Part B: Course Detail

The following link provides important information on the following topics that relates
to all courses:
Important Information
Student Feedback at RMIT
Student Progress
Special Consideration, appeals, and discipline
Academic Integrity
Student Progress Committee (SPC)
Assessment Grades
Classification of award
Teaching Period: Offsh3 14
Course Code: BUSM1139
Course Title: Human Resource Development
School: 630H Management
Career: Undergraduate
Campus: Singapore Inst of Management
Learning Mode: Face-to-Face
Primary Learning Mode:
Learning and teaching in this course will primarily involve in-class facilitated
discussion, lectures and group activities. An on-line course site will provide access to
course materials and recommended readings.
Credit Points: 12
Teacher Guided Hours: 36 per semester
Learner Directed Hours: 72 per semester
Course Coordinator: Dr David Hodges
Course Coordinator Phone: +61 3 9925 5932
Course Coordinator Email:david.hodges@rmit.edu.au
Course Coordinator Location: School of Management
Course Coordinator Availability: via email


Offering Coordinator: Dr Adriana Koulouris
Offering Coordinator Phone: +61 3 9925 5925
Offering Coordinator Email:adriana.koulouris@rmit.edu.au
Offering Coordinator Location: School of Management, Building 80, Level 8,
Office 69
Offering Coordinator Availability: via email

Additional Staff Contact Details
This course will be facilitated by Mr Param Alahakone and Ms Linette Heng.
Pre-requisite Courses and Assumed Knowledge and Capabilities
None
Course Description
The aim of this course is to facilitate the learning of concepts and practices related
to human resource development (HRD). The course will emphasise the role of HRD
in operationalising corporate strategy and in the creation and management of
organisational knowledge. Participants will learn about contemporary adult learning
and HRD theories. Participants will learn how to integrate this knowledge when
undertaking the analysis, design and development of effective HRD interventions in
organisations.
If you are undertaking this course in Melbourne from semester 2, 2012 onwards your
teacher will advise you if you require access to a computer for the course. It is
recommended that you have access to a mobile computing device to allow greater
flexibility in terms of where you can work on campus outside class times.

Objectives/Learning Outcomes/Capability Development:
The study of HRD contributes to the development of the following capabilities:

A commitment to contributing to the strategic management of business in
contemporary organisations.
The clear communication of ideas, intentions and outcomes to a variety of
audiences.
The contribution to decisions within diverse political, economic, environmental and
social contexts.
The demonstrated ability to work collaboratively.
The pursuit of continuous personal and professional career learning and
development.
The development of self awareness, specifically in relation to learning preferences
and the capacity for lifelong learning

On completion of this course, participants should be able to:

Differentiate between human resource development and other human resource
management functions.
Critically analyse significant concepts and theories underpinning strategic Human
Resource Development.
Identify issues that should be considered during the design, delivery,
implementation and evaluation of HRD programs.
Explain the strategic importance of Human Resource Development and its
contribution to organisational effectiveness, productivity and quality of work-life.
Analyse and evaluate contemporary HRD policies and practices.
Discuss current HRD challenges and emerging trends.

Overview of Learning Activities
The course will provide a lecturer-facilitated learning environment. A range of
learning modes and activities will be utilised, with the aim of replicating as well as
teaching about a broad range of adult learning preferences. Teacher-centred
activities (such as lecture and guided discussion), and learner-centred activities such
as case studies, team activities, applied individual research, reflection and critical
analysis will support learning in this course. Assessment tasks are designed to offer
participants the opportunity to expand their knowledge base through critical reading;
to engage in reflection; and to consider the application of concepts and practices in
the context of organisations they have experienced.


Details of Learning Activities
Learning activities will be designed to support the key topics that will be covered in
the course, as outlined in the course learning objectives, outcomes and capabilities.
For example, case studies which provide practical examples of application of theory
will be analysed by small groups with the aim of providing for transfer of theoretical
learning to the workplace context and well as giving participants the chance to
compare and learn from each others workplace-based experiences. Students will
also be expected to undertake independent research and apply information gained
through that independent reading both during in-class discussions and through
assessment tasks.

