HRD4801 Assignment 3 (COMPLETE ANSWERS) 2026 - DUE 26 August 2026

HRD4801 Assignment 3 (COMPLETE ANSWERS) 2026 - DUE 26 August 2026; 100% TRUSTED Complete, trusted solutions and explanations. For assistance, Whats-App 0.8.1..2.7.8..3.3.7.2... QUESTION 1 Based on Table 9.3, in Lesson 09, analyse how organisations focus on nine key quality elements. Use the examples of activities (1 mark for each activity) and evidence (1 mark each for the evidence) listed in the table to support your analysis. In addition, discuss how integrating suppliers and service providers, along with a process-based (1 mark) and results-driven (1 mark) approach, assists to improve the organisations’ overall quality and competitive advantage. (20) QUESTION 2 Thomas is a manager of a large organisation in the retail sector. Paul has approached him for advice about a performance problem. Thomas knows that an accurate performance diagnosis is critical to improving performance. Describe the elements that Thomas as a performance improvement consultant should include in a performance improvement proposal to solve the performance problem. (10) Open Rubric LEARNING OUTCOMES On completion of this assessment, you should be able to do the following: • Discuss the key elements of quality management. • Describe the elements of the performance improvement proposal. • Apply and critically discuss the Return on Investment (ROI) implementation process to evaluate and justify the financial impact of Human Resource Development (HRD) intervention within an organisational context. 2 QUESTION 3 Read the case study and answer the questions that follow: MW Africa: Measuring the Return on Investment (ROI) – Technical Skills Certificate Progam MW Africa is an innovative textile manufacturing organisation operating in Namibia. MW Africa’s 65 employees manufacture window-covering, filtration composite and energy-related fabrics that are sold to the manufacturers and wholesalers. MW Africa deals with integrated textile mills and attributes its success to respond to the market changes of the design, testing and production of new textiles and products. This kind of flexibility is an essential survival prerequisite for the textiles industry which has for many years struggled against wind gusts of adversity – technological change, highly competitive global market conditions, and unfavourable currency rates. For a number of years, MW has recognised that maintaining a high level of workplace skills development is critical to survive in the current markets and strengthens the company’s position and ability to adapt to future market dynamics. As part of the strategy to adapt to rapidly changing technologies, MW initiated a new learning initiative in January 2017, called the Technical Skills Certificate Program (TSCP). The 90 hours of training, which was delivered in two-hour sessions twice a week, targeted basic technical manufacturing skills. The mechanical power transmission was devoted to a variety of topics that relates to power transmission including blueprint reading, materials properties, lubrication, threads and fasteners, mechanical drives (belts, chains and gears), bearings, couplings and seals. The electrical fundamentals covered electrical basics such as units of electrical measurements, electrical code, alternating currents, and an introduction to electrical transformers. The introduction to pneumatics covered the basics of pneumatics, the basic theory of pneumatics, common uses of pneumatics in industry, pneumatics systems and components (cylinders, air preparation units and control devices). Hydraulics training covered a range of hydraulics concepts and technologies such as pressure and flow, hydraulics fluids, piping and reservoirs, hydraulic pumps, cylinders, motors, and control valves. The introduction to computer controls covered electronic signals, slid state electronic control devices, computers and networks. The training was delivered to eight production employees from different parts of the MW Africa plan. The format of the training included a blended delivery utilising online modules from the learning portal such as an in-plant, instructor-led method for hand-on training, and on-the-job coaching activities with MW Africa production managers. The college instructor and MW Africa production manager provided classroom instruction supported by online learning modules. The following strategies and practices were identified by participants as having contributed positively to the learning: • All communication about the training to employees – describing its purpose and importance – came directly from the President. • The involvement of a production manager in classroom activities provided learners with a coach who can continuously relate the training to the participants’ work situations. • The involvement of the line manager encouraged the buy-in of other managers resulting in an overall supportive environment for learning. • Practical demonstrations were seen as extremely engaging and generated substantial discussion. • The availability of in-house training provided a quiet setting for learning. 3 In the following months, the senior production manager observed substantial improvement in several distinct areas of operations including more effective preventative maintenance, improved product quality and improved customer satisfaction. The most readily measurable (tangible) improvement, however, reduced equipment downtime as a result of the production staffs abilities to provide more effective preventative maintenance on the textile looms. The production manager attributed his improvement to the increased levels of technical knowledge and skills in the production staff. Business Benefit from training The loom arm equipment experienced five mechanical breakdowns annually as a normal consequence of the stress of continuous operations. Each loom breakdown required a two-day shutdown that identified problems, repaired and replaced defective components. Importantly, each day of shutdown represented one lost day of production output to MW Africa. The combined tally of lost production and parts replacement from a single breakdown has been calculated to R6 800.00. In addition, each unplanned shutdown triggers an additional lost opportunity cost as loom technicians were diverted from their normal productive activities. As a consequence of more effective preventative maintenance, the breakdowns were reduced from five incidents to two per year. Total annual business benefit from the reduced downtime, therefore, the cost saved by three (3) fever loom shutdowns per year. Total Annual Benefit: 3 shutdowns/years X R6 800.00/Shutdown = R20 400.00 A meaningful way to judge the success of the Technical Skills Certificate Program is to evaluate the impact of the organisation’s bottom line. This can be compared with the quantifiable business benefits that were directly attributable to the program with the total cost of training – the return on investment (ROI). MW Africa management calculated the following costs related to the implementation and delivery of the technical skills training. The cost of instructional materials and facilitation from the College: R15 000.00. Internal costs • MW Africa facilitator’s salary: (class time, prep time and meetings) • Participants: (salaries, overtime wages to cover production demands) • Pilot supplies: (laptops, binders and copying) • Administration: (emails, letters meetings, other – from Feb 2016 until June 2017) Total internal costs: R20 000.00 The total cost of all training: R35 000.00 Pro-rating training costs: This case study evaluates the impact of only two components of the training program – the Mechanical Power Transmission and the Introduction to Pneumatics components. In order to obtain a meaningful ROI value, therefore, only the training costs associated with those two-course components were included in benefit/cost ratio (BMR) and return on investment (ROI) calculations. 4 Total training: 90 hours • A portion of training for Mechanical Power Transmission and the Introduction to Pneumatics: 45 hours • Percentage of training of the two components: 50% • Relevance Technical Skills Certificate Program cost = 50% X R35 000 = R17 500.00 Source: Adapted from Gillis, L and Bailey, A.(2017) 3.1 Calculate the return on investment (ROI) by using the ROI formula. Show all your calculations as well as the final result. (7) 3.2 Evaluate your final ROI figure in question 3.1 (3) [10] QUESTION 4 At the University of South Africa, the HRD department has developed communication and interpersonal skills training programmes for its employees. Employees have provided positive feedback and managers have observed improvements in employees. However, the HR Executive Director has requested evidence of the financial value of these programmes. When asked to calculate the Return on Investment (ROI), HRD practitioners/professionals expressed reluctance. They cited difficulties in linking training outcomes directly with business results, limited resources to conduct detailed evaluations, and concerns that ROI calculations may undervalue the broader, long-term benefits of HRD interventions, such as employee engagement, retention, and organisational culture. In the context of this scenario, discuss why you think many HRD practitioners/professionals are hesitant to calculate ROI for training programmes (5 marks). Explain how these challenges can be addressed in practice (5 marks).