L&D-H16

L&D-H16
MBA (HRM) 2016-18 : Term-III

Learning and development (L&D)

COURSE OUTLINE

Credits	3.0
Faculty Name	Prof. Tania S. Rath
Programme	MBA (HRM)-I 2016-18
Academic Year & Term	2016-17; Term-III

1. Course Description:

Learning and development (L&D) in organizations is usually defined as a proactive, planned, continuous process directed at enhancing knowledge, improving skills and reorienting attitudes of employees of the organizations towards achievement of organizational goals. The aim is to improve on the job performance so as to enhance the overall effectiveness of the organization and/or to increase the likelihood that organizational goals will be achieved. This course clarifies the role of learning and development in human resource management. It studies the importance of employee development toward achievement of organizational goals and development.

2. Student Learning Outcomes (typically 3-5 bullet points)

· Be able to assessing learning requirements, the design and delivery of learning experiences, relevant learning principles.
· Be able to develop and implement criteria and procedures for evaluation of learning, and process of transferring learning from the training context.
· Be able to plan the training module by doing training need analysis.
· Be able to understand how training helps in lifelong learning.

3. Required Text Books and Reading Material:

Blanchard, P. N. & Thacker, J. W. Anand Ram V :Effective training: Systems, Strategies and Practices, (5th ed.). NJ, USA: Pearson Education Inc.

4. Tentative Session Plan:

SESSION		READINGS
1 & 2	· Introduction to L&D: L & D as a management function , Learning Organisation, transfer of learning,Strategic Training,	Chapters 1 , 2 & 8, 10
3 & 4	Identifying Training Needs, Training Needs Analysis & Assessment	Chapter 4
5-6	Designing L&D Experiences • Setting T&D program objectives, Training Plan, Cost-benefit & Budget, Calender, Training proposal.	Chapter 5-8
7-9	Content design, Specific program design Relevance of learning theories and principles , Learning Style Time Table, Lesson & session plan, Selection of Trainers.	Chapters 3 &5
10	Training Delivery: Climate setting,Training aids and Room Layout, Successful Administration of Programs	Chapters 8
11-12	Training Methodology Training methods On the Job and Off the job · Traditional Training Methodology · Experiential Learning · Computer and Web-based Training Innovative training methods	Chapters6&7
13-14	Evaluating Effectiveness of L&D · Different levels of Training Evaluation Transfer of Learning to the Workplace	Chapter 9
15-20	Student-led training programs	Assignment for students

5. Evaluation:

Class Assignment 20%
Quiz 20%
Theoretical Paper 10%
Student-led Training Program: 10%
End term 40%

6. Academic Integrity:

Students have to show highest level of academic integrity in writing their assignments, examinations, and doing other exercises, including case presentation. Academic dishonesty consists of misrepresentation of facts by deception or by other fraudulent means. In an academic setting this may take any number of forms such as copying or use of unauthorized aids in tests, assignments, examinations, term papers, or cases; plagiarism; talking during in-class examinations; submission of work that is not your own without citation; submission of work generated for another course without prior clearance by the instructor of both courses; submission of work generated by another person; aiding and abetting another student’s dishonesty; and giving false information for the purpose of gaining credits etc.

Bringing mobile phones, laptops in the class room is strictly prohibited, unless students have been instructed to do so by the instructor for a particular session.

Created By: Bijoy Kar on 12/30/2016 at 12:22 PM
Category: Course Outlines-HRM-I Doctype: Document

...........................