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Homework answers / question archive / BH3315 Coursework Title: Coursework Assignment Assessment for this module is in TWO Parts

BH3315 Coursework Title: Coursework Assignment Assessment for this module is in TWO Parts

Business

BH3315 Coursework Title: Coursework Assignment

Assessment for this module is in TWO Parts. You must attempt BOTH parts.

 

Individual assignment Part A:  An essay which critically explores the management of change-related learning, based on the case study below (1000 words, worth 30% of the marks available)

 

Individual assignment Part B: Design a Development Programme for 6 new specialists / subject experts who have been employed to form a new senior management team to deliver a new strategically-important BIG IDEA. (2000 words, worth 70% of the marks available)

 

 

Task Details/Description:

Part A: Case Study.

 

Many organisations are having to make sweeping, often drastic changes because of the challenges of survival during the Covid-19 global pandemic.

 

Integral Training Solutions Limited (ITS) provides specialist IT training services to end-users of software, with their employees working as contractors to the software developers. In other words, the software developers use ITS for their end-user training, rather than employing their own trainers. ITS have five regional offices (London, Cardiff, Manchester, Edinburgh and Belfast) and employ a total of around 100 people. Of these, 80 are trainers, who visit client premises to deliver the training needed.

 

The trainers work in teams, according to the type of expertise they have. These are made up of a) Enterprise Resource Planning Software Trainers ((ERP) 40 people, including 15 who specialise in Extended Enterprise Resource Planning (EERP)), b) Human Resources Management Systems Software (20 Trainers), and  c) Supply Chain Management Software ((SCMS) 20 trainers). All trainers are fully qualified and employed full time. They are skilled in designing and delivering training.

 

Since the beginning of the pandemic, and when lockdown occurred, the number of bookings for training has dramatically reduced, and market research carried out by the Sales Director suggests that it is likely to be 2-3 years before demand for training recovers to its pre-Covid-19 levels. As a result, the Board of Directors has made the decision that they will have to downsize.

 

They propose to close the Cardiff office completely and reduce the overall number of trainer positions from 80 to 40. The area of the UK previously covered by the Cardiff office will now by shared between London and Manchester.

 

The research done by the Marketing Director suggests that while demand for ERP, HMRSS and SCMC training will be depressed for some time, that more firms will be wanting to install Extended ERP (EERP) systems, requiring more trainers with this expertise. ITS’s HR Director also wants the staff to become more multi-skilled, so that as demand picks up they would not need to employ more staff initially because the existing staff would have cross-trained so they are now able to train more than one system, and ideally at least three of the four. This therefore means that although a number of training posts, including all those at Cardiff will be lost, the remaining 40 staff will have to cover 120 areas of expertise. This is why the table below shows 120 trainer skills in the new structure, because some of the trainers will be counted in more than one skill area as they are able to train several systems.

 

The new trainer structure will look like this:

 

 

Old Trainer numbers (people)

New trainer numbers (skills)

Site

ERP

EERP

HMRSS

SCMS

ERP

EERP

HMRSS

SCMS

London

7

4

6

6

9

11

7

6

Edinburgh

4

2

4

4

8

11

6

6

Manchester

5

3

4

3

8

8

6

7

Belfast

4

3

3

4

5

10

6

6

Cardiff

5

3

3

3

 

 

 

 

Totals

25

15

20

20

30

40

25

25

 

 

The HR Director wants the trainers who are retained to use the quiet time while customer demand is very low, to cross-train their colleagues when they are not carrying out work for customers so all can then train more than one system. This means that when there is no paid work for the trainers the company will pay them to train each other instead, so all trainers benefit from being more skilled. They will be paid their usual wages while they are training colleagues or being trained.

 

Using appropriate material from the module, and your own wider reading, answer the following questions:

 

1 – ITS will encounter some challenges when implementing their downsizing and cross-training operation. What might these challenges be, and what effect could they have?

