sample assignment template

Fairfield School Of Business+

.AssignmentQualification Unit number and title

BTEC Level 5 HND Business Studies Unit 23:Level 5Human Resource DevelopmentStudent name Assessor name

Kunal Chan Mehta Unit Leader

Internal VerifierDate issued Completion date Submitted on

19th January 2015 Fri 27th March 2015 before 12.00 midday

Assignment title Human Resource Development - Shaping Your Future

LO LearningOutcomeAssessment Criteria

In this assessment you will have theopportunity to present evidence that shows you are able to:

Taskno.

Evidence

(Page

LO1

Understand learning theoriesand learningstyles

1.1 Compare different learning styles 141.2 Explain the role of the learning curve

and the importance of transferring learning to the workplace

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1.3 Assess the contribution of learning stylesand theories when planning and designing a learning event

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LO2

Be able to plan and designtraining and development

2.1 Compare the training needs for staff at different levels in an organisation 14

2.2 Assess the advantages and disadvantages of training methods used in an organisation

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2.3 Use a systematic approach to plan training and development for a training event

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LO3

Be able to evaluate a trainingevent

3.1 Prepare an evaluation using suitable techniques 15

3.2 Carry out an evaluation of a training event 15

3.3 Review the success of the evaluation methods used 16

LO4 Understand government-led

4.1 Explain the role of government in training, development and lifelong learning

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4.2 Explain how the development of the competency movement has impacted onthe public and private sectors

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1

Fairfield School Of Businessskills development initiatives

4.3 Assess how contemporary training initiatives introduced by the UK government contribute to human resources development for an organisation.

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Sources of information

1. Course notes and lecture slides accessible on FSB Connect2. Recommended learning textbooksArmstrong, M. and Taylor, S (2014) Armstrong's Handbook of Human Resource Management Practice, 13th Edition, United Kingdom: Kogan Page3. Business Essentials (2013) Human Resource Development and Employee Relations, 3rd Edition,

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Fairfield School Of BusinessInstructions

An electronic copy of your assessment must be fully uploaded by the deadline date and time.You must submit one single PDF or MS Office Word document. Any relevant images or

screenshots must be included within the same MS Office Word or PDF document.The last version you upload will be the one that is marked. Your paper will be marked if you have

indicated this as your final submission. Review the mitigating circumstances policy for information relating to extensions.The file size must not exceed 20MB.Answer the criteria in order, clearly indicating the pass criteria number.Ensure that all work has been proof-read and checked prior to submission.Ensure that the layout of your documents are in a professional format with font style Arial, font

size 12 for the text, font 14 for sub heading and font 16 for main heading, line spacing 1.5 and justified.

Use the Harvard referencing system; otherwise it will be considered as plagiarised work.Ensure that you back-up your work regularly and apply version control to your documents.Ensure that any file you upload is virus-free, not corrupted and not protected by a password

otherwise it will be treated as a non-submission.You must NOT submit a paper copy or email of this assessment to any member of staff at FSB.Your work must be original with the appropriate referencing

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Student signature: Date:

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Fairfield School Of BusinessIn addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following MERIT and DISTINCTION grades

Grade descriptor Indicative characteristic/s Contextualisation

M1 Identify and apply alternative and appropriate solutions to marketing planning

Effective judgements have been made.An effective approach to study and research has been applied.

Using a report format, evaluate how apprenticeships training can help to meet the long term goals of your business.

M2 Select / design and apply appropriate methods / techniques

Appropriate learning methods/techniques have been applied.

Select three most appropriate techniques to evaluate the training event in a public sector organisation

M3 Present and communicate appropriate findings

Coherent, logical development of principles/concepts for the intended audience.Communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used.

Using a report format, evaluate how apprenticeships training can help to meet the long term goals of your business.

D1 Use critical reflection to evaluate own work and justify valid conclusions

Conclusions have been arrived through synthesis of ideas and have been justified.

