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Workplace Learning and Development

UNDERGRADUATE DEGREES

COURSEWORK FRONT SHEET

MODULE TITLE:

Workplace Learning and Development

Learning outcomes and assessment criteria specific to this assignment:

  1. Understand competing approaches that contextualise contemporary development in human resource development (HRD)
  2. Locate contemporary external trends and data and the implications of these for HRD practice
  3. Apply the key requirements in the design and delivery of a range of inclusive learning and development (L&D) activities and appraise the roles and responsibilities of individuals in meeting L&D needs
  4. Examine how HRD needs in general and L&D needs specifically can be met, the application and use of a range of relevant methods and demonstrate ability to evaluate the outcomes of HRD interventions.

Number of attempts

Please note that you are only entitled to two attempts to pass each assignment.  You are strongly advised to take every opportunity to submit work, as failure to submit will count as a fail.  Should you fail an assignment, it is important that you arrange a meeting with the marker so that you can improve your work.

It is important that you complete your assessment, otherwise it is classed as a failed attempt (unless you have made a successful EC claim relating to Extenuating Circumstances).

No tutor, module leader or course leader can grant any form of extension to the published deadlines – this is done by a separate team within the university to ensure consistency and fairness for all.  For full guidance on what constitutes an exceptional circumstance and how to make a claim, please visit the Extenuating Circumstances page on iCity; you can also contact the Student Support Team for help.

Plagiarism

Please read the plagiarism guidelines on your module page.

Late Submissions

Late submissions are not permissible for re-sit assessments.  Therefore, where a student submits a re-sit attempt after the published deadline, the student will be deemed to have failed the re-sit and the coursework will be returned to the student unmarked, unless there is a Support Statement or valid EC claim.

 Workplace Learning and Development

Detailed assignment brief- Individual RESIT assessment

Weighting: The assignment is worth 100% of the final mark.

In order to pass the Workplace Learning and Development module students must achieve a minimum final overall mark of 40%.

Assessment Requirements

  • This is an individual assignment
  • Word limit 3,000 words (+/- 10%)
  • University policy will apply where cases of copying and plagiarism are suspected
  • Assignments should contain no spelling or grammatical errors and be presented in a report format.
  • The report should include a contents page, clearly labelled sections and references pages
  • Harvard referencing format must be used.
  • All reference sources cited in the reference list must be included in the main body of the report
  • Please ensure each page of your assignment is numbered.

1.0 Introduction

The assignment should be based on one or more organisations of your choice. This work should be completed using secondary-only research. Primary research may be used but is not essential to achieve higher marks.

It is strongly recommended that you make good use of appropriate academic sources, particularly current peer reviewed journal articles and relevant reference materials, including best practice from contemporary case study organisations.

2.0 Detailed task requirements

Your task is to:

Critically analyse the reasons why learning and development strategies are vital in achieving sustainable organisational success.

You are required to identify examples of learning and development strategiesand to critically analyse the HRD implications for one or more organisations of your choice using secondary research. If you are uncertain about your choice of organisation then please speak with your lecturer to discuss your options.

The assignment word limit is 3,000 words (+/- 10%) in report format.

Your submission should address the following key areas:

1. Critically identify types of HRD intervention outcomes for L&D strategies, using examples. Critically outline the drivers for improvement and provide context and implications for the organisation in terms of any relevant aspects of HRD practice.

2. What types of internal and external data could be helpful in creating L&D strategies? In terms of the L&D activities, what information would be helpful for organisations to better understand the gap and potential solutions for reducing that gap? Where can this data be located?

3. What are the key requirements in the design and delivery of the learning and development (L&D) activities? Appraise the roles and responsibilities of individuals in meeting L&D needs. Who should hold accountability and have responsibility for the learning and development strategy and why?

4. Critically discuss how learning and development strategies could be evaluated using Kirkpatrick’s evaluation model (1996; 2006), or similar. Critically explain why a systematic evaluation method is important for measuring the short, medium and long term success of L&D strategies.

