Diploma in Human Resource Management

Purpose

This qualification aims to develop learners who will be competent in applying knowledge and skills in the field of human resources. Learners will also be exhibit professionalism in society and uphold the highest ethical behaviour in the workplace. The Diploma in Human Resource provides the industry with non-managerial HR Practitioners who can:

• Contribute to the acquisition, maintenance and development of human capital in organisations,
• Ensure the optimal functioning of the HR Value Chain in day-to-day operations,
• Promote the continuous improvement of employees' job knowledge, skills, applied competence and overall performance,
• Coordinate the establishment, maintenance and termination of the labour relationship between the employer and employee(s),
• Ensure harmonious employee relations by adhering to and implementing statutory regulations, uphold the highest HR ethical standards and governance and apply communication skills in professional environments using appropriate forms of communication and technology.

The HRM academic department, in collaboration with the Industry Advisory Committee, compiled the graduate attributes that are expected of the learner. Furthermore, these graduate attributes were aligned to the professional body, SABPP Competency Model to promote professional people practices. The integration of the SABPP Competencies and graduate attributes are outlined below:

SABPP Competency 1: Leadership & Personal Credibility.

• HR Ethics.
• Independence and discipline.
• Attention to detail.
• Adapt to change.
• Scholarship and lifelong learning.

SABPP Competency 2: Organisational Capability.

• Information literacy skills.
• ICT skills.
• Numeracy skills.
• Time management.
• Working under pressure.
• HR professional practices.

SABPP Competency 3: Solution Creation & Implementation.

• Critical judgment.
• Problem-solving.
• Research.

SABPP Competency 4: Interpersonal & Communication.

• Communication skills.
• Teamwork and interpersonal skills.
• Cultural diversity and social justice.

SABPP Competency 5: Citizenship for future: Innovation, Technology, And Sustainability.

• Creativity, innovation and promoting change.
• Social and civic responsibility.

The Diploma in Human Resource Management (HRM) is positioned in the professional pathway, combining both task-specific proficiency (HR contextual knowledge) and specialised knowledge (HR conceptual knowledge). This Diploma is designed to equip learners with focused HR knowledge and skills and at the same time, enable them to gain experience in applying such knowledge and skills in the workplace context via work-integrated learning.

Rationale

This qualification has been recirculated to incorporate the professional body (SABPP) South African HR Competency Model and the newly launched SABPP HR System Standards and Metrics Model. The HR Competency Model consists of three parts; (1) four pillars of professionalism: HR Business Knowledge, Ethics, Duty to Society and Professional Code of Conduct. (2) Five core competencies: Leadership & Personal credibility, Organisational capability, Solution creation & implementation, Interpersonal & communication skills, Citizenship for future innovation, technology and sustainability. (3) Five HR capabilities: HR Strategy, Talent Management, HR Governance & Risk & Compliance, Analytics & Measurement, and HR Service Delivery.

The SABPP HR Systems Standards & Metrics Model promotes an HR management system standard for national benchmarking of good practices and encourages a consistent way of managing HR functions and people in organisations. The model commences with HR Business (strategic) alignment leading to functional and cross-functional HR Value Chain (workforce planning; learning & development; performance management; reward & compensation; employee wellness; employee relations; organisational development; HR information system) and resulting in Measuring HR success via HR Audit (metrics).

These two SABPP documents informed what HR contextual knowledge and what HR conceptual knowledge is required in the SA workplace, which will enable graduates to register with the professional body and become more employable.

The other national stakeholder is the Human Resources (HR) Universities Forum that promotes curriculum benchmarking and relevance to the workplace in the three main HR subfields, Human Resource Management (HRM), Human Resource Development (HRD) and Labour Relations (LR) as per the CESM categories. All members of the HR Universities Forum are committed to ensuring quality, mobility and portability of HR higher education within SA.

Graduates will be able to follow career paths in human resources-related fields in all sectors of public and private enterprises. This qualification combines both task-specific proficiency (contextual knowledge) and specialised knowledge (conceptual knowledge) and enables graduates to gain experience in applying such knowledge and skills in the workplace context via Work-Integrated Learning. The Diploma in Human Resource Management is a generalist HR qualification enabling graduates to enter a variety of HR career paths.

