Human Resource Development
5 pages, 1250 words United Kingdom
Harvard 10 Refers
Human Resources Development (SHR032-6) – Assessment 2
Learning Outcomes: In completion of this assessment, you will demonstrate that you are able to:
• Demonstrate an understanding of the conceptual models of HRD, and explain the associations between HRD and various other aspects of HRM and how HRD strategies can potentially contribute to achieving overall organisational goals in different national and organisational contexts.
• Analyse and critically assess the role and influence of power and politics in HRD policy and practice in a range of contexts, and how to work effectively and collaboratively with key partners and stakeholders. Demonstrate an ethical and professional approach to HRD with a commitment to equality of opportunity and diversity and to continuous professional development.
Threshold standards In order to pass the assessment you will need to:
• Develop and apply strategies and behaviours to increase influence on decision-makers and decision-making processes.
• Apply principles of reflective learning to continuous professional development activities.
• Individually report all research undertaken and presented and show your own understanding of the assignment and individual participation.
Using Gibbs (1988) reflective cycle (reproduced below), write a reflective learning account based on a personal experience you have had during the unit (this could be giving a presentation to the class or working as a group on a project). The report will document your recollection of experiences; personal feelings, thoughts and analysis, learning from these experiences; and lessons for the future.
Word limit: 1000 words + or – 5% (not including contents and reference list)
Assessment Criteria: Assessment will be undertaken using the attached rubric.
Briefly set out the context to the report, its aims, and what it will contain. Introduce the concept of reflective learning.
Recollection of experiences
Description – what happened?
Diarised, descriptive recollection of key stages and ‘events’ in the development of the presentation. Any particular internal crises or elements of enlightenment should be identified.
In compiling this element, you are advised to keep regular and detailed diaries or logs of events and experiences as they happen.
Personal feelings and learning from the experience
Feelings – what were you thinking and feeling?,
Evaluation – what was good and bad about the experience?,
Analysis – what sense can you make of the situation?
An analysis of personal thoughts and feelings regarding the task process and your own contribution to the experience. Evaluate what aspects of the task experience were good and bad. This might include:
– Identification of any specific personal problems either with content, process or other group members.
– Identification of any problems.
– Identification of how issues were resolved.
If your experience involves group working, Questions you might want to consider in you analysis and evaluation include:
– How did the group respond to the process?
– How did the group dynamic evolve?
– How did the group respond to you and your input?
– What new group insights evolved?
– How did the other members of the group regard you?
– How, if at all, was your performance compromised by the actions of others?
– How might your actions have compromised the performance of others?
Learning for future projects
Conclusion – what else could you have done or done differently?
Action plan – what would you do in a similar situation in the future?
Draw conclusions from your analysis that synthesize key points from your analysis and evaluation and considers what alternative actions could have been taken or could have been done differently.
Action plan: Identify up to 5 key actions that will improve your performance in future group activities and projects.
Reference List While a lengthy list of references is not expected for this assessment, it is anticipated that you will draw on your wider reading and understanding of reflective learning in completing this report. Use Harvard style (see the Learning Resources website:http://lrweb.beds.ac.uk/guides/referencing).
Source: Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.