Module Code: H7DNEV
Long Title Design and Evaluation
Title Design and Evaluation
Module Level: LEVEL 7
EQF Level: 6
EHEA Level: First Cycle
Credits: 10
Module Coordinator: EDITH RACHEL DOHERTY
Module Author: Isabela Da Silva
Departments: School of Business
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Evaluate the various methods of conducting a learning needs analysis (LNA).
LO2 Establish learning and development needs in relation to organisational objectives
LO3 Using the evidence obtained, make recommendations for addressing the learning needs
LO4 Identify the legal, cultural, logistical, financial and learner factors to be considered when designing learning and development
LO5 Design an engaging learning and development solution underpinned by learning theory that addresses identified objectives
LO6 Explain how to apply an evaluation model to the proposed solution
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements

As per programme requirements
 

Module Content & Assessment

Indicative Content
Learning Needs Analysis
Identify the key principles in conducting a learning needs analysis Establish the link between learning and development objectives and departmental and organisational objectives and strategy Examine diagnostic models with which to conduct a learning needs analysis.
Legal, Cultural. Logistical, Financial Factors
Factors to be considered when designing Learning and Development activities. Responsibilities between central and local teams across borders, languages and cultural differences. Ensuring inclusivity and accessibility
Design Engaging Learning and Development Solutions
Define learning objectives. The learning cycle How people learn – Learning theories and learning styles Incorporate learning theories into professional practice The 70/20/10 model Universal Design for Learning
Evidence Based Practice
Introduce the concept of evidence based practice Explore the principles of evidence based practice as they apply to Learning and Development. Confirm the validity of sources of evidence and the validity of the evidence itself Evidence and learning needs analysis Evidence and Evaluation of learning & development
Evaluation
Formative and summative evaluation of learning and development initiatives The subject(s) of evaluation Evaluation models The application of evaluation levels to Learning and Development
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Continuous Assessment % of total: 100
Assessment Date: n/a Outcome addressed: 1,2,3,4,5,6
Non-Marked: No
Assessment Description:
A written project covering all learning outcomes submitted on module completion. Learners will be expected to show evidence of outside reading and marks will be awarded for depth of reflection and comprehensiveness of plan for future development.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
Reassessment Description
Repeat Assessment is re-submission of written project. One re-submission attempt allowed.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Classroom and demonstrations 35 Per Semester 2.92
Independent Learning Independent learning 215 Per Semester 17.92
Total Weekly Contact Hours 2.92
 

Module Resources

Recommended Book Resources
  • Armstrong, M. (2021), Armstrong's Handbook of Learning and Development, 1st ed. Kogan Page.
  • Hayden, D., Beevers, K. & Rea, A. (2019), Learning and Development Practice in the Workplace, 4th ed. Kogan Page.
  • Garavan, T., Hogan, C. & Cahir-O'Donnell, A. (2020), Learning & Development in Organisations. Dublin, IITD.
  • Arney, E. (2017), Learning for organizational development: how to design, deliver and evaluate effective L&D, Kogan Page, London.
Supplementary Book Resources
  • Garavan, T., Hogan, C. & Cahir-O'Donnell, A. (2021), Implementing and Delivering Classroom-based Learning & Development in Organisations, IITD, Dublin.
  • Griffin, R. (2014), Complete Training Evaluation, 1st ed. Kogan Page, London.
  • Harrison, R. (2009), Learning and Development, 5th ed. CIPD.
  • Knowles, M.S. (1980), The modern practice of adult education: from pedagogy to andragogy, Association Press, New York.
  • Lancaster, A. (2019), Driving performance through learning: develop employees through effective workplace learning, Kogan Page, London.
  • Lawson, K. (2015), The Trainer's Handbook, 4th ed. Wiley, Hoboken, New Jersey.
  • Neelen, M. and Kirschner, P.A. (2020), Evidence-informed learning design: creating training to improve performance, Kogan Page, London.
  • Paine, N. (2021), Workplace Learning, 2nd ed. Kogan Page, London.
  • Page-Tickell, R. (2022), Learning and Development: A Practical Introduction, 3rd ed. Kogan Page.
  • Stewart, J. and Cureton, P. (2014), Designing, delivering and evaluating L&D: essentials for practice, CIPD Kogan Page.
This module does not have any article/paper resources
Other Resources
Discussion Note: