Beard, C., Wilson, J. (2006). Experiential Learning: A handbook of best practice for educators and trainers. Kogan Page, London.
Boydell, T., Leary, M. (1996) Identifying Training Needs. CIPD, London
Clifford, J (2007). Workplace Learning and Development. Kogan Page, London.
Covey, S. (2004). The 7 Habits of Highly Effective People. Simon & Schuster UK Ltd.
Honey, P., Mumford, A. (1992). The Manual of Learning Styles. Published and distributed by Peter Honey. UK.
Meier, D (2000). The Accelerated Learning Handbook. McGraw-Hill. London.
O'Neil, J., Marsick, V. (2007) Understanding Action Learning. Amacom (McGraw-Hill, Maidenhead)
Rose, C. (1989). Accelerated Learning. Accelerated Learning Systems Ltd. UK.
Russell, L (1999). The Accelerated Learning Fieldbook Jossey-Bass-Pfeiffer publishers USA
Simmonds, D. (2003). Designing and Delivering Training. CIPD, London.
Truelove, S. (2006) Training in Practice. CIPD, London.

A written assignment of 2000 words to include a rationale for the design of a training event, encompassing LO's 1 & 4 weighted at 30%
A reflective Journal of 1500 words, LO 5 weighted at 20%
An observed training event, LO's 2 & 3 weighted at 50%

A minimum grade point of 4 must be achieved in all 3 assessments to pass this module.

Staffordshire University electronic resources and off-campus library facilities.

Recommended websites:
www.businessballs.co.uk (Howard Gardner's frame of mind)
www.reviewing.co.uk (reviewing techniques & accelerated learning)
www.leadershipconnections.co.uk (Reg Reavons' Action Learning Sets)
www.trainingzone.co.uk (Donald Kirkpatrick)

The learning strategy for this module will require the student to commit to 300 hours of learning (including assessment and 36 hours of workshops). The main emphasis is on the application of the learning in the workplace and the return on investment to the organisation resulting from the learning, supported by academic study including formal articles, case study analysis, activity based learning and reflection on student experiences in the workplace.

A significant proportion of the learning will take place within demonstrated practice in formative assessments (one of which will be the vehicle for a summative assessment also), facilitating feedback and reflection on the student's own performance as a training practitioner.

Indicative content is expected to be diverse in nature, reflecting the issues that are current and/or of direct concern to the students at the time. For the core content of this module typical areas might be selected from the aspects listed below but other aspects may be added/subtracted as considered appropriate:

- Letting go of 19th Century learning
- Brain Technology - brain dominance and the triune brain
- Whole Brain, Whole Body learning - multiple intelligences, learning styles and representational systems
- Mapping learning events
- Learning needs
- Setting learning objectives and outcomes
- Structuring and designing the session
- Backward chaining and the 80/20 rule
- Using storytelling, metaphors and guided imagery
- Design considerations for support materials and media
- Preparing for the event itself - any 'legalities' eg access, disabilities, diversity etc
- Merhabrian's silent messages
- Delivery & You: use of words, voice, impact of body language, use of equipment and technology
- Delivery to your audience: building rapport, introduction to facilitation skills, challenging members of the audience, levels of listening skills, feedback skills
- Skills practice
- The learning environment
- Pace of delivery
- Action Learning Sets
- Facilitation Skills
- Training Needs Analysis
- Training Evaluation