JAIPURIA INSTITUTE OF MANAGEMENT, NOIDA

PGDM (G-SM-M); TRIMESTER V; BATCH 2019-21; ACADEMIC YEAR 2020-21

Course Information
Course Code and title HR-502, Learning and Development

Credits 3
Term and Year Term V, 2020-22
Course Pre-requisite(s) Basic Courses on OB, MHR, and Advanced HRM
Course Requirement(s) Key Terms ( pre read), Knowledge of MS Excel
Course Schedule (day and time of class) Time Table Slot here
Classroom # (Location)
Course Instructor Dr Shalini Srivastava
Course Instructor Email Shalini.srivastava@jaipuria.ac.in
Course Instructor Phone (Office) 0120-345
Student Consultation Hours
Office location First Floor

I. Course Overview

Learning and Development is an advanced course for students specializing in Human

Resource Management that examines the science, methods, and practice of employee learning and
development. This has already been dealt as part of your course on Managing Human Resources.
This course focuses on exposing the learner to the concept and practice of learning and
development in the modern organisational setting. It helps them not only in understanding the
training function in an organization and also in developing a competency to take up a career as a
trainer. It includes study of the relevant theories, practices, issues, trends, and methods in learning
and developing adult learners in work organizations, program design, needs and task analysis,
delivery methods, working with and as consultants, and program evaluation.
The class is an active learning environment in which students discuss learning and
organizational development concepts, work on group projects, prepare and deliver learning and
development modules, and guide the discussion of the related material. Students are expected to be
"current" on how the issues in this course are "played-out" in actual organizations. Therefore,
students are expected to be familiar with current business news. An easy way to get updated is to
routinely read magazines like T&D, People matters etc.

II. Course Learning Outcomes:

At the end of the course, the learners will be able to:
CLO1. Demonstrate an understanding of the key facets of learning and development in
organizations.
CLO2. Design a Training programme by exhibiting creative thinking
CLO3. Evaluate the competencies required for a trainer

III. Mapping of PLOs and CLOs

CLOs PLO1 PLO2 PLO3 PLO4 PLO5 PLO6

CLO
1
CLO Reinforced
2 *
CLO Reinforce
3 d

1
 *To be used in writing AOL report

II
GA 1 GA 2 GA 3 GA 4 GA 5 GA 6 GA 7
CLO 2 X
CLO 2 X
CLO 3 X X X

V. Prescribed Text

Devendra Agochiya (2009). Every Trainers’ Handbook (2nd Edition). New Delhi. Sage.

Recommended/ Reference Text Books and Resources:

1. Raymond A Noe and Amitabh D Kodwani (2012). Employee Training and Development
(5th edition). New Delhi. Tata McGraw Hill.
2. Alan M. Saks and Robert R, Haccoun (2015). Managing Performance through Training &
Development (1st Indian Reprint). Delhi. Cengage.
3. P. Nick Blanchard, James W. Thacker and V. Anand Ram (2013). Effective Training:
Systems, Strategies, and Practices (4th Edition). New Delhi. Pearson.
4. Rolf P. Lynton and Udai Pareek (011). Training for Development (3rd Edition). New Delhi.
Sage.

VI. Session Plan

Session Topic Session Training CLO Reading / Pedagogy

Outcome References
Module I Fundamentals of learning & development

1. Training today: At the end of session, 1 Noe & Discussion

Linking Training to the learner will be able Kodwani: Case
strategy to appreciate the Ch. 1 Discussion
Trends & careers in importance of aligning Introductio Flipped Video
Training HR strategy with n to
organizational strategy Employee
and will be able to Training &
identify the relevance
Developme
of understanding
nt
trends and careers in
Training Ch. 2
Strategic
Training
Pp. 54-80

2
 2 Learning Theories & At the end of session, 1 Blanchard Instrument
Kolb’s Learning the learner will be et al.Ch. 3 Flipped Video
Inventory able to identify the Training,
learning theories motivation
and
performan
ce

3 Bloom’s Taxonomy & At the end of session, 1 http://en.w Discussion

Adult Learning the learner will be ikipedia.or
able to understand g/wiki/Bloo
Bloom’s Taxonomy m's_Taxon
and will be able to omy
relate Adult Learning Text Book
and its application Ch. 2
Process of
Learning in
a Training
programm
e
4 Transfer of Training At the end of the 1,3 Noe & Discussion
session, learner will Kodwani
be able to Analyze Ch. 5
patterns of Learning Transfer of
Training

