HUMAN RESOURCE DEVELOPMENT - 2020/1
Module code: MANM006
This module aims to provide an introduction to Human Resource Development (HRD; including individual and organizational learning, training and development, etc.).
The module takes a broad view of ‘learning’ as encompassing both individual and organizational (i.e. collective) processes, and explores these issues from a variety of perspectives through the use of examples from academic research and business and organisational practice.
The position adopted in this module is that:
- learning is an important source of competitive advantage for business organizations;
- the quantitative and qualitative benefits of HRD for individuals, organisations, and wider society can be significant;
- being able to manage the processes of individual and organizational learning and development is key business capability in the information age and the knowledge economy;
HRD is an essential part of both Human Resource (HR) managers’ and general managers’ roles, therefore for you, as a student of HRM, an understanding of HRD is a vital aspect of your professional HR education.
Surrey Business School
SADLER-SMITH Eugene (SBS)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: N600
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 114
Lecture Hours: 36
Prerequisites / Co-requisites
What is Human Resource Development (HRD)? (ESS) -
- Sadler-Smith (2006) Ch.1
Individual Learning -
- Sadler-Smith (2006) Ch.3
Strategic Human Resource Development -
- Sadler-Smith (2006) Ch.2
Organizational Learning -
- Sadler-Smith (2006) Ch.5
- Crossan, MM., Lane, HW., & White, RE. (1999) An organizational learning framework: From intuition to institution, Academy of Management Review, 24(3): 522-537.
Organizational Development and Change -
- Burnes, B. (2004) Kurt Lewin and the planned approach to change: A re-appraisal, Journal of Management Studies, 41(6): 977-1002.
The Practice of HRD (1) -
Sadler-Smith (2006) Ch.2 and 6
Salas, E. & Cannon-Bowers, JA. (2001). The science of training: a decade of progress, Annual Review of Psychology, 52: 471-499.
The Practice of HRD (2) -
- Sadler-Smith (2006) Ch.2 and 6
- Aguinis, H. & Kraiger, K. (2009). Benefits of training for individuals, teams, organizations and society, Annual Review of Psychology, 60: 451-474.
New Directions in HRD -
- Recent developments in the field of learning which may shape the future direction of human resource development theory and practice
Investing in Human Resource Development -
- Lazear & Gibbs (2008) Ch.3 or Lazear (1998) Ch.6
- Blundell, R., Dearson, L., Meghir, C., & Sianesi, B. (1999). Human Capital Investment: The Returns from Education and Training to the Individual, the Firm and the Economy, Fiscal Studies, 20 (1): 1-23.
|Assessment type||Unit of assessment||Weighting|
|Coursework||ASSIGNMENT 1 - 2500 WORDS||40|
|Examination||2 HOURS CLOSED BOOK EXAM||60|
The assessment strategy is:
The assignments provide an opportunity for students to expand their knowledge by more detailed research of models and theories and the application of these to particular situations. There is a particular emphasis upon the strategic nature of HRD and its application in organizational contexts.
The examination consists of three questions. All students are required to answer question one which will focus upon their ability to apply their knowledge and understanding to a hypothetical example. The other questions will explore the other competencies. This means that students must have a sound understanding of a range of topics within the module syllabus. All questions require the discussion of theories or concepts. Students should use theoretical models AND examples from the literature and examples of organizational practice when answering questions
Summative assessment for this module consists of:
Examination and Assignment (see above)
Formative assessment and feedback
Assignment mark will also serve a formative function
- what HRD is and how it relates to other organisational processes and systems such as learning, HRM, labour, strategy, etc.;
- how HRD can be planned and implemented effectively;
- how HRD's impact on individual employees and on organizations can be assessed;
- the significance of HRD for individual, organisational and economic development, change and transformation;
- some of the emerging and problematic issues in HRD.
|1||Explain the context within which HRD operates.||K|
|2||Explain the relationship between HRD and HRM.||K|
|3||Explain the role of Strategic HRD in organisational change and development.||K|
|4||Explain and critically appraise learning theories and describe their application in HRD.||K|
|5||Describe and explain the HRD cycle (identifying needs, planning interventions, implementation and evaluation).||K|
|6||Describe, explain and critically appraise the application of a range of HRD methods.||K|
|7||Describe, explain and critically appraise approaches to and methods of evaluating HRD.||K|
|8||Integrate their understanding of HRD with issues of organizational context in order to be able to apply HRD as a strategic and operational tool.||C|
|9||Describe, explain and critically appraise the processes of learning and development in order to apply them to enhance individual and organizational performance.||C|
|10||Integrate learning theories and models of HRD in order to maximize organisational effectiveness.||C|
|11||Design a framework for the identification of learning needs and establish how to design an evaluation process that will determine if the needs are being met.||C|
|12||Apply learning theory and HRD in order to improve individual and organizational performance.||P|
|13||Apply learning theory and HRD in order to design realistic training and development plans.||P|
|14||Design evaluation systems for HRD which will assess the effectiveness of HRD at a variety of levels.||P|
|15||Design training and development||T|
|16||Undertake training and development||T|
|17||Plan and manage Self-development||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
The aims of this module are to enable students to understand the theory and practice of Human Resource Development (HRD) as it is practised in organisations. It is intended to explore the strategic importance of HRD, highlighting the relationships both with the organisation context, Human Resource Management and individual and organisational learning and performance. Students will gain an understanding of some of the key concepts, theory and applications of HRD which will enable them to understand how to facilitate the creation and acquisition of learning and knowledge within organisations. On completion of the module, participants should ultimately be able to design and implement appropriate HRD strategies in order to support organisational goals.
The learning and teaching methods include:
The Surreylearn identifies the issues within all topic areas listed in the learning outcomes and directs students to the relevant reading in the set textbooks and journal articles, and other resources.
Lectures are used to compare, contrast and explore different theories and concepts. Practical sessions in class are used to apply theories and concepts to case studies and scenarios.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: MANM006
Programmes this module appears in
|Business Management (Entrepreneurship) MBus||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Business Management (HRM) MBus||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Occupational and Organizational Psychology MSc||2||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
|Human Resources Management MSc||2||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
|Business Management MBus||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
|Business and Retail Management MBus||2||Optional||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.