| CODE | ACA5006 | ||||||
| TITLE | Labour Market Preparation | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||
| DESCRIPTION | Part 1 This initial part of the study-unit will focus on the meaning and the reason for a training needs analysis. It will specifically tackle what will be achieved by conducting a training needs analysis, including the objectives and outcomes of such analysis. The unit will also delve into the training needs analysis model and the individuals and organisational competencies that fit into the model. Successes and failures will also be dealt with, as well as the importance of organisational culture and the operating environment in which the training needs analysis takes place. Part 2 In this part of the study-unit the students will be exposed to the central characteristics of Continuing Professional Development (CPD). The structuring resources that shape the process and content of learning possibilities are discussed, together with the sociopolitical organisation of the practice and the relation of the members within this practice. Theories of learning and of adult learning are briefly explored with the aim of understanding the characteristics (if any) inherent in learning, together with the existing contradictions and the resulting conflicts to the development of identity of the learners participating in CPD and the transformation of practice. The pedagogic means underlying teaching strategies accompanying CPD are highlighted, together with the learning tasks which should be provided to adults undertaking CPD that will provide challenge and move their understanding forward. The notion of entitlement to CPD is also explored, together with the notion that the training and development culture may vary from one place to another. This will lead into an analysis of different forms of CPD and the necessary criteria for these experiences to be high quality and which address the individual and institutional professional needs. Study-unit Aims: 1. to help participants understand the procedure to follow in order to identify what type of training is required in the organisation, from reviewing an individual’s job description up to determining the action steps; 2. to help participants gain knowledge on assessing training gaps when comparing the goals and tasks undertaken by the individuals and the existing development activities available in the organisation; 3. to provide students with a thorough grounding of the major ideas and theories underlying CPD; 4. students to gain an understanding of how professional learning spaces for adults are developed. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. demonstrate an understanding of what is meant by the terms ‘Training Needs Analysis’ and 'Continuing Professional Development (CPD)' besides being knowledgeable about the various training methods that can be undertaken, ranging from the customary lecture-based teaching to more sophisticated approaches, depending on the individuals and the type of training required in the organisation; 2. determine the most suitable and cost-effective approach to training , focusing especially on the 'system approach'; 3. define the central characteristics of CPD and the necessary resources that shape professional learning experiences; 4. apply the different learning theories to which they are exposed; 5. identify teaching strategies which facilitate adult learning in CPD settings. 2. Skills: By the end of the study-unit the student will be able to: 1. effectively develop a systematic plan for a training needs analysis; create a staff training profile; develop a training development plan; and implement and evaluate the training effectiveness; 2. criticise the sociopolitical identities of the learners in CPD and training settings; 3. analyse the learning needs of an individual and of a learning community within an institutional setting; 4. examine the origins of the focus on CPD and the political implications which ensue when CPD gives rise to human resource development within an organisation. Main Text/s and any supplementary readings: Part 1 - Barbazette, J. (2006), Training Needs Assessment: Methods, Tools, and Techniques, Pfeiffer:San Francisco. (Main text) - Ford, J. K. (Ed.). (2014). Improving training effectiveness in work organizations. Psychology Press: Chicago. (Main text) Supplementary Readings: - Kontoghiorghes, C. (2014). A Systemic Perspective of Training Transfer. In Transfer ofLearning in Organizations (pp. 65-79). Springer International Publishing. - Raj, S., & Vanka, S. (2014). Training and development of human resources: an analysis of literature. - Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological science in the public interest, 13(2), 74-101. Part 2 Main Texts: - Corrall, Sheila (2010) Continuing Professional Development and Workplace Learning. In: University Libraries and Digital Learning Environments. Ashgate, Farnham, pp. 239-258. 978-0-7546-7957-8. - Moon, Jennifer A. (1999) Reflection in learning and professional development : theory & practice. London: Kogan Page, 1999 ISBN 0749428643;ISBN 074943452X (pb); ISBN 9780749428648; ISBN 9780749434526. Supplementary Texts: - Collin, Kaija, Van der Heijden, Beatrice and Lewis, Paul (2012) Continuing professional development. International Journal of Training and Development 16:3 - Schmidt, Steven W. (2014) Perspectives in Adult Education—The American Association for Adult and Continuing Education (AAACE): Its history, purpose, and activities. New Horizons in Adult Education & Human Resource Development 26 (1), 55-59. - Donavant, Brian W. (2009) The New, Modern Practice of Adult Education Online Instruction in a Continuing Professional Education Setting. Adult Education Quarterly Volume 59 Number 3 May 2009 227-245. - Siko, Jason Paul and Nichols Hess, Amanda (2014) Win-win professional development: Providing meaningful professional development while meeting the needs of all stakeholders. |
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| STUDY-UNIT TYPE | Seminar | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Michelle Attard Tonna Karen Cacciattolo |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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