This qualification enables graduates to register professionally with the SA Board for People Practices (SABPP), enter a variety of HR career paths, in both the public and private sectors, with options for future areas of specialisation, studies and research.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is undertaken in the context of the institutional commitment to alignment with the principles of the NQF and the National Plan for Higher Education in South Africa, with specific reference to:

A. broadening the social base of higher education,

B. increasing access to higher education,

C. increasing mobility of learners across higher education institutions,

D. and other learning contexts,

E. accelerating progress through learning programmers,

And

F. is increasing the number of graduates.

The scope of RPL is limited in the context of academic programmes at CPUT. It does not refer to RPL used in the context of a job promotion, job upgrading, employment equity planning or succession planning.

By national RPL requirements and the Institutional RPL Policy and practices, learners who submit a portfolio of evidence of their prior learning will be considered for admission to this qualification and subject credits as described in the institutional guidelines. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and formal learning. RPL applications are managed according to the formal institutional procedure and require validation of prior informal and non-formal learning. An appeal procedure is also in place to accommodate queries.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Diploma studies.

Or

• National Certificate (Vocational), NQF Level 4, granting access to Diploma studies.

This qualification consists of compulsory modules at Level 5 and 6 totalling 370 Credits.

Compulsory Modules at Level 5, 144 Credits

• Business Computer Applications, 18 Credits.
• Communication, 18, Credits.
• Statistical Methods and Business Calculations, 20 Credits.
• Human Resources Management 1, 22, Credits.
• Human Resource Development 1, 22, Credits.
• Business Studies 1, 20, Credits.
• Labour Relations 1, 24, Credits.

Compulsory Modules at Level 6, 226 Credits

• Human Resource Development 2, 24, Credits.
• Human Resource Management 2, 24, Credits.
• Business Studies 1, 24, Credits.
• Labour Law, 24 Credits.
• Human Resource Development 3, 20, Credits.
• Human Resource Practice 3, 30, Credits.
• Human Resource Ethics and Governance, 20 Credits.
• Labour Relations 2, 20, Credits.
• Human Resource Management 3, 20, Credits.
• Business Studies 3, 20, Credits.

1. Contribute to the acquisition, maintenance and development of human capital in organisations.
2. Manage individual, group and organisational behaviour.
3. Ensure the optimal functioning of the Human Resources Value Chain in day-to-day operations.
4. Promote the continuous improvement of employees' job knowledge, skills, applied competence and overall performance.
5. Manage the holistic development of employees within a dynamic workplace environment.
6. Coordinate the establishment, maintenance and termination of the labour relationship between the employer and employee(s).
7. Ensure harmonious employee relations by adhering to and implementing statutory regulations.
8. Uphold the highest human resources, ethical standards and governance.
9. Apply communication skills in professional environments using appropriate forms of communication and technology.
10. Integrate the human resources function within the broader organisational environment to ensure that HR contributes to the triple-bottom-line.

Associated Assessment Criteria for Exit Level Outcome 1

• Job analysis is conducted to ensure that job descriptions and job specifications are benchmarked and relevant.
• Complete a talent acquisition form according to the job description and job specification.
• The job advertisement is compiled from the talent acquisition form and complies with legislative requirements.
• Prepare job interview schedule with questions and rating for the interview panel after the shortlisting of learners.
• All job learners' references are scrutinised and verified.
• Unsuccessful job learners receive regret letters.
• A contract of employment is compiled for the successful job learner that complies with labour legislations' minimum conditions of service.
• On-boarding of the new employee facilitate via the induction process for which an induction checklist and manual is prepared for.
• Employee information is managed via the HR Information System (HRIS) and regularly updated.

Associated Assessment Criteria for Exit Level Outcome 2

• Organisational design and structure principles are applied when constructing organograms.
• Organisational change processes are facilitated to promote employee buy-in and participation.
• Diversity management is implemented to create an inclusive working environment.
• Motivation techniques are implemented to promote employee engagement in their job tasks.
• Employee wellness programmes are designed and implemented to promote employee-organisational health and wellness.
• A positive and productive organisational climate and culture are maintained.
• A performance management system is implemented to measure employees' contribution to organisational goals.

Associated Assessment Criteria for Exit Level Outcome 3

• The HR functions and cross-functional value chain is effectively managed and coordinated to contribute towards HR service delivery.
• The HRIS is utilised to update and maintain employee information and processes.
• Employee remuneration and benefits are accurately implemented in the organisation's payroll system.
• Workplace policies and procedures are designed to promote optimal functioning of HR operations and service delivery.

Associated Assessment Criteria for Exit Level Outcome 4

• The Learning and Development policy and plan is aligned with the Business Strategy of the organisation.
• Skills audits are regularly conducted with performance reviews to compile a Workplace Skills Plan.
• Human resource development activities adhere to Skills Development legislation and requirements.
• Competency-based training programmes are designed to address skills deficiencies and improve job performance.
• Learning interventions are created by following the training process with course design and development, facilitation of learning, and assessment of the learners.
• Training programmes are presented by applying a variety of instructional strategies to promote active learning.

Associated Assessment Criteria for Exit Level Outcome 5

• The workplace is structured as an active learning environment to facilitate employees' continuous job improvement.
• Career planning is conducted to facilitate employee personal development.
• Succession planning is aligned to HR forecasting to ensure talented employees is develop for future vacancies.

Associated Assessment Criteria for Exit Level Outcome 6

• The nature of labour relations in South Africa with its various stakeholders is recognised to establish a labour relationship.
• The roles and responsibilities of employees, trade unions, shop stewards, employer, management team, employer associations and the State are contextualised in the labour relationship.
• In the labour relationship employees' freedom of association, organisational rights of trade unions, and collective agreements are acknowledged and applied.
• Grievance procedures are developed and implemented to resolve work-related complaints.
• Disciplinary procedures are developed and implemented to correct inappropriate employee behaviour.
• Disciplinary hearings are correctly implemented and adhere to substantive and procedural fairness.
• Termination of employee services is managed according to legislative requirements.

Associated Assessment Criteria for Exit Level Outcome 7

• Workplace policies and procedures are developed and implemented to ensure compliance with the various South African labour legislations.
• Negotiations between employees and their trade union(s), and employers and their employer organisation should conduct in good faith.
• The collective bargaining process facilitates towards reaching a consensus and signing a collective agreement.
• Industrial action manages according to legislative guidelines.
• Worker participation in the organisation is encouraged to promote a harmonious employee-employer relationship.

Associated Assessment Criteria for Exit Level Outcome 8

• HR ethical standards and governance guidelines are implemented and adhered to.
• HR professional practices are applied in all HR functional areas across the organisation.
• HR risks are identified and managed accordingly.
• An organisational Code of Conduct is developed, implemented and monitored to promote appropriate behaviour and discourage inappropriate behaviour amongst employees.
• HR policies, procedures and practices are regularly reviewed to ensure fair and equitable employment practices.
• Adherence to legislative governance initiatives and responsibilities are maintained.

Associated Assessment Criteria for Exit Level Outcome 9

• Communication principles are applied to ensure the effective delivery of verbal and written messages.
• Interpersonal and cross-cultural communication barriers are effectively managed to promote inclusivity in the workplace.
• Appropriate business communication mediums and business etiquette are utilised for business correspondence.
• Professional business etiquette is applied in various business communication mediums, including but not limited to e-mail, telephone, intranet, and notice boards.
• Utilised Information technology to collect information, writing reports, disseminating information and presenting feedback.

Associated Assessment Criteria for Exit Level Outcome 10

• Micro- and macro-economic factors affecting the business environment are considered when compiling the HR Strategy.
• The HR Strategy and Policies are aligned to the organisation's Business Plan.
• HR is positioned strategically to be an effective Business Partner.
• The various HR functional areas collaborate with other business functional areas to ensure effective HR service delivery.
• Business calculations, ratios and statistics are used to report on HR matters regularly and to indicate the return on investment.
• The HR function participates in sustainable social responsibility and community engagement activities while promoting the green environment.

Integrated Assessment

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner centred-learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices are fair, reliable and valid. It is also aligned with the academic disciplinary and professional norms and standards.

Formative assessments are aimed at enhancing learner learning and provide learners with an opportunity to reflect critically on their learning and to improve their levels of personal accountability and time management. Formative assessments consist of a variety of assessment tasks and activities relevant to the HR field of study. In this Diploma in Human Resource Management, a variety of tasks such as problem-solving individual and group assignments and projects, case studies, portfolio development, role plays and class discussions are implemented.

Summative assessments take place at the end of a section of learning in a quarter or semester and are aimed at assessing learners' attainment of the learning outcomes of the subject(s) and qualification. Summative assessments are internally and externally moderated based on institutional policy and requirements. In this qualification, the summative assessments are formal assessment tasks relevant to the HR discipline and include written assessments in the form of written tests, reports, assignments and examinations conducted during and at the end of the academic year.

Integrated assessments cut across several subjects and modules in this qualification and are aimed at the holistic development of learners that contributes towards their personal and professional development in the HR field in terms of foundational, practical and reflexive competence. Integrated assessments in this qualification take place in the third year of study where learners are assessed holistically using project reports, portfolio of evidence and oral presentations related to the needs and requirements of the HR field and profession.