HRMT19013 - Human Resource Training and Development

General Information

Unit Synopsis

The effective training and development of employees is critical for the sustainability and growth of organisations. This unit will provide you an understanding of the role of human resource training and development (T&D) function in an organisation, as well as the underlying concepts and principles upon which T&D is based. You will gain knowledge and skills to evaluate T&D needs, recommend appropriate interventions, evaluate T&D outcomes, and experience the role of a trainer and a trainee. The unit will also provide you an overview of contemporary developments in the field of T&D and the role of T&D in broader management and organisational strategy.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2025

Term 1 - 2026 Profile
Melbourne
Online
Sydney

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Group Work 15%
2. Presentation 40%
3. Written Assessment 45%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 90.00% (`Agree` and `Strongly Agree` responses), based on a 25% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Additional Evening Workshops
Feedback
Additional Evening Workshops
Recommendation
Expand the availability of evening workshops and drop-in sessions to better accommodate the schedules of working distance learners, ensuring they have more opportunities to engage with the content and receive guidance. Students typically work full time so during the day sessions may not allow for max live attendance.
Action Taken
One of the key recommendations from students was to offer additional evening workshops to accommodate those working full time. The main live sessions were already held at 3pm on Tuesdays to cater to students with daytime commitments. Many students used these workshops specifically to seek guidance on assessment tasks, and recordings were uploaded within 24 hours to ensure accessibility for those unable to attend live.
Source: Increase Recorded Content Accessibility
Feedback
Increase Recorded Content Accessibility
Recommendation
Ensure that key recorded segments, such as assessment guidance and Q&A sessions, are prominently featured and easy to locate on Moodle, making it easier for students to access critical information. This is more so around accessibility on Moodle rather than more content. Sometimes it is hard to follow the tab section on Moodle (hard to read).
Action Taken
Students also noted that while recorded content was useful, it wasn’t always easy to locate. In response, we created a dedicated 'Recordings' section placed prominently at the top of the Moodle site. This made it easier for students to quickly find the key segments they needed, such as assessment briefings and Q&A sessions. We also embedded critical recordings directly into the relevant assessment tabs, so students didn’t have to search through multiple sections. These changes were designed to reduce friction and support a clearer user experience.
Source: Regular Engagement Reminders
Feedback
Regular Engagement Reminders
Recommendation
Continue the weekly 'welcome to the week' messages but include more specific reminders about upcoming deadlines, extension options, and available resources to keep students consistently informed and motivated. This works really well.
Action Taken
The weekly ‘Welcome to the Week’ messages were retained, as students responded positively to them, but we made them more targeted. Each message now included reminders about upcoming deadlines, extension options, and quick links to recordings and assessment resources. These were released on Monday mornings and also sent via email to ensure visibility. This consistent rhythm helped keep students informed and supported throughout the term.
Source: Informal student feedback via messages and class discussion
Feedback
Weekly Summary Sheets
Recommendation
Students requested a one-page weekly summary to help consolidate key concepts, especially for those balancing study with work or family commitments. In response, weekly summary sheets were piloted in 2025 Term 1, offering concise snapshots of each topic. Based on positive student engagement, this initiative should continue in future offerings and be introduced earlier in the term to support consistent engagement.
Action Taken
In Progress
Source: Student survey and direct feedback
Feedback
Later Class Times
Recommendation
Later Class Times will be reviewed.
Action Taken
In Progress
Source: Teaching team reflections and student comments during the term
Feedback
Assessment Structure and Design
Recommendation
Although the current assessment structure is effective, there is potential to refine it to further support scaffolded learning. For example, integrating more formative checkpoints or clearer alignment between assessment tasks and weekly activities could help students track their progress more effectively. A review of the structure before the next offering is recommended.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Demonstrate understanding of the concepts, principles and theories of training and development
  2. Assess the link between training and development and broader organisational issues and strategies
  3. Evaluate training and development needs in a practical workplace context, design appropriate interventions, and evaluate the effectiveness of such interventions
  4. Examine training and development opportunities and challenges in contemporary workplaces
  5. Synthesise concepts and theories covered in the unit to develop training and development interventions for practical workplace contexts.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Group Work • •
2 - Presentation • • • • •
3 - Written Assessment • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication • • • •
2 - Problem Solving • • • • •
3 - Critical Thinking • • • • •
4 - Information Literacy • • • • •
5 - Team Work • • • •
6 - Information Technology Competence •
7 - Cross Cultural Competence • • • • •
8 - Ethical practice • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10