Based on your answer provided in Question 1, identifyand discuss your preferred learning style that would help to design training in your organisation.

D2 Take responsibility for managing and organising activities

Activities have been managed. Based on your answer provided in Question 8 identify and evaluate the most appropriate evaluation model that will apply to your organisation.

D3 Demonstrate convergent /lateral / creative thinking

Convergent and lateral thinking have been applied.Problems have been solved.

Recommend the future changes that the government-led skills development initiatives should develop to meet the future challenges of the diverse UK labour market.

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Fairfield School Of Business

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Fairfield School Of BusinessAssignment Brief

Unit number and title Unit 23: Level 5Human Resource DevelopmentQualification BTEC Level 5 HND Business StudiesStart date 19th January 2015Deadline/hand-in Fri 27th March 2015 before 12.00 middayAssessor Kunal Chan Mehta Unit Leader

Assignment title Human Resource Development Shaping Your Future

Purpose of this assignmentHuman resource development is key to the overall success of an organisation throughproviding learning, development and training opportunities to improve individual,team and organisational performance. Training and development affects everyone inthe organisation and it is appropriate at every level from office junior to seniorexecutive. This assignment will help to explore the related learning theories and theircontribution to the process of transferring learning to the workplace. All training has acost to the organisation and managers need to be able to provide trainingprogrammes within their training budgets. Through planning and designing a trainingand development event, this assignment aims to develop knowledge andunderstanding of these key areas. Learners will examine how to identify trainingneeds across their organisation, as well as understand how government-ledvocational and general training initiatives contribute to the emphasis on lifelonglearning and continuous development.

InstructionsThe pages which follow under the heading Shaping Your Future needs to be to be developed as part of your learning journey. Once written, the aim is that the plan is revisited occasionally and, towards the end of your course, it will act as a portfolio document. This document will reflect and evidence your learners journey, demonstrating the application of the relevant learning outcomes to the business depicted in the Shaping Your Future section of this paper. It is envisaged that you will able to use this document as an accessible illustration of your learning and understanding.

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Fairfield School Of BusinessShaping Your Future - Getting startedWhose plan is this?

Business and owner details:

Business name:

Owner(s) name:

Business address and postcode:

Business telephone number:

Business email address:

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Fairfield School Of BusinessSection oneExecutive summary

1.1 Business summary:

1.2 Business aims:

Additional Information:

Details of future training courses you or your team want to complete:

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Fairfield School Of BusinessSection twoProducts and services

2.1 What is the nature of your business?

a product a service both

2.3 Describe the different types of product/service you are going to be selling:

2.4 Additional information:

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Fairfield School Of BusinessSection threeThe business environment

3.1 Are your customers:

individuals businesses both

3.2 Describe your typical customer:

3.3 Where are your customers based?

3.4 What factors help your customers choose which business to buy from?

3.5 Have you sold products/services to customers already?

yes no

If you answered yes, give details:


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Section fourMarket research

4.1 What market information have you obtained so far?

4.2 Do you intend to conduct further market research? If so, discuss briefly:

4.2 Key findings from research:


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Fairfield School Of BusinessSection fiveMarketing and Business Strategy

What are you going to do/ How are you going to market your products ?

Why have you chosen this marketing method? How much will it cost to develop and market your product

TOTAL COST

12

Fairfield School Of BusinessSection sixCompetitor and market analysis

6.1 Table of competitors (top 5 competitors only)

Name, locationand business size

Product/service Price Strengths Weaknesses

6.2 SWOT analysis:

Strengths Weaknesses

Opportunities Threats

6.3 Unique Selling Point (USP):

Unique Selling Point (USP)

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Fairfield School Of BusinessSection sevenOperations and logistics

7.1 Production:

7.2 Delivery to customers:

7.3 Payment methods and terms:

7.4 Suppliers:

Name and location of supplier Items required and prices Payment arrangements Reasons for choosing supplier

