Module 1
Introduction to Training and Development
Aim: The overall aim of this Module is to provide a broad overview of training and development within organisations. This module will also identify the purpose of training and the roles and responsibilities of all those involved in the process. In addition, we will discuss the special requirements of smaller organisations in training activities.
The main units to be covered in this module are:
Unit One: An Overview of Training and Development
Unit Two: The Role of the Trainer
Unit Three: Training and Organisational Needs
Unit Four: The Organisational Approaches to Training
Unit Five: Training in Smaller Organisations
Unit Six: Training Policy and Administration

Module 2
Identification of Training Needs
Aim: In this Module we introduce course members to the 'training cycle' and explore the first stage of the cycle - training needs analysis. We consider the different levels at which training needs are identified and the factors that impact upon the outcome. Different methods of investigation and analysis are considered, and examples will be provided to illustrate the process.
The main topics to be considered in this Module are:
Unit One: The Training Cycle
Unit Two: The Purpose of Training Needs Analysis
Unit Three: The Factors that Stimulate a Training Need
Unit Four: The Training Gap
Unit Five: Approaches to Job Training Analysis
Unit Six: Methods of Data Collection and Analysis

Module 3
Individual and Organisational Learning
Aim: In this Module we consider the process of learning, the factors that motivate people to learn, the development of learning theory and its practical application. In particular, we will examine the integration of learning theory into workplace activity. We will also look at how an organisation can encourage learning amongst its workforce and the concept of the Learning Organisation.
The main topics to be considered in this Module are:
Unit One: Human Motivation
Unit Two: Learning Theory and Practice
Unit Three: The Integration of Learning and Work
Unit Four: Organisational Learning and the Learning Organisation.

Module 4
Designing Learning Events
Objective: Once training needs have been identified, the next stages in the training cycle are to plan and design the learning event. We consider how training plans provide an appropriate structure from which learning events can be designed, and how the development of relevant objectives is essential to provide a basis on which to measure the learning/training process and its outcomes. As established in Module Three, learning theory provides an insight into how people learn, and we shall continue with this approach in Module Four when considering the design of a learning event. The various methods of delivery available to the designer are discussed and appraised, and suggestions are made on how to select the most appropriate method.
The main topics to be considered in this Module are:
Unit One: Training Policy and Plans
Unit Two: Establishing Learning Objectives
Unit Three: Identifying Learning Needs and Matching Learning Content to Learners’ Needs
Unit Four: Identifying Appropriate Learning Methods, Media and Techniques.

Module 5
Training Delivery
Aim: As we established in Module One, trainers can adopt many roles within organisations. In this Module we consider the trainer as ‘provider’, with emphasis on the knowledge and skills required to deliver learning events. We begin by outlining the skills necessary for effective delivery, preparation and planning required, and how to meet the learner expectations we outlined in Modules Three and Four. The different methods of delivery are discussed in detail, and for each one we offer suggestions that will help the trainer to ensure effective performance.
The main topics to be considered in this Module are:
Unit One: Trainer Skills
Unit Two: How to Deliver Effective Training Sessions
Unit Three: Method of Delivery.

Module 6
Assessment and Evaluation
Aim: We have arrived at the final stage in the training cycle. This is the aspect of training and development that is the most neglected. Trainers often assess learners at suitable points in the learning process, but they do not always take the time to evaluate. In terms of assessment, tests can be given on a formal basis and, more informally, questions can be asked to check understanding and application. Evaluation, as we shall demonstrate in this Module, is a very different process, and is far more difficult to administer.
Evaluation is important to the training process as a means of understanding where training has succeeded, and where it has failed. It also allows us to pin-point areas for improvement. Without evaluation, training is often performed without all of the necessary knowledge, i.e. in the dark. If we are able to say how we have achieved our objectives and whether we in fact set the right objectives, it is more likely that the training function will be taken seriously, and that it will be given the opportunity to deliver further training and development.
In this Module, we start by looking at what 'evaluation' means, what the theories underpinning evaluation are, and why we should evaluate. We then proceed to examine why trainers often neglect the stage of evaluation in the training process.
The last two Units in this Module will outline the methods available to the trainer, and the various levels on which the evaluation process works. We will examine when to use these methods and the benefits that will accrue from the evaluation process. Finally, we consider the importance of trainer self-assessment and make some general recommendations regarding the Training Department’s overall responsibility for evaluation.
The main topics to be considered in this Unit are:
Unit One: The Meaning of Evaluation - the Theory
Unit Two: The Meaning of Evaluation in Practice
Unit Three: Theoretical Frameworks for Evaluation
Unit Four: Methods of Evaluation
Unit Five: Evaluation at Three Levels

From To
1 May 2007 May 2008
2 July 2007 July 2008
3 October 2007 October 2008

Email Link: Sally.gatward@le.ac.uk

Web: www.clms.le.ac.uk

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