2023 - New Dip - HRM - Subject Guide HDE260S Updated

Faculty of Business and Management Sciences
Diploma in
Human Resource Management
Human Resource Development 2

HDE260S
NQF level 6
Subject Guide
2023
Table of contents
1. Introduction and welcome ........................................................... 3

2. General ....................................................................................... 3
2.1 Contact Information ............................................................. 3
2.2 Study materials ................................................................... 4
2.3 What is expected of students? ............................................. 5
3. Subject Specifications ................................................................... 6
3.1 Purpose and Graduate Attributes......................................... 6
3.2 Subject credits and hybrid learning ...................................... 7
3.3 Information Literacy ............................................................. 9
3.4 Overview of subject delivery ................................................ 15
3.5 Outline of subject learning and assessments ....................... 17
3.6 Assessment guidelines & activities………………..………….21
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1. Introduction and welcome
The revised Higher Education Qualification Sub-Framework (HEQSF) (2013) is a national directive
from Department of Higher Education and Training to align South African Higher Education (HE)
qualifications into one national higher education system. The HEQSF provided new qualification
types for HE and stimulated curriculum revision. This resulted in the previous National Diploma in
Human Resource Management (ND: HRM) being phased out systematically and replaced with the
revised new Diploma in Human Resource Management (Dip: HRM) that is formally implemented in
January 2018. Please refer to the Programme Guide for more details.
Human Resource Development 2 is a 2nd year subject in the new Dip: HRM implementation 2018.
Qual code: NDHRMT Qual code: D3HRMT Implication for students
Existing ND: HRM subejct New Dip: HRM subject
Management of Training 1 Human Resource Development 2 HDE260S - Implemented 2019

(MOT100S) phased out by 2020 (HDE260S)
Pipeline: Part time classes for MOT1
failed/ returning students until 2020
Please ensure you are correctly registered for this subject:

 A student is personally responsible for ensuring that s/he is registered in accordance with the rules
of the qualification, curriculum and subjects concerned as determined in the faculty rules in respect
of that qualification, curriculum or subject.
 Registration queries must be directed to the Faculty Office, Room 3.77, 3rd floor, Commerce building
or alternatively e-mail the Faculty Office Administrator, Ms. Mbula (mbulan@cput.ac.za)
or the HoD.
Welcome to Human Resource Development 2. Please read this subject guide and direct all
questions to your lecturer.
“The greatest idea of my generation is the idea that a change in attitude can mean a change of life” -
William James.
“Education is the most powerful weapon in the world”- Nelson Mandela.
2. General
2.1 Contact information
Name Building and Telephone E-mail address Consultation
room number hours
number
Subject Ms. K. A. Jonck Commerce, 021 460 3298 jonckk@cput.ac.za Monday
Lecturer Room 3.19 11h00-13h00
Tutor TBA
Subject Mr. F. Omar Commerce, 021 460 4203 omarf@cput.ac.za Timetable on

Co-ordinator Room 1.35 office door.
Departmental Ms. N. Brandau Commerce, 021 460 9016 brandaun@cput.ac.za 8h30-13h00

Secretary Room 3.8 14h00-16h00
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 Office visits: The lecturer will be available in the office and online during consultation time, by
appointment, which must be made in advance either in person or via e-mail. Please refer to
consultation time on your lecturer’s time table posted on office door.
2.2 Study materials

Prescribed textbook:
Coetzee, M (ed). 2019. Practising Learning and Development in South African Organisations. 3rd ed.
Cape Town: Juta.
Coetzee (ed.) Link

https://cput.primo.exlibrisgroup.com/permalink/27CPUT_INST/1itjgsh/alma994297550304036
Recommended Sources:
Boydell, T.H. 1983. A Guide to Identification of Training Needs. 2nd ed. London: British
Association for Commercial and Industrial Education.
Coetzee, M. 2002. Getting and keeping your accreditation. Cape Town: Van Schaik.
De Jager, M, Horn, S. & Joubert, P. 2003. Introduction to Human Resources Development. Van
der Bijl Park: Publitech.
Erasmus, B.J., Loedolff, P.V.Z., Du Plessis, M., Mda, T. & Nel, P.S. 2019. Managing training and
development in South Africa. 8th ed. Cape Town: Oxford.
Gerber, P.D., Nel, P.S. & Van Dyk, P.S. 1987. Human Resources Management. Pretoria:
Southern Book Publishers.
Gordon, S.E. 1994. Systematic Training Program Design. New Jersey: Prentice Hall Inc.
HBR. 2004. Harvard Business Review: Tips for effective coaching and mentoring. USA :HRB
Press.
Jonck, K.A. 2001. An Introduction to Training Management for the new millennium in South Africa.
2nd ed. Cape Town: Little Big Book store.
Jonck, K. 2002. Presenters’ Manual. Cape Town.
Laird, D. 1987. Approaches to Training and Development. 2nd ed. New York: Addison Wesley.
Loedolff, P. V. Z., Nel, P.S. & Van Dyk, P.S. 1992. Training Management: A Multi-disciplinary
Approach to Human Resources Development in Southern Africa. International Thomson
Publishers.
Loedolff, P. V. Z., Nel, P.S., Van Dyk, P.S. & Haasbroek, G.D. 1996. Training Management:
A Multi-disciplinary Approach to Human Resources Development in Southern Africa. International