7.5 Premises

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Fairfield School Of Business7.6 Equipment

If being bought

Item required Already owned? New or second hand? Purchased from Price

7.7 Transport:

7.8 Legal requirements:

7.9 Insurance requirements:

7.10 Management and staff:


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Task 1 Understand Learning Theories and Learning StylesThis task offers you an opportunity to achieve LO: 1.1,1.2, 1.3 and D1

Q.1 Compare the four main learning styles of human resource development theory and apply them in relation to the company outlined in the Shaping the Future section.(1.1)Guidelines:In order to complete the above task, you need to:Compare the four main learning styles (for example from Kolb or Myers Briggs or VARKor Honey and Mumford) using reliable source and appropriate Harvard style referencing.

Q.2 Explain the role of the learning curve and the importance of transferring learning in relation to the company outlined in the Shaping the Future sections? (1.2)Guidelines:In order to complete the above task, you need to:Define the learning curve and explain the role of the learning curveExplain the importance of transferring learning to the workplace using reliable source and appropriate Harvard referencing techniques.

Q.3 Assess the contribution of the learning styles and theories when planning and designing a learning event in the company you have identified above in the Shaping the Future sections . (1.3)Guidelines:In order to complete the above task, you should:Evaluate how both learning theories and learning styles can contribute to the planningand designing of learning events in organisations using reliable sources andappropriate Harvard referencing techniques.

DISTINCTION ONEBased on your answer provided in Question 1, identify and discuss the preferred learning style that would help you to design training in relation to the company outlined in the Shaping the Future section.Guidelines:In order to complete the above task, learners will have to select one learning style from their answer provided in Question 1 and justify their choice.

NB: When the question refers to an organisation, the learners will need to discuss their

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Fairfield School Of Businessorganisation as detailed in the Shaping Your Future section above OR the organisation from the designated list held and approved by Student Support.

Task 2 Be able to plan and design training and developmentThis task offers you an opportunity to achieve LO: 2.1,2.2,2.3, M1 and M3

Q.1 Compare the training needs of staff at different levels of the organisation outlined in the Shaping the Future section.(2.1)Guidelines:In order to complete the above task, you should:Describe the training needs of employees at different levels (Top, Middle and Lower) ofthe organisation outlined in the Shaping the Future sectionCompare and contrast the training needs of staff working at different levels using areliable source and appropriate Harvard referencing techniques.

Q.2 Assess the advantages and disadvantages of both on-the job and off-the-job training methods. Relate these methods to the organisation outlined in the Shaping the Future section.(2.2)Guidelines:In order to complete the above task, you should:Describe 3 on-the-job and 3 off-the-job training methods Evaluate the advantages and disadvantages of both types of training using reliablesource and appropriate Harvard referencing techniques.

Q.3 Using a systematic approach, plan the training and development for five of yourstaff at various levels in the organisation outlined in the Shaping the Future section.(2.3)Guidelines:In order to complete the above task, you should:Prepare a brief plan with heading and actions.Describe the major steps in the systematic approach to training in your plan (i.e.identify training needs, define the learning required, set objectives, plan andimplement training, evaluate training).Describe some of the key planning issues that you may face when designing thetraining plan (e.g. number of trainees, location, content, internal/external trainers,administration; training budget, training costs).

MERIT ONE AND MERIT THREEUsing a report format, evaluate how apprenticeship training can help to meet the long

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Fairfield School Of Businessterm goals of the organisation outlined in the Shaping the Future section.Guidelines:In order to complete the above task, you should:Identify the current apprenticeship schemes available in the market.Discuss the advantages and disadvantages of apprenticeships training in yourorganisation using reliable source and appropriate Harvard referencing techniques.Conclude your report by stating whether you would recommend other organisations touse apprenticeships training.

NB: When the question refers to an organisation, the learners will need to discuss theirorganisation as detailed in the Shaping Your Future section above OR the organisation from the designated list held and approved by Student Support.