Teaching Schedule
Classes will run for a total of twelve (12) sessions. Class contact time will be a total
of 36 scheduled hours.
Session 1: INTRODUCTION TO HUMAN RESOURCE DEVELOPMENT (See
Course Content Chapter 1)
Subject overview, expectations and assessment requirements.
The origins and aims of HRD
Globalisation and HRD
Session 2: ADULTS LEARNING (See Course Content Chapter 2)
Adult learning theories and Learning styles
Exercise Assessment Task 1.
Session 3: NEEDS INVESTIGATION (See Course Content Chapters 4 & 6)
HRD Needs Investigation/Training Needs Analysis models
Advantages and disadvantages
Strategic role of HRDNI/TNA
Session 4: CATERING FOR INDIVIDUAL DIFFERENCES (See Course Content
Chapter 3)
Characteristics of adult learner
Cultural assumptions
Role of gender
Managing Diversity
Sessions 5: DESIGNING AND IMPLEMENTING HRD PROGRAMS (See Course
Content Chapter 7)
Hands on analysis of methodologies for program design, including setting learning
objectives, designing programs, implementation issues, and identifying resources.
Session 6: DESIGNING AND IMPLEMENTING HRD PROGRAMS (See Course
Content Chapter 8)

Session 7: DELIVERY STRATEGIES structured learning strategies (See
Course Content Chapter 9)
Session 8: DELIVERY STRATEGIES unstructured learning strategies (See
Course Content Chapter 10)
Session 9: HRD PROGRAM EVALUATION (See Course Content Chapter 11)
Measuring HRD effectiveness in the organisational context.
Group Presentations
Session 10: WORKPLACE LEARNING (See Course Content Chapter 12)
Challenges to Workplace Learning
HRD practitioner
Managing workplace learning
Group Presentations
Session 11: THE LEARNING ORGANISATION (See Course Content Chapter 13
and Learning Organisation notes)
Developing and sponsoring a learning culture in organizations
Systems thinking and HRD
Learning and Knowledge Management
Group Presentations
Session 12: MANAGING & COACHING FOR PERFORMANCE; (See Course
Content Chapter 5)
Differences between performance management and performance appraisals.
Performance feedback and coaching for performance.
Revision

Overview of Learning Resources

There is a prescribed text for this course. You are also required to access journals
and databases (both research and practitioner-based) for research, reflection and
assessment purposes.

Lecture PowerPoint slides, useful web-links and communications between lecturers,
course-coordinator and students will be made available through myRMIT.

Learning Resources
Prescribed Texts
Delahaye, B. (2011) Human Resource Development: Managing learning and
knowledge capital. 3rd Edition. Tilde University Press, Prahran, Australia.
Recommended Secondary Text A recommended secondary text is DeSimone R.,
Werner J. and Harris D. (2012) Human Resource Development, South Western
Cengage Learning (ISBN-13: 9780538480994). In addition, current reading
recommendations will be made as part of the learning program, to support and help
you critically interpret the themes discussed in class.
0-470-
80579-X

References
Au, A., Altman, Y., & Roussel, J. (2008). Employee training needs and perceived value of
training in the Pearl River Delta of China: A human capital development approach. Journal of
European Industrial Training, 32(1), 19-31.

Aycan, Z., Al-Hamadi, A., Davis, A., & Budhwar, P. (2007). Cultural orientations and
preferences for HRM policies and practices: the case of Oman. International Journal of
Human Resource Management, 8(11), 11-32.

Bae, J., & Rowley, C. (2004). Macro and micro approaches in human resource development:
context and content in South Korea. Journal of World Business, 39, 349-361.

Barnard, M. E. (2000). How are internally oriented HRM policies related to high-performance
work practices? Evidence from Singaopre. International Journal of Human Resource
Management, 11(6), 1017-1046.

Burns, R. (2002). The adult learner at work : the challenges of lifelong education in the new
millennium (2nd ed.). Warriewood, N.S.W.: Business Publishing.

Debrah, Y. A. (2000). Complementarity or competition: the development of human resources
in a South-East Asian Growth Triangle: Indonesia, Malaysia and Singapore International
Journal of Human Resource Management, 11(2), 314-335.

Goodall, K., Warner, M., & Lang, V. (2004). HRD in the People's Republic: The MBA 'with
Chinese characteristics'? Journal of World Business, 39, 311-323.

Guglielmino, P. J., & Guglielmino, L. M. (2006). Culture, self-directed learning readiness, and
per capita income in five countries. SAM Advanced Management Journal, 71.2(Spring ), 21.