Thomson Publishers.
Mager, R.F. & Pipe, P. 1984. Analyzing Performance Problems. 2nd ed. Belmont: David S. Lake
Publishers.
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Meyer, M. 2007. Managing Human Resource Development: An outcome based approach. 3rd ed.
Durban: LexisNexis.
Meyer, M. & Botha ,E. 2000. Organisation Development and transformation in South Africa.
Durban: Butterworths
Meyer, M, Mabaso, J. & Lancaster, K. 2001. ETD Practices in South Africa. Durban: Butterworths.
Michalak, D.F. & Yager, E.G. 1979. Making the Training Process Work. New York: Harper Row.
Nadler, L. 1982. Designing Training Program: The CEM Model. New York: Addison – Wesley.
Robbins, S. P. & Hunsaker, P.L. 2009. Training in Interpersonal Skills -Tips for managing people
at work. 5th ed. Prentice Hall.
Robinson, K.R. 1988. A Handbook of Training Management. 2nd ed. London: Kogan Page.
Scannel & Newstram: The big book of presentation games.
Scannel & Newstram: Even more games trainers play.
Thorne, K. 1998. Training places. London: Kogan Page.
Wilson, B. 1987. The Systematic Design of Training Courses. London: Parthenon Publishing.
* Please note: The library has a variety of books, journals and electronic databases as additional sources.
2.3 What is expected of students?
1. Class attendance is compulsory. Come to class, participate and improve your chances of
success.
2. Be on time. Late coming is unprofessional. 10-minutes grace period will be afforded, however,
after that, please do not enter the class.
3. Class discussions and group work stimulates participation and learning. However, having
your own private conversation during class time is disruptive and should be avoided.
4. Speak to fellow students, your lecturer and any other CPUT staff member with respect.
Abusive or vulgar language is a sign of limited vocabulary and lack of self-respect.
5. No eating in class.
6. Pay attention in class, no sleeping.
7. Dress appropriately.
8. Electronic devices must only be used for academic purposes when requested by the
lecturer.
9. No personal phone calls during class time. If you experience an emergency, speak to your
lecturer.
10. Conduct yourself in a respectful manner. Class disruptions, disrespectful behaviour and
abusive language will not be tolerated. The lecturer may ask you to leave the class and refer
the matter to the Head of Department.
11. Consider other students and lecturers working space when exiting a class room or
lecture theatre. Keep noise levels, including music, shouting and board games to a minimum.
12. Submit your assessments on time, otherwise the penalty of ZERO will be applied.
13. After assessment marks are published, check and verify your marks within 5 working days.
Thereafter, marks will be uploaded and assumed to be correct.
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3. Subject specifications
3.1 Purpose and Graduate Attributes:
The purpose of Human Resource Development 2 is to:
1. Provide learners with an understanding of the psychology of learning and learning theories.
2. Provide learners with an overview of learning strategies.
3. Familiarise learners with the phases in the training process.
4. Familiarise learners with the research process in order to collect information for course design
and development.
5. Equip learners with the knowledge and skills to start and complete a training programme for an
organisation based on the research findings, including presentation skills.
6. Equip learners with knowledge regarding assessment of outcomes.
The four CPUT graduate attributes embody the values and perspectives required from a graduate to
embrace the world of work by demonstrating:
(1) Technological capability and foresight - take a critical and reflective stance on how
technology is used and for what ends, including issues of environmental awareness and
sustainability, and to act accordingly.
(2) Resilience and problem-solving capability - recognise that there are no simple solutions to
problems in society and that there are many twists and turns, dead ends, and necessary restarts,
which require acting with resilience to succeed in professional and personal journeys.
(3) Relational capability - be able to ‘stand in the shoes of others’ in order to understand their
needs, values and cultures so that what is being worked on can have optimal effects and/or the best
chances of success.
(4) Ethical capability - have an orientation to the wellbeing and improvement of society rather than
just ensuring the wellbeing and advancement of themselves, and in doing so, make ethical
decisions as required from the profession.
Over and above the CPUT graduate attributes, there are specific HR competencies for HR
graduates / practitioners required from the HR professional body, the SA Board for People Practices
(SABPP – for more information refer to the Programme Guide). This subject aims to empower the
HR student with a combination of CPUT Graduate Attributes, SABPP HR Competencies and the
World Economic Forum’s Top 10 skills required for Industry 4.0 that are embedded in the theoretical
and practical applications:
This subject aims to empower the student with the following Graduate Attributes:
SABPP Competency 1: Leadership & Personal Credibility
Graduate Attributes:
• Independence and discipline
• Attention to detail
SABPP Competency: Leadership & Personal Credibility is congruent with CPUT graduate attribute:
Ethical capability that is underpinned by skills for judgement and decision-making, and service
orientation in order to stimulate intellectual rigour for the greater good of society.
SABPP Competency 2: Organizational Capability
Graduate attributes:
• Information literacy skills
• Time management
• Working under pressure
• HR professional practices
SABPP Competency 3: Solution Creation & Implementation
• Critical judgment
• Problem-solving
• Research
SABPP Competency: Solution Creation & Implementation is congruent with CPUT graduate
attribute: Resilience and problem-solving capability that is underpinned by skills for complex
problem-solving and emotional intelligence in order to face challenges head-on and strive
towards success regardless.
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SABPP Competency 4: Interpersonal & Communication
• Communication skills
• Teamwork and interpersonal skills
• Cultural diversity and social justice
SABPP Competencies: Organisational Capability and Interpersonal & Communication is
congruent with CPUT graduate attribute: Relational capability that is underpinned by skills for
people management, coordinating others and negotiations in order to bring people from different
backgrounds together to work towards a common purpose.
SABPP Competency 5: Citizenship for future: Innovation, Technology, Sustainability.
• Creativity, innovation and promoting change
SABPP Competency: Citizenship for future - Innovation, Technology, Sustainability is congruent
with CPUT graduate attribute: Technological capability and foresight that is underpinned by skills for
creativity, critical thinking and cognitive flexibility in order to improve workplaces, societies and
communities.
3.2 Subject credits and hybrid learning

 Total credits for year = 24 credits, where 1 credit equals to 10-notional hours of study (variety of
learning activities). Thus, this subject requires 240 notional hours of study in order to be successful.
 Hybrid learning approach:
o All full-time classes during the day will be conducted face-to-face (in-person) on District Six
campus according to the timetable.
o In addition, full-time students will be required to engage online via Blackboard with lecturers
for online consultations, assessments (presentations), and other academic activities as
communicated.
o Tutorials may occur face-to-face and online depending on Tutor availability.
o First-year experience class will be conducted both face-to-face and online as per the Mentor’s
schedule.
o All part-time classes will alternate between face-to-face on campus and online via Blackboard.
Each term will commence with face-to-face classes, then alternate one-week online, one-week
face-to-face. Depending on the assessment mode, lecturers will communicate alternative
arrangements for consecutive face-to-face or online classes.
o All assessment mid-year tests (May/June) and final integrative summative assessments (FISA)
(November) will be conducted face-to-face on campus.
o Real-life and relevant examples are incorporated into learning materials where you will be
required to write a personal learning reflection.
o Continued support will be provided through lecturer-student communication and interactions
via Blackboard, e-mails and consultation sessions.
 Teaching and learning strategies:

In order for the student to achieve the Human Resource Development 2 learning outcomes, it is
advised that he/ she actively participates in the following teaching and learning strategies:
Type of activity % Learning time
Lectures (face-to-face & online contact with lecturer) 30%
Tutorials (appointments with tutors for assistance) 15%
Practical academic sessions (case studies and class 15%

discussions)
Peer interaction (group work) 20%
Independent self-study of texts and references (preparing for 20%

lectures, research in library and studying)
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 Student learning activities:
o Class attendance, as per hybrid learning approach
o Participation in class discussions and debates,
o Reading theory text before attending class to prepare for class discussions,
o Conducting research in library,
o Attending tutorials with tutors,
o Visiting the Academic Writing Centre (TLC) for assistance in completing assessments and
preparing for tests,
o Reading newspapers for subject relevant articles.
 The Learner Management System (LMS) or Blackboard:

o Blackboard is a key resource: all subject documents and resources will be available via
LMS / Blackboard. No printed materials will be provided.
o Face-to-face and online class attendance is compulsory. For online, log in, participate and
improve your chances of success.
o Be on time. Arrive for class / log in 5-10 minutes before the class session begins.
o Online class discussions and group work stimulates participation and learning.
o The same level of respect for your lecturer and fellow class members during online
engagement continues as if you were still in class. Abusive or vulgar language in posts, pictures
etc. is a sign of limited vocabulary and lack of self-respect.
o Submit your assessments as per the mode, face-to-face / online and on time. If you
experience difficulties, communicate immediately with your lecturer in writing; otherwise it will
be assumed you did not submit the assessment.
o After assessment marks are published, check and verify your marks within 5 working days.
Thereafter, marks will be uploaded and accepted as correct.
Electronic / E-learning requirements for this subject:
o The Learner Management System (LMS), which is used at CPUT, is referred to as Blackboard.
o Learning materials and resources will be uploaded on LMS.
o Lecturers upload marks onto the Marks Administration System (MAS), which students view via
the SOS portal. It is every student’s responsibility to check their marks regularly, and to discuss
any discrepancies with the lecturer concerned.
o Retention centre will be used to monitor student’s performance, and notifications will be sent via
student’s email.
o Blackboard has a communication function, therefore, communication between lecturer and
students may be via Blackboard under announcement option, which are also linked to CPUT
emails. Students are required to be active on Blackboard, as the frequency of accessing
Blackboard is one of the indicators for student performance.
o As a student, you are required to regularly check your CPUT emails
(studentnumber@mycput.ac.za) and Blackboard notifications.
Forgot your CPUT network password?