Module II Designing & Conducting a Training Programme

5 Identifying Training At the end of session, 2 Text Book Discussion &

Needs & Developing the learner will be Ch. 4 Steps Activity:
Training Objectives able to identify and in Analysing
map training needs preparing a Training needs
and objectives. Training of 1st year
design students
6 Key Considerations in At the end of session, 2 Text Book Discussion
Designing a Programme the learner will be Ch. 4 Steps Flipped Video
able to understand in
the nuisances in preparing a
designing the Training Training
programme design

7 Logistics and At the end of session, 2 Handouts Guest Session

Administration of the learner will be
Training (Collaborative able to map logistic

3
 teaching with faculty and administration of
chairing Executive Training
Education Programmes)
8 Practice session on At the end of the 1,2 - Classroom
Designing a Training session, the student exercise
calendar will be able to design
a Training calendar

Module IV: Training Methods & Techniques

9 Factors Influencing At the end of session, 1,2 Text Book Discussion

Choice of Training the learner will be to Ch. 6
Methods conclude reasons of Training
the importance of methods
Training method and
techniques
Pp. 197-
202

10 Training Methods At the end of session, 2 Text Book Activity Based

(on the job) the learner will be Ch. 6
able to interpret and Training
effectively the methods &
Training methods Techniques

11 Training Methods ( off At the end of session, 2 Text Book Case: Training
the job) the learner will be Ch. 6 methods for
able to interpret Training Bank Tellers
methods methods &
Techniques
12 Training Methods (Near At the end of session, 2 Text Book FlippedVideo
the job: Simulation and the learner will be Ch. 6
vestibule) able to interpret Training
methods methods &
Techniques
13 E-Training and use of To make the students 2 Noe & Guest Session
technology in Training understand E Training Kodwani
(Collaborative teaching Ch. 8 E-
with IT faculty) Training
and use of
technology
in Training
14 Significance of Training At the end of session, 2 Handouts
Aids in Training the learner will be Discussion
including management able to understand
games the significance Aids
in Training.
Module V: Trainer’s Role and functions

4
 15 Portrait of a Trainer: At the end of session, 3 Text Book Discussion;
Trainers and Trainees the learner will be Ch. 8 The experience
Styles able to understand trainer- sharing
the styles of a Roles and regarding best
trainer/trainee functions and the worst
Training
sessions

16 Handling Problem At the end of session, 3 Text Book Discussion

Situations and difficult the learner will be able Ch. 8 The Flipped video
trainees to understand how to trainer-
deal under pressure. Roles and
functions

Module VI: Evaluation of a Training Programme

17 Importance of Post At the end of session, 2 Text Book Discussion

Training Follow-up; the learner will be able Ch.9
Components of a design the components Evaluation
Training Report of a Training report. of Training
programm
e; Reading:
A sample
of Training
report
18 Training Evaluation – To know the various 1,2 Noe & Case:
Kirkpatric Model, components of Training Kodwani Evaluating the
Concept of Return on evaluation Ch.6 Returns on
Investment Training Leadership
Evaluation Development
at BP
19-20 Practical Demo-Sessions To evaluate the 3 Discussion &
based on Training Training skills of the Exercise
projects students

VII. Assessment Tasks:

Assessment criteria set out the details by which performance in each task will be judged.

Assessment Assessment Type Weightage CLO Week

Due
1. Training Demo Session Practical skill demonstration 10+20% 3 3rd
(Viva-voce) (Individual) + Viva voce session
onwards
2. Team Assignment Designing the Training 20% 2 18st

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 Programme session
3. Quiz LMS 10% 1 8th
session
& 18th
Session
4. End Term Hall Examination Hall Exam 40% 1 Week 12

Assessment Task 1: Training Demo Session + Viva Voce

1) Practical skill demonstration (Individual ) & viva voce
Each student would be asked to take an individual demo session and handle queries in the form
of viva voce
2) Criteria used to grade this task: skill and application
3) Task Assessor: Internal Faculty
4) Suggested time to devote to this task: 2 Weeks
5) Submission details: Feedback will be given immediately after assessment.

Assessment Task 2: Team assignment

1) Assessment Detail:
Design the Training programme
2) Criteria used to grade this task: Comprehension, Analysis, Evaluation, Critique, Synthesis
3) Task Assessor: Internal Faculty
4) Suggested Time: 3 weeks
5) Submission Detail: Soft Copy & Hard copy ( for validation, if required)
6) Feedback: Script cannot be returned, but feedback will be given immediately after
assessment.

