Human Resource Training and Development Management

Week # Module Title Objectives Contents
1 . Human Resource Planning By the conclusion of the established learning activities, delegate will be able to:
• Determine the factors influencing human resource planning
• Suggest the importance of human resource planning in organisation management.
• Illustrate the significance of effective human resource.
• Determine the links between corporate planning and human resource planning.
• Indicate how human resource planning can support business systems.
• Determine when there is a need to review an organisation human resource plans.
• The rationale for human resource planning (HRP).
• The link between HRP and corporate planning.
• The investigation and forecasting processes-understanding contextual influences.
Designing, implementing and reviewing the effectiveness of HRP.
Employee Retention: An Introduction To Talent Management • Career management: career theory, career development, management and succession planning:
• Management succession charts
• Psychometric testing
The psychological contract and the impact on employee retention.
Human Resource and Performance Management • Assessing the nature and causes of performance problems:
• Managing poor performance
• Managing absence
• Dealing with harassment
• The effective management of retirement, redundancy, dismissal and voluntary turnover.
• Evaluating the mechanisms available for preventing or alleviating poor performance
2 Trainer Training By the conclusion of the specific learning & development activities, delegates will be able to:
• Be conversant with the theories of learning and memory crucial to the development and implementation of training programmes.
• Be aware of the taxonomy of educational objectives and translate these into individual capability and achievements.
• Determine the most appropriate way to organise training and development courses.
• Be able to equip a training room for maximum impact and effectiveness, within organisational budget and other constraints.
• Design courses that account for individual training needs and learning curve.
• Design learning objectives, mindful of what can be realistically achieved in terms of the experience and motivation of delegates.
• Be able to design learning experiences that will ensure that learning objectives are met taking account of relevant factors associated with established principles of learning.
• Be able to design appropriate delegate activities relevant to the stated learning objectives.
• Demonstrate their ability to prepare for and make effective oral presentations.
• Demonstrate their ability to conduct individual, team and organisational training needs analysis.
• Be able to use different internal sources of information to assess individual, team and organisation-wide immediate and future training and development needs.
• Be capable of designing evaluation questionnaire for individual courses, training programmes, and presenters.
• Be able to determine when training intervention is necessary.
• Be able to link organisational and subsystem business strategy to training and development strategy.
• Be able to position the training department within organisational corporate structure.
• Be able to design appropriate in-course evaluation.
• Design appropriate assessments and assessment strategy of award-bearing components of training programmes.
• Effectively structure training courses to incorporate formal presentations, delegate activities and evaluation.
• Be able to incorporate appropriate 'Ice-breaker' and 'Closure' activities that will enhance the effectiveness of individual training courses.
• Demonstrate exceptional leadership in the management of the learning environment.
• Effectively manage commissioning relationships.
Effectively manage a training department. • Learning And Memory.
• Conditions Conducive To Learning And Memory.
• The Taxonomy Of Educational Objectives.
• Establishing Learning Objectives.
• Value Of Varied Learning Experiences.
• Determining The Content Of Training Programmes.
• Designing Delegate Activities, In Line With Established Objectives.
• Effective Oral Presentations.
• Designing Training Courses.
• Designing Icebreaker And Closure Activities.
• Creating An ‘Ideal’ Setting.
Designing Course Evaluation Questionnaires.
3 Motivating Workers: Intrinsic and Extrinsic Rewards By the conclusion of the specific learning & development activities, delegates will be able to:
• Demonstrate an understanding of the concept of motives and their value in organisational and subsystem effectiveness.
• Distinguish between the different sets of motivation theories, notably content, process and reinforcement.
• Demonstrate their ability to translate motivation theory into practice.
• Evaluate the appropriateness of the application of particular theoretical aspects of motivation to specific situations.
• Demonstrate their ability to formulate a comprehensive motivation strategy.
• Critically appraise existing motivation strategy within their organisations, identifying and addressing gaps.
• Formulate a workable motivation strategy.
• Follows the common trends in the popular motivation theories.
• Demonstrate their appreciation of the need for a variance in intrinsic and extrinsic values if motivation.
• Demonstrate how popular motivation theories have contributed to our understanding of worker behaviour.
• Locate performance related pay, productivity bonuses and other remuneration inducement within existing motivation theory.
• Indicate the part that training and development play in worker motivation.
• Manage the process of motivation, taking account of socio cultural and economic differences.
• Apply the ‘equity’ theory to work situation from a ‘differentiation perspective’, rather than and equality perspective’.
• Illustrate how the contingency approach to motivation might be applied to different situations.
• Manage the motivation process, taking account of the differences in preferences and expectation of workers.
• Demonstrate the need to balance the ‘individualist’ and ‘collectivist’ perspective to motivation. • Directing Or Leading.
• The Concept of Motivation.
• Theories of Motivation.
• Content Theories & Some of Their Contributors.
• Maslow’s Hierarchy of Needs.
• Analysis of Maslow’s Claims.
• McClelland's Studies.
• Taylor: Money & Motivation.
• Motivator-Hygiene Factor: Hertzberg’s Contribution.
• Process Theories.
• Equity Theory.
• Goal-Setting Theory.
• Expectancy Theory.
• Equitable Reward Systems.
• Reinforcement Theories.
• Reinforcement Theory.
• Motivation & Contingency Theory.
• Designing An Effective Motivation Strategy.
• The collectivist Vs the individualist perspective of motivation.
• Common trends in Motivation theories.
• Intrinsic and extrinsic values of motivation.
• Motivation and worker behaviour.
• The extent to which salary or wages inducement motivate workers.
• Performance Related Pay (PRP).
• Productivity Bonuses.
• Efficiency Gains.
• Profit Share.
• The contingency approach to motivation.
• Social differentiation in motivation.
• Culture differentiation in motivation.
• Wealth as a factor in motivation.
• Class as an issue in Motivation.
• Individual expectation and motivation.
• Individual preferences as a motivating factor.