How to reset your password online
CTS has launched a new password reset facility for staff and students which will enable users to
change their network passwords themselves. You need to have the following available to
register for this service:
Your ID or Passport number

Your staff or student card
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A mobile phone (a PIN will be sent to the phone that will enable you to change your password
when a reset is required)
You first need to register at the following URL: https://pwdregistration.cput.ac.za before you can
make use of the reset facility.
Once you have registered you can reset your password by following these steps:
1. Go to the Password Reset URL (https://pwdreset.cput.ac.za)

2. Verify your identity
3. Enter the PIN that was send to you via SMS
4. Enter your new password
OR once you have registered you can reset your password on the CPUT website:
Click on Students;
Click on IT Services;
Click on Forgot your CPUT network password
AND FOLLOW THE STEPS.
 Tutorials services:
o Provides general assistance, direction and guidance to students
o Renders free of charge assistance to students with regards to learning
o Identifies more serious study problems and refers students for assistance to Lecturer and
Teaching & Learning Centre (TLC)
o Attends to problems relating to work dealt with in regular lectures
o Attends to identify areas in subject content requiring remedial action
o Liaises with students within context of a group or individual
o Provides alternative methods of instruction by explaining in their own style in terms that the
students will understand
3.3 Information Literacy

It is compulsory for all first-year students to attend Information Literacy sessions within the
Communication subject. Your lecturer will co-ordinate these sessions in conjunction with the
librarians. There are five modules that you will cover in these sessions, including online sessions to
supplement what is covered in these modules. Lastly, students are expected to complete an
assessment in the Communication subject, which will weigh 8% towards their continuous assessment
mark. Moreover, these sessions will also equip students with skills that they need for academic
writing.
Listed below is a summary and brief explanation of five information literacy elements:
1. Searching strategy (identify keywords, mind maps)

http://ixion.cput.ac.za/library_2/infoLit/start.html
2. Information resources and Information tools http://ixion.cput.ac.za/library_2/infoLit/find.html
3. Evaluating information http://ixion.cput.ac.za/library_2/infoLit/evaluate.html
4. Copyright and Plagiarism http://ixion.cput.ac.za/library_2/infoLit/use.html
5. Bibliographic referencing and in-text http://ixion.cput.ac.za/library_2/infoLit/essay.html
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**Please refer to the Programme Guide for more details
The CPUT Library has a variety of databases to assist you with your assignments and projects that is
accessible via the website: www.cput.ac.za/library/
• Academic Search Premier (EBSCOhost)

• EBSCOhost
• Emerald
• Google Scholar
• Google books: https://books.google.co.za/
• Google scholar: https://scholar.google.co.za/
• Other resource:www.b-ok.org
• Government Gazettes
• ISAP
• PressReader
• SA Media
• SA-ePublications
• SACat
• SA Theses
• Sage Research Methods
• Wiley Online Library
The Library provide access to 54 different databases for the Faculty of Business and Management
Sciences students.
Students are also able to access them off-campus.
ABI/INFORM Trade & Industry

Provides users with the latest industry news, product and competitive information, marketing trends, and a
wide variety of other topics. Contains publications on every major industry, including finance, insurance,
transportation, construction, and many more.
Academic OneFile
Business, computers, current events, economics, education, environmental issues, health care, and more...
Updated daily.
Academic Search Premier (EBSCOhost)
Social sciences, education, computer sciences, engineering, physics, chemistry, medical sciences, medical
sciences, and many more.
ACM Digital Library
Full-text articles and bibliographic records covering the fields of computing and information technology.
BASE: Bielefeld Academic Search Engine
BASE is one of the world's most voluminous search engines especially for academic web resources. BASE
provides more than 100 million documents from more than 5,000 sources. You can access the full texts of
about 60% of the indexed documents for free (Open Access). BASE is operated by Bielefeld University
Library.
Business Source Premier
Covers all disciplines of business, including marketing, management, MIS, POM, accounting, finance and
economics. This database is updated daily.
Cambridge Journals Online
Containing the latest research from a broad sweep of subject areas.
Career and Technical Education
Designed for both students and instructors, ProQuest Career and Technical Education is an excellent
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source of vocational information for community colleges, two-year institutions, public libraries, and high
schools offering technical courses.
Citation Linker
The Citation Linker is a part of our SFX service. If you have an article citation from a bibliography or reading
list, try using the Citation Linker to see if the article is available online or in the Library. Enter as much
information as you have about the article in the appropriate boxes on the online form, and click on the SFX
button in the lower right corner of the form. This will generate a window that provides links to available
online full text.
Credo Reference
Offering 550 highly-regarded reference titles, Credo General Reference Premium covers every major
subject from the world's best publishers of reference works.
Current & Completed Research
South African research projects in economics, science, humanities and includes the masters and doctoral
theses from the South African Universities and technikons, as well as the research works from the
government, non-government and private sectors.
Dissertations and Theses
Doctoral dissertations and master's theses are a vital fund of scholarship for any discipline. The massive
body of work available through ProQuest Dissertations & Theses (PQDT) represents the most
comprehensive source of academic research in the world.
DOAJ - Directory of Open Access Journals
Provides access to open access peer-reviewed scientific and scholarly journals.
EBSCOhost
Medicine, Nutrition, diseases, Public Health, Occupational Health and Safety, hardware, software,
Electronics, engineering, communications and the application of technology business, computers, current
events, economics, education, environmental issues, health care, hobbies, humanities, law, literature and
art, politics, science, social science, sports, and many more general interest topics.
Emerald
Management disciplines including: strategy; leadership; library and information management; marketing
and human resource management; engineering, applied science and technology.
Find eJournals
Find thousands of eJournals which are accessible to CPUT students and staff. Covers all disciplines and
subjects.
Gale virtual reference library electronic reference books
Gale Virtual Reference Library links to electronic access to encyclopaedias, almanacs, and specialized
reference sources for multidisciplinary research.
Gale/Infotrac
Medicine, Nutrition, diseases, Public Health, Occupational Health and Safety, hardware, software,
Electronics, engineering, communications and the application of technology business, computers, current
events, economics, education, environmental issues, health care, hobbies, humanities, law, literature and
art, politics, science, social science, sports, and many more general interest topics.
Google Finance
Features business and enterprise headlines for many corporations including their financial decisions and
major news events. Stock information is available, as are Adobe Flash-based stock price charts. The site
also aggregates Google News and Google Blog Search articles about each corporation.
Google Scholar
Google Scholar provides a simple way to broadly search for scholarly literature. From one place, you can
search across many disciplines and sources: peer-reviewed papers, theses, books, abstracts and articles,
from academic publishers, professional societies, preprint repositories, universities and other scholarly
organizations.
Government Gazettes
Provides easy access to full-text databases of South African Government and Provincial Gazettes,
Government Gazette Index and Parliamentary Bills.
HS Talks : Business and Management Collection
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TRIAL: 9 Feb - 30 June
This collection includes over 900 audio-visual lectures and case studies delivered by leading academics
and practitioners from the business world.
Human Capital Research Portal
The aim of the Human Capital Research Portal is to offer an integrated view and analysis of the quality and
quantity of human capital in African countries. CPUT has access to the report which deals with South
Africa.
ISAP
Index to South African Periodicals (ISAP) covers indexed articles from more than 900 South African
periodicals. Specialist periodicals are indexed fully, whereas general and popular periodicals are indexed
selectively.
Masterfile Premier
Covering virtually every subject area of general interest, full text reference books, biographies, and an
Image Collection of photos, maps and flags. This database is updated daily.
National-Research-Foundation
Research and Knowledge Networking Databases in South Africa.
Navtech
The Technikon Research Database (Navtech) contains information on current and completed research
projects undertaken at South African technikons.
NetLaw
Contains all updated Principal Acts, Rules and Regulations from 1910 to the present.
Oxford Business Group
Oxford Business Group publishes annual reports on emerging markets globally and are offering Cape
Peninsula University of Technology the chance to access all their reports, digitally, free of charge.
Parliamentary Bills
The Bills provide access to the South African Bills as introduced to the National Assembly.
PressReader
PressReader gives you access to over 5500 digital publications. Create a free personal account and
customize your reading preferences. See them the when you log in.
PressReader gives access to 162 South African publications, 2118 English titles(worldwide), 48 Afrikaans
titles and 3 Zulu titles.
Proquest
Social Sciences, Telecommunications, Education, Science, Engineering, Dissertations & Thesis, Business,
Economics, Medical, Agriculture and Computing.
Provincial Netlaw
Gain access to the latest legislation and judgements. SA Statutes, Provincial legislation, Daily Law Reports.
Regional Business News
This database provides comprehensive full text coverage for regional business publications. Regional
Business News incorporates coverage of 75 business journals, newspapers and newswires from all
metropolitan and rural areas within the United States . This database is updated on a daily basis.
SA Citations
Covers national, as well as international information through indexed records . ISAP, Kovsidex, Forestry,
Centre for rural study and Mintek.
SA Gazettes
Provides easy access to full-text databases of South African Government and Provincial Gazettes,
Government Gazette Index and Parliamentary Bills.
SA Media
SA Media covers more than 120 South African newspapers and periodicals. More than 500 articles are
selected daily, categorized according to 22 categories and indexed in Afrikaans and English. Copies of
original articles are available from microfiche archives for the period 1978 to 1996. Digital images of articles
are available online since January 1997.
SA Theses
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Theses and dissertations available at South African libraries. Included in this database is the Union
Catalogue of Theses and Dissertations (UCTD) and Navtech. Coverage: 1918 onward.
SA-ePublications
Provides full-text access to articles published in South African journals.
Sabinet Reference
This platform will provide you with a single entry point to seamlessly search Sabinet's reference products.
SACat
Co-operative, computerised database of all library stock in Southern Africa. Includes books, journals,
conference proceedings, standards, technical reports. Updated weekly.
SAFLII : Southern African Legal Information Institute
SAFLII provides free access to legal information comprising mostly of case law and legislation from South
Africa. SAFLII also hosts legal materials from other countries in the region.
Sage Research Methods
This is an online research tool to help researchers design research projects, understand particular methods
or identify a new method. It focuses on methodology rather than discipline. It contains content from over
720 books, dictionaries, encyclopaedias, and handbooks, the entire “Little Green Book,” and "Little Blue
Book” series, two Major Works collating a selection of journal articles, and specially commissioned videos
SANB
Compilation of books, pamphlets, government publications, microforms, maps, technical reports, and
periodicals published in South Africa. Updated monthly.
SAPA
Compilation of books, pamphlets, government publications, microforms, maps, technical reports, and
periodicals published in South Africa. Updated monthly.
SARAD
South African Rates and Data (SARAD)is the leading resource for media, marketing and advertising
professionals in South Africa. Concise and up to date data directories, offering an extensive collection of
media contacts and current rates, are supplemented with dedicated media buying and selling tools to
streamline the efficacy of advertising in the mainstream media.
ScienceDirect
An electronic collection of full text and bibliographic information covering the following: physical sciences
and engineering, life sciences, health sciences, and social sciences and humanities.
Scopus
Scopus is the largest abstract and citation database of peer-reviewed literature and quality web sources
with smart tools to track, analyse and visualize research.
SPORTDiscus™ with Full Text
SPORTDiscus with Fulltext is the most comprehensive, bibliographic database covering sport, physical
fitness, exercise, sports medicine, sports science, physical education, kinesiology, coaching, training, sport
administration, officiating, sport law & legislation etc.
SpringerLink
Biomedicine, life science, clinical medicine, physics, engineering, mathematics, computer science,
humanities, and economics.
Statistics South Africa
Provides a relevant and accurate body of statistics to inform users on the dynamics in the economy and
society through the application of internationally acclaimed practices.
Taylor & Francis journals
Please note that we do not subscribe to the complete Taylor and Francis collection but only to a limited
number of single e-journals.
Wiley Online Library
Wiley Online Library offers a multidisciplinary collection of online resources covering life, health and
physical sciences, social science, and the humanities.
World Bank Open Knowledge Repository
This repository contains various World Bank publications from 2009-2012 (more than 2,100 books and
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papers) across a wide range of topics and all regions of the world. This includes the World Development
Report, and other annual flagship publications, academic books, practitioner volumes, and the Bank's
publicly disclosed country studies and analytical reports. The repository also contains journal articles from
2007-2010 from the two World Bank journals WBRO and WBER.
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3.4 Overview of subject delivery
Unit Assessment
Unit Name Purpose of the Unit Academic Schedule Assessment
number Weights
Dates
Welcome & Introduction to the To discuss the Programme Guide and Subject Guide for Semester 1: Week 1:
1. 2023
subject 30 Jan–3 February
2. Managing training and development in Overview of the training and development process Week 2: Case study Assessment
organisations 6–10 February Course Design weeks: 13-17
3. The Psychology of learning, employee Overview of various learning theories and principles that Weeks 3-5: & Development March
motivation and performance- theories influence learning and understanding the characteristics of an 13 February-3 March 20% Due date:
and principles adult learner Group 17 April 2023
Assignment Online
(17 April 2023) submission
4. Determining training and development Overview of linking needs to outcomes Weeks 6:

needs 6-10 March
Participant
(20-27 March CPUT
Workbook
recess)
20%
5. Outcomes based workplace learning Design and manage a particular training course, in accordance Weeks 7-10:
Individual
design and development with the needs identified, national outcomes and leaner needs 13 March-14 April
Assignment
June-July
(26 June 2023)
Outcomes based workplace learning Design and manage a particular training course, in accordance Week 11-13 Assessment
design, including online learning, and with the needs identified, national outcomes and leaner needs 17 April-12 May weeks:
development continues (24 June-31 July June-July
CPUT recess)
WEEK 13: 1-5 MAY [ASSIGNMENT FEEDBACK]

SEMESTER 2: WEEK 1: 17-21 JULY [ASSIGNMENT FEEDB] Semester 2: Week 1
31 July- 4 Aug
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6. Delivering learning and development Plan and prepare for an actual training and present/ facilitate Weeks 1- 2: PowerPoint due Assessment
interventions- preparing and presenting training according to a specific format, using a choice of 31 July-7 Aug 19 Sept 2023 weeks:
training and development methodologies (Group) 21 August-8
7. Assessment and moderation in learning Plan for and conduct assessments of a target group Weeks 3: September
and development 10 -15 August
& PowerPoint
live/ online
(11-15 September presentation
CPUT recess) 20%
Individual
Assignment
(Sept-Oct)
8. Presentations Course presentations with PowerPoint live/ online (Third term Weeks 5-12 PowerPoint live/ 20 Sept-26
submission) 20 Sept-26 October online October
(individual date) Individual Presentations
presentation
Assessment feedback and revision WEEK 11 : 18-22 October [ASSIGNMENT FEEDBACK] Week 13:
Revision and final assessment preparation 23-27 October
Assessment weeks 6 -24 November Final
November
Assessment test
Assess-
(40%)
ments
6-24
***Disclaimer: Please check and verify the assessment dates as published during assessment periods by the Faculty Office OR/ on
CPUT website www.cput.ac.za/Students/AssessmentTimetables
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3.5 Outline of subject learning and assessments
Unit Learning outcomes Content to be Covered Teaching & learning Assessment criteria Assessment
number activities activities
1. Welcome & Introduce the student to the subject Discussion of the

Programme Guide and
Subject Guide for 2023
2. Understand ETD • Training models • Illustrate the training

An illustration of the
• Phases of the and development
training process models training process must Formal Theory test
Differentiate between the training and development
models • Blackboard be given by identifying
all the steps effectively
Give an overview of the different training and
development models
Illustrate the Training and development models
3. Define learning • Class exercises

• Employee Individual
competence and Assignment
Describe principles that influence learning Own preferred learning
performance
style must be identified
• Nature of learning
Describe various learning theories Pedagogical and
• Theories of Formal Theory test
Andragogical principles
learning
Interpret the learning theories in order to clarify must be applied in the
how people learn • Modern theories of learning context
learning
Understand the characteristics of an adult learner • Principles of
learning
Summarise the differences between pedagogy and
• The brain and
andragogy
learning
• Human
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Intelligence
• Adult
characteristics
4. Link the need to the outcomes
• Job analysis for Group
training purposes Training needs must Assignment
Determine what the skills priorities are amongst
employees (skills audit / needs analysis) • Identifying student Select one training problem/ be selected and
needs need applied according to
• Tutoring sessions the case study and
Case study:
research
• Blackboard
Formal Theory test
5. Design a particular training programme, in  Design of a training

