ICON COLLEGE OF TECHNOLOGY AND MANAGEMENT

Pearson BTEC Level 5 HND in Business

Unit 23: Human Resource Development QCF L5
Session February 2016
Programme title

NJW10 Pearson BTEC Level 5 HND in Business

Unit number and title

23

Assignment number & title 1 of 1

Human Resource Development

Human Resource Development

Unit Leader

Dr S Dadwal

Assessor (s)

Dr S Dadwal, Mr N Barnett

Issue Date

16 March 2016

Final assignment
submission deadline

23-28 May 2016

30 May to 04 June 2016

Late submission deadline

Resubmission deadline

The learners are required to follow the strict deadline set by the College for
submissions of assignments in accordance with the BTEC level 4 7
submission guidelines and College policy on submissions. They should
also refer to Merit and Distinction criteria that require evidence of meeting
agreed timelines and ability to plan and organise time effectively without
which the learner may not expect to receive a higher grade.
TBA
In-class feedback will be available from draft submissions on a
task-by-task basis as a formative feedback and also for initial submission.

Feedback
Final feedback will be available within 3 weeks of the assignment
submission date.

General

Guidelines

The work you submit must be in your own words. If you use a quote or an
illustration from somewhere you must give the source.
Include a list of references at the end of your document. You must give all
your sources of information.
Make sure your work is clearly presented and that you use readily
understandable English.
Wherever possible use a word processor and its spell-checker.

Internal verifier

Mr Nazim Saleem

Signature (IV of the

brief) *

nazim@iconcollege.com

Department of Business

Date

14/3/16

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ICON College of Technology and Management

Pearson BTEC Level 5 HND in Business (QCF)
Unit 23: Human Resource Development (L5)
Session: February 2016
Coursework
Recommended Word limit: 3,500
This Unit will be assessed by assignment and presentation.
You are strongly advised to read Preparation guidelines of the Coursework
Document before answering your assignment.

ASSIGNMENT
Assignment Context and Business Scenario
Green and Company
Green and Company is a three-generation family-owned business which produces high quality
men's shoes. It has established a reputation over many years for quality of manufacture and service
to its retail network. It exports 25% of its production.
Most managers are family members. Family members have generally entered the business as new
graduates. They have started work on the shop floor and have spent several years working in every
department of the company. Family members have later broadened their knowledge by attending
courses on new developments in the industry, new manufacturing processes, and management
skills. As a result the company has kept up to date in its production methods and now makes use of
information technology in many areas of the business. However, Green and Company has recruited
and developed only a few managers who are non-family members. Investment in staff training has
been limited to induction training for new employees, health and safety training, and on-the-job
training relating to specific business processes.
Until recently Green and Company had a stable workforce of 150 employees and was seen as a
good employer. Long-serving employees viewed the company with pride and many encouraged
members of their families to apply to work for the company. The skilled workers in the
manufacturing part of the business have traditionally been men, and the workers in packing and
clerical areas have been women.
More recently there have been some significant changes. The introduction of new products and
manufacturing processes has required the recruitment of two main types of new staff, line managers
with specific technical skills, and graduate management trainees who can be developed into line
managers. Some of the traditional craft skills which have been key to the business are no longer
required whilst new technical skills are now needed in many areas. Compulsory redundancies have
so far been avoided. The company has responded to natural wastage by taking on most
newcomers on part-time or zero-hours contracts and has increased the proportion of younger
people employed.

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The senior management of Green and Company recognises that the company is facing significant
challenges if it is to remain successful. They also recognise that the company needs to plan
strategically. Senior management have also become aware that the changes introduced over the
last few years have radically altered the nature of the company. Senior family members are aware
that many longer-serving employees wish to take early retirement. In addition, senior family
members are aware that many of the younger employees lack a long-term commitment to the
company and also have a narrow range of work-related skills.
To deal with these issues a new post of Human Resources Manager has been created. This post
reports to the daughter of the Managing Director who is the board member responsible for staff and
administration. The company's existing Personnel and Welfare Officer will now assist the new
Human Resource Manager.
Adapted by John Parnham from Beardwell, I. and Holder, L. (1997) Human Resource Management:
A Contemporary Perspective (London, Pitman Publishing)

What you must do

Task 1
Green and Company's induction programme normally lasts two full days and covers the following
main topics: the history of the company; its mission statement and organisational objectives;
company ethics; the organisational structure of the company; human resource policies and terms
and conditions of employment; pay and benefits; holidays and sickness arrangements; health and
safety policies and procedures, and the rules and regulations of the organisation.
Carry out the tasks below based on the case study scenario provided and support your arguments
and discussion with relevant theories and models you may have learned in the class:
A) Revise the company's induction training programme to take into account individual learning
styles and identify and compare different learning styles [P1.1].
B) Explain the role of learning curve outlining the importance of transferring the learning to
workplace environment with examples drawn from the case study [P1.2, M1].
C) Assess how the understanding of learning styles and theories contribute to the designing of the
induction programme for Green and Company [P1.3, D1].

To achieve M1, you will have applied an effective approach to study and research the concept
of learning curve [Task 1: B].
To achieve D1, you will have arrived at conclusion on how learning styles contribute to the
designing of new induction training programme through synthesis of ideas with justification
Task 1C].
Task 2
Green and Company plans to introduce a basic two-day training course for all newly-appointed
managers in the company. This course is aimed at giving participants a basic understanding of
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what the company requires of a manager, and to assist participants in determining their future
training needs. Carry out the following tasks>
A. List and compare the training needs of managerial staff employed at Green and Company at
different levels, focussing on the needs of less experienced managers versus senior managers
[P2.1].
B. Assess the advantages and disadvantages of the training methods you propose to use during
the training course [P2.1]
C. Based on the areas of training needed, use a systematic approach to plan a training and
development programme for the event [P1.3, M2, D2].
To achieve M2, you will have proposed a variety of methods to be used during the
management training programme including pre-training diagnostics and post training
programme review [Task 2C]
To achieve D2, you will have developed the training course through planning, managing and
organising a number of activities to be carried out within the specified time period [Task 2C].

Task 3
Consider that three cohorts of newly-appointed staff have now completed your revised induction
training programme and carry out the following tasks:
A. Prepare (develop a plan) an evaluation of the induction training programme, highlighting the
evaluation techniques you would use [P3.1].
B. Carry out an evaluation of the effectiveness of the training event based on the aims and
objectives of the training event and review the success of the evaluation methods used [P3.2,
P3.3, D3].

To achieve D3, you will have proposed a training programme taking into account a wide range
of ideas and variables.

Task 4
Green and Company has decided to participate in the Government's programme of apprenticeships
and therefore carry out the following tasks:
A. Explain the role of government in training and development in the UK, including lifelong learning
[P4.1, M3].
B. Explain how the need for competency and skills assessments has impacted the public and
private sector organisations [P4.2].
C. Assess how the contemporary governments initiatives on training and development have
contributed the human resource development in the UK. [P4.3]

To achieve M3, you will have used appropriate structure and approach to explain the role of

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government in the training and development.

Relevant Information
To gain a Pass in a BTEC HND Unit, you must meet ALL the Pass criteria; to gain a Merit, you must
meet ALL the Merit and Pass criteria; and to gain a Distinction, you must meet ALL the Distinction,
Merit and Pass criteria
1.

Outcome of the Unit

On successful
completion of
this unit a learner will:
L01. Understand learning
theories and learning
styles.

Assessment criteria for pass:

To achieve each outcome a learner must demonstrate;

L02. Be able to plan and

design training and
development.

2.1 compare the training needs for staff at different levels in

an organisation.
2.2 assess the advantages and disadvantages of training
methods used in an organisation.
2.3 use a systematic approach to plan training and
development for a training event

L03 Be able to evaluate a

training event.

3.1 prepare an evaluation using suitable techniques.

2.1 carry out an evaluation of a training event.
3.3 review the success of the evaluation methods used.

Task 3

L04. Understand
Government-led skills
development initiatives.

4.1 explain the role of Government in training, development

and lifelong learning.
4.2 explain how the development of the competency
movement has impacted on the public and private sectors.
4.3 assess how contemporary training initiatives introduced
by the UK Government contribute to human resources
development for an organisation.

Task 4

2.

1.1 compare different learning styles

1.2 explain the role of the learning curve and the importance
of transferring learning to the workplace.
1.3 assess the contribution of learning styles and theories
when planning and designing a learning event.

