Reliability ¨ Ascertaining Test Validity ¨ Evaluating Test Appropriateness ¨ Assessing Test Difficulty Level ¨ Ease of Test Administration ¨ Uniformity Of Procedure in Administration and Scoring of Test ¨ Test Time Limits, ¨ Oral Test Instructions ¨ Speed vs. Test Difficulty ¨ Group vs. Individual Tests ¨ Written vs. Job Performance Test ¨ Verbal vs. Non-verbal Tests ¨ Standardized vs. Non-standardized Test ¨ Culture Fair or Culture Free Test ¨ Projective Test ¨ Administration of Psychological Tests | | | ¨ Indicate the steps that can be taken towards the verification of test standardisation ¨ Authenticate test reliability ¨ Determine whether particular test meet their established objectives ¨ Demonstrate their competence in ascertaining test validity ¨ Evaluate test appropriateness for particular group of workers and, or, candidates ¨ Indicate the steps that can be taken in assessing test difficulty level ¨ Take the measures necessary to provide for ease of test administration ¨ Ensure the uniformity of procedure in the administration and scoring of tests ¨ Determine the appropriate time limits for particular test ¨ Provide effective and unambiguous oral test instructions, when and where appropriate ¨ Determine the appropriateness of test requiring speed as opposed to those of high levels of difficulty ¨ Determine when written test, as opposed to job performance test should be used for employee job evaluation ¨ Make an appropriate choice of verbal vs. non-verbal test, in relation to the purpose for which it is intended | General Principles for the administration of Psychological tests: Following standardized test procedure in detail ¨ Take testing Conditions Into Account When Interpreting Test Results ¨ Record any unusual Testing conditions ¨ Evaluation of Test Materials ¨ Testing ¨ Technical Competence ¨ Technical Competence - Level A ¨ Technical Competence - ¨ Level B ¨ Technical Competence - Level C ¨ Aptitude Test ¨ Test of ‘Individual Differences’ | | Personnel and Occupational Testing Part 2 | By the conclusion of the specified learning and development activities, delegates will be able to: ¨ Decide when standardised or non standardised test are appropriate for workers at different organisational levels ¨ Distinguish between culture fair-and culture free test and which is appropriate for particular groups of workers and for candidates ¨ Determine which projective are appropriate for individual groups or employees and for job applicants ¨ Select the most appropriate setting and process for administrating psychological test ¨ Demonstrate their ability to apply general principles in the administration of psychological test ¨ Demonstrate their ability to follow detailed standardised test procedure ¨ Exhibit their willingness to record unusual test conditions ¨ Demonstrate Competence in factoring test conditions in the interpretation of test results ¨ Evaluate test materials, taking into account what they measure, the author’s intent, test procedure, types of items, level of ‘discrimination’ between individuals that it facilitates ¨ Demonstrate their ability to test technical competence based on, the particular levels that need to be determined ¨ Demonstrate their ability to in select levels ‘A’, ‘B’ and ‘ ‘C’ for assessing technical competence ¨ Indicate the constituent measures of levels ‘A’, ‘B’ and ‘ ‘C’ ¨ Select and administer different types of tests, incorporating, aptitude test, individual differences, adjustment test, personnel and counselling psychological test | ¨ Personality Test ¨ Adjustment Test ¨ Personnel and Counseling sychology Test ¨ Purpose of Testing ¨ Guard against appropriation or modification of published test elements ¨ Role of the Examiner During the Testing Session ¨ Role of the Examiners After the Testing Session Maximum Performance ¨ vs. Typical Performance ¨ Types of Tests ¨ Test of ability ¨ Intelligence ¨ Interest Tests ¨ Mental maturity ¨ Scholastic aptitude ¨ General ability ¨ Mental ability ¨ Primary mental abilities ¨ Achievement Tests ¨ Measurement of emotional, motivational, interpersonal and attitudinal characteristics ¨ Objective Tests ¨ Subjective Tests | | | ¨ Outline the role of the examiner, during and after the test session ¨ Guard against the ‘unknown appropriation or modification of test elements ¨ Determine the test that evaluates mental ability, mental maturity, scholastic aptitude and general ability, respectively ¨ Determine the occasions on which, or purposes for which objective or subjective test, respectively, will be used. | | 2 | Personnel and Occupational Test Questionnaire Design and Results Analysis -Part 1 | By The Conclusion Of The Specified Learning And Development Activities, Delegates Will Be Able To: ¨ Legally Engage In Test Improvisation/ Reproduction Activities ¨ Demonstrate Their Ability To Successfully Engage In Test Scoring Activities ¨ Exhibit A High Level Of Competence In Interpreting Test Results ¨ Project A Demonstrable Knowledge Of Test Results Reporting ¨ Write Psychological Assessment Results ¨ State At Least 3 Pitfalls Of That Should Avoid In Interpreting And Reporting Test Results, Incorporating: ¨ Problems Of Content ¨ Improper Emphasis ¨ Omission Of Essential Information ¨ Avoiding Unnecessary Duplication ¨ Problems Of Interpretation ¨ Irresponsible Interpretation ¨ Inadequate Differentiation ¨ Problems’ Of Psychologist’s Attitude And Orientation ¨ Not Practical Or Useful ¨ Accurate State The Levels Of Knowledge And Learning ¨ Distinguish Between The Different Levels Of Knowledge And Learning ¨ Give Precise Test Instructions ¨ Demonstrate Their Ability To Use Simple But Unambiguous Words Or Terminologies In Test Construction: ¨ Determine The Implications Of Test Results, As An Indicator Of How An Individual Will Enact A Particular Role ¨ Determine The Test Dimensions That Need To Be Addressed ¨ Maintain Objectivity And Sound Judgement In Test Construction ¨ Make Effective Recommendations, At The End Of Test Analysis And Report, Based On The Importance Of The Issues Involved. | ¨ Reproduction Of Test Materials/Improvisation ¨ Scoring Test ¨ Interpreting Test Results? ¨ Reporting Test Results ¨ Writing Psychological Assessment Result ¨ Pitfalls To Avoid ¨ Problems Of Content ¨ Improper Emphasis ¨ Omission Of Essential Information ¨ Avoiding Unnecessary Duplication ¨ Problems Of Interpretation ¨ Irresponsible Interpretation ¨ Inadequate Differentiation ¨ Problems’ Of Psychologist’s Attitude And Orientation ¨ Not Practical Or Useful ¨ Levels Of Knowledge And Learning ¨ Testing Different Levels Of Knowledge And Learning. ¨ Giving Precise Test Instructions ¨ Constructing Essay Format Questions ¨ Using Simple Words Or Terminologies In Test Construction: ¨ Address The Test ¨ Dimensions ¨ Determining Implications Of Test Results, As An Indicator Of How An Individual Will Enact A Particular Role ¨ Maintaining Objectivity And Sound Judgment In Test Construction ¨ Avoiding Blind Interpretation ¨ Scoring, Interpretation & Reporting Making ¨ Recommendations At The End At The End Of Test Analysis And Report, Based On Their Importance; ¨ Confidentiality Of Information ¨ Proper Sequence Of Test In A Battery. | | | ¨ Guard Against Blind Interpretation Of Test Results ¨ Score, Interpret And Report Concisely And Accurately ¨ Exhibit Their Commitment Towards Information Confidentiality ¨ Exhibit A High Level Of Competence In The Sequencing Of Test Items ¨ Design Tests Requiring A Variety Of Responses ¨ Exhibit Their Ability To Establish Pre-Scoring Procedure ¨ Develop And Manage Subjective Testing Batteries ¨ Determine Where Printed Or Written Tests Should Be Used ¨ Determine Whether Oral Examination, Printed Or Written Tests Should Be Applied In Particular Circumstances ¨ Use Available Statistics To Establish Any Correlation Between Testing And Job Performance ¨ Use Meta-Analysis To Evaluate Validation Studies ¨ Demonstrate Their Competence In Designing Personnel Questions, Generally, And Specifically Within A Formal Testing Context ¨ Demonstrate Their Understanding Of The Basis And Principles Of The Orpheus Personality Test Exhibit A High Degree Of Competence In Testing The Following Dimensions: Fellowship Authority Conformity Emotion
Exhibit A Fair Degree Of Competence In Testing: ¨ Proficiency ¨ Work-Orientation ¨ Patience ¨ Fair-Mindedness ¨ Disclosure | ¨ Testing According To Response Type Required ¨ Establishing Scoring Procedure ¨ Designing Subjective Tests ¨ Printed Or Written Tests ¨ Testing And Job Performance ¨ Evaluating Validation Studies ¨ Designing Personnel Questions ¨ Designing Personality Test |
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