Course Resources Archive

Human Resource Development (HRD) is recognised to be a significant lever in formulating and achieving the economic, social and cultural aspirations and objectives of governments, work organisations and individuals. 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 global, 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.  The module requires students to reflect critically on theory and practice from an ethical, sustainable and professional standpoint, explores the implications for professional practice, and provides opportunities for applied learning and continuous professional development.

1. The influence 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.
2. The contextual historical, economic, social, intercultural, 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; criteria 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.
3. A range of formal and informal learning and talent development interventions and methods; application of a range of learning theories; design of learning and talent development plans and programmes; producing business plans and business cases; allocation and management of resources; budget planning and control; selection and management of third party suppliers.
4. Understanding of a range of stakeholder theories, including models of stakeholder analysis; models of partnership working; diagnostic tools and processes, including problem formulation and analysis; notions of role, including social, organisational and professional; nature of performance measurement and associated tools; criteria for selection and design of learning and talent development solutions; auditing learning and talent development.
5. The perception of power and models of analysing sources and application of power, including sources of power inequalities; the notion of political systems and processes as applied to work organisations, including interest groups, coalitions and alliances; sources and skills of influencing; developing and applying strategies and behaviours to increase influence on decision-makers and decision-making processes.
6. 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 of learning and talent development; rationales for and processes of CPD; a range of CPD methods.

1. Critically analyse and evaluate the formulation and implementation of processes of learning and talent development strategies for defining and achieving current and future effectiveness at national, organisational, group and individual levels.
2. Critically evaluate the potential and appropriateness of a range of learning and talent development strategies, policies and methods with reference to relevant contextual factors.
3. Lead the initiation, development and implementation of learning and talent development strategies, interventions and activities.
4. Work effectively and collaboratively with key internal and external partners and stakeholders to diagnose and manage learning and talent development response to problems and issues and ensure clarity of role and contribution to agreed responses.
5. Critically assess the role and influence the politics of learning and talent development policy and practice in a range of contexts.
6. Act ethically, sustainably and professionally with a demonstrated commitment to equality of opportunity and diversity in learning and talent development and to continuous personal and professional development.

Staff/student contact – 30 hours
Student directed learning – 120 hours as directed by tutors/module guide

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