Course Resources Archive

This module develops a critical understanding of the role and influence of a range of contextual factors on the principles and practices of learning and development.  There is a well-established body of knowledge and theory on learning processes and their role in facilitating learning plans and interventions.  The module as a whole is intended to develop the professional knowledge and skills required to perform in a wide of range of both specialist and advisory roles.  It will enable HR Generalists to provide advice to managers on HRD issues and in implementing HR systems effectively.  It requires students to reflect critically on theory and practice from an ethical and professional standpoint and provides opportunities for applied learning and continuous professional development.

• The role and impact of external factors such as economic and legislative conditions and internal factors such as organisational plans and priorities, learning climate and resource availability; developments in ICT and the opportunities and limitations of these for design and delivery of learning and development (L&D); external and internal barriers, inhibitors and facilitators of L&D; approaches to and methods of evaluating L&D and problems and issues in their use and application.
• Specifying and analysing the role of stakeholders in identifying learning and development needs; strengths and limitations of approaches to and methods of identifying learning needs at organisational, occupational and individual levels. 
• A range of theories of individual and collective learning including cognitive, behavioural, social and constructivist; models and frameworks of instructional design; methods of learning and development appropriate to a range of purposes and audiences; criteria for selecting and applying methods; range and types of delivery channels, including the role of technology and e-learning; approaches to and methods of engaging others in design and especially delivery of learning and development.
• Factors determining and influencing learning and development plans; ways of meeting organisational and occupational-level learning needs in a timely way; ways of meeting individual-level learning needs in a timely way; components and features of organisational, departmental, team and individual learning plans; estimating and justifying costs; planning, designing and managing implementation of feasible learning interventions and events.
• Skills associated with facilitating learning of groups and individuals; creating appropriate and effective learning climates; giving and receiving feedback; providing one-to-one coaching and mentoring; use of a range of presentational and instructional skills; supporting learning of groups and individuals through blended learning and use of technology.
• A range of approaches to and methods and techniques of validation and evaluation including return on expectation, return on investment (ROI), value-added and stakeholder satisfaction; models and frameworks of evaluation; sources and types of data; the role and contribution of formative and summative assessment in evaluation; problems of measurement; the politics of evaluation.
• Definitions and understandings of ethics including philosophical bases; the similarities and differences of notions of equality and diversity; notions of professionalism and professional practice; implications for and applications in professional practice associated with design and delivery of learning and development; rationales for and processes of CPD; a range of CPD methods.

1. Explain, evaluate and critically analyse the internal and external contextual factors impacting on the design, delivery and assessment of learning plans and interventions in organisations.
2. Evaluate, select and apply a range of approaches and processes for establishing learning and development needs at organisational, group/team, occupational and individual levels in collaboration with relevant stakeholders.
3. Critically evaluate a range of learning and instructional design theories and principles and apply them to select and justify appropriate learning and development methods and delivery channels with the engagement and support of other professionals and managers.
4. Design learning plans and interventions to meet identified needs in a timely, feasible and cost-effective way.
5. Demonstrate skills of delivery and facilitation of learning through a range of methods and for employees at a range of organisational levels and a range of occupational groups.
6. Design and implement appropriate evaluation methods to assess the success and effectiveness of learning plans and interventions.
7. Act ethically and professionally with a demonstrated commitment to equality of opportunity and diversity in the design and delivery of learning and development and to continuous personal and professional development.

Staff/student contact – 45 hours
Student directed learning – 105 hours as directed by tutors/module guide

Work Based Learning delivery students will devise an agreed work plan with their Advisor to meet their individual learning needs to achieve the module learning outcomes

The Library Catalogue contains full details of the current reading list for this module. Further details may also be found in the Module Guide.