Unit Plan MAN3655

Edith Cowan University
Faculty of Business and Law

Unit Plan

Unit Code:MAN3655
Unit Title: Workplace Learning & Development
Semester: 2
Year: 2011

Faculty of Business and Law | Telephone: 134328 | Calls outside Australia (61 8) 6304 0000
Email enquiries@ecu.edu.au | Web: www.business.ecu.edu.au

School of Management
Edith Cowan University
Faculty of Business and Law
Telephone +(618) 6304 5666
Facsimile +(618) 6304 5633
Email: businessandlaw@ecu.edu.au
www.business.ecu.edu.au

CRICOS IPC 00279B

Prepared by: Tara Smith and Jenni Parker
Version June, 2011

MAN3655 Workplace Learning & Development 2



MAN3655 Workplace Learning & Development
Lecturers
Name Room no Contact number/s Email Consultation times

Joondalup Office 2.454
Tara Smith 2.454 6304 2097 Tara.Smith@ecu.edu.au Monday 12-3
Thursday 9-12

Jenni Parker 2.146 0466 954 850 jenni.parker@ecu.edu.au By appointment

Unit Coordinator
Name Room no Contact number/s Email Consultation times

Joondalup Office 2.454
Tara Smith 2.454 6304 2097 Tara.Smith@ecu.edu.au Monday 12-3
Thursday 9-12

Other staff contacts
Name Role Room no Contact number Email

Prof. Rowena Barrett Course Coordinator 2.444 6304 2209 r.barrett@ecu.edu.au

MAN3655 Workplace Learning & Development

The approved Unit outline from CMS is shown in the appendix

Introduction
Workplace learning is the common description for learning processes that take place within organisations as part of
Human Resource Development (HRD) strategies. In recent years Human Resource Development has become
increasingly recognised within organisations as a critical strategic function for achieving organisational effectiveness.
The need to support individual development so that organisations can cope with an environment of constant change and
generate new emerging skill bases has been recognised by current government initiatives with the restructuring of the
vocational training system, the growth of workplace learning and flexible delivery. In short, managers realise that the
growth of individuals generates organisational innovation. Therefore knowledge of the HRD process is vital to every
manager in order to ensure that such processes are designed and harnessed according to company goals and individual
needs. The interactions within this unit provide an introduction to the role and practice of HRD with particular practical
emphasis on the training and development (T&D) function and session delivery.

Expectations of lecturers and students
This unit is conducted in accordance with the Student Charter (available at: http://www.ecu.edu.au/prospectus/charter).
Lecturers and students must all be mindful of common courtesies such as timely arrival to class, notification of absence,
ensuring mobile phones are switched to silent, and allowing each person the opportunity to contribute and to gain as
much as possible from the unit.

Teaching and learning approach
Blended Learning Approach: Three hour face-to-face seminars and online tutorials via Blackboard
The unit will mirror workplace learning practice with interactive sessions and a focus of authentic learning. Lectures,
group activities, scenarios and discussions will be included in the unit. Students will be encouraged to develop training
delivery skills and develop awareness of their personal learning processes.
The unit seeks to both provide learning for students who wish to gain experience of managing workplace learning
practices and for individuals who want to become more involved in hands on training delivery.
The unit is deliberately constructed to utilise the benefits multiple perspectives within learning approach. Participants and
their diverse experience provide the unit with a major resource. The unit seeks to include student cultures, contexts and
leaning needs to drive and add to the diversity of the unit learning. Learning is a relational practice and that will be
mirrored through the class interaction.
An important feature of the unit is participation in the learning process. While students expect to learn from the content of
the unit this unit will encourage you to learn from the processes involved. Reflection on your own learning processes and
the various practices associated with learning is also a vital component of the unit as reflection enables each student to
build their own learning philosophy and guidelines. How do trainers and presenter manage and deliver materials, what
are the sequences of interactions with students?
The emphasis is placed on the learners to prepare for each valuable interaction period through appropriate reading and
research so they can contribute in class by supporting a position about learning with a rationale, preparing themselves to
challenge the status quo with alternative conceptualisations. The aim of the unit is not just to supply you with knowledge
sources, but to help you develop your own philosophy of learning so that you are well prepared to argue and negotiate
for change within organisations.