Hamlin, B., & Stewart, J. (2011). What is HRD? A definitional review and synthesis of the
HRD domain. Journal of European Industrial Training, 35(3), 199.

Ho, C. K. (2006). Cultivating Knowledge Sharing: An Exploration of Tacit Organizational
Knowledge in Singapore. Journal of Asian Business, 22/23(2/3/1), 169-187.

Hyder, A. A. M. O.-G. S. (2008). Repatriation readjustment of international managers: An
empirical analysis of HRD interventions. Career Development International, 13(5), 456-475.

Jacobs, R. L. (1999). Status, impacts and implementation issues of structured on-the-job
training. Human Resource Development International, 2(1).

Kolb, D. A. (1984). My farewell address...Andragogy, no panacea, no ideology. Training and
Development Journal, August, 48-50.

Lim, B. T. H. (2011). Contractors' human resource development practices and their effects on
employee soft skills. Architectural Science Review, 54(3), 232.

McGill, I., & Beaty, L. (2001). Action learning : a guide for professional, management &
educational development (Rev. 2nd ed.). London: Kogan Page.

Meng, A. T. (2006). High-end HRD: the civil defense academy of Singapore. Research and
Practice in Human Resource Management, 34-55.

Mezirow, J. (1984). A critical Theory of adult learning and education. In S. B. Mrriam (Ed.),
Selected writings on philosophy and adult education (pp. (p.123-139)). Malabar, Fla: R.E.
Krieger.

Mezirow, J. (1996). Transformational Learning. Training and Development in Australia, 23(1),
9-12.

Newell, S. (2002). Managing knowledge work. New York: Palgrave.

Nonaka, I. (1991). The knowledge creating company. Havard Business Review, November-
December, 96-104.

Nonaka, I. (1995). The knowledge creating company. Oxford: Oxford University Press.

Nonaka, I. (2002). A dynamic theory of organizational knowledge creation. In C. W. Choo & B.
N (Eds.), The strategic management of intellectual capital and organizational knowledge. New
York: Oxford University Press.

Osman-Gani, A. M. (2004). Human Capital Development in Singapore: An Analysis of
National Policy Perspectives. Advances in Developing Human Resources, 6(3), 276-287.

Osman-Gani, A. M. (2005). Expatriate development for Asia-Pacific: a study of training

contents and methods. International Journal of Human Resource Development &
Management 5(1).
Osman-Gani, A. M. (2005). Technological change and human resource development
practices in Asia: a study of Singapore-based companies. International Journal of Training &
Development, 9(4), 271-280.

Osman-Gani, A. M. J.-S. T. (2002). Influence of Culture on Negotiation Styles of Asian
Managers: An Empirical Study of Major Cultural/Ethnic Groups in Singapore. Thunderbird
International Business Review, 44(6), 819-839.

Osman-Gani, A. M. T. H. C. (2009). Trends and challenges of developing human capital in
Singapore: an analysis of current practices and future potentials. Human Resource
Development International, 12(1), 47-68.

Owen, J. M. (2006). Program evaluation : forms and approaches (3rd ed.). St Leonards,
N.S.W.: Allen & Unwin.

Rigg, C., Stewart, J., & Trehan, K. (2007). Critical Human Resource Development: Beyond
Orthodoxy. Essex: Prentice Hall/Pearson Education.

Senge, P. M. (1994). The Fifth discipline fieldbook : strategies and tools for building a learning
organization. New York: Currency, Doubleday.

Sidhu, R., Ho, K. C., & Yeoh, B. (2011). Emerging education hubs: The case of Singapore.
Higher Education, 61(1), 23.

Tessima, M. (2007). Managing civil service training institutions: what lessons can countries
learn from Singapore? International Journal of Human Resource Development &
Management, 7 (3/4), 300-318.

Thow, Y. L. (2005). Human resource management and development of highly intelligent
interacting agents: a paradigm shift in Singapore. International Journal of Human Resource
Development & Management, 5(2), 180-189.

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice : a
guide to managing knowledge. Boston, Mass.: Harvard Business School Press.

Werner, J. M., & DeSimone, R. L. (2006). Human Resource Development (Four ed.). Victoria,
Australia: Thomson Learning.

