1. The role and impact of external factors such as economic and legislative conditions (including Health and Safety)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 L&D; external and internal barriers, inhibitors and facilitators of learning and development; approaches to and methods of evaluating learning and development and problems and issues in their use and application.
2. Specifying and analysing the role of stakeholders in identifying learning and development needs; strengths and limitations of approaches and to methods of identifying learning needs at organisational, occupational and individual levels; the role of data and the forms it takes in organisational settings and contexts, and its use in identifying learning needs; approaches to and methods of building support among stakeholders.
3. 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; approaches to and methods of engaging others in design and especially delivery of learning and development.
4. 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.
5. 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.
6. A range of approaches to and methods and techniques of evaluation including 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.
7. 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.

100% Training Session - Plan, deliver, assess and evaluate a 15 minute training session. Assesses all Learning Outcomes.

Essential
1. Buckley, R., and Caple, J. (2007), The Theory and Practice of Training, 5th ed, Kogan Page
2. Gibb, S. (2007) Human Resource Development: Processes, Practices and Perspectives 2nd ed. Basingstoke: Palgrave

Blackboard
Library

Journals
Education and Training
Industrial and Commercial Training
Human Resource Development International
Journal of European Industrial Training
People Management.

Useful websites
www.cipd.co.uk
www.ufhrd.co.uk
www.ahrd.org
www.acas.co.uk

Tutor lead learning support by recommended texts and articles. Student-centred learning will include case studies supported by background reading. Small group activity through which to practise application and develop wider discussion of issues and draw on student experience. Independent consolidation of understanding. Students will be expected to obtain supplementary information from a range of paper and electronic sources and key readings will be provided. They will also be expected to deliver segments of the training cycle building towards their formal assessment.

This module may be offered in block delivery, with concentrated learning sessions facilitated by an appropriate tutor. The use of action learning sets will be a major tool in enhancing the experience. Outside of this, time material will be available on the VLE (Blackboard) to support these contact sessions and to encourage deeper learning. Where appropriate, workplace mentors will support and encourage their learners with access to relevant company information and people.