Task 3 Be able to evaluate a training eventThis task offers you an opportunity to achieve LO: 3.1,3.2,3.3, M2and D2

Q.1 Using suitable techniques, prepare and carry out a training event in theorganisation outlined in the Shaping the Future section, identifying the following :(3.1 and 3.2):Who should evaluate the training?What should be evaluated?When should evaluation take place?Why do we need an evaluation?Guidelines:In order to complete the above task, you should prepare an evaluation of the above training event by including:An evaluation of the effectiveness of this training event aimed at employees at your organisation (3.1).The what, why, when, and who of evaluation; planning; design; delivery; implementation; key stakeholders; achievement of objectives. (3.2)

Q.2 As a company director, explain what are the various models of evaluation thatcould be used to review the success of the evaluation method used in Question 3.1 and3.2. (3.3)Guidelines:In order to complete the above task, your answer should:Describe all the evaluation models (Kirkpatrick Model, The CIRO model and the ROImodel) that are used as evaluation tools in organisations.

MERIT TWO

Select three most appropriate techniques to evaluate the training event in a public sector organisation.Guidelines:

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Fairfield School Of BusinessIn order to complete the above task, your answer should:Identify and discuss three most appropriate formal and informal evaluation techniquesthat may be used in a public sector organisation.DISTINCTION TWOBased on your answer provided in Question 3.1, identify and evaluate the most appropriate evaluation model that will apply to the organisation identified in the Shaping Your Future section.Guidelines:In order to complete the above task, your answer should:Select one evaluation model and identify its advantages and disadvantages in the context of the organisation identified in the Shaping Your Future section.


Task 4 - Understand government-led skills development initiativesThis task offers you an opportunity to achieve LO: 4.1,4.2,4.3 andD3

Q.1 Explain how the UK government has encouraged training, development andlifelong learning over the past years in the NEET sector.(4.1)Guidelines:In order to complete the above task, your answer should:Include the actions that the government is actually taking to encourage training, development and lifelong learning for the NEET sector.

Q.2 Explain how the development of the competency movement has impacted on boththe public and private sectors of the country.(4.2)Guidelines:In order to complete the above task, your answer should:Define the competency movement and explain its impact on both the public andprivate sectors.Learners will have to conduct an online research for up to date guidance andinformation on this movement.

Q.3 Analyse how contemporary training initiatives introduced by the UK government has contributed to the human resource development policy of the organisation identified in the Shaping Your Future section or a SME of your choice. (4.3)Guidelines:In order to complete the above task, your answer shouldAssess the contemporary training initiatives such as Learning and skills council, Train

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Fairfield School Of Businessto gain, Apprenticeships, University for Industry and National skills Academic etc.Show how they contribute to HRD for SMEs.

DISTINCTION 3Recommend future changes that government-led skills development initiatives should develop to meet the future challenges of the diverse UK labour market.

Guidelines:In order to complete the above task, your answer should:Demonstrate online research on the future plans and training that the future government will undertake to fulfil the skills gap.


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Answer SheetTask 1 (LO:1.1, 1.2, 1.3 and D1)1.1IntroductionThe author will now compare the learning styles of David Kolb which he developed from his model published in1984. Kolb's theory works on two levels consisting of a four stage cycle of learning and four separate learning styles. Predominant in Kolbs theory is the learners internal cognitive processes.Learning is the process whereby knowledge is created through the transformation of experience (Kolb, 1984, p. 38).The styles are as follows:

Converging they learn better when provided with logical and practical applications of concepts and theories. They are best at finding practical uses for ideas and theories. They also learn best when given simulations, lab work, practical applications and an opportunity to experiment with new ideas. (Kolb and Kolb 2005, p5)Assimilating - learn better when presented with sound logical theories to consider. These people require good clear explanation. They can understand a wide range of information and put it into logical and concise form. Reading, lectures, having time to think over, and the exploration of analytical models are examples of some of the ways they prefer to learn (Kolb and Kolb 2005, p5)Accommodating - learn better when provided with hands-on experiences. These people use other people's analysis, and prefer to take a practical, experiential approach. They like to carry out plans and prefer to act on gut feelings rather than logic. They enjoy setting goals, working with other, and using different approaches for completing a project (Kolb & Kolb 2005, p.5).Diverging - learn better when allowed to observe and collect a wide range of information. They prefer to watch rather than do. Working in groups, appreciating diverse viewpoints, and receiving personal feedback are some characteristics of the diverging learning style (Kolb & Kolb 2005, p.5).Source: BPP Learning Media (2013, p.14)

source: google images

Kolb's model works on two levels -a four-stage cycle:

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Fairfield School Of Business1.Concrete Experience - (CE)2.Reflective Observation - (RO)3.Abstract Conceptualization - (AC)4.Active Experimentation - (AE)

it also has a four-type definition of learning styles, each of which represents the combination of two preferred styles:

1.Diverging (CE/RO)2.Assimilating (AC/RO)3.Converging (AC/AE)4.Accommodating (CE/AE)

Metha (2015b)- wk2

1.2IntroductionThe author shall now explain the role of the learning curve, and the importance of transferring learning in relation to the PROPERLETS.

The learning curve is a graph that shows that the repeated performance of a task results in less time required at each repetition. It is a graphic representation of progress in learning measured against thetime required to achieve dominance.

source: google images

The learning is always steep in the beginning as with any new task, but over time one becomes moreand more competent. Learning curves are graphs whichshow the time spent in learning and the level of competence attained.

Transfer of learning relates to workplace training and the use put by trainees of the skills and knowledge they learned to their actual work tasks.

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It is important to transfer learning to the workplace as organisations are constantly spending a significant amount of money on the development of their employees, with the aim of creating a competitive edge/advantage in a fast paced and competitive climate.

It is estimated that 20% of cooperate training leads to performance improvement. (Wick, Pollock &Jefferson, 2010, p.165)

It is important that the team at PROPERLETS are able to transfer learning skills to keep the efficiencyof work carried out and to ensure that monies spent are put to use and not wasted. Tranp to date withcurrent practices, is very effective and improves on ROI. As an investment training must be successful showing results that offset the costs. Productivity and performance should also be improved, and the success of the transfer of skills may be quantitative as well as qualitative.

BPP LEARNING MEDIA(2013, P.9)

1.3Introduction

In this section the author will now assess the contribution of the learning styles and theories when planning and designing a learning event in PROPERLETS.

A learning, training or development activity that has been completed via attendance at a workshop, course or conference or via e-learning, a coaching or mentoring session or a team away day or half day etc. (of at least 2 hours duration). In the case of e-learning this may be a cumulative total. (http://www.ucl.ac.uk/hr/od/resources/learningevent.php)

At PROPERLETS and lettings agency s, in the UK, the knowledge required by staff is in fact providedby a combination of alternative self-regulatory ombudsmans schemes and trading standards review by the Office of Fair Trading. The English Estate Agency Association is a private company that regulates the delivery of residential property services against a Code of professional practice, membership is widely recognised as a sign of integrity. PROPERLETS intends to operate in the mainstream property market, so such accreditation approaches being imperative.the learning event will be in the form of a specific course, namely: Level 3 Technical Award in Residential Letting & Property Management, administered by NFoPP Awarding Body. It is essential that staff are professional and competent in all areas of the industry as PROPERLETS will be workingclosely with local councils and government agencies. The right qualifications will convey the right image and equip staff with relevant skills and current knowledge of the market.Learning may be delivered in a combination of all styles, enabling the staff to have competency in aspects of regulations and codes of practice.Role-play, problem based learning, discussions and assessments, will help the staff learn and become observers, thinkers, deciders and doers (Kolb)