Wong, P. K. M. (2004). The Pattern of Innovation in the Knowledge-intensive Business
Services Sector of Singapore. Singapore Management Review, 26(1), 21-44.

Woods, P. (2003). Performance management of Australian and Singaporean expatriates.
International Journal of Manpower, 24(5), 517-534.

Xie, J. (2010). Comparative analysis of human resource development between different
countries under the vision of competition. Frontiers of Education in China, 5(3), 382-408.

Zheng, C. N. (2009). Keeping talents for advancing service frims in Asia. Journal of Service
Management, 20(5), 482-502.



Other Resources


Overview of Assessment
Assessment in this course is designed to enable you to demonstrate your
comprehension, development, and application of the designated course capabilities.
The course assessment has been designed to help you to be successful in the
course. The assessment tasks for this course may include in-class simulations,
reflective journals, case studies, essays or a test. These assessment tasks allow
you to apply a range of different learning styles and strengths, and to demonstrate
your understanding of theory through its apply to practice (praxis). You will receive
feedback both in-class and in response to an inidividual written task early in the
course in time to allow you to understand how you are progressing, prior to the final
assessment task.


Assessment Tasks
TASK 1: Critical Analysis of HRD Case 2500 word Individual Essay (50%)
Due: Friday, 5 September, 2014, Week 7 at 1700 (Singapore Time)
The Task - HRD Case
Drawing from theories and models that inform adult and organisational learning,
critically evaluate the HRD Case and make recommendations for action. The HRD
Case will be available through the MyRmit course site in Week 1.
Submission: There will be two forms of submission, electronic and hard copy.
The electronic copy is considered the official version. Task 1 must be
submitted online through the My Rmit BUSM1139 course site. When you
submit the written report it will be automatically processed through Turnitin as
part of the on-line submission process.

The purposes of this task:
1. research one or more key aspect/s of foundational human resource development
theory and
2. link these ideas and concepts to the key issues that you identify in the case.
Students should note that this assessment task requires a critical and evaluative
stance. Those who are unsure about how to take a critical and evaluative stance
should visit the RMIT Study and Learning Centre website
(http://www.dlsweb.rmit.edu.au/lsu). A critical evaluation requires that the writer
knows enough about the topic to be able to make informed comment and to apply
judgement; therefore evidence of depth of research is important.
Assessment criteria and their indicative weighting are:
Analysis of the case identify critical aspects of the case (6)
Review of appropriate HRD models, concepts or theories (12)
Analysis and linking to case (14)
Clarity of writing (6)
Appropriate acknowledgement of sources (4)
Overall coherency and quality (8)
Assessment will be undertaken with reference to the course grade requirements
table listed later in this section.
Note: During the intensive teaching period at the end of July 2014 a number of
interactive and formative tasks will be held. You can use these to:
assess your progress especially in terms of key literature about adult and
organisational learning
identify your strengths and weaknesses regarding analysis of literature.
TASK 2 FACILITATION EXERCISE 50%
NOTE: Task 2 has two components Component A and Component B
Task 2 Component A Group Facilitation Exercise (20%)
Due Date: As arranged with your Local Lecturer. Presentations will likely be
held during Weeks 7 and 8.
The purpose of the Group Facilitation Exercise is to develop skills in applying various
learning theories, design and delivery methodologies for facilitating or presenting to
groups. This is also another opportunity for you to develop skills in teamwork and
team leadership.
Groups will be formed under the direction of the class facilitator. In larger classes the
group may have approximately ten (10) members. Your group will take on the role of
a training and development consultancy company. Your group will identify a topic
that should be interesting to the audience, but not too complex for a short
presentation. After consideration of the adult learning theories and program design
and delivery methodologies covered in class, groups will:
present a 15 minute learning experience to classmates.
Ensure that all members of the group must be involved in the design and delivery
of the presentation,
Ensure that the audience is engaged in the presentation.
Use a maximum of eleven (11) power point slides.
An additional 2 (two) power point slides should be included. These 2 (two) slides
should outline a mechanism for assessing the understanding of the class. Note
you are not required to present this assessment activity during the group
presentation.
The group must provide the lecturer with a copy of the session plan before
commencing the exercise. The session plan will explain why the group chose
particular learning methodologies and link the presentation design to key topics from
the text (e.g., such as designing training, evaluating training, adult learning etc.).
Note: minor adjustments may need to be made to the presentation schedule
depending on the size of each class.
Criteria for Group Facilitation Presentations