Assessment Task 3:
1) Assessment Details: Description: two quizzes with multiple choice, True & false, one line
answers, scenario based type of questions.
2) Task Assessor: Internal Faculty
3) Suggested Time: I week before scheduled slot
Due: After 8th sessions and 20th sessions

Assessment Task 4: End Term Examinations

1) Assessment Details: Questions based on the course content will be posed to the
students to give adequate responses with suitable illustrations and examples.
2) Criteria used to grade this task: Comprehension (40%), application (40%) and skill (20%)
3) Task Assessor: Internal faculty
4) Suggested time to devote to this task: End of term
5) Submission details: Hall Examination
6) Feedback and return of work: Feedback during showing of answer scripts and the answer
scripts will not be returned.

Time budgeting in course planning:

Please note that while assigning activities and planning teaching schedules following table may be
of help. The weightage of items in the table is prescriptive and may vary according to course
requirement. Yet it is indicative of how student time per course can be budgeted:

Time
Activity Description
Budgeted
Classes 2-3 hours per week for 12 weeks 30 hours

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 Reading Prescribed readings and making notes 30 hours
Planning & executing group
group exercise 15 hours
activity
Preparation of assignment &
Reading and writing 15 hours
personal portfolio
Study and revision for quiz and
Self-preparations 15 hours
end of Trimester examination
TOTAL 105 hours

Rubrics for Assessment Components

Rubrics for Quiz (Not to be mapped for AOL) (10Marks)

CLO1: Demonstrate an understanding of the key facets of learning and development in

organizations. (K)
Criteria Below Expectations Meets Expectations Exceeds
(Below 35%) (35%- Less than 70%) Expectations
(Above 70%)
Conceptual Little or no conceptual Many of concepts are Majority of the
Understanding understanding of clear and understood concepts are clear
concepts well

Rubrics for Team Assignment (20 Marks)

* CLO2. Design a Training programme by exhibiting creative thinking (S)

PLO 6: Exhibit creative thinking

Competencies Traits/Performance Indicators (PI)

Be able to generate new and imaginative
ideas, make connections between seeming
unrelated phenomena and use unorthodox
methods to generate a solution.
6.1 Generates new and imaginative ideas
6.2 Make connections between seemingly unrelated
phenomena
6.3 Does not hesitate to use unorthodox methods to
generate a solution

Rubrics

Traits Below Expectations Meets Expectations Exceeds Expectations

(Below 35%) (35%- Less than 70%) (Above 70%)
Generate new Rarely generates new and Generates many new Consistently generates
and imaginative imaginative ideas. and unique ideas new and imaginative
ideas Reproduces existing ideas
ideas.
Connect Unable to connect Searches for new and Pursues new methods and
seemingly disparate ideas. Cannot effective methods, solutions, thinks outside
unrelated make connections makes connections the box and connects
phenomena between previously between previously disparate ideas.
unrelated ideas. unrelated ideas.
Use unorthodox Tries old and tested Attempts to try Does not hesitate to go
methods to solutions to problems. unorthodox and beyond traditional
generate Sticks to conventional unconventional methods boundaries. Prefers to use
solutions methods. to generate solutions, an unorthodox method, if
but prefers to stick to one exists.
conventional methods.

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 Following Follows few directions
specifications & and only a few
organization of established criteria are
report met; Incoherent flow of
the thematic topics
offered
*To be used in writing AOL report
Follows most directions Follows all directions and
and most criteria met; all criteria met;
Coherent and specified Completely as per
flow of the theme/ defined matrices and
topics offered. Overall clearly leads to logical
unity of ideas present. conclusion.

Rubrics for Practical Skill Demonstration (10%) and Viva-voce (20%)

CLO3: Evaluate the competencies required for a trainer (A)

PLO1: Communicate Effectively

Competency Traits/Performance Indicators (PI)

Be able to produce written documents and
oral presentations that communicate ideas
and information effectively for the intended
audience and purpose.
1.1 Clarity: Explains points explicitly with specific
explanatory detail; points relate to overall argument.
1.2 Organization: Presents information in a logical
progression of ideas so that the main point is clear.
1.3 Content: Good command of subject matter.
Provides relevant and important information and
supporting arguments relating to the main claim.

