Human Resource Management Portfolio: Learning, Training & Development

This Human Resource Management portfolio comprises several exercises addressing key aspects of employee development and organizational success. Exercise 2 critically analyzes Garavan's distinctions between training, development, education, and learning, highlighting their individual objectives and potential for confusion in application. Exercise 3 delves into the learning process, emphasizing its role in personal and professional development, and the importance of trainers in fostering a positive learning environment. Exercise 4 discusses the crucial role of people in an organization's success, focusing on how the human resource department can recognize and promote their importance. Finally, Exercise 5 presents reflective analyses of various extracts, including Skinner's learning theories, the impact of globalization on training, and the influence of social class on education. This collection provides a comprehensive overview of essential HRM concepts and practices. Desklib provides access to similar solved assignments and resources for students.

Running head: HUMAN RESOURCE MANAGEMENT
HUMAN RESOURCE MANAGEMENT
Name of Student
Name of University

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Portfolio Exercise 2:
One of the key argument that Garavan makes is about identifying the differences between
training, development, education and learning. In this argument Garavan highlights the key
objectives of the mentioned aspects and discusses how they differ from one another. All the
aspects might seem similar and have a core objective of internal learning and development
but there are distinguishing factors which differentiates them.
Firstly, if training is to be considered, it can be seen as the development of a self, limited only
to the skills required for the present job. The objective of education is solely on the
enhancement of the individual and its behavioural objective cannot be compartmentalised as
it depends on the choice of the individual1. Development on the hand focuses on the
enhancement of the future of the individual preparing for future job roles, hence, its objective
and results cannot be judged. Lastly, the learning process is the amalgamation of the all three
above aspects as it incorporates characteristic features from all three. The training induces
learning in an individual in a more technical manner as it focuses on the needs of the present
job role. Education and development, both focuses on the learning that is dedicated to the
internal enhancement of the individuals which can change their skills and prepare them for
future challenges.
The main strength of Garavan’s argument is that is significantly explains the individual
objectives of training, development, education and learning. The argument highlights how
each of the aspects can help in the growth of an individual for the requirements in different
phases of life. It focuses how an individual can plan on the acceptance of these development
features to their particular requirements and enhance themselves. These type of analysis helps
in the understanding of the employment laws which are used by the human resource
1 Garavan, Thomas N. "Training, development, education and learning: different or the same?." Journal of
European industrial training 21, no. 2 (1997): 39-50.

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department during choosing an individual. The key factors that are required by the company
can be compartmentalised and divided using the analysis and the focus can shifted to one
particular aspect that is required to meet the demands of the employer.
However, in making the distinctions and differentiating the key aspects can raise the debate
about the usefulness and application of each issue for the enhancement of an individual. One
employer might focus on the training aspect while others might focus on the educational and
development aspect. This can make an individual confused about which process of
enhancement he should focus upon for the enhancement of his skills so that it can meet the
requirements of the potential employer. The development of an individual might incorporate
an educational endeavour but the requirement demands a management training, which is
bound to create confusion between the choice of a more technical or ornamental
enhancement2. The usefulness of the aspects becomes highly subjective and a long study of
the aspects is required for the final outcome of the enhancement to take place.
However, from this debate the conclusion can be drawn that these differences do exist in the
process of personal enhancement and requires a wise analysis for its application accordingly.
Portfolio Exercise 3
2 Garavan, Thomas N. "Training, development, education and learning: different or the same?." Journal of
European industrial training 21, no. 2 (1997): 39-50.

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The process of learning defines the aspiration and goal for ideal setting that develops
the personal and professional understanding of every individual. The real feedback on self-
assessment development of priorities is covering the entire leaning facility that initiated by
the government. The process of implementation may differ in some case but the close gap of
building mannerism and strengthen the process of behavioural nature of the employees are
the key pattern of maintaining the process. There are four steps of leaning like Unconscious
Incompetence, Conscious Incompetence, Conscious Competence, and Conscious
Competence3. These activities are providing enough skills for the development of learning,
expressing, practising and delivering knowledge and skill that develops the learning aspect in
that case. The learning relativity may change as per the experience of the person and the
psychological process the person in is the crucial manner of delivering sensation, perception,
attention and learning from the memory.
In this globalised business arena, when companies are competing with each other and
want to get a good position in the market. This trainer needs to take more responsibilities in
that case for the sustainable development of the organization. The trainer must know about
the aim and objective of the organization and provide them with the useful training that will
develop the understanding of employees4. The trainer should use some adequate training
methods that design the layout of the process of training in an effective way. The
understanding and control over the group process and react in a proper way in the difficult
situations are the main training objective for the trainer. The man takes care of every
employee as the friend and also takes care of the security and always provides positive
vibrant that provides confidence to people and encourage them for the development of the
3 Serena Chiucchi, Maria. "Intellectual capital accounting in action: enhancing learning
through interventionist research." Journal of Intellectual Capital 14, no. 1 (2013): 48-68.
4 Ainley, Patrick, and Helen Rainbird, eds. Apprenticeship: Towards a new paradigm of
learning. Routledge, 2014