4 Training Needs Analysis: Determining Training Needs – Part 1 • • Rationale For and Definition of Training Needs Analysis (TNA)
• Organisational Training Needs Analysis
• Subsystem Training Needs Analysis
• Individual Training Needs Analysis
• Approaches, Methods and Techniques of Training Needs Analysis.
• Approaches to and Methods of Training Needs Analysis
• Approaches to Training Needs Analysis
• Methods of Training Needs Analysis
• Focus Groups
• Action Learning
• Learning By Doing;
• Experiential Learning;
• Reflecting On Practice;
• Being Open;
• Sharing Ideas;
• Collaborating
Training Needs Analysis:
Determining Training Needs – Part 2 • Methods of Training Needs Analysis continued.
• Action Learning -
• Synergy;
• Learning To Learn;
• Life-Long Learning; And
• Learning In The Workplace.
• “Improved Strategic Thinking Ability;
• Understanding Group Processes And Organisational Change;
• Improved Understanding Between Sections Of The Organisation;

• Development Of New Skills (E.G. Leadership, Problem-Solving, Communication, Questioning. Presentation And Process Facilitation Skills);
• Ideas For Future Projects And Programs;
• A Concrete Outcome Of Benefit To The Organisation And Program Participants; And
• High Proven Returns On Investment In The Action Learning Program”.
• Action Research
• Process Management
• Assessment Centres
• TNA 2000
• Techniques of TNA
• Sources of Information for Training Needs Analysis (TNA)
• Strategic Plans
• Tactical Plans
• Operational Plans
• Strategic Operational Review
• Human Resource Plan
• Succession Plan
• Human Resource Audit
• Critical Incident Reports
• Individual Performance Appraisal Reports
• Personnel Deployment Charts
• Business Plans
• Strategic Plans
• Job Evaluation or Job Tasks and Role Analysis
• Client or Customer Feedback.
• Throughput Accounting
• Throughput Accounting: An Introduction
• Determining whether a Programme or event Increases Throughput
• Effect of Reducing Investment (Inventory) (money that cannot be used) in Business and Non-Business Organisations
• Reducing Operating Expense
5 Training Needs Analysis:
Determining Training Needs – Part 3 • Efficiency Gains
• Defining Efficiency Gains
• Measuring Efficiency Gains
• Improving Efficiency Gains
• Substituting the concept of ‘Efficiency Gains’, in Throughput Accounting, for the Concept of Net Profit in Training Departments, as in:
• Net profit (NP) = Throughput - Operating Expense = T-OE
• Return on investment (ROI) = Net profit / Investment = NP/I
• Productivity (P) = Throughput / Operating expense = T/OE
• Investment turns (IT) = Throughput / Investment = T/I
• Difference Between Education, Training and Development
• Training and ‘Opportunity Cost’
• Calculating Rate of Return From Training Investment
• Investors In People (IIP): The British Model
Training Expenditure or Investment?: Training Needs Analysis, Costing & Budgeting For Accelerated Rate of Return – Part 1 • Organisational Control
• Organisational Control Systems
• Operational Control
• Loading –
• Sequencing -
• Detailed Scheduling:
• Other control mechanism include:
• Inventory control
• Cost control
• Quality control
• Budgeting As an Control Mechanism
• Budgeting and the Controlling of Organisational Resources
• Traditional methods of resource allocation.
• Modern Approaches To Resource Allocation - Based on Assessment of the Potential of Subsystem to Succeed, In relation to prevailing environmental situation