• Objectives of the The training aim (s)
accordance with the needs identified, national course should relate to the
programme Case study
outcomes and learner needs  Select the appropriate situational analysis
• Outcomes based
Unit Standard(s) conducted Formal Theory test
curriculum design
Write and sequence objectives and specific  Write specific outcomes
• Purpose statement The procedure for
outcomes for a training programme
 Research the topic writing general
• Formulating
Determine the syllabus for the training programme  Determine a syllabus outcomes must be
learning outcomes
based on the skills audit.  Write the curriculum applied by using the
• Taxonomies of verb and noun
• Research project
learning
Build curriculum for a training programme based • Tutoring sessions The procedure for
• Selecting and
on the skills audit. writing specific
sequencing
outcomes must be
Manage a training programme content applied in line with the
• Training relevant Unit Standard
Design an online/ e-learning programme programme (s)
planning The outcomes must be
• Factors affecting sequenced in a logical
course order for the
development presentation purposes
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• Selecting learning
methods
• Facilitator’s /
Trainer’s Guide
• Online learning
design ( e-
learning)
• Nature of e-
learning
• When to develop
e-learning
opportunities
• Advantages and
disadvantages of
e- learning.
• E-learning design
• Barriers to e-
learning
• Competencies
required for L&D
professionals in an
e-learning
environment
6. Plan and administer how the training programme
• Learning &  Select methodology
. will be conducted A training programme
development  Design media
 Present the course that is well designed Professional
Prepare training delivery methods and relevant to the presentation
by using different
• Blended learning media training need identified
Conduct a training programme by making use of a • Blackboard PowerPoint
variety of training strategies methods Training programme production
• Modern learning well planned and
Select methodologies for the training programme • Trainer as learner administered Formal Theory test
Present/ facilitate training according to a specific facilitator The learners’ insight

format • Delivering class into various
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room training instructional
• Learning methodologies for
facilitation process presentation to be
successful
• Creating an
environment
condusive to
training
• Pinciples of
classroom training
• Transfer of
learning
• Managing
classroom training
7. Design an assessment for trainees to determine
their progress made in the training programme. • The purpose of
 Design an
assessment Case study
assessment
Plan for assessments • The concept of
 Conduct Different types of
evaluation Formal Theory test
assessment during assessments can be
Conduct assessments of a target group • Assessment presentation differentiated between
requirements and • Professional and sound advice
presentations offered on the
responsibilities
• Types and assessment process
principles of
assessment
• Methods and
instruments of
assessment
• The assessment
process
• Moderation of
assessment
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3.6 Assessment Guidelines & Activities
 Continuous Assessment
o In this subject your performance will be assessed via a continuous assessment
strategy throughout the year by means of various assessment types, i.e. class
tests, case studies, presentation/s, semester test, etc.
o The formal summative assessment test will be written at the end of the academic
year.
o Since you will have various opportunities for assessments, there are no
supplementary examination for any subject.
o All assessments are compulsory.
 Formative Practises
o Active class participation through group/individual presentations, discussions, or
direct responses to questions/case studies posed by the lecturers.
o Students must see formative assessment tasks as very important learning
experiences and may discuss learning issues resulting from the assessments,
with the lecturer.
 How will you be assessed?

You will be evaluated throughout the year by:
o Written assignments / projects linked to the academic content to help students
apply theorectial concepts in practical workplace context.
o Written tests include class tests and the final summative assessment test at the
end of the academic year.
o Oral presentations, which may be unprepared or prepared before-hand.
o Group work (20%) relates to your ability to work as part of a team, as well as
your capacity to act as team leader are considered important skills in the world of
work. You will therefore be required to complete some of the assessments in a
group. In some instances you may be assigned to a group while in others you
may be required to form your own groups.
 Assessment administration
o Lecturers will provide feedback on assesments within 10 (ten) working days after
the assessment, or arranged with students, to give students an opportunity to
verify their assessment results. Marks will be uplaoded onto the marks
administration system for students to view their progress marks via SOS.
o Assessments feedback are discussed in class, giving all students an opportunity
to ask questions for clarity.
o Students are required to verify their assessment marks against a suggested
memorandum and should query marks within 10 (ten) working days from
assessments results.
o FINAL MARK: Your final pass mark for the subject will be the sum of your
continuous marks obtained for all assessments calculated according to the
assessment weights allocated for each assessment activity.
NB!!! An average mark of 50% is required to pass each subject.
 Postponed Assessment (Refer to the CPUT General Handbook: Academic and Student Rules
and Regulations booklet no. 6.20 p 28).
21 | P a g e
o A student who failed to report for, or was unsuccessful in an assessment
because of illness or trauma may, on submission of an acceptable and valid
medical certificate, be permitted to do a postponed assessment.
o Formal tests require applications via the Sick Test request form that must be
submitted to the departmental secretary not later than 7 days after the day
scheduled for the assessment concerned, supported by a medical certificate or
other documentary evidence.
o The submission of a medical certificate will not necessarily be sufficient to secure
the granting of a postponed assessment.
o If a medical certificate or other acceptable supporting documentation cannot be
submitted, the application for a postponed assessment shall not be approved
and no grading will be given for the assessment.
o Should a student provide a valid reason with the necessary supporting
documentation, s/he will be required to write a postponed assessment. Under no
circumstances will an average mark be given for missed assessments.
o Misreading of the assessment timetable is not an acceptable reason to
apply for a postponed assessment.
o If a student misses the additional/postponed assessment opportunity for
whatever reason, student should forfeit the right to any additional
opportunity (FBMS Assessment Rules & Regulations, 2019).
 Academic Writing
o Students must consult the faculty guide on academic writing when completing
essay type written assignments. The HRM Department uses the Harvard
referencing style. Check the CPUT website and the CPUT library website for
accredited journals and guidelines on the use of the Harvard referencing style
(see Information Literacy).
o Assignments / Projects are academic documents and not a piece of art. No art
work or borders should be used.
o Students must at all times guard against plagiarism, intentional or coincidental.
You are allowed to quote short extracts from texts, but must place these in
inverted commas and reference your source. This may be done in two ways:
 Brown (1994:15) states that: “We all had great expectations.” Or
 “Expectations are hopes which may never be realized.” (Brown,
1994: 20)
o You are not allowed to copy passages or whole pages from texts (verbatim
– word for word) without acknowledging your source and using inverted
commas. If you do this, you are committing PLAGIARISM that is a punishable
offence. A student who commits plagiarism will be subjected to a disciplinary
inquiry / hearing and may be expelled from the institution. Students who hand in
assignments consisting mostly of copied pages will receive a 0 and may face
disciplinary action.
o You are required to pharaprase authors work in your own words, giving your
own meaning in relation to your assessment, BUT still referencing the original
source.
 E.g. According to Brown (1994:15,20) all people had boundless
prospects that might not have materialised.
o If students copy each others academic work, thus two assessment
submissions are found to be similar, both students will receive 0 and the
students will be disciplined.
 Referencing Guide – Harvard Style

o Common Errors:
• Bibliography is not in alphabetical order
22 | P a g e
• In-text references do not correspond with items in the bibliography
• Titles of journal articles are incorrectly placed in italics
• Titles are underlined instead of italicised
• Date of downloading of Internet citations are not inserted
o Please Note:
• When textual references for multiple authors appear entirely in brackets, the
ampersand (&) is used, e.g.: (Ellis & Peters, 2000:14)
• When the authors’ names are not within brackets, “and” is used, e.g.: Ellis
and Peters (2000:14)
Referencing from Books:

At beginning of According to Mafumadi (2005:23), the balanced scorecard is a
sentence useful mechanism.
At end of sentence The balanced scorecard serves as an effective management tool

(Mafumadi, 2005:23).
Bibliography Mafumadi, R. S. 2005. The effective scorecard. Boston: Harvard

Business School Press.
Referencing from Journal Articles:

At beginning of Grains (2006:78), defines the systems approach as a complex
sentence phenomenon.
At end of sentence “… as a result of complexity and complex phenomena” (Grains,

2006:78).
Bibliography Grains, S. 2006. Complex phenomena. Harvard Business Review,

14(2):25-27, April 28.
Referencing from the Internet:

At beginning of According to Sitole (2003), the influence of traditional leaders cannot
sentence be ignored.
At end of sentence The undisputed value of tradition in rural areas is a recognised

phenomenon (Sitole, 2003).
Bibliography Sitole, I. 2003. The role of traditional leaders in South Africa.

http://www.tradition.com/ [Accessed 06 February 2006].
Assessments for this subject:
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Faculty of Business and
Management Sciences
Human Resources Department
Human Resource Development 2 (HDE260S)
ASSIGNMENT 1: Training Course Design (Group)
DUE DATE for the:

Outcomes Based Training Course design (Group): 17 April 2023
Instructions:
Firstly, students are requested to form a group of five (5) for this assignment. Select a
name for your consulting firm. You are partners (5 students in each group) in a
consulting firm, and your firm has been requested to design and develop an
outcomes based training course.
The group leader must submit the surnames, student numbers and class group, of the
five (5) group members, to the lecturer at jonckk@cput.ac.za before 31 March 2023.
Read the Case Study, select one training need (one of the problems a-j), as a group,
and design (topic research) outcomes based training materials for a 25-30 minute
multimodal training session to solve the need/ problem/ (topic). (Weight 20%).
Cover page: Use the correct cover page in the 2023 Programme Guide.
Complete the Reflective Report for the March/ April Assessment.
Read the case study carefully and follow the assignment instructions:
CASE STUDY : FAZZA PHOTOGRAPHY
Fazza Photography is a wholesaler who distributes mainly upmarket cameras, camera

equipment and offers professional photography services and training. Their primary clients
are landscape and wildlife photographers and retail stores in the Western Cape. The
company resorts under the WRSETA.
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Their current personnel of 40 employees include approximately five (5) drivers in the
transport department, about ten (10) sales representatives and five (5) marketers. The
balance consists of photographers, office workers and managers.
Management, marketing staff, photographers and the administrative staff have offices in
rented city premises. Stock is kept in a warehouse that doubles as a satellite office for the
sales force and transport personnel, and houses a showroom.
The company’s growth in terms of turnover for the past financial year was 25% and more or
less the same is projected for the new financial year.
At a management meeting where goals were set for the coming financial year to discuss
their strategy, certain points were highlighted as priorities in preparation for the new year.
Skills development is a priority for Fazza Photography. Several new training courses are
being developed and implemented.
The list includes inter alia:

a) The extensive number of administrative work necessitates that computer courses
are offered within the next three months and sales staff applies computer skills for
their administrative duties.
b) Management should engage in a leadership course to ease management of staff
of the various departments.
c) The sales force should concentrate on marketing their products to more outlets,
especially those with an upmarket clientele. They have previously explored new
markets. A marketing course should be implemented.
d) First Aid courses must be presented to all departments on a continuous basis.
Preliminary investigations reflected a serious shortage of first aid procedures at
Fazza Photography.
e) The South African Transport and Allied Workers’ Union has approached
management regarding wage negotiations for the following year. Management has
had no previous contact with unions and must be trained to prepare for
negotiations. A negotiations course must be designed for Fazza Photography.
f) In the future years, a payment of performance-based merit bonuses will be seen,
measured by a proper performance appraisal system that will be introduced shortly.
This is a completely new field for the company and performance management
courses must be offered to all levels of staff.
g) Labour turnover and absenteeism in the previous year were unacceptably high.
Records indicate that workers were unable to adapt to circumstances and were
disillusioned after a few weeks of service. The absentees were mostly new
workers, some of whom left the company within the first two months of service. The
company cannot afford this. Stress management courses should be focused on.
h) Management has been accused of non-transparency and not keeping workers
informed. The sales personnel and drivers feel that the office staff are given
preferential treatment and walk away with the credit for company results. As a
result communication course should be implemented.
i) Currently the financial turnover is more than R250 000, 00 per annum which results
in a levy being paid via SARS to the WRSETA. The external Skills Development
Facilitator embarked on basic training regarding the Skills Levies Act.
j) The Covid-19 pandemic warrants a mental health and welfare course.
25 | P a g e
Assignment Instructions:
Management has decided to approach a few training consultancies (group) to analyse the
situation within the organisation.
Select one training need/ problem (a-j) per group and design a trainer/ facilitator guide for
the problem in order to provide a training solution.
Remember that you are in competition with 25 other consultancies (groups) who have also
been approached on account of their professionalism and expertise.
You have to submit a Trainer’s (Facilitator’s) Guide
A. Your Facilitator’s/ Trainer’s Guide must include the following:

1. Topic
2. Course description
3. Curriculum content
4. Activities
The following outline must be used for structuring your learning

activities, and should be included with each activity.
This will also help you to assess if the activity is indeed linked to the
outcomes of the module.
ACTIVITY:
OUTCOME COVERED:
(LINK TO ACTUAL TRAINING PROGRAMME)
TIME ALLOCATION:
INSTRUCTIONS TO THE FACILITATOR:
CONTENT TO BE COVERED:
TRAINING AIDS REQUIRED:
26 | P a g e
5. Relevant articles
6. List of resources
7. Visual Aids (Slides/OHT’s and handouts)
8. Pre-checklist
9. Questions and answers
10. Informal trainers guide: Lesson Plan
Structuring a Lesson Plan
Complete the lesson plan below according to your unique situation.
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Lesson Plan
Programme title: ........................................................................................
Specific Outcomes:
1. ............................................................................................................
2. ............................................................................................................
3. ............................................................................................................
4. ............................................................................................................
5. ............................................................................................................
Preparation:
1. Physical environment
........................................................................................................................
........................................................................................................................
2. Equipment and materials
........................................................................................................................
........................................................................................................................
3. Instructor
........................................................................................................................
........................................................................................................................
4. Learner
........................................................................................................................
.......................................................................................................................
Lesson Plan continues:
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TIME MAJOR INSTRUCTOR LEARNER INSTRUCTIO- ASSESSMENT
TOPICS ACTIVITY ACTIVITY NAL METHOD
STRATEGIES
11. Assessment plan and materials (activities)

12. Bibliography
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The Participant workbook forms part of the Trainer’s/ Facilitator’s Guide (Assignment 2).
How we will assess:
Outcome Criteria Mark Total:
Facilitators guide Outlines the following: 70 Marks consisting of:
- Topic
- Course description
- Curriculum (linked to outcomes /
competencies
- Activities (purpose and Professional Design (5)
description)
- Relevant Articles
- List of Resources
- Visual Aids (Slides/OHT;
Handouts etc.)
Linked to outcomes (5)
- Pre-Checklist
- Questions and answers
- Informal Trainers guide(Lesson
Plan) Activities (variety and linked to
- Assessment Materials
outcomes) (10)
- Bibliography
Visual Aids (variety; professional

designed) (5)
Administration (Pre-checklists,
Lesson plans) (10)
Assessment Materials (10)
(Valid & Reliable)
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Presentation - Professionalism (Table of content, (5)
Neatness, Numbering & Headings)
- Language (5)
- Harvard Referencing (5)
Reflection - Linked to the CCFO (10)
Total:
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REFLECTIVE REPORT: Reflective Learning Guideline
Reflective learning is based on the idea of a learning community which is “a group of

people who share common emotions, values and beliefs, are actively engaged in learning
together from each other, and by habituation. Such communities have become the template
for a cohort-based, interdisciplinary approach to higher education. This may be based on an
advanced kind of educational or 'pedagogical' design” (Goodyear, De Laat, & Lally, 2006).
Questions that you should answer about your portfolio:
1) What process did you follow to complete the exercise/ assignment?

