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Understand and evaluate the role that learning and development plays in an organization’s HR strategy.



Practical – Learning and Development Proposal

Assessment code:


Academic Year:




Module Title:

Developing Human Resources

Module Code:




Module Leader:

Kai Beswick



Time Limit:

Approximately 5 minutes per student

Assessed Learning Outcomes

1 – Understand and evaluate the role that learning and development plays in an organization’s HR strategy.

4 – Integrate L&D into the operational and policy elements of a business.

Assessment date:

The practical assessments will take place during Week 12 - Saturday 5th December to Friday 11th December


  • This is an individual assignment.
  • No extensions are available for this assessment.
  • Mitigation: The deadline for submission of mitigation in relation to this assignment is no later than five working days after the submission date of this work. Please contact [email protected] See rule 6.103:


  • You must provide a hard copy of your proposed scheme of work in the form of a table/Gantt Chart at the start of your presentation, which should not exceed two side of A4 in length.
  • Ensure you are able to quote the sources of any theory that you use to support your verbal briefing


You are to act as a Human Resource Development expert, proposing a suitable learning and development intervention to a management board. This will take the form of a verbal boardroom briefing. Although there may be several others in the meeting with you, you are to present your unique proposed solution as an individual and you will be marked on an individual basis.

You will play the role of the Managing Director of a small Leadership and Human Resource Management Training and Consultancy company, called Bowness Consulting Ltd. You have expressed an interest in supplying training and development services to a company in the entertainment industry, having responded to a tender on a procurement website.

Task One

You must now submit a verbal business proposal to deliver a Leadership and Human Resource Development programme for this client. Your proposal should include all the essential information, research and evidence as requested in the Client Brief below, and should be supported by underpinning theory/evidence. You should also be prepared to answer client questions as required. (90 Marks)

Task Two

Your business proposal should be around 5 minutes in length, and offer a concise, but detailed, clear explanation of how you intend to deliver the learning and development intervention for your client. The standard of presentation should be extremely high as this is a bid to secure business from a paying client. Therefore, you will be judged on the clarity and precision of explanation, your body language, professional dress, and credibility and confidence in delivery. (10 Marks)


The briefing should demonstrate your own original thinking and your own original delivery plan, with data, quotes, and other evidence used, where appropriate, to evidence and support your own, original debate.

You are required to use the briefing format stated in the client brief below.

You must not read verbatim from a script. You may have a small card listing brief notes/reminders with you at the meeting, but must be able to brief the client with confidence, maintaining good eye-contact throughout.

Client Brief

Lakeside Facilities Ltd has 250 employees, was formed in 2003 and operates across five sites in the Lake District area. These have enjoyed considerable success in providing organised entertainment events across the UK in competition against other, less prestigious and smaller operators in the same market. This has been due to enjoying a market position above their direct competitors, in terms of their size, quality, consistency and service. The reputation of the company has in large part enabled them to maintain a competitive edge against smaller, more flexible, adaptable and lower cost (and often lower value) competitors. Staff training centred on maintaining awareness has been at the heart of this success, but the organisation now wishes to maintain and increase their competitive advantage, by ensuing their managerial staff are at the forefront of recent developments in L&D.

Having had some staff turnover in recent months, the company is now trying to consolidate their operation and see L&D as providing a reason for staff to stay with them long term. They are willing to invest in training & development for their new and established staff at different levels, and have advertised for an HRD consulting business partner to support them in achieving their aims.

It is anticipated staff will need development in the following departments: Event Organiser & Activity Hosts

Customer Service Assistants (based in all their 5 outlets) Sales and Marketing

Accounting & Finance Human Resource Procurement Planning & Logistics

Facilities Management

The changes in staff has placed extraordinary pressure on existing management teams and has required the employment of additional management staff. There is now a pressing need to train and develop this varied group of managers to make more effective use of their people so they in turn can deliver outstanding service to their existing clients, and potentially new customers. In order to achieve this, their people must be capable, effective, motivated and happy to be a member of the Lakeside team. This means that Leadership and Management Development has become a key enabler.

They require you to provide a proposal for delivering a Leadership and Management Development programme to their management team, starting in January 2021, and finishing by June 2021 latest. The following staff will take part in the programme:

  • 4 Senior Managers
  • 17 Department Managers
  • 19 Assistant Department Managers

Additional detail is provided below, from the client.

Our senior managers need detailed insight into Leadership and Human Resource mechanisms/tools/approaches that will allow us to build a capable and resilient workforce in the coming years. They are particularly interested in developing effective HR management systems and learning about alternative reward systems that are likely to result in high levels of employee retention, improved delivery and customer service, and improved staff loyalty.

Our managers and assistant managers require extensive training and development in the basics of operational leadership and management, including resolving conflicts and disputes in the

workplace, basic employment law, and day to day management of employment relationships. They also need to have a good understanding of motivational techniques, and team building/team management.

Our budget for this programme is in the region of £42,000.

