HR4S007 - Training, Learning & Talent Development 01 Sep 2019 - 31 Aug 2027 | Version 5
Associated Module Information
| Module Code: | HR4S007 | ||
|---|---|---|---|
| Module Title: | Training, Learning & Talent Development | ||
| Faculty: | Faculty of Business and Creative Industries | ||
| Faculty Group: | Business Management | ||
| Faculty Sub Group: | Business Management | ||
| Module Leader: | Adam Poole, Shehla Khan | ||
| Module Team: | Karl Greenhough, Linda Hamweemba, Michelle Mahoney | ||
| First Intended Intake: | SEP 2019 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100861 - staff development | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 5 |
|---|---|
| Valid From | 01 Sep 2019 |
| Valid To | 31 Aug 2027 |
Module Aims
Learning and development and its central contribution to talent management is recognised and acknowledged to be a significant lever in achieving economic, social and cultural aspirations, ambitions and objectives of governments, work organisations and individuals. Perhaps less recognised, but of equal importance, is the potential role of learning and development in formulating and agreeing aspirations, ambitions and objectives. The contribution of learning and talent development to both formulating and achieving objectives forms a core rationale and component of this module. So too does the contextual nature of notions of talent and their connections with national and organisational policy and strategies intended to promote similarly contextual notions of success.
The design and delivery of learning and development always occurs in relation to specific contexts. Therefore, a critical understanding of the role and influence of a range of design, delivery and evaluation of learning and development plans and interventions is also important. There is a well-established body of knowledge and theory on learning processes and their application in instructional design and facilitating learning that also influences design and delivery of learning and development plans and events. This body of knowledge therefore forms a significant element of this module too.
Learning and knowledge are intertwined, as the former is a necessary condition for the creation of the latter. There is therefore an established connection between the two concepts. This module will explore that connection to develop a critical understanding of the concepts of knowledge management and of organisational learning and associated theories and the personal and professional skills associated with designing and implementing knowledge management strategies that promote organisational learning, along with other contemporary ideas associated with psychological thinking and theories.
This module will develop a critical understanding of the potential and limitations of the contribution of learning and talent development policies and strategies to formulating and achieving objectives at International, national, organisational, group and individual levels and will enable the development of intellectual, social, professional and personal skills to perform effectively in associated professional roles.
Content Summary
Critically evaluate the potential and appropriateness of a range of learning, training and talent development strategies, policies and methods with reference to relevant contextual factors. The International, contextual historical, economic, social, cultural, sector and organisational factors that influence policy and practice in learning and talent development; the positioning and contribution of corporate learning and talent development in relation to current and future aspirations and ambitions; policy formulation and content; criterial relevant to selection and adoption of strategies and methods including analytical tools for establishing priorities; examples of common policies, strategies and methods in learning and talent development; employee-led vs. employer-led strategies.
Examine, critically analyse and evaluate the design, delivery and assessment of learning plans and interventions, and in formulation and implementation of learning, training and talent development. The notions of strategy, strategy formulation and strategy process and their application in learning and talent development; the notions of HRD, strategic HRD and critical HRD and their connections with learning and talent development; the contextual meanings attached to ‘talent’ and ‘talent management’ and their application to key employee groups, for example graduates, managers, professionals, women, international managers etc; the nature and content of national and organisational policies and strategies for learning and talent development; philosophy of learner-centredness.
Demonstrate and apply an informed and critical understanding of psychological theories and concepts informing the design and use of contemporary Learning and Talent Development initiatives Globally. This includes theories related to learning, emotional intelligence and personal and organisation change and development, psychological theories of personal and organisation growth and change; theories of individual learning and emotional intelligence and critiques of these; along with a critical examination of the meanings attached to the concepts of knowledge management and organisational learning and associated theories.
(This module is mapped to the following CIPD unit(s):
7 LTD Learning and Talent Development & 7DDE – Designing, Deliverng and Evaluating Learning and Development Provision)
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 12 |
| Seminar | 20 |
| Independent Study | 130 |
| Directed Study | 30 |
| Active/Simulation Based | 4 |
| Groupwork | 4 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically evaluate the potential and appropriateness of a range of learning, training and talent development strategies, policies and methods with reference to relevant contextual factors. |
| LO2 | Examine, critically analyse and evaluate the design, delivery and assessment of learning plans and interventions, and in formulation and implementation of learning, training and talent development strategies for defining and achieving current and future effectiveness at national, organisational, group and individual levels; whilst demonstrating and applying an informed and critical understanding of psychological theories and concepts informing the design and use of contemporary Learning and Talent Development initiatives. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Practical Assessment (CW) | Practical Coursework 1 | Exercises undertaken in class or in laboratory aimed at applying the theoretical and general knowledge gained during a course | 240 | N/A | 60 | No | 40 |
| Written Assignment (CW) | Essay (CW) 1 | A critical evaluation of theoretical concepts and models relating to learning and talent development strategies. | 0 | 2500 | 40 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Practical Coursework 1 | ✔ | ✔ | |
| Essay (CW) 1 | ✔ | ✔ | |