Unit 4: Learning and talent development in the workplace
Week 9: 26th June – 2nd July (Activities: 4.1 and 4.2)
In this unit, you will consider some of the theoretical and practical issues involved in planning and managing learning and talent development programmes for people in your organisation. The unit builds on the previous units of this module as follows:
- It explores the significance of reflection, practice-based learning and learning from experience from Unit 1.
- It builds on the discussion of learning theories in Unit 2, showing how these philosophies become concrete in the practical issues and decisions you will make about learning and talent development.
- It expands on the strategic discussion of learning and talent development from Unit 3, including the connections between learning, identity and power.
The unit also lays the groundwork for the discussion of the role of the HRD professional (Unit 5) and the practice-based units in this module on coaching and mentoring (Units 6 and 7). It is designed to encourage critical and personal reflection on these practices, with the aim both of enhancing your own learning experiences and of providing effective learning interventions for others.
Additional study resources in this unit
The table below shows what additional resources you will need for study in each section of this unit, alongside the online materials.
|
Section |
Materials |
|
4.1 The traditional training-based approach |
Activity
4.1: Video Activity
4.2: Printed Reader (also available online) |
|
4.2 The shift from training to learning |
Activity 4.3: Tutor group forum |
|
4.3 Using action inquiry |
Activity 4.4: Online reading |
|
4.4 Reflecting on resistance |
Resistance
and identity: Video Activity
4.5: Printed Reader (also available online) and tutor group forum |
Learning outcomes for Unit 4
By the end of this unit, you will be able to:
- describe the generic components of the traditional training lifecycle of training needs assessment (TNA), design and development, delivery and evaluation
- critically evaluate the strengths and limitations of the traditional training-based approach, and the main implications of the shift from training to learning
- critically assess alternatives to traditional training methods, in particular action inquiry, peer learning and communities of practice
- apply findings from your own experiences of learning to the planning, design and delivery of learning and talent management interventions for others
- critically reflect on the connections between learning, resistance, identity and culture and their relevance for the planning and delivery of learning and development programmes.
