MScHROM connects academic study with opportunities to investigate people-management challenges, design learning activities and engage with practitioners. Students can prepare, ask questions, use feedback and reflect on their experience. Explore how Training Day, Action Learning Projects and industry collaboration bring these elements together, with guidance that supports students as they develop their own professional judgement.

Explore the learning experience

Training Day in practice

What makes a learning activity useful, engaging and relevant to its participants? MScHROM Training Day gives students an opportunity to explore this question by designing and delivering training with their peers. It connects ideas about employee learning and development with the practical responsibilities of planning, facilitation and evaluation.

From a learner need to a learning experience

1. 01

   Understand the need

   Identify who the learners are and what they need to practise.

2. 02

   Design and rehearse

   Develop materials, share roles and use feedback to refine the activity.

3. 03

   Facilitate learning

   Explain clearly, observe participation and adapt to the group.

4. 04

   Reflect and improve

   Review learner feedback and explain what to change next time.

Learning continues after the session. Teams review participant feedback, examine their choices and consider what to change next time. This journey connects training design with leadership, communication and reflective practice, while giving students work they can discuss and evaluate with their teachers and peers.

Training Day in practice

On 9 November 2024, students came together at Lingnan@WestKowloon in M+ Tower for an afternoon and evening of training. The event was hosted by the programme then known as MScHRMOB (now MScHROM), with MScATB as co-organiser. Reported as the 2024 Leadership Training Camp, it formed part of MGT506 Action Learning Projects and gave students responsibility for designing and facilitating learning for another programme community.

Four themes, practical choices

The programme report describes a month of preparation and revision for twelve training activities across communication, team collaboration, positive culture and time management. MScHRMOB students took the trainer role, while MScATB students participated as learners. Role play, group discussion and practical challenges created opportunities to explain ideas, coordinate tasks and consider choices such as prioritising urgent and important work.

Rehearsal, observation and feedback

Rehearsal gave teams a chance to test instructions, roles and activity flow before delivery. Two invited industry practitioners contributed to the event alongside programme teachers. The report describes an evaluation approach involving participating teams, faculty and industry input; student accounts also discuss receiving teacher feedback, including the importance of asking learners about their experience after each activity.

Learning through both roles

The published reflections bring both trainer and participant perspectives into view. Trainers describe adapting their plans, managing group interaction and identifying areas for further practice. Participants discuss communication, shared problem-solving and time priorities. These individual accounts illustrate what students noticed and how they interpreted the experience.

Source: programme report published on 18 November 2024. The reported event date is 9 November 2024.

HROM and ATB Leadership Training Day took place on 22 November 2025 in Lingnan University’s WYL and LKK classrooms. The shared learning activity brought together the two programme communities around leadership development and the practical design of training.

Student perspectives

These published reflections describe individual teams’ experiences and observations.

Designing communication practice for ATB learners

Adapted from CHEN Zhu’s student reflection · MScHROM Mainstream Group H · Published 31 December 2025

Mainstream Group H designed an “Effective Communication” workshop around art-exhibition planning for ATB students. Their aim was to make clear expression, careful listening and information checking tangible through a three-word icebreaker and an exhibition-instruction relay.

Consultation with Prof. Nina Xie prompted the team to replace generic examples with situations relevant to the learners. Rehearsal helped six members settle their facilitation, timing and observation roles and identify problems with instructions, equipment and scoring.

After working with the first learner group, the team adjusted its pacing for the second session. CHEN Zhu’s account describes how designing, facilitating and reviewing an activity changed the team’s understanding of its responsibilities as future HR professionals.

What the team learned

The team’s account also shows why training needs rehearsal: lengthy instructions and unclear rules can hinder participation.

MGT506 Action Learning Projects brings classroom learning into contact with real people-management questions. Students work with others to investigate needs, develop practical responses and reflect on what happens when ideas meet organisational constraints. The focus is on informed action and the ability to explain professional decisions.

Investigate a practical question

Across the academic year, learning can involve organisational visits, professional discussions, HR consultation and the organisation of training activities. Teams explore a problem, consider the available evidence and identify the people affected. They use HR and organisational behaviour concepts to develop recommendations that respond to the setting and its limitations.

Develop and explain a response

Feedback is part of the work. Students present their reasoning, listen to questions and assess which suggestions are useful for the task. Explaining their revisions helps students show how their thinking responds to the original need. Working in teams also creates opportunities to practise planning, coordination, communication and shared responsibility.

Reflect on professional practice

Reflection connects these experiences with future practice. Students consider what they learned, where their assumptions were challenged and how their approach could improve. Depending on the project, outputs may include an action plan, a presentation, a consultation report or a training activity. The value lies in the thinking, evidence and learning behind the output, as well as the output itself.

Connecting practice with academic learning

Students’ published Training Day accounts show this process in concrete terms: communication exercises were adapted to art-curation contexts, while an AI-supported negotiation workshop combined automated analysis with human interpretation. Both teams described revisions prompted by rehearsal and feedback.

MScHROM connects students with practitioner perspectives through organisational visits, professional talks, mentoring and project activities. These encounters bring different organisational contexts into the learning experience and offer opportunities to ask how people-management decisions are made in practice. They complement the concepts and critical discussion developed in the classroom.

Purposeful professional conversations

Professional conversations can support learning when students arrive with a focused question. One approach is to ask how a practitioner identified a need, considered evidence and chose a response, then compare that reasoning with other views and course concepts. Students can record relevant feedback, explain what they would adopt or adapt, and use it to refine a training design. A short reflection links the conversation to a concrete decision.

Workplace perspectives

The 2024 training activity at M+ illustrates this approach. The programme report records the involvement of two industry practitioners alongside faculty and student feedback. Their contribution gave student training teams an opportunity to consider their work from a professional perspective.

Contributing to student learning

We welcome conversations with practitioners, alumni and organisations interested in contributing to student learning. Contributions may include sharing a workplace example, discussing a project brief or offering constructive feedback. The programme team works with contributors to identify an appropriate educational purpose, scope and format. Each collaboration develops around the learning opportunity and the arrangements agreed for that activity.