Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
HRMG201 Strategic Human Resource Development
Teaching organisation
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 organisational objectives and sustainable outcomes. To be a skilled human resource practitioner, it is important to understand the theories, perspectives and approaches to human resource development, including the relationship with performance management. This unit will explore human resource development (HRD) and performance management (PM) issues and practices for large and small organisations, and from a local and global context. The unit is designed to expose students to the theory and practices of HRD and PM systems, as well as the various components, with strong consideration of ethical issues and guided by 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.
Learning outcomes
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 | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Understand and discuss major theories, perspectives and approaches to human resource development and performance management | GC1, GC2 |
| LO2 | Synthesise performance management (PM) principles and concepts in a business context and utilise ethical frameworks to appraise PM processes and human resource development (HRD) activities | GC2, GC6 |
| LO3 | Apply effective human resource development techniques which deliver improved organisational performance | GC4, GC9 |
| LO4 | Identify and critique contemporary issues and challenges in performance management and evaluate the need for a strategic approach training and development within an organisation | GC7, GC8 |
| LO5 | Communicate performance management issues and solutions in the context of practical human resource development issues, both orally and in writing. | GC11, GC12 |
Content
Topics will include:
- Aligning T&D and Performance Management (PM)
- Business Strategy and PM
- Goal setting, Training Needs Assessment, Retention and Performance Planning
- Learning theories, learning process, motivation theories
- Performance Management Systems and Processes
- Performance appraisal, review and development
- Global trends and practices in PM and HRD
- 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
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 mixed delivery mode. Students are required to prepare and conduct set activities in their own time (asynchronous), followed by attending a weekly 2 hour workshop in person. Pre-reading and additional resources and materials will be provided via the learning platform (Canvas). Workshops involve more interactive sessions, discussions and activities, to maximise engagement and student learning outcomes. These workshops are designed to support students to actively participate in the development of unit content, both individually and collaboratively with peers through various interactive sessions. By attending and actively participating in workshops, students will optimise their learning.
This unit is structured with required upfront reading and preparation before workshops. Each week, students will attend the 2 hour workshop in face-to-face, in class, in a physical location. Students will have face-to-face interactions with lecturer(s) and peers to further their achievement of the learning outcomes.
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 | Graduate Capabilities |
|---|---|---|---|
Assessment 1: Written Reflection Report This assessment requires students to demonstrate their learnings by answering assigned questions in a discussion forum and discussing with peers during workshops. Students will reflect on these discussions and their learning journey via a written reflective report (1,600 words). Students will be assessed on their final reflective report submission and how they connect and compare their own discussion forum responses with others. Submission Type: Individual Assessment Method: Reflective in Practice Report Artefact: Written Report. | 30% | LO1, LO3 | GC1, GC2, GC4, GC9 |
Assessment 2: Research Group Presentation This task involves team work. Teams conduct and complete a needs analysis, and a strategic development plan for specific organisational strategies. The team will select a company and discuss this with the LIC. Choosing one strategy, the training plan will include all aspects of sourcing of training identified, budget (basic) and suggested detailed lesson plan format. The team will present their work via a 15-minute interactive presentation during workshops in weeks 11 and 12 on the analysis and recommendations. The team will also provide a 1-2 page outline of key sections of the training plan, noting each individual’s contributions. Submission Type: Group Assessment Method: Research Group Presentation Artefact: Presentation research | 30% | LO2, LO5 | GC2, GC6, GC11, GC12 |
Assessment 3: Performance Management Review Students are required to conduct research to construct a performance management system that contributes to the organisational and employee goals . This should include consideration of salaries, promotional basis and individual development plan template, and any ethical considerations. Submission Type: Individual Assessment Method: Analytical Case Analysis Artefact: Analytical report | 40% | LO2, LO4 | GC2, GC6, GC7, GC8 |
Representative texts and references
Books:
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.
Academic Journals
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)