Questions
reflecting the
Outcome

Task 1

Task 2

Grading Criteria for Merit and Distinction of this coursework

Merit (M1, M2, M3)

Descriptors
Indicative characteristics
M1: Identify and
effective judgement have been
apply strategies to
made
find appropriate
complex problems with more than
solution
one variable have been explored
an effective approach to study and
research has been applied
M2: Select/design Relevant theories and techniques
and apply
have been applied
appropriate
A rang of methods and
methods/techniqu
techniques have been applied
es
M3: Present and
The appropriate structure and
communicate
approach has been used
Coherent, logical development of
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Distinction (D1, D2, D3)

Descriptors
Indicative characteristics
D1:Use critical
Conclusions have been arrived at
reflection to
through synthesis of ideas and
evaluate own work
have been justified
and justify valid
Realistic improvements have
conclusions
been proposed against defined
characteristics for success
D2: Take
Autonomy/independence has
responsibility for
been demonstrated
managing and
Substantial activities, projects or
organising activities
investigations have been planned,
managed and organised
D3: Demonstrate
Ideas have been generated and
convergent/lateral/c
decisions taken
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principles/concepts for the

intended audience

appropriate
findings

reative thinking

Problems have been solved

Guide to student
3. Preparation guidelines of the Coursework Document
a. All coursework must be word processed.
b. Document margins must not be more than 2.54 cm (1 inch) or less than 1.9cm (3/4 inch).
c. Font size must be within the range of 10 point to 14 point including the headings and body
text (preferred font size is 11).
d. Standard and commonly used type face such as Arial should be used.
e. All figures, graphs and tables must be numbered.
f. Material taken from external sources must be properly refereed and cited within the text
using Harvard standard
g. Do not use Wikipedia as a reference.
4. Plagiarism and Collusion
Any act of plagiarism or collusion will be seriously dealt with according to the College
regulations. In this context the definition and scope of plagiarism and collusion are presented
below:
Plagiarism is presenting somebody elses work as your own. It includes copying information
directly from the Web or books without referencing the material; submitting joint coursework
as an individual effort.
Collusion is copying another students coursework; stealing coursework from another
student and submitting it as your own work.
Suspected plagiarism or collusion will be investigated and if found to have occurred will be
dealt with according to the college procedure. (For details on Plagiarism & Collusion
please see the Student Handbook)
5. Submission
a. Initial submission of coursework to the tutors is compulsory in each unit of the course.
b. Student must check their assignments on ICON VLE with plagiarism software Turnitin to
make sure the similarity index for their assignment stays within the College approved level. A
student can check the similarity index of their assignment three times in the Draft
Assignment submission point located in the home page of the ICON VLE.
c. All Final coursework must be submitted to the Final submission point into the unit (not to
the Tutor). A student would be allowed to submit only once and that is the final
submission.
d. Any computer files generated such as program code (software), graphic files that form part
of the coursework must be submitted as an attachment to the assignment with all
documentation.
e. Any portfolio for a unit must be submitted as a hardcopy to Examination Office.
f. The student must attach a tutors comment in between the cover page and the answer in the
case of Resubmission.
6. Good practice
Make backup of your work in different media (hard disk, memory stick, etc.) to avoid distress
due to loss or damage of your original copy.
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7. Extension and Late Submission

a. If you need an extension for a valid reason, you must request one using an Exceptional
Extenuating Circumstances (EEC) form available from the Examination Office and ICON
VLE. Please note that the lecturers do not have the authority to extend the coursework
deadlines and therefore do not ask them to award a coursework extension. The completed
form must be accompanied by evidence such as a medical certificate in the event of you
being sick.
b. Late submission will be accepted and marked according to the College procedure. It is noted
that late submission may not be graded for Merit and Distinction.
c. All Late coursework must be submitted to the Late submission point into the unit (not to
the Tutor). A student would be allowed to submit only once and that is the final
submission.
8. Submission deadlines
Submission deadlines
Final Submission date:
Late Submission date:

Online to the ICON College VLE

30 May 04 June 2016
06 - 11 June 2016

Glossary:
Analyse: Break an issue or topic into smaller parts by looking in depth at each part. Support each
part with arguments and evidence for and against (Pros and cons).
Critically Evaluate/Analyse: When you critically evaluate you look at the arguments for and
against an issue. You look at the strengths and weaknesses of the arguments. This could be from
an article you read in a journal or from a text book.
Discuss: When you discuss you look at both sides of a discussion. You look at both sides of the
arguments. Then you look at the reason why it is important (for) then you look at the reason why it is
important (against).
Explain: When you explain you must say why it is important or not important.
Evaluate: When you evaluate you look at the arguments for and against an issue.
Identify: When you identify you look at the most important points.

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