2) What roles were played by the different group members? (Who contributed
what to the process?) Here you need to explain the individual role of each
group member.
3) What were the main things that you learnt from the exercise?
a. What were the most important academic insights you gained?
b. What did you learn about group process?
4) What could you have done better/differently?
Guidelines:
- Don’t use broad generalisation e.g. I learnt to work together, I improved my skills. It is
important to provide specific examples that state who, what, when and where.
- You thus need to keep a record while you are completing your portfolio.
- You need to be honest in your report – describing both your strengths and
weaknesses.
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HDE260S ONLINE ASSIGNMENT SUBMISSION CRITERIA (BLACKBOARD)
A. ONLINE SUBMISSION INSTRUCTIONS:
When submitting your assignment online, via Blackboard, please adhere to the following
instructions as I will be receiving 320+assignments and want to ensure a seamless
approach. More details will follow later. Please comply with the following:
1. Please submit your assignment in Word format.

2. Please indicate your subject module, your registration particulars (FT or PT) and if full-
time what group you in (A or B)
Example: Human Resource Development-2, FT, Group A
3. Please submit your assigment (Word document), with your Initials, Surname, Student
No, Subject Module Code, Registration Code, and if you full time, your respective Group.
Example: KA Jonck-200744466-HDE260S-FT-A.doc
4. Remember as per the online Assessment schedule, your assignment is due on 17 April
2023 before 24h00!!!!
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B. GENERAL ASSIGNMENT INSTRUCTIONS:
1. Your assignment should include a Cover page, Contents page, Body (course/ curriculum
content), 12 Points as listed including the Reference list/ bibliography, Reflective
Report and any relevant Annexures to be included at the back of your assignment, in
this case the Unit Standard document/ articles.
2. Full discussions and explanations are required. (10 pages of content for the
curriculum).
3. Your assignment should be in one Word-document with two attachments (annexures)

(photograph/ electronic draft and one page of presentation notes).
4. Literature not older than 10 years should be used to help aid your answers (except
Legislation or Acts, Models, Theories).
5. Remember to in-text reference!
6. Plagiarism declaration page should be included!
DOCUMENT LAYOUT INSTRUCTIONS:

1. Font: Arial, Size: 12.
2. 1½ line spacing, 0 before and after.
3. Margins: 2cm (Top, Bottom, Left and Right).
4. Assignment should be approximately 50 pages, including Cover page, Contents page,
Introduction, Reference list, Reflective Report and two annexures.
5. Good luck and all of the best.
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Faculty of Business and
Management Sciences
Human Resources Department
Human Resource Development 2 (HDE260S)
ASSIGNMENT 2: Participant Workbook (Individual) and Presentation (Individual)
DUE DATE for the:

Part 1: Participant workbook design (Individual): June Assessment weeks (26
June 2023)
Part 2: PowerPoint Slides (Group): 21 August 2023 (From Assignment 1) and
PowerPoint live/ online presentation (Individual): 21 August-20 October 2023
Part 1:
Instructions:
Make use of the course designed as part of the Trainer’s/ Facilitators Guide in
Assignment 1 and design a Participant’s Workbook (Individual). (Weight 20%).
Complete the Reflective Report for the May/ June Assessment.
Your Participant Workbook must include the following:
1. Notification
2. Title
3. Learner outcomes
4. Agenda
5. Pre-course reading material
6. In-course reading material (Curriculum content)
7. Worksheets (Blank space for note taking)
8. Case Studies
9. Group Tasks
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10. Role-play materials
11. Flowcharts
12. Graphs
13. Job Aids
14. Assessments (answers/ memoranda must not be included)
15. Copies of OHT / PPT etc.
16. Bibliography
It is important to do extra reading on this subject. Many organisations are also willing to
share their training programmes with students. It is highly recommended that you endeavor
to visit the training departments in various Industries.
How we will assess:
Participant - Notification 50 Marks consisting of:

Workbook - Title
- Learner outcomes
- Agenda
- Pre-course reading material Professional Design (5)
- In-course reading material
- Worksheets
- Case Studies
Linked to outcomes (5)
- Group Tasks
- Role-play materials
- Flowcharts
- Graphs Activities (5)
- Job Aids
- Assessments
- Bibliography
- Copies of OHT / PPT etc. Visual Aids (5)
Assessments (5)
Comprehensive (5)
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Presentation - Professionalism (Table of content, (5)
Neatness, Numbering & Headings)
- Language (5)
- Harvard Referencing (5)
Reflection - Linked to the CCFO (5)
Total:
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group member.
Guidelines:
weaknesses.
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A. ONLINE SUBMISSION INSTRUCTIONS:
1. Please submit your assignment in Word format.
No, Subject Module Code, Registration Code, and if you full time, your respective
Group.
4. Remember as per the online Assessment schedule, your assignment is due June 2023
(26 June) before 24h00!!!!
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B. GENERAL ASSIGNMENT INSTRUCTIONS:
1. Your assignment should include a Cover page, Contents page, Body (Participant
workbook), including the Reference list/ bibliography and Reflective Report.
2. Full discussions are required. (approximately 20 pages).
3. Your assignment should be in one Word-document.

1. Font: Arial, Size: 12.
4. Assignment should be approximately 20 pages, including Cover page, Contents page,

Participant Workbook, and Reflective Report.
40 | P a g e
Part 2:
Create a PowerPoint slide show presentation as a group. Due date: 19 September

2023.
Five (5) minutes per individual will be allocated to cover part of the Participant
Workbook during the individual presentation. Individual presentations must be
grouped together in one PowerPoint slide show for the live/ online presentations to be
conducted (Weight 20%).
PRESENTATION:
The group must submit one POWERPOINT Slide show presentation on 19 September 2023.
Individual presentations must be done - 5 minute live/ online
Your presentation should cover the following:
a) Purpose of the presentation

b) Core (section of the topic)
c) Closure
NOTE: Make sure to use the set out criteria given in order to guide you for the
PowerPoint Slide Show Presentation.
CHECKLIST FOR POWERPOINT SLIDES
PROFESSIONAL SLIDE PRESENTATIONS