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organization. The trainer also stimulates the understanding and activities of engagement and
controls all activities that help the process for the entire engagement.
The process of interventionist role presents in the trainer attitude and in that process,
the trainer will found some employees who have experienced some difficulties in training.
Maybe they are for different backgrounds or they are not habituated with the process, which
training flows. In that case, changes in social and educational challenges and expertise them
in proper behavioural manners are the key changes that need to make for the proper support
in that case5. There are some specific programs have already set in that case and most of the
process are like reading or math and through the process trainees, progress can be identified.
Economic interventionism process of strengthening the economy and help in the case of
welfare access is the basic promotion in that manner.
This entire process of learning and prime responsibility in form of apprentices is the
key that encourages the concept of learning transfer and non- the contextualized form of
making specific contraction is the key manner of learning6. The deep thinking in training
process and grab of accumulation of these learning manners are connected through the
interventionist process and that facilitate the access of learning.
Portfolio Exercise 4:
Chosen Question: Second
5 Engeström, Yrjö. Learning by expanding. Cambridge University Press, 2014.
6 Serena Chiucchi, Maria. "Intellectual capital accounting in action: enhancing learning
through interventionist research." Journal of Intellectual Capital 14, no. 1 (2013): 48-68.

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Introduction:
 The topic highlights the importance of people in an organisation. The discussion
needs to analyse how the human resource department gives importance to the matter.
 The discussion should highlight the key aspects of the importance of people in an
organisation and what are ways that the human resource department adopts in order to
promote their importance and motivate them.
 The key line of the argument is to establish the contribution of the people in the
organisation’s success and how the human resource department should recognise the
efforts.
Discussion:
 The success parameters of an organisation are dependent on the effective functioning
of the human resource of the organisation who looks after the operstions and
functioning.
 The key factors of the employees include capacities, knowledge, talent and abilities.
These are highly responsible for the success of the organisation.
 The employees handle the competition and challenges and are crucial in the survival
of the organisation.
 The human resource department must be efficient to identify the skills of the
employee and play an important role in allocating them specific job roles which can
put their efficiency to good use.
 Experienced and motivated employees can produce a good result for the organisation
 The human resource department must protect and uplift their employees so that the
employees feel their importance and put in their best effort.

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 Use of technologies and updated work methods can influence the efficiency of the
employees and can help the human resource department to promote their importance.
Conclusion:
 The summarised points of the importance of the employees.
 The key factors and what are their contribution to the organisation.
 The effectiveness and importance of the human resource department in maintaining
and promoting the importance of the organisation.
Portfolio Exercise 5
Extract 1:

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The chosen extract is a reflective analysis of Skinner’s theories about learning and training.
The author lists his arguments about how much Skinner’s theories can be put to use for the
human resource department for maintaining the training and development of the employees.
The author reflects the relevance of Skinner’s theories in the modern times and if it is still
useful for understanding the training and development of an organisation.
The author furthermore highlights the technical limitations of Skinner’s theories and the
issues that the theory doesn’t address. It highlights how the understanding of different crucial
theories are limited in Skinner’s outlook of training and development. The author also
highlights the environments which are suitable for Skinner’s theories and mentions that
despite this Skinner’s theories are important in setting parameters for the human resource
departments.
Extract 2:
The chosen extract is an informative piece of writing which makes the reader aware of the
effect of globalization and how it affects the training process in modern day organizations.
The different aspects of the world, namely, social, political and cultural, contribute to the
overall development of the corporate structure.
The discipline and coverage of the other issues in modern day training modules are inclusive
of the effects of globalization and they all have the similar tendencies which converge from
different aspects from around the world.
Extract 3:
The chosen extract is an example of reflective writing which highlights how the author
reflects his/her personal experience about how the social class of the people, their ethnicity
and the gender was a predominant factor in influencing the education of an individual. The
author who belonged to the working class community highlights several issues that were

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faced by the working class in the post second world war era. The author reflects how the
teaching staff and the administration of the school comprised of nuns, priests, and people
from the upper class and war heroes. It is highly noticeable that the teaching and
administration staff did not comprise of people from the working class. This highlights the
class divide pre-dominant in the society and it influenced the mentality of the people who
were always subdued and their thinking powers and intellect were meant to be controlled.
The only thing that the school promoted was the catholic religion, compelling the students to
remain involved in religious matters so as to diverge away from the other political and social
causes. The author reflects that the religious studies was prioritised over other subjects and
the students were made to believe that the catholic religion was the epitome of knowledge
and ideals. The students were even given physical punishments for not attending the religious
classes and Sunday masses. The extract highlights the religious bigotry and corruption
present in the social system of post war society. It highlights how people were made to shift
from the social causes and how the effort was made to limit the political power in the hands
of the upper society and marginalising the working class people.
Reference:
Garavan, Thomas N. "Training, development, education and learning: different or the
same?." Journal of European industrial training 21, no. 2 (1997): 39-50.

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Ainley, Patrick, and Helen Rainbird, eds. Apprenticeship: Towards a new paradigm of
learning. Routledge, 2014.
Engeström, Yrjö. Learning by expanding. Cambridge University Press, 2014.
Serena Chiucchi, Maria. "Intellectual capital accounting in action: enhancing learning
through interventionist research." Journal of Intellectual Capital 14, no. 1 (2013): 48-68.