1. 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 to 'talent management'and their application to key employee groups; e.g. graduates, managers, professionals, women, international managers etc.; the nature and content of national and organisational policies and strategies for learning and talent development.
2. The 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; criteria relevant to selection and adoption of strategies and methods including analytical tools for establishing priorities; examples of common polices, strategies and methods in learning and talent development.
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.
5. The notions 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.

The learning strategy for the module requires students to commit 150 learning hours (including assessment). Of this there will be 36 hours of class support (lectures, tutorials, presentations, large and small group activities, including practical exercises ) and 114 hours of independent and self directed study.

Learning support material will be provided for the module

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.

A 3000 word assignment, assessing all Learning Outcomes

Gold, J., Beardwell, J., and Holden, R. (eds)( forthcoming) (2009) HRD Theory and Practice, Basingstoke: Palgrave Macmillan
Harrison, R. (2009) Learning and Development. 6th ed. London: CIPD

Library
online journals
CIPD
Blackboard

Journals
Human Resource Development International
International Journal of Training and Development
Human Resource Development Quarterly.

Useful websites
www.cipd.co.uk
www.ufhrd.co.uk
www.ahrd.org
www.ukces.org.uk
www.lsc.gov.uk