Responsibility centres in the form of:
• Revenue centres,
• Expense or cost centres,
• Profit Centres
• Investment centres
• Managing Organisational Resources
• Relationship Between Strategic Management And Resource Management
Conflict Between Corporate And Operational Management In Relation To Resource Utilisation0
6 Training Expenditure or Investment?: Training Needs Analysis, Costing & Budgeting For Accelerated Rate of Return – Part 2 • The Functions of Management
• Planning As A Function Of Management
• Strategic Plans
• Tactical Plans
• Operational Plans
• Standing Plans
• Co-ordinating as a Function of Management: Training and Development Modification
• Co-ordinating through Mutual adjustment
• Co-ordinating through Direct supervision
• Co-ordinating through Standardisation of work Process
• Co-ordinating through Standardisation of input - skills, knowledge and attitudes
• Co-ordinating through Standardisation of output
• Costing and Cost-Benefit Analysis
• Activity-Based Costing
• Policy Planning and Budgeting Systems (PPBS)
• Zero Base Budgeting
• Paradigm-Based Budgeting
• Process-Based Budgeting
• Priority-Based Budgeting
• Performance-Based Budgeting
• Activity-Based Budgeting
• Efficiency Gains
• Defining Efficiency Gains
• Measuring Efficiency Gains
• Improving Efficiency Gains
• Substituting the concept of ‘Efficiency Gains’, in Throughput Accounting, for the Concept of Net Profit in Training Departments, as in:
• Net profit (NP) = Throughput - Operating Expense = T-OE
• Return on investment (ROI) = Net profit / Investment = NP/I
• Productivity (P) = Throughput / Operating expense = T/OE
• Investment turns (IT) = Throughput / Investment = T/I Difference Between Education, Training and Development
• Training and ‘Opportunity Cost’
• Calculating Rate of Return From Training Investment
• Investors In People (IIP): The British Model


7 Staff Performance Appraisal By the conclusion of the established learning activities, delegates will be able to:
• Locate performance appraisal within performance management structure
• Determine the objectives of performance appraisal
• Illustrate the organisational individual and subsystems benefits of performance appraisal
• Explain at least three appraisals systems
• Evaluate the effective ness of individual appraisal systems
• Conduct an appraisal interview
• Implement a 360 degree appraisal programme
• Customise, through a synthesis of existing systems, and an appropriate appraisal scheme that takes account of their unique cultural setting

• Address some of the short coming s of traditional appraisal systems
Demonstrate their ability to avert the halo and thorny effects in appraisal • Performance appraisal: A definition
• Objectives of performance appraisal
• Why some managers are afraid to appraise
• Performance and the halo effect
• Performance appraisal and the thorny effect
• Organisational benefits and performance appraisal
• Individual benefits of performance appraisal
• Subsystem benefits of performance appraisal
• The appraisal cycle
• Systematising performance appraisal
• Some problems with performance appraisal
• Punitive aspects of performance appraisal
• Some popular appraisal systems
• Graphic rating scales
• Ranking
• Paired comparison
• Self appraisal
• Critical incident
• Management by objectives (mbo)
• 360 degree appraisal
• The appraisal setting
Reward Management: Developing an Effective and Equitable Career Structure By the conclusion of the established learning activities, delegates will be able to:
• Define reward in an employee relation context
• Suggest the importance of reward management in organisation
• Explain the bases of reward management
• Explain the reward model
• Provide an appraisal of a specific remuneration system
• Determine the factors that negatively or positively affect remuneration systems
• Formulate and evaluate a recommended remuneration package
• Understand and formulate pay or remuneration structures
• Determine the criteria that are used to evaluate remuneration structure
• Explain and evaluate the rationale for performance related pay Employee reward: A definition Defining reward management The basis of reward management
• Reward management strategies: provide support for corporate values
• Reward management derived from business strategy and goals
• Reward management and its links to organizational performance
• Reward management and the driving force for individual behaviour
• Reward management and its relationship to leadership styles
• Reward management and competition
• Reward management and the attraction to high calibre personnel
• Encouraging positive and effective organisational culture
• Culture and organisational values
• Level and type of motivation customer or clients, product or service,
• Degree of learning that is encouraged and general identity
• Remuneration systems:
• Factors affecting remuneration systems:
• Government’ reduced or increased spending
• Increased or decreased labour force availability
• Organization’s expansion, contraction or diversification plans
• Increased competition
• Increased demand for quality
• Remuneration packages, including salary and welfare benefits and payments
• Pay or remuneration structures
• Pay structures, purpose, criteria and types
• Performance related pay (PRP)



Regulation For HRODC Postgraduate Degrees –
MBA, MA, MSc Programmes

Summary of the Regulation For HRODC Postgraduate Degrees –
MBA, MA, MSc Programmes