If you would like to bid for this contract, we require a 5 minute verbal proposal from you in the following format:

  • Overview of your programme, its methodology/approach, with appropriate evidence/theoretical underpinning included.
  • Scheme of work giving an indication of the delivery of the project against a timeline. You should hand to the client a graphic example of your scheme of work at the beginning of the session (no more than two sides of A4).
  • A brief summary of the itemised costing of the programme.
  • An explanation of how the effectiveness of the programme might be measured using appropriate theory where relevant.

In order for you to prepare your bid in detail, I will make myself available for a 2 hour interview at a date to be mutually agreed, so that you might question me in detail on our specific requirements.

I look forward to hearing from you in due course. Yours sincerely,

Reginald Maude

Managing Director Lakeside Facilities Ltd


Task one assessment criteria:

  • Understand and evaluate the role that learning and development plays in an organization’s HR strategy.
  • Integrate L&D into the operational and policy elements of a business.
    • How a variety of approaches and methods can be integrated to provide a bespoke solution to this business challenge.
    • Time Scale
    • Entry level of learners and desired effect on the organisation
    • Resources and methods
    • Formal/Informal approaches
    • Correct use of academic skills
    • High standards of presentation and narrative grammar
    • Credible, professional appearance and delivery of the proposition
    • Use of effective and accurate verbal references
    • Use of professional terminology
    • Seamless flow of proposition

Points to consider

Task two assessment criteria:

Points to consider


LEVEL 6 (was level 3)

Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.



Mark Bands




Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)


Knowledge & Understanding

Intellectual (thinking), Practical, Affective and Transferable Skills


Characteristics of Student Achievement by Marking Band





Exceptional management of learning resources, with a higher



Exceptional information base exploring and analysing the

degree of autonomy/exploration that clearly exceeds the



discipline, its theory and ethical issues with extraordinary

originality and autonomy. Work may be considered for

publication within Anglia Ruskin University

assessment brief. Exceptional structure/accurate expression.

Demonstrates intellectual originality and imagination.

Exceptional team/practical/professional skills. Work may be




considered for publication within Anglia Ruskin University




Outstanding management of learning resources, with a degree of



Outstanding information base exploring and analysing the

discipline, its theory and ethical issues with clear originality

autonomy/exploration that clearly exceeds the assessment brief.

An exemplar of structured/accurate expression. Demonstrates



and autonomy

intellectual originality and imagination. Outstanding

team/practical/professional skills



Achieves module


Excellent management of learning resources, with degree of


outcome(s) related to GLO at this level

Excellent knowledge base that supports analysis, evaluation

and problem-solving in theory/practice/ethics of discipline with considerable originality

autonomy/research that may exceed the assessment brief. Structured and creative expression. Very good academic/

intellectual skills and practical/team/professional/problem- solving skills





Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ethics of discipline with some originality

Good management of learning resources, with consistent self-directed research. Structured and accurate expression. Good academic/intellectual skills and team/practical/ professional/problem solving skills





Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ethics of discipline

Satisfactory management of learning resources. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times.

Satisfactory team/practical/professional/problem-solving skills




A marginal pass in module outcome(s) related to GLO at this level


Basic knowledge base with some omissions at the level of theoretical/ethical issues. Restricted ability to discuss theory and/or or solve problems in discipline

Basic use of learning resources with little autonomy. Some difficulties with academic/intellectual skills. Some difficulty with structure/accuracy in expression, but evidence of developing team/practical/professional/problem-solving skills




A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark



Limited knowledge base. Limited understanding of discipline/ethical issues. Difficulty with theory and problem solving in discipline


Limited use of learning resources. Unable to work autonomously. Little input to teams. Weak academic/ intellectual skills. Still mainly descriptive. General difficulty with structure/accuracy in expression. Practical/professional/ problem-solving skills that are not yet secure





Little evidence of knowledge base. Little evidence of understanding of discipline/ethical issues. Significant difficulty

Little evidence of use of learning resources. Unable to work autonomously. Little input to teams. Very weak academic/ intellectual skills. Work significantly descriptive. Significant



with theory and problem solving in discipline

difficulty with structure/accuracy in expression. Little evidence of




practical/professional/problem-solving skills




Inadequate use of learning resources. Unable to work


Fails to achieve module outcome(s) related to this GLO. Qualifying

mark not satisfied. No

Inadequate knowledge base. Inadequate understanding of

discipline/ethical issues. Major difficulty with theory and problem solving in discipline

autonomously. Inadequate input to teams. Extremely weak

academic/intellectual skills. Work significantly descriptive. Major difficulty with structure/accuracy in expression. Inadequate practical/professional/ problem-solving skills


compensation available


No evidence of use of learning resources. Completely unable to



No evidence of knowledge base; no evidence of understanding

of discipline/ethical issues. Total inability with theory and

work autonomously. No evidence of input to teams. No evidence

of academic/intellectual skills. Work wholly descriptive.



problem solving in discipline

Incoherent structure/accuracy and expression. No evidence of




practical/professional/ problem-solving skills



Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief


(eg: answers the wrong question) and/or related learning outcomes

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