This unit will cover the function of workplace learning from a practitioner’s perspective.



Revision to the unit based on student feedback
The teaching and learning approach for this unit is based on an authentic learning approach, that as much as possible,
replicates the real experience of trainers in workplaces of the 21st century. Learning is structured around interactive
class activities, and assessment pieces. All students will be required to participate in class.
At the end of the semester, all students will be requested to complete the ECU UTEI online survey. This survey will ask
questions concerning your level of satisfaction with the unit, your lecturer and your tutor. Your feedback is needed to
help us to improve the quality of our courses. We endeavour to use the feedback we receive from the UTEI survey to
improve the quality of the unit when it is next run. In fact, the unit as it is running this semester has been modified in
several ways based on the feedback we received last semester. Past students have enjoyed this unit, in particular the
practical and reality based assignments and activities that are conducted throughout the semester. Semester 2/2010
UTEI results were very positive, with no major changes suggested. However as many organisations are now
implementing online learning programs and are seeking workplace training and development consultants with e-learning
skills and knowledge we have included some web communication and collaboration technologies into the unit.

Annotated reading list

Textbook
Noe, R.A. and Winkler, C. (2009). Employee training and development: for Australia and New Zealand. McGraw-Hill
Australia Pty. Ltd: North Ryde.

This text forms the basis of all semester’s reading. It comprehensively covers all aspects to do with all aspects of the
training cycle; training needs analysis, design, development, delivery and evaluation. The text is clear and easy to read.
Class material reinforces and builds on the material covered in this text.

Other significant references and resources
Billett, S. (2001). Learning in the workplace. NSW, Allen and Unwin.
Buckley, R. & Caple, J. (2007). The theory & practice of training. London: Kogan Page.
Burns, R.B. (2002). The adult learner at work: the challenges of lifelong education in the new millennium (2nd ed.).
Crows Nest NSW: Allen & Unwin
Delahyde, B. L. (2005). Human resource development: Adult learning and knowledge management (2nd ed). John Wiley
& Sons.
Dyer, S. (1994). Kirkpatrick's Mirror. Journal of European Training, Vol. 18, No. 5, pp. 31-35.
Galbraith, M.W. (2004). Adult learning methods : A guide for effective instruction (3rd ed.). Malabar, Fla.: Krieger Pub.
Co.
Geertshuis, S. A. & Fazey, J. A. (2006). Approaches to learning in the workplace. Journal of Workplace learning, 15(4),
pp. 35-47.
Illeris, K. (2003). Workplace learning and learning theory. Journal of Workplace learning, 15(4), pp. 12-22.
Karpin, D. (Chair) (1995). Enterprising nation: The report of the industry task force on leadership and management skills.
Canberra: Australian Government Publication Service.
Knowles, M. (1990) The adult learning: A neglected species. (4th ed). Houston, Gulf.
Kolb, D. (1994). Experiential Learning: Experience as the source of learning and development. New Jersey: Prentice
Hall.
Lawson, K. (2009). The trainer’s handbook. (Updated ed.). San Francisco, CA: Pfeiffer.
McCarthy, B. (2000) About learning. Illinois: About Learning Inc.


Poell, R. F., Chivers, G. E., Van der Krogt, F. J., Danny, A. & Rob, F. (2000). Learning network theory Management
Learning, 31(1), pp. 25-50.
Senge, P. (2006). The fifth discipline. The art & practice of the learning organisation.(2nd ed.). Sydney: Random House
Business Books.
Smith A. (1998). Training and development in Australia. (2nd ed). Butterworths, Sydney.
Tovey, M. D. & Lawlor, D. R. (2007). Training in Australia – Design, Delivery, Evaluation and Management. 3rd edition.
Pearson, Prentice Hall.
Werner, J. M., & DeSimone, R. L. (2006). Human Resource Development (4th ed). Thomson South-Western.

