BHM351 ASTON Learning And Talent Development Report Assignment

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BHM351

Aston Business School

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Follow the instruction to write 3000words individual report

Please go through every details carefully

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COURSEWORK ASSIGNMENT Academic Year 2017/18 Module Code: BHM351 Module Name: Learning and Talent Development Module Leader: Dr Luke Fletcher Coursework Title: Understanding L&TD in theory and practice Task Details/Description: Part One: Individual Essay (35% of mark) Learning and Talent Development in practice is very much focused on two specific strategies: knowledge management and talent management. It is therefore important that practitioners are aware of the theory and critical issues surrounding these types of strategies. Choose either knowledge management or talent management, as discuss its conceptual and theoretical foundations as well as critical issues that practitioners should be aware of when implementing this type of strategy. You should draw upon relevant, up-to-date research, theory, and evidence to inform your answer. Part Two: Individual Report (55% of mark) You are leading a team of Learning and Talent Development Consultants and your brief is to design a learning intervention based on a case brief provided or an organisation of your choice following the systematic training cycle. All elements of the systematic training cycle need to be considered. You need to pay close attention to any barriers that might impact this learning intervention and offer possible solutions to these. The report you provide is a “pitch” to the organisation’s senior management team. Pass/Fail Engagement with Module (10% of mark) -To pass the module you must attend at least 75% of the module workshops and have completed all 8 of the module quizzes. Module Learning Outcomes Assessed: 1. To engage critically with academic theory underpinning strategic human resource 2. 3. development/learning and talent development. To explain and evaluate the relevance of these theories to business practice. To design a training intervention that is aligned with business strategy and demonstrates constructive alignment using the systematic training cycle. The assessment addresses a core part of the CIPD learning standards for the module including the following CIPD learning outcomes: 1) Critically analyse and evaluate the formulation and implementation of processes of learning and talent development strategies for defining and achieving current and future effectiveness at national, organisational, group and individual levels 2) Critically evaluate the potential and appropriateness of a range of learning and talent development strategies, interventions and activities 3) Lead the initiation and development of learning and talent development strategies, interventions and activities (the standards also include “implementation”. The students understanding of “implementation” will be assessed by their understanding of evaluation measures and the role of “political” organisational stakeholders 4) Work effectively and collaboratively with key internal and external partners and stakeholders 5) Critically assess the role and influence of politics of the learning and talent development policy and practice in a range of contexts 6) Act ethically and professionally Presentation Requirements: Word Count: Part one = 1,000 words ; Part two = 2,000 words (+/- 10%) Font Size: 12 Line Spacing: Double spaced APA/Harvard referencing format should be used (the reference list does not contribute to the word count) Diagrams, figures and tables may be included (and these do not contribute to the word count) Assessment Weighting for the Module: Part one weighted as 35 percent of final mark awarded for the module Part two weighted as 55 percent of final mark awarded for the module Engagement with Module weighted as 10 percent of final mark awarded for the module and is pass/fail element Assessment Criteria Part one will be graded using the following criteria: Knowledge of theory and key concepts – 30% of mark Critical awareness of issues and implications to L&TD practice– 30% Use of literature and evidence– 20% of mark Structure and presentation – 20% of mark Total: 100% Part two will be graded using the following criteria: Strategic fit and feasibility of the proposed training intervention to organisation 30% Constructive alignment between stages of the training cycle 30% Influence of relevant theory/evidence on proposed training intervention 20% Structure/presentation of report 20% Total: 100% Engagement with Module is passed when the following requirements are met by the coursework submission deadline: a) completion of the 8 quizzes, and b) at least 75% of workshops have been attended. Essential Reading for Coursework Task (if in addition to reading provided in the module outline): Key reading will be included as hyperlinks within presentations and uploaded material on BB. Individual Report: Case Briefs You can chose one of the following case briefs to base your individual report on. Alternatively you can choose to write the report based on an organisation you work for or are familiar with – please inform the module leader if you wish to do this alternative option. Case Brief 1: Construction Co Your L&TD team are part of a medium-sized construction company which is seeking to grow and expand its current operations. It was set up five years ago and is establishing itself within the local regional market in the North of England, but is now reaching into the national UK market more strongly. However, over the past couple of years there have been a small number of serious health and safety incidents across three of the five main operational sites. Given that health and safety is of paramount importance to the company and its reputation, you are very much aware that you need to implement an L&D intervention that builds a strong health and safety culture. There are five sites, each managed by an Operations Manager (OM)and approximately 300 employees spread evenly across the five sites. The OMs have informed you that not only do they find the current elearning provision (a 1 hour powerpoint based instruction through the intranet system followed by a multiple choice quiz) on safety inadequate, they also find it difficult to monitor and share information about potential safety concerns with each other. You therefore need to design an L&TD intervention that overhauls the current e-learning provision and enables the operations managers to share information and insights with each other so that any potential safety concerns are identified and acted upon quickly. Should you decide to outsource any training provision then there is budget available however there is always pressure to keep costs down. Case Brief 2: Technology Co Your L&TD team are part of a medium-sized technology company which has four offices – one in London, one in Paris, one in New York, and one in Dubai. Your team is based in London. It was set up five years ago and is establishing itself within each of its main hubs, with the London and New York hubs being very successful. However, over the last year the company’s major competitor has become more aggressive in the Middle East market. Given that Dubai is a growing area of business for your company, it is of paramount importance to ensure that the team in Dubai are in a strong place to grow the business within the increasingly competitive environment. You are very much aware that you need to implement an L&D intervention that strengthens the company’s ability to compete within the Middle East market. You have been told that you have to focus on utilising and developing the existing workforce and in enabling the sharing of expertise and knowledge from the more successful hubs. You also have been allocated some budget to cover the costs to recruit one additional external senior level person to supplement the core intervention if necessary. A decision needs to be made whether it would be preferable for this person to be sourced from the UK or Middle East. You therefore need to design an L&TD intervention that develops and utilises the current talent that the organisation has across its four hubs as well as attracts talent to strengthen the position of the Dubai hub. Case Brief 3: Consultancy Co Your L&TD team are part of a large-sized management consultancy services company which has six offices – three in the UK, two in Germany, and one in the Netherlands. You are based in the company’s headquarters in London. One of the organisation’s key strengths is that is operates a strong matrix style virtual project team structure – a client is matched with a team of experts who represent a range of service functions within the business. Each project has a lead project manager and so an employee may have several ‘managers’ over the course of the year. This makes identifying training and development needs quite difficult as a lot of information from different people is required, and so last year the organisation has implemented a ‘people manager’ system where each employee is designated one person as their people manager over the course of two years. The people manager’s role is to collect information from project managers every quarter on the employee’s skills, performance, and development as well as any particular issues that have arisen. They then evaluate this information and conduct a formal personal development plan with the employee at the end of the financial year – this should be a positive experience where the employee should feel encouraged and empowered to learn and grow. Although the people manager system is generally working well and is perceived fairly positively in the business, there are inconsistencies across services and there is a consensus that many people managers are struggling with ‘soft skills’ needed for the role. In particular, there have been complaints by employees based in the financial and legal service functions (UK and Germany) that some people managers are showing a lack of commitment to the employee and their development, and using it more as a way to punish poor performance – which is not want you wanted. You therefore need to design an L&TD intervention to develop the ‘softer skills’ competencies of the people managers, particularly those in the functions identified. Additionally, you will need to ensure that both training design, delivery and evaluation facilitate transfer of learning to the workplace.
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Attached.