Delegates who have successfully completed the HRODC General Postgraduate Diploma, HRODC Specialist Postgraduate Diploma and HRODC Cumulative Postgraduate Diploma may proceed to register for the Postgraduate Degree (MBA, MA, MSc). HRODC Cumulative Postgraduate Diploma relates to a Diploma that is granted through the addition of courses taken at intervals over a 3-year period. This type of Postgraduate Diploma might include both General and Specialist groupings. The requirement incorporates the ‘180-Hour Rule’, wherein a delegate should accumulate at least 180 study-hours, in order to qualify for a Postgraduate Diploma. This requirement includes a minimum of 120 hours Direct Lecturer Contact and a minimum of 60 hours supervised or self-directed study.

HRODC Postgraduate Training Institute is a Graduate Institution Registered with the UK Register of Learning Providers (UKRLP), of the Department for Business, Innovation and Skills (BIS), formerly Department for Innovation, Universities and Skills (DIUS). Its Registration Number is: 10019585 and can be Verified at: http://www.ukrlp.co.uk/. It provides Intensive Full-Time Postgraduate Diploma Courses. 3 Months Intensive Full-Time Postgraduate Diploma Courses or 6 Months Full-Time Courses, progressing to MSc, MBA, MA. Intensive Full-Time (3 Months) Courses, and Full-Time (6 Months) Postgraduate Diploma Courses, Progressing to MA, MBA or MSc include: Human Resource Management: A Practitioner’s Approach; Comprehensive Automotive Electrical, Electronic and Mechanical Diagnostic, Maintenance and Repair; Comprehensive Real Estate Management; Executive Management; Communication, Information Gathering, Analysis and Report Writing; Women in Management; Human Resource Training and Development Management; National and International Economic Competitiveness: Towards Economic Growth and Sustainability; Corporate Governance and Strategic Management: Incorporating Corporate Strategy; Business Administration; Cost Accounting, Budgeting, Profitability Analysis, Strategy and Balanced Score Card; Financial Accounting: Theory and Practice; Advanced Islamic and Banking Finance; International Finance and Financial Services; Global Marketing: Local, National and International Marketing Strategic Plan and Implementation; Advanced International Legal Studies; International and National Events Management; Heating, Ventilation and Air-conditioning (HVAC) Engineering; Human Resource Management (HRM) in the International Petroleum – Oil and Gas – Industry; International Petroleum –Oil and Gas – Terminal Services, SAP, Joint Venture, Health, Safety, Human Resource, Organisation and Project Management; Advanced Oil and Gas Accounting: International Petroleum Accounting; Organisational Development and Change Management: Conceptual, Contextual and Analytical Issues; Effective Project Management: Employing HR, Cost, Quality, Procurement, Risk, & Time Management Strategies to Enhance Objectives; Strategising Logistics and Supply Chain Management; Drilling Operation: On-Shore and Deepwater Oil and Gas Drilling Operations, Incorporating Shale Gas Drilling; Intercultural Business Communication: Effective International Business Communication; Computer and Information Systems Communication, Incorporating Microsoft Office Suite Leading to World Trade Organisation, Anti-Dumping, Anti-Subsidy, Sustainability and Environmental Management, Development Economics, and Agricultural Project Management; International Petroleum – Oil and Gas – Operation for Non-Technical Staff: Mineral Rights, Upstream Oil and Gas Mineral Lease Contracts, Exploration, Drilling, Production and Sale, etc.
These Postgraduate Diploma, MSc, MBA, MA Courses are delivered in Dubai United Arab Emirates (UAE), Kuala Lumpur (KL) Malaysia, Caracas, Astana Kazakhstan, Moscow Russia, Baku Azerbaijan, Durban South Africa, Dodoma Tanzania, Nairobi Kenya, Abuja Nigeria, Accra Ghana, Malabo Equatorial Guinea, Luanda Angola, Mumbai India, Karachi Pakistan, Islamabad Pakistan, Lagos Nigeria, Sokoto Nigeria, Ontario Canada, Buenos Aires Argentina; Lima Peru, Brasília Brazil, Quito Ecuador, Panama City Panama, Managua Nicaragua, San Salvador El Salvador, Guatemala City Guatemala, Belize Belize City, San Jose Costa Rica, Tegucigalpa Honduras, London UK, etc. Short Postgraduate Courses and 20-Week Video Enhanced Postgraduate Diploma Courses are also available.

The Video-Enhanced On-Line Postgraduate Diploma Courses is studied in 20 Weeks, in the comfort of students’ homes. In a move away from the traditional on-line courses, and recent technology-mediated distance education, HRODC Postgraduate Training Institute has introduced a Video-Enhanced On-Line delivery. Students: