736SHRD - Strategic HRD Report on Mc Donald's Retention issue -

736SHRD – Strategic HRD Report on Mc Donald’s Retention issue

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Your study pack for this subject contains the following materials: 

– These learning materials, including the following:

– Subject Overview (which includes the introduction, subject content, list of

resources and assignment), and – Topics – Sample Exams – Articles – Supplementary Resources (if any)

The information contained in your study pack has been designed to lead you through your learning process.

Note that the learning materials are not a replacement for the textbook.

Learning materials for each topic in the subject are based on specific chapters in the textbook. You should read the textbook along with these learning materials, and concentrate your study on the issues raised.

Learning activities and/or discussion questions are included in the learning materials. Advanced students might wish to pursue more of the discussion questions at the end of the appropriate textbook chapters.

Note that the examiner does not expect that you to memorise all of the issues that are discussed in the textbook or in these learning materials. It is more important in the exam to be able to demonstrate that you understand the various concepts and to show how they can apply to practical examples of organisations in your country or region.

Some of the topics list one or more journal articles related to that topic's content. For exam purposes, the textbook will be the primary source to answer exam questions, but if you are able to do additional reading, information from the journal articles or elsewhere may help you to achieve a higher grade.

Finally, online quizzes and sample exam papers are provided to help you test your understanding of the subject.

Learning from the Workplace

Studying at the Australian Institute of Business is a unique experience. There are no artificial boundaries between the workplace and the classroom. The world of work is never far away from everything we do. It is no coincidence that the Institute's strap-line is 'The Practical Business School'. Indeed, our very mission is

©Australian Institute of Business. V11Nov14 – BB:2012:9ed 3 

to provide distinctive business and management education in national and international environments based on AIB's orientation towards work-applied learning.

So how do we do this and how will you experience the difference? The answer is that learning from the workplace is embedded in all aspects of your course. Let us see how this works in practice.

Practitioner experience as entry requirement for students 

For a start, most students will already have experience of the workplace and in postgraduate programmes this is a prerequisite. This will enable you to see whether theories make sense in practice and, in turn, to bring real-life problems to the classroom. You will very quickly find, too, that you can also learn from each other, sharing experiences and looking for solutions.

Academic facilitators with practical experience 

Of course, all of our facilitators are required to have appropriate academic qualifications, as well as relevant workplace experience. With this background, they can bring interesting examples into classroom discussions. In addition, with our international coverage we are very keen that facilitators can relate the various subjects to conditions in different parts of the world, making it all much more meaningful to you as the student.

Design of courses and learning materials 

Work-applied research is integrated in all of our courses. This is why we include a work-based assignment in every subject in our undergraduate as well as postgraduate programmes. It is also why you will be asked to undertake at least one work-based research project in the course of your studies. With the guidance of an experienced project supervisor, you will be able to explore a topic of your own choosing, ideally based on a problem that you want to address in the workplace.

Teaching and learning strategies 

Even the way you learn will often be more like a workplace situation than a traditional classroom. You will be encouraged to work in groups and to share your understanding of real-world situations. As well as your own selection of case studies, you might discuss one presented by the facilitator or perhaps taken from a textbook. Course objectives are achieved when you relate your readings, course materials and facilitator guidance to the workplace. It is a 'to and fro' process, backwards and forwards between the classroom and the workplace, reflecting on the links and developing your own ideas.

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Design of course assessment 

Finally, even the various forms of assessment are designed with the workplace in mind. You will be expected not merely to describe what you observe in the workplace, nor just to replicate what you have read in a textbook or journal article, but rather to achieve a combination of the two. We will be looking always for a balance between theory and practice. As you progress through your course this should become almost second nature to you – reading what others have written on the subject but also looking at what you see in the world around you.

All of the above amounts to a distinctive approach to learning, known as work-applied learning. You will see in the following diagram that knowledge of various aspects of business and management is enriched through projects related to the workplace. This leads to questioning of what you already know and ultimately to well-informed, practical outcomes that can take you well beyond what you could find in libraries alone.

To explain a little more, the natural starting point is where you see the Q. Start by asking questions about a problem that has to be solved through a project, which is shown as P1, then move on to read about the existing knowledge, K, on this subject. Armed with that material, back you go to P1 to see if the explanations make sense, and then you can achieve project and learning outcomes, P2.

But that cycle is not the end of it because, on the basis of what you have learnt, you will now want to return to the questioning stage and repeat the whole process. In theory, you can repeat the cycle yet again as each time your understanding will be refined by more practical experience. Theory and practice, as you will discover, go hand in hand and this model helps to show how this is achieved.

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Learning is an adventure, a journey of exploration. At AIB we encourage you to be bold, to cross the line between the classroom and the workplace. We will support you along the way and our hope is that the experience will be enjoyable as well as productive. There are no limits to what you can discover, no end to the learning process.



In today's world, it is increasingly being believed that carefully selected HRD practices to have a direct effect on organizational as well as individual performance. This is based on the notion that people play an important role in the success of an organization. (Garavan, 2007). HRD can contribute to the organization by moving away from an administrative and process-oriented approach and adopting a more strategic approach and thereby take a leadership role to develop people.  The need of strategic HRD is that specialists who are responsible for learning, as well as development in the organizations, should think in a different manner about the HRD activities as a set of organizational practices.

As a part of this assignment, we will try to analyze an HRD approach adopted by McDonald's and why that issue is of strategic importance to the organization and recommendations for its improvement. The aim is to evaluate the strategic human resource of McDonald's which has achieved success by maintaining a competitive advantage in the dynamic industry. Learning and development have been the key to their success. We will also analyze the innovative approach to SHRD taken by McDonald's which challenges the other traditional approaches.[A1]


Strategic Human Resource Development:

The term 'human resource development' was introduced by Nadler and was defined as learning experiences which are organized within a specific period of time in order to increase the possibility of improvement in job performance growth.(Nadler, 1970). Others are of the view that learning is lifelong and not over a certain time period.  The main purpose of HRD is to make a contribution to strategic performance in the long term and improving performance in the short term by making in order to develop their performance capacities and make meaning of their experience in view of the strategic needs of the organization and their job requirements. (Yorks, 2005).[A2]

The strategy is described as the creation of unique as well as a valuable position which provides a competitive advantage that can be sustained. (Porter, 1996)

In other words, we can say that the focus of HRD should be to give the organization members the competencies needed to meet expectations of performance and implement tactics as well as strategies.

Strategic Human Resource Development (SHRD) can be described as a process where organizational learning takes place which increases the creation of strategy and leads to execution of strategy in an effective way. Thus, the whole strategic process can be considered an organizational learning cycle. (Yorks, 2005).

[A1]Scope and extent of assignment well stated
[A2]The base theme has been justified

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