 

2 – Using a change management framework to justify your recommendations, explain how you would deliver the learning programme required after the downsizing, to optimise ITS’s chances of success by addressing the challenges identified in Q1.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part B: Training Programme

 

Your task is to plan and design a one working week long (5 full working days) development programme for a group of 6 new recruits. These are subject experts / specialists who have been brought on board to deliver the new BIG IDEA (BI) that your organisation has chosen to pursue. They are all new to the organisation and will head up the various new departments which will be involved in delivering the BI.  Your recruits, who will all be directors of the new division will have direct responsibility for managing a team of people in their specialist area. Each department will play a crucial role in delivering the organisation’s new BIG IDEA.

 

Your organisation should be a “live” organisation – this will enable you to research the organisation’s mission, vision and strategies. You should choose a new operating division to deliver something different for your organisation to do, but which still fits with their overall strategic objectives – the Big Idea (BI). The Big Idea should be a complete departure from what the organisation currently do, not just a different or additional way of doing the same thing. Guidance will be provided in the lectures about suitable organisations and new initiatives, but if you are unsure you are encouraged to discuss your idea with the Module Leader. TIP: Choose an organisation which is not too big but is big enough to have a well-developed website. Organisations such as Microsoft, Google, IBM, Jaguar Land Rover are not usually the best choices because their current operation is usually very specialised and it is difficult to find something completely new for them to do (the BI) which still fits with their Mission and Vision. It is also not a good idea to use the organisation where you did your Placement as this tends to restrict your creative thinking.

 

You MUST have a specific organization in mind to provide the background for your development programme. You are allowed to make reasonable assumptions, for example, the job the employees will perform on completion of development, and person-related training needs.

 

Your report explains:

 

The context of the organisation, and what it currently does e.g. the sector, main area of operations, size and strategic aspirations – its Mission and Vision

 

How the new BIG IDEA (BI)  fits with the current strategies of the organization, and with the Mission and Vision, and the culture in the organisation.

 

       The internal and external operating environment, relative to the new BI.

 

How your recruits’ role(s) support the BI, and the level of prior experience they have – they are all experts, so they don’t need to learn about their own area of specialisation but may not previously have worked in the industry sector in which the BI sits. They are all experienced managers, used to working in, and managing, teams of people.

 

Your development programme should follow the steps of the Systematic Training Cycle. Its purpose is to enable your 6 new recruits to deliver the BI. All six will be trained together as a team because they will be working as the Board of Directors for the new division – the senior management team.

 

Your development programme should include a range of interventions based on formal as well as informal learning

 

Your development programme should use a range of learning theories to underpin your proposed learning interventions / sessions

 

You should produce a detailed timetable and resource list for the development programme,

 

You should offer an explanation of direct and indirect costs of the training programme

 

            You should explain how the learning will be evaluated 

 

 

Please note below the presentation requirements.

 

 

 

 

 

 

 

 

Module Learning Outcomes Assessed:

 

  1. Professional Skills:

Apply the theories learned in the module and design a learning intervention for a live case study organisation ensuring the alignment between the systematic training design and organisational strategy.

 

  1. Intellectual Skills:

Critical evaluation, reasoning, analysis, synthesis. Synthesise knowledge of learning and change management.

 

  1. Knowledge & Understanding:

Explain the different facets of training design and critically examine the contextual factors that impact upon that shape training design.

Identify the individual components of training design and critically examine their core underlying theories.

 

  1. Transferrable Skills:

Communicating ideas effectively, planning and organising, working independently, discussing in teams, job analysis, secondary research skills, writing and ICT skills.

 

Presentation Requirements:

 

Word Count: 3000 words to be divided into

  1. 1000 words – PART A: case study-based essay on change-related learning (ESSAY FORMAT)
  2. 2000 words – PART B: Learning/training plan (REPORT FORMAT)

 

Work count is + / - 10%

 

The word count does not include tables, diagrams, references or appendices.

