HRMG201 Strategic Human Resource Development
150 hours over a twelve-week semester or equivalent study period
Unit rationale, description and aim
The implementation of effective Performance Planning and Development (PPD) systems is a critical factor in achieving sustainable organisational outcomes. To be a skilled human resource practitioner, it is important to understand the theories, perspectives and approaches to strategic human resource development including the relationship with performance management. This unit will explore human resource development and performance management at both a global and local context and within an ethical framework and stewardship principles. The knowledge about performance management and human resource development as organisational systems will facilitate training and development needs analysis, and design training and development programs to manage individual and team performances. This unit will develop skills in the analysis, design and implementation of solutions to performance management using HR development knowledge and extend with recent developments in the field by integrating sustainability into PPD practices.
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the Attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
|Learning Outcome Number||Learning Outcome Description|
|LO1||Understand and discuss major theories, perspectives and approaches to human resource development and performance management|
|LO2||Utilise ethical frameworks to analyse and appraise the processes and activities involved in needs analysis, designing development activities in performance management and human resource development|
|LO3||Apply effective human resource development techniques which deliver improved organisational performances|
|LO4||Evaluate the need for strategic training and development within an organisation|
|LO5||Apply effective written and oral communication skills in the context of practical human resource development issues|
Topics will include:
- Aligning T&D and Performance Management
- Performance Management Process
- Strategic Training Needs Assessment Retention and Performance Planning
- Learning theories, learning process, motivation theories
- Ethical practices in PPD - Feedback and development plans, mentoring and coaching
- Designing Training Programs - Training Methods & E-Learning (and CBT)
- Implementing Training programs/development and career planning
- The Future of Training and Development (Seminar): The role of technology e.g. CBT
Learning and teaching strategy and rationale
This unit takes an active learning approach to guide students in the development of knowledge associated with PPD and performance management. Students are able to explore the knowledge base underpinning human resource development and performance management in a series of on campus workshops. These workshops are designed to support students to actively participate in the development of this knowledge both individually and in groups. By participating in these workshops, students will systematically develop their understanding of the critical aspects of PPD and performance management to designing solutions for various organisational and sustainability issues. This unit takes an experiential approach to support students in developing the skills required to effectively manage PPD and performance management by sharing stories and insights and reflecting on experiences. This approach is designed to interest students who prefer to learn within a social environment and builds in expert support for skills development. The rationale is to encourage deep learning instead of surface or rote learning, as deep learning will develop critical thinking skills and prepare you for competitive business and non-business environments.
A variety of learning materials (real-life examples, case studies from current issues relating to the theory and practice of consumer behaviour, journal articles, videos, lecture capture) will be used. Deep learning is likely to be fully realised as students are exposed to this variety of learning tasks.
Mode of delivery: This unit is offered in different modes. These are: "Attendance" mode, "Blended" mode and "Online" mode. This unit is offered in three modes to cater to the learning needs and preferences of a range of participants and maximise effective participation for isolated and/or marginalised groups.
In an attendance mode, students will require face-to-face attendance in specific physical location/s. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops, most students report that they spend an average of one hour preparing before the workshop and one or more hours after the workshop practicing and revising what was covered. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.
In a blended mode, students will require intermittent face-to-face attendance determined by the School. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.
In an online mode, students engage in asynchronous learning and participate in the construction and synthesis of knowledge, while developing their knowledge. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
Assessment strategy and rationale
In order to pass this unit, students are required to achieve an aggregate mark of at least 50%. Marking will be in accordance with a rubric specifically developed to measure student levels of achievement of the learning outcomes for each item of assessment. Students will also be awarded a final grade which signifies their overall achievement in the unit. The assessment strategy for this unit allows students to sequentially develop their knowledge and skills to become workforce and workplace designer, influencer, and be credible and future oriented to engage with other professionals in an organisation to achieve organisational sustainability outcomes. To develop this level of capabilities and professional behaviour, students will demonstrate their knowledge of PPD and performance management through engagement-led discussions and other activities focusing on the trends related to the unit. Further, students in groups will conduct a presentation on a topic that is relevant to organisational performance to demonstrate their capabilities in conducting a training program. Finally, students will demonstrate their capabilities and behaviours on their understanding of performance planning and development to achieve organisational outcomes based on a reflective journal that focuses on exploring the link between performance management and PPD from the ethical and sustainability perspective.
Overview of assessments
|Brief Description of Kind and Purpose of Assessment Tasks||Weighting||Learning Outcomes|
Assessment 1: Discussion Board
This assessment focusses on the level co-creation of value by students whether on campus or online. Students will be assessed on their weekly research submissions and final reflective report.
Submission Type: individual
Assessment Method: Written and verbal evidence of value co-creation
Artefact: Assessor generated summary as per rubric
Assessment 2: Research Group Presentation
This requires the group to complete a needs analysis, and a strategic development plan for identified organisational strategies. The development plan will include all aspects of sourcing of training identified, budget (basic) and suggested detailed lesson plan format. A case/ company will be provided. The group needs to determine the research required and submitted weekly and then present a 5-minute interactive video on the findings.
Submission Type: Group
Assessment Method: Research Video
Artefact: Presentation research
Assessment 3: Performance Management Review
Students are required to, use weekly research to construct a performance management system that contributes to the organisational and personal goals of all employees of an organisation. This should include consideration of salaries, promotional basis and individual development plan template.
Submission Type: Individual
Assessment Method: Analytical Case Analysis Artefact: Analytical report
Representative texts and references
Barth, A. L. & de Beer, W. (2018) Performance Management Success A Best Practices and Implementation Guide for Leaders and Managers of All Organizations . 1st ed. 2018. [Online]. Cham: Springer International Publishing.
Epstein, M. J. et al. (2018) Performance Measurement and Management Control: The Relevance of Performance Measurement and Management Control Research. Bingley: Emerald Publishing Limited.
Academic Journal Articles:
Brown, T. C. et al. (2019) ‘Performance Management: A Scoping Review of the Literature and an Agenda for Future Research’, Human Resource Development Review, 18(1), pp. 47–82. doi: 10.1177/1534484318798533.
Cunha, M. P. e et al. (2018) Why does performance management not perform? International journal of productivity and performance management. [Online] 67 (4), 673–692.
Kreiling, L. & Bounfour, A. (2019) A practice-based maturity model for holistic TTO performance management: development and initial use. The Journal of technology transfer. [Online] 45 (6), 1718–1747.
Murphy, K. R. (2020). Performance evaluation will not die, but it should. Human Resource Management Journal, 30(1), 13-31.
Schleicher, D. J. et al. (2018) Putting the System Into Performance Management Systems: A Review and Agenda for Performance Management Research. Journal of management. [Online] 44 (6), 2209–2245.
Tseng, S. T., & Levy, P. E. 2019. A multilevel leadership process framework of performance management. Human Resource Management Review, 29(4), 100668.
Yuan, J. et al. (2020) Developing a building information modeling–based performance management system for public–private partnerships. Engineering, construction, and architectural management. [Online] 27 (8), 1727–1762.
The list of academic journals below, although not exhaustive, may be of assistance in preparing assignments:
- Academy of Management Journal
- Asia Pacific Journal of Human Resources
- Harvard Business Review
- HR Monthly
- Human Resource Development Monthly (US)
- Human Resource Management (US)
- Human Resource Management Journal (UK)
- International Journal of Human Resource Management
- Personnel Management
- Training and Development Journal (US)