Units

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Sample subject outline - Semester 2 2012

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This unit provides a coherent theoretical and practical framework for planning and implementing Human Resource Development (HRD) within today's organisations. It examines relevant research and theoretical approaches to provide a foundation for understanding the strategic development of learning and skills in the workplace. It relates these in a practical way to contemporary human resource development challenges in organisations. MGN431 establishes the contribution of HRD processes to the achievement of an organisation's vision, goals and strategy.

Aims

Through a problem-solving perspective, this unit specifically develops knowledge, critical analysis, and research skills to address contemporary problems, processes and issues in the HRD field. Exposure to contemporary international HRD ideas and practice is designed to develop your appreciation and understanding of the potential contribution of HRD to the achievement of organisational strategic objectives.

Objectives

Course Learning Goals (Postgraduate)

The QUT Business School has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:

Have knowledge and skills pertinent to a particular discipline (KS)

1.1 Well-researched knowledge and critical understanding applied to issues at the forefront of a specialised discipline area
1.2 Ability to select and use effectively a range of tools and technologies to locate and/or generate information appropriate to the disciplinary context

Be critical thinkers and effective problem solvers (CTA)

2.1 Apply logical, critical and creative thinking and judgement to generate appropriate solutions to problems in the disciplinary context

Be professional communicators in an intercultural context (PC)

3.1 Ability to create and present professional documents and/or reports using high levels of analysis/synthesis/evaluation for a range of contexts and audiences
3.2 Ability to orally communicate and justify ideas and information, at a professional level, for a variety of contexts and audiences, including peers and discipline specialists

Be able to work effectively in a Team Environment (TW)

4.1 Operate effectively and with flexibility to achieve common goals in collaborative settings, using a range of skills, including leadership, negotiation, reflection, proactivity and support for team members

Have a Social and Ethical Understanding (SEU)

5.1 Apply knowledge of the ethical, social and cultural dimensions relevant to business situations, including appropriate standards or codes of practice, to provide courses of action

Unit Objectives
Upon completion of this unit, you should be able to:

1. Identify and explain the foundation concepts of strategic Human Resource Development (HRD) process from both individual and organisational perspectives.
2. Assess organisational HRD requirements and recommend appropriate approaches to designing, implementing and evaluating resultant HRD programs.
3. Analyse issues relating to the development of a skilled workforce in different national and business contexts and the implications for HRD practice.
4. Demonstrate understanding and critical analysis of the empirical research and theoretical frameworks for strategic HRD in organisations.

The specific course learning goals and unit objectives that apply to this unit are shown in the assessment section of this unit outline.

Content

• Foundations of HRD: The role of HRD and its contributions to supporting organisational business strategy.
  
• Frameworks for HRD: Assessing, designing, implementing and evaluating HRD programs.


• Contemporary issues: HRD approaches to contemporary issues in workplace learning.

Approaches to Teaching and Learning

The teaching mode will vary and may incorporate interactive lectures, discussions, guest speakers and case study analysis. Our focus is on the development of knowledge, skills and practices relevant to the HRD field. This includes the ability to analyse and critically evaluate information and conceptual frameworks, engage in effective problem-solving, communicate effectively, and demonstrate social and ethical understanding in relation to HRD and HRD practices.

Assessment

Students will receive feedback in various forms throughout the semester which may include:

• Informal: worked examples, such as verbal feedback in class, personal consultation


• Formal: in writing, such as checklists (e.g. criteria sheets), written commentary


• Direct: to individual students, either in written form or in consultation


• Indirect: to the whole class

Assessment name: HRD Needs Analysis
Description: Using a case study, you will consider the key organisational issues and assess what the implications are in terms of HRD. You will present your analysis as a written report and discuss your findings in class.
Length or duration 2,000 words
Formative or Summative Formative and Summative
Relates to objectives: Unit Objectives: 1 and 2 and AOL goals: KS (1.1); CTA(1.1); PC (3.1)
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Week 6

Assessment name: HRD Plan
Description: Based on your HRD Needs Analysis, Develop a HRD Plan to address the issues described in the case study. Your plan will provide recommendations to management on the design, implementation and evaluation of an appropriate HRD response at both the individual and organisation levels, including conceptual and theoretical justification.
Length or duration 2,500 words
Formative or Summative Summative
Relates to objectives: Unit Objectives: 1, 2, 3, 4 and AOL goals: KS (1.1); CTA (1.1); PC (3.1)
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Week 13

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Prescribed Texts
Werner, J. M. & DeSimone, R. L. (2012). Human Resource Development (6th ed.),. Mason, Ohio: South-Western, Cengage Learning.

Other Readings
In addition to the above prescribed text, readings are provided on the MGN431 Blackboard site.

There are no out of the ordinary costs associated with this unit.

Risk assessment statement

There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit. You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to
view the Emergency video.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 04-Jul-2012