D.1IntroductionBased on '1.1' the author will now identify and discuss the preferred learning style that would help design training in relation to PROPERLETS.Designing training in relation to PROPERLETS, this author would recommend workshop, branch and

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Fairfield School Of Businessfield-based training support, being designed to appeal to all learning styles and delivered by both branch colleagues and our in house trainer. The training involves working in a branch office, specialistnegotiation skills and procedural training.In choosing one style to deliver training then we would see that people with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This ties in more than the other styles with the nature of work carried out by lettings agents. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective. The lettings agent would need to tailor the work carried out to the needs of the individual landlords and tenants with varying issues, needs and wants. The agent must use initiative and knowledge to handle this and communicate with the team effectively so training must reflect this. In line with the accommodating learning style, trainees must take the experiential approach in carrying out duties as each day brings new challenges and experiences.

REFERENCES:Blythe, J. (2014). Principles & Practice of Marketing. 3rd ed. London. Sage.

BPP Learning Media (2013). Human Resource Development and Employee Relations. 3rd ed. Business Essentials. London. BPP Learning Media.

Freeman, R. (1984). Strategic Management: A Stake-holders Approach, Pitman, Boston, MA.Honey P and Mumford A. (1992). The Manual of Learning Styles. 3rd Ed. Maidenhead: Peter Honey.Kolb D A (1984). Experiential Learning: experience as the source of learning and development Upper Saddle River, NJ: Prentice Hall.Mehta, K (2015b). Human Resource Development - Week 2. [Lecture]. London. Fairfield School of Business.

Task 2 (LO:2.1, 2.2, 2.3, M1 and M3)2.1IntroductionWe shall now take a look at the training needs of staff at different levels of the business.Training Needs Analysis identifies skills gaps and training needs of your staff.

Is the process engaged in, to find out the training and development needs of people, to enable them to carry out their job effectively and efficiently. It also helps them to continue to grow and develop

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Fairfield School Of Businesstheir careers. www.gre.ac.uk (2015 Jan 30)

TNA:ensures that time and monies spent on training is effectively spent.Determines a benchmark for evaluating trainingIncreases motivation of participantsAligns the training activities with the companies strategic plans

source: www.changefactory.com.au

The training needs analysis determines whether resources required are available or not. If the development needs of the organisation, individual or operational teams are met properly then the organisation is at risk. Resources may be wasted on ineffective training that may be outdated and therefore creating gaps in the skills and competencies of staff at all levels.

Organisational levelIt addresses strategic planning, business needs and goals. At PROPERLETS this includes:acquiring 2 lettings per week.To provide affordable and safe/ sufficient housing for those on minimum income.To negotiate with landlords in order to assure them of being paid on time.To ease the local councils housing waiting listThe this level training must be done by everyone in the company as they all have the same mission.

Operational levelThis looks at the departmental functions, is the individual team operating effectively and in unison with each other? Do they meet requirements? Is the job clearly understood? Training may be throughquestionnaire(open and closed ended questions), interview, observation, psychological test, focus groups of employees(gathering them and asking opinions).

Individual levelThis is about each and every person in the company. Each individual must be assessed to ascertain

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Fairfield School Of Businessif they are performing at the desired level or under-performing. In in finding a gap between the required performance level and the actual performance level, then there is a need for training or evenpromotion.

Task 3 (LO: 3.1, 3.2, 3.3, M2 and D2)Please type your answer here

Task 4 (LO: 4.1, 4.2, 4.3 and D3)Please type your answer here

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Armstrong, M. and Taylor, S (2014) Armstrong's Handbook of Human Resource Management Practice, 13th Edition, United Kingdom: Kogan Page3. Business Essentials (2013) Human Resource Development and Employee Relations, 3rd Edition, London: BPP Learning MediaTask 1 (LO:1.1, 1.2, 1.3 and D1)

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