The title of the presentation must appear on the introductory page.
Your name must also appear on the introductory page.
Indicate the purpose of the presentation.
Indicate the outcomes at the beginning of the presentation.
Your text should be in light colour (e.g. white) on a dark (e.g. dark blue)
background.
Font size must be large, at least size 30 +.
No more than 7 lines on a slide. (Not more than 36 words)
Headings should be in capital letters.
Do not use capital letters in the text.
Use familiar terminology as far as possible.
Include activities on the slides to promote interactive sessions.
Use quotations or interesting facts to support the content and bring ideas
across.
Use pictures and graphics to make content interesting.
Provide a summary at the end to capture the main areas covered.
Provide a list of sources/ Bibliography.
Provide page numbers on the slides that correspond to the page numbers
in the report, so that info can be located easily.
15
(Meyer, M. n.d.)
41 | P a g e
NOTE: Make sure to use the set out criteria given in order to guide you for the face to
face/ live/ online presentation.
CRITERIA AND MARK ALLOCATION FOR PRESENTATION/ DVD
Practical Section Criteria Marks
Your content and slides Your content and slides have to be creative, 50
must be interesting, neat and be able to compliment your
relevant, accurate, original, presentation topic – this is to be handed to
not superficial, well the lecturer before the commencement of
prepared, logical and your presentation.
organised well. Specific Outcomes/ Purpose:
Content/ Logical/ Organised:
Application:
Audience reach: Be enthusiastic, but not overbearing and 10
Body language: facial enjoy your topic. Prepare thoroughly.
expression, eye contact, Prepared:
posture, gestures, lively,
enthusiastic delivery and
not distracting mannerisms.
Establish rapport: Let your audience enjoy what you are offering 5
Ice-breaking, confidence, them as much as you would expect.
appropriate atmosphere, Confidence:
tone, consideration for the Tone:
listener. Consideration:
Visual/ Aural aids Make it attractive for your audience 10
Relevant. Use colour and Colour:
visuals. Font 30+ Font:
Speech and voice Make sure that your audience is captivated at 10
Projection, volume, tone, all times and that your voice sells the ideas
pitch, articulation, and consultancy.
modulation, tempo and Articulate:
emphasis. Modulate:
Pace/ Tempo:
Language Be careful of “uhm”, “gonna”, “okay”, “guys” or 5
Fluency, vocabulary, swearing or using words out of context
grammar, register
Presentation material/ The posters, PowerPoint presentations or 10
Slides/ Technology usage flipcharts must be complimentary
Use of technology:
TOTAL /100
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group member.
Guidelines:
weaknesses.
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C. ONLINE SUBMISSION INSTRUCTIONS:
1. Please submit your assignment in PowerPoint format.
No, Subject Module Code, Registration Code, and if you full time, your respective
Group.
4. Remember as per the online Assessment schedule, your Power Point show (group) is due
on 19 September 2023 and the presentation (individual) is due 20 September–26 October
2023 before 24h00!!!!
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D. GENERAL ASSIGNMENT INSTRUCTIONS:
1. Your assignment should include a Cover page, Contents page, Body (course/
curriculum content PowerPoint slides), Reference list/ bibliography, Reflective Report
and any relevant Annexures to be included at the back of your assignment, in this case
the media. In addition a Video clip could be uploaded. You are allowed one word and
one PowerPoint document.
2. Full discussions and explanations are required (+/- 20-30 PowerPoint Slides per
group+/- 5 slides per individual).
3. Your assignment should be in one Word & PowerPoint document with annexures.

1. Font: For Power Point slides a Font of 30+.
4. Assignment should be at least between 20-50 pages, including Cover page, Contents
page, Body/ Curriculum PowerPoint slides (+/- 10 per individual), Reference list,
Reflective Report and annexures.
45 | P a g e
Summary of Assessment Schedules:
Type Weight Date
T1-Group Assignment: 20 % Assessment Weeks:
Outcomes Based Trainer’s/ 13-17 March 2023

Facilitator’s Guide
Due date: 17 April 2023 online
T2-Individual Assignment: 20 % June-July
Outcomes Based Participant Assessment Period 2023

Workbook (Individual)
26 June 2023 online
T3- PowerPoint Slides (Group) 20% 21 August
19 September 2023 online
PowerPoint live/ online Assessment Week:

presentation (Individual Course
Presentation) 20 September-26 October 2023 online
Individual date
T4-Final Summative 40% 6-24 November

Assessment Test: Chapters 2,4-
7 Assessment Period 2023
(80-100 marks)
TOTAL 100%
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T1: Assignment- Case study: (Weight 20%)
Submission Date: 17 April 2023

Trainer’s/ Facilitator’s Guide submission: online
Work covered: Units 1, 2, 3 & 4 (Ch. 2 and 4 in Coetzee, ed.)
What will be expected of you? You will be expected to critically analyse the work
covered demonstrating insight and understanding in designing an outcomes based
training course.
T2: Assignment- Case study: (Weight 20%)
Submission Date for Participant Workbook: Semester One (22 May-9 June 2023) to be
submitted during the assessment weeks. (26 June 2023)
Work covered: Unit 5 (Ch. 4, 5, 6, 7 in Coetzee, ed.)
What will be expected of you? You will be expected to systematically analyse the case
study and select a need, in order to design an outcomes based training course
participant workbook.
T3: Assignment- PowerPoint Slides & live/ online presentation: (Weight 20%)
Submission Date: Power Point slides (group): 19 September 2023

Live/ online presentation (Individual): 19 September-26 October 2023
Work covered: Units 6 & 7 (Ch. 6 in Coetzee, ed.)
What will be expected of you? You will be expected to design PowerPoint slide show
and present live/ online.
Presentation dates: 20 September-26 October 2023 (individual date)
T4: Final Summative Assessment: Test: (Weight 40%)
Date: Assessment period 6-24 November 2023

Work covered: Units 2-7 (Ch. 2, 4-7 in Coetzee, ed.)
What will be expected of you? You will be expected to critically analyse the work
covered demonstrating insight and understanding of the topics at hand.
47 | P a g e

2023 - New Dip - HRM - Subject Guide HDE260S Updated

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Faculty of Business and Management Sciences

Human Resource Development 2

1. Introduction and welcome ........................................................... 3

Management of Training 1 Human Resource Development 2 HDE260S - Implemented 2019

Please ensure you are correctly registered for this subject:

“Education is the most powerful weapon in the world”- Nelson Mandela.

Subject Mr. F. Omar Commerce, 021 460 4203 omarf@cput.ac.za Timetable on

Departmental Ms. N. Brandau Commerce, 021 460 9016 brandaun@cput.ac.za 8h30-13h00

2.2 Study materials

Coetzee (ed.) Link

Jonck, K. 2002. Presenters’ Manual. Cape Town.

A Multi-disciplinary Approach to Human Resources Development in Southern Africa. International

Scannel & Newstram: The big book of presentation games.

Scannel & Newstram: Even more games trainers play.

Thorne, K. 1998. Training places. London: Kogan Page.

2.3 What is expected of students?

3.2 Subject credits and hybrid learning

 Teaching and learning strategies:

Type of activity % Learning time

Lectures (face-to-face & online contact with lecturer) 30%

Tutorials (appointments with tutors for assistance) 15%

Practical academic sessions (case studies and class 15%

Peer interaction (group work) 20%

Independent self-study of texts and references (preparing for 20%

 The Learner Management System (LMS) or Blackboard:

Electronic / E-learning requirements for this subject:

Forgot your CPUT network password?

Your ID or Passport number

1. Go to the Password Reset URL (https://pwdreset.cput.ac.za)

Click on Forgot your CPUT network password

AND FOLLOW THE STEPS.

3.3 Information Literacy

1. Searching strategy (identify keywords, mind maps)

• Academic Search Premier (EBSCOhost)

ABI/INFORM Trade & Industry

4. Determining training and development Overview of linking needs to outcomes Weeks 6:

WEEK 13: 1-5 MAY [ASSIGNMENT FEEDBACK]

1. Welcome & Introduce the student to the subject Discussion of the

2. Understand ETD • Training models • Illustrate the training

Illustrate the Training and development models

3. Define learning • Class exercises

Formal Theory test

5. Design a particular training programme, in  Design of a training

Present/ facilitate training according to a specific facilitator The learners’ insight

 How will you be assessed?

NB!!! An average mark of 50% is required to pass each subject.

 Referencing Guide – Harvard Style

Referencing from Books:

At end of sentence The balanced scorecard serves as an effective management tool

Bibliography Mafumadi, R. S. 2005. The effective scorecard. Boston: Harvard

Referencing from Journal Articles:

At end of sentence “… as a result of complexity and complex phenomena” (Grains,

Bibliography Grains, S. 2006. Complex phenomena. Harvard Business Review,

Referencing from the Internet:

At end of sentence The undisputed value of tradition in rural areas is a recognised

Bibliography Sitole, I. 2003. The role of traditional leaders in South Africa.

Assessments for this subject:

Human Resource Development 2 (HDE260S)

ASSIGNMENT 1: Training Course Design (Group)

DUE DATE for the:

Complete the Reflective Report for the March/ April Assessment.

CASE STUDY : FAZZA PHOTOGRAPHY

Fazza Photography is a wholesaler who distributes mainly upmarket cameras, camera