 

Font Size: 12 point Arial or Times New Roman

 

Line Spacing: 1.5 or 2.0 line spacing in the text, 1.0 spacing in tables and diagrams.

 

Referencing: Harvard or APA Style Referencing throughout. Which style you chose is up to you, but be consistent and use the same style for all references.

 

You will need to make a start on your assignment at an early stage to meet the deadline comfortably.  You will see that each week is closely linked with the relevant section on Blackboard.

 

 

Submission Date & Time:  

 

Part A: 6th January 20223 by 12:00 noon UK time.

Part B:  9th January 2023 by 12:00 noon UK time.

 

Assessment Weighting for the Module:

Part A – 30%

Part B – 70%

 

Assessment Criteria

On the following pages, there is a detailed matrix of the assessment criteria. Please refer to it as you design and write your assignments, and if you are unsure about anything consult me for guidance.

Ethical Requirements

No primary research is required

Essential Reading for Coursework Task

Links to all essential readings can be found in the Blackboard module, under the relevant topic heading. However, you are expected to supplement this by exploring the topics yourself by undertaking wider reading.

 

 

Criteria and weighting

1st (>70%)

2.1 (60% to 69%)

2.2 (50% to 59%)

3rd ( <50%)

Fail (<40%)

Part 2: Design of the Training intervention (60%)

A wide range of formal and informal interventions are introduced which are strongly linked to organisational strategy. The plan includes clear SMARTly formulated objectives, detailed information about the activities and clear evaluation proposals. Resources and direct and indirect costs have been fully considered. Wide evidence of applied theory to the design and delivery plan.

A range of training interventions with clear links to organisational strategy. SMART objectives are included, and also information about what the graduates will be doing. Evaluation is integrated, and resources and costs have been considered in some detail. Evidence of theory being applied in most areas of the design.

A range of training interventions with some links to organisational strategy, which may be less clear in places . Objectives are included which might not be fully SMART, and some information about what the graduates will be doing. Evaluation is partially integrated. Costs or resources have been considered. Evidence of theory being applied in some areas of the design.

A limited or restricted range of training interventions,  with tenuous or missing links to organisational strategy. Vague or unclear objectives are included which are not fully SMART. Limited information about what the graduates will be doing. Evaluation is missing or not integrated. Costs nor resources have been considered. Limited evidence of theory being applied in the design.

A poor range of training interventions,  with no links to organisational strategy. No objectives are provided. Limited information about what the graduates will be doing. Evaluation is missing. Costs have not been considered, nor have resources Very limited evidence of theory being applied in  the design.

Part 1: Q1 (15%)

An excellent discussion of the challenges faced by the organisation, supported by a wide range of relevant sources.

A good range of challenges identified and justified using a range of relevant academic sources.

Some challenges identified, with minimal justification. Some errors and / or omissions. May not effectively use literature to support assertions

A very limited number of challenges identified, but these are not justified or may not be fully relevant

No relevant challenges identified.

Part 1: Q2 (15%)

Framework fully applied and justified. Evidence of wider reading is apparent, and critiqued.

Framework fully applied to the training programme, with very few omissions or errors. Evidence of additional reading is shown, but may have limited critical analysis

Framework fully applied to the training programme, with some omissions and / or errors.

Discussion of the training programme develops some ideas, which may contain errors or omissions. Framework may not be fully applied.

A poor discussion of the delivery of the training programme. Recommendations missing or underdeveloped. No framework used to scaffold the work.

Structure and presentation (10%)

Excellent presentation throughout, free of referencing or language errors.

Very good presentation with very few referencing or language errors.

Logical and clear structure, effective presentation, with a small number of language errors and which is mainly correctly referenced.

Logical and clear structure. Which may contain errors in referencing, spelling and / or grammar.

Deficits in length, structure, presentation, language and / or referencing.

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