HSBC, UK started operation in 1865. They operate an extensive network across the UK. It is one of the world’s largest financial organisations dealing with banking and wealth management, commercial banking, global banking and markets and global private banking. The bank has got a huge employees pool. In the UK about 50000 people are currently employed. Development of skills of employees through training is an important function of human resources management. 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 group. They have provisions for both on the job and off the job trainings. They have a rigorous recruitment policy as they want the employees should 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 the 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 needs be presented as an introduction which will not be included in the total word count. Department of Business Page 3 of 7 What you must do Task 1 HSBC’s 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 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 the class: A) Design an induction training programme to take into account individual learning styles and compare different learning styles [P1.1; M1]. B) Explain the role of learning curve outlining the importance of transferring the learning to workplace environment giving examples of HSBC [P1.2]. C) 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.
A. 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]. B. Assess the advantages and disadvantages of the training methods you propose to use during the training course [P2.1, M2] C. 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].
Department of Business Page 4 of 7 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: A. Prepare (develop a plan) on evaluation of the induction training programme, highlighting the evaluation techniques you would use [P3.1]. B. 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 Say, HSBC has decided to participate in the Government's programme of apprenticeships and therefore carry out the following tasks: A. Explain the role of government in training and development in the UK, including lifelong learning [P4.1]. B. Explain how the need for competency and skills assessments has impacted the public and private sector organisations [P4.2].
C. Assess how the contemporary government’s initiatives on training and development have contributed 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]. Department of Business Page 5 of 7 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 completion of this unit a learner will: Assessment criteria for pass: To achieve each outcome a learner must demonstrate; Questions reflecting the Outcome L01.
Understand learning theories and learning styles. 1.1 compare different learning styles 1.2 explain the role of the learning curve and the importance of transferring learning to the workplace. 1.3 assess the contribution of learning styles and theories when planning and designing a learning event. Task 1 L02. Be able to plan and design training and development. 2.1 compare the training needs for staff at different levels in an organisation.
2.2 assess the advantages and disadvantages of training methods used in an organisation. 2.3 use a systematic approach to plan training and development for a training event Task 2 L03 Be able to evaluate a training event. 3.1 prepare an evaluation using suitable techniques. 3.2 carry out an evaluation of a training event. 3.3 review the success of the evaluation methods used. Task 3 L04. Understand Government-led skills development initiatives.
4.1 explain the role of Government in training, development and lifelong learning. 4.2 explain how the development of the competency movement has impacted on the public and private sectors. 4.3 assess how contemporary training initiatives introduced by the UK Government contribute to human resources development for an organisation. Task 4 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 apply strategies to find appropriate solution You will have made effective judgement in your comparison of different learning styles D1:
Use critical reflection to evaluate own work and justify valid conclusions 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 M2: Select/design and apply appropriate methods/techn iques 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 D2:
Take responsibility for managing and organising activities You will have developed the training course through planning, managing and organising a number of activities to be carried out within the specified time period M3: Present and communicate appropriate findings You will have demonstrated coherent, logical development of concepts in your review of the success of the evaluation methods used by Greenwood and Sharp Company D3:
Demonstrate convergent/lateral/ creative thinking You will have used an appropriate structure and approach to explain the role of government in the training and development Department of Business Page 6 of 7 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 else’s 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 student’s 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 tutor’s 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 Department of Business Page 7 of 7 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: 8-13 Jan 2018 Late Submission date: 15- 20 Jan 2018 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.