Useful websites
http://www.nwlink.com/~donclark/ Big Dog and little Dog’s Performance Juxtaposition. A training, development and
performance website.
http://www.intulogy.com/addie/index.html - Details on the ADDIE Instructional Design Model
http://www.businessperform.com/workplace-training/addie_model.html - Details on the ADDIE Instructional Design
Model
http://www.adprima.com/objectives.htm - How to write learning objectives
http://at.ccconline.org/faculty/wiki/Teaching_Resources_-_Course_Design_-_Writing_Performance_Objectives - How to
write objectives
http://seamonkey.ed.asu.edu/~mcisaac/disted/final98/finallj.html - Adult Learning Theory
http://www.aussieeducator.org.au/education/other/theories.html - Learning Theories
http://www.learning-theories.com/ Learning theories



Study Schedule
This schedule provides a guideline on the topics covered and activities required each week.
Week Dates (W/C) Topic/s Reading Assessment
1 1 August On-Campus – Unit Overview, Introduction to employee T&D & e-portfolio creation Unit Guide; Chpt 1
2 08 August On-Campus - Forces influencing working & learning; Needs assessment Chpt 1 & 3

3 15 August On-Campus - Learning Theories and Processes; Learning Styles; Objectives Chpt 4

4 22 August Online – ASK Staff Induction / Select Assignment 2 topic ASK Website Assignment 1 due
Complete Assignment 1
5 29 August On-Campus - Lesson Plans; Transfer of Training & Training Evaluation Chpt 4: pp 148-160 Prepare learning
Chpt 5 & 6 activity for Wk 6
6 5 September On-Campus - Training Methods & eLearning Technology Chpt 7 & 8
Create draft training lesson plans
7 12 September Online –Peer Review draft session; Complete Assign 2 Draft session plan due
8 19 September On-Campus - Strategic Training Process, Training Proposals, Effective Training Chpt 2: pp. 55-58 Assignment 2 due
Programs; Training Plans & Schedules Chpt 4: pp 149-157

9 26 September On-Campus – Trainer Skills – Review; Create draft Training Program Plans
Mid-semester break
10 10 October On-Campus - Review draft plans & Feedback Draft Training Program
Create resources & Session plans due

11 17 October Online - Complete assign 3
12 24 October On-Campus - Deliver training session (student to be allocated week 12 or 13) Training Delivery Assignment 3 Due
13 31st October On-Campus - Deliver training session (student to be allocated week 12 or 13) Training Delivery Assignment 3 Due



Assessment information
You will complete three (3) assignments this semester in MAN3655 Workplace Learning & Development.

Assessment Date Marks/Weighting

Assignment 1: (individual) Week 4 – Fri 26/08/11, 12 Midnight 20%
Job Application & ePortfolio
Assignment 2: (individual) Draft session plan for review: week 7 30%
Training Session & ePortfolio Week 8- Fri 23/09/11, , 12 Midnight
Assignment 3: Draft training program for review: week 11 50%
Training Program (pairs) & Training Program Delivery and Report Due in Week
ePortfolio (individual) 12 or 13 dates to be arranged with lecturer
e-Portfolio due 4/11/11, 12 Midnight

ePortfolio – You are required to reflect on your learning throughout the semester and attach all artefacts produced during the
unit to your ePortfolio. Full details, supporting resources and detailed marking criteria for all assignments will be
available on Blackboard.
Academic Tip Sheets: http://www.ecu.edu.au/CLT/tips/
• Assignments - http://www.ecu.edu.au/CLT/tips/docs/assignments.pdf
• Blogs, Journals et al. - http://www.ecu.edu.au/CLT/tips/docs/blogs_journals.pdf
• Effective writing - http://www.ecu.edu.au/CLT/file_download/52/effective_writing.pdf
• Written Assessment - http://www.ecu.edu.au/CLT/tips/docs/assessments.pdf

Assignment 1- Job Application & ePortfolio (20%)
This assignment requires you to produce a Job application (see details of selection criteria on p. 9) for a training position that
demonstrates your knowledge of two key aspects of workplace learning and development and set up your eportfolio.
(website).

Submission information
Task Job Application & ePortfolio

Weighting Job application 10%
ePortfolio 10%

Due Week 4 - Friday 26/08/11, 12 Midnight

Submit ECU Blackboard – coversheet & job application (Turnitin)

Format Word file attached to ePortfolio

Preparation
Before starting this assignment, you should have watched the video demonstration of how to create an ePortfolio using
Weebly, Yola and Google on blackboard, and evaluated the models provided by your lecturers.