Rubrics
Traits Below Expectations Meets Expectations Exceeds Expectations
(Below 35%) (35%- Less than (Above 70%)
70%)
Clarity Not able to explain Explains points Explains points explicitly with
points clearly. Lacks clearly; points relate specific explanatory detail
focus and points put to overall argument. backed up with relevant
forth do not relate to research/information/example
the overall/main s; points relate and support the
argument or idea. overall argument.

Organization Presents information in Presents information Presents information in a

a cluttered manner with in a logical sequence. clear and logical order
no logical sequencing supported by relevant
or progression of ideas. The final point is quite illustrations and
clearly brought out. examples.
The main point is
obscured and not The final point/conclusion
visible is well supported through
from the report. a well- structured set of
arguments.
Content Poor command over Good command over Excellent command over
subject matter. subject matter. subject matter.

Provides irrelevant and Is able substantiate the Covers every dimension of the
inadequate information arguments with subject matter and uses
to support arguments. relevant and adequate relevant and comprehensive
information information to back up the
reasonably arguments.
well.
Variety in Did not used a Properly used a Effectively used a variety of
Pedagogy combination of methods combination of methods Training methods

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 during demo

Rubrics for End-Team (40%)

CLO1: Demonstrate an understanding of the importance, levels and key facets of

Training and development in organizations. (K)

Competencies Traits/Performance Indicators (PI)

Apply knowledge of theory and frameworks
I.1 Conceptual Understanding: selecting and
using relevant concepts and frameworks.
I.2 Critical thinking and application: able to think
and critically relate the concepts to business
scenario

Criteria Below Expectations Meets Expectations Exceeds

(Below 35%) (35%- Less than 70%) Expectations
(Above 70%)
Conceptual Lacks depth of Demonstrates Show exemplary
Understanding understanding of concepts understanding of all understanding
and frameworks aspects of the subject concepts and
frameworks
Critical Thinking Unable to think critically able to think critically and Is able to critically
and Application and apply concepts apply concepts to some think and analyze
extent resulting in sound
application

*Max- Maximum Points, BE- Below Expectations, ME-Meets Expectations, EE-Exceeds

Expectations

9. Instructions:
Students will be expected to maintain a daily log of their learning and make an action plan. The
continuous evaluation tools would be implemented as per schedule and collected for evaluation.
Students are encouraged to visit videos available on Impartus, you tube on TED talks, and readings
available at websites like course era, etc.

Institute’s Policy Statements

It is the responsibility of every student to be aware of the requirements for this course, and
understand the specific details included in this document. It is emphasized that this course requires
a significant commitment outside of formal class contact.  The learning tasks in this course may
include classes (lectures or seminars), required reading, the preparation of answers to set questions,
exercises and problems, and self-study. In addition, students may be required to complete an
assignment, test or examination.
LMS-Moodle/Impartus:
LMS-Moodle/Impartus is used to host course resources for all courses. Students can download
Lecture, additional reading materials, and tutorial notes to support class participation.
 
Late Submission
Assessment tasks submitted after the due date, without prior approval/arrangement, will be not be
accepted. Requests for extension of time must be made with the faculty member concerned and
based on Special Consideration guidelines on basis of cumulative reduction of marks per day as
stated by course instructor. 
 

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Plagiarism:
Plagiarism is looked at as the presentation of the expressed thought or work of another person as
though it is one's own without properly acknowledging that person.
 
Cases of plagiarism will be dealt with according to Plagiarism Policy of the institute. It is advisable
that students should read Student Handbook for detailed guidelines. It is also advisable that students
must not allow other students to copy their work and must take care to safeguard against this
happening. In cases of copying, normally all students involved will be penalized equally; an
exception will be if the student can demonstrate the work is their own and they took reasonable care
to safeguard against copying.

List of PLOs
PLO1: Communicate effectively
PLO2: Demonstrate ability to work in teams to achieve desired goals
PLO3: Reflect on business situations applying relevant conceptual frameworks
PLO4: Evaluate different ethical perspectives
PLO5: Comprehend sustainability issues
PLO 6: Exhibit creative thinking

List of GAs
GA 1: Self-initiative
GA 2: Deep discipline knowledge
GA 3: Critical thinking and Problem solving 
GA 4: Humility, Team-Building and Leadership Skills
GA 5: Open and Clear Communication
GA 6: Ethical competency and sustainable mindset
GA 7: Entrepreneurial and innovative

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