Timing (between 13 and 15 minutes)
Clarity of Learning objectives
Content and professionalism of learning experience clearly connected with the
literature; professionally presented.
Quality of audience engagement
Quality of the visual displays (eg power points, posters)
Quality of the assessment mechanism
Students who are unable to attend the group facilitation exercise will receive zero
marks for that task unless they are able to present to the lecturer a statement signed
by all group members attesting to the fact that they completed a fair component of
the preparation work AND other suitable documentation or explanation to account for
their absence (such as a medical certificate). Students who are unable to attend on
presentation day will be required to undertake a supplementary task if they wish to
make up the 20% of marks allocated to the group presentation.
Task 2 Component B 1500 word Individual Reflection Paper (30%)
Due: The Individual Reflection Paper is due the week following your
presentation.
Submission: Task 2B must be submitted online through the BUSM1139
MyRmit site. When you submit the written report it will be automatically
processed through Turnitin as part of the on-line submission process.

The reflection paper is intended to encourage you to think about the presentation
and your own role in the exercise. This assessment task aims to ensure that you
engage in critical reflection and knowledge creation (you will learn that this is called
explication).
In this assessment task you need to reflect on your experience in the presentation,
both from your perspective as a designer, developer or facilitator, and as an
audience member. You will need to:
discuss the various learning methodologies employed;
describe those that you find most successful, and those which you may have found
difficult;
summarise what you have learned from the experience.
Those students who have not completed a reflective paper (also known as a
reflective journal) before will find guides completion on the course learning hub site.
This suggested format is based on the tutorial about Reflective Journals on the RMIT
Learning Lab.
1. What happened? (approximately 250 words)
2. Interpretation (approximately 450 words)
3. Evaluation (approximately 500 words)
4. Plan (approximately 300 words)
Assessment Criteria for Individual Reflection Paper:

Quality of the description What happened?
Quality of the Interpretation what insights did I gain? How does this connect with
previous learnings? What does this mean? How does this connect with learning
theories?
Quality of the Evaluation what is the value of the experience? Why? So what?
Quality of the Plan How might this learning help me in the future?

Other Relevant Information
This Course Guide should be read in conjunction with all RMIT Policies. These are
accessible on the RMIT Corporate Governance Website.
ASSESSMENT
Students must submit all pieces of assessment to pass the course.
Submission of Assignments
All assessment tasks must include your name in the footer, pages must be
numbered.
Assessment Task 1 Critical Analysis of HRD Case:
Hard copy due at SIM by 1700 on 5 september, 2014.
Electronic Copy due by 1700 on 5 September, 2014 via the course site on
MyRMIT
This is considered the official version of the assignment.
File name: student number_family name Task1.doc
Include the list of references/bibliography Turnitin has been instructed to ignore
this part of the essay.
Turnitin small matches Turnitin has also been instructed to ignore small matches.

Assessment Task 2 Component B Individual Reflection Paper:
You will need to submit a soft copy only via the course shell on MyRMIT. Note, in
accordance with the new electronic submission procedures students need to submit
the Electronic Submission Declaration. A link to this can be found on the Course
Shell.
Academic Integrity
You are responsible for ensuring that your written assignments correctly
acknowledge all sources used. Information on citing references is available in the
Learning Lab at https://www.dlsweb.rmit.edu.au/lsu/ . Compliance with these
guidelines encourages good academic practice and minimises the risk of plagiarism
and the penalties which may follow from the detection of plagiarism.
Turnitin Software
It is suggested that you use turnitin software to check that your work meets RMITs
standards of academic integrity. Turnitin instructions are available at
http://mams.rmit.edu.au/zdrig5rjsxnqz.pdf. Turnitin can be accessed through
myRMIT. Turnitin will check your assignment for originality and will generate a report
indicating areas in which the content overlaps with other academic papers and
student assignments. Do not include the cover sheet or references when you submit
the assignment to Turnitin as they will distort the report. By inspecting the report you
should be able to determine whether your essay would be acceptable as
predominantly your own work. Please take care to allow time to submit your
assignment to Turnitin so that you have time to review the report before submitting
the assignment by the due date prescribed.