Assignment instructions
In preparation for applying for workplace training positions you need to create an ePortfolio to showcase your abilities (Just as
you would have to in the workplace). Full details are provided below.

Learning outcome/s and Graduate Attributes
Completing this assignment will help you achieve the following learning outcome/s and ECU Graduate Attributes:
• justify the need for and importance of, learning and development to support the achievement of organisational
goals;
• compare and contrast the major learning theories;
• ability to communicate;
• critical appraisal skills;
• ability to generate ideas

Task Context
ASK Learning Solutions is a large WA based training organisation. They are currently advertising a position for a number of
Learning & Development Consultants (see ASK online advertisement). To be considered for this position you are required to
submit an ePortfolio and a written statement addressing the selection criteria.

Task Instructions
Full details, examples, supporting resources and detailed marking criteria will be available on Blackboard.
Job Application (10%)
Provide a written statement (maximum 2 page Word file) to address the following selection criteria:
1. justify the need for and importance of, learning and development to support the achievement of organisational goals
2. compare and contrast the major learning theories

ePortfolio (10%)
Create a public ePortfolio using a free web creation technology (eg: Weebly, Yola, Google Sites), add the following pages,
information and resources:
● Home page: write a brief paragraph to introduce the purpose of your ePortfolio
● About Me page: include a brief biography, and your contact email (ECU email)
● Blog page: add a minimum of 2 posts to articulate your reflections on your learning (refer to marking criteria)
● Job Application page: provide a brief description of the ASK Learning & Development Consultant position and attach
a copy of your written statement addressing the job selection criteria (Word file as above)
Resources
A range of examples are available on the ASK website. The following websites will be useful in preparing assignment 1.
• Learning Theories - http://www.learning-theories.com/
• Beginners guide to Weebly http://help.weebly.com/beginners-guide.html
• Yola Basics – getting started http://www.yola.com/tutorials/category/Basics_getting_started
• Google sites help: Getting started basics http://www.google.com/support/pages/bin/topic.py?hl=en-GB&topic=15797
Marking criteria
The marking guide is available on Blackboard.



Assignment 2 – Training Session Plan & ePortfolio (30%)
This assignment focuses on planning and reviewing a training session for a specific learning need. A range of topics will be
provided so you can select a topic of interest to you.

Submission information
Task ePortfolio & Training Session Plan

Weighting Training Session Plan 20% and
ePortfolio 10%
Due Draft Session Plan week 7
Final assignment due Week 8 Friday 23/09/11, 12 Midnight

Submit ECU Blackboard – coversheet

Format Word (or pdf) documents attached to ePortfolio

• interpret and apply the training cycle to a business problem;
• conduct a planned training session for a specified learning need.
• ability to communicate
• critical appraisal skills

Preparation
Before starting this assignment, you should have read the your textbook and the information on blackboard regarding
developing a session plan, including learning objectives. You should be familiar with the templates provided by your lecturers
on blackboard. You should have completed some research regarding the design and development of training session plans.

This assignment requires to you to design and develop a training session plan (sometime called a lesson plan). A training
session plan requires you to develop a learning objective/s and then design a session to help the trainees ‘learn’

Task context
Congratulations! Your application for the position of workplace learning and development consultant with ASK Learning
Solutions has been successful. All ASK employees are required to complete the company online induction program, maintain
a reflective eJournal and continue to develop their ePortfolio as part of the organisations professional development program.

Task Instructions
Training Session Plan (20%)
Your first job task is to plan and review a training session for a specific need. Your supervisors will provide a list of training
sessions for you to select from.



• Design, develop, and evaluate a 1 hour training session for a specific training need.
● Write appropriate learning objectives
● Select and sequence relevant content (with timelines)
● Select relevant hands-on training methods to suit your topic
● Design an interactive activity to engage your students in the learning process
● Evaluate one of your colleagues’ training sessions plans and provide them with feedback for suggested
improvements
ePortfolio (10%)
Add the following pages, information and resources to your ePortfolio:
● Resources page: complete the online ASK staff induction program. Add the relevant resources and attach a copy of
the completed staff induction checklist (included in the marking guide)
● Training Session page: add a new page and attach your session plan, your peers evaluation form and your
evaluation of your peers session plan (refer to marking guide)
Resources
A range of templates and examples are available on the ASK website.
Marking criteria

Assignment 3 –Training Program & ePortfolio (50%)
Working in pairs you will interpret and apply the training cycle to plan, develop and review a training program and produce a
training manual based on relevant and theoretically sound learning principles to address a specific business problem. In pairs
you will select a small component of your program to deliver and evaluate a 30 minute training session in either a face-to-
face or online context.

Weighting This assignment accounts for 50% of the assessment in this unit.

Weighting Training Program (20% - Pairs)
Training Delivery (20% - Pairs)
ePortfolio (10% -Individual)

Due Draft Training Program due week 11
Final assignment due Week 12 & week 13 as allocated by your lecturer
Final e-Portfolio due Friday 4/11/11 Midnight

Submit ECU Blackboard / attach all documents to eportfolio

Format Training Manual - Word document, PowerPoint presentations, pdf files, videos etc
Delivery - Face-to-face, online or video

• interpret and apply the training cycle to a business problem;
• produce a training manual based on relevant and appropriate learning design priniciples; and



• conduct a planned training session for a specified learning need.
• ability to work in teams

Preparation
Before starting this assignment, you should have read your textbook and the information on blackboard regarding developing
a training program, including training objectives. You should be familiar with the templates provided by your lecturers on
blackboard. You should have completed some research regarding the training programs.

This assignment requires to you to design and develop a training proposal and training program. Details of what is required
are shown below.

Task context
You have worked hard and have been promoted to the position of workplace training supervisor. Your new role requires you
to work as part of a team to develop a workplace learning program based on relevant and theoretically sound learning
principles. A list of current clients training requirements will be provided by your training managers.

Task Instructions
There is considerable flexibility in this assignment; you may choose to ‘pretend’ that you work for an organisation (e.g.
Westpac) and your training may be for that organisation specifically.

Training Program (20%)
Working in pairs you will design, develop and evaluate a training program (a list of topics will be developed in consultation
with your line manager) that adheres to theoretically sound learning principles. Your program should run over a number of
session (days, weeks, months) and be presented as a complete Training Manual with plans and support materials so other
trainers could easily access and deliver the training program. A list of suggested training programs will be provided by your
manager.

Training Program Manual – ensure you include all of the following (refer to marking guide).
• Cover page
• Contents page
• Training proposal (justification of your chosen training program to secure funding)
1. Introduction: Who the company is, overview of what they do, what training need the proposed training will
address?
2. How would you conduct a needs analysis?
3. Why did you select the training methods you chose?
4. How would you evaluate the entire program?
• Training program (clearly marked sections containing the following);
5. Training program plan (An overview of the training to be provided)
6. Training schedule/Delivery Schedule (minimum of 4 training sessions)
7. Training Session Outlines (minimum 2 training sessions – one per person with name clearly indicated)



Training session delivery (20%)
Working with your partner you will deliver and evaluate a 30 minute training session. The training session you will deliver is
just your chosen session plan from the training program you produced. You are NOT expected to design the entire course,
just one session. You will deliver your training in either week 12 or 13. You may deliver your session using either a face-to-
face or online delivery approach. For face-to-face sessions students will deliver their training to the rest of the class who will
‘act’ as your trainees.

Your session should take the form of activities, question and answer sessions, case study analysis, role-plays, or other
appropriate means of delivery. For example: A program for management communication training may span 3 days, you will
simply select one session of the training to deliver, such as the importance of non-verbal communication. Remember this is
NOT a lecture, it is a training program, people should be doing something during the session, and your training must
demonstrate that you have evaluated if people have achieved the desired learning objectives.

Training delivery – ensure you include all of the following (refer to marking guide).
• 30min training session plan with complete details (refer to marking guide)
• Training materials – eg: handouts, PowerPoint slides, role plays, case studies, questions (& answers), or any
other trainer materials you produce to support your training session
• Evaluation materials – eg: questionnaires, assessment tick sheets, questions to ask, marking guides
• Self & peer evaluation forms
ePortfolio (10%)
Add the following pages, information and resources to your ePortfolio:
● Training Program page: add a new page and attach all of your Training Program and Training Session Delivery
documents (refer to marking guide).
Resources
A range of templates and examples are available on the ASK website.
Marking criteria



Addenda
Addendum

Email protocol
All emails should be sent from your student email account or via Blackboard, otherwise anti-spam filters may prevent it from
being delivered to your lecturer.
When using email to communicate with lecturers or tutors, you should always make sure that your message contains the
following:
1. A subject that contains the unit code, and clearly describes the nature of your query or request.
Your lecturers receive many emails a day, and may also teach more than one unit, so if your email does not contain
the unit code, it is not possible to place your message in context. If the subject does not indicate the nature of the
message, it may well remain unanswered.
2. Change the default setting on your email program to include previous messages in replies, and make sure that
previous messages are included in an ongoing exchange. Your lecturer deals with many students. Having a copy of
the previous exchanges included in your message will expedite a response. You should still make sure that the
subject indicates what the email is about.
3. Address your lecturer appropriately by name.
4. State your question or request clearly and concisely.
5. Insert a signature at the end of your email that contains:
a. your name in full as it appears in SIMO
b. your student number
c. the campus at which you attend classes for the unit in question
(also indicate if you are an off campus student)
Your lecturer will inform you if there are additional requirements for communicating by email.
While lecturers cannot be available on line all day, in normal circumstance your lecturer will reply within 2 working days.

Unit and Teaching Evaluation (UTEI)
At the end of the semester, all students will be requested to complete the ECU UTEI online survey. This survey will ask
questions concerning your level of satisfaction with the unit, your lecturer and your tutor. Your feedback is needed to help us
to improve the quality of our courses. We endeavour to use the feedback we receive from the UTEI survey to improve the
quality of the unit when it is next run.

Towards the end of the semester you will receive an email notification about how to complete the UTEI survey. Please take
the time to complete it for us. There are small incentives offered to encourage participation and your feedback is anonymous
and confidential.



UTEI dates for Semester 1 & 2, 2011
Semester 1, 3 weeks beginning 16th May
Semester 2, 3 weeks beginning 17th October

Assignments

Extensions for submission dates
Any student who wishes to defer the submission of an assignment must apply to the lecturer before the due date for an
extension of the time within which to submit the assignment. The application must be in writing and must set out the
grounds on which deferral is sought.
An assignment submitted after the fixed or extended time for submission shall incur a penalty to be calculated as follows:
• where the assignment is submitted not more than 5 working days late, the penalty shall, for each working day that it is
late, be 5% of the maximum assessment available for the assignment;
or
• where the assignment is more than 5 working days late, a mark of zero shall be awarded.

Exams

Illness on the day of an exam
This happens very rarely. If you should find yourself in this unusual and difficult position you should not attend the exam as
you could not perform to your best. However, if not attending you must see a doctor and submit the doctor’s certificate with
your request for a deferred exam on the grounds that you were ill at the time of exam.

Failing a unit
Failing a unit 3 times may result in you being excluded from the unit, the major to which the unit belongs, or even the course.
Clarification and further assistance can be obtained by contacting the Student Information Office, Joondalup campus –
building 6 or Mt Lawley campus – building 10 or by email at businessandlaw@ecu.edu.au.



CMS Unit Outline
UNIT OUTLINE REPORT

EDITH COWAN UNIVERSITY
FACULTY OF BUSINESS AND LAW
SCHOOL OF MANAGEMENT

UNIT TITLE : Workplace Learning
UNIT CODE : MAN3655
CREDIT POINTS : 15
FULL YEAR UNIT : No
PRE-REQUISITES : MAN2120 - Organisational Behaviour II
MAN2145 - Human Resource Management
MODE OF DELIVERY : On-campus
Off-campus

DESCRIPTION
During the unit students will be given the opportunity to develop a broad view of the complexity
of designing work related learning to support the achievement of organisational goals. The unit
introduces the basic concepts and theories of workplace learning and training and asks you to apply
some of these concepts to workplace issues and to participate in simulated training delivery.

