Accessibility statement

Contemporary HR Learning and Development - MAN00070H

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  • Department: The York Management School
  • Module co-ordinator: Miss Sinead McCotter
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

This interactive module seeks to:

Immerse students in the core principles, practices and challenges of contemporary HR Learning and Development faced by organisations in a range of settings, amid the complex world of contemporary employment, in a post covid employment setting.

The module also enables students to harness ethical practitioner approaches, necessary to facilitate learning and development initiatives in a safe and supportive manner for learners with a range of development needs.

Module learning outcomes

By the end of this module, students should be able to:

  • Create a virtual or in-person learning and development environment conducive to the dissemination and teaching of a topic of choice for a group of externally sourced audience members.

  • Appraise the ethical parameters of contemporary learning and development issues facing society and organisations now and potentially, in the future, including artificial intelligence; cloud-based voice platforms; new media sub-cultures etc.

  • Combine and deliver a range of learning and development approaches to support the potential spectrum of learners’ needs within rapidly changing work contexts, to a professional standard.

  • Diagnose the societal drivers shaping learning and development demands in contemporary organisational contexts.

  • Interpret the theoretical and historical evolution of the discipline in order to identify characteristics shaping the learning and development discipline, today.

  • Locate and reflect upon the gambit of academic and professional resources within the field in order to demonstrate appropriate academic capacity across the research and critical demands of module.

  • Develop an enhanced awareness of one's own learning preferences through engagement with and application of a range of developmental tools in order to engage more fully in collaborative tasks with others who have similar or diverse learning preferences, across a range of learning contexts.

Assessment

Task Length % of module mark
Essay/coursework
Practical (Individual) Online (or in-person) interactive learning and development initiative.		 N/A 50
Essay/coursework
Support materials including 500 word reflection (Individual)		 N/A 50

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Learning Plan Exemplar - Critique		 N/A 50
Essay/coursework
Observation of a recorded training / learning session and a written reflection		 N/A 50

Module feedback

Feedback will be given in accordance with the University Policy on feedback in the Guide to Assessment as well as in line with the School policy.

Indicative reading

Armstrong, M. (2021). Armstrong’s Handbook of Learning and Development: A guide to the theory and practice of L and D. Kogan Page.

Beevers, K., Hayden, D. and Rae, A. (2019). Learning and Development Practice in the Workplace. 4th Edition. Kogan Page / CIPD.

Clark. D. (2021). Learning Experience Design. Kogan Page.

Clark. D. (2023). Learning Technology. A complete guide for Learning Professionals. Kogan Page.

Collins, S. (2019). Neuroscience for Learning and Development. Kogan Page / CIPD.

Cookson, G. (2021). HR for Hybrid Working. Kogan Page / CIPD.

Fee, K. (2011). 101 Learning and Development Tools: Essential techniques for creating, delivering and managing effective training. Kogan Page.

Mattox, J.R., Parske, P. and Hall, C. (2020). Learning Analytics: Using Talent Data to Improve Business Outcomes. Kogan Page.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.