Module: Learning & Development: Design to Evaluation

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Learning & Development: Design to Evaluation
Module Code	MNA1065 (ITS: HR5022)
Faculty	DCU Business School	School	DCU Business School
NFQ level	9	Credit Rating	5

Description

The module reviews the history and development of organisational training and development. It takes participants through the assessment of training needs, the matching of trainees and training programme, the variety of programme types, programme design skills and programme evaluation. It highlights the importance of thoroughly assessing learner needs before any training design is engaged upon. Ethical issues associated trainee assessment and development central to this module. Participants are encouraged to be adaptive and creative when designing training interventions to facilitate the range of learner needs, styles, motivations and individual differences.

Learning Outcomes

1. Draw from the variety of training traditions when assessing and designing training programmes
2. Assess trainee readiness for training intervention
3. Determine training needs using a variety of analytic tools
4. Design appropriate training programmes
5. Present and defend a learning and development plan

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Seminars	10	Online synchronous class
Seminars	5	In person case class
Online activity	10	Online material (expert videos, interactive cases)
Independent Study	40	Readings before class
Assignment Completion	50	No Description
Online activity	10	Discussion Forum
Total Workload: 125

Section Breakdown
CRN	11070	Part of Term	Semester 1 & 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Jennifer Kennedy	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Group project	Case based client learning and development plan	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

History of Learning and Development

Learning Theory
Applied to learning and development; Applying various learning models, from cognitive approaches to goal setting to adult learning to coaching

Learning Needs Analysis
Models and tools for LNA

Learner Readiness
Assessing KSA's and competencies of trainees prior to training design

Learning and Development Programme Design

Assessing and evaluating the effectiveness of learning and development programmes
Using multiple outcomes of assessment to determine benefits for employees and return on investment

Management Development
Effecting change as learning

Leadership Development
Internal to External - Consistent to Dynamic

Indicative Reading List

Books:

Eileen Arney: 2017, Learning for Organizational Development, Kogan Page, 074947744X

Articles:

Janson, A., Söllner, M., & Leimeister, JM. (2019): 2019, Ladders for Learning: Is Scaffolding the Key to Teaching Problem Solving in Technology-mediated Learning Contexts?, Academy of Management Learning and Education, 58551
2015: Leadership Development: An Outcome-Oriented Review Based on Time and Levels of Analyses., Annual Review of Organizational Psychology and Organizational Behavior, 2, 133-1, 58552, 1
The Meaning of Organizational Learning: A Meta-Paradigm perspective.: Human Resource Development Review., 14(3), 299–3, 58553, 1, Ford,JK., Baldwin, TT and Prasad J
Annual Review Organizational Psychology / Organizational Behavior.: 5, 201, 58554, 1, Aguinis, H., and Kurt Kraiger K., 2009
58555: 1, Garavan, T., McCarthy, A., Sheehan, M., Lai, Y., Saunders MNK, Clarke, N., Carbery, R., Shanahan, V., 2019, Measuring the organizational impact of training: The need for greater methodological rigor., Human Resource Development Quarterly. 30:291–309.,
1: Bell, BS, Tannenbaum, SI, Ford JK, & Noe, RA, 2017, 100 Years of Training and Development Research: What We Know and Where We Should Go., Journal of Applied Psychology, 102,(3), 305–323.,
Noe, R. A., Clarke, A. D. M., and Klein, H. J.: 2014, Learning in the Twenty-First-Century,, Annual Review of Organizational Psychology &. Organizational Behavior 1:245–75,

Other Resources

None