This unit encourages students to construct their own concepts of workplace learning, and assess their
own skills for managing learning at work. You will complete the unit by constructing learning
programmes and experiencing programme delivery.

LEARNING OUTCOMES
On completion of this unit students should be able to:
1. justify the need for and importance of, learning and development to support the achievement of
organisational goals;
2. compare and contrast the three major learning theories;
3. interpret and apply the training cycle to a business problem;
4. produce a training manual based on relevant and appropriate learning design priniciples; and
5. conduct a planned training session for a specified learning need.

UNIT CONTENT
1. Strategy and aligning learning.
2. Learning theory, instructional and facilitation principles.
3. Prioritising learning needs and evaluating learning activity.
4. Workplace learning delivery options, roles and resources.
5. Developing relevant learning programmes and plans.
6. Designing learning activities.
7. Facilitating learning activities.
8. Evaluating learning activities.

TEACHING AND LEARNING PROCESSES


On-campus students attend a weekly interactive three hour seminar. The seminar will include lectures,
small group activities, role plays, debates, and team games. Students will be encouraged to develop
training delivery skills through a range of practical activities.

Off-campus students will access a range of teaching and learning materials on-line via
MyECU/Blackboard. Regular online access is required. On-line participation in the unit is required, via
discussion boards and other collaborative learning activities.

GRADUATE ATTRIBUTES
• ability to work in teams

ASSESSMENT
Grading Schema 1

The assessment for this unit will be made up as follows:

Item On-Campus Assessment Value
Portfolio Establish e-portfolio 20%
Exercise Training Session Plan 30%
Assignment Pair - Training Program & Delivery 50%

Item Off-Campus Assessment Value
Portfolio Establish e-portfolio 20%
Exercise Training Session Plan 30%
Assignment Pair - Training Program & Delivery 50%

TEXTS
Noe, R. A., & Winkler, C. (2009). Employee training and development: For Australia and New Zealand.
North Ryde: McGraw-Hill/Irwin.
Tovey, M. D., & Lawlor, D. R. (2004).. Training in Australia : Design, delivery, evaluation and
management (2nd ed.). Pearson: Prentice Hall.

SIGNIFICANT REFERENCES
Barratt-Pugh, L. G. B., & Soutar, G. N. (2002). Paradise nearly gained: Vol 1. Evaluating the Frontline
Management Initiative. National Centre for Vocational Education Research - Australian National
Training Authority, NCVER, Adelaide.
Billett, S. (2001). Learning in the workplace. NSW: Allen and Unwin.
Delahyde, B. L. (2005). Human resource development : Adult learning and knowledge managment
(2nd ed). John Wiley & Sons.
Dyer, S. (1994). Kirkpatrick's Mirror. Journal of European Training, Vol. 18, No. 5, pp. 31-35
Geertshuis, S. A., & Fazey, J. A. (2006). Approaches to learning in the workplace. Journal of
Workplace learning, 15(4), pp. 35-47.
Illeris, K. (2003). Workplace learning and learning theory. Journal of Workplace learning, 15(4), pp. 12-
22.



Karpin, D. (Chair) (1995). Enterprising nation: The report of the industry task force on leadership and
management skills. Canberra: Australian Government Publication Service.
Knowles, M. (1990) The adult learning: A neglected species (4th ed). Houston, Gulf.
Poell, R. F., Chivers, G. E., Van der Krogt, F. J., Danny, A., & Rob, F. (2000). Learning network theory.
Management Learning, 31(1), pp. 25-50.
Werner, J. M., & DeSimone, R. L. (2006). Human resource development (4th ed). Thomson South-
Western.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial
penalties that can be applied to students who are found in breach of these rules. Academic misconduct
includes, but is not limited to:
• plagiarism;
• unauthorised collaboration;
• cheating in examinations;
• theft of other students’ work.

Additionally, any material submitted for assessment purposes must be work that has not been
submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed
through the ECU website.


Unit Plan MAN3655

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Unit Plan MAN3655