Fairfield School Of Business

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.Assignment
Qualification Unit number and title

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

Kunal Chan Mehta Unit Leader

Internal Verifier
Date issued Completion date Submitted on

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

Assignment
title Human Resource Development - Shaping Your Future

In this assessment you will have the

LO Learning Assessme opportunity to present evidence Task Evidenc
Outcome nt Criteria no. e
that shows you are able to:
(Page
Understand 1.1 Compare different learning styles 14
learning Explain the role of the learning curve
1.2
theories and the importance of transferring 14
LO1 and learning learning to the workplace
styles 1.3 Assess the contribution of learning styles
and theories when planning and 14
designing a learning event
Be able to 2.1 Compare the training needs for staff at
14
plan and different levels in an organisation
design 2.2 Assess the advantages and
disadvantages of training methods used 15
LO2 training and
developmen in an organisation
t 2.3 Use a systematic approach to plan
training and development for a training 15
event
Be able to 3.1 Prepare an evaluation using suitable
15
evaluate a techniques
training 3.2 Carry out an evaluation of a training
LO3 15
event event
3.3 Review the success of the evaluation
16
methods used
LO4 Understand 4.1 Explain the role of government in
government- training, development and lifelong 16
led learning
4.2 Explain how the development of the 16
competency movement has impacted on
the public and private sectors

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skills 4.3 Assess how contemporary training
initiatives introduced by the UK 16
developmen
t initiatives government contribute to human
resources development for an
organisation.
1. Course notes and lecture slides accessible on FSB
Connect
Sources of 2. Recommended learning textbooks
information Armstrong, M. and Taylor, S (2014) Armstrong's
Handbook of Human Resource Management Practice,
13th Edition, United Kingdom: Kogan Page
3. Business Essentials (2013) Human Resource
Development and Employee Relations, 3rd Edition,

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Instructions

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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In 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 Effective judgements have been Using a report format, evaluate how apprenticeships
and appropriate solutions to made. training can help to meet the long term goals of your
marketing planning An effective approach to study and business.
research has been applied.

M2 Select / design and apply Appropriate learning

appropriate methods / techniques methods/techniques have been
M3 Present and communicate
appropriate findings
D1 Use critical reflection to
evaluate own work and justify
valid conclusions
applied.
Coherent, logical development of
principles/concepts for the
intended audience.
Communication is appropriate for
familiar and unfamiliar audiences
and appropriate media have been
used.
Conclusions have been arrived
through synthesis of ideas and
have been justified.
Select three most appropriate techniques to evaluate the
training event in a public sector organisation
Using a report format, evaluate how apprenticeships
training can help to meet the long term goals of your
business.
Based on your answer provided in Question 1, identify
and discuss your preferred learning style that would
help to design training in your organisation.

D2 Take responsibility for
managing and organising
activities
D3 Demonstrate convergent
/lateral / creative thinking
Activities have been managed.
Convergent and lateral thinking
have been applied.
Problems have been solved.
Based on your answer provided in Question 8 identify and
evaluate the most appropriate evaluation model that will
apply to your organisation.
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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Assignment Brief
Unit 23: Level 5
Unit number and title
Human Resource Development
Qualification BTEC Level 5 HND Business Studies
Start date 19th January 2015
Deadline/hand-in Fri 27th March 2015 before 12.00 midday
Assessor Kunal Chan Mehta Unit Leader

Assignment title Human Resource Development Shaping Your Future

Purpose of this assignment

Human resource development is key to the overall success of an organisation through
providing learning, development and training opportunities to improve individual,
team and organisational performance. Training and development affects everyone in
the organisation and it is appropriate at every level from office junior to senior
executive. This assignment will help to explore the related learning theories and their
contribution to the process of transferring learning to the workplace. All training has a
cost to the organisation and managers need to be able to provide training
programmes within their training budgets. Through planning and designing a training
and development event, this assignment aims to develop knowledge and
understanding of these key areas. Learners will examine how to identify training
needs across their organisation, as well as understand how government-led
vocational and general training initiatives contribute to the emphasis on lifelong
learning and continuous development.

