ICON COLLEGE OF TECHNOLOGY AND MANAGEMENT

Pearson BTEC Level 5 HND in Business

Unit 23: Human Resource Development QCF L5

Session: February 2017

Programme title NJW10 Pearson BTEC Level 5 HND in Business

Unit number and title 23 Human Resource Development

Assignment number & title 1 of 1 Individual written report on training of new recruits

Assessor (s) Prof Zakir Hossain and Dr Husam Adawalla

Issue Date 28 February 2017

Final assignment
5-10 June 2017
submission deadline

12-17 June 2017

Late submission 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.

Resubmission deadline 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 2 weeks of the assignment
submission date.

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.
General Include a list of references at the end of your document. You must give all
your sources of information.
Guidelines 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 Dr Gilbert Zvobgo

Signature (IV of the

gilbert@iconcollege.com Date 27/02/17
brief) *

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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 2017
Coursework
Recommended Word limit: 3,500

This Unit will be assessed by assignment.

You are strongly advised to read Preparation guidelines of the Coursework

Document before answering your assignment.

ASSIGNMENT

Assignment Context and Business Scenario

HSBC, UK

HSBC, UK started its operations in 1865. They operate an extensive networks across the UK. It is
one of the worlds largest financial organisations dealing with banking and wealth management,
commercial banking, global banking and markets and global private banking. The bank has a huge
employees pool. In the UK about 50,000 people are currently employed.

The development of skills of employees through training is an important function of human

resources management. The bank allocates a huge amount of its budget for developing human
resources. They regularly identify the training needs of employees and accordingly provide training
to concerned employees individually, departmentally and in groups. They have provisions for both
on the job and off the job trainings. They have a rigorous recruitment policy as they want employees
to work for long term not for short term. Therefore, training and development of employees and their
performance at the work place are closely monitored as these are evaluated during promotion. They
also believe that employee termination is not the solution, rather a pool of efficient employees
working for long term is beneficial for the bank. The bank also offers apprenticeship training for
school or college leavers who intend to start their career in banking.

As an HRD expert, you are required to complete the following tasks.

A one page summary of HSBC should be presented as an introduction which will not be
included in the total word count.

What you must do

Task 1

HSBCs induction programme normally lasts two full days and covers the following main topics: the
history of HSBC; its mission statement and organisational objectives; company ethics; the
organisational structure of the company; human resource policies and terms and conditions of

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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 scenario provided and support your arguments and
discussion with relevant theories and models you may have learned in class:

1.1 Design an induction training programme to take into account individual learning styles and
compare different learning styles [P1.1; M1].
1.2 Explain the role of learning curve outlining the importance of transferring the learning to
workplace environment giving examples of HSBC [P1.2].
1.3 Assess how the understanding of learning styles and theories contribute to the designing of the
induction programme for HSBC [P1.3, D1].

To achieve M1, you will have made effective judgement in your comparison of different
learning styles [1.1].
To achieve D1, you will have arrived at conclusions on how learning styles contribute to the
designing of new induction training programme through synthesis of ideas with justification
[1.3].

Task 2

HSBC plans to introduce a basic five-day foundation training course for all newly-appointed
executives who could be placed as managers in different branches of the bank. This course is
aimed at giving participants a basic understanding of what the bank requires of a manager, and to
assist participants in determining their future training needs. Carry out the following tasks.

2.1 List and compare the training needs of managerial staff employed at HSBC at different levels
(e.g. junior, mid-level and senior), focussing on the needs of less experienced managers versus
senior managers [P2.1].
2.2 Assess the advantages and disadvantages of the training methods you propose to use during
the training course [P2.1, M2]
2.3 Based on the areas of training needed, use a systematic approach to plan a training and
development programme for the event [P2.3, D2].

To achieve M2, you will have used relevant theories in your assessment of the advantages
and disadvantages of training methods you propose to use during the training course.[2.1]

To achieve D2, you will have developed the training course through planning, managing and
organising a number of activities to be carried out with justifications within the specified time
period [2.3].

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Task 3

Consider that three cohorts of newly-appointed staff have now completed induction training
programme which you have designed yourself and carry out the following tasks:

3.1 Prepare (develop a plan) on evaluation of the induction training programme, highlighting the
evaluation techniques you would use [P3.1].

3.2 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, M3].

To achieve M3, you will have demonstrated coherent, logical development of concepts in your
review of the success of the evaluation methods used by HSBC [3.3].

Task 4

HSBC has decided to participate in the Government's programme of apprenticeships and therefore
carry out the following tasks:

4.1 Explain the role of government in training and development in the UK, including lifelong learning
[P4.1].
4.2 Explain how the need for competency and skills assessments has impacted the public and
private sector organisations [P4.2].
4.3 Assess how the contemporary governments initiatives on training and development have
contributed to the human resource development in the UK. [P4.3, D3]

To achieve D3, you will have used appropriate structure and approach to explain the role of
government in the training and development [4.3].

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 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 Assessment criteria for pass: Questions
completion of To achieve each outcome a learner must demonstrate; reflecting the
this unit a learner will: Outcome
L01. Understand learning 1.1 compare different learning styles
theories and learning 1.2 explain the role of the learning curve and the importance
styles. of transferring learning to the workplace. Task 1
1.3 assess the contribution of learning styles and theories
when planning and designing a learning event.

L02. Be able to plan and 2.1 compare the training needs for staff at different levels in
design training and an organisation.
development. 2.2 assess the advantages and disadvantages of training Task 2
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 3.1 prepare an evaluation using suitable techniques.

training event. 2.1 carry out an evaluation of a training event. Task 3
3.3 review the success of the evaluation methods used.
L04. Understand 4.1 explain the role of Government in training, development
Government-led skills and lifelong learning.
development initiatives. 4.2 explain how the development of the competency
movement has impacted on the public and private sectors. Task 4
4.3 assess how contemporary training initiatives introduced
by the UK Government contribute to human resources
development for an organisation.

2. Grading Criteria for Merit and Distinction of this coursework

Merit (M1, M2, M3) Distinction (D1, D2, D3)
Descriptors Indicative characteristics Descriptors Indicative characteristics
M1: Identify and You will have made effective D1:Use critical You will have arrived at conclusions
apply strategies judgement in your comparison reflection to on how learning styles contribute to
to find of different learning styles evaluate own work the designing of new induction
appropriate and justify valid training programme through synthesis
solution conclusions of ideas with justification
M2: Select/design You will have used relevant D2: Take You will have developed the training
and apply theories in your assessment of responsibility for course through planning, managing
appropriate the advantages and managing and and organising a number of activities
methods/techniqu disadvantages of training organising activities to be carried out within the specified
es methods you propose to use time period
during the training course
M3: Present and You will have demonstrated D3: Demonstrate You will have used an appropriate
communicate coherent, logical development convergent/lateral/c structure and approach to explain the
appropriate of concepts in your review of reative thinking role of government in the training and
the success of the evaluation
findings development
methods used by Greenwood
and Sharp Company

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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.

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
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 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 Online to the ICON College VLE
Final Submission date: 5-10 June 2017
Late Submission date: 12 - 17 June 2017

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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