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PGDM BATCH 24-26 Learning and development

PGDM syllabus

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9 views

PGDM BATCH 24-26 Learning and development

PGDM syllabus

Uploaded by

gorkushal69
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Trimester Course Code Credits Hours Course Name

II PG 210 3 30 Learning and development

Scheme of Assessment
Continuous and Concurrent End Trimester
Total Marks
Evaluation (CCE) Evaluation
Attendance 10 marks
Assignment 1 10 marks
Assignment 2 10 marks 50 marks 100 marks
Assignment 3 20 marks
Total CCE 50 marks

Course Objectives:
The course shall equip PGDM students with advanced skills in organizational learning and development,
focusing on strategic planning, talent management, and performance improvement. Through case studies,
interactive workshops, and practical applications, students will develop the competencies needed to foster a
culture of continuous learning and drive organizational success.

Course Outcomes:
After completing this course, students will be able to:

Recall and describe key theories and principles of learning and development in the context of
1
management education.

Demonstrate an understanding of various learning styles and development methodologies by


2
explaining how they apply to real-world business scenarios.

Apply learned concepts and strategies to design and implement effective training programs that
3
enhance employee performance and organizational growth.

Analyse case studies and organizational data to identify gaps in learning and development
4
practices, providing recommendations for improvement.

Evaluate the effectiveness of learning and development programs by assessing their impact on
5
organizational outcomes and employee performance, proposing evidence-based enhancements.

Knowledge:
• Domain-Specific Knowledge: This includes the theoretical and practical understanding of the specific
field or subject matter relevant to the individual's role or interest. For example, a software developer
would need knowledge of programming languages, software development methodologies, and system
architecture.
• General Knowledge: This encompasses a broad range of topics that support critical thinking and informed
decision-making, such as basic principles of economics, psychology, and communication. It also includes
staying updated with industry trends and best practices.
Skills:
• Technical Skills: These are job-specific abilities required to perform tasks, such as coding, data analysis,
graphic design, or financial modelling. Mastery of tools and technologies relevant to the job is essential.
• Soft Skills: These are interpersonal and intrapersonal abilities that facilitate effective communication and
collaboration, such as emotional intelligence, problem-solving, time management, and leadership.
Attitude:
• Growth Mindset: This attitude reflects the belief that abilities and intelligence can be developed through
dedication and hard work. It encourages resilience, the willingness to learn from mistakes, and the pursuit
of continuous improvement.
• Proactivity: This attitude involves taking initiative and being forward-thinking. Proactive individuals seek
out opportunities for development, anticipate challenges, and take responsibility for their own learning
and growth.

Topics to be covered:
Unit Session
Contents Chapter Outcome
No. (in Hours)
Process of learning -
• Individual differences in learning
• Learning Styles - VARK Questionnaire • Understand the fundamental
1 concepts of learning 2
• What motivates people learn and how they • Assess their skill sets
retain knowledge
• Learning vs. Teaching; The concept of a
Learning organization

• How learning helps organizations gain a


competitive advantage
• Needs assessment (3 levels)
• Realize the importance of
• Sources of data, Methods used (online and training in necessary skills in
2 4
offline) their respective areas.
• Creating conditions ensure employee
readiness for training
• Upgrading skills and knowledge

• The different Training Models- their pros and


cons
• These training models will help
• Systems model students get a deeper insight on
3 6
• Knowles Adult Training Model understanding of the subject and
its application.
• Transitional Model
• Kolb's Experiential Learning Cycle
• It is a best method make students
• Designing Training Programs
grasp the knowhow of training
• Competence based/Role based Training and different roles in working
• Choice of methods, preparation of Trainers sector. Different seating
4 • Developing appropriate material arrangements are important for 4
them learn different modes of
• Flexible modules
training in different scenario
• outsourcing of Training • Actual delivery of training
• Effect of different seating arrangements module by the class students.
• Make students understand the
• Evaluating Training- Effectiveness vis a vis
5 evaluation of the effect of 4
cost training on learners, cost wise,
• Training Calendar and Budget effect wise based on the
performance of the trainees
• Choosing Training outcomes, assessing value
added can it be measured at all?
• ROI - Direct Cost and Indirect Cost
• Cost Benefit Analysis of Training
• Kirkpatrick's Model of Training Evaluation
• Practical Exercise, to evaluate training in a
company
• Enhancing skills through a
• Management Development - How it is planned, guided and a directed
different from training activity undertaken by the
6 participant become more 6
• Objectives and needs assessment for MDPs competent. It helps in learning
• Expected outcomes. managerial qualities, duties, and
responsibilities

• Current Status - e learning, web-based • Easy and current trend of


training learning for students come up
• Different portals for developing self-learning with advanced methods of
7 learning. It helps learning 4
courses
making training modules for
• Practical projects develop a small module future growth
self-learning module

Total 30

Textbooks:
• Seema Sanghi. (2007), The Handbook of Competency Mapping: Understanding, Designing
andImplementing Competency Models in Organizations. Sage Response; Second edition.
• T V Rao (2014). HRD Audit, SAGE Response; Second edition
• Ganesh Sherman (2004). Competency Based HRM, McGraw Hill Education; 1 edition
• Srinivas R Kandula (2013), Competency: Based Human Resource Management, PHI.

Web Resources:
• https://www.businessmanagementideas.com/management/management-
development-meaning-importance-and-aims/4600
• https://smallbusiness.chron.com/calculate-roi-training-40331.html
• https://www.simplypsychology.org/learning-kolb.html
• http://vark-learn.com/the-vark-questionnaire/

Online Courses:
• https://www.udemy.com/course/introduction-to-learning-and-
development/?couponCode=IND21PM/
• https://www.coursera.org/learn/learning-and-development

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