Instructions
The 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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Shaping Your Future - Getting started
Whose 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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Section one
Executive 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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Section two
Products 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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Section three
The 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:

3.6 Additional information:

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Section four
Market 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:

4.3 Additional information:

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Section five
Marketing and Business Strategy

What are you going to do/ How are you going to market Why have you chosen this marketing method? How much will it cost to develop and
your products ? market your product

TOTAL COST

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Section six
Competitor and market analysis

6.1 Table of competitors (top 5 competitors only)

Name, location Product/service Price Strengths Weaknesses

and business size

6.2 SWOT analysis:

Strengths Weaknesses

Opportunities Threats

6.3 Unique Selling Point (USP):

Unique Selling Point (USP)

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Section seven
Operations 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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7.6 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:

7.11 Additional information:

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Task 1 Understand Learning Theories and Learning Styles

This 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 VARK
or 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 curve
Explain 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 planning
and designing of learning events in organisations using reliable sources and
appropriate Harvard referencing techniques.

DISTINCTION ONE
Based 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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organisation 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 development

This 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) of
the organisation outlined in the Shaping the Future section
Compare and contrast the training needs of staff working at different levels using a
reliable 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 reliable
source and appropriate Harvard referencing techniques.

Q.3 Using a systematic approach, plan the training and development for five of your
staff 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 and
implement training, evaluate training).
Describe some of the key planning issues that you may face when designing the
training plan (e.g. number of trainees, location, content, internal/external trainers,
administration; training budget, training costs).

MERIT ONE AND MERIT THREE

Using a report format, evaluate how apprenticeship training can help to meet the long

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term 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 your
organisation using reliable source and appropriate Harvard referencing techniques.
Conclude your report by stating whether you would recommend other organisations to
use apprenticeships training.

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

This task offers you an opportunity to achieve LO: 3.1,3.2,3.3, M2
and D2

Q.1 Using suitable techniques, prepare and carry out a training event in the
organisation 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 that
could be used to review the success of the evaluation method used in Question 3.1 and
3.2. (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 ROI
model) 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:
In order to complete the above task, your answer should:

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Identify and discuss three most appropriate formal and informal evaluation techniques
that may be used in a public sector organisation.
DISTINCTION TWO
Based 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.

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

Task 4 - Understand government-led skills development

initiatives
This task offers you an opportunity to achieve LO: 4.1,4.2,4.3 and
D3

Q.1 Explain how the UK government has encouraged training, development and
lifelong 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 both
the 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 and
private sectors.
Learners will have to conduct an online research for up to date guidance and
information 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 should
Assess the contemporary training initiatives such as Learning and skills council, Train
to gain, Apprenticeships, University for Industry and National skills Academic etc.

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Show how they contribute to HRD for SMEs.

DISTINCTION 3
Recommend 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.

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

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Answer Sheet
Task 1 (LO:1.1, 1.2, 1.3 and D1)
1.1
Introduction
The 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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1.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

1.2
Introduction
The 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 the
time 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 more
and 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 efficiency
of work carried out and to ensure that monies spent are put to use and not wasted. Tranp to date with
current 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)

1.3
Introduction

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 provided
by 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 working
closely 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.1
Introduction
Based 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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field-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, specialist
negotiation 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. 3 rd 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)

2.1
Introduction
We 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.

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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
their 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 training
Increases motivation of participants
Aligns 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 level
It 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 list
The this level training must be done by everyone in the company as they all have the same mission.

Operational level
This 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 through
questionnaire(open and closed ended questions), interview, observation, psychological test, focus
groups of employees(gathering them and asking opinions).

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Individual level
This is about each and every person in the company. Each individual must be assessed to ascertain
if 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 even
promotion.

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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