Running head: LEARNING AND TALENT DEVELOPMENT

Learning and Talent Development Report
Name:
Date:
University Affiliation

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LEARNING AND TALENT DEVELOPMENT

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Part Two; Learning Intervention (Case 1)
Introduction
As a learning and talent development team our focus is to facilitate the shift from a local
company in North London to a national wide organization. The main problem is an inadequate
knowledge management system that does not enable the sharing of information which has
culminated in safety issues in the organization. According to the principles of human-centered
design, we came up with an opportunity area. How might we help our construction company
facilitate knowledge management and sharing among site Management Officers and employees
to increase workplace safety? We also understand that the solution to this, calls for collaboration
between the managers, workers, and trainers. We, therefore, apply a systematic approach to
training in solving this problem which we have consequently discussed below.
Needs Analysis
The safety problem in the company is attributable to inadequate knowledge management.
The safety and health issues are core to the company and will go a long way in the attainment of
its vision of nation-wide expansion. As good and applicable as it is, training is not a solution for
everything. The general criteria for deciding whether training could solve a problem is deeply
rooted in the distinction of tasks. Problems with routine tasks would not need training as it would
be of little or no help. Such problems would be better left to procedural adjustments as solutions.
On the other hand, nonroutine tasks cannot be solved by procedure, and this is where learning
and training comes ("What Is Knowledge Management? | School of Information | Kent State
University", 2019).

LEARNING AND TALENT DEVELOPMENT

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Health and safety are not a routine task, and therefore, training would solve the problem
as opposed to the procedure. After determining the applicability of training, it is important to
consider what is required. The needs, in this case, should focus on the Operational manager's
duties and responsibilities. The operation managers are in charge of the sites; they are therefore
responsible for the smooth running of operations and ensuring safety in the workplace. Also, if
there were safety rules and regulations, they would be the primary enforcers of such rules. The
position also gives them a unique understanding of the workplace and potential areas of concern
("What Is Knowledge Management? | School of Information | Kent State University", 2019).
In light of the above duties, these managers need to have first aid skills, be motivating
factors towards the attainment of safety standards as well as be able to share ideas and interact
with each other. They also need excellent communication skills to effectively convey their ideas
to both the workers and higher management in a clear and concise manner.
Design
Learning Objectives
We hope that the operational managers will be able to;


Understand the need for empathic listening in understanding employees and the situations

they are in and use that to promote safety.


Learn how to communicate procedures and ideas in a clear and concise manner to ensure that

things are done at the right time and in the right way.


Employ design thinking to come up with simple and workable solutions to the diverse day to

day workplace problems

LEARNING AND TALENT DEVELOPMENT


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Competence in the use of a new online platform that facilitates the sharing of ideas,

challenges, and experiences that they face with other operations managers.


Master first aid training and procedures to be used in emergencies and gain basic disaster

management skills.


Understand basic teaching skills to ensure that they pass on the contents of what they learn to

those working under them.
It is Important to note in each of the above-listed objectives has a terminal aspect and an
enabling aspect. The terminal aspect is the skill they learn while the enabling/ specific aspect
refers to what they will be able to accomplish with that skill after the training (Easterby-Smith,
2011).
Mode of Delivery
The curriculum will include compulsory training sessions for the managers; the managers
will work together during these training workshops. They will be required to turn in both group
and individual assignments. The sessions in the workshops will be highly participatory with, and
learners will be graded. In addition to this Microsoft PowerPoint presentations will be used to
deliver content in class to create a lasting impression on the managers while keeping the sessions
fun and enjoyable (Easterby-Smith, 2011).
There is also a need to use videos as a mode of delivery to ensure that the learners can
connect with content. The videos will also be a useful tool in post training continuous learning.
The reason for this is that videos are fun and hence go around the barriers posed by boredom. It
will also be useful in breaking the monotony in the sessions (Easterby-Smith, 2011).

LEARNING AND TALENT DEVELOPMENT

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Pre-recorded notes saved in flash disks is also important as it will give the learners a
reference point should they need to refer to their notes in the future. This mode will be further
complemented by emergency practical emergency drills from time to time in the workplace
which will enable everyone to know what to do in the event of emergencies. Another way of
achieving this will be to issue emergency procedure workbooks in the sites. First aid simulations
will also be required to impart the staff with first aid skills the staff will be required to as part of
their work schedule spend two hours a week in the simulator (Easterby-Smith, 2011).
Testing
The course will be a continuous one; the individual will be graded on workshops
attendance, participation in sessions and a safety compliance section will be introduced in the
performance appraisal forms. For the in-class sessions the grading system will be as follows;


10% of the total mark will be on attendance. To be considered to have finished they must

have a 100% attendance record.


25% Participation in sessions and turning in assignments in time and also participation in

group assignments.


35% in course assessment tests. Which will either be written or practical depending on the

field of study?


30% continuous post-training tests may either be scheduled or random measuring how well

one is applying the learned concepts.

LEARNING AND TALENT DEVELOPMENT

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Development
Our focus in this phase will be to develop a curriculum that inculcates disaster
management skills and increases the effectiveness of the managers as well as staff at all levels in
the company. To enable this, the company will partner with Saint John Ambulance. The
organization will train our staff on disaster preparedness.
The organization will also install simulators at every site to ensure that the skills learned
are regularly practiced. There will also be the printing of job-specific safety books. In the
d...


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