HRM6011 Workplace Learning and Development Marking Criteria

 0 – 39%40 – 49%50 – 59%60 – 69%70 – 79%80 – 100%
FailThird2:2 (Lower Second)2:1 (Upper Second)FirstFirst
Learning Outcome 1Understand competing approaches that contextualise contemporary development in human resource development (HRD) 
25%No clearly identified competing approaches; HRD issues or those relating to the HR function. Little or no context provided. Weak or poor understanding demonstrated.The student has identified issues related to HRD/ the HR function. An attempt has been made to apply competing approaches but lacks clarity and depth. Basic context provided.The student has clearly identified issues related to HRD/ the HR function. Good attempt made to apply competing approaches. Some context provided. Would benefit from further analysis /development of argument. The student has very clearly identified issues related to HRD/ the HR function. Very good level of application of the competing approaches. Demonstrates a comprehensive theoretical understanding of the subject area and provides very good context.The student has very clearly identified issues related to HRD/ the HR function. Excellent level of application of the competing approaches. Clearly demonstrates a very good theoretical understanding of the subject area with excellent context provided. Some evidence of wider reading.The student has explicitly identified highly relevant issues related to HRD/ the HR function. Extensive application of the competing approaches. Clearly demonstrates an extensive theoretical understanding of the subject area with wider reading demonstrated. Extensive evidence of wider reading.
Learning Outcome 2Locate contemporary external trends and data and the implications of these for HRD practice
25%Poor awareness of contemporary external trends, data and best practice. Little or no development in response to identified external factors impacting on HR/HRD practice. Weak level of understanding demonstrated.The student has evidenced limited awareness of external trends and contemporary best practice. Basic response to identified external factors impacting on HR/HRD practice.The student has evidenced some awareness of external trends and contemporary best practice. Appropriate response to identified external factors and the implications for HR/HRD practice.The student has evidenced a good level of awareness of contemporary external trends and best practice. Good response to identified external factors impacting on HR/HRD practice.The student has clearly evidenced an awareness of contemporary external trends and best practice. Very good response to clearly identified external factors impacting on HR/HRD practice with some evidence of wider reading.The student has explicitly identified an awareness of contemporary external trends and best practice. Excellent response to clearly identified external factors impacting on HR/HRD practice with extensive evidence of wider reading.
Learning Outcome 3Apply the key requirements in the design and delivery of a range of inclusive learning and development (L&D) activities and appraise the roles and responsibilities of individuals in meeting L&D needs
25%The student has not identified issues related to the design and delivery of a range of inclusive learning and development (L&D) activities. Weak or poor understanding demonstrated.The student has attempted to identify one or more issues related to the design and delivery of a range of inclusive learning and development (L&D) activities but unclear and/or lacks depth.The student has identified some issues related to the design and delivery of a range of inclusive learning and development (L&D) activities. Good attempt made to appraise the roles and responsibilities of individuals in meeting L&D needs. Would benefit from further analysis or development/ application.The student has very clearly identified issues related to the design and delivery of a range of inclusive learning and development (L&D) activities. Very good appraisal of the roles and responsibilities of individuals in meeting L&D needs. Demonstrates a very good theoretical understanding of the subject area.The student has very clearly identified issues related to the design and delivery of a range of inclusive learning and development (L&D) activities. Very good level of evaluation of the roles and responsibilities of individuals in meeting L&D needs. Clearly demonstrates an excellent theoretical understanding of the subject area with some wider reading.The student has explicitly identified issues related to the design and delivery of a range of inclusive learning and development (L&D) activities. Excellent level of evaluations of the roles and responsibilities of individuals in meeting L&D needs. Clearly demonstrates an outstanding theoretical understanding of the subject area with extensive evidence of wider reading.
Learning Outcome 4Examine how HRD needs in general and L&D needs specifically can be met, the application and use of a range of relevant methods, and demonstrate ability to evaluate the outcomes of HRD interventions.
25%The student has not evidenced awareness of Kirkpatrick, or other evaluation models, methods or techniques. Weak or poor understanding demonstrated.The student has evidenced limited awareness of Kirkpatrick, or other evaluation models, methods or techniques. Basic or limited response to evaluating the HRD intervention outcomes.The student has evidenced some awareness of Kirkpatrick, or other evaluation models, methods or techniques and best practice. Some response to evaluating the HRD intervention outcomes.The student has evidenced a good level of awareness of Kirkpatrick, or other evaluation models, methods or techniques and best practice. Very good response to evaluating the HRD intervention outcomes.The student has clearly evidenced an awareness of Kirkpatrick, or other evaluation models, methods or techniques and best practice. Excellent response to a clearly identified evaluation of the HRD intervention outcomes with some evidence of wider reading.The student explicitly identified a critical awareness of Kirkpatrick, and/or other evaluation models, methods or techniques and best practice. Outstanding or original response to evaluating the HRD intervention outcomes with extensive evidence of wider reading.

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